Republic of the Philippines

Department of Education
REGION XIII – Caraga
TANDAG CITY DIVISION

Curriculum Implementation Monitoring Report

Quarter 2, CY 2021

School: Tandag Central Elementary School EsP School Focal: Rosemarie E. Lozada

A. Instructional Management
A.1. Delivery of the Most Essential Learning Competencies by Learning Area by Grade Level

Interventions
Recommendation
implemented for Results of the
Grade No. of MELCs No. of MELCs Covered % of MELCs Covered s to Improve
the MELCs not Interventions Curriculum
Level
covered within Implemented Implementation
the Quarter
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
K - - - - - - - - - - - - - - -
G1 5 4 5 3 5 4 5 3 100% 100% 100% 100%
In the report it can Due to the Maybe in our
be seen that cooperation of experience at our
quarters 2 and 3 the teachers in school we can
have only 75% our school, we recommend
covered MELC. So have addressed Professional
G2 5 8 8 2 5 6 6 2 100% 75% 75% 100% the grade 2 level the problem. Learning
teachers took their We also Communities
Support Establish
initiative to delivers the
Collaborative
prepare the lesson well to
Teaming.
activities to fill this our learners
missing modules in and we’ve seen
the EsP subject. their growth
They obtained and learning
 Working Activity even in this
Sheets on the times of
Deped Portal and learning
other web sites situation, due
that help them to Covid 19
deliver the said pandemic.
Lesson even in the
absence of
modules. these
worksheets have
passed the school
level screening and
evaluation,
examined and
evaluated by the
MT's and our
School Principal .

The grade 3 report Because of In this case

shows that the 3rd their which teachers
quarter is missing worksheets the are making
their own
one module. As the problem was worksheets we
grade 2 level did, solved and it recommend the
G3 6 4 5 2 6 4 4 2 100% 100% 80% 100% the grade three can be seen Personalized
teachers also that the Learning for All
created their own children Students. Which
worksheets and learned
give students
before giving them especially
answer their
to the learners they during their
worksheets based
checked and exams. And
evaluated the said above all they on their interest s
 worksheets to were taught and skills.
Master Teachers good manners
and to their which is one of
Principal. the main
objectives to be
learned by the
subject in EsP.

This report shows Due to the Continued

that the grade 4 cooperation of Development of
level has the lowest the teachers in Curriculum
percentage our school the Improvement.
obtained, which said MELCs
means that there is without
a shortfall in the modules or
SLAS done by SLAS are filled
selected teachers and given to
in our division. As a the students.
G4 4 5 10 2 4 5 4 2 100% 100% 20% 100%
result, the Grade 5
teachers sought
the help of fellow
teachers to help
them with making
worksheets and
SLAS just for our
school
consumption.

In grade 5, on the Due to the Continued

other hand, it can cooperation of Development of
be seen that the the teachers in Curriculum
percentage in our school the Improvement.
quarter 3 is 60%, said MELCs
 but this is not so without
much that it will modules or
still result in SLAS are filled
incomplete and given to
provision of what the students
students should
learn in the EsP
subject. teachers
G5 7 8 10 2 7 8 6 2 100% 100% 60% 100% they asked for help
from Master
teachers and other
teachers who were
able to attend how
to make a SLAS.
They also initiated
to make a
worksheet.

G6 3 2 6 1 3 2 6 1 100% 100% 100% 100%

B. Learning Resource Management and Development


SY 2020-2021
Area of Concerns/ Themes
Accomplishments
Development and Quality
Assurance of LRs for learning
areas/grade levels with no CO-
approved SLMs
Developed and quality-assured 3
SLMs, 45 LASs,
Contextualization of K to 3 LRs
into the MT
Contextualized SLMs/LASs per grade
level from Kindergarten to Grade 3.
Contextualized 3 SLMs and 45 LASs
from Grade 1 to Grade 6, 1 SLMs for
Grade 1.1SLMs for Grade 2 and SLMs
for Grade 3
Recommendations to Improve
Challenges/Gaps/Bottlenecks
LR Management and
in the Implementation
Development
One of the challenges that we
encounter are the following. First is
the deadline for making our
modules because we also do other  Extensive list of tools with
things such as printing, arranging mini-descriptions on how they
printed modules and so on. Second can be used to support
is the availability of internet distance learning.
connections for reference and Easy access for teachers and
above all illustrating our concepts students to increase
to be pleasant to children because engagement in virtual
environments.
it must be worthwhile and there
are corresponding standards for
children's drawing and legalities to
be followed by illustrators.
The difficulties faced by
contextualizer teachers are as
follows first is the translation of
the Cebuano dialect Binisaya and
the teacher is a Tandaganon. High time devoted to improving or
illustrate with the concepts of the contextualizing a lesson.
activities are sometimes Conduct a second round on how to
incompatible and usually this is the improved quality illustrators.
cause of slowing of Collaborative teamwork for lesson in
each MELC.
contextualization and the latter is
the deadline which sometimes
brings up the health issue of the
teachers.
Printing/ Reproduction of
Learning Resources
Distribution and Retrieval of
Learning Resources
 C. Assessment of Learning Outcomes
Total copies of printed SLMs/LAS for
TCES . Reproduced 4,556 copies of
SLMs and LASs 4,100
total number of delivered
SLMs/LAS : Delivered copies 4,556 of
SLMs and 4,100 LASs
Sometimes the printer will shut down
due to over used. The reproduction
cost is also big though there is enough
funds for it but it’s also causes delays
for the distribution specially when
there is no availability of bond papers
and ink for your printers.
The worst things that teachers go Assessment Analysis & Data Based
through here in our school when it Decision Making.
comes to distribution and retrieval
of modules are as follows. First, Continued Development of
some parents can't reach out Curriculum Improvement
because they don't have
cellphones, the teacher still needs
to make a home visitation to get
the modules in their respective
homes.Second, parents do not take
the Modules on the correct
schedule as this increases the
child's need to answer and
sometimes nothing is learned. And
finally the modules will be
returned with no answers.
  Implementation of D.O. 31, s. 2020: Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan
Challenges/Gaps/Bottlenecks
Roles/Responsibilities
in the Implementation
SDO/Districts/School Levels Policy
Dissemination
Teachers  academic dishonesty, infrastructure,
 Designing assessment coverage of learning outcomes, and
commitment of students to submit
assessments.
  lack of time on the part of
 Communicating to learners and parents,  lack of parent education to
parents/guardians help with school work,Cultural or
socioeconomic differences and
parent attitudes about the school
and Language differences between
parents and staff .
 Monitoring and recording of progress.  academic dishonesty, infrastructure,
coverage of learning outcomes, and
commitment of students to submit
assessments.  Teaming.
 Giving of timely, constructive, and  Because of the Distance learning
relevant feedback approach, the feed backing is not
Recommendations to improve
policy implementation
 Make Assessments Useful. For
Students,follow Assessments with
Corrective Instruction.Give Second
Chances to Demonstrate Success.
 Establish trust and a clear line of
communication from the
beginning,listen and practice
transparency,consult individuals
throughout the district who can travel
through different cultures and show
that you are prepared for anything
and manage school safety through
the use of technology.
 Professional Learning Communities
Support Establish Collaborative
Develop Learning Targets &
Common Formative Assessments.
Personalized Learning for All
Students.
Assessment Analysis & Data Based
Personalized Learning for All
Students.
Continued Development of
Curriculum

Roles/Responsibilities
 Conduct of remediation
Learners
 Updating their teachers on their
Challenges/Gaps/Bottlenecks
in the Implementation
quite very effective, especially
when providing promptly clear
direction,Students are having
difficulty in applying they’ve
learned and the results is
decreasing the possibility in
understanding the topics.
 Lack of Time for Planning. ...
Lot of Paperwork. ...
Performance Pressure from School
Administrators
Balancing Diverse Learning Needs
Handle too many masters
Lack of proper funding
Limitations of standardized Testing.
Not every learners can join the
online
Or chat or text learning
remediation
Classes.
 self-studying, poor internet
connection, lack of sleep and time
Recommendations to improve
policy implementation
Improvement.
 The following are recommendations
to ensure quality feed backing
among our learners:
Listen to the feedback given. This
means not interrupting. ...
Be aware of your responses.
Be open. ...
Understand the message. ...
Reflect and decide what to do. ...
Follow up.
 Better inform students about
preparation options for the
placement exam,Allow students to
retest after they have received
intervention instruction and allow
them to join any ways of remedial
classes schedules.
 Students are the center of our
teaching and we should focus on

Roles/Responsibilities
situation, progress, and challenges
encountered or accomplishing the
Self-Monitoring Tool
Parents/Guardians
 Providing updates to teachers on
their child’s/children’s situation,
progress, and challenges encountered
 Guiding their child/children in
accomplishing assessment tasks
Challenges/Gaps/Bottlenecks
in the Implementation
to answer all the modules due to
the great number.
 Parents says that innovations in
learning is not always convenient,
especially given the fact that the
transition has been abrupt rather
than gradual, during remedial
classes some of their kids requires
the availability computers and
internet at exact hours as needed.
Any technical issues related to the
requirements could result in the
child missing out on learning, and
of course the challenge of keeping
the children busy and finish the
modules, SLAS, worksheets on
time is very hard.
Recommendations to improve
policy implementation
how we can improve to achieve
quality education even when we are
in the midst of a pandemic. The
following will help our learners.
Establish a climate of mutual respect. ...
Set high and clear expectations for quality
work. ...
Insist on high quality by having students
polish their work. ...
Get students to read twice as much every
day. ...
Get students to write twice as much
every day.
 Here are some suggested
recommendations to lessen the
burden of parents in this way of
schooling.
(a) maintaining a strict schedule; (b)
engaging in creative activities; and (c)
difficulties faced in keeping
learner’s busy make an interesting
way of learning like
drawings,coloring story telling using
fun facts and real life situations.
 Attested:
Curriculum Implementation Monitoring Report RJAN D. SABAREZ
Prepared by: School Head
Quarter 2, CY 2021
ROSEMARIE E. LOZADA
EsP School Focal
School: Tandag Central Elementary School HG School Focal: Rosemarie E. Lozada

A. Instructional Management
A.1. Delivery of the Most Essential Learning Competencies by Learning Area by Grade Level

Interventions
Results of Recommendations
implemented for
Grade No. of MELCs No. of MELCs Covered % of MELCs Covered the to Improve
the MELCs not
Level Interventions Curriculum
covered within
Implemented Implementation
the Quarter
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
K 6 6 - - 6 6 100% 100%
G1 8 8 - - 8 8 100% 100%
G2 8 8 - - 8 8 100% 100%
G3 8 8 - - 8 8 100% 100%
G4 9 8 - - 9 8 100% 100%
G5 9 8 - - 9 8 100% 100%
G6 9 8 - - 9 8 100% 100%

B. Learning Resource Management and Development

Recommendations to Improve
SY 2020-2021 Challenges/Gaps/Bottlenecks
Area of Concerns/ Themes LR Management and
Accomplishments in the Implementation
Development
Development and Quality
Assurance of LRs for learning
NONE
areas/grade levels with no CO-
approved SLMs
Contextualization of K to 3 LRs NONE
into the MT
Printing/ Reproduction of
Learning Resources
Distribution and Retrieval of
Learning Resources
C. Assessment of Learning Outcomes
Indicate the total copies of printed
SLMs/LAS for elementary, JHS, and
SHS. Example: Reproduced 723,453
copies of SLMs and LASs in
Elementary, 432,109 SLMs and LASs
in JHS
Indicate the total number of delivered
SLMs/LAS for elementary, JHS, and
SHS. Example: Delivered 723,453
copies of SLMs and LASs in
Elementary, 432,109 SLMs and LASs
in JHS

 Implementation of D.O. 31, s. 2020: Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan

Challenges/Gaps/Bottlenecks Recommendations to improve

Roles/Responsibilities
in the Implementation
SDO/Districts/School Levels Policy
Dissemination
Teachers  academic dishonesty, infrastructure,
 Designing assessment coverage of learning outcomes, and
commitment of students to submit
assessments.
  lack of time on the part of
 Communicating to learners and parents,  lack of parent education to
parents/guardians help with school work,Cultural or
socioeconomic differences and
parent attitudes about the school
and Language differences between
parents and staff .
 Monitoring and recording of progress.  academic dishonesty, infrastructure,
policy implementation
 Make Assessments Useful. For
Students,follow Assessments with
Corrective Instruction.Give Second
Chances to Demonstrate Success.
 Establish trust and a clear line of
communication from the
beginning,listen and practice
transparency,consult individuals
throughout the district who can travel
through different cultures and show
that you are prepared for anything
and manage school safety through
the use of technology.
 Challenges/Gaps/Bottlenecks
Roles/Responsibilities
in the Implementation
coverage of learning outcomes, and
commitment of students to submit
assessments. 
 Giving of timely, constructive, and
 Because of the Distance learning
relevant feedback
approach, the feed backing is not
quite very effective, especially
when providing promptly clear
direction,Students are having
difficulty in applying they’ve
learned and the results is
decreasing the possibility in
understanding the topics.
 Conduct of remediation
 Lack of Time for Planning. ...
Lot of Paperwork. ...
Performance Pressure from School
Administrators
Balancing Diverse Learning Needs
Handle too many masters
Lack of proper funding
Limitations of standardized Testing.
Not every learners can join the
Recommendations to improve
policy implementation
 Professional Learning Communities
Support Establish Collaborative
Teaming.
Develop Learning Targets &
Common Formative Assessments.
Personalized Learning for All
Students.
Assessment Analysis & Data Based
Personalized Learning for All
Students.
Continued Development of
Curriculum
Improvement.
 The following are recommendations
to ensure quality feed backing
among our learners:
Listen to the feedback given. This
means not interrupting. ...
Be aware of your responses.
Be open. ...
Understand the message. ...
Reflect and decide what to do. ...
Follow up.
 ,Allow students to open up their
sides to be able to understand
them, after they have received
intervention instruction and allow
them to join any ways of remedial
classes schedules.

Roles/Responsibilities
Learners
 Updating their teachers on their
situation, progress, and challenges
encountered or accomplishing the
Self-Monitoring Tool
Parents/Guardians
 Providing updates to teachers on
Challenges/Gaps/Bottlenecks
in the Implementation
online
Or chat or text learning
remediation
Classes.
 Some students having difficulty
overcoming in learning some
subjects make them not able to
fit future progress in educational
career.Because of the
Pandemic the students were not
able to acquire Educational
Guidance Assessment to
develop positive attitudes
towards study and no
motivations for aiming at better
learning.
. study habits, and time
 One of the most difficult things that
teachers have to go through
Recommendations to improve
policy implementation
 Here are some recommendations
to achieve better results for
students in learning HG Program.
This will be advocated through
parents and guardians. The
school will be having a one on
one explaining and motivating
parents on to how to help their
own child. These are the topics
presented to them.Maintain
academic standards and set goals
for academic success. Develop
skills to improve organization,
management. Work through
personal problems that may affect
academics or relationships.
Improve social skills through
responsible use of online means
of communications such as
Facebook, Instagram, among
many others.
 Here are some suggested
recommendations to lessen the
 Challenges/Gaps/Bottlenecks
Roles/Responsibilities
their child’s/children’s situation,
progress, and challenges encountered
 Guiding their child/children in
accomplishing assessment tasks
Prepared by:
ROSEMARIE E. LOZADA
EsP School Focal
Recommendations to improve
in the Implementation policy implementation
especially in Dep-Ed's New HG burden of parents in this way of
program is the ability to deliver schooling.
correctly and quality the most (b) maintaining a strict schedule; (b)
essential learning competencies in engaging in creative activities; and (c)
HG without Face to face. The ability difficulties faced in keeping
of parents to cultivate their learner’s busy make an interesting
children into a refined individuals way of learning like
which stated in MELC is feared that drawings,coloring story telling using
it will not be delivered properly. fun facts and real life situations.
Teachers' provision of strategy to
students who have no motivation
to study is also limited due to lack
of means of communication such as
remote accommodation, no
cellphones, no internet, no fare for
parents to get to school and among
others.
Attested:
RJAN D. SABAREZ
School Head