❖The Philippine educational system continues to pursue efforts toraise the quality of educational institutions in both the public and theprivate sector. With the recent passage of RA 10533 otherwise knownas the Enhanced Basic Education Act of 2013, new reforms involvingthe addition of two years of high school were implemented for theoverall goal of producing graduates who are globally competitive andequipped with 21st century skills.

❖The Department of Education (DepEd) which focuses on themanagement and supervision of Basic Education has establishedquality assurance mechanisms to ensure the attainment of the goalsof the K12 curriculum program. Efforts to enhance these mechanismsin line with K12 requirements and standards need to continue andbecome part of the Certification program of participating private highschools in the Education Service Contracting (ESC) Program.

❖The ESC Certification program aimed at assessing and evaluating theextent of compliance to minimum standards of quality of ESCparticipating institutions. Such certification process has proved to be aneffective tool of encouraging quality improvement efforts among ESCparticipating private schools. Such scheme has assured the communitiesserved that the ESC schools are not only meeting minimum DepEdstandards but are manifesting commitment to raising their standardsabove the minimum requirement in delivering quality educationalprograms and services.

❖The main purpose of certification is to determine whether ESCparticipating private high schools comply with DepEd minimumstandards and with the criteria established in the RA 8545 or the“Expanded Government Assistance to Students and Teachers in PrivateEducation” or GASTPE Law.

❖The certification program also aims to provide an evidence-basedprocedure in assisting schools to upgrade their educational work in linewith K12 program standards.

❖As a quality assurance mechanism, ESC school certification involves athree-phase process consisting of pre-certification, the certificationvisit and post-certification. The pre-certification phase begins with aself-study conducted by the school under the leadership of thePrincipal. Using the CAI, the school through its various areacommittees rates itself in accordance with the standards spread out inthe instrument’s different areas. It is recommended that there is wideschool participation in the determination of the self-ratings.

❖The school is also instructed to gather pertinent documents andprepare exhibits that provide evidence and support for their self-rating.The self-rating is followed by the visit made by a team of certifiers.The third phase is the post-certification or follow-up procedure carriedout by the school to implement the recommendations from its ownself-rating and those made by the visiting team.

❖After the schools submit their report, certifiers also undertake asimilar three-step process of pre-certification, certification visit, andpost-certification. Since certain school documents may already bewith the PEAC Certification Secretariat, the certifier, uponcoordination with the PEAC Certification Secretariat, may alreadyrequest for and peruse a number of these documents and exhibits forhis or her preliminary review and study. The certifier may also be ableto draft an initial rating for pertinent items in the areas assigned tohim or her.

Determine evidence ofcompliance with DepEdminimum standards, K12program and with the criteriaestablished in the GASTPE Law.

Determine whether ESC/EVSparticipating private highschools comply with DepEdminimum standards and withthe criteria established in theGASTPE Law.

EXISTING REVISED

EXISTING⦿ Description of Area

⦿ Basis of Evaluation

⦿ Evaluation Items and Rating Scale

⦿ Comments

⦿ Area Mean

⦿ Documents/Exhibits

⦿ Description of Area

⦿ Basis of Evaluation

⦿ Standards of Compliance

⦿ Items and Rating Scale

⦿ Area Rating

⦿ Comments

⦿ Example of Compliance Evidences

Power standards are critical to the effectiveness of an area.

Support standards enhance or supplement the requirements of

the power standards.

REVISED

EXISTINGA. School Philosophy, Vision, Mission, Goals and

Objectives

B. Instructional Program

C. School Personnel

a. Faculty

b. Non-teaching Personnel

D. Student Services

E. Administration and Governance

F. School Budget and Finances

G. Institutional Planning and Development

CORE:

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

B. Curriculum, Assessment and Instruction

C. Instructional Leadership

D. Faculty

G. Administration and Governance

SUPPORT:

E. Academic Support and Student Development Services

F. Physical Plant and Instructional Support Facilities

H. School Budget and Finances

I. Institutional Planning and Development

REVISED

Rating Scale and Compliance Status:Scale from 0-4

NOTE: One Rating Scale has two sets of meanings which are as follows:

Set 1 consists of the following:

4 – Approaching Excellence in Practicing the Standard

3 – Exceeding the Minimum Standard

2 – Practicing the Minimum Standard

1 – Approaching the Minimum Standard

0 – Missing the Required Minimum Standard

Set 2 is about the Extent of Compliance with DepEd Minimum Standards:

4–Provision or condition is very extensive and functioning excellently

3–Provision or condition is extensive and functioning very satisfactorily;provision or condition is very satisfactory and functioning extensively

2–Provision or condition is satisfactorily met and functioning;

1–Provision or condition is limited and fairly functioning.

0–Provision or condition is missing but necessary

Evidence of Compliance:

Scale from 0-4

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

1 – No evidence of compliance with standard is presented but plan of action in line withcompliance is presented

0 – No evidence of compliance with standard nor plan of action is presented

❖The revised Certification process is evidence-based. To assess school’s compliance with the prescribed standards, the School Self-Study Committee gathers conscientiously and purposively for evidences or indicators of compliance. Evidences of compliance are those that manifest or indicate school compliance of the standards. School practices, procedures, records, documents and other expressions that could support school claims of compliance are considered evidences.

EXISTING⦿Summation and Averaging.⦿All items in all areas except

Instructional Program are treatedwith equal importance.⦿In Instructional Program Area, rating

generated from ClassroomObservations is given 25% of the arearating.

Next subject the result to a decision rule. Thedecision rule for the Area Rating is as follows:

4 --- For a mode of 4 in the Power Standards andrating of at least 3 in the SupportStandards

3 --- For a mode of 3 in the Power Standards andrating of at least 2 in the SupportStandards

2 --- For a mode of 2 in the Power Standards

1 --- For a mode of 1 in the Power Standards

0 --- For a mode of 0 in the Power Standards

REVISED

EXISTINGSummation of Area Product (which in turn iscomputed by Area Score x Weight)Weights per Area are as follows:A. School Philosophy, Vision, Mission, Goals and

Objectives – No WeightB. Instructional Program - 9C. School PersonnelCa. Faculty – 5Cb. Non-teaching personnel – 3D. Student Services – 5 (Note: Facilities in support

of instruction are included in Support Services)E. Administration and Governance – 7F. School Budget - 6G. Institutional Planning &Development – 5

Certification Overall Rating based on a DecisionRule as follows:4 – For a rating of 4 in all Core Areas and 3 or higher

in Support Areas3 – For a rating of 3 in all Core Areas and 2 or higher

in Support Areas2 – For a rating of 2 in all Core Areas and 2 or higher

in the Support Areas1 – For a rating of 1 in all Core Areas and 1 or higher in

the Support Areas0 – For a rating of 0 in all Core Areas

REVISED

ESC Recertification of Participating Schools

• Applicant/ESC participating schools with an overall rating of 4• May participate in the program and shall be required to undergo recertification on the 5th

school year after the recertification visit.

• Applicant/ESC participating schools with an overall rating of 3• May participate in the program and shall be required to undergo recertification on the 4th

school year after the recertification visit.

• Applicant/ESC participating schools with an overall rating of 2 but with a rating of 3 and above in at least 2 Core Areas• May participate in the program. Continued participation shall depend on passing the

recertification revisit on the 3rd school year after the recertification visit.

ESC Recertification of Participating Schools

• Applicant/ESC participating schools with an overall rating of 2• May participate in the program. Continued participation shall depend on passing the

recertification revisit on the 2nd school year after the recertification visit.

• Applicant/ESC participating schools with an overall rating of 1 but with a rating of 2 and above in at least 2 Core Areas may participate in the program• Continued participation shall depend on passing the recertification revisit the following

school year after the recertification visit

by:Roman Sanares

Dr. Ma. Helena Desiree M. Terre Dr. Miguel Q. Rapatan

During school year 2018-19, PEAC implemented a revisedCertification Assessment Instrument or CAI that was alignedto the directions and requirements of the Department ofEducation’s K12 program. The certification visits were donefrom October, 2018 to early January, 2019 and covered 145schools spread throughout the country.

The statistical analyses using non-parametric correlation (Spearman’s Rho) of the JHS CAI results reveal the following:

1. On compliance with the standards, among schools, the highest percentage is on the Partial Evidence of Compliance level. Slightly lower percentage is on the Evidence of Compliance level. Lowest percentage is on Evidence with Compliance and with Enhancements.

Among the CAI Areas, school performance is highest in Area F (Physical Plant and Instructional Support Facilities) and lowest is in Area C (Instructional Leadership) and I (Institutional Planning and Development).

2. School performance among the sample schools vary, to wit :

2.1. Lowest for Area F (Physical Plant and Instructional Support Services)indicating that it is in this Area that the schools vary least in theircompliance level.

2.2. Highest for Area I (Institutional Planning and Development) indicatingthat it is in this Area that the schools vary greatly in their compliancelevel.

2.3. There is a very high variance (CV=60.22) in the schools’ overallcertification rating.

3. Regional location of the schools has no significant effect on its overall certificationrating.

4. School size is associated with the overall certification rating.

5. There exists a strong relationship between the schools’ ratings in all Core Areas andtheir overall certification rating.

6. Support Areas E, H and I also have a strong relationship with overall certification rating.However, it should be noted that some of the values of r for these Support Areas arelower than the values for the Core Areas.

7. There exists a moderate to strong relationship between and among the CAI Areas butdoes not imply causal relationship and cannot be used for prediction.

The following may then be concluded from the above findings:

1. School size plays a role in the performance of the school undergoing certification. Asindicated by the data, large schools with higher enrollments may have greater resourceswhich enable them to perform better.

2. Since the findings show that schools vary greatly in their overall school performance orcertification rating and a high percentage are only at the Partial Compliance level, asystem of continuous follow-up, assistance and support to schools may be explored toraise their performance level to full compliance. Areas needing attention areInstructional Leadership and Institutional Planning and Development

3. Moreover, since there is a strong and tighter relationship among allCore Areas and these areas influence on the overall certificationrating when compared with the Support Areas, schools’performance in Core Areas may serve as the basis for PEAC’s policydiscussions. That is, schools’ performance in Core Areas merit moreconsideration and priority in PEAC’s determination anddifferentiation of the schools’ extent of participation in the ESCprogram.

With regards to the first objective of this report, this study has initiallyestablished trends in the data on schools’ performance during thecertification visits scheduled during school year 2018-19. The generaltrend is one of high variance with the level of Partial Evidence ofcompliance with standards dominating the results. The findings alsoconfirm the instrument’s use of a decision rule that puts greater valueon Core Areas compared to Support Areas. In particular, the area ofInstructional Leadership rates the highest influence in the Core Areas.

In response to the second objective, the certification results confirm thedistinction between Core and Support Areas when evaluating schools’compliance with the standards. Key findings on the school’s performance inthese different areas need to be incorporated in policy decisions affecting theschools’ extent of participation in the ESC program. The findings also need tobe reflected in the design of forthcoming professional development programsoffered to administrators as part of their in-service training.

In the Certification process, the Applicant School proceeds from Steps 1to 10 when it gets certified. If the school’s application requirements andthe Self-Study Report are found to have deficiencies (Steps 1-3a), theschool repeats the process from Step 1. If the application requirementsand Self-Study Report are deemed complete and adequate, the schoolproceeds to Steps 4b-5. If after the visit, PEAC-NS through PEAC-CUinforms the school that it is Certified, the school proceeds from 7b-10. Ifon the other hand, the school is informed that it has not complied withthe certification standards, the school repeats the process.

For Recertification, PEAC-CU schedules the visit and informs the schoolthrough the PEAC website (Steps 1-3). With the revisit schedule, theESC Participating school proceeds from Steps 4-6. If after the visit,PEAC-NS through PEAC-CU informs the school that it is Recertified, theschool takes on Steps 8a-9. If on the other hand, the school is informedthat it has not complied with the recertification standards, the schoolproceeds from 8b-9b.

A school wishing to participate in the ESC program submits the following:PART I. Letter of Intent DepEd Recognition Latest AFS Latest SEC Latest GIS

A school wishing to participate in the ESC program submits the following:PART II. Accomplished Revised CAI School Profile Faculty Profile for current SY Class Schedule for current SY

It is imperative for private schools participating in the ESC programs tomaintain adequacy of their resources and capabilities in effectivelyproviding quality education. These institutions have the responsibilityto periodically carry out a self-evaluation process designed to clarify itsmission and goals, to realistically assess its success in attaining them,and to develop means of increasing its educational effectiveness.

To achieve the greatest benefit, the self-study should be inclusive andmust encourage wide participation from all sectors of the schoolcommunity. An institution that carries out its self-study with care anddiligence in an open and honest manner, will find that it hasestablished the foundation for school improvement and organized thesystem to plan for the future of the school.

❖The Pre-Certification Visit involves:

1. Orientation of the School Community of the Certification / Recertification

• To generate collective and unified action in the conduct of the school self-study, anorientation on the overview, purpose and significance of the certification process must beundertaken by the school. A multi-level approach whereby a series of orientation sessionsfor the administrators, teachers and staff, students, parents and other stakeholders wouldlead to the understanding of the certification process

2. Organization of the School Self-Study Team

• The self-study is properly implemented by a well-organized school community. Towards this end, the schoolcommunity members are organized into Self-Study working committees corresponding to the areas forevaluation of the Certification instrument.

• The School Self-Study Team. Ideally, the entire community is engaged in the certification process. To meet theneeds of the certification preparations and the roll-out of the school self-study, the school community isorganized into working committees for each evaluation area. The working committees shall have a Chairpersonand three (3) to five (5) members, depending on the size of the school, representing the different schoolsectors. They are tasked with the factual review and assessment of the school’s compliance with the minimumDepEd standards and traits of excellence as prescribed in the Certification Assessment Instrument, preparationof the area report, and collection and organization of the evidences of compliance for presentation during thecertification visit.

• To coordinate the school-based certification relatedactivities, the school should designate a liaison officer towork with the PEAC-CU Such officer, who has been namedby the school administrator, can provide an effective meansof communication between the school and the Committeeand of more direct participation in the certification process.

3. Review and Assessment using the CAI• As tasked, the Self-Study Working Committees review the areas of school operations and assess

objectively the school’s compliance of the DepEd minimum requirements and prescribed Kto12standards. The process of self-assessment involves six steps which must be thoughtfully anddiligently followed.

• The Six-Step Process for Certification Assessment includes:

•Unpacking the Standards

•Gathering Evidences of Compliance with the Standards and School Performance onRecommendations

•Using the Rating Scale

•Getting the Area Rating

•Writing the Recommendations for Area Improvement (Re)Cert

•Getting the Overall School Rating and Certification Status

Area E. VI.No.3Standards of Compliance Focus Questions: Look-Fors: ECEs:

3. Provisions for adequate and immediate emergency care*

- Is there a trained staff available to give first-aid and emergency care when needed?

- Are there adequate provisions for first aid and emergency care?

- Adequacy of provisions for first-aid and emergency care

- Availability of first and emergency care

- Assigned staff to provide emergency care

- Trainings of assigned staff

- Emergency Care SOPs/ Clinic

- Student Handbook / Manual

- First aid and emergency care SOPs

EXAMPLE:

In St Padre Pio High School, a medical mission from the New York Holy Angels CommunityHospital has updated the school clinic and left provisions for emergency care of the schoolcommunity. The school Doctor comes once a month to conduct the on-going medical check-ups.Dental check-ups are done in June by a volunteer parent-dentist. Otherwise, the clinic staysclosed to keep the clinic secure because there is no one else to take on the job.

In this case, the Certifier rated this standard 2 because the provisions are adequate butemergency care is not available.

STANDARDS OF

COMPLIANCEFOCUS QUESTIONS LOOK – FORS ECE’s

- Learning plans in each

subject area that show

incorporation of the

PVMGO, teaching of 21st

century skills, use of real-

world situations, inter-

subject integration and use

of technology*

- Is there PVMGO-CV

integration in the LP and

learning encounters?

- Are there 21st century skills

development activities in the

LP and learning encounters?

- Are there real-world/

authentic transfer tasks in

the LP and in the learning

encounters?

- Are interdisciplinary

discussions, projects and

tasks included in classroom

instruction?

- Is technology used to

support classroom

instruction?

- Inclusion of PVMGO-CV

integration in LP

- Inclusion in LP of activities

related to development of

21st century skills in LP

- Provision of opportunities in

LP for subject integration

- Provision in LP for

discussion of or encounters

with real-world challenges

or issues

- Provision in LP for use of

technology in class activities

or assessment

- Subject Learning Plans

- System of Learning Plan

Preparation

- Instructional Supervisory

Reports

- Minutes of meetings of

Department Subject

regarding classroom strategies

- Faculty Development

Training Seminars and

Workshops

- Classroom Observation

Form

- Integrated Performance

Tasks

- Community Awareness,

Exposure or Immersion

Activities related to Unit

Topic

- System of Technology

Integration

- Technology Platforms or

Learning Management

Systems

STANDARDS OF

COMPLIANCE

FOCUS

QUESTIONSLOOK – FORS ECE’s

C.7.

Provision for timely

access to and optimum

use of instructional

resources, facilities

materials and equipment

- Are instructional

materials and

equipment available

and accessible for

teachers’ use?

- Is the use of

instructional materials

and equipment

consistent? Optimized?

- Policies for teachers’

access to and use of

instructional materials,

equipment and

resources

- System for Selection,

Procurement,

Development and

Utilization of

Instructional

Resources/Materials

- Library Policies for

borrowing and using

print, audiovisual and

electronic resources

and materials

- Custodian reports on

utilization of print,

audiovisual and

electronic resources

and materials and

equipment

- Subject curriculum

maps

- Subject learning plans

STANDARDS OF

COMPLIANCEFOCUS QUESTIONS LOOK – FORS ECE’s

D.4.

Regular conduct of

faculty performance

appraisal as basis for

promotion and

clinical supervision *

- Is faculty performance

appraisal conducted

regularly?

- Is faculty performance

utilized as basis for

promotion/recognition

Clinical supervision?

- Regular faculty

performance

appraisal

- Use of

performance

results in

promotion, salary

upgrading,

recognition and

clinical

supervision

- Summary of Faculty

Performance

Appraisal results

- Promotion Policies

- Salary Scale

- Supervisory

Plan/Clinical

Supervision Plan

STANDARDS OF

COMPLIANCEFOCUS QUESTIONS LOOK – FORS ECE’s

G.8.

Qualified School

Principal with MA

Degree in Education*

- Is the Principal

qualified with a Masteral

degree in Education?

- MA degree of the

Principal

- 201 File of the

Principal

- OTR of the Principal

and

Notarized Contract

H. No.2.3

regularly monitored

through the quarter

budget performance

reports and disseminated

according to policy

guidelines*

- Is the BOT-approved

annual budget monitored

quarterly through budget

performance reports?

- Are the quarter budget

performance reports

disseminated to the

departments concerned?

- Quarterly budget

monitoring

- Dissemination of

quarter budget

performance

- Quarter Budget

Performance Reports

- Quarter Cash Flow

Statements

- Minutes of

Orientation-

Dissemination

Meetings of the

Quarter Budget

Performance

- Distribution of Quarter

Budget Performance

Reports to the

responsibility centers

STANDARDS OF

COMPLIANCEFOCUS QUESTIONS LOOK – FORS ECE’s

H.4.

A system for ensuring

that all incomes from

tuition and all other

fees, and donations

are properly utilized

according to the

purposes they are

collected*

- Are incomes from

tuition fees utilized

properly according to

DepEd specifications?

(70%)

- Are the incomes from

miscellaneous and

other fees utilized for

the development of

the specific

departments

collecting them?

- Are donations

properly documented

and utilized for the

specific purposes they

were made?

- Proper utilization

of fees collected

- Proper

acknowledgement

and utilization of

donations

- Annual Budget

- Budget performance

reports

- Statement of Income

and Expenditures

- Deed of

Donations/List of

Donations

STANDARDS OF

COMPLIANCEFOCUS QUESTIONS LOOK – FORS ECE’s

I.2.

An annual operational

plan drawn from the

three-year SSIP*

- Is there an existing

Three- Year

Standards-based

School Improvement

Plan?

- Is there an Annual

Operational Plan

drawn from the

SSIP?

- Standards-based

three-year school

planning

- Annual school

planning

- Annual Operational

Plan

- SSIP

- Minutes of the

planning meetings

Standard Rating

1. *2

2.- * 2- * 2

- * 1

3. 3

4. * 3

5. * 2

6. - * 2

- * 2

- * 1

Example A: Area H

4 3 2 1 0Power* 0 1 6 2 0Support 0 1 0 0 0Area Rating 2

Summary Table for Area H

4 --- For a mode of 4 in the Power Standards and rating of atleast 3 in the Support Standards3 --- For a mode of 3 in the Power Standards and rating of atleast 2 in the Support Standards2 --- For a mode of 2 in the Power Standards1 --- For a mode of 1 in the Power Standards0 --- For a mode of 0 in Power Standards

DECISION RULE:

Standard Rating

1. - * 3

-* 2

2. * 2

3. * 1

4. * 1

5. 1

Example B: Area I

4 3 2 1 0Power* 0 1 2 2 0Support 0 0 0 1 0Area Rating 1

Summary Table for Area I

AREAS AREA RATINGA. School Philosophy, Vision, Mission, Goals and

Objectives B. Curriculum, Assessment and Instruction 3C. Instructional Leadership 3D. Faculty 3E. Academic Support and Student Development

Services3

F. Physical Plant and Instructional Support Facilities

3

G. Administration and Governance 3H. School Budget and Finances 2I. Institutional Planning and Development 2

Summary Table A

4 – For a rating of 4 in all Core Areasand 3 or higher in Support Areas

3 – For a rating of 3 in all Core Areasand 2 or higher in Support Areas

2 – For a rating of 2 in all Core Areasand 2 or higher in the SupportAreas

1 – For a rating of 1 in all Core Areasand 1 or higher in the SupportAreas

0 – For a rating of 0 in all Core Area

DECISION RULE:

AREAS AREA RATING

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

B. Curriculum, Assessment and Instruction 3C. Instructional Leadership 3D. Faculty 2E. Academic Support and Student Development

Services3

F. Physical Plant and Instructional Support Facilities 3G. Administration and Governance 3H. School Budget and Finances 3I. Institutional Planning and Development 3

Summary Table B

4. Presentation of the Self-Study Findings to the School Community

The Self-Study findings is compiled by the Self-Study ExecutiveCommittee chaired by the School Head/ Principal and presented tothe entire school community. It is then submitted to the PEAC-CU on-line at least one month before the schedule of the certification visit.

5. Preparation of the Standards-Based School Improvement Plan

The Self-Study findings pinpoint the standards complied by the school as well asthose which have not been complied or partially complied with. To assure schoolquality, plans towards purposive compliance of these standards are plotted by thePlanning Committee composed of sectoral representatives of the school communityin a Standards-based School Improvement Plan with implementation detailsspreading across three (3) years. A simple format defining the targeted standards,objectives, desired outputs, implementation steps, specific time frame, monitoringmechanisms, persons responsible budget and budget sources is suggested by PEAC.

STANDARDS-BASED SCHOOL IMPROVEMENT PLANIMPROVEMENT

PLAN ITEMSMART GOALS

OUTPUT ACTION STEPS

TIME PERIOD

MONITORING SYSTEM

PERSON IN CHARGE

BUDGET AND

BUDGET SOURCE

(to be used in all workshop sessions)

SCHOOL: REGION:AREA:

6. Preparation and Submission of the Self-Study Report• The self-study report is a summary of findings of the review and

assessment of the school programs and services by the self-study working committees and other pertinent informationregarding the school and school community. The report ispresented as:

oSchool Philosophy, Vision, Mission, Goals and ObjectivesoSchool ProfileoArea Reports, Ratings and CommentsoOverall School Rating (using Summary Table in the CAI)oRecommendations/Actions for School Improvement

• The School Self-Study Report is submitted to PEAC-CU online onor before July 31

7. Preparation of Evidence Documents and Exhibits

In anticipation of the certification visit, the school through the Self-Study Executive Committee undertakes the school preparations. TheSelf-Study Working Committees prepare the evidences of compliancefor their assigned areas while the different service unit heads andlearning area heads put together their performance reports, records,documents and files. A systematic display of these complianceevidences is mounted to facilitate the study and perusal of thesedocuments by the certification team. Overall school campus clean-upmakes for a warm and welcoming ambiance.

The Certification/Recertification visit is the next phaseof the certification process. This comes after the schoolhas carried out its self-study, prepared and submitted areport to the PEAC-CU along with basic requiredsupporting documents.

The Types of Visit. There could be four (4) types of Visit:

A type – a certification visit B type – a recertification visit C type - a revisit D type – a special visit

• The certification visit is conducted to validate the school self-study report. It is the Certification Team’s responsibility to studythe submitted information and acknowledge the school’svaluation and views before these are verified against evidencespresented and gathered during the visit.

• For a recertification visit, not only the school’s extent ofcompliance on standards is verified but also the extent of itsimplementation of the recommendations proffered by theprevious Certification Team.

Previous Team's Recommendations

School's Actions Towards Compliance or Implementation of the Recommendations

Evidences of School's Actions

FOR SCHOOLS:

Previous Team's Recommendations

School's Actions Towards Compliance or Implementation of the Recommendations

Evidences of School's Actions

• To review and revise instructional materials

• The school conducted a curriculum development workshop for summer 2018 and summer 2019. As a result, curriculum maps and learning plans for each area were designed

• Curriculum Development Plan• Curriculum Development

Workshop Calendar• Attendance sheets• Minutes of the meetings• Curriculum maps• Learning plans

FOR SCHOOLS:

School's Actions Towards Compliance (of Related Standard). This is a description or narrative of what the school did to implement

the pertinent recommendations.

Evidences of School's Actions. These include among others systems, programs, projects, activities,

reports and summaries, tools or instruments, records or documents that may prove, substantiate or corroborate school's actions.

TIME

4:00 – 5:00 PM (Day 0) - Pre-Visit Conference Certification Team

6:00 PM - Perusal of School Self-Study Report

7:30 – 7:45 - Start-of-the-Visit Conference with School Head

7:45 – 10:00 - Perusal of ECEs/Ocular Visits

10:00 – 12:00 - Classroom Observation

12:00 – 1:00 - Lunch / Mid-Visit Progress Reporting

1:00 – 2:00 - Classroom Observation (continuation)

1:00 – 3:30 - Meetings / Group and Individual Interviews / Perusal of ECEs, etc.

3:30 – 4:00 - Preparing Area Report

4:00 – 5:30 - Wrap-up Session

5:30 - Post-Visit Conference with School Administrators

5:30 - Departure

a. Regular Conduct of Classes. The Certification Team comes to theschool with a pre-set schedule of classroom observations. To ensurethat the team gathers a comprehensive picture of the teaching andlearning situation, student performance and teacher performance inthe Kto12 standards, competencies and learning goals, at least 80-100% of the classes and teachers for schools with 600 or lessstudents and 70%-85% for schools with more than 600 studentshave been observed.

The Certification Visit requires the following:

To facilitate this, floor plans and a school map must beprovided each certifier. All classrooms and learning spacesmust be labeled. The class program and the teachersprogram must be submitted to the PEAC-CU together withthe Self-Study Report.

Basis of Observation:Items in Classroom Observation Form examines the use, developmentand performance of the curriculum standards and competencies inclassroom instruction.

This consists of two parts:A. The Teacher (6 items)B. Teaching-Learning Processes (9 items)

Rating Scale is as follows:

4 – Performance of this item is innovatively done.3 – Performance of this item is satisfactorily done.2 – Performance of this item is partially done due

to some omissions.1 – Performance of this item is partially done due

to serious errors and misconceptions.0 – Performance of this item is not observed at

all.

Observation Result is determined as follows:

Average of all items in both Parts A and B is computed.

Average of certifiers’ observation result is computed. Theaverage is entered as the rating for the item in classroomobservation found at the end of the Curriculum, Assessmentand Instruction Area.

b. Availability of the School Heads, Administrators and SchoolCommunity Representatives for interviews. The Certification Teamconducts interviews any time during the visit to put together a cross-sectional view of the school through data gathered from all sectors ofthe school community. Views and information from the multi-sectoralgroups in the school will contribute to authentic validation of theSchool Self-Study.

c. Attendance of Selected Students during Meetings. The CertificationTeam Chair selects at random around 30-40 student representativesfrom each section and grade level to attend the meeting with the Teamand allows the school to include 10 students in the said meeting. Insome instances, brief informal meetings with students of randomgroupings are conducted to seek additional needed information andverify issues. This meeting elicits from students their experiences,observations and views on school practices, ways and culture.

d. Attendance of Faculty and Staff during Meetings. This meetingaims to get the assessment on school performance, personal andgroup experiences, and views on the school situation of the facultyand staff. Administrators are not allowed in this meeting.

e. Attendance of Parents and/or Alumni during Meetings. Thismeeting considers the role of parents and alumni in the attainmentof the school philosophy, vision, mission, goals and objectives. Thismeeting allows the parents to express their opinion on schoolperformance and operations and share their participation in schoolundertakings.

f. Availability of Documents, Records, Manuals, etc. in theCertification Display Room. To verify the School Self-Study reportand ratings, the Certification Team searches for solid evidences ofcompliance for the look-fors of the standards. This involves anobjective and critical study of the school documents, records,manuals, ledgers, minutes, profiles, etc. a list of Examples ofCompliance Evidences are included in the CertificationAssessment Instrument (see Appendix).

g. Access to Offices, Classrooms, Learning Spaces and StudentService Centers. Part of the assessment visit is the ocularinspection of the school buildings, rooms, library, laboratories,clinic, canteen and administrative offices to check on theircompliance with the specifications of DepEd, National BuildingCode, Energy Management Board and Department of Healthamong others.

• This phase starts after the school receives the Overall SchoolCertification Rating and Status from the PEAC-CU with a set ofrecommendations for school improvement. This involves after-the-visit activities the school must undertake to instill quality and pursueschool improvement in its programs and services, such as:

1. Disseminate the (Re)Certification results according to schoolguidelines for appropriate action;

2. Integrate the certification status and rating in the school’sgeneral scheme of things, i.e., school improvement plan, workcalendar, etc;

3. Revise the SSIP to include the Certification Team’srecommendations;

4. Implement the Certification Team’s recommendations and theSSIP;

5. Utilize Area ratings to improve specific areas in particular andthe school operations in general.

*CERTIFICATION REPORT TEMPLATE

❖The principles, guidelines and protocols for thecertification process facilitate proper conduct and ensureits integrity. During the entire process, the schools must:➢ Maintain objectivity, transparency and truthfulness in the school

self-assessment➢ Observe PEAC prescribed guidelines and protocols➢ Show trust in the competence and objectivity of the certifiers

and respect for their decisions and recommendations➢ Keep open-mindedness and acceptance for certification results➢ Keep in mind the main purpose of the certification process which

is school improvement

❖Consequently, the schools are encouraged to:

➢Observe punctuality in scheduled activities during the visit➢Be available during the duration of the visit➢Avoid socialization with the Certification Team and the PEAC-CU➢Avoid offering favors as expressions of gratitude. The certifiers are deployed

as resources of PEAC.➢Avoid soliciting the services of the members of the Certification Team for

consultancy after the visit