SBM - WINS ASSESSMENT TOOL

Instructions:
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 the with the community performing the
stakeholders) (VMG) is developed through 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 are  ESIP/AIP and other documents are
* Documentation of the prepared, developed and signed prepared, developed and signed by
SIP Process (Minutes of  ESIP/AIP and other documents are collaboratively by SH/teachers with SH/teachers with the different
the Meeting, prepared, developed and signed by few stakeholders where there is stakeholders where the SGC is taking
Attendance, Photos) SH/teachers with few stakeholders sharing of leadership role. the leadership role.
> integration of SBM- where the school is taking the  Minutes, photos and the like are  Minutes, photos and the like are
WinS to the SIP leadership role. participated in by SH/teachers and participated in by SH/teachers and
 Minutes, photos and the like are other stakeholders. stakeholders
participated in by SH/teachers * inclusion of WinS in the SIP with the
active participation of stakeholders

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Indicators
2. A network of leadership and
governance guides the education * SMEA docs
system to achieve its shared
vision, mission and goals making SIP Review Process
them responsive and relevant to (Minutes of the Meeting,  ESIP Review is facilitated by the SH
the context of diverse
environments.
3. The school is organized by a
clear structure and work
arrangements that promote
shared leadership and
governance and define the roles
and responsibilities of the
stakeholders.
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
* SIP Review The school leads the regular review The school and community The community stakeholders lead the
and improvement of the development stakeholders working as full partners, regular review and improvement
* Documentation of the plan. lead the continual review and process; the school stakeholders
improvement of the development facilitate the process.
plan.
Attendance, Photos) by signing the letter of invitation to  ESIP Review is led by the
the participants and presiding the  ESIP Review is collaboratively stakeholders (SGC) where either of the
meeting. facilitated by the SH and the stakeholders e.g. Punong Barangay,
 Minutes of the meeting, attendance stakeholders (SGC) Brgy Kagawad, GPTA President presides
and photos are purely about the  Minutes of the meeting, attendance the meeting.
school personnel. and photos are well participated  Minutes of the meeting, attendance
 Documents before and after the  Documents before and after the and photos are well participated
review process is present. review process is presented.  Documents before and after the
 Adjustments and improvement are  Adjustments and improvement are review process is presented.
reflected in the AIP reflected in the AIP  Adjustments and improvement are
reflected in the AIP
* School Faculty The school defines the organizational The school and community Guided by an agreed organizational
Association – structure, and the roles and collaboratively define the structure structure, the community stakeholders
Constitution & By Laws responsibilities of stakeholders. and the roles and responsibilities of lead in defining the organizational
(CBL) stakeholders. structure and the roles and
* School Governing  The CBL of the different groups,  The CBL reflects that roles of responsibilities; school provides
Council (SGC) Structure clubs existing in the school reflects officers and member are properly technical and administrative support.
* Parents-Teachers that roles of officers and member are defined by the school in collaboration
Association – CBL (DO assigned by the school as shown in the with the stakeholders. /Or reflected  Minutes of the meeting stipulates
No. 54, s. 2009, DO No. CBL per se. in the minutes of the meeting. that roles of officers and member are
67, s. 2009  Roles, functions and responsibilities  Roles, functions and responsibilities assigned by the organization
* Supreme Student of the stakeholders are assigned by of the stakeholders are assigned themselves with the school providing
Government (SSG)/ Pupil the SH through the issuance of through a Memorandum of TA
Supreme Government Memorandum. Agreement/Understanding  Roles, functions and responsibilities
(PSG) (DM 4, s. 2012) of the
SBM-WinS TWG *SMB WinS TWG Roles and Functions
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Indicators
4. A leadership network facilitates * Communication Plan
communication between and
among school and community
leaders for informed decision-
making and solving of school
community wide- learning
problems.
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
 Transactions which are routinely stakeholders are assigned by the
done are purely centralized such that organization per se through the
no transaction is approved without issuance of Memorandum
the SH.
A network has been collaboratively The network actively provides The network allows easy exchange and
* Communication Flow established and is continuously stakeholders information for making access to information sources beyond
* Communication improved by the school community. decisions and solving learning and the school community.
System administrative problems.
* School Website  Communication System is  Online repository of communication
* Newsletter established e.g. Communication Flow  Communication System is documents
* Linkages with BLGU Chart established in partnership with the  Facebook Page
and other Sectoral  Announcement/Bulletin Boards stakeholders  Online Communication Systems e.g.
Groups - MOA, MOU,  Facebook Page/Group  Announcement/Bulletin Boards Electronic Records System, Data
etc.  School Paper/Journal prepared by the stakeholders like Tracking System sponsored by
…........articles on WinS,  Letters are sent to stakeholders PTA, SGC stakeholders and other partners with
issuances on WinS, etc before the conduct of the meeting or  Facebook Page/Group MOA/MOU
convergence signed by the School  School Paper/Journal  School Paper/Journal
Head  Letters are sent to stakeholders  Radio, TV or Newspapers with MOA
before the conduct of the meeting or  Letters sent to stakeholders signed by
convergence signed by the School the SGC Chairperson
Head
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Indicators 1 2 3 Rating Recommendation
Systems
5. A long term program is in * T&D System Developing structures are in place and Leaders undertake training modes Leaders assume responsibility for their
operation that addresses the * Individual Plan for analysis of the competency and that are convenient to them (on-line, own training and development. School
training and development needs Professional Dev’t (IPPD) development needs of leaders is off-line, modular, group, or home- community leaders working
of school and community leaders. * School Plan for conducted; result is used to develop a based) and which do not disrupt their individually or in groups, coach and
Professional long- term training and development regular functions. Leaders monitor mentor one another to achieve their
Development (SPDP) for program. and evaluate their own learning VMG.
Teachers progress.
* Training and  T & D results are analyzed and acted  T & D results are analyzed and acted
Development Program upon by the school with the support  IPPD and SPPD are crafted in upon by the school with the support of
for Leaders of MOOE collaboration with stakeholders the external stakeholders e.g. Rotary
* Parenting Seminar  Progress monitoring report is signed  Progress monitoring is signed by Club, AMA Computer School, etc.
Program by the concerned teachers/SH both the teachers and stakeholders.  Training and Development needs are
* Training Designs  Training and Development needs  Training and Development needs reflected in the ESIP/AIP
capability building on are reflected in the ESIP/AIP are reflected in the ESIP/AIP
SBM-WinS to
implementers

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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 SBM - WINS ASSESSMENT TOOL

Name of School: _______________________________ Division: ____________________________ Date: ______________________________

B. CURRICULUM & INSTRUCTION

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed and continuously improved.
MOVs/ Documents/
Indicators 1 2 3 Rating Recommendation
Systems
1. The curriculum provides for the Implementation All types of learners of the school Programs are fully implemented and The educational needs of all type of
needs of all types of learners in Documents: community are identified, their closely monitored to address learners are being met as shown by
the school community. * Science Curriculum learning curves assessed; appropriate performance discrepancies, continuous improvement on learning
(DO 53 & 57 s. 2012) programs with its support materials benchmark best practices, coach low outcomes and products of learning.
* Sports Curriculum (DO for each type of learner is developed.performers, mentor potential leaders, Teachers’ as well as students’
56, s. 2012) reward high achievement, and performance is motivated by intrinsic
* Arts Curriculum (DO  Utilization of Placement/Diagnostic maintain environment that makes rewards. The Schools’ differentiated
56, s. 2012) Test Results learning, meaningful and enjoyable. program is frequently benchmark by
* Curriculum for  List of enrollees per curriculum other schools.
Journalism (DO 46, s. offering  Utilization of Placement/Diagnostic  Utilization of Placement/Diagnostic
2012) * Foreign  LRs developed by teachers Test Results Test Results
Language  Map of school-aged children in
* Tech Voc. Education
(DO 68, s. 2012)

* SPED (DO 60, s. 2003) the community who undergo  List of enrollees per curriculum  List of enrollees per curriculum
* Madrasah Education assessment offering offering
(DO 40, s. 2011)  LRs collaboratively developed by  LRs developed by the community
* IP Educ. (DO 62, s. teachers and community with the TA of teachers
2012)  Record of coaching and mentoring  Documents showing that LRs are
* Senior High School and provision of TA benchmarked by other schools.
Curriculum (Secondary  Rewards and incentives  DI is in place reviewed by
Schools) stakeholders

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Indicators
2. The implemented curriculum is * Localized Curriculum:
localized to make it more
meaningful to the learners and
applicable to life in the
community.
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
Local beliefs, norms, values, traditions, The localized curriculum is Best practices in localizing the
- Contextualized folklores, current events, and existing implemented and monitored closely curriculum are mainstreamed and
LMs/TGs technologies are documented and to ensure that it makes learning more benchmarked by other schools. There
- Big Books used to develop a lasting curriculum. meaningful and pleasurable, is marked increase in number of
- Curriculum Adaptation Localization guidelines are agreed to produces desired learning outcomes, projects that uses the community as
- Orthography by school community and teachers are and directly improves community life. learning laboratory, and the school as
- MTB Dictionary properly oriented. Ineffective approaches are replaced an agent of change for improvement of
- IMs on IKSP and innovative ones are developed. the community.
* Improvised IMs  Files of different localized LRs in  Documents showing the use of
* ARATA based on EGRA hard copies localized LRs, IMs  Benchmarking documents
* Senior High School  Charts, small books, big books of  Documents showing the application  Evidence showing that learning is
Curriculum (Secondary different stories, poems, etc. from the of learning to real world situations. applied in the community e.g.
Schools) community  Documents showing that ineffective community learning shed/area;
integration of learning  Documents showing that teachers strategies, methods and approaches testimonies of the parents
resource package/LRs are oriented on the use of LRs, IMs are replaced with innovation
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Indicators
3. A representative group of
school and community
stakeholders develop the methods Methods and Strategies
and materials for developing
Creative thinking and problem
solving.
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
* Action Research on A representative team of school and Learning materials and approaches to Materials and approaches are being
effective Teaching community stakeholders assess reinforce strengths and address used in school, in the family and in
content and methods used in teaching deficiencies are developed and tested community to develop critical, creative
* Lesson Plans creative, critical thinking and problem
for applicability on school, family and thinking and problem solving
* Daily Logs solving. Assessment results are used community. community of learners and are
* Science Investigatory as guide to develop materials. producing desired results.
Projects  Findings of Action research are  Action research resulted to a more
* Linkages with  Action research which findings are used for development of LRs, IMs appropriate development of IMs, LRs
CSOs/NGOs/HEIs in used for development of LRs, IMs for which are applicable in school, family which produced critical thinking
improving Quality more improved teaching-learning and community. individuals and community of learners.
Instruction processes.  LRs are developed in partnership  Lesson Plans and Daily Logs are
* Visual Aids  LPs, DLs, are developed with valid with community leaders/elders. instrumental in producing desired
* ICT-Based Instruction and reliable references, sources.  Results and findings of Science results
(ex: Txt2Teach)  Science Investigatory Project/s Investigatory Project/s is/are shared  Science Investigatory Project/s is/are
* is/are conducted highlighting the to the community. conducted highlighting the available
Workbooks/Worksheets available raw materials in the  MOA with HEIs, CSOs, NGOs serves raw materials in the
locally developed locality/community as avenue of more collaborative locality/community
development of  MOA on partnerships with HEIs, decision-making  Accomplishment Report on MOA on
contextualized CSOs, NGOs aimed to attain quality  Utilization of the e-classroom is partnerships with HEIs, CSOs, NGOs
Information Education education improved in partnership with aimed to attain quality education
Communication (IEC)  Maximum utilization of the e- stakeholders e.g. Rotary Club, LGU,  Locally developed LR’s served as
materials in designated classroom etc. avenue in developing critical thinking
areas skills which is radiated to family and
community
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Indicators 1 2 3 Rating Recommendation
Systems
4. The learning systems are * Action Research on A school- based monitoring and The school- based monitoring and The monitoring system is accepted and
regularly and collaboratively students Learning learning system is conducted regularly learning systems generate feedback regularly used for collective decision
monitored by the community Outcomes – basis for and cooperatively; and feedback is that is used for making decisions that making.
using appropriate tools to ensure developing Remedial shared with stakeholders. enhance the total development of The monitoring tool has been improved
the holistic growth and Programs The system uses a tool that monitors learners. to provide both quantitative and
development of the learners and * SMEA Dashboards & the holistic development of learners. A committee takes care of the qualitative data.
the community. Results continuous improvement of the tool.
inclusion of  Results of SMEA served as feedback  Results of SMEA served as feedback
handwashing, mechanism to inform the  Results of SMEA is used in making mechanism to inform the stakeholders.
toothbrushing and other stakeholders. decisions  School-based Remedial Programs
SBM-WinS activities in  School-based Remedial Programs  Composition of Review Committee based on the results of the Action
the daily class program based on the results of the Action is varied Research
Research  School-based M&E Tool is  School-based M&E Tool in assessing
 School-based M&E Tool in assessing constantly revised to meet the learning is accepted by the
learning demands and needs of the clienteles. stakeholders

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 MOVs/ Documents/
Indicators 1 2 3 Rating Recommendation
Systems
5. Appropriate assessment tools * Teachers’ Test The assessment tools are reviewed by The assessment tools are reviewed by Schools assessment results are used to
for teaching and learning are Notebook the school and assessment results are the school community and results are develop learning programs that are
continuously reviewed and * Teachers’ Portfolio shared with school’s stakeholders. shared with community stakeholders. suited to community, and customized
improved, and assessment results * Test Results & Analysis to each learners’ context, results of
are contextualized to the learner of any the following  Copies of the reviewed assessment  Copies of the reviewed assessment which are used for collaborative
and local situation and the Tools: tools tools which are shared to the decision-making.
attainment of relevant life skills. - EGRA resulting to  Minutes of the conduct of the stakeholders  A customized assessment tool is
ARATA review adopted for use in the school by the
- Phil-IRI results used in  Teachers’ Portfolio follows the stakeholders
developing Reading correct process  Adjusted decisions and plans are
Program collaboratively done by the school and
- Pre-Test /Diagnostic 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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Indicators
6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are protective Report (ex: Scouting,
of all children and demonstrate Religious Instruction,
behaviors consistent to the
organization’s vision, mission and
goals.
MOVs/ Documents/
1 2
Systems
* Child Protection Policy Stakeholders are aware of child/
Implementation Report learner- centered, rights- based, and
cum CFSS inclusive principles of education.
* Co-curricular Activities
Learning managers and facilitators
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
3 Rating Recommendation
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 whole
 Accomplishment Reports on the learning environment.
implementation of the CPP; records  Records of participation/involvement
of the application of learning of stakeholders in the observance of
materials child’s rights and protection.
 Status report of the  No cases of child abuse and child
project/activity/program bullying as a result of the proper
 Learners are aware of their rights implementation of CPP and CFSS
and responsibilities  There is an active Barangay
 Co-curricular activities are so Committee for the Protection of
designed with proper observance of Children (BCPC)
the rights of the children
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 MOVs/ Documents/
Indicators 1 2 3 Rating Recommendation
Systems
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 of
developing self- directed learners. * Guidance Services 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 it relevant to emergent demands.
and accountability for their own Learners their learning. 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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Name of School: _______________________________
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.
Indicators
1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders.
Division: ____________________________
MOVs/ Documents/
Systems
Structure of School
Accountable Organizations:
Constitution and By-Laws
(CBL) of
> School Faculty
Club/Association
> School Governance Council
Structure (SGC)
> Parents-Teachers
Association (Guided by DO
No. 54, s. 2009, DO No. 67, s.
2009
> Supreme Student
Government/Supreme 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
SBM - WINS ASSESSMENT TOOL
Date: ______________________________
1 2 3 Rating Recommendation
There is an active party that initiates The stakeholders are engaged in Shared and participatory processes are
clarification of the roles and clarifying and defining their specific used in determining roles,
responsibilities in education delivery. roles and responsibilities. responsibilities and accountabilities of
stakeholders in managing and
 A team composed of school  Well organized and well supporting education.
personnel are engaged in clarifying represented SGC
the roles and responsibilities  Review of the CBL is collaboratively  Well organized and well represented
 CBL are reviewed regularly by done by school and community SGC
internal stakeholders  Minutes of the meetings  Review of the CBL is led by the SGC or
 Minutes of the meetings  Copies of the revised documents other external stakeholders e.g. LGU,
 Copies of the reviewed documents alumni, professional organizations, and
other benefactors
 Minutes of the meetings
 Copies of the revised documents
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Indicators
2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
3. The accountability system is
owned by the community and is
continuously enhanced to ensure
that management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community.
MOVs/ Documents/
1 2 3 Rating Recommendation
Systems
Appropriate Actions to Performance accountability is A community- level accountability A community- accepted performance
address Gaps based on the practiced at the school level. system is evolving from school- accountability, recognition and
following: initiatives. incentive system is being practiced.
 SMEA reports are available done by  LGU, alumni or other stakeholders
* SMEA Implementation the school coordinator and some  SMEA reports are available done by support the recognition and rewards
* Recognition and incentive teachers the school coordinator and some system by issuing resolution or forging
system  In place is a well-defined recognition teachers in partnership with other MOA/MOU
* General PTA Assembly and incentive system for teaching and stakeholders
Meetings non-teaching personnel and learners  In place is a well-defined
* Homeroom PTA Meetings developed by a core group recognition and incentive system for
- Attendance, Photos,  There is a system of communicating teaching and non-teaching personnel
Minutes of the Meeting in the the performance indicators of the and learners developed by a core
development/capability school through meetings and group
building program on conferences led by the SH  Performance indicators is regularly
Performance Accountability  Concerns, Issues, Gaps and communicated to the stakeholders
System (SMEA) Problems are identified by the school e.g. monthly or quarterly meeting
head with a team  Concerns, Issues, Gaps and
Problems are identified together with
the School Planning Team
* Accountability System’ The school articulates the Stakeholders are engaged in the School community stakeholders
processes, mechanisms and accountability assessment framework development and operation of an continuously and collaboratively review
tools with basic components, including appropriate accountability and enhance accountability systems’
- Attendance, Photos, implementation guidelines to the assessment system. processes, mechanisms and tools.
Minutes of the Meeting of stakeholders.
the Enhancement and Review
of M&E System
assessment of learning
outcomes
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Indicators
4. Accountability assessment
criteria and tools, feedback
mechanisms, and information
collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
MOVs/ Documents/
Systems
* Assessment Tools: Clients’
Satisfaction Survey, Parent’s
Opennionaire, Checklist
Form, Survey Questionnaire,
Tracer Study Tool, School
Report Cards
* Feedback Mechanisms:
Gen. Assembly Meeting,
Education Summit,
Stakeholders Forum, School
Report Card, State of the
School Address (SOSA),
Parents’ Conference, School
Website, Home Visitation,
School Bulletin, Parenting
Seminar
* Information Collection:
Sampling – Convenient &
Purposive, Suggestion Box,
Documentation, Conduct
Survey
* Validation Techniques and
Processes: FGD,
1 2
The school, with the participation of
stakeholders, articulates an
accountability assessment framework
with basic components, including
implementation guidelines.
 Display of “suggestion box”
 Meetings are held to communicate
information
 Regular consultation of the
stakeholders prior to decision making
is done through meetings
 School Report Card is prepared by
the School Head and is used to inform
the teachers and learners
 State of the School Address (SOSA)
is conducted and participated by at
least 50% of the parents (attendance
versus total number of parents)
Stakeholders are engaged in
development and operation of an
appropriate accountability
assessment system.
 Suggestion box is functional which
is used to gather feedback
 Meetings are held to solicit ideas
and opinions of the stakeholders
 School Report Card is prepared by
the School Head with the few Core
Team members and is communicated
to the stakeholders
 State of the School Address (SOSA)
is conducted and participated by at
least 51% -70% of the parents
(attendance versus total number of
parents)
3 Rating Recommendation
Stakeholders continuously and
collaboratively review and enhance
accountability systems; processes,
mechanisms and tools.
 Suggestion box is monitored also by
the stakeholders
 Meetings are held through the
leadership of the stakeholders to
discuss matters pertaining to school
development
 School Report Card is prepared by
the School Planning Team with the
support of other stakeholders e.g. SGC
 State of the School Address (SOSA) is
conducted and participated by at least
71% of the parents (attendance versus
total number of parents)

Participation, Brainstorming,
Interview, Triangulation,
Observation – Direct&
Indirect
- Attendance, Photos,
Minutes of the Meeting in the
development of
accountability assessment
criteria

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 MOVs/ Documents/
Indicators 1 2 3 Rating Recommendation
Systems
5. Participatory assessment of * M&E Process – School initiates periodic performance School initiates periodic performance School- community developed
performance is done regularly Midyear/Annual Review, assessments with the participation of assessments with the participation of performance assessment is practiced
with the community. Assessment SMEA Institutionalization stakeholders. stakeholders. and is the basis for improving
results and lessons learned serve focusing on Assessment of: monitoring and evaluation systems,
as basis for feedback, technical - KPIs on Access (Enrolment providing technical assistance, and
assistance, recognition and plan & Drop-out rate) Quality recognizing and refining plans.
adjustment. (NAT) & Governance (SBM
Assessment)
- School’s PPAs: WSRP
Brigada Eskwela,
Gulayan sa Paaralan,
Guidance Program, (Rated through interview or
ADM/DORP, LPP, Feeding observation)
Program, PPP, etc (Rated through interview or (Rated through interview or
* Assessment Results based observation) observation)
on M&E Feedback:
- Enhanced Implementation
of School’s PPAs
- Technical Assistance:
Remedial Instruction
performance accountability
system

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

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2. A regular dialogue for planning * Process: Regular Resource
and resource programming, that Planning and Programming
is accessible and inclusive, through Strategic Planning
continuously engage stakeholders * Output:
and support implementation of - Human Resource
community education plans. Development Plan (HRDP)
- Financial Mgt. Development
Plan (FMDP)
- Technology Resource
Improvement Plan (TRIP)
- School Physical
Development Plan (SPDP)
- Annual Procurement Plan
- IGP Sustainability Plan
1 2
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 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
3 Rating Recommendation
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

institutionalizing resource
management system on WinS

3. Resources are collectively and
judiciously mobilized and
managed with transparency,
effectiveness, and efficiency.
* 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
Stakeholders support judicious, Stakeholders are engaged and share Stakeholders sustain the
appropriate, and effective use of expertise in the collaborative implementation and improvement of a
resources. resource management system. collaboratively developed, periodically
adjusted, and constituent- focused
 Updated Financial  Updated Financial resource management system.
Reports/Statements e.g. PTA, MOOE, Reports/Statements e.g. PTA, MOOE,
IGP, Canteen are posted in the IGP, Canteen are collaboratively  Updated Financial
Transparency Board prepared and posted in the Reports/Statements e.g. PTA, MOOE,
 Collection is done by school Transparency Board by the school IGP, Canteen are posted in the
personnel (with Designation Order by and stakeholders. Transparency Board are reviewed by
the Principal); issued Temporary  Collection is done either by school the stakeholders.
Receipt personnel or PTA; issued  Collection is done by PTA (with
 Collected amount is kept by the Acknowledgement Receipt Resolution)
school treasurer.  Collected amount is deposited in

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3. Canteen Management
4. Liquidation Reports on
MOOE, Donations,
Sponsorship, Fund Raising
Activities, Canteen
4. Regular monitoring, evaluation, SMEA of the following:
and reporting processes of - Human Resource
resource management are Development Plan (HRDP)
collaboratively developed and - Financial Mgt. Development
implemented by the learning Plan (FMDP)
managers, facilitators, and - Technology Resource
community stakeholders. Improvement Plan (TRIP)
- School Physical
Development Plan (SPDP)
- Annual Procurement Plan
(APP)
- Inventory List of all
resources
1 2
 Disbursement of money is done by
the SH and selected teachers
 Canteen is managed by the Canteen
Teacher
Stakeholders are invited to participate
in the development and
implementation of monitoring,
evaluation, and reporting processes
on resource management.
the PTA Bank Account
 Disbursement of money is
supported with the BAC and
Inspectorate Team and other
stakeholders.
Stakeholders collaboratively
participate in the development and
implementation of monitoring,
evaluation, and reporting processes
on resource management.
3 Rating Recommendation
 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
Stakeholders are engaged, held
accountable and implement a
collaboratively developed system of
monitoring, evaluation and reporting
for resource management.
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Indicators 1 2
Systems
5. There is a system that manages * Cash Disbursement (MOOE) An engagement procedure to identify
the network and linkages which * Transparency Board and utilize partnerships with
strengthen and sustain * Financial Reports (PTA, IGP, stakeholders for improving resource
partnerships for improving Canteen, School management is evident.
resource management. Clubs/Organization) School Head and Teachers ensure
that:
 No Audit Observation Memo
 No unliquidated cash
advances/Liquidated on time
 All transactions follow the
accounting rules and procedures
regardless of financial sources e.g.
canteen, donations, IGP, fund raising
Stake holders support a system of
partnerships for improving resource
management.
School and community ensure that:
 No Audit Observation Memo
 No unliquidated cash advances
 All transactions follow the
accounting rules and procedures
regardless of financial sources e.g.
canteen, donations, IGP, fund raising
3 Rating Recommendation
An established system of partnership is
managed and sustained by the
stakeholders for continuous
improvement of resource
management.
Stakeholders ensure that:
 No Audit Observation Memo
 No unliquidated cash advances
 All transactions follow the accounting
rules and procedures regardless of
financial sources e.g. canteen,
donations, IGP, fund raising, WINS

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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