School Self-Evaluation Dashboard

Name of the School Principal: Name of the Self Evaluator Team

Member
______________________________
1. ________________________________
Contact no:(Phone/Mobile No)
2. ________________________________
______________________________
3._________________________________
Email Address:
4__________________________________
______________________________
5__________________________________

Name of School UDISE Code Category(Classes

School being taught)

Address Locality(Rural/Urban Academic Year

)

LEARNERS' PROFILE & LEARNING OUTCOMES

Demographic Profile (Current Academic Year)

Category SC ST OBC General Total Minority**

Number
Demographic Profile

 Learners’ demographic profile provides a holistic picture of the social, economic and
cultural composition of learners of the school. It promotes the culture of understanding,
the type of learners attending the schools;

 School should provide the number of students belonging to SC, ST, OBC, General and
Minority, The number of minority students should not be added to the total.
Classwise Annual Attendance Rate #(Previous Academic Year)
Class Boys Girl Total
I
II
III
IV
V
VI
VII
VIII
IX
X
XI
XII

Annual Attendance Rate: Total annual attendance of all students X 100

Total no. of Students x Annual instructional days
(Example for Attendance Rate calculation):
Suppose,
The total Number of prescribed Instructional Days = 220
Total Annual Attendance of 20 students of a particular class = 3814
No. of Boys =12, Total Annual Attendance of Boys = 2274
No. of Girls = 8 Total Annual Attendance of Girls = 1540
Boys Girls Total
Total Annual Attendance of Boys Total Annual Attendance of Girls Total Annual Attendanc
Annual Attendance Rate =--------------------------------------- ×100 Annual Attendance Rate =---------------------------------- ×100 Annual Attendance Rate = --------------------------
No. of Boys × No of Instructional Days No of Girls × No of Instructional Days No of Students × No of Instruction

2274 1540 3814

Annual Attendance Rate = --------------------- ×100 86.13 % Annual Attendance Rate = ---------------- ×100 = 87.95% Annual Attendance Rate = -------------- ×100 =
12× 220 8 × 220 20 × 220

Note: Annual attendance rate of boys and girls will be calculated separately
 Attendance rate is the average attendance of all the students on all the instructional days of the school.
 Class wise annual attendance rate reflects the consistency of learners in attending the school. It is also important
because students are more likely to succeed in academics when they attend school consistently.
 Thus the annual attendance rate directly impacts the learning outcomes of the class as a whole

(Source Note: School Self Evaluation Guideline Page no-06)

 LEARNING OUTCOMES (ANNUAL / CONSOLIDATED REPORTS# (Previous Academic Year :)

Class Percentage of Students who scored in respective percentage range

I <33 33-40 41-50 51-60 61-70 71-80 81-90 91-100
II
III
IV
V
VI
VII
VIII
IX
X
IX
XII
Exmaple: How to calculate Learning outcomes

Percentage of Students who scored in respective percentage range

Class
<Below-
33-40 41-50 51-60 61-70 71-80 81-90 91-100
33

Any 4 3 4 4 2 2 1 0

Percentage of student 20 % 15% 20% 20% 10% 10 % 5% 0

Total No of Student= 20

Number of student secured< 33> ¿ X 100¿ , 4

X 100=20
Total Number of student 20

Number of student secured< 33−40> ¿ X 100¿ , 3 X 100=15

Total Number of student 20

Number of student secured< 41−50> ¿ X 100 ¿, 4 X 100=20

Total Number of student 20

Number of student secured< 51−60> ¿ X 100 ¿, 4 X 100=20

Total Number of student 20

Number of student secured< 61−70> ¿ X 100 ¿, 2 X 100=10

Total Number of student 20

Number of student secured< 71−80> ¿ X 100 ¿, 2 X 100=10

Total Number of student 20

Number of student secured< 81−90> ¿ X 100 ¿, 1 X 100=5

Total Number of student 20
PERFORMANCE IN KEY SUBJECTS (ANNUAL) # (Previous Academic Year)

Class Key Subject Total Percentage of Students in each Subjects with consistent
Student Grade* low performance
A B C D E
Language-I
Language-II
VIII Maths
Science
Social Science
Language-I
Language-II
IX Maths
Science
Social Science
Language-I
Language-II
Maths
X Science
Social Science
Arts
Commerce
XI Science
Others
Arts
Commerce
XII Science
Others

Exmaple: How to calculate Performance in key Subject

Class Key Subject Total Student Percentage of Students in each Subjects with consistent
Grade* low performance
VIII A B C D E
Language-1 20 1 4 8 3 4
% 5 20% 40 15% 20%
(Percentage) % %

Number of student achieved A grade 1

X 100 X 100=5
Total Numver of student 20
Number of student achieved B grade 4
X 100 X 100=20
Total Numver of student 20

Number of student achieved C grade 8

X 100 X 100=40
Total Numver of student 20

Number of student achieved D grade 3

X 100 X 100=15
Total Numver of student 20

Number of student achieved E grade 4

X 100 X 100=20
Total Numver of student 20

 School should provide the total number of students along with the percentage of students’
performance in key subjects/streams namely Language I, Language II, Math, Science and Social
Science by placing the percentages of students under each grade (A,B,C,D,E) according to the
criteria given below;
 Criteria to respond for performance of the students
Grade A: Students have achieved 81 - 100 marks in key subjects:
Grade B: Students have achieved 61 - 80 marks in key subjects:
Grade C: Students have achieved 41 - 60 marks in key subjects:
Grade D: Students have achieved 33 - 40 marks in key subjects:
Grade E: Students have achieved 00 - 32 marks in key subjects
(Source Note: School Self Evaluation Guideline Page no-07)

Teachers' Profile
Number of teachers in each category (Academic Year : Current year)

Male Female Total

Trained Untrained Trained Untrained Trained Untrained

 All the teachers, regular as well as contractual, are to be considered for providing information
under the male and female category;
 School should provide the number of teachers in each category currently serving in the
 school: a) Male (Trained and Untrained); b) Female (Trained and Untrained), c) Total
(Trainedand Untrained);
 Trained teachers are those who have a degree or a diploma in teaching as per NCTE norms;

Teachers' Attendance (Previous Academic Year)

Type of Leave Number of teachers who availed

Long (more than one month)

Short (up to one week)

  In the long leave (more than one month) column, the school has to provide information about the number of
teachers who have availed total leave of one month or more at a stretch or in parts during the previous
academic year;
 For the short leave (up to one week) column, the school should specify number of teachers who have
availed leave up to one week or up to one month at a stretch or in parts during the previous academic year .
(Source Note: School Self Evaluation Guideline Page no-08)

SCHOOL EVALUATION COMPOSITE MATRIX

DOMAIN-I Enabling resources of School: Availability, Adequacy and Usability
Core Standards: 12 (Academic Year : Current)

Enabling Availability and Availability and Adequacy Not Prioritize the

resources of Adequacy (Self) (Self))) Applicable area of
School: (N/A) Improvement
Availability, (Low/Medium
Adequacy and /High
Usability
School Premises
Playground and
Sports
Equipment /
Materials
Classrooms and
Other Rooms
Electricity and
Gadgets
Library
Laboratory
Computer
(where
provisioning
exists)
Ramp
Mid Day Meal,
Kitchen and
Utensils
Drinking Water
Hand Wash
Facilities
Toilets
Aggregation Level-1 Level Level- Level-1 Level -2 Level-3 NA
2 3

Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance

Priortize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High

• School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key domain;
 • The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each key domain
(Source Note: Framework Page no 22-29)

(Note Midday meal:-The National Programme of Nutritional Support to Primary Education commonly
known as the Mid-day Meal programme was launched in 1995 (Tenth Five-Year Plan). This plan aimed
to give a boost to universalization of primary education by increasing enrolment, retention and attendance
and simultaneously improving the nutritional status of students in primary classes. Under the scheme,
cooked meals are served with calorie value to per student per school day. In the Tenth Five-Year Plan,
incentive schemes like provision of mid-day meals, free uniforms, textbooks, scholarships etc. were been
implemented by Central and State Governments to increase enrolment/retention and reduce dropouts.)
DOMAIN-II Teaching-learning and Assessment

Core Standards: 9 (Academic Year : Current)

Level (Self Evaluation) Prioritize the area of
TEACHING-LEARNING
Improvement
AND ASSESSMENT
(Low/Medium/High
Teachers' Understanding
of Learners
Subject and Pedagogical
Knowledge of Teachers
Planning for Teaching
Enabling Learning
Environment
Teaching-learning Process
Class Management
Learners' Assessment
Utilization of Teaching-
learning Resources
Teachers' Reflection on
their own Teaching-
learning Practice
Aggregation Level-1 Level-2 Level-3 -

Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance

Prioritize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High
 School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key Domain;
 The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each Key Domain
(Source Note: Framework Page no 39-43)

DOMAIN-III Learners' Progress, Attainment and Development

Core Standards: 5(Academic Year : Current)
 LEARNERS' Level (Self Evaluation) Prioritize the area
PROGRESS, of Improvement
ATTAINMENT AND (Low/Medium/High
DEVELOPMENT
Learners' Attendance
Learners' Participation
and Engagement
Learners' Progress
Learners' Personal and
Social Development
Learners' Attainment
Aggregation Level-1 Level-2 Level-3

Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance

Prioritize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High
 School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key Domain;
 The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each Key Domain
(Source Note: Framework Page no 54-56)

DOMAIN-IV Managing Teacher Performance and Professional Development

Core Standards: 6(Academic Year: Current)
Managing Teacher Level (Self Evaluation) Prioritize the area of
Performance and Improvement
Professional (Low/Medium/High
Development
Orientation of
New Teachers
Orientation of New
Teachers
Assigning
Responsibilities and
Defining
Performance Goals
Teachers'
Preparedness
for Changing
Curricular
Expectations
Monitoring of
Teachers’
Performance
Teachers’
Professional
Development
Aggregation Level-1 Level-2 Level-3

Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance

Prioritize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High
 School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key Domain;
 The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each Key Domain
(Source Note: Framework Page no 67-69)

DOMAIN-V School Leadership and Management

Core Standards: 4(Academic Year: Current)
SCHOOL LEADERSHIP Level (Self Evaluation) Prioritize the area of
AND MANAGEMENT Improvement
(Low/Medium/High
Building Vision and
Setting Direction
Leading Change and
Improvement
Leading Teaching-
learning
Leading Management of
School
Level-1 Level-2 Level-3
Aggregation
Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance
Prioritize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High

 School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key Domain;
 The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each Key Domain
(Source Note: Framework Page no 82-84)

DOMAIN-VI Inclusion, Health and Safety

Core Standards: 5(Academic Year: Current)
Inclusion, Health And Level (Self Evaluation) Prioritize the area of
Safety Improvement
(Low/Medium/High
Inclusive Culture
Inclusion of Children
With Special Needs
(CWSN)
Physical Safety
Psychological Safety
Health and Hygiene
Level-1 Level-2 Level-3
Aggregation

Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance

Prioritize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High

 School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key Domain;
 The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each Key Domain
(Source Note: Framework Page no 94-96)

DOMAIN-VII Productive Community Participation

Core Standards: 5(Academic Year: Current)
Productive Community Level (Self Evaluation) Prioritize the area of Improvement
Participation (Low/Medium/High
Organization and
Management of SMC/
SDMC
Role in School
Improvement
School-Community
Linkages
Community as Learning
Resource
Empowering Community
Level-1 Level-2 Level-3
Aggregation

Level 1 = Low performance, Level 2 = Medium performance, Level =3 High performance

Prioritize the area of Improvement (Low/Medium/High)
L = Low, M = Medium, H = High

 School should fill up the level (Level 1/2/3) against each core standard by referring to the
response matrix of the respective Key Domain;
 The school should fill up ‘Prioritize the area of Improvement’ column by referring to the
‘Planning for Improvement’ table of each Key Domain
 (Source Note: Framework Page no 107-109)

ACTION FOR CONTINUOUS SCHOOL IMPROVEMENT PLAN(Academic Year : Current)

Mission Statement : (20 - 50 Words)

Area of Improvement (As Proposed Action Support Needed Action Taken

per the defined Core
Standard
DOMAIN-I User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
Enabling
Resources of
School:
Availability,
Adequacy and
Usability
DOMAIN-II User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
Teaching-learning
and Assessment
DOMAIN-III User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
Learners'
Progress,
Attainment and
Development
DOMAIN-IV User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
Managing
Teacher
Performance and
Professional
Development
DOMAIN-V User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
School Leadership
and Management
DOMAIN-VI User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
Inclusion, Health
and Safety
DOMAIN-VII User can enter Maximum 15 words User can enter Maximum 15 User can enter Maximum User can enter Maximum
each column words each column 15 words each column 15 words each column
Productive
Community
Participation