bjectives::

1. Explain the importance of conducting internal Quality Assurance in the

delivery of the SHS program
2. Map the delivery of the SHS program with the Standards of Compliance in
the PEAC SHS CAI
3. Unpack and discuss Standards of Compliance in the PEAC SHS CAI Core and
Support Areas in terms of their look fors and evidences of compliance
4. Conduct the process of self-assessment for QA using the PEAC SHS CAI
5. Identify areas of school improvement planning and formulate
corresponding sample SSIP
6. Assess the adequacy and alignment of their sample SSIP using the
standards in the PEAC SHS CAI and rubric evaluation form
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 PROPOSED SHS CAI AREAS

WHAT IS YOUR SCHOOL’S SELF-ASSESSMENT IN THESE CORE AREAS?

CORE AREAS
PVMGO
Curriculum, Assessment, Instruction
Work Immersion and Culminating Activity
Instructional Leadership
Faculty
Administration and Governance

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SAMPLE CURRICULUM MAP (CIDAM)

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SAMPLE CURRICULUM MAP (FIDP)

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MASAMPLE DIARY CURRICULUM MAP
P
A chart of the content, skills, activities and
assessments that describe learning in a classroom.

SAMPLE DIARY CURRICULUM MAPSAMPLE DIARY CURRICULUM MAP

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 Curriculum, Assessment and Instruction

TRACK LINKAGES FOR CURRICULUM DEVELOPMENT AND EVALUATION

ACADEMIC TVL SPECIALIZED

Tertiary Institutions Voc-Tech Industry Professional Orgs.
College Readiness NC Standards Discipline Standards
Standards
CAREER AND JOBS
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 Assessment of Learning
(Performance Task, Written Work)
Assessment for Learning
(Exercises, Practice)
Assessment as Learning
(Check-Up)

Assessment before Learning

(Pre-Test, Inventory, Survey)

https://slidetodoc.com/strengthening-claimsbased-interpretations-and-uses-of-local-and-2/

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SAMPLE CURRICULUM MAP (FIDP)

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Curriculum, Assessment and Instruction

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 SAMPLE LEARNER-CENTERED STATEGIES

https://www.teachthought.com/pedagogy/28-student-centered-instructional-strategies/

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32 Research-Based Instructional Strategies For Teachers
1. Setting Objectives
2. Reinforcing Effort/Providing Recognition
3. Cooperative Learning
4. Cues, Questions & Advance Organizers
5. Nonlinguistic Representations (see Teaching With Analogies)
6. Summarizing & Note Taking
7. Identifying Similarities and Differences
8. Generating & Testing Hypotheses
9. Instructional Planning Using the Nine Categories of Strategies
10. Rewards based on a specific performance standard (Wiersma 1992)
11. Homework for later grades (Ross 1998) with minimal parental involvement (Balli 1998) with a clear purpose (Foyle 1985)
12. Direct Instruction
13. Scaffolding Instruction
14. Provide opportunities for student practice
15. Individualized Instruction
16. Inquiry-Based Teaching (see 20 Questions To Guide Inquiry-Based Learning)
17. Concept Mapping
18. Reciprocal Teaching
19. Promoting student metacognition (see 5o Questions That Promote Metacognition In Students)
20. Developing high expectations for each student
21. Providing clear and effective learning feedback (see 13 Concrete Examples Of Effective Learning Feedback)
22. Teacher clarity (learning goals, expectations, content delivery, assessment results, etc.)
23. Setting goals or objectives (Lipset & Wilson 1993)
24. Consistent, ‘low-threat’ assessment (Bangert-Drowns, Kulik, & Kulik 1991; Fuchs & Fuchs 1986)
25. Higher-level questioning (Redfield & Rousseau 1981) (see Questions Stems For Higher Level Discussion)
26. Learning feedback that is detailed and specific (Hattie & Temperly 2007)
27. The Directed Reading-Thinking Activity (Stauffer 1969)
28. Question-Answer Relationship (QAR) (Raphael 1982)
29. KWL Chart (Ogle 1986)
30. Comparison Matrix (Marzano 2001)
31. Anticipation Guides (Buehl 2001)
32. Response Notebooks (Readence, Moore, Rickelman, 20
/

https://www.teachthought.com/pedagogy/32-research-based-
RAPATAN2018
RAPATAN2018
Work Immersion and Culminating Activity

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Work Immersion and Culminating Activity

CAPSTONE

Performance in Real-World Contexts

Alignment with Standards
Evidence of Competencies and Skills
Protocols/Guidelines for Implementation
 Work Immersion and Culminating Activity

CAPSTONE
• Specific Immersion Model
• Terms of Partnerships
• Coordinator • Students’ Independent Work
• Schedule, Access and • Student Reflections and Evaluation
Placement • Public Presentation
• Industry Feedback • Professional Feedback
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RAPATAN2021
DOMAINS OF 2020 PPSH

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FACULTY

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RAPATAN2021
 1. UNPACK THE STANDARD IN TERMS OF:
FOCUS QUESTION, LOOK-FORS, COMPLIANCE EVIDENCE

SELF- 2. CHECK LOOK-FORS THAT ARE PRESENT.

ASSESSMENT MARK X LOOK-FORS THAT ARE ABSENT.

3. RATE ITEM USING THE GIVEN SCALE.

4. WRITE THE ITEM RECOMMENDATION STATING PART NOT DONE.

SCHOOL 5. COPY ITEM RECOMMENDATION IN SSIP COLUMN 1.

IMPROVEMENT COMPLETE SSIP COLUMNS AND ALIGN WITH RECOMMENDATION.

6. CHECK SSIP WITH SSIP RUBRIC. REVISE IF NEEDED.

STANDARD OF FOCUS QUESTIONS LOOK-FORS EXAMPLES OF COMPLIANCE
COMPLIANCE EVIDENCES
CURRICULUM, - Is there a logical and - Provision in LP of - Subject Learning Plans
ASSESSMENT AND sequential organization of activities and - System of Learning Plan
INSTRUCTION the lesson to facilitate assessments that show Preparation
(Learning plans prepared
skills development? a sequence from lower -FDIP
by the faculty show the
following): - Does the process of skills to higher-order - Instructional Supervisory
19.3 A systematic and development end in the thinking Reports
progressive development application and transfer of - Provision in LP of - Classroom Observation Form
of students’ skills skills in real life problems activities and
resulting in understanding and situations? assessments leading to
and culminating in
and preparing the
transfer of learning.*
students for transfer in
the unit performance
task
 ARE NOT NECESSARILY

DOCUMENTS

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By the end of the unit, the student is able to:

1. Define sustainable development KNOWLEDGE

2. Differentiate sustainable development from
LOWER-ORDER
environmental protection COMPREHENSION
3. Discuss 5 factors that influence successful
sustainable development
4. Analyze plans that illustrate successful ANALYSIS
sustainable development
5. Propose a plan for sustainable SYNTHESIS HIGHER-ORDER
development for one’s community
6. Evaluate one’s plan in terms of the 5 factors EVALUATION
CURRICULUM, ASSESSMENT AND INSTRUCTION - Is there a logical and sequential organization of the lesson to
(Learning plans prepared by the faculty show the facilitate skills development?
following): - Does the process of skills development end in the application
19.3 A systematic and progressive development of
and transfer of skills in real life problems and situations?
students’ skills resulting in understanding and
culminating in transfer of learning.*
By the end of the unit, the student is able to:

1. Define sustainable development

2. Differentiate sustainable development from
environmental protection KNOW – Acquisition of Information
3. Discuss 5 factors that influence successful
sustainable development
4. Analyze plans that illustrate successful
sustainable development UNDERSTAND – Make Meaning
5. Propose a plan for sustainable
development for one’s community
6. Evaluate one’s plan in terms of the 5 factors
DO – Transfer c/o Perf. Task
CURRICULUM, ASSESSMENT AND INSTRUCTION - Is there a logical and sequential organization of the lesson to
(Learning plans prepared by the faculty show the facilitate skills development?
following): - Does the process of skills development end in the application
19.3 A systematic and progressive development of
and transfer of skills in real life problems and situations?
students’ skills resulting in understanding and
culminating in transfer of learning.*
By the end of the unit, the student is able to:

1. Define sustainable development

2. Differentiate sustainable development from
environmental protection KNOW – Acquisition of Information
3. Discuss 5 factors that influence successful
sustainable development
4. Analyze plans that illustrate successful
sustainable development UNDERSTAND – Make Meaning
5. Propose a plan for sustainable
development for one’s community
6. Evaluate one’s plan in terms of the 5 factors
DO – Transfer c/o Perf. Task

- Provision in LP of activities and assessments that show a sequence from

lower to higher-order thinking
- Provision in LP of activities and assessments leading to
and preparing the students for for transfer in the unit performance task
 STANDARDS-BASED SCHOOL IMPROVEMENT PLAN
Improvement Smart Goals Output Action Steps Time Monitoring Person In Budget And
Plan Item Period System Charge Budget Source
CURRICULUM,
ASSESSMENT
AND
INSTRUCTION
(Learning plans
prepared by the
faculty show the
following):
19.3 A systematic
and progressive
development of
students’ skills
resulting in
understanding
and culminating
in transfer of
learning.*
 DOES THE FOLLOWING SHOW A CLEAR PLAN FOR ACHIEVING ITEM IN COLUMN 1?

STANDARDS-BASED SCHOOL IMPROVEMENT PLAN

Improvement Smart Goals Output Action Steps Time Monitoring Person In Budget And
Plan Item Period System Charge Budget Source
CURRICULUM, Establish Lesson Seminar- School Attendance in Guest P30,000.00
ASSESSMENT procedures for Plan Workshop INSET Seminar- Speaker
AND teaching Format Aug. Workshop
INSTRUCTION 2022
(Learning plans
prepared by the
faculty show the
following):
19.3 A systematic
and progressive
development of
students’ skills
resulting in
understanding
and culminating
in transfer of
learning.*
 STANDARDS-BASED SCHOOL IMPROVEMENT PLAN
Improvement Smart Goals Output Action Steps Time Monitoring Person In Budget And
Plan Item Period System Charge Budget
Source
Area is stated. Goals are End result of Action steps Dates of A system of Key point Amount is
Standard of written as the various show a expected reviewing and persons stated along
Compliance item is specific, actions steps is detailed and accomplish- evaluating the responsible with the
stated containing measurable, clearly logical process ment of the accomplishment for the source from
parts that need to attainable, described in of achieving output are of the different accomplish- the school
be implemented or realistic and line with the the SMART stated and action steps and ment of the budget.
improved. time bound. desired Goals and achievable. achieving the SMART Goals Amount is
improvement accomplishing output is are clearly sufficient to
plan area. the output. described in identified achieve the
detail. and stated. output.
The person
has sufficient
experience to
achieve the
goals.
 QUESTIONS FOR CRITIQUING SSIP
STANDARDS-BASED SCHOOL IMPROVEMENT PLAN

Improvement Smart Goals Output Action Steps Time Period Monitoring System Person In Budget And
Plan Item Charge Budget Source
Is the Is the stated goal Does the stated Are the stated Is the time Is the stated entry in Does the Is a specific
instrument area aligned with the output respond action steps in line period line with the action stated amount stated?
of the item improvement plan to or answer the with the Smart stated? steps? Does the person in Is the amount
stated? item? unaccomplished Goal and Output? Is the allotted monitoring system charge have drawn from a
Is the Does the stated parts of the Are the stated time for the check on whether the budgeted item?
unaccomplished goal cover all that standard? action steps specific various tasks the action step is background. Is the fund item
part of the are not Is the output or observable? Do realistic for done or completed? qualification stated?
standard of accomplished? aligned with the they begin with a doing the Are there specific or authority In cases where
compliance Is the goal specific, Smart Goals and verb? different indicators to achieve needed for there is no
copied in this measurable, the look for? Do the stated action steps? and related to target doing the actual
column? attainable, realistic Is the output action steps show a Is the ECE? Are there tools output and disbursement
and time-bound? stated as a logical sequence? numbering of to use? action steps? of fund, is the
Does the goal begin concrete product, Do the action steps the time Does the monitoring Are the source of the
with an action document or lead to the output? period entries system involve entries expense
word? observable If there is more consistent documenting the numbered in stated?
If there is more performance? than one output, with the accomplishment of line with the Is the entry
than one goal, are Does the output are the action step number of the action step? Is action steps numbered in
the entries comply with the numbers consistent the action the numbering of one is tasked line with the
numbered? standard? with the output steps? entries aligned with to do? related action
If there is more numbers? the action steps? steps or
than one output, monitoring
are the outputs system?
numbered?
 SSIP RUBRIC
2 `1 0
ADEQUATELY DONE PARTIALLY DONE NOT DONE AT ALL
SMART GOALS Goals are written as specific, measurable, Goals are partially written as specific, No goals are stated.
attainable, realistic and time bound. measurable, attainable, realistic and time bound.
OUTPUT End result of the various actions steps is clearly End result of the various actions steps is No outputs and date of
described in line with the desired improvement inconsistent with the desired improvement plan expected accomplishment
plan area. area. are stated.
ACTION STEPS Action steps show a detailed and logical process Action steps are vague and do not show a No action steps are
of achieving the SMART Goals and accomplishing particular sequence for achieving the SMART described.
the output. Goal and accomplishing the output.
TIME PERIOD Dates of expected accomplishment of the output Dates of expected accomplishment of the output
No dates of expected
are stated and achievable. are stated but challenging to meet. accomplishment are
stated.
MONITORING A system of reviewing and evaluating the A system of reviewing and evaluating the No system of monitoring is
SYSTEM accomplishment of the different action steps and accomplishment of the different action steps and given.
achieving the output is described in detail. achieving the output is inconsistent in several
parts.
PERSON IN Key point persons responsible for the Key point persons responsible for the No person in charge is
CHARGE accomplishment of the SMART Goals are clearly accomplishment of the SMART Goals are vaguely identified.
identified and stated. The person has sufficient identified and stated. The person lacks relevant
experience to achieve the goals. experience to achieve the goals.
BUDGET AND Amount is stated along with the source from the Amount is stated along with the source from the No budget and budget
BUDGET SOURCE school budget. Amount is sufficient to achieve the school budget. Amount is not sufficient to source are stated.
output. achieve the output.
ALIGNMENT All above parts are aligned with each other. Some of the above parts are not aligned with No alignment exists in all
each other. the above parts