This document outlines levels of practice for curriculum and instruction. It discusses three key areas: 1) Providing for the development needs of all learners, 2) Localizing the curriculum to make it more meaningful, and 3) Developing methods and materials for creative thinking and problem solving. For each area, it describes the actions, documents, and materials needed to achieve higher levels of practice from 0 to 3. It provides a comprehensive set of metrics and requirements for curriculum development, implementation, and evaluation.

1. B. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learner’s contexts and
aspirations are collaboratively developed and continuously improved (30%)
Level of Practice Level 0 Level 1 Level 2 Level 3
1. The curriculum
provides for the
development needs
of all types of
learners in the
school community
All types of learners of the school
community are identified, their
learning curves assessed;
appropriate programs with its
support materials for each type of
learner is developed with 26-50
percent decrease of the non-
numerates and non-literates.
Programs are 100% implemented and closely
monitored to address performance discrepancies,
benchmark best practices, coach low performers,
mentor potential leaders, reward high
achievement, and maintain environment that
makes learning meaningful and enjoyable with
51- 75 percent decrease of the non-numerates
and non-literates.
The educational needs of all types of
learners are being met as shown by
continuous improvement on learning
outcomes (see the table under the MOVs)
and products of learning. Teachers’ as well
as students’ performance is motivated by
intrinsic rather than extrinsic rewards. The
schools’ differentiated programs are
frequently benchmarked by other schools.
MOVs
No Evidence  Established Assessment
System with results and
analysis
 Literacy
-Phil-IRI
-EGRA
 Numeracy
-Project AN
 Academic Performance
-Project IDEALS
-ALOG
-MFAT
 Learner’s Outcome:
 Learner’s Tracking
System with results and
analysis
-Learner’s Profile with
Learning Needs
(e.g. Non-Readers, Non-
numerates, Not
Meeting grade level
expectations)
-Sample Portfolio of
Learner’s with
learning need/s
 Monthly Supervisory/Technical
Assistance/Monthly Operational/Work
Week Plan
 Monthly Supervisory/Technical
Assistance/Monthly Accomplishment
/Work Week Accomplishment Report
 Progress Monitoring Report
 Sample Accomplished Classroom
Observation Tool with Observation Notes
by Grade Level and Learning Area
 Sample Class Program showing the
remediation/intervention activity
 Sample DLL/DLP/Weekly Home
Learning Plan by Grade Level and
Learning Area
 Report/Record on Submission and
Checking of DLL/DLP/Weekly Home
Learning Plan
 FGD conducted with the following
documents:
 School Memorandum regarding the
conduct of FGD to address
performance discrepancies based from
the school assessment results
 Proposal approved by the school
head/SDS
 Improved Learning Outcomes
 Performance Indicators with
comparative analysis for 3 SY
 Narrative report with pictures of
any schools best practices (e.g.
Innovation Program, Intervention
Program, Enrichment Program,
Remediation Program, etc.)
 Log book/Record book showing the
names of visitors who
benchmarked the schools-initiated
programs/projects withthe
following documents:
 Letter of request
 Sample Certificate of Appearance
 Pictureswith caption
 Coy of Individual and Summary of
OPCRF and IPCRF Rating
 Research Outcome Dissemination
Report
****************************************
In the absence of NAT, the resultsof
the reading test in Filipino and English
and numeracy test shall be
considered.

2.  Any School-based
Program/Project to address
learning
deficits/performance
discrepancieswith the
following documents:
 Program/Project Proposal
approved by the school
head/SDS
 Letter of Request from the
Program/Project Proponent
and approved by the
school head
 School Memorandum
regarding the
implementation of
program/project to address
learning
deficits/performance
discrepancies
 Action/Implementation
Plan
 ACR with pictures
 Schedule/Alternative
Delivery Mode
 List of learners given
remediation/intervention
 Attendance Sheets
 List of support/utilized
materials with Sample (e.g.
Instructional Materials,
Competency-based Budget
of Lessons, Lesson
Exemplars, etc.)
 Progress Report of
implementation
 Parental Consent
 Copy/ies of Research
Proposals to improve
learning outcomes
 Attendance Sheet
 Minutes of the Meeting
 ACR with pictures
 Technical Working Group in-charge of
addressing performance discrepancies
 Financial Report (if applicable)
 Monitoring and Evaluation report (if
applicable)
 Sample Certificate of
Recognition/Participation/Appearance
 Rewardsand Recognition System with
the following documents:
 School Memorandum regarding
conduct of Quarterly/Year-End
Recognition based on DO 36 s, 216
and DO 18 s, 2021
 Sample Copy of Recognition Program
 Rank list/List of Awardees
 Sample Certificate of Recognition
 ACR with pictures
Copy/ies of Complete Researchon improved
learning outcomes
To determine the improvement of
learning outcomes, the rating standard
below shall be followed:
0- 25 and below
1- 26-50%
2- 51-75%
3- 76-100% decrease of non-
readers/non-numerates
0- 49% and below
1- Nearly Proficient 50-74%
2- Proficient 75-89%
Highly Proficient 90-100%

3. Level of Practice Level 0 Level 1 Level 2 Level 3
2. The implemented
curriculum is localized
to make it more
meaningful to the
learners and applicable
to life in the
community
Local beliefs, norms, values, traditions,
folklores, current events, and existing
technologies are documented and used to
develop a lasting curriculum. Localization
guidelines are agreed to by school
community and teachers are properly
oriented. Developed localized curriculum
in 4 learning areas.
The localized curriculum is implemented and
monitored closely to ensure that it makes
learning more meaningful and pleasurable,
produces desired learning outcomes, and
directly improves community life. Ineffective
approaches are replaced and innovative ones
are developed. Developed localized
curriculum in 6 learning areas.
Best practices in localizing the
curriculum are mainstreamed and
benchmarked by other schools. There is
marked increase in number of projects
that uses the community as learning
laboratory, and the school as an agent of
change for improvement of the
community. Developed localized
curriculum in all learning areas.
MOVs
No
Evidence
 Compilation of local literature (e.g.
beliefs, norms, values, traditions,
folklores,current events, existing
technologies,etc.)
 Sample lessons showing the
utilization of local literature
 Lesson plans showing the
integration of local literature
 FGD conducted with the following
documents:
 School Memorandum and Letter
of Invitation regarding the
crafting of localized curriculum
guidelines
 Proposal approved by the school
head/SDS
 Attendance Sheet
 Minutes of the Meeting
 ACR with pictures
 Technical Working Group in-
charge of the crafting of localized
curriculum guidelines
 Financial Report (if applicable)
 Evaluation Results
 Sample Certificate of
Recognition/Participation/Appe
arance
 Monitoring and
Evaluation/Supervisory Reports on
localized curriculum
 Copy of original and adjusted
localized curriculum
 Sample performance outputs that
could be utilized to improve
community life (e.g., school-initiated
solid waste management, tree
planting, clean-up drive
accomplishment reports, etc.)
Copies of developed localized
curriculum (e.g., detailed lesson
plans, instructional materials,
modules, video lessons, etc.) in 6
learning areas
 Log book/Record book showing
the names of visitors who
benchmarked the schools
initiated programs/projects with
the following documents:
 Letter of request
 Sample Certificate of
Appearance
 Pictureswith caption
 Narrative report with pictures of
the school’s best practices in
localizing the curriculum
 Any proof/document that there is
marked increase of projects that
uses the community as learning
laboratory, and the school as an
agent of change for improvement
of the community (e.g. school-
community livelihood project,
school-community service
accomplishment reports)
Copies of developed localized
curriculum (e.g., detailed lesson
plans, instructional materials,
modules, video lessons, etc.) in all
learning areas

4.  Copy of Localized Curriculum
Guidelines
 Trainings conducted on
localization/contextualization/
indigenization withthe following
documents:
 School Memorandum and Letter
of Invitation regarding the
localization/ contextualization/
indigenization of curriculum
 Proposal approved by the school
head/SDS
 Attendance Sheet
 ACR with pictures
 Technical Working Group in-
charge of localization/
contextualization/ indigenization
of curriculum
 Financial Report (if applicable)
 Evaluation Results
 Sample Certificate of
Recognition/Participation/Appe
arance
Copies of developed localized
curriculum (e.g., detailed lesson plans,
instructional materials, modules, video
lessons, etc.) in 4 learning areas

5. Level of Practice Level 0 Level 1 Level 2 Level 3
3. A representative
group of school
and community
stakeholders
develop the
methods and
materials for
developing
creative thinking
& problem solving
A representative team of school and community
stakeholders assess content and methods used in
teaching creative, critical thinking and problem
solving. Assessment results are used as guide to
develop materials. Developed learning materials
in 4 learning areas in all grade levels.
Learning materials and approaches to reinforce
strengths and address deficiencies are developed
and tested for applicability on school, family and
community. Developed learning materials in 6
learning areas in all grade levels.
Materials and approaches are being
used in school, in the family and in
community to develop critical,
creative thinking and problem
solving community of learners and
are producing desired results.
Developed learning materials in all
learning areas in all grade levels.
MOVs
No
Evidence
 Assessment of contents and methods
used in teaching
 School Memorandum and Letter of
Invitation regarding the conduct of
assessment of contents and methods
used in teaching
 Proposal approved by the school
head/SDS
 Attendance Sheet
 ACR with pictures
 Technical Working Group in-charge of
the review and improvement of
assessment tools
 Financial Report (if applicable)
 Sample Certificate of
Recognition/Participation/Appearance
 Copy of school-based assessment tool
 Copy of assessment results/reports
participated and signed by the school
and community stakeholders
 List of developed school-based
learning withsample in 4 learning
areas in all grade levels (e.g., SLM,
LAS, SLK, SIM, Big books, interactive
video lessons, etc.)
 Trainings conducted on the development
of learning materials with the following
documents:
 School Memorandum and Letter of
Invitation regarding the development
of learning materials
 Proposal approved by the school
head/SDS
 Attendance Sheet
 ACR with pictures
 Technical Working Group in-charge of
the development of learning materials
 Financial Report (if applicable)
 Evaluation Results
 Sample Certificate of
Recognition/Participation/Appearance
 FGD conducted with the following
documents:
 School Memorandum and Letter of
Invitation regarding the development
and quality assurance of learning
materials/approaches
 Proposal approved by the school
head/SDS
 Attendance Sheet
 ACR with pictures
 Technical Working Group in-charge of
the development and quality assurance
of learning materials/approaches
 Financial Report (if applicable)
 Any of the following
proof/document that the
developed learning materials
and approaches are being
used in school, in the family,
and in the community:
 Narrative report with
pictures of school-initiated
activity participated in by
the community utilizing
the school’s learning
resources(human and
materials) with positive
impact to the community
(e.g., individualized
learning modules for
students, home study
manuals for parents and
community learning
centers)
 Write-upwith pictures
about the existing
functional/operational
community-based learning
action cell that developed
the critical,creative
thinking and problem-
solving skills of community
of learners

6.  Rubric used in pilot testing/field
testing the developed learning
materials/approaches
 Pilot testing/Field testing results
List of developed school-based learning with
sample in 6 learning areas in b grade levels
(e.g., SLM, LAS, SLK, SIM, etc.)
List developed school-based
learning withsample in all
learning areas in all grade levels
(e.g., SLM, LAS, SLK, SIM, etc.)

7. Level of Practice Level 0 Level 1 Level 2 Level 3
4.The learning systems
are regularly and
collaboratively
monitored by the
community using
appropriate tools to
ensure the holistic
growth and
development of the
learners and the
community.
A school- based monitoring and learning
system is conducted regularly and
cooperatively; and feedback is shared
with stakeholders. The system uses a
tool that monitors the holistic
development of learners once a year
The school-based monitoring and learning
systems generate feedback that is used for
making decisions that enhance the total
development of learners for 2 quarters. A
committee take care of the continuous
improvement of the tool.
The monitoring system is accepted and
regularly used for collective decision
making every quarter. The monitoring
tool has been improved to provide both
quantitative and qualitative data.
MOVs
No
Evidence
 Procedure on the conduct of
School Monitoring and
Evaluation and Adjustment
(SMEA) with the following
documents:
 Members of Technical Working
Group (SMET)
 Schedule on the conduct of
SMEA
 Data Gathering,
Consolidation, and Validation
Procedure
 Any proof/document of
conducted SMEA Conference
 Sample Plan Adjustment
 Sample Implementation Plan
 Monitoring and Evaluation
Procedure
Any proof/document that school
uses a tool that monitors the holistic
development of learners once a year
 Quarterly SMEA Reporting with the
following documents:
 Letter of Invitation regarding the
conduct of SMEA Reporting
 Attendance Sheet
 Minutes of the Meeting
 ACR with pictures
 Technical Working Group in-charge of
SMEA Reporting (SMET)
 Financial Report (if applicable)
 Sample Certificate of
Recognition/Participation/Appearance
 Consolidated feedback from
stakeholders
 Copy of adjusted plan based from
generated feedback
 Any proof/document showing the
enhanced total development of
learners for 2 quarters
 Result on the conduct of SMEA
 Quarterly SMEA Reports
 ACR with pictures during the
conduct of quarterly SMEA
conference
 Attendance Sheets

8. Level of Practice Level 0 Level 1 Level 2 Level 3
5. Appropriate
assessment tools for
teaching and learning
are continuously
reviewed and improved,
and assessment results
are contextualized to the
learner and local
situation and the
attainment of relevant
life skills.
The assessment tools are reviewed by the
school and assessment results are shared
with school’s stakeholders once a year.
The assessment tools are reviewed by the
school community and results are shared with
community stakeholders for 2 quarters.
School assessment results are used to
develop learning programs that are suited
to community, and customized to each
learner’s context, results of which are used
for collaborative decision-making every
quarter.
MOVs
No
Evidence
 Competency-based test materials
in all learningarea and in all
grade level duly checked by the
school head
 Periodical Test Questions with
Table of Specifications
 Summative Test Questions
with Table of Specifications
 Evaluation Notebooks
 Item Analysis
 Item bank
 Rubric used
 Enhanced Assessment Tools
adopted from partners (if
applicable)
Any proof/document that the
assessment resultsare shared with
school’s stakeholders once a year
 Conduct of any school activity relative
to the sharing of assessment results
with school’s stakeholders (e.g.,
Issuance of Report Card, etc.) with the
following documents
 School Memorandum regarding the
sharing of assessment results
 Attendance Sheet
 ACR with pictures
Any proof/document that the
assessment resultsare shared with
community stakeholders for 2 quarters
 Any document of a
functional/operational community-
based initiated programs/projects
(e.g., Community Learning Centers)
conceptualized to address the
learning deficits/discrepancies of
the learners based from the school
assessment results
 Any proof/document that
the assessment results
are used to collaborative
decision-making every
quarter

9. Level of Practice Level 0 Level 1 Level 2 Level 3
6. Learning managers
and facilitators
(teachers, administrators
and community
members) nurture
values and
environments that are
protective of all children
and demonstrate
behaviors consistent to
the organization’s
vision, mission and
goals.
Stakeholders are aware of child/ learner-
centered, rights- based, and inclusive
principles of education. Learning
managers and facilitators conduct
activities aimed to increase 50% of
stakeholders’ awareness and
commitment to fundamental rights of
children and the basic principle of
educating them.
75-80% of Stakeholders begin to practice
child/ learner centered principles of education
in the design of support to education.
Learning managers and facilitators apply the
principles in designing learning materials.
Learning environments methods and
resources are community driven, inclusive
and adherent to child’s rights and
protection requirements with 81-100% of
stakeholders adherence to child/learner
centered principles. Learning managers and
facilitators observe learners’ rights from
designing the curriculum to structuring the
whole learning environment.
MOVs
No
Evidence
 List of Children’s Rightsand
Responsibilities (in Filipino or
Vernacular) strategically
placed/posted in every
conspicuous place
 School hand book indicating
school policies which spell out
the rights of children
 School-based activity relevant to
learner-centered, rights-based,
and inclusive principle of
education/ACCESs with the
following documents:
 School Memorandum
regarding the conduct of school-
based activity relevant to
learner-centered, rights-based,
and inclusive principle of
education/ACCESs
 Attendance Sheet
 ACR with pictures
 Implementation of any of the
following program/project for the
improvement of learning
environment and increased
learning outcomes with ACR and
pictures
 Continuous Improvement (CI)
Projects
 Barangay Development
Plan/Municipal Investment Plan
showing support to education which
are anchored on ACCESs
 Sample Lesson Plans integrating
Gender and Development Principles
in the key behavior principle
 Any proof/document showing 75-
80% of stakeholders begin to
practice child/ learner-centered
principles of educationin the
design of support to education
 Copy of ACCESs compliant school
plans
 E-SIP
 AIP
 BE-LCP
 Any proof/document that at least
70% of all of the 7 domains of the
Child Friendly School Systems
(CFSS) tool are satisfied
Any proof/document of a school and
community activities showing concern
to childrenwith 81-100% of
stakeholders’ adherence to
child/learner-centered principles

10.  Institutionalized program for
Inclusive Education
 Literacy Services
 Guidance Services
 Computer/Science/TLE
Laboratory
 Learner Individualized Projects
 Classroom Structuring
 Reading Centers/Study Sheds
 Scouting Activity
 Religious Instruction
 Science Camp
 Education Summit
 Learning Hubs
 Youth Development Session
 Barkada Kontra Droga
 SPG/SSG Activity
Any proof/document that there is
50% increase of stakeholders’
awarenessand commitment to
fundamental rights of childrenand
the basic principle of educating them

11. Level of Practice Level 0 Level 1 Level 2 Level 3
7. Methods and
resources are learner and
community friendly,
enjoyable, safe,
inclusive, accessible and
aimed at developing
self- directed learners.
Learners are equipped
with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their
own learning.
Practices, tools and materials for
developing self- directed learners are
100% observable in school, but not in
the home or in the community. Learning
programs are designed and developed to
produce learners who are responsible and
accountable for their learning.
Practices, tools and materials for developing
self- directed learners are observable in the
school and 51-80% in the community. The
program is collaboratively implemented and
monitored by teachers and parents to ensure
that it produces desired learners.
There is continuous exchange of
information, sharing of expertise and
materials among the schools, home and
community for the development of self-
directed learners with 81- 100% are
observable in the school and 81- 100 % in
the home and in the community. The
program is mainstreamed but continuously
improved to make relevant to emergent
demands.
MOVs
No
Evidence
 Copy of Quarterly Learning
Competency Directory (LCD)
anchored on Budget of Work per
grade level and learning area which
reflects the following details:
 Competencies Covered
 Topics to be discussed
 Date of delivery
 Activities/exercises to be used
 Book title and page number
 Sample Learner’s Portfolio by grade
level
 Any proof/document that
the practices, tools and
materials for developing
self-directedlearners are
100% observable in
school (e.g., pictures of
LCDs posted in every
classroom)
 LCDs are sharedwith the parents for
them to guide the learning activities of
their children through FGD
 School Memorandum and Letter of
Invitation regarding the FGD on the
utilization of LCDs in the community
 Attendance Sheet
 ACR with pictures
Any proof/document that the practices, tools
and materials for developing self-directed
learners are 51-80% observable in the
community (e.g., conduct of home visitation,
monitoring of learner’s activities at home with
the guidance of parents, etc.)
Any proof/document of a functional
school program to produce learners who
are accountable for their learning (e.g.,
Modular Instruction, Peer Tutoring, etc.)
PRINCIPLE 2- CORE TEAM
CHAIRPERSON:
CELIA R. LACANLALE PhD
MEMBERS:
EDNA L. SEVERO PhD MARITES S. MALLARI MARLENE G. MANANSALA EdD
FAYE M. GONZALES TERESITA D. PUNLA PhD