Presentation Outline RPMS-PPST Roll-out Grand Launching of iC CEBU Model Status of RPMS Validation/Evaluation SHs/PSDSs Clearance 4.1 for RPMS – Only the PSDS facilitates the signing of clearance.

RPMS-PPST ROLL-OUT FOR SY 2019-2020 Dates Type of Delivery No. of Participants April 10-12 Division TOT 659 (Selected Division personnel, SHs, and MTs) May 6-8 District TOT 1,937 (all SHs and MTs) May 15-17 May 16-18 May 21-23 District/School Roll-out 21,528 teachers

Submit Class Program of Master Teachers by District For Master Teachers Submit Class Program of Master Teachers by District

Dress Code: Barong Tagalog GAD-based iC CEBU Model (Integrated Curriculum for Cebuano learners to Engage for Better Understanding) Division of Cebu CID Banner Project Grand Launching May 30, 2019 Dress Code: Barong Tagalog

Division of Cebu Province IPHO Bldg., Sudlon, Lahug, Cebu City GAD-based iC CEBU Model Cebu Province Division CID Banner Project

Why iC CEBU Model The National Achievement Test (NAT) Result for Grades 6 and 10 learners, School Year 2016-2017, revealed that none of the competencies assessed in all disciplines have been mastered by the learners. The mastery level ranges from 24% to 63% only, lagging behind the planning standard of 75% set by DepED. Learners are poor in responding to scenarios that involve the 21st century skills. Integrating the contents within and across curriculum seemed to be difficult for the teachers.

3 least-learned competencies Problem Solving Critical Thinking Life Skills

DEFINING OPERATIONALLY PROCESSED SKILLS TEST N = 458 HIGH 76 - 100 % MODERATE 51 - 75 % LOW 26 - 50 % VERY LOW 0 -25 % OBSERVING 238 1 136 14 CLASSIFYING 137 203 101 INFERRING 26 218 PREDICTING 206 194 58 MEASURING 249 145 41 COMMUNICATING 111 163 142 36 INTERPRETING DATA 258 139 49 4 ANALYZING DATA 18 103 159 170 EVALUATING 116 113 174 EXPERIMENTING 161 146 94 47 MAKING CONCLUSIONS 235 3 165 44 MAKING MODELS 252 DEFINING OPERATIONALLY 230

Legal Bases Republic Act 10533 entitled Enhanced K to 12 Basic Education Act DepED Order No. 42, s. 2019 re Adoption of Philippine Professional Standards for Teachers (PPST) DepED Order No. 8, s. 2015 on “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

DepED Order No. 32, s. 2017 stipulates the department’s commitment to integrate the principles of gender equality, gender equity, gender sensitivity, non-discrimination, and human rights in the provision and governance of basic education, pursuant to Gender and Development (GAD) mandate as stipulated in the following laws:

1987 Philippine Constitution, Republic Act (RA) No 1987 Philippine Constitution, Republic Act (RA) No. 9710 or the Magna Carta of Women (MCW) RA 10533 or the Enhanced Basic Education Act of 2013 Philippines’ International Human Rights Commitments to the Universal Declaration of Human Rights (UDHR) Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) the Convention on the Rights of the Child (CRC) among others.

This is in line with the DepED’s mandate to ensure access to quality basic education for all.

R.A. No. 10533 provides for the establishment of the K to 12 Basic Education Curriculum, a major reform of the Department of Education (DepEd), which aims to develop the learners holistically with 21st century skills through an integrated system of education relevant to the needs of the people, the country and society-at-large. It intends to provide the learners with an opportunity to build upon their prior knowledge while utilizing their own skills, interests, learning styles, and talents. It highlights the learners’ involvement in the dynamic social process which responds to and reflects the changing social conditions.

Since school year 2012-2013, the Department of Education has been conducting series of capability building activities aimed at assisting teachers in identifying and resolving issues relative to the K to 12 curriculum framework, competencies, teaching plans and assessment, thereby helping them realize the importance of knowing the nature of the 21st century learners in order to respond appropriately to their diverse needs.

The K to 12 trained teachers are expected to be creative and innovative educators whose main concern is improving learners’ achievement; hence, seeking ways to create rigorous, relevant, and engaging curriculum integrating GAD principles within and across disciplines.

Division Memorandum No. 295, s. 2019 3.1 Division/District/School personnel (chairs/members of the working committees) 3.2 iC CEBU Technical Working Group 3.3 Lesson Exemplar Writers (selected Master Teachers) 3.3 Public Schools District Supervisors (PSDSs) 3.4 Central School Principal (Elementary) per District 3.5 Coordinating Principal (Secondary) per District 3.6 Two Master Teachers (one elementary and one secondary) per District 3.7 Division PTA Federated President (1) 3.8 District PTA Federated Presidents (57) 3.9 one SSG Adviser (Secondary Teacher) 4.0 one SSG President per District 4.1 teachers-choreographers/ teacher performers 4.2 learner-performers  4.3 guests

RPMS Evaluation/Validation School-Based/Non School-Based Personnel Dates of Evaluation School-Based/Non School-Based Personnel January 14-15, 2019 Division Personnel (CY 2018) April 22-26, 2019 Teachers (SY 2018-2019) April 29-May 3, 2019 School Heads (SY 2018-2019) May 6-8/May 15-17, 2019 PSDSs (CY 2018) % of Accomplishment Non School-Based - 100% School-Based – 92.98%

Remaining Districts to be validated * Poro * Pilar