STANDARDIZED SCHOOL-BASED MANAGEMENT SELF-ASSESSMENT TOOL

(Regional Memo 133 & 134 s 2021)

Name of School:

Location: District:
School Type: __ Elementary __ Secondary __ Integrated Sch. Date Established:
School Head:
Last SBM Rating School Year:
Self-Assessment School Year:
Current SBM Rating School Year:

CRITERIA ON THE LEVEL OF PRACTICE

Numerical Description
Rating Scale
0 No Evidence
1 Evidence indicates developing structures and mechanism are in
place to demonstrate ACCESs.
2 Evidence indicates planned practices and procedures are fully
implemented and aligned to ACCES
3 Evidence indicates practices and procedures satisfy quality
standards

I. LEADERSHIP AND GOVERNANCE

STANDARD
MOV/ARTIFACTS
INDICATOR LEVEL OF PRACTICE SCORE REMARKS
(mark / if present and x
if not)
1. In place is The development plan ___Approved School
Development guided by the school’s
Improvement
Plan (e.g. SIP vision, mission and goal
developed (VMG) is developed Plan
collaboratively through the leadership of
by the Level the school and the ___School
stakeholders of 1 participation of 50% Memorandum
the school and community stakeholders.
community ___Letter of Invitation
The development plan is
evolved through the ___Activity Completion
shared leadership of the Report (ACR)
Level school and the
2 participation of 51-80% ___Other supporting
 community stakeholders documents
The development plan is (printed/electronic)
enhanced with the 81-
Approved Office
100% community
participation in Performance
performing the leadership Commitment and
Level roles with the school Review
3 providing technical
Form
support.
___School
Memorandum
___ Minutes of the
Meeting
___ACR
2. The The school leads Approved
development the regular Annual
plan (e.g. SIP) review and Implementatio
is regularly Level improvement of n Plan (AIP)
reviewed by the the development
school 1 plan
community to ___School
keep it up
responsive and
relevant to Memorandum
emerging
needs,
challenges and ___Letter of
opportunities Invitation

___Activity
Completion
Report
(ACR)

___Other
supporting
documents

(printed/electro
nic)
 The school and
75-80%
community
Level stakeholders
working as full
2 partners, lead
the continual
review and
improvement of
the development
plan.
The school and
81-100% of the
community
stakeholders
lead the regular
review and
Level improvement
process; the
3 school
stakeholders
facilitate the
process
3. The school is The school
organized by a defines the
Level School
clear structure organizational
Organizational
and work 1 structure, and
Structure
arrangements the roles and
that promote responsibilities ___Process
shared of the Flow
leadership and stakeholders.
governance and ___Other
define roles supporting
and documents
responsibilities
of the
stakeholders. (printed/electro
nic)

The school and

51-80% of the
community
collaboratively
define the
Level structure and the
2 roles and
responsibilities
of stakeholders.
 The school and
81-100%
of the
Level
community
3 collaboratively
define the
structure and the
roles and
responsibilities
of stakeholders.
4. A leadership A network has Mode of
network been Dissemination:
facilitates collaboratively
communication established and
between and is continuously ___School
among school improved by the Website
and community Level 1 school
leaders for community ___Facebook
informed yearly. Account
decision- ___Page/
making and Leaflets/
solving of
school- Brochures/
community Newsletters
wide-learning
problems ___Transparenc
y/
___Bulletin
Board
___School
Paper
___Communicat
ion
Plan, Flow
and
System
School Based
implementing
guidelines on
Child
Protection
Policy, Anti-
Bullying, etc.
___ School
Memorandum
___
Consultation
Report
(Attendance and
picture)
___Proposed
School
Implementing
Guidelines
___School
Handbook with
dissemination
report (Pictorials
and attendance)
___ Intake
Sheets

eBEIS –
Performance
Indicators
___Gross
Enrolment Rate
___ Net
Enrolment Rate
___Cohort
Survival Rate
___Transition
Rate
___School
Leaver Rate
___Completion
Rate
___ALS
Completion
Rate
(% of ALS
Learners
who
completed either
Elementary
or
Secondary
Level in
accordance
with the

requirements)
___ALS A&E
Passer
Rate (% of
ALS Learners
who passed
the ALS
Accreditation
 and
Equivalency
Test)

The network
actively
provides
stakeholders
information for
Level 2 making
decisions and
solving learning
and
administrative
problems twice
a year.

The network
allows easy
exchange and
access to
information
sources beyond
Level 3 the school
community
every quarter.
5. A long term Developing Training
program is in structures are in Development
operation that place and Plan
addresses the analysis of the
___Teachers’
training and competency and
Development
development development
Needs
needs of school Level 1 needs of leaders
and community is conducted; ___LAC/INSET
leaders. result is used to implementation
develop a long- Plan (LAC
term training template per
and DepEd/Division
development issuances)
program every
year. ___Project
Proposal
___School
memorandum
___Technical
Working Group
___ACR with
financial and
monitoring
report
___Sample
certification and
program
 ___Technical
Assistance Plan
(based on
DepEd/Memora
ndum)
___Certification
of Attendance to
trainings/webina
rs
(Division/Regio
nal/National/Int
ernational

Leaders
undertake
training modes
for 2 quarters
that are
Level 2 convenient to
them (on-line,
off-line,
modular, group
or home-based)
and which do
not disrupt their
regular
functions.
Leaders monitor
and evaluate
their own
learning process.
Leaders assume
responsibility
for their own
training and
development
Level 3 every quarter.
School
community
leaders working
individually or
in groups, coach
and mentor one
another to
achieve their
VMG.
TOTAL
WEIGHTED
MEAN (Total
 Score/5)

FINDINGS: RECOMMENDATIONS:

BEST FEATURES:

Validated By : (affix the Signature)

1. 2.
Designation: Designation:

3 4.
Designation: Designation:

Conformed By:

Designation:

II. CURRICULUM AND INSTRUCTION

STANDARD
INDICATOR LEVEL OF PRACTICE MOV/ARTIFACTS SCORE REMARKS
(mark / if present and x if not)
1. The All types of Learner’s Outcome
curriculum learners of the
( ) Performance Indicator
provides for the school community
development are identified, their (Drop-out Rate, Graduation,
needs of all type learning curves
of learners in Level assessed, Cohort-Survival, etc)
the school 1 appropriate ( ) Learner’s Tracking System/
community programs with its
support materials Progress Report
for each type of ( )Learner’s Profile with their
learner are
developed 26-50 learning needs
% decrease of the ( )Learners’ Portfolio
non-numerates
and non - literates ( ) Alternative Delivery Mode
 Programs are fully (ADM)
implemented and
( ) Periodic Assessment
closely monitored
Results with Analysis
Level to address
2 performance ( ) Summative test Results
discrepancies
benchmark best ( ) Proportion of performing at
practices coach proficient level
low performers,
mentor potential A. Numeracy Level
leaders, reward B. Literacy Level
high achievements
that makes learning
meaningful and In the absence of NAT, the
enjoyable with 51- results of the reading test in
75 % decrease of Filipino and English and
the non- numeracy test shall be
numerates and considered – with reference to
non - literates the policy standard set by the
CLMD
The educational
needs of all type of
learners are being The Percentage weight for the
met as shown by learning outcome shall
continuous 10% - Filipino Reading test
improvement and
learning outcomes 10% - English Reading test
and product of 10% Numeracy Test
learning with 76-
100% or zero
non-reader/non
Level numerates. To determine the improvement
3 of learning outcomes, the rating
Teachers’ as well
standard below shall be followed
as students’
performance is
motivated by
intrinsic rather than
extrinsic reward.
The school
differentiated
program is
frequently
benchmarked by
other schools.
2. The Local beliefs, ( ) List of Localized,
implemented norms, values,
contextualized IMs with
curriculum is traditions,
localized to Level folklores, current sample (Big Books, MTB
make it more 1 events, and
meaningful to existing dictionary, etc.)
the learners technologies are ( ) School Initiated SLM/LAS
and applicable documented and
to life in the used to develop a (Sample)
community lasting curriculum. ( ) School Forms
Developed
localized ( ) Improves/ Localized LMs/
curriculum.
 Developed IMs/ DLLs
localized
( )Instructional Materials
curriculum in 4
learning areas ( ) List of Visual Aids,
Digitized, IMs and Quality
The localized
Assured and accepted localized
curriculum is
LMs
implemented and
Level monitored closely
2 to ensure that it
makes learning
more meaningful
and pleasurable,
produced desired
learning outcomes,
and directly
improves
community life.
Ineffective
approaches are
replaced, and
innovative ones are
developed.
Developed
localized
curriculum in 6
learning areas
Best practices in
localizing the
curriculum are
mainstreamed and
benchmarked by
other schools.
Level There is marked
3 increase in number
of projects that use
the community as
learning
laboratory, and the
school as an agent
of change for
improvement of
the community.
Developed
localized
curriculum in ALL
learning areas
3. A A representative Teachers’ Portfolio
representative team of school and
( )RPMS/IPCRF Portfolio
group of school community
and community stakeholders assess (proportion of teachers
stakeholders content and
develop the Level methods used in meeting PPST career stage 3
methods and 1 teaching creative, in all domains (Highly
materials for critical thinking
developing and problem Proficient)
creative solving.
thinking and Assessment results ( ) Monthly Supervisory Plan
problem solving are used as guide
( ) Classroom Observation Tool
to develop
materials in 4 ( ) Observation Notes
learning areas in
all grade levels. ( ) Class Program
( ) Sample Lesson Plan
A representative
team of school and ( ) DepEd emails and FB
community accounts
stakeholders assess
content and ( ) School Leadership with
Level methods in designation.
2 teaching creative,
critical thinking
and problem
solving.
Assessment results
are used as guide
to develop
materials.
Developed learning
materials in 6
learning areas in
all grade levels
Materials and
approaches are
being used in
school, in the
family and in
Level community to
3 develop critical,
creative thinking
and problem-
solving community
of learners and are
producing desired
results. Develop
learning materials
in ALL Learning
areas in all grade
levels.
4. The learning A school – based School Best Practices/
systems are monitoring and Remarkable Accomplishment
regularly and learning system is
( ) School Initiated
collaboratively conducted
programs/projects
monitored by regularly and
the community cooperatively; and ( ) Log sheet/logbook showing
using Level feedbacks is shared names of visitors who
appropriate 1 with stakeholders. benchmarked schools-initiated
tools to ensure The system uses a programs
the holistic tool that monitors
growth and the holistic ( ) Best practices
development of development of ( ) Innovations
the learners learner once a
and the year. ( ) Programs for improvement
community. A school – based of the learning environment and
monitoring and increased learning outcomes
learning systems
( ) Continuous Improvement
generate feedback
(CI) Project
that is used for
Level making decisions
( ) Institutionalized programs
2 that enhance the for inclusive education
total development
of learners for 2 ( ) Literary Services
quarters. A ( ) Guidance Services
committee takes
care of the ( ) Guidance Forms
continuous ( )Guidance Records and
improvement of Reports
the tool.
( ) Computer/Science/TLE
The monitoring Laboratory (if any)
system is accepted
. ( ) Learners’ initiated program
and regularly used
for collective ( ) Classroom Structuring
decision making
every quarter. ( ) Reading Centers/ Study
Level The monitoring Sheds (Reading Books)
3 tool has been Co-curricular activities Report
improved to (ex. Scouting, Religious
provide both Instructions, Science Camp,
quantitative and Education Summit, etc.)
qualitative data.
5. Appropriate The assessment Sample Assessment Tool
assessment tools are reviewed
Level ( ) Table of Specification
tools for by the school and
1
teaching and assessment results ( ) Formative/ Summative
learning are are shared with Test
continuously school’s
reviewed and stakeholders once ( ) Periodic Test Questions
improved, and a year ( ) Evaluation Tools
assessment
The assessment ( ) Test/ Item Analysis
results are
tools are reviewed
contextualized ( ) Item Bank per Learning
by the school
to the learner Area
community and
and local
results are shared ( ) Rubrics Used
situation and Level with community
the attainment 2 ( ) Enhanced Assessment
stakeholders for 2
of relevant life Tools adopted from partners
quarters.
skills
School assessment
results are used to
develop learning
programs that are
suited to the
community, and
customized to each
learners’ context,
Level results of which are
3 used for
collaborative
decision – making
 every quarter.

6. Learning Stakeholders are School Based implementing

managers and aware of child/ guidelines on Child Protection
Level
facilitators learner – centered, Policy, Anti-Bullying, etc.
1
(teachers, right-based, and
( ) School Memorandum
administrators inclusive principle
and community of education. ( ) Consultation Report
members) (Attendance and picture)
Learning managers
nurture values
and facilitators ( ) Proposed School
and
conduct activities Implementing Guidelines
environments
aimed to increase
that are ( ) School Handbook with
50% of
protective of all dissemination report (Pictorials
stakeholder’s
children and and attendance)
awareness and
demonstrate
commitment to ( ) Intake Sheets
behaviors
fundamental rights
consistent to the
of children and the
organization’s
basic principle of
Vision, Mission
educating them.
and Goals
75 – 80% of
Stakeholders
begin to practice
child/learner –
centered principles
Level of education in the
2 design of support
to education.
Learning managers
and facilitators
apply the principle
in designing
learning materials
Learning
environments,
methods and
resources are
community driven,
inclusive and
adherent to child’s
rights and
Level protection
3 requirements with
81 –100% of
stakeholders’
adherence to
child/Learner
centers principle’s.
Learning managers
and facilitators
observe learners’
rights from
designing the
curriculum to
structuring the
 whole learning
environment.
7. Methods and Practices, tools and School Research Outcomes
resources are materials for
Level ( ) List of research
learner and developing self-
1
community – directed learners (Proposal and completed)
friendly are 100%
enjoyable, safe, observable in ( ) Dissemination Plan and
inclusive, school, but not in Report on Research Outcomes
accessible and the home or in the ( ) Innovation/ Interventions.
aimed at community. Enrichment/ Remediation
developing self- Learning programs Program
directed are designed and
learners. developed to ( ) Project Proposal
Learners are produce learners ( ) ACR
equipped with who are
essential responsible and
knowledge, accountable for
skills and their learning.
values to
Practices, tools and
assume
materials for
responsibility
developing self-
and
directed learners
accountability
are observable in
Level the school and 51-
2 80% in the
community. The
program is
collaboratively
implemented and
monitored by
teachers and
parents to ensure
that it produces
desired learners
There is a
continuous
exchange of
information,
sharing of
expertise and
materials among
the schools, home
Level and community for
3 the development of
self – directed
learners with 81-
100% are
observable in
school and 81-
100% in the home
and in the
community. The
program is
mainstreamed but
continuously
 improved to make
relevant to
emergent demand.
TOTAL
WEIGHTED MEAN (Total Score/7)

FINDINGS: RECOMMENDATIONS:

BEST FEATURES:

Validated By : (affix the Signature)

1. 2.
Designation: Designation:

Conformed By:

Designation:

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

LEVEL OF STANDARD MOV/ARTIFACTS

INDICATOR SCORE REMARKS
PRACTICE (mark / if present and x if not)
1. Roles and There is an School Organizational Structure
responsibilities active party that
( ) Functional organizations/ teams/
of accountable initiates
person/s and clarification of committees
collective the roles and
body/ies are Level responsibilities ( ) MPTA (DO 54, s. 2009, DO )
clearly defined 1 in education ( ) SGC
and agreed delivery with
upon by 50% of ( ) SSG/SPG (DM 4 s. 2012)
community stakeholders’ ( ) Finance Team
stakeholders. participation.
( ) SPT (School Planning Team)
There is 51-
80% ( ) SMEA Team
stakeholders’ ( ) Grievance Committee
Level engagement in
clarifying and
 2 defining their ( ) Faculty Club
specific roles
( ) HR PTA
and
responsibilities. ( ) SBM Team
Shared and ( ) CPP Committee
participatory
( ) QA Team for School LRMD
processes with
81-100% ( ) Organized school Quality
stakeholders’
engagement in Management System
determining ( ) WinS TWG
roles,
responsibilities, ( ) Others
and
accountabilities
of stakeholders Attachments are but not limited to:
in managing and ( ) Structures/Charts
supporting
education. ( ) Constitutions and By-Laws
( ) Terms of Reference (TOR)

Level Roles and Responsibilities

3 ( ) Designation/ Appointment
( ) Oath of Office
( ) Invitation Letter
( ) School Memorandum
( ) Minutes of the Meeting
( ) List of Project Proposals (from
Principle 1)
( ) ACR
( ) Enhanced School Process (QMS)
like in enrolment, module distribution
and retrieval (process flow)
2. Performance School Monitoring Evaluation &
Achievement accountability is Adjustment (SMEA)
of goals is practiced at the
( ) SMEA Committee
recognized Level school level
based on a 1 with 50% gaps ( ) SMEA meetings with School
collaboratively addressed. Memorandum
developed
A community- ( ) Minutes of the meeting
performance
level
accountability ( ) ACR
accountability
system; gaps
are addressed Level system is ( ) SMEA Plan with:
2 evolving from
through ( ) Quarterly/Semestral SMEA
school-led
appropriate Results
initiatives with
action.
51-80% gaps ( ) Report on Midyear assessment
addressed. and Year End Performance
A community-
accepted
performance
 accountability,
recognition and
incentive system
Level being practiced
3 with 81-100%
gaps
addressed.
3. The The school School Performance and
accountability articulates the Accomplishments
system is accountability
owned by the assessment
community framework with ( ) School Report Card (SRC)
and is Level basic
continuously 1 components, ( ) State of the School Address
enhanced to including (SOSA)
ensure that implementation,
management guidelines to the
structures and 50% of
mechanisms stakeholders.
are responsive
51-80% of
to emerging
Stakeholders
learning needs
are engaged in
and demands
the development
of the
and operation of
community. Level an appropriate
2 accountability
assessment
system.
81-100% of
School
community
stakeholders
continuously
Level and
3 collaboratively
review and
enhance
accountability
systems’
processes,
mechanism and
tools.
4. The school, with Feedback Mechanism
Accountability the participation
( ) Feedback from Stakeholders
assessment of 50%
criteria and stakeholders, regarding school policies
tools, feedback articulates an
mechanisms, accountability ( ) Feedback tools
and Level assessment ( ) Suggestion Box, Clients’
information 1 framework with
collection and basic Satisfaction Survey, Checklist
validation components, Form, Survey Questionnaire,
techniques and including
process are implementation Tracer Study Tool, Text Brigade
inclusive and guidelines. ( ) Summary of Suggestions and
collaboratively 51-80% actions taken
developed and Stakeholders
( ) Survey Results, analysis, and
agreed. are engaged in
the development interventions
and operation of
Level an appropriate
2 accountability
assessment
system
81-100%
Stakeholders
.
continuously
and
collaboratively
review and
Level enhance
3 accountability
systems;
processes,
mechanisms and
tools.
5. School initiates Stakeholders’ Recognition
Participatory periodic
Level ( ) Institutionalized School
assessment of performance
1
performance is assessments Recognition and Incentive
done regularly with the
with the participation of System on:
community. the 50% Internal stakeholders
Assessment stakeholders.
results and LEARNERS/ TEACHERS/
Collaborative PARENTS
lessons learned
conduct of
serve a basis ( ) Criteria
performance
for feedback,
assessment ( ) School Memorandum
technical
informs
assistance, Level planning, plan ( ) Quarterly Learners Teachers/
recognition 2 adjustments and Parents Recognition
and plan
requirements for
adjustment. ( ) List of Awardees
technical
assistance with ( ) Sample Certificates
51-80%
stakeholders’ ( ) Pictorials
participation.
( ) ACR on the Awarding Activity
School External Stakeholders
community
developed ( ) ACR on stakeholders’
performance
Convergence
assessment is
practiced and is ( ) List of awardees
the basis for
( ) Sample Certificate
improving
Level monitoring and ( ) Pictorials
3 evaluation
( ) Rubric/ Criteria Awards
systems,
providing received by students/pupils and
technical
School across governance levels
 assistance, and (Division/Region/National/International)
recognizing and
( ) List of Awards
refining plans
with 81-100% ( ) Sample Certificates
stakeholders ( ) Pictorials
participation.
TOTAL
WEIGHTED MEAN (Total Score/5)

FINDINGS: RECOMMENDATIONS:

BEST FEATURES:

Validated By : (affix the Signature)

1. 2.
Designation: Designation:

Conformed By:

Designation:

IV. MANAGEMENT OF RESOURCES

STANDARD
MOV/ARTIFACTS
INDICATOR LEVEL OF PRACTICE SCORE REMARKS
(mark / if present and x
if not)
1. Regular 50 % of stakeholders School Inventory
resource are aware that a Resources
inventory is regular resource
collaboratively inventory is available
undertaken by and is used as basis for ( ) Human Resources
learning Level resource allocation and
managers, 1 mobilization. ( ) Pupil/students
learning Classroom Ratio
Resource inventory is
facilitators, and
characterized by ( ) Teacher-Learner
community
stakeholders as Level regularity, with 51- Ratio
basis for 2 80% of participation
resource of stakeholders, and
allocation and communicated to the ( ) School Facilities
mobilization. community as the
basis for resource ( ) Seat-Learner
allocation and Ratio
mobilization.
( ) Functional
Resource inventories
are systematically Library
developed and with ( ) Rooms
81-100%
stakeholders’ ( ) Furniture
engagement in a ( ) Equipment
collaborative process
to make decision on
Level resource allocation and (
3 )Technological
mobilization.
Resources
( ) ICT Package/e-
classroom package
(Functional/not
Functional computers
( ) Internet Access

( ) Electricity
connection

( ) WinS Assessment
(STAR)
( ) Hand washing
facilities
( )Toilet M/F
2. A regular 50% stakeholders’ Approved Work and
dialogue for participation in the Financial Plan
planning and development of
( ) School
resource Level educational plan in
programming, 1 resource Memorandum
that is programming, and in
accessible and the implementation of ( ) Minutes of the
inclusive, educational plan. meeting
continuously
51-80% stakeholders ( ) Attendance
engage
are regularly engaged
stakeholders ( ) Pictures
in the planning and
and support
Level resource programming
implementation
2 and support
of community School Plan and
continuously
education plans. Resources
implementation of the
educational plan. ( ) Annual Procurement
 81-100% Plan
stakeholders
( ) Human Resource
collaborate to ensure
timely and need-based Development Plan
planning and resource
programming and ( ) Financial
Level support continuously Management
3 implementation of the
educational plan. Development Plan
( ) Technology
Resource
Improvement Plan
( ) School Physical
Development Plan
( ) Physical Facilities
Improvement of School
( ) IGP Sustainability
Plan
( ) Resource Allocation
and Mobilization Plan
( ) School Site Titling

3. In place is a 50% of stakeholders ( ) Approved School

community- support judicious, Operating Budget(SOB)
developed appropriate, and
( ) School
resource effective use of
management resources. Memorandum
system that Level
drives 1 ( ) Minutes of the
appropriate 51-80% of meeting
behaviors of the stakeholders are
stakeholders to ( ) Attendance
engaged and share
ensure expertise in the ( ) Pictures
judicious, collaborative
appropriate, Level development of
and effective 2 resource management
use of resources. system.
81-100% of
stakeholders sustain
the implementation
and improvement of a
collaboratively
Level developed,
3 constituent-focused
resource management
system.
4. Regular 50% of stakeholders School Finance
Monitoring. are invited to
( ) Liquidation Report
Evaluation, and participate in the
reporting development and ( ) Income Generating
process of implementation of Project
resource monitoring,
( ) Canteen report
management Level evaluation, and
are 1 reporting processes on ( ) No Adverse COA
collaboratively resource management.
developed and findings on MOOE
implemented by Liquidation
the learning 51-100% of
managers, stakeholders
facilitators, and collaboratively
community participate in the
stakeholders. development and
Level implementation of
2 monitoring, evaluation
and reporting for
resource management.
81-100% of
stakeholders are
.
engaged, held
accountable and
implement a
collaboratively
Level developed system of
3 monitoring, evaluation
and reporting for
resource management.
5. There is a An engagement Social Mobilization and
system that procedure to identify Networking System
Level
manages the and utilize
1 ( ) Brigada Eskwela
network and partnerships with 50%
linkages which stakeholders for Report
strengthen and improving resource
sustain management evident. (Acknowledgement
partnership for Receipt, Delivery
51-80% stakeholders
improving
support a system of Receipt, Pledges,
resource
partnerships for
management. Deed of donations,
improving resource
management. MOA/MOUs
Level
2 ( ) Records of
An established system donations with
of partnership is
managed and sustained pictures
by 81-100% ( ) Inventory of
stakeholders for
continuous projects given by
improvement of stakeholders
resource management.
Level ( ) Percentage of
3
financial
contribution from
stakeholders and
 other partners
( ) Financial report of
School PPAs
( ) Barangay IRA
( ) Report on the
Barangay
Assistance to
schools
( ) Innovations for the
collective and
judicious utilization
and transparent,
effective, and
efficient resources
and management
system.
TOTAL
WEIGHTED MEAN (Total Score/5)

FINDINGS: RECOMMENDATIONS:

BEST FEATURES:

Validated By : (affix the Signature)

1. 2.
Designation: Designation:

Conformed By:

Designation:
 SUMMARY

Name of School:

Location: District:
School Type: __ Elementary __ Secondary __ Integrated Sch. Date Established:
School Head:
Last SBM Rating School Year:
Self-Assessment School Year:
Current SBM Rating School Year:

PRINCIPLE WEIGHT AVE.RATING X WEIGHTED RATING

WEIGHT
1 30% ___ x 0.3
2 30% ___ x 0.3
3 25% ___ x 0.25
4 15% ___ x 0.15
TOTAL 100%

SBM SCORE: ____________

Legend:

Level I – Developing 0.5 - 1.49

Level II- Maturing 1.50 – 2.49

Level III- Advance 2.50 – 3.0

Validated By : (affix the Signature)

1. 2.
Designation: Designation:

3 4.
Designation: Designation:

Conformed By:

Designation: