SBM - WINS ASSESSMENT TOOL

Instructions: 3/11/2022
Assessor/validator shall:
1.     Study and appreciate each document properly.
2.     Apply the RACCS Principle in the validation process so as to ensure the Relevance, Accuracy, Currency, Consistency, and Sufficiency of the documents.
3.     If the document presented doesn’t capture the indicator, use snowballing or saturation technique to elicit the real practice.
4.     For SBM practices which don’t have documents, rate can be given through observation and discussion.
5.     Stakeholders are allowed to present other artifacts as needed.
6.     Artifacts presented in one specific Principle may or may not be placed in other Principle so as to save resources e.g. Annual Accomplishment Report, ESIP/AIP, researches,
Brigada Eskwela Report, etc.
7.     Decide on what to rate per MOV or per indicator.

Name of School: _______________________________ Division: ____________________________ Date: ______________________________

A. LEADERSHIP AND GOVERNANCE

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environments.
Indicators
1. In place is a Development
Plan (e.g. SIP) developed
collaboratively by the
stakeholders of the school and
community.
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
* SIP – AIP (Extent of The development plan guided by the The development plan is evolved The development plan is enhanced
participation of school’s vision, mission and goal through the shared leadership of with the community performing the
stakeholders) (VMG) is developed through the the school and the community leadership roles, and the school
* Annual Procurement leadership of the school and the stakeholders. providing technical support.
Plan participation of some invited
* Annual Budget community stakeholders.  ESIP/AIP and other documents  ESIP/AIP and other documents
* Documentation of the are prepared, developed and are prepared, developed and
SIP Process (Minutes of  ESIP/AIP and other documents signed collaboratively by signed by SH/teachers with the
the Meeting, Attendance, are prepared, developed and signed SH/teachers with few different stakeholders where the
Photos) by SH/teachers with few stakeholders where there is SGC is taking the leadership role.
> integration of SBM-WinS stakeholders where the school is sharing of leadership role.  Minutes, photos and the like are
to the SIP taking the leadership role.  Minutes, photos and the like participated in by SH/teachers and
 Minutes, photos and the like are are participated in by SH/teachers stakeholders
participated in by SH/teachers and other stakeholders. * inclusion of WinS in the SIP with
the active participation of
stakeholders

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2. A network of leadership * SIP Review The school leads the regular The school and community The community stakeholders
and governance guides * SMEA docs review and improvement of the stakeholders working as full lead the regular review and
the education system to * Documentation of development plan. partners, lead the continual improvement process; the
achieve its shared vision, the SIP Review Process review and improvement of school stakeholders facilitate
mission and goals making (Minutes of the  ESIP Review is facilitated by the development plan. the process.
them responsive and Meeting, Attendance, the SH by signing the letter of
relevant to the context of Photos) invitation to the participants  ESIP Review is  ESIP Review is led by the
diverse environments. and presiding the meeting. collaboratively facilitated by stakeholders (SGC) where
 Minutes of the meeting, the SH and the stakeholders either of the stakeholders e.g.
attendance and photos are (SGC) Punong Barangay, Brgy
purely about the school  Minutes of the meeting, Kagawad, GPTA President
personnel. attendance and photos are presides the meeting.
 Documents before and after well participated  Minutes of the meeting,
the review process is present.  Documents before and attendance and photos are
 Adjustments and after the review process is well participated
improvement are reflected in presented.  Documents before and after
the AIP  Adjustments and the review process is
3. The school is organized * School Faculty The school defines the improvement
The school andare reflected
community presented.
Guided by an agreed
by a clear structure and Association – organizational structure, and in the AIP
collaboratively define the  Adjustments structure,
organizational and the
work arrangements that Constitution & By the roles and responsibilities of structure and the roles and improvement are reflected
community stakeholders in
lead
promote shared Laws (CBL) stakeholders. responsibilities of the AIP
in defining the organizational
leadership and * School Governing stakeholders. structure and the roles and
governance and define the Council (SGC)  The CBL of the different  The CBL reflects that roles responsibilities; school
roles and responsibilities Structure groups, clubs existing in the of officers and member are provides technical and
of the stakeholders. * Parents-Teachers school reflects that roles of properly defined by the administrative support.
Association – CBL (DO officers and member are school in collaboration with
No. 54, s. 2009, DO assigned by the school as the stakeholders. /Or  Minutes of the meeting
No. 67, s. 2009 shown in the CBL per se. reflected in the minutes of stipulates that roles of officers
* Supreme Student  Roles, functions and the meeting. and member are assigned by
Government (SSG)/ responsibilities of the  Roles, functions and the organization themselves
Pupil Supreme stakeholders are assigned by responsibilities of the with the school providing TA
Government (PSG) the SH through the issuance of stakeholders are assigned  Roles, functions and
(DM 4, s. 2012) Memorandum. through a Memorandum of responsibilities of the
SBM-WinS TWG Agreement/Understanding *SMB WinS TWG Roles and
Functions

 Transactions which are stakeholders are assigned by

routinely done are purely the organization per se
centralized such that no through the issuance of
transaction is approved without Memorandum
the SH.

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4. A leadership network * Communication Plan A network has been The network actively The network allows easy
facilitates communication * Communication Flow collaboratively established and provides stakeholders exchange and access to
between and among * Communication is continuously improved by the information for making information sources beyond
school and community System school community. decisions and solving the school community.
leaders for informed * School Website learning and administrative
decision- making and * Newsletter  Communication System is problems.  Online repository of
solving of school * Linkages with BLGU established e.g. communication documents
community wide- learning and other Sectoral Communication Flow Chart  Communication System is  Facebook Page
problems. Groups - MOA, MOU,  Announcement/Bulletin established in partnership  Online Communication
etc. Boards with the stakeholders Systems e.g. Electronic
…........articles on  Facebook Page/Group  Announcement/Bulletin Records System, Data Tracking
WinS, issuances on  School Paper/Journal Boards prepared by the System sponsored by
WinS, etc  Letters are sent to stakeholders like PTA, SGC stakeholders and other
stakeholders before the  Facebook Page/Group partners with MOA/MOU
conduct of the meeting or  School Paper/Journal  School Paper/Journal
convergence signed by the  Letters are sent to  Radio, TV or Newspapers
School Head stakeholders before the with MOA
conduct of the meeting or  Letters sent to stakeholders
convergence signed by the signed by the SGC Chairperson
School Head
5. A long term program is * T&D System Developing structures are in Leaders undertake training Leaders assume responsibility
in operation that * Individual Plan for place and analysis of the modes that are convenient for their own training and
addresses the training and Professional Dev’t competency and development to them (on-line, off-line, development. School
development needs of (IPPD) needs of leaders is conducted; modular, group, or home- community leaders working
school and community * School Plan for result is used to develop a long- based) and which do not individually or in groups,
leaders. Professional term training and development disrupt their regular coach and mentor one
Development (SPDP) program. functions. Leaders monitor another to achieve their VMG.
for Teachers and evaluate their own
* Training and  T & D results are analyzed learning progress.  T & D results are analyzed
Development Program and acted upon by the school and acted upon by the school
for Leaders with the support of MOOE  IPPD and SPPD are crafted with the support of the
* Parenting Seminar  Progress monitoring report is in collaboration with external stakeholders e.g.
Program signed by the concerned stakeholders Rotary Club, AMA Computer
* Training Designs teachers/SH  Progress monitoring is School, etc.
capability building on  Training and Development signed by both the teachers  Training and Development
SBM-WinS to needs are reflected in the and stakeholders. needs are reflected in the
implementers ESIP/AIP  Training and Development ESIP/AIP
needs are reflected in the
ESIP/AIP

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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Name of School: _______________________________
B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed and continuously improved.
Indicators
1. The curriculum provides for
the needs of all types of
learners in the school
community.
SBM - WINS ASSESSMENT TOOL
Division: ____________________________ Date: ______________________________
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
Implementation All types of learners of the schoolPrograms are fully implemented The educational needs of all type of
Documents: community are identified, their and closely monitored to address learners are being met as shown by
* Science Curriculum learning curves assessed; performance discrepancies, continuous improvement on
(DO 53 & 57 s. 2012) appropriate programs with its benchmark best practices, coach learning outcomes and products of
* Sports Curriculum support materials for each type of low performers, mentor potential learning. Teachers’ as well as
(DO 56, s. 2012) learner is developed. leaders, reward high students’ performance is motivated
* Arts Curriculum (DO achievement, and maintain by intrinsic rewards. The Schools’
56, s. 2012)  Utilization of environment that makes learning, differentiated program is frequently
* Curriculum for Placement/Diagnostic Test Results meaningful and enjoyable. benchmark by other schools.
Journalism (DO 46, s.  List of enrollees per curriculum  Utilization of
2012) * Foreign offering  Utilization of Placement/Diagnostic Test Results
Language  LRs developed by teachers Placement/Diagnostic Test
* Tech Voc. Education  Map of school-aged children in Results
(DO 68, s. 2012)
* SPED (DO 60, s. the community who undergo  List of enrollees per curriculum  List of enrollees per curriculum
2003) assessment offering offering
* Madrasah Education  LRs collaboratively developed  LRs developed by the community
(DO 40, s. 2011) by teachers and community with the TA of teachers
* IP Educ. (DO 62, s.  Record of coaching and  Documents showing that LRs are
2012) mentoring and provision of TA benchmarked by other schools.
* Senior High School  Rewards and incentives  DI is in place reviewed by
Curriculum stakeholders
(Secondary Schools)
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2. The implemented
curriculum is localized to
make it more meaningful to the - Contextualized
learners and applicable to life in LMs/TGs
the community.
3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing
Creative thinking and
problem solving.
* Localized Local beliefs, norms, values, The localized curriculum is Best practices in localizing the
Curriculum: traditions, folklores, current events, implemented and monitored curriculum are mainstreamed and
and existing technologies are closely to ensure that it makes benchmarked by other schools.
documented and used to develop learning more meaningful and There is marked increase in
- Big Books a lasting curriculum. Localization pleasurable, produces desired number of projects that uses the
- Curriculum guidelines are agreed to by school learning outcomes, and directly community as learning laboratory,
Adaptation community and teachers are improves community life. and the school as an agent of
- Orthography properly oriented. Ineffective approaches are change for improvement of the
- MTB Dictionary replaced and innovative ones are community.
- IMs on IKSP  Files of different localized LRs in developed.
* Improvised IMs hard copies  Documents showing the use of  Benchmarking documents
* ARATA based on  Charts, small books, big books localized LRs, IMs  Evidence showing that learning is
EGRA of different stories, poems, etc.  Documents showing the applied in the community e.g.
* Senior High School from the community application of learning to real community learning shed/area;
Curriculum  Documents showing that world situations. testimonies of the parents
(Secondary Schools) teachers are oriented on the use of  Documents showing that
integration of learning LRs, IMs ineffective strategies, methods
resource and approaches are replaced with
package/LRs innovation
* Action Research on A representative team of school Learning materials and Materials and approaches are
effective Teaching and community stakeholders approaches to reinforce strengths being used in school, in the family
Methods and assess content and methods used and address deficiencies are and in community to develop
Strategies in teaching creative, critical developed and tested for critical, creative thinking and
* Lesson Plans thinking and problem solving. applicability on school, family and problem solving community of
* Daily Logs Assessment results are used as community. learners and are producing desired
* Science guide to develop materials. results.
Investigatory Projects  Findings of Action research are  Action research resulted to a
* Linkages with  Action research which findings used for development of LRs, IMs more appropriate development of
CSOs/NGOs/HEIs in are used for development of LRs, which are applicable in school, IMs, LRs which produced critical
improving Quality IMs for more improved teaching- family and community. thinking individuals and community
Instruction learning processes.  LRs are developed in of learners.
* Visual Aids  LPs, DLs, are developed with partnership with community  Lesson Plans and Daily Logs are
* ICT-Based valid and reliable references, leaders/elders. instrumental in producing desired
Instruction (ex: sources.  Results and findings of Science results
Txt2Teach)  Science Investigatory Project/s Investigatory Project/s is/are  Science Investigatory Project/s
* is/are conducted highlighting the shared to the community. is/are conducted highlighting the
Workbooks/Workshee available raw materials in the  MOA with HEIs, CSOs, NGOs available raw materials in the
ts locally developed locality/community serves as avenue of more locality/community
development of  MOA on partnerships with HEIs, collaborative decision-making  Accomplishment Report on MOA
contextualized CSOs, NGOs aimed to attain  Utilization of the e-classroom is on partnerships with HEIs, CSOs,
Information Education quality education improved in partnership with NGOs aimed to attain quality
Communication (IEC)  Maximum utilization of the e- stakeholders e.g. Rotary Club, education
materials in classroom LGU, etc.  Locally developed LR’s served as
designated areas avenue in developing critical
thinking skills which is radiated to
family and community
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4. The learning systems are
regularly and collaboratively
monitored by the community
using appropriate tools to
ensure the holistic growth
and development of the
learners and the community.
5. Appropriate assessment
tools for teaching and learning
are continuously reviewed
and improved, and
assessment results are
contextualized to the learner
and local situation and the
attainment of relevant life skills.
* Action Research on A school- based monitoring and The school- based monitoring and The monitoring system is accepted
students Learning learning system is conducted learning systems generate and regularly used for collective
Outcomes – basis for regularly and cooperatively; and feedback that is used for making decision making.
developing Remedial feedback is shared with decisions that enhance the total The monitoring tool has been
Programs stakeholders. development of learners. improved to provide both
* SMEA Dashboards The system uses a tool that A committee takes care of the quantitative and qualitative data.
& Results monitors the holistic developmentcontinuous improvement of the
inclusion of of learners. tool.  Results of SMEA served as
handwashing, feedback mechanism to inform the
toothbrushing and  Results of SMEA served as  Results of SMEA is used in stakeholders.
other SBM-WinS feedback mechanism to inform the making decisions  School-based Remedial
activities in the daily stakeholders.  Composition of Review Programs based on the results of
class program  School-based Remedial Committee is varied the Action Research
Programs based on the results of  School-based M&E Tool is  School-based M&E Tool in
the Action Research constantly revised to meet the assessing learning is accepted by
 School-based M&E Tool in demands and needs of the the stakeholders
assessing learning clienteles.
* Teachers’ Test The assessment tools are The assessment tools are Schools assessment results are
Notebook reviewed by the school and reviewed by the school used to develop learning programs
* Teachers’ Portfolio assessment results are shared community and results are shared that are suited to community, and
* Test Results & with school’s stakeholders. with community stakeholders. customized to each learners’
Analysis of any the context, results of which are used
following Tools:  Copies of the reviewed  Copies of the reviewed for collaborative decision-making.
- EGRA resulting to assessment tools assessment tools which are  A customized assessment tool is
ARATA  Minutes of the conduct of the shared to the stakeholders adopted for use in the school by the
- Phil-IRI results used review stakeholders
in developing Reading  Teachers’ Portfolio follows the  Adjusted decisions and plans are
Program correct process collaboratively done by the school
- Pre-Test /Diagnostic and community
Tests
-
Formative/Summative
Tests (HOTS or
aligned with KPUP)
used in designing
Remediation
Programs
* Enhanced
Assessment Tools
adopted from Partners
(ex. Save the
Children: QLE (ECCD
& Basic Ed.; Literacy
Boost: Basic Ed., etc.)
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6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are protective
of all children and demonstrate
behaviors consistent to the
organization’s vision, mission and
goals.
* Child Protection Policy Stakeholders are aware of child/
Implementation Report learner- centered, rights- based, and
cum CFSS inclusive principles of education.
* Co-curricular Activities
Report (ex: Scouting, Learning managers and facilitators
Religious Instruction, conduct activities aimed to increase
Science Camp, etc.) stakeholders’ awareness and
commitment to fundamental rights of
children and the basic principle of
educating them.
 Records of advocacy campaign on
CPP and other related activities
 Manner of religious instruction e.g.
Catechesis, prayer meetings, etc.
 CFSS Accomplishment Reports
Stakeholders begin to practice child/ Learning environments methods and
learner- centered principles of resources are community driven,
education in the design of support to inclusive and adherent to child’s rights
education. and protection requirements.
Learning managers and facilitators
apply the principles in designing Learning managers and facilitators
learning materials. observe learners’ rights from designing
the curriculum to structuring the
 Accomplishment Reports on the whole learning environment.
implementation of the CPP; records  Records of
of the application of learning participation/involvement of
materials stakeholders in the observance of
 Status report of the child’s rights and protection.
project/activity/program  No cases of child abuse and child
 Learners are aware of their rights bullying as a result of the proper
and responsibilities implementation of CPP and CFSS
 Co-curricular activities are so  There is an active Barangay
designed with proper observance of Committee for the Protection of
the rights of the children Children (BCPC)

7. Methods and resources are * Daily Lesson Practices, tools and materials for Practices, tools, and materials for There is continuous exchange of
learner and community- friendly, Log/Lesson Plans developing self- directed learners are
developing self- directed learners are information, sharing of expertise and
enjoyable, safe, inclusive, * Student’s Portfolio highly observable in school, but not in
beginning to emerge in the homes materials among the schools, home
accessible and aimed at * Library the home or in the community. and inthe community. and community for the development
developing self- directed learners. * Guidance Services of self- directed learners.
Learners are equipped with * Computer Laboratory Learning programs are designed and The program is collaboratively The program is mainstreamed but
essential knowledge, skills, and * ADM Modules developed to produce learners who implemented and monitored by continuously improved to make
values to assume responsibility * Awards received by are responsible and accountable for teachers and parents to ensure that relevant to emergent demands.
and accountability for their own Learners their learning. it produces desired learners.
learning. * Learners-initiated (Rated through interview or (Rated through interview or
projects  (Rated through interview or observation) observation)
* Classroom Structuring observation)
* Reading Centers
* Study Lounge

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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 SBM - WINS ASSESSMENT TOOL

Name of School: _______________________________ Division: ____________________________ Date: ______________________________

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains.
MOVs/ Documents/
Indicators 1 2 3 Rating Recommendation
Systems
1. Roles and responsibilities of Structure of School There is an active party that The stakeholders are engaged in Shared and participatory processes
accountable person/s and Accountable initiates clarification of the rolesclarifying and defining their are used in determining roles,
collective body/ies are clearly Organizations: and responsibilities in education specific roles and responsibilities. responsibilities and accountabilities
defined and agreed upon by Constitution and By-Laws delivery. of stakeholders in managing and
community stakeholders. (CBL) of  Well organized and well supporting education.
> School Faculty  A team composed of school represented SGC
Club/Association personnel are engaged in clarifying  Review of the CBL is  Well organized and well
> School Governance the roles and responsibilities collaboratively done by school represented SGC
Council Structure (SGC)  CBL are reviewed regularly by and community  Review of the CBL is led by the
> Parents-Teachers internal stakeholders  Minutes of the meetings SGC or other external stakeholders
Association (Guided by  Minutes of the meetings  Copies of the revised e.g. LGU, alumni, professional
DO No. 54, s. 2009, DO  Copies of the reviewed documents organizations, and other
No. 67, s. 2009 documents benefactors
> Supreme Student  Minutes of the meetings
Government/Supreme  Copies of the revised documents
Pupil Government (Guided
with DM 4, s. 2012)
***Attendance, Photos,
Minutes of the Meetings
regarding the Crafting of
Definition of Roles and
Responsibilities of School
Organization
clear identification of TWG
roles and responsibilities

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2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
Appropriate Actions to Performance accountability is A community- level accountability A community- accepted
address Gaps based on practiced at the school level. system is evolving from school- performance accountability,
the following: initiatives. recognition and incentive system is
 SMEA reports are available being practiced.
* SMEA Implementation done by the school coordinator  SMEA reports are available  LGU, alumni or other
* Recognition and and some teachers done by the school coordinator stakeholders support the
incentive system  In place is a well-defined and some teachers in partnership recognition and rewards system by
* General PTA Assembly recognition and incentive system with other stakeholders issuing resolution or forging
Meetings for teaching and non-teaching  In place is a well-defined MOA/MOU
* Homeroom PTA personnel and learners developed recognition and incentive system
Meetings by a core group for teaching and non-teaching
- Attendance, Photos,  There is a system of personnel and learners developed
Minutes of the Meeting in communicating the performance by a core group
the development/capability indicators of the school through  Performance indicators is
building program on meetings and conferences led by regularly communicated to the
Performance the SH stakeholders e.g. monthly or
Accountability System  Concerns, Issues, Gaps and quarterly meeting
(SMEA) Problems are identified by the  Concerns, Issues, Gaps and
school head with a team Problems are identified together
with the School Planning Team

3. The accountability system * Accountability System’ The school articulates the Stakeholders are engaged in the School community stakeholders
is owned by the community processes, mechanisms accountability assessment development and operation of an continuously and collaboratively
and is continuously enhanced and tools framework with basic components, appropriate accountability review and enhance accountability
to ensure that management - Attendance, Photos, including implementation assessment system. systems’ processes, mechanisms
structures and mechanisms are Minutes of the Meeting of guidelines to the stakeholders. and tools.
responsive to the emerging the Enhancement and
learning needs and demands Review of M&E System
of the community. assessment of learning
outcomes

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4. Accountability assessment
criteria and tools, feedback
mechanisms, and information
collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
* Assessment Tools: The school, with the participation Stakeholders are engaged in Stakeholders continuously and
Clients’ Satisfaction of stakeholders, articulates an development and operation of an collaboratively review and enhance
Survey, Parent’s accountability assessment appropriate accountability accountability systems; processes,
Opennionaire, Checklist framework with basic components, assessment system. mechanisms and tools.
Form, Survey including implementation
Questionnaire, Tracer guidelines.  Suggestion box is functional  Suggestion box is monitored also
Study Tool, School Report  Display of “suggestion box” which is used to gather feedback by the stakeholders
Cards  Meetings are held to  Meetings are held to solicit  Meetings are held through the
* Feedback Mechanisms: communicate information ideas and opinions of the leadership of the stakeholders to
Gen. Assembly Meeting,  Regular consultation of the stakeholders discuss matters pertaining to school
Education Summit, stakeholders prior to decision  School Report Card is prepared development
Stakeholders Forum, making is done through meetings by the School Head with the few  School Report Card is prepared
School Report Card, State  School Report Card is prepared Core Team members and is by the School Planning Team with
of the School Address by the School Head and is used to communicated to the the support of other stakeholders
(SOSA), Parents’ inform the teachers and learners stakeholders e.g. SGC
Conference, School  State of the School Address  State of the School Address  State of the School Address
Website, Home Visitation, (SOSA) is conducted and (SOSA) is conducted and (SOSA) is conducted and
School Bulletin, Parenting participated by at least 50% of the participated by at least 51% -70% participated by at least 71% of the
Seminar parents (attendance versus total of the parents (attendance versus parents (attendance versus total
* Information Collection: number of parents) total number of parents) number of parents)
Sampling – Convenient &
Purposive, Suggestion
Box, Documentation,
Conduct Survey
* Validation Techniques
and Processes: FGD,
Participation,
Brainstorming, Interview,
Triangulation, Observation
– Direct& Indirect
- Attendance, Photos,
Minutes of the Meeting in
the development of
accountability assessment
criteria
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5. Participatory assessment of
performance is done regularly
with the community.
Assessment results and
lessons learned serve as basis
for feedback, technical
assistance, recognition and
plan adjustment.
* M&E Process – School initiates periodic School initiates periodic School- community developed
Midyear/Annual Review, performance assessments with the performance assessments with performance assessment is
SMEA Institutionalization participation of stakeholders. the participation of stakeholders. practiced and is the basis for
focusing on Assessment improving monitoring and
of: evaluation systems, providing
- KPIs on Access technical assistance, and
(Enrolment & Drop-out recognizing and refining plans.
rate) Quality (NAT) &
Governance (SBM
Assessment)
- School’s PPAs: WSRP
Brigada
Eskwela, Gulayan sa (Rated through interview or
Paaralan, Guidance (Rated through interview or (Rated through interview or observation)
Program, ADM/DORP, observation) observation)
LPP, Feeding Program,
PPP, etc
* Assessment Results
based on M&E
Feedback:
- Enhanced
Implementation of School’s
PPAs
- Technical Assistance:
Remedial Instruction
performance accountability
system
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Program, Training
Program, Proposed new
Programs
- Recognition:
- Plan Adjustment: Catch-
up Plan of AIP or PPAs
- Attendance, Photos,
Minutes of the Meeting in
the conduct of
Participatory Assessment
Performance (SMEA)

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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 SBM - WINS ASSESSMENT TOOL

Name of School: _______________________________ Division: ____________________________ Date: ______________________________

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
MOVs/ Documents/
Indicators
Systems
1. Regularly resource * Process – Regular
inventory is collaboratively Resources Inventory of:
undertaken by learning - Human Resources
managers. Learning managers, (Teachers, Students,
learning facilitators, and Partners)
community stakeholders as - Financial Resources
basis for resource allocation (PTA, MOOE, Canteen
and mobilization. Fund, IGP, Clubs)
- Technological Resources
- Instructional Materials
- Furniture (chairs, tables,
etc)
- Rooms
- WinS
- School Site Titling
- Instructional Tools &
Equipment
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
1 2
Stakeholders are aware that a
regular resource inventory is
available and is used as the basis
for resource allocation and
mobilization.
 Inventory of Resources is
properly signed by the SH and the
Property Custodian
posted within conspicuous places
in the school
 Resource inventory is in place
and regularly communicated to the
stakeholders.
 Resource Inventory (Profile of
Resources) serves as basis for
planning by the school
management
3 Rating Recommendation
Resource inventory is Resource inventories are
characterized by regularity, systematically developed and
increased participation of stakeholders are engaged in a
stakeholders, and communicated collaborative process to make
to the community as the basis for decisions on resource allocation
resource allocation and and mobilization.
mobilization.
 Inventory of Resources is
 Inventory of Resources is properly signed by the SH, Property
properly signed by the SH, Custodian and School Auditor
Property Custodian and School posted within conspicuous places in
Auditor posted within conspicuous the school properly
places in the school checked/countercheck by the
 Resource Inventory (Profile of stakeholders.
Resources) serves as basis for  School Site Titling is made
planning by the school possible with the support of the
management stakeholders e.g. financial,
 Resource Inventory attacks for transactions
stakeholders

Document Control No.: DepEdRO13-F-FTA-001/R1/2-26-2020

2. A regular dialogue for planning
and resource programming, that
is accessible and inclusive,
continuously engage stakeholders
and support implementation of
community education plans.
3. Resources are collectively
and judiciously mobilized and
managed with transparency,
effectiveness, and efficiency.
* Process: Regular Resource
Planning and Programming
through Strategic Planning
* Output:
- Human Resource
Development Plan (HRDP)
- Financial Mgt.
Development Plan (FMDP)
- Technology Resource
Improvement Plan (TRIP)
- School Physical
Development Plan (SPDP)
- Annual Procurement Plan
- IGP Sustainability Plan
institutionalizing resource
management system on
WinS
* Mechanisms:
- Updated Transparency
Board of all Finances
(MOOE, PTA, IGP,
Canteen Fund, Donations,
etc)
- Innovations for the
collective and judicious
utilization and transparent,
effective and efficient
resource management
system
1. Deeds of Donations
2. Certificate of
Acceptance
3. Canteen Management  Disbursement of money is done
4. Liquidation Reports on by the SH and selected teachers
MOOE, Donations,  Canteen is managed by the
Sponsorship, Fund Raising Canteen Teacher
Activities, Canteen
Stakeholders are invited to
participate in the development of an
educational plan in resource
programming, and in the
implementation of the educational
plan.
 Minutes, photos and attendance of
the meeting, planning and
deliberation for Resources
Programming is led by the school
head.
Stakeholders support judicious,
appropriate, and effective use of
resources.
 Updated Financial
Reports/Statements e.g. PTA,
MOOE, IGP, Canteen are posted
in the Transparency Board
 Collection is done by school
personnel (with Designation Order
by the Principal); issued
Temporary Receipt
 Collected amount is kept by the
school treasurer.
Stakeholders are regularly engaged
in the planning and resource
programming, and in the
implementation of the education
plan.
 Minutes, photos and attendance of
the meeting, planning and
deliberation for Resources
Programming is collaboratively done
by the school and community
Stakeholders are engaged and
share expertise in the
collaborative resource
management system.
 Updated Financial
Reports/Statements e.g. PTA,
MOOE, IGP, Canteen are
collaboratively prepared and
posted in the Transparency Board
by the school and stakeholders.
 Collection is done either by
school personnel or PTA; issued
Acknowledgement Receipt
 Collected amount is deposited
in
the PTA Bank Account
 Disbursement of money is
supported with the BAC and
Inspectorate Team and other
stakeholders.
Stakeholders collaborate to ensure
timely and need-based planning and
resource programming and support
continuous implementation of the
education plan.
 Minutes, photos and attendance of
the meeting, planning and deliberation
for Resources Programming is led by
the stakeholders
Stakeholders sustain the
implementation and improvement of
a collaboratively developed,
periodically adjusted, and
constituent- focused resource
management system.
 Updated Financial
Reports/Statements e.g. PTA,
MOOE, IGP, Canteen are posted in
the Transparency Board are
reviewed by the stakeholders.
 Collection is done by PTA (with
Resolution)
 Collected amount is deposited in
the DepEd Thrust Fund (Deposit
Slips); issued Official Receipt
 Disbursement of money
observes the proper protocol and
supported with relevant documents
like Proposal, PR, PO, Quotation
and the like.
 Canteen is managed by
Teachers Coop
Document Control No.: DepEdRO13-F-FTA-001/R1/2-26-2020
4. Regular monitoring,
evaluation, and reporting
processes of resource
management are
collaboratively developed and
implemented by the learning
managers, facilitators, and
community stakeholders.
5. There is a system that
manages the network and
linkages which strengthen and
sustain partnerships for
improving resource
management.
SMEA of the following: Stakeholders are invited to Stakeholders collaboratively Stakeholders are engaged, held
- Human Resource participate in the development and participate in the development accountable and implement a
Development Plan (HRDP) implementation of monitoring, and implementation of monitoring, collaboratively developed system of
- Financial Mgt. evaluation, and reporting evaluation, and reporting monitoring, evaluation and
Development Plan (FMDP) processes on resource processes on resource reporting for resource
- Technology Resource management. management. management.
Improvement Plan (TRIP)
- School Physical
Development Plan (SPDP)
- Annual Procurement Plan
(APP)
- Inventory List of all
resources
* Cash Disbursement An engagement procedure to Stake holders support a system of An established system of
(MOOE) identify and utilize partnerships partnerships for improving partnership is managed and
* Transparency Board with stakeholders for improving resource management. sustained by the stakeholders for
* Financial Reports (PTA, resource management is evident. continuous improvement of
IGP, Canteen, School School Head and Teachers ensure School and community ensure resource management.
Clubs/Organization) that: that:
 No Audit Observation Memo Stakeholders ensure that:
 No Audit Observation Memo  No unliquidated cash advances  No Audit Observation Memo
 No unliquidated cash  All transactions follow the  No unliquidated cash advances
advances/Liquidated on time accounting rules and procedures  All transactions follow the
 All transactions follow the regardless of financial sources accounting rules and procedures
accounting rules and procedures e.g. canteen, donations, IGP, regardless of financial sources e.g.
regardless of financial sources e.g. fund raising canteen, donations, IGP, fund
canteen, donations, IGP, fund raising, WINS
raising
______________________________________
SBM Assessor/s
(Signature over Printed Name)
Document Control No.: DepEdRO13-F-FTA-001/R1/2-26-2020