Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OFFICE OF CAMARINES SUR

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)

Name of Employee: IMELDA C. FESTIN Name of Rater: J0Y G. CABRERA

OIC/Assistant Schools Division

Position: T-3/Teacher-In-Charge Position:
Superintendent

Review Period: School Year 2022 - 2023 Date of Review: February 6, 2023
DEPED LIBMANAN NORTH/ASLONG
Bureau Center / Service: Division: Camarines Sur
ELEMENTARY SCHOOL

Performance Indicator Actual Rating

MFO KRA Objectives Timelines Weight Score
Scale Quality, Efficiency, Timeliness Result Q E T Ave
Basic I. INSTRUCTIONAL Attained average MPS of 87% and
LEARNING Outstanding (5)
Education LEADERSHIP AND above
OUTCOMES
Policy CURRICULUM (25%)
IMPLEMENTATION Very Attained average MPS of 84% to
Services
August 10% Satisfactory (4) 86%
1. By the end of the
2022 to July
rating period, the Attained average MPS of 81% to
2023 Satisfactory (3)
School Head is 83%
accounted for the
learning outcomes in Unsatisfactory Attained average MPS of 78% to
terms of pupils’ mean (2) 80%
performance rating
Attained average MPS of 77% and
from 85.87to ______. Poor (1)
below

CURRICULUM Outstanding (5) 91% to 100% of teachers were

TECHNICAL provided technical assistance with
ASSISTANCE 2 COTs within the school year
along curriculum content,
2. Within the school August 10% teaching strategies, and
year, the school 2022 to July assessment of learning in different
enhanced instructional 2023 learning areas.
competence of teachers
by providing Technical 81% to 90% of teachers were
Assistance on content provided technical assistance with
mastery, varied and 2 COTs within the school year
Very
innovative teaching along curriculum content,
Satisfactory (4)
strategies and teaching strategies, and
appropriate assessment assessment of learning in different
tools and techniques learning areas.
through Instructional
71% to 80% of teachers were
Monitoring, Classroom
provided technical assistance with
Observation, School –
2 COTs within the school year
Based INSET and SLAC
Satisfactory (3) along curriculum content,
in line with the
teaching strategies, and
implementation of the K
assessment of learning in different
to 12 curriculum and
learning areas.
other curricular PPAs.
61% to 70% of teachers were
provided technical assistance with
2 COTs within the school year
Unsatisfactory
along curriculum content,
(2)
teaching strategies, and
assessment of learning in different
learning areas.

60% and below of teachers were

provided technical assistance with
2 COTs within the school year
Poor (1) along curriculum content,
teaching strategies, and
assessment of learning in different
learning areas.

DEVELOPMENT OF Outstanding (5) Prospective Subject Matter

QUALITY Experts (SMEs), Subject Area
INSTRUCTIONAL Content Writers and Learning
MATERIALS Resource Developers trained and
certified by the School Head and
3. By the end of the August 5% the PSDS and developed 5
rating period, the 2022 to July contextualized IMs.
school has organized 2023
functional teams of Prospective Subject Matter
Subject Matter Experts, Experts (SMEs), Subject Area
Quality Assurance Content Writers and Learning
Team, Subject Area Resource Developers were
Content Writers to Very identified, screened for
carry out the Satisfactory (4) competence, trained and certified
systematic production by the School Head and the PSDS
and distribution of a month late of the identified
contextually relevant timeline with 4 contextualized
Self-Learning Modules IMs.
(SLMs), Learning
Prospective Subject Matter
Activity Sheets (LAS),
Experts (SMEs), Subject Area
TV/RBI contents and
Content Writers and Learning
other curriculum
Resource Developers were
resources.
identified, screened for
Satisfactory (3)
competence, trained and certified
by the School Head and the PSDS
two months late of the identified
timeline with 3 contextualized
IMs.

Prospective Subject Matter

Experts (SMEs), Subject Area
Content Writers and Learning
Resource Developers were
Unsatisfactory identified, screened for
(2) competence, trained and certified
by the School Head and the PSDS
three months late of the identified
timeline with 2 contextualized
IMs.

Poor (1) Prospective Subject Matter

Experts (SMEs), Subject Area
Content Writers and Learning
Resource Developers were
identified, screened for
competence, trained and certified
by the School Head and the PSDS
only at the start of the last
quarter of the current year with 1
contextualized IM.
II. SCHOOL FUND MANAGEMENT 5 – 100% or P _________________
LEADERSHIP, Outstanding (5) utilization and submission of
MANAGEMENT AND 1. By the end of the January 10% MOOE and other funds
OPERATIONS (20%) calendar year, the 2022 to
School Head has December 4 – 85% to 99% or P
accounted and 2022 ____________________ to P
Very
submitted 100% ______________________ utilization
Satisfactory (4)
utilization of school and submission of MOOE and
MOOE and other funds. other funds

3 – 70% to 84% or P
__________________ to P
Satisfactory (3) _________________ utilization and
submission of MOOE and other
funds

2 – 50% to 69% or P
________________ to P
Unsatisfactory
________________ utilization and
(2)
submission of MOOE and other
funds

1 – 49% or P __________________
and below utilization and
Poor (1)
submission of MOOE and other
funds

SCHOOL - BASED The SBM is fully updated with one

MANAGEMENT step higher level of practice and
rating indicates 1.0 or more
Outstanding (5)
2. By the end of the August 10% increase from the previous SBM
rating period, the 2022 to July validation result as baseline,
School-Based 2023 evidenced by validated artifacts
Management is
improved effectively The SBM is updated and rating
from one level to the indicates improvement by at least
next higher level of Very 0.75 increase from the previous
practice by assessing Satisfactory (4) SBM Validation Result as
through validation in baseline, evidenced by the
the school, district and validated artifacts
division level.
The SBM is updated and rating
indicates improvement by at least
Satisfactory (3) 0.50 increase from the previous
SBM Validation Result as
baseline, evidenced by the
 validated artifacts

The SBM is updated and rating

indicates improvement by at least
Unsatisfactory 0.25 increase from the previous
(2) SBM Validation Result as
baseline, evidenced by the
validated artifacts

The SBM is updated and rating

indicated improvement by only
0.24 and below increase from the
Poor (1)
previous SBM Validation Result
as baseline, evidenced by the
validated artifacts

III. LEARNING BE - LCP Three or more initiated and

ENVIRONMENT IMPLEMENTATION Outstanding (5) completed innovations and/or
(20%) researches within the school year.
1. By the end of the August 5%
rating period, the 2022 to July Two initiated and completed
Very
school initiated and 2023 innovations and/or researches
Satisfactory (4)
completed innovations within the school year
and/or researches that
One initiated and completed
contributed to the
Satisfactory (3) innovations and/or researches
implementation of BE-
within the school year
LCP
Initiated but not completed
Unsatisfactory
innovations and/or researches
(2)
within the school year

Conceptualized innovations
Poor (1) and/or researches within the
school year

ENHANCED SIP/ESIP 90% - 100% of the programs,

activities and projects were
2. By the end of the implemented with 95% - 100%
Outstanding (5)
School Year 2022-2023, August 10% disbursement rate of funds from
the school has 2022 to July MOOE and other sources of funds
efficiently and 2023 within the school year
effectively implemented
______ Programs, 80% - 89% of the programs,
Activities, and Projects Very activities and projects were
(PAPs) as reflected in Satisfactory (4) implemented with 90% - 94%
the Revised Enhanced disbursement rate of funds from
School Improvement Plan MOOE and other sources of funds
(ESIP), Annual within the school year
Implementation Plan
(AIP), and Work and 70% - 79% of the programs,
Financial Plan (WFP) activities and projects were
implemented with 85% - 89%
Satisfactory (3)
disbursement rate of funds from
MOOE and other sources of funds
within the school year

60% - 69% of the programs,

activities and projects were
Unsatisfactory implemented with 80% - 84%
(2) disbursement rate of funds from
MOOE and other sources of funds
within the school year

50% - 59% of the programs,

activities and projects were
implemented with 75% - 79%
Poor (1)
disbursement rate of funds from
MOOE and other sources of funds
within the school year

CHILD - FRIENDLY There was no reported/recorded

LEARNING incident on the implementation of
ENVIRONMENT modular learning delivery
Outstanding (5) modality that violated the Child
3. By the end of the August 5% Protection Policy during the child
rating period, the 2022 to July and parent learning interaction at
school has ensured a 2023 home.
child-friendly learning
environment at home There was 1 reported/recorded
by orienting the incident on the implementation of
parents/guardians modular learning delivery
Very
about Modular modality that violated the Child
Satisfactory (4)
Distance Learning Protection Policy during the child
Modality and Child and parent learning interaction at
Protection Policy. home.

There were 2 reported/recorded

incident on the implementation of
Satisfactory (3) modular learning delivery
modality that violated the Child
Protection Policy during the child
 and parent learning interaction at
home.

There were 3 reported/recorded

incident on the implementation of
modular learning delivery
Unsatisfactory
modality that violated the Child
(2)
Protection Policy during the child
and parent learning interaction at
home.

There were 4 and above

reported/recorded incident on the
implementation of modular
Poor (1) learning delivery modality that
violated the Child Protection
Policy during the child and parent
learning interaction at home.

IV. HUMAN FUNCTIONAL LAC 10 and above LAC scalable

RESOURCE SCALABLE CONTENTS training contents on Assessment
MANAGEMENT AND ON ASSESSMENT OF of Learning in all subject areas
DEVELOPMENT LEARNING Outstanding (5) were developed and cascaded
(15%) LACs before the end of the school
1. By the end of the year with corresponding outputs
rating period, the August 10% for all learning area.
school has developed 2022 to July
LAC scalable contents 2023 8 to 9 LAC scalable training
of Assessment of contents on Assessment of
Learning specifically on Learning in all subject areas were
formulating diagnostic, Very developed and cascaded LACs
formative and Satisfactory (4) before the end of the school year
summative test in all with corresponding outputs of
learning areas and 80% to 99% of the subjects
grade levels of K to 12 offered.
curriculum
Satisfactory (3) 6 to 7 LAC scalable training
contents on Assessment of
Learning in all subject areas were
developed and cascaded LACs
before the end of the school year
with corresponding outputs of
60% to 79% of the subjects
offered.
 4 to 5 LAC scalable training
contents on Assessment of
Learning in all subject areas were
Unsatisfactory developed and cascaded LACs
(2) before the end of the school year
with corresponding outputs of
40% to 59% of the subjects
offered.

3 and below LAC scalable training

contents on Assessment of
Learning in all subject areas were
developed and cascaded LACs
Poor (1)
before the end of the school year
with corresponding outputs of
39% and below of the subjects
offered.

LEARNING AND 91% to 100% of the teachers have

DEVELOPMENT participated in professional
PROGRAM learning and development in
Outstanding (5) school/district/division/regional/
2. By the end of the August 5% national or international level
school year, all teachers 2022 to July based on the Training Needs
have participated in the 2023 Analysis (TNA).
professional Learning
and Development (L&D) 81% to 90% of the teachers have
programs in the participated in professional
school/ district/ learning and development in
Very
division/ regional/ school/district/division/regional/
Satisfactory (4)
national or national or international level
international level based on the Training Needs
based on the Learning Analysis (TNA).
Development Needs
71% to 80% of the teachers have
Assessment (LDNA).
participated in professional
learning and development in
Satisfactory (3) school/district/division/regional/
national or international level
based on the Training Needs
Analysis (TNA).

61% to 70% of the teachers have

Unsatisfactory participated in professional
(2) learning and development in
 school/district/division/regional/
national or international level
based on the Training Needs
Analysis (TNA).

60% and below of the teachers

have participated in professional
learning and development in
Poor (1) school/district/division/regional/
national or international level
based on the Training Needs
Analysis (TNA).

V. PARENT’S BRIGADA ESKWELA Increment of 91% to 100% over

INVOLVEMENT AND PLUS Outstanding (5) the last years equivalent
COMMUNITY generated amount.
PARTNERSHIP 1. By the end of the August 5%
(15%) rating period, the 2022 to July Very Increment of 81% to 90% over the
school has generated 2023 Satisfactory (4) last years generated amount.
an amount through
Increment of 71% to 80% over the
Brigada Eskwela Satisfactory (3)
last years generated amount.
Plus/Adopt-a-School
Program with Unsatisfactory Increment of 61% to 70% over the
stakeholders. (2) last years generated amount.

Increment of 60% and below the

Poor (1)
last years generated amount.

PRIORITY SCHOOL The school effectively and

PROGRAM AND efficiently organized stakeholders
PROJECTS Outstanding (5) mapping activity with 5
implemented priority programs
2. By the end of the 1 st August 5% and projects.
quarter, the school has 2022 to July
organized an effective 2023 The school effectively and
stakeholder mapping efficiently organized stakeholders
Very
activity that would mapping activity for 4
Satisfactory (4)
identify prospective implemented priority programs
partners to support and and projects.
implement identified
Satisfactory (3) The school effectively and
priority school program
efficiently organized stakeholders
and projects.
mapping activity for 3
implemented priority programs
and projects.
 The school effectively and
efficiently organized stakeholders
Unsatisfactory
mapping activity for 2
(2)
implemented priority programs
and projects.

The school conceptualized

Poor (1) stakeholders mapping activity
without implementation.

BE-LCP SUPPORT 91% to 100% attendance of

August parents and active participation in
Outstanding (5)
3. By the end of every 2022 to July 5% the implementation of the BE-
quarter, the school has 2023 LCP.
intensified support
among the members of 81% to 90% attendance of parents
Very and active participation in the
the HRPTA/GPTA as Satisfactory (4)
demonstrated by active implementation of the BE-LCP.
participation in the
implementation of the 71% to 80% attendance of parents
BE-LCP during the Satisfactory (3) and active participation in the
distribution and implementation of the BE-LCP.
retrieval of learning
materials, feedback 61% to 70% attendance of parents
Unsatisfactory and active participation in the
giving on performance (2)
assessment and other implementation of the BE-LCP.
relative concerns.
50% and below attendance of
parents and active participation in
Poor (1)
the implementation of the BE-
LCP.

VI. PLUS FACTOR At the end of the 2 COTs with Outstanding

(5%) August 5% Outstanding (5)
rating period, the average of 4.500 to 5.00
2022 to July
teacher has 2023
Very 2 COTs with VS average rating
demonstrated Satisfactory (4) of 3.500 to 4.499
competence in
2 COTs with Satisfactory
learning process by Satisfactory (3)
average rating of 2.500 to3.499
having two (2)
Unsatisfactory 1 COT
Classroom
(2)
Observation Tool
Poor (1) No COT
 (COT)s.

NUMERICAL RATING:
TOTAL 100%
DESCRIPTIVE RATING:

Adjectival Rating Scale:

Outstanding 4.500 – 5.000
Very Satisfactory 3.500 – 4.499 IMELDA C. FESTIN JOY G. CABRERA LOIDA N. NIDEA, CESO V
Satisfactory 2.500 – 3.499 Ratee Rater Approving Authority
Unsatisfactory 1.500 – 2.499 T-3/Teacher-In-Charge OIC/Assistant Schools Division Superintendent Schools Division Superintendent
Poor 1.000 – 1.499