SAINT PAUL COLLEGE OF TECHNOLOGY CAMILING, TARLAC, INC.
SCHOOL I.D. 401974
Learning Recovery: Our Priority, Our Responsibility
Learning
Recovery
Plan
2022 2023 2024
Restructured and Responsive
Inclusive and Innovative
Solution-Oriented and Synergetic
Enabling and Effective
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Background and Context
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Background and Context
The COVID-19 crisis has not only disrupted people's normal lives but forced educational systems across the world to find alternatives to
the traditional face-to-face instruction. As the COVID-19 pandemic poses health risks, the abrupt shift to remote teaching and increased
care-taking responsibilities at home have created a stressful and demanding environment not only for teachers' but also for parents' work.
During the pandemic, major concerns arose about the well-being of teachers and the educational system as a whole, as well as their ability to
successfully deliver instruction from a distance.
The pandemic appeared to have most vulnerably defined educational opportunities. Students from privileged backgrounds who are supported
by their parents and who are eager and capable of learning may be able to find their way past closed school doors to alternative learning
opportunities. Those from disadvantaged backgrounds were frequently reliant on the modules provided by public schools.
Since its outbreak over two years ago, COVID-19 continues to cause panic around the globe because it is life threatening and can even cause
long-term effects on the health of people who contracted the virus. But in April 2022, the World Health Organization reported that the number
of new COVID cases and fatalities worldwide have continued to decline since the end of March with more than 5 million infections and 18,
000 reported deaths in the last week.
Source: WHO, April 2022
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
As of 17 April 2022, over 500 million confirmed cases and over 6 million deaths have been reported globally, a24% and 12% decrease
respectively, as compared to the previous week.
Figure 1. Daily reported COVID-19 cases in the Philippines (30 January2020 –10 April 2022)
Source: WHO, April 2022
The Philippines has a total of 3,681,374 COVID-19 cases and 59,769 (1.6%) COVID-19 related deaths had been recorded since the
beginning of the COVID-19 pandemic (data as of April 10, 2022). There was a sudden and sharp increase in cases in late December
2021, but after peaking in early January, a decreasing trend has been continuing in the number of cases reported per day (Figure 1).
There were 1,905 new cases (1.7 cases per 100,000 population) reported in week 14 (4-10 April 2022), that is 29% lower than the
previousweek (28 March – 3 April 2022: 2,670 new cases, 2.4 cases per 100,000 population3). For week 14, NCR, Region IV-A:
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
CALABARZON, and Region III: Central Luzon recorded the highest case counts at 678, 268, and 199 respectively (WHO, April 2022).
Central Luzon has reported total cases of approximately 361, 603 cases as of April 20, 2022 with 1, 432active cases, 353, 515
recovered and 6, 618 deaths
(DOH, 2022). The Province of Bulacan has the most number of cases with 136, 370 followed by
Pampanga with 68, 974, Bataan with 41, 587, Nueva Ecija with 41,130, and Tarlac with 28, 918 (DOH, April 2022).
Source: WHO, April 2022
Due to the declining number of cases in COVID-19, the Inter-Agency Task Force (IATF) on February 27, 2022 recommended
that National Capital Region (NCR) and 33 areas including Tarlac be placed under alert level 1 starting March 1, 2022
(Inquirer, February 2022).
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
As the country continue to grapple with the covid-19 virus, the Inter-Agency Task Force (IATF) placed 88 areas including Tarlac under
alert level 1. According to OCTA Research, COVID-19 reproduction in Metro Manila from April 21 to April 27 slightly increased to 071
from 0.62 from the previous week. The Department of Health reported the country’s first case of the dreaded Omicron BA.2.12, a sub
variant of the highly transmissible Omicron variant which causes high surge in the US (DOH, April 2022).
Covid Cases Particularly in Camiling
Covid – 19 Cases Bulletin from January 2022 – March 2022.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
EFFECTS OF PANDEMIC ON EDUCATION: SAINT PAUL COLLEGE OF TECHNOLOGY EXPERIENCE
Most countries in South Asia and Southeast Asia imposed a lockdown on their populations, which closed schools, businesses, industry
and shops with the advent of covid-19. Almost 100 percent of children in Asia were out of school during March, April and May 2020.
Full school closures lasted for different durations, ranging from approximately one month in Japan, Singapore, Thailand and TimorLeste to over a year in Bangladesh and the Philippines. Children in many parts of the region were deprived of face-to-face learning for a
significant period of time as a result of the pandemic. The suspension of face-to-face instruction, in which children with disabilities are
most reliant, compelled these types of learners to accept the distance learning despite of limited infrastructure and no access to internet
(UN, 2020).
With the approval of President Rodrigo Duterte, the Department of Education ordered the implementation of a Distance Learning set-up
in SY 2020-2021, in accordance with the Basic Education- Learning Continuity Plan (BE-LCP). Saint Paul College of Technology Camiling,
Tarlac Inc. accepted 293 students on August 24, 2020, several months later following the countrywide lockdown.
To prepare for the “new normal” way of learning, surveys such as readiness assessments were completed months before the school
opened. Since modular learning is the preferred learning modality in schools, the printing of self-learning modules (SLMs) and
learning activity sheets (LAS) has been a top priority for our school.
Modular learning via printed and digital modules is the most popular method of distance learning in Camiling among parents
with learners enrolled during the pandemic. This includes learners in remote areas where internet signal is not available for
online learning.
According to the results of the enrollment survey completed by parents/guardians in the Learner Enrollment and Survey Form
(LESF) for SY 2020-2021, the majority of parents/guardians of both Senior High School and Junior High School learners preferred
modular learning as a distance learning modality for their sons/daughters. Some of them opted to have digital copies of the modules
since they have their smartphones, which is the most readily available device at home for learning.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
ENROLLMENT TREND
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Design of the Plan Template
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Design of the Plan Template
This Plan template includes the areas of recovery and readiness. As defined in the April, 2020 survey, recovery is the capacity
of a school to return to a functional level of operation in all aspects of school life. There are two interventions in recovery that
this template addresses. These are instructional recovery and financial recovery. Instructional recovery refers to the effort
schools will need to exert to make-up for time lost by teachers in covering end-of-year curriculum competencies or in ensuring
student mastery. With regards to financial recovery, this pertains to the ability of schools to do business continuity and
generate the revenues that it needs to optimally operate after incurring delays or losses in tuition and fees collection and
payments from other income sources.
In terms of readiness, readiness is conceptualized as the school’s capacity in the new school year to effectively respond to new
operational challenges and concerns emerging from or demanded by the current pandemic health crisis and post-ECQ
conditions. This Plan template looks at six interventions of readiness that schools can consider. These are inst0ructional,
faculty, administrative, financial, academic support and physical plant readiness. Instructional readiness involves coverage
of required student competencies and delivery of teaching and learning experiences in different modalities. Faculty readiness
looks at the skills and dispositions teachers possess in designing and delivering learning plans in various modalities.
Administrative readiness focuses on the school’s ability to prepare and implement a plan in response to crisis (e.g., pandemic)
demands, challenges and disruptions. Financial readiness covers the availability of funds and other resources to support new
school operations brought about by the pandemic. Academic support readiness is specifically characterized in terms of
ensuring mental health and well-being so that student learning and faculty instruction is secure and productive. Physical
plant readiness examines the school’s capacity to do the necessary changes in facilities and adopt protocols and measures in
response to physical distancing and the threat of outbreaks. As shown in the following diagram, these interventions for recovery
and readiness comprise the framework for the development of this Plan:
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
The template’s different interventions for recovery and readiness are established in relation to the various areas of the PEAC
Certification process and derived from Areas of Concern which are new challenges due to Covid 19 and widespread quarantine orders.
These interventions support the school’s performance of the Standards of Compliance in the PEAC Certification Instrument. The
following table shows the relationship of the PEAC Area of Certification with the survey’s area of concern and this Plan’s various
interventions for recovery and readiness.
PEAC AREA OF CERTIFICATION
Curriculum, Assessment and Instruction
Faculty
Administration and Governance
School Budget and Finance
Institutional Planning and Development
Academic Support and Student Development
Services
Physical Plant and Instructional Support
Facilities
SCHOOL AREA OF CONCERN
DUE TO COVID-19 AND QUARANTINE
A. Continuity of student learning outcomes in the different
subject area and grade levels
B. Alternative Learning Modes (ALMs) and/or Flexible
Learning Options (FLOs)
C. Teacher Readiness for Alternative Learning Modes
(ALMs) and/or Flexible Learning Options (FLOs)
D. School enrolment and management of finance and
Business Operations
E. School Emergency Preparedness and Response
Planning
TYPE OF RECOVERY/
READINESS
INTERVENTION
Instructional Recovery
Instructional Readiness
Instructional Readiness
Faculty Readiness
Financial Recovery
Financial Readiness
Administrative Readiness
F. Mental Health of the School Community
Academic Support Readiness
G. Elimination of Health Risks, Hazards and Threats
from COVID19 and Other Infectious Diseases in the
Campus, Classrooms, Offices, Facilities and
Environment
Physical Plant Readiness
To help realize the various interventions for recovery and readiness, PEAC has put together possible actions for schools to consider
and use for their formulation of the entire PEAC School Recovery and Readiness Plan. Since this Plan template is integrated with
the various Areas of the PEAC Certification Assessment, this plan becomes a special addendum to the school's Standards-based
School Improvement Plan. The manner of planning is found in the next section.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Learning Recovery
and Continuity Plan
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
ESC-GASTPE School COVID-19 Recovery and Readiness Plan S.Y. 2022-2023-2024
Name of School: Saint Paul College of Technology Camiling, Tarlac, Inc.
Region: III
City/Town/Province Cmiling , Tarlac
School Id: 401974
PEAC AREA OF
CERTIFICATION
Curriculum,
Assessment and
Instruction
AREA OF
CONCERN *
A. Continuity of
Learning
Outcomes in
the Different
Subject Areas
and Grade
Levels
GOAL
Address
disruption of
classes during
Covid-19
Pandemic-to
establish
continuity of
learning
outcomes in the
different
subject’s areas
and grade levels
INTERVENTIONS
Prepared learning
modules and
learning activity
sheets for the
learners in the
different subject
areas in all grade
levels.
ACTION STEPS
the
school’s learning
continuity plan
which describes as a
policy document the
school’s plan for
teaching and
learning in the event
of school closures,
quarantine, and
emergencies.
TARGET
DATES
a. Prepare
b. Publish
and
disseminate the
document to the
school community.
MONITORING SCHEME
PERSON- INCHARGE/
PARTNER
AGENCY
Checking on the
learning continuity plan
and its implementation.
P40 000
1.
Have the
dissemination of the
document to the school
community.
BUDGET
2.
All year
round
Principal/
Teachers
Setting a free day
during the week for
general cleaning and
disinfecting to students
and teachers.
3.
Set a free day
during the week for
general cleaning and
disinfecting, for
students to catch up
on their work and for
teachers to assess
students’
performance and
plan adjustments or
prepare new
instructional
materials.
c.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
B. Alternative
Learning Modes
(ALMs)/
Flexi le
Learning
Options (FLOs)
Prepare a
curriculum map that
lists these
competencies that
are enduring,
contribute to the
attainment of the
standards and the
development of 21st
century skills and
lifelong learning.
a.
Conducted online classes thru:
Zoom, Google
meet.
Prepare templates
for designing
learning plans,
worksheets, packets
or kits for
consistency in
school delivery
across different
subjects and grade
levels.
b.
Establish a system
for scheduling and
coordinating the
prompt uploading or
distribution of
learning materials,
kits or plans to
students in the
different learning
settings.
c.
Develop a learning
analytics system
that provides real
time information on
students’
performance based
on data obtained
from formative and
summative
assessments in
different learning
d.
Check on the prepared
curriculum map and
identify priority
competencies that must
be taught.
P500 000
1.
All year
round
Make checklists for
teachers to ensure their
compliance with the
templates.
2.
Principal/
Teachers
3. Identify
the day and
time during the week
when students may
download for pick up
the learning materials.
Find time on the
checking of formative
and summative
assessments in the
different learning tasks
done in the various
learning settings.
4.
Provide timely
interventions and/or,
action plans to improve
students’ performance
affected by disruptions.
6. Implement a system
of supervision of
instruction done in both
home-based distances
learning and modified
face to face learning.
5.
For Home-Based Distance
or Remote Learning:
1. Provide class
schedules of different
subjects.
2. Set limits to the
students’ screen time
when working online.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
tasks done in the
various learning
settings (i.e., home
and/or school).
Adopt flexible
assessment methods
and schedules and
grading policies to
better reflect
students’
performance in
different learning
settings and the
difficulties they have
to hurdle.
f. Establish and
implement a system
of supervision of
instruction done in
both home-based
distances learning
and modified face-toface learning.
For Home-Based
Distance or Remote
Learning:
a. Establish and
inform students of
possible class
schedules of
different subjects.
Place breaks in
schedule for rest and
meals between
subjects.
Indicate in class
schedules
recommended study
or work time periods
and types of learning
activities as either
synchronous or
asynchronous.
b.
Establish and
disseminate guidelines
for students’ class
attendance synchronous
online session.
4. Prepare self-check
assessments that enable
students to improve or
correct their work prior
to submission.
3.
For School-Based
learning:
1. Provide modified or
staggered school
schedules for different
departments or grade
levels to allow for
reduced class sizes and
increase physical
distancing in
classrooms.
2. Provide opportunities
for clarifying, reinforcing
or checking on students’
performance in homebased learning tasks.
For Tech Support:
1. Conduct survey on
students’ access to
technology.
2. Address the difficulties
of those without access.
3. Provide contact
information in multiple
forums (SMS, print,
email).
4. Establish
partnerships with
technology connectivity
providers to provide or
facilitate school and
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
c. If
conducting
synchronous online
learning sessions,
establish and
disseminate
guidelines for
students’ class
attendance.
d. Prepare self-check
assessments.
students’ connectivity.
For Parental Support:
1. Provide protocols and
information materials
for parental assistance
to students during
home-based or remote
learning.
Provide periodic
reports to parents of
their child’s
performance so that
parents are informed of
students’ progress or
difficulties.
6.
For School-Based
Learning:
a. Establish modified
or staggered school
schedules for
different
departments or
grade levels to allow
for reduced class
sizes and increase
physical distancing
in classrooms.
Provide
opportunities for
clarifying, reinforcing
or checking on
students’
performance in
home-based learning
tasks.
b.
For Tech Support:
a. Survey students’
access to technology
and identify ways of
addressing the
difficulties of those
without access.
b. Inform
the school
community of who to
contact for tech
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
assistance and how
to reach such staff.
c. Establish
partnerships with
technology
connectivity
providers to provide
or facilitate school
and students’
connectivity.
For Parental Support:
a. Provide protocols
and information
materials for
parental assistance
to students during
home-based or
remote learning
Provide periodic
reports to parents of
their child’s
performance so that
parents are informed
of students’ progress
or difficulties.
a. Establish and
suggest homebased/online
learning class
schedules and
timetables.
Coordinate with
other faculty on the
schedule of these
classes.
e.
Faculty
C. Teacher
Readiness for
Alternative
Learning Modes
(ALMs)/
Flexible
Learning
Options (FLOs)
Examine
faculty’s
perceptions on
their readiness
to teach online.
Teachers
prepared
learning
modules and
learning activity
sheets for the
learners in the
different subject
areas in all grade
levels.
Teachers
conducted on line
classes as
required.
Accomplish
curriculum coverage,
instructional and
assessment
templates for both
home-based offline
b.
Provide and check
home-based/online
learning class schedules
and timetables.
1.
All year
round
Check on curriculum
coverage, instructional
and assessment
templates for both
home-based offline and
online distance learning
using varied media in
non- electronic,
electronic and digital
forms.
2.
Principal/
Teachers
Check the survey
students and parents’
3.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
and online distance
learning using varied
media in nonelectronic, electronic
and digital forms.
comments regarding the
design and load of
home-based learning
activities.
Check on produced
teaching portfolios that
showcase best teaching
practices and
interventions and
evidences of student
learning.
4.
Survey students
and parents’
comments regarding
the design and load
of home-based
learning activities.
c.
Produce teaching
portfolios that
showcase best
teaching practices
and interventions
and evidences of
student learning.
a. Prepare enrolment
recovery plan.
d.
Administration
and
Governance
School Budget
and Finance
D. School
Enrolment and
Finance
Management
Set a budget
for school’s
expenditures
during this
Covid-19
pandemic.
Maintained the
school enrolment
data for the
different school
year during the
pandemic time.
Spend the
budget wisely.
Check on the
budget for
school’s
Expenditures this
Covid-19
pandemic period
and spend it
wisely.
Determine the
school’s extent of
risk and legal
obligations on
issues of school
liability with respect
to potential cases of
infection.
1. Check
on the enrolment
recovery plan.
b.
c. Mandate
a clean
desk policy in all
offices.
Set new workplace
policies and safety
processes consistent
with health safety
standards issued by
the Department of
Health and other
guidelines given by
the local
government.
d.
Determine the school’s
extent of risk and legal
obligations on issues of
school liability with
respect to potential
cases of infection.
3. Mandate a clean desk
policy in all offices.
4. Check on the set new
workplace policies and
safety processes
consistent with health
safety standards issued
by the Department of
Health and other
guidelines given by the
local government.
Check on the allocated
budget for implementation
of requirements of
continuity of learning,
business continuity and
2.
All year
round
Admin
Technical
Head
Principal
Registrar
₱300,000
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Administration
and
Governance
Institutional
Planning and
Development
E. School
Emergency
Response and
Planning
1. Promote
national
vulnerability
assessment,
risk
mitigation,
disaster
prevention,
preparedness
, effective
response to
recovery in
manner that
integrates
disaster risk
management
and
development
and planning
and
programming.
2. Improve
emergency
preparedness
and response
by building
community
resilience.
Building
relationships with
the school
emergency,
response and
planning, and
adapt suggested
activities for the
benefit of
everybody.
Allocate budget for
implementation of
requirements of
continuity of learning,
business continuity
and emergency
preparedness and
response plans.
a. Monitor and
report students,
faculty and staff’s
health conditions
(e.g. temperature
checks).
b. Develop
emergency
preparedness and
response plans and
protocols during
outbreak (e.g., test,
track and
treatment;
quarantine and
isolation areas).
c. Identify
community
partners and
networks (i.e.,
agencies and
organizations) to
activate and help
in providing
assistance during
outbreaks and
identify protocols
for support.
emergency preparedness
and response plans.
1. Monitor
and make
report students,
faculty and staff’s
health conditions (e.g.
temperature checks).
2. Check
All year
round
on the
developed
emergency
preparedness and
response plans and
protocols during
outbreak.
School
Medical
Team/
Barangay
Health
Personnel
₱150,000
3. Identify
community
partners and networks
to activate and help in
providing assistance
during outbreaks and
identify protocols for
support.
4. Disseminate
school
emergency
preparedness and
response plans to
various stakeholders.
Conduct drills or exercises
that practice the protocols
related to outbreaks.
d. Disseminate
school emergency
preparedness and
response plans to
various
stakeholders.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Academic
Support and
Student
Development
Services
F. Mental
Health of
School
Community
Make time
for
mindfulness.
Find new
ways to
manage
stress,
anxiety or
depression.
Managing
sensory
stimulation
about the
mental health
of the school
and follow it
rigidly for
safety.
Conduct drills or
exercises that practice
the protocols related to
outbreaks.
a. Develop program
that will enable
students to do
debriefing, stress
management, and
coping strategies for
various mental
health concerns.
All year
round
Provide teachers
and parents with
simple calming or
stress management
techniques they can
have students do as
part of their study.
G.
Elimination
of Health
Risks,
Hazards and
Threats from
COVID19
and Other
Infectious
Diseases in
the Campus,
Classrooms,
Offices,
Facilities and
Environment
Keep abreast
of the
importance of
Health Care
Risk
Management
in the
campus,
classrooms,
offices,
facilitates
and
environment.
Continually
monitoring
progress in the
elimination of
health risks,
hazards and
threats for
Covid- 19 and
other infectious
diseases in the
campus,
classrooms,
offices, facilities
and
environment.
Provide around
campus pedaloperated hand
washing and/or
hands-free sanitizing
stations.
b.
Establish
sanitizing and
c.
₱75,000
2.
Check on the prepared
periodic reports on the
school community’s
mental health to inform
planning, teaching and
decisionmaking.
3.
c.
Physical
Plant and
Instructional
Support
Facilities
School
Guidance
Counsellor
Provide teachers and
parents with simple
calming or stress
management techniques
they can have students
do as part of their study.
b.
Prepare and
submit periodic
reports on the school
community’s mental
health to inform
planning, teaching
and decisionmaking.
a. Lay-out seating
plan in classrooms
for physical
distancing and
install visible marks,
shields or dividers
according to plan.
Check on the develop
program that will enable
students to do
debriefing, stress
management, and
coping strategies for
various mental health
concerns.
1.
All
year
round
1. Check on the seating
plan in classrooms for
physical distancing.
2. Check on the hand
washing and hands- free
sanitizing stations if
used properly.
3. Conduct sanitizing
and disinfecting routines
in the school.
4. Check on the posted
signs about the
movement of people in
the campus.
5. Check on ventilation
School
Nurse
₱75,000
Teachers
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disinfection routines
during school time
(e.g., on doorknobs,
surfaces of tables
and chairs in
canteens and
comfort rooms) and
school breaks.
Post signs about
movement of people
on campus (e.g.,
canteen, toilets,
auditorium,
corridors, lobbies,
stairs, and elevators)
and traffic flow of
vehicles to and from
campus.
d.
and airflow in work
areas in the school.
6. Provide cleaning and
disinfecting equipment
in strategic places
accessible to the
different offices.
7. Mandate a clean desk
policy in all offices.
Check on
ventilation, air filters
and airflow in work
areas.
e.
Provide cleaning
and disinfecting
equipment in
strategic places
accessible to the
different offices.
g. Mandate a clean
desk policy in all
offices.
f.
*
Based on the PEAC Assessment on School Recovery and Readiness of School Operations for SY 2020-2021
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Guide to Planning Template
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Guide to Planning Template
The following table provides the meaning of each column in the template:
Column Heading
Description
1 AREA OF CONCERN
This is an enumeration of Areas from the PEAC Survey on School Recovery and Readiness of
School Operations for School Year 2020-2021.
2 GOALS
Goals are written as specific, measurable, attainable, and realistic and time bound.
3 INTERVENTIONS
These refer to the different forms of Recovery and Readiness interventions as described above.
Appendix A contains sections for the different interventions and corresponding actions which
schools may select from. Schools are also encouraged to add other interventions and actions
that are relevant to their context.
4 ACTION STEPS
Action steps show a detailed and logical process of achieving the SMART Goals and fully
implementing the proposed interventions. Actions steps expand on the suggested actions given
for each intervention in Appendix A. More discussion about the suggested actions may be found
in Appendix B containing relevant references and resources.
5 TIME PERIOD or Dates
Dates of expected accomplishment of the interventions are stated and achievable.
6 MONITORING SYSTEM
A system of reviewing and evaluating the accomplishment of the different action steps and
achieving the intervention is described in detail.
7 PERSON IN CHARGE
Key point persons responsible for the accomplishment of the SMART Goals are clearly identified
and stated. The person has sufficient competence and experience to achieve the goals. Partner
agencies and associations are also identified
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8 BUDGET AND BUDGET SOURCE
Amount is stated along with the source from the school budget. Amount is sufficient to
achieve the intervention
9 ALIGNMENTS (no Column
provided)
All above parts are aligned with each other and the Area of Concern
All responses in each area and across the different columns of the template need to be aligned for effective implementation. To
answer the template, schools may look at Appendix A for guidance on specific actions for various interventions. The possible actions
listed in the different tables may then be expanded into detailed steps. Note that some of the outputs in the action steps are also
required by DepEd for submission by the school prior to opening. Ideas for detailed steps may also be gathered from the different
resources and references listed in Appendix B. All titles in Appendix B are accessible online (except for the DepEd Learning
Continuity Plan and MELC documents which are pending release).
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Appendix
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Appendix A
I.A. INTERVENTION: INSTRUCTIONAL RECOVERY:
AREA A. Possible Actions for Continuity of Student Learning Outcomes in the Different Subject Areas and Grade Levels
a. Prepare the school’s learning continuity plan which describes as a policy document the school’s plan for teaching and learning
in the event of school closures, quarantine, and emergencies. Establish for the school community’s guidance various scenarios
of and protocols for how learning will be done in different settings (e.g., learning at home, learning at school). Include in the
plan the learning modalities that will be used, strategies to be employed, materials and resources to be developed and its means
of access or distribution for remote teaching and learning or in offline/online activities, the method of assessment, and
training and technical
assistance given to students and parents, particularly with the use of technology and submission of student work. (N.B. for
submission to DepEd)
b. Publish and disseminate the document to the school community. Orient all sectors of the school community on protocols to
be observed during each scenario. Show in the communication of the plan how school policy of and protocols for continuity
of learning connect with school vision, mission, philosophy, goals and objectives.
c. Review student performance data and curriculum accomplishment reports from the previous school year to determine gaps
in student mastery of competencies. In response to student performance gaps, design review and bridging programs or sessions
to enable students to review and achieve the desired competencies.
d. Set a free day during the week for general cleaning and disinfecting, for students to catch up on their work and for
teachers to assess students’ performance and plan adjustments or prepare new instructional materials.
I.B. INTERVENTION: INSTRUCTIONAL READINESS:
AREA B. Possible Actions for Alternative Learning Modes (ALMs)/Flexible Learning Options (FLOs)
GENERAL PROCEDURES:
a. In line with curriculum, grade level and subject unit content and performance standards, identify priority competencies that
must be taught. Prepare a curriculum map that lists these competencies that are enduring, contribute to the attainment of
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the standards and the development of 21st century skills and lifelong learning. Set the budget of time for teaching the priority
competencies keeping in mind that disruptions may occur due to outbreaks, quarantine orders or school closure. Prepare the
school calendar with
these considerations in mind. (N.B. for submission to DepEd)
b. Prepare templates for designing learning plans, worksheets, packets or kits for consistency in school delivery across different
subjects and grade levels. Make checklists for teachers to ensure their compliance with the templates.
c. Establish a system for scheduling and coordinating the prompt uploading or distribution of learning materials, kits or plans
to students in the different learning settings. Identify the day and time during the week when students may download or pick
up the learning materials.
d. Design meaningful learning experiences that incorporate and address real world and foster problem-solving skills on issues
and concerns that impact on the well-being of individuals and communities.
e. Develop a learning analytics system that provides real time information on students’ performance based on data obtained
from formative and summative assessments in different learning tasks done in the various learning settings (i.e., home and/or
school).
f. State school policies regarding students’ practice of intellectual honesty and integrity when submitting school work done in
any type of learning setting. Publish school policies in Student Handbook.
g. Develop a system of archiving students’ work and showcasing evidences of student learning in portfolios to support reports
of students’ achievement of the desired competencies.
h. Adopt flexible assessment methods and schedules and grading policies to better reflect students’ performance in different
learning settings and the difficulties they have to hurdle
i. Provide timely interventions and/or action plans to improve student performance affected by disruptions
j. Establish and implement a system of supervision of instruction done in both home-based distance learning and modified faceto- face learning.
k. Conduct action research on best teaching practices and on the effectiveness of school practices in home-based distance
learning and modified face-to-face learning in school.
FOR HOME-BASED DISTANCE OR REMOTE LEARNING:
A. Establish and inform students of possible class schedules of different subjects. Place breaks in schedule for rest and meals
between subjects.
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b. Indicate in class schedules recommended study or work time periods and types of learning activities as either synchronous
or asynchronous. Set limits to the students’ screen time when working online.
c. If conducting synchronous online learning sessions, establish and disseminate guidelines for students’ class attendance.
d. Provide multiple forms of learning materials and information on the means of accessing these in response to students’
situation and location. Identify and utilize learning resources that provide students with immediate and automated feedback on
their answers or performance.
e. Prepare self-check assessments (e.g., checklists, rubrics) that enable students to improve or correct their work prior to
submission.
f. Set guidelines for the accomplishment and submission of student work done in home-based distance learning.
g. Identify system of and venues for consultation by students and parents with teachers regarding learning task requirements
or assessment results
h. Select a common school platform for the announcement, distribution and submission of learning tasks and materials.
i. Provide guidelines for setting up in one’s home a study area that is conducive to learning.
j. Make available offline learning resources that do not require Internet connectivity.
k. Enjoin parents and students to adopt and practice an “honor code” that says students submitted or produced work resulting
from their own thinking and efforts.
FOR SCHOOL-BASED LEARNING:
a. Establish modified or staggered school schedules for different departments or grade levels to allow for reduced class sizes and
increase physical distancing in classrooms.
b. Prepare a seating plan that observes physical distancing among students. Install visible markers to indicate students’ seats.
c. Identify and disseminate in and out of classroom routines in line with physical distancing (e.g., class assembly, line-up,
distribution of materials, interactions, break time, going to the toilet).
d. Provide opportunities for clarifying, reinforcing or checking on students’ performance in home-based learning tasks.
FOR TECH SUPPORT:
a. Survey students’ access to technology and identify ways of addressing the difficulties of those without access.
b. Inform the school community of who to contact for tech assistance and how to reach such staff. Set the response time people
can expect the tech support group will do for any request. Provide contact information in multiple forms (e.g., voice, SMS, print,
email).
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c. Provide manuals or tutorial materials (hard and electronic copies) for troubleshooting problems with equipment, software,
applications or platforms.
d. Establish partnerships with technology connectivity providers to provide or facilitate school and students’ connectivity.
e. Propose to a local educational association or consortium mechanisms for shared access to connectivity and technology
platforms.
FOR PARENTAL SUPPORT:
a. Provide protocols and information materials for parental assistance to students during home-based or remote learning.
b. Elicit information and feedback regarding home situation, the family’s health situation and students’ abilities and difficulties
in doing home-based distance or remote learning.
c. Provide periodic reports to parents of their child’s performance so that parents are informed of students’ progress or
difficulties.
II.
INTERVENTION: FACULTY READINESS:
AREA C. Possible Actions for Teacher Readiness for Alternative Learning Modes (ALMs)/ Flexible Learning Options (FLOs)
a. Establish and suggest home-based/online learning class schedules and timetables. Coordinate with other faculty on the
schedule of these classes.
b. Accomplish curriculum coverage, instructional and assessment templates for both home-based offline and online distance
learning using varied media in non-electronic, electronic and digital forms.
c. Prepare and promptly distribute or upload learning plans, modules, activity sheets or kits in different modalities and in line
with curriculum requirements and student performance data.
d. Identify the students’ expected hours of study or work in modules and calendar tasks accordingly. Disseminate to
parents and students the suggested study or work time for completion of tasks and requirements.
e. Design learning paths and scaffolding to address differences in students’ interests, connectivity and home-based/remote
learning situations.
f. Monitor with a learning analytics system the performance of students and their development of 21st century lifelong
learning skills.
g. Embed in the instructional design and assessment a system of feedback that provides students with timely information
on their progress in accomplishing assigned tasks and achieving the standards and competencies.
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h. Survey students and parents’ comments regarding the design and load of home-based learning activities.
i. Conduct evaluation of module or learning plans design for better teaching and learning.
j. Organize faculty tutorial or peer coaching sessions regarding the preparation of instructional materials and the
integration of technology.
k. Attend webinars or other similar online modes of professional development to update and enhance one’s materials
preparation, teaching skills, and manner of using and integrating technology.
l. Prepare self-improvement or professional development plan based on feedback given by supervisors, peers, parents or
students regarding one’s manner of conducting learning in the different settings.
m. Produce teaching portfolios that showcase best teaching practices and interventions and evidences of student learning.
III.
INTERVENTION: FINANCIAL RECOVERY/READINESS AND ADMINISTRATIVE READINESS:
AREA D. Possible Actions for School Enrolment and Management of Finance and Business Operations
a. Develop a business continuity plan that provides essential services in cases of school disruption or closure.
b. Provide for various modes of tuition and fees payment.
c. Trace students who have not returned to school and obtain information regarding their situation for appropriate assistance.
d. Prepare enrolment recovery plan.
e. Install shields, screens or dividers in business office areas accessible to parents, students, suppliers and guests.
f. Migrate business processes to digital systems for contactless transactions.
g. Determine the school’s extent of risk and legal obligations on issues of school liability with respect to potential cases of
infection.
h. Issue clear guidance on attendance, submission of requirements, sick leave, compensation and related policies during
prolonged school disruptions or closure.
i. Mandate a clean desk policy in all offices.
j. Stagger work shifts among staff and identify the corresponding work-at-home duties and responsibilities and tasks that staff
has to do.
k. Limit large face-to-face staff meetings.
L.Set new workplace policies and safety processes consistent with health safety standards issued by the Department of Health
and other guidelines given by the local government.
m. Establish opportunities and mechanisms for feedback regarding business and workplace practices.
n. Provide retraining or retooling sessions for personnel reassigned to do different tasks.
o. Devise protocols for staff substitution when office personnel are absent due to illness.
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p. Program for school administrators’ levels of access to confidential records or accounts or school funds in case assigned
personnel become ill.
q. Set guidelines/policies for school governance, appointments and succession of authority if high level staffs are
incapacitated by pandemic illness.
r. Allocate budget for implementation of requirements of continuity of learning, business continuity and emergency
preparedness and response plans.
AREA E. Possible Actions for School Emergency Preparedness and Response Planning
a. Monitor and report students, faculty and staff’s health conditions (e.g. temperature checks).
b. Develop emergency preparedness and response plans and protocols during outbreak (e.g., test, track and treatment;
quarantine and isolation areas).
c. Secure the approval of the emergency preparedness and response plan from health authorities and medical experts.
d. Create a task force and appoint personnel to implement the emergency preparedness and response plan.
e. Check on and update inventory and condition of medical supplies, equipment and facilities for the management of
emergencies.
f. Identify community partners and networks (i.e., agencies and organizations) to activate and help in providing assistance
during outbreaks and identify protocols for support.
g. Formulate communication protocols in varied media regarding school outbreak incidents to ensure clear and timely
information about the incident to concerned individuals or the community at large.
h. Identify personal, community and environmental no pharmaceutical interventions (NPI) that the school community can
practice or use.
i. Disseminate school emergency preparedness and response plans to various stakeholders.
j. Acquire personal protective equipment for personnel that may need it.
k. Get copies of the community and city emergency preparedness and response plans and compare with and update
school emergency preparedness and response plan.
l. Schedule dates for annual review and updating of the school emergency preparedness and response plan.
m. Conduct drills or exercises that practice the protocols related to outbreaks.
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IV. INTERVENTION: ACADEMIC SUPPORT READINESS:
AREA F. Possible Actions for Mental Health of School Community
a. Develop program that will enable students to do debriefing, stress management, and coping strategies for various mental
health concerns.
b. Assist parents/guardians with concerns or difficulties in home-based schooling (e.g., set-up, work schedules, tech
support, and use of materials).
c. Develop a plan for reintegrating students or out-of-school youth marginalized, displaced or traumatized by pandemic health
crisis.
d. Conduct threats assessment for students in vulnerable families or neighbourhoods most affected by the crisis and
identify mechanisms to address their personal difficulties and problems.
e. Make a directory of counselling professionals or groups that are available 24/7 for various mental health concerns
f. Provide teachers and parents with simple calming or stress management techniques they can have students do as part of
their study.
g. Conduct reflection or meditation activities or prayer services that emphasize individual and community resilience in the face
of a crisis.
h. Recommend protocols for addressing anxieties or trauma students experience in social media or as a result of exposure to
news about the pandemic health crisis.
i. Prepare and submit periodic reports on the school community’s mental health to inform planning, teaching and decisionmaking.
V. INTERVENTION: PHYSICAL PLANT READINESS:
AREA G. Possible Actions for Elimination of Health Risks, Hazards and Threats from COVID19 and Other
Infectious Diseases in the Campus, Classrooms, Offices, Facilities and Environment
a. Lay-out seating plan in classrooms for physical distancing and install visible marks, shields or dividers according to plan.
b. Lay-out seating plan in faculty room and staff work areas for social distancing and install visible marks, shields or
dividers according to plan.
c. Provide around campus pedal-operated hand washing and/or hands-free sanitizing stations.
d. Post around campus signs and reminders related to hand washing and social distancing protocols.
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e. Establish sanitizing and disinfection routines during school time (e.g., on doorknobs, surfaces of tables and chairs in
canteens and comfort rooms) and school breaks.
f. Designate large common rooms as holding areas in case of emergencies. Mark floor for physical distancing.
g. Post signs about movement of people on campus (e.g., canteen, toilets, auditorium, corridors, lobbies, stairs, elevators) and
traffic flow of vehicles to and from campus.
h. Check on ventilation, air filters and airflow in work areas.
i. Set protocols and schedules for disposing toxic and waste materials.
j. Check water flow and flushing in toilets, showers, washing and drinking areas to prevent outbreak of Legionnaire’s disease.
h. Set protocols on the entry and exit of people on campus at the different gates and in restricted areas.
i. Provide cleaning and disinfecting equipment in strategic places accessible to the different offices.
j. Identify high health risk areas on campus and plan interventions.
k. Remove or replace/substitute high touch communal equipment, materials or resources (e.g., water coolers, vending
machines).
l. Minimize use of handles and physical interfaces.
m. Mandate a clean desk policy in all offices.
n. Identify a main entrance and an indoor holding area where students, staff and visitors will be screened prior to moving to
classrooms, offices or other areas of the building in each department
o. For school transportation services, establish with providers procedures for disinfection and physical distancing in vehicles.
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Appendix B
Resources and References
I.INSTRUCTIONAL RECOVERY AND READINESS:
Department of Education. DepEd Order No. 21 s. 2019. Annex 3 on Flexible Learning
Optionscontent/uploads/2019/08/DO_s2019_021.pdf
Department of Education. DepEd Commons. https://commons.deped.gov.ph/
Department of Education. (2020). Learning Continuity Plan.
Department of Education. (2020). Most Essential Learning Competencies. http://bit.do/MELCs2020 (recheck for any
updated versions)
Reimer, F. & Schleicher A. A Framework to Guide an Education Response to COVID-19 Pandemic of 2020.
https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
Doucet, A., Netolichy, D., Timmers, K. & Tuscano, F. J. Thinking About Pedagogy in an Unfolding
Pandemic. https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
St. Mary’s Academy. Flexible Plan for Instructional Continuity.
https://smabelles.org/pdf/OPPS1.pdf Opportunity Culture. Quick Guide to Free and Cheap
Technology to Engage with Students Online.
https://www.opportunityculture.org/wp-content/uploads/2020/03/Technology_to_Engage_with_Students_Online-Public_Impact.pdf
Opportunity Culture. Schedule Example for At-Home Learning (Secondary).
https://www.opportunityculture.org/wpcontent/uploads/2020/04/At_Home_Schedule_Example_MCL_Team_Reach_Secondary-Public_Impact.pdf
UNESCO. Distance Learning Solutions.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
https://en.unesco.org/covid19/educationresponse/solutions Almario, A. & Austria, R. Helping K12 Schools Transition to Post-COVID 19 Times.
https://www.scribd.com/document/460470844/Helping-K-12-Schools-Transition-to-Post-COVID-19-Times-042120#from_embed
Association for Educational Communications and Technology. (2017). Instructional Design Standards for Distance
Learning. http://members.aect.org/publications/designstandards/DL_Design_Standards.pdf
II. FACULTY READINESS:
University of the Philippines Open University. Quick Guide on How to Convert your Courses
Online. https://networks.upou.edu.ph/how-to-convert-your-classes-online/
Singapore Ministry of Education. Coronavirus: A Guide to Prepare your Child for Home-based Learning.
https://www.straitstimes.com/singapore/coronavirus-a-guide-to-preparing-your-child-for-home-basedlearning
U.S. Department of Education. Preparing for the Flu: Department of Education Recommendations to Ensure the
Constinuity of Learning for Schools (K-12) During Extended Student Absence of School Dismissal
https://rems.ed.gov/docs/ED_ContinuityOfLearning-SchoolDismissalsK-12.pdf
Adelstein, D. & Barbour, M. (2017). International Review of Research on Open and Distributed Learning Vol. 18 No. 3.
Improving the K-12 Online Course Design Review Process: Experts Weigh in on Inacol National Standards for Quality
Online Courses. http://www.irrodl.org/index.php/irrodl/article/view/2800
III. FINANCIAL AND ADMINISTRATIVE READINESS:
Centers for Disease Control and Prevention. Get Your Workplace Ready for Pandemic Flu.
https://www.cdc.gov/nonpharmaceutical- interventions/pdf/gr-pan-flu-work-set.pdf
Federal Emergency Management Agency. Guide for Developing High Quality School Emergency Operations
Plans. https://www.fema.gov/media-library-data/20130726-1922-25045-3850/rems_k_12_guide.pdf
USAID. Leadership during a Pandemic: What Your Municipality Can Do.
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
https://resourcecentre.savethechildren.net/library/leadership-during-pandemic-what-your-municipalitycan-do
Centers for Disease Control and Prevention. Pandemic Flu Checklist: K-12 School Administrators.
https://www.cdc.gov/nonpharmaceutical-interventions/pdf/pan-flu-checklist-k-12-school-administratorsitem2.pdf
Lindros, K. & Tittel, E. How to Create an Effective Business Continuity Plan. https://www.cio.com/article/2381021/bestpractices- how-to-create-an-effective-business-continuity-plan.html
Hilts, J. How to Create a Student Recruitment Plan. https://www.admissionpros.com/blog/how-to-create-a-student-recruitment-plan
Department of Labor and Employment. Labor Advisory 01 s. 2020: Suspension of Work in the Private Sector by Reason of
Man-made or Natural Calamity. https://www.dole.gov.ph/news/labor-advisory-01-series-of-2020-suspension-of-work-in-theprivate-sector-by- reason-of-natural-or-man-made-calamity/
. Labor Advisory 09 s. 2020: Guidelines on the Implementation of Work Arrangements as
Remedial Measures due to the Ongoing Outbreak of Coronavirus Diseases 2019 (COVID-19).
https://www.dole.gov.ph/news/labor- advisory-no-09-20-guidelines-on-the-implementation-of-flexible-work-arrangementsas-remedial-measure-due-to-the-ongoing- outbreak-of-coronavirus-disease-2019-covid-19/
. Labor Advisory 13-A s. 2020: Deferment of Payment of Holiday Pay for the April 2020 Holidays.
https://www.dole.gov.ph/news/labor-advisory-no-13-a-series-of-2020-deferment-of-payment-of-holiday-pay-for-the-april2020- holidays/
IV.
ACADEMIC SUPPORT READINESS
National Association of School Psychologists. Mental Health Resources.
https://www.nasponline.org/resources-and- publications/resources-and-podcasts/school-climate-safety-andcrisis/mental-health-resources
National Child Traumatic Stress Network. Coping in Hard Times: Fact Sheet for School Staff, Teachers, Counsellors,
Administration and Support Staff. https://www.nctsn.org/sites/default/files/resources/factsheet/coping_in_hard_times_school_staff.pdf
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
World
Health
Organization.
Mental
Health
and
Psychosocial
Considerations
during
the
COVID-19
Outbreak.
https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf
V. PHYSICAL PLANT READINESS
Centers for Disease Control and Prevention. How to Clean and Disinfect Schools to Help Slow the Spread of
Flu. https://www.cdc.gov/flu/school/cleaning.htm
Department of Labor and Employment. Labor Advisory 04 s. 2020: Guidelines on Novel Coronavirus (nCOVID-19) Prevention
and Control at the Workplace.. https://www.dole.gov.ph/news/labor-advisory-no-04-20-guidelines-on-2019-novelcoronavirus-2019-ncov- prevention-and-control-at-the-workplace/
McKinsey & Company. Workplace Return.
https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/Risk/Our%20Insights/COVID%2019%20Implications%20for
%20business/COVID%2019%20April%2013/COVID-19-Facts-and-Insights-April-24.ashx
UNICEF. Key Messages and Actions for COVID-19 Protection and Control in Schools. https://www.who.int/docs/defaultsource/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march2020.pdf?sfvrsn=baf81d52_4
Reuters. Legionnaire’s Outbreak Disease Feared. https://news.mb.com.ph/2020/04/28/legionnairesdisease-outbreak- feared/? cf_chl_jschl_tk =f96473185e7600548e847e838ae67c0deac85e741588583450-0- AesJSzuhWtBqKygDERk3scr4Gi7Dkd58JOMIrt0mS04D1fq7vGj49r9VD_J_sM8koz66gN9EYoUatRJ6PM- V87wCzLWHJsbGuQ6OMm2w5WyJrV4X8eueJrTkNYRqAsmqlK6UE5O6RT_DWCDzVXZSbX0bu7bsFdWFQCS1jRJ6sanHiZf3X1XoGCxIyrbF53rJY5eEASER59eTJLGCPQREVWRbxR_WT8VPVM7ryIDGQIAzPGUDUkROvoB1FmyYVzdm1LNSfOkin1RJ9_p6JvDoOrGeqjOwAC_O5CnoDCA5SJdvWjzBq4xjrXyj4vibzNQXhf
1I0pwHf6G625_uJ4Q
Centers for Disease Control and Prevention. Interim Guidance for Administrators of US K-12 Schools and Child Care
Programs to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19). (2020).
https://www.cdc.gov/coronavirus/2019- ncov/community/schools-childcare/guidance-for-schools-h.pdf
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Department of Health. Administrative Order 2020 – 0015. Guidelines on the Risk-based Public Health Standards for
COVID-19 Mitigation. https://www.doh.gov.ph/sites/default/files/health-update/ao2020-0015.pdf
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com