SBM Assessment Tool

Direction: Please check only the appropriate column of this tool. This has nothing to do with the performance
of your school. The data will help us improve our SBM Implementation & Monitoring Program as part of our
Continuous Improvement. Thank you very much. Kindly email your response to
depedcavite.mne@deped.gov.ph and depedcavite.sgod@gmail.com. Your immediate response is highly
expected.

Name of School: CARMONA NATIONAL HIGH SCHOOL School Head: JOSE E. SAMSON JR.
Municipality: CARMONA School SBM Coordinator: CHONA Q. ESCOSURA

LEADERSHIP & GOVERNANCE (E-SIP and other related artifacts)

Indicators Highly Evident Partially Evident Not Evident Challenges/Strengths

3 2 1 encountered per
Indicator (Briefly)

1. In place is a
development plan There is a strong
developed bond between the
collaboratively by school, community,
/
the stakeholders of LGU and other
the school and stakeholders
community. (ex.
SIP)
2. The development
plan is regularly
reviewed by the Content of the SIP is
school community
regularly reviewed
to keep it
/ and discussed during
responsive and
relevant to merging PTA meeting
needs, challenges
and opportunities.
(ex. SIP)
3. The school is
organized by a
clear structure and
work arrangements Different
that promote committees were
shared leadership / formed to meet the
and governance needs of each unit
and define the
roles and
responsibilities of
the stakeholders.
4. A leadership / There is an open
network that communication
facilitates among stakeholders
communication
 between and through which
among school and decision making on
community leaders school related works
for informed
is done
decision-making
and solving of
school-community
wide-learning
problems.
5. A long-term There is a
program is in mechanism that
operation that
provides assistance
addresses the
/ to the needs of the
training and
development needs school and
of school and community
community leaders.

CURRICULUM & INSTRUCTION (Progress Monitoring of the 7 Banner Programs of the

Division and other related artifacts)

Indicators Highly Evident Partially Evident Not Evident Challenges/Strengths

encountered per
3 2 1 Indicator (Briefly)

1. The curriculum
provides for the All modes of learning
development facilitation is offered
/
needs of all to cater all types of
types of learners learners
in the school
community.
2. The
implemented
curriculum is Teachers uses
localized to
localized DLL and
make it more /
meaningful to instructional
the learners and materials in teaching
applicable to life
in the
community.
3. A representative Partnership between
group of school school
and community representative and
/
stakeholders
community
develop the
methods and stakeholders should
materials for work on strategies
 developing which addresses
creative thinking creative thinking and
and problem problem solving
solving.
4. Appropriate
assessment tools
for teaching and
learning are
continuously Teacher made
reviewed and assessment tools
improved, and were reviewed and
assessment / checked every
results are quarter before the
contextualized scheduled date of
to the learner
exams
and local
situation and the
attainment of
relevant life
skills.
5. Learning
managers and
facilitators are
(teachers,
administrators
Seminars and
and community
members) trainings were
nurture values provided to teachers
and and students by LGU
/
environment referring to values
that are orientation and
protective of all
environment
children and
demonstrate concerns
behaviors
consistent to the
organization’s
mission, vision
and goals.
6. Methods and
resources are
learner and
community-
friendly, Learners were able
enjoyable, safe,
/ to apply learning to
inclusive, and
accessible, and real life situations
aimed at
developing self-
directed
learners.
Learners are
 equipped with
essential
knowledge, skills
and values to
assume
responsibility
accountability
for their own
learning.

ACCOUNTABILITY & CONTINUOUS IMPROVEMENT (Organized PTA/SGC, List of

Stakeholders, Committee for Accountability, Implementation of SIP/AIP/CI Programs,
Transparency Board, etc.)

Indicators Highly Evident Partially Evident Not Evident Challenges/Strengths

encountered per
3 2 1 Indicator (Briefly)

1.Roles and responsibilities

of accountable person/s Each member were
and collective body/ies are oriented on their
/
clearly defined and agreed roles and
upon by community responsibilities
stakeholders

2. Achievement of goals is
LGU through
recognized based on a
Executive Legislative
collaboratively developed
Agenda (ELA)
performance accountability /
addressed gaps and
system; gaps are addressed
provide solutions to
through appropriate
the problems
action.

3. The accountability
system is owned by the
community and is
PTA FGD and LGU
continuously enhanced to
initiated meetings
ensure that management
/ were attended, plans
structures and mechanisms
were placed into
are responsive to the
actions
emerging learning needs
and demands of the
community.

4. Accountability
assessment criteria and
tools, feedback
mechanisms, and
information collection and
validation techniques and
processes are inclusive and
collaboratively developed
and agreed upon.

5. Participatory assessment
of performance is done
regularly with the
community. Assessment PTA meetings and
results and lessons learned / tracking were done
serve as basis for feedback, by quarter
technical assistance,
recognition and plan
adjustment.

MANAGEMENT OF RESOURCES (Transparency, Effectiveness and Efficiency) (MOOE,

Canteen Funds, Transparency Board, Liquidation Report, Documentation Report of
Donations, etc.)

Indicators Highly Evident Partially Evident Not Evident Challenges/Strengths

encountered per
3 2 1 Indicator (Briefly)

1.Regular resource
inventory is collaboratively
undertaken by learning
Financial report is
managers, learning
/ posted on
facilitators and community
transparency boards
stakeholders as basis for
resource allocation and
mobilization.

2. A regular dialogue for

planning and resource
programming, that is PTA meeting were
accessible and inclusive, regularly held
/
continuously engage tackling important
stakeholders and support school related issues
implementation of
community education
plans.

3. In place is a community-
developed resource
management system that The community is in
drives appropriate full support of school
/
behaviors of the activities and
stakeholders to ensure projects
judicious, appropriate and
effective use of resources.

4.Regular monitoring,
evaluation and reporting
processes of resource
management are PTA meeting and
collaboratively developed / tracking were held by
and implemented by the quarter
learning managers,
facilitators and community
stakeholders.

5.There is a system that

manages the network and A strong Adopt a
linkages which strengthen School Program is
/
and sustain partnerships implemented and
for improving resource reported
management.

JOSE E. SAMSON JR.

Name of Principal

Noted:

DR. IRMA O. EJANDA

Name of District Supervisor