Principle 2 : Curriculum and Instruction

INDICATORS 1 2 3

1. The curriculum provides

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

OTHER OBSERVATION:
 INDICATORS 1 2 3

2. The implemented curriculum is 1 Local beliefs, norms, values, traditions, The localized curriculum is implemented Best practices in localizing the curriculum are
localized to make it more folklores, current events, and existing and monitored closely to ensure that it mainstreamed and benchmarked by other
meaningful to the learners and technologies are documented and used makes learning more meaningful and schools. There is marked increase in number
applicable to life in the community to develop a lasting curriculum. pleasurable, produces desired learning of projects that uses the community as
Localization guidelines are agreed to by outcomes, and directly improves learning laboratory, and the school as an agent
school community and teachers are community life. Ineffective approaches of change for improvement of the community.
properly oriented. are replaced and innovative ones are
developed. Evidence:

Evidence: Evidence:  Log Book/Record Sheet showing names of

visitors who benchmarked good or best
 Compilation of local literature  M & E/Supervisory Report on localized practices of school’s localized curriculum
 Sample Lessons showing its utilization curriculum  Accomplishment Report on the School’s Best
 Lesson Plans showing the integration of  Adjusted localized curriculum Practices in Localizing the Curriculum
local literature  Sample performance outputs that could  Any document/s of school’s initiated project that
 ACR on the crafting of localized curriculum be utilized to improve community life (e.g. uses the community as a learning laboratory
guidelines duly signed by school solid waste management, tree planting/ (e.g. school-community livelihood projects)
community linis bayan activity, etc.)  Complilation of teaching exemplars integrating
the localized curriculum

3. A representative group of school A representative team of school and Learning materials and approaches to Materials and approaches are being used in
and community stakeholders community stakeholders assess content reinforce strengths and address school, in the family and in community to
develop the methods and materials and methods used in teaching creative, deficiencies are developed and tested develop critical, creative thinking and problem
for developing creative thinking & critical thinking and problem solving. for applicability on school, family and solving community of learners and are
problem solving Assessment results are used as guide community. producing desired results.
to develop materials.
Evidence: Evidence: Evidence:
 Minutes of meeting or any document  Developed/reproduced/ procured learning  Activity Completion Report or any report re:
as MOV that the content and method materials that could be used to reinforce school initiated activity participated in by the
used in teaching were assessed by strengths and address weaknesses community utilizing the school’s learning
any of the ff. team: applicable in the school, home and resources (human & materials) with positive
 PTA community (e.g. individualized learning impact to the community
 School Governing Council (SGC) modules for students, home study  Write-up or any document of an existing
 School Planning Team (SPT) manuals for parents and community functional/operational community-based learning
 School M & E Team (SMET) learning centers) action cell
4. The learning systems are 1 A school-based monitoring and learning The school-based monitoring and The monitoring system is accepted and
regularly and collaboratively system is conducted regularly and learning systems generate feedback regularly used for collective decision making.
monitored by the community using cooperatively, and feedback is shared that is used for making decisions that
appropriate tools to ensure the with stakeholders. enhance the total development of
holistic growth and development of learners. The monitoring tool has been improved to
the learners and the community The system uses a tool that monitors the A committee take care of the provide both quantitative and qualitative
holistic development of learners. continuous improvement of the tool. data.
Evidence: Evidence:
 Procedure on the conduct of Monitoring Evidence:  Result on the regular conduct of School
Evaluation & Adjustment (SMEA)  Feedback mechanism for a well-informed Monitoring Evaluation and Adjustment (SMEA)
 Terms of Reference (TORs) of school’s M decision making (e.g. suggestion box, text  Updated/improved M & E Tool designed by the
& E team (SMET) brigade, forums /assembly) School M & E Team duly approved by the
 SIP/AIP-based Monitoring & Evaluation  Minutes of meeting of the M & E team School Head/ SGC
instrument /tool before the conduct of School Monitoring,
 Schedule on the conduct of SMEA Evaluation & Adjustment (SMEA)
 Record of M & E related activities
conducted

5. Appropriate assessment tools for The assessment tools are reviewed by The assessment tools are reviewed by School assessment results are used to
teaching and learning are the school and assessment results are the school community and results are develop learning programs that are suited to
continuously reviewed and shared with school’s stakeholders. shared with community stakeholders. community, and customized to each learner’s
improved, and assessment results Evidence: Evidence: context, results of which are used for
are contextualized to the learner  Competency based Test materials duly  Structure in charge of the review and collaborative decision-making.
and local situation and the checked/ approved by the School Head improvement of assessment tools (list and Evidence:
attainment of relevant life skills. (e.g. Table of Specifications, Periodical TOR)  Any document of a functional/operational
Test Questions, Test/ Item Analysis, Item  Minutes of meeting/ACR/ on: community based initiated programs and/ or
Bank, other test materials, etc.) - review of assessment tools projects (e.g. Community Learning Centers)
participated by stakeholders conceptualized to address the learning deficits/
 ACR on the conduct of activity relative to discrepancies of the learners based from the
sharing of assessment results with school’s school assessment results.
stakeholders (e.g. quarterly issuance of
Pupil/Student Report Card, issuance of  Community initiated program
NAT and NCAE results to parents

 Item Analysis per learning area

6. Learning managers and Stakeholders are aware of Stakeholders begin to practice Learning environments, methods and
facilitators (teachers, Child/Learner-Centered, right-based child/learner-centered principles of resources are community driven, inclusive
administrators and community and inclusive principles of education. education in the design of support to and adherent to child’s rights and protection
members) nurture values and education. requirements.
environments that are protective of Learning managers and facilitators Learning managers and facilitators
all children and demonstrate conduct activities aimed to increased apply the principles in designing Learning managers and facilitators observe
behaviors consistent to the stakeholders awareness and learning materials. learner’s rights from designing the
organization’s Vision, Mission and commitment to fundamental rights of curriculum to structuring the whole learning
Goals. children and the basic principle of environment.
educating them.
Evidence: Evidence:
 List of Children’s Rights and  Barangay Dev. Plan/ Municipal Evidence:
Responsibilities (in Filipino or vernacular) Investment Plan showing supports to  At least 70% of all of the 7 domains of the Child
strategically placed/posted in a very education which are anchored on child/ Friendly School System (CFSS) tool are
conspicuous place learner-centered principles of education satisfied.
 School policies which spell out the rights of  Four As (Activity, Analysis, Abstraction  ACCESS compliant school plans ( AIP / SIP )
children and Application) based lesson plans  School and community record of activities
 ACR/ Minutes of Meeting on the conduct of using/ integrating GAD and ABC showing concern to children
activity relevant to learner-centered, right- principles in the key behaviour
based, and inclusive principles of indicator/value aim
education /A Child &
 Community-Centered Education Systems
(ACCESs)

7. Methods and resources are Practices, tools and materials for Practices, tools and materials for There is continuous exchange of information,
learner and community-friendly, developing self-directed learners are developing self-directed learners are sharing of expertise and materials among
enjoyable, safe, inclusive, highly observable in school, but not in beginning to emerge in the homes the schools, home and community for the
accessible and aimed at the home or in the community. and in the community. development of self-directed learners.
developing self-directed learners. Learning programs are designed and The program is collaboratively The program is mainstreamed but
Learners are equipped with developed to produce learners who are implemented and monitored by continuously improved to make relevant to
essential knowledge, skills, and responsible and accountable for their teachers and parents to ensure that it emergent demands.
values to assume responsibility learning. produces desired learners.
and accountability for their own Evidence: Evidence: Evidence:
learning.  Learning Competency Directory (LCD) per  LCDs are shared with the parents for  ACR on community based FGD on LCD
subject posted in the classroom (it is them to guide the learning activities of utilization
anchored on the budget of lesson per their children  Document/record of a sustained and/or improved
subject which reflects the competencies program for a self-directed learners
covered in every grading period, date of  Minutes on the Focus Group Discussion (FGD)
delivery, topics to be discussed, activities/ on Learning Competency Directory (LCD)
 exercises to be used, book title and page utilization
number)
 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 =
7

Validated by:

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Position: