Republic of the Philippines Department of Education OCT 22 2012 DepEd MEMORANDUM No. 196 +s. 2012 MONITORING OF GRADES 1 AND 7 CLASSES OF THE K TO 12 PROGRAM To: Undersecretaries Assistant Secretaries, Bureau Directors Regional Directors Schools Division /City Superintendents Heads, Public Elementary and Secondary Schools All Others Concerned 1, _ The Department of Education Central Office (DepEd-CO) through the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE) and the Regional Search Teams (RSTs}, shall conduct the Monitoring of Grades 1 and 7 Classes of the K to 12 Program in randomly selected public elementary and secondary schools nationwide. 2. The activity aims to gather data, relevant information and feedback on the actual implementation of the K to 12 Curriculum in Grades 1 and 7. Specifically, it aims to: a. identify the strengths and weaknesses of the Grades 1 and 7 teacher training, curriculum and support instructional packages of the K to 12 Basic Education Program (BEP}; b. determine teachers’, school administrators’ and community stakeholders’ extent of participation in performing their roles as implementers of the K to 12 Curriculum; and c. gather perceptions on the K to 12 BEP of learners, teachers, school heads and community education stakeholders. 3. The initial implementation of the K to 12 Curriculum in Grades 1 and 7 for School Year (SY) 2012-2013 in Enclosure No. 1 indicates the rationale, goals and objectives, monitoring framework, methodology, implementation schedule, monitoring team and reporting process, monitoring procedure, and monitoring team responsibilities. 4. The monitoring teams shall monitor 483 elementary schools and 88 secondary schools in three (3) phases. For the elementary schools, the CO team through the BEE and the BSE will coordinate with the regional office (RO) teams as to the specific schools to be monitored to avoid duplication. The number of schools to be covered by the CO and RO teams are contained in Enclosure Nos. 2 and 2.1 Dept Compe Meso Avenue, ase Cy 1600 o3-7208/6337228 652.1961 MM 6.487667 5209 4 wen dept gor8. The five (5) forms of instruments to be used for the data collection are as follows: a. Form 1- Teacher Observation Guide for Instructional Competence; b. Form 2- Survey Questionnaire for the School Head; c. Form 3- Survey Questionnaire for the Teacher; d. Form 4- Focus Group Conversation (FGC) with Learners; and e. Form 5- FGC with parents, community, and other education stakeholders (Enclosure No. 3) ©. _ All raw data gathered will be in template forms. These forms will be provided to the RO by the K to 12 Secretariat. RO will code in database format and analyze the data gathered. Such data will be submitted to the K to 12 Secretariat for consolidation. 7. The National Educational Testing and Research Center (NETRC) shall be tasked to do the data processing of the coded data which shall be done in three phases. A report on the statistical output and analysis of the data shall be prepared by NETRC. 8. Immediate mination of this Memorandum is desired. S BR. ARMIN A. LUISTRO FSC Secretary Enels.: As stated Reference: None ‘To be indicated in the Perpetual Index under the following subjects: CURRICULUM ELEMENTARY EDUCATION OFFICIALS SCHOOLS SECONDARY EDUCATION TEACHERS : Alma/DM monitoring of grades | end 7 classes ofthe keto 12 1666- October 8, 2012Enclosure No. 1 to DepEd Memorandum No. 196, s. 2012 MONITORING THE INITIAL IMPLEMENTATION OF THE K TO 12 CURRICULUM IN GRADES land 7 School Year 2012-2013 L. Rationale Monitoring the initial implementation of the K to 12 Curriculum in Grades 1 and 7 is an essential and integral element of effective implementation strategy of the K to 12 Basic Education Program. Its main purpose is to track the progress of program implementation and to determine whether or not the curriculum framework, standards, competencies, content, strategies, and instructional activities are delivered or implemented properly and consistently in the classrooms as envisioned during the first school year of implementation. This activity shall not just fulfill the critical function of jdentifying implementation problems/issues but certainly meant to identify corrective measures, necessary services, support and interventions that education stakeholders in the field may provide to improve program implementation. Thus, it is a means of gathering significant data and implementation experiences by the different schools that could be used as bases for early intervention and planning of next steps by curriculum specialists and policy makers of the Department of Education. This activity shall be led by the National Educational Testing and Research Center (NETRC) through the Curriculum Development Division of the Bureaus of Elementary and Secondary Education in collaboration with the Regional and Division Offices MW. Goal and Objectives This monitoring activity aims to gather data, relevant information and feedback on the actual implementation of the K to 12 curriculum in Grades 1 and 7. The data shalll be used in strengthening the K to 12 curriculum and instructional practices, approaches, and support mechanism and in formulating relevant policies. Specifically, it aims to: 1. identify strengths and weaknesses of the K to 12 Grades 1 and 7 teacher training, curriculum and support instructional packages; 2. determine teachers’, school administrators’ and community stakeholders’ extent of participation in performing their roles as implementers of the K to 12 curriculum; and 3. gather perceptions on the K to 12 BEP of learners, teachers, school heads and community education stakeholdersMonitoring Framework INPUT * Training of Chief Trainers = Trai 9 of Trainers = Region/Division-Based Training of Teachers * K to 12 Instructional Package * Funding/Budget PROCESS/THROUGHPUT Orientation of Monitors/implementers Data gathering activities Y¥ Classroom Observation ¥ Interview v Survey ¥ Focus Group Discussion Y Inspection of Materials Data Management ¥ Collation Y Analysis and interpretation Writing and Dissemination of Report OUTPUT ‘ Key information on the Grades | and 7 implementation related to the following: ¥ Utilization of Instructional materials Y Application of teaching- leaming approaches Y Application of teaching competencies/skills Y Classroom and time management ¥ Assessment of leaming outcomes: Management ¥ Provision of technical assistance ¥ Provision of materi Is ‘* Perceptions and Attitude Recommendations FEED BACKMONITORING FRAMEWORK ‘The framework provides the direction upon which the monitoring activities of the initial implementation of the K to 12 curriculum is built. It describes the three important elements (Inputs, Process, & Outputs) which are fundamental in the gathering of significant data. The inputs are the necessary interventions that this Department provided to supervisors, school heads, teachers, & pupils in order to implement the program effectively. These include capacity building, curriculum guides, instructional packages for teachers and pupils, & provision of funding support. The process explains how the monitors will reliably collect significant information on the effect of the inputs provided by DepEd to implementers and end-users. Using appropriate instruments, such information will be gathered through the conduct of these activities: classroom observation, interview, survey, focus group discussion, & inspection of materials. Likewise, it explains the key data management process to include collation, analysis and interpretation of data, writing and dissemination of reports. The desired outputs are the key information on the implementation of the K to 12 curriculum in Grades 1 and 7. These include Teaching-Learning Process, Management, perception and Attitude. The outputs shall also include recommendations for policy formulation. All the three elements are inter-related and should not be viewed in isolation from each other. The framework thus serves as a guide for monitors to help execute the monitoring activities accordingly. IV, Methodology Gathering of data will focus on these areas: curricular content and scope, strategies and instructional delivery, and support mechanism. The monitoring process will include interviews, classroom observation of teachers in delivering the K to 12 curriculum lessons, Focus Group Discussion (FGD), and filling up of survey forms for teachers. Teachers will also be asked to provide feedback on the teaching-learning materials by citing the areas/parts that work well and need improvement. The following key information need to be gathered: Key Information Key informant ‘On Curricular Content and Scope | 1.Curricular coverage Teacher 2 Sequencing of competencies Teacher 3, Clustering of competencies within and across | Learning areas Teacher | 4, Adequacy of learning competencies Teacher 5. Appropriateness of content and performance Teacher standardsKey Information On Instructional Delivery | 1. Effectiveness of scheduling scheme and class programming 2. Availability and suitability of existing instructional materials provided for the K to 12 curriculum 3. Adequacy of the support learning materials | (learner materials) 4, Provision of holistic, integrative and interactive learning 5. Pupils perception on: * Class activities ‘* Teachers preparation * Learning processes «Instructional materials 6. Use of additional time for tool subjects (independent and Cooperative Learning) Key Informant Teacher & Principal Teacher & Principal Teacher & Pupils Teacher, Pupils, & Principal Pupils & Teacher Teacher, Pupils, & Parents On Support Mechanism 1. Utilization of orientation and training inputs to teachers 2. Follow-up training, Learning Action cell (LAC) Session 3. Levels of interest and motivation of pupils | and teachers 4, School initiatives supportive of K to 12 BEP | 5. Provision of technical assistance by local DepEd officials 6. Efforts of parents and community in support of the K to 12 BEP 7. Advocacy campaign 8. Involvement of community organizations/Barangay in school activities 9 Utilization of community resources (human [___ and materials) re K to 12 BEP implementation ‘A. Sampling Procedure Teacher, Pupils, & Principal Teacher/Principal Teacher, Principal, Pupils, & Parents | Principat, Teachers, Parents, & Community Teacher, Principal Teacher, Principal, Parents, & Community Principal, Teachers, Parents, Community Teacher, Pupils, Parents, & Community Teacher, Principal, Parents, & Community A total of four hundred fifty-three (453) elementary schools and eighty-eight (88) secondary schools shall be monitored. These schools were selected by type and location through stratified random sampling. The List of Schools to be covered by the monitoring teams is shown in Enclosure 1. 4B. Monitoring Instruments ‘The table below provides the information on the type of instrument which will be administered in each school and the targeted respondents. Instrument. Type Form No. Respondent Classroom Observation | Observation [a | Teacher Guide Interview Guide for | Interview 2 | School Head/ ‘School Head/ Principal Principal | Teacher's Survey Interview Inspection of 3 | Teacher “| Questionnaire materials Paper/pencil | Focus Group Dialogue 4 Pupils Conversations Focus Group Dialogue 5 PTCA, Community Conversations and Other Stakeholders V. Implementation Schedule A. Actual Monitoring Phase 1 Phase 2 Phase 3 ft ll To determine the true state of the implementation of the K to 12 curriculum in Grades 1 and 7 for the entire School Year, continuous monitoring will be conducted in three (3) consecutive phases beginning September 2012 to February 2013 catering to different schools at each phase until the total number of 453 and 88 elementary and secondary schools, respectively are monitored. B. Data Management * Data Collation ‘* Data Analysis and interpretation Phase 1 | Phase 2 Phase 3 A |. Final Reporting and Policy Recommendation —> VI. Monitoring Team and Reporting Process Monitoring Teams and their Submission | Forms/Documents to Assigned Type of Report | oF Report be Used Content Regions 4 Group 1: 3days upon | 1. Form1:Classroom | Monitoring NCR IV-A, 1V-B arrival from | Observation Guide | Report Format: monitoring | > Form2: Interview | ~/ntroduction Group 2: Guide for Schoot | “Highlight of 1 UL, I CAR Monitoring | , the Accomplishment Head/ Principal Monitoring Group 3: Report 3. Form 3:Teacher | - Problems VU, x, XI Survey encountered Questionnaire — ‘and Actions Group 4: 4, Form 4: Focus Taken ] V, ML Vil Group Discussion | “Attachments: *Consolidated Guide with Learners Group 5: data 1X, XIl, Caraga, 5. Form 5: F6C for “instruments ARMM Parents, Community | used and other | stakeholders ‘The Monitoring Accomplishment Report and consolidated data submitted by each team will be analyzed, interpreted, and used as inputs in the refinement of the curriculum and accompanying learning materials and for policy formulation in relation to the implementation of the K to 12 Curriculum. VII. Monitoring Procedure 1. Atthe assigned region/division: * Make courtesy call «+ Present letter of introduction + Explain the purpose of visit ‘+ Request for assistance, if possible 2. Atthe school: 2.1 Explain purpose of visit to school head2.2 Conduct interviews with the school administrator, teachers 2.3. Observe actual teaching of all learning areas. 2.4 Conduct Focus Group Discussion (FGD) with learners and community stakeholders. 25 Conduct exit meeting 3. Conduct exit meeting with region or division (if time permits) Vill. Monitoring Team Responsi 1 Each monitoring team is responsible for the following: 1.1 Securing Monitoring Kit from Staff Development Division that contains the following: Monitoring Guide Letter of Introduction Blank RERS Travel Authority/Itinerary of Travel 12 Preparation of monitoring report 1.3 Submission of Consolidated forms: ‘Classroom Observation Guide - Form 1 ‘Interview Guide for Schoolhead/Principal - Form 2 ‘+ Survey Questionnaire for Teachers ~ Form 3 Focus Group Discussion Questionnaire for Pupils (FGD) ~ Form 4 ‘© FGD for Parents and Community Education Stakeholders ~ Form 5 1.4 Liquidation of travelling expenses Monitors shall work as team — working, helping, consulting and cooperating with one another. The team shall abide with the provisions of the Dress Code while on official function. The team shall see to it that all instruments are retrieved and properly accomplished/consolidated. Attend debriefing sessions (schedule shall be announced later)MONITORING OF GRADE 7 OF THE K TO 12 CURRICULUM. October 2012 - March 2013 SECONDARY SCHOOLS TO BE MONITORED BY THE REGIONS (For Second Grading Period) Team 1 _ REGION SCHOOL DIVISION NCR 1 Kalayaan National HS - —_| Caloocan City _[ 2. Manila Science HS Manila 1V-A 1. Batangas State University Batangas City 2. Tanza National Trade School —] Cavite — ve 1. Occidental Min doro State College ‘Occidental Mindoro Ce 2. San Francisco Javier College Palawan, 1 [ T SCHOOL DIVISION. ] 1 i College of Hocos Sur, Ine. ~ Mocs Sur | 2. Holy Spirit Academy of Laoag Laoag City 7 I. John Wesley Coll Tuguegarao City im I. St. Patrick Colley Bataan | _ 2. La Fortuna College Cabanatuan Ci ‘Abas National HS [Abra CAR 2. Kalinga Apayao State College-Lab HS __| Kalinga 3. Baguio Central University Baguio Cit Team 3 _ REGION ‘SCHOOL DIVISION ] VII T. Camanjac National HS Dumaguete City } ___ [2 Aguining National HS Bohol - x 1. Panaon National HS “Misamis Occidental —_| 2. Christ the King College _ ~~ [Gingoog City _ xI 1. Cateel Vocational HS Davao Oriental LL | 2. La Paz National HS. Davao del Norte Team 4 [_REGron | DIVISION | VI i he Bacolod City 2. Philippine Tloilo City. VIII 1. Holy Trinity College Leyte 2. St. Francis College Northern Samar | Team 5 - _ _ "REGION SCHOOL ‘DIVISION Ix T, Galvario Peak National HS Isabela City | 2. Zamboanga City State Polytechnic College | Zamboanga City XI 1. Canizares National HS — Cotabato City L 2. Manumba National HS North Cotabato 1. Durian National HS ‘Agusan del Norte 2. Agusan del Sur College ~ [Agusan det Sur _ CARAGA [3 "Tubod National HS Surigao del Norte _ 4 Surigao Sur Colleges (Barobo) Surigao del Sur No. of Schools to be Monitored by the Region: 22 Percentage: 25% No. of Schools to be Monitored by BSE: 66 Percentage: 75% Total No. of Secondary Schools to be Monitored: 88Enclosure No. 2 to DepEd Memorandum No. 196, s. 2012 NUMBER OF SCHOOLS TO BE MONITORED IN THE INITIAL IMPLEMENTATION OF THE K-12 CURRICULUM Regions [_No. Of Schools | 2nd Grading-Phase 1| 3rd Grading-Phase 2 | 4th Grading-Phase 3 ] Elem | Sec Elem Sec Elem Sec Elem Sec__| TOTAL] IGroup 1. ‘Note: €O will monitor 50% ofthe total 453 Elementary Schools and the RO will monitor the ather 50%; CO will monitor 75% ofthe total 88 Secondary Schools and RO will monitor 25%.=~ Enclosure No. 2.1 to DepEd Memorandum No. 196, s. 2012 List of Sane Seals Canal econ | Oition Typcot cet | _ Name ol flmcatay Schoo! fo, of finces a > ecw [no-cost Iawocon + eeces see kena ies I Won cental [ares 1 flsuecy aS a 1 [lsuhion Non-cenat [nesemeng £5 = ae __feeniat Pra 8 a ere jessie — [" a fc a eee es Ione jets ——— [epee ences Neeson pata eons 1 bnew be cat raone es ~ orcenai——~feaunssonn® 1 [esnaon cy wn [eauneboan ts emia [ation oc [2pm ena Inara ena Scl T [incamecy onan San ignia Jf ce Aerie fentiy [erat hig ena _ 2 lomo ex-con linens leet fee Conia oe cone ie > fesenoe ena Iasi coats yaa ie coa mrs 1? | est fas = yfananann on-camera cena Pinte cered Sna 7 Toome Montel nc - L cena eanaconsees——— T hopetnmenp 7 Wenccenz Raped Lo? leave Togucgr t aCa ST e TP [nnece re soins 2 ionic cee Ionceneal foto so _2 fees eres Sg Ga CENT > hooomeny mean code Tats ayer Dabs Rend | > _ [ion Won-Cerer frucon cS —_— L __ = fares + [etsincay Rea ae Reena aosT panes Icentcal farayat CES 6 Ll _ifee eae 7 Ty tamu non Cone isn agutines [aon] IContral ISan Antonio Central ES ims 3 wee [cenit ose —— 2 [srsose ern cy Er —— frre se ry . 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Start here, Performance Behavior — ‘Observation Rating A. Diversity of Learners _ safe |e [we 2 Setslesson objectives wihin the experiences and capabilies of he rn re 2 Uiites varied tecniges and strategies ited to diferent Kn oF rr 3.__ Shows fairness in dealing with learners _ o{[if[2fata '4._Paces lessons appropriate to the needs and difficulties ofleamers [0 | 1 | 2 | 3 [4 5.__ Provides appropriate intervention activites for learners at risk. ofat2}3te Total Score: ‘Average: _| Description: Narrative Observation : Performance Behavior ‘Observation Rating B._Content & Pedagogy noles| se |p lw 'B.1 Teacher Behavior in Actual Teaching 1. Teaches accurate and updated content using appropriate approaches and strategies of} a]2]3 a 2 Aligns lesson objectives, teaching methods, learning activities and Instructional materials 3. Encourages learners to use higher order thinking skilisin asking, yuesti 4." Engages ansd sustains learners interest in the subject matter by ‘making content meanigful and relevant ‘5. Establishes routines and procedures to maximize se of time and instructional materials ope te tes —__&Integrates language, literacy sks and valuesin teaching ofaf2fs [2 7. Presents lesson logically ina developmental manner ofa yas ta ies tecnconyresourcesinplaning devaningandaeievet |") Ty Ty | 3 | 3. Creates situations that encourages earners to use higher order olailalsale |___ thinking sts Total Score ‘Average: | Description: Narrative Observation[ Performance Behavior ‘Observation Rating B. Content and Pedagogy : 1 8.2_ Learners’ Behavior in the Classroom = moje; eye 1._Answers in own words at a desired cognitive level “|-o 1 2 3 2. Participates actively nthe leaning tasks with some avels of [ independence | 3 Asks questions relevant tothe lesson 4, Sustains interest in the lesson/activity 5 Follows é Follows routines and procedure to maximize i Shows appropriate behavior of individualism, cooperation, competition n iassroom interactions. Imbibes and values eaming from the teacher and from dassmates. Demonstrates in varied ways, learning achieved inthe activites ~ Total Score Narative Observation [Performance Behavior C._ Planning, Assessing, Reporting Learners’ Outcomes No [ss] 68 |p [WP 1 Provides timely, appropriate reinforcemenV/feedbacktoleames™ |g |, | 2 | 3 | a behavior 7 a olaleolala ~3._Uses non-traditional authenticassessment tediniques whenneeded | 0 |i | 2 | 3 | @ 4 Keeps accurate records of leamers performance level ofa f2psa|4 5._ Gives assignment as reinforcement or enrichment of the lesson. ofa[2t3ifa 6._ Provides opportunity for learners to demonstrate their leaming o [a p2 fs) TotalScore 7 Average: _| Description: Narrative Observation ‘Comments of the Teacher Agreements of the Teacher and Observer Teacher's Name & Signature (Oberserver’s Name and Signature Signatures indicate thot observations have been clarified by both partes.Form2 SURVEY QUESTIONNAIRE FOR THE SCHOOL HEAD Gender:[ ]Male [ ] Female Civil Status: [ ] younger than 40 years old { ] 41—A5 years old [ 146~50 years old [ 151-55 years old [ 156-60 years old [older than 60 years old Official Position: Number of Years in the Position: Name of School: Address: Direction: Please respond to the following questions as honestly as you can. Your responses will be used to make refinements and/or improvements in the curriculum standards and competencies as well as in the delivery K to 12 Basic Education Program. Rest assured that your responses will remain confidential. Part i: Awareness and Understanding of the K to 12 BEP 1. How did you come to know about the k to 12 BEP? 2. Whatdo you know about the K to 12 BEP? 3. What was your level of confidence to implement the K to 12 BEP? Part Ii: Preparing for the Implementation of the K to 12 BEP 1. What are your perceived new roles and responsibilities as school head with regards to the implementation of the K to 12 BEP? 2. Did all the teachers attend the training for the implementation of the K to 12 BEP? 2.1 [ Lyes,and their impressions were 2.2 [ | no, because 3. Are there teaching and learning materials available to implement the K to 12 BEP? 3.1 [ lyes,as shown in the table below 3.2 [ ] no, becauseLearning Area Learner Materials Remarks ai [| a2 | a a4 Part Ill Challenges and Actions Taken 1. What challenges/difficulties do your teachers enco unter in the implementation of the new curriculum? Issues ‘Action Taken, if any 2. What instructional assistance have you provided to your teachers? 3. What do the learners say about the K to 12 BEP? 4. What are the perceptions of parents on the K to 12 BEP? 5. What are the perceptions of the community on the K to 12 BEP?‘SURVEY QUESTIONNAIRE FOR THE TEACHER Name: Gender:{ ]Male [ ] Female Civil Status: Age: [ ] younger than 40 years old [ ] 41—45 years old [ 146-50 years old { 151-55 years old { 156-60 years old [ J older than 60 years old Official Position: Number of Years in the Position: ‘Area of Specialization Subject/s Taught: Direction: Please respond to the following questions as honestly as you can. Your responses will be used to make refinements and/or improvements in the curriculum standards and competencies as well as in the delivery K to 12 Basic Education Program. Rest assured that your responses will remain confidential. Part: Awareness and Understanding of the K to 12 BEP 1. How did you come to know about the K to 12 BEP? 2. What do you know about the K to 12 BEP? 3. What was your level of confidence to teach your learning area? Part Ii: Preparing for the Implementation of the K to 12 BEP 1. What are your perceived new roles and responsibilities as a teacher in regard to the implementation of the K to 12 BEP? 2. Did you attend the training of teachers to implement the K to 12 BEP? 2.1. [ Iyes,and my impressions were 2.2 [ ] no, because 3. Are there teaching and learning materials available to implement the K to 12 BEP? 3.1 [ ]yes, as shown in the table below 3.2 [ ] no, becauseCurr | Teachers Learner Materials Guide | Guide Qi a2 a3 Qa 1 Part ll: Challenges and Actions Taken 1 2. 3 What challenges/difficulties did you encounter in the implementation of the new curriculum? Issues and Concerns ‘Action Taken, Whatis your perception of the teaching and learning materials? In which of the following do you need more help? Prioritize by ranking the items: Teaching strategies __ Managing large group Assessment strategies Differentiated activities, New Grading System Preparing work/activity sheets Attending to PWD Preparing audio-visual materials New subject matter Using technology to teach What assistance, if any, was/is being provided by your school head? What is your perception of the K to 12 BEP? Why?FOCUS GROUP CONVERSATION (FGC) WITH LEARNERS (To be conducted by the two monitors) School: District: Division: Monitors: School Type: Region: Instructions: One monitor shall facilitate FGC with a group of ramdomly selecte learners (not less than five members). The other monitor shall be the documenter/ rapporteur, writing the responses on the space provided below. ‘QUESTIONS FOR PUPILS I RESPONSES 1. _How does your teacher start the lesson? 2. What instructional materials does your teacher use in teaching the lesson? 3. How does your teacher assist your classmates who need help during class? “, What learning activities does your teacher provide during teaching? 5. What learning activities does your teacher provide after teaching? 6. How does your teacher check to find out if you learned the lessons? 7. Which part of the lesson did you like most? why? 8._What subject do you like most? Why? 9._What subject do you like least? Why? 10. Do you feel safe and secured in school? Why? ‘11. What do you like about your teacher? 12. What do you want your teacher to do in the classroom? Why? 13. What do you not want your teacher to do in the classroom? Why? 14. Do you look forward to coming to school __ everyday? 15, What will you do after high school?FOCUS GROUP CONVERSATION (FGC) WITH PARENTS, COMMUNITY AND OTHER EDUCATION STAKEHOLDERS, (To be conducted by the two monitors) School: ‘School Type: District: ion: Monitors: Region: Instructions: ‘One monitor shall facilitate FGC with a group of ramdomly selected parents, community members and other education stakeholders (not less than five members). The other monitor shall be the documenter/ rapporteur, writing the responses on the space provided below. “QUESTIONS 11. What do you know about the K to 12 BEP? 2. What don’t you understand about the K to 12 BEP? 3. What do you believe are the merits or advantages of the K to 12 BEP? 4, How would you convince other community stakeholders of the need for the K to 12 BEP? 5. As parents/officers of the PTCA/community officials, what assistance can you extend to the school to support the implementation of the K to 12 BEP?