SBM Tool Recent January 2021

DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS

Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOOL
ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

(SBM DOMAIN)
CURRICULUM &
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
INSTRUCTION BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
OVER-ALL
(30%)
STANDARD: School personnel and stakeholders work collaboratively for the enhancement of learning standards to continually build a relevant and inclusive learning community.
1.The school provides relevant 0 The school provides 0 The school provides The school and its 0 There is a continuous 0
teaching-learning activities teaching-learning relevant teaching-learning stakeholders work exchange of information,
and learning resources that activities and resources together to provide expertise, and materials
develop desired learning that develop desired activities and resources contextualized teaching- among a community of
outcomes learning outcomes that develop desired learning activities and schools to improve the
(6%) learning outcomes resources that develop teaching-learning
desired learning outcomes activities and resources
that results to a sustained
improvement on desired
learning outcome
-Accomplished Classroom -Accomplished Class -Accomplished Class -Accomplished Class

Observation tool of Observation Template Observation Template Observation Template
preceding school year
-Curriculum Guide of all -SIMs -Contextualized, localized, -LAC sessions

teachers of the preceding indigenized SIMs
school year
-DLP/DLL of all teachers -Observation notes -Letter of support from -FGD

of the preceding year the stakeholders
-Learning Materials used -Conduct of LAC sessions -Utilization of national -Accomplishment report
in the preceding school testing results
year
-Accomplished Class --Varying numbers on -Documentation on -Establishment of
Observation Template teaching-learning activities School-based action Learning communities
and corresponding research among schools
resources
MOVs -Copy of the results of -Varying numbers on -School visitation
diagnostic tests teaching-learning
activities and
corresponding resources
-Teacher-made test - Showcasing of talents of

teachers and students
during barangay events
-Varying numbers on - Validated, published and

teaching-learning utilized teaching work
activities and
corresponding resources
- Recognized related
action research
-MOA on School to school
partnership
2.The school utilizes needs- 0 The school utilizes 0 The school utilizes needs- 0 The school engages its 0 Effective practices on the 0
based learning resources to available learning based learning resources stakeholders to develop development and
achieve desired learning resources to achieve to achieve desired various and innovative implementation of
outcomes desired learning outcomes learning outcomes needs-based learning innovative needs-based
(6%) resources to achieve learning resources are
desired learning outcomes shared and utilized among
a community of schools
that results to the
sustained improvement of
learning outcomes
-List of available learning -Quarterly assessment & -Innovations - Documents showing
materials/resources analysis result per sharing of best practices
learning area per grade on development and
level implementation of
innovative and needs-
based learning resources
-Inventory of school -List of available learning -Contextualized learning - Collaborative activity

facilities materials/resources resources with stakeholders in the
MOVs implementation of School-
Based Projects
-Copy of test results -Integration of use of - Crafted Innovative -MOA on School to school
facilities in LPs School-Based Projects partnership
with stakeholders
-MPS of periodic tests -Compilation of localized -Reports on utilization of
learning assessments intervention programs
through action research
-Contextualized learning
materials
3.The school implements 0 The school implements 0 The school implements 0 The school and its 0 There is a continuous 0
appropriate teaching-learning teaching-learning support appropriate teaching- stakeholders collaborate exchange of information,
support systems that systems that contribute to learning support systems in developing and expertise, and learning
contribute to the the developmental needs that contribute to the implementing various and resources among a
developmental needs of of diverse learners developmental needs of innovative teaching- community of schools to
diverse learners diverse learners learning support systems improve the teaching-
(6%) that contribute to the learning support systems
developmental needs of that contribute to the
diverse learners developmental needs of
diverse learners
-List of special programs - Academic and non- -Innovative teaching -FGD
academic activities strategies
-Differentiated activities -Curricular and co- -Accomplishment report -Conduct of lesson study
curricular activities
-Report on child mapping -Remedial instruction - Contextualized IMs -Documentation showing
shared best
practices/replication of
the activities and
resources
MOVs
MOVs
-Phil-IRI results -Participation to LAC - Innovative-school-based -Letter of benchmarking
Sessions projects and activities by
learning areas through
intensified collaboration
with stakeholders
-Record of mentoring and -Certification of

coaching/peer mentoring adoption/sharing
-Provision of Technical -MOA on School to school
Assistance partnership
4.The school designs 0 The school assesses 0 The school designs 0 The school enhances the 0 An innovative assessment 0
differentiated strategies to learners to measure differentiated assessment designed differentiated system on designing
measure desired learning desired learning outcomes strategies to measure assessment strategies differentiated strategies
outcomes desired learning outcomes through innovative inputs to measure desired
(6%) from its stakeholders to learning outcomes is
measure desired learning sustained, shared, and
outcomes continuously enhanced by
-Table of Specifications -Compilation of test item -Form 138 -Student Portfolio

bank
-Summative Test - Designs of appropriate -Minutes of meeting -Documentation showing
assessment tools and shared best practices
strategies
-Quarterly Assessment -Accomplishment report -Contextualized - Teacher-made test for
on Curriculum assessment strategies children with special
programs/Projects needs in collaboration
with medical and
professional practitioners
-Results of diagnostics -Copy of staff - Results of data analysis -Documentation on

and assessments development plan results of the assessment
communicated properly to
the school community and
MOVs other stakeholders
-Learning portfolio - Crafted contextualized -Reports on SLAC

interventions based on
the learners needs
-Monitoring report on -Reports on the
instructional progress interventions employed in
addressing the teaching-
learning process
-Action research
--MOA on School to
school partnership
5.The school utilizes the 0 The school analyzes the 0 The school utilizes the 0 School assessment results 0 The school shares and 0
assessment results to improve assessment results to assessment result to are used to develop discusses assessment
learning outcomes improve learning design and implement learning programs that results with a community
(6%) outcomes interventions to improve are suited to the school of schools to influence the
learning outcomes community and development of
customized to learners’ innovative and
context which are also customized interventions
utilized for collaborative that can sustain the
decision-making to improvement of learning
improve learning outcomes
outcomes
-Forms 137,138 -Remediation or -Action Research -Dissemination and

enrichment activities utilization of Action
Research
-Quarterly assessment -Request letter -Contextualized learning -Monitoring and
results and analysis programs Evaluation
-Item analysis -Proposal --Plan of Action --Documentation showing
shared best practices
-Learner profiling -Accomplishment Report -Individualized - Invitation to other

Educational Plan for stakeholders to attend the
children with special showcasing of attained
needs improvement of learning
outcomes
MOVs -Learner progress -Teacher-made Test -Schedule of RRE and -Copy of Crafted parallel
monitoring other activities test Questions based on
the LMS of all Learning
Area
MOVs
- Copy of interpreted -Compiled district and -Attendance of learners --MOA on School to

diagnostic and periodic division-made test undergoing interventions school partnership
test results of all Learning materials
Area with LMS
-Plan of Action for the -Report of -Documented partnership

conduct of assessment Accomplishments activities
-Copy of Crafted parallel -Results of interventions
test Questions based on
the LMS of all Learning
Area
LEVEL 0.00 0.00 0.00 0.00 0.0%
CURRICULUM AND INSTRUCTION (30%) 0%
BEGINNER 8% 1-8% DESCRIPTIVE FACTOR Highly Proficient

PROFICIENT 16% 8.1-16%
HIGHLY PROFICIENT 23% 16.1-23%
DISTINGUISHED 30% 23.1-30%


(SBM DOMAIN)
LEADERSHIP LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

OVER-ALL
(16%) BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Standard: School personnel and stakeholders are empowered and actively engaged in taking on approrpiate leadership roles and responsibilities to continuously improve the
school for better learning outcomes.
1. The school fosters a 0 The school identifies 2 The school collaborates 0 The school, with its 0 The school positively 2
culture that encourages opportunities where with internal and stakeholders, influences the
excellence and continuous excellence and external stakeholders in collaborates in ensuring transformation of other
improvement continuous identifying needs and the sustainability of schools into excellent and
(4%)
improvement can be strategies promoting a culture of continuously improving
practiced by all school excellence and organizations
personnel and learners continuous
improvement
-Situational analysis/gap -SHDP Application Project -Any document showing -Terminal report or any
analysis/SWOT collaboration of the school document showing the
in sustaining culture of effectiveness of the adapted
excellence best practices
-School Memo -CI Projects -Letter of invitation -Adaption of best practice by

other schools
-Minutes of meeting -School Banner Projects -Minutes -Benchmarking
-Photos with Captions -Action Research Projects -Photos -Advocacy Program
-Attendance Sheets School Memo -Attendance -Information drive
-Inventory of PPAs -Minutes of meeting -Sustainability Plan -Approved letter request to
benchmark a program
-Creation of -Photos with Captions -Consolidated Costumers -Insights /Impressions out
TWGs/Committees/SPT Satisfaction Survey from the benchmarking
-Enhanced SIP with -Attendance Sheets -FGD with Analysis activities
-Synthesis of the Insights
Stakeholders and impression by the school
SBM Coordinator
-AIP -Activity Completion -Interpretation and -Photos with caption
Report recommendation
-List of Intervention or -Action Plan -Monitoring and -Attendance
Innovative Practices of Evaluation Tool with
the school Analysis, interpretation
MOVs and recommendation
-Posted Organizational -Approved SIP/AIP -Certificates and -Affirmation Report
structure recognition given by the
school to stakeholders
-Approved proposals and -Signed and reviewed -Documentation Report of -Replicability of PPAs for
research plans ESIP/AIP with resolutions stakeholder engagement benchmarking
-SRC -Division taglines -MOA/MOU -Invitation/certificate as

resource speaker in sharing
best practices
-SPPD -Status report -Documentation of results -School-to-School
of innovations Partnership Accomplishment
Report
-Approved monitoring tool -Training on SPPD -Approved ESIP (already
indicated in level 2)
-List of new partners -Documentation of adoption
of other schools
-Signed commitment and -Certificates/awards
responsibility forms
-Implementation report of
AIP
-Training on SPPD
2. The school communicates 0 The school 2 The school implements 0 The school, with its 0 The school embraces an 2
the DepEd VMVs to ensure demonstrates policies and procedures stakeholders, identifies advocacy on inclusiveness
shared understanding and understanding of on learning and continuously of a learning environment
promote school effectiveness policies and procedures environment that implements innovative that encourages
(4%)
on learning promotes inclusiveness and effective practices improvement of other
2. The school communicates The school The school implements The school, with its The school embraces an
the DepEd VMVs to ensure demonstrates policies and procedures stakeholders, identifies advocacy on inclusiveness
shared understanding and understanding of on learning and continuously of a learning environment
promote school effectiveness policies and procedures environment that implements innovative that encourages
(4%)
on learning promotes inclusiveness and effective practices improvement of other
environment that to foster a learning schools
promotes inclusiveness environment that
promotes inclusiveness
-VMV posted in the school -Minutes of meeting -SDO Validated Child -Best School Awardee
friendly school survey
with a score of 35 points
and above
-Attendance on VMV -VMVs integration in the -Local codes for the -Advocacy Program and
Orientation Lesson protection of children communication efforts on
exemplars/DLP/DLL the integration of the VMVs.
- Minutes of the Meeting -Photos with captions -Conduct of educational -Results of the VMVs
and Documentation of research feedback mechanism
SPT’s Vision Sharing
-Copy of Staff -Report on SRC and SOSA -School Memorandum on -Report on the utilization of
Development Plan integration the VMVs in the findings on PPAs
the lesson
-Copy of OPCRF/IPCRF -Stakeholder initiated -COT Observation Notes -Documentation report of
activity with VMV the school’s outreach
MOVs integration activities
-SLAC Session Plan -Clear articulation of the -Documentation of best

VMVs in Pupils/Students practices
Handbook and other
Customized Policies CBL
in the various school
organizations.
-Copy of Program -Documentation on SRC -Endorsement by higher

Implementation of INSET, and SOSA offices
training Matrix
-Percentage of Parent’s
attendance to
Conferences
-Documentation report of
internal stakeholder
participation to the
school’s PPAs
-PIAs with project designs
3.The school develops an 0 The school develops a 2 The school develops an 0 The school regularly 0 The school positively 2
evidence-based strategic strategic plan aligned evidence-based reviews and adjusts the influences a community of
plan with the VMVs strategic plan aligned annual implementation schools to develop a
(4%) with the VMVs plan in relation to an functional and effective
evidence-based evidence-based strategic
strategic plan plan
-ESIP -ESIP with yearly AIP -Catch up plan -Benchmarking of other

schools in preparation of
strategic plan
-AIP -Monthly Cash Program, -Accomplished PMRF -Provision of TA to cluster
SOB, AIP, PPMP, APP and (Project Monitoring and schools with TA plan
WFP Report Form)/ SMRF
(School Monitoring Report
Form)
-APP -Copy of Report on the -Reviewed and adjusted -Accomplishment report

reviewed ESIP/AIP E-SIP/AIP with SPT
-SMEA tools on CIGPs -SPT -Minutes of the Reviewed -Any document showing
E-SIP provision of TA
MOVs -SPT -OPCRF/IPCRF -Attendance -Minutes of the Session
-SGC -Coaching and mentoring -Photos with caption -Attendance
forms
-SMEA -Photos with caption
-SMEA-DisMEA-DMEA report
-Complete and accurate filled
out Commitment Form
ESIP/AIP
-Stakeholder-led review
-Memorandum of support
and understanding
-Evidence of strategic
planning based on SMEA
4. The school cultivates 0 The school identifies 2 The school provides 0 The school collaborates 0 The school creates venues 2
leadership among its leadership opportunities appropriate opportunities with its stakeholders in where shared leadership can
personnel by providing for its personnel for its personnel to designing a be actively promoted in a
opportunities to perform perform leadership roles developmental plan on community of schools
leadership roles and and responsibilities the cultivation and
responsibilities practice of leadership
(4%) roles and responsibilities
-Minutes of meeting -Designation Order -IPDP -SLAC

-Organizational structure -Approved Activity -School Professional -Sharing of best practices on
Design/Project Proposal shared leadership in a
community of schools
-List of -Activity Completion -Development Plan -Advocacy programs/tools
committees/external Report
stakeholders
-Inventory of -Photos with caption -Human Resource -Communication efforts
Chairmanship/ Program Training and
Committees Development Plan
-PPD -Attendance of participant -Learning and -Analyzed M&E results
Development Plan in
collaboration with
stakeholders
-Human Development -Minutes of the meeting -Attendance and oath -Crafted policies headed by
Plan on the identification of taking of SGC/PTA SGC/PTA
MOVs roles and responsibilities
of each stakeholders
-Organizational flow chart -Certificate of -Approved organizational
membership to a structure of stakeholders
Leadership network with defined roles and
responsibilities
-Oath of office -Copy of school manual or -MOA/MOU on Programs
handbook of operation conducted by the network
-Pledge of commitment -Minutes of the Meeting -Documentation Report of
on collaborative designing stakeholder’s activities
of developmental plans conducted in school
-Documentation of proof -Partnership and -Certificate of

of practice of 4 RPMS networking activities appreciation/recognition
stages
-Before and now data of
KPIs
LEVEL 0.00 8.00 0.00 0.00 8%
LEADERSHIP (16%) 8%
BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Proficient

PROFICIENT 8% 4.1 - 8%
HIGHLY PROFICIENT 12% 8.1 - 12%
DISTINGUISHED 16% 12.1 - 16%
0

(SBM DOMAIN)
GOVERNANCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

OVER-ALL
(16%) BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Standard: School and the community come together to take responsibility in ensuring participation, transparency, and accountability, as well as, implementation of
plan to continuously improve the delivery of basic education services, organizational health, and performance.
1.The school ensures active 0 The school informs 0 The school and 0 The stakeholders initiate 4 The school promotes the 4
participation of internal and stakeholders about school stakeholders create collaboration with the strengthening of
external stakeholders in school governance and initiatives relative to school in creating stakeholders participation
governance and operations operations school governance and initiatives relative to in a community of schools
(4%) operations school governance and through the sharing of
operations best practices
-copy of Organization of -copy of AIP with -documentation of -copy of Documentations

PTA/SGC attached project designs Stakeholder initiated on sharing of best
projects with action plans practices
-copy of Constitution and -docuentation of Awards -copy of Accomplishment -documentations of

by-laws of PTA & SGC received reports Awards/recognitions
received
-copy of the Minutes of -copy of BAC committee -copy of updated LGU -copy of Letter of request
meetings/assemblies action plan of SGC/PTA plans on education to benchmark
-copy of AIP -copy of the List of -documentations of -copy of Accomplishment
approved SGC/PTA PPAs Education Summit report
-copy of Adapt a school -copy of Evidence of all -documentation of Awards -documentations on
program forms of communication received Convergence activities
-copy of School initiatives -copy of Status report on -Implementation of -documentation on
implementation of PPAs approved action plans Impact evaluation
MOVs
MOVs -copy of Financial report -copy of Documentations -copy of MOU/MOA -copy of Records of
of school of allocated funds based benchmarking activities
on SIP
-copy of Program -copy of Accomplishment -copy of Partnership -documentations of
implementation report in reports contracts Twinning of schools
line with SGC
-Documentations -copy of MOA/MOU -documentation on
(Attendance, Minutes, Recognition of
Photos with caption) stakeholders
-copy of Advocacy
campaign materials
-copy of Year-end report
-updated Transparency
board
-Copy of SRC/other
advocacy materials
-copy of Citizen’s charter
2.The school effectively and 1 The school has less than 0 The school has 100% 0 The school has 100% 0 The school promotes 1
efficiently implements its PPAs 100% implementation of implementation of its implementation of its effective and efficient use
which are aligned to its its PPAs as inidicated in PPAs as identified in the PPAs as identified in the of resources which
strategic plan the AIP AIP AIP with value-added positively influences
(4%) outputs implementation practices
in other schools
-copy of SMEA report -copy of SMEA report -copy of segmented SMEA -copy of the
report Documentation on sharing
of best practices
-copy of AIP M&E -copy of the Project -copy of the -copy on the Inclusion of
report/results completion report Documentation of value the PPAs as indicated in
added from PPAs the AIP on the OPCRF
-copy of Project -copy of the Analysis of -copy of SMEA showing -copy of the Letter of
monitoring report M&E results value added output request to benchmark
-documentation on the -documentation of 100% -copy of the Accomplished -copy of Commitment
MOVs 50% implementation implementation PPAs not included in AIP form
-copy of Actual -copy of the Actual -copy of Funding sources -copy of Sustainability
accomplishment report accomplishment report plan
against target against target
-copy of Funding sources -copy of Funding sources -copy of the List of PPAs -copy of Impact
evaluation
-copy of the List of PPAs -copy of the List of PPAs -copy of Records of
benchmarking activities
-copy of M&E report
3.The school communicates 0 The school informs its 2 The school communicates 0 The school communicates 0 The school fosters values 2
information about the stakeholders about the timely information about timely information to its on transparency and
implementation of its PPAs implementation of its its PPAs implementation stakeholders which is accountability which are
(4%) PPAs to the stakeholders accurate and consistent shared in a community of
schools

-copy of SRC minutes of -copy of Quarterly report -copy of Quarterly report -copy of Documentation
dissemination to stakeholders to stakeholders on sharing of best
practices
-copy of Evidence of -copy of Evidence of - copy of Evidence of - copy of Evidence of
assemblies timely conduct of timely conduct of timely conduct of
assemblies assemblies assemblies
-Photos -Photos -Photos -Photos
-documentation of varying -documentation of varying -copy of Consolidated -copy of Letter of request
percentage of parents’ percentage of parents’ QAME report to benchmark
attendance attendance
-documentaton of varying -copy of Accomplishment
MOVs percentage of parents’ report
attendance
-copy of Audit report -copy of Monitoring report
on updates done to
transparency board
-pressence of updated -documentation varying
transparency board percentage of parents’
attendance
-copy of SRC - copy of
Certification/recognition
of sharing best practices
4.The school uses a feedback 0 The school has a 0 The school uses its 3 The school, with its 0 The school advocates 3
and monitoring mechanism for feedback and monitoring feedback and monitoring stakeholders, utilizes the continuous improvement
its school operations mechanism in place for mechanism for school results of feedback and through the strengthening
(4%) school operations operations monitoring to improve of a feedback and
school operations monitoring mechanism in

4.The school uses a feedback The school has a The school uses its The school, with its The school advocates
and monitoring mechanism for feedback and monitoring feedback and monitoring stakeholders, utilizes the continuous improvement
its school operations mechanism in place for mechanism for school results of feedback and through the strengthening
(4%) school operations operations monitoring to improve of a feedback and
school operations monitoring mechanism in

-copy of SMEA -copy of the -copy of the Analysis of -copy of Documentation

Documentation on SMEA report on sharing of best
conduct of SMEA practices
-copy of Updated -copy of Analysis of -copy of Analysis of -copy of Enhancement of
BEIS/School MIS results of survey and feedback feedback tools and
feedback mechanisms
-copy of the Consolidation -copy of End of school -copy of Implementation -copy of
of all feedback coming year evaluation plan Awards/recognitions
from mechanisms received on benchmarking
MOVs
-copy of Summary report -copy of Evidence of -copy of Completion -copy of Letter of request
on school client survey utilization of feedback report to benchmark
tools and mechanisms
-copy of Evidence of -copy of Project -copy of Sustainability -copy of Action research
established feedback tools monitoring report plan
and mechanisms
-copy of Project -copy of Project -copy of CI projects
monitoring report monitoring report
-copy of Project
monitoring report
LEVEL 1 2 3 4 10%
GOVERNANCE 16% 10%
BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Highly Proficient


(SBM DOMAIN)
LEARNING
ENVIRONMENT BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED OVER-ALL
(12%)
STANDARD:School and the community work collaboratively to ensure equitable access to a learner-centered, motivating, healthy, safe, secure, inclusive, resilient, and
enabling learning environment.
1.The school implements 0 The school shows 0 The school ensures a 0 The school consistently 4 The school influences 2
policies and procedures for a awareness of policies and safe, secure, and implements and involves practices of other schools
safe, secure, and equitable procedures on safe, equitable learning stakeholders in the by nurturing a set of
learning environment secure, and equitable environment through the contextualization of values and a learning
(2%) learning environment implementation of policies policies and procedures to environment that are
and procedures ensure a safe, secure and safe, secure, and
equitable learning equitable
environment
-Hazard mapping -CFSS Score should be CFSS Score -Documents showing

Outstanding sharing of best practices
on nurturing set of values
and learning environment
-SDRRM Plan -Regular conduct of multi -Regular conduct of multi -WINS

hazard drill hazard drill
-Evacuation Plan -WINS -Contextualized policies - Benchmarking of the
on DRR, Child Friendly school’s best practices
MOVs
-CFSS Survey -Student tracking system -WINS
MOVs
-Posting Hotline Numbers - Employing -Best practices on CFSS

-Evidences of initiatives to environmental design Implementation
comply with WINS techniques
standard
-Evidences of initiatives to -Collaboration activity
comply with WINS with the DRRM
standard
-Visual management tools
2.The school promotes 0 The school demonstrates 2 The school implements 0 The school, with its 0 The school embraces an 1
inclusive learning understanding of policies policies and procedures stakeholders, identifies advocacy on inclusiveness
environment and procedures on on learning environment and continuously of a learning environment
(2%) learning environment that that promotes implements innovative that encourages
promotes inclusiveness inclusiveness and effective practices to improvement of other
foster a learning schools
environment that
promotes inclusiveness
-Existence of the program -Child mapping -Presence of a project -Advocacy on inclusive

in school design on inclusive education
education in AIP
-Conduct of multi factor -Presence of LSENS in the -Partnership on Inclusive -Bench marking and
assessment regular classes Education adoption Documents of
the school’s best practice
-List of available facilities -Accomplishment report -Invitation letter and -Fully documented School
that promote inclusive accomplishment report of Innovation and Activities
learning environment the schools while that promotes inclusive
showcasing the PPAs education
MOVs observing/ promoting
inclusive education
-Presence of Inclusive -CB for Teachers on -Proof of mobilizing -Certificate of Institutional
Education Handbook Inclusive Education community resources in Award
strengthening inclusive
practice
-Reports on compliance to -Reports on compliance to -Use of Inclusive -Certificate of
inclusive education inclusive education Education Teaching Commendation
tools/materials for
learning
-Issuances, Activity -Issuances, Activity -Presence of teacher- -Compilation of Best
Completion Reports Completion Reports made workbooks Practices
3.The school ensures 0 The school demonstrates 2 The school manages 0 The school, with its 0 School applies a wide 1
efficient management of understanding of efficient efficiently the available stakeholders, maintains range of strategies to
physical and IT-enabled management of physical physical and IT-enabled an efficient and sustain the efficient
learning structures and IT-enabled learning learning structures responsive management management of the
(1%) structures of physical and IT- physical and/or virtual
enabled learning learning structures
structures
-Presence of structure to -Schedule of the classes -Documents showing the -Documents showing
manage ICT program of in using the ICT lab involvement of sharing of best practices
school stakeholders in managing on managing the physical
the physical and IT and IT –enabled learning
enabled learning structures
structures
-Establishment of -Presence of ICT - Adopt a school - School to School

MOVs standard ICT laboratory equipment maintenance partnership status report Partnership documents
procedure
-Inventory report of -Presence of the rules on -Learners Portfolio
physical and IT-enabled the use of ICT manifesting use of
learning structures laboratories for learning
-Documentation on -Learners Portfolio -Adjusted SIP with
capacity building related manifesting use of consultation with
to IT system laboratories for learning stakeholders
4.The school ensures a 0 The School demonstrates 0 The school implements 3 The school effectively 0 The school creates 1.5
learning environment that knowledge of policies, policies and procedures implements and involves opportunities to
fosters health and well-being and procedures on on learning environment stakeholders in ensuring strengthen the advocacy
of learners and school learning environment that that foster health, that an evolving learning on sustaining a learning
personnel fosters health, nutrition nutrition and well-being of environment sustains environment that fosters
(1%) and well-being of learners learners and school health and well-being of health and well-being of
and school personnel personnel learners and school learners and school
personnel personnel and is
manifested through the
positive transformation of
other schools
-Organization of School -Report on the -Barangay/Municipal/ -Advocacy /evidence
CPC observance of CPP Provincial Ordinance benchmarking of other
/Executive order in schools in the school on
support to sustaining fostering health and well
health and well-being of being
learners and school
personnel
-Dissemination of WINs, -WINs monitoring report - Best - Adoption of school’s

DO 13 s 2017, Child practices/Innovations on best practice through
Protection Policy, CFSS, Health Programs for school to school
School Feeding Program learners and school partnership
personnel
MOVs -Minutes of the meeting -Canteen monitoring tool -Accomplishment report

and attendance
-Gulayan sa Paaralan -CFSS Survey
Program (GPP)
-Wellness Program -SBFP implementation
(Personnel and Students monitoring tools/report
-Medical and Dental -Implementation of health
Program programs
-School Memo -monitoring and
evaluation
-School handbook
-Logbook on school
visitation of medical and
dental unit
5.The school establishes a 1 School manifests 0 School implements 0 School contextualizes 0 School institutionalizes 0.5
mechanism for a resilient awareness of policies, policies, structures, PAPs, and acquires PAPs to sustain resilient
learning environment structures, systems, systems, protocols, and equipment in the learning environment.
(2%) protocols, and practices in practices in the implementation of the
the implementation of implementation of DRRM. DRRM.
DRRM.
-Organization of SDRR -Capacity Building on -Contextualized SDRRM -Adoption of school’s best

Team SDRRM PPA or any evidence of practice through school to
contextualization school partnership
-Formulation of SDRR -Accomplishment Report -Accomplishment report
Plan on the implementation of on activities on resilience
SDRRM Plan
-Minutes of the meeting -Result of Hazard
Mapping – hazard map,
evacuation map/plan,
conduct of multi hazard
drill
Availability of School -Conduct of activities on
Memos related to DRR, resilience
School Safety Manual
-Availability of DRRM
Evacuation Plan
-Availability of emergency
map, lights, exits and fire
extinguishers
6.The school ensures a 0 School manifests 0 School implements 0 School contextualizes 4 School institutionalizes 2
learning environment that awareness of policies, policies, structures, PAPs, and acquires PAPs to sustain resilient
fosters positive discipline structures, systems, systems, protocols, and equipment in the learning environment.
(2%) protocols, and practices in practices in the implementation of the
the implementation of implementation of DRRM. DRRM.
DRRM.
-Attendance to -Report on the -Participation of other -Benchmarking of other

orientation/SLAC on implementation of government agencies schools
positive discipline positive discipline
-Availability of School - Prepared action plan on -Lesson plan integration - Adoption of school’s
Memos, CPP Manual School Guidance Program best practice through
MOVs advocating positive school to school
discipline partnership
-Minutes of the meeting -Presence of guidance -Documentation on the
of communicated counselor participations of identified
Students Handbook and stakeholders advocating
SPG/SSG Constitution and positive discipline.
By-Laws
7.The school provides 0 The school identifies 0 The school develops a 3 The school, with its 0 The school influences 1.5
support to exercise rights opportunities where program and conducts stakeholders, other schools to
and responsibilities of the learners can exercise their activities that provide institutionalizes the strengthen support on the
learners to participate in rights and responsibilities venues for learners to effective conduct of PPAs exercise of the rights and
maintaining a conducive to participate in exercise their rights and that encourage learner responsibilities of learners
learning environment maintaining a conducive responsibilities to participation through a to participate in
(2%) learning environment participate in maintaining feedback and M&E maintaining a conducive
a conducive learning mechanism learning environment
environment
-SPG/SSG/other student -Action plan and -SMEA Report on the -Advocacy

organization accomplishment report of implementation of Action
student organizations Plan of Student
Organization
-Minutes of the meeting -Analysis of the -Evidence on
Consolidated Client benchmarking of other
Satisfaction Survey schools on strengthening
support on the exercise of
rights and responsibilities
MOVs
of learners
-Visual Management -Analysis of the

Tools/Organizational consolidated comments in
Structures/Structure in the suggestion Box
place
-Reports on stakeholder
participation
LEVEL 0.5 2 3 4 10%

LEARNING ENVIRONMENT (12%) 10%
BEGINNER 3% 1 - 3% DESCRIPTIVE FACTOR Distinguished


(SBM DOMAIN)
HUMAN
RESOURCE AND
TEAM BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED OVER-ALL
DEVELOPMENT
(12%)
Standard: School personnel collaborates to continuously improve individual capabilities and team capacity to create an environment that will yield to high performance.
1.The school promotes 0 The school 0 The school regularly 3 The school, with its 0 1.5
collaboration and harmonious demonstrates conducts activities that stakeholders, designs
relationship among its understanding on the promote collaboration and conducts activities
personnel importance of and harmonious that promote
(2%)
collaboration and relationship collaboration and
harmonious relationship harmonious relationship
-copy of Plan of activities -copy of the -copy of the -copy of the documentation
for team building documentation on the documentation on the on the sustained
Implementation of plan Involvement of implementation of plans
according to time frame stakeholders in planning related to team building
and implementation
-copy of Consolidated IDPs -copy of approved Human -copy of documentations -copy of Reports on bullying,
resources development on GAD, teambuilding grievance and administrative
plan matters
MOVs
-copy of Memos and -copy of SLAC -copy of the -copy of the documentation
policies documentation on the on the Institutionalization of
Implementation of capacity building
capacity building action
plan
-copy of the -copy of the -coppy of the Approved -copy of the Certification of
MOVs documentation on the documentation on proposal signed by sharing and adoption of best
Capacity building activities Coaching and mentoring stakeholders practices
-copy of the document on -copy of Plan of action for -copy of the -copy of documentation of
Team building capacity building Education/Stakeholders Partnership and networking
Summit activities
-copy of Creation of -copy of Completion -copy of Creation of -copy of the documentation
grievance committee report school-community of the Participation in
grievance committee interschool activities
-copy of Conflict -copy of the
resolution documentation
Stakeholders’ forum
-copy of the List of all
activities involving
personnel
2.The school provides a 0 The school identifies 0 The school conducts 3 The school creates a 0 The school institutionalizes a 1.5
mechanism to help improve individual and team activities to explain and monitorng system to system that provides
individual and team performance targets based analyze individuals and check if individual and interventions to address
performance on performance teams in relation to the team performance targets personnel and organization
(2%) management system and performance are met based on the needs to further enhance
school plan management system and performance performance of individuals
school plan management system and and teams in a community of
school plan schools
-copy of the Conduct of -copy of Report on -copy of Performance -copy of the Development
planning phase of RPMS performance coaching evaluation plan based on OPCRF/IPCRF
and mentoring
-copy of the Summary of -copy of the Analysis of -copy of the Approved -copy of the Regular M&E of
IPCRFs results of IPCRFs projects on L&D L&D plans
intervention programs
-copy of OPCRF -copy of the Matrix of -Copy of the crafted of -copy of the documentation
INSET activities M&E tool of the Reviewing of the HRD
plans
-copy of eSAT -copy of the -copy of the Consolidated -Results of SMEA
documentation on the report on IPCRFs
School training and
development plan
-Letter of the -copy of the Action plan -copy of the Approved -copy of the documents on
recommendation to pursue for coaching IPCR/OPCR Profiling and credentialing
higher education
-copy of RPMS -copy of the -copy of Quarterly SMEA -copy of the Interventions
orientation/reorientation Documentation on RPMS based on IPDP
process
-eSAT -Performance review
3.The school recognizes 0 The school acknowledges 0 The school conducts 3 The school mobilizes the 0 The school shares information 1.5
outstanding individual and outstanding individual and recognition ceremonies PMT and learners in and effective practices about
team performance, exemplary team performance, using existing guidelines selecting and recognizing a system of rewards and
behavior, and needs-based exemplary behavior, for selecting individuals individuals and teams recognition that are discussed
innovations, and initiatives needs-based innovations, and teams with with outstanding and deliberated by a
(2%) and initiatives during outstanding performance, performance, exemplary community of schools to
school events exemplary behavior, behavior, needs-based nurture a culture of
needs-based innovations, innovations, and meritocracy and to sustain
and initiatives evaluated initiatives based on outstanding performance
by the PMT established guidelines
-copy of the Creation of -copy of the -copy of the document on -copy of the document on the
school PRAISE committee Documentation of the Formulation/adoption sharing of best practices on
awarding ceremony of higher-level criteria R&R
-copy of the Customized -copy of the Report on -copy of the Designation -copy of the Advocacy
policies on R&R awarding ceremonies of orders with TOR of the program and communication
members of the PMT
-copy of Awards and -copy of the -copy of the -copy of the Documentation
recognitions documentation of the documentation of PRAISE on sharing of practices
Conduct of search committee in place
-copy of the Letter of - copy of the document of -copy of the Criteria on -copy of the docmentation on
commendation School PRAISE guidelines the conduct of awarding Summit/congress
-Special order on -Adjusted PPMP and APP -School-level awarding -Certification of sharing and
coordinatorship adoption of best practices
-copy of Policy and -copy of the documentation
guidelines for selection of Division/Regional/National
process search
copy of the documentation
copy of the documentation on
Higher-level awarding
-copy of the documentation
on Awards & recognition
system collaboratively
discussed and deliberated by
stakeholders
4.The school cultivates, 0 The school identifies, 0 The school creates a 3 The school, with its 0 The school nurtures a culture 1.5
nurtures, and ensures documents, and functional L&D, TA, and stakeholders, creates a of continuous personal,
personal growth, professional recommends individuals career advancement team functional L&D, TA, and professional, and team
enhancement, and team and teams for personal which will provide and career advancement excellence that influences the
development growth, professional conduct needs-based system which will provide practices of other schools
(2%) enhancement , and team interventions and develop and conduct needs-based through a functional school
development based on opportunities for interventions and develop talent management system
competency standards individuals and teams for opportunities for which tracks, monitors, and
personal growth, individuals and teams for evaluates efficiency and
professional personal growth, effectiveness of the L&D, TA,
enhancement, and team professional and career advancement
development based on enhancement, and team system for sustainability
competency standards development based on based on competency
competency standards standards
-copy of Recommendation -copy of the document on -copy of the document on copy of SF7
of school head for staff the Creation of school SLAC, school INSET
development performance
-copy of the List of management
-copy of the team -copy of the LGU and -copy of the documentation
scholarship programs documentation on other scholarship on the Evaluation of L&D and
Organization and programs TA systems
formulation of L&D team
-copy of eSAT results, IDP -copy of TA plan on -Functional L&D system -REAP and WAP
professional development
-TNA -HRD plan based on TNA -MOA with training -M&E

institutions
-Registry of trainings -INSET Training Matrix & -Completion report of L&D -SLAC, INSET report
attended Proposal
-RPMS -School LAC Report -M&E Tools and Results -Career progression plan
-Coaching and mentoring -Training Design --Certification of sharing and
adoption of best practices
-OPCRF/IPCRF -Session Guides & -Established career
Training Matrix advancement system
-OPCRF/IPCRF
5.The school ensures a work 0 The school assesses the 0 The school provides 3 The school, with its 0 The school promotes a wider 1.5
environment that promotes health and well-being interventions based on stakeholders, ensures the health and well-being
individual and team health needs of individuals and health and well-being sustainable program to be collectively
and well-being teams needs of individuals and implementation of a developed, adopted,
(2%) teams customized school health practived, enhanced, and
and well-being program of sustained by a community of
individuals and teams schools
-Result of APE of -Referral of personnel -Project design on health -Documentation of

personnel with medical or health and nutrition program
concerns
-Health and wellness -Completion report on the -MOA with school health benchmarking activities
profile of personnel conduct of health and organization
wellness
-OK sa DepEd -List of health -Results of satisfaction,
implementation report beneficiaries motivation and hygiene
survey
-Succession plan with -School health and well- -Reports on SADAC, Clean-up
TOR being program drives, medical caravans
-Wellness plan and -MEA on wellness -Engagement/partnership
program program with Health advocates and
other partner agencies
-Implementation report -Certification of sharing and
-School and community -Values formation
wellness program
-Established health service
linkages
-Partnership with other
stakeholder offices
6.The school creates a system 0 The school identifies and 0 The school creates a team 3 The school, with its 0 The school collaborates within 1.5
of succession, exit, scrutinizes eligible to prepare the succession stakeholders, develops a a community of schools
onboarding, and turnover of teaching and non-teaching plan of eligible teaching system on succession and through the collective sharing
teaching and non-teaching staff for retirement, and non-teaching staff for exit of eligible teaching of information on the results
staff promotion, and transfer retirement, promotion, and non-teaching staff for of M&E of a system of
(2%) based on existing policies and transfer based on retirement, promotion and succession and exit for school
exisiting policies transfer which is personnel to allow effective
consistent with existing practices to thrive among
policies them
6.The school creates a system The school identifies and The school creates a team The school, with its The school collaborates within
of succession, exit, scrutinizes eligible to prepare the succession stakeholders, develops a a community of schools
onboarding, and turnover of teaching and non-teaching plan of eligible teaching system on succession and through the collective sharing
teaching and non-teaching staff for retirement, and non-teaching staff for exit of eligible teaching of information on the results
staff promotion, and transfer retirement, promotion, and non-teaching staff for of M&E of a system of
(2%) based on existing policies and transfer based on retirement, promotion and succession and exit for school
exisiting policies transfer which is personnel to allow effective
consistent with existing practices to thrive among
policies them
-List of eligible for retiring, -Creation of a team on -Customized succession -Documentation on best
promotion, transfer succession plan practices
-Results of the personnel -SDO approved 3-year -Succession and exit -Records showing sharing of
and employee audit competency-based systems results of M&E
succession plan
-Profiling of employees -Customized policies -Process map signed by -Advocacy program and
and personnel based on based on the ORAOHRA stakeholders communication efforts for
the updated school 201 replication
file
-IPCRF -Promotion selection -Updated PSIPOP -Report on information
board caravan
-School Form 7 -Succession plan with -Education summit
TOR
-CSC Form 212 -Team composition with -Posting/announcement of
TOR vacant positions
-District succession plan
-Certification of sharing and
-Data banking system on
succession of personnel
LEVEL 0 0 9 0 9%
HUMAN RESOURCE AND TEAM DEVELOPMENT (12%) 9%
BEGINNER 3% 1 - 3% Highly Proficient


(SBM DOMAIN)
FINANCE AND
RESOURCES
MANAGEMENT LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
OVER-ALL
AND BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
MOBILIZATION
(14%)
Standard: School and the community come together to take responsibility in ensuring participation, transparency, and accountability, as well as, implementation of plan to
continuously improve the delivery of basic education services, organizational health, and performance.
1.The school ensures that 0 The school identifies 0 The school ensures fund 3 The school and its 0 The school shares its 1.5
programs, projects and programs, projects and requirement to address stakeholders ensure the effective fiscal planning
activities are funded as activities and fund priority improvement availability of fund and budgeting practices
reflected in the school plan requirement as reflected areas of as reflected in requirements for within a community of
(2%) in the school plan the school plan programs, projects, and schools to encourage
activities that efficiency and influence
supplement the school high performance
plan through innovative among them
ways
- Approved -Established partnership -Approved project -Documents in sharing
AIP/APP/WFP as evidenced by a MOA, proposals/resolutions/re Best Practice on fiscal
MOU, Deed of Donation quest letter in support of planning and budgeting
with acknowledgement the AIP to be funded practices
receipt/letter from other funds such as
SEF, Alumni, PTA, etc.;
fund generation initiated
by the stakeholders
-Updaed and relevantl -Approved WFP/AIP -Approved SGC-initiated - copy of documents

list of PPAs PPAs on the benchmarking
of other schools on
effective FRMM duly
acknowledged by higher
authority.
-Approved SIP - Approved SOB - Copy of Cert of
Recognition from higher
authority
-Approved budget work -Approved Income- -Copy of Project
plan matrix generating projects accomplishment report
-Copy of MOA -copy of
PIR
-Approved resolutions -copy of SMEA
-Updated Liquidation -No receipt of AOM
reports
-copy of documents of
Field Staff Conference
and ManCom
-copy of Minutes of
Meeting
2.The school ensures that 0 The school is aware of 2 The school sets in place 0 The school and its 0 The school promotes 1
procurement activities are systems and processes systems and processes stakeholders identify and innovative practices and
within the approved plan and on procurement as to ensure that adopt innovative ways shares information
budget as required by law required by law procurement activities for the timely within a community of
(2%) are within the approved procurement of goods schools to achieve
plan and budget as and services within the efficiency in the
required by law approved plan and procurement of goods
budget and services
-copy of Attendance of -Establishment of BAC -copy of Advisories from -copy of Report on
training on Awareness of (Number of successful the DBM Financial Management
RA 9184 (Procurement biddings and (Best Practices)
Law) procurement, no
disallowances)
-documentation of -profile of Procurement -proper documentation -documentation of

Mentoring and Coaching documents of innovations District convocations
on procurement process
- copy Certificate of -Copy of APP and PPMP -updated copies of -copy of Audit
participation to APP/PPMP Observation
PHILGEPS training Memo/Summary of
Liquidation Report duly
signed by PSDS, PTA
-copy of the list of Bids -Copy of the SIP -copy of Inspection and -copy of Certificate of
and Awards Committee Appraisal Tool Acceptance Report Recognitions received
-copy of Annual -PhilGEPS -copy of Purchase -copy of Letters from
Procurement Plan requests other schools as
benchmarking sites
-copy of BAC Resolutions -Copy of innovative -copy of documentations
procedures on on School to school
procurement of goods partnership
and services
-copy of BAC duties and -profile/list of Bulk
responsibilities procurements
-Minutes of Bids and -copy of Purchase
Awards Orders
-Citizen’s Charter -copy of updated APP
-copy of RPQ
-updated copy of
Liquidation reports
3.The school funds are Disbursement (2%)
disbursed and utilized in The school disburses The school ensures that The school adopts The school shares
0 0 3 0 1.5
accordance to accounting and funds based on Monthly funds are disbursed as innovative disbursement information and
auditing rules -and regulations Cash Programs or School planned and in practices with full innovative practices on
(4%) Operation Budget accordance to transparency to its effective disbursement
accounting and auditing stakeholders in in accordance to
rules and regulations accordance to accounting and auditing
accounting and auditing rules and regulations to
rules and regulations effect sustainable
improvement within a
accordance to accounting and funds based on Monthly funds are disbursed as innovative disbursement information and
auditing rules -and regulations Cash Programs or School planned and in practices with full innovative practices on
(4%) Operation Budget accordance to transparency to its effective disbursement
accounting and auditing stakeholders in in accordance to
rules and regulations accordance to accounting and auditing
accounting and auditing rules and regulations to
rules and regulations effect sustainable
improvement within a
- Updated Cash in bank -Updated liquidation -Updated Financial -Copy of Documents on

register / Cash reports (on time Transparency Board effective disbursement
Disbursement Register submission) practice
to be compared to
School Operating Budget
-Updated Cash -Updated Subsidiary -Updated & Innovative -Updated & Innovative
disbursement receipts ledger Monthly Cash Monthly Cash
Disbursement Based on Disbursement Based on
Monthly Disbursement Monthly Disbursement
Program Program Benchmarked
by other schools
-Updated Liquidation - copy of Monthly -Updated transparency - Functional Online
report vs. SOB Disbursement Program board financial information
management system
-Updated MOOE report - copy of Monthly Cash - Updated MOOE report - Updated MOOE
disbursement voucher Disbursement Register liquidation report
-Updated MOOE report - Documents of Minutes -Copy of Certificate of
of Periodic meeting with Recognition as Resource
stakeholders on Fiscal Speaker on Effective
management Disbursement
-copy of updated SOB -Recognized and
documented innovations
on school disbursement
practices by higher
authority
Utilization (2%)
0 The school is about to 2 The school meets the 0 The school, with its 0 The school encourages 1
meet the minimum minimum required stakeholders, ensures the efficient
required utilization of utilization of funds in that the effective disbursement and
MOVs funds in accordance to accordance to disbursement and full utilization of funds within
utilization of funds are
sustained and innovative
means to improve are
developed
The school, with its
stakeholders, ensures
that the effective
MOVs funds in accordance to accordance to disbursement and full utilization of funds within
accounting and auditing accounting and auditing utilization of funds are a community of schools
rules and regulations rules and regulations sustained and innovative by sharing effective
means to improve are ways that influence
developed positive changes in their
practices
-profile of Less than 75 -profile of 75 % as seen -Timely and full -Documents showing of
% as seen in Subsidiary in Subsidiary Ledger or liquidation of sharing effective
Ledger or any applicable any applicable downloaded funds as practices on
documents documents seen in Subsidiary disbursement and
Ledger or any applicable utilization of funds
documents
-copy of Consolidated -copy of Consolidated -Consolidated Monthly -Consolidated Monthly
monthly report signed by Monthly Report on the Utilization of Funds Actual Disbursement and
the School Head Utilization of Funds signed by the Utilization of Funds
signed by the Accountant and noted by signed and reported by
Accountant the stakeholders stakeholders to all
schools in the district
-copy of updated MOOE -copy of updated MOOE -copy of updated MOOE -copy of updated MOOE
utilization report utilization report with utilization report with utilization report with
proper documentations proper documentations proper documentations
-60% of the disbursed -Transparency Board -copy of Advocacy

fund being utilized Campaign materials for
Effective Fund Utilization
-100% of the disbursed

fund being utilized
4.The school implements 0 The school has 0 The school implements 0 The school, with its 0 The school shares 0
management strategies to management strategies effective management stakeholders, information about
mobilize resources in place to mobilize strategies to mobilize institutionalizes effective practices on
(2%) resources resources innovative practices on resource mobilization
resource mobilization that has positive
influence on the
management strategies
of a community of
schools
4.The school implements The school has The school implements The school, with its The school shares
management strategies to management strategies effective management stakeholders, information about
mobilize resources in place to mobilize strategies to mobilize institutionalizes effective practices on
(2%) resources resources innovative practices on resource mobilization
resource mobilization that has positive
influence on the
management strategies
of a community of
schools
-Availability of updated -copy of Implementation -Increased number of -Documents showing

Social Mobilization and of Social Mobilization partners sharing of best practices
networking plan and Networking plan as on resource mobilization
evidence of established
partnership
-copy of Minutes of the -copy of updated -Property custodian -Documented activities
orientation on the Inventory of properties report on the sharing of
existing asset innovations on asset
management policies management to a
community of school
-functional Partnership -copy of SMEA report -No COA Observation -Report on identified
database system and SRC report Best Practices
-copy of Minutes of the -copy of Inventory -Documented innovative -SOSA
Planning Meeting of the Custodian’s Slip/Logbook practices on asset
school’s SOCMOB of Materials management
-copy of List of partners -Copy of Capsule -Report on Stakeholder -Publication/Social Media
Proposal for Convergence
Stakeholders
-copy of Resource -Copy of Letters sent to -Locally initiated and -Marketing
mobilization plan stakeholders institutionalized
project/innovation with
accomplishment report
-documentation of -copy of MOA/MOU -School accounts in -Stakeholder
Process flow in accepting accepting donations convergence
donations
-copy of Implementation - School and
record of mobilization stakeholders innovation
plan on resource mobilization
plan
-copy of of updated
Records on accepted
donations
5.The school ensures that 0 The school is aware of 0 The school complies with 3 The school and its 0 The school creates a 1.5
assets are properly managed the existing asset asset management stakeholders ensure that venue for a community
and fully utilized management policy policy to ensure that the proper management of schools to share
(2%) assets are properly and full utilization of information and
managed and fully assets are efficiently innovative practices on
utilized sustained through asset management that
5.The school ensures that The school is aware of The school complies with The school and its The school creates a
assets are properly managed the existing asset asset management stakeholders ensure that venue for a community
and fully utilized management policy policy to ensure that the proper management of schools to share
(2%) assets are properly and full utilization of information and
managed and fully assets are efficiently innovative practices on
utilized sustained through asset management that
innovative practices results to an improved
performance
-documentation on -updated copy of -copy of updated records -copy of Documents

Attendance to Inventory of Property of PPE, disposable showing sharing of best
orientation, coaching Plant and Equipment, unserviceable materials, practices on asset
and mentoring on Asset Documentation of condemnation of school management
Management Policy disposal unserviceable buildings, participation
properties as applicable, of stakeholders in the
Documentation of conduct of inventory,
condemnation and disposal
demolition of school
buildings, presence of
school site development
plan
-copy of School -functional Tracking -functional Technology- -copy of reports on the

Inventory Report system based asset Caravan of Best
management system Practices
-updated copy of -coy of Work flow
Property management
and utilization report
6.The school complies to all 0 The school complies to 0 The school complies to 3 The school ensures that 0 The school 1.5
physical and financial all physical and financial all physical and financial reports are used to institutionalizes the
reportorial requirements in a reportorial requirements reportorial requirements improve PAPs regular use of reports as
timely and accurate manner in a timely and accurate implementation and fund feedback mechanism to
(2%) manner utilization, and are improve physical and
properly communicated financial management
to stakeholders systems within a
-copies of Transmittal of -copy of any documents -copy of Minutes of -copy of documentations
physical and financial showing timely meeting disseminating of discussion of financial
reports submission of accurate the utilization of funds in and fiscal report during
financial reports relation to PAPs SMEA
implementation to
stakeholders
-copy of School Site -copy of updated School -copy of SMEA reports -copy of advocacy
Deed of Donation Development Plan are available done by materials on the
the SH, some implementation and
coordinators and improvement of a
teachers with collaboratively
stakeholders developed, periodically
adjusted and
constituent-focused
resource management
system
-updated copy of School -School Building -copy of (SHARE) School -copy of Consolidated M
Building Inventory Inventory duly signed by Heads Accomplishments & E satisfaction Survey
the Division Engineer, Reports in Education (localized tool)
School Head and
Stakeholders
-updated copy of -No Audit Observation -copy of minutes of the -copy of Analysis,
Monthly MOOE memo received SHARE (School Heads Finding and
Liquidation (CDR) Accomplishment Report Recommendation
in Education)/SOSA
conducted
-updated copy of PTA, -No unliquidated cash -copy of Attendance of -copy of SOSA
Canteen, IGP Liquidation advances /Liquidated on all relevant activities documentation
Time
-Financial reports -Timely submission of -Documentations -copy of M&E report of
financial reports (Attendnce, Photos with stakeholders
caption)
-copy of the list of Bulk -Approved liquidation -copy of School Site Title
procurement Reports
-Purchase Orders -Validated Inventory of -copy of SRC Reporting
School Plants,
Properties, Equipment
-copy of APP - Program of -copy of Improvement
Work/Resolution/Solicitat plan based on report
ion Letter
-copy of RPQ -Core processes aligned
to ARTA
-updated copy of
Building status report
LEVEL 0 2 6 0 8%
HUMAN RESOURCE
AND TEAM 4% 7% 11% 14% 8%
DEVELOPMENT
BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Highly Proficient

DIVISION:
SCHOOL:
PERCENTAGE
LEVEL OF PRACTICE
ENABLERS
(SBM DIMENSIONS)
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 TOTAL
CURRICULUM AND INSTRUCTION 30% 0.00 0.00 0.00 0.00 0.00%

LEADERSHIP 16% 0.00 8.00 0.00 0.00 8.00%
GOVERNANCE 16% 1.00 2.00 3.00 4.00 10.00%
LEARNING ENVIRONMENT 12% 0.50 2.00 3.00 4.00 9.50%
HUMAN RESOURCE 12% 0.00 0.00 9.00 0.00 9.00%
FINANCE 14% 0.00 2.00 6.00 0.00 8.00%
TOTAL 100% 1.50 14.00 21.00 8.00 44.50%
DESCRIPTIVE FACTOR HIGHLY PROFICIEN

MENT TOOL
PRACTICE
LEVEL OF PRACTICE
LEVEL 3 HIGHLY PROFICIENT

LEVEL 3 HIGHLY PROFICIENT
LEVEL 4 DISTINGUISHED
LEVEL 2 PROFICIENT
HIGHLY PROFICIENT
DIVISION:
SCHOOL:
LEVEL OF PRACTICE
E
AG
ENABLERS
NT
(SBM DIMENSIONS) LEVEL 1 LEVEL 2 LEVEL 3
CE
R
CURRICULUM AND INSTRUCTION PE30% 1.00 - 7.50% 7.51 - 15.00% 15.01 - 22.50%
LEADERSHIP 16% 1.00 - 4.00% 4.01 - 8.00% 8.01 - 12.00%
GOVERNANCE 16% 1.00 - 4.00% 4.01 - 8.00% 8.01 - 12.00%
LEARNING ENVIRONMENT 12% 1.00 - 5.00% 5.01 - 7.30% 7.31 - 10.00%
HUMAN RESOURCE 12% 1.00 - 3.00% 3.01 - 6.00% 6.01 - 9.00%
FINANCE 14% 1.00 - 4.00% 4.01 - 7.00% 7.01 - 11.00%
TOTAL 100% 6.00 - 37.50% 37.56 - 51.30% 51.36 - 76.50%
HIGHLY
BEGINNER PROFICIENT
PROFOCIENT
A school
Descriptors for the enabling A school
exceeds the
FACTORS meets some A school meets requisites of the
requisites of all requisites of
the standard
standard
through
the standard
effective
innovations
OOL
TICE
LEVEL 4
22.51 - 30.00 %
12.01 - 16.00%
12.01 - 16.00%
10.01 - 12.00%
9.01 - 12.00%
11.01 - 14.00%
76.56 - 100%
DISTINGUISHED
A school
exceeds the
requisites of the
standard and
sustains high
performance
through
effective
innovations
that have been
adopted and
contextualized
by others

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DEPARTMENT OF EDUCATION

REGION VII, CENTRAL VISAYAS

ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

-Accomplished Classroom -Accomplished Class -Accomplished Class -Accomplished Class

-Curriculum Guide of all -SIMs -Contextualized, localized, -LAC sessions

-DLP/DLL of all teachers -Observation notes -Letter of support from -FGD

-Teacher-made test - Showcasing of talents of

-Varying numbers on - Validated, published and

-Inventory of school -List of available learning -Contextualized learning - Collaborative activity

-Record of mentoring and -Certification of

-Table of Specifications -Compilation of test item -Form 138 -Student Portfolio

-Results of diagnostics -Copy of staff - Results of data analysis -Documentation on

-Learning portfolio - Crafted contextualized -Reports on SLAC

-Forms 137,138 -Remediation or -Action Research -Dissemination and

-Learner profiling -Accomplishment Report -Individualized - Invitation to other

- Copy of interpreted -Compiled district and -Attendance of learners --MOA on School to

-Plan of Action for the -Report of -Documented partnership

LEVEL 0.00 0.00 0.00 0.00 0.0%

CURRICULUM AND INSTRUCTION (30%) 0%

BEGINNER 8% 1-8% DESCRIPTIVE FACTOR Highly Proficient

HIGHLY PROFICIENT 23% 16.1-23%

DISTINGUISHED 30% 23.1-30%

ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

LEADERSHIP LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

-School Memo -CI Projects -Letter of invitation -Adaption of best practice by

-SRC -Division taglines -MOA/MOU -Invitation/certificate as

-SLAC Session Plan -Clear articulation of the -Documentation of best

-Copy of Program -Documentation on SRC -Endorsement by higher

-ESIP -ESIP with yearly AIP -Catch up plan -Benchmarking of other

-APP -Copy of Report on the -Reviewed and adjusted -Accomplishment report

-Minutes of meeting -Designation Order -IPDP -SLAC

-Documentation of proof -Partnership and -Certificate of

BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Proficient

ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

GOVERNANCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

-copy of Organization of -copy of AIP with -documentation of -copy of Documentations

-copy of Constitution and -docuentation of Awards -copy of Accomplishment -documentations of

-copy of SMEA -copy of the -copy of the Analysis of -copy of Documentation

BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Highly Proficient

ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

-Hazard mapping -CFSS Score should be CFSS Score -Documents showing

-SDRRM Plan -Regular conduct of multi -Regular conduct of multi -WINS

-Posting Hotline Numbers - Employing -Best practices on CFSS

-Existence of the program -Child mapping -Presence of a project -Advocacy on inclusive

-Establishment of -Presence of ICT - Adopt a school - School to School

-Dissemination of WINs, -WINs monitoring report - Best - Adoption of school’s

MOVs -Minutes of the meeting -Canteen monitoring tool -Accomplishment report

-Organization of SDRR -Capacity Building on -Contextualized SDRRM -Adoption of school’s best

-Attendance to -Report on the -Participation of other -Benchmarking of other

-SPG/SSG/other student -Action plan and -SMEA Report on the -Advocacy

-Visual Management -Analysis of the

LEVEL 0.5 2 3 4 10%

BEGINNER 3% 1 - 3% DESCRIPTIVE FACTOR Distinguished

ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

-TNA -HRD plan based on TNA -MOA with training -M&E

-Result of APE of -Referral of personnel -Project design on health -Documentation of

BEGINNER 3% 1 - 3% Highly Proficient

ENABLER LEVEL OF PRACTICE STANDARD RUBRICS

-Updaed and relevantl -Approved WFP/AIP -Approved SGC-initiated - copy of documents

-documentation of -profile of Procurement -proper documentation -documentation of

- Updated Cash in bank -Updated liquidation -Updated Financial -Copy of Documents on

-60% of the disbursed -Transparency Board -copy of Advocacy