Teachers will analyze student performance data from the first benchmark assessment, categorize students' mastery of skills, create intervention plans for students scoring below 85%, and determine which skills need to be retaught, spiraled into lessons, or taught to small groups to improve scores on the second benchmark assessment. Teachers will then meet with administrators to discuss analysis and plans for supporting student mastery before artifacts are due on September 14th.
Teachers will analyze student performance data from the first benchmark assessment, categorize students' mastery of skills, create intervention plans for students scoring below 85%, and determine which skills need to be retaught, spiraled into lessons, or taught to small groups to improve scores on the second benchmark assessment. Teachers will then meet with administrators to discuss analysis and plans for supporting student mastery before artifacts are due on September 14th.
This document is a science daily lesson log for a 1st quarter grade level that outlines the weekly learning competencies and objectives, references used, performance of learners in mastering competencies, and remarks from teachers and school supervisors. Each week covers 4 days of lessons and objectives. Feedback is provided on mastered and least mastered competencies, along with notes from teachers on addressing skills that were not achieved and agreements from supervisors on class visits. The log tracks performance over 9 weeks, with summative tests at the end of weeks 2, 4, 6, 8, and a review week for least mastered skills in week 9.
This document is a science daily lesson log for a 1st quarter grade level that outlines the weekly learning competencies and objectives, references used, performance of learners in mastering competencies, and remarks from teachers and school supervisors. Each week covers 4 days of lessons and objectives. Feedback is provided on mastered and least mastered competencies, along with notes from teachers on addressing skills that were not achieved and agreements from supervisors on class visits. The log tracks performance over 9 weeks, with summative tests at the end of weeks 2, 4, 6, 8, and a review week for least mastered skills in week 9.
Instructional supervision involves guiding and assisting teachers to improve instruction and student learning. It has three phases: a pre-observation conference where the teacher and evaluator discuss the upcoming lesson; classroom observation of teaching and learning; and a post-observation conference where the teacher and evaluator reflect on the lesson. The goal is to improve teaching quality and student achievement through collaboration, goal-setting, and enhancing teacher skills. Teachers and observers have specific roles and responsibilities in the observation process.
Instructional supervision involves guiding and assisting teachers to improve instruction and student learning. It has three phases: a pre-observation conference where the teacher and evaluator discuss the upcoming lesson; classroom observation of teaching and learning; and a post-observation conference where the teacher and evaluator reflect on the lesson. The goal is to improve teaching quality and student achievement through collaboration, goal-setting, and enhancing teacher skills. Teachers and observers have specific roles and responsibilities in the observation process.
This document is a daily lesson log for a 9th grade Cosmetology class focusing on Nail Care over 8 weeks. It outlines the learning objectives, competencies, and references for each class, as well as notes on students' performance and feedback from teachers and supervisors. The log tracks students' mastery of competencies like analyzing clients' hands, identifying nail structures, performing hand spa treatments, and ensuring proper sanitation and waste disposal.
This document is a daily lesson log for a 9th grade Cosmetology class focusing on Nail Care over 8 weeks. It outlines the learning objectives, competencies, and references for each class, as well as notes on students' performance and feedback from teachers and supervisors. The log tracks students' mastery of competencies like analyzing clients' hands, identifying nail structures, performing hand spa treatments, and ensuring proper sanitation and waste disposal.
This document discusses different methods for evaluating teacher performance, including evaluations by students, peers, administrators, and self-evaluations. It outlines criteria for effective evaluations, such as using measurable tools and objective standards that are clearly communicated. The document also presents models for evaluation, including having students and peers evaluate teachers multiple times per course, plus regular self-evaluations and administrative evaluations. Peer review, advantages and disadvantages are also covered. The goal of evaluations is to measure competence, foster growth, and improve student-teacher relationships.
This document discusses different methods for evaluating teacher performance, including evaluations by students, peers, administrators, and self-evaluations. It outlines criteria for effective evaluations, such as using measurable tools and objective standards that are clearly communicated. The document also presents models for evaluation, including having students and peers evaluate teachers multiple times per course, plus regular self-evaluations and administrative evaluations. Peer review, advantages and disadvantages are also covered. The goal of evaluations is to measure competence, foster growth, and improve student-teacher relationships.
This document discusses classroom observation tools used by principals and master teachers to evaluate teachers. It provides background information on the development of the Philippine Professional Standards for Teachers (PPST), which outlines four career stages and seven domains used to evaluate teachers. It also examines the Classroom Observation Tool (COT) developed based on the PPST, which is one tool used in the RPMS (Rating Performance Management System) cycle to provide feedback and help teachers improve. The COT evaluates teachers on priority indicators aligned with the PPST.
This document discusses classroom observation tools used by principals and master teachers to evaluate teachers. It provides background information on the development of the Philippine Professional Standards for Teachers (PPST), which outlines four career stages and seven domains used to evaluate teachers. It also examines the Classroom Observation Tool (COT) developed based on the PPST, which is one tool used in the RPMS (Rating Performance Management System) cycle to provide feedback and help teachers improve. The COT evaluates teachers on priority indicators aligned with the PPST.
The document describes Voyager Learning's Inside Algebra intervention program for grades 8-12. It provides a 4-step lesson design that builds conceptual understanding, includes practice activities, problem-solving activities, and progress monitoring. Teachers use pre-tests to determine student needs and select appropriate activities. Formative assessments are used to adjust instruction as needed. The program provides comprehensive assessment tools to place students and monitor their progress toward mastery.
The document describes Voyager Learning's Inside Algebra intervention program for grades 8-12. It provides a 4-step lesson design that builds conceptual understanding, includes practice activities, problem-solving activities, and progress monitoring. Teachers use pre-tests to determine student needs and select appropriate activities. Formative assessments are used to adjust instruction as needed. The program provides comprehensive assessment tools to place students and monitor their progress toward mastery.
The document appears to be a field study report submitted by a student named Jushabeth G. Garcera for their BSEd program. The report documents Garcera's observations at St. Louise de Marillac College of Sorsogon regarding concepts of curriculum, including the concepts, nature, and purposes of curriculum; components of curriculum; and teaching and learning processes. Garcera's performance is evaluated based on tasks completed like observation, analysis, reflection, portfolio, and timely submission. The report includes tools used like interviews and class observations to understand how behavioral learning theories are applied in the classroom.
The document appears to be a field study report submitted by a student named Jushabeth G. Garcera for their BSEd program. The report documents Garcera's observations at St. Louise de Marillac College of Sorsogon regarding concepts of curriculum, including the concepts, nature, and purposes of curriculum; components of curriculum; and teaching and learning processes. Garcera's performance is evaluated based on tasks completed like observation, analysis, reflection, portfolio, and timely submission. The report includes tools used like interviews and class observations to understand how behavioral learning theories are applied in the classroom.
This document appears to be a field study evaluation form for a student. It includes sections for the student to identify their target, how their performance will be rated, tasks to be completed, and includes rubrics for observation/documentation, analysis, reflection, portfolio, and submission. It also includes a map for the student to outline the steps they will take, including reviewing principles of assessment and observing classes to identify applications of the principles. Finally, it includes templates for the student to complete an observation sheet during class visits and to analyze the principles of assessment.
This document appears to be a field study evaluation form for a student. It includes sections for the student to identify their target, how their performance will be rated, tasks to be completed, and includes rubrics for observation/documentation, analysis, reflection, portfolio, and submission. It also includes a map for the student to outline the steps they will take, including reviewing principles of assessment and observing classes to identify applications of the principles. Finally, it includes templates for the student to complete an observation sheet during class visits and to analyze the principles of assessment.
The document discusses Diana Sorbito's field study assignment to explore concepts of the curriculum, including visiting schools to observe classes, interview teachers and administrators, and analyze components of curriculums and teaching approaches. Sorbito documents tasks completed, provides analyses of observations and insights, and reflects on learning about concepts, nature, and purposes of curriculum as well as teaching and learning processes.
The document discusses Diana Sorbito's field study assignment to explore concepts of the curriculum, including visiting schools to observe classes, interview teachers and administrators, and analyze components of curriculums and teaching approaches. Sorbito documents tasks completed, provides analyses of observations and insights, and reflects on learning about concepts, nature, and purposes of curriculum as well as teaching and learning processes.
This document contains a competency checklist for a 5th grade science class in the Philippines. It lists the competencies to be covered each week over a 9 week period related to human and plant reproduction and estuaries/intertidal zones. For each competency, the teacher will track whether students have mastered or not mastered the competency and provide remarks. It includes spaces for feedback from the school head and instructional supervisors after classroom visits.
This document contains a competency checklist for a 5th grade science class in the Philippines. It lists the competencies to be covered each week over a 9 week period related to human and plant reproduction and estuaries/intertidal zones. For each competency, the teacher will track whether students have mastered or not mastered the competency and provide remarks. It includes spaces for feedback from the school head and instructional supervisors after classroom visits.
This document discusses rubrics, including what they are, types of rubrics, why they are used, how to create them, and how to use them effectively. A rubric is an assessment tool that clearly indicates achievement criteria for student work. There are two main types: holistic rubrics provide an overall score, while analytic rubrics evaluate multiple criteria separately. Rubrics help instructors assess assignments consistently, give feedback, and clarify expectations for students. They also help students understand what is expected of them and how to improve. The document provides guidance on reflecting on learning objectives, listing criteria, organizing criteria into dimensions, and applying the rubric to assessments. It emphasizes making rubrics transparent to students and leveraging them to provide
This document discusses rubrics, including what they are, types of rubrics, why they are used, how to create them, and how to use them effectively. A rubric is an assessment tool that clearly indicates achievement criteria for student work. There are two main types: holistic rubrics provide an overall score, while analytic rubrics evaluate multiple criteria separately. Rubrics help instructors assess assignments consistently, give feedback, and clarify expectations for students. They also help students understand what is expected of them and how to improve. The document provides guidance on reflecting on learning objectives, listing criteria, organizing criteria into dimensions, and applying the rubric to assessments. It emphasizes making rubrics transparent to students and leveraging them to provide
This document discusses different methods for evaluating teacher performance, including evaluations by students, peers, administrators, and self-evaluations. It outlines criteria for effective evaluations, such as using measurable tools and objective standards that are clearly communicated. The document also presents models for evaluation, including having students and peers evaluate teachers multiple times per course, plus regular self-evaluations and administrative evaluations. Peer review, advantages and disadvantages are also covered. The goal of evaluations is to measure competence, foster growth, and improve student-teacher relationships.
This document discusses different methods for evaluating teacher performance, including evaluations by students, peers, administrators, and self-evaluations. It outlines criteria for effective evaluations, such as using measurable tools and objective standards that are clearly communicated. The document also presents models for evaluation, including having students and peers evaluate teachers multiple times per course, plus regular self-evaluations and administrative evaluations. Peer review, advantages and disadvantages are also covered. The goal of evaluations is to measure competence, foster growth, and improve student-teacher relationships.
This document discusses classroom observation tools used by principals and master teachers to evaluate teachers. It provides background information on the development of the Philippine Professional Standards for Teachers (PPST), which outlines four career stages and seven domains used to evaluate teachers. It also examines the Classroom Observation Tool (COT) developed based on the PPST, which is one tool used in the RPMS (Rating Performance Management System) cycle to provide feedback and help teachers improve. The COT evaluates teachers on priority indicators aligned with the PPST.
This document discusses classroom observation tools used by principals and master teachers to evaluate teachers. It provides background information on the development of the Philippine Professional Standards for Teachers (PPST), which outlines four career stages and seven domains used to evaluate teachers. It also examines the Classroom Observation Tool (COT) developed based on the PPST, which is one tool used in the RPMS (Rating Performance Management System) cycle to provide feedback and help teachers improve. The COT evaluates teachers on priority indicators aligned with the PPST.
The document describes Voyager Learning's Inside Algebra intervention program for grades 8-12. It provides a 4-step lesson design that builds conceptual understanding, includes practice activities, problem-solving activities, and progress monitoring. Teachers use pre-tests to determine student needs and select appropriate activities. Formative assessments are used to adjust instruction as needed. The program provides comprehensive assessment tools to place students and monitor their progress toward mastery.
The document describes Voyager Learning's Inside Algebra intervention program for grades 8-12. It provides a 4-step lesson design that builds conceptual understanding, includes practice activities, problem-solving activities, and progress monitoring. Teachers use pre-tests to determine student needs and select appropriate activities. Formative assessments are used to adjust instruction as needed. The program provides comprehensive assessment tools to place students and monitor their progress toward mastery.
The document appears to be a field study report submitted by a student named Jushabeth G. Garcera for their BSEd program. The report documents Garcera's observations at St. Louise de Marillac College of Sorsogon regarding concepts of curriculum, including the concepts, nature, and purposes of curriculum; components of curriculum; and teaching and learning processes. Garcera's performance is evaluated based on tasks completed like observation, analysis, reflection, portfolio, and timely submission. The report includes tools used like interviews and class observations to understand how behavioral learning theories are applied in the classroom.
The document appears to be a field study report submitted by a student named Jushabeth G. Garcera for their BSEd program. The report documents Garcera's observations at St. Louise de Marillac College of Sorsogon regarding concepts of curriculum, including the concepts, nature, and purposes of curriculum; components of curriculum; and teaching and learning processes. Garcera's performance is evaluated based on tasks completed like observation, analysis, reflection, portfolio, and timely submission. The report includes tools used like interviews and class observations to understand how behavioral learning theories are applied in the classroom.
This document appears to be a field study evaluation form for a student. It includes sections for the student to identify their target, how their performance will be rated, tasks to be completed, and includes rubrics for observation/documentation, analysis, reflection, portfolio, and submission. It also includes a map for the student to outline the steps they will take, including reviewing principles of assessment and observing classes to identify applications of the principles. Finally, it includes templates for the student to complete an observation sheet during class visits and to analyze the principles of assessment.
This document appears to be a field study evaluation form for a student. It includes sections for the student to identify their target, how their performance will be rated, tasks to be completed, and includes rubrics for observation/documentation, analysis, reflection, portfolio, and submission. It also includes a map for the student to outline the steps they will take, including reviewing principles of assessment and observing classes to identify applications of the principles. Finally, it includes templates for the student to complete an observation sheet during class visits and to analyze the principles of assessment.
The document discusses Diana Sorbito's field study assignment to explore concepts of the curriculum, including visiting schools to observe classes, interview teachers and administrators, and analyze components of curriculums and teaching approaches. Sorbito documents tasks completed, provides analyses of observations and insights, and reflects on learning about concepts, nature, and purposes of curriculum as well as teaching and learning processes.
The document discusses Diana Sorbito's field study assignment to explore concepts of the curriculum, including visiting schools to observe classes, interview teachers and administrators, and analyze components of curriculums and teaching approaches. Sorbito documents tasks completed, provides analyses of observations and insights, and reflects on learning about concepts, nature, and purposes of curriculum as well as teaching and learning processes.
This document contains a competency checklist for a 5th grade science class in the Philippines. It lists the competencies to be covered each week over a 9 week period related to human and plant reproduction and estuaries/intertidal zones. For each competency, the teacher will track whether students have mastered or not mastered the competency and provide remarks. It includes spaces for feedback from the school head and instructional supervisors after classroom visits.
This document contains a competency checklist for a 5th grade science class in the Philippines. It lists the competencies to be covered each week over a 9 week period related to human and plant reproduction and estuaries/intertidal zones. For each competency, the teacher will track whether students have mastered or not mastered the competency and provide remarks. It includes spaces for feedback from the school head and instructional supervisors after classroom visits.
This document discusses rubrics, including what they are, types of rubrics, why they are used, how to create them, and how to use them effectively. A rubric is an assessment tool that clearly indicates achievement criteria for student work. There are two main types: holistic rubrics provide an overall score, while analytic rubrics evaluate multiple criteria separately. Rubrics help instructors assess assignments consistently, give feedback, and clarify expectations for students. They also help students understand what is expected of them and how to improve. The document provides guidance on reflecting on learning objectives, listing criteria, organizing criteria into dimensions, and applying the rubric to assessments. It emphasizes making rubrics transparent to students and leveraging them to provide
This document discusses rubrics, including what they are, types of rubrics, why they are used, how to create them, and how to use them effectively. A rubric is an assessment tool that clearly indicates achievement criteria for student work. There are two main types: holistic rubrics provide an overall score, while analytic rubrics evaluate multiple criteria separately. Rubrics help instructors assess assignments consistently, give feedback, and clarify expectations for students. They also help students understand what is expected of them and how to improve. The document provides guidance on reflecting on learning objectives, listing criteria, organizing criteria into dimensions, and applying the rubric to assessments. It emphasizes making rubrics transparent to students and leveraging them to provide
As of May 21, 2025, the Southwestern outbreak has 872 cases, including confirmed and pending cases across Texas, New Mexico, Oklahoma, and Kansas. Experts warn this is likely a severe undercount. The situation remains fluid, though we are starting to see a significant reduction in new cases in Texas. Experts project the outbreak could last up to a year.
CURRENT CASE COUNT: 872 (As of 5/21/2025)
- Texas: 725 (+5) (62% of cases are in Gaines County)
- New Mexico: 74 (92.4% of cases are from Lea County)
- Oklahoma: 17
- Kansas: 56 (+2) (38.89% of the cases are from Gray County)
HOSPITALIZATIONS: 101
- Texas: 92 - This accounts for 13% of all cases in the State.
- New Mexico: 7 This accounts for 9.47% of all cases in New Mexico.
- Kansas: 2 - This accounts for 3.7% of all cases in Kansas.
DEATHS: 3
- Texas: 2 This is 0.28% of all cases
- New Mexico: 1 This is 1.35% of all cases
US NATIONAL CASE COUNT: 1,050 (confirmed and suspected)
INTERNATIONAL SPREAD (As of 5/20/2025)
Mexico: 1,649 - 4 fatalities (1 fatality in Sonora)
- Chihuahua, Mexico: 1,537 cases, 3 fatalities, 5 hospitalizations
Canada: 2,272 (+330) (Includes Ontarios outbreak, which began November 2024)
- Ontario, Canada 1,622 (+182), 101 (+18) hospitalizations
- Alberta, Canada 505(+97)
The Quiz Club of PSGCAS brings to you a battle...
Get ready to unleash your inner know-it-all! We're diving headfirst into a quiz so epic, it makes Mount Everest look like a molehill! From chart-topping pop sensations that defined generations and legendary sports moments that still give us goosebumps, to ancient history that shaped the world and, well, literally EVERYTHING in between! Prepare for a whirlwind tour of trivia that will stretch your brain cells to their absolute limits and crown the ultimate quiz champion. This isn't just a quiz; it's a battle of wits, a test of trivia titans! Are you ready to conquer it all?
QM: VIKASHINI G
THE QUIZ CLUB OF PSGCAS(2022-25)
Automated Actions (Automation) in the Odoo 18Celine George
油
In this slide, well discuss the automated actions in the Odoo 18. Automated actions in Odoo 18 enable users to set predefined actions triggered automatically by specified conditions or events.
he Grant Preparation Playbook: Building a System for Grant SuccessTechSoup
油
Learn what it takes to successfully prepare for grants, apply with confidence, and build a sustainable funding system. This workshop offers a structured approach to grant readiness by covering essential document collection, aligning programs with funder's priorities, and leveraging in-kind contributions to strengthen your budget. You'll also get a step-by-step framework to keep your grant efforts on track year-round, plus insights from nonprofits that have navigated this process successfully.
Vaping is not a safe form of smoking for youngsters (or adults) warns CANSA
As the world marks World No Tobacco Day on 31 May, the Cancer Association of South Africa (CANSA) is calling out the tobacco industry for deliberately marketing vaping products to teenagers and younger children. And one day earlier, CANSA will be walking with South African youth to draw attention to this alarming trend.
This years theme for World No Tobacco Day on 31 May is Unmasking the Appeal: Exposing the Industry Tactics on Tobacco and Nicotine Products. Its about revealing how the tobacco and nicotine industries make their harmful products seem attractive, particularly to young people, through manipulative marketing, appealing flavours and deceptive product designs.
Leveraging AI to Streamline Operations for Nonprofits [05.20.2025].pdfTechSoup
油
Explore how AI tools can enhance operational efficiency for nonprofits. Learn practical strategies for automating repetitive tasks, optimizing resource allocation, and driving organizational impact. Gain actionable insights into implementing AI solutions tailored to nonprofit needs.
How to Manage Allow Ship Later for Sold Product in odoo Point of SaleCeline George
油
The "Allow Ship Later for Sold Product" feature in Odoo Point of Sale (POS) allows businesses to sell products without requiring immediate delivery. This option gives customers the flexibility to purchase an item and have it shipped at a later date.
Management of head injury in children.pdfsachin7989
油
Management of Head Injury: A Clinical Overview
1. Initial Assessment and Stabilization:
The management of a head injury begins with a rapid and systematic assessment using the ABCDE approach:
A Airway: Ensure the airway is patent; consider cervical spine protection.
B Breathing: Assess respiratory effort and oxygenation; provide supplemental oxygen if needed.
C Circulation: Monitor pulse, blood pressure, and capillary refill; manage shock if present.
D Disability: Evaluate neurological status using the Glasgow Coma Scale (GCS); assess pupil size and reactivity.
E Exposure: Fully expose the patient to assess for other injuries while preventing hypothermia.
2. Classification of Head Injury:
Head injuries are classified based on GCS score:
Mild: GCS 1315
Moderate: GCS 912
Severe: GCS 8
3. Imaging and Diagnosis:
CT scan of the head is the imaging modality of choice, especially in moderate to severe injuries, or if red flag symptoms are present (e.g., vomiting, seizures, focal neurological signs, skull fracture).
Cervical spine imaging may also be necessary.
4. Acute Management:
Mild head injury: Observation, symptomatic treatment (e.g., analgesics), and instructions for return precautions.
Moderate to severe head injury:
Admit to hospital, ideally in an intensive care unit (ICU) if GCS 8.
Maintain cerebral perfusion pressure (CPP): control blood pressure and intracranial pressure (ICP).
Consider hyperosmolar therapy (e.g., mannitol or hypertonic saline) if signs of raised ICP.
Elevate head of the bed to 30 degrees.
Surgical intervention (e.g., evacuation of hematomas) may be required based on CT findings.
5. Monitoring and Supportive Care:
Continuous monitoring of GCS, pupils, vitals, and neurological signs.
ICP monitoring in patients with severe injury.
Prevent secondary brain injury by optimizing oxygenation, ventilation, and perfusion.
Seizure prophylaxis may be considered in select cases.
6. Rehabilitation and Long-Term Care:
Referral for neurorehabilitation for physical, cognitive, and emotional recovery.
Psychological support and education for patient and family.
Regular follow-up to monitor for late complications like post-traumatic epilepsy, cognitive deficits, or behavioral changes.
7. Prevention:
Education on safety measures (e.g., helmets, seat belts).
Public health strategies to reduce road traffic accidents, falls, and violence.
Management of head injury in children.pdfsachin7989
油
(DLL) DAILY- LESSON - LOG- TEMPLATE.docx
1. _______________DAILY LESSON LOG
GRADE THREE- A. MABINI
_________Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT ACHIEVING
THE COMPETENCY OR INTERVENTION TO
ADDRESS THE LEAST MASTERED
COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT
DURING THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
2. SCIENCE DAILY LESSON LOG
GRADE THREE- CPG
1st Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT
ACHIEVING THE COMPETENCY OR
INTERVENTION TO ADDRESS THE LEAST
MASTERED COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT
DURING THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
3. SCIENCE DAILY LESSON LOG
GRADE THREE- A. MABINI
1st Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT
ACHIEVING THE COMPETENCY OR
INTERVENTION TO ADDRESS THE LEAST
MASTERED COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT DURING
THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
4. ENGLISH DAILY LESSON LOG
GRADE THREE- A. MABINI
1st Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT
ACHIEVING THE COMPETENCY OR
INTERVENTION TO ADDRESS THE LEAST
MASTERED COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT DURING
THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
5. MAPEH DAILY LESSON LOG
GRADE THREE- A. MABINI
1st Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT
ACHIEVING THE COMPETENCY OR
INTERVENTION TO ADDRESS THE LEAST
MASTERED COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT DURING
THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
6. FILIPINO DAILY LESSON LOG
GRADE THREE- A. MABINI
1st Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT
ACHIEVING THE COMPETENCY OR
INTERVENTION TO ADDRESS THE LEAST
MASTERED COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT DURING
THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
7. MAPEH DAILY LESSON LOG
GRADE THREE- CPG
1ST Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR NOT
ACHIEVING THE COMPETENCY OR
INTERVENTION TO ADDRESS THE LEAST
MASTERED COMPETENCY)
SCHOOL HEADS AND
OTHER INSTRUCTION
SUPERVISORS
(FEEDBACK OR AGREEMENT
DURING THEIR CLASSROOM
VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
Day 5
8. EPP DAILY LESSON LOG
GRADE _____
1st
Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR
NOT ACHIEVING THE
COMPETENCY OR
INTERVENTION TO ADDRESS
THE LEAST MASTERED
COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT
DURING THEIR CLASSROOM VISITS)
Week 1
Day 1
Day 2
Day 3
Day 4
Day 5
9. SCIENCE DAILY LESSON LOG
GRADE THREE- A. MABINI
2nd Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR
NOT ACHIEVING THE
COMPETENCY OR
INTERVENTION TO ADDRESS
THE LEAST MASTERED
COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT
DURING THEIR CLASSROOM VISITS)
Week
_____
Day 1
Day 2
Day 3
Day 4
10. Day 5
___________ DAILY LESSON LOG
GRADE _____
__________ Quarter
Week
&
Date
LEARNING COMPETENCY/ OBJECTIVE REFERENCES
LEARNERS PERFORMANCE REMARKS
Mastered
Competencies
Not Mastered
Competencies
TEACHERS
(NOTES OF TEACHERS FOR
NOT ACHIEVING THE
COMPETENCY OR
INTERVENTION TO ADDRESS
THE LEAST MASTERED
COMPETENCY)
SCHOOL HEADS AND OTHER
INSTRUCTION SUPERVISORS
(FEEDBACK OR AGREEMENT DURING
THEIR CLASSROOM VISITS)
Week 1
Day 1
Day 2
Day 3
Day 4