PLACIDO ESCUDERO
MEMORIAL SCHOOL
BASIC EDUCATION
LEARNING CONTINUITY PLAN
SY 2021-2022
Foreword
It is with my deepest pride and greatest pleasure to present the Placido Escudero
Memorial School, SDO San Pablo City Enhanced Learning Continuity Plan.
It was designed to adapt and abide to the “New Normal” and the existing policies
and health protocols of the Inter-agency Task Force (IATF), DOH and DepEd. It includes
the most essential learning competencies (MELC), learning modalities, minimum health
standards, other special activities, partnerships, and monitoring and evaluation processes.
This Learning Continuity Plan will serve as guide of the School in preparing contingencies not only during this pandemic but to any class disruption cause by natural or man
-made calamities or any unavoidable circumstances. It was designed to assists the stakeholders specially the teachers and the school head on what to prepare, how to implement the curriculum using different modalities and how to assess the LCP as a whole.
I appreciate the combined efforts of the Stakeholders (Teachers, Pupils, Parents,
SPG, Sangguniang Barangay, Sangguniang Kabataan, NGO’s and LGU’s) of Brgy. Sta.
Elena, San Pablo City for standing firm to continue the education amidst the Pandemic.
Their support in preparing this LCP concretize the resilience of the school to continue the
pupils’ education in this day and age.
Rest assured, no Batang PEMS will be left behind!
MELVIN A. ALMARIO
Principal II
2
ii
Technical Working Group
PLACIDO ESCUDERO MEMORIAL SCHOOL
SCHOOL LEARNING CONTINUITY PLAN SY 2021-2022
MELVIN A. ALMARIO
PRINCIPAL II
SHIELA MAE C. MASA
BE-LCP Coordinator
DAN KENNETH R. BUMAGAT
Oplan Balik Eskwela Coordinator
QUENNIE P. UMALI
Brigada Eskwela Coordinator
CHOLIE C. DIOLA
Continuous Improvement Program Coordinator
VIRGINIA L. REYES
Reading Program Coordinator
MARIA CLEODYL E. CALUSA
LIZA L. PUTUNGAN
DINIA B. MANALANG
School Monitoring, Evaluation and Adjustments Coordinator
School Pupil Government Coordinator
Learning Resources Coordinator
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PLACIDO ESCUDERO MEMORIAL SCHOOL
SCHOOL LEARNING CONTINUITY PLAN SY 2021-2022
TABLE OF CONTENTS
Foreword
Technical Working Group
ii
iii
Introduction
1
Section I. Situational Analysis
2
Section II. Placido Escudero Memorial School Enhanced BE-LCP Framework
11
Section III. Operational Guidelines for Enhanced LCP Implementation
15
Section IV. Monitoring and Evaluation
22
4
Introduction
Placido Escudero Memorial School’s ultimate goal is to produce graduates who are
functionally literate and productive citizen of the community. To make this goal a reality,
our school is trying to provide quality education using holistic approaches to learning.
Though materials and equipment for learning is limited, our teachers maximize all available resources and innovate indigenous materials for our pupils.
Through the years, our school stands on the saying, teach the children on how they
will learn. No pupil must be left behind. Teachers are motivated to reach out to children
and teach them regardless of their social and economic status. The community have their
share in making PEMS one of the performing schools in the Division of San Pablo City. They
know their role and they do it selflessly.
Amidst the COVID-19 Pandemic, learning continues in PEMS. Different modalities
other than face to face (F2F) will ensure that classes will continue. The community and the
school will work hand in hand to provide quality education for all the learners of PEMS. In
preparation for the New Normal, PEMS is now preparing its contingencies through its proposed Enhanced BE LCP which is in accordance with DepEd policies and in line with Regional and Division LCP.
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1
SECTION I. SITUATIONAL ANALYSIS
The significance of moving and huddling learners, teachers, and education personnel during COVID-19 is
a source of concern for Placido Escudero Memorial School. The school has a total of 700 enrolled pupils from
Kindergarten to Grade 6 based on enrollment in the recent online enrolment for School Year (SY) 2021-2022
(See Table 1).
Table 1. Enrolment by Grade, SY 2021-2022
GRADE
MALE
FEMALE
TOTAL
Kinder
35
30
65
1
50
63
113
2
48
34
82
3
68
73
141
4
70
49
119
5
56
43
99
6
38
43
81
Total
365
335
700
Source: MELSF
The school employs 24 teaching personnel and 4 non-teaching personnel in addition to the pupils.
(See Table 2).
The school is responsible for providing quality education to all types of learners in Brgy. Sta. Elena, San
Pablo City, as well as providing technical and logistical support to the staff to ensure appropriate instruction delivery in the face of a pandemic.
Table 2. Total Employees of PEMS as of July, 2021
Personnel
MALE
FEMALE
TOTAL
Teacher I-III
3
19
22
Master Teacher I-II
0
2
2
Administrative Officer II
1
0
1
Job Orders
2
0
2
Principal II
1
0
1
7
21
28
Total
Source: School Data
PEMS's Preparation for Distance Learning Modality
Given the current situation in San Pablo City regarding the pandemic, the school's response, and the Secretary's directive to figure out ways for learning to proceed in a healthy and safe environment amid COVID-19, it
is apparent that distance learning will also be a key mode of learning delivery in the upcoming school year.
Distance learning relies heavily on technological solutions. Online platforms are thought to be the most
innovative because of its ability to enable a wide variety of interactive and remote activities as well as deliver a
diverse range of content to the learners. The main issue6 with using technology as a learning platform is that not
all of the pupils and their families have access to even basic gadgets required for online learning modality.
2
The following are the results of a PEMS online survey to find out what students and parents think about
distant learning. This school year, male registrants were somewhat greater than female students. Male enrollees make up 52 percent of the 700 total, or 365, while female enrollees make up 48 percent, or 335 (See Figure
1).
Figure 1 Enrolment by Gender
Source: LIS
The number of students enrolled in Key Stage 1 is significantly higher than in Key Stage 2. Key Stage 1 has 401
students, or 67 percent of the overall population of the school, while Key Stage 2 has 199 students, or 33 percent of the total population (See Figure 2).
Figure 2. Enrolment by Key Stage
Source: MLESF
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Among the 700 respondents, 70% said they prefer modular learning (printed) over other distance learning modes. Some preferred blended learning (15%) , while others preferred a combination of online learning, TV,
radio, and modular learning (11%) (See Figure 1).
Figure 1. Preferred Learning Delivery Modalities
Source: MLESF
Similarly, most families only have cellphones (basic, smartphones, android phones). This is the only device they have for communicating with teachers about lessons and other learning-related issues. Others have
televisions and radios in addition to cellphones (9%), desktop/laptop computers in addition to televisions and
radios (22%), and tablets (2%). (See Figure 2).
The result that requires immediate attention is that 6%, or 42 of the respondents, stated that they do not
have any gadgets to use in online or blended distance learning and no means of communicating with teachers
other than face to face or onsite.
8
Source: MLESF
Figure 2. Available Devices at Home
4
Regarding who among household members can provide instructional support to students, parents and
guardians (339) and other members of the family (293) can assist students with their lessons, activities, and performance tasks. Others responded that only older siblings (24) and tutors/assistants (39) can provide instructional assistance. Three (3) respondents stated that they can learn independently, while the other two (2) stated
that they receive no support at all (See Figure 3)
Figure 3. Household Members Who Can Provide Instructional Support to Pupils
Source: MLESF
Online and blended learning require a strong internet connection as well as a strong cellular signal. Even
in modular learning, real-time communication is required to ensure that students are on target and following
their adviser's timetable when learning remotely. The majority of respondents stated they solely use mobile data (66%) while others said they use broadband internet, went to a computer shop or other location to connect
to the internet (31%), and some claimed they don't have access to the internet at all (3%) (See Figure 4).
Figure 4. Means of Connecting to Internet
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Source: MLESF
Remote learning can be very difficult to pupils especially those that do not have the appropriate tools or
have too much distractions around. Most of the respondents said that unstable mobile/internet connections
(169) and insufficient load/data allowance (145) hamper pupils’ learning in distance learning modality. Others
have conflicting activities (101), distractions (98), lack of available gadgets (68), and high electrical consumption.
Some children have existing health conditions (53) and difficulty in independent learning (53 ) (See Figure 5).
Figure 7. Challenges that May Affect Pupils’ Learning Process Through Distance Education
Source: MLESF
With the President's consent and in accordance with the IATF and local anti-covid task force, the Department of Education is examining the possibility of having limited face-to-face (F2F) modalities. When limited F2F
is available, the school is also preparing contingencies. However, the survey's findings suggest that almost all
respondents (95%) do not agree with face-to-face communication at this time, compared to those who do
(5%) (See Figure 6)
Figure 6. In case limited face to face classes will be allowed, are you willing to allow your child/children to participate?
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6
Source: MLESF
Since the early months of 2020, Covid-19 has become a threat to the world and Philippines is not
Exempted. Parents are worried to send their children to school because of the vurnerability of pupils to contract
the virus. The result of the survey reflects this scenario in our school. Respondents who do not want to send
their children to school on F2F modality fears that their children might be infected by Covid-19 (99%) while
Others have limited transport from home to school and vice versa (5%) (See Figure 7)
Figure 7. Reasons of Not Allowing Pupils to Participate in Limited Face to Face Modality
Source: MLESF
A requirements assessment was undertaken to establish the priority list of technology and logistics
needs for instructional delivery and service in order to completely prepare the school for SY 2021-2022. Modules, LAS, LEAP, assessment tools, health and disinfection products, internet access, printing and binding materials, classrooms, and resources for school plant and facility upkeep are among the most pressing demands (See
Table 2).
Table 2. Needs Assessment Results for School Year 2021-2022
Part I – Infrastructure
Resources
Buildable space
Classroom
Available/
Existing
Available
33
Needed
None
Gap
Remarks
None
Marcos type (5 rooms)
2 Bagong Lipunan building (for
condemn total of 4 classroom)
Industrial Arts room (1 room)
needs major repair or to be demolish. (total of 10 classrooms)
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11
Source: School Needs Assessment Checklist
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Part I – Infrastructure
Resources
Available/
Needed
Gap
Remarks
1
1
1 of the classrooms (Gabaldon
type building) is intended for
computer room.
Existing
Computer Laboratory
0
Canteen
0
1
1
Workshop
1
1
0
Library
0
1
1
Comfort Room
27
6
Wash facilities
18
Feeding Area
1
0
Workshop (EPP/TLE)
1
1
School Signage
0
1 set
Drainage system
0
1
Most part of the canteen
was destroyed due to the
restoration of the Gabaldon (H.E.) building
1 room for H.E. Workshop
1 of the classrooms
(Gabaldon type building)
is intended for library.
Some classrooms, comfort
room need repair while
some of the rooms
(specially the Gabaldon
type building) has no functional CR.
Wash facilities are located
inside the classrooms. Only 3 sets of the washing
facilities are located outside.
The feeding area is on
one of the classrooms.
Same with the workshop
above
During the clearance of
the school's frontage, the
majority of the signage
was discarded.
No drainage system in the
school
Perimeter Fence
Available
Not yet finish
The perimeter fence is
under construction
Others: Please Specify
Covered court
1
0
Administrative office
1
0
1 set
Needs major repair
Needs major repair
12
Source: School Needs Assessment Checklist
8
Part III – Technology
Resources
Available/
Needed
Gap
Remarks
Existing
Computers
Laptops
Tablets
Internet Facility
Printer
LCD Projector
Television
Flash Drives
Copier/Duplicator
Machine
15
5
3 laptops needed repair
0
28
1
26
2
2 unserviceable
2
19
4 unserviceable
0
28
0
1
Part III– Appliances/Equipment
Resources
Available/
Needed
Gap
Remarks
5 set
5 set
1 set for every building
Needed
Gap
Remarks
Existing
Electric Fans
110
Sound System
1
Fire extinguisher
27
Early warning device
0
Thermal Scanner
3
Alcohol Dispenser
11
Part V – Health and Wellness Supplies
Resources
Available/
Existing
First Aid Kit
2
6
Hygiene Kit
26 sets
Face masks
108 box
Face shields
216 pcs
Foot bath
1
26
13
1 for each grade level
4 for each staff, 1 every
quarter
Each teacher has 8 sets,
once every month
1 for each rooms of teachers
and offices
Source: School Needs Assessment Checklist
9
Part VI – School/Office Supplies
Resources
Available/
Needed
Gap
Remarks
Existing
Bond Papers
Printer Ink
31 ½ reams 120 reams
15 bottles
220 bottles
Use for printing of modules/
activity sheets/ summative
tests
Source: School Needs Assessment Checklist
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SECTION II. PLACIDO ESCUDERO MEMORIAL SCHOOL ENHANCED BE-LCP FRAMEWORK
Placido Escudero Memorial School's Enhanced BE LCP 2021 aims to secure and sustain the delivery of
quality basic education in the face of the pandemic by:
•
Ensuring that all types of learners receive high-quality education that is supplemented with activities that
promote health awareness and well-being.
•
Improving teachers' personal and professional growth
•
Managing, monitoring, and evaluating the school's programs and projects on a regular basis in accordance
with COVID-19 awareness, prevention and adjustments.
•
Maintaining stakeholder partnerships through collaboration and engagement, shared leadership, and open
and transparent communication.
PLACIDO ESCUDERO MEMORIAL SCHOOL, SDO San Pablo City prepared the Enhanced Basic Education
Learning Continuity Plan for S.Y. 2021-2022, which was anchored on the Department of Education's "Sulong
EduKalidad,“ and to the Region and Division’s E-BELCP to respond to the challenges posed by Covid 19 and to
reaffirm its commitment to protect the health, safety, and well-being of pupils, teachers, personnel, parents,
and the whole learning community.
It was created with the intention of providing high-quality education in the face of existing situations
such as COVID 19 and other natural disasters that could disrupt the teaching and learning process. It records
the enhanced plans and their implementation for the school year 2021-2022 in detail. The voices of our students, parents, and instructors were gathered in order to be more responsive and relevant, and these were the
foundation of our current initiatives.
The updated plan incorporates all current data gathered, as well as the school's preparations for implementing learning delivery modalities, improving the learning environment, teacher upskilling and reskilling,
and stakeholder involvement and collaboration. The plans were also subjected to monitoring and review.
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11
12
Figure 10. Enhanced Basic Education Learning Continuity Plan Framework
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SECTION II. SCHOOL BE-LCP FRAMEWORK
The Enhanced Basic Education Learning Continuity Plan Framework (E BE-LCP) at Placido Escudero Memorial Schools is based on the “Sulong Edukalidad” program and aligns with the regional and division BE-LCP. It focuses on the school's mandate, which is to provide quality education to all types of learners in the midst of the
pandemic. The school, in collaboration with its partners, parents, and stakeholders (internal and external), ensures that learning continues to thrive through alternative modalities to face-to-face instruction (F2F).
The school will concentrate on the following four PEMS Key Dimensions:
P—Pupils’ learning development, well-being, and welfare;
E—Educators’ personal and professional development;
M—Management of School Operations and Instructional Leadership; and
S—Stakeholder partnership, engagement and shared leadership.
Each of the key dimensions focuses on programs, projects, and activities that are critical to the school's
leadership, management, and operation.
PUPILS’ LEARNING DEVELOPMENT, WELL-BEING, AND WELFARE
This key dimension focuses on the learners and how they will acquire knowledge amidst the pandemic. It
will focus on the implementation of iLEARN program and the 9 learning components comprising the program.
Other activities in support the programs implementation were also indicated.
Implementation of iLEARN Program
1. iCommunicate (English, Filipino, MTB-MLE)
2. iCalculate (Mathematics, Numeracy and Computing)
3. iDiscover (Science and Technology)
4. iThink (AP)
5. iCreate (Music, Arts)
6. iValue (EsP)
7. iThrive (P.E., Health, Well-being and Enrichment)
8. iApply (EPP, IT)
9. iREACH (Inclusive Education)
•
Assessment of learners’ needs through MELSF, Phil-IRI, Informal Numeracy Inventory, EGRA,
EGMA
•
Provision of Modules, LAS, LEAP, Assessment Tools
•
Provision of Technical Support for Parents
•
Implementation of Wellness for Pupils (WP) Program
EDUCATORS’ PERSONAL AND PROFESSIONAL DEVELOPMENT
Teachers are encouraged to continue their professional development while on the job by the school. As a
result, activities that promote professional development, mental health, and overall well-being for all school employees will be given top priority. Teachers Improvement for Professional Development (TIPG) will be implemented at the school, which will provide holistic support for teachers' personal well-being and professional development.
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13
Implementation of TEACHERS’ IMPROVEMENT FOR PROFESSIONAL GROWTH (TIPG) Program
•
Assessment of Teachers Needs Through E-SAT
•
Performance Planning and Creation of Development Plans based on E-SAT and IPCRF
•
Coaching and Mentoring, Journaling
•
Monitoring of Performance through class observation and portfolio assessment
•
Action Research, Book Study, Lesson Study
•
SLAC, INSET, Focus Conversations (FC)
•
Leadership Development Program (LDP)
•
Master Teacher Training Course (MTTC)
•
Implementation of Personnel Care Program (PCP)
MANAGEMENT OF SCHOOL OPERATIONS AND INSTRUCTIONAL LEADERSHIP
This key dimension focuses on the school principal's leadership and management, as well as all of the activities required to achieve school goals in the face of the pandemic. The main process in this dimension is the
implementation of MEL program
Implementation of Management and Educational Leadership (MEL) Program
•
School Needs and Readiness Assessment
•
Creation of the following strategic plans
a. School Plan for Professional Development,
b. Training and Development Plan
c.
SLAC/FC Plan
d. Instructional Supervisory Plan
e. Observation Plan
f. Technical Assistance (TA) Plan
•
OPCRF
•
Action Research
•
CIP
•
Accomplishment of MLESF, LIS, EBEIS
•
Implementation of Project CFAG (Construction of Fence and Gate) Year 2
•
Implementation of 5 WAYS TO LEARN DURING PANDEMIC
STAKEHOLDER PARTNERSHIP, ENGAGEMENT AND SHARED LEADERSHIP
Stakeholder involvement and engagement in various school programs and activities can contribute to successful implementation and support. Establishing good relationships and participation to improve activities by
communicating with stakeholders on a regular basis. The school also need assistance in meeting the requirements of our students who come from many stakeholders, and the following are the procedures that the school
has always followed.
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Implementation of PARTNERSHIP FOR SUSTAINABLE DEVELOPMENT (PFSD) Program
•
3C’s
a. Connection
b. Cooperation
c. Collaboration
•
Conduct Advocacy Programs/Activities
a. SOSA
b. Education Summit
•
Creation of FB Page, GC’s for Stakeholders Partnership
•
Partnership Appreciation Program
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SECTION III. Operational Guidelines for Enhanced LCP Implementation
Placido Escudero Memorial School guarantees that the processes outlined in the School BE-LCP Master
Plan, which focuses on PEMS, are carried out (See Figure 11). It includes (a) Pupils’ learning development, wellbeing, and welfare; (b) Educators’ personal and professional development; (c) Management of School Operations and Instructional Leadership; and (d) Stakeholder partnership, engagement and shared leadership. The BELCP was used to develop the implementation strategy, which was based on the MELSF results as well as the regional and division BE-LCPs. Four of the school's flagship programs will act as enablers (iLEARN, TIPG, MEL, PFSD),
with contingencies in place for when face-to-face communication is available.
PUPILS’ LEARNING DEVELOPMENT, WELL-BEING, AND WELFARE
The iLEARN Program
Placido Escudero Memorial School encourages and supports a teaching and learning culture that prioritizes and supports curriculum delivery in order to fulfill the needs of all pupils. To support and strengthen teaching
practice and learning rigor, we ensure that pupils have access to teaching and learning through their preferred
learning modality, including digital learning.
The PEMS iLEARN Program:
1. Allows for the customization of pupils' learning through access to a variety of learning resources.
2. Encourages ongoing access to educational materials, allowing for effective learning anywhere and at
any time.
3. Creates a learning environment that is both engaging and dynamic.
4. Strengthens the connection between home and school, allowing parents to see what their children are
learning at school and help them learn it at home during the pandemic.
5. Enables the general skills (literacy, numeracy), critical and creative thinking, and personal and social
capability demands of the curriculum to be taught flexibly and across learning areas.
iLEARN adopted 9 areas of learning and experiences:
A. iCommunicate (English, Filipino, MTB-MLE)
B. iCalculate (Mathematics, Numeracy and Computing)
C. iDiscover (Science and Technology)
D. iThink (AP)
E. iCreate (Music, Arts)
F. iValue (EsP)
G. iThrive (P.E., Health, Well-being and Enrichment)
H. iApply (EPP, IT)
I. iREACH (Inclusive Education)
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Figure 11. Master Plan
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A. Learners’ Needs Assessment
Pupils will be tested as part of the iLEARN initiative to establish baselines for curriculum contextualization
and prioritizing of learning resources for usage by pupils and teachers. The following are some of the assessment
instruments and surveys that will be used:
MELSF
Our school performed a survey in preparation for the school year 2021-2022, using the Modified Learner
Enrollment Survey Form (MLESF) to collect the necessary information from each learner. The goal of this poll is to
find out what learning mode preferences learners and parents have for the new normal. For those who have internet connection, the school has created an Online Enrolment Survey to make it easier to consolidate the dates
of learners. Teachers contact with parents who are unable to respond to the online MLESF questions in order to
obtain the information needed in MLESF. The data of the students was then encoded by the teachers online.
PHIL-IRI (ENGLISH, FILIPINO)
The Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool is designed to be used in the classroom to test and describe students' reading abilities. The results of the exam can assist classroom teachers in
planning and delivering suitable reading instruction to their students. This diagnostic approach to characterizing
how children read is based on inclusive ideas, emphasizing the importance of learner-centered, responsive, and
culturally sensitive education. At the school level, the results of the Phil-IRI assessment will assist school administrators in developing appropriate school reading programs or activities that will improve student learning outcomes. This inventory will be conducted during the first quarter of the school year for the baseline and the last
quarter of the school year for the end line.
INFORMAL NUMERACY INVENTORY
Informal numeracy inventory (INI) enable teachers to keep track of their students' progress in Mathematics on a regular and frequent basis. These tests are used to see if pupils are understanding what they are being taught so that instruction can be adjusted. Teachers can use informal evaluations to target students' specific
problem areas, alter curriculum, and intervene sooner rather than later by employing informal assessments. INI
will be conducted quarterly across all grade levels
EGMA
The Early Grade Mathematics Assessment (EGMA) provides thorough information on early grade mathematics. Instruments were utilized to test the level of comprehension of children in grades K-3, and the assessment's goals were summarized. This evaluation occurs twice a year. At the start of the school year and at the end
of the year.
EGRA
The early grade reading assessment (EGRA) was created to provide a reliable and valid assessment of
skills that help children learn to read. It was used to measure and track the improvement of K-3 students' reading
ability and comprehension skills throughout the year. The results of this assessment tool are being used by
school administrators and heads of departments to make decisions and policy changes. This assessment is carried out twice a year. At the start of each year and at the end of each year,
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B. Provision of Modules, LAS, LEAP, Assessment Tools
The school will use Modular Distance Learning (MDL) as the learning modality across all grade levels,
based on the results of the MELSF.
Distance learning refers to a learning delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
Modular Distance Learning involves individualized instruction that allows learners to use SLMs in print or
digital format, whichever is applicable in the context of the learner, and other learning resources like learner’s
materials, textbooks, activity sheets, study guides, and other study materials. Learners access electronic copies of
learning materials on a personal computer (PC), tablet PC, or smartphone. CDs, DVDs, USB storage, and computer
-based applications can all be used to deliver e-learning materials, including offline e-books. The teacher takes
the responsibility of monitoring the progress of the learners. The learners may ask assistance from the teacher
via email, telephone, text message/instant messaging, etc. Where possible, the teacher shall do home visits to
learners needing remediation or assistance. Any member of the family or other stakeholders in the community
need to serve as para-teachers. (DepEd)
During the implementation of the iLEARN Program and the Enhanced BE LCP, parents will receive a proportionate amount of modules, LAS, LEAP, assessment tools, and other learning resources in print or digital format.
C. Provision of Technical Support for Parents
During the pandemic, all schools in the Philippines began to use non-face-to-face (N2F) learning modes,
and teachers began to teach remotely. Virtual learning interventions and solutions have been implemented, pioneered by both private and public education stakeholders, to assist the continuation of learning and prevent a
learning slide. Parents were confronted with the new challenge of simultaneously being parents and teachers.
PEMS provides technical assistance and guidance to parents, guardians, and other family members who
act as homeschool teachers for their children.
The iLEARN Program explains how a teacher may help parents become their children's teachers at home.
DESCRIBE THE CURRICULUM
Define the overall picture or breadth of what has to be learnt for the year for parents or guardians. Explaining the curriculum in its entirety might assist families in better preparing for specific classes.
Teachers understand how to teach some information in a sequential manner and how to establish foundations of understanding before moving on to the next target. Families' efforts can be guided if that process is
communicated to them. It is easier for parents and guardians to guide their children in the right direction if they
are aware of the progression of the learning goals. When parents are aware of the scope of what their child
needs to learn, they understand the purpose of the learning activities and can take advantage of real-world applications.
DISCUSS LEARNING OBJECTIVES
The "I can" statements that outline learning goals are essential for parents and guardians. If parents are
aware of the goal, they can seek out alternate learning opportunities to achieve it, as well as assess whether or
not their child is capable of completing it.
Parents or guardians should be informed about the necessity of creating explicit learning goals. Encourage
them to use the “I can...” sentence stem pattern to frame their goals. Make sure your objectives are both specific
and measurable. Families can construct lessons that serve the learning goals by having specified outcomes in
mind. Furthermore, parents and guardians will find it easier to assess their children if they have clear and measurable goals.
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PROVIDE ACCESS TO RESOURCES
Parents and guardians need the skills to deepen and extend learning once they've established the scope
and goals. Instead than giving parents a list of online activities or assignment possibilities, start by assessing their
needs. Taking the time to phone, video chat, or message parents about what they need is crucial, according to
my most effective teachers. Talk on the student's progress and any problems they're having. It is easier for teachers to provide specialized materials for the family after those needs have been identified.
It is not necessary to describe the pedagogy behind each tool when providing resources. While some parents or guardians may be unaware of project-based learning or collaborative teams, they may benefit from using
tools that follow such ideas. Sharing entertaining learning exercises based on these ideas was successful for some
of the instructors at my school, even if they did not give a complete explanation of the process.
MOTIVATE FLEXIBILITY
Some parents may struggle as a result of distance learning, and teachers must be prepared with alternative methods to assist them succeed. When parents are having trouble getting their children to focus, a teacher
can offer to undertake video lessons with them. A teacher's assistance, even if it's only temporary, can help a kid
get back on track.
Teachers and schools are establishing a variety of arrangements to allow students to learn at home.
Teachers can assist families in succeeding by providing clear communication, a big picture of what the student
needs to learn, and the support needed for parents and guardians to achieve.
D. Wellness for Pupils (WP) Program
The school's maxim is "Healthy Child, Healthy Mind." The Wellness for Pupils (WP) initiative, which is part
of iTHRIVE, determined the importance of health and wellbeing awareness for children studying at home during
the pandemic. Children who are holistically well do better in school, according to studies. They are more attentive, engage in good activities, are happier, and obtain higher overall grades.
WP offers activities such as mindfulness, self-care, and physical activities, among others, to keep children
entertained and engaged at home.
EDUCATORS’ PERSONAL AND PROFESSIONAL DEVELOPMENT
The Teachers’ Improvement for Professional Growth (TIPG) Program
Professional development is a combination of tools, resources, and training sessions designed to help educators improve the quality and effectiveness of their teaching. Instructors' professional development entails
honing and refining their skills in order to better satisfy the demands of their pupils.
Personal development or self-development refers to possessing personal strengths and characteristics
that aid teachers define and make sense of their teaching practice and of themselves as individuals. This is
through developing the necessary life skills that can help them grow in and outside their profession
TIPG provides PEMS teaching staff with a holistic approach to personal and professional development
that can assist the school meet its goals and objectives. Personal and professional development activities include:
•
Assessment of teachers needs Through E-SAT
•
Performance planning and creation of development plans based on E-SAT and IPCRFCoaching and
Mentoring, Journaling
•
Monitoring of Performance through class observation and portfolio assessment
•
Action Research, Book Study, Lesson Study
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•
SLAC, INSET, Focus Conversations (FC)
•
Leadership Development Program (LDP) and Master Teacher Training Course (MTTC)
•
Personnel Care Program (PCP)
MANAGEMENT OF SCHOOL OPERATIONS AND INSTRUCTIONAL LEADERSHIP
The Management and Educational Leadership (MEL) Program
MEL Program's main purpose is to make high-quality education available to all pupils in the midst of the
pandemic. Only when the staff, logistics, and link between the school and the community are in place can this be
accomplished. Leading and guiding the school to success is a team effort, and the decision is made by the stakeholders as a whole, not just by one person. Vision, motivation, the future, and the school's teams and people are
all important aspects of leadership. Management offers procedures and processes that are critical to the school's
day-to-day operations. For a school to flourish successfully, both leadership and administration are required.
MEL Program provides activities that promotes transparent, ethical and accountable instructional leadership and school management and operation.
•
School Needs and Readiness Assessment
•
Creation of school plan for professional development, training and development plan, SLAC/FC Plan,
Instructional Supervisory Plan, Observation Plan, Technical Assistance (TA) Plan and OPCRF
•
Action Research, CIP
•
Accomplishment of MLESF, LIS, EBEIS
•
Implementation of Enhanced BE-LCP
•
Implementation of Project CFAG (Construction of Fence and Gate) Year 2
•
Implementation of 5 WAYS TO LEARN DURING PANDEMIC
STAKEHOLDER PARTNERSHIP, ENGAGEMENT AND SHARED LEADERSHIP
The PARTNERSHIP FOR SUSTAINABLE DEVELOPMENT (PFSD) Program
Leadership challenge in our school is clear, specially during this difficult times. Without increasing and
scaling stakeholder involvement and collaborative action from the entire community, LGUs, and civil society, the
Sustainable Development Goals will be impossible to attain. PEMS action is necessary but insufficient to bring
about transformational and systemic change in the direction of sustainable development. Collaboration is going
to be crucial. All stakeholders will require it in order to achieve the school's aims and objectives.
Connection
In order to manage the school, it is critical to form partnerships with the school, stakeholders, and the
community. Stakeholders supplement the gaps that the school is unable to address through these collaborations.
A link that is bonded by agreement and understanding between the school and the stakeholders is required in
order to establish a long-term collaboration with the stakeholders.
Benefits of strong connection with the stakeholders include:
•
Equips schools with resources.
•
Increases students’ learning experiences.
•
Professionals and others with unique expertise able to add their voices and experiences to decision
making processes.
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20
•
Avail families of needed aids, interventions, and information.
•
Share the burden of expenditures.
•
Added accountability.
Cooperation
Following the establishment of a connection, diverse stakeholders and the community must work together to achieve a common goal for the school. The next step for the school is to define the process of cooperation.
a. Identify and define school and community partnership;
b. Identify the ways in which the school is currently connecting with community leaders and organizations.
c. Define the role of schools leaders in facilitating an effective school and community partnership.
d. Define the role of the ‘school action team’ in working with community leaders and organizations.
Collaboration
The next step is identifying activities that can be beneficial to the learners and the school. Prior to implementing programs, projects, or activities, the results of the needs assessment must be regarded important. Consider the following before planning or implementing a project:
•
Strategic importance;
•
Urgency;
•
Magnitude; and
•
Feasibility
Activities that can revitalize partnerships between the school and the stakeholders under PFSD are:
•Conduct Advocacy Programs/Activities
•SOSA
•Education Summit
•Creation of FB Page, GC’s for Stakeholders Partnership
•Partnership Appreciation Program
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SECTION IV. MONITORING AND EVALUATION
Monitoring is conducted after a program has begun and continues
throughout the program implementation period. Monitoring is sometimes referred
to as process, performance or formative evaluation. (Adapted from Gage and
Dunn 2009, Frankel and Gage 2007, and PATH Monitoring and Evaluation Initiative)
(Adapted from Gage and Dunn 2009, Frankel and Gage 2007)
An evaluation should provide evidence-based information that is credible,
reliable and useful. The findings, recommendations and lessons of an evaluation
should be used to inform the future decision-making processes regarding the program.
Using appropriate tools in monitoring and evaluation is essential to see if the
program's objectives, outputs, and desired outcomes are being met. M&E aids in
the identification of program gaps and weaknesses so that timely and suitable
adjustments and interventions can be made to get the program back on track.
PROGRESS MONITORING OF THE PROGRAMS, PROJECTS, AND ACTIVITIES
22
SAMPLE WEEKLY HOME LEARNING PLAN
Grade 4 (Quarter 1 Week 1)
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23
SAMPLE WEEKLY HOME LEARNING PLAN
3
24
SAMPLE WEEKLY HOME LEARNING PLAN
4
25
SAMPLE WEEKLY HOME LEARNING PLAN
5
26
SAMPLE WEEKLY HOME LEARNING PLAN
6
27
SAMPLE WEEKLY HOME LEARNING PLAN
7
28
SAMPLE WEEKLY HOME LEARNING PLAN
8
29
SAMPLE WEEKLY HOME LEARNING PLAN
9
30
SAMPLE WEEKLY HOME LEARNING PLAN
10
31
SAMPLE WEEKLY HOME LEARNING PLAN
11
32
SAMPLE WEEKLY HOME LEARNING PLAN
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33
Sample Class Schedule with Once a Week Limited Face to Face and Modular Distance Learning
for Kindergarten to Grade VI
KINDERGARTEN
GRADE ONE
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34
Sample Class Schedule with Once a Week Limited Face to Face and Modular Distance Learning
for Kindergarten to Grade VI
GRADE TWO
GRADE THREE
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35
Sample Class Schedule with Once a Week Limited Face to Face and Modular Distance Learning
for Kindergarten to Grade VI
GRADE FOUR
15
36
Sample Class Schedule with Once a Week Limited Face to Face and Modular Distance Learning
for Kindergarten to Grade VI
GRADE FIVE
16
37
Sample Class Schedule with Once a Week Limited Face to Face and Modular Distance Learning
for Kindergarten to Grade VI
GRADE SIX
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38
WEIGHTED DISTRIBUTION OF SUMMATIVE ASSESSMENT COMPONENTS
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39
INDIVIDUAL LEARNING MONITORING PLAN
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
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40
Individual Learning Monitoring Plan
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.
INDIVIDUAL MONITORING PLAN
Learner’s Name
Grade Level
Learning
Area
Leaner’s
Needs
Intervention
Strategies
Provided
Monitoring
Date
Learner’s Status
Insignificant
Progress
Intervention
Status
Significant
Progress
Mastery
Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in the learning plan
Note: 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 17 possible, teachers may communicate with parents
through emails, phone call, social media private messages, SMS, or any other modes of communication available.
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SAMPLE PROCESS FLOW IN THE DISTRIBUTION OF MODULES IN SCHOOLS
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M & E TOOL FOR REVIEWING, UPDATING, AND PLANNING OF LEARNING DELIVERY MODALITIES
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as follows:
Scale
Description
5
-
Extremely Evident
4
-
Very Evident
3
-
Somewhat Evident
2
-
Slightly Evident
1
-
Not at all evident
Indicator
The school…
5
1.
Map out learners' context, their learning condition, teachers' capacity and potential home learning facilitators
2.
Determine and plan for the learning modalities/pathways appropriate for each learner and fitting for each teacher
3.
Prepare lesson exemplars, learning management systems and
learning resources aligned with the available matrix of curriculum standards
4.
Capacitate school officials, teachers and home learning facilitators on the delivery of the different learning modalities and learning packages/packets.
5.
Orient parents and learners about the different learning pathways, enrollment procedure, school calendar, approaches in gaining access to learning packets and resources, school protocol and health
measures, and communication with teachers.
6.
Ensure a safe and conducive learning environment by adhering
to DOH, IATF and DRRM safety protocols and measures.
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43
4
3
2
1
M & E TOOL FOR REVIEWING, UPDATING, AND PLANNING OF LEARNING DELIVERY MODALITIES
7.
Tap other stakeholders to ensure quality of distance education
and/or blended learning.
8. Create implementation plan on their multiple learning delivery modalities with blended learning and distance learning as major options
9.
Integrate SLMs with the alternative delivery modalities (modular,
television-based, radio-based instruction blended and online)
10. Craft communication mechanism to address queries from teachers,
parents and learners on the implementation of the schools learning delivery modalities and its learning continuity plan
11. Create alignment between curriculum, teaching, assessment and
learning in school and non-school environments to meet “new normal”
educational challenges
Other Observation/Findings/Recommendation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Monitored by:
______________________________
Monitoring Official
Conforme:
_____________________________________
School Head/Teachers
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M & E TOOL FOR THE IMPLEMENTATION OF LEARNING DELIVERY MODALITIES (LDMS)
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as
follows:
5 – Always Observed
4 – Often Observed
3 – Sometimes Observed
2 – Rarely Observed
1 – Never Observed
5
Indicator
MODULAR DISTANCE LEARNING
1. Teachers provide students regularly with clear instructions on
how to answer the modules, LAS, LEaP, and other teacher- made
2. Teachers conduct regular follow-up through chat, text, call or
video call daily to know the needs of the students..
3. Teachers provide technical support and assistance to parents
and learners to ensure that students learned the topics in the modules.
4. Teachers chat, text, call or video call me to provide support
and assistance to ensure that I learned the topics in the modules.
5. Teachers provide learners with additional activities to ensure
that they learned the topic before proceeding to the next topic in
the modules.
6. The school utilized localized tools in monitoring modular distance learning classes.
7. Teachers conduct RECITEXT (Recitation thru Text) to ensure
learning among students.
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4
3
2
1
M & E TOOL FOR THE IMPLEMENTATION OF LEARNING DELIVERY MODALITIES (LDMS)
LIMITED FACE TO FACE CLASSES
1.
Only 50% of the class size is present in each classroom
2. All rooms have contraptions/cover which serve as
protection for each learner
3. Social distancing between learners is strictly followed
in all classrooms.
4. All teachers and learners wear facemask and face
shield.
5. All teachers employ innovative teaching strategies
Other Observation/Findings/Recommendation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Monitored by:
______________________________
Monitoring Official
Conforme:
_____________________________________
School Head/Teachers
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M & E TOOL FOR THE UTILIZATION OF LEARNING RESOURCES
Directions: Kindly read and consider each indicator in the development and utilization of learning resources. Please rate the items by checking (/) the column
that corresponds to your observation/interview in the schools that you visited.
Use the coding scale as follows:
Scale
Description
5-
Always
4-
Often
3-
Sometimes
2-
Rarely
1-
Never
UTILIZATION OF LR’S
5
Indicator
1. Teachers provide all learners with SLMs (printed or digitized copy) of all learning areas and in all grade levels.
2. Teachers utilized the SLMs, LeaP, LAS provided by SDO,
Region and Central Office.
3. Teachers provide learners with teacher developed video lessons using OBS (Online/ Offline)
4.
Teachers utilized DepEd TV and DepEd Commons,
LRMDS Portal as supplementary learning resources.
5. Teachers provide all learners with Weekly Home Learning Plan
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4
3
2
1
M & E TOOL FOR THE UTILIZATION OF LEARNING RESOURCES
Other Observation/Findings/Recommendation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Monitored by:
______________________________
Monitoring Official
Conforme:
_____________________________________
School Head/Teachers
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48
M & E TOOL FOR THE CONDUCT OF ASSESSMENT
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as
follows:
5 – Fully Implemented
4 – Highly Implemented
3 – Somewhat Implemented
2 – Poorly Implemented
1 – Not at all Implemented
5
Fulfillment of Roles and Responsibilities of the Teachers, Learners, and Parents
Indicators
The teachers…
design the assessment to allow for flexibility in multiple modalities.
communicate to learners and parents/guardians
the design and standards for grading the assessset-up mechanisms to monitor and record progress
remotely.
give timely, constructive, and relevant feedback.
facilitate remediation for learners who need further
guidance.
The learners…
are proactive in updating their teacher of their situation, progress and challenges encountered.
use/accomplish the Self-Monitoring Tool.
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49
4
3
2
1
Re-
M & E TOOL FOR THE CONDUCT OF ASSESSMENT
communicate with the teacher to give updates on
their child's situation, progress and challenges encountered.
guide their children in accomplishing the assessment tasks and/or monitoring tools designed by
their teacher.
Assessment Planning
Assessment activities in our school...
are aligned with the most essential learning competencies;
are reliable, valid and transparent;
are fair, inclusive and equitable;
are practical and manageable for both learners and teachers;
give learners a range of ways to demonstrate their learning;
provide timely and accurate information as basis for feedback.
In distance learning modalities, assessments in our school are designed such that learners are able to answer them asynchronously
and have open access to various sources.
In deciding which assessment methods to use, teachers in our
school consider...
the purpose of the assessment.
what will be assessed.
the method that would best allow learners to demonstrate what they
have learned, considering their learning modality.
the method that would make it easy to gather evidence of learners'
progress over time.
whether to be completed individually or in groups.
how will the class size affect the way the assessment will be conducted.
how can technology help.
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50
M & E TOOL FOR THE CONDUCT OF ASSESSMENT
Formative assessment strategies in our school...
establish clear learning targets and criteria;
elicit useful evidence of learning;
provide timely and effective feedback;
engage learners in assessing and improving each other's work;
increase ownership of their own learning.
are specific, frequent, repetitive, and free from the restrictions of
grading.
target skills that are necessary to the attainment of learning competencies as measured in summative assessments.
Summative assessments in our school...
are in the form of written works and performance tasks.
Written works are used to assess essential knowledge and understandings.
Written works are though quizzes and long/unit tests.
Items in the written works are distributed across the Cognitive Process Dimensions (DepEd 2015, p. 4).
Written works use a combination of selected-response and constructed-response formats so that all are adequately covered.
Performance tasks are accompanied with clear directions and appropriate scoring tools (i.e, checklists, rubrics, rating scale, etc.) to
help learners demonstrate their learning.
Teachers collaboratively design and implement performance tasks
that integrate two or more competencies within or across subject
areas.
Complex tasks are broken down into shorter tasks to be completed over long periods of time.
Learners are given flexibility in the accomplishment of the performance tasks considering time and resources available to them.
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51
M & E TOOL FOR THE CONDUCT OF ASSESSMENT
Learners within a class are assessed on the same competencies
using the same scoring tool.
Teachers exercise their professional judgment in carrying out summative assessments.
Teachers provide enough opportunities for learners to practice and
redo their work whenever necessary, so that they can reach their
learning targets with the least amount of pressure.
Teachers set realistic expectations and use their professional judgment to find a good balance between what is effective and what is
feasible to accomplish remotely.
Conducting Assessment Remotely
In communicating the assessment task, teachers in our school ensure that they explain
well the...
objectives of the assessment task;
roles of learners, parents/guardians;
procedure and expected timeline;
standards and rubrics.
In the collection and recording of evidence of learning, the teachers in our school use the...
Self-Monitoring Tool
Check-ins of teacher with learner (during assessment period)
Student's Learning Portfolio
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M & E TOOL FOR THE CONDUCT OF ASSESSMENT
Feedback and Remediation
On feedback and remediation in our school...
Both formative and summative assessment are accompanied with
timely, constructive, and meaningful feedback based on the learner's record of progress.
In giving feedback, teachers maximize available communication
options (e.g.writing feedback on the output, texting feedback via
SMS, and using online channels, among others)
Learners who earn raw scores which are consistently below expectation in summative assessments are given remediation by the
fifth week of any quarter (DO. No. 8, s. 2015).
Grading and Promotion
Written works and performance tasks in our school are designed to include...
Written Student's Learning Portfolio that documents all the evidence of learning within the grading period including selfreflections, self-evaluations of performance tasks guided by rubrics, self-selected best outputs in learning modules.
Minimum of four (4) written works and four (4) performance tasks
within the quarter, preferably one in two weeks integrating two or
more competencies.
All competencies are covered by the performance tasks (e.g. A
performance task can be used to assess Science, Math and English all together for certain topics.)
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53
M & E TOOL FOR THE CONDUCT OF ASSESSMENT
On Quarterly Assessments in our school...
Quarterly assessments are not administered.
Days allotted for quarterly assessments in DO No. 07, s. 2020 are
used for the presentation of the major performance for the quarter
that addresses the performance standard.
Quarterly examinations are no longer part of the grading system
this school year.
The previous 20% allotment for quarterly assessment has been
distributed equally into Written Works and Performance Tasks, allotting an additional 10% to each component.
Technology is used in the development, communication, implementation, and grading of assessment tasks.
Monitoring and Evaluation
On the monitoring and evaluation of the implementation of DO No. 31, s. 2020...
The School Head is primarily responsible for supervising the implementation of this policy (DO No. 31, s. 2020).
The School Head ensures that the provisions in DO No. 31, s.
2020 are communicated to all concerned stakeholders in the
school community.
The School Head monitors and evaluates the implementation of
DO No. 31, s. 2020 at least once every quarter.
The School Head prepares a quarterly report on the implementation of DO No. 31, s. 2020 that includes the challenges and issues
encountered in the implementation.
The quarterly report on the implementation of DO No. 31, s. 2020
is submitted to the Schools Division Office.
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54
M & E TOOL FOR THE CONDUCT OF ASSESSMENT
For Schools Implementing Other Forms of Assessment:
Please answer the following questions:
1. What other form of assessment do you implement?
2. How is this form of assessment conducted?
3. What assessment tool/s is/are used for this form of assessment?
4. How does this form of assessment facilitate in measuring the learners’ knowledge/skills/attitudes?
5. How reliable is this form of assessment in measuring the learners’ knowledge/skills/attitudes?
6. What feedback mechanism is applied to this form of assessment?
HINDERING FACTORS:
FACILITATING FACTORS:
RECOMMENDATIONS:
Legend: 1.00-1.79-Poor Compliance; 1.80-2.59-Unsatisfactory Compliance; 2.60—3.39-Satisfactory Compliance;
3.40-4.19-Very Satisfactory Compliance; 4.20-5.00-Outstanding Compliance
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M & E TOOL FOR THE PROVISION OF TECHNICAL ASSISTANCE
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as
follows:
Scale
Description
5
-
Extremely Evident
4
-
Very Evident
3
-
Somewhat Evident
2
-
Slightly Evident
1
-
Not at all evident
Attainability of Objectives
5
1.
Provides relevant suggestions and flexible strategies essential
to the implementation of school programs, projects and activities (PPAs)
2.
Checks the school’s SIP and gives suggestions if necessary
3.
Provides effective monitoring tool
4.
Has clear objectives to guide school heads to accomplish their
respective PPAs
5.
Adapts technical assistance to verify the application of concepts
and principles
Implementation
5
1.
Examines SIP implementation process
2.
Assesses/evaluates specific causal contributions of schools’
objectives to results
3.
Routinely collects data on school’s progress
4.
Provides opportunities for schools to share their best practices
5.
Offers recommendation for improvement
6.
There was an active, transparent, consultative and collaborative interaction between school heads before during and after
the provision of TA
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4
4
3
3
2
2
1
1
M & E TOOL FOR THE PROVISION OF TECHNICAL ASSISTANCE
Evaluation
5
1.
Technical Assistance Plan were developed to guide them in giving recommendations to schools/teachers
2.
The activities were implemented as planned and according to
guidelines provided
3.
The objectives of the TA were achieved
4.
The TA provided was useful to the client and contribute to
achievement of LCPs objectives
5.
The TA provided can be applied by the school heads on their
own
4
3
2
1
Other Observation/Findings/Recommendation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Monitored by:
______________________________
Monitoring Official
Conforme:
_____________________________________
School Head/Teachers
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57
M & E TOOL FOR THE IMPLEMENTATION OF HEALTH AND SAFETY PROTOCOLS
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as
follows:
5 – Always Observed
4 – Often Observed
3 – Sometimes Observed
2 – Rarely Observed
1 – Never Observed
Indicators
1
1. Physical distancing (at least 1 meter apart) is always
practiced.
2. Hands are frequently cleaned by using alcohol-based
hand rub/disinfectants or by proper handwashing with
soap and water.
3. Tissue or inner portion of elbow to cover nose and
mouth is/are used when sneezing/coughing.
4. Proper use of face masks and face shields is always
observed.
5. Tissues and masks are properly disposed after use.
6. The availability of hand soaps/hand sanitizers/alcoholbased solutions/other disinfectants in restrooms, classrooms, offices, entrances, etc. is ensured by doing routine
monitoring and replacement/replenishment if needed.
7. Routine cleaning/disinfection of frequently touched
surfaces and objects (tables, doorknobs, desks, and
school items) using bleached solution at least twice a day
is ensured. More intensive cleaning and disinfection are
done on weekends.
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58
2
3
4
5
Remarks
M & E TOOL FOR THE IMPLEMENTATION OF HEALTH AND SAFETY PROTOCOLS
8. School personnel and visitors are subjected to temperature checks using thermal scanner prior to entering
the school; their names and temperature readings are
written on a logbook, and appropriate action are done to
those who will have a reading of 37.50 Celsius or above.
9. All school facilities being used are properly ventilated
to prevent the spread of the virus.
10. School has a private screening area for teachers,
learners and visitors who shows symptoms upon screening at the entrance.
11. School has designated clinic teacher(s) who shall
.
.
manage the school clinic every school day.
12. Availability of Emergency Health Kits that include
.
PPEs and other needed supplies is ensured.
13. Personnel who manifest COVID-19 symptoms do not
physically report to work and seek medical advice-virtual,
if possible-as needed.
.
14. School personnel and school visitors accomplish
the health declaration form.
HINDERING FACTORS:
FACILITATING FACTORS:
RECOMMENDATIONS:
Legend: 1.00-1.79-Poor Compliance; 1.80-2.59-Unsatisfactory Compliance; 2.60—3.39-Satisfactory Compliance;
3.40-4.19-Very Satisfactory Compliance; 4.20-5.00-Outstanding Compliance
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M & E TOOL FOR THE CONDUCT OF OPLAN-BALIK ESKWELA (OBE)
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as
follows:
5 – Extremely Evident
4 – Very Evident
3 – Evident
2 – Slightly Evident
1 – Not at all Evident
Indicators
5
1. School Oplan-Balik Eskwela Information and Action
Center (SOBEIAC) is established and operational.
2. SOBEIAC assigned personnel is/are always available for any queries from the learners, parents, and other
stakeholders.
3. A hotline and/or other means of communication is/
are used to entertain queries from the learners, parents,
and other stakeholders.
4. School ensures the health and safety of school personnel and other stakeholders by following the health
and safety protocols stated in DO 14, s. 2020.
5. Appropriate forms and accomplished relative to the
conduct of OBE, and enlisting of learners and other information.
6. Enough and convenient space is allotted to accommodate school personnel and stakeholders.
7. Necessary signages are in place to guide stakeholders in the conduct of the OBE.
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4
3
2
1
Remarks
M & E TOOL FOR THE CONDUCT OF OPLAN-BALIK ESKWELA (OBE)
HINDERING FACTORS:
FACILITATING FACTORS:
RECOMMENDATIONS:
Legend: 1.00-1.79-Poor Compliance; 1.80-2.59-Unsatisfactory Compliance; 2.60—3.39-Satisfactory Compliance;
3.40-4.19-Very Satisfactory Compliance; 4.20-5.00-Outstanding Compliance
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M & E TOOL FOR THE CONDUCT OF BRIGADA ESKWELA
(Monitoring tool for this year’s Brigada Eskwela will be based on the guidelines that will be issued by the Central Office.)
Direction: Put a check mark (/) ton the appropriate box. Use the coding scale as
follows:
5 – Extremely Evident
4 – Very Evident
3 – Evident
2 – Slightly Evident
1 – Not at all Evident
INDICATORS
5
1. Facilitate the assessment of school electrical system to make necessary repairs and/or
upgrades to prevent fire incident.
2.Repair minor classroom damages such as
broken windows, doors, blackboards, roofs,
etc.
3. Install appropriate and available fire suppression equipment or resources such as fire
extinguishers, water source, and other indigenous materials.
4. Make sure that corridors and pathways are
unobstructed and that all sharp, protruding
objects which may cause harm to students
are removed.
5. Clean and clear drainage to prevent clogging. Cover drainage canals and provide
necessary warnings.
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4
3
2
1
REMARKS
M & E TOOL FOR THE CONDUCT OF BRIGADA ESKWELA
6. Cordon off and post safety signage for on-going
construction, unfinished, damaged and condemned buildings.
7. Secure cabinets and drawers and ensure that
heavy objects are below head level.
8. Post safety measures in laboratories and workshops.
9. Prepared an evacuation/exit plan and directional signage on every floor of the building.
10. Identify evacuation areas and classrooms that
can be used as temporary shelters during disasters and emergencies.
11. Prune trees to avoid entanglement from electrical wirings and avoid potential harm to life and
property.
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M & E TOOL FOR THE CONDUCT OF BRIGADA ESKWELA
Disaster Risk Management
5
1. Post a directory of emergency contact numbers of relevant government agencies and
offices, in various areas of the school.
2. Establish early warning mechanisms and
inform all students and personnel on this.
3. Equip school with first aid kits, flashlights,
megaphones, and other necessary supplies
that may be needed in times of emergencies. Ensure that these items can be easily
located and accessed.
4. Identify alternative sources and/or maintain
supply of drinking water within the school.
5. Ensure that students, teachers, and personnel have identification cards with relevant information.
6. Create database of student and their family
contact details.
7. Secure vital school records and store in
safe locations.
8. Coordinate with barangay officials on pedestrian safety of students.
9. Document accidents experienced by students and personnel within the school to
improve prevention and mitigation
measures.
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4
3
2
1
Remarks
M & E TOOL FOR THE CONDUCT OF BRIGADA ESKWELA
DISASTER RISK REDUCTION IN EDUCATION
5
4
3
2
1
5
4
3
2
1
Remarks
1. Identify a storage area for safekeeping
of vital schools records, textbooks,
teaching manuals, computers, and other
school equipment.
WinS in Brigada Eskwela
1.
Provision of water supply, through connection to barangay water networks, construction of water pumping system, and/or instillation of rainwater catchments.
2.
Construction of additional toilets, particularly gender-segregated toilets for boys and
3.
Repair and improvement of existing toilets, including desludging, to ensure functionality, privacy, comport and security for children,
4.
Construction/improvement of individual
and group handwashing facilities.
5.
Improving accessibility to water, toilets
and handwashing facilities through provision of
concrete footpaths, disability ramps and roof-
6.
Provision of rest space for menstruating
girls that are private, secure, and comfortable.
7.
Improvement of drainages, cleaning of
roof gutters, and elimination of stagnant water.
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Remarks
M & E TOOL FOR THE CONDUCT OF BRIGADA ESKWELA
8.
Provision of hygiene supplies – soap, toothpaste, toothbrush, sanitary pads, etc. – and cleaning materials.
9.
Improvement of solid waste management,
including the provision of garbage bins for waste
segregation, compost pits and material recovery
facilities and/or securing local garbage collection.
10. Putting up hygiene messages in strategic
places (toilets and eating places).
11. Orientation of parents and other stakeholders on WinS and engaging their support for developing proper WASH practices at home and the
community.
12. Orientation and certification of canteen operators, vendors and food handlers on proper hygiene and sanitary food preparation and handling.
DIVERSITY OF VOLUNTEERS (Kindly include the number of volunteers in the remarks)
1.
Parent Volunteers
2.
NGAs and other government organization and
public corporations
3.
LGUs (Brgy./Municipal/Provincial)
4.
Community Involvement including NGOs and professional associations
5.
Private Sector involvement including Corporate
foundations and private schools
6.
Pupils/student organization (SPG/SSG) and
Alumni associations
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