SCHOOL YEAR 2017-2018

ESC (RE-) CERTIFICATION ASSESSMENT INSTRUMENT FOR OHSP

Background and Rationale

A junior high school participating in the Educational Service Contracting (ESC) Program of the Department of Education (DepEd) is exp
fully comply with the minimum standards for secondary educational institutions. It must also be committed to become an effective s
delivering quality educational programs and services. DepEd enjoins participating private schools to ensure that ESC student grantees are
academically challenging junior high school education in an environment of values, trust and loyalty. ESC grantees along with other priva
high school students will have acquired the knowledge and developed the skills necessary for success in higher educational pursuits and in
range of careers.

The Department of Education (DepEd) has commissioned the Private Education Assistance Committee (PEAC) - through its National Se
to establish a quality assurance certification mechanism that would confirm ESC participating private junior high schools’ compliance with D
standards for recognition. A certified ESC school therefore is one which has complied with all DepEd standards, adheres to applicable
policies, and meets the requirements of the self-study procedure prescribed by PEAC National Secretariat ESC Certification Unit. Thro
assessment instrument, an ESC school is assisted to determine its strength and potentials for becoming a more effective educational instit

The government through the Department of Education has looked into the facilities and physical resources of the school prior to the gra
recognition. Therefore, this assessment instrument focuses more on the functional use of these facilities and resources rather than the p
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 s
communities and society; and one that fosters the ability of students to acquire knowledge and critical learning skills. Quality is not the on
keeping students out of school, but when effective learning is not taking place in schools, parents are more likely to withdraw their sons/da
from school early or not to send them at all. Improving quality is therefore essential to achieving the goal of universal access to and comp
basic education.

This ESC School (Re-) Certification Instrument is basically designed to assess the extent of compliance with the DepEd Minimum
Standards as well as to evaluate the school’s characteristics, its qualitative traits of excellence, and its level of performance. This is a
assurance tool aimed at building effective and high performing junior high schools through continuous focused improvement efforts. It guid
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 o
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 clarit
guideposts in evaluating the school.

Areas Weights Areas Weights

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 pro
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 p
observations, assessment and evaluation. Each statement shall be scored in a scale of 4 to 1 with “4” being the most desirable condition
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 functioning

2
Standard 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
“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.
the school fail to get an overall rating of "2" after the revisit, the school shall automatically be disqualified to participate in the ESC Progra
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.
 A. School Philosophy, Vision, Mission, Goals/Objectives
Basis of Evaluation

The school has clearly articulated, written, and actively implemented statements of philosophy, vision, mission, goals/objectives. Such sta
describe the school’s fundamental educational purposes and the essence of what it is seeking to achieve as a community of learners. Thes
as the basis for daily operational and instructional decision-making as well as strategic or long-range planning. The statements are to be
determine the extent to which policies, practices, resources, and curricular and other program components work together conceptually, stru
and operationally to achieve stated expectations for teaching and learning. Through these statements the school’s teaching and non-t
personnel share an understanding of and commitment to instructional goals, priorities, assessment procedures and accountability as
accept responsibility for students' learning of the school's essential curricular goals. This philosophy, vision, mission, goal/objective docu
aligned with the national development goals, the values and beliefs of the community the school serves; and is reviewed periodically
school’s stakeholder representatives.

Directions: Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
the appropriate item that describes the extent of compliance with DepEd Standard.

School Philosophy, Vision, Mission, Goals/Objectives Extent of Comp

1. Has the school 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? Yes

3. Does the philosophy represent the school community's fundamental shared values and beliefs about Yes

education and student learning?

4. Are the school’s 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 school 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 its 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 at least every 5 years?
8. Does the school provide opportunities for the personnel to implement the vision, mission and Yes
goals/objectives of the school in their respective assignments?
9. Are there demonstrated evidences that the school community understands the goals Yes
and objectives of the school?
10. Does the school culture reflect its vision-mission? Yes
Comments:

Exhibits/Documents:
School Catalogue/Prospectus: Brief History Perception Survey of Students & Parents
Vision-Mission Statement on the School’s PVMGO
School Policy & Administrative Manual Joint Statement of the Stakeholders’ Shared Vision
Articles of Incorporation & By-Laws of the School
DepEd Recognition Certificate
 B. Instructional Program
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 expe
for student learning, the delivery of the curriculum, and the assessment of student progress. Instructional practices must be grounded
school’s mission and expectations for student learning, supported by research in best practice, and refined and improved based on id
student needs.

Student learning may be manifested by the students’ active engagement in the learning process either individually or in groups. Other ev
of transfer of learning are the learners’ capacity to think critically and creatively and articulate questions or expand the lessons prese
broader and related areas. Other than concrete and practical application, development or internalization of values and attitudes measured
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 an
assessment tools to evaluate student performance.
Instructional materials, technology, equipment, supplies, facilities and the resources of the library/media center are sufficient to allow
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 pr
professional development, and support services. Progress in student learning and performance is expected and is accurately, clea
systematically reported to the school community.

Directions: Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
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
“1” = Approaching the Minimum Standard
“0” = Missing the Required Minimum Standard
B.1 Curriculum Extent of Compliance
1. The school implements the curriculum prescribed by the Department of Education in relation
to its PVMGO. (standards, competencies, instructional time among others). 4 3 2
2. The school integrates its vision -mission across the curriculum. 4 3 2
3. Curriculum mapping across grade levels is done collaboratively to ensure 4 3 2
that desired learning outcomes are deliberately articulated.
4. Each subject has a curriculum guide and/or syllabus which specifies the time frame, 4 3 2
learning objectives, content and performance standards, teaching-learning
strategies, assessment system, references and instructional materials.
5. There is a regular online class schedule. 4 3 2
Comments:

B. 2 Assessments Extent of Compliance

6. The classroom assessment system is standards and competency based. 4 3 2

7. The students’ attainment of standards and learning competencies is evident. 4 3 2

8. The teachers give timely and thoughtful feedback on the results of assessments. 4 3 2

9. The student performance and assessment and grading policy are well-defined 4 3 2

and made known to the students and their parents at the start of the school year.
10. The teachers utilize student performance data as basis for improving instructional practices. 4 3 2

11. 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
12. The school adopts an intervention program to help struggling students. 4 3 2

13. The school utilizes the academic self-regulation results. 4 3 2

Comments:
B.3. Instructional Materials and Technology Extent of Compliance
14. The teaching-learning guides/learning plans are checked 4 3 2
regularly and periodically updated and evaluated.
15. Each subject or learning area has adequate and updated textbooks, 4 3 2
references for students.
16. 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.
17. Library, human and community resources are appropriately used to enrich 4 3 2
classroom instruction.
18. There are adequate instructional technologies (worksheets, slides, videotapes, 4 3 2
computer-based instructional materials, etc..) and the use of indigenous
materials is purposive.
19. The school utilizes a Learning Management System (LMS) 4 3 2
Comments:

B. 4 Classroom Instruction
20. The school provides intervention based on the academic self-regulation scale results 4 3 2
21. The reading readiness level is monitored and appropriately aligned. 4 3 2

MEAN
22. Average of classroom observation reports

AREA MEAN

Documents/Exhibits:

School Curriculum Learning Guides/Syllabi

Inventory List of Instructional Strategies
Minutes of Meetings on Articulation among Subject and Grade Level Teachers
Students Academic Achievement and Performance
Sample Test Questions
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
Samples of Accomplished Classroom Instruction Assessment Form
Class Schedule and schedule of teachers

Screenshot of online classes

Actual presentation of LMS used
 C. SCHOOL PERSONNEL
Basis of Evaluation

The school shall maintain administrative, instructional, and support staff who are qualified, competent, and sufficient in number to ef
enable the school and the specific educational programs offered to accomplish their purposes. Faculty and staff assignments shall be s
the school personnel are able to carry out their duties effectively. Faculty members shall have adequate time to prepare and provide
instruction, advice and evaluate students, continue professional growth, and participate in service activities expected by the school. The
faculty ratio must be consistent with the size, scope, goals, and the specific purposes and requirements of the programs offered. Al
members must be able to guide student learning and to communicate personal knowledge and experience effectively. The school r
conducts staff performance appraisals, promotes the improvement of the economic status of all its personnel as well as offers prof
development opportunities that conform to its philosophy/vision/ mission.

Directions: Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
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
“1” = Approaching the Minimum Standard
“0” = Missing the Required Minimum Standard

C.1 Faculty
C.1.1 Teachers Extent of Compliance
1. The teachers have valid teaching/training license. 4 3 2
2. The teachers are qualified/equipped to teach the subjects assigned to them. 4 3 2
3. The teachers' loads are as prescribed by DepEd ( not more than 360 minutes of 4 3 2
actual teaching per day).
Comments:

C.1.2 Teaching Performance Extent of Compliance

4. Teachers possess professional knowledge, technical skills and 4 3 2
disposition necessary to facilitate learning.
5. Teachers create a supportive learning environment which encourages 4 3 2
students’ active engagement in learning, self-motivation and social interaction.
6. Teachers manage classroom well and maximize academic learning time. 4 3 2
7. Teachers offer relevant and coherent instruction based on knowledge of 4 3 2
subject matter, students and curriculum goals.
8. Teachers provide opportunities that support the students' assimilation of their 4 3 2
own learning, its application and transfer to real life situations.
9. 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.
10. Teachers are involved in the regular articulation across disciplines and 4 3 2
across grade levels focused on effective teaching and learning.
11. There is evidence of continuing professional development 4 3 2
and growth whether personal or as a member of learning communities.
12. There is evidence 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 Faculty Development Program Extent of Compliance
13. The school has a Faculty Development Program formulated 4 3 2
based on needs assessment of teachers and the school in general.
14. The Faculty Development Program addresses the holistic development 4 3 2
of teachers (psycho-spiritual, professional, socio-cultural, etc.)
15. In-house trainings are organized to supplement the professional 4 3 2
preparation of the teachers.
16. The teachers are professionally updated through attendance 4 3 2
to various seminars on curriculum, instruction and assessment.
17. The teachers are adequately trained in technology use and applications 4 3 2
Comments:

AREA MEAN

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 4 3 2
attendance 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

23. has professional growth as evidenced by his/her engagement in further studies and 4 3 2
attendance to professional trainings, seminar/workshops.
24. has membership in work-related organizations. 4 3 2
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 effective use 4 3 2
of students and teachers.
27. consistently demonstrates information literacy to develop student knowledge and performance. 4 3 2
28. handles library media lessons and provides individual reference assistance and orients 4 3 2
students and teachers on the use of technology as a tool for accessing, gathering
and using relevant information.(Internet access)
Comments:

C.2.3 The Guidance Counselor Extent of Compliance

29. has professional growth as evidenced by his/her engagement in further studies and 4 3 2
attendance to professional trainings, seminar/workshops
30. has membership in work-related organizations. 4 3 2
31. has valid PRC license for guidance counselors. 4 3 2
32. implements programs and interventions that help students achieve 4 3 2
their academic growth potentials and career development. 4 3 2
33. Conducts home visitations, as needed
Comments:

C.2.4 The Student Activity Coordinator (SAC) Extent of Compliance

34. oversees the Student Activity Program, Student Welfare concerns 4 3 2
and handles all disciplinary matters, among others.
35. has appropriate professional qualification, training and adequate experience. 4 3 2
Comments:

C.2.5 The Open High School Coordinator (OHSPC) Extent of Compliance

36. Oversees the Open High School Program 4 3 2
37. has appropriate professional qualification, training and adequate experience. 4 3 2

AREA MEAN

Exhibits/Documents:
Faculty 201 Files
Teaching loads of Faculty
Job Descriptions of School Personnel
Class List
List of professional organizations affiliated with
List of Seminars/Professional Trainings attended by teachers
Minutes of Faculty Articulations/Meetings
Personnel Evaluation Performance Report
Supervisory Plan
Faculty Development Program
Personnel Handbook
 D. Student Services
Basis of Evaluation

Student services supplement and are integral to the educational program. Admission and placement procedures are well defin
administered. The services include orientation, information, inventory, follow-up, evaluation, counseling, and the development of pro
relationships with students and parents.
A balance of academic, social, co- and extra-curricular and service activities is maintained. Activities selected to foster intellectual,
personal and social growth as well as physical health and wellness provide opportunities for student leadership and social interact
encourage development of student interests.

Records of admission, progress, achievement, and recommendations for future study and reference, are safely and securely pre
Occasional follow-up studies of former students are conducted. The school publishes documents that describe the curriculum, its organ
how students are classified, the marking system, disciplinary rules and techniques, promotion and retention policies, and high school gra
requirements.

Medical and dental services are rendered by qualified personnel. Likewise, library services are offered to supplement instruction. Library ho
are adequate to help the students in their research activities.

Directions: Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
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
“1” = Approaching the Minimum Standard
“0” = Missing the Required Minimum Standard

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 orientation for Parents and students regarding OHSP programs are implemented and
attendance is monitored 4 3 2
6. The OHSP Learners Contract is discussed 4 3 2
7. The OHSP Learners Contrac is signed and documented 4 3 2
8. There is an available Reading Test tilized for student admission 4 3 2
Comments:

D.2 Medical and Dental Services Extent of Compliance

9. Qualified personnel carry out school health-related activities. 4 3 2
10. Adequate space and equipment for rendering medical and dental services are provided. 4 3 2
11. There are provisions for immediate and adequate emergency care. 4 3 2
12. Annual medical and dental checkups are conducted and medical/dental records of students 4 3 2
are updated.
13. 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.
Comments:

D.3 Guidance Programs and Services Extent of Compliance

14. The school provides a developmental guidance program to enhance students’ educational, 4 3 2
personal, social, and career development.
15. The guidance office assists in the formulation and implementation of the Homeroom activities. 4 3 2
16. Academic and personal counseling services relevant to academic progress are provided. 4 3 2
17. Testing services are provided for diagnostic and evaluation purposes. 4 3 2
18. Students’ academic progress is periodically monitored and followed up. 4 3 2
19. Graduating students are given career counseling and exit interviews. 4 3 2
20. Parents/guardians and teachers collaborate in the implementation of the guidance program 4 3 2
and services.
21. The guidance office keeps on file cumulative records of all currently and previously enrolled 4 3 2
students.
22. The school ensures the confidentiality and security of students’ records. 4 3 2
Comments:

D.4 Library Programs and Services Extent of Compliance

23. Library orientation is conducted at the start of the school year. 4 3 2
24. The school has a responsive library instuction program. 4 3 2
25. Library materials are catalogued, inventoried, and disseminated through the library and 4 3 2
made available to all users.
26. 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.
27. Statistics on the use of the library by students, teachers, and other users are periodically 4 3 2
prepared by the library staff.
28. The school library program provides a balanced collection of students references, 4 3 2
professional books and journals for teachers.
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

There is a provision for holistic development of students through:
35. co-curricular and other academic related activities. 4 3 2
36. socio-cultural activities. 4 3 2
37. athletic and recreational activities. 4 3 2
38. spiritual growth and religious activities. 4 3 2
 39. social action and community-outreach activities. 4 3 2
40. inter-school competitions. 4 3 2
41. student organizations: interest groups, campus publication and student government. 4 3 2
42. student activities are aligned with the school’s vision, mission and goals. 4 3 2
Comments:

D.7 Canteen/Supply Store Extent of Compliance

43. 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.
44. The school canteen provides nutritious and affordable food options. 4 3 2
45. Students are provided adequate time for recess and lunch break. 4 3 2
46. The school’s supply store provides stationery, writing pens and papers, and other essential 4 3 2
instruction-related materials.
Comments:

AREA MEAN

Exhibits/Documents:
Enrolment Policy Policy on retention and promotion of students
Enrolment Data Report on Parents' Assemblies
Chart for the past 3 years
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 collection development program
School Discipline Policy Student Handbook
Campus and Security Guidelines

List and schedule of co-curricular and extra-curricular activities List and schedule of Social Action Activities

School Canteen and Supply concessionaire's contracts Health Certificate of Canteen Personnel
List of student activities and moderators with qualifications
 E. Administration and Governance
Basis of Evaluation
The school is duly recognized by DepEd to offer junior high school education and to serve the public interest. The governance and lea
ensure the integrity, effectiveness, and reputation of the school through the establishment of policies, provision of resources, and assura
quality educational program.

The school’s organizational structure and climate facilitate achievement of its core values as expressed in the philosophy/vision/missi
board adopts policies and procedures that provide for effective operation of the school. The school and governing board build up the cap
stakeholders to improve student learning by promoting a collaborative, result-oriented culture dedicated to continuous improvement. It rec
and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school. It permits the admin
team of the school to implement policies and procedures without interference.

Administration also fosters ongoing professional development within the learning community; implements a written security and crisis mana
plan that provides appropriate training for staff and students. The school’s professional culture is to be characterized by thoughtful, reflect
constructive discourse about decision-making and practices which support student learning and well-being. School leaders foster a pro
environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for day-to-day operati
long-term planning. Relationships among the staff and leadership are collegial and collaborative.
The school staff maintain purposeful, active, positive relationships with families of its students and with the community in which it ope
support student learning.
The Principal as instructional leader coaches and mentors the teachers to ensure that desired learning outcomes and improved
performance are attained.

Directions. Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
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: Note:
“4” = Approaching Excellence "4" = Complies with the standard
“3”= Exceeding the Minimum Standard "0" = Non-compliance with the standard
“2” = Practicing the Minimum Standard
“1” = Approaching the Minimum Standard
“0” = Missing the Required Minimum Standard
E.1 Governance Extent of Compliance
* 1. The school is a legally-constituted corporation recognized by the Department of Education. 4

2. The school has a functional Board of Trustees. 4 3 2

* 3. The school regularly submits reportorial requirements to Securities and Exchange 4

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
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 to attract 4 3 2
and hold competent teachers, administrators and other personnel.
7. The school provides benefits mandated by law. 4 3 2

* 8. The school has a retirement plan for its school personnel with permanent status. 4

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 is orderly, 4 3 2
up-to-date, systematic and has easily retrievable files and complete student records.

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

E.3 Administrative Leadership Extent of Compliance

24. The school leadership provides direction, assistance, and resources to align, support, 4 3 2
and enhance all parts of the system in meeting organizational and student
performance goals.
25. The school administration maintains adequate insurance or equivalent resources 4 3 2
to protect its financial stability and administrative operations.
26. The school ensures continuous professional development and growth of all personnel 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
across grade levels and content areas among administration, school personnel 4 3 2
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.
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 activities.
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 activities which encourage community involvement 4 3 2
and support of teachers, parents, and alumni in its improvement plans and initiatives.
Comments:

AREA MEAN

Exhibits/Documents:
SEC Report/Annual GIS Report Administrative/Faculty/Personnel Manuals
Government Recognition 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 Copy of Notarized Employment Contracts
Parents Manual
Organizational Chart
School's Outreach Activities
Socio-Economic Profile of the Community
 F. School Budget and Finances
Basis of Evaluation

Financial resources are sufficient to provide the educational opportunities defined in the school’s mission. Evidently the school has d
making authority in the areas of budget and uses that authority to create meaningful change in teaching and learning. The business prac
the school promote confidence in the school’s ability to manage fiscal and material resources in a responsible manner and follow pre
budgeting and accounting principles.

Financial resources shall be adequate in terms of: (1) the purposes of the school and each of the specific programs it offers; and (2) the s
scope of the school. Budget allocations for personnel, space, equipment, and materials must be appropriate and sufficient to sus
programs offered from year to year. Evidence must be provided demonstrating that financial support is sufficient to ensure continued ope
the school and its programs in accordance with applicable DepEd standards. The school shall publish all regulations and policies con
tuition, fees, and other charges, and those concerning financial aid. If tuition is charged, it shall develop a tuition refund policy that is equ
both the institution and the student. The school shall maintain accurate financial records according to legal and ethical standards of rec
accounting practice.

Directions. Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
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: Note:
“4” = Approaching Excellence "4" = Complies with the standard
“3”= Exceeding the Minimum Standard "0" = Non-compliance with the standard
“2” = Practicing the Minimum Standard
“1” = Approaching the Minimum Standard
“0” = Missing the Required Minimum Standard
F.1 Budget Extent of Compliance
* 1. The school has an annual budget proposal. 4
2. The school's annual budget proposal is systematically prepared in collaboration with 4 3 2
key personnel concerned.

3. The school’s annual budget proposal is based on its one-year operational plan. 4 3 2

4. Quarterly budget performance monitoring reports are prepared and distributed 4 3 2

according to policy guidelines.
5. The school appropriates adequate budgets based on the School Improvement Plan (SIP) for 4 3 2
instructional, academic support program, student services, and professional
development of the school personnel.
6. The administration engages in long-range budgetary planning. 4 3 2
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:

F.2 Finances Extent of Compliance

8. Projected income from tuition, miscellaneous fees, gifts, endowments, are adequate 4 3 2
to support quality educational program and continuing improvement plans.
9. Fees collected 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 are sufficient to assure the continuity and stability of services. 4 3 2
12. The school’s financial statements are duly certified by a Board of Accountancy (BOA) 4 3 2
 accredited accountant.
13. The school has established workable resource mobilization and diversification strategies. 4 3 2
Comments:

AREA MEAN
Exhibits/Documents:
Annual budget
Budget Performance Reports
School Income and Expenses Statement (past 3 years)
Audited Financial Statement
List and Amounts of Grants. Gifts and Donations (past 3 years)
Copy of DepEd-approved Tuition, Miscellaneous and other fees
 G. Institutional Planning and Development
Basis of Evaluation

The institution systematically evaluates and makes the public know how well and in what ways it is accomplishing its purposes. The sy
successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the function
system with the expectations for student learning. The institution assesses progress toward achieving its stated goals and makes d
regarding improvement through an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation,
evaluation. The school uses a collaborative process to develop and implement a written strategic or long-range plan to improve its edu
program and services. Plans are aligned with the school’s philosophy/vision/mission and its operational plans. The school periodically ev
plans, and makes projections consistent with and supportive of its purposes and its size and scope. New improvement efforts are done
analysis of student performance, system effectiveness, and assessment of the improvement process.

Directions. Based on documentary analysis, interviews with concerned stakeholders, and one’s personal observations and evaluation,
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
“1” = Approaching the Minimum Standard
“0” = Missing the Required Minimum Standard
G.1 Performance Indicators Extent of Compliance
1. The school prepares and uses appropriately the following data: 4 3 2
a. Promotion Rate __ f. Overall average score in the national achievement test ______
b. Retention Rate ___ g. Mean Percentage Score (MPS): Student performance in:
c. Dropout Rate _______ Science _______ Filipino ____________
d. Completion Rate _______ Math _________ Social Studies ______
e. Co-hort Survival Rate ________ English _______
2. The school through an alumni survey and parents’ feedback assesses 4 3 2
the school’s total impact.
3. The school provides an effective system of communication to report student 4 3 2
performance to all stakeholders.
Comments:

G.2 School Improvement Planning (SIP) Extent of Compliance

4. The school has a current School Improvement Plan that integrates all school 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 drawn from the School Improvement Plan 4 3 2
for better implementation, monitoring and evaluation.
6. The school ensures that the school’s School Improvement Plan for continuous 4 3 2
improvement is aligned with the vision-mission statement and expectations
for student learning.
7. The school ensures that all stakeholders are actively involved in the 4 3 2
formulation/implementation of the School Improvement Plan.
8. The School Improvement Plan is supported with adequate resources
a. Human 4 3 2
b. physical (including computer laboratory with adequate internet connectivity) 4 3 2
c. time 4 3 2
d. financial 4 3 2
Comments:
 AREA MEAN

Exhibits/Documents:
Performance Indicators (past 3 years) School Improvement Plan with budget allocations
School Statistical Data and duly-accomplished BEIS Report on the Implementation and Evaluation of the SI
 AREA BEST FEATURES RECOMMENDATIONS

A. School Philosophy, Vision, Mission,

Goals/Objectives

B. Instructional Program

C. School Personnel
Faculty
Non-Teaching Personnel

D. Student Services

E. Administration and Governance

F. School Budget and Finances

G. Institutional Planning and Development

Management Specialist Academic Specialist

Date:
 ANNEX FOR RECERTIFICATION/REVISIT FOR CERTIFICATION

School: I. D. Number:

GENERAL STATISTICAL SUMMARY

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

CERTIFICATION OVERALL MEAN

PREVIOUS RECOMMENDATIONS MEAN

RECERTIFICATION FINAL RATING

Management Specialist Academic Specialist

Date:
L YEAR 2017-2018

ASSESSMENT INSTRUMENT FOR OHSP

tracting (ESC) Program of the Department of Education (DepEd) is expected to

onal institutions. It must also be committed to become an effective school in
oins participating private schools to ensure that ESC student grantees are offered
onment of values, trust and loyalty. ESC grantees along with other private junior
oped the skills necessary for success in higher educational pursuits and in a wide

ivate Education Assistance Committee (PEAC) - through its National Secretariat

d confirm ESC participating private junior high schools’ compliance with DepEd’s
ne which has complied with all DepEd standards, adheres to applicable DepEd
e prescribed by PEAC National Secretariat ESC Certification Unit. Through this
s strength and potentials for becoming a more effective educational institution.

ed into the facilities and physical resources of the school prior to the granting of
e on the functional use of these facilities and resources rather than the provision

cceeds in meeting its own goals; one that is relevant to the needs of students,
nts to acquire knowledge and critical learning skills. Quality is not the only factor
taking place in schools, parents are more likely to withdraw their sons/daughters
herefore essential to achieving the goal of universal access to and completion of

signed to assess the extent of compliance with the DepEd Minimum Quality
s qualitative traits of excellence, and its level of performance. This is a quality
nior high schools through continuous focused improvement efforts. It guides both
e quality student performance and organizational effectiveness:

on the basis of evaluation. The Area Mean is the average rating scale of all the
indicate their relative importance in relation to the total evaluation.

as the philosophical framework of the survey. It determines the clarity of the

Weights
x A. A Summary of Best Features and Recommendations by Area is provided in
 and evidences, interviews with concerned stakeholders, and a rater’s personal
be scored in a scale of 4 to 1 with “4” being the most desirable condition and “1”
m standard is not complied with at all.

o explain briefly the items rated “0” [missing or no compliance].

iven a certification status valid for three school years. An overall rating of “3.8” to
tion, a category which is above the minimum standards of DepEd.

he school is given one (1) year to implement the recommendations given. Should
chool shall automatically be disqualified to participate in the ESC Program of the
, Vision, Mission, Goals/Objectives

ted statements of philosophy, vision, mission, goals/objectives. Such statements

essence of what it is seeking to achieve as a community of learners. These serve
ng as well as strategic or long-range planning. The statements are to be used to
curricular and other program components work together conceptually, structurally,
nd learning. Through these statements the school’s teaching and non-teaching
uctional goals, priorities, assessment procedures and accountability as well as
ial curricular goals. This philosophy, vision, mission, goal/objective document is
eliefs of the community the school serves; and is reviewed periodically by the

ncerned stakeholders, and one’s personal observations and evaluation, encircle

DepEd Standard.

Extent of Compliance

No

No

No

No

No
No

No

No

No

No
 ructional Program

factor affecting the quality of student learning, the achievement of expectations

essment of student progress. Instructional practices must be grounded on the
ed by research in best practice, and refined and improved based on identified

agement in the learning process either individually or in groups. Other evidences

ly and creatively and articulate questions or expand the lessons presented to
lication, development or internalization of values and attitudes measured through

nt of standards and learning competencies. Teachers use appropriate and varied

s and the resources of the library/media center are sufficient to allow for the
ds that facilitate achievement for all students.

used to evaluate and improve curriculum effectiveness, instructional practices,

student learning and performance is expected and is accurately, clearly, and

ncerned stakeholders, and one’s personal observations and evaluation, encircle

h DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance

1 0
1 0
1 0

1 0

1 0

Extent of Compliance
1 0
1 0
1 0
1 0

1 0
1 0
1 0
1 0
Extent of Compliance
1 0

1 0

1 0

1 0

1 0

1 0

1 0

1 0
HOOL PERSONNEL

port staff who are qualified, competent, and sufficient in number to effectively
to accomplish their purposes. Faculty and staff assignments shall be such that
y. Faculty members shall have adequate time to prepare and provide effective
growth, and participate in service activities expected by the school. The student-
nd the specific purposes and requirements of the programs offered. All faculty
municate personal knowledge and experience effectively. The school regularly
ment of the economic status of all its personnel as well as offers professional
mission.

ncerned stakeholders, and one’s personal observations and evaluation, encircle

h DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance
1 0
1 0
1 0

Extent of Compliance
1 0

1 0

1 0
1 0

1 0

1 0

1 0

1 0

1 0
Extent of Compliance
1 0

1 0

1 0

1 0

1 0

Extent of Compliance
1 0
1 0

1 0

1 0
1 0

Extent of Compliance
1 0

1 0
1 0

1 0

1 0
1 0

Extent of Compliance
1 0

1 0
1 0
1 0
1 0
Extent of Compliance
1 0

1 0

Extent of Compliance
1 0
1 0
Student Services

ional program. Admission and placement procedures are well defined and
ventory, follow-up, evaluation, counseling, and the development of productive

ervice activities is maintained. Activities selected to foster intellectual, cultural,

ellness provide opportunities for student leadership and social interaction and

ndations for future study and reference, are safely and securely preserved.
The school publishes documents that describe the curriculum, its organization,
es and techniques, promotion and retention policies, and high school graduation

Likewise, library services are offered to supplement instruction. Library holdings

ncerned stakeholders, and one’s personal observations and evaluation, encircle

h DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance
1 0

1 0

1 0

1 0

1 0
1 0
1 0
1 0

Extent of Compliance
1 0
1 0
1 0
1 0

1 0
Extent of Compliance

1 0

1 0
1 0
1 0
1 0
1 0
1 0

1 0

1 0

Extent of Compliance
1 0
1 0
1 0

1 0

1 0

1 0

Extent of Compliance
1 0
 1 0

1 0

1 0
1 0

1 0

Extent of Compliance

1 0
1 0
1 0
1 0
 1 0
1 0
1 0
1 0

Extent of Compliance
1 0

1 0
1 0
1 0
ration and Governance

hool education and to serve the public interest. The governance and leadership
hrough the establishment of policies, provision of resources, and assurance of a

evement of its core values as expressed in the philosophy/vision/mission. The

peration of the school. The school and governing board build up the capacity of
ative, result-oriented culture dedicated to continuous improvement. It recognizes
rogatives of the administrative head of the school. It permits the administrative
nterference.

hin the learning community; implements a written security and crisis management
school’s professional culture is to be characterized by thoughtful, reflective, and
ch support student learning and well-being. School leaders foster a productive
cation with stakeholders, and the vision necessary for day-to-day operations and
are collegial and collaborative.
ps with families of its students and with the community in which it operates to

e teachers to ensure that desired learning outcomes and improved student

ncerned stakeholders, and one’s personal observations and evaluation, encircle

h DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance
0

1 0

1 0

1 0

1 0

1 0

1 0
1 0
Extent 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
1 0

Extent of Compliance
1 0

1 0

1 0

1 0

Extent of Compliance
1 0

1 0

1 0

1 0
Extent of Compliance
1 0

1 0

1 0
 Budget and Finances

portunities defined in the school’s mission. Evidently the school has decision-
o create meaningful change in teaching and learning. The business practices of
e fiscal and material resources in a responsible manner and follow prescribed

es of the school and each of the specific programs it offers; and (2) the size and
, equipment, and materials must be appropriate and sufficient to sustain the
demonstrating that financial support is sufficient to ensure continued operation of
Ed standards. The school shall publish all regulations and policies concerning
id. If tuition is charged, it shall develop a tuition refund policy that is equitable to
ccurate financial records according to legal and ethical standards of recognized

ncerned stakeholders, and one’s personal observations and evaluation, encircle

h DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance
0
1 0

1 0

1 0

1 0

1 0
1 0

Extent of Compliance
1 0

1 0
1 0

1 0
1 0
1 0
 Planning and Development

now how well and in what ways it is accomplishing its purposes. The system is
borative and ongoing process for improvement that aligns the functions of the
on assesses progress toward achieving its stated goals and makes decisions
e of evaluation, integrated planning, resource allocation, implementation, and re-
and implement a written strategic or long-range plan to improve its educational
ophy/vision/mission and its operational plans. The school periodically evaluates,
ts purposes and its size and scope. New improvement efforts are done through
ssment of the improvement process.

ncerned stakeholders, and one’s personal observations and evaluation, encircle

h DepEd Standard. Use Comment Box for items that were rated “0”.

Extent of Compliance
1 0

1 0

1 0

Extent of Compliance
1 0

1 0

1 0

1 0

1 0
1 0
1 0
1 0
School Improvement Plan with budget allocations
Report on the Implementation and Evaluation of the SIP
 ANNEX

RECOMMENDATIONS
 ANNEX FOR RECERTIFICATION/REVISIT FOR CERTIFICATION

ATISTICAL SUMMARY

PRODUCT

40