FOR THE IMPLEMENTATION OF THE

BASIC EDUCATION LEARNING CONTINUITY PLAN IN

LIGHT OF THE COVID-19 PUBLIC HEALTH EMERGENCY
 Introduction Objectives of the SET

Guiding Principles How to Use this School

Effectiveness Toolkit
Connection of BE-LCP Acronyms
and Sulong Edukalidad

Task Matrix of Different

Stakeholders Involved Governance Levels
Task Matrix of School
Stakeholders

1. Planning Stage
Analysis of the
Educational Landscape Profiling the Learners

Process Flow of Establishing

Continuity Plan Learning Resources

Organizing Your School Revisiting and Adjusting

Committees SIP AIP Year 2

2
2. Curriculum Delivery
Distance Learning Process Flow of Distance
Modalities Learning Modality
Weekly Home Learning Continuity
Learning Plan Plan for ALS
Individual
Monitoring Plan Assessment

3. Learner Support and Well-being

Safe and Healthy Engaged and
Learning Environment Supportive Family
Safe Online Support to Parents and
Environment Guardians

4. Teacher Support
Ensuring a Healthy Remote
Profiling of Teachers Work Environment

Mental Health and

Well-being

5. School Head Support

Managing Self Managing Change

Managing Others
3
Orienting Your School Establishment of School
Personnel and School Public Assistance
Stakeholders Counter/Help Desk
Setting-Up School Brigada in the
Operations New Normal
Ensuring School OBE as Info Drive
Readiness for LCP
Alternative Work
Arrangement Frequently
Asked Questions (FAQs)

References

Cited Issuances

4
5
Going back to school during this pandemic poses a challenge for all -
the school head, teachers, non-teaching personnel, parents,
learners and the broader community. But no matter how
challenging the times may be, it is always necessary to make
education equally important with the health safety of the learners
as top priorities.

In its pursuit to uphold this right, the Department of Education

(DepEd) ensures the learning continuity of learners amid the COVID-
19 pandemic through the issuance of DO 12, s. 2020 “Adoption of
the Basic Education Learning Continuity Plan for School Year 2020-
2021 in the Light of the COVID-19 Public Health Emergency”.

Given this, everyone in DepEd including the schools, is entrusted

with a mission to ensure that learning continuity will happen in
whatever contexts the learners are in. The choice of the learning
delivery modality as well as ensuring health and safety of all shall be
the highest priority in implementing the Basic Education Learning
Continuity Plan (BE-LCP).

To support schools in this undertaking, a School Effectiveness Toolkit

(SET) of Bureau of Human Resource and Organizational Development
– School Effectiveness Division (BHROD-SED) is prepared to serve as
guide in starting up the implementation of the school’s
contextualized learning continuity plan in the new normal.

6

Protect the health, safety
and well-being of learners,
teachers and personnel
DOH and IATF, complemented
and prevent the further
transmission of COVID-19.
F a c i l i t a t e the safe return of
t e a c h i n g and non-t e a c h i ng
personnel and learners to
workplaces and schools,
taking into consideration
the scenarios p r o j e c t e d by
by other credible sources,
and b a l a n c ed with
Department of Education's
own risk assessments.

HEALTH AND SAFETY SAFE RETURN TO SCHOOLS

Ensure learning continuity through K-12 curriculum adjustments,

alignment of learning materials, application of multiple learning
delivery modalities, provision of corresponding training for
teachers and school leaders, and proper orientation of parents
or guardians of learners.
LEARNING CONTINUITY

Link a nd bridge the B E -

LC P to De pa rtment of
B e se nsitive to e quity
Educa tion's pivot to
conside rations a nd
qua lity a nd into the
conce rns, a nd
future of e ducation,
e nde avor to a ddre ss
unde r the fra m eworks
the m the be st we ca n.
of S ulong Eduka lidad
a nd Future s Thinking in
Educa tion.

EQUITY SULONG EDUKALIDAD

7
Sulong EduKalidad, the current BE-LCP, and the features of
Philippine education are unified by three goals for every learner:
agency and self-actualization, work readiness, and responsible
citizenship.

In the immediate future, the threat of virus transmission persists

and job insecurity becomes high. More than ever, the pandemic has
shown that multiliteracies such as information, scientific, health,
financial, and civic literacies are important for people to thrive in
crisis. When citizens have these literacies fully functioning, they have
a better understanding of how the spread can be contained. They
are more critical of information credibility. They have a sharper
sense of social responsibility and are more capable of dealing with
financial shocks. As businesses try to recover from losses due to the
pandemic, layoffs due to redundancy are expected, and there is
greater risk for low-skilled workers. In addition, employers are more
likely to outsource or subcontract some tasks to cut costs, which
gives rise to the gig economy or short-term jobs, most of which can
be done online. Changes in the employment landscape emphasize
the importance of higher-order skills, technological skills, and the
ability to work with greater autonomy.

8
To fully connect the BE-LCP to the future, enduring literacies and
skills need to be highlighted in learning delivery modalities,
technologies, strategies, resources, assessment, and in
teacher/school leader capacity building.

Furthermore, its components can be expanded to include

knowledge mobilization, science of learning, and analytics.
Knowledge mobilization will facilitate the translation of actionable
knowledge. The science of learning will provide insights on how
learners develop competencies, expertise, and dispositions in either
physical or virtual learning spaces.

On the other hand, analytics will introduce techniques and tools for
collecting, interpreting, and communicating data to ensure
evidence-driven decision-making. More importantly, the BE-LCP has
to be guided by life-long, life-wide, life-deep, and life-wise learning
principles. These principles connect learning to a purpose (life-long),
to the real-world (life-wide), to mastery and greater autonomy (life-
deep), and to practical wisdom, ethics, values, morals, and
dispositions (life-wise).

9
Aligned with the policies issued by DepEd in relation to the learning
continuity of learners amid the COVID-19 pandemic, a School
Effectiveness Toolkit (SET) is especially prepared for you - school
head, teachers, learners, parents, and other stakeholders.

It aims to:

• strengthen the implementation of the BE-LCP by highlighting

important school processes;

• build work confidence and ensure readiness by providing tips

and guides in implementing different school activities; and

• present measures in ensuring health and safety of learners and

school personnel.

10
This School Toolkit is primarily for you, our dear
school heads and teachers. It hopes to support you
in implementing the Basic Education Learning
Continuity Plan by highlighting crucial school
processes, suggesting tips and guides in conducting
different school activities, and integrating policies
and issuances that you may find helpful as we push
for learning continuity.

This toolkit contains suggestive activities that may supplement your

existing efforts. Also, it is important to remember that these processes
are not arranged in sequential order and are iterative – you can always
go back to a process and make changes. Some processes overlap, while
some have to be implemented periodically.

 
It informs you of relevant
 policies and activities that may  It does not intend to assess
influence your decision-making your BE-LCP;
process;
 It does not promote a do over of
It may serve as a documentation
 tool keeping track of your
your current work and
preparations.
progress;
It provides menu of options that
 you may want to adopt in
strengthening support to your
school stakeholders.

We hope that you treat this toolkit as a source of inspiration and ideas, a
learning companion, and a reference that will help you lead and manage
your school to continuously improve.
11
Annual Improvement Plan
Alternative Learning System
Adopt-A-School Program
Alternative Work Arrangement
Brigada Eskwela
Basic Education Learning Continuity Plan
Basic Literacy
Community Learning Center
Central Office
Contract of Service
Coronavirus Disease 2019
Department of Education
Distance Learning
Distance Learning Delivery Modalities
Daily Learning Log
Daily Lesson Plan
Department of Health
Disaster Risk Reduction Management
End of School Year
Frequently Asked Questions
Inter-agency Task Force
Information Communication Technology
Individual Learning Agreement
Individual Monitoring Plan
Indigenous Peoples Community
Junior High School
Learning Action Cell
Learning Continuity Plan
Learning Delivery Mode
Lower Education
Learner Enrolment and Survey Forms
Local Government Units
Learning Materials
Learning Management System
Learning Resources
Learners with Special Education Needs

12
Modular Distance Learning
Most Essential Learning Competencies
Maintenance and Other Operating Expenses
Novel Coronavirus
National Educators Academy of the Philippines
Non-Government Organization
Oplan Balik Eskwela
Online Distance Learning
Open Educational Resources
Public Assistance Command Center
Philippine Informal Reading Inventory
Personal Protective Equipment
Professional Standards for School Heads
Parent-Teacher Association
Radio-based Instruction
Regional Office
Social Amelioration Program
Schools Division Offices
Senior High School
School Improvement Plan
Self-learning Module
School Planning Team
School Report Card
Technical Assistance
Television
Textbooks
University of the Philippines College of Education
Work From Home
Weekly Home Learning Plan
World Health Organization
Year 2

13
14
 Being the steward of the institution, you must
ensure that an enabling and supportive
environment are in place for effective learning
to happen.

Majority of the tasks needed in gearing up

towards the opening of classes are for you to
lead, but keep in mind that you are not going to
School Head do all of these “by yourself”, you need the help
(SH) of stakeholders in your school and community.

In these trying times, working with our

stakeholders is the most efficient and effective
way of achieving the school’s goals and
objectives for this school year.

This school year, you may face challenges that

you have not encountered before. Just like the
SH, you have a long list of roles and
responsibilities, which you can tackle one at a
time. But do not worry, we have prepared a
Teacher
matrix to help you identify your tasks and (T)
responsibilities and tips that can guide you as you
teach in the new normal.

15
 As the person closest to the learner during the
teaching and learning process in homebased
learning, your support will contribute to the
success of the plan.

Everything is new to you; hence, it is expected

that you have a lot of things in mind that need
to be clarified in this new normal. But don’t
worry, you are not alone in this fight.
Parents/Guardians
(P/G)
Regular communication with your child’s
teacher, however, will help you guide your child
as he/she interacts with the learning materials,
especially the young learners.

Education delivery is a whole-of-community

approach. You need to play significant roles to
accomplish the long list of tasks - the Family,
the Community, and other Stakeholders to
support the schools in the new normal Family/Community
landscape of education.

The Central, Regional, and Schools Division Offices

shall provide technical, financial, and
administrative support to ensure that COVID-19
related policies are being observed, standards are
being met, and programs are being implemented.

16
Now that you have on boarded yourself on your role in the new
normal, we want you to deepen your understanding by identifying your
level of involvement in different activities and initiatives needed in
planning and implementing the learning continuity plan of your school.
Which tasks do you spearhead? Which tasks do you perform as a
support?

Legends:
L - Learner P/G – Parent/Guardian FC – Family/
T - Teacher SH – School Head Community
Lead Support/Participate
LIST OF TASKS OF SCHOOL STAKEHOLDERS

Area Task L P/G T SH FC

Contextualize Learning Continuity Plan

Decide on the choice of learning modality
Organize existing school committees
Ensure Self-learning Module (SLM) delivery
Prepare locally-developed Self-Learning
Modules
Prepare Weekly Home Learning Plan, add
Individual Monitoring Plan, and Matrix of
Basic Requirements on LDM
Education
Learning Supervise learning interaction with the
Continuity materials
Plan Ensure proper transition of the old learning
(BE-LCP) experience to the new learning modalities
Establish feedback mechanism in problems
encountered adjusting to the new normal
Transport school personnel to and from the
school
Ensure safety and effective learning process of
the “internally displaced persons”
Ensure a safe and child-friendly learning space
during home-based schooling
17
 LIST OF TASKS OF SCHOOL STAKEHOLDERS

Area Task L P/G T SH FC

Recommend teachers for

upskilling/reskilling
Reconfigure school management tools
and practices to suit the current
Capacity
situation, such as but not limited to LAC
Building
and faculty meetings
Facilitate conduct of capacity building
program for the learning facilitators or
household partners
Review and adjust the SIP-AIP Y2 to
make it responsive to the current
situation
School
Improvement Gather data in the conduct of survey on
Plan – Annual learners’ needs and parents’ capacity to
Implementation support distance learning
Plan Year 2
Observe eligible expense items
(SIP-AIP Y2)
stipulated in DO 15, s. 2020 – First Set of
Policy Directives of the DepEd Task Force
NCOV
Implement guidelines on the required
health standards and specific
interventions for COVID-19 mitigation
Coordinate with LGUs or other NGOs to
gather volunteers on: conduct of
psychological first aid, provision of hand
washing supplies and facilities
Ensuring Health,
Provide psycho-social services to
Safety, and
teachers and learners
Well-being
Strengthen implementation of DO 14, s.
2020 (Policy Guidelines on Protecting
Children in School from Abuse, Violence,
Exploitation, Discrimination, Bullying,
and Other Forms of Abuse)
Promote school-life balance provided
that physical distancing is observed
18
 LIST OF TASKS OF SCHOOL STAKEHOLDERS
Area Task L P/G T SH FC
Implement appropriate alternative work
arrangements (AWA) based on the
Alternative quarantine classification in the area and
Work the parameters set forth in DepEd Order
Arrangement 11, s. 2020, stating guidelines on the
(AWA) alternative work arrangements of the
Department during the COVID-19
pandemic.
Conduct activities for BE, OBE, and Adopt-
a-School Program (ASP)
Disseminate information prior to the
conduct of BE, OBE, and ASP
Set up OBE Help Desk, physical or online,
to ensure that issues and concerns are
Brigada Eskwela properly addressed
(BE) and Oplan
Balik Eskwela Conduct of Learner Enrolment and Survey
(OBE) Forms (LESF)
Supervise and monitor enrolment data
collection in the system
Conduct dialogue with the school
community to reach degree of shared
accountability and responsibility for the
new normal

19
From understanding the roles of our school stakeholders, you also
need to be informed of the key players who issue policies, provide
technical assistance, and make decisions that highly influence our work
conditions in the schools. These are the offices at different governance
levels – Central Office (CO), Regional Offices (RO), School Divisions
Offices (SDO) and the Schools/CLCs.
Legends:
CO – Central Office SDO – Schools Divisions Office
RO – Regional Office S/CLCs – Schools/Community Learning Centers
Lead Support/Participate
LIST OF TASKS OF GOVERNANCE LEVEL OFFICES

S/
Area Task CO RO SDO
CLCs
Develop the Basic Education Learning
Continuity Plan (BE-LCP)
Contextualize and communicate the BE-LCP

Decide on the specific Learning Delivery

Mode (LDM) appropriate in the context of
the local conditions

Basic Develop SLMs for the implementation of

Education ADMs
Learning Contextualize the adapted Most Essential
Continuity Learning Competencies (MELCs) to
Plan accommodate varying contexts
(BE-LCP)
Ensure schools organize their own
mechanisms to guarantee delivery of SLMs as
well as other learning materials
Craft locally-developed SLMs

Provide continuous technical assistance to

schools (e.g. contextualization of LCP and
MELCs, review of SIP-AIP Y2, etc.)
20
 LIST OF TASKS OF GOVERNANCE LEVEL OFFICES

S/
Area Task CO RO SDO
CLCs

Conduct capacity building that will

address the curriculum requirements
in terms of essential learning
competencies and content, pedagogy,
and assessment
Conduct rapid survey on the physical
readiness of teachers, school leaders,
and households for remote learning
[DO 12, s. 2020]
Supervise capacity building programs
for the learning facilitators or
household partners that shall be
Capacity Building organized by the schools
Recommend teachers for
upskilling/reskilling in consideration of
the alternative delivery modality that
the school will employ
Organize cluster of learners,
particularly in cases where assistance
of a learning facilitator is much
needed by the learners
Organize capacity building program
for the learning facilitators/household
partners
Instruct all CO strands, bureaus,
services, and units to adjust and align
School
their plans with BE-LCP for SY 2020-
Improvement
2021
Plan – Annual
Implementation Monitor compliance of schools with
Plan Year 2 guidelines on DO 15, s. 2020
(SIP-AIP Y2)
Provide technical assistance to schools
in the review and adjustment of SIP-
AIP Year 2
21
 LIST OF TASKS OF GOVERNANCE LEVEL OFFICES
S/
Area Task CO RO SDO
CLCs
Create Task Force for the Management of
DepEd Response to Novel Corona Virus Acute
Respiratory Disease (DM 11, s. 2020)
Craft and implement guidelines on the
Required Health Standards in Basic Education
Offices and School
Create a School Task Force who will ensure
implementation of COVID-19 related
guidelines and policies
Health,
safety, and Establish a school coordinated contact tracing
well-being system
Set up a hotline/platform for COVID-19 related
inquiries which shall be manned by a pool of
trained PFA-providers under supervision.
Strengthen the implementation of DepEd
Order No. 40, s. 2012 (DepEd Child Protection
Policy)
Promote “school-life” balance, provided that
physical distancing is observed
Craft the revised guidelines on alternative
work arrangements in DepEd during the period
of state of national emergency due to COVID-
19 pandemic.
Issue guidelines as well as tools and
Alternative mechanism in the implementation of the
Work modified enrollment procedures
Arrange-
Craft guidelines in the conduct of Brigada
ment (AWA)
Eskwela and Oplan Balik Eskwela in the new
normal. [DepEd Order 12, s. 2020 – Adoption
of Basic Education Learning Continuity Plan for
SY 2020-2021 and DepEd Memo 32, s. 2020 –
Brigada Eskwela Program Implementing
Guidelines ]

22
 LIST OF TASKS OF GOVERNANCE LEVEL OFFICES

S/
Area Task CO RO SDO
CLCs
Alternative Set up of OBE Public Assistance Command
Work Center (PACC), which shall serve as
Arrangement information and complaints processing and
(AWA) routing mechanism of DepEd shall run from
June 1 to August 29 [DO 12, s. 2020]
Set up localized OBE Committee to
ensure that issues and concerns in
respective areas are properly
addressed. [DO 12, s. 2020]
Attend the mass training on how to
use the OBE ticketing system via
teleconferencing. [DO 12, s. 2020]
Mobilize partnerships focal persons to
effectively implement Brigada
Eskwela in all public elementary and
secondary schools. [DO 12, s. 2020]
Brigada
Eskwela and Coordinate with LGU and other
Oplan Balik stakeholders in the conduct and
Eskwela dissemination of modified
enrollment.
Monitor enrolment data collection
and encoding in the system.
Conduct national schools’
maintenance week, which includes
cleaning, minor repairs, repainting,
beautification, landscaping, electrical
works, installations, etc. – two weeks
prior to the opening of classes,
depending on the prevailing
quarantine classification in the area.

23
24
In our line of work, it is a given fact that planning is as crucial as
the implementation process. Now, as you strategically move
forward in adapting to the “new normal”, we want to help you
develop the right headspace needed in combating COVID-19
while ensuring teachers, non-teaching personnel, learners, and
school readiness in implementing learning continuity for our
learners. How do I do that, you ask? Well, let’s try to step back
and make a mental roadmap of where our educational landscape
is currently at by reviewing the data and resources available on
the following:

✓ Total enrolment
✓ Availability of learning materials
✓ Access of teachers and students to different
learning resources

✓ Guidelines on current community quarantine

✓ Number of COVID-19 confirmed positive cases
✓ COVID-19 Issuances of LGU and SDO
✓ Stakeholder relations
✓ SDO/School-based data on ICT competencies
and distance learning facilitation skills of
teachers
✓ LCP Operationalization/Contextualization Plan
of the Region

✓ COVID-19 related issuances (Executive Orders,

IATF resolutions, and DepEd issuances)
✓ BE-LCP of DepEd Central Office
25
 To move one step further, you can refer to the model process flow of
establishing your school’s learning continuity plan to have a glimpse of the
new educational landscape:

School Personnel Input Processes Learning Continuity

NO
Orientation School Implementation
Personnel of different
Distribution of
Batch learning
instructions by the
Orientation modalities
All selected delivery
Personnel NOT ALL process
oriented? (SOME) (different learning Coaching ang
modalities) mentoring
well-being and
YES professional
Team creation aspects of
& tasking Click to add text teachers
YES
Set-up School Operations
(contextualization, safety Orientation of
of each personnel & parents in
essential services) different learning
modalities
Is the
Ensure school Readiness
school
(materials & facilities) ready for Public assistance
with opening? for FAQs, other
established instructional concerns, and
delivery process feedback
NO (communication
strategies)

Bear in mind that the success in implementing our plans may also depends on how
we communicate them to our internal and external stakeholders. With this, here
are the tips that you can use in communicating your LCP to your stakeholders:

1 Conduct an orientation informing stakeholders of your established BE-LCP

Publish advocacy materials and/or maximize your SRC as a communication

2 platform. You can both release it virtually or display it physically in the school
vicinity if possible.

26
Preparing for the opening of classes in times like this is extra
challenging, there may be situations that are new to us and
demands might be more pressing. Organizing and reconvening
your school committees will certainly help you deal and address
concerns, like what we always do. Besides, in these moments, we
need all the help that we can get!

Below is the list of committees that you can tap and the suggested
areas they can help you with:

Committee Areas of Concern

School Planning Team
Project Teams in the SIP
Enrolment Committee
Child Protection Committee
SGC and PTA
DRRM Committee
Public Affairs Unit
Resource Mobilization Committee
Brigada Eskwela Committee
Revisit and adjust the SIP – AIP Year 2
Revisit and adjust the SIP – AIP Year 2
Answer enrolment concerns
Activities to ensure learners are safe and
secure at home
Engage stakeholders to support the
school’s primary needs
Review and adjust contingency plan;
Ensuring health and safety
Undertake Information, Education, and
Communication (IEC) materials;
Create hotline numbers and online
services of the school
Mobilize resources from stakeholders

Note that for a more harmonious working relationship, make sure that
your committee members are committed, flexible, can work well in a
team, and can handle pressure.
27
Our learners have always been our priority in DepEd. In gearing up for the new
school year, Profiling Our Learners ensures that our plans, decisions, activities,
especially the learners’ choice of learning delivery modalities are responsive to
their context.
Who among the household members
can provide instructional support to the
Are there learners child’s distance learning?
that have special Do they have assistive
education needs? technology devices
available at home?

Can all of my Do they even cope well

learners read? with the pandemic?

These questions may also be running in your mind. It is important that we know relevant
pieces of information about our learners as they choose the learning delivery modalities
that fit them best so that we can support their needs even if they are at home.

Here are some important factors that you can consider in profiling them:
Factors Where can I get it?
Reading Ability Phil IRI
Access to Learning Resources​ Learner Enrollment and Survey
Form (LESF)
Availability and capability of Parental/Guardian LESF
to assist home-based learning
Conducive Learning Space​ LESF
Learners with Special Education Needs (LSEN) LESF
Belonging to Indigenous Peoples Community LESF
(IPS)

These factors are only some of the information that you can gather and consider. For the
blank spaces, you can include other factors depending on your school’s context. Remember
to focus on your own situation as our needs may vary. A challenge to your school might not
be a challenge to others, and that is okay!

28
 To help you in explaining your school’s situation, needs, and
interventions, you can use this Learner Matrix for visualization.

Based on the information that you have gathered and considered in

the Profiling the Learners section, fill out the matrix by answering the
questions in each cell:

Access to Learning
Resources: INTERVENTIONS

1. What tools are most 1. What tools are most 1.What tools are most
Group A accessible? accessible? accessible?
2. What schedule works 2. What schedule works 2.What schedule works best
✓ Has conducive best for him and his best for him and his for him?
learning space parent? parent? 3.How do I keep his guardian
✓ Has Access 3. What form of 3. What form of engaged?
assessment suits his assessment suits his 4.What form of assessment
learning ability? learning ability? suits his learning ability?

1. What resources can be 1. What resources can 1.What resources can be

Group B utilized? be utilized? utilized?
2.What arrangement works
✓ Has conducive 2. What arrangement 2. What arrangement
best for him?
works best for him? works best for him?
learning space 3. What form of 3. What form of 3.How do I keep his parent
X Has Access assessment suits his assessment suits his engaged?
learning ability? learning ability? 4.What form of assessment
suit his learning ability?

1. What resources can 1. What resources can 1. What resources can

the school provide? the school provide? the school provide?
Group C 2. What arrangement 2. What arrangement 2. What arrangement
works best for him? works best for him? works best for him?
X No Conducive
3. What form of 3. What form of 3. What form of
Learning Space assessment suits his assessment suits his assessment suits his
X No Access learning ability? learning ability? learning ability?
4. How can the 4. How can the 4. How can the
community support community support community support
him further? him further? him further?

Learner Types: Frustrated Instructional Independent

Parent Involvement: High Moderate Low

29
 To guide you in plotting your own Learning Matrix, we have provided
you a model from Culiat Elementary School’s Learning Continuity Plan
which has identified Distance/Remote Learning as their main delivery
mode and learner packets and free Facebook Messenger as main tools
for learning delivery.

Learning Access INTERVENTIONS

(1) Use: (2) Use: (3) Use: W/Parent
Learner packet Learner packet Learner packet Involvement:
Google classroom Google classroom - Make sure the child
Google classroom sticks to the schedule
Group A FB messenger/text FB messenger/text FB messenger/text - Create a sustainable
✓ Has gadget Arrangement: Arrangement: Arrangement: learning environment
Learner packets to be Learner packets to be Learner packets to be T: need to get the
✓ Has access
delivered by barangay or delivered by barangay or delivered by barangay or parent schedule,
per schedule (like SAP) per schedule (like SAP) conduct kumustahan
per schedule (like SAP) W/o Parent
Assessment: Assessment: Assessment: Involvement:
Students send back Students send back Students send back - T meets or talks to
answered learner packets answered learner packets answered learner packets student online during
through barangay or per through barangay or per through barangay or per class time
schedule schedule schedule

(4) Use: (5) Use: (6) Use: W/o Parent

Learner packet Learner packet Learner packet involvement:
FB messenger/text FB messenger/text FB messenger/text T meets or talks
Group B to student in FB
Arrangement: Arrangement: Arrangement:
✓ Has gadget Learner packets to be during class time
Learner packets to be Learner packets to be
X No access delivered by barangay or delivered by barangay or delivered by barangay or
per schedule (like SAP) per schedule (like SAP) per schedule (like SAP)
Assessment: Assessment: Assessment:
Students send back Students send back Students send back
answered learner packets answered learner packets answered learner packets
through barangay or per through barangay or per through barangay or per
schedule schedule schedule

(7) Use: (8) Use: (9) Use: W/o Parent

Learner packet Learner packet Learner packet involvement:
Group C Gadget/access loan Gadget/access loan Gadget/access loan T: Barangay-based
X No gadget Arrangement: Arrangement: Arrangement: T: gadget/access
X No Access Learner packets to be Learner packets to be Learner packets to be loan
delivered by barangay or delivered by barangay or delivered by barangay or T: Nanay ng
per schedule (like SAP) per schedule (like SAP) per schedule (like SAP) Barangay – give
Assessment: Assessment: Assessment: load, PPE,
Students send back Students send back Students send back certificate
answered learner packets answered learner packets answered learner packets T: Learning hubs
through barangay or per through barangay or per through barangay or per
schedule schedule schedule

Learner Types: Frustrated Instructional Independent

Parent Involvement: High Moderate Minimal

30
 After profiling your learners and identifying the potential LDMs that your school
will adopt, you can now proceed to the next step which is identifying the
Learning Resources that will support the learning process of your learners. This is
also the part of the planning process where you will ask yourself, what learning
resources will your learners need?

Identifying the different Learning Resources your school needs may be

challenging especially for combined LDMs and for Integrated Schools where
there are more than two Key Stages. Mapping your LRs will certainly help!

Learning Applicable Grade Level/Learning Area Learning

Delivery Sub-Categories Resources
Modality Key Stage 1 Key Stage 2 Key Stage 3 Required
(K-3) (Grade 4-6) (JHS-SHS)
Online ODL Online SLM
Distance (Synchronous + Online activities
Learning Asynchronous) and exercises
Offline Digital
SLM
Modular Digital Modular
Offline
Distance Activity Sheets
Learning
Printed SLM
Printed Modular
Activity Sheets
SLM-based
TV/Video (SLMs
Video
based)
Activity Sheets

TV/Video- MELCs-Aligned
TV/Video
RBI DL Videos
(SLMs based)
Activity Sheets

SLM-based RBI
RBI
Activity Sheets

Any
Any of the
Blended combination of
available
Distance the LDMs and
resources
Learning their
Activity Sheets
subcategories

31
After successfully mapping your learning resources, it
will help to take note of these additional reminders:

• While teachers are expected to manage all Distance

Learning Delivery Modalities (DLDM), the presence of
a teacher who will facilitate Synchronous Online
Distance Learning is vital.

• Most Essential Learning Competencies (MELCs)-

mapped DepEd Textbooks/Learning Materials shall be
used as learning resources for all DLDM. When used
with activity sheets and learning plans, MELCs-
mapped DepEd Textbooks/LMs may substitute
printed SLMs.

• Parent’s/Learning Facilitator’s guide will be used in all

sub-categories of the DLDM.

• Other textbooks/LMs and Teacher-made

videos/modules may supplement the required
learning resources for each DLDM.

• While all sub-categories of DLDM are appropriate for

all Grade Levels when managed by a teacher/learning
facilitator, those in green colors are the priority
grades to do the specific DL, in cases where
resources are limited.

32
You’ve accomplished another small task and we just want
to affirm you that you’re off to a great start! Now, how do
we move forward? From the Learning Resources you’ve
identified in mapping them, let us now determine which
among these resources can the school provide and which
are too challenging to be supplied.

Learning Resource/s that

Learning Resource/s that the
school can provide:
1. _____________________
2. _____________________
might be challenging for the
school to provide:
1. _____________________
2. _____________________

3. _____________________ 3. _____________________

In this trying time, we are aware of the possibility of not acquiring all
the learning resources at once. But how do we address that? By
tapping school stakeholders who can help us bridge the gap. We can
make use of our School Report Card (SRC), revised SIP-AIP Y2, and
other advocacy materials in informing our stakeholders of our needs.

As for the fund allocation needed in provision of learning resources,

note that the SDOs shall determine the most efficient, effective, and
economical mode of printing and delivery of learning resources but
schools may also use their regular MOOE allocation for the printing
and delivery of learning resources. For more information, you can
read the guidelines in Deped Order No. 18, s. 2020.
33
Revisiting and adjusting of SIP-AIP, Year 2 is imperative to make it
responsive to the current situation and to ensure funding from
MOOE and other sources. The following are the suggested steps:

1. Reconvene the School-Community Planning Team (SPT) who

crafted the current SIP for they know the planning process that
the school had undergone as well as the priority areas that
have come up during its crafting.
2. Review and evaluate the SIP-AIP Y2 to see if the activities laid
out are still responsive to current situation in the area where
the school operates.
3. If not, adjust activities in accordance with the school’s learning
continuity plan. In adjusting, you may retain, scale up/down,
shelve temporarily/permanently, or craft new activities if
necessary.
4. Make sure that the identified activities are data and needs-
driven putting high priorities on the learning continuity plan as
well as the health and safety of learners and school personnel.
5. At the minimum, the adjusted SIP-AIP Y2 is the school’s
contextualized learning continuity plan.
6. School Heads are encouraged to mobilize resources if the
MOOE is not sufficient to fund the activities in the adjusted AIP.
7. SDO must ensure that the activities in the SIP-AIP Y2 are
aligned with the implementation of the learning continuity
plan.
8. If necessary, SDOs may provide assistance in adjusting the SIP-
AIP if schools are having difficulty in relating their planned
activities to the current situation.

34
School Level Convene SPT
SDO Level
Revisit AIP Y2

Are the activities

No
Adjust AIP responsive to
current
situation?

Yes

Submit SIP-AIP to SDO

Review the AIP

Provide TA to No Aligned with

the learning
school continuity
plan?

Yes

Return the approved

SIP-AIP to school
36
Even in the new normal, the Department ensures to provide our
learners opportunities for learning through different learning
delivery modalities.

What are these?

Online Distance Learning

Modular Distance Learning

Television/Radio-Based Learning

Blended Distance Learning

In this section, we will briefly discuss the different Distance Learning

Delivery Modalities and important things that we need to consider
in using each modality.

37
Modular Distance Learning refers to a learning delivery that is in the
form of individualized instruction where learners use self-learning
modules (SLMs) in print or digital format, whichever is applicable in
the context of the learner, with the guidance of any member of the
family or other stakeholder in the community trained to serve as
learning facilitators.

How do we make Modular Distance Learning effective?

Learners can choose between two types: Digital or Printed MDL

Digital MDL Printed MDL

✓ Can be adopted by learners with
1 laptop, desktop, or tablet
✓ SLMs in different digital formats ✓ Printed SLM
such as flat PDF, education videos,
audio lessons, e-SLMs and others shall be used
may be stored in a CD/DVD/USB
flash drive/pen drive

Suggested time frame shall be provided to learners on their

assigned tasks. Flexibility in finishing each module is accorded
2 to learners with respect to their learning needs, characteristics
and level of understanding to ensure mastery of the learning
content.

Timely and appropriate monitoring of learning progress and

feedback mechanism using various accessible touch points
3 such as text messaging and audio/video calls. If possible and
allowed, face-to-face interaction may be utilized for this
purpose.

Learning facilitators (family member or any trained stakeholder

4 within the community) shall provide instructional support
needed in the absence of a classroom teacher.
38
Online Distance Learning refers to a learning delivery modality
where the teacher facilitates learning and engages learners' active
participation using various technologies connected to the internet
while they are geographically remote from each other. The internet
is used to facilitate learner-teacher, learner-content and peer-to-
peer interaction.
Online learning may be done through a synchronous or
asynchronous platform. This is practiced effectively by using a
Learning Management System (LMS) or other related technologies.

How do we make Online Distance Learning effective?

1 Follows the regular planning standards in the organization of

classes set by the Department of Education.

Both the teachers and learners have access to digital devices,

2 such as laptops, tablets, smartphones, and desktop computers
with available online resources and internet connectivity.

Learning resources to be used are, but not limited to, the following:
Self-Learning Modules (SLMs) Activity sheets

Textbooks (TXs) Teacher-made videos

3
Primer Lessons Open Educational Resources (OERs)

Other supplementary learning materials

39
Other DepEd recognized Learning Management System can also
be used like:

This learning management system constitutes tools and

resources to manage classrooms and engage students
remotely, offering a variety of languages.

This helps classes connect remotely, communicate, and stay

organized.

This comprises tools to support instruction, learning, grading,

collaboration, and assessment.

It is an educational platform that provides custom learning

environments for learners where teachers create lessons and
interact with learners and inform them of the class calendar
of activities, submit assignments, take quizzes, and interact
with their classmates.

General tips and reminders in using Online Distance Learning:

Other available LMSs may be used given that the school can
1 administer, document, and monitor progress of the learners.

Printed copies of SLMs may also be provided in case of power

2 interruption and in consideration of the allowable screen time
for the learner recommended by WHO which is as follows:

Key Stage Maximum number of hours daily

Kindergarten 1
Grade 1 to 5 1.5
Grade 6 to 8 2
4
Grade 9 to 12 (2 hours in the morning and
2 hours in the afternoon)
40
 Schools may choose between synchronous and asynchronous
3 online teaching or adopt a combination of both. Here are some
considerations you have to keep in mind before choosing:

Synchronous
• Conducted using live webinars,
video conferencing, live chat or
instant messaging
• Lessons shall be recorded for
students who missed the lesson
for later viewing
• May be done at least once to a
maximum of three times per
week depending upon the age
and grade level of the learners
Asynchronous
• LMS or any educational
platform shall be utilized
• Self-paced learning where
learning materials are posted
online
• Learners collaborate with
other learners and teachers
via online forum, email, and
others asynchronously

Learners, Teachers, Parents/Guardians, and the School has long

before taken into a partnership prior to the new normal. Now,
4
let’s try to identify some suggested roles of these stakeholders
in the set-up of Online Distance Learning:

Organize professional
Capacitated on the use of
development
learning management system Present lessons in
activities for teachers
(LMS), DepEd Commons, and LR different formats
(LAC, coaching,
portal
formal training, etc.)
Provide
Supervise and Orient learners and
supplementary
monitor screen parents about the
materials like
time of the Online Distance
transcripts, slide
learners Learning
decks, etc.
41
TV-based instruction/Radio-based instruction refers to the use of
television or radio programs on channels or stations dedicated to
providing learning content to learners as a form of distance
education.

This may not be considered as a sole learning delivery modality as it

is usually combined with Face-to-Face Learning or other forms of
distance learning such as Modular Distance Learning or Online
Distance Learning.

How does Television/Radio-based Instruction work?

1 It is implemented in areas with access to Television Networks

and/or radio stations with programs dedicated to deliver lessons.

Lessons are converted self-learning modules similar to the

2 sequence of presentation used in online and modular distance
learning.

Should be implemented with supplementary resources like

3 Learning Activity Sheets, textbooks, learning materials, and
printed SLMs.

42
Blended Distance Learning is any combination of the mentioned
Distance Learning types:

1
MDL and ODL

2
MDL and TVBI/RBI

3
ODL and TVBI/RBI

4
ODL , TVBI/RBI, and MDL

How do we make Blended Distance learning effective?

1 Schools which adopt any of these combinations must meet the

requirements of each type of distance learning.

Establish feedback mechanism where learners can identify

2 difficulties they have encountered, progress they have taken, and
intervention strategies they can implement.
43
Lesson planning is a critical part of the teaching and learning
process. It serves as a guide for instruction and contains details of
what a teacher and learners will do in order to meet the required
learning competencies. However, given our situation and the
different LDMs we will be adopting, a Weekly Home Learning Plan
shall be developed instead.

To guide your teachers in creating one, here are some salient points
they can consider:

1 Refer to the Most Essential Learning Competencies (MELCs) in

different areas.

2 Using gathered SLMs needed for self-paced learning modes,

accomplish WLP by taking into consideration the (a) learning
competencies, (b) key concepts, and (c) learning
tasks/formative assessment of the learners.

3 Subject Area teachers must collaborate to come up with a

set of WLP for one entire quarter by integrating all subjects
in one learning plan accomplished through backward
designing.

4 Adopt differentiated instruction and strategies responsive to

learners’ cognitive ability and capacity.

5 Finding balance between academic rigor and socio-

emotional aspect of learning in plotting the learning tasks.

44
The Weekly Home Learning Plan shall consist of the following parts:

1 Learning Areas –subjects prescribed to be taken by learners

in a particular grade level or key stage.

2 Learning Tasks – formative learning opportunities of learners

to enhance their understanding of the content, which
prompt them to engage intensively in the subject matter.

3 Learning Competencies – the knowledge, skills, and attitudes

that learners need to demonstrate in every lesson and/or
learning activity.

4 Mode of Delivery – parent/learner’s preferred method of

submission of learning outputs that include written work,
products, or performances. Example: online submission
through email or LMS posting, personal submission by the
parent to teacher in school.

After accomplishing your own Weekly Home Learning Plan, here are
some necessary reminders to utilize WHLP effectively:

1 WHLP shall be properly communicated to the parents

through clear orientation or meeting which can take place
on the first Parent-Teacher Association (PTA) before the start
of the school year.

2 Teachers are highly encouraged to prepare the WHLP for the

first quarter prior to the opening of classes. WHLP for the
succeeding quarters may be distributed in time for the
quarterly homeroom meeting.
WHLP shall be prepared by teachers implementing Distance
3
and Blended Learning while the DLP or DLL shall be
prepared by teachers implementing F2F learning.
45
If the Weekly Home Learning Plan is used as an alternative for
Lesson Plans, the Individual Learning Monitoring Plan is a more
specific tool which shall be used by teachers and learning facilitators
to monitor learner's progress based on the given intervention
strategies.

Specifically, it shall be used to:

✓ Serve as feedback data for learners who

a are provided with intervention activities;

✓ Provide a mechanism of support for those

who are lagging behind as manifested on
b the result of their formative and
summative assessment;

✓ Raise parents/guardians’ awareness of the

academic progress of the learners and
c encourage them to strengthen involvement
in the learning process;

✓ Help decide on the effectiveness of the

adopted learning modality and identify
d adjustment to improve the learner’s
performance;

✓ Guide teachers in adjusting learning content

e and tasks responsive to cognitive ability,
readiness, interest, and profile of the learner.
46
The Individual Learning Monitoring Plan shall consist of the
following parts:

1 Learning Needs – areas where the learners need help in a form of

interventions to help them meet the required learning competencies

2 Intervention Strategies – program of set of steps to help

learners improve at areas they struggle with
Example: extending time of completion of task

3 Monitoring Date – date when the teacher has evaluated the

results of learner’s assessment after a sufficient time of
implementing certain intervention strategies

4 Learner’s Status – how well the student learns as a result of

the teaching learning process in the chosen learning
delivery modality
Insignificant Process – status where a learner “did not meet
5
expectations” of the learning standards with a grade of 74
and below for the first quarter and did not improve on the
succeeding ones

6 Significant Process – status where learner has met learning

standards and manifested increase in his assessment
results

7 Mastery – status where a learner has reached a level of

mastery after provision of intervention strategies

It should be noted that the Individual Learning Monitoring Plan is preferably used 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, calls, or
face-to-face meeting if possible.

47
Learner’s Name:

Grade Level:

Learning Learner’s Intervention Monitoring Learner’s Status

Area Needs Strategies Date
Provided

Insignificant Significant Mastery

Progress Progress

Learner has reached mastery of the

competencies in learning plan.
Learner is making significant progress. Continue
Intervention
with the learning plan.
Status
Learner is not making significant progress in a
timely manner. Intervention strategies need to
be revised.

48
 Teacher prepares the learning
Teacher communicates both with
materials, weekly study guides and
parent and learner and suggests
other tools for modular distance
intervention addressing the
learning.
learner’s challenges.

For younger learners, parent uses the

learning guide and supervises the
Parent/guardian picks up the learner’s interaction with the
instructional packets. materials. Communication with
teacher can be done through text,
messenger, phone or social network.

Learner accomplishes the module

activities, completes the individual
Parent/guardian accomplishes the
learning plan, and connects with
learning support checklist.
teacher for feedback (scheduled time
and day) through messenger or text.

49
Establishing and documenting the Process Flow of your chosen
Learning Delivery Modality may help your school stakeholders easily
understand the step by step process done to ensure learning
continuity. This may also help them appreciate their roles more.

Step 1 Step 6

Step 2 Step 5

Step 3 Step 4

As you establish and document the process flow of your chosen LDM,
remember your school’s context and situation may be different from the
others. You can involve as many school stakeholders as you want given
that they play significant roles in your learning delivery process
50
 Another way of documenting your Modular Distance Learning process is through a
cycle. Below is SDO Navotas’ sample of modular distance learning cycle containing
the tasks and duties different school stakeholders need to before, during, and after
delivering modular distance learning. Note that this only serves as a guide and if
you have successfully made your own process flow and cycle which effectively
adheres to your school’s needs, that’s more than great!
BEFORE
• Provides complete
profile/needs in LESF
• Prepares learner’s study area
• Connects with teacher to get schedule
of distribution of modules, establish
concrete system in reporting learner’s
and get information on assessment.
Parents/Guardians • Follows learner’s weekly DURING
AFTER
learning plan
➢ After being oriented on • Guides/supervises
the process of modular learner using the
distance learning, the provided parent guide in
• Submits accomplished
parent or guardian is modules to teacher the self-learning kits
expected to do the • Communicate with teacher
either via online or
following: on any issues, queries, or
distribution modality
concerns regarding the
• Accomplishes parent modules through text,
BEFORE learning support messenger, phone, or any
checklist available social media
communication
platform
• Be mindful of the schedule
of the distribution/
submission of modules.
• Help parents in setting up
study area
AFTER DURING
• Follow individual Learners
learning plan schedule
• Accomplish modules, ➢ After being oriented on
• Give modules and other learning log, and reflection. the expectations for
accomplished tools to • Connect with teacher based home-based learning as
parents for submission to on set schedule for queries, well as knowing who
teacher through online or follow-up, or any concerns his/her teacher is and the
pick-up points. via agreed communication section he/she will
platform. belong to, learners are
• Take care of the expected to:
learning materials
51
 BEFORE

• Prepare, provide, and accomplish (1)

weekly lesson plan aligned with MELC, (2)
learning toolkit w/c includes worksheet
Teachers and modules, (3) directory of parents and
learners, (4) printed reminders for
➢ After orienting parents and
learners and parents, (5) and individual
learners on home-based monitoring plan/progress tracking tool,
learning by managing their and (6) parent/guardian module guide.
expectations, setting rules, AFTER DURING
coming up with agreed
schedule and platform for • Provide feedback
• Attend to issues and
communication, the teacher on assessment
concerns in the learning
is expected to do the • Keep progress report through process
following weekly: learner’s submitted output • Adapt or modify tasks
• Set schedule for the according to learners’ progress
submission and checking of and pacing
modules (print or electronic)
• Follow-up with learners or
• Reflect on issues, concerns, parents through agreed
and insights from learners platform (text, messenger,
and parents/guardians social media, group chat)
BEFORE

• Provide coaching and support

to identified needs of teacher
given the new normal process
• Ensure clear expectations for new work
schedule and arrangement
• Establish a library system that can
manage and monitor the distribution and
AFTER retrieval of modules. DURING

• Monitor assessment and
• Monitor distance learning
evaluation results to
determine impact of distance
education in the learning
outcomes
• Identify development needs
that arose from weekly
learning sessions and address
matters with teachers
classes by checking on remote
consultations done by
teachers, parents/guardians,
and learners
• Check and solve issues and
concerns for the new
learning delivery mode
with teachers
Supervisors
➢ Education Program
Supervisors, Public School
District Supervisors, School
Heads, Assistant Principals,
and Department Heads are
expected to do the following:
52
To guarantee the Filipino’s right of access to education for all,
Alternative Learning System, Department of Education's non-formal
basic education program for out-of-school children and adults has risen
above the challenges from this pandemic. Having 759,000 enrollees for
the SY 2019-2020 scattered on its three major programs, Basic Literacy
Program, Accreditation and Equivalency Program, and Life Skills for
Work Readiness and Civic Engagement Program, ALS is a concrete step
in making sure that no child, and even adult, should be left behind.
Although the program’s learning process has always been flexible by
conforming it to the learner’s educational background, learning goals,
and preferred learning delivery mode, a Learning Continuity Plan is still
established.

ALS Task Force has divided the program’s LCP into 5 components
namely (1) curriculum, (2) learning delivery, (3) learning resources,
(4) learning assessment, and (5) program management.

To help our ALS implementers understand how the incoming school

year would look like, we have gathered some facts and guidelines
significant in making the Alternative Learning System adaptable, now
more than ever.

CURRICULUM
FEATURES

1 ✓ flexible and appropriate to learner’s needs

✓ utilizes Individual Learning Agreement (ILA) and recognizes

2 learner’s prior learning in identifying Most Essential
Learning Competencies (MELCs)

53
 CURRICULUM

Teacher’s Role:

✓ strictly implements ILA in making weekly learning

contracts for learners

✓ strictly monitors learners’ progress in

accomplishing required modules and other
(worksheets, quizzes/tests) activities

✓ ensures learners’ weekly learning contracts are

written and signed

✓ integrates the following in the curriculum:

• maintaining good health (e.g. hand
sanitizing, mental wellness, healthy
lifestyle),
• COVID-19 mitigating measures (e.g. ,
minimum health standards, and
quarantine protocols) and
• skills training programs essential in
shifting to the “new normal” (e.g.
entrepreneurship in Industry 4.0,
agribusiness, etc.)
54
 LEARNING DELIVERY

✓ Blended approach for Advanced Elementary,

1 Junior, and Senior High School level learners

Learner’s Tasks Teacher’s Tasks

1. Go to the Community Learning
Center (CLC) to borrow copy of
modules on the agreed schedule.
2. Study and accomplish modules at
home in one week.
3. Write answers in a notebook so that
the modules can still be borrowed by
other learners.
4. Return the borrowed modules to the
CLC after a week.
5. Bring the accomplished module /
notebook / journal or other learning
outputs to the teacher.
1. Establish a modified library system
which will be used in managing .
2. Ensures learning objectives for the
week are attainable through list of
module/module lessons and activities.
3. Provides learner support using
available platforms (FB messenger/
groups, SMS, WhatsApp, etc.)
4. Prepares class programs for SHS
level learners in conducing face-to-
face and online learning interventions.

✓ subjected to the guidelines of IATF, Special Face-

2 to-Face Learning Sessions for Lower Elementary
(LE) and Basic Literacy (BL) level learners

✓ Radio-based Instruction (RBI) or ALS “Ibang

3 Klase” TV episodes of Knowledge Channel

55
 LEARNING RESOURCES
FEATURES
✓ supported by the existing modules for the self-learning
1 process of Elementary and Secondary levels

✓ lessons contain pre and post-tests, and learning activities

2 are written in a conversational narrative and can be
carried out unaccompanied

✓ can serve as the main source of the content delivery while

3 other materials can act as supplemental to learning

✓ ALS teachers can save soft copy of ALS modules which can
4 be utilized by learners with smartphones

In response to the needs of the new set-up, ALS Task Force has conducted an
inventory of learning resources. The identified learning resources can be used
and included in the inventory of field offices down to the CLC level.
Meanwhile, the identified amount of lacking resources will be the basis in
reproduction for more new ones.

ONLINE LEARNING RESOURCES

To help ALS learners be informed of the available online platforms for learners
with digital devices and internet access at home, the ALS Task force has listed
down some online learning resources:

✓ ICT4ALS website (built ✓ DepEd Learning

by UNICEF Philippines,
2 Resource Portal
ALS implementers, and
1 volunteers) 3 ✓ DepEd Commons
✓ can be accessed at
http://bit.ly/ICT4ALS 4 ✓ AralMuna App

56
 LEARNING ASSESSMENT

Teacher’s Role:
✓ prepares weekly assessment tasks ✓ utilizes post-tests in modules and
for the evaluation of learners’ provides supplemental teacher-
learning progress made assessments

✓ reviews learning outputs like ✓ creates a list of learning contract

portfolio, learning journal/ deliverables and learning
notebook entries, and reflection strategies with the learner for
papers of each learner the following week

✓ encourages learners to submit ✓ sends questions that will hone

weekly written learning reflection learners’ writing and higher-
on their own journals/notebooks order thinking skills

✓ conducts review session in

✓ guides students in making their
preparation of learners’ A&E
presentation portfolio.
exam.

✓ discusses weekly written learning reflection and other learning outputs with
learners on their weekly Community Learning Center (CLC) visit

Teachers play a significant role in the learning assessment. But aside from them,
to whom can the ALS learners seek help from in administering post-test
assessment?

parents/guardians
or sibling/s of fellow ALS learners
learners
57
 LEARNING ASSESSMENT

Weekly Written
Learning Reflection

✓ Minimum of 50 words ✓ Shares newly learned knowledge

and skills
✓ Written on a journal/notebook
✓ Discusses challenges or
✓ Talks about parts of the module
difficulties encountered in
that needs assistance in the
learning
learning process

✓ Included in the working folder/portfolio of the students

Working Folder/Portfolio

✓ must be included in all learning

✓ Consistently plays a significant role
outputs and weekly written
in the learning intervention
learning reflection of learners

SMS and Face

group chats

✓ Can be used in answering learner’s ✓ Serves as a platform in seeking

questions feedbacks

✓ Provides “sense of social learning” for the students

58
 PROJECT MANAGEMENT

In the process of incorporating the necessary adjustments for SY

20-21, ALS Task Force has advised its teachers of the summarized
list of duties they need to fulfill from June to September 2020:
Online and
Administration Enrollment of Registration
traditional literacy
of assessment ALS learners (ALS of learners
mapping
tools Form 2) in LIS
(ALS Form 1)

One of the three programs ALS offer to its students is the Life Skills
Program which aims to address the mismatch between skills taught in
school and skills demanded in the workplace. To address the demands
of the new normal, ALS has made some the following modification in
implementing the said program:
The first two months of the learning intervention will be spent
for Modules 1-6 while the last two are for Modules 7-9.

Life Skills Program be executed through blended learning or

face-to-face sessions, which are, of course, subject to IATF
guidelines.

With the help of its partners, ALS Task Force will convert the
existing Life Skills modules to digital format which will be
disseminated to its field offices.

Scripts are now being inscribed to make it available for Radio-

based Instruction.

To strengthen the adaptability of ALS implementers in the new normal, ALS

Task Force has also given their assistance and support through a series of
blended capacity building activities for DepEd field officials and ALS
implementers with the help of local and international partners. This activity
will be supported by a memorandum providing details on the capacity
building program.
59
 ENROLLMENT PROCESS
BARANGAY
Barangays are long-standing partners of
DepEd in disseminating information and
implementing ALS program. During this
pandemic, drop boxes where ALS
enrollees can get their ALS enrollment
form are made available in Barangay
halls.
1. Go to your respective Barangay
Hall and inquire about the
available ALS learning session in
your area.
2. Enroll by giving the necessary
information, copy of your
PSA/NSO birth certificate, and 2x2
ID picture (white background) to
your barangay official or ALS
mobile teacher/implementer.
3. Check your enrollment status
and follow-up with your ALS
mobile teacher/implementer
where you enrolled.
4. Get your Learner Reference
Number (LRN) from your ALS
mobile teacher/implementer as a
proof that you are already
enrolled.
ONLINE
1. Find the nearest ALS mobile
teacher/implementer in your
area through this link:
bit.ly/3162un7
2. Reach out to your ALS mobile
teacher/implementer through
private message, chat, or e-mail
and fill out the online enrollment
link and providing the necessary
requirements – PSA/NSO birth
certificate and 2x2 ID picture
(white background)
3. Coordinate with your ALS
mobile teacher/implementer
regarding your enrollment
status.
4. Get your Learner Reference
Number (LRN) from your ALS
mobile teacher/implementer as a
proof that you are already
enrolled.
60
Assessment is crucial in ensuring that learning takes place.
However, checking for understanding poses several challenges
in the present. Here are different types of assessments that you
can consider:

Immediate
written or digital Synchronous
feedback from quizzes
parents

Online games Portfolio

Presentations Video
demonstration

We use the results to know whether learning has taken place or

extra assistance is needed for learners to master a certain topic.
Just remember that assessment ranges from the simple act of
getting feedback from the parents to summarizing learners’
learning through a presentation.

61
62
While DepEd is committed in continuing learning through the
different learning delivery modalities, ensuring safe and healthy
overall well-being of our learners is also of utmost importance.
Understanding the interplay of education, health, and well-being can
create a supportive environment where learning can flourish.

To ensure that our learners are well-rounded, happy, and smart, here
are the vital elements that we need to take note of:

Safe and Conducive

Learning Environment

Mental Health
and Well-Being

Child Protection

Engaged and
Supportive Family

Well-Rounded, Happy, and Smart Learner

63
Fostering a safe and healthy learning environment for your learners
while they are not physically present is challenging. Unlike in our
usual classroom setting, we cannot always check our learners’
physical learning space and most especially, monitor what they are
doing online.

Here are some simple ways to ensure the safe and conducive
learning environment of your learners before the classes start:

Make a #SafeToLearn checklist of things that your learner

needs to learn safely and effectively. The list may contain the
1 following: (1) face mask, (2) small spray bottle of disinfectant
to be used for the delivered modules, (3) hand soap and water,
(4) small table, and (5) comfortable chair.

Designate an area for learning at home that is clean,

accessible, and well lighted. Note that you don’t need to have
2 a huge space as long as it is clutter-free, far from distraction,
and comfortable both for the teacher and learner!

To ensure that your learners have a safe and healthy learning

environment, you can ask this information in your Learners Matrix.
Being knowledgeable of your learners’ learning space situation will
help both of you in conducting a smooth and productive learning
process.

For learners who may not have a safe and conducive learning space,
we can coordinate with the parents/guardians and barangay on how
we can assist them on this matter.

You can also review your Learners’ Profile and identify learners who
may be needing your extra attention, these are the vulnerable
learners. It is important that we put them in our priority list to make
sure that they are safe and healthy at home.
64
Beyond academics, our learners are also missing out on the social
interaction with their fellow students, one that is essential to their
well-being and development. To keep them on track academically
and socially while they’re staying at home, here are some tips you
can practice with them during the classes:

Do a Kumustahan regularly:

Checking our learners at least once a week can provide us

vital information on how our learners are adjusting in the new
1 learning process. If once a week may be a challenge, you can
opt to do it once in every two weeks. If it is possible to check
on them regularly, then the better.

You can start asking simple questions like:

How are you feeling today?

What is your best memory this week?

What is something that you had fun learning?

What did you find challenging to learn?

Are there things that made you feel sad or upset recently?
If there are, do you feel comfortable in sharing it?

What do you look forward to for next week?

65
Our learners can also be a fan of visuals, so you can also try this daily
emoticons tracker online (through Google forms) or offline (printed version):

Day How are you feeling today?

Monday

Tuesday

Wednesday

Or let them write their thoughts orderly:

Things that made me inspired this Things that challenged me this

week week

Checking in with our learners is also the best time to receive feedback on
how we, as adults, navigate them in the new learning process. You can
use one of the following formulas to stimulate conversations with your
learners:

What Went Well Even Better Ifs Moving Forward

Keep Stop Start

Buds (Potential/New
Roses (Success) Thorns (Challenges)
Ideas)

We can only imagine how mentally tiring it is for our learners to adjust to
their routines which may interfere with their sense of structure,
predictability, and security. In this time, established routines and regular
mental health breaks are very helpful. Remember that a small act of
kindness like checking in and asking kumusta goes a really long way.
66
To help you in facilitating your own Kumustahan or check-in with your
learners, or even teachers, a Kumustahan Guide for Teachers and
Students Towards A New and Better Normal in Education was created
and shared by Teacher Julie Ann Marie S. Nombrado of Marikina
Elementary School in the hope that our empathy is being shaped and
practiced – something that we need to do now more than ever.

1 Ano nga ba ang Kumustahan?

✓ isa sa mga unang dapat gawin ng guro bilang paghahanda sa
paparating na school year
✓ pangungumusta o pag-reach out ng guro sa kaniyang mga
estudyante
✓ paraan para ma-address ang socio-emotional/psychological
needs ng mga bata as we transition to a new and better normal
✓ simple at madaling gawin
✓ sulit sa effort at oras

2 Ano ang objectives at benefits ng Kumustahan?

✓ makabuo ng meaningful connections with our students
✓ maparamdam ang ating genuine concern para sa kanila
✓ mapalago ang ating dedikasyon at pagmamahal sa trabaho
✓ mapataas ang kalidad ng edukasyon at serbisyong handog natin
sa mga batang Pilipino

3 Ano ang mga kakailanganin ng isang guro para sa

Kumustahan?
✓ cellphone/laptop/tablet
✓ internet connection o Php30-50 load para sa unli call
✓ schedule para matawagan ang 3-5 bata kada araw
✓ ballpen at papel o laptop para i-record ang mapag-uusapan
✓ listahan ng mga tanong para lubos na maunawaan ang
sitwasyon ng mga bata at pamilya nila
✓ listening ear, puso, at empathy
67
 Note that it is important to have the Kumustahan be facilitated
through call, or if possible, video call. Hearing our learners’ voices
and making them feel literally heard is a big gesture in letting them
know that we are with them.

KUMUSTAHAN/GTKY (Getting To Know You) QUESTIONS FOR STUDENTS:

Best to ask on the first day/week of classes:
Kumusta ka? (Maraming sagutin ang
tanong na ito gamit ang scale of 1 to 5,
1 How are you?
pakantahin ang bata, o papiliin ng emoji,
etc.)
Anong gusto mong itawag ko sa’yo? /
2 How do you like to be called?
Anong palayaw/nickname mo?
What do you do while in
Anong madalas mong ginagawa ngayong
lockdown?
3 may pandemic? Pwede mo bang ilarawan
What does your daily life look
kung anong nangyayari sa isang araw mo?
like?
4 Sinong kasama mo sa bahay? Who do you live with?
5 Sinong madalas mong kausap? Who do you often talk to?
Sinong pwedeng tumulong sa’yo sa mga Who can assist you with school
6
gawain sa eskwelahan? work?
May lugar ba sa bahay niyo kung saan
Do you have a space at home
7 pwede kang makagawa ng mga school
where you can do school work?
work?
What materials and gadgets
Anong mga gamit at gadgets ang meron ka
do you have that you can use
na pwede mong magamit para sa school
8 for school work? Do you need
work? Kailangan mo ba itong i-share sa
to share this with other
ibang tao?
people?
Ano ang pinakamagandang oras para
What is the best time for you
9 makagawa ng mga gawain para sa
to do your school work?
eskwelahan?
68
 KUMUSTAHAN/GTKY (Getting To Know You) QUESTIONS FOR STUDENTS:
What medium of
Ano ang pinakamadaling paraan para
communication is most
10 makapag-usap tayo? (text, chat, voice
convenient for you? (Text,
call, video call)
chat, voice call, video call)
Ano at/o sino ang mga nami-miss mo sa What and/or who do you miss
11
school? from school?
If you can choose a topic of
Kung papapiliin ka, anong subject o bagay
subject, what do you want to
ang gusto mo pang matutunan? Ano
learn more about? What
12 naman sa tingin mo ang mga subjects na
subjects do you think will be
nahihirapan ka lalo na kung walang face
difficult for you if there will be
to face classes?
no face-to-face classes?
Sa tingin mo, bakit kailangan pa ring mag- Why do you think learning
13 aral sa kabila ng kinkaharap nating should continue in the midst
pandemic? of a pandemic?
Ano pang pwede kong maitulong sa’yo How can I further help you as
14
bilang guro mo? your teacher?
What would you like to do
Anong gusto mong magawa ulit kapag
15 again once the pandemic is
natapos na itong pandemic?
over?
Paki-kumpleto ito: Gusto kong malaman
ni Teacher na… (suggestion: ipasulat/ipa- Complete this sentence:
16
text/ipa-chat sa bata ang kanilang sagot I want Teacher to know that…
sa tanong na ito)

This Kumustahan guide opens the door to a warm and emotionally

safe learning environment. As facilitators of learning, we are
acquainted with experts’ opinion that Maslow’s Hierarchy of Needs
should be addressed first before Bloom’s Taxonomy. Kumustahan is
one of the tiny concrete steps that we can take on in giving our
Filipino learners the mentally and emotionally learning
environment that they deserve.
69
In promoting the emotional well-being of our learners during crisis in
a safe and healthy learning environment, we need to identify and
observe how our learners react in the face of adversity. Below is a
summary of the things that could make our learners stressed, its
manifestations on their well-being, and ways to address the learner’s
stress.
Triggers of stress to Reactions and Things to do to address
learners: manifestations learners’ stress
• Schoolwork or grades • More opposing and • Maintain learner’s
• Problems at home demanding than health
(relationship of before • Communicate and
parents, relationship • Become easily listen. Do not judge
with siblings) confused nor react harshly
• Feeling left out • Unable to • Practice relaxation
concentrate well and coping
• Abuse (Physical,
• Irritable techniques
Verbal, sexual,
• Having sleep and • Talk and collaborate
neglect)
appetite with teachers
• Trauma • Model coping and
disturbances
self-care
• Often becomes
• Limit technology use
defiant of
• Get help, if needed
authorities and
parents, while they
start relying on
peers by socializing

As guardians and parents who perform as partners, clients, and

decision-makers of the school while also serving as the home
educators, we ought to be aware that our children may react uniquely.
If not guided and supervised, our learners might feel lost and
abandoned, something that we do not want them to feel in this
uncertain and unpredictable time.
70
To strengthen your support to our learners, the Department,
acknowledges the listed steps of World Vision on how we can help
our children deal with stress.

Help children find Encourage a caring

positive ways to express environment around
disturbing feelings. them.

Make opportunities Keep them close to

for children to play their parents and
and relax. family.

Ensure regular and

Keep regular routines
frequent contact (via
and schedules or help
phone and video calls)
them create new ones.
and reassurance.

Educate them about Demonstrate to children

the situation by giving how they can keep
clear child-friendly themselves safe.
information.

Avoid spreading Manage your own

rumors and fake emotions well and stay
news. calm.

Support activities for

children during home
isolation/quarantine.

71
Learning and relearning what we can do more to help our learners
cope better in this pandemic is a good first step in becoming
facilitators of learning. Yet every so often, things may go out of hand.
As we build our readiness in whatever kind of adversity, we have
listed down some free mental health first-aid providers you may or
may not need in the future:

National Suicide & Crisis Line

PGH Psychiatry and Behavioral In Touch: Crisis Line

Medicine Department 8893-7603 |
(02) 554-8400 | (02) 8554-88470 0917-800-1123
(02) 8526-0150 | (02) 554-8469 0922-893-3944

Tawag Paglaum – Centro Bisaya Dial-a-Friend

(02) 825-1743
(02) 554-8400 | (02) 8554-88470 (02) 8525-1881
(02) 8526-0150 | (02) 554-8469

Domestic & Sexual Violence

DSWD – Women Crisis Center
The Social Protection Bureau (WCC)
(632) 8931-8101 to 07
(632) 8932-2573 (63)2 8926-7744

Alcohol/Substance Abuse

Roads and Bridges to Recovery Center for Christian

Recovery
02-8643-6006 (02) 8345-3328

72
With one of the learning delivery modalities requiring the use of
internet and gadgets, another critical concern is ensuring a safe
online environment. In the old normal, we would usually remind
our learners to limit their use of internet and gadget. But in the
present times, the pandemic has reshaped the role of the digital
tools, making them the main learning resources.

However, as much as these technologies empower learning, we

need to be more vigilant in keeping our learners safe from pressing
concerns like cyberbullying, online pornography, online gaming
addiction, and online chatting

To help you, parents, guardians, and teachers, in safeguarding our

learners from all types of violence, the Department has partnered
with IMMAP and Stairway Foundation to create modules, videos,
and brochures on how to #BeCyberSafe.

You can access these resources using the link:

Dalir-Eskwela Dalir-Eskwela
Friends For Keeps Videos for Videos for Parents
Students

https://bit.ly/DepEdBeCybersafeProject
73
The transition to a different learning delivery modality is challenging not
just to schools but to family members as well. Parents and guardians
have bigger roles in these LDMs than the usual classroom setting that
they must learn and perform in order to support their learners.

To assure and support our parents and guardians that we are with them,
we need to make them understand their roles by filling them in with the
factors to consider in making learning continuity a success.

Parents Teachers
Knowledge on how to utilize materials and/or learning management
system
Flexibility of Schedule for
Teaching Loads/Preparations
Working Parents
Clear Guidelines and Roles (Orientation/Training)
Strong Support System in all aspects
No. of students per household and the available resources for them

Other than that, there are also important factors in the family
that influences student engagement. Here are some:

1. ICT skills and knowledge

2. Technology acceptance
3. Prior ICT competence
4. Level of parent education
5. Relationships
6. Parental involvement and engagement with learning

74
Learners learn best when the significant adults in their lives –
parents, teachers, and other family members – work together to
support them. This basic fact should be a guiding principle as we
think about how schools should be organized and how learners
should be taught.

To further support our parents and guardians, here are some

suggested services we can offer them to be more effective learning
facilitators at home:

1. Schedule consultation via text, call, or other messaging apps

and social media platform to address curriculum-related
concerns.

2. Keep them informed by sharing simple and easily

understood instructional posters or infographics, e.g. step-by-
step enrolment process.

3. Maximize available online platforms like updating

synchronized calendar and uploading online tutorial videos on
certain topics.

4. Safeguard our parents and guardians' well-being by

scheduling kumustahan and conducting mental health breaks
(zumba, webinars about parents’ shared interests, peer-
coaching).

5. Provide handbook that may contain useful information like

Alternative Delivery Modes the school offers, Safety and
Health Protocols against COVID-19, Role of School, Teacher,
Parent, and Students, and Calendar of Activities.
75
 To help you assess the capacity of our parents and guardians as
our co-facilitators in the new learning process, a rapid
assessment can be carried out. Borrowed from the Division of
Navotas City, a sample survey may look like this:

1. Ina | Ama | Tagapangalaga

Apelyido Pangalan Gitnang Pangalan

2. Pinakamataas na antas na natapos sa pag-aaral (lagyan ng tsek ang sagot)
Elementarya Degring Masteral at Doktorado
Sekondarya Hindi nakapag-aral
Kolehiyo
3. Katayuan sa trabaho (lagyan ng tsek ang iyong sagot)
Full-time Nawalan ng trabaho dahil sa quarantine
Part-time Hindi nagtatrabaho
Self-employed
4. Nagtatrabaho sa bahay dulot ng community quarantine?
Oo Hindi
5. Numero sa telepono (cellphone/telephone)

KAKAYAHAN SA PAGSUPORTA SA PAGTUTURO

Tseklist (lagyan ng tsek ang iyong sagot) Oo Hindi Paliwanag
1. Magagabayan ang anak sa paraan ng pagbibigay ng panuto sa
mga aralin sa bawat modyul.
2. Mailalahad ang bawat layunin ng mga asignatura o sabjek sa
anak na may sapat at may lubusang pang-unawa.
3. Maiisa-isa ang mga tanong sa modyul ng anak para masagutan
ito.
4. Makapagtatakda sa anak ng tamang oras at araw ng pagsagot sa
modyul.
5. Makapagbabalangkas ng madaling paraan at aangkop upang
matulungan ang anak sa pagsagot sa modyul.
6. Makapaglalaan ng pinansiyal na suporta sa ibang materyales na
kailangan sa pagpasa ng gawain ng anak.
7. Makakakontak sa mga guro at/o paaralan kung kinakailangang
masagot ang ilang tanong hinggil sa modyul na sasagutan ng anak.
8. Makapagbibigay ng suportang emosyonal sa anak sa paraan ng
paghahanda ng mga pangangailangan nito.
9. Makapagtuturo ng ilang teknikal na pamaraan sa anak sa
pagsagot sa modyul.
10. Makapaghahanda ng masusustansiyang pagkain upang
magkaroon ng sapat na kakayahan ang anak sa pagsagot sa
modyul.
76
In home-based learning, parents’ and guardians’ role as facilitators
is strengthened. To support them, schools can create a Parent
Learning Support checklist. This can contain simple reminders and
tips that can guide them on how they can assist their children at
home.

Below is a sample Parent Learning Support Checklist from

SDO Navotas which you can use as a guide in making your own:

Parents and learners have different needs and expectations to

be met. In crafting your own Parent Learning Support Checklist,
it is important to include things that you need to mentally take
note of. Here are some suggested contents you can include in
your checklist:

✓ Subjects covered ✓ Additional support needed

✓ Time started and ended ✓ Formative assessment scores
✓ Objectives met ✓ Activities accomplished
✓ Remarks

77
78
Inasmuch as we put premium to the welfare of our learners, the
well-being of our teachers is also a top priority. As we always
mention in our trainings, “the quality of our education system
cannot exceed the quality of our teachers.”

Ensuring quality of teaching means ensuring that our teachers are

well-rounded, safe, and happy, too.

How do we support our teachers?

Who do I seek help from in

providing instructional support to
the parents and guardians?
Will the learners Do they I have
learn substantially? assistive technology
devices available at
home?
How do I help
my academically
challenged Do I even cope well
students? with this pandemic?

In this section, we will be touching three major topics to support

our teachers as we push for learning continuity:

Preparing Our
Teachers for the
Ensuring a
Different Mental Health
and Well-Being
Healthy Remote
Learning
Environment
Delivery
Modalities
79
Earlier, we have emphasized the importance of Profiling Our
Learners before choosing the Learning Delivery Modalities that our
school will adopt. We also need to understand that Profiling Our
Teachers is only as important as gathering vital information on our
learners.

In the prescribed LDMs, even if there is no face to face interaction,

teachers still have big roles in ensuring that learning takes place.
On top of that, they have other tasks and deliverables. Profiling Our
Teachers will provide us context of our teachers’ situation and may
help us in leveling our expectation as we all work together to
support learning continuity.

What are the pieces of information about my teachers that are crucial
to support learning continuity? Here are some important factors that
you can consider:

• Distance of School from Residence

• Access to Internet and Signal
• Availability of Gadgets
• Conducive Working Space
• Transportation Arrangements
• Medical Condition/Health Status
• Teachers’ Preparation for the LDM Ages of Teachers
• Capacity to Learn Online Communication Platforms
• Attendance of LDM 2 Orientation for Teachers
• _______________________
• _______________________

These factors are only some of the information that you can gather
and consider. For the blank spaces, you can include other factors depending
on your school and teachers’ context. Remember to focus on your
own situation as our needs may vary. A challenge to your school might not
be a challenge to others, and that is okay!
80
From the information that you have gathered in the Profiling of
Teachers, you can create a chart, diagram, or graph to visualize and
group your teachers’ profile.

A C
✓ Teaching and non- ✓ Teachers without
teaching personnel who comorbidities,
are considered personnel- ✓ Has limited capability to
at-risk but with essential facilitate online modalities
services assigned ✓ No laptops, only mobile
cellphones

B D
✓ Teachers without ✓ Teachers without
comorbidities comorbidities
✓ Has capability to facilitate ✓ Has capability to facilitate any
any learning modalities learning modalities
✓ With service vehicles from
(online, modular)
and to area of residence and
✓ Area of residence is
school
distant from school ✓ With laptop, gadgets, and
communication equipment
Aligned with the guidelines set in DO 11, s. 2020 – Revised
Guidelines on Alternative Work Arrangements, a teacher profile
quadrant is recommended for your school to adopt.

Note that you can always add and modify the suggested
visualization method above, or even make your own internal
profiling method relevant to your school context as long as it is
aligned with the guidelines set on Alternative Work
Arrangements, local guidelines in your respective municipalities
and cities, and policies issued by the COVID-19 Inter-agency
Task Force.
81
In preparing our teachers for the different learning delivery
modalities, we can use the Individual Development Plan to identify
the needs of our teachers and assistance we can provide. We can also
use the Workweek Plan and Work Accomplishment Report as
provided by DO 11 s. 2020.

Individual Development Plan

Workweek plan and individual work accomplishment report (DO 11 s 2020)

Just like our learners, teachers have also different living contexts. Profiling
our teachers help us develop deeper understanding of where they are
currently at and how we can effectively supervise them by making well-
informed, needs-based, and data-driven decisions.
82
While we prioritize our learners’ Mental Health and Well-Being, the
same level of priority should be given to our teachers.

Here are some important points on what they are better able to do
when their well-being are prioritized:

Maintain effective Cultivate supportive

Manage the daily strategies, methods, and caring
stresses of teaching. and pedagogies partnerships with
productive for learning. parents and students.

One thing that we need to be mindful of before implementing

strategies to promote teacher well-being is the need to strive to
understand our teachers’ professional experiences. To start, here are
some suggested strategies you may want to consider in gathering
insights of your teachers’ well-being:

1 2 3

Scale-based One-on-one Focus

interviews interviews groups

83
Using these strategies, we have listed down some agenda or
subjects you can ask your teachers about:

✓ Workload ✓ Job Satisfaction

✓ Organizational Support
✓ School Connectedness
✓ Teacher Effectiveness
✓ Student Relationships
✓ Home Partnerships
✓ Stress
✓ Healthy Lifestyle
✓ Life Satisfaction
✓ Leisure and Interests
✓ Mental Health Breaks
✓ Coping Mechanisms
✓ Peer Collaboration

Social and emotional learning activities for teachers provide a

framework that you can use to promote overall teacher wellbeing.
How can you support this? By practicing the following:

Equal Treatment: Ensure equal treatment of teachers,

regardless of gender, working hours, and age.
1 Providing teachers with equal support and treatment
lays the groundwork for fostering a positive school
environment.

School Culture: Create school environments that

2 promote feelings of belonging, respect, value, and
trust.

Relationship Building: Provide opportunities for

3 teachers to develop professional networks that enable
them to learn from one another.

Professional Learning: Provide opportunities for

4 teachers to learn, develop, and grow together.
Teacher Voice: Supply opportunities for teachers to
5 participate and be heard in making decisions that
involve them.
84
Ensuring a healthy remote environment for your teachers while
they are not physically present is a challenge. Working spaces in
their respective homes may vary and so are the challenges. Some
teachers might not have a working space conducive enough.

Here are some simple ways to check on your teachers:

BEFORE
• To ensure that your teachers have a healthy remote
environment, you can ask this information in your Teachers
Matrix. Being knowledgeable of your teachers’ working space
situation will help both of you in working harmoniously.
• Insert mental health breaks in your schedule

DURING
• Do a Kumustahan regularly
• Attend wellness initiative spearheaded by the Department of
Education, uploaded in DepEd Philippines’ Facebook page
(e.g. Zumba series by Employee Welfare Division)
• Pray and meditate by doing breathing exercises
• Attend religious activities for the believers
• Watch documentaries and educational content
• Read books
• Listen to music
• Watch movies/films/plays
• Visit virtual museums
• Learn a language
• Learn from online courses
• Create art
• Allot family time

85
To help us cope with stress better, The World Health
Organization also identified positive coping mechanisms
amidst the COVID-19 outbreak :

86
87
Managing school is in itself an overwhelming job. Managing school
amidst pandemic is a different issue. Being the steward of the institution
as school heads, we serve as the front liners of the Department in our
respective school communities. Today, we are compelled to ensure that
an enabling and supportive environment is in place for effective learning
to happen.

In this section, we will try to help you navigate in the new normal by
providing tips and reminders on how you can manage (1) yourself as an
individual, (2) manage your teachers as an instructional supervisor, and
(3) and eventually manage change responsive to today’s crisis.

Managing Self
Following the standards set in the Philippine Professional Standards for School
Heads (PPSSH), School Heads reflect on their personal and professional
development to enhance their competencies in leading and developing
people. To have yourself checked if you are on the right track, we have listed
down some steps you can take on to prepare yourself for the next school year:

Create a list of your and your teachers’ pending End of School

1
Year (EOSY) requirements for SY 2019-2020.

2 Keep yourself updated and informed by perusing national

directives and issuances. You may refer to the following:
• DO 08, s. 2020 – Guidelines on Enrolment for School Year
2020-2021 in the Context of the Public Health
Emergency Due to COVID-19;
• DO 11, s. 2020 – Revised Guidelines on Alternative Work
Arrangements in the Department of Education During
the Period of State of National Emergency due to COVID-
19 Pandemic
• DO 12, s. 2020 – Adoption of Basic Education Learning
Continuity Plan for School Year 2020-2021 in light of the
COVID-19 Public Health Emergency

88
 Develop your personal productivity skills. This can be done by
3
setting up your own calendar which includes your own set of
deadlines and identifying which tasks are urgent and important
by plotting your own Time Management Matrix.

More importantly, promote “school-life” balance by protecting

your own mental health and well-being. You can be an advocate
4
by simply taking mental health breaks, finding someone to talk
to, and spending time with your family, friends, and loved ones.

Along with the suggested concrete steps you can take to prepare
yourself, the University of the Philippines College of Education
(UPCed) has shared 8 key strategies for Education Resilience and
Continuity in Time of Covid 19. This includes the following:

1 Prioritize teacher and student safety, health, and well-being.

2 Recalibrate curricular and assessment priorities.

3 Enact flexible learning options.

4 Empower families for home-based learning.

5 Lead for resilience and innovation.

6 Redesign the learning environment.

7 Evaluate education financing.

8 Create new knowledge.

Self-management serves as a building block in creating a

better environment for yourself, your teachers, and your
school community. We may have different ways of managing
ourselves, but to acknowledge that this is a pre-requisite in
managing others is a very good step.
89
 Managing Others
School heads play a significant role in improving the teaching and learning
process inside and outside the classroom. In accordance with RA 9155 or the
Governance of Basic Education Act of 2001, School Heads are responsible to
provide administrative and instructional supervision of the school. In
addition, one of the specific dimensions of school leadership practices set in
the PPSSH is leading teaching and learning. With these means, we have
enumerated some steps that can help you effectively manage, support, and
supervise your teaching force.

Lead the review and adjustment of the School Improvement Plan – Annual
1 Implementation Plan Year 2 (SIP-AIP Y2) to make it responsive to current
situation, with focus on the emergency and contingency aspects.

Identify levels of assistance you can seek from other governance

2 levels. One of the school head trainings and support the Department
have made available for the division and school leaders is a blended
learning course that combines guided study using self-learning
modules and co-learning and collaboration among teachers– the
Learning Delivery Modalities Course delivered by the National
Educators Academy of the Philippines. As identified in the Learning
Delivery Modality Technical Assistance and Coaching Guidebook, the
roles and duties of the school as a governance level are:
a. coordinate with the Schools Division in the assignment of
TA and coaching team in the school;
b. monitor the TA and coaching activities in the school in
relation to the LDM course and implementation; and
c. Submit to SDO the TA/coaching activities in the school in
relation to the LDM course and implementation.

Provide technical assistance and coaching to your teaching force which

can come in different forms:
3 a. Information sharing – directly sharing/ clarifying information
and/or expertise, or referring them to the source of information;
b. Capability-building – development of KSA in the use of
technology; and
c. Group and work management – helping others in accomplishing
outputs or targets based on their work plans. It includes the
documentation of lessons learned or best practices achieved by
the conduct of meetings, group discussion, or workshops.
90
 Managing Change
Managing self and managing others are integral to change management.
From developing self and others to leading teaching and learning, we now
try to effect and manage change by building connection through community
engagement. As we always say, it takes a village to raise a child.

To help you march forward, here are some steps you can carry out:

1 Anchored with your SIP, review your DRRM response and preparedness
plan by convening your DRRM and School Planning Team. Remember that
the three pillars of a comprehensive DRRM in Basic Education are (1)
Safe Learning Facilities, (2) School Disaster Management, and (3)
Disaster Risk Reduction in Education.

Build your professional learning network. Social distancing does not

mean detaching yourself from others. Now, more than ever, it is
important to stay connected and engaged in conversations that have
2 the potential to transform professional practice.

One actual example of building your learning network is The Online

KumusTahanan, an online and virtual safe space where structured and
informational discussions among secondary school stakeholders in
SDO Biñan, Laguna were put into place. Ensuring the Learning
Continuity in Schools and A Snapshot of Online Distance Learning were
only two among series of sessions they have featured in the program.

3 Get involved and participate in learning spaces. Equipping yourself

with the right mindset, skills, and attitude to effect change during
this health crisis shows accountability on your part. You can start by
checking out the following:
a. Department of Education's DRRM Office Oplan Balik Eskwela
2020
b. Webinar series uploaded in DepEd Philippines’ Facebook page
where different topics and themes like Positive Discipline, Child
Rights & Child Protection in Basic Education, Wellness Check,
Online Kwentuhan (DRRMS Booklatan), Online Kahusayan para
sa Karapatan ng Kabataan Tambayan (OKKK! Tambayan) are
being discussed and made available for everyone
c. Local associations/accredited groups of School Heads in your
area like National Association of Public Secondary School
Heads and Association of Public Secondary School Heads
91
92
Informing our School Personnel and School Stakeholders of our
plans and directions this school year is crucial to keep them active
and engaged in our school activities.

As an adage goes, “Knowledge is Power” and when knowledge is

shared, responsibility and accountability are also shared. In realizing
our plans this school year, we need to put more emphasis on the
value of shared responsibility and shared commitment, and we can
start with orienting our school personnel and school stakeholders.

During orientation activities with our teachers, parents, learners,

partners, and other school stakeholders on the BE-LCP, we must
focus on the implementation of Department of Education's multiple
learning delivery modalities that will be used by the school for this
school year. Our school stakeholders, particularly our learners, need
to exercise their right to participation on matters directly or
indirectly affect them amidst the pandemic.

Remember, these modalities may be new to our teachers, parents,

learners, and other school stakeholders. Thus, they may have
questions that need to be answered.

93
Remember to do your orientation in small groups to ensure
everyone’s safety.

1. For internal stakeholders like teachers and other school

personnel, you may consider the following:
• alternative work arrangements to ensure delivery of school
essential services;
• health, safety, and well-being of everyone;
• learning delivery modality;
• instructional and learning materials required in the chosen
modality;
• delivery and pick-up of learning packets;
• physical arrangements in school and offices;
• mental health interventions; and
• detection and isolation whether at home, in a DepEd facility,
or in a health facility, through referral.

94
2. For external stakeholders, topics for discussion may include the
following:
• new role and increased involvement of parents in the
learning of their children;
• collaborations that can support the delivery of learning
while adapting to the “new normal”; and
• engagement of partners in the promotion and provision of
learning delivery options such as local radio/TV stations and
other available media, which can help in Distance or
Blended Learning, which can be a form of partnership
initiative in delivering the curriculum.

You may give out flyers containing information on the school’s

chosen modality, if possible, use the language that would be most
understood by the stakeholders.

95
This school year’s #OplanBalikEskwela requires stronger
convergence of efforts among the school and its stakeholders to
respond to the required health standards and social issues and
concerns at home, in school, and in the community in the context
of Covid-19 pandemic while delivering basic quality education.

As we continue to provide services and manage daily operations,

safety protocols and measures for COVID-19 mitigation in offices
and schools are laid out in DO 14, s. 2020 Guidelines on the
Required Health Standards in Basic Education Offices and Schools.

While we ensure learning continuity, your well-being and safe

return to the workplace are important. To support this, the
mentioned policy has four objectives:

1 increase physical and mental resilience

2 reduce transmission
3 reduce contact, and
4 reduce duration of infection.

On Increasing Physical and Mental Resilience

• At the school level, we can look for activities to strengthen our
physical and mental resilience. Wellness activities can be
conducted regularly or as the need arises as a form of work-life
balance to beat “occupational burnout”.

• You can tune in to DepEd Philippines’ Facebook account or

DepEd BHROD’s Facebook account for our Stronger From Home
Online Workout Series and Webinar Series tackling different
topics on wellness and well-being. 96
 On Increasing Physical and Mental Resilience
Health and safety protocols should be strictly and consistently
observed to prevent and mitigate Covid-19. Here are the following
measures that we need to consider:

practice respiratory etiquette

2
3

entrance protocols health monitoring of

school personnel

4 5

disinfection of workplace regular updates on COVID

situation in the school and
community
6

7
sanitation procedures in the
handling of modules – prior to
the delivery and after retrieval other analogous protocols

For more specific and detailed measures, refer to DO 14 s. 2020. You

can also print and distribute infographics and Frequently Asked
Questions (FAQs) on Covid-19 and post them on visible spaces in
your school to inform your stakeholders. Access them at
www.DepEd.gov.ph/COVID19. 97
The BE-LCP has put in place several mechanisms to ensure school
readiness. It covers the essential requirements of education in
the time of COVID-19 like Most Essential Learning Competencies
(MELCs), multiple learning delivery modalities, required health
standards in schools and workplaces, and special activities like
Brigada Eskwela, Oplan Balik Eskwela, and partnerships.

To ensure school readiness for the school opening on October 5,

2020 – the following activities can help you prepare:

Conduct of the annual Oplan Balik Eswela and Brigada Eskwela which
1 are scheduled from June 1 to August 29, 2020. [DO 12, s. 2020]

Adopt the alternative work arrangement that best suit your school's
2 current set-up to be able to deliver essential services in full
operational capacity. [DO 11, s. 2020]

Adopt required health standards to ensure health, safety, and well-

3 being of learners, teachers and personnel, and prevent the further
transmission of COVID-19. [DO 14, s. 2020]

4 Familiarize yourself with DepEd testing protocols, referral process,

quarantine, and contact tracing stated in DO 14, s. 2020;

5 Redesign the physical arrangements of workplaces and classrooms

to reduce contact and reduce transmission of the virus. Arrange the
school and office furniture following the rules on physical distancing.
Put signages and pedestrian lanes to guide the internal and external
stakeholders when inside the school area.

Set-up hotline/online platform to provide counseling services to

6 learners, teachers, and personnel who need counseling services. [DO
12, s. 2020]

98
 Shifting to the new normal has allowed us to come up with alternative
arrangements in our line of work, this includes but not limited to, learning
delivery mode, facilitation of teaching-learning process, and even alternative
work arrangements for our DepED personnel. With this, the Personnel
Division of Bureau of Human Resources and Organizational Development a
factual and relevant guide on the implementation of DO 11, s. 2020 –
Revised Guidelines on Alternative Work Arrangement in Department of
Education During the Period of State of National Emergency Due to COVID-
19 Pandemic.

General Questions

Who are covered under this DepEd Order?

1 All teaching and non-teaching personnel, including Contract of
Service (CoS) and Job Order (Jos) personnel in all DepEd Offices at
all governance levels, and in all public and elementary and
secondary schools and community learning centers (CLCs).

When did the Revised AWA Guidelines take effect?

2
The Revised AWA Guidelines or DO No. 11, s. 2020 took
effect on June 22, 2020.

Are teachers/personnel required to repor on-site in

schools starting June 22, 2020?
3 No, physical reporting on-site is not mandatory and shall
be done in consultation with the teacher/personnel.

Until when is DO no. 11, s. 2020 effective?

4 DO No. 11, s. 2020 shall remain in force until the State of
National Emergency due to COVID-19 has been lifted.
99
 Work Arrangements
What alternative working arrangements can be adopted by
Schools and Community Learning Centers (CLCs)?
1 Schools may adopt any or a combination of the following AWA
adapted from CSC MC. 10, s. 2020 subject to indicative workforce
levels per community quarantine:

(a) Work-from-Home (WFH) (b) Skeleton Workforce (SKW)

MON TUE WED THU FRI MON TUE WED THU FRI

/ / / / / / / / / WFH

/ / / / / WFH WFH WFH WFH WFH

WFH WFH WFH WFH WFH / / / / WFH

WFH WFH WFH WFH WFH WFH WFH WFH WFH WFH

(c) 5-Day Physically Reporting (d) 4-Day Physically Reporting Workweek

Workweek on Two-week Shifting and 1-day WFH on Weekly Shifting

Regional Directors shall determine the appropriate work

arrangements in their respective jurisdictions, based on the
prevailing community quarantine classification in their work
location and their work priorities.
Who are exempted to physically report onsite and shall be under
WFH arrangement?
2 Those who meet the following criteria:
(a) Personnel and teachers who are 21 y/o and below and 60 y/o
and above;
(b) Personnel who are high risk of infection, including but not
limited to pregnant women; those with immunodeficiency,
comorbidities, or other health risks, illnesses and/or pre-
existing medical conditions; COVID-19 suspect case and
COVID-19 probable case; and those who reside with the
suspect or probable case.
(d) Personnel who encounter difficulty reporting to work due to
local community quarantine or curfew, limited access to
transportation, and regulatory limitations/protocols.
100
 Work Arrangements

What is the Community Quarantine imposed in the LGU where

office/school/CLC is located?
3
Flowchart on Work Arrangements for the DepEd Offices:
WORK
NO FROM
YES
YES HOME
YES

Will
ECQ/MECQ YES Is the NO the employee NO NO
Is the employee Does the
employee be able to
considered accomplish employee have
catering
personnel at- transportation SKELETON
Essential his / her WORKFORCE
Services* risk and with and/or border
existing health work duties limitations?
? through other
GCQ/MGCQ N/A conditions?** NO NO NO
AWA set-up

YES
YES WORK
YES
NO FROM
HOME

* Essential Services (enumerated in Item no. 7 and 10 of DO 011, s. 2020)

** Personnel –at –risk (enumerated in Item no. 16a of DO 011, s. 2020​)

Do Personnel-at-Risk due to health condition need to submit proof

of their medical condition to be under the WFH arrangement?
4
Personnel who have known history of pre-existing medical
conditions, immunodeficiency, comorbidities, other health risks,
and evidently pregnant need not to submit proof of health
condition. However, School Heads may request proof of medical
condition for new cases and unknown existing condition.

What if those who falls within the criteria of those who authorized
to work from home are being required to submit a waiver to be
5 part of Skeleton Workforce?
A waiver is a voluntary relinquishment or surrender of some
known right or privilege. If issued unwillingly or through a
directive, it has no legal effect and inadmissible.
101
 Work Arrangements
Can a teacher/personnel who does not fall under the exemptions to
report onsite opt to Work-From-Home?
6
Yes, as long as his/her assigned tasks can be accomplished through
alternative modalities and his/her availability is ensured during
prescribed working hours.

A personnel’s assigned task/function requires his/her presence

onsite, can he/she be under the WFH arrangement?
7
Any personnel who can accomplish their assigned
tasks/functions/services remotely or at home, may be under the
WFH arrangement.

In cases wherein the school personnel’s work cannot be delivered

through alternative strategies or modalities, DepEd Offices and
Schools/CLCs may require physical reporting onsite. Given that
transportation or shuttle services is provided and personnel is
entitled to COVID-19 Hazard Pay if applicable (depending on the
prevailing community quarantine), and workplace is compliant with
the Safe Return to Work protocols per item 17 of DO 011, s. 2020,
DO 014 s, 2020 and other precautionary measures as required by
the IATF and DOH.
Can a teacher/personnel who are currently stranded in areas
outside the vicinity of the working site, be assigned to be part of the
Skeleton Workforce?
8
No, they shall be under the WFH arrangement as stated in the Item
no. 16 of DO 011, s. 2020.

In such cases, the following must also be considered in identifying

the appropriate AWA of the stranded teacher/personnel:
(a) Prevailing community quarantine in their current location;
(b) Community quarantine of the areas/route back to their
residence near the Office/School/CLC;
(c) Health and safety conditions; and
(d) Availability of transportation.
102
 Does Offices/Schools/CLCs need to meet the 50% operational
capacity of staff physically reporting on-site?
9
No, the specified 50% operational capacity is the MAXIMUM
percentage of staff allowed to work onsite. It is highly encouraged
to have only a minimum number of personnel reporting onsite
especially if deliverables can be accomplished remotely.

Can authorized heads of offices change their AWA once

implementation has started?
10 Authorized heads of offices may change their AWA as deemed
necessary, based on the prevailing community quarantine, health
and safety conditions, availability of transportation and work
priorities.

What are the prescribed working hours for Teaching Personnel

reporting under SKW and WFH?
11 The eight-hour workday shall still be observed and personnel under
WFH must be available and accessible during working hours. Before
the start of classes, flexible working hours shall apply starting from
7:00am to 9:30am until 4:00pm to 6:30 p.m.

Once Schools open, the 6 teaching hours and 2 hours for teaching-
related activities shall apply.

Attendance
I am part of the Skeleton Workforce but was unable to report
physically onsite due to transportation limitations, will I be
considered absent?
1
No, as long as it is properly communicated with the School Head,
you have performed your tasks/functions under WFH arrangement,
and recorded outputs and accomplishments for the day in the
Individual Daily Log and Accomplishment Report for the Head of
Office/School/CLC’s review and approval.
103
 Benefits
I am reporting as part of the Skeleton Workforce, am I entitled
to hazard pay?
1
Teachers/Personnel who physically report on-site during ECQ
and MECQ are entitled to COVID-19 Hazard Pay, subject to
existing guidelines.

Leaves
Will absences related to COVID-19 be charged to our leave/service
credits?
1

14-day quarantine / Succeeding absences for

Category
treatment period COVID-19 treatment
1. Foreign and local travel in Excused absence Excused absence with pay
official capacity which also with pay – not – not charged to SL /
includes: charged to SL / Service credits
a. Authorized frontline Service credits
personnel physically reporting
onsite
b. Personnel under AWA
(WFH, SKW, combination of
both, etc.)
c. Personnel exposed to
COVID-19 positive co-
employees
2. Foreign and local travel in
personal capacity
3. Personnel infected with Chargeable to SL / Service
COVID-19 through local credits, except for days
transmission due to non- declared as work
work/personal activities. suspended

104
 Technology and Equipment

I do not have the necessary equipment/resources (e.g. laptop,

books, internet connection) to do my tasks at home, am I allowed
to physically report to the office to work on my tasks?
1
Item No. 40 of the DO 11, s. 2020 stated that the Heads of
Office/School/CLC shall ensure that personnel are provided with
the needed equipment and facilities to perform their tasks
remotely. However, if such equipment and facilities were not
available and physically reporting to the office/school is the only
option, the following must be taken into consideration:

(1) Health condition;

(2) Community quarantine classification;
(3) Availability of transportation; and
(4) If the workplace is able to comply with the Safe Return to
work protocols as indicated in the Item 17 of DO 11, s. 2020.

105
Given the challenges of COVID-19 pandemic and the many
unanticipated questions and uncertainties, DepEd has extended the
period of Oplan Balik Eskwela (OBE) implementation to run from
June 1 to August 29, 2020. (DO 12, s. 2020)

To advocate the OBE in the new normal education landscape, it is

important to synergize with Brigada Eskwela where you can engage
agencies, organizations, and other stakeholders for various support.

Do we really
have to go to
What things do I school? Hello, may I check
have to prepare for if my son is already
my daughter? enrolled?

You may also establish your own Public Assistance Counter to

address minor problems, queries, and other concerns within your
control. Those that are beyond your jurisdiction shall be referred to
the localized Public Assistance Counter (PAC) at the Division Office
headed by the Schools Division Superintendent and Assistant
Schools Division Superintendent.

Remember to keep a directory of contact details which you may

refer to when needed such as the Division Office OBE PAC, Barangay
and Municipal LGU, Fire Department, Police Station, DSWD, and
other agencies in your community.

106
Brigada Eskwela champions bayanihan and the spirit of
volunteerism. This is one of the many activities in school where we
work together with our stakeholders for the benefit our learners.

This school year, we will deviate from the traditional concept of

physical cleaning, painting, repainting, and doing minor repairs in
schools and will instead prioritize preparations and strengthen
partnership more to ensure that quality basic education will
continue despite the challenges posed by COVID-19.

Stakeholders can support the initiative by donating the following:

1 thermal scanner
2 hand sanitizing equipment or materials
3 cleaning tools and disinfectants
4 face masks or face shields
5 multivitamins
6 printing of COVID-19 and sanitation/proper hand washing
hygiene information materials to aid BE and OBE in
introducing protection and health protocols to learners and
teachers

7 Printing of materials, donation of printing or reproduction

machine, and provision of supplies for distance learning for
learners, teachers, parents (bond papers, notebooks,
ballpoint pens, pencils, crayons, and others)

107
As we recognize and provide opportunities where our stakeholders
can help us, here are other activities involving our stakeholders that
we need to consider:

invite them on psychological first-aid and other

1 psychological interventions and debriefing
sessions conducted during the Brigada Eskwela,

orient them on the BE-LCP and implementation

2
of the multiple learning modalities,

engage them in promoting the new school

3
system and make them understand their crucial
role in making this school year a success, most
especially the parents and guardians of the
learners, and

ensure their donated goods and services are

4 properly accounted and recorded by the School
Resource Mobilization Committee.

For more detailed activities, refer to DM 53 s. 2020 Joint

Implementing Guidelines on the 2020 Brigada Eskwela and Oplan
Balik Eskwela Relative to the Covid-19 Situation

108
For the duration of the OBE initiative, Public Assistance Command
Centers (PACC) will be set up at the central, regional, and schools
division offices nationwide.

OBE will focus on an information campaign on the implementation

of the LCP of the Department in light of the COVID-19 situation in
the country.

OBE will ensure that every question from parents and learners in
relation to new and adjusted DepEd policies, rules, and regulations
on enrolment and class opening due to the COVID-19 situation will
be addressed.

For queries and clarifications regarding the enrolment and other

initiatives of the Department for the upcoming school year, here
are the hotlines:

#OplanBalikEskwela Hotlines

109
Websites, Journal article, and Manuals:

▪ Resources for Supporting Children’s Emotional Well-being during

the COVID-19 Pandemic. (2020, July 28). Child Trends.
https://www.childtrends.org/publications/resources-for-
supporting-childrens-emotional-well-being-during-the-covid-19-
pandemic

▪ Facebook - Department of Education. (2020, March 25).

Facebook.
https://www.facebook.com/unsupportedbrowser?type=3&theat
er

▪ Free Telephone Counseling Hotlines in the Philippines. (n.d.)

https://www.opencounseling.com/hotlines-ph

▪ REL Pacific. (n.d.).

https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_PA_How_
To_Grow_Teacher_Wellbeing_in_Your_Schools.pdf

▪ DepEd - DRRMO - MHPSS. (n.d.). Fostering Wellness, Solidarity,

and Service Amidst COVID-19.
https://docs.google.com/document/u/1/d/e/2PACX1vTxtPx9szo
ziQSlffoCHQNC66ICPOvP9vP6PzAYTb0dn5SGvcckCAY1CK0fYHPg
UHMa0YvwqJfEGwz/pub

▪ DepEd - National Educators Academy of the Philippines. (n.d.).

LDM1 Module 5 Resources - Google Drive.
https://drive.google.com/drive/folders/12K7yCcuwZpBluG_pvax
MQOSvv6tras8

▪ World Health Organization. (n.d.). Coping With Stress During the

2019-nCoV outbreak. https://www.who.int/docs/default-
source/coronaviruse/coping-with-stress.pdf?sfvrsn=9845bc3a_8
110
▪ SAGE Publications. (n.d.). School Leaders’ Toolkit for Responding
to COVID-19. Https://Us.Corwin.Com/En-Us/Nam/School-
Leaders%E2%80%99-Online-Toolkit. https://us.corwin.com/en-
us/nam/school-leaders%E2%80%99-online-toolkit

▪ Global Partnership for Education. (2020, May 4). 3

Recommendations to Support School Leaders During the
Coronavirus Pandemic. Globalpartnership.Org.
https://www.globalpartnership.org/blog/3-recommendations-
support-school-leaders-during-coronavirus-pandemic

▪ Department of Education. (2020, July 24). DepEd provides

psychosocial support service for parents, teachers, and non-
teaching personnel.
https://www.deped.gov.ph/2020/07/30/deped-provides-
psychosocial-support-service-for-parents-teachers-and-non-
teaching-personnel/

▪ Department of Education - DRRMS. (n.d.). DRRMS - Oplan Balik

Eskwela 2020. https://www.deped.gov.ph/wp-
content/uploads/2020/05/FINAL_DRRMS_Oplan-Balik-
Eskwela.pdf

Icons:

▪ https://Icons8.com

▪ https://iconscout.com/

▪ https://remixicon.com/

111
▪ DO 08, s. 2020 – Guidelines on Enrolment for School Year 2020-
2021 in the Context of the Public Health Emergency Due to
COVID-19
▪ DO 011, s. 2020 – Revised Guidelines on Alternative Work
Arrangements
▪ DO 012, s. 2020 – Adoption of Basic Education Learning
Continuity Plan for School Year 2020-2021 in Light of the COVID-
19 Public Health Emergency
▪ DO 013, s. 2020 – Readiness Assessment Checklist for Learning
Delivery Modalities in the Learning Continuity Plan of Private
Schools
▪ DO 014, s. 2020 – Guidelines on the Required Health Standards
in Basic Education Offices and Schools
▪ D0 015, s. 2020 – First Set of Policy Directives of the DepEd Task
Force NCOV
▪ DO 017, s. 2020 – Additional Provisions to DepEd Order No. 013,
s. 2020
▪ DO 018, s. 2020 – Policy Guidelines for the Provision of Learning
Resources in the Implementation of the Basic Education
Learning Continuity Plan
▪ DM 16, s. 2020 – Suggested Strategies in Implementing Distance
Learning Delivery Modalities (DLDM) for School Year 2020-2021
▪ DM 32, s. 2020 – Brigada Eskwela Program Implementing
Guidelines
▪ DM 53, s. 2020 – Joint Implementing Guidelines on the 2020
Brigada Eskwela and Oplan Balik Eskwela Relative to the Covid-
19 Situation
112
 FOR THE IMPLEMENTATION OF THE
BASIC EDUCATION LEARNING CONTINUITY PLAN IN
LIGHT OF THE COVID-19 PUBLIC HEALTH EMERGENCY