HOW TO ACCOMPLISH THE INDIVIDUAL LEARNING MONITORING PLAN?
The Individual Learning Monitoring Plan shall consist of the following parts:
A. Learner’s Needs refers to the gap between the required knowledge, skills, and attitudes described in
the learning standard and the current status of the learner as evidenced by assessment results. These
are the areas where the learners need help in a form of interventions to help them meet the required
B. Intervention Strategies is a program or set of steps to help learners improve at areas they struggle
with. Intervention strategies may be any of the following forms, but not limited to, (1) extending the time of
completion of tasks; (2) adjusting the level of difficulty of the learning contents/tasks; (3) providing more guided activities before proceeding to independent activities; (4) seeking more supervised
time with learning facilitator; (5) giving sample prototype learning outputs or models to serve as
reference for his or her own work.
C. Monitoring Date refers to the date when the teacher has evaluated the results of learner’s
assessments after a sufficient time of implementing certain intervention strategies. Learner’s
assessments may be through portfolios to include learning outputs such as written work, products,
and performances evaluated using rubrics. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may also be considered as a matter of holistic assessment.
D. Learner’s Status refers to how well the student learns as a result of the teaching-learning process in
the learning delivery modality that he has chosen.
E. Insignicant Progress refers to a status where a learner “did not meet expectations” of the learning
standards and received a grade of 75 and below for the rst quarter and did not improve performance
in the succeeding quarters.
F. Significant Progress refers to a status where a learner has significantly improved performance after
provision of intervention strategies by meeting learning standards as manifested by an increase in his
assessment results, e.g., from “did not make expectations” in the previous quarter to “fairly
satisfactory” with a grade scale of 75- 79 in the succeeding quarter.
G. Mastery refers to a status where a learner has reached a level of mastery after the provision of
intervention strategies by meeting learning standards as manifested by an increase in the assessment
results, e.g., from “did not meet expectations” or “fairly satisfactory” in the previous quarter to
“satisfactory” with a grade scale of 80-84 or “very satisfactory” with a grade scale of 85-89 in the
succeeding quarter, respectively.