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, or Developing or Firmly Established

CFSS 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 the Beginning stage, puts more efforts in coming up
with quality outputs, and exhibits a more systematic effort in forming collaborations and
partnership with stakeholders to achieve the CFSS goals. The Firmly Established CFSS
school has fully realized the seven goals of CFSS through collaboration and partnership
with 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 CFSS
Rubrics 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 all
stakeholders, the approval of the SGC, and the SIP as the material output, A Developing
CFSS school has come up with the SIP and has obtained the approval of the SGC, but
fails to do consultative process. The score a Beginning school gets is 1; the Developing
school gets 2 points: and the Firmly Established school 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
at least 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 CFSS

1-A 13 9 4
1-B 15 11 8
1-C 7 4 2
Total Points for 35 24 14
Goal 1
2 34 22 13
3 12 6 3
4 14 10 6
5 11 6 4
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 the
self-assessment.

The Self-Assessment Team will be composed of individuals representing the different

groups 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 CFSS
school 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
be a 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
Established CFSS School, then the members may discuss their next steps.

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

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 The Rubrics

Goal 1: Child-Friendly Leadership and Inclusive Child-Friendly Management

A. School Improvement Plan (SIP)
Criteria Firmly Established Developing Beginning Score

1. Process of Participation SGC conducted needs SIP was prepared SIP was
of Stakeholders in SIP assessment, consultative fora, single-handedly and prepared single
Preparation and FGDs. All stakeholders, then presented to handedly
including students, participated. the School (either by
Governing Council school head or
(SGC) for approval. by a school
staff).

2. Inclusion of CFSS All CFSS goals are included. Six CFSS goals are Five CFSS
goals included. goals are
included..

3. Comprehensivenes  Expected outputs / outcomes  Expected outputs  Expected

s of Annualized are specified. / outcomes are outputs /
Implementation Plan  There is a timeline of specified. outcomes are
(AIP) implementation activities.  There is a specified.
 Resources (money, timeline of
materials, human) are implementation
specified for activities. activities.
 Responsibilities of all  Resources
stakeholders are clearly money,
specified and differentiated. materials,
human) are
specified for
activities.

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4. Adequate plan for  Indicators to monitor, review  Indicators to  There is a
monitoring, and review / / assess specified. monitor, review / timeline of
assessment  There is a timeline of assess specified. monitoring
monitoring and review and review
activities.  There is a activities.
 Responsibilities in the timeline of
monitoring and review monitoring and
activities of all stakeholders review activities.
are clearly specified and
differentiated.

Score for SIP

B. School Handbook
Criteria Firmly Established Developing Beginning Score

Preparation of  Each year, school policies,  School policies,  School policies,

School Handbooks rules and regulations for rules and rules and
students are discussed regulations for regulations for
with the student officers students are students and
and PTCA before documented and personnel exist but
finalization, printing and distributed to not printed.
distribution. every student
 Each year, school policies, without
rules and regulations for consultation.
school personnel are  School policies
discussed with the PTCA rules and
and school personnel regulations for
before finalization, school personnel
printing and distribution. are documented
and distributed to
all school staff
without
consultation.

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 Content of School  Both Handbooks are  Both Handbooks  Both Handbooks
Handbooks (student consistent with DepED’s are consistent are consistent with
and staff Service Manual. with DepED’s DepED’s Service
handbooks)  Contain rights ( of Service Manual. Manual.
students and personnel)  Contain rights  Contain rights ( of
and responsibilities ( of students and students and
 Specify standards of personnel) and personnel) and
behavior inside and responsibilities responsibilities
outside of the classrooms.  Specify  Specify
 Specify consequences of standards of standards of
committing offenses (first behavior inside behavior inside
offense and succeeding and outside of and outside of the
offenses). the classrooms. classrooms.
 Specify procedures for  Specify  Specify
settling conflicts. consequences of consequences of
 Specify rewards / committing committing
recognition that school offenses (first offenses (first
provides and conditions offense and offense and
for awarding. succeeding succeeding
offenses). offenses).

Criteria Firmly Established Developing Beginning Score

Implementation of  Responsibilities for  Responsibilities  Responsibilities

School Handbooks implementing Student
Handbook are
appropriately
distributed to student
officers, advisers, and
school security.
for implementing
Student Handbook are
appropriately
distributed to student
officers, advisers, and
school security.
for implementing
Student Handbook
are appropriately
distributed to student
officers, advisers,
and school security.

 Primary implementor  Primary implementor  Primary

of Staff Handbook is of Staff Handbook is implementor of Staff
the faculty association. the faculty association. Handbook is the
faculty association.
 The order of  The order of
submitting staff issues submitting staff issues  The order of
unresolved by faculty unresolved by faculty submitting staff
association is in association is in issues unresolved by
accordance with accordance with faculty association is
DepED’s Rules and DepED’s Rules and in accordance with
Procedures. Procedures. DepED’s Rules and
Procedures.
 Consequences for an  Consequences for an

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 offense are always offense are always  In cases when
given at the time given at the time offenses are reported
offense was offense was by parents rather by
committed. committed. students and faculty,
school head
 Consequences are  In cases when offenses conducts an
given consistently. are reported by parents investigation.
rather by students and
 In cases when offenses faculty, school head
are reported by parents conducts an
rather by students and investigation.
faculty, school head
conducts an
investigation.

 Feedback and actions

to take are discussed
during meetings of
student officers,
faculty and SGC
meetings.
Score for Handbook

C. Entrepreneurial Leadership
Criteria Firmly Established Developing Beginning Score

Generating interest  School Head makes regular
in school’s progress reports on school’s
progress in meeting with
PTCA, Local School Board
(LSB), LGU, SGC, and
Division Office.
 Significant events and
achievements are fed to
local media.
 Significant events and
achievements are published
in school paper.
 School participates in local
community affairs.
 External stakeholders
(individually or as a group)
are invited to school events
and toured around. If these
stakeholders are donors,
they are shown the outputs/
 Significant events  Significant events
and achievements are and achievements
published in school are published in
paper. school paper.
 School participates in  School participates
local community in local community
affairs. affairs.
 School Head makes
regular reports on
school’s progress in
meeting with PTCA,
Local School Board
(LSB), LGU, SGC,
and Division Office.
 Updated charts and
graphs of school’s
performance are
posted regularly
along the corridors
for all stakeholders to
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 outcomes of their read.
donations.
 Individual and group
stakeholders are invited to
organize joint programs
with the school that would
benefit the students and
community directly.
 Updated charts and graphs
and graphs of school’s
performance are posted
along the corridors for all
stakeholders to read.
Score for entrepreneurial leadership

Goal 2: Promote health education, healthy behavior, and safe & protective environment
for students’ well-being
Criteria Firmly Established Developing Beginning Score

 Water is available.  Water is  Water is available.

 Portable drinking water is available.  Genderized toilets
available.  Potable are adequate for the
 School policy of hand drinking water is number of boys and
available.
washing before and after  School policy girls.
eating is implemented. of hand  Wearing of shoes
 School policy of hand (or at least slippers)
washing after coming from washing before and is mandatory.
the toilet is practiced. after eating is  Toilets are
 Policy of daily brushing of implemented. genderized.
teeth in school is practiced.  School policy of hand
 Genderized toilets are washing after coming
adequate for the number of from the toilet is
boys and girls. practiced.
 Wearing of shoes (or at  Toilets are
least slippers) is genderized.
mandatory.  Wearing shoes
(or at least slippers)
is mandatory.

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School health  School policy of serving
program only nutritious food in the
canteen is observed.
 PTCA and school monitor
cleanliness & nutritional
value of food served by
vendors immediately
outside the school
perimeter.
 School PTCA have joint
school 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 health
personnel.
 Vegetable and herbal /
medicinal gardens are
available
 School mobilizes
stakeholders to clear
school of breeding grounds
of disease-carrying insects.
 School has facilities for
sports and recreation.
Criteria Firmly Established
Physical safety and  School is fenced and gated.
protection
 There is an ordinance
against noise and chemical
pollution within school
zone.
 Community volunteers
provide traffic security
before and after classes.
 Student body government
and PTCA implement and
 School policy of
serving only
nutritious food in
 School policy the canteen is
of serving only observed.
nutritious food in the  School health
canteen is observed. personnel provide
 PTCA and immunization,
school monitor medical and dental
cleanliness & check – up at least
nutritional value of once a year.
food served by  Students and school
vendors immediately personnel have
outside the health records on
school .perimeter. file in school.
 Students and
personnel have health
records on file in
school.
 School clinic is
available with
assigned school
health personnel.
 Vegetable and
herbal / medicinal
gardens are available.
Developing Beginning Score
 School is fenced and  School is fenced
gated. and gated.
 There is an ordinance  Community
against noise and volunteers provide
chemical pollution traffic security
within school zone. before and after
classes.
 Community
volunteers provide  Student body
traffic security before government and
and after classes. PTCA implement
and monitor rules
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 monitor rules on safety and
protection of students.
 School has policy against
physical abuse students as
a reiteration of DepED’s
1992 Order prohibiting the
use of corporal, cruel and
physically harmful
punishment against any
student.
 School and its SGC
implementers and monitors
adherence to DepED Order
1992.
 School and SGC take
action against violators of
DepED Order 1992.
 In cases when a staff
detects child abuse, done
either by a member of the
school staff or by a family
member of the school staff
or by a family member,
incidents should be
reported in accordance
with the Implementing
Rules & Regulations of
section 3 of RA _______.
Criteria Firmly Established
Prevention of risk  Student body
behaviors government, PTCA and
LGU monitor
implementation of
prohibition against
operation of bars, markets,
movie places, and adult
recreation places within
school zone.
 School has a trained
Guidance Counselor.
 Selected students are
trained in peer counseling.
 Class officers
 Student body on safety and
government and protection of
PTCA implement and students.
monitor rules on
safety and protection
of students.
 School has policy
against physical
abuse of students as a
reiteration of
DepED’s 1992 Order
prohibiting the use of
corporal, cruel and
physically harmful
punishment against
any student.
Developing Beginning Score
 School has a trained  School has a
Guidance Counselor. trained Guidance
 Class officers Counselor.
implement and  Class officers
monitor ban on implement and
smoking, drinking, monitor ban on
and use of dangerous smoking, drinking,
drugs. and dangerous use
 Teaching about HIV- of dangerous drugs.
AIDS is integrated in
Health and Science
lessons.
 Student body
government, PTCA
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 implement and monitor
ban on smoking, drinking,
and use of dangerous
drugs.
 Teaching about HIV-
AIDS is integrated in
Health and Science
lessons.
Psycho-social  The school has monitors
health 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 its
policies, programs and
procedures for dealing with
all forms of child abuse,
with the intent of forging
alliances against all forms
of abuse.
 Training and/or mentoring
is provided to teachers to
provide them skills in
modifying their behavior
and in minimizing
inappropriate classroom
behavior.
 Teachers guilty of
psycho-social abuse are
given interventions such as
counseling by school head
and/or guidance counselor
and given the consequences
specified in Staff Handbook.
 Students guilty of
bullying are given
interventions such as
counseling by school head,
guidance counselor and peer
and given the consequence
in accordance with the
Student Handbook.
and LGU monitor
implementation of
prohibition against
operation of bars,
markets, movie
places, and adult
recreation places
within school zone.
 The school has  The school has
monitors and monitors and
enforces policies, enforces policies,
programs and programs and
procedures for procedures for
preventing, preventing,
identifying, and identifying, and
responding to abuse, responding to
and neglect. abuse, and neglect.
 The school
communicates to
LGU, student body
government,
appropriate NGOs,
teachers, parents,
PTCA, and SGC its
policies, programs
and procedures for
dealing with all forms
of child abuse, with
the intent of forging
alliances against all
forms of abuse.
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Score for Goal 2

Goal 3. Give opportunity for all to enroll and complete schooling.

Criteria Firmly Established Developing Beginning Score
Completion of • School implements a student • School implements • School provides
education by all tracking system (computerized or a student tracking appropriate
manual) that helps identify system interventions for
students at risk or dropping out (computerized or potential drop-outs
or failing. manual) that helps and failures.
identify students at
• School meets with parents of risk of dropping out • School meets with
potential drop-outs and failures. or failing. parents of potential
drop-outs and
•School provides appropriate • School meets with failures.
interventions for potential drop- parents of potential
outs and failures. drop-outs and
failures.
• School provides enhancement
programs for advanced students. • School provides
appropriate
• School provides Alternative interventions for
Delivery Mode (ADM) for potential drop-outs
working students or students who and failures.
need to go on temporary leave of
absence. • School mobilizes
help of parents,
• School mobilizes help of PTCA, students and
parents, PTCA, students and LGU to convince
LGU to convince those who have those who have
dropped out to return to school. dropped out to return
to school.
• School meets target for drop-
out rate.

• School meets target for failure

rate.

• School meets target for

completion rate.

Opportunity to • School mobilizes parents, • School mobilizes • School mobilizes

enroll for all PTCA, students and LGU to help help of parents, help of parents,
convince other parents to enroll PTCA, students and PTCA, students and
their children. LGU to convince LGU to convince
parents to enroll their parents to enroll
• School adopts ADM if they are children. their children.
unable to accommodate all
enrollees for lack of classrooms • School staggers

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 and/or teachers. enrollment days to
give more
• School staggers enrollment opportunities for
days to give more opportunities students to enroll.
for students to enroll.

Score for Goal 3

Goal 4. Promote child-centered, effective teaching-learning practices and life-skills
Criteria Firmly Established Developing Beginning
Teaching- • Teachers are trained on child- • Teachers are trained • Teachers are
Learning centered teaching-learning on child-centered trained on child-
Strategies practices. teaching-learning centered teaching-
practices. learning practices.
• Teachers apply a variety of
teaching strategies. • Teachers apply a • Teachers apply a
variety of teaching variety of teaching
• Teachers have the knowledge strategies. strategies.
and skills to know when and how
to apply a particular teaching • Teachers have the
strategy. knowledge and skill
to know when and
• Teacher teaches to the learning how to apply a
styles of students. particular teaching
strategy.
• School Heads or Department
Heads coach teachers on how to • Teachers teach to
improve their teaching strategies. the learning styles of
students.
• Teachers are open to peer
coaching.

Development of • Teachers have the knowledge • Teachers have the • Teachers have the
life skills and skills in framing higher order knowledge and skills knowledge and
thinking skills (HOTS) questions. in framing higher skills in framing
order thinking skills higher order
• All subjects’ teachers apply (HOTS) questions. thinking skills
HOTS questions. (HOTS) questions.
• All subject teachers
• Students have the skills on how apply HOTS • Students are given
to frame HOTS questions. questions. opportunities to
work independently
• Students are trained to • Students have the and be accountable
formulate and communicate their skills on how to for their work,
ideas in a variety of ways. frame HOTS through projects,
questions. individualized task,
• Students are given and homework.
opportunities to work • Students are trained
independently and be to formulate and • Students are given
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 accountable for their work, communicate their opportunities to
through projects, individualized ideas in a variety of work well with
tasks, and homework. ways. others through
group projects and
• Students are given • Students are given cooperative learning
opportunities to work well with opportunities to work tasks.
others through group projects and well with others
cooperative learning tasks. through group • Students share the
projects and responsibilities in
• Students share the cooperative learning managing
responsibilities in managing tasks. classrooms through
classrooms through teacher- teacher-delegates
delegated tasks. • Students share the tasks.
responsibilities in
• Students are encouraged to managing classrooms
volunteer their services rather through teacher-
than wait to be given tasks. delegated tasks.
Score for Goal 4.

Goal 5. Build and sustain collaborative partnerships between and among

students, teachers, families, and communities
Criteria Firmly Established Developing Beginning Score
Process of • Students, parents, and other • Students, parents, • Student
building community members have and other community organizations,
sustainable participation skills, e.g., needs members have including clubs, and
collaboration assessment, project planning, participation skills, PTCA brainstorm
development, monitoring and e.g., needs together with the
assessment. assessment, project school on school
planning, improvement
• Student organizations, development, projects/activities.
including clubs, and PTCA monitoring and
brainstorm together with the assessment. • There are
school on school improvement collaborative
projects/activities. • Student partnerships
organizations, between the school
• Student organizations, including clubs, and and its student
including clubs, and PTCA are PTCA brainstorm organizations,
empowered to decide on which together with the including clubs, and
school projects/activities they school on school PTCA.
would like to participate in and improvement
how. projects/activities.

• School shares in planning, • There are

implementing and assessing collaborative
outcomes. partnerships between
the school and its
• School funds participation of student organizations,
students. including clubs, and

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 PTCA.
Enabling • A school paper is published • A school paper is  A school paper is
structures and regularly. published regularly. published regularly.
organizations for
collaborative • There is a suggestion box in • There is a • There is a
partnerships school and in the community. suggestion box in suggestion box in
school and in the school and in the
 Suggestions submitted community. community.
are acted upon, whether Suggestions
favorably or unfavorably. submitted are acted  Suggestions
upon, whether submitted are
• Regular meetings are held. favorably or acted upon,
unfavorably. whether
• There is a specific place for favorably or
meetings and work area or for  Regular unfavorably.
hanging out. meetings are held.
 Regular meetings
 Regular school assembly is are held.
held where updates and
recognitions are given.

 The school provides occasions

for celebrating successes, e.g. a
celebratory mass in school,
Family Day, cultural program for
school and community are
provided for.
Score for Goal 5
Goal 6. Enhance teachers’ professional capacity and improve morale and
motivation.
Criteria Firmly Established Developing Beginning Score
Transparency in  There is a transparency of  There  Ther
recruitment, procedures in: is a transparency of e is transparency of
distribution of - recruitment procedures in: procedures in:
assignments, and - distribution of assignments - distribution of -distribution of
performance - performance assessment assignments assignments.
assessment - sending teachers for training is - performance
observed. assessment is
observed.
Opportunities for  Faculty meetings • Faculty meetings • There is
two-way are held regularly. are held regularly. investigation of
communication - Post-classroom observation  There is perceived offenses .
conference is held. investigation of
- There is investigation of perceived offenses.
perceived offenses.
Building human • There is recognition for • There is recognition • There is
relationships achievements or job well done. for achievements or recognition for
job well done. achievements or job
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 • Faculty meetings are used as well done.
occasions for celebrating • Faculty meetings
birthdays and noting events that are used as occasions
are important or significant to for celebrating
teachers involved. birthdays and noting
• Provide few minutes of “fun events that are
time” before starting meetings. important or
significant t teachers
involved.
Professional • School actively scouts for • School actively • Time is given
support scholarships and training for scouts for during faculty
teachers. scholarships and meetings for
training for teachers. sharing teaching
• Time is given during faculty practices and
meetings for sharing teaching • Time is given practical solutions
practices and practical solutions during faculty to common teacher
to common teacher problems. meetings for sharing problems.
teaching practices and
• School does resource practical solutions to
mobilization with DepED common teacher
offices, LGU and community to problems.
secure teacher needs such as
teaching supplies, books,
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 Score
Respect for • Classrooms are structured such • Classrooms are • Boys are given
gender differences that boys are seated closer to the structured such that tasks that provide
due to differences teacher due to hearing difference. boys are seated closer more opportunities
in brain to the teacher due to for movement such
development • Boys are given tasks that hearing differences. as passing and
provide more opportunities for distributing papers
movement such as passing and • Boys are given tasks and handouts.
distributing papers and handouts. that provide more
opportunities for • Classroom tasks
• Class activities have several movement such as are rotated between
options to respond to differences passing and boys and girls to
in gender interests and abilities. distributing papers promote well-
and handouts. rounded
• Classroom tasks are rotated development of
between boys and girls to • Classroom tasks are both genders.
promote well-rounded rotated between boys
development of both genders. and girls to promote
well-rounded
development of both
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 genders.
Equal • Equal opportunities are • Equal opportunities • Equal
opportunities for observed to take on leadership are observed take on opportunities are
development. roles. leadership roles. observed take on
leadership roles.
•Teachers and guidance • Teachers and
counselors instill no gender guidance counselors
stereotyping in choice of career instill no gender
or occupation. stereotyping in choice
• Teachers reinforce concept that of career or
intelligence is not limited to occupation.
verbal-linguistic and
mathematical skills.
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
their particular strengths and weaknesses. It is strong, if its score on a particular
goal 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 goals
and indicators exhibited by the Firmly Established CFSS.

b. The intended action would be for the school to maintain its strengths and work on
its 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 Developing
CFSS. 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 be
16
selected 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) was
selected.

• The strengths of Pilar NHS would be in Goal 1-A and Goal 4. In these two goals, it has
already 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
Established CFSS 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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