The Individual Learning Monitoring Plan, on the other hand, is a more specific tool which shall be used by teachers and learning facilitators for learners who lag behind as shown by the results of their formative and summative assessments. By providing intervention strategies for certain period, the Individual Learning Monitoring Plan serves as the document that will show if the learner has shown either mastery of the learning competencies, significant progress, or insignificant progress.
For learners who are given intervention activities, their Weekly Home Learning Plan shall be adjusted to suit their comprehension level, i.e. they should be provided with tasks that are respectful of their cognitive ability but with the right amount of challenge, until such time that they are prepared to handle the norm learning tasks.
The Individual Learning Monitoring Plan shall be utilized to monitor learner progress based on the given intervention strategies. Specifically, it shall be used to:
- Serve as feedback data for learners who are provided with intervention activities;
- Provide a mechanism of support to learners who are lagging behind as manifested by the results of formative and summative assessments which may be gathered through their portfolio or collected samples of learning outputs.
- Make the parents/guardians aware of the academic progress of their children and encourage them to strengthen their involvement in guiding and supervising the learning of their children at home.
- Help decide on the effectiveness of the learning modality adopted for the learner and the possible modifications/adjustments that should be provided to improve learner’s performance.
- Guide teachers in adjusting learning content and tasks based on the characteristics, cognitive ability, readiness, interest, and profile of the learner.
The Individual Learning Monitoring Plan shall consist of the following parts:
- 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 learning competencies.
- 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 form, but not limited to, (1) extending 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 for more supervised time with learning facilitator; (5) giving sample prototype learning outputs or models to serve as reference for his or her own work.
- 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.
- 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. It is determined after assessment of learning and completion of sufficient and appropriate intervention strategies.
- Insignificant 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 first quarter and did not improve performance in the succeeding quarters.
- 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.
- Mastery refers to a status where a learner has reached a level of mastery after 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.
It should be noted that the Individual Learning Monitoring Plan is used only for learners who are not showing progress in meeting the required learning competencies. Teachers with these kinds of learners are advised to prepare the Individual Monitoring Plan and communicate with their parents regularly through home visitation. Teachers may also call the parents for a meeting to discuss the intervention strategies and what they can do to strengthen their involvement in their child’s learning. In case a face-to-face meeting is not possible, teachers may communicate with parents through emails, phone call, social media private messages, SMS, or any other modes of communication available.
This is according to DM-CI-2020-00162-2, by Diosdado M. San Antonio. To download the memorandum, click here.