EVALUATION ON CHILD

AND COMMUNITY
CENTERED SYSTEMS
(ACCESs)

RIZA R. NICOR, PhD

 Principle - I: LEADERSHIP AND GOVERNANCE (30% X 0.3)
RATING
STANDARD INDICATOR ARTIFACTS REMARKS

1 2 3

1. In place is The The The • Copies Vision, Mission, Goals and Core
Development development development development Values
plan developed plan guided by plan is evolved plan is • SIP Original signed by PTA/SGC
collaboratively the school`s through the enhanced with representative
by the vision, mission, shared the with the • Revised SIP signed by PTA/SGC
stakeholders of and goal is leadership of community representative
the school developed school and the performing the • List of School Planning Team
community through the community leadership organized.
leadership of stakeholders roles, and the • Revised SIP and included in the
the school and school Barangay Development Plan.
the providing
participation of technical
some invited support.
community
stakeholders.
 Principle - I: LEADERSHIP AND GOVERNANCE (30% X 0.3)

RATING
STANDARD INDICATOR ARTIFACTS REMARKS

1 2 3

2. The The school The school and The community • Approved AIP,SOB, APP, PPMP
development plan leads the community stakeholders • Revision committee for SIP and
(SIP) is regularly regular review stakeholders lead the regular AIP
reviewed by the and working as a full review and • Copies of invitation letter for the
school community improvements partners, lead improvement stakeholders
to keep it of the the continual process: the • Copies of letter of confirmation
responsive and development review of the school from the stakeholders
relevant to plan. improvement of stakeholders • Minutes of the meeting during
emerging needs, the facilitate the planning/revision
challenges and development process. • Attendance sheets of the
opportunities plan. meeting accomplished on during
revision/planning..
 Principle - I: LEADERSHIP AND GOVERNANCE (30% X 0.3)
RATIN REMARKS
STANDARD INDICATOR ARTIFACTS G

1 2 3
3. The school is The school The school and Guided by an • Attendance sheets, minutes/narrative reports of
organized by a defines the community agreed the orientation to capacitate the members of
clear structure organizational collaboratively organizational SGC/ PTA/SPG/ etc. of its roles and functions
• List of the officials of SGC/PTA/SPG Teaching
and work structure, and define the structure, the Force Organization/Different School
arrangements roles and structure and community Clubs/Barangay Council/School Planning Team
that leadership responsibilities the roles and stakeholders (SIP & AIP Revision) with their corresponding
and of stakeholders responsibilities lead in defining roles
governance of stakeholders the • Resolutions crafted/made by the PTA and joint
and define the organizational resolutions of PTA and Barangay Council
roles and structure and • Personnel Handbook /SF 5
• School Manual /DepEd Manual
responsibilities the roles and • Compilations of DepEd orders, Advisories and
of the responsibilities; Memoranda (Division, Local, Non- DepEd,
stakeholders school provides Regional and National)
technical and • Organizational Chart
administrative • Office Order/Job Orders
support. • Copies of Notice of Meeting
• Copies of Letter of Invitation
• Narrative Report of the Planning Sessions
conducted
• Progress Report of the SIP
 Principle - I: LEADERSHIP AND GOVERNANCE (30% X 0.3)
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STANDARD INDICATOR ARTIFACTS
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4. A Collaborati The Allows easy • List of created committees for the 4 components of SIP with a clear
leadership vely network exchange definition of roles and functions of its members
• Compilation of communication for request of approval to conduct a
network established actively and access meeting.
facilities and is provides to • School Report Card (BESRA)
communicati continuousl stakeholder information • School Publication/Paper that published school performance
on between y improved s sources indicators, NAT results (comparative SIP)
• School Governing Council attendance sheets, resolutions, list of
and among by the informatio beyond the
activities and pictures
school school n for school • PTA General Assembly Attendance sheet, minutes, pictures
community community making community. • Homeroom Meeting Attendance sheets, minutes, resolution pictures
leader for . decisions • Copies of Deed of Donations
informed and solving • Copies of Certificate of Recognition given to the stakeholders
• List of different organizational structure in school (parents, teachers,
decision- learning and pupils)
making and and • List of donated properties
solving of administrat • Teachers Profile
school- ive • Copy of Magna Carta for Teachers
community problems. • Copies of ITTPR/STAR/TOGA
• Annual accomplishment Report
wide. • Copies of CB-PAST Teachers Performance
• Copies of Certificated of Recognition and awards received by the
school
 Principle - I: LEADERSHIP AND GOVERNANCE (30% X 0.3)
RA
TI REM
STANDARD INDICATOR ARTIFACTS N
G ARK

1 2 3

5. A long term Developing Leaders undertake Leaders assume • TSNA Results of Teachers (individual and combined summary)
program is an structure are in training modes that responsibility for • INSET Proposal
operation place or analysis are convenient to their own training • SLAC Proposal
addresses the of the them (on-line, off- and development. • Compilation of IPPD
training and competency and line, modular, School community • Class Program
development development group, or home- leaders working • Report on Training Needs for Teachers
needs of needs off based) and which individually or in • Minutes of Consultative Assembly
school and leaders is do not disrupt their groups, coach and • Proposal on the re-orientation of SGC, PTA , Barangay Council
community conducted; regular mentor one another and parents on the Child rights and Child Protection Policy
leaders results is used to to achieve their VMG • Reports of the gains of the project implemented
developed a • List of teachers enrolled in post graduate studies
long-term • List of Teachers graduating in graduate school studies with
training and permit
development • Compilation of post-training reports with certificates
program • Compilation Narrative Reports of School-Based
seminar/trainings
TOTAL

AVERAGE

RATING (AVERAGE X 30%)

 Principle - I: LEADERSHIP AND GOVERNANCE (30% X 0.3)
5. A long term program is an operation addresses the training and development needs of school and community leaders

ARTIFACTS

• TSNA Result of Teachers • Confirmation of attendance

• Annual Training Design • Attendance Sheet
• Compilation of IPPD, IPPD self-monitoring (by your • Minutes of the meetings
grade level) • Pictorials
• Class Program • SIP / AIP
• Copy of training design and matrix conducted • Names of Stakeholders
• Report on training needs of teachers • Handbooks, souvenir programs
• Homeroom PTA, GPTA • Certificate of recognition/participation given to
• Barangay Council Officers stakeholders
• Municipal Officers • Memorandum
• Records of conduct of the orientation regarding the • Schedule / Record of assignment
roles and right of stakeholders • List of teachers graduating in graduate school studies
• School plans / Action plan to address the needs with permit
• Evaluation report on the impact of parent led • List of teachers enrolled in graduate school (with
programs and project to learn outcomes (IGP) permit)
• Notice of meeting • Compilation of Post-training reports (with certificate)
• Compilation of narrative reports of school-based
seminars training
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)
RATING
STANDARD INDICATOR ARTIFACTS REMARKS

1 2 3

1.The curriculum all types of learners of Programs are fully
provides for the the school community implemented and closely
development needs are identified, their monitored to address
of all types of learning curves performance
learners in the assessed; appropriate discrepancies, benchmarks
school community program with its best practices, coach low
support materials for performers, mentor
each type of learner is potential leaders, reward
developed. high achievement and
maintain environment that
makes learning
meaningful and enjoyable.
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.
• List of slow learners. Action Plan of Interventions,
Narrative Reports on Implementation and
Accomplishments Reports with pictures and
attendance sheets
• List of Average Learners, Action Plan of
Interventions, Narrative Report on Accomplishment
and Accomplishment Report with pictures and
attendance sheets.
• List of Fast Learners. Action Plan of Interventions,
Narrative Reports on implementation and
Accomplishment Reports with pictures and
attendance sheets
• List of Non-reader. Frustrations Readers,
Instructional Readers and Independent Readers , .
Action Plan of Interventions, Narrative Reports on
implementation and Accomplishment Reports with
pictures and attendance sheets
• List of pupils with disabilities
• Nutritional status of pupils
• List of pupils at risk of dropping-out, . Action Plan of
Interventions, Narrative Reports on implementation
and Accomplishment Reports with pictures and
attendance sheets
• Reports on Family Mapping
• List of school age pupils in the community
• Religious Instructions schedule and permit
• List of 4P`s beneficiaries
• Pupils anecdotal records
• Form 137-A/E
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)
RATING REMARKS
STANDARD INDICATOR ARTIFACTS
1 2 3

2. The Local beliefs, The localized Best practices in • List of localized materials which
norms values curriculum is localizing the were formulated and utilized
implemented • List of topics integrated in the
is localized to traditions, implemented and curriculum are
lesson plans suited to the
folklores, current monitored closely mainstreamed
make it more community
events, and to ensure that it and benchmarked • School Greening
meaning full existing make learning by other schools. Program/Gulayan sa Paaralan
to the technologies are more meaningful There is marked Proposal. Accomplishments
learners and documented and and pleasurable, increase in Reports and pictorials.
applicable to used to develop a produces number of • Remedial Instruction Program
lasting curriculum. projects that uses Proposal, minutes, attendance
life in the sheets, and accomplishments
community Localization the community as reports
guidelines are learning • PELC/PSSLC Teacher Guides
agreed to by laboratory, and • Copy of DepEd thrust, projects,
school community the school as an and programs
and teachers are agent of changes • School Calendar of
properly oriented. for the Activities/Monthly Program
improvement of • Pictures of all school activities
the community.
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)
RATING
STANDARD INDICATOR ARTIFACTS REMARKS

1 2 3

3. A A Learning Materials and • List of school stakeholders who

representative representative materials and approaches are assisted in review classes and
group of group of approaches to being used in reading remediation. Narrative/
school and reinforce school, in the Accomplishments reports,
school and
community strengths and family and the attendance sheets, pictures
community stakeholders address community to • List of school stakeholders who
stakeholders develop the deficiencies are develop critical, assisted in the preparation of
develop the methods of developed and creative thinking instructional materials
methods and materials for tested for for and problem Narrative/Accomplishments
materials for developing applicability on solving reports, attendance sheets,
developing creative school, family community of pictures
creative thinking and and community. learners and are • Pupil`s/ Students` Portfolio,
problem producing desired Quizzes
thinking and
solving. results. • Report Cards
problems Assessment • Attendance during school
solving. results are activities
used as guide • School based Inventory
to develop
materials.
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)

RATING REMARKS
STANDARD INDICATOR ARTIFACTS
1 2 3

4. The learning School-based The school-based The monitoring • List of differentiated

system are monitoring and and monitoring system is instructions, activities and
regularly learning system and learning accepted and materials to different types of
is conducted systems generate regularly used learners. Narrative reports on
collaboratively
regularly and feedback that is for collective the availability and
monitored by cooperatively used for making decision implementation/ practice,
the community and feedback is decisions that making. Records of gains were discussed
using shared with enhance the total during the faculty/ PTA Meetings
appropriate stakeholders . development of The monitoring • MPS of the NAT, Summative
tools to ensure The system uses learners. The tool has been Test, and Periodical Test
the holistic a tool that community take improved to • Reading Assessment Report
growth & monitors the care of the provide both • Comparative graphical
holistic continuous quantitative and presentation of NAT for 3
development of
development of improvement of qualitative data. consecutive school years
the learners and learners. the tool. • NAT Preparedness Plan/
the community. Proposal
• Narrative report on School
Reading Program
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)
RATING
STANDARD INDICATOR ARTIFACTS REMARK

S
1 2 3

5. Appropriate The assessment The assessment School assessment • Copy of MVCV

assessment tools tools are reviewed tools are results are used to • Letter of Intervention
for teaching and by the school and reviewed by the develop learning • Attendance
assessment results school programs that are • Pictorials
learning are are shared with community and suited to • Certificate of Appearance
continuously schools` results are shared community and
reviewed & stakeholders with community customized to
approved and stakeholders each learners`
assessment context results of
results are which are used for
contextualized to collaborative
decision-making.
the learner and
local situation
and the
attainment of
relevant life skills
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)

RATING REMARKS
STANDARD INDICATOR ARTIFACTS
1 2 3
6. learning Stakeholders are Stakeholders begin Learning • DepEd Memo, Order,
managers and aware of the to practice environments, Directives
facilitators child/learner- child/learner- methods and • Law/Policy
nurture values centered right based centered principles resources are • Republic Act VAW – C
and and inclusive. of education. community driven, Law
environments Principles of Learning managers inclusive and • Bullying Law
that are education. Learning and facilitators apply adherent to child’s • GAD
protective of all managers and the principles in right and protection • Sexuality
children and facilitators conduct designing learning requirements. • Peace Advocacy
demonstrate activities aimed to materials. Learning managers • Child Protection Law
behaviors increase and facilitators • Stakeholders
consistent to stakeholders observed learners’ symposium on
organizations` awareness and rights from children’s right
vision, mission commitment to designing the • Parent-Teacher
and goals. fundamental rights curriculum to meeting documents
of children and the structuring the
basic principle of whole learning
educating them. environment.
 Principle - II: CURRICULUM AND INSTRUCTION (30% X 0.3)
RATING REMARKS
STANDARD INDICATOR ARTIFACTS
1 2 3

7. Methods and Practices tools and Practices tools and There is • Periodical Test Result
resources are materials for materials for continuous • Comparative NAT Result
learner and developing self- developing self- exchange of • Drop Out Rate
community, directed learners directed learners information, • Participation Rate
friendly enjoyable, are highly are beginning to sharing of • Survival Rate
safe, accessible observable in emerge in the expertise and • Pupils-Teachers Ratio
and aimed school, but not in homes and in the materials among • Pupils-Classroom Ratio
developing self the home or in the community. the schools, home • Pupils-Desk Ratio
directed others. community. The program is and community for • Pupil-Textbook ratio
Learners are Learning programs collaboratively the development • Retention Rate
equipped essential are designed and implemented and of self-directed • Community Mapping
knowledge skills developed to monitored by learners. • Documents of curricular contest
values to assume produce learners teachers and The program is participated
responsibilities who are parents to ensure mainstreamed but • BSP/GSP monthly narrative reports of
and accountability responsible and that it producers continuously activities conducted
for their own accountable for desired learners\. improved to make • List of books borrowed from Library Hub
learning their learning. relevant to • Adopt a school program documents
emergent (example feeding program, Distribution of
demands. school supplies, books, reading materials,
etc.
 Principle - III: CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY (25% X 0.25)
RATING REMARKS
STANDARD INDICATOR ARTIFACTS

1 2 3

1. Roles and There is an The Shared and • Records of attendance of school heads in
responsibility active party stakeholders participatory the Barangay Assemblies/Sessions
of accountable that initiates are engaged in processes are • Copy of the letter sent indicating the
persons and classification clarifying and used in agenda of the meeting
collective body of the roles defining their determining • List of intervention of pupils Development
are clearly and specific roles roles, and action plan
defined and responsibilities and responsibilities • List of intervention of staff development
agreed upon in education responsibilities and and action plan
by community delivery . accountabilitie • Copy of formulated policies and guidelines
stakeholders s of of the interventions program
stakeholders • Copy of the Matrix of the Implementation
in managing of intervention programs
and • Copy of the organization of monitoring
supporting and evaluation of school planning team
education. • Copy of reports and a documents
sustainability of the programs
• Cooperative Participation Rate
• Comparative Achievement Rate
 Principle - III: CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY (25% X 0.25)
RATING REMARKS
STANDARD INDICATOR ARTIFACTS
1 2 3

2. Performance Community Community • Records of the integration of SIP in the

Achievement accountabilit level accepted Barangay Development Plan
of goals is y is practiced accountabilit performance • Receipts of copies of SIP sent to
recognized stakeholders
at the school y system is accountabilit
based on a • Comparative performance Indicators
level evolving y, • School Report Card – BESRA
collaborativel from school- recognition, (participation rate: Promotion rate:Cohort
y developed led and incentive survival rate: Drop-out Rate: Graduation
performance
initiatives. system is Rate: Transition Rate: Completion Rate:
accountability
being Literacy Rate: )
system gaps • Copy of Test Results (periodical test
are addressed
practiced.
results)
through • Copy of PHIL-IRI results
appropriate • Health and Nutrition Narrative Report
action • Narrative report and Academic and Extra-
Curricular
• List of Different Competitions
participated
• Comparative NAT results by subject area
for 3 consecutive years
 Principle - III: CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY (25% X 0.25)
RA REM
STANDARD INDICATOR ARTIFACTS TIN
G ARK

S
1 2 3

3. The accountability The school Stakeholders School • List of formulated accountability systems processes.,
system that is owned articulates the are engaged in community mechanisms and tools (School Climate Survey, Parent`s
by the community is accountability the stakeholders Opinion Survey, Student`s/pupil`s opinion survey, etc.)
continuously assessment development continuously and • List of organized CI Team with their roles and functions of
enhanced to ensure framework with and operation of collaboratively each member.
that management basic an appropriate review and • Co[t of memorandum of understanding and Matrix of
structures and components, accountability enhance Activities of the Team.
mechanism are including assessment accountability • Copy of minutes, attendance , pictures , documentation of
responsive to the implementation system. systems` activities
merging learning s guidelines to processes, • Organizational structure of the CI team
needs and demands the mechanisms and • Programs and projects mandated by DepEd/CI team.
of the community stakeholders. tools. • Physical Development Plan
• Inventory of property, Instructional Materials and classroom
structuring
• NCBTS
• TSNA
• JPPD
• CIPP
• IPCRF
 Principle - III: CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY (25% X 0.25)

RATING
STANDARD INDICATOR ARTIFACTS REMARKS

1 2 3

4. Accountability The school with Stakeholde Stakeholders • Reports of the Review Committee
assessment participation of rs are continuously • SBM Monitoring and Evaluation/self -
criteria and stakeholders , engage in and assessment Tool
tools, feedback • Facebook Account of all Internal and
articulates an the collaborativel
mechanism and External Stakeholders
accountability developme y review and • Cellphone Number of all internal and
information assessment nt and enhance external stakeholders
collection and framework operation accountability • Record of Monthly Liquidation
validation
With basic of an systems Report
techniques and
components appropriat ,processes, • List of Different projects
processes are implemented
inclusive and
including e mechanism
implementation accountabil and tools. • School Property Inventory
collaboratively • Financial Statement (School Fund
developed and guidelines. ity
raising: PTA: IGPP, Canteen)
agreed upon assessment • Approved APP, AIP, MDP, SOB, PPMP
(PROCESS) system.
 Principle - III: CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY (25% X 0.25)
RATING
STANDARD INDICATOR ARTIFACTS REMARK

1 2 3 S

5. Schools Collaborativel School • Reports on Monthly Financial Resources

Participatory initiated y conduct of community- and Liquidation
assessment of • CB PAST o teachers
periodic performance developed • Technical Assistance Needed by teachers
performance is performance assessment performance • Training Proposals
done regularly assessments informs assessment is • Approved INSET proposal Matrix
with the which involve planning plan practiced and is • Approved SLAC proposal with Matrix
community participation adjustments the basis for • Accomplishment Reports on School-
assessment Based Training Program conducted
of and improving • School Feeding program proposals and
results and
stakeholders requirements monitoring and accomplishments reports
lessons
learned serve
for technical evaluation • Nutritional Status of Pupils
assistance. systems, • List of Severely Wasted Pupils/students
as basis for • List of Wasted Pupils/Students
feedback providing
• List of Normal Weight Pupils/Students
technical technical • List of overweight Pupils/students
assistance assistance, and • Consolidated report on PHIL-IRI results
recognition recognizing and • Graphical or Tabular Presentation of Non-
and plan refining plans. Readers , Frustration, Instructional and
adjustment Independent readers
 Principle - IV: MANAGEMENT OF RESOURCE (15% X 0.15)
RATI
NG REMARKS
STANDARD INDICATOR ARTIFACTS
1 2 3

1. Regular Stakeholders Resource Resource • Regular/ Annual Resource Inventory Records

resource are aware that inventory is inventories are • Records of Quarterly update BEIS
inventory is a regular characterized systematically • Records of updated personnel file
collaborativel resource by regularity, developed and • SF 1 and 2
y undertaken inventory is increased stakeholders • Copies of Transparency Bulletin Board
by learning available and is participation of are engaged in • Newsletter
managers, used as the stakeholders, a collaborative • Copies of updated School Accomplishment
learning basis for and process to Reports
facilitators resource communicated make decision • Records of General PTA Attendance during
and allocation and to the on resource Meeting, and Minutes
community mobilization. community as allocation and • School sites Development Plan
stakeholders basis for mobilization. • School Land Tax Declaration/ Title
as basis for resource • List School Fiscal Committee Members
resource allocation, • School Treasurer Financial Report
allocation and • Inventory of Properties
mobilization. • Government and non-government Properties
• Records of BEIS
 Principle - IV: MANAGEMENT OF RESOURCE (15% X 0.15)
RATIN
G REMARKS
STANDARD INDICATOR ARTIFACTS

1 2 3
2. Regular Stakeholders Stakeholders Stakeholders • Records of gains of the implemented
Dialogue for invited to are regularly collaborate to interventions
Planning and participate in engaged in the ensure timely • Copies of invitations and confirmation of
Programming the programming planning and meeting for planning purposes
that is development of and resource • Minutes of planning conducted, attendance
accessible an educational implementatio programming sheets, pictorials and other documentations
and inclusive plan in resource n of the and support • Copies of Fidelity Bond document of School
continuously programming education plan continuous Principal
engage and in the implementati • Copies of the Plantilla of Teachers
stakeholders implementatio on of the • Copies of School Development Plan
and support n on the education • Copies of Brigada Eskwela
implementati educational plan. Report/Assessment/tools/Forms
on on plan. • Records of innovation conducted
education. • Copies of Action Researches
• Lists/copies of work plan implementation
• Copies of approved Project Proposal
• School Continuous Improvement Program
• Copy of School policies
• Copies of resolutions
• Adopt a School Program
 Principle - IV: MANAGEMENT OF RESOURCE (15% X 0.15)

RATING REMARKS
STANDARD INDICATOR ARTIFACTS

1 2 3
3. In the place is Stakeholders Stakeholders Stakeholders • List BAC members
a community- support are engaged sustain the • Copies of appointment of teachers
developed judicious, and share implementation • List of inspectorate Team
resource appropriate and expertise in and improvement • List of working committees of
management effective use of the of a School Feeding Program
system that resources. collaborative collaboratively • List Feeding beneficiaries
development developed, • Financial support on Brigada
drives
of resource periodically Eskwela
appropriate
management adjusted, and • List on implementing Agencies
behaviors of the
system. consistent- • Record of Annual AIP
stakeholders to focused resource revision/adjustment conducted
ensure management • Complete Records on Fiscal
judicious, system. Management
appropriate and
effective use of
 Principle - IV: MANAGEMENT OF RESOURCE (15% X 0.15)

RATING REMA
STANDARD INDICATOR ARTIFACTS
RKS

1 2 3

4. Regular Stakeholders are Stakeholders Stakeholders are • List of created School Committee
Monitoring, invited to support a engaged , held to M & E on Resource Management
Evaluation, and participate in the system of accountable and • Minutes of the feed backing ,
development and partnership implement a attendance sheets
Reporting Processes
implementation for improving collaboratively • Records of Regular Resource
of Resource of monitoring, resource developed Inventory of Properties
Management are evaluation and management. system of • Approved Annual Implementation
collaboratively reporting monitoring, Plan (AIP)
developed and processes on evaluation, and • Minutes, Attendance Sheets,
implemented by the resource reporting for Narrative Report on Annual AIP
learning managers, management is resource Revision/Adjustment
facilitators. evident. management.
 Principle - IV: MANAGEMENT OF RESOURCE (15% X 0.15)
RAT
ING RE
STANDARD INDICATOR ARTIFACTS
MA

1 2 3 RK

5. There is a An Stakeho An • List/records of created School Fiscal Management Council composed of S

system that engagement lders established Parents, Teachers, Community Stakeholders

manages procedure to support system of • Posted Monthly Financial Statement signed by the Financial
the identify and a partnership Management Committee on the School Transparency Board
network utilize system is managed • Updated Organizational Chart
and partnership of and • List of SGC Officers & members with defined functions
linkages with partners sustained by • Compilation of Certificate of Appearance in barangay meetings
which stakeholders hip for the • Compilation of Certificate of Participation in barangay assembly
strength for improving improvi stakeholders • List/Records of Barangay Donations
and sustain resource ng for • Compilation/ Records of Deed of Donation and Acceptance
partnership management resourc continuous • Copies of Memorandum of Agreement, pictorials, documentation
for is evident. e improvemen • Proposal, Narrative Report, list of beneficiaries, attendance sheets of
improving manage t of resource school feeding program.
resource ment . managemen • Copies of Annual PTA Financial Report
manageme t. • Records of stakeholders support.
nt
TOTAL
AVERAGE
RATING (AVERAGE X 15%)