HOMEROOM GUIDANCE MONITORING TOOL 3edited

Annex 1: Homeroom Guidance Monitoring Tool (School Level)
HOMEROOM GUIDANCE MONITORING TOOL

__________Grading ________________School Year
To the observer: Check the box to indicate your assessment guided by the scale below.
0 - No Chance to Observe
1 - Not Observed
2 - Observed but insufficient
3 - Sufficiently Observed
4 - Sufficiently Observed and Commendable
ELEMENTARY
The teacher 4 3 2 1 0
1. makes sure that the learning modality is conducive
0 0 0 0 0
for learning and activities.
2. effectively organizes learning situations to meet the
0 0 0 0 0
objectives of the class presentation.
3. uses instructional methods that encourage relevant
0 0 0 0 0
learner participation in the learning process.
4. implements the module in accordance to the
0 0 0 0 0
guidelines.
5. communicates clearly and effectively to the level of
0 0 0 0 0
learners.
6. explains important ideas in a clear and practical way. 0 0 0 0 0

7. demonstrates command of the topic discussed. 0 0 0 0 0
8. responds appropriately to learner questions and
0 0 0 0 0
comments.
9. provides time and direction for individual thought
0 0 0 0 0
prior to group discussions (if applicable)
10. prepares/checks, distributes efficiently the materials
0 0 0 0 0
for activities.
11. adequately prepares learners to undertake the specific
0 0 0 0 0
activity.
12. provides learners adequate time to reflect on the
activity utilizing a variety of process skills -(i.e. 0 0 0 0 0
demonstrate, predict, analyze, conclude, synthesize, etc.)
13. attends to the learner’s concerns in different
0 0 0 0 0
modalities.
14. provides individual attention when appropriate (non-
0 0 0 0 0
submission, non-compliance)
15. provides minimal yet sufficient information to
0 0 0 0 0
successfully complete their task(s).
16. provides adequate feedback, reflections,
0 0 0 0 0
encouragement on individual/group efforts and progress.
17. encourages learners to appropriately use tools, ideas,
methods, or “ways of knowing” to accomplish the activity 0 0 0 0 0
and/or solve the problem.
18. relates the lesson to learners’ daily life experiences. 0 0 0 0 0
19. encourages the learners to apply their realizations on
0 0 0 0 0
the lesson (insights).
20. maintains safety procedures in facilitating learner’s
0 0 0 0 0
tasks
SCORE
#DIV/0!
JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL
TOTAL 4 3 2 1 0 TOTAL 4 3 2 1 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! 0 0 0 0 0 #DIV/0! 0 0 0 0 0
#DIV/0! SCORE #DIV/0! SCORE

#DIV/0! #DIV/0! #DIV/
OVER-ALL Aguso Central ES
TOTAL 4 3 2 1 0 TOTAL 4 3 2
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! 0 0 0 0 0 #DIV/0!
#DIV/0! SCORE #DIV/0!

#DIV/0! #DIV/0!
Aguso Central ES Alvindia ES Amucao ES Apalang ES
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
lang ES Armenia IS (Elem) Asturias ES Atioc-Dela Paz ES
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Bacuit ES Bagong Barrio ES Balanti ES Balete ES
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
Balete ES Balibago Primero IS (Elem) Balingcanaway Centro ES Balingcanaway Corba ES
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
Balingcanaway Corba ES Banaba ES Bantog ES Baras Baras ES
2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2
Baras Baras ES Batangbatang IS Binauganan ES Buenavista ES
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
avista ES Buhilit ES Burot IS (Elem) Camp Aquino ES
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Capehan ES Capulong ES Carangian ES Care ES
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
Care ES Central Azucarera de Tarlac ES Cutcut II ES Dalayap ES
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
Dalayap ES Damaso Briones ES (Culipat) Dolores ES Don Florencio P. Buan ES
2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2
Florencio P. Buan ES Don Pepe ES Dona Arsenia ES (Calingcuan) Felicidad Magday ES
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
Magday ES Laoang ES Lourdes ES Maligaya ES
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Maliwalo Central ES Mapalacsiao ES Mapalad ES Margarita Briones Soli
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
Margarita Briones Soliman ES Matatalaib Bato Central ES Matatalaib Buno ES Natividad De Leon ES
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
Natividad De Leon ES Northern Hill ES (Annex) Northern Hill ES (Main) Pag-Asa ES
2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2
Pag-Asa ES Paquillao ES Paradise ES Paraiso ES
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
aiso ES Samberga ES San Carlos ES San Francisco ES
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
San Isidro ES San Jose De Urquico ES San Jose ES San Juan Bautista
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
San Juan Bautista ES San Juan De Mata ES San Manuel ES San Miguel Central ES
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
San Miguel Central ES San Nicolas ES San Pablo ES San Pascual ES
2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2
San Pascual ES San Rafael ES San Sebastian ES San Vicente ES (Annex)
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
te ES (Annex) San Vicente ES (Main) Sapang Maragul IS (Elem) Sapang Tagalog ES
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Sepung Calsada Panampunan ES Sinait ES Sitio Dam ES Sta. Cruz ES
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
Sta. Cruz ES Sta. Maria ES Sto Nino ES Sto. Cristo IS (Elem)
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
Sto. Cristo IS (Elem) Sto. Domingo ES Suizo Bliss ES Suizo Resettlement ES
2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2
zo Resettlement ES Tariji ES Tarlac West ES Tibag ES
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
bag ES Trinidad ES Ungot ES Villa Bacolor ES
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Yabutan ES Alvindia Aguso HS Amucao HS
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Armenia IS (JHS) Balanti HS Balibago Primero IS (JHS) Baras Baras High Sc
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
Baras Baras High School Batangbatang IS (JHS) Burot IS (JHS) CAT Annex (JHS)
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
CAT Annex (JHS) CAT HS Maliwalo HS Matatalaib HS
2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2
Matatalaib HS San Manuel HS Sapang Maragul IS (JHS) Sinait IS (JHS)
1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
IS (JHS) Sto. Cristo IS (JHS) Tibag HS Alvindia Aguso (SHS)
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1
Aguso (SHS) Amucao (SHS) Armenia IS (SHS) Balibago Primero IS (SHS)
0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0
Baras Baras High School (SHS) Burot IS (SHS) CAT (SHS) Maliwalo (SHS
4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4
Maliwalo (SHS) Matatalaib (SHS) San Manuel (SHS) Sto. Cristo IS (SHS)
3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3
Sto. Cristo IS (SHS) Tibag (SHS)
2 1 0 4 3 2 1 0
Annex 2: Homeroom Guidance Monitoring and Evaluation Tool (SDO Level)
Homeroom Guidance Monitoring and Evaluation Tool
LEGEND:
4 E- Evident
3 EI- Evident but Inadequate
2 NE- Not Evident
1 NA- Not Applicable
ELEMENTARY JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL TOTAL
AREAS TO BE MONITORED EVIDENCE 4 3 2 1 TOTAL 4 3 2 1 TOTAL 4 3 2 1 TOTAL 4 3 2 1 TOTAL
I. Curriculum Implementation and Compliance
1. HG MELCs is being followed properly. Class schedule and learner’s output / portfolio 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
Learner’s output and minutes of meeting of advisers per
2. Objectives of the program are achieved at the
grade level with Guidance Counselor/designate re HG’s 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
end of the school year.
impact on learners
Sub-Total 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
II. Delivery Process
1. HG Classes are programmed for the whole
Class Program and Teacher Loading 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
school year.
2. Learners and parents are acquainted with the Letter to parents prepared by Adviser regarding the
competencies that they need to master per domain competencies for the quarter (Based on Learner’s 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
in each quarter Development Assessment Annex C)
3. Class Advisers are being monitored as they Results of Monitoring Tool and post conference of
0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
implement the HG. Guidance Counselor/designate with advisers
III. Evaluation of Learner’s Development
1. Learners are oriented on the learning objective Documentation of learner’s orientation about the learning
0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
and how their development will be evaluated. objectives and evaluation of their development
2. Assessment results are explained to the
Documentation of conference with the learners about their
learners, leading to their realization of the areas 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
development
for improvement.
3. Learners can keep track of their progress in the Learners’ checklist of competencies with remarks of
0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
program adviser and parent
IV. Supervision of Homeroom Guidance
Implementation
1. A clear Monitoring Plan (Guidance
Monitoring Plans of School Head and Guidance
Counselor/Designate and School Head) before the 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
Counselor/Designate
start of the program is evident.
2. Monitoring Plan is properly implemented. Documentation of the actual monitoring results 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
3. Monitoring results are discussed with the
Minutes of Meeting with the concerned personnel and the
concerned personnel so as to encourage actions 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
accomplished HG Monitoring Tool (School Level)
needed to improve the program delivery.
4. Monitoring results are utilized to improve the
Matrix of Monitoring Results and the actions taken 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
program delivery.
5. Proper coordination, planning, and corrective
Minutes of Meeting and Post Conference documentation 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
feedback system are being enforced.
Documentation of teachers and personnel training with the
6. Capacity building for HG is being conducted. 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
attached utilized budget and recorded training
V. Administrative Concerns
1. Orientation for learners and their parents is
Documentation of learners and parents’ orientation (e.g.
conducted by the School before the start of School 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
attendance sheet, photos etc.)
Year.
2. An adequate budget is allotted for HG Approved budget vs Financial Report of HG (e.g
0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
expenses. materials, training expenses etc.)
3. Materials and relevant supplies (online or
Inventory of supplies and materials vs reports of utilization
printed learning materials) are available for the 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
learners and teachers of HG.
4. The learning modality is appropriate and
Number of learners in each learning modality 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
conducive for the conduct of the program.
5. Duties and responsibilities of personnel are Documentation of orientation for the personnel and
0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
clearly defined. teachers
6. Correct reports are submitted. Mid-year and year-end reports by the school 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
7. Issues and concerns based on the reports Matrix of issues and concerns from the reports and actions
0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0! 0 0 0 0 #DIV/0!
are acted upon. taken
SUMMARY OF RESULTS
Write the total number of checks per area and identify those that are not evident and evident but inadequate which merit
actions to be taken.
ELEMENTARY
AREAS TO BE NOT EVIDENT BUT NOT
EVIDENT
MONITORED EVIDENT INADEQUATE APPLICABLE
I. Curriculum Implementation
0 0 0 0
and Compliance
II. Delivery Process 0 0 0 0
III. Evaluation of Learner’s
0 0 0 0
Development
IV. Supervision of
Homeroom Guidance 0 0 0 0
Implementation
V. Administrative Concerns 0 0 0 0
JUNIOR HIGH SCHOOL

EVIDENT
0 0 0 0
and Compliance
0 0 0 0
Development
IV. Supervision of
Implementation
SENIOR HIGH SCHOOL

EVIDENT
0 0 0 0
and Compliance
0 0 0 0
Development
IV. Supervision of
Implementation
SUMMARY
EVIDENT
0 0 0 0
and Compliance
0 0 0 0
Development
IV. Supervision of
Implementation
Annex 3: KINDERGARTEN
HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT

1 - Needs Improvement
2 - Developing
3 - Sufficiently Developed
4 - Developed and Commendable
KINDERGARTEN
Competency 4 3 2 1 0 TOTAL
1 Quarter
st
Value oneself 0 0 0 0 0 #DIV/0!

Value others 0 0 0 0 0 #DIV/0!
Respect individual differences 0 0 0 0 0 #DIV/0!
Gain understanding of oneself and others 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
2nd Quarter
Provide proper steps toward responsible decision-making 0 0 0 0 0 #DIV/0!
Evaluate experiences in decision-making towards

0 0 0 0 0 #DIV/0!
achieving common good
#DIV/0! #DIV/0!
3rd Quarter
Apply effective ways of protecting oneself and others 0 0 0 0 0 #DIV/0!
Share skills helpful to solve problems 0 0 0 0 0 #DIV/0!
Describe the chosen field 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
4th Quarter
Participate in school activities relevant to the needs of the
0 0 0 0 0 #DIV/0!
community
Engage oneself in meaningful programs and initiatives for
0 0 0 0 0 #DIV/0!
the common good
Strengthen self-empowerment to respond to the needs of
0 0 0 0 0 #DIV/0!
the community
Respond to personal and social needs that can contribute
0 0 0 0 0 #DIV/0!
to the promotion of international standards
State steps to fulfill the goal in life 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
Annex 3: GRADE 1 -3 (Primary Level)

2 - Developing
GRADE 1 -3 (Primary Level)

1 Quarter
st

#DIV/0! #DIV/0!
2nd Quarter
Share the lessons learned from school and community that can
be used in daily living
0 0 0 0 0 #DIV/0!
Apply lessons from home, school and community to daily
living with consideration to family and society
0 0 0 0 0 #DIV/0!
Examine the different factors in decision-making for the
achievement of success
0 0 0 0 0 #DIV/0!
Provide proper steps toward responsible decision-making 0 0 0 0 0 #DIV/0!
Evaluate experiences in decision-making towards achieving
common good
0 0 0 0 0 #DIV/0!
Gather information about life, profession and vocation 0 0 0 0 0 #DIV/0!
Strengthen the connection among knowledge, skills and roles of
parents or guardians and significant adults in choosing a 0 0 0 0 0 #DIV/0!
profession, vocation and future plans
#DIV/0! #DIV/0!
3 Quarter
rd
Prepare using knowledge and skills toward academic success 0 0 0 0 0 #DIV/0!

Live effective ways in resolving issues that involve oneself and
others
0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
4th Quarter
Participate in school activities relevant to the needs of the
community
0 0 0 0 0 #DIV/0!
Demonstrate academic excellence based on global needs 0 0 0 0 0 #DIV/0!
Live ways that respect and protect the environment 0 0 0 0 0 #DIV/0!
Engage oneself in meaningful programs and initiatives for the
common good
0 0 0 0 0 #DIV/0!
Strengthen self-empowerment to respond to the needs of the
community
0 0 0 0 0 #DIV/0!
Respond to personal and social needs that can contribute to the
promotion of international standards
0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
Annex 3: GRADE 4-6 (Intermediate Level)

2 - Developing
GRADE 4-6 (Intermediate Level)

1 Quarter
st

Identify the methods of effective study habits toward
0 0 0 0 0 #DIV/0!
lifelong learning
Demonstrate effective study habits 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
2nd Quarter
Provide proper procedure toward responsible decision-
0 0 0 0 0 #DIV/0!
making
Evaluate experiences in decision-making toward achieving
0 0 0 0 0 #DIV/0!
common good
Share the lessons learned from school and community that
0 0 0 0 0 #DIV/0!
can be used in daily living
0 0 0 0 0 #DIV/0!
Understand the importance of guidance from parents or
guardians and significant adults in choosing a profession, 0 0 0 0 0 #DIV/0!
vocation and future plans
#DIV/0! #DIV/0!
3 Quarter
rd
Enrich knowledge and skills toward academic achievement 0 0 0 0 0 #DIV/0!

Reflect on the decisions made for life and profession 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
4th Quarter
Share one’s abilities for the development of others and
0 0 0 0 0 #DIV/0!
community
0 0 0 0 0 #DIV/0!
the community
0 0 0 0 0 #DIV/0!
Demonstrate academic excellence based on global needs 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
Annex 3: GRADE 7-10 (Junior High School)

2 - Developing
GRADE 7-10 (Junior High School)

1 Quarter
st
Identify the methods of effective study habits toward

0 0 0 0 0 #DIV/0!
lifelong learning
Share knowledge, skills, and positive attitude helpful in
0 0 0 0 0 #DIV/0!
lifelong learning
Identify factors related to life and profession 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
2nd Quarter
Share the lessons learned from school and community that
0 0 0 0 0 #DIV/0!
can be used in daily living
0 0 0 0 0 #DIV/0!
0 0 0 0 0 #DIV/0!
0 0 0 0 0 #DIV/0!
making
Evaluate experiences in decision-making towards
0 0 0 0 0 #DIV/0!
Gather information about life, profession and vocation 0 0 0 0 0 #DIV/0!
Understand the importance of guidance from parents or
guardians and significant others in choosing a profession, 0 0 0 0 0 #DIV/0!
vocation and future plans
Relate the choice of profession, vocation and future plans
to one’s skills, competencies, and the roles of 0 0 0 0 0 #DIV/0!
parents/guardians and significant adults
#DIV/0! #DIV/0!
3rd Quarter
Live effective ways in resolving issues that involve
0 0 0 0 0 #DIV/0!
oneself and others
Describe the chosen field 0 0 0 0 0 #DIV/0!
Decide for life and profession 0 0 0 0 0 #DIV/0!
Reflect on the decisions made for life and profession 0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
4th Quarter
Demonstrate academic excellence based on the global
0 0 0 0 0 #DIV/0!
needs
Live ways that respect and protect the environment 0 0 0 0 0 #DIV/0!
0 0 0 0 0 #DIV/0!
community
0 0 0 0 0 #DIV/0!
the common good
0 0 0 0 0 #DIV/0!
the community
0 0 0 0 0 #DIV/0!
Outline plans for the chosen profession, vocation and the
0 0 0 0 0 #DIV/0!
future
#DIV/0! #DIV/0!
Annex 3: GRADE 11-12 (Senior High School)

2 - Developing
GRADE 11-12 (Senior High School)

1 Quarter
st

#DIV/0! #DIV/0!
2nd Quarter
0 0 0 0 0 #DIV/0!
0 0 0 0 0 #DIV/0!
making
Evaluate the experiences in decision-making toward
0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!
3rd Quarter
Live effective ways in resolving issues that involve oneself
0 0 0 0 0 #DIV/0!
and others
#DIV/0! #DIV/0!
4th Quarter
0 0 0 0 0 #DIV/0!
community
0 0 0 0 0 #DIV/0!
the common good
0 0 0 0 0 #DIV/0!
the community
0 0 0 0 0 #DIV/0!
#DIV/0! #DIV/0!

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HOMEROOM GUIDANCE MONITORING TOOL 3edited

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Annex 1: Homeroom Guidance Monitoring Tool (School Level)

HOMEROOM GUIDANCE MONITORING TOOL

6. explains important ideas in a clear and practical way. 0 0 0 0 0

#DIV/0! SCORE #DIV/0! SCORE

#DIV/0! SCORE #DIV/0!

Homeroom Guidance Monitoring and Evaluation Tool

JUNIOR HIGH SCHOOL

SENIOR HIGH SCHOOL

HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT

Value oneself 0 0 0 0 0 #DIV/0!

Provide proper steps toward responsible decision-making 0 0 0 0 0 #DIV/0!

Evaluate experiences in decision-making towards

HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT

GRADE 1 -3 (Primary Level)

Value oneself 0 0 0 0 0 #DIV/0!

Prepare using knowledge and skills toward academic success 0 0 0 0 0 #DIV/0!

HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT

GRADE 4-6 (Intermediate Level)

Value oneself 0 0 0 0 0 #DIV/0!

Enrich knowledge and skills toward academic achievement 0 0 0 0 0 #DIV/0!

HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT

GRADE 7-10 (Junior High School)

Identify the methods of effective study habits toward

HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT

GRADE 11-12 (Senior High School)

Value oneself 0 0 0 0 0 #DIV/0!

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