Copyright © 2014blt.jollibeefoundation.org/wp-content/uploads/2014/09/Jollibee_BLT... · Form E: Midyear and Yearend BLT Attendance Chart Form F: FAC Tool Suggested Forms Form G:

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This BLT Manual is the copy of:

________________________________________________________(Name of Local Implementing Partner Organization)

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(Site)

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(Name of Contact Person)

____________________________________________(Contact Number)

Copyright © 2014

This program manual was developed by Jollibee Group Foundation to guide the local implementing partner.

On its 7th edition, this manual has been edited and updated to include partners’ learnings from the field.

No part of this may be reproduced, distributed, transmitted, exchanged, or modified, without prior written consent of Jollibee Group Foundation.

About the Cover

The photos on the cover of the program manual depict the key components of Busog, Lusog, Talino (BLT) school feeding program. Featured photos are: (clockwise from left) BLT pupils in Danlagan ES (Padre Burgos Quezon), BLT parents in Perett Central ES (Maitum Saranggani), BLT pupil in Salingogon ES (Minalabac, CamSur), BLT Core Group in Impalutao ES (Impasug-ong Bukidnon), BLT pupils in Tabogon ES (Kabankalan City, Negros Occidental), parent seminar with Jollibee Foods Corporation employee volunteer in L.R. Pascual ES (Quezon City).

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Table of ContentsIntroduction 1

Part One. BLT Program at a Glance

Guiding Principles 4

Program Overview 6

PartTwo.StepsinBLTImplementation

Step 1: Form the BLT Core Group 15

Step 2: Finalize the List of BLT Schools 18

Step 3: Conduct Site Launch and Program Orientation 19

Step 4: Oversee School Convening and Orientation 23

Step 5: Implement BLT in Participating Schools 24

Step 6: Evaluate the Program at the Site and School Level 32

Step 7: Ensure Program Sustainability 35

PartThree.ReferencesSection

Required Forms

Form A : BLT Site Profile

Form B: BLT Fund Disbursement Log Sheet

Form C: BLT Financial Report Summary

Form D: BLT Report Card

Form E: Midyear and Yearend BLT Attendance Chart

Form F: FAC Tool

Suggested Forms

Form G: Checklist of Facilities Requirements for School Feeding

Form H: Tracking of Community Support

Form I: Evaluation Meeting Documentation Template

Useful Reference Materials

Annex A: Roles and Responsibilities at the School Level

Annex B: Body Mass Index (BMI) Computation Table

Annex C: Determining BMI-for-Age for 6-10 Years Old

Annex D: Common Problems and Proposed Solutions

Annex E: BLT Sustainability Checklist

Annex F: The 7Cs of Fund Raising

Annex G: The BLT Community of Practice

Annex H: Sample Layout of BLT Corner

Annex I: Sample Layout of Feeding Center

Annex J: Learnings from the Field - BLT Best Practices

1

Introduction

Thank you for joining hands with Jollibee Group Foundation to ensure that Grades 1 and 2 pupils are well-fed and ready to learn!

This manual is intended to assist you, our local implementing partner, to set up and successfully implement the Busog, Lusog, Talino (BLT) Program.

The manual has 3 parts:

Part One ≈ lays out the BLT principles and program overview.

Part Two ≈ presents the steps in organizing the activities at the school level and at the site level. The school level activities include the daily feeding, parents’ education, and regular monitoring. The site level activities include convening and providing regular updates to stakeholders, program evaluation and sustainability planning.

Part Three ≈ compiles required reports and other useful report templates to ensure the smooth conduct of the feeding program.

The successful implementation of the program requires the cooperation of various individuals and groups. At the school level, these are the Principal, the Feeding Coordinator or the HE Teacher, the Guidance Counselor, the School Nurse, and of course, the BLT pupils and their parents. At the site level, working with you are the Department of Education Division/District Office, the Local Government Units (municipal or barangay level), the stores of Jollibee Foods Corporation (JFC) operating in your area, and other stakeholders of the feeding program.

Overseeing the implementation is a shared role between you, the local implementing partner, and us at Jollibee Group Foundation.

We hope that this manual will clarify the roles and working relationships of all the organizations involved. Should you have problems or concerns not directly addressed by this manual, please consult us immediately at the Foundation. You may call us at (02) 634-1111 local 7124 or e-mail [email protected].

Thank you and we look forward to hearing about your best practices and success stories!

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Program Components:

Daily lunch feeding for 120 days »Parent education and involvement »Community volunteerism »Alliance-building for program sustainability »

Target Beneficiaries:Undernourished public elementary pupils in »Kinder, Grades 1-2 Parents of BLT pupils »

Program Partners:

Public Elementary Schools »Local Implementing Partner (LIP) »DepEd Division/District Office »Local Government Unit » Jollibee Group Foundation Staff and Volunteers »Donors and Advocates »

4

Guiding Principles

In “The Necessary Revolution: How Individuals and Organizations are Working Together to Create a Sustainable World,[i]” Peter Senge, founder of the Society for Organizational Learning writes about three pre-requisites for new thinking:

- Seeing systems within systems - Collaborating across boundaries - Creating and adjusting instead of problem solving in isolation

These are the principles on which the Busog, Lusog, Talino (BLT) School Feeding Program was designed.

1Viewing the situation as a system rather than just a problemThe issue of hunger can easily be construed

as a simple problem of absence of food. Hence the solution is to give the children the right food. But this solution would not be enough if one also recognizes that the issue of hunger is inter-related with a host of other concerns - the income level of the family, the parenting knowledge and style of the adults, the management capacity of the schools and principals to maximize resources available to them. Consider as well the priority level being given by the local government unit to improving the quality of education or health in the community. Viewing the situation from the systems perspective raises the inherent weakness of adopting a quick-fix solution-- that is, just feeding the children. One must consider a more fundamental solution.

2 Collaborating across boundaries Fundamental solutions require collective thinking and action. We, Filipinos, are known to

be group-minded and cooperative in the “bayanihan” spirit. But we are also prone to “thinking in silos” or just minding our own immediate communities. Why this is, others surmise, is that while we often have good intentions of going beyond ourselves, our skills are still limited in this aspect. Peter Senge identified a set of skills needed to realize collaborative work:

a. Genuinely sharing a vision as against imposing one’s vision on the rest;

b. Learning together even when the topic is difficult and prone to conflict or disagreements;

c. Learning to build trust even if it means setting aside emotional convictions

Skills are learned by continuous practice and mentors/coaches play a role in providing the tools or developing methods that would allow the acquisition of skills.

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3Creating beyond reactive problem solvingPeter Senge writes, “Problem solving is about making what you don’t want go away. Creating

involves bringing something you care about into reality.[ii]”

It is important to distinguish between the two, and to determine that while both are important, one takes pre-eminence over the other. When the intention is to solve the problem, then the process is figuring out what is wrong and the energies are towards avoiding a crisis or allaying one’s fears of the consequences if we fail to solve the problem. When the intention is creating what we truly want, then the process is about bringing that into reality, and the energy is positive, passionate and hopeful. The creation process is a learning process, requiring people to move into uncomfortable and uncharted territory with openness and humility.

BLT can create a new future for our children.

The three principles above are what Peter Senge calls the three legs of the stool needed for creating new futures. BLT is an attempt to initiate or catalyze new thinking in improving basic education. While food is provided to address immediate hunger, collaborative systems are also gradually put in place so that members of the community find creative ways to address the system weakness in the long-term. More importantly, BLT is for people who are already working to create something new. It is meant to harness the energy and passion of people to do what they love, to do it because they want to, not because they have to.

[i] Senge, Peter, et al. “The Necessary Revolution: How Individuals and Organizations are Working Together to Create a Sustainable World,” Broadway Books. 2008.

[ii] Ibid

BLT Feeding Center in Padre Burgos Central Elementary School, Quezon Province.

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Rationale

Program Overview

The BLT Program aims to: (a) reduce malnutrition among elementary pupils in BLT areas (b) contribute to improved learning/school performance (by increasing attendance and reducing drop-out rates); (c) promote local collaboration by establishing a BLT community of practice in BLT areas.

BLT provides daily lunch to Grades 1 and 2 pupils with “Wasted” and “Severely Wasted” Body Mass Index (BMI) for Age level for 120 days during the school year (August-March). The budget is PhP12 per child per meal so that for about PhP1,500, a child can be fed for the entire feeding period.

The meals are prepared by the parents following low-cost and balanced menus compiled by the Foundation. The parents also attend seminars on food safety, health and nutrition organized by our Local Implementing Partners (LIPs).

Assisting in monitoring the program are Barangay Health Workers (BHWs), Barangay Nutrition Scholars (BNS), DepEd Nutrition Officers and Nurses as well as JFC employee volunteers.

BLT supports the education and health agenda of the LGUs where the program is implemented. As such, LGUs are encouraged to spearhead a local alliance composed of public and private sector representatives that will collaborate so that the issue of hunger among schoolchildren is addressed by the school and by affected families on a long-term basis.

BLT is anchored on the belief that its success lies in community engagement and ownership. Hence, local collaboration among stakeholders is promoted. These stakeholders are consulted at each stage of program implementation – from school and pupil identification, scheduling of monthly activities, results assessment to resource mobilization.

For a developing country like the Philippines, ensuring the quality of human capital is key to its growth. Given the importance of education in shaping the country’s future, the Jollibee Foods Corporation (JFC) through Jollibee Group Foundation embarked on the Busog, Lusog, Talino (BLT) School Feeding Program. BLT brings together schools, parents, local government units (LGUs), donors, civil society, and JFC employee volunteers to address hunger among pupils, helping them to stay in school and learn better.

Goals and Strategies

7

The Sustainability Agenda

Sustainability is an important aspect of BLT. In order to cover more areas with limited resources, Jollibee Group Foundation commits its financial support to a site for three (3) consecutive school years. On the fourth year, local partners assume the program’s financial sustainability by mobilizing community resources with continued technical support from the Foundation. (Please refer to Step 7 for further discussion on sustainability)

Year 1 to 3 Year 4

BLT sustaianbility is assumed by Local

Partners

Fine tune implementation of

the system

Mobilizedonor

support

Measureresults

Create community awareness

Scaling Up through Social Franchising

BLT’s expansion through the years is made possible by the BLT Social Franchise System. This is defined as a process by which the developer of a successfully tested social concept (“the franchisor”) in order to scale up the coverage of target group and the quality of product/service, enables others (“the franchisees”) to replicate the model using the tested system and the brand name in return for social results, system development and impact information [i] (German Foundation for World Population, 2000).

In each BLT site (a city or municipality), Jollibee Group Foundation as franchisor, works with a local implementing partner (LIP), the franchisee, that oversees the daily feeding activities in schools and manages the release of funds to the public school principal on a regular basis. An LIP, which can be a local university, local government unit or a civil society organization, manages the implementation of BLT in five (5) to ten (10) schools per site on the average.

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[i] http://www.berlin-institut.org/online-handbookdemography/social-franchising.html. Accessed on March 4, 2011.

From LIPs evolved a new type of partner- the Area Implementing Partners (AIPs). They are LIPs that have the organizational capacity to provide technical and administrative support to other partners (called sub-LIPs) in implementing BLT while directly managing their own BLT schools.

Figure 1. BLT Social Franchise System

BLT School BLT School BLT School

Jollibee Group

Foundation

Local Implementing Partners (LIPs)

BLT School

Area Implementing Partners (AIPs)

BLT School BLT SchoolSub-Local

Implementing Partners (Sub-LIPs)

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Roles and responsibilities of the LIPs and AIPs:

Oversee the implementation of the feeding cycle which include the following activities:1. Selection of schools and pupils• School orientation• Deworming and physical check-up of pupils• Daily lunch feeding • Conduct of parent seminars• Weighing and height taking of pupils• Program monitoring and evaluation•

Consolidate documentary requirement and reports of participating schools for submission to Jollibee 2. Group Foundation.Be financially accountable to the Foundation for the BLT funds disbursed to the schools. 3. Lead in the development of sustainability strategies such as LGU advocacy, private sector partnerships, 4. “gulayan sa paaralan” and community fundraising.

In addition to their concurrent roles as LIPs, the AIPs have the following responsibilities:

Assign a qualified personnel (preferably of Senior position) to monitor schools and mentor sub-LIPs1. Recommend sub-LIPs2. Orient sub-LIPs on BLT implementation3. Assist sub-LIPs in overseeing the feeding cycle activities4. Monitor sub-LIP schools quarterly5. Disburse funding to sub-LIPs thrice a year6. Consolidate pre-feeding, midyear and yearend requirements and reports of sub-LIPs7.

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BLT Program Results

At the end of the feeding cycle, results are measured using the following key result areas and performance indicators:

Table 2: BLT Program Results

Key Result Area Performance Indicator

1. Feeding Continuity No. of feeding days

2. Pupil Improvement No. of pupils completing the feeding cycle

Nutritional status of pupils

Attendance of pupils in feeding

3. Parent Involvement Average No. of parents participating

4. Program Sustainability Amount of local counterpart raised

Timeline of Implementation BLT is implemented following this schedule:

Table 1: Timeline of Implementation

Activities Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar

BLT Partners Meeting XXX XXX

Selection of Schools XXX XXX

Building/Maintaining the Local Education Alliance

XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX

Convening, Orientation and School Planning

XXX XXX

Selection of pupils and deworming

XXX

Overseeing Feeding Cycle and Parent Seminars

XXX XXX XXX XXX XXX XXX XXX XXX

Review of Reports Indicating Results to Date

XXX XXX

Program Evaluation XXX XXX XXX XXX XXX XXX XXX XXX XXX

Fundraising for Sustainability

XXX XXX XXX XXX XXX XXX XXX XXX XXX

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Communicating the Value of BLT“Information is giving out. Communication is getting through.”

~ Sydney J. Harris

As Busog, Lusog, Talino (BLT) School Feeding Program practitioners, one of the key roles of Area and Local Implementing Partners (AIPs/LIPs) is to garner lasting support from various stakeholders to ensure program sustainability. This task, however, is easier said than done, especially in contexts where a multitude of other programs or services compete for the attention of prospective donors, partners or supporters.

In such instances, it is increasingly important to make a strong case for the cause of BLT in order to gain the “share of mind” of potential stakeholders. This can only be done by clearly and convincingly communicating what sets BLT apart as more than just another item on the “laundry list” of programs and services.

“In a competitive environment, only those who have a strong, unified message… will survive.” ~ Tom Peters

The Art of Key Messaging. Key messages are the core messages that a communicator would like its target audiences to hear and remember (Pollard, 2007). They pertain to the essence of what needs to be put across – what a program stands for, how it is different and what value it brings to stakeholders (Wetherhead, 2011).

Key messages also allow one to control communications and enhance relationships with target audiences (Pollard, 2007). They are important because they help a communicator to:

Prioritize and crystallize information• Ensure consistency, continuity and accuracy• Stay focused when speaking•

Key messages may be considered effective if they are:Concise: ideally three key messages on one page, with each statement only one to three sentences in • length or under 30 seconds when spoken.Strategic: benefits and value proposition are defined and differentiated • Compelling: highlights meaningful information designed to stimulate action•

LET’S PRACTICE! In developing presentations and messages about BLT, it would be helpful to craft a set of short, standard “spiel” to communicate its value. Below are some guide questions that may help in crafting the standard message:

Guide questions:Why BLT? How BLT is compatible with your organization’s mission, vision, thrust and/or goals?1. What makes BLT unique?2. What difference has BLT created for your community? (For new partners: what difference do you 3.

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hope for BLT to make in your community?)4. What support do you need?

Sample response: “Our organization is committed to addressing hunger, especially for the youth who are the hope of our tomorrow. (program rationale) We chose the Busog, Lusog, Talino (BLT) School Feeding Program because it engages the whole community – parents, schools, local government and businesses – to help address the issue of hunger by serving daily lunch to public school pupils. This, in turn, enables them to stay in school and learn better. (what makes it unique?)

Through this collaborative effort, absenteeism among pupils is effectively decreased. Also, 90% of pupils reach Normal Body Mass Index status after the 120-day feeding cycle. (what difference has it created?) We would like to be able to continue making this difference for our school children. We constantly need support from like-minded individuals and groups who can donate in cash and in kind, and even volunteer their time, to support BLT. Do you have an email address? I can send you a fact sheet for more information on how you can help.” (support needed)

~ Marshall McLuhan

The Power of Non-verbal Communication. Non-verbal cues represents two-thirds of all communication. One’s gestures, body language, facial expression or eye contact have the power to strengthen a first impression in situations such as attracting a potential supporter. Studies show that impressions or perceptions, on average, are formed within the first four seconds of contact (Hogan & Stubbs, 2003).

As BLT ambassadors, it is thus essential for AIPs/LIPs to be mindful not only of the content of the message, but also the manner of delivery, especially when presenting to people who are hearing about BLT for the first time. To communicate BLT as an inspiring, credible program that encourages collaboration, one also needs to express openness, confidence and passion whenever s/he would talk about the program.

Points to remember: It is important to...Summarize what needs to be said into clear and meaningful key messages• Communicate not just through words, but through one’s actions and manner of • beingEmphasize on BLT as a community-owned school feeding program that addresses • hunger among public school pupils, to help them stay in school and learn better

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Form the BLT Core Group

Finalize the list of BLT schools

Conduct site launch and

program orientation

Oversee school convening and

orientation

Implement BLT in participating

schools

Evaluate the program at the site

and school levelEnsure program

sustainability

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Form the BLT Core Group

In the BLT Core Group’s first meeting, the following agenda are suggested:

Step 1 What is the role of the BLT Core Group? The group provides oversight and overall direction to the program onsite.

The Mayor or authorized LGU representative heads the Core Group while the members are the:

o Head of local DepEd (Division and/or District level)o Head of the LIPo Leaders from the business sector and civic groups

The LIP should set a preliminary meeting with the Mayor to discuss the group’s formation. After this, the LGU should call for a meeting to convene the Core Group

In cases where the LGU is not able to take the initiative in convening the Core Group, the LIP should facilitate the process while recognizing the role of the LGU as key convenor.

1.1 Conduct the BLT program orientation. Using materials provided by the Foundation, discuss what the BLT program is all about. The orientation should emphasize roles and

responsibilities, set schedule of meetings for the year, and put together a work plan. (The materials may be translated into the local vernacular for easier communication).

It is important that each member of the Core Group is aware of his/her roles and responsibilities in the implementation of BLT. (Refer to Table 3)

The Core Group should agree on the frequency of meetings to discuss updates and resolve any arising issue. It is suggested that the Core Group meets four times a year:

In June – to conduct the orientation about roles and formulation of the work planIn September – to tackle issues and concerns in the early months of feedingIn November – to review midyear resultsIn April – to review yearend results

Tip!

If the site has an existing and active Local School Board (LSB), Local Health Board (LHB) there need not be a separate BLT Core Group. What can be done is to expand the membership of the LSB or LHB to include other relevant stakeholders.

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The Core Group should also agree on a work plan. Crucial activities, outputs and tasking among members of the Core Group are laid out in detail over a 10-month period.

Sample major activities detailed in the work plan:

• Site launching and orientation of schools • Program monitoring including trouble-shooting• Yearend evaluation• Fundraising• Recognition of key partners

1.2 Begin planning for program sustainability. It is recommended that the Core Group plan for the program’s sustainability early on by mapping out available resources in the

community and identifying stakeholders that can help access these resources.

Table 3: Roles and Responsibilities of Core Group Members

Core Group Members Roles

LGU* Convene the BLT Core Group• Allocate LGU funds for BLT sustainability• Explore ways by which BLT can be institutionalized within the LGU•

Local Implementing Partner* Manage the day-to-day feeding in schools in collaboration with the • BLT Core GroupLead in the identification and implementation of sustainability•

DepEd Division/District Office Ensure that BLT pupils undergo deworming and physical check-up• Monitor school performance in terms of compliance to feeding • guidelinesCo-convene with the LIP all BLT school teams and parent • representatives for monthly learning sessions

Private sector partners Assist in implementing sustainability schemes•

(*Roles under the LGU and Local Implementing Partner (LIP) to be assumed by the LGU if it serves as the LIP)

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Learnings from the field...

Best Practice* Shared by

Formation of a local alliance on BLTAs one of the pioneer BLT LIPs, the LGU of Bayombong has long established a Core Group called the Bayombong Local Education Alliance (BLEA). A Secretariat was formed to coordinate activities of group. Monthly meetings chaired by the Mayor are likewise held to tackle concerns arising from on-going education programs of the municipality. All BLT-related decisions and plans are approved through this forum.

LGU of Bayombong,

Nueva Vizcaya

Assigning of a BLT point-person per siteTo manage BLT implementation in the 13 BLT sites under it, the Zuellig Family Foundation (ZFF) makes it a point to form a Core Group in each of the said municipalities. The assignment of a BLT point-person per site also ensured that all BLT activities are coordinated and carried out efficiently.

Zuellig Family Foundation

*Shared during the BLT Summit (April 27, 2012)

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Finalize the List of BLT Schools

Finalizing the roster of participating schools involves the following activities:

2.1 Agree on the criteria for school selection.

Jollibee Group Foundation recommends the following criteria in BLT school selection:

a. High malnutrition and drop-out rate especially in Grades 1 and 2 pupilsb. Proactive leadership of the school principalc. Proactive leadership of barangay officials and other community groupsd. Past or present experiences in conducting school feedinge. Presence of feeding facilities and equipment as stated in Suggested Form E: Checklist of

Facilities Requirements for School Feeding. f. Proximity to any JFC store (a plus)

2.2 Check the interest of the short-listed schools to participate in BLT. Schools must submit a feeding plan to indicate their interest and willingness to be part of the program. This

is to encourage the schools to start gaining ownership of the program. Once the feeding plans are received, be sure to validate the data contained in the document by visiting the schools.

2.3 Submit the final list of BLT schools to Jollibee Group Foundation using Required Form A: BLT Site Profile.

2.4 Confirm with the chosen schools of their participation to the program.

Inform the school principal and the DepEd Division/District office of the final list of participating schools.

Step 2

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Conduct Site Launch and Program Orientation

3.1 Provide an Overview of the BLT Program

To start the orientation, use the materials provided by Jollibee Group Foundation. The program briefer can be translated to the local vernacular for easier comprehension. A soft copy of the PowerPoint presentation will also be provided.

During the orientation, the involvement of the different implementers, as well as their roles and responsibilities should be made clear. Review Annex A: Roles and Responsibilities at the School Level.

3.2 Plan for the School Convening and Orientation

Following the site-level program orientation is the individual school orientation. Plan with the schools the schedule of the meeting and orientation with the different stakeholders, namely, the school BLT team (i.e., principal, feeding coordinator, Grade 1 and 2 advisers and PTA officers), BLT parents, barangay officials and other community stakeholders.

3.3 Plan the Menu

During the site-level program orientation, the local partner, in consultation with the school principals and their feeding coordinators, as well as the other relevant groups involved in the program, should plan the menu for the whole feeding program.

Step 3The site launch and program orientation can be a half-day activity that will be attended by BLT

and other education stakeholders. Each school should be represented by the school principal, feeding coordinator and Grades 1 or 2 adviser:

The agenda may include:

• Introduction: guests, participating schools• A brief presentation about BLT • Message of Commitment from BLT Core Group members • Message of Commitment from 1-2 schools

During the program orientation, the following topics and activites should be discussed:

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Menu planning is done in order to: 1) Reduce the Cost o By saving time and energy through bulk buying of similar ingredients o By using extenders as a nutritious substitute to some ingredients in the menu 2) Ensure nutritious and palatable meals for the BLT pupils 3) Ensure ease in preparation/availability of ingredients

A separate bound copy of the compilation of recipes that have been developed in our BLT sites, as well as the recommended recipes from the Supplementary Feeding Program of the Food and Nutrition Research Institute (FNRI) by the Department of Science and Technology (DOST) and the Malunggay Recipes of the Department of Education (DepEd) is provided. BLT schools are encouraged to develop and share their own recipes. A monthly cycle menu can be used in planning the menu.

Table 5: Sample Feeding Cycle Menu for 2 Weeks

Week 1: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Cream Squash CarrotSoup

Boiled rice

Chicken Tinola w/ VegetablesBoiled rice

Vegetable OmeletBoiled rice

Almondigas w/ Misua

Boiled rice

Fish FrittersBoiled rice

Week 2: DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Arroz Caldo w/ Chicken Liver

Ground Pork Menudo

Boiled rice

Mongo Guisado w/ MalunggayBoiled rice

Fish Fillet EscabecheBoiled rice

Moringa Shanghai Rolls

Boiled Rice

Source: Menu developed by Ms. Felicidad Velandria, Nutritionist-Dietitian’s Association of the Philippines

3.4 Plan for Parent Seminars

Plan with the BLT schools the schedule of the parent seminars that will help the parents address malnutrition in their homes. Two modules for parent seminars are to be provided by the Foundation: Food Safety and Sanitation and Proper Nutrition for School-aged Children. Other seminars pertain to parenting and child-care, health, livelihood and empowerment.

Table 4: Sample Feeding Cycle Menu for 2 weeks

3.5 Plan for Learning/Monitoring Sessions among Participating Schools

Plan for a series of regular learning sessions for the BLT schools. The learning sessions among the principals/feeding coordinators can be a monthly event, where the insights, learnings, common problems encountered and recommendations to improve the program can be discussed.

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The results of the Learning Sessions with schools can be shared during the regular BLT Core Group meetings. A documentation presenting a summary of the points discussed should be sent to the Jollibee Group Foundation via email.

3.6 Coordinate the Involvement of BLT Brigade

Various groups of volunteers can assist in monitoring and ensuring that feeding implementation is going smoothly such as JFC store employees, Barangay Health Workers/Nutrition Scholars, DepEd Health and Nutrition teams and private individuals/organizations. Collectively, they are called the BLT Brigade. They can assist in weighing and height-taking of pupils, conducting food safety seminars for parents and mobilizing local resources for feeding.

Explain to the schools the roles of the volunteers to manage expectations and schedule school visits appropriately.

3.7 Agree on Financial Disbursement and Reporting System

The Foundation will release the funds to the local partner based on the schedule of tranches and required reports stated in the MOA.

Table 5 outlines the required documents and reports to be submitted by the schools to the LIP.

The local partner and the BLT schools should agree on the schedule and scheme of fund disbursement.

Funds can be disbursed to the school every two (2) weeks or once a month. Liquidation of expenses from the previous week or month together with the market list should be submitted to the local partner before the next set of funds can be released.

The feeding coordinator does a weekly financial accounting of the funds that were disbursed to the school. This should be submitted to the school principal who will compile and summarize the report and submit it to the local partner every month, along with the weight monitoring report.

The local partner should summarize and complete the submissions made by the schools into the two major reports that will be submitted to Jollibee Group Foundation. These are Required Form D: BLT Report Card, Required Form C: BLT Financial Report Summary.

In addition to the BLT Report Card and BLT Financial Report Summary, the local partner should collect Required Form F: Monthly BLT Attendance Chart and Required Form G: BMI Monitoring Chart from the schools for submission in spreadsheet soft copies to the Jollibee Group Foundation.

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Tip!

It is important that there be a regular monitoring and accounting of the funds disbursed to the schools, to prevent problems later on. If the reports are consistently late, it can be grounds for discontinuing the program.

Collection of the above-mentioned reports from the schools is part of the BLT Program’s continuous initiative for processes improvement. In line with this, the BLT database will be launched in School Year 2014-2015. With this initiative, results-based monitoring of the program will be strengthened.

The BLT database aims to fast track program monitoring as well as program results reporting of implementing partners.

Table 5: Summary of Reports to be Submitted by Schools to the Local Implementing Partner

Table 6: Required Reports to be submitted by the Local Implementing Partner to Jollibee Group Foundation

Requirements Due onMemorandum of Agreement Not later than 01 July 2014Form A: BLT Site Profile Not later than 25 July 2014Form B: Fund Disbursement Log Sheet (midyear)Form C: BLT Financial Report Summary (midyear)Form D: BLT Report Card (midyear)Form E: Midyear and Yearend BLT Attendance Chart (midyear) Form G of schools: BMI Monitoring Report (midyear)

Not later than 15 November 2014

Deed of Acceptance Form B: Fund Disbursement Log Sheet (yearend)Form C: BLT Financial Report Summary (yearend)Form D: BLT Report Card (midyear)Form E: Midyear and Yearend BLT Attendance Chart (yearend)Form G of schools: BMI Monitoring Report (yearend)

Not later than 15 March 2014

Report/Document to be Submitted by the School Schedule/Frequency of SubmissionForm A: School Profile

Once by 01 July 2014Form B: Masterlist of BLT PupilsForm C: School Affidavit of UndertakingForm D: Monthly Market Order List and Financial Report Monthly (all accomplished Form D:

Weekly Market Order List and Financial Report, within the month)

Form E: Monthly BLT Attendance Chart MonthlyForm F: BMI Monitoring Report Twice:

31 October 2014 and 27 February 2015

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Oversee School Convening and Orientation

Step 4Together with the school principal, conduct the orientation with the following suggested attendees:

Feeding Coordinator/HE Teacher1. Grade Level Advisers2. DepEd Division/School Nurse 3. PTA officers4. Barangay officials5. Municipal Health Officer/Barangay Health Worker/Barangay Nutrition Scholar6. Local Jollibee Foods Corporation store (assigned to the school) employee volunteer7.

The activity can cover the following:

First, orient the partners on BLT and the results seen in other schools.• Second, form the BLT team composed of the principal, feeding coordinator/HE teacher, Grade • 1 and 2 advisers and PTA officers. Review Annex A: Roles and Responsibilities at the School Level and reassign roles if necessary. Third, review the projected timeline of implementation and agree on the dates for the • weighing and height-taking and submission of reports and monthly liquidation to the LIP. Fourth, discuss a simple financial system that can be set up to foster transparency and • accountability over BLT funds. Finally, solicit local contribution (in cash or in kind) that will augment the feeding facilities • and resources. Review Suggested Form G: Checklist of Facilities Requirements for School Feeding and Annex H: Sample Layout of Feeding Center for reference.

Once the BLT pupils have been identified by the school, their parents should be convened and oriented on their important role in its day-to-day implementation. The orientation should explain the value of BLT not only to their child included in the program but to the whole family at home.

The formation of parent groups (one group per day) and election of key officers of the parents’

organization should be spearheaded by the school.

24

In managing the feeding cycle, the following activities should be undertaken:

5.1 Ensure that the selected pupils have a Body Mass Index (BMI)-for-Age Level of Wasted or Severely Wasted

After receiving the master list from the schools, please double check the entries to ensure that only pupils with Body Mass Index (BMI)-for-Age Level of Wasted (W) or Severely Wasted (SW) are included. Refer to Annex B: Determining BMI-for-Age for 6-10 Years Old. You can use the BMI Computation Table (in Excel Format) to be provided by the Foundation.

For School Year 2014-2015, BLT schools will prioritize Severely Wasted (SW) pupils starting from Kinder, Grade 1 until Grade 6 following the Schoolbased Feeding Program guidelines of DepEd. Please note that the maximum number of BLT pupils per school is 40, and minimum is 15. If the target number of 40 SW pupils is not reached, Wasted (W) pupils from Kinder, Grades 1, 2, and 3 can be included.

Local partner must ensure that all selected pupils have parent consent to participate in the program.

5.2 Oversee Daily Feeding

The daily implementation of the program is done at the school level. The local implementing partner’s main involvement is to ensure that regular and orderly implementation happens.

For more information on how the daily feeding is implemented at the school level, please refer to the BLT Manual for Schools.

5.3 Conduct Parent Seminars

The two parent seminar modules (i.e., Food Safety and Sanitation and Proper Nutrition for School-Aged Children) should be conducted during the course of the feeding. The Food Safety and Sanitation Seminar Module should take place before the start of feeding in August while Proper Nutrition for School-Aged children can be conducted any time during the feeding period.

BLT relies on local expertise and resource persons for the seminars that will be conducted in the schools. It is up to the discretion and available resources of the partner to manage the additional seminars for the parents.

Implement BLT in Participating Schools

Step 5

25

Please refer to Step 6 of the School Manual on a full discussion on sustaining parent involvement.

5.4 Conduct the Learning Sessions

The learning sessions should also be conducted among BLT school representatives according to the agreed schedule. Some suggested questions that can help facilitate the discussion are:

How are we doing so far?1. What problems / issues did we encounter in conducting the feeding program? How were they 2. resolved?What are the suggestions on how to further reduce the cost of feeding or raise additional 3. resources?What are our areas for improvement?4.

5.5 Coordinate the Involvement of the BLT Brigade members

After the BLT pupils have been identified, the BLT Brigade members (i.e., JFC store employees, Barangay Health Workers/Nutrition Scholars, DepEd Health and Nutrition teams and private individuals/organizations), through the BLT Brigade Team Captain, should be provided a copy of the master list of the pupils.

The Foundation will conduct an orientation on the roles and responsibilities of the JFC employee volunteers. The database of all store employee volunteers per site will be forwarded to the local partner, for coordination of volunteering activities and schedules. It is recommended that the local partner establish a working relationship with them.

The volunteers can take part in the weighing and height-taking of the BLT pupils especially before the start and at the end of the feeding cycle. Please note that the volunteers can only visit the schools on their free days. The activity schedule should coincide with the scheduled visit of the volunteers, however, the school should still proceed as planned should there be changes in the volunteers’ schedule. During their visit, the volunteers may re-weigh and measure the height again of the BLT pupils to validate the most recent data taken. They can also serve as resource persons for the food safety seminar for parents.

Local volunteers are encouraged to share photos with short captions of their school visits, these can be during the food preparation of the parents or the actual feeding of pupils. You may also post or tag photos to the Jollibee Group Foundation Facebook page (www.facebook.com/JollibeeFoundationInc).

26

5.6 Manage the Disbursement and Accounting of Funds

According to the schedule agreed upon during planning, the local partner should release the funds regularly to the schools. The schools are provided instructions on how to regularly account for the funds that they received.

In the process, Required Form B: BLT Fund Disbursement Log Sheet is used during actual disbursement to schools. It should be signed by school principal and duly noted by the LIP Finance-in-charge. This should be submitted to the Foundation together with the Required Form C: BLT Financial Report Summary.

5.6.1 BLT Funds Management of Local Government Unit (LGU) LIPs

LGUs’ BLT Fund Disbursement Schemes

As the BLT Program counts on community ownership for its sustainability, the Foundation requires that counterpart funding of implementing partners be provided at the onset of BLT implementation and in the succeeding years. Meanwhile, Jollibee Group Foundation’s funding support is provided in the first three (3) years of BLT implementation.

For the purpose of quickly tracking the funds provided by the Foundation, LGUs are encouraged to open and maintain a separate bank account to which the Foundation’s funding support for the first three (3) years will be transferred on a regular basis. The BLT bank account shall be named under the Local Chief Executive (Mayor) AND the LGU’s BLT Point Person.

On the other hand, LGUs have adopted varying schemes in releasing counterpart funds to BLT schools. Among these are (a) Check Issuance, (b) Cash Advance and (c) Procurement of Goods. The following flowcharts show the standard process for these options; there may be variations across LGUs.

(Please see doc: BLT Fund Disbursement Schemes for LGUs (Step 5 in the LIP Manual), for the revised flowcharts)

1Adapted from the NGAS Manual for Local Government Units Volume I - The Accounting Policies Retrieved from http://www.coa.gov.ph/ngas/lgu/lgu_ngas-c3v1.asp

27

2Commission on Audit (2011). Training Handbook on Government Expenditures. Professional Development Office-Commission on Audit, Quezon City, Philippines) (see Granting and utilization of Cash Advances, p.30)

a. Required documents may include but not limited to Memorandum of Agreement between JGF and the LGU, Masterlist of Pupils per school. Required documents may vary according to the requirements of the LGU.

b. Only permanently appointed officials shall be designated as disbursing officers to perform disbursing functions. In the same way, only permanently appointed and duly designated disbursing officers shall be granted cash advance except for travel expenses2 (Commission on Audit, 2011).

A. Release of BLT Counterpart Funds via Cash Advance

BLT Point-Person from the LGU gathers supporting documentsa, approved Allotment and Obligation Slip (ALOBS) and corresponding Disbursement Voucher (DV).

BLT point-person submits completed documents to the Accounting Unit.

LGU Accounting Unit checks completeness of documents and forwards to Treasurer.

Treasurer verifies claim, certifies cash availability and forwards to approving officer.

Authorized approving officer (usually the Mayor) receives verified claim, approves transaction and forwards DV to LGU Treasurer..

Treasurer gathers duly certified and approved payroll to be paid out of Cash Advance (CA).

Treasurer prepares DV for CA corresponding to the net amount of payroll/s then signs DV and submits to the Accounting Unit.

The LGU Accounting Unit checks completeness of documents and forwards to approving officer.

The Mayor or authorized approving officer approves and forwards documents to Treasurer for preparationof checks.

Treasurer prepares and signs check and forwards to countersigning officer.

Countersigning Officer (usually the LGU Administrator) countersigns checks and forwards to Accountant for preparation of Advice.

Accountant prepares Advice of Local Check Disbursements.

Authorized disbursing officer cashes checkb.

BLT point-person from the LGU collects allocated amount for two (2) weeks from authorized disbursing officer and releases cash directly to schoolsc.

Schools to submit liquidation in the form of Weekly Market Order List and Financial Summary, Official Receipts and Reimbursement Expense Receipt (RER), and others as required by the LGUd.

Schools to return unused funds to the LGU. An official receipt (OR) shall be issued by the LGU Treasurer to acknowledge the return of unused funds.

START

END

With unused funds?

YES

NO

28

LGU Treasurer prepares, signs, and forwards check with DV to countersigning officer.

END

Once BLT funds are utilized, schools will submit liquidation in the form of Weekly Market Order List and Financial Summary, Official Reciepts and Reimbursement Expense Receipt (RER), and others required by the LGU.

3Jollibee Group Foundation conducted audit visits to selected BLT implementing partners from January to March 2013 for School Year 2012-2013.

B. Release of BLT Counterpart Funds via check issuance

Similar to other LIPs, LGU partners should use Required Form B: BLT Fund Disbursement Log Sheet during actual disbursement to schools to be signed by school principals and duly noted by the LIP Finance-in-charge. This will be submitted to the Foundation along with Required Form C: BLT Financial Report Summary.

c. Per JGF’s audit results3, it is advised that release of BLT funds to schools be done every two weeks (twice a month).

d. Frequency of liquidation of BLT schools will depend on the arrangements agreed with the LGU.

BLT point-person from the LGU gathers supporting documents and Obligation Slip (ALOBS) and corresponding Disbursement Voucher (DV).

BLT point-person submits completed documents to the Accounting Unit.

LGU Accounting Unit receives and checks completeness of documents and forwards to the Treasurer.

Treasurer verifies claim, certifies cash availability and forwards to approving officer.

Authorized approving officer (usually the Mayor) receives verified claim, approves transaction and forwards DV to LGU Treasurer.

Countersigning officer (usually Adminis trator/ V ice - Mayor for the Local Sanggunian Disbursements) receives, countersigns and forwards check to Accountant for prepartion of Advice of local check disbursement.

Accountant prepares Advice of Local Check Disbursements and submits to bank. Accountant returns DV, check and supporting documents to Cashier / Treasurer.

Treasurer records check in the Check Register and releases check to claimant (Principals or Feeding Coordinators of BLT Schools).

START

29

GSO / BAC Secretariat recommends procurement mode and posts RFQ in PhilGEPS, City’s website and Bulletin Boards

GSO / BAC Secretariat receives proposals from suppliers in a sealed envelope

GSO / BAC Secretariat opens bids and prepares Abstract of Quotation

GSO / BAC Secretariat issues resolution recommending award of the contract to the lowest calculated and responsive bidder

BLT Point-Person prepares PR and submits the same to the GSO Satellite Office

GSO receives and evaluates PR

GSO returns PR to BLT Point-Person

GSO prepares Evaluation Form, records and releases PR / DTS Slip to signatories for approvala

GSO receives approved PR and OBR with complete attachments, encodes data in PhilGEPs and transmits documents to the BAC Secretariat

GSO / BAC Secretariat prepares Award of Contract, PO and NTP and transmits the same together with BAC resolution to the Mayor

Mayor issues approval and transmits documents to GSO

GSO Serves award, PO and NTP to Supplier

BLT Schools picks up BLT goods for the week from the BLT Point-person and signs AR to indicate receipt of goods for the week

START

END

Is PR clear?

BLT Point-Person picks up the BLT goods in bulk from the supplier (in accordance with PO) and re-packs the same for distribution to schools

YES

NO

C. Release of BLT Counterpart Funds via Procurement of Goods

30

5.7 Conduct Regular Monitoring and Report Submission

The LIP should regularly visit the schools (ideally twice a month) to check the schools’ compliance to the feeding guidelines. Check, for example:

Were the pupils weighed before the start of feeding?• Was deworming and physical check-up done? • Did the feeding start on schedule? • How is the feeding funds disbursed and accounted for?• Has feeding been continuous since it started?• How is parent involvement since the feeding started? •

Monitoring the schools’ compliance to the feeding guidelines will be further strengthened with the introduction of the FAC (Food, Service & Cleanliness, Accountability to Partners, Community Ownership) standards. As we improve the quality of BLT Program implementation, monitoring and assessment of the key components of the BLT program will be more comprehensive and rigidly observed through the FAC.

The FAC Standards will be officially implemented to all BLT sites beginning school year 2013-2014. Monitoring using Required Form F: FAC Tool shall be done by implementing partners at least twice a year during actual feeding days (midyear and yearend) in order to accurately assess the performance of schools in complying with the BLT feeding guidelines. Meanwhile, a separate guideline on how the FAC Tool shall be administered will be issued to implementing partners.

In line with school monitoring, a reference on more quick-fixes to BLT dilemmas are compiled on Annex D: Common Problems and Proposed Solutions.

In terms of reports submission, the local partner is expected to compile and summarize the reports coming from the schools. These, along with the forms that were provided, should be sent to Jollibee Group Foundation according to the agreed schedule.

Please double check the integrity of the data that the schools submit especially with regard to the accounting of funds for the feeding program as well as the improvements in the child’s weight, and school attendance.

5.8 Track the involvement of the community

Stakeholders may provide their own contributions to the feeding program whether they be cash or in-kind donations such as rice, vegetables, water, feeding implements, etc. Keep track of this using Suggested Form H: Tracking of Community Support. Take note that in-kind donation can be assigned a monetary value depending on their actual cost when purchased or paid for.

31



Integration of BLT with on-going programsFor several LIPs, integration of the BLT program with on-going hygiene programs in the locality proved a good way to extend more value-adding services to school children. The provision of hygiene kits or hand washing facility to complement daily feeding, for example, resulted to a more holistic program for the pupils’ well-being.

LGU of Dao, Capiz

&DepEd-General

Santos

Ensuring support for BLT school implementersTo ensure a well-managed BLT program, a presentation was made to the Local School Board (LSB) to address the limited teacher complement in small BLT schools. This resulted to the hiring of qualified literacy workers who take over the classes of the BLT coordinators while the latter oversee feeding preparations.

DepEd-Ilog, Negros Occidental

Incentivizing parent involvementDuring parents meetings and seminars, the LGU of Lapuyan would provide small household items for parents who attend the meeting, thus, contributing to their increased involvement in BLT.

DepEd-Lapuyan,

Zamboanga del Sur

Conducting parents livelihood seminarsTo address parents’ absences in BLT feeding preparations due to lack of steady income sources, Chowking Commissary tapped the help of TESDA to conduct parents’ livelihood seminars in Muntinlupa Elementary School. This helped the BLT parents to gain skills for livelihood which they can engage in at their own time, but would still allow them to attend to their BLT-assigned tasks.

Fresh N’ Famous-

Chowking Commissary (Muntinlupa

City)

Organizing a cooking contest among BLT parentsIn Minalabac, a cooking contest was organized to encourage parents to come up with well-balanced, easy-to-prepare and affordable meals for BLT pupils. Not only did this lead to the development of more recipes that can be used for daily feeding, but also encouraged parents to make sure that their children are well-fed even at home.

LGU of Minalabac,

Camarines Sur

32


Conduct of training on bookkeepingThe staff of Notre Dame of Kidapawan College provided bookkeeping training to BLT school teams, leading to more organized reporting practices.

Notre Dame of Kidapawan

College (Kidapawan

City)

Providing “BLT clearbooks” to schoolsThe “BLT clearbook” provided by University of St. La Salle to all its 36 BLT schools allowed for the easy retrieval of program report data. This practice promotes organization and transparency in reporting to stakeholders.

University of St. La Salle (Negros

Occidental)

Contest on the “Best BLT Bulletin Board”The University of St. La Salle held a contest on “Best BLT Bulletin Board” which

encourages schools to put up a transparent and updated information system which made reporting to stakeholders easier.


Occidental)

Involvement of health professionals in BLT monitoringIn several BLT sites, health professionals such as doctors and nurses are actively

involved in BLT through regular and joint monitoring of BLT pupils’ BMI status. This, in turn, contributes to increasing the credibility and validity of program results.

DepEd-General Santos

&LGU of

Minalabac, Camarines Sur

City-wide BLT monitoring mechanismIn San Jose City, the Agad na Serbisyong Bayan (ASB) Command Post was instituted

by Mayor Marivic V. Belena and her team to monitor the activities and expenses of BLT schools. Through this mechanism, the daily feeding activities and parents’ involvement in the BLT program are regularly monitored. With ASB’s regular reporting of program accomplishments to stakeholders, BLT in San Jose has increasingly become a community-driven effort.

LGU of San Jose, Nueva

Ecija


33

Evaluate the Program at the Site and School Level

Step 66.1 Measure and Evaluate Midyear and Yearend Results

In tabulating the BLT midyear and yearend results, please accomplish three forms: Required Form D: BLT Report Card, Required Form C: BLT Financial Report Summary, and Required Form E: Midyear and Yearend BLT Attendance Chart. Below are the guidelines in analyzing and evaluating midyear and yearend results.

Weight and Height of Pupils

1. Final weighing and height-taking is before eating lunch on the cut-off day specified for the midyear and yearend report.

2. Calculate for the BMI value and determine the level attained by the pupils. BMI = weight (kg) / height (m2)

Attendance of Pupils

Consolidate the total number of BLT pupil days which is sum of the number of feeding days attended by ALL BLT pupils to date. Summarize the Monthly BLT Attendance Chart (Required Form E) submitted by schools into Midyear and Yearend BLT Attendance Chart (Required Form E for LIPs).

Best Practices and Challenges

It is good to capture from each school their own stories of best practices and even challenges. It can be also an innovation that they tried for the first-time, like “recipes” or fund raising campaign. You may share or tag your photos in the field to the “Busog, Lusog, Talino (BLT) School Feeding Program” facebook account (www.facebook.com/bltschoolfeeding) or email them to [email protected] so that we can share these photos in our BLT Community of Practice (CoP) updates.

Form of feeding and sample of food provided Ex. Snacks: bread and milk

Duration/Frequency Ex: 3 months/daily or 6 months/once a week

Sponsor a Child Ex. Civic Groups

Other Feeding Initiatives in the School

34

Parents’ Learning

Conduct a focus group discussion (FGD) among parents. LIPs can measure the learning and knowledge application by parents by asking the following questions:

Anong mga dagdang kaalaman ang natutunan ninyo buhat sa parent seminars at sa paglahok • ninyo sa mga feeding activities?Sa paanong paraan ninyo nagagamit ang mga bagong kaalaman pagdating sa bahay?•

If resources and time permit, tap school personnel or nursing students to do home visitation; report on what’s happening at home.

6.2 Regular updates of the BLT Corner. To facilitate transparency and easier reporting to stakeholders, it would help if each school has a BLT Corner where updates on school-

specific program results can be posted on a regular (preferably monthly) basis. Please refer to Annex G: Sample Layout of BLT Corner.

6.3 Discuss the Results with Stakeholders

The schools will evaluate the program at their level to discuss the benefits of the program (the results, the target beneficiaries), the problems encountered during implementation, how it was resolved, as well as the areas of improvement and the sustainability mechanism at the school level. This information should be compiled by the LIP and presented to the larger body of stakeholders involved. The discussion can proceed in the same way it was implemented in the schools:

A. Present the BLT Report Card

How many pupils/parents benefited from BLT?1. What are some concrete stories that prove this?•

What are the results of the BLT Implementation in terms of:2. Pupil attendance• Weight improvement• Academic performance• Parents learning and involvement• Partners and resources mobilized• Reduction in feeding costs•

B. Discuss the results of the Report Card

Review of the results3. Do the results of the program meet the expectations?• Other than those stated above, what are the other benefits of the BLT to the pupils, • parents and school? Are there any pupils whose weight did not improve / decreased? Why?•

35


Problems Encountered and Mitigating Measures4. What problems / issues were encountered in conducting the feeding program? How • were they resolved?

Areas for Improvement 5. What are the program’s areas for improvement?•

Sustainability Plan6.

How can the program be sustained?• Who are the partners to be considered in sustaining the program? •

Suggested Form I: Evaluation Meeting Documentation Template is for your documentation purposes.


Quarterly assessment and feedbackIn La Carlota City, quarterly BLT assessment and feedback sessions are held to evaluate site and school performance and plan for future directions. The sessions also have become a venue for BLT implementers to learn from each other through an exchange testimonials. As a whole, the mechanism helps attendees develop a deeper appreciation of the program, leading to more active involvement among key stakeholders.

DepEd-La Carlota

City, Negros Occidental

Holding a BLT graduation ceremonyIn Bulalacao, Oriental Mindoro, a graduation ceremony was held to recognize exemplary performing BLT parents and students. This ceremony also became a platform to disseminate program results to BLT stakeholders and prospective donors.

LGU of Bulalacao

andDepEd-Oriental

Mindoro

Institutionalizing a “Search for the Best BLT School”In Iloilo and Guimaras, yearend evaluation and recognition mechanisms were institutionalized through an inter-school competition that features the following award categories: Best BLT School, Best BLT School Garden, Best BLT Story, Best BLT School Principal, Best BLT Feeding Coordinator, Best BLT Parent Group, Best BLT Parent, and Most Improved BLT School (based on the BLT Report Card).Entries to the Best BLT Story, in particular, are presented via creative audio-visual presentations that showcase the best practices of the participating schools. All in all, the entire process of the search led to the proper documentation of outcomes and best practices which, in turn, served as motivation for BLT implementers to deliver quality program results.

Western Visayas College of Science and

Technology (Iloilo and Guimaras)


36

Ensure Program Sustainability

Ensuring program sustainability is an integral component of the program. This should be a collective effort of the BLT Core Group and the schools.

Sustainability is defined as a combination of operational, programmatic and financial characteristics that enables an organization to continue to accomplish its mission (or program) on an ongoing and stable basis (St. John, 2006). In the context of BLT, this may be translated as the continued implementation of the feeding program beyond Jollibee Group Foundation’s assistance in communities.

Key organizational and financial factors need to be considered in building a sustainable program. Below are brief descriptions of these factors, as applied to BLT:

ORGANIZATIONAL SUSTAINABILITY

1. Clear Purpose and Shared Vision: Having a clear purpose that is agreed by BLT stakeholders is the foundation of shared ownership of the program. This starts with leveling off with partners on where the group sees the program headed: Is it something that can be expanded to other schools later on? Is it envisaged that it will be institutionalized in the LIP/LGU/DepEd level?

2. Ownership and Commitment: School heads, parents, community members, socio-civic groups and LGUs are not just beneficiaries but should be genuine owners of the program. Concrete demonstrations of ownership include the following: (a) legislation for budget; (b) integration of BLT with on-going programs; and (c) active participation of parents and other community members.

3. Leadership and Governance: It is essential for someone to champion the cause of BLT in the locality and set clear directions for it, with a fierce resolve to do make the goals achievable. In cases where there is a very active and high performing Mayor or LIP head, for example, BLT implementation runs smoothly.

4. Relevant and Effective Programs: Program activities that have demonstrable positive impact on the community encourage more supporters. It is important to measure BLT’s program results vis-à-vis educational outcomes and to share significant improvements with stakeholders on a regular basis.

5. Establishment of Core Group: A functional Core Group – with representatives from the LIP, DepEd, LGU and other significant education stakeholders—is key to the effective management of the program. Core Group members should be clear on their respective roles and accountable for their assigned tasks, without losing sight of the team’s collective goals.

Step 7

37

6. Systems and procedure: Since BLT is not a one-off activity but a continuous initiative, systems need to be put in place to more effectively and efficiently accomplish tasks over a period of time. Mechanisms for monitoring and evaluation, recognition and reporting, and information dissemination, for example, render organization to our activities.

7. Networking and partnerships: With community ownership as an ideal of the BLT program, the active support from all sectors—local government, academe, civil society, private companies – is a key ingredient of program success. This starts with identifying potential partners and supporters and creating buy-in among them through proper orientation and continuing advocacy initiatives.

Ensuring organizational capacity also means building a Community of Practice. In the context of BLT, this means learning with fellow program implementers and advocates to continuously improve BLT practice. Please refer to Annex F: BLT Community of Practice.

FINANCIAL SUSTAINABILITY

1. Sound Financial System: Transparent and accountable systems, which can readily provide information on how much resources are raised or spent, are requisites to sound management of funds for BLT. It is also important to have a realistic budget in view of the agreed number of schools to be covered in a given period of time.

2. Adequate Resources: Having sufficient resources – whether financial, material, human or other – is imperative to supporting BLT operations on an ongoing and stable basis. As such, sources of funds and other requirements must be identified and tapped, even at the onset of BLT implementation.

3. Diversified sources of funds: It is important that BLT implementation in the locality is not totally dependent on just one or a few sources of funds. Mobilizing different groups through ways and means may provide a steady stream of resources for the BLT program. Such sources may include the following: (a) legislative action for budget allocation (at the city, municipal or barangay level); (b) solicitations from the business sector, community members, parents and/or school alumni; (c) the Special Education Fund; (d) school vegetable gardens; and (e) canteen funds.

4. Effective resource mobilization strategies: To increase the BLT network of supporters, creative resource mobilization activities, suited to the specific needs and interests of potential donors or partners, need to be designed and implemented.

"Achieving sustainable development is perhaps one of the most pressing goals we face. It requires on the part of all of us commitment, action, partnerships and, sometimes, sacrifices of our traditional life patterns

and personal interests". ~ Mostafa Tolba, Commission on Sustainable Development

Drury University (2006). Sustainability quotes. Retrieved May 5, 2012 from http://www.drury.edu/multinl/story.cfm? ID=11595&NLID=259.

St. John, Shannon (2006). Build to Last: A framework for financial sustainability. Retrieved August 2011 from http://www.synergos.org/knowledge/07/cfsustainability.pdf.

38


To assess one’s readiness vis-a-vis the aforementioned sustainability factors, please refer to Annex E: BLT Sustainability Checklist.


Company tourney as fundraising event for BLTIn General Santos, RD Foundation’s annual golf tournament has become the source of BLT funding for the school year 2011-2012.

RD Foundation (General Santos

City)

Institutionalizing BLT within the implementing organizationBLT was integrated in all the programs of the Foundation so that all staff are familiar with the nature of the program. This ensures the availability of human resources that may be tapped to manage BLT in case of staff transition.

Davao Medical School

Foundation (Davao City)

Diversifying fund sources for long-term sustainabilityEmploying customized strategies in approaching multi-stakeholders has helped USLS work towards program sustainability. From lobbying for BLT to become part of the annual budget in the school level, to employing a “Pass the Coinbank” campaign among youth leaders, to forging a Memorandum of Agreement (MOA) in the municipal and city levels, USLS is increasingly diversifying fund sources for the BLT program.


Occidental)

Igniting young leaders’ commitmentThe newest addition to the growing community of BLT stakeholders in Negros involves the youth sector. In the barangay and provincial levels, USLS partnered with the Sangguniang Kabataan (SK). SK members extended help by providing weighing scales, eating utensils and cookware, as well as co-funding the construction of feeding centers. Upon giving the SK Chairpersons special recognition for their contribution to BLT, the young leaders renewed their commitment by signifying their sponsorship of six (6) new schools starting June 2012.


Occidental)

Policy advocacy on BLTIn LGU of Ilog, the advocacy on addressing the issue of hunger in schools paved the way for the Local School Board to approve the budget for provision of rice, not just to BLT schools, but to all public schools in the city.

LGU of Ilog City, Negros Occidental

Making BLT a city-wide initiativeIn San Jose, counterpart funds for BLT are sourced from PTA-managed school canteens, support from the Sangguniang Kabataan in each barangay, and the City’s General Fund. This makes it possible for BLT to be implemented in all 48 schools in San Jose beginning school year 2012-2013.

LGU of San Jose City,

Nueva Ecija

39



Institutionalizing BLT as an LGU programLGUs are mandated to advance the nutritional status of their constituency. By law, there is a structure where BLT can be anchored—the National Nutrition Council (NNC). Based on Presidential Decree No. 491 or “The Nutrition Act of the Philippines”, the Council is mandated to have budget allocation that can be accessed to fund feeding programs like BLT. (Please refer to www.nnc.gov.ph for more information)In the case of San Fernando, the counterpart for Year 1 of BLT implementation will be coming from the Nutrition Council budget. Funds for Year 2 and Year 3 will be coming from the Local School Board and the private sector respectively. While the use of the local development fund has restrictions, incorporating school feeding in Annual Investment Plan makes it possible for the LGU to allocate funds for it.

LGU of San Fernando, Pampanga

40

The local partner should inform the Foundation of any problems or changes done to the Program in response to a specific situation in the site. The agreements as formalized in

the Memorandum of Agreement and detailed in this manual should be followed. Unless this is done, the Foundation may have grounds to discontinue the program.

The tasks can be overwhelming but with hard work, the benefits outweigh the inputs. The program is more than just about feeding children but mobilizing a caring spirit from the community stakeholders to bring about a new generation of educated citizenry.

Good luck! We look forward to hearing your story of success.

Moving Forward

Required Form A: BLT Site Profile

No. of BLT Pupils by

1. ________2. ________

3. ________4. ________

5. ________G

rade LevelKinderGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6

BMI Level

Wasted

Severly Wasted

SexMale

Female

BLT participationN

o. of First time BLT participant

No. of Previous BLT participant

Nam

e of SiteLocal Im

plementing Partner

Nam

e of BLT Point-PersonContact Details: (Em

ail Address/Contact No.

Total N

umber of BLT Schools

SITE INFO

RMATIO

N

Nam

e of SchoolsBLT Year

No. of BLT Pupils

School AddressPrincipal

Contact Num

ber1.2.3.4.5.

BLT BASELINE DATA

Prepared by:

Nam

e and SignatureBLT Point-Person

Nam

e and SignatureDesignation

Checked and Noted By:

Requ

ired

Form

B: B

LT F

und

Disb

urse

men

t Log

She

et

NAM

E O

F PA

RTN

ER /

SCHO

OL

NAM

E O

F AC

COU

NTA

BLE

PERS

ON

POSI

TIO

NPU

RPO

SEAM

OUN

T GI

VEN

NUM

BER

OF

FEED

ING

DAYS

CO

VERE

D

DATE

RE

CEIV

EDSI

GNAT

URE

1 2 3 4 5 6 7 8 9 10

TOTA

L

Loca

l Im

plem

entin

g Pa

rtne

r:

Site

:Da

te P

repa

red:

I, un

ders

igne

d, h

ereb

y ce

rtify

that

: (1)

the

abov

e ca

sh in

tend

ed fo

r fee

ding

and

oth

er e

xpen

ses c

laim

ed u

nder

the

cite

d ag

reem

ent a

re p

rope

r and

due

and

th

at a

ppro

pria

te re

fund

to th

e Fo

unda

tion

will

be

mad

e pr

ompt

ly u

pon

requ

est o

f the

Fou

ndati

on in

the

even

t of n

on-p

erfo

rman

ce, i

n w

hole

or i

n pa

rt,

unde

r the

term

s of t

he a

gree

men

t; (2

) the

info

rmati

on o

n th

e fin

anci

al re

port

is c

orre

ct a

nd su

ch d

etai

led/

supp

ortin

g in

form

ation

as t

he F

ound

ation

may

re

quire

will

be

furn

ished

at t

he g

rant

ee’s

hom

e offi

ce, a

s ap

prop

riate

; and

all

requ

irem

ents

cal

led

for b

y th

e ag

reem

ent t

o da

te o

f thi

s ce

rtific

ation

hav

e be

en m

et.

Prep

ared

by:

Revi

ewed

by:

Required Form C: BLT Financial Report Summary

For the PeriodSchool YearImplementing Partner

I, undersigned, hereby certify that: (1) the above cash intended for feeding and other expenses claimed under the cited agreement are proper and due and that appropriate refund to the Foundation will be made promptlyupon request of the Foundation in the event of non-performance, in whole or in part, under the terms of the agreement; (2) the information on the financial report is correct and such detailed/supporting information as theFoundation may require will be furnished at the grantee’s home office, as appropriate; and all requirements called for by the agreement to date of this certification have been met.

Reviewed by:

JGF Budget Allocation

(as per MOA)

Cash In-Kind TOTAL

JGF AIP/LIP AIP/LIP TOTAL INCOME - - - - - Unspent Budget from SY 2013-14 Fund Release/s

1st Tranche 2nd Tranche 3rd Tranche

TOTAL EXPENSES - - - - - Feeding Expenses Parents' Seminar Monitoring & Evaluation Operational Expenses

FUND BALANCE

NameDesignationDate

Prepared by:NameDesignationDate

Indi

cato

rsSC

HOO

L 1

SCHO

OL

2SC

HOO

L 3

SCH

OO

L 4

SCH

OO

L 5

TOTA

L

BLT

PART

ICIP

ATIO

N

AAc

tual

No.

of f

eedi

ng d

ays

to d

ate

% to

tota

l (A/

120)

BTo

tal N

o. o

f BLT

pup

ils a

t ST

ART

of fe

edin

g

CTo

tal N

o. o

f BLT

pup

ils a

t EN

D of

feed

ing

% C

ompl

etion

Rat

e (C

/B)

BLT

ATTE

NDA

NCE

DTo

tal N

o. o

f BLT

Pup

il Da

ys

Sum

of t

he n

umbe

r of f

eedi

ng d

ays a

ttend

ed b

y AL

L BL

T pu

pils

to d

ate.

WEI

GH

T ST

ATU

S (U

SIN

G

BMI-F

OR-

AGE

LEVE

LS)

EN

o. o

f Pup

ils w

ho a

ttai

ned

BMI l

evel

of "

NO

RMAL

"

% to

tota

l (E/

C)

PART

I: P

rogr

am

Loca

l Im

plem

entin

g Pa

rtne

rSI

TE:

Date

Cov

ered

(Mid

Year

: Jul

y __

____

____

___ -

Oct

ober

____

____

____

__ )

Mid

Year

/Yea

rEnd

PART

I: P

rogr

am

Requ

ired

Form

D: B

LT R

epor

t Car

d

PART

II: S

harin

g of

Bes

t Pra

ctice

s (Pl

ease

feel

free

to sh

are

with

us a

ny b

est p

racti

ces o

r inn

ovati

ons o

bser

ved

in y

our s

ite)

Prep

ared

by:

Nam

e an

d Si

gnat

ure

BLT

Poin

t-Per

son

Nam

e an

d Si

gnat

ure

Desig

natio

n

Chec

ked

and

Not

ed B

y:

FN

o. o

f pup

ils w

ho a

ttai

ned

BMI l

evel

of “

WAS

TED

”

% to

tota

l (F/

C)

GN

o. o

f pup

ils w

ho a

ttai

ned

BMI l

evel

of “

SEVE

RELY

W

ASTE

D”

% to

tota

l (G/

C)

PARE

NT

INVO

LVEM

ENT

HAv

erag

e N

o. o

f par

ents

att

endi

ng d

aily

feed

ing

activ

ity

Required Form E: Midyear and Yearend Summary of Pupil Attendance

Site Name:Local Implementing Partner:Name of School:

Name of BLT Pupil Grade Mid-Year(August to October)

Year End(November to

February/March)TOTAL*

123456789

10111213141516171819202122232425262728293031323334353637383940

* Total number of days pupils are present during BLT feeding activity

Ratings: Wtd Scores: Food, Service, and Cleanliness Ave. Score x 40% Accountability to Partners Ave. Score x 30% Community Ownership Ave. Score x 30% FAC Score: 100% Good Things Observed: Areas for Improvement:

Required Form F: FAC Tool (Food, Service, and Cleanliness,Accountability to Partners, Community Ownership)

Date of Visit :Name of School :LIP :Name of Evaluator :No. of feeding days as of date of visit :Amount of funds released by local partners as of date of visit :Contact Person :Contact Nos. :Ratings :

Feedback received by:

Name Signature and date

FOO

D, S

ERVI

CE &

CLE

ANLI

NES

S AV

ERAG

E SC

ORE

FAC

Indi

cato

r3

- Abo

ve A

vera

ge /

O

utst

andi

ng2

- Ave

rage

1 - B

elow

Ave

rage

0- P

oor

RATI

NG

Rem

arks

Food

Pr

oduc

tion

and

Safe

ty

1Pa

rent

vol

unte

ers k

now

and

obs

erve

pro

per s

anita

ry

proc

edur

es in

food

han

dlin

g an

d co

okin

g, e

.g.:

1. W

ash

hand

s bef

ore

hand

ling

food

. 2.

Use

fres

h an

d go

od q

ualit

y in

gred

ient

s (w

heth

er

vege

tabl

es o

r mea

t).

3. W

ash

prod

uce

unde

r run

ning

tap

wat

er.

4. R

emov

e da

mag

ed o

r spo

iled

part

s.

5. W

ash

uten

sils

and

cutti

ng b

oard

s aft

er e

ach

use.

6.

Cle

an k

itche

n su

rfac

es.

7. C

over

food

con

tain

ers u

ntil s

ervi

ng ti

me.

7 ou

t of 7

ste

ps a

re fo

llow

ed

and

ther

e ar

e in

nova

tions

or

a sy

stem

has

bee

n de

velo

ped

to e

nsur

e pr

oced

ures

are

ob

serv

ed a

t all

times

7 ou

t of 7

ste

ps a

re

follo

wed

Le

ss th

an 7

ste

ps

are

follo

wed

.N

one

of th

e st

eps

wer

e fo

llow

ed

2Fo

od s

erve

d is

bal

ance

d.As

ide

from

rice

and

one

vi

and,

ther

e is

add

ition

al

soup

, via

nd, h

ealth

ful

dess

erts

, milk

/ ju

ice,

etc

. (a

dded

sou

rce

of p

rote

in,

vita

min

s / m

iner

als)

Rice

and

one

via

nd

(bal

ance

of c

arbs

, pr

otei

n, a

nd v

itam

ins

/ m

iner

als)

are

se

rved

With

out r

ice

OR

vian

d us

es a

t lea

st

one

proc

esse

d in

gred

ient

Rice

is n

ot s

erve

d an

d vi

and

uses

en

tirel

y pr

oces

sed

ingr

edie

nts.

3Fo

od s

erve

d is

bas

ed o

n bu

dget

.Fo

od s

erve

d is

with

in b

udge

t w

hile

stil

l mai

ntai

ning

goo

d qu

ality

and

eno

ugh

quan

tity

of fo

od. S

avin

gs a

re in

curr

ed

beca

use

loca

l cou

nter

part

(in

-kin

d or

cas

h) w

as ra

ised

.

Food

ser

ved

is w

ithin

bu

dget

whi

le s

till

mai

ntai

ning

goo

d qu

ality

and

eno

ugh

quan

tity

of fo

od.

Exce

eded

bud

get

OR

attai

ned

savi

ngs

but a

t the

exp

ense

of

food

qua

lity

/ qu

antit

y

Exce

eded

bud

get

AND

no s

avin

gs

incu

rred

.

4Po

tabl

e w

ater

sup

ply

is a

vaila

ble

all t

he ti

me

rega

rdle

ss o

f sou

rce/

faci

lity

(e.g

., pi

ped

wat

er s

uppl

y th

roug

h ho

use

conn

ectio

n, p

iped

wat

er s

uppl

y th

roug

h co

mm

unal

poi

nts,

pro

tect

ed w

ells

).

Wat

er fa

cilit

y w

ith p

otab

le

wat

er s

uppl

y is

ava

ilabl

e al

l the

tim

e in

the

feed

ing

cent

er.

Wat

er fa

cilit

y w

ith

pota

ble

wat

er s

uppl

y is

ava

ilabl

e in

OR

near

the

feed

ing

cent

er, a

ll th

e tim

e.

Wat

er fa

cilit

y w

ith

pota

ble

wat

er

supp

ly is

rare

ly

avai

labl

e w

ithin

the

scho

ol.

Wat

er fa

cilit

y w

ith

pota

ble

wat

er

supp

ly i

s not

av

aila

ble

with

in th

e sc

hool

.

5Pa

rent

vol

unte

ers a

re in

pro

per a

ttire

(sle

eved

to

ps, w

ith h

airn

ets a

nd a

pron

s) w

hen

hand

ling

and

cook

ing

food

.

"ALL

par

ent v

olun

teer

s are

w

earin

g th

e fo

llow

ing:

a.

cle

an B

LT u

nifo

rm

b. h

airn

ets

c. a

pron

s"

"ALL

par

ent

volu

ntee

rs w

ho

hand

le a

nd c

ook

food

ar

e w

earin

g AL

L of

th

e fo

llow

ing:

a.

sle

eved

tops

b.

hai

rnet

s c.

apr

ons"

"At l

east

1 p

aren

t vo

lunt

eer w

ho

hand

le a

nd c

ook

food

wea

r AN

Y 2

of

the

follo

win

g:

a. s

leev

ed to

ps

b. h

airn

ets

c. a

pron

s"

"ALL

par

ent

volu

ntee

rs w

ho

hand

le a

nd c

ook

food

DO

NO

T w

ear A

LL o

f the

fo

llow

ing:

a.

sle

eved

tops

b.

hai

rnet

s c.

apr

ons"

Tota

l Sco

re

To

tal I

tem

s

(Tot

al S

core

div

ided

by

num

ber o

f ite

ms)

FAC

Indi

cato

r3

- Abo

ve A

vera

ge /

O

utst

andi

ng2

- Ave

rage

1 - B

elow

Ave

rage

0- P

oor

RATI

NG

Rem

arks

6Pa

rent

s obs

erve

pro

per g

room

ing

NA

"ALL

par

ent

volu

ntee

rs a

dher

e to

AL

L of

the

follo

win

g:

1. L

ong

hair

tied

in a

po

nyta

il fo

r wom

en

and

shor

t and

nea

t ha

ircut

for m

en is

ob

serv

ed.

2. S

hort

and

cle

an

finge

rnai

ls

3. N

o ac

cess

orie

s on

bot

h ha

nds a

t th

e tim

e of

food

pr

epar

ation

"

"At l

east

1 p

aren

t vo

lunt

eer

obse

rve

any

1 of

the

follo

win

g:

1. L

ong

hair

tied

in a

pon

ytai

l for

w

omen

and

sho

rt

and

neat

hai

rcut

for

men

is o

bser

ved.

2.

Sho

rt a

nd c

lean

fin

gern

ails

3.

No

acce

ssor

ies

on b

oth

hand

s at

the

time

of fo

od

prep

arati

on"

"ALL

par

ent

volu

ntee

rs D

O N

OT

adhe

re to

ALL

of t

he

follo

win

g:

1. L

ong

hair

tied

in a

pon

ytai

l for

w

omen

and

sho

rt

and

neat

hai

rcut

for

men

. 2.

Sho

rt a

nd c

lean

fin

gern

ails

3.

No

acce

ssor

ies

on b

oth

hand

s at

the

time

of fo

od

prep

arati

on."

Qua

lity

of

Serv

ice

7"P

resc

ribed

pre

-fee

ding

ste

ps a

re fo

llow

ed:

1. A

tten

danc

e an

d ID

s of t

he B

LT p

upils

are

che

cked

. 2.

Pup

ils w

ash

thei

r han

ds

3. P

upils

sit

in th

eir p

lace

s.

4. P

upils

pra

y be

fore

the

star

t of t

he m

eal."

4 ou

t 4 s

teps

are

follo

wed

an

d at

leas

t one

inno

vatio

n w

as in

trod

uced

to fu

rthe

r sy

stem

atize

pro

cess

for p

re-

feed

ing.

4 ou

t 4 s

teps

are

fo

llow

edLe

ss th

an 4

ste

ps

are

follo

wed

Non

e of

the

4 st

eps

wer

e fo

llow

ed

8"P

resc

ribed

ste

ps in

ser

ving

food

are

follo

wed

: 1.

Foo

d po

rtion

is s

et.

2. C

ompl

ete

uten

sils

for e

ach

pupi

l are

laid

out

. 3.

Foo

d is

ser

ved

imm

edia

tely

aft

er p

upils

arr

ive.

4.

Pup

ils a

re o

bser

ved

whi

le e

ating

and

are

en

cour

aged

to fi

nish

thei

r foo

d."

4 ou

t 4 s

teps

are

follo

wed

an

d at

leas

t one

inno

vatio

n w

as in

trod

uced

to fu

rthe

r sy

stem

atize

pro

cess

of

serv

ing

food

4 ou

t 4 s

teps

are

fo

llow

edLe

ss th

an 4

ste

ps

are

follo

wed

Non

e of

the

4 st

eps

wer

e fo

llow

ed

9"P

resc

ribed

pos

t-fe

edin

g st

eps a

re fo

llow

ed:

1. P

upils

brin

g th

eir p

late

s and

ute

nsils

to th

e w

ashi

ng a

rea.

2.

Ute

nsils

, kitc

hen

and

feed

ing

area

are

cle

aned

. 3.

All

cook

ing

equi

pmen

t and

ute

nsils

are

kep

t in

prop

er p

lace

aft

er w

ashi

ng (f

ree

from

inse

cts,

dir

t, du

st, o

r oth

er h

arm

ful e

lem

ents

) 4.

Par

ents

and

Fee

ding

Coo

rdin

ator

ass

ess q

ualit

y an

d lik

eabi

lity

of fo

od a

nd fo

od s

ervi

ce a

nd n

ote

dow

n as

sess

men

t."

4 ou

t 4 s

teps

are

follo

wed

an

d at

leas

t one

inno

vatio

n w

as in

trod

uced

to fu

rthe

r sy

stem

atize

pro

cess

of p

ost-

feed

ing.

4 ou

t 4 s

teps

are

fo

llow

edLe

ss th

an 4

ste

ps

are

follo

wed

Non

e of

the

4 st

eps

wer

e fo

llow

ed

10D

aily

lunc

h fe

edin

g is

offe

red

conti

nuou

sly.

NA

"Fee

ding

has

bee

n on

goin

g s

ince

it

star

ted

(reg

ardl

ess o

f fe

edin

g sc

hedu

le):

1. N

o ne

cess

ary

canc

ella

tions

. 2.

May

be

dela

yed

due

reas

ons b

eyod

co

ntro

l but

sch

ool

is a

ble

to m

ake

up

for m

isse

d fe

edin

g da

ys."

Feed

ing

has

been

de

laye

d d

ue to

re

ason

s tha

t are

w

ithin

the

cont

rol

or in

fluen

ce o

f pr

inci

pal o

r fee

ding

co

ordi

nato

r. Sc

hool

is

not

mak

ing

up

for m

isse

d fe

edin

g da

ys.

Feed

ing

has

com

plet

ely

stop

ped

du

e to

reas

ons

that

are

with

in th

e co

ntro

l or i

nflue

nce

of p

rinci

pal o

r fe

edin

g co

ordi

nato

r

FAC

Indi

cato

r3

- Abo

ve A

vera

ge /

O

utst

andi

ng2

- Ave

rage

1 - B

elow

Ave

rage

0- P

oor

RATI

NG

Rem

arks

11Lu

nch

is s

erve

d on

tim

e.N

ALu

nch

is s

erve

d on

tim

eLu

nch

is s

erve

d la

ter t

han

its

sche

dule

Lunc

h no

t ser

ved

at a

ll

Clea

nlin

ess

and

Cond

ition

12Th

ere

is a

ded

icat

ed c

ooki

ng a

nd fe

edin

g ve

nue

for B

LT, w

ith e

ssen

tial c

ooki

ng a

nd fe

edin

g ut

ensi

l re

quire

men

ts.

The

scho

ol h

as a

n ex

clus

ive

cook

ing

and

feed

ing

area

for

BLT

with

com

plet

e co

okin

g eq

uipm

ent a

nd m

ore

than

en

ough

feed

ing

impl

emen

ts.

Ther

e is

an

excl

usiv

e co

okin

g an

d fe

edin

g ar

ea fo

r BLT

with

es

senti

al c

ooki

ng

and

feed

ing

uten

sils

re

quire

men

ts.

Ther

e is

a c

ooki

ng

and

feed

ing

area

(n

ot e

xclu

sive

to

BLT)

but

ess

entia

l co

okin

g an

d fe

edin

g ut

ensi

ls a

re

lack

ing.

Ther

e is

no

cook

ing

or fe

edin

g ar

ea

and

nece

ssar

y fe

edin

g ut

ensi

ls

and

faci

lities

are

la

ckin

g.

13"T

he c

ooki

ng a

rea:

1.

has

wal

ls a

nd ro

ofing

.

2. is

wel

l-lit

3. is

pro

perly

ven

tilat

ed.

4. is

free

from

con

tam

inati

on o

f foo

d co

ntac

t su

rfac

es (e

.g. e

quip

men

t, to

ols,

ute

nsils

). 5.

Is n

ot e

xpos

ed to

sou

rces

of c

onta

min

ation

like

fli

es, p

iles o

f gar

bage

and

junk

, ani

mal

s, e

tc."

5 ou

t of 5

con

ditio

ns a

re

met

and

ther

e ar

e ot

her

prov

isio

ns to

mak

e th

e ki

tche

n co

nduc

ive

and

pres

enta

ble.

5 ou

t of 5

con

ditio

ns

are

met

.Le

ss th

an 5

co

nditi

ons a

re m

et.

Non

e of

the

5 co

nditi

ons w

ere

met

.

14"T

he fe

edin

g ar

ea:

1. h

as w

alls

and

roofi

ng.

2.

is w

ell-l

it 3.

is p

rope

rly v

entil

ated

. 4.

is fr

ee fr

om c

onta

min

ation

of f

ood

cont

act

surf

aces

(e.g

. equ

ipm

ent,

tool

s, u

tens

ils).

5. Is

not

exp

osed

to s

ourc

es o

f con

tam

inati

on li

ke

flies

, pile

s of g

arba

ge a

nd ju

nk, a

nim

als,

etc

."

5 ou

t of 5

con

ditio

ns a

re

met

and

ther

e ar

e ot

her

prov

isio

ns to

mak

e th

e fe

edin

g ar

ea c

ondu

cive

and

pr

esen

tabl

e.

5 ou

t of 5

con

ditio

ns

are

met

.Le

ss th

an 5

co

nditi

ons a

re m

et.

Non

e of

the

5 co

nditi

ons w

ere

met

.

15D

urin

g fe

edin

g, th

ere

are

enou

gh c

hairs

and

tabl

es.

NA

Ther

e ar

e en

ough

ch

airs

and

tabl

es in

th

e fe

edin

g ro

om.

Chai

rs a

nd ta

bles

in

the

feed

ing

room

ar

e no

t eno

ugh

for

the

BLT

pupi

ls.

Ther

e ar

e no

cha

irs

and

tabl

es in

the

feed

ing

room

.

16"T

he fo

llow

ing

are

avai

labl

e fo

r use

of p

aren

t vo

lunt

eers

and

BLT

pup

ils:

1. H

andw

ashi

ng fa

cilit

y 2.

Soa

p"

Both

han

dwas

hing

faci

lity

AND

soap

are

ava

ilabl

e w

ithin

or n

ear t

he B

LT

feed

ing

cent

er in

add

ition

to

inno

vatio

ns th

at e

nsur

e pr

oper

han

dwas

hing

.

Both

han

dwas

hing

fa

cilit

y AN

D so

ap is

av

aila

ble

with

in o

r ne

ar th

e BL

T fe

edin

g ce

nter

Eith

er th

e ha

ndw

ashi

ng

faci

lity

OR

soap

is

avai

labl

e w

ithin

or

nea

r the

BLT

fe

edin

g ce

nter

No

hand

was

hing

fa

cilit

y an

d so

ap

are

avai

labl

e w

ithin

or

nea

r the

BLT

fe

edin

g ce

nter

.

17Th

ere

is a

n ac

cura

te w

eigh

ing

scal

e in

side

or n

ear t

he

feed

ing

cent

erTh

ere

is a

n ac

cura

te

wei

ghin

g sc

ale

dedi

cate

d so

lely

for t

he B

LT p

upils

.

Ther

e is

an

accu

rate

w

eigh

ing

scal

e in

th

e sc

hool

that

BLT

pu

pils

can

use

as

nece

ssar

y.

Ther

e is

a w

eigh

ing

scal

e bu

t acc

urac

y is

que

stion

able

.

Ther

e is

no

w

eigh

ing

scal

e av

aila

ble

in th

e sc

hool

ACCOU

NTABILITY TO

PARTNERS AVE. SCO

RE

FACIndicator

3 - Above Average / Outstanding

2 - Average1 - Below

Average0- Poor

RATING

REMARKS

Financial Accountability

1Expenses are supported by acknow

ledgment receipts

Complete m

arket order lists have att

ached verified and correct receipts and are filed properly.

Complete m

arket order lists have att

ached verified and correct receipts.

Market order lists are

incomplete or receipts are

lacking.

School has no market

order lists or official

receipts to present.

2There is a clear tally of w

eekly expenses versus budget

ALL Weekly M

arket Order List

and Financial summ

ary are com

plete, accurate, and updated on a w

eekly basis

ALL Weekly M

arket O

rder List and Financial sum

mary are com

plete and accurate.

ALL Weekly M

arket O


mary are incom

plete or are inaccurate

School has no Weekly

Market O


mary to

present

Report Preparation

3"BLT docum

ents are complete,

accurate, updated, and properly filed: A

. School Profile B. M

asterlist of Pupils E: M

onthly Market O

rder List and Financial Report F. D

aily and Monthly BLT

Attendance Chart

G. BM

I Monitoring Chart

H. BLT Report Card

F. BLT Corner (Annex F of the School M

anual)"

7 out 7 forms are com

plete, accurate, updated, and properly filed

5 to 6 of the 7 forms

are complete, accurate,

updated, and properly filed

Less than 5 forms are

complete, accurate,

updated, and properly filed

None of the form

s were

presented

Stakeholder Reporting and Feedback

4The school shares its BLT report card w

ith parents, donors, and other stakeholders

Regular meetings w

ith parents, donors, and other stakeholders are held and are com

pletely docum

ented

Regular meetings w

ith parents are held and docum

ented

Meetings w

ith any stakeholder group is held but irregular

No m

eeting with any

stakeholder group was

held.

Total Score

Total Items

(Total Score divided by num

ber of items)

COM

MU

NIT

Y O

WN

ERSH

IP A

VERA

GE S

CORE

FAC

Indi

cato

r3

- Abo

ve A

vera

ge /

O

utst

andi

ng2

- Ave

rage

1 - B

elow

Ave

rage

0-Po

orRA

TIN

GRE

MAR

KS

Pare

nt

Invo

lvem

ent

1BL

T pa

rent

s / p

aren

t vol

unte

ers p

erfo

rm

thei

r dai

ly a

ssig

ned

task

s.At

leas

t 5 B

LT p

aren

ts

assi

gned

per

day

att

end

the

feed

ing

and

perf

orm

th

eir t

asks

(as s

how

n in

att

enda

nce

shee

ts)

At le

ast 3

BLT

par

ents

as

sign

ed p

er d

ay a

tten

d th

e fe

edin

g an

d pe

rfor

m

thei

r tas

ks (a

s sho

wn

in

atten

danc

e sh

eets

)

"The

re a

re n

o att

enda

nce

shee

ts o

r le

ss th

an 3

BLT

par

ents

as

sign

ed p

er d

ay

atten

d th

e fe

edin

g an

d pe

rfor

m th

eir t

asks

"

No

BLT

pare

nt a

re

pres

ent t

o pe

rfor

m

daily

ass

igne

d ta

sks.

2BL

T pa

rent

s reg

ular

ly a

tten

d m

eetin

gs a

nd

sem

inar

s con

duct

ed.

All B

LT p

aren

ts a

tten

d re

gula

r mee

tings

and

se

min

ars c

ondu

cted

.

Mee

tings

/sem

inar

s w

heth

er re

gula

r or

irreg

ular

wer

e att

ende

d by

mor

e th

an h

alf o

f BLT

pa

rent

vol

unte

ers.

Mee

tings

/sem

inar

s w

ere

atten

ded

by le

ss

than

hal

f of B

LT p

aren

t vo

lunt

eers

.

No

pare

nts a

tten

ded

any

mee

ting

or s

emin

ar

cond

ucte

d.

3Th

e Pa

rent

s-Te

ache

rs A

ssoc

iatio

n (P

TA)

prov

ides

acti

ve s

uppo

rt (e

.g. e

ncou

ragi

ng

pare

nt v

olun

teer

to a

tten

d re

gula

rly;

addr

essi

ng p

aren

t-re

late

d is

sues

/con

cern

s;

rais

ing

fund

s, o

btai

ning

nec

essa

ry

reso

urce

s suc

h as

feed

ing

uten

sils

, eq

uipm

ent,

etc.

) to

the

BLT

prog

ram

.

The

Pare

nts-

Teac

hers

As

soci

ation

(PTA

) pro

vide

s ac

tive

supp

ort t

o th

e BL

T pr

ogra

m o

n a

regu

lar a

nd

conti

nuin

g ba

sis.

The

Pare

nts-

Teac

hers

As

soci

ation

(PTA

) pr

ovid

es s

uppo

rt to

the

BLT

prog

ram

whe

neve

r ta

pped

.

The

Pare

nts-

Teac

hers

As

soci

ation

(PTA

) has

at

leas

t 1 c

ontr

ibuti

on

in th

e BL

T Pr

ogra

m in

w

hate

ver f

orm

.

The

PTA

is n

ot in

volv

ed

in th

e BL

T P

rogr

am in

an

y w

ay

Advo

cacy

an

d Fu

nd

Rais

ing

4Th

e sc

hool

allo

cate

s cas

h or

in-k

ind

coun

terp

art f

or B

LT im

plem

enta

tion

(e.g

. fr

om s

choo

l can

teen

fund

, MO

, sch

ool

gard

en, e

tc.)

The

scho

ol c

ontin

ousl

y ra

ises

loca

l cou

nter

part

fo

r BLT

(as s

how

n in

the

Fina

ncia

l Sum

mar

y) a

t le

ast o

nce

ever

y m

onth

.

The

scho

ol ra

ises

loca

l co

unte

rpar

t for

BLT

(as

show

n in

the

Fina

ncia

l Su

mm

ary)

mor

e th

an

once

alth

ough

not

re

gula

rly.

The

scho

ol w

as a

ble

to

rais

e lo

cal c

ount

erpa

rt

for B

LT in

at l

east

one

in

stan

ce.

The

scho

ol is

una

ble

to

rais

e lo

cal c

ount

erpa

rt

for B

LT.

5Th

e sc

hool

was

abl

e to

rais

e fu

nds t

hrou

gh

exte

rnal

don

ation

s (ex

. Bar

anga

y, p

rivat

e do

nors

etc

)

The

scho

ol ra

ises

fund

s th

roug

h ex

tern

al

dona

tions

(as s

how

n in

the

Wee

kly

Mar

ket O

rder

Lis

t an

d Fi

nanc

ial S

umm

ary)

re

gula

rly fo

r at l

east

onc

e ev

ery

mon

th

The

scho

ol w

as a

ble

to ra

ise

fund

s for

BL

T th

roug

h ex

tern

al

dona

tions

for m

ore

than

onc

e al

thou

gh n

ot

regu

larly

The

scho

ol w

as a

ble

to ra

ise

fund

s for

BL

T th

roug

h ex

tern

al

dona

tions

in a

t lea

st

one

inst

ance

The

scho

ol w

as u

nabl

e to

rais

e fu

nds s

ourc

ed

from

ext

erna

l don

ors

(as s

how

n in

the

Wee

kly

Mar

ket O

rder

Lis

t and

Fi

nanc

ial S

umm

ary)

.

6M

akes

acc

urat

e re

cord

ing

and

disc

losu

res

of fu

nd ra

isin

g ac

tiviti

es b

y re

porti

ng to

st

akeh

olde

rs a

nd re

flecti

ng in

the

BLT

Fina

ncia

l Rep

orts

/ B

LT re

port

card

All f

und

rais

ing

activ

ities

co

nduc

ted

are

com

plet

ely

reco

rded

in o

ffica

l rep

orts

an

d/or

doc

umen

ts,

accu

rate

ly d

iscl

osed

in th

e BL

T Fi

nanc

ial R

epor

ts /

BLT

re

port

card

and

repo

rted

to

Sta

keho

lder

s

All f

und

rais

ing

activ

ities

con

duct

ed a

re

com

plet

ely

reco

rded

in

offi

cal r

epor

ts a

nd/

or d

ocum

ents

and

are

ac

cura

tely

refle

cted

in

the

BLT

Fin

anci

al

Repo

rts /

BLT

repo

rtca

rd

Not

all

fund

rais

ing

activ

ities

wer

e re

cord

ed in

repo

rts/

docu

men

ts a

nd

disc

lose

d fu

nds i

n th

e BL

T Fi

nanc

ial R

epor

t an

d BL

T Re

port

Car

d ar

e in

accu

rate

.

Ther

e ar

e no

reco

rds/

repo

rts o

f fun

d ra

isin

g ac

tiviti

es c

ondu

cted

. M

eanw

hile

, dis

clos

ed

fund

s in

the

BLT

Fina

ncia

l Rep

ort a

nd

BLT

Repo

rt C

ard

are

inac

cura

te.

Tota

l Sco

re

To

tal I

tem

s

(Tot

al S

core

div

ided

by

num

ber o

f ite

ms)

FAC

Indi

cato

r3

- Abo

ve A

vera

ge /

O

utst

andi

ng2

- Ave

rage

1 - B

elow

Ave

rage

0-Po

orRA

TIN

GRE

MAR

KS

Part

ners

hips

7"T

he S

choo

l Prin

cipa

l is a

ble

to a

ct a

s an

amba

ssad

or o

f BLT

: a.

Dem

onst

rate

s tho

roug

h kn

owle

dge

of

BLT

and

its b

enefi

ts

b. C

ites B

LT a

s one

of t

he s

choo

l’s k

ey

prog

ram

s in

offici

al c

omm

unic

ation

s,

repo

rts,

and

oth

er d

ocum

ents

(inf

orm

ation

ki

t, po

wer

poi

nt p

rese

ntati

ons e

tc)"

Prin

cipa

l is a

ble

to e

xpla

in

wha

t BLT

is a

nd h

ow B

LT

bene

fits h

is/h

er s

choo

l an

d th

e co

mm

unity

and

is

abl

e to

sho

w m

ore

than

one

(1) o

ffici

al

com

mun

icati

ons /

repo

rts

whe

re s/

he c

ited

the

BLT

Prog

ram

.

Prin

cipa

l is a

ble

to

expl

ain

wha

t BLT

is

and

how

BLT

ben

efits

hi

s/he

r sch

ool a

nd th

e co

mm

unity

as s

how

n in

at l

east

1 o

ffici

al

com

mun

icati

on/

repo

rt

whe

re s/

he c

ited

BLT

Prin

cipa

l is a

ble

to

expl

ain

wha

t BLT

is

and

how

BLT

ben

efits

hi

s/he

r sch

ool a

nd th

e co

mm

unity

. How

ever

, pr

inci

pal n

ever

cite

d BL

T in

any

offi

cal

com

mun

icati

on a

nd/

or re

port

.

Prin

cipa

l has

min

imal

kn

owle

dge

of B

LT

and

ther

e is

no

proo

f to

sho

w th

at h

e/sh

e ci

ted

BLT

in a

ny o

ffica

l co

mm

unic

ation

and

/or

repo

rt a

s one

of t

he

scho

ol’s

key

prog

ram

s.

8"T

here

is a

n ac

tive

BLT

Scho

ol T

eam

, co

mpo

sed

of a

t lea

st th

ree

mem

bers

: - S

choo

l Prin

cipa

l - F

eedi

ng C

oord

inat

or

- Gra

de L

evel

Coo

rdin

ator

"

BLT

Scho

ol T

eam

is

com

pose

d of

mor

e th

an

thre

e ac

tive

mem

bers

as

ide

from

the

sugg

este

d m

embe

rs.

BLT

Scho

ol T

eam

is

com

pose

d of

thre

e ac

tive

mem

bers

BLT

Scho

ol T

eam

is

com

pose

d of

less

than

th

ree

activ

e m

embe

rs

"Onl

y on

e of

the

follo

win

g w

orks

acti

vely

in

the

BLT

Prog

ram

: - S

choo

l Prin

cipa

l - F

eedi

ng C

oord

inat

or

- Gra

de L

evel

Co

ordi

nato

r"

Suggested Form G : Checklist of Facilities Requirements for School Feeding

Requirement Quantity / Other Notes RemarksDaily Feeding Infrastructure and Utensil RequirementsFor Preparation, Cooking and ServingCooking Stove 1 setCooking pot 2 pcsChopping Board 1 pcKnife 1 pcLadle 2 pcBasin 1 setPlates 40 setsSpoons and Forks 40 setsGlass 40 setsServing Trays 1 – 2 pcsDishwashing and CleaningDishwashing soap and liquidBasin 1 pcRags 2 pcsFloor mop/brush 1 pcWeight and Height-takingWeighing scale (detecto or bathroom scale) 1 setTape Measure 1 setDiningTables and chairs For 40 pupilsOther Items / FacilitiesFuel for cookingFire ExtinguisherWell-ventilated cooking and dining area (feeding center)Source of clean, potable waterSchool and Community SupportPrincipal, Nutrition Coordinator and School Nurse involvementOrientation and detailed planning at the school levelPresence of BLT Council of Parents with officers, assignments and scheduleCommitment of LGU and DepEd Presence of sustainability plan for continuing the programOther PreparationsInputs on food safety and preparation for parents Menu plan for the month

Suggested Form H: Tracking of Community Support

Stakeholder

Actual resources committed to the program

(including amount in pesos if possible)

Possible support in the future

PTCA

Barangay Leaders

Municipal Health Office

Local businessmen

Local parish

Local Government Unit

Other stakeholders

Total Estimated Amount:

Sugg

este

d Fo

rm I:

Eva

luati

on M

eetin

g Do

cum

enta

tion

Tem

plat

e

Topi

c / C

ompo

nent

Que

stion

sAn

swer

s

BLT

acco

mpl

ishm

ents

How

man

y pu

pils/

pare

nts b

enefi

ted

from

BLT

? (n

umbe

r)

What are the results of the BLT implementation in terms of:

Pupi

l Att

enda

nce

(num

eric

al

impr

ovem

ent)

Wei

ght i

mpr

ovem

ent

Acad

emic

per

form

ance

Part

ners

an

d re

sour

ces

mob

ilize

d

Redu

ction

in fe

edin

g co

sts

BLT

Bene

fits

Oth

er t

han

thos

e st

ated

abo

ve, w

hat

are

the

othe

r ben

efits

of B

LT to

the

pupi

ls, p

aren

ts a

nd

scho

ol?

Prob

lem

s enc

ount

ered

and

m

itiga

ting

mea

sure

s

Wha

t pro

blem

s / is

sues

hav

e yo

u en

coun

tere

d in

con

ducti

ng t

he f

eedi

ng p

rogr

am?

How

do

you

reso

lve

them

?

Area

s for

impr

ovem

ent

Wha

t ar

e th

e pr

ogra

ms

area

s fo

r im

prov

emen

t?

Sust

aina

bilit

y pl

an

How

do

you

plan

to su

stai

n th

e pr

ogra

m?

Who

are

the

part

ners

you

are

con

sider

ing

for

sust

aini

ng th

e pr

ogra

m?

Wha

t as

sista

nce

do y

ou n

eed

from

Jol

libee

Gr

oup

Foun

datio

n in

im

plem

entin

g yo

ur

sust

aina

bilit

y pl

an?

Annex A: Roles and Responsibilities at the School Level

Role Responsibility

Principal

Coordinate the overall operations of the feeding program based on the feeding plan • submittedSubmit program and financial report to the LIP and local education alliance• Ensure the participation/support of the other school officials and parents in the • programMobilize additional resources or expertise that will be needed by the program • Coordinate with the local partner for the conduct of parents’ seminars.•

Feeding Coordinator

/ H.E. Teacher

Organize the parent group assignments then and the parents, prepare the feeding • menu for the programEnsure that the parents follow the proper way of cooking and serving the food as • well as cleaning of the kitchen and feeding areas.Solicit feedback from the pupils and parents on the menu prepared for the day in • terms of taste and cost.Develop new recipes with the parents during the course of the program. • Manage the budget for the feeding program.• Prepare monthly financial report including counterpart resources raised• Check and monitor pupils’ attendance for every feeding activity.•

GradeLevel Teacher

Check and monitor pupils’ attendance in class.• Assist in weighing and height-taking of the BLT Pupils.•

DepEd Division/ School Nurse

Measure the weight and height of the pupils at the beginning, midyear and end of • feeding.Prepare the BMI status report and submit to the principal.• Ensure that the pupils undergo deworming before the feeding program starts• Test BLT pupils for primary complex infection.•

BLT Parents

Ensure that his/her child is present daily in class and in feeding activity.• On his/her assigned day:•

Ensure that ingredients are available for the menu of the day. »Cook the daily lunch. »Set and serve food to the pupils. »Ensure that the children wash their hands before taking the meal. »Clean up dishes, pots and pans. »

Keep the kitchen clean and return cooking and eating implements in proper places. • Apply the learnings from BLT for the family at home•

PTA Officials

Assist in arranging the parent’s schedules weekly responsibilities• Help conduct of parent’s seminars• Ensure the support of the BLT parents by motivating them and reaffirming their • commitmentHelp mediate the disputes that can occur between parents groupsEngage in advocacy • for the program with other partnersProvide resource support for the BLT program via other projects (e.g. donating • revenue from other projects to support cost of BLT Program)

HEI

GHT

WEI

GHT

10.0

10.5

11.0

11.5

12.0

12.5

13.0

13.5

14.0

14.5

15.0

15.5

16.0

16.5

17.0

17.5

18.0

18.5

19.0

19.5

20.0

20.5

21.0

21.5

22.0

22.5

23.0

kgm

cm22

23.1

24.2

25.3

26.4

27.5

28.6

29.7

30.8

31.9

3334

.135

.236

.337

.438

.539

.640

.741

.842

.944

45.1

46.2

47.3

48.4

49.5

50.6

lbs

0.90

9012

.313

.013

.614

.214

.815

.416

.016

.717

.317

.918

.519

.119

.820

.421

.021

.622

.222

.823

.524

.124

.725

.325

.926

.527

.227

.828

.40.

9191

12.1

12.7

13.3

13.9

14.5

15.1

15.7

16.3

16.9

17.5

18.1

18.7

19.3

19.9

20.5

21.1

21.7

22.3

22.9

23.5

24.2

24.8

25.4

26.0

26.6

27.2

27.8

0.92

9211

.812

.413

.013

.614

.214

.815

.415

.916

.517

.117

.718

.318

.919

.520

.120

.721

.321

.922

.423

.023

.624

.224

.825

.426

.026

.627

.20.

9393

11.6

12.1

12.7

13.3

13.9

14.5

15.0

15.6

16.2

16.8

17.3

17.9

18.5

19.1

19.7

20.2

20.8

21.4

22.0

22.5

23.1

23.7

24.3

24.9

25.4

26.0

26.6

0.94

9411

.311

.912

.413

.013

.614

.114

.715

.315

.816

.417

.017

.518

.118

.719

.219

.820

.420

.921

.522

.122

.623

.223

.824

.324

.925

.526

.00.

9595

11.1

11.6

12.2

12.7

13.3

13.9

14.4

15.0

15.5

16.1

16.6

17.2

17.7

18.3

18.8

19.4

19.9

20.5

21.1

21.6

22.2

22.7

23.3

23.8

24.4

24.9

25.5

0.96

9610

.911

.411

.912

.513

.013

.614

.114

.615

.215

.716

.316

.817

.417

.918

.419

.019

.520

.120

.621

.221

.722

.222

.823

.323

.924

.425

.00.

9797

10.6

11.2

11.7

12.2

12.8

13.3

13.8

14.3

14.9

15.4

15.9

16.5

17.0

17.5

18.1

18.6

19.1

19.7

20.2

20.7

21.3

21.8

22.3

22.9

23.4

23.9

24.4

0.98

9810

.410

.911

.512

.012

.513

.013

.514

.114

.615

.115

.616

.116

.717

.217

.718

.218

.719

.319

.820

.320

.821

.321

.922

.422

.923

.423

.90.

9999

10.2

10.7

11.2

11.7

12.2

12.8

13.3

13.8

14.3

14.8

15.3

15.8

16.3

16.8

17.3

17.9

18.4

18.9

19.4

19.9

20.4

20.9

21.4

21.9

22.4

23.0

23.5

1.00

100

10.0

10.5

11.0

11.5

12.0

12.5

13.0

13.5

14.0

14.5

15.0

15.5

16.0

16.5

17.0

17.5

18.0

18.5

19.0

19.5

20.0

20.5

21.0

21.5

22.0

22.5

23.0

1.01

101

9.8

10.3

10.8

11.3

11.8

12.3

12.7

13.2

13.7

14.2

14.7

15.2

15.7

16.2

16.7

17.2

17.6

18.1

18.6

19.1

19.6

20.1

20.6

21.1

21.6

22.1

22.5

1.02

102

9.6

10.1

10.6

11.1

11.5

12.0

12.5

13.0

13.5

13.9

14.4

14.9

15.4

15.9

16.3

16.8

17.3

17.8

18.3

18.7

19.2

19.7

20.2

20.7

21.1

21.6

22.1

1.03

103

9.4

9.9

10.4

10.8

11.3

11.8

12.3

12.7

13.2

13.7

14.1

14.6

15.1

15.6

16.0

16.5

17.0

17.4

17.9

18.4

18.9

19.3

19.8

20.3

20.7

21.2

21.7

1.04

104

9.2

9.7

10.2

10.6

11.1

11.6

12.0

12.5

12.9

13.4

13.9

14.3

14.8

15.3

15.7

16.2

16.6

17.1

17.6

18.0

18.5

19.0

19.4

19.9

20.3

20.8

21.3

1.05

105

9.1

9.5

10.0

10.4

10.9

11.3

11.8

12.2

12.7

13.2

13.6

14.1

14.5

15.0

15.4

15.9

16.3

16.8

17.2

17.7

18.1

18.6

19.0

19.5

20.0

20.4

20.9

1.06

106

8.9

9.3

9.8

10.2

10.7

11.1

11.6

12.0

12.5

12.9

13.3

13.8

14.2

14.7

15.1

15.6

16.0

16.5

16.9

17.4

17.8

18.2

18.7

19.1

19.6

20.0

20.5

1.07

107

8.7

9.2

9.6

10.0

10.5

10.9

11.4

11.8

12.2

12.7

13.1

13.5

14.0

14.4

14.8

15.3

15.7

16.2

16.6

17.0

17.5

17.9

18.3

18.8

19.2

19.7

20.1

1.08

108

8.6

9.0

9.4

9.9

10.3

10.7

11.1

11.6

12.0

12.4

12.9

13.3

13.7

14.1

14.6

15.0

15.4

15.9

16.3

16.7

17.1

17.6

18.0

18.4

18.9

19.3

19.7

1.09

109

8.4

8.8

9.3

9.7

10.1

10.5

10.9

11.4

11.8

12.2

12.6

13.0

13.5

13.9

14.3

14.7

15.2

15.6

16.0

16.4

16.8

17.3

17.7

18.1

18.5

18.9

19.4

1.10

110

8.3

8.7

9.1

9.5

9.9

10.3

10.7

11.2

11.6

12.0

12.4

12.8

13.2

13.6

14.0

14.5

14.9

15.3

15.7

16.1

16.5

16.9

17.4

17.8

18.2

18.6

19.0

1.11

111

8.1

8.5

8.9

9.3

9.7

10.1

10.6

11.0

11.4

11.8

12.2

12.6

13.0

13.4

13.8

14.2

14.6

15.0

15.4

15.8

16.2

16.6

17.0

17.4

17.9

18.3

18.7

1.12

112

8.0

8.4

8.8

9.2

9.6

10.0

10.4

10.8

11.2

11.6

12.0

12.4

12.8

13.2

13.6

14.0

14.3

14.7

15.1

15.5

15.9

16.3

16.7

17.1

17.5

17.9

18.3

1.13

113

7.8

8.2

8.6

9.0

9.4

9.8

10.2

10.6

11.0

11.4

11.7

12.1

12.5

12.9

13.3

13.7

14.1

14.5

14.9

15.3

15.7

16.1

16.4

16.8

17.2

17.6

18.0

1.14

114

7.7

8.1

8.5

8.8

9.2

9.6

10.0

10.4

10.8

11.2

11.5

11.9

12.3

12.7

13.1

13.5

13.9

14.2

14.6

15.0

15.4

15.8

16.2

16.5

16.9

17.3

17.7

1.15

115

7.6

7.9

8.3

8.7

9.1

9.5

9.8

10.2

10.6

11.0

11.3

11.7

12.1

12.5

12.9

13.2

13.6

14.0

14.4

14.7

15.1

15.5

15.9

16.3

16.6

17.0

17.4

1.16

116

7.4

7.8

8.2

8.5

8.9

9.3

9.7

10.0

10.4

10.8

11.1

11.5

11.9

12.3

12.6

13.0

13.4

13.7

14.1

14.5

14.9

15.2

15.6

16.0

16.3

16.7

17.1

1.17

117

7.3

7.7

8.0

8.4

8.8

9.1

9.5

9.9

10.2

10.6

11.0

11.3

11.7

12.1

12.4

12.8

13.1

13.5

13.9

14.2

14.6

15.0

15.3

15.7

16.1

16.4

16.8

1.18

118

7.2

7.5

7.9

8.3

8.6

9.0

9.3

9.7

10.1

10.4

10.8

11.1

11.5

11.9

12.2

12.6

12.9

13.3

13.6

14.0

14.4

14.7

15.1

15.4

15.8

16.2

16.5

1.19

119

7.1

7.4

7.8

8.1

8.5

8.8

9.2

9.5

9.9

10.2

10.6

10.9

11.3

11.7

12.0

12.4

12.7

13.1

13.4

13.8

14.1

14.5

14.8

15.2

15.5

15.9

16.2

1.20

120

6.9

7.3

7.6

8.0

8.3

8.7

9.0

9.4

9.7

10.1

10.4

10.8

11.1

11.5

11.8

12.2

12.5

12.8

13.2

13.5

13.9

14.2

14.6

14.9

15.3

15.6

16.0

Anne

x B:

Bod

y M

ass I

ndex

(BM

I) Co

mpu

tatio

n Ta

ble

How

to u

se: 1

) Loo

k fo

r the

wei

ght v

alue

(in

kg o

r lbs

) fro

m th

e to

p ro

w. 2

) Loo

k fo

r the

hei

ght v

alue

(in

m o

r cm

) fro

m th

e le

ft m

ost c

olum

n. 3

) Put

your

fing

er o

n th

e w

eigh

t val

ue a

t the

top

and

mov

e in

a st

raig

ht lin

e do

wnw

ard

to w

here

the

heig

ht va

lue

is on

the

left.

4)Th

e va

lue

whe

re th

ey w

ill m

eet i

s the

BM

I val

ue.

Annex C: Determining BMI-for-Age 6-10 years old (BOYS)

Severely Wasted Wasted Normal Overweight Obese

Year:Month Months from to from to from to6:00 72 ≤12.0 12.1 12.9 13.0 18.5 18.6 20.7 20.8≥6:01 73 ≤12.0 12.1 12.9 13.0 18.6 18.7 20.8 20.9≥6:02 74 ≤12.1 12.2 13.0 13.1 18.6 18.7 20.8 20.9≥6:03 75 ≤12.1 12.2 13.0 13.1 18.6 18.7 20.9 21.0≥6:04 76 ≤12.1 12.2 13.0 13.1 18.7 18.8 21.0 21.1≥6:05 77 ≤12.1 12.2 13.0 13.1 18.7 18.8 21.0 21.1≥6:06 78 ≤12.1 12.2 13.0 13.1 18.7 18.8 21.1 21.2≥6:07 79 ≤12.1 12.2 13.0 13.1 18.8 18.9 21.2 21.3≥6:08 80 ≤12.1 12.2 13.0 13.1 18.8 18.9 21.3 21.4≥6:09 81 ≤12.1 12.2 13.0 13.1 18.9 19.0 21.3 21.4≥6:10 82 ≤12.1 12.2 13.0 13.1 18.9 19.0 21.4 21.5≥6:11 83 ≤12.1 12.2 13.0 13.1 19.0 19.1 21.5 21.6≥7:00 84 ≤12.2 12.3 13.0 13.1 19.0 19.1 21.6 21.7≥7:01 85 ≤12.2 12.3 13.1 13.2 19.1 19.2 21.7 21.8≥7:02 86 ≤12.2 12.3 13.1 13.2 19.1 19.2 21.8 21.8≥7:03 87 ≤12.2 12.3 13.1 13.2 19.2 19.3 21.9 22.0≥7:04 88 ≤12.2 12.3 13.1 13.2 19.2 19.3 22.0 22.1≥7:05 89 ≤12.2 12.3 13.1 13.2 19.3 19.4 22.0 22.1≥7:06 90 ≤12.2 12.3 13.1 13.2 19.3 19.4 22.1 22.2≥7:07 91 ≤12.2 12.3 13.1 13.2 19.4 19.5 22.2 22.3≥7:08 92 ≤12.2 12.3 13.1 13.2 19.4 19.5 22.4 22.5≥7:09 93 ≤12.3 12.4 13.2 13.3 19.5 19.6 22.5 22.6≥7:10 94 ≤12.3 12.4 13.2 13.3 19.6 19.7 22.6 22.7≥7:11 95 ≤12.3 12.4 13.2 13.3 19.6 19.7 22.7 22.8≥8:00 96 ≤12.3 12.4 13.2 13.3 19.7 19.8 22.8 22.9≥8:01 97 ≤12.3 12.4 13.2 13.3 19.7 19.8 22.9 23.0≥8:02 98 ≤12.3 12.4 13.2 13.3 19.8 19.9 23.0 23.1≥8:03 99 ≤12.3 12.4 13.2 13.3 19.9 20.0 23.1 23.2≥8:04 100 ≤12.3 12.4 13.3 13.4 19.9 20.0 23.3 23.4≥8:05 101 ≤12.4 12.5 13.3 13.4 20.0 20.1 23.4 23.5≥8:06 102 ≤12.4 12.5 13.3 13.4 20.1 20.2 23.5 23.6≥

8:07 103 ≤12.4 12.5 13.3 13.4 20.1 20.2 23.6 23.7≥8:08 104 ≤12.4 12.5 13.3 13.4 20.2 20.3 23.8 23.9≥8:09 105 ≤12.4 12.5 13.3 13.4 20.3 20.4 23.9 24.0≥8:10 106 ≤12.4 12.5 13.4 13.5 20.3 20.4 24.0 24.1≥8:11 107 ≤12.4 12.5 13.4 13.5 20.4 20.5 24.2 24.3≥9:00 108 ≤12.5 12.6 13.4 13.5 20.5 20.6 24.3 24.4≥9:01 109 ≤12.5 12.6 13.4 13.5 20.5 20.6 24.4 24.5≥9:02 110 ≤12.5 12.6 13.4 13.5 20.6 20.7 24.6 24.7≥9:03 111 ≤12.5 12.6 13.4 13.5 20.7 20.8 24.7 24.8≥9:04 112 ≤12.5 12.6 13.5 13.6 20.8 20.9 24.9 25.0≥9:05 113 ≤12.5 12.6 13.5 13.6 20.8 20.9 25.0 25.1≥9:06 114 ≤12.6 12.7 13.5 13.6 20.9 21.0 25.1 25.2≥9:07 115 ≤12.6 12.7 13.5 13.6 21.0 21.1 25.3 25.4≥9:08 116 ≤12.6 12.7 13.5 13.6 21.1 21.2 25.5 25.6≥9:09 117 ≤12.6 12.7 13.6 13.7 21.2 21.3 25.6 25.7≥9:10 118 ≤12.6 12.7 13.6 13.7 21.2 21.3 25.8 25.9≥9:11 119 ≤12.7 12.8 13.6 13.7 21.3 21.4 25.9 26.0≥

10:00 120 ≤12.7 12.8 13.6 13.7 21.4 21.5 26.1 26.2≥10:01 121 ≤12.7 12.8 13.7 13.8 21.5 21.6 26.2 26.3≥10:02 122 ≤12.7 12.8 13.7 13.8 21.6 21.7 26.4 26.5≥10:03 123 ≤12.7 12.8 13.7 13.8 21.7 21.8 26.6 26.7≥10:04 124 ≤12.8 12.9 13.7 13.8 21.7 21.8 26.7 26.8≥10:05 125 ≤12.8 12.9 13.8 13.9 21.8 21.9 26.9 27.0≥10:06 126 ≤12.8 12.9 13.8 13.9 21.9 22.0 27.0 27.1≥10:07 127 ≤12.8 12.9 13.8 13.9 22.0 22.1 27.2 27.3≥10:08 128 ≤12.9 13.0 13.8 13.9 22.1 22.2 27.4 27.5≥10:09 129 ≤12.9 13.0 13.9 14.0 22.2 22.3 27.5 27.6≥10:10 130 ≤12.9 13.0 13.9 14.0 22.3 22.4 27.7 27.8≥10:11 131 ≤12.9 13.0 13.9 14.0 22.4 22.5 27.9 28.0≥

Annex C: Determining BMI-for-Age 6-10 years old (BOYS)

Annex C: Determining BMI-for-Age 6-10 years old (GIRLS)

Severely Wasted Wasted Normal Overweight Obese

Year:Month Months from to from to from to6:00 72 ≤11.6 11.7 12.6 12.7 19.2 19.3 22.1 22.2≥6:01 73 ≤11.6 11.7 12.6 12.7 19.3 19.4 22.2 22.3≥6:02 74 ≤11.6 11.7 12.6 12.7 19.3 19.4 22.3 22.4≥6:03 75 ≤11.6 11.7 12.6 12.7 19.3 19.4 22.4 22.5≥6:04 76 ≤11.6 11.7 12.6 12.7 19.4 19.5 22.5 22.6≥6:05 77 ≤11.6 11.7 12.6 12.7 19.4 19.5 22.6 22.7≥6:06 78 ≤11.6 11.7 12.6 12.7 19.5 19.6 22.7 22.8≥6:07 79 ≤11.6 11.7 12.6 12.7 19.5 19.6 22.8 22.9≥6:08 80 ≤11.6 11.7 12.6 12.7 19.6 19.7 22.9 23.0≥6:09 81 ≤11.6 11.7 12.6 12.7 19.6 19.7 23.0 23.1≥6:10 82 ≤11.6 11.7 12.6 12.7 19.7 19.8 23.1 23.2≥6:11 83 ≤11.6 11.7 12.6 12.7 19.7 19.8 23.2 23.3≥7:00 84 ≤11.7 11.8 12.6 12.7 19.8 19.9 23.3 23.4≥7:01 85 ≤11.7 11.8 12.6 12.7 19.8 19.9 23.4 23.5≥7:02 86 ≤11.7 11.8 12.7 12.8 19.9 20.0 23.5 23.6≥7:03 87 ≤11.7 11.8 12.7 12.8 20.0 20.1 23.6 23.7≥7:04 88 ≤11.7 11.8 12.7 12.8 20.0 20.1 23.7 23.8≥7:05 89 ≤11.7 11.8 12.7 12.8 20.1 20.2 23.9 24.0≥7:06 90 ≤11.7 11.8 12.7 12.8 20.1 20.2 24.0 24.1≥7:07 91 ≤11.7 11.8 12.7 12.8 20.2 20.3 24.1 24.2≥7:08 92 ≤11.7 11.8 12.7 12.8 20.3 20.4 24.2 24.3≥7:09 93 ≤11.7 11.8 12.7 12.8 20.3 20.4 24.4 24.5≥7:10 94 ≤11.8 11.9 12.8 12.9 20.4 20.5 24.5 24.6≥7:11 95 ≤11.8 11.9 12.8 12.9 20.5 20.6 24.6 24.7≥8:00 96 ≤11.8 11.9 12.8 12.9 20.6 20.7 24.8 24.9≥8:01 97 ≤11.8 11.9 12.8 12.9 20.6 20.7 24.9 25.0≥8:02 98 ≤11.8 11.9 12.8 12.9 20.7 20.8 25.1 25.2≥8:03 99 ≤11.8 11.9 12.8 12.9 20.8 20.9 25.2 25.3≥8:04 100 ≤11.8 11.9 12.9 13.0 20.9 21.0 25.3 25.4≥8:05 101 ≤11.9 12.0 12.9 13.0 20.9 21.0 25.5 25.6≥8:06 102 ≤11.9 12.0 12.9 13.0 21.0 21.1 25.6 25.7≥

8:07 103 ≤11.9 12.0 12.9 13.0 21.1 21.2 25.8 25.9≥8:08 104 ≤11.9 12.0 12.9 13.0 21.2 21.3 25.9 26.0≥8:09 105 ≤11.9 12.0 13.0 13.1 21.3 21.4 26.1 26.2≥8:10 106 ≤12.0 12.1 13.0 13.1 21.3 21.4 26.2 26.3≥8:11 107 ≤12.0 12.1 13.0 13.1 21.4 21.5 26.4 26.5≥9:00 108 ≤12.0 12.1 13.0 13.1 21.5 21.6 26.5 26.6≥9:01 109 ≤12.0 12.1 13.1 13.2 21.6 21.7 26.7 26.8≥9:02 110 ≤12.0 12.1 13.1 13.2 21.7 21.8 26.8 26.9≥9:03 111 ≤12.1 12.2 13.1 13.2 21.8 21.9 27.0 27.1≥9:04 112 ≤12.1 12.2 13.1 13.2 21.9 22.0 27.2 27.3≥9:05 113 ≤12.1 12.2 13.2 13.3 21.9 22.0 27.3 27.4≥9:06 114 ≤12.1 12.2 13.2 13.3 22.0 22.1 27.5 27.6≥9:07 115 ≤12.2 12.3 13.2 13.3 22.1 22.2 27.6 27.7≥9:08 116 ≤12.2 12.3 13.3 13.4 22.2 22.3 27.8 27.9≥9:09 117 ≤12.2 12.3 13.3 13.4 22.3 22.4 27.9 28.0≥9:10 118 ≤12.2 12.3 13.3 13.4 22.4 22.5 28.1 28.2≥9:11 119 ≤12.3 12.4 13.3 13.4 22.5 22.6 28.2 28.3≥

10:00 120 ≤12.3 12.4 13.4 13.5 22.6 22.7 28.4 28.5≥10:01 121 ≤12.3 12.4 13.4 13.5 22.7 22.8 28.5 28.6≥10:02 122 ≤12.3 12.4 13.4 13.5 22.8 22.9 28.7 28.8≥10:03 123 ≤12.4 12.5 13.5 13.6 22.8 22.9 28.8 28.9≥10:04 124 ≤12.4 12.5 13.5 13.6 22.9 23.0 29.0 29.1≥10:05 125 ≤12.4 12.5 13.5 13.6 23.0 23.1 29.1 29.2≥10:06 126 ≤12.4 12.5 13.6 13.7 23.1 23.2 29.3 29.4≥10:07 127 ≤12.5 12.6 13.6 13.7 23.2 23.3 29.4 29.5≥10:08 128 ≤12.5 12.6 13.6 13.7 23.3 23.4 29.6 29.7≥10:09 129 ≤12.5 12.6 13.7 13.8 23.4 23.5 29.7 29.8≥10:10 130 ≤12.6 12.7 13.7 13.8 23.5 23.6 29.9 30.0≥10:11 131 ≤12.6 12.7 13.7 13.8 23.6 23.7 30.0 30.1≥

Annex C: Determining BMI-for-Age 6-10 years old (GIRLS)


Problems Proposed Solutions

Changing sets of BLT pupils

IDs for children should be worn in order to properly identify the child as BLT beneficiary. Pupils who drop out during the feeding cycle can be replaced by a new underweight pupil but his/her weight status should not be part of the BLT report card.

Food served is disliked by the BLT pupils

Ask parents to suggest new recipes or create new ones that are nutritious, economical, easy to prepare and delicious.

Habitual absence of BLT pupils during feeding

• Visit the beneficiary family’s house or request for assistance of PTA or other parents in order to find out the reason for absences.

• Talk to the parents through the intervention of the class adviser or Principal.

Frequent illness of a pupil Approach the school nurse or the City or Municipal Health Office for other interventions as necessary.

Absenteeism of parent-volunteers

Or Low attendance of parent

volunteers

Give them specific assignments in the conduct of supplementary • feeding to make them feel that they are an important part of the group and project.Meet with the parents and find out what could be the underlying • reasons for their absence. See which of these reasons can be addressed. For example, get assistance from the men in the community in fetching water from distant sources. Instead of contributing time, those who have to work to get paid can contribute in kind or in cash.Request for support from the PTA officers in ensuring parents’ • participation. Give merit to those groups with consistent attendance. • (See Step 6 in School Manual for other tips on sustaining parent involvement)

Miscommunication among BLT Parents and

Faculty

• Schedule regular meetings at least once a month for sharing of best practices , updates, discussion of any issues, difficulties and concerns among the group.

• Encourage teamwork and accountability;recognize good performance• Set team building workshop and seminar.• The principal and PTA officers can also mediate between disputes

as necessary.

No feeding because the Nutrition Coordinator is

absent

Make sure that the principal forms a BLT team composed of Nutrition Coordinator/HE teacher and Grades 1 and 2 advisers who can take turn in managing the feeding in the absence of the Nutrition Coordinator.

No feeding because of cancellation of classes

Schedule a make-up feeding sessions on weekends to ensure that the 120-day feeding cycle will be accomplished.

School Principal gets assigned to a different

school

The BLT team should be able to orient the new principal about BLT. In the meantime, the Nutrition Coordinator can take the leadership role in managing the feeding.

Delayed submission of school reports/

requirements

Here are the common reasons for delayed report/requirement submission:

Delay in liquidation of expenses thus delay in

reimbursement/ release of fund

Ensure that the Feeding Coordinator has proper documentation of all expenses together with the receipts and market list order.

Reasons: Solutions:Teachers cannot find time to

accomplish the forms due to teaching load.

Make sure that the task is properly divided among the Feeding Coordinator / Nutrition Coordinator/HE teacher and Grades 1 and 2 advisers.

2. It is not clear to the teachers how the forms should be accomplished

Schedule a write-shop session with all BLT schools and accomplish the forms as a group



The following checklist is intended to help you determine the “state of affairs” of your Busog, Lusog, Talino (BLT) program. By identifying the gaps and their sources, you will be able to better determine your priority sustainability challenges. Directions in accomplishing the list are as follows:

1) Answer each question on organizational and financial sustainability with a “Yes” or a “No”.Example: (a) For Item 1.3. If, in your assessment, the BLT vision is clear, understood and shared by all the members of the Core Group, mark the column labelled “Yes”. (b) For Item 2.2. If, in your assessment, although all the core members agree with the vision, not all the core members are fully committed to BLT, make the column labelled “No” 2) Identify the GAP for each item. A “gap” refers to the discrepancy between what you think the condition should be, and what it actually is now.Example: For Item 2.2. You may state the gap as “The LGU does not participate or support the BLT program”.3) Determine the SOURCE OF GAP for each item.Example: For Item 2.2. Identify factors that contribute to the discrepancy between what is and what should be. Is it because the Mayor has not been oriented about BLT? Or is there a lack of follow-through activities to continue engaging all the BLT Core Group members? Or is the LGU not clear with its role and responsibilities?4) Finally, identify which among the gaps identified will the TOP 5 PRIORITIES FOR ACTION in the next six (6) months.

Yes No Gap Source of Gap Priority for Action

ORGANIZATIONAL SUSTAINABILITY1.1 Is our BLT vision clear, understood & shared by the ff. stakeholders?• LIP• LGU • DEPED • Other relevant partners1.2 Do you have a functional Core Group? (If your answer is YES, please go to items 1.3, 2.2 and 2.3)1.3 Is our BLT vision clear, understood & shared by the Core Group?

THE BLT SUSTAINABILITY CHECKLIST


2.1 Do the ff stakeholders demonstrate their commitment & ownership of BLT through their active participation & support?• LIP• LGU • DEPED • SCHOOL • PARENTS• COMMUNITY(Please proceed to item 3)2.2 Do the Core Group members demonstrate their commitment & ownership of BLT thru their active participation & support?2.3 Is the value for BLT embedded in the institutions of the Core Group members? (Please proceed to item 3)3.1 Is there someone who exercises leadership over the program? If yes, please specify who exercises leadership over BLT.3.2 Is there a clear BLT governance structure?4.1 Are the BLT activities relevant, meaningful & have demonstrable positive impact on the community (effective program)?4.2 Do you share with the stakeholders results of the program assessments? 5.1 is there a clear organization with the adequately trained human resources to plan & implement BLT at the:• LIP• LGU• DepEd• BLT School



5.2 Do they work well together (team work)?5.3 Do they meet regularly?6. Are there adequate systems & procedures in place? e.g.• Transparent systems in place • Info dissemination/reporting to stakeholders• Recognition &incentives • Mentoring/Coaching• Staff replacement & training7.1 Have we properly identified & engaged the BLT stakeholders?7.2 Is there effective multi-sectoral networking and partnerships (horizontal & vertical)?FINANCIAL SUSTAINABILITY8. Do we have a sound financial system that ensures accountability & transparency?9.1 Do we have adequate resources to support the BLT operations on an ongoing & stable basis?9.2 Do our programs run at minimal cost (efficient)?10.1 Have we properly mapped potential sources of funds/materials for BLT?10.2 Have we engaged the potential sources of funds/materials for BLT?10.3 Do we have diversified sources of regular funding for BLT?11. Do we have effective resource mobilization strategies?

Element Example: Jollibee Group Foundation’s “GIVE ME FIVE” Employee Giving Campaign

Cause: the advocacy that will benefit from the endeavor

The Busog, Lusog, Talino (BLT) Program, which aims to alleviate hunger among Grades 1 and 2 pupils to help them stay in school and learn better

Cost: the amount needed to be raised

Target: Raise P1.2M from 555 donors (25% of universe of JFC main • employees) Results: Amount raised is double the target amount, and will help feed • over 1,700 BLT pupils for an entire school year

Clock: the duration of the resource mobilization activity

Release of teasers: 2 weeks• Launch and implementation of campaign: 4 weeks•

Contacts: people and groups who can donate or help raise funds

Mobilized over 70 “BLT Champions”— employee volunteers who helped • spread the word about the campaign to their colleaguesRaised funds from over 800 employees and friends•

Call: message to be used in appealing to prospective donors

Insight: “No amount or effort is too little when it comes to making a • daily difference to a child.”Catch phrase: “Feed hungry pupils with just P5 a day & keep them in • school!”

Channels: how to donate or make a contribution

Pledge Forms were distributed to potential donors. Filled out forms • were submitted to Jollibee Group Foundation through email or by dropping off at office Reception Desks nearest them.Donors can choose from the following donation packages and modes•

Control system: mechanisms for acknowledging donors and recording, utilizing and accounting for funds/resources in a timely and transparent way

Recording of donation details on the database upon receiving pledge • formSending of an acknowledgement email and a Give Me 5 button pin upon • receipt of pledge; sending of Thank You card and official receipt upon receipt of full amountPreparation of end-of-campaign report to donors and supporters • Holding of end-of-campaign “BLT Champions Thanksgiving Gathering” • Regular tracking of remittances for contributions done by salary • deduction

Donation options Donation modesThe P150 package: P5/day for • 1 monthThe P750 package: P5/day for • 5 monthsThe P1,500 package: P5/day • for 10 months

Salary deduction, instalment • basisSalary deduction, one-time, • full amountCash/check donation, full • amount

Annex F: The 7Cs of Fund Raising

Annex G: The BLT Community of Practice

Learning Together to Improve BLT PracticeAs advocates of the Busog, Lusog, Talino (BLT) School Feeding Program in the communities, what binds

implementing partners, aside from interest in addressing the issue of hunger in their respective localities, are the shared experiences and practices that help the BLT program deliver results. In this sense, BLT practitioners can collectively be called a Community of Practice.

“Communities of practice (CoP) are groups of people who share a concern or a passion for something they

do and learn how to do it better as they interact regularly (Etienne Wenger, 2012).” Its main purpose is to provide group members with a way to share tips and best practices, ask questions of their colleagues, and to support each other.

The key characteristics and dynamics of CoPs hold true in the BLT context, as depicted in the figure below.

Figure 1. The BLT Community of PracticeAdapted from Knowledge creation within a community of practice (Belinda Allan, 2008)

Key Elements of the BLT CoP Framework

Common purpose. A Community of Practice consists of people who are brought together by a shared interest or cause. For BLT Area Implementing Partners (AIPS) and Local Implementing Partners (LIPs), the goal that commonly drives them to action is that of alleviating hunger among public school children, to help these children to stay in school and learn better.

Trust among members. To achieve a common goal, it is imperative that there is trust and openness among members of the community. Hence, in BLT meetings and events, partners from different sectors and backgrounds are constantly given the platform to exchange perspectives which helps in identifying alternatives and addressing common concerns.

Shared knowledge. Once trust and openness are developed among them, interaction between community members can lead to the exchange of previously unspoken knowledge or undisclosed information that may be key to gaining perspective on the issue at hand. In BLT, the atmosphere of trust and camaraderie developed during partners’ gatherings has resulted to a lot of valuable information shared and new insights gained regarding the practice.

Shared practice. With increased exposure to practical knowledge and varying perspectives, community members able to develop shared practice that collectively works for the group. We have seen such happen time and again in the BLT community, where the constant exchange of ideas and experiences has supported the replication and adaptation of best practices from one site in various other sites.

In addition, BLT AIPs, LIPs and schools all contribute to the common goal of the program through the day-to-day operationalization of measures and mechanisms unique to the BLT program. Site Feeding Plan, Parent involvement, Financial Report, BLT Report Card, 136 feeding days and the like, are some examples of the “language” shared by BLT implementers which reflect the standards that the program would like to uphold.

Collective intelligence. Shared knowledge leading to shared practice can result to the creation of a knowledge base of lessons learned, experiences, stories, tools, and guidelines. In BLT, the documentation of knowledge and practices shared by BLT implementers through the years produced a rich collection of resources that equip the entire community with ways of addressing recurring concerns and charting future courses of action. This comes in the form of policy documents, plans, manuals, online communication systems, and other such references which help implementers of the program make informed decisions when these are called for.

Implicitly held knowledge. The collective intelligence facilitated by an expansive knowledge base eventually becomes inherent to a CoP member, such that the ideals that the community subscribes to become the ideals that the individual member upholds. The same is envisaged where the BLT Community is concerned. It is hoped that BLT practitioners would take ownership of the program, champion the BLT mindset of encouraging collaboration across boundaries, and gain more awareness for the program and its cause along the way.

How Practice is Developed in Communities

Being a Community of Practice implies having a proactive approach towards continuous improvement. Such requires constant improvement of practice through a variety of activities, such as the following.

Requests for information “Where can I find the more materials on preparing balanced and affordable meals at home?”

Coordination and synergy “Can we combine our purchases of dry ingredients to get bulk discounts?”Discussing developments “What do you think of the new monitoring system? Does it really help?”

Documentation of projects “We have faced this problem five times now. Let us write it down once and for all.”

Learning Visits “Can we come and see how you implement your feeding program? We’d like to learn from your best practices.

Mapping knowledge and identifying gaps

“Who knows what are we missing? What other groups should we collaborate with?”

Commitment to Continuous Improvement

The challenge for the BLT Community is to continue to be a vibrant Community of Practice that works together for continuous improvement in order to remain relevant to the needs of the school children we seek to serve.

To keep the BLT Community of Practice alive, its members must continually reflect on and redesign elements of themselves throughout their existence. There is, thus, a need to constantly come together and communicate with each other to evaluate past performance and plan better ways of doing things in the future.

Allan, B. (2008). Knowledge creation within a community of practice. Retrieved on 04/20/12 from http://masters.bilbea.com/extras/Chinese_teacher_PD/Chinese_teacher_PD_final.html

Wenger, E. (2006). Communities of practice – a brief introduction. Retrieved 04/16/12 from http://www.ewenger.com/theory/

Annex H: Sample Layout of BLT Corner

The suggested layout for the BLT Corner is shown in Figure 1 below.

Figure 1. Sample BLT Corner Layout, without postings

This layout works best with a 3 x 4 ft bulletin board raised approximately 3 ft from the ground. These dimensions, however, may be adjusted depending on the available space and resources in the schools.

Figure 2 below depicts how the said layout will look when documents, photos and other materials are posted on the board.

Figure 2. Sample BLT Corner Layout, with postings

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Annex J: Learnings from the Field - BLT Best Practices

Food, Service, and CleanlinessBest Practice Shared by

Providing vitamin supplements In Abra de Ilog, the District Nurse solicits vitamins for the BLT pupils to take every

after meal. Such practice helps in boosting children’s immune system, and support normal growth/development.

LGU-Abra de Ilog, Occidental Mindoro

Providing weighing scales to schools The weighing scales provided by Father Saturnino Urios University to all its five (5)

BLT schools allowed for the easy monitoring of the weight of the pupils. Meanwhile, in Plaridel, Quezon, all the BLT schools have calibrated weighing scale provided by the LGU. This practice promotes accurate and up to date BMI data.

Father Saturnino Urios University,

Butuan City, Agusan del Norte & LGU-Plaridel,

Quezon

Introducing Centralized Procurement and a 30-day menuThe City Government of San Fernando, Pampanga came up with a 30-day menu

which their BLT schools follow. Based on a weekly menu, the LGU procures all the necessary ingredients which the schools pick up. Having the system in place, the BLT Feeding Coordinators are relieved of other tasks like preparation of menu, market order list and financial report and in purchasing of goods. This contributes to less workload for the Feeding Coordinators of BLT schools.

LGU-San Fernando City, Pampanga

Use of recycled materials The BLT schools use recycled materials for apron and table cloth. In Casile

Elementary School in Llanera, Nueva Ecija, the school uses apron made of recycled vinegar tetra packs. Meanwhile, in San Francisco Elementary School in Anao, Tarlac, they use table cloth made from recycled juice tetra packs.

Casile ES (Llanera, Nueva Ecija) & San Francisco ES (Anao,

Tarlac)

Promoting tooth brushing after meal In Calang Custodio ES, the LGU provided toothbrush to all BLT pupils which they

use every after meal. This practice contributes to the improvement of the pupils’ proper oral hygiene.

Calang Custodio ES, (Tubod, Surigao del

Norte)

Practicing proper table etiquette In Cabacao ES, each pupil has a “good morning towel” which serves as their

table napkin. The use of it encourages the pupils to somehow practice proper table etiquette.

Cabacao ES (Abra de Ilog, Occidental

Mindoro)

Below are BLT best practices gathered from the BLT Monitoring Visits in School Year 2013-2014. For easy reference, these best practices are organized according to the categories in the FAC Standards.

Efficient ways of checking attendance

In Florida Blanca ES, the BLT ID of the pupils are placed in the ID corner and are hung separately by grade level. The IDs that are left are placed on the “ABSENT” hook. This in turn, prevents loss of BLT IDs and easy checking of attendance.

Meanwhile, in New Era ES, where most of the pupils are members of Iglesia ni Cristo, came up with ID pocket chart which serves as their attendance corner. Similar to what they do in their church, pupils flips over their own ID when already in the feeding area to indicate that he/she is present.

In Abra de Ilog, chairs in the feeding area of BLT schools are labeled with the name of the BLT pupil and are arranged by grade level for easy checking of attendance. This in turn, provides efficiency in the attendance checking of the pupils.

Florida Blanca ES (Llanera, Nueva

Ecija);

New Era ES (Quezon City);

LGU-Abra de Ilog, Occidental Mindoro

Tracking of BLT feeding day

In Quitco ES, the school keeps track of BLT feeding day by posting in their BLT corner a calendar listing the days of feeding (Day 1 to Day 136). Under each day is small box where they write the actual date of feeding. This way, they can easily track the number of feeding days completed.

Quitco ES (San Enrique, Negros

Occidental)

Accountability to PartnersBest Practice Shared by

LIP delineation of workIn Catanauan, aside from the LIP Coordinator who manages the implementation

of the program, there are other staff who handle the menu planning, market list, financial summary and marketing. This in turn, contributes to less workload for BLT schools especially in the preparation and submission of financial reports.

LGU-Catanauan, Quezon

Proper organizing of BLT files The BLT documents in Plaridel Central School are appropriately filed. Each form is

fastened in one folder with its proper label. This practice contributes to organization and transparency in reporting to stakeholders.

Plaridel Central School (Plaridel,

Quezon)

Computerized System for BLT ReportsUniversity of St. La Salle (USLS) has developed a financial reporting system which

they have shared with the BLT schools. They also require e-mail submissions of all reports to facilitate easier verification and consolidation. This in turn, contributes to easy submission, retrieval and recording of BLT reports.

University of St. La Salle (USLS), Negros

Occidental

Counterchecking of reportsWhen University of St. La Salle (USLS) monitors schools, the team checks

attendance of BLT pupils and parents. As a way of counterchecking reports, USLS BLT team verifies if the attendance noted during monitoring visits matches the attendance reports submitted by the schools. This practice ensures the correctness and accuracy of the reports submitted by BLT schools.


Occidental

Community OwnershipBest Practice Shared by

Assigning teachers in BLT implementation and monitoringIn Pedro Victoria Calo ES, teachers from all grade levels are assigned per week to

assist in the feeding implementation. The weekly assignments of teachers are posted in the feeding area. This in turn, contributes to the increase of BLT team members and its active supporters.

Pedro Victoria Calo ES, (Butuan City,

Agusan del Norte)

Initiating resource mobilization The Feeding Coordinator of Llanera spearheaded the school-wide resource

mobilization for the BLT school feeding program by sending solicitation letters to Llanera Teachers Association Multi-Purpose Cooperative. This initiative is a great help for the schools to have additional source of fund and ensures the sustainability of the project.

LGU-Llanera, Nueva Ecija

Tapping BNS and BHW for BLTIn Tubod, the LGU assigned a Barangay Nutrition Scholar (BNS) and Barangay

Health Worker (BHW) to all BLT schools to assist the Feeding Coordinators. They are given an honorarium by the LGU. This in turn, lessens the workload of the Feeding Coordinator.

LGU-Tubod, Surigao del Norte

Teachers share blessings in BLTIn San Francisco ES, the teachers of the school sponsor one or more feeding day

every week. The teachers would like to show their care to the pupils in their school especially those who are undernourished. Usually, the teachers donate an amount to be used in the feeding program.

San Francisco ES (San Francisco del

Monte, Quezon City)

Adopt-a-feeding Project of Barangay CouncilIn San Francisco ES, the barangay of San Francisco del Monte adopted the BLT

pupils in their feeding activity every Friday. The food prepared by the Barangay Council is brought to the school for distribution to pupils. This act ensures the continuity of the feeding program implementation.

San Francisco ES (San Francisco del

Monte, Quezon City)

Seminars to motivate BLT parentsIn Calalay ES, the BLT team encourages BLT parents to attend seminars related

to family, cooking, and cleanliness (as per mandate of DepEd). Through the aforementioned seminars, the Feeding Coordinator has the chance to regularly meet with the parents and update them regarding the feeding program. This in turn provides them additional knowledge, and motivation to the BLT parents to be involved in the daily feeding activity.

Calalay ES (San Francisco del

Monte, Quezon City)

Commitment of SupportIn Nayon ES, commitment of support of the faculty and stakeholders is displayed

prominently in the school. The content of the commitment of support came originally from University of St. La Salle (USLS) during their BLT Summit, and the school replicated the same. This practice secures the commitment of the school’s faculty and stakeholders.

Nayon ES (San Enrique, Negros

Occidental)

Tapping exchange students for BLTUniversity of St. La Salle (USLS) involves exchange students from France to assist

in BLT monitoring, checking of data and photo documentation. This in turn, provides exposure activity to exchange students regarding the feeding program and provides additional manpower for partners in monitoring the BLT schools.


Occidental

Allan, B. (2008). Knowledge creation within a community of practice. Retrieved on 04/20/12 from http://masters.bilbea.com/extras/Chinese_teacher_PD/Chinese_teacher_PD_final. html

Bumanglag, M., Pamara, E., et al (2005). Setting-up and operating a school/community-based supplementary feeding: The FNRI experience. Taguig City, Philippines: Food and Nutrition Research Institute.

Department of Science and Technology (2008, March 25). Sample cycle menu forsupplementary feeding. Retrieved from http://www.fnri.dost.gov.ph/index.php?option

=content&task=view&id=525.

Drury University (2006). Sustainability quotes. Retrieved 05/05/12 from http://www.drury.edu/multinl/story.cfm? ID=11595&NLID=259.

Helen Keller International (1998). Setting up and managing a feeding center – A “how to” manual

Lavandero, D. (personal communication, 27 March 2008)

Mallari, R. (personal communication, 28 March 2008)

Mendoza, T. (2003). A handbook on international reference standard (IRS) growth tables and charts adopted for use in the Philippines. Manila, Philippines: UNICEF/Food and Nutrition Research Institute.

Mendoza, T. (2003). User’s manual on the international reference standards (IRS) growth tables and charts adopted for field use in the Philippines. Manila, Philippines: UNICEF/Food and Nutrition Research Institute.

Meuter, J. (2008). Social franchising. Retrieved 2008 from http://www.berlin-institut.org/online-handbookdemography/social-franchising.html.

Senge, P., Smith, B., et al (2008). The Necessary revolution: How individuals and organizations are working together to create a sustainable world. Portland, OR: Broadway Books

St. John, Shannon (2006). Build to last: A framework for financial sustainability. Retrieved August 2011 from http://www.synergos.org/knowledge/07/cfsustainability.pdf.

Wenger, E. (2006). Communities of practice – a brief introduction. Retrieved 04/16/12 from http://www.ewenger.com/theory/

References

About the LogoThe new logo symbolizes the Busog, Lusog, Talino (BLT) School Feeding Program’s fervent commitment toward creating a brighter future for our school children.

Through its different elements that derive meaning from each other, the logo serves to proclaim that BLT goes beyond being only a feeding program. Rather, it is a feeding program that helps pupils come to school and learn better. We feed not just hungry stomachs. Rather, we feed our school children’s minds and hearts to open up opportunities for them to be formed and be transformed into productive citizens of our country.

Logo Design by Cheryl Tancaktiong

Jollibee Group Foundation Inc.6F Jollibee Plaza, F. Ortigas Jr. RoadOrtigas Center, Pasig City, Philippines

BLT Contact Information Landline: (02) 634-1111 local 7124Fax: (02) 688-7038Email Address: [email protected]

Documents

Copyright © 2014blt.jollibeefoundation.org/wp-content/uploads/2014/09/Jollibee_BLT... · Form E: Midyear and Yearend BLT Attendance Chart Form F: FAC Tool Suggested Forms Form G: