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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 school’s 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/Dev’t Plan assistance.
Evidences:  Conduct of school-community
 Approved SIP/Development consultative meetings (as the need Evidences:
plan with the following MOV’s: arises) to further effect changes  Enhanced Dev’t Plan
 Letters of invitation of the school to based on feedback and DepEd with the integration of
some community stakeholders re: directives SBM-
Formulation of SIP/Development  Minutes of meeting (with Pictorials) WINs, CPP, and DRRM, with the
Plan  Copy of directives/communications following documents:
 ACR  Invitation of the
stakeholders to
other stakeholders
and the school for
the enhancement
of the SIP/Dev’t.
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/Dev’t
Plan with the following: Evidences:
 Minutes of conduct of  Improved/Adjusted
Continual Review SIP/Dev’t Plan
 ACR where
 Updated SRC community stakeholders
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 responsibilities of stakeholders. responsibilities of stakeholders. community stakeholders lead
roles and responsibilities of the stakeholders. in 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 structures: technical and administrative
of Organization as defined by  Organizational Chart/Roster of support.
the school: Organization as defined by
 SDRRMC both 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 The network actively provides stakeholders The network allows easy
communication between and among school established and is continuously improved by information for making decisions and exchange and access to
and community leaders for informed decision- the school community. solving learning and administrative information sources beyond
making and solving of school-community wide- problems. the school community.
learning problems. Evidences:
 Establishment of Network such as: Evidences: Evidences:
 Transparency board  Functional updated network  Accessibility of network
 Suggestion box  Updated transparency board to the public
 Log sheets/log books  Functional/useful suggestion box  Posted/placed in
 School paper/news letter  Updated School paper/news letter conspicuous places or duly
 School Report Card  Updated log sheets/log books circulated in the
 Or any information  Active website/s community, or
network (MIS/SIS’s, etc.) open/accessible website/s
as the case may be
 Evidences of circulation
(e.g. list of
schools/stakeholders
with signatures of
recipients)
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5. A long term program is in operation that Developing structures are in place and Leaders undertake training modes that are Leaders assume
addresses the training and development needs analysis of the competency and convenient to them (on-line, off-line, responsibility for their own
of school and community leaders. development needs of leaders is conducted; modular, group, or home-based) and which training and development.
result is used to develop a long term do not disrupt their regular functions. School community working
training and development program. Leaders monitor and evaluate their own individually or in groups, coach
learning process. and mentor one another to
Evidences: achieve their VMG.
 Dev’t of School-based INSET Evidences:
programs (based on NCBTS, NCBSSH  Actual conduct of school-based trainings Evidences:
Results, IPPD/SPPD) based on identified training needs, with  Continuous school-based
 Training the following MOV’s: training and
designs/Matrices/Proposals  Attendance sheet of participants development (mentoring
 Training needs analysis  Certificates of and coaching)
Participation/Appearance  Mentoring and
 ACR coaching schedule
 Mentoring and
Coaching tools utilized
 ACR

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 2 3
1. The curriculum provides for the All types of learners of the school Programs are fully implemented and closely The educational needs of
development needs of all types of learners in community are identified, their learning monitored to address performance all types of learners are
the school community curves assessed; appropriate programs discrepancies, benchmark best practices, being met as shown by
with its support materials for each type coach low performers, mentor potential continuous improvement
of learner is developed. leaders, reward high achievement, and on learning outcomes and
maintain environment that makes learning products of learning.
Evidences: meaningful and enjoyable. Teachers’, as well as,
 Established Assessment System with students’ performance is
Results motivated by intrinsic
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For Elem. Level: Evidences: rather than extrinsic
 ECCD Checklist, SReYA  School Supervisory Plan and other rewards. The Schools’
 EGRA-ARATA reports (monthly) differentiated program is
 Phil-IRI  Programs/Projects Implementation Report frequently benchmarked
 Numeracy Test to address performance discrepancies/ by other schools.
 Other school-based/standard deficits/gaps e.g. RRE, ICL, School
assessment Remedial Program, Technolympics, YES-O Evidences:
For Secondary Level: Camp,  Improved learning
 Literacy Test/ORP Math & Science Fair, D’Math (based on E- outcomes for the last 3
 Numeracy Test SIP/AIP) years(Achievement
 Other school-based/standard  National Curricular/ Programs Rate, Promotion Rate,
assessment Implementation Report for SPED,SPS, SPA, Failure Rate, Drop-out
 RRE SSES, STE, ADM (if applicable) Rate)
 Multi-level Materials  Reading Program Implementation Report  Log Book/Record Sheet/
 ACR/Narrative Report of INSETs showing names of visitors
conducted related to learning benchmarking school’s
interventions initiated programs/projects
 ACR and copy of program for periodic  Documentations
recognition (e.g. monthly, quarterly of School’s Best Practices
convocation/ year- end recognition rites) and Accomplishment
 Other programs/projects related to Reports
curriculum to address learning deficits/
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 utilization of local literature improvement of the
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 Documentation on current events &  Sample performance outputs/ projects in community
existing technologies used to the implementation of localized
develop localized curriculum curriculum that makes learning more Evidences:
meaningful and pleasurable.  Activity Completion Report
 M & E/Supervisory Report on the (ACR) on the School’s Best
implementation of localized Practices in the
curriculum localization of curriculum
 Document/s of school’s
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
school’s localized
curriculum
3. A representative group of school and A representative team of school and Learning materials and approaches to Materials and approaches
community stakeholders develop the methods community stakeholders (if applicable) reinforce strengths and address are being used in school, in
and materials for developing creative thinking assess content and methods used in deficiencies are developed and tested for the family and in
& problem solving teaching creative, critical thinking, and applicability on school, family and community to develop
problem solving. Assessment results are community. critical, creative thinking
used as guide to develop materials. and problem solving
Evidences: community of learners and
Evidences:  Localized learning modules/materials are producing desired
 Project Team for Instruction organized developed and tested in school, family results.
 Assessment results and community
Evidences:
 Any document showing the
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utilization of the developed
materials with the
corresponding desired
results
4. The learning systems are regularly and A school-based monitoring and learning The school-based monitoring & learning The monitoring system is
collaboratively monitored by the community system is conducted regularly and systems generate feedback is used for accepted and regularly
using appropriate tools to ensure the holistic cooperatively and feedback is shared making decisions that enhance the total used for collective decision
growth and development of the learners and with stakeholders. development of learners making
the community
The system uses a tool that monitors the A committee takes care of the continuous The monitoring tool has
holistic development of learners. improvement of the tool been improved to provide
both quantitative &
Evidences: Evidences: qualitative data.
 Schedule & conduct of School  (SMEA) minutes
Monitoring Evaluation & Adjustment  Feedback mechanism for a well-informed Evidences:
(SMEA) with corresponding reports decision making (e.g. suggestion box,  Updated/improved M &
and MOVS text brigade, forums /assembly) E Tool designed by the
 E-SIP/AIP-based Monitoring  Record of M & E related activities School M & E Team duly
& Evaluation instrument / conducted approved by the School
tool  Organized committee on CI of M&E tool Head/ SGC
 Results on the regular
conduct of School
Monitoring Evaluation
and
Adjustment (SMEA)
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5. Appropriate assessment tools for teaching The assessment tools are reviewed Assessment tools are reviewed by the School assessment results
and learning are continuously reviewed and by the school and assessment results school community and results are shared are used to develop
improved, and assessment results are are shared with school’s with community stakeholders. learning programs that are
contextualized to the learner and local situation stakeholders. suited to community, and
and the attainment of relevant life skills. Evidences: customized to each
Evidences:  Structure of Assessment Committee to take learners’ context, results of
 Competency based Test materials duly charge of the review and improvement of which are used for
checked/ approved by the School Head assessment tools ( list and TOR) collaborative decision-
(e.g. Table of Specifications, Periodical  Minutes of meeting/ACR/ on: making.
Test Questions, Test/ Item Analysis, Item - review of assessment tools
Bank, other test materials, etc.) participated by stakeholders Evidences:
 ACR on the conduct of activity relative  Compilation of improved assessment tools  Improved/reviewed
to sharing of assessment results with assessment tools utilized in
school’s stakeholders (e.g. quarterly the school (including
issuance of Pupil/Student Report OHSP, MISOSA, ALIVE,etc.)
Card, issuance of LAPG, NAT and  Community- based
NCAE, Numeracy Test, and Oral initiated programs and/ or
Reading/Phil IRI results to parents 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
6. Learning managers and facilitators (teachers, Stakeholders are aware of child/learner- Stakeholders begin to practice Learning environments,
administrators and community members) centered, rights-based, and inclusive child/learner-centered principles of methods and resources are
nurture values and environments that are principles of education. education in the design of support community driven,
protective of all children and demonstrate to inclusive and adherent to
education.
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behaviors consistent to the organization’s Learning managers and facilitators child’s rights and
Vision, Mission and Goals. conduct activities aimed to increase Evidences: protection requirements.
stakeholders` awareness and  Barangay Dev. Plan/ Municipal
commitment to fundamental rights of Investment Plan showing supports to Learning managers and
children and the basic principle of education which is anchored on learner- facilitators observe
educating them. centered principles of education learners’ rights from
 Four A’s (Activity, Analysis, Abstraction designing the curriculum to
Evidences: and Application) based lesson plans using/ structuring the whole
 List of Children’s Rights and integrating GAD and ABC principles in the learning environment.
Responsibilities (in Filipino or key behavior indicator/value aim
vernacular) strategically Evidences:
placed/posted in a very conspicuous  100% of all of the 7
place domains of the Child
 School child protection policies Friendly School System
 ACR/ Minutes of Meeting on the (CFSS) tool are satisfied.
conduct of activity relevant to  ACCESS compliant
learner- centered, right-based, and school plans ( AIP / SIP )
inclusive principles of education /A  School and community
Child & Community-Centered record of activities showing
Education Systems (ACCESs) 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, developing self-directed learners are developing self-directed learners are exchange of information,
inclusive, accessible, and aimed at developing highly observable in school, but not in beginning to emerge in the home and in sharing of expertise and
self- directed learners. Learners are equipped the home or in the community. the community. materials among the
with 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 continuously improved to
per subject posted in the classroom (it the presentation of LCD to parents make it relevant to
is 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
activities/ exercises to be used, book  Science and Math fair based FGD on LCD
title and page number)  Scouting utilization
 Learner’s PORTFOLIO  English Month  ACR on INSET-Teaching
 Availability of SLK/SIM/  STEP & Learning Development
Modular Instruction  Values Month  Implementation reports
 Student Learning Plan/Program  etc of ICT & others
 Lesson plans/modules
Integrating Knowledge
Channel for instruction.
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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 2 3
1. Roles and responsibilities of accountable There is an active party that The stakeholders are engaged in Shared and participatory processes are
person/s and collective body/ies are clearly initiates clarification of the roles and clarifying and defining their specific roles used in determining roles, responsibilities,
defined and agreed upon by community responsibilities in education delivery. and responsibilities. and accountabilities of stakeholders in
stakeholders. managing and supporting education.
Evidences: Evidences:
 Organization of the  Narrative of conducted FGD Evidences:
following  Minutes of the Meeting  Roles and Responsibilities are
teams/organizations:  Other reports stipulated/embedded in the School
-SPT, PTs, and other committees Handbook
-PTA  Memorandum of Understanding/
-SPG/SSG (SBM WinS, DRR, CPP Covenant/Contract
Clubs) (Duly signed by stakeholders to signify
 TORs of identified their accountabilities and
teams/organizations responsibilities in managing and
supporting education)
2. Achievement of goals is recognized based on Performance accountability is A community-level accountability A community accepted performance
a collaboratively developed performance practiced at the school level. system is evolving from school-led accountability, recognition, and
accountability system; gaps are addressed initiatives. incentive system is being practised.
through appropriate action. Evidences:
 Utilization of SBM M&E Data Evidences: Evidences:
in the Conduct of SMEA  Inclusion of SBM M&E data in  ACR on Institutionalized School-level
 Presence of Results Based the conduct of SMEA Recognition and Awards System
Performance Monitoring  Self-assessment Result of the for internal and external stakeholders
System of the school. SBM level of practice reported to
 SRC the stakeholders/Community
 Well-defined performance indicators
relative to RPMS
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3. The accountability system is owned by the The school articulates the Stakeholders are engaged in the School community stakeholders
community and is continuously enhanced to accountability assessment development and operation of an continuously and collaboratively
ensure that management structures and framework with basic appropriate accountability review and enhance accountability
mechanisms are responsive to the emerging components including implementation assessment system. systems processes, mechanism and
learning needs and demands of the community guidelines to the stakeholders. tools.
Evidences:
Evidences:  ACR/accomplishment Evidences:
 Presence of accountability Report/Minutes of Meeting duly  Any report of an activity conducted
assessment framework signed by the stakeholders who for the review and enhancement of
with structure & participated in the crafting of the the school initiated assessment
implementing guidelines accountability assessment system- its processes, TORs of
 Advocacy through meetings of framework. members and the tools
internal and external  Updated School Transparency Board  Adjusted/enhanced assessment system
stakeholders  Functional suggestion box as reflected in the handbook
 Minutes of meetings containing  Any document showing that  Established school satisfaction survey
the suggestions for the system is operational  Resolution for any adjustment/s that
improvement and the like will be collaboratively approved by the
 Visible citizen’s charter chart stakeholders
4. Accountability assessment criteria and tools, The school, with the participation Stakeholders are engaged in the Stakeholders continuously and
feedback mechanisms, and information of stakeholders, articulates an development and operation of an collaboratively review and enhance
collection and validation techniques and accountability assessment framework appropriate Accountability assessment accountability systems, processes,
processes are inclusive and collaboratively with basic components, including criteria, tools, feedback mechanisms, mechanism and tools.
developed and agreed upon. implementation guidelines. information collection, validation
techniques and processes. Evidences:
Evidences:  Reports on the giving of feedback
 Development of the Evidences: for TA and adjustment
accountability assessment  Involvement of external  Enhancement of accountability
framework stakeholders in the conduct of system based on results and feedback
 Monthly Accomplishment Report SMEA (minutes of meeting)
 Advocacy through general  Developed and utilized
assembly/meetings/FGD, the following:
etc.  Accountability assessment
 Minutes of meetings containing criteria
the suggestions for
improvement
or the like
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 Accountability Assessment tool
 Feedback mechanism
 Information collection
 Validation technique
 processes

5. Participatory assessment of performance is The school initiates periodic Collaborative conduct of School community-developed
done regularly with the community. performance assessment with performance assessment for planning, performance assessment is
Assessment results and lessons learned serve the participation of plan adjustments and requirements for practiced and is the basis for
as bases for feedback, technical assistance, stakeholders technical assistance improving monitoring and
recognition and plan adjustment. evaluation system, providing
Evidences: Evidences: Technical assistance, and
 ACR recognizing and refining plans.
 Minutes of quarterly meetings  SMEA results
with stakeholders  Utilization of periodic assessment Evidences:
 Quarterly Report on tool  SMEA serves as basis for:
School Monitoring - Adjusted AIP
Evaluation & Adjustment -Adjusted Monitoring &
 Periodic assessment tool Evaluation System
-Adjusted Technical
Assistance Plan
 Institutionalized assessment tool
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D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
INDICATORS 1 2 3
Stakeholders are aware that a Resource inventory result is Resource inventories are
1. Regular resource inventory is collaboratively regular resource inventory is communicated to stakeholders institutionalized and stakeholders
undertaken by learning managers, learning available and is used as the and community as the basis for are engaged in a collaborative
facilitators, and community stakeholders as basis for resource allocation resource allocation and process to make decisions on
basis for resource allocation and mobilization. and mobilization. mobilization. resource allocation and
mobilization.
Evidences: Evidences:
 MOOE and other financial  Submission of Evidences:
resources – utilization per cash inventory/liquidation reports  No adverse COA findings on
program  Memo re: advocacy to liquidation of MOOE
 Proper liquidation submitted the stakeholders  Validated reports of the
monthly and posted on the  Copies of E-SIP/AIP /APP as inspectorate team approved &
Transparency Board basis for resource allocation submitted
 Approved Minutes of  Approved Minutes of  Requests for support from external
the regular meeting the meetings 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
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beneficiaries and more)
Stakeholders are invited to Stakeholders are regularly Stakeholders collaborate to ensure
2. A regular dialogue for planning and resource participate in the development engaged in the planning and timely implementation of the
programming, that is accessible and inclusive, of an educational plan and resource programming and in education plan.
continuously engage stakeholders and support resource programming. the implementation of the
implementation of community and education education plan. Evidences:
plans. Evidences:  Monthly/Quarterly SMEA
 Invitation letters with Evidences: Reports
acknowledgment receipt  Approved minutes of End-of-Year SMEA Reports
 Documents of the advocacy regular meetings (with  Updated Education Resource Report
meeting attendance sheets) (financial statement, inventory
 AIP Report)
 Approved MOU/MOA  E-SIP
supports on identified  Annual Accomplishment Report
programs and
projects in the E-SIP
Stakeholders ensure judicious, Stakeholders engage and share Institutionalize resource
3. In place is a community-developed resource appropriate and effective use expertise in the development of management system.
management system that drives appropriate of resources. resource management system
behaviors of the stakeholders to ensure Evidences:
judicious, appropriate, and effective use of Evidences: Evidences:  Quarterly/Annual SMEA Results
resources.  Annual Budget plan reflecting  Letter of invitation for the  Transparency on
allocation for the school stakeholders to attend the resource management
 Inclusion of the identified development of resource  No Adverse COA findings
projects/ programs and management system  On-time submission of all liquidation
activities in the approved AIP  Attendance sheets of the reports
 Disbursement, financial , and meetings  Functional SRMS
Liquidation reports  Minutes of the proceedings (Structure, process flow, TORs)
 School Resource Management
 Copy of resolution for IRA, System (Process flow,
Municipal / Provincial SEF (if structure, TORs, standards)
any)
 Copy of the disbursement
voucher of the fund allocated
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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 Stakeholders collaboratively Stakeholders are engaged, held
reporting processes of resource management participate in the development participate in the development accountable and implement a
are collaboratively developed and and implementation of and implementation of collaboratively developed system of
implemented by the learning managers, monitoring, evaluation and monitoring, evaluation and monitoring, evaluation and
facilitators and community stakeholders. reporting processes on reporting processes on resource reporting for resource
resource management. management. management.

Evidences: Evidences: Evidences:

 Letter of invitation to  ACR on the development and  School Community stakeholders
stakeholders on the implementation of implementation report on the M &
development and monitoring, evaluation, and E and reporting system for resource
implementation of monitoring, reporting processes on management
evaluation, and reporting resource management  Accomplished M & E Forms/Tools
processes on resource  Developed monitoring and  Copy of SOSA
management evaluation tool and reporting  Add –on documentations such
 With proof of attendance i.e. process as pictorials etc….
certificate of appearance/travel  Quarterly/Annual SMEA report
order, attendance sheet
 SMEA structure with Terms of
Reference
An engagement procedure to Stakeholders support a system An established system of
5. There is a system that manages the network identify and utilize of partnerships for improving partnerships is managed and
and linkages which strengthen and sustain partnerships with stakeholders resource management. sustained by the stakeholders for
partnerships for improving resource for improving resource continuous improvement of
management. management is evident. Evidences: resource management.
 MOA/MOU
Evidences:  Resolutions Evidences:
 Letter of invitation  Deed of Donation  ACR/ PCR / based on existing MOA /
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 Minutes of meetings with  Pledges MOU, Resolution , Deed of
attendance sheet  Delivery Receipts Donations and Pledges
 Organized Resource  Feasibility study /  Status report
Generation Committee with Project Proposal  Monthly/ quarterly financial report
corresponding TORs  Minutes of meetings conducted of any sustained resource
by the Resource Generation generating activity
Committee with attendance  Minutes of regular meetings with
sheet attendance sheet
 Donor’s database  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
 Donor’s database