Facilitator:

EDUARDA M. ZAPANTA
EPS- Mathematics
CAVITE PROVINCE

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

Understand the features/characteristics of

the revised SBM Assessment Tool
Identify the four ACCESs Principles and the
indicators in each principle
Familiarize with the SBM level of practice,
the rating scale and the scoring system

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

 List at most three documents presented per dimension in the

previous SBM Manual
Recall the number of evidences needed per dimension
and the computation made to identify the level of SBM practice in
your school
What actions did you make to advance the SBM level of practice in
your school.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

WHAT INSIGHTS HAVE WE GAINED FROM THE

PREVIOUS SBM ASSESSMENT LEVEL OF PRACTICE
WHAT WENT WELL And WHAT ELSE SHOULD HAVE
BEEN DONE TO BETTER ADVANCE SBM LEVEL OF
PRACTICE YESTERDAY ?

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

 Enabling

policies were formulated

to support SBM such as:
School Improvement Planning (SIP);
Establishment of School Governing
Councils (SGCs);
Conduct of Assessment of SBM Level
of Practice.

 Inclusion

of major line item in the

departments budget to support
the installation of SBM at all level
Program Support Fund at the central
region and division; and
Grants at the school level.

Unrealistic
targets
and
inappropriate
strategies in the SIPs of many of the schools
visited;
Too much focus on the SIP templates, which
is usually interpreted as a one-size-fits-all
forms overlooking the unique condition of
their schools, the pupils/students they are
providing learning environment for, and the
peculiar issues they are confronting;

There are more schools with School Report

Cards (SRCs) than School Improvement
Plans which reflects a disconnect of these
two SBM processes.
The SBM Assessment process was reduced
to :bean counting that over-emphasizes
the collection of prescribed documentation,
the compliance to some of which may not
be within the control of the schools and are
not reflective of a functional system of good
practices.

While DepEd reports that 100% of

school heads in many divisions had
been oriented on SBM, their practical
understanding of the concept is not
apparent

Realization of the value of SBM effectively

carry out reforms in curriculum (K to 12);
Need to strengthen SBM by assimilating the
school to the system and way of life of the
local community;
Re-direct
all
efforts
to
support
improvement of learning outcomes.

To better highlight the children/learner as

the center of SBM practice;
To encompass the diverse realities of
learning contexts defined and uniquely
occurring within specific geographic, social,
cultural,
economic,
political
and
environmental
make-up
of
the
contemporary society;

To enhance commitment of education

stakeholders at all levels to heir
responsibilities and accountabilities in
realizing the education outcomes for
children
To further promote shared governance
between the school community;

To integrate accreditation into SBM for

a seamless assessment of a school
system;
To
improve the school systems
capacity to be on track in achieving
the
EFA/Millennium
Development
Goals and sustain good performance.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

 Systems-based

Non-prescriptive

Principle-guided

User-friendly

Evidence-based

Collaborative in approach

Learner-centered

Results/outcomes focused

Process-focused

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS

A. INTERNAL STAKEHOLDERS
School Head

Teachers

B. EXTERNAL STAKEHOLDERS
Learners
Parents

NGO/PO
LGU
Private Sector

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS

 Basic school/learning center information

Principle guided indicators

Description of SBM practice in terms of
extent of community involvement and
learner-centeredness.
Scoring instructions
ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND
TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

0 No evidence
1

- Evidence indicates beginning structures

mechanisms are in place to demonstrate ACCESS

and

2 - Evidence indicates planned practices and procedures

are fully implemented and aligned
to ACCESS
3 - Evidence indicates practices and procedures satisfy
quality standards

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

Level I: DEVELOPING ( .5- 1.4 )

Developing structures and mechanisms
with acceptable level and extent of
community participation and impact on
learning outcomes.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS

Level II: MATURING (1.5 -2.4)

Introducing and sustaining continuous
improvement process that integrates
wider community participation and
significantly improve performance and
learning outcomes.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS

Level III: ADVANCED (ACCREDITED)(2.5 -3.5)

Ensuring the production of intended
outputs/outcomes
and
meeting
all
standards of a system fully integrated in
the local community and is self-renewing
and self-sustaining.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

I. LEADERSHIP AND 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.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS

I. LEADERSHIP AND 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.

A. Indicators
1. In place is a
Development Plan

The development plan

The development plan

guided by the schools is evolved through the

The development plan

is enhanced with the

(e.g. SIP) developed vision, mission and

shared leadership of

community

collaboratively by

goal (VMG) is

the school and the

performing the

the stakeholders of

developed through the community

leadership roles, and

the school and

leadership of the

the school providing

community.

school and the

participation of some
invited community

stakeholders.

stakeholders.

technical support.

2. The development

plan (e.g.SIP) is

The school leads the

The school and

The community

regular review and

community stakeholders stakeholders lead the

regularly reviewed by improvement of the

working as full partners, regular review and

the school

lead the continual

development plan.

improvement process;

community to keep it

review and improvement the school stakeholders

responsive and

of the development

relevant to emerging

plan.

facilitate the process.

needs, challenges
and opportunities.
3. The school is

The school defines the

The school and

Guided by an agreed

organized by a clear

organizational structure, community

organizational structure,

structure and work

and the roles and

collaboratively define

the community

arrangements that

responsibilities of

the structure and the

stakeholders lead in

promote shared

stakeholders.

roles and

defining the

leadership and

responsibilities of

organizational structure

governance and

stakeholders.

and the roles and

define the roles and

responsibilities; school

responsibilities of

provides technical and

the stakeholders.

administrative support.

4. A leadership network

A network has been

The network actively

The network allows easy

facilitates

collaboratively

provides stakeholders

exchange and access to

communication

established and is

information for making

information sources

between and among

continuously improved

decisions and solving

beyond the school

school and

by the school

learning and

community.

community leaders

community.

administrative

for informed

problems.

decision-making and
solving of school
community wide

learning problems.
5. A long term program

Developing structures

Leaders undertake

Leaders assume

is in operation that

are in place and analysis training modes that are

addresses the

of the competency and

convenient to them (on- own training and

training and

development needs of

line, off-line, modular,

development. School

development needs

leaders is conducted;

group, or home-based)

community leaders

of school and

result is used to develop and which do not

working individually or

community leaders.

a long term training and disrupt their regular

in groups, coach and

development program.

responsibility for their

functions. Leaders

mentor one another to

monitor and evaluate

achieve their VMG.

II. CURRICULUM AND INSTRUCTION

The curriculum learning system anchored on the
community and learners contexts and aspirations
are collaboratively developed and continuously
improved.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

B. CURRICULUM AND INSTRUCTION

The curriculum learning systems anchored on the community and learners contexts and
aspirations are collaboratively developed and continuously improved.
1. The curriculum

All types of learners of

Programs are fully

The educational needs

provides for the

the school community

implemented and

of all types of learners

development needs

are identified, their

closely monitored to

are being met as shown

of all types of

learning curves

address performance

by continuous

learners in the

assessed; appropriate

discrepancies,

improvement on

school community

programs with its

benchmark best

learning outcomes and

support materials for

practices, coach low

products of learning.

each type of learner is

performers, mentor

Teachers as well as

developed.

potential leaders,

students performance

reward high

is motivated by intrinsic

achievement, and

rather than extrinsic

maintain environment

rewards. The Schools

that makes learning

differentiated program

meaningful and

is frequently

enjoyable.

benchmarked by other
schools.

2. The implemented

Local beliefs, norms,

The localized

Best practices in

values, traditions,

curriculum is

localizing the

localized to make it folklores, current

implemented and

curriculum are

more meaningful

events, and existing

monitored closely to

mainstreamed and

to the learners and

technologies are

ensure that it makes

benchmarked by other

applicable to life in

documented and used learning more

schools. There is

the community.

to develop a lasting

meaningful and

marked increase in

curriculum.

pleasurable, produces

number of projects

Localization

desired learning

that uses the

guidelines are agreed

outcomes, and

community as

to by school

directly improves

learning laboratory,

community and

community life.

and the school as an

teachers are properly

Ineffective approaches agent of change for

oriented.

are replaced and

improvement of the

innovative ones are

community.

curriculum is

developed.

3. A representative

A representative team

Learning materials and Materials and

group of school

of school and

approaches to

approaches are being

and community

community

reinforce strengths

used in school, in the

stakeholders

stakeholders assess

and address

family and in

develop the

content and methods

deficiencies are

community to develop

methods and

used in teaching

developed and tested

critical, creative

materials for

creative, critical

for applicability on

thinking and problem

developing creative thinking and problem

school, family and

solving community of

thinking and

solving. Assessment

community.

learners and are

problem solving.

results are used as

producing desired

guide to develop

results.

materials.

4. The learning

A school-based

The school-based

systems are

monitoring and

monitoring and

regularly and

learning system is

learning systems

collaboratively

conducted regularly

generate feedback

monitored by the

and cooperatively; and that is used for

community using

feedback is shared

The monitoring
system is accepted
and regularly used for
collective decision
making.

making decisions that

appropriate tools to with stakeholders.

enhance the total

ensure the holistic

development of

growth and

learners.

development of the
learners and the
community.

The system uses a tool A committee take care

of the continuous
that monitors the

The monitoring tool

has been improved to

holistic development

improvement of the

provide both

of learners.

tool.

quantitative and
qualitative data.

5. Appropriate

The assessment tools

The assessment tools

School assessment

assessment tools

are reviewed by the

are reviewed by the

for teaching and

school and

school community and develop learning

learning are

assessment results are results are shared with programs that are

continuously

shared with schools

community

suited to community,

reviewed and

stakeholders

stakeholders.

and customized to

results are used to

improved, and

each learners context,

assessment results

results of which are

are contextualized

used for collaborative

to the learner and

decision-making.

local situation and

the attainment of
relevant life skills.

6. Learning managers

Stakeholders are aware

Stakeholders begin to

Learning environments,

and facilitators

of child/learner-

practice child/learner-

methods and resources

(teachers,

centered, rights-based,

centered principles of

are community driven,

administrators and

and inclusive principles

education in the design

inclusive and adherent

community

of education.

of support to education. to childs rights and

members) nurture

protection

values and

requirements.

environments that
are protective of all

Learning managers and

Learning managers and

Learning managers and

children and

facilitators conduct

facilitators apply the

facilitators observe

demonstrate

activities aimed to

principles in designing

learners rights from

behaviors consistent

increase stakeholders

learning materials

designing the

to the organizations

awareness and

curriculum to

vision, mission and

commitment to

structuring the whole

goals.

fundamental rights of

learning environment.

children and the basic

principle of educating
them.

7. Methods and

Practices tools and

Practices, tools, and

There is continuous

resources are learner materials for developing materials for developing exchange of
and community-

self-directed learners

self-directed learners

friendly, enjoyable,

are highly observable in

are beginning to emerge expertise and materials

safe, inclusive,

school, but not in the

in the homes and in the

among the schools,

community.

home and community

accessible and aimed home or in the

at developing self-

community.

information, sharing of

for the development of

directed learners.

self-directed learners

Learners are
equipped with

essential knowledge,

Learning programs are

skills, and values to

designed and developed collaboratively

mainstreamed but

assume

to produce learners who implemented and

continuously improved

responsibility and

are responsible and

monitored by teachers

to make relevant to

accountability for

accountable for their

and parents to ensure

emergent demands.

their own learning.

learning.

that it produces desired

The program so

learners.

The program is

III. 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.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND
PASBE ACCREDITATION PROCESS

C. 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.

1. Roles and
responsibilities of
accountable

person/s and
collective

There is an active
party that initiates
clarification of the
roles and
responsibilities in
education delivery.

The stakeholders are

engaged in clarifying
and defining their
specific roles and
responsibilities.

Shared and
participatory
processes are used
in determining roles,
responsibilities, and

body/ies are

accountabilities of

clearly defined

stakeholders in

and agreed upon

managing and

by community

supporting

stakeholders.

education.

2.

Achievement of goals

Performance

is recognized based on accountability is practiced

a collaboratively

at the school level.

developed

A community-level

A community-accepted

accountability system is

performance

evolving from school-led

accountability, recognition

initiatives

and incentive system is

performance

being practiced.

accountability system;
gaps are addressed
through appropriate
action.

3.

The accountability

The school articulates the

system is owned by the accountability assessment

community and is

framework with basic

continuously enhanced components, including

Stakeholders are engaged

School community

in the development and

stakeholders continuously

operation of an

and collaboratively review

appropriate accountability

and enhance

to ensure that

implementation guidelines assessment system.

accountability systems

management

to the stakeholders.

processes mechanisms

structures and
mechanisms are
responsive to the
merging learning
needs and demands of
the community.

and tools.

4. Accountability

The school, with the

Stakeholders are

participation of

engaged in the

continuously and

and tools, feedback stakeholders,

development and

collaboratively review

mechanisms, and

articulates an

operation of an

and enhance

information

accountability

appropriate

accountability

collection and

assessment

accountability

systems; processes,

validation

framework with basic

assessment system.

mechanisms and tool.

techniques and

components, including

processes are

implementation

inclusive and

guidelines

assessment criteria

collaboratively
developed and
agreed upon.

Stakeholders

5. Participatory

School initiates

Collaborative conduct

School-community-

assessment of

periodic performance

of performance

developed

performance is

assessments with the

assessment informs

performance

done regularly with

participation of

planning, plan

assessment is

the community.

stakeholders.

adjustments and

practiced and is the

Assessment results

requirements for

basis for improving

and lessons learned

technical assistance.

monitoring and

serve as basis for

evaluation systems,

feedback, technical

providing technical

assistance,

assistance, and

recognition and

recognizing and

plan adjustment.

refining plans.

IV. MANAGEMENT OF RESOURCE

Resources are collectively and judiciously mobilized
and managed with transparency, effectiveness, and
efficiency.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS

D. MANAGEMENT OF RESOURCE
Resources are collectively and judiciously mobilized and managed with
transparency, effectiveness, and efficiency.
1. Regular resource

Stakeholders are

Resource inventory is

Resource inventories

inventory is

aware that a regular

characterized by

are systematically

collaboratively

resource inventory is

regularity, increased

developed and

undertaken by

available and is used

participation of

stakeholders are

learning managers,

as the basis for

stakeholders, and

engaged in a

learning

resource allocation

communicated to the

collaborative process

facilitators, and

and mobilization

community as the

to make decisions on

community

basis for resource

resource allocation

stakeholders as

allocation and

and mobilization.

basis for resource

mobilization

allocation and
mobilization.

Stakeholders are

Stakeholders are

Stakeholders

for planning and

invited to participate

regularly engaged in

collaborate to ensure

resource

in the development of

the planning and

timely and need based

programming that

an educational plan in

resource

planning and resource

is accessible and

resource

programming, and in

programming and

inclusive,

programming, and in

the implementation of

support continuous

continuously

the implementation of

the education plan.

implementation of the

engage

the educational plan.

2. A regular dialogue

stakeholders and
support
implementation of
community
education plans.

education plan.

3. In place is a
community-

Stakeholders support

Stakeholders are

judicious, appropriate, engaged and share

Stakeholders sustain
the implementation

developed resource and effective use of

expertise in the

and improvement of a

management

collaborative

collaboratively

system that drives

development of

developed,

appropriate

resource management

periodically adjusted,

behaviors of the

system.

and constituent-

resources.

stakeholders to

focused resource

ensure judicious,

management system.

appropriate, and
effective use of
resources.

Stakeholders are invited

Stakeholders

Stakeholders are

evaluation, and

to participate in the

collaboratively

engaged, held

reporting processes

development and

participate in the

accountable and

of resource

implementation of

development and

implement a

management are

monitoring, evaluation,

implementation of

collaboratively

collaboratively

and reporting processes monitoring, evaluation,

developed and

on resource

and reporting processes monitoring, evaluation

implemented by the

management.

on resource

and reporting for

management.

resource management.

An engagement

Stakeholders support a

An established system

procedure to identify

system of partnerships

of partnership is

network and linkages and utilize partnerships

for improving resource

managed and sustained

which strengthen

with stakeholders for

management.

by the stakeholders for

and sustain

improving resource

continuous

partnerships for

management is evident

improvement of

4. Regular monitoring,

learning managers,

developed system of

facilitators, and
community
stakeholders.
5. There is a system
that manages the

improving resource
management.

resource management.

Leadership and Governance 30%

Curriculum and Learning 30%

Accountability and Continuous Improvement 25%

Management of Resource 15%

0 No evidence
1 Evidence indicates early or preliminary stages
of implementation
2 Evidence indicates planned practices and
procedures are fully implemented
3 Evidence indicates practices and procedure
satisfy quality standards

60% based on improvement of learning

outcomes;
40% according to the validated practices using
DOD

 .5-1.4

Developing
1.5-2.4: Maturing
2.5-3.5 : Advanced

The resulting levels are described as follows:

Level I: BEGINNING Establishing and developing structures
and mechanism with acceptable level and extent of community
participation and impact on learning outcomes.
Level II: DEVELOPING Introducing and sustaining
continuous improvement process that integrates wider community
participation and improve significantly performance and learning
outcomes.
Level III: ADVANCED (ACCREDITED) Ensuring the
production of intended outputs/outcomes and meeting all
standards of a system fully integrated in the local community and
is self-renewing and self-sustaining.

Step 1: Determine
Performance Improvement
(60%)

Thematic Area

Performance Indicators

Access
(45%)

Enrolment Increase

Rating & Equivalent Points

Computation

% of Inc.

1 Marginal: At least 1%
2 Average: At least 7% increase
3 High: At least 10% increase

___ x 0.45

% of Dec.

Baseline: 7.06
1 Marginal: At least 25%
decrease
2 Average: At least 50% decrease
3 High: has 0 DR

___ x 0.25

% of Inc.

Baseline: 75%
1 - Marginal: At least 5% increase
2 Average: At least 7% increase
3 High: At least 10% increase

% of Inc.

Baseline: 76%
1 - Marginal: At least 5% increase
2 Average: At least 7% increase
3 High: At least 10% increase

% of Inc.

1 Marginal : 26 50%
2 Average : 51-75%
3 High
: 76 100%

SY 2009-10:
SY 2010-11:
SY 2011-12
Ave. % of Increase

Efficiency
(25%)

Dropout Rate (DR):

SY 2009-10:

SY 2010-11:
SY 2011-12
Ave. % of decrease
Completion Rate (CR):
SY 2009-10:
SY 2010-11:

SY 2011-12
Ave. % of Increase
Cohort Survival Rate
(CSR):
SY 2009-10:
SY 2010-11:
SY 2011-12
Ave. % of Increase

Sub-total (DR+CR+CSR)

Quality
(30%)

NAT MPS
SY 2009-10:
SY 2010-11:

SY 2011-12
Ave. % of Increase

___ x 0.25

Results

Interpretation

- Good
- Better
- Best

Legend:
Numerical Rating Scale

Description

0.50 1.49

Good

1.50 2.49

Better

2.50 3.00

Best

Step 2: Compute for

validated SBM Assessment
Scores (40%)

SBM Practices

Weight

Cumulative
Scores of
Validators per
Principle

Leadership

30%

_____ x 0.3

Curriculum and
Learning

30%

_____ x 0.3

Accountability

25%

_____ x 0.25

Resource
Management

15%

_____ x 0.15

Subtotal

100%

Results

Interpretation

- Good
- Better
- Best

Legend:
Numerical Rating Scale

Description

0.50 1.49

Good

1.50 2.49

Better

2.50 3.00

Best

Step 3: Compute for

Final Rating

Areas

Weight

Computation

Results

A. Performance
Improvement

60%

2.50 x 0.60

1.59

B. SBM
Assessment
Score (DOD)

40%

2.50 x 0.40

1.00

TOTAL

100%

2.59

Numerical Rating Scale

Description

0.50 1.49

Developing

1.50 2.49

Maturing

2.50 3.00

Advanced

Individual Task/ Group Task

Reflect on the situation or status of
your school objectively try to rate the
school where you are in
using the tools
objectively .
Compute the 40 % based on the given
guidelines.

Report the result to the group.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND
TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS

Never get tired giving your best. In

the journey towards doing good
deeds, theres no finish line and no
age limit. Go ahead. Be Gods model
of goodness and love. Be always of
service to others and be a blessing to
everyone.
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