St.

Louise de Marillac College of Sorsogon

Burgos St., Talisay, Sorsogon City

CQIP Self-Assessment – S.Y 2018-2019

SUGGESTIONS/
STANDARDS BENCHMARKS INDICATORS RATINGS REMARKS
RECOMMENDATIONS
Standard 1 (basis for the CQIP 2019-2020)
An excellent Catholic 1.1 The philosophy, vision, The PVMCV identify Jesus 4 The PVMCV are formulated
school is animated and mission statements and core Christ as the center of the anchored to the centeredness of
driven by a philosophy, values are centered on Jesus school’s identity and the Jesus Christ, the Gospel value
vision, mission and core Christ, rooted in Gospel importance of having a personal and the Church teachings.
values that embrace and values, and aligned with relationship with Him. It is a reflection of a true
preserve its catholic Church teachings and The PVMCV are evidently Christian Vincentian /Louisean
identity. practices. drawn from Gospel values.
4 individual.
The PVMCV explicitly indicates 4
faithfulness to Church teachings
and practices
1.2 Members of the school Members of the school 3 The members of the school
community share and adhere community are able to express community have common
to a clear and well-articulated common understanding of the understanding of PVMCV which
philosophy, vision, mission, PVMCV. are evident in the plans,
and core values which are Their adherence to the PVMCV programs and activities.
effectively communicated is evident in plans, programs and
3
aligned with Church activities.
teachings and practices.to the Their communication to the 2 The communication to the  Explore other means of
public. public of the school’s PVMCV public of the school’s PVMCV communicating the PVMCV
is effective. is less effective because of to the public.
limited opportunities

1.3 School policies and levels The formulation and 3 The school personnel observe
of relationships conform to implementation of school Gospel values in implementing
the values of the Gospel that policies conform to Gospel the school policies.
include sharing, service, values such as sharing,
solidarity, integrity, justice, solidarity, service, humility, and
truth, humility and charity. love for each person.
 The relationships between and 2 There is a pleasant relationship  Strengthen the Christian
among administrators, personnel among stakeholders, however, Vincentian Formation of the
and students are consistently the practice of Gospel values are personnel.
marked by the practice of not so much evident.
Gospel values such as sharing,
service, solidarity, integrity,
justice, truth, humility and
charity.
1.4 The pastoral directions of The pastoral directions of the 3 The pastoral plans are being
the local and universal church local and universal Church are considered/consulted in planning
are integrated in the school’s adopted and implemented in the in some school’s plans,
plans, programs, and school’s plans, programs, and programs, and activities.
activities. activities. The pastoral directions of the
local and Universal Church are
mostly aligned.

Standard 2 2.1 Faith formation is central Faith formation is undertaken in 3 Values on Faith Formation are  Intensify the skills on how to
to the school’s curriculum, all learning areas of the integrated in the syllabus and integrate values in all subject
An excellent Catholic governance, environment, curriculum. learning plans of every subject areas.
school is committed to and partnership with area per grade level, however, it
the building of stakeholders. must be intensified.
civilization of love and The practice of governance The school administrators
strengthened a adheres to Church teachings and
3 demonstrate leadership that are
community that Gospel values. value laden.
nurtures faith formation, The school environment The school provides varied
integral development of promotes faith formation.
3 activities that lead to practices of
persons, intercultural deep faith.
dialogue, academic Partnership with stakeholders is There are limited opportunities Provide more opportunities for
formations, and humble developed by faith formation.
2 for encounter with other encounter with other stakeholders
service. stakeholders.  Invite our partners to attend
our religious activities,
socialization
 Reinforce home visitation.
 Increase person to person
apostolate.

2.2 A distinctive catholic The school provides varied 2 There are different activities that  Provide more opportunities
environment provides varied opportunities for encounter with cater the encounter with Jesus.
opportunities where Jesus can and experience of Jesus through However, reflections on the for reflection of the Word of
be encountered and the following: reflection on the word of God and daily life God and daily life
experience by persons and Word of God. experiences must not be limited. experiences.
communities. Celebration of the sacraments
especially the Eucharist, prayer
3
and spiritual exercises.
Reflection on the daily life 2
experiences
Observance of popular devotions 3
Relating with the poor 3
Communion with creation 3
2.3 The establishment and The school provides varied 2 The school has been accepting Provide opportunities for inter
development of harmonious opportunities to promote and respecting students with religious activities
relations with people of other awareness of, respect for and different religions but with
cultures and religions are openness to people of other limited opportunities to do
vital to the school’s catholic religions and cultures. dialogues and inter religious
identity and mission. activities.
2.4 The building of culture of The school provides varied 3 Building of culture of peace,
peace, justice and charity is opportunities for its members to justice and charity are reflected
integral to the school’s build a culture of peace, justice, in the program of activities
catholic identity and mission. and charity. under celebration of unity and
diversity.
Members of the school 3 The school provides activities
community engage in critical that responds to issues of peace,
reflection and seek ways to justice and charity like
respond to issues of peace,  2000 Hail Marys
justice and charity. Devotion
 Apostolates
2.5 The integration of culture The school provides varied 2 There are limited opportunities  Create activities that will
and faith, and faith and life opportunities for its members to for the members in living out the answer the demands of faith
are essential to school’s live out the demands of faith in demands of faith. in one’s particular cultural
catholic identity and mission. their particular cultural context context and life situation.
and life situation.
Members of the school 2 The members of the school  That the members of the
community are able to express community are able to express school community must
ideas and take action consistent ideas both formal and informal, observe consistency in words
with Church teachings on issues only that there are shortcomings and actions, and observe
 affecting them and society. in action taken. deeply the values of
simplicity and humility.
Standard 3 3.1 The school community The school provides varied 2 The members of the school  Active participation of the
actively collaborates with the opportunities for its members to community have limited school community in the
An excellent Catholic local church in addressing actively participate in parish and participation in the parish and local Church.
school is impelled by a local, regional, national, and diocesan programs and activities diocesan programs.
mission to proclaim, give global issues to promote that address the local, regional,
witness, and transmit the justice and peace, care for national and global issues to The school CVF program  Include in the CVF program
Christian faith with new creation, love for one’s promote justice and peace, care provides activities promoting ofactivities for gender
methods, new country, gender sensitivity for creation, love for one’s justice and peace, care for sensitivity and responsible
expressions, and new and responsible use of all country, gender sensitivity and creation, love for one’s country use of all forms of media.
fervor towards a forms of media, among responsible use of all forms of but there is no provision for
transformed society and others. media, among others. gender sensitivity and
a new way of being Members of the school responsible use of media.
Church. community seek ways to
2
promote justice and peace, care
for creation, love for one’s
country, gender sensitivity and
responsible use of all forms of
media.
3.2 Christian formators are The school provides varied skills 2 Skills trainings on the use of  Christian formators should
adept in the use of a new and training and relevant new technologies are not enough undergo trainings on the use
appropriate strategies and instructional materials for its to equip formators in delivering of new media in the teaching-
technologies in the teaching- teachers on the use of new and the instruction. learning process.
learning process marked by appropriate strategies and
rigor and dynamism. technologies in the teaching-
learning process.
Teachers demonstrate mastery, 2 Some teachers lack rigor and  Provide sessions for content-
rigor and dynamism in teaching. dynamism in teaching. mastery and teaching
strategies particularly in
Christian formations.
3.3 The school collaborates The school provides varied 2 There are provisions for  Provide more activities in
and partners with the families opportunities for collaboration collaboration and partnership, collaboration with the foster
and laity to foster the service and partnership with families however, limited to a certain families and laity.
for life and the common and laity to foster the service for extent.
good. life and the common good.
Members of the school 3 Members of the school
community, families and laity community respond to the needs
 are able to action to protect life of the partner community like
and promote the common good. education, health and nutrition,
and dialogue with life.
Standard 4 4.1 The school engages in The school provides sustainable 3 Service to the poor, deprived
sustainable programs that programs for the poor, deprived and marginalized sectors of
An excellent Catholic uplift the quality of life and and marginalized sectors of society is one of the main
school is faithful to the respect the dignity of the society to uplift their quality of services of the school
Churches preferential poor, deprived and life and to uphold their dignity. community.
option for the poor and marginalized sectors of  Scholarship program
demonstrates its fidelity society.  Livelihood program for
through actions that Through these programs, the
favor the deprived poor, deprived and marginalized
3 mothers

sectors of society. sectors of society are able to find

ways to address their basic
needs.
4.2 The school allocates The school, in its annual plan, 3 The school continuously
human and financial allocates human and financial provides educational programs
resources to make education resources to make education to the poor.
equitably accessible to the equitably accessible to the poor. The beneficiaries are being
poor. supported until completion of
A regular number of poor the basic education program.
beneficiaries is maintained until
3
completion of the school’s basic
education program.
4.3 The school provides The school provides special 3 The poor are active participants
programs and activities that programs that enable the poor to in their educative process. Most
enable the poor to become become active participants in of the scholars graduated and are
active participants in their their educative process. employed.
educative process.
Through sustainable programs, 3
the poor are able to complete the
requirements of the program and
achieve success in learning and
demonstrate self-confidence.