MY PORTFOLIO

LEARNING DELIVERY
MODALITY COURSE 1

Submitted by:
 
DAHLIA V. RELAMPAGO
PRINCIPAL 1
Overview of the Learning Delivery Modalities
 FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session

LAC ID: GROUP 9 Number of LAC members:15

 
Name of LAC Facilitator: Designation/Position:

DAHLIA V. RELAMPAGO Principal 1

LAC Members:
MALE / FEMALE DESIGNATION / POSITION DIVISION/S Contact Details (email, mobile number) Preferred contact mode (email,
NAME phone, Skype, Zoom, Google Meet,
Viber, FB)
 
MARY BERNADETTE N. NINTE Female Principal 2 Davao DEL SUR Marybernadette.ninte@deped.gov.ph Mobile phone

CHARLIE A. ALEJANDRO Email / Phone

MALE Principal 2 Davao DEL SUR Charlie.alejandro@deped.gov.ph

ELSA S. FRANCA Mobile phone

Female ESP 1 Davao DEL SUR Elsa.franca@deped.gov.ph

ZENAIDA PORRAS Email / Phone

Female ESP1 Davao DEL SUR Zenaida.porras@deped.gov.ph

GOENDEL CAGAS Messenger / Video Chat

Male ESHT 3 Davao DEL SUR Goendel.cagas@deped.gov.ph

JIMEMA B. DABOAN Phone / FB Messenger / Zoom /

Female ESP 1 Davao DEL SUR Jimema.daboan@deped.gov.ph Google Meet

ADELAIDA AYUBAN Phone / FB Messenger / Zoom /

Female ESHT IV Davao DEL SUR Adelaida.ayuban@deped.gov.ph Google Meet
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session

ALMA R. LIM Messenger / Video Chat

Female ESP 1 Davao DEL SUR Alma.lim@deped.gov.ph

ELWIN RUAYANA Messenger / Video Chat

Male  MT-II/TIC Davao DEL SUR Elwin.ruayana@deped.gov.ph

JEREMIAS DAGAANG Phone / FB Messenger / Zoom /

Male  PRINCIPAL 1 Davao DEL SUR Jeremias.dagaang@deped.gov.ph Google Meet

GERALDINE V. BALILI Phone / FB Messenger / Zoom /

Female ESP 1 Davao DEL SUR Geraldine.balili@deped.gov.ph Google Meet

GILBERT LOZADA Phone / FB Messenger / Zoom /

Male MT 1-SIC Davao DEL SUR Gilbert.lozada@deped.gov.ph Google Meet

ARNOLD F. JOLO Phone / FB Messenger / Zoom /

Male ESP 1 Davao DEL SUR Arnold.jolo@deped.gov.ph Google Meet
Region: Region XI
Division: Davao del Sur/ Catalino G. Tampipi Elementary School
Name: DAHLIA Male/Female: Female Date of Age: 53
V. RELAMPAGO Birth:12/027/67
Contact Email:dahlia,relampago001@deped. Mobile Number Facebook
Details: gov.ph 09516521519 Name:
December
Cool
Preferred Zoom, FB, Messenger, Google Meet, Email Address
Contact Mode:
 LAC FORM 3: Session Report
LAC ID: Group No. 9 REGION: XI
LAC MEMBER: DAHLIA V. RELAMPAGO LAC SESSION NO. 1
DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:
July 20, 2020 @ 9:00-11:00AM Catalino G. Tampipi Elem. School
Face to Face observing IATF protocol
Number of members present (attach attendance document):
Materials and resources:
__√__ Self-Learning Module
_____ Activity sheets
__√__ Digital resources LAC FORM 3: Session Report
__√__ Online resources
__√__ Smartphone
__√__ PC/Laptop
__√__ LAC session guide
_____ Others. Please specify: ______________
 
Part A Please indicate the extent to which you agree with each of the following statements by ticking the appropriate box.
 
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)
 

  SD D N A SA Comments/Remarks
(For example, if you disagree or strongly disagree, please
indicate why.)

MEMBER PARTICIPATION            
1. All the participants have arrived prepared for the LAC         √  
session.

2. All participants have had the opportunity to share and discuss       √  

their assignments, perspectives and ideas.

3. Members listened to each other’s insights and perspective.         √  

4. The members’ assignments showed an understanding         √  

of the lessons in the SLM.

5. The members showed interest in and/or in Enthusiasm for        √  

session learning activities (Including input on shared
assignment).
FACILITATION            
1. During the LAC session I handled the sharing and conversation by         √  
keeping the conversation centered on the lesson or the theme.

2. I encouraged all participants to participate actively in       √  

the LAC session (i.e. to share their work and ideas /  
insights with teachers).

3. I provided useful feedback on the teachers’       √    

assignments.

PART B            
Please provide the information requested.  
 
 

1. The best part of the session (i.e. what went well):           Matrix, schedule of assignment of all members and LAC forms
  were presented through overhead projector. Everyone accepted
their roles and assigned tasked.
Members had high degree in their participation.

2. Problems or challenges encountered and how they           Fear of covid 19 while on the process of LAC session. Minimum
were resolved: health standard was observed.
 

3. Other topics discussed apart from the recommended           To have a unified portfolio but will vary in the presentation.
topics, if any:  

4. Recommendations/Plans for next LAC session:           LAC Facilitator will be the one to prepare a training matrix during
  his/her turn and assign another documenter.
 LEARNING DELIVERY MODALITIES COURSE (LDM)
FOR DIVISION AND SCHOOL HEADS
LEARNING ACTION CELL (LAC) MATRIX
JULY 20 – 24, 2020
DATE TIME DURATION NO. OF HOURS SESSION / TOPIC FACILITATOR DOCUMENTER
JULY 20, 2020 9:00 – 11:00 2 HRS. Module 2 Lesson 1 & 2 DAHLIA V. RELAMPAGO JJIMEMA B. DABOAN
   
Overview of the
Learning Delivery
Modalities and Distance
Learning

JULY 20, 2020 1;00-3;30 2 ½ HRS. Module 3 Lesson 1 DAHLIA V. RELAMPAGO JIMEMA B. DABOAN
 Validating your choices
of Modalities: The
Learning Delivery
Modality Decision Tree

JULY 24, 2020 9:00 – 11:00 2 HRS. Assessing your GOENDEL R. CAGAS ALMA R. LIM
Readiness to
Implement Chosen
LDMs and Action
Planning for Full
Implementation
As an education leader, what knowledge and understanding of the
modalities can you confidently impart to the school heads and which
aspect of this modalities do you need to improve?

1. In this time of crisis, due to school closure, the government has rolled out
multiple learning modalities in which to choose. As the group leader., I need
to be fully equipped with the knowledge and understanding of what each
modality brings, how can each of these effectively facilitates learning to the
children and can reach the most disadvantage children or youth. One should
be knowledgeable in distinguishing between hi-tech modalities like online
platform and the low or no-tech modalities like TV, radio, SMS or printed
materials. At the very beginning, so many doubts and queries arising in my
mind about these learning modes, that is why I conducted research, reading
and watching news and inputs from the television and internet for me to
better understand the situation.
MODULE 2
Do a quick check of your knowledge of the four modalities
In your own words, define each modality prescribed in the LCP—face-to face learning, distance learning, blended learning and home schooling.
Write your own-definitions down in your Study Notebook. When you’re done, check Answer Key 1 to see how well you did.
Now, answer this question: Which of the LDMs do not have a face-to-face learning component? Write your answer down in your Study Notebook,
then check it against Answer Key 2.

FOUR LEARNING MODALITIES in the LEARNING CONTINUITY PLAN

This refers to a learning delivery modality where the
students and the teacher are both physically present in
the classroom, and there are opportunities for active
engagement, immediate feedback, and socio-emotional
development of learners.
 
FACE TO FACE LEARNING In areas under the Moderate and High-risk severity
grading, this is not possible. However, there are learners
  with disabilities whose conditions require face-to-face
  instruction.
 
Face-to-face option may also be feasible in very low risk
areas such as the geographically isolated, disadvantaged
and conflict affected areas (GIDCA) with no history of
infection and very low and easily monitored external
contacts, but with teachers and learners living in the
vicinity of the school.
 Refers to the learning delivery modality where learning
takes place where the teacher and the learner remotely
from each other. This is when the learner is given
materials and resources wherein he undertakes self-
directed, the teacher reached out to supervise and
monitor the progress of the learner. Aside from the
DISTANCE LEARNING teacher an adult or member of the family will provide
assistance as facilitator to ensure independent learning
takes place at home.

This refers to a learning delivery modality using

combination of the features of face to face and distance
learning or mix of online distance learning, modular
BLENDED LEARNING learning or TV/radio instruction.

Refers to the alternative learning delivery mode that

provides the learner with access to quality basic education
through home-based or having formal education while
HOME SCHOOLING staying out of school. The modality is facilitated by
parents or any authorized facilitators.
REFLECTION:
As an education leader what help you in facilitating the decision-making
process of the school heads in choosing the modalities chosen? What
were the challenges? Describe them and how you plan to address them.

3. As an education leader, I must be fully aware of

the process of the different modalities and
explained it to my co-school heads so that they
could have basis for their consideration why they
would choose such modality. It is important to
raise awareness of the learning programs being
rolled out and how to access them (ex. TV
channels, for which grade and what time).
MODULE 3
Distance Learning Decision Tree for
Click the gray box beside the answer and type in the number of
DISTANCE LEARNING COHORT learners.
Does the learner have a computer Have a TV set and stable TV
NO 277
(desktop, laptop or tablet)? signal?

Have a YES 150 NO 50

YES 0 cellphone?

Have access to Have a radio and stable radio

Have internet YES NO signal?
print materials?
access?
77 200

LIMITE YES NO
NO YES
D Have internet YES NO
access? 50
150 0
Have a
LIMITE Have access to
cellphone? YES NO 1-WAY b
D 1-WAY
MDL-P or print materials?
77 TVBI w/o
TVBI w/
PM
NO YES PM
150 0

YES NO

YES NO
Have access to print materials? YES
50 0

1-WAY 2-WAY 2-WAY MDL-P

NO MDL-P or MDL-P or or MDL-D w/
MDL-D w/ 77 MDL-D w/ PM
0 PM PM or ODL w/ PM 1-WAY Last Mile
MDL-P Strategy
2-WAY MDL-D
1-WAY 2-WAY MDL- 1-WAY 1-WAY RBI
w/o PM
MDL-D w/o D w/o PM MDL-P or 50 w/o PM 9
or ODL w/o
PM RBI w/ PM
PM b
a
LEGEND
MDL-P Modular Distance Learning using print modules TVBI TV-Based Instruction2-way With online and/or cellphone interaction between teacher and learner in addition to home visits and/or community learning sessions
MDL-D Modular Distance Learning using digital modules RBI 1-way Without online or cellphone interaction between teacher and learner; interaction thru home visits and/or community learning sessions only
Radio-Based Instruction
ODL Online Distance Learning PM print materials Last Mile Strategy Special measures taken to ensure access to learning

a Special measures to provide the learner doing MDL-D via a cellphone only (not a computer) with accompanying PM b Special measures to provide the learner with PM or to shift the learner to MDL-P
 DISTANCE LEARNING MATRIX

Modular Distance Learning is in the form of  

Learning-Print Modules individualized instruction that allows  
(MDL-P) learners to use self-learning modules  
  (SLMs) in print like Learner’s  
  Materials, textbooks, activity sheets, Teacher shall do home visits to
study guides learners needing remediation
or assistance but still
Modular Distance Learning is in the form of
dependent on Inter-Agency
Learning-Digital Modules individualized instruction that allows
task Force Advisory.
(MDL-D) learners to use self-learning modules in
Any member of the family or
digital format/electronic copy -
other stakeholder in the
learning materials on a computer,
community needs to serve as
tablet PC, or smartphone. CDs, DVDs,
para-teachers.
USB storage and computer-based
applications can all be used to deliver
e-learning materials, including offline
E-books

Print Materials (PM) Print/non-print learning materials such  

as but not limited to the following:
 
Modules
Worksheets
Activity Sheets
Online Distance Learning (ODL) The internet is used to facilitate learner-teacher and peer-to- Features the teacher as facilitator,
peer communication. Online learning allows live engaging learners’ active
synchronous instruction. It requires participants to have participation through the use of
good and stable internet connection. It is more interactive various technologies accessed
than the other types of distance learning. The responses are through the internet while they are
realtime. The learners may download materials from the geographically remote from each
internet, complete and submit assignments online, attend other during instruction.
webinars and virtual classes. This is practiced effectively by
using a Learning Management System or related
technologies. The DepEd Commons and LR Portal fall in
this category.

TV-Based Instruction (TVBI) It utilizes SLMs converted to video lessons for Television-  
Based Instruction and SLMs converted to radio script for
RadioBased Instruction.
 
Radio-Based Instruction (RBI) It is an alternative learning delivery mode using radio  
broadcast. It is a form of distance learning,
It is able to expand access to education by bringing it to
where the learners are.
It aims to provide learning opportunities to listeners and
enable them to acquire equivalency in basic education
through the broadcast of lessons.
 
 
Learning Delivery Modality Readiness Assessment Tool
FILL IN THE REQUESTED INFORMATION.
Region: XI
Division: Davao del Sur
School: Catalino G. Tampipi Elem. School
School Head: DAHLIA V. RELAMPAGO
Contact Number and/or Email Address: 9516521519
Quarter: 1 (NOTE: Change the Quarter number for succeeding assessments.)

Baseline Pre-Implementation Change

MDL - PRINT 31.05% 96.61% 65.56%
MDL - DIGITAL 0.00% 0.00% 0.00%
ODL 0.00% 0.00% 0.00%
TVBI 0.00% 0.00% 0.00%
RBI 0.00% 0.00% 0.00%
 Instruction: Indicate the PERCENTAGE OF CONTENT COMPLETED for each learning area for each grade level in your
MODULAR DISTANCE LEARNING - PRINT school in the appropriate yellow cell below. If you will not offer this modality for a grade level/learning area in your school,
leave the cell blank.

Baseline JULY 30,2020

Type: Core Learning Package - PRINT SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 0 0 0 0
Filipino 0 0 0 0 0 0 0
English 0 0 0 0 0 0 0
Mathematics 0 0 0 0 0 0 0
Science 0 0 0 0
Araling Panlipunan 0 0 0 0 0 0
Edukasyon sa Pagpapakatao (EsP) 0 0 0 0 0 0
Music, Arts, Physical Education, and Health 0 0 0 0 0 0
Edukasyong Pantahanan at Pangkabuhayan (EPP) 0 0 0
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 0.00%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 0 0 0 0
Filipino 15 10 10 10 10 10 10
English 0 10 10 0 10 10
Mathematics 0 10 10 15 0 10 10
Science 15 10 10 10
Araling Panlipunan 10 10 15 0 10 10
Edukasyon sa Pagpapakatao (EsP) 10 15 15 0 10 10
Music, Arts, Physical Education, and Health 0 0 0 0 10 10
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 7.61%
 Pre-Implementation SEPT. 10,2020

Type: Core Learning Package - PRINT SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 100 94 95 98 98 98 98
Filipino 100 95 95 98 98 98 98
English 100 95 98 98 98 98
Mathematics 100 96 95 98 98 98 98
Science 98 98 98 98
Araling Panlipunan 95 95 98 98 98 98
Edukasyon sa Pagpapakatao (EsP) 95 95 98 98 98 98
Music, Arts, Physical Education, and Health 95 95 98 98 98 98
Edukasyong Pantahanan at Pangkabuhayan (EPP) 98 98 98
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 97.40%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 100 100 100 100
Filipino 100 100 100 100 100 100 100
English 100 100 100 100 100 100
Mathematics 100 100 100 100 100 100 100
Science 100 100 100 100
Araling Panlipunan 100 100 100 100 100 100
Edukasyon sa Pagpapakatao (EsP) 100 100 100 100 100 100
Music, Arts, Physical Education, and Health 100 100 100 100 100 100
Edukasyong Pantahanan at Pangkabuhayan (EPP) 100 100 100
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) ######
REFLECTION:
As an education leader, what helped you in facilitating the
decision-making process of the school heads in choosing the
modalities chosen
3. As an education leader, I must be fully aware of the process
of the different modalities and explained it to my co-school
heads so that they could have basis for their consideration
why they would choose such modality. It is important to raise
awareness of the learning programs being rolled out and how
to access them (ex. TV channels, for which grade and what
time).
MODULE 4
 LEARNING DELIVERY MODALITY COURSE 1
LEARNING DELIVERY MODALITY COURSE 1 MODULE 4
MODULE 4  
  REGION : XI_______________
REGION : XI_______________ DIVISION : DAVAO CITY______
DIVISION : DAVAO DEL SUR______
SCHOOL : CABANTIAN ELEMENTARY SCHOOL
SCHOOL : CATALINO G. TAMPIPI ELEMENTARY SCHOOL
SCHOOL HEAD : DAHLIA V. RELAMPAGO SCHOOL HEAD : LIZA ANN T. EBRON
   
THE LEARNING
THE LEARNING DELIVERY MODALITY DELIVERY MODALITY
IMPLEMENTATION PLAN IMPLEMENTATION PLAN
PART I: LEARNING MANAGEMENT PART I: LEARNING MANAGEMENT
Objective: Establish the mechanism
Objective: Establishofthe
organizing learners
mechanism and managing
of organizing learning
learners and managing learning

A. LEARNER/CLASS ORGANIZATION

ACTIVITIES EXPECTED OUTPUT/ DATE OF IMPLEMENTATION BUDGETARY PERSON-IN- CHARGE

RESULTS / TIME FRAME REQUIREMENTS, IF ANY

Organize classes Class Lists August 2020 P 500.00 School Head & Teachers

Prepare weekly learning Learning Instruction Plan August 2020-April 2021 P 5,000.00 School Head & Teachers
plan

Prepare Individual Individual Monitoring Plan August 2020 P 500.00 School Head & Teachers
Monitoring Plan

Organize Teachers for Action plan, orientation, August 2020 P 500.00 School Head, Teachers &
Community Learning narrative, pictures & Parents
Sessions training matrix

Organize/ Orient home Action plan, orientation, August 2020 P 500.00 School Head, Teachers &
and/or community narrative, pictures & Parents
learning facilitators training matrix
 B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED OUTPUT/ DATE OF IMPLEMENTATION / TIME BUDGETARY REQUIREMENT, IF PERSON-IN- CHARGE
RESULTS FRAME ANY

Identify learner performance SF9, SF10, Grading August 2020 to P 2,000.00 School Head, Teachers & Parents
and progress monitoring Sheets, ECD Checklist
April 2021
reports

Set schedule for learner Attendance sheets, Quarterly P 500.00 School Head, Teachers & Parents
progress report submissions Agenda, School Calendar
of Activities

Discuss reports and plans for Request and Quarterly P 500.00 School Head, Teachers & Parents
actions to be taken on Communication Letter,
concerns and issues Minutes of the meeting,
Attendance
 PART II: LEARNING RESOURCES
A. LEARNING RESOURCE MANAGEMENT
Objective: Improve availability of LR to reach 100% in all learning areas and grades across the quarters
ACTIVITIES EXPECTED OUTPUT/ RESULTS DEADLINE BUDGETARY REQUIREMENTS, IF PERSON-IN- CHARGE
ANY

Setup inventory system of Inventory Checklist of LRs Quarterly P 200.00 SH, LRMDS Coordinator & Teachers
LRs

Acquire/ Request for LRs Request letter Quarterly P 200.00 School Head & Teachers

Develop LRs Modules Quarterly P 50,000.00 School Head & Teachers

Quality assure locally Quality Assured Modules 1st week of Aug. 2020 P4,000.00 School Head & Teachers
developed LRs and Quarterly
B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT
Objective: Ensure that all learners receive their learning materials and are collected for assessment
ACTIVITIES EXPECTED OUTPUT/ RESULTS DEADLINE BUDGETARY REQUIREMENTS, IF PERSON-IN- CHARGE
ANY

Develop system of distribution Distribution & Collection Checklists of Weekly/ P 300.00 School Head, Teachers & Parents
and collection of LRs LRs
Quarterly

Distribute and collect LRs Checklists of LRs, Pictures Weekly/ P 300.00 School Head, Teachers & Parents

Quarterly

Monitor and report Monitoring Checklists, Pictures Weekly/ P 300.00 School Head, Teachers & Parents
distribution and collection
Quarterly
PART II: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND OTHER SCHOOL
PERSONNEL
Objective: Improve PPST-based competencies of teachers in managing learning in the learning delivery modality

ACTIVITIES Timeline Person-in- Charge Budgetary Requirements

Needs Assessment, Consolidation, Prioritization Aug. 2020 School Head & Teachers P 500.00

Planning for PD interventions July 2020 School Head & Teachers P 500.00

Developing and Implementing School-based Interventions Year round/ School Head & Teachers P 500.00

Quarterly

Monitoring Teacher PD Activities Quarterly School Head & Teachers P 500.00

Assessing Teacher PD Quarterly School Head & Teachers P 500.00

NOTE: You may need to consult the teachers on their professional development needs.
PART III. RISK MANAGEMENT
Objective: Identify risk to prevent it from happening or to mitigate its impact on the key implementation
COMPONENTS OF LDM RISK DESCRIPTION LIKELIHOOD TO HAPPEN SEVERITY OF RISK (High, PREVENTIVE ACTION MITIGATING ACTION
IMPLEMENTATION (High, Medium, Low) Medium, Low)

Learning Management Low capacity of parents Medium Medium Orientation of Parents per Feedbacking /
(learning facilitator) in quarter
Dissemination of
delivery of instruction.
Information

Learning Resources Failure to reproduce on High High Produce school-based LRs Distribute teacher-made
time. activities

Teacher CPD Minimal knowledge & skill Low Low Conduct LAC Sessions More teachers orientation.
acquired due to new provided with health
normal system of protocols.
education.

Others          
 PART IV: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM
AUDIENCE KEY MESSAGES COMMUNICATION MEDIA/ PLATFORM TIMELINE

Learners Your learning continues to secure your future TV/ Radio/Social Media Year round.

How LDM can make learning happen in midst of

pandemic

Parents Your child’s education is important and has to TV/ Radio/ Flyers Year round.
be supported at home

Their role in the LDM

Teachers We fulfill our mission to educate the child Social Media Year round.
amidst these challenges
Telephone
How to make LDM succeed
Formal Meetings

Community Stakeholders Education is a collective responsibility; Social Media Year round.

Community support to is critical in the LDM
Townhall
implementation

Submitted by:

LIZA ANN T. EBRON

Principal I
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO DEL SUR
Matanao 1 District
CATALINO G. TAMPIPI ELEMENTARY SCHOOL
School ID 129025

LEARNING DELIVERY MODALITY COURSE 1

MODULE 4
 

Region : XI
Division : DAVAO DEL SUR
School :CATALINO G. TAMPIPI ELEMENTARY SCHOOL
School Head : DAHLIA V. RELAMPAGO
Email/Contact No. :dahlia.relampago001@deped.gov.ph

READINESS CHECKLIST FOR LEARNERS, TEACHERS AND PARENTS

This checklist will allow you to look into factors that might affect the implementation of your LDM. More importantly, it should inform your
interventions to make them more targeted.
 Tick the space that corresponds to your answer.
FOR THE LEARNERS: HAVE YOU CHECKED YOUR LEARNERS’ YES PARTIALLY NO
1. Psychosocial preparedness for the opening of classes?   /  
1. Health status?   /  
1. Reading level?   /  
1. Level of learning independence?   /  
1. Learning environment in terms of study space, home   /  
conditions and immediate environment?
1. Learning resources?   /  

FOR THE TEACHERS: HAVE YOU CHECKED YOUR TEACHERS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of classes? /    

1. Health status? /    

1. Teaching resources such as materials, devices, internet /    

access?
FOR THE PARENTS: HAVE YOU CHECKED THE PARENTS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of classes?   /  

1. Health status?   /  

1. Confidence level to guide/support the learning of their child/ward?   /  

1. Time available to guide/support the learning of their child/ward?   /  

1. Reading level?   /  

1. Learning support resources such as materials, devices, internet   /  

access?

1. Home conditions and immediate environment?   /  

 ACTION PLAN/INTERVENTION
 

For the items that you have checked PARTIALLY or NO, indicate the action steps that you will take to improve the readiness of your learners, teachers and parents.

WHAT DO YOU PLAN TO DO (INTERVENTION?) WHEN? WHO WILL BE RESPONSIBLE?

Conduct baseline BMI to learners through Parents Sept. 2020 School Head, Teachers & Parents
Orientation.

Post videos about mental & psychosocial awareness. Sept. 2020 School Head, Teachers & Parents

Distribute checklist during Parents Orientation. Sept. 2020 School Head, Teachers & Parents

Prepared by:
DAHLIA V. RELAMPAGO
Principal I
 MODULE 4: REFLECTION
The education system is greatly affected by the COVID-19 outbreak. But despite this, the
Department of Education is still determined to continue delivering basic education to all
Filipino children. Identifying the right modality was done through a survey using the
Learners Enrolment Survey Form (LESF) where the parents/guardians choose the modality
suited or applicable for their children.  For Davao del Sur province, the survey results show
that Modular Distance Learning (MDL) is the modality that most of the parents and
guardians preferred. It is in this context that parents/guardians play a vital role for the
fruitful outcome of this endeavor. Their guidance and support inspire the kids to work hard
and be motivated to study. Under the new normal, school personnel, parents, and
stakeholders must work jointly with each other for the learners to acquire the best quality
education that they deserve.
REFLECTION:
As an education leader what helped you in facilitating the planning for LDM
implementation of the school heads assigned to you? What were your challenges?
Describe and how you plan to address them.

3. I don’t find it hard to facilitate the planning of LDM implementation to my co-school

heads because we already have the knowledge of the different modalities and the
chosen delivery mode based on the process of coming up with the decision. Through
SMS communication we discussed on how to come up with the chosen modality, by
conducting survey with the parents. We also kept in touch with higher offices of what
should really be the final modality to be implemented. Thereafter, after learning that
the learning delivery mode in our division is Distance Learning Cohort, we immediately
discussed what materials are needed and it’s quantity and the source of fund.
Challenges were met like negative thoughts of the possible result of the process and
ways of learning. School head orientation and consultation was done through SMS and
messenger.
MODULE 5
  MODULE 5: REFLECTION
During the normal times  technical assistance is provided through classroom observation, learning action cell (LAC)
sessions, and individual coaching. In those three areas where teachers' weaknesses are being strengthened and
improved to address the diverse needs of their learner. During this pandemic times, virtual means of LAC session and
individual coaching is the only choice. Meeting face to face with co-teachers is even putting ourselves in risk of
catching the virus. Principals and other school administrators are in the unique position to support teachers and other
school personnel during this time. In these challenging times, we need to come together in solidarity and sensitivity and
specifically to support teachers and students, all of us working to get around new online environments and to provide
the best quality education possible. 
 

 MODULE 5b: REFLECTION

 How can you enhance your instructional supervision using the process of TA and coaching?
While the primary aim of any instructional coaching strategy is to increase student learning, a coach's immediate goal is
to improve teachers' instructional practice. This is now the role of a school head and it is one’s desire to improve his/her
skills in instructional supervision. As per research, instructional supervision can be enhanced through knowing the
effective approaches to coaching and assess what knowledge and skills teachers need to meet the goals of student
learning. As an administrator, I should also set clear and consistent guidelines about my coaching responsibilities and
the limits of other tasks because we are also responsible for multiple school sites concerns and other burdensome
administrative responsibilities (e.g., ordering materials, test administration). By just completely knowing the process of
technical assistance learned in this course, I know, all the school heads in our group can still enhance our instructional
supervision skills just even before our retirement.
MODULE 6
 Republic of the Philippines
DEPARTMENT OF
EDUCATION
DIVISION OF DAVAO DELSUR
Matanao 1 District
CATALINO G. TAMPIPI
ELEMENTARY SCHOOL
School ID 129025

ANNEX 2: MONITORING, EVALUATION & LEARNING PLAN

The following table provides a way to map the work on monitoring and evaluating the
Technical Assistance/Coaching provided.
 MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING
USE OF M&E RESULTS
DATA COLLECTION TIMING OF DATA WHO WILL COLLECT & (THIS IS THE “LEARNING
INDICATOR ANALYSIS METHOD
METHOD COLLECTION ANALYZE DATA ASPECT OF THE MEL
FRAMEWORK)
M&E INQUIRY ON
TECHNICAL ASSISTANCE / Who are the users of the
COACHING What indicators will be When will you From whom will the data M&E Report?
How will you gather How will you process
gathered to respond to the gather the come from and who will On what aspect will they
the indicator? the data gathered?
M&E Inquiry indicator? collect? use it (e.g. decision to
adjust the TA Plan)?
PROGRESS on LEARNING   Weekly update  Every Friday of  Record it on an  SH will personally User: Client/coachee
due to TA/C   from the week. excel file. collect it from School Head
1. Appropriatenes   client/coachee. client/coachee  
s and efficiency    
of the TA   This will determine the
approach -Yes, received a lot of effectiveness and
 TA/C objectives positive responses from success of plans
achieved? parents/ guardians.
 TA approach/strategy -Yes, 80% of our learners
fits the “learning opted the PMDL
style of client”? - Yes, they show up on
 TA / C timing met the their respective schedules.
need of the client? -None so far.
 Barriers encountered
and addressed

2.Learning acquired            
due to TA/C           User:
 Extent of learning -Yes Weekly Update Every Friday of the Record it on an SH will personally collect Client/coachee School
acquired based on TA   from week excel it from client/coachee. Head
Plan objectives?   client/coachee    
 Learning matched the        
needs of client? -Yes     Will be able to know if
we need adjustment on
plans
 3. INTERMEDIATE          R-NEAP  
RESULTS IN TERMS OF            
BEHAVIOR CHANGE DUE            
TO TA/C            
 Were the learnings being            
applied in the workplace? -Yes, TA/C able to adjust on Weekly Every Friday. Excel report and SH personally collect SH, Client/Coachee
 Extent learnings were things needed for positive report/feedback. make notes and it from her  
applied in the workplace? output. comments client/coachee  
 TA approaches that -Yes, TA/C were open-minded To determine the plan
effect positive learning for adjustments. was successfully realized
and behaviour change of  
client? -Yes, TA/C manifested in
their feedback.

EVALUATION OF TA/C IN TERMS            

OF AFFECTING BEHAVIOR            
CHANGE            
a. Was the technical            
assistance helpful and            
productive?            
b. Has the technical            
assistance produced the            
needed changes?            
c. To what extent did it            
improve teaching-            
Learning? School            
management?            
d. Sustainability of            
developed capacity at            
the Central, Regional and They keep uploading modules Checking the shared Check from time to Download the Higher ops and SH, Client/Coachee
Division levels to on shared files sites. files sites. time. modules needed TA/C/SH will
maintain, operate and download it.
improve TPD systems
based on evidence
EVALUATION OF TA/C IN            
TERMS OF IMPROVED            
PERFORMANCE            
a. Did the practices of Yes Weekly Every Friday Excel report and SH personally Enhancing teachers
teachers / school   Report/Feedback make notes and collect it from her new skills in this new
leaders improved their Parents nowadays is able comments client/coachee normal system
level of proficiency? to adopt it and open-
b. To what extent did the minded to this new
“new practices normal school practices.
contributed to the
goals of DepEd

Prepared by: Submitted to:

 
DAHLIA V. RELAMPAGO, P-I ________________________
School Principal Head of Office
 Republic of the Philippines
DEPARTMENT OF
EDUCATION
DIVISION OF DAVAO DEL SUR
MATANAO 1 District
CATALINO G. TAMPIPI
ELEMENTARY SCHOOL
School ID 129025

____________________________________________________________________________________________________________
ANNEX 1: GENERAL TECHNICAL ASSISTANCE/ COACHING PLAN
 
A. GENERAL TA/ COACHING PLAN
 
COMMITMENT CONTRACT FOR TECHNICAL ASSISTANCE OVERVIEW:
 
Target Recipient of TA/ Coachee: CATALINO G. TAMPIPI ELEMENTARY SCHOOL
(Region/Division/School Person) ________________________________________________________
 
Date Covered: TA Aug 2020 to Oct 2020 – DAHLIA V. RELAMPAGO__________________
 
Provider/ COACH: _BOUBERT G. DUMAGAN_______________________________________________________
  
PLAN BASIS

Checking the “R” – Thought Questions:

 What is the result of the decision tree re: learning modality to use in the school/SDO?
-Printed Modular Distance Learning
 What is the result of the “readiness” assessment of the school/SDO?
-We are almost 87%, 13% will be the full operation this coming October 5, 2020 as the classes start.
 What “enablers” do they have to carry out the selected modality?
-Through LESF online and offline.
 What challenges and gaps should the school address to be able to implement/carry out the selected modality?
 
-The challenges are the dissemination of information of information/updates to some parents/guardians don’t have
online account or even basic cellphone and the scheduled distribution of modules might give confusion to working
parents.

To help with analysis, categorize the requirements of the school in terms of LEARNING and NON-LEARNING NEEDS:
A. NON-LEARNING:
1. Management (school policies, clear expectations, roles, monitoring processes, etc.)
2. Motivation (including incentive factors)
3. Resources (including finance, technology)
 
4. Communication (includes feedback and advocacy)
5. Environment support I includes higher office, LGU, parents, community)
  
PLAN BASIS

  A. LEARNING NEEDS:
  1. Capability of “players”
 
 
 
 

OVERALL What are the things that you can do to HELP?

OBJECTIVE/S OF - Collect feedbacks/ suggestions to meet the needs and success of the objectives of TA.
TA Look at the learning and non-learning – which ones would they need help?
- For Non-Learning, the need more communication and for learning capacity of teachers.
 
 
 
 Detailed TECHNICAL ASSISTANCE PLAN (applicable to both organization or individual)

Resources
Prioritized Needs Strategies/Activiti Expected Time Person/s Materials Budget
TA Objectives
of the Clients es Results Frame Responsible
I. Communicate Facilitate the a. Orient the SH SH acquired Aug 1 -31, TAP as coach Laptop P300
to parents development of on skill re: skills on 2020
their roles in communication communication communication every 1 pm
Home- strategy for s planning planning to 3x a week
Schooling parents/guardian guide his/her
  s staff to draft
  on
  communication
planning
b. SH must orient Teachers September SH as coach Laptop P300
teachers on skill acquired skills 1 -30, 2020
re: communications on every 1 pm
planning communication 3x a week
planning to
guide his/her
parents on
communication
planning
 Detailed TECHNICAL ASSISTANCE PLAN (applicable to both organization or individual)

Resources
Prioritized Needs of Expected
TA Objectives Strategies/Activities Time Frame Person/s Materials Budget
the Clients Results
Responsible
I. Communicate to Facilitate the a. Orient the SH on SH acquired skills Aug 1 -31, TAP as coach Laptop P300
parents their development of skill re: on 2020
roles in Home- communication communications communication every 1 pm
Schooling strategy for planning planning to guide 3x a week
  parents/guardians his/her staff to
  draft on
  communication
planning
b. SH must orient Teachers September 1 SH as coach Laptop P300
teachers on skill re: acquired skills on -30, 2020
communications communication every 1 pm
planning planning to guide 3x a week
his/her parents
on
communication
planning

c. Create a venue like Able to hear Aug 1 -31, Level Laptop P300
zoom, fb page and feedbacks to 2020 Coordinator
chat groups help the need of Facilitator:
coachee. TAP
    d. Parents/Guardians Able to collect September Teachers/Clie Laptop, P500
Orientation additional data 21-25, 2020 nts Projector,
to contact Sound System,
parents/ Pamphlets
guardians
    e. Create Group chats Parents/Guardia Aug 1 for Teacher/Clien Laptop, P500
II. Facilitate a. LAC Sessions Additional Sept. SH - Coach Projector P1000
Capacitated forum/LAC ideas/strateg 1-30,
Teachers sessions for ies for 2020
upcoming school managing
opening. the new
Brainstorming of normal
each level plans school

b. Grade Level Coaches - Bondpaper  

Action Plan Teachers

    c.   Ballpen  
Meetings/Conferenc
e

Prepared by: Submitted to:

DAHLIA V. RELAMPAGO, P-I __________________

School Principal Head of Office
REFLECTION:
As an education leader what helped you n facilitating the planning of M & E of
LDM implementation in your assigned schools. What were the challenges

6. B. Knowing the importance of monitoring and

evaluation helps me a lot in encouraging and giving
inputs to my co- school heads. School heads were
oriented that M and E serves as the means of assessing
if progress is acquired during implementation and how
to address the challenges met during the
implementation.
MODULE 7
EVIDENCES OF TECHNICAL ASSISTANCE

1. Conduct of LAC Session

2. Organizing the portfolio for submission
3. Organizing teachers group for LDM course 2
4. Grading System and Assessment
 MODULE 2
 LEARNING MODALITY COURSE 2
 REFLECTION B
 Reflection Questions:
1. What are the concerns of our teachers concerning unpacking of MELC and
integrating MELC in our lesson?
 Answer: Teachers are concerned of the learning outcome of the pupils. It is in the
unpacking of MELC that teachers see what a child will know and be able to do.
2. How can MELC enrich the teachers’ daily lessons?
Answer: The lessons will be enriched because the teachers will be guided in their
teaching tasks.
3. How can you help or assist them? Why is it essential that we all understand this
process?
As a school head it is my duty to guide the teachers how to unpack MELCs. It is very
important that we all understand the hierarchy of learning so that the teachers could
come up with the essential competencies.
  MODULE 3A

 1. As a school head what are the characteristics of a good Weekly Home Learning Plan? How will
you know if these weekly plans are executed well? What do you need to do if there are teachers
who cannot execute their plans well?
 Ans. A good Weekly Home Learning Plan aid the teachers and parents in tracking the day-to-day
in-school and off-school general learning process. It involved specific objectives ,activities and
plans for each class during the week. Well-executed weekly plans can be observed in the delivery
of lesson, during face to face situation.. Clinical observation and consultative coaching must be
done to teachers who need help in executing the weekly learning plan.
 2. What do you need to look for in the teachers’ lesson plans/weekly home learning plans to know
that they are designed well? How can you help the teachers who find it difficult to develop well-
designed lesson plan?
 Ans: A well designed weekly home learning plan contains the department’s standard, has specific
objective, right materials are selected and assessment fits the lesson. Mentoring is the best way to
help teachers develop a good weekly home learning plan.
 MODULA 3A

 1. What are the uses of these lists of learning interventions, learning

tasks and assessment methods to the teachers’ lesson?
 Ans: Learning interventions are applied when learners do not meet the
grade level expectation that are necessary for academic progress.
Assessment is the next step necessary to determine the individual learner
‘s specific needs.
 2. What are your tasks as their school’s instructional leader so they can
develop better lesson design and assessment.
 Ans. School heads generally focus on improving classroom instruction,
not just managerial tasks. A natural way for school leaders to take on
the role of instructional leader is to serve as a "chief" coach for teachers
by designing and supporting strong classroom level through
instructional coaching.
 3. How can I assist the teachers who have students who are lagging behind in
their lessons?
 Conduct consultative coaching with the teacher. A mentor can’t possibly help his or her
mentee succeed without understanding the barriers preventing success, so the first step
must be gathering data to understand the problem at hand. By identifying the cause of
failure first, and then determining the optimal solution or solutions to address that
failure, we are in the best position to take firm and decisive action that helps the student
succeed.
 4. What are the steps we need to do to help these students learn their lesson better and
ensure the quality of learning?
 First, teachers need to understand subject matter deeply and flexibly so that they can
help students create useful cognitive maps, relate ideas to one another, and address
misconceptions. Teachers need to see how ideas connect across fields and to everyday
life. (Shulman, 1987.)Lessons should be made relevant also, that it could connect to the
world today.
 5. How can you build up our local learning resources for both teachers and students?
 Learning resources are relevant tools in education . We can simply build up local
learning resources like acquiring videos, flipcharts, whiteboards, overhead projectors,
PowerPoint, text, smart devices and software. Deped Learning portal and LRMDS
should be made accessible to teachers and Deped Commons to learners.
 6. How can you ensure that these learning resources are quality assured and are placed
in protective drives which the teachers can easily access.
 These resources have to be reliable to support the National Curriculum for each
specific key stage taught within institutions and approved by local education
authorities.  The implementing school is responsible for ensuring the security and
proper storage of learning materials delivered to them. The storage facility should be
free from moisture, contamination of chemicals or fumes, termites, dust, and other
elements or conditions that could endanger them. The school shall keep soft copies of
modules in secure digital storage devices.
  MODULE 4

 As the school’s instructional leader, how can I help my teachers have

professional development activities that can help them improve their
competencies and also help them progress in their career as teachers?
 Ans: School leaders bear a significant influence on teachers’ capacity to enact
professional learning in their classrooms and it is essential that school leaders
support, encourage, and recognize teachers when they take the initiative to
engage in professional learning .As a school leader, the following are my
simplest and affordable ways of supporting teachers’ professional development:
a. Giving support and encouragement to the teachers for professional/career
advancement
b. Providing time for discussion, reflection, and sharing with colleagues and
school leaders, as well as time for planning;
c. Providing physical or technological resources to facilitate teaching or
experimentation with teaching strategies or new learning experiences;
d. Enhancing LAC session
Prepared by:

DAHLIA V. RELAMPAGO
ESP 1

Evaluated by:
BOUBERT G. DUMAGAN
S EPS-M & E