# DepEd Revised SBM: DO 007, s. 2024 and the Self-Assessment

How DepEd's revised School-Based Management (SBM) works under DO 007, s. 2024: six dimensions, 42 indicators, the self-assessment cycle and who does what.

This is the Markdown copy of [DepEd Revised SBM: DO 007, s. 2024 and the Self-Assessment](https://nash.com.ph/blog/deped-school-based-management), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 26, 2026, updated Nov 4, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

The Department of Education's (DepEd) revised School-Based Management (SBM) system runs under [DepEd Order (DO) No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/). This guide is written for new school heads and for teachers preparing for the National Assessment for School Heads (NASH), formerly the National Qualifying Examination for School Heads (NQESH). Below are the six SBM dimensions and 42 indicators, the four degrees of manifestation that replaced the old SBM levels of practice, the self-assessment cycle, and who does what at the school, division and region.

DO 007, s. 2024 repealed [DepEd Order No. 83, s. 2012](https://www.deped.gov.ph/2012/11/29/do-83-s-2012-implementing-guidelines-on-the-revised-school-based-management-sbm-framework-assessment-process-and-tool-apat/), the system of weighted scores and Levels I to III that many teachers still remember. The Philippine Professional Standards for School Heads (PPSSH) were adopted by [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/). In the PPSSH, SBM belongs mainly to Domain 1, Leading Strategically (strands 1.2, 1.3 and 1.7), and Domain 5, Building Connections (strands 5.2 and 5.5).

## Key points

- **SBM moves decisions to the school and its community.** DO 007, s. 2024 defines SBM as decentralized decision-making that brings school heads, teachers, learners, parents, local government units and the community together. Its legal basis is the shared governance of Republic Act (RA) No. 9155.
- **The old levels of practice are gone.** DO 007, s. 2024 repealed DO 83, s. 2012. The old principles, the weighted 0-to-3 scoring, Levels I to III and the division and regional validation went with it.
- **Schools now rate 42 indicators in six dimensions.** Each indicator is marked not yet, rarely, frequently or always manifested. The order sets no score, no weights and no overall level.
- **Means of verification are no longer required.** The SBM Self-Assessment Checklist is the record. Agreements between the school and the Schools Division Office (SDO) go in its Remarks column.
- **The results feed the school plan and technical assistance.** The school self-assesses near the end of the school year and writes the results into its plans during the learners' vacation. During the next school year, it carries out the plan and invites the SDO for technical assistance.
- **The school head is the School SBM Coordinator.** The order says this role "shall not be delegated nor reassigned, especially to any teaching personnel."

## School-Based Management (SBM) in DepEd: definition and purpose

DO 007, s. 2024 defines School-Based Management as "the decentralization of decision-making authority from central, regional, and division levels to the individual schools". The order adds that the intent is to bring together school heads, teachers, learners, parents, local government units and the community "to improve learning outcomes through effective schools." The definition has three parts: who decides (the school), with whom (the whole school community), and for what (better learning outcomes).

The order states its own purpose in its first paragraph. It "aims to strengthen the policy on decentralizing decision-making authority to school administration on matters affecting school operations". It also aims "to establish a mechanism on continuous improvement and provision of technical assistance at the school level." In plain terms, the school decides more, improves continuously, and gets help from the division when it needs it.

The order covers every public school. It says "All public schools in the Philippines shall adopt and implement the revised guidelines on School-Based Management," and it strongly encourages private schools to adopt it. It also assigns roles to the SDOs, the Regional Offices (ROs) and the Central Office (CO).

The rationale of the order calls SBM "the gateway to school effectiveness." The order also pairs SBM with the PPSSH. SBM is DepEd's organization effectiveness framework, and the PPSSH is its people effectiveness framework.

## The legal basis of SBM: RA 9155 and shared governance

The legal basis of SBM is [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), the Governance of Basic Education Act of 2001. DO 007, s. 2024 says its policy "is in line with the provisions of the Republic Act (RA) 9155." Three parts of the Act matter most for SBM.

| Part of RA 9155 | What it says |
| --- | --- |
| Sec. 2, Declaration of Policy | "Schools and learning centers shall be empowered to make decisions on what is best for the learners they serve." The State shall also ensure that a school community's values, needs and aspirations are reflected in its program of education. |
| Sec. 5, Principles of Shared Governance | "Shared governance is a principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes." The section also requires democratic consultation in decision-making and accountability and transparency at all levels. |
| Sec. 7 E, School Level | The school head "shall be both an instructional leader and administrative manager." The school head has authority, accountability and responsibility for, among others, "Developing the school education program and school improvement plan" and "Establishing school and community networks." |

Section 5 explains why SBM is not the school working alone. Each level of DepEd has its own job and answers for its own results. Under DO 007, s. 2024, the school's job is to improve itself with its community, and the division's job is to help it do so.

Why shared governance has been slow to take hold, as EDCOM II assesses it, is the subject of [RA 9155 at 25: Why Shared Governance Has Not Happened](https://nash.com.ph/blog/ra-9155-shared-governance-decentralization).

## A short history of SBM in DepEd

SBM is older than the current order. The background section of DO 83, s. 2012 describes the steps from RA 9155 to the reform programs of the 2000s.

| Year | Issuance or program | What it did for SBM |
| --- | --- | --- |
| 2001 | RA 9155, Governance of Basic Education Act | Set shared governance and gave school heads authority over the school plan |
| 2005 | Schools First Initiative (SFI) | Launched to empower schools and their communities to address access and quality, as DO 83, s. 2012 recounts |
| 2006 | Basic Education Sector Reform Agenda (BESRA) | Made SBM one of its key reform thrusts; policies followed on School Governing Councils, assessment of the level of practice, school improvement plans and School Report Cards |
| 2012 | DO 83, s. 2012 | Revised SBM framework, assessment process and tool, built on the four principles of ACCESs (A Child- and Community-Centered Education System) and three levels of practice |
| 2022 | [DepEd Memorandum No. 075, s. 2022](https://www.deped.gov.ph/2022/08/27/august-26-2022-dm-075-s-2022-moratorium-on-the-conduct-of-division-and-regional-school-based-management-validation-activities/) | Suspended division and regional SBM validation while the new policy was written |
| 2024 | DO 007, s. 2024 (May 16, 2024) | Revised SBM system now in force; repealed DO 83, s. 2012 |

### Why DepEd revised SBM

Both orders describe the same problem. DO 83, s. 2012 already recorded that field implementers felt the assessment had been "reduced to 'bean counting' that over-emphasizes the collection of prescribed documentation." It added that the focus had narrowed to the documents in the SBM checklist, "leading to the accounting of quantitative scores only."

DO 007, s. 2024 says the same problem continued. Practitioners said SBM was "laden with voluminous and repetitive documentary requirements resulting in additional tasks assigned to the teaching personnel." The order also names "an arbitrary approach to determining the outcome indicators that would support the level of practice declared by schools."

DepEd Memorandum No. 075, s. 2022 covered the period between the two systems. It held in abeyance all validation activities by SDOs and ROs that aimed to determine the SBM level of practice. Field offices were told to observe "a practice-based provision of technical assistance in lieu of recognition-based validation activities." The moratorium stayed in effect until the new policy was issued, which happened with DO 007, s. 2024.

## What DO 007, s. 2024 changed from DO 83, s. 2012

The repealing clause names DO 83, s. 2012 as a whole, together with "all other issuances inconsistent with this Order and their provisions." It declares them "repealed, rescinded, or amended accordingly." It does not list any part of DO 83, s. 2012 that stays in force. The table compares the two orders. The left column is for reference only; none of it applies today.

| Feature | DO 83, s. 2012 (repealed) | DO 007, s. 2024 (in force) |
| --- | --- | --- |
| Guiding ideas | Four ACCESs principles | Five principles shared with the PPSSH, plus the four pillars of the Basic Education Development Plan (BEDP) 2030 |
| What is assessed | Indicators under four principles: leadership and governance, curriculum and learning, accountability and continuous improvement, management of resources | 42 indicators under six dimensions |
| Rating | 0 to 3 points per indicator | Four degrees of manifestation, from "not yet" to "always" |
| Weights and score | Principles weighted 30%, 30%, 25% and 15%; the level was to be computed as 60% improvement of learning outcomes and 40% validated practice | None |
| Result | Level I Developing, Level II Maturing, or Level III Advanced (Accredited Level) | No overall level; a profile of 42 indicators |
| Evidence | Document analysis, observation and discussion (D-O-D) by an assessment team | Means of verification "no longer necessary"; the checklist is the record |
| Outside check | Division and regional teams validated the school's claimed level | The SDO gives technical assistance and makes sure results "consistently capture the realities of schools" |
| Use of the result | Assistance, recognition, accreditation and incentives | Continuous improvement, which the order calls "the intrinsic reward" |
| Who leads at the school | An assessment team of at least ten members, which elected its own leader | The school head, as School SBM Coordinator, and the role cannot be delegated |

The change in purpose matters most. Under DO 83, s. 2012, a high level could lead to recognition and accreditation, so a school could gain from a higher claim. Under DO 007, s. 2024, the result goes into the school's own plan and the division's help. An inflated rating now only hides the problems the school needs help with.

The order does not drop rewards altogether. It tells the Bureau of Human Resource and Organizational Development-School Effectiveness Division (BHROD-SED) to develop "a mechanism for rewards and recognition for schools." As of October 26, 2026, DepEd had not issued one.

## The revised SBM framework: continuous improvement

The continuous improvement process is the center of the revised framework. DO 007, s. 2024 calls it "a fundamental anchor in SBM." The order defines continuous improvement as a method to keep assessing, analyzing and acting on the performance of key processes and services. For this definition it cites [DO 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), the guidelines on the Enhanced School Improvement Planning process.

The order describes the culture it wants in three parts.

| Part | What the order means |
| --- | --- |
| Self-reflection | Understanding the school's current situation: the roots of its issues and areas for improvement, and the actions that respond to them |
| Self-management | Planning, organizing, leading and managing resources to reach the school's goals, and learning new ways to support improvement and widen community networks |
| Self-improvement | Building the capacity to solve problems, refine processes, innovate in services and keep using effective practices |

The order's Figure 1 draws these as a cycle of assess, plan and act. Internal stakeholders (learners and school personnel) and external stakeholders (parents, community members, local government units and partners) surround six dimensions of school operations, with the learner at the center. Monitoring and evaluation run through every phase.

## SBM principles under DO 007, s. 2024

The order lists five principles that SBM shares with the PPSSH. It adds the four pillars of the BEDP 2030, adopted by [DO 024, s. 2022](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/), as further guiding principles.

| Principle | What it asks of the school |
| --- | --- |
| Learner-centered and Inclusive | Education that is "needs-based and rights-based, learning-focused, developmental-stage appropriate, gender and culture-sensitive, environmentally safe, and accessible," in a school free from discrimination, abuse, violence and bullying |
| Strategic Planning | A shared vision, mission and goals, with improvement efforts based on evidence and on careful use of school and community data |
| Leadership and Governance | Clear directions for the benefit of learners, with transparency and accountability; decisions, plans and results are shared by school management and stakeholders |
| Stakeholder Participation | Collective ownership of improvement between school and community, which organize, mobilize and manage resources together |
| Excellence | Improvement of people and organizations, and sustained effective practices and efficient processes |
| BEDP pillars | Access, Equity, Quality, and Resiliency and Well-being |

Readers who studied the old system will notice two changes. ACCESs no longer appears as the framework, and no principle carries a weight.

## The six SBM dimensions and 42 indicators

DO 007, s. 2024 calls the areas of school operations "SBM dimensions." The order says these "shall be enhanced to produce ideal Filipino learners and to achieve organizational success." Annex A, the SBM Self-Assessment Checklist, lists the indicators under each dimension. The indicators below are quoted from Annex A.

| Dimension | How DO 007, s. 2024 describes it | Indicators |
| --- | --- | --- |
| Curriculum and Teaching | "School personnel and stakeholders work collaboratively to enhance learning standards to continually build a relevant and inclusive learning community and achieve improved learning outcomes." | 1 to 8 (8) |
| Learning Environment | "The school and its community work collaboratively to ensure equitable access to a learner-centered, motivating, healthy, safe, secure, inclusive, resilient, and enabling learning environment and to achieve improved learning outcomes." | 9 to 18 (10) |
| Leadership | "School personnel and stakeholders are empowered and actively engaged in taking on appropriate leadership roles and responsibilities to continuously improve the school for improved learning outcomes." | 19 to 22 (4) |
| Governance and Accountability | "The school and its community come together to take responsibility for ensuring participation, transparency, and accountability, as well as the implementation of a plan to continuously improve the delivery of basic education services, organizational health, and performance for improved learning outcomes." | 23 to 28 (6) |
| Human Resource and Team Development | "School personnel collaborate to continuously improve individual capabilities and team capacity to create an environment that shall yield high performance for improved learning outcomes." | 29 to 35 (7) |
| Finance and Resource Management and Mobilization | "The school judiciously manages and mobilizes resources to support programs, projects, and activities that contribute to the improvement of learning outcomes." | 36 to 42 (7) |
| Total | | 42 |

Annex A describes the indicators as "observable school practices and attainable learning outcomes." Some are outcomes the school must measure, such as reading proficiency or dropout. Others are practices the group can observe, such as remediation or a functional library.

### Curriculum and Teaching (indicators 1 to 8)

1. Grade 3 learners achieve the proficiency level for each cluster of early language, literacy, and numeracy skills
2. Grade 6, 10, and 12 learners achieve the proficiency level in all 21st-century skills and core learning areas in the National Achievement Test (NAT)
3. School-based ALS learners attain certification as elementary and junior high school completers
4. Teachers prepare contextualized learning materials responsive to the needs of learners
5. Teachers conduct remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics
6. Teachers integrate topics promoting peace and DepEd core values
7. The school conducts test item analysis to inform its teaching and learning process
8. The school engages local industries to strengthen its TLE-TVL course offerings

ALS is the Alternative Learning System. TLE-TVL refers to Technology and Livelihood Education and the Technical-Vocational-Livelihood track.

### Learning Environment (indicators 9 to 18)

9. The school has zero bullying incidence
10. The school has zero child abuse incidence
11. The school has reduced its drop-out incidence
12. The school conducts culture-sensitive activities
13. The school provides access to learning experiences for the disadvantaged, OSYs, and adult learners
14. The school has a functional school-based ALS program
15. The school has a functional child-protection committee
16. The school has a functional DRRM plan
17. The school has a functional support mechanism for mental wellness
18. The school has special education- and PWD-friendly facilities

OSYs are out-of-school youth. DRRM is disaster risk reduction and management, and PWD means persons with disabilities.

For indicators 9 and 17, [RA 12080, Bullying and School Mental Health](https://nash.com.ph/blog/school-mental-health-bullying-ra-12080-edcom-ii) covers EDCOM II's findings on bullying and school mental health, and what the law requires of schools.

### Leadership (indicators 19 to 22)

19. The school develops a strategic plan
20. The school has a functional school-community planning team
21. The school has a functional Supreme Student Government/Supreme Pupil Government
22. The school innovates in its provision of frontline services to stakeholders

### Governance and Accountability (indicators 23 to 28)

23. The school's strategic plan is operationalized through an implementation plan
24. The school has a functional School Governance Council (SGC)
25. The school has a functional Parent-Teacher Association (PTA)
26. The school collaborates with stakeholders and other schools in strengthening partnerships
27. The school monitors and evaluates its programs, projects, and activities
28. The school maintains an average rating of satisfactory from its internal and external stakeholders

### Human Resource and Team Development (indicators 29 to 35)

29. School personnel achieve an average rating of very satisfactory in the individual performance commitment and review
30. The school achieves an average rating of very satisfactory in the office performance commitment and review
31. The school conducts needs-based Learning Action Cells and Learning & Development activities
32. The school facilitates the promotion and continuous professional development of its personnel
33. The school recognizes and rewards milestone achievements of its personnel
34. The school facilitates receipt of correct salaries, allowances, and other additional compensation in a timely manner
35. Teacher workload is distributed fairly and equitably

### Finance and Resource Management and Mobilization (indicators 36 to 42)

36. The school inspects its infrastructure and facilities
37. The school initiates improvement of its infrastructure and facilities
38. The school has a functional library
39. The school has functional water, electric, and internet facilities
40. The school has a functional computer laboratory/classroom
41. The school achieves a 75-100% utilization rate of its Maintenance and Other Operating Expenses (MOOE)
42. The school liquidates 100% of its utilized MOOE

## SBM level of practice under DO 007: the four degrees of manifestation

Under DO 007, s. 2024, a school no longer has an SBM level of practice. Instead, each indicator receives a degree of manifestation. The order defines the four degrees as follows.

| Degree of manifestation | Description in DO 007, s. 2024 |
| --- | --- |
| Always manifested | An SBM indicator is consistently observed and achieved at all times |
| Frequently manifested | An SBM indicator is most of the time observed and achieved |
| Rarely manifested | An SBM indicator is sometimes observed and achieved |
| Not yet manifested | An SBM indicator is neither observed nor achieved |

The goal is stated plainly: "All schools shall endeavor to frequently manifest or always manifest school practices and learning outcomes expressed as SBM indicators in the self-assessment checklist." The order gives no formula that turns 42 ratings into one number. It does not rank schools, and it does not attach a reward to a degree.

This changes how a school head reads the checklist. The useful question is no longer the school's level. It is which indicators are rarely or not yet manifested, and why. Those indicators become the school's improvement areas.

The order also gives no rubric for each indicator. For an outcome such as indicator 11, reduced dropout, the group must agree on what counts as "most of the time" or "sometimes" for its own school. A short written note of the reasons helps the next self-assessment and the SDO's technical assistance.

## The SBM self-assessment process, step by step

The purpose of the self-assessment, in the order's words, "is for continuous improvement." The order allows schools to self-assess "as many times as deemed necessary," but it recommends a yearly calendar. Section D lists the essential steps.

| Step | What the school does | Recommended timing in DO 007, s. 2024 |
| --- | --- | --- |
| 1. Self-assess | Uses the SBM Self-Assessment Checklist (Annex A). Invites internal and external stakeholders to analyze observed practices and achieved learning outcomes | Fourth grading period of the current school year |
| 2. Integrate the results | Writes the results into the strategic plan as identified improvement areas, and into the (adjusted) implementation plan as a school program, project or activity | Vacation months of learners, before the new school year |
| 3. Implement and get technical assistance | Carries out the plan; monitors progress; self-assesses again as needed; invites the SDO to give technical assistance without disrupting classes | First to third grading periods of the current school year |
| Back to Step 1 | Conducts another self-assessment | Next cycle |

Step 3 has three parts for the technical assistance visit. The school first explains its context to the SDO, using its progress monitoring results and the status of its SBM implementation. The SDO then recommends specific actions suited to that context. Finally, the school and the SDO agree on priority improvement areas in the SBM dimensions.

The order notes that technical assistance "may be given at any time during the school year." To keep disruption low, it may also be given during school breaks or made part of the school's monitoring and evaluation, planning and adjustment.

> **Note**
>
> The order's calendar is written in four grading periods. [DO 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/) replaced the four-quarter calendar with three terms, starting in school year (SY) 2026-2027. As of October 26, 2026, no national issuance restates the SBM calendar in terms. Keep the order's sequence (self-assess near the end of the year, plan during the vacation, implement during the year) and follow your SDO's schedule.

### The transitory period

DO 007, s. 2024 gave public schools, SDOs and ROs a three-year transitory period to learn the revised guidelines. During it, each school must plan how to inform its internal and external stakeholders about the guidelines. Schools are highly encouraged to self-assess in the first year, and in later years they continue the process and determine the degree of manifestation of the indicators.

The order gives the period's length, not its dates. Because the order is dated May 16, 2024, SY 2026-2027 falls inside the three years. The order also calls for a review of the policy after every three fiscal years.

## Who does what in SBM: school, division, region and Central Office

DO 007, s. 2024 calls continuous improvement "a shared goal" of schools and their communities, SDOs, ROs and the Central Office. The table summarizes each level's role and its monitoring duty.

| Level | Who leads | Main responsibilities | Monitoring and evaluation |
| --- | --- | --- | --- |
| School | The school head, as School SBM Coordinator, with internal and external stakeholders | Self-assessment, integration of results into plans, implementation, invitation of technical assistance | The school head leads monitoring and evaluation of the SBM dimensions through self-assessment |
| Schools Division Office | A Division Field Technical Assistance Team (DFTAT), led by the School Governance and Operations Division (SGOD). The Division SBM Coordinator, a Senior Education Program Specialist from the SGOD's School Management Monitoring and Evaluation (SMME) unit, is a member at minimum | Technical assistance and guidance to schools; ensuring that results reflect the schools' real situation; building schools' capacity; a technical assistance (TA) plan aligned with the checklist | The SGOD-SMME and the DFTAT monitor compliance with the guidelines and study the common challenges of schools |
| Regional Office | A Regional Field Technical Assistance Team (RFTAT), led by the Field Technical Assistance Division (FTAD). The Regional SBM Coordinator, an Education Program Supervisor from the FTAD, is a member at minimum | Building SDOs' capacity to give technical assistance; judging whether that assistance is appropriate; a TA plan for SDOs and a regional implementation plan | The FTAD and the RFTAT monitor SDO compliance and study SDOs' common challenges |
| Central Office | BHROD-SED | Leading the promotion and institutionalization of SBM; national orientations and capacity building; technical assistance to ROs; a rewards and recognition mechanism | Monitors RO compliance; runs periodic program monitoring with the SGOD and FTAD |

The Office of the Schools Division Superintendent approves the final size and membership of the DFTAT. The Office of the Regional Director does the same for the RFTAT. The order does not mention a district-level role or any validation step.

## What the school head does in the SBM cycle

The school head is the School SBM Coordinator, or focal person. The order adds that this function "shall not be delegated nor reassigned, especially to any teaching personnel." Teachers and other staff still take part in the self-assessment and the improvement work, but the coordination stays with the school head.

The order quotes the PPSSH to explain why. School heads "have the authority, responsibility, and accountability for taking care of people in schools (people effectiveness) while maximizing organizational performance and health (school effectiveness)."

Here is the cycle in order, with the document used at each step.

1. **Orient the stakeholders.** Explain the revised guidelines to teachers, non-teaching staff, learner leaders, parents, the SGC and community partners. Document: the school's plan for informing stakeholders, which the transitory provisions require.
2. **Convene the self-assessment group near the end of the school year.** Invite internal and external stakeholders. Document: the SBM Self-Assessment Checklist, Annex A of DO 007, s. 2024.
3. **Rate each of the 42 indicators by agreement.** Look at records the school already keeps, watch practice where possible, and discuss. Document: the checklist, plus short notes of the reasons for each degree.
4. **Write the results into the school's plans during the learners' vacation.** With the planning team, list the weak indicators as improvement areas and turn them into programs, projects and activities. Documents: the School Improvement Plan (SIP) and its Annual Implementation Plan (AIP).
5. **Implement and monitor during the school year.** Track progress on the improvement areas and self-assess again if needed. Documents: the school's monitoring and evaluation records.
6. **Invite the SDO for technical assistance.** Present the school's context and status, listen to the SDO's recommendations, and agree on priority improvement areas. Document: the Remarks column of the checklist, where the agreements are recorded.
7. **Start the next cycle.** Self-assess again and compare with the previous checklist.

### A worked example

An elementary school of 480 learners in a farming barangay holds its self-assessment in March. The group includes four teachers, the school's guidance designate, two officers of the learner government, the PTA president, the SGC chairperson and a barangay councilor. They work through the checklist in one afternoon.

On indicator 9, zero bullying incidence, the incident log shows four cases this school year. The learner officers add that name-calling at the canteen is common but rarely reported. Zero incidence was not reached, so the group agrees on "not yet manifested" and notes both sources.

On indicator 39, functional water, electric and internet facilities, the group sees that two of five faucets are broken and the internet works only in the office. They agree on "rarely manifested." The barangay councilor offers to bring the water problem to the barangay council.

In May, the planning team writes both indicators into the SIP as improvement areas. The AIP gets a peer-support program against bullying and a water repair project with the barangay. In August, the school invites the DFTAT. The team and the school agree to prioritize indicator 9, and the agreement goes into the Remarks column.

## The School Governance Council, PTA and stakeholders in SBM

Stakeholder participation is a principle of the revised system, and Step 1 requires the school to invite stakeholders into the self-assessment. The order defines two groups.

| Group | Definition in DO 007, s. 2024 | Examples given by the order |
| --- | --- | --- |
| Internal stakeholders | "anyone who is directly and immediately involved in or affected by the daily operations of the school" | Learners and school personnel |
| External stakeholders | People outside the daily operations of the school who have a stake in education and the community and who support school programs | Parents and guardians, community members, local government units, civil society organizations, national government agencies, private companies, foundations and cooperatives |

Several school bodies appear as indicators in the checklist. That makes them both partners in SBM and subjects of the self-assessment.

| Body | Indicator | Its place in SBM |
| --- | --- | --- |
| School Governance Council (SGC) | 24 | The order asks whether the school's council is functional. DO 83, s. 2012 called it the School Governing Council. DO 007, s. 2024 does not set its membership or functions. |
| Parent-Teacher Association (PTA) | 25 | A functional PTA is an indicator of governance and accountability |
| School-community planning team | 20 | The team that prepares the school plan; the [school improvement plan guide](https://nash.com.ph/blog/deped-school-improvement-plan) covers its members |
| Supreme Student Government/Supreme Pupil Government | 21 | Learner leadership is an indicator under Leadership |
| Child-protection committee | 15 | A functional committee is an indicator under Learning Environment |

The order does not define "functional." A practical test is whether the body meets, decides and follows up on its decisions. A body that exists only on an organizational chart does not meet the indicator, and the self-assessment should say so.

The council, the PTA's current rules under DO 013, s. 2022, and school partnerships are covered in more depth in [School Governance Council, PTA and Partners: A Guide](https://nash.com.ph/blog/school-governance-council-pta-partnerships). [Stakeholder Analysis for DepEd School Heads: A Guide](https://nash.com.ph/blog/stakeholder-analysis-school-heads) shows how to list these stakeholders, map their power and interest, and decide how to involve each one in the self-assessment.

## How SBM connects to the school improvement plan

SBM and the school improvement plan are one process, not two. The checklist asks whether "The school develops a strategic plan" (indicator 19) and whether "The school's strategic plan is operationalized through an implementation plan" (indicator 23). Step 2 then writes the self-assessment results into those same plans.

The order speaks of the "strategic plan" and the "implementation plan." For a public school, these are normally the three-year SIP and its AIP under DO 44, s. 2015. The [school improvement plan guide](https://nash.com.ph/blog/deped-school-improvement-plan) in this series explains the SIP steps. The app's policy review, [Is the School Improvement Plan working?](https://nash.com.ph/sip-policy-review), looks at the SIP under the rules in force and at the evidence on school-based management.

The link works in both directions. The self-assessment shows the planning team where the school is weak in practice. The SIP's own data, such as enrollment, dropout and reading results, give the self-assessment group evidence for the outcome indicators.

SBM also connects to the monitoring and evaluation system. The order's section on monitoring and evaluation follows [DO 029, s. 2022](https://www.deped.gov.ph/2022/06/22/june-20-2022-do-029-s-2022-adoption-of-the-basic-education-monitoring-and-evaluation-framework/), the Basic Education Monitoring and Evaluation Framework. The school's checklist is its monitoring tool, and the SDO's process evaluation uses the results of many schools to improve its technical assistance.

## Preparing SBM evidence honestly

The order removes the document boxes. It says "the prior practice of attaching various means of verification as documentary evidence to attest to the level of practice is no longer necessary." The checklist "shall be accomplished as a record of the status of SBM implementation and continuous improvement of schools."

Having no attachments does not mean having no evidence. A degree of manifestation should still rest on something the group has seen or counted. The difference is that the evidence serves the school's own judgment, not an outside validator.

Good practice for evidence under the revised system:

1. **Use records the school already keeps.** Learner records and school forms, the child protection incident log, MOOE liquidation reports, PTA and SGC minutes, and Learning Action Cell (LAC) records already exist. Do not create new documents for the self-assessment.
2. **Look at practice, not only paper.** Walk the campus, visit classes during remediation time, and check whether the library and the faucets work.
3. **Hear the people the indicator is about.** Learners know about bullying before the log does, and parents know whether the school is welcoming.
4. **Write down the reasons for each degree.** A few lines per indicator are enough, and they help the next cycle and the SDO visit.
5. **Say when data are missing.** Indicators 1 and 2 depend on national assessment results. If the school has no results for the year, the group should say so instead of guessing. Indicator 28 asks for a stakeholder satisfaction rating, but the order does not name the instrument, so ask the SDO what the division uses.
6. **Rate the school as it is.** The SDO is responsible for ensuring that self-assessment results "consistently capture the realities of schools." An "always manifested" that the facts do not support will be questioned during technical assistance. It also hides the needs the school wants help with.

## Common mistakes in SBM implementation

| Mistake | Why it is a problem | What to do instead |
| --- | --- | --- |
| Computing a weighted score or announcing "Level II" | The scoring and levels of DO 83, s. 2012 were repealed | Report the degree of manifestation for each indicator and the improvement areas |
| Building boxes of means of verification, photo albums or narrative reports | The order says such attachments are "no longer necessary," and they take teachers' time | Use existing records and keep short notes of the group's reasons |
| Naming a teacher or Master Teacher as SBM coordinator | The focal role "shall not be delegated nor reassigned, especially to any teaching personnel" | The school head coordinates; teachers take part as stakeholders |
| Self-assessing with teachers only | Step 1 requires inviting internal and external stakeholders | Include learners, parents, the SGC, the PTA and community partners |
| Ticking "always manifested" to look good | The result feeds the plan and the SDO's help, so an inflated rating hides real needs | Rate on the evidence and turn gaps into improvement areas |
| Writing a separate "SBM action plan" | The order puts the results into the strategic and implementation plans | Write the improvement areas into the SIP and AIP |
| Filing the checklist and waiting for validation | Validation for levels no longer exists; technical assistance is arranged by invitation | Invite the SDO and record agreements in the Remarks column |

## SBM and the PPSSH: strands and Career Stage 1 indicators

The PPSSH, adopted by DO 024, s. 2020, sets four career stages for school heads. Career Stage 1 describes aspiring school heads. The table quotes the Career Stage 1 indicators of the five strands that SBM touches most.

| Strand | Career Stage 1 indicator | Where SBM meets it |
| --- | --- | --- |
| 1.2 School planning and implementation | 1.2.1 Demonstrate knowledge and understanding of the phases of development and implementation of school plans aligned with institutional goals and policies. | Self-assessment results become improvement areas in the strategic plan and activities in the implementation plan |
| 1.3 Policy implementation and review | 1.3.1 Demonstrate knowledge and understanding of policy implementation and review to ensure that school operations are consistent with national and local laws, regulations and issuances. | Knowing what DO 007, s. 2024 requires and what it repealed: no levels, no means of verification, a non-delegable focal role |
| 1.7 Monitoring and evaluation processes and tools | 1.7.1 Display knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement. | The checklist is the school's monitoring tool for the six dimensions, and the school head leads its use |
| 5.2 Management of school organizations | 5.2.1 Demonstrate knowledge and understanding of policies and guidelines on managing school organizations, such as learner organizations, faculty clubs and parent-teacher associations, in support of the attainment of institutional goals. | Indicators 21, 24 and 25 ask whether the learner government, the SGC and the PTA are functional |
| 5.5 Community engagement | 5.5.1 Involve the community, such as parents, alumni, authorities, industries and other stakeholders, in school programs, projects and activities to gain support for learner development, as well as school and community improvement. | Stakeholders join the self-assessment and the improvement work; indicators 8 and 26 cover industry links and partnerships |

The [PPSSH guide](https://nash.com.ph/ppssh) lists every strand and indicator. The posts on [Domain 1, Leading Strategically](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically) and [Domain 5, Building Connections](https://nash.com.ph/blog/ppssh-domain-5-building-connections) read these strands with DepEd data.

## Practice: how the NASH may test this

Expect conceptual items on what the revised system is and what it replaced, and situational items on running the self-assessment honestly. A typical stem describes a school still preparing for the old validation, or a self-assessment that leaves out stakeholders or inflates a rating. The best answer usually follows DO 007, s. 2024 and also keeps the self-assessment useful to the school and its learners. The three items below are written in the NASH style for practice; they are not actual NASH items.

### Question 1

*Indicator 1.7.1, Monitoring and evaluation processes and tools. Career Stage 1, Conceptual, Moderate.*

A teacher reviewing DepEd Order No. 007, s. 2024 asks how a public school now uses the SBM self-assessment. Which statement best describes the self-assessment under the revised SBM system?

- **A.** The school rates its practice under each principle, applies the weights to get a score, and reports a level of practice that the division then validates for recognition.
- **B.** The school head rates each of the 42 indicators alone, then submits the checklist to the division office every year as the school's report of compliance with the order.
- **C.** The school and its stakeholders rate each indicator's degree of manifestation, then attach means of verification so that the division's technical assistance team can check each rating.
- **D.** The school and its stakeholders rate each indicator's degree of manifestation, then use the results in the school's plans and as the basis of the division's technical assistance.

**Answer and explanation**

**Best answer: D.** Points: A = 0, B = 1, C = 2, D = 3.

- **A (0 points, Prestructural).** This describes the repealed system of DO 83, s. 2012, with weights, levels and validation for recognition. None of it applies under the current order.
- **B (1 point, Unistructural).** The checklist and its 42 indicators are correct, but the order requires stakeholders to take part, and the result is for improvement, not a compliance report.
- **C (2 points, Multistructural).** Stakeholders and degrees of manifestation are correct, but the order says means of verification are no longer necessary, and the use of the results is missing.
- **D (3 points, Relational).** The self-assessment involves stakeholders, rates each indicator, feeds the strategic and implementation plans, and serves as the basis of the SDO's technical assistance.

**Why.** This aligns with Career Stage 1 expectations because indicator 1.7.1 asks the aspiring school head to understand monitoring and evaluation tools and what they are for. DO 007, s. 2024 makes the SBM Self-Assessment Checklist the school's record and the basis of technical assistance. It states that the purpose of the self-assessment "is for continuous improvement." The option with means of verification knows the new rating scale but keeps the old evidence rule and leaves out how the results are used.

*Indicator 1.7.1: Display knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement.*

*Sources: DepEd Order No. 007, s. 2024; DepEd Order No. 83, s. 2012; DepEd Order No. 024, s. 2020.*

### Question 2

*Indicator 1.3.1, Policy implementation and review. Career Stage 1, Situational, Moderate.*

You are newly designated school head of a central elementary school. You learn that your predecessor named a Master Teacher as the school's SBM coordinator. Four teachers also stay after class to photocopy and file documents into boxes "for SBM validation." What should you do first?

- **A.** Take back the SBM focal role as school head, stop the compiling of documents, and plan the self-assessment with teachers, learners, parents and community partners.
- **B.** Keep the Master Teacher as coordinator but cut the documents to those that match the checklist, so that the teachers can finish the boxes within school hours.
- **C.** Thank the teachers, let them finish the boxes for this cycle, and announce that the school will follow the revised SBM system from the next school year.
- **D.** Ask the Schools Division Office whether a validation will still take place this year, and keep the boxes ready while waiting for its written reply.

**Answer and explanation**

**Best answer: A.** Points: A = 3, B = 1, C = 0, D = 2.

- **A (3 points, Relational).** It applies three provisions together: the school head is the non-delegable focal person, means of verification are no longer necessary, and the self-assessment involves internal and external stakeholders.
- **B (1 point, Unistructural).** It reduces the teachers' burden, but it keeps a teacher in a role the order says shall not be delegated to teaching personnel, and it still builds boxes.
- **C (0 points, Prestructural).** It keeps a practice the order ended and delays compliance with an order already in force.
- **D (2 points, Multistructural).** Checking with the SDO shows awareness that policy has changed, but the order already answers the question, and the teachers' work continues while the school waits.

**Why.** This aligns with Career Stage 1 expectations because indicator 1.3.1 asks the aspiring school head to know how policy is implemented so that school operations are consistent with current issuances. DO 007, s. 2024 states that attaching means of verification "is no longer necessary" and that the focal role "shall not be delegated nor reassigned, especially to any teaching personnel." The option that asks the division first shows care, but a school head who knows the order can act on it at once.

*Indicator 1.3.1: Demonstrate knowledge and understanding of policy implementation and review to ensure that school operations are consistent with national and local laws, regulations and issuances.*

*Sources: DepEd Order No. 007, s. 2024; DepEd Memorandum No. 075, s. 2022; DepEd Order No. 024, s. 2020.*

### Question 3

*Indicator 5.5.1, Community engagement. Career Stage 1, Situational, Difficult.*

During your school's SBM self-assessment, the group reaches indicator 9, "The school has zero bullying incidence." The log shows four cases this school year, all settled under the child protection policy. A teacher proposes "always manifested" because every case was resolved. A barangay councilor says parents report bullying near the school gate. What is the most appropriate action?

- **A.** Mark "always manifested" because all four cases were settled under the policy, and write in the notes that every case was closed before the self-assessment took place.
- **B.** Ask the group to agree on the degree that the log and the parents' reports support, record both sources, and plan action with the barangay and the PTA.
- **C.** Leave the indicator blank for now, and let the division's technical assistance team decide on its visit which degree of manifestation fits the school's bullying records.
- **D.** Mark "rarely manifested" based on the four cases in the log, and ask the guidance designate to draft an anti-bullying program for the next school year.

**Answer and explanation**

**Best answer: B.** Points: A = 0, B = 3, C = 1, D = 2.

- **A (0 points, Prestructural).** Resolving cases does not make the incidence zero, and the rating ignores the community's report. It hides the need that the self-assessment is meant to find.
- **B (3 points, Relational).** The group rates on evidence from both the school's records and the community, records its reasons, and plans improvement work with the barangay and the PTA.
- **C (1 point, Unistructural).** It avoids an inflated rating, but under DO 007, s. 2024 the school assesses itself. The SDO gives technical assistance; it does not rate indicators for the school.
- **D (2 points, Multistructural).** The rating takes the log seriously, but it ignores what the community reported and keeps the response inside the school.

**Why.** This aligns with Career Stage 1 expectations because indicator 5.5.1 asks the aspiring school head to involve the community in school programs to gain support for learner development. DO 007, s. 2024 requires the school to invite internal and external stakeholders into the self-assessment and makes stakeholder participation a guiding principle. The option that rates from the log alone uses the school's own records. It misses the councilor's report and the partners who can help near the gate.

*Indicator 5.5.1: Involve the community, such as parents, alumni, authorities, industries and other stakeholders, in school programs, projects and activities to gain support for learner development, as well as school and community improvement.*

*Sources: DepEd Order No. 007, s. 2024; DepEd Order No. 024, s. 2020.*

For more items across all five domains, see [NASH practice questions with answers](https://nash.com.ph/blog/nash-practice-questions-with-answers) and the timed sets on the [assessment page](https://nash.com.ph/assessment).

## Frequently asked questions

### What is the SBM level of practice under DO 007, s. 2024?

DO 007, s. 2024 no longer gives schools an SBM level of practice. Each of the 42 indicators is rated by degree of manifestation: not yet, rarely, frequently or always manifested. Levels I to III (Developing, Maturing, Advanced) belonged to DO 83, s. 2012, which the new order repealed.

### Is DepEd Order No. 83, s. 2012 still in effect?

No. DO 007, s. 2024 repealed DO 83, s. 2012, together with all other issuances inconsistent with it. The ACCESs principles, the weighted scoring, the three levels and the division and regional validation no longer apply.

### Are means of verification (MOVs) still required for SBM?

No. DO 007, s. 2024 says attaching means of verification as documentary evidence "is no longer necessary." The SBM Self-Assessment Checklist is the record, and agreements with the SDO are written in its Remarks column.

### Who is the SBM coordinator in a DepEd school?

The school head is the School SBM Coordinator, or focal person. The order says this function "shall not be delegated nor reassigned, especially to any teaching personnel." In the SDO, the Division SBM Coordinator is a Senior Education Program Specialist from the SGOD's SMME unit.

### How many SBM dimensions and indicators are in DO 007, s. 2024?

There are six dimensions and 42 indicators. The dimensions are Curriculum and Teaching (8 indicators), Learning Environment (10) and Leadership (4). The others are Governance and Accountability (6), Human Resource and Team Development (7), and Finance and Resource Management and Mobilization (7).

## More on school leadership

This post is part of a series on what a school head does under the DepEd rules in force today. The other posts, in reading order:

- [RA 9155 Duties of DepEd School Heads: 12 Areas Explained](https://nash.com.ph/blog/ra-9155-school-head-duties)
- [Leadership vs Management for School Heads: Five Practices](https://nash.com.ph/blog/leadership-vs-management-school-heads)
- [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan)
- [Root Cause Analysis for the DepEd School Improvement Plan](https://nash.com.ph/blog/root-cause-analysis-school-improvement-plan)
- [Organizational Diagnosis Models in Schools: 7S, SWOT, PESTLE](https://nash.com.ph/blog/organizational-diagnosis-school-heads)
- [Change Management in Schools: A Guide for DepEd School Heads](https://nash.com.ph/blog/leading-change-in-schools)
- [DepEd ILAW Lesson Plan, DO 016, s. 2026: School Head's Role](https://nash.com.ph/blog/deped-lesson-planning-do-016-s-2026)
- [DepEd Grading System, DO 015, s. 2026: School Head's Role](https://nash.com.ph/blog/deped-classroom-assessment-do-015-s-2026)
- [DepEd Contextualization, Localization and Indigenization](https://nash.com.ph/blog/curriculum-contextualization-localization)
- [DepEd Instructional Supervision: Observing and Coaching](https://nash.com.ph/blog/instructional-supervision-school-heads)
- [DepEd Learning Action Cell (LAC) Guidelines: DO 35, s. 2016](https://nash.com.ph/blog/deped-learning-action-cell)
- [DepEd PMES for Teachers: DM 089, s. 2025 for School Heads](https://nash.com.ph/blog/deped-pmes-teachers)
- [DepEd Enhanced ALS, Inclusive Education and Special Programs](https://nash.com.ph/blog/deped-als-inclusive-education-programs)
- [Human Resource Management for DepEd School Heads](https://nash.com.ph/blog/school-head-human-resource-management)
- [DepEd School MOOE: Allowable Expenses and Liquidation](https://nash.com.ph/blog/deped-school-mooe)
- [RA 6713 for DepEd School Heads: Ethics and Internal Control](https://nash.com.ph/blog/school-head-ethics-internal-control)
- [Leadership Styles of School Heads: What the Evidence Says](https://nash.com.ph/blog/school-leadership-styles)
- [Instructional Leadership for DepEd School Heads](https://nash.com.ph/blog/instructional-leadership-deped-school-heads)
- [Principal, Head Teacher or Teacher-in-Charge in DepEd](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge)
- [OPCRF for DepEd School Heads in 2026: What Applies Now](https://nash.com.ph/blog/opcrf-school-heads-deped)
- [RA 9155 at 25: Why Shared Governance Has Not Happened](https://nash.com.ph/blog/ra-9155-shared-governance-decentralization)
- [Stakeholder Analysis for DepEd School Heads: A Guide](https://nash.com.ph/blog/stakeholder-analysis-school-heads)
- [SIP Communication Plan: Structure, Style and a Sample](https://nash.com.ph/blog/sip-communication-plan)
- On the app: [The roles of a school head](https://nash.com.ph/school-head-roles), the six roles in one guide, [Is the School Improvement Plan working?](https://nash.com.ph/sip-policy-review), a policy review of the SIP, and the [PPSSH guide](https://nash.com.ph/ppssh)

## Sources

- [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System (May 16, 2024), including Annex A, the SBM Self-Assessment Checklist.
- [DepEd Order No. 83, s. 2012](https://www.deped.gov.ph/2012/11/29/do-83-s-2012-implementing-guidelines-on-the-revised-school-based-management-sbm-framework-assessment-process-and-tool-apat/), Implementing Guidelines on the Revised School-Based Management (SBM) Framework, Assessment Process and Tool (APAT) (November 29, 2012), repealed.
- [DepEd Memorandum No. 075, s. 2022](https://www.deped.gov.ph/2022/08/27/august-26-2022-dm-075-s-2022-moratorium-on-the-conduct-of-division-and-regional-school-based-management-validation-activities/), Moratorium on the Conduct of Division and Regional School-Based Management Validation Activities (August 26, 2022).
- [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), Governance of Basic Education Act of 2001, Sections 2, 5 and 7.
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads.
- [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC).
- [DepEd Order No. 029, s. 2022](https://www.deped.gov.ph/2022/06/22/june-20-2022-do-029-s-2022-adoption-of-the-basic-education-monitoring-and-evaluation-framework/), Adoption of the Basic Education Monitoring and Evaluation Framework.
- [DepEd Order No. 024, s. 2022](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/), Adoption of the Basic Education Development Plan 2030.
- [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Guidelines on the Implementation of the Three-Term School Calendar in Basic Education (April 16, 2026).
- [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), Administration of the National Assessment for School Heads for Fiscal Year 2025.

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Order No. 007, s. 2024 and its Annex A; DepEd Order No. 83, s. 2012; DepEd Memorandum No. 075, s. 2022; Republic Act No. 9155; DepEd Order No. 024, s. 2020 and the PPSSH; DepEd Orders No. 44, s. 2015, No. 029 and No. 024, s. 2022, and No. 009, s. 2026; DepEd Memorandum No. 069, s. 2025.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, October 26). *DepEd Revised SBM: DO 007, s. 2024 and the Self-Assessment*. NASH Reviewer. https://nash.com.ph/blog/deped-school-based-management. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data