DEPARTMENT OF EDUCATION

REGION VII, CENTRAL VISAYAS

Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) TOOL
ENABLERS LEVEL OF PRACTICE RUBRICS

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

LEADERSHIP BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED OVER-ALL

STANDARD
1-The school engages a multi- The school consults The school 3
3 The school sustains Stakeholders sustain
stakeholder body in the internal and/or collaborates with collaboration with collaboration and
identification of needs and external internal and external internal and initiate needs
strategies stakeholders in stakeholders in external identification and
identifying needs identifying needs stakeholders in strategy formulation
and strategies and strategies identifying needs for continuous
and strategies school improvement

Stakeholders meeting SIP planned PAPs SOC. MOV Continuous

SCHOOL
MOVs ACTIVITIES Improvement
Committee on SIP/ Creation of Stakeholders Summit LGU commitment to
PIAs Committees to sustain
implement the PAPs
School Educational MOU/MOA Documentation of the
Summit. Certificate of
Institutional Award

1-The school engages a multi- The SPG/SSG shares The SPG/SSG The SPG/SSG guides The SPG/SSG shares 1
1
stakeholder body in the suggestions in the prepares project other student bodies the best practices of
identification of needs and formulation of a proposals for in preparing project the school in the
strategies strategic plan incorporation in the proposals for formulation of the
strategic plan incorporation in the strategic plan
strategic plan
1-The school engages a multi-
stakeholder body in the
identification of needs and
strategies
LEARNERS'
MOVs
2-The school designs a needs
and evidence-based strategic
plan
SCHOOL
MOVs
2-The school designs a needs
and evidence-based strategic
plan
The SPG/SSG shares The SPG/SSG The SPG/SSG guides The SPG/SSG shares
suggestions in the prepares project other student bodies the best practices of
formulation of a proposals for in preparing project the school in the
strategic plan incorporation in the proposals for formulation of the
strategic plan incorporation in the strategic plan
strategic plan
SGC Minutes OF Formulate suggestion Discussion of common Come up with
MEETING to the sch. on their concern s & Project/Program
Re: Identifying felt felt needs recommendation Proposal for possible
needs -Proposed plans & support from target
project stakeholders
The school designs 2
2 The school designs The school reviews, The school has an
a strategic plan a needs-based adjusts, and effective/functional
aligned with the strategic plan enhances a needs- strategic plan
VMGs aligned with the based strategic plan modeled and
VMGs aligned with the adopted by other
VMGs schools
SIP step 2 Process SIP STEP 3, Process SIP STEP 4 Communicating the
Formulating the 3 SIP its PAPs
-Identify CORE -Determine the sch. year AIP
VALUES of the school Goals & Obj..
-Aligning school VMC
to the DepEd VMC
The SPG/SSG shares The SPG/SSG The SPG/SSG guides The SPG/SSG shares 3
3
suggestions in the prepares project other student bodies the best practices of
formulation of a proposals for in preparing project the school in the
strategic plan incorporation in the proposals for formulation of the
strategic plan incorporation in the strategic plan
strategic plan
LEARNERS'
MOVs
3-The school leads in the
implementation of any
development plan in
collaboration with all
concerned stakeholders.
SCHOOL
MOVs
3-The school has a mechanism
to communicate timely
information to the
stakeholders about its PAPs
implementation.
ØLearners suggestion ØLearners suggestion ØLearners suggestion ØLearners suggestion
on the CORE values of on the CORE values of on the PIA of the sch. on the CORE values of
the sch. the sch. the sch.
School initiates the School leads in the School allows/ 4 School’s 4
implementation of implementation of empowers its institutionalized
any development any development stakeholders to innovation is
plan with the plan in collaboration implement PAPs in replicated and
involvement of with all support to the contextualized by
some of its stakeholders. attainment of the other schools.
concerned objectives.
stakeholders.
SIP STEP 7 Creation of sch. Com. Stakeholder support The project is
Communicating the to implement PAPs to identified PAPs Benchmarked by
school plans to the with the external others schools
stakeholders stakeholders -MOU/MOA
-logbook of visitors
-Education Summit -Barangay Resolution
to support the school -Endorsement by the
-Selling of the SRC to higher office
the stakeholders -PTA Resolution
supporting the school
project
-Documentation
School informs its School establishes a 3 School communicates School institutionalizes 3
stakeholders using an new mechanism to to its stakeholders a the mechanism for
established means of communicate timely timely information timely communication.
communication in information to its with the aid of
their area in the stakeholders. advance technology
school. e.g. social media,
SMS, etc.
SCHOOL SIP STEP 5 SMEA Conference Creation of Social School Website
MOVs Formulation of the outputs Media account of the
monitoring & school School Facebook Page
evaluation plan DsMEA Conference
Outputs Group Chat
Parent-Teachers
quarterly CIGPs School Paper
meeting/conference
Texting
4-The learners participate in Learners support the 2 Learners lead in the Learners are allowed Learners advocate the 2
the implementation of any implementation of implementation of by the school to best practices in the
development plan requiring activities found in the activities found in the initiate and implement PAPs implementation.
their active involvement. development plan with development plan with PAPs in support to
the involvement of the involvement of all the atta
their officers. officers and members. inment of the
objectives.

LEARNERS' List of Committees Activity Design Monitoring Report Activity Completion

MOVs highlighting SSGs Report
involvement on the Project Proposal
implementation of the Identified promising
School PAPs practices for
sustainability

5-The learners participate in Learners inform their Learners establish a School communicates Learners 1
1
communicating timely members using the mechanism to to its members a institutionalize the
information to their members. available means of communicate timely timely information mechanism for timely
communication in information to their with the aid of communication.
their area. members. advance technology
e.g. social media,
SMS, etc.

LEARNERS' SSG/SPG Bulletin Creation of account in Text brigade School Administration

MOVs Board the social media (screenshots) recognize in their
Minutes of the Regular Email ad. group chat (DOD)
SSG Meetings, Clubs Active Group Chat
and other Orgs
6-The school establishes an
internal mechanism (school
initiated assessment) on
assessing the school
leadership effectiveness.
SCHOOL
MOVs
7-The school demonstrates
the culture of feedback-giving
and provision of technical
assistance.
SCHOOL
MOVs
8-The learners participate in
communicating timely
information to their members.
School assesses the 2 School develops their School introduces School institutionalizes 2
effectiveness of school own internal innovations (e.g. use the innovations in
leadership based on assessment tool of contextualized/ assessing school
the requirement of mechanism to assess indigenous way of effectiveness that are
DepEd (OPCRF, leadership assessment) in adopted and
NCDSSH) effectiveness assessing school contextualized by
leadership other schools.
effectiveness
Organized Committee Crafted localized School Orientation on Result of the
to assess the school rubrics for internal the Rubrics assessment conducted
leadership assessment on school Attendance re: CIGPs
effectiveness leadership Minutes
Designation of effectiveness Documentation
Committee Members School Rubrics
with roles &
Responsibilities
The school utilizes an The school practices 3 The school conducts The school 3
available tool in feedback-giving and action research based institutionalizes the
gathering feedback in technical assistance on the result of giving best practices in
compliance to DepEd feedback and giving feedback and
requirements technical assistance provision of technical
assistance for
benchmarking
SMEA TOOLS on SMEA CIGPs resolved Hard Copy of the Regular Feed backing
CIGPs in the school Action Research on Activity and provision
CSC Suggestion Box IPCRF Coaching & the CIGPs of TA at least once a
Corrective Action Monitoring Form and Implementation of the month or as needed
Preventive Action relative forms in the Research Proposal for Minutes
(CAPA) provision of TA Development Plan Attendance
School LAC Minutes Agreement
Focus Group Notes/Annecdotes
Discussion Minutes TA Plan of the SH
Learners inform their Learners establish a School communicates 4 Learners 4
members using the mechanism to to its members a institutionalize the
available means of communicate timely timely information mechanism for timely
communication in information to their with the aid of communication.
their area. members. advance technology
e.g. social media,
8-The learners participate in
communicating timely
information to their members.
Learners inform their Learners establish a School communicates Learners
members using the mechanism to to its members a institutionalize the
available means of communicate timely timely information mechanism for timely
communication in information to their with the aid of communication.
their area. members. advance technology
e.g. social media,
SMS, etc.

LEARNERS' SSG/SPG Bulletin Creation of account in Text brigade School Administration

MOVs Board the social media (screenshots) recognize in their
Minutes of the Regular Email ad. group chat (DOD)
SSG Meetings, Clubs Active Group Chat
and other Orgs

TOTAL LEADERSHIP HIGHLY PROFICIENT 2.55

LEGEND: 4 - 3.1 DISTINGUISHED EXCELLENT
3 - 2.1 HIGHLY PROFICIENT BEST
2 - 1.1 PROFICIENT BETTER
1 - .01 BEGINNER GOOD

ENABLERS
CURRICULUM
STANDARD
1-The school engages a multi-
stakeholder body in the
identification of needs and
strategies
MOVs
2-The school provides
developmentally appropriate
learning opportunities for
diverse learners to promote
holistic inclusive education.
DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) TOOL
LEVEL OF PRACTICE RUBRICS
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
The learners fairly 2 The learners The learners The learners produce
produce outputs produce outputs as produce outputs and outputs and demonstrate
as required by the required by the provide insights for capacity for self-directed
curriculum curriculum self-directed learning beyond the
standards standards learning beyond the curriculum standards
curriculum
standards
74% MPS below 75%-79% MPS 80%-84% MPS 85% and above MPS
Periodic test result Periodic Test Result Periodic Test Result Periodic Test Result
Participation in the Division Level- Top Regional Level- Top National Level-Top 3
academic contest in 7 5
the division level
The school partially The school fully 3 The school The school practices
implements the implements establishes a continuous improvement
desired developmentally mechanism to methodology to sustain
developmentally appropriate effectively implementation of
appropriate programs and implement developmentally
programs and activities based on developmentally appropriate programs and
activities based on learners profile appropriate activities based on learners
learners profile programs and profiles
activities based on
2-The school provides The school partially The school fully The school The school practices
developmentally appropriate implements the implements establishes a continuous improvement
learning opportunities for desired developmentally mechanism to methodology to sustain
diverse learners to promote developmentally appropriate effectively implementation of
holistic inclusive education. appropriate programs and implement developmentally
programs and activities based on developmentally appropriate programs and
activities based on learners profile appropriate activities based on learners
learners profile programs and profiles
activities based on
learners profile

MOVs Observation Notes Implementation on Progress Report on Sustainability plan

using the COT different different
Learners Monitoring interventions intervention
Form
Learning style
SIP (Voice of the
Learners

§Identifies, designs and implements differentiated assessment strategies for effectiv

ASSESSMENT The school : teaching-learning process.
§monitors, evaluates and provides feedback to improve the learning progress and
learners achievement.
§communicates to stakeholders the learner’s needs, progress and achievement base
on assessment results.

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

STANDARD
1-Learners recognize their
own strengths and
weaknesses for self
improvement
BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Learners assess Learners recognize 3 Learners collaborate Learners manage their own
strengths and their own strengths with teacher in strengths and weaknesses
weaknesses and weaknesses for dealing with their and possible sharing of
self improvement own strengths and their learning experiences
weaknesses
own strengths and strengths and their own strengths with teacher in strengths and weaknesses
weaknesses for self weaknesses and weaknesses for dealing with their and possible sharing of
improvement self improvement own strengths and their learning experiences
weaknesses

MOVs Results of ECCD, Consolidated COT Principal’s Note or Principal’s Note or COT
MFAT, EGRA, Phil _ on Assessment COT highlighting highlighting on learners’
IRI/ORV, EGRA, process learners’ independent (group)
EGMA, ELNA, NAT collaboration activity
Diagnostic Test/Pre-
test

The school : §The implemented curriculum is contextualized to make it more meaningful to the
learners and applicable to life in the community.
INNOVATION §Sustains proven and effective practices that promotes life-long learners.
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
1-The school implements The school responds The school 3 The school sustains The school shares effective
contextualization with to existing culture implements proven and effective practices to the wider
stakeholders. and tradition contextualization practices to make professional learning
through culturally with stakeholders to learning more communities to make
appropriate make learning more meaningful and learning more meaningful
teaching-learning meaningful and applicable to life in and applicable to life in the
process applicable to life in the community community
the community.
 appropriate make learning more meaningful and learning more meaningful
teaching-learning meaningful and applicable to life in and applicable to life in the
process applicable to life in the community community
the community.

MOVs List of the identified Making of big books Reproduction of Uploaded/Shared the
2-The learners co-design the beliefs, culture and
The learners on
Thelocal stories,
learners co- quality assured
The learners apply 4 quality assured
The learners serve as
contextualization of existing traditions
participate in the beliefs and
design the contextualized
KSAs through IMs contextualized
resource personsIMsonin the
curriculum standards. Documents on theof
contextualization traditions
contextualization of contextualized LRMDS Portal
practices, culture, and
community initiated
existing curriculum Integration and
existing curriculum curriculum Documents
traditions supported that
activities
standards utilization
standards on the school has been
Invitation letters to contextualized IMs benchmarked
local artists/folks

MOVs Attendance in the Copy of the Records on the Documentations on tapping

TOTAL planning stage
Certificate
CURRICULUM
developed
contextualized IMs
utilization of
contextualized IMs
learners as resource
HIGHLY person
PROFICIENT

Documentations/Pict
LEGEND: 4 - 3.1 DISTINGUISHED EXCELLENT
orial
3 - 2.1 HIGHLY PROFICIENT BEST
2 - 1.1 PROFICIENT BETTER
1 - .01 BEGINNER GOOD
OVER-ALL

3
strategies for effective

rning progress and

and achievement based

OVER-ALL

3
e meaningful to the
g learners.
OVER-ALL
3
 4

3.00

SCHOOL-BASED MANAGEMENT (SBM) TOOL
ENABLERS
LEARNING LEVEL 1
ENVIRONMENT BEGINNER
STANDARD
1-School establishes a safe, School shows awareness of
secured and equitable learning policies, guidelines and
environment procedures on safe, secured
and equitable learning
environment
MOVs School Memo, Minutes of
Meetings;
Attendance in the school
DRRM
Awareness Program;
DRRM Plan;
Composition of school DRRM
Team
2-School advocates mutually School demonstrates
respectful learning environment understanding of learning
environment that advocates
fairness, respect and care to
DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
LEVEL OF PRACTICE RUBRICS
LEVEL 2
PROFICIENT
School establishes safe,
secured and equitable
learning environment
through consistent
implementation of policies,
guidelines and procedures
Accomplishment Reports of
the School DRRM Plan;
Documentation on the
conduct of earthquake and
fire drills;
2 School implements policies,
guidelines, and procedures
on learning environment
that advocates fairness,
LEVEL 3 LEVEL 4
HIGHLY PROFICIENT DISTINGUISH
3 School contextualizes
policies, guidelines and
procedures for safe,
secured and equitable
learning environment
based on school level
action research
School
Manual/Handbook
Action Research on the
contextualized policies,
guidelines and
procedures
School exhibits effective
practices to foster
learning environment
that advocates fairness,
2-School advocates mutually
respectful learning environment
MOVs
3-School ensures efficient
management of physical and/or
virtual learning structures
fairness, respect and care to
encourage learning
Child-Friendly School Survey
(CFSS);
Signages/Posters on Anti-
bullying/school zone of peace;
Composition of Child
Protection Committee;
Localized Child Protection
Policy
School demonstrates
understanding of efficient
management of physical and
virtual learning structures
that advocates fairness,
respect and care to
encourage learning
Classroom Anecdotal
Records;
Classroom Observation for
Teachers
Implementation
Report/Accomplishment of
CFSS;
Documents pertaining to
orientation on Child
Protection Policy;
Guidance Program Plan;
School manages efficiently
the available physical and/or
virtual learning structures
that advocates fairness,
respect and care to
encourage learning
Report on the Resolution
of Conflict at the School
Level;
Anti-bullying Report;
Intervention Programs
Conducted on
SARDOs/LARDOs issues
3 School exhibits efficient
management of physical
and/or virtual learning
structures through
improvements
MOVs
4-School provides support for
learner participation
MOVs
5-School ensures a learning
environment that fosters
health, nutrition and well-being
of learners and school
personnel
Report of orientation
conducted relevant to efficient
management of physical
and/or virtual learning
structures;
Documentation (pictures,
attendance sheet)
School demonstrates
knowledge of a supportive
learning environment that
nurtures and inspires learner
participation
Minutes of Meeting,
Calendar of Activities;
Organization of school clubs;
School exhibit (ex. Showcasing
Performance of the Learners,
gallery walk)
School demonstrates
knowledge of policies,
procedures, and guidelines on
learning environment that
fosters health, nutrition and
well-being of learners and
school personnel
Log book of the utilization;
Schedule of usage of virtual
learning structures;
Policy on the use of physical
and/or virtual learning
structures;
Class Program
Documentation of the
existence of policy and
signages
School maintains a
supportive learning
environment that nurtures
and inspires learner
participation
WINS documents,
Suggestion Box
Updated Transparency
Board
Monthly Accomplishment of
PAPs
2 School implements policies,
procedures, and guidelines
that foster health, nutrition
and well-being of learners
and school personnel
Quarterly inventory of
crucial resources;
Program of Works;
Reports of Updating and
Upgrading of Virtual
Learning Structures;
Statement of Support
(MOA, MOU, DoD)
3 School establishes a
feedback mechanism
through M&E in
sustaining a supportive
learning environment
that nurtures and
inspires learner
participation
Reports on Action Taken
on Feedback
(Suggestion Box),
Records of
Implementation
SMEA Report
School LAC Report
School uses validated
data/research-based
innovations in ensuring
the implementation of
policies, procedures, and
guidelines that foster
health, nutrition and
5-School ensures a learning
environment that fosters
health, nutrition and well-being
of learners and school
personnel
MOVs
6-School establishes
mechanisms for a resilient
learning environment.
School demonstrates
knowledge of policies,
procedures, and guidelines on
learning environment that
fosters health, nutrition and
well-being of learners and
school personnel
School policies, procedures,
and guidelines on learning
environment
Minutes of the Meeting,
National Drug Education
Program (NDEP);
Nutritional Status Report;
School-based Feeding
Program Report)
School manifests awareness of
policies, structures, systems,
protocols, and practices in the
implementation of DRRM.
School implements policies,
procedures, and guidelines
that foster health, nutrition
and well-being of learners
and school personnel
WinS documents;
Progress Monitoring Report
on the implementation of
the health & nutrition
program/projects in school
Report on Gulayan sa
Paaralan
School implements policies,
structures, systems,
protocols, and practices in
the implementation of
DRRM.
School uses validated
data/research-based
innovations in ensuring
the implementation of
policies, procedures, and
guidelines that foster
health, nutrition and
well-being of learners
and school personnel
Action research based
on the data gathered;
Regular Medical &
Dental Check-up of
Learners in school;
School contextualizes 4
PAPs, and acquires
equipment in the
implementation of the
DRRM.
MOVs Documentation on the
orientation of DRRM policies
a.DO 66,s. 2017
b. EO 66 and other DepEd
policies related to DRRM;
Organized school DRRM
structure;
School Memo on
Planning/Consultative
Meeting;
Attendance;
Minutes of the meeting Risk
Assessment (Vulnerables)
Approved Designation of
School DRRM Coordinator
from SDS/School Head
7-School establishes School demonstrates
partnership with the community understanding of the policies
in creating an enabling learning and guidelines on community
environment. partnership in creating an
enabling learning
environment.
MOVs School Policy
Minutes of the meeting,
Attendance of participants
List of Stakeholders
DRRM Implementation Plan, PAPs on DRRM
pictures; Records of
contextualized
Inventory of school equipment used in
Buildings, Classrooms and DRRM;
equipment Capability Building
-Teachers Training of SDRRM
Team;
Profile Placement of Hazard
-Learners Map at classroom and
school areas visible by
Profile all;
Site Development Plan Research based
(Profile Forms and Inventory innovations
Forms)
Location’s Map
School establishes 3 School regularly
partnership/s with the conducts joint efforts
community in creating an with the community in
enabling learning creating an enabling
environment. learning environment.
MOA, MOU Accomplishment Reports
SOSA
8-Learners participate in
establishing a safe, secured
and equitable learning
environment.
MOVs
9-Learners participate in
advocating a mutually
respectful learning
environment.
Learners show awareness of
policies, guidelines and
procedures on safe, secured
and equitable learning
environment
School Memo, Minutes of
Meetings;
List existing school clubs;
SSG/ SPG advocacy on anti-
bullying law and proper waste
segregation;
Establishment of NDEP Corner
Learners demonstrate
understanding of learning
environment that advocates
fairness, respect and care to
encourage learning
Learners engage in the
implementation of policies,
guidelines and procedures
on safe, secured and
equitable learning
environment
Documentation and
accomplishment reports
relevant to implementation
of a safe, secured and
equitable learning
environment
2 Learners participate in
implementing policies,
guidelines, and procedures
on learning environment
that advocates fairness,
respect and care to
encourage learning
3 Learners actively
participate in the
contextualization of
policies, guidelines and
procedures for safe,
secured and equitable
learning environment
through providing
feedback/inputs
School Manual/
Handbook
Learners engage in the
crafting/enhancing and
monitoring school level
policies, guidelines and
effective practices that
foster learning
environment that
advocates fairness,
respect and care to
encourage learning
MOVs
10-Learners participate in the
efficient management of
physical and/or virtual learning
structures
MOVs
11-Learners participate in
establishing a safe, secured
and equitable learning
environment.
Child-Friendly School Survey
(CFSS);
Posters/signages on Anti-
bullying/school zone of peace
Learners demonstrate
understanding of their roles
and participation in the
management of physical and
virtual learning structures
Awareness of DO 47, s. 2014;
Documentation on SPG/SSG
led activities;
Attendance on: a. the
participatory crafting of SIP
b. SMEA conference and
other school activities;
Learners show awareness of
policies, guidelines and
procedures on safe, secured
and equitable learning
environment
Implementation
Report/Accomplishment of
CFSS;
Documents pertaining to
orientation on Child
Protection Policy
Learners contribute in the
efficient management of
physical and/or virtual
learning structures through
active involvement in
consultations
Log book of the utilization,
Schedule of Usage of virtual
learning structures;
students’ exhibits;
display of students’
achievement
2 Learners engage in the
implementation of policies,
guidelines and procedures
on safe, secured and
equitable learning
environment
Report on the Resolution
of Conflict at the School
Level;
Anti-bullying Report
Anecdotal Records
3 Learners initiate
dialogues and
consultations between
the school
administration and
studentry in the
improvement of the
management of physical
and/or virtual learning
structures
Minutes of the Meetings/
consultation; pictures;
Suggestion box
Learners actively
participate in the
contextualization of
policies, guidelines and
procedures for safe,
secured and equitable
learning environment
through providing
feedback/inputs
11-Learners participate in
establishing a safe, secured
and equitable learning
environment.
MOVs
12-Learners maximize the
opportunities provided for a
meaningful learning
MOVs
13-Learners take part in
ensuring a learning
environment that fosters
health, nutrition and well-being
Learners show awareness of
policies, guidelines and
procedures on safe, secured
and equitable learning
environment
School Memo, Minutes of
Meetings;
List existing school clubs;
SSG/ SPG advocacy on anti-
bullying law and proper waste
segregation;
Establishment of NDEP Corner
Learners express
understanding of how a
nurturing and inspiring
environment supports
meaningful learning
List of student-led activities
based on DO # 25, s. 2018
Learners demonstrate
knowledge on policies,
procedures, and guidelines on
learning environment that
fosters health, nutrition and
Learners engage in the
implementation of policies,
guidelines and procedures
on safe, secured and
equitable learning
environment
Documentation and
accomplishment reports
relevant to implementation
of a safe, secured and
equitable learning
environment
2 Learners maximize the
available opportunities
provided by the school for a
meaningful and relevant
learning
Documentation on
participation in school
activities co-initiated by
learners;
Reports on the utilization of
IMs;
WinS documents;
Accomplishment reports
Learners follow rules and
guidelines to foster a way of
life that supports health,
nutrition and well-being
Learners actively
participate in the
contextualization of
policies, guidelines and
procedures for safe,
secured and equitable
learning environment
through providing
feedback/inputs
School Manual/
Handbook
Learners provide
assistance to their peers
on proper usage of and
actual contribution in
the feedback mechanism
for the improvement of
provisions for
meaningful learning
Reports on peer
coaching;
Suggestion Box
Learners use available 4
information to suggest
on innovative practices
that ensures a way of
life that fosters health,
13-Learners take part in
ensuring a learning
environment that fosters
health, nutrition and well-being
MOVs
4-Learners through various
organizations participate
establishing partnership with
the community in creating an
enabling learning environment.
Learners demonstrate
knowledge on policies,
procedures, and guidelines on
learning environment that
fosters health, nutrition and
well-being of learners
Students participation on
Zumba/wellness, sports, red
cross youth volunteers and
other health-related programs
in school;
Functional school feeding
program;
Gulayan sa paaralan;
Regular medical and dental
check-up
Learners through various
organizations demonstrate
awareness on the importance
of community partnership in
creating enabling learning
environment
Learners follow rules and
guidelines to foster a way of
life that supports health,
nutrition and well-being
WinS documents
(e.g.toothbrushing,
handwashing, availability of
health kits, solid waste
management);
adherence to school canteen
rules and guidelines
2 Learners through various
organizations participate in
establishing partnership/s
with community as guided
by the school in creating
enabling learning
environment.
Learners use available
information to suggest
on innovative practices
that ensures a way of
life that fosters health,
nutrition and well-being
among peers
List of innovative health-
related school activities/
programs
Learners through
various organizations
participate in
establishing
partnership/s with
community as guided by
the school in creating
enabling learning
environment.
MOVs Attendance/
Participation on various
awareness activity programs
(e.g. Drug Awareness
Program, Environment
Advocacy Program)
5-The school ensures a work Assesses the health and well-
environment that promotes being needs of school
personnel health and personnel
well-being
Attendance/pictures during MOA, MOU
the conduct of the
community related activities
(Oplan linis, clean & green
drive, coastal clean-up)
Accomplishment Reports
Provides interventions based 3 Implements a health
on health and well-being and well-being program
needs of school personnel for school personnel
MOVs
6-The school creates a
collaborative and harmonious
working relationship among its
personnel and other
stakeholders
School Health Clearance Zumba Fitness Program Regular Zumba Fitness
Physical Check up Identified Program in the School
School Plan for Wellness Symposium on Wellness Regular Physical Check
Activities up
Health and Wellness
Program Plan
Implementation Report
Identifies and documents Conducts interventions to 3 Develops program to
issues and concerns, and resolve issues and create harmonious
opportunities to build a concerns/strengthen relationships among
harmonious working relationships of school school personnel and
relationship personnel stakeholders
MOVs Attendance Sheet Intervention/grievance Budget/Training
Minutes report (teacher to teacher) Proposal
Pictorials Attendance Sheet
Report of the identified issues Pictures
and concern relevant to Report on programs
working relationship conducted relevant to
working relationship
between personnel and
stakeholders (training
package)

TOTAL LEARNING ENVIRONMENT

LEGEND: 4 - 3.1 DISTINGUISHED EXCELLENT
3 - 2.1 HIGHLY PROFICIENT BEST
2 - 1.1 PROFICIENT BETTER
1 - .01 BEGINNER GOOD
 LEVEL 4 OVER-ALL
DISTINGUISHED

School institutionalizes 3
school level research in
contextualizing policies,
guidelines and procedures
on safe, secured and
equitable learning
environment

Assessment &
Recommendation on the
contextualized policy;

Recipient of the “Gawad

Kalasag” Award

School advocates and 2

facilitates the use of
effective practices to foster
learning environment that
learning environment that
supports fairness, respect
and care to encourage
learning

Sustainability Plan

Compilation of Best
Practices on a child-friendly
motivating environment

School applies a wide range 3

of strategies to sustain the
efficient management of
the physical and/or virtual
learning structures
Sustainability of the
Implemented Innovative
Programs;
Adopt-a-School Program
Report

School utilizes wide range 3

of strategies in sustaining a
supportive learning
environment that nurtures
and inspires learner
participation

Reports on Best Practices in

Sustaining Supportive
Learning Environment

Continuous Improvement
(CI) Progress Report

School institutionalizes PAPs 2

to sustain learning
environment that fosters
health, nutrition and well-
being of learners and
school personnel
School institutionalizes PAPs
to sustain learning
environment that fosters
health, nutrition and well-
being of learners and
school personnel

Reports on Best Practices in

Sustaining Supportive
Learning Environment
which fosters health,
nutrition and well-being of
learners and school
personnel

School institutionalizes PAPs 4

to sustain resilient learning
environment.
Sustainability Plan on DRRM
partners
and linkages
Application and echo
seminar;
Training of Trainers

School sustains proactive 3

community partnership in
creating an enabling
learning environment.

Sustainability Plan on the

different programs &
projects
Learners lead and empower 3
peers in establishing safe,
secured and equitable
learning environment

SSG/ SPG to spearhead

information drive on anti-
bullying, drug education
program and waste
segregation (e.g.
symposium, forum)

Learners take the lead in 2

advocating and facilitating
the use of effective
practices to foster learning
environment that advocates
fairness, respect and care
to encourage learning
Sustainability Plan
Compilation of Best
Practices on
Principal to Teacher or vice
versa, Teacher to Teacher,
Teacher to Learner,
Principal to Principal

Learners take the lead roles 3

in identified strategies for
sustained improvement of
efficient and effective
management of physical
and/or virtual learning
structures

Sustainability Plan,
Accomplishment Report,
Statement of Support
(MOA, MOU, DoD)

Learners lead and empower 2

peers in establishing safe,
secured and equitable
learning environment
Learners lead and empower
peers in establishing safe,
secured and equitable
learning environment

SSG/ SPG to spearhead

information drive on anti-
bullying, drug education
program and waste
segregation (e.g.
symposium, forum)

Learners contribute in the 2

continuous identification of
strategies on meaningful
and relevant learning
opportunities that would
sustain and expand a
nurturing and inspiring
learning environment

Reports on Best Practices in

Sustaining Supportive
Learning Environment such
as school garden and
greening program;
Quarterly awarding of
performing
clubs/organizations/individu
als

Learners sustain a way of 4

life that fosters health,
nutrition and well-being
within the school; Learners
become advocates of the
Learners sustain a way of
life that fosters health,
nutrition and well-being
within the school; Learners
become advocates of the
way of life to other schools

Indorsement from PSDS to

serve as resource person or
to advocate the health
initiated program to other
schools;
Sustainability plan

Learners sustain a way of 2

life that fosters health,
nutrition and well-being
within the school; Learners
become advocates of the
way of life to other schools
Activity Design
Accomplishment Reports of
student-led activities
Letter of invitations to
stakeholders crafted by
learners ( ex. inviting
resource speaker in a
health-related symposium)

Establishes the 3
sustainability of the health
and well-being program
through partnerships and
linkages
Annual Physical Check – up
100% compliance
Zumba/Wellness Fitness
Exercise
Values Formation
Recollection
Established health services
linkages
Schedule of activities
Training Proposal/Matrix
Pictures documentation
Attendance Sheets
Letter Requests
Sustainability report (MOA
of partners and linkages) of
the health programs
conducted

Establishes a system, in 3
collaboration with
stakeholders, that
strengthens and sustains
the harmonious relationship
among school personnel

*define system
MOA
Proposal
Minutes of Meeting
Attendance
Records of Results and
pictorials
M&E system to track
stakeholders and school
personnel relationship

ØConflict resolution
report (process
included and
agreement of parties
involve in PROFICIENT
HIGHLY the issue) 2.93

ENABLERS
(FINANCE, RESOURCE MANAGEMENT)
FISCAL
PLANNING &
BUDGETING
STANDARD
1-The school ensures that all
programmed projects and
activities are funded as
reflected in the school’s plan
MOVs
2-The school is able to
respond to new opportunities
as reflected in the adjusted
plan.
LEVEL 1
BEGINNER
The school identifies projects,
activities and fund
requirement as reflected in the
school’s plan
AIP/SIP/APP/PPMP/WFP
List of identified PIAs
Minutes of the Meeting
including stakeholders
participation
The school is able to prepare
project proposals.
DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) TOOL
LEVEL OF PRACTICE RUBRICS
LEVEL 2 LEVEL 3 LEVEL 4
PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
2 The school identifies projects, The school is creative and
activities and fund innovative in resource
requirement relevant to generation.
address Priority Improvement
Areas of the school as
reflected in the school plan
List of PIAs with List of partners/linkages with
corresponding donations used to
projects/program/activities address/fund the identified
planned to answer the PIA projects/programs/activities to
Copy of the Resolution from answer the PIA posted in
PTA and other stakeholders' bulletin boards
organization indicating the
project
The school is able to develop 3 The school is able to sustain
and submit adjusted plan for level of practice in managing
new resources new opportunities.
plan.
MOVs Project Proposals with
Program of addressing the
PIAs stipulated in the SIP/AIP
Minutes of the SMEA List of possible new partners
indicating the CIGPs identified for sustainable operation of
during the operationalization the projects/ programs
of the plan *Monthly/Quarterly
*SWOT analysis meeting with stakeholders
*Action Plan to (SMEA/SOSA/etc.)
address the gap

(FINANCE, RESOURCE MANAGEMENT)

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCUREMENT BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

STANDARD
2-The school ensures that all The school adheres to the 2 The school ensures that all The school adopts effective
procurement activities are procurement process as procurement activities are practices for timely delivery of
within the approved plan and required by law. within the approved plan and goods and services.
budget budget
MOVs Creation of School BAC SIP/SOB/AIP/WFP Inspection & Acceptance
Minutes of the Procurement Updated Transparency Board Reports
Committe Meetings Supporting Liquidation Delivery Receipts
Documents Request & Issue Slip
Transparency Chart/Board Inventory Custodian Slip
Award on Timely Liquidation

(FINANCE, RESOURCE MANAGEMENT)

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
DISBURSEMENT
STANDARD
BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

1-The school ensures that
funds are disbursed in
accordance with accounting
and auditing rules and
regulations.
The school utilizes at least
90% of school funds with
minor compliance/ findings
with accounting and auditing
rules and regulations
The school ensures maximum 3 The school consistently
utilization of funds. maximizes utilization of funds
for 3 years (within SIP cycle).
1-The school ensures that
funds are disbursed in
accordance with accounting
and auditing rules and
regulations.
MOVs
(FINANCE, RESOURCE MANAGEMENT)
ASSET
MANAGEMENT
STANDARD
1-The school ensures that
assets are properly managed
and fully utilized for conducive
learning environment.
regulations.
MOVs
The school utilizes at least
90% of school funds with
minor compliance/ findings
with accounting and auditing
rules and regulations
Monthly MOOE Liquidation file
LEVEL 1
BEGINNER
The school complies with asset
management policy.
Official designation of school
property custodian
Record of lot ownership
documents
Inventory of the school
facilities & equipments
Labelling of school properties
The school ensures maximum
utilization of funds.
Cashbook/Cash Journal
Ledger
Monthly MOOE Liquidation file
0 fund balance remaining per
reglamentary period
LEVEL 2
PROFICIENT
The school ensures that assets
are properly managed and
fully utilized for conducive
learning environment.
Supply Officer's record of
recipients
Request Issue Slip(RIS)
Property Custodian's
Borrowers Log Book
Stock record
Compilation of Inspection and
Acceptance Report
The school consistently
maximizes utilization of funds
for 3 years (within SIP cycle).
100% utilization of the School
MOOE based on
SIP/AIP/PPMP/
APP
LEVEL 3
HIGHLY PROFICIENT
LEVEL 4
DISTINGUISHED
3 The school ensures that assets
are consistently managed and
fully utilized for conducive
learning environment for 3
years (SIP cycle).
Records of school inventory
of assets for the last 3 years
 (FINANCE, RESOURCE MANAGEMENT)

PHYSICAL AND LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

FINANCIAL BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
REPORTING
STANDARD
1-The school generates The school submits reports as The school generates accurate 3 The school uses the reports as
accurate and timely reports required. and timely reports accessible feedback mechanism to
accessible to all stakeholders to all stakeholders improve service delivery.

MOVs Updated Transparency Board
on MOOE ,canteen, PTA
,School Paper & other local
funds
Monthly/Quarterly Liquidation
Report
Physical-Financial Report
reflected during the MEA
Financial Reports during SMEA
Conferences / General
Assembly/Other School
Summits
School Report card created,
presented and received by
stakeholders
Provision of Suggestion Box
Corrective Action/Preventive
Action (CAPA) Plan created
from CIGPs and Suggestions
from the Suggestion Box

(FINANCE, RESOURCE MANAGEMENT)

RESOURCE LEVEL 1
BEGINNER
LEVEL 2
PROFICIENT
LEVEL 3
HIGHLY PROFICIENT
LEVEL 4
DISTINGUISHED
MOBILIZATION
STANDARD
1-The school has an effective The school establishes a The school operates an The school enhances the 4
mobilization system for mobilization system effective mobilization system mobilization system
efficient management of
resources.
MOVs Creation of School Resource
Mobilization Committee
*School Report Card
indicating needs to be
addressed
School record's of active
stakeholders/donors
*Records of adopt-a-
school partners with
corresponding donations
*Receiving copy of SRC
List of prospective donors over
and above the regular donors
*Reward
system for Teachers with
highest generated resources
*Work and
Financial Plan reflecting the
budget to be sponsored by the
stakeholder

TOTAL (FINANCE, RESOURCE MANAGEMENT)

FISCAL PLANNING & BUDGETING

LEGEND: 4 - 3.1 DISTINGUISHED EXCELLENT

3 - 2.1 HIGHLY PROFICIENT BEST
2 - 1.1 PROFICIENT BETTER
1 - .01 BEGINNER GOOD
 LEVEL 4 OVER-ALL
DISTINGUISHED

The school sustains 2

implementation of the
resource mobilization to
address MOOE funding gaps.

Accomplished at least 5
identified Priority
Improvement Areas/Activities
of the school
Memorandum of
Agreement /Memorandum of
Understanding

The school is able to cascade 3

level of practice in managing
new opportunities to other
schools.
schools.

Records of Benchmarking
done by other schools

*Sharing of best practice

during Mancom, SLAC
*Leader School's
School- to-School Partnership
Program portfolio

LEVEL 4 OVER-ALL
DISTINGUISHED

The school shares effective 2

procurement practices for
timely delivery of goods and
services.

Showcase of effective
procurement practices during
Education Summit

LEVEL 4 OVER-ALL
DISTINGUISHED

The school receives 3

recognition for its consistent
maximum utilization of school
funds.
The school receives
recognition for its consistent
maximum utilization of school
funds.

Certificate of Institutional
Award for Best in Financial
Management

LEVEL 4 OVER-ALL
DISTINGUISHED

The school customizes the 3

processes responsive to the
unique needs of school.

Income-generating projects
and other activities to obtain
assets and other unique
school needs
 LEVEL 4 OVER-ALL
DISTINGUISHED

The school regularly uses the 3

reports as feedback
mechanism to address
immediate needs.

Minutes on the conduct of

emergency conferences to
address schools' immediate
needs
Creation of School Quick
Response Committee
Updated Progress report by
the M&E School Coordinator
indicating status of addressed
needs

LEVEL 4 OVER-ALL
DISTINGUISHED

The school sustains and 4

shares its culture of excellence
on mobilization system.
Sustainability Plan on
Resource Mobilization
*Awardee on
Financial Management for the
last 3 years
*Records of Best
Practices Shared
*Awards received on Brigada
Eskwela/ Adopt-A-School, and
others
*Participation in exhibits of
best practices

HIGHLY PROFICIENT 2.43

 DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) TOOL
ENABLERS LEVEL OF PRACTICE RUBRICS

GOVERNANCE AND LEVEL 1 LEVEL 2 LEVEL 3

ACCOUNTABILITY BEGINNER PROFICIENT HIGHLY PROFICIENT

STANDARD
1-The school ensures participation of The school engages
stakeholders stakeholders in school
governance. (learners,
teacher, PTA, LGU, alumni
below 5)
The school engages all key 3
stakeholders in school
governance. (establishes
participation of 5 partners in
school)
*check SIP
MOVs
2-The school and community
stakeholders monitor and evaluate
school PAPs
1. List of Stakeholders at least
( 5 sectoral stakeholders)
2. Attendance sheets during
the engagement
3. Invitation letter and
program during the orientation
4. Commitment of
Stakeholders
1 The school adopts/adapts, and
conducts M&E with its
stakeholders.
*The school conducts self-
assessment
1. List of stakeholders (5
stakeholders)
2. MOU/MOA
3. Participation of stakeholders
in crafting of SIP (vision
sharing) & other school
activities
4. Plan of activities (work
plan) with stakeholders
5. Attendance during the
engagement
The school adopts/adapts, and
conducts M&E with all key
stakeholders, collectively
addresses issues raised to
improve learning outcomes
2-The school and community
stakeholders monitor and evaluate
school PAPs
The school adopts/adapts, and
conducts M&E with its
stakeholders.
*The school conducts self-
assessment
The school adopts/adapts, and
conducts M&E with all key
stakeholders, collectively
addresses issues raised to
improve learning outcomes
MOVs 1. Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders initiated)
2. School M & E structure
2. Attendance during the
orientation program on the
conduct of M &E with the
stakeholders
3. List of identified key
stakeholders, list of identified
goals agreed by the stakeholders
4. Documentation during the
presentation of M & E tools to the
stakeholders
1. Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders initiated)
2. School M & E structure
2. Attendance during the
orientation program on the
conduct of M &E with the
stakeholders
3. List of identified key
stakeholders, list of identified
goals agreed by the stakeholders
4. Documentation during the
presentation of M & E tools to the
stakeholders
5. Attendance of the stakeholders
during the M& E Conference
6. Records on supports extended
by the stakeholders
(Selected PAPs being shared the
external stakeholders)
MOVs
MOVs

MOVs

2-The school and community The student body actively 2 The student body actively
stakeholders monitor and evaluate participate in M&E of PAPs. engages in M&E of PAPs and
school PAPs participates in the deliberation
to address the issues raised.
MOVs List of Committees in the M &
E of Program and Projects
(with the participation of
Student Body)
Attendance sheet that shows
Participation of the student
body during the orientation
programs
Activities conducted of the
student body relative to the
dissemination of school
policies and regulations
The student body actively
participate in M&E of PAPs
List of Committees in the M &
E of Program and Projects
(with the participation of
Student Body)
Attendance sheet that shows
Participation of the student
body during the orientation
programs
Activities conducted of the
student body relative to the
dissemination of school
policies and regulations
Minutes of the meetings that
is highlighting on Addressing
issues raised
The student body actively
engages in M&E of PAPs and
participates in the deliberation to
address the issues raised.

3-The school, in partnership with the
stakeholders, provides a inclusive,
caring, and protective learning
environment.
1. List of Committees in the M &
E of Program and Projects (with
the participation of Student
Body)
2. Attendance sheet that shows
Participation of the student body
during the orientation programs
3. Activities conducted of the
student body relative to the
dissemination of school policies
and regulations
The school, in partnership with
its stakeholders,
adopts/adapts a mechanism
promoting safety of all
learners..
1. List of Committees in the M &
E of Program and Projects (with
the participation of Student
Body)
2. Attendance sheet that shows
Participation of the student body
during the orientation programs
3. Activities conducted of the
student body relative to the
dissemination of school policies
and regulations
4. Minutes of the meetings that
is highlighting on Addressing
issues raised
2 The school, in partnership with
its stakeholders, provides an
enabling system that creates
an inclusive, caring, and
protective learning
environment.
MOVs
4-The school, in partnership with the
stakeholders, provides a inclusive,
caring, and protective learning
environment.
MOVs
5-The school has a system on
networking, linkaging, and feedback
with stakeholders for the
implementation of PAPs
School Policies
Classroom safety policies
Signage for safety
Hotline numbers
Evacuation map posted in the
classrooms
Organized SDRRMC
The learners are made aware
of their rights, as well as their
roles and responsibilities, with
respect to the mechanisms
that ensure their safety
1. Student-Led Hazard
Mapping
2.Minutes and attendance of
meetings (drills, lectures,
symposium)
3. School-Child friendly survey
4. School-Based Child
protection policy
The school establishes a
system on networking,
linkaging, and feedback with
stakeholders for the
implementation of PAPs
Student Manual
PTA General Assembly
(Program, minutes)
Attendance Sheets
MOA/MOU notarized
Any equivalent document
The learners are actively
involved and contributes to
the system that ensures an
inclusive, caring, and
protective learning
environment.
1. Student-Led Hazard
mapping
2. Student activities report
(program/project design)
3. Record of student
volunteers relative to safety
and health (logbook)
4. attendance during the
meeting highlighting on safety
of the students.
2 The school operationalizes a
system on networking,
linkaging, and feedback with
stakeholders for the
implementation of PAPs
5-The school has a system on
networking, linkaging, and feedback
with stakeholders for the
implementation of PAPs
MOVs
6-TThe school, in collaboration with
the community, guarantees the
participation of learners in curricular
and non-curricular activities.
MOVs
The school establishes a
system on networking,
linkaging, and feedback with
stakeholders for the
implementation of PAPs
1. Representation during the
barangay session (Notice of
Meeting,Letter, Appearance,
Minutes)
The school, in collaboration
with the community, prepares
calendar of activities to
encourage learners’
participation.
School Calendar of Activities
noted by the PTA, and Student
Body.
The school operationalizes a
system on networking,
linkaging, and feedback with
stakeholders for the
implementation of PAPs
1. Representation during the
barangay session (Notice of
Meeting,Letter, Appearance,
Minutes)
2. Approved project
proposals/ activity design
3. Updating/dissemination of
the information
4. School bulletin
5. Suggestion box
6. Transparency board
The school, in collaboration 3
with the community, identifies
prospective learners per
activity in the calendar
List of Prospective Learners
per activity in the school
calendar of activities.
TOTAL GOVERNANCE AND ACCOUNTABILITY

LEGEND: 4 - 3.1 DISTINGUISHED

3 - 2.1 HIGHLY PROFICIENT
2 - 1.1 PROFICIENT
1 - .01 BEGINNER
EDUCATION
RAL VISAYAS
Cebu City
MENT (SBM) TOOL
LEVEL OF PRACTICE RUBRICS

LEVEL 3 LEVEL 4 OVER-ALL

HIGHLY PROFICIENT DISTINGUISHED

The school has engaged more The school has consistently 3

than 5 sectoral stakeholders
using creative platforms.
sustained participation of the
stakeholders through the
creative platforms which have
been contextualized and
replicated by other schools.
1. List of stakeholders (more
than 5 stakeholders)
2. Activities spearheaded by
the stakeholders
3. Participation of stakeholders
in crafting of SIP
4. Education Forum/Summit
(attendance sheet & activity
design)
5. Implementation report
(Progress Report)
6. Monitoring and Evaluation
Report with stakeholders
The school conducts M&E with
all key stakeholders,
collectively addresses issues,
and disseminates reports
1. List of stakeholders (More
than 5 stakeholders)
2. Activities spearheaded by
the stakeholders (MOU,
Program)
3. Participation of stakeholders
in crafting of SIP
4. Education Forum/Summit
(attendance sheet & activity
design)
5. Programs and Projects are
replicated in other schools
(letter, benchmarking report)
7. Invitation letter to Speak
about the best practices
8. list of PAPs replicated duly
acknowledged from th e school
benchmarked. ( activity design,
etc.)
The school conducts M&E with 1
all key stakeholders,
collectively addresses issues,
and disseminates reports
and disseminates reports and disseminates reports
based on the information based on the information
gathered and resolutions gathered and resolutions
reached through innovative reached through innovative
mechanisms to improve mechanisms that have been
learning outcomes contextualized and replicated
by other schools to improve
learning outcomes.
1. Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders initiated)
2. School M & E structure
2. Attendance during the
orientation program on the
conduct of M &E with the
stakeholders
3. List of identified key
stakeholders, list of identified
goals agreed by the stakeholders
4. Documentation during the
presentation of M & E tools to the
stakeholders
5. Attendance of the stakeholders
during the M& E Conference
6. Records on supports extended
by the stakeholders
7. Lobby/ Social Mobilization of
the School Report Card (SRC) to
the target stakeholders
1. Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders initiated)
2. School M & E structure
2. Attendance during the
orientation program on the
conduct of M &E with the
stakeholders
3. List of identified key
stakeholders, list of identified
goals agreed by the stakeholders
4. Documentation during the
presentation of M & E tools to the
stakeholders
5. Attendance of the stakeholders
during the M& E Conference
6. Records on supports extended
by the stakeholders
7. Lobby/ Social Mobilization of
the School Report Card (SRC) to
the target stakeholders
8. Recommendation from the
higher office for benchmarking.
1.Attendance of the
stakeholders during the M&E
Conference
2. Records on Technical
assistance extended by the
stakeholders
3. Classroom observation
Reports
4. Minutes of sessions, agenda
and attendance highlighting on
Access, Quality and
Governance.
5. Improved Organizational
Structure in place (Activity
Report)
6. List of issues raised and
resolved (work plan, action
taken, remarks)
7. Approved work plan by the
SDO with action taken,
remarks signed by the SDS for
the utilization of school and
district offices.
8. Record of the utilization of
ICT in the development of
comprehensive M & E system
The student body participates
in the dissemination of the
reports detailing information
gathered and resolution
reached.
The student body through the 2
creative platforms which have
been contextualized and
replicated by other schools to
improve learning outcomes.
List of Committees in the M &
E of Program and Projects
(with the participation of
Student Body)
Attendance sheet that shows
Participation of the student
body during the orientation
programs
Activities conducted of the
student body relative to the
dissemination of school
policies and regulations
Minutes of the meetings that
is highlighting on Addressing
issues raised
Attendance during the
quarterly M & E Activities
acting as co-facilitator in the
implementation of M & E
System
The student body participates in
the dissemination of the reports
detailing information gathered
and resolution reached.
List of Committees in the M &
E of Program and Projects
(with the participation of
Student Body)
Attendance sheet that shows
Participation of the student
body during the orientation
programs
Activities conducted of the
student body relative to the
dissemination of school policies
and regulations
Minutes of the meetings that is
highlighting on Addressing
issues raised
Attendance during the
quarterly M & E Activities
acting as co-facilitator in the
implementation of M & E
System
Development of student
programs and projects initiated
by the student body (Project
Design, Work Plan.)
The student body through the
creative platforms which have
been contextualized and
replicated by other schools to
improve learning outcomes.
1. List of Committees in the M &
E of Program and Projects (with
the participation of Student
Body)
2. Attendance sheet that shows
Participation of the student body
during the orientation programs
3. Activities conducted of the
student body relative to the
dissemination of school policies
and regulations
4. Minutes of the meetings that
is highlighting on Addressing
issues raised
5. Attendance during the
quarterly M & E Activities acting
as co-facilitator in the
implementation of M & E System
The school, in partnership with
the stakeholders, develops
and implements preventive
measures for learners that cut
across the school and
community.
1. List of Committees in the M & E
of Program and Projects (with the
participation of Student Body)
2. Attendance sheet that shows
Participation of the student body
during the orientation programs
3. Activities conducted of the
student body relative to the
dissemination of school policies
and regulations
4. Minutes of the meetings that is
highlighting on Addressing issues
raised
5. Attendance during the
quarterly M & E Activities acting
as co-facilitator in the
implementation of M & E System
6. Development of student
programs and projects initiated
by the student body (Project
Design, Work Plan.)
The school, in partnership with 2
the stakeholders, regularly
reviews and evaluates the
system to ensure its
continuous effectiveness and
responsiveness and shares it
with other schools.
Attendance of participation
during the Barangay Council
Meeting/Sessions
Approved letter of request
(barangay, city) relative to
disaster
Documentation on the
activity/items conducted with
the participation of the
external stakeholders
The learners are consulted
and contributes to the creation
of preventive measures that
cut across the school and
community; and are able to
come up with ideas and
initiatives that enhance the
safety mechanisms set in
place by the school.
1.Minutes and attendance of
the consultative meeting
2. program design, approved
project proposal.
3. Document on student’s
involvement/orientation the
evacuation procedure in
school (pictures)
The school enhances a system
on networking, linkaging, and
feedback through
stakeholder’s convergence for
continuous improvement of
PAPs
Quarterly monitoring and
evaluation activity reports of
the programs (minutes,
findings etc.)
School Manual Reviewed and
updated regularly (date being
updated)
Records on Benchmarking
(pictures, visitor’s logbook)
4 The learners are involved in 4
the review and evaluation of
the protective and preventive
systems and to ensure their
effectiveness and
responsiveness and shares it
with other schools.
1. Attendance of students
during the assessment on
activity relative to DRRM and
safety.
2. Pictures, MOA of the
benchmarking practices.
3. Endorsement from the
higher office to SDRRM
coordinator
The school sustains and shares 2
a system and its network to
other schools
The school enhances a system
on networking, linkaging, and
feedback through
stakeholder’s convergence for
continuous improvement of
PAPs
1. Representation during the
barangay session (Notice of
Meeting, Letter, Appearance,
Minutes)
2. Approved project
proposals/ activity design
3. Updating/dissemination of
the information
4. School bulletin
5. Suggestion box
6. Transparency board
7. Status report of the PAPs
implemented
The school, in collaboration
with the community, hones
the learners’ knowledge and
skills in various curricular and
non-curricular activities and
introduce reward/incentive
system.
Certificate of Learners’
Participation/recognition
during trainings of curricular
and non-curricular activities .
The school sustains and shares
a system and its network to
other schools
1. Representation during the
barangay session (Notice of
Meeting, Letter, Appearance,
Minutes)
2. Approved project
proposals/ activity design
3. Updating/dissemination of
the information
4. School bulletin
5. Suggestion box
6. Transparency board
7. Status report of the PAPs
implemented
8. Endorsement for
benchmarking
The school, in collaboration 3
with the community, provides
learners opportunity to do
peer-coaching to develop co-
learners’ knowledge and skills.
Picture/ Attendance of peer-
coaching to develop co-
learners knowledge and skills
OUNTABILITY PROFICIENT 1.86

EXCELLENT
BEST
BETTER
GOOD
 DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
Sudlon, Lahug, Cebu City
SCHOOL-BASED MANAGEMENT (SBM) TOOL
ENABLERS LEVEL OF PRACTICE RUBRICS
School head, teachers, and non-teaching staff collaborate to continuously improve the individual capability and team c
environment that will yield to high performance.
-The school provides measures to help improve the performance of its employees
-The school recognizes personnel outstanding performance, exemplary behavior, and innovations

HUMAN RESOURCE -The

-The
school
school
cultivates the personal growth & professional development of teachers and staff
ensures its personnel career advancement

AND TEAM -The

-The
school
school
ensures holistic wellness needs of its personnel
creates a collaborative and harmonious relationship among its personnel and other stakeholders
MANAGEMENT
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
BEGINNER PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

STANDARD
1-The school Provides measures to
help improve the performance
of its personnel
Identifies and develops
personnel performance targets
based on RPMS, SIP, and AIP
2 Conducts activities to explain
and analyze the performance
of personnel vis a vis the
RPMS, SIP, and AIP
Creates a monitoring system,
through the school performance
management team (PMT), to
check if personnel performance
targets are met based on RPMS,
SIP, and AIP
MOVs OPCRF,
> IPCRF,
> SIP, and AIP aligned
2-The school provides measures to help Identifies and develops
improve the performance of its personnel personnel performance targets
based on RPMS, SIP, and AIP
MOVs
Orientation, minutes of the
meeting,
budget/project proposal,
WFP
attendance,
Memo,
Documentation
Complete RPMS, SIP, and AIP
documents with analysis and
interpretation
Conducts activities to explain
and analyze the performance
of personnel vis a vis the
RPMS, SIP, and AIP
Peer evaluation
Summarized description
Monitoring tool,
flowchart of the system,
crafted measures,
work plan,
Memorandum
Designation
(School PMT)
3 Creates a monitoring system,
through the school performance
management team (PMT), to
check if personnel performance
targets are met based on RPMS,
SIP, and AIP
FGD of the school
PMT(teachers, learners and
other stakeholders) specifically
on checking personnel
performance
3-The school recognizes personnel Acknowledges outstanding
outstanding performance, exemplary performance, exemplary
behavior, innovations, and initiatives behavior, innovations, and
initiatives during school events
MOVs List of nominees
Criteria for Awards
Memorandum
Seledtion Committee
4-The school Identifies/documents needed
nurtures the professional development
Personal intervention based on the
growth & Individual Development Plans
professional (IDP)
Development
of teacher and
staff
Conducts recognition
ceremonies using guidelines
for selecting personnel with
outstanding performance,
exemplary behavior,
innovations, and initiatives
Yearly Awarding &
Recognition
(School Level)
Conducts professional
development interventions
based on the IDPs
Mobilizes school PMT and 4
learners in selecting and
recognizing personnel with
outstanding performance,
exemplary behavior,
innovations, and initiatives
based on established guidelines
Special awards to personnel
with promising innovations and
initiatives
3 Creates a school L&D System
based on the IDPs and CPD
requirements.
MOVs Data based tracking board
Philippine Professional
Standard for Teachers
(PPST)
Individual Professional Plan
for Development(IPPD
5-The school Identifies personnel that is
ensures its due for promotion/re-class
personnel and facilitates required
career documents for promotion
advancement based on RPMS and PPST
INSET Training Matrix &
Proposal
Certificate of Training
Transcript of Records
CPD
IPPD, Coaching and
Mentoring Form
School LAC Report
Provides development
opportunities for identified
pool of talents
Training Design
Session Guides & Training
Matrix
School Based L & D Team
IPPD, Coaching and Mentoring
Form, SLAC Report,
Consolidated CPD requirements
For small schools, SDO will
provide L&D support
NEAP to provide framework on
school L&D
3 Creates committees that
handle/assist school personnel
for career advancement
MOVs List of teachers with
/without trainings attended
Service Records
Performance Ratings
Tracking of Teachers EQ
Screening of Teachers
Letter of Recommendation
to enroll for Graduate
Studies
Seminar/meetings with the
identified personnel
discussing the required
documents for promotion
TOTAL GOVERNANCE AND ACCOUNTABILITY
using on RPMS and PPST
based on promotions and
LEGEND: reclassification
4 - 3.1 guidelines
3 - 2.1
2 - 1.1
1 - .01
Certificate of Participation/
Appearance
Updated Service Records
IPCRF Satisfactory Rating
Certificate of Units earned
for Masters Degree at least
18 units
Conducts appropriate
capacity building activities,
trainings and workshop for
the identified pool of talents
DISTINGUISHED
HIGHLY PROFICIENT
PROFICIENT
BEGINNER
Certificate of Recognition as
Division Trainor/Facilitator
IPCRF VS Rating
Earned 36 units or CAR in
Master’s Degree
Transcript of Records
Committee to update and track
personnel for career
advancement
*Technical assistance report
EXCELLENT
BEST
BETTER
GOOD
ndividual capability and team capacity to create an

takeholders

LEVEL 4 OVER-ALL
DISTINGUISHED

Institutionalizes a cohesive 2
system/mechanism that
provides appropriate
interventions addressing
identified needs of personnel
as indicated in their
development plans.
Agreement
Teachers
Manual/Handbook
Re: Duties and
Responsibilities
Rights & Privileges, Claims &
Sanctions based on DepEd
Orders & CSC Law
Functional Committees:
Grievance ,Learning &
Development & Promotions

Institutionalizes a cohesive 3
system/mechanism that
provides appropriate
interventions addressing
identified needs of personnel
as indicated in their
development plans.

Complete RPMS, SIP, and AIP

documents with analysis and
interpretation
FGD of the school
PMT(teachers, learners and
other stakeholders) specifically
on checking personnel
performance
Development plan
Establishes a system of 4
rewards and recognition
through PMT wherein
awardees are recommended
for higher awards and other
professional development
opportunities

Recommendation of school
candidate to Division
wide/region wide/national
search including Metrobank
Search for Outstanding
Teacher

Tracks efficiency and 3

effectiveness of the L&D
system and uses data to
improve system
Percentage of employees
provided w/ L&D intervention
Budget Utilization (INSET,
LAC)
Employee performance after
L&D intervention
Teachers Profile & School
Performance in a dashboard
(Quadrant)
IPCRF
Liquidation Report
Accomplishment Report
Record on High MPS on
Student Performances

IPPD, Coaching and Mentoring

Form, SLAC Report,
Established Team to update the
school L&D system
Conducting
ConsolidatedMonitoring and
CPD requirements
Evaluation of the provided L&D
system and interprets data for
further improvement

Percentage of employees
provided w/ L&D intervention
-Budget
Utilization (INSET, LAC)
-Employee performance after
L&D intervention
NEAP to provide framework
on school L&D 3
Establishes a school talent
management system
Certificate of Recognition as
regional Trainor/facilitator
IPCRF of Outstanding
Performance
Graduated Master’s or
Doctoral Degree
Diploma
Transcript of Records
Committee to update and
track personnel for career
advancement
*Technical assistance report
*Self assessment tool to
support the committee for
personnel tracking

HIGHLY PROFICIENT 2.40