Republic of the Philippines

epartment of Education

REGION IV-A CALABARZON

2, KarangalanDGate Village, Cainta Rizal

CURRICULUM AND LEARNING

MANAGEMENT SYSTEM

DepED Region IV – A

CALABARZON
Guide and Tools

May 2015
I. INTRODUCTION

The Curriculum and Learning Management (CLM) System is an educational support to

regional and division offices in serving all types of learners in basic education. The System
gears to continuously lead performance improvement and translates the Education for All
(EFA) mandate to action in progress. It innovatively champions educational reforms through
feasible, dynamic and sustained efforts from the grassroots paving the way to the realization
of the R. A. 9155, Shared Governance in Education.

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.

The Curriculum and Learning Management Division (CLMD), forefront of the

Regional Office, oversees the utilization of the CLM System in support of the present
educational reforms. Indeed, the newly structured office needs this systematic approach in
effecting curriculum breakthroughs. Necessarily, the Regional and Division Offices must
now refocus and align their practice to the new systems, made more unified, comprehensive
and data-based. Equipped with tools, processes and standards to follow, the offices are
expected to effectively manage, implement, monitor and evaluate the educational operations
in the field, i.e. Schools, Divisions and Regions.

The implementation of the basic education curriculum which is strengthened by

localization and systematized management of curriculum programs and projects, needs a
paradigm shift in the way RO and DO education program supervisors‘ are performing their
functions. Certainly, there is a need to rebuild capabilities and work orientations to ensure
effectiveness and efficiency in the performance of the new functions. The challenges brought
about by the present national reforms alongside the K to 12 basic education curriculum can
certainly require well-trained and well-capacitated curriculum specialists to best implement
the new system.
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.

It has the following specific objectives:

 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
Page 2
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.

 Oversee the implementation of nationally developed models of instruction and

the integration of local learning systems, innovations and delivery modes

developed/piloted by the Region and Divisions and adherence to national

policies and standards

 Provide technical assistance to the Divisions on appropriate learning

environment, learning management, delivery systems and assessment modes for

all types of learners

 Manage the implementation of accreditation schemes for different learning

systems, e.g. accreditation and equivalency testing

 Develop a regional educational policy framework on the localization and

implementation of the basic education curriculum consistent with the national

policies and standards

 Manage the development of the localized curriculum and special curriculum

programs for all types of learners and oversee its implementation, monitoring

and evaluation
  Manage the conduct of field research on curriculum and instruction in support of

the delivery of a quality basic education to inform curriculum development

 Provide technical assistance to the Division to strengthen their capacity to

manage the implementation of the curriculum and supervision of schools

 Provide technical assistance to the Division in managing the organization,

implementation and monitoring of the special needs education in public and

private schools consistent with national policies and guidelines

 Manage evaluation of pilot results and region-wide implementation of any

modification or newly developed features of the curriculum

 Monitor and evaluate the pilot of learning models and strategies for special

needs education (Madrasah Education, IP Education, and education for

differently-abled learners) to inform adoption for region-wide implementation

 Provide technical assistance to the Divisions in the implementation of learning

models and strategies for special needs education

 Develop, produce and distribute learning resources for region-wide adoption

 Evaluate, quality assure and approve localized learning resources for regional

use

 Manage the equitable distribution of learning resources in the region

 Ensure compliance to LRMDS policies, guidelines, standards in development,

procurement, production and utilization of learning resources

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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.

To improve provision and availability of quality learning and teaching resource

materials for students and instructional support materials for teachers in the division.

 Manage the implementation of the localized basic education curriculum and

special programs for all types of learners in compliance to national and regional

standards

 Provide learning support to schools and LCs for the effective implementation of

the localized basic curriculum and special programs

 Provide technical assistance to schools in the enhancement of classroom

management skills, instructional competence, curriculum implementation and

conduct of research, e.g. classroom-based, action research

 Monitor and evaluate the implementation of the basic curriculum and co-

curriculum programs in both public and private schools

 Conduct studies on curriculum and instruction and utilize research findings for

the improvement of and for increased access to learning

  Provide technical assistance to schools and LCs in learning management,

delivery systems and assessment modes for all types of learners consistent with

the national and regional policies and standards

 Implement pilots and try-outs of the localized learning systems, innovative

delivery modes and use results to improve instruction.

 Implement and monitor the special needs education in public and private schools

consistent with national and regional policies and guidelines

 Pilot learning models and strategies for special needs education (Madrasah

Education, IP Education, and education for differently-abled learners) in

identified schools

 Provide technical assistance to the Schools and LCs in the implementation of

learning models and strategies for special needs education

 Manage the implementation of policies, guidelines, standards and specifications

in the procurement, development, production and utilization of learning resources

 Evaluate, quality assure and approve localized learning resources for division

and school use

 Develop materials for various delivery systems and the use of ICT

 Provide technical assistance to schools in development, production, storage,

distribution and utilization of learning materials in collaboration with the regional

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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

District Coordination & Instructional Supervision:

To provide technical assistance to schools in the areas of:

 curriculum implementation

 instructional supervision

 resource generation and social mobilization

 SIP implementation

 Supervise instruction in all schools in the district/s

 Provide technical assistance in curriculum implementation in coordination with

the curriculum implementation division

 Coordinate and represent DepED in the Municipal School Board and ensure that

all schools/LCs have equitable share in the SEF budget

  Monitor schools‘ requisition, utilization, and liquidation of SEF funds of the

municipality

 Coordinate with other agencies both internal and external in resource generation

and linkages

 Initiate, and strengthen the community of schools/LCs, professional teachers and

learners in the district

 Settle disputes among education stakeholders in the district

 Provide technical assistance to schools and LCs in learning management,

delivery systems and assessment modes for all types of learners consistent with

the national and regional policies and standards

 Implement pilots and try-outs of the localized learning systems, innovative

delivery modes and use results to improve instruction.

 Coordinate and provide technical assistance to schools in planning,

implementation, monitoring and evaluation of ALS programs and researches

 Coordinate the conduct of literacy mapping, literacy surveillance, developmental

activities, learning sessions, advocacy, resource generation and social

mobilization

 Guide and coach Mobile Teachers in advocacy and community organization,

conduct of learning sessions, materials development, distribution, utilization and

adaptation

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Schools: Roles and Responsibilities of Heads and Teachers

 Conduct school orientation/advocacy on the region-wide implementation of

the Regional Program Framework, Standards and Implementation Plan and
Division Implementation Plan of the National K to 12 BEC Localized
Curriculum

 Implement continuing school-based T&D Programs for teachers on the

implementation of the national and localized curriculum

 Enrich the Division Curriculum Localization Matrix (DCLM) and develop a

School Curriculum Localization Matrix (SCLM) as integrated into the
national curriculum

 Implement the development, production, utilization and access to quality

localized/ indigenized learning resources through the LRMD System

 Undertake school action research with focus on the effectiveness/ impact of

the K to 12 curriculum including its localization and utilization of
results/findings for decision-making and improvement of teaching-learning
process

 Conduct advocacy and mobilization of support from external stakeholders,

media, GOs, NGOs

 Integrate of the use of local content and learning process as feature in

classroom instruction/observation

 Use learning strategies such as interschool visitation and sharing of best

practices

 Identify the school‘s development needs on the curriculum and instruction,

the localization of the curriculum and integrate these into the School
Implementation Plan (SIP)

 Prepare report of documented activities related to the implementation of the

localized curriculum that should be submitted to the division and
communicated to all concerned.
IV. THE CLM SYSTEM

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.

The CLM System has five (5) components namely:

 Program Implementation

 Curriculum Localization

 Learning Resource Management and Development

 Technical Assistance

 Research, Monitoring and Evaluation

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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.

As shown in the diagram below, program implementation of the K to 12 Basic

Education Curriculum and the special programs and projects need to be supported by region-
wide efforts in curriculum localization. Curriculum localization takes a center stage in
making education more relevant and culturally responsive catering to the needs of the target
clientele. Primarily, local content, local language, local learning process and local resources
must be taken into consideration for the localization of the curriculum. Relevance of the
curriculum is also assured by the localization of the learning resources. The LRMDS has
been installed to support the development of new materials and aligning existing ones to the
demands of the K to 12 Curriculum. Moreover, it is important that efforts in this area must
follow the procedures and standards set by the LRMDS.

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 Regional level, Curriculum managers and implementers are expected to

oversee/manage the 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.
  At the Division level, Curriculum Implementers do the implementation of the
localized curriculum, supervise and support instruction for all types of learners.

 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.

CURRICULUM AND LEARNING MANAGEMENT SYSTEM

Program Implementation
Curriculum Localization
Development and Advocacy of the

Regional Framework for CL
Community Mapping of the Local


Learning Systems (LLS)
Integration of LLS into the BEC
K to 12 

 Utilization of Localized Curriculum

Curriculum Programs in Teaching learning process

and Projects

Regional Policy and Standard Setting

FeedbackLearning• Resource
• Strategic Planning
Advocacy
•Management and Development
Pilot implementation of teaching-
•
learning models  Assessment and Evaluation

• Development and Production
Region-wide Implementation of the
Curriculum Storage and Maintenance

Assessment as, of, and for learning
• Publication and Delivery


Technical Assistance M&E and Research

Technical Assistance by CLM 
Research on curriculum and instruction
•

 M&E of Implementation, Curriculum

Team•
TA in coordination with FED
CB Support in coordination with localization , LRMD, TA and Research
•
T&D

Region: Oversee/manage full implementation of the articulated basic education curriculum, its

lization/ indigenization and increase access to quality and varied learning resources
loca
towards improvement in the quality of learning outcomes.

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
Page 8
The Critical Processes

The components and critical processes of the CLM System as presented in the figure are
explained below.

A. Program Implementation

The implementation of the K to 12 Basic Education Curriculum and the different

Curriculum Programs and Projects, emanates from the policies and guidelines set by the
Central Office. These will serve as the basis for the Regional policy and setting of standards
for their implementation according to the needs of the region, which undergoes the various
critical processes.

A.1. Strategic Planning

The very first step and most critical of the processes for the successful curriculum
program implementation is strategic planning. Through strategic planning, the long-term
directions and desired goals and objectives are identified and how can these be achieved are
outlined. It involves setting the strategic vision and desired outcomes of the organization.
Action/work plans are developed in an organized and systematic manner in order to
operationalize the strategic plan through identification of activities/tasks, responsibilities,
resources and milestones. Planning is geared towards the effective and efficient
implementation of the programs and projects.

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.

A.3. Pilot Implementation

Normally, it is important to have a pilot implementation of teaching-learning models

that may support the effective implementation of the curriculum. Teaching-learning models
are necessarily pilot-tested in a realistic setting and thereby learn about the fit between
the
model and the context it will be applied. Results are used to evaluate its usefulness and
applicability to the wider scale such from a division-wide pilot to a region-wide full
implementation. Further, it is used to provide input to implementation strategies and
plans
based on learners‘ or teachers ‗reactions to the pilot. The results of this process may also be
utilized as a benchmark for an improved teaching-learning process.

A.4. Region-wide Implementation

Region-wide implementation of the basic education curriculum requires an efficient

system that drills down the standards and processes required to improve teaching-learning
processes including the necessary support mechanisms and resources. A curriculum must be
delivered and that means it must be implemented effectively in the classroom if it is to make

Page 9
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 is a significant component of curriculum implementation. It is crucial in

identifying the most appropriate and effective strategies and activities that will engage
learners to learn. It should not only be done at the end of the learning but assessment should
be embedded throughout the entire teaching-learning process. Assessment, in this case,
focuses on processes and development of tools for the purpose of assessment FOR learning,
assessment AS learning and assessment OF learning.

Assessment for learning emphasizes the formative and diagnostic purpose of

assessment. It happens during learning. The various data collected in this process provides
information on what should be done to improve learning. It also provides basis for teaching
strategies, groupings, and learning resources.

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.

Assessment of learning emphasizes the summative purpose of assessment. It is

usually done at the end of a task or unit of work. A task or an activity is used to measure,
record and report on a learner's level of achievement in regards to specific learning
competencies. It is designed to provide evidence of achievement to parents, other educators,
and the learners themselves.

B. Curriculum Localization

Curriculum localization is the process of enhancing the national basic education

curriculum to make it culturally responsive through the use of local learning systems
with
local content, language, resources and learning processes with an end of improving learners‘
performance, pride in one‘s culture and strong commitment to the community.

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 culture‘s 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

Page 10
ways of viewing, structuring, and transmitting knowledge about the world—each with its
own insights and limitations.

B.1. Development and Advocacy of the Regional Framework for CL

The Curriculum and Learning Management Division (CLMD) is tasked 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.‖ Hence, it developed and presently
advocating the regional Framework for Curriculum Localization, standards, processes and
tools for field implementation. Among the responsibilities relative to this policy framework
are:
 Reviewing, enhancing and localizing the BEC according to the strength and identity
of the various communities as shown in the cultural map of the Region

 Integrating the Mother-Tongue based, Multi lingual Education (MTB-MLE) as an

integral part of curriculum localization

 Identifying the teaching-learning needs for the new curriculum design

 Designing/developing prototype instructional materials

 Developing and validating M&E tools and instruments to be utilized

 Developing guidelines for the implementation of the curriculum.

B.2. Community Mapping of the Local Learning Systems (LLS)

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.

Figure1. Elements that are considered for curriculum localization

CONTEXT
CC
OO
NN
TT
EE
XX
TT

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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 learner‘s 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.

B.3. Integration of the Local Learning Systems into the BEC

 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
one‘s 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:

 install the regional framework, standards, and monitoring and

evaluation
mechanism for the implementation of the program for the
localization/indigenization of the curriculum;
 develop and strengthen the capacity of the Region, Division and
School
personnel by providing capability-building activities, technical assistance and
instructional resources support in the implementation of the localization of
curriculum at all levels;
 develop processes, strategies and learning resources for the
effective
implementation of the program; and
 strengthen advocacy and promote effective linkages with various sectors in
the
successful implementation and sustainability of the MTB-MLE/ localization of
the curriculum program.

B.4. Utilization of Localized Curriculum in the Teaching Process

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:

 develop the national curriculum into a culturally relevant curriculum that is

representative of the local people and their locality;
 implement a Mother Tongue-Based, Multilingual Education (MLE) that build
and sustain a community of multilingual life-long learners;
 promote greater use of local resource ( material and human) in the local schools;
 increase research into indigenous knowledge, materials and systems; and
  train teachers to teach a culturally responsive basic education curriculum .

C. Learning Resources Management and Development –

The Learning Resources Management and Development System (LRMDS) plays a

vital role in the Curriculum and Learning Management System. With the implementation of
the K to 12 Basic Education Curriculum along with all the special programs and projects
geared towards attainment of the EFA, MDG and Governance of Basic Education goals and
objectives, the region takes initiative in Localizing the Curriculum. This effort entails several
processes which include the localization of resources. Hence, LRMDS becomes a support
system to the development of these resources which will facilitate and enhance the teaching –
learning process. Thus, attainment of improved learners‘ performance and develop them
to

Page 13
become culturally responsive individuals with great sense of pride to one‘s local cultural
heritage.

To make this possible, the Learning Resources Management and Development

System (LRMDS) is institutionalized in the region, division and schools to support increased
distribution and access to learning, teaching and professional development resources at all
levels of DepED.

The LRMDS provides the following:

 information on quantity and quality and location of textbooks and supplementary
materials, and cultural expertise,

 access to learning, teaching and professional development resources in digital format

and locates resources in print format and hard copy, and

 standards, specifications and guidelines for:

o assessing & evaluating,

o acquiring & harvesting,
o modification, development and production,
o storage and maintenance, and
o publication and delivery.

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 organization‘s 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.

E. Research and M&E -

Research on Curriculum and Instruction

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.

Policy paper and policy recommendation as outputs of this research likewise

encourage replicability of a portion of it, if not the entire research work. Though, this
undertaking entails much time and efforts, it is compensating to note that it helps us
understand and solve existing or possible problems.

In so doing, curriculum policy makers, managers and implementers can formulate

sound decision for curriculum and instruction enhancement gearing towards relevant and
culturally-responsive basic education curriculum. Eventually, quality learning outcomes as
off-shoots of a successful implementation of the K to 12 Basic Education Curriculum
will
surely be attained.
 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.

V. STANDARDS for the Curriculum and Learning Management System

LEVEL
Regional Level Division Level School Level
Functionally literate  Functionally literate  Functionally literate
Outcome 
learners imbued with learners imbued with learners imbued with
pride and commitment pride and commitment to pride and commitment
to one‘s cultural one‘s cultural heritage to one‘s cultural
heritage heritage

Fully functional and  Effective, efficient and  Improved school

Output 
transformative sustainable performance indicators
management of the implementation of the
articulated localized articulated localized
curriculum and special curriculum by competent
curricular programs EPS, PSDS, SHs and
aligned to the national Teachers
basic education
curriculum

Critical
Processes Regional Level Division Level School Level
A. Program
Regularly  School wide active
Implementation: 
 Regularly
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
Strategic implementation  Effective instructional
 Pilot 
implementation of Implementation Plans leadership and
teaching-learning with physical/ financial supervision of SH and
 Effective instructional
models Plans for Master Teachers
leadership and
 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
Relevant & continuous Curriculum
 Development 
Relevant adaptation/ Localization Matrix
and Advocacy of enrichment of the 
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
School wide active
 Integration of BEC by learning area processes into the RCLM 
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

Effective Supervision  Standards-based


C. LRMD: and approval of development,
development/production evaluation and
Standards-based of localized materials utilization of
 Assessment and 
Evaluation development and before use at the indigenized teaching-
 Development evaluation of samplers division learning resources
Accurate inventory of
and Production of indigenized teaching-
 Storage and learning resources the existing localized
Maintenance materials
Increased development,
 Publication and 
production and
Delivery utilization/access of
evaluated localized
materials in print and
through LR Portal

D. Technical  Systematic provision of  Systematic provision of  NCBTS-based CB for

Assistance: CB activities and technical assistance teachers on conduct of
technical assistance to through CB activities to culturally relevant
• Technical DO personnel on PSDS, SH and Teachers learning processes
Effective instructional 
Collaborative and
Assistance by curriculum localization 
CLM Team  TA practice that adhere leadership and clinical instructional
• TA in to FED and T&D supervision supervision
TA based on identified 
Conduct of Interactive
coordination Standards/systems 
with FED needs for effective learning activities for
• CB implementation, e.g. teachers
Support in needs for capability (Benchmarking,
coordination building sharing of best
with T&D practices)

Active undertaking of  Increased conduct of  Increased conduct of

E. Research and 
M&E: relevant researches relevant action research relevant action and
Focused agenda for classroom-based
Intensified monitoring

 Research on research and evaluation of research and utilization
Systematic monitoring, DCLM of research findings to
curriculum and 
Systematic improve school
instruction evaluation and reporting 
 M&E of of the curriculum and dissemination of performance
Systematic
Implementation, special programs replicable practices 
Timely and relevant documentation of
Curriculum implementation and 
their localization reporting to get support curriculum program

Page 17
 localization , from internal and implementation
LRMD, TA and external stakeholders
Research

Competent CLMD and  Adequate financial  Approved school

Input 
other Divisions‘ resources improvement plan
personnel SIP/AIP with School
Competent Curriculum
 Enabling Policies Localization Core Team Curriculum and
 Adequate financial  Reviewed Validated programs/projects
resources School Learning implementation
Competent school
 Quality Assured Resources 
Learning Resources heads and teachers
 Adequate financial
resources
 Adequate learning
resources

VI. MONITORING AND EVALUATION

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.

Evaluation will be made through systematic and objective assessment of the

management and implementation of the curriculum and support curricular programs. Based
on the information gathered through monitoring, statements and reports will be made about
the program‘s relevance, effectiveness, efficiency, impact and sustainability. Findings and
recommendations will input to policy-making or decisions relevant to the implementation of
the localized curriculum. Issues will be discussed, facilitating and hindering factors as well as
lessons learned will be reported for the purpose of future undertakings related to the program.

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.

Page 18
 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/QuaFor Policy
implementatiimplementation 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
implementatiutilization/implementation/iguide 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
QuestionnaireRFTAT 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

RO & DO Check propriety

of KSA
Utilization of RO: Evaluate the Division DepEd M&E CLMD, EPS, Quarterly Instructiona
the localized Schemes on Checking the Tools PSDS, SH l
curriculum in LC in the schools; Developme
the teaching- Locally nt
learning DO: Check the: Crafted Tools
process  Policy
effectiveness
 propriety Instructional Formulation
 veracity of KSA Supervision
Tool Capability
Classroom Observation Building

C. LRMDS
DevelopAssess/evaluate existing LRMDS A & E LRMDS A & E As the need To align
ment, school developed Tools Team arises LRs with
Assessmelocalized LRs LRMDS D & P During and BEC
nt and Assure quality of and QA Teams after the To assure
Evaluatiodeveloped 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 CLMD Yearly  Teachers
Survey
Coordinators should do questionnaire Developme
the following: nt
 Documentary  Review of
 FGD
 analysis Curriculum
 Monitoring Implement
 Journal
mechanism and tools ation
 assessing action  Decision/
 Bulletin
research Policy
Making

 Improve
teachers
developme
nt

Page 21
VII. ADVOCACY AND LINKAGES

The goal of advocacy is to develop and strengthen the stakeholders‘ shared

responsibility in supporting the effective implementation of the K to 12 curriculum with its

special programs and projects including the localization efforts for the program. Hence,

advocacy efforts will be focused on ensuring that all the region‘s functional divisions, schools

divisions and stakeholders at the school level know the importance and benefits that can be

derived from the operations of the curriculum and management system through proper

implementation of the critical processes and adherence to the national and local curriculum

policies and standards.

The following are some practical strategies that will be done to strengthen advocacy

and linkages with stakeholders.

 Coordination/networking with various education and cultural organizations to gain

support for effective implementation of the K to 12 localized curriculum

 Organization of local groups, opportunities and avenues where the region, division

and school level may express and exchange insights on varied common resources

 Advocacy planning to motivate stakeholders to have the passion of pushing by

supporting a deep-bone commitment in the utilization of varied local resources that

will propel continuous engagement in developing and sustaining cultural heritage of

the people.
 Linkages with academic institutions, e.g. TEIs and other educational institutions,

organizations (NGO‘s, Community Based Org., Foundations, etc.)

 Enhancement of the publicity of the localized curriculum through tri-media (print, TV

and radio) in promoting literacy of community-based resources to support teaching-

learning processes

 Development and production of advocacy flyers, streamers

 Conduct of Caravan, festival of cultural talents and forums/educational summits,

exhibits, gallery/mural, educational tour to historical/scenic places within the
community or locality

 Publication in website

 Barangay Council Sessions/ Assemblies

Page 22
M &E Tools

CLM Form 1: PLANNING AND ADVOCACY MONITORING AND

EVALUATION CHECKLIST
(This checklist can be used to assure that the planning for all or any curriculum program/project
implementation adheres to standards and appropriate use of the template for this specific critical process.
Also see accompanying Templates 1a and 1b.)

NAME OF PROGRAM/PROJECT:

NAME OF EVALUATOR: DESIGNATION:

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

Page 23
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)

INDICATORS (Post-Implementation) YES NO REMARKS

1.7 Was the advocacy widely

disseminated in the:
1.7.1 Regional Level

1.7.2 Division Level

1.7.3 School Level

1.8 Was the conduct of the advocacy
timely?

1.9 Are the advocacy program process

and system operating as planned?
1.10 Did the advocacy strategies entice
more involvement among
stakeholders?
1.11 Is the advocacy program
appropriate to the target
stakeholders?

1.12 Did the advocacy improve the level

of commitment?

1.13 Did it raise the number of pledges

of support?

1.14 Is there a proof of support, e.g.

MOU, MOA?

Page 24
 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:

Page 25
 PROGRAM/PROJECT ACTION PLAN

OBJECTIVE/S ACTIVITIES/STRATEGIES MEANS OF VERIFICATION TIMEFRAME FOCAL BUDGET

PERSON

Page 26
 CLM Form 1b: ADVOCACY TEMPLATE FOR

CURRICULUM PROGRAMS AND PROJECTS

Name Of Program/Project:

Type Of Program/Project:

Project/Program Advocacy Background/Description

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:

Materials And Tools

Needed:

M&E:

Page 27
 PROGRAM/PROJECT ADVOCACY ACTION PLAN

Objective/s Activities/ Means Of Timeframe Focal Target Budget

Strategies Verification Person Audiences
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.

2. Ensures utilization of a range of assessment

processes to diagnose, assess learner
performance, and make assessment a learning
process for students

3. Assesses the effectiveness of curricular/co-

curricular programs and /or instructional
 strategies.

4. Utilizes assessment results to improve learning.

B. Developing Projects or Adopting Existing Never Occasionally Often MOVs

Curricular Programs/Projects

5. Develops/adopts a research based school co-

curricular program and determine its
effectiveness

6. Develops and managesa coherent and

responsive curriculumprogram/project which
supports and enhances the localized curriculum

7. Addresses deficiencies and sustains successes

of current programs in collaboration with
PSDSs, SHs, teachers, and learners

Page 29
 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.

Page 30
B. Localization Yes No Remarks

23. Did the Division program implementers utilize

the Local Learning System matrix or the
RCLM in providing technical assistance on
curriculum and instruction to School heads and
teachers?
If yes, indicate the theme/s utilized:
a.

b.

24. Was the Local Learning System Matrix or

RCLM useful in the teaching – learning
process?
If yes, indicate the benefits derived:
a.

b.

D. TA/CB Yes No Remarks

25. Did the division conduct TA/support to

district/schools?
If yes, specify:

a.

b.

26. Did the division conduct Capability Building to

districts/schools?
If yes, specify:
a.

b.

27. Did the division conduct TA/CB based on

needs?
If yes, indicate the bases:
a.

b. c. d.
28. Were the CB programs focused?
If yes, indicate the bases:
a.

b.

29. Did the TA improve the competencies of

implementers?
If yes, indicate the marked improvement:

a.

b.

30. Did the CB program/s improve the

competencies of the implementers?
If yes, indicate the marked improvement:
a.

b.

31. Are there other division needs not currently

addressed?
If yes, specify:

a.

b.

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

33. Did your classroom observations show that the

teaching –learning process adhere to the BEC
standards and to the program/project‘s goals?

34. Did the division recognize school good

practices for replication?

E. Research Yes No Remark

35. Did the division conduct research related to the

program/project?
If yes, specify:_______________________

36. Did the division report and utilize the research

findings?
If yes, specify:_________________________

F. LR Development and Utilization Yes No Remarks

37. Are there learning resources available?

If yes, specify:
.
.
.
.
.

 38. Are the resources adequate?
If yes, indicate the adequacy by a check mark:

____ very adequate

____ moderately adequate

____ not adequate

39. Were the resources developed by:

_____CO

_____RO

_____DO a. b.

_____School a. b.

Others: Specify_____________________ e. f.

40. Are the resources localized?

41. Do the resources conform to the LR standards?

42. Do your classroom observations show that

Page 32
 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

44. Did the division conduct M & E of the program

implementation at the school level?

45. Did the division report and utilize the M & E

results?

M&E Personnel:

Region: Division:

Accomplished by: First Name MI Last Name

Position: Date Accomplished:

Monitored by:

Printed Name & Signature

Region: Division:

Position: Date Submitted:

Page 33
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

1. Is the curriculum program/project included/integrated in the SIP/AIP?

_____ Yes ______ No
2. Is there a coordinator or core team organized to manage the program?
_____Yes _____No
3. Who are the members of the core team? Please fill in the needed information:

Function Trainings attended

Name Position (related to the relative to the
program) program
B. Advocacy
1. Is the advocacy supported by the following?
a. Program‘s 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

Page 34
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 _______________________________.

4. Which strategies were used in the advocacy of the program/project?

____ F3
____meetings, conferences, fora
____ house to house campaign
____ radio program
____ street campaign
____ locality network mileage
____ others, please specify _________________________________

5. When was the advocacy conducted?

______ before Program Implementation
______ during Program Implementation

6. Which advocacy materials were used and on file?

_____ pictorial
_____ attendance sheet
_____ copies of materials presented
_____ pledge of commitment and support of stakeholders
_____ memoranda/issuances on the conduct of advocacy
_____approved project proposal
_____ accomplishment report
_____ summary of the pre and post evaluation (see attachment B6)
_____list of resources generated

C. Technical Assistance/ Capability Building

1. Does the Division show evidences of enhancing teachers‘ NCBTS competencies in

D3, D4, and D5 through the curriculum program/project implemented by the school?
_____Yes _____No

2. Is there a profile of Division personnel, School Heads and teachers relative to

Capability Building activities required for the Implementation of the program?
_____ Yes ____ No
3. Are copies of JEL contracts and results of JEL advising available as proof of the
continuous application of KSA‘s 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 LR‘s which were
developed and utilized in line with the curriculum program/project and in adherence
to the national standards?
_____Yes ____No

E. Teaching- Learning Process

1. Does the school maintain a monthly Instructional Supervisory (IS)/mentoring plan?

_____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

c. JEL M&E Tools?

____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?

a. Paper and pencil tests

____Yes ____No

b. Process Oriented Performance based Tests

____Yes ____No

c. Product Oriented Performance Based Tests

____Yes ____No
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

b. Process oriented Performance Based Tests

____Yes ____No

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 c. Product Oriented Performance Based Tests
____Yes ____No

6. Are spot tests conducted randomly to evaluate learning outputs?

_____Yes ____No

_____________________________________END _______________________________________

M&E Personnel:

Division: School:

Accomplished by: First Name MI Last Name

Position: Date Accomplished:

Monitored by:

Printed Name & Signature

Division: School:

Position: Date Submitted:

Page 37
 CLM Form 3a: Profile of Personnel Involved in the Implementation of the
Curriculum Program/Project
Division: _________________________________________ School:
_________________________________________________________________

Title of Program/Project Implemented by the School:

__________________________________________________School Year _____________________

Name of Teacher/Personnel Teaching/Work Loads Required KSA’s 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/

Area of Concern Yes No Comments

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)

Project plan: Did you develop Project Plan in the

Localization of the resource? (Check Project Plan)

Design Brief: Did you develop Design Brief in the

Localization of the resource? Design Brief and Storyboard
address and clearly describe the work to be done to the
resources. (Check Design Brief)

Development of the Localized Resources

 Alpha Version: Is the alpha version of LR closely

aligned to the prepared design brief and storyboard?

QA/Conformance Review: Did you apply the LRMDS

specifications & criteria/checklists in the development
and production of resources? (QA Team – Subject
Specialist) (Check QA 1-Ensuring quality in the application of
LRMDS standards, specifications and processes: Convergence and
divergence report)

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 Beta version: Are revisions based on the results of the

QA/Conformance review process?

QA/Conformance Review: Did you apply the LRMDS

specifications & criteria/checklists in the development and
production of resources? (QA Team – Subject Specialist-
Check QA 1)

 Final version: Is the final revision based on the

results of the QA/Conformance review process?

Final QA/Conformance Review: Did you apply the

LRMDS specifications & criteria/checklists in the
development and production of resources? (QA Team –
Subject Specialist -Check QA 1)

 Publication: Are all the complete metadata applied

and reviewed by the QA Team?

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 allow

learners to appreciate their own
culture and take pride in their local
heritage without sacrificing the
national competency standards?

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

rners‘ personal/local knowledge
Soundness lea
 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:

Treat national symbols and
Social Content 
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:

Accomplished by: First Name MI Last Name

Position: Date Accomplished:

Monitored by:

Printed Name & Signature

Region: Division:

Position: Date Submitted:

Reference:
STRIVE Regions VI, VII and VII
Page 43