SBM-Presentation-Template-Dimension 6- LEARNING ENVIRONMENT.pptx

Dimension 6:
LEARNING ENVIRONMENT

Dimension 6:
LEARNING ENVIRONMENT
School and the community work collaboratively to
ensure equitable access to a learner-centered,
motivating, healthy, safe, secure, inclusive, resilient,
and enabling learning environment.

Dimension 6: LEARNING ENVIRONMENT
Standard 1:
The school implements policies and procedures for safe,
secure, and equitable learning environment
LEVEL 1 Means of Verifications (MOVs)
The school shows
awareness of policies
and procedures on
safe, secure, and
equitable learning
environment
 Complete package of document showing the
dissemination and conduct of advocacy, orientation
of policies, guidelines, and procedures on different
programs such as but not limited to:
• Health(OK sa DepEd)
• SDRRM
• GAD
• CPP
• Adopt a school
• Youth formation, and other programs and projects

Standard 1:
The school shows
awareness of policies
and procedures on safe,
secure, and equitable
learning environment
 Tools assessing the advocacy activities and
materials such as but not limited to:
 Citizen Charter SDRRM
 SDM Hotline Hand washing
 Direction Signage Warning Signage
 Health Advisory GAD Laws
 Committees Accounting personnel,
 ICT Organization Chart
 School Leaflets

Standard 1:
The school ensures a safe,
through the
implementation of policies
and procedures
 ACR with complete package of documents
showing on the conduct of activities related to
improvement of learning environment such as but
not limited to:
 Health(OK sa DepEd)
 SDRRM
 GAD
 CPP
 Adopt a school
 Youth Formation programs

Standard 1:
The school ensures a safe,
through the
implementation of policies
and procedures
 Inventory of materials for the improvement of
learning environment such as but not limited to
 Health (OK sa DepEd)
 Infrastructure
 DRRM
 GAD
 Materials
 Education Facilities and Equipment

Standard 1:
The school consistently
implements and involves
stakeholders in the
contextualization of
policies and procedures to
ensure a safe, secure and
equitable learning
environment
 ACR with complete package of documents showing
participation of stakeholders in the review /
contextualization/funding of policies related to the
improvement of learning environment and other
program such as but not limited to
 Health(OK sa DepEd)
 SDRRM
 GAD
 CPP
 Adopt a school
 Youth Formation programs

Standard 1:
The school consistently
implements and involves
stakeholders in the
contextualization of
policies and procedures to
ensure a safe, secure and
equitable learning
environment
 CPD showing participation of stakeholders in
installation, repair, maintenance, and
improvement of school buildings and facilities
 National School Building Inventory (NSBI)
 Site Development Plan
 School Facilities Improvement Plan with findings,
analysis and recommendation

Standard 1:
The school influences
practices of other
schools by nurturing a
set of values and a
that are safe, secure,
and equitable
 Documents showing the benchmarking/sharing of the
school’s best practices to other schools relative to the
implementation of policies and procedures for safe,
 Letter request/invitation
 Logbook reflecting the name of visitors with the said
purpose
 Program matrix
 Certificate of Recognition for sharing the best practice/s
of the school from the recipient/requesting school

Standard 2:
The school promotes inclusive learning environment
The school demonstrates
understanding of policies
and procedures on learning
environment that promotes
inclusiveness
Means of Verifications, copy of:
 Multi-factored Assessment Tool results
 Handbook of Learners with Special needs.
(LSENS)/Learners with Disabilities (if applicable)
 Advocacy Plan on inclusive learning environment
 Strategies promoting inclusive learning environment that
are embedded in the SIP
 IP’s Advocacy Materials (if applicable)
 ADM Advocacy Materials
 Action Plan on Madrasah

Standard 2:
The school implements
policies and procedures on
learning environment that
promotes inclusiveness
 List of LSENs enrolled in the regular classes,
 CPD on capability building activities/LAC
sessions/trainings for teachers on Inclusive
Education
 Accomplishment Report on the Implementation of
Inclusive Education (IE) and usage of school
facilities and program evaluation

Standard 2:
The school with its
stakeholders, identifies
and continuously
implements innovative
and effective practices to
foster a learning
environment that
promotes inclusiveness
 School stakeholder–
participation/involvement/funding in the
development of lesson exemplars and / or other
learning materials on inclusive education
 School implementation plan / school guidelines
with participation /involvement/funding of
stakeholders in relation to utilization of facilities,
and strengthening of practices that promote
inclusive education

Standard 2:
The school embraces an
advocacy on inclusiveness
of a learning environment
that encourages
improvement of other
schools
school’s best practices to other schools relative to
advocacy on inclusiveness of a learning environment
that encourages improvement of other schools
purpose
 Program matrix

Standard 3:
The school ensures efficient management of physical and IT –
enable learning structure
The school
demonstrates
understanding of
efficient management
of physical and IT-
enabled learning
structures
 CPD in relation to the conduct of orientation on the efficient
management of physical and IT-enabled learning structures
 Inventory of the Physical and IT-enabled learning structures
 Manual on the usage and maintenance of physical, IT-enabled learning
structures,
 Compiled list of users of the physical and IT-enabled learning
structures such as but not limited to
 BEIS
 LIS
 NSBI
 LRMDS
 DepEd Commons
 DepEd online platforms

Standard 3:
The school
manages efficiently
the available
physical and IT-
enabled learning
structures
 Users’ logbook of Deped or school IT-enabled learning
structures such as LRMDS, LIS, Commons, etc.
 Compiled list of classes/ personnel using the ICT Lab,
ICT equipment, IMs, and other devices
 List of personnel/teachers trained/ participated on the IT
related capacity building activities such as but not limited
to
 digital citizens literacy
 proper utilization and maintenance of IT equipment

Standard 3:
The school, with its
stakeholders, maintains
an efficient and
responsive
management of
physical and IT-enabled
learning structure
 School ICT plan /school policy / school guidelines
developed by school with
participation/involvement/funding of stakeholders,
showing mechanisms for efficient and responsive
management of physical and IT-enabled learning
structure
 Lesson guides / lesson plans / lesson exemplars with ICT
integration are developed by school, , with
participation/involvement/funding of stakeholders,
 Compiled and documented list of School Personnel
capacitated on ICT with the assistance of stakeholders

Standard 3:
The school promotes
an efficient and
responsive
management of
physical and IT-enabled
learning structures that
result to positive
development of other
schools
efficient and responsive management of physical and IT-
enabled learning structures that result positive
development of other schools
purpose
 Program matrix

Standard 4:
The school ensures a learning environment that fosters health
and well-being of learners and school personnel
The school
demonstrates
knowledge of policies
and procedures on
that foster health and
well-being of learners
and school personnel
 ACR with complete package of documents showing the school’s
dissemination of programs and policies, fostering health and well-being, such
as but not limited to the following:
 water sanitation and Hygiene in School (WinS) advocacy
 Healthy food and beverage Choices in Schools and DepEd Offices (DO 13 s
2017)
 Child Protection Policy (DO 40, s. 2012),
 Child-Friendly School System (CFSS)
 School-Based Feeding Program (SBFP)
 Gulayan sa Paaralan Program (GPP)
 Wellness Program (Personnel and Students, Medical Program)
 Project We Advocate Time Consciousness and Honesty (WATCH)

Standard 4:
The school
demonstrates
knowledge of policies
and procedures on
that foster health and
well-being of learners
and school personnel
 List of members / composition of various school
committees such as but not limited to the following:
 CPC,
 CFSS,
 SBFP,
 GPP,
 WinS,
 Wellness Program, Medical, and
 Dental Program
 Barkada Kontra Droga (BKD)
 Other Youth Formation Programs

Standard 4:
policies and
procedures on learning
environment that foster
health and well-being of
learners and school
personnel
 CPD showing the conduct of capability building
related to learning environment that foster health
 Accomplishment and or Monitoring & Evaluation
Reports of PAPs such as but not limited to the
following:
 Conducted periodic water checking
 canteen cleanliness

Standard 4:
The school effectively
implements and
involves stakeholders
in ensuring that an
evolving learning
environment sustains
health and well-being of
learners and school
personnel
 Barangay Ordinance / Executive order
in support to sustaining health and
well-being of learners and school
personnel and
 Best Practices/ Innovations on Health
Programs for learners and school
personnel with stakeholder’s
involvement

Standard 4:
The school creates
opportunities to strengthen
the advocacy on sustaining a
learning environment that
fosters health and well-being
of learners and school
personnel and is manifested
through the positive
transformation of other
schools
school’s best practices to other schools relative to creation of
opportunities to strengthen the advocacy on sustaining a
learning environment that fosters health and well-being of
learners and school personnel and is manifested through the
positive transformation of other schools
 Logbook reflecting the name of visitors with the said purpose
 Program matrix
 Certificate of Recognition for sharing the best practice/s of
the school from the recipient/requesting school

Standard 5:
The school establishes a mechanism for a resilient
The school is aware of
policies, structures,
systems, protocols,
and practices on
disaster risk reduction,
climate change
adaptation and
education in
emergencies
 TOR of the members of the
organized SDRR Team
 SDRRM Action Plan,
 School Hazard Map,
 SDRRM Hotline

Standard 5:
policies, structures,
systems, protocols,
and practices on
disaster risk reduction,
climate change
adaptation and
education in
emergencies
 ACR, with complete package of documents, on the conduct of Capacity Building
activities establishing mechanism for a resilient learning environment such as but
not limited to the following:
 School DRRM,
 Contingency Planning,
 Mental Health and Psychosocial Support System
 Learner Rights and Protection Mechanism
 Basic Life Support/
 Emergency first aid,
 Risk and Vulnerability Assessment,
 Hazard Map
 DLP/DLL Integrating the SDRRM

Standard 5:
stakeholders,
contextualizes and
strengthens PPAs
on the resiliency of
a learning
environment
 CPD showing school and stakeholders
participation/involvement/ funding in contextualizing and
strengthening PPAs on learning resiliency of learning
environment such as but not limited to the following:
 Contextualized Mechanism on SDRRM and Resiliency,
 Orientation/Updates on fostering safe, prepared, and
resilient learning environment.
 Tree Planting/ Mangrove Planting and community coastal
clean-up drive activities with internal and external
stakeholders

Standard 5:
The school nurtures
values on safety and
preparedness to
institutionalize PPAs on
resiliency of a learning
environment that are
embraced among a
community of schools
nurturing of values on safety and preparedness to
institutionalize PPAs on resiliency of a learning
environment that are embraced among a community of
schools
purpose
 Program matrix

Standard 6:
The school ensures a learning environment that foster
positive discipline
The school
demonstrates
knowledge and
understanding of
existing policies
related to positive
discipline
 CPD on the conduct of SLACs focusing on
topics such as but not limited to the following:
 Positive discipline,
 Content of the Students Handbook
 Constitution and By-Laws
 Guidance Program
 Home Room Guidance Counseling

Standard 6:
positive discipline
The school
implements
policies on learning
environment that
foster positive
discipline
 Compiled activities that foster positive discipline in school
with action plan.
 Compiled Concerns Issues Gaps and Problems (CIGPs)
culled up from Quarterly M & E Report on student Discipline
Committee
 Accomplishment Report on Student Discipline and Schools’
Guidance Program.
 Action Plan on Guidance Program.
 Consolidated/Compiled Advocacy materials on positive
discipline observable in the school grounds and
 Lesson Exemplars integrating positive discipline.

Standard 6:
positive discipline
stakeholders, ensures
that implementation of
policies on positive
discipline is sustained
through innovative
integration in various
school processes
 Compiled list of stakeholder Engagement
Activities on ensuring the implementation of
policies on positive discipline with lesson
exemplars ICT integration and innovations
 Compiled CPD on General PTA
Meetings/Advocacy Activities to support the
implementation of policies on students’ positive
discipline

Standard 6:
positive discipline
The school leads a
community of
schools in fostering
positive discipline
in a learning
environment
fostering positive discipline in a learning environment
purpose
 Program matrix
 Certificate of Recognition for sharing the best
practice/s of the school from the recipient/requesting
school

Standard 7:
The school provides support to exercise rights and responsibilities of the
learners to participate in maintaining a conducive learning environment
The school identifies
opportunities where
learners can exercise
their rights and
responsibilities to
participate in
maintaining a
conducive learning
environment
 CPD on the conduct: of SELG/SSLG Election
and other activities with learners involvement
 Learners Organizational Structure with terms
of references
 School Organizational Structure with TORs
 Attendance sheet showing the participation of
learners’ representation in school planning
and M&E activities

Standard 7:
The school develops a
program and conducts
activities that provide
venues for learners to
exercise their rights and
responsibilities to
participate in maintaining
a conducive learning
environment
 Analyzed and consolidated comments and
suggestions of clients (Client Satisfaction
Survey) and provided recommendations
 Action plan of students’ organizations and
recommended appropriate programs.
 accomplishment and evaluation Report of
SELG/SSLG implementation

Standard 7:
stakeholders,
institutionalizes the
effective conduct of
PPAs that encourage
learner participation
through a feedback and
M&E mechanism
 Documents showing the
participation/involvement of stakeholders in
addressing the gaps identified Concerns,
Issues, Gaps and Problems (CIGPs) by the
learners
 Consolidated Feedback of parents, barangay
officials and other stakeholders in the
participation of learners in activities that
promote conducive environment.

Standard 7:
The school influences
other schools to
strengthen support on the
exercise of the rights and
responsibilities of
learners to participate in
maintaining a conducive
strengthening of support on the exercise of the rights and
responsibilities of learners to participate in maintaining a
conducive learning environment
purpose
 Program matrix
Certificate of Recognition for sharing the best practice/s of
the school from the recipient/requesting school

SBM-Presentation-Template-Dimension 6- LEARNING ENVIRONMENT.pptx

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