SBM Self-Assessment Tool Template 2021 App. A

Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
Schools Division of Nueva Ecija
SDO Rizal Annex
CANAAN WEST ELEMENTARY SCHOOL
APPENDICES
APPENDIX A
SBM SELF-ASSESSMENT TOOL TEMPLATE
Name of School: CANAAN WEST ELEMENTARY SCHOOL

School Type: PUBLIC ELEMENTARY
Location: BARANGAY CANAAN WEST, RIZAL, NUEVA ECIJA
Date Established: JANUARY 1954
Last SBM Level/Rating: 2.0
Name of School Head: ARISTEO A. MENDEZ
The Committees (list down the names)
I. LEADERSHIP AND GOVERNANCE

Chairman: ARISTEO A. MENDEZ
Secretary: HONEY EARLY ANNE T. TAÑEDO
Members: JOGIE S. PEREZ
RONIE D. PASCUA
MIDLINE P. SINDONG
RACTAJ NESLYN R. TAJOLOSA
ERIC R. GARCIA
CECILIA D. DAQUIS
II. CURRICULUM AND INSTRUCTION

Secretary: JOGIE S. PEREZ
Members: HONEY EARLY ANNE T. TAÑEDO
RONIE D. PASCUA
MIDLINE P. SINDONG
ERIC R. GARCIA
CECILIA D. DAQUIS
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

Secretary: RONIE D. PASCUA
HONEY EARLY ANNE T. TAÑEDO
MIDLINE P. SINDONG
ERIC R. GARCIA
CECILIA D. DAQUIS
1
SDO Rizal Annex
IV. MANAGEMENT OF RESOURCES

Secretary: MIDLINE P. SINDONG
HONEY EARLY ANNE T. TAÑEDO
RONIE D. PASCUA
ERIC R. GARCIA
CECILIA D. DAQUIS
Introduction (Brief background of the school)
Canaan West Elementary School is situated at Barangay Canaan West, Rizal,

Nueva Ecija, easternmost part of Rizal, characterized as hilly and mountainous. It
has an area of three thousand eight hundred forty-eight (3, 848) square meters and
established in 1954.
It is six (6) kilometers away from the town proper reachable by land
transportation. Its name originated from the Bible which means abundance. Majority
of the folk are farmers where palay, onion, vegetables, and forest products are bound
during the year.
The school is offering Kindergarten, Primary and Intermediate classes. The

teachers are guided by K-12 Curriculum which offers different learning areas namely:
English, Mathematics, Science, Filipino, and Makabayan. The school also support
the DepEd programs such as “Every Child a Reader Program” and the School Feeding
Program.
Canaan West Elementary School (CWES) is a complete elementary school of

Rizal District headed by ARISTEO A. MENDEZ, Head Teacher I with five (5) female
permanent teachers, one (2) male permanent teacher and one (1) female municipal
local school board teacher with a total of Seven (7) Permanent Teachers of which: one
(2) Teacher III, two (2) Teacher II and four (3) Teacher I. CWES is a Child-Friendly
School where teachers and the School Head harmoniously and religiously
implements the DepEd Programs and Projects with the active cooperation and
participation of its stakeholders towards achieving quality education. Continuous
Improvement is the school personnel’s concern to attain the best performance among
pupils and the school in general. Thus, the implementation of the Enhanced School
Improvement Plan will help improve the school and teaching-learning outcomes.
2
SDO Rizal Annex
The Contextualized SBM Assessment Tool
I. LEADERSHIP AND GOVERNANCE A network of leadership and governance guides

the education system to achieve its shared vision, mission and goals making them
responsive and relevant to the context of diverse environments.
LEADERSHIP AND
STANDARD
GOVERNANCE LEVEL OF PRACTICE
MOVs
(30)
LEVEL I Indicator
The development LEVEL 3 Indicator
LEVEL 2 Indicator ESIP
plan guided by the The development
The development AIP
1. In place is a school’s vision, plan is enhanced with
plan is evolved OPCRF
Development Plan mission and goal the 81-100 %
LEVEL 0 through the shared IPCRF
(e.g. SIP) developed (VMG) is developed community
Not leadership of the SMEA
collaboratively by the through the participation in
Evident school and the EBEIS-
stakeholders of the leadership of the performing the
participation of 51- Performance
school and school and the leadership roles with
80% community Indicators such
community. participation of the school providing
stakeholders. as:
50% community technical support.
stakeholders. Gross Enrolment
Rate
Net Enrolment
3 Rate
Cohort Survival
Rate
LEVEL 3 Indicator Transition Rate
LEVEL 2 Indicator School Leaver
2. The The school and 81-
The school and 75- Rate
development plan LEVEL I Indicator 100 % of the
80% community Repetition Rate
(e.g. SIP) is regularly The school leads community
LEVEL 0 stakeholders Completion Rate
reviewed by the the regular quarterly stakeholders lead
Not working as full ALS Completion
school community to review and the quarterly review
Evident partners, lead the Rate
keep it up responsive improvement of the and improvement
quarterly review and Percentage of ALS
and relevant to development plan process; the school
improvement of the learners who
emerging needs, stakeholders
development plan completed either
challenges and facilitate the process.
elementary or
opportunities
secondary level in
3 accordance with
the requirements
ALS A&E Passer
LEVEL 3 Indicator Rate
Guided by an agreed Percentage of ALS
organizational Learners who
3. The school is structure, the school passed the ALS
organized by a clear LEVEL 2 Indicator and 81-100 % of the Accreditation and
LEVEL I Indicator
structure and work The school and 51- community Equivalency Test
The school defines
arrangements that 80% community stakeholders lead in Innovative
LEVEL 0 the organizational
promote shared collaboratively defining the Programs for the
Not structure, and the
leadership and define the structure organizational improvement of
Evident roles and
governance and and the roles and structure and the Access
responsibilities of
define the roles and responsibilities of roles and
stakeholders.
responsibilities of the stakeholders. responsibilities;
stakeholders. school provides
technical and
administrative
support.
3
SDO Rizal Annex
3
LEVEL 3 Indicator
4. A leadership LEVEL 2 Indicator
The network allows
network facilitates LEVEL I Indicator The network
easy exchange and
communication A network has been actively provides
access to information
between and among collaboratively stakeholders
LEVEL 0 sources beyond the
school and established and is information for
Not school community
community leaders continuously making decisions
Evident every quarter.
for informed improved by the and solving learning
decision-making and school community and administrative
solving of school- yearly. problems twice a
community wide- year.
learning problems
2
5. A long term LEVEL 2 Indicator
program is in LEVEL I Indicator Leaders undertake LEVEL 3 Indicator
operation that Developing training modes for 2 Leaders assume
addresses the structures are in quarters that are responsibility for
training and place and analysis of convenient to them their own training
development needs of the competency and (on-line, off-line, and development
LEVEL 0
school and development needs modular, group, or every quarter.
Not
community leaders. of leaders is home-based) and School community
Evident
conducted; result is which do not disrupt leaders working
used to develop a their regular individually or in
long-term training functions. Leaders groups, coach and
and development monitor and mentor one another
program every year. evaluate their own to achieve their VMG.
learning process. .
2
Sub-Total 13
Total 13
Weighted Mean 0.78
Weighted Percentage 30%
I. LEADERSHIP AND GOVERNANCE
Findings: Recommendations:
Almost all the MOV’s are evident and all are properly Constant monitoring and review are required to make
documented. sure the improvement of Development Plan. Active
Participation of stakeholders should be clearly
established.
Best Features:
SCORE:
Articulation of eSIP / Development Plan was properly documented showing that eSIP developed
Total Score through the leadership of the School Head and actively participated by some community
5 stakeholders.
Reviewed By:
13
5 LAILANI F. CALDERON
SDO Rizal Annex SBM Coordinator
2.60
Approved By:
0.78 ALEX F. MANTILE, PhD

District Supervisor
4
SDO Rizal Annex
II. CURRICULUM AND INSTRUCTION The curriculum learning systems

anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
CURRICULUM
AND
LEVEL OF PRACTICE STANDARD MOVs
INSTRUCTION
(30)
Level 3 Indicator
The educational
Level 2 Indicator needs of all types
Proportion of Students
Programs are of learners are
100% being met as performing at proficient level
Level 1 Indicator (in the absence of NAT, the results
implemented and shown by
All types of
closely monitored continuous of the reading test in Filipino &
learners of the
to address improvement on English and numeracy test shall
school community
performance learning outcomes be considered.) – with reference to
1. The are identified,
discrepancies, (see the table
curriculum their learning the policy standards set by
benchmark best under the MOVs)
provides for curves assessed; CLMD.)
practices, coach and products of
the LEVEL appropriate To determine the improvement of
low performers, learning.
development 0 Not programs with its learning outcomes, the rating
mentor potential Teachers’ as well
needs of all Evident support materials
leaders, reward as students’ standard below shall be followed:
types of for each type of
high achievement, performance is % of Decrease Rating
learners in the learner is
and maintain motivated by
school developed with
environment that intrinsic rather
community 26-50 percent 76-100% or 0 non- 3
makes learning than extrinsic
decrease of the readers/non-
meaningful and rewards. The
non-numerates numerates
enjoyable with 51- schools’
and non-literates 51-75% 2
75 decrease of the differentiated
non-numerates programs are 26-50% 1
and non-literates frequently 25 and below 0
benchmarked by
other schools.
3
LEVEL 2
LEVEL 1 LEVEL 3
Indicator
Indicator Indicator
The localized
Local beliefs, Best practices in
curriculum is
norms, values, localizing the
implemented and
traditions, curriculum are
monitored closely
folklores, current mainstreamed and Localized curriculum
2. The to ensure that it
events, and benchmarked by Contextualized LMs/TGs
implemented makes learning
existing other schools. Big Books
curriculum is more meaningful
technologies are There is marked Curriculum adaptation
localized to and pleasurable,
LEVEL documented and increase in Orthography
make it more produces desired
0 Not used to develop a number of MTB Dictionary
meaningful to learning
Evident lasting projects that uses IMs
the learners outcomes, and
curriculum. the community as Improvised IMs
and applicable directly improves
Localization learning Senior High School Curriculum
to life in the community life.
guidelines are laboratory, and (Secondary Schools)
community Ineffective
agreed to by the school as an
approaches are
school community agent of change
replaced and
and teachers are for improvement
innovative ones
properly oriented. of the community.
are developed.
Developed Developed
Developed
localized localized
localized
5
SDO Rizal Annex
curriculum in 4 curriculum in 6 curriculum in all
learning areas learning areas. learning areas.
3
Level 1 Indicator
Level 3 Indicator
A representative Level 2 indicator
Materials and
team of school Learning
approaches are
and community materials and
3. A being used in
stakeholders approaches to DepEd emails and FB accounts
representative school, in the
assess content reinforce Sch Leadership w/ Designation
group of family and in
and methods used strengths and List of localized, contextualized
school and community to
in teaching address IMs with samples (Big books,
community develop critical,
creative, critical deficiencies are MTB dictionary, etc
stakeholders LEVEL creative thinking
thinking and developed and Lesson Plans
develop the 0 Not and problem
problem solving. tested for Science Investigatory Projets
methods and Evident solving
Assessment applicability on Linkages with NGOs in improving
materials for community of
results are used school, family and Quality Education
developing learners and are
as guide to community. Visual Aids
creative producing desired
develop materials. Developed ICT-Based Instruction
thinking & results. Developed
Developed learning materials Workbooks/Worksheets locally
problem learning materials
learning materials in 6 learning developed
solving in all learning
in 4 learning areas in all grade
areas in all grade
areas in all grade levels.
levels.
levels.
3
Level 2 indicator
4.The learning Level 1 Indicator
The school-
systems are A school- based
based monitoring Level 3 Indicator
regularly and monitoring and
and learning The monitoring
collaboratively learning system is
systems generate system is accepted * School initiated SLM/
monitored by conducted
feedback that is and regularly used *LAS (sample)
the regularly and
used for making for collective *School Forms
community cooperatively; and
LEVEL decisions that decision making *Improved/localized
using feedback is
0 Not enhance the total every quarter. LMs/IMs/DLLs
appropriate shared with
Evident development of The monitoring * Instructional Materials
tools to ensure stakeholders.
learners for 2 tool has been * List of Visual Aids, Digitized IMs
the holistic The system uses a
quarters. improved to and Quality Assured and
growth and tool that monitors
A committee take provide both Accepted Localized LMs
development the holistic
care of the quantitative and
of the learners development of
continuous qualitative data.
and the learners once a
improvement of
community. year
the tool.
3
Level 3 Indicator
5. Appropriate School
assessment assessment
tools for results are used to *Teachers’ Test Notebook
Level 1 Indicator Level 2 indicator
teaching and develop learning *Teachers’ Portfolio
The assessment The assessment
learning are programs that are *Test Results & Analysis of any of
tools are reviewed tools are reviewed
continuously suited to the Following Tools: PHIl IRI
LEVEL by the school and by the school
reviewed and community, and *Pre-Test/Diagnostic Test
0 Not assessment community and
improved, and customized to *Table of specification
Evident results are shared results are shared
assessment each learner’s *Formative/Summative Test
with school’s with community
results are context, results of *Periodic Test Questions
stakeholders once stakeholders for 2
contextualized which are used for *Evaluation Notebooks
a year. quarters.
to the learner collaborative Test/Item Analysis
and local decision-making Rubric Used
situation and every quarter. Enhanced Assessment Tools
the attainment adopted from partners
of relevant life
skills. 3
6
SDO Rizal Annex
Level 3
Indicators
Level 1 Learning
Indicators. environments
6. Learning Level 2 methods and
managers and Stakeholders are indicators. resources are
facilitators aware of child/ community
(teachers, learner- centered, 75-80% of driven, inclusive
administrators rights- based, and Stakeholders and adherent to
and inclusive begin to practice child’s rights and
community principles of child/ learner- protection
members) education. centered requirements
nurture values Learning principles of with 81-100% of
LEVEL
and managers and education in the stakeholders Child Protection Policy
0 Not
environments facilitators design of support adherence to Co-Curricular Activities Report
Evident
that are conduct activities to education. child/learner- (ex. Scouting, Religious
protective of aimed to increase Learning centered Instruction, Science Camp, etc.
all children 50% of managers and principles.
and stakeholders’ facilitators apply Learning
demonstrate awareness and the principles in managers and
behaviors commitment to designing facilitators
consistent to fundamental learning observe learners’
the rights of children materials. rights from
organization’s and the basic designing the
vision, mission principle of curriculum to
and goals. educating them. structuring the
whole learning
environment.
Level 3
Indicators. There
7. Methods and is continuous
resources are Level 1 exchange of
learner and Indicators. Level 2 information,
community- Practices, tools indicators. sharing of
friendly, and materials for Practices, tools expertise and
enjoyable, developing self- and materials for materials among
safe, inclusive, directed learners developing self- the schools, *Daily Lesson Logs/Lesson
accessible and are 100% directed learners home and *Plan/Weekly Home learning Plan
aimed at observable in are observable in community for *Students Portfolio
developing school, but not in the school and the development *Library
self- directed LEVEL the home or in the 51-80% in the of self-directed *Guidance Services
learners. 0 Not community. community. learners with 81- *Computer laboratory
Learners are Evident Learning The program is 100% are *ADM Modules
equipped with programs are collaboratively observable in the *Awards received by Learners
essential designed and implemented and school and 81- *Learners-initiated projects
knowledge, developed to monitored by 100 % in the *Classroom structuring
skills, and produce learners teachers and home and in the *Reading Centers
values to who are parents to ensure community. *Study Lounge
assume responsible and that it produces The program is
responsibility accountable for desired learners. mainstreamed
and their learning. but continuously
accountability improved to make
for their own relevant to
learning. emergent
demands.
2
Sub-Total 19
Total 19
Weighted Mean 0.81
7
SDO Rizal Annex
II. CURRICULUM AND INSTRUCTION
In this principle, Canaan west ES ensures stabilized Increase the percentage of performance indicators.
School Based Management in implementing
curriculum and instruction through the past three
years. It provides development needs to all types of
learners. Administrators, teachers and stakeholders
actively collaborates to attain quality education
amidst pandemic.
Best Features:
SCORE:
Providing organized and simple standard MOV’s that showcase the achievement of the school
Total Score like being recipient of knowledge channel gift of knowledge and the I – program meets the
5 DepEd mission and vision.
Reviewed By:
19
LAILANI F. CALDERON
7
SDO Rizal Annex SBM Coordinator
2.71
Approved By:
ALEX F. MANTILE, PhD

0.81
District Supervisor
8
SDO Rizal Annex
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT A clear,

transparent, inclusive, and responsive accountability system is in place,
collaboratively developed by the school community, which monitors
performance and acts appropriately on gaps and gains.
ACCOUNTABILITY
AND CONTINUOUS
LEVEL OF PRACTICE Evidence
IMPROVEMENT
25%
LEVEL 3 Indicator 1. School Monitoring
LEVEL 1
LEVEL 2 Shared and Evaluation Adjustment
Indicator
Indicator participatory - SMEA Comm
There is an
There is 51- processes with 81- - SMEA meetings w/
1. Roles and active party
80% 100% Sch.Memo
responsibilities of that initiates
stakeholders’ stakeholders’ -Minutes of meeting
accountable LEVEL 0 clarification of
engagement in engagement in - ACR, SMEA Plan w/
person/s and Not the roles and
clarifying and determining roles, a.Quarterly sch. of
collective body/ Evident responsibilities
defining their responsibilities and reporting w/ stakeholders
ies are clearly in education
specific roles accountabilities of b. Dissemination Report
defined and agreed delivery with
and stakeholders in relative to SMEA results
upon by 50% of
responsibilities managing and Quarterly/Semestral SMEA
community stakeholder’s
. supporting Results,
stakeholders. participation.
education. -Report on Midyear
Assessment and Year End
3 Performance
- WinS TWG
Level 2 2. Sch. Org. Structure
Indicators. Level 3 *Functional
2. Achievement of Level 1 A Indicators. A organizations/teams/comm
goals is recognized Indicators. community- community- ittees
based on a Performance level accepted a. MPTA (DO 54 s. 2009,
collaboratively LEVEL 0 accountabilit accountabilit performance DO 67 s. 2009)
developed Not y is practiced y system is accountability, b. SGC c. SSG/SPG
performance Evident at the school evolving from recognition and d.Finance Team e.SPT
accountability level with school-led incentive system f. SMEA Team g. Grievance
system; gaps are 50% gaps initiatives is being practiced Committee h.Faculty Club
addressed through addressed. with 51-80% with 81-100% i. HR PTA j. SBM Team
appropriate gaps gaps addressed. K. Enhanced School Process
action. addressed. (QMS) like in enrolment,
module distribution and
3
retrieval (process flow)
3. The LEVEL 1 LEVEL 2 *Feedback from
LEVEL 3
accountability Indicators. Indicators. stakeholders regarding
Indicators.
system is owned The school school policies
by the community articulates the 51-80% of *Feedback tools
81-100% of School
and is accountability Stakeholders *suggestions box, client’s
community
continuously assessment are engaged in satisfaction survey,
LEVEL 0 stakeholders
enhanced to framework with the Checklist Form,Survey
Not continuously and
ensure that basic development Questionnaire,
Evident collaboratively
management components, and operation Text Brigade, Summary of
review and enhance
structures and including of an Survey result,
accountability
mechanisms are implementatio appropriate
systems’ processes,
responsive to the n guidelines to accountability
mechanisms and
emerging learning the 50 % of assessment
tools.
needs and stakeholders. system.
demands of the
3
community
9
SDO Rizal Annex
LEVEL 1 *Stakeholders Recognition
LEVEL 2
Indicators. Institutionalized School
Indicators. LEVEL 3
4. Accountability The school, recognition and Incentive
Indicators.
assessment with the System on: Internal
51-
criteria and tools, participation Stakeholders:
80%Stakehol 81-
feedback 50% of Learners
ders 100%Stakeholder
mechanisms, and stakeholders, Teachers
s
information LEVEL 0 Parents
are engaged in
collection and Not articulates an a. Criteria
the continuously and
validation Evident accountability b. School Memorandum
development collaboratively
techniques and assessment c. Quarterly Learners’
and operation review and enhance
processes are framework with Recognition
of an accountability
inclusive and basic d. List of Awardess
appropriate systems; processes,
collaboratively components, e. Sample Certificates
accountability mechanism and
developed and including f. Pictorials
assessment tools.
agreed upon. implementatio g. ACR on the Awarding
system.
n guidelines. Activity
2
Level 2 Level 3 Indicators.
5. Participatory Indicators. School-community-
assessment of Collaboratively developed
Level 1
performance is conduct of performance
Indicators.
done regularly performance assessment is
The school
with the assessment practiced and is the
initiates
community. informs basis for improving *School Report Card (SRC)
LEVEL 0 periodic
Assessment results planning, plan monitoring and *State of the School Address
Not performance
and lessons adjustments evaluation system, (SOSA)
Evident assessment
learned serve a and providing technical *M&E Processs
with the
basis for feedback, requirements assistance, and *SMEPA
participation of
technical for technical recognizing and
50%
assistance, assistance with refining plans with
stakeholders.
recognition and 51-80% 81-100%
plan adjustment. stakeholders’ stakeholders
participation. participation.
2
Sub-Total 13
Total 13
Weighted Mean 0.65
10
SDO Rizal Annex
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (20)
Based on our self-assessment, it was found out that Teachers’ MOV’s must be provided, but it some of the
about 90% of all needed evidences in this principle evidence was not provided due to the restriction of
were provided. pandemic. Through constant collaboration, teachers
should always find a way to produce necessary
documents that can validate their accomplishments.
Best Features:
SCORE:
Conducting effective feedback mechanism through I – can Project.
Total Score
5 Reviewed By:
LAILANI F. CALDERON
13 SDO Rizal Annex SBM Coordinator
5
Approved By:
2.60
District Supervisor
0.65
IV. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously mobilized and managed with
transparency, effectiveness, and efficiency.
MANAGEMENT
OF
LEVEL OF PRACTICE Evidence
RESOURCES
15%
1. Regular LEVEL 2 Indicator LEVEL 3 Indicator
resource Resource Resource
LEVEL1 Indicator
inventory is inventory is inventories are
50% of
collaboratively characterized by systematically
Stakeholders are
undertaken by regularity, with developed and
aware that a * 1. Approved Work and
learning 51-80% of with 81-100%
LEVEL regular resource Financial Plan
managers, participation of stakeholders’
0 Not inventory is - School Memorandum
learning stakeholders, and engagement in a
Evident available and is - Minutes of the
facilitators, and communicated to collaborative
used as the basis Meeting
community the community as process to make
for resource - Attendance
stakeholders as the basis for decisions on
allocation and - Pictures
basis for resource resource
mobilization.
resource allocation and allocation and
allocation and mobilization. mobilization.
mobilization. 3
11
SDO Rizal Annex
2. A regular LEVEL 3
dialogue for LEVEL 1 LEVEL 2 Indicator
planning and Indicator Indicator 81-100%
resource 50% 51-80% Stakeholders
programming, Stakeholders Stakeholders are collaborate to
participation in regularly ensure timely and 2. Approved School
that is
accessible and LEVEL the development engaged in the need-based Operating Budget (SOB)
inclusive, 0 Not of an educational planning and planning and - School Memorandum
continuously Evident plan in resource resource resource - Minutes of the
engage programming and programming and programming and Meeting
stakeholders in the in the support - Attendance
and support implementation of implementation of continuous
- Pictures
implementation the educational the educational implementation of
of community plan. plan. the educational
education plan.
plans. 3
LEVEL 3 3. Social Mobilization
Indicator 81- and Networking System
100% of - Brigada Eskwela
LEVEL 2 Report
Stakeholders
Indicator 51- (Acknowledgement
sustain the
LEVEL 1 80% of Receipt, Delivery
implementation
Indicator 50 % of Stakeholders are Receipt, Pledges, Deed
and improvement
LEVEL Stakeholders engaged and of Donations,
3. In place is a of a
0 Not support judicious, share expertise in MOA/MOU
community- collaboratively
Evident appropriate, and the collaborative - Records of Donations
developed developed,
effective use of development of with pictures
resource periodically
resources. resource - Inventory of projects
management adjusted, and
management given by stakeholders
system that constituent-
system. - Percentage of
drives focused resource
management financial contribution
appropriate
system. from stakeholders and
behaviors of the
other partners
stakeholders to
- Financial Report of
ensure
School PPAs
judicious,
- SOBA
appropriate,
- Brgy Development
and effective
Plan
use of
- Barangay IRA
resources.
2 - Report on the Brgy.
Assistance to schools
- Innovations for the
collective & judicious
utilization &
transparent, effective
and efficient resources
management system
LEVEL 1 LEVEL 3
4. Regular
Indicator LEVEL 2 Indicator 81-
monitoring,
50% of Indicator 51- 100% of
evaluation, and
Stakeholders are 80% of Stakeholders are
reporting 4. School Finance
invited to Stakeholders engaged, held
processes of - Liquidation report
participate in the collaboratively accountable and
resource LEVEL - Income Generating
development and participate in the implement a
management 0 Not Project
implementation of development and collaboratively
are Evident - Canteen Report
monitoring, implementation of developed a
collaboratively - No adverse COA
evaluation and monitoring, system of
developed and Findings on MOOE
reporting evaluation and monitoring,
implemented by liquidation
processes on reporting resource evaluation and
the learning
resource management. reporting resource
managers,
management. management.
facilitators and
3
12
SDO Rizal Annex
community
stakeholders.
LEVEL1 LEVEL3 . School Plan and
Indicator Indicator Resources
An engagement LEVEL2 An established - APP
procedure to Indicator system of - Human Resource
identify and 51-80% partnership is Development Plan
LEVEL utilize Stakeholders managed and - Financial
0 Not partnerships with support a system sustained by 81- Management
Evident 50% of partnerships 100% Development Plan
stakeholders for for improving stakeholders for - Technology Resource
improving resource continuous Improvement Plan
resource management. improvement of - School Physical
management is resource Development Plan
evident. management. - Physical Facilities
Improvement of School
- IGP Sustainability
5. There is a Plan
system that - Resource Allocation
manages the and Mobilization Plan
network and - School size Titling
linkages which Sch. Inventory
strengthen and Resources
sustain - Human Resources
partnerships for a. Pupil/Students
improving Classroom Ratio
resource b. Teacher-Learner
management. Ratio
- School Facilities
2
a. Seat-learner ratio
b. Functional Library
c. Rooms
d. Furniture
e. Equipment
- Technological
Resources
a. ICT package/e-
classroom package
b. Internet Access
- Electricity
connection
- WinS Assessment
Sub-Total 13
Total 13
Weighted Mean 0.39
13
SDO Rizal Annex
V. MANAGEMENT OF RESOURCES
In completion of Principle 4, the following are almost Income Generating Project needs proper plan and
completed and done through regular inventory, implementation to be able to get addition resources to
collaboration by the school and community. Regular be used in the Programs and Projects of the School.
dialogue to be able to discuss important matters on
how to manage school resources. Monitoring and
feedback mechanism was usually implemented to
ensure transparency in all transactions.
Best Features:
SCORE:
The continuous searching for potential donors that can be a great help for the programs and
Total Score projects of the school.
5
Reviewed By:
13 LAILANI F. CALDERON
5 SDO Rizal Annex SBM Coordinator
2.60 Approved By:

0.39 District Supervisor
Pictorials
Online SBM Validation
July 21 – 22, 2021
14
SDO Rizal Annex
15

SBM Self-Assessment Tool Template 2021 App. A

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Republic of the Philippines

SBM SELF-ASSESSMENT TOOL TEMPLATE

Name of School: CANAAN WEST ELEMENTARY SCHOOL

I. LEADERSHIP AND GOVERNANCE

II. CURRICULUM AND INSTRUCTION

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

IV. MANAGEMENT OF RESOURCES

Introduction (Brief background of the school)

Canaan West Elementary School is situated at Barangay Canaan West, Rizal,

The school is offering Kindergarten, Primary and Intermediate classes. The

Canaan West Elementary School (CWES) is a complete elementary school of

The Contextualized SBM Assessment Tool

I. LEADERSHIP AND GOVERNANCE A network of leadership and governance guides

I. LEADERSHIP AND GOVERNANCE

0.78 ALEX F. MANTILE, PhD

II. CURRICULUM AND INSTRUCTION The curriculum learning systems

ALEX F. MANTILE, PhD

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT A clear,

IV. MANAGEMENT OF RESOURCES

2.60 Approved By:

ALEX F. MANTILE, PhD

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