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

SSIP WRITESHOP USING

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

NAME: Abelardo T. Tejo Jr. , Jenny Boy Arbuiz, Jan Paul Ibis POSITION: Principal, Coordinator, Coordinator
SCHOOL: University of Cebu- Main Campus REGION: VII
Directions:
1. Select at least 1 standard of compliance from the Core Areas and another 1 from the Support Areas.
2. Read the standard of compliance. Mark with an X the items in the look-for that need to be done. If all look-fors are
observable or present in your school as stated in the Evidence for Compliance Examples, there is no need to mark the look-
fors.
3. Next, assess your school using the rating scale given below. If you rate your school 3 or 4 for a particular standard, you do not
need to make a SSIP. In such a case, move on to another standard and assess your school. For the standards where your
school rating is 2 or below, you may proceed to writing an SSIP for your school.
4. In the first column of the SSIP, write the recommendation containing the parts of the standard that need to be done. A blank
SSIP is provided below.
5. Complete the SSIP for the items you placed in the first column. Descriptions for each column are stated in the given plan for
your guidance. Your SSIP needs to show at least 1 standard from a Core Area and another 1 from a Support Area.
6. Review your work with the rubric given at the end. Be ready to share your work during the group workshop.

Thank you for your cooperation.

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SHS CAI RATING SCALE

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

CORE AREAS

STANDARD OF COMPLIANCE FOCUS QUESTIONS LOOK-FORS EXAMPLES OF

COMPLIANCE
EVIDENCES

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

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WORK IMMERSION AND CULMINATING
ACTIVITY:
22. The school provides opportunities for
students to present their culminating
activity in public or professional
gatherings or settings (e.g., forum,
conference, gallery, trade fair,
industry expo). In turn, students
receive feedback from practitioners
or industry professionals regarding
consultation with a higher
education unit or an
external institution or
partners and conduct
consultation meetings with
them regarding the content,
teaching, and application of
subjects?
- Are students able to present
their culminating activity in a
public or professional
gathering or setting?
- Is there a panel of reactors
from the school, community
or industry that gives
feedback to students during
- Results of curriculum - Minutes of curriculum
meetings on articulation
review with tertiary
of student skills across
institution, vocational-tech grade levels
center or specialized
disciplines
- Citation of latest versions
of DepEd Curriculum
Guide and CHED College
Readiness competencies in
the curriculum maps of the
different subjects
- Schedules of students’ - Manual or Handbook of
public presentations of their Culminating Activities
culminating activity output in different tracks
- LP or modules on
Culminating Activities
- Copies of comments by
reactors regarding quality of - Curriculum Maps on
students’ culminating
Culminating Activities
activity output
- Pictures and other
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 the quality and value of their work.* their presentation? publications/materials
of public presentations
of students’ outputs in
Culminating Activity
- Student Handbook
guidelines on
culminating activity
- System of tracking and
monitoring students’
performance in
culminating activities
- Reactors’ comments

form

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

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

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 vocational/technical
certifications collected
regularly?
- System of gathering,
- Is there regular
dissemination of these data
on student performance to
key administrators to guide
school improvement?
exams or vocational/ program
technical certifications standards and
competencies
- Data on student
performance
reporting and disseminating
in college/university
data on student
admissions exams or
achievement to various
vocational/technical
administrators
certifications
- System of or
procedures for
Curriculum
Development
and Updating
- Minutes of meeting of
Academic Council or
Subject Coordinators’
Council or subject
department meetings
- Results of standards-
based achievement
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FACULTY:
Faculty performance appraisal:
5.3 assesses the teachers’
performance in classroom
teaching and the delivery of the
K12 program*
- Are classroom observation
forms used to determine the
performance of the faculty?
- Does the assessment of
faculty performance in the
Classroom Observation
form examine classroom
teaching and delivery of the
standards and competencies
of the K12 program subjects?
- Is the teachers’
performance in classroom
observation included as a
tests
- Portfolio of students’
outputs
- Classroom Observation - Supervisory
Plan/Clinical
Forms rating Teacher and
Supervision Plan
Students’ Performance
- Classroom Observation
Form
- Inclusion in Classroom
- Records of Classroom
Observation Form of
Observations
Criteria related to the
- Minutes of meeting of
Teaching and Delivery of K12
Curriculum Requirements department
coordinators
with faculty
- Percentage of Classroom
- Annual Faculty
Teaching Performance in
Performance
Annual Faculty
Evaluation form in
Performance Evaluation Faculty Manual
form - Administrators’’
Manual
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 component in the annual
faculty performance
evaluation?
ADMINISTRATION AND GOVERNANCE: - Are there school structures
and opportunities for
1. A system that provides structures and
consultation and
opportunities for consultation and
collaboration with internal
collaboration with internal and external and external stakeholders to
inform decision-making?
stakeholders and the wider community
towards informed decision-making,
- Are there school structures
significant community support and
and opportunities for
attainment of the PVMGO*
consultation and
collaboration with internal
and
external stakeholders to
engender community support
for school programs and
activities?
- Are there school structures
and opportunities for
Collaboration and
consultation with
stakeholders towards:
- decision-making
- community involvement in
school programs and
activities
- attainment of PVMGO
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- Salary Scale
- School Calendar of
Activities
- Minutes of General
Assemblies and Council
meetings, Ad Hoc and
Standing Committee
meetings
- List of Standing and Ad
Hoc Committees and
their Membership
- Minutes of Consultation
meetings with
stakeholders
- Minutes of Planning
and Evaluation
meetings
with stakeholders

SUPPORT AREAS
STANDARD OF COMPLIANCE
F. ACADEMIC SUPPORT AND
STUDENT DEVELOPMENT SERVICES
IV. Career Guidance
4.2 Career advocacy
activities that involve career
information and exposure,
advising, coordinating
and making referrals which
may include, but not limit to,
career talks, career and job
fairs parents’ orientations and
seminar-workshops on career
decision-making*
G. PHYSICAL PLANT AND INSTRUCTIONAL
SUPPORT FACILITIES
consultation and
collaboration with internal
and external stakeholders
towards attainment of
PVMGO?
FOCUS QUESTIONS
- Does the responsive and
developmental career
guidance program include
career advocacy activities?
LOOK-FORS EVIDENCE OF
COMPLIANCE EXAMPLES
- Career Advocacy Activities - Career Talks and
Lectures
*Career Information
- Career and Job Fair
*Career Exposure
- Parents’ Orientation
*Advising
- Attendance Sheets
*Referrals
- Career Guidance
Program Activities
- Career Guidance
Program Calendar
- Attendance Sheets
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II. Program Learning Spaces - Are the space provisions
1. Provisions for adequate space, and adequate for:
appropriate structures and fixtures
according to program curriculum 1.1 Classrooms/Instructional
needs of the offered rooms
tracks/strands/specialization in:
1.2 Laboratories/Workshop/
1.1 Classrooms/Instructional rooms*
1.2 Laboratories/Workshop/Studios/ Studios/Computer
Computer*
1.3 Immersion Centers
1.3 Immersion Centers
1.4 Library/ IMC
1.4 Library/ IMC*
1.5 Athletic Facilities
1.5 Athletic Facilities
1.6 Ancillary Service Units
1.6 Ancillary Service Units
1.7 School Grounds
1.7 School Grounds
- Are there provisions for
appropriate structures and
fixtures in:
1.1 Classrooms/Instructional
rooms
1.2 Laboratories/Workshop/
Studios/Computer
1.3 Immersion Centers
1.4 Library/ IMC
1.5 Athletic Facilities
- Adequacy of space for - School Map
1.1 Classrooms/ - Floor Plans
Instructional rooms - Size of Learning
1.2 Laboratories/ Support Spaces
Workshop/ Studios/ - List of Fixtures and
Computer structures in the
1.3 Immersion Centers different Program
1.4 Library/ IMC
1.5 Athletic Facilities Learning Support
1.6 Ancillary Service Units
Spaces
1.7 School Grounds
- List of Available
- Appropriateness of
Learning Spaces
Structures and Fixtures in
- Area/Size of
1.1 Classrooms/
Laboratories/
Instructional rooms
Workshops/Studios
1.2 Laboratories/
Workshop/Studios/
Computer
1.3 Immersion Centers
1.4 Library/ IMC
1.5 Athletic Facilities
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 1.6 Ancillary Service Units 1.6 Ancillary Service Units
School Grounds School Grounds

I. BUDGET AND FINANCE - Does the BOT-approved - SSIP Budget allocations in - Annual Budget
2. An annual budget approved by the
annual budget include the Annual Budget - Budget performance
Board of Trustees that is:
reports
allocations for SSIP
2.3 reflective and supportive of the
Standards - based School Improvement initiatives and activities?
Plan*

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

and evaluation of the SSIP? reports of the SSIP

- Regular monitoring and - Minutes of the

evaluating of the SSIP monitoring

- Is regular monitoring and and evaluating

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

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 includes administrators, monitoring and

teachers, students, parents, evaluating

alumni and other partners meetings

and support groups?

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN (SSIP)

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN

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

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

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

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

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

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

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

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

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

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

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

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

SSIP RUBRIC

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

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

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 time bound. realistic and time
bound.

OUTPUT End result of the various End result of the various No outputs and date of
actions steps is clearly actions steps is expected
described in line with inconsistent with the accomplishment are
the desired desired improvement stated.
improvement plan area. plan area.

ACTION STEPS Action steps show a Action steps are vague No action steps are
detailed and logical and do not show a described.
process of achieving the particular sequence for
SMART Goals and achieving the SMART
accomplishing the Goal and accomplishing
output. the output.

TIME PERIOD Dates of expected Dates of expected No dates of expected

accomplishment of the accomplishment of the accomplishment are
output are stated and output are stated but stated.
achievable. challenging to meet.

MONITORING SYSTEM A system of reviewing A system of reviewing No system of monitoring

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

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

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

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

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

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