Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
DEPARTMENT OF EDUCATION
REGION IV-A CALABARZON
:
Gate 2, Karangalan Village, Cainta Rizal
cl rnt. cal abarzonl.Ovah oa ccm Fax : (02)68 2-21 I 4
May 22,2015
Regional Memorandum
No. O-B s.2015
Tor SchoolsDivisionSuperintendents
Curriculum Implementers
All Others Concerned
2. This system guides all curriculum managers and implementers to exercise their
functions and to ensure the effectiveness, efficiency, sustainability, and impact of the
implementation of the basic education curriculum and various curricular activities for the
school year2015 -2016.
M. SAN ANTONTO
tor tV n#,,"
Encl: As stated
CLMD/JEL
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Gate 2, Karangalan Village, Cainta Rizal
May 2015
I. INTRODUCTION
Central to the present educational reforms are the curriculum/learning localization and
the harmonization of curriculum-related programs and projects. The former ensures that
learning becomes culturally sensitive and relevant while the latter answers the need to unify
and strengthen curriculum support programs and learning opportunities for diverse learners.
Page 1
II. GOALS AND OBJECTIVES
The goal of the Curriculum and Learning Management (CLM) System is to support
the curriculum managers and implementers in ensuring the effectiveness, efficiency,
sustainability, and impact of the implementation of the K to 12 basic education curriculum
and the various curricular programs and projects.
Sets regional standards, critical processes and tools for curriculum program
implementation through strategic planning, advocacy, pilot-tests, region-wide
operations and assessment
Promotes the practice of the critical processes and tools for curriculum localization
with adherence to set standards of the region
Establishes the full operationalization of the Learning Resource Management and
Development System (LRMDS)
Utilizes research as an integral part of curriculum, instruction and learner
development
Integrates the system for technical assistance at the region, division and school
levels
Embeds the systematic practice of monitoring, evaluation and reporting at all levels
of program implementation
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III. FUNCTIONS OF THE CURRICULUM AND LEARNING MANAGEMENT
DIVISION (CLMD-REGIONAL OFFICE) AND CURRICULUM
IMPLEMENTATION (CI-DIVISION OFFICE
Region:
To ensure full implementation of the articulated basic education curriculum, its
localization/indigenization and increase access to quality and varied learning
resources towards improvement in the quality of learning outcomes.
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Conduct research on the utilization of learning resources to inform curriculum
implementation, teaching, learning assessment and reporting
Provide technical assistance to the Divisions in the development, production,
and distribution of learning resource for division-wide adoption
Division:
To ensure full implementation of the articulated basic education curriculum through
localization/indigenization and innovations in teaching the various subject-areas
towards improvement in the quality of learning outcomes.
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CLMD
Oversee the utilization of processes to support access to teaching and learning
resources
Develop a Division research agenda on curriculum and instruction
- Provide technical assistance to the schools, and LCs in the conduct of
researches on curriculum and instruction
- Undertake Division researches on curriculum and instruction attuned to
global trends
- Disseminate and utilize research findings into a practical and doable manner
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Schools: Roles and Responsibilities of Heads and Teachers
The Curriculum and Learning Management Division (CLMD) of the Regional Office
and the Curriculum Implementation (CI) of the Schools Division Office are expected to
operationalize the CLM System. This system guides all curriculum managers and
implementers to exercise their functions and to ensure the effectiveness, efficiency,
sustainability, and impact of the implementation of the basic education curriculum and
various curricular programs and projects.
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The national Basic Education Curriculum or the K to 12 Curriculum including the
various curricular programs and projects serve as the trigger for the operationalization of the
CLM System. In order to fully implement the Basic Education Curriculum, the field
managers and implementers have to go through important critical processes. Such critical
processes are clustered in each of the five components mentioned above.
Technical assistance, being a significant function of the region and the schools
division, has to be systematically provided by the Curriculum and Learning Management
personnel themselves to support the implementers of the curriculum at the school level.
Technical assistance can also be provided hand in hand with the Field Effectiveness Division
Core Team. The CLM personnel can also coordinate with the Training and Development
Team for Capability Building or teacher training as one of the forms of rendering technical
assistance to curriculum implementers.
Another component that has primordial role in the Curriculum and Learning
Management System is Research, Monitoring and Evaluation. Curriculum implementation is
pregnant with data and information that may be gathered, analyzed and reported that may
inform decision-making or policy formulation. It is important for the system to capture these
realities as they unfold in the process of curriculum development and instruction as
experienced in actual context.
The framework of the Curriculum Learning and Management System likewise reflects
the structural flow of management and implementation from the region to the Divisions, to
the Schools and vice-versa that guides the personnel in the performance of their respective
functions.
At the School level, District Supervisors and School Heads supervise the teachers
through classroom observations such that the teaching-learning programs and
activities are aligned to the national and localized curriculum standards.
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Expectedly, in the course of undertaking the various critical processes in the
different components, there must be the feedback-giving from the schools to the
division level, then from the division to the regional level. The CLM Core team in
turn, provides timely, relevant, reliable and valid feedbacks to the Central Office for
possible policy reformulation/adjustments, for curriculum instruction enhancement,
for research venture, for strategic planning and technical assistance and even for
getting financial support to sustain the implementation of the different programs and
projects.
and Projects
Regional Policy and Standard Setting
Strategic Planning Learning Resource
Advocacy Management and Development
Pilot implementation of teaching-
learning models Assessment and Evaluation
Region-wide Implementation of the Development and Production
Curriculum Storage and Maintenance
Assessment as, of, and for learning Publication and Delivery
Division: Implement the localized basic education curriculum, supervise and support instruction for all
types of learners
School: Implement teaching-learning programs and activities aligned to the national and localized
curriculum standards
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The Critical Processes
The components and critical processes of the CLM System as presented in the figure are
explained below.
A. Program Implementation
A.2. Advocacy
The goal of advocacy is to develop and strengthen the stakeholders shared
responsibility in implementing the K to 12 BEC and curriculum programs and projects.
Matching the resources to tasks and managing often divergent stakeholder needs and
perspectives are essential in ensuring that programs are effectively implemented.
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an impact on the learners lives. How it will reach the classrooms is the responsibility of the
Region through the Schools Divisions. This is done through the guidance of a carefully
crafted regional curriculum policy framework and corresponding program implementation
plans and seeing to it that these plans are actively implemented, objectively monitored and
regularly evaluated.
A.5. Assessment
Assessment as learning is the use of a task or an activity for learner to use assessment
to improve their own learning. Self and peer assessments, often with the guidance of the
teacher, are strategies that allow them to reflect and identify areas of strengths and needs.
Through these tasks, the learners are able to examine themselves as learners and become
aware of how they learn. Assessment as learning helps learner to take more responsibility for
their own learning and to monitor their future directions.
B. Curriculum Localization
The learning systems, to a large extent, remain untapped within the formal school
system because of the preponderance of the mainstream cultural systems to acquire, generate
and apply knowledge. To a certain extent, the students who will come to school experience
some form of disorientation because of the gap between their own sub cultures way of
acquiring and generating knowledge and that of the mainstream culture generally adapted by
the formal school. The role of the school is not to ignore or replace prior understanding, but
to recognize and make connections to that understanding. It assumes that there are multiple
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ways of viewing, structuring, and transmitting knowledge about the worldeach with its
own insights and limitations.
How will the indigenous/ local knowledge that students bring to class be used to make
learning of new ideas meaningful within the context of his/her own experience?
There is a need to consider the elements that make up these indigenous/local learning
systems as illustrated in the figure below.
CONTEXT
C
C
O
O
N
N
T
T
E
E
X
X
T
T
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The elements as presented in the figure are explained below:
The Context -The indigenous/ local learning system is strongly shaped and formed by the
context in which it operates. In fact, it is the context that determines the content and process
of this local learning system. The context refers to the geographical, political, cultural,
economic and social conditions prevailing in a particular community. The context determines
the different elements: content, learning process, language used and resources available for
learning.
Local Content - The content refers to the concepts, ideas, cultural practices and beliefs that
people use to make sense of their immediate world. A fishing village, for example will
probably have more concepts related to fishing, water systems, marine life. It is important
for the mainstream curriculum to use this local content as examples or illustrations for
teaching new concepts and principles.
Local Learning Process - This process refers to the ways by which people learn and form
knowledge about their immediate world. Some communities, with strong oral traditions will
have a different way of learning as compared to communities where written traditions and
modern technology are dominant.
Local Resources- There is a rich wealth of available human and material resources that the
school can utilize to promote learning. In fact, studies have shown that utilization of local
resources contributed significantly to learning because of the learners familiarity with and
closer identification to the resources. Learners will also appreciate the importance of the
available resources within the community for learning.
Local Language- Language is a powerful tool for learning. It covers both the oral and
written tradition for expression and communication of ideas. The use of local language for
describing and interpreting learners experiences contributes significantly to the development
of the learners thinking processes. The use of mother tongue provides the learners the
opportunity to express and communicate in the language that they are most familiar with.
Multi-lingual Education is an essential foundation in the localization of the curriculum.
Localization of curriculum highlights the importance of making the local culture and
context as integral part of the curriculum. While there is a national curriculum that defines the
competency standards for the basic education in terms of knowledge, skills, and values, these
standards can be taught using a culturally relevant curriculum that is contextualized within
the local culture/community, considering that teaching and learning are culturally scripted
activities. Research shows that ethnicity is among the most powerful predictors of proficiency
in learning (McDougall, 2003). In 2006, Sabo-O ( as cited in Ethno-Scientific Teaching
Approach, Student Proficiency, and Attitude Toward Science and Ethnic Culture by April
Daphne F. Hiwatig, Education Quarterly, December 2008) emphasized that attitude towards
learning is greatly influenced by sound methodology, procedures, and techniques that reflect
ones personal experiences and interests. These factors make learning more meaningful and
relevant to students. Hence localization of curriculum would definitely contribute to
increased learner performance.
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The Region shall develop and implement a program for the localization of the
curriculum including MTB-MLE aligned to the same content and performance standards of
the national basic education curriculum. Specifically, it shall:
Understanding of the local learning systems and how they can be utilized to make the
national curriculum more culturally sensitive will not only promote increased learning but at
the same time develop in the learners, appreciation and pride of their communities culture
and identity. Moreover, a strong identification with the community will help develop in the
learners serious commitment to help develop their own communities.
The implication to teachers is that, the curriculum will require teachers to apply local
knowledge and to become more culturally authentic in the way they conduct the teaching-
learning process. There is a need therefore to train teachers and other education personnel for
this task. The training of education personnel on localization of curriculum project is
envisioned to:
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become culturally responsive individuals with great sense of pride to ones local cultural
heritage.
The LRMDS also comprises a web based catalogue and online repository of learning,
teaching and professional development resources. It functions as a clearinghouse. That is, the
LRMDS provides information about the location of resources (hardcopy and softcopy) and
allows users of the system to access directly digitized versions of resources that are published
and stored within the LRMDS repository. It is also a quality assurance system providing
support to DepED Regions, Divisions and Schools in the selection and acquisition of quality
digital and non-digital resources in response to identified local educational needs.
The LRMDS is managed by a core team composed of personnel from the Curriculum
and Learning Management Division. These personnel were capacitated to perform the tasks
required by this newly-established system. In addition, experts from different divisions were
likewise capacitated and considered as on-call members of the team.
To house the system, the Learning Resources Management and Development Center
(LRMDC) was constructed. Along with this, appropriate equipment, software and pieces of
furniture were acquired to make it fully functional. All activities related to the development
and productions of resources are lodged in this office. Moreover, CLMD has efficient and
competent staffs who are all ICT literate who can serve as additional LRMDS members given
the adequate capability building activities.
D. Technical Assistance-
Issues and concerns abound in almost every aspect of the Philippine Education
specifically on curriculum and instruction and implementation process of various educational
programs and projects. Hence, provision of technical assistance to schools divisions is crucial
in improving their performance. Indeed, the Curriculum and Learning Management Division
is taking bold steps in support of the organizations vision and mission, thus encouraging
everyone to work geared towards the attainment of the common goal.
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The identified strengths of the CLMD in the provision of technical assistance are
delivered in varied forms such as information sharing, group and work management and
capability building. The activities are done through the following:
stakeholders networking and mobilization;
development of standards and indicators of progress, impact and processes;
supervision by monitoring and evaluation of regional standards in learning outcomes;
and
technical assistance through trainings/capability buildings (Preschool/Kindergarten
Curriculum, MTB-MLE, Madrasah Education, Journalism, ALS, SPED, etc.),
performance evaluation, orientation cum advocacy, focused group discussion,
workshops, conferences and onsite coaching.
Inevitably, problems may crop up along the way on the implementation of the
localized curriculum. It is in this context that research as a support to the system, purports to
find out how well the components work and to generate valid data through the use of the
different M & E tools, which have been developed by the CLMD curriculum managers and
implementers.
Proponents of this research on curriculum and instruction are guided by the standards
of a functional research such as the following:
needs-based;
timeliness;
relevance;
reliability;
validity.
Monitoring and Evaluation is one of the components in the Curriculum and Learning
Management System. It is a tool that will tell whether the programs and projects are
implemented according to what has been planned. It gives the management the information
needed for decision making and policy reformulation about the programs and projects.
Likewise, it tracks the progress and reviews the implementation to make necessary
adjustments and serves as an avenue for assessing the crucial link between and among
implementers, clienteles and policy makers.
Page 15
There are specific tools and templates crafted such as M & E Tool for Curriculum
Programs and Projects Plan, Advocacy, Technical Assistance for Schools Division
Implementation of the Curriculum Programs in the Instructional Supervision and Leadership,
for Learning Resource Development and Localization and tool for Actual Implementation at
the School Level.
LEVEL
Regional Level Division Level School Level
Outcome Functionally literate Functionally literate Functionally literate
learners imbued with learners imbued with learners imbued with
pride and commitment pride and commitment to pride and commitment
to ones cultural ones cultural heritage to ones cultural
heritage heritage
Critical
Regional Level Division Level School Level
Processes
A. Program
Implementation: Regularly Regularly School wide active
reviewed/Adjusted reviewed/adjusted implementation of the
Regional Policy Regional Program Division Program articulated localized
and Standard Framework and Implementation and curriculum with
Setting regional standards Advocacy Plan for corresponding local
Strategic Planning aligned to national Division-wide assessment tools
Advocacy policies and standards curriculum programs
Pilot Strategic implementation Effective instructional
implementation of Implementation Plans leadership and
teaching-learning with physical/ financial Effective instructional supervision of SH and
models Plans for leadership and Master Teachers
Region-wide Programs/projects with supervision of
Implementation of corresponding MOVs EPS/PSDS
the Curriculum Region wide and
Assessment for, participatory advocacy/
as, and of learning dissemination at all
levels and active private
and public partnership
Implementation
Standards for
Instructional
Leadership and
Supervision
Assessment standards
and localized tools
Page 16
B. Curriculum Effective advocacy on Effective advocacy on Relevant adaptation/
Localization: the curriculum the curriculum enrichment and
localization localization validation of the School
Development Relevant & continuous Curriculum
and Advocacy of enrichment of the Relevant adaptation/ Localization Matrix
the Regional Regional Curriculum enrichment and (SCLM) infusing local
Framework for CL Localization Matrix validation of the content and learning
Community (RCLM) Division Curriculum processes into the
Mapping of the Effective management Localization Matrix DCLM and national
Local Learning of the integration of the DCLM infusing local BEC
Systems (LLS) RCLM into the national content and learning
Integration of BEC by learning area processes into the RCLM School wide active
LLS into the BEC specialists implementation of the
Utilization of articulated localized
Localized curriculum Systematic
Curriculum in community mapping of
Teaching learning relevant local resources
process
Page 17
localization , from internal and implementation
LRMD, TA and external stakeholders
Research
To ensure the efficiency and effectiveness of the basic education curriculum program,
monitoring and evaluation will be done through systematic data gathering, analysis and
utilization of information during the implementation of the curriculum program including the
special programs and projects and the localization process . The targets/activities set during
the planning workshops will be monitored as the work progresses. Information will be used
for evaluation and to determine whether the resources are sufficient and are judiciously used,
whether the capacity of the region is sufficient and appropriate, and whether the managers
and implementers are doing what they planned to do.
The Evaluation and Monitoring Team will do the following about the implementation
of all the components and critical processes:
Provide regular feedback on the extent to which the activities are achieving the
goals of the program, keeping track of progress and adjusting operations.
Identify issues and concerns or problems quarterly and propose possible
solutions
Monitor the efficiency with which the different phases/activities and resources
of the program are being implemented/used and suggest improvements.
Evaluate the extent to which the program is able to achieve its general and
specific objectives.
Incorporate views of internal and external stakeholders.
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A general M&E Framework is charted below and will become the basis for tools
development during the preparatory phase of the program implementation. Some tools have
been initially developed and can be found in the last section of this document.
What will be How will it be monitored M&E Tools Who will When will How will
monitored monitor the the results
monitoring be used?
be
A. Program Implementation
Regional Field compliance thru the Compliance RFTAT Quarterly Planning
Policy and RFTAT tools Adjustment
Standard and TA
Setting purposes
Strategic Process monitoring and Tracking Region/ Quarterly Planning
Planning evaluation of output tool, Division RMEA Adjustment
M&E Tool CLMD and
for the PPRD Technical
requirements QAAD Assistance
for strategic
planning
Review
inventory
Advocacy Interview, feedback, end of Interview, Core Team of Quarterly Input to
program evaluation, TA FGD, curriculum Program
and M&E mechanism checklist, PAPs sustainabilit
survey, y
questionnaire
s
Pilot RO will oversee the pilot FGD Guide RO Core team Monthly/Qua For Policy
implementati implementation of T-L for curriculum rterly Recommenda
on of models through FGD with Programs and tion
Teaching- DO Core Team on Projects
Learning Programs and Projects
Models DO instructional leaders Interview DO Core Team Weekly/ To review
will supervise the pilot Guide for curriculum Monthly and enhance
implementation through Programs and the T-L
Interview and Actual Projects As the need models
Classroom Observation arises
As bases for
research
SHs will observe the pilot TLOC SHs Weekly/ Teacher
implementation through: Daily Training (to
Actual Classroom improve
Observation teacher
competence
) Strategy
Developme
nt
Region-wide RO will oversee and Localized RO Core team Monthly/ For Policy
actual evaluate the Interview for curriculum Quarterly Recommend
implementati utilization/implementation/i guide Programs and ation
on of the ntegration of the Localized Projects
Curriculum Curriculum in the BEC
and special
Programs and
projects
DO instructional leaders Interview DO Core Team Weekly/ To review
will supervise the pilot Guide for curriculum Monthly and enhance
Page 19
implementation and Programs and the T-L
integration of LC in the Projects models
BEC through Interview
and Actual Classroom As bases for
Observation research
SHs will observe the pilot TLOC SHs Weekly/ For
implementation and Daily Training
integration of LC in the
BEC through Actual For
Classroom Observation Professional
Developme
nt
Assessment All RO EPS and Program -Checklist CLMD Quarterly Constructio
as, of, and for Coordinators will monitor -Supervisory n of leveled
learning : the teaching -learning Plan tools and
process through the use of -Process IMs that
the mechanism and tools monitoring would
and enhance
evaluation skills of
output students
under the
following
categories:
-struggling
-developing
-
progressing
All Instructional -TLOC Curriculum Thrice a To input
Supervisors/ Leaders will -Checklist Implementers week into
Monitor/observe the -Supervisory teachers
teaching-learning process Plan performanc
through the use of the DO e
mechanism and tools improveme
nt
SHs directly monitor the TLOC SHs Weekly/ To input
teaching-learning process Daily into
teachers
performanc
e
improveme
nt
B. Curriculum Localization
Development All RO personnel and Evaluation CLMD, QAAD During and To
and advocacy selected DO personnel will Tool for after adjust/impr
of the evaluate the CL Framework CLF; Finalization ove the CL
Regional Checklist of CL Framework
Framework Review of the advocacy based on the CLMD Framework
for documents submitted by the CLF; To
curriculum DOs Interviews, Before, strengthen/
localization Survey, during and sustain the
Questionnaire RFTAT after CLF
s, Feedback advocacy Advocacy
Forms; activities
Document
Resources
Inventory
Community All RO and DO supervisors FG CLMD Team During and To improve/
Mapping and and selected local experts Assessment after refine the
Development will validate the LLS Tool finalization LLS Matrix
of LLS Matrix of LLS
Page 20
Matrix Matrix
Focus group Assessment
for various groups:
-RO, -DO, Stakeholders, -
Teachers, Specialists
Integration of RO: Validate Division RO Crafted CLMD, QAAD Quarterly To enhance
local learning Reports M & E Tool instruction
system into
the BEC DO: Check the integration RO & DO EPS and PSDS To replicate
point/scheme re: localized crafted M & good
learning and BEC E Tools practices
C. LRMDS
Develop Assess/evaluate existing LRMDS A & E LRMDS A & E As the need To align
ment, school developed Tools Team arises LRs with
Assessme localized LRs LRMDS D & P During and BEC
nt and Assure quality of and QA Teams after the To assure
Evaluatio developed localized LRs Development quality
n t of of LR localized
Localized LRs
Resource
s
D. Technical Assistance
TA/CB Use of T&D standards F3 M&E Tools and RFTAT for Quarterly Planning of
and M&E mechanism TA Tools; region; CB
for F3 activities and TA Job Embedded Division Activities,
JEL Advising Learning advising Monitoring TA and
tools Team for Adjustment
division s
E. Research
Research All EPS and Program Survey CLMD Yearly Teachers
Coordinators should do questionnaire Developme
the following: nt
Documentary FGD Review of
analysis Curriculum
Monitoring Journal Implement
mechanism and tools ation
assessing action Bulletin Decision/
research Policy
Making
Improve
teachers
developme
nt
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VII. ADVOCACY AND LINKAGES
The following are some practical strategies that will be done to strengthen advocacy
and linkages with stakeholders.
Organization of local groups, opportunities and avenues where the region, division
and school level may express and exchange insights on varied common resources
Linkages with academic institutions, e.g. TEIs and other educational institutions,
organizations (NGOs, Community Based Org., Foundations, etc.)
Publication in website
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M &E Tools
NAME OF PROGRAM/PROJECT:
DATE EVALUATED:
Directions: Examine carefully the given indicators. Put a check mark in the appropriate
column. Write your remarks or comments if necessary.
I. PLANNING
INDICATORS YES NO REMARKS
1.1 Are the goals aligned to the current
education thrusts as described in
the REDP/DEDP?
1.2 Are the objectives based on sound
theory and practice?
1.3 Are the objectives:
1.3.1 specific
1.3.2 measurable
1.3.3 attainable
1.3.4 results-oriented
1.3.5 time-bound
1.4 Are the activities responsive to the
identified goal?
1.5 Are the strategies doable?
1.6 Is there collaboration among
stakeholders in the preparation of
the plan?
1.7 Is the allocated budget sufficient?
1.8 Are the sponsoring agencies capable
of providing the needed resources?
1.9 Are there resources that support
sustainability of the operations
indicated in the plan?
1.10 Has the plan been approved and
supported by the top management?
1.11 Has the plan been updated to
address the emerging needs?
II. ADVOCACY
INDICATORS (Pre-Implementation) YES NO REMARKS
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1.1 Are the advocacy goals aligned to
the Program/Project goals?
1.2 Are the advocacy objectives:
1.3.1 specific
1.3.2 measurable
1.3.3 attainable
1.3.4 result-oriented
1.3.5 time-bound
1.4 Are the advocacy activities
responsive to the identified goal?
1.5 Are the advocacy strategies doable?
1.6 Are the necessary resources
available?
1.6.1 Internet strategies (website,
email, online, e-
publication)
1.6.2 Outreach opportunities
(networking events,
conferences, workshops,
meetings, trainings,
coursework)
1.6.3 Media vehicles (radio,
newsletter, brochure,
press releases,
advertisement)
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CLM Form 1a: PLANNING TEMPLATE FOR
CURRICULUM PROGRAMS AND PROJECTS
Name Of Program/Project:
Type Of Program/Project:
Project/Program Background/Description
Goal 1:
Objectives: 1.1
1.2
1.3
Goal 2:
Objectives: 2.1
2.2
2.3
Goal 3:
Objectives: 3.1
3.2
3.3
Program Duration:
Target Beneficiary:
Supporting Agencies:
Funding Source:
Budget Requirement:
Success Indicators:
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PROGRAM/PROJECT ACTION PLAN
FOCAL
OBJECTIVE/S ACTIVITIES/STRATEGIES MEANS OF VERIFICATION TIMEFRAME BUDGET
PERSON
Page 26
CLM Form 1b: ADVOCACY TEMPLATE FOR
CURRICULUM PROGRAMS AND PROJECTS
Name Of Program/Project:
Type Of Program/Project:
Advocacy
Goal 1:
Objectives: 1.1
1.2
1.3
Advocacy
Goal 1:
Objectives: 2.1
2.2
2.3
Advocacy
Goal 1:
Objectives: 3.1
3.2
3.3
Advocacy Timeframe:
Target Audience:
M&E:
Page 27
PROGRAM/PROJECT ADVOCACY ACTION PLAN
Page 28
CLM Form 2: Monitoring and Evaluation Tool for Technical Assistance
for Division Offices on the Implementation of Curriculum
Programs/Projects
Description: This tool is to be used by the regional personnel conducting Monitoring and
Evaluation of the different curriculum programs and projects implemented by the schools
divisions. The key informants for the completion of this tool are the division focal persons or
coordinators of the curriculum program or project monitored.
Directions: Please respond to the tool by ticking the appropriate box that corresponds to your
observation and available documentary evidences.
For Parts I & II, use this scale:
Never - not done at all
Occasionally - done once a month
Often - done at least twice a month
A. Division Profile
Division: __________________________________________________________________
Program/Project Implemented: _________________________________________________
Focal Person(s):______________________________________________________________
No. of District/School Implementers: ____________________________________________
Start of Implementation: ______________________________________________________
Sponsor, if any: ______________________________________________________________
Cost of Implementation: ______________________________________________________
I. Instructional Leadership
A. Assessment for, as, and of Learning Never Occasionally Often MOVs
1. Manages the processes and procedures in
monitoring student achievement.
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8. Develops a culture of functional literacy
through the curriculum program/project
implemented
C. Implementing Programs for Instructional Never Occasionally Often MOVs
Improvement
9. Manages the introduction of local curriculum
and instruction initiatives in line with DepEd
policies and standards.
10. Works with PSDSs, SHs and teachers in
curriculum review.
11. Enriches curricular offerings through
localization.
12. Manages curriculum innovation and
enrichment with the use of technology.
13. Organizes districts/schools to champion
instructional innovation programs toward
curricular responsiveness.
II. Instructional Supervision Never Occasionally Often MOVs
14. Prepares and implements an instructional
supervisory plan
15. Conducts Instructional Supervision using
appropriate strategy
16. Evaluates lesson plans as well as actual
classroom and learning management
17. Provides in a collegial manner timely, accurate
and specific feedback to school heads and
teachers' regarding their performance.
18. Provides expert technical assistance and
instructional support to school heads and
teachers.
III. Effectiveness on Critical Processes
A. Planning Yes No Remarks
19. Did planning help you attain your goal?
20. Was it necessary to implement a program or
project?
If yes, indicate the benefits:
a.
b.
B. Advocacy Yes No Remarks
21. Did the stakeholders actually support the
program/project?
If yes, please name the stakeholders:
a.
b.
c.
22. Did the stakeholders support bring about
positive effects on the program/project
implementation?
If yes, indicate the positive effects:
a.
b.
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B. Localization Yes No Remarks
Page 31
32. Has there been marked improvement in the
division performance as a result of the program
implementation?
If yes, indicate the marked improvement:
a.
b.
D. Implementation Yes No Remarks
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local materials were maximally utilized in the
teaching learning process?
43. Do your classroom observations show that the
resources contribute to the effectiveness in
implementing the BEC?
G. M & E Yes No Remarks
M&E Personnel:
Region: Division:
Monitored by:
Printed Name & Signature
Region: Division:
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CLM Form 3: Monitoring and Evaluation Tool for Technical Assistance to
Schools on the Implementation of Curriculum Programs/Projects
Division: _______________________________________________________________
School: ________________________________ District: ________________________
School Head: ___________________________ PSDS: __________________________
Curriculum Program/Project Implemented: ____________________
Description: This tool is designed to monitor compliance and adherence to the critical
processes in curriculum program/project implementation done by the school. The M & E
focal persons of the core team for program/project implementation together with the external
M & E team at the division level will respond to this tool. Documentary evidences such as
SIP/AIP, TSNA, IPPD, SPPD, TDNASH, IS Tools and reports, JEL contracts and SBM
levels of practice must form parts/bases for the evaluation.
Directions: Please respond to the tool by ticking the appropriate blanks that correspond to
your observation and available documentary evidences.
A. Planning
B. Advocacy
1. Is the advocacy supported by the following?
a. Programs goals/ objectives
____ Yes ____No
b. School authorities
____Yes ____No
c. Stakeholders?
____Yes ____No
2. Are the advocacy materials aligned to the goals/objectives of the program?
____Yes _____ No
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3. Which advocacy materials are available and used for the curriculum program/project?
Please check whichever is available:
____streamers/tarps
____flyers
____ multimedia
____ airtime
____ others, please specify _______________________________.
3. Are copies of JEL contracts and results of JEL advising available as proof of the
continuous application of KSAs gained by the teachers from CB s attended?
_____Yes ____No
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D. Learning Resources
1. Does the school maintain a log of uploaded and downloaded LRs which were
developed and utilized in line with the curriculum program/project and in adherence
to the national standards?
_____Yes ____No
_____Yes ____No
2. Does the school maintain a monthly IS/mentoring report utilizing data from the
following tools?
a. Instructional Supervisory (CB Past) tool?
____Yes ____No
b. TLOC?
____Yes ____No
3. Does the school maintain an updated profile of teachers performance based on the
NCBTS indicators for the last three (3) years?
_____Yes ____No
4. Are the following assessment tools available and utilized in the classrooms?
5. Are the following assessment tools supported with TOS and are in line with the
content and skills of the competencies covered?
a. Paper and Pencil Tests
____Yes ____No
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c. Product Oriented Performance Based Tests
____Yes ____No
_____Yes ____No
_____________________________________END _______________________________________
M&E Personnel:
Division: School:
Monitored by:
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CLM Form 3a: Profile of Personnel Involved in the Implementation of the Curriculum Program/Project
Division: _________________________________________ School: _________________________________________________________________
Name of Teacher/Personnel Teaching/Work Loads Required KSAs specific to Required CB Activities based Check if attended related
involved in the (subjects taught in the program/project on the data from the training and specify the date
implementation of the adherence to the curricular implemented in adherence expanded TSNA, re: D3, D4, of attendance. If no, mark X
program/project standards of the to the curricular standards) D5 (See Training Passbook,
program/project) IPPD and SPPD)
Ex. John Narzo Music and Arts Pedagogical content Principles of Art _____Yes _____No
knowledge (PCK) on Date of Training:
Elements of Art ___________
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CLM 5: M & E TOOL for LOCALIZATION OF LEARNING
RESOURCES
Description: This tool is to be used by the Regional CLMD personnel in Monitoring and
Evaluation of the development of localized learning resources by the schools divisions to
ensure that the LRs are culturally-responsive and relevant in the local context. The key
informant concerned for the completion of this tool is the division focal person or
coordinator.
Division: __________________________________________________________________
Program/Project Implemented: ____________________________________________
Focal Person: ______________________________________________________________
No. of District/School Implementers: __________________________________________
Start of Implementation: __________________________________________________
Sponsor, if any: ____________________________________________________________
Remarks/
Comments
Area of Concern Yes No If any inaccuracy is identified
this should be clearly
described and referenced.
Part I. Processes in the development of the Localized Learning Resource and Teaching
Resource.
Request Brief: Did the RB describe in detail the services
required and the design requirements of a client/user for an
existing resource that is to be reproduced, digitized, or
redeveloped and for the design of new resources? (Check
Request Brief)
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Beta version: Are revisions based on the results of the
QA/Conformance review process?
Part II. Qualities of the Localized Learning Resource and Teaching Resource developed
Do the newly developed/redeveloped localized learning
resources reflect the following concepts?
Local language Is the mother tongue or are the
multi-languages utilized in the
content development of the LRs?
Local learning Do the LRs use local learning
process processes to facilitate knowledge
and values formation?
Local content Do the localized LRs allow
learners to understand new
concepts and principles through the
use of local learning materials such
as any of the following?
1. regional festivals
2. local history /heroes,/events
3. indigenous people
4. enduring values/beliefs
5. local spots and industry
6. indigenous materials/local
traditions
7. local music/instruments/
songs/games
8. literary anthologies written
in local language/folktales
9. Food, local products
10. Local Flora and fauna
11. Family awardees, roles
models for achievement
and local talents
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Local resources Do the localized LRs facilitate
learning through inclusion of local
human and material resources?
Do the localized LRs adhere to LRMDS Standards, Specs (Note: Items are adapted from
and Guidelines related to the following: LRMDS standards)
1. Intellectual Are all the existing
Property Rights LRs/TRs/PDMs owned by
DepED?
Are all the existing LR/TR/PDM
owned by a third party?
Are the owners of the
LRs/TRs/PDMs able to be
identified?
Is there a license agreement
available for each of the
LRs/TRs/PDMs?
Do the terms in the license
agreement allow cataloguing of
the resources?
Did all the LRs/TRs/PDMs
successfully pass all other
required evaluations and are
currently catalogued?
1. Educational The learning resources connects to
Soundness learners personal/local knowledge
and experience:
linguistic and cultural experience
local (community/geographic)
conditions
individual and family
circumstances- including,
gender, abilities, economic
conditions, interest and degree of
engagement (in particular
addresses differently able
learners)
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Resource does not confront or
embarrass learners in any or all
of the following ways:
- require learner to expose
personal data which may
embarrass them
- invade learners privacy
- unfavorably compare learners
learning performance with
learners identity
- unfavorably or stereotypically
compare family or community
characteristics with learners
identity
- unnecessarily or
indiscriminately confront
cultural beliefs or practices
3. Guidelines on The Nation and Citizenship:
Social Content Treat national symbols and
institutions with respect.
Use illustrations and
photographs of Philippine
communities, objects, animals,
and people.
Society
Depict contributions of men and
women, ethnic and cultural
groups in economic and social
progress.
Give example of lifestyles or
situations existing in local
context. Use both rural and urban
situations without stereotyping
either.
Avoid comparisons which may be
divisive to social classes, cultural,
or religious groups.
Promote and respect the rights of
children, elderly, differently able.
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M&E Personnel:
Region: Division:
Monitored by:
Reference:
STRIVE Regions VI, VII and VII
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