#04063 RELEASED w JUL 19 2022 Republic of the Philippines: E pereoace mevcauvay cry Department of Education ~ Fm Region Ill — Central Luzon SCHOOLS DIVISION OF CITY OF MEYCAUAYAN. ADVISORY No. Gt s. 2022 To: Assistant Schools Division Superintendent Heads, SDO Functional Divisions/Sections/ Units Heads, Public and Private Elementary /Secondary Schools All Others Concerned From: Office of the Schools Division Superintendent Subject: SUBMISSION OF SCHOOL LEARNING RECOVERY AND CONTINUITY PLAN (LRCP) OF PUBLIC AND PRIVATE SCHOOLS FOR SY 2022-2023 TO SY 2024-2025 Date: duly 19, 2022 1, In reference to the Regional Memorandum No. 395, s. 2022, entitled “Submission of School Learning Recovery and Continuity Plan (LRCP) of Public and Private Schools for SY 2022-2023 to SY 2024-2025”, this Office advises all private schools to submit their School Learning Recovery and Continuity Plan (LRCP} on or before August 22, 2022. 2. Attached is the PEAC School Recovery and Readiness Plan which will serve as a guide for private schools in crafting the school’s plan. 3. For your immediate dissemination and compliance. For: CAROLINA 8. VIOLETA, EdD, CESO VI Schools Division Superintendent Tata re ied nn Chief Education Supervisor sa St., Malhacan, City of Meycauayan, Bulacan 3020 Contact no.: (044) 234-01-21; (0917) 838-07-38; Website: www.sdo-meycauayan.com E-Mail: meycauayan.city@deped.gov.ph 180 9001:2015 CERTIFIEDRepublic of the Philippines Bepartment of Education REGION III-CENTRAL LUZON REGIONAL MEMORANDUM No. _395 __ s. 2022 SUBMISSION OF SCHOOL LEARNING RECOVERY AND CONT! PLAN (LRCP) OF PUBLIC AND PRIVATE SCHOOLS FOR SY 2022-2023 TO SY 2024-2025 To: Schools Division Superintendents Public and Private School Heads/ Administrators All Concerned 1. Pursuant to DepEd Order No. 34, s. 2022, entitled School Calendar and Activities for the School Year 2022-3023, all public and private schools are directed to submit the electronic and hard copies in book format of their Learning Recovery and Continuity Plan (LRCP) for SY 2022- 2023 to SY 2024-2025 to the Schools Division Office on or before August 22, 2022. 2. The School LRCP shall focus on three key areas: 2.1 Accelerating learning remediation and intervention; 2.2 Strengthening support for learners and personnel’s health, safety, and wellness; and 2.3. Prioritizing Professional development of teachers. 3. The key outcome of the Department's recovery planning and success is to ensure that learning gaps are identified and addressed among all learners, especially the most vulnerable ones. 4. Schools Division Offices shall closely monitor the submission of school LRCPs. 5. For your immediate dissemination and strict compliance. MAY B. ECLAR, PhD, CESO III fegional Director PROY/pprd2 uly 14,2022, SF ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) va, i, , Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.nh roi Ly Leu!PEAC National Secretariat nie 2505-2507, 25th Floor Philippine AXA Ue Centre 1286 Sen. Gi Puyat Avenue corner Tindal St, Mabat Cy fl EDUCATION ASSSTANCE COMMITEE “el Ne: (02) 8570-7322 Fox No. (2) 8511-7695, PEAC SCHOOL RECOVERY AND READINESS PLAN FOR SCHOOLYEAR 2020-2021 L Introduction The current global pandemic situation has no doubt disrupted school life and operations in both basic and tertiary education levels. As various efforts are being done to solve the crisis, issues and questions pertinent to school recovery and readiness of operations for next school year (2020-2021) abound and remain paramount in the minds of school administrators. In particular, administrators of private schools are challenged to formulate and implement strategic plans that effectively respond to different problems that render their schools vulnerable and threaten their stability and viability With a view to obtaining data on how administrators of ESC GASTPE schools are affected by the public health crisis, the Private Education Assistance Committee or PEAC conducted the PEAC Assessment on School Recovery and Readiness of School Operations for SY 2020-2021 from April 21-30 among different school heads focusing on their efforts for school recovery and readiness. The results of the survey shall be utilized to inform policy recommendation to the Department of Education and to plan capacity building and quality assurance initiatives of the PEAC. Following the conduct of the survey, PEAC released the instrument to all private schools in order to help them systematically asses their readiness for SY 2020-21. Logically following the assessment, a school needs to plan interventions that address the schools” concerns with respect to school recovery and readiness. Towards this end, PEAC endeavors to assist private schools to creatively navigate this, COVIDI9 pandemic transition underscoring school recovery and readiness planning for school year 2020-2021. By undertaking recovery and readiness in diferent areas of concern, schools will be more equipped to make learning and standards continue in spite of disruption or closure. With these in mind, PEAC presents a School COVID19 Recovery and Readiness Plan template which leads schools to identify interventions and coneret action steps based on their current level of recovery and readiness. IL, Design of the Plan Template ‘This Plan template includes the areas of recovery and readiness. As defined in the April, 2020 survey, recovery is the capacity of a school to return to a functional level of operation in all aspects of school life. There are two interventions in recovery that this template addresses. These are instructional recovery and financial recovery. Instruetional recovery refers to the efforts schools will need to exert to make-up for time lost by teachers in covering end-of-year curriculum competencies or in ensuring student mastery. With Schools may reproduce and may share copies ofthe templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or toa limited audience and fall within the limits of far use (Section 185, IP Code).NN PEAC National Secretariat wy Lisaianeergen mince Laat sen cl vat rene cre’ lt Malt Cty PRIVATE EDUCATION ASSISTANCE COMMITEE Teinos (0a) n0 702 regards to financial recovery, this pertains to the ability of schools to do business continuity and generate the revenues that it needs to optimally operate after incurring delays or losses in tuition and fees collection and payments from other income sources. In terms of readiness, readiness is conceptualized as the school’s capacity in the new schoolyear to effectively respoad to new operational challenges and concerns emerging from or demanded by the current pandemic health crisis and post-ECQ conditions. This Plan template looks at six interventions of readiness that schools can consider. These are instructional, faculty, administrative, financial, academic support and physical plant readiness, Instructional readiness involves coverage of required student competencies and delivery of teaching and learning experiences in different modalities, Faculty readiness looks at the skills and dispositions teachers possess in designing and delivering learning plans in various modalities. Administrative readiness focuses on the school’s ability to prepare and implement a plan in response to crisis (e.g., pandemic) demands, challenges and disruptions. Financial readiness covers the availability of funds and other resources to support new school operations brought about by the pandemic. Acailemic support readiness is specifically characterized in terms of ensuring mental health and well-being so that student learning and faculty instruction is secure and productive. Physical plant)readiness examines the school’s capacity to do the necessary changes in facilities and adopt protocols and measures in response to physical distancing and the threat of outbreaks, As shown in the following diagram, these interventions for recovery and readiness comprise the framework for the development of this Plan Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).PEAC National Secretariat Unk 2505-2507, 25h loa Philippine AXA Life Centre 1286 Sen. GilPuyat Avenue coener Tindal St, Makat City PRIVATE sn th ASSSTANCE COMMITTEE Tel No. 02) 8570-7322 rte a Fax. (02) 8511-7695, Perera pact Pera port ora ier PEAC SCHOOL RECOVERY jet AND St READINESS TOOL FRAMEWORK Cort Pate Prat Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).©PEA PRIVATE EDUCATION ASS ‘STANCE COMMITTEE The template’s different interventions for recovery and readiness are established in relation to the various areas of the PEAC Certification process and derived from Areas of Concern which are new challenges due to Covid 19 and widespread quarantine orders. ‘These interventions support the school’s performance of the Standards of Compliance in the PEAC Certification Instrument. The following table shows the relationship of the PEAC Area of Certification with the survey’s area of concern and this Plan’s various interventions for recovery and readiness PEAC National Secretariat Units 2505-2507, 25th Flor Philpine AXALife Centre 4286 Sen Gi Puyat Avenue corner Tindale St, Makati ity Tel Mo. (02) 8570-7322 Fax. (02) 8511-7695 PEAC AREA OF CERTIFICATION SCHOOL AREA OF ‘CONCERN DUE TO COVID-19 AND QUARANTINE TYPE OF RECOVERY/ READINESS INTERVENTION Curriculum, Assessment and Instruction ‘A. Continuity of student learning ‘outcomes in the different subject area and grade levels instructional Recovery Instructional Readiness B. Alternative Learning Modes (ALMs) and/or Flexible Learning Options (FLOs) Instructional Readiness Faculty C. Teacher Readiness for Alternative Learning Modes (ALMy) and/or Flexible Learning Options (FLOs) Faculty Reediness Administration and Governance D. School Enrolment and Management of Financial Recovery ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, ncn-profit educational purposes and limited to personal use or to @ limited audience and fall within the limits of fair use (Section 185, IP Code).PEAC National Secretariat Unit 2505-2507, 25th Flor Philippine AXA Life Centre 1286 Se. Gi Puyat Avenue cone Tindal St, Makat ty had EUCATION ASSISTANCE COMMITEE Telno(02) 8570-7322 gos Faso. (028514. 7095 Finance and Business| Financial Readiness School Budget and Operations Finance E School Emergency | Administrative Readiness Institutional Planning and | Preparedness and Development Response Planning ‘Academic Support and | F: Mental Health ofthe | Academic Support | Student Development School Community Readiness Services Physical Plant and G. Elimination of Physical Plant Readiness Instructional Support Health Risks, Hazards Facilities and Threats from | COVIDI9 and Other | Infectious | Diseases in the ‘Campus, Classrooms, Offices, Facilities and Environment To help realize the various interventions for recovery and readiness, PEAC has put together possible actions for schools to consider and use for their formulation of the entire PEAC School Recovery and Readiness Plan. Since this Plan template is integrated with the various Areas of the PEAC Certification Assessment, this plan becomes a special addendum to the school's Standards-based School Improvement Plan. The manner of planning is found in the next section. Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code)PRWATE bl ed ASSISTANCE COMMTTEE ie afr Aeon 0 Fano. (02) 513-7695 PEAC National Secretariat Units 2505-2507, 25th Floor Philippine AXALie Centre 1286 Sen. Gi Puyat Aver corner Tidal St, Makati Cy IIL. A. Plan Template Name of School Region “Te No (02) 8570-7322 -GASTPE School COVID19 Recovery and Readiness Plan S.Y. 2020-2021 _____ City/Town Province _ PEAC AREA OF CERTIFICATION AREA OF GOAL | INTERVENTIONS | ACTION ‘CONCERN * STEPS TARGET DATES MONITORING SCHEME PERSON- IN- CHARGE/ PARTNER AGENCY BUDGET Curriculum, Assessment and Instruction ‘A. Continuity of Learning Outcomes in the Different Subject Areas and Grade Levels B. Alternative Learning Modes (ALMs)Flexible Learning Options (FLOs) Faculty C. Teacher Readiness for Alternative Learning Modes (ALM) Flexible Learning Options (FLOs) ‘Administration and Governance D. School Enrolment and Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited auc -¢ and fall within the limits of fair use (Section 185, IP Code).PEAC National Secretariat ‘Unit 25052507, 25th lor Philippine AXA Ue Centre 1286 Sen. Gi Puyat Avenue corner Tindal St, Makati Cy vy EOUCRTON ASSISTANCE COMMITEE Tein: (02) 85707322 = sider Fao. (02) 85127695 ‘School Budgst | Finance and Finance Management ‘Administration | E. School and Governance | Emergency Response and Institutional | Planning Planning and Development ‘Academic F. Mental Health Support and | of Schoo! Student Community Development Services Physical Plant | G. Elimination of and Health Risks, Instructional ae reer Sao COVIDI9 and Other Infectious Diseases in the Campus, Classrooms, Offices, Facilities and Environment l * Based on the PEAC Assessment on School Recovery and Readiness of School Operations for SY 2020-2021 ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the mits of fair use (Section 185, IP Code).op E A Cc PEAC National Secretariat tts 2505-2507, 25th Flor Pipi AXA Lie Centre 128 en Gi Payat remo corner Tal St Matt hy ht EDUCATION ASSISTANCE COMMTTEE Tel No. (02) 8570-7322 IV. Guide to Planning Template Fou. (02) 8511-7695 The following table provides the meaning of each column in the template: Column Heading Description 1 AREA OF CONCERN This is an enumeration of Areas from the PEAC Survey on School Recovery and Readiness of School Operations for School Year 2020-2021 2GOALS Goals are written as specific, measurable, attainable, realistic and time bound. 3 INTERVENTIONS These refer to the different forms of Recovery and Readiness interventions as described above. Appendix A contains sections for the different interventions and corresponding actions which schools may select from. Schools are also encouraged to add other interventions and actions that are relevant to their context. 4 ACTION STEPS ‘Ketion steps show a detailed and logical process of achieving the SMART Goals and fully implementing the proposed interventions. Actions steps expand on the suggested actions ‘given for each intervention in Appendix A. More discussion about the suggested actions may be found in Appendix B containing relevant references and resources. 5 TIME PERIOD or Dates Dates of expected accomplishment of the interventions are stated and achievable. 6 MONITORING SYSTEM A system of reviewing and evaluating the accomplishment of the difierent action steps and achieving the intervention is described in detail 7 PERSON IN CHARGE. Key point persons responsible for the accomplishment of the SMART Goals are clearly identified and stated. The person has sufficient competence and experience to achieve the goals. Partner agencies and associations are also identified Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code),Nw PEAC National Secretariat Ww (nt 2505 1507, 25h er Pipi AEA Lf Cate 1286 Sen. Gi Put Avene corer Tindal St, Maka Cy PRIVATE EDUCATION ASS'STANCE COMMITTEE et (02) 8570-7322 : er Adee vs Fu No< (2) 8511-7695, $ BUDGET AND BUDGET SOURCE _| Amount is stated along with the source from the school budget. Amount is sufficient to achieve the intervention ‘9 ALIGNMENT (no Column provided) | All above parts are aligned with each other and the Area of Concern {All responses in each area and across the different columns of the template need to be aligned for effective implementation. To answer the template, schools may look at Appendix A for guidance on specific actions for various interventions. The possible actions listed in the different tables may then be expanded into detailed steps. Note that some of the outputs in the action steps are also required by DepEd for submission by the school prior to opening. Ideas for detailed steps may also be gathered from the different resources and references listed in Appendix B. All titles in Appendix B are accessible online (except for the DepEd Learning Continuity Plan and MELC documents which are pending release), Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).Op E A Cc PEAC National Secretariat ‘Uns 2505-2507, 25th Floor Pilpine AKA ile Contre 1286 Se. Gil Puyt Avene corner Tindlo St, Maka City bf OUCATION ASSSTANCE COMMITEE Tel. (02) 8570-7322 FoxNo. (02) 8511-7685 Appendix A iL A. INTERVENTION: INSTRUCTIONAL RECOVERY: AREA A. Possible Actions for Continuity of Student Learning Qutcomes in the Different Subject Areas and Grade Levels a. Prepare the school’s learning continuity plan which describes as a policy document the school’s plan for teaching and learning in the event of school closures, quarantine, and emergencies, Establish for the school community’s guidance various scenarios of and protocols for how learning will be done in different settings (e.g., learning at home, learning at school). Include in the plan the learning modalities that will be used, strategies to be employed, materials and resources to be developed and its means of access or distribution for remote teaching and learning or in offline/online activities, the method of assessment, and training and technical assistance given to students and parents, particularly with the use of technology and submission of student work. (N.B. for submission to DepEd) 7 au as een ee ees b. Publish and disseminate the document to the school community. Orient all sectors of the school community on protocols to be observed during each scenario, Show in the communication of the plan how school policy of and protocols for continuity of learning connect with school vision, mission, philosophy, goals and objectives. ¢, Review student performance data and curriculum accomplishment reports from the previous schoolyear to determine gaps in student mastery of competencies. In response to student performance gaps, design review and bridging programs or sessions to enable students to review and achieve the desired competencies, d. Set a free day during the week for general cleaning and disinfecting, for students to catch up on their work and for teachers to | assess students’ performance and plan adjustments or prepare new instructional materials (LB. INTERVENTION: INSTRUCTIONAL READINESS: AREA. for Altern: GENERAL PROCEDURES: a. In line with curriculum, grade level and subject unit content and performance standards, identify priority competencies that must be taught, Prepare a curriculum map that lists these competencies that are enduring, contribute to the attainment of the standards and the development of 21* century skills and lifelong learning, Set the budget of time for teaching the priority competencies ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).Nw PEAC National Secretariat 16Sencl Pat rene nr Talat, Maka Chy PRIVATE EDUCKTION ASSISTANCE COMMITTEE Taine: 00) 570.702 so eh a ey pe Fax (02) 851-7695 Keeping in mind that disruptions may occur due to outbreaks, quarantine orders or school closure, Prepare the school calendar with these considerations in mind. (N.B. for submission to DepEd) ’. Prepare templates for designing learning plans, worksheets, packets or kits for consistency in school delivery across different subjects and grade levels. Make checklists for teachers to ensure their compliance with the templates. . Establish a system for scheduling and coordinating the prompt uploading or distribution of learning materials, kits or plans to students in the different learning settings. Identify the day and time during the week when students may download or pick up the learning materials. 4. Design meaningful learning experiences that incorporate and address real world and foster problem-solving skills on issues and concerns that impact on the well-being of individuals and communities. «. Develop a learming analytics system that provides realtime information on students” performance based on data obtained from formative and summative assessments in different learning tasks done in the various learning settings (i., home and/or school). £ State school policies regarding students” practice of intellectual honesty and integrity when submitting school work done in any type of learning setting. Publish school policies in Student Handbook {g Develop a system of archiving students’ work and showcasing evidences of student learning in portfolios to support reports of students’ achievement of the desired competencies. h. Adopt flexible assessment methods and schedules and grading policies to better reflect students’ performance in different learning settings and the difficulties they have to hurdle 7. Provide timely interventions andlor action plans to improve student performance affected by disruptions |, Establish and implement a system of supervision of instruction done in both home-based distance learning and modified face-to- face learning ik Conduct action research on best teaching practices and on the effectiveness of school practices in home-based distance learning and modified face-to-face learning in school, FOR HOME-BASED DISTANCE OR REMOTE LEARNING: ‘a. Establish and inform students of possible class schedules of different subjects. Place breaks in schedule for rest and meals between | subjects. i: ’b Indicate in lass schedules recommended study or work time periods and types of learning activities as either synchronous or asynchronous, Set limits to the students’ screen time when working online. c. If conducting synchronous online learning sessions, establish and disseminate guidelines for students’ class attendance. d. Provide multiple forms of learning materials and information on the means of accessing these in response to students’ situation: and location. Identify and utilize learning resources that provide students with immediate and automated feedback on ‘their answers: or performance. a Prepare self-check assessments (€ g, checklists, rubrics) that enable students to improve or correct their work prior to submission. ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code),aN PEAC National Secretariat Ww Cnn 35051507 25th Rou ile AXA. etre {sen Gut ene cnet Tidal St Maat hy PRIVATE EDUCATION ASSISTANCE COMMITTEE Tel. (02) 8570-7322 yoo t tha Boat fer Aitinete HOE Fax. (028-511-7695 £. Set guidelines for the accomplishment and submission of student work done in home-based distance learning. ¢g, dentify system of and venues for consultation by students and parents with teachers regarding learning task requirements or assessment results. Th. Select a common school platform for the announcement, distribution and submission of learning tasks and materials. i. Provide guidelines for setting up in one’s home a study area that is conducive to learning. |]. Make available offline learning resources that do not require Internet connectivity. e ‘k, Enjoin parents and students to adopt and practice an “honor code” that says students submitted or produed work resulting from their own thinking and efforts. FOR SCHOOL-BASED LEARNING: _ ‘a. Establish modified or staggered school schedules for different departments or grade levels to allow for reduced class sizes and increase physical distancing in classrooms. ’. Prepare a seating plan that observes physical distancing among students. Install visible markers to indicate students’ seats. . Identify and disseminate in and out of classroom routines in line with physical distancing (c.g., class assembly, line-up, distribution of materials, interactions, break time, going to the toilet). d. Provide opportunities for clarifying, reinforcing or checking on students’ performance in home-based learning tasks. FOR TECH SUPPORT: ‘a Survey students’ access to technology and identify ways of addressing the difficulties of those without access. }b Inform the school community of who to contact for tech assistance and how to reach such staff. Set the response time people can expect the tech support group will do for any request, Provide contact information in multiple forms (e.g, voice, SMS, print, email). . Provide manuals or tutorial materials (hard and electronic copies) for troubleshooting problems with equipment, software, applications or platforms, Establish partnerships with technology connectivity providers to provide or facilitate school and students’ connectivity. e. Propose to a local educational association or consortium mechanisms for shared access to connectivity and technology platforms. FOR PARENTAL SUPPORT: ‘a Provide protocols and information materials for parental assistance to students during home-based or remote learning. b. Elicit information and feedback regarding home situation, the family’s health situation and students’ abilities and difficulties in doing home-based distance or remote learning, c. Provide periodic reports to parents of their child’s performance so that parents are informed of students’ progress or difficulties. Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, nen-profit educational purposes and limited to personal use of to a limited audience and fall within the limits of fair use (Section 185, IP Code).an PEAC National Secretariat Ww Cee ty th rite EM nin 1286 Sen, Gi Puyat Avenue corner Tindal St, Maka City PRIVATE EDUCATION ASSISTANCE COMMITTEE “et (02) 8570-7322 we ara ea Fox No. (2) 8511-7695 I. INTERVENTION: FACULTY READINESS: REA C, Possible Actions for Teacher Readiness for Alter a. Establish and suggest home-based/online learning class schedules and timetables. Coordinate with other faculty on the schedule of these classes. ’b. Accomplish curriculum coverage, instructional and assessment templates for both home-based offline and online distance earning using varied media in non-electronic, electronic and digital forms. c. Prepare and promptly distribute or upload learning plans, modules, activity sheets or kits in different modalities and in ine with curriculum requirements and student performance data oe d Identify the students’ expected hours of study or work in modules and calendar tasks accordingly. Disseminate to parents and students the suggested study or work time for completion of tasks and requirements, e. Design learning paths and scaffolding to address differences in students’ interests, connectivity and home-based/remote learning situations. f Monitor with a learning analytics system the performance of students and their development of 21% century lifelong learning skills. ‘2. Embed in the instructional design and assessment a system of feedback that provides students with timely information on their progress in accomplishing assigned tasks and achieving the standards and competencies. [h. Survey students and parents’ comments regarding the design and load of home-based learning activities i. Conduct evaluation of module or learning plans design for better teaching and learning. = jj Organize faculty tutorial or peer coaching sessions regarding the preparation of instructional materials and the integration of technology. ik Attend webinars or other similar online modes of professional development to update and enhance one’s materials preparation, teaching skills, and manner of using and integrating technology. 1. Prepare self-improvement or professional development plan based on feedback given by supervisors, peers, parents or students regarding one’s manner of conducting learning in the different settings. m. Produce teaching portfolios that showcase best teaching practices and interventions and evidences of student learning. ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, nen-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code)aw PEAC National Secretariat Ww tnt SSS th Poe Paps AIA Cnn {fas en iupt ene cover Tidal St Maat hy PRIVATE EDUCATION ASS'STANCE COMMITTEE “el No: (02) 8570-7322 ett te Pind br Ateahco te Mae Fon. (02) 511-7695 IIL INTERVENTION: FINANCIAL RECOVERY/READINESS AND ADMINISTRATIVE READINESS: REA D. Pi 01 Enrolment and Management of Finance and Business Operations a. Develop a business continuity plan that provides essential services in cases of school disruption or closure. b. Provide for various modes of tuition and fees payment. . Trace students who have not returned to school and obtain information regarding their situation for appropriate assistance . Prepare enrolment recovery plan. e. Install shields, screens or dividers in business office areas accessible to parents, students, suppliers and guests. £ Migrate business processes to digital systems for contactless transactions. ['g, Determine the school’s extent of risk and legal obligations on issues of school liability with respect to potential cases of infection. h. Issue clear guidance on attendance, submission of requirements, sick leave, compensation and related policies during prolonged school disruptions or closure. i, Mandate a clean desk policy in all offices. {j. Stagger work shifts among staff and identify the corresponding work-at-home duties and responsibilities and tasks that staff have to do. k. Limit large face-to-face staff meetings. Set new workplace policies and safety processes consistent with health safety standards issued by the Department of Health and other guidelines given by the local government. m, Establish opportunities and mechanisms for feedback regarding business and workplace practices. n, Provide retraining or retooling sessions for personnel reassigned to do different tasks. ©. Devise protocols for staff substitution when office personnel are absent due to illness. p. Program for school administrators levels of access to confidential records or accounts or school funds in case assigned personnel become ill. 4q, Set guidelines/policies for school governance, appointments and succession of authority i= high level staff are incapacitated by pandemic illness. x r. Allocate budget for implementation of requirements of continuity of learning, business continuity and emergency preparedness and response plans. ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, ncn-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).op E AC PEAC National Secretariat ns 2505-2507 23th Fr Pippin AXA ie Centre 1286 Sen. Gi Puyt Avenue ene nda St, Maka hy = EDUCATION ASSISTANCE COMMITEE Tel. (02) 8570-7322 FoxNo. (02) 8-511.7685 AREA E. Possible Actions for School Emergency Preparedness and Response Planning ‘a. Monitor and report students, faculty and staff's health conditions (e.g. temperature checks). b. Develop emergency preparedness and response plans and protocols during outbreak (e.g, test, track and treatment; quarantine and isolation areas). c. Secure the approval of the emergency preparedness and response plan from health authorities and medical experts. | d. Create a task force and appoint personnel to implement the emergency preparedness and response plan, e. Check on and update inventory and condition of medical supplies, equipment and fa ties for the management of emergencies: f Identify community partners and networks (ie., agencies and organizations) to activate and help in providing assistance during outbreaks and identify protocols for support. ¢g. Formulate communication protocols in varied media regarding school outbreak incidents fo ensure clear and timely information about the incident to concerned individuals or the community at large. h. Identify personal, community and environmental nonpharmaceutical interventions (NPI) that the schoo community can practice or use. i, Disseminate school emergency preparedness and response plans to various stakeholders. jj. Acquire personal protective equipment for personnel that may need it. . Get copies of the community and city emergency preparedness and response plans and compare with and update school ‘emergency preparedness and response plan. 1. Schedule dates for annual review and updating of the school emergency preparedness and response plan. m, Conduct drills or exercises that practice the protocols related to outbreaks. IV. INTERVENTION: ACADEMIC SUPPORT READINESS: REA F. P¢ ms Health ‘hool a. Develop program that will enable students to do debriefing, stress management, and coping strategies for various mental health concerns. b. Assist parents/guardians with concerns or difficulties in home-based schooling (e.g, set-up, work schedules, tech support, use of materials). c. Develop a plan for reintegrating students or out-of-school youth marginalized, displaced or traumatized by pandemic health crisis, ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or toa limited aucience and fall within the limits of fair use (Section 185, IP Code).aN PEAC National Secretariat Ww ‘Units 2505-2507, 25th oor Pillpine AXA Life Centre 1286 Sen, Gi Paya Avene caer Tindal St Maka Chy PRIVATE EDUCATION ASSISTANCE COMMITTEE et N. (02) 8570-7322 ns Fou No. (2) 8511-7695 ‘. Conduct threats assessment for students in vulnerable families or neighborhoods most affected by the crisis and identify ‘mechanisms to address their personal difficulties and problems. ¢. Make a directory of counselling professionals or groups that are available 24/7 for various mental health concerns f Provide teachers and parents with simple calming or stress management techniques they cen have students do as part of their study. —= {g.Conduct reflection or meditation activities or prayer services that emphasize individual and community resilience in the face of a crisis. h. Recommend protocols for addressing anxieties or trauma students experience in social media or as a result ‘of exposure to news: about the pandemic health crisis. i.Prepare and submit periodic reports on the school community’s mental health to inform planning, teaching and decision-making. Y. INTERVENTION: PHYSICAL PLANT READINESS: Diseases in the Campus, Classrooms, Offices, Facilities and Environment a. Lay-out seating plan in classrooms for physical distancing and install visible marks, shields or dividers according to plan . Lay-out seating plan in faculty room and staff work areas for social distancing and install visible marks, shields or dividers according to plan. c. Provide around campus pedal-operated handwashing and/or hands-free sanitizing stations d. Post around campus signs and reminders related to handwashing and social distancing protocols. ¢ Establish sanitizing and disinfection routines during school time (e.g., on doorknobs, surfaces of tables and chairs in canteens and comfort rooms) and school breaks. £ Designate large common rooms as holding areas in case of emergencies. Mark floor for physical distancing , Post signs about movement of people on campus (e.g., canteen, toilets, autidorium, corridors, lobbies, stairs, elevators) and traffic flow of vehicles to and from campus. h. Check on ventilation, air filters and airflow in work areas. _ i. Set protocols and schedules for disposing toxic and waste materials. j. Check water flow and flushing in toilets, showers, washing and drinking areas to prevent outbreak of Legionnaire’s disease. hi, Set protocols on the entry and exit of people on campus at the different gates and in restricted areas. Provide cleaning and disinfecting equipment in strategic places accessible to the different offices, ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, 1P Code),N PEAC National Secretariat Ww Un 15 2507, 2th ae Pipe RAL Centre 128 Sen, GL Puyat Avenue corer Tindale St, Maat Cy PRIVATE EDUCATION ASSISTANCE COMMITTEE Tela: (02)85707322 pil oxo: 02) 8512-7695, {Identify high health risk areas on campus and plan interventions. k Remove or replace/substitute high touch communal equipment, materials or resources (e.g., water coolers, vending machines) L Minimize use of handles and physical interfaces. m. Mandate a clean desk policy in all offices. e n. Identify a main entrance and an indoor holding area where students, staff and visitors will be screened prior to moving to classrooms, offices or other areas of the building in each department ‘0. For school transportation services, establish with providers procedures for disinfection and physical distancing in vehicles. ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).PEAC National Secretariat ‘nits 2505-2507, 25th Floor Philppne AXA Centre 41286 Sen, Gil Puyat Avenue corner Tindal St, Makati Cy rvare wee ASSISTANCE COMMITTEE Tele: (2) 8570-7322 Fax: (2) 8513-7695 Appendix B Resources and References LINSTRUCTIONAL RECOVERY AND READINESS: Department of Education. DepEd Order No. 21 s. 2019. Annex 3 on Flexible Learning Options https://www. deped. gov. ph/wp- content/uploads/2019/08/DO_s2019_021.pdf Department of Education. DepEd Commons. https://commons.deped.gov.ph/ Department of Education, (2020), Learning Continuity Plan. ‘Department of Education. (2020). Most Essential ‘Learning Competencies. http: /bit do/MELCs2020 (recheck for any ‘updated versions) Reimer, F. & Schleicher A. A Framework to Guide an Education Response to COVID-19 Pandemic of 2020. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf Doucet, A., Netolichy, D., Timmers, K. & Tuscano, F. J. Thinking About Pedagogy in an Unfolding Pandemic. https://issuu.com/educationinternational/docs/2020_research_covid-19 eng St. Mary’s Academy. Flexible Plan for Instructional Continuity. https://smabelles.org/pdf/OPPS pdf Opportunity Culture. Quick Guide to Free and Cheap Technology to Engage with Students Online. https://www opportunityculture.o1 mitent/uploads/2020/03/Technology to Engage with Students Online-Public_Imy if Opportunity Culture. Schedule Example for At-Home Learning (Secondary). https./www.opportunityculture.org/wp- content/uploads/2020/04/At_ Home Schedule Example MCL Team Reach Secondary-Public_Impact.pdf UNESCO. Distance Learning Solutions. https://en.unesco.org/covid | 9/educationresponse/solutions Almario, A. & Austria, R. Helping K-12 Schools Transition to Post-COVID 19 Times. https://www.seribd.com/document/460470844/Helping-K-12-Schools-Transition-to-Post-COVID-19-Times-042120#from_embed ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or toa limited audience and fall within the limits of far use (Section 185, IP Code).Nn PEAC National Secretariat WwW Unit: 2505-2507, 25th Floor Philippine AXA Life Centre 1280 en Gl Pat rene cone’ Td ts Mola hy MITTEE Taine (on aaron Roseanne Fano. (o7)a812 7605 Association for Educational Communications and Technology. (2017). Instructional Design Standards for Distance Learning. http://members aect org/publications/designstandards/DL_Design_Standards, IL FACULTY READINESS: University of the Philippines Open University. Quick Guide on How to Convert your Courses Online. https://networks,upou, edu ph/how-to-convert-your-classes-online/ Singapore Ministry of Education. Coronavirus: A Guide to Prepare your Child for Home-based Learning. https://www straitstimes.com/singapore/coronavirus-a-guide-to-preparing-your-child-for-home-based-learning USS. Department of Education. Preparing for the Flu: Department of Education Recommendations to Ensure the Constinuity of Learning for Schools (K-12) During Extended Student Absence of School Dismissal https://rems.ed.gov/docs/ED_ContinuityOfLearning-SchoolDismissalsK -12. Adelstein, D. & Barbour, M. (2017). International Review of Research on Open and Distributed Learning Vol. 18 No. 3. Improving the K-12 Online Course Design Review Process: Experts Weigh in on Inacol National Standards for Quality Online Courses. http://www. irrod|. org/index.php/irrod//article/view/2800 IIL, FINANCIAL AND ADMINISTRATIVE READINESS: Centers for Disease Control and Prevention. Get Your Workplace Ready for Pandemic Flu, https://www.ede.gov/nonpharmaceutical- interventions/pdf/gr-pan-flu-work-set.pdf Federal Emergency Management Agency. Guide for Developing High Quality School Emergency Operations Plans. https://www,fema gov/media-library-data/20130726-1922-25045-3850/rems k_12_guide.pdf USAID. Leadership during a Pandemic: What Your Municipality Can Do. https://resourcecentre.savethechildren.nev/library/leadership-during- i¢-what-vour-municipality-can-do Centers for Disease Control and Prevention. Pandemic Flu Checklist: K-12 School Administrators. https://vww,cde.gov/nonpharmaceutical-interventions/pdf/pan-flu-checklist-k-12-school-administrators-item2.pdf ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or toa limited audience and fall within the limits of fair use (Section 185, IP Code).PEAC National Secretariat Units 2505-2507, 25th Floor Pilpine AXA fe Centre {286 Sen, Gi Puyat Avenue corner Tindal St, Makat iy v EDUCATION ASSISTANCE COMMITTEE Telos (02) 8570-7322 oa Fox No. (02) 8511 7695, Lindros, K. & Tittel, E, How to Create an Effective Business Continuity Plan. hitps://www.cio.com/article/2381021I/best-practices- how-to-create-an-effective-business-continuity-plan.html Hilts, J. How to Create a Student Recruitment Plan. https://www.admissionpros.com/blog/how-to-create-a-student-recruitment-plan Department of Labor and Employment. Labor Advisory 01 s. 2020: Suspension of Work in the Private Sector by Reason of Man-made or Natural Calamity. https://www dole.gov. ph/news/labor-advisory-0 | -series-of-2020-suspension-of-work-in-the-private-sector-by- reason-of-natural-or-man-made-calamity/ Labor Advisory 09 s. 2020: Guidelines on the Implementation of Work Arrangements as Remedial Measures due to the Ongoing Outbreak of Coronavirus Diseases 2019 (COVID-19). https://www dole gov ph/news/labor- advisory-no-09-20-guidelines-on-the-implementation-of-flexible-work-arrangements-as-remedial-measure-due-to-the-ongoing- outbreak-of-coronavirus-disease-2019-covid-19/ . Labor Advisory 13-A s. 2020: Deferment of Payment of Holiday Pay for the April 2020 Holidays. https://www. dole gov. ph/news/labor-advisory-no-13-a-series-of-2020-deferment-of-payment-of-holiday-pay-for-the-april-2020- holidays! IV. ACADEMIC SUPPORT READINESS, National Association of School Psychologists. Mental Health Resources. https://www.nasponline.org/resources-and- publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources National Child Traumatic Stress Network. Coping in Hard Times: Fact Sheet for School Staff, Teachers, Counsellors, Administration and Support Staff. https://www.nctsn.org/sites/default/files/resources/fact-sheet/coping_in_hard_times_school_staff.pdf World Health Organization. Mental Health and Psychosocial Considerations during the COVID-19 Outbreak. https://www.who.int/docs!¢ ronaviruse/mental-health-considerations.pdf V. PHYSICAL PLANT READINESS Centers for Disease Control and Prevention. How to Clean and Disinfect Schools to Help Slow the Spread of Flu. Ll wwow, /flw/school/cleaning, htm ‘Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to personal use or toa limited aucience and fall within the limits of fair use (Section 185, IP Code).PEAC National Secretariat ‘Units 2505-2507, 25th Floor Philippine AXA Life Centre 1286 Sen. Gi Puyat Avenue cere Tindal St, Makat Cty “Ye (02) 8570-7322 so ca Pos ar oxo. (02) 8.512.7695 Department of Labor and Employment. Labor Advisory 04 s. 2020: Guidelines on Novel Coronavirus (nCOVID-19) Prevention and Control at the Workplace... https://www.dole,gov.ph/news/labor-advisory-no-04-20-guidelines-on-2019-novel-coronavirus-2019-ncov- ention-and-control-at-the-workplace/ McKinsey & Company. Workplace Return, https://www.mckinsey.com/~/media/McK insey/Business’%20F unctions/Risk/Our%20Insights/COVID%2019%20Implications%20for %20business/COVID%2019%20A pril%2013/COVID-19-Facts-and-Insights-April-24.ashx UNICEF. Key Messages and Actions for COVID-19 Protection and Control in Schools. https://www.who.int/docs/default- source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4 Reuters. Legionnaire’s Outbreak Disease Feared. https://news.mb.com,ph/2020/04/28/legionnaires-disease-outbreak- feared’? cf chl_jschl_tk_=f96473185e7600548e847e838ae67c0deac85e74-1588583450-0- AesJSzuhWtBqKygDERK3scr4Gi7Dkd58JOMIrt0mS04D 1 fg7vGj49r9VD_J_sM8ko-z66gN9E YoUatRJ6PM- V87wCzL WHJsbGuQ6OMm2w5WyJrV4X8cueIr TKNYRqAs-mqIK6UESO6RT_DWC- DzVXZSbX0bu7bsFdWFQCS 1jRJ6sanHiZ{3X 1XoGCxlyrbF53rJ Y SeEA SER59eTJLGCPQREVWRbxR- VM 7ryIDGQIA: kROvoB1FmyYVzdmILNSfOkin1RJ9_p6JvDoOrGegiOwAC_OSCnoDCAS5SJdvWjzBa4xjrXyid vibzNOXhf1l0pwHf6G625_uJ4Q ‘Centers for Disease Control and Prevention. Interim Guidance for Administrators of US K-12 Schools and Child Care Programs to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19). (2020). https://www.cde gov/coronavirus/2019- neov/community/schools-childcare/guidance-for-schools-h.pdf Department of Health. Administrative Order 2020 — 0015. Guidelines on the Risk-based Public Health Standards for COVID-19 Mitigation. https://www.doh. gov. ph/sites/defaulvfiles/health-update/a02020-0015.pdf Schools may reproduce and may share copies ofthe templates so long as these are done for non-commercial, nen-profit educational purposes and limited to personal use or toa limited audience and fall within the limits of fair use (Section 185, IP Code).