Quality Indicators for CFS

DIMENSION 1: Proactive Inclusion

Standard 1.1: Schools have a policy on inclusive education to ensure that all children are sought out, enrolled and placed in a learning environment that best meets their needs
Emerging	Progressing	Achieving	Achieved
The school has a working document on inclusion. The school principal and other members of the school community have reviewed school procedures to identify factors contributing to the exclusion but policy is incomplete or does not include input from all stakeholders.	School, with community, develops and implements an ‘inclusive education’ policy whereby no children are excluded from school on discriminatory grounds and enforcement is observed with action taken to include all children.	School, with community, evaluates the implementation of the ‘inclusive education’ policy to determine the extent to which all children are included and with what success. Next steps are informed by the evaluation each year. The entire school community is informed of evaluation findings.	All children in the school area are enrolled in school, meaningfully engaged in learning activities appropriate to their interests, abilities and unique needs, and annual growth in knowledge, skills, motivation and satisfaction is observed and documented in annual I.E.P. committee meetings.
The policy documented is posted in a public space in the school and distributed to all members of the community.	Regular, documented community awareness sessions/meetings on child rights and inclusive education are conducted annually	Several members of the school community are able to conduct awareness sessions on proactive inclusion, including students, teachers, parents of children with special needs, and principals. Sessions on related topics are conducted several times a year.	The school is a model of proactive inclusion; representatives from the school community teach and mentor others in schools locally, nationally and/or internationally to support national goals to develop and implement policy in this area.
There is evidence of flexible, differentiated teaching and learning approaches in some classrooms	Implementation of the policy on “inclusive education” is monitored and documented in all classrooms	Principals, lead teachers and teachers self-evaluate their provision of flexible, differentiated teaching and learning and determine areas where they need more information, training and/or resources	Each student has the help from specialists (speech and language, physical, occupational therapists, special educators), adaptive equipment and learning resources needed to help him or her to reach their potential.
Possible Evidence: · Inclusive policy document, record of how policy was developed, by whom, and when. Policy implementation guide should accompany. Observation, interviews of members of the school community will reveal awareness of policy and implementation. · Regular, documented community awareness sessions/meetings on child rights and inclusive education · School observation reveals children with disabilities participating in curricular and co-curricular activities, lesson plans documenting the same
Notes:

Standard 1.2: Annual enrolment and projection reporting includes current year census data, educational and health information from each household
Emerging	Progressing	Achieving	Achieved
School and community have initiated activities to identify out-of-school children.	The school has an annual enrolment projection of all school-age children. They collaborate with preschools in their area to determine children and families coming into the school and participate in I.E.P.s	The school, in collaboration with community, conducts an annual analysis of circumstances of students who have either never enrolled and those who have dropped-out. For each case an action plan is developed and implemented.	The school produces data using their own database, the province database, and or the EMIS/SMIS to demonstrate to other school communities effective ways to seek out and document that all children are enrolled in school and in an appropriate placement.
Education Management Information Systems(EMIS) provides a report that compares census records of the region with current school enrollment to identify children not enrolled in school.	The school takes action to enroll all children in school and to investigate when students are not enrolled. When factors prohibiting their enrollment are discovered, strategies to accommodate the needs are explored and action is taken.	School enrollment records reflect 100% of school age students in the community. For those not enrolled, it is documented that they are enrolled in another school program that better meets their individual academic needs.	School data is used in national initiatives to project and effectively include all children, budgeting for their needs over their school careers.
Evidence: · School enrolment register and principal interview · SMIS and EMIS Database and system for data entry and use
Notes:

Standard 1.3: Students with special needs experience a meaningful plan of inclusion of children with an annual Individual Education Plan (IEP), trained specialists and adaptive learning equipment and materials
Emerging	Progressing	Achieving	Achieved
School has written and verbal plans for inclusion of children with special needs with annual IEPs for 25-50% of the identified students.	75-100% of the children with identified special needs have annual IEPs and conferences with parents, teachers, student and a community advocate present with input from the appropriate specialists.	All children with disabilities have annual IEP conferences with parents, teachers, student and a community advocate present with input from the appropriate specialists.	The school is a model for planning and writing IEPs and mentors/trains in other schools
Some teachers are trained in identifying and working with children with special needs and some resources are available (information, adaptive equipment and materials)	All teachers are trained in identifying and working with children with special needs and some resources are available (information, adaptive equipment and materials)	The MoE employs at least two specialists in each of the following areas: speech and language clinical therapist, occupational therapy, physical therapy, clinical child psychologist, specialist in autism spectrum disorder and learning disabilities.	Each province employs at least one trained specialists in each of the following areas: speech and language clinical therapist, occupational therapy, physical therapy, clinical child psychologist, specialist in autism spectrum disorder and learning disabilities.
A written plan for identifying students with special needs in each classroom.		Adaptive equipment and materials are available for 50% students with special needs as specified in annual IEPs.	Adaptive equipment and materials are available for all students with special needs as specified in annual IEPs.
School staff members are aware of IEP forms and processes.			All students are included in the regular education classroom except in very extreme cases “least restrictive environment.”
Evidence: · Records of class placement for children with special needs · Teachers trained in special needs · Individual Education Plans (IEP) strategies to accommodate their special needs · Adequate resources (Adapted buildings, toilets, tables, chairs, pathways, sports areas and equipment)
Notes: need to define term “special needs” Handicapped ramp in existence – SEN classes on first floor but PE gym, library, computer rooms are all on upper floors

Standard 1.4: Children who leave school before the final year (Grade 10/12) are sought out for re-enrollment in a setting appropriate to their learning needs. Children at risk for leaving school early (low attendance, low grades, high risk behavior, special learning and/or medical needs) are monitored and teaching and learning modified/flexible to meet their unique learning needs.
Emerging	Progressing	Achieving	Achieved
A written plan of work is in place and has been initiated to develop strategies to anticipate, monitor and follow-up children who drop out of school or who are otherwise not accounted for (low attendance).	The school identifies students at risk of dropping out (low attendance, low grades, high risk behavior problems, special learning and/or medical needs) and drop-outs.	The school documents strategies implemented to identify & support students at risk of dropping out. Actual drop-outs are re-enrolled in a program appropriate to their need.	The school is a model in the local, national and/or international communities for taking action with students at risk for dropping out so no students leave school early. Members of the school community help other schools to improve their programs for at-risk students.
	School attempts to provide diverse programs or is aware of programs appropriate to the needs of students at risk of dropping out. School attempts to re-enroll school drop-outs and documents reasons for drop out in each case.	School provides diverse programs or is aware of programs appropriate to the needs of students at risk of dropping out.	Diverse programs are available to support all students to actively participate in school through Grade 10/12 including internships and work/study programs. In some cases students are allowed financial compensation for work/study.
	Parent and student education programs effectively motivate parents to maintain students in school.	The school board evaluates all of the above programs and identifies action steps annually.	The evaluation provides evidence of which strategies to keep students attending regularly and in school through the end of secondary school are most effective. Findings are published in national documents and MoE blogs.
Absenteeism is monitored by classroom teachers and reported to the principal for action.	Monitoring of absenteeism occurs and follow-up such as counseling & home visits is documented.	There a few cases of absenteeism other than cases accounted for where medical or family travel prohibits attendance. In these cases documentation of each instance exists.	There is no absenteeism other than cases accounted for where medical or family travel prohibits attendance. In these cases documentation of an evaluation of each instance exists.
Evidence: · Records of school drop-outs, attendance and action taken · Re-enrolment and/or current placement records (locally or in SMIS) · Report documenting the monitoring of trends in drop-outs by grade, reason for leaving school or poor attendance, comparison to other schools and/or regions · Home visitations conducted
Notes: high risk in glossary

Standard 1.5: All students, regardless of ability are included in student leadership
Emerging	Progressing	Achieving	Achieved
Proactive inclusion in leadership policy (included in the larger proactive inclusion policy) specifies that responsibilities be delegated equally to students regardless of ability, special need, gender, socioeconomic status (SES), popularity, behavior.	Teachers follow a systematic and well documented procedure to ensure that all students get opportunity in at least one leadership role each school year.	School leadership responsibilities are allocated evenly in all classrooms and at the school level. All students develop leadership skills: responsibility, cooperation, planning, self-discipline, respect, initiative.	All students report opportunities to learn leadership skills and involvement in leadership roles in annual surveys.
	Fairness in leadership is a point of discussion in all classrooms.	A student committee evaluates and provides written feedback about the involvement and performance of student leaders/leadership.	All students regardless of ability, ethnicity, gender, SES, behavior are involved in school planning and implementation.
	All students receive feedback on their performance in leadership roles.	Students receive written feedback on their performance in leadership roles and a certificate of recognition.	Students get involved in leadership roles in school and in the community on their own initiative.
Evidence: · Names of students with special needs noted on meeting minutes and other recognition of participation in curricular and co-curricular activities, such as : school planning, classroom responsibility, sport, cultural, programs, music and dance , academic, students council, class leaders
Notes:

DIMENSION 2: Child Centered Teaching and Learning

Standard 2.1: Planning and preparation of lessons stem from the belief that child centered learning is important and appropriate to support the school mission and vision
Emerging	Progressing	Achieving	Achieved
The school has a comprehensive curriculum/scheme of work with lessons systematically planned, have clear objectives, expected outcomes and a variety of student centered teaching and learning strategies (intellectual, aesthetic and physical activities)	A representative group from the school community (i.e. instructional leaders, school board, PTA) advises, assists in planning and monitoring lesson plans and their systematic documentation.	Assessment for learning (observation, feedback, discussion of concepts, demonstration and/or application of skill/knowledge) is a component of all learning experiences/lessons planned, including student self-assessment.	Planning and preparation of child friendly, high quality learning experiences is consistently exemplary and school is a model for others in the region, country and/or internationally. Members of the school community actively mentor other schools/school communities.
Students and teachers have textbooks or other instructional materials for each content area.	Curricula and lesson plans emphasize critical thinking, problem-solving, developing and demonstrating conceptual understanding of concept, and applying and clearly communicating knowledge and skills.	The entire school community is involved in evaluating the extent to which planning and preparation of lessons results in increased student achievement and satisfaction.
Preparation and planning of lessons and assessment is aligned with the national curriculum.	Plans include relevant and differentiated, learning objectives, strategies, assessment and support materials	50% - 75% of the school day is spent in active, differentiated, and child initiated or directed learning experiences.
	25% of the school day is spent in active, differentiated, and child initiated or directed learning experiences.
	School provide opportunities for students to take initiative in planning the weekly plans, according to their interests, guided by the teacher	Students are always included in planning learning experiences, according to their interests, guided by the teacher.
Possible evidence: · Scheme of work and student assessment plans/samples · Lesson plans, IEPs, differentiation noted within learning experiences, adaptations suggested, alignment to national curriculum goals, formative, summative and student self-assessment, student portfolios · Supporting materials are listed and in evidence in school observation · Lesson plans differentiated according to ability levels
Notes:

Standard 2.2: Curriculum (National) and/or framework and is child centered and differentiated based on ability, interests students’ background, local culture, tradition, values locally relevant livelihoods and life skills
Emerging	Progressing	Achieving	Achieved
All members of the school community are aware and utilize the national curriculum and/or framework in all aspects of teaching and learning.	Curriculum is child-centered, differentiated and integrates technology and multi-media	Curriculum is evaluated yearly by all members of the school community to determine the extent to which it effectively supports increased student achievement. (show evidence of at least two consecutive years)	Curriculum is learner centered, relevant, and increases student learning, and is a model for other schools in the region, country, and or internationally
Curriculum framework for PK-12 reflects local and international standards and addresses knowledge and skills for life long learning and preparation for employment/careers	All members of the school community provide input and evaluate the curriculum.	Next steps (additions, modification to curriculum) takes place to ensure continuous improvement	Students see the curriculum as relevant, interesting and challenging, and that their input is important to their future and the future of others.
	The school principal, students, parents and teachers are able to discuss benchmarks and objectives for their grade levels	Students are able to discuss their performance (knowledge and skills) and identify their own goals and how they plan to attain them.
	Students readily communicate what a given learning experience helps them to actually do in daily life.
Evidence: · National curriculum framework emphasizes diverse learning experiences appropriate to individual learners · Curriculum materials and learning experiences child centered, based on the interests of the children, relevant and require active engagement of the student · Curriculum includes a balance of knowledge and skill building benchmarks and indicators · Students readily communicate what a given learning experience helps them to actually do in daily life.
Notes: combine these two

Standard 2.3: Students experience learner- centered teaching and learning strategies
Emerging	Progressing	Achieving	Achieved
Classroom size, space, arrangements and furnishings allow for students to learn alone, in pairs, in small groups and in large groups.	All members of the school community are engaged in professional development or other learning experiences to improve their student centered teaching strategies.	Use student self evaluation and teacher self evaluation of learning in each lesson to determine/modify the next lesson.	The school is a model of learner centered teaching, learning, and assessment, mentoring and supporting the learning of other school communities, locally nationally and/or internationally.
Corners, designated areas, or containers include practical /laboratory/manipulative materials to engage students actively	The school utilizes the skills and knowledge of members of the school community to improve teaching and learning strategies.	The entire school community is involved the evaluation of teaching, learning and assessment and shows evidence of how improvement in teaching increases student achievement and satisfaction
Teachers create an environment where all students benefit from a learning environment which enhances a variety of learning approaches	Teacher interactions with students are positive, personal and thought provoking	Learning experiences are differentiated based on individual interests and abilities (within lessons and by lessons) – but lessons/learning experiences can provide for varying levels within or teachers/students can choose from different activities/lessons based on interests/needs
Teaching and learning strategies that cater to the diverse needs of all students Students are asked to express their opinions/make decisions, solve problems creatively /cooperatively Teacher self evaluation of learning takes place as a part of every lesson/learning experience	Teachers promote learning through scaffolding and giving specific and constructive verbal and written feedback students are expected to ask questions and inquiry is discussed and embedded in most lessons Add something here about learning to learn, metacognition, learning strategies	Students talk about feeling valued are respected by teachers and other members of the school community	Students are so engaged in their learning that they ask to continue their work at home or beyond the scheduled class time.
teachers of young children sit at their level to assist and or talk with them	Student self evaluation of learning ( a tool developed) takes place as a part of every lesson/learning experience (think/pair/share, minute paper, muddiest point, graphic organizer)	Students take initiative to help one another to learn	Students take initiative to go beyond what is expected and to investigate ideas in depth
the principal, staff and teachers smile and demonstrate an enjoyment of children	students learn to work in pairs, small groups and large groups, applying cooperative learning strategies and making some decisions cooperatively	Learning experiences are inquiry based most of the time, and students constantly ask questions	The school is a model where student differences are recognized and all students are given opportunities to demonstrate individual skills and knowledge
students are encouraged to ask questions	The principal, school staff and teachers know students and their families by name	Students work effectively in pairs, small groups and large groups, deciding and assigning roles and responsibilities, working collaboratively.	Student motivation and engagement in teaching and learning is high and results in a higher percentage of learning outcomes met.
Students work together on projects and some assignments	Students are confident, solve problems, and make some decisions about what and how to learn with one another, their teachers, leading teachers and.or administrators..	Teachers relate to students as individuals, know their names, their parent's names and their individual skills, abilities and interests
Students have some choice in learning (choosing which story to read, what type of assignment to complete, what topic to investigate)	Students take initiative to help one another	Students share decision-making about learning content and strategies with teachers
Evidence: · Classroom observations, Peer observation and feedback, Review lesson plans, Teacher communication and movement, Interaction with all students observed, Individual help provided for students observed, Student activity/students questions · Teacher use range of student grouping types( independent learning, pairs, interest or ability groups) · Teachers know and use students names · Students make decisions about learning content and pedagogy with teachers.
Notes:

Standard 2.4: The school provides teaching and learning resources that promote social, physical and learning needs of all students
Emerging	Progressing	Achieving	Achieved
The school principal, involving the entire school community, has developed a list of materials necessary to actively engage students in learning in each lesson/class	Students are observed using relevant resources in each lesson (current curriculum content not limited to textbooks, reference resources, multi-media, and manipulative materials.	Schools evaluate the quality, accessibility and effective use of resources to improve teaching and learning as evidenced in student outcomes.	The school supports others schools in their efforts to provide quality, cost-effective resources and is a model in this area.
School principals, in cooperation with other members of the school community provide materials to actively engage students in learning in each lesson/class including materials locally prepared by students, parents and or school staff, or gathered in the natural environment.	Teaching and learning resources are safe, cost effective, gender neutral, labeled, and organized for easy access to all, and adaptive for all ability levels (struggling/low, average, gifted), including students with disabilities.	Materials relevant to daily experience of students and diverse/global exposure (trying to get at local and international relevance here)
Evidence: · Adequate quantity of teaching / learning materials for teachers and students (text books and locally developed resources) for all subjects · Text books up-to date · Students’ text books, Reading cards, Story books (Dhivehi and English), Puzzles, Building blocks, Toys, Wall charts, Black boards, chalk · Appropriate storage and safe keeping and security of resources
Notes: In a school, how do they decide what they need for teaching and learning to take place, maybe this standard is in wrong place – leadership?

Standard 2.5: The school provides a friendly, stimulating, safe environment that promotes social, physical and learning needs of all students
Emerging	Progressing	Achieving	Achieved
Classroom and outdoor space provides shelter from heat, sun, rain and wind and free of litter for play and sports.	Outdoor play space is a minimum of 45 square feet per student.	The school together with the community provides an environment which students find inviting comfortable, stimulating and which meets their educational social, physical and recreational needs.	The physical environment of the school is a model for other schools and members of the school community conduct workshops and sessions on creating an effective environment for teaching and learning.
	All classrooms have tiled or other flooring that can be cleaned and are a minimum of 560 sq feet.
Classrooms and other learning areas (library, computer room, school laboratories) are well ventilated and light adequate for reading and writing. Shelves are organized and labeled for students to access and put things back safely and independently. (i.e. school laboratory, library)	Maximum class size is 20 for grades 1-3, 25 for all other grades. The classrooms are wheelchair accessible
Most classrooms allow a minimum of 20 square feet of indoor space per student.		Students decide how wall space in classrooms is utilized with teacher guidance and/or parent assistance
Some age appropriate outdoor play equipment is available	Furnishings allow for children to sit at tables in small groups, in corners in small groups and on the floor.
wall displays are evident in each classroom, are colorful and include children's work	Students decide how wall space in classrooms is utilized with teacher guidance and/or parent assistance	Public displays of student work, student learning are chosen by students with teacher guidance and does not exclude students or publicize judgement (marks, behavior, etc.)
Classroom furniture is a comfortable size for the age of the child.
Evidence: Shaded areas, Appropriate space, Ventilation in the classroom, Display of learning materials in the classroom, Array of outdoor equipment for all age groups and abilities, Display of student work, Activity areas, Reading corners inside the classroom, Study / open corners inside the school premises
Notes:

Standard 2.6: Student assessment is assessment for learning and assessment of learning and is differentiated based on student ability and need.
Emerging	Progressing	Achieving	Achieved
The school principal, along with representatives of the school community, design and implements an assessment system that supports the needs of all stakeholders (i.e., Assessments help to identify students with special needs to determine appropriate placement and curriculum goals/objectives).	assessments and evaluation strategies are differentiated based on different learner needs	Students assist in developing assessment criteria and students activities are monitored and feedback provided	The school is a model of assessment for teaching and learning and helps other school communities.
Students are informed of learning objectives, assessment criteria and students activities are monitored and feedback provided	Assessments and test scores are used to focus learning experiences to individuals and groups of students based upon identified needs to determine next steps or the next lesson.	All members of the school community evaluate, analyze and determine next steps based on assessment results. Data is analyzed and discussed by gender, subject, etc. to increase understanding
Students and teachers work together to provide an ongoing electronic documentation of formative and summative assessment of learning.	Assessments are actively used to improve learning. (i.e. noting where errors are made for further instruction,) and students are involved in feedback and discussion
Members of the school community develop guidelines for communicating assessment results to parents that are helpful to students without singling them out or publicly (wall displays of scores).		Student assessment strategies are those that improve student learning at the classroom level, and school level.
Evidence: · Assessment criteria to be displayed, Record of continuous assessment, Feedback provided when marking the books, School and classroom assessments are aligned to the outcomes of the subject, Summaries and records of students’ progress, Test scores analyzed · Assessment used to provide information to parents teachers inclusive of grade to grade preschool to primary, primary to secondary, secondary to higher secondary · Use of assessment information to evaluate the effectiveness of teacher dedication and accountability · Parent cooperation and Involvement
Notes:

Standard 2.7: Co -curricular activities are child friendly, accessible for all student and aligned with the school mission and vision
Emerging	Progressing	Achieving	Achieved
The school board works in cooperation with the MoE and other entities to provide an annual plan for co-curricular activities for all students	The school principal and school board monitor and documents the quality of inclusivity of co-curricular activities, alignment with school mission, vision and/or goals, and participation.	The school board evaluates the degree to which co-curricular activities contribute to student achievement and satisfaction, and community involvement in the life of the school.	Co -curricular activities are models for other schools and school communities regionally, nationally and/or internationally
	School boards assure that processes for participation and recognition are widely communicated and transparent. (i.e. fair and reflective of interests of students)
	Student input bears strongly on programs represented
Evidence: · Activities planned and documented · Uniform activities such as scouts, girl guides, little maids conducted · Sports activities planned and conducted for boys as well as girls · Associations and clubs formed within the school · Healthy competitions planned and held · Cultural activities such as local music such as boduberu, bandiya, dhafi negun etc. planned and conducted
Notes:

Standard 2.8: Curricular and career/vocational guidance prepares students for responsible contributions in the future
Emerging	Progressing	Achieving	Achieved
The school has a plan for preparation of students upon school completion	Schools provide students with opportunities of career choices and financial awards, various scholarships and job opportunities) for internship and job experience (available in the local environment example carpentry, board building, lacquer work etc) the Maldives	Schools provide students with access to clear, accurate relevant and up to date information and advice about future learning	The school is a model for provision of effective transitions to preschool and from one grade level to another.
The school plans for effective transitions to preschool and from one grade level or school to another.	The school implements activities and/or programs for effective transitions to preschool and from one grade level or school to another.	The school evaluates the effectiveness of activities and/or programs for transitions to preschool and from one grade level or school to another.	Members of the school community teach or mentor other about effective student guidance and decision making about future work and higher education.
The school provides appropriate information and guidance or advice about careers and courses for all students and parents	Students are exposed to and apply a variety of practical and technical skills and concepts (electrical engineering, laying tile, painting, sculpting, etc. at every grade level from preschool to grade 12	Students, with parental and teacher guidance, make decisions about their course of study and vocational goals.
Evidence: · Primary secondary and higher secondary level · Internet sites, booklets on courses, career information in publications and in other media, information packs for school leavers on matters such as employment, college and university prospectus. Job placements and scholarships on news papers
Notes:

Standard 2.9: School staff teaching and leadership skills and knowledge are sought, promoted, valued and assessed
Emerging	Progressing	Achieving	Achieved
Some school staff are trained in child centered learning, and demonstrate a range of skills/ strategies in their teaching	Most school staff are trained in child centered learning, and demonstrate a range of skills/ strategies in their teaching	All school staff are trained in child centered learning, and demonstrate a range of skills/ strategies in their teaching	Qualification with a teaching diploma and more than 3 to 5 years of teaching experience
Principal has a teaching degree and experience in classroom teaching	Principal has a teaching degree and experience in administration	Principal has a teaching degree and an MA in administration or related area.	Principal has a teaching degree and an MA in administration or related area and experience as a successful instructional leader
Leading teachers have a teaching degree or 2-5 years of successful teaching experience or additional professional development training hours (documentation of at least 50 hours of professional development).	Leading teachers have a teaching degree and four years successful teaching experience	Leading teachers have a teaching degree, and conduct 4 professional development sessions annually.	Leading teachers have a MA in education or a teaching degree with at least 5 years of successful teaching experience and additional professional development training hours (documentation of at least 50 hours of professional development).
Each staff member has a annual teaching evaluations by the principal and leading teacher	Each staff member has a portfolio with annual teaching evaluations by the principal and school board, and a self-evaluation of relevant skills and knowledge. Self and peer by term	Each staff member has a portfolio with annual teaching evaluations by the principal, leading teacher and school board, and a self-evaluation of relevant skills and knowledge.	Each staff member has a portfolio with annual teaching evaluations by the principal, leading teacher and school board, with input from parents and students, , and a self-evaluation of relevant skills and knowledge. External evaluator
Some peer learning takes place	Peer teaching and learning takes place among most teachers and leading teachers.	Peer teaching and learning is a component of every principal, leading teacher and teacher's experience in the school each year.	Each member of the school community engages in peer teaching and learning, including some peer exchanges to schools in different areas
The school community is aware of how action research	Action research takes place in the school once or twice every year or two	Action research is expected of each teacher, rewarded and recognized	Each teaching and administrative staff member participates in a “virtual learning community” supported by the TRC and provide evidence of resources used to stay current in teaching and assessment practice.
	One or two administrative and teaching staff coach, mentor and teach others throughout each school year, documenting activities as part of their annual evaluation.	Some administrative and teaching staff coach, mentor and teach others throughout each school year, documenting activities as part of their annual evaluation.	All administrative and teaching staff coach, mentor and teach others throughout each school year, documenting activities as part of their annual evaluation.
The school has a staff development plan and provides opportunity for and expects participation in professional growth and development for each staff person		The school has a staff development plan and evaluates the plan and each staff person's participation in professional development each year	All staff demonstrate up to date knowledge and skills and provide opportunities to develop the students intellectually by incorporating the use of technology in teaching and learning
		Most school staff, including the principal, seek out information and learning experiences to keep their knowledge and skills current (should this be in leadership)	Seek all / various means to keep current information and employ it daily
The school keeps a record of staff professional development taking place while the staff person is employed at that school		Teachers self assess and select professional development opportunities each year, based upon their learning/development needs	Teachers and students regularly document, analyze and report results, modify teaching and learning accordingly
Evidence: Teacher c.v. and/or professional portfolio, Observation, Teacher self assessment / evaluation, Teacher performance or appraisal, Peer teaching and learning, Action Research, Classroom management, documentation of professional development hours
Notes:

Standard 2.10: Members of the entire school community demonstrate teamwork, reflection, commitment, motivation and creativity
Emerging	Progressing	Achieving	Achieved
Teamwork, reflection, commitment, motivation and creativity are included in school mission, vision, goals/objectives, curriculum and/or scheme of work (In one of more of the above).	Commitment, teamwork, reflection, motivation and creativity are demonstrated (lessons, activities, assemblies, committees, policies, performance review) and recognized for all members of the community	The extent to which commitment, teamwork, reflection, motivation and creativity are demonstrated in the school is evaluated by members of the community	Schools make decisions about ongoing professional development of personnel based on student achievement, personnel performance, and perception data collected for all stakeholders.
Personnel attend a minimum of one face-face or online professional development session one a year (to learn more about including teamwork, reflection, commitment, motivation and creativity in teaching and learning)	School administration model and provide information on current resources and evidence based practices in education, including involvement in 3 or more professional development sessions each year.	Students, parents, and teachers provide annual feedback to one another on the extent to which personnel are collaborative, motivated, committed, creative and reflective.	School principal and other members of the school community provide active leadership in TRC online and face-face professional development activities to help others to learn about teamwork, reflection,commitment, motivation and creativity in teaching and learning.
Evidence: School vision, mission displayed and followed, Personnel appraisal and incentives, Student assessment, Parent empowerment and recognition, Teacher self evaluation, Reflecting planning and preparing the lessons. Teachers, students and parents attend functions, Team work among all stakeholders, Personnel and student attendance
Notes:

DIMENSION 3: Health and Safety

Standard 3.1: School Health Policy (The school has and enforces a comprehensive school health policy /ies, developed in collaboration with the whole school community, and effectiveness monitored.)
Emerging	Progressing	Achieving	Achieved
The school has a policy developed by senior management personnel or school principal	School has comprehensive policy for entire school community including	The school health policies are reflected through daily school practices and valued as a community (displays in the school and community, lessons, student initiatives, and in conversation) wide tool to promote whole school health.	The school principal involves representatives from all members of the school community in annual evaluation of the implementation of the Health Promotion /School Health policy and practices, including the analysis, interpretation, dissemination and planning in response to evaluation findings.
The school community is invited to occasional health awareness sessions	Nutrition & health promotion and education, health checks, water & sanitation, safe physical environment , use of tobacco, drugs and other addictive substances, alcohol, waste disposal, physical education and sports.	All members of the school community know and practice good health and are responsible in their roles in health promotion/implementing the policy.
	Policy sometimes enforced	Policy always enforced
	All members of the school community are aware of good health their roles in health promotion/implementing the policy. (survey).
Evidence: Documented school health policy or section of whole school policy, student and/or staff handbook circulars, notice board postings, assembly announcements, meetings/awareness sessions, online websites and/or blogs Interviews and/or surveys with/of administrators and school management committee members, teachers ,students
Notes:

Standard 3.2: The school has a School Health Team (SHT) responsible for school health promotion and implementation, comprised of teachers, parents, students, health personnel and representatives from community.
Emerging	Progressing	Achieving	Achieved
SHT comprises of school health personnel, teachers and few parents.	SHT is comprised of a minimum of ten members including representative from all members of the school community including health personnel and	SHT meets at least every other month, develops initiatives, takes action and documents meetings.	SHT conducts annual evaluation and documents effectiveness of plans implemented, providing feedback to entire school community.
SHT is familiar with Maldives Health Promotion Policy and work in line with it.	is coordinated by a school management personnel(School Health Supervisor	SHT trains entire school community to deliver simple health interventions in collaboration with health sector workers and with the involvement of the local community.	The school head is a participating member of the group and takes responsibility for disseminating findings widely in the community. Each year additional targets are derived from the findings.
	(SHS) and the responsibility of the school head.	SHT sets up procedures( as per guideline) to respond when students are injured or have medical conditions
	SHS oversees the work of the health personnel and health programs conducted in school and school head is accountable for full implementation.
Evidence: Appointing document, Review of Plan/records, A Health team and focal person, Review of records of teacher training on delivery of health and nutrition services
Notes:

Standard 3.3: The school has qualified staff and facilities to provide health services to all students and staff
Emerging	Progressing	Achieving	Achieved
Has appointed a health focal point/health assistant who handles minor health issues	Has a trained health assistant	Has trained health assistant/s(HA) and trained counselor/s (CO) -1HA/1 CO per 500 students basis	The school health assistant, and SHT collaborates with local and regional health service providers, including NGOs, to meet the specific needs of their school based on annual evaluation findings.
Has a place to attend for the sick	Medical/health room exists for children who are ill and is accessible	The school provide counseling and support services for socially and emotionally distressed students and those with medical problems
All school staff know how to administer first aid and have a manual. (not hired without documented training on basic first aid)	A health room and a counseling room present.
	Health room has essential drugs and medical supplies for	The school has yearly activities with other govt ministries/NGOS to upgrade skills and knowledge of health personnel working in school
	first aid (minimum 5 kinds of medicine)	The school documents individual health records, participation in awareness programs, school and community needs, publicly posts referral procedure for treating all serious illnesses outside of the school’s capacity.
	Health Room has good air ventilation, a toilet, and partitions for privacy	Has a health room with appropriate facilities(refer to School Health guide) that are in good condition and has more than 5 kinds of essential drugs and medical supplies.
	medical supplies and shelves are in good order and clearly labeled
Evidence: Government mandates/documents, Observation, Use of First Aid guide, Use of School Health handbook, Health Room, Counseling cell/room, facilities
Notes:

Standard 3.4: School health personnel, together with health partners (govt/NGO)provide a range of health related services to all students and teachers including health screening examinations and keep health records
Emerging	Progressing	Achieving	Achieved
All students receive micronutrient supplementation /de-worming treatment and health checks are done on occasion for some students	Health check documented on all students twice yearly	Organized medical screening carried out for all students annually	Health checks for all members of the school community.
Height, BMI and weight measured two times a year but no action taken based on results	ad hoc referral of some students to external health care providers and documented	Action takes place based on screening – feedback given to all student and their parents.	An evaluation of school community wide health, documentation and follow up is done annually, analyzed, and improvement or action steps identified each year.
Clear procedures including recording and posting of information are in place to support students and staff with health conditions(eg asthma ,anaphylaxis)	Students learn to conduct their own health checks and practice basic first aid.	Health records including vaccination well maintained and passed on to the next teacher and in SMIS
Students and staff with serious illness beyond school treatment capacity are referred for proper treatment	School and other specialist health services work together to provide annual student assessments by specialist for vision ,hearing, dental and intellectual needs and appropriate follow up is conducted and documented	Students are able to do their own health checks and practice basic first aid.
proof of vaccination required for school entrance.(dT, Polio, Measles, MMR,BCG)
Evidence: Documentary review of school and health room records Interview with students, teachers, parents ,school administrators and health personnel Surveys, questionnaires, specialist medical assessments records of student medical assessments –vision, hearing, dental assessments and services for all students SMIS data report
Notes:

Standard 3.5: All members of the school community are exposed to nutrition education and nutritious foods
Emerging	Progressing	Achieving	Achieved
School identifies students who come without breakfast/lunch/ snack.	School community including Parent Teacher Association (PTA) provide food for all needy students		Students take initiative to teach others about good nutrition.
Nutrition awareness (including the display of nutrition guidelines) is provided for students, parents and all school staff of the importance of	Only nutritious food and drink allowed at school. (for example, no araca nuts, supari, energy or carbonated beverages allowed for interval snack or for pruchase in canteens)	All members of the school community practice good nutrition habits encourage others to do so.	Food preparation and nutrition programs are used as models in the community, country and internationally.
breakfast and lunch – appropriate balanced nutrition including the importance of taking care of one’s own nutritional needs (i.e. opening food containers, making healthy choices and feeding oneself)		All members of the school community plan and evaluate healthy food services.
		The school involves students and the entire school community in the planning, growth and sanitary preparation of nutritious foods.
School has a sanitary kitchen or canteen where nutritious food is prepared and/or served free of food-borne illnesses	Children develop a system for monitoring their nutritional needs and take steps to improve taking care of their own nutritional needs
Evidence: · Classroom records · Nutrition records, student, parent and teacher surveys, observation, school expenditure records, SMIS · School canteen health inspection · Lesson plans · Nutrition guide displayed on the board
Notes:

Standard 3.6: The school provides skill based health education that helps the students and school community to acquire the knowledge, attitude, values and skills needed to practice a healthy behavior and lifestyle
Emerging	Progressing	Achieving	Achieved
The school is aware of the importance of health education but has limited lessons in class.	The school allocates a minimum of 1 hour each week to health integrated curricula where students learn about and practice healthy behavior, Including the following areas: Nutrition; disease prevention & hygiene; physical activity; safety; emotional health; oral health; sexual health; sexuality education; tobacco and substance abuse; and environmental health issues	Students, and the entire school community demonstrate understanding, relevant to their age of the following areas: Nutrition; disease prevention & hygiene; physical activity; safety; emotional health; oral health; sexuality education/reproductive health; tobacco and substance abuse and environmental health issues	Students take initiative to teach others positive health habits (i.e conducting community awareness, mentor other students)
School health club exists and provides opportunities for extra curricular activities such as nutrition program, celebration of World Health Day	School health club organizes health awareness for all members of the school community	The school provides opportunities for students to learn and practice life skills in problem solving, decision making, communication, peer pressure, interpersonal relationships, coping with stress, conflict resolution and critical thinking.	Annual evaluation conducted on health knowledge and practices and next steps determined. Findings show improvement each year.
	SHT coordinates regular staff, students and parent awareness campaigns and training programmes to expand their role in school health.	All the teachers are trained to teach health issues and sexuality education using methodology that encourages students to work together placing emphasis on student participation.	Students develop public health awareness materials and distribute them monthly.
	SHT holds informal gatherings/sports events for staff to socialize and know each other better	Students practice resistance and refusal skills to use in avoiding tobacco and other substance abuse and unwanted sexual activity	Health education program and integration into the curriculum is a model for other schools.
		All members of the school community practice positive health habits	Members of the school community mentor other schools in effective methods.
			School is considered a healthy environment by entire school community.
Evidence: School curriculum, Scheme of work, Lesson plans, School calendar, Professional development, Notice board
Notes:

Standard 3.7: The school proactively ensures the safety of all members of the school community.
Emerging	Progressing	Achieving	Achieved
The school has a security policy.	The school has a security policy planned and implemented by representative of the entire school community.	The school has a security policy planned, implemented and evaluated by representative of the entire school community.	The school is seen as a model of safety and security (policy, practice and facilities) in the region, country and/or globally.
The school infrastructure is safe and secure.	School lessons and experiences include opportunities for learning about safety and security.	Students assist in the planning, teaching and evaluating of sessions in community safety and security.
Evidence: Policy on security available, Safety review documented
Notes:

Standard 3.8: The school has a regular program of sports and physical fitness activities with active involvement of all including the community
Emerging	Progressing	Achieving	Achieved
The school engages students in physical activities daily.	All members of the school community, including students participate in a minimum of one hour per week in planned physical education activities and a minimum of three hours per week in informal or brief planned physically active experiences.	All members of the school community are involved in planning, implementing and evaluating a comprehensive school PE and sports activities program implemented Evaluation findings are used in future planning.	The school has a comprehensive physical education and sports activities program that impacts student outcomes at least three years.
The school has a sports / PE program plan and some materials/equipment	Each classroom has access to a set of play ground and sports equipment.	A wide variety of sports materials are available for all members of the school community.	The program is a model for other schools locally, nationally and internationally.
The school has indoor and/or outdoor space for physical activity (a minimum of 60 square feet per child).	Each teacher has physical education training and integrates sports and/or physical activities in lesson plans weekly regardless of content area.
Evidence: School curriculum, scheme of work, lesson plans, sports knowledge and skills assessment, sports calendar, notices of sports recognition Observation of activities, facilities and equipment
Notes:

Standard 3.9: All members of the school community are prepared in case of a disaster or other emergency.
Emerging	Progressing	Achieving	Achieved
School has an emergency response plan all members of the school community are able to show where the plan is posted and to describe the steps.	School has a comprehensive emergency response plan, with clear procedures developed and broadly disseminated by members of the entire school community.	School conducts Disaster Preparedness Program at least 05 times annually & DRM is included in school curriculum. Active Participation of Students & Staff in Drills are encouraged.	School disaster and emergency preparedness is a model for other schools locally, nationally and/or internationally. Members of the school community teach/mentor others
All members of the community can identify where emergency resources are and how they are used. This is demonstrated during emergency drills (minimum 5 times a year).	The entire school community responds to an emergency or disaster drill in a specified time and in prescribed sequence.	Emergency risk reduction measures are observed and contributing to the safety of schools.
School has an Emergency Response Team.	All members of the school community are able to teach others what to do in case of an emergency.	School provides information & simulation for all staff, students & parents of basic knowledge in DRM.
Continuous Hazard & Vulnerability Assessment is conducted regularly by school board and external professionals.	At least one member of the staff is fully trained in DRM and teach others in the school community their roles before, during and after an emergency	As prescribed in the SEOP guide, five mock drills are conducted yearly, covering all the specified disasters. Role play is used in simulated drill performances
Emergency plan exits marked and posted in each class room, all corridors, halls & staff areas.	Parents are informed and updated on the vulnerabilities of the school & the school's plan to deal with them.	Continuous Hazards & Vulnerability Assessment is conducted and mitigated throughout the year.
A trained emergency response team is appointed & all staff & students informed annually
Evidence: · An emergency and disaster plan is posted in all classrooms and emergency resources and drills documented · Students & staff know about the emergency plan.(Standard Emergency Operation Procedure{SEOP}) · Continuous Hazards & Vulnerability Assessment is conducted and hazards/vulnerability mitigated throughout the year. · School has an annually appointed Emergency Response Team. · Disaster Reduction Management (DRM) is included in school curriculum · Everyone knows and is informed about emergency response team.
Notes:

Standard 3.10: All members of the school community have clean water and toilet facilities.
Emerging	Progressing	Achieving	Achieved
The school has (1 tap per 50 people) of clean drinking water (2 ltrs/person/day) tested monthly.	Toilet facilities are clean, well maintained, have liquid soap, monitored throughout the day, ventilated, and and odour free	The entire school community assists in maintaining and monitoring the cleanliness of water and toileting facilities. They take initiative in keeping areas clean.	The water and toilet facilities are models for other schools.
The schools has separate toilet facilities (B 1: 60, G1:30) and hand washing facilities (1:50). At least one toilet meets handicap accessibility standards.	The school has a sufficient clean water supply available for all the students and staff and adequate well maintained separate toilet and washing facilities for boys/girls and male/female staff
Female toilet has 1 rubbish bin with lid/toilet in good condition and is disposed on a daily basis	Water container storage is hygienic with cover, water pipe drainage and tap.
Evidence: Water and sanitation guidelines, Maintenance records, SO2 water check
Notes:

DIMENSION 4: Gender

Standard 4.1: The school and the community have and implement a gender policy which meets the specific needs of male and female members of the school community equally, fostering the knowledge, skills, capacities and self-esteem of all without bias or discrimination.
Emerging	Progressing	Achieving	Achieved
The school has a gender policy enforced by the school principal and other members of the school community.	The school has a documented and publicly posted gender policy and guidelines for enforcement developed by representative of the entire school community.	The gender policy is annually evaluated by the school principal and other members of the school community and action steps and/or objectives for the next year are identified and discussed with members of the entire school community.	The school’s gender policy is a model for other schools in the region, country, and/or internationally. Members of the school community are sought out to assist other schools in the development and implementation of their policies.
The school community is aware of the school gender policy and how it is enforced by the school principal and other members of the school community. It is publicly posted and awareness sessions are held annually.	The gender policy is consistently enforced by the school principal and other members of the school community and its effectiveness of the policy is continually reviewed and updated.	The school is seen as an optimal place to work; teachers and other staff choose to work at this school over others in the area ( regardless of gender)
Evidence: · Written and posted gender policy or section of a larger school policy document. · Enforcement of the gender policy is observed in school visits and discussed in interviews.
Notes:

Standard 4.2: Varieties of instructional methods and strategies are used to enhance active participation and improve achievement for both boys and girls according to their interests and abilities.
Emerging	Progressing	Achieving	Achieved
Equal access to learning resources and gender influence on instructional strategies have been discussed by representatives of the entire school community.	School is developing gender policy and awareness of gender issues.	The degree to which teaching and learning in the schools is differentiated by student interest, ability and need without gender bias or discrimination is evaluated including each classroom at each grade level.	Members of the school community present workshops, professional development, awareness sessions and/or publications regarding instructional methods and strategies that enhance the achievement and satisfaction of boys and girls to other schools in the region, country and/or internationally.
Resources are made available equally to male and female members of the school community.	Teaching and learning in the schools is differentiated by student interest, ability and need without gender bias or discrimination.	Evaluation findings are widely and publicly communicated, discussed in depth with every student and other members of the school community, and steps for improvement are identified for the next school year.
Professional development sessions for school staff include gender awareness.	The school community is involved in continual examination for resources and strategies (including assessment) free of gender bias and discrimination	The school principal recognizes members of the school community equally without gender bias or discrimination.
Students discuss gender equity in some classroom lessons/activities.	Members of the school community talk about gender parity as important to developing the potential of all students.	Teachers self-evaluate the extent to which their teaching strategies and learning resources are free of gender bias and discrimination.
Male and female members of the school community are assessed in equitable ways.	Instruction includes frequent opportunities for students to discuss their rights to be treated without gender discrimination, to learn to identify bias in their own behavior and in the media that influences their behavior, and their personal responsibility for creating and maintaining gender parity in the school. This occurs across grade levels and content areas.	All members of the school community participate in school and community service experience / tasks – pairs or in teams rather than alone (for boys and girls)
Children are made aware of gender issues in their reading and writing, and in examples used in class	Reading materials and stories chosen to teach or used as examples are written by men and women on an equal basis.
Evidence: · Observation, paying particular attention to how learning needs of boys and girls are equally met. (eg group work, ) · Interview students and teachers · Materials free from stereotype and represent male and female, persons with disabilities, different racial, ethnic, religious groups. · Classroom and school displays are primarily planned and displayed by students their work, their projects, their messages, etc.( for boys and girls)
Notes:

Standard 4.3: The school provides a life skill education programme including reproductive health, sexuality education for all boys and girls.
Emerging	Progressing	Achieving	Achieved
Life skills reproductive health and sexuality education are a included in the curriculum for all grade levels.	The school principal and representatives from the entire school community develop plans and curricula for life skills (reproductive health, sexuality education) at all grade levels	The school provides a life skill education programme including reproductive health, sexuality education for all boys and girls that improves skills, knowledge and satisfaction as evidenced through evaluation	The school is a model for providing a life skill education programme including reproductive health, sexuality education for all boys and girls.
School community (including parents) Life skills education awareness programmes planned and take place annually.	All teachers are trained to teach life skills and some school staff, students and other is the school community) have additional training to support the learning of others.
Learning resources available for life skills, as well as specialized persons from the community	(school counselors?, peer counselors?)
Evidence: Life skill programme included in the curriculum, school timetable, and in the teaching learning process. interview with parents, students, teachers, principal
Notes:

Standard 4.4: Male and females engage in leadership equally
Emerging	Progressing	Achieving	Achieved
The school has a gender equity policy for appointments to leadership positions.	Policy developed by the school principal and school board assures gender equity in leadership for all members of the school community.	Annual evaluation of the extent to which policies and practices promote and support gender equity in leadership guides yearly plans for improvement.	The school provides a model for gender equity in leadership and helps members of other school communities to develop their policies and practices.
Gender equity in considered in all appointments to school leadership positions.	Education for leadership takes place throughout the school curriculum and promotes leadership equally between boys and girls.	Students, staff and other members of the community see the school as developing strong male and female leaders.
Evidence: Women have leading positions in the schools (head teachers, head girls, head prefects, sports captains etc…) “Special friend “system for both genders.
Notes:

Standard 4.5: The school works with community partners to advocate against gender based violence from school to school, and at home or the community.
Emerging	Progressing	Achieving	Achieved
School policy and practices include programs to minimize bullying and violence toward students or others at home, in school and in the wider community.	The entire school community plans and implements strategies to minimize gender based violence daily in school, in the home and in the community.	Annual evaluation findings demonstrate decreasing levels of gender based violence in schools, homes and communities and indicate which strategies are most effective.	The school and community are a model for others in minimizing gender based violence.
	All members of the school community contribute ideas and opinions without negative consequence.
Community awareness sessions about gender based violence take place in the school.	All members of the school community are aware of, and take initiative to reduce and prevent incidence of gender based violence. Discussion takes place in classrooms and other community forums.	Next steps/actions are determined based on evaluation findings.
Evidence: Strategies for children to walk to and from school safely (in groups or with an adult) Protection network with relevant stakeholders like police, social welfare committees etc.
Notes:

Standard 4.6: School provides gender sensitive counseling and or mentoring services to students.
Emerging	Progressing	Achieving	Achieved
School has a written plan/or policy for counseling and/or mentoring and for identifying vulnerable students.	The school principal and members of the school community provide a counseling and/or mentoring program that takes into account the needs of vulnerable students and same sex counseling for boys and girls.	School annually evaluates their counseling and/or mentoring system and use findings to develop next steps/goals. All members of the school community are informed of evaluation findings and in planning next steps.	School is a model for gender - sensitive counseling and mentoring system and teach and support other schools locally, nationally and/or internationally.
Awareness sessions take place for students, teachers and parents about the importance of adult/peer counseling for sensitive issues. Maintaining confidentiality is a part of every awareness session.	School has counseling and/or mentoring system for victims and problem creators. All members of the school community maintain confidentiality in all cases.	Students learn about and discuss how to protect themselves in harassment and/or abuse situations and are able to conduct mentorship with peers.	Students see themselves as able to protect themselves and/or seek help from others in sensitive situations.
	All students are able to identify someone in the school community who is safe to talk with about sensitive issues/problems.	Students in this school do not see themselves as vulnerable.
Evidence: · Trained counselors in the school (male and female community and teachers) · Appropriate friendly mentoring system in place for older students paired with younger students for socialization. · Sexual harassment is not permitted by or directed to any member of the school community( needs awareness for both boys and girls)
Notes:

DIMENSION 5: School, Family and Community Partnerships

Standard 5.1: School acknowledges the importance of family and provides an open and welcome atmosphere for its involvement.
Emerging	Progressing	Achieving	Achieved
School principals and other members of the school community invite families to participate in most school activities.	Parents provide leadership on many school committees and school activities.	Evaluation done by the entire school community demonstrates the effect involvement of family and community has on student achievement.	School mentors other schools in effective family and community involvement in a wide range of curricular and co-curricular school events.
School principals and other members of the school community greet families to make them feel welcome.	School recognizes positive family and community involvement in a wide range of curricular and co-curricular school event.	Annual evaluation findings are utilized in planning future initiatives.
Parents are represented on the school board and on all committees.	Clear guidelines for positive family and community involvement are developed by representatives of all members of the school community.	Parents are full partners in decision making on issues affecting their childrens’ education,( i.e. represented on the school board, PTA is consulted on all major decisions, parent feedback elicited and utilized in decision making).
	Family awareness sessions regarding the above guidelines take place.
A planned volunteer program exists which utilizes a volunteer list, and provides appropriate time-scheduling to encourage any and all parents’ involvement.	Teacher training sessions are conducted regarding positive involvement of family and community in daily school activities.
Evidence: School publications/notices in English/Dhivehi an posted in several public areas/ways Events and opportunities for involvement are family and parent oriented 2008 Rules and Regulations for School Children (ESQIS) Parent participants mentioned in school annual report, annual prize giving, newsletters, assemblies, websites.
Notes:

Standard 5.2: School communication between school, community and family is consistent, relevant, and transparent.
Emerging	Progressing	Achieving	Achieved
School creates and maintains an updated index of information on each student-family unit in the community.	School principal and other members of the school community plan and implement strategies for increasing the quality of communication, with all families and community.	Schools evaluate/assess how effective communication is between school and families, and sets goals for the next year for continued improvement.	School communications are “seamless” and a model for other schools. School principal and other members are helping other schools to achieve stronger communication among the members of the school community.
School has at least three places where information is provided to families and updated daily. (i.e. public notice board, radio, website, email notifications)		School practice of proactive and healthy communication in partnership with family and community is visibly achieving benefits for all.
All work of the school board and committees is posted in a public space.
The school has a system for parents and other family members to give feedback daily (communication log, website, suggestion box, personal or phone contact)
Evidence: A Child Index is created for each and every child of school age on the island. This index may give child’s name, grade, siblings, guardian(s), birth date, contact numbers, residential location, any special needs… School calendar is posted and provided for parents and community. Updated lists of teachers, supervisors, heads are posted in public . Minutes of conducted meetings are posted in public.
Notes:

Standard 5.3: School advocates parents play an integral role in assisting student learning as well as student maturity and growth.
Emerging	Progressing	Achieving	Achieved
The school principal and other members of the school community engage parents and other family members (or person responsible for the child) and students in discussion of ways student learning and development can be supported at home and in the community.	Parents and the entire school community works together to support student learning and development at home, work as partners with, and discuss successful strategies with other members of the school community.	Parents are involved in school planning, assist with school and classroom initiatives, serve on school improvement committees, represent the school at province wide parent functions, meet with teachers and/or others at the school for decision-making about the student’s learning.	School models parents as effective partners in supporting student learning and mentor/teach other parents and school personnel.
The school and the community demonstrate an understanding that relationship between children taking responsibility for their own care, helping to care for others and , their schoolwork, their co-curricular activities and their achievement and behavior at school.	The school and the community collaboratively defines roles for assisting student learning with parents.	Parents mentor other parents about the importance of helping students to take more responsibility at home for their own care and for their school work.
Evidence: · Meetings are scheduled with school staff and parents to discuss their roles and contributions in helping the child to achieve at school · Parents consistently volunteer to help in school and provide support for their child’s learning out of school. · Interactive homework time with their child, parent-teacher visits, parent awareness sessions, in classroom discussion and determination of responsibility
Notes:

Standard 5.4: Students have input into choices they are able to make, and use democratic methods of mutual respect, cooperation and reason by which they may express their views.
Emerging	Progressing	Achieving	Achieved
School and classroom policies allow students information and guidance for choices that affect their educational achievement.	Schools work in partnership with parents to provide opportunities for parents and other family members, students, teachers and other members of the school community to demonstrate democratic methods of mutual respect, cooperation, decision-making and communication throughout the day, at home and at school.	Schools work in partnership with parents to evaluate the extent to which democratic methods of mutual respect, cooperation, decision-making and communication are demonstrated throughout the day, at home and at school and its impact on student democratic ideals and practices.	School is a model for producing students are seen choosing responsibly for their future, expressing their views, and actively participating through democratic processes.
Schools provide opportunities for parents and other family members, students, teachers and other members of the school community to learn strategies for supporting democratic methods of mutual respect, cooperation, decision-making and communication.		Students are seen choosing responsibly for their future, expressing their views, and actively participating through democratic processes at home, in school, in the community, nationally, and in the larger global community.
Evidence: · Stream choices, Stream combinations, Vocational education opportunities, Community involvement efforts, Available test and review resources, Use of mock or mini-UN experiences, parliaments, non-profit programs · Strategies: Use of thinking and reasoning programs: mentors program, focus groups, peer programs, civics education/teaching citizenship ideas
Notes:

Standard 5.5: School and community work together to design, implement and monitor and assess youth development programs in the community.
Emerging	Progressing	Achieving	Achieved
School, community and other agencies/NGOs jointly identify issues and concerns which are relevant to the needs of the youth in their society and develop an action plan.	The entire school community implements the plan to improve current youth problems ((crime, gangs, drugs, unemployment, life satisfaction, entry to higher education, strong family relationships, a high level of community service and participation in local government)and to support positive youth development. (i.e. ensures avenues for meetings, research and mobilization of resource persons, agencies, programs , and shares this information with the community.	The entire school community provides feedback and evaluates the extent to which action/ programs improves the development of youth and mitigates social problems.	The school and community are a model for positive youth development and action taken to minimize youth problems
	School and community jointly respond to social concerns through the formation of neighborhood focus groups where specific concerns are regularly and openly discussed, solutions are brainstormed, and appropriate responses are put into action.
Evidence: Prevention programs, Intervention programs, Educational programs, statistical comparisons of crime, substance abuse, youth involvement in community service over time.
Notes:

Standard 5.6: School makes use of community resources to improve education of students.
Emerging	Progressing	Achieving	Achieved
A school plan exists which includes working with other educational agents and resource persons.	School identifies ways in which other educational agencies/NGOs can be used to improve student education levels and integrating these resources in learning experiences.	The impact on how community resources are used is evaluated. Action steps are determined each year from evaluation findings.	The school models how effective the use of community resources can improve education of students.
Planned educational programs are conducted for students, parents, teachers, which make use of community resource personnel.
Community people, funds, skills, materials, ideas, businesses, and knowledge, etc. are used to strengthen school, student learning, and help to support and protect the students.
Evidence: · School works jointly with other educational agents on the island (preschools, schools, private institutions) · Community capacity and relationships are used to actively build school potential. · School opens an educational fund and fund-raising activities are taking place.
Notes:

DIMENSION 6: Leadership and Management

Standard 6.1: Planning and school improvement is ongoing and guided by all school community stakeholders.
Emerging	Progressing	Achieving	Achieved
The school informs the stakeholders of the planned programmes and other activities through a written current year plan.	The school includes representatives of all stakeholder groups to assist in their planning, programmes, evaluation and activities	Annual school improvement goals and longer term objectives are developed by all stakeholders.	The school board has a written short term (1 year – current year) and long term (5-year) plan, evidence of implementation of the plan, roles and responsibilities, and evaluation, research, and written reporting and communication of met and unmet goals.
The school board meets at least twice yearly and includes representatives from the MoE, Province, the principal, supervisor, teacher, parent and student.		All stakeholders participate and have an equal voice in the planning and implementation and evaluation of activities and the programmes as evidenced by their self-report in interviews and annual evaluation surveys.	The school demonstrates annual improvement through external and internal evaluation of school improvement goals and student achievement targets
		The school board communicates clearly and regularly with the entire school community – a comprehensive communication plan is written, posted and implemented. The school community is aware of the work of the school board, and can talk about what they accomplish and how feedback is given (how effective they are at listening to feedback.	All stakeholders are able to discuss the school’s short and long term plans, goals and accomplishments
Evidence: · Written documents · Minutes of the meetings identifying attenders and contributors, action steps and responsible parties. · Interviews, surveys and reports · Brief response/rating of level of involvement following each planning activity
Notes:

Standard 6.2: Instructional leadership (The principal provides instructional leadership to support quality teaching and learning)
Emerging	Progressing	Achieving	Achieved
The school has a mission and vision statement posted in a public area of the school building	Each member of the school community is involved in discussion about what the mission and vision means to learning and to their own personal educational goals	Each member of the school community is able to discuss what the mission and vision means to learning and to their own personal educational goals (class writing assignment, random checks and surveys)	The school works collaboratively with all the stake holders to evaluate annually the extent to which achieving the mission and vision of the school has taken place that year, report findings in writing and in person to the community, and to determine future goals.
The school has assigned instructional leadership to designated staff member(s)	The principal and other instructional leaders in the school ask teachers and students for feedback at least once a month regarding the quality of instruction.	The principal and other instructional leaders in the school demonstrate improved teaching and learning annually and communicate the means and results to the entire school community. (analysis/diagnostics and planning of pd, new materials, text)	The principal, teachers and other instructional leaders in the school demonstrate strategies and assessment for/of school improvement of teaching and learning to other school in the country and internationally.
The principal provides some instructional leadership (in job description and implementation)	All teachers and leading teachers are seen as instructional leaders, learn instructional leadership skills and are evaluated on leadership.	School works in collaboration with all stakeholders in accordance with the strategic plan to achieve instructional goals
	(coaching, peer observation and feedback, workshop presentation, online virtual communities)	All teachers and leading teachers are instructional leaders, teach and otherwise support instruction a minimum of 50 hours annually, and are evaluated on their instructional leadership.
	School has a school development plan with long term goals, developed by the school board or similarly representative group (includes students)	(coaching, peer observation and feedback, workshop presentation, online virtual communities). This includes self-evaluation and peer evaluation.
Evidence: · Display of clear mission and vision statement related to the values and goals of the Maldives · Annual school improvement goals, objectives, strategies documented · School plan · Teacher self-evaluation, peer evaluation of instruction to peers, resources (documents)
Notes:

Standard 6.3: The principal provides human resources leadership
Emerging	Progressing	Achieving	Achieved
The school principal clearly defines and documents responsibilities of all the staff, and human resources structure	The school principal ensures that human resources are utilized effectively (analysis of overlapping of responsibility, equitable, time effective)	Human resources are integral to school development planning (assessment, analyses and feedback on effectiveness)	The principal works with all members of the school community to support effective and satisfying work, to evaluate each person’s work, to expect and support a process of self-evaluation, and to effectively supervise and evaluate staff performance and progress.
Staff have opportunities to give confidential and/or anonymous suggestions and receive feedback	The school principal uses staff feedback to modify planning, policy and/or practice.	Staff actively develop and seek out their own resources for self-development, using the principal and one another for information and support.	Staff identify this school as an ideal workplace
Staff have opportunities for staff development	The school principal communicates expectations and appraisals effectively verbally and in writing.	The school principal recognizes the unique contributions and collaborative efforts made by staff members, minimizing competitiveness, emphasizing teamwork.	School principal is asked to mentor and support other principals in the area of human resources.
	The school principal reminds staff that mistakes are opportunities to learn and supports ongoing learning while also maintaining the personal responsibility of each person to improve or maintain high quality performance.	The school principal is able to articulate the principle that the “good of the whole” may compromise what one feels is individually needed.
	Every staff person, including the principal can articulate their responsibilities and how they are evaluated.	The school staff assist in the planning and development of staff appraisal forms and processes (may mean additional data to what is currently in civil service appraisal forms)
	Staff see the school principal as hard working and responsive.
Evidence: Staff appraisal annually, Staff self-evaluation and goal-setting, Satisfaction surveys, Analysis of human resource effectiveness
Notes:

Standard 6.4: The principal represents the school as a leader in the community
Emerging	Progressing	Achieving	Achieved
The school principal is a member of one or two community organizations outside of the school.	The school principal is an active member of one or more key community organizations outside of the school.	The school principal receives recognition as a leader of one or more community organizations outside of the school.	The school principal works with others and/or mentors others to make significant change/improvement in the community through collaboration with other national, international organizations (write a grant, lead an initiative).
	Principal is beginning to initiate, encourages and supports community involvement among all members of the school community.	Community members and organizations seek the principal out for involvement.	School is seen as a model of leadership that other communities learn from.
		Principal consistently initiates, encourages and supports community involvement among all members of the school community.
Evidence: · News articles, publications, television, personal accounts · Evidence of involvement on boards, Atoll committee, etc. · Professional c.v. · Interviews
Notes:

Standard 6.5: The school PTA works collaboratively with the school principal and other members of the school community to support student learning and positive development
Emerging	Progressing	Achieving	Achieved
Parent teacher association (PTA) exists in the school.	PTA has a written policy and a plan to support the school in diverse and substantive ways (i.e. beyond activities but parent education, development of surveys, community service, health and hygiene, collaborative initiatives with local businesses, NGOs, and other schools).	PTA is seen by all members of the school community as a well established, effective organization in that specific instances of their impact on student achievement, health and satisfaction are documented.	PTA is seen by all members of the national and international community as a well established, effective organization in that PTAs in other areas learn from them and seek out their assistance.
PTA and EXCO members are elected in the school		PTA plays a significant role in school development and decision making regarding major activities
Roles and responsibilities are made clear to those elected.
Meetings are held, minutes and attendance documented.
PTA links parents, teachers and other members of the community.
Evidence: PTA minutes include attendance, budge, donors, action steps, persons in key roles. Communicates decisions and plans to all (public posting, written distribution, meetings). Stakeholders
Notes:

Standard 6.6: School board collaborates with the school principal and others in the school community to improve student learning and positive development
Emerging	Progressing	Achieving	Achieved
School board members are elected (MoE procedure) and operational procedures of the school board are communicated in writing, in meetings and publicly posted to all.	School board mandate and policy is created collaboratively with the stake-holders	Evaluation of school board provides evidence that school board action resulted in improved student achievement, health and/or satisfaction, facilities and financial standing and outlook.	School board provides evidence of impact over a period of years, and is sought by other boards to support their development and learning.
School board is well established and is in function. Meetings are held, minutes and are attendance documented	Has good and communication partnership with the school community	Members of the school board are effective communicators, mentors and teachers of new board members and boards in other school.	Members of the school board are effective communicators, mentors and teachers of new board members and boards in other school.
	Impact of school board on improved student achievement, health and/or satisfaction, facilities and financial standing and outlook are documented and transparent.
Evidence: · Make meaningful decisions in an effective manner · Policy, plans, · Strategies document
Notes:

Standard 6.7: Administrator as leaders manage the finances and school infrastructure according to government rules and regulations.
Emerging	Progressing	Achieving	Achieved
The principal and school board have a facilities plan that includes long-term and shorter term provision for ongoing maintenance and improvement	The physical facilities of the school are clean and well maintained (free of garbage, hazards, informed use of space and includes spacious, well ventilated, well lit classrooms, staff rooms, library, health, hall, office, ICT and outdoor space.	Student space (classrooms, outdoor play and sports areas, health room, hall, toilets) is maintained and improved as well or better than adult space in the school.	School principal mentors and teaches other, provides for school visits, as an exemplar of finance and infrastructure.
Financial records are transparent	Priorities for maintenance and improvements are clear and related to the overall mission and vision of the school and feedback from members of the school community.	Students and other members of the school community are involved in decision making and planning of school maintenance and improvement.	Annual evaluation, analysis, auditing, finance forecasting, and determination of the extent to which the finance and infrastructure contribute to school effectiveness – findings are communicated widely and short and long terms goals informed by them.
Monitoring and reporting procedure of the budget expenditure is handled by a trained person and consistent with government rules and regulations.	All members of the community are partners in the planning and improvement of school finances and infrastructure.	Planning and records that are not confidential are used for practical, relevant student learning/projects in economics, civics education, English, mathematics, environmental sciences, and other related classes	Students conduct and present mini "Ministry of Education" summits (or any other Ministry or governmental body) where they demonstrate learning about all aspects of administration.
The school meets all safety and building codes, is accessible,	Planning includes designating adequate financial resources for ongoing infrastructure needs of the school.
Evidence: · Written facilities plan facilities and school records of accounting and auditing · Inventory · Audit records
Notes:

Standard 6.8: School principal ensures, enhances and evaluates student leadership and fair participation
Emerging	Progressing	Achieving	Achieved
Opportunities for student leadership learning and practice exist.	School supports leadership learning and practice, enhances students to develop their confidence and leadership skills by providing curricular opportunities to participate in various leadership opportunities in the school	School leadership is recognized broadly and in cooperative rather than competitive ways (meaning criteria rather than numbers based)	Student leadership is evaluated annually, including examining how student leadership impacts student achievement, behavior, community involvement, and student satisfaction. Results are used to determine long and short term leadership goals.
Parent and teacher awareness sessions are held annually regarding leadership development at all grade levels.	Students are a part of the development, implementation and evaluation of guidelines and responsibilities for student leaders.	Students consistently demonstrate leadership knowledge and skills at all grade levels and without adult guidance or observation.	Students are sought out by other members of the community and/or schools to demonstrate how student leadership can be improved in their setting.
Students learn leadership principles and skills at all grade levels.	Students demonstrate leadership knowledge and skills at all grade levels and without adult guidance or observation.	Students participate consistently as leaders in the community.
Evidence: · Roles and responsibilities for student leaders · Rules, policies of the school clear · Leadership training for students conducted
Notes:

Standard 6.9: Education Management and Information System (EMIS) and Student Management and Information System (SMIS)
Emerging	Progressing	Achieving	Achieved
School principal and some school staff are aware of and know how to use SMIS and EMIS	School principal and some school staff are aware of and know how to use SMIS and EMIS and enter data for some recordkeeping purposes	School principal and all school staff know how to use SMIS and EMIS and enter all school data on a continual basis for all records	School principal and other members of the school community lead training and/or mentoring on how to use SMIS and EMIS
School principal and some school staff attended training on how to use SMIS and/or EMIS	School principal and some school staff attended training on how to use SMIS and/or EMIS	School principal and all school staff attended training on how to use SMIS and/or EMIS, all enter data relevant to their roles (teachers/attendance, health records)
Evidence: · Inclusion of school data in EMIS and SMIS · record of training for each staff person
Notes: