Loading...

Bonds to 100 (multiples of 10)
QuizĀ by aaa
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
Some Arctic Dinos Lived in Herds
By Sid Perkins
Just as interesting, however, is how this was discovered. Scientists didnāt look at a single fossil bone.
Instead, they analyzed a large number of preserved footprints on a mountainside located toward the
southern end of central Alaska.
Anthony Fiorillo works at the Perot Museum of Nature and Science in Dallas, Texas. As a vertebrate
paleontologist, he studies the fossils of creatures with backbones. In 2007, he was part of a research
team exploring Denali National Park. āWe rounded the corner and there they were,ā he recalls.
Thousands of footprints had been preserved in stone. āIt was amazing.ā
Dinosaurs died out more than 65 million years ago (not
counting birds, their modern-day relatives). So, itās a bit
surprising that scientists know so much about these
ancient creatures. Now, a new study reveals that a certain
type of duckbilled dinosaur lived in the Arctic year-round.
These animals also traveled in herds that included many
age groups, they find. The creatures even appear to have
gone through a āteenage growth spurt.ā
Those tracks pepper a steep patch of exposed rock about twice as
long as a football field and up to 60 meters (roughly 200 feet) wide.
They sit at least 160 kilometers (100 miles) north of the Gulf of Alaska.
Between 69 million and 72 million years ago, that now-rocky material
was muddy sediment on a floodplain near a seacoast, Fiorillo explains.
The hadrosaurs walked across the squishy mud. Later, the footprints
they left turned to stone.
Previous studies suggested adult duckbills took care of their young,
says Fiorillo. The new evidence that these dinosaurs truly traveled in
herds with multiple age groups confirms that parents cared for their
young well beyond the time they left the nest, his team concludes. The
researchers published their findings June 30 in Geology.
Ā© Science News for Students
Thousands of tracks cover this
rocky mountainside in Alaskaās
Denali National Park. They
provide a wealth of information
about the size, age and lifestyle
of certain dinosaurs.
COURTESY OF PEROT MUSEUM OF
NATURE AND SCIENCE
EVIDENCE FOR HERDS O F DINOSAURS
Small meat-eating dinosaurs called theropods had left behind a few of the tracks that Fiorilloās team
found in Denali. Birds had left some others. But the vast majority came from creatures called
hadrosaurs. These large plant-eating duckbilled dinosaurs had been quite common during the
Cretaceous Period. That helps explain one of their nicknames: ācattle of the Cretaceous.ā
For the new study, the researchers focused only on the hadrosaur tracks. More than half of the
footprints were preserved so well that they had clear impressions of the skin on the dinosaursā feet.
Most tracks had a similar level of preservation. That suggests all were probably left within a short
period. Other fossils in the nearby rocks, including insect burrows, suggest these hadrosaurs had left
their footprints during the summer. These are trace fossils ā evidence of ancient life other than a
preserved carcass or bone.
At the time these dinosaurs lived, Fiorillio says, the average temperature in the warmest months was
between 10° and 12° Celsius (50° and 54° Fahrenheit). Thatās about what conditions are like today
along the border between Canada and the lower 48 U.S. states, he notes.
The team measured a large sample of the duckbillsā footprints. They fell into four distinct size ranges.
The largest tracks, presumably made by adults, measured about 64 centimeters (25 inches) across. The
smallest tracks, 8 centimeters (3 inches) wide, were likely left by young duckbills. They would have
been no more than a year old. Tracks of two other size groups were probably made by juveniles and
near-adults.
These data suggest the community of hadrosaurs included four different age groups.
Ā© Science News for Students
A hadrosaur footprint made
roughly 70 million years ago. For
scale, the long blue bar at right is
10 centimeters long; each small
blue or white bar measures 1
centimeter.
COURTESY OF PEROT MUSEUM OF NATURE
AND SCIENCE
Ā© Science News for Students
THESE DINOSAURS DIDNāT MIGRATE
About 84 percent of the tracks sampled for the new study had been left by older hadrosaurs ā adults or
near-adults. Roughly 13 percent came from the youngest members of the herd. And a mere 3 percent
came from herd members considered to be juveniles, says Fiorillo. The rarity of tracks by these tweens
suggests that the young of this species had a rapid growth spurt. If true, they would have spent relatively
little time at this vulnerable size ā and therefore left very few tracks.
āWhatās really neat is how many small tracks there are,ā notes Anthony Martin. An ichnologist ā or
expert in trace fossils ā he works at Emory University in Atlanta, Ga.
Other scientists had analyzed fossil bones from duckbills. These studies had hinted that the equivalent of
adolescent hadrosaurs would have experienced growth spurts. But the new findings are āthe best
evidence that Iāve seen,ā says Eric Snively. Heās a vertebrate paleontologist at the University of Wisconsin-
La Crosse. āThis is a great study,ā he adds, āand further evidence that juvenile hadrosaurs grew up in an
eye-blink.ā
Also previously, researchers had proposed that Arctic dinosaurs migrated farther south for the winter.
Thatās because even if the region was much warmer than it is today, nights in the high Arctic would have
been 24 hours long. So, with no sunshine for several months, Alaska would have had long periods of very
bleak, chilly weather.
But finding juveniles in the herd
strongly suggests that these
dinosaurs remained in the Arctic all
year. Thatās because adolescents and
preadolescents wouldnāt have had
the strength or stamina to make
those long treks, Fiorillo maintains.
Field work is often harsh. Paleontologists studying the dinosaur
footprints here on an Alaskan mountainside sometimes worked
in cold and fog.
COURTESY OF PEROT MUSEUM OF NATURE AND SCIENCE
Ā© Science News for Students
The presence of very young dinosaurs might have been expected, he notes: If this were a nesting region,
the babies would have hatched sometime just before summer. And remember, thatās when these tracks
were left. But that wouldnāt explain the juveniles, he says.
The teamās findings āsuggest that these dinosaurs were overwintering in Alaska somehow,ā says Snively.
At the time, the average temperature in the region remained above freezing even during the winter, he
notes. But, he adds, āthis study raises interesting issues about how the dinosaurs could live in the region
when it was pretty dark for several months at a time.ā
Bonds to 100 (multiples of 5)
Bonds to 100 (all)
### Quizalize Script: **"Millennial TV & Celeb Quiz Challenge"** #### Quiz Introduction: - **Title**: "Millennial TV & Celebrity Quiz Challenge šŗāØ" - **Description**: "Are you ready to prove your 2000s pop culture expertise? Answer these fun questions to show off your TV and celebrity knowledge! Invite your friends and see who comes out on top!" - **Gamified Element**: - Enable Quizalizeās leaderboard feature to track scores as users compete in real-time. #### Question 1: - **Prompt**: "Who said this iconic line? *āHow YOU doinā?ā* š" - **Answer Options**: 1. Ross (Friends) 2. Joey (Friends) 3. Chandler (Friends) - **Correct Answer**: Joey (Friends) - **Feedback**: - **Correct**: "š You got it! Joey Tribbianiās catchphrase is unforgettable. šš" - **Incorrect**: "ā Oops! Itās Joey from *Friends*! Now we need to binge-watch, donāt we?" - **Gamified Feature**: Award bonus points for quick answers, encouraging fast responses. #### Question 2: - **Prompt**: "Which show features these 4 iconic New Yorkers? š āØ" - **Answer Options**: 1. Gossip Girl 2. The OC 3. Sex and the City - **Correct Answer**: Sex and the City - **Feedback**: - **Correct**: "š Yesss! Itās *Sex and the City*! Samantha, Carrie, Miranda, and Charlotte are forever icons. š
" - **Incorrect**: "Oh no! Itās *Sex and the City*. Make some time for a glam-filled NYC binge session!" - **Visual Add-on**: Include an animated NYC skyline background or glittery graphics for correct answers. #### Question 3: - **Prompt**: "Which celeb famously shaved her head in the 2000s? š©āš¤" - **Answer Options**: 1. Britney Spears 2. Christina Aguilera 3. Lindsay Lohan - **Correct Answer**: Britney Spears - **Feedback**: - **Correct**: "š Yep, itās Britney! A legendary moment in pop culture history. šøš¤" - **Incorrect**: "Not quite! The answer is Britney Spears. That iconic moment is unforgettable!" - **Audio Elements**: Add a drumroll sound for suspense before revealing the answer. #### Final Score Screen: - **Score Tiers**: - **High Score (100%)**: "š Youāre a 2000s pop culture master! Share your score and challenge your friends to top it!" - **Medium Score (50-99%)**: "š Not bad! Youāre almost an expert. Share your score and invite others to play!" - **Low Score (Below 50%)**: "š
Looks like you need a refresh on 2000s pop culture. Share your score and dare your friends to do better!" - **Gamified Feature**: - Enable the "Challenge a Friend" option in Quizalize to spark competition. - Include a timer extension for players to decrease stress during tricky questions. #### Call-to-Action: - **Prompt**: "How well did you do? Share your results and invite your friends to join the fun! š" - **End Message**: "⨠Follow us for more fun quizzes! Whoās ready for the next challenge?" #### Design & Interactive Elements: - **Visual Enhancements**: Use animated GIFs or static pop culture images (e.g., retro TV screenshots, Britney Spears visuals) to visually set the tone for the quiz. - **Audio Elements**: Add celebratory sound effects when revealing correct answers or upon quiz completion. - **Gamified Elements**: Reward streak bonuses for consecutive correct answers to keep players engaged and competitive. This script is tailored for Quizalize, leveraging its gamification features and interactive design options to create a fun and engaging quiz that users will enjoy while fostering friendly competition!
In a single domesticated grain seed, one might see the bud of great civilizations. The birth of agriculture was a turning point in humans' social development, as stable food supplies enabled people to transcend the constraints of food gained by hunting and gathering. After that, people were able to settle down and experience population booms. As one of the major areas around the globe where agriculture originated, China has contributed to the world's domesticated rice, millet, buckwheat and soybeans. Archaeological studies have unveiled that the planting of rice originated around 10,000 years ago in the lower reaches of the Yangtze River, leading to the eventual replacement there of hunting and gathering practices dating back 5,000 to 6,000 years. "It marked the formation of a rice-based agricultural society in the area," said Zhao Zhijun, an archaeologist at the Chinese Academy of Social Sciences. Archaeological studies of the origins of rice-based agriculture are an important part of a national project tracing the origins of Chinese civilization itself. President Xi Jinping has greatly valued the project. At a group study session of the Political Bureau of the Communist Party of China Central Committee on May 27, 2022, Xi, who is also general secretary of the CPC Central Committee, emphasized the significance of the project and the role that archaeological studies play in better understanding Chinese civilization. The project to trace the origins of Chinese civilization, in addition to finding signs of human activity more than 1 million years ago, has also proved that China's history includes 10,000 years of culture and more than 5,000 years of civilization. The project has provided clear knowledge of the origins and formation of Chinese civilization, the history of its development, the process of the formation and development of its pluralistic and integrated pattern, and the characteristics of the civilization and why it was formed in such a way, he added. This was not the first time that Xi emphasized the importance of the origin-tracing project. Since the 18th National Congress of the CPC in 2012, Xi has toured more than 100 historical and cultural locations and issued many instructions related to archaeology and the origin-tracing project. During the 23rd group study session of the Political Bureau of the CPC Central Committee in 2020, Xi called for giving more attention to archaeological research and letting historical facts speak for themselves. "This will provide strong support for our efforts to carry forward the best of traditional Chinese culture and increase our cultural confidence," said Xi. The origin-tracing project has been carried out since 2002. Its ongoing fifth phase, which started in 2020, involves the participation of more than 500 researchers from 29 institutes across the country. It primarily centers on several ancient capital sites, including the Liangzhu site in Hangzhou, Zhejiang province, the Taosi site in Xiangfen county, Shanxi province, the Shimao site in Shenmu, Shaanxi province, and the Erlitou site in Luoyang, Henan province, from 3,500 to 5,500 years ago, as well as other settlements mainly along the basins of the Yellow, Yangtze and Liaohe rivers. The project has also expanded to a wider geographic and chronological framework to decode how Chinese civilization emerged and how its diverse elements formed a unity. Excavation of the Liangzhu site, which is over 5,000 years old and is one of the major sites covered in the origin-tracing project, has yielded an inner city covering 3 million square meters and an outer city of 6.3 million sq m, making it the world's largest capital at the time. It also had a giant water control system, which contributed to the formation of a rice-based agricultural society. By calculating the earthwork volume, archaeologists found that building the entire ancient city, the water control system and Mojiaoshan ā a 10-meter-tall man-made terrace in the center of the city ā required 10,000 people working daily for seven-and-a-half years. The discoveries show that Liangzhu had a kingship able to organize people for large-scale public construction, and its social differentiation, emergence of the city concept and existence of a kingship prove that it became a civilized society, said Wang Wei, a veteran archaeologist at the Chinese Academy of Social Sciences. Significant topic Wang said that tracing the origins of a civilization is a significant topic in the research of human history. Over the years, the Chinese project has provided China's answer to how to define civilizations. In 2022, Xi commended the efforts and stressed that the project has made creative contributions to the research on tracing the origins of the world's civilizations. Wang said: "International academia has proposed three indispensable elements for a civilized society based on features of Mesopotamian and Egyptian civilizations: written characters, metallurgy and the city concept. But we can find that some of the three elements were absent in many ancient civilizations. For example, the Mayan civilization had no metallurgy, while the Incan civilization didn't have written characters." Western scholars believe that Chinese civilization began with the Yinxu Ruins in Anyang, Henan province, a capital of the late Shang Dynasty (c.16th century-11th century BC), based on the discovery of inscribed oracle bones from that time. However, Chinese archaeologists don't agree. With continued archaeological research, international academia now believes that places around the world can propose criteria for civilization based on their own ancient social development. China's archaeological studies have shaped the nation's criteria in defining a civilization: the development of productivity, an increase in population, the appearance of cities, social differentiation and the emergence of kingship and state. "These criteria are suitable for identifying other civilizations as well," said Wang. "Civilizations have in common the appearance of kingship and state. They are only different in the ways of imposing kingship and the forms of state." In China, kingship and state "were shown by exquisite jade and bronze ritual artifacts, grand palaces and magnificent mausoleums imitating aboveground palaces", he added. "In Mesopotamia and ancient Egypt, they were demonstrated through superb stone temples, pyramids and large-scale tombs." Multidisciplinary subject President Xi said in 2020 that archaeologists should work closely with researchers from other fields to make an interpretive analysis of material remains. Zhang Chi, a professor of archaeology at Peking University, said that since material remains are often the research focus of archaeological studies, these should not only be observed with the eyes, but also studied using scientific and technological tools. Therefore, from the perspective of research methods, archaeology is by nature a multidisciplinary subject, Zhang added.
GUIDELINES ON THE ESTABLISHMENT AND IMPLEMENTATION OF THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM IN THE DEPARTMENT OF EDUCATION I. Rationale 1. The Civil Service Commission (CSC), through the issuance of Memorandum Circular (MC) No. 06, series of 2012, sets the guidelines on the establishment and implementation of the Strategic Performance Management System (SPMS) in all government agencies. The SPMS gives emphasis to the strategic alignment of the agencyās thrusts with the day-to-day operation of the units and individual personnel within the organization. It focuses on measures of performance vis-a-vis the targeted milestones, and provides a credible and verifiable basis for assessing the organizational outcomes and the collective performance of the government employees. 2. As a learner-centered institution, the Department of Education (DepEd) is committed to continuously improve itself to better serve the Filipino learners and the community. The adoption of the SPMS in DepEd strengthens the culture of performance and accountability in the agency, with the DepEdās mandate, vision and mission at its core. 3. There is a need to concretize the linkage between the organizational thrusts and the performance management system. It is important to ensure organizational effectiveness and track individual improvement and efficiency by cascading the institutional accountabilities to the various levels, units and individual personnel, as anchored on the establishment of a rational and factual basis for performance targets and measures. Finally, it is necessary to link the SPMS with other systems relating to human resources and to ensure adherence to the principle of performance-based tenure and incentives. 4. In view of the above, this Order aims to adopt the SPMS as the Results-based Performance Management System (RPMS). II. Scope of Policy 5. This DepEd Order provides for the establishment and implementation of the RPMS in all DepEd schools and offices, covering all officials and employees, school-based and non school-based, in the Department holding regular plantilla positions. It stipulates the specific mechanisms, criteria and processes for the performance target setting, monitoring, evaluation and development planning. IV. Policy Statement 9. The DepEd hereby sets the guidelines on the establishment and implementation of the Results-based Performance Management System (RPMS) in the Department, stipulating the strategies, methods, tools and rewards for assessing the accomplishments vis-a-vis the commitments. This will be used for measuring and rewarding higher levels of performance of the various units and development planning of all personnel in all levels. 10. For non school-based personnel, the RPMS shall provide for an objective and verifiable basis for rating and ranking the performance of units and individual personnel in view of the granting of the Performance-Based Bonus (PBB) starting 2015. 11. For school-based personnel, the RPMS shall be used only as an appraisal tool, which shall be the basis for training and development. The granting of PBB shall be governed by the existing PBB guidelines. 12. The Department shall adopt the RPMS framework shown in Annex B. 13. The DepEd RPMS shall follow the four-stage performance management system cycle as prescribed by the CSC: i. Performance planning and commitment (Phase I); ii. Performance monitoring and coaching (Phase II); iii. Performance review and evaluation (Phase III); and iv. Performance rewarding and development planning (Phase IV). V. Performance Cycle/Process 14. The RPMS shall align the performance targets and accomplishments with the Departmentās mandate, vision, mission and strategic goals. It shall ensure 100% results orientation vis-a-vis the planned targets. On the other hand, the rateeās demonstration of the required competencies shall be monitored for developmental purposes only. 15. The RPMS cycle shall cover performance for one whole year. All school-based personnel shall follow a performance cycle starting in April of the current year and ending in March of the following year; while non school-based personnel shall follow a performance cycle starting in January and ending in December. Annexes C and D illustrate the performance cycles which shall apply to school-based and non school-based personnel, respectively. 16. The performance planning and commitment shall be done prior to the beginning of the performance cycle; while the performance monitoring and coaching shall take place immediately after Phase I, and continue throughout the performance cycle. The performance review and evaluation, as well as the performance rewarding and development planning shall be done at the end of the performance cycle. A. Phase I: Performance Planning and Commitment 17. The performance planning and commitment shall be done prior to the start of the performance cycle where the rater meets with the ratee to discuss and agree on the following: i. Office KRAs, Objectives and Performance Indicators as anchored to the overall organizational outcomes; and ii. Individual KRAs, Objectives and Performance Indicators as anchored to the Office KRAs and Objectives. 18. The Office Performance Commitment and Review Form (OPCRF) shall be accomplished by the head of office to reflect the Office KRAs, Objectives and Performance Indicators. The head of office, in coordination with the Planning Office, shall ensure alignment of the office plans and commitments to the overall organizational outcomes. The OPCRF shall be equivalent to the IPCRF of the head of office. A sample of the filled out OPCRF, including the instructions for accomplishing the form, is shown in Annex E. 19. The Individual Performance Commitment and Review Form (IPCRF) shall be accomplished by the individual personnel to reflect the agreed Individual KRAs, Objectives and Performance Indicators. A sample of the filled out IPCRF, including the instructions for accomplishing the form, is shown in Annex F. 20. Defining the Key Result Areas. The head of office, in coordination with the Planning Office, shall define the office KRAs as anchored on the overall organizational outcomes. The rater and the ratee shall discuss and agree on the break down of the office KRAs into individual KRAs. Three (3) to five (5) KRAs shall be defined for each office and individual employee. KRAs are broad categories of general outputs or outcomes. It is the mandate or function of the office and/or individual employee. The KRA is the reason why an office and/or job exist. It is an area where the office and/or individual employee are expected to focus on. 21. Setting the Objectives. The head of office shall set three (3) objectives per office KRA. The rater and the ratee shall discuss and agree on three (3) objectives per individual KRA. Objectives are specific tasks, which an office and/or employee need to do to achieve their specific KRAs. In objective setting, the SMART criteria, which stands for Specific, Measurable, Attainable, Relevant, Time Bound, shall be applied. The SMART criteria are illustrated in Annex G. 22. Setting the Timeline. The timeline shall define the target date for accomplishing each of the Objectives. The timeline for the office Objectives shall be set by the head of office in coordination with the Planning Office and School Planning Team; while the timeline for the individual Objectives shall be discussed and agreed by the rater and the ratee. 23. Assigning the Weight. Assigning of weights shall be done per KRA. Weights for each office KRA shall be assigned by the head of office in coordination with the Planning Office; while the weights for each of the individual KRAs shall be discussed and agreed upon by the rater and the ratee. 24. Identifying the Performance Indicators. Using a five (5)-point rating scale, the head of office shall identify a performance indicator for each of the office objectives, while the rater and the ratee shall identify and agree on the performance indicator for each of the individual objectives. Performance indicators are exact quantification of objectives expressed through rubrics. They are assessment tools, which gauge whether a performance is positive or negative. In identifying the performance indicator, the operational definition or meaning of each numerical rating shall be indicated under each relevant dimension (i.e., quality, efficiency, or timeliness) per performance target or success indicator. This shall ensure that the rating is objective, impartial and verifiable. Table 1 below discusses the performance measures by which the indicator must satisfy. Table 1. Performance Measures CATEGORY DEFINITION Effectiveness/Quality The extent to which actual performance compares with targeted performance. The degree to which objectives are achieved and the extent to which targeted problems are solved. In management, effectiveness relates to getting the right things done. Efficiency The extent to which time or resources is used for the intended task or purpose. Measures whether targets are accomplished with a minimum amount or quantity of waste, expense, or unnecessary effort. Timeliness Measures whether the deliverable was done on time based on the requirements of the rules and regulations, and/or clients/stakeholders. Time-related performance indicators evaluate such things as project completion deadlines, time management skills and other time-sensitive expectations. Some Performances are only rated on quality and efficiency, some on quality and timeliness, and others on efficiency only. You need not use all three (3) categories. 25. Demonstration of Competencies. During Phase I, the rater shall discuss with the ratee the competencies required of the individual personnel. Competencies are defined as the knowledge, skills and behavior that individuals demonstrate in achieving oneās results. Competencies shall uphold the DepEdās core values. They represent the way individuals define and live the values. 26. DepEd shall adopt four classes of competencies as follows: i. Core behavioral competencies are competencies, which cut across the organization; ii. Leadership competencies are competencies intended for managerial positions; a. Third level officials b. Chiefs and Assistant Chiefs c. School Heads and Department Heads iii. Staff Core Skills are competencies intended for staff and teaching-related personnel; and iv. Teaching competencies are competencies intended for teachers. The DepEd-required competencies are illustrated in Annex I. 27. The rateeās demonstration of the required competencies shall be monitored to effectively plan the interventions needed for behavioral and professional development. The assessment in the demonstration of competencies shall not be reflected in the final rating. 28. Reaching Agreement. Once the office and individual KRAs, Objectives and Performance Indicators are clearly defined, the rater and the ratee shall commit and reach an agreement by signing the OPCRF and IPCRF. The signed/approved OPCRF and IPCRF shall be the basis for monitoring and assessment, which shall take place in Phases II and III, respectively. B. Phase II: Performance Monitoring and Coaching 29. The performance monitoring and coaching shall commence after the rater and the ratee commit on the KRAs, Objectives and Performance Indicators, and sign the OPCRF and IPCRF. This shall be done throughout the year. 30. The two (2) main components of Phase II are the following: i. Performance monitoring; and ii. Coaching and feedback. 31. Performance monitoring shall provide key inputs and objective basis for rating. It shall facilitate feedback and provide evidence of performance. Performance monitoring shall be the responsibility of both the rater and the ratee who agree to track and record significant incidents through the use of the Performance Monitoring and Coaching Form (PMCF) shown in Annex J. Significant incidents are actual events and behaviors in which both positive and negative performances are observed and documented. 32. Coaching and feedback shall be a continuous process. Coaching and feedback shall be provided by the rater and/or shall be sought by the ratee to improve work performance and behavior. The rater, as the coach or mentor of the ratee, playing a critical role in the performance monitoring and coaching, shall provide an enabling environment and intervention to improve the office performance and to manage and develop individual potentials. 33. The PMCF shall capture the significant incidents. It shall provide a record of demonstrated behaviors, competencies and performance, and shall be an effective substitute in the absence of quantifiable data. The rater and the ratee shall sign each significant incident recorded in the PMCF to ensure that agreement has been reached. C. Phase III: Performance Review and Evaluation 34. The performance review and evaluation shall be done at the end of the performance cycle to assess the office and individual employeeās performance level based on the commitments and measures as contained in the signed OPCRF and IPCRF. 35. A mid-year review is prescribed to determine the progress in achieving the Objectives. In exceptional cases, and only if the situation warrants, a one-time recalibration of office and individual Objectives shall be allowed during the mid-year review. Exceptional cases shall include instances when high level decisions are taken into effect such as changes in strategic directions, and circumstances beyond the control of the ratee such as natural and/or man-made calamities, including typhoon, earthquake and other fortuitous events. During the mid-year review, the rater shall inform in writing the ratee of the status of performance, in case of an Unsatisfactory or Poor performance. Coaching, feedback and appropriate interventions shall be provided where necessary. 36. The RPMS shall put premium on KRAs towards the realization of organizational vision, mission, strategic priorities and the OPIF logframe. Hence, rating for planned and/or intervening tasks shall always be supported by reports, documents or any output as proofs of actual performance. In the absence of said bases or proofs, a particular task shall not be rated and shall be disregarded. 37. Office and Individual Performance Assessment. The head of office, in coordination with the Planning Office, shall assess the performance of the office vis-a-vis the committed targets at the beginning of the performance cycle. The rater and the ratee shall discuss and agree on the individual assessment based on the actual accomplishments of each of the KRAs and Objectives. The final rating shall be based solely on the accomplishment of the specific objectives as measured by the Performance Indicators. The OPCRF and IPCRF shall be accomplished and completed by the rater and the ratee to: i. Reflect actual accomplishments and results; ii. Rate each of the objectives; iii. Compute for the score per objective; iv. Determine the overall rating for accomplishments; v. Reach an agreement; and vi. Assess the competencies. 38. Initial self-rating shall be encouraged prior to the rater-ratee discussion. 39. Third Level Officials, as heads of offices, shall accomplish the OPCRF for submission to the Planning Office. The individual assessment of Third Level Officials shall be contained in the CESPES Forms for submission to the Career Executive Service Board (CESB). The BHROD and Personnel Division shall be furnished a copy of both forms. 40. Actual Results. The rater and the ratee shall discuss and agree on the actual accomplishments and results based on the performance commitments and measures made at the beginning of the rating period. They shall evaluate each objective whether it has been achieved or not. The significant incidents as reflected in the PMCF shall be considered for the actual results. 41. Rating the Objectives. Based on the actual accomplishments and results, each of the Objectives shall be rated using the rating scale specified below: Table 2. The RPMS Rating Scale NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING 5 Outstanding Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization are of marked excellence. 4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards. 3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met. 2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals were not met. 1 Poor Performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. The final assessment shall correspond to the adjectival description of Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory or Poor. The range of adjectival rating is as per attached in Forms A, B, and C. 42. Process for Computing the Score per KRA. i. The rater and ratee shall ensure that each KRA has been assigned weight according to priority. ii. As an option, the rater and ratee may assign weights to objectives which shall be equal to the total weight assigned to a particular KRA. KRA 1 ā Weight assigned is 40% Objective 1 is 20% Objective 2 is 10% Objective 3 is 10% iii. The score per KRA shall be computed using the following formula: 43. Plus Factor. The plus factor shall be considered as another KRA. These are value adding accomplishments, which are not covered within the regular duties and responsibilities. The weight on the plus factor shall not exceed the weight of the highest mandated KRA. For teachers, the plus factor shall be limited to work/activities, which contribute to the teaching-learning process. 44. Determining the Overall Rating for Accomplishments. The overall rating/assessment for the accomplishments shall fall within the following adjectival ratings and shall be in three (3) decimal points: Table 3. Adjectival Ratings RANGE ADJECTIVAL RATING 4.500-5.000 Outstanding 3.500-4.499 Very Satisfactory 2.500-3.499 Satisfactory 1.500-2.499 Unsatisfactory below 1.499 Poor 45. Reaching Agreement. Upon determining the overall rating for the actual accomplishments and results, the rater and the ratee shall reach an agreement by signing the OPCRF and IPCRF. The average rating of individual staff members should not go higher than the collective performance assessment of the office. 46. Assessing the Competencies. The rater shall discuss with the ratee the set of competencies observed during the performance cycle. The competencies shall not be reflected in the final rating. Competencies shall be monitored for developmental purposes. In evaluating the individualās demonstration of competencies, the rating scale in Table 4 shall apply: Table 4. The DepEd Competencies Scale SCALE DEFINITION 5 Role model 4 Consistently demonstrates 3 Most of the time demonstrates 2 Sometimes demonstrates 1 Rarely demonstrates 5 (role model) ā all competency indicators 4 (consistently demonstrates) ā four competency indicators 3 (most of the time demonstrates) ā three competency indicators 2 (sometimes demonstrates) ā two competency indicators 1 (rarely demonstrates) ā one competency indicator D. Phase IV: Performance Rewarding and Development Planning 47. The results of the performance review and evaluation shall be used in performance rewarding and development planning. This phase shall be done after Phase III. 48. The rater shall discuss and provide qualitative comments, observations and recommendations in the individual employeeās performance commitment, competency assessment and significant incidents which shall be used for training and professional development. These can be written under the strengths and development needs column of the Part IV-Development Plans of the IPCRF. 49. The rater and the ratee shall identify and discuss the individualās strengths and development needs, and reflect them in the Part IV-Development Plans of the IPCRF. The competencies which the ratee demonstrated consistently and the areas, where the ratee meet or exceed expectations shall be referred to as the rateeās strengths. The competencies, which the ratee rarely demonstrates and the areas where the ratee has room for improvement and has not met the expectations, shall be identified as the rateeās development needs. Make a situational SOLO-based questions in the context of school leadership
Bonds to 10
Bonds to 20