TOWARDS STANDARDS-BASED QUALITY ASSURANCE FOR SENIOR HIGH SCHOOLS (2022 RERUNS)

SSIP WRITESHOP USING

SAMPLE STANDARDS OF COMPLIANCE ITEMS
FROM PROPOSED PEAC SHS CAI
WITH FOCUS QUESTIONS, LOOK-FORS, EVIDENCE OF COMPLIANCE EXAMPLES

NAME:
SCHOOL: POSITION: REGION:
Directions: 1. Select at least 1 standard of compliance from the Core Areas and another 1 from the Support Areas.
2. Read the standard of compliance. Mark with an X the items in the Look-For that need to be complied with. If all Look-
Fors are observable or present in your school as indicated by the Evidence for Compliance Examples, there is no need to
mark the Look-Fors.
3. Next, assess your school using the rating scale given below. If you rate your school 3 or 4 for a particular standard, you
do not need to include in the SSIP. In such a case, move on to another standard and assess your school. For the standards
where your school rating is 2 or below, you may proceed to include in the SSIP for your school.
4. In the first column of the SSIP, write the recommendation containing the entire standard or parts of the standard that
need to be complied with. A blank SSIP template is provided below.
5. Complete the SSIP for the items you placed in the first column. Descriptions for each column are stated in the given
plan for your guidance. Your SSIP needs to show at least 1 standard from a Core Area and another 1 from a Support Area.
6. Review your work with the rubric given at the end. Be ready to share your work during the group workshop.
Thank you for your cooperation.
SHS CAI RATING SCALE

Rating Description
4 Evidence of compliance with standard and enhancements is presented
3 Evidence of compliance with standard is presented
2 Partial evidence of compliance with standard is presented
No evidence of compliance with standard is presented but plan of
1 action
in line with compliance is presented
0 No evidence of compliance with standard nor plan of action is
presented
NA Not Applicable

CORE AREAS

STANDARD OF COMPLIANCE FOCUS QUESTIONS LOOK-FORS EXAMPLES OF

CURRICULUM, ASSESSMENT AND
INSTRUCTION:
8. The school implements on a regular
basis with relevant tertiary institutions,
technical centers or community/industry
partners a system of consultation, review
and updating of the subjects’ content and
design of performance task applications.*
- Are curriculum maps
reviewed, revised and updated
periodically?
-Does the school review, revise
and update the curriculum maps
in consultation with a higher
education unit or an external
institution or partners and
conduct consultation meetings
with them regarding the
content, teaching, and
application of subjects?
COMPLIANCE
EVIDENCES
- Information or curriculum - Minutes of Meetings
development notes on system with concerned tertiary
of consultation with either institution or technical
college, vocational-tech center or community/
center, or specialized industry partners
disciplines partners for
- Subject competency-
articulation of SHS content based vertical learning
- Results of curriculum review progression guides or
with tertiary institution, maps
vocational-tech - Minutes of curriculum
center or specialized meetings on articulation
disciplines of student skills across

WORK IMMERSION AND
CULMINATING ACTIVITY:
22. The school provides opportunities for
students to present their culminating
activity in public or professional
gatherings or settings (e.g., forum,
conference, gallery, trade fair, industry
expo). In turn, students receive feedback
from practitioners or industry
professionals regarding the quality and
value of their work.*
INSTRUCTIONAL LEADERSHIP:
8. The school establishes a system for
gathering and reporting data and collects
evidences on students’ progress and
-Are students able to present
their culminating activity in a
public or professional gathering
or setting?
-Is there a panel of reactors
from the school, community or
industry that gives feedback to
students during their
presentation?
- Are data on student
achievement and performance
in college/university admissions
exams or vocational/technical
- Citation of latest versions of grade levels
DepEd Curriculum Guide and
CHED College Readiness
competencies in the
curriculum maps of the
different subjects
-Schedules of students’ public-Manual or Handbook of
presentations of their Culminating Activities in
culminating activity output different tracks
-Copies of comments by -LP or modules on
reactors regarding quality of Culminating Activities
students’ culminating activity-Curriculum Maps on
Culminating Activities
output
-Pictures and other
publications/materials of
public presentations of
students’ outputs in
Culminating Activity
-Student Handbook
guidelines on
culminating activity
-System of tracking and
monitoring students’
performance in
culminating activities
-Reactors’ comments
form
- Data on student - Subject Reports on
achievement of program Student Performance of
standards and competencies Program Standards and
- Data on student performance Competencies
achievement of subject standards and certifications collected
performance in college/university regularly?
admissions exams or vocational/ technical - Is there regular
certifications.* dissemination of data on student
performance to key
administrators to guide
decision-making?
FACULTY: -Does the assessment of faculty -Classroom Observation Form - Supervisory
Faculty performance appraisal: performance examine
5.3 assesses the teachers’ performance classroom teaching and delivery Teaching Performance in
in classroom teaching and the delivery of the standards and
of the K12 program*
competencies of the K12
program subjects?
in college/university - Data on student
admissions exams or achievement of program
vocational/technical standards and
certifications competencies
- System of gathering, - Data on student
reporting and disseminating
performance in college/
data on student achievement
university admissions
to various administratorsexams or vocational/
technical certifications
- System of or procedures
for Curriculum
Development and
Updating
- Minutes of meeting of
Academic Council or
Subject Coordinators’
Council or subject
department meetings
-Results of standards-
based achievement tests
-Percentage of Classroom Plan/Clinical Supervision
Plan
Annual Faculty Performance -Classroom Observation
Evaluation form Form
-Records of Classroom
Observations
-Minutes of meeting of
department coordinators

ADMINISTRATION AND - Are there school structures
GOVERNANCE: and opportunities for
1. A system that provides structures and consultation and collaboration
opportunities for consultation and with internal and external
collaboration with internal and external stakeholders to inform decision- - community involvement in meetings, Ad Hoc and
stakeholders and the wider community making?
towards informed decision-making, - Are there school structures
significant community support and and opportunities for
attainment of the PVMGO* consultation and
collaboration with internal and
external stakeholders to
engender community support
for school programs and
activities?
- Are there school structures
and opportunities for
consultation and collaboration
with internal and external
stakeholders towards attainment
of PVMGO?
SUPPORT AREAS
Collaboration and
consultation with stakeholders Activities
towards:
- decision-making
school programs and
activities
- attainment of PVMGO
with faculty
-Annual Faculty
Performance Evaluation
form in Faculty Manual
-Administrators’’ Manual
-Salary Scale
- School Calendar of
- Minutes of General
Assemblies and Council
Standing Committee
meetings
- List of Standing and Ad
Hoc Committees and
their Membership
- Minutes of Consultation
meetings with
stakeholders
- Minutes of Planning
and Evaluation meetings
with stakeholders
STANDARD OF COMPLIANCE FOCUS QUESTIONS LOOK-FORS EVIDENCE OF
COMPLIANCE
EXAMPLES
F. ACADEMIC SUPPORT AND - Are medical and dental - Annual medical check up - Schedule of medical
STUDENT DEVELOPMENT check-ups conducted - Annual Dental check-ups and dental check-ups
SERVICES annually? - Student Health records
5. Health
5.1. Annual medical and dental check-
ups*
G. PHYSICAL PLANT AND -Is the number of equipment, - Adequacy of equipment, - Updated inventory List
INSTRUCTIONAL SUPPORT tools and materials needed tools and materials for of equipment, tools and
FACILITIES by the maximum classroom/ the needs of the population materials
III. Instructional Facilities and Equipment
population size? - Class Size per
2.Adequate number of equipment, tools
Laboratory Subject
and materials with due consideration for
maximum class size and total population - Number of
requirements* Equipment/Tools of
Required Items in the
Curriculum Guide
I. BUDGET AND FINANCE - Does the BOT-approved - SSIP Budget allocations in - Annual Budget
2. An annual budget approved by the annual budget include the Annual Budget - Budget performance
Board of Trustees that is: allocations for SSIP reports
2.3 reflective and supportive of the initiatives and activities?
Standards - based School
Improvement Plan*
J. INSTITUTIONAL PLANNING AND - Are the contents of the SSIP - Dissemination of the - Minutes of the General
DEVELOPMENT disseminated to the school contents of the SSIP to the Assembly meetings
5. A system for communicating the community? school community - Minutes of the Year-
content and over-all effectiveness - Are the monitoring and - Dissemination of the SSIP End
impact results of the Standards-based evaluation results of the monitoring and evaluation School Assembly
School Improvement Planning SSIP disseminated to the results to the school - Minutes of the
 School community? community Semestral-
End School Assembly
- Attendance list during
Year- End/ Semestral –
End School Assemblies

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN (SSIP)

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN
Improvement Smart Goals Output Action Steps Time Period Monitoring Person In Budget And
Plan Item System Charge Budget
Source
Area is stated. Goals are written End result of the Action steps Dates of A system of Key point Amount is stated
Standard of as specific, various actions show a detailed expected reviewing and persons along with the
Compliance item measurable, steps is clearly and logical accomplishment evaluating the responsible for source from the
is stated attainable, described in line process of of the output are accomplishment the school budget.
containing parts realistic and time with the desired achieving the stated and of the different accomplishment Amount is
that need to be bound. improvement SMART Goals achievable. action steps and of the SMART sufficient to
implemented or plan area. and achieving the Goals are clearly achieve the
improved. accomplishing output is identified and output.
the output. described in stated. The
detail. person has
sufficient
experience to
achieve the
goals.

SSIP RUBRIC
 2 `1 0
ADEQUATELY PARTIALLY DONE NOT DONE AT ALL
DONE
SMART GOALS Goals are written as Goals are partially No goals are stated.
specific, measurable, written as specific,
attainable, realistic and measurable, attainable,
time bound. realistic and time bound.
OUTPUT End result of the various End result of the various No outputs and date of
actions steps is clearly actions steps is expected
described in line with inconsistent with the accomplishment are
the desired improvement desired improvement stated.
plan area. plan area.
ACTION STEPS Action steps show a Action steps are vague No action steps are
detailed and logical and do not show a described.
process of achieving the particular sequence for
SMART Goals and achieving the SMART
accomplishing the Goal and accomplishing
output. the output.
TIME PERIOD Dates of expected Dates of expected No dates of expected
accomplishment of the accomplishment of the accomplishment are
output are stated and output are stated but stated.
achievable. challenging to meet.
MONITORING A system of reviewing A system of reviewing No system of monitoring
SYSTEM and evaluating the and evaluating the is given.
accomplishment of the accomplishment of the
different action steps and different action steps and
achieving the output is achieving the output is
described in detail. inconsistent in several

PERSON IN CHARGE Key point persons
responsible for the
accomplishment of the
SMART Goals are
clearly identified and
stated. The person has
sufficient experience to
achieve the goals.
BUDGET AND Amount is stated along
BUDGET SOURCE with the source from the
school budget. Amount
is sufficient to achieve
the output.
ALIGNMENT All above parts are
aligned with each other.
parts.
Key point persons No person in charge is
responsible for the identified.
accomplishment of the
SMART Goals are
vaguely identified and
stated. The person lacks
relevant experience to
achieve the goals.
Amount is stated along No budget and budget
with the source from the source are stated.
school budget. Amount
is not sufficient to
achieve the output.
Some of the above parts No alignment exists in
are not aligned with each all the above parts
other.