RErUBLIKA NG PILIPINAS KAGAWARAN NG ED KASYO

REHIY N J

SANGAY NG LUNGSOD NG DABAW LUNGSOD NG D BAW

TIN: 000-863-958 TEL. NOS. 224-0100/221-17621227-4726/221-00591222-1672

221-85871224-0854/225-3600/ FAX NO. 224-3274 www.deped.davaocity.ph

..:I "

Division Memorandum -~ No. 110 s. 2012

To ADELINE GO P-IIIlPIC, Tugbok District

EVEL YN AGUSTIN P-IIf/PIC, Baguio District

Subject Monitoring of the Grades I and 7 Classes of the K to 12 . Program

Date NOV 1 2 2012

1. Attached herewith is Regional Memorandum and DepEd Memorandum No. 196. s. 2012 re: Monitoring of Grade I and 7 Classes of the K to 12 Program which is self- explanatory.

2. Immediate dissemination to schools concerned is desired.

~ HELEN D. PAGUICAN, Ph. D Schools Division superintenden~

fn: eps/jbe/ Monitoring K to 12/jbe

Republika ng Pilipinas KAGAWARAN NG EDUKASYON

TANGGAPANG PANREHIYON Xi Lungsod ng Dabaw

Telefax Numbers: (082) 227-1102; 227-9342 (Trunkline) 225-8495 Website: http://l'M'W.region11.deoed.gov.ph 221-9428' 227.8025 222-2617: 227-D941' 221.1210: 221-8435 SED Email Address: sed.deoed11 f1.j)omaiLcom

VERY URGENT ~. ,

MEMORANDUM o '" 0/117_ t of == ~f:/3~r

To : Schools Division Superintendents

Attention; Education Program Supervisor Incharge ofthe K to 12 Basic Education Program

~--v---- 'r From : GLORIA D. BENIGNO, CESO IV

Director IV ?J "r \j

Subject : MONITORING OF GRADES 1 AND 7 CLASSES OF THE K TO 12 PROGRAM

Date : November 5,2012

1. Herewith is the DepED Memorandwn No. 196, s. 2012 which announces the conduct of the monitoring of Grades 1 and 7 classes of the K to 12 Basic Education Program (BEP) to be conducted randomly in selected public elementary and secondary schools by the Department of Education Central Office (DepED - CO) through the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE) and the Regional Search Teams (RST's).

2. The monitoring teams shall monitor 483 elementary schools and 88 secondary schools in three (3) phases (Phase 1 - September - October 2012, Phase 2 - November - December 2012, and Phase 3 - January - February 2013). The following schools of Region Xl are 'selected to be monitored by the DepEd CO through the BEE and BSE (Enclosure 1), to wil :

-SCHOOLS I

DIVISION I ELEMENTARY SECONDARY CENTRAL NON-CENTRAL

Davao Oriental BagangaCES Badiang ES Cateel Yocation HS Davao del Norte Carmen CES Carcor ES LapazNHS Davao City Baguio CBS Bago OshiroES l Digos City Digos City CES DawisES ---­Davao del Sur AstorgaCES Asinan ES Panabo City Glecerio L. Dondoy Dona Nemta R Florrendo ES

CES Tagum City Don Ricardo Briz CES Col. Rosalia C Saludares ES Compostela Valley Cabinuangan CES Cabidianan ES

Panansalan ES (Multigrade) New Negros PS (Primary) - ­

lsJand Garden City of Sarna]

Mati City ._-_.. -

Angel YiJJarica CES

Matiao CES - ...-.

AdecorES

Licop ES ....__ . - ­ -----_.. _-­~

- - ­ ,.. --- ­- . -I l

1)-JI ~ 60-(-'1.P

()

L c monitored in the initial implementation of Grades 1 and 7

Program for Region XI is in Enclosure NO.2.

Grading Period I Elementary Secondal1' Second Grading 8 2 Third Grading 7 2 Fourth Grading 7 1

Total 22 5

4. The details on the five (5) forms of instruments to be used for the data collection and other vital information of the monitoring are in tile enclosures.

5. Immediate dissemination of this Memorandum is earnestly desired.

SED/Loo/jgv

3Republic of tbe ~bilippine~

!lBepartment of QEbucation

OCT 222012 DepEd MEMORANDUM

. No. 196 )s. 2012

MONITORING OF GRADES 1 AND 7 CLASSES OF THE K TO 12 PROGRAM

To: Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Schools Division/City Superintendents Heads, Public Elementary and Secondary Schools All Others Concerned

1. The Department of Education Central Office (DepEd-CO) through the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE) and the Regional Search Teams (RSTs), shall conduct the Monitoring of Grades 1 and 7 Classes of the K to 12 Program in randomly selected public elementary and secondary schools nationwide.

2. The activity aims to gather data, relevant information and feedback on the actual implementation of the K to 12 Curriculum in Grades 1 and 7. Specifically, it aims to:

a. identify the strengths and weaknesses of the Grades 1 and 7 teacher training, curriculum and support instructional packages of the K to 12 Basic Education Program (BEP);

b. determine teachers', school adm.inistrators' and community stakeholders' extent of participation in performing their roles as implementers of the K to 12 Curriculum; and

c. gather perceptions on the K to 12 BEP of learners, teachers, school heads and community education stakeholders.

3. The initial implementation of the K to 12 Curriculum in Grades 1 and 7 for School Year (SY) 2012-2013 in Enclosure No.1 indicates the rationale, goals and objectives, monitoring framework, methodology, implementation schedule, monitoring team and reporting process, monitoring procedure, and monitoring team responsibilities.

4. The monitoring teams shall monitor 483 elementary schools and 88 secondary schools in three (3) phases. For the elementary schools, the CO team through the BEE and the SSE will coordinate with the regional office (RO) teams as to the specific schools to be monitored to avoid duplication. The .,:r. - ;11., t:tt . r l'1 I 'f'I 1 t lilTIi u i I clnc16sure Nos. 2 and 2..

ill

DepEd Complex, Meralco Avenue, Pasig City 1600 61 633 -7208/6337228/632-1361 ._ 636-4876/637-6209 4www.deped.gov.ph

S. The five (5) forms of ins 'llments to be used for the data collection are as follows:

a. Form 1- Teacher Observation Guide for Instruc 'onal Competence; b. Form 2-Survey Questionnaire for the School' an: c. Form 3- Survey Questionnaire for the Te chef' d. Form 4-Focus Group Conversation (FGC) 'Nith Leamer : and e. Form 5- FGC with parents, community, and other education

stakeholders (Enclosure No.3)

6. All raw data gathered will be in template forms. These forms will be provided to the RO by. the K to 12 Secretariat. RO will code in database format and analyze the data gathered. Such data will be submitted to the K to 12 Secretariat for consolidation.

7. The National Educational Testing and Research Center (NETRC) shall be tasked to do the data processing of the coded data which shall be done in three phases. A report on the statistical output and analysis of the data sh 1 be prepared by NETRC.

8. Immediate dissemination of this Memorandum is desired.

DR. ~. UJ1STRO FSC Secretary

Ends.: As stated

Reference: None

To be indicated in the Perpetual Index under the following subjects:

CURRICULUM ELEMENTARY EDUCATION OFFICIALS SCHOOLS SECONDARY EDUCATION TEACHERS

R: Alma/DM monitoring of grad.e~LlUl~esof the k to l~_

1666-0ctober 8,2012

Enclosure No.1 to DepEd Memorandum No. 196, s. 2012

MONITORING THE INfTlAl IMPLEMENTATION OF THE K TO 12 CURRICULUM IN GRADES land 7

SchoolYearZOlZ-Z013

I. Rationale

Monitoring the initial implementation of the K to 12 Curriculum in Grades 1 and 7 is an essential and integral element of effective implementation strategy of the K to 12 Basic Education Program. Its main purpose is to track the progress of program implementation and to determine whether or not the curriculum framework, standards, competencies, content, strategies, and instructional activities are delivered or implemented properly and consistently in the classrooms as envisioned during the first school year of implementation.

This activity shall not just fulfill the critical function of ,identifying implementation problems/issues but certainly meant to identify corrective measures, necessary services, support and interventions that education stakeholders in the field may provide to improve program implementation. Thus, it is a means of gathering significant data and implementation experiences by the different schools that could be used as bases for early intervention and planning of next steps by curriculum specialists and policy makers of the Department of Education.

This activity shall be led by the National Educational Testing and Research Center (NETRC) through the Curriculum Development Division of the Bureaus of Elementary and Secondary Educatiof,l in collaboration with the Regional and Division Offices.

n. Goal and Objectives

This monitoring activity aims to gather data, relevant information and feedback on the actu~1 implementation of the K to 12 curriculum in Grades 1 and 7. The data shall be used in strengthening the K to 12 curriculum and instructional practices, approaches, and support mechanism and in formulating relevant policies. Specifically, it aims to:

1. identify strengths and weaknesses of the K to 12 Grades 1 and 7 teacher training,

curriculum and support instructional packages;

2. determine teachers', school administrators' and community stakeholders' extent of

participation in performing their roles as implementers of the K to 12 curriculum; and

3. gather perceptions on the K to 12 BEP of learners, teachers, school heads and

community education stakeholders.

1

III. Monitoring Framework

i

INPUT

• Training of Chief Trainers

II Training of Trainers

• Region/DilJision~Based Training

of Teachers

• K to 12 Instructional Package

• Funding/Budget

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I

PROCESSrrHROUGHPUT

• Orientation of Monitors/lmplementers

• Data gathering activities ./ Classroom Observation ./ Interview ./ Survey ./ Focus Group Discussion ./ Inspection of Materials

• Data Management ./ Collation ./ Analysis and Interpretation

• Writing and Dissemination of Report

-

FEED BACK

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I

OUTPUT ;

• Key information on the Grades I and 7 implementation related to the following:

• Teaching-Learning Process: ./ Utilization of Instructional

materials ./ Application of teaching­

leaming approaches ./ Application of teaching

competencies/skills ./ Classroom and time

management ./ Assessment of learning

outcomes

• Management ,/ Provision of technical

assistance ./ Provision of materials

• Perceptions and Attitude

• Recommendations

I

2. ?!'

MONITORING FRAMEWORK

The framework provides the direction upon which the monitoring activities of the initial implementation of the K to 12 curriculum is built. It describes the three important elements (Inputs, Process, & Outputs) which are fundamental in the gathering of significant data.

The inputs are the necessary interventions that this Department provided to supervisors, school heads, teachers, & pupils in order to implement the program effectively. These include capacity building, curriculum guides, instructional packages for teachers and pupils, & provision of funding support.

The process explains how the monitors will reliably collect significant information on the effect of the inputs provided by DepEd to implementers and end-users. Using appropriate instruments, such information will be gathered through the conduct of these activities: classroom observation, interview, survey, focus group discussion, & inspection of materials. Likewise, it explains the key data management process to include collation, analysis and interpretation of data, writing and dissemination of reports.

The desired outputs are the key information on the implementation of the K to 12 curriculum in Grades 1 and 7. These include Teaching-Learning Process, Management, perception and Attitude. The outputs shall also include recommendations for policy formulation.

All the three elements are inter-related and should not be viewed in isolation from each other. The framework thus serves as a guide for monitors to help execute the monitoring activities accordingly.

IV. Methodology

Gathering of data will focus on these areas: curricular content and scope, strategies and instructional delivery, and support mechanism. The monitoring process will include interviews, classroom observation of teachers in delivering the K to 12 curriculum lessons, Focus Group Discussion (FGD), and filling up of survey forms for teachers. Teachers will also be asked to provide feedback on the teaching-learning materials by citing the areas/parts that work well and need improvement.

The following key information need to \' gathered: Key Information

On Curricular Content and SCope 1.Curricular coverage 2.Sequencing of competencies 3. Clustering of competencies within and across

Learning areas 4. Adequacy of learning competencies 5. Appropriateness of content and performance standards

Key lnformant

Teacher Teacher

Teacher Teacher Teacher

3

Key Information Key Informant I I

On Instructional Delivery

1. Effectiveness of scheduling scheme and class Teacher & Principal I programming

2. Availability and suitability of existing Teacher & Principal

instructional materials provided for the Kto I

12 curriculum

3. Adequacy of the support learning materials

(learner materials) " Teacher & Pupils

4. Provision of holistic, integrative and

interactive learning Teacher, Pupils, & Principal

5. Pupils perception on:

Pupils & Teacher• Class activities

• Teachers preparation

• learning processes

• Instructional materials Teacher, Pupils, & Parents

(Independent and Cooperative Learning)

6. Use of additional time for tool subjects

-

On Support Mechanism

1. Utilization of orientation and training inputs Teacher', Pupils, & Principal

to teachers

2. Follow-up training, learning Action cell (LAC) Teacher/Principal

Session

3. levels of interest and motivation of pupils Teacher, Principal, Pupils, & Parents

and teachers

4. School initiatives supportive of K to 12 BEP Principal, Teachers, Parents, & Community

5. Provision of technical assistance by local Teacher, Principal

DepEd officials

6. Efforts of parents and community in support Teacher, Principal, Parents, & Community

of the K to 12 BEP

Principal, Teachers, Parents. Community 7. Advocacy campaign 1 8. Involvement of community Teacher, Pupils, Parents,& Community

organizations/Barangay in school activities

Teacher, Principal, Parents, & Community

and materials) re Kto 12 BEP implementation

9. Utilization of community resources (human

A. Sampling Procedure

.f\ 1:m,,1 ~f fqHr h",n~rlll~ fift;y·thr~f'l ~4:i~~ "em~mi;8ry ~c;h QI, ~ng ei~htY'lIi"ht (8S) seeon ry s hool shall be monitored. These schools were selected by type and location through stratifled rando sampling. The list of Schools to be covered by the monitoring teams is shown in Enclosure 1.

4

B. Monitoring Instruments

The table below provides the information on the type of instrument which will be administered in each school and the targeted,respondents.

Instrument Type Form No. Respondent

Classroom Observation Guide

Observation 1 Teacher

Interview Guide for School Head/ Principal "

Interview 2 School Head/ Principal

Teacher's Survey Questionnaire

Interview Inspection of materials Paper/pencil

3 Teacher

Focus Group Conversations

Dialogue 4 Pupils

Focus Group Conversations

Dialogue 5 PTCA, Community and Other Stakeholders

v. Implementation Schedule

A. Actual Monitoring

-., ~ • • \ ~ I '. I, • \ '.... \ ~ • , '

___p_h_ase_l__:> I , ' , ' 'j

I • _, I ), , :1,1" I _', )'j ,I '.Phase 2 ~ ~V

Phase 3 ~ ~V

To determine the true state of the implementation of the K to 12 curriculum in Grades 1 and 7 for the

entire School Year, continuous monitoring will be conducted in three (3) consecutive phases beginning

September 2012 to February 2013 catering to different schools at each phase until the total number of

453 and 8 elementary and secondary schools, respectively are monitored.

8. Data Management

• Data Collation

• Data Analysi~ CJnd Interpretation

Phast1---.----,:V~

'--__p_h_ase_c>

Ph... 3 >

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5

C. Final Reporting and Policy Recommendation

-> VI. Monitoring Team and Reporting Process

Monitoring Teams and their

Assigned Regions

. Type of Report

Submission of Report

Forms/Documents to be Used

Conte t

Group 1: 3 days upon 1. Form 1: Classroom Monitoring NCR IV-A, IV-B arrival from

rTIonitoring Observation Guide

2. Form 2: Interview

Report Format: - Introduction

Group 2: I, II, III, CAR Monitoring

Accomplishment

Guide for School

Head/ Principal

- Highlight of

the Monitoring

Group 3: Report 3. Form 3: Teacher - Problems VII, X, XI Survey

Questionnaire ­

encountered and Actions

Group 4: 4. Form 4: Focus Taken V, VI, VIII Group Discussion - Attachments:

Group 5: Guide with learners

·Consolidated data

IX, XII, Caraga, 5. form 5: FGC for *Instruments ARMM Parents, Community

and other

stakeholders

used

The Monitoring Accomplishment Report and consolidated data submitted by each team will be

analyzed, interpreted, and used as inputs in the refinement of the curriculum and accompanying

learning materials and for policy formulation in relation to the implementation of the K to 12

Curriculum.

VII. Monitoring Procedure

1. At the assigned region/division:

• Make courtesy call

• Present fetter of introduction

• Explain the purpose of visit

• Request for assistance, if possible

2. At the school:

2.1 Explain purpose of visit to school head

6

2.2 Conduct interviews with the school administrator, teachers

2.3 Observe actual teaching of all learning areas.

2.4 Conduct Focus Group Discussion (FGD) with learners and community stakeholders.

2.5 Conduct exit meeting

3. Conduct exit meeting with region or division (if time permits)

VIII. Monitoring Team Responsibilities

1. Each monitoring team is responsible for the following:

1.1 Securing Monitoring Kit from Staff Development Division that contains the following:

Monitoring Guide

Letter of Introduction

Blank RERs

Travel Authority!ltinerary of Travel

1.2 Preparation of monitoring report

1.3 Submission of Consolidated forms:

• Classroom Observation Guide - Form 1

• Interview Guide for Schoolhead/Principal - Form 2

• Survey Questionnaire for Teachers - Form 3

• Focus Group Discussion Questionnaire for Pupils (FGD) - Form 4

• FGD for Parents and Community Education Stakeholders - Form 5

1.4 liqUidation of travelling expenses

2. Monitors shaH work as team - working, helping, consulting and. cooperating with one

another.

3. The team shall abide with the provisions of the Dress Code while on official function.

4. The team shall see to it that all instruments are retrieved and properly

accomplished/consolidated.

5. Attend debriefing sessions (schedule shall be announced later)

1

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