SBM.Slide.management.school.based.adaptedpptx

Informative slides about management

1. SCHOOL-BASED MANAGEMENT (SBM) PRACTICES MARISSA B. ESPIRITU SBM Coordinator

2. LEADERSHIP AND GOVERNANCE

3. 1. In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school and community LEVEL 1 LEVEL 2 LEVEL 3 The development plan guided by the school’s vision, mission and goal (VMG) is developed through the leadership of the school and the participation of some invited community stakeholders The development plan is evolved through the shared leadership of the school and the community stakeholders. The development plan is enhanced with the community performing the leadership roles and the school providing technical support.

4. 1. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 SDS accepted SIP signed by SPT and QAT With concrete and attainable VMG as guide in crafting in collaboration With the school planning team, expanded planning team and stakeholders. Letter of invitation to external stakeholders for planning and target setting. Memo on the preparation for planning and target setting to internal stakeholders. SDS accepted SIP signed by SPT and QAT With necessary changes and improvement to be able to fit the current demand of the time involving stakeholders: Targeting 60 NAT-MPS AIP Year 1 & 2 with respective M&E results Minutes of meeting of the consultative planning conducted with pictures Attendance sheet/s Log book * SDS accepted Enhances and updated SIP signed by SPT and QAT. *with registered / recognized stakeholders and their respective roles for the realization of projects, programs and activities identified targeting 75 NAT MPS * Work and financial plans of different organizations in the school community and their accomplishment reports.

5. 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 1 LEVEL 2 LEVEL 3 The school defines the organizational structure, and the roles and responsibilities of stakeholders The school and community stakeholders working as full partners, lead the continual review and improvement of the development plan The community stakeholders lead the regular review and improvement process; the school stakeholders facilitate the process

6. 2. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 The SIP has organizational structures for its implementation per article Roles and responsibilities of stakeholders Properly signed minutes of meeting of the regular review and improvement of the SIP with pictures/ documentation Properly signed minutes of meeting of the regular review and improvement of the SIP with pictures/ documentation Attendance sheets Output of the current SIP review and improvement – AIP with M&E Revised SIP-AIP Properly signed minutes of meeting of the regular review and improvement of the SIP with pictures/ documentation Attendance sheets Output of the SIP and improvement – Current AIP

7. 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. LEVEL 1 LEVEL 2 LEVEL 3 The school defines the organizational structure, and the roles and responsibilities of stakeholders The school ad the community collaboratively define the structure and roles and responsibilities of stakeholders Evidenced by agreed organizational structure, the community, stakeholders lead as defining organizational structure and the roles and responsibilities, school provides technical and administrative support

8. 3. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Approved list of specific tasks, programs, projects from the SIP which are assigned by every stakeholder or group of stakeholders with their roles and responsibilities Approved Stakeholders plan in line with the SIP implementation Properly signed Minutes of consultative meetings with pictures/ documentations Attendance sheets Structure and roles and responsibilities of stakeholders Properly signed Minutes of consultative meetings with pictures/ documentation Attendance sheets Structure and roles and responsibilities of stakeholders

9. 4. A leadership network facilitates communication between and among school and community leaders for informed decision making and solving the school-community wide-learning problems LEVEL 1 LEVEL 2 LEVEL 3 A network has been collaboratively established and is continuously improved by the school community The network actively provides stakeholders information for making decision and solving learning and administrative problems The network allows easy exchange and access to information sources beyond the school community

10. 4. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Established network of stakeholders MOA with the feeder Barangay Officials in location the OSY Transmittal of transaction with the ALS instructional Managers with feeder barangays

11. 5. A long term program is an operation that address the training and development needs of school and community leaders LEVEL 1 LEVEL 2 LEVEL 3 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 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 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

12. 5. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Inventory of the competency and development needs of school and community leaders Approved training and development program of school and community leaders Approved training and development proposal for school and community leaders Activity write-up of training conducted through Group or Home based training program Write-up of activities conducted for the attainment of VMG of the school with pictures/ documentation Accomplishment reports of coaching and mentoring sessions – IPPD implementation

13. B. CURRICULUM AND IMPLEMENTATION

14. 1. The curriculum provides for the development needs of all types of leaders in the school community LEVEL 1 LEVEL 2 LEVEL 3 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 Programs re 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 The educational needs of all types of learners are being met as shown by continues improvement on learning outcomes and products of learning. Teachers as well as students performance is motivated by intrinsic rewards. The schools differentiated program is frequently benchmarked by other schools

15. 1. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Inventory of students reading and numeracy skills, health status – BMI, hand writing, eye sight and hearing condition. Diagnostic Test Data of competency-based NAT Results/ Quarterly Assessment result (Mean and PL) Approved enhancement, remedial and other programs for each type of learners Progress Report of approved program and projects Quarterly Recognition Day Project WATCH Quarterly Assessment of Approved Programs and Projects Search for Model Class Terminal Reports of approved programs and projects Instructional Observation Sheets/Forms NAT Coaching and NAT Result Approved Programs and Projects adopted by other schools within the district/ division - Self-learning Modules - Work texts - E-books National Level Awardees (Students) List of NC2 students and teachers qualifiers List of students leaders Serving facilitators/ speakers in other schools Advance learners serving as mentors to slow learners (Buddy System)

16. 2. A representative group of school and community stakeholders develop the methods used in teaching creative thinking and problem solving assessment results are used as guides to develop materials LEVEL 1 LEVEL 2 LEVEL 3 A representative team of school and community stakeholders assess content and contents used in teaching creative, critical thinking and problem solving. Assessment results are used as guide to develop materials. Learning materials and approaches to reinforce strengths and address deficiencies are developed and tested for applicability on school, family and community Materials and approaches are being used in school, in the family and in the community to develop critical thinking and problem solving community of learners and are producing desired results

17. 2. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Accomplished assessment tool for the students Filled up instructional Observation Sheet in teaching creative, critical thinking and problem solving (Proof of assessment results are used as guide to develop materials Project proposal in Adopt-a Child Program implementation of the program using: SREA Kits, Big Books, developmental books, story books, flash cards, work books etc. Progressive Report Narrative reports/ documentations Teacher-made NAT/Test review materials * Modular program for students at risk of Dropping Out Community of practice (Peer mentoring during Saturdays) List of strategies being practice by the teachers Videos of teachers strategies

18. 3. 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 LEVEL 1 LEVEL 2 LEVEL 3 A school based monitoring and learning system is conducted regularly and cooperatively; and feedback is shared with stakeholders . The school –based monitoring and learning systems generate feedback that is used for making decisions that enhance the total development of learners. The school based monitoring and learning systems generate feedback that is used for making decisions that enhance the development of learners. The monitoring system is accepted and regularly used for collective decision making. The monitoring system is accepted and regularly used for collective decision making. The monitoring tool has been improved to provide both quantitative and qualitative data.

19. 3. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Regular monthly meeting Memo, notice of meeting Minutes of meeting General PTA meeting Students assembly meeting Observing of classes Monitoring tools (observation tool) Child Protection Committee Attendance to LGU activities Survey Form on Teachers’ Performance in class Result of surveys Results on contest participated Results of periodic exam Minutes of meeting on forum, symposium, assembly Focus Group Discussion (FGD) on parents, teachers and students reports Records, photos/ documentation, reports on meeting for assembly, etc. Interpretation of survey results and intervention Minutes, progress reports

20. LEVEL 1 LEVEL 2 LEVEL 3 Records of counseling Records of Home Visitation Reports, Minutes and attendance of parents assembly, child protection, K+12, etc. Monitoring of student attendance (late comers, absenteeism) Rubrics per subject area Monitoring tools used by the Guidance Office Student Handbook School Norms & Conduct Compilation of Tests (mock test, review, etc.) Utilization of NCAE & NAT Results Pre and Post Test Interpretation of survey results and intervention Minutes , progress reports Strong utilization of Student Handbook Records, files, attendance of meeting Log book showing records of utilization of certain guidelines and policies Records of survey result utilization Photos, documented reports of activities conducted

21. 4. Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized for the learner and local situation and the attainment of relevant life skills. LEVEL 1 LEVEL 2 LEVEL 3 The assessment tools are reviewed by the school and assessment results are shared with school’s stakeholders. The assessment tools are reviewed by the school and assessment results are shared with community stakeholders 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

22. 4. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 NAT/NCAE/ Quarterly result Copy of minutes and attendance of the following activities. a. Information to stakeholders b. Provide follow -up based from analysis of all results of assessment c. A form of instructional conference based from the results of assessment Minutes and attendance on the presentation of instructional supervision to LGU’s shared stakeholders Advertisement of NAT result of the school Approved proposal, accomplishment, program report on the content of NAT review School General Program reflecting the enrichment, remedial and enhancement period (for all levels) Approved proposal, program report, accomplishment on school intervention ( Oplan Dagdag Talino )

23. LEVEL 1 LEVEL 2 LEVEL 3 d. Utilization of PTA to help review of all assessment 3. Competency-based analysis of NAT/NCAE (downloaded) 4. Lesson Plan reflecting the NAT/NCAE results with students 5.Compilation of Students’ Individual Inventory at the GC office 6. Compilation of quarterly TOS, TQ and Item Analysis 7. Graphical representation of academic performance (Hard copy of EMIS and soft copy to be used during meeting 8. Posters and tarpaulins advertising the NAT 3. Video file *Presentation during SOSA-highlighting the discussion of the NAT Result 4. School Heads’ report on the performance of learners received by the stakeholders 4. Locally made review materials which will address the needs of students ( unmastered skills) 5. NAT paralleled test items

24. 5. Learning managers and facilitators (teachers, administrators and community members) nurture values and environment that are protective of all a children and demonstrate behaviors consistent to the organization’s vision, mission and gals. LEVEL 1 LEVEL 2 LEVEL 3 Stakeholders are aware of child/learner-centered, rights-based, and inclusive principles of education Learning managers and facilitators conduct activities aimed to increase stakeholders awareness and commitment to fundamental right children and the basic principle of educating them Stakeholders begin to practice child/learner- centered principles of education in the design of support to education Learning managers and facilitators apply the principles in designing learning materials. Learning environments methods and resources are community driven, inclusive and adherent to child’s right and protection requirements. Learning managers and facilitators observe learners’ rights from designing the curriculum to structuring the whole learning environment

25. 5.SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Questionnaires write-up Implementation or Accomplishment report (PTA Conference/ symposium /seminars Re: Advocacy campaign * Narrative Report/ Activity write-up/ programs/attendance, communication letter/ pictures, videos, copy of materials distributed Organize the Child Protection Committee Minutes of meeting, Communication letters, School Guidelines of implementation of CPC Learning materials for remedial/ enhancement classes Copies of self-guided activities prepared: record of usage Pre and Post Test results Project Proposals Evaluation reports Communication Letters Minutes Attendance Implementation of approved school program RE: remedial / enhancement classes Pre/Post test result Course content guidelines Instructional materials used Pictures, records of involvement of PARA teachers

26. C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

27. 1. Roles and responsibilities of accountable person/s are clearly defined and agreed upon by community stakeholders LEVEL 1 LEVEL 2 LEVEL 3 There is an active party that initiates clarification of the roles and responsibilities in education delivery School administration’s initiative (with key teachers) plans out for stakeholders convention The stakeholders are engaged in clarifying and defining their specific roles and responsibilities. School administration (with Key Teachers) convened stakeholders through envisioned activity Conduct of orientation program of stakeholders Roles and Responsibilities Share and participatory processes are used in determining roles, responsibilities and accountabilities of stakeholders in managing and supporting education

28. LEVEL 1 LEVEL 2 LEVEL 3 Shortlist of Existing and organized/proposed stakeholders” -Faculty Club -SSG/SPGO/Students Club -PTA -SGC -LGU/ Brgy / Mun / Prov -NGO’s -Private benefactors -Child Protection Committee -Alumni - etc With evidences of operations , implementations and supports of these stakeholders: Action Plan Innovative plans Financial supports Programs and projects implementation Accomplishment reports Approved project proposals Deed of donations Physical improvement/ facilities support Trainings and Programs sponsorship Operation policies

29. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Communication letters Program of action School memoranda Pictorials Minutes of meeting List of officers Functions, roles and responsibilities (oath of office) Program committees Communication letters Attendance sheets Documentation of activities/programs and projects (pictorials) Minutes of undertakings Long term MOA on school project and supports Annual accomplishment reports Enhanced action plan Submitted annual accomplishment report on SIP updating Updated SIP,AIP,SRC Documented project implementation Organization’s Best Practices Documented financial support on school activities and programs (Commitment of support, approved letter)

30. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Documented financial support on school activities and programs (commitment of support, approved letter request) Written reports Constitution and By-Laws (formulated and ratified) MOA’s Transparency Board (Existence)

31. 2. Achievement of goals is recognized based on a collaboratively developed performance accountability system, gaps are addressed through appropriate action. LEVEL 1 LEVEL 2 LEVEL 3 Performance Accountability is practiced at the school level A community level accountability system is evolving from school led initiatives A community accepted performance accountability, recognition and incentive system is being practiced

32. 2. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Organization of BAC (Bids & Awards Committee) Designation of Technical Working Groups Approved Annual Procurement Plan Transparency Board BAC Bulletin Financial reports of different clubs Minutes of BAC meeting Book of accounts Minutes of PTA meetings (financial reports) Project proposal of particular projects Resolution regarding certain projects Accomplishment reports of the PTA projects, Homeroom projects Projects Quarterly awarding ceremony Plaque of appreciation Certificate of recognition Best implementer Issuance of certificate MOA the accepted projects Program of the activity Pictures

33. 3. The accountability system is owned by the community and is continuously enhance to ensure the management structures and mechanisms are responsive to the emerging learning needs and demands on the community. LEVEL 1 LEVEL 2 LEVEL 3 The school articulates the accountability assessment framework with basic components, including implementation guidelines to the stakeholders. Stakeholders are engaged in the development and operation of an appropriate accountability assessment system. School community and stakeholders continuously and collaboratively review and enhanced accountability systems processes, mechanism and tools.

34. 3. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 The school articulates the accountability assessment frameworks with Basic components including implementation guidelines to the stakeholders Minutes of planning Guidelines/Criteria of contest Orientation seminar to students, parents and teachers Grading systems Financial report Liquidation reports Stakeholders are engaged in the development and operation of an appropriate accountability assessment system Organizational Meeting with minutes Deed of donation MOA of teachers/ appointment Teachers’ clearance Students’ clearance Suggestion box Observation sheets DTR of teachers / Faculty and staff School community stakeholders continuously and enhance accountability system processes, mechanism and tools Revised guidelines on assessment and contents Revised assessment of project implementation

35. 4. Accountability assessment criteria and tools, feedback mechanics and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon. LEVEL 1 LEVEL 2 LEVEL 3 The school with the participation of stakeholders, articulates and accountability assessment framework with basic components including implementation guidelines Stakeholders are engaged in the development and cooperation of an appropriate accountability assessment system Stakeholders continuously and collaboratively review and enhance accountability system process, mechanisms and tools

36. 4. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Provision of transparency board MOOE -Summary of cash receipts & disbursements -cash receipts & disbursements and vouchers -COA circular/ Deped Orders/IRR PTA approved fees -PTA resolution of approved fees for the whole year Feedback and comments by stakeholder as represented by any 2 2 or 3 SGC members Audited by auditor and issued credit notice PTA resolution of approved fees posted in conspicuous place PTA transparency board - summary of collection, disbursement, financial report, liquidation report posted on the board Record of monitoring of implementation and evaluation by SGC

37. LEVEL 1 LEVEL 2 LEVEL 3 Record of collection and disbursements with supporting documents -Financial report, liquidation reports with attachments -Request for budget/ budget proposal Donations -Adopt-A-School Program report -Document of donations -Report of usage/ Custodian Slip * Approved request of budget proposal, noted by SH and PTA President Documents of donations with pictures Periodic evaluation/ checking up of usage and status Actual implementations of proceeds.

38. 5. Participatory assessment performance with the community. Assessment results and lessons learned serve as basis on feedback, technical assistant and plan adjustment. LEVEL 1 LEVEL 2 LEVEL 3 School initiates periodic performance assessment with the participation of stakeholders. Collaborative conduct of performance assessment informs planning plan adjustment and requirements for technical assistance School community- development performance assessment is practiced and is the bass for improving, monitoring and evaluation systems, providing technical assistance and recognizing and refining plans

39. 5. SUGGESTED ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 School Initiates _Daily Log/Journal/ Records tracking and planning -Attendance sheets -Narrative reports -Pictures , minutes of meetings -Committees roles and functions -Periodic distribution of cards and identification of achievers -Periodic recognition of deserving parents -Periodic recognition of outstanding stakeholders -Walkthrough of the SH on LPs/DLL -Show case students performance through monthly activities Collaborative -Proposal for interventions carried out/ accomplishment proposal -Accomplishment report -Quarterly/Periodic result Of students’ performance -Performance curves school report card review -School conference on Teachers’ Performance -Maximization of available teachers in respective subject area in the conduct of review School Community -Adopt-A-School accomplishment report -Alumni project implemented -Completed stakeholders projects reports -Division Heads planning conference -EPS monitoring and supervision

40.   D. MANAGEMENT OF RESOURCES

41. Resources are collectively and judiciously mobilized and manage with transparency, effectiveness and efficiency. 1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators and community stakeholders as basis for resource allocation and mobilization Stakeholders are aware that a regular resource inventory is available and is used as the basis for resource allocation and mobilization. Resource inventory is characterized by regularity, increased participation by stakeholders and communicated to the community as the basis for resource allocation and mobilization. Resource inventories are systematically developed and stakeholders are engaged in a collaborative process to make decisions on resource allocation and mobilization.

42. ARTIFACTS LEVEL 1 LEVEL 2 LEVEL 3 Orientation on SBM Assessment Process and Tool Photos of learning managers, Ass. Order, Appointment List/Photos of learning facilitators (PSIPOP), Municipal and Barangay Officials Financial reports of operation Records of special Accounting Provisions of the Constitutions and By Laws of Gen. PTA, SGC,SSG, Teachers and Employee Association Monitoring and evaluation tool (Quarterly) Attendance sheets of regular meeting of stakeholders Minutes of meeting conducted Records of updated quarterly inventories Summarized quarterly reports of Physical Count of Properties, Plan and Equipment Photos of all activities conducted Narrative report Updated inventory

43. 2. LEVEL 1 LEVEL 2 LEVEL 3 There is a regular dialogue for planning and resource programming, that is accessible and inclusive to continuously engage stakeholders and support to the implementation of community education plans. Stakeholders are invited to participate in the development of educational plan with resource programming and participate in the implementation. Signed inventory of School Resources by stakeholders Activity write-up on the Consultative conduct of school inventory PPMP/APP prepared and signed by the school stakeholders Activity write-up on the consultative conduct of PPMP/APP preparation List of instructional materials Transparency board Stakeholders regularly engaged in the planning and resource programming and actively participate in the implementation of the educational plan Stakeholders collaborate to ensure timely and need-based planning and resource programming and support continuous implementation of the education plan

44. 4.Pagkakai- LEVEL 1 LEVEL 2 LEVEL 3 ARTIFACTS Calendar of activities and action plan Activity write-up and/or minutes of dialogue conduced with picture Attendance sheets and invitation Monitoring and evaluation tools PPMP/APP Regular meetings for planning and programming and activity write-up Pictures Updated PPMP/APP M & E tool Accomplishment report of all activities Supplemental budget & APP Record of Budget re-alignment Record of Fund assistance of stakeholders Audited financial reports of all projects & programs implemented

45. 3. LEVEL 1 LEVEL 2 LEVEL 3 3. There is in place a community developed resource management system that drives appropriate behaviors of the stakeholders to ensure judicious, appropriate and effective use of resources. Stakeholders support judicious, appropriate and effective use of resources Stakeholders are engaged and share expertise in the collaborative development of resource management system Stakeholders sustain the implementation and improvement of a collaboratively developed, periodically adjusted, and constituent focused resource management system

46. 3. LEVEL 1 LEVEL 2 LEVEL 3 ARTIFACTS Records of support extended by the stakeholders for resource augmentation in the school resources generated during Brigada Eskuwela , Adopt –A-School Program, etc. Transparency board 1. Implementation and Documentation of supports extended by the school stakeholders 2. Recognition of Outstanding Stakeholders and School Personnel Records of fund assistance provided by stakeholders Pledges Statement of undertakings Documentation Audited Financial reports of all projects & programs implemented

47. 4 LEVEL 1 LEVEL 2 LEVEL 3 4. Regular monitoring evaluation and reporting processes of resource management are collaboratively developed and jointly implemented by the learning managers, facilitators and community stakeholders. Stakeholders are invited to participate in the development and implementation of monitoring, evaluation and reporting processes on resource management Stakeholders collaboratively participate in the development and implementation of monitoring, evaluation and reporting processes on resource management Stakeholders are engaged, accountable and implementing collaboratively developed system of monitoring, evaluation and reporting processes on resource management

48. 4. LEVEL 1 LEVEL 2 LEVEL 3 ARTIFACTS Letter of invitation for the conduct of the development of an educational plan in resource Financial reports prepared adhering to budgeting, accounting and auditing guidelines Published financial statements and distributed to school community stakeholders 1.Updated & audited Financial reports of the different stakeholders who extended support to the school. Summarized reports of operations Records of Liquidation

49. 5. LEVEL 1 LEVEL 2 LEVEL 3 5. There is a system that manages the network and linkages that strengthen and sustain partnership for improving resource management An engagement procedure to identify and utilize partnerships with stakeholders for improving resource management is evident. Stakeholders support a system of partnership for improving resource management. An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource management

50. 5. LEVEL 1 LEVEL 2 LEVEL 3 ARTIFACTS PPMP/APP/ Supplemental APP Records of Disbursements Inventories/ Financial/ Liquidation Reports COA’s Audit Report Records of Resources generation from different source MOOE Adopt A School Donation IGP PTA Fund BE plus Printed and Approved network and linkages systems which strengthen and sustain partnerships for improving resource management MOA Commitment of Support Pledges M & E Tool MOOE Transparency Board Online articles/ Letter of Gratitude Hard copy Radio Announcements Published articles Accomplishment Reports Audited financial reports of all projects and programs implemented

51. THANK YOU!!!!!!!!!!! GOD BLESS!!!!