Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Schools Division of Ilocos Sur
Bantay, Ilocos Sur

School: MACATCATUD PRIMARY SCHOOL/SARSARACAT ELEMENTARY

SCHOOL
District: MAGSINGAL

Responses Relative to the Guide Questions for the PIR on the Use of SLMs for the Different
Learning Modalities in the Light of the BE-LCP
1. In what ways have you been successful in implementing Modular instruction?
a. What are the modalities implemented in your school?
- MDL-Printed/MDL-Digital (Macatcatud PS)
- MDL-Printed (Sarsaracat ES)
b. What learning resources are used in your school?
- Teacher resources like activity sheets or practice exercises, audio/video clips in reading,
Summative Tests and Performance Tasks
c. How did you use the official SLMs/LDM/activity sheets?
- by downloading and printing the most important parts and included only essential learning
activities
d. Why did you not use the official SLMs?
- We used the official SLMs for some weeks and quarters but when we got Google Drive
links for locally-developed ones, we preferred to utilize those because concepts presented are
easier to understand
e. Did you use the SLMs to the other learning delivery modalities? If yes, how? If not, why?
- No, because we only catered Modular Distance Learning, 99% printed and 1% digital.
2. How did you ensure that all learners have access to the devices/modules they need to fully
participate in distance learning?
- By creating FB group chats to have constant communication to their parents and by conducting
online learning verification via phone calls or text messages
3. How did you support the teachers in developing Weekly Home Learning Plan to meet the needs of
learners with varying levels of access and capability?
- By providing technical assistance through constant feedback mechanism, online/onsite LAC
Sessions/updating via FB Messenger group chat where some strategies, techniques and even best
practices can be learned; by presenting samples of WHLPs and discussing the importance of
catering to the needs of learners especially those struggling ones; by using Iloko as medium of
instruction and preparation of the WHLPs because copies were provided and communicated to
parents/guardians to make learning more engaging and meaningful in home-based education
4. How did your teachers support learners with disabilities who need specialized instruction, related
services and other support?
- By planning and implementing different interventions for learning to happen; by constantly
monitoring and calling the attention of parents/guardians
5. How did you ensure that the instructional needs of slow learners/non-readers/learners who are not
yet independent/learners who have nobody to help/facilitate learning at home are supported?
- by utilizing and updating the Individual learning Monitoring Plan; through remote or limited
parent/guardian support system; by conducting orientations
6. In what ways have you been successful in minimizing number of learners at risk of dropping out
in the different learning modalities?
- through the conduct of orientations and by constantly reminding parents/guardians the
importance of education and finishing a school year so that children will not be left behind; by
inspiring and encouraging parents/guardians; by constantly motivating and praising their children
who excel outstandingly and those who are trying their best to show even little progress and
achievements
7. What kind of support and professional development did you provide to school leaders and teachers
to prepare them on the distance education?
- By providing technical assistance during the conduct of LDM2 for Teachers
8. How did the teachers establish and maintain regular communication with learners and families –
particularly the most vulnerable?
- By constantly updating the created FB messenger group chats; those without internet access
were given notices or had been texted or called to respond to certain issue/concern regarding their
children
9. How did you support the social and emotional well-being of learners, their parents/learning
facilitators, and teachers during the distance education?
- they were reminded of the importance of positive mindset or “chillax” attitude whenever they
feel stressed in answering modules or in performing their duties and responsibilities as learners,
learning facilitators or as teachers
10. What did the teachers do when a learner is not progressing? Not completing assigned
tasks/modules?
- They immediately call the attention of the parents/guardians and investigate on the causes and
then provide any possible ways/means of parental and learner support system
11. How did they use the assessment results? (those found in the SLM/teacher-made)
- They used it to address or cater to the needs of children in order to improve or develop their
competencies
12. How did the teachers support all high school learners, especially seniors in staying on track to
graduate and preparing for college and career? – for secondary
13. In what ways have you been successful in establishing partnership with the LGU? National/local
industries, NGOs, foundations, private companies and other stakeholders?
- by intensifying Adopt-a-School Program to address the inadequacy of school and office supplies
for the preparation and printing of self-learning modules as well as other supplies to mitigate the
effects of Covid-19 Pandemic in order to ensure safety of teachers, being the frontliners of
education and also the internal and external stakeholders and the school in general
14. How can we improve the utilization of the SLMs? WHLP? Implementation of the different
learning modalities in your school?
- SLMs should use basic concepts and should be stated briefly; WHLPs should use the vernacular
as MEDIUM OF PREPARATION so that these will just be given to the parents/guardians. Since
answer keys are already included, parents/guardians themselves should be honest enough and be
the ones to also check the progress of their children and record their formative test scores on
learners’ study notebooks and also be able to give feedbacks or narrative reports on how their
children perform in home-based learning so that teachers will be able to fully understand and be
able to plan interventions to help support the learning of children. Summative Tests and
Performance Tasks are to be answered by learners with actual audio/video steps from START to
FINISH to be considered more reliable as actual performance of children. Higher authorities
should provide more gadgets with internet connectivity (strong signal or extraordinary network
quality) in every school and in every home with no means of connection so that Blended Learning
or Online Learning will become possible as another option for LDM.

Respectfully Submitted by:

GEOFFREY T.
UNIDA
Head Teacher I