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
(30%)
STANDARD: School personnel and stakeholders work collaboratively for the enhancement of learning standards to continually build a relevant and inclusive learn
community.
1.The school provides 0 The school provides 2 The school provides 0 The school and its 0 There is a continuous
relevant teaching- teaching-learning relevant teaching- stakeholders work exchange of
learning activities and activities and resources learning together to provide information, expertise,
learning resources that that develop desired activities and resources contextualized teaching- and materials among a
develop desired learning learning outcomes that develop desired learning activities and community of schools
outcomes learning outcomes resources that develop to improve the
(6%) desired learning teaching-learning
outcomes activities and
resources that results
to a sustained
improvement on
desired learning
outcome
-Accomplished -Accomplished Class -Accomplished Class -Accomplished Class
Classroom Observation Observation Template Observation Template Observation Template
tool of preceding school
year

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

teachers of the localized, indigenized
preceding school year SIMs

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

teachers of the the stakeholders
preceding year
 -Learning Materials -Conduct of LAC -Utilization of national -Accomplishment
used in the preceding sessions testing results report
school year
-Accomplished Class --Varying numbers on -Documentation on -Establishment of
Observation Template teaching-learning School-based action Learning communities
activities and research among schools
corresponding 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
teaching-learning and utilized teaching
activities and work
corresponding
resources
- Recognized related
action research
-MOA on School to
school partnership
2.The school utilizes 0 The school utilizes 2 The school utilizes 0 The school engages its 0 Effective practices on
needs-based learning available learning needs-based learning stakeholders to develop the development and
resources to achieve resources to achieve resources to achieve various and innovative implementation of
desired learning desired learning desired learning needs-based learning innovative needs-
outcomes outcomes outcomes resources to achieve based learning
(6%) desired learning resources are shared
outcomes and utilized among a
community of schools
that results to the
sustained
improvement of
learning outcomes
 -List of available -Quarterly assessment & -Innovations - Documents showing
learning analysis result per sharing of best
materials/resources learning area per grade practices on
level development and
implementation of
innovative and needs-
based learning
resources

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

MOVs facilities learning resources with stakeholders in
materials/resources the implementation of
School-Based Projects
-Copy of test results -Integration of use of - Crafted Innovative -MOA on School to
facilities in LPs tests
-MPS of periodic School-Based Projects
-Compilation of localized school partnership
-Reports on utilization
with stakeholders
learning assessments of intervention
programs through
action research
-Contextualized learning
materials
3.The school 0 The school implements 2 The school implements 0 The school and its 0 There is a continuous
implements appropriate teaching-learning appropriate teaching- stakeholders collaborate exchange of
teaching-learning support systems that learning support in developing and information, expertise,
support systems that contribute to the systems that contribute implementing various and learning resources
contribute to the developmental needs of to the developmental and innovative among a community of
developmental needs of diverse learners needs of diverse teaching-learning schools to improve the
diverse learners learners support systems that teaching-learning
(6%) contribute to the support systems that
developmental needs of contribute to the
diverse learners developmental needs
of diverse learners
-List of special - Academic and non- -Innovative teaching -FGD
programs academic activities strategies
-Differentiated activities -Curricular and co- -Accomplishment report -Conduct of lesson
curricular activities study
-Report on child -Remedial instruction - Contextualized IMs -Documentation
mapping showing shared best
practices/replication of
the activities and
resources
MOVs
MOVs
-Phil-IRI results -Participation to LAC - Innovative-school- -Letter of
Sessions based projects and benchmarking
activities by learning
areas through
intensified collaboration
with stakeholders

-Record of mentoring -Certification of

and coaching/peer
-Provision of Technical adoption/sharing
-MOA on School to
mentoring
Assistance school partnership
4.The school designs 0 The school assesses 0 The school designs 3 The school enhances 0 An innovative
differentiated strategies learners to measure differentiated the designed assessment system on
to measure desired desired learning assessment strategies differentiated designing
learning outcomes outcomes to measure desired assessment strategies differentiated
(6%) learning outcomes through innovative strategies to measure
inputs from its desired learning
stakeholders to outcomes is sustained,
measure desired shared, and
learning outcomes continuously enhanced
by a community of
-Table of Specifications -Compilation of test -Form 138 -Student Portfolio
schools
item bank
-Summative Test - Designs of appropriate -Minutes of meeting -Documentation
-Quarterly Assessment assessment tools and
-Accomplishment report -Contextualized showing shared best
- Teacher-made test
strategies
on Curriculum assessment strategies practices
for children with
programs/Projects special needs in
collaboration with
medical and
professional
practitioners
-Results of diagnostics -Copy of staff - Results of data -Documentation on
and assessments development plan analysis results of the
assessment
communicated
properly to the school
MOVs
community and 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 2 The school utilizes the 0 School assessment 0 The school shares and
assessment results to assessment results to assessment result to results are used to discusses assessment
improve learning improve learning design and implement develop learning results with a
outcomes outcomes interventions to improve programs that are community of schools
(6%) learning outcomes suited to the school to influence the
community and development of
customized to learners’ innovative and
context which are also customized
utilized for collaborative interventions that can
decision-making to sustain the
improve learning improvement of
outcomes learning 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
children with special the showcasing of
needs attained improvement
of learning outcomes

MOVs -Learner progress -Teacher-made Test -Schedule of RRE and -Copy of Crafted
monitoring other activities parallel test Questions
based on the LMS of
all Learning Area
- Copy of interpreted -Compiled district and -Attendance of learners --MOA on School to
diagnostic and periodic division-made test undergoing school partnership
test results of all materials interventions
Learning Area with LMS
 -Plan of Action for the -Report of -Documented
conduct of assessment Accomplishments partnership activities
-Copy of Crafted parallel -Results of interventions
test Questions based on
the LMS of all Learning
Area

LEVEL 0.00 12.00 4.50 0.00

CURRICULUM AND INSTRUCTION (30%)

BEGINNER 8% 1-8% DESCRIPTIVE FACTOR Highly Proficient

PROFICIENT 16% 8.1-16%

HIGHLY PROFICIENT 23% 16.1-23%

DISTINGUISHED 30% 23.1-30%

 OVER-ALL

d inclusive learning

3
3
3
4.5
3
 16.5%

17%

ficient
 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)

LEADERSHIP LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

(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 continuo
improve the school for better learning outcomes.
1. The school fosters a 1 The school identifies 0 The school 0 The school, with its 0 The school positively
culture that encourages opportunities where collaborates with stakeholders, influences the
excellence and continuous excellence and internal and external collaborates in transformation of other
improvement continuous stakeholders in ensuring the schools into excellent
(4%)
improvement can be identifying needs and sustainability of and continuously
practiced by all strategies promoting a culture of improving organizations
school personnel and excellence and
learners continuous
improvement

-Situational -SHDP Application -Any document showing -Terminal report or any

analysis/gap Project collaboration of the document showing the
analysis/SWOT school in sustaining effectiveness of the
culture of excellence adapted 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 -Photos -Advocacy Program

Projects
-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 -Insights /Impressions out
TWGs/Committees/SPT Costumers Satisfaction from the benchmarking
-Enhanced SIP with -Attendance Sheets Survey
-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
MOVs Innovative Practices of Evaluation Tool with
the school Analysis, interpretation
and recommendation
-Posted Organizational -Approved SIP/AIP -Certificates and -Affirmation Report
structure recognition given by the
school to stakeholders
-Approved proposals -Signed and reviewed -Documentation Report -Replicability of PPAs for
and
-SRCresearch plans ESIP/AIP with
-Division taglines of stakeholder
-MOA/MOU benchmarking
-Invitation/certificate as
resolutions engagement resource speaker in
sharing best practices
-SPPD -Status report -Documentation of -School-to-School
results of innovations Partnership
Accomplishment Report
-Approved monitoring -Training on SPPD -Approved ESIP (already
tool indicated in level 2)
-List of new partners -Documentation of
adoption of other schools
-Signed commitment -Certificates/awards
and responsibility forms
-Implementation report
of AIP
-Training on SPPD
2. The school 1 The school 0 The school 0 The school, with its 0 The school embraces an
communicates the DepEd demonstrates implements policies stakeholders, advocacy on
VMVs to ensure shared understanding of and procedures on identifies and inclusiveness of a
understanding and policies and learning environment continuously learning environment
promote school
procedures on that promotes implements that encourages
effectiveness
(4%)
learning environment inclusiveness innovative and improvement of other
that promotes effective practices to schools
inclusiveness foster a learning
environment that
promotes
inclusiveness
promote school
procedures on that promotes implements that encourages
effectiveness
(4%)
learning environment inclusiveness innovative and improvement of other
that promotes effective practices to schools
inclusiveness foster a learning
environment that
promotes
inclusiveness
-VMV posted in the -Minutes of meeting -SDO Validated Child -Best School Awardee
school 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
- Minutes of the -Photos with captions -Conduct of educational VMVs.
-Results of the VMVs
Meeting and research feedback mechanism
Documentation of SPT’s
Vision Sharing

-Copy of Staff -Report on SRC and -School Memorandum -Report on the utilization
Development Plan SOSA on integration the VMVs of the findings on PPAs
in 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 and SOSA offices
INSET, 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 1 The school develops 0 The school develops 0 The school regularly 0 The school positively
evidence-based strategic a strategic plan an evidence-based reviews and adjusts influences a community
plan aligned with the strategic plan aligned the annual of schools to develop a
(4%) VMVs with the VMVs implementation plan functional and effective
in relation to an evidence-based
evidence-based strategic plan
strategic 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 (Project Monitoring and schools with TA plan
and 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 -Any document showing
Reviewed E-SIP provision of TA
MOVs -SPT -OPCRF/IPCRF -Attendance -Minutes of the Session

-SGC -Coaching and -Photos with caption -Attendance

mentoring 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
leadership among its leadership appropriate with its stakeholders in where shared leadership
personnel by providing opportunities for its opportunities for its designing a can be actively promoted
opportunities to perform personnel personnel to perform developmental plan on in a community of schools
leadership roles and leadership roles and the cultivation and
responsibilities responsibilities practice of leadership
(4%) roles and responsibilities
 -Minutes of meeting -Designation Order -IPDP -SLAC

-Organizational -Approved Activity -School Professional -Sharing of best practices

structure
-List of Design/Project Proposal
-Activity Completion -Development Plan on shared leadership
-Advocacy in a
programs/tools
committees/external Report community of schools
-Inventory of -Photos with caption -Human Resource -Communication efforts
stakeholders
Chairmanship/ Program Training
-PPD -Attendance of -Learningand
and -Analyzed M&E results
Committees participant Development
Development Plan
Planoath
in
-Human Development -Minutes of the meeting -Attendance and -Crafted policies headed
Plan on the identification of collaboration with
taking of SGC/PTA by SGC/PTA
MOVs stakeholders
roles and responsibilities
of each stakeholders
-Organizational flow -Certificate of -Approved organizational
chart
-Oath of office membership to amanual
-Copy of school structure
-MOA/MOU of on
stakeholders
Programs
Leadership
or handbook network
of Meeting with defined
conducted by roles
the and
network
-Pledge of commitment -Minutes of the -Documentation
responsibilities Report of
operation
on collaborative stakeholder’s
-Documentation of proof -Partnership and -Certificate of activities
of practice of 4 RPMS designing
networking ofactivities conducted in school
appreciation/recognition
-Before and now
developmental data of
plans
stages KPIs
LEVEL 3.00 2.00 0.00 0.00
LEADERSHIP (16%)

BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Proficient

PROFICIENT 8% 4.1 - 8%
HIGHLY PROFICIENT 12% 8.1 - 12%
DISTINGUISHED 16% 12.1 - 16%
 OVER-ALL

ities to continuously

0
1
1

2
 5%
5%

cient
 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)

GOVERNANCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

(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 2 The school and 0 The stakeholders initiate 0 The school promotes the
participation of internal and stakeholders about stakeholders create collaboration with the strengthening of
external stakeholders in school 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
(4%) operations school governance and schools through the
operations sharing of 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 -documentations on

program forms of communication Awards 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 materialsreport
-copy of Year-end
-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
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 -copy of the
SMEA 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
MOVs
-documentation on the -documentation of 100% -copy of the -copy of Commitment
50% implementation implementation Accomplished PPAs not form
included in AIP
-copy of Actual -copy of the Actual -copy of Funding sources -copy of Sustainability
accomplishment
-copy of Fundingreport
sources accomplishment
-copy of Fundingreport
sources -copy of the List of PPAs plan
-copy of Impact
against target against target 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 0 The school 0 The school fosters values
information about the stakeholders about the communicates timely communicates timely on transparency and
implementation of its PPAs implementation of its information about its information to its accountability which are
(4%) PPAs PPAs implementation to stakeholders which is shared in a community of
the stakeholders accurate and consistent schools
 
implementation of its PPAs implementation of its information about its information to its accountability which are
(4%) PPAs PPAs implementation to stakeholders which is shared in a community of
the stakeholders accurate and consistent 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
-Photos timely
-Photosconduct of timely
-Photosconduct of timely
-Photosconduct of
assemblies assemblies assemblies
-documentation of -documentation of -copy of Consolidated -copy of Letter of request
varying percentage of varying percentage of QAME report of
-documentaton to benchmark
-copy of Accomplishment
parents’ attendance parents’ attendance varying percentage of report
MOVs
parents’ attendance
-copy of Audit report -copy of Monitoring
-pressence of updated report on updates
-documentation done
varying
transparency to transparency board
-copy of SRC board -percentage
copy of of parents’
attendance
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
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
(4%) school operations operations monitoring to improve strengthening of a
school operations feedback and monitoring
mechanism in a
community of schools
 
-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
-copy of the MIS results
-copy ofofEnd
survey and
of school feedback
-copy of Implementation feedback
-copy of tools and
MOVs Consolidation of all report feedback
year mechanisms
-copy of Summary -copyevaluation
of Evidence of plan
-copy of Completion Awards/recognitions
-copy of Letter of request
feedback
on school coming from
client survey utilization of feedback report received
to on
benchmark
-copy of Evidence
mechanisms of -copy of Project -copy of Sustainability -copy of Action research
benchmarking
established feedback tools and mechanisms
monitoring report plan
-copy of Project -copy of Project -copy of CI projects
tools and mechanisms
monitoring report monitoring report -copy of Project
monitoring report

LEVEL 1 4 3 0
GOVERNANCE 16%
BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Proficient
PROFICIENT 8% 4.1 - 8%
HIGHLY PROFICIENT 12% 8.1 - 12%
DISTINGUISHED 16% 12.1 - 16%
 OVER-ALL

ell as,

2
1

2
3

8%
8%
ent
 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)

LEARNING
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
ENVIRONMENT BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
(12%)
STANDARD:School and the community work collaboratively to ensure equitable access to a learner-centered, motivating, healthy, safe, secure, inclusive, resilient
enabling learning environment.
1.The school implements 1 The school shows 0 The school ensures a 0 The school consistently 0 The school influences
policies and procedures for awareness of policies and safe, secure, and implements and involves practices of other schools
a safe, secure, and procedures on safe, equitable learning stakeholders in the by nurturing a set of
equitable learning secure, and equitable environment through the contextualization of values and a learning
environment learning environment implementation of policies and procedures environment that are
(2%) policies and procedures to ensure a safe, secure safe, secure, and
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

-Posting Hotline Numbers - Employing -Best practices on CFSS

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

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

program in school design on inclusive education
education in AIP

-Conduct of multi factor -Presence of LSENS in -Partnership on Inclusive -Bench marking and
assessment the regular classes Education adoption Documents of
MOVs the school’s best practice

-List of available facilities -Accomplishment report -Invitation letter and -Fully documented School
that promote
-Presence inclusive
of Inclusive -CB for Teachers on accomplishment
-Proof of mobilizingreport of Innovation
-Certificate and
of Activities
learning
Education environment
Handbook Inclusive Education the schools
community while
resources in that promotes
Institutional inclusive
Award
-Reports on compliance -Reports on compliance -Use of Inclusive
showcasing theinclusive
PPAs -Certificate
education of
to inclusive education to inclusive education strengthening
Education Teaching Commendation
-Issuances, Activity -Issuances, Activity -Presence
observing/
practice of teacher-
promoting -Compilation of Best
tools/materials for
3.The school ensures 1 Completion Reports
The school demonstrates 0 Completion Reports
The school manages 0 made
The workbooks
inclusive education
school,
learning with its 0 Practices
School applies a wide
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
MOVs
-Establishment of -Presence of ICT - Adopt a school - School to School
standard
-InventoryICT laboratory
report of equipment
-Presence ofmaintenance
the rules on partnership status report
-Learners Portfolio Partnership documents
physical and IT-enabled procedure
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 2 The school implements The school effectively 0 The school creates
learning environment that knowledge of policies, policies and procedures implements and involves opportunities to
fosters health and well- and procedures on on learning environment stakeholders in ensuring strengthen the advocacy
being of learners and school learning environment that foster health, that an evolving learning on sustaining a learning
personnel that fosters health, nutrition and well-being environment sustains environment that fosters
(1%) nutrition and well-being of learners and school health and well-being of health and well-being of
of learners and school personnel learners and school learners and school
personnel 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
MOVs personnel
-Minutes of the meeting -Canteen monitoring tool -Accomplishment report
and attendance
-Gulayan sa Paaralan -CFSS Survey
Program (GPP)
-Wellness Program -SBFP implementation
(Personnel and
-Medical and Students
Dental monitoring tools/report
-Implementation of
Program
-School Memo health programs
-monitoring and
-School handbook evaluation
-Logbook on school
visitation of medical and
dental unit
5.The school establishes a 0 School manifests 2 School implements 0 School contextualizes 0 School institutionalizes
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 practices in the implementation of the
in the implementation of implementation of DRRM. DRRM.
DRRM.
learning environment structures, systems, systems, protocols, and equipment in the learning environment.
(2%) protocols, and practices practices in the implementation of the
in 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
contextualization to 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
-Availability Plan
of emergency
map, lights, exits and fire
extinguishers

6.The school ensures a 0 School manifests 2 School implements 0 School contextualizes 0 School institutionalizes
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 practices in the implementation of the
in 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
MOVs Memos,
-MinutesCPP Manual
of the meeting School Guidance
-Presence Program
of guidance -Documentation on the best practice through
advocating positive
of communicated counselor participations of school to school
discipline
Students Handbook and identified stakeholders partnership
SPG/SSG Constitution advocating positive
and By-Laws discipline.
7.The school provides 0 The school identifies 2 The school develops a 0 The school, with its 0 The school influences
support to exercise rights opportunities where program and conducts stakeholders, other schools to
and responsibilities of the learners can exercise activities that provide institutionalizes the strengthen support on
7.The school provides The school identifies The school develops a The school, with its The school influences
support to exercise rights opportunities where program and conducts stakeholders, other schools to
and responsibilities of the learners can exercise activities that provide institutionalizes the strengthen support on
learners to participate in their rights and venues for learners to effective conduct of PPAs the exercise of the rights
maintaining a conducive responsibilities to exercise their rights and that encourage learner and responsibilities of
learning environment participate in maintaining responsibilities to participation through a learners to participate in
(2%) a conducive learning participate in maintaining feedback and M&E maintaining a conducive
environment 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
MOVs responsibilities of
learners

-Visual Management -Analysis of the

Tools/Organizational consolidated comments
Structures/Structure in in the suggestion Box
place
-Reports on stakeholder
participation

LEVEL 1.5 4 0 0
LEARNING ENVIRONMENT (12%)

BEGINNER 3% 1 - 3% DESCRIPTIVE FACTOR Distinguished

PROFICIENT 6% 3.1 - 6%
HIGHLY PROFICIENT 9% 6.1 - 9%
DISTINGUISHED 12% 9.1 - 12%
 OVER-ALL

sive, resilient, and

0.5
0.5

0.5
1

1
1

1
 6%
6%

hed
 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)

HUMAN
RESOURCE AND
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
TEAM BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
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 2 The school regularly 0 The school, with its 0
collaboration and harmonious demonstrates conducts activities stakeholders, designs
relationship among its understanding on the that promote and conducts activities
personnel importance of collaboration and that promote
(2%)
collaboration and harmonious collaboration and
harmonious relationship harmonious
relationship relationship
-copy of Plan of -copy of the -copy of the -copy of the documentation
activities for team documentation on the documentation on the on the sustained
building Implementation of plan Involvement of implementation of plans
according to time frame stakeholders in planning related to team building
and implementation
-copy of Consolidated -copy of approved -copy of documentations -copy of Reports on
IDPs Human resources on GAD, teambuilding bullying, grievance and
development plan administrative matters
 -copy of Memos and -copy of SLAC -copy of the -copy of the documentation
policies documentation on the on the Institutionalization
Implementation of of capacity building
capacity building action
plan

-copy of the -copy of the -coppy of the Approved -copy of the Certification of
documentation on the documentation on proposal signed by sharing and adoption of
MOVs Capacity building Coaching and stakeholders best practices
activities mentoring

-copy of the document -copy of Plan of action -copy of the -copy of documentation of
on Team building for 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 2 The school conducts 0 The school creates a The school institutionalizes
mechanism to help improve individual and team activities to explain and monitorng system to a system that provides
individual and team performance targets analyze individuals and check if individual and interventions to address
performance based on performance teams in relation to the team performance personnel and organization
(2%) management system performance targets are met based on needs to further enhance
and school plan management system the performance performance of individuals
and school plan management system and and teams in a community
school plan of 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
and mentoring OPCRF/IPCRF
-copy of the Summary -copy of the Analysis of -copy of the Approved -copy of the Regular M&E
of IPCRFs results of IPCRFs projects on L&D of 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
-Letter of the documentation on the
-copy of the Action plan report onthe
-copy of IPCRFs
Approved -copy of the documents on
recommendation to School
for coaching and
training IPCR/OPCR Profiling and credentialing
pursue higher education development plan

-copy of RPMS -copy of the -copy of Quarterly SMEA -copy of the Interventions
orientation/reorientation Documentation
-eSAT on -Performance review based on IPDP
RPMS process

3.The school recognizes 0 The school 2 The school conducts The school mobilizes the 0 The school shares
outstanding individual and acknowledges recognition ceremonies PMT and learners in information and effective
team performance, outstanding individual using existing selecting and recognizing practices about a system of
exemplary behavior, and and team performance, guidelines for selecting individuals and teams rewards and recognition
needs-based innovations, and exemplary behavior, individuals and teams with outstanding that are discussed and
initiatives needs-based with outstanding performance, exemplary deliberated by a community
(2%) innovations, and performance, behavior, needs-based of schools to nurture a
initiatives during school exemplary behavior, innovations, and culture of meritocracy and
events needs-based initiatives based on to sustain outstanding
innovations, and established guidelines performance
initiatives evaluated by
the PMT
-copy of the Creation of -copy of the -copy of the document -copy of the document on
school PRAISE Documentation of on the the sharing of best
committee awarding ceremony Formulation/adoption of practices on R&R
higher-level criteria
-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
members of the PMT communication
-copy of Awards and -copy of the -copy of the -copy of the
recognitions
-copy of the Letter of documentation of the
- copy of the document documentation of PRAISE
-copy of the Criteria on Documentation on sharing
-copy of the docmentation
commendation Conduct of search
of School PRAISE committee in place
the conduct of awarding of practices
on Summit/congress
guidelines
-Special order on -Adjusted PPMP and -School-level awarding -Certification of sharing and
coordinatorship APP adoption of best practices
-copy of Policy and -copy of the documentation
guidelines for selection of
process Division/Regional/National
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, 2 The school creates The school, with its 0 The school nurtures a
nurtures, and ensures documents, and a functional L&D, TA, stakeholders, creates a culture of continuous
personal growth, professional recommends individuals and career functional L&D, TA, and personal, professional, and
enhancement, and team and teams for personal advancement team career advancement team excellence that
development growth, professional which will provide and system which will provide influences the practices of
(2%) enhancement , and conduct needs-based and conduct needs-based other schools through a
team development interventions and interventions and functional school talent
based on competency develop opportunities develop opportunities for management system which
standards for individuals and individuals and teams for tracks, monitors, and
teams for personal personal growth, evaluates efficiency and
growth, professional professional effectiveness of the L&D,
enhancement, and enhancement, and team TA, and career
team development development based on advancement system for
based on competency competency standards sustainability based on
standards competency standards
-copy of -copy of the document -copy of the document copy of SF7
Recommendation of on the Creation of on SLAC, school INSET
school head for staff school performance
development management team

-copy of the List of -copy of the -copy of the LGU and -copy of the documentation
scholarship programs documentation on other scholarship on the Evaluation of L&D
Organization and programs and TA systems
formulation of L&D
-copy of eSAT results, team
-copy of TA plan on -Functional L&D system -REAP and WAP
IDP
-TNA professional
-HRD plan based on -MOA with training -M&E
development
TNA institutions
-Registry of trainings -INSET Training Matrix -Completion report of -SLAC, INSET report
attended
-RPMS & Proposal
-School LAC Report L&D
-M&E Tools and Results -Career progression plan

-Coaching and -Training Design --Certification of sharing

mentoring
-OPCRF/IPCRF -Session Guides & and adoptioncareer
-Established of best
Training Matrix practices
advancement system
-OPCRF/IPCRF
5.The school ensures a work 1 The school assesses the The school provides The school, with its 0 The school promotes a
environment that promotes health and well-being interventions based on stakeholders, ensures the wider 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 sustained by a community
5.The school ensures a work The school assesses the The school provides The school, with its The school promotes a
environment that promotes health and well-being interventions based on stakeholders, ensures the wider 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 sustained by a community
of individuals and teams of 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 -MOA with school health benchmarking activities
profile of personnel the conduct of health organization
and 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-
TOR being program up 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
adoption of best practices
-School and community -Values formation
wellness program
-Established health service
linkages
-Partnership with other
stakeholder offices
6.The school creates a 1 The school identifies 0 The school creates a The school, with its 0 The school collaborates
system of succession, exit, and scrutinizes eligible team to prepare the stakeholders, develops a within a community of
onboarding, and turnover of teaching and non- succession plan of system on succession schools through the
teaching and non-teaching teaching staff for eligible teaching and and exit of eligible collective sharing of
staff retirement, promotion, non-teaching staff for teaching and non- information on the results
(2%) and transfer based on retirement, promotion, teaching staff for of M&E of a system of
existing policies and transfer based on retirement, promotion succession and exit for
exisiting policies and transfer which is school personnel to allow
consistent with existing effective practices to thrive
policies among them
 -List of eligible for -Creation of a team on -Customized succession -Documentation on best
retiring, promotion, succession plan practices
transfer

-Results of the -SDO approved 3-year -Succession and exit -Records showing sharing
personnel and employee competency-based systems of results of M&E
audit 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
-CSC Form 212 TOR
-Team composition with -Posting/announcement of
TOR vacant positions
-District succession plan
-Certification of sharing and
adoption of best practices
-Data banking system on
succession of personnel

LEVEL 1 4 0 0
HUMAN RESOURCE AND TEAM DEVELOPMENT (12%)

BEGINNER 3% 1 - 3% DESCRIPTIVE FACTOR Highly Proficient

PROFICIENT 6% 3.1 - 6%
HIGHLY PROFICIENT 9% 6.1 - 9%
DISTINGUISHED 12% 9.1 - 12%
 OVER-ALL

o high

1
1
1
1

0.5
0.5
 5%
5%

cient
 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)

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 The school identifies The school ensures fund The school and its The school shares its
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
0 2 0
activities that
0
efficiency and influence
1
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 planning and budgeting
with acknowledgement of 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
 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.
2.The school ensures that The school is aware of The school sets in place The school and its The school promotes
procurement activities are systems and processes systems and processes stakeholders identify innovative practices and
within the approved plan and on procurement as to ensure that and adopt innovative shares information
budget as required by law required by law procurement activities ways for the timely within a community of
(2%) 0 0 are within the approved 3 procurement of goods 0 schools to achieve 1.5
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 (Number of successful the DBM Financial Management
of RA 9184 biddings and (Best Practices)
(Procurement 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 -Copy of innovative -copy of

Resolutions procedures on documentations on
procurement of goods School to school
and services partnership

-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
 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.
3.The school funds are Disbursement (2%)
disbursed and utilized in
accordance to accounting and The school disburses The school ensures that The school adopts The school shares
auditing rules -and funds based on Monthly funds are disbursed as innovative disbursement information and
regulations Cash Programs or planned and in practices with full innovative practices on
(4%) School Operation accordance to transparency to its effective disbursement
Budget accounting and auditing stakeholders in in accordance to
rules and regulations accordance to accounting and auditing
0 2 0 accounting and auditing 0 rules and regulations to 1
rules and regulations effect sustainable
improvement within a
community of schools

- 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 - Updated MOOE
disbursement voucher Disbursement Register report 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
funds in accordance to accordance to disbursement and full utilization of funds
accounting and auditing accounting and auditing utilization of funds are within a community of
rules and regulations rules and regulations sustained and schools by sharing
innovative means to effective ways that
improve are developed influence 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 Monthly Report on the Utilization of Funds Actual Disbursement
by the School Head Utilization of Funds signed by the and Utilization of Funds
signed by the Accountant and noted signed and reported by
Accountant by 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
 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.
4.The school implements 0 The school has 2 The school implements 0 The school, with its 0 The school shares 1
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 practices on asset
school’s SOCMOB Slip/Logbook of management
Materials
-copy of List of partners -Copy of Capsule -Report on Stakeholder -Publication/Social
Proposal for Convergence Media
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 donations convergence
accepting donations

-copy of Implementation - School and

record of mobilization stakeholders innovation
plan on resource mobilization
plan

-copy of of updated
Records on accepted
donations
 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.
5.The school ensures that 0 The school is aware of 2 The school complies 0 The school and its 0 The school creates a 1
assets are properly managed the existing asset with asset management stakeholders ensure venue for a community
and fully utilized management policy policy to ensure that that the proper of schools to share
(2%) assets are properly management and full information and
managed and fully utilization of assets are innovative practices on
utilized efficiently sustained asset management that
through innovative results to an improved
practices performance

-documentation on -updated copy of -copy of updated -copy of Documents

Attendance to Inventory of Property records of PPE, showing sharing of best
orientation, coaching Plant and Equipment, disposable practices on asset
and mentoring on Asset Documentation of unserviceable materials, management
Management Policy disposal unserviceable condemnation of school
properties as applicable, buildings, participation
Documentation of of stakeholders in the
condemnation and conduct of inventory,
demolition of school disposal
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
 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.
6.The school complies to all 0 The school complies to 2 The school complies to 0 The school ensures that 0 The school 1
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 implementation and feedback mechanism to
(2%) accurate manner fund utilization, and are improve physical and
properly communicated financial management
to stakeholders systems within a
community of schools

-copies of Transmittal of -copy of any documents -copy of Minutes of -copy of

physical and financial showing timely meeting disseminating documentations of
reports submission of accurate the utilization of funds discussion of financial
financial reports in relation to PAPs and fiscal report during
implementation to SMEA
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) -copy of Consolidated M

Building Inventory Inventory duly signed School Heads & E satisfaction Survey
by the Division Accomplishments (localized tool)
Engineer, School Head Reports in Education
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 advances /Liquidated on all relevant activities documentation
Liquidation 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
procurement Reports Title

-Purchase Orders -Validated Inventory of -copy of SRC Reporting

School Plants,
Properties, Equipment

-copy of APP - Program of -copy of Improvement

Work/Resolution/Solicita plan based on report
tion Letter
-copy of RPQ -Core processes aligned
to ARTA

-updated copy of
Building status report

LEVEL 0 6 2 0 8%

HUMAN RESOURCE
AND TEAM 4% 7% 11% 14% 8%
DEVELOPMENT

BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR Highly Proficient

PROFICIENT 7% 4.1 - 7%
HIGHLY PROFICIENT 11% 7.1 - 11%
DISTINGUISHED 14% 11.1 - 14%
 DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOOL
DIVISION: CEBU CITY
SCHOOL: BANILAD ELEMENTARY SCHOOL

PERCENTAGE
LEVEL OF PRACTICE
ENABLERS
(SBM DIMENSIONS)
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 TOTAL LEVEL OF PRACTICE

CURRICULUM AND INSTRUCTION 30% 0.00 12.00 4.50 0.00 16.50% LEVEL 3
LEADERSHIP 16% 3.00 2.00 0.00 0.00 5.00% LEVEL 2
GOVERNANCE 16% 1.00 4.00 3.00 0.00 8.00% LEVEL 2
LEARNING ENVIRONMENT 12% 1.50 4.00 0.00 0.00 5.50% LEVEL 2
HUMAN RESOURCE 12% 1.20 3.60 0.00 0.00 4.80% LEVEL 2
FINANCE 14% 0.00 6.00 1.50 0.00 7.50% LEVEL 3
TOTAL 100% 6.70 31.60 9.00 0.00 47.30% LEVEL 2

DESCRIPTIVE FACTOR HIGHLY PROFICIENT

OOL

LEVEL OF PRACTICE

HIGHLY PROFICIENT
PROFICIENT
PROFICIENT
PROFICIENT
PROFICIENT
HIGHLY PROFICIENT
PROFICIENT

HLY PROFICIENT
 DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOOL
DIVISION:
SCHOOL:
LEVEL OF PRACTICE

GE
ENABLERS

A
NT
(SBM DIMENSIONS) LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

CE
R
PE
CURRICULUM AND INSTRUCTION 30% 1.00 - 7.50% 7.51 - 15.00% 15.01 - 22.50% 22.51 - 30.00 %
LEADERSHIP 16% 1.00 - 4.00% 4.01 - 8.00% 8.01 - 12.00% 12.01 - 16.00%
GOVERNANCE 16% 1.00 - 4.00% 4.01 - 8.00% 8.01 - 12.00% 12.01 - 16.00%
LEARNING ENVIRONMENT 12% 1.00 - 5.00% 5.01 - 7.30% 7.31 - 10.00% 10.01 - 12.00%
HUMAN RESOURCE 12% 1.00 - 3.00% 3.01 - 6.00% 6.01 - 9.00% 9.01 - 12.00%
FINANCE 14% 1.00 - 4.00% 4.01 - 7.00% 7.01 - 11.00% 11.01 - 14.00%
TOTAL 100% 6.00 - 37.50% 37.56 - 51.30% 51.36 - 76.50% 76.56 - 100%
HIGHLY
BEGINNER PROFICIENT DISTINGUISHED
PROFOCIENT

A school
exceeds the
requisites of
the standard
A school and sustains
Descriptors for the enabling A school exceeds the high
A school meets requisites of
FACTORS meets some
all requisites of the standard
performance
requisites of through
the standard through
the standard effective effective
innovations
innovations that have been
adopted and
contextualized
by others