SUB-OFFICE OF TANAY

TANAY SENIOR HIGH SCHOOL

SBM VALIDATION FORM

TEMPLATE
TABLE 1

1 2 3 4
Thematic Rating and
Performance Indicators Data
Area Equivalent Poin
Enrolment Rate (ER)
SY 2018 -2019 430 1-Marginal: At least no de
Access 45%

SY 2019 - 2020 517 20.23 2-Average: At least 5 % incr

SY 2020 - 2021 627 21.28 3- High: At least 7 % in

Average % of Increase /Decrease 20.76

Rating 3
DROP OUT RATE (DR)
SY 2018 -2019 0.69 1-Marginal: At least 2% dec

Total No. of Drop Outs 3 2-Average: At least 4% dec

Total No. of Enrollment+Drop Out 433 3- High: Has high DR or more than 4 % d

SY 2019 - 2020 0.77

Total No. of Drop Outs 4
Total No. of Enrollment+Drop Out 521
SY 2020 - 2021 0.00
Total No. of Drop Outs 0 10.81
Total No. of Enrollment+Drop Out 627 -100.00
Average % of Increase /Decrease -44.60
Efficiency 25%

Rating 3
PROMOTION RATE
SY 2018 -2019 89
Total no. of Promotees 177
Total no. of Enrolment 200 1-Marginal: At least 5% incr

SY 2019 - 2020 81 2-Average: At least 7% inc

Total no. of Promotees 201 3- High: At least 10% in

Total no. of Enrolment 248

SY 2020 - 2021 90
Total no. of Promotees 249 -8.42
Total no. of Enrolment 278 10.51
Average % of Increase /Decrease 1.05
 Note: Kindly fill out all WHITE CELLS only

4 5 6 Name of School Head:

Rating and
Computation Result
ivalent Points Position:
No. of Years in Present School:
al: At least no decrease Contact No. of the School Head:
Source: Contact No. of the School:
ge: At least 5 % increase
3 X 0.45 1.35 BEIS
At least 7 % increase BOSY E-Mail Address of the School:

al: At least 2% decrease

e: At least 4% decrease

high DR or more than 4 % decrease

Source:
BEIS
EOSY+
NUmber
of DROP
OUT ( K-
6)

1.50 x 0.25 0.38

nal: At least 5% increase Source:

BEIS
e: At least 7% increase
EOSY
At least 10% increase (Grade 1
- 6)
BOSY
(Grade 1
- 6)
 Rating 0
SUB-TOTAL(DR+CR)/2 1.50
LOA
SY 2018 - 2019 85.52
Quality 30%

1 - Marginal: at least 7% in

SY 2019 - 2020 87.52 2.34 2 - Average: at least 8% in

SY 2020- 2021 88.25 0.83 3 - High: at least 10 % inc

Average % of Increase /Decrease 1.59

Rating 0

Table 2

Accountability a
Leadership and Governance Curriculum and Learning Continuous
Improvement
Item No. Score Item No. Score Item No.
1 3 1 3 1
2 3 2 3 2
3 3 3 3 3
4 3 4 3 4
5 3 5 3 5
6 3
7 0
TOTAL 15 TOTAL 18 TOTAL
AVERAGE 3.00 AVERAGE 3.00 AVERAGE

Table 3

Percentage
Categories
Leadership and Governance 30%
Curriculum and learning 30%
Accountability and Continuous improvement 25%
Management of Resources 15%

Table 4

Performance Improvement SBM Assessment Score Based on DOD

60% 40%
Sub-total Computation Result (A) Sub-total Computation
1.73 1.73 x 0.6 1.04 2.85 2.85
 MOVs: LOA
nal: at least 7% increase LINK SY 2018-2019: https://docs.google.com/spreadsheets/d/1bn
age: at least 8% increase LINK SY 2019-2020: https://docs.google.com/spreadsheets/d/1idF
0 x 0.3 0.00
: at least 10 % increase LINK SY 2020-2021: https://docs.google.com/spreadsheets/d/1bH
Source:
SF 10
SUB - TOTAL 1.73

untability and
Management of
Continuous
Resources
mprovement
Score Item No. Score
3 1 2
3 2 2
3 3 2
3 4 1
3 5 3

15 TOTAL 10
3.00 AVERAGE 2.00

Percentage Sub
Computations Total
30% 3.00 x 0.30 0.90
30% 3.00 x 0.30 0.90
25% 3.00 x 0.25 0.75
15% 2.00 x 0.15 0.30
Sub Total 2.85

n DOD Total
Level
A+B
omputation Result (B)
x 0.4 1.14 2.18 II

Description Maturing
Evaluated by: Checked & Verified:

MARY GRACE L. DANAK RHEA A. TOLENTINO

Division Statistician-DMU EPS II-SMME

* Note: For the School Assessment (Evaluated by the SBM Coor., Checked & Verified by the School M&E Coordinator
Noted by the School Head)
For the Sub-office Assessment Validation (Evaluated by the assigned Validator, Checked & Verified by the SBM
and Noted by the PSDS/s)
For the Division Validation (Evaluated by the assigned Division Validator, Checked and verified by: EPS II-SMM
and Noted by: SEPS-SMME
 Noted:

EMMALYN P. GUEVARRA
SEPS-SMME

Coordinator, and

by the SBM Consultant,

EPS II-SMME
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
DIVISION OF RIZAL PHP QMS 19930014

SCHOOL-BASED MANAGEMENT (SBM) PRACTICES ASSESSMENT TO

School: TANAY SENIOR HIGH SCHOOL

Name of School Head: DR. TERESITA A. CRUZ

Directions: Rate the SBM Practices per indicator based on the indicated artifacts (e.g. compliance to artifact
compliance to artifacts a-g, check 2, compliance to artifacts a-k, check 3).

Ratings:
0 - No evidence
1 - Evidences indicate that indicators/ artifacts were at least 25% met
2 - Evidences indicate that indicators/ artifacts were at least 75% met
3 - Evidences indicate practices and procedures satisfy quality standards (All or 100% of the indicators/artifacts were

PRINCIPLE I: LEADERSHIP AND GOVERNANCE (30%, X 0.30)

STANDARD INDICATOR ARTIFACTS

A network of leadership and 1. In place is a Development a. School Community Profile

governance guides the education Plan developed collaboratively b.Documentation in the crafting of
system to achieve its shared by stakeholders of the school SIP (Memo, MoM, Attendance,
vision, mission and goals making and community. Photo Docs, etc.)
them responsive and relevant to
the context of diverse c. Advocacy materials
environments.
d. Information Board (can also be
digi-board thru FB page/website)
e.Approved ESIP with Annexes
f.School LCP (Original and
Updated)
g.Record or List of stakeholders’
initiated PPAs
h.Approved Proposals on matters
of SGO initiated by stakeholders

i.Annual Plan (SGC/GPTA’s project

or activities)
j.SGC/GPTA Planning Meeting
Documentation

INDICATOR ARTIFACTS
2. The development plan is a. Documentation Report of
regularly reviewed by the SIP/AIP review (Memo, MoM, letter
school community to keep it of invitation conformed/ received)
responsive and relevant to
emerging needs, challenges
and opportunities. b. Open line communication (can
be thru Social Media account/
page, school Website, flyers on the
enhanced plan.

c. Narrative Report on VMVs and

school’s aspiration advocacy
d. PPAs Monitoring Report /
Progress Monitoring Report
e. Status Report of the initially
implemented PPAs (per AIP)
f. Enhanced SIP/AIP (3Rs: the
Reviewed, Revised, Ratified
Document)
g.Best Practice/s shared on the
regular review of the ESIP/AIP

INDICATOR ARTIFACTS

3. The school is organized by a.List of Members of different

a clear structure and work stakeholder’ organization.
arrangements that promote b. Memo/Notice of Meeting with
shared leadership and Stakeholders.
governance and define the
roles and responsibilities of c. Letter of Invitation conformed/
the stakeholders. received by stakeholders
d. Organizational Structures (SGC,
SPT, GPTA, SSG/SPG, etc.)

e. Document on the Terms of

Reference or Roles and
Responsibilities.
f. Documentation on the conduct of
orientation as regards the
Organizational structure with TORs
/roles and responsibilities; signed).

g. Narrative and Photo-

documentation Reports showing
stakeholders as attendees in any
activities.

INDICATOR ARTIFACTS
 4. A leadership network a. Designation Orders (received)
facilitates communication with Terms of Reference
between and among the conformed/ signed.
school and community leaders
b. Evidence showing confirmation
for informed decision-making
of open communication
and solving of School
(suggestion box, letters, via school
Community-wide learning
FB page or website, etc.)
problems.

c. Updated School Report Card

(signed by the SH)
d.State of the School Address/
Education Summit/ Stakeholders
Symposium (School Memo, Letter
of Invitation/ Program, and
Attendance).
e. Records of
VOC/Feedbacks/Suggestions/
Satisfaction Survey Result.
f.Memo or Notice of Meetings,
Minutes of Meetings/ Conference
Notes/Logs (discussing feedbacks
received).

INDICATOR ARTIFACTS

5. A long-term program is in a. OPCRF and IPCRF

operation that addresses the b. Individual Plan for Professional
training and development Development (IPPD)
needs of school and
community leaders. c. School Plan for Professional
Devt. (SPPD)
d. L&D/LAC/ Training Needs
Assessment (can be a survey)
e. School-Based Training Plan for
school/community leaders
f. L&D/ Training Design or Matrix
on school leadership and
governance including draft memo
on the training.

g. LAC/Training Materials.
TOTAL
AVERAGE
RATING (AVERAGE x 30%)

PRINCIPLE II: CURRICULUM AND INSTRUCTION (30%, X 0.30)

STANDARD INDICATOR ARTIFACTS

The curriculum learning systems 1. The curriculum provides for a. MELC

anchored on the community and the development needs of all
learners’ contexts and aspirations types of learners in the school
are collaborative ly developed community.
and continuously improved.
The curriculum learning systems 1. The curriculum provides for
anchored on the community and the development needs of all b. Copy of Legal Basis on
learners’ contexts and aspirations types of learners in the school Curriculum and Instruction (i.e., RA
are collaborative ly developed community. 10533, etc.)
and continuously improved.
c. Intervention Programs (BRB4,
Project
d. WeeklyAKAP,
Home Peer Tutoring,
Learning Planetc.)
(WHLP Sample/ Compilation)
e.Documented Teaching and
Learning activities (ODL, MDL,
RBI, etc.)
f. Records of resources provided
for Teaching and Learning
activities
g. Utilization of LR materials
(Sample materials and photos
showing utilization during Online or
modular class)

h.Trainings for updating teacher

competencies (List/Memo,
Documentation/ Certificates)

i. Best practices on Curriculum &

Instruction

INDICATOR ARTIFACTS

2.The implemented curriculum a.Inventory/Registry of the

is localized to make it more localized Learning & Instructional
meaningful to the learners and Materials (i.e., SLMs, LeaPs, etc)
applicable to life in this
community. b. List of Least Mastered Skills
(LMSs) or competencies by
subject.
c. Contextualized WHLPs,
Learning Activity Sheets (LAS),
and other LMs/Ims.
d. Strategic Intervention Materials
(SIM) developed by the school
community.
e.Report on the SIM used.
f. Evidences of innovations/
localized intervention
developed/done.
g. Documentation of the adoption
of the localized materials by other
grade level/school.

INDICATOR ARTIFACTS
 INDICATOR ARTIFACTS

3. A representative group of a.Learner’s Profile/SF1

school and community b. List of 4Ps Beneficiaries
stakeholders develop the
methods and materials for c.List of LARDOs or NLPA (No
developing creative thinking Longer Participating in Activities)
and problem solving. d. Anecdotal Records
e. List of Programs, Projects,
Activities (PPAs) on Curriculum
and Instruction.
f. Intervention Plan
g.Data Report on Home Visitation
as part of the Intervention Plan
(Project AKAP).

h. Documented Information of LAC

Sessions on Teaching & Learning
Process.
i. CI Projects/Action Research on
learners improved performance.
j. Documented partnership
activities on Teaching and
Learning Support System.

INDICATOR ARTIFACTS

4. The learning systems are a. Grading System (D.O. 31, s.

regularly and collaboratively 2020).
monitored by the community b. Accomplished Monitoring Tools
using appropriate tools to on Learning outcomes/ILMP.
ensure the holistic growth and
development and the learners
and the community. c. Accomplished Observation Tools
(COT) with agreements.
d. LOA results.
e. Consultative Meeting with the
SPT and/or SGC as regards the
result of LOA.
f. Report on Feedback Result from
learners, parents, and other
stakeholders on Teaching-Learning
Process (TLP).
g. Documentation on TLP
Monitoring mechanism.
h. Documentation on parents
involvement in monitoring learners’
performance (Conference Notes,
meetings, photos, etc.).
 i. Documentation of shared
innovation or best practices on
Monitoring mechanism for learner’s
performance.

INDICATOR ARTIFACTS

5. Appropriate assessment a. Legal Bases on Assessment

tools for teaching and learning (D.O. 8, s. 2015 & D.O. 31, s.
are continuously reviewed and 2020).
improved, and assessment
results are contextualized to b.Forms of Assessment or
the learner and the local strategies implemented.
situation and attainment of c. Registry of Assessment tools.
relevant life skills. d. Sample Learner’s Portfolio
Assessment.
e. Reading Assessment report.
f. Minutes of Meeting with
stakeholders discussing
Assessment result and Plan of
Actions.

g.Documentation of stakeholders’
involvement in the improvement of
assessment tools.

h. Documentation of Innovation/s
or Action Research on
differentiated assessment.
i. Documentation of shared best
practices or Innovation/s adopted
on assessment.

INDICATOR ARTIFACTS

6.Learning managers and a. Result of the CfSS Tool (ESIP

facilitators nurture values and Annex 2 A&B).
environments that are b. Posted signages on safety,
protective of all children and security, and others related to a
demonstrate behaviors Child-Friendly School.
consistent to the
organization’s vision, mission, c. Posted Emergency Directory.
and goals. d. Posted Composition of Child
Protection Committee and School
DRRM Committee.
e. Documented Information
Dissemination/ Orientation on
various policies regarding Child
Protection and DRRM.
 f. Accomplishment Report on
School DRRM and Guidance
activities on Child Protection.

g. School Guidelines on Child

Protection & Anti-Bullying.
h. Updated School DRRM
Contingency Plan.
i. Best Practices on School DRRM
& Child Protection.
j. School Guidelines and/or
advocacies on SDRRM and Child
Protection are benchmarked or
adopted by other schools.

INDICATOR ARTIFACTS

7. Methods and resources are a. List/ Profile of diverse learners

learner & community-friendly, (i.e. ALS, LSENs, IPs).
enjoyable, safe, inclusive, b. Copy of Policies and procedures
accessible, and aimed at on learning environment that
developing self-directed promotes inclusive education.
learners. They are equipped
with essential knowledge,
skills, and values to assume c. List of Program, Projects, and
responsibility for their own Activities focusing on Inclusive
learning. Education.
d. Narrative and Photo
documentation Report on Inclusive
Ed PPAs.
e. Self-Directed Materials made
(localized/ contextualized) for
diverse learners.
TOTAL
AVERAGE
RATING (AVERAGE x 30%)

PRINCIPLE III: ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (25%, X 0.25)

STANDARD INDICATOR ARTIFACTS

A clear, transparent, inclusive, 1. Roles and responsibilities of a. School Memo/ Resolution on the
and responsive accountability accountable person/s and agreed Organizational structure of
system is in place, collaboratively collective body/ies are clearly SPT, SGC, GPTA, SPG/SSG,
developed by the school defined and agreed upon by BAC, etc. with roles and
community, which monitors community stakeholders. responsibilities; properly
performance and acts conformed.
appropriately on gaps and gains.
system is in place, collaboratively collective body/ies are clearly
developed by the school defined and agreed upon by
community, which monitors community stakeholders.
performance and acts
appropriately on gaps and gains.
b. School Memo on the Teachers
Grade assignments and ancillary
services/ (i.e. coordinators);
signed.
c. Memo/Notice of Meetings and
Minutes of Meetings with the SPT,
SGC, GPTA, etc.
d. Other Documented advocacy
activities initiated by stakeholders
on matters of school governance
and operations.

e. Conduct of SOSA (Narrative &

Pictorial Report stating the agenda
discussed to stakeholders).

INDICATOR ARTIFACTS

2. Achievement of goals is a. Report on Gaps Addressed

recognized based on a through Appropriate Action based
collaboratively developed on Gap Analysis (ESIP Annex 3).
performance accountability
system; gaps are addressed b. Documented Information
through appropriate action. (Documents) showing addressed
Gaps.
c. Project Work Plan (ESIP Annex)
for the list of identified PIAs.

d. Documentation of the conduct of

ESIP/AIP projects or PPAs (non-
ESIP/non-AIP).
e. Accomplished Progress
Monitoring & Evaluation Report on
implemented ESIP projects.

f. Accomplishment Report on
ESIP/AIP projects.

INDICATOR ARTIFACTS

3. Accountability system is a. School Memo on the conduct of

owned by the community and activities as per approved Work
is continuously enhanced to Plan with the SGC and/other
ensure that management stakeholders initiating.
structures and mechanisms
are responsive to the b. Strategic direction evident in a
emerging learning needs and Work Plan to address the Gaps for
demands of the community. the identified PIAs which can also
be Risk Management Plan or
Contingency Plan.
emerging learning needs and
demands of the community.

c. Documentation Report of the

activities conducted by the SGC
and/ other stakeholders stated in
the Work Plan to address identified
gaps.

INDICATOR ARTIFACTS

4. Accountability assessment a. Accomplished feedback forms

criteria and tools, feedback and/or satisfaction Survey.
mechanisms and information
collection and validation b. Minutes of Meetings with the
techniques and processes are SGC discussing the feedbacks and
inclusive and collaboratively applied solutions or interventions.
developed and agreed upon.
c. Documented Information on
Feedback Mechanism
(Guidelines/Memo) suggestion
box, feedback forms, survey, etc.
questionnaires, etc.

d. Progress M&E report on the

implemented solutions or
interventions.
e. Consolidated Report/Result of
Feedbacks with Analysis, proposed
and/or applied solutions or
interventions.

INDICATOR ARTIFACTS

5. Participatory assessment of a. Memo on the conduct of School

performance is done regularly Monitoring Evaluation and
with the community. Adjustment (SMEA).
Assessment results and
b. Narrative and Photo
lessons learned serve as
documentation Report on the
basis for feedback, technical
conduct of SMEA with the SMEA
assistance, recognition and
Report.
plan adjustment.
c. Status of Performance Indicators
(Access, Efficiency, Quality).

d. Status of Performance in the

following:
▪Nutritional Status
▪SBFP, etc.

e. Record/Report on Technical
Assistance initiated by the School
Head in the Plan of Adjustments.
 f. Recognition on the accomplished
PPAs, research, innovations, etc.
(School PRAISE).

TOTAL
AVERAGE
RATING (AVERAGE x 25%)

PRINCIPLE IV: MANAGEMENT OF RESOURCES (15%, X 0.15)

STANDARD INDICATOR ARTIFACTS

Resources are collectively and 1. Regular resources a. School Physical Plant, Property
judiciously mobilized and inventory is collaboratively and Equipment (PPE), School
managed with transparency, undertaken by learning Titling, School Development Plan.
effectiveness, and efficiency. managers, learning
facilitators, and community
stakeholders as basis for b. Resource inventory of semi-
resource allocation and expandable items and consumable
mobilization. supplies.
c. Records of MOOE Allocation
d. Compilation/ Records of Deed of
Donations.
e. Resource Allocation and
Mobilization Plan.
f. Documentation showing
stakeholders collaboration on
resource inventory.
g. Best Practices on Resource
Management in terms of inventory.

INDICATOR ARTIFACTS

2. A regular dialogue for a. Copy of RA 9184

planning and resource
b. Records of Procurement
programming that is
including schedule.
accessible and inclusive,
continuously engage c. Composition of Bids and Awards
stakeholders, and support Committee (BAC) with TOR;
implementation of community conformed.
education plans d. School Resource Management
Team with defined TOR;
conformed.
e.Memo and Documentation on the
Conduct of Orientation on
Procurement Process and Fund
Utilization.
 f. Memo and Minutes of Meetings
on the regular Planning and
Programming of Resources with
BAC/SRMT and invited
stakeholders.

g. Best Practices on Resource

Planning and Programming.

INDICATOR ARTIFACTS

3. In place is a community a. Disbursement and Liquidation

developed resource Report of the School MOOE.
management system that b. Financial Reports on Donations
drives appropriate behaviors received (if applicable).
of the stakeholders to ensure
judicious, appropriate, and
effective use of resources. c. Fidelity Bond Documents
d. Photos of updated monthly
Liquidation Reports and Financial
Reports posted on the School
Transparency Board.
e. Documented information or
evidence of reporting to
stakeholders as regards
Disbursement/Liquidation
(Received Copy/SOSA).

f. List of resources given to the

school by stakeholders for the
current year and record of recipient
/ beneficiaries.

g. Best Practices/ innovations on

resource management reporting
system.

INDICATOR ARTIFACTS

4. Regular monitoring, a. Copy of Asset Management

evaluation, and reporting Policy / School Localized
processes of resource Guidelines.
management are developed
b. Documentation Report of the
and implemented
conduct of Orientation on Asset
collaboratively by the learning
Management Policy.
managers, facilitators, and
community stakeholders. c. Resource Management Plan
collaboratively developed with the
stakeholders.
d. Memo and Minutes of Meetings
discussing the utilization of funds
with the stakeholders.
 e. Documentation on Monitoring of
School Resource management
collaboratively done by
stakeholders.
f. Best practices on the regular
Monitoring of Resources.

INDICATOR ARTIFACTS

5. There is a system that a. School Team on Partnership

manages the network and with Roles and Responsibilities.
linkages which strengthen and b. List of school resources
sustain partnerships for programmed for Access, Quality,
improving resource Governance.
management.
c. Partnership Database or List of
School Partners.
d. List of generated resources &
Utilization of DPDS.
e. List of Donations Received.
f. MOA/MOU with partners.
g. School Guidelines on
Networking and Linkages for
Partnership.
h. Brigada Eskwela Reports/
Accomplished Forms.

i. Memo/ Notice of Meetings and

Minutes of regular Meetings of
Project Team on Partnership.

TOTAL
AVERAGE
RATING (AVERAGE x 15%)

Evaluated by: Checked & Verified:

Division Validator EPS II-SMME

For the Sub-office Validation (Evaluated by designated Validator, Checked & Verified by the SBM Consultant, and Noted by the
For the Division Validation (Evaluated by the designated Division Validator, Checked and Verified by the EPS II-SMME, Noted
 PHP QMS 19930014

CES ASSESSMENT TOOL

Sub-office: TANAY
School Year: 2020-2021

g. compliance to artifacts a-c, <rating is 1> check 1,

e indicators/artifacts were met)

30%, X 0.30)
RATING
REMARKS
0 1 a-d 2 a-g 3 a-j

3 3

RATING
REMARKS
0 1 a-b 2 a-e 3 a-g
 3

3 3

RATING
REMARKS
0 1 a-c 2 a-e 3 a-g

3 3

0 1 a-b 2 a-d 3 a-f REMARKS

 3 3

0 1 a-c 2 a-e 3 a-g REMARKS

3 3

2
15
3
0.9

30%, X 0.30)
RATING
REMARKS
0 1 a-c 2 a-f 3 a-i
 3 3

RATING
REMARKS
0 1 a-b 2 a-d 3 a-g

3 3

RATING
REMARKS
 REMARKS
0 1 a-d 2 a-g 3 a-j

3 3

RATING
REMARKS
0 1 a-c 2 a-f 3 a-i

3 3
 RATING
REMARKS
0 1 a-c 2 a-f 3 a-i

3 3

RATING
REMARKS
0 1 a-d 2 a-g 3 a-j

3 3
 3 3

RATING
REMARKS
0 1 a-b 2 a-d 3 a-e
3

18
3.00
0.90

OVEMENT (25%, X 0.25)

RATING
REMARKS
0 1 a 2 a-c 3 a-e

3 3
 3 3

RATING
REMARKS
0 1 a-b 2 a-d 3 a-f

3 3

RATING
REMARKS
0 1 a 2 a-b 3 a-c

3 3
 3 3

RATING
REMARKS
0 1 a-b 2 a-d 3 a-e

3 3

RATING
REMARKS
0 1 a-b 2 a-d 3 a-f

3 3
 15
3
0.75

15%, X 0.15)
RATING
REMARKS
0 1 a-b 2 a-d 3 a-g

2 2

RATING
REMARKS
0 1 a-c 2 a-e 3 a-g

2 2
 2 2

RATING
REMARKS
0 1 a-c 2 a-e 3 a-g

2 2

RATING
REMARKS
0 1 a-b 2 a-d 3 a-f

1 1
 1 1

RATING
REMARKS
0 1 a-c 2 a-f 3 a-i

3 3

10
2
0.3

Noted:

SEPS-SMME

onsultant, and Noted by the PSDSs)

y the EPS II-SMME, Noted by the SEPS-SMME