School as a House of Quality

QMS at the School Level

Quality Assurance & Accountability Framework (QAAF)

Functional Literacy for All

Participation Retention Completion Achievement

Performance Indicators
Learners School & Learning Center

Curr.& Instruction

Teacher Facilitator

Admin & Leadership

Learning Env

Culture

Learners

Correlates: Outputs, Processes, Inputs Learner Developmen t Educational Standards Setting Educational Planning Education Outcome Monitoring

Processes & Accountability

District Level

Division Level Regional Level Central Level

Policy Formulation

Regulatory Function

Human, Physical and Fiscal Research & Resource Development Development and Management

Shared Functions

Q4 (January-March)

Schools conduct aggressive recruitment of incoming grade school children and First Year students, prioritizing those atrisk of not enrolling (in the case of Grade One) or dropping out after grade school. CLCs conduct aggressive recruitment of out-of-school learners.

QA Standards:

Teachers participate in the aggressive recruitment of learners. They provide developmentally appropriate and culture-sensitive instructional programs tailored to the readiness, strengths, interests, and learning delivery needs of learners. Profiling (or learning portfolio) of school/CLC entrants (from Grade One and First Year HS) is a standard component of learner registration. Teachers prepare this based on the learning readiness assessment results.

Q4 (January-March)

QA Standard:

Needs of learners as identified in the profiling are addressed in the SIP and reflected in the AIP. The curricular interventions appropriate to such needs are reflected as well in the AIP and carried out in the teachers instructional plan.

What will push this?

CB-PAST makes teachers share accountability for improving childrens participation, retention and completion and ensuring that they learn. School readiness assessment to be administered to entering Grade One children and NAT for Grade 6 to include HS readiness assessment for learning for understanding as a requirement of the 2010 SEC SIS/STS to provide readily available data on the learner to facilitate the profiling that teachers need to do [deliverable of ICT-TWG]

Q4 (January-March)

Schools/CLCs use their latest quarterly assessment of progress to further improve program implementation in order to reach targets and attain desired learner outcomes.

QA Standard: By EO of Q3, schools/CLCs have attained 75% of their targets; thus by EO of Q4 there is 100% attainment of targeted outcomes. Teachers align their curriculum/ instructional goals to desired learner/school outcomes.

What will push this?

Division QMT to faithfully track school progress, provide technical assistance when and where needed, and put in place appropriate catchup measures Regional QMT to quality assure DO intervention re timeliness and appropriateness

Q4 (January-March)

Teachers use DO and school quarterly assessment of progress and CB-PAST to further improve teaching and learning, provide remediation to address gaps and enrich learning in order to attain desired outcomes.

QA Standard:

Adjustments regarding curricular/ instructional interventions based on assessment results are reflected in the AIP and the teachers instructional plan.

What will push this?

DO supervisors to mobilize the schools PLC to collaborate for the improvement of school outcomes

Q4 (January-March)

By EOSY, NAT is administered to Grades 3 and 6 pupils and to YII and IV students. HSOII is administered to Year II students as basis for career guidance. NCAE is administered to YIV students. RAT is administered on a yearly basis and covers all subjects.

QA Standard: By EO of Q3, learners have attained 75% of learning standards for the grade/year level; thus, by EO of Q4 there is 100% attainment of targeted learning outcomes. Teachers instructional plan is aligned with the target outcomes.

What will push this?

The NAT from grade school to high school should be an assessment of functional literacy in varying levels of complexity. This will unify the assessment administered to learners in the formal and ALS.

Q4 (January-March)

At EOSY, teachers undertake the CB-PAST and formulate their IPPDs; SHs undergo a similar performance appraisal process. Schools formulate their SPPDs. At EOSY, student and teacher representatives of the region to the National Festival are identified.

QA Standard: Every pupil/ student, teacher and school head as members of the learning community has a portfolio profiling their progress as lifelong learners.

April-May

Schools use their EOY assessment of achievement and the SPPDs as inputs to their AIPs. Schools present their School Report Cards and their AIPs to their communities.

QA Standard: At EO Y1 of SIP implementation, schools have attained 35% of their 3-yr targets; 70% at EO Y2; and full attainment at EO Y3. Schools aiming for accreditation exceed attainment of their annual targets. Teachers contribute to the attainment of the schools targets and share accountability for results.

What will push this?

Productivity pay to be tied to attainment of school outcomes and should be collectively earned [guidelines to be formulated by RMTWG]

April-May

Schools recognize their outstanding learners in various fields; 6-week remediation is provided to those learners with severe learning deficiencies; enrichment lessons are offered to those who have reached the learning standards.

QA Standard: Tiered response to learning needs is reflected in the AIP and the teachers instructional plan.

What will push this?

School heads to guide teachers in doing tiered response to intervention DO to build and develop SH capacity to provide technical assistance to teachers RO to build and develop DO capacity to assist schools in providing developmentally appropriate learning interventions

April-May

The school system conducts, as its culminating performance, a National Festival of Student Talents back-to-back with Educator Academy. Schools attaining accreditation level are recognized.

QA Standard: Every school (pupils/students. teachers and the school head taken collectively) is making adequate yearly progress (AYP) of not less than 15% of its current performance. Accredited schools are making adequate yearly progress of not less than 20% of their current performance.

What will push this?

School calendar to include the following provisions for the secondary level:

Quarterly culminating performance consisting of exhibition of student products and performances (can serve as a screening mechanism to identify student representatives to the National Festival) National Festival as EOY culminating performance integrating all student conferences and competitions Conferences and training programs to be done on weekends and during the INSET break or summer break so that everyone can focus on teaching and learning for the entire school year

What will push this?

Regions to publish the yearly progress of their schools, for the information of communities and other stakeholders School MOOE to be tied to yearly progress of schools; higher level of MOOE for accredited schools Divisions to be recognized based on the number of schools (public and private, elementary and secondary) meeting AYP and those obtaining accreditation

What will push this?

Regions to be recognized based on the number of divisions whose schools have reached the standard AYP
Level

1- at least 60% of divisions have 70% of their schools meeting the standard AYP Level 2- at least 75% of divisions have 80% of their schools meeting the standard AYP Level 3- at least 90% of divisions have 95% of their schools meeting the standard AYP

What will push this?

Regions to be recognized based on the number of divisions whose schools have obtained accreditation
Level

1- at least 60% of divisions have 50% of their schools accredited Level 2- at least 75% of divisions have 50% of their schools accredited Level 3- at least 90% of divisions have 50% of their schools accredited

What will push this?

Levels of MOOE of DO and RO to be based on % of schools meeting AYP and accreditation standards

April-May

Schools recruit and select additional or new staff for the coming school year.

QA Standard: The school staff are recruited, selected, hired and deployed following the competency standards for teaching and nonteaching staff and in compliance with DepEd guidelines.

What will push this?

DO to quality assure the school staff selection process

April-May

Schools prepare their facilities, learning resources, and staff for the coming school year. The school head mobilizes the staff, the SGC, and the school stakeholders towards a collective mission of ensuring that children shall be actively engaged in learning until they complete basic education.

QA Standard: The following activities are expected to have been undertaken at least two weeks before the opening of the school year: facilities upgrading and Brigada Eskwela; resource generation including provision of learning resources (1:1 ratio in the case of textbooks, professional resources for teachers, etc

April-May

At the level of the classroom, the teacher translates this commitment into a curriculum and instructional plan customized to the diverse needs and learning contexts of children.

INSET for teachers (Induction Program for new teachers; continuing CB for other teachers); curriculum and instructional planning by teachers; appropriate SBM training for the school head; Summer Camp or remedial program for students (intensive remediation for those with severe learning gaps, enrichment for those who are ready to enhance their strengths).

What will push this?

Resources needed to support the preparatory work of schools should be made available [deliverable of RM-TWG]

April-May

Schools conduct self-assessment to ascertain their capacity to provide a child-friendly learning environment that will enable children to be actively engaged in learning until they complete their basic education.

QA Standard: Every school is child-friendly. Teachers take primary responsibility for ensuring that children are provided with differentiated activities that are responsive to childrens interests, strengths and needs.

What will push this?

The CFSS framework should guide SIP formulation. Being child-friendly is also a non-negotiable prerequisite to any school applying for accreditation. DO to quality assure the preparation of SIPs The level of MOOE provided to the school should be tied to the acceptability of the SIP. Minimum MOOE to be provided to schools not meeting the standards for quality plans; higher level of MOOE for schools with quality plans.

Q1 (June-August)

Schools orient parents and students on the programs and services to support learner development and continuously improve learner outcomes. Schools enter into a MOA with their communities to generate support for their programs and continuously improve their outcomes.

QA Standard: Every school conducts a general assembly (GA) as part of its school opening rites. Teachers make known to the parents their instructional interventions which are connected to the aspirations of children and their communities. The general assembly is capped by a MOA signing with the schools community.

What will push this?

The GA should be part of the school calendar.

Q1-Q3 (June-December)

Schools, in collaboration with their communities, conduct a quarterly assessment of their progress vis--vis targets as defined in their AIPs. The community, the teachers and the school head assess their individual and collective contributions to the attainment of results. Pupils and students assess their learning progress and formulate their learning management plans as part of their personal accountability for their own learning.

QA Standard: Every school conducts a self-assessment to track its progress on a quarterly basis. Individual and collective contributions to school outcomes are assessed at the level of the learner, the teacher and the school head. Collective contribution at the level of the parents and the community is part of the school assessment.

Q1-Q3 (JuneDecember)

At the end of each quarterly assessment, schools, with their communities, revisit their AIPs and make adjustments when necessary.

QA Standard: Schools are expected to conduct a quarterly review of their progress vis-vis their AIPs and make adjustments when necessary. Teachers assess their learners progress as part of the AIP review process.

Q1-Q3 (June-December)

At the level of the classroom, at the end of each quarterly assessment, the teacher revisits his/her curriculum and instructional plan and makes adjustments when necessary. The teachers IPPD is likewise reviewed for corollary changes. Correspondingly, the SPPD is reviewed and amended.

QA Standards: The teachers, for their part, are expected to review their curriculum and instructional plans and make the corresponding adjustments if needed.

Q1-Q3 (June-December)

Teachers meet with parents to apprise them of their childrens performance and what the school and the parents can do collaboratively to further improve student learning.

QA Standard: The school updates parents on the progress of their children, on a quarterly basis.

What will push this?

CB-PAST includes assessment of individual and collective contributions to school performance DO to monitor the quarterly assessment of school performance and ensure that the process is participatory DO to administer quarterly assessment of learning School-based assessment to track learners progress on a weekly and monthly basis

Q1-Q3 (June-December)

At EO Q2, schools assess their midterm progress and report the same to their communities. Teachers participate in either school-based or division-level training. SHs similarly undergo a professional development course conducted by the DO, NEAP, or an accredited service provider.

QA Standard: Midterm assessment is a standard practice in every school and so is the progress reporting to the community at the end of each assessment. CB/CD of teachers and SH is a standard component of every assessment process.

What will push this?

Training should be consistent with the T&D system. A more comprehensive CB-CD program that includes mentoring, LAC sessions and online training as followthrough interventions should be provided to support the continuing professional development of teachers and school heads.