Ranzo Matrix Inset 2020

Republic of the Philippines
Department of Education
MIMAROPA REGION
DIVISION OF ORIENTAL MINDORO
District of Pinamalayan East
RANZO ELEMENTARY SCHOOL
Pinamalayan
TRAINING MATRIX
December 14-19, 2020
Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Dec. 14 Dec. 15 Dec. 16 Dec. 17 Dec 18 Dec 19
7:30-8:00 Opening Program
8:00-10:00 Virtual Orientation
Action DepeD Order Module and Summative Updates and
On Action Research
Research #50, s. 2020 Test Preparation Other
Making RPMS PPST Workshop Concerns

10:00-10:30 Breaktime
10:30-12:00 Virtual Orientation Action Module and Summative Test Preparation Presentation of
On Action Research Research Workshop Output
Making
12:00-1:00 Lunch Time
1:00-4:00 Virtual Orientation Module and Summative Test Preparation Closing
On Action Research Workshop Program

MIMAROPA REGION
Pinamalayan
November 25, 2020
SUSANA M. BAUTISTA
Schools Division Superintendent
Division of Oriental Mindoro
Sta. Isabel, Calapan City
Madam:
Greetings of peace and good health.

RANZO Elementary School would like to request that we may be allowed to conduct a School
Based Training Workshop to ensure the availability of self-learning modules to be distributed for the next
quarters.
The said workshop will be conducted on December 14-19, 2020 at RANZO Elementary School with
__ teachers and school head. Attached herewith are the School Memorandum and Training Matrix for your
reference.
Thank you very much.
Very truly yours,
EVA F. EUSTAQUIO
Head Teacher I
Noted:
AMMAFE D. JARABE, Ed.D.

Public Schools District Supervisor
Recommending Approval:
RAFAEL G. MANALO, Ph.D.

Asst. Schools Division Superintendent
APPROVED:
SUSANA M. BAUTISTA
MIMAROPA REGION
Pinamalayan
SCHOOL MEMORANDUM
No. 5 S. 2020
TO: All Teachers

Ranzo Elementary School
FROM: EVA F. EUSTAQUIO
Head Teacher I
SUBJECT: INSET
DATE: September 29, 2020
1. In order to prepare teachers on the new learning modality, RANZO ELEMENTARY SCHOOL will
conduct a School Based INSET/Workshop on December 14-19, 2020.
2. The objectives of the training are:

a. Discuss to teachers Deped Orders 30, 31, 50, s.2020.
b. Produce quality assured self-learning modules for the remaining quarters of school year
2020-2021.
c. Enhanced teachers skills in making action research.
d. Discuss relevant issues and concerns
3. Participants for this training are 9 teachers and school head of RANZO ES.
4. Meals and snacks of teachers shall be charged against school MOOE.
5. Attached herewith is the training matrix for your reference
6. Immediate dissemination of this memorandum is desired
7. Your usual compliance and cooperation is earnestly desired.
EVA F. EUSTAQUIO
Head Teacher I
MIMAROPA REGION
Pinamalayan
IN-SERVICE TRAINING/WORKSHOP FOR TEACHERS

I. Rationale
Ranzo Elementary School will conduct a School Based in-Service Training for Teachers. This
Decemver 14-19, 2020, this aims to train teachers with distance teaching and learning skills in the new
learning situation created by the novel corona virus COVID-19. The aim of this initiative is to equip a
cohort of 8 teachers with the skills, up-to-date tools and resources to apply innovative teaching methods or
adaptive pedagogies, to strengthen teachers' ability to respond to the current crisis, and to strengthen the
resilience of our education system to future shocks.
II. Objectives:

2020-2021.
III. Participants
The expected participants of the training are the 8 teaching personnel of RANZO ELEMENTARY
SCHOOL and School Head.

IV. Program of activities:
See attached Training Matrix
V. Estimated Expenses
Food and office supplies to be used during the activity will be charged to the MOOE subject to
proper liquidation process. Other expenses to be incurred will be shouldered by the teachers.
Expected Expenses RANZO ES
Meals and Snacks 1,000.00
Office Supplies 2,500.00
Total 3,500.00
Prepared and submitted by:
EVA F. EUSTAQUIO
Head Teacher I
Noted:
AMMAFE D. JARABE, Ed.D.

Public Schools District Supervisor
APPROVED:
SUSANA M. BAUTISTA
MIMAROPA REGION
Pinamalayan
IN-SERVICE TRAINING FOR TEACHERS

BUDGET PROPOSAL
SCHOOL: RANZO ELEMENTARY SCHOOL
PROJECT/PROGRAM DESCRIPTION AND TITLE: December 2020 School Based In-Service Training for Teachers
OBJECTIVES:

2020-2021.
TARGET PARTICIPANTS/AUDIENCE:
WHO: School Heads and Teachers HOW MANY: 9
RESOURCE PERSONS/FACILITATORS/LECTURERS
NAME TOPIC COMPANY/AGENCY

Deped Order 30, 31, 50 Deped Pinamalayan
EVA F. EUSTAQUIO s.2020 RANZO ES
Other issues and concerns
SOURCE OF FUNDS: MOOE

1. Meals and Snacks -------------------------------- Php 1,000.00
2. Office Supplies ---------------- ----------------- Php 2,500.00
__________________________________________________________
TOTAL Php 3,500.00
MIMAROPA REGION
East
Pinamalayan
SCHOOL-BASED IN-SERVICE TRAINING FOR TEACHERS

LIST OF PARTICIPANTS
Name of Teacher Position Age Gender
Mary Joy M. Lagsac Teacher I Female
Mary Ann M. Fabregas Teacher I Female
Ludelyn F. Betoya Teacher I Female
Gina F. Marmol Teacher II Female
Edelin S. Fiedalan Teacher III Female
Mary Luz F. Ferrera Teacher I Female
Kristine C. Molato Teacher I Female
Shayne M. Jalos Teacher I Female
MIMAROPA REGION
East
Pinamalayan
SCHOOL-BASED IN-SERVICE TRAINING FOR TEACHERS

ATTENDANCE SHEET
Day 6 December 19, 2020
Name of Teacher Position Signature

Mary Joy M. Lagsac Teacher I
Mary Ann M. Fabregas Teacher I
Ludelyn F. Betoya Teacher I
Gina F. Marmol Teacher II
Edelin S. Fiedalan Teacher III
Mary Luz F. Ferrera Teacher I
Kristine C. Molato Teacher I
Shayne M. Jalos Teacher I
MIMAROPA REGION
East
Pinamalayan
STRUCTURED LEARNING EPISODE

Learning Area: General
Topic: Deped Issues and Concerns, Updates
Rationale Inform teachers on the following:
Deped Order No. 30, s. 2020
Deped Order No. 31, s. 2020
DepeD Order No. 50, s. 2020
Date: December 14,2020

Speaker: EVA F. EUSTAQUIO
Session Objectives: At the end of the session the participants are expected to:
Understand the different school updates, issues and concerns.
Understand the Deped Order No. 30,31, s. 2020
Resources Needed: Laptop, LCD, projector (powerpoint)
Session Format: Time Mode/Strategy
Priming 10 mins Present a video presentation
Activity 15 mins Short introduction
Abstraction 2 hours Discussion proper

Analysis 5 mins Ask the participants:
How will you apply the different Deped Orders/Memorandum in the
teaching learning process.
Application 20 mins Ask the participants to answer activity from the presentation.
Feedback/Reaction/suggestions
Closure 5 mins Present the closing quotation
Outputs Powerpoint presentation, LCD projectors
Supplementary Materials Internet
Handouts
Prepared by:
EVA F. EUSTAQUIO
Head Teacher I
MIMAROPA REGION
East
Pinamalayan
STRUCTURED LEARNING EPISODE

Learning Area: General
Topic: Deped Order No. 50 s. 2020
Rationale Uphold the dignity of the profession.
Date:
Speaker:
Session Objectives: At the end of the session the participants are expected to:
a. Adopts practices that uphold the dignity of teaching.
b. Identify and utilize personal professional strengths.
c. Acts as a role model and advocate for upholding the dignity of teaching and
learning.
Resources Needed: Laptop, LCD, projector (powerpoint)
Session Format: Time Mode/Strategy
Priming 10 mins Divide the participants into two groups.
Brainstorm some words that come into mind when you hear the phrase
“CARING ATTITUDE” and “RESPECT”, “INTEGRITY”. List these words.
Combine the words into groups based on similarities
Come up with a label for each group of words.
Activity 15 mins Video presentation of “Demos Teaching Video, of Teacher Evelyn
Mamangonas
Abstraction 2 hours Discussion proper
Domain 7.2
Professional Growth and Development
Analysis 5 mins Present selected group outputs

Note similarities and differences in the group outputs.
Are similar words listed? Are categories (or labels) similar of different
across groups?
Application 20 mins Ask the participants to answer activity from the presentation.
Feedback/Reaction/suggestions
Closure 5 mins Present the closing quotation
Outputs Powerpoint presentation, LCD projectors
Supplementary Materials Internet
Handouts
Prepared by:
EVA F. EUSTAQUIO
Head Teacher I
MIMAROPA REGION
Pinamalayan
M & E TOOL
Facilitator: Topic:
Date, Time & Venue: No. of Teachers Present:
Materials & Resources:

____ LCD Projector
____ Hard Copy of Assignment of Teachers
____ Black board/White board/Manila paper to write on
____ Tools for Writing (chalk, whiteboard marker, permanent marker)
____ Book/Text to be discussed
____ Computer
____ Session Guide
____ Others, please specify _________________________________________
Part A
Please indicate the extent to which you agree with each of the following statements by ticking the
appropriate box. (SA=Strongly Agree, A=Agree; N=Neutral, D=Disagree; SD=Strongly Disagree)
Comments/Remarks (For example, if you disagree

Components SD D N A SA or strongly disagree, please indicate why.
Teacher Participation
1. The teachers came prepared
for the session
2. All of the teachers had an
opportunity to share and
discuss their assignments and
insights and ideas.
3. The teachers listened to and
considered each other’s
insights and ideas.
4. The teachers demonstrated
engagement in and/or
enthusiasm for the learning
tasks during the session
(including providing feedback
on each other’s assignment)
The Session Guide and the Topic

5. The session covered the
lesson/topic clearly.
6. The topic was relevant to the
teacher’s work (i.e. their daily
teaching tasks).
Facilitation
7. I managed the sharing and
discussion during the LAC
session by keeping the
discussion focused on the
lesson or topic.
8. I encouraged all the teachers
to actively participate in the
Session (i.e.for the teachers to
share their work and
ideas/insights)
9. I provided useful feedback on
the teacher’s assignments.
Part B – Please provide the information requested.
1. The best part of the session (what went well)
2. Problems or challenges encountered and how they were resolved.
3. Other topics discussed aside from the focused topic, if any;
4. Recommendations/Plans for the next session:
____________________________
Facilitator
MIMAROPA REGION

Pinamalayan
IN-SERVICE TRAINING
WORKSHOP
FOR TEACHERS
Dimension and question Response Score for Result or
(col. 1 ) (col. 2) the item/ comment
No Partly Yes element (col. 4)
(2a) yes (2c) (col. 3)
(2b)
Project identification and planning
1.0 Participation of women and men in project 2

identification (max score: 2; for each item or
question, 0.67)
1.1 Has the project consulted and involved .67

women in the problem or issue that the
intervention must solve and in the
development of the solution? (possible
scores: 0, 0.33, 0.67)
1.2 Have women’s inputs been considered in the .67

design of the project? (possible scores: 0,
0.33, 0.67)
1.3 Are both women and men seen as .67

stakeholders, partners, or agents of change?
(possible scores: 0, 0.33, 0.67)
2.0 Collection of sex-disaggregated data and 1

gender related information prior to project
design (possible scores: 0, 1.0, 2.0)
Has the project tapped sex-disaggregated data
and gender-related information from secondary

and primary sources at the project identification
stage? OR, does the project document include
sex-disaggregated and gender information in
the analysis of the development issue or
problem?
3.0 Conduct of gender analysis and 1

identification of gender issues (see box 3)
Has a gender analysis been done to identify

gender issues prior to project design? OR, does
the discussion of development issues in the
project document include gender gaps that the
project must address?
.3
4.0 Gender equality goals, outcomes, and 2

outputs (max score: 2; for each item, 1)
4.1 Do project objectives explicitly refer to 1.0

women and men as students, parents,
(2a) yes (2c) (col. 3)
(2b)
teachers, or administrators? (possible scores:

0, 0.5, 1.0)
4.2 Does the project have gender equality 1.0

outputs or outcomes? (see text for examples)
5.0 Matching of strategies with gender issues 2

Do the strategies match the gender issues and

gender equality goals identified? That is, will
the activities or interventions reduce gender
gaps and inequalities?
6.0 Gender analysis of the designed project

(max score: 2)
6.1 Gender division of labor (max score: 0.67; .22

for each question, 0.22)
6.1.1 Are families in the target community .22

reliant on the work of girls or boys for
income? IF SO: Will flexible education
schedules help females or males fit in their
other tasks? (possible scores: 0, 0.11, 0.22)
6.1.2 Does the project offer opportunities .22

(through curricula, instructional materials,
role models) for expanding roles of women
and men, girls and boys, at home and in the
community, economy, and society? (possible
scores: 0, 0.11, 0.22)
6.1.3 Has an assessment been made of the .22

education and training needs of both
females and males? (possible scores: 0, 0.11,
0.22)
6.2 Access to and control of resources (max .67

score: 0.67; for each question, 0.22)
6.2.1 Does the project ensure that .22

opportunities for training and scholarships
that may be provided are equally accessible
to women and men, girls and boys? To
different categories of females and males
(rural/urban, ethnic groups)? (possible
(2a) yes (2c) (col. 3)
(2b)
scores: 0, 0.11, 0.22)
6.2.2 Is information about educational .22

opportunities readily available to females
and males? (possible scores: 0, 0.11, 0.22)
6.2.3 Have all methods of education delivery .22

been considered? (possible scores: 0, 0.11,
0.22)
6.3 Constraints (max score: 0.67; for each item, .67

0.33)
6.3.1 Has the project addressed any time .33

and distance constraint so that girls and boys
could attend class? (possible scores: 0, 0.17,
0.33)
6.3.2 Has the project considered the .33

financial costs of participation that may
restrict attendance of females or males?
7.0 Monitoring targets and indicators (possible 2

scores: 0, 1.0, 2.0)
Does the project include gender equality targets

and indicators for welfare, access,
consciousness raising, participation, and
control? Examples of gender differences that
may be monitored:
– Net enrolment or school participation rate
– Passing rate for female and male students (NEAT, NSAT, HSRT)
– Participation in training and similar project activities, by type of training

or activity
– Employment generated by the project
8.0 Sex-disaggregated database (possible / 2.0

scores: 0, 1.0, 2.0)
Does the proposed project monitoring

framework or plan include the collection of sex-
disaggregated data?
9.0 Resources (max score: 2; for each item, 1) 2.0

(2a) yes (2c) (col. 3)
(2b)
9.1 Is the budget allotted by the project / 1.0

sufficient for gender equality promotion or
integration? (possible scores: 0, 0.5, 1.0)
9.2 Does the project have the expertise to / 1.0

integrate GAD or promote gender equality and
women’s empowerment? OR, is the project
committed to investing project staff time in
building capacity for integrating GAD or
promoting gender equality? (possible scores: 0,
0.5, 1.0)
10.0 Relationship with the agency’s GAD 2

efforts (max score: 2; for each item or question,
0.67
10.1 Will the project build on or strengthen the /

agency/ PCW/ government’s commitment to
the advancement of women? (possible scores:
0, 0.33, 0.67)
10.2 Does the project have an exit plan that /

will ensure the sustainability of GAD efforts
and benefits? (possible scores: 0, 0.33, 0.67)
10.3 Will the project build on the initiatives or /

actions of other organizations in the area?
TOTAL GAD SCORE – PROJECT IDENTIFICATION AND DESIGN STAGES 18.00 GENDER RESPONSIVE
INTERPRETATION OF SCORES
In HGDG Handbook In JC No. 2012-01
0% or no
amount of the
GAD is invisible in GAD is invisible in program
the project Below the project budget for the
0 – 3.9
(Proposal to be 4.0 (Proposal to be year may be
returned). returned). attributed to
the GAD
budget
Proposed project
has promising
GAD prospects
(proposal earns a
“conditional pass,”
pending
identification of 25% of the
Proposed project
gender issues and budget for the
has promising
4.0 – 7.9 strategies and 4.0 – 7.9 year of the
GAD prospects
activities to program may
( “conditional pass”)
address these, be attributed to
and inclusion of GAD Budget
the collection of
sex-disaggregated
data in the
monitoring and
evaluation plan).
50% of the
Proposed project
budget for the
is Gender-
8.0 – 8.0 – year of the
14.9
sensitive 14.9
Proposed project is
program may
(proposal passes Gender-sensitive
be attributed to
the GAD test).
GAD Budget
75% of the
Proposed project
budget for the
is Gender-
15.0 – Proposed project is year of the
20.0
responsive 15.0-19.9
Gender- program may
(proponent is
responsive be attributed to
commended).
GAD Budget
100% of the
budget for the
Fully gender- year of the
20.0
responsive program may
be attributed to
GAD Budget

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Republic of the Philippines

December 14-19, 2020

Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Making RPMS PPST Workshop Concerns

On Action Research Research Workshop Output

On Action Research Workshop Program

November 25, 2020

Greetings of peace and good health.

Very truly yours,

AMMAFE D. JARABE, Ed.D.

RAFAEL G. MANALO, Ph.D.

TO: All Teachers

DATE: September 29, 2020

2. The objectives of the training are:

4. Meals and snacks of teachers shall be charged against school MOOE.

5. Attached herewith is the training matrix for your reference

6. Immediate dissemination of this memorandum is desired

7. Your usual compliance and cooperation is earnestly desired.

IN-SERVICE TRAINING/WORKSHOP FOR TEACHERS

resilience of our education system to future shocks.

a. Discuss to teachers Deped Orders 30, 31, 50, s.2020.

SCHOOL and School Head.

See attached Training Matrix

Prepared and submitted by:

AMMAFE D. JARABE, Ed.D.

IN-SERVICE TRAINING FOR TEACHERS

SCHOOL: RANZO ELEMENTARY SCHOOL

a. Discuss to teachers Deped Orders 30, 31, 50, s.2020.

NAME TOPIC COMPANY/AGENCY

SOURCE OF FUNDS: MOOE

SCHOOL-BASED IN-SERVICE TRAINING FOR TEACHERS

SCHOOL-BASED IN-SERVICE TRAINING FOR TEACHERS

Day 6 December 19, 2020

Name of Teacher Position Signature

STRUCTURED LEARNING EPISODE

Date: December 14,2020

Activity 15 mins Short introduction

Abstraction 2 hours Discussion proper

STRUCTURED LEARNING EPISODE

Analysis 5 mins Present selected group outputs

Date, Time & Venue: No. of Teachers Present:

Materials & Resources:

Comments/Remarks (For example, if you disagree

The Session Guide and the Topic

Part B – Please provide the information requested.

1. The best part of the session (what went well)

2. Problems or challenges encountered and how they were resolved.

3. Other topics discussed aside from the focused topic, if any;

4. Recommendations/Plans for the next session:

RANZO ELEMENTARY SCHOOL

(col. 1 ) (col. 2) the item/ comment

No Partly Yes element (col. 4)

(2a) yes (2c) (col. 3)

Project identiﬁcation and planning

1.0 Participation of women and men in project 2

1.1 Has the project consulted and involved .67

1.2 Have women’s inputs been considered in the .67

1.3 Are both women and men seen as .67

2.0 Collection of sex-disaggregated data and 1

Has the project tapped sex-disaggregated data

and gender-related information from secondary

3.0 Conduct of gender analysis and 1

Has a gender analysis been done to identify

4.0 Gender equality goals, outcomes, and 2