INDIVIDUAL LEARNING MONITORING PLAN (Sample Ready-Made Template)

The Individual Learning Monitoring Plan shall consist of the following parts:

f. 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.

g. 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.

h. 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.

i. 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.

j. 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.

k. 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.

l. 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.