1. PLANNING
 1. A targeted intervention plan has been designed to tackle school dropout.
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 2. Clear, measurable, and timed objectives have been set to tackle school dropout.
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 3. The tasks and responsibilities of teachers and school staff have been clearly defined to implement actions to tackle school dropout.
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 4. Specific financial resources are allocated for activities aimed at tackling school dropout.
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 5. Teachers are involved early in the planning of actions to tackle school dropout.
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 6. Parents/families/guardians are involved in the planning of actions to tackle school dropout.
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 7. Local external stakeholders (e.g. communities, external local services, political institutions, social partners, NGOs, private sector/potential employers, experts, etc.) are involved in the design of actions to tackle school dropout.
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 8. Students are involved in the design of activities to tackle school dropout.
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 9. The school management constantly promotes pedagogical visions and interventions focused on inclusion, equity and educational innovation to address school dropout.
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 10. The Continuous Professional Development Plan for Teachers specifies the training needs and skills to be acquired by in-service teachers about school dropout.
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2. IMPLEMENTATION
 11. Surveys are regularly carried out to collect the needs of students to plan activities to tackle school dropout.
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 12. An early warning system is used to monitor and early intercept students at risk of dropping out of school.
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 13. Continuous consultations are held with local external stakeholders to identify student needs and plan territorial actions to tackle school dropout.
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 14. Parental contributions are regularly collected to plan activities to tackle school dropout.
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 15. Teachers (and school staff) are regularly trained on the topic of school dropout and inclusive teaching methods
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 16. Appropriate incentives/rewards (economic, career progression etc..) are awarded to the most committed teachers in recognition of their commitment.
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 17. Joint initiatives between schools to implement activities against school dropout are encouraged.
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 18. Partnerships with external local stakeholders are encouraged to implement activities against school dropout
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 19. Listening and counselling services are permanently provided for the socio-emotional well-being of students.
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 20. Guidance services for students are permanently provided.
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 21. Heterogeneous extracurricular experiences are provided that can tune into the interests of most students.
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 22. Targeted actions are implemented, in addition to those required by law, aimed at students with disabilities or students with special educational needs (learning disabilities, migrants and minorities); and/or for students; belonging to specific groups (e.g. students with a history of substance abuse; LGBTQIA+ students, etc.)
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 23. Learning support activities are provided for students who are temporarily fell behind in their studies and need short-term learning support (this does not refer to those required by law for students with disabilities/SEN) 
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 24. Data are constantly collected to monitor the activities that are carried out in the fight against school dropout 
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3. EVALUATION
 25. Clear and reliable indicators have been set to assess the effectiveness, impacts, quality of actions to tackle school dropout.
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 26. Tasks and responsibilities for data collection and analysis are clearly defined.
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 27. Adequate and effective mechanisms have been defined to establish together with families what and how to evaluate the school-implemented actions against school dropout.
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 28. There are adequate and effective mechanisms to establish together with the main external stakeholders what and how to evaluate the school-implemented actions against school dropout.
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 29. Data for evaluation are systematically collected and analysed. 
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 30. The self-assessment of the actions that the school has implemented against school dropout is carried out periodically. 
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 31. Students satisfaction with the actions that the school has implemented against school dropout is regularly assessed  
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 32. Improvements in students` academic achievements, social-emotional well-being, motivation, etc. are regularly evaluated as a result of the actions that the school has implemented against school dropout.
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4. REVIEW
 33. Procedures have been defined for reporting the results of the evaluation process.
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 34. The results of the evaluation are used by the school to design improvement plans and recommendations for improvement.
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 35. The results of the evaluation are used to establish support measures for teachers, students, families.
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 36. The results of the evaluation are accessible and available.
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