Most Essential Learning Competencies (MELCs)

Implementation Monitoring and Evaluation Tool

Part I.A. PROFESSIONAL DEVELOPMENT FOR TEACHERS BEFORE MELCS

IMPLEMENTATION
1. Did the school/SDO conduct MELCs Orientation? (MOVs: Memorandum, Activity
Report, attendance sheet)

2. Were teachers capacitated on how to use the different learning delivery modalities?
(MOVs: Memorandum, Activity Reports on the different trainings conducted, Certificate
of Participation, attendance sheet)

3. Were teachers capacitated on how to navigate/manage learning management system

(LMS)? (MOVs: Memorandum, Activity Reports on the different trainings conducted,
Certificate of Participation, attendance sheet)

4. Were teachers capacitated on how to access learning resources in the DepEd LR

Portal and DepEd Commons? (MOVs: Memorandum, Activity Reports on the different
trainings conducted, Certificate of Participation, attendance sheet)

5. Were teachers capacitated on how to unpack broad learning competencies? (MOVs:

Memorandum, Activity Reports on the different trainings conducted, Certificate of
Participation, attendance sheet)

6. Were teachers capacitated on how to develop learning resource materials aligned

with MELCs? (MOVs: Memorandum, Activity Reports on the different trainings
conducted, Certificate of Participation, attendance sheet)

7. Were the teachers capacitated on how to prepare Weekly Home Learning Plan?
(MOVs: Memorandum, Activity Reports on the different trainings conducted, Certificate
of Participation, attendance sheet)

8. Were teachers capacitated on mental health and well-being? (MOVs: Memorandum,

Activity Reports on the different trainings conducted, Certificate of Participation,
attendance sheet)

Part I.B. TEACHER’S PREPARATION BEFORE & AFTER IMPLEMENTING THE

MELCS
1. Does the teacher prepare Weekly Home Learning Plan (WHLP) to ensure that
learners are on task and are guided on what they are expected to accomplish within a
specific week? (MOVs: File of WHLPs for a month)

2. If your answer in number 1 is yes, does the teacher follow the procedure in preparing
the WHLP and its parts as stated in DM-CI-2020-00162, Appendix D, Items 2 & 3?
(MOV: WHLP)
3. Is the WHLP prepared by teachers one size fits all? (MOVs: WHLPs prepared by
teachers for the different classes being handled)

4. Does the teacher give copies of the WHLP to parents and orient them to the
contents, purpose, and use of the learning plan? (MOVs: Documentation on Orientation
conducted, List of parents who were given WHLP)

5. Does the teacher prepare Individual Learning Monitoring Plan (ILMP) for learners
who are not showing progress in meeting the required learning competencies? (MOV:
Sample of accomplished ILMP

6. Does the teacher communicate regularly to the parents of learners with prepared
ILMP? (MOVs: Proof of communicating with parents, List of learners not showing
progress)

7. Does the teacher employ/observe “academic ease” by streamlining the learning tasks
in the SLMs or other materials to ensure that learning development is manifested and
that activities or exercises sufficiently cover/ develop the learning competencies leading
to mastery? (MOVs: Sample identified activities in the SLMs that were streamlined for
Quarter 2/List of identified activities streamlined per Quarter2 SLMs)

8. Does the teacher provide feedback regarding the performance of his/her learners?
(MOV: Sample learning activity sheets with comments)

Part I.C. TIME ALLOTMENT

1. Does the teacher give learners a set time frame to undertake a lesson or accomplish
an activity based on the suggested time allotment a MELC can be mastered? (MOV:
WHLP)

2. Is the time allotment given to the learners enough to accomplish activities in the
SLMs? (MOVs: WHLP and the list of SLMs returned by the students with the date of
returned)

3. If your answer in number 2 is no, what does the teacher do? Please, write your
answer.

4. Does the teacher allot time in providing remediation for learners who are not meeting
expectations? (MOVs: ILMP, list of learners (per grade level/learning area) List of
remediation activities)

5. Does the teacher allot time in providing enrichment activities for the learners who
accomplish the tasks as contained in the SLMs? (MOVs: Sample of enrichment
activities and accomplished activities)

Part I.D. LEARNING RESOURCES FOR THE IMPLEMENTATION OF MELCS

1. Does the teacher have access to DepEd LR Portal and DepEd Common? (MOVs:
Screenshot of the DepEd LR Portal and DepEd Common Accounts)
2. Are all learners provided with SLMs either printed or digital/e-copy? (MOV:
Record/List of learners who were provided with SLMs)

3. Are modules distributed and retrieved according to schedule with the observance of
safety and health protocols? (MOVs: Logbook for the distribution & retrieval of SLMs,
pictures)

4. Are learners allowed to write their answers in the SLMs? (MOV: Copy of SLMs
retrieved from learners)

5. Does the teacher also use video lessons and radio-scripts? MOVs: Samples video
lessons and radio-scripts already used, Inventory/list of video lessons and radio scripts)

6. If your answer in number 5 is 'yes', are the video lessons and radio-scripts used by
teachers for TV/RBI based on the SLMs?

7. Are textbooks and Learner’s Materials also distributed to learners? (MOV:

Record/List of learners who were provided with SLMs)

Part I.E. LEARNING DELIVERY

1. Are the MELCs delivered in multiple learning modalities to address the diverse
learning profile of learners when it comes to understanding and perceiving information?
(MOV: WHLP)

2. Does the teacher know how to implement/use the Modular Learning Delivery
Modality? (MOV: Any proof showing that the teacher is knowledgeable in using the
different LDMs)

3. Does the teacher know how to implement/use the Distance Learning Delivery
Modality? (MOV: Any proof showing that the teacher is knowledgeable in using the
different LDMs)

4. Does the teacher know how to implement/use the TV/Radio-Based Instruction?

(MOV: Any proof showing that the teacher is knowledgeable in using the different
LDMs)

5. Does the teacher know how to implement/use the Blended-Distance Learning?

(MOV: Any proof showing that the teacher is knowledgeable in using the different
LDMs)

6. Does the teacher communicate through text messages, phone/live chats, or through
other available forms of communication to provide assistance or remediation? (MOV:
Sample text messages)

7. Does the teacher allow his/her learner to shift/change from one LDM to another
LDM? (MOV: WHLPs)
8. Does the teacher supplement TV/RBI lessons with Learning Activity Sheets
(LAS)/textbooks or other supplementary learning resources that serve as assessment
tools? (MOVs: Sample TV/RBI lesson & corresponding LAS)

9. Is the teacher knowledgeable in using DepEd recognized Learning Management

Systems such as Edmodo, Google Classroom, Schoology, Modular Object-Oriented
Dynamic Learning Environment (Moodle), and ICTS? (MOV: Screenshots of LMS they
are using while conducting an online class)

10. Does the teacher know how to make interactive learning materials for an online
distance learning? (MOV: Sample of interactive learning materials)

Part I.F. ACADEMIC EASE TO HAVE FOCUS ON THE ACHIEVEMENT OF MELCS

1. Do teachers employ interdisciplinary integration to moderate the activities to be
accomplished by learners across the SLM/LAS? (MOV: WHLP)

2. Does the school put a premium on the instructional management tasks of teachers in
their workload or assignments? (MOV: List of assigned tasks of teachers)

3. Are learners and home learning facilitators that experience difficulties provided
additional support by the teachers’/learning support aides? (MOV: List of learners/home
learning facilitators who were given additional support)