TOWARDS STANDARDS-BASED QUALITY ASSURANCE FOR SENIOR HIGH SCHOOLS (2023 RERUNS)

SSIP WRITESHOP USING

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

NAME: Abelardo T. Tejo Jr. , Jenny Boy Arbuiz, Jan Paul Ibis POSITION: Principal, Coordinator, Coordinator
SCHOOL: University of Cebu- Main Campus REGION: VII
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 done. If all look-fors are
observable or present in your school as stated in 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 make a 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 writing an SSIP for your school.
4. In the first column of the SSIP, write the recommendation containing the parts of the standard that need to be done. A blank
SSIP 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.

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SHS CAI RATING SCALE

Rati Description
ng
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 action
1
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

COMPLIANCE
EVIDENCES

CURRICULUM, ASSESSMENT AND - Is there a periodic review and - Schedule of periodic review - Minutes of Meetings
INSTRUCTION: updating by the school of the and updating by the school with concerned tertiary
8. The school implements on a regular subjects’ content and design of the subjects’ content and institution or technical
basis with relevant tertiary institutions, of performance task design of performance task center or community/
technical centers or applications?
applications with either
community/industry partners a system industry partners
college, vocational-tech
of consultation, review and updating - Does the school review,
center, or specialized - Subject competency-
of the subjects’ content and
revise and update the based vertical learning
design of performance task disciplines partners
applications.* progression guides or
curriculum maps in
maps

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 consultation with a higher - Results of curriculum - Minutes of curriculum
meetings on articulation
education unit or an review with tertiary
of student skills across
external institution or institution, vocational-tech grade levels

partners and conduct center or specialized

consultation meetings with disciplines

them regarding the content,

teaching, and application of - Citation of latest versions

subjects? of DepEd Curriculum

Guide and CHED College

Readiness competencies in

the curriculum maps of the

different subjects

WORK IMMERSION AND CULMINATING - Are students able to present - Schedules of students’ - Manual or Handbook of
ACTIVITY: their culminating activity in a public presentations of their Culminating Activities
public or professional culminating activity output in different tracks
22. The school provides opportunities for
gathering or setting?
students to present their culminating - LP or modules on
activity in public or professional Culminating Activities
- Copies of comments by
gatherings or settings (e.g., forum,
- Is there a panel of reactors reactors regarding quality of - Curriculum Maps on
conference, gallery, trade fair,
from the school, community students’ culminating
industry expo). In turn, students Culminating Activities
receive feedback from practitioners or industry that gives activity output
feedback to students during - Pictures and other
or industry professionals regarding

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 the quality and value of their work.* their presentation? 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

INSTRUCTIONAL LEADERSHIP: - Are data on students’ - Data on students’ - Subject Reports on

Student
8. The school establishes a system for achievement collected achievement of program
gathering and reporting data and regularly? Performance of
standards and competencies
collects evidences on students’ Program
progress and achievement of subject
Standards and
standards and performance in - Are data on students’
- Data on students’
college/university admissions exams performance in Competencies
or vocational/ technical performance in college/
college/university - Data on student
certifications.*
university admissions
admissions exams or achievement of

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 vocational/technical exams or vocational/ program

certifications collected technical certifications standards and

competencies
regularly?
- Data on student
- System of gathering,
performance
- Is there regular reporting and disseminating
in college/university
dissemination of these data data on student
admissions exams or
on student performance to
achievement to various
key administrators to guide vocational/technical
administrators
school improvement? 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

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 tests

- Portfolio of students’

outputs

FACULTY: - Are classroom observation - Classroom Observation - Supervisory

Faculty performance appraisal: Plan/Clinical
5.3 assesses the teachers’ forms used to determine the Forms rating Teacher and
performance in classroom Supervision Plan
performance of the faculty? Students’ Performance
teaching and the delivery of the
- Classroom Observation
K12 program*
Form
- Does the assessment of - Inclusion in Classroom
- Records of Classroom
faculty performance in the Observation Form of
Observations
Classroom Observation Criteria related to the
- Minutes of meeting of
form examine classroom Teaching and Delivery of K12
Curriculum Requirements department
teaching and delivery of the
coordinators
standards and competencies
with faculty
- Percentage of Classroom
of the K12 program subjects?
- Annual Faculty
Teaching Performance in
Performance
Annual Faculty
- Is the teachers’ Evaluation form in
Performance Evaluation Faculty Manual
performance in classroom
form - Administrators’’
observation included as a
Manual

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 component in the annual - Salary Scale

faculty performance

evaluation?

ADMINISTRATION AND GOVERNANCE: - Are there school structures Collaboration and - School Calendar of
and opportunities for consultation with Activities
1. A system that provides structures and
consultation and stakeholders towards:
opportunities for consultation and - Minutes of General
collaboration with internal
- decision-making Assemblies and Council
collaboration with internal and external and external stakeholders to
meetings, Ad Hoc and
inform decision-making? - community involvement in
stakeholders and the wider community Standing Committee
school programs and meetings
towards informed decision-making,
- Are there school structures activities - List of Standing and Ad
significant community support and
and opportunities for Hoc Committees and
- attainment of PVMGO
attainment of the PVMGO* their Membership
consultation and
- Minutes of Consultation
collaboration with internal
meetings with
and
stakeholders
external stakeholders to
- Minutes of Planning
engender community support
and Evaluation
for school programs and meetings

activities? with stakeholders

- Are there school structures

and opportunities for

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 consultation and
collaboration with internal
and external stakeholders
towards attainment of
PVMGO?

SUPPORT AREAS

STANDARD OF COMPLIANCE FOCUS QUESTIONS LOOK-FORS EVIDENCE OF

COMPLIANCE EXAMPLES

F. ACADEMIC SUPPORT AND - Does the responsive and - Career Advocacy Activities - Career Talks and
STUDENT DEVELOPMENT SERVICES Lectures
IV. Career Guidance developmental career *Career Information
4.2 Career advocacy - Career and Job Fair
guidance program include *Career Exposure
activities that involve career
- Parents’ Orientation
information and exposure, career advocacy activities? *Advising
advising, coordinating - Attendance Sheets
and making referrals which *Referrals
may include, but not limit to, - Career Guidance
career talks, career and job
fairs parents’ orientations and Program Activities
seminar-workshops on career - Career Guidance
decision-making*
Program Calendar

- Attendance Sheets

G. PHYSICAL PLANT AND INSTRUCTIONAL

SUPPORT FACILITIES

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II. Program Learning Spaces - Are the space provisions - Adequacy of space for - School Map
1. Provisions for adequate space, and adequate for: 1.1 Classrooms/ - Floor Plans
appropriate structures and fixtures
according to program curriculum 1.1 Classrooms/Instructional Instructional rooms - Size of Learning
needs of the offered rooms 1.2 Laboratories/ Support Spaces
tracks/strands/specialization in:
1.2 Laboratories/Workshop/ Workshop/ Studios/ - List of Fixtures and
1.1 Classrooms/Instructional rooms*
1.2 Laboratories/Workshop/Studios/ Studios/Computer Computer structures in the
Computer*
1.3 Immersion Centers 1.3 Immersion Centers different Program
1.3 Immersion Centers
1.4 Library/ IMC 1.4 Library/ IMC
1.4 Library/ IMC*
1.5 Athletic Facilities 1.5 Athletic Facilities Learning Support
1.5 Athletic Facilities
1.6 Ancillary Service Units 1.6 Ancillary Service Units
1.6 Ancillary Service Units Spaces
1.7 School Grounds 1.7 School Grounds
1.7 School Grounds
- List of Available
- Are there provisions for - Appropriateness of
Learning Spaces
appropriate structures and Structures and Fixtures in
- Area/Size of
fixtures in: 1.1 Classrooms/
Laboratories/
1.1 Classrooms/Instructional Instructional rooms
Workshops/Studios
rooms 1.2 Laboratories/
1.2 Laboratories/Workshop/ Workshop/Studios/
Studios/Computer Computer
1.3 Immersion Centers 1.3 Immersion Centers
1.4 Library/ IMC 1.4 Library/ IMC
1.5 Athletic Facilities 1.5 Athletic Facilities

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 1.6 Ancillary Service Units 1.6 Ancillary Service Units
School Grounds School Grounds

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:
reports
allocations for SSIP
2.3 reflective and supportive of the
Standards - based School Improvement initiatives and activities?
Plan*

J. INSTITUTIONAL PLANNING AND - Is there regular monitoring - Collaborative monitoring - Monitoring and
DEVELOPMENT
and evaluating of the Annual and evaluating Evaluation
4. A system for collaboratively monitoring
Operational Plan? reports of the AOP/AIP
and evaluating the Annual Operational
Plan and the Standards –based School - Regular monitoring and - Monitoring and
Improvement Plan*
- Is there regular monitoring evaluating of the AOP Evaluating

and evaluation of the SSIP? reports of the SSIP

- Regular monitoring and - Minutes of the

evaluating of the SSIP monitoring

- Is regular monitoring and and evaluating

meetings
evaluating of the SSIP a
- Attendance list of the
collaborative process that

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 includes administrators, monitoring and

teachers, students, parents, evaluating

alumni and other partners meetings

and support groups?

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN (SSIP)

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN

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

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E. Faculty Revise the 1. Inclusion in 1. Propose to 1. April 4, 2024 1. Minutes of 1. Principals of 1. None
classroom Classroom the principals (Principals’ the meeting all UC campuses
Faculty observation Observation a revision of Meeting)
performance form Form of the current
appraisal: integrating Criteria classroom
the related to the observation
5.3 assesses
classroom Teaching and form
the classroom
teaching and Delivery of
teaching and
delivery of K12
delivery of
the Curriculum 2. Seek
the K12
standards Requirement 2. None
program approval from 2. April 25, 2024
and s 2. Letter of 2. Principal of
the
competencie Approval the Main
administratio
s of the K12 Campus
n for the
program revision of the
subjects classroom
during the observation
Summer form
INSET 2024

3. Conduct
content 3. Memo to all 3. PHP
3. July 24-26,

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analysis and 2024 Principals and 3. Principals and 10,000
writing of the coordinators; Coordinators
new Result of the
classroom content analysis
observation
form using
the current
version, PEAC
classroom
observation
form, and the
standards and
competencies
of the K12
program

4. August 5-6, 4. c/o

4. Administer 2024 4. Principals, INSET
4. Feedback of
the revised coordinators, Budget
the revised
classroom and teachers (PHP
classroom
observation 30,000)
observation
form for pilot
form during the
testing during
INSET
the INSET
2024

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 5. 5. August 14, 5. Approved 5. Principals 5. None
Disseminate 2024 classroom
the revised observation
classroom form
observation
form upon
the approval
of the
administratio
n

G. Physical 1. Adequacy 1.1 Identify 1.1 January 12, 1.1 Report on 1.1 Building 1.1 None
Plant and of space for: rooms to be 2024 the identified supervisor,
Instructional converted to classroom to be principal,
Support 1.3 immersion used as an coordinators
Facilities Immersion centers immersion
Centers center

1.2 None
II. Program 1.2 Seek
1.2 January 26, 1.2 Building
Learning approval from 1.2 Approved
2023 supervisor and
Spaces the letter
administratio principal
n for the
1. Provisions conversion of

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for adequate rooms to
space, and immersion
appropriate centers
structures
and fixtures
according to 1.3 February 5, 1.3 None
1.3
program 2024
Summarize a
curriculum 1.3 Immersion 1.3 Building
needs list for
needs of the centers needs supervisor and
the
offered list principal
immersion
tracks/
centers
strands/
specialization
in:
1.4 Prepare a
1.3 Procurement
Immersion 1.4 Building 1.4 None
list
Centers 1.4. February supervisor
12, 2024 1.4
Procurement list
1.5 Submit
plan and
budget
1.5 Building
proposal to 1.5. February 1.5
supervisor
the admin 19, 2024 1.5
500, 000
Endorsement of
(Budget is
Plan and
taken

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 1.6 Construct Proposal from the
the annual
immersion budget)
centers
1.6 March 2, 1.6 Building
2024 - August supervisor,
10, 2024 1.6 Approved Principal and 1.6
layout, Coordinators
monitoring 500, 000
report of the (Budget is
construction taken
from the
annual
budget)
2. 1 Review
the building
plan of the 2.1 3,000
2.1 August 12,
immersion (Budget is
2024 2.1. Building
2. centers vis-a-
2.1 Layout plan supervisor, taken
Appropriaten vis the
of the Principal and from the
ess of required
immersion Coordinators annual
structures structures
centers budget)
and fixtures and fixtures in
in: immersion
centers
2.3
Immersion 2.2 Monitor
centers the

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 appropriatene
ss of the
structures 2.2 Every 2nd
and fixtures in week of the
month 2.2. Building 2.2 3,000
the
supervisor, (Budget is
immersion 2.2 Monitoring Principal and taken
centers Report Coordinators from the
annual
budget)

SSIP RUBRIC

2 `1 0
ADEQUATELY DONE PARTIALLY DONE NOT DONE AT ALL

SMART GOALS Goals are written as Goals are partially No goals are stated.
specific, measurable, written as specific,
attainable, realistic and measurable, attainable,

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 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 desired improvement stated.
improvement 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 SYSTEM A system of reviewing A system of reviewing No system of monitoring

and evaluating the and evaluating the is given.
accomplishment of the accomplishment of the
different action steps different action steps
and achieving the and achieving the
output is described in output is inconsistent in
detail. several parts.

PERSON IN CHARGE Key point persons Key point persons No person in charge is
responsible for the responsible for the identified.

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 accomplishment of the accomplishment of the
SMART Goals are clearly SMART Goals are
identified and stated. vaguely identified and
The person has stated. The person lacks
sufficient experience to relevant experience to
achieve the goals. achieve the goals.

BUDGET AND BUDGET Amount is stated along Amount is stated along No budget and budget
SOURCE with the source from with the source from source are stated.
the school budget. the school budget.
Amount is sufficient to Amount is not sufficient
achieve the output. to achieve the output.

ALIGNMENT All above parts are Some of the above parts No alignment exists in
aligned with each other. are not aligned with all the above parts
each other.

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