esc re-certification assessment instrument re-certification evaluation... · 3 esc re-certification...

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ESC RE-CERTIFICATION ASSESSMENT INSTRUMENT

PEAC-FAPE SECRETARIAT 2010

Background and Rationale

A high school participating in the Educational Service Contracting (ESC) / Education Voucher System (EVS) Program of the Department of Education (DepEd) is expected to fully comply with the minimum standards for secondary educational institution. It must also be committed to become an effective school in delivering quality educational programs and services. DepEd enjoins participating private schools to ensure that ESC/EVS student grantees are offered academically challenging secondary education in an environment of values, trust and loyalty. ESC/EVS grantees along with other private high school students will have acquired the knowledge and developed the skills necessary for success in higher educational pursuits and a wide range of careers.

The Department of Education (DepEd) has commissioned the Private Education Assistance Committee (PEAC) - Fund for Assistance to Private Education (FAPE) Secretariat to establish a quality assurance certification mechanism that would confirm ESC/EVS participating private high schools’ compliance with DepEd’s standards for recognition. A certified ESC/EVS school therefore is one which has complied with all DepEd standards, adheres to applicable DepEd policies, and meets the requirements of the self-study procedure prescribed by PEAC-FAPE Secretariat Committee on ESC/EVS School Certification. Through this assessment instrument, an ESC/EVS school is assisted to determine its strength and potentials for becoming a more effective educational institution.

Framework and Standards

A basic framework of a quality education system is one that succeeds in meeting its own goals; one that is relevant to the needs of students, communities and society; and one that fosters the ability of students to acquire knowledge and critical learning skills. Quality is not the only factor keeping students out of school, but when effective learning is not taking place in schools, parents are more likely to withdraw their sons/daughters from school early or not to send them at all. Improving quality is therefore essential to achieving the goal of universal access to and completion of basic education.

Framework for continuity and collaboration in planning for improvement is anchored in a shared vision for education across the system. This Instrument that will be used in ESC School (Re-) Certification process is basically designed to assess the extent of compliance with the DepEd Minimum Quality Standards as well as to evaluate the school’s characteristics, its qualitative traits of excellence, and its level of performance. This is a quality assurance tool aimed at building effective and high performing schools through continuous focused improvement efforts.

Given the DepEd Minimum Quality Standards for duly recognized schools and the desirable characteristics of high performing schools in delivering quality education, this instrument attempts to utilize the following quality practices and conditions that research and best practice indicate are necessary for schools to achieve quality student performance and organizational effectiveness:

A. School Philosophy, Vision, Mission, Goals/Objectives B. Instructional Program C. School Personnel D. Student Services E. School Plant and Physical Facilities and Equipment F. Academic Support Services and Resource Facilities and Equipment: Library and Laboratories G. Administration and Governance H. School Budget and Finances I. Institutional Planning and Development

Format of the Survey Instrument

Each standard area is introduced by an explanatory paragraph on the basis of evaluation. It is subdivided into sections. The Section Mean is derived by summing up the score given of each item by the rater and divided by the total items per section. The Area Mean is the average rating scale of the section means of the Area. Assigned weights of the Areas as shown below indicate their relative importance in relation to the total evaluation.

An exception is the “School Philosophy, Goals and Objectives” Area which serves as the philosophical framework of the survey. This Area is not weighted. The rating simply helps the survey team in determining the clarity of the guideposts in evaluating the school. The scores are not included in the overall computation.

ESC/EVS RE-CERTIFICATION ASSESSMENT INSTRUMENT

Areas Weights Areas Weights

A. School Philosophy, Vision, Mission, E. School Plant, Facilities and Equipment 4

Goals and Objectives F. Academic Support Services and Resources 5

B. Instructional Program 9 G. Administration and Governance 6

C. School Personnel 7 H. School Budget and Finance 6

D. Student Services 7 I. Institutional Planning and Development 6

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A general statistical summary or computation is provided in the Appendix A. Summary of Best Features and Areas Needing Improvement is in Appendix B-1 and a Summary Table of Recommendations by Area (Standard) in Appendix B-2.

Rating Scale and Compliance Status Rating of each statement must be based on verifiable facts and evidences, interviews with concerned stakeholders, and a rater’s personal observations, assessment and evaluation. Each statement shall be scored in a scale of 4 to 1 with “4” being the most desirable condition and “1” being the least desirable state. The “0” indicates that the minimum standard is not complied with at all. The “Comment” boxes provided in the instrument are to be used to explain briefly on the items rated “0” [missing or no compliance].

A rating of “2” is equivalent to “Approaching Minimum Compliance”, which indicates that the extent of a school’s compliance with DepEd Minimum Standards on its overall rating is less that 75%. An ESC/EVS school with an overall rating of “2” can still be certified on condition that the stipulated recommendations would have to be acted upon within two years. An ESC/EVS school with an overall rating of “3” is to be given a certification status valid for three school years. An overall rating of “4” is indicative that the school is ready for voluntary accreditation, a category which is above the minimum standards of DepEd.

How to Compute: 1. The Section Mean: Add the ratings of all the statements in the section. Divide the sum by the number of answered items. 2. The Area Mean: Taking the average of all the section means. 3. The Overall Mean: Multiply each area mean by the respective area weight (Please refer to the “Areas” and their equivalent

“Weights” below.). Add up these products and divide the sum by 50, which is the total weight value of the various areas.

Rating

Description

Extent of Compliance with DepEd Minimum Standards

4

Exceeding the Minimum Standard:: Provision or condition is very extensive and functioning excellently

Above DepEd Minimum standard

3

Practicing the Minimum Standard to a Great Extent: Provision or condition is extensive and functioning very well.

88% to 100% Compliance in all DepEd Minimum Standard

2 Practicing the Minimum Standard to a limited degree: Provision or condition is sufficiently met and functioning.

75% to 87% Compliance in DepEd Minimum Standard

1 Approaching Minimum Compliance: Provision or condition is limited and fairly functioning.

Less than 75% of the requirements of the Minimum Standard

0 Missing: Provision is missing but necessary.

The Minimum Standard is missing.

3



Basis of Evaluation

The school has a clearly articulated, written and actively implemented statements of philosophy, vision, mission, goals/objectives. Such statements describe the school’s fundamental educational purposes and the essence of what it is seeking to achieve as a community of learners. These serve as the basis for daily operational and instructional decision-making as well as strategic or long-range planning. The statements are to be used to determine the extent to which policies, practices, resources, and curricular and other program components work together conceptually, structurally, and operationally to achieve stated expectations for teaching and learning. Through these statements the school’s teaching and non-teaching personnel share an understanding of and commitment to instructional goals, priorities, assessment procedures and accountability as well as accept responsibility for students' learning of the school's essential curricular goals. This philosophy, vision, mission, goal/objective document is aligned with the national development goals, the values and beliefs of the community the school serves; and is reviewed periodically by the school’s stakeholder representatives.

Directions. Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation, encircle the number (rate) that best describes the extent of compliance with DepEd Standard. Use Comment Box for items that were rated “0”. .

Extent of Compliance: “4” = Exceeding the Minimum Standard “3”= Practicing the Standards to a Great Extent “2” = Practicing the Standards to a Limited Extent “1” = Approaching the Standard “0” = Missing the Required Minimum Standards.

Extent of Compliance Exceeding Practicing Approaching Missing

1. The school has established a clear, unique, well aligned, active and living statement of philosophy, vision, mission, goals and objectives in collaboration with its stakeholders.

4

3

2

1

0

2. The philosophy represents the school community's fundamental shared values and beliefs about education and student learning.

4

3

2

1

0

3. The school’s vision and mission are founded on the constitutional provision of education and consistent with the national development goals.

4

3

2

1

0

4 The school’s goals and objectives are supportive of the basic policies of the Philippine education system.

4

3

2

1

0

5. The school’s goals and objectives allow for careful attention to the holistic development of students for their respective performance and success as contributing members of society.

4

3

2

1

0

6. The school has specific, realistic, achievable and measurable goals and objectives. 4 3 2 1 0

7. The school uses multi-media to ensure effective communication and understanding of its vision, mission, goals and objectives.

4 3 2 1 0

8. There are demonstrated evidences that the school community understands and subscribes to the goals and objectives of the school.

4

3

2

1

0

9. There are provisions made for the systematic review and revision when appropriate of the philosophy, vision, mission, goals/objectives at least every 5 years.

10. School personnel implement the vision, mission, and goals of the school in their respective Assignments.

4 4

3 3

2 2

1 1

0 0

AREA MEAN _______________________

Review the following documents/exhibits: School Catalogue/Prospectus: Brief History Vision-Mission Statement (strategically displayed in offices and classrooms) School Policy & Administrative Manual Articles of Incorporation & By-Laws (SEC) DepEd Recognition Certificate & supporting documents Survey of Students’ & Parents’ Perception on the School’s Philosophy of Education, Vision, Mission, Goals/Objectives. Joint Statement of the Stakeholders’ Shared Vision of the School and Student Learning.

Comments

A. School Philosophy, Vision, Mission, Goals/Objectives

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Basis of Evaluation

The quality of instruction in a school is the single most important factor affecting the quality of student learning, the achievement of expectations for student learning, the delivery of the curriculum, and the assessment of student progress. Instructional practices must be grounded in the school’s mission and expectations for student learning, supported by research in best practice, and refined and improved based on identified student needs.

Class size shall be appropriate to the subject matter and instructional form of each class, with regard to such considerations as materials and equipment requirements, safety, and the amount of student and faculty time necessary to accomplish the purposes of the class. When individual teacher attention to individual student work is required during class, class size shall be such that students can receive regular critiques and academic counseling of meaningful duration during the regular class period.

Instructional materials, technology, equipment, supplies, facilities, staffing levels, and the resources of the library/media center are sufficient to allow for the effective implementation of the curriculum and instructional methods that facilitate achievement for all students.

Quantifiable and observable evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

Directions. Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation, encircle the number (rate) that best describes the extent of compliance with DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance: “4” = Exceeding the Minimum Standard “3”= Practicing the Standards to a Great Extent “2” = Practicing the Standards to a Limited Extent

“1” = Approaching the Standard “0” = Missing the Required Minimum Standards.

B.1 Curriculum, Instruction and Student Loads Extent of Compliance Exceeding Practicing Approaching Missing

1. The school’s program of studies conforms to the DepEd prescribed curriculum: focus on the learner’s total development, the number of school days, and the instructional time of each learning area.

4

3

2

1

0

2. Each subject has a syllabus which specifies the timeframe and defines learning objectives, content, teaching-learning strategies and assessment system.

4

3

2

1

0

3. The school’s curriculum is related to institutional purposes in addressing challenges and needs of students, reflective of the commitment to equity and demonstrated appreciation of diversity, and is in keeping with academic and financial resources.

4

3

2

1

0

4. The subject load and sequence of subjects of students are in accord with the approved curriculum. Reasonable exemptions permitted takes into account the best interest of student and the objectives of the educational system.

4 3 2 1 0

5. The teachers receive competency-based training on the curriculum review and revision process, curriculum alignment, effective teaching approaches, and classroom assessment strategies.

4

3

2

1

0

6. Appropriate and varied assessment techniques and tools (quizzes, exams, reports, portfolios, feedback, summative assessment, criterion-referenced tests, etc.) are used to evaluate students’ learning and performance.

4

3

2

1

0

7. Teachers use a variety of proven instructional practices/strategies (lecture, interactive discussion, collaborative learning, action projects, creativity technique etc.) for effective teaching to meet students’ individual learning needs.

4

3

2

1

0

8. The school maintains a system-wide climate that supports active engagement of students in their own learning to achieve higher academic performance.

4

3

2

1

0

9. The teachers encourage students to participate in a variety of co-curricular competitions and provide assistance to those who choose to accept these challenges.

4

3

2

1

0

10. There are documented evidences of good academic performance of students.

4 3 2 1 0

11. The school’s’ academic performance is reflective of the attainment of program objectives and development of learning competencies.

4

3

2

1

0

SECTION MEAN _____________________

Comments

B. Instructional Program

5



B.2 Instructional Materials and Technologies Extent of Compliance Exceeding Practicing Approaching Missing

12. The syllabus, learning (lesson) plans and teacher’s guide are periodically updated and evaluated.

4

3

2

1

0

13. Each subject or learning area has adequate and updated textbooks/references for students.

4 3 2 1 0

14. Teacher-made instructional materials and resources are appropriate to the level of students.

4 3 2 1 0

15. There is a continuous acquisition of instructional resources.

4 3 2 1 0

16. Relevant instructional resources and equipment that support curriculum objectives are readily available.

4

3

2

1

0

17. There are adequate instructional technologies (worksheets, transparencies, slides, videotapes,

computer-based instructional materials, etc.) and maximum use of available indigenous materials. 4

3

2

1

0

SECTION MEAN

_____________________

B.3 Instructional administration, Supervision and Evaluation


18. Teacher’s lesson planning and preparation time and the class sizes are considered in assigning

teaching loads to promote maximum student learning.

4

3

2

1

0

19. Regular classroom observation visits and/or supervisory dialogue between the principal or subject coordinator and the teacher are done to improve instructional practices that facilitate learning.

4

3

2

1

0

20. Definite rules and policies for good classroom management are enforced to provide opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning.

4 3 2 1 0

21. There is evidence that a variety of assessment data are utilized to support school decisions about curriculum restructuring, instructional improvements.

4

3

2

1

0

22. The student performance assessment and grading policy are well-defined and made known to the students Uses comparison and trend data from comparable school systems to evaluate student performance and system effectiveness.

4 3 2 1 0

23. Summative examinations measure the attainment of learning competencies of students and school system performance audit are communicated to all stakeholders.

4 3 2 1 0

24. The school has a functioning supervisory practice that provides direction, assistance, and resources to align, support, and enhances all parts of the system in meeting organizational and student performance goals.

4

3

2

1

0

SECTION MEAN ______________________

Review the following documents/exhibits: School Calendar and schedule of classes Subject Syllabi Sample weekly lesson plans Inventory list of instructional materials and technologies in use Compiled supervisor’ classroom observation reports Schools Record on Overall Students; Academic Achievement and Performance Report of Students’ Learning Competencies by subject area (e.g. CEM, any standardized test reports such as National Achievement Tests, etc ) List of textbooks in use Instructional data: teachers’ teaching loads, student-textbook ratio, average student-teacher ratio Samples of teacher made examinations

Comments

Comments

AREA MEAN ________________

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Basis of Evaluation

The school shall maintain administrative, instructional, and support staff who are qualified, competent, and sufficient in number to effectively enable the school and the specific educational programs offered to accomplish their purposes. Faculty and staff assignments shall be such that the school personnel are able to carry out their duties effectively. Faculty members shall have adequate time to prepare and provide effective instruction, advice and evaluate students, continue professional growth, and participate in service activities expected by the school. The student-faculty ratio must be consistent with the size, scope, goals, and the specific purposes and requirements of the programs offered. All faculty members must be able to guide student learning and to communicate personal knowledge and experience effectively. The school regularly conducts staff performance appraisals, promotes the improvement of the economic and status of all its personnel as well as offers professional development opportunities informed by its philosophy/vision/ mission.




C.1 Professional Qualifications


The Principal has 1. Appropriate master’s degree and professional training. 4 3 2 1 0 2. At least 5 years of teaching experience. 4 3 2 1 0 3. At least 3 years of administrative experience. 4 3 2 1 0 4. Professional growth as evidenced by his/her engagement in further studies and attendance in professional trainings, seminars – workshops.

5. Participated in professional organizations 6. PRC license for teachers.

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

The Vice or Assistant Principal (may be needed when enrollment is over 1,000) has 7. Appropriate master’s degree and professional training. 4 3 2 1 0

8. At least 3 years of teaching experience. 4 3 2 1 0

9. At least 3 years of administrative experience. 4 3 2 1 0

10. Professional growth as evidence as his/her engagement in further studies and attendance in professional trainings, seminars – workshops.

11. Participated in professional organizations 12. PRC license for teachers.

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

The Teachers have 13. At least BSEd or Bachelor’s degree with 18 units in education. 4 3 2 1 0

14. Professional growth as evidence as his/her engagement in further studies and attendance in

professional trainings, seminars – workshops.

4 3 2 1 0

15. Participated in professional organizations 4 3 2 1 0

16. PRC license for teachers. 4 3 2 1 0

The Registrar has 17. At least a Bachelor’s degree. 4 3 2 1 0

18. At least 3 years of training/experience in the maintenance of student academic records and

related school work.

19. Professional growth as evidence as his/her engagement in further studies and attendance in

professional trainings, seminars – workshops.

4 4

3 3

2

2

1 1

0 0

20. Participated in professional organizations. 4 3 2 1 0

The Librarian has

21. At least a bachelor’s degree in education with appropriate training. 4 3 2 1 0

22. PRC license for librarians. 4 3 2 1 0


4 3 2 1 0


C. School Personnel

7



The Guidance Counselor has


25. At least a Bachelor’s degree with appropriate training. 4 3 2 1 0


4

3

2

1

0


28. PRC license for teachers. 4 3 2 1 0

SECTION MEAN _____________________

C.2 Assignments


29. Teaching assignments of the faculty members are based on their major or minor area of Specialization.

4

3

2

1

0

30. Regular teaching schedule and load of faculty are as prescribed by DepEd (no more than 360 minutes of actual teaching per day).

4 3 2 1 0

31. The ratio of teachers to students is 1:45.

4 3 2 1 0

32. The ratio of a full-time registrar to students is 1:500 (least) to 1:800 (Maximum)

4 3 2 1 0

33. The ratio of full-time librarian to students is 1:500 (least) to 1:800 (Maximum)

4 3 2 1 0

34. Each science laboratory has at least a part-time science technician or student assistants.

4 3 2 1 0

SECTION MEAN ______________________

C.3 Performance


35. Teachers demonstrate the content, pedagogical paradigm, and professional knowledge, technical skills, and dispositions necessary to help all students learn.

4

3

2

1

0

36. Teachers prepare well for their classes by creating a supportive learning environment which encourage students’ active engagement in learning, self-motivation, and social interaction, and managing classroom procedures to maximize academic learning time.

4

3

2

1

0

37. Teachers are engaged and empowered to design relevant and coherent instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

4 3 2 1 0

38. The teachers identify and communicate specific student performance expectations and document student learning gains using appropriate assessment instruments.

4

3

2

1

0

39. The issuance of students’ records by the registrar is in accordance with law and the DepEd regulations contained in the Manual of Regulations for Private Schools.

4 3 2 1 0

40. The guidance counselor has clear programs and interventions to assist all students overcome barriers to academic growth and achievement as well as in promote the career development of all students.

4 3 2 1 0

41. The school librarian consistently demonstrates competency in information literacy to develop student knowledge and performance as well as management skills in setting up library resources for effective use of students and teachers.

4 3 2 1 0

SECTION MEAN ____________________

Review the following documents/exhibits: School Personnel Profile (individual personnel record) Personnel Handbook Personnel Performance Evaluation Reports on file Classroom Observations Report Faculty and Staff Development Plan List of Professional Conferences, Seminars and Trainings participated in by teachers, staff and administrators Summary Report on the School’s personnel involvement in professional organizations (local/Regional/National)

Comments

Comments

Comments

AREA MEAN ________________________

___________________

8



Basis of Evaluation

Student services are systematic and integral to the educational program. Admission and placement procedures are well defined and administered. The procedures include evaluation, counseling, and the development of productive relationships with students, parents, and, where appropriate, the comprehensive educational institution which the student regularly attends.

A balance of academic, social, co- and extra-curricular and service activities is maintained. Activities selected to foster intellectual, cultural, and social growth as well as physical health and wellness provide opportunities for student leadership and social interaction and encourage development of student interests.

The student and family are informed of all known costs and of possible optional or contingency costs. Students are placed at developmentally appropriate levels and developmental goals are established. These activities are adequately financed, periodically reviewed in partnership with families and the community, managed by school governance and leadership, and appropriate to the school’s philosophy/vision/mission.

Records of admission, progress, achievement, and recommendations for future study are safely and securely preserved. Occasional follow-up studies of former students are conducted. The school publishes documents that describe the curriculum, its organization, how students are classified, the marking system, disciplinary rules and techniques, promotion and retention policies, and high school graduation requirements.




D.1 Admission, Enrollment and School Records


1. The school has its admission and enrollment policy, procedures, and requirements published and well disseminated to clients and the general public.

4

3

2

1

0

2. Admission and placement procedures are well defined and administered by competent staff in accordance with DepEd guidelines and regulations.

4

3

2

1

0

3. The enrollment and class size are determined by the school taking into account the total absorption capacity of its facilities, the level of instruction, the nature of the subject, and such other factors as may be conducive to the teaching-learning process.

4

3

2

1

0

SECTION MEAN ______________________

D.2 Student Activity Coordinator (SAC)


4. There is an office that handles student affairs whose functions are coordinating the Student Activity Program, overseeing Student Welfare concerns, and handling all disciplinary matters, among others.

4

3

2

1

0

5. The Coordinator has appropriate degree qualification and adequate experience.

4 3 2 1 0

6. The ratio of a full-time Coordinator to students is 1:500.

4 3 2 1 0

7. The policies and practices of the school in the selection and admission of prospective students (freshmen/transferees) are consistent with DepEd regulations.

4

3

2

1

0

8. The policies for the retention of students and parents are clearly stated and made known. 4 3 2 1 0

SECTION MEAN ______________________

Comments

D. Student Services

Comments

9



Comments

Comments

D.5 Student Discipline Extent of Compliance Exceeding Practicing Approaching Missing

21. The school has an updated student handbook, which contains among others policies on student attendance and punctuality, discipline, student rights and responsibilities, rules of conduct, dress code, rewards for good deportment, and penalties for misbehavior, etc., and

4

3

2

1

0

22. The school administrator/principal ensures that students, staff and parent(s) are provided with opportunities to contribute to the development of the policy.

4 3 2 1 0

23. The School Discipline Policy, which incorporates the principles of procedural fairness be developed within a strong student welfare context, is known by all students, parents, and members of the staff.

4 3 2 1 0

24 The staff is provided with training and development opportunities in behavior management. 4 3 2 1 0

25. Campus safety and security guidelines are disseminated to parents and community during orientation, assemblies, and when a need arises.

4

3

2

1

0

26. Mechanism for due process is provided. 4 3 2 1 0

SECTION MEAN ______________________

D.3 Medical and Dental Services


9. The personnel to carry out school health-related activities are qualified.

4

3

2

1

0

10. There are space and equipment for rendering medical and dental services

4 3 2 1 0

11. There are provisions for immediate and adequate emergency care.

4 3 2 1 0

12. Regular medical and dental checkups are conducted together with the updating of medical/dental history of students.

4

3

2

1

0

SECTION MEAN --------------------------------

D.4 Guidance Services


13. The school provides a developmentally appropriate guidance program to aid students in their

educational, personal, social, and career development.

4

3

2

1

0

14. The guidance office assists in the formulation and implementation of the Homeroom activities.

4 3 2 1 0

13. 15. Academic and personal counseling services relevant to academic progress are provided. 14.

4 3 2 1 0

16. The guidance office provides diagnostic and other testing services.

4 3 2 1 0

17. The guidance office periodically conducts follow-up studies of students’ achievement.

4 3 2 1 0

18. There is provision for career and exit counseling for graduating students.

4 3 2 1 0

19. The guidance office keeps on file cumulative records of any currently or previously enrolled students.

4

3

2

1

0

20. The school ensures the confidentiality and security of students’ records. 4 3 2 1 0

SECTION MEAN ______________________

Comments

10



AREA MEAN _____________

Review the following documents/exhibits: Enrollment Data & Charts for the past four years Student Profile Student Handbook Guidance & Counseling Services Report Year round schedule of Co- and Extra-curricular activities School Medical-Dental Services: Program, Staff, facilities School Canteen & Supply concessionaires’ contracts List and Schedule of Social Action programs Report on Parents’ Assemblies – parental involvement in student affairs of the school.

D.5 Student Activities


There is a provision for holistic development of students through:

27. Co-curricular and other academic related activities.

4

3

2

1

0

28. Extra- and socio-cultural activities. 4 3 2 1 0

29. Athletic and recreational activities. 4 3 2 1 0

30. Spiritual growth and religious activities. 4 3 2 1 0

31. Social action and community-outreach program. 4 3 2 1 0

32. Inter-school competitions. 4 3 2 1 0

33. Student organizations: interest groups and student government. 4 3 2 1 0

34. Student activities are aligned with the school vision, mission and goals. 4 3 2 1 0

SECTION MEAN _____________________

D.6 Canteen/Supply Store


35. The food service preparation and consumption areas are sanitary and spacious and can

accommodate at least 35% of the school population at a given time.

4

3

2

1

0

36. The school provides nutritious food service.

4 3 2 1 0

37. Students are provided adequate time for health break. 4 3 2 1 0

38. The school’s supply store provides stationary, writing pens and papers, and other essential instruction-related materials.

4

3

2

1

0

SECTION MEAN _____________________

Comments

Comments

11



Basis of Evaluation

The school site must be suitable and adequate for its activities. It should be owned by the school. If not owned, there should be a definite and feasible program for ownership thereof within a reasonable period, or reasonable and adequate provisions for continued use by the school. School buildings are designed and constructed in conformity with the provisions of the Building Code. Facilities are appropriate and adequate to implement the philosophy, vision, mission, goals and objectives, and activities of the school. The physical environment, facilities and equipment support teaching and learning in all curricular offerings, delivery of services as well as optimal student development and achievement. School facilities are safe, clean, and well maintained for all faculty and students engaged in them. The school site and facilities are regularly inspected for effective operation and meet all applicable laws including health and safety code requirements.




E1. School Site, Building and Building Services


1. The school site is accessible to its clientele, and is owned by the school (or there is a definite and feasible program for ultimate ownership thereof within a reasonable period).

4

3

2

1

0

2. The site is beyond 200 meters of places of ill-repute, cockpits, dancing halls, bowling alleys, movie houses, markets, garbage dumpsite, cemeteries, jails, railroad yards, manufacturing and industrial establishments.

4 3 2 1 0

3. School campus is on a quiet, unobstructed street or road or heavy traffic highways, and free from hazards.

4 3 2 1 0

4. The site area complies with the DepEd standard of one half hectare for a school with an enrolment of less than 500 students or one (1) hectare for 500 students or at least a gross area of 15 to 20 square meters per student.

4

3

2

1

0

5. The ground area occupied by the school building and other structures does not exceed 40% of the total school site area.

4 3 2 1 0

6. The school campus ground and building facilities are clean, safe and well maintained.

4 3 2 1 0

7. There is provision for accessibility of students with disabilities or special needs.

4 3 2 1 0

8. The school conducts safety inspections for buildings and grounds, appropriate safety/emergency (earthquake and fire) drills; and has a reporting system for accidents as well as security and crisis management plans for each building.

4

3

2

1

0

9. The corridors are at least 2 meters wide (not required at ground level if appropriate direct access to enclosed spaces is provided)

4 3 2 1 0

10. School building audits and inspections, repairs and maintenance of classrooms facilities and utilities are regularly performed for effective operation and meet all applicable laws, including health and safety code requirements.

4

3

2

1

0

11. Compliance with regulations relating to school building: light, ventilation, water supply, fire protection, and other safety matters, are documented.

4

3

2

1

0

12. School buildings are covered adequately by appropriate insurance policy.

4 3 2 1 0

SECTION MEAN ________________________

Comments

E. School Plant and Physical Facilities and Equipment

12



Review the following documents/exhibits: Campus Site Plan & Location Map (1:500 Scaled Map) Land Property Title Copy of the locality’s land use map at least within the 5 kilometer radius of the school site Report size copy of the building plans: structure, floor layout, sizes of used spaces for instructional, administrative, and services purposes School building inspection report and building code compliance certification Faculty and student lounges Inventory list of campus facilities: sanitary toilets, lavatories, sports & athletic field facilities; parade grounds Repairs & Maintenance shop School building inspection report and building code compliance certification

E.2 Instructional Spaces, Classroom Furniture and Equipment


13. The classroom floor area complies with the standard 1.40 square meters per student station.

4

3

2

1

0

14. The science laboratory area complies with the standard 2.40 square meters per student station.

4 3 2 1 0

15. The Technology and Livelihood Education workshops comply with the standard of 2.40 square meters per student station.

4

3

2

1

0

16. Each classroom is provided with at least two chalk (or white) boards.

4 3 2 1 0

17. There is provision for a teacher’s cabinet, table and chair in each classroom. 4 3 2 1 0

18. Classroom facilities and equipment follow standard provisions.

4 3 2 1 0

19. The classroom has entrance and exit doors and signage. 4 3 2 1 0

20. The school has the required shop/industrial tools. 4 3 2 1 0

21. The home economics laboratory is equipped with adequate utensils.

4 3 2 1 0

22. There are provisions for athletic and playground facilities and equipment. 4 3 2 1 0

23. Provisions for left-handed and differently able or physically challenged students are available. 4 3 2 1 0

SECTION MEAN _____________________

E.3 Administrative Spaces


24. The administrative office spaces comply with the standard of 5.00 square meters.

4

3

2

1

0

25. The administrative offices have the standard office equipment. 4 3 2 1 0

26. The guidance room complies with the standard of 28.00 square meters. 4 3 2 1 0

27. Medical/Dental clinic complies with the standard of 28.00 square meters. 4 3 2 1 0

28. Basic medical/dental clinic supplies and equipment are available. 4 3 2 1 0

SECTION MEAN ______________________

E.4 Sanitary Facilities


29. The school provides boy’s urinal in compliance with the standard: 1 detached urinal per 50 students or 1.00 meter urinal per 100 students.

4

3

2

1

0

30. The standard Boy’s toilet seat (water closet) -1 seat per 100 students is met.

4 3 2 1 0

31. The standard Girl’s toilet seat (water closet) -1 seat per 100 students is met.

4 3 2 1 0

32. The lavatory is in compliance with the standard – 1 lavatory per toilet seat. 4 3 2 1 0

33. The toilets are clean, well maintained and there is adequate supply of running water. 4 3 2 1 0

SECTION MEAN ______________________

Comments

Comments

AREA MEAN __________________

Comments

13



Basis of Evaluation

Library. It is the principal educational materials resource center of a school. Information resources, materials, and technology are accessible and of adequate scope, quantity, and quality to facilitate the school’s pursuit of its total educational program. Learning materials must be current and relevant to the programs offered. These resources encourage all students and staff to broaden and extend their knowledge and skills. Appropriate instruction is offered to develop student and staff inquiry, research, and information literacy skills. Information technology equipment is functional and well maintained. The library media center is an inviting, learning-conducive area for reading, research and teaching activities. The safe, barrier-free space is designed to facilitate active, inquiry-based learning and serve as an integral part of every student’s educational experience. Schools providing access to learning resources off-site must demonstrate that the collection is adequate to support the program and those policies and procedures for access are appropriate to the needs of the students and faculty. The library services are administered by a librarian with professional training and library assistants when necessary.

Laboratories. Students need to become acquainted with the nature of science and the processes of science. It is imperative that all students have a full science educational experience. Standards-based laboratory facilities for the sciences and their corresponding manuals provide teacher support and student materials for general science, biology, chemistry, and physics. The science learning goals of laboratory experiences include enhancing mastery of science subject matter, developing scientific reasoning abilities, increasing understanding of the complexity and ambiguity of empirical work, developing practical skills, increasing understanding of the nature of science, cultivating interest in science learning, and improving teamwork abilities. Labs and workshops shall be properly located in an environment conducive to learning. Their workplaces have adequate water and energy supply. Appropriate furniture shall be provided to accommodate equipment and instruments.

Computer-based representations and simulations of natural phenomena and large scientific databases are more likely to be effective if they are integrated into a thoughtful sequence of classroom science instruction that also includes laboratory experiences.




F.1 Library Physical Facilities, Resources and Equipment

F.1. 1 Physical Set up and Space Requirements


1. The Library area can accommodate at least 12% of enrollment with1.75 sq.m per student space.

4

3

2

1

0

2. The library is centrally and securely located within the school campus, away from noisy areas such as gymnasiums, band rooms, or playgrounds.

4 3 2 1 0

3. There is adequate space for material circulation, catalog access, displays and exhibits. [Shape – preferably

rectangular, 2/3 of the area for library users and 1/3 for library collection.]

4 3 2 1 0

4. A layout is designed for easy supervision of the current collection and its anticipated growth.

4 3 2 1 0

5. Equipment and supplies for: writing reports, creating presentations, photocopying, designing graphics, creating multimedia, and recording, duplicating and editing audio-visual materials.

4

3

2

1

0

6. A separate area for library media staff tasks such as planning, ordering, scheduling, processing, and repairing should be included.

4

3

2

1

0

7. There are provisions for student and faculty lounges.

4 3 2 1 0

SECTION MEAN ___________________

Comments

F. Academic Support Services and Resource Facilities and Equipment: Library and Laboratories

14



F.1.4 Library Collection


17. The content and quantity of library holdings and materials are related to the secondary education curriculum and in proportion to enrollment size and needs of students and school personnel.

4

3

2

1

0

18. The school library program provides a balanced collection of at least 9,000 books, software, and electronic resources (or 15 items per student if enrollment exceeds 600 average daily attendances).

4

3

2

1

0

19. Adequate reference materials including sets of general subject encyclopedia, dictionaries (English, English-Filipino, Dialects), atlas, almanacs, fiction (30%), non-fiction (70%), books of general interest, biography books, cyclopedia, yearbook, manuals, handbooks.

4

3

2

1

0

20. The general collection, which should include at least four (4) reference books in the different learning (subject) areas, are at least 4 for every 40 students.

4

3

2

1

0

21. There are available additional books for secondary level: Book of Knowledge, Thesaurus, Philippine Yearbook, and Book of Facts; Handbooks, Manuals, and Literary Classics; Book of Etiquette, World Record and Fiction books.

4

3

2

1

0

22. Library holdings include professional books of recent edition and subscription to professional magazines and journals in each subject area for teachers’ references.

4 3 2 1 0

23. An adequate number of subscriptions to newspapers, magazines and periodicals in English and in Filipino appropriate for the curriculum year.

4

3

2

1

0

24. Filipino-authored books and other curricular materials are adequately represented and designated as Filipiniana section.

4

3

2

1

0

SECTION MEAN ____________________

F.1. 2 Librarian/Staff


8. The ratio of teacher-librarian to students is 1:500. [One assistant or part-time teacher-librarian is

added for enrolment above 500 to 1000. One fulltime librarian for every 1000 additional enrolments.]

4

3

2

1

0

9. Library staff carries out the duties and responsibilities as stipulated in the DepEd Library Policy Manual, among others managing the programs and services budget, providing support to teachers and students.

4

3

2

1

0

SECTION MEAN _____________________

F.1. 3 Library Programs and Services


10. Library orientation is conducted during the start of the school year.

4

3

2

1

0

11. The librarian handles library media lessons and provides individual reference assistance and introduce students and teachers to the use of technology as a tool for accessing, gathering, and using relevant information.(Internet access)

4

3

2

1

0

12. National Book Week celebration or an equivalent event is held every year. 4 3 2 1 0

13. Library materials are catalogued, inventoried, and disseminated through the library and made available to all users.

4

3

2

1

0

14. The open shelf system library is an accessible place for research activities, browsing, reading, and basic listening and viewing by individuals and classroom groups.

4

3

2

1

0

15. Library serves as an information center of the school and the parents and alumni. 4 3 2 1 0

16. Statistics on the use of the library by students, teachers, and other users are periodically prepared by the library staff.

4

3

2

1

0

SECTION MEAN _____________________

Comments

Comments

Comments

15



F.1.5 Library furniture, equipment, and Fund Sources


25. The provisions for library furniture are adequate and comply with the DepEd standard

dimensions for secondary schools: ( a basic checklist)

Librarian’s table – 0.90 m (W) x 1.80 m (L) x 0.75 m (H)

Two (2) units of reading tables

at least 24 units of armless chairs

Charging desk/circulation dimension is at least 36” x 20”

a provision for a sunk bay of at least 39”

36 tray Card catalogue cabinet with handle label holder

and rod: W = .90 m, H = 1.18 m, D = .45 m

Book shelves (Single faced) is 0.20 m (D) x 0.25 m (W) x 1.30 m (H)

Book shelves (Double faced): 0.20 m (D) x 0.25 m (W) x 1.52 m (H)

Dictionary and Atlas stand with slope top and 3 shelves: 38cm x 90 cm x 5 cm.

provisions for vertical files and standard filing cabinets

Magazine rack with 10 shelves: (W) x 0.40 m (D) x 1.52 m (H).

Storage cabinet – 0.40m (D) x 0.90 m (W) x 1.83 m (H) / 12mm thick plywood,

6 mm thick backing.

List Card Cabinet with 12/24 trays depending upon the collection

Librarian’s chair-0.37 m (W) x 1.80 m (L) x 0.75 m (H)

Step stool – 13 2/3” (H) x 15” (W) and 9” (top-D)

Bulletin board (cork or magnetic) – 2.45 m (L) x 1.25 m (W)

Working table – 0.90 m (W) x 1.80 m (L) x 0.75 m (H)

Tray for 3” x 5” index cards – 1 set

Cutter – 16” x 18” sharp blade

Wall clock – at least 26 cm diameter

Book-truck with 3 flat shelves – 5” diameter caster two rigid

and two swivel (big collection) 37 ¾ (H) x 14” (W) x 32” (L)

Book-truck with 3 flat shelves

Equipment: typewriter, computer with printer, projector, TV, radio, cassette, tape player, video player

4

3

2

1

0

26. Librarian’s tools & supplies: Dewey Decimal Classification, Anglo American Cataloging Rules, Sears List of Subject Headings, Stamp of ownership, cars, etc., office supplies and AV supplies.

4 3 2 1 0

27. Audio-visual equipment and materials as information and learning tools, such as projector, TV sets, films, slides, tapes, and records are sufficient for class or large group learning activities.

4 3 2 1 0

28. Sources of library funds:

The school has a reasonable library fee and learning resource service charges Five to ten percent of the prorated school trust funds Donations and solicitation from civic organizations, alumni, parents, and other members of the

community, “friends of the library” and others.

4 3 2 1 0

SECTION MEAN _____________________

Review the following documents/exhibits: Library personnel profile Library Handbook Library collection data Uses of the library data: number of books borrowed daily/weekly Library development and Improvement plan List of recently acquired books/references Updated library inventory of facilities and equipment

Comments

AREA MEAN _____________________

16



F.2 Laboratories

F.2.1 Facilities and Equipment


28. Laboratory facilities and equipment provide students the learning experiences in the science subjects

(General Science, Biology, Chemistry, and Physics).

4

3

2

1

0

29. Storage and cabinets/shelves for apparatuses, tools, and supplies within the laboratory and the

preparation room. 4

3

2

1

0

30. Student laboratory tables have deep sinks and flat top work areas’

4 3 2 1 0

31. Teacher self-contained demonstration table has a sink (hot and cold water supply), electrical outlet is built into the table, two, upright rods, crossbar and clamps, and other basic features for science experiments and instructional demonstrations.

4 3 2 1 0

32. Chemical storage systems are well specified in terms of: separation of incompatible materials;

shelving that inhibits the spread of spills and resists corrosion;

provision for clear labeling;

isolation of flammable materials;

dedicated exhaust where needed.

4 3 2 1 0

33. TLE facilities support the home economics, livelihood skills projects and practical arts project activities of students.

4 3 2 1 0

34. There is an updated asset inventory of equipment and learning materials (indicating date of purchase).

4 3 2 1 0

35. Laboratory stations are equipped with water, gas, electrical power, and sockets for apparatus rods. [Space per student station is 2.40 sq.m]

4

3

2

1

0

36. The computer lab is equipped with at least 10 to 15 student computers and scanners and the teacher system is connected to a projector, scanner, VCR/DVD player, and has speakers. Each workstation measures 1.75 square meters per workstation. [Other areas may be added, if planned, i.e. office, conference, etc. Storage space is as needed.]

4

3

2

1

0

SECTION MEAN _____________________

F.2.2 Safety and Security


37. Class size, facility design, safety equipment, and fire prevention are all considered in establishing a safe laboratory environment.

4

3

2

1

0

38. Science facilities and equipment are insured and appropriately stored and secured.

4

3

2

1

0

39. Ventilation system is maintained.

4 3 2 1 0

40. There is safety equipment for each science classroom and/or laboratory: Acid cabinet Apron Fire blanket First aid kit Fire extinguisher (ABC)

4 3 2 1 0

41. Signage on safety and emergency measures are posted inside the laboratory. 4 3 2 1 0

SECTION MEAN

______________________

Review the following documents/exhibits: Checklist of science subjects needed resources and equipment compared to actual availability Inventory list of campus facilities: sanitary toilets, lavatories, sports & athletic field facilities; parade grounds Repairs & maintenance list of work

Purchase order lists of furniture/equipment of the last three years Inventory list of basic laboratory apparatuses compared with DepEd

standards.(Please refer to the DECS ORDER NO.73, 1993).

Comments

Comments

AREA MEAN _____________________

Fume hoods Safety shield Safety showers Safety/Chemical

inventory software

Eye-washers Goggles and goggle sanitizer Heat- and acid-resistant gloves

Glare screens

17



Basis of Evaluation

The school is duly recognized by DepEd to offer secondary education and served the public interest. The governance and leadership ensure the integrity, effectiveness, and reputation of the school through the establishment of policy, provision of resources, and assurance of a quality educational program.

The school’s organizational structure and climate facilitate achievement of its core values as expressed in the philosophy/vision/mission. The board adopts policies and procedures that provide for effective operation of the school. The school and governing board build up the capacity of stakeholders to improve student learning by promoting a collaborative, result-oriented culture dedicated to continuous improvement. It recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school. It permits the administrative team of the school to implement policies and procedures without interference.

Administration also fosters ongoing professional development within the learning community; implements a written security and crisis management plan that provides appropriate training for staff and students.

The school’s professional culture is to be characterized by thoughtful, reflective, and constructive discourse about decision-making and practices which supports student learning and well-being. School leaders foster a productive environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for day-to-day operations and long-term planning. Relationships among the staff and leadership are collegial and collaborative.

The school staff maintains purposeful, active, positive relationships with families of its students and with the community in which it operates to support student learning.




G.1 Governance and Administrative Leadership


1. The school is a legally-constituted corporation as stipulated by DepEd Service Manual and a duly constituted and functioning governing body or board of trustees in accordance with Corporation Code.

4

3

2

1

0

2. The school’s administrative manual with organizational chart, which define the lines of authority, appointments/contracts, job descriptions, relationship, and accountability for effective school operation, is printed and periodically reviewed.

4 3 2 1 0

3. All school administrators have appropriate professional qualifications, training and experience for their respective position, responsibilities and accountabilities in the school.

4 3 2 1 0

4. The school administration has built public support, secures sufficient resources, and acts as a steward

of the system’s resources.

4 3 2 1 0

5. Staff appointment and termination practices reflect consistency and freedom from bias.

4 3 2 1 0

6. The school leadership provides direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals.

4 3 2 1 0

7. The school administration maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations

4 3 2 1 0

8. The school implements an evaluation system that provides for the continuing professional development and growth of all personnel.

4 3 2 1 0

9. The school leadership assesses and addresses community expectations and stakeholder satisfaction.

4 3 2 1 0

10. There is an organized and functioning parent-teacher association designed to strengthen school-home and community partnership.

4 3 2 1 0

11. Periodic state-of-the-school reports are issued.

4 3 2 1 0

SECTION MEAN ____________________

Comments

G. Administration and Governance

18



G.2 School Culture and Climate


12. School management provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership.

4

3

2

1

0

13. Collaboration and shared responsibility for the school and school improvement efforts occur across year levels and content areas among administration, school personnel, and students.

4

3

2

1

0

14. There is provision of reviewing ways in which equity gaps in achievement can be reduced and barriers to learning can be eliminated.

4

3

2

1

0

15 For the promotion of a positive learning climate, staff are working together to build a culture of learning that supports improved student outcomes.

4

3

2

1

0

16. The school’s code of discipline supports students’ understanding of the importance of norms, rules, and expectations for behavior.

4

3

2

1

0

17. The school staff maintains purposeful, active, positive relationships with families of its students and with the community

4

3

2

1

0

SECTION MEAN ____________________

G.3 Administration


18. The school has adopted procedures for syllabi revision, selection of textbooks/references, implementing its grading system, aimed at improving academic performance.

4

3

2

1

0

19. Important academic records are carefully devised, well kept, secured and preserved. 4 3 2 1 0

20. The school has adopted a compensation policy providing salaries comparable to corresponding government items for its teachers and other personnel.

4

3

2

1

0

21. Employment contract specifies the designation, qualification, salary rate, the period and nature of services and its date of effectivity, and such other terms and conditions of employment consistent with laws and the rules, regulations and standards of the school.

4

3

2

1

0

22. The school has a system for the prompt and orderly settlement of personnel disputes. 4 3 2 1 0

23. The school’s Management Information System or data management system is orderly, up-to-date, systematic, and has easily retrievable files and complete student records.

4

3

2

1

0

24. The governing board establishes an appropriate fiscal and accounting policies and systemic procedures for the school administrators to implement to ensure efficient and effective fiscal management.

4

3

2

1

0

SECTION MEAN _____________________

G.4 Social Orientation and Community Involvement


25. The school is well informed about its own geographic, socio-cultural environment as well as that of the community it serves in its outreach program.

4

3

2

1

0

26. The school collaborates with families and other community members; it responds to diverse community interests and needs; and it mobilizes community resources.

4

3

2

1

0

27. The school has a plan for partnership that collaboratively engages the school with community members and organizations on behalf of student success.

4

3

2

1

0

28. The school provides a program which encourages community involvement and support of teachers, parents, and alumni. There is a functioning PTA.

4

3

2

1

0

SECTION MEAN _____________________

Review the following documents/exhibits: Administrative Manual File copy of Minutes of School Board Meetings , School Policies and Procedures Manual Socio-economic Profile data of the locality Report on the School-Community Program and Activities last

three years Report on the Parents-Teachers Association or Family Council Activities Inventory list of administrative files and records Organizational Chart

Comments

Comments

Comments

AREA MEAN ___________________

19



Basis of Evaluation

Financial resources are sufficient to provide the educational opportunities defined in the school’s mission. Evidently the school has decision-making authority in the areas of budget and uses that authority to create meaningful change in teaching and learning. The business practices of the school promote confidence in the school’s ability to manage fiscal and material resources in a responsible manner and follow prescribed budgeting and accounting principles.

Financial resources shall be adequate in terms of: (1) the purposes of the school and each of the specific programs it offers; and (2) the size and scope of the school. Budget allocations for personnel, space, equipment, and materials must be appropriate and sufficient to sustain the programs offered from year to year. Evidence must be provided demonstrating that financial support is sufficient to ensure continued operation of the school and its programs in accordance with applicable DepEd standards.

The school shall publish all regulations and policies concerning tuition, fees, and other charges, and those concerning financial aid. If tuition is charged, it shall develop a tuition refund policy that is equitable to both the institution and the student. The school shall maintain accurate financial records according to legal and ethical standards of recognized accounting practice.




H.1 Budget


1. An annual budget is proposed by the administration, adopted by the governing body, and managed by the administration to implement the school’s educational programs and continuing improvement plans.

4

3

2

1

0

2. Monthly/ quarterly budget performance monitoring reports and school’s annual audited financial statements are prepared and distributed according to policy guidelines.

4

3

2

1

0

3. The school appropriates adequate budgets for instructional, academic support program, student services, and institutional support, including budgetary allocation for professional development.

4 3 2 1 0

4. Engages in long-range budgetary planning and annually budgets sufficient resources to support its educational programs and to implement its plans for improvement.

4 3 2 1 0

5. The school’s annual budget is based on its one-year operational plan.

4 3 2 1 0

SECTION MEAN ____________________

H.2 Finances Extent of Compliance Exceeding Practicing Approaching Missing

6. Income from tuition, miscellaneous fees, gifts, endowments, and fund raising activities are adequate to support a quality educational program.

4

3

2

1

0

7. The institution ensures that all financial transactions are safeguarded through proper budgetary procedures and audited accounting measures

4

3

2

1

0

8. Compensation package (salaries and benefits) are sufficient to attract and hold competent teachers, administrators, and staff.

4

3

2

1

0

9. Overall financial resources are sufficient to assure the continuity and stability of services. 4 3 2 1 0

10. The school’s financial statements are duly certified by a public accounted and audited annually by a registered auditor that attests to: (a) the use of acceptable accounting practice, and (b) to the viability of the institution to meet its obligations.

4

3

2

1

0

SECTION MEAN _________________

Review the following documents/exhibits: Schools Income and Expenses Statement (past 3 years) Audited Financial Statement (past 3 years) School Budgets and Budget Performance Report (past 3 years) List and Amounts of Grants, Gifts and Donations (past 3 years)

Comments

Comments

AREA MEAN ___________________

H. School Budget and Finances

20



Basis of Evaluation

The institution systematically evaluates and makes public know how well and in what ways it is accomplishing its purposes. A system is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the system with the expectations for student learning. The institution assesses progress toward achieving its stated goals and makes decisions regarding improvement through an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. The school uses a collaborative process to develop and implement a written strategic or long-range plan to improve its educational program and services. Plans are aligned with the school’s philosophy/vision/mission and its operational plans. The school periodically evaluate, plan, and make projections consistent with and supportive of its purposes and its size and scope. New improvement efforts are informed by the results of earlier efforts through analysis of student performance, system effectiveness, and assessment of the improvement process.




I.1 Performance Indicators


1. The school has a process to assess school-wide and individual student progress in achieving the academic expectations of its mission, goals and objectives.

4

3

2

1

0

2. The school evidently engages in regular, self-reflective evaluation of its operations and of student learning outcomes, and maintains projections that reveal trends and tendencies as shown by the following performance indicators:

a. Promotion rate _______ g. Overall average score in the national achievement test ----------- b. Cohort survival rate _______ h. Mean Percentage Score (MPS): Student performance in Science _______ c. Graduation rate _______. in Math _______ d. Dropout rate _______ in English _______ e. Completion rate _______ in Filipino _______ f. Transition rate _______ in Social Studies _______

4

3

2

1

0

3. The school, and provides a system of communication which uses a variety of methods to report student performance and system effectiveness to all stakeholders.

4

3

2

1

0

4. The school’s total impact is assessed through an alumni survey and parents’ feedback. 4 3 2 1 0

SECTION MEAN __________________

I.2 School improvement planning (SIP) Extent of Compliance Exceeding Practicing Approaching

Missing

5. The school has conducted a self-study that successfully defines its philosophy, vision, mission, goals/objectives in collaboration with teachers and other stakeholders.

4

3

2

1

0

6. The school administrator ensures that the school's plan for continuous improvement is aligned with the vision and expectations for student learning.

4

3

2

1

0

7. The school’s SIP, which is supported with adequate resources (human, physical, time, and fiscal), monitors progress and resource use, and providing organizational structure to support high student and staff performance.

4

3

2

1

0

8. The school has a current Multi-Year Plan that integrates all school plans (enrollment, instructional development, staff professional development, and physical facilities) with adequate budget and realistic timetable for implementation.

4 3 2 1 0

9. The school’s established SIP is a continuous cycle of self-evaluation and improvement. 4 3 2 1 0

SECTION MEAN ________________

Comments

Comments

AREA MEAN ______________

I. Institutional Planning and Development

Review the following documents/exhibits: School Statistical (Diagnostic) Data and duly accomplished BEIS Performance Indicators (past 3 years) School Improvement Plan which covers: (1) Enrollment Plan (2) Faculty and Staff Professional Development Plan (3) Physical

Facilities & Equipment Development Plan (4) Financial Plan

21



APPENDIX A

School: __________________________________________ I. D. Number: ___________

GENERAL STATISTICAL SUMMARY

AREAS AREA MEAN

WEIGHT PRODUCT

A. School Philosophy, Vision, Mission, Goals/Objectives

________

B. Instructional Program ________ x 9 = ___________

C. School Personnel ________ x 7 = ___________

D. Student Services

________ x 7 = ___________

E. School Plant and Physical Facilities and equipment

________ x 4 = ___________

F. Academic Support Services and Resource Facilities and Equipment: Library and Laboratories

________ x 5 = ___________

G. Administration and Governance ________ x 6 = ___________


________ x 6 = ___________

I. Institutional Planning and development ________ x 6 = ___________

TOTAL 50 SUM =

50

OVERALL MEAN ___________

Extent of Compliance: “4” = Exceeding the Minimum Standard “3” = Practicing the Standards to a Great Extent “2” = Practicing the Standards to a Limited Extent


22



APPENDIX B 1

School ___________________________________________________________________________ I.D Number: _____________

AREA

BEST FEATURE NEED IMPROVEMENT

A. Philosophy, Vision, Mission, Goals/Objectives


C. School Personnel

D. Student Services


F. Academic Support Services and Resource Facilities: Library and Laboratories

G. Administration and Governance


I. Institutional Planning and Development

ANNEX B 2

Prepared by: _______________________________ ______________________________ __________________________ Management Specialist Academic Specialist Campus Specialist

Date : _______________________________ Date : ___________________________________ Date : _______________________________

23



APPENDIX B 2 School: __________________________________________________________________ I. D. Number: ________________

AREAS

RECOMMENDATIONS

A. Philosophy, Vision, Mission, Goals/Objectives


C. School Personnel

D. Student Services


F. Academic Support Services and Resource Facilities: Library and Laboratories

G. Administration and Governance, Culture and Climate


I. Institutional Planning and development

Prepared by: _______________________________ ___________________________________ _________________________________ Management Specialist Academic Specialist Campus Specialist

Date : _______________________________ Date : ___________________________________ Date : _________________________________

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