Templates, M and E Tools On The Implementation of NLC 2024

Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
Template No. 1
Names of Learners for NLC, Per Camp (Grades 1 to 3)
School : ______________________________ School ID: __________________________

School Head: _________________________ District: _____________________________
Names of NLC Learners

Learning Area: READING
Intervention Camp Consolidation Camp Enhancement Camp
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8. 8.
9. 9. 9.
10. 10. 10.
11. 11. 11.
12. 12. 12.
13. 13. 13.
14 14 14
15. 15. 15.
Learning Area: MATHEMATICS

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8. 8.
9. 9. 9.
10. 10. 10.
11. 11. 11.
12. 12. 12.
13. 13. 13.
14 14 14
15. 15. 15.
Prepared by: NOTED: NOTED:
Teacher School NLC Coordinator School Head
Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89 Email Address: region3@deped.gov.ph
Website: https://region3.deped.gov.ph/
Template No. 2 :
Names of Recommended Learners for NLC, Per Camp (Grades 7 to 10)
School : ______________________________ School ID: __________________________

School Head: _________________________ District: _____________________________
Names of Recommended NLC Learners
Learning Area: _____________________

(For English and Mathematics
only)
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8. 8.
9. 9. 9.
10. 10. 10.
11. 11. 11.
12. 12. 12.
13. 13. 13.
14 14 14
15. 15. 15.
16. 16. 16.
17. 17. 17.
18. 18. 18.
19. 19. 19.
20. 20. 20.
21. 21. 21.
22. 22. 22.
23. 23. 23.
24. 24. 24.
25. 25. 25.
Prepared by: NOTED: NOTED:
Teacher School NLC Coordinator School Head
Template No. 3 :
School Consolidated Data on the Number of NLC Learners
School : TALAVERA NATIONAL HIGH School ID: 300864

SCHOOL
School Head: DR. NORA S. DAQUIZ District: TALAVERA NORTH DISTRICT
NUMBER OF NLC LEARNERS
Grade Learning Area CAMPS

Level Intervention Consolidation Enhancement
Camp Camp Camp
(For Reading/English
and Mathematics
only)
1 Reading
Mathematics
2 Reading
Mathematics
3 Reading
Mathematics
7 English 37 33
Science 37 33
Mathematics 21 37 33
8 English
Science
Mathematics
9 English 19
Science 27
Mathematics 11 24
10 English
Science
Mathematics
Total Reading Grades
1 to 3
Mathematics
Grades 1 to 3
English
Grades 7 to 10
Science
Grades 7 to 10
Mathematics
Grade 7 to 10
Prepared by: NOTED:
CLARISSA M. MARIANO NORA S. DAQUIZ, PhD

School NLC Coordinator School Head
Template No. 4
Registry of Learning Camp Volunteers (LVCs)
School : TALAVERA NATIONAL HIGH SCHOOL School ID: 300864
School Head: DR. NORA S. DAQUIZ District: TALAVERA NORTH DISTRICT
Registry of Learning Camp Volunteers for Reading Grades 1 to 3
Name Specialization Tick (✓)the Volunteer Category
Non-DepEd DepEd
Registry of Learning Camp Volunteers for Mathematics Grades 1 to 3
Non-DepEd DepEd
Registry of Learning Camp Volunteers for English Grades 7 to 10
Non-DepEd DepEd
SANDRA MAE R. RAMON ENGLISH /
Registry of Learning Camp Volunteers for Science Grades 7 to 10
Non-DepEd DepEd
RUVY ANN F. CARILLO SCIENCE /
Registry of Learning Camp Volunteers for Mathematics Grades 7 to 10
Non-DepEd DepEd
KEITH O. SAN ANTONIO MATH /
RHODORA E. GAVIOLA MATH /
MARELA G. MADARANG MATH /
Prepared by: NOTED:

CLARISSA M. MARIANO NORA S. DAQUIZ, PhD
School NLC Coordinator School Head
M and E Tool No. 1 : Survey Tool for Learning Camp Volunteers (LCVs)
This tool will help the LVCs to assess themselves as to what level they
demonstrated their pedagogical skills and collaborative practices.
Instruction: Put a checkmark on the column that corresponds to your answer to

each statement. The following scales are used as bases for your answer:
5- always demonstrated 4- often demonstrated 3- sometimes demonstrated

2 – rarely demonstrated 1- never demonstrated
I. Pedagogical Skills
The following indicators highlight the skills needed to manage and instruct your
students in the classroom. These pertain to the art of teaching and the methods
you use to convey learning content effectively.
A. Curriculum and Planning 5 4 3 2 1

1. Employs evidence-based, subject-specific
teaching methods that help learners develop /
and apply grade-level knowledge and skills in
real-world contexts.
2. Draws from and builds on knowledge of
learners’ identities, interests, skills, /
developmental levels, cultures, languages, and
communities to inform curriculum and planning.
3. Utilizes learning materials through evidence-
based, inclusive, and culturally responsive /
instructional methods and activities.
4. Aligns lesson objectives, instructional /
methods, learning activities, and educational
materials
5. Designs situations that promote the use of /
higher-order thinking skills in learners.
B. Instructions and Delivery
1. Employs inclusive practices to ensure grade-
level content is accessible and culturally
relevant, accommodating and supporting the /
diverse needs, abilities, interests, and readiness
levels of all learners.
2. Encourages an supports learners to think
critically, ask questions, and analyze sources, /
perspectives, and biases, thereby deepening
their learning and connecting content to real-
world problems and events.

3. Monitors learners’ progress through varied /
and appropriate assessments.
C. Instructions and Delivery
1. Applies appropriate inclusive methods to
ensure that grade-level content is accessible and
culturally significant for all learners,
accommodating and supporting individual /
differences in their learning needs, abilities,
interests, and levels of readiness.
2. Empowers and supports learners to engage in
critical thinking, questioning, and analysis of
sources, perspectives, and biases, fostering /
deeper understanding and connections between
content and real-world issues and events.
3. Monitors learners’ progress through varied /
and appropriate assessments.
D. Learning Environment
1. Establishes nurturing, positive relationships to
ensure every learner feels valued, respected,
supported, and a sense of belonging within the /
classroom community.
2. Establishes and upholds a secure, nurturing,
and inclusive atmosphere where learners /
actively contribute to their community in
positive ways.
3. Creates a classroom environment, both
physical and social, that enables learners to /
achieve optimal learning outcomes.
E. Learning Materials
1. Chooses, organizes, develops, and utilizes
suitable print and non-print educational /
resources to meet specific learning objectives
and cater to learners' individual learning styles,
needs, and interests.
2. Understands the principles of preparing /
learning materials for various learner profiles.
3. Uses localized, improvised, and indigenous /
materials for meaningful learning.
F. Learning Assessment
1. Uses authentic, appropriate formative,
summative tests aligned to the learning /
objectives and learners’ learning styles.
2. Provides timely, appropriate /
reinforcement/feedback to learners’
performance
3. Uses the information from the results of the
various assessments in planning and /
implementing teaching and learning activities for
the learners.
II. Professional Collaboration

The indicators below pertain to the collaborative practices of teamwork, shared
responsibilities, feedback provision, and trust-building to achieve learning
outcomes.
A. Collaborative Practices
1. Fosters collaborative relationships among /
colleagues and instructional leaders.
2. Establishes and sustains a learning community /
involving both learners and leaders.
3. Works collaboratively with colleagues and other /
school staff to enhance pedagogical skills, social
practices, and instructional methods.
4. Encourages a culture of collaboration among /
colleagues, supervisors, learners, and other
stakeholders.
5. Cultivates professional relationships among /
peers characterized by openness, trust, respect,
and integrity.
6. Collaborates with colleagues to review /
feedback from learners, enhancing teaching
practices through planning and facilitation.
7. Engages actively with an open mind, sharing /
thoughts and ideas without hindering the
contributions of others during Learning Action Cell
sessions.
III. Reflective Question: (After the conduct of the National Learning Camp)
What is/are your significant learning experience/s as you took part in the
National Learning Camp?
As a teacher at the NLC, my significant learning experiences have been centered
around the power of experiential learning. I have witnessed firsthand how hands-
on activities and real-world simulations can deeply engage students and enhance
their understanding of complex of complex concepts. Additionally, collaborating
with fellow educators from diverse backgrounds has broadened my perspective
and enriched my teaching strategies.
M and E Tool No. 2 : 2024 National Learning Camp (NLC) Monitoring Tool
During the Implementation of the National Learning Camp
Region: III Division: Nueva Ecija

School: Talavera NHS School ID No.: 300864
School Head: Dr. Nora S. Daquiz Contact No.: 09166259095
Enrolment Data
No. of learners Grade Level Tota

enrolled in: 1 2 3 4 5 6 7 8 9 10 l
Remedial classes 0 11 22 0 33
Intervention 21 0 11 0 32
Consolidation 37 0 70 0 107
Enhancement 33 0 0 0 33
No. of teachers
handling
NLC/ESOY (DepEd)
Remedial classes 0 2 2 0 4
No. of teachers
handling
NLC/ESOY (Non-
DepEd)
INSTRUCTIONS: Put a check mark (✓) on the appropriate column for every
indicator observed. Kindly put additional information (if there is any) of every
indicator in the REMARKS column
INDICATORS Eviden Not REMARKS
t Eviden
t
A. Program Advocacy
1. Orientation of Internal and External /
Stakeholders on the conduct of NLC
2. Advocacy Materials (Tarpaulin, /
Flyers, Leaflets, Posters, Social
Media announcements/ campaign)
3. Involvement/Support of stakeholders /
(LGU, parents, alumni, CSOs, NGOs
4. Bulletin/Public Information Board /

B. Camp Readiness
(Documents/Information)
1. List of learner’s profile /
2. Parents’ Consent /
3. Teachers Contract /
4. Adequate teachers to learners’ ratio /
5. Approved Camp Program design /
with Matrix
6. Composition of NLC Team /
7. NLC Guidelines/Issuance /
C. Health and Safety Protocols
1. Health and Safety Plan /
2. Evacuation Plan posted in /
conspicuous places
3. Camp Vicinity Map posted in /
conspicuous places
4. Availability of health and safety /
materials (first-aid kits, rescue
materials such as spine board and
splints, thermal scanner, face-
masks, alcohol/ hand sanitizer, etc.)
5. Presence of Response Team:
a. School Clinic In-Charge/School /
Nurse
b. DRRM personnel /
c. SDO health personnel /
d. Barangay/city/municipal /
health personnel
6. Safety and Security Team: PNP, /
Security Guard, Tanod, Others
7. Solid waste management and /
segregation system
8. Institutionalizes mental health and /
wellness intervention mechanism
9. Functional washing facilities /
10.Functional drinking facilities /
D. Teaching and Learning Resources
and Facilities
1. Lecture Room conducive for learning /
camp activities
2. Learning facilities /
3. Camp Assembly Area /
4. Weekly Home Learning Plans /
(WHLPs)/Lesson Log/Activity Plan

5. Lesson Plans for the /
Grade/Subject/Camp
6. Learning Materials for the /
Grade/Subject/Camp
7. List of least mastered competencies
in Grades
a. Reading
b. English /
c. Mathematics /
d. Science /
8. Budget of Work for the /
Grade/Learning Areas/Camp
9. Localized learning materials /
10.Indigenized LMs /
11.Contextualized LMs /
12.Non-print materials i.e. slide decks, /
video clips, and e-resources
13.Attendance Sheets /
14.Teacher’s Monitoring sheet for
learners’ progress in:
a. Remedial /
b. Intervention /
c. Condolidation /
d. Enhancement /
E. Teaching and Learning Pedagogies
1. Used fun-based activities /
2. Active involvement of learners in the /
given activities
3. Implemented the Learning /
Plan/Lesson Plan sequentially
4. learning space that motivate /
learners’ quality outcomes
5. Differentiated instruction /
6. Provision of flexible Learning /
7. Learner-centered instruction /
8. Others, pls. specify
F. Assessment
Learners
1. Assessment Tools (Pre and Post /
Assessment)
2. Learners’ outputs for formative /
assessment
3. Learners’ outputs for summative /
assessment
4. Answer Sheets /
5. Consolidated Results of Pre-Test per /
learning area, per grade and section
level.
6. Rubrics of portfolio assessment /
Learning Camp Volunteers (LCVs)
LCV’s Self-Assessment reports like journal
or reflection which focuses on:
a. Pedagogical skills /
b. Collaboration for teaching /
G. Teacher’s Professional
Development
1. Capacitated teachers in STEM-R for
Remediation, Intervention and /
Enrichment Activities
2. Learning Action Cell (LAC) Plan /
3. LAC Implementation Report /
4. Mentoring and Coaching Report /
H. Monitoring and Evaluation (M&E)
Mechanism
1. Composition of M&E Team (RO, /
SDO, District, School)
2. M&E Tool/s in the implementation of /
the NLC
3. M&E Tools in the SLAC sessions /
4. M&E Report/s /
I. Technical Assistance (TA)
Mechanism
1. List of Teachers provided with /
Technical Assistance (TA)
2. TA Plan /
3. TA provided by SDO /
4. TA provided by RO /
5. TA report /
CHALLENGES/ISSUES/ ACTIONS TAKEN REMARKS/RESULTS
PROBLEMS
/BOTTLENECKS
Low number of Strengthening the Learners were
interested learners to campaign for NLC to encouraged to
participate in the NLC. learners. participate in the NLC.
Less number of learners Constant follow-up to
compared to the number learners and parents.
of registrants.
Parents were inactive Constant follow-up to
and lack support to the learners.
program.
AREAS OF CONCERNS TA NEEDED FROM CO/RO/SDO
Best Practices
1. Qualified and Passionate teachers: Select enthusiastic teachers who are
experts in their fields can actively engage and inspire participants.
2. Inclusivity and Diversity: Fosters an inclusive environment that respects
and celebrates diversity, ensuring all participants feel valued and
included.
3. Clear communication: Maintains clear and open communication with

participants, parents, and staff before, during and after the camp to
ensure everyone is informed and expectations are managed.
Suggestions/Recommendations for the Improvement of NLC and Other
EOSY Break Activities
There should be training for the new set of LCVs to ensure the effective
implementation of the programs.
Monitored:
_________________________ _________________________ _________________________
Date: _________________
Conformed:
__________________________________

Templates, M and E Tools On The Implementation of NLC 2024

Uploaded by

Copyright:

Available Formats

Templates, M and E Tools On The Implementation of NLC 2024

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Templates, M and E Tools On The Implementation of NLC 2024

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

School : ______________________________ School ID: __________________________

Names of NLC Learners

Learning Area: MATHEMATICS

Prepared by: NOTED: NOTED:

Teacher School NLC Coordinator School Head

School : ______________________________ School ID: __________________________

Names of Recommended NLC Learners

Learning Area: _____________________

Intervention Camp Consolidation Camp Enhancement Camp

Prepared by: NOTED: NOTED:

Teacher School NLC Coordinator School Head

School : TALAVERA NATIONAL HIGH School ID: 300864

NUMBER OF NLC LEARNERS

Grade Learning Area CAMPS

Prepared by: NOTED:

CLARISSA M. MARIANO NORA S. DAQUIZ, PhD

Name Specialization Tick (✓)the Volunteer Category

Registry of Learning Camp Volunteers for Mathematics Grades 1 to 3

Name Specialization Tick (✓)the Volunteer Category

Registry of Learning Camp Volunteers for English Grades 7 to 10

Name Specialization Tick (✓)the Volunteer Category

Registry of Learning Camp Volunteers for Science Grades 7 to 10

Name Specialization Tick (✓)the Volunteer Category

Registry of Learning Camp Volunteers for Mathematics Grades 7 to 10

Name Specialization Tick (✓)the Volunteer Category

Prepared by: NOTED:

Instruction: Put a checkmark on the column that corresponds to your answer to

5- always demonstrated 4- often demonstrated 3- sometimes demonstrated

A. Curriculum and Planning 5 4 3 2 1

world problems and events.

II. Professional Collaboration

During the Implementation of the National Learning Camp

Region: III Division: Nueva Ecija

No. of learners Grade Level Tota

4. Bulletin/Public Information Board /

(WHLPs)/Lesson Log/Activity Plan

AREAS OF CONCERNS TA NEEDED FROM CO/RO/SDO

3. Clear communication: Maintains clear and open communication with

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

School : ____ School ID:

School : ____ School ID: