The 2nd National K to 12

Conference:
SYNTHESIS
Dina Ocampo
Undersecretary for Curriculum and Instruction
Department of Education
1
 Vision

We dream of Filipinos who passionately love their

country and whose values and competencies
enable them to realize their full potential and
contribute meaningfully to building the nation.
As a learner-centered public institution, the
Department of Education continuously improves
itself to better serve its stakeholders.
2
 Mission
To protect and promote
the right of every Filipino
to quality, equitable,
culture-based and
complete basic education
where:

Students learn in a child-friendly, gender

sensitive, safe and motivating
environment;
3
 Mission

Teachers facilitate learning and

constantly nurture every learner;
4
 Mission

Administrators and staff, as stewards of

the institution, ensure an enabling and
supportive environment for effective learning
to happen; 5
 Mission

Family, community and other stakeholders

are actively engaged and share responsibility
for developing lifelong learners. 6
 Why are we here?

1. To provide national or regional updates on K

to12 implementation;
2. To discuss other issues, challenges, and
concerns in relation to identified themes;
3. To highlight and share innovations and
interventions that cut across K to 12 programs;
and
4. To apply K to 12 learning, insights, and best
practices to different regional or schools
division contexts. 7
Who are here?

8
PARTICIPATORY IS
INCLUSIVE.

9
Kto12 Monitoring and Evaluation Framework
Goal:
Goal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation

Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work
Intermediate Outcomes:

Learners are well-rounded, happy and smart.

Learners are in Learners access Learners actively Learners
programs responsive to complete
school and participate in a
their needs and education and
learning consistent with their
learner-friendly attain learning
centers. interests and aptitudes. environment. standards.

Enabling Environment
Education leaders People, internal systems, Key stakeholders
and managers Investments in Basic and processes serve actively
Education provides
practice participative learners better through collaborate to
learners with ideal
and inclusive mgt continuous improvement serve learners
learning environment.
processes. efforts. better.
Best Practices in Inclusive Education:
Kindergarten

11
 Best Practices in Inclusive Education:
Kindergarten

Policies
1.RA 10157 – Kindergarten Education Act
2.RA 10533 – Enhanced Basic Education
Act of 2013
3.DO 47, s. 2016 – Omnibus Policy on
Kindergarten Education

12
 Best Practices in Inclusive Education:
Kindergarten

Curriculum and Instruction

1. Mother Tongue as the language of teaching
and learning
2. Strictly adhered to blocks of time for classes
3. Learning activities were organized into
thematic units or teaching themes
4. Exemplified disaster risk reduction education
5. Applied differentiated instruction
6. Provision of enhancement classes for
13
learners with special needs
 Best Practices in Inclusive Education:
Kindergarten

Learning Resources
1. Kinder teachers were guided by
supervisors in the contextualization,
localization and indigenization of the
curriculum and instructional materials
(IMs)
2. Production of localized materials for
instruction
3. Provision of adequate LRs and IMs 14
 Best Practices in Inclusive Education:
Kindergarten

Teachers
1. Training-workshop on the development of LRs
on MTB-MLE with the use of Adobe Photoshop
In-Design, MS Publisher and Bloom Software
2. Training-workshop on MTB-MLE for day care
teachers
3. LAC sessions, INSET, Interest/MI-Based
teaching-learning
4. All teachers required to have Desk Reference

15
 Best Practices in Inclusive Education:
Kindergarten

Learner Support
1. Feeding program
2. Sustained clean, safe and child-friendly
classrooms in schools

16
 Best Practices in Inclusive Education:
Kindergarten

School Leadership and Management

1.Regular monitoring and observation of
classes
2.Conducted home visits, child
mapping/finding, early registration, pulong
sa barangay

17
 Best Practices in Inclusive Education:
Kindergarten

Advocacy
Celebration of learners
1. Demonstration teaching festival
2. Kindergarten Day
3. Resource exhibit was initiated
4. Festival of Talents

18
 Best Practices in Inclusive Education:
Kindergarten

Community Involvement and

Partnerships
1. Community involvement during the
training of Kindergarten teachers
2. Funding of day care centers
3. Collaborated/engaged with stakeholders
to achieve success in implementing
Kinder education
19
 Results

1. Learners’ love for reading was promoted.

2. Needs of learners with special needs were met.
3. Zero dropout rate
4. Teacher skills were enhanced:
a. ICT
b. Appropriate instructional materials
c. Teaching strategies
5. Implementers have better understanding of the
policy.
20
Best Practices in Inclusive Education:
Grades 1 to 6

21
 Best Practices in Inclusive Education:
Grades 1 to 6

Curriculum and Instruction

1. Designed curriculum that allows teachers to cater to the
needs of both Muslim and Christian learners
2. Program K3 (Kaklase Kasama Kita) for Muslim learners
3. Contextualized, localized and indigenized curriculum
4. Differentiated instruction for multigrade classes
5. Curriculum modification that suits learning styles and
abilities of children with special needs
6. Implemented various modes (Kariton Klasrum, module-
based learning, E-Impact, MISOSA)
22
 Best Practices in Inclusive Education:
Grades 1 to 6
Learning Resources
1. Contextualized, localized and indigenized IMs
2. Provision of self-paced learning materials
3. Used EASE modules

23
 Best Practices in Inclusive Education:
Grades 1 to 6

Teachers
1. Project “Double A” (Angat Asatidz) to improve
communication skills and competencies in pedagogy
2. LAC sessions for the professional advancement of
teachers
3. Discussion on challenges encountered in multigrade
classes during training workshops
4. Training for a wider range of learner needs and
exceptionalities
5. Recognition of efforts of SPED teachers through Merit
and Award System
24
 Best Practices in Inclusive Education:
Grades 1 to 6

Learner Support
1. ICT training for adult Muslim learners
2. Summer class tutorials for both
challenged and advanced Muslim
students
3. Identification/ preparation/establishment
of catchment secondary schools for
learners with special needs
4. Catch-up programs across all levels 25
 Best Practices in Inclusive Education:
Grades 1 to 6

School Leadership and Management

1. Regular conduct of PTA meetings
2. Holding of Division Festival of Talents on
MTB-MLE anchored on the SDOs
initiated Project R.E.A.L. (Read and
Enjoy Adopted Language)
3. Conducted capacity building to school
implementers of Special Programs
26
 Best Practices in Inclusive Education:
Grades 1 to 6
Advocacy
1. Advocacies for Muslim parents aimed at
increasing appreciation of the Madrasah
Program
2. Division and region Musabaqah
3. Conduct of SPED Regional Congress
4. Participation of learners and special
needs in regional, national and
international educational and athletic
competitions 27
 Best Practices in Inclusive Education:
Grades 1 to 6

Community Involvement and Partnerships

1. Involvement of Muslim elders and communities
in advocacy campaigns
2. Continued dialogue and collaboration with IP
elders and communities
3. Regular consultation with the community to
integrate Indigenous Knowledge, Systems and
Practices (IKSPs)
4. Multi-sectoral community mapping of learners
with special needs 28
 Results

1. Learners have the opportunity to learn Arabic

langauge and Islamic values.
2. Curriulum contextualization sustained the
interest of learners.
3. Elders and communities appreciate the
integration of their Indigenous Knowledge,
Systems and Practices (IKSPs) in the
curriculum.
4. Training provided enhanced teachers’ skills in
classroom management, instruction, 29
communication and ICT.
 Results

5. Increased enrolment and more children stay in school.

6. Increased promotion rate in elementary and secondary
level.
7. Decreased drop-outs.
8. Increased awareness of needs of learners with special
needs.
9. Better performance of teachers when efforts are
recognized.
10. Learners gain confidence when their differences,
abilities and talents are recognized and showcased.
11. Learners feel they are accepted and they belong in
30
their community.
Best Practices in Inclusive Education:
Junior High School

31
 Best Practices in Inclusive Education:
Junior High School

Curriculum and Instruction

1. Basic Literacy Program for adult learners
2. Intensification of the eSkwela Program
3. Use of radio-based instruction
4. Curriculum contextualization, localization
and indigenization
5. Curriculum modification for learners with
special needs
32
 Best Practices in Inclusive Education:
Junior High School

Learning Resources
1. Virtual classroom for ALS learners
2. Preparation of supplementary instructional
materials
3. Contextualization, localization and
indigenization of IMs

33
 Best Practices in Inclusive Education:
Junior High School

Teachers
1. Systematic trainings that integrate real-
life scenarios and applications
2. Teacher training and capacity building

34
 Best Practices in Inclusive Education:
Junior High School
Learner Support
1.Initiated school-based programs to reduce drop-out:
a. Project REACH
b. Anti-bullying
c. Home visitation
d. Counselling and guidance (career path) programs
e. Sports development program
f. Pregnancy prevention counselling
g. Graduate tracking program
2.ALS website
3.Livelihood skills training
4.Mock A&E exam
5.Extension classes conducted in tribal halls 35
 Best Practices in Inclusive Education:
Junior High School

School Leadership and Management

1. Mobilized school-based support teams
2. Conducted researches to obtain data on
causes of student drop out
3. Conducted ALS Mobile District
4. Conference for ALS implementers

36
 Best Practices in Inclusive Education:
Junior High School

Advocacy
1. Celebration of learners:
a. Skills Olympics
b. Annual mass graduation ceremony
c. ALS Awards
d. Deaf Camp
e. Sports Fest for Differently Abled
f. White Cane Day
g. Annual Fun Run
37
 Best Practices in Inclusive Education:
Junior High School

Community Involvement and Partnerships

1. Kumustahan sa Barangay
2. Construction of separate buildings for ALS
learners
3. Honorarium for trainers
4. Other perks for learners like free flash drives
(with saved modules) and free internet access
5. Provision of scholarships from private
individuals for adults and learners with special
needs 38
 Results

1. Increased enrolment and school participation

2. Produced champions in regional and national
level competitions
3. Improved teachers’ competence and school
leadership
4. Created models of success in classrooms,
schools and communities
5. LGUs and other stakeholders have ownership
of the program which resulted in strengthened
collaboration and harmonized efforts. 39
 Results

6. Increased awareness of the community on ALS

7. Increased probability of employment for
learners
8. Increased number of A & E passers and
availers of TESDA courses
9. Learning becomes more exciting.
10.A richer pool of LMs to choose from
11.Learners and graduates are tracked.
12.Reliable data is available leading to creation of
40
appropriate school programs.
Best Practices in Actual Implementation:
SHS Programs, Learning
Environment
and Governance

41
 Best Practices in Successful
Implementation of Senior High School

Curriculum and Instruction

1. Ensuring better distribution of program
offerings per district/division to answer
learners' needs as well as those of the
community through mapping of SHS
including private schools, SUCs, LUCs,
and TVIs
2. Implementation of a Unified Subject
Offering in all SHS in the division 42
 Best Practices in Successful
Implementation of Senior High School

Learning Resources
1. Schools used available lumber to make
improvised benches and tables for learners'
use
2. Utilization of LGUs conference hall, libraries
and barangay halls as SHS classrooms
3. SHS borrowed owner-type vehicles to facilitate
the teaching of Automotive Servicing
4. Shared best practices and teaching materials
via Facebook and Google Hangout 43
 Best Practices in Successful
Implementation of Senior High School

Learning Resources
5. Regional SHS Team reproducing copies of
SHS CGs,TGs, LPs

44
 Best Practices in Successful
Implementation of Senior High School

Teachers
1. Regional Training on the Use of the
2. E-Tool for efficient class programming
3. Redeploying excess JHS teachers to teach
in the SHS based on their specialization
4. SDOs within the same RO who have
excess qualified applicants shared them
with SDOs with incomplete line-up of
45
applicants
 Best Practices in Successful
Implementation of Senior High School

Teachers
4. Teacher Immersion Program (Turo
Turismo and Eskwela Agrikultura)
5. Short-Term Scholarship for Teachers
6. Conduct of LACs
7. Hiring of displaced HEI and SUC
teachers as SHS teachers
8. Refined hiring process 46
 Best Practices in Successful
Implementation of Senior High School

Learners' Support
1. Pedals and Paddles Program (vehicle provision
for learners)
2. Transportation and meal allowance for SHS
students
3. Collaboration with the Association of Private
Basic Education Schools to reduce top-up fees
4. Provision of dormitories for learners coming
from remote places
47
 Best Practices in Successful
Implementation of Senior High School

Advocacy
1. Radyo Ratsada (airtime through radio program)
2. K to 12 Caravan

48
 Best Practices in Successful
Implementation of Senior High School

Community Involvement and Partnerships

1. Construction of additional classrooms, Science
laboratories and TVL workshops from donors
(LGUs, Government Agencies, NGOs,
GOCCs, Private Companies)
2. Provisions of Equipment and Tools from
partner LGUs and private companies

49
 Results

1. Learners are enrolled in their preferred

programs.
2. Ideal class size and teacher-student ratio
were achieved.
3. Shortage of classrooms was addressed.
4. Teaching loads were maximized such
that there were no underloaded or
overloaded teachers.
50
 Results

5. Teachers were able to write modules and

LMs based on their experiences.
6. LMs are made available to both teachers
and learners.
7. School is more accessible.
8. Instruction is more hands-on, experiential
and relevant.
51
Best Practices in Actual Implementation
SHS Support: Partnerships
and Linkages

52
 Best Practices in Actual Implementation
SHS Support Partnerships and Linkages

School Leadership and Management

1. Division initiated regular meetings with
district coordinators in-charge of partnership
and networking
2. Implemented transparency system for any
and all transactions relating to SHS
3. Conducted constant monitoring and
evaluation in schools
4. Conducted sport activities such as fun run,
53
zumba run and others to generate funds.
Best Practices in Actual Implementation
SHS Support Partnerships and Linkages

School Leadership and Management

5. Included private schools in division activities
for public schools to learn from each other
6. Conducted school-to-school partnership
training
7. Conducted workshop conference, symposium,
forum, education congress,
municipal/congressional/provincial summit
8. Conducted benchmarking in other provinces
54
and countries (ex. Singapore)
Best Practices in Actual Implementation
SHS Support Partnerships and Linkages

Advocacy
1. Conducted caravan, advocacy campaign,
parents’ orientation, regular/consultative
meeting with school local board/LGUs for
various SHS concerns
2. Disseminated information through various
media (video/film presentations, posters
and banners, local newspaper, radio, social
media)
3. Distributed advocacy campaign materials 55
 Best Practices in Successful
Implementation of Senior High School

Community Involvement and

Partnerships
1. Established partnerships with LGUs,
SUCs, LUCs, HEIs, TVIs and private
schools, NGOs, industry partners, alumni
associations
2. Conducted municipal industry mapping to
identify possible partners from the private
sector 56
 Results

1. Increased enrolment in SHS

2. Large percentage of the total enrolment in
private schools received voucher
3. Provided scholarship grants
4. Teachers received training from experts
in different fields from HEIs, TVIs, SUCs,
private schools and local private
industries
57
 Results

4. Allocated financial assistance for building

and repair of schools, classrooms,
workshops, laboratories and procurement
of tools and equipment
5. Received donations (tools, equipment,
uniforms, school materials) from partners
6. Well-informed stakeholders and public
regarding the SHS Program
58
 Results

7. Private schools agreed to have no top up

or minimal top up for tuition fees of SHS
students coming from public schools
8. Partners agreed to share resources and
facilities for work immersion and research
of SHS students

59
 Results

9. SUCs and LUCs served as reservoir of

SHS teacher applicants
10. Renewed commitment of partners

60
61