Name: RPMS
Uploaded: 2022-07-13
Duration: 17 min 14 s
Description: RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM SY: 2021-2022.

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM SY: 2021-2022. 

Scene 1

RESULTS-BASED PERFORMANCE MANAGEMENT  SYSTEM SY: 2021-2022

Department of Education Region 10 - YouTube

Republic of the Philippines DEPARTMENT OF EDUCATION Region X DIVISION OF MISAMIS ORIENTAL INITAO NATIONAL COMPREHENSIVE HIGH SCHOOL Initao , Misamis Oriental

Content Knowledge and Pedagogy. KRA 1. < FOUNDED Ksenrznx;l Z 1957 roWER. 

Scene 2

Applied knowledge of content within and across curriculum teaching areas.. 

Scene 3

Applied knowledge of content within and across curriculum teaching areas.

Classroom Observation Tool (COT) rating sheet or inter-observer agreement form from:. 

Scene 4

Classroom Observation Tool (COT) rating sheet or inter-observer agreement form from:

An online observation of online synchronous teaching If option 1 is not possible, an observation of a video lesson that is SLM-based or MELC-aligned. If options 1 and 2 are not possible, an observation of a demonstration teaching via LAC.

COT.RPUS AORtEUCNt. ANNOTATION I have attached my class observation tool (COT) rating for limited face-to-face. Successfully met the objective since I received the rating of 7 under indicator 1 for applying knowledge of content across the teaching curriculum. This objective is vital to delivering learning to the students. The transfer of it proves that my class met the desired outcome.. 

Scene 5

ANNOTATION I have attached my class observation tool (COT) rating for limited face-to-face. Successfully met the objective since I received the rating of 7 under indicator 1 for applying knowledge of content across the teaching curriculum. This objective is vital to delivering learning to the students. The transfer of it proves that my class met the desired outcome.

RATING SHEET/ INTER-OBSERVER AGREEMENT FORM  (COT)

iÅ!i. 00 10 00. RATING SHEET/ INTER-OBSERVER AGREEMENT FORM (COT). 

Scene 6

Used research-based knowledge and principles of teaching and learning to enhance professional practice.. 

Scene 7

Used research-based  knowledge and principles of teaching and learning to enhance professional practice.

Means of Verification. *One (1) lesson plan with annotations identifying the research-based knowledge and/or principles of teaching and learning used as basis for planning / designing the lesson.. 

Scene 8

*One (1) lesson plan with annotations identifying the research-based knowledge and/or principles of teaching and learning used as basis for planning / designing the lesson.

ANNOTATION I see that research-based knowledge and teaching are evident in every part of my lesson since I applied COOPERATIVE LEARNING, QUESTION-ANSWER RELATIONSHIP and IDENTIFYING SIMILARITIES & DIFFERENCES. This approach checks students' current understanding and bridges the new task presented. Self-assessment, reflection, and analysis on the effectiveness of the study skills used are also present. As a teacher, I make sure that questions and instructions are both in Higher Order Thinking Skills (HOTS) and Lower Order thinking Skills with the guidance of MELC. The lesson employs feedback for positive criticism and allows to see what everyone can change to improve results.. 

Scene 9

ANNOTATION 	I see that research-based knowledge and teaching are evident in every part of my lesson since I applied COOPERATIVE LEARNING, QUESTION-ANSWER RELATIONSHIP and IDENTIFYING SIMILARITIES & DIFFERENCES. This approach checks students' current understanding and bridges the new task presented. Self-assessment, reflection, and analysis on the effectiveness of the study skills used are also present. 	As a teacher, I make sure that questions and instructions are both in Higher Order Thinking Skills (HOTS) and Lower Order thinking Skills with the guidance of MELC. 	The lesson employs feedback for positive criticism and allows to see what everyone can change to improve results.

Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.. 

Scene 10

Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.

Scene 11

COT.RPUS AORtEUCNt. ANNOTATION Objective 3, I have attached my Class Observation Tool (COT) rating sheet from my class observation of asynchronous (limited face-to-face). I received 7, which proves that I display proficient use of Mother tongue, Filipino, and English to facilitate teaching and learning. Good communication enables students to assimilate more from the learning process by improving them to ask relevant questions and become confident in expressing themselves.. 

Scene 12

ANNOTATION Objective 3, I have attached my Class Observation Tool (COT) rating sheet from my class observation of asynchronous (limited face-to-face). I received 7, which proves that I display proficient use of Mother tongue, Filipino, and English to facilitate teaching and learning. Good communication enables students to assimilate more from the learning process by improving them to ask relevant questions and become confident in expressing themselves.

iÅ!i. RATING SHEET/ INTER-OBSERVER AGREEMENT FORM (COT). 

Scene 13

Used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.. 

Scene 14

Used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.

Scene 15

COT.RPUS AORtEUCNt. ANNOTATION For objective 4, I have attached my Class Observation Tool (COT) rating sheet from my class observation of asynchronous (limited face-to-face) observation 1. Seven is my rating proving that I have used effective verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement, and achievement. Effective communication is key to a well-managed classroom; whether spoken or nonverbal plays an essential role in classroom organization without well-developed skills of falling behind their peers or becoming overwhelmed or withdrawn from school. Verbal communication establishes explicit instruction to the lesson and rules, while nonverbal increases trust, clarity, and rapport.. 

Scene 16

ANNOTATION For objective 4, I have attached my Class Observation Tool (COT) rating sheet from my class observation of asynchronous (limited face-to-face) observation 1. Seven is my rating proving that I have used effective verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement, and achievement. Effective communication is key to a well-managed classroom; whether spoken or nonverbal plays an essential role in classroom organization without well-developed skills of falling behind their peers or becoming overwhelmed or withdrawn from school. Verbal communication establishes explicit instruction to the lesson and rules, while nonverbal increases trust, clarity, and rapport.

Scene 17

Learning Environment. KRA 2. < FOUNDED Ksenrznx;l Z 1957 roWER. 

Scene 18

Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.. 

Scene 19

Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.

Scene 20

COT.RPUS AORtEUCNt. ANNOTATION Here is the Class Observation Tool rating sheet. For objective 5, I have attached all reminders posted in my classroom on how students follow safety protocols. Activities are readily available on their tables, ensuring learning is possible amidst the pandemicI also perform the task in all subjects using different media. I gained seven ratings, proving that I establish a safe and secure learning environment to enhance learning through the consistent implementation of policies, guidelines, and procedures.. 

Scene 21

ANNOTATION Here is the Class Observation Tool rating sheet. For objective 5, I have attached all reminders posted in my classroom on how students follow safety protocols. Activities are readily available on their tables, ensuring learning is possible amidst the  pandemicI  also perform the task in all subjects using different media. I gained seven ratings, proving that I establish a safe and secure learning environment to enhance learning through the consistent implementation of policies, guidelines, and procedures.

Scene 22

Maintained learning environments that promote fairness, respect and care to encourage learning.. 

Scene 23

Maintained learning environments that promote fairness, respect and care to encourage learning.

Scene 24

COT.RPUS AORtEUCNt. ANNOTATION For this objective, I have attained a rating of 7, indicating that objective was attained. The lesson maintained a learning environment that promotes fairness, respect, and cares to encourage learning. Maintaining this environment provides a harmonious and striving class that focuses on its common goal. I have attached the rubrics used to lessen the subjectivity of the assessment. Rubrics are great for students. They let students know what is expected of them, demystifying grades by clearly stating, in an age-appropriate vocabulary.. 

Scene 25

ANNOTATION For this objective, I have attained a rating of 7, indicating that objective was attained. The lesson maintained a learning environment that promotes fairness, respect, and cares to encourage learning. Maintaining this environment provides a harmonious and striving class that focuses on its common goal. I have attached the rubrics used to lessen the subjectivity of the assessment. Rubrics are great for students. They let students know what is expected of them, demystifying grades by clearly stating, in an age-appropriate vocabulary.

Scene 26

Maintained learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.. 

Scene 27

Maintained learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.

Set B Classroom observation Tool (COT) rating sheet or inter-observer agreement form from:. 

Scene 28

Set B Classroom observation Tool (COT) rating sheet or inter-observer agreement form from:

An observation of synchronous teaching, online teaching, or two-way radio instructions) if lesson 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM-based or MELC-aligned. If option 1 and 2 are not possible, an observation of an observation of demonstration teaching via LAC.

COT.RPUS AORtEUCNt. ANNOTATION (Set B) For objective 7, I received 7. I maintain a learning environment that nurtures and inspires learners to participate, cooperate, and collaborate in continued learning. Though it is limited to face-to-face, group work is discouraged, but the interaction between students and teachers is precise and accurate. They can interact with each other and can direct questions from the teachers. Questions are not difficult to answer since they can help each different process new concepts. Here are some of the photos taken during my class observation wherein students participate, collaborate, and cooperate.. 

Scene 29

ANNOTATION (Set B) For objective 7, I received 7. I maintain a learning environment that nurtures and inspires learners to participate, cooperate, and collaborate in continued learning. Though it is limited to face-to-face, group work is discouraged, but the interaction between students and teachers is precise and accurate. They can interact with each other and can direct questions from the teachers. Questions are not difficult to answer since they can help each different process new concepts. Here are some of the photos taken during my class observation wherein students participate, collaborate, and cooperate.

Scene 30

PICTURES. 0b' Nation of a Demor tion Teaching 9ssion Nasusun ang mgc elemento ng tula. 

Scene 31

0b' Nation of a
Demor tion Teaching
9ssion
Nasusun ang mgc
elemento ng tula

Observ;•"• nn of a
Demonstre Teaching
ELEMENTO NG

Applied a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning. 

Scene 32

Applied a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning

Scene 33

COT.RPUS AORtEUCNt. ANNOTATION (Set B) For objective 8, I chose Set B. Here are some photos from my observation that show active participation in my lesson. Evidence shows that from the executed MELC-based lesson plan, learners' self-esteem, self-confidence, and self-awareness improve. Self-learning is an essential skill for children as they journey through education and beyond to adulthood. For this indicator, my rating is 7, which is an excellent indicator that I met the objective.. 

Scene 34

ANNOTATION (Set B) For objective 8, I chose Set B. Here are some photos from my observation that show active participation in my lesson. Evidence shows that from the executed MELC-based lesson plan, learners' self-esteem, self-confidence, and self-awareness improve. Self-learning is an essential skill for children as they journey through education and beyond to adulthood. For this indicator, my rating is 7, which is an excellent indicator that I met the objective.

Scene 35

PICTURES. . abstract. abstract. . < FOUNDED Ksenrznx;l Z 1957 roWER. 

Scene 36

Diversity of Learners , Curriculum And Planning & Assessment and Reporting. 

Scene 37

Diversity of Learners ,  Curriculum  And Planning & Assessment  and Reporting

Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities, giftedness and talents.. 

Scene 38

Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities, giftedness and talents.

Means of Verification. Set B Teacher Reflection Form (TRF) on designing, adapting, and/or implementing teaching strategies that are responsive to learners with disabilities, giftedness and talents and a certification from the school head that the ratee’s classes have no identified learner/s with disabilities, giftedness and or talents.. 

Scene 39

Set B Teacher Reflection Form (TRF) on designing, adapting, and/or implementing teaching strategies that are responsive to learners with disabilities, giftedness and talents and a certification from the school head that the ratee’s classes have no identified learner/s with disabilities, giftedness and or talents.

TEACHERS REFLECTION FORM. < FOUNDED K'ovrznx;l Z 1957 roWER. 

Scene 40

RPMS 2021-2022
TEAC" ER REFLECTION FORM (TRE)
TEAC'IER
TEACHER: Krisna Jean O. Sindayen
RATER: Ada Jean B. Caburatan
DATE SUBMITTED: June 21. 2022
SUBJECT & GRADE LEVEL: 10 Filipino
DIRECTIONS: Reflect On your attainment Of the RPMS by answering the
questions/prompts use any local or language that
with. Use extra sheets if Please limit your response to 500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies that responsive to
With disabilities, giftedness and talents.
PROMPT •2
Design a Lesson Plan for the gifted and talented learners how they Will be in a
your lesson plan here.
My ANNOTATIONS LESSON PLAN
Gifted students work at their own Compact curriculum. and deliver
upon this kind Of I employ learning that would '*Ip them to explore
w•ith their classmate.
this kind of

http childe volopmont_ corn a u.
With this in mind, I decided to make my instructional materials more exciting
and engaging to get her attention. I believe that Clara needs sensory information as
it can trigger her interest. I have included more Of tactile (touch), kinesthetic (body
position awareness). vestibular (balance awareness) and visual information. These
different approaches could Surely enhance her interest and could her start to focus
on the lesson. Adding more engaging activities that would require her attention and
participation to the class. I believe that to be able to get Clara focused in class, I
need to provide her with things that could get her attention and interest. I could start
trying to provide her more visual and colorful presentation while explaining lessons.
I could also give more engaging physical or kinesthetic activities that will allow
her to do body movements which could somehow get her interest and participation.
The usual things she does in the classroom may be little boring for her. therefore,
she should be presented with activities that differ in form so she won't get bored
Everyday should always be a new for her so that she would get excited
come to school every day. She should be given classroom activities and
classroom tasks Wherein she would be excited about. In this way, it would get her
attention and interest and that she Would always 100k forward Of coming to school
and doing her classroom tasks. I personally believe that, giving her rewards after
finishing activities would also help her to focus, and take time to finish expected
outputs as she looks forward to what she is going to get as a reward. This case Of
learning disability is something that needs extra care and attention. It Will be in
attending to their specific needs and understanding their situation that teachers, like
us, can be Of great guide and value. The more that they lose interest and attention to
class, the more that we have to motivate Ourselves in prcwiding them with more
opportunities and chances to learning. As they continue to realize that learning is
always fun, they can easily get used to their classroom tasks and to their learning
environment, until they come to that point that learning is part Of their everyday lives
and that it is enjoyable to learn new things especially in school with friends and
• Krisna Jean O. Sindayen
DATE June 21 , 2022

2021-2022
TEACHER REFLECTION FORM
TEA CIIER 1-111
Krisna Jean O. Sindayen
BATER: Arla Jean B. Caburatan
DATE SUBMITTED: June 21 , 2022
& GRADE LEVEL: 10 Filipino
on your Of the RPMS OÄeCtiveS by answering the
use any or language that you
with. use extra sheets if neelod. Please limn your response to 500 words.
OBJECTIVE
Designed, adapted and implemented teaching strategies that are responsive to learners,
With disabilities, giftedness and talents.
PROMPT
Context: Clara iS suffering from a by in her areas. Sen
u-/ocused and restless in synchronous Neither Was She unable to pass her activities. She
go ud diffculty in understanding and following the given by her teachers and
Taken: The and an imrnediate action to have a With her
parents out from them that Clara has anxiety and was diagnosed With a learning
HOW Will you alter to make emotional. mental and physical and
and instructions for Clara to keep hor in synchronous CIBSSe.S_
MY REFLECTION
After having a With Clara's parents. and found out that she
diagnosed With a learning disability. I instantly tried to research about her condition. I
know that understanding her condition will help me create a more pleasant learning
environment for her. so, I decided to modify my instructional materials to be able to
attend to her needs.
As per my research from the interest. Clara's problem could be
"Eriencing DYSPRAXIA It is a difficulty with organizing and directing the body to
Perform a motor skill (movements) needed to carry out the steps in a proæss and to
ensure that a task is in the most efficient way. accordi to

Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups.. 

Scene 41

Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups.

Means of Verification. Set B Teacher Reflection Form (TRF) on designing, adapting, and/or implementing teaching strategies that are responsive to learners belong from Indigenous Groups (ICC/IP). 

Scene 42

Set B Teacher Reflection Form (TRF) on designing, adapting, and/or implementing teaching strategies that are responsive to learners belong from Indigenous Groups (ICC/IP)

TEACHERS REFLECTION FORM. < FOUNDED Ksenrznx;l Z 1957 roWER. 

Scene 43

ANNOTATION
For 10, I attached B MOV I have
the Grwp, Because o' this.
the Form. I made a reflection on tho given
situatim. On TRF 2. I attached a Of my Lesson Plan
the parts I modified to address students
IndÉenous

RPMS •2022
TEACHER REEL ECTON FORM
1-111
ER Krisna Jean O. Sindayen
RATER: Ada Jean B. Caburatan
DATE June 21 , 2022
suoÆCT GRADE LEVEL: 10 Fibpü10
On your attainment Of the RPMS by
questions/prompts use any Official language that are
with Use extra i' Please limit your responso to 500 words
OBJECTIVE 10
Adapted and used culturally appropr" teaching strategies to t'. ot
from indigenous groups
Design a plan class that of
ßing mandates on indigenous OPEd) as
• Act No. 8371 or the Indigeru)us Act O' 1997
• De*d No, 62. 2011 or Adc•pting the Natimel In*nous (IP)
EduCa F
• De#d Order NO 32. S. 201 S or the mgenws up)
Framework
The integration Of IP Cunwe in the lesson must høighted and in
n n here.
ft.-n

resistance to and cultural inroads Of colonization. non-
ndigenous religions and Cultures, EEcame historically differentiated from the
majority of Filipinos, according to Republic Act 8371 or better known as •The
ndigenouS People's Act of 1997"
It has stated in this Republic Aet that although they have ben
gically differentiated from the majority of Filipinos, they still carry the rights for
equal treatrnent as the majority Of in the Philippines. The said Republic Act
stated that the State shall that of the ICCsnps regardless
shall enjoy the full measure of human rights and freedoms without
distinctions or discriminations: and that the State recognizes its obligations to
respond to the strong expression Of the ICCsnps, in order to render such services
responsive to the needs and desires of these communities,
Therefore. it is essential for teachers like us. to be able to recognize and
dentify if there are learners class Who to ICC/IP group so that we can
carefully address to their needs and therefore give them an treatrnent and
appropriate teaching Strategies.
In the given situation where an assessment activity was given to a class Of
30 students. five of which an indigenous peoples (IP) group. I the
teacher was able to give careful consideration to the group. Instead of fæusing to
majority Of the learners who are used to having and knowing the frorn
SET A. that is the Mayor, Councilors and Medical Officers. the teacher was to
consider also how it is in the indigenous people's group. This way, the teacher uses
another group of people in SET B, the Datu,'Chieftain, community elders and the
healers, who are more known to the indigenous group. The teacher was able
to show that the group is rwognized the class by
It is very important for us teachers, after knowing that there are learners in
our class Who to indigenous group. that we should able to make
Sire that we use different teaching strategies that are also applZable for thern and
notjust to whole class in general.
Krisna Jean O. Sindayen
DATE June 21. 2022

RPMS 2021-2022
TEACHER REFLEcr10N FORM (TRY)
TEACIIER
Krisna Jean O. Sindayen
.1ER:ArIa Jean B. Caburatan
OATE June 21 2022
suBJECT & GRADE LEVEL: 10 Filipino
—TIONS: on your attainment Of RPMS by
questions/prompts provided _ use any official Language that you are
extra Sheets if response to words,
OBJECTIVE 10
Adapted and used Cultural* strategie to a d d reu the nedS Of
from Voups
PROEPTSI
Below activity a ot 30 five ot to an
group. the appropriateræss of the activity to learners.
V-.•hte in this form.
the in by aüing
o' anyone with knem•edge on these from Set A and Set B. Explan
Why these are
SET A
2. Councilors
3. Medical
SET
The Indigenous people or the INDIGENOUS CULTURAL COMMUNITIES/
INDIGENOUS PEOPLE (ICCAP) are as the group of wople or
Omogenous societies by self-ascription and ascription by others, Who
continuously lived as organized community on communally bounded and
territory, and who have, under claims Of ownership since time immernorial,
possessed and utilized such territories. sharing common bonds of
nguage. Custorns, traditions and other distinctive cultural traits, or who have.

Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of all learners .. 

Scene 44

Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of all learners .

Means of Verification. Proof of evaluation on the implementation of the adapted / contextualized learning program. Progress report on the implementation of the adapted / contextualized learning program. Accomplishment / completion / technical report on the implementation of an adapted / contextualized learning program. Action plan / activity proposal / activity matrix that shows an adapted / contextualized learning program.. 

Scene 45

Proof of evaluation on the implementation of the adapted / contextualized learning program. Progress report on the implementation of the adapted / contextualized learning program.  Accomplishment / completion / technical report on the implementation of an adapted / contextualized learning program. Action plan / activity proposal / activity matrix that shows an adapted / contextualized learning program.

Evaluation on the Implementation of the Reading Program: Be More Mis. Or. Mobile Reading on Carousel of INCHS 2022. 

Scene 46

Evaluation on the Implementation of the Reading Program:  Be More Mis. Or. Mobile Reading on Carousel of INCHS 2022

Evaluation on the Implementation of the Reading Program: Be More Mis. Or. Mobile Reading on Carousel of INCHS 2022 An Adapted and Implemented Reading Program of the entire school of INCHS Anchored from the Reading Program of Division of Misamis Oriental that Ensured Relevance and Responsiveness to the needs of all INCHS Learners. 	 The following is the Proof of Evaluation on the Implementation of the Adapted/Contextualized School Reading Program of INCHS: Specifically, the Be More Mis. Or. Mobile Reading on Carousel of INCHS 2022

Name of School
District
Division
Name of Principal
Name of District
Supervisor
Initao National Com rehensive Hi h School
Initao
•
Misamis Oriental
Mrs. Nanette M. Tedlos
Mr. Adefer B. Caho
Rate the stage of development of each criteria by indicating the appropriate number if
evaluation: O — Not practicing; I — Beginning; 2 — Developing; 3 — Established.
Components of
Professional Learning
Activities
1. Planning Stage
2. Learners'
Development Needs
3. Materials and
Resources
4. Time
5. School — based
Reading Activities
6. Organization Of
reading Groups
7. Monitoring and
Assessment
8. Documenting and
Reporting
9. Shared Values
Stage of
Develop
ment
2
2
1
2
2
2
2
2
2
Descri ption
Planning is done by the principal and selected
teachers (head teachers; master teachers; grade
level teachers; and department heads)
Learning needs of the learners are identified
through Phil IRI results but not all were diagnosed
due to COVID 19 pandemic.
The learners use all reading materials and
recourses given by the stakeholders abroad.
Mobile Reading on Carousel have fixed schedules
by zone/s in the Barangay of Poblacion Initao,
Misamis Oriental.
Individual group reading activities are done
systematically but one — on — one reading are done
too.
Grouping of learners were based on their zone/s
barangay (nearby zone/s with limited learners were
joined together.)
The monitor and assessment process and tool are
in place.
The activities are documented to the head
teachers.
Most students (50% or more of the school value
their participation and believe that their practice
participation will improve their learning
performance.

Summary of Rating. Overall Rating: 40 (Developing) The overall rating is Forty (40) that means that the stage of development is still developing. Since it is still a new reading program and during the pandemic of COVID – 19 and it is a whole `year-round program, at least we still have room for improvement from Developing to Established Stage of Development, God willing. (The implementors (teachers) evaluated the effectiveness of the adopted/implemented reading program using Evaluating School ’ s Professional Learning Communities (PLC) of DO 35, s. 2016.) Submitted by: Reviewed by: AURIDA P. INTIA MAGDALENA E. GALANIDA MERLY J. SANDOVAL Master Teacher I Head Teacher III Head Teacher III School Reading Coordinator Approved by: NANETTE M. TEDLOS School Principal II. 

Scene 47

Overall Rating:   40    (Developing) 	 The overall rating is Forty (40) that means that the stage of development is still developing. Since it is still a new reading program and during the pandemic of COVID  –  19 and it is a whole `year-round program, at least we still have room for improvement from Developing to Established Stage of Development, God willing. 	 (The implementors (teachers) evaluated the effectiveness of the adopted/implemented reading program using Evaluating School ’ s Professional Learning Communities (PLC) of DO 35, s. 2016.) Submitted by:               	 Reviewed by:                     		 AURIDA P. INTIA      	  MAGDALENA E. GALANIDA          MERLY J. SANDOVAL Master Teacher I                 	          Head Teacher III                          Head Teacher III School Reading Coordinator 			Approved by: 			 NANETTE M. TEDLOS      			School Principal II

Utilized assessment data to inform the modification of teaching and learning practices and programs.. 

Scene 48

Utilized assessment data to inform the modification of teaching and learning practices and programs.

A list of identified least / most mastered skills based on the frequency of errors / correct responses with any of the following supporting MOV. 

Scene 49

A list of identified least / most mastered skills based on the frequency of errors / correct responses with any of the following supporting MOV

Accomplishment report for remedial / enhancement activities (e.g., remedial sessions, Summer Reading Camp, Phil-IRI based reading program) Intervention material used for remediation / reinforcement / enhancement Lesson plan/activity log for remediation / enhancement utilizing of assessment data to modify teaching and learning practices or programs

List of Assessment Data on the Reading Levels of the Learners Utilized for the Implementation of the Modification of the School Reading Program S.Y.: 2021 – 2022 Implementation Results. 

Scene 50

List of Assessment Data on the Reading Levels of the Learners Utilized for the Implementation of the Modification of the School Reading Program S.Y.: 2021 – 2022 Implementation Results

Gra e
Level
Gr.8
Gr. 10
JHS
Gran
Total
Enro
ment
404
420
423
457
1704
Non-
Reader
Pre-Test
o
o
o
o
o
Frustration
Level
Pre-Test
283
273
190
169
915
Instructiona
Level
Pre-Test
73
u
148
187
492
n epen
ent
Level
Pre-Test
48
63
85
101
297
Outstan Ing
Accomplishme
Reading
Programs:
Be More
POWER V 200
Be More Mis. Or.
Mobile Reading
Carousel