Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION XI
Davao City

MONITORING AND EVALUATION TOOL IN INDIGENOUS PEOPLES EDUCATION (IPEd)

PUBLIC SCHOOL SERVING IP LEARNERS
S.Y. ________________

Name of School: __________________________ School Head: _______________________ Contact No.______________

Division: __________________________ Complete Address of School__________________________________________
School Year: ________________ School I.D. Number: ______________________________________________________
School IPEd Coordinator: _____________________________________ Contact No._______________________________

Objective: To monitor and evaluate the schools on their program implementation and improve current and future
management of outputs, outcomes and impact of teachers and learners from Kinder to Grade 12 in IPEd.

A. LEARNERS’ PROFILE:
IP Enrolment (Elementary)
Grade Level
Tribe Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total
M F T M F T M F T M F T M F T M F T M F T
Tagakaulo
Manobo
Blaan
Other
Tribes

Grand
Total

Total School Enrollment: ___________ Percentage (Total IP Enrollment/Total School Enrollment) = ____________

IP Enrolment (Secondary)
Grade Level
Tribe Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total
M F T M F T M F T M F T M F T M F T M F T
Tagakaulo
Manobo
Blaan
Other
Tribes
 Grand
Total

Total School Enrollment: ___________ Percentage (Total IP Enrollment/Total School Enrollment) = ____________

B. TEACHERS’ FROFILE: Please fill out the template below from Kinder to Grade 12.
Number of IP Number of IP Teachers Title of Trainings in IPEd
Grade Level Teachers Who are Trained in IPEd Implementation
Implementation (Attach additional sheet if
necessary)
Kinder
1
2
3
4
5
6
7
8
9
10
11
12

Type of School: School Size:

M monograde Small (1-9 Teachers)
Multigrade Medium (10-29 Teachers
Integrated Big (30 and above)
C. SCHOOL TYPOLOGY: Put check mark ( / ) the category of the school next to the items if observed
School outside the AD Learners from migrated settlements
than one

territory Learners’ AD territory within the province

More

School in the territory Rural

(with or without CADT) Built – up
Urban
Urbanizing
School outside the AD Learners from migrated settlements
One ICC

territory Learners’ AD territory within the province

School in the territory Rural
(with or without CADT) Built – up
Urban
Urbanizing

Instruction: Put a check mark ( / ) next to the items if observed using the indicator below.
 A. CURRICULUM IMPLEMENTATION

# Indicators Evident Not Remarks

Evident
A.1 School Head regularly observes classes in IPEd
(Compilation: Filled out observation tools)
A.2 K-12 Aligned Learning Competencies are targeted to be
developed among the IP learners
Compilation: Budgetary competencies per grading period)
A.3 The IP teachers have copies of the Curriculum Guides, Learners’
Modules and Teachers’ Guides
(Compilation: Curriculum and Learning Guides in K-3
A.4 Least learned competencies are identified after quarterly
assessment with the provision of intervention strategies
(Compilation: M&E record)
A.5 The instructional/learning materials (latest version) are localized
and indigenized
(Compilation: Contextualized LRMs)
A.6 Lesson Plans / Daily Lesson Logs are designed for IP teaching
(Compilation: Approved LP and DDL)
A.7 The School Head conducts the SLAC Session that focuses on
IPEd issues and concerns
(Compilation: MOVs of SLAC sessions)
A.8 The IPEd Implementation Program including the IP Day and
Annual Regional Tribal Panaghiusa Festival is integrated in the
SIP/AIP within the School Year
(Compilation: SIP/AIP)
A.9 Research on IPEd related matters is conducted and results or
recommendations are utilized and implemented.
(Compilation: Approved IPEd Action Research)
A.10 The school involves Indigenous Cultural Communities (ICCs)
through IP elders and leaders in the classroom teaching and
learning situations
*LPs
A.11 The school showcases Indigenous Knowledge Systems and
Practices (IKSPs) at least four hours in a week
*Class Program
A.12 The school has the IPEd Reading Corner in the classroom
*Reading Corner (contextualized)
The School IPEd Coordinator has an Annual Action Plan approved
A.13 by the School Head and Division IPEd Focal Person
(Compilation: Approved Annual Action Plan)

B. LEARNING ENVIRONMENT AND RESOURCES

# Indicators Evident Not Remarks
Evident
B.1 The supplementary books/learning materials in IPEd per grade
level are readily available, updated and usable
*Copies of LMs, Display of Alphabets in IP Lanaguage
The teacher-made Learning Resource Materials (LRMs) are
B.2 based on the Primer and Orthography of the community’s IP
languages and subjected to Quality Assurance by the
School/Division Evaluators
*Copies of Ortho & Primer
 Teachers develop or contextualize their own learning resource
materials for instruction
*copies of LMs/compiled COT/ IP Corner Display
B.3 All learning resources support Gender and Development (GAD)
based on the context of the ICC.
*copies of LMs/DLP/IP Corner Display

To
tal

C. DATA MANAGEMENT

# Indicators Evident Not Remarks

Evident
C.1 Basic profiling of data in IPEd is recorded and regularly updated
(School Language Profile, Enrolment data and Academic
Performance Status in IPEd)
*School Forms (School Profile)/SIP
C.2 Updated PDS and other relevant data (certificates of trainings) of IP
teachers are accessible.
*Updated PDS of Teachers
C.3 The school submits the Annual Accomplishment Reports and Best
Practices in IPEd
*Compiled narrative and accomplishment reports

D. HUMAN RESOURCE MANAGEMENT

# Indicators Evident Not Remarks

Evident
D.1 The School IPEd Coordinator and alternate has a designation
memorandum that is issued annualy.
*copy of Designation letter
D.2 School head assures that teachers assigned to teach in IPEd are
trained and knowledgeable both in content and language
* Updated PDS
D.3 School head encourages teachers to seek professional and
personal advancement through advance studies, trainings and
seminars, readings and research in IPEd
*copies of action research or etc./Updated PDS
D.4 Meetings of IPEd teachers are held every month to sustain focus
and achieve results.
*LAC Session/Minutes of Meeting

Note: Items which are not applicable will not be counted.

Total No. of Evident = ______________

Percentage (No. of evident/24) = _____________

Key to Rating Scale:
Range Descriptive Rating Interpretation
0-25% Needs Improvement (NI) IPEd curriculum is not or less likely implemented as expected. The
evident school needs immediate technical assistance and should be dealt with
accordingly.
26 to 50% Satisfactory (S) The school needs constant visits, follow up and guidance in its
evident implementation of IPEd curriculum.
51% to Very Satisfactory (VS) The school needs occasional visits and monitoring as the school head
75% or a number of teachers are responsible enough to assist their
evident colleagues in the implementation of the IPEd curriculum.
76% to Outstanding (O) The school implements IPEd curriculum as expected and needs no or
100% less assistance from the Division and Regional Offices.

evident

OTHER CONCERNS:
Individual IPEd Teacher’s Teaching Load
List of Awards/ Recognitions Received by IPEd Teachers and Learners
(Panaghiusa Festival, AGILA Awards, etc.)

Conformed: __________________________________ Date: ___________________________

Signature Over Printed Name
School Head

Monitor: __________________________________
Signature Over Printed Name