LIST OF POSSIBLE MEANS OF VERIFICATION (MOV) ON THE NEW SBM ASSESSMENT
PROCESSES AND TOOLS (APAT)
1.1 In place is the
Development Plan
(e.g. SIP) developed
collaboratively by the
stakeholders of the school
and community
1.2. The Development
Plan (e.g. SIP) is regularly
reviewed by the school
community to keep it
responsive and relevant
to emerging needs,
challenges and
opportunities.
Level I Level II Level III
The development plan The development plan is The development plan is
guided by the schools evolved through the enhanced with the
vision, mission and goal shared leadership of the community performing the
(VMG) is developed school and the leadership roles, and the
through the leadership of community stakeholders. school providing technical
the school and the support
participation of some
invited community
stakeholders.
Narrative/photo Attendance sheet duly A copy of the edited &
documentation of the accomplished by the final development plan
planning workshops or participating
the FGD sessions community stakeholder Copy of the approved
Minutes on the in the drafting of the ESIP duly recognized by
discussion of School SIP / AIP the community
Planning Team Narrative / photo stakeholders
Members on the Vision, documentation /
Mission sharing minutes of the activities
Copy of the DepEDs
VMG and reference
drafted ESIP
Level I Level II Level III
The school leads the The school and The community
regular review and community stakeholders stakeholders lead the
improvement of the working as full partners, regular review and
development plan lead the continual review improvement process; the
and improvement of the school stakeholders
development plan. facilitate process
Regular sessions (FGD) Minutes of meeting Copy of review /
to schedule for ESIP conducted by correction of SIP of the
review community partners SPT
Minutes of the meeting and other stakeholders Minutes of the meeting
of the FGD for ESIP of the SIP review organized and led by the
Review conducted community stakeholders
Photo/ documentations Duly accomplished Photo/ documentation on
of the sessions attendance sheet by the review conducted
Invitation letter to the the participants
ESIP Reviewers Logbook of incoming
Creation of the review communications
committee
1
1.3 The school is Level I Level II Level III
organized by a clear
structure and work The school defines the The school and Guided by an agreed
arrangements that organizational structure, community organizational structure, the
promote shared and the roles and collaboratively define the community stakeholders
leadership and responsibilities of structure and the roles lead in defining the
governance and define stakeholders. and responsibilities of organizational structure and
the roles and stakeholders. the roles and
responsibilities of the responsibilities; school
stakeholders provides technical and
administrative support.
Notice of Meeting Roles/Functions CBL of PTA/SGC Manual
Attendance of Meeting defined in SGC manual Roles/Functions
Organizational /PTA CBL elaborated in the minutes
Structure / Table Minutes of meeting of meeting
Minutes of Meeting on attended by Photo
the discussion of Stakeholders Documentation showing
Roles/Function of Oath of Office of the technical assistance
stakeholders SPT members provided to stakeholders
Pictures of Meeting Letter of Invitation & to sustain shared
Resolutions confirmation leadership and
governance

1.4 A leadership Level I Level II Level III

network facilitates
communication A network has been The network actively provides The network allows easy
between and among collaboratively established and stakeholders information for exchange and access to
school and is continuously improved by making decisions and solving information sources beyond
community leaders the school community. learning and administrative the school community.
for informed problems.
decision-making and
solving of school-
community wide-
learning problems.
Minutes of BDC/ MDC/ City Copy of minutes during MOA on Access to
meeting Fora information to govt.
Attendance to BDC/ MDC PF Approved Resolution of the Agencies and private
concerned agency, org., institution
partner or committee Report during Fora
support the enhanced SIP School Website/ Dash
implementation Board
School Report Card

2
1.5 A long term Level I
program is in
operation that Developing structures are in
addresses the place and analysis of the
training and competency and development
development needs needs of leaders is conducted;
of school and result is used to develop a long
community leaders term training and development
program.
Copy of Accomplished
Needs Assessment
Questionnaire (NAQ) and
Individual Development
Plan (IDP)
2.1 The curriculum Level I
provides for the
development needs All types of learners of the
of all types of school community are
learners in the identified, their learning curves
school community assessed; appropriate
programs with its support
materials for each type of
learner developed.
Data on School Mapping
Religious Instruction
Schedule & Permit
List of 4Ps beneficiary
Pupils anecdotal records
Activity Design for proposed
Program or Project Proposals
List of enrollees/ Form/ with
LRN
List of non-readers,
frustrations, independent
instructional by grade level
Level II
Leaders undertake training
modes that are convenient to
them (on-line, off-line,
modular, group, or home-
based) and which do not
disrupt their regular
functions. Leaders monitor
and evaluate their own
learning progress.
Schedule of Trainings of
Teacher/ SH (On line
Mentoring & Coaching)
Minutes of TIP/ LAC
Session conducted
Copy of Design for Training
of Teachers/ SH
Copy of training
Development Plan Self-
monitoring and evaluation
tool
Level II
Programs are fully
implemented and closely
monitored to address
performance discrepancies,
benchmark best practices,
coach low performers, mentor
potential leaders, reward high
achievement, and maintain
environment that makes
learning, meaningful and
enjoyable.
Monitoring Plan
Monitoring Report
Program Interventions
Activity Completion Report
Certificate of Recognition
Symposium/ Conferences
LAC Session
3
Level III
Leaders assume
responsibility for their own
training and development,
School community leaders
working individually or in
groups, coach and mentor
one another to achieve their
VMG.
Schedule of training of
Teachers/ SH and
community leaders
Copy of Design for
training of Teacher/ SH
and Community leaders
Copy of training
Development Plan Self-
monitoring and
evaluation tool
Level III
The educational needs of all
types of learners are being
met as shown by continuous
improvement on learning
outcomes and products of
learning. Teachers as well as
students performance is
motivated by intrinsic rather
than extrinsic rewards. The
Schools differentiated
program is frequently
benchmarked by other
schools.
Customer/ client
satisfaction tool
CI Project in place
Action research
Students and Teachers
Awards/ Recognitions
School to School
Partnership MOA
Seminar/ Orientation with
Approved Activity Design
and Activity Completion
Report
 List of PWD pupils by grade
level
List of pupils at risk of
dropping out
Program interventions /SF I-
School Register
Nutritional Status of
students
Schedule of classes and
activities
Record of Students Religious
Affiliations
Approved Permit from the
Division Office on the
conduct of program
interventions.
2.2 The Level I
implemented
curriculum is Local beliefs, norms, values,
localized to make it traditions, folklores, current
more meaningful to events and existing
the learners and technologies are documented
applicable to life in and used to develop a lasting
the community curriculum. Localization
guidelines are agreed to by
school community and
teachers are properly oriented.
Remedial Instructions
Schedule are Programmed
Monthly Program/Calendar
of Activities
DepED Orders,
Memorandum
Copy of DepED Thrust,
projects & programs
Pictorials of Activities
Workshops/Trainings
conducted with Activity
completion report.
Output of Localized and
indigenized Learning
Materials As MOV
Level II
The localized curriculum is
implemented and monitored
closely to ensure that it makes
learning more meaningful and
pleasurable, produces desired
learning outcomes, and
directly improves community
life. Ineffective approaches
are replaced and innovative
ones are developed.
Curriculum Integration
Topics integrated to the
lesson plan suited to the
community
Monitoring Plan and
Report
Localized and validated
Learning materials for IP
Lesson Guides
4
Increase in schools NAT
Performance
Level III
Best practices in localizing
the curriculum are
mainstreamed and
benchmarked by other
schools. There is marked
increase in number of
projects that uses the
community as learning
laboratory, and the schools
as an agent of change for
improvement of the
community.
School Community
Partnership with MOA
School Community
Project in place like
Gulayan, poultry
Internship/Immersion
Partners
Pictorials
/Documentation of Joint
Activities with
Community Partners
School to School
Partnership with MOA
Comparison of
Nutritional Status of
Learners
2.3 A representative Level I
group of school and
community A representative team of
stakeholders school and community
develop the stakeholders assess content
methods and and methods used in teaching
materials for creative, critical thinking and
developing creative problem solving. Assessment
thinking and results are used as guide to
problem solving. develop materials.
Minutes of Meeting, Notice
of meeting, Attendance,
Pictorials
Functional SGC/ BRGY Educ.
Committee
School Assessment Result
(NAT, CFSS)
List of Committee members
composed of Education
Specialists
Assessment Results
Output of Teacher-Made or
Teacher-Developed
Materials
2.4. The learning Level I
systems are
regularly and 1A. school-based monitoring
collaboratively and learning system is
monitored by the conducted regularly and
community using cooperatively; and feedback is
appropriate tools to shared with stakeholders.
ensure the holistic
growth and
development of the
learners and the
community.
SRC reported to
-LGU, SGC Meeting
-PTA/ Gen. Assembly
Reports in the conduct of
Feedback sessions with
stakeholders
Level II
Learning materials and
approaches to reinforce
strengths and address
deficiencies are developed
and tested for applicability on
school, family and
community.
EHCP (hand washing, etc.)
NAT like Test LM (Tracking
forms)
School Reading Program,
(LCI)
Math Thinkers Quest
(Math Camp, Jingles)
CPP Handbook
Copy of Strategic
Intervention Materials
(SIM) approved by the
Division Office
Level II
IB. The school-based
monitoring and learning
systems generate feedback
that is used for making
decisions that enhance the
total development of learners.
Feedback on the
monitoring conducted
Pictures, Attendance,
Narrative Report
School-Based Competency
Assessment
(SHS only)
5
Level III
Materials and approaches are
being used in school, in the
family and in community to
develop critical thinking and
problem solving community
of learners and are producing
desired results.
Least Learned
Competencies and
intervention
List of learners who have
not meet the
expectations
Level II
IC. The monitoring system is
accepted and regularly used
for collective decision.
Records/documents of
the monitoring
System/utilization of data
gathered
 2A. The system uses a tool 2B. A committee takes care of 2C. The monitoring tool has
that monitors the holistic the continuous improvement been improved to provide
development of learners. of the tool. both quantitative data.
SBM monitoring tool School Planning Team Results of monitoring
SREYA/ECCD-PMCF Memo tools are utilized and
Phil. IRI Results Minutes documented
LAC plan/matrix Annexes
Proficiency test

2.5 Appropriate Level I Level II Level III

assessment tools for
teaching and The assessment tools are The assessment tools are School assessment results
learning are reviewed by the school and reviewed by the school are used to develop learning
continuously assessment results are shared community and results are programs are suited to
reviewed and with schools stakeholders. shared with community community and customized
improved, and stakeholders. to each learners context,
assessment results results of which are used for
are contextualized collaborative decision-
to the learner and making.
local situation and
the attainment of
relevant life skills.
Results of reviewed Minutes of meeting with Copy of the learning
assessment tools with SGC, PTA, NGOs & other program design for
findings & relevant stakeholders. intervention/enrichment
recommendations. Attendance of quarterly ADM (Alternative Delivery
Copy of assessment tools parent-teacher conference Mode Modules)
for teaching and learning during distribution of Copy of School Initiated
Attendance sheets during report cards. Intervention (S.I.I)
the conduct of the review
Minutes of meeting with
stakeholders on the review
of assessment tools.
2.6.Learning IA. IB. IC.
managers and Stakeholders are aware of Stakeholders begin to Learning environments,
facilitators child/learner- centered rights- centered principles of methods and resources are
(teachers, based, and inclusive principles education in the design of community driven, inclusive
administrators and of education. support to education. and adherent to childs rights
community and protection requirements.
members) nurture
values and
environments that
are protective of all
children and
demonstrate
behaviors consistent
to the organizations
vision, mission and
goals

6
 Minutes of
meetings/orientation/conf
erences on child
protection policy
Attendance sheets
2A. Learning managers and
facilitators conduct activities
aimed to increase stakeholders
awareness and commitment to
fundamental rights of children
and the basic principle of
educating them.
Advocacy
Campaign/symposia on the
rights of children
Photo document, video clip,
AVP on the forum
conducted focused on the
rights of children
2.7. Methods and IA.
resources are Practices, tools and materials
learner and for developing self-directed
community-friendly, learners are highly observable
enjoyable, safe, in school, but not in the home
inclusive, accessible or in the community.
and aimed at
developing self-
directed learners.
Learners are
equipped with
essential knowledge,
skills, and values to
assume
responsibility
accountability for
their own learning.
Learners Projects
Portfolio (students output)
Instructional
devices/materials
Documents on the conduct
of Quarterly Recital/
Culmination Activity like
Program, Photos,
Attendance Sheet,
Narrative Report
Child Protection Policy
Manual
Copies of Child-Centered
DLL ,/ strategies and other
instructional materials
2B. Learning managers and
facilitators apply the
principles in designing
learning materials.
Documents on the
conduct Parenting
Seminar
IB.
Practices, tools and materials
for developing self-directed
learners are beginning to
emerge in the homes and in
the community.
Learners Achievement /
Accomplishment Report
Progress / Tracking Report
Narrative Report/
accomplishment report
Photocopy of at least 5
report cards in every grade
level (Form 137-E)
7
Accomplished checklist in
adherence to child
protection learning
environment methods and
resources (to be clarified if
checklist is available)
2C. Learning managers and
facilitators observe learners
right from designing the
curriculum to structuring the
whole learning environment.
Curriculum
guides/Teachers
Manual/Teachers Guides
Focusing on childrens
rights
Copy of Learning Materials
Designed/made by
teachers
IC.
There is continuous exchange
of information, sharing of
expertise and materials
among the schools, home
and community for the
development of self-directed
learners.
Community Resource
Center
List of 4 Ps beneficiary
4Ps
Brigada Eskwela report
Gulayan sa Paaralan/
project
 2A. Learning programs are
designed and developed to
produce learners who are
responsible and accountable
for their learning.
Adopt a school program
documents (example
feeding program,
distribution of school
supplies, etc.)
Anti-bullying program
Reading program
ICT integration across
curriculum
Research work/project
3. Accountability and Continuous Improvement
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by
the school community by the school community, which monitors performance and acts appropriately on gaps
and gains.
3.1 Roles & Level I
responsibilities of
accountable There is an active party that
person/s & initiates clarification of the
collective body/ies roles & responsibilities in
are clearly defined & education delivery.
agreed upon by
community
stakeholders.
List of committees and their
duties & functions of the
organized committees
Attendance sheets,
Accomplishment report/
minutes/ pictorials/
documentations of the
meeting conducted on the
roles and responsibilities of
SPT
3.2.Achievement of Level I
goals is recognized
based on a Performance accountability is
collaboratively practiced at the school level.
developed
performance
accountability
2B. The program is
collaboratively implemented
and monitored by teachers
and parents to ensure that it
produces desired learners.
Inspection Report with the
findings that classrooms
are well-ventilated and
lighted
Level II
The stakeholders are engaged
in clarifying & defining their
specific roles &
responsibilities.
List of committees and
their duties and functions
of the organized
committees
Attendance sheets,
accomplishment report/
minutes/ pictorial/
documentations of the
meeting conducted on the
roles and responsibilities
of SPT
Level II
A community-level
accountability system is
evolving from school-led
initiatives.
8
2C. The program is
mainstreamed but
continuously improved to
make relevant to emergent
demands.
Documents of curricular
and co-curricular
competition participated
Documentations of DRRM
programs & activities
DOH integrated programs
in school
Minutes of meetings of
the program
Level III
Shared & participatory
processes are used in
determining roles,
responsibilities 7
accountabilities of
stakeholders in managing &
supporting education.
Pictorials/documentation
of the activities conducted
by the SPT with the
stakeholders focused on
the roles and
responsibilities of SPT
Level III
community-accepted
performance accountability,
recognition & incentive
system is being practiced.
system; gaps are
addressed through
appropriate action.
Accomplished O/ IPCRF
Sample of the ff:
School Forms 4,6 and 138
Consolidated Quarterly test
results
School Report Card
List of least learned skills
3.3. The Level I
accountability
system is owned by The school articulates the
the community & is accountability assessment
continuously framework with basic
enhanced to ensure components, including
that management implementation guidelines to
structures & the stakeholders.
mechanisms are
responsive to the
emerging learning
needs & demands of
the community.
Approved
activity/program/project
design by the appropriate
approving body
Acknowledged invitation
letters
Copy of the accountability
assessment framework
Copy of the
implementation guidelines
Activity report
Program design to conduct
School Monitoring
Evaluation Adjustment
(SMEA)
SMEA tool to evaluate the
school-led
initiative/programs/interve
ntion
Attendance sheets during
SMEA (with stakeholders)
Results of the SMEA
Level II
Stakeholders are engaged in
the development and
operation of an appropriate
accountability assessment
system
Assessment
results/QUAME
Attendance of PAPs
implemented
Pictorials of the
stakeholders engagement
Copy of the accountability
assessment system
Approved activity design
in the conduct
development of
accountability assessment
system
Activity report in the
conduct of the
accountability assessment
system development
9
Stakeholders Recognition
Attendance sheets
List of awardees:
-individual
-committees
School
program/initiatives
Certificate of Awards
Recognition & Incentives
Photo documentation
Level III
School community
stakeholders continuously &
collaboratively review &
enhance accountability
systems processes,
mechanisms & tools.
Project Management
review team
Analysis/recommendation
for possible interventions
Minutes/reports in the
conduct of review &
enhancement of
accountability systems
processes, mechanisms &
tools
3.4.Accountability Level I
assessment criteria
& tools, feedback The school, with the
mechanism & participation of stakeholders,
information articulates an accountability
collection & assessment framework with
validation basic components, including
techniques & implementation guidelines to
processes are stakeholders.
inclusive &
collaboratively
developed & agreed
90% of the PAPs articulated
to the stakeholders
Conduct of orientation on
accountability assessment
framework.
Approved APP, AIP, PPMP
Attendance sheet in the
conduct of the activity
Copy of the implementation
guidelines of the
accountability assessment
framework
3.5. Participatory Level I
assessment of
performance is done School initiates periodic
regularly with the performance assessments with
community. the participation of
Assessment results stakeholders.
& lessons learned
serve as basis for
feedback, technical
assistance,
recognition & plan
adjustment.
Targeted PAPs assessed
w/90% attendance of the
stakeholders w/in the
semester
Level II
Stakeholders are engaged in
the development and
operation of an appropriate
accountability assessment
system.
95% of the PAPs articulated
with engagement of the
stakeholders
Copy of the accountability
assessment
List of identified
stakeholders
Attendance sheets during
the conduct of the
development of the
accountability assessment
system
Level II
Collaboratively conduct of
performance assessment
informs planning, plan
adjustments & requirements
for technical assistance
95% stakeholders
attendance collaboratively
assessed/reviewed for plan
adjustment & possible
technical assistance
10
Level III
School community stake-
holders continuously &
collaboratively review &
enhance accountability
systems processes,
mechanisms & tools.
100% of the PAPs
articulately &
collaboratively reviewed
by the school & other
stakeholders
Minutes of the review on
the enhance
accountability systems,
process mechanisms &
tools.
Attendance sheets during
the development of the
enhance accountability
systems, process
mechanisms & tools.
Level III
School-community
developed performance
assessment is practiced & is
the basis for improving
monitoring & evaluation
systems, providing technical
assistance & recognizing &
refining plans.
100% stakeholders
attendance
institutionalized the usage
of the assessment tools for
rewards & awards.
4. Management of Resources
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and
efficiency.
4.1. Regular Level I
resource inventory
is collaboratively Stakeholders are aware that a
undertaken by regular resource inventory is
learning managers, available and is used as the
learning facilitators, basis for resource allocation
and community and mobilization.
stakeholders as
basis for resource
allocation and
mobilization.
Transparency Board with:
MOOE report/Cash
Allocation MOOE CDR
signed by the SDS and
accountant
Liquidation report on
School funds (SBFP/ PTA/
Canteen)
4.2.A regular Level I
dialogue for
planning and Stakeholders are invited to
resource participate in the development
programming, that of an education plan in
is accessible and resource programming, and in
inclusive, the implementation of the
continuously engage educational plan.
stakeholders and
support
implementation of
community
education
Letter of invitation
Adopt- a- School Interest
form
Attendance of stakeholders
in the development of SIP
Developed Educational Plan
(SIP/AIP)
Level II
Resource inventory is
characterized by regularity,
increased participation of
stakeholders, and
communicated to the
community as the basis for
resource allocation and
mobilization.
Minutes of the meeting
reflecting the presentation
of school budget to
teachers and community
during PTA meetings
(opening, Mid-year, Year-
end)
Photo documentation
Attendance sheets during
opening, mid-year & year-
end assemblies
Level II
Stakeholders are regularly
engaged in the planning and
resource programming, and in
the implementation of the
education plan.
Stakeholders logbook in
planning & resource
programming/support
Minutes of planning
&resource programming
11
Level III
Resource inventories are
systematically developed and
stakeholders are engaged in
a collaborative process to
make decisions on resource
allocation and mobilization.
Resource Allocation and
Mobilization Chart (RAMC)
collaboratively developed
by: school heads, teachers,
PTA, SGC, SPG
Photo documentation
List of inventory of
facilities, materials, chairs
fixtures, lab. apparatus
Level III
Stakeholders collaborate to
ensure timely and need-
based planning and resource
programming and support
continuous implementation
of the education plan.
Project proposals
Resolutions
Attendance sheet of
meetings
Accomplishment report
4.3. In place is a Level I Level II Level III
community-
developed resource Stakeholders support judicious, Stakeholders are engaged and Stakeholders sustain the
management system appropriate, and effective use share expertise in the implementation and
that drives of resources. collaborative development of improvement of a
appropriate resource management collaboratively developed,
behaviors of the system. periodically adjusted, and
stakeholders to constituent-focused resource
ensure judicious, management system.
appropriate, and
effective use of
resources.
Logbook/record of Enhanced SIP /AIP Enhanced SIP, AIP, APP
resources utilization Minutes, attendance & Minutes, attendance &
Distribution list of supplies photo documentation in photo documents on
and materials distributed drafting the SIP periodic evaluation &
Updated Transparency revision
Board
4.4.Regular Level I Level II Level III
monitoring,
evaluation, and Stakeholders are invited to Stakeholders collaboratively Stakeholders are engaged,
reporting processes participate in the development participate in the held accountable and
of resource and implementation of development and implement a collaboratively
management are monitoring, evaluation, and implementation of developed system of
collaboratively reporting processes on monitoring, evaluation, and monitoring, evaluation and
developed and resource management. reporting processes on reporting for resource
implemented by the resource management. management.
learning managers,
facilitators, and
community.
Letter of invitation & Minutes, attendance & Minutes, attendance &
confirmation in the pictorials (crafting of M&E) pictorials (stakeholders
development & M&E tool with signature meeting)
implementation of M&E Result of M&E Analysis of the result

4.5. There is a Level I Level II Level III

system that
manages the An engagement procedure to Stakeholders support a An established system of
network and identify and utilize system of partnerships for partnership is managed and
linkages which partnerships with stakeholders improving resource sustained by the
strength and sustain for improving resource management. stakeholders for continuous
partnerships for management is evident. improvement of resource
improving resource management.
management.
List of potential partners Statement of Interest MOA, MOU & resolution
Action plan stating the Form Deed of Donation, Deed
engagement procedures List of donors and of Acceptance
donations

12