This document provides guidance on a session to train participants on the administration of the Multi-Factored Assessment Tool (MFAT). The 4-hour session will discuss the basic information, use, implementation, and appreciation of the MFAT. The MFAT is a screening tool used to identify strengths, needs, learning styles, and other educational concerns of Grade 1 learners. It assesses 5 domains of learning through classroom activities. The tool aims to identify learner needs to provide appropriate interventions and proper educational placement.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
The document discusses monitoring and evaluating learner progress and achievement using learner attainment data. It defines monitoring as the continuous use of data to track learner progress through various forms, while evaluation refers to the periodic use of assessments to judge learner achievement. Learner attainment data comprises the evidence and results from various assessments used to monitor and evaluate progress. The document provides examples of tools that can be used like progress charts, portfolios, checklists and rubrics to more effectively track learner performance. It describes how portfolios in particular can provide holistic evaluations of learners' work and be used for self-reflection.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document contains a daily lesson log for a kindergarten class. It outlines the weekly schedule and lessons for the week of February 13-17, 2023. The lessons focus on days of the week, months of the year, and community helpers. Activities include identifying letters, sequencing events, classifying pictures, and making puppets. The schedule includes arrival time, meeting times, work periods, story time, and a health break. The teacher aims to teach students the names of days and months, as well as people who help the community.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
tips on how to enhance the impact of post observation feedback conferences to teachers anchored on the Biophysical model of responses to threat from a paper presented by Jeannie Young and Krissia Martinez (July 2013)
This document provides enrollment data and academic performance summaries for an elementary school across three quarters. It shows that enrollment has remained steady between 633-634 students across two key stages from quarter to quarter. Most learning areas have seen average scores increase from the 1st to 3rd quarter. Several projects aimed at improving reading, mathematics, and teacher development met or exceeded their targets. In summary, the school has maintained consistent enrollment and seen rising academic performance across multiple subjects over three quarters.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
The document discusses monitoring and evaluating learner progress and achievement using learner attainment data. It defines monitoring as the continuous use of data to track learner progress through various forms, while evaluation refers to the periodic use of assessments to judge learner achievement. Learner attainment data comprises the evidence and results from various assessments used to monitor and evaluate progress. The document provides examples of tools that can be used like progress charts, portfolios, checklists and rubrics to more effectively track learner performance. It describes how portfolios in particular can provide holistic evaluations of learners' work and be used for self-reflection.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document contains a daily lesson log for a kindergarten class. It outlines the weekly schedule and lessons for the week of February 13-17, 2023. The lessons focus on days of the week, months of the year, and community helpers. Activities include identifying letters, sequencing events, classifying pictures, and making puppets. The schedule includes arrival time, meeting times, work periods, story time, and a health break. The teacher aims to teach students the names of days and months, as well as people who help the community.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
tips on how to enhance the impact of post observation feedback conferences to teachers anchored on the Biophysical model of responses to threat from a paper presented by Jeannie Young and Krissia Martinez (July 2013)
This document provides enrollment data and academic performance summaries for an elementary school across three quarters. It shows that enrollment has remained steady between 633-634 students across two key stages from quarter to quarter. Most learning areas have seen average scores increase from the 1st to 3rd quarter. Several projects aimed at improving reading, mathematics, and teacher development met or exceeded their targets. In summary, the school has maintained consistent enrollment and seen rising academic performance across multiple subjects over three quarters.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
The Mangga Elementary School is requesting participation from the Commander of the Naval Forces Western Mindanao in their upcoming Brigada Eskwela Program from May 20-25, 2019. The school is asking for volunteers to help with minor and major repairs, cleaning, beautifying, and making the school ready for the new school year. Specifically, they are requesting cleaning materials, paints, cement, hollow blocks, plants, gardening tools, and trash cans to use during the program. The school coordinator, Lalane Canaveral, can be contacted at 0905-727-8565 for any inquiries about participating on May 22, 2019.
[Appendix C-02] Proficient COT-RPMS SY 2023-2024.pdfMarife Plares
This document provides indicators and descriptors for evaluating a teacher's proficiency and application of content knowledge. It includes 4 indicators rated on a scale from 1 to 7.
Indicator 1 addresses a teacher's knowledge of content within and across curriculum areas. Higher ratings require more accurate, in-depth and broad content knowledge as well as making connections between areas.
Indicator 2 focuses on using a range of teaching strategies to enhance literacy and numeracy skills. More effective strategies are consistently used to meet individual learner needs.
Indicator 3 examines applying strategies to develop critical thinking and higher-order skills. Higher ratings involve more complex, analytical questions and activities.
Indicator 4 evaluates proficiency in the languages of instruction. Advancing levels
This document contains the class schedules, teacher schedules, and teaching loads for the sixth grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes schedules for the Diamond, Gold, Ruby, Jade, Emerald, and Pearl sections that divide the day into time blocks for subjects like Filipino, English, Math, Science, and other learning areas. The schedules also show each teacher's teaching load, ancillary service duties, and total minutes worked.
The document provides information and guidelines for the administration of the Early Language Literacy and Numeracy Assessment (ELLNA) for Grade 3 students in Negros Occidental, Philippines. It details the testing personnel roles at the division, school, and room levels. It outlines the test design, materials, and procedures for administering the English, Filipino, mother tongue, and numeracy portions. It also discusses monitoring of the test administration, security and confidentiality measures, and packaging of materials for submission.
This document summarizes the accomplishments of Union Elementary School in Tagum City for the month of June in several key result areas including teaching and learning, pupil outcomes, community involvement, and professional growth and development. Most targets were achieved or exceeded including preparing daily lesson logs with appropriate interactive teaching materials, facilitating learning through functional lessons and innovative strategies, monitoring pupil attendance and progress, conducting parental meetings, and initiating teacher trainings and action research. The principal approved the report, noting that most indicators for the month were successfully achieved.
The document describes a Teacher Induction Program implemented in Tagbina District II, Surigao del Sur, Philippines in 2012. The program was designed to enhance the competence of new teachers through lectures, self-assessments, reflections and evaluations. It strengthened their values, commitment and dedication according to national teaching standards. The program was led by District In-Charge Wilma Premarion and involved district administrators, master teachers and other teachers as facilitators. Thirty-seven new teachers completed the program and received certificates of completion. The program was one of only two districts in Surigao del Sur to hold a completion ceremony for their induction program that year.
The document provides an overview of the Comprehensive Rapid Literacy Assessment (CRLA) administered by the ABC+ project in the Philippines. The CRLA is used to classify learners' reading levels and identify those needing additional support. It involves rapid, standardized assessments of learners in grades 1-3 to evaluate their skills in their mother tongue, Filipino, and English. The CRLA was developed through a rigorous process with DepEd and provides tools for administration, scoring, profiling learners, and using the data to support literacy development.
The document discusses self-assessment tools in the RPMS (Results-based Performance Management System) cycle for teachers. It explains that the Self-Assessment Tool (SAT-RPMS) is used by teachers to reflect on their performance based on indicators and guide discussions on goal-setting and professional development. There are different SAT-RPMS forms for teachers at various experience levels. The process involves teachers rating their capabilities and priorities for development, then discussing results with principals to identify strengths, needs, and plan interventions. The output is an Individual Development Plan to address needs through activities, timeline, and resources.
The document summarizes activities conducted by Carangian Elementary School as part of their values education program and July career month celebration. The school held a career fair to expose students to different professions and help them consider potential career paths. Activities included a student parade wearing costumes of desired future careers, a lecture from TESDA on technical and vocational programs, and a nutrition month cooking competition where students prepared nutritious foods that could also be part of a business. The career fair was intended to encourage students to start planning early for their future careers.
This document outlines the Catch-Up Fridays Monitoring Plan for Bagutari Elementary School for the 2023-2024 school year. It details the objectives, focus, grade levels, and supervisory tools for monitoring sessions scheduled on various Fridays in January 2024. The sessions will monitor the preparation of classrooms to support reading activities, availability of reading materials, and implementation of the Catch-Up Fridays program which aims to improve reading through Project DEAR. Monitoring will include orientation, classroom observations, and feedback discussions with teachers.
#3 DESIGN MTI-IV RPMS 2023-2024-A4 for highly proficient.pptxJenniferSayong1
This document outlines the performance standards and requirements for Juana Dela Cruz, a Master Teacher I, to meet for her performance review. It lists 8 key performance standards she will be evaluated on relating to areas like modeling effective teaching strategies, evaluating teaching strategies with colleagues, and developing lesson plans aligned with learning outcomes. For each standard, it provides examples of evidence she can present, such as classroom observation forms, coaching records, and lesson plans demonstrated in training sessions. She is expected to gather evidence like these from across the school year to demonstrate she has met the high standards required for her role as a Master Teacher.
This document contains the class programs for grades 1 through 6 of Layac Integrated School for the 2023-2024 school year. It includes the name and position of each teacher, their subjects taught, time allotments for each subject, and signatures of approval. The time allotments show that classes will be held Monday to Thursday following the original schedule and catching up on Fridays. Each grade level has between 360 to 280 minutes (6 to 4 hours and 40 minutes) of classes per week divided among various subjects like MTB-MLE, Filipino, English, Math, ESP, APAN, MAPEH, Science and EPP.
The DepEd Order provides guidelines for daily lesson preparation through the use of a Daily Lesson Log or Detailed Lesson Plan for teachers in K to 12. The guidelines aim to support teachers in effectively organizing instruction and ensuring learning outcomes are achieved. Daily lesson preparation is important as it helps teachers reflect on their instructional practices and student needs. The guidelines define key terms and outline the elements that should be included in a high-quality lesson plan such as objectives, content, learning activities, and assessment strategies. Adherence to the guidelines will help teachers uphold standards of quality education and facilitate successful teaching and learning.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
This document contains 6 performance monitoring forms evaluating Mrs. Dela Cruz's work as a teacher. The forms describe how she actively collaborated with colleagues to evaluate teaching strategies, reviewed feedback to improve her teaching, advised colleagues on educational resources and assessments, analyzed student evaluation data, and demonstrated a learner-centered teaching philosophy. For each activity, positive impacts are noted such as improved instructional practices, enhanced teaching skills, and increased student achievement, engagement, and motivation. [/SUMMARY]
This document contains intervention/remediation plans for various subjects (Mathematics, English, Science, etc.) for students at Kataasan Elementary School who were identified as having learning gaps. The plans describe learning targets/objectives, interventions/activities to address the gaps, timeframe of October 2022 to June 2023, needed materials/resources, personnel involved, and success indicators of achieving at least 75% competency in identified areas. Activities include providing printed materials, worksheets, videos and additional home-based activities to support learning, with the goal of remediating very low mastered competencies.
This document outlines a development plan for a teacher at San Pablo Bata Elementary School. The plan identifies strengths and areas for development based on the Results-Based Performance Management System for Public School Teachers. It establishes objectives, interventions, timelines, and resources needed to strengthen the teacher's functional competencies including use of information and communication technology in teaching, providing feedback to students, advising colleagues on teaching resources, and strengthening community involvement. The plan also aims to develop the teacher's core behavioral competencies such as self-management, professionalism, teamwork, and innovation through activities like attending webinars and facilitating collaborative sessions with colleagues. The overall goal is for the teacher to continuously improve their practice and support student learning.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
The Mangga Elementary School is requesting participation from the Commander of the Naval Forces Western Mindanao in their upcoming Brigada Eskwela Program from May 20-25, 2019. The school is asking for volunteers to help with minor and major repairs, cleaning, beautifying, and making the school ready for the new school year. Specifically, they are requesting cleaning materials, paints, cement, hollow blocks, plants, gardening tools, and trash cans to use during the program. The school coordinator, Lalane Canaveral, can be contacted at 0905-727-8565 for any inquiries about participating on May 22, 2019.
[Appendix C-02] Proficient COT-RPMS SY 2023-2024.pdfMarife Plares
This document provides indicators and descriptors for evaluating a teacher's proficiency and application of content knowledge. It includes 4 indicators rated on a scale from 1 to 7.
Indicator 1 addresses a teacher's knowledge of content within and across curriculum areas. Higher ratings require more accurate, in-depth and broad content knowledge as well as making connections between areas.
Indicator 2 focuses on using a range of teaching strategies to enhance literacy and numeracy skills. More effective strategies are consistently used to meet individual learner needs.
Indicator 3 examines applying strategies to develop critical thinking and higher-order skills. Higher ratings involve more complex, analytical questions and activities.
Indicator 4 evaluates proficiency in the languages of instruction. Advancing levels
This document contains the class schedules, teacher schedules, and teaching loads for the sixth grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes schedules for the Diamond, Gold, Ruby, Jade, Emerald, and Pearl sections that divide the day into time blocks for subjects like Filipino, English, Math, Science, and other learning areas. The schedules also show each teacher's teaching load, ancillary service duties, and total minutes worked.
The document provides information and guidelines for the administration of the Early Language Literacy and Numeracy Assessment (ELLNA) for Grade 3 students in Negros Occidental, Philippines. It details the testing personnel roles at the division, school, and room levels. It outlines the test design, materials, and procedures for administering the English, Filipino, mother tongue, and numeracy portions. It also discusses monitoring of the test administration, security and confidentiality measures, and packaging of materials for submission.
This document summarizes the accomplishments of Union Elementary School in Tagum City for the month of June in several key result areas including teaching and learning, pupil outcomes, community involvement, and professional growth and development. Most targets were achieved or exceeded including preparing daily lesson logs with appropriate interactive teaching materials, facilitating learning through functional lessons and innovative strategies, monitoring pupil attendance and progress, conducting parental meetings, and initiating teacher trainings and action research. The principal approved the report, noting that most indicators for the month were successfully achieved.
The document describes a Teacher Induction Program implemented in Tagbina District II, Surigao del Sur, Philippines in 2012. The program was designed to enhance the competence of new teachers through lectures, self-assessments, reflections and evaluations. It strengthened their values, commitment and dedication according to national teaching standards. The program was led by District In-Charge Wilma Premarion and involved district administrators, master teachers and other teachers as facilitators. Thirty-seven new teachers completed the program and received certificates of completion. The program was one of only two districts in Surigao del Sur to hold a completion ceremony for their induction program that year.
The document provides an overview of the Comprehensive Rapid Literacy Assessment (CRLA) administered by the ABC+ project in the Philippines. The CRLA is used to classify learners' reading levels and identify those needing additional support. It involves rapid, standardized assessments of learners in grades 1-3 to evaluate their skills in their mother tongue, Filipino, and English. The CRLA was developed through a rigorous process with DepEd and provides tools for administration, scoring, profiling learners, and using the data to support literacy development.
The document discusses self-assessment tools in the RPMS (Results-based Performance Management System) cycle for teachers. It explains that the Self-Assessment Tool (SAT-RPMS) is used by teachers to reflect on their performance based on indicators and guide discussions on goal-setting and professional development. There are different SAT-RPMS forms for teachers at various experience levels. The process involves teachers rating their capabilities and priorities for development, then discussing results with principals to identify strengths, needs, and plan interventions. The output is an Individual Development Plan to address needs through activities, timeline, and resources.
The document summarizes activities conducted by Carangian Elementary School as part of their values education program and July career month celebration. The school held a career fair to expose students to different professions and help them consider potential career paths. Activities included a student parade wearing costumes of desired future careers, a lecture from TESDA on technical and vocational programs, and a nutrition month cooking competition where students prepared nutritious foods that could also be part of a business. The career fair was intended to encourage students to start planning early for their future careers.
This document outlines the Catch-Up Fridays Monitoring Plan for Bagutari Elementary School for the 2023-2024 school year. It details the objectives, focus, grade levels, and supervisory tools for monitoring sessions scheduled on various Fridays in January 2024. The sessions will monitor the preparation of classrooms to support reading activities, availability of reading materials, and implementation of the Catch-Up Fridays program which aims to improve reading through Project DEAR. Monitoring will include orientation, classroom observations, and feedback discussions with teachers.
#3 DESIGN MTI-IV RPMS 2023-2024-A4 for highly proficient.pptxJenniferSayong1
This document outlines the performance standards and requirements for Juana Dela Cruz, a Master Teacher I, to meet for her performance review. It lists 8 key performance standards she will be evaluated on relating to areas like modeling effective teaching strategies, evaluating teaching strategies with colleagues, and developing lesson plans aligned with learning outcomes. For each standard, it provides examples of evidence she can present, such as classroom observation forms, coaching records, and lesson plans demonstrated in training sessions. She is expected to gather evidence like these from across the school year to demonstrate she has met the high standards required for her role as a Master Teacher.
This document contains the class programs for grades 1 through 6 of Layac Integrated School for the 2023-2024 school year. It includes the name and position of each teacher, their subjects taught, time allotments for each subject, and signatures of approval. The time allotments show that classes will be held Monday to Thursday following the original schedule and catching up on Fridays. Each grade level has between 360 to 280 minutes (6 to 4 hours and 40 minutes) of classes per week divided among various subjects like MTB-MLE, Filipino, English, Math, ESP, APAN, MAPEH, Science and EPP.
The DepEd Order provides guidelines for daily lesson preparation through the use of a Daily Lesson Log or Detailed Lesson Plan for teachers in K to 12. The guidelines aim to support teachers in effectively organizing instruction and ensuring learning outcomes are achieved. Daily lesson preparation is important as it helps teachers reflect on their instructional practices and student needs. The guidelines define key terms and outline the elements that should be included in a high-quality lesson plan such as objectives, content, learning activities, and assessment strategies. Adherence to the guidelines will help teachers uphold standards of quality education and facilitate successful teaching and learning.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
This document contains 6 performance monitoring forms evaluating Mrs. Dela Cruz's work as a teacher. The forms describe how she actively collaborated with colleagues to evaluate teaching strategies, reviewed feedback to improve her teaching, advised colleagues on educational resources and assessments, analyzed student evaluation data, and demonstrated a learner-centered teaching philosophy. For each activity, positive impacts are noted such as improved instructional practices, enhanced teaching skills, and increased student achievement, engagement, and motivation. [/SUMMARY]
This document contains intervention/remediation plans for various subjects (Mathematics, English, Science, etc.) for students at Kataasan Elementary School who were identified as having learning gaps. The plans describe learning targets/objectives, interventions/activities to address the gaps, timeframe of October 2022 to June 2023, needed materials/resources, personnel involved, and success indicators of achieving at least 75% competency in identified areas. Activities include providing printed materials, worksheets, videos and additional home-based activities to support learning, with the goal of remediating very low mastered competencies.
This document outlines a development plan for a teacher at San Pablo Bata Elementary School. The plan identifies strengths and areas for development based on the Results-Based Performance Management System for Public School Teachers. It establishes objectives, interventions, timelines, and resources needed to strengthen the teacher's functional competencies including use of information and communication technology in teaching, providing feedback to students, advising colleagues on teaching resources, and strengthening community involvement. The plan also aims to develop the teacher's core behavioral competencies such as self-management, professionalism, teamwork, and innovation through activities like attending webinars and facilitating collaborative sessions with colleagues. The overall goal is for the teacher to continuously improve their practice and support student learning.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
A Student Success Team (SST) is a group that develops plans to help students who are struggling academically but may not qualify for special education. The SST includes the parent and develops classroom interventions over 4-8 weeks. If interventions are unsuccessful, the SST may refer the student for special education evaluation. The SST process aims to identify student needs and improve progress through general education supports before considering special education.
The document discusses measuring the effectiveness of blended learning programs through various assessment methods. It describes four levels of evaluation for measuring a blended learning program's effectiveness: reaction, learning, behavior, and results. It also provides examples of formative and summative assessments that can be used in blended learning environments, such as check-ins, exit tickets, online quizzes and tests, projects, presentations, and student-created media. The key is using assessments that allow students flexibility and choice to demonstrate their understanding in multiple ways.
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
Cognitivism as a means to teach it in a healthcare environment, are there alt...Jon Synnott
This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
This document contains summaries of two passages about assessment and feedback in education.
The first passage discusses assessment for learning, which helps teachers understand what students know and still need to learn. It notes benefits like motivating students and engaging them actively. The second passage distinguishes between formative and summative evaluation, and emphasizes the importance of feedback in helping students improve. It provides guidelines for giving feedback that encourages learners without making them feel discouraged or embarrassed.
fs-1-report-chapter-5 Assessment and reporting.pptxAPALESJUNNAROSES
This document provides an overview of 5 lessons on assessment and reporting:
1. It defines assessment and different assessment strategies like diagnostic, formative, and summative.
2. It discusses monitoring student progress through questioning, homework, tests, and using data to improve instruction.
3. It explains the importance of providing constructive feedback to improve student learning.
4. It covers communicating student needs, progress, and achievement to parents through conferences and recognition programs.
5. It emphasizes using assessment data to enhance teaching practices and determine areas for improvement.
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
This professional development module focused on 5 principles for online teaching: 1) using student data to plan instruction, 2) incorporating self-reflection, 3) assessment strategies, 4) effective learning strategies, and 5) communication tools. Participants learned how to interpret student data to individualize instruction, researched different assessment models, and discovered new communication tools to engage virtual learners. Participants were provided a binder to organize research into data analysis, assessments, self-reflection tools, and communication portfolios to build upon for ongoing professional growth.
The document compares several models for assessing assistive technology (AT) needs: Chambers' model, the Lifespace Access Profile for Individuals with Severe or Multiple Disabilities (LAP), the Matching Person and Technology (MPT) model, the Wisconsin Assistive Technology Initiative (WATI), the Education Tech Points (ETP) model, and the SETT framework. All models emphasize a collaborative team approach and assessing the person, environments, and tasks to identify the most effective AT. They differ in their target audiences and settings. A comparative analysis found both similarities in goals and differences in emphases and applicability to settings.
Designing and conducting formative evaluationsRaheen26
This document discusses formative evaluation, which involves collecting data during instructional design to improve effectiveness. It covers:
- Formative evaluation designs, and the role of subject matter experts, learning specialists, and learners.
- One-on-one, small group, and field evaluations to identify problems and ensure instructions can be used as intended.
- Evaluating instructional strategies, materials, instructor-led instruction, and the performance context.
- Important concerns like the evaluation context, learners, outcomes, and implementation.
- Using evaluations to solve problems and make decisions about instructional components.
Designing and Conducting Formative EvaluationLaSheena Nation
This document outlines the process and purposes of formative evaluation for instructional materials and instructor-led instruction. Formative evaluation involves collecting feedback from target learners at various stages - including one-on-one evaluations, small group evaluations, field trials, and evaluations of selected or adapted materials - to identify problems and improve the effectiveness and efficiency of instruction before full implementation. The goals are to ensure materials are appropriate, clear, motivate learners, and can be implemented as intended. Feedback is gathered on content accuracy, type of learning, and relevance from subject matter experts, learning specialists, and those familiar with the target audience.
The document outlines the Department of Education's policy guidelines on classroom assessment for the K to 12 Basic Education Program in the Philippines. It defines classroom assessment as a process used to track learner progress, inform students and parents of performance, and adjust instruction. The guidelines describe two types of assessment: formative assessment, which provides informal feedback during lessons; and summative assessment, which evaluates learning at the end of a period through measures like written work and performance tasks. Classroom assessment should align with curriculum standards and competencies to holistically measure student achievement.
Designing and conducting formative evaluationsKobieJones1
This document discusses formative evaluation, which is used to test instructional materials during the design process. It describes conducting one-on-one evaluations with learners to identify errors and get feedback. Next, small group evaluations are used to test revisions and see if learners can use the materials independently. Field trials then test the materials in the intended environment. Specialists in content, learning, and the target population provide reviews. Data is collected during field trials to evaluate clarity, impact, and feasibility. Formative evaluation helps ensure instructional materials meet their objectives before finalization.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
The document outlines steps for analyzing the instructional context as part of the analysis phase of instructional design. It involves determining:
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This document outlines an induction training for new teachers. It includes an agenda for professional development sessions focused on establishing positive parent relations, analyzing student assessment data, and teaching organizational skills. The training will use activities like roleplaying parent communication, analyzing sample student test data, and creating lesson plans for teaching organizational skills. Formative feedback will be collected through parking lot notes, surveys, and exit slips to inform future professional development.
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1. SESSION GUIDE: POLICY ON THE IMPLEMENTATION OF MULTI-FACTORED ASSESSMENT TOOL (MFAT)
Session Title
Multi - Factored Assessment Tool (MFAT) Administration Handbook
Duration of the Session 4 hours
Introductory Statement Good day everyone, I am _____________________________. I will be facilitating the session on
Multi - Factored Assessment Tool (MFAT) Administration Handbook.
Learning Objectives At end of the session, the participants should be able to:
1. Discuss basic information on Multi-Factored Assessment Tool:
2. Explain how to use the Multi-Factored Assessment Tool;
3. Demonstrate how to implement the different activities of the tool;
4. simulate the conduct of the MFAT-Activities; and
5. appreciate the use of MFAT.
Key Understanding/s The Multi-factored Assessment Tool (MFAT) is a screening tool intended to gather information on
learner’s strengths, needs, learning styles, and other educational. concerns.
This is a classroom activity-based assessment covering the five domains of learning: (a) Cognitive,
(Communication), (c) Socio- Emotional, (d) Psycho-Motor, and (e) Daily Living Skills.
The (MFAT) aims to identify the strengths and weaknesses of learners in Grade 1 which would
require appropriate intervention/s and proper placement.
The main goal of (MFAT) is to identify Learners with Special Educational Needs (LSENs) who would
need education services and/or educational/medical/allied services.
References DO 25, s. 2007 - School Readiness Assessment for All Grade One Entrants School Year 2007-2008
DO 57, s. 2015 - Utilization of the Early Grade Reading Assessment (EGRA) and Early Grade Math
Assessment (EGMA) Tools for System Assessment
Kindergarten and Grade I Curriculum
ECD Checklist
STAGE/METHODOLOGY KEY POINTS Training Slide Time Allotment
Aids/Tools Number
Introduction: Rationale:
Opening Statement The Department of Education (DepEd) through the Bureau of 5 mins
Learning Delivery - Student Inclusion Division ((BLD-SID)
envisions an inclusive school where everyone in the classroom
is valued, respected and cared for and actively engages in the
teaching-learning process. Learners with special educational
needs (LSENs) are safe and healthy, have a sense of belonging,
and a full range of opportunities to participate meaningfully in
the community and reach their full potential.
2. The assessment tool is intended for use of trained Grade 1
teacher in identifying learners with special educational needs.
The multi-factored assessment Tool (MFAT) was developed to
assist teachers for instructional planning and educational
placement of learners. Ppt 2 5 mins
Goals and Objectives
• The MFAT aims to identify the strengths and weaknesses
Show the topic title, objectives
of learners in Grade 1 which would require appropriate
intervention/s and proper placement.
and the outline of the • The main goal of MFAT is to identify Learners with Special
presentation Educational Needs (LSENs) who would need education services
and/or educational/medical/allied services.
Outline of the Presentation
Ppt 3 5 mins
Rationale
Definition of Terms
Policy Statement
Policy Development Procedures
Role and Responsibilities of the people involved
Table of Specification
MFAT Materials
Assessment Procedure
Activity For our first activity, may I invite you to group you according Ppt 4 15 mins
Give the participants time to to your region. In one phrase with emoticon show your
brainstorm presented and emotion/reaction about the MFAT.
share their thoughts/feelings.
Analysis Let’s answer the following questions.
Let the group leader explain 1. What do you know about the MFAT? What are your Ppt 15 mins
their answer on the questions thoughts about this?
posted/flashed on the screen. 2. Do you think if you use this tool this will help the learner
Publish their answers on the as well as the teachers?
board. 3. What do you think are the problem that may occur during
the implementation?
4. What will be the implications of MFAT in the learner?
3. Abstraction 1
Discussion
Say: The problem has spawned-over the years brought by the
non-existence of standard tool for determining the difficulties of
learners in coping with lessons or engagement with activities.
Some teachers are used in exercising referral approach, which
entails referral of learners to professionals in the medical or
allied discipline when these teachers themselves can be
capable of determining the difficulty of learners and in
providing educational intervention, provided that they are
trained on how to administer classroom-based assessment tool
that is expected to yield favorable results.
Ask:
What is MFAT?
Say: The Multi-Factored Assessment Tool (MFAT) is a screening
tool intended to gather information on learner’s strengths, needs,
learning styles, and other educational concerns.
Ask:
What are the Goals and Objectives MFAT?
Say: The MFAT aims to identify the strengths and weaknesses
of learners in Grade 1 which would require appropriate
intervention/s and proper placement.
The main goal of MFAT is to identify Learners with Special
Educational Needs (LSENs) who would need education services
and/or educational/medical/allied services.
Ask: How it will address the identified problem?
Say: The Multi-Factored Assessment Tool (MFAT) will assist
teachers for instructional planning and educational placement of
learners. This is a one-time assessment administered to Grade I
learners enrolled in the regular schools who may exhibit
developmental advancement or delays or with manifestations of
learning disability. The data gathered from the result of MFAT
provides immediate and appropriate intervention program.
Ask: How to use the tool?
Say: The MFAT is an activity-based assessment tool covering the
five domains (cognitive, communication, socio-emotional, motor
Ppt 5
6
7
8
30mins
4. and daily living skills) of learning will be given at the start of
the school year. Upon recognizing the difficulties of the
learners, the teachers are expected to provide interventions. If
the learners did not progress on the kind of interventions given,
referral to allied medical/education specialist for further
assessment shall be done. It’s important that we have to follow
the specifications of the materials to be used.
Ask: Who are involved and their responsibilities in the
implementation?
Say:
Regional Focal Supervisor
1. Provide technical assistance to the divisions to
ensure full implementation of MFAT.
2. Makes sure that all divisions have the complete set
of materials.
3. Monitors the implementation to gather information and
support the divisions’ need in the conduct of MFAT.
Schools Division Supervisor and Public Schools District
Supervisor:
1. Assist the School Heads in orienting teachers on the
administration of the screening tool.
2. Provide technical assistance to school heads and
teachers during the enhancement and intervention
process.
3. Monitor the implementation of MFAT to ensure the
smooth delivery of enhancement and intervention
programs.
Principal:
1. Provides area/room for the conduct of the MFAT
assessment.
2. Provides budget allocation for MFAT administration and
other intervention, enhancement activities needed.
3. Monitors the smooth delivery of enhancement and
intervention programs.
Teacher-Adviser:
1. Identifies the learners enrolled in his/her class who may
exhibit developmental advancement or delays or with
9-10
5. manifestations of learning disability a month after the
beginning of each school year;
2. Administers MFAT to identified learner and provide the
immediate and appropriate intervention program;
3. Validates the responses of the learner through the
observation checklist, interview with the parents,
classmates, and caregivers;
4. Ensures that materials per activity are complete,
properly labelled and arranged; and
5. Organizes the room or space where the assessment
activity will take place.
6. Summarizes the result for intervention or
recommendation.
7. Packs properly the materials used and keep in the
designated place.
Ask: How many items and what are the areas to be assessed
of this MFAT?
Say: There are five (5) areas of development such as Cognitive,
Communication, Daily Living, Skills Motor Skill (Fine/Gross),
and Socio-Emotional Behavior. Each domain has twenty-five
items in the different indicators with a total of one hundred
twenty-five items (125).
Ask: How about the MFAT Materials? Who will provide?
Where can we get the funds for the preparation of materials:
Say:
To ensure that the teachers have the complete set of materials
at the school level during the implementation, the schools are
advised to use the MOOE funds for the reproduction of
materials. List of materials are found in the D.O. 29, s.2018.
11-13
14-36
6. Abstraction 2 Say: After knowing the basic information about the MFAT, let’s Video Segment
Before Viewing: proceed to the Demonstration of the MFAT Assessment. As you
Present the guide question as watch the video, please be guided with the questions.
they watch the video. Ask: Ppt 37-38 15 mins
Further discussion will be What will you do if the child is no longer attentive or had
done in case there are still tantrums?
questions after viewing. What are the best practices that the assessor should
possess?
Say: In the event that the learner is no longer attentive, you
should stop the assessment and continue when the learner is
ready in the same manner if the learner had a tantrum.
Assessor should be child-friendly, sensitive to the needs of the
learner and familiar with the tool.
Viewing Say: In order the understand the MFAT administration Please
Viewing of MFAT observe carefully, use the tool to mark/check the responses of
administration the learner. Then take note of the area/s which is/are not clear 39 60 mims
to you.
Abstraction 3 Ask: How are you going to identify the learners to be assess? Video
Demonstration of the MFAT What should be done prior to the conduct of the assessment?
Before the Demo:
Present the guide question as Say: To identify learners with difficulty observed your class a Ppt 40-174 60 mins
they watch the demo. month after the beginning of each school year (June). If you
Discussion will be done in noticed of the learner with red flag. Administer the MFAT. If
case there are still questions necessary, notify the parent/s.
after viewing.
Application Say: After discussing all about MFAT Handbook of Ppt 25 mins
The same regional groupings Administration, let us see your level of appreciation through Group
write your reflection within 2 this last activity. activity
minutes, then assign
representative to report the 175
summarized the reflections.
Post output (reflection)Beside
the emoticon in the Activity 1. Ppt
7. Closure Say: Knowing all about multi-factored assessment tool with all Video Segment 8 mins
the basic information's, we should always keep in mind the
important things to do, is to use and implement this tool. The Ppt 68-69
requirements are: the heart & time, familiarize the tool, have the
complete the materials, and provide the appropriate intervention
and refer to the allied medical services if needed.
Finally, Our ultimate goal is to identify them early and provide
intervention to prevent further disability.
“If learning is a treasure, patience is the key”
Prepared by:
SALVACION C. OLINARES
Supervising Education Program Specialist
SID-BLD, DepEd Central Office