2021-DIV-SBM-ORIENTATION-1.pptx

Current Standards on SBM Validation
August 3, 2021
Tampakan National High School
CRISTOPHER T. FRUSA
Senior Education Program Specialist
Planning & Research

Revised SBM Assessment Tool for Online Validation
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION –SCHOOLS DIVISION OF SOUTH COTABATO
SCHOOL-BASED MANAGEMENT
PRINCIPLES

LEADERSHIP (30%)

A. LEADERSHIP AND GOVERNANCE
Indicators MOVs/Documents/Systems
1. In place is a Development Plan
(School Improvement Plan)
developed collaboratively by the
stakeholders of the school and
community.
SIP –AIP (Extent of participation
of Stakeholders)
Annual Procurement Plan
Annual Budget
Documentation of the SIP
Process (Minutes of the Meeting,
Attendance, Photos)
Copies of Vision, Mission, Goals
and Core Values

1. In place is a Development Plan
(School Improvement Plan)
developed collaboratively by the
stakeholders of the school and
community.
 Revised SIP included in the
Barangay Development
 List of Planning Team organized
 Certificate of SIP Recognition
signed by the Schools Division
Superintendent
The School Improvement Plan is enhanced with the community
performing the leadership roles, and the school providing technical
support.

2. 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.
 SIP Review
 SMEPA documents
 Documentation of the SIP Review
Process
 Minutes of the Meeting
 Attendance
 Photos
 Videos
 Revision Committee for SIP and
AIP

2. 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.
 Copies of Invitation Letter/
Confirmation from the
Stakeholders
 Minutes of the meeting during
planning of SIP/AIP
 Attendance Sheet
The community stakeholders lead the regular review and improvement
process; the school stakeholders facilitate the process.

3. The school is organized by a clear
structure and work arrangements
that promote shared leadership
and governance and define the
roles and responsibilities of the
stakeholders.
 School Faculty Association –CBL
 School Governing Council
Structure
 Parents-Teachers Association –
(DO No. 54, s. 2009 and DO No.
67, s. 2009)
 Supreme Student
Government/Pupil Government
(DM 4, s. 2012)

stakeholders.
 Attendance Sheets
 Minutes/Narrative Reports of the
orientation to capacitate the
members of the SGC/PTA of their
roles and functions
 List of officials of SGC/PTA/
Teaching Force/SSG and SPG
 School Manual/Student Handbook

stakeholders.
 Organizational Chart
 Copies of Notice of meeting in
crafting the CBL
 Minutes of the meeting
 Attendance and pictures in
crafting the CBL
Guided by an agreed organizational structure, the community stakeholders lead in
defining the organizational structure and the roles and responsibilities; school provides
technical and administrative support.

4. A leadership network facilitates
communication between and
among school and community
leaders for informed decision-
making and solving of school
community wide-learning
problems.
 Communication Plan
 Communication Flow
 Communication System
 School Website
 Newsletter
 Linkages/Partnerships with BLGU
and other Sectoral Groups - MOA,
MOU, etc.
 Minutes of the Meeting
 Photos

problems.
 Compilation of communication for
request for approval to conduct
meeting
 School Report Card
 SGC Attendance Sheet,
Resolutions, List of Activities and
Pictures
 PTA General Assembly/HRPTA/
Minutes, Attendance and Pictures
 Copies of Deed of Donations

problems.
 Copies of Certificate of Recognition
given to Stakeholders
 List of the different organizational
structure in the school
 Annual Accomplishment Report
 Copies of Certificates of
Recognition received by the school
The network allows easy exchange and access to information sources beyond
the school community.

5. A long term program is in
operation that addresses the
training and development
needs of school and
community leaders.
 Learning & Development System
 Individual Plan for Professional
Development (IPPD/TNA)
 School Plan for Professional
Development (SPDP) for Teachers
 Training and Development Plan for
School and Community Leaders
 Training Designs
 Parenting Seminar Program

needs of school and
community leaders.
 Electronic Self-Assessment Tool
(e-SAT) Result
 Copy of Philippine Professional
Standards for Teachers (PPST)
 Learning Action Cell (LAC) Plan,
Implementation and
Accomplishment Report with
Pictures and Attendance
 Learning and Development Plan

needs of school and
community leaders.
 Minutes of Consultative Meeting
 Copies of PPST/Teachers
Performance
 Report of Training Needs of
Teachers, SGC, PTA, SSG/SPG
 Compilation of IPPD based on e-
SAT
 Orientation of PTA/SGC on their
roles and functions

needs of school and
community leaders.
 List of Teachers Enrolled in
Graduate Studies with Permit
 Compilation of Post Training
Report with Certificates
 Compilation of School-Based
Trainings/Seminars
Leaders assume responsibility for their own training and development.
School community leaders working individually or in groups, coach and
mentor one another to achieve their VMG.

CURRICULUM & LEARNING (30%)

1. The curriculum provides for
the needs of all types of
learners in the school
community.
Implementation Documents:
 Science Curriculum (DO 53 & 57 s. 2012)
 Sports Curriculum (DO 56, s. 2012)
 Arts Curriculum (DO 56, s. 2012)
 Curriculum for Journalism (DO 46, s.
2012)
 Foreign Language
 TechVoc Education (DO 68, s. 2012)
 SPED (DO 60, s. 2003)
 Madrasah Education (DO 40, s. 2011)
 IP Education (DO 62, s. 2012)
 Senior High School Curriculum
(Secondary Schools)
B. CURRICULUM AND LEARNING

community.
 List of Slow Learners
 List of Average Learners
 List of Fast Learners
 List of Non-Readers
 List of Pupils with Disabilities
 Action Plans of Interventions
 Narrative Reports on
Implementation Accomplishment
Reports with Pictures and
Attendance Sheets per Group of
Learners

community.
 Action Plan of Interventions
 Narrative Reports on
Implementation
 Accomplishment Reports with
pictures
The educational needs of all type of learners are being met as shown by
continuous improvement on learning outcomes and products of
learning. Teachers’ as well as students’ performance is motivated by
intrinsic rewards. The Schools’ differentiated program is frequently
benchmark by other schools.

2. The implemented curriculum
is localized to make it more
meaningful to the learners
and applicable to life in the
community.
 Localized Curriculum Support
Materials
 Contextualized LMs (Big Books)
 Curriculum Adaptation
 Orthography
 MTB-MLE Dictionary
 IMs on Indigenous Knowledge
Systems and Practices (IKSP)
 Improvised IMs
 Early Grade Reading Assessment
(EGRA)
 SHS Curriculum (Secondary Schools)

2. The implemented curriculum
is localized to make it more
meaningful to the learners
and applicable to life in the
community.
 List of localized materials which were
formulated and utilized
 List of topics integrated in the lesson
plans suited to the community
 List of big books utilized
 List of localized IMs for IPs and
Community-Based IMs
 List of local beliefs, norms, traditions of
the community
Best practices in localizing the curriculum are mainstreamed and benchmarked by other schools.
There is marked increase in number of projects that uses the community as learning laboratory, and
the school as an agent of change for improvement of the community.

3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking
and problem solving.
 Action Research on Effective Teaching
Methods and Strategies
 Learning Partnership Program
Implementation
 Lesson Plans / Daily Logs
 Science Investigatory Projects
 Linkages with CSOs/NGOs/HEIs in
improving quality instruction
 Visual Aids
 ICT-Based Instruction
 Locally-Developed Workbooks/
Worksheets

 LAC Plan, Implementation Report and
Accomplishment Report
 List of Stakeholders who assisted in
the review of reading program/
remediation
 List of Stakeholders helping in the
delivery of instruction
 Narrative Report on the support of
community stakeholders in
education/ attendance sheet, pictures
 Pupils/ Students Portfolio of Quizzes

 Narrative report on the support of
community stakeholders in
education/ attendance sheet,
pictures
 Learners’ Portfolio of Quizzes
Materials and approaches are being used in school, in the family and in
community to develop critical, creative thinking and problem solving community
of learners and are producing desired results.

4. The learning systems are regularly
and collaboratively monitored by
the community using appropriate
tools to ensure the holistic growth
and development of the learners
and the community.
 Action Research on Students’ Learning
Outcomes: Basis for Developing Remedial
Programs
 SMEPA Dashboards & Results
 List of Differentiated Instruction,
Activities, Materials to different types of
learners
 Reading Assessment Record/Report
 Graphical Comparative Result of GPA/
Average Rating
 Per Subject Intervention Program and
Accomplishment Report

4. The learning systems are regularly
and collaboratively monitored by
the community using appropriate
tools to ensure the holistic growth
and development of the learners
and the community.
 Reading Remedial Plan/Implementation
and Accomplishment Report
 Monitoring Tool on Holistic Development
of the Learners
 Report on Monitoring
 Intervention Based on the Result of the
Monitoring
The monitoring system is accepted and regularly used for collective decision
making. The monitoring tool has been improved to provide both quantitative and
qualitative data.

5. Appropriate assessment tools for
teaching and learning are
continuously reviewed and
improved, and assessment results
are contextualized to the learner
and local situation and the
attainment of relevant life skills.
 Teachers’ Test Notebook
 Teachers’ Portfolio
 Test Results & Analysis of any of the
following tools:
 EGRA revising ARATA
 Phil-IRI results used in developing
Reading Program
 Pre-Test/Diagnostic Test (HOTS or
aligned with KPUP) used in designing
Remediation Programs
 Enhanced Assessment Tools adopted
from Partners e.g. Save the Children

 Records of GPA by Subject Area
 Results of Diagnostic/Post Test by
Grade/Subject
 Compilation of Assessment Utilized by
Grade
 List of Assessment Tools reviewed by the
stakeholders
 Record of Results of Assessment shared
to stakeholders during SMEPA
 List of Interventions to improve results of
assessment.

 Action Plan
 Implementation Report
 Accomplishment Report
Schools assessment results are used to develop learning programs that are suited
to community and customized to each learners’ context, results of which are used
for collaborative decision-making.

6. Learning managers and facilitators
(teachers, administrators and
community members) nurture values
and environments that are protective
of all children and demonstrate
behaviors consistent to the
organization’s vision, mission and
goals.
 Child Protection Policy & CFSS
Implementation Report
 Co-Curricular Activities Report (e.g.
Scouting, Religious Instruction,
Science Camp, etc.)
 School Handbook
 DepEd Memo on Child Protection
 Copy of Republic Act on VAWC
 Copy of Anti-Bullying Law
 Copy of Gender and Development Law
 Copy of Sexual Harassment Law

6. Learning managers and facilitators
(teachers, administrators and community
members) nurture values and
environments that are protective of all
children and demonstrate behaviors
consistent to the organization’s vision,
mission and goals.
 Poster on Peace Advocacy
 Report on the stakeholders
engagement in crafting Child
Protection Policy
 Minutes of the meeting
 Attendance Sheets/Pictures
 Poster/List of Child Rights
Learning environments methods and resources are community driven, inclusive and
adherent to child’s rights and protection requirements.
Learning managers and facilitators observe learners’ rights from designing the curriculum
to structuring the whole learning environment.

7. Methods and resources are learner
and community- friendly,
enjoyable, safe, inclusive,
accessible and aimed at developing
self- directed learners. Learners
are equipped with essential
knowledge, skills, and values to
assume responsibility and
accountability for their own
learning.
 Daily Lesson Log/Lesson Plans
 Students’ Portfolio
 Library
 Guidance Services
 Computer Laboratory
 ADM Modules
 Awards received by learners
 Learners-Initiated Projects
 Classroom Structuring
 Reading Centers
 Study Lounge

7. Methods and resources are learner and
community- friendly, enjoyable, safe,
inclusive, accessible and aimed at
developing self- directed learners.
Learners are equipped with essential
knowledge, skills, and values to assume
responsibility and accountability for their
own learning.
 List of Self-Learning Modules
 Comparative GPA per Grade/Subject
 Community Mapping Report
 Documents on different co-curricular
activities participated
 Science Investigatory Projects (SIP)
 Innovations made by the learners
There is continuous exchange of information, sharing of expertise and materials among the
schools, home and community for the development of self- directed learners.
The program is mainstreamed but continuously improved to make relevant to emergent
demands.

ACCOUNTABILITY & CONTINUOUS IMPROVEMENT (25%)

C. ACCOUNTABILITY & CONTINUOUS IMPROVEMENT
1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders.
Structure of School Accountable
Organizations:
 School Faculty Association - CBL
 School Governing Council Structure
 Parents-Teachers Association - CBL
(DO No. 54, s. 2009 & DO No. 67, s.
2009)
 Supreme Student Government/
Supreme Pupil Government (DM 4, s.
2012)

1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
 Attendance, Photos, Minutes of the
Meeting regarding the Crafting of
Delineation of Roles and Responsibilities
of School Organization (PTA, SGC, SSG,
SPG, etc.)
 Records of attendance of school heads in
the barangay assemblies/sessions
 Program Implementation Plan of each
organization and accomplishment
reports.
Shared and participatory processes are used in determining roles, responsibilities
and accountabilities of stakeholders in managing and supporting education.

2. Achievement of goals is recognized
based on a collaboratively
developed performance
accountability system; gaps are
addressed through appropriate
action.
Appropriate Actions to address Gaps
based on the following:
 SMEPA Implementation
 Recognition and Incentive System
 General PTA Assembly Meetings
 Homeroom PTA Meetings
Meeting in the
Development/Capability Building
Program on Performance
Accountability System (SMEPA)

action.
 Record of Integration of SIP in the
Barangay Development Plan
 Receipts of copies of SIP sent to
stakeholders
 List of Awards/Certificate of
Recognition given by the stakeholders
to learners and teachers.
 Stakeholders’ Report Card
 Support Programs/Projects
implemented in the school

action.
 Frequency of engagement in the
school
 Action Plan/Sustainability
 Pictorials
 Ways Forward
 Commitment
A community-accepted performance accountability, recognition and
incentive system is being practiced.

3. The accountability system is owned
by the community and is
continuously enhanced to ensure that
management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community.
 Accountability System’ processes,
mechanisms and tools
Meeting of the Enhancement and
Review of M&E System
 School Report Card - State of the
School Address (SOSA)
 List of organized CI Team if there is
with their roles and functions/
organizational structure
 Programs and projects by the CI Team

3. The accountability system is owned
by the community and is
continuously enhanced to ensure that
management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community.
 Physical Development Plan
 Inventory of the School Property
 CI Program/Projects Implementation
Plan/Accomplishment Reports
 Copy of the State of the Barangay
Address to include support for the school
 Copy of the Barangay Annual
Implementation to include support in
education
School community stakeholders continuously and collaboratively review and
enhance accountability systems’ processes, mechanisms and tools.

4. Accountability assessment criteria
and tools, feedback mechanisms, and
information collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
Assessment Tools:
 Clients’ Satisfaction Survey
 Checklist Form
 Survey Questionnaire
 Tracer Study Tool
 School Report Cards
Feedback Mechanisms:
 General Assembly Meeting
 Education Summit
 Stakeholders’ Forum
 State of the School Address (SOSA)

 Parents’ Conference
 School Website
 Home Visitation
 School Bulletin
 Parenting Seminar
Information Collection:
 Sampling –Convenient & Purposive
 Suggestion Box
 Documentation
 Conduct Survey

Validation Techniques and Processes:
 Focus Group Discussion
 Participation
 Brainstorming
 Interview
 Triangulation
 Observation –Direct & Indirect
 Attendance
 Photos
 Minutes of the Meeting in the
development of accountability assessment
criteria

 Internal and External Website/Facebook
Account
 Cellphone number of External and
Internal Stakeholders
 Creation of Chat Group
Stakeholders continuously and collaboratively review and enhance
accountability systems; processes, mechanisms and tools.

5. Participatory assessment of
performance is done regularly with
the community. Assessment
results and lessons learned serve
as basis for feedback, technical
assistance, recognition and plan
adjustment.
M&E Process:
 Midyear/Annual Review
 SMEPA Institutionalization focusing on
Assessment of KPIs on:
 Access (Enrolment)
 Efficiency (Dropout Rate, Promotion
Rate and Graduation Rate)
 Quality (GPA)
 Governance (SBM Assessment)
 School’s PPAs: Brigada Eskwela, WinS
Program, Gulayan sa Paaralan,
Guidance Program etc.

adjustment.
Assessment Results based on M&E
Feedback:
 Enhanced Implementation of School’s
PPAs
 Technical Assistance
 Remedial Instruction Program
 Training Program
 Proposed New Programs
 Recognition
 Plan Adjustment
 Catch-up Plan of AIP or PPAs

adjustment.
 Attendance, Photos, Minutes of the Meeting in
the conduct of Participatory Assessment
Performance (SMEPA)
 Report of Monthly resources and liquidation
 Program Implementation Plan and
Accomplishments Report on Six Flagship
programs OK sa DepEd
 E-SAT Result based on PPST
 Graphical presentation on the progress report
of each programs implemented
School-community developed performance assessment is practiced and is the basis for
improving monitoring and evaluation systems, providing technical assistance, and
recognizing and refining plans.

MANAGEMENT OF RESOURCES (15%)

1. Regularly resource inventory is
collaboratively undertaken by
learning managers. Learning
mangers, learning facilitators, and
community stakeholders as basis for
resource allocation and mobilization.
Process – Regular Resources Inventory of
the following:
 Human Resources (Teachers, Learners,
Partners)
 Financial Resources (MOOE, PTA, IGP,
Canteen Fund, Clubs, etc.)
 Technological Resources
 Instructional Materials
 Furniture, Classrooms, Water and
Sanitation, School Site Titling
 Instructional Tools & Equipment
Output: Resources Allocation & Mobilization
Plan (RAMP)
D. MANAGEMENT OF RESOURCES

1. Regularly resource inventory is
collaboratively undertaken by
learning managers. Learning
mangers, learning facilitators, and
community stakeholders as basis for
resource allocation and mobilization.
 Updated BEIS
 Records of Updated Personnel Profile
 School Forms
 Transparency Board
 Copies of updated school
accomplishments reports
 School Land Tax and Tax Declaration
 School Treasurer Financial Report
 Inventory of Government and Non-
Government Properties
Resource inventories are systematically developed and stakeholders are engaged in a
collaborative process to make decisions on resource allocation and mobilization.

2. A regular dialogue for planning
and resource programming, that is
accessible and inclusive,
continuously engage stakeholders
and support implementation of
community education plans.
Process: Regular Resource Planning and
Programming through Strategic Planning
Output:
 Human Resource Development Plan
 Financial Management Development
Plan
 Technology Resource Improvement Plan
 School Physical Development Plan
 Annual Procurement Plan
 IGP Sustainability Plan

2. A regular dialogue for planning
and resource programming, that is
accessible and inclusive,
continuously engage stakeholders
and support implementation of
community education plans.
 Copies of Invitation Letter and Confirmation of
Meeting for planning purposes/Minutes of
Planning/ Attendance sheet/ Pictorials and
other documents
 Copies of School Development Plan
 Copies of Financial Resources
 Copies of Annual Budget
 Copies of Work and Financial Plan
 Copies of Approved Project Proposal
 Copies of Resolutions
 Records of Adopt A School Program
Stakeholders collaborate to ensure timely and need-based planning and resource
programming and support continuous implementation of the education plan.

3. Resources are collectively and
judiciously mobilized and
managed with transparency,
effectiveness, and efficiency.
Mechanisms:
 Updated Transparency Board of all
Finances (MOOE, PTA, IGP, Canteen
Fund, Donations, etc.)
 Innovations for the collective and
judicious utilization and transparent,
effective and efficient resource
management system

3. Resources are collectively and
judiciously mobilized and
managed with transparency,
effectiveness, and efficiency.
 List of School BAC Members
 List of School Inspectorate Members
 Financial Support to Brigada Eskwela
 Adjusted AIP/SIP
 Complete Record of Fiscal/Financial
Management
Stakeholders sustain the implementation and improvement of a collaboratively
developed, periodically adjusted, and constituent- focused resource management
system.

4. Regular monitoring, evaluation, and
reporting processes of resource
management are collaboratively
developed and implemented by the
learning managers, facilitators, and
SMEPA of the following:
 Human Resource Development Plan
 Financial Management Development
Plan
 Technology Resource Improvement
Plan
 School Physical Development Plan
 Annual Procurement Plan
 Inventory List of all Resources
 Minutes of Meetings, Attendance and
Invitations

 List of created school committee to
monitor and evaluate Resource
Management
 Records or regular resource inventory
of properties
 Minutes of giving feedback on
resource management
 Attendance Sheet
 Adjusted AIP/SIP

 Posted Monthly Financial Statement
signed by the Financial Management
Committee
 Compilation of records of Deed of
Donations and Acceptance
Stakeholders are engaged, held accountable and implement a collaboratively
developed system of monitoring, evaluation and reporting for resource
management.

5. There is a system that manages
the network and linkages which
strengthen and sustain
partnerships for improving
resource management.
 Cash Disbursement (MOOE)
 Transparency Board
 Updated FB pages
 Financial Reports (PTA, IGP, Canteen,
School Clubs/Organization)
 Partners’ Appreciation Program)
An established system of partnership is managed and sustained by the
stakeholders for continuous improvement of resource management.

Current Standards on
Key Performance Indicators (KPIs)
for SBM Validation

• Step 1: Determine the KPIs (60%)
• Step 2: Compute for the Validated SBM
Assessment Scores (40%)
• Step 3: Compute for the Final Rating

ACCESS

• Access: Enrolment Increase (45%)
• Efficiency: Dropout Rate, Graduation Rate
and Promotion Rate (25%)
• Quality: General Point Average (30%)
Numerical Rating Scale Description
0.50 – 1.49 Good
1.50 – 2.49 Better
2.50 – 3.00 Best

Access: Enrolment Increase (45%) –Based on Community Mapping
Community Mapping is used as
Justification when enrolment is adversely
affected due to the following:
• There are more than 2 schools in a
certain barangay.
• Opening of new/annex/integrated
school within/nearby barangay/s.
• When learners enrolled and transferred
to other public or private school.
• When there is a decreasing / erratic
trend in the population of school-aged
children in the community due to
family planning program of the
government, calamities, and other
relevant factors.
Existin
g:
Maintai
n 95%
High

Access: Enrolment Increase (45%) –Based on Community Mapping
Existin
g:
Maintai
n 95%
High
Supporting documents
required when Community
Mapping is used as
Justification:
• Community Mapping data from
the barangay.
• Certification from the Barangay
Captain indicating factors
affecting the enrolment and
justification on the actual
percentage of school-age children
in the community.

LIS-Generated
and duly signed
School Form 1
(SF1) – School
Register
Documented Information Required in terms of Enrollment

Duly-signed
School Form 4
(SF4) – Monthly
Learners’
Movement and
Attendance

SIP Annex 1B Child Mapping Tool

LIS Transaction Screenshots e.g. T.O.

EFFICIENCY

Efficiency: Dropout Rate, Graduation Rate and Promotion
Rate (25%)

Duly-signed
School Form 4
(SF4) – Monthly
Learners’
Movement and
Attendance
Documented Information Required in terms of Dropout Rate

Duly-signed
School Form 2
(SF2) – Daily
Attendance
Report of
Learners
Documented Information Required in terms of Dropout Rate

Duly-signed
School Form
6 (SF6) –
Summarized
Report on
Promotion
and Learning
Progress and
Achievement
Elem: G6 Completers; Offering JHS only: G10 Completers; Offering SHS: G12 Graduates
Documented Information Required in terms of Grad & Prom Rates

LIS-Generated
and duly-
signed School
Form 5 (SF5) –
Report on
Promotion and
Learning
Progress and
Achievement
Documented Information Required in terms of Grad & Prom Rates

QUALITY

Quality: NAT MPS / General Point Average (30%)

LIS-Generated
and duly-
signed School
Form 5 (SF5) –
Report on
Promotion and
Learning
Progress and
Achievement
Documented Information Required in terms of Grade Point Ave.

Duly-signed
SDO Strategic
Objectives Data
Gathering
Template on
Learners’
Proficiency
Level by
Learning Area
Documented Information Required in terms of Grade Point Ave.

Access Efficiency Quality
SFs CBMS CMT DR PR GR SFs Etc

5S Implementation Guidelines

Sorting involves going through all the tools, furniture,
materials, equipment, etc. in a workplace to determine
what needs to be present and what can be removed. A
workspace will be better off without unnecessary items
or items used infrequently. Consider the following
options when you determine that some of the items
found in your area are unnecessary:

 Give the items to the different sections/departments;
 Turnover documents to the Records In-Charge for
proper disposal as per NAP guidelines;
 Turnover equipment to the Property Custodian for
proper inventory of items and disposal, and/or
 Put items in the storage area/red tag area.

Set in Order is to create good visual management. During
this phase, every personnel should determine what
arrangements are most logical. School personnel should
always allocate and store items in accessible and
navigable spots. Labelling or color coding of
items/documents so that they are easier to find and
identify is one of the important points in this phase.

Shine focuses on cleaning up the work area,
which means sweeping, mopping, dusting,
wiping down surfaces, putting unnecessary tools
and materials, etc. Everybody is responsible in
cleaning his/her office/classroom.

Standardize is to systematize everything that
just happened and turn one-time efforts into
habits. To standardize is to assign regular tasks,
create schedules, and post instructions so these
activities become routines.

Sustain refers to the process of keeping 5S running
smoothly, but also of keeping everyone in the
organization involved. Sustain is about making 5S
a long-term program, not just an event or short-term
project. And when 5S is sustained over time, that's
when businesses will start to notice continuous
positive results.

BEFORE
5S

DURING
5S

AFTER 5S

AFTER
5S

2021-DIV-SBM-ORIENTATION-1.pptx

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