ANNEX B Assessing Progress toward Child-Friendly School System (CFSS) for Secondary Schools In assessing CFSS-ness, what is being

assessed would be the extent to which the four basic rights of children, i.e., survival, development participation, and safety and protection have been realized through the seven goals of CFSS. Context of the Assessment Rubrics A school can be assessed as either a Beginning, or Developing or Firmly Established CFSS school. A Beginning school is characterized by compliance with the required outputs, with little regard to due processes and minimal pro-activeness. A Developing CFSS school has moved beyond the Beginning stage, puts more efforts in coming up with quality outputs, and exhibits a more systematic effort in forming collaborations and partnership with stakeholders to achieve the CFSS goals. The Firmly Established CFSS school has fully realized the seven goals of CFSS through collaboration and partnership with both internal and external stakeholders. In keeping with the idea that CFSS is a progressive journey, the assessment uses the indicators of a Firmly Established CFSS school as the yardstick. (Refer to the CFSS Rubrics on page 3-18.) For every indicator a school exhibits, the school earns one point. As an example, in assessing the process of participation in SIP preparation, a Firmly Established CFSS school has three elements: (a) the consultative process with all stakeholders, the approval of the SGC, and the SIP as the material output, A Developing CFSS school has come up with the SIP and has obtained the approval of the SGC, but fails to do consultative process. The score a Beginning school gets is 1; the Developing school gets 2 points: and the Firmly Established school gets 3 points. A school which has no SIP gets no point. In the criterion, Inclusion of CFSS goals in the SIP, a CFSS school should have included at least five CFSS goals to score 1 point. Below that, the score is 0. A school with six CFSS goals includes scores 2 points and a school with all the seven goals scores 3 points. For the rest of the criteria, every indicator is scored 1 point. Based on this scoring system, the matrix of scores for each of the goals is as follows: Goal 1-A 1-B 1-C Total Points for Goal 1 2 3 4 5 Firmly Established CFSS 13 15 7 35 34 12 14 11 Developing CFSS 9 11 4 24 22 6 10 6 Beginning CFSS 4 8 2 14 13 3 6 4

6 7

13 7

7 5

4 3

Process of Assessment Since the purpose of the rubrics assessment is to help the school improve its ways of achieving the seven goals of CFSS, it is desirable that the school and its stakeholders conduct a self-assessment so they have the opportunity to improve on its CFSS implementation. An external assessor may be called in once the school has conducted the self-assessment. The Self-Assessment Team will be composed of individuals representing the different groups of stakeholders. The assessment process will be in the form of two FGDs. The first FGD will be facilitated by the PTCA president and will be participated in by: two class officers chosen to represent a year level or a total of 8 class officers; and two officers of the Student Body Organization (SBO).

The second FGD will be facilitated by the school head and will be participated in by: three teachers one may be the faculty association president, one by a Head Teacher or a Master Teacher who has been with the school for at least three years, and one, by the CFSS school coordinator (if there is one), if there is no CFSS school coordinator, then one classroom teacher will be selected; one non-teaching staff (the person may be one whose salary is paid for by the PTCA or LGU or by the national government); two members of the LSB; the Barangay Captain; two officers of the PTCA; one other community member chosen by the Barangay Captain. The person may be a member of an NGO, a church or an active community member; and the two SBO officers who took part in the FGD facilitated by the PTCA president. The FGDs should cover both the achievements of the school with regard to every indicator. If the Team agrees that they fall short of the standards set by the Firmly Established CFSS School, then the members may discuss their next steps. The outputs of the self-assessment process are the scored Assessment Rubrics and the plan of action for the next six months.

The Rubrics

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

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

2. goals

Inclusion of CFSS All CFSS goals are included.

Six CFSS goals are Five CFSS included. goals are included.. Expected outputs / outcomes are specified. There is a timeline of implementation activities. Resources money, materials, human) are specified for activities. Expected outputs / outcomes are specified.

3.

Comprehensiveness of Annualized Implementation Plan (AIP)

Expected outputs / outcomes are specified. There is a timeline of implementation activities. Resources (money, materials, human) are specified for activities. Responsibilities of all stakeholders are clearly specified and differentiated.

4.

Adequate plan for monitoring, and review / assessment

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

Indicators to monitor, review / assess specified. There is a timeline of monitoring and review activities.

There is a timeline of monitoring and review activities.

Score for SIP B. School Handbook Criteria Preparation of School Handbooks

Firmly Established Each year, school policies, rules and regulations for students are discussed with the student officers and PTCA before finalization, printing and distribution. Each year, school policies, rules and regulations for school personnel are discussed with the PTCA and school personnel before finalization, printing and distribution.

Developing School policies, rules and regulations for students are documented and distributed to every student without consultation. School policies rules and regulations for school personnel are documented and distributed to all school staff without consultation.

Beginning School policies, rules and regulations for students and personnel exist but not printed.

Score

Content of School Handbooks (student and staff handbooks)

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

Both Handbooks are consistent with DepEDs Service Manual. Contain rights ( of students and personnel) and responsibilities Specify standards of behavior inside and outside of the classrooms. Specify consequences of committing offenses (first offense and succeeding offenses).

Both Handbooks are consistent with DepEDs Service Manual. Contain rights ( of students and personnel) and responsibilities Specify standards of behavior inside and outside of the classrooms. Specify consequences of committing offenses (first offense and succeeding offenses).

Criteria Implementation of School Handbooks

Firmly Established Responsibilities for implementing Student Handbook are appropriately distributed to student officers, advisers, and school security. Primary implementor of Staff Handbook is the faculty association. The order of submitting staff issues unresolved by faculty association is in accordance with DepEDs Rules and Procedures. Consequences for an

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

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

Score

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

Primary implementor of Staff Handbook is the faculty association. The order of submitting staff issues unresolved by faculty association is in accordance with DepEDs Rules and Procedures. 5

offense are always given at the time offense was committed. Consequences are given consistently. In cases when offenses are reported by parents rather by students and faculty, school head conducts an investigation. Feedback and actions to take are discussed during meetings of student officers, faculty and SGC meetings. Score for Handbook

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

In cases when offenses are reported by parents rather by students and faculty, school head conducts an investigation.

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

Developing

Beginning

Score

Significant events and Significant events achievements are and achievements published in school are published in paper. school paper. School participates in School participates local community in local community affairs. affairs. School Head makes regular reports on schools progress in meeting with PTCA, Local School Board (LSB), LGU, SGC, and Division Office. Updated charts and graphs of schools performance are posted regularly along the corridors for all stakeholders to read.

Goal 2: Promote health education, healthy behavior, and safe & protective environment for students well-being
Criteria Firmly Established Developing Beginning Water is available. Genderized toilets are adequate for the number of boys and girls. Wearing of shoes (or at least slippers) is mandatory. Toilets are genderized. Score Water is available. Water is available. Portable drinking water is available. Potable drinking water is available. School policy of hand School policy of washing before and after hand eating is implemented. School policy of hand washing before and eating is washing after coming from after implemented. the toilet is practiced. Policy of daily brushing of School policy of hand washing after coming teeth in school is practiced. from the toilet is Genderized toilets are practiced. adequate for the number of Toilets are boys and girls. genderized. Wearing of shoes (or at Wearing shoes least slippers) is mandatory. (or at least slippers) is mandatory. School policy of serving only nutritious food in the canteen is observed. School policy of PTCA and school monitor serving only cleanliness & nutritional nutritious food in the value of food served by canteen is observed. vendors immediately PTCA and outside the school school monitor perimeter. cleanliness & School PTCA have joint nutritional value of school feeding program for food served by the undernourished vendors immediately students. outside the school Students and school .perimeter. personnel have health Students and records on file in school. personnel have health School mobilizes records on file in stakeholders to provide school. immunization, de-worming, School clinic is medical and dental services. available with School clinic is available assigned school health with assigned school health personnel. personnel. Vegetable and Vegetable and herbal / herbal / medicinal medicinal gardens are gardens are available. available School mobilizes stakeholders to clear school of breeding grounds of disease-carrying insects. School has facilities for sports and recreation.

School health program

School policy of serving only nutritious food in the canteen is observed. School health personnel provide immunization, medical and dental check up at least once a year. Students and school personnel have health records on file in school.

Criteria Prevention of risk behaviors

Firmly Established Student body government, PTCA and LGU monitor implementation of prohibition against operation of bars, markets, movie places, and adult recreation places within school zone. School has a trained Guidance Counselor. Selected students are trained in peer counseling. Class officers implement and monitor ban on smoking, drinking, and use of dangerous drugs. Teaching about HIVAIDS is integrated in Health and Science lessons.

Developing School has a trained Guidance Counselor. Class officers implement and monitor ban on smoking, drinking, and use of dangerous drugs. Teaching about HIVAIDS is integrated in Health and Science lessons. Student body government, PTCA and LGU monitor implementation of prohibition against operation of bars, markets, movie places, and adult recreation places within school zone. The school has monitors and enforces policies, programs and procedures for preventing, identifying, and responding to abuse, and neglect. The school communicates to LGU, student body government, appropriate NGOs, teachers, parents, PTCA, and SGC its policies, programs and procedures for dealing with all forms of child abuse, with the intent of forging alliances against all forms of abuse.

Beginning School has a trained Guidance Counselor. Class officers implement and monitor ban on smoking, drinking, and dangerous use of dangerous drugs.

Score

Psycho-social health

The school has monitors and enforces policies, programs and procedures for preventing, identifying, and responding to abuse, and neglect. The school communicates to LGU, student body government, appropriate NGOs, teachers, parents, PTCA, and SGC its policies, programs and procedures for dealing with all forms of child abuse, with the intent of forging alliances against all forms of abuse. Training and/or mentoring is provided to teachers to provide them skills in modifying their behavior and in minimizing inappropriate classroom behavior. Teachers guilty of psycho-social abuse are given interventions such as counseling by school head and/or guidance counselor and given the consequences specified in Staff Handbook.

The school has monitors and enforces policies, programs and procedures for preventing, identifying, and responding to abuse, and neglect.

10

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

Criteria
Completion of education by all

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

Developing
School implements a student tracking system (computerized or manual) that helps identify students at risk of dropping out or failing. School meets with parents of potential drop-outs and failures. School provides appropriate interventions for potential drop-outs and failures. School mobilizes help of parents, PTCA, students and LGU to convince those who have dropped out to return to school.

Beginning
School provides appropriate interventions for potential drop-outs and failures. School meets with parents of potential drop-outs and failures.

Score

Opportunity to enroll for all

School mobilizes parents, PTCA, students and LGU to help convince other parents to enroll their children.

School mobilizes help of parents, PTCA, students and LGU to convince parents to enroll their children.

School mobilizes help of parents, PTCA, students and LGU to convince parents to enroll their 11

children. School adopts ADM if they are unable to accommodate all enrollees for lack of classrooms and/or teachers. School staggers enrollment days to give more opportunities for students to enroll. School staggers enrollment days to give more opportunities for students to enroll.

Score for Goal 3

Goal 4. Promote child-centered, effective teaching-learning practices and life-skills
Criteria Teaching-Learning Strategies Firmly Established Teachers are trained on child-centered teachinglearning practices. Teachers apply a variety of teaching strategies. Teachers have the knowledge and skills to know when and how to apply a particular teaching strategy. Teacher teaches to the learning styles of students. School Heads or Department Heads coach teachers on how to improve their teaching strategies. Teachers are open to peer coaching. Development of life skills Teachers have the knowledge and skills in framing higher order thinking skills (HOTS) questions. All subjects teachers apply HOTS questions. Teachers have the knowledge and skills in framing higher order thinking skills (HOTS) questions. All subject teachers apply HOTS questions. Teachers have the knowledge and skills in framing higher order thinking skills (HOTS) questions. Students are given opportunities to work independently and be 12 Developing Beginning Teachers are trained on Teachers are trained child-centered teaching- on child-centered learning practices. teaching-learning practices. Teachers apply a variety of teaching Teachers apply a strategies. variety of teaching strategies. Teachers have the knowledge and skill to know when and how to apply a particular teaching strategy. Teachers teach to the learning styles of students.

 Students have the skills on Students have the how to frame HOTS skills on how to frame questions. HOTS questions. Students are trained to formulate and communicate their ideas in a variety of ways. Students are given opportunities to work independently and be accountable for their work, through projects, individualized tasks, and homework. Students are given opportunities to work well with others through group projects and cooperative learning tasks. Students share the responsibilities in managing classrooms through teacherdelegated tasks. Students are encouraged to volunteer their services rather than wait to be given tasks. Students are trained to formulate and communicate their ideas in a variety of ways. Students are given opportunities to work well with others through group projects and cooperative learning tasks. Students share the responsibilities in managing classrooms through teacherdelegated tasks.

accountable for their work, through projects, individualized task, and homework. Students are given opportunities to work well with others through group projects and cooperative learning tasks. Students share the responsibilities in managing classrooms through teacherdelegates tasks.

Score for Goal 4.

Goal 5. Build and sustain collaborative partnerships between and among students, teachers, families, and communities
Criteria Process of building sustainable collaboration Firmly Established Students, parents, and other community members have participation skills, e.g., needs assessment, project planning, development, monitoring and assessment. Student organizations, including clubs, and PTCA brainstorm together with Developing Students, parents, and other community members have participation skills, e.g., needs assessment, project planning, development, monitoring and assessment. Student organizations, Beginning Student organizations, including clubs, and PTCA brainstorm together with the school on school improvement projects/activities. There are collaborative 13 Score

the school on school improvement projects/activities. Student organizations, including clubs, and PTCA are empowered to decide on which school projects/activities they would like to participate in and how. School shares in planning, implementing and assessing outcomes. School funds participation of students. Enabling structures and organizations for collaborative partnerships A school paper is published regularly. There is a suggestion box in school and in the community. Suggestions submitted are acted upon, whether favorably or unfavorably. Regular meetings are held. There is a specific place for meetings and work area or for hanging out. Regular school assembly is held where updates and recognitions are given. The school provides occasions for celebrating successes, e.g. a celebratory mass in school, Family Day, cultural program for school and community are provided for.

including clubs, and PTCA brainstorm together with the school on school improvement projects/activities. There are collaborative partnerships between the school and its student organizations, including clubs, and PTCA.

partnerships between the school and its student organizations, including clubs, and PTCA.

A school paper is published regularly. There is a suggestion box in school and in the community. Suggestions submitted are acted upon, whether favorably or unfavorably. Regular meetings are held.

A school paper is published regularly.

There is a suggestion box in school and in the community. Suggestions submitted are acted upon, whether favorably or unfavorably.

Regular meetings are held.

Score for Goal 5

14

Goal 6. Enhance teachers professional capacity and improve morale and motivation.
Criteria Transparency in recruitment, distribution of assignments, and performance assessment Firmly Established Developing There is a There is transparency of a transparency of procedures in: procedures in: - recruitment - distribution of - distribution of assignments assignments - performance - performance assessment assessment is observed. - sending teachers for training is observed. Faculty meetings are Faculty meetings are held regularly. held There is investigation regularly. of perceived offenses. - Post-classroom observation conference is held. - There is investigation of perceived offenses. There is recognition for There is recognition achievements or job well for achievements or job done. well done. Faculty meetings are used as occasions for celebrating birthdays and noting events that are important or significant t teachers involved. School actively scouts for scholarships and training for teachers. Time is given during faculty meetings for sharing teaching practices and practical solutions to common teacher problems. Time is given during faculty meetings for sharing teaching practices and practical solutions to common teacher problems. Beginning There is transparency of procedures in: -distribution of assignments. Score

Opportunities for two-way communication

There is investigation of perceived offenses .

Building human relationships

There is recognition for achievements or job well done.

Faculty meetings are used as occasions for celebrating birthdays and noting events that are important or significant to teachers involved. Provide few minutes of fun time before starting meetings. Professional support School actively scouts for scholarships and training for teachers. Time is given during faculty meetings for sharing teaching practices and practical solutions to common teacher problems. School does resource mobilization with DepED offices, LGU and community to secure teacher needs such as teaching supplies, books,

15

volunteers to help prepare instructional aids and materials, etc.

Score for goal 6:

Goal 7. Create gender-friendly learning environment

Criteria Respect for gender differences due to differences in brain development Firmly Established Classrooms are structured such that boys are seated closer to the teacher due to hearing difference. Boys are given tasks that provide more opportunities for movement such as passing and distributing papers and handouts. Class activities have several options to respond to differences in gender interests and abilities. Classroom tasks are rotated between boys and girls to promote wellrounded development of both genders. Equal opportunities for development. Equal opportunities are observed to take on leadership roles. Teachers and guidance counselors instill no gender stereotyping in choice of career or occupation. Teachers reinforce concept that intelligence is not limited to verballinguistic and mathematical skills. Developing Classrooms are structured such that boys are seated closer to the teacher due to hearing differences. Boys are given tasks that provide more opportunities for movement such as passing and distributing papers and handouts. Classroom tasks are rotated between boys and girls to promote well-rounded development of both genders. Beginning Boys are given tasks that provide more opportunities for movement such as passing and distributing papers and handouts. Classroom tasks are rotated between boys and girls to promote well-rounded development of both genders. Score

Equal opportunities are Equal opportunities observed take on are observed take on leadership roles. leadership roles. Teachers and guidance counselors instill no gender stereotyping in choice of career or occupation.

Score for goal 7:

Analyzing Scores a. The analysis of scores should focus on the scores per goal rather than on the overall score. The objective of the assessment should be to make the school aware of 16

their particular strengths and weaknesses. It is strong, if its score on a particular goal is at or close to the Firmly Established CFSS. It is weak if its score is equivalent to or even less than the Beginning CFSS. A Developing CFSS is neither strong nor weak, so it should aspire to be strong, that is work on the goals and indicators exhibited by the Firmly Established CFSS. b. The intended action would be for the school to maintain its strengths and work on its weaknesses. c. As a specific example, suppose a school named, Pilar NHS, is assessed as follows: Goal Pilar NHS 1-A 10 1-B 8 1-C 3 2 15 3 5 4 12 5 4 6 5 7 5

To determine where it stands on the stage of CFSS-ness, compare its scores with the corresponding scores of the Firmly Established and the Developing CFSS. The Table will then look like the one on the following page: Goal F.E Dev. Pilar 1-A 13 9 10 1-B 15 11 8 1-C 7 4 3 2 34 22 15 3 12 6 5 4 14 10 12 5 11 6 4 6 13 7 5 7 7 5 5

Pilar NHS is at the Beginning CFSS for Goal 1-B, Goal 1-C, Goal 2, Goal 5, and Goal 6 Pilar NHS is at the Developing CFSS for Goal 1-A, Goal 3, Goal 4, and Goal 7. It will be noted that there were a few times when the scores of Pilar NHS fell in-between two categories. As a general rule, when this happens, the next higher category will be selected only if the score fell beyond the mid-point of the two categories. For 1-C, the score of 3 is exactly at the mid-point, so the lower category was selected. For Goal 3, the score of 5 is beyond the mid-point so the next higher category (Developing CFSS) was selected. The strengths of Pilar NHS would be in Goal 1-A and Goal 4. In these two goals, it has already surpassed the score of the Developing CFSS. Pilar should aim to score at Firmly Established for these two goals. For the rest, Pilar NHS should aim for at least a Developing CFSS score. Graphing Pilar NHS against the scores of a Firmly Established CFSS will provide an indication of the number of indicators the school has to work on. The best choice would be to work on those goals where there are fewer indicators to work on, e.g., Goals 1-A, 4 and 7.

17