Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 1 - Course Introduction/Getting Started

Output: Learning Plan

School Learning Continuity Plan

The Covid-19 pandemic challenges and disrupted all aspects of life including the education
sector. Aware of the many difficulties that this health crisis brings, Villa Arcaya Elementary School
(VAES) formulated a School Learning Continuity Plan (LCP) to address the challenges and provide
direction as we move forward to SY: 2020 to 2021. The school prioritizes the health and safety of
learners and the entire educative community and to get the education of VAES pupils back on track.
The aim of the SLCP is to ensure that pupil’s learning progresses even amidst global pandemic.
In accordance to the DepEd Order No. 007 s. 2020, the Department of Education (DepEd) is
committed to ensure educational continuity amidst the challenges. In these past few months, the
educational system has greatly affected by the COVID-19 pandemic which results to immediately
close of school’s operations, panic and fear to parents for their children as well as the government for
its state.
However, education must continue to give hope and stability to contribute to the normalization of
activities in the country, and facilitate development of our learners to bring normally to their lives, but
health and safety of learners and school personnel are utmost importance and must be protected at
all times.
The Department of Education implements all schools to create a learning continuity plan that will
answer and uplift the current condition of the education system in their places amidst the pandemic
and how the learning process be possibly acquired by learners in a new normal.
The so-called new normal is the new set-up of learning process in the school and community
where children won’t be able to go to school regularly and/or not at all according to Pres. Duterte;
“No vaccine, No Face-to-Face classes.” In these cases, schools and teachers are getting ready for
the new normal. Teachers register and watch in almost all available webinars in You Tube channel
regarding learning delivery modalities that can be utilized for remote learning and home schooling.
Schools are disseminating information within communities to educate returning and incoming
learners of the new normal set-up.
In VILLA ARCAYA ELEMENTARY SCHOOL we start the dissemination of information and data
gathering through online registration and survey forms, calls, video calls, sending SMS, and
delivering of learner’s enrolment and survey forms to the community (Remote Enrollment) These are
indeed needed to create a learning continuity plan that best suit to the needs of our learners in the
new normal set-up.

VAES Modular Distance Learning Action Plan Framework

Teacher's Indivisual Designing a Flexible
Class Program Class Home
(Based on the Preparation Learning
Schedule and Parents Orientation
mandate of CSC and Kits
DepEd Work Learning Plans for
Schemes) Learners

Day 1.
Communication of
Teacher to Parent or
Parent to
Teacher Placement of SLM,
Posting Safety
Activity Sheets,
Distribution of Reminders and
textbooks, parents
Explaining the Learning Kits Labels in the
guide, class home
difficult part of Learning Kits
schedule
module and assist
the parents to
familiarize with the
classhome schedule.

Day 2-4. Day 4.

Day 5. Retrieval SLM and
Allow the child to Follow up from distribution of New
work on the module adviser or para- Pupils submit their Sets of Learning Kit
using modified teachers on the work to their parents for the following
flexible class home status of SLM for safe keeping. week.
schedule. Completion.

Reporting Pupils
Checking of Pupils
Achievement using Output
SMS or Messenger

Class Home Schedule and Learning Plans

(Sample)
 Day & Time Learning Area Learning Learning Tasks Mode of Delivery
Competency
8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!

9:00-9:30 Have a short exercise/meditation/bonding with family.

Monday MATHEMATICS
9:30-11:30
11:30-1:00 LUNCH BREAK
1:30-300 FILIPINO
Tuesday SCIENCE
9:30-11:30
11:30-1:00 LUNCH BREAK
1:30-3:00 EDUKASYON SA
PAGPAPAKATA
O
Wednesday ENGLISH
9:30-11:30
11:30-1:00 LUNCH BREAK
1:00-3:00 MAPEH
Thursday ARALING
9:30-11:30 PANLIPUNAN
11:30-1:00 LUNCH BREAK
1:00-3:00 MUSIC
(one MAPEH
component per
week)
ARTS
PHYSICAL
EDUCATION
HEALTH
Friday Self-Assessment Task. (Summative Quiz)
9:30-11:30
11:30-1:00 LUNCH BREAK
1:00-3:00 Self-Assessment Task. (Summative Quiz)
3:00-onwards FAMILY QUALITY TIME

Prepared by:

APOLONIA V. ENOPIA
Officer-In-Charge
Noted:
Republic of the Philippines
MARIA LOURDES M. TAN Department of Education
Public Schools District SupervisorRegion IV-A CALABARZON
DIVISION OF QUEZON
 VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 2- Modalities

Output: Accomplished Modalities Matrix

Distance Role of Parent or

Distinguishing Essential Role of
Learning Role of Teacher Household
Feature Resources School
Modality Member

Supported
Printing and distribution The parents or financially to
Modular Self-learning Modules,
of appropriate print guardian served as remain
Distance modules print or Worksheet, Activity
materials (e.g. modules teachers to their functional (e.g.
Learning (MDL) digital format Sheets
in all subjects children payment of
printed modules

Supported
The parents may
Access to DepEd Development and teachers and
download materials
Online Distance Accessed through Commons, E-copy dissemination of key parents to
from the internet,
Learning (ODL) the internet of modules and messages through continue to
complete and submit
activity sheets online access to online
assignments online
learning

Supported
teachers and
The parents are parents to
TV-Based TV, video lesson, The teacher may provide
Lessons converted to focus on the channel continue to
Instruction answer sheet and the lessons converted to
video officiated by the access the video
(TVBL) activity sheet video
deped lessons through
TV-Based
Instruction

Supported
teachers and
parents to
The parents are
Radio-Based Video lessons Radio, Activity The teacher may provide continue to
focus on the radio
Instruction converted to radio sheets and answer the video lesson access the video
stations officiated by
(RBL) script sheet converted to radio script lessons
the DepEd
converted to
Radio-Based
Instruction
 Supported
teachers and
parents to
Modules, The teacher provides to The parents are able
continue to
Blended Alternative education Worksheet, Activity access the alternative to access the
access the
Distance options (face-to-face, Sheets, DepEd education options different form of
alternative
Learning online, modular etc.) Commons, TV and (modular, radio, online alternative learning
learning options
Radio etc.) options
(face-to-face,
online, modular
etc.)

Prepared by:

APOLONIA V. ENOPIA
Officer-In-Charge
Noted:

MARIA LOURDES M. TAN

Public Schools District Supervisor
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 3- Decision Tree and Readiness Assessment Tool

Output: Decision Tree Readiness Assessment Results

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
Learning Delivery Modality Readiness Assessment Tool
school, leave the cell blank.

FILL IN THE REQUESTED

Baseline Type DATE ofINFORMATION.
assessment here.

Region:
Type: Core Learning Package - PRINT IVA-CALABARZON
SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter numb er for suceeding assessments.

Division: Quezon K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 10
Filipino School: Villa Arcaya10Elementary School
English 10
Mathematics School Head: Apolonia
10 V. 10
Enopia 10 - OIC 10 10
Science Contact Number and/or Email Address:10apolonia.enopia@deped.gov.ph
10 10
Araling Panlipunan 10
Quarter: 1 (NOTE: Change
Edukasyon sa Pagpapakatao (EsP) 10 the Quarter number for succeeding assessments. )
Music, Arts, Physical Education, and Health
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Technology and Livelihood Education (TLE) Baseline Pre-Implementation Change
AVERAGE COMPLETION (%) 10.00%
MDL - PRINT 77.50% 77.50% 0.00%
Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter numb er for suceeding assessments.
MDL - DIGITAL K 1 0.00%
2 3 4 50.00%
6 7 8 0.00%
9 10 11 12
Mother Tongue ODL 10 0.00% 0.00% 0.00%
Filipino 10
English TVBI 10 0.00% 0.00% 0.00%
Mathematics 10 10 10 10 10
Science RBI 10 0.00% 10 0.00%
10 0.00%
MINIMUM REQUIREMENTS FOR MODULAR DISTANCE LEARNING (MDL)
Araling Panlipunan 10 - PRINT
Edukasyon sa Pagpapakatao (EsP) 10
BASIC
Music,DATA
Arts,SECTION
PhysicalEnter the NUMBER
Education, andinHealth
the
SECTION 1
yellow cell.
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Total No. of Teachers
Technology and Livelihood Education (TLE) 13
Total No. of Learners who will do SECTION 3
AVERAGE COMPLETION (%) 10.00%
MDL-P (refer to your Decision 310 Enter the NUMBER in the yellow cell.
Tree )
Total No. of Parents/Guardians 310
Pre-Implementation Type DATE of assessment here.
Pre-Implementation: Type DATE of
Baseline: Type DATE of assessment here.
assessment here.
Type: Core Learning Package
Stakeholder - PRINT
Area SELF-LEARNING
of Readiness MODULES + PRINT ACTIVITY SHEETS (% of Quarter 1 Completed)
Particulars Number NOTE: Change the Quarter
% numbNumber
er for suceeding assessments. %
K teachers
How many of your 1 have you2 oriented 3about the MDL
4 policies
5 6 7 8 9 10 11 12
Mother Tongue
1.1 School Governance and directions 10
to ensure that everyone is properly informed and 13 100.00% 13 100.00%
Filipino guided? 10
English 10
How many of your learners have you oriented about the MDL policies
Mathematics
1.2 School Governance 10 10 10 10 10 310 100.00% 310 100.00%
and directions to ensure that everyone is properly informed and guided.
Science 10 10 10
Araling Panlipunan How many of the 10 parents/guardians of your learners have you
1.3 School sa Pagpapakatao
Edukasyon Governance
(EsP) oriented about 10the MDL policies and directions to ensure that everyone 310 100.00% 310 100.00%
Music, Arts, Physical Education, and Health is properly informed and guided?
Edukasyong Pantahanan at Pangkabuhayan (EPP)Does your school have complete and appropriate content (Core Accomplish the sheet Accomplish the sheet
2 School and Livelihood Education
Technology Content (TLE) Learning Package) for MDL for Quarter 1? Note: Change the Quarter RESOURCES: MDL - PRINT 10.00% RESOURCES: MDL - PRINT 10.00%
number for succeeding assessments. (Baseline) (Pre-Implementation)
AVERAGE COMPLETION (%) 10.00%
Does your school have complete reference/supplementary Accomplish the sheet Accomplish the sheet
3 School Content materials for MDL for Quarter 1? Note: Change the Quarter number RESOURCES: MDL - PRINT 10.00% RESOURCES: MDL - PRINT 10.00%
Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter numb er for suceeding assessments.
for succeeding assessments. (Baseline) (Pre-Implementation)
K 1 2 3
How many learners can you provide with the MDL Core Learning
4 5 6 7 8 9 10 11 12
4 School
Mother Tongue Content 10 310 100.00% 310 100.00%
Package and Reference/Supplemental Materials?
Filipino How many of the 10 parents/guardians of your learners have expressed
5 Learners
English Parents 310 100.00% 310 100.00%
willingness for 10
the MDL option for their children?
Mathematics How many of the 10 parents/guardians
10 10of your learners are10willing to 10
co-
6 Learners Parents 310 100.00% 310 100.00%
Science supervise and 10co-monitor the progress of their 10
children's MDL? 10
Araling Panlipunan 10
Edukasyon sa Pagpapakatao (EsP) 10 Readiness Rating: 77.50% Readiness Rating: 77.50%
Music, Arts, Physical Education, and Health
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 10.00%
 Prepared by:

APOLONIA V. ENOPIA
Officer-In-Charge

Noted:

MARIA LOURDES M. TAN

Public Schools District Supervisor
Republic of the Philippines
Department of Education
 Region IV-A CALABARZON
DIVISION OF QUEZON
VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 4 - Planning for Implementing LDM

Output: Accomplished LDM Implementation Plan

LEARNING DELIVERY MODALITY COURSE 1

MODULE 4

REGION : IV-A CALABARZON

DIVISION : QUEZON
SCHOOL : VILLA ARCAYA ELEMENTARY SCHOOL
SCHOOL HEAD : APOLONIA V. ENOPIA

THE LEARNING DELIVERY MODALITY IMPLEMENTATION PLAN

PART I: LEARNING MANAGEMENT

Objective: Establish the mechanism of organizing learners and managing learning
A. LEARNER/CLASS ORGANIZATION
DATE OF BUDGETARY PERSON-
EXPECTED OUTPUT/
ACTIVITIES IMPLEMENTATION / REQUIREMENTS, IF IN-
RESULTS
TIME FRAME ANY CHARGE

Organize classes Teachers Deployment School

Analysis Matrix Using Head and
June, 2020 MOOE
Number of Classes ICT
Organized Coordinator

Prepare weekly Class and Teacher

learning plan Program using K to 12
Time Allotment per July, 2020
MOOE
Learning Area by Grade
Level
All VAES
 Weekly Class Program Internal and External teachers
 SF7 School Partners and
Weekly IDEA Lesson Stakeholders
Exemplars in all subject Whole year-round
areas

Prepare Individual Accomplished Individual All VAES

Quarterly MOOE
Monitoring Plan Monitoring Plan template teachers
 Organize Teachers for CLS Committee Members
MOOE
Community Learning
Sessions Community Learning Plan
targeting pupils whose All VAES
July-August, 2020
parents are not confident teachers
Internal and External
and doesn’t have available School Partners and
time in guiding/supporting Stakeholders
the learning of their child.

Organize/ Orient home Identified Home

MOOE
and/or community Partners/Tutors
learning facilitators
Identified Community Parents and
July-August, 2020
Volunteers/Learning Internal and External Teachers
Facilitators School Partners and
Stakeholders
Roles of HP/T Agreements

B. LEARNING PERFORMANCE MONITORING

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

Identify learner Assessment Tools

performance and MOOE
progress monitoring All VAES teachers
Whole year-round Internal and External and
reports Duly School Partners and parents/guardians
Accomplished Stakeholders
Checklist

Set schedule for Well-organized MOOE

learner progress submission of All VAES teachers
report submissions Learner Progress Whole year-round Internal and External and
Report School Partners and parents/guardians
Stakeholders

Discuss reports and Parents-Teachers

plans for actions to Conference using
be taken on any
MOOE
concerns and communication All VAES teachers
platforms if there Internal and External
issues Whole year-round and
are concern and School Partners and parents/guardians
issues to address Stakeholders
Accomplishment
Report

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
 BUDGETARY
EXPECTED OUTPUT/ PERSON-IN-
ACTIVITIES DEADLINE REQUIREMENTS,
RESULTS CHARGE
IF ANY

Set up inventory Learning resources will Monthly and None Property custodian
system of LRs be properly monitored Quarterly

Acquire/ Request Complete the August 1-15, None School Head

for LRs necessary Learning 2020 Property Custodian
Resource for the Advisers
implementation of the
LCP

Develop LRs Ensure the accuracy of June-August None All school

Learning Resources to 2020 personnel
the needs and diversity
of the learners

Quality assure Ensure the effective Weekly 5,000 All school

locally developed and efficient teaching- personnel
LRs learning process.
The prepared IDEA
Lesson Exemplar will
be more effective
through the use of
localized learning
material

B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT

Objective: Ensure that all learners receive their learning materials and are collected for assessment

BUDGETARY
EXPECTED OUTPUT/ PERSON-IN-
ACTIVITIES DEADLINE REQUIREMENTS,
RESULTS CHARGE
IF ANY

School-Based LR Plan MOOE LR Committee

Develop system of November-
and Procedure for Internal and External
distribution and December, ICT Coordinator
distribution and collection School Partners and
collection of LRs 2020
of education files. Stakeholders

LR Collected Log Book MOOE

Distribute and December, LR Committee
Internal and External
collect LRs 2020 School Partners and ICT Coordinator
LR Distributed Log Book Stakeholders

MOOE School Head

Monitor and report Checklist Template for
February, Internal and External
distribution and LR Distributed and LR Committee
2021 School Partners and
collection Collected files.
Stakeholders ICT Coordinator
PART III: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND OTHER
SCHOOL PERSONNEL

Objective: Improve PPST-based competencies of teachers in managing learning in the learning delivery
modality
Budgetary
ACTIVITIES Timeline Person-in- Charge
Requirements

Needs Assessment, Consolidation, School Head, Master

June-July, 2020 MOOE
Prioritization Teacher

School Head, Master

Planning for PD interventions July-August, 2020 MOOE
Teacher

School Head, Master MOOE

Developing and Implementing Teacher
August-December Internal and External
School-based Interventions School Partners and
Stakeholders

School Head, Master

Monitoring Teacher PD Activities December, 2020 MOOE
Teacher

School Head, Master

Assessing Teacher PD March, 2020 MOOE
Teacher

PART IV. RISK MANAGEMENT

Objective: Identify risk to prevent it from happening or to mitigate its impact on the key implementation

COMPONENTS RISK LIKELIHOOD SEVERITY OF PREVENTIVE MITIGATING

OF LDM DESCRIPTION TO HAPPEN RISK (High, ACTION ACTION
IMPLEMENTATIO (High, Medium, Low)
N Medium, Low)

Learning If the school Medium Medium Proper Proper

Management partners like Information Communication
learners, Dissemination
parents,
community Orientation or
stakeholders and Meeting
teachers failed to
participate in the
implementation
of LDM

Learning Slow Internet Medium Medium Make LR Action Proper

Resources Connectivity Plan (Design and Communication
Matrix)
No proper plans
and action in Organize LR
acquiring and Committee
requesting of
LRs. with
corresponding
No proper plans roles and
and action in responsibilities
distributing and
collecting of LRs.

Teacher CPD If the marginal Low Low Attending There are many
teachers webinars and ways to improve
declined his/her trainings about teacher’s
transformation 21st century professional
into an effective teachers and the development, like
technology- new trends in watching videos,
oriented teacher. teaching with the ppts, books,
integration of eBooks and any
Teacher’s lack of technological available
interest advancement references about
intended for techniques,
Teacher’s lack of teachers. strategies and
budget, gadgets methods of
and other teaching.
needed materials
to learn.

PART V: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM

AUDIENCE KEY MESSAGES COMMUNICATION TIMELINE

MEDIA/ PLATFORM

Learners Your learning continues to Social Media

secure your future
(Announcements through August
How LDM can make learning Official FB Page of the
happen in midst of pandemic School)

Parents Your child’s education is

Flyers
important and has to be
supported at home (Information August
Dissemination)
Their role in the LDM

Teachers We fulfill our mission to Social Media August

educate the child amidst these (Announcements through
challenges Official FB Page of the
School)
 How to make LDM succeed Cellphone Calls and
Texts

Formal Meetings

Community Education is a collective Social Media

Stakeholders responsibility; Community
support to is critical in the (Announcements through
LDM implementation Official FB Page of the August
School)

Formal Letter

Prepared by:
APOLONIA V. ENOPIA
Officer-In-Charge

Noted:

MARIA LOURDES M. TAN

Public Schools District Supervisor

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 5- Setting Up Technical Assistance for

 Teachers in the Implementation of LDM

Output: Accomplished TA Plan for Teachers

Name of Observer: APOLONIA V. ENOPIA

School/Office: VILLA ARCAYA ELEMENTARY SCHOOL

Comments/Suggestions/
Name of Date of
Learning Focus of Recommendations/TA
Teachers to Subject Observatio Findings
Modalities Observation (to be accomplished after
be observed n
observations)
ROSEANN Filipino Home- August 31, Content,
A. Based 2020 Delivery and
YUPACINA Modular Mastery of
(Guided the Lesson
Learning)
AIZA A. Kindergarten Home- Septembe Content,
AGNES Based r 2, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
ANTHONY Mathematics Home- Septembe Content,
A. ALVA Based r 4, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
JANICE T. Science Home- Septembe Content,
PANCIPANE Based r 7, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
ILUMINADA Araling Home- Septembe Content,
B. ABELILLA Panlipunan Based r 9, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
KAREN P. Edukasyon Home- Septembe Content,
GUERERRO sa Based r 11, 2020 Delivery and
Pagpapakata Modular Mastery of
o (Guided the Lesson
Learning)
PAMELA A. English Home- Septembe Content,
VILLAHERM Based r 14, 2020 Delivery and
OSA Modular Mastery of
(Guided the Lesson
Learning)
JOANNA Mathematics Home- Septembe Content,
MARIE P. Based r 16, 2020 Delivery and
CABAÑERO Modular Mastery of
(Guided the Lesson
Learning)
LYDIA V. English Home- Septembe Content,
NORIEL Based r 18, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
VIVIAN C. MAPEH Home- Septembe Content,
VEREÑA Based r 21, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
CAROL M. Edukasyong Home- Septembe Content,
CETRON Pantahanan Based r 23, 2020 Delivery and
at Modular Mastery of
Pangkabuha (Guided the Lesson
yan Learning)
GILBERT J. Filipino Home- Septembe Content,
PANCIPANE Based r 25, 2020 Delivery and
Modular Mastery of
(Guided the Lesson
Learning)
Master Head Principal PSDS EPS
Teacher Teacher

School Year: 2020-2021

Prepared by:
APOLONIA V. ENOPIA
Officer-In-Charge
Noted:

MARIA LOURDES M. TAN

Public Schools District Supervisor

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 6- Monitoring and Evaluation of LDM

 Implementation in the School

Output: Accomplished M and E Plan

Use of M&E
Results
Who Will
Data Timing of (This is the
Analysis Collect &
Indicator Collection Data “Learning
Method Analyze
Method Collection aspect of the
Data
LEVELS OF M&E
M&E Framework)
INQUIRY What indicators How will you When will you How will you From whom will Who are the users
will be gathered gather the gather the process the data the data come of the M&E
to respond to the indicator? indicator? gathered? from and who Report?
M&E Inquiry will collect?
What will they use
it for (e.g.,
decision-making to
adjust the LDM
Plan)?

INPUTS AND
ACTIVITIES: What
activities will need
to be done to
effectively and
efficiently
implement LDM in
the school?

Learning Resources Creation of Observation June – August Descriptive Teachers – Teachers (Quality
Instructional 2020 Analysis School head assurance)
Learning
Materials

Learning Weekly learning Observation June – August Descriptive Teachers – Teachers (to
Management plan 2020 Analysis School Head control quality of
learning)
Individual
Monitoring Plan

Teacher Capacity Teachers’ Observation June – August Descriptive Teachers – Teachers (to
Preparedness 2020 Analysis School Head improve
performance)

Household and Community Survey June – August Descriptive Community – Teachers (to
Community Capacity Readiness and questionnaire 2020 Analysis Teachers/School identify problems)
support Head

School Operations School-Based LR Documents and June – August Descriptive School Head – Teachers/School
planning and records 2020 Analysis School DS head (Quality
procedure for Assurance)
distribution and
collection of
education files

OUTPUTS:
What resources,
materials, and
processes will be
produced from the
activities?

Learning Resources Localized Documents and August – March Diagnostic Teachers – Teachers (Quality
Instructional records 2020 Analysis School head Control)
Learning
Materials

Learning Weekly Lesson Documents and August – March Diagnostic Teachers – Teachers (Quality
Management Exemplars records 2020 Analysis School Head Assurance)

Teacher Capacity Localized LRs Documents and August – March Diagnostic Teachers – School Head
and Learning records 2020 Analysis School Head (Decision Making)
materials

Household and Community Documents and August – March Diagnostic Teachers – Teacher/School
Community Capacity monitoring Plan records 2020 Analysis School Head Head (Decision
Making)

School Operation Distributed and Documents and August – March Diagnostic Teachers – Teacher/School
collected LRs records 2020 Analysis School Head Head (Decision
Making)

MID-TERM
RESULTS:

What desired state

will be achieved
when the outputs
have been
produced along
the LDM areas of
concern?

Learning Resources Developed Documents and August – March Prescriptive Teachers – Teachers (Quality
localized learning records 2020 Analysis School head Assurance)
Materials

Learning Well-ordered Documents and August – March Prescriptive Teachers – Teacher/School

Management implementation of records 2020 Analysis School Head Head (Decision
LDM Making)

Teacher Capacity Teacher equipped Documents and August – March Prescriptive Teachers – Teacher/School
capacity in records 2020 Analysis School Head Head (Decision
delivering Making)
education using Observation
chosen LDM

Household and Prepared and Observation August – March Prescriptive Community – Teacher/School
Community Capacity supportive 2020 Analysis Teachers/School Head (Decision
community Head Making)
members in LDM
implementation

Prepared by:
APOLONIA V. ENOPIA
Officer-In-Charge

Noted:
 MARIA LOURDES M. TAN
Public Schools District Supervisor

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF QUEZON
VILLA ARCAYA ELEMENTARY SCHOOL
GUMACA WEST DISTRICT

LDM1 COURSE MODULE 7- Practicum Module - Preparing to Build the

Output: List of Evidences of Practice Based on Professional

Standards Action Plans
LDM IMPLEMENTATION EVIDENCE LIST
(To build your Evidence List, refer to your Readiness Assessment Tool, School LDM Implementation Plan,
TA/Coaching Plan, and M&E Plan.)

AREAS CONCERN Means of Verification When to Gather

Learning Resources Inventory Report Quarterly

Management Learning resources
management must be designed to
support increased distribution and
access to learning, teaching and
professional development
resources at the region, division
and school/cluster levels of
Department of Education. In
school administration, learning
resources can be effectively and
efficiently managed when
management activities are
properly harmonized, organized
and coordinated by the school
 management team.

The experiences help develop

teachers’ planning and
management of teaching and
learning process. Also,
incorporating the relevance and
responsiveness of learning
programs significant to the current
situation. Accessibility of learning
resources has always been
regarded as an essential and
integral part of school and
basically geared towards the
improvement of all other factors in
Learning Delivery Modality as well
as teaching process with
involvement of the stakeholders,
ensuring qualitative service
delivery by the school to the
society.

Learning Management MPS Report Quarterly

Teachers’ class records
Learners report card
Learning Management includes
the capacity to design pedagogic
strategies that achieve learning
outcomes for learners. In
relevance to today’s actual setting,
that is, in the balance between
and emphasis on Most Essential
Learning Competencies and
Learning Delivery Modality
Implementation.
Appropriateness of learning
management system or
educational platform in the
delivery of instruction should be
determined. The functions in this
area of concern includes the
capability to disseminate lessons
in the simplest way possible for
learners, assess learner
competency, organize records of
learner achievement, present
assignments or enrichment
activities, and provide tool for
communication between the
teachers and learners and
facilitate learner collaboration.

By having experiences from the

process of learning management;
 knowledge, skills and values in
designing, selecting, organizing
and utilizing learning and
assessment strategies are
continuously developing.

Teacher Capacity IDEA Lesson Exemplar Log Quarterly

Book
COT Observation
Capacity of teachers and
school leaders are responsible for
assessing and identifying critical
and timely interventions in
managing and facilitating learning
through the determined learning
delivery modality and learning
resources. The teacher takes the
responsibility of monitoring the
progress of the learners. Also,
teachers are responsible in honing
their knowledge and skills in
managing the determined learning
delivery modality.

The experiences will help

develop assessment and
reporting, professional
engagement, personal growth and
professional development by
designing, selecting, organizing
and utilizing strategies, dignity of
teaching as a profession and
professional links with colleagues
and also by having professional
reflection and learning to improve
practice.

Household/Community Capacity Comment and Feedbacks Quarterly

Survey Report regarding
parents/guardians as para-
teachers
Household/Community
members are involved in a
process of mutually beneficial
engagement through a discourse
of relationships and exploration.

The experiences help develop

knowledge, skills and values by
enhancing school-community
partnerships aimed at enriching
the learning management as well
as the community’s engagement
in the educative process relative to
 the current situation and actual
setting.

School Operations Increased MPS Rating Quarterly/ Monthly

Updated MOOE Liquidation
Report
Different assistance from
different sources
Increased in different school
performance indicators
Continuity of learning amidst the
pandemic is a critical component
of school emergency management
and operations. It should promote
the continuation of teaching and
learning despite circumstances
that interrupt normal school
attendance. Many considerations
play a role in the implementation
and development of the
determined learning delivery
modality for continuity of school
operations. Strong school, home
and community partnerships shall
be forged to ensure the
effectiveness of the LDM
considered. In the context of the
present crisis, dialogue with
parents and the wider community
is a key step to ensure that the
school, parents/guardians and the
wider community have reached a
degree of shared accountability
and responsibility for the learning
modality chosen. School
administrators, teachers,
parents/guardians, and community
partners shall provide adequate
and appropriate guidance and
support for the learners to ensure
that their new experience with the
learning modality shall be properly
transitioned.

Our school organized

professional development (PD)
activities to enhance teachers
understanding of and skills
relevant to LDM. These PD
activities may include LAC,
coaching, formal training which
can be done with the aid of online
platforms. Uploading documents,
self-learning modules, pre-
 recorded lessons, typing
discussion posts, moderating
virtual collaboration, navigating
modules, and designing
assessment are some of the
learning tasks that the teachers
incorporated in orientation and
coaching aligned to professional
standards.

Prepared by:
APOLONIA V. ENOPIA
Officer-In-Charge
Noted:

MARIA LOURDES M. TAN

Public Schools District Supervisor