IST LEVEL OF PRACTICE
(MGA POSIBLE NA DOCUMENTS NA ATO MAANDAM)
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.
1.3 The school is organized by a clear
structure and work arrangements that
promote shared leadership and governance
and define the roles and responsibilities of
the stakeholders
1.4 leadership network facilitates
communication between and among school
and community leaders for informed
decision-making and solving of school-
community wide-learning problems.
1.5 leadership network facilitates
communication between and among
school and community leaders for
informed decision-making and solving
of school-community wide-learning
problems.
2.1 The curriculum
provides for the development needs of all
types of learners in the school community
DOCUMENTS TO PREPARE
 Narrative/photo documentation of the planning workshops or the FGD  Notice of Meeting
sessions  Attendance of Meeting
 Minutes on the discussion of the School Planning Team Members on the  Organizational Structure /table
Vision, Mission sharing  Minutes of Meeting on the discussion of
 Copy of the DepEd’s VMG and reference Roles/Function of stakeholders
 drafted ESIP  Pictures of Meeting
 Regular sessions (FGD) to schedule for ESIP review  Resolutions
 Minutes of the meeting of the FGD for ESIP Review
 Photo documentations of the sessions P.S. GENERAL MEETING PO ITO XA
 Invitation letter to the ESIP Reviewers
 Creation of the review committee  Narrative/photo documentation of the planning
 Notice of Meeting Attendance of Meeting workshops or the FGD sessions
 Organizational Structure /table  Minutes on the discussion of the School Planning
Team Members on the Vision, Mission sharing
 Minutes of Meeting on the discussion of Roles/Function of stakeholders
 Copy of the DepED’s VMG and reference
 Pictures of Meeting
 Resolutions
 Minutes of BDC/MDC/CITY meeting P.S. BUHAT TA ANI PINA APTIK
 Attendance to BDC /MDC PF
 Copy of Accomplished Needs Assessment Questionnaire (NAQ) and
Individual Development Plan (IDP)
 Data on school mapping
 Religious Instruction Schedule & Permit
 List of 4P’s beneficiary

2.2 The implemented curriculum is localized
to make it more meaningful to the learners
and applicable to life in the community
2.3 A representative group of school and
community stakeholders develop the
methods and materials for developing
creative thinking and problem solving.
2.4. The learning systems are regularly and
collaboratively monitored by the
community using appropriate tools to
ensure the holistic growth and
development of the learners and the
community.
 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
 List of PWD pupils by grade level
 List of pupils at risk of dropping out
 Program interventions
 SF1-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 program
interventions
 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
 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
Supervisors/Specialists
 Assessment Results
Output of Teacher-Made or Teacher-Developed Materials
 SRC reported to
-LGU, SGC Meeting
-PTA/Gen. Assembly
Reports in the conduct of Feedback sessions with stakeholders
 SBM monitoring tool
 SREYA/ECCD-PMCF
 Phil. IRI result

2.5 Appropriate assessment tools for
teaching and learning are continuously
reviewed and improved, and assessment
results are contextualized to the learner
and local situation and the attainment of
relevant life skills.
2.6.Learning managers and facilitators
(teachers, administrators and community
members) nurture values and environments
that are protective of all children and
demonstrate behaviors consistent to the
organization’s vision, mission and goals
2.6B
2.7 Methods and resources are learner and
community-friendly, enjoyable, safe,
inclusive, accessible and aimed at
developing self-directed learners. Learners
are equipped with essential knowledge,
skills, and values to assume responsibility
accountability for their own learning.
 LAC plan/matrix
 Proficiency test
 Results of reviewed assessment tools with findings & recommendations.
 Copy of assessment tools for teaching and learning
 Attendance sheets during the conduct of the review
 Minutes of meeting with stakeholders on the review of assessment
tools.
 Minutes of meetings/orientation/conferences on child protection policy
 Attendance sheets
 Advocacy campaign/symposia on the rights of children
 Photo document ,video clip, AVP on the forum conducted focused on the
rights of children
 Learners Projects
 Portfolio (student’s output)
 Instructional devices/materials
 Documents on the conduct of Quarterly Recital/Culmination Activity like
Program, Photos, Attendance Sheet, Narrative Report
3.1 Roles & responsibilities of accountable  List of committees and their duties & functions of the organized  List of committees and their duties & functions of
person/s & collective boy/ies are clearly committees the organized committees
defined & agreed upon by community
stakeholders
3.1 Roles & responsibilities of accountable
person/s & collective boy/ies are clearly
defined & agreed upon by community
stakeholders
3.2 Achievement of goals is recognized
based on a collaboratively developed
performance accountability system; gaps
are addressed through appropriate action
3.3. The accountability system is owned by
the community & is continuously enhanced
to ensure that management structures &
mechanisms are responsive to the emerging
learning needs & demands of the
community.
3.4.Accountability assessment criteria &
tools, feedback mechanism & information
collection & validation techniques &
processes are inclusive & collaboratively
developed & agreed
3.5. Participatory assessment of
performance is done regularly with the
community. Assessment results & lessons
learned serve as basis for feedback,
technical assistance, recognition & plan
adjustment.
4.1. Regular resource inventory is
collaboratively undertaken by learning
managers, learning facilitators, and
 Attendance sheets,  Attendance sheets
 Accomplishment report/minutes/Pictorials/documentations of the  Accomplishment
meeting conducted on the roles and responsibilities of SPT report/minutes/Pictorials/documentations of the
 List of committees and their duties & functions of the organized meeting conducted on the roles and
committees responsibilities of SPT
 Attendance sheets,  Accomplished O/IPCRF
 Accomplishment report/minutes/Pictorials/documentations of the  Sample of the ff. Sch. Forms 4, 6 and 138
meeting conducted on the roles and responsibilities of SPT  Consolidated Quarterly test results
 Accomplished O/IPCRF  School Report Card
 Sample of the ff. Sch. Forms 4, 6 and 138  List of least learned skills
 Consolidated Quarterly test results
 School Report Card
 List of least learned skills
 Approved activity/program/project design by the approving authority
 Acknowledged invitation letters
 Copy of the accountability assessment framework
 Copy of the implementation guidelines
 Activity report
 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
targeted PAPs assessed w/90% attendance of the stakeholders w/in the
semester
 Transparency Board with: MOOE Report/ Cash Allocation
- MOOE CDR signed by the SDS and accountant
community stakeholders as basis for
resource allocation and mobilization.
4.2.A regular dialogue for planning and
resource programming, that is accessible
and inclusive, continuously engage
stakeholders and support implementation
of community education
4.3. In place is a community-developed
resource management system that drives
appropriate behaviors of the stakeholders
to ensure judicious, appropriate, and
effective use of resources.
4.4. Regular monitoring, evaluation, and
reporting processes of resource
management are collaboratively developed
and implemented by the learning managers,
facilitators, and community.
4.5. There is a system that manages the
network and linkages which strength and
sustain partnerships for improving resource
management.
- Liquidation Report on School funds (SBFP/PTA/Canteen)  Transparency Board with: MOOE Report/ Cash
- School report card Allocation
- AIP, APP, PPMP
- EBEIS - MOOE CDR signed by the SDS and accountant
- SBFP - Liquidation Report on School funds
- PTA fund (SBFP/PTA/Canteen)
- canteen fund - School report card
- AIP, APP, PPMP
 Letter of invitation - EBEIS
 Adopt a sch./Interest form - SBFP
- PTA fund
 Attendance of stakeholders in the development of SIP
 Logbook/record of resources utilization
 Developed educational Plan (SIP/AIP)
 Distribution list of supplies and materials distributed
 Updated Transparency Board
 Logbook/record of resources utilization
 Distribution list of supplies and materials distributed
 Updated Transparency Board
 Letter of invitation & confirmation in the development & implementation
of M&E
 List of potential partners
 Action plan stating the engagement procedures