Republic of the Philippines

Department of Education
REGION XI- DAVAO REGION
SCHOOLS DIVISION OF DAVAO ORIENTAL
MANAY NORTH DISTRICT
Enclosure No. 2 of the District Memorandum No. 32, s. 2024

LEARNING ACTION CELL (LAC) MONITORING & EVALUATION TOOL

SY: 2023-2024

Name of School: ___________________________________ School Address: ___________________________________

Name of School Head: _____________________________ Date of Evaluation: ________________________________

Not Practicing Beginning Developing Established

Key Result Areas MOVs
(0) (1) (2) (3)
■ All teachers are
involved in the
■ Planning is done
planning sessions
■ Only the school only by the school
with proper
head and LAC head, LAC
- School Memo documentation.
Coordinator Coordinator and
- Activity Designs
involved in selected teachers.
- Activity Completion ■ LAC plans are
planning.
Reports integrated into the
■ Planning is not ■ There is an
- Minutes w/ Attendance E-SIP/AIP/APP
1. Planning Areas conducted/ initiated at ■ There is no integration of LAC
Sheets with sufficient
the school level. integration of LAC plans in E-SIP/AIP,
- Approved LAC Plan & budget allocation
Program in the E- but limited budget.
Implementation Plan
SIP/AIP.
- Approved E- ■ Plans are
■ Plans are
SIP/AIP/APP completed at the
■ Planning happens completed at the
start of the year
as the need arises. start of the year but
and are revisited
are not revisited.
at least once in a
quarter.
 ■ Teachers’ needs
are identified
■ The learning
■ The learning needs through the use of
needs of teachers
of teachers are varied
are identified
identified through a instruments
- E-SAT through casual
top-down process. anchored on the
- Individual Development conversations,
However, there is no standards of the
Plan informal classroom
specific instrument RPMS and PPST,
- TSNA (if available) observations, and
used to identify aligning with the
- Activity Designs random
2. Teachers teachers’ LAC
- Activity Completion ■ The learning needs of discussions with
Professional professional agenda/topics.
Reports teachers are not teachers.
Development development needs.
- Minutes with Attendance identified.
Needs ■ Furthermore,
Sheets ■ However,
■ Furthermore, the teachers’
- Data on the Alignment of teachers'
identification of professional
LAC Agenda/Topics with professional
teachers’ development
the Teachers’ Professional development needs
professional needs needs are
Needs & Priorities are addressed at
occurs as the need addressed at the
the start of the year
arises. start of the year
but are not revisited
and revisited at
thereafter.
least once towards
the end of the year.
■ The teachers
have the ability to
contextualize (e.g.,
■ The teachers by extending the
utilize all materials length of the
■ The teachers only
■ Teachers discuss and resources learning session,
- Copies of the Prescribed utilize materials
topics and reach provided to them. providing
3. Material and Materials and Resources and resources that
agreements without However, they do additional
Resources - Contextualized Materials they can relate to
any reference not contextualize or questions or
and Resources their context and
materials. modify any parts of activities to
execute as they are.
the learning scaffold learning)
materials. and modify the
resources given to
them by the
Division, Regional,
 and National
Offices.
■ LAC Sessions
have an approved
schedule and are
■ LAC Sessions consistently
■ LAC Sessions are
have an approved implemented.
scheduled only
■ There is no time schedule but are
when the need
allocation provided for implemented with ■ Additionally,
arises, with no fixed
the LAC Sessions. irregular dates. there is a 30%
- Matrix Schedule schedule to be
increment in the
- Attendance Sheet followed.
4. Time & ■ Additionally, there is ■ Moreover, there is number of LAC
- LAC Forms
Efficiency no increment in the a 20% increment in Sessions
- LAC Implementation ■ Furthermore,
number of LAC the number of LAC completed
Report there is a minimal
Sessions completed Sessions completed compared to the
10% increment in
compared to the compared to the previous year.
the number of LAC
previous year. previous year.
Sessions completed
■ Furthermore,
compared to the
LAC Sessions are
previous year.
prioritized over
other school
activities.
■ The teachers are
strategically
■ The teachers are
grouped using
grouped based on
their individual
their learning goals,
learning goal plans
- School Memo on LAC needs, and styles.
■ The teachers are vis-à-vis standard
Teams The school head
■ The teachers do not grouped based on competency
5. Organization of - Composition of the LAC refers to the
belong to at least one their profiles, documents such
Learning Groups Teams teachers' individual
learning group. learning needs, and as PPST and
- Term of References of learning goal plans
goals. IPCRF.
the LAC Participants and matches them
with a learning
■ Additionally,
group that shares
teachers
the same objectives
participate in
group learning
 activities and are
simultaneously
paired with a peer
for one-on-one
learning activities.
■ There have been ■ There have been
- Action Plan for Learning more than two more than two
Interventions ■ There is only one strategic strategic
- Activity Completion ■ There are no inclusive, relevant, interventions interventions
Reports/ Narrative inclusive, relevant, and and strategic conducted to conducted to
6. Strategic Reports strategic intervention/activity address the address the
Interventions/ - List of the learning interventions/activities conducted to identified learning identified learning
Activities barriers, gaps, problems conducted to address address the barriers, gaps, barriers, gaps,
Implemented and needs addressed the identified learning identified learning problems, and problems, and
with specific barriers, gaps, barriers, gaps, needs. However, needs. Moreover,
recommendation problems, and needs. problems, and there is not enough there is complete
- Data on learning needs. evidence of the evidence of the
progress implementation implementation
processes. processes.
■ Incomplete ■ The monitoring
■ The monitoring
monitoring and and assessment
and assessment
assessment processes and tools
processes and
- School M&E Tools on the processes and tools are in place.
■ There are no tools are in place.
LAC Program have been Moreover, these
7. Monitoring and monitoring and These processes
implementation introduced. processes are
Assessment assessment processes are consistently
- M&E Results and Additionally, the consistently
and tools in place. executed and
Recommendations prescribed executed and
diligently followed
processes are not religiously followed
by the key players
consistently by the key players
of the activity.
followed. in the activity.
- LAC Forms ■ The LAC sessions ■ The LAC activities ■ The LAC
- LAC Portfolios are documented and are documented activities are
■ The LAC sessions are
- LAC Reports reviewed reported to the and reported to the properly
8. Documenting neither documented
by the school head with school head. school head. documented and
and Reporting nor reported to the
TA Reports and however, there is a Subsequently, the systematically
school head.
Recommendations lack of proper school head reviews reported to the
documentation. the reports and school head. The
 makes school head then
recommendations reviews the reports
for further and makes
improvement. recommendations
for further
improvement.

■ Furthermore,
there is a feedback
loop from the
teachers to the
school head, then
to the district
office, and finally
to the division
office on the
documentation
and reports
submitted on the
school’s LAC
activities.
■ Less than half of ■ Most teachers ■ All teachers in
■ Teachers perceive the teachers in the (50% or more) in the the school highly
participation in LAC school value their school value their value their
sessions as additional participation in LAC participation in participation in
tasks and believe they and believe that it LAC and believe LAC, firmly
do not benefit from will improve their that it will improve believing that it
them; hence, they feel practice and their their practice and will enhance their
- LAC Reflection Journal
9. Shared there is no need to students' learning their students' practice and
- Interview Results
Principles participate. performance. learning contribute to their
- Attendance Sheets
performance. students' learning
■ Additionally, ■ Furthermore, less performance.
teachers lack than half of the ■ However, only
commitment to their teachers in the half of the teachers ■ Furthermore, all
scheduled LAC school participate in in the school teachers are active
meetings. LAC activities and participate in LAC members of a LAC
fail to commit to activities and fully group and
 their meetings. commit to their demonstrate full
value their regular meetings. commitment to
participation in LAC their regular
and believe that it meetings.
will improve their
practice and their
students' learning
performance.

■ Less than half of

the teachers in the
school participate in
LAC activities and
fail to commit to
their meetings.
- PMCFs ■ There is ■ There is ample
■ There is evidence
- Observation Notes incomplete and evidence to
■ There is no evidence suggesting a
10. Impact to - Rating Sheets insufficient evidence suggest a positive
to suggest a positive positive, yet
Learning and - Improvement of Learning to suggest positive and significant
impact on the learning minimal, impact on
Instructional Outcomes impacts on the impact on the
and instructional the learning and
Competence of - E-Class Records learning and learning and
competence of instructional
Teachers - IPCRF instructional instructional
teachers. competence of
- STAR Templates competence of competence of
teachers.
- CS Forms teachers. teachers.
TOTAL SCORE
FINAL SCORE

Evaluated by: Reviewed by:

_________________________________ AR JAY NINO M. BAUTISTA

Name of LAC Evaluator Public Schools District Supervisor

“Nurturing Excellence and Inclusiveness through Compassion, Integrity and Resilience”

Address: Brgy. Central, Manay, Davao Oriental

Cellphone #: 09383787711
Email Address: [email protected]