THE WATER, SANITATION AND

HYGIENE
IN SCHOOLS (WINS) PROGRAM
AND ITS IMPLICATIONS

DEPARTMENT OF EDUCATION
What is WASH in
Schools?
WATER, SANITATION AND HYGIENE IN SCHOOLS

- A school-based program
that promotes correct
hygiene and sanitation
practices through hygiene
and sanitation education
and the provision of
standards for safe water
supply and appropriate
sanitation facilities.
Key Components and Goals of WASH in Schools
Wash in schools focuses on the standards for the promotion of a clean
and safe school environment & correct hygiene and sanitation
practices among learners.
Environmental
Oral Hygiene and Provision of Toilet,
Provision of Safe Sanitation and
Proper Handwashing and
Water Solid Waste
Handwashing Drainage Facilities
Management

Hygiene and
Menstrual Hygiene
Food sanitation Deworming Sanitation
Management
Education

Reduced hygiene Increased Contributes to

and sanitation attendance and dignity and gender
related diseases learning achievement equality

DEPARTMENT OF EDUCATION
5 Strengthening of Existing Health Programs

CANTEEN
HEALTH PROMOTING
MANAGEMENT
SCHOOL
AND FOOD ENVIRONMENT
SAFETY -Water, Sanitation and Hygiene
- Distribution of the Food Safety • Safe water, clean water
Manual to ensure food safety • Handwashing, tooth brushing and
toilet facilities
standards are strictly enforced • Menstrual Health Management
- Ensuring canteens secure • Vector control
sanitation and health permits -Essential Health Care
from the local health unit • Tooth brushing
• Handwashing

- Helminth Control (Deworming)

- Hygiene and Sanitation
Education

DEPARTMENT OF EDUCATION
 Integration to Health Education
6
Curriculum
Community & Growth
Environmental Health and
Developme
Discusses the role of the learner as an Communi nt Consum
integral part of the community, with ty and er Health
a responsibility of protecting the Environment
environment. Promotes individual & al Health
community actions promoting a standard
of health, hygiene and safety in food,
water, waste management, & pollution LIFELONG
control. WELLNESS Substanc
Personal e Use
THROUGH and
Health HEALTH
Personal Health Abuse
Comprises personal health habits and EDUCATION
practices that promote physical, mental,
social, emotional, & moral-spiritual health.

Disease
Preventio Family
Injury Health
Disease Prevention & Control n and Preventio
Involves the prevention and control of Control n and
diseases and disorders through the
Safety
development of health habits and
practices.
Framework for Health Education
DEPARTMENT OF EDUCATION
 IMPLICATIONS OF WASH IN SCHOOL
POLICY
 Expected Outcomes : Lower incidence of morbidity and
mortality from highly preventable diseases that translates
to:
 less absenteeism in school
 improved learning, and better chances for them
to finish
schooling
 positive attitudes and behavior
 improved physical and emotional health
 improved quality of life and
 better prospects for a productive future.

 Comprehensive Policy : The holistic approach to hygiene

and sanitation fills the policy gaps, provides guidelines, and
gives equal attention to other key health program areas
DEPARTMENT OF EDUCATION
IMPLICATIONS OF WASH IN SCHOOL
POLICY

• Establishes standards for WASH in School

Environment that promote
– Child rights
– child-friendly environment
– gender-sensitivity
– Safety
– motivating environment

DEPARTMENT OF EDUCATION
IMPLICATIONS OF WASH IN SCHOOL
POLICY

• Measures for Effective Implementation:

– Use of current DepEd Structure
– Maximizes on Institutional Partnerships
– School Based Management (SBM)
– Develop efficient M&E System through
Three Star Approach
– Continuous Improvement

DEPARTMENT OF EDUCATION
 Initial Ideas On The Purposes Of Capacity Building, And The
Focus And Targets Of The Learning Programs

Purpose for learning Target of the Learning program Focus of the Learning

 Understand the WinS Central Office Technical Working  WinS Policy

Policy to guide Group (TWG)  Progress Monitoring
implementers and align  Resource Allocation
efforts for quality  Impact Evaluation
implementation

 Understand the WinS Regional Office, especially the  WinS Policy

Policy Education Support Services  Merit System for SDOs
 Implement the Merit Division (ESSD), Quality  Providing technical
system Assurance Division (QAD), and assistance to SDOs
 Provide technical Field Technical Assistance  Progress Monitoring
assistance to Schools Division (FTAD).  Resource Allocation
Division Offices (SDO)

DEPARTMENT OF EDUCATION
 Initial Ideas On The Purposes Of Capacity Building, And The
Focus And Targets Of The Learning Programs

Target of the Learning

Purpose for learning Focus of the Learning
program
 Understand the WinS Policy Schools Division Office  WinS Policy
 How to achieve the milestones (SDO), especially the  Merit System for
specified in the SDO merit system School Governance and Schools
 How to do M&E, analyze, and use Operations Division  Progress Monitoring
monitoring results (SGOD)  Resource Allocation

 Understand the WinS Policy Schools  WinS Policy

 How to achieve the milestones  Conduct the WinS
specified in the School merit system M&E
 How to do M&E, analyze, and use  Analysis and use of
monitoring results (e.g. to planning) data
 Resource generation / sustainable  Merit system
support  Resource mobilization

DEPARTMENT OF EDUCATION
THE THREE-STAR APPROACH TO WASH IN
SCHOOLS
Enabling Incremental Progress for Water, Sanitation and Hygiene Education in Schools

Department of Education
 Outline
 Why WASH in Schools?
 Why have we not progress as we should?:
Key bottlenecks in WASH in Schools
o Challenges to WASH in Schools in the
Philippines
o Where do we focus?

 How do we unlock the bottlenecks?:

New approaches to WASH in Schools
programming
o Shift in Programming for WASH in Schools
o DepED’s Essential Health Care Program
(EHCP): Hygiene Behaviour Change Model
o The Three-Star Approach for WASH in
Schools

DEPARTMENT OF EDUCATION
Why WASH in Schools?
DEPARTMENT OF EDUCATION
 Many Filipino children will not reach their
full potential.

• Stunting - lack of height for age; indicator of

physical and mental development
– 30.3 percent of 0-5 years old (FNRI, 2013)
– 29.1 percent of 5-10 years old (FNRI, 2013)

• Stunting is more prevalent among males than

females. 4 years old
(stunted)
2 years old
(normal)
• Local study: high-performing were much less likely to
have been stunted (10-20% stunted) than poor-
performing school children (40-50% stunted) (Belezario et
al., 2000)

DEPARTMENT OF EDUCATION
Sanitation, Hygiene and Stunting
Extra food means nothing to stunted
kids…

• Environmental enteropathy –
thickening of the gut wall, which
reduces surface for absorbing
nutrients
• Caused by fecal bacteria ingested in
large quantities by young children
living in conditions of poor sanitation
• Sub-clinical disorder – no manifest
“eruption”

DEPARTMENT OF EDUCATION
 WASH in Schools in Philippines:
INEQUITIES IN ACCESS: URBAN VS. RURAL;
REGIONAL
Sources of water:
• Any source - 92 %
• Piped water - 42%
Source: DepED EBEIS SY
2015-2016
Toilet to Pupil Ratio:
• Nationally - 1:39 (ES & HS)
• ARMM - 1:140; 50% no toilet
Source: DepED EBEIS SY
2014-2015

Key issues on functionality:

• Appropriateness of design
• Gender needs
• Operation and maintenance

DEPARTMENT OF EDUCATION
Why have we progressed only so far?:
Key Bottlenecks in WASH in Schools

DEPARTMENT OF EDUCATION
Key Challenges to WASH in Schools

• Hygiene knowledge≠
practice
• Low value/priority given to
WASH
• Limited budgets
• National standards too
high/difficult to achieve

DEPARTMENT OF EDUCATION
 KEY CHALLENGES TO WASH IN SCHOOLS

• Reliance on big subsidy,

piece-meal projects
• Lack of participation of
school and local actors
• Lack of ownership and
accountability for WASH
in schools

DEPARTMENT OF EDUCATION
 How
How do
do we
we unlock
unlock the
the bottlenecks?:
bottlenecks?:
New
New Programme
Programme Approaches
Approaches in
in WASH
WASH in
in Schools
Schools

DEPARTMENT OF EDUCATION
Addressing WASH in Schools Bottlenecks:
Focus on Behaviour and Participation

Traditional Approach New Approach

Knowledge-based (Awareness) Skills-based daily activities (Practice)

Supply/infrastructure-driven Focus on hygiene behavior change and

operation and maintenance
Dependent on big public or School and community mobilization
private sector subsidy

Often high investment Low cost

Project-driven (piece-meal) Incremental milestones, at-scale

DEPARTMENT OF EDUCATION
 A critical part of the solution has already
been developed by DepED!!!

DEPED’S ESSENTIAL HEALTH CARE PROGRAM (EHCP):

SIMPLE, SCALABLE AND SUSTAINABLE

DEPARTMENT OF EDUCATION
Impact of the Philippine Model

20%
reduction in 30% reduction 50% reduction
malnutrition 40% reduction in heavy
in absenteeism
in oral infection worm
infestation

Source: Fit for School Health Outcome Study,

2013

DEPARTMENT OF EDUCATION
 Hygiene Behaviour Change Model:
Group Approach to Hygiene Promotion

Skills-based approach
– Learning by doing
– Repetition = routine
Social norm setting - peer expectation
– Gaya-gaya
– Group motivation
– FUN!
Efficiency – upholds importance and
doability of hygiene practice
– Organized and time-economical
– Optimal use of supplies and facilities

DEPARTMENT OF EDUCATION
 The Three-Star Approach: Incremental
Progress for WASH in Schools

VI OUR
BEHA Three star
HAN GE
C Two star
No star One star
Daily routines to Incremental Meeting national
promote healthy Improvements standards
habits 1-star plus: • School facilities and
• Daily group handwashing • Hygiene education and systems upgraded to meet
with soap facilities to promote national standards
• Daily cleaning of toilets; handwashing with soap
provision of soap and after toilet use
water; • Additional toilets + facilities
• At least 1 functional toilet and education for
each for girls and boys; no menstrual hygiene
open defecation management
• Daily use of drinking-water • Low-cost point of use
bottles by all children water treatment in schools

DEPARTMENT OF EDUCATION
 How does the Three Star Approach Enable WASH in Schools?

• Phased approach: provides milestones that

schools can achieve by stages
• Begins and progresses with what the
school can afford and mobilize
• Incremental achievement: lends to
progressive rating, levels of recognition and
incentivization
• Operationalizes School-Based
Management approach

DEPARTMENT OF EDUCATION
 Three  Approach as an Integrated System

The WinS Three-Star Approach is designed as an integrated

system to ensure the quality WASH practices in Schools,
thereby contributing largely to achieve sustainable
improvements for “healthy schools” that support all children in
their development.
 
It is considered a single approach to ensure:
 quality of WinS implementation,
 due diligence of monitoring for developmental reasons;
and
 performance is recognized to further motivate
continuous improvement.

DEPARTMENT OF EDUCATION
 Three  Approach as an Integrated System
As a QA mechanism of a regular school program, all schools shall
monitor their WinS implementation to ensure that the enablers for learning
are in place and functional.
As a Monitoring scheme, to provide the information and evidence for
relevant management systems (e.g. Quality Assurance; Planning and
Budgeting; Technical Assistance, Performance management). The
integrity of data shall be given premium, thus, the Validation of
information is a pre-requisite for awarding of Recognition. The
Monitoring reports of schools shall serve as basis for technical
assistance of the Schools Division Office. These shall form part of the
agenda for technical assistance and Schools’ Continuous Improvement
Projects
As a Recognition system, the recognition puts premium to both the
improvement efforts of the school community and on the results of the
efforts themselves.

DEPARTMENT OF EDUCATION
 THREE STAR APPROACH
FOR WINS Recognition
 For Effort / improvement:
IMPLEMENTATION: Citation of Appreciation
STEPS Validation:
 Recognition for 3schools
 Seal of Excellence for 3 years
SDO looks closely
at 3schools
 Documents review Translating Results
 Visits and into Actions
Self-Assessment: observations
School Level:
 Check 5 crucial WinS  Report to School Stakeholders
 SIP, AIP and APP
indicators  Continuous Improvement Project (CI
 Complete the Project)
 Plan adjustment of the WinS Program
Monitoring Form
Preparation:  Review the results  Evidence for the SBM Assessment

 Gather School SDO Level:

WinS TWG  Technical Assistance Plan of the ESs for
each school
 Orient or review of the  M&E Report of the SDO
indicators and 3  Evidence for the SBM Assessment
steps  DEDP , AIP and APP

DEPARTMENT OF EDUCATION
 Rating Scheme
Special Note: Five (5) of the 24 indicators are crucial
indicators for the WinS implementation / practice.
• Safe drinking water
• Gender-segregated toilets
• Group handwashing facility
• Group handwashing activities
• Access to sanitary pads

DEPARTMENT OF EDUCATION
 Rating Scheme
1. Determine the compliance to the Five (5) Basic Crucial
Indicators.
• If the school failed to meet any of the five, then the school’s Over-all
Rating will automatically register as 0 Star, or “Beginning” regardless
of the ratings in the other indicators

2. Identify the Star level/rating of each indicator and assign

an equivalent point, where 1 Star = 1 point.
3. Compute for the Over-all Rating using averaging – i.e. total
points divided by total indicators
4. Determine the Over-all WinS Implementation Level using
the Scale provided

DEPARTMENT OF EDUCATION
 Range / Extent of implementation

0 .74 1.74 2.74 3

.75 1.75 2.75

0 Star 1 Star 2 Star 3 Star

EMERGING DEVELOPING PROFICIENT

Meets ALL
Sample TSA School required
Report follows National
Standards

DEPARTMENT OF EDUCATION
 REPORT: WINS 3-STAR MATRIX FOR
SCHOOLS

Indicators are
color coded to
indicate Star
rating
Blue – 3 Stars
Green – 2 Stars
Yellow – 1 Star
Red – 0 Star

DEPARTMENT OF EDUCATION
WinS 3-Star Report for Schools

✓ means Overall rating is

the 2-star average score
criteria has of all indicators
been met

Score based
on star rating

Click to
access 3-Star
Reports

DEPARTMENT OF EDUCATION
 Recognition
a. Elevated the implementation to a higher level. For
improving, the school will be given a Citation of
Appreciation as signed by Schools Division
Superintendent
b. Reached the desired Advanced Level of WinS
Implementation (3 – Star Level). For being able to fully
observe national standards, the school will be given a
Recognition Award duly signed by the DepED Regional
Director
c. Successfully maintained an Advanced Level of WinS
Implementation (3 – Star Level) for 3 straight years, the
school will cited for excellence and be given the Seal of
Excellence issued by the CO as signed by the Director
of the BLSS in behalf of the Secretary.
DEPARTMENT OF EDUCATION
TSA MONITORING SYSTEM FOR SCHOOLS

Department of Education
 WinS Indicators in the BEIS

• Water source including availability of drinking water and

children bringing their own water
• Daily cleaning of sanitation facilities
• Group handwashing facilities
• Availability of sanitary pads
• Learners dewormed

DEPARTMENT OF EDUCATION
 Indicators & Data Elements

Indicators School Monitoring Form

School Monitoring System

Online Monitoring System School Results

DEPARTMENT OF EDUCATION
 WinS
Monitoring
Form

• 4 pages
• 56 questions

DEPARTMENT OF EDUCATION
 WinS Monitoring System
• Excel file containing data for one school
and automatic feedback mechanism
• Modules:
– Data entry
– 3-Star Matrix for Schools
– 3-Star Report for Schools
– 3-Star Charts for Schools

DEPARTMENT OF EDUCATION
 Data Entry Module

System
Version

Enter data
in white
cells

Tip: Press tab to

move to the next
white cell
Click to
access
the data
entry
module

DEPARTMENT OF EDUCATION
Data Entry Module

Some cells have

predefined
options from a
dropdown

Message box
pops up when
encoder enters
invalid data

DEPARTMENT OF EDUCATION
 WinS 3-Star Matrix for
Schools
Indicators are
color coded to Set to “Yes” to
indicate Star remove the
rating colors
Blue – 3 Stars
Green – 2 Stars
Yellow – 1 Star
Red – 0 Star

Click to access
3-Star Matrix

DEPARTMENT OF EDUCATION
WinS 3-Star Report for
Schools Overall rating is
✓ means the
2-star criteria average score
has been met of all indicators

Score based
on star rating

Click to
access 3-Star
Reports

DEPARTMENT OF EDUCATION
 Scale for Overall Rating

RANGE RATING Non-Negotiable Indicators

0.00 – 0.74 0 Star • Safe drinking water
0.75 – 1.74 1 Star • Gender-segregated toilets
1.75 – 2.74 2 Star
• Daily group handwashing with
2.75 – 3.00 3 Star
soap
• At least one functional group
handwashing facility
• Accessible sanitary pads

DEPARTMENT OF EDUCATION
 WinS 3-Star Charts for Schools
Number of
Stars

Click to 0-Star for Daily

access 3-Star Cleaning of
Charts Toilets

DEPARTMENT OF EDUCATION
 Uploading into the WinS OMS

• Access the DepEd WinS Online

Monitoring System at http://deped-
wins.sysdb.site/
• Enter your username and password

DEPARTMENT OF EDUCATION
 Uploading into the WinS OMS

• Entering the correct username and password will give

you access to the various modules of the system and the
schools that your account has authority over.
• Move your mouse to the <Modules> Menu in the upper
right section of the screen, then click <Upload School
System>

DEPARTMENT OF EDUCATION
 Uploading into the WinS OMS

• This will bring you to the Upload School System Screen

• Select the appropriate school then click on <Browse>
• Select the appropriate file then click the <Upload> button
to copy the data into the OMS

DEPARTMENT OF EDUCATION
 Uploading into the WinS OMS
• The system will display a confirmation message if the file
was successfully uploaded.
• An error message will appear if the file was not
successfully uploaded. Some reasons for this are
incorrect school being uploaded and missing fields that
are required.

DEPARTMENT OF EDUCATION
 RECOGNIZING SDO PERFORMANCE
ORIENTATION AND PLANNING FOR THE
WINS POLICY IMPLEMENTATION

Department of Education
DepED Order No. 10, s. 2016 – Policy and Guidelines for the Comprehensive
WinS Program stipulated that the Office through the School Health Division of
the Bureau of Learner Support Services (BLSS) shall take the necessary
strategies and actions for the overall execution of the WinS program. Alongside
this responsibility is establishing a set of standards for incentives and awards
to recognize outstanding program implementers
 

Part of the stated responsibilities of the Regional office in DepED

Order No. 10, s. 2016 is to implement a incentives and awards for
the Best Division Implementer.
In this context, an Incentive scheme is articulated to support the
Regions in terms of purpose, process and criteria for recognizing
SDO’s management of the WinS Program

DEPARTMENT OF EDUCATION
 Session Objectives

1. Articulate the standards required for the SDO to

manage and enable schools in the implementation
of the WinS Program
2. Explain the mechanism for recognizing the SDOs
in term of the managing and enabling schools in
the implementation of the WinS Program

DEPARTMENT OF EDUCATION
 Discussion Points

1. Nature and Purpose of the Mechanism

2. Criteria
3. Incentives and Rewards
4. Computing for the Rewards
5. Process

DEPARTMENT OF EDUCATION
Nature and Purpose of the Mechanism

Recognizing SDOs

Nature and Purpose of the Mechanism

DEPARTMENT OF EDUCATION
 Nature & Purpose of the Mechanism

To streamline efforts to motivate, assure quality and assist the

School’s Divisions, the mechanism is designed as an integrated
approach to:
 Strengthen the motivation of SDO supervisors and staff
to continue with managing and providing technical
assistance to schools in implementing the WinS Policy
 Establish the information for designing a technical
assistance program for the SDOs that is aimed at
building their organization capacity for sustained
support to schools
 Monitor the quality of technical assistance provided by
the SDOs to school
DEPARTMENT OF EDUCATION
Recognizing SDOs

Criteria

DEPARTMENT OF EDUCATION
 Criteria
Recognizing the SDOs for WinS Management gives premium to both the
organization capacity and results of the technical assistance :

Criteria Weight
i. Improvement of schools in the WinS implementation level.
This looks into the number of schools who were able to move-up one or two 30 %
implementation levels as measured using the Three-Star Approach.

ii. Schools’ achievement of national standards

This item is about the number of schools that achieved the desired WinS 20%
implementation practice that is equivalent to a Three Stars in the TSA

iii. Organizational Enablers

This refers to the organization capacity of the SDO to carry out management
and technical assistance to the schools’ WinS implementation. The focus is to 50%
determine if the program enablers at the SDO are in place and fully functional

DEPARTMENT OF EDUCATION
 Criteria # 3: Areas of Organizational Enablers

1. STEERING STRUCTURE AND RELATIONS

Structures and relationships needed to steer WinS implementation
2. SUPPORT SYSTEMS
Supportive mechanisms that provide the processes and tools to move the WinS
program
3. PLANNING, PROGRAMMING AND RESOURCE MOBILIZATION
Articulation of directions, programs and resource commitment to achieve
national WinS standards in strategic and operational plans

4. KNOWLEDGE MANAGEMENT, RESEARCH AND INNOVATIONS

Articulation of directions, programs and resource commitment to achieve
national WinS standards in strategic and operational plans

5. HUMAN CAPACITY DEVELOPMENT

Capacitating human resource to ensure that the organization has the
appropriate and relevant competencies for WinS

DEPARTMENT OF EDUCATION
 Criteria # 3: Areas of Organizational Enablers

Knowledge
Management,
Research, and
Innovations

Steering
Structures Planning,
Programming
School
and Resource
Level
mobilization
WinS
Imple
mentat
Support
ion
systems:
 Technical
Assistance
 M&E
Human  LRMDS
Capacity
Development

DEPARTMENT OF EDUCATION
 Indicators of Organizational Enablers
ORGANIZATIONAL
AREA CRITERIA PER AREA
1. Functional SD WinS TWG which comprise a range of internal
A. STEERING
and external stakeholders that are working together and
STRUCTURE &
providing directions on WinS management and
RELATIONS
implementation
1. M&E of WinS as part of the SDO M&E system (e.g. Schools
validated by the SDO; Monitoring reports)
2. TA System Integrates WinS (e.g. WinS is part of the SDO’s TA
B. SUPPORT agenda to schools; SDO personnel capable of providing TA to
SYSTEMS schools re: WinS
3. SDO Learning Resource Development and Management
System is developing, distributing and assuring the quality of
WinS materials to support health education

DEPARTMENT OF EDUCATION
 Indicators of Organizational Enablers

ORGANIZATIONAL
AREA CRITERIA PER AREA
C. PLANNING,
PROGRAMMING
AND RESOURCE 1. WinS is reflected as agenda in the Division Education
MOBILIZATIONS Development Plan (DEDP - SDO’s strategic plan) on areas
such as research, KM, T&D.
2. Resource allocation for WinS activities and services
(reflected in the SDO’s Annual Improvement Plan and/or
Annual Procurement Plan)
3. Active involvement of partners (e.g. NGOs, LGUs, CSO and
INGOs) in implementing the WinS agenda as a result of
actively establishing and maintaining linkages with these
partners (at least 2 types of partners)

DEPARTMENT OF EDUCATION
 Indicators of Organizational Enablers
ORGANIZATIONAL
AREA CRITERIA PER AREA

1. The SDO conducts at least one study a year on WinS or a

D. KNOWLEDGE topic related to it
MANAGEMENT,
2. SDO-led WinS project or innovations
RESEARCH AND
INNOVATIONS 3. Utilize WinS M&E data to design and make improvements
on programs (knowledge management)

1. WinS as a learning topic is included in the SDO Professional

E. HUMAN Development Program (for SDO staff and supervisors)
CAPACITY 2. SDO staff and supervisors developed their capacity by
DEVELOPMENT participating in learning opportunities – e.g. direct
training; LAC sessions; advance learning on WinS

DEPARTMENT OF EDUCATION
Recognizing SDOs

Incentives and Rewards

DEPARTMENT OF EDUCATION
 Rewards: What is recognized?
1. Citation of Appreciation
Given to SDO for having improved in the level of WinS Implementation.
This means movement to a higher level of implementation from the
previous rating year. The Citation of Appreciation shall be signed by the
Regional Director
2. Recognition Award
Given to SDO for achieving the indicators on outstanding management and
technical assistance to schools and the result of which is the schools’
observance of WinS national standards. This translates to reaching a 3 –
Star Level of WinS Program Management.
3. Seal of Excellence
Awarded to a Schools Division Office for having successfully maintained a
3 – Star Level of WinS Program Management over a period of 3 straight
years.

DEPARTMENT OF EDUCATION
Recognizing SDOs

Computing for Rewards

DEPARTMENT OF EDUCATION
 Computing for Rewards
Criteria
Criteria 1 2 3 Weight

Schools’ 26 – 50% of 51 – 75% of 76 – 100 % of

achievement of schools are in schools are in schools are in X 20%
national standards the 3 Star level the 3 Star level the 3 Star level
Improvement of
26 – 50% of 51 – 75% of 76 – 100 % of
schools in the WinS
implementation
schools moved schools moved schools moved X 30%
to a higher star to a higher star to a higher star
level
Meets any 4 to Meets any 7 to Any 10 to 12
Organizational 6 items in the 9 items in the items in the
Enablers Organizational Organizational Organizational X 50%
Enablers criteria Enablers criteria Enablers criteria

DEPARTMENT OF EDUCATION
Recognizing SDOs

Process

DEPARTMENT OF EDUCATION
PROCESS: HOW DO WE Recognition
 Recognition Award
IDENTIFY PERFORMING  Seal of Excellence
Rating
SDO MANAGERS OF a. Generate
 Citation of Appreciation
the SDO report
 Regional validation
SCHOOL WINS Validation: on: 3 Star
team computes theSchools,
IMPLEMENTERS?  RO QAD calls for
SDO’s improved
Overall Rating Translating Results
implementation
validation and those that attained 3- into Actions
 RO QAD and FTA Star level
Field for 3 yearsAssistance Division
Technical
Teams conducts
b. Fromand
theteams: Technical Assistance for
list, randomly
validation the SDO
Self-Assessment: select the schools to visit
 Education Support Services
 SDO TWG c. Visit the randomly
Division: WinSselected
M&E report to CO-
 Summarize Three Star BLSS
schools
Schools and work on the  Quality Assurance Division:
Organization assessment d. Validate the information
Incorporate on M&E
to the Regional
Preparation:  Submit report to the Organization
Report to Capacity
Central Office and other
Region usingexternal stakeholders
the “Document
 Gather SDO  Policy, Planning and Research
Analysis, Observation and
WinS TWG Division: Improving policy localization
 Orient or review of the Discussion (DOD)”
and policy agenda setting in the
indicators and steps approach.
Regional Education Development Plan
 Gather & review (REDP); AIP; and APP
documents  Regional Director: Reports to RO
stakeholders

DEPARTMENT OF EDUCATION
 Process: How do we identify Performing SDO managers of
school WinS implementers?

1. PREPARATION. The SDO calls for the WinS TWG and

orient/review the team on the indicators and steps in
accomplishing the SDO WinS Monitoring Form. Pertinent
documents are gathered and reviewed accordingly.

2. SELF ASSESSMENT.
 As a group, the SDO WinS TWG works on the self-
assessment form which contains both the Organization
Capacity Indicators and School level Results.
 The SDO sends the self-assessment report to the Regional
Office via the QAD with a copy furnished to the FTAD

DEPARTMENT OF EDUCATION
 Process: How do we identify Performing SDO managers of
school WinS implementers?

3. VALIDATION. The Region QAD and FTAD calls for validation, and
together with the FTA teams conducts the following validation steps
in the SDOs
a. Generate from the WinS Monitoring System, the SDO report on:
(i) schools with improved implementation level; (ii) those that
achieved 3-Star level; and (iii) schools that attained 3-Star level
for the past 3 years
b. From the list generated, randomly select the schools to visit
c. Visit the selected schools to determine the accuracy of report
regarding the school’s implementation level
d. Validate the information on SDO’s Organization Enablers using
the “Document Analysis, Observation and Discussion (DOD)”
approach
DEPARTMENT OF EDUCATION
 Process: How do we identify Performing SDO managers of
school WinS implementers?

4. RATING. The Regional validation team computes for the Overall Rating of the
SDO by following the process below.
a. Encode the information in the WinS SDO Monitoring Tool.
Each Validation team will do their encoding online.
b. Use the scale to determine the final level of WinS program management
Range Descriptor
0.0 – .75 0 Star * Exemplary =
0.76 – 1.50 1 Star = Emerging Sustained proficiency
1.51 – 2.25 2 Star = Developing for 3 years
2.26 – 3.00 3 Star = Proficient
c. The Regional validation team generates the report for each SDO and signs it
as a form of endorsement. The team submits the signed report to the QAD.
d. QAD compiles and submits all endorsement reports to the Regional Director
for approval

DEPARTMENT OF EDUCATION
 Process: How do we identify Performing SDO managers of
school WinS implementers?

5. RECOGNITION. Each SDO is awarded the appropriate

citation or recognition based on the Overall rating of
program management in the School Division. Specifically,
the Regional Office shall:
a. Endorse to the Central Office via the BLSS the SDOs to
be given Recognition Award by the Region, and Seal
of Excellence.
b. Issue the Citation of Appreciation to the appropriate
SDOs as recognition of their improvement in WinS
management

DEPARTMENT OF EDUCATION
 Process: How do we identify Performing SDO managers of
school WinS implementers?

6. RECOGNITION. The full value of Monitoring is achieved when

developmental actions are taken given the information at hand. In
order to optimize the essence of Monitoring and QA, the analysis the
data on the SDO’s level of WinS program management shall be used as
follows:
REGIONAL OFFICE / DIVISION APPLICATION
Field Technical Assistance Division Technical Assistance Plan for the SDO
and teams
Education Support Services Division WinS M&E report to CO-BLSS
Quality Assurance Division Incorporate to the Regional M&E Report to Central
Office and other external stakeholders
Policy, Planning and Research Division Improving policy localization and policy agenda
setting in the Regional Education Development
Plan (REDP); AIP; and APP
Regional Director Reports to RO stakeholders (including the RDC)

DEPARTMENT OF EDUCATION