MWSP Certification Assessment Instrument

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MWSP/Sunday Schools
ESC (RE-) CERTIFICATION ASSESSMENT INSTRUMENT
Background and Rationale
A junior high school participating in the Educational Service Contracting (ESC) Program of the Department of Education (DepEd) is
expected to fully comply with the minimum standards for secondary educational institutions. 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
student grantees are offered academically challenging junior high school education in an environment of values, trust and loyalty. ESC
grantees along with other private junior high school students will have acquired the knowledge and developed the skills necessary for
success in higher educational pursuits and in a wide range of careers.
The Department of Education (DepEd) has commissioned the Private Education Assistance Committee (PEAC) - through its National
Secretariat to establish a quality assurance certification mechanism that would confirm ESC participating private junior high schools’
compliance with DepEd’s standards for recognition. A certified ESC 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 National
Secretariat ESC Certification Unit. Through this assessment instrument, an ESC school is assisted to determine its strength and
potentials for becoming a more effective educational institution.
The government through the Department of Education has looked into the facilities and physical resources of the school prior to the
granting of recognition. Therefore, this assessment instrument focuses more on the functional use of these facilities and resources
rather than the provision thereof.
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.
This ESC School (Re-) Certification Instrument 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 junior high schools through continuous focused
improvement efforts. It guides both the school and certifiers in evaluating the different areas to achieve quality student performance and
organizational effectiveness:
A. School Philosophy, Vision, Mission, Goals/Objectives

B. Instructional Program
C. School Personnel: Faculty and Non-Teaching Personnel
D. Student Services
E. Administration and Governance
F. School Budget and Finances
G. Institutional Planning and Development
Format of the Survey Instrument
Each standard area is introduced by an explanatory paragraph on the basis of evaluation. The Area Mean is the average rating scale
of all the items in the Area. Assigned weights of the Areas as shown below indicate their relative importance in relation to the total
evaluation.
The “School Philosophy, Goals and Objectives” Area serves as the philosophical framework of the survey. It determines the clarity of the
guideposts in evaluating the school.
Areas Weights Areas Weights
CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

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A. School Philosophy, Vision, Mission, D. Student Services 5
Goals/Objectives E. Administration and Governance 7

B. Instructional Program 9 F. School Budget and Finances 6
C. School Personnel: C.1 Faculty 5 G. Institutional Planning and Development 5
C.2 Non teaching Personnel 3
A general statistical summary or computation is provided in Annex A. A Summary of Best Features and Recommendations by Area is
provided in Annex B.
Rating Scale and Compliance Status
The 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 the items rated “0” [missing or no compliance].
Extent of Compliance with DepEd Minimum

Rating Description
Standards
Provision or condition is very extensive and functioning
4 Approaching Excellence
excellently
Provision or condition is extensive and functioning very

Exceeding the Minimum satisfactorily; provision or condition is very satisfactory
3
Standard and functioning extensively; provision or condition is
very satisfactory and functioning very satisfactorily
Practicing the Minimum Provision or condition is satisfactorily met and

2
Standard functioning satisfactorily
Approaching the Minimum

1 Provision or condition is limited and fairly functioning
Standard
Missing the Required

0 Provision or condition is missing but necessary
Minimum Standard
An ESC school with an overall rating of “2” and higher is to be given a certification status valid for three school years. An overall rating
of “3.8” to “4” indicates that the school may be ready for voluntary accreditation, a category which is above the minimum standards of
DepEd.
However, if an ESC school has an overall rating lower than "2", the school is given one (1) year to implement the recommendations
given. Should the school fail to get an overall rating of "2" after the revisit, the school shall automatically be disqualified to participate in
the ESC Program of the Department of Education.
How to Compute:
1. The Area Mean: Add all the ratings divided by the number of items.
2. The Overall Mean: Multiply each area mean by the respective area weight (Please refer to the “Areas”
and their equivalent “Weights” in Annex A). Add up these products and divide the sum by 40,
which is the total weight value of the various areas.

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

Basis of Evaluation
The program has clearly articulated, written, and actively implemented statements of philosophy, vision, mission, goals/objectives. Such
statements describe the program’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 appropriate item that describes the extent of compliance with DepEd Standard.
Extent of
Program Philosophy, Vision, Mission, Goals/Objectives
Compliance
1. Has the program established a clear, unique, well-aligned, active and living statement of philosophy, vision, Yes
mission, goals and objectives ?
2. Does the school involve the stakeholders in the formulation of the PVMGO for the program? Yes
3. Does the philosophy of the program represent the school community's fundamental shared values and beliefs Yes
about education and student learning?
4. Are the program goals and objectives supportive of the basic policies of the Philippine education system Yes
consistent with the national and global development goals?
5. Does the program have specific, realistic, achievable and measurable goals and objectives? Yes
6. Does the school use multi-media (print, internet, etc.) to ensure effective communication and Yes
understanding of the program's vision, mission, goals and objectives?
7. Are provisions made for the systematic review and revision when appropriate, of the philosophy, vision, Yes
mission, goals/objectives of the program?

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8. Does the school provide opportunities for the personnel to implement the vision, mission and Yes
goals/objectives of the program in their respective assignments?
9. Are there demonstrated evidences that the school community understands the goals Yes
and objectives of the program?
Comments:
Exhibits/Documents:
School Catalogue/Prospectus: Brief History Perception Survey of Students & Parents
School's Vision-Mission Statement on the Program’s PVMGO
Program Vision-Mission Statement Joint Statement of the Stakeholders’ Shared Vision
School Policy & Administrative Manual of the program and Student Learning
Articles of Incorporation & By-Laws
DepEd Recognition/Accreditation
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 on the school’s mission and expectations for student learning, supported by research in best practice, and refined and
improved based on identified student needs.
Student learning may be manifested by the students’ active engagement in the learning process either individually or in groups. Other
evidences of transfer of learning are the learners’ capacity to think critically and creatively and articulate questions or expand the
lessons presented to broader and related areas. Other than concrete and practical application, development or internalization of values
and attitudes measured through students’ behavior all contribute to the students’ holistic learning.
Assessment of student learning is crucial in determining attainment of standards and learning competencies. Teachers use appropriate
and varied assessment tools to evaluate student performance.
Instructional materials, technology, equipment, supplies, facilities 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 measures of student learning are 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.
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” = Approaching Excellence
“3”= Exceeding the Minimum Standard
“2” = Practicing the Minimum Standard

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“1” = Approaching the Minimum Standard

“0” = Missing the Required Minimum Standard
B.1 Curriculum Extent of Compliance
1. The school implements a modified curriculum based on the standards and competencies 4 3 2
prescribed by the Department of Education for the K to 12 BEC.
2. The program integrates its vision -mission across the curriculum 4 3 2
3. The content standards clearly define what students are expected 4 3 2
to know (knowledge of facts and information) and to understand
(meaning of facts and information in real-life situations)
4. The performance standards express what students are expected 4 3 2
to do independently, produce or perform as evidence that they
can use their learning in real-life situations.
5. Curriculum mapping across grade levels is done collaboratively 4 3 2
to ensure that desired learning outcomes are deliberately
articulated.
6. Each subject has a module that is aligned with the learning expectations expressed 4 3 2
in the modified curriculum
Comments:
B. 2 Assessments Extent of Compliance
7. The assessment process is holistic with emphasis on the formative or 4 3 2

developmental purpose of ensuring student learning.
8. The students’ attainment of standards and learning competencies is evident. 4 3 2
9. The teachers give timely and thoughtful feedbacks on the results of assessments. 4 3 2
10. The student performance and assessment and grading policy are well- 4 3 2
defined and made known to the students and their parents at the start
of the school year.
11. The teachers utilize student performance data as basis for improving instructional 4 3 2
practices.
12. Appropriate and varied assessment tools and techniques (quizzes, exams, 4 3 2
reports, portfolios, feedback, summative assessment, criterion-referenced
tests, etc.) are used to evaluate student learning and performance
13. The school adopts an intervention program to help struggling students 4 3 2
14. The students are given additional structured tasks (worksheets, written work portfolios, projects 4 3 2
among others) which they are expected to do at home.
B.4. Instructional Materials and Technology Extent of Compliance
15. The learning plans are checked 4 3 2
regularly and periodically updated and evaluated.
16. Each subject or learning area has adequate and updated textbooks, 4 3 2
references for students.
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17. Instructional materials and resources both teacher-made and commercially 4 3 2

prepared are updated, creative, challenging and appropriate to the level of
the students.
18. Library, human and community resources are appropriately used to enrich 4 3 2
classroom instruction.
19. There are adequate instructional technologies (worksheets, slides, videotapes, 4 3 2
computer-based instructional materials, etc..) and the use of indigenous
materials is purposive.
Comments:
MEAN #DIV/0!
B. 4 Student Learning and Performance
20. Average of classroom observation reports MEAN #REF!
AREA MEAN #DIV/0!
Documents/Exhibits:
MSWP Curriculum
Updated Subject Modules
Inventory List of Instructional Strategies
Minutes of Meetings on Articulation among Subject and Grade Level Teachers
Written Summative Tests
Students Academic Achievement and Performance
Lesson/Learning Plans
List of Textbooks per Subject/Level
List of Instructional Materials
List of Human and Community Resources used in Class
List of Instructional Technologies and Materials
Sample Structured Tasks
C. TEACHING AND NON-TEACHING PROGRAM PERSONNEL

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 status of all its personnel as well as offers professional development opportunities that conform to its philosophy/vision/
mission.

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rated “0”.
C.1 Faculty
C.1.1 Teachers Extent of Compliance
1. The teachers have valid teaching/training licenses. 4 3 2
4 3 2
2. The teachers are qualified to teach the subjects assigned to them. 4 3 2
3. The teachers' loads are not more than 30 hours in a week. 4 3 2
4. At least 70% of the teachers are regular faculty of the school. 4 3 2
Comments:
C.1.2 Teaching Performance Extent of Compliance

5. Teachers possess professional knowledge, technical skills and 4 3 2
disposition necessary to facilitate learning.
6. Teachers create a supportive learning environment which encourages 4 3 2
students’ active engagement in learning, self-motivation and social interaction.
7. Teachers manage classroom well and maximize academic learning time. 4 3 2
8. Teachers offer relevant and coherent instruction based on knowledge of 4 3 2
subject matter, students and curriculum goals.
9. Teachers provide opportunities that support the students' assimilation of their 4 3 2
own learning, its application and transfer to real life situations.
10. Teachers use a variety of proven instructional practices /strategies 4 3 2
(interactive discussion, collaborative learning, action projects, creative
techniques, etc.) to meet individual learning needs.
and to ensure that they learn at acceptable levels.
11. Teachers are involved in the regular articulation across disciplines and 4 3 2
across grade levels focused on effective teaching and learning.
12. There are evidences of continuing professional development 4 3 2
and growth whether personal or as a member of learning communities.
13. There are evidences that the teachers transfer the learnings gained from seminars and 4 3 2
trainings through effective teaching and improved/increased student performance.
Comments:
C.1.3 MWSP Faculty Development Program Extent of Compliance

14. The school has a separate Faculty Development Program formulated 4 3 2
based on the needs of teachers teaching in the program.
15. The Faculty Development Program addresses the holistic development 4 3 2
of teachers (psycho-spiritual, professional, socio-cultural, etc.)
16. In-house trainings are organized to supplement the professional 4 3 2

preparation of the teachers.
17. The teachers are professionally updated through attendance 4 3 2

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to various seminars on curriculum, instruction and assessment.
AREA MEAN #DIV/0!

Comments:
C.2 Non-Teaching Personnel
C.2.1 The Registrar/Students’ Records Officer Extent of Compliance

18. has at least a Bachelor’s degree. 4 3 2
19. has at least 3 years of training/experience in the maintenance of student academic records 4 3 2
and related school work.
20. has professional growth as evidenced by his/her engagement in further studies and attendance 4 3 2
to professional trainings, seminar/workshops.
21. has membership in work-related organizations. 4 3 2
22. issues students’ records in accordance with DepEd regulations 4 3 2
Comments:
C.2.2 The Librarian Extent of Compliance

to professional trainings, seminar/workshops
25. carries out the duties and responsibilities as stipulated in the DepEd Library 4 3 2
Policy Manual, among others, managing the programs and services budget, providing
support to teachers and students.
26. possesses management skills in setting up library resources for 4 3 2
effective use of students and teachers.
27. consistently demonstrates information literacy to develop student 4 3 2
knowledge and performance.
28. handles library media lessons and provides individual reference assistance 4 3 2
and orients students and teachers on the use of technology as a tool for accessing,
gathering, and using relevant information.(Internet access)
29. has valid PRC license for librarians. 4 3 2
Comments:
C.2.3 The Guidance Counselor Extent of Compliance

to professional trainings, seminar/workshops
32. has valid PRC license for guidance counselors. 4 3 2
33. implements programs and interventions that help students achieve 4 3 2
their academic growth potentials and career development.
Comments:
AREA MEAN #DIV/0!
Exhibits/Documents:
Faculty 201 Files

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Teaching loads of Faculty

Job Descriptions of School Personnel
Class List
List of work-related organizations affiliated with
List of Seminars/Professional Trainings attended by teachers
Minutes of Faculty Articulations/Meetings
Personnel Evaluation Performance Report
Supervisory Plan for the Faculty of the Program
MWSP Faculty Development Program
Personnel Handbook

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D. Student Services
Basis of Evaluation
Student services supplement and are integral to the educational program. Admission and placement procedures are well defined and
administered. The services include orientation, information, inventory, follow-up, evaluation, counseling, and the development of
productive relationships with students and parents.
A balance of academic, social, co- and extra-curricular and service activities is maintained. Activities selected to foster intellectual,
cultural, personal and social growth as well as physical health and wellness provide opportunities for student leadership and social
interaction and encourage development of student interests.
Records of admission, progress, achievement, and recommendations for future study and reference, 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.
Medical and dental services are rendered by qualified personnel. Likewise, library services are offered to supplement instruction.
Library holdings are adequate to help the students in their research activities.
rated “0”.
D.1 Admission, Enrollment and School Records Extent of Compliance

1. The school’s admission and enrollment policy, procedures, and requirements are published 4 3 2
and well-disseminated to clients and the general public.
2. Admission and placement procedures are well defined and administered by competent staff 4 3 2
in accordance with DepEd guidelines and regulations.
3. In determining the enrolment and class size, the school takes into account the total 4 3 2
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. The policies for the retention and promotion of students are clearly stated and made known. 4 3 2
5. The students enroled in the program are at least of minimum working age (15 years old). 4 3 2
6. The students have valid Work Permits issued by the MSWDO. 4 3 2
Comments:

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D.2 Medical and Dental Services Extent of Compliance

7. Qualified personnel carry out school health-related activities. 4 3 2
8. Adequate space and equipment for rendering medical and dental services are provided. 4 3 2
9. There are provisions for immediate and adequate emergency care. 4 3 2
10. Annual medical and dental checkups are conducted and medical/dental records of students 4 3 2
are updated.
11. The school health clinic is furnished with the following basic facilities: beds/cots 4 3 2
weighing scale, apparatus for measuring height, thermometer, medical supplies,
cabinets, first-aid equipment and supplies, etc. and standard office equipment.
12. The clinic is open on Sundays to accomodate the needs of the MWSP students. 4 3 2
Comments:
D.3 Guidance Services Extent of Compliance
13. The school provides a developmental guidance program to enhance students’ educational, 4 3 2
personal, social, and career development.
14. The guidance office assists in the formulation and implementation of the Homeroom activities. 4 3 2
15. Academic and personal counseling services relevant to academic progress are provided. 4 3 2
16. Students’ academic progress is periodically monitored and followed up. 4 3 2
17. Graduating students are given career counseling and exit interviews. 4 3 2
18. Parents/guardians and teachers collaborate in the implementation of the guidance program 4 3 2
and services.
19. The guidance office keeps on file cumulative records of all currently and previously enrolled 4 3 2
students.
20. The school ensures the confidentiality and security of students’ records. 4 3 2
21. The guidance center/office is open on Sundays to accomodate the needs of the MSWP students. 4 3 2
Comments:
D.4 Library Programs and Services Extent of Compliance

22. Library orientation is conducted at the start of the school year. 4 3 2
23. Library materials are catalogued, inventoried, and disseminated through the library and 4 3 2
made available to all users.
24. The open shelf system library is accessible for research activities, browsing, reading, 4 3 2
and basic listening and viewing by individuals and classroom groups.
25. The school allows use of the library to parents and the alumni. 4 3 2
26. Statistics on the use of the library by students, teachers, and other users are periodically 4 3 2
prepared by the library staff.
27. The school library program provides a balanced collection of students references, 4 3 2
professional books and journals for teachers.
28. The library is open on Sundays to accomodate the needs of the MSWP students. 4 3 2

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Comments:
D.5 Student Discipline Extent of Compliance

29. The school has an updated student handbook which contains policies on student 4 3 2
attendance and punctuality, discipline (ex. anti-bullying), student rights and responsibilities,
rules of conduct, dress code, rewards for good deportment, and sanctions for
misbehavior and other needed information pertinent to the students’ welfare.
30. The school administrator/principal enlists the participation of students, staff and 4 3 2
parents in the development of the policies and code of conduct for students.
31. The School Discipline Policy, which is based on the principles of procedural fairness, 4 3 2
is developed within a strong student welfare context, and is communicated to all students,
parents, and members of the staff.
32. The staff is provided with adequate training and development related to behavior management. 4 3 2
33. Campus safety and security guidelines are disseminated to parents and community during 4 3 2
orientation and other assemblies or issued as written communication.
34. Mechanism for due process is in place. 4 3 2
Comments:
D.6 Student Activities Extent of Compliance

35. The school has established partnerships with various organizations including local goverment units 4 3 2
to ensure that students are involved in sports, socio-cultural and spiritual activities
and other initiatives on youth empowerment.
36. There are provisions in classrooms that thoughtfully process student engagement in other activities 4 3 2
outside the school.
Comments:
D.7 Canteen/Supply Store Extent of Compliance

37. The food service preparation and consumption areas are sanitary and spacious enough 4 3 2
to accommodate at least 35% of the school population at a given time.
38. The school canteen provides nutritious and well-balanced food. 4 3 2
39. Students are provided adequate time for recess and lunch break. 4 3 2
40. The school’s supply store provides stationery, writing pens and papers, and other essential 4 3 2
instruction-related materials.
Comments:
AREA MEAN #DIV/0!
Exhibits/Documents:
Enrolment Policy Policy on retention and promotion of students
Enrolment Data Report on Parents' Assemblies
Chart for the past 3 years

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List of Medical Personnel Medical and Dental Records of Students

List of Medical Supplies/Equipment
Guidance Development Plan/Homeroom and Guidance Program
Report on Guidance and Counseling Services
Students' Cumulative Folders
Samples of guidance tests given to students
List of required library holdings (past 3 years)
Statistics on the use of the library
Library acquisition program
School Discipline Policy Student Handbook
Campus and Security Guidelines
List and schedule of Social Action Programs
School Canteen and Supply concessionaire's contracts Health Certificate of Canteen Personnel
Report on Student Activities supported by partner organizations
Birth Certificates attached to form 137 of students
Working Permit of Students issued by MSWDO
School Registrer (SF 1)
Notarized Employment Certificate of the Student Issued by MSWP

Basis of Evaluation
The program is duly recognized by DepEd. The governance and leadership ensure the integrity, effectiveness, and reputation of the
school through the establishment of policies, provision of resources, and assurance of a quality educational program.
The 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 program. The 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 program. It
permits the administrative team of the program to implement policies and procedures without interference.

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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 professional culture is to be characterized by thoughtful,
reflective, and constructive discourse about decision-making and practices which support student learning and well-being.
Administrative 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 staff maintain purposeful, active, positive relationships with families of its students and with the community in which it operates to
support student learning.
The Principal as instructional leader coaches and mentors the teachers to ensure that desired learning outcomes and improved student
performance are attained.
Directions. Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
rated “0”.
E.1 Governance Extent of Compliance
1. The program is recognized by the Department 4 3 2
of Education through formal accreditation.
2. The board of trustees has established a strategic direction for the program. 4 3 2
3. The school regularly submits reportorial requirements to Securities and 4 3 2
Exchange Commission (SEC) to ensure its continued corporate life.
4. The school’s administrative and faculty or personnel manuals, which define, 4 3 2
appointments/contracts, job descriptions and terms of employment of teaching
and non-teaching personnel designated for the program
are printed and periodically reviewed.
5. The school’s organizational chart shows clear lines of relationships, responsibilities 4 3 2
and accountabilities.
6. The school has adopted a compensation policy providing sufficient salaries 4 3 2
to attract and hold competent teachers, administrators and other personnel.
7. The school provides benefits mandated by law ( SSS, Philhealth, Pag-ibig, 4 3 2
incentives leaves, 13th month pay).
8. The school has a retirement plan for its school personnel with permanent status. 4 3 2
9. The notarized employment contract specifies the designation, qualification, salary rate, 4 3 2
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
and regulations and standards of the school.
10. The school’s Management Information System or data management system designed for the program 4 3 2
is orderly, up-to-date, systematic and has easily retrievable files and
complete student records.
11. The administration has established a school-based quality assurnace mechanism 4 3 2
designed for the effective delivery of the program.
Comments:

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E.2 The Principal or Instructional Leader in-Charge of the Program Extent of Compliance
12. has a master's degree in Education. 4 3 2
13. monitors the conscious integration of the vision-mission 4 3 2
in the instructional program.
14. implements a comprehensive Supervisory Program that assists 4 3 2
all teachers in improving their instructional practices.
15. conducts classroom observations (walk-throughs, pop-in, rated, clinical) 4 3 2
and post conferences regularly.
16. initiates the formulation of a sound Faculty Development 4 3 2
Program that addresses the holistic formation of the teachers.
17. ensures the effectiveness of the Faculty Development Program 4 3 2
through regular monitoring and evaluation.
18. orients the teachers on DepEd issuances concerning 4 3 2
curriculum, instruction and assessments and monitors compliance thereof.
19. in close coordination with the teachers, introduces 4 3 2
new and innovative modes of instruction to achieve higher learning outcomes.
20. conducts continuous follow-up of trainings through 4 3 2
coaching and monitoring
21. assists the teachers in preparing well-designed 4 3 2
curriculum maps, unit/learning plans and assessment tools.
22. guides the teachers in managing students' behavior 4 3 2
inside the classrooms aimed at promoting a positive learning climate.
23. relates effectively with the teachers, students and parents . 4 3 2
Comments:
E.3 Administrative Leadership Extent of Compliance

24. The school leadership provides direction, assistance, and resources to align, 4 3 2
support, and enhance all parts of the program in meeting organizational
and student performance goals.
25. The school administration maintains adequate insurance or equivalent resources 4 3 2
to protect the operational vitality of the program.
26. The school ensures continuous professional development and growth of all personnel involved in the program 4 3 2
through financial assistance to support their attendance to trainings and seminars.
27. The school leadership assesses and addresses community expectations 4 3 2
and stakeholder satisfaction.
Comments:
E.4 School Culture and Climate Extent of Compliance

28. School management provides internal and external stakeholders’ meaningful roles 4 3 2
in the decision-making process that promote a culture of participation,
responsibility, and ownership.
29. Collaboration and shared responsibility for the school improvement occur 4 3 2
across grade levels and content areas among administration, school personnel
and students.
30. For the promotion of a positive learning climate, staff are working together to build 4 3 2
a culture of learning that supports improved student outcomes.

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31. The school staff maintain purposeful, active, positive relationships with the families 4 3 2
of its students and with the community.
Comments:
E.5 Social Orientation and Community Involvement Extent of Compliance

32. The school is well-informed about its own geographic, socio-cultural environment 4 3 2
as well as that of the community it serves in its outreach program.
33. The school collaborates with families and other community members, responds 4 3 2
to diverse community interests and needs, and mobilizes community resources.
34. The school provides a program which encourages community involvement 4 3 2
and support of teachers, parents, and alumni in its improvement plans and initiatives.
Comments:
AREA MEAN #DIV/0!
Exhibits/Documents:
SEC Report/Annual GIS Report Administrative/Faculty/Personnel Manuals
Government Recognition (Program accreditation by DepEd) Manual of School Procedures and Policies
File copy of the Minutes of School Board Meetings Inventory list of Administrative Files and Records
Benefits granted by school to its employees Copy of Notarized Employment Contracts
Parents Manual
Organizational Chart
School's Outreach Program
Socio-Economic Profile of the Community

17

Basis of Evaluation
Financial resources are sufficient to sustain the program. 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 program and each of the specific programs it offers; and (2)
the size and scope of the program. Budget allocations for personnel, space, equipment, and materials must be appropriate and
sufficient to sustain the program. Evidence must be provided demonstrating that financial support is sufficient to ensure continued
operation of the 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.
rated “0”.
F.1 Program Budget Extent of Compliance
1. The school has a separate annual budget for the program. 4 3 2
2. The budget proposal is systematically prepared in collaboration with key stakeholders concerned. 4 3 2
3. The budget is based on the program's operational plan. 4 3 2
4. Quarterly budget performance monitoring reports and school’s annual audited 4 3 2
financial statements are prepared and distributed according to policy guidelines.
5. The school appropriates adequate budget for the program based on its Program Improvement Plan (PIP) 4 3 2
6. The administration engages in long-range budgetary planning and annually allocates 4 3 2
sufficient resources to support the program and to effectively implement
its plans for improvement.
7. The governing board has established appropriate fiscal and accounting policies and 4 3 2
systematic procedures to ensure efficient and effective delivery of services.
Comments:

18
F.2 Finances Extent of Compliance

8. Projected income from tuition, miscellaneous fees, gifts, endowments, are adequate 4 3 2
to support quality deliveryof the program and its continuing improvement plans.
9. Fees collected for the program are allocated and spent for their intended purposes. 4 3 2
10. The institution ensures that all financial transactions are safeguarded through proper 4 3 2
budgetary procedures and audited accounting practice.
11. Overall financial resources of the program are sufficient to assure the continuity and stability of services. 4 3 2
12. The school’s financial statements are duly certified by a public accountant and 4 3 2
audited annually by a registered auditor that attests to:
(a) the use of acceptable accounting practice, and
(b) the viability of the institution to meet its obligations.
13. The school has established workable resource mobilization strategies to better support 4 3 2
the financial requirements of the program.,
AREA MEAN #DIV/0!

Comments:
Exhibits/Documents:
Program's Annual budget Copy of DepEd-approved Tuition, Miscellaneous and other fees
Programs' Budget Performance Reports
Program's Income and Expenses Statement (past 3 years)
Audited Financial Statement
List and Amounts of Grants. Gifts and Donations intended for the program (past 3 years)

19

Basis of Evaluation
The institution systematically evaluates and makes the public know how well and in what ways it is accomplishing its purposes
established for the program. The 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 of
the program 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 evaluates, plans, and makes projections
consistent with and supportive of its purposes and its size and scope. New improvement efforts are done through analysis of student
performance, system effectiveness, and assessment of the improvement process.
rated “0”.
G.1 Performance Indicators Extent of Compliance
1. The school collects and uses appropriately the following data of the program : 4 3 2
a. Promotion Rate _____ f. Overall average score in the national achievement test ______
b. Graduation Rate _____ g. Mean Percentage Score (MPS): Student performance in:
20
c. Dropout Rate _______ Science _______ Filipino ____________

d. Completion Rate _______ Math _________ Social Studies ______
English _______
2. The school through an alumni survey and parents’ feedback assesses 4 3 2
the program’s total impact.
3. The school provides an effective system of communication to report 4 3 2
performance of stuidents enrolled in the program.
Comments:
G.2 School Improvement Planning (SIP) Extent of Compliance

4. The school has a Program Improvement Plan that integrates all program plans 4 3 2
(enrollment, instructional development, faculty and staff professional
development, and physical facilities) with adequate budget and realistic
timetable for implementation.
5. The school prepares an Annual Operational Plan for the program 4 3 2
6. The school ensures that the Program Improvement Plan 4 3 2
is aligned with the vision-mission statement and expectations
for student learning.
7. The school ensures that concerned stakeholders are actively involved in the 4 3 2
formulation/implementation of the Program Improvement Plan.
8. The Program Improvement Plan is supported with adequate resources 4 3 2
(human, physical, time, and financial).
Comments:
AREA MEAN #DIV/0!
Exhibits/Documents:
Performance Indicators (past 3 years)
School Statistical Data and duly-accomplished BEIS
Annual Operational Plan of the Program

Program Improvement Plan with budget allocations
Report on the Implementation and Evaluation of operational and program improvement plans

21
Annex A
School: I. D. Number:
GENERAL STATISTICAL SUMMARY

22
AREAS AREA MEAN WEIGHT PRODUCT
A. School Philosophy, Vision, Mission, Goals/Objectives

B. Instructional Program x 9
C. School Personnel C.1 Faculty x 5
C.2 Non-Teaching Personnel x 3
D. Student Services x 5
E. Administration and Governance x 7
F. School Budget and Finances x 6
G. Institutional Planning and Development x 5
TOTAL 40 SUM=
40
OVERALL MEAN
Extent of Compliance :
“4” = Approaching Excellence in Practicing the Standard

“3” = Exceeding the Minimum Standard
ANNEX B

23
AREA BEST FEATURES RECOMMENDATIONS
A. School Philosophy, Vision, Mission,

Goals/Objectives
C. School Personnel
Faculty
Non-Teaching Personnel
D. Student Services
Important: Please indicate the specialists who answered the instrument.
Management Specialist Academic Specialist
Date:

24
ucation (DepEd) is
tted to become an
o ensure that ESC
st and loyalty. ESC
skills necessary for
hrough its National

unior high schools’
ed with all DepEd
by PEAC National
e its strength and
school prior to the

ies and resources
ant to the needs of

ng skills. Quality is
s are more likely to
achieving the goal
e DepEd Minimum
el of performance.
ontinuous focused
nt performance and
verage rating scale

elation to the total
es the clarity of the
Weights

25
ndations by Area is
ders, and a rater’s

4” being the most
d with at all.
ompliance].
s. An overall rating
imum standards of
recommendations
ed to participate in

26
ls/objectives. Such
ve as a community
ng-range planning.
and other program
hing and learning.
nd commitment to
nts' learning of the
ional development
hool’s stakeholder
ons and evaluation,
Extent of
Compliance
No
No
No
No
No
No
No

27
No
No
he achievement of
nal practices must
e, and refined and
or in groups. Other
ons or expand the
nalization of values
rs use appropriate
ufficient to allow for
ness, instructional
d and is accurately,
ons and evaluation,

or items that were

28
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0

29
1 0
1 0
1 0
#DIV/0!
#REF!
#DIV/0! #DIV/0!
cient in number to
d staff assignments
adequate time to
ticipate in service
ecific purposes and
municate personal
mprovement of the
philosophy/vision/

30
ons and evaluation,

or items that were
of Compliance
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0

31
#DIV/0! #DIV/0!
of Compliance
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
#DIV/0! #DIV/0!

32

33
e well defined and

e development of
foster intellectual,
dership and social
ecurely preserved.
the curriculum, its
ention policies, and
instruction.
ons and evaluation,

or items that were
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0

34
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0

35
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
#DIV/0! #DIV/0!
of students

36
Programs
d reputation of the
vision/mission. The
up the capacity of
us improvement. It
of the program. It

37
security and crisis

ized by thoughtful,
g and well-being.
with stakeholders,
ership are collegial
which it operates to
d improved student
ns and evaluation,
or items that were
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0

38
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
of Compliance
1 0
1 0
1 0

39
1 0
of Compliance
1 0
1 0
1 0
#DIV/0!
#DIV/0!

40
reas of budget and

mote confidence in
ng and accounting
ms it offers; and (2)

e appropriate and
ensure continued
concerning tuition,
cy that is equitable
thical standards of
ns and evaluation,
or items that were
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
1 0

41
of Compliance
1 0
1 0
1 0
1 0
1 0
1 0
#DIV/0! #DIV/0!

42
shing its purposes

d ongoing process
sesses progress of
systematic cycle of
orative process to
ns are aligned with
makes projections
analysis of student
ns and evaluation,
or items that were
of Compliance
1 0

43
1 0
1 0
of Compliance
1 0
1 0
1 0
1 0
1 0
#DIV/0! #DIV/0!

44
Annex A

45
PRODUCT
40
ANNEX B

46
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1

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

Format of the Survey Instrument

Areas Weights Areas Weights

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

A. School Philosophy, Vision, Mission, D. Student Services 5

Goals/Objectives E. Administration and Governance 7

Rating Scale and Compliance Status

Extent of Compliance with DepEd Minimum

Provision or condition is extensive and functioning very

Practicing the Minimum Provision or condition is satisfactorily met and

Approaching the Minimum

Missing the Required

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

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

mission, goals and objectives ?

about education and student learning?

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

“1” = Approaching the Minimum Standard

B. 2 Assessments Extent of Compliance

7. The assessment process is holistic with emphasis on the formative or 4 3 2

17. Instructional materials and resources both teacher-made and commercially 4 3 2

AREA MEAN #DIV/0!

C. TEACHING AND NON-TEACHING PROGRAM PERSONNEL

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

C.1.2 Teaching Performance Extent of Compliance

C.1.3 MWSP Faculty Development Program Extent of Compliance

16. In-house trainings are organized to supplement the professional 4 3 2

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

to various seminars on curriculum, instruction and assessment.

AREA MEAN #DIV/0!

C.2 Non-Teaching Personnel

C.2.1 The Registrar/Students’ Records Officer Extent of Compliance

C.2.2 The Librarian Extent of Compliance

C.2.3 The Guidance Counselor Extent of Compliance

AREA MEAN #DIV/0!

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

Teaching loads of Faculty

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

D.1 Admission, Enrollment and School Records Extent of Compliance

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

D.2 Medical and Dental Services Extent of Compliance

D.3 Guidance Services Extent of Compliance

D.4 Library Programs and Services Extent of Compliance

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

D.5 Student Discipline Extent of Compliance

D.6 Student Activities Extent of Compliance

D.7 Canteen/Supply Store Extent of Compliance

AREA MEAN #DIV/0!

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

List of Medical Personnel Medical and Dental Records of Students

List and schedule of Social Action Programs

E. Administration and Governance

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

E.3 Administrative Leadership Extent of Compliance

E.4 School Culture and Climate Extent of Compliance

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

E.5 Social Orientation and Community Involvement Extent of Compliance

AREA MEAN #DIV/0!

CERTIFICATION ASSESSMENT INSTRUMENT SY 2015-2016

F. School Budget and Finances

c. Dropout Rate ___ Science _ Filipino __________