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I.

CURRICULUM AND INSTRUCTION The curriculum learning


systems anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
CURRICULUM
AND LEVEL OF PRACTICE Evidence
INSTRUCTION
1. The LEVEL Level 1 Indicator Level 2 Indicator Level 3 Indicator
curriculum 0 Not All types of Programs are The educational
provides for Eviden learners of the fully needs of all
the t
school implemented types of learners
development
needs of all community are and closely are being met as
types of identified, their monitored to shown by
learners in the learning curves address continuous
school assessed; performance improvement on
community appropriate discrepancies, learning
programs with benchmark best outcomes and
its support practices, coach products of
materials for low performers, learning.
each type of mentor Teachers’ as well
learner is potential as students’
developed. leaders, reward performance is
high motivated by
achievement, intrinsic rather
and maintain than extrinsic
environment rewards. The
that makes schools’
learning differentiated
meaningful and programs are
enjoyable. frequently
benchmarked by
other schools.
Evidence: Evidence: Evidence:

• • School 
Supervisory Plan
Established (monthly) Improved
Assessment • Monthly learning
System with Supervisory outcomes
results Report •
- Phil-IRI  Any
- Program/Project Achievement
to address Rate,
performance •
Numeracy test, discrepancies/
Multiple deficits/gaps. Promotion Rate,
-  • Failure
Rate
Intelligences Project/Activity • Drop
Assessment Plan of the Out Rate
Result following: • Cohort
- • RRE, Survival Rate
School Remedial •
Academic Program
Performance • Graduation Rate
Chart, etc.) •
• Programs for A
Child Completion Rate
Learners’ profile Community • Nat
( student Centered Results
tracking system) Education •
• Support System
Materials (IM’s, (ACCESSs) Summative Test
Competency • Results per
Based Budget of Subject Area
Lessons, Lesson Alternative  Names
Exemplars) Delivery Mode of visitors
• Any Program benchmarked
Program/Project • NAT school’s initiated
to address Review Program programs/proje
learning • cts
deficits/ • Log
performance Numeracy Skills Book
discrepancies Program • Record
e.g. • Feeding Sheet
- RRE Program •
- Reading • Reading
Program Program Attendance
-  • Letters

Intervention Implementation
Materials and Narrative Accomplishment
- ADM Report of the Report
Module following: • School’s
- Reading • NAT Best Practices
Inventor Review Program •
- • Reading
Readiness Exam Programs for A
Investigatory • Child
Projects Community
• Numeracy Skills Centered
Program Education
Research • Feeding System
Proposal Program (ACCESSs)
• Reading •
Program
Intervention and Alternative
Materials Delivery Mode
• Program
• NAT
Interventions for Review Program
ACCESSs (Home •
Visitation)
• Numeracy Skills
Program
Programs for A • Feeding
Child Program
Community • Reading
Centered Program
Education • NAT
System Intervention
(ACCESSs) plan
• On the • NAT
use of results
Alternative comparative
Delivery Mode analysis by
Modules quartile and
 mastery level

Accomplishment
Report and copy Research
of program for Outcomes
periodic
recognition
• 1st
Quarter List of
Awardees
• 2nd
Quarter List of
Awardees
• 3rd
Quarter List of
Awardees
• 4th
Quarter List of
Awardees

Quarterly
convocation
• Year-
end recognition
Conducted
Research
2. The LEVEL LEVEL 1 LEVEL 2 LEVEL 3
implemented 0 Not Indicator Indicator Indicator
curriculum is Eviden Local beliefs, The localized Best practices
localized to t
norms, values, curriculum is in localizing the
make it more
meaningful to traditions, implemented curriculum are
the learners folklores, and monitored mainstreamed
and current events, closely to ensure and
applicable to and existing that it makes benchmarked by
life in the technologies are learning more other schools.
community documented meaningful and There is marked
and used to pleasurable, increase in
develop a lasting produces number of
curriculum. desired learning projects that
Localization outcomes, and uses the
guidelines are directly community as
agreed to by improves learning
school community life. laboratory, and
community and Ineffective the school as an
teachers are approaches are agent of change
properly replaced and for improvement
oriented. innovative ones of the
are developed. community.
Evidence: Evidence: Evidence:
• • M & E/
Supervisory • Log
Report on Book/Record
Compilation of localized Sheet showing
local literature curriculum names of
 Local • visitors who
beliefs benchmarked
 Norms Monitoring good or best
 Values Report on the practices of
 utilization of school’s
Localized localized
Traditions curriculum curriculum
 • •

Folklores Adjusted Accomplishment


 Current localized Report on the
Events curriculum School’s Best
 Existing • Write up Practices in
Technologies on the impact of Localizing the
• Sample the Curriculum
Lessons showing utilization/integr • Any
its utilization ation of document/s of
• Lesson localized school’s initiated
Plan showing curriculum project that uses
utilization of • Sample the community
localize performance as a learning
materials outputs that laboratory (e.g.
• Lesson could be utilized school-
Plans showing to improve community
the integration community life livelihood
of local  solid projects)
literature waste •
• management,
 tree Compilation of
Accomplishment planting teaching
Report on the  linis exemplars
crafting of bayan activity integrating the
localized localized
curriculum curriculum
guidelines duly •
signed by school
community Evidence of
• Copies improved
of localized/ performance.
contextualized
IMs/LMs

Supervisory
report on
contextualized
LMs
• List of
contextualized
LCs
• Copies
of
contextualized
CGs per Las
• List of
trainings
conducted on
Localization/con
textualization of
materials
• Number
of
contextualized
materials
3. A LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator
representativ 0 Not A representative Learning Materials and
e group of Eviden team of school materials and approaches are
school and t
and community approaches to being used in
community
stakeholders stakeholders reinforce school, in the
develop the assess content strengths and family and in
methods and and methods address community to
materials for used in teaching deficiencies are develop critical,
developing creative, critical developed and creative thinking
creative thinking and tested for and problem
thinking &
problem solving. applicability on solving
problem
solving Assessment school, family community of
results are used and community. learners and are
as guide to producing
develop desired results.
materials.
Evidence: Evidence: Evidence:
Any of the Any of the
• Any following: following:
document as • Activity
MOV that the • Completion
content and Report any
method used in Developed/repr report re: school
teaching were oduced/procure initiated activity
assessed by any d learning participated in
of the ff. team. materials that by the
- PTA could be used to community
- School reinforce utilizing the
Governing strengths and school’s learning
Council (SGC) address resources
- School weaknesses (human &
Planning Team applicable in materials) with
(SPT) the school, positive impact
- School home and to the
M&E Team community community.
(SMET) - Write up or any
• document of an
Individual existing
Narrative Report learning functional/oper
- Minutes modules for ational
of students community
Meeting/Agend - Home based learning
a/Matrices study manuals action cell.
- for parents
-
Attendance
- Community
learning centers
Financial Report •
(if money
matters are Accomplishment
involved) Report
- Pictures - Minutes
of
Meeting/Agend
a/Programs/Ma
trices
-
Attendance
-

Narrative Report
-

Financial Report
(if money
matters are
involved)
- Pictures
4. The LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator
learning 0 Not A school- based The school- The monitoring
systems are Eviden monitoring and based system is
regularly and t
learning system monitoring and accepted and
collaborative
is conducted learning systems regularly used
ly monitored
by the regularly and generate for collective
community cooperatively; feedback that is decision making.
using and feedback is used for making The monitoring
appropriate shared with decisions that tool has been
tools to stakeholders. enhance the improved to
ensure the
The system uses total provide both
holistic
growth and a tool that development of quantitative and
development monitors the learners. qualitative data.
of the holistic A committee
learners and development of take care of the
the learners. continuous
community. improvement of
the tool.
Evidence: Evidence: Evidence:
•  • Result
on the regular
Procedure on Feedback conduct of
the conduct of mechanism for a School
Monitoring well-informed Monitoring
Evaluation & decision making Evaluation and
Adjustment  Adjustment
(SMEA) (SMEA)
- SMEA suggestion box, •
and M&E  text
Workflow brigade, Updated/improv
• Terms of  ed M & E Tool
Reference designed by the
(TORs) of forums School M & E
school’s M & E /assembly Team duly
team (SMET)  findings approved by the
- SMEA and School Head/
and M&E team recommendatio SGC
w/ duties & ns from the
responsibilities evaluation tool
• • Minutes
of meeting of
Schedule on the the M & E team
conduct of before the
SMEA conduct of
• SIP/AIP- School
based Monitoring,
Monitoring & Evaluation &
Evaluation Adjustment
instrument /tool (SMEA)
- 

Program & Attendance


Activities SMEA  Pictures
and M&E Tool Record of M & E
- 1st related activities
Quarter SMEA conducted
and M&E Report
- 2nd
Quarter SMEA
and M&E Report
- 3rd
Quarter SMEA
and M&E Report
- 4th
Quarter SMEA
and M&E Report
• School
Monitoring &
Evaluation
Adjustment
System

Feedback
Mechanism

Improved M&E
tool such as
survey analysis,
SMEA result
duly approved
by School head

Monitoring
Schedule and
meetings of
stakeholders
• SIP/AIP-
based
monitoring
instrument.
5. Appropriate LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator
assessment 0 Not The assessment The assessment School
tools for Eviden tools are tools are assessment
teaching and t
reviewed by the reviewed by the results are used
learning are
continuously school and school to develop
reviewed and assessment community and learning
improved, results are results are programs that
and shared with shared with are suited to
assessment school’s community community, and
results are stakeholders. stakeholders. customized to
contextualize
each learner’s
d to the
learner and context, results
local situation of which are
and the used for
attainment of collaborative
relevant life decision-making.
skills.
Evidence: Evidence: Evidence:
  Any
 document of a
Competency functional/oper
based Test ational
materials duly Structure in community
checked/ charge of the based initiated
approved by the review and programs and/
School Head improvement of or projects
• Table of assessment •
Specifications tools ( list and
• TOR) Community
Periodical Test • Learning
Questions Centers
• Assessment •
Working Team
Guidelines in w/ duties & Conceptualized
constructing test responsibilities to address the
questions  Review learning
• Test/ of assessment deficits/
Item Analysis tools discrepancies of
• Item participated by the learners
Bank, stakeholders based from the
• Rubrics • Letter school
per subject area • assessment
• Other results.
test materials Agenda/Minute •
 ACR on s of meeting
the conduct of • Community
activity relative initiated
to sharing of Attendance program
assessment •
results with
Narrative/Acco
school’s
mplishment
stakeholders
report

Quarterly
Issuance of
Learners
Performance

Student/Pupil
Report Card
• Posted
Learners
Academic
Progress

Issuance of NAT
and NCAE
results to
parents
 Item
analysis per
learning area
- English
- Filipino
- Math
- Science
- EPT/TLE
-

Hekasi/AP
- MAPEH
- EsP

6. Learning LEVEL Level 1 Level 2 Level 3


managers and 0 Not Indicators. indicators. Indicators
facilitators Eviden Stakeholders are Stakeholders Learning
(teachers, t
aware of child/ begin to environments
administrator
learner- practice child/ methods and
s and
community centered, rights- learner- resources are
members) based, and centered community
nurture inclusive principles of driven,
values and principles of education in inclusive and
environments education. the design of adherent to
that are
Learning support to child’s rights
protective of
all children managers and education. and protection
and facilitators Learning requirements.
demonstrate conduct managers and Learning
behaviors activities aimed facilitators managers and
consistent to to increase apply the facilitators
the stakeholders principles in observe
organization’s
awareness and designing learners’ rights
vision,
mission and commitment to learning from designing
fundamental materials. the curriculum
goals. rights of children to structuring
and the basic the whole
principle of learning
educating them. environment.
Evidence: Evidence: Evidence:

• List of • • At
Children’s Rights Barangay Dev. least 70% of all
and Plan of the 7
Responsibilities • domains of the
(in Filipino or Municipal Child Friendly
vernacular) Investment School System
strategically Plan showing (CFSS) tool are
placed/posted in supports to satisfied.
a very education • ACCESS
conspicuous which are compliant
place anchored on school plans
• School child - AIP
policies which • - SIP
spell out the learner- School and
rights of children centered community
• Child principles of record of
Friendly School education activities
Guidelines • Four As showing
• (Activity, concern to
Programs for Analysis, children
ACCESSs Abstraction
• and
Accomplishment Application)
Report based lesson
• Minutes plans using/
of Meeting on integrating
the conduct of GAD and ABC
activity relevant principles in the
to learner- key behavior
centered, right- indicator/value
based, and aim
inclusive
principles of
education
• A Child
& Community-
Centered
Education
Systems
(ACCESs)
7. Methods LEVEL Level 1 Level 2 Level 3
and 0 Not Indicators. indicators. Indicators.
resources Eviden Practices, tools Practices, tools There is
are learner t
and materials for and materials continuous
and
developing self- for developing exchange of
community-
friendly, directed learners self-directed information,
enjoyable, are highly learners are sharing of
safe, observable in beginning to expertise and
inclusive, school, but not emerge in the materials
accessible in the home or homes and in among the
and aimed
in the the community. schools, home
at
developing community. The program is and community
self- Learning collaboratively for the
directed programs are implemented development of
learners. designed and and monitored self-directed
Learners are developed to by teachers and learners.
equipped produce learners parents to The program is
with
who are ensure that it mainstreamed
essential
knowledge, responsible and produces but
skills, and accountable for desired continuously
values to their learning. learners. improved to
assume make relevant
responsibilit to emergent
y and
demands.
accountabili
ty for their
own
learning.
Evidence: Evidence: Evidence:

• • LCDs • ACR on
are shared with community
Learning the parents for based FGD on
Competency them to guide LCD utilization
Directory (LCD) the learning •
per subject activities of
posted in the their children Document/reco
classroom (it is rd of a
anchored on sustained
the budget of and/or
lesson per improved
subject which program for a
reflects the self-directed
competencies learners
covered in •
every grading
period, date of Attendance,
delivery, topics Pictures and
to be discussed, Minutes of
activities/ Focus Group
exercises to be Discussion
used, book title (FGD) on
and page Learning
number) Competency
• Directory) LCD
utilization
Learner’s
PORTFOLIO

RUBRICS
developed by
the learners

 Any
document of a
functional
school program
to produce
learners who
are accountable
for their
learning
• modular
instruction,
• peer
tutoring
• Youth
Peer Education

Total ____
Weighted Mean ____
Weighted Percentage 30%
FOCUS GROUP DISCUSSIONS OF THE VALIDATORS
II. CURRICULUM AND INSTRUCTION
Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
7