Melc Gifted
Melc Gifted
Melc Gifted
Department of Education
3. The DLDM adopted by the school or chosen by the learner or parent may be
changed when deemed necessary and possible based on, but not limited to,
any of the following:
a. Health and physical distancing protocols and other guidelines set in their
respective areas;
b. Availability of public transport;
c. Changes in the health status of the learner;
d. The learner’s assessment results showing that the learner is not doing well
in the learning delivery modality chosen; and
e. Indications and reports of negligence and abuse validated through home
visitation.
5. All school heads shall use the diagram as reference in managing the delivery
of distance learning in their respective schools. Through the diagram, the
regional and division offices and schools or learning centers are directed to
design programs and activities that aim at improving the efficiency of delivery
at each stage.
Department of Education
Department of Education
Department of Education
Department of Education
13. To ensure that learners are on task and are guided on what they are
expected to accomplish within a specific week, teachers shall prepare a
Weekly Home Learning Plan. Sufficient break times shall be ensured. In
cases of legal celebrations and holidays as well as
cancellations/suspensions of classes due to natural and man-made
calamities, adjustments in the time frame for accomplishing learning
tasks based on the Weekly Home Learning Plan shall be considered
accordingly.
Packing of 14. Disinfect packing materials before using them. August, Enclosures 4
Instructional Packets weeks 1 and 8
15. Ensure durability and sufficiency of packing materials. and 2
17. Ensure the readiness of all materials to be used by the learner such as
Self-learning module per learning area, audio or video supplements if
applicable, textbooks, and other resources needed to facilitate learning,
including the learner feedback form.
Department of Education
22. Orient the parents or guardians prior to the actual learning week. Details
of the orientation shall include the following:
priming them of their expected roles and responsibilities as facilitators
of their child’s or ward’s learning relative to distance delivery;
ensuring them of available support which the school may provide,
including constant guidance from the school head and teacher (open
communication);
strategies in priming their own child/ren/ward on the distance learning
delivery modality;
Department of Education
23. The learner shall also be oriented on the distance learning delivery,
through the parents/guardians.
Department of Education
28. Partnerships with the Police Regional Office of the Cordillera Police, the
Bureau of Jail Management and Penology-Regional Office, Regional
Bureau of Fire-Regional Office, and the Philippine Army were done by
the DepEd-CAR to ensure that the schools are provided assistance in
the delivery of instructional packets to the learners. Their personnel,
who are Education graduates and have been classroom teachers for
some time, are now tapped to assist the schools in the delivery scheme
and also in guiding the parents in facilitating learning, if necessary.
29. Learners are not allowed to go to the schools to get the instructional
packets. Even if proximity to the school is near, still under the IATF
guidelines, minors (below 21 years of age) are not allowed to go out.
30. Parents or guardians may get the instructional packets directly from the
school or the teacher, observing health protocols.
Department of Education
32. Observe health protocols during the delivery and retrieval of Self –
Learning Materials and home visitation. Teachers who are pregnant, 60
years old and above, and with immunodeficiency comorbidities or other
health risks, shall not be allowed or included in the delivery of
instructional packets.
33. When using vehicles, “APOR (Authorized Person Outside Residence) with
DepEd Logo” shall be posted on the vehicle.
34. Ensure that pertinent documents of teachers are ready, prior to the
delivery of instructional packets to avoid being reprimanded in
checkpoints or when entering another barangay/sitio.
Actual Learning 35. The school shall ensure that children are learning in a safe, healthy, and September Enclosures
Delivery conducive learning home. 1 onwards 2, 3, 4, 5, 6,
7, 8, 11
36. School head and teacher shall ensure that the learners and their parents
or guardians are connected. The school must facilitate the physical and (August 31
psychological preparation of parents/guardians and learners in this – National
transition. Parents/guardians need to accept the task of facilitating their Holiday)
child’s/ward’s learning and children need to accept that their
parents/guardians shall become their learning facilitators.
Department of Education
39. Monitor the learners’ progress in accomplishing tasks set for the day or
week.
41. In the case of online classes, screen time for learners shall be strictly
followed.
42. The learner shall read, understand and follow the instructions as
indicated in the “Instruction to Learner” which is included in the
Learning Package. It shall serve as a guide in making the distance
learning experience effective.
Department of Education
45. ALS volunteers and mobile teachers may be requested as partners of the
regular schools in delivering learning through the DLDM.
46. To make learning manageable for learners, they may be given a set time
frame to undertake a lesson or accomplish an activity. The setting of the
time frame shall be guided by the suggested time allotment a MELC can
be mastered. Learners who are not meeting expectations shall be
provided with remediation while those who may accomplish the tasks as
contained in the SLMs shall be given enrichment activities.
Department of Education
Department of Education
50. The same reminders on health protocols and IATF guidelines stated in
the “School on Wheels” Phase shall guide the teachers, school heads,
and parents/guardians or volunteers.
Feedback 51. The teacher shall review the following after receipt of the returned First day of Enclosure 8
Mechanisms instructional packets: the school
feedback forms from parents/guardians, volunteers to track how they week
are guiding the learners and if there are immediate concerns needing
appropriate interventions;
actual task accomplishments of learners to check learning pace and
improvements and to inform the teacher of any advances or lags in the
assimilation of competencies;
individual learning monitoring plan given to learners who show
academic challenges to analyze if progress is evident after intervention.
52. After careful scrutiny, evaluation, and analysis, teacher must give
immediate feedback to the learner through the parent or guardian so the
learners will be further guided if progress is not evident or so the learners
will be commended and given additional tasks if progress is distinct.
Department of Education
54. Immediate feedback given by the teacher would redound to the provision
of timely and appropriate intervention strategies by the parent or
guardian that would help reduce the risk of losing learning interest
among the learners.
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
Guide for Teachers in using the SPED/Inclusive Education Learning
Competencies (LCs)
The Regional Office, through the collaborative efforts of the SPED Focal
Persons in the Region and Schools Division Offices, School Heads and
Teachers of the SPED Centers, with the guidance of the DepEd – CAR
Curriculum and Learning Management Division, refined the learning
competencies (LCs) to address the needs of LSENs. Thus, the LCs focus more
on the development of skills that will help them live independently. The
curricular components of LSENs include the following areas: self – help,
social, number, communication, pre-vocational, vocational, community
integration and independent living skills.
Each learning area includes major skills, objectives, and tasks analyzed and
arranged in three (3) levels commensurate to the client’s expected entry
behavior and projected end goal. This is to guide the teacher for the clients
to master a skill which results in the acquisition of the CAP behaviors, namely
cognitive, affective, and psychomotor. All of these are prerequisite skills for
independent living (SPED-BEE, 1996).
Communication Skills - Language has always been the most delayed among
the LSENs. But useful and constructive communication is essential to a
child’s growth. Though maturation process cannot be accelerated, activities
can be structured and manipulated in order to ensure development. It is
within this premise that the following have to be developed: a)
listening/receptive skills; b) speaking/expressive skills; c)
reading/decoding skills; d) writing skills
Number Skills – acquiring number skills give order to daily living. It allows
an individual to organize his life. It is important for them to learn to count,
to compute, to measure, to tell time and others. These will equip LSENs with
the necessary skills for independent living. This will also allow them to earn
their own living, to keep house, and to eventually manage a family. With this
in mind, the following skill are emphasized more than the regular math
curriculum: a) object discrimination skills; b) number concept skills; c)
measurement/fraction skills; d) decimals/money skills.
Pre – Vocational Skills are skills that refine a client’s motor skills. They train
students to group and sort, fold, cut, fasten and/or staple. More-over these
skills develop an individual’s manual dexterity and coordination. At the same
time, Pre-Vocational instruction should also be a preparation for future work.
This means a client must have appropriate work attitudes. Therefore, Pre-
Vocational skills cover the following areas: a) fine motor skills; b) training
work readiness skills; c) work skills.
Vocational Skills is a learning area which will prepare and equip the client
with actual work skills. Client has to be closely monitored as to what kind of
job he will most likely too succeed in. It is also this area which will determine
the kind of job and the kind of monitoring to be done with him/her. This will
also determine if a client would succeed in sheltered workshops or out in
competitive environment. This is preparatory to a transitionary life skill in
the community. It is advised that the program be strictly observed to test the
validity of the skills to be developed. Each service skill has been further
subdivided into 3 – 4 parts according to levels. For Level I, a client has to go
through the preparation, actual work, and cleaning up stages. For Levels II
CLMD/CFM/rca
Curriculum Guidelines:
b. Develop from the lowest level of objectives before proceeding to the next
level that is related to it. See to it that the objectives of each learning area are
closely related in skills development before starting a lesson.
c. Never pick an objective at random. Always take up the lowest level if the
prerequisite skill needed for development has not been acquired. Always
begin where the child is.
d. The objectives are divided into three levels. Each level has its entry
behavior and end goal. There are also lists of enroute goals to guide the
teacher to achieve the goal.
e. If the tested objective in each level may be difficult to achieve, break then
down into simpler task. Always adapt the client’s level of performance.
f. If the tested objective is easy to achieve, go to the next level. The teacher
is not compelled to follow the sets of objectives. The reference is always the
entry and end goals.
g. Teach the skill as a means for training the client to become economically
useful and eventually earn a living.
h. Clients can acquire skills at their own pace. Never force the clients to
acquire skills because you want them to finish the whole year’s work.
i. Use any language which you think the child can benefit most from.
j. This guide will be utilized for learners with moderate, severe, and profound
learning disabilities/difficulties in SPED Centers and Regular Schools.
CLMD/CFM/rca
Learners who are diagnosed as moderate with mental ages from 4 – 20 years
old are categorized and evaluated under the following levels:
Evaluation Guide
Teachers give considerable attention to the progress which pupils are doing.
Progress is a matter with which parents are critically concerned. Whatever
programs the child is getting as a result of the attention given by the teacher,
progress should always be recorded. Such evaluation may be given through
an anecdotal record/descriptions or checklist based on general observation
and judgment.
1. Assessment Checklist
This is a set of indicators based on the listed objectives per learning area/skill.
It is a tool to evaluate the child. Below are sets of guidelines of what the
checklist is all about.
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
ALS K to 12 Curriculum:
All learning strands in the ALS K to 12 Basic Education Curriculum
(2017 Edition) have been enhanced to integrate 21st Century learning
competencies and concepts and will equip learners with competencies
that will prepare them for employment, entrepreneurship, middle level
skills, and higher education.
The teaching and learning processes and materials in the ALS are based
on the ALS K to 12 Curriculum that are comparable to formal school
curriculum. It reflects the set of skills and competencies that learners
should develop to meet the minimum requirements of the Basic
Education Curriculum.
ALS K to 12 Curriculum also requires contextualization of the learning
competencies to align with different learning contexts, needs and
situational realities of different ALS learners.
Currently, it contains competencies for Basic Literacy, Elementary
Level and Junior High School Level. (Development of the ALS SHS
Curriculum for Years 11 and 12 is still ongoing.)
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
3) eSkwela
Use of readily available, appealing, interactive, engaging, relevant, and
enriching e-Learning experience, blended and collaborative mode of
instruction.
eSkwela Program
-community-based e-Learning Centers or eSkwela Centers are established in major
centers around the country to conduct information and communication technology
(ICT )-enhanced alternative education programs.
Digitized eSkwela Learning Modules, (soft copies)
Example: The Reproductive System
5) Online Learning
- learners with strong internet connection join or attend the learning sessions
they scheduled or agreed with their teacher or Instructional Manager. They
do this through the Google Meet or ZOOM application and other online
platforms.
- this learning delivery is very useful during the ECQ. It was not utilized much
before the pandemic for most of the learners preferred face to face learning
delivery and independent learning/ modular.
CLMD/CFM/rca
Announcement: Online CapB for the Implementation of ALS 2.0, (RM ---- s.
2020)
1. Regional Mass Training for ALS Teachers on Assessment Forms,
Batch 1, 1st Week of Sept. 2020, Batch 2, 2nd Week of Sept. 2020.
2. Orientation On ALS K to 12 BEC for D.O. EPS in English, Science and
Mathematics, 4th Week of Sept., 2020
3. Training of School Heads on SBM, Batch 1, 2nd Week of October, 2020,
Batch 2, 3rd Week of October, 2020
4. Training of Instructional Managers of BP-OSA Schools,
- 1st Week of November, 2020
5. Training of Selected Formal Teachers and ALS Teachers on Team Teaching,
- 2nd Week of November, 2020.
CLMD/CFM/rca
CLMD/CFM/rca
School:____________________________________________
Day and Learning Area/Domain Learning Competency Learning Tasks Mode of Delivery
Time
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Day and Time Learning Area/Blocks of Learning Learning Tasks Mode of Delivery
Time Competency
MONDAY
8:00 – 9:00 Meeting Time 1 Nakikilala ang sarili Mga tamang paraan ng TV Broadcasting
Pagpapakilala sa sarili
9:00 – 10:30 Work Period 1 Pagpapakilala sa sarili sa Modular-
pamamagitan ng Parent-guided
pagsasabi ng sariling
pangalan at apelyido
TUESDAY
8:00 – 9:00 Meeting Time 2 Pag-awit patungkol sa Modular
kagandahan ng Parent-guided
pagkakaroon ng sariling
pangalan
9:00 – 10:30 Story Time Kuwento tungkol sa Story-telling through Radio-
pagpapahalaga sa sariling based instruction or Audio-
pangalan based instruction
WEDNESDAY
8:00 – 9:00 Work Period 2 Pagkilala sa mga letra ng Online synch
sariling pangalan sa Play-based
pamamagitan ng paglalaro
ng lumad (“clay”)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
9:00 – 10:30 Indoor/Outdoor Nakikilala ang sarili Pag-eehersisyo sa Parent-guided following the
pamamagitan ng pagbuo module;
ng letra ng sariling Hands-on/Actual
pangalan (letter formation
through body exercise)
THURSDAY
8:00 – 9:30 Meeting Time 3 Pagpapakilala sa sarili sa Modular
pamamagitan ng pagsabi
ng buong pangalan at
pagsusulat ng sariling
pangalan
9:40 – 11:00 Indoor/Outdoor Pag-awit ng isang awitin Parent-guided You-tube-
patungkol sa viewing
pagpapakilala sa sarili
FRIDAY
Submission of Weekly Tasks and Parent Checklist to Teacher with parent-teacher conference or discussion
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Sample Schedule if modules are to be shared by two sections in one grade level (Reference: RM 212, s. 2020)
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Health Break
Distribution/ Filipino-MELC Filipino-MELC
1:00 – 5:00 Filipino-MELC 7/8 Retrieval Feedback
Orientation 3/4 11/12/13
WEEK 5
Distribution/ Math-MELC Math-MELC
8:00 – 11:30 Math-MELC 6/7 Math-MELC 15/16 Checking
Orientation 1/2/3 10/11/12
Health Break
Distribution/ Math-MELC
1:00 – 5:00 Math-MELC 4/5 Math-MELC 8/9 Retrieval Feedback
Orientation 13/14
WEEK 6
Distribution/
8:00 – 11:30 AP-MELC 1/2 AP-MELC 5/6 Science Science Checking
Orientation
Health Break
Distribution/
1:00 – 5:00 AP-MELC 3/4 AP-MELC 7/8 Science Retrieval Feedback
Orientation
WEEK 7
Distribution/
8:00 – 11:30 Arts Arts Music Health Checking
Orientation
Health Break
Distribution/
1:00 – 5:00 Arts Music Health Retrieval Feedback
Orientation
WEEK 8
Examination Week
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Health Break
Distribution/ Math-MELC
1:00 – 5:00 Math-MELC 4/5 Math-MELC 8/9 Retrieval Feedback
Orientation 13/14
WEEK 5
Distribution/ Filipino –MELC Filipino-MELC Filipino-MELC
8:00 – 11:30 Filipino-MELC 5/6 Checking
Orientation 1/2 9/10 14/15
Health Break
Distribution/ Filipino-MELC Filipino-MELC
1:00 – 5:00 Filipino-MELC 7/8 Retrieval Feedback
Orientation 3/4 11/12/13
WEEK 6
Distribution/
8:00 – 11:30 Arts Arts Music Health Checking
Orientation
Health Break
Distribution/
1:00 – 5:00 Arts Music Health Retrieval Feedback
Orientation
WEEK 7
Distribution/
8:00 – 11:30 AP-MELC 1/2 AP-MELC 5/6 Science Science Checking
Orientation
Health Break
Distribution/
1:00 – 5:00 AP-MELC 3/4 AP-MELC 7/8 Science Retrieval Feedback
Orientation
WEEK 8
Examination Week
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
WEEKLY HOME LEARNING PLAN
**Note: Shaded- catering to children who have access to internet and/or has gadget.
White- catering to learners who do not have any gadget
Level 1/CID, CWA and VI Q1
Day and Time Learning Area/Blocks of Learning Competency Learning Tasks Mode of Delivery
Time
Monday
7:30-8:00 Preparation for blended class (Parent will orient their child)
- Distribution of module (Tell the parent to get modules on a designated area in the barangay)
8:00-8:30 MTB-MLE Give the Beginning -Tongue and body Parent guided Activity
letter/sound of the name exercises (using videoclip)
of each picture
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
- Discussion of module -meet parents without
from Pre-test to lesson gadgets
proper
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
11:00-11:30 Playtime Manipulatives
12:00-1:00 LUNCH
1:00 -1:30 Preparation for blended class (Parent will orient their child)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
(Parent guided Activity)
xxxxxxxxxxxxx
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Tuesday
7:30-8:00 Preparation for blended class (Parent will orient their child)
- Distribution of module (Tell the parent to get modules on a designated area in the barangay)
8:00-8:30 SENSORY Identify ones body -Tongue and body exercises Parent guided Activity (using
parts videoclip)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
10:30-11:00 - Self help activity Manipulatives
12:00-1:00 LUNCH
1:00 -1:30 Preparation for blended class (Parent will orient their child)
1:30- 2:00 DAILY LIVING SKILL Perform appropriate - Discussion of module from Pre- Online
grooming test to lesson proper
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
2:00-2:30 - Guide learners in answering Modular
Guided Activity upto Assessment
2
(Parent guided Activity)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
xxxxxxxxxxxxx
Wednesday
7:30-8:00 Preparation for blended class (Parent will orient their child)
- Distribution of module (Tell the parent to get modules on a designated area in the barangay)
8:00-8:30 MTB-MLE Give the Beginning -Tongue and body exercises Parent guided Activity (using
letter/sound of the videoclip)
name of each picture
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
-Tongue and body exercises Parent guided Activity
12:00-1:00 LUNCH
1:00 -1:30 Preparation for blended class (Parent will orient their child)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
0 to 100 using a
variety of
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
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Department of Education
Office of the Regional Director
- Guide learners in answering Modular
Guided Activity up to Assessment 2
xxxxxxxxxxxxx
Thursday
7:30-8:00 Preparation for blended class (Parent will orient their child)
- Distribution of module (Tell the parent to get modules on a designated area in the barangay)
8:00-8:30 SENSORY Identify one’s body -Tongue and body exercises Parent guided Activity (using
parts videoclip)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
-Guide the learner in answering Modular
Independent Activity up to
Evaluation (Parent Guided Activity)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
12:00-1:00 LUNCH
1:00 -1:30 Preparation for blended class (Parent will orient their child)
1:30- 2:00 DAILY LIVING SKILL Perform appropriate - Review module on Daily living Online
grooming skill
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
- Guide learners in answering Modular
Guided Activity up to Assessment 2
xxxxxxxxxxxxx
Friday
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
SAMPLE WEEKLY LEARNING PLAN (WEEK 1)
Elementary and Junior High School
SY 2020-2021
Subject Teacher
School Head
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Situation A: The learner has computer/laptop and with internet connectivity at home
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
7. Answer the post assessment on page 18 * Tasks 1,2,3,6,7,8 & 9 will
(What I Have Learned?) be done by the learner at
8. Explain the questions given on pages 18- home with the guidance of
19 (What I Can Do?) parents.
9. To further enrich your knowledge on the * At the end of the week***,
lesson learned, accomplish the given the parent will hand-in the
activity on pages 20-21 (Additional output to the teacher in
Activity) school through a Barangay
Volunteer.
11:30 – 1:00 Lunch Break
***Friday – submission or turning in of weekly accomplishments and parent checklist to the teacher. Teacher to dialogue
with parents/guardians/para-teachers and check outputs for feedback
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
SAMPLE WEEKLY LEARNING PLAN
Elementary and Junior High School
SY 2020-2021
Situation B: The learner has no computer/laptop and no access to internet but with cellphone
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
8. Explain the questions given on pages 18-19 * At the end of the week,
(What I Can Do?) the parent will hand-in the
9. To further enrich your knowledge on the output to the teacher in
lesson learned, accomplish the given activity school through a
on pages 20-21 (Additional Activity) Barangay Volunteer.
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
7. Answer the post assessment on page 18 * At the end of the week,
(What I Have Learned?) the parent will hand-in
8. Explain the questions given on pages 18-19 the output to the teacher
(What I Can Do?) in school through a para-
9. To further enrich your knowledge on the teacher.
lesson learned, accomplish the given activity
on pages 20-21 (Additional Activity)
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Situation D: There are modules and the learner has access to audio or video devices (e.g. Abra, Benguet, Baguio City)
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
7. Answer the post assessment on page 18
(What I Have Learned?)
8. Explain the questions given on pages 18-
19 (What I Can Do?)
9. To further enrich your knowledge on the
lesson learned, accomplish the given
activity on pages 20-21 (Additional
Activity)
11:30 – 1:00 Lunch Break
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
***Modules are shared with the Regional and SDO LR Landing Pages and explanation
of the mechanics are explained in the DamiKnow You Tube Channel
I. RATIONALE:
The COVID-19 pandemic brought us misery, agony, and worry that affects the
way we live and work. Generally, the usual behavior or feeling of our learners and
teachers if enrolment is approaching is characterized by the joy to learn, meeting old
and new friends, being hopeful for the future, feeling of confidence for the learners
to learn and confidence for the teachers to teach, and a calm heart and mind to face
the opening of classes.
Since being under the enhanced community quarantine (ECQ) for almost
three (3) months is not normal to everyone, and while on quarantine new teaching-
learning modalities have been introduced for our learners and teachers to embrace
this school year. These kind of exposures and different experiences affected our
learners and teachers emotionally, psychologically and mentally in facing this new
normal way of life.
With the challenges brought by this pandemic, the DepEd-CAR through the
CLMD, decided and agreed to prepare instructional materials to be delivered through
videos, comic strips, or radio-based instructional modality focusing on teaching or
ensuring our learners’ mental and psychological health and resiliency. The materials
to be prepared shall help our K to 12 learners to recover quickly from this adversity
and regain their emotional strength. This activity is in support to the Learning
Continuity Plan (LCP) of the Department.
To ensure that learners will be ready and well prepared to face the
challenges brought about by this pandemic and willing to adopt and embrace the
multiple learning modalities to access quality education as we transition to the new
normal. Moreover, teachers are expected to continue doing their functions as
required of them to deliver quality education as they apply what they understood on
psychology, mental health and resiliency.
CLMD/CFM/rca
1. To provide guidance to all teachers in preparing the learners for the new
normal.
2. To ensure the well-being of all learners and parents with utmost
consideration of their psychosocial, mental, and emotional status.
3. To give assistance to teachers and learners with traumatic experiences
relative to COVID-19 so they can be redirected to focus on expected tasks.
CLMD/CFM/rca
CLMD/CFM/rca
PARENT HANDBOOK
I. INTRODUCTION:
The Department of Education – Cordillera Administrative Region (DepEd-CAR)
developed the Parent Handbook as guide for parents in facilitating learning for their
child or children at home. The handbook will be part of the implementation of
blended or distance learning modality during this ‘new normal education’ amidst the
Covid-19 pandemic crisis.
CLMD/CFM/rca
A. DURING ENROLMENT
During enrolment period, the parent/s should:
1. enroll their child/children by filling up the enrolment form/s
putting the correct informational data of their child/children using
either the online or offline mode of enrolment; and
2. be oriented by the teachers in-charge in the enrolment on the next
step on what the parent should do while waiting for the start of
classes this school year 2020-2021.
B. AFTER ENROLMENT
After enrolment, parent/s should:
1. inform his/her child or children that they are enrolled in the
respective grade level;
2. condition his/her child or children to study at home, since going
to school is not allowed due to the COVID-19 pandemic;
CLMD/CFM/rca
Before classes start, teachers will call for a scheduled Parent’s Orientation to
be done either online or offline:
Parent/s should:
1. attend the parents’ orientation on how the classes will be done during this
new normal;
2. make arrangement with the teacher on the time and schedule when he/she
meets the teacher to get the learning module/s for his/her child during
the first day of classes;
3. make arrangement when to submit the output of his/her child/children
respectively;
4. establish good communication and rapport with each teacher of his/her
child/children;
5. take note of all the information and guidelines presented;
6. take note of the schedule and time allotment required, and learning
materials needed per subject area; and
7. take note of the name of the school principal, teachers per grade level and
per subject area and the Public School District Supervisor with their
respective contact numbers, and their social media accounts for easy
communication whenever needed.
Parent/s should:
1. go to school based on the agreed schedule to receive the learning
materials/modules;
2. take note of all the instructions given by each of the teacher/s;
3. receive the learning materials/modules; and
CLMD/CFM/rca
Parent/s should:
1. Post the prepared schedule of classes per subject by the teacher/s. Post
schedule in the designated room or area for learning;
2. Give the proper instruction/s of the schedule of classes at home per
subject based on the instructions given by the teacher and provide all
the materials per subject needed for a week of self or guided learning;
3. Make an agreement with his/her child on how he/she as a parent can
assist in the learning processes at home;
4. If online learning is applicable, teach his/her child the health rules in
using the computer or safely accessing the net and assist his/her child
with his/her online activities;
5. Assist with the other duties such as typing, filing, sorting, photocopying
of the needed materials of his/her child/children, if applicable;
6. Offer guidance in doing activities/answering the questions provided in
the lesson/module. Refrain from giving answers to the questions or
problem but rather guide his/her child to be able to give the correct
answer/s for every question/s or problem/s encountered in his/her
daily lessons;
7. Make evaluation/assessment of the learning of his/her child per
subject and report the result to the concerned teacher;
8. Inform the teacher about the progress or regress in learning of his/her
children per subject area;
9. Submit the output of the child as scheduled every week as well as
receive weekly learning materials for his/her child;
10. Attend schedules general/homeroom PTA meeting/orientation as
scheduled, whether it be online or offline;
11. Request assistance from abled family/community members to assist in
explaining some difficult activities prescribed in the modules;
12. Listen and understand as the child or children are reading and make
positive corrections in a respectful manner and at the proper time;
13. Provide additional learning resources needed to support the learning
acquisition and assimilation of his/her child/children. Examples are
CLMD/CFM/rca
CLMD/CFM/rca
a. As parents, you can set the time for your children to play using
electronic devices and this should be after doing class activities or
home-works, one to two hours only every day.
b. Selecting high-quality content. Letting children stay away from the
intricate and inferior content from the internet, preparing some
cartoons, music, and videos which are beneficial to their physical and
mental health development, downloading some educational games, and
letting children experience the fun from these contents.
c. Accompanying your children can help them divert attention from the
electronic devices. As parents, you can distract your children when they
want to play with electronics or when they can't stop. For example,
CLMD/CFM/rca
Sharing: Sharing your inner thoughts with your children. Although sharing
can't solve the problem, it can make them feel trust and love.
Active listening: When talking with your children, please do not criticize or
negate each other at will, but help them sort out the events and give them
positive feedback.
Comforting: When your children experience pain, give them comfort and
recognize their emotions and pain.
Hoping: Focus on the positive things with your child. Let them feel and realize
that behind the challenges of life are good lessons to learn and meaningful
experiences to deal with.
CLMD/CFM/rca
Stop it before it starts! When your children start to get restless, you can
divert their attention with something more interesting or fun: “Come, let’s
go outside for a walk”.
Feel like screaming? Give yourself or your children a 10-second pause.
Breathe in and out slowly five times. Then try to respond in a calmer way.
CLMD/CFM/rca
References:
CLMD/CFM/rca
The ‘Bayanihan’ Spirit, an age-old Filipino tradition has been very much
alive among the Cordillerans. The local terms ‘Abuyyog’, ‘Ubbu’ or ‘Ub-ubbu’,
‘Binaddang’, ‘Aduyon’ among others signify the concept of helping one another
most especially in times of need without expecting anything in return.
To set the parameters for volunteers who shall be called ‘Para-Teachers, the
following guidelines would be adopted:
1. The term Para-Teacher for this particular endeavor, would mean any
volunteer from Government Agencies, LGUs, NGOs and other Community
representatives who will help the DepEd Teachers in the delivery of Basic
Education for certain areas at this time of pandemic without any
renumeration of any kind;
3. The Para teachers shall help distribute modules, activity sheets and other
learning materials to learners in areas where there is no access to internet,
no cell sites or signal, or in areas that cannot be reached by television or
radio broadcasting on a monthly basis. Para-Teachers may have to
coordinate to the school and collaborate with the subject teachers and fellow
volunteers on important details like transportation and pick-up points for
the smooth delivery and retrieval of learning materials;
4. In some cases, learners may have parents who cannot read or write or no
parent or guardian at all. In this scenario, the Para-teachers will serve as the
CLMD/CFM/rca
5. Ensure adequate support for the most vulnerable students and families
during the implementation of the alternative education plan;
7. Ensure that observance of health protocols, overall safety and security are
top priorities during the course of the delivery and retrieval of learning
materials;
8. Abide with all laws on the protection of children and being sensitive to the
Indigenous Knowledge, systems and Practices of the different cultural
communities in CAR; and
CLMD/CFM/rca
CLMD/CFM/rca
FOR LEARNERS
CLMD/CFM/rca
Name of Learner:______________________________________________
Section: ___________________________
School: ______________________________________________
Quarter: ___________________________
District: ______________________________________________
Week: ___________________________
Dear Learner:
This instruction form will serve as your guide in making your distance learning experience
effective and well-delivered. Don’t hesitate to contact your teacher if you have further
questions or clarifications with this instruction. Enjoy and have fun in learning!
Instructions:
2. After receiv ing/opening the learning package, check together with your
parents/guardian if it contains the following items:
a. instruction for the learner and parent;
b. list of learning package;
c. learning plan/task;
d. printed modules for the week;
e. flash driv e containing the v ideo/e-modules;
f. indicated filename of v ideo module for the week;
g. activ ity/answer sheets as applicable (separate sheet of
paper may be required in answering activ ities in the
module; and,
e. feedback forms for the learner and parent;
3. With your parents/guardian, compare the items receiv ed
with the list of the learning package prov ided.
5. Browse the part of the module and the content of the flash driv e together with
your parent/guardian.
6. Accomplish the task one at a time according to the proper sequence in the
module. Open the v ideo with the guidance of your parent/guardian as applicable.
You are encouraged to take note also of important concepts from your module using
notebook or separate paper.
7. Observ e honesty at all times by answering first the activ ity/assessment before
referring to the answer key. You may use separate clean papers for your answer
sheets and other required outputs.
8. Call the teacher or send a message to the teacher for any questions/concern with
the assistance of your parent/guardian as necessary. You may also replay the
v ideo/e-module as applicable.
10. Help your parent in repacking the accomplished modules with the answer sheet
and all the contents of the learning package based on the list at the end of the
week.
1. Did you read and understand the weekly learning tasks Yes No
carefully?
2. Were you able to understand and follow the learning tasks Yes No
easily?
On Learning Material/Content
CLMD/CFM/rca
Signature of Learner:
______________________________________
Date Accomplished:
______________________________________
FOR PARENTS
INSTRUCTION TO PARENT/GUARDIAN
CLMD/CFM/rca
This instruction form will serve as your guide in making the distance learning experience of
your child effective and well-delivered. Don’t hesitate to contact the teacher of your
child/ward if you have further questions or clarifications with this instruction.
Instructions:
1. Read and understand the instruction
carefully.
2. After receiving/opening the learning package, check with your child/ward if it
contains the following items:
a. instruction for the learner and parent;
b. list of learning
package;
c. learning plan/task;
d. printed modules for the week;
e. flash drive containing the video/e-modules;
f. indicated filename of video module for the week;
g. activity/answer sheets as applicable (separate sheet of
paper may be required in answering activities in the module;
and,
e. feedback forms for the learner and parent;
3. With your child/ward, compare the items received with the list of the learning
package provided.
4. Together with your child/ward, read and understand the learning task for the week as
indicated in the learning plan.
5. Browse the part of the module and the content of the flash drive together with your
child/ward.
6. Guide your child in accomplishing the printed module. Open the identified filename of
the video as applicable. Assist your child in playing/watching the video as necessary.
7. Assist your child in accomplishing the activities but let your child answer
independently.
CLMD/CFM/rca
8. Instill honesty to your child/ward by ensuring that your he/she answers first the
activity/assessment before referring to the answer key.
9. Call the teacher or send a message to the teacher for any questions/concerns.
10. Assist your child in answering the post assessment. If your child gets lower than 80%,
help the child go back to the specific activity where he/she got wrong answers and go
over the exercises/activities.
11. Repack the accomplished modules with the answer sheet and all the contents of the
learning package based on the list at the end of the week.
12. Hand over the accomplished learning package to the designated messenger.
CLMD/CFM/rca
CLMD/CFM/rca
Signature of Parent:
______________________________________
Date Accomplished:
_____________________________________
FOR VOLUNTEER/PARA-TEACHERS
CLMD/CFM/rca
INSTRUCTION TO PARA-TEACHER
Dear Para-teacher:
This instruction form will serve as your guide in making the distance learning experience
of learner in the community effective and well-delivered with your support. Don’t hesitate to
contact the teacher of the learner if you have further questions or clarifications with this
instruction.
Instructions:
1. Read and understand the instruction carefully.
2. After attending the orientation, coordinate and collaborate with the school and
community on transportation, pick-up points and retrieval of learning materials.
3. After receiving the learning package, check if it contains the following items with the list
of learning materials vis-a-vis the number of learners:
a. instruction for the learner and
parent;
b. list of learning package with the list of learners and their
address;
c. learning plan/task;
d. printed modules for
the week;
e. flash drive containing the
video/e-modules;
f. indicated filename of video module for the week;
g. activity/answer sheets as applicable (separate sheet of paper
may be required in answering activities in the module; and,
e. feedback forms for the learner
and parent;
CLMD/CFM/rca
CLMD/CFM/rca
On Orientation
1. Were you given proper orientation by the Division/Regional Yes No
Office?
2. Were the guideline or instructions clear? Yes No
3. Were you fully oriented on the content of the instructional Yes No
packets?
On Coordination and Collaboration
1. Was there proper coordination on Yes No
transportation?
2. Was there proper coordination on pick-up Yes No
points?
3. Was there proper coordination on retrieval of learning Yes No
materials?
On Distribution of Learning Materials
1. Did you encounter any problem on the distribution of learning Yes No
materials?
2. Did you distribute/deliver the learning materials to learners in Yes No
areas where there is no access to internet or signal on expected
time/day?
On Giving Assistance to Learners/Parents
1. Did parents/learner seek your assistance on the details of Yes No
accomplishing the tasks?
2. Were you able to provide the assistance needed by the Yes No
learner/parents?
On Collecting Learners' Accomplishment
CLMD/CFM/rca
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Signature of Para-Teacher:
_______________________________
Date Accomplished:
_____________________________________
CLMD/CFM/rca
Learner’s Name:
Grade Level:
Learning Area Learner’s Intervention Monitoring Learner’s Status
Needs Strategies Date Significant Insignificant Mastery
Provided Progress Progress
CLMD/CFM/rca
CLMD/CFM/rca
Adress: Wangal, La Trinidad, Benguet, 2601 ISO 9001:2015 Certified Telephone No.: (074) 422 – 1318 |
Fax: (074) 422-4074 Quality Management System Website: www.depedcar.ph | Email:
car@deped.gov.ph DE-50500784 QM15
Republic of the Philippines
Department of Education
Office of the Regional Director
Instruction: Kindly accomplish this form regularly as an evidence of your accomplishment every month
PERSONAL
INFORMATION:
Name (Surname, First, Middle): Photo Here
Position:
Department:
Contact No.:
E-Mail
Address:
Date of Birth:
Age:
Address:
Ethnic Affiliation:
No. of Years in Service: (Public)
No. of Years in Service: (Private)
EDUCATIONAL BACKGROUND:
Level Degree/Cours Major Minor Year Graduated/
e
Units Earned
Tertiary:
Master’s Degree:
Doctorate Degree:
Others:
CLMD/CFM/rca
INSTRUCTIONAL
INFORMATION:
Teaching
Load:
Section Schedule (Time and Day) No. of
Minutes
Total
Performance
Indicators:
Grading Period (Check one as 1s 2 3r 4t
applicable): t n d h
d
GRADE/ NO. OF STUDENTS PASSED FAILED DROPPED TRANSFERRED-IN TRANSFERRED-OUT
SECTION M F TOTAL
M F TOTAL
M F TOTAL
M F TOTAL
M F TOTAL
M F TOTAL
SECTION M F TOTAL
M F TOTAL
M F TOTAL
M F TOTAL
M F TOTAL
M F TOTAL
CLMD/CFM/rca
Report on Average
Grade:
Grading Period (Check one as 1s 2 3r 4t
applicable): t n d h
d
Section Ma Fema Averag
le le e
Total Grade
Total Number
Average
Total Grade
Total Number
Average
CLMD/CFM/rca
M F
Total
M F
Total
ACCOMPLISHMENT
INFORMATION:
CLMD/CFM/rca
Appended Duties: (Kindly attach photocopy of designation, approved action plan and accomplishment report)
Designation Level
Demonstration Teaching: (Kindly attach photocopy of signed lesson plan and evaluation)
Date Lesson Level
CLMD/CFM/rca
CLMD/CFM/rca
Student Co-curricular Activities Organized: (Attach photocopy of approved proposal and accomplishment)
Activity Venue Date No of
Student-
Participant
Student Coaching: (Kindly attach photocopy of certificates of winning coach and students)
Event Dat Name of Winning Award/Plac Lev
e Student e el
CLMD/CFM/rca
LAC Session Conducted: (Kindly attach photocopy of plan and accomplishment report)
Date Topic Participation
(Member, Facilitator,
Documenter, etc.)
Classroom Officers: (Kindly attach HPTA action plan and accomplishment report)
HPTA Class
Officers Officers
President:
Vice-president:
Secretary:
Treasurer:
Auditor:
CLMD/CFM/rca
CLMD/CFM/rca
I. Introduction
The following considerations and strategies (DO 12, s. 2020) shall guide
school heads in implementing distance learning delivery modality/ies in their
respective schools.
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
1 External Stakeholder
Secretariat: SGOD
CLMD/CFM/rca
PTA President
Barangay Captain/s
CLMD/CFM/rca
Division
Date of Monitoring
□ Field monitoring
□ Online Monitoring
a. Modular Distance
Learning
b. Online Distance
Learning
c. TV and Radio-Based
Instruction
d. Blend of two or three of
the DLD modalities
What is the context of the
learners? (Provide the
following data)
a. Percentage of learners
who prefer learning
through Self-learning
modules
b. Percentage of learners
who prefer learning
through online
CLMD/CFM/rca
a. Indigenous People’s
Education (IP Ed)
b. Madrasah Education
Program
c. Special Education
Program/Learner with
Special Needs
d. Special Interest
Programs
e. Others (Please specify)
CLMD/CFM/rca
a. Indigenous People’s
Education (IP Ed)
b. Madrasah Education
Program
c. Special Education
Program/Learner with
Special Needs
d. Special Interest
Programs
e. Others (Please specify)
CLMD/CFM/rca
CLMD/CFM/rca
a. Learning plan
b. Self-learning modules in
various formats
c. Home learning tasks of
learners
d. Individual monitoring
plan for learners
How many learning
materials of the following
kinds were produced and
are readily available in the
division?
CLMD/CFM/rca
d. Video-taped lessons
e. Radio-script format
b. Activity/work sheets
c. Learning plan
g. Parent/Guardian
learning support
checklist
h. Others (Please identify)
CLMD/CFM/rca
CLMD/CFM/rca
a. Dap-ayan ti parentes
(parent/guardian brings
instructional packet at
school)
b. School-on-wheels
project
c. Teacher collects it from
designated areas
d. Others (please specify)
Notable findings:
Monitoring Team:
Date of Monitoring:
CLMD/CFM/rca
Name of School
Date of Monitoring
□ Field monitoring
□ Online Monitoring
a. Percentage of learners
who prefer learning
through Self-Learning
Modules
b. Percentage of learners
who prefer learning
through Online
c. Percentage of learners
who prefer learning
through TV/Radio-
Based Instruction
d. Percentage of learners
who have access to
learning resources and
technology
e. Percentage of parents/
guardians who can
guide their children/
ward in understanding
lessons
CLMD/CFM/rca
CLMD/CFM/rca
e. Activity/worksheets
a. Learning plan
b. Self-learning modules in
various formats
c. Home learning tasks of
learners
d. Individual monitoring
plan for learners
How many learning
materials of the following
kinds were produced and
are readily available?
b. SLMs in Interactive
digital format
c. Inclusive e-book
d. Video-taped lessons
CLMD/CFM/rca
b. Learning plan
f. Parent/Guardian
learning support
checklist
g. Others (Please identify)
CLMD/CFM/rca
a. Dap-ayan ti parentes
(parent/guardian brings
instructional packet at
school)
b. School-on-wheels project
Are there concerns or issues recommended for CLMD to address? Please identify them below.
CLMD/CFM/rca
Monitoring Team:
Date of Monitoring:
_____________________Monthly Monitoring
Date of Monitoring
□ Field monitoring
□ Online Monitoring
Learner’s Response
Flow of Home- Time Frame/
Based Learning Frequency of Areas to Monitor Remarks
(Parent’s Response
through DLD Monitoring
for K to 3 Learners)
CLMD/CFM/rca
f. Parent/Guardian
learning support
checklist
g. Others (Please identify)
Do the self-learning
modules help you to do the
activities assigned to you?
CLMD/CFM/rca
Is there a community
learning facilitator who
comes to your home to tutor
you?
CLMD/CFM/rca
CLMD/CFM/rca
What challenges or
difficulties do you
encounter when helping
your child in his or her
lessons?
Are there concerns or issues recommended for CID to address? Please identify them below.
Monitoring Team:
Date of Monitoring:
CLMD/CFM/rca
I. RATIONALE/BACKGROUND
With the “new normal education”, the internet of things is one of the highly adapted
strategy in addressing the Department of Education’s mission of providing quality
education. The need to innovate ways to reach and provide free educational resources to
learners and teachers along with today’s situation limiting the face-to-face learning
delivery, and acquisition of new educational knowledge, resources among others.
Generally, the project aims to provide access point and to serve as a repository of
educational resources in video format wherein teachers can view and download the
materials as supplementary learning resources that can be used online and offline.
Specifically, the project aspires to develop educational videos, uploaded in the YouTube
Channel, to serve as an avenue for knowledge sharing and to showcase the talents of
DepEd personnel in the production of videos, multimedia presentations, audiobook and
others. In a way, the YouTube channel shall serve as a way of preserving the educational
indigenous knowledge and practices of the Cordilleran’s.
YouTube is one of the mostly used OERs by internet users since it is a public domain
and is perceived to be effective in reaching out the learners, parents and teachers. With
this, the LRMDS opted to create a YouTube Channel that will serve as an access point
and repository of developed and contextualized learning resources where target
audiences can view and download as a supplementary learning material.
The YouTube channel will be named as “Damiknow Effect”. The name was
conceptualized as it is seen that the creation of this channel can have a positive domino
effect to the target audiences. The “know” replaced the “no” to emphasize the importance
of knowing additional knowledge, skills, through the resources that will be uploaded in
the channel. The effect may not be felt or seen immediately but may have impact in the
long run.
CLMD/CFM/rca
II. OBJECTIVES
Terminal Objective:
At the end of the program, an established YouTube channel shall serve as access point
and repository of open educational resources specifically videos such as audio-visual
presentation, audiobooks, and multimedia presentations. The project targets the
learners, parents and teachers of the Cordillera.
Enabling Objectives:
III. METHODOLOGY
Creation of YouTube Channel. The LRMDS personnel will create the Damiknow Effect
YouTube Channel. Also, the LRMDS personnel shall serve as the Administrators of the
channel in concurrent position.
Video Development and Production. The LRMDS and CLMD personnel together with
other interested DepEd personnel are encouraged to be part of the development of
educational resources as supplemental learning resources for the learners, parents and
teachers. To properly develop and produce quality videos, investing in equipment, and
recording and multimedia studio is indispensable and need to be established as this
channel is expected to reach thousands of audiences.
Harvesting of videos. The teachers who would want to share their educational videos
through the channel is recognized. Their videos shall undergo quality assurance before
posting in the YouTube channel. Their written permission will be required before
uploading in the YouTube Channel.
Uploading of videos to the YouTube Channel. This will be conducted by the LRMDS
administrators of the channel. The uploading of videos is set on a flexible manner as to
be agreed upon. Also, videos to be developed and be uploaded shall encompass the
objectives of the project.
CLMD/CFM/rca
Relevancy
Acceptability
Economic and Financial Viability
Implementation and Monitoring Strategy
CLMD/CFM/rca
CLMD/CFM/rca
CLMD/CFM/rca
Curriculum Guidelines:
a. Take one specific objective at a time based on the assessed performance level of a particular child.
b. Develop from the lowest level of objectives before proceeding to the next level that is related to it. See to it that the
objectives of each learning area are closely related in skills development before starting a lesson.
c. Never pick an objective at random. Always take up the lowest level if the prerequisite skill needed for development has not
been acquired. Always begin where the child is.
d. The objectives are divided into three levels. Each level has its entry behavior and end goal. There are also lists of enroute
goals to guide the teacher to achieve the goal.
e. If the tested objective in each level may be difficult to achieve, break then down into simpler task. Always adapt the
client’s level of performance.
f. If the tested objective is easy to achieve, go to the next level. The teacher is not compelled to follow the sets of objectives.
The reference is always the entry and end goals.
g. Teach the skill as a means for training the client to become economically useful and eventually earn a living.
h. Clients can acquire skills at their own pace. Never force the clients to acquire skills because you want them to finish the
whole year’s work.
i. Use any language which you think the child can benefit most from.
j. This guide will be utilized for learners with moderate, severe, and profound learning disabilities/difficulties in SPED
Centers and Regular Schools.
The Learners
Learners who are diagnosed as moderate with mental ages from 4 – 20 years old are categorized and evaluated under the
following levels:
Level I . . . . . . . . . . . . Mental age . . . . . . . . . . 4 – 6.9
Level II . . . . . . . . . . . Mental age . . . . . . . . . . 7 – 11.9
Level III . . . . . . . . . . mental age . . . . . . . . . . 12 – above
In addition to the above criteria of groupings, there are certain provisions to take into consideration. These include the
important skills or the ability of an individual child. The learners have been evaluated by a diagnostic team or a certified
clinical psychologist. In the absence of any of the evaluation reports, teachers’ assessments and narrative observation reports
may be used as a temporary baseline data to start where the child is.
Evaluation Guide
Teachers give considerable attention to the progress which pupils are doing. Progress is a matter with which parents are
critically concerned. Whatever programs the child is getting as a result of the attention given by the teacher, progress should
always be recorded. Such evaluation may be given through an anecdotal record/descriptions or checklist based on general
observation and judgment.
1. Assessment Checklist
This is a set of indicators based on the listed objectives per learning area/skill. It is a tool to evaluate the child. Below are
sets of guidelines of what the checklist is all about.
a. It is a list of indicators to assess the child’s capacity to learn.
b. It serves as a procedure to help the teacher start planning and implementing an instructional program for a certain
client and a Report Card for the learner.
c. It helps to indicate the child’s strengths and weaknesses.
d. Its indicators are based on the tested objectives per learning area and level. This implies that there will be three sets
of check lists: 1 set for Level I; 1 set for Level 2; and another set for Level 3
e. It has a five-level scale to determine the progress of a child.
f. The child will be assessed quarterly.
The scale indicators:
2. Anecdotal Record
a. Teachers use this to record their observations of learner’s behavior, skills, attitudes, performance and classroom
incidents.
b. This contains information about learning outcomes, behavior, and strengths of the learner.
c. It may serve as plan for action and recommendations for further observations/follow - up.
Entry Behavior Sucks from bottle with assistance Chews food with minimum spillage Chews food without spillage
End Goal Requests/Selects foods through gestures Selects or requests food verbally Follows Table Manners
1. swallows liquid, chews food with spillage, 1. chews food with minimum 1. chews without spillage
eats food with maximum assistance assistance
1.1 semi-solid food
1.2 solid food
2. picks -up spoon with maximum assistance 2. eats food with a minimum 2. eats food independently
assistance 2.1 semi – solid food
2.2 solid food
3. scoops food with spoon from a plate with 3. picks – up spoon with minimum 3. scoop food with a spoon from a
maximum assistance assistance plate independently
4. uses fork with maximum assistance 4. scoops food with spoon from a 4. scoops food with a spoon from a
plate with minimum assistance plate independently
5. uses spoon and fork with maximum 5. uses fork with minimum 5. uses fork independently
assistance assistance
6. holds with assistance while drinking 6. uses spoon and fork with 6. uses both utensils independently
6.1 glass 6.3 bottle minimum assistance
6.2 cup 6.4 can
7. sips liquid 7. holds with both hands while 7. holds with one hand while drinking
7.1 with a straw with assistance drinking a
7.2 with spoon with maximum 7.1 glass 7.3 bottle 7.1 glass 7.3 bottle
assistance 7.2 cup 7.4 can 7.2 cup 7.4 can
8. pours liquid from pitcher to glass with 8. sips liquid 8. sips liquid
assistance 8.1 while holding a straw with 8.1 without holding the straw
assistance 8.2 while holding the spoon without
8.2 while holding the spoon spillage
with little spillage
9. scoops soup from bowl with assistance 9. pours liquid from pitcher to glass 9. pours liquid from pitcher to glass
without assistance, with little without spillage
spillage
10. peels food with maximum assistance 10. scoops soup from bowl without 10. scoops soup independently without
assistance and with little spillage
spillage
11. cuts off food with a spoon such as 11. peels food with minimum 11. peels food independently
11.1 scrambled egg assistance
11.2 jellies
12. uses spoon for spreading 12. cuts off food with fork such as 12. cuts soft food with a knife such as
12.1 jam 12.1 banana 12.1 cheese
12.2 peanut butter 12.2 hotdog
12.3 cake, etc.
13. uses napkin with assistance 13. uses fork for spreading 13. uses knife for spreading such as
13.1 jam
13.2 peanut butter
14. selects/requests food through gestures 14. uses napkin with minimum 14. uses napkin independently
assistance
15. selects/requests food verbally 15. follows independently proper
15.1 eating habits
15.2 table manners
B.
Dressing/Undressing
7. unties with maximum assistance 7. unties with minimum assistance 7. unties independently
7.1. bow 7.1. bow 7.1. bow
7.2. shoelaces 7.2. shoelaces 7.2. shoelaces
8. ties with maximum assistance 8. ties with minimum assistance 8. ties independently
8.1. bow 8.1. bow 8.1. bow
8.2. shoelaces 8.2. shoelaces 8.2. shoelaces
9. puts on clothes with maximum assistance 9. puts on front and back of 9. puts on front and back of clothing
clothing with minimum properly and independently
assistance
10. puts on socks with maximum assistance 10. puts on socks with minimum 10. puts on socks independently
assistance
11. extends arms (L & R) when putting on T 11. extends arms (L & R) when 11. extends arms (L & R) when
– shirt with maximum assistance putting on T – shirt with putting on T – shirt voluntarily
minimum assistance
12. pulls up with maximum assistance 12. pulls up with minimum 12. pulls up independently
12.1. gartered pants assistance 12.1. gartered pants
12.2. underwear 12.1 gartered pants 12.2 underwear
12.2 underwear
C. Toileting
Entry behavior Shows no sign for toilet needs Uses toilet with minimum Verbalizes toilet needs
assistance
End Goal Attends to toilet needs independently;
Attends to toilet needs with maximum Observes proper hygiene
assistance Verbalizes toilet needs
1. shows signs to use toilet 1. verbally requests for assistance 1. goes to the toilet with his own
in using toilet
2. uses potty seat with assistance 2. sits on potty 2. sits on toilet bowl independently for
2.1. urinating
2.2. defecating
3. sits on toilet bowl with assistance 3. sits on toilet bowl without 3. washes genitals independently
assistance
4. washes genitals with maximum 4. washes genitals with minimum 4. wipes self with toilet paper
assistance assistance
5. uses toilet paper with maximum 5. uses toilet paper with minimum 5. flushes toilet by himself
assistance assistance appropriately
6. flushes toilet with adult assistance 6. flushes toilet with some 6. washes and dries hands
assistance independently
7. washes and dries hands with maximum 7. washes and dries hands with 7. attends to toilet needs
assistance minimum assistance independently and follows hygiene
procedures
8. uses toilet with maximum assistance 8. verbalizes toilet needs and uses 8.Uses toilet independently and
toilet with minimum assistance appropriately
D. Grooming and
Hygiene
Entry Behavior Cannot make oneself clean Makes oneself clean with maximum Makes oneself clean with minimum
assistance assistance
End Goal Makes oneself clean with maximum Makes oneself clean with minimum Makes oneself clean independently
assistance assistance
1. washes hands with soap and water before 1. washes hands with soap and 1. washes hands with soap and water
and after eating with maximum assistance water before and after eating before and after eating
with minimum assistance independently
2. dries hands with towel with maximum 2. dries hands with towel with 2. dries hands with towel
assistance minimum assistance independently
3. washes face with soap and water with 3. washes face with soap and 3. washes face with soap and water
maximum assistance water with minimum assistance independently
4. dries face with towel with maximum 4. dries face with towel with 4. dries face with towel independently
assistance minimum assistance
5. hangs towel with maximum assistance 5. hangs towel with minimum 5. hangs towel by himself
assistance
6. puts toothpaste on toothbrush with 6. puts toothpaste on toothbrush 6. puts toothpaste on toothbrush by
maximum assistance with minimum assistance himself
7. brushes teeth with maximum assistance 7. brushes teeth with minimum 7. brushes teeth by himself
assistance
8. combs/brushes hair with maximum 8. combs/brushes hair with 8. combs/brushes hair by himself
assistance minimum assistance
9. wipes nose with tissue/handkerchief with 9. wipes nose with 9. wipes nose with
maximum assistance tissue/handkerchief with tissue/handkerchief by himself
minimum assistance
10. takes a bath with maximum assistance 10. takes a bath with minimum 10. takes a bath by himself
using the assistance using the 10.1. shower
10.1. shower 10.1. shower 10.2. dipper
10.2. dipper 10.2. dipper
11. uses towel with maximum assistance 11. uses towel with minimum 11. uses towel by himself
assistance appropriately
12. washes hair and body with soap and 12. washes hair and body with 12. washes hair and body with soap
shampoo with maximum assistance soap and shampoo with and shampoo by himself
minimum assistance
13. uses the following with maximum 13. uses the following with 13. uses the following by himself
assistance minimum assistance 13.1. hand/body lotion
13.1. hand/body lotion 13.1. hand/body lotion 13.2. powder
13.2. powder 13.2. powder 13.3. deodorant/cologne
13.3. deodorant/cologne 13.3. deodorant/cologne
14. cuts/trims the following with maximum 14. cuts/trims the following with 14. cuts/trims the following by himself
assistance minimum assistance 14.1. fingernails
14.1. fingernails 14.1. fingernails 14.2. toe nails
14.2. toe nails 14.2. toe nails
15. uses sanitary napkins with maximum 15. uses sanitary napkins with 15. uses sanitary napkins
assistance minimum assistance independently
16. washes genitals with soap and water 16. washes genitals with soap and 16. washes genitals with soap and
during menstruation with maximum water during menstruation with water during menstruation
assistance minimum assistance independently
17. uses shaver and cream with maximum 17. uses shaver and cream with 17. uses shaver and cream
assistance minimum assistance independently
18. shaves/pulls underarm hair with 18. shaves/pulls underarm hair 18. shaves/pulls underarm hair
maximum assistance with minimum assistance independently
Source: Special Curriculum for the Mentally Handicapped, 1996
SOCIAL SKILLS
FIRST QUARTER
SOCIAL SKILLS (SOS) LEVEL I LEVEL II LEVEL III
SOS.A. ATTENDING
SKILLS
Entry Behaviour Attends to task/material/ Socializes with peers Verbally responds to others
person for at least 3
seconds
End Goal Socializes with peers for at Verbally responds to others Initiates social contact
least 20 minutes with others
SOS.A.1 BODY CONTACT
SOS.A1.1 Eye Looks at person with Faces person with some Approaches person
contact/ posture prodding prompting immediately
when responding to
communication
SOS.A1.2 Initiating Attempts to reach for person’s Reaches for person’s hand Approaches person
communication hand when necessary independently
SOS.A1.3 Response By smiling Verbal response to basic -
questions
SOS.A1.4 Plays with Plays with others - -
others such as
SOS.A1.4.1
teacher
SOS.A1.4.2
classmates
SOS.A.2 ATTENTION SPAN (TACTILE)
SOS.A2.1 Attending Attempts/manipulates a Attends to several Attends to several
to task/material task/material tasks/materials tasks/materials
for at least 5 minutes for at least 20 minutes for at least 1 hour
SOS.A2.2 With maximum prompting With minimal prompting independently
Manipulates Without completion With 50% completion 100% completion
task/material
presented
SOS.A2.3 Returns With assistance independently Independently
materials used + initiates new task
SOS.A.3 ATTENTION SPAN (AUDITORY)
SOS.A3.1 Locates Moving head Cueing from teacher Walking towards it &
sound by identifying sound
independently
SOS.A3.2 Sits to For at least 5 minutes For at least 20 minutes For whole period/ hour
listen to sound
SOS.A3.3 Imitates With verbal prompting With considerable And identifies source
sound modulation independently
Without assistance
SOS.3.4 Responds to Through action by verbal verbally And takes action
sound/command prompting
heard
SECOND QUARTER
SOCIAL SKILLS (SOS): LEVEL I LEVEL II LEVEL III
SOS.B. SELF-
AWARENESS
Entry Behaviour No self-awareness Identifies self in the family Recognizes role of self in the
family and in school
End Goal Identifies self in the family Recognizes role of self in Makes oneself aware in all
school areas
SOS.B.1 Expresses Through body language like Verbally/ In written form Verbally
emotions smiling, clapping, dancing, etc.
SOS.B.2 Distinguishes differences in Differentiates emotions at Explains cause for certain
Understanding emotion through illustrations home and in school expression of emotions
emotions
SOS.B.3 Emotional Expresses common expressions Solves simple problems on Solves simple problems on
regulation (happy, angry, sad) verbally in dealing with emotions at home dealing with emotions in
any manner and in school various situations
- Shows appropriate - Displays appropriate
behaviour in dealing with behaviour in dealing with
emotions. emotions in specific
situations
SOS.B.4 Name Makes gesture when name is Responds when name is called Verbalises own name
recognition called by
- Looking
- Nodding head
- Looking/ turning head
SOS.B.5 Self- Tells self in own family Identifies self in school Identifies self in community
identification within Tells role of self in the family Tells role of self in school Tells role of self in community
environment Recognizes position in the Tells position of self in the
family family and in school
SOS.B.6 Age Tells own age using Tells age in complete sentences Verbalizes date of birth using
- Sticks/stones when asked calendar
- Fingers
- Other counting objects
Verbalizes age when asked
SOS.B.7 Home Points to identification card Tells complete address Gives complete address
address (when asked) Tells number and street - Verbally
address - In written form
SOS.B.8 Managing Names belongings by Arranges belongings according Arranges belongings according
personal belongings - Pointing to use neatly to use neatly
- Showing
- Bringing to teacher
SOS.B.9 Family Identifies family members by Names each member of family Names each member of one’s
- Pointing to person Identifies position of each family
- Pointing through pictures member in family Identifies position of each
Says members of family Knows role of each member in member in family
Names each member of family the family in relation to self Tells role of each member in
family in relation to self
SOS.B.10 Identifying By Through Through
major body parts: Head - pointing to part named - illustration - verbal description
| Eyes | Ears | Nose | - naming different parts - verbal description - situations
Neck | Hands | Fingers pointed by teacher
| Abdomen | Legs | - through illustration
Feet - drawing self and
identifying body parts
THIRD QUARTER
SOCIAL SKILLS (SOS): LEVEL I LEVEL II LEVEL III
SOS.C. SELF AT PLAY
Entry Behaviour Shows no sign to play Plays with the family Plays in school
End Goal Plays with the family Plays in school Plays in the community
SOS.C.1 GREETING: Greeting teachers, visitors, Greeting people through Greeting people through
Comes to school with a classmates, friends etc. appropriate verbal language appropriate verbal language
pleasant disposition by through
- Body language
- Signs
- Verbal language
SOS.C.2 Plays With complete supervision With minimal supervision Independently
harmoniously with others - Sensorimotor games - Associative games - Associative games
during a cooperative - Parallel games - Cooperative games - Cooperative games
activity - Symbolic games - Symbolic games
SOS.C.3 Borrows things - Through gestures Through verbal expression Through verbal expression
politely - Through signs
- Saying “please”
SOS.C.4 Returns With physical guidance Independently Independently
materials/ objects On time On time
SOS.C.4.1 to its Without being asked
proper place
SOS. C.4.2 to its
owner
SOS.C.5 Uses the following With physical/ non-verbal Without physical/ verbal Independently
expressions: expressions guidance Appropriately
“Thank you” Whenever necessary Whenever necessary Through
“Please” Through Through - Verbal communication
“May I” - Gestures - Appropriate gestures
“Excuse me” - Flashcards/ charts - Verbalizations
“I’m sorry”
“You’re welcome”
SOS.C.6 Shows acceptable - Helping other children - Playing games with - Playing games with
behaviour to befriend - Sharing toys or other others others
another by things - Talking with other - Talking with other
- Playing games with children children
others - Inviting other children - Inviting other children
to join in art, cooking, to join in art, cooking,
non-academic activities non-academic activities
- Relating stories to other
children
SOS.C.7 Activity Joins other group/ school Independently Volunteers to independently
participation activities - Selects group/activity - Make activity choice
- Joins group/school - Carry out activity
activity that are highly without assistance
non-academic - Join other group/
school activity that are
either academic/ non-
academic.
SOS.C.8 Makes choices - Asking for assistance - Asking for assistance Without assistance
by - Giving others a chance - Giving others a chance
to share with group to share with group
- Accepting suggestions
FOURTH QUARTER
SOCIAL SKILLS (SOS): LEVEL I LEVEL II LEVEL III
SOS.D. SELF AT
WORK
Entry Behaviour Shows no sign to work Works with the family Works for the community
End Goal Works with the family Works for the community Works harmoniously with
others independently
SOS.D.1 Independence Works on cooperative Works on cooperative Volunteers self to work
activities harmoniously activities harmoniously (independent tasks)
Without constant supervision Without supervision Without supervision
By By
- Listening attentively to - Sharing materials with
instructions given members of the group
- Sharing materials with - Assisting peers in tasks
members of the group
SOS.D.2 Demonstrates - through gestures - through given orders independently
how to follow orders or
requests in
SOS.D2.1 waiting
for one’s turn
SOS.D2.2 listening
attentively when somebody
is talking
SOS.D2.3 forming a
line when passing in and
out of a room ______________
Source: Special Curriculum for the Mentally Handicapped, 1996
COMMUNICATION SKILLS
LEVEL I LEVEL II LEVEL III
I. LISTENING/RECEPTIVE SKILLS
A. Basic Communication Shows no appropriate response to Gives simple verbal Gives simple response
Behavior any stimuli response/gestures with minimal independently
Entry Behavior prompting
End Goal Gives simple verbal Gives simple response independently Gives appropriate responses
response/gestures with minimal
prompting
2. cooperates with simple spoken 2. cooperates with simple spoken 2. cooperates with simple spoken
requests requests requests
2.1 follows simple requests of the 2.1 follows simple requests of the 2.1 follows simple requests in
teacher in the classroom teacher in other places other places and with other
people
Example: Example:
Stand up. Put the shades down. Example:
Sit down. Get a spoon in the kitchen Open the door.
Erase the blackboard. Set the table.
Get your pencil. Push the shopping cart.
End Goal Follows one – step commands and Follow two – step commands Recalls commands in sequence and
instruction detail
End Goal Repeats one – step instruction Follows verbal instructions verbally Retains and recalls general auditory
motorically and motorically information
1. makes a verbal response as a 1. gives several verbal responses to a 1. describes and relates all
simple familiar word is expressed simple word expressed to the child knowledge about a single word
to the child verbalized to the child
2. verbally relates yesterday’s 2. verbally relates yesterday’s 2. verbally relates experience from
experience(s) experience and other experiences the past and possible new
experiences for future retrieval or
use
B. Auditory Acuity Shows no verbal response or reaction Repeats one – step instruction Follows verbal instruction verbally
Entry Behavior to auditory stimuli motorically and motorically
End Goal Repeats one – step instruction Follows verbal instruction verbally and Retains and recalls general auditory
motorically motorically information
1. auditory imitates single 1. auditorily imitates more than single 1. repeats longer statements of what
verbalization of what was verbalizations of what was was auditorily heard precisely
1.1 verbalized 1.1 verbalized from
1.1 verbalized
2. repeats motorically what was 2. repeats motorically two – step 2. verbally repeats verbal or auditory
instructed such as tap on the desk, instructions such as tap on the desk, instructions given by teacher
cough, laugh, clap, etc. cough, laugh, clap, etc.
3. repeats and/or motorically recalls
multiple step instructions such as
tap on desk while coughing, clap
hands twice then say “Hurrah”,
etc.
III. READING/DECODING
A. Sounds Hears sounds environmentally Identifies similar/dissimilar sounds Differentiates similar/dissimilar
Entry Behavior consonant sounds
End Goal Identifies similar/dissimilar sounds Differentiates similar/dissimilar Discriminates position of consonant
consonant sounds sounds
1. identifies sounds heard from the 1. differentiates sounds heard from 1. discriminates sounds heard from
environment the environment and singles them the environment and singles
out them out according to:
1.1 loudness or softness
1.2 distance sound is heard
2. imitates vowel sounds 2. imitates vowel sounds and 2. produces several specific speech
produces specific speech sounds sounds listened to
listened to
3. imitates the following initial and 3. imitates the following initial and 3. imitates the following initial,
final consonant sounds medial consonant sounds medial and final consonant
3.1 initial – m, n, p, t, k, b, d, g, f, 3.1 initial – m, n, p, t, k, b, d, g, f, sounds
h, w, l, s, y, and r h, w, l, s, u, r, and z 3.1 initial – m, n, p, t, k, b, d, g, f,
3.2 final – m, n, p, t, d, f, s, and r 3.2 medial – m, n, ng, p, k, d, b, g, h, w, l, s, u, r, and z
f, h, w, s, y, r, and z 3.2 medial – m, n, ng, p, k, d, b,
g, f, h, w, s, y, r, and z
3.3 final – m, n, p, t, d, f, s, and r
B. General Vocabulary Points to specific things, objects, Names particular places, objects, Describes particular places, objects,
Entry Behavior persons familiar to the child things, persons, or animals things, persons, or animals
End Goal Names particular places, objects, Describes particular places, objects, Converses with ease on particular
things, persons, or animals things, persons, or animals subject matter, events, etc.
1. signals needs and wants 1. verbally communicates needs and 1. verbally communicates needs and
wants wants
2. points to parts of the body when 2. verbalizes parts of the body when 2. verbalizes parts of the body in
asked asked appropriate situations such as
during self – help lessons, etc.
3. says simple 2 – to 2-word 3. says more complicated forms of 3. says more complicated forms of
greetings, such as hello, good greeting such as hello and how are greeting sch as hello, how are
morning, hi, etc. you, or its such a fine day, don’t you, or it’s such a fine day, etc.
you?, etc.
5. talks about oneself by 5. talks about oneself and his 5. talks about oneself and his
5.1 telling one’s name immediate family by immediate family by
5.2 telling one’s age 5.1 telling one’s name and age 5.1 telling one’s name and age
5.3 telling names of mother and 5.2 telling the names of his 5.2 telling the names of his
father immediate family immediate family
5.3 describing oneself
5.4 describing his immediate
family
6. identifies common objects/animals 6. identifies common objects/animals 6. identifies common
7.1 by pointing to the picture 7.1 by verbally identifying object objects/animals
7.2 by pointing to the actual or animal 7.1 by its similar and dissimilar
object/animal 7.2 by grouping animals or objects characteristics
7.3 by verbally identifying object with the same characteristics 7.2 by its function
or animal
7. answers basic questions in relation 7. answers questions in relation to 7. answers questions that need
to self and others 8.1 immediate experience 8.1 reasoning
8.2 stories read 8.2 logical thinking
8.3 sequencing of events
8. names people, places, 8. gives important names of people, 8. differentiates proper and common
objects/things and animals places, objects/things, and animals nouns
9. points to the objects/things with the 9. identifies the primary and 9. compares objects/things by their
basic primary colors secondary colors color, shape or size
10.1 by name
10.2 by their description
10. recites nursery rhymes and 10. recites nursery rhymes and jingles 10. recites nursery rhymes and
jingles with the teacher 11.1 with the teacher jingles independently
11.2 with action
Source: Special Curriculum for the Mentally Handicapped, 1996
NUMERACY SKILLS
(LEVEL I) (LEVEL II) (LEVEL III)
I. Object Discrimination Skills
Entry Behavior Identifies objects in his environment Identifies objects in his environment Discriminates objects by
- primary colors - their secondary colors
- three basic shapes - other shapes up to 5 sides
- unmeasured size - measured size
- unmeasured weight - measured weight
- unmeasured distance - measured height
- measured distance
-
End Goal Identifies objects by their color, shape, Discriminates objects by Applies concepts of
size, weight, distance - their secondary colors - color
- primary colors - other shapes up to 5 sides - shape
- three basic shapes - measured size - size
- unmeasured size - measured weight - weight
- unmeasured weight - measured height - distance
- unmeasured distance - measured distance in everyday living
A. Colors 1. recognizes red/blue/yellow (primary 1. recognizes secondary colors of 1. names all the primary and
colors) objects green, orange, violet, etc. secondary colors in his
environment
2. associates red, blue, yellow objects 2. associates secondary colored 2. associates objects in the
with objects with environment with all colors
2.1 particular objects 2.1 particular objects learned
2.2 objects commonly used by 2.2 objects commonly used by
learners students
2.3 objects found at home, in 2.3 objects found at home, in
school, etc. school, etc.
3. recognizes the primary colors of a 3. recognizes secondary colors in a 3. identifies specific colors in
particular object in a/an particular particular
3.1. environment 3.1 picture 3.1 picture
3.2 picture 3.2 object 3.2 object
3.3 scene 3.3 scene 3.3 scene
B. Shapes 1. recognizes and names the 1. recognizes and names the 1. identifies the different basic
following basic/figures/ shapes following figures/shapes separately: figures/shapes in concrete forms
separately: 1.1 diamond such as:
1.1 circle 1.2 oblong/oval in concrete and 1.1 parts of the hat
1.2 square true to life and practical 1.2 pieces of furniture
1.3 triangle situations 1.3 articles found at home,
1.4 rectangle school, and work site
in concrete and outline form
2. names the four(4) basic 2. names the five (5) basic
figures/shapes associated to true – figures/shapes associated in
to life and practical situation the environment or in a
separately in practical life situation
2.1 concrete form separately in
2.2 outline form 2.1 concrete form
2.2 true – to – life situation
3. names objects that have the four 3. names objects that have the
(4) forms five (5) forms
2. groups and sorts objects, pictures 4. groups and sorts objects according
according to their shape to their shape (circle, square,
triangle, oblong, etc.) thru matching
cards
D. Weight 1. identifies heavy and light objects 1. identifies heavy and light objects in 1. identifies heavy and light objects
separately a set using standardized scales for
measuring weight
2. differentiates heavy and light 2. differentiates heavy and light 2. differentiates heavy and light
objects objects individually with the use of objects by measuring their
2.1 by the use of his hands standardized scales but without weights using standardized
2.2 by the use of a non- actual measurement weighing scales
standardized scale
E. Distance 1. touches objects that are near and 1. moves around to get/touch far and 1. moves around to get/touch far
point to objects that are far near objects in his environment and near objects in his
environment from a specified
distance
2. places or puts objects 2. places or gets objects according to 2. places or gets objects from a
2.1 that are near to a farther area a specified distance measured distance
2.2 from a far area to a nearer
place
5. groups objects that are near and 4. groups near and far objects 3. groups far/near objects from their
those that are far according to their specific distances specific measured distance
1. tells the number of objects in a 1. tells the number of objects in a 1. tells the number of objects in a
given set of 0 to 10 given set of 0 to 10; 11 to 50 given set of 0 to 10; 11 to 50; and
51 to 100
3. write the number of objects in a 4. writes the number of objects in a 4. writes the number of objects in a
given set from 0 to 10 given set from 0 to 50 given set from 0 to 100
7. counts 0 to 10 8. counts 0 to 50
7.1 by rote 8.1 rote
7.2 objects 8.2 objects
7.3 pictures 8.3 pictures
9. identifies order of objects from the 9. identifies order of objects from the
first to the fifth (ordinal) sixth to the tenth (ordinal)
10. tells the position of an object in a 10. tells the position of an object in a 5. tells the position of an object in a
given set given set given set
10.1 up/down 10.1 up/down 10.1 up/down
10.2 under/over 10.2 under/over 10.2 under/over
10.3 fist/last 10.3 fist/last 10.3 fist/last
10.4 high/low 10.4 high/low 10.4 high/low
10.5 inside/outside 10.5 inside/outside 10.5 inside/outside
10.6 before/after 10.6 before/after 10.6 before/after
11. compares sets using more than or 11. compares sets and numerals 6. compares numerals using more
less than, equal and not equal, using more than and less than, than and less than, equal and not
without the use of symbols and equal and not equal, using equal, using inequalities
with values up to 10 inequalities with values up to 50
End Goal Solves picture problems with sums up Solves word problems with the sums Solves word problem with sums up
to 10 up to 50 to 100 and above
2. joins two sets or more to obtain 2. joins two sets or more to obtain 2. joins two sets or more to obtain
sums of 10 sums of 50 sums of over 100
3. illustrates rules in addition using 3. Illustrates rules in addition using 3. Illustrates rules in addition using
sums up to 10 that sums up to 50 that sums over 50 that
3.1 sum is not changed if order is 3.1 sum is not changed if order is 3.1 sum is not changed if order is
not changed not changed not changed
3.2 any number added with 0 3.2 any number added with 0 3.2 any number added with 0
gives the same number gives the same number gives the same number
4. adds two 1 -digit numerals with 4. adds two 1 to 2 -digit numerals with 4. adds 3 to 4 digit numerals with
sums of not more than 10 by: sums up to 50 in vertical and sums up to 100 in vertical and
4.1 using concrete objects horizontal positions horizontal positions
4.2 using stick diagrams 4.1 without regrouping 4.1 without regrouping
4.3 using fingers 4.2 with regrouping 4.2 with regrouping
in vertical and horizontal
positions without regrouping
5. adds several 1 – digit numerals 5. adds several 1 to 2 – digit numerals 5. adds several 3 to 4 – digit
with sums up to 10 in the with sums up to 50 in the numerals with regrouping with
5.1 vertical position 5.1 vertical position sums over 100 in
5.2 horizontal position 5.2 horizontal position 5.1 vertical position
without regrouping with regrouping 5.2 horizontal position
6. transforms picture problems into 6. transforms word and picture 6. transforms word problems into
number sentences up to 10 problems into mathematical equations with sums over 100
without regrouping sentences up to 50 and using the given, problem,
6.1 without regrouping solution and final answer system
6.2 with regrouping
7. identifies given in a word or picture 7. identifies given in a word or picture 7. identifies given in a word or
problem problem picture problem
8. solves picture problems in addition 8. solves picture problems in addition 8. solves picture problems in
involving sums up to 10 involving sums up to 50 with or addition involving sums over 100
without regrouping with or without regrouping
End Goal Solves picture problems with Solves word problems with differences Subtracts word problems with
differences of 10 or less of 50 or less differences of 100 and above
1. subtracts with differences up to 10 1. subtracts with differences up to 50 1. subtracts with differences of 100
or less using or less using and above
1.1 concrete objects 1.1 concrete objects
1.2 pictures 1.2 pictures
2. uses picture stories to subtract 2. uses picture stories to subtract
differences of 10 or less differences of 50 or less
3. shows the relationship of removing 3. shows the relationship of removing 2. shows the relationship of
a subset from a given set of 10 or a subset from a given set of 50 or removing a subset from given
less less sets of 100 or less
4. illustrates rules in subtracting using 4. illustrates rules in subtracting using 3. illustrates rules in subtracting
differences of 10 or less that differences less than 50 that using differences less than 100
1.1 subtraction is the inverse of 1.1 subtraction is the inverse of that
addition addition 1.1 subtraction is the inverse of
1.2 any number subtracted from 0 1.2 any number subtracted from 0 addition
gives the same number gives the same number 1.2 any number subtracted from
0 gives the same number
5. subtracts two 1 – digit numerals 5. subtracts two 1 to 2 – digit 4. subtracts two 1 to 2 – digit
with 10 or less by numerals with differences of 50 or numerals with differences of over
5.1 using concrete objects less in vertical and horizontal 100 in vertical and horizontal
5.2 using stick diagrams positions positions
5.3 using fingers 5.1 without borrowing 5.1 without carrying over
in vertical and horizontal positions 5.2 with borrowing 5.2 with carrying
without carrying over
6. subtracts several 1 – digit numerals 6. subtracts several 1 to 2 – digit 5. subtracts several 1 to 4 – digit
differences of 10 or less in the numerals differences of 50 or less numerals with carrying and with
6.1 vertical position in the differences over 100 in
6.2 horizontal position 6.1 vertical position 6.1 vertical position
without carrying over 6.2 horizontal position 6.2 horizontal position
with borrowing
8. identifies given in a word or picture 8. identifies given in a word or picture 6. identifies given in a word or
problem problem picture problem
C. Multiplication Names number of objects in a given Solves word problems with products
Entry Behavior set of 50 or less
End Goal Solves word problems with products of Multiplies word problems with
50 or less products of 100 and above
D. Division Solves problems with differences and Illustrates division with quotient of 50
Entry Behavior products of 50 or less or less
End Goal Illustrates division with quotient of 50 Solves word problems with quotients
or less of 100 and above
End Goal Recognizes parts of a whole Applies parts of a whole concept in Adds and subtracts simple fractions
daily living situations
1. identifies whole objects such as 1. identifies other whole objects and 1. identifies more whole objects and
common fruits, basic geometric shapes shapes
shapes, etc.
2. identifies parts of concrete whole 2. identifies fractional parts of a whole 2. identifies, reads and writes the
such as one – half (1/2) from a concrete object such as following
2.1 one – half (1/2) 7.1 ½
2.2 one – third (1/3) 7.2 1/3
2.3 one – fourth (1/4) 7.3 ¼
3. identifies parts of a concrete whole 4. identifies fractional parts of an 4. identifies numerator as part of a
such as one – fourth (1/4) existing set such as whole
2.1 one – half (1/2)
2.2 one – third (1/3)
2.3 one – fourth (1/4)
4. shades part of a whole from a 5. identifies the numerator as part of a 5. identifies the denominator as the
picture such as whole whole
5.1 one – half (1/2)
5.2 one – fourth (1/4)
5. identifies and shades parts of a 6. identifies the denominator as the 6. differentiates the numerator from
whole from existing sets up to 10 whole the denominator
objects
7. reads and writes the following 7. finds the fractional parts of
fractions objects
7.1 ½
7.2 1/3
7.3 ¼
9. adds fractions with the same 9. adds fractions with the same
denominator (like fractions) using denominator (like fractions) using
½, 1/3, and ¼ ½, 1/3, ¼, 1/5, and 1/10
10. subtracts fractions with the same 10. subtracts fractions with the
denominator (like fractions) using same denominator (like
½, 1/3, and ¼ fractions) using ½, 1/3, ¼, 1/5,
and 1/10
11. applies parts of a whole concept 11. applies the fractional parts of a
in the environment such as whole in the environment such
11.1 the number of hours spent as
working/playing in a day 11.1 ¼ of the hours spent
11.2 the number of cups, working or playing
teaspoons in a recipe 11.2 ½ of the 6 cups used in a
recipe
B. Calendar/Time
Entry Behavior Counts by rote Tell time to the hour Tells time by half and quarter of an
hour
End Goal Tell time to the hour Tell time by half a quarter of an hour Computes for time by adding and
subtracting
1. tells the days of the week 1. tells and sequences the days of the 1. tells the specific day and date of
week a year
2. sequences the days of the week 2. tells and sequences the months of
the year
3. performs certain routines during 3. observes certain occasions in a 2. keeps regular schedules and
the week such as year such as special occasions in a year
3.1 school days 3.1 Christmas
3.2 day for prayer, etc. 3.2 Holy Week
3.3 Valentines Day
4. indicates the day of the week in 3. indicates the day of the week in
which a given date in a month fall which a given date in a month fall
4. tells parts of a clock as in the short 6. identifies the long and short hands
and long hands of a clock as the hour and minute
hands
5. tells time to the hour 7. tells time to the hour and minute 5. tells the time by the hour, minute
and second
End Goal Identifies tools used for measurement Identifies units of measurement for Measures weight, height, distance
weight, height, distance and and temperature using appropriate
Change to: temperature measuring implements
2. differentiates objects/persons 2. names units of measurement for 2. names and differentiates units of
according to its distance and/or 2.1 weight – kg., lb., etc. measurement for
temperature without actual 2.2 height – inches, meters, etc. 2.1 weight – kg., lb., etc.
measurement 2.3 distance – km, yd., etc. 2.2 height – inches, meters, etc.
2.4 temperature – degrees C or F 2.3 distance – km, yd., etc.
2.4 temperature – degrees
C or F
3. names tools used in measuring 3. measures own weight and height 3. measures specific objects of
3.1 weight – weighing scale persons for their
3.2 height – ruler, tape measure 3.1 weight
3.3 distance – ruler, tape measure 3.2 height
3.4 temperature - thermometer 3.3 distance
3.4 temperature
V. Decimals/Money
Entry Behavior Recognizes number concepts from 0 - Reads and writes money values from Counts money bills and coins from
10 Php 1.00 to Php 10.00 Php 10.00 to Php 50.00
End Goal Reads and writes money value from Counts money bills and coins from Computes for required money values
Php 1.00 to Php 10.00 Php 10.00 to Php 50.00
1. reads and writes number thru 10 1. sorts and identifies Philippine coins: 1. reads and writes numbers of 100
1.1 Php 0.05 and above
1.2 Php 0.10
1.3 Php 0.25
1.4 Php 1.00
1.5 Php 5.00
1.6 Php 10.00
2. sequences numbers 0 – 10 at 2. sorts and identifies Philippine bills: 2. sequences numbers over 100 at
random 2.1 Php 20.00 random
2.2 Php 50.00
2.3 Php 100.00
2.4 Php 500.00
2.5 Php 1, 000.00
5. adds using the required number of 7. adds using the required number
coins and bills up to Php 50.00 of coins up to Php 100.00 such
as
9.1 Php 0.05
9.3 Php 0.10
9.4 Php 0.25
9.5 Php 1.00
9.6 Php 5.00
9.7 Php 10.00
7. Subtracts using the required 6. subtracts using the required 10. subtracts using the required
number of coins up to Php 10.00 number of coins and bills up to number of coins up to Php
such as Php 50.00 such as 100.00 such as
7.1 Php 0.05 10.1 Php 1.00 10.1 Php 0.05
7.2 Php 0.10 10.2 Php 10.00 10.2 Php 0.10
7.3 Php 0.25 10.3 Php 20.00 10.3 Php 0.25
7.4 Php 1.00 10.4 Php 5.00 10.5 Php 1.00
7.5 Php 5.00 10.6 Php 5.00
7.6 Php 10.00 10.7 Php 10.00
8. solves simple picture/story 7. solves simple money problems 14. solves money problems
problems using money with values involving involving
up to Php 10.00 12.1 addition 16.1 addition
‘ 12.2 subtraction 16.2 subtraction
16.3 a combination of addition and
subtraction
Source: Special Curriculum for the Mentally Handicapped, 1996
PRE – VOCATIONAL SKILLS
LEVEL I LEVEL II LEVEL III
A. Hand Use
Entry Behavior Uses hands to work sparingly Uses hands with minimum assistance Performs work properly
End Goal Uses both hands with minimum Works with both hands Works independently
assistance
1. demonstrates hand preference in 1. demonstrates a hand preference in 1. demonstrates use of both hands in
eating doing play and work activities play and work activities
2. identifies an object by feeling it 2. tells the attributes of an object by 2. distinguishes the attributes of two
feeling it objects by feeling them
B. Manipulation
Entry Behavior Can use fingers Uses fingers skillfully Handles tools properly
End Goal Uses fingers skillfully Handles tools properly Handles simple hand tools properly
1. removes bottle cap from big sized 1. removes bottle cap from a medium – 1. removes bottle cap from small –
bottle in 30 seconds sized bottle in 20 seconds sized bottle in 10 seconds
2. turns doorknob 90 degrees with 2. turns doorknob 180 degrees with 2. turns doorknob 360 degrees with
forearm rotation forearm rotation forearm rotation
3. turns wind – up key 90 degrees in 3. turns wind – up key 180 degrees in 3. turns wind – up key 360 degrees in
one turn one turn one turn
4. unbuttons large buttons at least one 4. unbuttons large buttons at least one – 4. unbuttons large buttons at least one
inch in diameter half inch in diameter - fourth inch in diameter
5. buttons 1” diameter buttons 5. buttons 1/2” diameter buttons 5. buttons 1/4” diameter buttons
6. holds a 1” diameter object in the 6. holds a 1/2” diameter object in the 6. holds a 1/4” diameter object in the
palm of the hand and moves forward palm of the hand and moves forward palm of the hand and moves
the object to pincer grasp w/out the object to pincer grasp w/out forward the object to pincer grasp
assistance from the other hand assistance from the other hand w/out assistance from the other
hand
7. places paper clips on paper along 7. clips 2 pieces of paper together 7. clips 4 pieces of paper together
the top edge of the paper
C. Bilateral Skills Uses different kinds of string to bead Holds/ties objects with assistance Practices holding/tying objects
Entry Behavior things
End Goal Holds/ties objects with assistance Practices holding/tying objects Holds/tie object independently
1. holds big bowl and stir with big 1. holds medium – sized bowl and stirs 1. holds small bowl and stirs with
spoon with clockwise motion with tablespoon in counter – teaspoon in clockwise and counter
clockwise motion – clockwise motion
4. folds 8 – ½” x 11” paper in half 4. folds 8 – ½ x 11” paper in four folds 4. folds 8 – ½” x 11” paper, in
8.1 eight folds
8.2 other paper folding designs
D. Tools use
Entry Behavior Uses simple tools with maximum Uses simple tools properly Practices using simple kitchen tools
assistance
End Goal Uses simple tools properly Practices using simple kitchen tools Uses kitchen tools independently
1. transfers solid hard materials with a 1. transfers soft mixtures with a spoon 1. transfers liquid substances with a
spoon such as such as: spoon
1.1 salt 1.3 rice 1.1 gelatine
1.2 sugar 1.4 peas 1.2 mayonnaise, etc.
2. uses hand (pincer grasp) to transfer 2. uses tongs to transfer medium – 2. uses pincers to transfer small
big objects sized objects objects
E. Work Attitude
Entry behavior Finishes Task Finishes a certain task in a given time Finishes tasks independently
End Goal Finishes a certain task in a given time Finishes tasks independently Takes work orders properly
1. recognizes personal 1. keeps personal 1. discriminates one’s belongings and
belongings/materials/objects belongings/materials/objects in own those of others
place
2. tells one’s own size of clothing 2. tells one’s own size of 2. estimates sizes of other things
2.1 clothing
2.2 shoes
2.3 slippers
3. eats packed lunch/snacks 3. chooses food from menu 3. writes order form and pays for order
independently
4. takes on one job responsibly 4 takes on two job responsibilities such 4. takes on 3 or more job
5.1 clearing the table as responsibilities such as
5.2 wiping the table 5.1 putting out the materials and 5.1 checking the attendance plus
putting away the materials recording and filing
5. drinks water and other liquid from a 5. fills a glass with water from the faucet 5. uses drinking fountain or facilities
glass without spilling without spillage properly
6. puts trash in the trash bin/basket 6. cleans up workplace and puts all trash 6. cleans up workplace; puts all trash
in the trash bin/basket in the trash bin/basket and
disposes garbage properly
7. goes to the toilet without prompting 7. goes to the toilet independently such 7. uses the toilet properly such as
as pulling down and up flushing the toilet after use, dispose
undergarments/pants/ sits on the of tissue paper properly
bowl, cleans up
Source: Special curriculum for the Mentally Handicapped, 1996
VOCATIONAL SKILLS
LEVEL I LEVEL II LEVEL III
A. General Cleaning and Sanitation
A.1 Janitorial Service
Entry Goal Cleans rooms properly Cleans rooms/house using non- Prepares self for outside work
electrical tools systematically experience in janitorial services
End Goal Cleans rooms/house using non- Prepares self for outside work Works full time in sheltered or non –
electrical tools experience in janitorial services sheltered settings
1. preparation 1. preparation 1. preparation
1.1 puts on work clothes assigned 1.1 gets work clothes from cabinet 1.1 brings own work clothes and
by teacher including gloves uses them during work hours
1.2 gets materials/equipment 1.2 identifies and gets cleaning 1.2 gets cleaning equipment
needed for cleaning such as equipment as needed, such as appropriately and regularly
-mops and buckets -mops and buckets such as
-brooms -brooms -mops and buckets
-rags -rags -brooms
-garbage cans -garbage cans -rags
-cleansing solution -garbage cans
1.3 jots down in checklist -cleansing solution
equipment taken out 1.3 itemizes cleaning
1.4 checks from list of new materials/equipment taken in
stocks/supplies needed checklist
1.4 prepares new
stocks/bathroom supplies
such as toilet paper, soap,
towels, garbage bags, etc.
1.5 moves furniture properly
2.1 doors, walls and ceiling 2.1 doors, walls and ceilings 2.1 doors, walls and celling
2.1.1 dusts, polishes and 2.1.1 dusts and polishes walls 2.1.1 dusts, polishes, soaps
washes walls within and ceiling and rinses walls and
reach 2.1.2 soaps and rinses walls ceilings
and ceilings 2.2.2 scrubs and wipes
walls/tiles and mirrors
of rooms
2.1 floors
2.1.1 sweeps, waxes and
2.1 floors 2.1 floors polishes
2.1.1 sweeps, waxes and 2.1.1 sweeps, waxes and 2.1.2 scrubs floors with soap
polishes the floors of a polishes several rooms 2.1.3 uses vacuum cleaner
room 2.1.2 scrubs floors with soap appropriately
Entry Goal Cleans carpets and rugs Prepares self for outside work
Cleans carpets and rugs experience in carpet, rug and
upholstery services
End Goal Cleans carpets and rugs Prepares self for outside work Works full – time in sheltered or non
experience in carpet, rug and – sheltered settings
upholstery services
End Goal Clears the whole table in school Prepares self for outside work Works full time in sheltered or non –
experience in busboy services sheltered settings
B.4 Dishwasher
Entry Behavior Prepares own food for each meal Cleans up work area after washing Prepares self for outside work
food containers experience in food attending services
End Goal Cleans up work area after washing Prepares self for outside work Works full time in sheltered or non –
food containers experience in food attending services sheltered settings
1. preparation 1. preparation 1. preparation
1.1 puts on work clothes assigned 1.1 gets work clothes from cabinet 1.1 brings own work clothes and
by teacher including gloves uses them during work hours
1.2 brings lunch box 1.2 gets materials/equipment 1.2 identifies and gets
needed for washing dishes dishwashing equipment
such as soap, sponge, dish including machine
rag, etc. 1.3 gets materials/equipment
needed for washing
2. actual work 2. actual work 2. actual work
2.1 wipes off oil from lunch box 2.1 puts all dirty dishes in sink 2.1 puts all dirty dishes in sink
containers and rinses with 2.2 sorts dishes and utensils 2.2 sorts dishes and utensils
warm water 2.3 removes leftover food from 2.3 scrape off leftover food/solid
2.2 uses sponge to soap food dishes and utensils using particles from dishes using
container warm water scrap trays
2.3 rinses with tap water 2.4 uses sponge to soap dishes 2.4 rinses in running water
2.4 wipes dry with clean, sanitizes and utensils utensils such as glassware,
dish rag 2.5 wipes dry with clean, sanitized silverware, plates, etc.
dish rags 2.5 soaps glassware first
followed by silverware and
finally, chinaware
2.6 rinses with tap water
2.7 wipes dry with clean,
sanitized dish rag
2.8 stacks glassware, silverware
and chinaware on shelves
2.9 scrubs cookware and trays
2.10 rinses cookware with tap
water
2.1 dries cookware
3. cleaning up 3. cleaning up 3. cleaning up
3.1 returns lunch box containers in 3.1 returns all dishes and utensils 3.1 returns all dishes and
lunch bag in dish racks and cabinets utensils in dish racks and
3.2 soaps sink and counters cabinets
3.3 wipes dry sink and counters 3.2 soaps sinks and counters
with sanitized dish rags
End Goal Sorts items that are non – consumable Prepares elf for outside work Works full time in sheltered or non –
and non- breakable experience in small store services sheltered settings
End Goal Folds and keeps own clothes or linen Prepares self outside work experience Works full time in sheltered or non –
in their respective cabinets in small store services sheltered settings
End Goal Sorts and returns materials/items Prepares self for outside work Works full time in sheltered or non –
according to required quality experience in factory service skills sheltered settings
D. Agriculture Skills
D.1 Field or Plant Nursery Aids
Entry Behavior Waters plants Removes weeds Prepares self for outside work
experience in field/pant nursery aid
skills
End Goal Removes weeds Prepares self for outside work Works full time in sheltered or non –
experience in field/pant nursery aid sheltered settings
skills
E. Laundry Services
E.1 Wash and Fold
Entry Behavior Hand wash own clothes/garments Sorts/folds own clothes/garments Prepares self for outside work
experience in a laundry shop
End Goal Sorts/folds own clothes/garments Prepares self for outside work Works full time in sheltered or non –
experience in a laundry shop sheltered settings
E.2 Press/Iron
Entry Goal Press/iron own clothes/garments Press/Iron own clothes/garments Prepares self for outside work
experience in a laundry shop
End Goal Press/Iron own clothes/garments Prepares self for outside work Works full time in sheltered or non –
experience in a laundry shop sheltered settings
2. Technology Productivity Tools / 2. introduces home row and correct 2. uses proper typing technique with
Keyboarding finger placement efficiency and accuracy without
2.1 identifies and locates special looking at the keyboard
2. 1 uses correct posture keys such as, enter, spacebar, 2.1 reviews and uses correct posture
2.2 begins to locate and use caps lock, shift keys and "home row" typing positions
letters, numbers, etc. introduced in earlier grades.
2.2 types simple 2-3 words or
phrases using correct finger
positions
3. Word Processing 3. performs basic formatting tasks 3. types with one space between
3.1 types first name, abc's, #'s and/or including font, style, color, bold, italic, word between words and be
simple words underline, alignment consistent with spacing after a
3.2 uses the delete and backspace 3.1 uses simple text editing skills sentence (1 or 2 spaces is
appropriately 3.2 inserts clip art acceptable)
3.3 types short writing pieces 3.1 uses formatting functions and
3.4 uses page setup options numbering, indents, page breaks,
margins and columns
3.2 uses borders/drawing
tool/graphics
3.3 inserts graphics from outside
source
3.4 copies and pastes information
from the internet into a Microsoft
word document for note taking
purposes
4. Social, Ethical, and Human Issues 4. displays ethical behavior relating to 4. demonstrates and understands
4. 1 demonstrates appropriate privacy, ethics, passwords and copyright by citing sources of
computer etiquette personal information copyrighted materials in papers,
-handles computer with care 4.1 respects the privacy of all users projects and multimedia
-clean hands, no hands on the presentations
computer monitor
- no food or drinks
- leaves the computer ready for
the next user (exits all the
programs, straighten keyboards
and mouse, chair)
- working quietly
-takes belongings when leaving
the computer
4.2 respects the privacy of all users
Source: Special Curriculum for the Mentally Handicapped, 1996
Learning Competencies for the Gifted and Talented/Fast Learners
SCIENCE – GRADE 1
Content Content Standards Performance Learning Competencies Week Learning Objectives
Standards
First Grading
Matter The Learner… The Learner… The Learner… Observable properties of Materials
Classifying Demonstrates Handles materials Infers from a given set of 1. Classifies objects according to their
objects and understanding of properly and observations that some physical properties such as size,
materials materials found at observing materials have similar color, and shape
according to home and school precautionary and/or different 1-4 2. Investigates to identify how matter
observable measures properties changes state, size, color, and
physical Explores and shape
properties makes 3. Compares physical changes in
Ensuring observations by matter
safety when using the senses, a. Compares materials according to
working with as appropriate, observable properties (ie. Color,
materials during guided shape, size, texture, odor, taste)
investigation
b. Classifies materials according to
their physical properties
c. Infers from a given sets of
5-8 observations that some materials
have similar and/or different
properties
d. Orders materials according to the
degrees of their properties:
Color – light to dark
Size – small to big, short to long,
narrow to wide, short to tall
Odor/taste – bland to strong
Texture – smooth to rough
4. Demonstrates safe practices when
working with objects and materials
Second Grading
The Human Body The Learner… The Learner… The Learner… The Learner…
Demonstrates Uses appropriately Label the external Parts of the Body
understanding that the main external parts of the human 1. Compares the main parts of the body
the head, hands, body parts to live a body 1.1 Identifies the main parts of the
feet, skin, etc are healthy life 1 body:
major external - head
body parts that Exercise proper - Trunk
keep the rest of ways and healthful - Limbs
the body working practices of caring 1.2 Describes the similarities and
well the human body differences of the body part
Note: Italized
competencies may not be
taught separately if it is
integrated with other
competencies and/or with
other subjects.
Learning Competencies for the Gifted and Talented/Fast Learners
SCIENCE – GRADE 2
Content Content Standards Performance Standards Week Learning Competencies
First Grading Demonstrates Demonstrates that solids, Describes the observable properties of
understanding on the liquids and gases have a given solid, liquid or gas
MATTER: conduct of science mass 1 Infers that materials is composed of
Characteristics and investigation on mass, tiny particles that cannot be seen by
Properties of Solid, Liquid weight and volume. the naked eye.
and Gas
Conducts investigation on the different
states of matter.
Illustrates the arrangement of tiny
2-3 particles of different materials
Performs experiment to show that:
a solid has a definite shape a
liquid and gas have no definite
shapes
Care and Concern for the Demonstrates Exhibits sensitivity and Care for the differently-abled
Differently-abled persons understanding on the concern for the differently- Predicts what may happen in case one
impaired functions or abled persons or more sense organ are impaired or
structure of the sense lost.
organs, and sensitivity
5 Suggests ways of showing love and
towards differently-abled support to differently-abled children.
persons. Describe changes in the well-being
children when people show love,
concern, and acceptance for them.
Animals Demonstrates Infer that animals use a part Describe the body parts used by
How Animals Move understanding on how to of some parts of their body animals to move, get food and protect
identify animals according to to move, get food and 5 themselves.
their movements. protect themselves. Compare the body parts of animals
used to move, get food and protect
themselves.
Comparing Common Demonstrates Differentiate common Give similarities of two animals of the
Animals understanding to compare animals and identify the same kind.
animals according to their characteristics of young and Give differences between two animals
similarities and differences mature animals.
and value the uniqueness of of the same kind.
animals according to their 6 Give similarities of two animals of
qualities. different kinds.
Give differences between two animals
of different kinds.
Give similarities of young and mature
animals of the same kind.
Give differences between young and
adult animals of the same kind.
Needs of Animals Demonstrates States that animals need 6 Cite evidences that animals need air,
understanding of the food, air, water and shelter food, air, water and shelter in order to
characteristics of living in order to grow. grow.
things and identify the basic Infer what may happen if animals will
needs of animals in order to not get good air, shelter and water.
survive. Infer the consequences that may arise
when homes (habitats) of animals are
polluted/destroyed.
Sounds Demonstrates States that sound is 6-7 Observe that moving objects produce
understanding of sound as a produced by objects or sound
form of energy. things that move back and Observe objects that produce loud and
forth. soft sounds
Identify objects that produce loud and
soft sounds
Classify objects that produce loud and
soft sounds
Show how soft and loud sounds are
produced
Electricity Demonstrates Prove that objects/things is 8 Identify objects /things moved by
understanding of electricity moved by electricity electricity
as form of energy Show how electricity moves toys and
machines
States that objects/things moved by
electricity change position/direction
from a reference point
Fourth Grading 1-2 Identifies the things from earth that
living things need to survive.
Earth’s Surface Demonstrates Participates in taking care of Identifies the composition of the earth’s
understanding on the his/her surroundings surface.
importance of land, water, Explains the importance of land, water
and air as resources. and air as resources for life.
Describes renewable and non-
renewable resources from the earth.
Infers that the earth is the resource for
life and one’s needs.
3 Human Activities
Identifies some activities of human
beings to meet their needs.
Describes the activities of human
beings that affect the surface of the
earth.
Infers that the surface of the earth is
affected by the activities of human
needs.
Explains how the community makes
use of the natural resources found in
the locality (town, city, province)
Weather Demonstrates Practices safety measures 5 to 6 Describes the conditions of the sky.
understanding of the types during certain weather Records the daily weather conditions
and effects of weather as conditions. for one week.
they relate to daily activities, Interprets a simple weather chart.
health and safety. Relates the condition of the sky to the
kind of weather observed.
Describes the changes in the weather
over a period of time.
Infers that weather changes during the
day and from day to day.
Concludes that weather affects family
and community activities.
Communicates how different types of
weather affect activities in the
community.
Identifies activities done during certain
weather conditions.
Infers that weather affects family and
community activities.
Sun Demonstrates Practices precautionary 7-8 Infers that the sun gives off heat and
understanding that the sun’s measures to prevent light.
heat and light affect human harmful effects of the sun. Gives evidence that the sun’s heat and
beings and other things on light reaches the earth.
earth. Discusses benefits of the sun’s light
and heat.
Differentiates useful and harmful
effects of the sun’s heat and light to
human beings.
Compares useful and harmful effects of
heat and light to human beings and
other things.
Explains safety precautions to avoid
the harmful effect of the sun’s light and
heat.
Enumerates the precautionary
measures to avoid harmful effects of
the sun’s heat.
Learning Competencies for the Gifted and Talented/Fast Learners
ENGLISH 1 – FIRST AND SECOND QUARTER
Content Content Standards Performance Standards Week Learning Competencies
First Grading
Duration will Identifies signs, symbols, labels, and
PHONICS AND WORD Shows understanding of Uses various strategies to depend on the captions in the environment
RECOGNITION strategies used to decode/ identify words. pacing of the
decode/identify words. teacher/learner Recognizes some common words on
and as to the sight (e.g. a, the, and, said)
sequence per
Domain/Content
per day. Recognizes words using spelling
patterns as aid to sound out certain
Example: letters
Monday: -vowel and consonant pattern
Listening/Oral
-consonant and vowel-consonant
Language
Tuesday: (CVC)
Phonics and -consonant-vowel-vowel-
Word consonant(CVVC)
Recognition/Oral -consonant-vowel-consonant (CVC)
Language - consonant clusters in initial and final
Wednesday: position
Grammar/Writing
-consonant clusters and blends in
Thursday:
Reading initial and final position
Friday:
Spelling/Writing
or a Quiz Day
ORAL LANGUAGE Shows knowledge of Uses speaking skills and • Shows understanding that the order
appropriate speaking skills strategies appropriately to of letters in a written word represents
and strategies used for a communicate with different the order of sounds in a spoken word
variety of purposes with audiences for a variety of
different audiences. purposes.
LISTENING Shows ability to glean Gleans meaning from a Listens and speaks with a purpose in
COMPREHENSION meaning from a range of range of texts listened to mind
texts listened to for a for a variety of purposes.
variety of purposes. Listens and responds to others
• gives directions
• expresses their feelings about
others ideas
Identifies connections between text
listened to and personal experience
SPELLING Use how to spell words Spells words with two Uses phonemic awareness and
using phonemic awareness syllables letter knowledge to spell and write
and letter knowledge. words.
WRITING Mechanics
Writes legibly, accurately and
neatly in manuscripts in both
capital and small letters of the
alphabet.
Functional Writing
Second Grading
PHONICS AND WORD Shows understanding of Uses various strategies to • Recognizes some common words on
RECOGNITION strategies used to decode/ identify words sight (e.g. he, she, they, are, will,
decode/identify words with, there)
• Recognizes and read some
irregularly spelled words (e.g. have,
said, please, because)
• Identifies//distinguishes words with
short and long vowel sounds
• Reads and spells one to two syllable
words with consonant blends
• Reads and spells one to two syllable
words with consonant digraphs/
trigraphs
• Reads and spells words with
inflectional endings
• Recognizes and spells irregularly
spelled words
• Uses phonic knowledge to attempt
unknown words
• Blends phonemes to read words
• Recognizes some common words on
sight (e.g. an, of, then, had, his,
were, some, his, him)
• Recognizes and reads some
irregularly spelled words (e.g. such
as enough, enough, through,
beautiful)
LISTENING Shows ability to glean Gleans meaning from a Determines whether a story is realistic
COMPREHENSION meaning from a range of range of texts listened to or fantasy
texts listened to for a for a variety of purposes. Restates facts from listening to
variety of purposes
informational text
• Asks and responds to questions
about informational text
• Follows a sequence of directions
• Uses details and pictures found in
the informational text to create
meaning
Uses an understanding of characters,
incidents and settings to establish
relationships between
characters and events (e.g.
sequence of events, cause
and effect, problem-
solution)
Palabigkasan at Pagkilala Nauunawaan na ang mga Nagagamit ang iba't ibang - Nakikilala at nababasa ang mga salita
sa Salita nakalimbag na salita ay istratehiya sa pag-unawa gamit ang mga;
binubuo ng mga letra na ng mga salita. a. palatandaang konpigurasyon
may kanya-kanyang tunog b. biswal na hudyat o tunay na bagay
at pinagsama-sama upang o larawan
makabuo ng mga salitang
may kahulugan.
Gramatika Naipakikita ang kasanayan Nagagamit nang wasto -Nagagamit nang wasto ang
sa paggamit ng Filipino sa ang mga bahagi ng pangngalan sa
pasalita at di-pasalitang pananalita sa mabisang • pagbibigay ng pangalan ng tao,
pakikipagtalastasan. pakikipagtalastasan upang lugar at mga bagay (pambalana,
ipahayag ang sariling pantangi)
ideya, damdamin at • pagkukuwento tungkol sa pamilya o
karanasan. kaibigan at isang indibidwal.
• Pagpapahayag ng mga
impormasyon tungkol sa sarili
-pangalan
-gulang
-tirahan
-pamilya
-tatay, nanay,
-kapatid at iba pa
Pag-unlad ng Bokabularyo Nauunawaan ang isang Nagagamit ang iba't ibang -Natutukoy ang mga magagalang na
salita sa pamamagitan ng istratehiya sa pantawag sa tao at ang daglat ng mga
pagsusuri ng kayarian nito pagpapaunlad ng ito
upang magamit nang talasalitaan at magamit
wasto at angkop sa ang mga ito sa
pakikipagtalastasan pakikipagtalastasan
Kaalaman sa Aklat at Nagkakaroon ng Nasusuri ang mga -Natutukoy ang pamagat, awtor at may
Limbag kamalayan sa mga bahagi nakalimbag na teksto guhit ng teksto/kuwento
ng aklat at kung paano ang bilang paghahanda sa -Nauunawaan ang gawain ng mga
limbag ay nakakatulong sa awtor at illustrator
pormal na pagbabasa.
wasto at naayon sa tekst -Naituturo ang simula at katapusan ng
pangungusap/talata/kuwento
ANNEXES
1. Anecdotal Record
2. Checklist/Report Card: Level 1
3. Checklist/Report Card: Level II
4. Checklist/Report Card: Level III
5. Individualized Education Plan
Annex 1. Anecdotal Record
ANECDOTAL RECORD
School Year 2020-2021
NAME;_______________________________________ Grade;____________________
______________________________ ______________________________
Teacher School Principal
Annex 3. Checklist/Report Card: Level I Dear Parents:
___________________________
CHILD SKILLS CHECKLIST Teacher
LEVEL I _________________________
Principal
Name: ________________________________________
Certificate of Transfer
LRN: __________________________________________
Admitted to Grade _______Section_______________
Eligibility for Admission to Grade _______________
Age: __________________________________________
C. Toileting
1. Use signs to use the toilet 1. Eye contact/ posture when responding to
2. Uses potty seat with assistance communication:
3. Sits on toilet bowl with assistance Looks at the person with prodding
4. Washes genitals with maximum assistance 2. Initiating communication:
5. Uses toilet paper with maximum assistance Attempts to reach for the person’s hand
6. Flushes toilet with adult assistance 3. Response: Responds by smiling
7. Washes and dries hands/attends to toilet 4. Plays with others such as teacher and
needs classmate
8. Uses toilet with maximum assistance B. Attention Span – Tactile
D. Grooming and Hygiene 1. Attending to task/material:
1. Washes hands with soap and water before Attempts/manipulates a tasks/material
and after eating with maximum assistance for at least five (5) minutes
2. Dries hands with towel with maximum 2. Manipulates task/material presented with
assistance maximum prompting and without
3. Washes face with soap and water with completion
maximum assistance 3. Returns material(s) used with assistance
4. Dries face with towel with maximum C. Attention Span (Auditory)
assistance 1. Locates sound by moving head
5. Hangs towel with maximum assistance 2. Sits to listen to sound for at least 5 minutes
6. Applies toothpaste on a toothbrush with 3. Imitates sound with verbal prompting
maximum assistance 4. Responds to sound/command heard
7. Brushes teeth with maximum assistance through action by verbal prompting
8. Combs/brushes hair with maximum II. Self – Awareness
assistance 1. Expresses emotions through body language
9. Wipes nose with tissue/handkerchief with like smiling, clapping, dancing, etc.
maximum assistance 2. Understanding emotions:
10. Takes a bath using the shower/dipper with Distinguishes differences in emotion through
maximum assistance illustrations
11. Uses a towel to dry him/herself with 3. Emotional regulation:
maximum assistance Expresses common expressions (happy,
12. Washes hair with soap and water during angry, sad) verbally in any manner
menstruation with maximum assistance 4. Name recognition Makes gesture when name
13. Uses the following: hand/body lotion; is called by looking, nodding head and
powder; deodorant/cologne with maximum looking/ turning head
assistance 5. Self-identification within environment:
14. Cuts/trims fingernails/toenails with - Tells self in own family
maximum assistance - Tells role of self in the family
15. Uses sanitary napkins with maximum - Recognizes position in the family
assistance 6. Age
16. Washes genitals with soap and water during Tells own age using
menstruation with maximum assistance - Sticks/stones
17. Uses shaver and cream with maximum - Fingers
assistance - Other counting objects
18. shaves/pulls underarms hair with Verbalizes age when asked
maximum assistance 7. Home address (when asked)
- Points to identification card
II. SOCIAL SKILLS - Tells number and street address
I. Attending Skills
A. Body Contact
8. Managing personal belongings: 2. Demonstrates how to follow orders or
Names belongings by pointing/showing and request by:
bringing to teacher a. waiting for one’s turn
b. listening attentively when somebody
9. Family:
is talking
- Identifies family members by pointing to
c. forming a line when passing in and
person and through pictures
out of the room
- Says members of family
Though gestures
- Names each member of family
10. Identifying major body parts: Head | Eyes | III. COMMUNICATION SKILLS (with maximum
assistance)
Ears | Nose | Neck | Hands | Fingers |
Abdomen | Legs | Feet by pointing to part I. Listening/Receptive Skills
named; naming different parts pointed by A. Basic Communication Behavior
teacher; through illustration drawing self 1. Spontaneous eye contact
and identifying body parts a. looks at the teacher’s eye when
spoken to for at least 2 seconds
III. Self at Play b. looks at the teacher’s eye while
1. GREETING: Comes to school with a pleasant talking for at least 3 seconds
disposition by: c. responds to his/her name when
Greeting teachers, visitors, classmates, called
friends etc. through body language, d. smiles when praised
signs, and verbal language e. approaches others when asked
2. Plays harmoniously with others during a 2. Cooperates with simple spoken requests
cooperative activity with complete a. follows simple requests of the teacher
supervision, in the classroom ex. “Stand up”, “Sit
During sensorimotor games and parallel down”, “Erase the blackboard.” “Get
games your pencil”, etc.
3. Borrows things politely through gestures, 3. Body Movements
signs and saying “please” a. moves objects with both hands
4. Returns materials/ objects to its proper place b. pick up one object with both hands
and to its owner with physical guidance 4. Concentration Span
5. Uses the following expressions “Thank you”, a. looks at pictures or real objects the
“Please”, “May I”, “Excuse me”, “I’m sorry”, teacher holds for 2 - 3 seconds
“You’re welcome” with physical or verbal 5. Work habits: Work Attention
guidance whenever necessary through a. looks at work/material presented
gesture, flashcards/charts b. works on material presented for a
6. Shows acceptable behaviour to befriend number of (seconds or minutes)
another by helping other children, sharing with complete guidance
toys or other things, playing games with 6. Mouth Positions
others a. breathing
7. Activity participation: Joins other group/ 1. breathes in and out through
school activities mouth
8. Makes choices by asking for assistance: 2. breathes in and out through nose
Giving others a chance to share with group 3. inhales through the nose and
IV. Self at Work exhales through the mouth
1. Independence 4. takes short, fast breaths (pants)
Works on cooperative activities harmoniously b. blowing
without constant supervision by listening 1. blows a strip of tissue paper
attentively to instructions given and sharing hanging in front of child’s
materials with members of the group mouth
2. blows small candle
3. blows a soap bubble pipe 1. Auditory Acuity
4. blows bubbles a. listens to body sounds such as
c. jaw movements humming, coughing, giggling, crying,
1. opens the mouth wide saying “ahh” shouting, sneezing, yawning,
2. opens wide moth wide and closes it checking tongue snoring, heel
3. moves jaws right and left (prompted tapping, whistling, whispering, finger
by holding child’s lower jaw and – snapping, etc.
moving it while teacher shows b. responds functionally to:
how) 1. household sounds
4. closes mouth so that front teeth are 2. musical instruments
edge to edge (prompted by 3. animal sounds
spreading child’s lips at the 4. common toy sounds
corners and moving his jaw so 2. Auditory Discrimination
that the front teeth come together a. identifies specific sounds on nature in
on edge looking like a GRIN) the environment
d. lip movements b. recognizes familiar sounds and imitates
1. makes lips round (prompted by them
putting teacher’s thumb and c. identifies loud and soft sounds by
forefinger at the corner of the pointing
child’s mouth and pushing the d. detects direction of specific sounds by
tips slightly toward the center: gesturing
Example-long “o” and “u” sound) e. shows recognition of the voices of the
immediate members of the family and
2. sticks out the lips together like
his teacher
pouting (prompted by putting
3. Auditory Decoding/Sequencing
teacher’s thumb and forefinger
a. recognizes name when called by turning
near the corners of the child’s
or by smiling
mouth and gently squeezing his
b. shows various reactions such as
lips together and out) smiling/laughing when happy or
3. spreads the lips wide apart with the crying when sad, etc.
teeth closed like a big grin d. repeats simple instructions through
prompted by spreading child’s lips action as teacher demonstrates
wide at the corners with the e. follows one – step commands by doing
thumb and forefinger and moving upon request, e.g. waving, nodding
his jaw with the other teacher’s head, clapping hands, touching nose
hand so that child’s teeth are II. Speaking/Expressive Skills
shut A. Auditory – Vocal Memory
e. tongue movements 1. makes verbal response as a simple
1. moves tongue up and down and to familiar word is expressed to the
the left and right child
2. moves tongue from side to side 2. verbally relates yesterday’s experience (s)
3. lifts tip of his tongue (for letters TH, B. Auditory Acuity
L, T) by holding lower jaw open 1. auditory imitates single verbalizations of
and touching upper lip with a what was verbalized
lollipop or lift his upper lip with 2. repeats motorically what was instructed
his tongue depressor such as tap on desk, cough, laugh, clap,
4. chews, licks, and sucks (on large etc.
lollipops, pretzel sticks for II. Reading/Decoding
practice on lip jaw and tongue A. Sounds
movements 1. Identifies sounds heard from the
C. Auditory Perception environment
a. Identifies big and small objects, long and
2. Imitates vowel sounds short objects, tall and short objects
3. Imitates the following initial and final b. Selects from a set of big and small objects,
consonant sounds: m, n, p, t, k, b, g, h, long and short objects
w, l, p, y, and r (initial); m, n, p, t, d, f, c. Selects from a set of big and small objects,
s, and r (final) heavy and light objects, long and short
B. General Vocabulary objects
1. Signals needs and wants d. sorts objects with similar sizes
2. Points to parts of the body when asked e. differentiates weights of objects by any
3. Says simple 1 to 2-word greetings such as weighing scale indicator
hello, good morning, hi, etc. f. puts objects side by side to differentiate long
4. Uses common courteous expressions such and short objects
as please, goodbye, sorry, when asked 4. Weight
to verbalized a. identifies heavy and light objects separately
5. Talks about oneself by: b. differentiates heavy and light objects: by the
a. telling his name use of his hands, by the use of a non –
b. telling one’s age standardized scales
c. telling names of mother and father 5. Distance
6. Identifies common objects/animals a. touches objects that are near and point to
objects that are far
a. by pointing to the picture
b. places or puts objects that are near to a
b. by pointing to the actual object/animal
farther area, from a far to a nearer place
c. by verbally identifying object/animal
c. reaches out for objects that are near and
7. Answers basic questions in relation to self those that are far
and others d. identifies and differentiates objects that are
8. names people, places, objects, things, and near and far
animals e. groups objects that are near and those that
9. points to the object, things with the basic are far
primary colors
10. Recites nursery rhymes and jingles with B. Whole Numbers
the teacher 1. Tells the number of objects in a given set of 0 to
IV. NUMERACY SKILLS 10
A. Object Discrimination Skills 2. Reads number 0 to 10
1. Colors 3. Writes the number of objects in a given set from
a. Recognizes red blue, yellow objects 0 to 10
b. Associates red, blue, yellow objects with 4. Arranges number 0 to 10 from the least to the
particular objects, objects, objects greatest and vice versa
commonly used by learners, objects found 5. Reads number words 0 to 10
at home, etc. 6. Matches number words 0 to 10 with numeral
c. Recognizes the primary colors in a particular
object in a/an environment picture, scene 7. Counts 0 to 10: by rote, objects, pictures
2. Shapes 8. Identifies the object at the right or left of a given
a. Recognizes and names the following basic set from its required
figures/shapes separately: circle, square,
triangle, rectangle in concrete and outline 9. Identifies order of objects from the first to the
form fifth (ordinal)
b. Groups/sorts objects according to their 10. Tell the position of an object in a given set
shape using the following: up/down, under/over,
c. Sorts objects, pictures, shapes according first/last, high/low, inside/out, after/before
to the four basic shapes
3. Sizes
11. Compares set using more than and less than C. Measurement
equal and not equal without the use of symbols A. Fractions
and with values up to 10 1. Identifies whole objects such as common
C. Mathematical Operations fruits, basic geometric shapes, etc.
A. Addition 2. Identifies parts of a concrete whole such as
1. Adds up to some of 10 using concrete objects, one – half (1/2)
pictures 3. Identifies parts of a concrete whole such as
one – third (1/4)
2. Joins two sets or more to obtain sums of 10
4. Shades parts of a whole from a picture such as
3. Illustrates rules in addition using sums up to 10
¼, ½
that sum is changed if order is not changed,
any number added with 0 give the same 5. Identifies and shades parts of whole from
number existing sets up to 10 objects
PARENT’S/GUARDIAN’S SIGNATURE
Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr Total
No. of
1ST Quarter:______________________________ School
Days
No. of
Days
Absent
___________________________
CHILD SKILLS CHECKLIST Teacher
LEVEL III _________________________
Principal
Certificate of Transfer
Age: __________________________________________
Cancellation of Eligibility to Transfer
Date of Birth: __________________________________
Admitted in_____________________________________
Sex: __________________________________________ Grade__________________________________________
AO Always Observed
SO Sometimes Observed 3rd Quarter:______________________________
RO Rarely Observed
NO Not Observed 4th Quarter:______________________________
Annex 5. Individualized Education Plan (IEP)
INFORMATION
PUPIL/PARENT INFORMATION
ELIGIBILITY CATEGORY MEETING INFORMATION
Pupil: ___ Autism DATE OF MEETING: _____
Sex: ___ Deaf/Blind DATE OF LAST IEP: _____
Birthdate: ___ Developmentally Delayed PURPOSE OF MEETING:
Grade: ___ Emotional Disturbance ____ Interim IEP
Student ID#: ___ Health Impairment ____ Initial IEP
Pupils’ Primary Language: ___ Hearing Impairment/Deaf ____ Annual IEP
Pupils’ English Proficiency Code (optonal): ___ Intellectual Disability ____IEP Following 3-Yr Reevaluation
Address: ___ Orthopedic Impairment ___Revision to IEP Date_______
Pupils’ Home Address: ___ Specific Learning Disability ___Exit/Graduation____________
Parents: ___ Speech/Language ___IEP Revision Without a Meeting:
Parent Phone: Impairment At the request of ________ Parent
Work: ___ Traumatic Brain Injury ___School/District
Mobile Phone/ Email: ___ Visual Impairment/Blind OTHER ADDENDUM MEETING
Language Spoken at Home: ___ Multiple Impairment IEP Services will begin: _________
Emergency Contact/Phone Number: Eligibility Date ___________ Anticipated Duration of Services ___
Current School: ANTICIPATED 3-YR IEP Review Date: ____
District: REEVALUATION_______ COMMENTS:
______________
IEP PARTICIPATION
PROCEDURAL SAFEGUARDS
____I have received a statement of procedural safeguards under the individuals with Disabilities Education Act (IDEA) and
these rights have been explained to me in my primary language
Parent Signature: _________________________
AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, STUDENTS MUST BE INFORMED OF THEIR RIGHTS UNDER IDEA
AND ADVISED THAT THESE RIGHTS WILL TRANSFER TO THEM AT AGE 18.
___ Not Applicable (Student will not be 18 within one year
____The student has been informed of his/her rights under IDEA and advised of the transfer of rights at age 18
EMOTIONAL EVALUATION:
BEHAVIORAL OBSERVATIONS:
CLINICAL IMPRESSIONS:
STATEMENT OF PUPIL’S PREFERENCES AND INTERESTS (required if transition services will be discussed, beginning at
age 14 or younger if appropriate)
1. Does the pupil’s behavior impede the pupil’s learning or the learning of others? ____No action needed ___Yes, addressed
in IEP
If yes, team must consider the use of positive behavioral interventions, support and other strategies, to address behavior.
2. Does the pupil have limited English proficiency? ____No action needed ____Yes, addressed in
IEP
If yes, team must consider language needs of the pupil as those needs relate to the pupil’s IEP.
3. Is the pupil blind or visually impaired? ____No action needed ___Yes, addressed in IEP
If yes, team must evaluate reading /writing needs& provide for instruction in Braille unless determined not appropriate for the
pupil.
4. Is the pupil deaf or hard of hearing? ___No action needed ___Yes, addressed in IEP
If yes, team must consider communication needs.
5. Does the pupil require assistive technology devices and services? __No action needed ____Yes addressed in IEP
If yes, team must determine nature and extent of devices and services.
IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS AND BENCHMARKS OR SHORT-TERM OBJECTIVES
MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be PROGRESS REPORT
measured) 1. Satisfactory Progress being
made(Continue)
1. ENGLISH 2. Unsatisfactory Progress being made
(need to
review/revise)
3. Goal met (note date)
Date Date Date Date
2nd Semester
MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be PROGRESS REPORT
measured) 1.Satisfactory Progress being made
2. MATHEMATICS (Continue)
2.Unsatisfactory Progress being made
(need to review/revise)
3.Goal met (note date)
Date Date Date Date
2nd Semester
MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be PROGRESS REPORT
measured) 1, Satisfactory Progress being made (Continue)
3. RECREATIONAL SKILLS 2. Unsatisfactory Progress being made (need to
review/revise)
3. Goal met (note date)
Date Date Date Date
2nd Semester
●ACCOMODATION:
RELATED SERVICES
PLACEMENT
IEP IMPLEMENTATION
-----As the parent, I agree with the components of this IEP, I understand that its provisions will be implemented as soon as
possible after the IEP goes into effect
------ As the parent, I disagree will or part of this IEP. I understand that the School must provide me with written notice of any
intent to
implement this IEP. If I wish to prevent the implementation of this IEP, I must submit a written request for a due process hearing
to the school principal
Parent’s Signature:
_____________________________________________
Enclosure 3 to RM_____________________
REGIONAL OFFICE
School Heads
1. Facilitate the Implementation of the policy/guidelines for SPED/Inclusive
Education.
2. Integrate Inclusive Education in the vision and mission of the schools and
includes in the School Improvement Plan.
3. Facilitate the preparation and administration of assessment/identification of
learners and learning/instructional materials.
4. School Heads in SPED Centers give technical assistance to School Heads in the
regular school’s relative to inclusive education practices.
5. School Heads in the regular schools welcome the idea of inclusive education
and seek the assistance of SPED Center personnel.
6. Conduct meeting to monitor the implementation of the SPED/Inclusive
Program.
7. Conduct orientation during PTCA meeting.
8. Supervise, provide Technical Assistance as regards the implementation of the
program.
SPED Teachers
1. Welcome and assist regular teachers who seek information on inclusive
education, curriculum, teaching strategies, and learning materials.
2. Accept a broader role as consultant in inclusive education and SPED in
general.
3. Share expertise on inclusive education when needed.
4. Assist regular teachers on the grading mechanism using descriptive/anecdotal
records checklist and in accomplishing the Individualized Education Plan (IEP).
5. Provide continuing support to inclusive education.
6. Prepare learning/instructional materials
7. Allow flexibility in the following:
Communication with parents
Submission of learner’s output
Giving of additional instructions/reminders to parents thru SMS or call,
messenger, email, etc.
8. Facilitate the development of appropriate interactions and social relations to
learners and parents.
9. Support the school plans in the smooth delivery of lessons/education to the
learners.
Regular Teachers
1. Welcome the idea of inclusive education
2. Support school plans for inclusive education, smooth delivery of
lessons/education to the learners
3. Establish a wholesome relationship with SPED Teachers
4. Prepare learning/instructional materials and Individualized Education Plan
(IEP).
5. Facilitate the implementation of inclusive education.
6. Allow flexibility in the following:
Communication with parents
Submission of learner’s output
Giving of additional instructions/reminders to parents thru SMS or call,
messenger, email, etc.
7. Facilitate the development of appropriate interactions and social relations to
learners and parents.
Parents
1. Welcome the idea of the “new normal” in the administration of
assessment/identification of learners and delivery of lessons of their children.
2. Support the school and teachers’ plans in the administration of
assessment/identification of learners and delivery of learning/tasks.
3. Maintain good relationship and open communication with the teachers.
4. Assist/Follow - up children in the completion of their tasks.
5. Attend PTCA/Homeroom meetings and orientation.