Republic of the Philippines

Department of Education
Region VI Western Visayas

DIVISION OF ESCALANTE CITY

Escalante City, Negros Occidental, Philippines
Tel. No. +63-34-724-8192 Telefax No.:+63-34-454-0746

Email: escalante.city@deped.gov.ph

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Name of Employee
:
Position
:
Bureau/Center/Service/Division : Curriculum Implementation Division (CID)
Rating Period
:

Name of Rater
: IVY JOY A. TORRES
Position
: Chief Education Supervisor CID
Date of Review
:

To be Filled in During Planning

MFO
s

KRAs
Curriculum
Implementati
on
(25%)

Objectives
-To develop the framework and
system for monitoring
Curriculum Implementation and
delivery of the Basic Education
Curriculum (BEC)

Timeline
Whole
year

To Be Filled in During Evaluation

Weight
per KRA
10%

Performance Indicators

Actual Results
(Expected MOVs)

(Quality,
Efficiency,Timeliness)

Indicators:
-Framework and
System for
monitoring
implementation of
the EBEC welldiscussed.
-Collectively
adopted by the CID
Team.
-The same is utilized
during school visits
to ensure
compliance
-Results of which
are made as basis
to further improve
the Curriculum.
4 requirements met
5

Rating
Q

Scor
e
Ave.

-M&E data and recommendations

towards enhancing the
implementation and delivery of the
basic education curriculum
-Mechanisms, processes and tools
for monitoring curriculum
implementation and articulation
-Progress Monitoring Report of
Division Curriculum Implementation
and Management per Subject area
-Evaluation Results /Accomplishment
Reports on Division Curriculum
implementation
-Evaluation of Division Instructional
Supervision Plan Implementation
-Advocacy programs on the education
curriculum

Page | 1

3 requirements met
4
2 requirements met
- 3
1 requirement met
-2
None at all
-1
Indicators:

-Initiated and implemented In-Service

Trainings (INSET) within the target date

Whole
Year

10%

Capability Building of Teachers

and School Heads formulated
with HRD

-Training Matrix

At least twice in a Year to

teachers and SHs - 5

-Attendance Sheets

Once a Year to Teachers and

SHs
4
To teachers or SHs only 3
To the CID personnel only
2
Non-provision of TA Inputs - 1

-To submit to CID Chief and

Schools Division
Superintendent, policy
recommendations on curriculum
management and delivery of
instructions.

Quarterl
y

5%

-Approved Project designs and

Budget proposals

Indicators:
Recommendations
for policy
formulation made
-based on results
of the M and E
and TA extended
to schools
-submitted to the
Office of the SDS
quarterly/or CID
Chief as the need
arises
-used as basis to
further improve
curriculum

-Memorandum

-Narrative Report
-Training Completion Report
-Pictorials
-Sample of Training Outputs
-QAME Results

-Memorandum
-Division Order
-Observation Reports
with
Recommendations

Page | 2

management and
delivery of
instructions
4 requirements
5
3 requirements
4
2 requirements
3
1 requirements
2
None at all
1

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

To be Filled in During Planning

MFO
s

KRAs

Objectives

Timeline
Whole
Year

Curriculum
Developm
ent
(20%)

To Be Filled in During Evaluation

Weight per
KRA

Performance Indicators

10%

(Quality, Efficiency,
Timeliness)

-To lead in the development of

programs and strategies to
localize, indigenize,
contextualize competencies in
the curriculum in ___________

-To lead in the development of

systems and mechanisms for
managing and monitoring the
localized and indigenized
curriculum in _________

Whole
Year

5%

in
in
in
in
in

100% of schools
75% of schools
50% of schools
25% of schools
15% 0f schools

Rating
Q

Localization/Indigenization,
and Contextualization of
Competencies in the
Curriculum
Present
Present
Present
Present
Present

Actual Results

5
4
3
2
1

Monitoring of
localized/indigenized and
contextualized curriculum
conducted with the use of a
monitoring tool for
Indigenization and Localization
of BEC and mechanism for
feedback giving and

Scor
e
Ave.

-Training designs and

modules to localize,
indigenize, contextualize
competencies in the
curriculum per subject
area
-Processes and tools for
managing and monitoring
the localized and
indigenized curriculum
-Research on Curriculum
Localization

-Accomplished
Monitoring Tool
on Localization
and
Indigenization of
the BEC
Curriculum
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-To lead in the development of

program proposals on
curriculum innovation.
Localization and indigenization
of the Basic Education
Curriculum

MFO
s

KRAs
Technical
Assistance
(20%)

Whole
Year

5%

mechanism during Technical

Assistance done. The
harvested Localized and
indigenized materials from
schools submitted for LR
Evaluation.
Present in 100% of schools 5
Present in 75% of schools 4
Present in 50% of schools 3
Present in 25% of schools 2
Present in 15% 0f schools 1
Needs-based programs per
subject area, consolidated and
utilized as basis in the
innovation, localization and
indigenization of Basic
Education Curriculum (BEC)
4 requirements 5
3 requirements 4
2 requirements 3
1 requirements 2
None at all
- 1

-Summary
Reports on the
Development of
Localized and
indigenized
materials from
schools submitted
for LR Evaluation.

-Reports on findings on
curriculum innovations
and localization
-Materials developed on
certain competencies in
the Subject Area or on a
Least learned Skill

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

To be Filled in During Planning
To Be Filled in During Evaluation
Weight per
Objectives
Timeline
Performance Indicators
Actual Results
Rating
KRA

-To consolidate needs for

Technical Assistance (TA) on
Curriculum Implementation in
________________.

Whole
Year

10%

(Quality, Efficiency,
Timeliness)
-Schools identified for Technical
Assistance given priority in the
Supervision of Schools
-Consolidated needs submitted
to the Office of the SDS
-recommended
interventions/actions submitted
to the Office of the SDS/CID
Chief ---results of which are
discussed during monthly
meetings:
4 requirements 5
3 requirements 4
2 requirements 3
1 requirements 2
None at all
- 1

-TA plan and reports

-TA plan and Reports in
Subject Area Assigned

Page | 4

Ave
.

Scor
e

-To present to management

progress of Technical Assistance
in Low Performing Schools;
Curriculum Implementation and
Delivery

Monthly

5%

Copy of progress reports on

Technical Assistance based on
results of TA extended to Low
performing Schools with policy
recommendation submitted to
the Office of the SDS/CID Chief
Monthly
-5
Quarterly
-4
Bi-annually
-3
Annually
-2
None at all
-1

-To submit to schools division

and CID Chief, policy
recommendation on provision of
Technical assistance (TA).

Quarterl
y

5%

-Recommendations for policy

formulation done
-based on results of TA extended
to schools
-submitted to the Office of the
SDS /CID Chief quarterly
-policy made as basis to further
improve curriculum
implementation and delivery
4 requirements 5
3 requirements 4
2 requirements 3
1 requirements 2
None at all
- 1

-Analysis of
Harvest Templates
-Progress Reports
on TA per Subject
Area
-Results on
Progress of
Reading Skills of
Pupils as
Evidenced by
Results of DIORA/
SReYA/SREA/PhilIRI
-Math Inventory
-PIs Others
-Policy recommendations
based on TA Reports
-Memorandum
-Division Order related to
Subject Area

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

MFO
s

KRAs
Management of

To be Filled in During Planning

Objectives
Timeline
Weight
per KRA
Whole
10%
Year

Performance Indicators
(Quality, Efficiency,
Timeliness)

To Be Filled in During Evaluation

Actual
Rating
Scor
Results
e
Q
E
T
Ave
.

Page | 5

Curricular
Support
Programs
and
Activities
(20%)

-To lead in the development of

Indicators:

Curricular Support Programs and Activities

to widen pupils/students knowledge
and application of Skills

Participated by 100% of
Schools 5
Participated by 75% of
Schools 4
Participated by 50% of
Schools 3

-Approved Project
designs and Budget
proposals
-Memorandum
-Attendance Sheets
-Narrative Report
-Activity Completion
Report
-Pictorials
-Sample of Outputs

Participated by 25% of
Schools 2
Participated by 15% of
Schools 1

-To submit to schools division

and CID Chief,
policy recommendation on
Management of Curricular Support
Programs and Activities

-To submit Monitoring and

Evaluation Reports on Curricular
Support Programs and Activities
Conducted

Quarterl
y

5%

-Recommendations for policy

formulation done
-based on results of Curricular
Support Programs and Activities
-submitted to the Office of the
SDS /CID Chief quarterly
-policy made as basis to further

-Policy
Recommendations on
curricular support
activities

Management of Curricular
Support Programs and Activities

Whole
Year

5%

4 requirements 5
3 requirements 4
2 requirements 3
1 requirements 2
None at all
- 1
Copy of reports on Curricular
Support Programs and Activities
submitted to the Office of the
SDS/CID Chief
Monthly
-5
Quarterly
-4
Bi-annually
-3
Annually
-2
None at all
-1

-Monitoring and
Evaluation Reports on
Curricular Support
Activities Conducted
for appropriate
management action.

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

To be Filled in During Planning

To Be Filled in During Evaluation

Page | 6

MF
Os

KRAs

Objectives

Timelin
e

Learnin
g
Resourc
e
(15%)

-Localized/indigenized
Learning Materials and
Support Instructional Materials
(SIMs) harvested from Schools
for evaluation by LRE

Whole
Year

-Localized/indigenized
Learning Materials and
Support Instructional Materials
(SIMs) evaluated for
Schools/Division use

Whole
Year

Weight
per KRA

Performance
Indicators

5%

(Quality, Efficiency,
Timeliness)

5%

Actual
Results

Rating
Q

Localized/Indigenized
Learning Materials and
Support Instructional
Materials (SIMs)
harvested from Schools
for evaluation by LRE:
Harvested from 100%
of schools 5
Harvested from 75% of
schools 4
Harvested from 50% of
schools 3 Harvested
from 25% of schools
2
Harvested from 15% 0f
schools 1

-General and
localized learning
materials to
increase variety of
learning resource
to support the
basic education
curriculum.
(samples)

Localized/Indigenized
Learning Materials and
Support Instructional
Materials (SIMs)
evaluation by LRE for
Schools/Division Use:

-Quality Assurance
on general and
local learning
materials to uphold
standards of quality
learning materials.

-Evaluated 100% of
Harvested
Localized/indigenized

-LRE/validation
sheets

Scor
e
Av
e.

Page | 7

Learning Materials and

Support Instructional
Materials (SIMs) 5
-Evaluated 75% of
Harvested
Localized/indigenized
Learning Materials and
Support Instructional
Materials (SIMs) 4
-Evaluated 50% of
Harvested
Localized/indigenized
Learning Materials and
Support Instructional
Materials (SIMs) 3
-Evaluated 25% of
Harvested
Localized/indigenized
Learning Materials and
Support Instructional
Materials (SIMs) 2
-Evaluated 15% of
Harvested
Localized/indigenized
Learning Materials and
Support Instructional
Materials (SIMs) 1

-To lead in the development of

Localized/indigenized Learning

Whole
Year

5%

Localized/Indigenized,
LMs and SIMs

-Accomplished
tools for managing
Page | 8

Materials for School Divisions

use through CB and
monitoring its implementation

developed are:
Present in 100% of
schools 5
Present in 75% of
schools 4
Present in 50% of
schools 3
Present in 25% of
schools 2
Present in 15% 0f
schools 1

and monitoring the

localized and
indigenized LMs
and SIMs
-Approved Project
designs and
Budget proposals
-Training Matrix
-Memorandum
-Attendance
Sheets
-Narrative Report
-Training
Completion Report
-Pictorials
-Sample of Training
Outputs
-QAME Results
Over
-all
Ratin
g

Rater:

Superintendent

Ratee:

Approving Authority:

SALVADOR O. OCHAVO JR. Ed. D.,

CESO VI
Education Program Supervisor
OIC- Schools Division
Curriculum Implementation Division

Page | 9