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A. LEADERSHIP & GOVERNANCE

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse
environments.
INDICATORS 1 2 3
1. In place is a Development Plan (e.g. SIP) The development plan guided by the The development plan is evolved through The development plan is
developed collaboratively by the stakeholders schools vision, mission, and goal (VMG) the shared leadership of the school and enhanced with the
of the school and community. is developed through the leadership of community stakeholders. community performing the
the school and the participation of some leadership roles and the
invited community stakeholders. Evidences: school providing technical
Evolved SIP/Devt Plan assistance.
Evidences: Conduct of school-community
Approved SIP/Development plan consultative meetings (as the need Evidences:
with the following MOVs: arises) to further effect changes based Enhanced Devt Plan
Letter of invitation of the school to on feedback and DepEd directives with the integration of SBM-
some community stakeholders re: Minutes of meeting (with Pictorials) WINs, CPP, and DRRM, with the
Formulation of SIP/Development Copy of directives/communications following documents:
Plan Invitation of the
ACR stakeholders to
other stakeholders
and the school for
the enhancement
of the SIP/Devt.
Plan
Program of
activities, minutes
of workshop and
ACR
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2. The development plan (e.g. SIP) is regularly The school leads the regular review and The school and community stakeholders The community
reviewed by the school community to keep it improvement of the development plan. working as full partners lead the continual stakeholders lead the
responsive and relevant to emerging needs, review and improvement of the regular review and
challenges and opportunities Evidences: development plan. improvement process; the
Plan of activities of the annual conduct school stakeholders
of SIP review initiated by school facilitate the process.
Minutes of the planning conference Evidences:
Updated SRC Conduct of continual review SIP/Devt Plan
with the following: Evidences:
Minutes of conduct of Continual Improved/Adjusted
Review SIP/Devt Plan where
ACR community stakeholders
Updated SRC initiated the regular review;
school facilitated the
process
Improved/Adjusted
SIP
ACR
Updated SRC
3. The school is organized by a clear structure The school defines the organizational The school and community collaboratively Guided by an agreed
and work arrangements that promote shared structure, and the roles and define the structure and the roles and organizational structure, the
leadership and governance and define the roles responsibilities of stakeholders. responsibilities of stakeholders. community stakeholders lead in
and responsibilities of the stakeholders. defining the organizational
Evidences: Evidences: structure and the roles and
School defined/organized structures: School and community defined/organized responsibilities; school provides
Organizational Chart/Roster of structures: technical and administrative
Organization as defined by the Organizational Chart/Roster of support.
school: Organization as defined by both
SDRRMC school and community: Evidences:
CPP SDRRMC School-community agreed
WASH Club Officers CPP Organizational Structure,
SPT SPT led by the community with
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Project Team Project Team TA from the school:
SBAC SBAC Minutes of meeting
Terms of References Terms of References Resolutions/MOA/
ACR with Pictorial MOU

4. A leadership network facilitates A network has been collaboratively
communication between and among school established and is continuously improved by
and community leaders for informed decision- the school community.
making and solving of school-community wide-
learning problems. Evidences:
Establishment of Network such as:
Transparency board
Suggestion box
Log sheets/log books
School paper/news letter
School Report Card
Or any information network
(MIS/SISs, etc.)
The network actively provides stakeholders
information for making decisions and
solving learning and administrative
problems.
Evidences:
Functional updated network
Updated transparency board
Functional/useful suggestion box
Updated School paper/news letter
Updated log sheets/log books
Active website/s
The network allows easy
exchange and access to
information sources beyond the
school community.
Evidences:
Accessibility of network to
the public
Posted/placed in
conspicuous places or duly
circulated in the
community, or
open/accessible website/s
as the case may be
Evidences of circulation
(e.g. list of
schools/stakeholders with
signatures of recipients)

5. A long term program is in operation that
addresses the training and development needs
of school and community leaders.
B. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners context and aspirations are collaboratively developed and continuously improved.
INDICATORS
1. The curriculum provides for the
development needs of all types of learners in
the school community
Developing structures are in place and
analysis of the competency and
development needs of leaders is conducted;
result is used to develop a long term training
and development program.
Evidences:
Devt of School-based INSET programs
(based on NCBTS, NCBSSH Results,
IPPD/SPPD)
Training
designs/Matrices/Proposals
Training needs analysis
1 2
All types of learners of the school
community are identified, their learning
curves assessed; appropriate programs
with its support materials for each type
of learner is developed.
Evidences:
Established Assessment System with
results
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Leaders undertake training modes that are Leaders assume
convenient to them (on-line, off-line, responsibility for their own
modular, group, or home-based) and which training and development.
do not disrupt their regular functions. School community working
Leaders monitor and evaluate their own individually or in groups, coach
learning process. and mentor one another to
achieve their VMG.
Evidences:
Actual conduct of school-based trainings Evidences:
based on identified training needs, with the Continuous school-based
following MOVs: training and development
Attendance sheet of participants (mentoring and coaching)
Certificates of Mentoring and coaching
Participation/Appearance schedule
ACR Mentoring and Coaching
tools utilized
ACR
3
Programs are fully implemented and closely The educational needs of
monitored to address performance all types of learners are
discrepancies, benchmark best practices, being met as shown by
coach low performers, mentor potential continuous improvement
leaders, reward high achievement, and on learning outcomes and
maintain environment that makes learning products of learning.
meaningful and enjoyable. Teachers, as well as,
students performance is
motivated by intrinsic
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For Elem. Level: Evidences: rather than extrinsic
ECCD Checklist, SReYA School Supervisory Plan and other reports rewards. The Schools
EGRA-ARATA (monthly) differentiated program is
Phil-IRI Programs/Projects Implementation Report frequently benchmarked by
Numeracy Test to address performance discrepancies/ other schools.
Other school-based/standard deficits/gaps e.g. RRE, ICL, School Remedial
assessment Program, Technolympics, YES-O Camp, Evidences:
For Secondary Level: Math & Science Fair, DMath (based on E- Improved learning
Literacy Test/ORP SIP/AIP) outcomes for the last 3
Numeracy Test National Curricular/ Programs years(Achievement Rate,
Other school-based/standard Implementation Report for SPED,SPS, SPA, Promotion Rate, Failure
assessment SSES, STE, ADM (if applicable) Rate, Drop-out Rate)
RRE Reading Program Implementation Report Log Book/Record Sheet/
Multi-level Materials ACR/Narrative Report of INSETs conducted showing names of visitors
related to learning interventions benchmarking schools
ACR and copy of program for periodic initiated programs/projects
recognition (e.g. monthly, quarterly Documentations
convocation/ year- end recognition rites) of Schools Best Practices
Other programs/projects related to and Accomplishment
curriculum to address learning deficits/ Reports
performance discrepancies e.g. mentoring
and coaching program
Local beliefs, norms, values, traditions, The localized curriculum is implemented Best practices in localizing
2. The implemented curriculum is localized to folklores, current events, and existing and monitored closely to ensure that it the curriculum are
make it more meaningful to the learners and technologies are documented and used makes learning more meaningful and mainstreamed and
applicable to life in the community to develop a lasting curriculum. pleasurable, produces desired learning benchmarked by other
Localization guidelines are agreed to by outcomes, and directly improves schools. There is marked
school community and teachers are community life. Ineffective approaches are increase in number of
properly oriented. replaced & innovative ones are developed. projects that uses the
community as learning
Evidences: Evidences: laboratory, and the school
Compilation of local literatures on 10 Lesson Plans showing the integration and as an agent of change for

themes
Documentation on current events &
existing technologies used to develop
localized curriculum
3. A representative group of school and A representative team of school and
community stakeholders develop the methods community stakeholders (if applicable)
and materials for developing creative thinking assess content and methods used in
& problem solving teaching, creative, critical thinking and
problem solving. Assessment results are
used as guide to develop materials.
Evidences:
Project Team for Instruction organized
Assessment results
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utilization of local literature improvement of the
Sample performance outputs/ projects in community
the implementation of localized curriculum
that makes learning more meaningful and Evidences:
pleasurable. Activity Completion Report
M & E/Supervisory Report on the (ACR) on the Schools Best
implementation of localized curriculum Practices in the localization
of curriculum
Document/s of schools
initiated project that uses
the community as a
learning laboratory (e.g.
school-community
livelihood projects)
Resolution/MOA
ACR
Logbook/Record Sheet that
shows names of visitors
who benchmarked good or
best practices of schools
localized curriculum
Learning materials and approaches to Materials and approaches
reinforce strengths and address deficiencies are being used in school, in
are developed and tested for applicability the family and in
on school, family and community. community to develop
critical, creative thinking
Evidences: and problem solving
Localized learning modules/materials community of learners and
developed and tested in school, family and are producing desired
community results.

4. The learning systems are regularly and A school-based monitoring and learning
collaboratively monitored by the community system is conducted regularly and
using appropriate tools to ensure the holistic cooperatively and feedback is shared
growth and development of the learners and with stakeholders.
the community
The system uses a tool that monitors the
holistic development of learners.
Evidences:
Schedule & conduct of School
Monitoring Evaluation & Adjustment
(SMEA) with corresponding reports and
MOVS
E-SIP/AIP-based Monitoring & Evaluation
instrument / tool
The school-based monitoring & learning
systems generate feedback is used for
making decisions that enhance the total
development of learners
A committee takes care of the continuous
improvement of the tool
Evidences:
(SMEA) minutes
Feedback mechanism for a well-informed
decision making (e.g. suggestion box, text
brigade, forums /assembly)
Record of M & E related activities
conducted
Organized committee on CI of M&E tool
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Evidences:
Any document showing the
utilization of the developed
materials with the
corresponding desired
results
The monitoring system is
accepted and regularly
used for collective decision
making
The monitoring tool has
been improved to provide
both quantitative &
qualitative data.
Evidences:
Updated/improved M & E
Tool designed by the School
M & E Team duly approved
by the School Head/ SGC
Results on the regular
conduct of School
Monitoring Evaluation and
Adjustment (SMEA)

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.
6. Learning managers and facilitators (teachers,
administrators and community members)
nurture values and environments that are
protective of all children and demonstrate
The assessment tools are reviewed by
the school and assessment results are
shared with schools stakeholders.
Evidences:
Competency based Test materials duly
checked/ approved by the School Head
(e.g. Table of Specifications, Periodical
Test Questions, Test/ Item Analysis, Item
Bank, other test materials, etc.)
ACR on the conduct of activity relative to
sharing of assessment results with
schools stakeholders (e.g. quarterly
issuance of Pupil/Student Report Card,
issuance of LAPG, NAT and NCAE,
Numeracy Test, and Oral Reading/Phil
IRI results to parents
Stakeholders are aware of child/learner-
centered, rights-based, and inclusive
principles of education.
Assessment tools are reviewed by the
school community and results are shared
with community stakeholders.
Evidences:
Structure of Assessment Committee to take
charge of the review and improvement of
assessment tools ( list and TOR)
Minutes of meeting/ACR/ on:
- review of assessment tools participated
by stakeholders
Compilation of improved assessment tools
Stakeholders begin to practice
child/learner-centered principles of
education in the design of support to
education.
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School assessment results
are used to develop
learning programs that are
suited to community, and
customized to each
learners context, results of
which are used for
collaborative decision-
making.
Evidences:
Improved/reviewed
assessment tools utilized in
the school (including OHSP,
MISOSA, ALIVE,etc.)
Community- based initiated
programs and/ or projects
(e.g. Community Learning
Centers) conceptualized to
address the learning
deficits/ discrepancies of
the learners based from the
school assessment results.
Students records
reflecting results from the
improved/reviewed
assessment tool
Learning environments,
methods and resources are
community driven,
inclusive and adherent to
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behaviors consistent to the organizations Learning managers and facilitators childs rights and protection
Vision, Mission and Goals. conduct activities aimed to increase Evidences: requirements.
stakeholders` awareness and Barangay Dev. Plan/ Municipal Investment
commitment to fundamental rights of Plan showing supports to education which Learning managers and
children and the basic principle of is anchored on learner-centered principles facilitators observe
educating them. of education learners rights from
Four As (Activity, Analysis, Abstraction and designing the curriculum to
Evidences: Application) based lesson plans using/ structuring the whole
List of Childrens Rights and integrating GAD and ABC principles in the learning environment.
Responsibilities (in Filipino or key behavior indicator/value aim
vernacular) strategically placed/posted Evidences:
in a very conspicuous place 100% of all of the 7
School child protection policies domains of the Child
ACR/ Minutes of Meeting on the Friendly School System
conduct of activity relevant to learner- (CFSS) tool are satisfied.
centered, right-based, and inclusive ACCESS compliant school
principles of education /A Child & plans ( AIP / SIP )
Community-Centered Education Systems School and community
(ACCESs) record of activities showing
concern to children
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7. Methods and resources are learner and Practices, tools and materials for Practices, tools and materials for There is continuous
community-friendly, enjoyable, safe, inclusive, developing self-directed learners are developing self-directed learners are exchange of information,
accessible, and aimed at developing self- highly observable in school, but not in beginning to emerge in the home and in sharing of expertise and
directed learners. Learners are equipped with the home or in the community. the community. materials among the
essential knowledge, skills, and values to schools, home and
assume responsibility and accountability for Learning programs are designed and The program is collaboratively community for the
their own learning. developed to produce learners who are implemented and monitored by teachers development of self-
responsible and accountable for their and parents to ensure that it produces directed learners.
learning. desired learners.
The program is
Evidences: Evidences: mainstreamed but
Learning Competency Directory (LCD) Minutes of the HRPTA indicating the continuously improved to
per subject posted in the classroom (it is presentation of LCD to parents make it relevant to
anchored on the budget of lesson per ACR on contest participated & won emergent demands.
subject which reflects the competencies ACR on Monthly programs
covered in every grading period, date of Buwan ng Wika Evidences:
delivery, topics to be discussed, Nutrition Month ACR on community based
activities/ exercises to be used, book Science and Math fair FGD on LCD utilization
title and page number) Scouting ACR on INSET-Teaching &
Learners PORTFOLIO English Month Learning Development
Availability of SLK/SIM/ Modular STEP Implementation reports of
Instruction Values Month ICT & others
Student Learning Plan/Program etc Lesson plans/modules
Integrating Knowledge
Channel for instruction.

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
A transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately
on gaps and gains.
INDICATORS
1. Roles and responsibilities of accountable
person/s and collective body/ies are clearly
defined and agreed upon by community
stakeholders.
Evidences:
2. Achievement of goals is recognized based on
a collaboratively developed performance
accountability system; gaps are addressed
through appropriate action.
1 2
There is an active party that
initiates clarification of the roles and
responsibilities in education delivery.
Organization of the following
teams/organizations:
-SPT, PTs, and other committees
-PTA
-SPG/SSG (SBM WinS, DRR, CPP
Clubs)
TORs of identified
teams/organizations
Performance accountability is
practiced at the school level.
Evidences:
Utilization of SBM M&E Data in
the Conduct of SMEA
Presence of Results Based
Performance Monitoring System
of the school.
SRC
The stakeholders are engaged in
clarifying and defining their specific roles
and responsibilities.
Evidences:
Narrative of conducted FGD
Minutes of the Meeting
Other reports
A community-level accountability
system is evolving from school-led
initiatives.
Evidences:
Inclusion of SBM M&E data in the
conduct of SMEA
Self-assessment Result of the SBM
level of practice reported to the
stakeholders/Community
Well-defined performance indicators
relative to RPMS
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3
Shared and participatory processes are
used in determining roles, responsibilities,
and accountabilities of stakeholders in
managing and supporting education.
Evidences:
Roles and Responsibilities are
stipulated/embedded in the School
Handbook
Memorandum of Understanding/
Covenant/Contract
(Duly signed by stakeholders to signify
their accountabilities and
responsibilities in managing and
supporting education)
A community accepted performance
accountability, recognition, and
incentive system is being practised.
Evidences:
ACR on Institutionalized School-level
Recognition and Awards System
for internal and external stakeholders

3. The accountability system is owned by the
community and is continuously enhanced to
ensure that management structures and
mechanisms are responsive to the emerging
learning needs and demands of the community
4. Accountability assessment criteria and tools,
feedback mechanisms, and information
collection and validation techniques and
processes are inclusive and collaboratively
developed and agreed upon.
The school articulates the
accountability assessment
framework with basic
components including implementation
guidelines to the stakeholders.
Evidences:
Presence of accountability
assessment framework with
structure & implementing
guidelines
Advocacy through meetings of
internal and external stakeholders
Minutes of meetings containing
the suggestions for improvement
and the like
Visible citizens charter chart
The school, with the participation
of stakeholders, articulates an
accountability assessment framework
with basic components, including
implementation guidelines.
Evidences:
Development of the accountability Evidences:
assessment framework
Monthly Accomplishment Report
Advocacy through general
assembly/meetings/FGD, etc.
Minutes of meetings containing
the suggestions for improvement
Stakeholders are engaged in the
development and operation of an
appropriate accountability
assessment system.
Evidences:
ACR/accomplishment
Report/Minutes of Meeting duly
signed by the stakeholders who
participated in the crafting of the
accountability assessment
framework.
Updated School Transparency Board
Functional suggestion box
Any document showing that the
system is operational
Stakeholders are engaged in the
development and operation of an
appropriate Accountability assessment
criteria, tools, feedback mechanisms,
information collection, validation
techniques and processes.
Involvement of external stakeholders
in the conduct of SMEA (minutes of
meeting)
Developed and utilized the
following:
Accountability assessment
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School community stakeholders
continuously and collaboratively
review and enhance accountability
systems processes, mechanism and
tools.
Evidences:
Any report of an activity conducted for
the review and enhancement of the
school initiated assessment system- its
processes, TORs of members and the
tools
Adjusted/enhanced assessment system
as reflected in the handbook
Established school satisfaction survey
Resolution for any adjustment/s that
will be collaboratively approved by the
stakeholders
Stakeholders continuously and
collaboratively review and enhance
accountability systems, processes,
mechanism and tools.
Evidences:
Reports on the giving of feedback for
TA and adjustment
Enhancement of accountability system
based on results and feedback

or the like
5. Participatory assessment of performance is The school initiates periodic
done regularly with the community. performance assessment with
Assessment results and lessons learned serve the participation of
as bases for feedback, technical assistance, stakeholders
recognition and plan adjustment.
Evidences:
Minutes of quarterly meetings with
stakeholders
Quarterly Report on School
Monitoring Evaluation &
Adjustment
Periodic assessment tool
criteria
Accountability Assessment
tool
Feedback mechanism
Information collection
Validation technique
processes
Collaborative conduct of
performance assessment for planning,
plan adjustments and requirements for
technical assistance
Evidences:
ACR
SMEA results
Utilization of periodic assessment
tool
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School community-developed
performance assessment is
practiced and is the basis for
improving monitoring and
evaluation system, providing
Technical assistance, and
recognizing and refining plans.
Evidences:
SMEA serves as basis for:
- Adjusted AIP
-Adjusted Monitoring &
Evaluation System
-Adjusted Technical
Assistance Plan
Institutionalized assessment tool

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
INDICATORS 1 2
Stakeholders are aware that a
1. Regular resource inventory is collaboratively regular resource inventory is
undertaken by learning managers, learning available and is used as the
facilitators, and community stakeholders as basis for resource allocation
basis for resource allocation and mobilization. and mobilization.
Evidences:
MOOE and other financial
resources utilization per cash
program
Proper liquidation submitted
monthly and posted on the
Transparency Board
Approved Minutes of the
regular meeting
Resource inventory result is
communicated to stakeholders
and community as the basis for
resource allocation and
mobilization.
Evidences:
Submission of
inventory/liquidation reports
Memo re: advocacy to the
stakeholders
Copies of E-SIP/AIP /APP as basis
for resource allocation
Approved Minutes of the
meetings
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3
Resource inventories are
institutionalized and stakeholders
are engaged in a collaborative
process to make decisions on
resource allocation and mobilization.
Evidences:
No adverse COA findings on
liquidation of MOOE
Validated reports of the inspectorate
team approved & submitted
Requests for support from external
stakeholders: (PTA, LGU, Barangays,
Alumni, NGO, DepEd, Foundations
for the following:
- Brigada Eskwela
- Other
programs/projects/activities
- Physical facilities,
Updated report on disbursement of
resources generated according to
intended purpose (e.g. popularity
contests, pledges, etc.)
Project completion reports
Completed projects utilized by the
school for the purpose (intended

Stakeholders are invited to
2. A regular dialogue for planning and resource participate in the development
programming, that is accessible and inclusive, of an educational plan and
continuously engage stakeholders and support resource programming.
implementation of community and education
plans. Evidences:
Invitation letters with
acknowledgment receipt
Documents of the advocacy
meeting
Stakeholders ensure judicious,
3. In place is a community-developed resource appropriate and effective use of
management system that drives appropriate resources.
behaviors of the stakeholders to ensure
judicious, appropriate, and effective use of Evidences:
resources. Annual Budget plan reflecting
allocation for the school
Inclusion of the identified
projects/ programs and
activities in the approved AIP
Disbursement, financial , and
Liquidation reports
Copy of resolution for IRA,
Municipal / Provincial SEF (if
any)
Copy of the disbursement
Stakeholders are regularly
engaged in the planning and
resource programming and in
the implementation of the
education plan.
Evidences:
Approved minutes of regular
meetings (with attendance
sheets)
AIP
Approved MOU/MOA supports
on identified programs and
projects in the E-SIP
Stakeholders engage and share
expertise in the development of
resource management system
Evidences:
Letter of invitation for the
stakeholders to attend the
development of resource
management system
Attendance sheets of the
meetings
Minutes of the proceedings
School Resource Management
System (Process flow, structure,
TORs, standards)
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beneficiaries and more)
Stakeholders collaborate to ensure timely
implementation of the education plan.
Evidences:
Monthly/Quarterly SMEA
Reports
End-of-Year SMEA Reports
Updated Education Resource Report
(financial statement, inventory Report)
E-SIP
Annual Accomplishment Report
Institutionalize resource
management system.
Evidences:
Quarterly/Annual SMEA Results
Transparency on resource
management
No Adverse COA findings
On-time submission of all liquidation
reports
Functional SRMS
(Structure, process flow, TORs)

voucher of the fund allocated
for the school with
photocopied cheque ( if any)
Official receipt issued by the
school PTA/Brgy Treasurer (if
any)
4. Regular monitoring, evaluation, and Stakeholders are invited to
reporting processes of resource management participate in the development
are collaboratively developed and implemented and implementation of
by the learning managers, facilitators and monitoring, evaluation and
community stakeholders. reporting processes on
resource management.
Evidences:
Letter of invitation to
stakeholders on the
development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
With proof of attendance i.e.
certificate of appearance/travel
order, attendance sheet
SMEA structure with Terms of
Reference
An engagement procedure to
5. There is a system that manages the network identify and utilize partnerships
and linkages which strengthen and sustain with stakeholders for improving
partnerships for improving resource resource management is
management. evident.
Stakeholders collaboratively
participate in the development
and implementation of
monitoring, evaluation and
reporting processes on resource
management.
Evidences:
Evidences:
ACR on the development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
Developed monitoring and
evaluation tool and reporting
process
Quarterly/Annual SMEA report
Stakeholders support a system
of partnerships for improving
resource management.
Evidences:
MOA/MOU
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Stakeholders are engaged, held
accountable and implement a
collaboratively developed system of
monitoring, evaluation and reporting
for resource management.
School Community stakeholders
implementation report on the M & E
and reporting system for resource
management
Accomplished M & E Forms/Tools
Copy of SOSA
Add on documentations such as
pictorials etc.
An established system of
partnerships is managed and
sustained by the stakeholders for
continuous improvement of
resource management.

Evidences:
Letter of invitation
Minutes of meetings with
attendance sheet
Organized Resource
Generation Committee with
corresponding TORs
Resolutions
Deed of Donation
Pledges
Delivery Receipts
Feasibility study / Project
Proposal
Minutes of meetings conducted
by the Resource Generation
Committee with attendance
sheet
Donors database
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Evidences:
ACR/ PCR / based on existing MOA /
MOU, Resolution , Deed of
Donations and Pledges
Status report
Monthly/ quarterly financial report
of any sustained resource generating
activity
Minutes of regular meetings with
attendance sheet
Any document that would prove the
presence of a sustained income
generating project/ activity led by
the stakeholders
Educational Support is reflected in
the Barangay AIP
Donors database