Virgen Delas Flores, Baliwag Bulacan Tel. Nos.: (044) 7665100

Virgen Delas Flores, Baliwag Bulacan
E-mail: vdfhs@gmail.com
Tel. Nos.: (044) 7665100
Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF BULACAN
VIRGEN DELAS FLORES HIGH SCHOOL
LEARNING CONTINUITY PLAN

MAPEH DEPARTMENT
SY-2020-2021
I. Introduction:
The COVID-19 pandemic is definitely a health issue. The severe short-term disruption
has been felt by all families and has greatly affected the education system not just in our country
but in the whole world. The crisis crystallizes the dilemma we are facing whether to forego
opening of classes this school year, reducing contact and saving lives, or keep schools opened
within the usual opening as provided by the law and face a great challenge.
Education should be our top priority. Despite the present condition, DepEd is guided with
the pronouncement of our Secretary, Leonor M. Briones, “Education Must Continue.” Basic
Education Learning Continuity Plan, translate the commitment of DepEd to ensure educational
continuity amid the crisis but the health and safety of our learners and the whole school
communities are of utmost importance and must be protected at all times.
It is in this light that Virgen Delas Flores High School MAPEH Department have its
Learning Continuity Plan (LCP), in support to the national issuances and policy guidelines to
effectively and efficiently implement its mandate and the delivery of learning under the new
normal of basic education.
We will be guided by our Core Values in implementing the Learning Continuity Plan.
Maka-Diyos – Religious beliefs of everyone engaged in making learning happen shall be

respected at all times.
-Seeking the intervention of the Almighty God shall be encouraged.
Maka-tao -Psycho-social support shall be made available
Makakalikasan- Efficient use of resources shall be a primary consideration
Makabansa -The Bayanihan spirit among Filipinos shall be harnessed.
-Strengthening the Filipino traits shall be fostered
II. Objectives:
To ensure continuity of learning among its learners, Virgen Delas Flores High School MAPEH
Department aims to:
a. make a detailed plan on how to utilized the MELCs in the field to provide informative
discussions;
b. identify the appropriate alternative delivery modalities (ADMs) suited to the situation of
the learners;
c. ensure a safe and healthy school environment to its learners, teachers, and other personnel.

Tel. Nos.: (044) 7665100
III. Assessment of School Readiness
Learners’, Teachers’ and school heads’ Competence on ICT assisted instruction
Result of the Readiness Survey form (conducted using google form)
LEARNERS COMPETENCE ON ICT ASSISTED INSTRUCTION

(conducted using Google Form)
The survey was conducted to determine the competencies of VDFHS learners in ICT
assisted instruction
1. The curriculum level of student-respondents.
Fig.1: Percentage of Student-respondents per Curriculum Level
There are 256 out of 1523 student respondents who participated in the survey. The graph
shows the percentage of respondents per year level. Among the total respondents there were 26%
Grade 7 students, while Grade 8 and Grade 9 both comprised 23.3%, and the highest percentage
of participants were Grade 10 students who comprised the 27.4% of the total number of
respondents.
2. How would you rate yourself as a student in terms of ICT Literacy? (Using Computer-aided
gadgets like cellphone, tablet, and television)
Fig 2. Percentage of Student-respondents in terms of Level of ICT Literacy
Among the respondents, 9.6% rated themselves as beginners, while 19.2% rated
themselves as advanced. There were 26% of respondents who rated themselves as fair while

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majority of them rated themselves as average which comprised the 45.2% of the total number of
respondents.
3. What is the level of your Knowledge in ICT Tools, Software, and Equipment?
Fig.3: Percentage of Student-respondents in terms of Knowledge in ICT Tools, Software, and

Equipment
There were 4.1% of respondents who rated themselves as advance in terms of their
knowledge in different ICT tools while 16.4% of respondents rated themselves as average.
However there were still 27.4% who rated themselves as beginners while the majority of the
respondents which is 52.1% rated themselves as fair in terms of knowledge in ICT tools.
Based on the survey conducted last May 22-26, 2020, the majority of learners rated
themselves as average in terms of ICT literacy and fair in terms of knowledge in different ICT
tools.
TEACHERS COMPETENCE ON ICT ASSISTED INSTRUCTION

(conducted using Google form)
The survey was conducted to determine the competencies of VDFHS teachers in ICT assisted
instruction
1. The curriculum level of teacher-respondents.
Fig.4: Percentage of Teacher-respondents per Curriculum Level
There are 58 out of 62 teacher-respondents who participated in the survey. The graph
shows the percentage of respondents per year level. Among the total respondents there were
20.7% Grade 9 teachers, while 24.1% of the respondents were Grade 10 teachers and 25.9%
were Grade 8 teachers. The highest percentage of participants were Grade 7 teachers who
comprised the 29.3% of the total number of respondents.

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2. How would you rate yourself as a student in terms of ICT Literacy? (Using Computer-aided
gadgets like cellphone, tablet, and television…..)
Fig 5. Percentage of Teacher-respondents in terms of Level of ICT Literacy
There were 10.3 % of respondents who rated themselves as advance while majority of
them rated themselves as average which comprised the 74.1% of the total number of
respondents. Among the respondents, minority of them rated themselves as beginners while the
rest were fair.
3. What is the level of your Knowledge in ICT Tools, Software, and Equipment?
Fig.6: Percentage of Teacher-respondents in terms of Knowledge in ICT Tools, Software, and

Equipment
There were 17.2% of respondents who rated themselves as fair in terms of their
knowledge in different ICT tools while majority of respondents rated themselves as average
which comprised the 70.7% of the total number of respondents. The remaining percentage were
the minority who rated themselves as beginners and advance.
Based on the survey conducted last May 22-26, 2020, the majority of teachers rated
themselves as average both in terms of ICT literacy and knowledge in different ICT tools.

Tel. Nos.: (044) 7665100
Connectivity and Technology infrastructure of the Learners
The survey was conducted to identify the connectivity and technology infrastructure of the
learners
1. The curriculum level of student-respondents.
Fig.7: Percentage of Student-respondents per Curriculum Level
There are 246 out of 1523 student respondents who participated in the survey. The graph
4.5% Grade 7 students, while 26.8% of respondents were Grade 8 students. There were 31.3%
Grade 10 and the highest percentage of participants were Grade 9 students who comprised the
37.4% of the total number of respondents.
2. Kami ay mayroong internet connection sa bahay
Fig 8. Percentage of Student-respondents in terms of Internet Connectivity
There were 17.1 % of student-respondents who do not have internet connectivity at

home. However, 38.2% answered that they have internet access through Wi-Fi connection, while
the majority which is 44.7% of the student-respondents have internet access through mobile date
connection.

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3. Ang ginagamit kong gadget/device sa bahay para maka-online at maghanap ng impomasyon
ay (Pumili ng isa o higit pa)
Fig 9. Number of Available Gadgets Used by the Student-respondents to Access

information on the Internet
There is only 1 student-respondent that has access to internet using computer in computer
shop while 3 or 1.2% of the respondents have their own computer or desktop. Moreover, 7 or
2.8% of the student respondents have their own tablet meanwhile the same number of
respondents answered that they do not have any available gadget/device at home to access the
internet. However, 13 or 5.3% of the respondents have laptops and majority of them which is
231 or 93.9% use cellphones to access information on the internet.
Connectivity and Technology infrastructure of the Teachers
The survey conducted to identify the connectivity and technology infrastructure of the Teachers
1. The curriculum level of teacher-respondents.
Fig.10: Percentage of Teacher-respondents per Curriculum Level
There are 62 out of 62 teacher-respondents who participated in the survey. The graph
20.7% Grade 9 teachers, while 24.1% of respondents were Grade 10 teachers. There were 25.9%
Grade 8 teachers and the highest percentage of participants were the Grade 7 teachers who
comprised the 29.3 % of the total number of respondents.

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2. Meron ka bang internet connection sa bahay?
Fig 11. Percentage of Teacher-respondents in terms of Internet Connectivity
Majority of the teacher-respondents which comprise of 91.4% of the respondents said

they have internet access meanwhile only 8.6% said that they have no internet access at home.
3. Kung meron, pano ka kumukunekta sa internet?
Fig 12. Number of Available Gadgets Used by the Teacher-respondents to Access

information on the Internet
There is only 1 or 1.7% of the teacher-respondent that has access to internet using Wi-Fi.
The same number of respondent said that he has air internet. Meanwhile, 22 or 37.9% of the
respondents are using mobile data for internet access. Moreover, majority of the teachers which
is 38 or 65.5% of the respondents have DSL (wifi/router) at home.
(Enclosure no. 1 Learner’s Enrollment Survey Form Result)

Tel. Nos.: (044) 7665100
TECHNOLOGY QUANTITY DESCRIPTION DATE STATUS
INFRASTRUCTURES DELIVERED/RECEIVED
DCP Batch 27 1 Package 7 hosts PC's June 16, 2015 Good

working 84 condition
network/client
working
DCP Batch 33 1 Package 7 hosts PC's August 6, 2017 Good

working 84 condition
network/client
working
PLDT Fibr 1 unit 20mbps February 8, 2014 Good

condition
PLDT Fibr 1 unit 10mbps September 12, 2010 Good

condition
School Connectivity and Technology infrastructure
Inventory of Schools’ hand washing and sanitation facilities, electric and water supply, school
clinic and emergency kit.
ITEM
Grade Level/ No. of Electrical Water Handwashing Sanitation/ Emergency
Rooms Installation Source Facility CR/Rest Kit/
Office
(Faucet Rooms First Aid
) Kit
Principal’s Office 1 1 1 1 1 3
Clinic 4 1 1 1 3
Building 1 4 1 0 1 4
Building 6 12 2 0 2 12
New Building 1 8 1 1 1 8
New Building 2 12 1 0 1 12
Total 57 1 11 3 15 62
Availability of learning materials/resources
Grade 7
Music & Arts 7 Music & Arts LM 781
PE & Health 7 PE and Health LM 745
TLE 7 8
Grade PE and Health TG 0

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Grade 9
Grade 10
(see enclosure no. 2 inventory of localized learning resources as of April 2020)
IV. Determination and Description of Teaching – Learning Modalities to Develop the Most
Essentials Learning Competencies
Matrix of Most Essential Learning Competencies with corresponding Flexible Delivery Modes,
Learning Materials and Assessment Approach
Subject Area: MAPEH
Grade Level Delivery Mode Learning Resources Assessment Approach

Available
Face to Face Music and Arts 7 Online Based
Distance Learning Physical Education And Assessment
Modular Online Distance Health 7 (Quizizz etc.)
7 Learning Learning Materials Video Recording
TV and Radio LRMDS Portal Paper and pen
Blending Learning DepEd Common assessment
Website Provided by
DepEd
Learning Learning Materials Video Recording
8 TV and Radio LRMDS Portal Paper and pen
Website Provided by
DepEd
Learning Learning Materials Video Recording
9 TV and Radio LRMDS Portal Paper and pen

10 Learning Learning Materials Video Recording
TV and Radio LRMDS Portal Paper and pen
Website Provided by
DepEd
 Some LMs will be provided by the Schools Division Office by subject area crafted and
prepared by the Education Program supervisors.

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 Assessment tools and materials are included in the crafted MELCs matrix but the
teachers can make their own assessment approach
V. School Policy:
A. Safe Return to School and Home
1. School Campus Entrance
 No face mask, no quarantine pass/ID, travel pass NO ENTRY
 Disinfection upon entrance by soaking shoes/slippers/footwear;
 Daily screening of body temperature;
 Hand disinfection;
 Disinfection of frequently touched surfaces;
 Log book for visitors to facilitate contact tracing.
2. Inside School Campus
 Presence of health and safety members;
 Display of printed health and safety protocols;
 Physical distancing set-up (with markers);
 Linear airflow; and
 Provision of sanitation and isolation area.
3. Classroom
 Mandatory Hand washing / disinfecting or Apply Alcohol located in every door
of the classroom.
 Mandatory Foot Disinfection or door mat
 Mandatory wearing of face mask
 Strict Social Distancing
 There are two (2) pieces of each pass (clinic, comfort room and canteen) every
classroom and it is located beside the door. Only ten (10) minutes are allowed
to use a certain pass.
 Clean as you go!
 Daily disinfection of rooms
 General disinfection of campus at least once a week or more as the need
dictates.
4. Clinic
 You need to present the Clinic pass
 Mandatory Handwashing/Disinfecting or Apply Alcohol
 Mandatory Foot Disinfection
 Cover your mouth with your elbow when coughing or sneezing.
 Avoid touching your eyes, nose, or mouth with unwashed hands or after touching
surfaces.
 Mandatory referral to RHU of clients who manifest 2 or more related symptoms
of COVID and those with co-morbidities.
5. Comfort Room

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 You need to present the CR pass
 Mandatory Handwashing/Disinfecting or Apply Alcohol before and after using of
comfort room.
 Mandatory Foot Disinfection
 Cover your mouth with your elbow when coughing or sneezing.
 Avoid touching your eyes, nose, or mouth with unwashed hands or after touching
surfaces.
 Daily disinfection of comfort rooms
6. Canteen
 Always wear your mask.
 No pass no entry
 Wash your hands or Put a sanitizer or alcohol in your hands before entering in the
canteen.
 Avoid loitering inside the canteen premises
 Observe social distancing
 After buying your foods do not stay inside the canteen.
 Do not put your hands on other's food.
 Do not share foods
7. Going Home
 Frequently clean your cellphones /gadgets, put in zip lock for easy cleaning;
 Follow physical distancing while in public place, or in any public
transportation;
 Refrain from hugging, kissing family members;
 Used face mask must be disposed properly;
 After the use of washable mask, it must be cleaned and dried up.
B. Enrolment
1.
Enrolment period is on June 1 – 30, 2020.
2.
Purely remote/online (by means of emails, text message, via messenger).
3.
It is teacher-led enrolment – class advisers will contact their learners from the
previous year and encode information using LIS.
4. Enrolment Focal Person (EFP) must be designated - in large school, EFP per
grade level is prescribed;
5. Physical submission of learners’ enrolment survey form (LESF) is the last
option and can be done 3rd to 4th by parents/guardians in coordination with the
LGU.
C. Capacity Building for Teachers for the “new normal” in education
The school will conduct online In-Service Training for teachers focusing in the topics on
the latest trends and issues in the “new normal” in education.
Topics for online Area of Objectives Date Source of Fund Expected

Seminar Concern Outcomes
Psycho social Assessment of To assess the June Canteen Fund Emotionally
Preparations for teacher’s teacher’s Ready to work
Work in the “new readiness for readiness for in a new normal

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normal” work in the work in the system
“new normal” new “normal
education”
Web- Based Teaching and Equip the June -August Canteen Fund Enhanced
Learning learning teachers and teachers’
Blended Learning modalities in with the competency in
FB Live Teaching the new knowledge and the different
normal system skills on the learning
different modalities and
learning platforms.
modalities and
platforms in
the new
normal in
education
Use of Modular Modular Understand the Canteen Fund Used Modular
Approach in the Approach in use of modular Approach in
Current Education teaching approach as Teaching
System one of the
offline
learning
delivery
modes.
Online and Types of To assess the Year round Canteen Fund Used different
Offline Assessment learning kind of offline
Assessment competence and online
Tool of the assessment
learners using tools
online and
offline
assessment
tool
MELC DepEd To describe June - August Canteen Fund Well planned
MELC the Most learning plans
essential
learning
competencies
per subject
are.
Learning Assessment To assess the June Canteen Fund Well planned
Continuity Plan of readiness readiness of subject
of learners, leaners, learning
teachers and teachers and continuity plan
school in the school in the
new “normal new normal
education” education”
(see enclosure no.3 Webinar attended by the teachers form April 15 to June 05, 2020)
D. Fiscal Management
The school’s AIP, SOB, and CI projects will be revised to include new priorities under the new
normal.
The following programs/activities are the top priorities of the school under the new normal
Program/Output/Activities Performance Indicator
Student Development

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CLAYGO Cleanliness is evident in the school surrounding.
The school will be guided by the COVID-19 Safety
Protocols
Faculty Development
Training for Gaining Attended Webinars conducted by the Department of
Education for staff/personnel.
Physical Facilities and Development

Vegie for my Body Project Gulayan sa Paaralan. This project will be
used in the Feeding Program of selected students.
WASH COVID-19 Strict Implementation of Project WASH with the

guidelines of COVID-19 safety protocols
Safety Lock Secure the safety of everyone inside the school.
Print Mo to! Learning Materials Reproduction for different

Modalities
E. Safe and Health School Environment

1. School Feeding Program
 The school will request for ration of rice, milk, and vitamin C for recipients of
feeding program;
 It will be requested that select VDFHS students should also be a beneficiary in
the ALMUshare program of the Municipality of Baliwag.
 Distribution will be handled by teachers concerned and with proper coordination
with the LGU.
2. Food Security
 Planting of native vegetables will be intensified in school.
 Parents will be encouraged to have backyard vegetable garden;
 Vegetable seeds/seedlings will be solicited from the Department of Agriculture
for distribution.
3. Disaster Management
 The school’s DRRM plan of action in year levels will include matters on
COVID-19 Pandemic; (see enclosure 8 DRRM Action Plan)
 Close coordination with the MDRRMO Baliwag and Baliwag Health Unit
4. Waste Management
 Provision of waste management plan in all year levels.
(see enclosure no 4 Solid Waste Management Plan SY 2020-2021)
5. Physical Check-up for Teachers and Other School Personnel

Tel. Nos.: (044) 7665100
(see enclosure no. 5 Physical Check-up form)
6. Disinfection of School Premises
 Regular schedule of the activity; and
 Provision of the sanitation supplies. (See attached inventory of school sanitation
supplies)
7. Psycho-socio Intervention Plan
(see enclosure no. 6 School Psycho-Socio Intervention Plan)
8. Procurement of Hygiene, Sanitation Supplies, and Vitamin C
 Align the procurement of the needed supplies in the new normal
 Prioritize the procurement of Hygiene Kits, Sanitation Supplies, and Vitamin C
(See enclosure 7 Annual Procurement Plan-common supplies and equipment)
F. Teaching-Learning Delivery Modalities (ADMs)
 The adapted ADMs will be explained to all teachers, learners, and their
parents/guardians.
 All support mechanisms will be prepared before its implementation.

Tel. Nos.: (044) 7665100
Teaching and Risk Implications to: Implications of Local
Learning Modality Learners and their Teachers and their Community
Families families Quarantine Level
Purely Face to Face - Most practicable - High risk of - Not valid for ECQ,
Learning means for those with no transmission or MECQ and would
or with limited exposure to disease. require relaxation of CQ
resources. - Difficulty of contact protocols to allow
- High risk of contact to tracing or wider scope learners below 21 to go
asymptomatic. of contact tracing. out.
- High risk of spread. - High risk of contagion
and wider contact
tracing scope in event
of contagion.
Modular Distance - Learners must show - Teacher must utilize - Applicable to MECQ
Learning self-discipline and drive various platforms to - Not applicable to ECQ
to learn at own phase. monitor progress. - during GCQ and
- Parents must get - Modules must be made MGCQ, frequent on-site
engaged to assist in available and prepared monitoring and
facilitation and in advance and/or assessment can be done
monitoring of progress. customized to the level but with risk of
of the learner. contamination.
Online Distance - Learners and their - Requires higher level - Applicable to all types
Learning families must have the of proficiency among of Community
necessary technology, teachers in the use of Quarantine level.
tools and connectivity. technology.
- Parents must be - Additional cost of - Can be utilized even
engaged in assisting the internet connectivity if during lockdown.
learners and monitoring done outside school
progress. premises. - Loading outlets and
- Must have a learning - Highly technical telecom services must
space at home. preparation of learning be made available even
activities, materials and during lockdowns to
assessment. ensure strong
connectivity.
- Lesser risk of
contagion, social
distancing can be highly
ensured through proper
scheduling.
Blended Learning - Learners and their - Requires higher level - Applicable to all types
(Face to Face and families must have the of proficiency among of Community
Online Distance necessary technology, teachers in the use of Quarantine level.
Learning) tools and connectivity. technology.
- Parents must be - Additional cost of - Can be utilized even
engaged in assisting the internet connectivity if during lockdown.
learners and monitoring done outside school
progress. premises. - Loading outlets and
- Must have a learning - Highly technical telecom services must
space at home. preparation of learning be made available even
- Provides for flexibility activities, materials and during lockdowns to
and mobility. assessment. ensure strong
-Provides for flexibility connectivity.
and mobility.
- Lesser risk of
contagion, social
distancing can be highly
ensured through proper
scheduling.
Face to Face and - May not necessarily be - Minimal technology Provides for flexibility
Modular Distance technology dependent implications. should there be sudden
Learning approach. - Requires sustained shifts in quarantine
- Can be applied to monitoring and protocol levels.
learners with minimal coaching through
connectivity. available means. - Lesser risk of
- Strong self-motivation - Provides for flexibility contagion, social
of learner and support of and mobility. distancing can be highly
family is needed.
Virgen Delas Flores, Baliwag Bulacan ensured through proper
E-mail: vdfhs@gmail.com -Provides for flexibility scheduling.
Tel. Nos.: (044) 7665100 and mobility.
Home Schooling - Flexibility in phasing - Strong, consistent and Provides for flexibility
of learning but demands flexible communication should there be sudden
Teaching-Learning Modalities (consider the risk involved and status of quarantine)
Supervision of Learning (monitoring of school heads)
G. Supervision of Learning
Teaching and IMPLICATIONS TO INSTRUCTIONAL SUPERVISION IMPLICATIONS
Learning Modality TO RESOURCES
ROLE OF THE SCHOOL ROLE OF THE
HEAD/INSTRUCTIONAL LEADER TEACHER
Purely Face to - Ensure lessons are aligned with MELC. - Ensure lessons are aligned - Minimal class size
Face Learning - Ensure implementation of Minimum health with MELC. will create more
standards, social distancing and CQ protocols - Implement minimum health classes/sections.
through scheduling and other means. standards and other protocols in - Need to provide PPE
- Ensure availability of health facilities, and the classroom. to teachers and ensure
other services as the need arises. - Facilitate learners to avail of compliance with min.
- Ensure adjustment of teachers and learners in necessary support services from Health standards.
the new normal. school. - May need to resort to
- Work closely with school shifting if there will be
leaders for smooth transition to a big number of
new normal. enrolment.
Modular - Quality assure materials that would be used -Acquire, prepare or make - Need for carefully
Distance for modular learning. available modules for use in prepared modules.
Learning - Provide technical assistance to teachers in modular learning.
monitoring and assessing progress. - Ensure adherence to terms of - Provide for facilities
- Provide assistance to parents or home- engagements, agreements and and equipment needed
coaches as the need may arise. expectations for modular in various terms of
- Maintain a constant and effective line of distance learning. engagements and
communication in the leader-teacher-learner - Monitor progress of learner. means of monitoring
triad. - Provide coaching and and assessing
- Monitor progress of teaching and learning mentoring to learner and progress.
through various MOVs parents.
- Check, monitor or approve terms of
engagements, schedules and related matters.
Online - Provide technical assistance to teachers in - Engage learners through - Provide online
Distance the use of online platforms. online platforms and ensure that platforms, internet
Learning - Observe, monitor and check progress of proper internet protocols are facilities and/or
instruction. followed. internet hub.
- Provide coaching and mentoring to teachers - Prepare and implement online
for areas that need improvement in the engagement plans. - Agreement between
conduct of online sessions - Prepare online materials as instructional leader
- Quality assure materials which may be used needed. and teacher as to class
for online learning. - Ensure commitment to monitoring and
- Must have a database of learning resources engagement terms among observation.
where teachers may access materials. learners involved.
- Provide facility where teachers may engage - Provide safe means of - Quality assurance of
with learners using appropriate technology. submission of learners output materials to be used.
and ensure that data privacy of
learners is assured. - Implications to
- Work closely with parents and safeguard learners
instructional leaders on output, protect data
emerging concerns. privacy, learners’ right
to intellectual property
and protection against
cyberbullying and
plagiarism
Blended - Check, monitor and assess terms of - Prepare schedule of - Flexible schedule for
Learning (Face engagements between learner and teacher. engagements and terms of both teacher and
to Face and - Monitor progress of teaching and learning. agreements. learner.
Online - Provide technical assistance to teachers in - Provide online materials to
the use of blended modalities. leaners. - Need for internet
Distance
- Provide assistance to learners and parents on - Guide learners and parents in connectivity.
Learning) matters that need administrative the conduct of online learning.
considerations. - Assure data privacy, - Flexibility in
- Ensure compliance with protocols on safekeeping of learners output assessment is needed.
physical safety, cyber safety, data privacy and and compliance with online
intellectual property rights of learners and protocols. - Implications on data
teachers. - Implement safety protocols for privacy, cyber

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- Quality assure online and other printed on-site engagements. bullying, netiquette
materials. and plagiarism.
Face to Face - Quality assure materials that would be used -Acquire, prepare or make - Need for carefully
and Modular for modular learning. available modules for use in prepared modules.
Distance - Provide technical assistance to teachers in modular learning.
Learning monitoring and assessing progress. - Ensure adherence to terms of - Provide for facilities
- Provide assistance to parents or home- engagements, agreements and and equipment needed
coaches as the need may arise. expectations for modular in various terms of
- Maintain a constant and effective line of distance learning. engagements and
communication in the leader-teacher-learner - Monitor progress of learner. means of monitoring
triad. - Provide coaching and and assessing
- Monitor progress of teaching and learning mentoring to learner and progress.
through various MOVs parents.
- Check, monitor or approve terms of
engagements, schedules and related matters.
Home - Orient teacher, parent and learner and assist - Maintain strong - There is need to
Schooling them in coming up with terms of communication line. ensure high level of
engagements. - Prepare schedules of commitment of
- Monitor progress of teaching and learning. engagements, monitoring and learners and parents.
- Provide technical assistance to teacher on expectations settings.
monitoring learning through progress - Monitor progress. - Materials must be
reporting and various means of - Assist parents to serve as made available for
communication. facilitators of learning at home. home schooling.
- Ensure teachers and learners are properly - Provide supplemental,
oriented and directed. enrichment or remediation - Teachers must be
- Maintain strong line of communication triad activities as the need requires. flexible in progress
with parents, teachers and learners. monitoring and
- Ensure availability of and quality of assessment.
materials to be given to learners.
- Remediation and/or
enrichment materials
may be needed.
H. Health and Nutrition

 Provision of school’s health and nutrition plan with emphasis on COVID-19
pandemic matters;
 Close referral with the District Office in case of COVID-19 infection
VI. Provision of Transition Program
Training of school heads, teachers and learners
No. of Webinar Attended

From May 15-June 1, 2020 Subject Area Learning Material Teaching Strategy
Filipino 2 4 1
English 2 6 1
Math 1 4 1
Science 2 4 1
Araling Panlipunan 3 4 1
TLE 4 8 1
Edukasyon sa Pagpapahalaga 2 4 1
MAPEH 2 4 1
MODALITIES FOR ORIENTING PARENTS ON NEW NORMS IN LEARNING
MODALITY AREAS OF CONCERN PERSONS TIMEFRAME

Tel. Nos.: (044) 7665100
INVOLVED
Tarpaulin and Tarp - Schedules school - School Head June - March
Advertisement activities whether on-site - ICT Coordinator
or online - Adopt a School
Coordinator
Facebook Page / - Announcements, - School Head June - March
School Website updates, activities and - Department Heads
other online - ICT Core Team
engagements.
- General instructions to
learners and parents and
other stakeholders
Webinar for Parents - Orientation on new - School head June - March
and Learners norms, - Department Heads
- Program expectations, - Guidance Teacher
commitments and other - Class advisers
concerns, - DRRM Focal
- Psyco-social support to Person
learners
- Guidance and
counselling
- Careeer Guidance
- Parental involvement
and facilitation of
learning
- Safety and Health
Protocols and DRRM
Concerns
- Parenting seminar
Flyers and leaflets, Orientation on new - School head June - March
mini-magazines norms, - Department Heads
- Psyco-social support to Person
learners - SSG
- Guidance and - School Publication
counselling Team
- Careeer Guidance - ICT Core Team
- Parental involvement
and facilitation of
learning
- Safety and Health
Protocols and DRRM
Concerns
- Parenting seminar
Social Media - School initiative and - School Head June to March
Advertisement activities - TLE Department
espcially LGU - Leaner support Head
websites, NGO - Processes and - English
websites and procedures Department Head
STAKEHOLDER - Frontline office services - ICT Core Team
Networks - Community
engagements
PREPARATION OF LEARNING MATERIALS
ACTIVITY PERSONS TIMEFRAME EXPECTED

Tel. Nos.: (044) 7665100
INVOLVED OUTPUT
st nd
General Orientation - School Head 1 - 2 week of June - Video presentation
of Teachers and Staff - Department Heads - Printout of MELCs
on New Norms, - LRMDS Focal
MELC, Modalities Person
for learning and
Terms of reference
for LRMDS quality
assurance
Preparation of Subject Area 1st - 2nd week of June - Matrix of MELC,
Teacher-made matrix Coordinators Modalities and
of MELC per subject Assessment Approach
area per grade level per subject per grade
level.
(this serves as budget
of work)
Preparation of Subject Area Third week of June to - Teacher made
Materials based on Coordinators Second Week of July materials ready for
MELC-Modality- quality assurance
Assessment Matrix
School Level Quality LRMDS Focal Person Third week of July - Edited comply of
Assurance of Teacher Subject Specialists materials
Made Materials (Master Teacher)
Subject Area
Coordinators
Preparation of Final LRMDS Focal Person Last week of July - - Database of teacher-
Draft and Database ICT First Week of August made materials ready
management to be accessed by
teachers and learners
Strengthened Partnership
 Information drive on the adapted teaching learning modalities
AREAS OF CONCERN PERSONS TIME FRAME

INVOLVED
Tarpaulin and Tarp - Schedules and school - School Head June - March
Advertisement activities whether on-site - ICT Coordinator
or online - Adopt a School
Coordinator
Facebook Page / - Announcements, updates, - School Head June - March
School Website activities and other online - Department Heads
engagements. - ICT Core Team
- General instructions to
learners and parents and
other stakeholders
Webinar for Parents - Orientation on new - School head June - March
and Learners norms, - Department Heads
- Psycho-social support to Person
learners
- Guidance and
counselling
- Career Guidance
- Parental involvement and
facilitation of learning

Tel. Nos.: (044) 7665100
- Safety and Health
Protocols and DRRM
Concerns
- Parenting seminar
Flyers and leaflets, Orientation on new norms, - School head June - March
mini-magazines - Program expectations, - Department Heads
commitments and other - Guidance Teacher
concerns, - Class advisers
- Psycho-social support to - DRRM Focal
learners Person
- Guidance and - SSG
counselling - School Publication
- Career Guidance Team
- Parental involvement and - ICT Core Team
facilitation of learning
- Safety and Health
Protocols and DRRM
Concerns
- Parenting seminar
Social Media - School initiative and - School Head June to March
Advertisement activities - TLE Department
especially LGU - Leaner support Head
websites, NGO - Processes and procedures - English Department
websites and - Frontline office services Head
STAKEHOLDER - Community engagements - ICT Core Team
Networks
VII. MOA/MOU-PARTNERSHIP
TARGET PARTNER PARAMETERS OF PERSONS TIMEFRAME AND

ENGAGEMENT INVOLVED MOVS
Local government - Safety and security School Head Memorandum of
units - Health and Nutrition Department Head Understanding by
- Information Clinic Teacher June- August 2020
dissemination and DRRM Focal Person
Psycosocial support Adopt a School focal
Person
Private Business and - PPE’s for learners School Head Memorandum of
Organizations - Tools, Equipments, Department Head Understanding by
Gadgets and Clinic Teacher August- December
Connectivity DRRM Focal Person 2020
- Psycosocial support Adopt a School focal
for learners and their Person
families
-Economic/relief
support
- Career guidance
support
Alumni Association - PPE’s for learners School Head Memorandum of
- Tools, Equipments, Department Head Understanding by
Gadgets and Clinic Teacher August- December
Connectivity DRRM Focal Person 2020
- Psycosocial support Adopt a School focal
for learners and their Person
families
-Economic/relief
support
Volunteer - Safety and Security School Head Memorandum of
Organizations - Information campaign Department Head Understanding by

Tel. Nos.: (044) 7665100
- Health and Nutrition Clinic Teacher August- December
- Volunteer services for DRRM Focal Person 2020
learners through Adopt a School focal
delivery and pickup of Person
materials
- Onsite followup and
support
Religious - Psycosocial support School Head Memorandum of
Organizations - Spiritual Guidance Teacher Understanding by
Development Guidance Advocate August- December
- Moral Development 2020
Partnerships with the LGU and NGU
Donor Donation Remarks

Municipality of Baliwag School Sanitation Approved
(Every first day of the
Week)
Sanguniang Barangay ng Virgen School Sanitation Approved
Delas Flores (Every Friday)
Ditse Tina Pancho Clinic Repair Approved
(Phase 3)
Nelo Buencamino R.N. Webinar-Information Approved
Our Lady of Fatima University Dissemination about
COVID-19
Dr. Rolando Dela Eva Webinar- Importance of Approved
St. Lukes Hospital strong Immune System in
this New Normal
Konsehal Madette Quimpo COVID-19 school Signage Approved
Jacobels House of Tarpaulin COVID-19 Guidelines Under negotiation

Tarpaulin
Marian College Feeding Program Under negotiation
MENRO Baliwag Seedlings for Gulayan sa Under negotiation
Paaralan
Rural Health Unit Baliwag Box of Vitamin C Under negotiation
Prepared by:
NILO A. ABOLENCIA
School Principal II
Reviewed by:
IRENE LABAO-ELIZALDE, Ed. D. GREGORIO C. QUINTO, Ed.D.

Public Schools District Supervisor Division Chief, CID
Recommending Approval:
MINA GRACIAL L. ACOSTA, Ph.D., CESO VI

Tel. Nos.: (044) 7665100
Asst. Schools Division Superintendent
Approved:
DR. NICOLAS T. CAPULONG, CESO V

Director III
OIC-Office of the Regional Director
OIC-Schools Division Superintendent
Enclosure no. 1 Learner’s Enrollment Survey Form Result

Tel. Nos.: (044) 7665100
Tel. Nos.: (044) 7665100
Enclosure no. 2 inventory of localized learning resources as of April 2020
Title of Subje Gra Target Location Type Statu Name of Name Names
Resourc ct de Competencies of LR s Writer/s of of Lay-
es Area Lev Illustr out
el ator/s Artist/s
Folkson MAP 7 Describes the Virgen SLK For Paul O. Paul Paul O.
gs: EH musical Delas schoo Pagsibigan O. Pagsibig
Music of (Musi characteristics Flores l Pagsib an
the c) of High evalu igan
Lowland representative School ation
s of music
Luzon
Analyzes the
musical
elements of

Tel. Nos.: (044) 7665100
some
Lowland
vocal and
instrumental
music
selections
Enclosure no.3 Webinar attended by the teachers from May 2020
PUBLISHING
HOUSE/
TITLE SUBJECT DATE SPEAKER DEPED
Practical Approaches in Delivering Math All Mr. Ricardo E.
Lessons in Online Learning Environment Subjects May 22, 2020 Ignacio Vibal Group
Alignment of Different Learning Tasks To Usec. Diosdado
Most Essential Learning Competencies All M. San Antonio
(MELCS) Subjects May 25, 2020 Vibal Group
Horizontal Integration of Subject Area All May 26, 2020 Mr. Joseph
Competencies Subjects Andagan Vibal Group
Contextualized Learning Delivery All May 27, 2020 Mr. Joseph R.
Modalities Subjects Jacob Vibal Group
Addressing Challenges in Delivering All May 28, 2020 Ms. Liza L.
Remote Learning for Offline Learners Subjects Macalinao Vibal Group
Merging Learning Competencies and
Practices to Facilitate the Shift to the New All
Normal Subjects May 29, 2020 Mr. Joseph Jacob Vibal Group
Prof. Betty
Arts in Times of Crisis MAPEH May 29, 2020 Benitez-Johannot Vibal Group
Offline Learning Opportunities:
Implementing Modular Approach in the All
Current Educational System Subjects June 1, 2020 Mr. Dax Gaffud Vibal Group
Teachers’ Wellness at the Frontline of June 3, 2020 Paolo D.
Learning Mangune, Noelle
Evangeline
Ledesma, Dennis
All Benjamin Erbert
Subjects Policar Vibal Group
Intro to First Aid and Self-Protection June 4, 2020 Mr. Angelo Dela 911 UNTV
MAPEH Paz Lifesaver
Caring for Bleeding and Wound June 5, 2020 Mr. Angelo Dela 911 UNTV
Management MAPEH Paz Lifesaver
Caring for Muscle and Bone Injuries June 8, 2020 Mr. Angelo Dela 911 UNTV
MAPEH Paz Lifesaver
Role Call: A Restoration Talk on the All June8, 2020 Mr. Aljhon Ray
Functions as Leaders and Learners Subjects Aguilar Vibal Group
Patient Assessment June 9, 2020 Mr. Angelo Dela 911 UNTV
MAPEH Paz Lifesaver
Optimizing the Curriculum and Learning All June 9, 2020 Dra. Andrelyn
Experience through Modular Approach Subjects Clavero Vibal Group
Abiva
Distance Learning Survival Kit MAPEH June 9, 2020 Ms. Ruby Pizana Publishing
Designing Instructional Modules for All Abiva
Remote Learning Subjects June 10, 2020 Dr. Joey Alagaran Publishing
Developing Self-paced Modules for Basic All June 10, 2020 Mr Simon Peter Vibal Group

Tel. Nos.: (044) 7665100
Education Students Subjects Gana
Flexible Learning Pedagogy: Getting Ready All June 11, 2020 Dr. Juan Robertino
for the New Normal Subjects Macalde Vibal Group
June 11, 2020 Mr. Angelo Dela 911 UNTV
Rescue Breathing MAPEH Paz Lifesaver
Foreign Body Airway Obstruction MAPEH Paz Lifesaver
Teaching Skill-based Subjects in Online All June 12, 2020 Dr. Michaael C De
Learning Platforms Subjects Guzman Vibal Group
Cardiopulmonary Resuscitation MAPEH Paz Lifesaver
June 17, 2020 SDO Pampanga Deped UNDP
All Deped EdTech
#SAFERKIDS PH Subjects Unit
Strategies for Encouraging Parental All Titser Margaux
Involvement in Learning Subjects June 19, 2020 Palencia Vibal Group
Food poisoning MAPEH Paz Lifesaver
Conceptualization, Use, and, Creation of All June 22, 2020 Dr. Roniko C.
Self-made Videos for Online Learning Subjects Natividad Vibal Group
Innovation in and Teaching and Learning All June 29, 2020 Mr. Eric Sacil Espina
Subjects Vibal Group
th
Supplementary learning Materials in the 4 All July 01,2020 Mr. Paolo Joseph
Industrial Revolution Subjects Blando Vibal Group
Embedding Pedagogy and Blending EdTech All July 02,2020 Mr. Paolo Joseph
Subjects Blando Vibal Group
Designing Supplementary Reading Materials All July 03,2020 Mr Kevin Neil
based on Constructive Approach Subjects Sumauang Daylo Vibal Group
Dengue Fever: Symptoms, Treatment, & July 05,2020 Mr. Angelo Dela 911 UNTV
Prevention MAPEH Paz Lifesaver
Engaging Gen Z Learners in the New- All
Normal Classroom Subjects July 06,2020 Mr. Erwin Apostol Vibal Group
Strengthening The Growth Mindset in the Mr. Michael
Midst of a pandemic: The Key to Lifelong All Christian B.
Learning in the Senior High School Setting Subjects July 08,2020 Borromeo Vibal Group
Developing Learning materials for SHS-
Humanities and Social Sciences High All
School Learners Subjects July 09,2020 Mr. Dino Danao Vibal Group
Home Literacy Activities: Strengthening
Listening Comprehension to Promote All Bro. Roderick
Literacy Development Part 1 Subjects July 13,2020 Aguirre Vibal Group
Mr. Angelo Dela 911 UNTV
Preparing For An Earthquake MAPEH July 13,2020 Paz Lifesaver
Home Literacy Activities: Strengthening
Listening Comprehension to Promote All Bro. Roderick
Literacy Development Part 2 Subjects July 14,2020 Aguirre Vibal Group
Understanding the Role of Play in Early All Ms. Donah
Childhood Development Subjects July 15, 2020 Banaticla Vibal Group
Importance of Socio-Emotional Well- All Ms. Ehden Acebo
Being During Early Years Subjects July 16, 2020 Petalio Vibal Group
Guide to Identifying and Helping Children All
with Learning Disabilities Subjects July 17, 2020 Dr. Philip Cuizon Vibal Group
911 UNTV
Preparing For Tropical Cyclones MAPEH July 20, 2020 Mr. Arvin Buendia Lifesaver

Tel. Nos.: (044) 7665100
SOLID WASTE MANAGEMENT PLAN SY 2020-2021
Objective:
The general objective of this solid waste management plan is to provide adequate framework on effective
waste management and reduce the risk of infection during the COVID-19 pandemic in the school.
Assignment of responsibilities
The proper management of solid waste especially with the risk of infection during the COVID-19
pandemic depends largely on good administration and organization but also requires adequate financing,
as well as active participation by trained and informed staff.
The school head should form a Waste Management Officers to develop a waste management plan. The
team should have the following members but are not limited to the given list:
• School Head (as chairperson)
• Solid Waste Management Coordinator
• Infection Control Officer
• Waste Collection and Monitoring Officer/s
• Waste Management utility/ancillary staff.
The School Head should formally appoint the members of the waste management team in writing,
informing each of them of their duties and responsibilities. He or she should appoint Waste Management
Officers (WMO) with responsibilities for the development of the school waste management plan and for
the subsequent day-to-day operation and monitoring of the waste management and disposal system.
Management structure and liaison paths

The WMO is directly responsible to the School Head regarding proper waste management. The following
list are the management structures and liaison paths of the WMO
In the area of waste collection, the WMO should:
• control internal collection of waste containers and their transport to the Material Recovery Facility
(MRF) of the school on a daily basis;
• liaise with the Supplies Department/Property Custodian to ensure that an appropriate range of bags and
containers for solid waste, protective clothing, and collection containers are available at all times;
• ensure that there is an immediate replacement of used bags and containers with the correct new bags or
containers;
• Directly supervise school’s utility staff and ancillary workers assigned to collect and transport waste.
Concerning waste storage and disposal, the WMO should:
 Ensure the correct use of the MRF for proper waste storage, which should be kept locked but should
always be accessible to authorized school staff;
• prevent all unsupervised dumping of waste containers on the school grounds;
 ensure that waste is not stored for longer than specified in the guidelines and that the transport
organization (which may be the local authority or a private contractor) collects the waste with the
required frequency
• coordinate and monitor all waste disposal operations; monitor methods of transportation of wastes, both
on- and off-site and ensure that wastes collected from the school are transported by an appropriate vehicle
to the designated treatment and disposal site;
For staff training and information, the WMO should:

Tel. Nos.: (044) 7665100
• liaise with the year level chairman to ensure that advisers and students are aware of their own
responsibilities for segregation and storage of waste and that the responsibilities of ancillary staff are
limited to the handling and transport of sealed waste bags and containers;
• liaise with Department Heads to ensure that school organizations and other clinical staff are aware of
their own responsibilities regarding segregation and storage of waste and that the responsibilities of
school staff and ancillary staff are limited to the handling and transport of sealed bags and containers;
 Ensure that WMO and ancillary staff are not involved in waste segregation and that they handle only
waste bags and containers that have been sealed in the correct manner.
For incident management and control the WMO should:
 ensure that written emergency procedures are available, that they are in place at all times, and that
personnel are aware of the actions to be taken in the event of an emergency;
 Investigate and review any reported incidents concerning the handling of waste.
In addition, the WMO should continuously monitor certain parameters
 liaise with the WMO and the advisers to maintain the highest standards;
 Liaise with Department Heads to ensure coordination of training activities, other waste management
issues specific to particular departments, etc.
Parameters to be monitored by the waste management officers

Waste generated each month, by waste category:
• in each year level department and offices;
• storage and disposal methods.
Financial aspects of school waste management:
• direct costs of supplies and materials used for collection, transport, storage, disposal,
decontamination, Personal Protection Equipment (PPE )and cleaning;
• costs of operation and maintenance of waste facilities;
• costs for other waste treatment services .
Public health aspects:
• Incidents resulting in injury, “near misses”, or failures in the handling, separation, storage,
transport, or disposal system, which should also be reported to the Infection Control Officer; this
will be the basis for preventive measures to prevent recurrences.
Development of a waste management plan

During development of the waste management plan, every member of the waste management officers
(WMO) should carry out a review of existing waste management arrangements. Existing practices should
then be evaluated in the light of the national guidelines and recommendations made to by the IATF on
how the guidelines can be implemented in the school. The new waste management system should be
divided into sections addressing the following issues:
• present situation (waste management practices, personnel and equipment involved) -quantities of waste
generated.
• possibilities for waste minimization, reuse, and recycling waste segregation.

Tel. Nos.: (044) 7665100
Sample sheet for assessment of waste generation and segregation.
Basic Solid Waste Management for Zero Waste Movement.

The present waste management system of the school is the adaptation of the BAKALAT project for zero
waste movement of the VDFHS YES-O subject to revision depending on the review of the WMO.
1. Information dissemination of proper waste management to all the school stakeholders.
2. Reduction of waste production by implementing the use of tumblers and food containers in the
school.
3. Proper segregation of waste with provision of waste segregation boxes for colored papers, white
papers, cartons and plastics in each classroom and offices.
4. Proper collection and storage of segregated waste using the PALIT BASURA scheme of the
municipality of Baliwag.
5. Proper social distancing should be followed during the collection of waste.
6. WMO and utility staff adheres to the protocol of the IATF especially in wearing mask and PPE
(if available) and hand washing.
7. Handling of medical waste and possible infectious materials should be reported and supervised by
the infection officer of the WMO.
8. All waste should be clearly marked with self-adhesive or tie-on labels indicating the type of
waste, content, and in the case of transport with certain additional information.
9. Any waste carrier should identify the disposal or treatment facility to be used. The carrier should,
whenever possible, use dedicated vehicles for the collection of infectious wastes. Collection of
wastes should be regular and frequent. Any storage of waste before destruction or collection for
disposal should be in a secure location designated for the purpose.
The Waste management plan in the school was a direct adaptation of the Health-care waste management
planning retrieved from https://www.who.int/water_sanitation_health/medicalwaste
References:
Health-care waste management planning,
https://www.who.int/water_sanitation_health/medicalwaste/034to057.pdf?ua=1 retrieved on June 1, 2020
https://www.slideshare.net/DeepakTimsina/healthcare-waste-management-plan-2017?qid=d2967595-
b554-47ca-bffa-9aadca1dafb0&v=&b=&from_search=12
APPENDIX
The VDFHS YES-O Anti-littering Rules and Regulations

Tel. Nos.: (044) 7665100
1. What are the Violations?
 Littering, Illegal dumping, Illegal disposal of garbage;
 Urinating, defecating, spitting in public places inside the school premises ;
 Improper dumping of garbage and/or improper segregation of waste.
 Spilling, scattering, littering of wastes in the canteen and other school facilities.
2. What is VDFHS YES-O Anti-Littering Rules and Regulations?
The VDFHS YES-O Anti-littering Rules and Regulations are based on the existing Rules and
regulations of the school, the YES-O by-laws regarding Waste management projects and are adopted
from The Anti-Littering Law of MMDA Regulation No. 96-009 entitled, "PROHIBITING
LITTERING/DUMPING/THROWING OF GARBAGE, RUBBISH OR ANY KIND OF WASTE IN
OPEN OR PUBLIC PLACES, AND REQUIRING ALL OWNER'S, LESSEES, OCCUPANTS OF
RESIDENTIAL, COMMERCIAL ESTABLISHMENTS, WHETHER PRIVATE OR PUBLIC TO
CLEAN AND MAINTAIN THE CLEANLINESS OF THEIR FRONTAGE AND IMMEDIATE
SURROUNDINGS AND PROVIDING PENALTIES FOR VIOLATION THEREOF", which was
enacted into law by the Metro Manila Council on the 22nd Day of August, 1996. The regulation was
amended on May 6, 1999 by MMDA Regulation No. 99-006.
3. When did the VDFHS YES-O Anti-Littering Rules and Regulations take effect?
The rules and regulations took effect in July of 2016 after the announcement of the rules and
regulations in the flag ceremony within the month to inform the students and school personnel.
4. Who has the authority to apprehend violators of this Rules and Regulations?
The VDFHS YES-O will have deputized Environmental Enforcers monitoring the major
thoroughfares of the school. These Environmental Enforcers (EE) will initially be in their respective
school uniforms with identification cards (both School ID and Deputation ID) clearly visible and
displayed. They will be in charge of issuing Environmental Violation Receipts (EVR) to persons
caught violating the Anti-Littering Rules and Regulations. The EE's ID shall contain a written
Deputation Order, stating the name and deputation number of the EE, his authority to issue EVRs, and
until when the order is effective.
5. How much is the fine if you violate these rules and regulations?
The penalties for violating the provisions of the Anti-Littering Rules and Regulation, according to the
nature of offenses, are as follows:
Code Nature of Offense Option 1 (Payment of Fines) Option 2 (Render Community Service)
01 Littering, Illegal dumping, Illegal disposal of garbage P20 or 2 hours of CC
02 Urinating, defecating, spitting in public places inside the school premises P20 or 2 hours of CC
03 Improper dumping of garbage and/or improper segregation of waste P10 or 1 hour CC
04 Spilling, scattering, littering of wastes in the canteen and other school facilities P20 or 2 hours CC

Tel. Nos.: (044) 7665100
What is the VDFHS YES-O protocol in deploying Environmental Enforcers?
Environmental Enforcers will be deployed in teams according to their Grade Levels. Each team will have a
team leader and an assistant team leader, who will both have the exclusive authority to issue EVRs. These two
will be assisted by two YES-O representatives per class who will serve as photographer and/or recorder to
document each apprehension made by their team leader or assistant team leader. They will also be considered
as spotter for each team to monitor possible violators of the waste management regulations. It is the spotter's
duty to bring the violator to the Environmental Enforcer for issuance of ticket. The Environmental Officer
should tell the violator of the details of his/her violation, and the proper sanction process.
What are the procedures for the clearance of the violation/s?

Upon apprehension, a violator will be given an option to either pay the fine, or to render community service.
For payment of fines or rendering of Community Service, the following procedures should be observed:
Option 1 (Payment)
1. Report to YES-O Environmental Enforcer for Order of Payment of the charged Administrative Fine
according to the nature of offense committed.
2. Go to the YES-O Treasury Operations Service for the payment of fine
3. Submit the initial receipt to YES-O Environmental Enforcer for clearance and documentation
Option 2 (Community Service)

1. Report to YES-O HQ for proper orientation on the Environmental Regulations Schedule and
Instruction
2. Render Community Service
3. Go to Environmental Enforcer for clearance and issuance of Certificate of Compliance
Enclosure no. 5 Physical Check-up form
ANNUAL MEDICAL PHYSICAL CHECK UP FOR TEACHING AND

NON TEACHING PERSONNEL
Pursuant to DepEd Memorandum No. 22, s. 2015 entitled Annual

Physical Examination of DepEd Employees (Teaching and Non-Teaching
Personnel), as a manifestation of concern by this office on the health status of
its employees, all teaching and non-teaching are required to undergo Annual
Physical Examination (APE) including Dental Examination in compliance with
the Civil Service Commission Memorandum Circular No. 17, s. 1989.All
teaching and non-teaching personnel are required to bring their CS form 86 on
their scheduled date and present it to School Health and Nutrition Unit to get a
copy of the Medical Certificate and laboratory request of the following :
a. Complete Blood Count

Tel. Nos.: (044) 7665100
b. Blood Chemistry (Fasting Blood Sugar, Lipid Profile, Serum BUN &
Creatinine, SGPT, SGOT, Serum Uric acid)
c. Urinalysis
d. Chest x-ray (Note: Pregnant Women are exempted. However, Sputum

microscopy is requested instead.)
e. Electrocardiogram
All diagnostic exams must be done one month prior to April-May health
assessment visit per district.
Chest X-ray Result except for pregnant women (validity is within 6 months
before the respective scheduled date)
Urinalysis (with validity within the week prior to the date of schedule)
Further, Medical certificates must only be signed by any Government Medical
Doctor.
 prescription drug follow-ups,

 prenatal, childhood checkups, and
 well-woman examinations.
 Purpose of the periodic health examination
o As primary prevention
o To identify risk factors for common chronic diseases
o To detect disease that has no apparent symptoms (secondary prevention)
o As a way for the doctor to counsel people to promote healthy behavior
o To update clinical data since last checkup
The main goal of prevention and health promotion is to reduce the burden of suffering
for the major preventable diseases.
.
 There are three levels of preventive care: All three of these levels of preventive
care are important components of disease prevention and health maintenance.
o Primary prevention includes interventions that can completely prevent
the disease in people at risk. One example is immunizations against
certain vaccine-preventable diseases such as measles and tetanus.
o Secondary prevention identifies established risk factors for disease.
Checking blood pressure, cholesterol, and performing Pap tests for
cervical cancer screening are examples in which identifying abnormal
results can lead to effective interventions that may prevent serious
disease from developing.
o Tertiary prevention is a process for optimizing health once a disease has
been diagnosed. An example is a management plan to prevent a person
from having another heart attack once they already have
established heart disease.
 Preventive interventions your doctor may use at your checkup are:
o Screening tests are useful in the early detection of disease. Some
examples include the physical exam, blood pressure reading, Pap test,
and laboratory tests.
o Medication prescription

Tel. Nos.: (044) 7665100
o Counseling for health promotion either before or during a health problem
may decrease the burden of suffering or prevent the disease.
The activity aims to ensure that all personnel are physically fit to perform their
assigned roles and functions.
Enclosure no. 6 School Psycho-Socio Intervention Plan
Intervention Teachers Students
School  Listening to teachers’  Listen: Give students

needs, such as in opportunities to talk about what
relation to the they are feeling. Encourage them
requirements for to share concerns and ask
delivery of online questions.
learning.
 Comfort: Use simple tools to
 Acknowledging and comfort and calm students, for
attempting to e.g. telling stories, singing with
understand issues from them and playing games. Praise
teachers’ perspectives, them frequently for their
such as providing strengths, such as showing
teachers opportunities courage, compassion and
to voice the difficulties helpfulness.
and the opportunities
 Reassure students that you are
that arise when
prepared to keep them safe.

Tel. Nos.: (044) 7665100
teaching remotely Provide them with correct
during COVID-19 information through valid
sources.
 seeking teachers’ input
in decision-making at  Refer to school guidance for
the school-level, such further advising and
as asking teachers how psychotheraphy.
best to approach
 Talk to students about what is
different events and
happening in a way that they can
tasks scheduled during
understand. Keep it simple and
the COVID-19
appropriate for each child’s age.
pandemic
 Promote a healthy school
 Providing rationales
environment where students can
for the tasks required
study safe and develop their full
by teachers, such as
potential as much as possible.
explaining how and
why various tasks may  Refer to school POD for the
still be important to do implications of the pandemic on
remotely. the mental health and
psychosocial wellbeing of students
 Assure teachers in
including the increased risk of
safety and security in
violence and abuse
the inside the school
premises by providing  Provide resources for caregivers
strict sterile to help engage with students
precautions. positively and effectively at home.
 Conduct psychosocial
support activities to
promote healthy
wellbeing.
Enclosure 8 Annual Procurement Plan-common supplies and equipment
SCHOOL DISASTER RISK REDUCTION MANAGEMENT

ACTION PLAN
I. Name of Incident: COVID19
II. Objectives:
A. Protect DepEd Employees, Teaching, Students and Teaching and Non-Teaching
Personnel against Corona Virus Disease.
B. Ensure strict implementation of safety of all DepEd Employees, Teaching, Students and
Teaching and Non-Teaching Personnel under General Community Quarantine.
C. Monitor health condition of all DepEd Employees, Teaching, Students and Teaching and
Non-Teaching Personnel.
D. Provide portable hand washing area accessible to all DepEd Employees, Teaching,
Students and Teaching and Non-Teaching Personnel
III. Activities:
A. Observe social distancing by following the marking lines.

Tel. Nos.: (044) 7665100
B. The security personnel must conduct no face mask no entry policy in compliance to the
provision under MCQ.
C. Conduct hand sanitations and spraying of sole of shoes to all DepEd Employees, Students
and Personnel.
D. Monitor the health condition of all DepEd Employees, Students and Personnel thru Gun
Thermometer.
E. Give recommendation to person with mild symptoms of ailments.
F. Provide Personal Protective Equipment for DRRM Team using DRRM Fund.
G. Provide alcohol to all classrooms and offices to be used by students before entering.
H. All classrooms must have 20 chairs with one-meter distance.
I. Install portable hand washing area accessible to all employees and learners.
IV. Personnel Involve

Health Unit
DRRM Team
Security Personnel
V. Budget Allocation
Portion of DRRM monitoring fund subject for usual auditing rules and regulations.
VI. Time Frame
All year round.
APPROVED: PREPARED BY:

NILO A. ABOLENCIA MON ERIC A. LOMEDA
Principal II/SDRRM Chairman SDRRM Focal Person

Tel. Nos.: (044) 7665100

Virgen Delas Flores, Baliwag Bulacan Tel. Nos.: (044) 7665100

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Virgen Delas Flores, Baliwag Bulacan Tel. Nos.: (044) 7665100

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