Cover c/o Sir Donz

Grounded on results of survey data

and brainstorming activities from
the community (parents, learners,
DepEd Quezon’s LCP stakeholders) and DepEd personnel
(select teachers, school heads,
is based on the
supervisors)
contextual needs of the
community

Situational Analysis
Pre-Implementation Plan
CONTENT
• DATA
• RESULTS OF SURVEY
• DISTANCE LEARNING OPERATIONALIZATION
• OTHERS FOR SHARING
o eLEARNING PLATFORMS
o SHS TVL operationalization (work in progress)
o Sample Class program
o Making Learning Happen in KEY Stage (K-Grade 111)
Geographical Map of Quezon

Number of Schools
per Congressional
District
1 236
2 141
3 272
1st Congressional District
4 308
2nd Congressional District
3rd Congressional District Total 957
4th Congressional District
Number of Schools 957
(per curricular75%
offering)

Integrated Integrated Integrated

Elementary Elementary Junior to
Junior High
Elementary to Junior to Senior Senior High
School
High School High School School

757 13 2 20 165
 School Statistical Data
on Teaching, Non-Teaching and Teaching related personnel

Elementary Junior High Senior High Total

687 183 870

No. of School Heads (including TIC/OIC)

No. of Teaching
9,621 5,301 1,499 16,421
Personnel

No. of Non-Teaching
206 315 220 741
Personnel
 School Statistical Data
on Teacher Pupil Ratio, Shortages and Excesses

Elementary Junior High Senior High Total

Teacher Pupil Ratio (1:15 and below) 89 5 50 144

Teacher Pupil Ratio (1:15-1:20) 133 24 42 199

Teacher Pupil Ratio (more than 1:20) 550 157 75 782

Excess Teachers (to fill up Shortage) 160 67 52 277

Teachers Shortage (1,504) 737 797 247 1,781

Teachers with immunodeficiency
(200) 14 JHS have no nationally funded teachers
 Enrollment

SY 2019-2020: SY 2020-2021:
433,718 252,138
As of June 11, 2020

58.13 %
Gaps/Expected:
181,580
Results of
Survey
 Total Number of Respondents:
Result of Survey:
Preferred Learning Modalities by Learners 16,780
RTL Modalities
Based on RO IV-A Survey
Total Number of Respondents:
181,580
RTL Modalities
Based on LESF Partial Result
As of June 11, 2020

F2F+ DE
Distance Education:
Face-to-Face Learning: 105,375
9,736 [Modules, Online
Learning, Broadcast
Learning]

DE
Total Enrolment:
433,718
Distance Education:
BL
Blended Learning
Total Number Schools:
957 6,174 46,936
[Modules, Online
Learning, Broadcast F2F+
Face-to-Face Learning:
Learning]
1st Congressional District
2nd Congressional District
HS
Home Schooling:
3133
HS
Home Schooling
3rd Congressional District
4th Congressional District 870 1717
Emerging Learning Modality Preferences by
Learners (LESF survey)

Preferred Modalities of Learners

Others

Face to Face

Home Schooling

Blended (Combination of F2F w/ other Modalities)

Combination of Online and Printed Modules

Modular

Radio

TV

Online

0 10000 20000 30000 40000 50000 60000 70000 80000

Elementary Secondary
 Multiple Learning Delivery Modality in Schools
58.03% (105,375) of enrollees
preferred distance education.
Division and School MOOE will
fund the reproduction of LRM,
purchase of gadgets and
expenses for internet
connections , supported by SEF
from LGUs and financial aid from
other stakeholders
1.73% (3,133) preferred face to
face learning.
Face to Face learning may be
adapted in far flung and low
risks areas
(if allowed by the situation)
25.85% (46,936) of enrollees Modalities
preferred blended learning.
1%
Distance Learning
2%
Face to face shall only be 12%
applied to low risks areas
1% Blended
(Combination of F2F
following minimum health w/ other Modalities)
standards to avoid infection. Home Schooling
26% 58%
Face to Face
0.95% (1,717) preferred home
schooling.
Others
No LESF Yet
This may be adapted upon the
release of guidelines for 0.73% (1,321) Preferred other modalities not
homeschooling, however mentioned.
capacity building for
parents/guardians is needed to 12.72% (23,098) Have not yet submitted LESF.
ensure compliance to standards
 LESF FINDINGS/ISSUES/CONCERNS

Of 181,580 enrollees (submitted as of June

11,2020) Household with Gadgets and Internet (based on LESF)
ONLY 26.41% (47,952) of them has 200000

computer/smartphones/tablets. 180000

160000

140000
Of 47,952 households with devices, 87.06% 120000
(41,747) of them has internet signal (data, wifi, 100000
dsl etc) 80000

60000

Of 41,747 households with

40000

20000

devices and internet

0
Enrollment Household with Household with Online
Computer/ Internet Connectivity

connection, only 16,214 Smartphones/Tablets

Elementary Secondary Total

(38.8%) choose online

learning modality
 Availability of INTERNET CONNECTION IN THE SCHOOLS

Based on Division Survey

 Availability of Teacher’s
Laptop/Tablet/Ipad with Internet
Based on Division Survey

Availability of Internet Connection

18000

16000

14000

12000

10000

8000

6000

4000

2000

0
1ST DISTRICT 2ND DISTRICT 3RD DISTRICT 4TH DISTRICT TOTAL

At least 4,000 Teachers in all the Districts

Total No. of Teachers
No. of Teachers with Internet Connection
will be needing gadgets; 12,000 will need
No. of Teachers without Internet Connection Internet Connection support
COMPARATIVE ANALYSIS
IMPLEMENTATION PLAN
TIMELINE
June August
May Provision of different modalities
in the conduct of enrolment
July
Conduct Survey on Teaching and Learning
Modalities, Internet Connectivity and
Continuous provision of TA in Provision of TA on
Gadgets Availability for Teachers and
the development of LCP teachers’ preparation in
Learners, WINS, MOOE, and Priority
using IDEA lesson
Programs for Repair, necessary in the
QA, editing and evaluation of exemplars aligned with
preparation and improvement of LCP Provide WINDOW for parent
the ADM Modules in all RO BOW and MELC
learning areas
interaction, orientation,
Inventory of existing learning materials vis- capacity building
Distribution of the hard
à-vis most essential learning competencies
Implementation of the RO BOW and soft copies of ADM
and budget of work.
with MELC in all schools Modules from the SDO
for reproduction in the Monitoring and
Inspect schools used as quarantine
Online Capacity Building in schools evaluation on the
facilities.
different learning areas opening of classes on
Provision of Online TA on the different learning
Conduct of online or teleconference,
Continuous provision of TA in the use of ADM Modules modalities
meeting with the concerned personnel by
the preparation of School for different learning
utilizing various platforms as means of
Budget Plan modalities in all schools Provision of TA on the
communication and provision of basic
different learning
services.
Strengthen partnership through Monitoring and modalities
Adopt A School and Brigada Evaluation of schools on
Online Survey/ Pre-assessment of Brigada
Eskwela the preparation of
Eskwela Implementation
classes in the New
Normal
Provision of Activity Sheets/Worksheets
Exercises anchored on EXISTING TEXTBOOKS
And STORY BOOK from Library Hub

VIRTUAL CLASSROOMS
 Management and
Distance Learning 1 Organization of
OPERATIONALIZATION Manpower

2 Design and
Development of
Reproduction
3 (Logistics and 4 Distribution
Learning Resource
(Reaching the
Technology
Materials / Learning Learners)
Application)
Packages for K-12

7Monitoring and 6 Assessment 5Utilization of LRM

Evaluation Procedures
(Progress Tracking) (Methods of Study)

Continuous Improvement
 Management and organization of Manpower

• Admin Staff: OSDS for over all management and supervision,

including budget and finance
• Academic Staff: CID for preparation of IN-HOUSE Learning
Resource Materials/Learning Packages (LP) based on
MELCS/BOW which include Subject Specialists, Instructional
and Graphic Designers, Editors, Quality assurance/controllers
• Technicians/Media Specialists: SGOD for technology
applications, productions of printed and digitized materials
including audio/video tapes, distributions and retrievals of LP
 Design and Development Process
LEARNING RESOURCE MATERIALS/LEARNING PACKAGE
• Kindergartens to Grade 3 : Manipulative toys and Big Books

• Grade 4- 12: Printed and Digitized Modules ( from CO/RO/DO)

IN-HOUSE LRM/LP anchored on Textbooks/Story Books

Activity Sheets/Worksheets/Exercises
Interactive games, puzzles and worktext activities
Audio/Video recordings
Radio Scripts Anchored on
• Grade 11-12 SHS TVL/TLE LRM/LP
MELCS/BOW
• SPED/ALS/IP/MADRASAH LRM/LP
PIVOT4A MELCs and
BOWs Integration

Cascaded during the Online District Capacity Building

Division Online Orientation for SHs Activities during
ManComs SLACs
and Teachers through RTL
(RTL-S/A Mode)
approaches
 LRM/LP Preparation and
Production:
All Learning Areas from K to 12

Teachers to work on IDEA-anchored DLLs

and lesson exemplars

Online DO & RO Quality

Brainstorming at orientation on Assurance for
SDO level ADM developed ADM
(OSDS, CID) development modules Revision,

P D S A
(content, Editing and
Issuance of DM WFH-based instructional Finalization of
98, s2020 on month-long design, Quality
ADM ADM module assessment, and Assured ADM
Development writing technical Modules
matters)
 REPRODUCTION (Logistic and
Technology Application

Division MOOE : 33,111,000

HRD/HRTDF: 15,933,000
ELEM MOOE: 318,856,000
JHS MOOE: 86,739,000 PEOPLE : Professional Fees
PROCUREMENT OF MATERIALS
SHS NON-IU: 15,599,000
JHS/SHS IUs: 176,879,000 Riso Machines
Duplicators
647,117,000 Grand Total EXPENSES FOR SERVICE/Rentals
Consumables: Printers
Ink, Papers Camera
Tapes, USB, TV/RADIO
Hardrives
School Education Fund (SEF) Internet 265,548 Elementary,
From Provincial LGU : 230,000,000 connections
Transportation 134,188 Junior High
School Education Fund (SEF)
Other overhead
expenses School, and 33,982
from 39 Municipalities (undetermined) Senior High School
learners
Grants/Donations LRM/LP for (2019-2020):433,718
Financial Supports from
other Stakeholders
K-12 learners
 DISTRIBUTION OF LRM/LP
(Reaching the Learners)

115 Barangay Hall

Schools in the Mountain

Community Kiosks

Division Office Schools in Lowland 616

Learner’s Hub

Schools in Islands
226
CONDUCTING NEGOTIATIONS TO ALL IDENTIFIED PEOPLE WHO CAN PROVIDE
TRANSPORTATIONSERVICES and Community Kiosks for DROP BOX and Communication Links
CLC (ALS)
 UTILIZATION OF
Utilization of LRM LRM/LP (Method of Study)

• Self-Study Methods with

Support System
➢ Giving of Required FEEDBACK (Progress
Tracking) within a minimum possible time by
➢ Provision of Tutor/ Subject Teacher/Adviser
Mentor/ Coach/
Counselor
➢ Provision of Multiple Avenue
of Interaction

Cellphone/ Social
* Letter
Media/ Chat

F2F with Subject Teacher/ Adviser

on scheduled time by batches.
(Subject to Health Protocols
ASSESSMENT
Learning Assessment

Paper & Pencil Test

Performance/ Project

Pre-test/ Post-test
Teacher-Made Formative
Diagnostic Tests Independent learning
and continuous
using online and printed
assessment tools at the assessment embedded
beginning of the school in MELC-based LRM
year to determine Reading Modules
and Numeracy proficiency Activity Sheets Worksheets
Exercises
Summative
Assessment
In the form of a test
booklet and other flexible
assessment/evaluation
tools maybe done F2F and
other schemes
MONITORING & EVALUATION
Monitoring and Evaluation
• Access (attendance management , participation, resources)
• Governance (engagement of stakeholders, Maintenance of equipment, school
SH operation, fund allocation/disbursement and liquidation)

• Timetable/Calendar of Activities
• Learner’s Attendance
TEACHER • Learning progress

• Learning engagement and assessment

• Utilization of LRM
LEARNER • Provision of support system
PARTNERSHIP
Monitoring and Evaluation

• Organization and mobilization of PTA and School Governing Council(online)

• Orientation/training on learner’s support system (Handbook for Parents)
PTA
• Organize League of Mayors for financial support SEF
• Engage Provincial Council (infra and equipment)
• Serbisyong Suarez (512 Computer Laboratories in the schools)
LGU • LGU funded teachers (138)

• Mapping stakeholders (major stakeholders: Pagbilao Power Plant, DICT)

• Plan advocacy activities (local radio partnership, scholarship, transportation services, internet
other connection, health support
 CAPACITY BUILDING PROGRAM ( ONLINE SLAC AND OTHER
MODALITIES)
implementation of
school/ guidelines and
development and utilization
protocol on safety,
of contextualized learning
health and wellness for
resources and ADM modules
the prevention of COVID
in all learning areas
19
preparation of lesson
exemplars using IDEA mobilization of partners/
aligned with RO BOW and stakeholders to support
MELC PPAs

conduct of capacity building conduct of capacity

Provision of on the implementation of building on the learning
different modalities development needs of
Technical monitoring and evaluation of
teachers

Assistance (TA) different modalities implementation of

Project WINS (HEALTHY

RO/DO SCHOOLS)
E-Learning Platform
E-Learning Platform
SHS-TVL LEARNING MATERIALS
OPERATION AND MANAGEMENT
Review/Validation/
Preliminaries LM Design and Development
Reproduction
 TVL Assessment Procedures

Theory Performance
Information Sheet Final Grade
- Self checks Performance
(formative (School & - Performance Tasks
Assessment) Partner) (Formative and
Summative
Quarterly Exams assessments)
(Summative
Assessment)

School-based with TVL teachers Mobile TVL Partner Institutions

(conducted at the last part of the quarter);
- (online and/or digitized) (mobile partners bring mobile laboratories to identified
- (off school)
barangay-partners on scheduled and limited number of
learners per scheduled day)
SAMPLE CLASS PROGRAM
DepEd Quezon’s Learning Modality for

INCLUSIVE EDUCATION
PROGRAMS
[ALS, IPEd, MEP, SPED]
Modular
Modular
INDIGENOUS PEOPLES
EDUCATION

Instruction

Distance
LEARNING MODE MUSLIM EDUCATION
PROGRAM
Division-Developed
Learning Modules
for all learning areas/ strands

ALS, IPEd and MEP’s

Modules + Activity and Worksheets flexible delivery modes still
SPECIAL EDUCATION
[With online learning intervention, if contextually feasible] PROGRAM apply
 Addresses Responds
needs at to special
remote K to 12 learning
learning LEARNING needs
settings SETTINGS
Community Learning Formal School Settings
Centers (CLCs)

Special Needs
Learners with
Remote Areas
Learners in

SPECIAL EDUCATION
PROGRAM
INDIGENOUS PEOPLES MUSLIM EDUCATION
EDUCATION PROGRAM

ALS Learning Centers
▪ Teachers provide volunteer
services to access learners’
during enrolment
▪ Conducts community
coordination, visits and
mapping
▪ Prepares learning assessment
to address specific learning
needs (ABL, FLT, ILA, RPL)
▪ Orients learners on the new
set-up of learning setting
Schools and CLCs with ALIVE and/or SPED Centers
IPEd Program
▪ Provides technical assistance
and/or coaching to parents,
guardians or caretakers
▪ Teachers provide volunteer
services to access learners’
during enrolment
▪ Conducts home visits and
moves from household to next
household
▪ Monitoring of progress and
Modular Learning (Independent assigning of weekly tasks
Instruction)
 Strategic Actions for Inclusive Education Programs
ALS IPEd MEP SPED

Literacy Mapping

Profiling of Learners and Needs

Development of Learning Modules

ALS LS 1-6 & Life Skills FSS Learning Areas/ FSS Learning Areas/ IEP for LSENs
ALS LS 1-6/ ALIVE (Language
Community IKSPs and Values)

Family & Community Partnership

Partnership with SBs, Chieftains and Elders Community Leaders Parents, Guardians
Family Literacies and/or Caretakers

Continuous Provision of TA and IS in RTL Settings

Teachers’ and Organizations’ Supports

Development of Learning Packets (i.e. Activity and Worksheets)

 Health Procotol and Safety Program

Personal Protection Infection Empowerment Restriction on Mass Modified Work

and Hygiene Prevention Gatherings Structures.
and Control Schedules and
Alternative Work
Arrangements

Health Respiratory Hygiene Promoting Food Reduce Exposure

and and Cough Mental Health Consumption of vulnerable
Wellness Etiquette materials
Pressing Concerns and

Challenges
Poor or no access to internet
connection FOR REGULAR
INTERACTION

Monitoring of curriculum
implementation and school
operations
BOW implementation TOO
SHORT, dependent on learners
self study method

Design,
development of
learning resources ,
ASSESSMENT TOOLS
Pressing Concerns and

Challenges
Implementation of
different learning
modalities at the first
quarter

Transportation
services to far flung
areas

Availability of
Quality
Assured LRM
ON TIME
Continuous Improvement on QUALITY for Distance
Learning
o Effectiveness of Assessment which include:
➢ Assessment of pre-requisite skills
➢ Diagnosis of difficulties
➢ Confirmation of mastery
o Provision of FEEDBACK to support learners in the process of
learning
o Engagement of learners in managing and monitoring their learning
o Provision of Parent’s Kit/Handbook
 Whatever crisis we are into,
we have the responsibility to
make education services and
learning experiences accessible
and possible to our learners.
This Photo by Unknown Author is licensed under CC BY