cfss high school 1

8/2/2019 CFSS High School 1

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ANNEX B

Assessing Progress toward Child-Friendly School System (CFSS) for Secondary

Schools

In assessing CFSS-ness, what is being assessed would be the extent to which the four

basic rights of children, i.e., survival, development participation, and safety and protection

have been realized through the seven goals of CFSS.

Context of the Assessment Rubrics

A school can be assessed as either a Beginning, orDeveloping or Firmly EstablishedCFSS school. A Beginning school is characterized by compliance with the required

outputs, with little regard to due processes and minimal pro-activeness. A Developing

CFSS school has moved beyond theBeginningstage, puts more efforts in coming up withquality outputs, and exhibits a more systematic effort in forming collaborations and

partnership with stakeholders to achieve the CFSS goals. The Firmly EstablishedCFSSschool has fully realized the seven goals of CFSS through collaboration and partnershipwith both internal and external stakeholders.

In keeping with the idea that CFSS is a progressive journey, the assessment uses the

indicators of a Firmly Established CFSS school as the yardstick. (Refer to the CFSSRubrics on page 3-18.) For every indicator a school exhibits, the school earns one point. As

an example, in assessing the process of participation in SIP preparation, a Firmly

Established CFSS school has three elements: (a) the consultative process with allstakeholders, the approval of the SGC, and the SIP as the material output, ADevelopingCFSS school has come up with the SIP and has obtained the approval of the SGC, but fails

to do consultative process. The score aBeginningschool gets is 1; theDevelopingschoolgets 2 points: and the Firmly Establishedschool gets 3 points. A school which has no SIP

gets no point.

In the criterion,Inclusion of CFSS goals in the SIP, a CFSS school should have included atleast five CFSS goals to score 1 point. Below that, the score is 0. A school with six CFSS

goals includes scores 2 points and a school with all the seven goals scores 3 points. For the

rest of the criteria, every indicator is scored 1 point.

Based on this scoring system, the matrix of scores for each of the goals is as follows:

Goal Firmly Established CFSS Developing CFSS Beginning CFSS1-A 13 9 4

1-B 15 11 8

1-C 7 4 2

Total Points forGoal 1

35 24 14

2 34 22 13

3 12 6 3

4 14 10 6

5 11 6 4


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6 13 7 4

7 7 5 3

Process of Assessment

Since the purpose of the rubrics assessment is to help the school improve its ways of

achieving the seven goals of CFSS, it is desirable that the school and its stakeholders

conduct a self-assessment so they have the opportunity to improve on its CFSS

implementation. An external assessor may be called in once the school has conducted theself-assessment.

The Self-Assessment Team will be composed of individuals representing the differentgroups of stakeholders. The assessment process will be in the form of two FGDs. The first

FGD will be facilitated by the PTCA president and will be participated in by:

two class officers chosen to represent a year level or a total of 8 class officers;

and

two officers of the Student Body Organization (SBO).

The second FGD will be facilitated by the school head and will be participated in by:

three teachers one may be the faculty association president, one by a Head

Teacher or a Master Teacher who has been with the school for at least three years,

and one, by the CFSS school coordinator (if there is one), if there is no CFSSschool coordinator, then one classroom teacher will be selected;

one non-teaching staff (the person may be one whose salary is paid for by the

PTCA or LGU or by the national government); two members of the LSB;

the Barangay Captain;

two officers of the PTCA;

one other community member chosen by the Barangay Captain. The person may bea member of an NGO, a church or an active community member; and

the two SBO officers who took part in the FGD facilitated by the PTCA president.

The FGDs should cover both the achievements of the school with regard to every indicator.If the Team agrees that they fall short of the standards set by the Firmly EstablishedCFSS School, then the members may discuss their next steps.

The outputs of the self-assessment process are the scored Assessment Rubrics and the planof action for the next six months.

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The Rubrics

Goal 1: Child-Friendly Leadership and Inclusive Child-Friendly ManagementA. School Improvement Plan (SIP)Criteria Firmly Established Developing Beginning Scor

1. Process of Participation

of Stakeholders in SIP

Preparation

SGC conducted needs

assessment, consultative fora,

and FGDs. All stakeholders,including students, participated.

SIP was prepared

single-handedly and

then presented tothe School

Governing Council

(SGC) for approval.

SIP was

prepared single

handedly (eitherby school head

or by a school

staff).

2. Inclusion of CFSS

goals

All CFSS goals are included. Six CFSS goals are

included.

Five CFSS

goals are

included..

3. Comprehensivenessof Annualized

Implementation Plan

(AIP)

Expected outputs / outcomes

are specified.

There is a timeline of

implementation activities.

Resources (money, materials,

human) are specified foractivities.

Responsibilities of all

stakeholders are clearly

specified and differentiated.

Expected

outputs /

outcomes arespecified.

There is a

timeline of implementationactivities.

Resources

money, materials,human) are

specified for

activities.

Expected

outputs /

outcomes arespecified.

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4. Adequate plan for

monitoring, and review /assessment

Indicators to monitor,review / assess specified.

There is a timeline of

monitoring and review

activities.

Responsibilities in themonitoring and review

activities of all stakeholdersare clearly specified and

differentiated.

Indicators tomonitor, review /

assess specified.

There is a

timeline of monitoring and

review activities.

There is atimeline of

monitoring

and review

activities.

Score for SIP

B. School Handbook

Criteria Firmly Established Developing Beginning Score

Preparation of

School Handbooks Each year, school policies,

rules and regulations for

students are discussed with

the student officers andPTCA before finalization,

printing and distribution.

Each year, school policies,rules and regulations for

school personnel are

discussed with the PTCAand school personnel

before finalization,

printing and distribution.

School policies,

rules and

regulations for

students aredocumented and

distributed to

every studentwithout

consultation.

School policiesrules and

regulations for

school personnelare documented

and distributed to

all school staffwithout

consultation.

School policies,

rules and

regulations for

students andpersonnel exist but

not printed.

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Content of School

Handbooks (studentand staff

handbooks)

Both Handbooks areconsistent with DepEDs

Service Manual.

Contain rights ( of students

and personnel) and

responsibilities Specify standards of

behavior inside and outsideof the classrooms.

Specify consequences of

committing offenses (firstoffense and succeeding

offenses).

Specify procedures forsettling conflicts.

Specify rewards /

recognition that schoolprovides and conditions forawarding.

Both Handbooksare consistent

with DepEDs

Service Manual.

Contain rights

( of students andpersonnel) and

responsibilities

Specify standards

of behavior

inside andoutside of the

classrooms.

Specify

consequences ofcommitting

offenses (firstoffense andsucceeding

offenses).

Both Handbooksare consistent with

DepEDs Service

Manual.

Contain rights ( of

students andpersonnel) and

responsibilities

Specify

standards of

behavior inside andoutside of the

classrooms.

Specify

consequences ofcommitting

offenses (firstoffense andsucceeding

offenses).


Implementation of

School Handbooks

Responsibilities for

implementing StudentHandbook areappropriately

distributed to student

officers, advisers, and

school security.

Primary implementorof Staff Handbook is

the faculty association.

The order ofsubmitting staff issues

unresolved by faculty

association is inaccordance with

DepEDs Rules and

Procedures.

Consequences for an

Responsibilities

for implementingStudent Handbook areappropriately


officers, advisers, and

school security.


the faculty association.

The order ofsubmitting staff issues

unresolved by faculty

association is inaccordance with

DepEDs Rules and

Procedures.

Consequences for an

Responsibilities

for implementingStudent Handbookare appropriately


officers, advisers,

and school security.


the faculty

association.

The order of

submitting staff

issues unresolved byfaculty association is

in accordance with

DepEDs Rules and

Procedures.

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offense are always

given at the time

offense wascommitted.

Consequences aregiven consistently.

In cases when offensesare reported by parents

rather by students and

faculty, school head

conducts aninvestigation.

Feedback and actions

to take are discussed

during meetings ofstudent officers, facultyand SGC meetings.

offense are always

given at the time

offense wascommitted.

In cases when offensesare reported by parents

rather by students and

faculty, school headconducts an

investigation.

In cases when

offenses are reportedby parents rather by

students and faculty,

school head conducts

an investigation.

Score for Handbook

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C. Entrepreneurial Leadership


Generating interestin schools progress

School Head makes regularreports on schools progress

in meeting with PTCA,

Local School Board (LSB),LGU, SGC, and Division

Office.

Significant events andachievements are fed to

local media.

Significant events and

achievements are publishedin school paper.

School participates in localcommunity affairs.

External stakeholders

(individually or as a group)

are invited to school eventsand toured around. If these

stakeholders are donors,

they are shown the outputs/outcomes of their

donations.

Individual and groupstakeholders are invited to

organize joint programs

with the school that wouldbenefit the students and

community directly.

Updated charts and graphs

and graphs of schoolsperformance are posted

along the corridors for all

stakeholders to read.

Significant events andachievements are

published in school

paper.

School participates in

local community

affairs.

School Head makes

regular reports on

schools progress in

meeting with PTCA,Local School Board

(LSB), LGU, SGC,

and Division Office.

Updated charts and

graphs of schools

performance areposted regularly along

the corridors for all

stakeholders to read.

Significant eventsand achievements

are published in

school paper.

School participates

in local community

affairs.

Score for entrepreneurial leadership

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Goal 2: Promote health education, healthy behavior, and safe & protective environment

for students well-beingCriteria Firmly Established Developing Beginning Score

School health

program

Water is available.

Portable drinking water is

available.

School policy of hand

washing before and after

eating is implemented. School policy of hand

washing after coming fromthe toilet is practiced.

Policy of daily brushing of

teeth in school is practiced.

Genderized toilets areadequate for the number of

boys and girls.

Wearing of shoes (or at

least slippers) is mandatory.

School policy of serving

only nutritious food in the

canteen is observed.

PTCA and school monitor

cleanliness & nutritional

value of food served byvendors immediately

outside the school

perimeter.

School PTCA have jointschool feeding program for

the undernourished

students.

Students and school

personnel have health

records on file in school.

School mobilizes

stakeholders to provide

immunization, de-worming,

medical and dental services. School clinic is available

with assigned school healthpersonnel.

Vegetable and herbal /

medicinal gardens are

available

School mobilizes

stakeholders to clear school

of breeding grounds ofdisease-carrying insects.

School has facilities forsports and recreation.

Water is

available.

Potable drinkingwater is available.

School policy of

hand

washing before and

after eating isimplemented.

School policy of hand

washing after coming

from the toilet ispracticed.

Toilets are

genderized.

Wearing shoes

(or at least slippers) is

mandatory.

School policy of

serving only

nutritious food in thecanteen is observed.

PTCA and

school monitor

cleanliness &nutritional value of

food served by

vendors immediatelyoutside the school

.perimeter.

Students andpersonnel have health

records on file in

school.

School clinic isavailable with

assigned school health

personnel.

Vegetable and

herbal / medicinal

gardens are available.

Water is available.

Genderized toilets

are adequate for thenumber of boys and

girls.

Wearing of shoes(or at least slippers)

is mandatory.

Toilets are

genderized.

School policy of

serving onlynutritious food in

the canteen is

observed.

School healthpersonnel provide

immunization,

medical and dentalcheck up at least

once a year.

Students and schoolpersonnel have

health records on

file in school.

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Prevention of risk

behaviors Student body

government, PTCA and

LGU monitorimplementation of

prohibition against

operation of bars, markets,movie places, and adult

recreation places within

school zone. School has a trained

Guidance Counselor.

Selected students aretrained in peer counseling.

Class officers

implement and monitor ban

on smoking, drinking, anduse of dangerous drugs.

Teaching about HIV-

AIDS is integrated in

Health and Science lessons.

School has a trained

Guidance Counselor.

Class officersimplement and

monitor ban on

smoking, drinking,and use of dangerous

drugs.

Teaching about HIV-AIDS is integrated in

Health and Science

lessons.

Student bodygovernment, PTCA

and LGU monitor

implementation ofprohibition against

operation of bars,

markets, movie

places, and adultrecreation places

within school zone.

School has a trained

Guidance

Counselor.

Class officers

implement and

monitor ban onsmoking, drinking,

and dangerous use

of dangerous drugs.

Psycho-social

health The school has monitors

and enforces policies,

programs and procedures

for preventing, identifying,

and responding to abuse,and neglect.

The school communicates

to LGU, student bodygovernment, appropriate

NGOs, teachers, parents,

PTCA, and SGC its

policies, programs andprocedures for dealing with

all forms of child abuse,

with the intent of forgingalliances against all forms

of abuse.

Training and/or mentoring

is provided to teachers toprovide them skills in

modifying their behaviorand in minimizing

inappropriate classroom

behavior.

Teachers guilty ofpsycho-social abuse are

given interventions such as

counseling by school headand/or guidance counselor

and given the consequencesspecified in Staff Handbook.

The school hasmonitors and enforces

policies, programs

and procedures for

preventing,identifying, and

responding to abuse,

and neglect. The school

communicates to

LGU, student body

government,appropriate NGOs,

teachers, parents,

PTCA, and SGC itspolicies, programs

and procedures for

dealing with all forms

of child abuse, withthe intent of forging

alliances against all

forms of abuse.

The school hasmonitors and

enforces policies,

programs and

procedures forpreventing,

identifying, and

responding toabuse, and neglect.

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Goal 3. Give opportunity for all to enroll and complete schooling.Criteria Firmly Established Developing Beginning Score

Completion ofeducation by all

School implements astudent tracking system

(computerized or manual)

that helps identify students

at risk or dropping out orfailing.

School meets with parentsof potential drop-outs and

failures.

School provides

appropriate interventions

for potential drop-outs andfailures.

School provides

enhancement programs foradvanced students.

School providesAlternative Delivery Mode

(ADM) for working

students or students whoneed to go on temporary

leave of absence.

School mobilizes help of

parents, PTCA, students

and LGU to convince those

who have dropped out toreturn to school.

School meets target fordrop-out rate.

School meets target for

failure rate.

School meets target for

completion rate.

School implements astudent tracking system

(computerized or

manual) that helps

identify students at riskof dropping out or

failing.

School meets with

parents of potential

drop-outs and failures.

School provides

appropriateinterventions for

potential drop-outs andfailures.

School mobilizes help

of parents, PTCA,

students and LGU toconvince those who

have dropped out to

return to school.

School providesappropriate

interventions for

potential drop-outs

and failures.

School meets with

parents of potentialdrop-outs and failures.

Opportunity toenroll for all

School mobilizes parents,PTCA, students and LGU

to help convince other

parents to enroll theirchildren.

School mobilizes helpof parents, PTCA,

students and LGU to

convince parents toenroll their children.

School mobilizeshelp of parents,

PTCA, students and

LGU to convinceparents to enroll their

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Students have the skills on

how to frame HOTS

questions.

Students are trained to

formulate and communicatetheir ideas in a variety of

ways.

Students are given

opportunities to work

independently and be

accountable for their work,through projects,

individualized tasks, and

homework.

Students are given

opportunities to work wellwith others through group

projects and cooperative

learning tasks.

Students share the

responsibilities in managing

classrooms through teacher-delegated tasks.

Students are encouraged

to volunteer their servicesrather than wait to be given

tasks.

Students have the

skills on how to frame

HOTS questions.

Students are trained to

formulate andcommunicate their ideas

in a variety of ways.

Students are given


well with others through

group projects andcooperative learning

tasks.

Students share the

responsibilities in

managing classroomsthrough teacher-

delegated tasks.

accountable for their

work, through

projects,individualized task,

and homework.

Students are given


well with othersthrough group

projects and

cooperative learning

tasks.

Students share the

responsibilities inmanaging classrooms

through teacher-

delegates tasks.

Score for Goal 4.

Goal 5. Build and sustain collaborative partnerships between and among

students, teachers, families, and communitiesCriteria Firmly Established Developing Beginning Score

Process of building

sustainable

collaboration

Students, parents, and

other community members

have participation skills,e.g., needs assessment,project planning,

development, monitoring

and assessment.

Student organizations,

including clubs, and PTCAbrainstorm together with

Students, parents, and

other community

members haveparticipation skills, e.g.,needs assessment,

project planning,

development,monitoring and

assessment.


Student

organizations,

including clubs, andPTCA brainstormtogether with the

school on school

improvementprojects/activities.

There arecollaborative

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the school on school

improvement

projects/activities.


including clubs, and PTCAare empowered to decide on

which school

projects/activities theywould like to participate in

and how.

School shares in planning,implementing and assessing

outcomes.

School funds participation

of students.

including clubs, and

PTCA brainstorm

together with the schoolon school improvement

projects/activities.

There are collaborative

partnerships between the

school and its studentorganizations, including

clubs, and PTCA.

partnerships between

the school and its

student organizations,including clubs, and

PTCA.

Enabling structures

and organizations

for collaborativepartnerships

A school paper is

published regularly.

There is a suggestion box

in school and in the

community.

Suggestions

submitted are acted upon,whether favorably or

unfavorably.

Regular meetings are held.

There is a specific placefor meetings and work area

or for hanging out.

Regular school assemblyis held where updates and

recognitions are given.

The school provides

occasions for celebrating

successes, e.g. a celebratorymass in school, Family

Day, cultural program for

school and community areprovided for.

A school paper is

published regularly.

There is a suggestion

box in school and in the

community.Suggestions submitted

are acted upon, whether

favorably orunfavorably.

Regularmeetings are held.

A school

paper ispublished

regularly.

There is a

suggestion box in

school and in the

community.

Suggestions

submitted areacted upon,

whether favorably

or unfavorably.

Regular meetings are

held.

Score for Goal 5

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volunteers to help prepare

instructional aids and

materials, etc.

Score for goal 6:

Goal 7. Create gender-friendly learning environment

Criteria Firmly Established Developing Beginning ScoreRespect for genderdifferences due to

differences in brain

development

Classrooms are structuredsuch that boys are seated

closer to the teacher due to

hearing difference.

Boys are given tasks that

provide more opportunities

for movement such aspassing and distributing

papers and handouts.

Class activities have

several options to respond

to differences in genderinterests and abilities.

Classroom tasks are

rotated between boys andgirls to promote well-

rounded development of

both genders.

Classrooms arestructured such that boys

are seated closer to the

teacher due to hearingdifferences.

Boys are given tasks

that provide moreopportunities for

movement such as

passing and distributingpapers and handouts.

Classroom tasks arerotated between boys

and girls to promote

well-rounded

development of bothgenders.

Boys are given tasksthat provide more

opportunities for

movement such aspassing and

distributing papers

and handouts.

Classroom tasks are

rotated between boys

and girls to promotewell-rounded

development of both

genders.

Equal opportunitiesfor development.

Equal opportunities areobserved to take on

leadership roles.

Teachers and guidance

counselors instill no gender

stereotyping in choice of

career or occupation. Teachers reinforce

concept that intelligence is

not limited to verbal-linguistic and mathematical

skills.

Equal opportunities areobserved take on

leadership roles.

Teachers and guidance

counselors instill no

gender stereotyping in

choice of career oroccupation.

Equal opportunitiesare observed take on

leadership roles.

Score for goal 7:

Analyzing Scores

a. The analysis of scores should focus on the scores per goal rather than on the over-

all score. The objective of the assessment should be to make the school aware of

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their particular strengths and weaknesses. It is strong, if its score on a particulargoal is at or close to the Firmly Established CFSS. It is weak if its score is

equivalent to or even less than the Beginning CFSS. A Developing CFSS is

neither strong nor weak, so it should aspire to be strong, that is work on the goalsand indicators exhibited by the Firmly Established CFSS.

b. The intended action would be for the school to maintain its strengths and work onits weaknesses.

c. As a specific example, suppose a school named, Pilar NHS, is assessed as follows:

Goal 1-A 1-B 1-C 2 3 4 5 6 7

Pilar NHS 10 8 3 15 5 12 4 5 5

To determine where it stands on the stage of CFSS-ness, compare its scores

with the corresponding scores of the Firmly Established and the DevelopingCFSS. The Table will then look like the one on the following page:

Goal 1-A 1-B 1-C 2 3 4 5 6 7

F.E 13 15 7 34 12 14 11 13 7

Dev. 9 11 4 22 6 10 6 7 5

Pilar 10 8 3 15 5 12 4 5 5

Pilar NHS is at the Beginning CFSS for Goal 1-B, Goal 1-C, Goal 2, Goal 5, and Goal 6 Pilar NHS is at the Developing CFSS for Goal 1-A, Goal 3, Goal 4, and Goal 7.

It will be noted that there were a few times when the scores of Pilar NHS fell in-between

two categories. As a general rule, when this happens, the next higher category will beselected only if the score fell beyond the mid-point of the two categories. For 1-C, the

score of 3 is exactly at the mid-point, so the lower category was selected. For Goal 3, the

score of 5 is beyond the mid-point so the next higher category (Developing CFSS) wasselected.

The strengths of Pilar NHS would be in Goal 1-A and Goal 4. In these two goals, it hasalready surpassed the score of the Developing CFSS. Pilar should aim to score at Firmly

Established for these two goals. For the rest, Pilar NHS should aim for at least a

Developing CFSS score. Graphing Pilar NHS against the scores of a Firmly EstablishedCFSS will provide an indication of the number of indicators the school has to work on.

The best choice would be to work on those goals where there are fewer indicators to

work on, e.g., Goals 1-A, 4 and 7.

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cfss high school 1

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