Minutes of Lac Sessions JHS

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF GAPAN CITY
GAPAN EAST INTEGRATED SCHOOL
A. BONIFACIO ST., SAN LORENZO, GAPAN CITY
MINUTES OF LAC SESSION
Re- Orientation of The Conduct of Philippine Informal Rating Inventory as

Literacy Assessment
I. Date and Time: September 16, 2022 (4:00 – 5:30)

II. Venue: Head Teachers Office
III. Participants:
Julita J. Aguilar - Lac Leader
Hazel A. Dela Pena -LAC Facilitator
Ara Jane A. Geronimo & John Leo R. Pili -LAC Members
Wenz Lee S. Quijano - LAC Member
Euza P. Alipit - LAC Member
Genelyn T. San Jose - LAC Documenter
IV. Key Topic: Guidelines and processes of Conduct of Philippine Informal

Rating Inventory as Literacy Assessment
V. Guide Questions:
1. What is the main delivery of this course?
-The main delivery of the course was the guidelines in the Conduct of
Philippine Informal Rating Inventory as Literacy Assessment
2. How can this course help teachers deliver quality instruction in
the new normal?
-This course help the teachers the delivery of quality instruction
in the new normal because the implementation of the conduct of
Philippine Informal Reading Inventory as Literacy assessment
and use of the Phil-IRI data serve as one of the bases in
planning, designing/redesigning the reading instruction of the
teachers and the school’s reading programs or activities to
improve the overall school’s reading performance, by conducting
remedial instructions, reading marathon and distributing
reading materials every grading periods to those identified poor
reading level, the students increased their reading levels from
frustration to instructional and independent levels.
3. How to organize LAC Sessions?
- . In the DepEd, a Learning Action Cell is a group of teachers who
engage in collaborative learning sessions to solve shared challenges
encountered in the school facilitated by the school head or a
designated LAC Leader. LACs will become the school-based
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Address: A. Bonifacio St. San Lorenzo, Gapan City, Nueva Ecija, 3105
Telephone No. (044) 958-3728
Email: 500728@deped.gov.ph
REGION III
communities of practice that are positive, caring, and
safe spaces.
-Before the LAC Session. In order to plan for LACs, the LAC members
guided by the LAC Leader and LAC Facilitator, are expected to identify
professional development needs and prioritize issues to be discussed
or addressed in the LAC session. These can be recorded in a LAC Plan,
which will also require details on how the LAC process will be
monitored. A template for the LAC Plan can be found in Annex 1.
Schools can revise the template to suit their own needs and contexts.
- Assessment of Needs. Needs are identified with reference to the
professional teacher standards set for one’s career stage. These needs
could be captured through different forms like self-assessment tools,
classroom observation results, critical reflections, surveys, research-
based teacher development needs, students’ assessment results, and
other forms.
- Prioritization of Topics or Agenda. From the needs that have been
identified as focus of LAC, members could agree on which of them
should be prioritized for their sessions. The basis for prioritization
could be in terms of urgency of need, time needed in addressing the
need, interest or in whatever way agreed upon by the members of the
group. These priority needs or topics could integrate the areas
mentioned above.
-Formation of LAC. Every teacher must be part of a LAC. LACs could
be formed based on the prioritized need(s) and depending on the
number of teachers in every school or cluster of schools. However,
these groupings are flexible according to need and context.
-One LAC could be composed of five (5) to 15 members. A school
may organize as many LACs as may be deemed necessary depending
on the identified needs of the school. In all schools, teachers may
convene in groups that are strategically decided. These may be by key
stage, grade level, learning area, or programs offered by the school.
Multi-grade schools may be clustered in different ways by the district
or division supervisors based on the objectives of the LACs to be
conducted.
-Each LAC should have a leader, a facilitator, a documenter, and
members as resource persons may be invited when necessary though
the preference is for the LAC resource persons to be from among the
LAC members.
-Composition of a Learning Action Cell (LAC) Identification of
Appropriate Intervention. The LAC could agree on exploring
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interventions to address the identified need. Interventions could be in
the form of learning materials, instructional materials, equipment,
facilities, strategies in teaching, modality in teaching, program, etc.
-Scheduling of Meetings. The LAC members can decide on the
schedule, length, and frequency of meetings. One to two hours a week
is strongly recommended but the diversity of teaching conditions may
not always allow this. LAC sessions, however, should be conducted at
least once a month. Interactions may also be done through ICT when it
is difficult to have face-to-face sessions, particularly when involving
clustered schools. There is a need to prioritize the LACs because this is
the support system for teachers who are tasked to deliver basic
education, which is the core business of DepEd. Activities that do not
support this mandate must not take priority over the learning needs of
students. Finally, all schools are encouraged to prioritize Page 10 of 18
LAC sessions instead of administrative meetings, which should be
scheduled separately from LAC sessions.
Setting Up of Resources. Resources could be human or material that
should be prepared or set up before the implementation of the
sessions. The human resources could be individuals who are tapped as
resource persons of the LAC sessions. Material resources could be the
supplies, worksheets, videos, equipment, budget, food, venues and
other things needed in the conduct of a LAC session. The LAC Leader
or School Head shall take the lead in identifying the needed resources,
ensuring their availability and sustainability.
Assignment of Work. The LAC members could be given specific roles
to perform during LAC sessions. These roles could be rotated among
the members of the group.
LAC Implementation Norms. Norms are the framework from which
team members commit to conduct business. Developing norms and
adhering to them ensure the success of the group, and facilitate the
members’ ability to deal with critical issues. Norms have several
components that clarify team dynamics. These are some elements to
address: Time and Venue: Where and when will we meet? Will we start
on time? Listening: How will we listen to our peers? How will we
discourage interruptions when someone is speaking? Confidentiality:
What content is to be held in confidence? What can be shared after the
meeting? Decision Making: How will we arrive at a decision? What if
everyone doesn’t agree with the group decision? Participation: Is
participation optional? Will we have an attendance policy? What will
we do if a member constantly misses meetings? Expectations: What do
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we expect from team members? Do we need a method for ensuring
each member comes to the meeting prepared with appropriate data or
other assignments?
Preparing Line-item Budget. The budget shall come from the school’s
respective MOOE and other external grants, provided that only
expenses allowed under the school MOOE may be included, subject to
existing accounting rules and regulations.
Writing of LAC Plan. For a guided implementation of LAC plans, they
should be written and documented following the template. Schools are
allowed to modify the template based on their needs. This plan should
be integrated or linked with the School Improvement Plan (SIP) or
Annual Implementation Plan (AIP).
During the LAC Session. The priorities set out in the LAC Plan are
implemented through a variety of activities, which can include
stimulus (e.g. lectures, practicum, orientation, coaching, workshops,
development and utilization of instructional materials, etc.) followed by
collaborative discussion of possible ways forward. The final activity of
the session will involve individual and group action planning in order
to implement agreed activities in the classroom.
After the LAC Session. LAC members are expected to implement the
proposed strategies or activities in their classroom or school or
community as appropriate and evaluate their success. LAC members
should be prepared to report back on the success of these activities in
future LAC sessions. LAC facilitators and LAC leaders should monitor
these activities and evaluate how far they are contributing to improved
outcomes for learners at school. School heads or principals should
support the LACs by doing class observations and encourage teachers
to continually improve instruction so that student learning will also
improve.
4. Enumerate the roles and responsibilities of the different
LAC Members.
- LAC LEADER LAC Leader is the Principal or School Head.
Being the de facto leader of the LAC or all the LACs in the
school, the following are his/her roles:
1. Oversees the implementation of the LAC(s);
2. Leads in the development of a LAC Plan and integrates
such in the SIP or AIP;
3. Organizes LAC groupings at the beginning of each school
year and ensures that each LAC has an assigned facilitator,
preferably a Master Teacher or senior teacher or senior
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member of the faculty;
4. Mobilizes resources for the conduct of LACs;
5. Provides feedback and submits LAC Progress Reports to
District and Schools Division Office;
6. Adapts and shares LAC best practices from other
schools, thereby developing a culture of collaboration and
continuous improvement;
7. Ensures the monitoring of LAC sessions and related
activities and evaluating their impact on teacher
professional development, quality teaching, and pupil
achievement;
8. Agrees with LAC Members on how to observe or monitor
application of learning;
9. Provides feedback to the teachers;
10. Gathers evidences of implementation or application of
learning;
11. Meets with facilitator to decide on next LAC topic and to
prepare or plan for the next session; and
12. Monitors the LAC implementation vis-à-vis the school
LAC plan.
LAC FACILITATOR LAC Facilitator: The LAC Facilitator
could be the Principal or School Head, a Master Teacher/
Head Teacher or a senior teacher or senior member of the
faculty. This role could be assigned on a rotation basis.
The LAC Facilitator:
1. Convenes the LAC team meetings;
2. Provides technical assistance in the development of the
LAC n, timetable of team meetings, and other activities;
3. Checks and monitors attendance of members and
submission of materials and sees to it that team meetings
start and end on time, and that agenda for the meeting are
covered;
4. Encourages active engagement and participation of
members;
5. Serves as resource person on specific topics;
6. Assigns a documenter on rotation basis;
7. Invites external resource persons when necessary;
8. Reports regularly to LAC leader on LAC progress;
9. Prepares his/her session plan that identifies the topic,
objectives, materials needed, and outline of activities (at the
very least) and where necessary, consults the LAC Leader
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and members;
10. Ensures that the venue and equipment are available
and prepares the necessary learning materials such as
reading materials, videos, presentations, etc., when needed;
11. Announces the LAC session including topic, time,
venue, and other matters that the group should know; and
12. Runs and facilitates the session based on the plan and
ensures that the agreed norms of behavior are observed
and that the objectives of the session are achieved.
LAC MEMBERSLAC Members are the teachers who share

common concerns such as grade level assignments or
learning area assignments or key stage assignments. LACs
must be organized well so that teachers are a member of at
least one LAC. However, teachers may opt to join other
LACs.
A LAC member:
1. Attends LAC meetings regularly and participates actively
in LAC sessions;
2. Serves as LAC facilitator or documenter or resource
person for certain topics when assigned such roles;
3. Develops plans to apply what has been learned and
implements agreed action plan in one’s classroom;
4. Monitors one’s progress in relation to the LAC Plan;
5. Prepares and submits documents or materials as needed
and brings materials relevant to the topic;
6. Observes agreed norms of behavior;
7. Captures evidences of implementation;
8. Reflects on the implementation;
9. Shares with colleagues in informal settings;
10. Prepares to share in each LAC session;
11. Allows LAC leader to observe how the learning was
applied; and
12. Provides the LAC leader with evidences of application of
learning.
LAC RESOURCE PERSON LAC Resource Person can be a
member of the LAC or someone external invited to talk and
lead the session on a specific topic. The resource person:
1. Shares current trends and best practices on certain
aspects of curriculum, pedagogy, and assessment;
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2. Facilitates the activities during the session, which may
include workshops and demonstrations;
3. Mentors or coaches’ teachers on content and pedagogies
for a particular lesson unit;
4. Coordinates with the LAC Facilitator on materials and
equipment to be used during the session; and
5. Helps the LAC plan subsequent action based on the
session.
VI. Proceedings:
1. Mam Ara Jane A. Geronimo facilitated the registration of the
participants at 4:00-:4:20 pm.
2. The Opening Program started at 4:20 with a prayer via video
presentation. A short energizer was participated in by the
participants and a short opening from Mam Julita J. Aguilar, LAC
Leader followed.
3. The LAC started at 4:30 pm and ended at 5:00 pm. It was facilitated by
Mam Hazel A. Dela Pena, LAC Facilitator and presented to the JHS
Teachers.
4. After the discussion and brainstorming of the group for the activities,
break followed at exactly 5:00 pm and ended at 5:10 pm.
5. Accomplishment of activities were executed from 5:10 – 5:30 pm and
was concluded by the LAC Facilitator.
II. Minutes of the LAC Session
1. The Lac Leader gave a short introduction for the objectives and rationale of the
Re- Orientation of The Conduct of Philippine Informal Rating Inventory as Literacy
Assessment .
he Philippine Informal Reading Inventory (Phil-IRI) is an assessment tool used in
the Philippines to measure the reading skills and comprehension of students. It's
designed to help teachers identify the reading levels of students, monitor their
progress, and provide targeted interventions to improve their reading abilities.
Here are the general guidelines and steps for implementing the Phil-IRI:
1. *Preparation:*
- Gather the necessary materials, including the Phil-IRI passages and
corresponding comprehension questions.
- Familiarize yourself with the different levels of Phil-IRI passages, which are
designed to match the reading abilities of students at various grade levels.
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2. *Selection of Students:*
- Identify the students who will participate in the Phil-IRI assessment. This can
be done for specific grade levels or based on individual student needs.
3. *Administering the Assessment:*

- Administer the Phil-IRI individually to students.
- Have students read
Sent
Write to
2. The LAC Leader and LAC Facilitator started discussing and explaining the
Guidelines in the Conduct of Philippine Informal Rating Inventory as Literacy
Assessment.
3. The members were asked to share their answers per activity. Then the group
decided on one particular answer acceptable and approved by the whole group.
4. After the sharing of ideas, the remaining minutes for output making.
5. The outputs of each member were then forwarded to the LAC Documenter and
LAC Encoder for consolidation.
Prepared by:
GENELYN T. SAN JOSE
Teacher III/ LAC Documenter
Checked:
HAZEL A. DELA PENA
OIC- Head Teacher/ Teacher III/ LAC Facilitator
Noted:
JULITA J. AGUILAR
School Principal III
Telephone No. (044) 958-3728
REGION III
Telephone No. (044) 958-3728
REGION III
Telephone No. (044) 958-3728
REGION III

Enhancing the Analytical Skill in Reading Comprehension of the JHS Students
through the use of Cycle Test
I. Date and Time: December 13, 2022 (4:00 – 5:30)

III. Participants:
Ara Jane A. Geronimo & John Leo R. Pili -LAC Members
Genelyn T. San Jose - LAC Member
Euza P. Alipit - LAC Documenter
IV. Key Topic: Enhancing the Analytical Skill in Reading Comprehension of the
JHS Students through the use of Cycle Test
V. Guide Questions:
-The main delivery of the course was the Enhancement of the
Analytical Skill in Reading Comprehension of the JHS Students
through the use of Cycle Test.
2. How can this course help teachers deliver quality instruction in the
new normal?
-This course helps the teachers the delivery of quality instruction
in the new normal because the Analytical skills are important to
students, one of the common problems encountered by teachers
in grade 7 students is reading comprehension through the use of
Cycle Tests the students will be able to familiarize and
understand the question given by the teachers. The repeated
question with the uses of Test Item Bank Tool the teachers will
be able to handle help the students.
safe spaces.
Telephone No. (044) 958-3728
REGION III
other forms.
mentioned above.
conducted.
LAC members.
Telephone No. (044) 958-3728
REGION III
Telephone No. (044) 958-3728
REGION III
other assignments?
improve.
LAC Members.
Telephone No. (044) 958-3728
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achievement;
learning;
LAC plan.
covered;
members;
and members;
Telephone No. (044) 958-3728
REGION III

LACs.
A LAC member:
in LAC sessions;
applied; and
learning.
Telephone No. (044) 958-3728
REGION III
session.
VI. Proceedings:
1. Sir Wenz Lee S. Quijano facilitated the registration of the
Leader followed.
Teachers.
1. The Lac Leader gave a short introduction for the use of Cycle Tests the students
and how it will be able to familiarize and understand the question given by the
Cycle Tests to teachers. Cycle tests are a type of assessment tool used in
education to monitor students' progress over a specific period of time, often
referred to as a "cycle." In the context of enhancing reading skills, cycle tests can
be implemented to track and measure improvements in students' reading
comprehension, analytical thinking, and other related skills. These tests are
typically conducted at regular intervals, such as once a month or once every few
months, throughout an academic year. The goal is to provide ongoing feedback to
both students and educators about their growth and areas that may need further
attention. By utilizing cycle tests for reading skills enhancement, educators can:
1. *Monitor Progress:* Cycle tests help educators understand how students'
reading skills are developing over time, allowing them to identify areas of
improvement and areas that may need additional focus. 2. *Adapt Instruction:*
With the insights gained from cycle tests, teachers can tailor their teaching
strategies and materials to better address the specific needs of individual students
Telephone No. (044) 958-3728
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or the class as a whole. 3. *Motivate Students:* Regular assessments can
motivate students to engage more actively with their reading assignments, as they
see their progress being measured and celebrated. 4. *Identify Trends:*
Analyzing the results of multiple cycle tests can reveal trends in student
performance and help educators identify if certain teaching methods or materials
are particularly effective. 5. *Provide Timely Feedback:* Cycle tests offer
opportunities for timely feedback, allowing students to understand their strengths
and weaknesses and make adjustments accordingly. 6. *Inform Curriculum
Planning:* Schools can use the data from cycle tests to make informed decisions
about curriculum design and improvements in reading instruction. To effectively
implement cycle tests for enhancing reading skills, it's important to design test
questions that assess different levels of comprehension, critical thinking, and
analytical skills. This ensures a comprehensive evaluation of students' abilities
and growth in reading. Remember that cycle tests are just one tool in a broader
strategy to improve reading skills. It's essential to combine them with engaging
teaching methods, diverse reading materials, and opportunities for discussion and
reflection to foster a well-rounded reading comprehension improvement program.
2. The repeated question with the uses of Test Item Bank Tool the teachers will be
able to handle help the students.
3. The LAC Leader and LAC Facilitator started discussing and explaining the
members were asked to share their answers per activity. Then the group decided
on one particular answer acceptable and approved by the whole group.
5. The outputs of each member were then forwarded to the LAC Documenter and
LAC Encoder for consolidation.
Prepared by:
EUZA P. ALIPIT
Teacher I/ LAC Documenter
Checked:
HAZEL A. DELA PENA
Noted:
JULITA J. AGUILAR

Telephone No. (044) 958-3728
REGION III
Telephone No. (044) 958-3728
REGION III
Guidelines in preparing the new accomplishments and mode of evidences for their
Individual Performance Commitment Review Form in Result- Based Performance
Management System.
I. Date and Time: April 21, 2023 (4:00 – 5:30)

III. Participants:
John Leo R. Pili & Euza P. Alipit -LAC Members
Genelyn T. San Jose - LAC Member
Ara Jane A. Geronimo - LAC Documenter
IV. Key Topic: Guidelines in preparing the new accomplishments and mode of
evidences for their Individual Performance Commitment Review Form in
Result- Based Performance Management System.
V. Guide Questions:
-The main delivery of the course was the guidelines in preparing the
new accomplishments and mode of evidences for their Individual
Performance Commitment Review Form in Result- Based Performance
Management System.
new normal?
-This course helps the teachers to understand the guidelines in
preparing the new template, it means new evidences and Means
of Verifications in each KRAs. The process was also the same.
The e-IPCRF template is a digital form that teachers and
educators use to assess their performance and set goals for the
upcoming year. It is a crucial document that helps to ensure that
educators are meeting the standards set by the Department of
Education. The 2023 e-IPCRF template is the latest version of
this form, which has been designed to make the process of filling
out the IPCRF easier and more efficient.
Telephone No. (044) 958-3728
REGION III
safe spaces.
other forms.
mentioned above.
conducted.
Telephone No. (044) 958-3728
REGION III
LAC members.
Telephone No. (044) 958-3728
REGION III
other assignments?
improve.
LAC Members.
Telephone No. (044) 958-3728
REGION III
achievement;
learning;
LAC plan.
covered;
members;
Telephone No. (044) 958-3728
REGION III
and members;

LACs.
A LAC member:
in LAC sessions;
applied; and
learning.
Telephone No. (044) 958-3728
REGION III
session.
VI. Proceedings:
1. Sir John Leo R. Pili facilitated the registration of the participants
at 4:00-:4:10 pm.
Leader followed.
Teachers.
1. The Lac Leader gave a short introduction for the new accomplishments and mode of
evidences for their Individual Performance CommThe electronic IPCRF available for
download is an Excel-based version of the Individual Performance Commitment and
Review Form (IPCRF) for the academic year 2022-2023. It includes Part I-IV of the
IPCRF as specified in the Guidelines on the Implementation of the Results-based
Performance Management System for School Year 2022-2023.
This form aims to assist Teachers/Ratees in completing their PCRF forms during
various RPMS phases. It facilitates the preparation of the Individual Performance
Commitment and Review Form (IPCRF) and Development Plan during the
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Performance Planning and Commitment phase. Additionally, it calculates the final
rating for the accomplished IPCRF during the Performance Review and Evaluation
phase. Individual performance Commitment Review Form in Result- Based
Performance Management System.
2. The course will help the teachers familiarize on the New template, means new
evidences and Means of Verifications in each KRAs. The process was also the same.
The e-IPCRF template is a digital form that teachers and educators use to assess
their performance and set goals for the upcoming year. It is a crucial document that
helps to ensure that educators are meeting the standards set by the Department of
Education. The 2023 e-IPCRF template is the latest version of this form, which has
been designed to make the process of filling out the IPCRF easier and more efficient.
3. The LAC Leader and LAC Facilitator started discussing and explaining the members
were asked to share their answers per activity. Then the group decided on one
particular answer acceptable and approved by the whole group.
5. The outputs of each member were then forwarded to the LAC Documenter and LAC
Encoder for consolidation.
Prepared by:
ARA JANE A. GERONIMO
Checked:
HAZEL A. DELA PENA
Noted:
JULITA J. AGUILAR
Telephone No. (044) 958-3728
REGION III
Final review, evaluation and checking of Teachers’ Portfolios, accomplishments and

computation of Final Rating of teachers in their Individual Performance Commitment
Review Form in Result- Based Performance Management System.
I. Date and Time: July 17, 2023 (4:00 – 5:30)

III. Participants:
Genelyn T. San Jose & Euza P. Alipit -LAC Members
John Leo R. Pili - LAC Member
- LAC Documenter
IV. Key Topic: Guidelines in preparing the new accomplishments and mode of
evidences for their Individual Performance Commitment Review Form in
Result- Based Performance Management System.
V. Guide Questions:
-The main delivery of the course was the guidelines in preparing the
new accomplishments and mode of evidences for their Individual
Performance Commitment Review Form in Result- Based Performance
Management System.
new normal?
-This course helps the teachers to understand the guidelines in
preparing the new template, it means new evidences and Means
of Verifications in each KRAs. The process was also the same.
The e-IPCRF template is a digital form that teachers and
educators use to assess their performance and set goals for the
upcoming year. It is a crucial document that helps to ensure that
educators are meeting the standards set by the Department of
Education. The 2023 e-IPCRF template is the latest version of
this form, which has been designed to make the process of filling
out the IPCRF easier and more efficient.
Telephone No. (044) 958-3728
REGION III
safe spaces.
other forms.
mentioned above.
conducted.
Telephone No. (044) 958-3728
REGION III
LAC members.
Telephone No. (044) 958-3728
REGION III
other assignments?
improve.
LAC Members.
Telephone No. (044) 958-3728
REGION III
achievement;
learning;
LAC plan.
covered;
members;
Telephone No. (044) 958-3728
REGION III
and members;

LACs.
A LAC member:
in LAC sessions;
applied; and
learning.
Telephone No. (044) 958-3728
REGION III
session.
VI. Proceedings:
1. Mam Genelyn T. San Jose facilitated the registration of the
Leader followed.
Teachers.
1. The Lac Leader gave a short introduction for the monitoring, reviewing, evaluating
and checking the Portfolio Accomplishments and computation of Final Rating of
teachers in their Individual Performance Commitment Review Form in Result- Based
Performance Management System. The course will help the teachers familiarize on
the New template, means new evidences and Means of Verifications in each KRAs.
The process was also the same. The e-IPCRF template is a digital form that teachers
and educators use to assess their performance and set goals for the upcoming year. It
is a crucial document that helps to ensure that educators are meeting the standards
set by the Department of Education. The 2023 e-IPCRF template is the latest version
Telephone No. (044) 958-3728
REGION III
of this form, which has been designed to make the process of filling out the IPCRF
easier and more efficient.
The final review of teachers' portfolios is a crucial step in the assessment and
evaluation process within educational institutions. This review typically involves
evaluating the compiled materials and evidence submitted by teachers to demonstrate
their teaching practices, professional development, and accomplishments. The exact
process can vary based on the institution's policies, but here are some general steps
that might be involved:
1. *Submission of Portfolios:* Teachers submit their portfolios, which usually include

documentation of their lesson plans, classroom observations, student work samples,
evidence of professional development, and other relevant materials.
2. *Initial Screening:* The portfolios are initially screened to ensure that all required
documentation has been provided and that the submission meets the specified
criteria.
3. *Evaluation Criteria:* The portfolios are evaluated based on predetermined criteria,

which could include teaching effectiveness, curriculum development, classroom
management, collaboration, and professional growth.
4. *Scoring or Rating:* Reviewers may assign scores or ratings to different sections of

the portfolio based on the quality of evidence and alignment with the evaluation
criteria.
5. *Review by a Committee or Reviewers:* Depending on the institution's setup, the

portfolios may be reviewed by a committee of educators, administrators, or external
reviewers. The reviewers assess the evidence and materials provided in the portfolio to
determine the teacher's performance.
6. *Feedback and Corrections:* If there are any deficiencies or areas that need
improvement in the portfolio, feedback is provided to the teacher. This feedback
might include suggestions for additional evidence or clarifications.
7. *Final Assessment:* After any necessary revisions, the portfolio is reviewed again to
determine if it now meets the required standards. The final assessment or rating is
assigned based on the revised portfolio.
8. *Documentation:* The results of the final portfolio review are documented,

including the assessment rating and any feedback given to the teacher.
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9. *Communication:* Teachers are typically informed of the outcome of the portfolio
review process, including their final assessment or rating. This communication might
also include discussions about areas of strength and areas for growth.
10. *Use in Professional Development:* The results of the portfolio review can be used
to inform professional development plans for teachers. It helps identify areas for
improvement and opportunities for further growth.
It's important to note that the exact process may vary based on the institution's
specific guidelines and requirements. If you're seeking information about the final
review of teachers' portfolios within a particular institution or context, I recommend
referring to official documentation, guidelines, or contacting relevant personnel within
that institution for accurate and up-to-date information.
2. The LAC Leader and LAC Facilitator started discussing and explaining the members
were asked to share their answers per activity. Then the group decided on one
particular answer acceptable and approved by the whole group.
4. The outputs of each member were then forwarded to the LAC Documenter and LAC
Encoder for consolidation.
Prepared by:
JOHN LEO R. PILI
Checked:
HAZEL A. DELA PENA
Head Teacher I / LAC Facilitator
Noted:
JULITA J. AGUILAR
School Principal IV
Telephone No. (044) 958-3728
Telephone No. (044) 958-3728

Minutes of Lac Sessions JHS

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Minutes of Lac Sessions JHS

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Republic of the Philippines

MINUTES OF LAC SESSION

Re- Orientation of The Conduct of Philippine Informal Rating Inventory as

I. Date and Time: September 16, 2022 (4:00 – 5:30)

IV. Key Topic: Guidelines and processes of Conduct of Philippine Informal

“MATATAG: Bansang Makabata, Batang Makabansa”

LAC MEMBERSLAC Members are the teachers who share

II. Minutes of the LAC Session

“MATATAG: Bansang Makabata, Batang Makabansa”

3. *Administering the Assessment:*

GENELYN T. SAN JOSE

Teacher III/ LAC Documenter

HAZEL A. DELA PENA

OIC- Head Teacher/ Teacher III/ LAC Facilitator

School Principal III

“MATATAG: Bansang Makabata, Batang Makabansa”

“MATATAG: Bansang Makabata, Batang Makabansa”

“MATATAG: Bansang Makabata, Batang Makabansa”

MINUTES OF LAC SESSION

I. Date and Time: December 13, 2022 (4:00 – 5:30)

LAC MEMBERSLAC Members are the teachers who share

II. Minutes of the LAC Session

“MATATAG: Bansang Makabata, Batang Makabansa”

Teacher I/ LAC Documenter

HAZEL A. DELA PENA

OIC- Head Teacher/ Teacher III/ LAC Facilitator

School Principal III

“MATATAG: Bansang Makabata, Batang Makabansa”

MINUTES OF LAC SESSION

I. Date and Time: April 21, 2023 (4:00 – 5:30)

“MATATAG: Bansang Makabata, Batang Makabansa”

LAC MEMBERSLAC Members are the teachers who share

II. Minutes of the LAC Session

“MATATAG: Bansang Makabata, Batang Makabansa”

ARA JANE A. GERONIMO

Teacher I/ LAC Documenter

HAZEL A. DELA PENA

OIC- Head Teacher/ Teacher III/ LAC Facilitator

School Principal III

“MATATAG: Bansang Makabata, Batang Makabansa”

MINUTES OF LAC SESSION

Final review, evaluation and checking of Teachers’ Portfolios, accomplishments and

I. Date and Time: July 17, 2023 (4:00 – 5:30)

“MATATAG: Bansang Makabata, Batang Makabansa”

LAC MEMBERSLAC Members are the teachers who share

II. Minutes of the LAC Session

“MATATAG: Bansang Makabata, Batang Makabansa”

1. *Submission of Portfolios:* Teachers submit their portfolios, which usually include

3. *Evaluation Criteria:* The portfolios are evaluated based on predetermined criteria,

4. *Scoring or Rating:* Reviewers may assign scores or ratings to different sections of

5. *Review by a Committee or Reviewers:* Depending on the institution's setup, the

8. *Documentation:* The results of the final portfolio review are documented,

“MATATAG: Bansang Makabata, Batang Makabansa”

JOHN LEO R. PILI

Teacher I/ LAC Documenter

HAZEL A. DELA PENA

Head Teacher I / LAC Facilitator

“MATATAG: Bansang Makabata, Batang Makabansa”

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3. Administering the Assessment:

1. Submission of Portfolios: Teachers submit their portfolios, which usually include

3. Evaluation Criteria: The portfolios are evaluated based on predetermined criteria,

4. Scoring or Rating: Reviewers may assign scores or ratings to different sections of

5. Review by a Committee or Reviewers: Depending on the institution's setup, the

8. Documentation: The results of the final portfolio review are documented,