what is the thesis statement of the k to 12 program

K-12 argument, reasons, evidences, conclusion

The K-12 Program has been brought to attention since its first year of implementation. Critics say that its implementation could only worsen the issue on education in the country. Senator Antonio Trillanes IV, a known critic of the program, said that the country appears to be unprepared for K-12 due to inadequacy in resources, tools, classrooms, etc. (Reyes, 2015). Though some people cannot see its relevance, the K-12 program is still beneficial as it gives a better quality of education, provides job opportunities for high school graduates, and prepares the country for ASEAN Integration.

The K-12 program is still beneficial as it gives a better quality of education. In contrast with the old curriculum, the K-12 program offers a more focused and improved educational system in the country. With the compulsory and mandatory kindergarten education, children at the age of 5 will have time to slowly adjust to their formal education. Moreover, Department of Education (2012) argued that a better understanding of the basic concepts taught will be ensured through the use of mother tongue as the medium of instruction. In addition, with the additional 2 years in high school, students will be given more time to master competencies and skills through the specialized upper secondary education.

Furthermore, the K-12 program provides job opportunities for high school graduates. During their senior high school, students will be able to acquire skills that enable and prepare them for work after graduation. As a result, students may opt not to continue college and may already be eligible for work without earning a college diploma. Parents, who cannot afford college education for their children, are freed from the burden of spending for college just to make their children employable (Forbes, 2012). Graduates also can acquire Certificates of Competency (COCs) and National Certifications (NCs) which does not only allow them to have middle-level skills, but also offers them better opportunities to be gainfully employed inside or outside the country.

Finally, the K-12 program prepares the country for ASEAN Integration. An important pre-condition for the Philippines to integrate with the other ASEAN nations is the K-12 program. With its implementation, the Philippines is now at par with other ASEAN countries’ standard of education. As a result, to this, graduates of K-12 program will be perceived with increased competency and have better global.

Although difficulties and inadequacies may arise, K to 12 program benefits in the long run, are more significant for the country. K-12 is the key to the country’s national development. In achieving its success, cooperation, and support of all is necessary since it does not only improve the quality of education but also the lives of Filipinos.

EVIDENCES 1-

EVIDENCES 2-

EVIDENCES 3-

CONCLUSION-

1 Expert Answer

Shelly H. answered • 04/19/22

Trained Special Education Instructor for 26 years, hold Masters degree

The author believes that the educational system should be changed to the K12 program.

Reason 1- The author claims it provides better education

Reason 2- It would provide employment opportunities for seniors

Reason 3- It would prepare the country for ASEAN integration.

Evidence 1- Students would be better prepared because they would attend school longer.

Evidence 2- Seniors could have midlevel certification to qualify for jobs without having to attend college.

Evidence 3- It would enhance global integration, especially for Filipino people.

This essay is lacking information that would help it be more convincing. For example, the actual K12 program is only vaguely referred to. It should be defined. ASEAN should also be defined. A glaring problem with having students attend school longer is getting their cooperation. Many people feel that kindergarten is too young of an age for children to begin education. These issues should be mentioned and addressed. Finally, explaining exactly how it is is beneficial for Filipino people is not explained thoroughly enough. I believe it still needs some work, but it is a good beginning.

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The Philippines Today

The Philippines Today, Yesterday, and Tomorrow

what is the k 12 program in the Philippines?

The K 12 program in the Philippines was introduced in 2013. It was in 2013 when RA 10533 became a law. This law is known as the “Enhanced Basic Education Act of 2013”.

It was popularly called K to 12 because the act, (RA 10533), enhanced the Philippine Basic Education System by strengthening its curriculum and increasing the number of years for basic education.

Basic education in the Philippines before K to 12 consists of 6 years of elementary education and 4 years of high school education.

The enhanced basic education act of 2013 or K to 12 as it is commonly known now, provides for a mandatory

• 1 year of Kindergarten,
• 6 years of elementary,
• 4 years of junior high school, and
• 2 years of senior high school.

The K 12 program applies to both public educational institutions and private educational institutions.

The enhanced basic education act of 2013 or RA 10533 did not only lengthened the number of years of basic education but also provided that basic education may not only be delivered via regular schools but may likewise be delivered through the alternative learning system.

Acceleration of students or learners in public and private basic educational institutions is still allowed in accordance with the Department of Education rules and regulations.

The very goal of the K 12 Program is to produce 21st-century graduates equipped with the core values and lifelong competencies they need to contribute to societal development and nation-building.

The two additional years of Senior High School (SHS) will provide graduates with four exits and life options, namely, employment, entrepreneurship, higher education , and middle-level skills development.

What is the legal basis of the K-12 curriculum?

The Philosophical and legal basis of the K-12 curriculum are the following:

• The 1987 Philippine Constitution
• B.P. 232, Education Act of 1982
• The 4 Pillars of Education (UNESCO)
• The Vision-Mission Statement of the Department of Education
• The EDCOM Report of 1991
• Basic Education Sector Reform Agenda (BESRA)
• R.A. No.9155, Philippine Governance Act

The recent news that the K to 12 programs were abolished by the government was not true.

The K to 12 program was created by law and only a law will abolish or repel it. It cannot be abolished or repelled by the President or anybody for that matter.

Remember that the duty or mandate of the President of the Philippines is to enforce the law.

Only the Congress of the Philippines, consisting of the Senate and the House of Representatives, has the power to abolished or repel a law such as the “Enhanced Basic Education Act of 2013”, popularly known as K to 12.

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Improve, don't remove K to 12 program: advocacy group

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Lessons in leadership: Transforming struggling US K–12 schools

In the early 2000s, Washington, DC, had the lowest math and reading achievement scores of any major metropolitan school district in the United States and had suffered years of declining enrollments. 1 Washington, DC, lagged every other large city that took the National Assessment of Educational Progress in 4th grade reading and math in 2003, 2005, and 2007. See “Mathematics and Reading Report Cards at Grades 4 and 8,” Nation’s Report Card, accessed March 2023; Total public school enrollment in Washington, DC, declined from the 1990s until the 2010s, even with the growing charter-school sector. As the charter-school sector grew, DCPS schools continued to shrink. See “Public school enrollment over time,” Office of the Deputy Mayor for Education, accessed March 2023; DCPS enrollment data prior to the mid-2000s is limited and counts may have been inaccurate; enrollment in the mid-1990s was recorded at between 72,000 and 81,000, down from a high of 150,000 in 1970. See C hildren in crisis: The failure of public education in the district , District of Columbia Financial Responsibility and Management Assistance Authority, posted by Washington Post , November 12, 1996. Fast-forward to 2017, and enrollments were increasing along with student performance. During that time, reforms were initiated under two school chancellors, Michelle Rhee and Kaya Henderson. Rhee was the first chancellor to serve District of Columbia Public Schools (DCPS) after the system was placed under mayoral control in 2007. Henderson joined as her deputy chancellor and went on to serve as chancellor from 2010 to 2016.

Under the leadership of both women, DCPS made significant improvements in basic operations, overhauled its talent strategy, implemented new curriculum that aligned to Common Core State Standards and spoke to the whole child, and streamlined accountability. Along the way, Henderson overcame common implementation challenges to successfully sustain momentum from Rhee’s tenure by motivating staff at all levels, engaging stakeholders throughout the city, and maintaining clarity of focus. In an interview with McKinsey’s Emma Dorn, Henderson shares her experiences with achieving lasting improvements in K–12 student outcomes (Exhibit 1). 2 Even with post-COVID-19 declines, academic achievement in Washington, DC, remains well above the early 2000 levels across all National Assessment of Educational Progress tests. See “District of Columbia overview,” Nation’s Report Card, accessed March 2023.

This interview has been edited for length and clarity.

Emma Dorn: What was the state of the DC public school system when you were appointed deputy chancellor under Chancellor Michelle Rhee back in June 2007, and what were your priorities as you came into the system?

Kaya Henderson: At the time, DC Public Schools was the lowest-performing urban school district in the country. 3 “Mathematics and Reading Report Cards at Grades 4 and 8,” accessed March 2023. We were losing thousands of students each year. Public education in DC was in a death spiral, partly because of poor performance but also because of a very robust charter market here in Washington. The public school system had not been innovating, and students were fleeing to charter schools.

There was only one priority in the early days, and that was changing every policy possible to allow us to get, grow, and keep great people.

We created the first office of human capital in any school system in the country. We understood that human resources does one set of things, which is transactional, but nobody in a school district was stepping back to look at the human-capital continuum: recruitment, selection, onboarding, induction, professional development, career ladders, and exits.

We negotiated a teachers’ union contract that completely changed how we were able to hire. We eliminated tenure and seniority, we created a pay-for-performance system, and we created a new teacher evaluation system, called IMPACT. 4 IMPACT: The DCPS Evaluation and Feedback System for School-Based Personnel, District of Columbia Public Schools, accessed March 2023.

Emma Dorn: Did you encounter opposition?

Kaya Henderson: We had a level of political cover that allowed us to be bold. Michelle did a really good job of communicating the narrative: why we were doing what we were doing, engaging in a broader conversation around teacher evaluation, getting national support for what we were doing—and raising money for it.

I was able to then work with our team within the district to hammer out the actual nuts and bolts of the policies and the union contract. Eighty percent of the teachers’ vote ratified the contract. People wanted change.

Eighty percent of the teachers’ vote ratified the contract. People wanted change.

We also had a leadership structure that allowed us to do all those things. I had been working with DC Public Schools for seven years before we came on. None of these people were new to me. I had positive working relationships with folks. In any other school district, it would have taken people a while to build the kinds of relationships that we had already, and that enabled us to just skate and go.

Emma Dorn: In 2010, you were named interim chancellor, then appointed permanently to the job in 2011. Was that a planned evolution?

Kaya Henderson: The interesting thing is, I refused the job, maybe fifty times. I said I would stay as interim chancellor, but my plan was not to be the chancellor of DC Public Schools. They were doing a national search.

Ultimately, I said yes, not because I wanted to, but because a lot of the great teachers and principals who I had spent three and a half years getting, growing, and retaining were literally telling me, “If you stay, we’ll stay.” So, I felt like it was really important for me to stay to maintain the work that we did and to keep our foot on the gas.

Emma Dorn: How did you maintain momentum from Michelle’s tenure as chancellor to yours, and what critical shifts did you make?

Kaya Henderson: When we got to DCPS in 2007, it was a mess and needed to be dismantled. We had 29 data systems and none of them talked to one another. We were paying people who were dead. We needed to break this whole thing apart and put it back together in a new way. And Michelle was a very good leader to help break it up. She’s a fighter and we needed a fighter at that point.

We needed to break this whole thing apart and put it back together in a new way.

The first thing that we did when I transitioned into the role was called the Hopes and Dreams campaign. 5 Kaya Henderson rolled out the “Hopes and Dreams” campaign in 2011 as acting chancellor. See “Collecting ‘Hopes and Dreams’ at DCPS,” blog post by Bill Turque, Washington Post , May 25, 2011. We asked people, “Ten years from now, what should DCPS look like? What are your hopes and your dreams for the district and for your students?” We had an online portal. We had boxes in barbershops, and beauty parlors, and laundromats. And 10,000 people told us what they wanted to see. We took that, crafted a strategic plan and then went back to the community and said, “Is this what you want to do?” And that’s how we did everything in my tenure, with community engagement at the center—even with hard decisions such as the school closings we decided to do in 2013.

The community understood the hard decisions that we had to make, in part because I spent a year communicating the mismatch of resources. After a year of helping people understand resource misalignment, some said, “Then, let’s just close schools.” At that point, I knew we were ready to do it. And we did it with the community. We had no protests, no drama. And we did not lose children that year. In fact, from 2010 to 2016, which was my tenure, we saw six consecutive years of enrollment growth, which hadn’t happened in 40 years in DC Public Schools (Exhibit 2).

Emma Dorn: You remained chancellor until 2016. How did your priorities shift and evolve across your tenure?

Kaya Henderson: My job was to listen to people, to be in constant communication with our teachers, our principals, and our central office staff to know what they needed to be successful.

While we continued to do human-capital work, it became very clear that we also needed to do curricular work. I characterize it as an equity floor. What is the least that we are going to guarantee to every single kid across the district? If people want to add to it, great. But it has to be at a high enough standard that you would be happy sending your kid to any school in the district.

Armed with the information from the evaluation system, which told us who our best teachers were, we pulled those people together and asked them to develop curriculum with us. We had some lofty goals. We wanted it to be rigorous. We wanted it to be joyful. We wanted our young people to see windows and mirrors, and see other communities, but also see themselves mightily reflected in the things that they were learning. And that was very different for us. We wanted to ensure that it wasn't just around the core subjects, but that we were creating an interdisciplinary curriculum. We were creating curriculum to develop the whole child. And our teachers were super on fire about it.

We were creating curriculum to develop the whole child. And our teachers were super on fire about it.

We engaged the city. We had a project called “City as our Classroom,” where after we released the curriculum, we then went to institutions in the city and asked, “Where does your content overlap with our curriculum, and how can we create field trips so that parents can take kids to places that align with what they’re learning?”

The third priority was, again, community engagement—co-creating solutions with our students, our parents, and our community members. So when people ask, “How did you do it at DC Public Schools?” it’s those three things: its human capital, its curriculum, and its family and community engagement. That was the cocktail.

Emma Dorn: How did you align different stakeholders around these initiatives?

Kaya Henderson: We spent a lot of time on alignment, making sure that every single person in the district knew what the priorities were as well as all the programs and initiatives that we were doing, and how they lined up to these goals. We set five big goals. We called it a “capital commitment.” It was our five-year strategic plan. And everybody knew what the five goals were. They could recite them. Everybody knew how their job contributed to one of the goals. Every single employee’s strategic plan, their department’s strategic plan, their division’s strategic plan all rolled up to those five goals.

We only chose two or three big things to do each year because you can’t do everything. But if you choose the right few things, and you do them well, and you continue to do them well, you create a flywheel effect. And we were able to catch that momentum and do a lot more than, I think, anybody expected.

Emma Dorn: How did you manage to motivate the department, to engage it in a new way, and attract top-caliber talent?

Kaya Henderson: I believe if you’re doing really hard work, you should do it with people who you’re inspired by and who challenge you.

I am no educational expert. I don’t have conviction about a whole lot of things. But I know how to find people who are experts. And I’m OK to let them do their thing. I’ve always been a collector of talented people. And I feel like, if we’re going to be doing really hard stuff, then we should have fun doing it. I think it’s important for you to help people remember why they are doing this stuff, to celebrate people when things are going well or when they do good things.

I know how to find people who are experts. And I’m okay to let them do their thing.

One of the things that we were noted for was our Standing Ovation Awards for DC teachers. We did a huge celebration at the Kennedy Center, honoring our best teachers.

Emma Dorn: Were there new capabilities or capacities that you discovered you needed at each level of the system?

Kaya Henderson: This was the beginning of publicly available data in school systems, so there was a level of transparency into school districts that you never had before. We needed to replace probably 80 to 90 percent of our principal corps, and I was like, “OK, let’s go find us some good principals.”

We scoured the school district websites of our surrounding jurisdictions to figure out which principals had really turned around a low-performing school. We called those people. We sent them emails saying, “Hi. I’m Kaya Henderson. I’m the deputy chancellor of DC Public Schools. We see you’re doing amazing work at your elementary school and wanted to say congratulations. We know how hard this is, and we’re sure you’re probably not even thinking about moving, but if you ever want to have a conversation about opportunities at DCPS, I personally would love to talk to you.”

Nobody ever says “congratulations” to principals. Nobody says “thank you.” The number of people who responded was astounding. Every single person that we reached out to said that they weren’t thinking about moving but would love to talk about positions at DC Public Schools.

The other thing that we did—and I can’t even tell you how much it paid off—was to create an internship program. We hired undergraduate students and graduate students to work for us for a semester, or a summer, or a year. And we gave them meaningful projects. We had interns from the best colleges and universities in America because we were the hotbed of education innovation, and everybody was looking at DC.

We were the hotbed of education innovation, and everybody was looking at DC.

Emma Dorn: Education leaders across the country are struggling right now with a host of challenges. What needs to happen to support them?

Kaya Henderson: What’s unfortunate to me is that many educational leaders and educators, in general, are so tired and so beaten down from the last three years that it is tough to rustle up the innovation. And nobody wants to come behind them and do this work because our narrative on public education is so terrible. I would love to reframe that narrative. This is a dynamic industry, where you are able to do amazing work. And we don’t sell it that way.

Emma Dorn: You’re currently CEO of Reconstruction, an education tech company that provides supplemental curricula for Black K–12 students. What inspired you to go in that direction, and what’s next for you?

Kaya Henderson: Reconstruction came directly out of my curricular work at DC Public Schools. We wanted kids to see themselves, and we built curriculum where kids’ communities were featured prominently. We watched kids attach to this stuff and engage in ways that I had never seen before.

I started thinking, what would a national Black curriculum look like? What are all the books that I want Black kids to read before they graduate from high school so that they know who they are and they know the history of Black excellence, resilience, and creativity in the United States?

We are just starting our third year at Reconstruction. We’ve served over 12,000 kids in the last two years and are in major school districts all across the country, working with community-based organizations, working with individuals. And it’s been a dream come true. I’ve got an amazing, talented team who has a lot of fun together. We built a product that is in tremendous demand. We’ve produced over 150 courses. And I cannot create content fast enough. Figuring out what the next phase of Reconstruction looks like is the big thing that I’m noodling on right now.

Kaya Henderson is the CEO of Reconstruction and the former chancellor of District of Columbia Public Schools. Emma Dorn is an associate partner in McKinsey’s Bay Area office.

The authors wish to thank Jake Bryant, Emmy Liss, Stephanie McBride, Jimmy Sarakatsannis, Doug Scott, and Laurie Sztejnberg for their contributions to this article.

The authors also wish to thank former District of Columbia Public Schools staff members for their contributions to this article, including Michelle Hudacsko, Jeanie Lee, Brian Pick, and Pete Weber.

Comments and opinions expressed by interviewees are their own and do not represent or reflect the opinions, policies, or positions of McKinsey & Company or have its endorsement.

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EFFECTIVENESS OF K to 12 CURRICULUM IMPLEMENTATION AT PARADA NATIONAL HIGH SCHOOL In Partial Fullfilment of the Requirements For Practical Research

Related Papers

Rona Guanizo

Researchers: PIANDO, VERONICA . BALANA, KYLA JOYCE . RITO, KARLA. MAGALONA, BEATRISHA. ALAMIL, CHRISTIAN This research approach will measure the overall effectiveness of the implication of the implementation of the K-12 Curriculum to the Grade 10 students of Divine Word College of Legazpi. It covers how the implementation of K-12 curriculum affects the Grade 10 students of DWCL. Moreover, this study also tackles the advantages and disadvantages of implementing the K-12 Curriculum to the Grade 10 students of DWCL.Specifically; this sought to answer the following questions which are under the statement of the problem 1. What is the extent of the implementation of the K-12 curriculum? 2. What are the problems encountered by the persons who benefited the implementation of the K-12 curriculum? 3. What are the recommendations to the problems encountered? The researchers made use of Quantitative analysis: surveys and questionnaires in order to have a primary source of data. Some of the research devices were also used by the researchers such as books, encyclopedias, magazines, thesis as well as internet for additional information. We are interested to know how the implementation of the K-12 curriculum affects the students especially the grade 10 students. We also want to know the advantages and disadvantages that the K-12 curriculum can give and for us to know if the implementation of the K-12 curriculum by the DepEd is successful as of now The survey questionnaire was divided into three parts ; First, the extent of the implementation of the K-12 curriculum. Second, the problems encountered by the persons who benefited the implementation of the K-12 curriculum. Third, the recommendations to the problems encountered. Through the data gathered from the survey questionnaire , the following conclusion was formulated, 1.) The students that are involved in the study said that the implementation of the K12 program that it is a must, because the primary objective of the program is to improve the quality of education so that, when the students finished the basic education they will be more productive. 2.) The K-12 Program will not only help the students but also our country in terms of Education. 3.) the most important contribution of the program to the students is to improve their abilities, and revolutionized the Philippines in terms of educational attainment. In line with this conclusion, the researchers recommend the following: To Future researchers - looking for better and easiest ways of doing your research papers could have greatly improved your findings. Gathering information could be taken from various sources such as books, encyclopedias, other thesis, and internet. To People - primary and secondary sources could probably give you a big help in order to develop your research papers. Acknowledge the importance of your topics to emphasize the connection of your findings. To Groups - in performing your research papers, communication and cooperation is needed to provide the different information that comes in your group.

Lourd Crisol , Lheigh Dioneda

The Philippines being the only country in Asia with a 10-year basic education cycle has recently shifted to a 12-year cycle just this June of 2012. This curriculum shift is called the K-12 educational policy. This study was thus conceived to determine the attitudes of the major stakeholders of the two rural public elementary schools from Northern Mindanao, Philippines toward this very novel curriculum. Moreover, this seeks to answer the following questions: 1. What is the attitude of the students of Karaos Elementary School and Rufino Santos Sr. Elementary School towards the implementation of the K to 12 program? 2. What is the attitude of the teachers of the two schools to the implementation of the said program? 3. What is the overall attitude of the respondents to the implementation of the program? To answer the above questions, the researchers used survey method as well as personal interviews. The responses were consolidated, tallied and were analysed. Results obtained revealed that majority of the respondents are positive towards the implementation of the program for they believed that the added years will provide them ample knowledge and skills and enable them to become globally-competitive graduates. Further, it was recommended that: (1) The students should continue to pursue their studies despite the change in the curriculum, (2) orientations about the K-12 program should be given to the students for them to be motivated to continue their education, (3) Teachers should find ways for professional growth, especially with the current trends in education for them to be effective in their fields and (4) Future researchers should consider looking into the other aspects of the K-12 curriculum shift such as cognitive preparedness, environmental conditions and others.

Kristel Ann Hermosa

In the Philippines, change has shaken the whole country when K-12 curriculum had its full implementation where Kindergarten was mandatory and an additional two (2) years in Senior High School (SHS) were added to the formerly 10-year basic education. “The K to 12 Program was mandated by Republic Act 10533, otherwise known as ‘Basic Education Act of 2013.’ DepEd began the new learning program in its efforts to make a change towards a better Philippines as early as 2011.” What, therefore, made the researchers conduct this study was to find out how was the implementation of the K-12 curriculum in selected Senior High Schools in Masbate City Division, namely: Masbate National Comprehensive High School (MNCHS), the biggest and premiere secondary school in the city; Bolo National High School (BNHS), a secondary school in coastal part of the city; and lastly, Nursery High School (NHS) utilizing SHS teachers’ perspectives. They have sought to identify the challenges and concerns raised by the SHS schools in Masbate City and to offer plausible solutions for the benefit of many.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Roy Basa

This descriptive research study aimed to determine the extent of the Grade 7 teachers' implementation of the K to 12 Secondary School Curriculum in the public high schools in Bacolod City. All the 281 Grade 7 teachers were utilized as participants in the survey, while purposive sampling was used in the semi-structured interview. The data were generated using the researchermade survey instrument and semi-structured interview. The mean, t-test of independent sample means, analysis of variance (ANOVA), and frequency count were used to treat the data. Results revealed that the extent to which Grade 7 teachers implemented the K-12 Curriculum in terms of: a) curriculum objectives, b) curriculum content, c) learning experiences and materials, and d) evaluation of learning, was high. No significant differences were found in the implementation of K-12 Curriculum in the areas of learning objectives, learning content, learning experiences and learning evaluation when Grade 7 teachers were grouped according to designation, however, significant differences were found in the area of learning evaluation when the teachers were grouped according to academic areas they specialized and their teaching loads. The problems encountered in the implementation of the K-12 curriculum are: a) lack of materials and b) computer/digital illiteracy. Program for the Improvement of the Implementation of the Grade 7 K to 12 Curriculum was also designed.

jecyl azucena

International Journal of Educational Researchers

Subhan EKSİOGLU

Psychology and Education

This study was conducted in March 2022 to assess the implementation of the K to 12 Curriculum in Panacan National High School, Panacan, Narra, Palawan. A total of 9 Senior High teachers, 152 Senior High parents, and 152 Senior High students from Panacan National High School served as the respondents of the study. Data collection involved the use of a survey questionnaire. Descriptive statistics were used to evaluate the retrieved data. The adoption of the K-12 Curriculum in Panacan National High School received a positive assessment from the senior high teachers there. Both Senior High Parents and students at Panacan National High School gave the K-12 Curriculum implementation in Panacan National High School a favorable review and evaluation.

Slamet Suyanto

Ijaems Journal

The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program

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