LINA C.

BEJIGA
Principal 3
Molugan Central School
Division Of El Salvador City
ACTIVITY 1. Reflect on the overview you just read by answering the
following questions.
Write down your reflections in your Study Notebook.
1. How is the delivery modality of this course different from the
usual in-service training I have received pre-pandemic? List at
least three differences.
Answer:
A. This course is a self learning course where I have to work on my own,
managing my time, having focus and determination of finishing it in
accordance with the flexible time given,
B. This course is virtual avoiding physical contact with co participants
and facilitators and is done usually at home not on conference halls and
hotels,
C. This activity is done during the pandemic time

2. How will my personal characteristics and circumstances affect (positively

or negatively)
my participation in this course? Use the table below to guide your reflection.
Answer:
My participation on this course is a must to equip myself with all the
learnings amidst the pandemic
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that me from to participate in accomplish the
may affect my participating this course?) requirements of
participation in fully in this this course?
the course in a course?) Describe this
positive or environment.)
negative way?)
Positive- Focus Time and -My leadership -as soon as
and time overlapping of goal possible that
management activities, -Determination meet the time
Negative- Health -By being the requirement
Overlapping leader of the
activities
 school heads
group

2. What steps can I take to overcome any barriers or challenges to

participating and completing this course? List at least three actions.
A. Plan
B. Manage
C. Focus

MODULAR DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

Learning Feature Resources Household
Modality Member
Modular Printed
Distance Modular Bond Papers, Ink, Printing of Facilitate learning, Information drives,
Learning Distance Printers, copiers Modules, constant follow up orientations,
(MDL) Learning and Risograph organized and and capacitate,
machines delivery to communication to support,
parents the teacher- monitoring and
adviser constant follow up
Online Internet Internet To prepare To guide, monitor, To support
Distance connectivity connection platforms on a teach and teachers doing
Learning synchronous facilitate learning online classes,
(ODL) learning modality monitor and
evaluate the
effectiveness
TV-Based A television TV To prepare and To guide, monitor, Monitor and
Instruction set record learning teach and evaluate
(TVBI) videos facilitate learning
appropriate to the
lesson/s
Radio-Based Radio Radio To record learning To guide, monitor, Monitor and
Instruction episodes to be teach and evaluate
(RBI) heard on air facilitate learning
Blended A A combination of Time To guide, monitor, Arranging class
Distance combination face to face, ODL, arrangement or teach and schedules
Learning of face to TVBI and RBI scheduling of facilitate learning
face, ODL, classes on
TVBI and RBI blended learning
Learning Delivery Modality Course 1 (LDM1)

INDIVIDUAL LEARNING PLAN

LDM MODULE NUMBER AND INDICATIVE WHEN TO FINISH THE WHEN TO SUBMIT THE TECHNICAL ASSISTANCE
TITLE DURATION MODULE REQUIRED OUTPUT WHEN REQUIRED FROM THE COACH/
INDICATED MANAGEMENT

1 Getting Started 3 hours September 7, 2020 October 30, 2020 Suggestions during the
orientation

2 Understanding the Learning 6 hours October 30, 2020

Delivery Modalities in the September 11, 2020

Basic Education Learning

Continuity Plan

3 Choosing the Appropriate 40 hours October 26, 2020 October 30, 2020
Learning Delivery Modalities

for your Division and Schools

4 Implementation Planning 16 hours October 28, 2020 October 30, 2020

5A Establishing and Managing 6 hours October 29, 2020 October 30, 2020
the Technical Assistance

Mechanism for School Heads

6 Monitoring, Evaluation and 6 hours October 29, 2020 October 30, 2020
Learning

7 Implementation Portfolio 3 hours October 29, 2020 October 30, 2020

MINIMUM REQUIREMENTS FOR ONLINE DISTANCE LEARNING (ODL)

BASIC DATA SECTION Enter the NUMBER in the

SECTION 1
yellow cell.
Total No. of Teachers 37
SECTION 3
Total No. of Learners who will do Enter the NUMBER, or click YES or NO, in the
100
ODL (refer to your Decision Tree ) yellow cell.
Total No. of Parents/Guardians 100
Pre-Implementation: Type DATE of
Baseline: Type DATE of assessment here.
assessment here.
Stakeholder Area of Readiness Particulars Number OR Yes/No % Number OR Yes/No %
1 School Platform and Support YES or NO. Does your school have an educational platform or
Learning Management System (LMS), either subscription-based or No 0.00% No 0.00%
locally developed?
2 School Platform and Support YES or NO. Does your school have the technical expertise to run and
support the educational platform 24/7? Note: Technical expertise can
be in-house OR outsourced OR a combination, depending on the
No 0.00% No 0.00%
nature of the deployment. The more IN-HOUSE/locally developed is
the hosted platform, the higher the degree of the technical support
personnel required.
3.1 School Platform and Support How many of your teachers have or can be provided an official email
37 100.00% 37 100.00%
account by your school? Note: The school can outsource.
3.2 School Platform and Support How many learners have or can be provided an official email account
500 500.00% 500 500.00%
by your school? Note: The school can outsource.
4 School Platform and Support YES or NO. Does your school have qualified helpdesk personnel?
Note: The main task of helpdesk personnel is to directly answer Yes 100.00% Yes 100.00%
usage queries of both teachers and learners.
5 School Content Does your school have complete and appropriate content
Accomplish the sheet Accomplish the sheet
including proper assessments (quizzes, exams) for Quarter 1 on
RESOURCES: ODL 17.66% RESOURCES: ODL (Pre- 17.66%
the platform? Note: Change the Quarter number for succeeding
(Baseline) Implementation)
assessments.
6 School Teacher How many of your teachers have the capability to teach online? 15 40.54% 15 40.54%
7 School Teacher How many of your teachers have access to device/s and connectivity
7 18.92% 7 18.92%
at home or at school?
8 Learners Learners How many of your learners have access to the necessary technology
0.00% 0.00%
resources (device, connectivity) to access the lessons?
9 Learners Parents How many of the parents/guardians of your learners have expressed
0.00% 0.00%
willingness for the ODL option for their children?
10 School Governance
How many of your teachers have you oriented about ODL policies and
directions to ensure that everyone is properly informed and guided?
37 100.00% 37 100.00%
Note: This includes information and guidance on accessing resources
made available by the Department on DepEd Commons, LRMDS, etc.

10 School Governance
How many of your learners have you oriented about the ODL policies
0 0.00% 0 0.00%
and directions to ensure that everyone is properly informed and guided.

10 School Governance How many of the parents/guardians of your learners have you
oriented about the ODL policies and directions to ensure that everyone 0 0.00% 0 0.00%
is properly informed and guided?
11 School Continuance YES or NO. Does your school have a technology knowledge
enhancement program wherein regular trainings or seminars are given
Yes 100.00% Yes 100.00%
to teachers, students, and parents to make them embrace the
technology?
12 Learners Parents How many of the parents/guardians of your learners are willing to co-
0 0.00% 0 0.00%
supervise and co-monitor the progress of their children's ODL?

Readiness Rating: 65.14% Readiness Rating: 65.14%

MINIMUM REQUIREMENTS FOR TV-BASED INSTRUCTION (TVBI)

BASIC DATA SECTION Enter the NUMBER in the

SECTION 1
yellow cell.
Total No. of Teachers
Total No. of Learners who will do SECTION 3
Enter the NUMBER, or click YES or NO, in the
TVBI (refer to your Decision
yellow cell.
Tree )
Total No. of Parents/Guardians 0
Pre-Implementation: Type DATE of
Baseline: Type DATE of assessment here.
assessment here.
Stakeholder Area of Readiness Particulars Number OR Yes/No % Number OR Yes/No %
1.1 School Governance How many of your teachers have you oriented about the TVBI policies
and directions to ensure that everyone is properly informed and 0 0.00% 0 0.00%
guided?
1.2 School Governance
How many of your learners have you oriented about the TVBI policies
0 0.00% 0 0.00%
and directions to ensure that everyone is properly informed and guided.
1.3 School Governance How many of the parents/guardians of your learners have you
oriented about the TVBI policies and directions to ensure that everyone 0 0.00% 0 0.00%
is properly informed and guided?
2 School Governance YES or NO. Does your school have a MOA/MOU with a TV network for
No 0.00% No 0.00%
the needed airtime/slot?
3 School Content Does your school have complete and appropriate content (Core Accomplish the sheet Accomplish the sheet
Learning Package) for TVBI for Quarter 1? Note: Change the Quarter RESOURCES: TVBI 0.00% RESOURCES: TVBI (Pre- 0.00%
number for succeeding assessments. (Baseline) Implementation)
4 School Content Does your school have reference/supplementary for TVBI for Accomplish the sheet Accomplish the sheet
Quarter 1? Note: Change the Quarter number for succeeding RESOURCES: TVBI 0.00% RESOURCES: TVBI (Pre- 0.00%
assessments. (Baseline) Implementation)
5 School Content How many learners can you provide with print activity sheets and
0 0.00% 0 0.00%
Reference/Supplemental Materials?
6 Parents Learners How many parents/guardians can ensure their children's access to
0 0.00% 0 0.00%
television?
7 Learners Parents How many of the parents/guardians of your learners have expressed
0 0.00% 0 0.00%
willingness for the TVBI option for their children?
8 Learners Parents How many of the parents/guardians of your learners are willing to co-
0 0.00% 0 0.00%
supervise and co-monitor the progress of their children's TVBI?

Readiness Rating: 0.00% Readiness Rating: 0.00%

MINIMUM REQUIREMENTS FOR RADIO-BASED INSTRUCTION (RBI)

BASIC DATA SECTION Enter the NUMBER in the

SECTION 1
yellow cell.
Total No. of Teachers 37
SECTION 3
Total No. of Learners who will do Enter the NUMBER, or click YES or NO, in the
1236
RBI (refer to your Decision Tree ) yellow cell.
Total No. of Parents/Guardians 1236
Pre-Implementation: Type DATE of
Baseline: Type DATE of assessment here.
assessment here.
Stakeholder Area of Readiness Particulars Number OR Yes/No % Number OR Yes/No %
1.1 School Governance How many of your teachers have you oriented about the RBI policies
and directions to ensure that everyone is properly informed and 37 100.00% 37 100.00%
guided?
1.2 School Governance
How many of your learners have you oriented about the RBI policies
0 0.00% 0 0.00%
and directions to ensure that everyone is properly informed and guided.
1.3 School Governance How many of the parents/guardians of your learners have you
oriented about the RBI policies and directions to ensure that everyone 0 0.00% 0 0.00%
is properly informed and guided?
2 School Governance YES or NO. Does your school have a MOA/MOU with a radio network
No 0.00% No 0.00%
for the needed airtime/slot?
3 School Content Does your school have complete and appropriate content for RBI Accomplish the sheet Accomplish the sheet
for Quarter 1? Note: Change the Quarter number for succeeding RESOURCES: RBI 3.92% RESOURCES: RBI (Pre- 3.92%
assessments. (Baseline) Implementation)
4 School Content Does your school have complete reference/supplementary Accomplish the sheet Accomplish the sheet
materials for TVBI for Quarter 1? Note: Change the Quarter number RESOURCES: RBI 3.92% RESOURCES: RBI (Pre- 3.92%
for succeeding assessments. (Baseline) Implementation)
5 School Content How many learners can you provide with print activity sheets and
0 0.00% 0 0.00%
Reference/Supplemental Materials?
6 Parents Learners How many parents/guardians can ensure their children's access to
0 0.00% 0 0.00%
radio?
7 Learners Parents How many of the parents/guardians of your learners have expressed
0 0.00% 0 0.00%
willingness for the RBI option for their children?
8 Learners Parents How many of the parents/guardians of your learners are willing to co-
0 0.00% 0 0.00%
supervise and co-monitor the progress of their children's RBI?

Readiness Rating: 10.78% Readiness Rating: 10.78%

 Instruction: Indicate the PERCENTAGE OF CONTENT COMPLETED for each learning area for each grade level in your school
MODULAR DISTANCE LEARNING - PRINT 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 28-Sep-20

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 100 100 100 100 0 0 0
Filipino 0 100 100 100 100 100
English 0 100 100 100 100 100
Mathematics 100 100 100 100 100 100 100
Science 0 100 100 100 100 100
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 (%) 88.68%
 Instruction: Indicate the PERCENTAGE OF CONTENT COMPLETED for each learning area for each grade level in your school
MODULAR DISTANCE LEARNING - PRINT 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 28-Sep-20

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 100 100 100 100 0 0 0
Filipino 0 100 100 100 100 100
English 0 100 100 100 100 100
Mathematics 100 100 100 100 100 100 100
Science 0 100 100 100 100 100
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 (%) 88.68%
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 100 100 100 100 0 0 0
Filipino 0 100 100 100 100 100
English 0 100 100 100 100 100
Mathematics 100 100 100 100 100 100 100
Science 0 100 100 100 100 100
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 (%) 88.68%
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 80 75 100 100
Filipino 0 50 100 75 75 50
English 0 100 5 100 70 50
Mathematics 80 80 100 100 70 80 50
Science 70 100 100 100 50 50
Araling Panlipunan 55 100 100 100 65 50
Edukasyon sa Pagpapakatao (EsP) 70 100 100 70 50 50
Music, Arts, Physical Education, and Health 65 100 100 70 50 50
Edukasyong Pantahanan at Pangkabuhayan (EPP) 45 30 20
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 70.00%
LEARNING DELIVERY MODALITY COURSE 1
MODULE 4

Region :X

Division : DIVISION OF EL SALVADOR CITY

School : MOLUGAN CENTRAL SCHOOL

School Head : LINA C. BEJIGA

Email/Contact No. : lina.bejiga001@deped.gov.ph/09778460798

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?

2. Health status? /

3. Reading level? /

4. Level of learning independence? /

5. Learning environment in terms of study space,

home conditions and immediate environment?
/
 6. Learning resources? /

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

1. Psychosocial preparedness for the opening of /

classes?

2. Health status? /

3. 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?
/

2. Health status? /

3. Confidence level to guide/support the learning of

their child/ward?
/

4. Time available to guide/support the learning of

their child/ward?
/

5. Reading level? /

6. Learning support resources such as materials,

devices, internet access?
/

7. 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 WHEN? WHO WILL BE RESPONSIBLE?

(INTERVENTION?)

A. Learners June 2020 to present Advisers, M and E coordinator

-Advisers virtual
visitations thru txts, School Head
calls and video call
on their reading level
and learning
independence
-Monitoring and
evaluation will be
done monthly

B. Parents
1. Health Status-
School’s active
involvement on
the community’s
present safety
and health status Advisers, M and E coordinator
(getting
information from August 2020 to present School Head, BNS and BHWs
the BHW)
2. Parents Reading
Level-
-Adviser’s
Mapping on the
reading level of
their parents
(LESF could also
be the baseline of
information)
3. Home conditions
and immediate
environment-
-Information from
the BHWs and
BNS
 LEARNING DELIVERY MODALITY COURSE 1
MODULE 4

REGION :X

DIVISION : EL SALVADOR CITY

SCHOOL : MOLUGAN CENTRAL SCHOOL

SCHOOL HEAD : LINA C. BEJIGA

THE LEARNING DELIVERY MODALITY IMPLEMENTATION PLAN

PART I: LEARNING MANAGEMENT

Objective: Establish the mechanism of organizing learners and managing learning

A. LEARNER/CLASS ORGANIZATION
ACTIVITIES EXPECTED OUTPUT/ DATE OF BUDGETARY PERSON-IN- CHARGE
RESULTS IMPLEMENTATION / REQUIREMENTS, IF
TIME FRAME ANY

Organize classes Home Learning Plan/ October 5, 2020 none Teachers, school
Individual Learning heads
Plan

Prepare weekly Prepared and October 5, 2020 none teachers

learning plan organized ILP

Prepare Individual ILP Monitoring Plan October 5, 2020 none teachers

Monitoring Plan

Organize Teachers Organizational Chart 2nd week of October none Teachers, school
for Community for the school heads, parents and
Learning Sessions EdCOM Chair

Organize/ Orient School Teachers, school

home and/or Organizational Chart heads, parents and
community learning 2nd week of October none EdCOM Chair
facilitators
 B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN-

OUTPUT/ IMPLEMENTATION / REQUIREMENT, IF CHARGE
RESULTS TIME FRAME ANY

Identify learner Porfolio Every end of the week none teachers

performance and assessment and quarter
progress
monitoring reports

Set schedule for Learners Quarterly none teachers

learner progress Progress Reports
report submissions

Discuss reports and Action Plan Every end of the none Teachers, school
plans for actions to month heads, parents and
be taken on stakeholders
concerns and issues

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/ DEADLINE BUDGETARY PERSON-IN-

RESULTS REQUIREMENTS, IF CHARGE
ANY

Setup inventory LRMDS Inventory End of the none Teachers, School LR

system of LRs outputs school year Coordinator and
School Property
Custodian

Acquire/ Request Requested LR materials Year Round none Teachers and

for LRs are answered and School LR
 delivered Coordinator

Develop LRs Contextualized LR Year round 5,000 teachers

materials

Quality assure QAL is approved by Year round none teachers

locally developed Division LRMDS
LRs Supervisor

B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT

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

ACTIVITIES EXPECTED OUTPUT/ DEADLINE BUDGETARY PERSON-IN-

RESULTS REQUIREMENTS, IF CHARGE
ANY

Develop system of Learning materials are @nd week on none Teachers

distribution and properly delivered and the beginning
collection of LRs received by the learners of classes

Distribute and Memorandum receipt s Every none Teachers

collect LRs and log books on Monday and
distribution and Friday of the
retrieval week

Monitor and report Reports on the Every Friday none Teachers

distribution and distribution and
collection collection of LRs

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, End of the School School Head none

Prioritization Semester

Planning for PD interventions End of the School Head 10,000.00

Semester

Developing and Implementing Year round School head

School-based Interventions
10,000.00

Monitoring Teacher PD Activities Year round School head none

Assessing Teacher PD Year round School head none

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 RISK LIKELIHOOD TO SEVERITY OF PREVENTIVE MITIGATING

LDM DESCRIPTION HAPPEN (High, RISK (High, ACTION ACTION
IMPLEMENTATION Medium, Low) Medium, Low)

Learning Parents cannot

Management effectively deliver
learning at home high high Orientations and Monitoring and
capacitating them constant
on how to teach communication
and facilitate
learning while at
home

Learning Resources Learning modules

are not enough
for the learners medium medium More printing of Prioritizing the
modules should reproduction of
be done modules

Teacher CPD Loss of interest , More webinars Strict checking on

commitment and and virtual attendance during
dedication on the low low training must be webinars and
 job attended by them virtual trainings

Others

PART IV: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM

AUDIENCE KEY MESSAGES COMMUNICATION TIMELINE

MEDIA/ PLATFORM

Learners Your learning continues to TV/ Radio/Social Year round

secure your future Media
LDM can make learning
happen in midst of
pandemic

Parents Your child’s education is TV/ Radio/ Flyers

important and has to be
supported at home, You Year round
will be the teacher and
facilitator of learning.

Teachers We fulfill our mission to Social Media Year round

educate the child amidst
these challenges. Telephone

LDM succeeds if we have Formal Meetings

the determination, focus,
care and love of our
learners and the profession
given to us by God

Community Education is a collective Social Media Year round

Stakeholders responsibility; There must
be a strong collaboration Townhall
by all.
THOUGHT ORGANIZERS FOR MODULE 5A
LINA C. BEJIGA
P3
MOLUGAN CENTRAL SCHOOL

THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 1

WHAT I KNOW ABOUT THE KEY

WHAT DO I WANT TO LEARN
KEY CONCEPTS CONCEPTS BASED ON MY OWN
ABOUT THESE KEY CONCEPTS
EXPERIENCE AND PERSPECTIVES

Is the work of ensuring the

implementation of the educational
Ways and techniques of an
INSTRUCTIONAL mission of a school by overseeing,
effective Instructional
SUPERVISION equipping, and empowering teachers to
Supervision
provide meaningful learning experiences
for students.

is a form of development in which an

How can I develop strong and
experienced person, called a coach,
good relationship with my
COACHING supports a learner or client in achieving a
teachers, and to gain respect,
specific personal or professional goal by
trust and confidence
providing training and guidance.

is the process of providing targeted

support to an organization with a
How to gain support and how
TECHNICAL development need or problem. It is
to provide simple but effective
ASSISTANCE commonly referred to as consulting. ... TA
TA to all teachers
is one of the most effective methods for
building the capacity of an organization

THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 3

WHAT PRINCIPLE IS APPLIED
TA PROCESS STEPS “KEY ELEMENT”
IN THIS STEP

How to gain support and how

Step 1: TA NEEDS
Technical Assistance to provide simple but
ASSESSMENT
effective TA to all teachers
 How can I develop strong and
good relationship with my
Step 2: TA PLANNING Coaching
teachers, and to gain respect,
trust and confidence

-Ways and techniques of an

effective Instructional
Supervision

- can I develop strong and

good relationship with my
Step 3: Instructional Supervision, Coaching, teachers, and to gain respect,
IMPLEMENTATION Technical Assistance trust and confidence

-How to gain support and how

to provide simple but
effective TA to all teachers

-How can I develop strong and

good relationship with my
teachers, and to gain respect,
Step 4: EVALUATION Coaching and Technical Assistance trust and confidence

- How to gain support and

how to provide simple but
effective TA to all teachers
THOUGHT ORGANIZER FOR LESSON 2, ACTIVITY 2

WHAT DATA SHOULD BE

TARGET OF GATHERED TO UNDERSTAND HOW TO GATHER WHERE TO GET THE
COACHING: THE COACHING NEEDS OF THE DATA DATA
TEACHERS

TEACHERs/
DEPARTMENT
CHAIRS/
MASTER
TEACHERS ACTIONS NEEDED TO FULLY UNDERSTAND THE COACHING NEEDS OF THE
TEACHERS/DEPARTMENT CHAIRS/MASTER TEACHERS

AS APPROPRIATE (e.g. schools with departments)

WHAT DATA SHOULD BE

GATHERED TO UNDERSTAND
HOW TO GATHER WHERE TO GET THE
TARGET OF TA: THE TA NEEDS OF THE
THE DATA DATA
DEPARTMENTS/ SUBJECT
AREA GROUPS

GROUPS IN
SCHOOL SUCH AS
DEPARTMENTS/
SUBJECT AREA

ACTIONS NEEDED TO FULLY UNDERSTAND THE TA NEEDS OF THE GROUPS

IN SCHOOL
 LDM IMPLEMENTATION M&E PLAN
MOLUGAN CENTRAL SCHOOL
LINA C. BEJIGA-P3

This M&E Plan will cover four levels, namely Inputs and Activities, Outputs, Mid-Term Results, and Outcomes (Final). Inputs and Activities refer to tasks related to the implementation of the LDM in
the school that need to be conducted in order to prepare and improve the schools’ implementation of the LDM. Outputs refer to resources, materials and processes that are produced from the
activities conducted in relation to the LDM implementation.( Mid-Term Results refer to desired state along areas of the implementation of the LDM that the intervention would like to achieve; Finally,
Outcomes refer to the impact of the LDM implementation in the school on the quality of learner outcomes.

In this M&E Plan, the specific areas of concern indicated are consistent with the LDM implementation Plan, namely:

1. Learning Resources
2. Learning Management
3. Teacher Capacity
4. Household and Community Capacity
5. School Operations

MCS M&E Plan, is a harmonized Readiness Assessment, LDM Implementation Plan and TA/Coaching Plan.

Indicator Data Collection Method Timing of Data Collection Analysis Method Who Will Collect & Use of M&E Results
Analyze Data
(This is the “Learning
aspect of the M&E
Framework)

LEVELS OF M&E INQUIRY
What indicators will be How will you gather the When will you gather the How will you process the From whom will the data Who are the users of the
gathered to respond to indicator? indicator? data gathered? come from and who will M&E Report?
the M&E Inquiry collect?
What will they use it for
(e.g., decision-making to
adjust the LDM Plan)?

INPUTS AND ACTIVITIES:

Activities done to effectively
and efficiently implement
LDM in the school
Learning Resources -Weekly Report on the
delivered SLMs
-Allocated MOOE Funds
for the reproduction of
SLMs and activity sheets
Learning Management -Development of
Mechanism in the
Delivery of Printed SLMs
*Matrix of Distribution
and Retrieval of Printed
SLMs
*Creation of Group
Chats with adviser and
parents per grade level to
facilitate Distance learning
effectively
Teacher Capacity -Mapping the readiness of
teachers in Delivering the
LDM in the school
-Crafting of Capacity
Building Initiatives for
teachers in delivering
their assigned tasks (LAC)
-Providing Health Kits and
Observance of protocols
Household and Community -Parents Readiness
Capacity
-Learners’ Readiness
-Facilitating Learning
-Instruct all grade leaders -June 2020 -For Data gathering and -Grade Leaders -All Teachers and school
to report weekly the Planning head
delivered SLMs
-Printing of SLMs and
activity sheets were
prioritized in the MOOE
Planning and Consultative July 2020 Action Planning Grade Level Leaders and School Head, MTs and
meetings and Creation of MTs grade Level leaders
TWG in the school
-Limited F2F and Virtual June 2020 -For reporting and action All teachers School Head
Interactions and meetings planning
-Planning and consultative
meetings September
2020
-Allocating budgets from
the MOOE
-Ensuring compliance to June 2020
health protocols through
meetings (limited f2f)
-Conduct school mapping June to September 2020 -For Monitoring, All teachers and school School Head
thru texts, calls and chat reporting, action planning head
by the class advisers and implementation of All Teachers
PMDL
SPT or
 -Availability of Learning -Parents orientation thru School
Spaces at home limited f2f Planning Team

-Availability of Learning -
equipment at home

-Encouraging stakeholders
to participate actively on
the Distance learning
Modality

*As Learning
volunteers

*For financial support

and assistance to learners

School Operations -Allocating funds for the -Allocate Funds from Whole year round For Planning and School School Head School Head
reproduction of SLMs and MOOE Operations
activity sheets for the ADAS
learners
School BAC

OUTPUTS:

Resources, materials, and

processes will be produced
from the activities

Learning Resources -Weekly Report on the

Printing and Delivery of
SLMs

-MOOE Funds Allocation

prioritizing the
reproduction of SLMs

Learning Management -Delivery Equipment for

SLMs Delivery

*Class Advisers
Creation of GC

*Call and Txtxs

 *Scheduling for
delivery and retrieval of
SLMs

-Creation of Delivery and

retrieval flow charts and
corresponding decision
trees

Teacher Capacity -Level of Teachers

readiness in the LDM in
the school

-Capacity Building for

Teachers initiatives in
Delivering their Assigned
tasks (LAC)

-Safety and health Kits

and observance of health
protocols

Household and Community -Parents Readiness

Capacity mapping/Learners’
Readiness mapping

-Facilitating Learning

*Availability of
Learning Spaces at home

*Availability of
Learning equipment at
home

-Engaging stakeholders to
participate actively on the
Distance learning
Modality

*As Learning
volunteers

*For financial support

and assistance to learners
 School Operations -MOOE Allocation for the
reproduction of SLMs and
activity sheets

MID-TERM RESULTS:

What desired state will be

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

Learning Resources

Learning Management

Teacher Capacity

Household and Community

Capacity

School Operations

OUTCOMES:

What learner outcomes will

be achieved when the
desired state of LDM areas
of concern have been
achieved?

To be completed…
LEARNING DELIVERY MODALITIES COURSE 1, MODULE 7A (FOR SCHOOL HEADS)
PORTFOLIO CHECKLIST (PRE-IMPLEMENTATION PHASE)

MODULE OUTPUTS FOR SCHOOL HEADS Have you completed these and
submitted to your assigned
coach?

Module 1 None N/A

Module 2 None N/A

Module 3 LDM Decision Tree YES

LDM Readiness Assessment Results YES
LDM Readiness Action Plan YES

Module 4 LDM Implementation Plan YES

Module 5A TA Plan YES

Module 6A Monitoring, Evaluation and Learning Plan YES

 LDM IMPLEMENTATION EVIDENCE LIST
LINA C. BEJIGA,P3
MOLUGAN CENTRAL SCHOOL
DIVISION OF EL SALVADOR CITY

(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 Reflection:

Management

-The learning resources to be Whole year round

used in this time of pandemic
should be in accordance with
the priority learning needs of
the learners, like; getting only
the most essential
competencies, the availability
of textbooks and IMs which are
quality assured, and the kind of
learners, parents in the locality
and its health status.

Learning Management Reflection

-In this area of concern, the Whole year round
school conducted series of
parents orientations in small
groups face to face interaction
for them to be aware and
taught on how to do home
schooling effectively. Strategies
on facilitating teaching and
learning were clearly
emphasized during the
sessions. Learning spaces at
home was also recognized and
given importance.
Collaboration was enhanced
and prioritized in this time of
health crisis
Teacher Capacity Reflection:

-With teachers, they were Whole year round

already oriented on how to
effectively perform their tasks
and services thru series of
webinars and virtual
orientations and seminars.
Physical and mental health
were also well emphasized

Household/Community Reflection:
Capacity

-I attended sessions regarding Whole year round

the health status of the
barangay and getting some
information’s being a member
of the BHERT. The school was
alert in the present status of
the locality for us to be always
aware and ready if the risk of
the pandemic arises

School Operations Reflection:

-Whatever is the guideline of Whole year round

the deped central office
regarding on the continuity of
education for the learners, the
school should follow and is
getting ready for its
implementation. Whatever
risks that we will be facing, we
will collaborate each other for
the sake of all learners and
must embrace
all alternatives for its
continuance