Professional Documents
Culture Documents
II Curriculum and Instruction 2
II Curriculum and Instruction 2
1. Enrolment Data by Type of 7. Intervention Action plans, M&E 12. Results of academic contests,
Reports, accomplishment, awards, certificates of
Learners
documentation reports on commendation received
2. Assessment tools implementation of initiated 13. School paper, website/ PLNs
and database of assessment PAPs* and other means to
results 8. Documentation report of LAC showcase best practices
Diagnostic Tools Sessions 14. Report of participation of
MFAT (SPED) 9. Intervention Reports ( eg. SIM, students and teachers in
ECD Checklist Action research, Best Practice) activities outside the school,
Reading Inventory 10. School rewards/awards 15. Documentation that the
Numeracy program school has been
Language Mapping 11. Instructional monitoring benchmarked (e.g. Log Book,
3. Report on the Analysis of report/anecdotal report/other Letter of Appreciation, etc.)
Assessment results: proofs of monitoring
NAT (if applicable)
Teacher-made tests (with TOS)
Other summative Assessment
results
(least learned skills and performance
gaps)
4. Availability of CGs, TGs, LMs, etc.
for other types of learners
2. The implemented Local beliefs, norms, values, The localized curriculum is Best practices in localizing the
curriculum is traditions, folklores, current events, implemented and monitored closely to curriculum are mainstreamed and
localized to make it existing technologies are documented ensure that it makes learning more benchmarked by other schools.
more meaningful
and used to develop a lasting curriculum. meaningful and pleasurable, produces There is marked increase in number
to the learners and
Localization guidelines are agreed to by desired learning outcomes, and of projects that uses the community
applicable to life
and community school community and teachers are directly improves community life. as learning laboratory, and the
properly oriented. Ineffective approaches are replaced school as an agent of change for
and innovative ones are developed improvement of the community
4. The learning systems A school-based monitoring of The school-based monitoring of The monitoring system is
are regularly and learning system is conducted regularly learning systems generate feedback accepted and regularly used for
collaboratively and cooperatively; feedback is shared that is used for making decisions that collective decision making
monitored by the
with stakeholders. enhance the total development of
community using
learners 8. LGU /community
appropriate tools to
1. Documentation of school assemblies resolutions/ordinance
ensure the holistic
and meetings 6. Formulated school policy supporting the activities for the
growth and
2. State of the School Address [SOSA] guidelines on learner development total development of learners
development of the
3. Updated School Report Card (SRC) activities 9. Manual/handbook on learning
learners and
4. All SF 9 (Report Cards) are signed by and monitoring system is
community.
the parents 7. Presented/Communicated SRCs to available
5. Learners’ profile with anecdotal stakeholders
records
5. Appropriate The assessment tools are reviewed The assessment tools are The school assessment results
assessment tools by the school and assessment results are reviewed by the school community are used to develop learning
for teaching and shared with school’s stakeholders. and assessment results are shared programs that are suited to
learning are
with community stakeholders. community, and customized to each
continuously
learners’ context, results of which
reviewed and
improved and are used for collaborative decision-
assessment results making.
are contextualized
to the learner and 1. Creation of Assessment Review Team 5. Documentation of the review of 8. Documents on the learning
local situation and with terms of reference assessment tools (FGD, meeting) programs/ activities developed
the attainment of 2. Evidence of Reviewed assessment conducted by school community as a result of assessment
relevant life skills. tool/s on written work such as Sample and stakeholders
pupils/students’ portfolio with specific 6. Evidences of modification of
rubrics; Sample pupils’ students’ assessment tools based on the
journals with rubrics and Other written suggestions gathered from the FGD
work like reaction or reflection paper, 7. Assessment results are conveyed to
students’ researches, etc. stakeholders through assemblies
3. Evidence of Reviewed assessment and other appropriate online or
tool/s on Performance task such as offline strategies
Culminating activities, Simulation and
Actual performance of task/s
4. Evidence of Reviewed assessment
tool/s on Quarterly examinations with
TOS
6. Learning managers Stakeholders are aware of Stakeholders begin to practice Learning environments,
and facilitators child/learner-centered, rights-based, child/learner-centered principles methods and resources are
( teachers, and inclusive principles of education. of education in the design of community driven, inclusive and
administrators and
support to education. adherent to child’s rights and
community
members) nurture protection requirements.
1. School advocacy program on child
values and
environment that protection related concerns 4. WINs 2-Star 7. WINs 3- star
2. WINs 1-star 5. Statement of support from 8. Outstanding CFSS rating
are protective of all
children and 3. BE Best Implementer – Division stakeholders in relation to 9. BE Implementer- National
level school’s advocacy program level
demonstrate
behaviours 6. BE Best Implementer –
Regional level
consistent to the
organization’s
vision, mission and
goals Learning managers and Learning managers and Learning managers and
facilitators conduct activities aimed facilitators apply the principles in facilitators observe learners’
to increase stakeholders’ awareness designing learning materials. rights from designing the
and commitment to fundamental curriculum to structuring the
rights of children and the basic whole learning environment.
principle of educating them.