Curriculum & Instruction (30%) : Enabler

DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS

Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) ASSESSM
ENABLER LEVEL OF PRACTICE STANDA

(SBM DOMAIN)
CURRICULUM &
LEVEL 1 LEVEL 2
INSTRUCTION BEGINNER PROFICIENT
(30%)
STANDARD: School personnel and stakeholders work collaboratively for the enhancement of learning standards to co
1.The school provides relevant 0 The school provides 0 The school provides
teaching-learning activities and teaching-learning relevant teaching-learning
learning resources that activities and resources
develop desired learning that develop desired activities and resources
outcomes learning outcomes that develop desired
(6%) learning outcomes
-Accomplished Classroom -Accomplished Class

Observation tool of Observation Template
preceding school year
-Curriculum Guide of all -SIMs

teachers of the preceding
school year
-DLP/DLL of all teachers of -Observation notes

the preceding year
-Learning Materials used -Conduct of LAC sessions
in the preceding school
year
-Accomplished Class --Varying numbers on
Observation Template teaching-learning activities
and corresponding
resources
MOVs
MOVs -Copy of the results of
diagnostic tests
2.The school utilizes needs- 0 The school utilizes 2 The school utilizes needs-
based learning resources to available learning based learning resources
achieve desired learning resources to achieve to achieve desired learning
outcomes desired learning outcomes outcomes
(6%)
-List of available learning -Quarterly assessment &

materials/resources analysis result per learning
area per grade level
-Inventory of school -List of available learning

facilities materials/resources
MOVs
-Copy of test results -Integration of use of

facilities in LPs
-MPS of periodic tests
3.The school implements 0 The school implements 2 The school implements

appropriate teaching-learning teaching-learning support appropriate teaching-
support systems that systems that contribute to learning support systems
contribute to the the developmental needs that contribute to the
developmental needs of of diverse learners developmental needs of
diverse learners diverse learners
3.The school implements The school implements The school implements
appropriate teaching-learning teaching-learning support appropriate teaching-
support systems that systems that contribute to learning support systems
contribute to the the developmental needs that contribute to the
developmental needs of of diverse learners developmental needs of
diverse learners diverse learners
(6%)
-List of special programs - Academic and non-

academic activities
-Differentiated activities -Curricular and co-
curricular activities
-Report on child mapping -Remedial instruction
MOVs -Phil-IRI results -Participation to LAC

Sessions
-Record of mentoring and

coaching/peer mentoring
-Provision of Technical
Assistance
4.The school designs 0 The school assesses 0 The school designs
differentiated strategies to learners to measure differentiated assessment
measure desired learning desired learning outcomes strategies to measure
outcomes desired learning outcomes
(6%)
-Table of Specifications -Compilation of test item

bank
-Summative Test - Designs of appropriate
assessment tools and
strategies
-Quarterly Assessment -Accomplishment report on
Curriculum
programs/Projects
MOVs
-Results of diagnostics and -Copy of staff development
assessments plan
MOVs
-Learning portfolio
5.The school utilizes the 0 The school analyzes the 0 The school utilizes the
assessment results to improve assessment results to assessment result to
learning outcomes improve learning design and implement
(6%) outcomes interventions to improve
learning outcomes
-Forms 137,138 -Remediation or

enrichment activities
-Quarterly assessment -Request letter

results and analysis
-Item analysis -Proposal
-Learner profiling -Accomplishment Report
MOVs -Learner progress -Teacher-made Test

monitoring
MOVs
- Copy of interpreted -Compiled district and

diagnostic and periodic division-made test
test results of all Learning materials
Area with LMS
-Plan of Action for the

conduct of assessment
-Copy of Crafted parallel
test Questions based on
the LMS of all Learning
Area
LEVEL 0.00 6.00

CURRICULUM AND INSTRUCTION (30%)
BEGINNER 8% 1-8% DESCRIPTIVE FACT

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

NT OF EDUCATION
CENTRAL VISAYAS
ahug, Cebu City
MENT (SBM) ASSESSMENT TOOL
VEL OF PRACTICE STANDARD RUBRICS
LEVEL 3 LEVEL 4
OVER-ALL
HIGHLY PROFICIENT DISTINGUISHED
of learning standards to continually build a relevant and inclusive learning community.
3 The school and its 0 There is a continuous 4.5

stakeholders work exchange of information,
together to provide expertise, and materials
contextualized teaching- among a community of
learning activities and schools to improve the
resources that develop teaching-learning activities
desired learning outcomes and resources that results
to a sustained
improvement on desired
learning outcome
-Accomplished Class -Accomplished Class

Observation Template Observation Template
-Contextualized, localized, -LAC sessions

indigenized SIMs
-Letter of support from -FGD

the stakeholders
-Utilization of national -Accomplishment report
testing results
-Documentation on -Establishment of Learning

School-based action communities among
research schools
-Varying numbers on -School visitation
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 activities utilized teaching work
and corresponding
resources
- Recognized related
action research
-MOA on School to school
partnership
0 The school engages its 0 Effective practices on the 3
stakeholders to develop development and
various and innovative implementation of
needs-based learning innovative needs-based
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
-Innovations - Documents showing

sharing of best practices
on development and
implementation of
innovative and needs-
based learning resources
-Contextualized learning - Collaborative activity

resources with stakeholders in the
implementation of School-
Based Projects
- Crafted Innovative -MOA on School to school
School-Based Projects partnership
with stakeholders
-Compilation of localized -Reports on utilization of
learning assessments intervention programs
through action research
-Contextualized learning
materials
0 The school and its 0 There is a continuous 3
stakeholders collaborate in exchange of information,
developing and expertise, and learning
implementing various and resources among a
innovative teaching- community of schools to
learning support systems improve the teaching-
The school and its There is a continuous
stakeholders collaborate in exchange of information,
developing and expertise, and learning
implementing various and resources among a
innovative teaching- community of schools to
learning support systems improve the teaching-
that contribute to the learning support systems
developmental needs of that contribute to the
diverse learners developmental needs of
diverse learners
-Innovative teaching -FGD
strategies
-Accomplishment report -Conduct of lesson study
- Contextualized IMs -Documentation showing

shared best
practices/replication of the
activities and resources
- Innovative-school-based -Letter of benchmarking

projects and activities by
learning areas through
intensified collaboration
with stakeholders
-Certification of
adoption/sharing
-MOA on School to school

partnership
3 The school enhances the 0 An innovative assessment 4.5
designed differentiated system on designing
assessment strategies differentiated strategies to
through innovative inputs measure desired learning
from its stakeholders to outcomes is sustained,
measure desired learning shared, and continuously
outcomes enhanced by a community
of schools
-Form 138 -Student Portfolio
-Minutes of meeting -Documentation showing

shared best practices
-Contextualized - Teacher-made test for

assessment strategies children with special
needs in collaboration with
medical and professional
practitioners
- Results of data analysis -Documentation on results
of the assessment
communicated properly to
the school community and
other stakeholders
- 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
3 School assessment results 0 The school shares and 4.5

are used to develop discusses assessment
learning programs that are results with a community
suited to the school of schools to influence the
community and development of innovative
customized to learners’ and customized
context which are also interventions that can
utilized for collaborative sustain the improvement
decision-making to of learning outcomes
improve learning
outcomes
-Action Research -Dissemination and

utilization of Action
Research
-Contextualized learning -Monitoring and Evaluation
programs
--Plan of Action --Documentation showing
shared best practices
-Individualized Educational - Invitation to other

Plan for children with stakeholders to attend the
special needs showcasing of attained
improvement of learning
outcomes
-Schedule of RRE and -Copy of Crafted parallel
other activities test Questions based on
the LMS of all Learning
Area
-Attendance of learners --MOA on School to school
undergoing interventions partnership
-Report of -Documented partnership

Accomplishments activities
-Results of interventions
13.50 0.00 19.5%
RUCTION (30%) 20%
DESCRIPTIVE FACTOR Highly Proficient

SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT
ENABLER LEVEL OF PRACTICE STANDARD R

(SBM DOMAIN)
LEADERSHIP LEVEL 1 LEVEL 2 LEVEL 3

(16%) BEGINNER PROFICIENT HIGHLY PROFICIEN
Standard: School personnel and stakeholders are empowered and actively engaged in taking on approrpiate leaders
school for better learning outcomes.
1. The school fosters a 0 The school identifies 2 The school collaborates 0
culture that encourages opportunities where with internal and
excellence and continuous excellence and external stakeholders in
improvement continuous identifying needs and
(4%)
improvement can be strategies
practiced by all school
personnel and learners
-Situational analysis/gap -SHDP Application Project

analysis/SWOT
-School Memo -CI Projects
-Minutes of meeting -School Banner Projects

-Photos with Captions -Action Research Projects
-Attendance Sheets School Memo
-Inventory of PPAs -Minutes of meeting
-Creation of -Photos with Captions

TWGs/Committees/SPT
-Enhanced SIP with -Attendance Sheets
Stakeholders
-AIP -Activity Completion

Report
-List of Intervention or -Action Plan
Innovative Practices of the
school
MOVs
MOVs
-Posted Organizational -Approved SIP/AIP
structure
-Approved proposals and -Signed and reviewed

research plans ESIP/AIP with resolutions
-SRC -Division taglines
-SPPD -Status report
-Approved monitoring tool
-List of new partners
-Signed commitment and

responsibility forms
-Implementation report of
AIP
-Training on SPPD
2. The school communicates 0 The school 2 The school implements 0
the DepEd VMVs to ensure demonstrates policies and procedures
shared understanding and understanding of on learning
promote school effectiveness policies and procedures environment that
(4%)
on learning promotes inclusiveness
environment that
promotes inclusiveness
-VMV posted in the school -Minutes of meeting
-Attendance on VMV -VMVs integration in the

Orientation Lesson
exemplars/DLP/DLL
- Minutes of the Meeting -Photos with captions
and Documentation of
SPT’s Vision Sharing
-Copy of Staff -Report on SRC and SOSA

Development Plan
MOVs
-Copy of OPCRF/IPCRF -Stakeholder initiated
activity with VMV
MOVs integration
-SLAC Session Plan
-Copy of Program
Implementation of INSET,
training Matrix
3.The school develops an 0 The school develops a 2 The school develops an 0

evidence-based strategic plan strategic plan aligned evidence-based
(4%) with the VMVs strategic plan aligned
with the VMVs
-ESIP -ESIP with yearly AIP
-AIP -Monthly Cash Program,

SOB, AIP, PPMP, APP and
WFP
-APP -Copy of Report on the

reviewed ESIP/AIP
-SMEA tools on CIGPs -SPT
-SPT -OPCRF/IPCRF
MOVs
-SGC -Coaching and mentoring
forms
4. The school cultivates 0 The school identifies 2 The school provides 0
leadership among its leadership opportunities appropriate opportunities
personnel by providing for its personnel for its personnel to
opportunities to perform perform leadership roles
leadership roles and and responsibilities
responsibilities
(4%)
-Minutes of meeting -Designation Order

-Organizational structure -Approved Activity
Design/Project Proposal
-List of -Activity Completion

committees/external Report
stakeholders
-Inventory of -Photos with caption
Chairmanship/ Program
Committees
-PPD -Attendance of participant
-Human Development Plan -Minutes of the meeting

on the identification of
roles and responsibilities
MOVs of each stakeholders
-Organizational flow chart
-Oath of office
-Pledge of commitment
-Documentation of proof
of practice of 4 RPMS
stages
LEVEL 0.00 8.00 0.00

LEADERSHIP (16%)
BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR

PROFICIENT 8% 4.1 - 8%
HIGHLY PROFICIENT 12% 8.1 - 12%
DISTINGUISHED 16% 12.1 - 16%
OF EDUCATION
NTRAL VISAYAS
ug, Cebu City
NT (SBM) ASSESSMENT TOOL
OF PRACTICE STANDARD RUBRICS
LEVEL 3 LEVEL 4
OVER-ALL
king on approrpiate leadership roles and responsibilities to continuously improve the
The school, with its 0 The school positively 2

stakeholders, influences the
collaborates in ensuring transformation of other
the sustainability of schools into excellent and
promoting a culture of continuously improving
excellence and organizations
continuous
improvement
-Any document showing -Terminal report or any

collaboration of the school document showing the
in sustaining culture of effectiveness of the adapted
excellence best practices
-Letter of invitation -Adaption of best practice by

other schools
-Minutes -Benchmarking
-Photos -Advocacy Program
-Attendance -Information drive
-Sustainability Plan -Approved letter request to
benchmark a program
-Consolidated Costumers -Insights /Impressions out
Satisfaction Survey from the benchmarking
-FGD with Analysis activities
-Synthesis of the Insights
and impression by the school
SBM Coordinator
-Interpretation and -Photos with caption
recommendation
-Monitoring and Evaluation -Attendance
Tool with Analysis,
interpretation and
recommendation
-Certificates and -Affirmation Report
recognition given by the
school to stakeholders
-Documentation Report of -Replicability of PPAs for
stakeholder engagement benchmarking
-MOA/MOU -Invitation/certificate as
resource speaker in sharing
best practices
-Documentation of results -School-to-School Partnership
of innovations Accomplishment Report
-Training on SPPD -Approved ESIP (already

indicated in level 2)
-Documentation of adoption
of other schools
-Certificates/awards
The school, with its 0 The school embraces an 2

stakeholders, identifies advocacy on inclusiveness
and continuously of a learning environment
implements innovative that encourages
and effective practices improvement of other
to foster a learning schools
environment that
-SDO Validated Child -Best School Awardee

friendly school survey with
a score of 35 points and
above
-Local codes for the -Advocacy Program and
protection of children communication efforts on the
integration of the VMVs.
-Conduct of educational -Results of the VMVs
research feedback mechanism
-School Memorandum on -Report on the utilization of

integration the VMVs in the findings on PPAs
the lesson
-COT Observation Notes -Documentation report of the
school’s outreach activities
-Clear articulation of the -Documentation of best

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

and SOSA offices
-Percentage of Parent’s
attendance to Conferences
-Documentation report of
internal stakeholder
participation to the
school’s PPAs
-PIAs with project designs
The school regularly 0 The school positively 2

reviews and adjusts the influences a community of
annual implementation schools to develop a
plan in relation to an functional and effective
evidence-based evidence-based strategic
strategic plan plan
-Catch up plan -Benchmarking of other

schools in preparation of
strategic plan
-Accomplished PMRF -Provision of TA to cluster
(Project Monitoring and schools with TA plan
Report Form)/ SMRF
(School Monitoring Report
Form)
-Reviewed and adjusted E- -Accomplishment report

SIP/AIP with SPT
-Minutes of the Reviewed -Any document showing
E-SIP provision of TA
-Attendance -Minutes of the Session
-Photos with caption -Attendance
-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
The school collaborates 0 The school creates venues 2

with its stakeholders in where shared leadership can
designing a developmental be actively promoted in a
plan on the cultivation and community of schools
practice of leadership roles
and responsibilities
-IPDP -SLAC
-School Professional -Sharing of best practices on
shared leadership in a
community of schools
-Development Plan -Advocacy programs/tools
-Human Resource Training -Communication efforts

and Development Plan
-Learning and -Analyzed M&E results

Development Plan in
collaboration with
stakeholders
-Attendance and oath -Crafted policies headed by
taking of SGC/PTA SGC/PTA
-Certificate of membership -Approved organizational

to a Leadership network structure of stakeholders
with defined roles and
responsibilities
-Copy of school manual or -MOA/MOU on Programs
handbook of operation conducted by the network
-Minutes of the Meeting -Documentation Report of

on collaborative designing stakeholder’s activities
of developmental plans conducted in school
-Partnership and -Certificate of

networking activities appreciation/recognition
-Before and now data of

KPIs
0.00 8%
%) 8%
RIPTIVE FACTOR Proficient

0
SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOO
ENABLER LEVEL OF PRACTICE STANDARD RUBR

(SBM DOMAIN)
GOVERNANCE LEVEL 1 LEVEL 2 LEVEL 3

(16%) BEGINNER PROFICIENT HIGHLY PROFICIENT
Standard: School and the community come together to take responsibility in ensuring participation, transparency, an
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
participation of internal and stakeholders about school stakeholders create
external stakeholders in school governance and initiatives relative to
governance and operations operations school governance and
(4%) operations
-copy of Organization of -copy of AIP with attached

PTA/SGC project designs
-copy of Constitution and -docuentation of Awards

by-laws of PTA & SGC received
-copy of the Minutes of -copy of BAC committee

meetings/assemblies action plan of SGC/PTA
-copy of AIP -copy of the List of
approved SGC/PTA PPAs
-copy of Adapt a school -copy of Evidence of all
program forms of communication
-copy of School initiatives -copy of Status report on
implementation of PPAs
-copy of Financial report -copy of Documentations
MOVs
of school of allocated funds based
on SIP
-copy of Program -copy of Accomplishment
implementation report in reports
line with SGC
-Documentations -copy of MOA/MOU
(Attendance, Minutes,
Photos with caption)
-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
efficiently implements its PPAs 100% implementation of implementation of its PPAs
which are aligned to its strategic its PPAs as inidicated in as identified in the AIP
plan the AIP
(4%)
-copy of SMEA report -copy of SMEA report
-copy of AIP M&E -copy of the Project

report/results completion report
-copy of Project -copy of the Analysis of

monitoring report M&E results
-documentation on the -documentation of 100%
MOVs 50% implementation implementation
-copy of Actual -copy of the Actual
accomplishment report accomplishment report
against target against target
-copy of Funding sources -copy of Funding sources
-copy of the List of PPAs -copy of the List of PPAs
3.The school communicates 0 The school informs its 2 The school communicates 0
information about the stakeholders about the timely information about
implementation of its PPAs implementation of its PPAs its PPAs implementation to
(4%) the stakeholders
-copy of SRC minutes of -copy of Quarterly report

dissemination to stakeholders
-copy of Evidence of -copy of Evidence of

assemblies timely conduct of
assemblies
-Photos -Photos
-documentation of varying -documentation of varying
percentage of parents’ percentage of parents’
attendance attendance
MOVs
4.The school uses a feedback 0 The school has a feedback 0 The school uses its 3
and monitoring mechanism for and monitoring feedback and monitoring
its school operations mechanism in place for mechanism for school
(4%) school operations operations
-copy of SMEA -copy of the

Documentation on
conduct of SMEA
-copy of Updated -copy of Analysis of results
BEIS/School MIS of survey and feedback
-copy of the Consolidation -copy of End of school

of all feedback coming year evaluation
from mechanisms
MOVs
-copy of Summary report -copy of Evidence of
on school client survey utilization of feedback
tools and mechanisms
-copy of Evidence of -copy of Project
established feedback tools monitoring report
and mechanisms
-copy of Project
monitoring report
LEVEL 1 2 3
GOVERNANCE 16%
BEGINNER 4% 1 - 4% DESCRIPTIVE FACTOR

OF EDUCATION
NTRAL VISAYAS
g, Cebu City
NT (SBM) ASSESSMENT TOOL
OF PRACTICE STANDARD RUBRICS
LEVEL 3 LEVEL 4
OVER-ALL
g participation, transparency, and accountability, as well as, implementation of

health, and performance.
The stakeholders initiate 4 The school promotes the 4
collaboration with the strengthening of
school in creating stakeholders participation
initiatives relative to in a community of schools
school governance and through the sharing of
operations best practices
-documentation of -copy of Documentations

Stakeholder initiated on sharing of best
projects with action plans practices
-copy of Accomplishment -documentations of

reports Awards/recognitions
received
-copy of updated LGU -copy of Letter of request
plans on education to benchmark
-documentations of -copy of Accomplishment
Education Summit report
-documentation of Awards -documentations on
received Convergence activities
-Implementation of -documentation on Impact
approved action plans evaluation
-copy of MOU/MOA -copy of Records of
benchmarking activities
-copy of Partnership -documentations of

contracts Twinning of schools
-documentation on
Recognition of
stakeholders
The school has 100% 0 The school promotes 1
implementation of its PPAs effective and efficient use
as identified in the AIP of resources which
with value-added outputs positively influences
implementation practices
in other schools
-copy of segmented SMEA -copy of the

report Documentation on sharing
of best practices
-copy of the -copy on the Inclusion of
Documentation of value the PPAs as indicated in
added from PPAs the AIP on the OPCRF
-copy of SMEA showing -copy of the Letter of
value added output request to benchmark
-copy of the Accomplished -copy of Commitment
PPAs not included in AIP form
-copy of Funding sources -copy of Sustainability
plan
-copy of the List of PPAs -copy of Impact evaluation
-copy of Records of
benchmarking activities
-copy of M&E report
The school communicates 0 The school fosters values 2
timely information to its on transparency and
stakeholders which is accountability which are
accurate and consistent shared in a community of
schools

-copy of Quarterly report -copy of Documentation
to stakeholders on sharing of best
practices
- copy of Evidence of - copy of Evidence of

timely conduct of timely conduct of
assemblies assemblies
-Photos -Photos
-copy of Consolidated -copy of Letter of request
QAME report to benchmark
-documentaton of varying -copy of Accomplishment

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
The school, with its 0 The school advocates 3

stakeholders, utilizes the continuous improvement
results of feedback and through the strengthening
monitoring to improve of a feedback and
school operations monitoring mechanism in
a community of schools

-copy of the Analysis of -copy of Documentation

SMEA report on sharing of best
practices
-copy of Analysis of -copy of Enhancement of
feedback feedback tools and
mechanisms
-copy of Implementation -copy of
plan Awards/recognitions
received on benchmarking
-copy of Completion report -copy of Letter of request

to benchmark
-copy of Sustainability -copy of Action research

plan
-copy of Project -copy of CI projects

monitoring report
-copy of Project
monitoring report
4 10%
% 10%
CRIPTIVE FACTOR Highly Proficient

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
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 safe,
and procedures ensure a safe, secure and secure, and equitable
equitable learning
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 on - Benchmarking of the
DRR, Child Friendly school’s best practices
MOVs
-CFSS Survey -Student tracking system -WINS
MOVs
-Posting Hotline Numbers - Employing environmental -Best practices on CFSS

-Evidences of initiatives to design techniques Implementation
comply with WINS
standard
-Evidences of initiatives to -Collaboration activity with
comply with WINS 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 on stakeholders, identifies advocacy on inclusiveness
environment and procedures on learning environment that and continuously of a learning environment
(2%) learning environment that promotes inclusiveness implements innovative and that encourages
promotes inclusiveness effective practices to improvement of other
foster a learning schools
environment that
-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 efficient 0 The school demonstrates 2 The school manages 0 The school, with its 0 School applies a wide 1
management of physical and understanding of efficient efficiently the available stakeholders, maintains an range of strategies to
IT-enabled learning management of physical physical and IT-enabled efficient and responsive sustain the efficient
structures and IT-enabled learning learning structures management of physical management of the
(1%) structures and IT-enabled learning physical and/or virtual
structures learning structures
-Presence of structure to -Schedule of the classes in -Documents showing the -Documents showing
manage ICT program of 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 standard -Presence of ICT - Adopt a school - School to School

MOVs 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, and policies and procedures on implements and involves opportunities to
fosters health and well-being procedures on learning learning environment that stakeholders in ensuring strengthen the advocacy
of learners and school environment that fosters foster health, nutrition and that an evolving learning on sustaining a learning
personnel health, nutrition and well- well-being of learners and environment sustains environment that fosters
(1%) being of learners and school personnel health and well-being of health and well-being of
school 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 observance -Barangay/Municipal/ -Advocacy /evidence
CPC 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 best

DO 13 s 2017, Child practices/Innovations on practice through school to
Protection Policy, CFSS, Health Programs for school partnership
School Feeding Program learners and school
personnel
-Minutes of the meeting -Canteen monitoring tool -Accomplishment report
MOVs
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 Plan -Accomplishment Report -Accomplishment report
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 positive government agencies schools
positive discipline discipline
-Availability of School - Prepared action plan on -Lesson plan integration - Adoption of school’s best
Memos, CPP Manual School Guidance Program practice through school to
MOVs advocating positive school partnership
discipline
MOVs
-Minutes of the meeting of -Presence of guidance -Documentation on the

communicated Students counselor participations of identified
Handbook and SPG/SSG stakeholders advocating
Constitution and By-Laws positive discipline.
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 and opportunities where program and conducts stakeholders, other schools to
responsibilities of the learners learners can exercise their activities that provide institutionalizes the strengthen support on the
to participate in maintaining a rights and responsibilities venues for learners to effective conduct of PPAs exercise of the rights and
conducive learning to participate in exercise their rights and that encourage learner responsibilities of learners
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
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
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 demonstrates 0 The school regularly 3 The school, with its 0 1.5
collaboration and harmonious understanding on the conducts activities that stakeholders, designs
relationship among its importance of promote collaboration and conducts activities
personnel collaboration and and harmonious that promote
(2%)
harmonious relationship relationship collaboration and
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
-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 documentation -copy of the -coppy of the Approved -copy of the Certification of
MOVs on the Capacity building documentation on proposal signed by sharing and adoption of best
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 report -copy of Creation of -copy of the documentation of
grievance committee school-community the Participation in interschool
grievance committee activities
-copy of Conflict resolution -copy of the
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 management are met based on the needs to further enhance
school plan system and school plan performance management performance of individuals
system and school plan and teams in a community of
schools
-copy of the Conduct of -copy of Report on -copy of Performance -copy of the Development
planning phase of RPMS performance coaching and evaluation plan based on OPCRF/IPCRF
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 of
INSET activities M&E tool 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 with recognition that are discussed
innovations, and initiatives needs-based innovations, and teams with outstanding performance, and deliberated by a
(2%) and initiatives during outstanding performance, exemplary behavior, community of schools to
school events exemplary behavior, needs-based innovations, nurture a culture of
needs-based innovations, and initiatives based on meritocracy and to sustain
and initiatives evaluated established guidelines outstanding performance
by the PMT
-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 of
guidelines for selection 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 personal documents, and functional L&D, TA, and stakeholders, creates a of continuous 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 management
-copy of the List of team
-copy of the -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 program
individual and team health and needs of individuals and health and well-being sustainable to be collectively developed,
well-being teams needs of individuals and implementation of a adopted, practived, enhanced,
(2%) teams customized school health and sustained by a community
and well-being program of of schools
individuals and teams
-Result of APE of personnel -Referral of personnel with -Project design on health -Documentation of
medical or health concerns and nutrition program
-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 TOR -School health and well- -Reports on SADAC, Clean-up
being program drives, medical caravans
-Wellness plan and -MEA on wellness program -Engagement/partnership with
program 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 teaching to prepare the succession stakeholders, develops a a community of schools
onboarding, and turnover of and non-teaching staff for plan of eligible teaching system on succession and through the collective sharing
teaching and non-teaching retirement, promotion, and and non-teaching staff for exit of eligible teaching of information on the results
staff transfer based on existing retirement, promotion, and non-teaching staff for of M&E of a system of
(2%) 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 and -Customized policies -Process map signed by -Advocacy program and
personnel based on the based on the ORAOHRA stakeholders communication efforts for
updated school 201 file replication
-IPCRF -Promotion selection board -Updated PSIPOP -Report on information

caravan
-School Form 7 -Succession plan with TOR -Education summit
-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% DESCRIPTIVE FACTOR 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 supplement efficiency and influence
the school plan through high performance among
innovative ways them
- Approved AIP/APP/WFP -Established partnership -Approved project -Documents in sharing
as evidenced by a MOA, proposals/resolutions/req Best Practice on fiscal
MOU, Deed of Donation uest 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 to stakeholders identify and innovative practices and
within the approved plan and on procurement as ensure that procurement adopt innovative ways shares information within
budget as required by law required by law activities are within the for the timely a community of schools
(2%) approved plan and procurement of goods to achieve efficiency in
budget as required by and services within the the procurement of
law approved plan and goods and services
budget
-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 of -documentation of

Mentoring and Coaching documents 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 Orders
Awards
-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
accordance to accounting and 0 0 3 0 1.5
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 accounting transparency to its effective disbursement in
and auditing rules and stakeholders in accordance to accounting
regulations accordance to accounting and auditing rules and
and auditing rules and regulations to effect
regulations sustainable improvement
disbursed and utilized in The school disburses The school ensures that The school adopts The school shares
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 accounting transparency to its effective disbursement in
and auditing rules and stakeholders in accordance to accounting
regulations accordance to accounting and auditing rules and
and auditing rules and regulations to effect
regulations 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 to submission) practice
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 accounting 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 accounting disbursement and full utilization of funds within
accounting and auditing and auditing rules and utilization of funds are a community of schools
rules and regulations regulations sustained and innovative by sharing effective ways
means to improve are that influence positive
developed 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 Accountant Utilization of Funds
signed by the Accountant and noted by the signed and reported by
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 and partners sharing of best practices
networking plan 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 and -No COA Observation -Report on identified Best
database system SRC report 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 Stakeholders Convergence
-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 policy stakeholders ensure that venue for a community
and fully utilized management policy to ensure that assets are the proper management of schools to share
(2%) properly managed and and full utilization of information and
fully utilized assets are efficiently innovative practices on
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 and Plant and Equipment, unserviceable materials, practices on asset
mentoring on Asset Documentation of condemnation of school management
Management Policy disposal unserviceable buildings, participation of
properties as applicable, 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 management Caravan of Best Practices
system
-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
community of schools
-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 the materials on the
SH, some coordinators implementation and
and teachers with improvement of a
stakeholders collaboratively
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 Monthly -No Audit Observation -copy of minutes of the -copy of Analysis, Finding
MOOE Liquidation (CDR) memo received SHARE (School Heads and Recommendation
Accomplishment Report
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 LEVEL OF PRACTICE
CURRICULUM AND INSTRUCTION 30% 0.00 6.00 13.50 0.00 19.50% LEVEL 3 HIGHLY PROFICIENT
LEADERSHIP 16% 0.00 8.00 0.00 0.00 8.00% LEVEL 3 HIGHLY PROFICIENT
GOVERNANCE 16% 1.00 2.00 3.00 4.00 10.00% LEVEL 4 DISTINGUISHED
LEARNING ENVIRONMENT 12% 0.50 2.00 3.00 4.00 9.50% LEVEL 4 DISTINGUISHED
HUMAN RESOURCE 12% 0.00 0.00 9.00 0.00 9.00% LEVEL 2 PROFICIENT
FINANCE 14% 0.00 2.00 6.00 0.00 8.00% LEVEL 4 DISTINGUISHED
TOTAL 100% 1.50 20.00 34.50 8.00 64.00% LEVEL 4 DISTINGUISHED
DESCRIPTIVE FACTOR HIGHLY PROFICIENT

DIVISION:
SCHOOL:
LEVEL OF PRACTICE
GE
ENABLERS
A
NT
(SBM DIMENSIONS) LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
CE
R
PE30% 7.51 - 15.00%
CURRICULUM AND INSTRUCTION 1.00 - 7.50% 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%
BEGINNER PROFICIENT HIGHLY DISTINGUISHED
PROFOCIENT
Descriptors for the enabling

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

Curriculum & Instruction (30%) : Enabler

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Curriculum & Instruction (30%) : Enabler

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DEPARTMENT OF EDUCATION

REGION VII, CENTRAL VISAYAS

ENABLER LEVEL OF PRACTICE STANDA

-Accomplished Classroom -Accomplished Class

-Curriculum Guide of all -SIMs

-DLP/DLL of all teachers of -Observation notes

-List of available learning -Quarterly assessment &

-Inventory of school -List of available learning

-Copy of test results -Integration of use of

-MPS of periodic tests

3.The school implements 0 The school implements 2 The school implements

-List of special programs - Academic and non-

MOVs -Phil-IRI results -Participation to LAC

-Record of mentoring and

-Table of Specifications -Compilation of test item

-Forms 137,138 -Remediation or

-Quarterly assessment -Request letter

-Learner profiling -Accomplishment Report

MOVs -Learner progress -Teacher-made Test

- Copy of interpreted -Compiled district and

-Plan of Action for the

LEVEL 0.00 6.00

BEGINNER 8% 1-8% DESCRIPTIVE FACT

HIGHLY PROFICIENT 23% 16.1-23%

DISTINGUISHED 30% 23.1-30%

VEL OF PRACTICE STANDARD RUBRICS

of learning standards to continually build a relevant and inclusive learning community.

3 The school and its 0 There is a continuous 4.5

-Accomplished Class -Accomplished Class

-Contextualized, localized, -LAC sessions

-Letter of support from -FGD

-Documentation on -Establishment of Learning

-Teacher-made test - Showcasing of talents of

-Varying numbers on - Validated, published and

-Innovations - Documents showing

-Contextualized learning - Collaborative activity

- Contextualized IMs -Documentation showing

- Innovative-school-based -Letter of benchmarking

-MOA on School to school

-Form 138 -Student Portfolio

-Minutes of meeting -Documentation showing

-Contextualized - Teacher-made test for

- Crafted contextualized -Reports on SLAC

3 School assessment results 0 The school shares and 4.5

-Action Research -Dissemination and

-Individualized Educational - Invitation to other

-Report of -Documented partnership

13.50 0.00 19.5%

RUCTION (30%) 20%

DESCRIPTIVE FACTOR Highly Proficient

ENABLER LEVEL OF PRACTICE STANDARD R

LEADERSHIP LEVEL 1 LEVEL 2 LEVEL 3

-Situational analysis/gap -SHDP Application Project

-School Memo -CI Projects

-Minutes of meeting -School Banner Projects

-Creation of -Photos with Captions

-AIP -Activity Completion

-Approved proposals and -Signed and reviewed

-SRC -Division taglines

-SPPD -Status report

-Approved monitoring tool

-List of new partners