SBM-Tool for public schools (secondary and elementary))

Republic of the Philippines
Department of Education
REGION VIII-EASTERN VISAYAS
REVISED SCHOOL-BASED MANAGEMENT (SBM) FRAMEWORK,
ASSESSMENT PROCESS AND TOOL (APAT)
DIMENSION 1
LEADERSHIP
(L)
STANDARD
LEVEL
1 2 3 4
School
personnel and
stakeholders
are empowered
and actively
engaged in
taking on
appropriate
leadership roles
and
responsibilities
to continuously
improve the
school for
better learning
outcomes.
1
The school
fosters a
culture that
encourages
excellence
and
continuous
improvement
.
The school identifies
opportunities where
excellence and continuous
improvement can be practiced
by all school personnel and
learners
Means of Verifications:
 A copy of any documents of
the following school
intervention projects:
 Approved school banner
project
 Approved CI project
 Approved application project
 Approved school innovation
project
Validated quarterly SMEA /PIR
report by the district
The school institutionalizes
a program that fosters a
culture of excellence and
continuous improvement
Means of Verifications, copy
of:
 Complete package of
documents:
 Notice of meeting in
crafting any of the
following school
intervention projects:
-School banner project,
CI project, application
project, and innovation
projects
 Notice of Meeting
 School memorandum on
the crafting of any of the
identified school
intervention projects
The school with its
stakeholders, collaborates in
ensuring the sustainability of
promoting a culture of
excellence and continuous
improvement
Means of Verifications, copy of:
 Complete package of any
documents on the identified
intervention projects of the
school showing
participation/involvement in
funding ensuring the
sustainability of promoting a
culture of excellence and
 CPD of MEA/PIR showing the
collaboration of stakeholders
The school positively
influences the transformation
of other schools into
excellent and continuously
improving organizations
 Documents showing the
conducted benchmarking
activities of any of the
following school
interventions:
-school banner project, CI
project, application project
and innovation projects by
other schools or invitation
as resource speaker in
sharing best practices of
the identified school
intervention projects
 Letter request/invitation

 Minutes of the meeting (if
conference or meeting)
ACR (if workshop or
training)
 Pictorials
 Financial report on the
activity
 Attendance Sheet/s
 CPD of MEA/PIR
Filled out
MEA/PIR/Physical
accomplishments
Dashboard
Issues and concerns
 Logbook reflecting the
name of learning visitor/s
with the said purpose.
 Program matrix/invitation
certificate as resource
speaker
 General Certification signed
by the SDS showing an
improved performance of
the school/s conducted on
the aligned benchmarking
activities
2
The school
communicate
s the DepEd
VMV's to
ensure
shared
understandin
g and
promote
school
effectiveness
The school demonstrates
knowledge of the DepEd
VISION, MISSION, VALUES
Video/s showing school staff
recites the VMV during any
school gathering/ activity
Visual mark of VMV posted in
a conspicuous places in the
school.
The school
communicates the DepEd
VMVs to the wider school
community to ensure
shared understanding
and promote school
effectiveness.
of:
CPD on the conduct of
orientation showing
demonstration of knowledge
on DepEd VMV
Inclusion of VMV in the
orientation of students,
teachers, and parents
Learners’ Handbook/ SIP/
SRC integrating the DepEd
VMV
The school, with its
stakeholders, makes use of
its understanding of the
DepEd VMVs to sustain
promotion of school
effectiveness.
School Annual
Accomplishment Report
(SAAR) highlighting the
participation of stakeholders
School Report Card (SRC)
highlighting the participation of
stakeholders
ACR on the State of School
Address (SOSA) showing
understanding of the DepEd
VMV to sustain promotion of
school effectiveness
The school extends a
model of effectiveness to
a community of schools.
Memorandum/Bulletin
showing the list of
awardees/certificate of
recognition/s received by the
learner/s, teacher/s, non-
teaching personnel, and the
school.
List of competition/s and
award/s received by the
learner/s, teacher/s, non-
teaching personnel and the
school signed by the SDS.

3
The school
develops an
evidence-
based
strategic
plan.
The school develops a
strategic plan aligned with
the VMVs
Means of Verifications, a copy
of:
Approved School
Improvement Plan (SIP)
Approved Annual
Improvement Plan (AIP) /
Work and Financial
Plan(WFP)
The school develops an
evidence-based strategic
plan aligned with the VMVs
of:
Orientation on the
development of SIP aligned
on DepEd VMV
CPD on the Inclusion of
VMV in developing an
plan in the AIP/WFP, APP
with monthly/weekly
supervisory plan and school
intervention plan
The school regularly reviews
and adjusts the annual
implementation plan in
relation to an evidence-based
strategic plan
 CPD on the conduct of the
Annual SIP Review showing
the participation/involvement/
funding of the stakeholders.
 Adjusted AIP with catch up
Plan showing the
participation/involvement/
funding of the stakeholders in
the development of the plan
The school positively
influences a community of
schools to develop a
functional and effective
plan
of:
 CPD showing the Provision
of TA on SIP/AIP/WFP to
schools/cluster of
schools/learning centers with
TA plan.
 Communication, letter
request
 Attendance sheet
 Matrix of activities
 Activity proposal
 General Certification signed
improved performance of the
school/s on the strategic
plan preparation aligned to
benchmarking activities
conducted
4
The school
cultivates
leadership
among its
personnel by
providing
opportunities
to perform
leadership
leadership opportunities for
its personnel
of:
Visual Mark on the Updated
Comprehensive School
The school provides
appropriate opportunities for
its personnel to perform
leadership roles and
responsibilities
of
The school collaborates with
its stakeholders in designing
a developmental plan on the
cultivations and practice of
leadership roles and
responsibilities
of:
The school creates venues
where shared leadership can
be actively promoted in a
community of schools
of:

roles and
responsibili-
ties.
Organizational Chart with
photos with TOR
 Organizational Structure with
Terms of Reference
Updated PDS -based Teacher
Profile
CPD on the conduct
Quarterly Accomplishment
Reports of Teacher-Led
activities
CPD showing
initiation/involvement/particip
ation of designated
personnel in school
programs and activities
School Professional
Development Plan (SPDP)
highlighting community
partnership
Learning and Development
Plan showing
participation/involvement/fund
ing from stakeholders
Approved organizational
structure of stakeholders with
defined roles and
responsibilities
Copy of school manual or
handbook of operation
showing the involvement of
the FPTA and the SGC
CPD on SLAC with
highlighting the promotion of
leadership practices
Crafted policies headed by
SGC/PTA integrating the
promotion of the sustainability
of leadership practices
conducted benchmarking
activities by other schools in
creating venues for shared
leadership:
with the said purpose
 Program matrix/invitation
certificate as resource
speaker
General Certification signed
improved performance of the
school/s on shared
leadership aligned to
benchmarking activities
DIMENSION 1: LEADERSHIP
STANDARD RATING TOTAL
POINTS
REMARKS/ COMMENTS
1

NAME OF SCHOOL EVALUATED: ________________________________________________
NAME & SIGNATURE AND EVALUATOR(s): __________________________________________
DATE OF EVALUATION: _________________________________________________
DIMENSION 2
GOVERNANCE &
ACCOUNTABILITY
(GA)
STANDARD
LEVEL
1 2 3 4
School and the
community come
together to take
responsibility in
ensuring
participation,
transparency, and
accountability, as
well as,
implementation of
plan to continuously
improve the delivery
of basic education
1
The school
ensures
active
participation
of internal
and external
stakeholders
in school
governance
and
operations
The school informs
stakeholders about
school governance and
operations
Means of Verifications,
copy of:
CPD of meeting
highlighting on the
presentation of approved
ESIP/AIP to the
stakeholders during
general
assembly/barangay
council meetings
The school and stakeholders
create initiatives relative to
operations
of:
 Signed “Pledge of
Commitment or MOA”
between the school and
external stakeholders
showing their strong
support to all identified
school PPAs in the SIP/AIP
The stakeholders initiate
collaboration with the
school in creating
initiatives relative to school
governance and operations
of:
 Approved Action Plan of
school-recognized
organizations (e.g. SGC,
SPTA, SELG, SSLG,
Alumni Association) in
support to the
accomplishment of the
The school promotes the
strengthening of stakeholders’
participation in a community
of schools through the
sharing of best practices
Documents showing the
benchmarking/sharing of the
school’s best practices to
other schools relative to the
implementation and
accomplishments of the
identified school PPAs in the
SIP/AIP
2
3
4
TOTAL

services,
organizational
health, and
performance.
Communications
received, transmittal or
endorsement of
approved SIP/AIP
informing stakeholders in
operations
 Action Plan of school and
community programs and
projects
identified school PPAs in
the SIP/AIP with
involvement/participation/
funding from stakeholders
 Documents of the
stakeholders initiated
programs and projects
implemented in the school
name of visitors with the
said purpose
 Program matrix
 Certificate of Recognition
for sharing the best
practice/s of the school
from the
recipient/requesting school
 ACR on the conduct of
benchmarking and sharing
of best practices
2
The school
effectively
and
efficiently
implements
its Programs,
Projects, and
activities
(PPAs) which
are aligned to
its strategic
plan
The school has less than
100% implementation of
its PPAs as indicated in
the AIP
of:
Approved AIP
List of PPAs
implemented as
identified in the AIP
Validated quarterly
SMEA/PIR reports &
other M& E Reports by
the district
The school has 100%
implementation of its PPAs
as identified in the AIP
Certification from the PSDS
on the 100% implementation
of all PPAs as identified in
the AIP
Action Plan of PPAs
implemented as identified in
the AIP
The school has 100%
implementation of its PPAs
as identified in the AIP with
value-added outputs.
of:
Certification from the PSDS
on the 100% implementation
of all PPAs as identified in
the AIP with value-added
outputs (PPAs not included
in AIP)
Documents of PPAs
implemented highlighting
the participation of
stakeholders
Quarterly SMEA/PIR Report
showing value added
outputs
The school promotes effective
and efficient use of resources
which positively influences
implementation practices in
other schools
other schools relative to the
effective and efficient
implementation of the PPAs
said purpose
 Program matrix
Certificate of Recognition for
sharing the best practice/s of
the school from the
3
The school
communicate
s information
The school informs its
stakeholders about the
The school communicates
timely information about its
The school communicates
timely information to its
The school fosters values on
transparency and
accountability which are

about the
implementati
on of its
PPAs
implementation of its
PPAs
of:
CPD of Meetings/
conferences showing the
school informing the
stakeholders of the
implementation of the
PPAs as reflected in AIP:
 Notice of meeting for
the presentation of the
status of PPAs
implementation
 Activity Matrix/Program
 Financial Report of the
aforementioned activity
 Attendance sheet
 Pictures
PPAs implementation to the
stakeholders.
of:
 CPD of Meetings/
conferences with internal
and external stakeholders
which includes their
participation and the
strategies in the
implementation of PPAs as
reflected in AIP with CPD
stakeholders which is
accurate and consistent.
of:
State-Of-School Address
(SOSA) reporting the
effectiveness of the
implementation of PPAs
Quarterly SMEA/PIR
report highlighting the
involvement of
stakeholders
Received
transmittal/endorsement of
SRC/SAAR to the
stakeholders
Updated reports posted in
the transparency board
shared in a community of
schools.
CPD showing the
other schools relative to
transparency and
accountability on the
implementation of the PPAs
said purpose
 Program matrix
Certificate of Recognition for
the school from the
4
The school
uses a
feedback and
monitoring
mechanism
for its school
operations
The school has a
feedback and monitoring
mechanism in place for
school operations.
of:
 Document showing
Suggestion Box or other
feedback mechanisms
 School-Initiated
Monitoring Tools
 Client Satisfaction
Survey Tools
The school uses its
mechanism for school
operations.
of:
 List of Concerns, Issues,
Gaps, and Problems
(CIGPs)
 Results of the analysis of
feedback
 Crafted concept papers to
address Concerns, Issues,
stakeholders, utilizes the
results of feedback and
monitoring to improve
school operations.
of:
 CPD on discussion of List
of Concerns, Issues, Gaps
and Problems (CIGPs)
with resolutions with the
participation of
stakeholders
The school advocates
through the strengthening of a
mechanism in a community of
schools.
Certification of Schools
Adopting the Contextualized
Process, Procedure Flow of
Feedback and monitoring and
evaluation mechanisms.
Documentation on the
utilization of results in level 3

 On-line Client
Satisfaction Survey
Tools
Gaps and Problems
(CIGPs)
 School-Based
Accountability Assessment
Framework on School
Operations (Any
documents showing
continuous & collaborative
review of the accountability
system, process, & tools)
approved by the school
and its stakeholders
to other schools in the district,
which includes certificate of
recognition by the PSDS/SDS,
certification of school heads
from other schools.
CPD on sharing of best
practices on CI Advocacy
CPD on Enhancement of
feedback tools and mechanism
CPD on Awards/recognitions
received on benchmarking
Certification of Resolutions for
policy recommendations
signed by the SDS
DIMENSION 2: GOVERNANCE
POINTS
REMARKS/ COMMENTS

NAME & SIGNATURE AND EVALUATOR: __________________________________________
DIMENSION 3
HUMAN
RESOURCE
AND TEAM
DEVELOPMENT
(HRTD)
STANDARD
LEVEL
1 2 3 4
The school
promotes
The school
demonstrates
understanding on the
importance of
The school regularly
conducts activities that
promote collaboration and
harmonious relationship
stakeholders, designs and
conducts activities that
The school fosters collaboration
and harmonious relationship with
other schools through the
1
2
3
4
TOTAL

School
personnel
collaborate to
continuously
improve
individual
capabilities and
team capacity to
create an
environment
that will yield to
high
performance.
1
collaboration
and
harmonious
relationship
among its
personnel
collaboration and
harmonious
relationship
copy of:
 List of activities that
promote collaboration
and harmonious
relationship (i.e.
regular conduct of
teachers meetings/PTA
meetings, SLACs,
Learners’/Club meeting,
stakeholders’ forum,
etc)
of:
teachers’ meeting, PTA
Meeting, Learners/Club
meeting
Adoption of Client’s
satisfaction survey
promote collaboration and
harmonious relationship.
of:
Stakeholders initiated PTA
meetings, Stakeholders’
forum with CPD
 Minutes stating the
collaboration with
stakeholders to resolve
existing issues
 Participation of
stakeholders in the
grievance committee
conduct of individual and team
development activities
Sustained best practices in
promoting collaboration and
 Copy of best practices
 CPD on Benchmarking by
other schools of best practices
on collaboration and
Certificate of Recognition to any
school personnel as resource
speaker in sharing best practices on
2
The school
provides a
mechanism
to help
improve
individual
and team
performance
individual and team
performance targets
based on performance
management system
and school plan.
copy of:
CPD on the
implementation of the
four phases of RPMS
(Planning, Coaching
and Monitoring,
Performance Review,
Reward)
The school conducts
activities to explain and
analyze individuals and
teams in relation to the
performance management
system and school plan.
of:
Crafted and approved
IPCRF/OPCRF
Gather and analyze
information in the
Performance Monitoring
and Coaching Form
(PMCF)
Copy of field PMCF
The school creates a
monitoring system to check
if individual and team
performance targets are
met based on the
performance management
system and school plan.
of CPD on the following:
Performance review
 Areas for improvement of
every school personnel
and organizational
performance gaps
 Filled Performance
monitoring and coaching
report
Validation of IPCRF/
OPCRF rating
The school institutionalizes a
system that provide interventions
to address personnel and
organization needs to further
enhance performance of
individuals and teams in a
community of schools.
 Best practices/interventions
on addressing school
personnel and organizational
performance gaps
 CPD on Benchmarking
activity conducted by other
schools
 Certificate of Recognition to
any school personnel as
resource speaker in sharing
best practices on professional
development

 Approved IPCRF/OPCRF  Certificate of Recognition as
implementer of Best
Practices
 Improved performance based
on OPCR of other schools as
a result of benchmarking from
the model school

3
The school
recognizes
outstanding
individual
and team
performance,
exemplary
behavior, and
needs-based
innovations,
and
initiatives
The school
acknowledges
outstanding individual
and team performance,
exemplary behavior,
need-based
innovations, and
initiatives during school
events
copy of:
 Innovations
 List of rewards and
recognition related
activities with CPD
 School guidelines/
criteria in the Search
for Outstanding
The school conducts
recognition ceremonies
using existing guidelines
for selecting individuals
and teams with outstanding
performance, exemplary
behavior, need-based
innovations, and initiatives
evaluated by the PMT
of:
Innovations fully
implemented with CPD
 CPD on the search for
outstanding
employee/learners/stakeh
olders
 ACR on Awards and
Recognition
The school mobilizes the
PMT and learners in
selecting and recognizing
individuals and teams with
outstanding performance,
exemplary behavior, needs-
based innovations, and
initiatives based on
established guidelines
of:
 Result of innovation
implementation noted by
the Division Research
Coordinator
Validation of nominees
 Memo with the list of
nominees
The school shares information
and effective practices about a
system of rewards and
recognition that are discussed
and deliberated by a community
of schools to nurture a culture of
meritocracy and to sustain
outstanding performance
Sharing of innovations/best
practices on rewards and
recognition
 CPD on benchmarking/sharing
of best practices to other
school

employee/Learners/St
akeholders Conduct of school awarding
ceremony
 School memo/bulletin
containing the list of
awardees
development
 Certificate of Recognition as
implementer of Best Practices
4
The school
cultivates,
nurtures, and
ensures
personal
growth,
professional
enhancement
, and team
development
documents, and
recommends individual
and teams for personal
growth, professional
enhancement, and team
development based on
competency standards
copy of:
 Learning and
Development Needs
Assessment
(LDNA)Needs
Assessment
Result/ESAT
 School Professional
Development Plan
(SPDP)/LAC plan
The school creates a
functional L & D, TA and
career advancement team
which will provide and
conduct needs-based
interventions and develop
opportunities for individual
and teams for personal
growth, professional
enhancement, and team
development based on
of CPD on the following:
Creation of L & D, TA and
Career advancement Team
 List of team members and
its TOR
The school with its
stakeholders creates a
functional L & D, TA and
career advancement
system which will provide
and conduct needs-based
interventions and develop
opportunities for
individuals and teams for
personal growth,
professional enhancement,
and team development
based on competency
standards.
of:
 Intervention
Plan/Proposal showing
stakeholders
The school nurtures a culture of
continuous personal,
professional, and team
excellence that influences the
practices of other schools
through a functional school
talent management system which
tracks, monitors and evaluates
efficiency and effectiveness of
the L & D, TA and career
advancement system for
sustainability based on
Means of Verification, copy of:
Sustained best practices related
to professional development
 Copy of best practices
 CPD on Benchmarking by
other schools of best

 Individual
Professional
Development Plan
(IPDP)
Presentation of quarterly
accomplishments on
professional development
during the conduct of SMEA
Conduct of Bi monthly
school LAC
Crafting and
implementation of Job
Embedded Learning (JEL)
Contract
 Interventions on the
issues and concerns
related to the
Professional
Development among
school personnel
 Result of intervention
 JEL monitoring report
 Coaching Form/JEL
Advisee Form
practices on professional
development
development
 List of teachers with CPDAS
(PRC and NEAP)
5
The school
ensures a
work
environment
that
promotes
individual
and team
health and
well-being
The school assesses
the health and well-
being needs of
individuals and teams
copy of:
 Health and wellness
Profiling of personnel
and learners
 Consolidated
learners’ nutritional
status profile
 Form 86 (Personnel
health profile)
The school provides
interventions based on
health and well-being
needs of individuals and
teams
of :
CPD on the following :
 Health and Wellness
related activities
conducted embedded in
SIP/AIP
 Program Documentation
Report
stakeholders ensures the
sustainable implementation
of customized school
health and well-being
program for individuals and
teams.
of:
Documents of Partnership
on Health and wellness
related activities for
employees and learners
 MOA
 DPDS generated report
The school promotes a wider
health and well-being program to
be collectively developed,
adopted, practiced, enhanced
and sustained by a community of
schools.
 Best practices on Health and
wellness for employees and
learners benchmarked by other
school
 CPD on benchmarking by other
schools of best practices on
sustainable implementation of
customized school health and

 Referral of personnel with
medical or health
concerns
 Wellness Plan and
Program

 Health and wellness
activities funded by GAD
budget
 Feeding activity
well-being programs for
individuals and teams
 Certificate of Recognition to any
school personnel as a resource
speaker in sharing best
practices on sustainable
implementation of customized
school health and well-being
programs for individuals and
teams
6
The school
creates a
system of
succession,
exit,
onboarding,
and turnover
of teaching
and non-
teaching staff
and scrutinizes eligible
teaching and non-
teaching staff for
retirement, promotion,
and transfer based on
existing policies
copy of:
 Profile of teaching
and non-teaching
personnel for
retirement, promotion,
reclassification and
The school creates team to
prepare the succession
plan of eligible teaching
and non-teaching staff for
retirement, promotion, and
transfer based on existing
policies
of:
 CPD of documents on the
conduct of validation of
teachers’ pertinent
documents and
qualification standards for
promotion, transfer,
The school with its
stakeholders, develops a
system on succession and
exit of eligible teaching and
non-teaching staff for
retirement, promotion, and
transfer which is consistent
with existing policies
of:
 School recommendation
on school promotion,
transfer, reclassification,
filling up of substitute and
The school collaborates within a
community of schools through
the collective sharing of
information on the results of the
M & E of a system of succession
and exit for school personnel to
allow effective practices to thrive
among them.
 Posting/announcement of vacant
positions from the SDO in three
conspicuous places
 HR bulletin/updates

transfer purposes
noted by HRMO
 Updated School 201
File
reclassification, and
retirement based on
existing standards and
guidelines
permanent positions, and
retirement
DIMENSION 4
FINANCE AND
RESOURCE STANDARD
LEVEL
DIMENSION 3: HUMAN RESOURCE AND TEAM DEVELOPMENT
POINTS
REMARKS/ COMMENTS
1
2
3
4
5
6
TOTAL

MANAGEMENT
AND
MOBILIZATION
1 2 3 4
School
judiciously
manages and
mobilizes
resources to
support school
programs,
projects, and
activities that
contribute to the
improvement of
learning
outcomes 1
The school
ensures that
programs,
projects and
activities are
funded as
reflected in
the school
plan
programs, projects
and activities and fund
requirement as
reflected in the school
plan
Means of Verification
 Approved AIP/WFP
 Approved SOB
The school ensures
fund requirement to
address priority
improvement areas as
reflected in the school
plan
Means of Verification,
copy of:
ACR on fiscal planning
 Approved PPMP/APP
 Proposals on PPAs
indicating the
budgetary
requirements
The school and its stakeholders
ensure the availability of fund
requirements for programs,
projects, and activities that
supplement the school plan
through innovative ways
 Approved project
proposals/resolutions/request
letter in support of the AIP to
be funded from other funds
such as SEF, alumni, PTA,
etc.
Fund generation initiated by the
stakeholders reflected in the
DPDS
 Proposals initiated by SGC
The school shares its effective
fiscal planning and budgeting
practices within a community of
schools to encourage efficiency
and influence high performance
among them
Documents showing the conduct
of benchmarking on its effective
fiscal planning and budgeting
practices within a community of
schools or invitation as resource
speaker in sharing best practices
on fiscal planning and budgeting
 Logbook reflecting the name of
learning visitor/s with the said
purpose
 Program matrix/ invitation
 Certificate as resource
speaker
 General Certification signed by
SDS showing an improved
financial management on the
school/s that conducted the
aligned benchmarking activities
2
The school
ensures that
procurement
activities are
within the
approved plan
and budget as
required by
law
The school is aware of
systems and
processes on
procurement as
required by law
copy of:
The school sets in
place systems and
processes to ensure
that procurement
activities are within the
approved plan and
budget as required by
law
identify and adopt innovative
ways for the timely procurement
of goods and services within the
approved plan and budget
The school promotes innovative
practices and shares
information within a community
of schools to achieve efficiency
in the procurement of goods
and services
Means of Verification, copy:

 Post-Travel Report on
Attendance to
District/Division/Regio
n/National/ initiated
training/orientation on
Awareness of RA
9184
 Certificate of
participation to
PHILGEPS training
(for IUs)
copy of:
 BAC Structure,
Duties and
Responsibilities,
Special Order
Procurement process
flow adherent to RA
9184
Additional for IUs:
PHILGEPS
BAC Documents
Citizen’s Charter
 Minutes of meeting with
external stakeholders on
identifying and adopting
innovative ways for timely
procurement
 Procurement Monitoring
Board
 Innovative procedures on
procurement of goods and
services with complete BAC
documents
 Liquidation reports
conduct of benchmarking on
efficiency in the procurement of
goods and services within a
community of schools or
invitation as resource speaker
in sharing best practices on
efficiency in the procurement of
goods and services
 Logbook reflecting the name
of learning visitor/s with the
said purpose
speaker
General Certification signed
by SDS showing an improved
financial management on the
school/s the conducted the
aligned benchmarking
activities
3
The school
funds are
disbursed and
utilized in
accordance to
accounting
and auditing
rules and
regulations
The school disburses
funds based on the
Monthly Cash
Programs or School
Operation Budget
copy of:
 Monthly Cash
Program vis a vis
AIP/WFP
 Cash Disbursement
Report (CDR)
The school ensures that
funds are disbursed as
planned and in
accordance to
accounting and
auditing rules and
regulations
copy of:
 Liquidation report
with stamp received
by the Division
Accountant vis a vis
Annual Procurement
Plan (APP)
The school adopts innovative
disbursement practices with full
transparency to its stakeholders
in accordance to accounting
and auditing rules and
regulations.
Updated Transparency Board
with the following documents:
 Duly signed CDR
 PTA Financial Report
noted by SDO-SGOD.
 Canteen Financial
Statement
and innovative practices on
effective disbursement in
accordance to accounting and
auditing rules and regulations to
effect sustainable improvement
within a community of schools
of benchmarking on innovative
practices on disbursement in
accordance to accounting and
auditing rules and regulations
within a community of schools or
invitation as resource speaker in

 Minutes of periodic meetings
with online financial
information management
system
sharing best practices on
innovative practices on
disbursement in accordance to
accounting and auditing rules
and regulations.
 Logbook reflecting the name of
learning visitor/s with the said
purpose.
speaker
General Certification signed by
disbursement of funds on the
aligned benchmarking activities.
100% on time Full MOOE
utilization report
The school is about to
meet the minimum
required utilization of
funds in accordance to
accounting and
auditing rules and
regulations
copy of:
 Certificate of
Percentage of Fund
Utilization signed by
Division Accountant
The school meets the
minimum required
utilization of funds in
accordance to
accounting and
auditing rules and
regulations
copy of:
 Certificate of Full
Utilization of Monthly
downloaded MOOE
funds signed by
Division Accountant
The school with its stakeholders
ensures that the effective
disbursement and full utilization
of funds are sustained and
innovative means to improve are
developed
 Consolidated Monthly
utilization and liquidation
report duly signed by the
Division Accountant or noted
by the external stakeholders
Updated transparency board
The school encourages the
efficient disbursement and
utilization of funds within a
community of schools by
sharing effective ways that
influence positive changes in
the practices
Certificate signed by the Division
Accountant:
 Timely submission of
MOOE liquidation report
 No unliquidated cash
advances
 No Notice of Disallowance

 ACR on the conduct of
advocacy campaign/ sharing of
best practices on effective fund
utilization
of benchmarking on efficient
disbursement and utilization of
funds within a community of
schools or invitation as resource
speaker in sharing best practices
on efficient disbursement and
utilization of funds
with the said purpose
speaker
utilization of funds on the
4
The school
implements
management
strategies to
mobilize
resources
The school has
management
strategies in place to
mobilize resources
copy of:
 Resource
mobilization and
networking plan
 Process flow in
accepting donations
The school implements
effective management
strategies to mobilize
resources
copy of:
 List of implemented
resource mobilization
and networking
activities
 Report on DepEd
Partnership Database
System(DPDS)
stakeholders, institutionalizes
innovative practices on
resource mobilization
 Report on resource
mobilization
 ACR on school/stakeholders
initiated and institutionalized
project/ innovation
Updated monthly DPDS report
about effective practices on
resource mobilization that has
positive influence on the
management strategies of the
of benchmarking on effective
resource mobilization practices
within a community of schools or
invitation as resource speaker in
sharing best practices on

MOU/MOAs
effective resource mobilization
practices
speaker
resource mobilization in the
5
The school
ensures that
assets are
properly
managed and
fully utilized
the existing asset
management policy
copy of:
 Certificate of
Participation on Asset
Management or
Advocacy materials
on Asset
Management
 ACR on the conduct
of orientation on
Asset Management
Policy
The school complies
with asset management
policy to ensure that
assets are properly
managed and fully
utilized
copy of:
 School Asset
Management
Framework/Procedur
es
 Documents on
acquisition,
distribution,
utilization, and
disposal of properties
ensure that the proper
management and full utilization
of assets are efficiently
sustained through innovative
practices
 ACR on School Asset
Management Convergence
with Stakeholders
 Updated inventory report of
properties
The school creates a venue for a
community of schools to share
information and innovative
practices on asset management
that results to improved
performance
conduct of benchmarking on
effective asset management
within a community of schools
or invitation as resource
speaker in sharing best
practices on asset management
speaker
resource mobilization in the

6
The school
complies to all
physical and
financial
reportorial
requirements
in a timely and
accurate
manner
The school complies
to all physical and
financial reportorial
requirements
copy of:
 Submitted physical
and Financial
Reports
(PTA/Canteen/IGP,
etc.)
 Transmittal Report
to the district on
inventory of
properties
 NSBI Report
The school complies to
all physical and
financial reportorial
requirements in a timely
and accurate manner.
copy of:
 Certification from
Division accountant
on the timely and
accurate
submission of
liquidation reports
 Quarterly
SMEA/PIR reports
The school ensures that reports
are used to improve PAPs
implementation and fund
utilization, and are properly
communicated to stakeholders
 ACR on Quarterly SMEA
 ACR on SOSA
 ACR on GPTA/PTA
Meetings indicating the
utilization of funds as one of
the agenda
The school institutionalizes the
regular use of reports as
feedback mechanism to improve
physical and financial
management systems within a
 Adjusted AIP/WFP,
Supplemental APP based on
the result of SMEA/PIR,
lessons learned
 ACR on the SOSA showing
the comparative data on
improvement of Physical and
Financial Management
 ACR on institutionalized
school initiated PPAs shared
within a community of
schools

DATE OF EVALUATION: ________________________________________________
DIMENSION 4: FINANCE, RESOURCE MANAGEMENT AND MOBILIZATION
POINTS
REMARKS/ COMMENTS
1
2
3
4
5
6
TOTAL

DIMENSION 5
CURRICULUM
AND
INSTRUCTION (CI)
STANDARD
LEVEL
1 2 3 4
School personnel
and stakeholders
work
collaboratively for
the enhancement
of learning
standards to
continually build a
relevant and
inclusive learning
community.
1
The school
provides
relevant
teaching-
learning
resources that
develop desired
learning
outcomes
The school provides
teaching-learning
activities and resources
that develop desired
learning outcomes
Means of Verification:
Inventory of teaching-
Learning materials per
subject/ grade level duly
signed and validated
Copy of Teacher’s
Portfolio showing the
accomplished COT with
MOVs on teaching and
learning activities and
resources
Copy of the School
Instructional
Supervisory Plan
(SISP) & School
Instructional
Supervisory Report
(SISAR)
Monitoring /tracking tool
on the submission of
lesson plan
The school provides
relevant teaching-learning
activities and resources that
develop desired learning
outcomes
 Copy of Quality Assured
contextualized Teaching-
Learning resource per
subject/ grade level
 Consolidated data from
COT indicating observed
and not observed indicators
 Copy of the analyzed SISR
with corresponding
intervention plan
 Intervention plan/s to
address teaching-learning
activities gap
 Inventory of contextualized
Teaching-Learning
resource per subject/ grade
level
The school and its
stakeholders work together
to provide contextualized
teaching-learning activities
and resources that develop
desired learning outcomes
Copy of Quality Assured
contextualized Learning
resource per subject per
grade level funded by
SPTA/SGC and/or other
stakeholders or with the
involvement of the
stakeholders in the
development of the
learning resource
ACR of the conduct of
contextualization of LR per
subject per grade level
highlighting the
participation of
stakeholders
Copy/ies of corresponding
contextualized Learning
resources that addresses
the development of desired
learning outcome
Report on the list of
contextualized learning
materials funded by
There is a continuous exchange
of information, expertise, and
materials among a community
of schools to improve the
teaching-learning activities and
resources that results to a
sustained improvement on
 Copy of Approved
Innovation/Action Research/
notable interventions used in
the school and
adopted/adapted by other
schools on the improvement of
teaching and learning activities
and resources with General
Certification from the Schools
Division Superintendent on the
adoption of other schools or
higher office of the
innovation/action
research/intervention
 Validated List of schools
provided assistance on the
conduct of LAC sessions with
documents to support (e.g
letter request)

SPTA/SGC and/or other
stakeholders
ACR of LAC/Coaching
Sessions conducted on the
competencies not
observed per quarter with
financial support from
stakeholders
2
The school
utilizes needs-
based learning
resources to
achieve desired
learning
outcomes
The school utilizes
available learning
resources to achieve
desired learning
outcomes
Inventory of utilized LR
(textbooks, workbooks,
SLMs, Manipulative
devices, and other
learning resources
The school utilizes needs-
based learning resources to
achieve desired learning
outcomes
Copy of approved need-
based, locally-developed and
quality-assured learning
resources (LRMDS portal,
DepEd Commons, open
educational resources, OER
if applicable)
Compendium of locally
developed and quality
assured resources
The school utilizes engages
its stakeholders to develop
various and innovative
needs-based learning
resources to achieve
 Copy of approved
Innovative need-based
Learning resources funded
or with support of the
PTA/NGOs and/or other
involvement of the
stakeholders in the
development of the
learning resources
Effective practices on the
development and
implementation of innovative
needs-based learning resources
are shared and utilized among a
community of schools that
results to the sustained
improvement of learning
outcomes
Copy of approved
Innovation/Research/Notable
practices used in the school and
adopted/adapted by other
schools or higher office on the
development and utilization of
need-based innovative learning
resources
General certification signed by
the SDS adopting/adapting the
innovative learning resources
3
The school
implements
appropriate
teaching-
learning support
systems that
contribute to the
developmental
teaching-learning
support systems that
contribute to the
developmental needs of
diverse learners
appropriate teaching-
learning support systems
that contribute to the
diverse learners
The school and its
stakeholders collaborate in
developing and
implementing various
innovative teaching-
that contribute to the
There is a continuous exchange
of information, expertise, and
learning resources among a
community of schools to
improve the teaching-learning
support systems that contribute
to the developmental needs of
diverse learners

needs of
diverse learners Copy of DLL showing
teaching and learning
support system such as
Learners’ Learning
Styles, Multiple
Intelligences,
differentiated
instructions and others
Approved proposal or
Implementation report
on special curricular
and co-curricular
programs offerings (for
implementing schools
only)
Copy of learners tagged
with special needs in
the LIS
Copy of Quality Assured
teaching-learning materials
on contextualized teaching-
(strategies and pedagogies)
highlighting the
diverse learners
Program Implementation
Report of special curricular
and co-curricular programs
Intervention plan for
teachers handling special
curricular and co-curricular
programs with differentiated
activities
diverse learners
ACR on the development
of Innovative Teaching-
Learning support system
in collaboration with or
funded by stakeholders to
address learners`
developmental needs
Partnership documents
(MOA/MOU/DOD)
showing stakeholders’
support in the
implementation of special
curricular and co-
curricular programs
.
Copy of the write-up
(Concept paper/proposal/
design etc) of
implemented Innovative
Teaching-Learning
support system in
collaboration with stake
holders to address
learners` developmental
needs
Copy of Approved
Innovation/Research/ locally
developed teaching-learning
support systems used by the
school and adopted/adapted by
other schools or higher office that
contribute to the developmental
needs of diverse learners
Memorandum showing list of
awards received by the school in
the implementation of the special
curricular and co-curricular
programs with certificate of
recognition
Documented/shared best
practices within and with other
schools on the intervention
scheme duly certified by the SDS
4
The school
designs
differentiated
strategies to
measure
desired learning
outcomes
The school assesses
learners to measure
desired learning
outcomes
Copy of ACR of
activities conducted to
assess learners’
performance
(diagnostic, formative,
The school designs
differentiated assessment
strategies to measure
 Validated compilation
of teacher-made
assessment in all
subject areas with
assessment matrix
(e.g., competency-
The school enhances the
designed differentiated
assessment strategies
through innovative inputs
from its stakeholders to
measure desired learning
outcomes
ACR on the development of
quality assured, locally
developed assessment
An innovative assessment
system on designing
differentiated strategies to
outcomes is sustained, shared,
and continuously enhanced by a
Copy of Approved
Innovation/Research on
innovative assessment to

summative, quarterly
achievement
COPY of Approved
Phil- IRI/CRLA/EGRA,
Oral Reading
Verification (ORV),
Diagnostic Test,
Numeracy Test or
other locally developed
assessment materials
based test items,
output-
based/performance-
based tasks with
rubrics, test item bank,
test item analysis,
etc.)
 Consolidated results
of Phil-
IRI/CRLA/EGRA, Oral
Reading Verification
(ORV), Diagnostic
Test, Numeracy Test
Results
tools to measure desired
learning outcomes of
learners funded by the
involvement of stakeholders
in the development of the
assessment tool
Analyzed data from
Consolidated results of
assessments conducted
highlighting the presence of
stakeholders during the
analysis
outcomes as used in the school
and adopted by other schools
and higher offices
General certification from the
CID Focal Person/EPS on the
improvement of MPS, proficiency
level in mathematics, and literacy
level in every quarter
5
The school
utilizes the
assessment
results to
improve
learning
outcomes
The school analyzes the
assessment results to
improve learning
outcomes
List of assessment
results from Q1 to Q4
with analysis
Report on Least
Learned Skills by
learning area and
grade level
Consolidated results of
different assessment
tools conducted
- Quarterly assessment
- Phil- IRI CRLA
/EGRA, Oral
Reading Verification
(ORV), Diagnostic
Test, Numeracy Test
Result
The school utilizes the
assessment result to design
and implement interventions
to improve learning
outcomes
Approved and implemented
interventions to improve
learning outcomes
Approved Intervention plan
to address the least learned
skills and learning gaps
The school assessment
results are used to develop
learning programs that are
suited to the school
community and customized
to learners’ context which
are also utilized for
collaborative decision-
making to improve learning
outcomes
Development of locally
developed quality assured
learning intervention
materials including Strategic
Intervention Materials
(SIMs) and other materials
funded by the stakeholders
or with the involvement of
stakeholders in the
development of the
differentiated instructional
materials
The school shares and
discusses assessment results
with a community of schools to
influence the development of
innovative and customized
interventions that can sustain
the improvement of learning
outcomes
 ACR on the Conduct of
Information Dissemination on
the Assessment Results
 Copy of Innovation/Action
Research on the school’s Best
Practices on utilization of
learning assessment result and
learning interventions as used
in the school and adopted by
other schools and higher
offices duly certified by the
SDS

DATE OF EVALUATION: ____________________________________________
Action research or
curriculum-related CI
projects based on school
assessment results to
improve learning outcomes
with supporting documents
 Certificate of Recognition
received by the school related
to improved assessment
results
DIMENSION 5: CURRICULUM AND INSTRUCTION
POINTS
REMARKS/ COMMENTS
1
2
3
4
5
TOTAL

DIMENSION-6.
LEARNING
ENVIRONMENT
(LE)
STANDARD
LEVEL
1
2 3
1
School and the
community work
collaboratively to
ensure equitable
access to a
learner-centered,
motivating,
healthy, safe,
secure, inclusive,
resilient, and
enabling learning
environment.
1
The school
implements
policies and
procedures for
safe, secure,
and equitable
learning
environment
The school shows
awareness of policies
and procedures on
safe, secure, and
equitable learning
environment
copy of:
Complete package of
document showing the
dissemination and
conduct of advocacy,
orientation of policies,
guidelines, and
procedures on
different programs
such as but not limited
to:
 Health(OK sa
DepEd)
 SDRRM
 GAD
 CPP
 Adopt a school
 Youth formation,
and other programs
and projects
.
Tools assessing the
advocacy activities
and materials such as
but not limited to:
 Citizen Charter
 SDRRM
The school ensures a safe,
secure, and equitable
learning environment
through the implementation
of policies and procedures
of:
 ACR with complete
package of documents
showing on the
conduct of activities
related to
improvement of
to:
 Health(OK sa
DepEd)
 SDRRM
 GAD
 CPP
 Adopt a school
 Youth Formation
programs
 Inventory of materials
for the improvement of
to
 Health (OK sa
DepEd)
 Infrastructure
The school consistently
implements and involves
stakeholders in the
contextualization of
policies and procedures to
ensure a safe, secure and
equitable learning
environment
of:
showing participation of
stakeholders in the
review /
contextualization/funding
of policies related to the
improvement of learning
environment and other
program such as but not
limited to
 Health(OK sa DepEd)
 SDRRM
 GAD
 CPP
 Youth Formation
 CPD showing
participation of
stakeholders in
installation, repair,
maintenance, and
The school influences practices
of other schools by nurturing a
set of values and a learning
environment that are safe,
secure, and equitable
Means of Verifications, copy of
school’s best practices to other
schools relative to the
implementation of policies and
procedures for safe, secure,
and equitable learning
environment
of visitors with the said
purpose
 Program matrix
 Certificate of Recognition for
sharing the best practice/s of the
school from the

 SDM Hotline
 Hand washing
 Direction Signage
 Warning Signage
 Health Advisory
 GAD Laws
 Committees
 Accounting
personnel,
 ICT
 Organization Chart
 School Leaflets
 DRRM
 GAD
 Materials
 Education
Facilities and
Equipment
improvement of school
buildings and facilities
 National School
Building Inventory
(NSBI)
 Site Development
Plan
 School Facilities
Improvement Plan
with findings,
analysis and
recommendation
2
The school
promotes
inclusive
learning
environment
The school
demonstrates
understanding of
policies and procedures
on learning
environment that
promotes inclusiveness
copy of:
Multi-factored
Assessment Tool
results
Handbook of
Learners with Special
needs.
(LSENS)/Learners
with Disabilities (if
applicable)
Advocacy Plan on
inclusive learning
environment
Strategies promoting
inclusive learning
environment that are
embedded in the SIP
policies and procedures on
learning environment that
of:
List of LSENs enrolled in
the regular classes,
CPD on capability building
activities/LAC
sessions/trainings for
teachers on Inclusive
Education
Accomplishment Report on
the Implementation of
Inclusive Education (IE) and
usage of school facilities
and program evaluation
The school with its
stakeholders, identifies and
continuously implements
innovative and effective
practices to foster a
of:
 School stakeholder–
participation/involvem
ent/funding in the
development of
lesson exemplars
and / or other
learning materials on
inclusive education
 School
implementation plan
/ school guidelines
with participation
/involvement/funding
of stakeholders in
relation to utilization
of facilities, and
strengthening of
The school embraces an
advocacy on inclusiveness of a
encourages improvement of
other schools
schools relative to advocacy on
inclusiveness of a learning
environment that encourages
improvement of other schools
purpose
 Program matrix
the school from the

IP’s Advocacy
Materials (if
applicable)
ADM Advocacy
Materials
Action Plan on
Madrasah
practices that
promote inclusive
education
3
The school
ensures
efficient
management of
physical and IT
– enable
learning
structure
The school
demonstrates
understanding of
efficient management of
physical and IT-enabled
learning structures
copy of:
 CPD in relation to the
conduct of orientation
on the efficient
management of
physical and IT-
enabled learning
structures
 Inventory of the
Physical and IT-
enabled learning
structures
 Manual on the usage
and maintenance of
physical, IT-enabled
learning structures,
 Compiled list of users
of the physical and
IT-enabled learning
structures such as but
not limited to
 BEIS
 LIS
The school manages
efficiently the available
learning structures
of:
Users’ logbook of Deped
or school IT-enabled
learning structures such as
LRMDS, LIS, Commons,
etc.
Compiled list of classes/
personnel using the ICT
Lab, ICT equipment, IMs,
and other devices
List of personnel/teachers
trained/ participated on the
IT related capacity building
activities such as but not
limited to
 digital citizens literacy
 proper utilization and
maintenance of IT
equipment
stakeholders, maintains an
efficient and responsive
management of physical
and IT-enabled learning
structure
of:
School ICT plan /school
policy / school guidelines
developed by school with
participation/involvement/f
unding of stakeholders,
showing mechanisms for
management of physical
and IT-enabled learning
structure
Lesson guides / lesson
plans / lesson exemplars
with ICT integration are
developed by school, ,
with
participation/involvement/f
unding of stakeholders,
Compiled and documented
list of School Personnel
capacitated on ICT with the
assistance of stakeholders
The school promotes an
management of physical and IT-
enabled learning structures that
result to positive development
of other schools
schools relative to efficient and
responsive management of
learning structures that result
positive development of other
schools
purpose
 Program matrix
the school from the

 NSBI
 LRMDS
 DepEd Commons
 DepEd online
platforms
4
The school
ensures a
learning
environment
that fosters
health and well-
being of
learners and
school
personnel
The school
demonstrates
knowledge of policies
and procedures on
that foster health and
well-being of learners
and school personnel
copy of:
showing the school’s
dissemination of
programs and policies,
fostering health and
well-being, such as but
not limited to the
following:
 water sanitation
and Hygiene in
School (WinS)
advocacy
 Healthy food and
beverage
Choices in
Schools and
DepEd Offices
(DO 13 s 2017)
 Child Protection
Policy (DO 40, s.
2012),
policies and procedures on
foster health and well-being
of learners and school
personnel
CPD showing the conduct
of capability building related
to learning environment that
foster health and well-being
of learners and school
personnel
Accomplishment and or
Monitoring & Evaluation
Reports of PAPs such as
but not limited to the
following:
 Conducted periodic
water checking
 canteen cleanliness
The school effectively
implements and involves
stakeholders in ensuring
that an evolving learning
environment sustains
health and well-being of
learners and school
personnel
of:
Barangay Ordinance /
Executive order in support
to sustaining health and
well-being of learners and
school personnel and
Best Practices/ Innovations
on Health Programs for
learners and school
personnel with
stakeholder’s involvement
The school creates
opportunities to strengthen the
advocacy on sustaining a
fosters health and well-being of
learners and school personnel
and is manifested through the
positive transformation of other
schools
other schools relative to
creation of opportunities to
strengthen the advocacy on
sustaining a learning
environment that fosters
health and well-being of
learners and school
personnel and is manifested
through the positive
transformation of other
schools
said purpose
 Program matrix
the school from the

 Child-Friendly
School System
(CFSS)
 School-Based
Feeding Program
(SBFP)
 Gulayan sa
Paaralan
Program (GPP)
 Wellness
Program
(Personnel and
Students,
Medical Program)
 Project We
Advocate Time
Consciousness
and Honesty
(WATCH)
 List of members /
composition of various
school committees
to the following:
 CPC,
 CFSS,
 SBFP,
 GPP,
 WinS,
 Wellness
Program,
Medical, and
 Dental Program
 Barkada Kontra
Droga (BKD)
 Other Youth
Formation
Programs

5
The school
establishes a
mechanism for
a resilient
learning
environment
policies, structures,
systems, protocols, and
practices on disaster
risk reduction, climate
change adaptation and
education in
emergencies
copy of
 TOR of the
members of the
organized SDRR
Team
 SDRRM Action
Plan,
 School Hazard
Map,
 SDRRM Hotline
policies, structures,
systems, protocols, and
practices on disaster risk
reduction, climate change
adaptation and education in
emergencies
 ACR, with complete
package of documents, on
the conduct of Capacity
Building activities
establishing mechanism for
a resilient learning
environment such as but
not limited to the following:
 School DRRM,
 Contingency Planning,
 Mental Health and
Psychosocial Support
System
 Learner Rights and
Protection Mechanism
 Basic Life Support/
 Emergency first aid,
 Risk and Vulnerability
Assessment,
 Hazard Map
DLP/DLL Integrating the
SDRRM
stakeholders,
contextualizes and
strengthens PPAs on the
resiliency of a learning
environment
of:
CPD showing school and
stakeholders
participation/involvement/
funding in contextualizing
and strengthening PPAs
on learning resiliency of
such as but not limited to
the following:
 Contextualized
Mechanism on
SDRRM and
Resiliency,
 Orientation/Updates
on fostering safe,
prepared, and
resilient learning
environment.
 Tree Planting/
Mangrove Planting
and community
coastal clean-up
drive activities with
internal and external
stakeholders
The school nurtures values on
safety and preparedness to
institutionalize PPAs on
resiliency of a learning
environment that are embraced
among a community of schools
schools relative to nurturing of
values on safety and
preparedness to institutionalize
PPAs on resiliency of a
learning environment that are
embraced among a community
of schools
said purpose
 Program matrix
the school from the

6
The school
ensures a
learning
environment
that foster
positive
discipline
The school
demonstrates
knowledge and
understanding of
existing policies related
to positive discipline
copy of:
 CPD on the conduct
of SLACs focusing
on topics such as but
not limited to the
following:
 Positive
discipline,
 Content of the
Students
Handbook
 Constitution and
By-Laws
 Guidance
Program
 Home Room
Guidance
Counseling
policies on learning
environment that foster
positive discipline
Compiled activities that
foster positive discipline in
school with action plan.
Compiled Concerns Issues
Gaps and Problems
(CIGPs) culled up from
Quarterly M & E Report on
student Discipline
Committee
Accomplishment Report on
Student Discipline and
Schools’ Guidance
Program.
Action Plan on Guidance
Program.
Consolidated/Compiled
Advocacy materials on
positive discipline
observable in the school
grounds and
Lesson Exemplars
integrating positive
discipline.
stakeholders, ensures that
implementation of policies
on positive discipline is
sustained through
innovative integration in
various school processes
of:
 Compiled list of
stakeholder
Engagement
Activities on ensuring
the implementation of
policies on positive
discipline with lesson
exemplars ICT
integration and
innovations
Compiled CPD on General
PTA Meetings/Advocacy
Activities to support the
implementation of policies on
students’ positive discipline
The school leads a community
of schools in fostering positive
discipline in a learning
environment
schools relative to fostering
positive discipline in a learning
environment
said purpose
 Program matrix
the school from the

7
The school
provides
support to
exercise rights
and
responsibilities
of the learners
to participate in
maintaining a
conducive
learning
environment
opportunities where
learners can exercise
their rights and
responsibilities to
participate in
maintaining a
conducive learning
environment
copy of:
 CPD on the
conduct: of
SELG/SSLG
Election and
other activities
with learners
involvement
 Learners
Organizational
Structure with
terms of
references
 School
Organizational
Structure with
TORs
 Attendance sheet
showing the
participation of
learners’
representation in
school planning
and M&E
activities
The school develops a
program and conducts
activities that provide
venues for learners to
exercise their rights and
responsibilities to
participate in maintaining a
conducive learning
environment
of:
 Analyzed and consolidated
comments and suggestions
of clients (Client
Satisfaction Survey) and
provided recommendations
 Action plan of students’
organizations and
recommended appropriate
programs.
 accomplishment and
evaluation Report of
SELG/SSLG
implementation
stakeholders,
institutionalizes the
effective conduct of PPAs
that encourage learner
participation through a
feedback and M&E
mechanism
of:
participation/involvement
of stakeholders in
addressing the gaps
identified Concerns,
Issues, Gaps and
Problems (CIGPs) by the
learners
Consolidated Feedback of
parents, barangay officials
and other stakeholders in
learners in activities that
promote conducive
environment.
The school influences other
schools to strengthen support
on the exercise of the rights and
responsibilities of learners to
conducive learning environment
schools relative to
strengthening of support on
the exercise of the rights and
responsibilities of learners to
conducive learning
environment
said purpose
 Program matrix
Certificate of Recognition for
sharing the best practice/s of the
school from the

DATE OF EVALUATION: ____________________________________________
DIMENSION 6: LEARNING ENVIRONMENT
STANDARD RATING
TOTAL
POINTS
REMARKS/ COMMENTS
1
2
3
4
5
6
7
TOTAL

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