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IPED Monitoring Tool

SDO Maguindanao del Norte

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Marvin James Geronio
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23 views

IPED Monitoring Tool

SDO Maguindanao del Norte

Uploaded by

Marvin James Geronio
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao


Ministry of Basic, Higher and Technical Education
DIVISION OF MAGUINDANAO DEL NORTE
Datu Odin Sinsuat, Maguindanao del Norte

DIVISION MONITORING TOOL TO IPED IMPLEMENTING SCHOOLS

NAME OF SCHOOL: ___________________________________


ADDRESS: ___________________________________________
DATE OF MONITORING: ____________________________________
SCHOOL HEAD : ___________________________________________

DEGREE OF
MANIFESTATIO
N
STRAND Minimum Indicators (Never, Seldom,
Remarks
Sometimes,
Often,Always)
2022-
ACCESS  IP Enrolment data in School Always 2023-
2024-
CURRICULUM  Indigenous Knowledge
System and Practices
(IKSP), Indigenous Learning
System (ILS) Indigenous
Peoples Culture (IP culture)
and history integrated into
the curriculum
TEACHERS  Teachers and Learning .
AND Facilitators in Indigenous
LEARNING Peoples Education (IPED)
FACILITATOR implementing schools and
S IP learning centers adheres
to the qualification
standards set by the
Ministry.
 Cultural experts and
knowledge bearers tapped
as learning facilitators or
resource persons at the
IPED implementing schools
 Regular capacity
development activities
(Retooling of school heads,
teachers, learning
facilitator and IP educators
conducted
TEACHING  Appropriate teaching
PEDAGOGY pedagogy utilized
according to the context of
the IPED implementing
school
 Flexible learning options
explored and utilized in the
schools and learning
centers.
ASSESSMENT  Assessment for lifelong
learning skills regularly
conducted
 Appropriate tools and
approaches developed and
available to assess
students’ learning
TEACHING  Lesson plans, Daily Lesson

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LEARNING Logs, Adaptive Learning
RESOURCES Modules, and e-learning
materials contextualized
and indigenized

 The four minima of Mother


Tongue-Based Multilingual
education (orthography,
dictionary, big books,
literature and learning
resources) followed in the
schools and learning
centers

 Pictures, stories of local


heroes, folklore, songs,
dances, and rituals used in
the lessons

PHYSICAL  The school or learning


SET-UP AND center located within an IP
LEARNING community
ENVIRONMEN  The environment/ ancestral
T domain used as a learning
space
 Culture-related symbols
and signages showcased to
enhance cultural visibility
 Spaces made available for
tribal prayers and cultural
activities
 Indigenous Peoples (IP)
Month celebration
conducted annually
 Traditional practices
(dance, songs, etc)
showcased and preserved.
FUND AND  Transparency Board of
RESOURCES School financial and
accomplishment reports
displayed in conspicuous
places
 Evidence of resource
generation initiatives from
external stakeholders
available IPEd PPA
(program, project, activity)
integrated in school’s
annual implementation
plan.
SCHOOL  Data on the profile of IP
MANAGEMEN Learners, teachers, and
T learning facilitators
regularly updated
 School-level data
generated, validated,
analyzed, and utilized to
improve education delivery
practices
 School plans (SIP and AIP)
reflect programs, projects,
and activities related to IP
Education
 The school-level
Consultative and Advisory
Body organized and
functional
 School-level operations
policies on IPEd
implementation developed
and implemented
 Equity and inclusion

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ensured in the
development and
implementation of
culturally responsive plans,
projects, and activities.
MEDIUM OF  First language is used as
INSTRUCTION the medium of instruction
for K-3

CHILD  Child Protection Policy
PROTECTION developed and
AND implemented
WELFARE  Gender-responsive
AND WELL- programs and policies are
BEING developed and
implemented
 IP learners benefited from
School Health Programs of
MBHTE
STAKEHOLDE  The school community
RS' shows intent to be
ENGAGEMEN recognized as an IPED
T implementing school

 Relevant education
stakeholders engaged and
involved in school activities

 Evidence of consent,
participation and ownership
of the IP community on the
different programs,
activities, and projects of
the school

 Respect to diversity
demonstrated at all levels

 Stakeholders actively
involved in situational
analyses to strengthen
advocacy for IP needs

 Community dialogues
regularly conducted to
promote cross-cultural
awareness

 Stakeholders feedback
mechanism developed and
implemented at the school
level

PREPARED BY: Approved by:

MARIBETH M. MARCELINO ALMA M. ABDULA NOR, PhD


Division IPED Program Head Schools Division Superintendent

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