Tuyom

Elementary BE-LRCP
School
I. Introduction
As a preparation for the opening of classes this August 22,
Tuyom Elementary School is eager to continue its advocacy
in serving Filipino learners despite the unwavering battle of
education against COVID-19.
Different coping mechanisms were crafted as well as
policies to be implemented in order to cater the needs of
the learners, teachers, and the learning community as a
whole. In addition, the lacking facilities and aspects were
also pointed out to examine the needed actions to be taken.
A. Gains of the BE-LCP 2021-2022
1. Accomplishments (Enrollment Data)

COMPARATIVE ENROLLMENT DATA

S.Y 2019-2020, and BOSY SY 2020-2021

PUBLIC 2019-2020 2020-2021 2019-2020 2020-2021  

2019-2020 2020-2021 % Inc / % Inc / VARIANCE %
Dec Dec Inc/Dec
LEVEL MALE FEMALE TOTAL  
Kindergarten 33 40 21% Inc 15 34 127% Inc 48 74 54% Inc  
Grade I 50 47 6% Dec. 34 23 32% Dec 84 70 17% Dec  
Grade II 59 56 5% Dec 53 58 9% Inc 112 114 2% Inc  
Grade III 41 51 24% Inc 45 49 9% Inc 86 100 16% Inc  
Total PRIMARY 183 194 6% Inc 147 164 1% Inc 355 368 4% Inc  
Grade IV 42 43 2% Inc 49 45 8% Dec 91 88 3% Dec.  
Grade V 61 47 23% Dec. 52 50 4% Dec 111 97 13% Dec  
Grade VI 49 53 8% Inc. 53 54 2 % Inc. 102 107 5% Inc  

Total INTERMEDIATE 152 143 6% Dec. 154 149 3% Dec 304 292 4% Dec.  

Non-Graded  

Total ELEMENTARY 335 337 1% Inc. 301 313 4% Inc. 636 650 2% Inc.  

%  
Analysis
The table shows the comparative BOSY
enrollment of Tuyom Elem. School-I S.Y. 2019-
2020 and 2020-2021. There is a 1% increase in
the enrollment of male and 4% increase of female
pupils with a total of 2% increase in enrollment.
Result shows that the change in enrollment
connotes positive response from the stakeholders
for it simple increases the salience of the benefits
in attending school.
A. Gains of the BE-LCP 2021-2022
1. Accomplishments (Enrollment Data)

COMPARATIVE ENROLLMENT DATA

on BOSY 2020 vs. EOSY 2021

ENROLMENT (Oct 30, 2020) ENROLMENT (Jun 30, 2021) VARIANCE

GRADE LEVEL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL % Inc/Dec

KINDER 49 44 93 49 44 93 0 0 0  
GRADE 1 34 16 50 47 23 70 12 7 19 38% Inc
GRADE 2 52 55 107 56 58 114 4 3 7 7% Inc
GRADE 3 61 50 111 60 49 109 -1 -1 -2 2% Dec

TOTAL PRIMARY 196 165 361 212 174 386 15 9 24 7% Inc

GRADE 4 40 43 83 43 45 88 3 2 5 6% Inc
GRADE 5 42 49 91 47 50 97 5 1 6 7% Inc
GRADE 6 61 54 115 63 57 120 2 3 5 4% Inc

TOTAL INTERMEDIATE 143 146 289 153 152 305 10 6 16 6% Inc

NON-GRADED 0 0 0 0 0 0 0 0 0  

TOTAL ELEMENTARY 339 311 650 365 326 691 25 15 40 6% Inc

%
The data shows that there is an increase in the enrolment between BOSY October 2020 to June 2021 EOSY. An increase
ANALYSIS:
of 40 pupils or 6% of the total enrolment.
 EFFECTIVE PRACTICES ON LEARNING RESOURCES
STRATEGIES INDICATORS PROGRAMS
Strengthen contextualization of learning resources Percentage of up skilled LRs EPS Capability Building Program
capacity building in coordination with HRTD (as and District Focal Persons for
needed) Sped, IPed and ALS on LR
contextualization

Ensure application of knowledge and skills on Number of learning resources

contextualization of learning resources by the LAs related activities conducted
 

Update contextualization matrix per learning area Number of updated

per grade level contextualization matrix per
learning area per grade level

Institutionalize M&E system on the utilization of 12 monitoring reports on the

contextualization learning resources per learning utilization of contextualized
area per grade level learning resources
 EFFECTIVE PRACTICES ON LEARNING RESOURCES
STRATEGIES INDICATORS
Ensure implementation of localized delivery Number of localized delivery
modes for effective learning: modalities for effective
  learning implemented per
  District
Continuous Capacity – Building of the districts Number of Districts
on the implementation of interest and capacitated in the
exclusive programs implementation of interest
  and inclusive programs
PROGRAMS
REP- Responsive Education
Programs: Interest
programs
(SSES,STE,SPA,SPS,STVEP,S
PFL,SPJ,) and Farm School
Inclusive programs: MEP
IPED,SPED,ALS,OHSP
 

Map to identify Districts that are capable to Number of Districts ready to

implement the interest and inclusive programs implement the interest and
  inclusive programs

Capacitate newly mapped Districts in the No. of Districts retooled on

implementation the interest and inclusive the implementation of interest
programs and inclusive programs
 
LEARNING
OUTCOMES
RESOURCES
 BEGINNING OF SCHOOL YEAR

Learning Outcomes Resources

 Grade 1 Learners Reading Profiles (BoSY):

Learning Outcomes Resources

 Grade 2 Learners Reading Profiles (BoSY):

Learning Outcomes Resources

 Grade 3 Learners Reading Profiles (BoSY):

Learning Outcomes Resources

 END OF SCHOOL YEAR

Learning Outcomes Resources

 END OF SCHOOL YEAR

Total Learners Assessed in Tuyom ES

Grade One 107

Grade One
72

Grade One
106

Total : 285
Learning Outcomes Resources
 END OF SCHOOL YEAR
Grade 1 Learners Reading Profiles (EoSY): Grade 2 Learners Reading Profiles (EoSY):

Grade 3 Learners Reading Profiles (EoSY):

Learning Outcomes Resources

 LIMITED
FACE-TO-FACE
IMPLEMENTATION
 MPLEMENTATION PLAN FOR LIMITED FACE TO FACE
for SY 2022–2023

Strategy / Program /
Objective Time Frame Persons Responsible Resources Needed (PhP)
Activity (PPA)

I. PRE–IMPLEMENTATION

To conduct a meeting with the

Meeting with the school School Head Human Resources
school planning team on learning Aug. 17, 2022
planning team Planning Team Bond paper
modality.

Master Teachers Laptop

To prepare schedule of activities Scheduled Activity for Aug. 18-20,
Grade Leaders Bond paper
for limited face to face learning modality 2022
Teachers Printer

Parents Projector
To orient parents on limited face
Parents’ Orientation Aug. 23, 2022 Teachers Laptop
to face
School Head Bond paper
To establish flexible schedule for Establishment of flexible Aug. 26-27, Master Teachers Laptop
limited face to face schedule for limited face to 2022 Grade Leaders Bond Paper
face Teacher-Adviser Printer

Limited Face-to-Face Implementation

 IMPLEMENTATION PLAN FOR LIMITED FACE TO FACE CLASSES
for SY 2022–2023
Objective Strategy / Program / Activity (PPA) Time Frame Persons Responsible Resources Needed (PhP)
II.
POST
IMPLEMENTATION

School Head Thermal Scanner, Alcohol, hand

To ensure the safety of learners, teachers, SH Implementation of minimum health Master Teachers washing soap, foot bath, face
Whole Year
and Non-teaching personnel standards and protocols Teachers mask and shield, entrance slip
School Personnel (20, 000.00)

Thermal Scanner, Alcohol, hand

To facilitate system and order in retrieval and Systematic Delivery of Limited Face to Face Teachers washing soap, foot bath, face
Whole Year
releasing of learning materials Classes Master Teachers mask and shield, entrance slip.
(30,000.00)

Retrieval and releasing forms,

To retrieve and release learning materials with Retrieval and releasing of LM’s with
Whole Year Teachers bond paper, printers, ink (1.5
minimum health standards required minimum health standards.
M)

To conduct limited face to face class following

Teachers SLMs, laptop, desktop, headset,
the timetable and schedule with minimum Conduct limited face to face classes Whole Year
Master Teachers ppt ( 50,000.00)
health standards required.

School Head Cement, Paint, Sand and gravel,

To implement programs and projects responsive
Implementation of programs and projects Whole year Planning Team hollow blocks, etc.
to the needs of its clientele.
TWG ( 200,000.00)

Limited Face-to-Face Implementation

TEACHING AND
LEARNING
STRATEGIES
 Strategies/Projects
Strategic Thrust 1
Lining up enhanced
mechanism for effective
curriculum implementation
Strategic Thrust 2
Intensifying the provision of
responsive technical
assistance
Strategic Thrust 3
Accelerating partnership and
stakeholders commitment
Strategic Thrust 4
Programming professional
learning and strengthening
quality assurance system
Teaching and Learning Strategies
Objectives Time Frame Resources Needed Success Indicator
*Ensure that learners are September 2021- Laptop Student Achievement
prepared to acquire the June 2021 Office Supplies  
necessary skills needed in the  
new learning environment
*Align available learning
resources with K to 12 Most
essential learning
competencies and Budget of
Works
Utilized technology –based September 2021- Laptop Teachers Development
including ICT and other June 2021 Office Supplies
available media  
Strengthen the partnership to September 2021- Laptop Parents and School
ensure safe and conducive June 2021 Office Supplies Partnership
learning environment for  
quality delivery of basic
education in different
modalities.
Capacitate teachers November 2021-March 2022 Laptop Teachers Development
Office Supplies
 
 2. Insights Gained on Best Practices

1. Smooth distribution and retrieval of modules is achieved with close

coordination of Barangay stakeholders
2. 100% retrieval of modules is possible if parents are incentivized.
3. Close coordination with parents on the learners progress
4. SLMs and LAs should pass through the Division LRMDS and read by the
teachers themselves before distribution to the learners.
5. Advance preparation of School /Division initiated SLMs in case there is
delayed uploading from CO/RO
6. Public Private Partnership (PPP) is very necessary for augmentation of
printing equipment and materials
7. School Initiated LAS facilitate the flow of distance learning instruction
8. Online learning repositories facilitate the development, access and sharing of
digital teaching materials and aids.
9. Collaboration among the internal and external stakeholders is a big factor in
the schools endeavor in carrying out activities in this challenging time
 Insights Gained on Best Practices

10. Designation of focal person per Barangay to cater parents’

queries/difficulties facilitate learning at home
11. Sharing of expertise by our local developers contributed to the prompt
provision of learning materials.
12.Availability of learning space at home promote effectiveness of
distance learning modality
13.Regular M and E of the availability, distribution and retrieval of
modules ensure the access of the learner to the modality.
14.Seasoned teachers influence Knowledge Skills and Abilities (KSA) to
others in promoting LASs and SLMs effectiveness to learners.
 
 3. Issues and need for recovery initiatives

ISSUES AND CONCERNS INITIATIVES/INNOVATIONS

• Request LGU and PTA and other

external stakeholders for
1. Lacking of Classrooms and face to
additional funds to repair
face Learning Needs. classrooms.
 
• Follow up Division Office and
DPWH for the repair.  

Teaching and Learning Strategies

  
Operationalization
of BE-LRCP for
SY 2022-2023
A. Data Analytics

Projected Enrolment

GRADE LEVEL MALE FEMALE TOTAL

KINDER 46 56 102

GRADE ONE 54 51 105

GRADE TWO 46 26 72

GRADE THREE 54 57 111

GRADE FOUR 61 51 112

GRADE FIVE 46 41 87

GRADE SIX 49 52 101

 1.1 Number of Teachers

GRADE TI T II T III MT I MT II HT __ HT __ TOTAL

LEVEL SG 11 SG 12 SG 13 SG 18 SG 19 SG SG
Kinder 1   1         2
Gr I 4             4
Gr II 3   1         4
Gr III 2   1         3
Gr IV 3   1         4
Gr V   1 2 1       4
Gr VI 3   1 1       5
TOTAL 16 1 7 2       26
 1.2. No. of Related Teaching & Non-Teaching Personnel

POSITION NUMBER POSITION NUMBER

School Principal I (SG ) 1 School Nurse (SG__)

Assistant School Principal II (SG 19) Guidance Counselor (SG__)

Administrative Officer IV (SG__) Registrar (SG__)

Administrative Officer II (SG 11) 1 Librarian (SG__)

Administrative Assistant III (SG__) J.O. Nurse (SEF-paid)

Administrative Assistant II (SG__) J.O. Workers (SEF-paid)

Administrative Aide ___ (SG__) J.O. Workers (School-paid) 1

Security Guard (SG__)

Casual Personnel
 Schools and Instructional Facilities

Number of Classrooms TOTAL NO. OF

(Reference: NSBI 2019) CLASSROOMS

MAJOR REPAIR MINOR REPAIR GOOD CONDITION ON-GOING FOR DEMOLITION /

CONDEMNNATION

2  0  15  0  4  21 

Required Number of Classrooms Needs Excess

(References: EBEIS SY 2019-2020 and Ratio: (Kinder-1:50), (Grade 1 to 3-1:30), (Grade 4 to 6: 1:40)

Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total

2 3 4 4 3 3 3 21 4 0
 SCHOOL FACILITIES NUMBER SCHOOL FACILITIES NUMBER

1. Principal’s Office 1 12. Science Laboratory 0

2. Faculty Room 0 13. H.E. Building 0
3. School Clinic 0 14. EPP/TLE Laboratory 0
4. Isolation / CARE Area 0 15. Multi-Purpose Workshop 0
5. School Canteen 0 16. Nursery 1
6. Feeding Center 1 17. Male CR 4
7. Records & Guidance Room 0 18. Female CR 4

8. Gym/Covered Court/Evacuation 1 19. Handwashing Faucets 85

9. School Playground 1 20. Water Tank 3

10. School Library 0 21. Deep Well 2
11. School ICT Laboratory 1 22. Water Connection 0
LEARNING
RESOURCES
 1.1. Number of Reusable SLMs and LASs by Grade Level and Learning Area
(Kindergarten and Grade I)

No. of
GRADE LEVEL LEARNING AREA Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
Learners

Kindergarten All Subjects 358 1020 1020 1020 1020 4,080 Reusable

Grade 1 English 107 212 212 424 Reusable

Math 107 53 212 318 318 901 Reusable

Filipino 107 530 530 530 1,590 Reusable

Aral Pan 107 318 212 159 318 1,007 Reusable

MAPEH 107 742 424 424 424 2,014 Reusable

EsP 107 212 159 159 159 689 Reusable

MTB-MLE 107 759 530 530 212 2,031 Reusable

 1.1. Number of Reusable SLMs and LASs by Grade Level and Learning Area
(Grade II)

No. of
GRADE LEVEL LEARNING AREA Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
Learners
LEARNING No. of
GRADE LEVEL Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
AREA Learners

Grade II English 72 173 152 325 Reusable

Grade II English 292 3 3 6 Reusable

Math 72 72 167 249 254 742 Reusable
Math 292 3 3 3 3 12 Reusable

Filipino 72 341 322 219 882 Reusable

Filipino 292 3 3 3 9 Reusable

Aral Pan 72 214 149 144 180 687 Reusable

Aral Pan 292 3 3 3 3 12 Reusable

MAPEH 72 542 342 418 318 1,620 Reusable

MAPEH 292 3 3 3 3 12 Reusable

EsP 72 124 111 97 112 444 Reusable

EsP 292 3 3 3 3 12 Reusable

MTB-MLE 72 241 187 254 134 816 Reusable

MTB-MLE 292 3 3 3 3 12 Reusable
 1.1. Number of Reusable SLMs and LASs by Grade Level and Learning Area
(Grade III)

No. of
GRADE LEVEL LEARNING AREA Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
Learners
LEARNING No. of
GRADE LEVEL Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
AREA Learners
Grade III English 106 639 635 634 634 2542 Reusable

Grade II English 292 3 3 6 Reusable

  Math 106 851 800 799 745 3195 Reusable

Math 292 3 3 3 3
  Science 106 105 640 478 560 12 Reusable
1,753 Reusable

  Filipino
Filipino 292
106 640 3 799 3 689 3 688 9 Reusable
2,816 Reusable

  AralAral
Pan Pan 292
106 3
370 3 431 3 428 3 430 12 Reusable
1659 Reusable

  MAPEH
MAPEH 106
292 635
3 3 635 3 633 3 632 12 2,535
Reusable Reusable

  EsP EsP 106

292 215
3 3 319 3 370 3 105 12 1009
Reusable Reusable

  MTB-MLE
MTB-MLE 106
292 585
3 3 638 3 638 3 212 12 2,073
Reusable Reusable
 1.1. Number of Reusable SLMs and LASs by Grade Level and Learning Area
(Grade V)

No. of
GRADE LEVEL LEARNING AREA Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
Learners
LEARNING No. of
GRADE LEVEL Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
AREA Learners
Grade V English 87 131 324 132 204 791 Reusable

Grade II English 292 3 3 6 Reusable

  Math 87 321 617 132 518 1,588 Reusable

Math 292 3 3 3 3
  Science 87 132 308 138 210 12 Reusable
788 Reusable

  Filipino
Filipino 292
87 214 3 587 3 215 3 671 9 Reusable
1,687 Reusable

  AralAral
Pan Pan 292
87 3
132 3 341 3 132 3 176 12 Reusable
781 Reusable

  MAPEH
MAPEH 87
292 187
3 3 249 3 254 3 183 12 873
Reusable Reusable

  EsP EsP 87
292 348
3 3 297 3 376 3 288 12 1,309
Reusable Reusable

  MTB-MLE
MTB-MLE 87
292 275
3 3 327 3 124 3 176 12 902
Reusable Reusable
 1.1. Number of Reusable SLMs and LASs by Grade Level and Learning Area
(Grade VI)

LEARNING No. of
GRADE LEVEL Learners
Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
AREA
LEARNING No. of
GRADE LEVEL Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL REMARKS
AREA Learners
Grade VI English 101 150 150 150 346 796 Reusable

Grade II English 292 3 3 6 Reusable

  Math 101 554 584 450 455 2,043 Reusable

Math 292 3 3 3 3 12 Reusable

  Science 101 357 326 145 405 1,233 Reusable

Filipino 292 3 3 3 9 Reusable

  Filipino 101 542 651 142 0 1,335 Reusable

  AralAral
Pan Pan 292
101 3
357 3 405 3 235 3 150 12 ReusableReusable
1,147

  EPPMAPEH 292
101 3
284 3 101 3 245 3 384 12 ReusableReusable
1,014

  MAPEH
EsP 101
292 524
3 3 547 3 649 3 413 12 2,133
ReusableReusable

  EsP MTB-MLE 101

292 214
3 3 345 3 253 3 154 12 966
ReusableReusable
ASSESSMENT
OF LEARNING
OUTCOMES
STRATEGIES
 Learning Goal
Recall Recognize Identify
Interpret Exemplify Classify
Summarize Infer Compare Explain
Examples of Appropriate Assessments
Objective test items such as fill-in-the-blank, matching,
labeling, or multiple-choice questions that require students
to:
o recall or recognize terms, facts, and concepts
Activities such as papers, exams, problem sets, class
discussions, or concept maps that require students to:
o summarize readings, films, or speeches
o compare and contrast two or more theories, events, or
processes
o classify or categorize cases, elements, or events using
established criteria
o paraphrase documents or speeches
o find or identify examples or illustrations of a concept or
principle
 Learning Goal Examples of Appropriate Assessments

Apply Activities such as problem sets, performances, labs,

Execute prototyping, or simulations that require students to:
Implement o use procedures to solve or complete familiar or unfamiliar
tasks
o determine which procedure(s) are most appropriate for a
given task

Analyze Activities such as case studies, critiques, labs, papers, projects,

Differentiate debates, or concept maps that require students to:
Organize o discriminate or select relevant and irrelevant parts
Attribute o determine how elements function together
o determine bias, values, or underlying intent in presented
material
 
 Learning Goal Examples of Appropriate Assessments
Evaluate Activities such as journals, diaries, critiques, problem
Check sets, product reviews, or studies that require students
Critique to:
o test, monitor, judge, or critique readings,
Assess
performances, or products against established
criteria or standards
 

Create Activities such as research projects, musical

Generate compositions, performances, essays, business plans,
Plan website designs, or set designs that require students to:
o make, build, design or generate something new
Produce
Design  
Learning Recovery Framework and Plan (Transition Plan, Learning Loss)
Communication Plan
All confirmed stakeholders must be well-informed to avoid the
possible transmission of the virus, and to guide the school community
in the necessary actions in case there will be a need to transition to
distance teaming modality.
a. Contact the identified health authority (e.g. barangay health
station, rural health unit) to cooperate regarding the appropriate
measures such as tracing and quarantine, or referral to a hospital if
needed.
b. Contact other school personnel (from the different set of classes
per week) in case there will be a need to shift to distance learning
modality. A teacher must also be informed and guided if he/she
shall be a substitute teacher in case a fellow teacher becomes
unable to physically report to school for a tong period due to being
infected with COVID-19 or other acceptable reasons.
c. Contact the family of the individual who showed symptoms
or identified to be a close contact of a confirmed case of
COVtD-19. The family must also be informed regarding the
actions that will be undertaken by the school, as well as the
protocols that must be observed at home as advised by
health authorities.
d. Contact the families of individuals from the same class as
the person who showed symptoms of COVtD-19 and inform
them of the protocols that must be observed, as well as the
possible shift to distance learning modality.
e. Contact families from other classes from the set of classes
in the same week as the person who showed symptoms of
COVID-19, as well as those from the set of classes in the
other week to inform them of the current school situation.
A. Enabling Mechanism
 
 Learners Vaccination
VACCINATION RECORD OF LEARNERS

NO. WHO RECEIVED VACCINE NO. NOT VACCINATED

NO. WITH
GRADE LEVEL
COMORBIDITY Waiting for
First Dose Second Dose UNDECIDED
Vaccination

MALE FEMALE MALE FEMALE

KINDER 1 1 1 1 100
GRADE 1   5 2 5 2   100

GRADE 2 5 3 5 3 5 59

GRADE 3 8 5 8 5 13 80

GRADE 4 3 4 3 4 12 91
GRADE 5 7 6 7 6 15 60
GRADE 6 10 8 10 8 15 68

TOTAL 0 39 29 39 29 60 558
 VACCINATION RECORD OF TEACHERS & PERSONNEL
NO. WHO RECEIVED VACCINE NO. NOT VACCINATED

POSITION NO. WITH COMORBIDITY

Waiting for
First Dose Second Dose UNDECIDED
Vaccination

MALE FEMALE MALE FEMALE

School Head 1 1 0 0

Teachers 3 2 19 2 19 0 0

Master Teachers 0 2 0 2 0 0

Head Teachers 0 0 0 0 0 0

Personnel 0 0 0 0 0 0
LSA

JO 1 0 1 0 0 0
TOTAL 3 4 19 4 19 0 0
 Ways Forward on Booster Vaccination Program

1. Promote vaccine confidence among children, teens, parents, and guardians.

"Vaccine confidence" is the trust that people have in recommended vaccines. Right now, families in
your community may be wading through a lot of information about COVID-19 vaccinations. As a
trusted source of care and information for your families, you can help.

• Be prepared to address questions and misinformation about the COVID-19 vaccine with your
children or teens, and their families, by developing or sharing materials from credible
sources. The CDC has developed resources to increase COVID-19 vaccine confidence;
resources to promote the COVID-19 vaccine for children and teens, and a conversation
guide to help providers answer frequently asked questions.
• For children, teens, or adults who worry about vaccination or have a fear of needles, share
tips for making shots less stressful and managing fears of needles.
• Include ways that families can access information about vaccines, as further encouragement
to vaccinate their children. Share information on COVID-19 vaccines for children and teens
and answers to frequently asked questions about COVID-19 vaccines with families and
caregivers who would like more information on COVID-19 vaccination.
• Share materials and resources on COVID-19 vaccination of children with parents and
caregivers through your emails, newsletters, social media accounts, and websites.
2. Arm early childhood professionals, teachers, administrators, and other staff with resources for
answering general COVID-19 vaccination questions.

It is important for all staff to know what role they can play in COVID-19 vaccine-related communication,
education, and activities.

• Use internal workshops, staff meetings, and newsletters to promote staff involvement in COVID-
19 vaccination efforts.
• Refer staff to resources to promote the COVID-19 vaccine for children & teens – including
graphics for social media, posters, and printable fact sheets in 9 languages – as well as other CDC
resources for teachers and staff. Encourage staff to take an active role in sharing these resources
through a variety of ways, including:
• ECE providers, teachers, and administrators can send emails to parents and guardians linking to
information on the COVID-19 vaccine for children and teens and answers to frequently asked
questions.
• ECE programs and schools can offer printouts or pamphlets available at key locations throughout
the facility. If you have a healthcare provider, such as a nurse, or a healthcare consultant on
site, ensure children and families know they are available to discuss the COVID-19 vaccine.
• Programs and staff can share information with parents and guardians on tips for making shots less
stressful and managing fears of needles.
3. Partner with others doing COVID-19
Vaccine-related activities in your community.
Creating alliances can be beneficial for a variety of COVID-19 vaccine-related tasks. Partners could be
neighborhood businesses, churches, sports teams, community-based organizations, unions, media
outlets, local health agencies, municipal governments, and healthcare providers.

4. Encourage families to have their child receive the COVID-19 vaccine and
get caught up on well-child visits along with routine vaccinations.

As part of the campaign to stop the spread of COVID-19, many children and adolescents have missed
annual wellness visits, check-ups, and routine childhood vaccinations. Many families have been doing
their part by staying at home as much as possible to reduce the risk of catching the virus.

5. Consider partnering with COVID-19 vaccine providers to offer vaccination to

Children in your program or school.

6. Incorporate COVID-19 education into your lessons.

Teaching children and teens is what ECE programs and schools do best. Discussions and lessons about
COVID-19 and vaccination can be incorporated in many different subjects in age appropriate,
meaningful ways.
Learning Facilities

Number of Functional School Facilities

SCHOOL FACILITIES NUMBER SCHOOL FACILITIES NUMBER

1. Principal’s Office 1 12. Science Laboratory 0

2. Faculty Room 0 13. H.E. Building 0
3. School Clinic 0 14. EPP/TLE Laboratory 0

4. Isolation / CARE Area 0 15. Multi-Purpose Workshop 0

5. School Canteen 0 16. Nursery 1

6. Feeding Center 1 17. Male CR 4
7. Records & Guidance Room 0 18. Female CR 4

8. Gym/Covered Court/Evacuation 1 19. Handwashing Faucets 85

9. School Playground 1 20. Water Tank 3

10. School Library 0 21. Deep Well 2
11. School ICT Laboratory 1 22. BACIWA Connection 0
CONTINGENCY
PLAN
LEARNING FACILITATORS

TEACHERS TRAINING
No. Trained on NO. who NEED TRAINING
GRADE No. of Existing
Teachers

LEVEL TEACHERS LSAs TEACHERS LSAs TEACHERS LSAs

Kinder 2 2

Gr I 4 4

Gr II 4 4

Gr III 3 3

Gr IV 4 4

Gr V 4 4

Gr VI 3 3

TOTAL 24 24
 WELLNESS PROGRAM

PARTICIPANTS PROGRAMS OBJECTIVES ACTIVITIES

TEACHERS  Appreciation of teachers’

Recognition of Staff Search for Outstanding
  efforts in every educational
Achievements Teachers of Tuyom ES 
  aspect

NON-TEACHING Capacity Building    

  Increased participation in Capacity Building
  practicing healthy behaviors

    -Sustainable School
LEARNERS School Gardening Program Bring awareness to learners Gardening
  on the importance of school - Best in Gulayan sa
gardening Paaralan (From Grades 4-6)
 PARTNERSHIP/STAKEHOLDERS ENGANGEMENT

PARTNERSHIP PLAN for SY 2021–2022

Strategy / Program / Activity Resources Needed
Objective Time Frame Persons Responsible
(PPAs) (PhP)

To augment Laptop, Desktop,

Fast and easy production of Sept. 2022-June School Head, Master
reproduction of Self- Printers, Bond Pares,
self-learning modules 2023 Teachers, Teachers
Learning modules. Ink

To provide access for

Project TUBIG
free and safe water School Head, Master Foot-operated drinking
Free and safe drinking water to Whole Year
for all its Teachers, Teachers facility
all.
stakeholders.

To improve physical
surroundings which is Project AURA Cement, hollow
School Head, Teachers
child friendly and School Beautification and Whole Year blocks, paint, sand and
EPP Teachers
conducive for improvement. gravel etc.
learning

Project REY-FP
Revitalize Gulayan sa Variety of crops, and
Transforming garbage area into School Head, EPP Teachers
Paaralan. vegetables
productive garden area

         
 PARTNERSHIPS

DONATION
REMARKS
EDUCATION PARTNER (Describe donation and equivalent amount
in Peso) (with MOA/MOU)

1. Rico James Tabujara 7 (Seven) bags cement (1,645.00) With MOU

2. Erold Cebua Cash (500.00) With MOU

3. Ian Cantutay Cash (500.00) With MOU

4. Mark Canobis 70 pcs of Hallow Blocks (840.00) With MOU

1. Rico James Tabujara 7 (Seven) bags cement (1,645.00) With MOU

2. Erold Cebua Cash (500.00) With MOU

 PROJECTS AMOUNT SOURCE OF FUND

     

     

     

     

     

     

THE STUDENT PLEDGE
I understand that my education is very important to my
future, and will help me become a successful and
productive person. I know that by working hard now, I will
be prepared for college and a future career that I am
passionate about. I will commit to:
 Arrive at school on time everyday unless I am sick.
 Follow the health protocol of the school for my
safety.
 Follow the rules and the 7 Habits of Highly Effective
People
 Show Positive Attitude, Respect for All, Integrity, Do
the Right Thing, Effort Towards Learning
 Complete and turn in class work and homework on
time, everyday.
 Return letters, corrected work, and other school
materials to my parents.
 Be respectful of the learning of others in my
classroom and school.
 Give my very best everyday. Be Great!
 
Each of these responsibilities speaks to my commitment to
learn and become the best person, student, and leader I
can.
 
 
Student Signature:_________________________
Date:________________________
POOL OF SUPPORT
THE TEACHER PLEDGE
I am committed to creating a classroom that knows no limits to the
academic success of each student. I will do the following to show
my personal commitment to the academic, social, physical, and
all-around success of every student at
_________________________:
 High expectations for students, staff, and parents:
“Everything we do communicates excellence!”
 Establish a safe, orderly, and positive school climate
focused on academics, teaching and learning, and
recognition of students in ways that promote Leadership
and a Growth Mindset.
 Be flexible, positive, progressive, and highly collaborative in
an effort to help students become their personal best as
well as modeling life-long learning.
 Develop 21st Century Skills (4cs and STREAM) in our
students.
 Promote a culture of sustainability and environmentally
responsible students.
 Lead by example to inspire, and motivate students to dream
more, learn more, do more and become more. Our motto,
“Inspiring Greatness in Tomorrow’s Leaders!”
Teacher Signature:_________________________
Date:________________________
THE PARENT PLEDGE
I understand that my child’s education today will influence the kind
of future he or she will have in the future. I am committed to
supporting my child in the following ways:
 Be sure that students arrive at school on time everyday
unless they are ill.
 Be alert and responsible for health safety of my child at
school.
 Support P.R.I.D.E. and our school’s focus on Leadership.
 Have high expectations for students, staff, and parents:
“Everything we do communicates excellence!”
 Be flexible, positive, progressive, and highly collaborative in
an effort help students become their personal best.
 Promote a culture of sustainability and environmentally
responsible students.
 Lead by example to inspire, and motivate students to dream
more, learn more, do more and become more. Our motto,
“Inspiring Greatness in Tomorrow’s Leaders!”
 
Parent Signature:_________________________
Date:________________________
 
 Monitoring, Evaluation and Technical Assistance
Pillar Intermediate Outcomes Indicators Person-in-charge
Access All school-age children, out-of-school-youth, and adults Net Enrolment Rate PSDS, PIDs,School
accessed relevant basic learning opportunities Completion Rate Heads, Teachers
1. All five-year-old children attend school School Leaver Rate
2. All learners stay in school and finish key stages
3. All learners transition to the next key stage
4. All out-of-school children and youth participate and complete
in formal or non-formal basic education learning opportunities

Equity School-age children and youth, and adults in situations of Enrolment Rate of Marginalized Learners, PSDS, PIDs,School
disadvantage benefited from appropriate equity initiatives ALS, SPED, IPEd Heads, Teachers
1. All school-age children and youth, and adults in situations of Number of Schools with SPEd Centers
disadvantage are participating in inclusive basic learning Number of Schools with IPEd
opportunities and receiving appropriate quality education Number of Community Learning Centers
 

Quality Learners complete K-12 basic education, having successfully Science Proficiency Level PSDS, PIDs,School
attained all learning standards that equip them with the Reading Proficiency Level Heads, Teachers
necessary skills and attributes to pursue their chosen paths Math Proficiency Level
1. Learners attain Stage 1 (K-Grade 3) learning standards of
fundamental reading & numeracy skills
2. Learners attain Stage 2 (Grades 4-6) learning standards in
required literacy and numeracy skills and apply 21st century
skills to various real-life situations
3. Learners attain Stage 3 (Grades 7-10) learning standards
of literacy numeracy skills and apply 21st century skills to
various real-life situations
Resiliency and Wellness Learners are resilient and know their rights, and have Client Satisfaction Survey PSDS, PIDs,School
the life skills to protect themselves and their rights Reports on Bullying Heads, Teachers,
1. Learners are served by a department that adheres Intake Forms for Abuse children DRRM
to a rights-based education framework at all levels Report on SBM WinS
2. Learners are safe and protected, and can protect  
themselves, from risks and impacts from natural and DRRM Report
humaninduced hazards School based feeding program
3. Learners have the basic physical, mental, and Report
emotional fortitude to cope with various challenges in  
life and to manage risks
Enabling Mechanisms: Education leaders and managers practice participative, DRRM Report OSDS, Admin,
Governance ethical, and inclusive management processes Report on Learning and SGOD,PSDS,
- All personnel are resilient, competent, and development PIDs,School Heads,
continuously improving User-friendly learning portals
-Ideal learning environment and adequate learning Stakeholders engagement
resources for learners improved MOA/MOU of partnerships
-Internal systems, and processes are
efficient,responsive modern, and continuously
improving
-5- Key stakeholders actively collaborate to serve
learners better
M#6- Public and private education operate under a
dynamic and responsive complementarity framework