Project ASCEND Launching
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marco medurandaProject ASCEND Launching
Uploaded by
marco medurandaProject ASCEND:
Statement of Purpose
and Program Launch
Dr. Marco Meduranda
Chief Education Supervisor
Curriculum Implementation Division
Outcomes-
based Aligned
with
Relevant Performan
ce
Monitoring
Sustainabl
Needs- L& e,
adaptable
D
based
and
flexible
Technical Assistance Proficiency
Assessment
Technical Assistance Proficiency
Technical Assistance Proficiency
Assessment
• Analyzing Performance Data:
o A majority (67%) rated themselves as "Proficient,"
indicating they can effectively collect and analyze
performance data to identify gaps.
o However, only a few reported being "Advanced"
or "Expert," suggesting room for growth in
leveraging data for deeper insights.
Technical Assistance Proficiency
Assessment
• Prioritizing Needs Based on Data Analysis:
o 58% of supervisors identified as "Proficient," showing they understand
how to use data to inform TA priorities.
o A smaller proportion considered themselves "Developing," highlighting
the need for targeted capacity-building in this area.
• Setting Goals and Objectives for TA Interventions:
o 42% of respondents marked themselves as "Proficient," while a significant
number ranked themselves as "Developing."
o This indicates that while many can set goals, there is a need for training
in defining SMART (Specific, Measurable, Achievable, Relevant, Time-
bound) objectives.
Technical Assistance Proficiency
Assessment
• Developing Comprehensive TA Plans:
o 46% of supervisors identified as "Proficient," but 21% rated
themselves as "Developing," underscoring the need for strategic
planning skills.
• Knowledge of Curriculum Standards:
o More than half (58%) of the supervisors self-assessed as
"Proficient."
o Advanced knowledge and expertise in curriculum standards
were less commonly reported, pointing to an area for
enhancement.
Focus of L&D for CID Supervisors (CY
2025)
Communicati
Designing ng
Fostering
Interactive Developing Evaluating Actionable Building Advocating
Analyzing Openness to
Data Resource- the Impact of Insights Shared Supporting for Data-
Performance Change
Visualization Optimized TA Interventions Through Data Ownership of Adaptive Driven
Data to Through
Tools for Plans Aligned to Ensure Storytelling TA Objectives Planning Decision-
Identify Gaps Communicati
Reporting with Continuous Into Local and Strategies Making
and Trends on and
and Decision- Priorities Improvement Curriculum Strategies Culture
Advocacy
Making Implementati
on
Our way of embracing continuous
improvement..
Advancing Skills and Curriculum Expertise for New
Developments
Terminal Objective
By the end of Project ASCEND,
Curriculum Implementation Division
supervisors will demonstrate
advanced competencies in providing
data-driven, evidence-based technical
assistance, fostering school-level
instructional improvements aligned
with DepEd NCR priorities and PPSS
domains.
Enabling Objectives
1. Knowledge: Enhance supervisors’ understanding of the PPSS domains
and the critical role of technical assistance in curriculum leadership
through expert-driven discussions and collaborative sessions.
2. Skills: Develop supervisors’ proficiency in analyzing performance data
and creating comprehensive, needs-based TA plans to address
instructional gaps effectively.
3. Attitudes: Foster a collaborative mindset by encouraging peer
knowledge sharing and open communication to identify, share, and
replicate best practices across schools.
4. Values: Instill a commitment to job-embedded, learner-centered
practices that prioritize sustainable curriculum implementation and
capacity development for school leaders.
ASCEND Learning Delivery
Framework
• Learn from Experts
• Experience Sharing
• Apply in Work Settings
• Document Learning Progress
Components
• Expert-driven
lecture/discussion
• Peer knowledge sharing
• Job-embedded learning
Project ASCEND is not just about
training
Monitoring of Learning
Outcomes and KRAs
Program Implementation
Review
Advancing Skills and Research and Continuous
Curriculum Expertise Improvement
for New
Developments
Rewards and Recognition
“Organizations that learn
and rapidly translate that
learning into action will
thrive in today’s fast-
changing world." —
Gary Hamel
Synthesis
R I S E – Reinforce, Integrate, Support,
Evaluate
• R – Reinforce subject- and grade-level specific support
from EPS/PSDS
• I – Integrate findings into monthly instructional
supervisory and TA plans
• S – Support schools in proper documentation of PAPs
and continuous TA provision
• E – Evaluate through triangulation, validation, and
meaningful data analytics
• Knowledge Sharing
• EPS in Filipino, English,
and Math present SDO
Navotas intervention
status for Goals 1-3.
• Other EPS present Q1-
Q3 learning outcomes
per learning area.
