B.
CURRICULUM AND INSTRUCTION3
INDICATORS 1 2
1. The curriculum provides for All types of learners of the school
the development needs of all community are identified, their
types of learners in the school learning curves assessed;
community appropriate programs with its
support materials for each type of
learner is developed.
Evidence:
 Established Assessment System with
results (Phil-IRI, numeracy test, Multiple
Intelligences Assessment Result,
Academic Performance Chart, etc.)
 Learners’ profile ( student tracking
system)
 Support Materials (IM’s, Competency
Based Budget of Lessons, Lesson
Exemplars)
 Any Program/Project to address learning
deficits/ performance discrepancies e.g.
RRE/ Reading Program Intervention
Materials and ADM Modules
Other observations:
Programs are fully implemented and
closely monitored to address
performance discrepancies,
benchmark best practices, coach low
performers, mentor potential leaders,
reward high achievement, and
maintain environment that makes
learning meaningful and enjoyable.
Evidence:
 School Supervisory Plan (monthly)
 Monthly Supervisory Report
 Any Program/Project to address
performance discrepancies/ deficits/gaps
e.g. RRE, School Remedial Program
 Reading Program/ ADMs Implementation
Report
 ACR/Narrative Report of INSETs
conducted
 ACR and copy of program for periodic
recognition (e.g. quarterly convocation/
year- end recognition rites)
3
3 The educational needs of all types of learners
are being met as shown by continuous
improvement on learning outcomes and products
of learning. Teachers’ as well as students’
performance is motivated by intrinsic rather than
extrinsic rewards. The schools’ differentiated
programs are frequently benchmarked by other
schools.
Evidence:
 Improved learning outcomes (Achievement Rate,
Promotion Rate, Failure Rate)
 Log Book/Record Sheet/ showing names of visitors
benchmarked school’s initiated programs/projects
 School’s Best Practices Accomplishment Report
 INDICATORS 1 2 3

2. The implemented curriculum Local beliefs, norms, values,
is localized to make it more traditions, folklores, current events,
meaningful to the learners and and existing technologies are
applicable to life in the documented and used to develop a
community lasting curriculum. Localization
guidelines are agreed to by school
community and teachers are properly
oriented.
Evidence:
 Compilation of local literature
 Sample Lessons showing its utilization
 Lesson Plans showing the integration of
local literature
 ACR on the crafting of localized
curriculum guidelines duly signed by
school community
The localized curriculum is
implemented and monitored closely to
ensure that it makes learning more
meaningful and pleasurable, produces
desired learning outcomes, and
directly improves community life.
Ineffective approaches are replaced
and innovative ones are developed.
Evidence:
 M & E/Supervisory Report on localized
curriculum
 Adjusted localized curriculum
 Sample performance outputs that could
be utilized to improve community life (e.g.
solid waste management, tree planting/
linis bayan activity, etc.)
Best practices in localizing the curriculum are
mainstreamed and benchmarked by other schools.
There is marked increase in number of projects that
uses the community as learning laboratory, and the
school as an agent of change for improvement of
the community.
Evidence:
 Log Book/Record Sheet showing names of visitors
who benchmarked good or best practices of
school’s localized curriculum
 Accomplishment Report on the School’s Best
Practices in Localizing the Curriculum
 Any document/s of school’s initiated project that uses
the community as a learning laboratory (e.g. school-
community livelihood projects)

3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking &
problem solving
A representative team of school and
community stakeholders assess
content and methods used in
teaching creative, critical thinking
and problem solving. Assessment
results are used as guide to develop
materials.
Learning materials and approaches to
reinforce strengths and address
deficiencies are developed and tested
for applicability on school, family and
community.
Evidence:
Materials and approaches are being used in
school, in the family and in community to develop
critical, creative thinking and problem solving
community of learners and are producing desired
results.
Evidence:

Evidence:  Developed/reproduced/ procured learning Any of the following:

 Minutes of meeting or any document
as MOV that the content and
method used in teaching were
assessed by any of the ff. team:
materials that could be used to reinforce
strengths and address weaknesses
applicable in the school, home and
community (e.g. individualized learning
modules for students, home study
 Activity Completion Report or any report re: school
initiated activity participated in by the community
utilizing the school’s learning resources (human &
materials) with positive impact to the community
 Write-up or any document of an existing
  PTA
 School Governing Council (SGC)
 School Planning Team (SPT)
 School M & E Team (SMET)
4. The learning systems are A school-based monitoring and
regularly and collaboratively learning system is conducted
monitored by the community regularly and cooperatively, and
using appropriate tools to feedback is shared with
ensure the holistic growth and stakeholders.
development of the learners
and the community The system uses a tool that monitors
the holistic development of learners.
Evidence:
 Procedure on the conduct of Monitoring
Evaluation & Adjustment (SMEA)
 Terms of Reference (TORs) of school’s
M & E team (SMET)
 SIP/AIP-based Monitoring & Evaluation
instrument /tool
 Schedule on the conduct of SMEA
Other observations:
manuals for parents and community
learning centers)
The school-based monitoring and
learning systems generate feedback
that is used for making decisions that
enhance the total development of
learners.
A committee take care of the
continuous improvement of the tool.
Evidence:
 Feedback mechanism for a well-informed
decision making (e.g. suggestion box, text
brigade, forums /assembly)
 Minutes of meeting of the M & E team
before the conduct of School Monitoring,
Evaluation & Adjustment (SMEA)
 Record of M & E related activities
conducted
functional/operational community-based learning
action cell
The monitoring system is accepted and
regularly used for collective decision making.
The monitoring tool has been improved to
provide both quantitative and qualitative data.
Evidence:
 Result on the regular conduct of School Monitoring
Evaluation and Adjustment (SMEA)
 Updated/improved M & E Tool designed by the
School M & E Team duly approved by the School
Head/ SGC
 INDICATORS
5. Appropriate assessment
tools for teaching and learning
are continuously reviewed and
improved, and assessment
results are contextualized to the
learner and local situation and
the attainment of relevant life
skills.
6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are
protective of all children and
demonstrate behaviours
consistent to the organization’s
Vision, Mission and Goals.
1 2
The assessment tools are reviewed
by the school and assessment
results are shared with school’s
stakeholders.
Evidence:
 Competency based Test materials duly
checked/ approved by the School Head
(e.g. Table of Specifications, Periodical
Test Questions, Test/ Item Analysis, Item
Bank, other test materials, etc.)
 ACR on the conduct of activity relative to
sharing of assessment results with
school’s stakeholders (e.g. quarterly
issuance of Pupil/Student Report Card,
issuance of NAT and NCAE results to
parents
Stakeholders are aware of
Child/Learner-Centered, right-based
and inclusive principles of education.
Learning managers and facilitators
conduct activities aimed to increased
stakeholders awareness and
commitment to fundamental rights of
children and the basic principle of
educating them.
The assessment tools are reviewed
by the school community and results
are shared with community
stakeholders.
Evidence:
 Structure in charge of the review and
improvement of assessment tools ( list
and TOR)
 Minutes of meeting/ACR/ on:
- review of assessment tools
participated by stakeholders
Stakeholders begin to practice
child/learner-centered principles of
education in the design of support to
education.
Learning managers and facilitators
apply the principles in designing
learning materials.
3
School assessment results are used to develop
learning programs that are suited to community,
and customized to each learner’s context, results
of which are used for collaborative decision-
making.
Evidence:
 Any document of a functional/operational community
based initiated programs and/ or projects (e.g.
Community Learning Centers) conceptualized to
address the learning deficits/ discrepancies of the
learners based from the school assessment results.
Learning environments, methods and resources
are community driven, inclusive and adherent to
child’s rights and protection requirements.
Learning managers and facilitators observe
learner’s rights from designing the curriculum to
structuring the whole learning environment.
 Evidence:
 List of Children’s Rights and
Responsibilities (in Filipino or vernacular)
strategically placed/posted in a very
conspicuous place
 School policies which spell out the rights
of children
 ACR/ Minutes of Meeting on the conduct
of activity relevant to learner-centered,
right-based, and inclusive principles of
education /A Child &
 Community-Centered Education
Systems (ACCESs)
7. Methods and resources are Practices, tools and materials for
learner and community-friendly, developing self-directed learners are
enjoyable, safe, inclusive, highly observable in school, but not in
accessible and aimed at the home or in the community.
developing self-directed
learners. Learners are equipped Learning programs are designed
with essential knowledge, skills, and developed to produce learners
and values to assume who are responsible and
responsibility and accountability accountable for their learning.
for their own learning.
Evidence:
 Learning Competency Directory (LCD)
per subject posted in the classroom (it is
anchored on the budget of lesson per
subject which reflects the competencies
covered in every grading period, date of
delivery, topics to be discussed,
activities/ exercises to be used, book title
and page number)
Evidence:
 Barangay Dev. Plan/ Municipal
Investment Plan showing supports to
education which are anchored on child/
learner-centered principles of education
 Four As (Activity, Analysis, Abstraction
and Application) based lesson plans
using/ integrating GAD and ABC
principles in the key behaviour
indicator/value aim
Practices, tools and materials for
developing self-directed learners are
beginning to emerge in the homes
and in the community.
The program is collaboratively
implemented and monitored by
teachers and parents to ensure that it
produces desired learners.
Evidence:
 LCDs are shared with the parents for
them to guide the learning activities of
their children
Evidence:
 At least 70% of all of the 7 domains of the Child
Friendly School System (CFSS) tool are satisfied.
 ACCESS compliant school plans ( AIP / SIP )
 School and community record of activities showing
concern to children
There is continuous exchange of information,
sharing of expertise and materials among the
schools, home and community for the
development of self-directed learners.
The program is mainstreamed but continuously
improved to make relevant to emergent
demands.
Evidence:
 ACR on community based FGD on LCD utilization
 Document/record of a sustained and/or improved
program for a self-directed learners
  Learner’s PORTFOLIO
 RUBRICS developed by the learners
 Any document of a functional school
program to produce learners who are
accountable for their learning e.g.
modular instruction, peer tutoring and/or
Youth Peer Education

Other Observations: Recommendations:

SCORE: Total Score = ___________
10

Validated By:

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