Grade 9 Learning Progression Report
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Sugar Rey Rumart RemotigueGrade 9 Learning Progression Report
Uploaded by
Sugar Rey Rumart RemotigueCLASS LEARNING PROGRESSION REPORT
OUR LADY OF FATIMA HIGH SCHOOL, INC.
S.Y. 2024 - 2025
CLASS INFORMATION
SECTION NAME: ST. FRANCIS OF ASSISI
Grade level: GRADE 9
Subject: SCIENCE
Total No. of Students: 52 – Students
CLASS PROGRESSION OVERVIEW
1. Learning Goals Progress
Approaching
Learning goals Beginning Developing Proficient Advance Total
(74% or below) (75%-79%) Proficient (85%-89%) (90% - above)
(80%-84%)
Acquisition 3.8% 0.0% 1.9% 3.8% 90.4% 100%
Make meaning 96.2% 1.9% 1.9% 0.0% 0.0% 100%
Transfer 3.8% 0.0% 0.0% 7.7% 88.5% 100%
Note: Supporting documents can be seen on the next pages.
2. Class Strength
AREAS WHERE THE CLASS EXCELS SKILLS AND KNOWLEDGE DEMONSTRATED
Students demonstrate excellent retention and
Acquisition understanding of scientific concepts and facts.
Learners are able to apply scientific knowledge in
real-life situations and problem-solving tasks with
confidence.
Transfer A large majority of students (90.4%) show
advanced mastery in acquiring scientific
knowledge, and 88.5% can independently transfer
their learning.
3. Areas for Class Improvement
AREAS WHERE THE CLASS NEEDS
STRATEGIES FOR ADDRESSING THIS AREAS
IMPROVEMENT
Make Meaning Implement inquiry-based learning strategies
such as experiments and science investigations.
Integrate graphic organizers (e.g., concept
maps) to help learners organize and interpret
data.
Encourage collaborative group discussions and
problem-solving tasks to deepen
understanding.
Provide formative assessments that focus on
explaining reasoning and understanding of
processes rather than memorizing facts.
4. Next Steps for the Class
Additional support or resources needed Targeted instruction or practice
Visual aids and interactive science Weekly practice sessions focusing on analysis
simulations to reinforce abstract concepts. and interpretation of data.
Supplemental readings or videos that connect Small-group instruction for learners who
concepts to real-world phenomena. struggle with conceptual understanding.
Use of science journals for reflection and
synthesis of learned material.
5. RECOMMENDATION TO PARENTS/ GUARDIANS
Ways parents/guardians can support class learning
1. Encourage students to discuss what they learned in science class and ask them open-ended questions.
2. Provide support during study time at home and help establish a routine for reviewing concepts through
real-world applications (e.g., cooking, nature walks, DIY science at home).
6. TEACHERS COMMENT
Additional observations and insight
1. The class exhibits strong motivation and enthusiasm for learning science, particularly when lessons are
interactive or hands-on.
2. It will be essential to help students shift from memorization to deeper analysis and reflection to fully
understand scientific phenomena and theories.
Prepared by: Checked by:
MR. SUGAR REY RUMART G. REMOTIGUE, LPT MRS. RIANNE ROSE M. ESPENER, LPT
Science Teacher, Science 9 Academic Coordinator, OLFHSI
Reviewed by: Approved by:
MRS. FELMA R. MACALAM, LPT SR. NANIE MARIA A. BALEROSO, MCM
Teacher in-charge, OLFHSI School Directress, OLFHSI
CLASS LEARNING PROGRESSION REPORT
Guidelines for Data Gathering
1. CLASS INFORMATION
From class list or master class schedule.
2. LEARNING GOALS PROGRESS
Based on the grading sheets, rubric scores, and weekly lab reports to assign percentages to each category
Learning Goals Data Source
Acquisition Written works (Quiz and test scores, worksheet results, baseline assessments)
Make Meaning Midterm Exam and Periodical Exams
Transfer Performance tasks (science experiments, project-based outputs)
3. CLASS STRENGTH
Refer to weekly class observations, laboratory results, and student journals.
Inputs Data Source
Areas where the class excels Patterns from high scores in certain skills or topics (e.g., most students excel in
identifying variables)
Skills and Knowledge Demonstrated From laboratory results, quizzes, project outputs, and group work feedback
4. AREAS FOR CLASS IMPROVEMENT
Check formative assessments, teacher reflection logs, and student self-assessments.
Inputs Data Source
Areas of struggle Items frequently answered incorrectly, low performance tasks, class discussions
showing confusion
Strategies Lesson plan adjustments, remedial activities, and learning action plans
5. NEXT STEPS FOR THE CLASS
Check the Instructional Plan, feedback from students, and M&E notes.
Inputs Data Source
Resources Needed Based on identified needs (e.g., need for more visual aids or lab handouts)
Targeted Instruction Focused re-teaching based on analysis of errors or difficulty logs
6. RECOMMENDATIONS TO PARENTS/GUARDIANS
Parent-teacher conference notes, student journals, and performance reviews.
Inputs Data Source
Suggestions for home support Based on homework completion rate, parental involvement logs, and observed
study habits
7. TEACHER'S COMMENT
Teacher reflections, student portfolios, and monitoring tools.
Inputs Data Source
Observations and insights Day-to-day classroom experience, behavior monitoring, and laboratory group
interactions
