REPUBLIC OF THE PHILIPPINES - DepEd Cebu Provincedepedcebuprovince.ph/Memorandums/memo2016/Memo 052... · integrate 21st century skills in classroom instruction every quarter 85%

REPUBLIKA NG PUJDPBVASREPUBLIC OF THE PHILIPPINES

KAGAWARAN NG EDUKASYONDEPARTMENT OF EDUCATION

REfflYON VH, GITNANG VISAYASREGION VH, CENTRAL VISAYAS

Sudlon, Lahug, Cebu City

REGIONAL MEMORANDUM

No- s-2016

January 19,2015

ADDITIONAL SCOPE OF THE MONITORING, EVALUATION, AND ADJUSTMENT (MEA) ACTIVITYSCHEDULED ON JANUARY 18-FEBRUARY 5,2016

To: Schools Division/City SuperintendentsOfficers-in-Charge of Interim and Regular Divisions

1. Pursuant to the Regional Memorandum No. 29, s. 2016, the Regional Office, through QAD, informs thefield of the additional scope of the Second and Third Quarter of School Year 2015-2016 MEA.

2. The M&E data required on the responsiveness and reach-related targets of the Region are shown inEnclosure 1.

3. Enclosure 1 shows where M&E Data is initially gathered and the levels of consolidation requiredconsidering the performance indicator of the Region.

4. The Region requires Schools Division Offices to submit DMEA Activity Completion Reports that containsonly M&E data requiring regional consolidation.

5. The Division Monitoring and Evaluation Teams (DMETs) are hereby directed to design M&E tools toassist District Monitoring and Evaluation Teams (DsMETS) and School Monitoring and Evaluation Teams (SMETs)in collecting data on responsiveness and reach.

6. Suggested tools in monitoring competency-based Kindergarten Instruction in schools is found inEnclosure 2a, 2b, 2c and 2d.

7. Copies of the Enclosures are also uploaded in DMETRO7 Facebook group of Quality Assurance Division(QAD) of the Region. QAD has been posting M&E-related updates in the said group such as other suggestedM&E Tools for gathering and consolidation of data, templates for DMEA Activity Completion Report, andTechnical Assistance Resolution Proposal.

8. Immediate and wide dissemination and prompt compliance with this Memorandum is herebydirected.

JULlkTA.JERUTA,Ph.D.Director III

Officer-in- Charge 1

JAJ/MCG/QAD/BEST/MerdenBryant

Office of the Director (ORDir), Tel. Nos.: (032) 231-1433; 231-1309; 414-7399; 414-7325; Office of the Assistant Director, Tel. No.: (032) 255-4542Field Technical Assistance Division (FTAD), Tel. Nos.: (032) 414-7324 Curriculum Learning Management Division (CLMD), Tel Nos.: (032) 414-7323

Quality Assurance Division (QAD), Tel. Nos.: (032) 231-1071 Human Resource Development Division (HRDD), Tel. No.: (032) 255-5239Education Support Services Division (ESSD), Tel. No.: (032) 254-7062 Planning, Policy and Research Division (PPRD), Tel. Nos.: (032) 233-9030;

414-7065 Administrative Division, Tel. Nos.: (032) 414-7326; 414-4367; 414-7366; 414-7322; 414-4367Finance Division, Tel. Nos.: (032) 256-2375; 253-8061; 414-7321

" £&(l 2015: Staxapatan. tug. JSaRat, .fanaaagutan ag. £afiat"

ENCOSURE 1

E

REQUIRED M&E DATA

RESPONSIVENESS

E.1 Implementation of Competency-based Instruction1 . No. and percent of teachers who track the teaching of

quarter competencies using a Competency Checklistfor each subject handled

2. No. and percent of teachers who succeeded inteaching all the competencies in the first, second, andthird quarters of SY 2015-2016

3. Segmentatioquadrants:No. and percwho have tafirst, second

Q1100

n of teachers by subject

,ent of teachers(by subje<jght % of the coand third quarters of SY

Q275-59

4. Segmentation of teachersquadrants:Names of teachers(by sutaught %ofthe<second, and third quarter

Q1100

Q275-59

Q350-74

and by level into

3t and by level )mpetencies in the2015-2016

Q4Below 50

3 by subject and by level into

bject and fay level ) who haveximpetendes in the first,s of SY 2015-2016

Q350-74

Q4Below 50

E.2 Implementation of Standard-based Instruction5. Segmentatio

Wo. and percproducts ancperformance

Q1all

n of teachers into quadraent of teachers who set tt/or performances (docuns) in of the subt

Q2many

Q3few

nts:ip etfiibits oflentation ofsets handled.

Q4none

REGIONAL TARGET(Performance Indicator)

100% of teachers track theteaching of competencies perquarter85% of teachers succeed inteaching 100% of thecompetencies per quarter

85% of the teachers set up exhibitof products and/or performances{documentation of performances)in all of the subjects handled.

REQUIRED LEVEL OFCONSOLIDATION

1o 1

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SUGGESTED MOVs

Data must be available for validation by theSMET, DsMET, DMET, RFTAT, and QAD

Competency Checklist

Competency Checklist, lesson plans, schoolhead's supervisory records



Documentation of performances and actualproducts

JAJ/FA/MCGafaia/QAD/Me«tenBryant

ENCOSURE 1

6. SegmentatkNames of teand/orperfcin

Q1all

m of teachers into quadraachers who set up exhibitrmances (documentationof the subjects handled.

Q2many

Q3few

nts:s of productsof performances)

Q4none

7. No. and percent of teachers who need training inunpacking content and performance standards from theK to 12 Curriculum Guides

8. No. and percent of school heads who need training inunpacking content and performance standards from theK to 12 Curriculum Guides

9. No. and percent of PSDSs who need training inunpacking content and performance standards from theK to 12 Curriculum Guides

10.No. and percent of EPSs who need training inunpacking content and performance standards from theK to 12 Curriculum Guides

E.3 Implementation of Constructivist (Not lecture-based) Classroom Instruction(Features: teacher as facilitator of learning, learnersas constructors of knowledge, interactive,collaborative, lesson starts with an activity to analyze)

1 1 .Segmentation of teachers into quadrantsWo. and percent of teachers who implementConstructivist classroom instruction in the third quarter

Q1always

Q2often

Q3sometimes

12.Segmentation of teachers into quadraName of teachers who implerrclassroom instruction in the third quar

Q1always

Q2often

Q3sometimes

Q4Never

ntsent Constructivistfer

Q4Never

13.No. and percent of teachers who need training onconstructivism

700% of the teachers are trainedon unpacking of standards from Kto12CGs100% of the school heads aretrained on unpacking of standardsfromKto12CGs100% of the PSDSs are trained onunpacking of standards from K to12CGs100% of the EPSs are trained onunpacking of standards from Kto12CGs

85% of the teachers alwaysimplement Constructivist classroominstruction in the third quarter

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Documentation of performances and actualproducts

Lesson Plan, Lesson Outlines, andSupervisory records of the classroomobservers, documentation

Lesson Plan, Lesson Outlines, andSupervisory records of the classroomobservers, documentation

JAJ/FA/MCGabia/QAD/MerolenBryant

ENCOSURE 1

14.No. and percent of school heads who need training inconstructivism

15.No. and percent of PSDSs who need training inconstructivism

16.No. and percent of EPSs who need training inconstructivism

E.417.

18.

Integration of 21st century-skills inWo. and percent of teachers whocentury skills in classroom instructionquarter

Q1always

Q2often

Names of teachers whskills in classroom inst

Q1always

Q2often

Q3sometimes

o integrates

instruction_integrate 21st

in the third

Q4Never21stcenturv

ruction in the third quarter

Q3sometimes

Q4Never

E.5 Differentiation of Classroom Instruction

1 9.Wo. and percent of teachers who profile students in alltheir classes according to multiple intelligences (visual,auditory, tactile) and ability level (fast, average, slow)

20.

21.

Wo. and percent of teainstruction according h

Q1always

Q2often

No. and percent of teainstruction according t(

Q1always

Q2often

chers who differentiate•) multiple intelligences

Q3sometimes

chers who3 ability level

Q3sometimes

Q4Never

differentiate

Q4Never

E.6 Tracking of Student Failures and CorrespondingInterventions (by subject per year level)

22. Wo. and percent of failed learners in the 1sf quarter whoreceived interventions

85% of the teachers alwaysintegrate 21st century skills inclassroom instruction everyquarter

85% of the teachers profilestudents in all (heir classesaccording to multiple intelligences(visual, auditory, tactile) and abilitylevel (fast, average, slow)

85% of the teachers alwaysdifferentiate instruction accordingto multiple intelligences (visual,auditory, tactile)

85% of the teachers alwaysdifferentiate instruction accordingto ability level (fast, average, slow)

100% of failed learners in aquarter receive interventions ^

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Lesson Plan, Lesson Outlines, andSupervisory records of the classroomobservers


Student Profile



logbook

JAJ/FA/MCGabia/QAD/MerdenBryant

ENCOSURE1

23. Wo. and percent of failed learners in the 1st quarter whopassed in the 2nd quarter

24.Wo. and percent of learners who failed in the 2"" quarter

25.Wo. and percent of failed learners in the 2nd quarterwho received interventions

26.Wo. and percent of failed learners in the 2nrf quarterwho passed in the 3"1 quarter

27. No. and percent of learners who failed in the thirdquarter

28.Wo. and percent of teachers who conducted home visitsor conferences with parents of all learners who are atrisk of getting a failing grade

29.Wo. and percent of teachers who conducted home visitsor conferences with parents of all learners who failed intheir subject/s

SO.Wo. and percent of teachers who provided remedialinstruction to students who failed in their classes in thefirst quarter, including those who are at risk of failing inthe second quarter

31 .Wo. and percent of teachers who provided remedialinstruction to students who failed in their classes in thesecond quarter, including those who are at risk offailing in the third quarter

32.A/0. and percent of teachers who offered alternativedelivery mode of instruction as intervention to failuresrequiring such intervention

33.Wo. and percent of teachers who offered differentiatedassessment as intervention to failures

100% of failed learners in the aprevious quarter passed in the nextquarter

100% of learners do not fail

100% of failed learners in aquarter receive interventions100% of failed learners in the aprevious quarter passed in the nextquarter

100% of learners pass (do not fail)

85% of the teachers conduct homevisits or conferences with parentsof all learners who are at risk ofgetting a failing grade85% of the teachers conduct homevisits or conference with parents ofall learners who failed in theirsubject/s85% of the teachers provideremedial instruction to studentswho failed in their classes in theprevious quarter, including thosewho are at risk of failing in the nextquarter85% of the teachers provideremedial instruction to studentswho failed in their classes in theprevious quarter, including thosewho are at risk of failing in the nextquarter85% of the teachers offeralternative delivery mode ofinstruction as intervention tofailures requiring such intervention

85% of the teachers offerdifferentiated assessment as

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Grade sheets

Grade sheets

logbook

Grade sheets

Grade sheets

Minutes of meeting, agreement with studentand parents/guardians

Minutes of meeting, agreement with studentand parents/guardians logbook

logbook

logbook

Agreement with student andparents/guardians

Test papers showing differentiation

JAJ/FA/MCGabia/QAD/Merden Bryant

ENCOSURE 1

34.Wo. and percent of school heads who designed aschool program or intervention to address studentfailures

35.Wo. and percent ofPSDSs who conducted meeting withschool heads and collaborate with them in designinginterventions to minimize/avoid failures

E.7 Implementation of Curriculum contextualizaticm/localization

36.A/0. and percent of teachers who localize/contextualize curriculum in the third quarter

Q1always

Q2often

Q3sometimes

Q4Never

37. Names of teachers who localize/contextualize curriculum in the third quarter

Q1always

Q2often

Q3sometimes

Q4Never

E.8 Implementation of the policy in increasingengaged time-on-task

38.Segmentation of teachersWo. and percent of teachtbefore teaching in the da

Q1always

Q2often

into quadrants3fs who pissroom in the tl

Q3sometimes

an lessonsiird quarter

Q4never

intervention to failures requiringsuch intervention

85% of the school heads design aschool program or intervention toaddress student failures85%ofthePSDSs conductmeeting with school heads andcollaborate with them in designinginterventions to minimize/avoidfailures

85% of the teachers alwayslocalize/ contextualize curriculumin the third quarter

85% of the teachers always planlessons before teaching in theclassroom.

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Implementation guidelines of the program

Minutes of Meeting/s, Documentation of theprogress of the program or intervention

Lesson Plans, Teacher Records onContextualized/localized topics

Lesson Plans, Teacher Records onContextualized/localized topics

Updated lesson plan, supervisory records ofschool head

JAJ/FA/MCGabia/QAD/MerdenBrvant

ENCOSURE 1

SQ.Segmentation of teachers into quadranlNames of teachers who plan lessteaching in the classroom in the third qi

i

Q1always

Q2often

-O.Segmentation of teachersNo. and percent of teachtcomplete lessons daily fnand assignment.

Q1always

Q2often

Q3

sometimes

sons beforetarter

Q4never

into quadrants3fs who deliver3m presentation to evaluation

Q3sometimes

41 .Segmentation of teachers into quadrantNames of teachers who deliverlesson daily from presentation to evalusassignment.

4

Q1always

Q2often

2. Segmentation of teachersWo. and percent of teacheworks or collaborative tasclass when on official bus

Q1always

Q2often

Q3sometimes

Q4never

sa completetion and

Q4never

into quadrants*rs who leave seatks to student groups in ainess or personal leave.

Q3sometimes

Q4never

43.Segmentation of teachers into quadrantsNames of teachers who leave seat works orcollaborative tasks to student groups in a class whenon official business or personal leave

Q1always

Q2often

Q3sometimes

Q4never

85% of the teachers always delivercomplete lessons daily frompresentation to evaluation andassignment.

85% of the teachers always leaveseat works or collaborative tasks tostudent groups In a class when onofficial business or personal leave.

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Updated lesson plan, supervisory records ofschool head

M&E Form

M&e Form

M&£ Form, copies of seat works andcollaborative tasks

&E Form, copies of seat works andcollaborative tasks


ENCOSURE1

44.SegmentatWo. andpetheir classethroughout

01always

on of teachersrcentofteachts on time andthe whole per

Q2often

into quadrants3rs who report tofacilitate each classod.

Q3sometimes

45.Segmentation of teachers into quadrantNames of teachers who reporton time and facilitate the class throughcperiod.

Q1always

Q2often

Q3

sometimes

Q4never

sto their classesut the whole

Q4never

46.No. and percent of teachers who maximizes classperiod by establishing quick and systematic routines inchecking attendance, absences, and cutting classes

47.Names of teachers who maximizes class period byestablishing quick and systematic routines in checkingattendance, absences, and cutting classes

48.No. and percent of teachers who maximizes classperiod by establishing quick and systematic routines indistributing worksheets/materials and submission ofoutputs

49 .Wames of teachers who maximizes class period byestablishing quick and systematic routines indistributing worksheets and submission of outputs

50. No. and percent of teachers who maximizes classperiod by establishing proactive classroom discipline toavoid misbehavior

51 .Wames of teachers who maximizes class period byestablishing proactive classroom discipline to avoidmisbehavior

52. Wo. and percent of schooland extra-curricular activil

01always

Q2often

sthat schedule co-ies outside class hours

Q3sometimes

Q4never

85% of the teachers always reportto their classes on time andfacilitate each class throughout thewhole period.

85% of schools always scheduleco- and extra-curricular activitiesoutside class hours

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Monitoring Form

Monitoring Form

Schedule of Activities

JAJ/FA/MCGabia/QAD/Merden Bryant

ENCOSURE 1

53. Segmentation of schools into quadrantsWames of schools who schedules co- andextra-curricular activities outside class hours

c.

Q1always

Q2often

Q3sometimes

Q4never

54.Segmentation of schools into quadrantsWo. and percent of schools that providesubstitute teachers when other teachers are on leavefor more than a day

Q1always

55.Se

Nateethe

Q2often

Q3sometimes

Q4never

gmentation of schools into quadrants

mes of schools that provide substitutechers when other teachers are on leave for morenaday

Q1always

02often

Q3sometimes

Q4never

E.9 Implementation of reading programs— ORV forearly grades

G6. No. and percent of learners in early grades withthe following reading capability in the thirdquarter

A Independent

B Instructional

C Instructional

D Frustration

E Non-Reader

excellent reader, excellent comprehe

slow reader, good comprehension

fast reader, poor comprehension

slow reader, poor comprehension

cannot read or syllabic reader

85% of schools always providesubstitute teachers when otherteachers are on leave for morethan a day

85% of early graders areindependent readers at the end ofthe third quarter of the SY

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Schedule of Activities

M&E Record

M&E Record

ORV Chart that segments learners in a class


ENCOSURE 1

57. Mames of learners in early grades with thefollowing reading capability

A IndependentB InstructionalC InstructionalD FrustrationE Non-Reader

58.

excellent reader, excellent comprehslow reader, good comprehensionfast reader, poor comprehension

slow reader, poor comprehensioncannot read or syllabic reader

sio. and percent of early cteachers who conduprogram

Q1always

Q2often

rade langua;t remedial «

Q3

sometimes59. No. and percent of schools with active

reading program for early grades

60. Names of schools with active nemediaprogram for early grades

3®jading

Q4never

remedial

reading

61 . No. and percent of schools who conducted ORVat least twice in a quarter (monthly)

62. Names of schools that conducted ORV at leasttwice in a quarter (monthly)

E.10 Implementation of reading program— Phil-IRI forintermediate and secondary grades (by gradelevel)

63. No. and percent of learners with the followingspeed level by the end of the third quarter

SLOW AVERAGE FAST64. Names of learners with the following speed

level in the third quarterSLOW AVERAGE FAST

85% of early grade languageteachers always conductremedial reading program

85% of elementary schools haveactive remedial reading programfor early grades

85% of elementary/primary schoolsconducted ORV at least twice inone quarter (monthly)

85% of intermediate/secondarylearners have fast speed level atthe end of third quarter

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ORV Chart that segments learners in a class

logbook

Program guidelines

Results per conduct of ORV

• Class Reading Charts segmentinglearners by name according to speedlevel

• School Reading Charts segmentinglearners by name according to speedlevel


ENCOSURE 1

65.

66.

67.

68.

69.

No. and percent of learners with the followingcomprehension level in the third quarter

FRUSTRATION INSTRUCTIONAL INDEPE

Names of learners with the followingcomprehension level in the third quarter

FRUSTRATION INSTRUCTIONAL INDEPEINo. and percent of learners with the followingreading level in the third quarter

FRUSTRATION INSTRUCTIONAL INDEPEMames of learners with the following readingevel in the third quarterFRUSTRATION

Mo. and percent of ianguage teachers vreading program

Q1always

INSTRUCTIONAL INDEPENitermediate/secondaryvho conduct remedial

Q2often

Q3sometimes

Q4never

70. No. and percent of schools with active remedialreading program for intermediate/secondarygrades

71 . Name of schools with active remedial readingprogram for intermediate/secondary grades

72. No. and percent of schools that conducted Phil-IRI at least once in a quarter

73. Name of schools that conducted Phil-IRI at leastonce in a quarter

E.11 Implementation of competency-basedKindergarten Instruction

Domain 1: Language Development

74. No. and percent of learners who know that printis read from left to right

85% of intermediate/secondarylearners have independentcomprehension level at the end ofthird quarter

85% of intermediate/secondarylearners have independent readinglevel at the end of third quarter

85% of intermediate/secondarylanguage teachers always conductremedial reading program

85% of schools have activeremedial reading program forintermediate/ secondary grades

85% of elementary/secondaryschools conducted Phil-IRI at leastonce in one quarter

85% of kinder pupils is proficientwith the competencies at the endof third quarter

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• Class Reading Charts segmentinglearners by name according tocomprehension level

• School Reading Charts segmentinglearners by name according tocomprehension level

• Class Reading Charts segmentinglearners by name according toreading level

• School Reading Charts segmentinglearners by name according toreading level

Logbook of date, time, topics, strategies andresults

Program guidelines

Results per conduct of Phil-IRI

JAJ/FA/MCGabia/QAO/MerdenBtvant

ENGOSURE 1

75. Names of learners who know that print is readfrom left to right

76. No. and percent of learners who identify upperand lower case letters

77. Names of learners who identify upper and lowercase letters

78. No. and percent of learners who identify wordsthat rhyme/ sound alike

79. Names of learners who identify words thatrhyme/ sound alike

80. No. and percent of learners who copy letter andword

81 . Names of learners who copy letter and word82. No. and percent of learners who read 2-3 word

syllables83. Names of learners who read 2-3 word syllables84. No. and percent of learners who say the sound

that a letter represents85. Names of learners who say the sound that a

letter represents86. No. and percent of learners who sequence

events87. Names of learners who sequence eventsDomain 2: Cognitive/ Intellectual Development

(Numeracy-Mathematics)

88, No. and percent of learners who arrange objectsone after another in a series according to length

89. Names of learners who arrange objects oneafter another in a series according to length

90. No. and percent of learners who arrange objectsinto 2 or more groups according to color andshape

91. Names of learners who arrange objects into 2 ormore groups according to color and shape


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ENCOSURE1

92. No. and percent of learners who sort and groupobjects into 2 or more groups according tofunction

93. Names of learners who sort and group objectsinto 2 or more groups according to function

94. No. and percent of learners who solve numberstories involving addition up to quantities of 10

95. Names of learners who solve number storiesinvolving addition up to quantities of 10

96. No. and percent of learners who solve numberstories involving subtraction up to quantities of 10

97. Names of learners who solve number storiesinvolving subtraction up to quantities of 10

98. No. and percent of learners who conservenumber and the equivalence of number

99. Names of learners who conserve number and theequivalence of number

100. No. and percent of learners who write numerals(0-10)

101 . Names of learners who write numerals (0-10)

102. No. and percent of learners who expandpatterns

103. Names of learners who expand patterns

Domain 3: Cognitive/ Intellectual Development(Sensory Perceptual)

1 04. No. and percent of learners who tell whichpictures/ objects are the same and explain why

105. Names of learners who tell which pictures/objects are the same and explain why

106. No. and percent of learners who tell whichpictures/ objects are different and explain why

1 07. Names of learners who tell which pictures/objects are different and explain why


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ENCOSURE1

108. No. and percent of learners who trace/ copy/draw geometrical figures

109. Names of learners who trace/ copy/ drawgeometrical figures

110. No. and percent of learners who identify missingpart in the picture

111. Names of learners who identify missing part inthe picture

Domain 4: Cognitive/ Intellectual Development (SocialEnvironment)

112. No. and percent of learners who name places inthe community where families can get some oftheir needs

113. Names of learners who name places in thecommunity where families can get some of theirneeds

1 14. No. and percent of learners who identify basicneeds of a family

115. Names of learners who identify basic needs ofa family

116. No. and percent of learners na nakapapangkatng mga hayop ayon sa katangian

117. Names of learners na nakapapangkat ng mgahayop ayon sa katangian

118. No. and percent of learners na nakapagsasabing mga paraan ng pangangalaga sa kapaligiran

119. Names of learners na nakapagsasabi ng mgaparaan ng pangangalaga sa kapaligiran

Domain 5: Physical Health, Well-Being and MotorDevelopment

120. No. and percent of learners na naisasagawanang maayos ang mga sumusunod na



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ENCOSURE 1

kasanayan sa "fine motor": Paggupit/pagdikit ngiba't-ibang hugis

121. Names of learners na naisasagawa nangmaayos ang mga sumusunod na kasanayan sa"fine motor": Paggupit/pagdikit ng iba't-ibanghugis

122. No. and percent of learners na naipakikita angpanimbang sa pagsasagawa ng iba't-ibang kilosng katawan (pagtulay na di natutumba sa tuwidnaguhito "gross motor")

123. Names of learners na na naipakikita angpanimbang sa pagsasagawa ng iba't-ibang kilosng katawan {pagtulay na di natutumba sa tuwidna guhit o "gross motor")

Domain 6: Socio-emotional Development

124. No. and percent of learners na naipapahayagang iba-ibang damdamin sa angkop nasitwasyon at paraan (katuwaan, tumatawa,lumulundag, humahalakhak, humafiagikhik,pumapalakpak)

125. Names of learners na naipapahayag ang iba-ibang damdamin sa angkop na sitwasyon atparaan (katuwaan, tumatawa, lumulundag,humahalakhak, humahagikhik, pumapalakpak)

126. No. and percent of learners na naipapakita angkakayahan na pigilan ang kanyang galitopagkadismaya kapag naipaliwanag ang dahilan

127. Names of learners na naipapakita angkakayahan na pigilan ang kanyang galit opagkadismaya kapag naipaliwanag ang dahilan

Domain 6: Character Development



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^77

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ENCOSURE 1

128. No. and percent of learners na nakakasunod samga utos/gawain nang maayos at maluwag sakalooban sa mga tuntuning pantahanan,pampaaralan at pampamayanan (pagligpit ngmga gamit sa tamang lalagyan pagkataposgamitin)

129. Names of [earners na na nakakasunod sa mgautos/gawain nang maayos at maluwag sakalooban sa mga tuntuning pantahanan,pampaaralan at pampamayanan (pagligpit ngmga gamit sa tamang lalagyan pagkataposgamitin)

130. No. and percent of learners na naipapakita angpaggalang sa kapwa (paghihintay ng kanyangpagkakataon

131. Names of learners na naipapakita angpaggalang sa kapwa (paghihintay ng kanyangpagkakataon kapag naipaliwanag ang dahilan

E.12 Implementation of Assessment

132. No. and percent of teachers who give moreemphasis on formative assessment thansummative assessment in assessing learningoutcomes

133. No. and percent of teachers who utilizeformative assessment daily to determine thestrengths and weaknesses of students to beable to modify teaching strategies right awayand help students modify learning strategies

134. Names of teachers who utilizes formativeassessment daily to determine the strengthsand weaknesses of students to be able tomodify teaching strategies right away and helpstudents modify learning strategies

135. No. and percent of teachers who plannedsummative assessment using an assessment

85% of the teachers give moreemphasis on formativeassessment than summativeassessment in assessinglearning outcomes

85% of the teachers utilizeformative assessment daily todetermine the strengths andweaknesses of students to beable to modify teachingstrategies right away and helpstudents modify learningstrategies

85% of the teachers plansummative assessment using

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'80

'81

'82

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• Good art of questioning• Mastery of subject matter• Formative assessment notebook or• Collection/Compilation of formative

assessment• Class record of formative assessment

results for tracking performance -(but notfor grading)

Assessment matrices


ENCOSURE 1

matrix that describes the competencies testedand the level of cognition required for eachassessment item (remembering, understanding,applying, analyzing, evaluating, and creating) incompliance with DepEd Order No. 8, s. 2015

136. Names of teachers who planned summativeassessment using an assessment matrix thatdescribes the competencies tested and the levelof cognition required for each assessment item(remembering, understanding, applying,analyzing, evaluating, and creating) incompliance with DepEd Order No. 8, s. 2015

137. No. and percent of teachers who haveassessment matrices to support all test scoresrecorded underwritten Works and QuarterlyTests

138. Names of teachers who has assessmentmatrices to support all test scores recordedunder Written Works and Quarterly Tests

139. No. and percent of teachers whoseproducts/performances required from thestudents are based from what is suggested inthe K to 12 Modules

140. Names of teachers whoseproducts/performance required from thestudents are based from what is suggested inthe K to 12 Modules

141 . No. and percent of teachers who design ownproduct/performance tasks based on theperformance standards found in the CurriculumGuide

142. Names of teachers who design own productsand performances based on the performancestandards found in the Curriculum Guide

an assessment matrix thatdescribes the competenciestested and the level of cognitionrequired for each assessmentitem (remembering,understanding, applying,analyzing, evaluating, andcreating) in compliance wiihDepEd Order No. 8,8.201 5

85% of the teachers haveassessment matrices to supportall test scores recorded underWritten Works and QuarterlyTests

85% of the teachers requireproducts/ performances fromthe students based on what issuggested in the K to 12Modules

85% of the teachers design ownproduct/ performance tasksbased on the performancestandards found in theCurriculum Guide

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Assessment matrices

Lesson PlanProof of rating using module-suggestedrubrics

Copies of self-designed product/performancetasks


ENCOSURE 1

143. No. and percent of teachers who preparedaccurate rubrics for self-designedproducts/performances

144. Names of teachers who prepared accuraterubrics for self-designedproducts/performances

E.13 Accounting of Accomplishments in SY 2014-2015LAPG (Language Assessment for Primary Grades)

Segmentation of schools into quadrantsaccording toListening Comprehension

145. No. and percent of schools thatachieved % MRS in ListeningComprehension (Sinugbuanong Binisaya)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

146. Names of schools that achieved %MRS in Listening Comprehension(Sinugbuanong Binisaya)

147, No. and pert%M

ComprehendQ1

75-100

sentofschooPS isiort (Tagalog

Q250-74.99

148. Names of schools that acMPS in LComprehension (Tagalog

Q175-100

Q250-74.99

149. No. and percent of school% MPS i

Comprehension (EnglishQ1

75-100Q2

50-74.99

s that achievedn Listening

Q325-49.99

Q40-24.99

hieved %stening

Q325-49.99

Q40-24.99

s that achievedn Listening

Q325-49.99

Q40-24.99

85% of the teachers prepareaccurate rubrics for self-designedproducts/performances

Data collected will serve asbaseline data

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Copies of self-designed product/performancetasks


ENCOSURE 1

150. Names of schools that achieved % MPSin Listening Comprehension (English)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Book and Print Knowledge151. No. and percent of schools that

achieved % MPS in Book andPrint Knowledge (Sinugbuanong Binisaya)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

152. Names of schools that achieved %MRS in Book and Print Knowledge(Sinugbuanong Binisaya)

153.

154.

155.

156.

No. and pert%M

KnowledgeQ1

75-100

;ent of schools that achieved3S in Book and PrintTagalog)

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved %MPS in Book and PrintKnowledge (Tagalog)

Q1 Q275-100 ] 50-74.99

Q325-49.99

Q40-24.99

No. and percent of schools that achieved% MPS in Book and Print

Knowledge (English)Q1

75-100Q2

50-74.99Q3

25-49.99Q4

0-24.99Names of schools that achieved % MPSin Book and Print Knowledge (English)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Vocabulary

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ENCOSURE 1

157 No. and percent of schools thatachieved % MPS inVocabulary Sinugbuanong Binisaya)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

158. Names of schools that achieved %MPS in Vocabulary (SinugbuanongBinisaya)

159.

160.

161.

162.

No. and perc%M

(Tagalog)Q1

75-100

sent of schools that achievedPS in Vocabulary

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved %MPS in Vocabulary (Tagalog)

Q175-100

No. and perc%M

(English)Q1

75-100

Q250-74.99

Q325-49.99

Q40-24.99

;ent of schools that achievedPS in Vocabulary

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved % MPSin Vocabulary (English)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Spelling163. No. and percent of schools that

achieved % MPS in Spelling(Sinugbuanong Binisaya)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

164. Names of schools that achieved %MPS in Spelling (Sinugbuanong Binisaya)

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ENCOSURE 1

165

166

167.

168.

No. and percent of schools that achieved% MPS in Spelling (Tagalog)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved %MPS in Spelling (Tagalog)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

No. and percent of schools that achieved% MPS in Soellina (Enalish)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved % MPSin Spelling (English)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Grammar169. No. and percent of schools that

achieved % MPS in Grammar(Sinugbuanong Binisaya)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

170. Names of schools that achieved %MPSin Grammar (SinugbuanongBinisaya)

171.

172.

No. and percent of schools that achieved% MPS in Grammar (Taaaloa)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved %MPS in Grammar (Tagalog)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

173. No. and percent of schools that achieved% MPS in Grammar (English)

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ENCOSURE 1

K

174.

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved % MRSin Grammar (English)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Study Skills175. No. and percent of schoo

achieved % MRSSkills(Sinugbuanong Binis

Q175-100

Q250-74.99

sthatin Study

saya)Q3

25-49.99Q4

0-24.99176. Names of schools that achieved %

MPSin Study Skills(SinugbuanongBinisaya)

177.

178.

179.

180.

No. and percent of schools that achieved% MPS in Study

Skills(Tagalog)Q1

75-100Q2

50-74.99Q3

25-49.99Q4

0-24.99Names of schools that achieved %MPS in Study Skills(Tagalog)

Q175-100

No. and perc%MI

(Enqlish)Q1

75-100

Q250-74.99

Q325-49.99

Q40-24.99

;ent of schools that achieved3S in Study Skills

Q250-74.99

Q325-49.99

Q40-24.99

Names of schools that achieved % MPSin Study Skills(English)

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

Overall LAPG

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ENCOSURE1

181. No. and percent of schools thatachieved % MPS in Overall LAPG(Sinugbuanong Binisaya)

Q175-100

Q250-74.99

0325-49.99

040-24.99

1 82. Names of schools that achieved %MPS in Overall LAPG (Sinugbuanong Binisaya)

183.

184.

185.

186.

No. and percent of schools that achieved% MPS in Overall LAPG (Taaaloa)

Q175-100

Q250-74.99

0325-49.99

040-24.99

Names of schools that achieved %MPS in Overall LAPG (Taqalog)

Q175-100

Q250-74.99

0325-49.99

040-24.99

No. and percent of schools that achieved% MPS in Overall LAPG (Enqlish)

Q175-100

Q250-74.99

0325-49.99

040-24.99

Names of schools that achieved % MPSin Overall LAPG (English)

Q175-100

0250-74.99

0325-49.99

040-24.99

E.13 Accounting of Accomplishments in SY 2014-2015NAT forGr. 6 (National Achievement Test forGrade 6)

Segmentation of Schools into quadrantsaxording to MPS

Filipino

187. No. and percent of schools that achieved% MPS in Filioino

Q1 02 03 04

Regional NAT MPS Target:75.83%

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JAJ/FA/MC<3abia/aAD/MerdenBryant

ENCOSURE1

75-100 50-74.99 25-49.99 0-24.99188. Names of schools that achieved %

MPS in FilipinoQ1

75-100Q2

50-74.99Q3

25-49.99Q4

0-24.99189. No. and percent of schools that achieved or

surpassed the regional target MPS of 75.83% inFilipino

190. Names of schools that achieved or surpassedthe reojonal target MPS of 75.83% in FilipinoMathematics

191. No. and percent of schools that achieved% MPS in Mathematics

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

192. Names of schools that achieved %MPS in Mathematics

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

193. No. and percent of schools that achieved orsurpassed the regional target MPS of 73.08% inMathematics

194. Names of schools that achieved or surpassedthe regional target MPS of 73.08% inMathematicsEnglish

195. No. and percent of schools that achieved% MPS in Enalish

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

1 96. Names of schools that achieved % MPSin English

Q1 Q2 Q3 Q4



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'111

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'113


ENCOSURE 1

75-100 50-74.99 25-49.99 0-24.99197. No. and percent of schools that achieved or

surpassed the regional target MPS of 71.82% inEnglish

198. Names of schools that achieved or surpassedthe regional target MPS of 71 .82% in EnglishScience

199. No. and percent of schools that achieved% MPS in Science

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

200. Names of schools that achieved % MPSin Science

Q175-100

Q250-74.99

Q32549.99

Q40-24.99

201. No. and percent of schools that achieved orsurpassed the regional target MPS of 69.45% inScience

202. Names of schools that achieved or surpassedthe regional target MPS of 69.45% in ScienceAraling Panlipunan

203. No. and percent of schools that achieved% MPS in Araling Panlipunan

I Q1| 75-100

Q250-74.99

Q325-49.99

Q40-24.99

204. Names of schools that achieved % MPSin Araling Panlipunan

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

205. No. and percent of schools that achieved orsurpassed the regional target MPS of 73.38% inAraling Panlipunan



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'116

'117

'118


ENCOSURE1

206. Names of schools that achieved or surpassedthe regional target MPS of 73.38% in AralingPanlipunanOverall NAT Grade 6

207. No. and percent of schools that achieved% MPS in Overall NAT Grade 6

0175-100

0250-74.99

032549.99

208. Names of schools that achievedin Overall NAT Grade 6

0175-100

0250-74.99

0325-49.99

040-24.99

% MPS

040-24.99

209. No. and percent of schools that achieved orsurpassed the regional target MPS of 72.71% inOverall NAT Grade 6

210. Names of schools that achieved or surpassedthe regional target MPS of 72.71% in OverallNAT Grade 6

E.1 3 Accounting of Accomplishments in SY 2014-2015NAT for Yr. 4 (National Achievement Test for Yr 4)Segmentation of Schools into quadrants

according to MPSFilipino

21 1. No. and percent of schools thatachieved % MPS in Filipino

0175-100

0250-74.99

032549.99

040-24.99

212. Names of schools that achieved %MPS in Filipino

0175-100

0250-74.99

032549.99

040-24.99



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ENCOSURE 1

213. No. and percent of schools that achieved orsurpassed the regional target MPS of 69.72% inFilipino

214. Names of schools that achieved or surpassedthe regional target MPS of 69.72% in FilipinoAraling Panlipunan

215. No. and percent of schoo%MPS inAralino

Q175-100

Q250-74.99

s that achievedPanlipunan

Q325-49.99

Q40-24.99

216. Names of schools that achieved %MPS in Araling Panlipunan

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

217. No. and percent of schools that achieved orsurpassed the regional target MPS of 69.06% inAraling Panlipunan

218. Names of schools that achieved or surpassedthe regional target MPS of 69.06% in AralingPanlipunanMathematics

219. No. and percent of schools that achieved% MPS in Mathematics

I Q1] 75-100

Q250-74.99

Q325-49.99

Q40-24.99

220. Names of schools that achieved % MPSin Mathematics

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

221 . No. and percent of schools that achieved orsurpassed the regional target MPS of 65.02% inMathematics



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^125

^126


ENCOSURE1

222. Names of schools that achieved or surpassedthe regional target MPS of 65.02% inMathematicsScience

223. No. and percent of schools that achieved% MPS in Science

Q175-100

Q250-74.99

Q325-49.99

224. Names of schools that achievedin Science

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

% MPS

Q40-24.99

225. No. and percent of schools that achieved orsurpassed the regional target MPS of 64.29% inScience

226. Names of schools that achieved or surpassedthe regional target MPS of 64.29% in ScienceEnglish

227. No. and percent of schools that achieved% MPS in Enalish

Q175-100

Q250-74.99

Q325-49.99

228. Names of schools that achievedin English

Q175-100

Q250-74.99

Q325-49.99

Q40-24.99

% MPS

Q40-24.99

229. No. and percent of schools that achieved orsurpassed the regional target MPS of 66.93% inEnglish

230. Names of schools that achieved or surpassedthe regional target MPS of 66.93% in Englishcrsr

231 . No. and percent of schools that achieved% MPS in CTST


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ENCOSURE 1

F.

232.

Q175-100

0250-74.99

Q325-49.99

Names of schools that achievedin CTST

Q175-100

Q250-74.99

Q32549.99

040-24.99

% MPS

040-24.99

Overall NAT Yr. 4

233.

234.

235.

236.

No. and percent of schools that achieved%MPS in Overall NAT Year 4

Q175-100

Q250-74.99

0325-49.99

Names of schools that achievedin Overall NAT Year 4

Q175-100

0250-74.99

0325-49.99

040-24.99

% MPS

040-24.99

No. and percent of schools that achieved orsurpassed the regional target MRS of 67.09% inOverall NAT Year 4Names of schools that achieved or surpassedthe regional target MPS of 67.09% in OverallNAT Year 4

REACHKindergarten & ElementaryjSecondatyJ

237.

238.

239.

240.

241.

Wo. and percent of PARDOs (SARDOs) in the 1st

quarter who received interventionsNo. and percent of PARDOs (SARDOs) in the 1stquarter who are no longer PARDOs (SARDOs) inthe 2"" quarterNo. and percent of learners who are PARDOs(SARDOs) in the 2nd quarterNo. and percent PARDOs (SARDOs) in the 2ndquarter who received interventionsNo. and percent of PARDOs (SARDOs) in the 2ndquarter who are no longer PARDOs (SARDOs) inthe 3rd quarter


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JAJ/FA/MCGabia/QAO/MendenBryant

ENCOSURE1

242. Wo. and percent of learners who are PARDOs(SARDOs) in the third quarter

243. Wo. and percent of teachers who conducted homevisits or conferences with parents of all PARDOs(SARDOs)

244. Wo. and percent of teachers who offered alternativedelivery mode of instruction as intervention toPARDOs (SARDOs) requiring such intervention

245. Wo. and percent of school heads who designed aschool program or intervention for PARDOs(SARDOs)

246. Wo. and percent ofPSDSs who conducted meetingwith school heads and collaborate with them indesigning interventions to save PARDOs (SARDOs)

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Enclosure 2a School Responsiveness Tool for Kindergarten

M&E Tool for Competencies Learned by Kindergarten Learners

Domain 1: Language Development

Name of School: Section: Teacher: Principal:_

Directions: Write whether the child belongs to frustration, instructional, or independent in each learning competency.

~r$

Name of Students

1.2.3.4.5.6.7.8.9.10.11.12.13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

25.

26.27.

28.

29.

30.

Learning Competency No.1

Know thatprint is readfrom left toright

2Identifiesupper andlower caseletters

3Identifieswords thatrhyme/sound alike

4

Copy letterand word

5Read 2-3wordsyllables

6

Say thesound that aletterrepresents

7

Sequencingevents

Enclosure 2b School Responsiveness Tool for Kindergarten


Domain 2: Cognitive/ Intellectual Development (Numeracy-Mathematics)

School: Section: Teacher: _Principal:_


Name of Learners•t

1.2.

3.

4.

5.

6.

7.

8.

9.

10.

11.12.13.

14.

15.

16.

17.

18.

19.20.

21.

22.

25.

26.

27.28.

29.30.

Learning Competency No.

. 1Arrange

objects oneafter another in

a seriesaccording to

length

2Arrange objectsinto 2 or more

groupsaccording tocolor and

shape

3Sort and

group objectsinto 2 or more

groupsaccording to

function

4Solve number

stories involvingaddition up to

quantities of 10

5Solve number

stories involvingsubtraction upto quantities of

10

6Conserve

number and theequivalence of

number

7Write

numerals(0-10)

8ExtendPatterns

JAJ/FA/MCGabia/QAD/BEST/M«*fe».g»y*»*

Enclosure 2c School Responsiveness Tool for Kindergarten


Domain 3: Cognitive/ Intellectual Development (Sensory Perceptual)Domain 4: Cognitive/ Intellectual Development (Social Environment)

Name of School:_Principal:

Section: Teacher:


Name of Learners

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.

16.

17.

18.

19.

20.

21.22.

25.

26.

27.

28.

29.

30.

Domain 3 Learning Competency No.1

Tell whichpictures/objects arethe same andexplain why

2

Tell whichpictures/objects aredifferentand explainwhy

3Trace/Copy/Drawgeometricalfigures

4

Identifymissingpart inthepicture

Domain 4 LC No.1

Name places inthe communitywhere familiescan get someof their needs

2Identifybasicneeds of afamily

3Napapangkatang mgahayop ayonsa katangian

4

Nasasabi angmga paraan ngpangangalagasa kapaligiran

Enclosure 2d School Responsiveness Tool for Kindergarten

M &E Tool for Competencies Learned by Kindergarten Learners

Domain 5: Physical Health, Well-Being and Motor DevelopmentDomain 6: Socio-emotional Development

Domain 7: Character Development

School: Section: Teacher: _Principal:_


D5 LCI: Naisasagawa nang maayos ang mga sumusunod na kasanayan sa "fine motor": Paggupit/pagdikit ng iba't-ibang hugisD5 LC2: Gross Motor: Naipakikita ang panimbang sa pagsasagawa ng iba't-ibang kilos ng katawan {pagtulay na di natutumba sa tuwid na guhitD6 LCI: Naipapahayag ang iba-ibang damdamin sa angkop na sitwasyon at paraan (katuwaan, tumatawa, lumulundag, humahalakhak,

humahagikhik, pumapalakpak)06 LC2: Naipapakita ang kakayahan na pigilan ang kanyang galit o pagkadismaya kapag naipaliwanag ang dahilan07 LCI: Nakakasunod sa mga utos/Gawain nang maayos at maluwag sa kalooban sa mga tuntuning pantahanan, parnpaaralan at pampamayanan

(pagligpit ng mga gamit sa tamang lalagyan pagkatapos gamitin)07 LC2: Naipapakita ang paggalang sa kapwa (paghihintay ng kanyang pagkakataon

Name of Learners

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.25.26.27.28.29.30.

Domain 5 LC No.1 2

Domain 6 LC No.1 2

Domain 7 LC No.1 2

JAJ/FA/MCGabia/QAD/BEST/M«<fo.&5»**

Documents

REPUBLIC OF THE PHILIPPINES - DepEd Cebu Provincedepedcebuprovince.ph/Memorandums/memo2016/Memo 052... · integrate 21st century skills in classroom instruction every quarter 85%