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.
MOVs/ Documents/
Indicators 1 2 3 Rating Recommendation
Systems
1. In place is a Development Plan * SIP – AIP (Extent of The development plan guided by the The development plan is evolved The development plan is enhanced
(e.g. SIP) developed participation of school’s vision, mission and goal through the shared leadership of the with the community performing the
collaboratively by the stakeholders) (VMG) is developed through the school and the community leadership roles, and the school
stakeholders of the school and * Annual Procurement leadership of the school and the stakeholders. providing technical support.
community. 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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2. A network of leadership and * SIP Review The school leads the regular review The school and community The community stakeholders lead the
governance guides the education * SMEA docs and improvement of the stakeholders working as full regular review and improvement
system to achieve its shared * Documentation of the development plan. partners, lead the continual review process; the school stakeholders
vision, mission and goals making SIP Review Process and improvement of the facilitate the process.
them responsive and relevant to (Minutes of the  ESIP Review is facilitated by the SH development plan.
the context of diverse Meeting, Attendance, by signing the letter of invitation to  ESIP Review is led by the
environments. Photos) 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
and photos are purely about the  Minutes of the meeting, presides the meeting.
school personnel. attendance and photos are well  Minutes of the meeting, attendance
 Documents before and after the participated and photos are well participated
review process is present.  Documents before and after the  Documents before and after the
 Adjustments and improvement are review process is presented. review process is presented.
reflected in the AIP  Adjustments and improvement are  Adjustments and improvement are
reflected in the AIP reflected in the AIP

3. The school is organized by a * School Faculty The school defines the organizational The school and community Guided by an agreed organizational
clear structure and work Association – structure, and the roles and collaboratively define the structure structure, the community
arrangements that promote Constitution & By Laws responsibilities of stakeholders. and the roles and responsibilities of stakeholders lead in defining the
shared leadership and (CBL) stakeholders. organizational structure and the roles
governance and define the roles * School Governing  The CBL of the different groups,  The CBL reflects that roles of and responsibilities; school provides
and responsibilities of the Council (SGC) Structure clubs existing in the school reflects officers and member are properly technical and administrative support.
stakeholders. * Parents-Teachers that roles of officers and member are defined by the school in
Association – CBL (DO assigned by the school as shown in collaboration with the  Minutes of the meeting stipulates
No. 54, s. 2009, DO No. the CBL per se. stakeholders. /Or reflected in the that roles of officers and member are
67, s. 2009  Roles, functions and responsibilities minutes of the meeting. assigned by the organization
* Supreme Student of the stakeholders are assigned by  Roles, functions and themselves with the school providing
Government (SSG)/ the SH through the issuance of responsibilities of the stakeholders TA
Pupil Supreme Memorandum. are assigned through a  Roles, functions and responsibilities
Government (PSG) (DM Memorandum of of the
4, s. 2012) Agreement/Understanding *SMB WinS TWG Roles and Functions
SBM-WinS TWG

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 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.

4. A leadership network * Communication Plan A network has been collaboratively The network actively provides The network allows easy exchange
facilitates communication * Communication Flow established and is continuously stakeholders information for making and access to information sources
between and among school and * Communication improved by the school community. decisions and solving learning and beyond the school community.
community leaders for informed System administrative problems.
decision- making and solving of * School Website  Communication System is  Online repository of communication
school community wide- learning * Newsletter established e.g. Communication Flow  Communication System is documents
problems. * 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  Letters sent to stakeholders signed
or convergence signed by the School by the SGC Chairperson
Head

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5. A long term program is in * T&D System Developing structures are in place Leaders undertake training modes Leaders assume responsibility for their
operation that addresses the * Individual Plan for and analysis of the competency and that are convenient to them (on-line, own training and development. School
training and development needs Professional Dev’t development needs of leaders is off-line, modular, group, or home- community leaders working
of school and community leaders. (IPPD) conducted; result is used to develop based) and which do not disrupt individually or in groups, coach and
* School Plan for a long- term training and their regular functions. Leaders mentor one another to achieve their
Professional development program. monitor and evaluate their own VMG.
Development (SPDP) for learning progress.
Teachers  T & D results are analyzed and  T & D results are analyzed and acted
* Training and acted upon by the school with the  IPPD and SPPD are crafted in upon by the school with the support
Development Program support of MOOE collaboration with stakeholders of the external stakeholders e.g.
for Leaders  Progress monitoring report is  Progress monitoring is signed by Rotary Club, AMA Computer School,
* Parenting Seminar signed by the concerned teachers/SH both the teachers and stakeholders. etc.
Program  Training and Development needs  Training and Development needs  Training and Development needs are
* Training Designs are reflected in the ESIP/AIP are reflected in the ESIP/AIP reflected in the ESIP/AIP
capability building on
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 Teachers’ as well as students’
56, s. 2012) leaders, reward high achievement, performance is motivated by intrinsic
* Arts Curriculum (DO  Utilization of Placement/Diagnostic and maintain environment that rewards. The Schools’ differentiated
56, s. 2012) Test Results makes learning, meaningful and program is frequently benchmark by
* Curriculum for  List of enrollees per curriculum enjoyable. other schools.
Journalism (DO 46, s. offering  Utilization of Placement/Diagnostic
2012) * Foreign  LRs developed by teachers  Utilization of Placement/Diagnostic Test Results
Language  Map of school-aged children in Test Results
* 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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2. The implemented curriculum is * Localized Curriculum: Local beliefs, norms, values, The localized curriculum is Best practices in localizing the
localized to make it more - Contextualized traditions, folklores, current events, implemented and monitored closely curriculum are mainstreamed and
meaningful to the learners and LMs/TGs and existing technologies are to ensure that it makes learning benchmarked by other schools. There
applicable to life in the - Big Books documented and used to develop a more meaningful and pleasurable, is marked increase in number of
community. - Curriculum Adaptation lasting curriculum. Localization produces desired learning outcomes, projects that uses the community as
- Orthography guidelines are agreed to by school and directly improves community learning laboratory, and the school as
- MTB Dictionary community and teachers are properly life. Ineffective approaches are an agent of change for improvement
- IMs on IKSP oriented. replaced and innovative ones are of the community.
* Improvised IMs developed.
* ARATA based on  Files of different localized LRs in  Documents showing the use of  Benchmarking documents
EGRA hard copies localized LRs, IMs  Evidence showing that learning is
* Senior High School  Charts, small books, big books of  Documents showing the applied in the community e.g.
Curriculum (Secondary different stories, poems, etc. from application of learning to real world community learning shed/area;
Schools) the community situations. testimonies of the parents
integration of learning  Documents showing that teachers  Documents showing that
resource package/LRs are oriented on the use of LRs, IMs ineffective strategies, methods and
approaches are replaced with
innovation

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3. A representative group of * Action Research on A representative team of school and Learning materials and approaches Materials and approaches are being
school and community effective Teaching community stakeholders assess to reinforce strengths and address used in school, in the family and in
stakeholders develop the Methods and Strategies content and methods used in deficiencies are developed and community to develop critical,
methods and materials for * Lesson Plans teaching creative, critical thinking tested for applicability on school, creative thinking and problem solving
developing * Daily Logs and problem solving. Assessment family and community. community of learners and are
Creative thinking and problem * Science Investigatory results are used as guide to develop producing desired results.
solving. Projects materials.  Findings of Action research are  Action research resulted to a more
* Linkages with used for development of LRs, IMs appropriate development of IMs, LRs
CSOs/NGOs/HEIs in  Action research which findings are which are applicable in school, which produced critical thinking
improving Quality used for development of LRs, IMs for family and community. individuals and community of learners.
Instruction more improved teaching-learning  LRs are developed in partnership  Lesson Plans and Daily Logs are
* Visual Aids processes. with community leaders/elders. instrumental in producing desired
* ICT-Based Instruction  LPs, DLs, are developed with valid  Results and findings of Science results
(ex: Txt2Teach) and reliable references, sources. Investigatory Project/s is/are shared  Science Investigatory Project/s is/are
*  Science Investigatory Project/s to the community. conducted highlighting the available
Workbooks/Worksheet is/are conducted highlighting the  MOA with HEIs, CSOs, NGOs serves raw materials in the
s locally developed available raw materials in the as avenue of more collaborative locality/community
development of locality/community decision-making  Accomplishment Report on MOA on
contextualized  MOA on partnerships with HEIs,  Utilization of the e-classroom is partnerships with HEIs, CSOs, NGOs
Information Education CSOs, NGOs aimed to attain quality improved in partnership with aimed to attain quality education
Communication (IEC) education stakeholders e.g. Rotary Club, LGU,  Locally developed LR’s served as
materials in designated  Maximum utilization of the e- etc. avenue in developing critical thinking
areas classroom skills which is radiated to family and
community

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4. The learning systems are * Action Research on A school- based monitoring and The school- based monitoring and The monitoring system is accepted
regularly and collaboratively students Learning learning system is conducted learning systems generate feedback and regularly used for collective
monitored by the community Outcomes – basis for regularly and cooperatively; and that is used for making decisions decision making.
using appropriate tools to ensure developing Remedial feedback is shared with stakeholders.that enhance the total development The monitoring tool has been
the holistic growth and Programs The system uses a tool that monitors of learners. improved to provide both quantitative
development of the learners and * SMEA Dashboards & the holistic development of learners.A committee takes care of the and 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 mechanism to inform the
toothbrushing and stakeholders.  Results of SMEA is used in making stakeholders.
other SBM-WinS  School-based Remedial Programs decisions  School-based Remedial Programs
activities in the daily based on the results of the Action  Composition of Review Committee based on the results of the Action
class program Research is varied Research
 School-based M&E Tool in assessing  School-based M&E Tool is  School-based M&E Tool in assessing
learning constantly revised to meet the learning is accepted by the
demands and needs of the stakeholders
clienteles.

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5. Appropriate assessment tools * Teachers’ Test The assessment tools are reviewed The assessment tools are reviewedSchools assessment results are used to
for teaching and learning are Notebook by the school and assessment results by the school community and results
develop learning programs that are
continuously reviewed and * Teachers’ Portfolio are shared with school’s are shared with community suited to community, and customized
improved, and assessment * Test Results & stakeholders. stakeholders. to each learners’ context, results of
results are contextualized to the Analysis of any the which are used for collaborative
learner and local situation and following Tools:  Copies of the reviewed assessment  Copies of the reviewed assessment decision-making.
the attainment of relevant life - EGRA resulting to tools tools which are shared to the  A customized assessment tool is
skills. ARATA  Minutes of the conduct of the stakeholders adopted for use in the school by the
- Phil-IRI results used in review stakeholders
developing Reading  Teachers’ Portfolio follows the  Adjusted decisions and plans are
Program correct process 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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6. Learning managers and * Child Protection Policy Stakeholders are aware of child/ Stakeholders begin to practice child/ Learning environments methods and
facilitators (teachers, Implementation Report learner- centered, rights- based, and learner- centered principles of resources are community driven,
administrators and community cum CFSS inclusive principles of education. education in the design of support to inclusive and adherent to child’s rights
members) nurture values and * Co-curricular education. and protection requirements.
environments that are protective Activities Report (ex: Learning managers and facilitators Learning managers and facilitators
of all children and demonstrate Scouting, Religious conduct activities aimed to increase apply the principles in designing Learning managers and facilitators
behaviors consistent to the Instruction, Science stakeholders’ awareness and learning materials. observe learners’ rights from
organization’s vision, mission and Camp, etc.) commitment to fundamental rights designing the curriculum to structuring
goals. of children and the basic principle of  Accomplishment Reports on the the whole learning environment.
educating them. implementation of the CPP; records  Records of
 Records of advocacy campaign on of the application of learning participation/involvement of
CPP and other related activities materials stakeholders in the observance of
 Manner of religious instruction e.g.  Status report of the child’s rights and protection.
Catechesis, prayer meetings, etc. project/activity/program  No cases of child abuse and child
 CFSS Accomplishment Reports  Learners are aware of their rights bullying as a result of the proper
and responsibilities implementation of CPP and CFSS
 Co-curricular activities are so  There is an active Barangay
designed with proper observance of Committee for the Protection of
the rights of the children Children (BCPC)

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

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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 SBM - WINS ASSESSMENT TOOL

Name of School: _______________________________ Division: ____________________________ Date: ______________________________

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

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

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

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

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4. Accountability assessment * Assessment Tools: Clients’ The school, with the participation of Stakeholders are engaged in Stakeholders continuously and
criteria and tools, feedback Satisfaction Survey, Parent’s stakeholders, articulates an development and operation of an collaboratively review and enhance
mechanisms, and information Opennionaire, Checklist accountability assessment framework appropriate accountability accountability systems; processes,
collection and validation Form, Survey Questionnaire, with basic components, including assessment system. mechanisms and tools.
techniques and processes are Tracer Study Tool, School implementation guidelines.
inclusive and collaboratively Report Cards  Display of “suggestion box”  Suggestion box is functional which  Suggestion box is monitored also by
developed and agreed upon. * Feedback Mechanisms:  Meetings are held to communicate is used to gather feedback the stakeholders
Gen. Assembly Meeting, information  Meetings are held to solicit ideas  Meetings are held through the
Education Summit,  Regular consultation of the and opinions of the stakeholders leadership of the stakeholders to
Stakeholders Forum, School stakeholders prior to decision making  School Report Card is prepared by discuss matters pertaining to school
Report Card, State of the is done through meetings the School Head with the few Core development
School Address (SOSA),  School Report Card is prepared by Team members and is  School Report Card is prepared by
Parents’ Conference, School the School Head and is used to communicated to the stakeholders the School Planning Team with the
Website, Home Visitation, inform the teachers and learners  State of the School Address (SOSA) support of other stakeholders e.g. SGC
School Bulletin, Parenting  State of the School Address (SOSA) is conducted and participated by at  State of the School Address (SOSA) is
Seminar is conducted and participated by at least 51% -70% of the parents conducted and participated by at least
* Information Collection: least 50% of the parents (attendance (attendance versus total number of 71% of the parents (attendance versus
Sampling – Convenient & versus total number of parents) parents) total number of parents)
Purposive, Suggestion Box,
Documentation, Conduct
Survey
* Validation Techniques and
Processes: FGD,

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

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5. Participatory assessment of * M&E Process – School initiates periodic performance School initiates periodic School- community developed
performance is done regularly Midyear/Annual Review, assessments with the participation of performance assessments with the performance assessment is practiced
with the community. Assessment SMEA Institutionalization stakeholders. participation of 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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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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Name of School: TIDMAN NATIONAL HIGH SCHOOL Division: SURIGAO DEL SUR Date: February 28, 2023

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

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Indicators Systems 1 2 3 Rating Recommendation
2. A regular dialogue for planning * Process: Regular Resource Stakeholders are invited to Stakeholders are regularly engaged Stakeholders collaborate to ensure
and resource programming, that Planning and Programming participate in the development of an in the planning and resource timely and need-based planning and
is accessible and inclusive, through Strategic Planning educational plan in resource programming, and in the resource programming and support
continuously engage stakeholders * Output: programming, and in the implementation of the education continuous implementation of the
and support implementation of - Human Resource implementation of the educational plan. education plan.
community education plans. Development Plan (HRDP) plan.
- Financial Mgt.  Minutes, photos and attendance of  Minutes, photos and attendance of  Minutes, photos and attendance of
Development Plan (FMDP) the meeting, planning and the meeting, planning and the meeting, planning and
- Technology Resource deliberation for Resources deliberation for Resources deliberation for Resources
Improvement Plan (TRIP) Programming is led by the school Programming is collaboratively done Programming is led by the
- School Physical head. by the school and community stakeholders
Development Plan (SPDP)
- Annual Procurement Plan
- IGP Sustainability Plan

institutionalizing resource
management system on
WinS

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

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 MOVs/ Documents/
Indicators Systems 1 2 3 Rating Recommendation
3. Canteen Management  Disbursement of money is done by the PTA Bank Account  Collected amount is deposited in the
4. Liquidation Reports on the SH and selected teachers  Disbursement of money is DepEd Thrust Fund (Deposit Slips);
MOOE, Donations,  Canteen is managed by the supported with the BAC and issued Official Receipt
Sponsorship, Fund Raising Canteen Teacher Inspectorate Team and other  Disbursement of money observes
Activities, Canteen stakeholders. the proper protocol and supported
with relevant documents like Proposal,
PR, PO, Quotation and the like.
 Canteen is managed by Teachers
Coop

4. Regular monitoring, SMEA of the following: Stakeholders are invited to Stakeholders collaboratively Stakeholders are engaged, held
evaluation, and reporting - Human Resource participate in the development and participate in the development and accountable and implement a
processes of resource Development Plan (HRDP) implementation of monitoring, implementation of monitoring, collaboratively developed system of
management are collaboratively - Financial Mgt. evaluation, and reporting processes evaluation, and reporting processes monitoring, evaluation and reporting
developed and implemented by Development Plan (FMDP) on resource management. on resource management. for resource management.
the learning managers, - Technology Resource
facilitators, and community Improvement Plan (TRIP)
stakeholders. - School Physical
Development Plan (SPDP)
- Annual Procurement Plan
(APP)
- Inventory List of all
resources

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 MOVs/ Documents/
Indicators Systems 1 2 3 Rating Recommendation
5. There is a system that manages * Cash Disbursement An engagement procedure to identify Stake holders support a system of An established system of partnership
the network and linkages which (MOOE) and utilize partnerships with partnerships for improving resource is managed and sustained by the
strengthen and sustain * Transparency Board stakeholders for improving resource management. stakeholders for continuous
partnerships for improving * Financial Reports (PTA, management is evident. improvement of resource
resource management. IGP, Canteen, School School Head and Teachers ensure School and community ensure that: management.
Clubs/Organization) that:  No Audit Observation Memo
 No unliquidated cash advances Stakeholders ensure that:
 No Audit Observation Memo  All transactions follow the  No Audit Observation Memo
 No unliquidated cash accounting rules and procedures  No unliquidated cash advances
advances/Liquidated on time regardless of financial sources e.g.  All transactions follow the
 All transactions follow the canteen, donations, IGP, fund raising accounting rules and procedures
accounting rules and procedures regardless of financial sources e.g.
regardless of financial sources e.g. canteen, donations, IGP, fund raising,
canteen, donations, IGP, fund raising WINS

______________________________________
SBM Assessor/s
(Signature over Printed Name)

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