1. 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.

2. 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

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

4. 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

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

6. Why iC CEBU Model
The National Achievement Test (NAT) Result for Grades 6 and 10 learners, School Year , 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.

7. 3 least-learned competencies
Problem Solving
Critical Thinking
Life Skills

8. DEFINING OPERATIONALLY
PROCESSED SKILLS TEST
N = 458
HIGH %
MODERATE %
LOW %
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

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

10. DepED Order No. 32, s 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:

11. 1987 Philippine Constitution, Republic Act (RA) No
1987 Philippine Constitution, Republic Act (RA) No or the Magna Carta of Women (MCW)
RA 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.

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

13. R.A. No 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.

14. Since school year , 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.

15. 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.

18. 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

20. 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 )
April 29-May 3, 2019
School Heads (SY )
May 6-8/May 15-17, 2019
PSDSs (CY 2018)
% of Accomplishment
Non School-Based %
School-Based – 92.98%

21. Remaining Districts to be validated * Poro * Pilar