SUGGESTED SCHOOL-BASED MANAGEMENT MEANS OF VERIFICATION

Source: Regional Memorandum No. 53 S. 2021

Introduction
The SBM Assessment Tool uses evidence to determine a school's level of practice. DOD is a means of evaluating the validity
or truthfulness of the evidence. DOD is an acronym for Document Analysis, Observation, and Discussion. Essential steps in
evaluating the validity of an evidence of an SBM practice below:

Relevance: The evidence must be appropriate to the indicator being assessed. It is appropriate if the arfifact or document
is a tool or a product of a practice expressed in the indicator.
Accuracy: The evidence must be correct. If it is a lesson plan, then both content and procedure must be correct.
Currency: The evidence must be present, existing or actual.
Consistency: The evidence must be verifiable and generates the same results from most of the sources.
Sufficiency: The evidence must be adequate or enough. If a student learning portfolio is presented as evidence of self-directed
learning, its presence in only two or three classes i s not an adequate evidence of school-wide implementation.

Documentary evidence may show the schools' focus on learner-centered learning like cooperative, interactive, problem
solving and decision making. There is a need to obtain process evidence to know if these are being practiced.
Process evidence is obtained by scrutinizing instructional leadership and management styles, methods, techniques,
approaches and activities used by the school community to achieve the SBM goal. Evidence is identified through participant or
nonparticipant observations which may be conducted formally or informally. Individual or group interviews are held to verify or
clarify the evidence. Evidence is scrutinized for validity.
To measure the performance in terms of quality, the Division MPS will be utilized and a Regional Assessment for Quality be
administered to measure quality for level 3 aspirant schools.

Basic School/Learning Center (LC) Information:

School/Learning Center: Name of School:
Region/Division: IV-A CALABARZON/Division of Batangas
Name of School Head/LC Head: Name of Principal:
Address:

Instruction to the Users:

Please indicate your score on the last column of the tool (0, 1, 2, 3) on the extent of reliability and quality for each MOV
listed per indicator. The team's consensual agreements after systematic D-O-D (Document Analysis- Observation- Discussion)
is expected after the validation. On the other hand, for indicators with no evidence just indicate zero.

Rating Scale:
0 - No evidence
1 - Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
2 - Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3 - Evidence indicates practices and procedure satisfy quality standards
 LEADERSHIP AND GOVERNANCE
A network of leadership and governance the education system to achieve its shared vision, mission and goals making them responsive and relevant to
the context of diverse environment.
INDICATORS LEVEL 1 (Put check if available) LEVEL 2 (Put check if available) LEVEL 3 (1-3 points per MOV)
I. In place is a Developmental 1. School Community Profile 1. Approved SIP/AIP 1. Quarterly SMEA Report
Plan Developed collaboratively
by stakeholders of the school
and community.
2. Minutes of the meeting in 2. Approved Project Proposals 2. Annual Plan (PTA, SGC, but not
crafting of SIP limited to)
3. Attendance Sheets 3. Terms of Reference for SMEA 3. Letter requests of external of
external organization in support to
information dissemination on SIP

4. Photo Documentations 4. Approved Monitoring Tool 4. Narrative/ Accomplishment

Reports: Education Summit, SOSA,
Symposium

5. Draft SIP with annexes 5. Accomplishment report of the 5. Request letter of stakeholder to
implemented PPAs implement PPAs on matters of
school governance and operations

6. Project Proposals 6. Records of Stakeholders

initiated PPAs
7. Advocacy materials but not 7. SGC minutes of meeting
limited to Poster/ tarpaulin/flyers

8. Info Board 8. Documentation of school Best

practices shared to other schools

9. Proposed PPAs on matters of 9. Logbook or Record of activities

school governance and operations
initiated by the schools and
stakeholders

0
II. The development plan is 1. Report of SIP/AIP review 1. Open line communication 1. Narrative repot on VMVs and
regularly reviewed by the school through Social Media, School schools aspiration advocacy
community to keep it responsive Webpage, Flyers, SRC
and relevant to emerging
needs, challenges and
II. The development plan is
regularly reviewed by the school
community to keep it responsive 2. PPAs Monitoring Report 2. Enhanced SIP/AIP 2. Letters for benchmarking
and relevant to emerging
needs, challenges and 3. PPAs Monitoring report 3. Awards and Recognition
opportunities. certificates
4. Report of AIP review: 100%
accomplishment with identified
value added outputs

5. Logbook of benchmarking
activities from other schools
6. Narrative Report on the schools
best practices which are
benchmarked/adopted

7. Accomplishment Report
0
III. The school is organized by a 1. Letter of invitation to the 1. Approved SIP/AIP 1. Quarterly SMEA Reports
clear structure and work community stakeholders
arrangements that promote
shared leadership and 2. copy of the school memo on the 2. Approved Project Proposal (PTA, 2. Report and action taken based
conduct of the activity for internal SGC, SPG/SSG) on the SMEA feedback
governance and define the roles stakeholders
and responsibilities of the
stakeholders. 3. List of Organizational Structure 3. Narrative report on School 3. Identified best practices on
and their Roles and implemented PPAs in varied forms transparency and accountability
Responsibilities like SGC, PTA, (general assembly, open line were shared to other schools
SPG/SGC etc. communication)

4. Updated and accurate 4. Certification of sharing of best

Transparency Board practices

0
IV. A leadership network 1. Organizational chart with 1. Designation Order w/ terms of 1. Minutes of meeting (discussing
facilities communication position Reference feedbacks/results and proposed
between and among school and solutions)
community leaders for informed
decision – making and solving 2. Personnel’s profile 2. Consolidation and Analysis of 2. Progress monitoring report
of school community wide the evaluation results from on the implemented
learning problems feedback and M and E results solutions/intervention
with proposed solutions/
interventions
 3. Feedback forms/Suggestion 3. Documented processes of
box/ open line communication Feedback and monitoring
mechanism
4. Approved M & E tools 4. Certification of sharing of
best practices on feedback and
monitoring mechanism

5. Organized M and E Team

with TOR
0
V. A long-term program is in 1. Training Needs Assessment 1. Individual Plan for 1. Learning and Development
operation that addresses the Professional Development Package
training and development needs (IPPD)
of school and community
leaders 2. IPCRF 2. School Plan for Professional
Development (SPPD)
3. OPCRF
4. NCBTS/TSNA Results
0
TOTAL SCORE 0
AVERAGE (Total Score/5) 0
RATING (AVERAGE X 30%) 0.00
 CURRICULUM AND INSTRUCTION
The curriculum learning system anchored on the community and learner’s context and aspirations are collaboratively developed and continuously
improved.
INDICATORS LEVEL 1 (Put check if available) LEVEL 2 (Put check if available) LEVEL 3 (1-3 points per MOV)
I. The curriculum provides for 1. Learning Competencies 1. Checked daily lesson log 1. Documentation of the
the development needs of all conduct of write shops for
types of learners in the school learning materials and training
community for updating teacher
competencies on curriculum
and pedagogy

2. Legal Basis on curriculum and 2. Evaluated instructional 2. Improved teaching learning

instruction materials activities and resources that
results to sustained
improvement

3. Documented teaching 3. Documented teaching 3. Assessment tool/feedback of

learning activities and resources learning activities provided pupils, teachers and parents
provided
4. Conduct of meeting on 4. Utilization of learning 4. Accomplishment report
LRMDS resource materials
5. DLLs/DLPs 5. DLLs DLPs of accomplished 5. Record of continuous and
COTs shared practices in the
community to improve teaching
and learning activities

6. List of intervention Programs 6. Contextualized intervention 6. District learning action

programs cell/visual aids/LMS exchange
program
7. Sample Learners portfolio 7. Contextualized modules 7. LAC sessions focused on T-L

8. Sample self-directed 8. School-based monitoring 8. No. of teachers trained in

materials results on learning outcomes INSET
 9. School based monitoring tool 9. Class observation reports and 9. Documented partnerships on
on learning outcomes post observation improving T-L activities and
resources (MOU) shared
practices

10. Reading assessment report 10. No. of contextualized

produced materials
11. Copy of Curriculum guide
12. Budget of work
13. LR
14. Teachers portfolio
15. Budget of work
0
II. The implemented curriculum 1. Evaluation report of Learning 1. Contextualized learning 1. List of interventions and
is localized to make it more materials materials innovations implemented
meaningful to the learners and
applicable to life in this 2. Inventory of available 2. Performance level of learners 2. Action research on pedagogy
community learning resources /inventory of and content/Action researches
needs-based learning resources conducted focused on T-L
process

3. Feedback on the available 3. Resources gaps analysis 3. Best practices on the

learning resources development and
implementation of innovative
needs-based learning resources

4. Records of utilization of 4. Utilization report 4. Accomplishment Report

available learning resources
5. Inventory of learning 5. Strategic intervention 5. Certification of sharing
materials materials concerning least /adoption of best practices
mastered skills
6. Identified school projects/ 6. Compilation of localized 6. Documentation of sharing
Intervention per subject curriculum best practices through
benchmarking/adoption
 7. Needs assessment for the 7. Updated Inventory of LMs 7. Shared information on the
teaching and learning outcomes with analysis and interpretation localized materials with other
of data community stakeholders

8. Project proposal on 8. Parental involvement in the

intervention material used production of innovative needs
based learning resources

9. Least learned skills or 9. Award and recognition

competencies by grading period system

10. Documentation of the

adoption of best practices in
developing needs-based
learning resources

0
III. A representative group of 1. Learners performance profile 1. Monitoring tools in the 1. MOA of stakeholders
school and community conduct of
stakeholders develop the innovations/intervention
methods and materials for
developing creative thinking 2. List of intervention or 2. Evaluation and monitoring 2. Consolidated report on the
and problem solving implemented programs for results basis for action research teaching-learning support
learner needs system
3. Teaching learning support 3. Appropriate teaching 3. Documentation of the
systems/PPAs implemented learning support system intervention /innovation
conducted
4. Copy of professional 4. Results of monitoring the use 4. Continuously improved
development plan of crafted instructional teaching learning support
materials system through collaboration
5. Implementation report on 5. Implementation report on 5. Certification of sharing
teaching and learning support teaching learning support /adoption of best practices
system system
6. List of 4Ps 6. Development needs plan of 6. Feedback report/ mechanism
• Beneficiaries diverse learners
• Anecdotal records
• Copy of performance
• Outputs of learners

7. Intervention plan 7. Reports on classroom 7. Immersion

teaching and learning
evaluation
8. List of dropping outs 8. Attendance during school 8. School Initiative exchange
activities program
9. Report of family mapping 9. Progress. Monitoring report 9. CI projects
of learning outcomes
10.SPED and ALS Program 10. Analysis test results 10. K to 3 T-L materials
11. Teachers Portfolio 11. LAC session focused on 11. LAC sessions focused om
teaching learning process diversity of learners
12. ISWP Files 12. Consultative meetings 12. COT Files
13. PPAs on curriculum and 13. COT files focused on 13. Report on CIP
instruction grouping pattern
14. Technical assistance report 14. RPMS 14. Action research

15. Copy of school action plan 15. Mentoring and coaching

per learning area program
16. Year-end reports 16. Documented partnership
activities on improving teaching
learning support system
17. Minutes of meeting regarding 17. School-based M&E
collaboration with stakeholders on
innovative teaching and learning

18. Action research on reported

results and interventions
0
 1. MPS monitoring 1. Daily lesson with 1. Revised or developed
IV. The Learning systems are differentiated instruction assessment strategies for
regularly and collaboratively differentiated instruction
monitored by the community
using appropriate tools to 2. Performance rating of 2. Rubrics for differentiated 2. Action research
ensure the holistic growth and learners instruction
development of learners and
the community MPS 3. Observation tools and rating 3. Localized Instructional 3. Innovative assessment
monitoring Daily lesson of teachers materials system on differentiated
with differentiated instruction strategies is sustained, shared
Revised or developed and continuously enhanced.
assessment strategies for
differentiated instruction
4. Grading system 4. Localized DLP 4. Learning materials are
shared/used and implemented
by the different grade levels

5. Assessment tools/ strategies 5. Sample of differentiated 5. Certification of

implemented quarter assessment test sharing/adoption of best
strategies practices
6. Conduct of INSET on the 6. Portfolio assessment in all 6. Innovations on assessment
differentiated strategies learning areas system
(PRIMALS) documentation
7. Assessment reports 7. Records on intervention on 7. Conduct innovation and
the findings of test results and action research
other forms of assessment

8. Quarterly assessment test 8. Availability of test materials 8. Record of involvement of

and assessments tools parents in the development of
school policies and procedures

9. Printed copy of PHIL-IRI 9. Copy of approved action plan 9. Evidences of networking with
results per subject areas stakeholders
10. Copy of remedial support 10. Registry of alternative 10. Assessment progress report
program differentiated assessment
strategies
 11. Needs assessment survey 11. Remedial intervention 11. M&E tools
programs
12. Records of test results and 12. Posting of assessment 12. Award and recognition
other forms of assessment schedule

13. Reading assessment 13. Action plan on reported LOA 13. Documented partnership
results activities on improving
assessment system design
14. Learning outcomes
assessment results
15. M&E Tools
0
V. Appropriate assessment tools 1. Performance of learners 1. Rubrics for differentiated 1. Revised or developed
for teaching and learning are a) Summative instruction assessment strategies for
continuously reviewed and b) Formative differentiated instruction
improved, and assessment
results are contextualized to the 2. Observation tools 2. Differentiated quarterly 2. Action research
learner and local situation and assessment test strategies
the attainment of relevant life
skills. 3. Assessment tools 3. Portfolio assessment in all 3. Innovative assessment
a) Quarterly assessment test learning areas system on differentiated
b) MPS strategies is sustained, shared
and continuously enhanced

4. Needs assessment 4. Records on intervention on 4. Learning materials are

the findings of test results and shared/ used and implemented
other forms of assessment by the different grade levels

5. Reading assessment 5. Copy approved action plan 5. Certification of sharing

a) PHIL IRI per subject areas /adoption of best practices
b) EGRA

6. EGMA 6. Registry of alternative 6. Innovations on assessment

differentiated assessment system
strategies
7. Intervention Programs 7. Conduct innovation and
action research
 8. Record of involvement of
parents in the development of
school policies and procedures

9. Assessment progress report

10. Partnership activities on

improving assessment system
design
0
VI. Learning managers and 1. Posted signage on safety 1. Student handbook which 1. Photo/ video documentation
facilitators (teachers, security includes: of the crises/ disaster
administrators and community a) Proper conduct, discipline and management activities
members) nurture values and infractions
environment that are protective b) Guidelines on school’s safe,
of all children and demonstrate secure and child friendly
environment
behaviors consistent to the c) Legal basis of DRRM
organizations vision, mission, d) Child protection policy
and goals.

2. Posted Memorandum of 2. File or copy of accomplishment 2. Reports of guidance office

policies and procedures on report of the implementations of advocacy on child protection
safety, child-friendly and policies and procedures on benchmarking documentation
security disaster preparedness. Child of other schools on the conduct
protection policy and the like of SDRRM practices

3. Displayed of Crises 3. Action Research

Management Plan (DRRM) and
Org chart of SDRRM Teams

4. Posted Emergency Directory 4. Feedback from internal and

external stakeholders
5. Awards/ Recognition/
Certification of sharing/
adoption of best practices
 0
VII. Methods and resources are 1. List of diverse learners with 1. Documentation/Reports of 1. Continuous Monitoring and
learners and community- special needs i.e. IP’s, SPED and learning environment policies Evaluation Report
friendly, enjoyable, safe, ALS and procedures
inclusive, accessible, and aimed implementations
at developing self-directed
learners. Learners are equipped 2. Draft of Equal Opportunity 2. Narrative report/ Photo 2. Stakeholders’ quarterly
with essential knowledge, skills Policy for out of school youth, Documentation of inclusive Ed feedback
and values to assume SPED, IPs programs
responsibility for their own
learning.
3. Posting Citizen Charter 3. Copy of policies and 3. Review of the advocacy
procedures on learning awareness program
environment that promote
inclusive Education i.e. ALS,
SPED, IPs

4. Copy of policies and

procedures implemented i.e.
Equal Opportunity Policy
0
TOTAL SCORE 0
AVERAGE (Total Score/7) 0
RATING (AVERAGE X 30%) 0.00
 ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
A clear, 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 LEVEL 1 (Put check if available) LEVEL 2 (Put check if available) LEVEL 3 (1-3 points per MOV)
I. Roles and responsibilities of 1. Narrative report on the 1. Proposed PPAs on matters of 1. Request Letter of stakeholders
accountable person/s and conduct of: SOSA/ Stakeholders school governance and operations to implement PPAs on matters of
collective bodies are clearly Summit initiated by the schools and school governance and operations
defined and agreed upon by stakeholders
community stakeholders.
2. Advocacy materials but not 2. Accomplishment report of the 2. Logbook
limited to Poster/ tarpaulin/ implemented PPAs
flyers
3. Info Boards 3. Terms of Reference for SMEA 3. Records of stakeholders
initiated PPAs
4. SGC minutes of the meeting

0
II. Achievement of goals is 1. Report of AIP review: less 1. Report of AIP review: 100% 1. Reported of IP review: 100%
recognized based on a than 100% accomplished accomplished accomplished with identified
collaboratively developed value added outputs
performance accountability
system: gaps are addressed
through appropriate action. 2. Copy of PPAs 2. PPAs Monitoring report 2. Gaps are addressed with
appropriate action
3. Documentation of conducted
PPAs
0
III. The accountability system is 1. Letters of invitation to the 1. Narrative report on school 1. Updated and accurate
owned by the community and community stakeholders implementation PPAs in varied Transparency Board
continuously enhanced to forms (general assembly, open
ensure that management line communication)
structures and mechanisms are
responsive to the emerging
learning needs and demands of
the community. 2. Copy of the school memo on 2. Strategic direction to address
the conduct of the activity for the gaps
internal stakeholders
 3. Narrative report on the
conduct of the activity
4. PPAs posted on bulletin
board, school newspaper, SRC,
posters and tarps/electronic
means, etc.

0
IV. Accountability assessment 1. Client Satisfaction Survey 1. Consolidation /Analysis of the 1. Progress monitoring report
criteria and tools, feedback evaluation results from on the implemented solutions/
mechanisms and information feedback and M&E results with intervention
collection and validation proposed solutions/
techniques and processes are Interventions
inclusive and collaboratively
developed and agreed upon.
2. Parents Opennionaire 2. SGC minutes of the meeting
(discussing feedback/results
and proposed solutions)

3. Checklist Form
4. Survey Questionnaire
5. Tracer Study tool
0
V. Participatory assessment of 1. Status of the School’s 1. Consolidation and Analysis of 1. Progress monitoring report
performance is done regularly performance the evaluation results from on the implemented solutions/
with the community. feedback and M and E results intervention
Assessment results and lessons with proposed solutions/
learned serve as basis for interventions
feedback, technical assistance,
recognition and plan
adjustment. 2. Nutritional Status 2. SIP/ AIP Adjustments 2. Technical
3. Feeding program 3. Minutes of the meeting 3. Assistance Initiated
(discussing feedback/results
and proposed solutions)
4. Status of performance 4. Recognition / Project Praise
Indicators: Access, Efficiency
and Quality
5. Plan
6. Adjustment
 0
TOTAL SCORE 0
AVERAGE (Total Score/5) 0
RATING (AVERAGE X 25%) 0.00
 MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and effectively.
INDICATORS LEVEL 1 (Put check if available) LEVEL 2 (Put check if available) LEVEL 3 (1-3 points per MOV)
I. Regular resources inventory is 1. SIP/AIP/APP/ 1. Approved 1. Each PPA must be supported by
collaboratively undertaken by Resource Inventory E-SIP/AIP/APP/ School Calendars the following:
learning managers, learning Human (Pupils & Personnel) of Activities a. Activity proposal
facilitators, and community a. Performance indicators a. Highlighting the project Work b. School memo
stakeholders as basis for b. Learning support and plan and budget matrix (resource c. Attendance
resource allocation and resource Materials inventory) d. SMEA report
c. Etc. e. Program of works (Infra)
mobilization. f. Deed of Donations

2. Technological 2. Resource allocation and

mobilization plan
3. Physical
a. School Titling
b. School Development Plan

4. Financial
a. Canteen
b. MOOE allocation
c. Etc.

0
II. A regular dialogue for 1. File copy of the Procurement 1. Approved SIP/AIP/APP 1. Committee on resource
planning and resources Law (RA 9184) Human resource Dev’t Plan management with defined roles
programming, that is accessible (HRDP) and functions that will perform
and inclusive, continuously the ff:
engage stakeholders and
support implementation of 2. Conduct of orientation on 2. Financial Mgt. Dev’t Plan 2. Updated data-base resource
community education plans procurement process and (FMDP) information system
utilization of funds (School (procurement documents)
Activity Report)

3. List of BAC chair and 3. Technology Resource 3. Schedule of procurement that

members with TOR Improvement plan (TRIP) will ensure timely and efficient
delivery of goods and services
 4. School Physical Devt Plan
(SHDP)
0
III. In place is a community 1. Monthly disbursement 1. Monthly cash program 1. Memo and minutes of
developed resource /Liquidation report meeting on reporting of
management system that drives disbursement to stakeholders
appropriate behaviors of the
stakeholders to ensure 2. Fidelity bond document 2. Approved APP 2. Schedule of disbursements
judicious, appropriate, and versus actual disbursements
effective use of resources
3. School 3. Sub ARO 3. Validated/approved
MOOE(disbursement/liquidatio disbursements
n)
4. Disbursement documents 4. Documented evidence of
reporting of disbursements to
stakeholders
5. Schedule of disbursement
versus actual disbursements
6. Validated/Approved
disbursement
0
IV. Regular monitoring, 1. Inventory of resources 1. Aligned to the rules and 1. Accomplished Annual
Evaluation, and reporting Regulations of accounting and monitoring of all assets of school
processes of resources auditing: and audited by the ff stakeholders
management are List of Assets a. Division
collaboratively developed and b. District
implemented by the learning c. Other stakeholders
managers, facilitators, and
community stakeholders
2. File copy of asset 2. File copy of asset 2. SMEA reports (plan
management policy management policy adjustments)
3. Report on the orientation on 3. Report on school asset 3. Financial reports (with
policy of Asset Management management positive indication of
timeliness/accuracy)
 4. Asset management plan 4. Inventory of 4. Communication to
machine/equipment stakeholders thru:
• SOSA
• SRC
• Bulletin/ Transparency
board

5. Memo on acquisition and 5. Inventory of 5. Memo and minutes of

disposal of supplies buildings/facilities meeting on regular review and
adjustments of AIP
6. Legal basis for Asset/property 6. Monitoring report on 6. Reports on PPAs
management compliance to asset implementations/utilization of
management plan funds
7. Financial reports 7. Legal basis for asset/property 7. Parents’ approval
management
8. Physical and Financial 8. Financial reports 8. Resolution
target/plan
9. Updated MOOE liquidation 9. Approved physical and 9. MOOE, Canteen, IGP reports
financial plan posted on transparency board

10. Updated and Audited 10. Updated MOOE liquidation

Canteen Report
11. Income generating projects 11. Updated and Audited
with financial statements Canteen Report

12. Legal basis for physical and 12. Income generating projects
financial requirement with financial statements

13. Legal basis for physical and

financial requirement
0
V. There is a system that 1. Partnership database 1. Utilization of DPDS 1.Memo and minutes of regular
manages the network and meeting
linkages which strengthen and
sustain partnership for 2. School Project Teams with 2. School Project Teams with 2. Brigada Eskwela report
improving resource roles and functions roles and functions
management
sustain partnership for
improving resource
management 3. AIP 3. AIP 3. List of generated resources

4. Planning Meeting/reporting 4. List of generated resources 4. School Project Teams with

of the development of resource roles and functions
mobilization management
system

5. Deed of donation 5. School Project teams and 5. AIP

functions with roles and
functions
6. Resource inventory 6. AIP 6. MOA/MOU with partners
7. MOA/MOU with partners 7. Program for resource
mobilization
8. M&E repot on the 8. Progress monitoring report
implementation of resource thru media on resource
management system mobilization
9. List of resources
Programmed for Access,
Quality, and Governance
10. Copy of rules and regulation
on resource management

0
TOTAL SCORE 0
AVERAGE (Total Score/5) 0
RATING (AVERAGE X 15%) 0.00

ACCOUNTABILITY AND CONTINUOUS

LEADERSHIP AND GOVERNANCE CURRICULUM AND INSTRUCTION MANAGEMENT OF RESOURCES TOTAL x .40
IMPROVEMENT

0 0 0 0 0

Validated by:

____________________________ ____________________________
 Member Member

____________________________ ____________________________
Member Member

____________________________
Team Leader