NEW Edited Final SDO Pampanga Refined BE LCOP 8-4-2021

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF PAMPANGA
APPROVAL SHEET
This manuscript entitled SDO Pampanga Refined Basic
Education- Learning Continuity Operational Plan SY 2021-2022, a
manifesto of our commitm ent in the Departm ent of Education
Sulong Edukalidad is hereby submitted as a requirem ent stipulated
in the Regional Mem orandum No. 265 s. 2021, examined and
recommended for your approval and acceptance.
ENGR. EDGARD C. DOMINGO, PhD, CESO V

Schools Division Superintendent
Reviewed and Recommended for Approval:
RHODA T. RAZON, EdD, CESO V

Assistant Regional Director
Approved:
MAY B. ECLAR, PhD, CESO III

Regional Director
Basic Education-Learning Continuity Operational Plan 1

(BE-LCOP) for School Year 2021-2022
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SDO PAMPANGA
REFINED BASIC
EDUCATION-
LEARNING
CONTINUITY
OPERATIONAL PLAN
SY 2021-2022
Region III Basic Education-Learning Continuity Operational Plan 2
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Executive Summary
In March 2020, the Department of Education was severely affected by the

unprecedented global outbreak on COVID-19 and the school year was abruptly
closed with adjustment on the curriculum implementation particularly on periodic
test and grading. Reforms in education were undertaken through engagements and
inputs from various inter-agencies, Philippine Forum for Inclusive Quality Basic
Education, the House Committees on Basic Education, different units and field
offices.
Seeing the ramifications brought about by the pandemic and the perceived
adverse effect on learners’ acquisition and retention of learning, if the department
will wait for the cessation of the virus infestation, the Department of Education
Central Office through the leadership of the Secretary in Education, Leonor Magtolis,
pushed that education must continue amidst strong oppositions. All field offices were
harmonized, motivated and directed to follow and prepare for their Tactical Plans
and later on Basic Education Learning Continuity Plans for SY 2020-2021 as
stipulated in DepED Order No. 12, s. 2020. Basic Education was indeed continued,
amidst uncertainties, but ensuring the health, safety and well-being of all learners,
teachers and personnel of the department. Central to the continuation of education
operations were the reforms crafted from the top management down to the field
offices, and suggested strategies were utilized where applicable based on their
contexts.
Some of the reforms that SDO Pampanga embarked last year were the
following: Creation and Quality Assurance of 2,753 Contextualized Self Learning
Modules from Quarters 1 to 4 both in print and digitized format, the creation and
airing of 2,540 quality assured contextualized video lessons in CLTV 36, the Online
Citizens’ Charter for continued operations and services, the Virtual Conduct of Pre-
bid and Opening of Bids in Procurement, Online Interview and Demo-Teaching on
Teachers’ Hiring Process, Online Submission of documents and interview of
applicants for promotion, Virtual Trainings to ensure safety of School Heads,
teachers and other personnel, Division Komustahan and Consultations on health
and learning areas, the FB Youth and Formation Program Activities to ensure
physical and psychosocial health of learners, conduct of physical and mental health
webinars for teachers and a lot more. The underpinning principle of the above
mentioned activities highlighted that the success of the implementation of the BE-
LCP is not a work of one but a collaboration, strong support and commitment of the
people guided by the mission and vision of the department. The emboldened plans
and steps were supported through constant communication and engagement with
internal and external stakeholders, donors and partners to understand goals and
guarantee funding for the BE-LCP.

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Moreover, SDO Pampanga in the development of BE-LCP SY 2020-2021 was

also guided by the same principles articulated by the Secretary in Education,
benefitting our primary stakeholders, the learners, then the internal and external
stakeholders and other partners. The following principles were central to our plans
and operations last year and for the next School Year 2021-2022:
1. Protect the health, safety and well-being of learners, teachers, and

personnel, and prevent the further transmission of COVID-19;
2. Ensure learning continuity through K to 12 curriculum adjustments,
alignment of learning materials, deployment of multiple learning delivery
modalities, provision of corresponding training for teachers, and school
leaders, and proper orientation of parents or guardians of learners’
3. Facilitate the safe return of teaching and non-teaching personnel and
learners to workplaces and schools, taking into consideration the
scenarios projected by the Department of Health (DOH), and the inter-
agency Task Force for the Management of Emerging Infectious Diseases in
the Philippines (AITF), complemented by other credible sources, and
balanced with DepEd’s own risk assessments;
4. Be sensitive to equity considerations and concerns, and endeavour to
address them the best we can; and
5. Link and bridge the BE-LCP to DepEd’s pivot to quality and into the future
of education, under the framework of Sulong Edukalidad and Futures
Thinking in Education.
In developing SDO Pampanga Basic Education Learning Continuity Operational

Plan (BE-LCOP) for SY 2021-2022, the division gathered and analyzed data,
conducted SWOT analysis of the three functional divisions including COVID
situation, lessons learned in SY 2020-2021 to have a picture on the learning delivery
modalities that can be offered and adjustments to be made to create better impact
for students’ learning.
We reviewed and studied the MELCs’ implementation and Assessment of Learning

Outcomes and Grading (ALOG) by Quarter, checked learning modalities utilized in
schools and if there were adjustments in LDMs within the year, looked into the
availability of learning resources, technological tools in schools, readiness of teachers
and learners in other learning modalities, reviewed available data gathered and other
issues and challenges from the ground that must be addressed collaboratively by the
department.
Gaining strong insights from lessons learned in SY 2020-2021, the Adjusted BE-
LCOP SY 2020-2021 lays down the direction for the basic education for the upcoming
school year following the Sulong Edukalidad framework. The Implementation Plan,
and Monitoring and Evaluation Plan of our Programs, Projects and Activities (PAPS)
embodied our strong commitment to continue basic education but strictly adhering

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to sound principles, guidelines, rules and directives from the Central Office. Regional
Office and Inter-Agency Task Force (IATF).
Time and again, SDO Pampanga has demonstrated its flexibility, adaptability and
resiliency in life-altering situations having gone through upheavals like Pinatubo
eruption, devastations of strong typhoons and earthquakes, social and political
restructuring of people due to Rationalization Plan and other adversities. The
implementation of BE-LCOP for SY 2021-2022, is expected not to be a walk in the
park. There are still many challenges looming ahead, but with the support of the
internal and external stakeholders, operational complications can be hurdled bravely
and successfully, as we soar together for Sulong Edukalidad. We can make it because
our division mantra and motto is ONE DepEd, ONE Pampanga.

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INTRODUCTION
Embracing the message of the Secretary of Education Leonor Magtolis Briones

that we face the virtues of the new normal “through the virtues of the old normal-
courage, faith, adventure and discovery,” SDO Pampanga was able to hurdle the
challenges of the Basic-Education through the collaborative support of the internal
and stakeholders led by the top management. It was a brave and daring school year
we implemented last school year resonating the higher intention of the Central Office
that education must continue in spite of the pandemic through the plans laid out in
the Basic Education-Learning Continuity Plan (BE-LCP).
As another new school year is about to unfold, SDO Pampanga lays down its BE-
LCOP Implementation Strategies for SY 2021-2022, studied evidence-based data
collated, significant inputs from the three functional divisions were culled together,
lessons learned in BE-LCP SY 2020-2021 implementation from the grassroots both
in formal and inclusive programs were analysed and made necessary adjustments
on the operational plan to make it more responsive and sensitive to the needs
of the time.
The LCOP enumerates the strategic objectives, following the Sulong Edukalidad
Framework, programs, projects and activities, and resources with the goal of
providing accessible, quality, relevant and liberating basic education for all
Kapampangan learners in both public and private schools. The safety of all learners,
teachers, school heads and personnel is at the forefront in the Division BE-LCOP
crafting, while keeping in mind the needed delivery of basic education amidst the
health crisis. The success of the implementation of the BE-LCOP lies in the
sustained efforts, commitment, collaboration and engagement of internal and
external stakeholders to achieve quality in education in this challenging time.
Goal and Specific Objectives
The overall goal of the BE-LCOP is for “All Filipinos to be able to realize their full
potential and contribute meaningfully to building a cohesive nation.” Thus, it is
imperative in our context to sustain the delivery of quality, accessible, relevant
nurturing and liberating basic education services for all school-aged Kapampangan
learners in the midst of the COVID-19 emergency via flexible learning options.
All concerted efforts should gear towards developing holistically Filipinos with 21 st
century skills ready for high education, entrepreneurship and work. This end goal
could only be facilitated through an enabling environment collaboratively shared by
participative leaders and managers in inclusive processes, with support investments,
and continuous improvement of internal systems and processes which would result
to learners staying in school and learning centers, be able to access programs

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responsive to their needs, interests and aptitudes, through a learner-friendly

environment, completing education and attaining learning standards.
The response to the call of the Central Office to sustain efforts to continue basic
education delivery, the following are the Key Result Areas (KRAs) and objectives of
the superintendent aligned with the Strategic direction of the Sulong Edukalidad
framework:
Key Result Area 1: STRATEGIC OPERATION AND MANAGEMENT

2. Led in the implementation of policies, research agenda, programs, projects and
activities anchored on evidence-based planning;
4. Overseen the operationalization of the Management Information Systems (MIS);
5. Ensured coordination with Division Field Technical Assistance Team (DFTAT) for
the provision of technical assistance for the division and schools;
Key Result Area: 2 CURRICULUM AND INSTRUCTION M ANAGEMENT

1. Led in general supervision over basic education in managing programs for
curriculum implementation, localization of curricula, and learning delivery;
3. Led in the development of contextualized assessment tools to measure learners'
Achievement;
Key Result Area: 3 HUM AN RESOURCE DEVELOPMENT AND MANAGEMENT

2. Spearheaded in the implementation of the approved Professional Development
Plan for teachers, school leaders and non-teaching personnel in accordance with
the procedures and standards of the Learning and Development System;
3. Managed the development and implementation of the performance management,
rewards and recognition, employees’ welfare, and succession and exit programs;
4. Led in the Professional Development of the employees within area of jurisdiction;
Key Result Area: 4 RESOURCE MANAGEMENT/ CURRICULUM AND

INSTRUCTION M ANAGEMENT
1. Led in budget preparation and equitable allocation of funds and resources at
the Division Office, schools and learning centers;
2. Led in the development and quality assured contextualized Learning materials;
Key Result Area: 5 PARTNERSHIP AND LINKAGES

1. Led in the generation of additional resources based on the needs of schools
through partnership and linkages;
2. Spearheaded partnerships and linkages with local government units, non-
government organizations, and other agencies/stakeholders on matters affecting
schools/LCs and certain community development projects;
3. Ensured sustainability of existing partnership.

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Situational Analysis
SDO Pampanga is a premier ISO 9001:2015 certified educational institution

composed of 807 happy schools and learning centers working collaboratively in
pursuit of academic excellence for the holistic development of 21 st century
Kapampangan learners.
Guided by the Team Vision, “By 2022, we will have nation-loving and competent
lifelong learners able to respond to challenges and opportunities through quality,
accessible, relevant, and liberating K to 12 Program delivered by a modern,
professional, pro-active, nimble and nurturing DepED” (DEDP 2017-2022), three
strategic goals and outcomes capsulized our reasons for operations on expand
access to basic education, improve quality and relevance and modernize education
management and governance.

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In the conduct of the SWOT Analysis of our DEDP the following areas were
identified:
Strengths W eakness
 Elementary schools can  Consistent low rates on school
accommodate more than the indicators
target population (Promotion rate, graduation rate,
 There is ideal teacher-student retention rate)
ratio  Available technology is not being
 The division has the support of utilized to its maximum capacity
its stakeholders/donors
 The division easily makes
education that is much more
affordable for its market because
most elementary schools are
easily accessible to students
 Team members are eager to start  No measure of success of
new programs and projects programs and projects because
there is no feedback
Opportunities Threats
✓ Because Kindergarten is now a  There is no provision for the funding
requisite to enter Grade 1, of the Senior High School Program,

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students would have a stronger and SEF might not be sufficient to

foundation in education augment education needs.
✓ Because of the two additional  The manipulation of data or invalid
years in the basic education data can lead to poor planning, even
system, students would be with the Education Planning
better prepared for work, even if Standards
they choose to not pursue a  The use of technology for other
higher education agenda rather than for the work
✓ There will also be additional they were intended for
enrolment for the schools, both  The localized flooding, growing
public and private, because the waste generation and pollution can
students will have two additional cause health related problems for
years students, which could increase
✓ The additional 2 years of K-12 absenteeism
will give other graduates a bigger  There can be absenteeism due to
opportunity to get employed, and many internet cafés
this gives an opportunity for
more support to be given to
DepEd
✓ Utilization of SEF to support the
operations of public schools
✓ Child Protection Policy, Anti-
Bullying Law, and Cyber Crime
Law ensure that students
complete the basic education
cycle
✓ Internet Cafés can be the venue
for e-learning, especially for
schools without IT facilities
✓ Schools will have the financial
support of DepEd because of the
allotment of the MOOE
✓ Students could learn with  Connection becomes inconsistent
technology and slow when the number of users
✓ DepEd employees and students increase
have easier access to technology  Ethical issue of laying-off employees
✓ It will be easier to facilitate because of computerization
business processes in the
division
✓ The DepEd Computerization
Project can be supported by the
high bandwidth
✓ Less employees are needed  Security breaches will happen if the
because of computerization system is not properly protected
 Because of the number of students
✓ Graduates will be equipped with
who do not finish high school will
the skills and competencies that
most likely not meet the standards
match the industry’s expectation
of the employers

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from the graduates that

employers take in
✓ Different programs will be easier
to access because of Cloud
technologies
✓ With the K-12 curriculum,
graduates would be more ready
for employment, which means
they will be more eligible for
employers
In the changing context of educational landscape in the country, particularly on

BE-LCOP implementation, some items in the above SWOT, may no longer be
applicable given the different set –up of learners who are primarily home-schooled
during this health crisis.
The three functional divisions identified their SWOT when the Division
Educational Development Plan (DEDP) was revisited this year to harmonize the areas
which resonate the call of the time. Hence, the integrated and updated SWOT 2021,
becomes the basis for actions on what to nurture/ sustain and what to improve
on particularly on the weaknesses both in the internal and external areas.
SDO P ampanga SW OT 2021
STRENGTHS WEAKNESSES
o Highly committed and supportive o Limited reviews and analyses of M&E

top management/SDO Leaders results and reports of other PPAs for
o In place Quality Management policy recommendation and programs
System adhering to standards formulation
and processes in the delivery of o Difficulty in the generation of data
services/PPAs implementation brought about by the late submission
o Presence and availability of local of reports
policies, guidelines and plans o Insufficient manpower in the
(e.g. DEDP, HRD Plan, TA Plan, performance of each section’s
etc.) based on TA reports, functions
feedbacks, M&E analyses, o Limited advanced technical know-
researches, innovations and how on Information and
validated data Communications Technology (ICT)
o Dedicated, committed, o Halted/unimplemented PPAs due to
resourceful and well-trained the pandemic
workforce o Unavailability of user accounts in
o Strong collaboration and different online
interfacing among the three (3) platforms/applications (e.g.
functional divisions Streamyard, GMeet, Zoom, etc.)

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o Availability and integration of o Lack of centralized repository of

advanced technology in the information
delivery of different services o Limited financial resources (Capital
o Proactive teams and committees’ Outlay Funds)
members of various programs o Decreasing pattern in terms of
and projects completers and test takers in ALS
o Availability of Resources (Human o NAT scores have been below regional
& Material) national standards
 Super K Teleskwela o Lack of monitoring tools and
 Guagua Radio mechanism to effectively assess PPAs
 LR Portal implementation
 Illustrators o Absence of pupils’ engagement in the
 TV Presenters prepared learning delivery modalities
 Layout Artists o Significant number of learners not
 Content and Language meeting Grade level expectations
Editors (371,181/3,4240) during Q1
 Learning Hub Tutors o Inadequate CLCs
 Contextualized Materials
 Equipment
OPPORTUNITIES THREATS
o Existence of advanced o Several restrictions brought about by

technologies to support and the current health crisis
facilitate more effective o Current Alternative Work
implementation of PPAs Arrangement (AWA)
o Provision of training programs for o Change in the modality/delivery of
competencies enhancement and PPAs
advancement from learning o Slow or intermittent internet
providers connection
o Availability and accessibility of o Unforeseen environmental factors
learning resources for (natural and/or man-made)
competency development o Intervening and overlapping
o Various system to support schedules of higher offices activities
intensify the utilization and o Unavailability of vaccination against
management of data COVID-19
o Innovation and research o Late downloading of funds which
collaborations for a more well- dramatically delay ALS program
rounded, relevant, timely and implementation
responsive PPAs o Late downloading of quality assured
o Strong linkages and partnership materials which delay procurement
to stakeholders process
o Potential writers, illustrators, TV o Breaches to privacy, security,
presenters, evaluators and intellectual property rights because of
validators technological advancement
o Provision of downloaded funds o Security of documents may be
from CO and RO for SLMs compromised especially those that
printing/procurement of tablets are processed online.

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as augmentation to schools’
needs
o More livelihood training
opportunities for ALS Learners
and Passers
o Work opportunities for ALS
Learners and Passers
Strengths
As reflected by the above 2021 SWOT, the following are underscored as
something to be proud of by the division: availability of resources (human and
materials), increase in enrolment rate, availability of contextualized SLMs, and
school readiness on other learning delivery modalities.
1. Availability of resources (human and materials)
Through partnership and engagements with LGUs and other partners, the
division was able to facilitate the airing of 2,540 video lessons in Super K Teleskwela,
ALS lessons shared in Guagua Radio 99.9 FM, stored soft copies of SLMs and videos
in LR portal, built competence and confidence of teachers -TV presenters, some have
been Learning Hub tutors and coaches in DepED Etulay, improved skills and
dedication of content and language editors, and lay-out artists. Through select
writers, 2,753 contextualized materials were created for SLMs and scripts for TVI,
and procurement of necessary equipment was also facilitated like cameras, head
sets, laptops etc. though the Provincial School Board.
In SDO Pampanga, there is strong collaboration and interfacing among the three
(3) functional divisions manned by dedicated, committed, resourceful and well-
trained workforce and proactive teams and committees’ members of various
programs and projects. They are further motivated thru highly committed and
supportive top management/SDO Leaders, people who painstakingly do the extra
mile to make things happen.
2. Increase in Enrolment rate
In spite of the pandemic and uncertainties, enrolment last year for the public
school, went up to 105% in elementary, 105% in JHS and 126% in SHS. Whereas,
in the private schools, enrolment went down by 47.46 % primarily because of the
transfer of enrolees in the public school system as reflected in the chart below:

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COMPARATIVE ANALYSIS OF ENROLMENT
Level Enrolment as of Enrolment SY Percentage

Oct. 13, 2020 2019-2020
Public Elem. 211,883 205,759 105%
JHS 109,943 105,131 105%
SHS 33,249 26,548 126%
Total 355,700 333,890 (+8,998)
Private Elem. 6,734 17,015 -40%
JHS 10,164 19,482 -52%
SHS 7,095 14,061 -50%
Total 23,993 50,558 (-26,565)
N. B. ALS enrolment is integrated and SPED.
In this in the same light, why adjustment in budget allocation for printing of
SLMs last year escalated in number. For this year, as projected 10% of the population
will increase with the additional influx of learners coming from the private schools
who may opt to close their school operations. Below is the projected increase in
enrolment on SY 2020-2021 for the next school year.
PROJECTED ENROLM ENT FOR SY 2021-2022

Year Kinder Elem JHS SHS Total
2020-2021 29,986 178,082 110,231 33,712 352,011
2021-2022 30,886 183,424 113,019 34,856 362,185
3. Availability of Contextualized SLM s printed and soft copies saved

in the LR portal
While it is true that the Division was able to prepare contextualized self-learning
modules last year, which were printed through financial support coming from the
Central Office and from LGUs SEF funds, with the projected increase in population,
an inventory on the available SLMs was facilitated to ensure appropriate support
materials for learners. The data was further analysed on the ratio of materials and
the learners. The inventory of SLMs can be gleaned below:

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As gleaned from the above data, in the BE-LCP implementation last year, all
learners were provided with SLMs by the school but because of undelivered/not
submitted modules during retrieval time or some were utilized by learners in lower
grades, the Division and School Heads should find ways on how to address the
needed printed SLMS for the next school year by either printing some SLMs
according to the budget allocated by the Region or by combining learning delivery
modalities through TV-Based Instruction, Online Distance Learning and the
utilization of digitized SLMs.
A quick revisit on the Learning Delivery Modalities (LDMs) of last year and
preferred LDMs for the next school year, the following can be reflected:
SURVEY ON THE LDM S UTILIZED BY SCHOOL IN SY 2020-2021
Modular TV-Based Blended Online Total

Distance Instruction (Combination Distance
Learning of2 DLM Learning
except F to F) Modality
285 6 29 1 321
The quick survey still revealed that for sample schools, MDL is still the number
one modality and the blended a combination of MDL and TVI is ranked 2 nd and sole
TVI as 3rd and least chosen was Online Distance Learning. This is in full contrast on
the survey conducted in June 2020. This means that schools did not follow through
on the preferred modality of learners due to varied reasons; it may be surmised that
problems may be on connectivity, lack of resources, and inability of teachers to work
on other LDMs aside from what were offered in the division.

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SURVEY ON PREFERRED M ODALITY OF LEARNERS IN SY 2020-2021
COMBINATION Total
OF FACE TO
ONLINE MODULAR OTHE
TVI RBI FACE WITH
LEARNING LEARNING RS
OTHER
MODALITIES
46,880 14,530 4,791 66, 606 26,830 1,261 131,
667
36% 11% 4% 51% 20% 1%
Modular Distance Learning (MDL) has been consistently number 1 in the chosen
LDM, followed by Online Distance Learning and Blended as third in rank. That is
why, in SY 2020-2021, LDM of schools was heavily dependent on printed SLMs. And
reality from the ground, revealed that although learners wanted Online Distance
Learning, there were difficulties in internet connectivity and unavailability of gadgets
for some teachers and learners which hindered for some schools to pursue this
learning modality. Only Sta. Ana District Grade 6 learners were able to utilize this
ODL, through partnership with Holy Cross College, on free access on their Learning
Management System (LMs). Meanwhile, four (4) schools in the secondary piloted this
LDM for select classes.
SURVEY ON THE NUM BER OF LEARNERS W HO PREFERRED LDM

SY 2021-2022
MDL MDL Online TVI Blended Blended Total

(Printed) (Digitized) DL (Combination (Limited F2F
of 2 or 3 another
LDMs except Modality)
F2F)
268,113 10,022 11,264 27,955 2,289 32,124 351,767
In the above-data gathered, the MDL is still the number 1 chosen modality by
learners, with Blended (limited Face to face and another modality) 2nd and TVI as 3rd
LDM. Given the data above, we can surmise that schools in SDO Pampanga, heavily
relied on MDL-printed but there are other avenues for students’ learning. The use of
modules was prescribed by the department because in a nationwide survey, it was
ranked as number 1. MDL establishes a connection between the learner and the
parent acting as guide (FlipScience, 2020). It also encourages independent study,
learners are learning how to learn, and are empowered (Nardo, M.T.B, 2017) as
posited by Dangle and Sumaong (2020). This modality has two types: Modular

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distance learning printed and digitized. In SDO Pampanga, it was well embraced
last year because majority of the learners did not have gadgets and internet
connectivity.
The division, however, can prepare for other DLMs, to give learners other
flexible options to ease the burden of home schooling, and hopefully can increase
students’ learning outcomes.
Another significant insight in this survey is the willingness of some schools to

have limited face to face, combined with another modality in spite of the pandemic.
Sweeping as it may be, learners learn better in a learning environment where greater
engagement with peers is facilitated and all available resources are at their disposal
including ICT tools and equipment which is the goal of the department, developing
learners with 21st century skills for lifelong learning and fortifying the core values of
the department.
4. School readiness on other learning delivery modality
Successful teaching and student learning can be achieved by recognizing

student’s own learning styles and preferences. Some people discover their dominant
learning style, while others use various learning styles in different circumstances.
This contradicts Kolb’s learning style theory which claims that people are born with
preference to a particular style. However, Neil Fleming’s VARK Model of learning
(Visual, Auditory, Reading/Writing choice, and kinaesthetic learning styles)
proposed another theory. In the study of Cabual, (2021), 199 learners were
subjected to a personalized questionnaire focused on Fleming’s learning styles and
preferred modality. The vast majority are “visual and read/write, and it was found
out that learners learning style and preferred learning modality are closely linked.
Thus, a recommendation that the Fleming’s learning styles be used at the beginning
of the class to gain solid understanding of what to teach and how to teach, how to
treat students in terms of pedagogies to keep them involved in the teaching and
learning activities. It was also recommended that school administrators need to
provide necessary equipment so that teachers can deliver the instruction in an
effective and efficient way.
The table below presents options that the schools can embark on, given the
different learning styles and preferences of learners.

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SURVEY ON TEACHERS’AND LEARNERS’ READINESS ON ONLINE

INSTRUCTION AND RBI FOR SY 2021-2022
Total No. of No. of No. of No. of No. of available No. of

No. of Teacher Teachers learner Learners Devices/Equipme Trained
Teacher s with s with nt in School that Teacher
s Trained Gadgets Traine Gadgets can be lent to s on
on LMS and d on and learners RBI
Internet LMS Internet
Connectio Connectio
n n
7,425 4,951 6,678 40,150 66,751 4,596 396
Online Learning Delivery can be pursued with the readiness of teachers and
learners on Learning Management System and the availability of equipment and
tools that may be lent to them. The utilization of 1,524 Android tablets can also be
strengthened by the division to push for this online distance learning modality.
SURVEY ON ANDROID TABLETS’ UTILIZATION AND STATUS OF LEARNERS’

GRADES SY 2020-2021
Number of Schools Number of Tables No. of Learners No. of Learners

Given Tablets given per school Passed Failed
48 schools 40-42 1,524 0
All schools reported that their learners passed with Android tablets but
through this report submitted, one school failed to distribute all tablets due to fear
of some parents in the expenses that may incur should the gadget is destroyed as
dictated by their agreement (kasunduan).
SURVEY ON LEARNERS W ITH ACCESS/WATCH DepED TV/IBC 13
Kinder Grade 1 Grade 2 Grade 3

With Total With Total With Total With Total
Access Pop. Access Pop. Access Pop. Access Pop.
14,281 29,627 12,788 25,339 16,105 33,573 14,239 31170
48.20 50.47 47.97 45.68
This survey revealed that not all learners for Key Stage 1 have 100% access
in the DepED TV channel, the same with Super K Teleskwela for Grades 3-12 which
was accessed by 68% of learners only thus, complementing it with FB Live streaming
and YouTube last year.

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As the School Year 2020-2021 progressed in Quarters 1 to 3 last year, there was
an issue on the inadequacy of printing materials and other resources since the
division can’t provide SLMs for the 100% school population due to limited budget.
The division was also eyeing for paperless LDMs and explored the procurement of
UsB, external drive or tablets. In the infusion of Android tablets in elementary until
Senior High School education, some learners shifted in learning delivery modalities.
In Quarter 3, around 255 Android tablets were distributed in elementary amounting
to P3, 697,500.00. Moreover, on another proposal, other Android tablets were
distributed in TLE and TVL classes in secondary: 736 in Junior High School and 736
in Senior High School amounting to P21, 402,000. Hence, some schools had other
adaptations/adjustment in the learning delivery of their learners. The table below
showed the shift in the LDMs.
DATA ON NUMBER OF LEARNERS W HO SHIFTED FROM ONE LDM TO

ANOTHER LDM ON THE 3 RD QUARTER
Grade Level No. of learners 1st LDM Used New LDM Used
that shifted
Learning Delivery
Modality
Kindergarten 34 TVI SLMs Printed
103 SLMs Printed Blended Instruction
Total 137
Grade 1 100 SLMs Printed Blended Instruction
38 SLMs Digitized SLMs Printed
Total 138
Grade 2 52 SLMs Printed TVI
64 SLMs Printed SLMs Digitized
Total 290
Grade 3 25 SLMs Printed Online Instruction
Total 340

Total 223
Grade 5 89 SLMs Printed Blended Instruction
232 SLMs Printed Online Instruction
Total 354

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Total 380
Grade 7 451 SLMs Printed SLMS Digitized
12 Online SLMs Printed

Instruction
Total 716
Grade 8 456 SLMs Printed SLMs Digitized
13 Online SLMs Digitized
Instruction
Total 673
Grade 9 130 SLMs Digitized SLMs Printed
Total 716
Grade 10 120 SLMs Digitized SLMs Printed
Total 705
Total 572
60 SLMs Digitized SLMs Digitized
Total 847
Grand Total 6,091
With the 1,731 Android tablets given, 4,360 (71.58%) learners shifted in
LDMs, which can only suggest that there were available gadgets for our learners in
school. From the table, we can glean that 3,411 (56%) learners shifted into modular-
digitized, blended modality- 1,482 (24.33%), modular-printed-768 (12.61%) and
online 430 (7.06%) shifted from their original learning delivery modalities. Hence, we
can conclude that for the next school year, the division may not print for 100% of
the school population, with the availability of gadgets, laptops, computers or Android
tablets of learners. Schools need to take into account all those who have the
availability of gadgets in order to save in the printing of SLMs. Although, this
flexibility would involve another effort of teachers in saving soft copies into the

REGION III
gadgets of learners or request learners to download the soft copies into the schools’
repository of online resources. Moreover, based on the last year’s survey, the
teachers and schools have ICT devices and connectivity which can be maximized for
Online Distance Learning the next school year.
The above survey captured that 95% of teachers have gadgets at home and
68% have internet connection and 91% have basic skills in computer and 89%
have basic internet connection skills. Although, there were some teachers (14%)
without basic skills in Microsoft word and 12% with no basic internet skills, the
training conducted last year for these teachers, could already help in venturing
into another learning modality for the school which is Online Distance Learning
(ODL). Some schools were given additional computers also which can be lent to
teachers and learners as well for ODL.
Updated Number of School-recipients in the Div. Of P ampanga in the DepEd

Computerization P rogram (DCP )
With Without With ICT Without With other Without other

Electricity Electricity Lab ICT Lab equipment equipment
(computer (computer
tables, tables, chairs,
chairs, etc.) etc.)
551+88= --- 551+88= --- 551+88= ---

639 639 639

REGION III
Although Pampanga was able to ready for three learning delivery modalities
(modular printed, modular-digitized, TV based instruction), last school year, there
are still other LDMs that may be explored.
Reviewing all the above-given data last year, there is a strong belief that the
available resources in schools and at home relative to technology can be maximized
by teachers to deliver better curriculum instruction online to immediately answer
difficulties of learners and address learning gaps. This challenge shall be posed to
the School Heads to explore other learning delivery modalities for SY 2021-2022, to
arrest Learners not Meeting Grade Level expectations. It can’t be one shoe fits all
in LDM considering the varying contexts and abilities of learners. Thus, for
major adjustment this School Year 2021-2022, schools need to map again their
learners’ availability of gadgets and internet connection together with teachers’
capability on ICT skills to offer other array of learning opportunities that may lead to
better performance of learners.
W eaknesses
Identified in this section are at least three weaknesses: poor performance of

learners on modality chosen, poor reading comprehension and poor numeracy.
1. Poor performance of learners on modality chosen

Conducting Analysis of Learning Outcomes and Grading (ALOG) on MELCs’
attainment of learners, the following were the common issues raised by the field on
LDM implementation by learners, teachers and School Heads but were given already
solutions and adjustments in the succeeding grading periods. Although there were
already provisions of SLMs among learners, the following were the issues noted last
year.
ISSUES OF LEARNERS, TEACHERS AND SCHOOL HEADS

(November 27, 2020)
Learners Teachers School Heads
 Find modules  Have difficulty in  Budget for SLMs

difficult collecting modules printing
 Preferred to be and  Monitoring of SLMs;
taught by communicating difficulty in crafting
teachers with parents Individual
 Suffer burn-out  Request for Developmental Plan
in answering frequent  Hard to reach parents
modules disinfection not getting modules

REGION III
 Lack support  Overburdened in  Learning facilitators/

from some checking activity teachers’ aide
parents sheets  Communication
 Short span of  Feed backing is dissemination
interest difficult for some  How to develop
 Finding parents/learners beginning learners
difficulty in without gadgets  OPCRF validation
MTB  Spending more  Flooding/school
 Are bored time in damages
because they reproduction of  Teachers’ needs
want F to F modules
modality  Bombarded with
 Lack of access complaints from
in technology parents on
 Can’t read and difficult lessons
write yet  Fear of COVID
 Have no access infection
on TVI
The concerns from the field were varied and in a separate survey conducted,
it was found out that CLTV 36 airtime reception was somewhat poor to no signal in
some schools of the division. Thus, adjustments was done by CLTV 36 on the report
submitted to improve signal reception in some areas and gave technical support on
how to have better connection. For some schools, which did not have any
connections, were given options to watch the lessons via Facebook or Youtube
channels. For the next school year, schools will no longer watch live streaming of
the video lessons, but all the videos prepared can be accessed through the LR portal
of the division and can be utilized synchronously or asynchronously. This is to give
another leeway for learners to have additional time to watch lessons and improve
their level of comprehension. Adjustment on next year on TVI is that, advocacy has
to be strengthened in watching DEpED TV for unification of lessons across the
country.
Furthermore, from the given above issues, it was highly noted that learners had
difficulty in answering lengthy modules and were suffering burn-out, particularly
those who had no parental support. Severo (2021) revealed that although the
learners had significant adjustment in the new normal modality under the distance
education, they had experienced varied difficulties in comprehending modules and
answering activities in a short time; some did not have gadgets to connect with
teachers’’ komustahan and feed backing, thus, the researcher noted that the mental
health of learners will be a future concern. It was further revealed from the research
that some parents and guardians had encountered academic difficulties in the new
set-up in comprehending contents of the module; they interacted mostly online or
face-to-face with teachers to ensure that their children can learn. Thus, it was

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recommended that parents and guardians need immediate interventions through

training and coaching by the school and teachers to navigate their challenges.
To address learners and parents issues, and challenges, SDO Pampanga will
sustain the activities of the Youth Formation Program section and School Health
Section to ensure the physical, mental and emotional well-being of our clientele and
partners. Some of these activities are reflected in our implementation plan like SDO
Pampanga Virtual Community, Youth Channel and Youth Cafeteria, Oplan
Kalusugan sa DepEd, the Psychosocial First Aid for learners and personnel, Project
Komustahan, Tele-consultation and School-based Feeding Program.
For parents and guardians, it was also recommended by Severo (2021) to have
a regular Komustahan to discuss topics on mental health, and tips on effectively
assisting their children in their studies. Furthermore, she stressed to sustain
connection with diverse stakeholders, forge strong partnership with Barangay LGUs
for continuous assistance in distributing and retrieval of modules, and funding
allocation which can alleviate further the issues of teachers and school heads.
On another division initiated research, Valencia (2021), posits that there are
barriers and enablers confronted by key informants in adopting modular distance
learning delivery which can be categorized in three themes: structural barriers,
pedagogical barriers and assessment of learning barriers. The enablers were formed
in six (6) themes: 3S Stakeholders Support for Sustainability, 3Es: Efficient Effort to
Error Watch, Flexible Options on Modular distribution and retrieval; AEIOU: Access
to Equal, Inclusive Opportunity to Understand, Learning environment is key to
learning attainment; and Better Assessment Practice, Better Learning Outcomes.
The Division Office can gain significant critical inputs from this research, to
adjust modular distance learning delivery based on the research findings, and
recommendations. From these research inputs, SDO Pampanga is directed to
improve its internal processes particularly in the unavailability of real-time data for
accurate planning and data driven research which can assist the top management
and leaders for evidence- driven and informed decision making.
The following are some of the adjustments on LDMs.
ADJUSTM ENTS ON LEARNING M ODALITIES FOR SY 2021-2022

LDM s Suggested Strategies/Actions
Modular Distance  Conduct inventory on needed SLMs
Learning (Printed)  Print SLMs not for all learners
 Save soft copies of SLMs in Android tablets and
other devices
 Strategize on distribution within the
school/cluster

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 Prepare LAS or SLMs not covered in SY 2020-

2021
 Prepare assessment tools more responsive to
learners’ abilities
Modular Distance  Conduct survey of learners with gadgets at home

Learning (digitized) and Android tablets
 Save soft copies to lessen SLMs printing through
external drives of parents, which can be accessed
either learners cell phones, laptops, computers
TVI  Watch IBC 13 DepED TV
 Utilize stored video lessons in the LR portal
 Teachers and parents to save video lessons in
external device for viewing at home
Sa
RBI  Conduct training on RBI for teachers
 Interface with other divisions on materials that can
be shared for RBI
 Schools to procure materials for this modality
Online Distance Learning  SHs need to explore ODL and procure materials
 Connect with stakeholders for internet access, free
loads, putting up of access points in the barangay
for those without internet connectivity at home
A local policy or directive will be prepared to ensure that NO school will utilize
only ONE LDM for all types of learners given the number of learners not meeting
Grade Level Expectations in 3 Quarters as follows:
Grade Level Learners Not Learners Not Learners Not

Meeting Grade Meeting Grade Meeting Grade
Level Expectations Level Expectations Level Expectations
in Q1 in Q2 in Q3
Grade 1 1,285 1,664 2,989
Grade 2 783 1,144 1,464
Grade 3 1034 1,468 1,274
Grade 4 657 662 877
Grade 4 770 901 1,124
Grade 6 632 998 889
Grade 7 1,310 2,775 1,790
Grade 8 1,403 2,346 1,654
Grade 9 2,678 2,989 2,087
Grade 10 1,605 2,416 1,508
Grade 11 1.243 1,394 1,714
Grade 12 899 874 445
`Total 9,138 12,294 9,198
6.46% 8.69% 6.51%

REGION III
REPORT ON THE LEARNERS ACHIEVEMENT AND NUMBER OF FAILING

STUDENTS SY 2020-2021
Grade Level Achievement Rate Number of Failing

Students
Grade 1 85.34 2,123
Grade 2 84.71 1.041
Grade 3 84.34 1,818
Grade 4 84.50 620
Grade 5 84.17 718
Grade 6 84.51 681
Grade 7 80.66 662
Grade 8 75.42 675
Grade 9 79.43 768
Grade 10 80.01 609
Grade 11 86.00 71
Grade 12 87.00 173
There could have been other intervening factors for these alarming figures but SDO
Pampanga is a large division sporadically separated by upland, coastal areas and
lowlands. Some learners do not have parental support in their studies which is
further exacerbated by poor reading comprehension particularly in lower grades. The
culprits in these failing grades are reflected from the reports submitted to the region
from Quarters 1 to 3 on Learners’ Achievement specifically on Reasons of not Meeting
Grade Level Expectations and Interventions conducted. One of the strategies to
address the lack of parental support particularly for the upland schools, the IPED
Funds for SY 2021-2022 will be utilized in paying for the honorarium of hired para-
teachers to assist parents and learners in IPED communities.
Another way of addressing the above-cited report on learners not meeting

Grade Level expectations, the division will lead in the preparation of assessment tools
both for formative and summative assessments to assist Master teachers in crafting
appropriate assessment tools in grading learners. This training would redound to
Master Teachers extending technical assistance to their colleagues in the school.
The table below explicates the reasons given by School Heads and teachers on
learners not meeting Grade Level standards but interventions were conducted as
early as the first quarter.

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Interventions given to those

Reasons of not M eeting the
who did not meet the
Expectations
expectations
 Failed to meet and pass the needed  Conducted Follow
requirements in the 2nd up/remedial;
quarter/Family problem;  Home Visitation practicing
 Teacher cannot contact the parent with health protocols
number given to them, house cannot be  Follow up/remedial;
found to given address  Consultation and feed
 Parent / Guardian failed to get backing
Modules,  Providing other activities
Inactive participation in getting the  Monitoring through
modules. chats/GC
 Parent / Guardian failed to get  Giving supplementary
Modules, ; materials
Inactive participation in getting the  Sought the help of other
modules parents
 The pupil is not submitting the needed  Modified the activities given
requirements for the subject  Coordinated with
 Failure to get and submit modules, parents/guardians and made
assessments, and other activities; agreements on compliance of
 Failure to submit and answer the outputs
modules.  Assigning para-teachers
 Her mother has an underlying  Gave enough time in the
disease(undergoing dialysis thrice a submission of outputs
week);  Producing teacher-made
 No response from parents since Oct. 5, additional activities in Math,
2020 Science, English & Filipino
 Failed due to change in residence  Virtual conference with
 Non consistency in getting modules parents every month
 Low scores in written works and  Consultation and feed
performance tasks backing with parents via
 Non- submission of written works group chat,
and/or performance tasks  Collated program/projects:
 Absence of parents to submit learners' Tawag Ko Dunong Mo, Nanay
outputs Mo Guro Mo, Tulong
 Difficulty in answering activities, Barangay, Total M ( Teaching
tasks/poor study habits Online To All Learners Via
Messenger),Alay Ko
Kailangan Mo, Tap Materials,
Nanay KO, Guro ko Program,
Project BAR(Browse and
read),Project CES , (Call,
Explain and Solve), 3."Anak
ko sagot ko"( Paggabay ng
mga magulang sa kanilang
mga anak), Project 3 C's
Creative Innovations in

REGION III
Capacitating Competent
Readers, Providing different
activities to support their
individual differences
 Making easier and less
complex activities.
 Guiding and giving
instructions to learners
through the use , Make Easy
Tasks Easier Program,
 Maintaining Positive
Relationships with Students
and Families
 Handwriting practice
 Additional Enrichment
Activities, Cursive writing
activities/ Reteach/ Guided
Activity/ Enrichment
Activity, Provided students
with learning materials
suited to their level,
 Monitored students’ progress
through constant
communication with their
parents
 Reading words and phrase,
Reading and writing numbers
up to 10,000 in symbols and
in words
 Rounding numbers to the
nearest ten, hundred and
thousand
 Habitually answer the 4f’s
operation solving simple
problems with
 Educational Videos that
promote proper phonological
awareness
There emerging themes that can be culled from the reasons of not meeting grade
level expectations are: Failure of getting the modules by the parents, difficulty in
answering modules, thus, learners having poor scores, and change of residence.
There were enough mechanisms and interventions conducted by teachers like
preparing materials, contacting parents and online feed backing, komustahan, and

REGION III
text messaging but these innovations did not have significant impact in decreasing
failing learners.
To mitigate poor academic performance of some learners, the division office, has
lined up the creation of video lessons on most difficult competencies which were not
learned by the students even with the assistance of parents. These are video
materials which will be prepared in Key Stages 1 to 4. These learning resources can
further assist parents on how to coach their children in order to arrest academic
frustration, boredom and dwindling interest.
2. Poor reading comprehension

In the conduct of Phil-IRI post-test, the following data were disclosed:
Antas ng P agbasa ng M ag-aaral P .T. 2020-2021
Kabuuang Bilang Mabilis Katamtaman Mabagal Di-

ng mga Mag-aaral Nakababasa
Pre-Test Post- Pre-Test Post- Pre-Test Post- Pre- Post- Pre- Post-
Test Test Test Test Test Test Test
148154 148005 63610 84140 55785 48179 27473 16044 856 290
There is no substitute for face to face instruction inside the classroom but
learners needed to adjust learning at home with or without parents’ supervision.
Despite the efforts in the elementary on video lessons, online coaching in reading,
sending supplementary materials on the Big Six elements of reading (oral language,
phonological awareness, phonics, vocabulary, fluency and comprehension) as part
of the department Bawat Bata Bumabasa (3Bs) and regular komustahan, around
290 (33.88%) from the 856 learners in pre-test were found to be non-readers in
Filipino at the end of school year.
The division office, launched the Bawat Bata Bumabasa sa Bagong Normal, (4Bs)
as a way of heeding to the challenge of the department, as stipulated in DepEd Order
No. 173, s. 2019, to intensify advocacies for reading by training teachers on
pedagogies in beginning reading in order to develop interventions to make learners
readers at their Grade level.
Below is the status of learners in Phil-IRI English both in elementary and

secondary.
School Reading P rofile in English-Elementary

Total Frustration Instructional Independent Non-readers
Population
152,044 37,640 64,984 46,295 1,533
24.76% 42.74% 30.45% 1.01%

REGION III
School Reading P rofile in Junior High School-English
Total Frustration Instructional Independent Non-readers

Population
22,648 4,327 10,749 6,627 286
19.11% 47.46% 29.26% 1.26%
From the submitted data, it was disclosed that there were 1,533 (1.01%) non-
reader-learners in elementary that needed further intervention. That is why a 5-week
curriculum training will be prepared to bridge this gap for learners who are having
difficulties in reading and learning prior to the opening of classes. The same will be
conducted in Key Stage 3-Junior High School with 286 non-readers. A survey shall
be facilitated to identify these schools with non-readers in order to bridge their
learners successfully to the next key stage through training of their teachers for
immediate interventions.
Another assessment given to the learners in the beginning and end of the
School Year is the Project All Numerates for both elementary and secondary.
P ROJECT All Numerates-Elementary (Post Test)
GRADE 1 GRADE 2 GRADE 3

NEA NEA
NO RLY NON- NEAR NON- NO RLY NON-
OF NUM NUM NUM LY NUM OF NUM NUM NUM
CAS ERA ERA ERA NO OF NUME NUME ERA CAS ERA ERA ERA
ES TE TE TE CASES RATE RATE TE ES TE TE TE
25859 17178 7897 731 34606 24821 9175 608 31266 22361 8375 506
GRADE 4 GRADE 5 GRADE 6

NEA NEA NEA
NO RLY NON- RLY NON- NO RLY NON-
OF NUM NUM NUM NUM NUM OF NUM NUM NUM
CAS ERAT ERA ERA NO OF NUME ERA ERA CAS ERA ERA ERA
ES E TE TE CASES RATE TE TE ES TE TE TE
25317 17926 6975 361 28420 20012 7990 416 28650 20964 7403 279
Around 2,901 learners were found to be non-numerates in elementary in

spite of the many interventions in Math and capacity trainings for teachers. That is
the reason why, select Math teachers are included in the 5-week curriculum training

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of the division as an innovation and intervention to arrest these non-numerate

learners.
3. P oor Numeracy
PROJECT All Numerates-Secondary (P ost Test)

GRADE 7 CONSOLIDATED RESULTS
Total Total
NO NEARLY NON- TOTAL Total Nearly NON-
OF NUME NUMER NUMER NO. OF Numera Percent Numera Percent Nume Percent
CASES RATE ATE ATE CASES tes age tes age rates age
25462 19846 5391 220 25457 19533 76.73% 5386 21.16% 217 0.85%
In Grade 7 Math, it was found out that 217 (0.85%) learners were having
difficulty in Mathematics. Since this is an exact subject, learners needed more
experts to coach them in problem solving skills, which can only be facilitated directly
through face to face by teachers. It is in this light, that Grade 7 teachers will be met
during school break for the needed interventions in Key Stage 3 for all learners not
meeting Grade level expectations.
In the absence of PISA and NAT national exams, these data on literacy and
numeracy are already basis in the poor performance of some learners needing greater
assistance from the division and at the school level.
The significant number of learners not meeting Grade Level standards as

shown by the CID Problem Tree (Annex), are caused by the unavailability of learning
facilitators/para teachers/guardians at home, unavailability of other interventions,
lack of alternative learning modalities, mismatched assessments, lack of regular feed
backing, child labor (in JHS and SHS), and adjustment in the new normal. These
root causes must be surmounted in SY 2021-2022, in order to curve the adverse
effects particularly on achievement and motivation of learners to continue education
against all adversities and complications.
The limitation on Monitoring of Curriculum Implementation and Special

Curricular Programs was highlighted by supervisors as their main problem last
school year. The following root causes were noted: no regular face to face
Instructional Supervision and monitoring of special programs conducted because of
fear of covid-19 infection, unavailability of contextualized tools for monitoring based
on the current situation, the big bulk of work in the development and quality
assurance of K to 12 contextualized materials, the overlapping of urgent reports from
CO, RO and DO, add-ons assignments/responsibilities due to interfacing and
issuances from IATF, DOH, DepED and other agencies. All these issues greatly
affected the division assurance if the curriculum was properly implemented, because
relevant data were mostly gathered through online with school stakeholders; there

REGION III
was increased physical and emotional exhaustion due to add- on responsibilities,

and the supervisors had limited time to perform their most important mandates.
Apparently, the great effort put forth by the Curriculum Implementation

Divison (CID) was not enough to fully achieve the targets of the department that “No
child should be left behind,” as evidenced by the reports on assessment. That is why,
there is a need for more consistent, flexible, effective and contextualized curriculum
delivery plan that must be put in place if we want to maximize the energy we invest
in this new normal.
The opening of School Year, will be less taxing among the supervisors,
considering the availability of locally developed SLMs and video materials for Super
K Teleskwela which underwent varied validations from supervisors, content and
language editors. But, there is still a greater need to map other learning resources
on MELCs which were not prepared last year. Moreover, there will be more time for
their crucial responsibility on instructional supervision and monitoring of special
curricular programs. Hopefully through Project Tutok on IS on LDMs through limited
face-to-face and online can bring forth more positive effect on improved teaching
performance and students’ learning outcomes.
The next school year’s implementations of PPAs will be supported by

appropriate and more responsive contextualized monitoring tools (attached in
Annexes) prepared and pilot tested by the Curriculum Implementation Division on
more focused instructional supervision, monitoring of modular instruction, TV-
based instruction and special curricular programs to give better technical assistance
to our School Heads, teachers and learners in the basic education. The Monitoring
Networking and Evaluation Section, revealed in their SGOD Problem Tree, the lack
of knowledge in the crafting of M & E Tools and analysis of M& E results, and tools
crafted were not assessed, thus, challenges met were not solved, important critical
management decisions were not taken, and performance was not improved. This
situation was solved through a seminar-workshop to assist all functional divisions
in the crafting, validating, assessing, monitoring and evaluating tools to improve
PPAs’ implementation.
Opportunities
Three opportunities were highlighted in this section: strong support of

stakeholders, existence of advanced technologies, continuous reskilling of people.
1. Strong support of stakeholders
Pillar 4 of the Sulong Edukalidad on engagement of stakeholders for support and

collaboration was very evident in the initial implementation of the BE-LCP. The
internal and external stakeholders have been actively involved by funding the Super
K Teleskwela, purchasing laptops, camera, and hiring additional videograhers for

REGION III
video editing of materials aired in CLTV, purchase of risograph machines, and bond
paper last school year. Municipality mayors through the SEF assisted also the
schools in the needed budget for the printing of SLMs, equipment and tools needed
for MDL. In other municipalities, schools were also given free internet access aside
from covid essentials. Other donors and partners donated also books to different
schools like the Grolier’s foundation.
Although the Brigada Eskwela kick off ceremony was not conducted last year as
stressed by the School Monitoring, Networking and Evaluation Section (SMNE), due
to covid surge, SDO Pampanga was fully supported by the LGUs last year in the BE-
LCP through numerous partnerships engaged by this section. This school year,
online Brigada Eskwela kick off ceremony, will highlight the Brigada Pagbasa
Program.
Even it was in the height of pandemic last year, there were constructions/repairs
of classrooms donated by benefactors/donors, and other funds downloaded by the
Central Office. These repairs and new construction of school buildings under the
Basic Education Educational Facilities Fund (BEFF) would foster better learning
environment for our learners, when they are safe to return in different schools
together with school their teachers and other school personnel, if and when the face
to face learning delivery modality is already feasible. However, the division engineers
stressed that integration of additional budget in BEFF can address the congested
schools classrooms student ratio is above target/ideal. Last year, BEFF budget was
realigned by the department in more priority programs like funding the LDMs of the
schools.
There were also limited Disaster Risk Reduction and Management PPAs
implementation last year for Education in Emergencies because the situation
justified/warranted more the safety of our internal stakeholders.
Schools validation on SBM level of practice was also halted due to increasing
covid cases. SDO Pampanga tried to solve issue on unharmonized SBM validation
process through series of retooling and orientation. Despite the cessation of SBM
validation, the SBM level 3 winners were already validated and the Division was able
to conduct Division SBM Conference, to highlight the contributions of internal and
external partners, to continuously improve schools’ situation and processes, which
hopefully redound to better teaching practice and impact better learning outcomes.
Last year, the LGUs have supported the BE-LCP amounting to P89 Million and
for the 2021 fiscal year, PSB budget, amounting to P80 M is proposed to be utilized
for the following:

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INCOME AND EXPENDITURE ESTIMATES FOR FY 2021

(P rovincial Capitol)
Program/Projects/Activity Person Maintenance Capital Total
al and Other Outlay
Servic Operating
es Expenses
I.A. CONSTRUCTION/REPAIR
& M AINTENANCE OF SCHOOL
BUILDINGS
1. Elementary / P 25,000,000.00 P 25,000,000.00

Secondary
Schools
P21,500,000.00 P 21,500,000.00
B. PROVISION OF
SCHOOL’s
HANDW ASHING
FACILITIES
II. EQUIPMENT/CAPITAL
OUTLAY
A. Procurement of P31,900,000.00 P 31 ,900,000.00

Tablets
P 1,000,000.00
III. SPORTS P 1,000 , 000.00
P 600,000.00
P 600.000.00
VI. BSP/GSP
Total Expenditures P 1,600, 000.00 P 78, 400,000.00 P 80,000,000.00
Pillar No. 2 of Sulong Edukalidad (improving learning environment to develop

learners’ full potential) is addressed through repair and constructions of building
and provisions of hand washing facilities in preparation for face to face modality.
Moreover, Pillar 1 (curriculum development for improved delivery, instruction and
assessment), the procurement of 2,200 Android can benefit more learners in coastal
areas who are taking TVL track. Other PPAs on sports and BSP/GSP are also
provided, just in case, face to face learning modality shall be allowed next school
year.
2. Existence of advanced technologies to support and facilitate more

effective implementation of PPAs
In SDO Pampanga, capacity-building of School Heads, teachers, personnel,

parents and learners were made possible through the leadership of the ITO and
SGOD-HRD in utilizing different appropriate platforms. Transactions thru the Online
Citizens Charter were made feasible also, to avoid crowding of people. Online
communications were also shared through SDO Pampanga FB Page Tayo sa
Edukasyon. Procurement process was also conducted online, together with the hiring

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of teachers, to ensure health standards and protocols are followed to avoid covid
transmission.
While the situation in SDO looks rosy or very promising because of good internet
connectivity, some teachers and learners in ALS program disclosed that they have
limited gadgets and access to internet for ALS online modalities which negatively
affect learners’ performance and compromised quality learning intervention. It was
further revealed in their SWOT analysis, that ALS implementers had difficulty in
enlisting learners in the ALS Learners Information System (LIS), because some were
not officially dropped out in the formal/regular schools where they previously
enrolled resulting low enrolment in LIS. The same situation happened in formal
schools were some transferees from private schools were not able to get their
credentials from their mother schools, and they were labelled as temporarily enrolled
until the end of the School Year, in the absence of requirements. Thus, they were
reflected as conditionally promoted, with the strict instruction to produce the
necessary documents prior to the next enrolment in the succeeding Grade level.
3. Continuous reskilling/upskilling of people
Online Webinars were conducted on psychosocial first aid and mental health of
learners, teachers, and personnel. Regular komustahan and consultation on health,
trainings on different learning areas and inclusive programs were successfully
conducted through strong bandwidth connection. School heads and teachers were
able to attend webinars because of the equipment distributed to schools relative to
DepED Computerization Program. Pillar 3 on Teachers and School Heads upskilling
and reskilling to improve competencies, is sustained in SDO Pampanga. Seminar on
the Program to Institutionalize Meritocracy and Excellence in Human Resource in
Human Management (PRIME-HRM) was also provided with SDO personnel to
empower the agency by developing our human resource management competencies,
systems, and practices toward HR Excellence. CSC will assess the maturity level of
the agency’s competencies, systems, and practices in HR systems: (1) recruitment,
selection, and placement; (2) learning and development, (3) performance
management; and (4) rewards and recognition. Proposals for NEAP Recognition were
also submitted to the Regional Office as part of the learning development of School
Heads and teachers. With the retooling of people, the Budget and Finance units
raised their issue on budget utilization and liquidation, considering webinars are not
conducted face to face. Thus, more PPAs were crafted to maximize budget utilization.
All these upskilling and reskilling of teachers, School Heads and personnel were
made possible through the allotted budget for Fiscal Year 2020 amounting to P 9M
and another P 9M for this year to operationalize all PPAs. Last School Year, the
SGOD-HRD, in collaboration with two functional divisions, was able to train 12,240
(100%) personnel, 545 (100%) School Heads, and 40 (100%) supervisors (EPSs and
PSDSs) on learning delivery modalities.

REGION III
From the needs-based assessment of School Heads, supervisors and teachers,

professional development trainings shall be conducted on Leadership training,
Instructional Supervision under the new normal and on formative and summative
assessments. In the public schools, effective professional development affects
students. Students’ learning and achievement increase when educators engage in
effective professional development focused on the skills education need in order to
address students’ major learning challenges (Hirsh, 2010). In the division, there are
NEAP facilitators from SDO leaders and from the ranks of the principals. “Leadership
coaching has been suggested as one induction strategy that supports principals in
acquiring the skills, knowledge and confidence they need to be successful
instructional leaders (Lochmiller, 2014) , a new construct further introduced by
Gray (2021).
The inadequacy of intervention materials to support parents and learners who

are home schooled will be addressed by creating video lessons on least learned skills,
from Key Stage 1, 2, 3, 4, in Filipino, MTB, English and Math, and additional video
lessons in Science and Music videos in MAPEH. These can only be facilitated because
of the rich human resources who were developed through their exposure in TV-Based
instruction, and material resources which were procured and funded through the
Provincial Capitol Special Education Fund (SEF) like the high end cameras, lights,
laptops and head sets.
The presence of local TV stations, radio stations, Telecommunications can be

utilized at advantage points to continue the delivery of basic education through
strong partnership and collaboration. Schools need to maximize their efforts to
engage in responsive, engaging and sustainable partnerships to fund for the needed
resources for BE-LCOP. As the Brigada Eskwela supports the Brigada Pagbasa, this
year’s celebration can be promoted by looking for Volunteer Readers, Volunteer
Donors, Volunteer Suppliers, to facilitate assistance in reading proficiency of
learners.
Threats
There were varied threats last year in continuing education due to the increased
number of covid cases in national and local arena. The following are some of the
threats from the SWOT gathered: several restrictions due to the current health crisis,
unavailability of vaccines, late downloading of funds, late downloading of quality
assured materials and intervening work.
1. Several restrictions due to the current health crisis
In the implementation of the BE-LCP last year, pronouncements of the provincial

governor and municipal mayors on Enhanced Community Quarantine, Modified
Community Quarantine, and other executive orders due to escalating number of

REGION III
covid cases, restricted the distribution and retrieval of modules and other school
related activities which haltered school’s implementation of the curriculum, thus,
some competencies were not taught. People were also afraid to travel especially
during the height of the pandemic with the strict campaign on “stay at home” to
ensure the safety of the family. This situation led also to unaccomplished/delayed
PPAs in the office and in schools. In SDO Pampanga, around 8,000 to 10,000
personnel are not yet vaccinated, thus, face to face teaching and learning modality
is not yet recommended.
COVID SITUATION REPORT IN SDO PAMPANGA
The above COVID situation report disclosed the number of learners, teaching and
non-teaching personnel who were infected by the virus, and significant number of
personnel who recovered and cleared. This situation in increasing trend of covid
cases hampered the mobility of people and some tasks’ unaccomplishment. The
introduction of another DELTA variant which is highly more transmissible, would
serve as another threat and fear for the department, especially those until now are
not inoculated with the vaccines.

REGION III
2. Unavailability of vaccination against COVID-19
With the ongoing conduct of vaccination, the totality/percentage of people

vaccinated is not yet that high, thus, face to face modality is not yet permitted in
school, and those vaccinated are not even immune to further infection. The
Department of Health (DOH) recommends that social distancing and safety protocols
should be sustained anywhere. The table below, reflected the number of fully
vaccinated and unvaccinated. As of July 27-28, 2021, it was shared that around
3,186 were the number of DepED personnel who were vaccinated and around 8,000-
10,000 personnel are still awaiting for their shots to produce immunity against the
dreaded COVID-19 infection.
Unless majority of people are vaccinated, the face to face delivery of basic
education is not yet likely to happen in the near future and in the workplace, health
and safety protocols must be ensured for everyone’s protection.
3. Late downloading of funds
Late downloading of funds dramatically delays ALS program implementation

and other PPAs of the department. The postponement of Accreditation and
Equivalency Test in ALS for two years, propelled also learners to work which
dramatically decrease enrolment in ALS program.
4. Late downloading of quality assured materials
The late uploading and distribution of CO materials delay procurement process.

Field offices must have anticipatory skill, to be ready for contingency plans, if ever
delays are encountered. This has not been a major problem in SDO Pampanga
because of ready and available contextualized materials prepared by teachers and
quality assured by supervisors in the division. However, the preparation and quality
assurance of these materials utilized more the time of supervisors which could have
been spent in conducting their mandate on instructional supervision and
monitoring of special programs. The LR supervisor emphasized the need for training
of more people for quality assurance of Learning Resources, and to hunt for more

REGION III
teacher-illustrators, lay-out artists, content and language validators so as not to

delay the printing and schools’ distribution of SLMs based on the target dates.
5. Intervening work of higher offices
Multi-tasking has been a buzz word during this new normal, but too many
simultaneous activities do not only affect focus in work, but leads to poor
performance and mental stress. There should be close coordination of offices, and
bureaus in mapping activities to be implemented so as not to create further physical
fatigue and mental stress of teaching and non-teaching personnel. Although the
Schools Health Section had various activities to alleviate mental and physical
stress, like the Psychosocial and Psychological First Aid, Project Komustahan and
Dental Telecommunication.
The Information and Technology Officer (ITO) noted in his Problem Tree, that
limited manpower hinders the fast implementation roll-out of PPAs for the field;
there was also limited assistance from the DepED CO-ICT, and division activities
are affected by sudden implementation of CO- ICTS programs.
The Personnel Unit commented that there is no system for the automated
attendance monitoring and computation of step increment which affected
submission of claims for step increment. More so, the payroll system is still under
the Regional Office, with their heaviest loads in 20 divisions, late integration of step
increment can’t be avoided. The Cash Unit emphasized the benefits administration
is further delayed by incorrect account number/invalid account number of clients
which can’t be validated in the encoded account in the List of Due and Demandable
Accounts Payable (LDDAP). This situation led to repetitious work, and wasted time
that can be utilized in other mandates of the Cash Unit.
All the three functional divisions’ directions and actions are gearing in
addressing issues and challenges met in the previous year. All support services are
assisting the Curriculum Implementation Division (CID) which is considered the
heart of the department.
In the preparation of identified Programs, Projects and Activities (PAPs) to

operationalize the BE-LCOP, KRA and objectives of the OPCR of the SDS were
aligned and adjusted based on Strategic objectives of Sulong Edukalidad
Framework. From the lessons learned and inputs gained from the SWOT Analysis,
adjustment is being done for the next school year based on collated information,
issues, data-driven reports and evidence-based planning to address equity, close
access gaps and improve quality.

REGION III
To end, “planning is bringing the future in the present, so that we can do

something about it,” as espoused by Alan Lakien, an American author on personal
time management. As we laid out our SDO Implementation Plan and Monitoring
and Evaluation Plan, it is hoped that as one division we have acted on the urgent
concerns, issues and challenges met and as we operationalize the BE-LCOP,
through the PPAs, we pray that all these plans and efforts would lead for the
betterment of our learners and other educational stakeholders. The plans are
evolving, taking into context the rapid changes in the world, the community we
belong to, and the health situation in the country. Borrowing the lines of ASDS
Melissa Sanchez, “when the education of our learners is concerned, failure is not
an option.”

REGION III
The crafting of the BE-LCOP of SDO Pampanga is guided by the Sulong

Edukalidad Framework of the Department of Education.

REGION III
IMPLEMENTATION PLAN
Introduction
The BE-LCOP reflects the accountability and commitment of the three

functional divisions in pushing for the continuation of basic education and services
in SDO Pampanga. It enumerates the Key Result Areas of the superintendent, the
related objectives, strategic objectives from Sulong Edukalidad or from SWOT,
adjusted Programs, Projects and Activities (PAPs) of the division culled from the
situational analysis and surveys conducted in the division in response to the these
challenging times. Its goal is the continuous provision of accessible, quality,
nurturing and liberating basic education to all Kapampangan learners in both public
and private schools. Forefront in the plan is the high consideration to the safety,
protection and health of Kapampangan learners, teachers, School Heads and all
personnel during the health crisis. The plan underscores the significance of the
collaboration and support of all internal and external stakeholders to carry out the
mission and vision of the department.
Processes Involved in the Crafting of the Adjusted BE-LCOP SY 2021-2022
Setting Directions in Revisiting the 2020- Environmental

the formulation of 2021 SDO BE-LCP, Scanning and
the harmonized DEDP, Vision and Assessment through
plan facilitated by Mission Survey and Research
the RO
Establishing Goals Identifying Consultation with

and Objectives Strategies, PAPs internal and
Aligned with SDS and Resources per external
KRA functional division stakeholders
Crafting, Reviewing,
Finalizing the plan and
communicating it with
stakeholders to gain
support

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Overall Goal: The overall goal of the BE-LCOP is for “All Filipinos to be able to
realize their full potential and contribute meaningfully to building a cohesive nation.”
Thus, it is imperative in our context to sustain the delivery of quality, accessible,
relevant nurturing and liberating basic education services for all school-aged
Kapampangan learners in the midst of the COVID-19 emergency via flexible learning
options.
The respond to the call of the Central Office to sustain efforts to continue basic
education delivery, the following are the aligned Key Result Areas and objectives of
the superintendent’s Office Performance Commitment Review (OPCR) from which
strategies and PPAs were intertwined to address the issues, challenges and
difficulties experienced in the last year’s implementation of the basic education.
Key Result Area 1: STRATEGIC OPERATION AND MANAGEMENT

2. Led in the implementation of policies, research agenda, programs, projects and
activities anchored on evidence-based planning;
4. Overseen the operationalization of the Management Information Systems (MIS);
5. Ensured coordination with Division Field Technical Assistance Team (DFTAT) for
the provision of technical assistance for the division and schools;
Key Result Area: 2 CURRICULUM AND INSTRUCTION M ANAGEMENT

1. Led in general supervision over basic education in managing programs for
curriculum implementation, localization of curricula, and learning delivery;
3. Led in the development of contextualized assessment tools to measure learners'
Achievement;
Key Result Area: 3 HUM AN RESOURCE DEVELOPMENT AND MANAGEMENT

2. Spearheaded in the implementation of the approved Professional Development
Plan for teachers, school leaders and non-teaching personnel in accordance with
the procedures and standards of the Learning and Development System;
3. Managed the development and implementation of the performance management,
rewards and recognition, employees’ welfare, and succession and exit programs;
4. Led in the Professional Development of the employees within area of jurisdiction;
Key Result Area: 4 RESOURCE MANAGEMENT/ CURRICULUM AND

INSTRUCTION M ANAGEMENT
1. Led in budget preparation and equitable allocation of funds and resources at
the Division Office, schools and learning centers;
2. Led in the development and quality assured contextualized Learning materials;

1. Led in the generation of additional resources based on the needs of schools
through partnership and linkages;

REGION III
2. Spearheaded partnerships and linkages with local government units, non-

government organizations, and other agencies/stakeholders on matters affecting
schools/LCs and certain community development projects;
3. Ensured sustainability of existing partnership.
Central to the operationalization of the BE-LCOP is the allotment of fund

requirement for the PPAs of the division/schools from the MOOE and the gaps in
budget should be augmented by prioritization and strategizing in management.
Thus, it is recommended that there should be equitable distribution of resources,
and the division and schools should forge partnership with donors, external
stakeholders and other partners to put in place the necessary adjustments of the
plans for School Year 2021-2022.
The succeeding pages spell out the Implementation Plan and Monitoring Plan of
the BE-LCOP, and in the annexes are the contextualized tools crafted in the division
for the new normal which were pilot tested and items were found valid; our SWOT,
Problem Trees which served as basis also in strategizing and formulating the aligned
PPAs for the next school year.

REGION III
ADJUSTED BASIC EDUCATION LEARNING CONTINUITY OPERATIONAL PLAN FOR SY 2021-2022
Implementation Plan
Key STRATEGIC OPERATION AND MANAGEMENT

Result
Area: 1
2. Led in the implementation of policies, research agenda, programs, projects and activities anchored on
Objective
evidence-based planning
No.
Responsible Resources
Office / Time Financial Fundi
Program Project Activities
Person(s) Frame Human Non-Human Requirem ng
Involved ent Source
Support 1.Youth 1.SDO 1.Conduct of 1. SDS January 1. SDS 1.Laptop 1.5M 1.HRT
the Developme Pampanga Meetings and 2. SGOD – 2. SGOD 2.Internet D
physical, nt Sessions Youth Conceptualization Chief Decembe Chief 3.Zoom Fund
mental and Virtual - Planning with 3. SGOD- r 2021 3. SGOD- Premium 2. YFP
over-all 2. .Youth Communit the Division Youth EPS EPS 4.Editing Fund
well-being for y Formation Team 4. PDO 1 4.PDO 1 Applications
of all Environme (DYFT) 5. OSDS
learners nt Schools 6. SGOD
Organizatio 2.Release of
n Guidelines
3. Barkada 2.Youth 3.Production of

Kontra Channel IEC Materials and
Droga other related
materials

REGION III
4. Gulayan 4.Monitoring and

sa Paaralan Evaluation
Program 3.Youth through crafting
Cafeteria and facilitating of
5. School M&E Tools
in a
Garden 5. Collation of
Needs
6. Child
Protection 6. Building
Policy Partnership and
Linkages
7. Supreme
Student 7. Conduct
Governmen Webinars
t
8. Conduct
8. Supreme awards and
Pupil recognition
Governmen
t

REGION III
Provision Oplan School- PRE Medical October- Kinder- Nutritional NUTRITI Special
of support Kalusugan Based IMPLEMENTATIO Officer, Decembe Grade 6 Status Report ONAL fundin
for the sa DepEd Feeding N: School r 2021 learners Template, FOOD g
physical, Program Health January- SBFP PACK
mental and 1. Orientation Section February Reporting 2021
over-all from Central Nurses 2021 Forms 71,012,8
well-being Office 30
of all
learners 2. Re- orientation
and from Region Office
personnel
3. Coordination
with PCC
4. Issuance of
Memo
5. Re-orientation
of SBFP Core
Group
6. Identification of
linkages.
7. Drafting
Memorandum of
Agreement for
partnership

REGION III
8. Signing of
Memorandum of
Agreement
IMPLEMENTATIO
N:
1. Monitoring of
the
implementation
and compliance of
the SBFP recipient
schools.
2. Ensuring
health protocols
during
Distribution
POST
IMPLEMENTATIO
N:
1.Assessment of
the effect of SBFP
to recipients

REGION III
2.Reviewing
efficiency of
partnership with
supplier and other
link ages

REGION III
Oplan Psychologi Assess needs and

Kalusugan cal and concerns of
sa DepEd Psychosoci learners who have
al First Aid experienced an Medical
of Learners emergency event Officer, Teaching
March- Annual
and (COVID related) or School and Non-
May Physical Exam N/A N/A
personnel disaster through Health Teaching
2021 Report Form
the 5 Phases of Section Personnel
Psychological First Nurses
Aid(Listen,
Protect, Connect,
Model, and Teach)
Oplan Project PRE- School January- Teaching Kamustahan N/A N/A
Kalusugan Kamustah IMPLEMENTATIO Health June and Non- Report Form
sa DepEd an N: Section 2021 Teaching
Nurses Personnel
1. Release memo
for project
Kamustahan
IMPLEMENTATIO
N:
1. Contact school
personnel through
a non face to face
interaction
2. Provide
Psychological First
Aid as needed
3. Record
conversation in
REGION III
the Project
Kamustahan form
POST
IMPLEMENTATIO
N:
Follow up and
or refer if
necessary
Oplan Annual Medical March- Teaching Annual N/A N/A

Kalusugan Physical Pre- Officer, May and Non- Physical Exam
sa DepEd Exam Implementation School 2021 Teaching Report Form
1. Prepare Travel Health Personnel
Order Section
2. Courtesy call to Nurses
the School
3. Coordinate with
the Health Leader
Implementation
1. Monitor proper
health protocols in
the venue
Post
Implementation
1.Consolidate
REGION III
reports
2. Releasing of
results to school
level
3. Provision of
Medical
Certification
Dental Teleconsul Provide services Dentists Aug Learners Laptops N/A N/A
Services tation via online Dental Aide 2021 to Teaching Cell Phones
platform to give June and non-
advice / remedy to 2022 teaching
DepEd Personnel Personnel
and learners
Ensure DepEd Constructi 1. Conduct pre SGOD January- SGOD Approved 127.00 M DepEd
that Basic on of construction Chief, Decembe Chief, Plans, BEFF
buildings Education Classroom conference to iron DepEd r 2021 DepEd Program of Funds
are Facilities s out problems that Engineers Engineers Works, Meter
structura Fund may arise in the and Schools and Tape and
lly and implementation Heads Schools Camera
physically stage. Heads
safe
2.Monitor and
supervise
Provide construction of
safe and classrooms
motivatin projects
g learning
environm 3.Final inspect
ent and turnover
appropria completed projects
te for all

REGION III
types of
learners
DepEd Repair of 1.Validate SGOD January- SGOD Approved 267.60 M DepEd

Basic Classroom classroom needing Chief, Decembe Chief, Plans, BEFF
Education s major repair DepEd r 2021 DepEd Program of Funds
Facilities Engineers Engineers Works, Meter
Fund 2.Prepare Program and Schools and Tape and
of Works to be Heads Schools Camera
used for Heads
procurement
activities
3.Conduct pre
construction
conference to iron
out problems that
may arise in the
implementation
stage
4.Monitor
classroom repair
projects
5.Final Inspect
and turnover
completed repair
projects

REGION III
Mainstrea Comprehen Quarterly 1. Issue and/or SGOD/PDO Quarterl Division, DepEd Php MOOE
m sive School Nationwide relay schedules II (DRRM) y District, Memorandum 300/mo /DRR
preparedne Safety Simultane and relevant Cluster s or (DRRMS MS
ss, (CSS) ous issuances and School Advisories, prescribe downlo
prevention Program Earthquak 2. Monitor actual DRRM OCD d aded
and e Drill conduct Coordinato Memorandum monthly fund
mitigation, (NSED) 3. Submit rs, School s and communi
response Project accomplishment Heads Advisories cation
and reports allowance
rehabilitati
on and Hazard 1. Issue relevant SGOD/PDO As the Division, DepEd and Travel MOOE
recovery and warnings, II (DRRM) need District, Division Allowanc /DRR
measures Disaster bulletins and arises Cluster Memorandum e MS
Damages advisories and School s and downlo
Monitoring 2. Ensure DRRM Advisories, aded
and submission of Coordinato Weather fund
Reporting RADaRs rs, School bulletins,
(RADaR) 3. Validate and Heads Reporting
Project vet damages templates
School 1. Ensure online SGOD/PDO Every Division, DepEd and Travel MOOE
Disinfectio monthly reporting II (DRRM) month District, Division Allowanc /DRR
n Project (thru Google Cluster Memorandum e MS
Sheet) of schools and School s and downlo
2. Conduct DRRM Advisories, aded
random Coordinato Google sheets fund
monitoring rs, School
Heads

REGION III
Safe 1. Check and SGOD/PDO As the Division, DepEd, Travel MOOE

Evacuation review the permits II need District, Regional and Allowanc /DRR
Camps and MOAs of arises Cluster Division e MS
and schools reported and School Memorandum downlo
Isolation as ECs and IFs DRRM s, MOAs aded
Facilities 2. Conduct Coordinato fund
Project random rs, School
monitoring Heads
Objective No. 4 .Overseen the operationalization of the Management Information Systems (MIS)
Strategies Program Project Activities Responsible Time Resources

(culled Office/ Frame
from from Person(s) Human Non-Human Financial Fundi
Sulong Involved Requirem ng
Edukalidad ent Source
or SWOT
Analysis)

REGION III
Ensure Operational Updating Monitor Early SGOD-PAR Specific School Advisories N/A N/A
timely and ization of of Registration Planning time Heads,
relevant the MIS EBEIS/LIS Enrolment for SY Officer III frame District/
data 2022-2021 Admin. Aide given by School ICT
6 the CO Leaders
1. Monitor the SGOD-PAR Specific School Advisories N/A N/A

uploading of Planning time Heads,
school profile in Officer III frame District/
the BEIS for Admin. Aide given by School ICT
SY 2021-2022 6 the CO Leaders
2. Validate the SGOD-PAR Specific School Advisories N/A N/A

uploaded school Planning time Heads,
profile in the Officer III frame District/
BEIS for Admin. Aide given by School ICT
SY 2021-2022 6 and other the CO Leaders
division
personnel

REGION III
3. Updating of the SGOD-PAR Specific School Advisories N/A N/A

learner’s profile Planning time Heads,
in the LIS for Officer III frame District/
BOSY and Admin. Aide given by School ICT
EOSY 2021- 6 the CO Leaders
2022
Strengthen ISO: Series of SDS FY 2021 SDS Office supplies P56,000 MOOE
support to Quality Retooling/Updatin ASDSs ASDSs Internet
the quality Manageme g of ISO Quality EPSs Sir June connection
manageme nt System Management ISO PM ISO PM Laptops
nt system Updating Teams controllers controllers computers
1. Review of LEAD LEAD
PMs/WIMs internal internal
2. Updates on new validators validators
normal processes consultants consultant
3. Revise Process s
Manuals
Facilitate DepEd Sustainabi 1. Facilitation of SDS FY 2021 SDS Office Food MOOE
the Computeriz lity of prompt action on ASDSs ASDSs Supplies Allowanc
availability ation technology requests/memos Chiefs Chiefs Internet e during
of Program -based thru SDO BAC BAC connection BAC
appropriat initiatives/ Pampanga Tayo sa Records Records Laptops meetings
e learning practices Education Home Admin Admin computers and
materials page Officer Officer hiring of
and 2. Online Citizens’ ITO ITO teachers
technology Charter
to support
education

REGION III
3. Online Pre-bid
and Opening of
Bids Conference
4. Virtual
Recruitment,
Selection and
Placement System
Objective No. 4 Ensured coordination with Division Field Technical Assistance Team (DFTAT) for the provision of technical
assistance for the division and schools

(culled Office/ Frame
from from Person(s) Human Non-Human Financial Fundi
Sulong Involved Requirem ng
Edukalidad ent Source
or SWOT
Analysis)
Institution Alternative Provision 1. Collect data ALS Through DFTAT Bond paper Transpor Divisio
alize an Learning of from the field Division Out the School Laptops tation n
inclusive, System Technical 2. Analyze data Personnel School Heads Printers Allowanc MOOE
safe, Assistance collected (Chief, EPS Year Teachers ink e
motivating 3. Formulate for ALS,
learning proposed EPS-II for
environme intervention ALS)
nt to the 4. Provide
needs of all technical
types of assistance
learners

REGION III
Key Result Area: 2 CURRICULUM AND INSTRUCTION MANAGEMENT
Objective No. 1. Led in general supervision over basic education in managing programs for curriculum implementation,
localization of curricula, and learning delivery
Strategies Program Project Activities Responsibl Time Resources

(culled from e Office/ Frame
Human Non- Financi Funding
from Sulong Person(s)
Human al Source
Edukalidad or Involved
Require
SWOT
ment
Analysis)
Ensure K to 12 Program Project DIGIT: 1. Generate and SDS June SGOD- Comput N/A -
efficient Data and analyse data from ASDS 2021 Plannin er
implementatio Information the field as bases Chief g& Laptop
n of the Gathering for plans- EPSs Researc Printer
MELCs across through adjustments PSDSS h Microsof
Grade levels Information EPSAs ITO t excel
and learning Technology Staff CID formats
areas Supply
Officer
ITO
Planning &
Research
2. Conduct surveys SDS June CID Laptop N/A -
on the ASDS 2021 ITO Internet
Chief School Google
EPSs Heads link

REGION III
implemented and PSDSS ICT

preferred LDMs EPSAs coordin
Staff ators
 Analyze areas Supply
for support Officer
 Tap officials and ITO
partner for new
LDMs being
launched
 Conduct
capacity
building and
orientation
3. Analysis of SDS June CID Laptop N/A -
ALOG and MELCS’ ASDS 2021 ITO Internet
attainment Chief School Google
EPSs Heads link
 Collate data on PSDSS ICT
ALOG thru EPSAs coordin
Google Sheet Staff ators
 Analyze gaps for Supply
immediate Officer
interventions/act
ions
 Conduct TA
Strengthen Human Resource Project Tutok 1. Conduct needs SDS Novemb EPS Printer None HRD
EPSs and Development sa IS sa assessment ASDSs er 2021 PSDSs Laptop (online) Funds
PSDSs Program Bagong CID HRD Bond
capacity to Normal 2. Design a SGOD- EPS paper
provide Training Program HRD for the

REGION III
technical (More Focused 3. Implement the QATAME Speaker training

assistance on IS in the New activity on Budget s material
Instructional Normal) Supervisors Officer QATAM s
Supervision Leadership Accountan E
Program t
Supply
Officer
ITO
Strengthen Human Resource Project Tutok 1. Conduct an August EPS Printer P201,80 HRD
school heads Development sa IS Bagong assessment on SDS – EPS-II Laptop 0 Funds
capacity to Program Normal instructional ASDSs Septem speaker Bond
provide (More Focused CID ber s paper
leadership
instruction IS in the New SGOD- 2021 for the
competence
Normal) HRD monitori
Budget ng tool
2. Design a
Officer
training program Accountan
t
3. Conduct Supply
training on Officer
Instructional ITO
Supervision in the
New Normal
Heighten ALS Alternative Project: 1. Schedule an ALS Through EPS Printer Transpo Division
Mobile Learning System S.I.G.N.A.L.S. Instructional Division Out the EPS II Laptop rtation MOOE
teachers Supervision Personnel School Mobile Bond Allowan
competence Supervising 2. Conduct IS (Pre, (Chief, Year Teacher paper ce
in curriculum Instruction to During, Post EPS for s for the P2,000/
delivery thru Gauge Non- Observation) ALS, EPS- School monitori EPS/Mo
TA on IS Formal/ Heads ng tool nth

REGION III
Alternative 3. Record II for ALS, EPS0II-

Learning conducted IS PSDSs) P1,000/
System month
Fortify Alternative PROJECT 1. Plot schedule ALS One EPS Printer N/A -
teachers Learning System I.D.E.A.L.S. 2. Implement the Division Division EPS-II Laptop
instructional Div. LAC Personnel Wide speaker Bond
delivery thru Instructional 3. Conduct (Chief, Learnin s paper
Learning Delivery Evaluation EPS for g Action for the
Action Cell Enhancement 4. Make Narrative ALS, EPS- Cell per monitori
for Alternative Report II for ALS, Quarter ng tool
Learning PSDSs)
System
Alternative Analysis of 1. Monitor pre- ALS End of EPS Printer Program Download
Learning System ALS learners assessment of Division the EPS-II Laptop Support ed Funds
portfolio portfolio Personnel School speaker Bond Funds
assessment, 2. Schedule Inter- (Chief, Year s paper
Assessment of District EPS for for the
Basic Literacy Portfolio ALS, EPS- evaluati
(ABL) and Assessment II for ALS, ve tool
Functional 3. Conduct Final PSDSs) Internet
Literacy Test Portfolio connecti
(FLT) Assessment vity
and
Revalidation
4. Finalize Master
list
Set feasible Sustainability of Advocacy 1. Information SDS July – SDS Office Meal MOOE
mechanisms Basic Education Campaign on Dissemination to ASDS October ASDS supplies allowan
that would both in formal LDMs in School Heads, Chiefs 2021 Chiefs Platform ce
provide and inclusive general and teachers and EPSs EPSs s during
guidance in programs Parents on PSDSs PSDSs

REGION III
bridging inclusive available LRs on Division SDO MANCO

equitable programs LDMs of SDO Coordinato Pampan M
access to Pampanga for SY rs ga FB
education 2021-2022 EPS-II Page
through
multiple  Write memo
means of  Disseminate
teaching and info thru varied
learning platforms
(MANCOM, FB
page, GCs,
virtual
meetings)
2. Online Capacity- SDS August SDS Office Meal MOOE

building for Radio- ASDSs 2021 ASDSs supplies Allowan
Based Instruction Chiefs Chiefs platform ce
EPSs EPSs s during
 Prepare memo PSDSs PSDSs plannin
based on the SGOD- SGOD- g stage
proposal HRD & HRD &
 Identify SMME SMME
speakers and Resource Resourc
speakers e
TWG
School speaker
Heads s

REGION III
 Interface with Teachers School

SGOD and Heads
Budget Officer Teacher
s
 Prepare for the
of materials
 Conduct the
activity
 Write ACR
Conduct of SDS May- SDS Office N/A MOOE

Assessment of Chief June Chief supplies
Enrolees for EPSs 2021 EPS
Special Programs SHs Science
(SSC/SSES) Records teachers
AO
 Prepare memo Teachers
 Identify core
group/TWG
 Conduct the
assessment
Write and submit
report
Intensify/ Intensive Periodic Project Tutok Intensive Periodic SDS Septem SDS Office Travel MOOE
strengthen Monitoring and sa Bagong Monitoring and ASDS ber Chiefs Supplie Allowan
SDOs Focused Normal Focused TA on Chiefs 2021- EPSs s ce of
advocacy on Technical Curriculum and EPSs June PSDSs P2,000/
special Assistance on CI Instruction on PSDSs 2022 SMME month
programs like on LDMs and LDMs and Special SHs per EPS
Journalism Special Curricular Curricular Teachers and
Programs Programs utilizing SMME P1,000
REGION III
1. SPED Approved per

2. SSES/SSC/ Contextualized EPS-II
STE/STEM Tools
3. SPS
4. SPJ  Prepare
5. SPFL Monthly
6. OHS Supervisory
7. ALS Plan and
8. IPED
Accomplishmen
9. Multi-grade
10. Muslim t Report
Education Recommend
Program policy for areas
of improvement
Showcase Regular SDS Septem SDS Office Travel MOOE
teachers’ Komustahan ASDS ber ASDS supply Allowan
ingenuity Online and Limited Chiefs 2021- Chiefs Platform ce
Face to Face TA EPSs June EPSs Internet
through
PSDSs 2022 PSDSs connecti
presentations  Prepare SHs SHs on
of their best Monthly Teachers Teacher
practices in Supervisory SMME- s
addressing Plan and SGOD- SMME-
the challenges Accomplishmen HRD SGOD-
of English ITO HRD
t Report
ITO
language  Prepare
teaching and agenda/ppt.
learning in the  Conduct the
new normal activity
education;

REGION III
Identify  Address
challenges issues/concerns
and issues  Write TA report
and provide
technical
assistance to
teachers;
Recommend
programs,
projects, and
activities to
fully
maximize
opportunities
offered by
their schools’
chosen
learning
delivery
modality
Ensure Alternative Online Creation of Online SDS July EPS Office CID- MOOE
access of ALS Learning System Mapping, Mapping, Digital ASDSs 2021- EPS II supplies Office
learners to Digital Advocacy, Online Chiefs Mobile Internet supplies
education Advocacy, Social Mobilization EPSs teachers connecti expense
Online Social and Enrolment PSDSs ITO on allotted
Mobilization online portals SHs Laptop per unit
Teachers comput (P650,0
 Prepare ers 00)
Monthly

REGION III
Supervisory SMME-
Plan and SGOD-
Accomplishmen HRD
ITO
t Report
EPS II
 Prepare for the Mobile
materials Teachers
needed
 Identify the
needed TWG.
 Conduct the
activity
 Address
issues/concerns
Write TA report
Alternative RBI for ALS Launching of the SDS July SDS Radyo N/A Guagua
Learning System ALS RBI (Radio ASDSs 2021- ASDSs 99.9 FM municipal
Based Instruction) Chiefs Chiefs Material ity
EPSs EPSs /annou partnersh
 Prepare PSDSs PSDSs ncemen ip
Monthly SHs SHs ts
Supervisory Teachers Teacher Office
Plan and SMME- s supplies
Accomplishmen EPS II SMME-
Mobile EPS II
t Report
Teachers Mobile
 Coordinate with Teacher
stakeholders s
and SMME

REGION III
 Prepare for the

materials
needed for the
launching
 Conduct the
launching
Prepare ACR
Alternative Flexible Provision of flexible

SDS August SDS Office CID MOOE
Learning System Learning schedule to ASDSs 2021- ASDSs supplies Office
Options (FLOs) working learners. Chiefs Chiefs Supplie
for ALS Individual EPSs EPSs s
Learners Learning PSDSs PSDSs P650,00
Agreement (ILA) SHs SHs /FY
Teachers Teacher
 Prepare Monthly SMME- s
Supervisory EPS II SMME-
Report Mobile EPS II
 Meet the ALS Teachers Mobile
learners Teacher
 Listen to the s
ALS learner
situation
 Agree on the
FLO
 Secure learner
commitment on
the ILA

REGION III
 Provide flexible
learning option
materials
(schedule and
platforms like
ARAL Muna
Apps)
 Write ACR
Ensure Homeroom Home Facilitate Home Chief August Chief Office Travel MOOE
assistance for Guidance Visitation visitation and EPS 2021- EPS supplies Allowan
PARDOs and Program follow - up to PSDSs PSDSs ce of
SARDOs monitor learners' SHs SHs P2,000/
progress with Teachers Teacher month
proper social s for
distancing EPSs/P
1,000
for EPS-
II
Ensure that Career Guidance Intensification Intensify the SDS Septem SDS Office CID MOOE
SHs are ready Program of HGP and Conduct of HGP ASDS ber ASDS supplies budget
for further CGP for Senior and Career Chiefs 2021- Chiefs Platform
education, High School Guidance Program EPSs June EPSs modules
entrepreneurs SHs 2022 SHs
hip and work  Write memo HG and HG and
CGP CGP
 Prepare
advocated advocat
Monthly Teacher ed
Supervisory Learners Teacher
Plan Learner
s

REGION III
Conduct
monitoring online
or limited F2F
Tracer Study Career Conduct Tracer SDS August EPS Platform N/A MOOE
Tracking Study ASDS 2021- SHS Office
System Chiefs October principa supplies
 Facilitate the EPSs 2021 ls Internet
encoding of SHS SHs SHS connecti
teachers in the Teacher teacher- on
Learners advisers
Google Form
 Track learners
 Analyze data
Provide inputs for
planning
Webinars on K to 12: Implementation of SDS October SDS Platform Online N/A

Curriculum Exits Handa sa webinars on ASDS 2021- ASDS Invitatio
Trabaho, curriculum exits, Chiefs Decemb Chiefs n letters
Negosyo at in close EPSs er 2021 EPSs Certifica
Kolehiyo coordination with SHs SHs te paper
Forum/ TESDA, DOLE, DIV. DIV.
Webinar DTI, CHED & coordinato coordin
PESO r ator
HG and HG and
1. Conduct needs CGP CGP
assessment advocates advocat
Teacher es
2. Design the
Teacher
program s

REGION III
3. Conduct the
forum/webinar
National Career’s Online Career Coordination with SDS March SDS Campai N/A N/A
Week Guidance partners and ASDSs 2022 ASDSs gn Online
Week stakeholders in the Chiefs Chiefs material
Celebration EPSs EPSs s
Conduct of school
SHs SHs Laptop
Online Career
TVL TVL Printers
Guidance Week Teachers Teacher
(job fair exposition partners s
simulation, Local Partners
food/trade fair Stakeho
etc.) lders
speaker
 Facilitate the s
activity thru
memo or GC
 Map activities
 Coordinate with
other inter-
agencies
 Conduct info
dissemination
Conduct the
activity
Career Guidance Career Facilitation on the January SDS Office N/A N/A
Program Consultation Conduct of SDS 2022- ASDS supplies
and RIASEC Test, and ASDS Chiefs

REGION III
Counselling Career Chiefs Februar EPSs Internet

through Consultation and EPSs y 2022 SHs access
Referral Counselling SHs HG and
System HG and CGP
through Referral
CGP advocat
System advocates es
Teacher Teacher
 Orient CG and
Learners Learner
HD advocates s
on RAISEC
Monitor schools’’
implementation on
RAISEC test
Senior High DFTAT Follow- SDS Septem CID External Travel MOOE
School-TVL Track Monitoring up/Monitoring on ASDSs ber Chief drive Allowan
Monitoring and and TVL PPAs Chiefs 2021- EPS Internet ce of
Evaluation Evaluation on EPSs Septem PSDSs access P2,000/
TVL PPAs  Distribution of PSDSs ber TVL Bond month
Work SHs 2021 Teacher paper
TVL s printer
Immersion Teachers School
Modules Learners Heads
 Uploading of partners ICT
Demonstration coordin
videos on ators
different TVL
skills via
Youtube and
blogging

REGION III
 Follow-up and
Monitoring of
the Intensive
Training on TVL
specializations
’implementation
 Prepare
checklist for the
distribution
 Identify and
monitor core
group for the
uploading of
videos
 Prepare
Monthly
Supervisory
Report and AR
 Monitor on the
implementation
of the KSAs
gained on the
training
attended on TVL
specialization

REGION III
Key Result Area: 2 CURRICULUM AND INSTRUCTION MANAGEMENT
Objective No. 3. Led in the development of contextualized assessment tools to measure learners' achievement

Human Non- Financ Funding
Huma ial Source
n Requir
SWOT
ement
Analysis)
Strengthen Human Resource Virtual 1. Conduct CID August- SDS Traini P580,0 HRD funds
teachers Development training on Webinar on the SGOD- Septem ASDSs ng 00
capacity in Program Assessment Preparation and HRD ber EPSs materi
preparing quality assurance 2021 Resourc als
assessment of Achievement e
tools Tests per learning speaker
area as offshoot of s
training on Speciali
assessment sts
QATAM
 Prepare and E
submit
proposal and
attachments to
the region for
NEAP
recognition
 Follow-up

REGION III
 Conduct the
activity
 Write the
Activity
Completion
report
2. Quality-assure
the outputs/
achievement tests
prepared
Project Conduct pre- SDS October School Printer N/A N/A
EKSAM: test/post-test in in ASDSs 2021 Heads Bond
Evaluating K 9 learning areas; Chief June Learner paper
to 12 learners Phil-IRI, Project AN EPSs 2022 s Ink
through results PSDSs Soft
Standardized copies
Assessment  Facilitate the
Mode assessment of
learners
Administration  Facilitate the
of Phil-IRI encoding in the
(Project EGRA- Google form on
Early Grades the results of
Reading the Phil-
Assessment)
IRI/Project AN
Project All  Analyze data
Numerates submitted
(Project  Prepare for TA
EGMA-Early

REGION III
Grades Math  Follow –up

Assessment) agreements
 Adjust
plans/interventi
ons if needed
 Write report
Recommend policy
to top management
Bawat Bata Bawat Bata Facilitation of the Chief August Chief Travel MOOE
Bumabasa (3Bs) Bumabasa sa implementation of EPSs 2021- EPSs Allowa
Bagong intensified school PSDSs May SHs nce of
Normal (4Bs) reading and SHs June Math, P2,000
numeracy Math, 2022 English /mont
Brigada Pagbasa Brigada BASA programs and English and h
Program interventions and Filipino
Filipino teachers
 Preparation of teachers
Action Plan
Project All  Monitor schools’
Numerates reading and
numeracy
program/interve
ntions
 Provide TA
 Follow –up
agreements

REGION III
 Adjust
plans/interventi
ons if needed
 Write the TA
report
Key Result
HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT
Area: 3
1. Spearheaded in the implementation of the approved Professional Development Plan for teachers, school
Objectives leaders and non-teaching personnel in accordance with the procedures and standards of the Learning and
No. Development System.
4. Led in the Professional Development of the employees within area of jurisdiction.
Respon Resources
sible Non Fina
Time Fund
Office / - ncial
Strategies Program Project Activities Fram Hum ing
Person( Hu Requ
e an Sour
s) ma ireme
ce
Involve n nt
Guarantee SDO Management d
OSDS SY OSD Co P Divisi
the delivery Pampanga and SGOD 2021 S mpe 18,0 on
of an Learning and Implementation CID - SGO tenc 00,0 MOO
integrated Development 2022 D y- 00.0 E
of Need Based
and needs- (L&D) SDS CID bas 0 (HRT
based Program Learning / ASDS ed D
capability Training and Chiefs SDS Nee Fund
building Development SEPS- ASD ds / s)
intervention Programs for HRD S Trai
accessible to the EPS II- Chief nin
all teachers Competencies HRD s g-

REGION III
Enhancement SEPS- SEPS Nee

of Teachers and M&E -HRD ds
School Leaders EPS II- EPS Ass
M&E II- ess
ITO HRD me
Budget SEPS nt
Officer - Che
Supply M&E ckli
Officer EPS st /
Propone II- Tool
nts / M&E
Progra ITO Trai
m Budg nin
Takers et g
QATAM Offic Mat
E er eria
Associa Supp ls
tes ly
Division Offic
Core er
Team Prop
(ICT) onen
ts /
Progr
am
Take
rs
QAT
AME
Asso

REGION III
ciate
s
Divisi
on
Core
Team
(ICT)
Institutionalizat L&D for QATAME Training Design, Human January HRD QATA N/A N/A
ion of QATAME competency Resource Package Resource – SEPS & ME
in the division enhancement Evaluation, and and Decemb EPS-II forms
trainings / and Management and Developme er 2021
Learning and advancement Logistical nt (HRD) SMM&E
Development Arrangement Section SEPS &
(L&D) Evaluation EPS-II
programs/activi School
ties: Program Mgmt. Manageme PMT
Monitoring nt
Ensuring Monitoring QATAM
compliance of Process & E
L&D programs Observation Evaluation Associat
to quality (SMM&E) es
standards, Focus Group Section
providing Discussion
supportive
guidance, and Reporting of
assessing critical incidents
progress and
results End program
evaluation

REGION III
Submission of
QATAME reports
3. Managed the development and implementation of the performance management, rewards and recognition,
Objective No.
employees’ welfare, and succession and exit programs.
Support the SDO Pampanga Management and OSDS FY 2021 All SDO EMP P Division
welfare and Employees Implementation SGOD Personn Materi 5,224,1 MOOE
well-being of Welfare Program Employees Welfare CID el als 50.00
teaching and Program
non-teaching  Propose and All SDO Propos
personnel design Personnel als
employees’
welfare
program
 Intensify and
maximize
resources in
the
implementation
of health and
wellness
program as
sub-component
in the SDO’s
GAD Program
Develop and Program to Succession 1. Virtual SDS FY 2021 SDS Office N/A N/A
implement Institutionalize Planning and Orientation of ASDSs FY 2022 ASDSs suppli
career Meritocracy and Exit employees on the Chiefs Chiefs es
progression Excellence in 4 Pillars of Human Unit Unit Interne
opportunities Human Resource Heads Heads t

REGION III
Resource Happy Galing Management ITO ITO connec

Management Lingkod System ADAs ADAs tion
(PRIME-HRM) (Awarding of 1. Recruitment,
(MEC No. 24, s. Outstanding Selection and
2016) Employees, Placement (RSP)
Employees 2. Performance
Equal with Management (PM)
Employment Exemplary 3. Rewards and
Opportunity Behaviour, Recognition (R &R)
Policy in and Best Unit) 4. Learning and
Human Development (L
Resource &D)
System
2. Creation of
contextualized
policy on
Recognition and
Awards of SDO
Pampanga
Employees
3. Deployment of
Survey Links for
Nominees
4. Virtual
Recognition and
Awarding
Key Result Area:

RESOURCE MANAGEMENT /CURRICULUM AND INSTRUCTION MANAGEMENT
4

REGION III
Objectives No. 2. Led in budget preparation and equitable allocation of funds and resources at the Division Office, schools and
learning centers
2. Led in the development and quality assured contextualized Learning materials

Human Non- Financi Fund
Human al ing
Require Sourc
SWOT
ment e
Analysis)
Operationalize Equitable SDO PPAs 1. Coordination on SDS FY 2021 SDS Office N/A N/A
the Distribution and downloaded funds ASDSs ASDSs Supplie
implementation Allocation of from CO and RO Chiefs Chiefs s
of PPAS Budget 2. Certification in Budget Budget
through logistic the availability of Officer Officer
support funds Accountan Account
3. Monitoring in t ant
the utilization of Program
funds takers
Facilitate the Implementation Project LMI Prepare and SDS June to None Survey/ None None
availability of and utilization of (Learning facilitate encoding ASDSs July Inventor
appropriate the LRMDS Materials’ in the Google form LR EPS 2021 y of
learning Inventory) on the schools’ Supply availabl
materials and inventory of LRs in Officer e
technology to Q1 and Q2 LR Staff LRS/SL
support School Ms
education Property
Custodian
s

REGION III
Utilization of Printing of Production, SDS June- Chief Power P27,870 CO

Downloaded SLMs for Q1 & Distribution and ASDSs July EPSs point ,068.00 down
Funds for the Q2 Storage of SLMs Chiefs 2021 PSDSs present loade
Provision of for Q1 and Q2 EPSs LR Staff ation d
Quarters 1 & 2 PSDSs Supply Internet funds
Learning Prepare proposal LR Staff Officer access
Resources SY for printing of Supply Budget platform
2021-2022 SLMs, Officer Officer
Budget Account
monitoring on
(DM-OUCI-2021- Officer ant
261, DM-OUCI- LRs’ distribution Accountan DIT
2021-195) Conduct online t Monitori
pre-bid and EPSS ng
opening of bids Master Team
Awarding of the Teachers
project TV EPSs
presenters Writers
Printing of SLMs
Video
Monitor the editors
distribution in Content
drop off points and
Monitor schools’ Language
utilization Editor
Write Activity
Accomplishment
report
Curriculum Bridging Learning SDS August- CID Power P HRD
Innovation/ Thru a Five Week ASDSs Septem SGOD- point 138,600 Fund
K-1NDER Curriculum Chiefs ber HRD present s
Innovation for EPSs 2021 ITO ation

REGION III
Kinder and PSDSs QATAM Internet

Grades 1-3 LR Staff E access
Learners Supply platform
Curriculum Officer
Innovation in  Prepare a Budget
Grades 1-3 proposal Officer
 Prepare memo Accountan
based on the t
proposal EPSS
 Identify writers, Master
TV presenters, Teachers
TV
content and
presenters
language editors Video
 Conduct of the editors
activity Content
 Quality and
assurance of Language
LRs Editors
 Prepare for the
printing of
materials
Curriculum Learning SDS August- CID Power P771,00 HRD
Innovation in Enhancement for ASDSs Septem SGOD- point 0 Fund
4 learning Grades 4-12 Chiefs ber HRD present s
areas EPSs 2021 ITO ation
Teachers
PSDSs QATAM Internet
(Materials LR Staff E access
Development)’ Supply platform
Officer

REGION III
 Prepare memo Budget

based on the Officer
proposal Accountan
t
 Identify writers,
EPSS
TV presenters, Master
content and Teachers
language editors TV
 Prepare for the presenters
printing of Video
materials editors
Content
and
Language
Editors
Curriculum Training - SDS August- CID Power P HRD
Innovation In Workshop on the ASDSs Septem SGOD- point 463,800 Fund
Science Development of Chiefs ber HRD present s
Video Lessons on EPSs 2021 ITO ation
the Add-ons and PSDSs QATAM Internet
Specialized LR Staff E access
subjects for Supply platform
Special Curricular Officer
Program Budget
(SSES/SSC/STE)P Officer
Accountan
 Prepare memo t
based on the EPSS
proposal Master
 Identify writers, Teachers
TV presenters,

REGION III
content and TV
language editors presenters
 Prepare for the Video
editors
printing of
Content
materials and
Language
Editors
Curriculum Division Workshop SDS August- EPS Laptop P71,400 HRD
Innovation in on the ASDSs Septem Resourc CDs Fund
Music Development of Chiefs ber e Video s
Video Materials in EPSs 2021 speaker recorder
Music PSDSs s
LR Staff QATAM
 Prepare memo Supply E
based on the Officer
proposal Budget
 Identify writers, Officer
TV presenters, Accountan
content and t
language editors EPS
 Prepare for the Master
Teachers
creation of video
TV
materials in presenters
Music Video
editors
Content
and
Language
Editors

REGION III
Alternative Conduct 1. Capacitate the SDS Novemb EPS Laptop P IPED

Learning System Training- development ASDSs er - EPS-II Printers 168,062 PSF
Workshop on team Chief Decemb LR Ink .00 Fund
the 2. Development of Budget er 2021 Writers Training s
Contextualizat LR Officer Content material
ion and 3. Validation of LR Accountan and s
Localization 4. Finalization of t languag
of Teaching LR ALS e
and Learning 5. Printing of the Division editors
Materials in LRs Personnel Lay-out
ALS/IPED/Mu (Chief, artists
slim Educ. EPS for
Program ALS, EPS-
II for ALS)
in
coordinati
on with
the
LRMDS
6. Monitoring of SDS Septem SDS Office Travel MOO
the utilization ASDSs ber to ASDSs supplies Allowan E
of procured Chief June Chief ce
Trompas and EPS 2022 EPS
amplifiers for SHs SHs
IPED Education Teachers Teacher
IP s
communiti IP
es commu
nities

REGION III
Inform and SDO Publication Printing/  Select pool of SDS Quarterl SDS Office P337,00 MOO
inspire Uploading of writers ASDS y ASDS Supplie 0 E
learners, SDO  Prepare memo EPSs EPSs s
teachers, and Publication/ 63 Writers Writers Printer
 Conduct
school heads, Folio Editorial Editoria Internet
parents and planning Board l Board connecti
other meeting Contributo Contrib on
stakeholders  Organize rs utors laptops
on SDOs Editorial Board
activities,  Write articles
programs, and  Edit articles
projects by
 Layout
featuring
inspiring publication/
stories that will folio
impact their  Print
lives publication or
upload in SDO
portals
Objective No. 1. Led in the generation of additional resources based on the needs of schools through partnership and linkages

(culled from Office/ Frame
Human Non- Financial Funding
Human Require Source
ment

REGION III
SWOT
Analysis)
Institutionaliz Establishe Division Prepare the SGOD Chief Jan- Dec. School/D MOA N/A N/A
e responsive d Profiling and Google form SEPS-SMN 2021 istrict/Cl Internet
engagement partnershi Assessment of for the EPS II-SMN uster ASP connecti
for education p Resource gathering of Coordinat on
engagemen Gaps in data on ors
t with Schools resource
education gaps/needs Educatio
stakeholde 2021 and for the n Partner
rs Database of Database of
Education Education
Stakeholders Stakeholders
Consolidate
the
documents
gathered
Conference/
Communicate
with partners
for
engagement
and linkages
Institutionaliz Alternative Informal 1. Coordinate ALS Division Through EPS Material Partners Local
e responsive Learning Education with the Personnel Out the EPS-II s hip Governme
engagement System (INFED) or field (Chief, EPS School ALS Equipme nt Unit
for education Livelihood implemente for ALS, EPS- Year learners nt
Skills Training r II for ALS) Donors Printers
Projects laptops

REGION III
2. Monitor the Stakehol

INFED ders
Implement speakers
ation
3. Conduct
program
evaluation
Objective No. 2. Spearheaded partnerships and linkages with local government units, non-government organizations, and other
agencies/stakeholders on matters affecting schools/LCs and certain community development projects
Advocate the Increased 1. Conduct of  Prepare the SDS FY 2021 Educatio Advocac 52,000.0 ASP
learning awareness advocacy budget/prog 2 ASDS n partner y 0 Support
Continuity of campaign ram SGOD Chief SDO campaig Funds
Operational stakeholde (2021 Brigada SEPS-SMN Pampang n
proposal
Plan for rs to Eskwela Kick EPS II-SMN a material
support gather Off Ceremony  Coordinate s and
resource (Aug) to Supply technolo
support Section the gy
through needs for support
the the activity equipme
conduct of nt
 Prepare
advocacy
Division
Memorandu
m for
signature of
the SGOD
Chief and
SDS

REGION III
 Conduct of
the program
Year-Round Advocacy/ies SDS FY 2021- SDS Videos P5,000 MOOE
Learning can be ASDSs FY2022 ASDSs Music
Delivery through Chiefs Chiefs Internet
Modality EPSs EPSs connecti
Advocacy 1. SDO PSDSs PSDSs on
through Pampanga FB EPs II EPs II
Partnership SEPS-SMN SEPS-
Page
EPS II-SMN SMN
EPS II-
2. Meetings
SMN
with LGUs
3. MANCOM
4.
Videos/Jingle
s
Objective No. 3. Ensured sustainability of existing partnership

Institutionaliz Scholarshi Project DELTA Coordination LGU Partner FY 2021 LGU Scholars P LGU
e responsive p Program (Developing of scholarship (Provincial Partner hip 12,000,0 (Provincial
engagement Excellent program Capitol) (Provincia Contract 00.00 Capitol)
for education Leaders and l Capitol)
Teachers Updating of Service MOA
Academic Status Report Provider Service
Achievement) (DHVSU) Provider
(DHVSU)
Batches 1 & 2 SDO
Pampanga

REGION III
SDO
Scholars Pampang
(Batch 1 & 2) a
Scholars
(Batch 1
& 2)
Develop Partners Conduct of  Prepare the SDS Jan. – Dec. Educatio Plaques 235,000. ASP
sustainable informed the budget/progr 2 ASDS 2021 n Partner Certifica 00 Support
strategies and of the Convergence am proposal SGOD Chief ASP / BE te Funds
mechanisms SEPS-SMN Coordinat papers
accomplish and  Coordinate
for EPS II-SMN ors Office
partnerships ments of Recognition to Supply material
the SDO of Education Section the s and
Pampanga Stakeholders needs for the equipme
through (Oct) activity nt
their  Prepare
partnershi Division
p Memorandu
engagemen m for
ts signature of
Establishe the SGOD
d mutually Chief and
beneficial
SDS
relationshi
p  Conduct of
the program

REGION III
Adopt-A- Sustainability 1. SDS July- SDS MOA N/A HCC

School of Partnership Coordination Chief September Chief Letter of Admin.
Program of Sta. Ana with HCC PSDS 2021 PSDS Expansi
District and On free access SH SH on of
Holy Cross on LMS HCC Admin. HCC access
College on 2.Expansion Teachers Admin. Mins. Of
Learning of access on learners Teachers Meeting
Management Grade level learners
System (Kinder,
Grade 1 and
Grade 6)
3. Monitoring
on Online
Instruction
4. Recognition
of partners
during
Division
Stakeholders
Day

REGION III
ADJUSTED BASIC EDUCATION LEARNING CONTINUITY OPERATIONAL PLAN FOR SY 2021-2022
Monitoring Plan
Key Result Area:
STRATEGIC MANAGEMENT AND OPERATIONS
Objective No. 2.
Led in the implementation of policies, research agenda, programs, projects and activities anchored on evidence-based planning
I. PURPOSE AND SCOPE
Program/Project/Activities What should you be Indicator Who are the target

monitoring and evaluating? offices/clients/group you
should be monitoring?
1.Youth Development Sessions Program implementation and No. of reached learners who Grade 7-12 Learners
impact of the program – participated in the YDS
Quality, Access, Governance
2.Youth for Environment Schools Program implementation and No. of reached learners and Grade 1-12 Learners
Organization impact of the program – No. of schools with
Quality, Access, Governance established YES O
Organization

REGION III
3.Barkada Kontra Droga Program Program implementation and No. of reached learners and Grade 7-12 Learners
impact of the program – No. of schools with
Quality, Access, Governance established BKD Centers
4.Gulayan sa Paaralan Program Program implementation and No. of reached learners and Grade 1-12 Learners
Quality, Access, Governance established Gulayan sa
Paaralan Garden
5.School in a Garden Program implementation and No. of reached learners and Grade 1-12 Learners
Quality, Access, Governance established SIGA
6.Child Protection Policy No. of reached learners and No. of reached learners and Grade 1-12 Learners
No. of schools with No. of schools with
established BKD Centers established Child Protection
Program
7.Supreme Student Government Program implementation and No. of reached learners and Grade 7-12 Learners
Quality, Access, Governance established SSG
8.Supreme Pupil Government Program implementation and No. of reached learners and Grade 1-6 Learners
Quality, Access, Governance established SPG

REGION III
9.SDO Pampanga Youth Virtual Project implementation and No. of members Grade 1-12 Learners
Community impact of the project –
10.Youth Channel Project implementation and No. of subscribers Grade 1-12 Learners
impact of the project –
11. Youth Cafeteria Project implementation and No. of viewers Grade 1-12 Learners
impact of the project –
Key Result Area:
Objective No. 2.
Led in the implementation of policies, research agenda, programs, projects and activities anchored on evidence-based
planning

REGION III

School-Based Feeding Program Development, Number of Wasted and Kinder – Grade 6 learners
implementation, evaluation severely wasted learners
and monitoring of
sustainable feeding program
for identified target
beneficiaries
Psychological and Psychosocial First Assess needs and concerns Mental and physical health Teaching and Non-Teaching
Aid of Learners and personnel of learners who have status of personnel personnel
experienced an emergency
event (COVID related) or
disaster through the 5
Phases of Psychological First
Aid(Listen, Protect, Connect,
Model, and Teach)
Annual Physical Exam latest laboratory tests of all Number of personnel who Teaching and non teaching
teaching and non-teaching submitted laboratory test personnel
personnel in the Division of result
Pampanga
Project Kamustahan Physical and mental status of Mental and physical health Teaching and non teaching
personnel status of personnel personnel

REGION III
II. DATA COLLECTION AND MANAGEMENT
What are Possible Who How will When How How will Where Who are the
the data sources of (office/personn you collect you frequent you do you possible
that you data el) is the collect will you organize store users of
will collect? responsible in data this collect the the data
data collection? during data? this collected organize (internal
monitorin data? data? d data? and
g? external)
and what
are the
possibl
e uses
of
these
data?
Program Survey and Youth Formation Online-Via Quarterly Quarterly Data Google OSDS &
Implementatio Focus Group Section Google form Komustaha Analysis drive SGOD-
n Status Discussion n with the -Thematic Bases for
Zoom YF School PPA crafting
meeting Coordinato and
rs adjustment
Collated Needs Survey and Youth Formation Online-Via Quarterly Quarterly Data Google OSDS &
of the schools Focus Group Section Google form Komustaha Analysis drive SGOD-
Discussion n with the -Thematic Bases for

REGION III
Zoom YF School PPA crafting

Meeting Coordinato and
rs adjustment
III. DATA ANALYSIS IV. INFORMATION, DISSEMINATION, REPORTING, AND

UTILIZATION
How will you Who are How often do To whom will you How will you When do
process and responsible in you conduct communicate the M&E communicate the you
analyze the data data analysis? data analysis? results? (identifying results? What is report M&E
that you have type of communication / results?
collected? stakeholder/audience) reporting strategies
will you employ?
Creation of themes PDO 1 Quarterly SGOD Quarterly Komustahan Quarterly

and Discussion with School YF Coordinators with the School Youth
the concern Program Division Federated Board Formation Coordinators
Head
Key Result Area:
Objective No. 2.
Led in the implementation of policies, research agenda, programs, projects and activities anchored on evidence-based
planning

REGION III

1. DepEd BEFF Construction of Compliance to safety No. of completed classrooms Recipient schools
Classrooms standard, ensure adherence construction
to program of works, quality
and time schedule
2. DepED BEFF Repair of Classrooms Compliance to safety No. of completed classrooms Recipient schools
standard, ensure adherence repair
to program of works, quality
and time schedule
Key Result Area: Human Resource Dev elopment and M anagement
Objective No. 2 Ensure a healthy safe and conducive learning and working environment through the strict
implementation of Health Standards and Protocols


REGION III
1. Dental Tele-consultation Quality and Quantity of Minimum of 4 consults per Teaching and Non-Teaching
services rendered Dentists per month personnel
Learners
g? external)
and what
are the
possibl
e uses
of
these
data?
1. Number Submitted Dentist in Screen shots First Monthly Monthly Hard and Region
of reports Charge Of consults Monday of Consolidat soft copies reports
consult the ed Reports Can be
ations succeeding used for
month reference
purposes

REGION III

UTILIZATION
How will you

How will you To whom will you
communicate the When do
process and Who are How often do communicate the M&E
results? What is you
analyze the data responsible in you conduct results? (identifying
data analysis? communication / report M&E
that you have data analysis? type of
reporting strategies results?
collected? stakeholder/audience)
will you employ?
1. Through
meetings and
conferences, the Dentist in Charge
Monthly
data gathered Dentists Monthly Quarterly reports to Hard and soft copies
Quarterly
will be
discussed
accordingly
g? external)
and what

REGION III
are the
possibl
e uses
of
these
data?
Schools with National Education School’s on- Annually Annually Organized DepEd
classroom School Facilities Section site by laptop managemen
shortage Building validation Calendar t and other
Inventory and Year, stakeholder
NSBI assessment Programs, s for
Projects program
and and
Activity projects
Schools with National Education School’s on- Annually Annually Organized DepEd
classrooms School Facilities Section site by laptop managemen
needing major Building validation Calendar t and other
repair Inventory and Year, stakeholder
NSBI assessment Programs, s for
Projects program
and and
Activity projects

REGION III

UTILIZATION
will you employ?
Collaboration and SGOD Chief Annually DepED Management, Coordination/Consultativ Quarterly

discussion DepED Engineer LGU other stakeholders e Meeting
and Agencies
Key Result Area: Strategic Management and Operations
Objective No.1. Institutionalize an inclusive, safe, motivating learning environment appropriate to the needs of all types of
learners

Comprehensive School Safety Conduct of quarterly drills Quarterly NSED reports Schools
(CSS)Program/NSED

REGION III
Comprehensive School Safety (CSS) Damages incurred by schools Damages (RADaR) reports Schools
Program/RADaR
School Disinfection Project Frequency of school Monthly reports (from Google Schools
disinfection Sheets)
Safe Evacuation Camps and Isolation Approved Regional Permits Approved permits, MOAs and Schools
Facilities Project and MOAs between schools Monitoring reports
and LGU, demographic data
of internally displaced
residents, operations of ECs
and IFs
g? external)
and what
are the
possibl
e uses
of
these

REGION III
data?
Number of District, SGOD/DRRM Google 3 days Quarterly Based on Google SGOD,

schools that Cluster and Coordinators Sheets after the drive DRRMS,
participated, School conduct contents OCD
Coordinators’ of the
reports NSED
reporting
format
Nature and RADaRs SGOD/PDO II From the Within 72 As the need In Google SGOD,
number of (DRRM) DRRMS hours after arises accordanc drive DRRMS
damaged RADaRs the hazard e with
incurred consolidation event their
and during happened presentati
the validation on in the
RADaR
App
Number of Schools’ SGOD/PDO II Google End of Monthly Based on Google SGOD,

schools reports (DRRM) Sheets every the drive DRRMS
disinfected month frequency

REGION III
and
partners
mobilized
Number of Schools’ and SGOD/PDO II Reporting As the As the need Based on Google SGOD,
schools being monitoring (DRRM) Template need arises arises the drive DRRMS
used as ECs reports contents
and Ifs and of the
demographic template
data of
displaced
residents

UTILIZATION
will you employ?

REGION III
Collation and PDO II (DRRM) Every after DRRMS and OCD DRRMS – using its A week after
consolidation conduct of the prescribed format the conduct
activity OCD – sharing the of NSED
reports sent to DRRMS
Collation and PDO II (DRRM) After the DRRMS (may be PDRRM Through the RDAaR App A week after
consolidation occurrence of Office/Council) and the validated and receipt of
hazard or vetted RADaR DRRMS
disaster event consolidated reports (of consolidated
DRRMS) reports for
validation
Collation and PDO II (DRRM) After SGOD Email using prescribed A week after
consolidation submission of reporting template the sharing
monthly report the Google
(through Google Sheet link
Sheet)
Collation and PDO II (DRRM) Immediately SGOD Email using prescribed A day after
consolidation after the reporting template the
establishment establishme
of ECs and Ifs nt and after
in the schools decampment
(of ECs) or
closure of
IFs

REGION III
Key Result Area: Strategic Management and Operations
Objective No.1. Institutionalize an inclusive, safe, motivating learning environment appropriate to the needs of all types of
learners

Updating in the LIS/EBEIS Online early registration Number of schools officially Schools
enrolment of all public enrolled in the LIS
schools for SY 2022-2023
Online uploading of school Number of schools officially Schools

profiles ( both public and enrolled in the BEIS
private schools including
SUCs) for SY 2021-2022
Validation of school profiles Number of schools officially Schools

(both public and private enrolled in the BEIS
schools including SUCs) for
SY 2021-2022

REGION III
Online updating of learner’s Number of schools officially Schools

profile in the LIS for BOSY enrolled in the LIS
and EOSY 2021-2022
Series of Retooling/Updating of ISO Process Manuals Number of Process Manuals SDO Proper
Quality Management Teams Revised
Sustainability of technology-based 1. Prompt action on Number of memos/issuances SDO Proper

initiatives/practices requests/memos thru SDO acted/posted
Pampanga Tayo sa Education
Home page Number of clients SDO Proper
2. Online Citizens’ Charter served/satisfied
3. Online Pre-bid and
Opening of Bids Number of procurement SDO Proper
Conference process without delays
4. Virtual Recruitment,
Selection and Placement Number of Virtual SDO Proper
System Recruitment, Selection and
Placement System conducted
Number of teaching/non- SDO Proper

teaching personnel
hired/promoted

REGION III
g? external)
and what
are the
possibl
e uses
of
these
data?
Number of Schools SGOD-PAR Through LIS Availability Specific Through Through Division
registered School Heads of the time frame LIS LIS Managemen
learners District/ICT facility in given by the t, Schools
Leaders the system CO and Other
Stakeholder
s
Number of Schools SGOD-PAR Through Availability Specific Through Through Division

schools School Heads BEIS of the time frame BEIS BEIS Managemen
uploaded District/ICT facility in given by the t, Schools

REGION III
Stakeholder
s
Number of Schools SGOD-PAR Through Availability Specific Through Through Division

schools School Heads BEIS of the time frame BEIS BEIS Managemen
validated District/ICT facility in given by the t, Schools
Stakeholder
s
Number of Schools SGOD-PAR Through LIS Availability Specific Through Through Division
schools with School Heads of the time frame LIS LIS Managemen
officially District/ICT facility in given by the t, Schools
registered Leaders the system CO and Other
learners Stakeholder
updated s
Number of SDO Offices Document Though the Every By folder ISO Room Google QMS
Process Controller Google link retooling soft copies drive and Process
Manuals Over-a;; shared to session (2x By folder in external owners
Revised Document Document a year) the file box drive
Controller controllers or for the hard Continuous
through copies improveme
external drive nt of
processes

REGION III
Number of SDO Proper Records Unit/AO Records Daily DMEA Through Through Division
memos/issua Section Reporting Google Google Managemen
nces Quarterly Drive Drive t, Schools
acted/posted and Other
Stakeholder
Number of SDO Proper AO/All Offices AO/ADAS of Monthly DMEA Through Through s
clients Offices Reporting Google Google information
served/satisfie Quarterly Drive Drive
d Division
Managemen
Number of Through Through t, Schools
procurement SDO Proper BAC BAC Quarterly DMEA Google Google and Other
process Secretarial Reporting Drive Drive Stakeholder
without delays Quarterly s
satisfaction
Number of
Virtual SDO Proper Personnel/PSB Google Drive Annually DMEA Through Through Division
Recruitment, Reporting Google Google Managemen
Selection and Quarterly Drive Drive t, Schools

REGION III
Placement and Other

System Stakeholder
conducted s
information
Number of Through Through
teaching/non- Google Google Division
teaching SDO Proper Personnel Google Drive Annually Every Drive Drive Managemen
personnel Chair of the PSB Hiring t, Schools
hired/promote Process Teachers
d part of the
RQA
Division
Managemen
t, Schools
Teachers
part of the
RQA

REGION III

UTILIZATION
will you employ?
Consolidation SEPS-PAR After the Division Management During Meeting/Planning DEDP

Planning Officer III conduct of the Meeting Revisitation
activity Crafting of
BE-LCOP
Hiring of
new
teachers
Consolidation SEPS-PAR After the Division Management Consolidatio

Planning Officer III conduct of the Through Google n of R3/SDO
activity Drive/slide decks KPI

Planning Officer III conduct of the Through Google n of R3/SDO

REGION III

Planning Officer III conduct of the Through Google n of R3.SDO
Key Result Area: Curriculum and Instruction M anagement
Objective No. 1. Led in general supervision over basic education in managing programs for curriculum implementation,
localization of curricula, and learning delivery

1.Generate and analyse data from the  Data on Enrolment No. of learners enrolled School Heads (Managerial)
field as bases for plans-adjustments  Data on Achievement No. of learners who passed Teachers (Technical)
 Data on Completion and failed per quarter Non-Teaching (Technical)

REGION III
Rate No. of teachers/learners with

 Data on Available gadgets & internet
Gadgets/computers/i connection
nternet connection No. of teachers/learners
 Readiness of teachers ready for other LDMs
and learners on other No. of teachers trained on
LDMs RBI
 No. of teachers trained
in RBI
2. Conduct surveys on the  Learners and teachers No. of learners shifted School Heads
implemented and preferred LDMs preferred/implemente modality
d LDMs No. of learners in present Teachers
 Analyze areas for support  Status of the KSA in LDMs
 Tap officials and partner for new the implemented No. of schools with learners
LDMs being launched LDMs issues/areas solved
 Conduct capacity building and  Gaps/areas for No. of teachers/parents
orientation support trained/oriented on LDMs
3. Analysis of ALOG and MELCS’  Results of ALOG per No. of learners passing School Heads
attainment Quarter No. of learners failing Teachers
 Actions taken on gaps No. of interventions Learners
 Collate data on ALOG thru Google conducted (division)
Sheet

REGION III
 Analyze gaps for immediate

interventions/actions
Conduct TA
Conduct of Supervisors Leadership Conduct of the training No. of supervisors trained Supervisors
Program
Impact of the training on the No. of training conducted
1. Conduct needs assessment mandates of the supervisors
2. Design a Training Program
3. Implement the activity on

Supervisors Leadership Program
Conduct of School Heads Training on Conduct of the training No. of School Heads trained School Heads
IS in the New Normal
1. Conduct an assessment on
instructional leadership competence
2. Design a training program
3. Conduct training on
Instructional Supervision
in the New Normal
Project: S.I.G.N.A.L.S. of ALS Pedagogy/ Andragogy Number of conducted ALS Teachers

Teaching Learning Process Instructional Supervision

REGION III
4. Schedule an Instructional
Supervision
5. Conduct IS (Pre, During, Post
Observation)
6. Record conducted IS
PROJECT I.D.E.A.L.S. of ALS Program Flow Program Evaluation Result ALS Teachers
5. Plot schedule
6. Implement the Div. LAC
7. Conduct Evaluation
8. Make Narrative Report
Online Analysis of ALS Learners Procedure in adherence to Number of Portfolio ALS Teachers and Learners
Portfolio Assessment, Assessment the DepEd Order issuance Assessed, Passed and
of Basic Literacy (ABL) and Validated
Functional Literacy Test (FLT)
5. Monitor pre-assessment of
portfolio
6. Schedule Inter-District Portfolio
Assessment
7. Conduct Final Portfolio
Assessment and Revalidation
8. Finalize Master list

REGION III
Advocacy Campaign on LDMs in Advocacy on LDMs and No. of advocacy/ies School Heads
general and inclusive programs inclusive education Teachers
Parents
1. Information Dissemination to Clarity of the information No. of information External Stakeholders
School Heads, teachers and Parents dissemination for ownership dissemination
on available LRs on LDMs of SDO and support
Pampanga for SY 2021-2022
 Write memo
 Disseminate info thru varied
platforms (MANCOM, FB page,
GCs, virtual meetings)
Online Capacity-building for Radio- Process of the conduct of the No. of online capacity Teachers
Based Instruction training training on RBI
 Prepare memo based on the No. of participants

proposal
 Identify speakers and TWG
 Interface with SGOD and Budget
Officer
 Prepare for the of materials
 Conduct the activity
 Write ACR

REGION III
Conduct of Assessment of Enrolees Process and Evaluation No. of learners passing the Learners
for Special Programs (SSC/SSES) Results assessment (SSES/SSC) teachers
 Prepare memo
 Identify core group/TWG
 Conduct the assessment
 Write and submit report
Periodic Monitoring, Instructional Pre-Implementation

Supervision and Provision of FocusedAnalysis of Data  Number of most/least School Heads of Elementary
Technical Assistance to Schools on  Data of Learners learned competencies and Secondary Schools
Curriculum and Instruction on LDMs Most/Least Learned  Number of teachers
and Special Programs utilizing Competencies with development Coordinators/Teachers
Approved Contextualized Tools  Teachers Needs needs
Assessment Profile  Number of School
 Supervision on the implementation  School Heads IS & TA Heads IS & TA Reports
of the MELCs in the Teaching and Reports submitted
Learning in the new Normal  BE-LCOP
Learning Delivery Modalities Implementation
(Modular Distance  Learning Delivery of  Number of IS/TAs
Learning/Online Distance Curriculum in 9 provided to school
Learning ,TV-Based Instruction subject areas in the heads in the
and Radio-Based Instruction) chosen LDMs implementation of the
 Prepare Monthly Supervisory Plan  Instructional learning delivery
and Accomplishment Report Supervision & modality/ies
 Recommend policy for areas of provision of TA of
improvement School Heads and MTs

REGION III
 Number of
Post Implementation intervention programs
 Evaluating learning provided
outcomes  Number of
 Evaluate teachers’ LACS/INSETS
KSA conducted
 School Heads IS/TA Number of FGDs initiated
initiatives
Monitoring of 11 Special Programs Implementation of the No. of Schools Implementing School Heads
thru division contextualized tools Program under the New Special Programs Teachers
Normal utilizing the No. of leaners who have Learners
contextualized tools access to special programs parents
SSES/SSC-2,092-STE-
STE- 12 schools: 1,096
SPJ- 4 schools: 325
SPFL- 1 school: 145
SPS- 3 schools: 575
SPTVE- 3 schools: 4,061
(JHS), 831(SHS)
SPED- 31: schools : 720
ALS- 11 schools: 5034
MEP-2 schools: 83
IPED-11 schools: 2,866
Multi-grade- 6 schools: 396
OHS- 1 school: 87

REGION III
LDM IMPLEMENTATION Pre Implementation BE-LCOP School Heads of Elementary

Implementation of the Curriculum  BE-LCOP Number of contextualized and Secondary Schools
Learning Delivery Modalities (LDMs)  Availability of Learning SLMs, IMs, LAS and video-
using indigenized, localized and Resources based instruction in Kinder, Kindergarten
contextualized SLMs, IMs, LAS and Implementation MTB-MLE & Filipino and Coordinators/Teachers
video-based instruction in Kinder,  Indigenization & other learning areas
MTB-MLE & Filipino and other localization of learning
learning areas delivery through MTB-MLE
contextualized SLMs, Coordinators/Teachers
IMs, LAS and vide-
based instruction
Post Implementation Filipino
 Evaluating learning Coordinators/Teachers
outcomes
 Evaluate teachers’
KSA
School Heads IS/TA
initiatives
PROJECT ALL NUMERATES (AN) Pre-Implementation

 Work Plan of Schools Number of School Work School Heads of Elementary
 Assessment Tools plans in Project AN Schools
Used Number of Learners assessed
 Levels of Numeracy for the Numeracy Level Mathematics Teachers/
Coordinators
Implementation
 Numeracy Intervention
Programs of Schools Number of Interventions

REGION III
Post-Implementation Programs of Schools checked

 Analysis and
Interpretation of
Results
Regular Komustahan Online and

Limited Face to Face TA The Quality of giving TA to
address issues/challenges No. of Komustahan Online School Heads
 Prepare Monthly Supervisory Plan and difficulties and Limited Face to Face TA
and Accomplishment Report
 Prepare agenda/ppt. No. of issues/challenges/ Teachers
 Address issues/concerns difficulties resolved
parents
Write TA report
Creation of Online Mapping, Digital Effectiveness of the Access No. of ALS learners enrolled ALS learners
Advocacy, Online Social Mobilization on Online mapping, advocacy
and Enrolment online portals and SocMob and online
enrolment
 Prepare Monthly Supervisory Plan
and Accomplishment Report
 Prepare for the materials needed
 Identify the needed TWG.
 Address issues/concerns
 Write TA report

REGION III
Launching of the ALS RBI (Radio Program on the Launching of No. of RBI launching School Heads
Based Instruction) RBI ALS teachers
Stakeholders
 Prepare Monthly Supervisory Plan Parents
and Accomplishment Report learners
 Coordinate with stakeholders and
SMME
 Prepare for the materials needed
for the launching
 Conduct the launching
 Prepare ACR (Accomplishment
Completion Report)
Provision of flexible schedule to Collaboration of teachers and No. of ALS learners ALS learners
working learners. Individual Learning ALS learners accommodated thru the Parents
Agreement (ILA) flexible schedule and ILA School Heads
 Prepare Monthly Supervisory

Report
 Meet the ALS learners
 Listen to the ALS learner situation
 Agree on the FLO
 Secure learner commitment on the
ILA
 Provision of flexible learning
option materials (schedule and
platforms like ARAL Muna Apps)

REGION III
 Conduct Online ALS

 Write ACR
Informal Education (INFED) or Skills Training Number of Trainings ALS Teachers and Learners
Livelihood Skills Training Projects Conducted and Number of
Learner-Beneficiaries
Intensify the Conduct of HGP and 1. For HGP -Based on *Descriptive Ratings on the Elementary Schools
Career Guidance Program Annex 2 of DM-OUCI-2021- 5-Areas Monitored Secondary Schools
144)- Implementation of  Curriculum
 Write memo Homeroom Guidance Implementation and
 Prepare Monthly Supervisory Plan during Crisis Situation Compliance
Conduct monitoring online  Mid Year HG Reports  Delivery Process
or limited F2F
(September to  Evaluation of
January) Learner’s Development
 Year End HG Report  Supervision of
(February –June) Homeroom Guidance
Implementation
 Administrative
Concerns
Secondary Schools:
2. For CGP – DM-OUCI-  Junior High School
2021-0015 *Annex C: School Career  Senior High School
Guidance Implementation
Report

REGION III
No. of Schools who submitted

compliance reports
Conduct Tracer Study Describe the curriculum No. of learners on: Grade 12 Students
exits taken by the SHS 1)Higher Education;
 Facilitate the encoding of SHS graduates 2) Vocational Training
teachers in the Google Form Course;
 Track learners 3) Entrepreneurship;
 Analyze data 4) Employment;
 Provide inputs for planning
Implementation of webinars on Facilitation of Career Year End Reports Secondary Schools

curriculum exits, in close Guidance Orientation -Senior High School (Grade 12)
coordination with TESDA, DOLE, No. of schools complied with
DTI, CHED & PESO
the reports
Coordination with partners and For CGP – DM-OUCI-2021- *Annex C: School Career Secondary Schools:
stakeholders in the Conduct of school 0015 Guidance Implementation  Junior High School
Online Career Guidance Week (job Report  Senior High School
fair exposition simulation, Local
food/trade fair etc.) No. of partners
No. of schools that facilitated
 Facilitate the activity thru memo the Conduct of Online Career
or GC Guidance Week
 Map activities

REGION III
 Coordinate with other inter-

agencies
 Conduct info dissemination
Facilitation on the Conduct of  Classification of *Annex C: School Career Secondary Schools:

RIASEC Test, and Career Students based on six Guidance Implementation  Junior High School
Consultation and Counselling interest types: Report (Grade 10)
through Referral System Realistic, Investigative,
Artistic, Social, No. of schools who facilitated
 Orient CG and HD advocates on Enterprising, the RAISEC to Grade 10
RAISEC Conventional learners
 Monitor schools’ implementation  Facilitation of Multiple
on RAISEC test Career Development
Pathways (MCDP) for
Grade 10
For CGP – DM-OUCI-2021-

0015
Follow-up/Monitoring on TVL PPAs
 Distribution of Work Immersion Utilization of TVL teachers No. of teachers who received TVL teachers
Modules the work immersion modules
 Uploading of Demonstration videos
on different TVL skills via Youtube Effectiveness of the video No. of schools with the Schools
and blogging materials for TVL classes uploaded videos on TVL skills

REGION III
 Follow-up and Monitoring of the

Intensive Training on TVL Effectiveness of the training
specializations ’implementation conducted No. of teachers who TVL teachers
 Prepare checklist for the significantly applied the
distribution KSAs learned on the TVL
 Identify and monitor core group for training
the uploading of videos
 Prepare Monthly Supervisory
Report and AR
 Monitor on the implementation of
the KSAs gained on the training
attended on TVL specialization
Conduct Webinar on the Preparation Pedagogy, Andragogy, online No. of Master teachers Master Teachers
and quality assurance of Achievement assessments, sample attended
Tests per learning area as offshoot of assessments prepared
training on assessment
 Prepare and submit proposal and

attachments to the region for
NEAP recognition
 Follow-up
 Write the Activity Completion
report
Quality-assure the outputs/
achievement tests prepared

REGION III
Conduct pre-test/post-test in in 9 Administration No. of schools submitted Learners in Grades 1-12

learning areas; Phil-IRI, Project AN Results of the pre-test/post- report
results test
 Facilitate the assessment of

learners
 Facilitate the encoding in the
Google form on the results of the
Phil-IRI/Project AN
 Analyze data submitted
 Prepare for TA
 Follow –up agreements
 Adjust plans/interventions if
needed
 Write report
 Recommend policy to top
management
4BS INITIATIVE: Bawat Bata Pre Implementation Number of Grades 4-6 School Heads of Elementary
Bumabasa sa Bagong Normal  Work plan learners assessed and Secondary Schools
Supervision on the implementation of  Assessment Tools
assessment of reading literacy skills Used
of learners and development of  Reading levels of
intervention/remediation programs learners (Grades 4-12) Filipino
for learning achievement. Implementation Coordinators/Teachers
 School-based Reading
Programs

REGION III
Post Implementation
Analysis and interpretation
of Results
Project EGRA (Early Grade Reading Pre-Implementation Number of K-3 learners School Heads of Elementary
Assessment)  Work plan assessed Schools
Supervision on the development of  Assessment Tools
the contextualized Assessment Tools Used
for Brigada PAGBASA and  Reading levels of MTB-MLE
intervention programs toward learners (K-3) Coordinators/Teachers
achievement of improved reading Implementation
levels of K-3 learners  School-based Reading
Programs Filipino
Post Implementation Coordinators/Teachers
of Results
Project K-1NDER literacy materials Pre-Implementation Number of Kindergarten School Heads of Elementary
Supervision on the development of  Work plan learners assessed Schools
the contextualized Assessment Tools  Assessment Tools
for Brigada PAGBASA and Used Kindergarten
intervention programs toward reading (ECD for Kindergarten Coordinators/Teachers
readiness of the Kindergarten learners)
 Assessment of Literacy
Development Materials
developed

REGION III
Implementation
 Diversity & Literacy
Development Program
Post Implementation
of Results
PROJECT EGMA – Early Grade Pre-Implementation Number of School Work School Heads of Elementary
Mathematics Assessment  Work Plan of Schools plans in Project EGMA Schools
Supervision on the development of  Assessment Tools checked
contextualized Assessment Tools for Mathematics Teachers/
Used
BRIGADA – PAGBASA (Literacy and Coordinators
 Levels of Numeracy Number of Learners assessed
Numeracy) and intervention programs Implementation Kindergarten to Grade 3
toward achievement of improved  Intervention Programs
numeracy skills of Kindergarten to of Schools
Grade 3 learners Post-Implementation Number of Intervention
 Analysis and Programs of Schools checked
Interpretation of
Results

REGION III
What are Possible Who How will When How How will Where do Who are the
the data sources of (office/personn you collect will you frequent you you store possible
that you data el) is the collect will you organize the users of
will responsible in data this collect the organize data
collect? data collection? during data? this collected d data? (internal
monitorin data? data? and
g? external)
and what
are the
possibl
e uses
of
these
data?
  Planning SGOD Gathering of July 2021 Beginning Arranged Different  Top

Enrolment Office  Planning data: August and End of as file per Drives: manage
Data  LR S& CID/OSDS 2022 the SY folder per  Online ment
 Availabilit Supply OSDS  Survey Quarterly program G- for
y of LRs Office  ITO  July / project Drive policy
 LDMs prior to  July / activity  Extern making
implement  Facilitate a CID BE- 2021 al
ed survey  Chief LCOP Drive  CID-
 Data on (CID)  Program craftin  Flash LDMS
the  ITO Takers g Drive
Availabilit  Prior to  July  Built-  Propone
y of  CID Survey CID Planni 2021 in nts /

REGION III
gadgets/  Chief ng drive Program

Computer  Program writing in the Takers
s/ Takers of the laptop as
Internet  CID CID situati  July / referenc
connectio Survey/  Chief onal 2021 deskto e for
n for Data analysi p future
teachers s compu LDMs
and  Middle ter develop
learners of the ment
 Survey on SY and
Learners preparat
Shifting ion
on LDMs
Survey on SY CID OSDS Coordination July 2021 Before the Data Repository CID
2021-2022 -ITO with OSDS- beginning of collected in the
preferred ITO SY to be Google Project
modality and organized Drive proponents
readiness Survey in folders
per Top
quarter Managemen
t
(for review
of
availabilit
y of LRs

REGION III
and
funding
requireme
nt, for
policy
recommen
dation)
 Result of  Schools  Schools Gathering of  Every  Quarterl Arranged Different  Top

ALOG per ICT  M&E data: Quarte y as file per Drives: manage
quarter Coordinato Analyses r folder per  Online ment
r  Google subject G- for
 M&E sheet and Grade Drive policy
Analyses level  Extern making
al
Drive  CID
 Flash  For
Drive possible
Built-in interven
drive in the tions/re
laptop / media-
desktop tions/c
computer elebrati
ons

REGION III
Conduct of  CID  CID Weekly November  Once Consolidat Google  CID

Supervisors  HRD Submission 2022 ion in the Drive and  Top
Leadership  QATAME of Google designated manage
Program WWP/WWAR Drive folders ment
 ASDS
 For
further
TA
Conduct of  CID  CID Weekly  Septem  Weekly Consolidat Google  CID

School  HRD Submission ber to ion in the Drive and  Top
Heads  QATAME of June Google designated manage
Training on WWP/WWAR 2022 Drive folders ment
IS in the  ASDS
New Normal  For
further
TA
Project:  ALS  Division Online Data  Every  Quarterl Analysis ALS Google Central
S.I.G.N.A.L.S Teachers ALS Gathering quarter y of Result drive Office
. of ALS Personnel in the Regional
Number of (EPS for Limited face Division Internal/ Office
conducted ALS and to face Level, External Division
Instructional EPS-II for basis for Hard drive Office
Supervision ALS) Interventi
on Filing for
Hard Copy

REGION III
PROJECT  Program/  Division Online Data  Every  Quarterl Analysis ALS Google Central
I.D.E.A.L.S. Training ALS Gathering quarter y of Result drive Office
of ALS Organizer Personnel in the Regional
Program (EPS for Division Internal/ Office
Evaluation ALS and Level, External  Divis
Result EPS-II for basis for Hard drive ion
ALS) Interventi Offic
on e
Online ALS  ALS  Division Online Data  End of  End of Will be ALS Google Central
Learners Teachers ALS Gathering School the use in drive Office
Portfolio Personnel Year School determini Regional
Assessment (EPS for Limited face Year ng the Internal/ Office
Number of ALS and to face number of External  Division
Portfolio EPS-II for Passers Hard drive Office
Assessed, ALS) and pre-
Passed and requisite
Validated for A and
E
interventi
on
Advocacy  CID  CID Online Data  Every  At least Analysis Google  SDO
Campaign on  SGOD-  EPSs Gathering meetin every of the Drive Pampan
LDMs in SMME  SGOD- g with encount advocacy/ ga
general and SMME LGUs er/meeti ies will be  Regiona
prior to ng with basis for l Office

REGION III
inclusive partner the  Central

programs partnershi Office
p/linkage
s forged
by schools
for
resource/
support
generation
Online  CID  CID Online Data  Once  For Analysis Google  SDO
Capacity-  EPSs Gathering assess- of outputs drive
building for  SGOD- ment of
Radio-Based SMME training teachers
Instruction only on
formative
for
refinemen
t/quality
assurance
and
summativ
e
assessme
nts

REGION III
Conduct of  Div. Submission  June-  After the Will be Google  Regional

Assessment  CID Science of hard July end of used to drive Office
of Enrolees  EPS EPS copies in the 2021 SY determine  Schools
for Special  Science region who will
Programs Teachers be
(SSC/SSES)  Assessed accepted
Learners in
who passed SSES/SS
the C/STE
screening
Periodic  Assessment  M&E  Interfacin For For Use Google SDS

Monitoring, Reports of Section g with Assessmen Assessment Google Drive ASDSs
Instructional Teachers  HRDS different t Reports Reports Forms CID Chief
Supervision EPSvrs
 Teachers  PSDSs sections -Quarterly -Quarterly and inks
and Provision PSDSs
IDP  CID-IM  Online for data
of Technical Principals
Assistance to  School  Communi For TA- For TA- collection  Teac
Schools Heads cation Weekly Weekly and hers
MOPs/ with organizati
 Data of WARs School For MOPs For MOPs on
Learners  DFTAT Heads  -  -Monthly
Most/Leas
Reports /Teacher Monthl
t Learned
Competen  BE-LCOP s y
cies of Schools
 Teachers Documentary
Needs Analysis of

REGION III
Assessme Reports
nt Profile submitted
 School
Heads
IS/TA
Reports
 Be-LCOP
 Learning
Delivery in
the chosen
LDMs
 Instructio
nal
Supervisio
n and
Provision
of TA of
School
Heads.
HTs and
MTs
 Evaluating
Learning
Outcomes
 Evaluating
Teachers
KSAs
 School
Heads

REGION III
IS/TA
Reports
Data on  CID  School  Interface Quarterly Quarterly Use Google SDS

Special  Focal Heads with Reports Google Drive ASDSs
Programs Persons  Teachers SMME Forms CID Chief
Evaluated EPSvrs
 Program  Monitors  Online and inks
PSDSs
implement  SMME monitorin for data Principals
ers g with collection Teachers
program and
organizati
on
LDM  LRMDS  LRMDS  Interface Quarterly Quarterly Use Google SDS

 Data on Portal  CID with Google Drive ASDSs
contextual  School different Forms CID Chief
ized SLMs, EPSvrs
Heads/Tea sections and inks
LASs, PSDSs
SLKs, chers  Online for data Principals
SIMMs Report Communi collection Teachers
and Video- cation and
Based with organizati
Instructio School on
n in Heads
Mathemati
 School /Teacher
cs
Heads s

REGION III
 Data on Report  Documen

Number of  Math tary
Interventio Coordinat Analysis
n
ors Action of
programs
provided Plans Reports
 Number of submitte
LACS d
conducted
 Number of
FGDs
initiated

REGION III
PROJECT  School  School  Online  During Once for Use Google SDS
ALL Reports on Heads/ Communi Pre-test Pre-Test and Google Drive ASDSs
NUMERATES Project AN Math cation and once for Forms CID Chief
EPSvr-Math
Coordinato with Post post-test and inks
 Data on PSDSs
Numeracy rs School Test for data Principals
Level Heads Schedul collection Mathematic
 Work /Teacher es and s Teachers
Plans for s  Interve Monthly organizati
Numeracy  Documen ntion on
Interventio tary Progra
n
Analysis m
Programs
of Implem
Reports entatio
submitte n
d
Data on the  School  CID GC  Every  One a By folder Google  Top

conduct of Heads  SGOD- Google Drive meetin month in the Drive manage
 Teachers SMME g/kom  By Google ment
Regular ustaha learning Drive  To
Komustahan
n area/pro address
Online and gram issues/c
Limited Face hallenge
to Face TA s from
the
ground

REGION III
 To
create
local
policy
Online portal  CID-ALS  CID Online  Every  Through By folder Google  Top
created on  Mobile  EPS enrolment enrolm out the Drive manage
Teachers  EPS-II portal ent Year ment
Creation of  EPS period  Stakehol
Online  EPS-II ders
Mapping,  Partners
Digital  Address
Advocacy, access
Online Social on ALS
Mobilization Program
and
Enrolment
online portals
Data on ALS  ALS  Division Face to Face  Once  Once Analysis ALS Google Central
competencies Teachers ALS Then Virtual of ALS drive Office
Personnel Launching of audio Regional
Data on (EPS for RBI lessons Internal/ Office
teachers to ALS and aired for External  Division
be involved in EPS-II for interventi Hard drive Office
RBI ALS) with ons
Guagua

REGION III
Launching of LGUs
the ALS RBI
(Radio Based
Instruction
Data on  ALS  Division Online Data  Throug  Through Analysis ALS Google Central
learners with Teachers ALS Gathering h Out Out the of drive Office
conflict in Personnel the School Availabilit Regional
schedule for (EPS for Limited face School Year y of Internal/ Office
the provision ALS and to face Year learner for External  Division
of Individual EPS-II for appropriat Hard drive Office
Learning ALS) with e ILA
Agreement SGOD-
(ILA) SocMob
INFED  ALS  Division Online Data  Throug  Through Analysis ALS Google Central
Training Teachers ALS Gathering h Out Out the of Result drive Office
Number of Personnel the School in the Regional
Training (EPS for Limited face School Year Division Internal/ Office
Conducted ALS and to face Year Level, External  Division
and Number EPS-II for basis for Hard drive Office
of Learner ALS) with Interventi
Beneficiaries SGOD- on
SocMob

REGION III
Number of  CID  CID Online Data  Throug  Through Analysis Google  Division
Facilitation EPSs/PSD Gathering h Out Out the of Result drive Office
on Home S/ALS the School in the  Schools
visitation and Limited face School Year Division Internal/  To
follow - up to to face Year Level, External determin
monitor basis for Hard drive e School
learners' Interventi Leavers
progress with on and
proper social SARDOs
distancing for
assistan
ce/inter
vention
Homeroom Annex 2 of  EPS in ESP Online  Mid-  2x in a By folder Google  Reports

Guidance DM-OUCI-  Division Presentation Year HG school By Drive with are
and Career 2021-144)- HGP and of Mid-Year Reports year program Password consolid
Guidance Implementati CGP and Year (Septem Printed ated to
Programs on of Coordinat Reports ber to Submitted the
*Descriptive Homeroom or January) Reports Regiona
Ratings on Guidance  Year End l Office
the 5-Areas during Crisis HG for
Monitored Situation Report possible
 Curric  (February assess
ulum –June) ment
Imple  and
mentat improve

REGION III
ion ment of
and the
Compli Progra
ance ms
 Deliver
y
Proces
s
 Evalua
tion of
Learne
r’s
Develo
pment
 Superv
ision
of
Homer
oom
Guida
nce
Imple
mentat
ion
Administr
ative

REGION III
Concern
Data of  K to 12  CID Through  August  Once By folder Google link  Top

learners on K Senior HS  Focal Meeting of - by area of manage
to 12 focal person in SHS Septem speciliza- ment
curriculum persons SHS Through SHs ber tion  Decisio
exits (Tracer  Advisers  SMME 2021 n on
Study tracks
System) to be
pursue
d by the
division
No. of  CID  CID Through  During  October- Arrange Folders  Top

students to  EPS  SMME Google the Decembe by folder Google manage
attend  Div. HGP & Sheets conduc r 2021 by area of Drive ment
webinars on CGP t of specializat  Partner
curriculum coordinator career ion ship
exits, in close guidan support
coordination ce for
with TESDA, week career
DOLE, DTI, (March pathwa
CHED & 2022) ys of
PESO learners

REGION III
Number of  CID  CID Through  During  March Arrange Folders  Top

partners  EPS Google the 2022 by folder Google manage
joining the  Div. HGP & Sheets conduc by area of Drive ment
Conduct of CGP t of specializat  Partner
school Online coordinator career ion ship
Career guidan support
Guidance ce for
Week (job fair week career
exposition (March pathwa
simulation, 2022) ys of
Local learners
food/trade
fair etc.)
Number of  CID  CID Through  During  March Arrange Folders  Top

Grade 10  EPS Google the 2022 by folder Google manage
learners who  Div. HGP & Sheets conduc by area of Drive ment
were tested CGP t of specializat  Partner
on RIASEC coordinator career ion ship
Test, and guidan support
Career ce for
Consultation week career
and (March pathwa
Counselling 2022) ys of
through learners

REGION III
Referral
System
Follow  CID  TVL Through GC  Limited  Septemb By Google  Top

up/Monitorin  EPS- TVL teachers Meetings Face to er to folder/TV drive/link man
g on TVL In-charge  School with SHs Face June L agem
PPAs Heads 2022 specializat ent
ion  Scho
ols
 Possi
ble
need
s of
scho
ols/i
nterv
entio
ns
Conduct  OSDS  CID Planning  Google  July By Google  For

Webinar on Personnel  EPSvrs Drive 2021 learning drive brea
the Personnel  Plantill area and k out
Preparation  EPSVrs a Grade Online G- sessi
and quality Level Drive on

REGION III
assurance of work
Achievement shop
Tests per  For
learning area futur
as offshoot of e
training on plan
assessment ning
Number of  Schools  CID Google drive  Octobe  Once for Use Google SDS
schools who  SMME r 2021 Pre-Test Google Drive ASDSs
conducted  June and once Forms EPSs
assessment 2022 for post- and inks PSDSs
tests in 9 test for data SHs
subjects collection teachers
and
Results of organizati
pre-test and on
post-test
PROJECT  School  School  Online  During Once for Use Google SDS
EGMA (Early Reports on Heads/ Communi Pre-test Pre-Test Google Drive ASDSs
Grade Numeracy/ Math cation and and once Forms CID Chief
Mathematics ELLN for Coordinat with Post for post-test and inks EPSvr-Math
Assessment) PSDSs
 Data on Kinder to ors School Test for data Principals
MELCS/A Gr 3 Heads Schedul collection Mathematic
LOGs for /Teacher es and s Teachers

REGION III
K to 3 s  Interven  Monthly organizati

 Data on Documentary tion on
Numeracy Analysis of Program
Level for
Reports Impleme
Kinder to
Gr 3 submitted ntation/
Work Plans ELLN
for Numeracy
Intervention 
Programs/EL
LN
Project EGRA  School  School  Online  Duri Once for Use Google SDS
(Early Grade Reports on Heads/ Commun ng Pre- Pre-Test Google Drive ASDSs
Reading ELLN for Filipino & ication test and and once Forms CID Chief
Assessment) EPSvr-
Kinder to MTB with Post Test for post-test and inks
 Data Filipino
Gr 3 Coordinat School Schedule for data
on PSDSs
MELCS/A ors Heads s collection Principals
LOGs for K /Teacher  Inter  Monthly and  Filipi
to 3 s vention organizati no
 Data Documentary Program on Coor
on Reading Analysis of Impleme dinat
Level for
Reports ntation/ ors/
Kinder to
Gr 3 submitted ELLN Teac
Work Plans hers
for Literacy 
Intervention

REGION III
Programs/EL
LN

UTILIZATION
will you employ?
Intensive Monitoring CID Monthly  School Heads MANCOM Bi-Annually

for IS and Special SMME  Top Management GC Quarterly for
Program Monitoring Consultative Meeting the ALOG
 By learning area Thru slide decks Submission
of RO and
CO Reports
EPSs/PSDSs CID Beginning and  Top Management Through: During the

Assessments (Phil- Planning and End of SY conduct of
IRI, Project AN) Research  Proponents /  Consultative the
 Individual SMME Quarterly Program Takers Meeting following:
analysis

REGION III
through data  Coordination  Consulta

analysis Meeting tive
software Meeting
 Planning Meeting
 Group  Coordin
collaboration/in  Strategic Planning ation
terfacing using Meeting
data analysis  Issuances
software  Planning
Meeting
 Discussion &
brainstorming  Strategic
Planning
 Interfacing with SMME After every end  Top Management Through: During the
HRD for review CID of sub-  Beneficiaries conduct of
and analysis of components of  Consultative the
submitted M&E the program Meeting following:
reports and
findings  Coordination  Consulta
Meeting tive
Meeting
SMME  Coordin
 Strategic Planning ation
Meeting

REGION III
 Issuances
 Planning
Meeting
 Strategic
Planning
 Collaboration/ CID After every end  Top Management Through: During the
 Interfacing SMME of sub-  Beneficiaries conduct of
components of  Consultative the
 Discussion & the program Meeting following:
brain storming
 Coordination  Consulta
Meeting tive
Meeting
 Coordin
SMME ation
 Strategic Planning Meeting
 Issuances  Planning
Meeting
 Strategic
Planning

REGION III
Assessment on the CID Chief Weekly Weekly During CID meeting Top
Impact of Trainings ADAs Thru slide decks Management
Conducted for Planning and Limited face to face RO 3
Supervisors Research Online
Analyzing the findings Statistician
on the reports QATAME
submitted
 Weekly Work
Plan
 Weekly AR
Assessment on the Cluster EPSs Weekly Weekly During CID meeting Top
Impact of Trainings District PSDSs Thru slide decks Management
Conducted for School Planning and Limited face to face RO 3
Heads Research Online
Statistician
Analyzing the findings QATAME
on the reports
submitted by SHs
 Weekly Work
Plan
 Weekly AR

REGION III
For ALS Division ALS Quarterly Central Office Through Year End Quarterly as
Once data is Personnel (EPS (as need arises) Regional Office Performance anchored in
completely collected, it for ALS and EPS- Division Office Implementation Result, the DMEPA
will be subject for II for ALS  SGOD-M and E Basis for Program reporting
analysis through the Enhancement
help of the statistician
For IPED EPSvr for Quarterly Central Office Through Year End Quarterly as
Once data is IPED/MEP (as need arises) Regional Office Performance anchored in
completely collected, it CID Chief Division Office Implementation Result, the DMEPA
will be subject for  SGOD-M and E Basis for Program reporting
analysis through the Enhancement
help of the statistician
For LR LRMDS EPS quarterly  Chief CID share softcopy of the at the end of
Prepare a Summary of Supply Officer Summary of Percentage each quarter
Percentage of learners LRMDS Librarian of learners receiving of the SY
receiving learning learning resources 2021-2022
resources (Modules) (Modules)
Prepare Summary of LRMDS EPS weekly Chief CID print and submit the following
Status of Printed and LRMDS Librarian hardcopy week
Delivered LRs

REGION III
Advocacy Campaign
on LDMs Soft copies Entire
CID Pictures of advocacy month
Analyze advocacy CID One month long conducted, materials
campaigns conducted SGOD utilized
per school SHs
Home Room  EPS in ESP  Mid-Year HG School Heads Provide data , Mid Year
Guidance and Career Division HGP Reports  Guidance interpretation and and Year
Guidance Program and CGP (September to Counsellors and recommendations End
Application of simple Coordinator January) Designates
statistical tool like  Year End HG
frequency distribution Report
and graphs (February –
June)
Periodic Monitoring  SEPS-M&E Quarterly  SDS Through: During the

on IS and LDM,  EPS II- M&E  ASDS conduct of
Kinder, EGRA  EPSvrs  CID Chief  Consultative the
 Individual Meeting following:
analysis  Coordination
through data Meeting  Consu
analysis  Planning Meeting ltative
software  Strategic Planning Meeti
 Issuances ng
 Group  Coordi

REGION III
collaboration/in nation
terfacing using Meeti
data analysis ng
software  Planni
ng
 Discussion & Meeti
brainstorming ng
Strategic
Planning
 Individual  SEPS-M&E Quarterly  SDS Through: During the

analysis  EPS II- M&E  ASDS  Consultative conduct of
through data EPSvrs  CID Chief Meeting the
analysis  Coordination following:
software Meeting  Consu
 Group  Planning Meeting ltative
collaboration/i  Strategic Planning Meeti
nterfacing  Issuances ng
using data  Coordi
analysis nation
software Meeti
 Discussion & ng
brainstorming  Planning
Meeting
 Strategic
Planning

REGION III
Conduct of training
on assessment During the
 Alignment of CID Quarterly SDS Through meeting conduct of
test to EPSs submission of ASDSs MANCOM the
competencies PSDSs achievement SHs Thru memo following:
 Adherence of Master Teachers tests RO  Consulta
test to criteria SMME tive
set QATAME Meeting
 By learning area  Coordin
ation
Meeting
 Planning
Meeting
 Strategic
Planning
Monitoring/ Follow- CID Before school Once Through memo Through

up on TVL Trainings EPS-TVL opens Checklist coordination
 By learning area ICT Coordinators Google drive meeting
 By cluster
 Application of Through
KSA gained MANCOM
announceme
nt
Thru BE-
LCOP

REGION III
presentation
Regular Komustahan CID Weekly/Monthly Weekly/Monthly Through Online/Virtual Through

 By learning area EPSs platform coordination
 By PSDSs meeting
cluster/district EPS-II
 By themes Through top
based on 5 meeting
issues/challeng
es Through
 Quantitative MANCOM
data/qualitative announceme
data nt
Assistance to CID Weekly/Monthly Quarterly Report Through GC Through

Learners SGOD Google link coordination
SMME meeting
 Analyze Through
intervention MANCOM
reports and
conducted for engagements
PARDOs/SARD with
Os/ Learners parents/LG

REGION III
not Meeting Us/PTA

Grade Level officials
Expectations
 Home
Visitations
 Emerging
issues/challeng
es
Key Result Area 3: Human Resource Development and Management
Objective No. 1. Spearheaded in the implementation of the approved Professional Development Plan for teachers, school
leaders
and non- teaching personnel in accordance with the procedures and standards of the Learning and
Development
System.
Objective No. 4. Led in the Professional Development of the employees within area of jurisdiction.


REGION III
SDO Pampanga Learning and Pre-Implementation 561 School Heads (Managerial)

Development (L&D) Program  Assessment 12,240 Teachers (Technical)
 Management and  Planning 225 Non-Teaching (Technical)
Implementation of Need Based  Designing
Learning / Training and Implementation Proper
Development Programs for the (During)
Competencies Enhancement of  Activity Flow
Teachers School Leaders and  Delivery
Non-Teaching Personnel Post-Implementation
 Reaction (Engagement,
EOP)
 Learning (Knowledge,
Skills & Attitude)
 Behaviour
(Application)
 Results (Achieved
Objectives)
QATAME of division trainings / Assessment No. of employees trained School Heads

Learning and Development (L&D) Planning
programs/activities: Designing List/Type of trainings (per Teachers
Development category: for SHs -
Delivery managerial/ leadership; for Non-teaching personnel
non-teaching - technical
skills; for teaching - PMT
pedagogical, technical)

REGION III
Objective 3. Managed the development and implementation of the performance management, rewards and recognition,
employees’
welfare, and succession and exit programs.
SDO Pampanga Employees Welfare Pre-Implementation 561 School Heads

Program  Assessment 12,240 Teachers
 Management and  Planning 225 Non-Teaching
Implementation Employees  Designing 200 Elderly/Senior Citizens
Welfare Program Implementation Proper
 Propose and design (During)
employees’ welfare
 Activity Flow
program
 Implement Employees  Delivery
Welfare Program Post-Implementation
 Intensify and maximize  Reaction (Engagement,
resources in the EOP)
implementation of health  Learning (Knowledge,
and wellness program as Skills & Attitude)
sub-component in the
 Behaviour
SDO’s GAD Program
(Application)
Objectives)
Program to Institutionalize Pre-Implementation No. of orientation conducted SDO unit

Meritocracy and Excellence in Human  Assessment No. of participants attended heads/representatives
Resource Management (PRIME-HRM)  Planning No. of personnel recognized SDO personnel and utilities
(MEC No. 24, s. 2016)
 Designing No. of local policy created SDO Proper units
Implementation Proper

REGION III
(During)
 Activity Flow
 Delivery
Post-Implementation
EOP)
Skills & Attitude)
 Behaviour
(Application)
Results (Achieved
Objectives)Pre-
Implementation

the data sources of (office/personn you collect you frequent you you store possible
will collect? responsible in data this collect the organize data
data collection? during data? this collected d data? (internal
g? external)
and what
are the

REGION III
possibl
e uses
of
these
data?
 Training  Training OSDS Gathering of For For Arranged Different  Top

Needs Manageme  ITO data: TNA/CBAC TNA/CBAC: as file per Drives: managem
Assessmen nt : folder per  Online ent for
t (TNA) Informatio SGOD  Survey  Annually program G- policy
Results n System  HRDS  Decem For / project Drive making
(TMIS)  M&E  Debriefin ber QATAME: / activity  Extern
 Competenc g (Before al  SGOD-
y-based  CBAC/TN CID /Prior  Every Drive HRDS for
Assessmen A  Proponent to after  Flash L&D
t Checklist Analyses s Planni End of Drive
(CBAC)  Program ng and Program  Built-  Proponen
Results  QATAME Takers Designi in ts /
Reports ng) drive Program
 QATAME in the Takers as
Results For laptop reference
QATAME: / for future
deskto PPAs
 End of p developm
Progra compu ent
m ter

REGION III
Relevant data HRD files HRD Coordination Before / End of Data QATAME HRD
about the L&D with HRD / During / Program collected Repository
program: Division SMM&E PMT After the to be in the Project
Processes and Memorandum conduct of organized Google proponents
outputs of Virtually the L&D in folders Drive
each Training (during activity per Top
subsystem Proposal scheduled quarter Managemen
webinars) and per t
Indicators on: QATAME activity,
Program reports and (for
management, uploaded review of
process in the processe
observation, QATAME s,
critical Repository program
incidents, and impleme
end-of- ntation;
program policy
evaluation direction
responses s
 Employees  Employees  SGOD- Gathering of  Decem  Annually Arranged Different  Top

Welfare/Ne Welfare/N HRDS data: ber as file per Drives: manage
eds eeds  SGOD- (Before folder per  Online ment
Assessmen Analyses SHS  Survey /Prior program G- for
t  M&E  Interview to / project Drive policy
Analyses Planni / activity  Extern making
 M&E ng and al

REGION III
Result Designi Drive  SGOD-

ng)  Flash HRDS
Drive for
Built-in future
drive in the progra
laptop / m
desktop design
computer
 Employees  Employees  ASDSs Google Link  FY  Quarterl Arranged Google  Awards

Recognized contributi  Chiefs for the 2021- y by Link Commit
based on on and  Unit Evaluation FY sections/b tee
the Criteria behaviour Heads form and 2022 y category  SGOD
 M&E analyzed justification (manageri
Results per al,
quarter supervisor
y,
technical,
best unit,
exemplary
behaviour)

REGION III

UTILIZATION
will you employ?
 Individual  SEPS-HRDS After every L&D  Top Management Through: During the
analysis  EPS II-HRDS End of Program conduct of
through data  SEPS-M&E (EOP)  Proponents /  Consultative the
analysis  EPS II-M&E Program Takers Meeting following:
software  Proponents
 Coordination  Consulta
 Group Meeting tive
collaboration/in Meeting
terfacing using  Planning Meeting
data analysis  Coordin
software  Strategic Planning ation
Meeting
 Discussion &  Issuances
brainstorming  Planning
Meeting
 Strategic
Planning

REGION III
 Interfacing with HRD After L&D HRD Sharing of links re: M&E After L&D
HRD for review program reports to L&D Lead and program
and analysis of implementation Program proponents implementat
submitted M&E proponents ion
reports and
findings
 Collaboration/I  SEPS-HRDS After every end  Top Management Through: During the
nterfacing  EPS II-HRDS of sub-  Beneficiaries conduct of
 Discussion & components of  Consultative the
brain storming the program Meeting following:
 Coordination  Consultat
Meeting ive
Meeting
 Coordinat
 Strategic Planning ion
Meeting
 Issuances

REGION III
 Planning
Meeting
 Strategic
Planning
 Nomination  ASDSs Quarterly  Top management Through memo During the

 Interfacing with  SGOD-HRD  Unit heads And GC day of
the 3 functional  SEPS/EPS awarding
divisions Quarterly
Awards and
Recognition
Key Result Area 4: Resource Management/Curriculum and Instruction Management
Objective No. 2 Led in budget preparation and equitable allocation of funds and resources at the Division Office, schools and
learning centers
Objective No. 2. Led and managed the development of local curriculum materials


REGION III
Budget/ Accounting Office  Downloaded funds No. of SUB-ARO received and Program
1. Equitable Distribution and  Project Proposals coordinated takers/proponents/materials
Allocation of Budget crafted for the SARO delivery
received No. of project proposals
 Utilization report on crafted
various PPAs
Percentage of budget Utilized
LR The inventory on available Percentage of learners Schools’ LR

1.Conduct inventory on available LRs for SY 2021-2022 receiving learning resources Coordinators/Schools’
LRs and gaps for SY 2021-2022 (Modules) Property Custodian
Preparation of reference to observe The distribution of LRs No. of learning resources Schools’ LR
equity in the distribution of education reproduced and distributed Coordinators/Schools’
resource Property Custodian
CID Curriculum Innovations in The curriculum materials No. of curriculum materials Development Team
Kinder, Grades 1-3, Grades 4-12, produced and quality prepared and quality assured Content and Language Editors
Science and Music assured Videographers
ALS Procedure in developing Number of contextualized Development Team

Learning Resources Learning Resources (Writers, Editors, Lay-Out
Conduct Training-Workshop on the Artist, Illustrators)
Contextualization and Localization of

REGION III
Teaching and Learning Materials in

ALS
SDO Publication Accuracy of the articles Number of publication/folio Writers

On-time publication based produced/published (2) Lay-out artists
on the timeline First readers
the data sources of (office/personn you collect will you frequent you you store possible
will collect? responsible in data this collect the organize data
data collection? during data? this collected d data? (internal
g? external)
and what
are the
possibl
e uses
of
these
data?

REGION III
Budget and  Proponent OSDS Hard copies  after  dependi By folder File box Top
Accounting s SGOD Soft copies the ng on Computer managemen
 Speakers. CID issuan the Google t
Data on the Payslip ce of downloa drive RO Budget
no. of the the ded and
SLMs to be SARO budget Finance
printed Office
CO
No. of
participants
and materials
to be
procured,
honorarium to
be paid based
on existing
rules
LR  School LRMDS EPS shared  at the  quarterly per Grade Google RO LRMS
Inventory of records on  Supply Google Sheet end of Level Drive EPS
learning Inventory Officer every LRMDS
materials of learning LRMDS quarter EPS
materials Librarian of SY Supply
2021- Officer
2022 LRMDS
Librarian
School

REGION III
Heads
No. of learning  School LRMDS EPS shared  at the  weekly per Grade Google LRMDS
resources records on  LRMDS Google Sheet end of Level Drive EPS
reproduced number of Librarian every LRMDS
and reproduce week of Librarian
distributed d and SY School
distribute 2021- Heads
d learning 2022
resources
Number of  proponent  CID EPS Online Data  August  weekly Per Grade Google Chief
curriculum s  Core Sheet - level Drive EPSs
materials to  EPSs group per Septem School
be produced  Chief learning ber Heads
for parents area 2021 Parents
and learners  TWG Learners
Curriculum
support
materials to
address
unmet

REGION III
competenci
es
 ALS  Division Online Data  Every  Quarterl Analysis ALS Google Central
 Number of Teachers ALS Gathering quarter y of Result drive Office
TA Personnel in the Regional
Provided (EPS for Limited face Division Internal/ Office
ALS and to face Level, External Division
EPS-II for basis for Hard drive Office
ALS) Interventi
on  Filing
for
Hard
Copy
Periodic ALS Teachers Division ALS Online Every Quarterly Analysis ALS Google Central
Monitoring in Personnel (EPS Virtual Quarter of Result drive Office
ALS for ALS and EPS- Gathering of in the Regional
II for ALS) people Division Internal/ Office
Number of Level, External Division
conducted basis for Hard drive Office
Instructional Interventi Top
Supervision on Filing for Managemen
Hard Copy t
Drive

REGION III
(for
review of
processe
s,
program
impleme
ntation;
policy
direction
s
Program Program/ Division ALS Online Data Every Quarterly Analysis ALS Google Central
Evaluation Training Personnel (EPS Gathering quarter of Result drive Office
Result Organizer for ALS and EPS- in the Regional
II for ALS) Division Internal/ Office
Level, External Division
basis for Hard drive Office
Interventi
on
Number of ALS Teachers Division ALS Online Data Through Through Analysis ALS Google Central
Trainings Personnel (EPS Gathering Out the Out the of Result drive Office
Conducted for ALS and EPS- School School Year in the Regional
and Number II for ALS) with Limited face Year Division Internal/ Office
of Learner- SGOD-SocMob to face Level, External Division
Beneficiaries basis for Hard drive Office
Interventi

REGION III
on
 Once data  Division Quarterly Gathering of Central  Through Quarterly Central  Thro
is ALS  (as need data: Office Year as Office ugh
completely Personnel arises) Regional End anchored Regional Year
collected, it (EPS for  Survey Office Performa in the Office End
will be ALS and  Interview Division nce DMEPA Division Perfo
subjected EPS-II for Office Impleme reporting Office rman
for analysis ALS SGO ntation SGOD-M ce
through D-M Result, and E Impl
the help of and Basis for emen
the E Program tatio
statistician Enhance n
ment Resu
lt,
Basis
for
Progr
am
Enha
ncem
ent

REGION III

UTILIZATION
analyze the data data analysis? data analysis? results? (identifying results? What is report
that you have type of communication / M&E
collected? stakeholder/audience) reporting strategies results?
will you employ?
Budget and
Accounting quarterly Program takers Thru GC At the end
Budget & Face to Face practicing of each
Through Excel Accounting Office social distancing quarter SY
Format Online 2021-2022
LR LRMDS EPS quarterly Chief CID share softcopy of the at the end
Prepare a Summary of Supply Officer Summary of Percentage of each
Percentage of learners LRMDS Librarian of learners receiving quarter of
receiving learning learning resources the SY
resources (Modules) (Modules) 2021-2022
Prepare Summary of LRMDS EPS Weekly Chief CID print and submit the
Status of Printed and LRMDS Librarian hardcopy following
Delivered LRs week

REGION III
Curriculum  CID Weekly  Top management Through Google To be

Innovations  HRD-SGOD  Proponents drive/external drive shared to
 Individual  QATAME schools’
Analysis by EPS  Core Group parents and
based on the learners
proposal
 Collaboration of
EPSs/writers/
TV presenters/
videographers
 Brainstorming
for QA
 Interfacing with
SGOD
ALS  SEPS-HRDS After every L&D  Top Management Through: During the
 Individual  EPS II-HRDS End of Program conduct of
analysis  SEPS-M&E (EOP)  Proponents /  Consultative the
through data  EPS II-M&E Program Takers Meeting following:
analysis  Proponents
software  Coordination  Cons
Meeting ultati
 Group ve
collaboration/in  Planning Meeting Meeti
terfacing using ng
data analysis  Strategic Planning

REGION III
software  Coor
 Issuances dinat
 Discussion & ion
brainstorming Meeti
ng
 Plan
ning
Meeti
ng
 Strat
egic
Plan
ning
Interfacing with HRD HRD After L&D HRD Sharing of links re: M&E After L&D
for review and analysis program reports to L&D Lead and program
of submitted M&E implementation Program proponents implementa
reports and findings proponents tion

REGION III
 Collaboration/I  SEPS-HRDS After every end  Top Management Through: During the
nterfacing  EPS II-HRDS of sub-  Beneficiaries conduct of
 Discussion & components of  Consultative the
brain storming the program Meeting following:
 Coordination  Consultat
Meeting ive
Meeting
 Coordinat
 Strategic Planning ion
Meeting
 Issuances
 Planning
Meeting
 Strategic
Planning

REGION III
Key Result Area 5: Partn ership and Linkages
Objective No. 1. Led in the generation of additional resources based on the needs of schools through partnership and
linkages
Objective No. 2. Spearheaded partnerships and linkages with local government units, non-government organizations, and
other
agencies/stakeholders on matters affecting schools/LCs and certain community development projects;
Objective No. 3.Ensured sustainability of existing partnership

Division Profiling and Assessment of Completeness of the No. of schools submitted School/District/Cluster ASP
Resource Gaps in Schools submission of reports from (561 schools) Coordinators
the field
2021 Database of Education
Stakeholders
Conduct of advocacy campaign (2021 Pre-implementation and No. of reached viewers / Education partners
Brigada Eskwela Kick Off Ceremony Implementation – attendees School Heads
(Aug) Planning and program Teachers
design, Non-Teaching
Program Flow, attendees,
delivery and impact of the
program

REGION III
Conduct of the Convergence and Pre-implementation and No. of reached viewers / Education partners
Recognition of Education Implementation – attendees School Heads
Stakeholders (Oct) Planning and program Teachers
design, Non-Teaching
Program Flow, attendees,
delivery and impact of the
program
Scholarship Program Pre-Implementation 142 Scholars for Batch 1

 Coordination
Project DELTA (Developing Excellent  Planning 78 Scholars for Batch 2
Leaders and Teachers Academic
 Designing
Achievement)
Batches 1 & 2  Pooling
 Signing
Implementation Proper
(During)
 Program Proper
Post-Implementation
EOP)
Skills & Attitude)
 Behaviour
(Application)
Objectives)

REGION III
Adopt-A-School Program Review of Past MOA No. of schools (12 schools) All schools in Sta. Ana
 Coordination District
Sta. Ana District Partnership with  Planning for next SY No. of learners (1,112 Grade 6
Holy Cross College on Free LMS  Deliberation of the learners) Kinder
Utilization Grade Levels to be On-going survey for Grade 1
included additional learners
 Renewal of MOA
Implementation
 Actual Utilization for
ODL
 Monitoring
Post-Implementation
 Reaction
(Engagement, EOP)
Skills & Attitude)
 Behaviour
(Application)
Objectives)

REGION III
What are Possible Who How will When How How will Where do Who are
the data sources of (office/personn you collect you frequent you you store the
that you data el) is the collect will you organize the possible
will collect? responsible in data this collect the organize users of
data collection? during data? this collected d data? data
monitorin data? data? (internal
g? and
external)
and what
are
the
possib
le
uses
of
these
data?
 Resource School/Distric SEPS/EPS II - By Google FY 2021 1st quarter Consolidat Google SDO Commented [A1]:
Gaps/Needs t/Cluster ASP SMN forms/sheet e per drive of the Pampanga
of Schools Coordinators s cluster Socmob School
 Database of and account heads
Education district Partnershi
Partners quarterly and make p focal
 Resources a persons
generated summary
(ASP quarter

REGION III
reports, BE
resources
generated)
Status update  SDO Project DELTA Gathering of After every Quarterly/T Arranged Different  Top
of the scholars Status Focal Persons data: trimeste rimestral as file per Drives: manage
Report  SDO r folder per  Online ment
 LGU Pampanga  Survey program G- for
Status  Provincial / project Drive policy
Report on Capitol  Coordina / batch  Extern making
Financial DHVSU tion al
and Meeting Drive  SGOD-
Funding  Flash HRDS
 Provide Drive for
r Status  Built-in Future
Report drive in Scholar
on the ship
Academ laptop Progra
ic / ms
Perform desktop  Propon
ance comput ents /
er Provide
rs
Status of  Quarterly District ICT By Google Every Quarterly By Online G-  School

learners’ Grade Coordinator forms/sheets Quarter learning Drive Heads/

REGION III
achievement  Attendanc School ICT area and Parents/

using ODL as e in ODL Coordinator by Grade Learners
a modality Division ADAs Level /
and designates Holy
Cross
College
 Sustaina
bility of
the ODL
instructi
on
 For
possible
intervent
ion
 For
benchm
arking

REGION III

UTILIZATION
analyze the data data analysis? data analysis? results? (identifying results? What is report
that you have type of communication / M&E
collected? stakeholder/audience) reporting strategies results?
will you employ?
Discussion and SEPS-SMN After completion SGOD Coordination Upon

brainstorming of data EPS II-SMN of the submitted DepEd CO & RO Meeting/Orientation completion
gathered for planning data Sending of reports thru of the
purposes (summarized) email gathered
reports
 Collaboration/I  SEPS-HRDS After every end  SDO Pampanga Through: During the
nterfacing  EPS II-HRDS of trimester Top Management conduct of
 Discussion &  Provider  2 partners  Consultative the
brain storming  LGU (Provincial Capitol Meeting following:
Coordinator & DHVSU)
 Coordination  Cons
Meeting ultati
ve
 Planning Meeting Meeti
ng
 Issuances

REGION III
 Coor
dinat
ion
Meeti
ng
 Discussion  School ICT Quarterly  Top management  Planning Meeting Upon the
 Collaboration and SH  RO  MANCOM finalization
with CID EPSs  CID EPSs  Schools  Coordination of the
 PSDSs  PSDSs  CID EPSs meeting collation
 SMME  External and
 Planning and stakeholders analysis
Research

REGION III
BASELINE DATA IN BE –LCOP SY 2021-2022
INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE

OFFICE
1. Learners are in the basic education system. SY 2019-2020 Planning and
 Gross Enrollment Rate- Elementary - 95.99 Secondary - 91.85 Research
 Net Enrolment Rate – Elementary – 91.57 Secondary – 78.90
1.a Appropriate and relevant learning  No. of LMs based on inventory CID
delivery modalities Q1 = 1,177
Q2 = 636
Q3 = 670
Q4 = 270
Total = 2,753
 No. well-defined delivery modes- 2
 No. of evaluation tools- 11
 No. of LMs uploaded in the portal = 590
1.b. Learners received the necessary learning  No. and Percentage of learners receiving learning resources per CID
resources for the applicable learning delivery learning delivery modality
modalities Modular:
Q1
ES = 6,961,911 out of 10,511,805 = 66.23%
JHS = 3,996,643 out of 6,614,110 = 60.43%
SHS = 1,570,597 out of 1,994,215 = 78.76%
Q2
ES = 4,475,712 out of 10,645,095 = 42.04%
JHS = 3,049,596 out of 6,504,692 = 46.88%
SHS = 1,570,597 out of 1,994,215 = 78.76%
Super K Teleskwela- Grades 3-12 (68%), supplemented
through FB Live Streaming + Youtube
DepED TV-IBC 13- K- 29,627 (48.20%), Grade 1-12,788 (50.47%),
Grade 2- 16,105 (47.97%), Grade 3-14,239 (45.68%)

REGION III
2. Learners access Programs responsive to  Percentage of learners enrolled in appropriate programs CID
their needs, consistent with their interest and  SPED- 100%
aptitude  SPS- 100%
 SPFL-100%
 SSES/SSC/STE-100%
 IPED-100%
 ALS-100%
 Multi-grade-100%
 Madrasah-100%
 SPTVE-100%
 OHS-100%
 SPJ-100%
2.a Learning delivery modalities for inclusive  Appropriate and relevant learning delivery modalities for inclusive CID
education programs Established education programs established
 SPED - TVI, LAS
 ALS- Modular, TVI, RBI, Online, Aral Muna Apps
 IPED - Modular
 Madrasah- Modular
 Multi-grade- Modular
 SPS- Modular, TVI
 SPJ- Modular, TVI
 SPFL-Modular,
 SSES/SSC/STE= Modular
 OHS- 87- Modular, TVI
 SPTVE- Modular, Online
2.b. Learners receive learning resources  No. of learners receiving learning resources responsive CID
responsive to their learning needs to their needs
 SPED- 720
 ALS- 5,042
 IPED- 2,866
 Madrasah-83

REGION III
 Mutigrade-396
 SPS-575
 SPJ- 145
 SPFL-325
 SSES/SSC/STE=, 2,092, _1,096_
 OHS- 87
 SPTVE- 4,061
3. Learners actively participate in different SY 2019-2020 Planning and

learning delivery modalities  Cohort Survival Rate- Elementary – 98.53 Research
Secondary – 86.00
 Transition Rate - Elementary – 99.74
Secondary - 83.13
 School Leaver Rate Elementary – 0.24
Secondary – 5.06
3.a Learner support systems are established Number of established support systems for schools, teachers, SGOD- Youth
personnel and Learners- 8YF programs, 3 YF Projects, 1 YF Formation Program
Quarterly Activity= 12
School Heath
 Number and % of schools, teachers, personnel and learners receiving
Section
support systems- Schools: Elem .-439 JHS-122 SHS-98
 Number of Teachers- Elem . – 7,036 JHS – 4,315 SHS – 1,142
 Number of Learners - - Elem . – 208,068 JHS – 110,231
SHS -33,712
3.b Learners receive support from learner  Percentage of learners receiving support from learner support systems- SGOD- Youth
support systems 100% Formation Program
School Heath
Section
4. Learners complete education and attain  Percentage of learners who performed at nearly proficient level, SMNE
learning standards proficient level and highly proficient level- CID
Grade 1- Advanced- 23.08 6%, Proficient- 29.05 %
A. Proficient-30.17 % Developing- 15.88 % CID/SMNE
REGION III
Below-.02 %
Grade 2- Advanced- 27.79 %, Proficient- 34.26 %
A. Proficient-27.73 % Developing- 9.61 %
Below-.01 %
Grade 3- Advanced- 25.97 %, Proficient- 34.57%
Below-.01 %
A. Proficient- 30.82% Developing- 17.11%
Below-.067%
Below-.00 %
A. Proficient-29.92 % Developing- 10.61%
Below-.00 %
Grade 7- Advanced- 24.06%, Proficient- 29.36%
A. Proficient-29.00% Developing- 17.11%
Below-.067%
Below-.53%
A. Proficient-26.25 % Developing- 17.5%
Below-.067%
Below-.066%
Grade 11-
Core Subjects
Advanced- 36 %, Proficient- 27.00%
A. Proficient-21% Developing- 16%
Below-4%
Applied Subjects
Below-1%

REGION III
ABM
Below-.42%
HUMMS
Below-3%
STEM
Advanced-52 %, Proficient- 20.00%
A. Proficient-17 Developing- 11%
Below-1%
TVL/HE
Below-1%
TVL/ICT26
advanced- 41 %, Proficient- 26.00%
Below-1%
TVL-IA
Below-3%
TVL-AFA
Advanced- 25 %, Proficient- 30%
Below-0%
TVL-MARITIME
Below-0%

REGION III
Grade 12
Core Subjects
Below-3%
Applied Subjects
A. Proficient-25% Developing-20%
Below-0%
ABM
Below-0%
HUMMS
Below-0%
STEM
Advanced-74 %, Proficient- 18%
Below-0%
TVL/HE
Advanced- 39 %, PrO ficient-26 %
Below-0%
TVL/ICT
advanced- 36 %, Proficient- 25%
Below-0%
TVL-IA

REGION III
Below-0%
TVL-AFA
Below-0%
TVL-MARITIME
Below-0%
WORK IMMERSION
Below-0%
 No of evaluation tools developed- 11

REGION III
INTERMEDIATE OUTCOMES INDICAINDICATORS ACCOUNTABLE

OFFICE
1. Education leaders, teaching, and non-  Number and percentage of personnel trained on learning SGOD-HRD
modalities
teaching staff practice participative and
inclusive management processes during - 12,240 (100%) Teaching Personnel
emergencies - 545 (100% ) School Heads
-40 (100%) Supervisors (PSDSs & EPSs)
 Number and percentage of TA provided b to SDOs and
schools – 24-100%
2. Investments in the LCP provides  Number and percentage of teachers and learners in all SGOD
learners with options for their required sectors who participated in the readiness survey
learning delivery modalities  No. of LR produced – 2,753 SLMs, 2,540
videos (TVI) CID
Q1 = 1,177
Q2 = 636
Q3 = 670
Q4 = 270
Total = 2,753
 Percentage of schools achieving the ideal -learner and
learning material ratio-
Modules:
Q1= Elem. 2:3, Q2 Elem-3:7
Q1= JHS 3:5, Q2= 1:2
Q1= SHS 4:5, Q2 – 4:5
 No. and percentage of schools achieving the ideal facility to
learner ratio
Classroom: Elem. Kinder- 1:25, Grades 1-3 1:34, Grades
4-6-1:33, JHS 1:43 SHS- 1:26
Teacher to Learner Ratio- Elem: 1:31, HS-1:26
WATSAN to Pupil Ratio : Elem: 1:79, HS- 1:78

REGION III
3. Internal systems and processes serve  No. and percentage of issued implementation guidelines- OSDS
learners efficiently through continuous 11-100%
 No. and percentage of issued implementation guidelines
monitoring and feedback. compliant with contextualization development- 11-100%
 Level of stakeholders’ satisfaction on issued implementation
guidelines-100%
 Percentage of BUR- 99.6%
 No. and percentage of Operational Plans Adjustments
compliant with DepED planning and M & E standards- 1-
100%
 Percentage of AR and ATC over financial transactions
reflected in the WFP- none
 Percentage of bidding completed from posting to the
issuance of Notice to Proceed over the total number of
biddings conducted within the given time frame- 100%
 No. of established partnerships -4 SGOD

 No. of signed MOUs- 4

REGION III
References
Cabual, R. (2020). Learning Style and Preferred Learning Modality in the New
Normal. Philippines Retrieved on August 1, 2021
https://www.scirp.org/journal/paperinformation.aspx?paperid=108297
Department of Education Order No. 12, s. (2020). Adoption of the Basic

Education Learning Continuity Plan For School Year 20220-2021 in Light of
the COVID-19 Public Health Emergency. Retrieved on August 1, 2021
http://www.deped.gov.ph
Department of Education Memorandum No. 53, s. (2020). Joint Implementing

Guidelines on the 2020 Brigada Eskwela and Oplan Balik Eskwela Relative
to the COVID-19 Situation. Retrieved on July 30, 2021
https://www.deped.gov.ph/wpcontent/uploads/2020/05/DM_s2020_053.pdf
Department of Education Memorandum-OUCI-2020-162. (2020) Suggested

Strategies in Implementing Distance Learning Delivery Modalities (DLM) For
School Year 2020-2021. Retrieved on July 30, 2021
http://www.deped.gov.ph
Department of Education Regional Memorandum No. 265, s. 2021. Preparation

for the Adjustment of the Basic Education-Learning Continuity Operational
Plan (BE-LCOP) School Year 2021-2022.
Department of Education Regional Memorandum No. 270, s. 2021.Orientation-

Workshop on the Refinement of the Adjusted Basic Education Learning
Continuity Operational Plan for the School Year 2021-2022
FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help
ensure successful modular distance learning. FlipScience - Top Philippine
Science News and Features for the Inquisitive Filipino.
https://www.flipscience.ph/news/features-news/tagapagdaloymodular-
distance-learning/
Gray, J.A., (2021). Leadership, Coaching and Mentoring, Model for-Based

Partnership. International Journal of Education Policy and Leadership.
University of West Florida. Retrieved on August 1, 2021
https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/844
Hirsh, S. (2010). Why Professional Development Matters. Learning Forward.

USA: Publication. Retrieved on August 1, 2021

(BE-LCOP) for School Year 2021-2022 201
REGION III
https://learningforward.org/wp-content/uploads/2017/08/professional-
development-matters.pdf
Nardo, M.A. (2017). Modular Instruction Enhances Learner Autonomy. American

Journal of Educational Research. Retrieved on July 30, 2021
https://www.semanticscholar.org/paper/Modular-Instruction-Enhances-
Learner-Autonomy-Nardo/86e07b9108df19524ad8267fc9502f0d9aa184ac
Pe Dangle, Y. R., Sumaong, J. D (2021). The Implementation of Modular Distance

Learning in the Philippines Mandatory Public Schools. 3 rd International
Conference on Advanced Research in Teaching and Education
https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf
Severo, E. L. (2021). Building Connections: Strategies to Actively Engage Diverse

Stakeholders in the New Normal. Pampanga
Valencia, J. P. (2021). Exploring the Barriers and Enablers in Adopting Modular

Distance Learning in Times of Education in Emergency

REGION III
ANNEXES:
SDO Pampanga SWOT 2021
STRENGTHS WEAKNESSES
o Highly committed and supportive o Limited reviews and analyses of
top management/SDO Leaders M&E results and reports of other
o In place Quality Management PPAs for policy recommendation
System adhering to standards and and programs formulation
processes in the delivery of o Difficulty in the generation of data
services/PPAs implementation brought about by the late
o Presence and availability of local submission of reports
policies, guidelines and plans (e.g. o Insufficient manpower in the
DEDP, HRD Plan, TA Plan, etc.) performance of each section’s
based on TA reports, feedbacks, functions
M&E analyses, researches, o Limited advanced technical know-
innovations and validated data how on Information and
o Dedicated, committed, resourceful Communications Technology (ICT)
and well-trained workforce o Halted/unimplemented PPAs due to
o Strong collaboration and the pandemic
interfacing among the three (3) o Unavailability of user accounts in
functional divisions different online
o Availability and integration of platforms/applications (e.g.
advanced technology in the delivery Streamyard, GMeet, Zoom, etc.)
of different services o Lack of centralized repository of
o Proactive teams and committees’ information
members of various programs and o Limited financial resources (Capital
projects Outlay Funds)
o Availability of Resources (Human & o Decreasing pattern in terms of
Material) completers and test takers in ALS
 Super K Teleskwela o NAT scores have been below
 Guagua Radio regional national standards
 LR Portal o Lack of monitoring tools and
 Illustrators mechanism to effectively assess
 TV Presenters PPAs implementation
 Layout Artists o Absence of pupils’ engagement in
 Content and Language the prepared learning delivery
Editors modalities
 Learning Hub Tutors o Significant number of learners not
 Contextualized Materials meeting Grade level expectations
 Equipment (371,181/3,4240) during Q1
o Inadequate CLCs
OPPORTUNITIES THREATS
o Several restrictions brought about
by the current health crisis

REGION III
o Existence of advanced technologies o Current Alternative Work

to support and facilitate more Arrangement (AWA)
effective implementation of PPAs o Change in the modality/delivery of
o Provision of training programs for PPAs
competencies enhancement and o Slow or intermittent internet
advancement from learning connection
providers o Unforeseen environmental factors
o Availability and accessibility of (natural and/or man-made)
learning resources for competency o Intervening and overlapping
development schedules of higher offices activities
o Various system to support o Unavailability of vaccination against
intensify the utilization and COVID-19
management of data o Late downloading of funds which
o Innovation and research dramatically delay ALS program
collaborations for a more well- implementation
rounded, relevant, timely and o Late downloading of quality assured
responsive PPAs materials which delay procurement
o Strong linkages and partnership to process
stakeholders o Breaches to privacy, security,
o Potential writers, illustrators, TV intellectual property rights because
presenters, evaluators and of technological advancement
validators o Security of documents may be
o Provision of downloaded funds compromised especially those that
from CO and RO for SLMs are processed online.
printing/procurement of tablets as
augmentation to schools’ needs
o More livelihood training
opportunities for ALS Learners and
Passers
o Work opportunities for ALS
Learners and Passers

REGION III
CONTEXTUALIZED M ONITORING TOOLS
MODULAR-BASED INSTRUCTION M ONITORING TOOL
Name of School Head :_______________________________________________________

Name of School :_______________________________________________________
District/Cluster :_______________________________________________________
Learning Area :_______________________________________________________
Grade Level :_______________________________________________________
Subject Matter :_______________________________________________________
Date Monitored :_______________________________________________________
Objective:
 To assess the efficiency of modular based instruction as an alternative
learning delivery modality in terms of distribution, implementation and
retrieval of SLMs.
End Users:
 Education Program Supervisors / Public Schools District Supervisors
Directions: Please assess the level of compliance to the following indicators by

putting a checkmark (✓) under the appropriate column. Refer to the
rating scale below. You may put necessary remarks and comments
concerning each item.
1 – Not Evident
2 – Moderately Evident
3 – Highly Evident
Indicators 1 2 3 MOVs Remarks

PRE-IMPLEMENTATION
1. Ensures the availability of Inventory of the
materials in the printing of Purchasing Officer/BAC
SLMs/LAS/HGP/ Assessment Tests.
2. Prepares a schedule in the printing Schedule of Printing
of SLMs/LAS/HGP/ and Assessment  Target Number
Tools.
 Actual Number
3. Stores printed Plastic Bin

SLMs/LAS/HGP/and Assessment Cabinets
Tests on safe designated place/s. Safety storage room
4. Uses signages, ground markings, Pictures
tapes, barriers and other means to
maintain 2-meter distance in queues
around entrances and exits.

REGION III
5. Devises a system of communication Communications (e.g.

relative to updates or issuances on letters, screenshots,
DepEd, IATF and DOH Safety social media)
Protocols.
6. Prepares a clear action plan for the Action Plan (During
distribution and retrieval of the Pandemic Crisis)
SLMs/LAS/HGP/and Assessment approved by the SDS
Tests before the start of every quarter.
7. Implements the schedule for the Compiled accomplished
distribution and retrieval of the Records/Reports
SLMs/LAS/HGP/ and Assessment
Tests.
8. Uses various communication FB Page, twitter,
platforms for the announcement of instagram, messenger,
schedule for the distribution and viber, tarpaulin
retrieval of the SLMs/LAS/HGP/and
Assessment Tests.
9. Adopts a system on how parents, Utilization of DepEd
teachers and students can access the Portal,
SLMs/LAS/HGP/ and Assessment Innovations (Apps)
Tests
10. Conducts orientation among Proposal
teachers about their responsibilities in School Memo and
the distribution, retrieval and storage Matrix
of modules. Attendance
Pictures
Indicators 1 2 3 MOVs Remarks
DURING IMPLEMENTATION
1. Disinfects the area prior to the Schedule/
distribution/retrieval of modules and Pictures/Log
thereafter to ensure the safety of all Books/Narrative
concerned people.
2. Assigns school’s health committee Pictures and list of
during the distribution and retrieval of assigned school’s
SLMs/LAS/HGP/and Assessment health committee /log
Tests. books
3. Prepares attendance and log books Accomplished
in the distribution and retrieval of attendance and log
SLMs/LAS/HGP/ and Assessment books
Tests
4. Implements strictly all the Safety Pictures/
and Health Protocols given by the Documentations
IATF and DOH during the
distribution and retrieval of SLMs/
LAS/HGP/and Assessment Tests.
5. Implements a traffic system within Map/Pictures/
the school premises to prevent Documentations
parents/guardians from crowding.

REGION III
6. Designates specific places during Map/Pictures/

the distribution and retrieval of Documentations
SLMs/LAS/HGP/and Assessment
Tests.
7.Adapts/Designs contextualized Flow Chart/
process in the distribution and Contingency Plan
retrieval of SLMs/LAS/HGP/ and
Assessment Tests to lessen face to face
contact between teachers and
parents/guardians.
8. Accomplishes the weekly online Task Inventory of printed
Force on monitoring SLMs (TFSLM) SLMs
regarding the numbers of printed and Weekly Report on
distributed modules. Monitoring TFSLM
1 2 3 MOVs Remarks
POST IMPLEMENTATION
1. Implements mechanism in guiding Log books on
students, parents and guardians accomplished
on the timely submission of SLMs/LAS/HGP/and
accomplished Assessment Tests
SLMs/LAS/HGP/and Assessment
Tests.
2. Sanitizes the place, retrieved Schedule/ Pictures/
SLMs/LAS/HGP/and Assessment Documentations
Tests and other paraphernalia used
after the distribution and retrieval.
3. Creates a tracking system -Flow Chart/Reports
regarding the distributed and
retrieved SLMs/LAS/ HGP/and -Rubrics on the
Assessment Tests. distributed and
retrieved SLMs
100%- Excellent
90%-99% -Very Good
70%-89%- Good
51%-69% - Weak
50% below -Poor
4. Utilizes a feedbacking mechanism Feed backing
on issues, challenges and forms/Suggestion box
clarifications through multiple
channels from
parents/teachers.(i.e. suggestion
box)
5. Conducts ‘Kumustahan’ to Pictures/Documentatio
learners, parents and guardians on ns
other clarifications that may arise.
6. Monitors the WHLP of teachers. Records on
accomplished WHLP

REGION III
7. Checks and analyzes reports Submitted Reports with

submitted by the teachers. possible interventions
8. Discusses with the teachers the Reports /Survey/
areas that need to be improved based Feed backing
on the results of the reports gathered.
9. Ensures implementation of Intervention Plan
teacher’s intervention to improve
areas of concern.
10. Provides feedback mechanisms for Accomplished Template
the improvement of modules. on Error Watch and
recommended
adjustments
___________________________________
Monitor
Ref erences:
MEMORANDUM DM-CI-2020-00162
Division Memorandum No. 266, s. 2020
DepEd Order No. 18, s.2020
D.O. No. 13, s. 2020
D.O No. 32, s. 2020

REGION III
CURRICULUM MANAGEMENT AND INSTRUCTIONAL SUPERVISION

MONITORING & EVALUATION TOOL
CIPP M odel
Date: Time:
Name of School: District/ Cluster:
School ID: School Head:
OBJECTIVE: To monitor, evaluate, curriculum management and instruction to

reinforce the delivery of teaching that will contribute to improved student learning.
End User/s: EPSs/PSDSs/School Heads
DIRECTION: To fully facilitate the use of this tool and its purpose, kindly check (√ )
the indicator that corresponds to your response following the scales:
1 – Not Observable /
2 – Moderately Observable/
3 – Highly Observable/
CONTEXT EVALUATION
No. Structure of Teaching-Learning NO MO MOVs Remarks
Engagement HO
1 2 3
1 The parents have expressed Survey
willingness for the option of the form,
school’s distance learning offering Letter of
for their children. consent,
Signature
Form
others…
2 Teachers, parents and learners Any
were properly oriented on the document
learning policies and directions of about the
their learning modality to ensure orientation
that everyone is properly informed conducted,
and guided. pamphlets
,
Letters,
etc.
3 Parents expressed willingness to Document
co-supervise and co-monitor the ation of
progress of their children's Parent
learning. support,

REGION III
Letter of
Consent,
etc.
4 Teachers, parents and learners are Document

consistently provided with the ation of
learning resources on time. distributio
n/
retrieval of
learning
resources
5 Teachers, parents and learners are Document
provided access to TV-Based ation on
Instruction materials. engageme
nt in TVBI
No. Structure of Teaching-Learning MOVs

Engagement 1 2 3 Remarks
6 Parents attend consultation and Document
feed backing on the learner/s ation of
progress. virtual
kumustah
an, txt
msg, pm,
pictures,
etc.
7 Teachers communicate with Document
parents and learners using ation of
gadgets/ internet. virtual
kumustah
an, txt
msg, pm,
pictures,
etc.
8 Teachers conduct home visitation Document
following safety protocols. ation of
virtual
kumustah
an, txt
msg, pm,
pictures,
etc.
9 School consistently coordinates Txt msgs,
with LGUs/ Brgy. Officials and social
other community stakeholders in media
the distribution and retrieval of platform
modules.

REGION III
communic
ation, etc.
10 Local government, parents and Txt msgs,
other members of the community social
extend support in the BE-LCP media
implementation. platform
communic
ation, etc.
INPUT EVALUATION
No. School Continuous Learning MOVs
M echanism Set-up 1 2 3 Remarks
1 The School head, together with the SMEA
teachers, effectively manage the report, BE-
implementation of its chosen LDM LCP
based on the developed BE-LCP of Report,
the school. documenta
tion, etc.
2 The school provides support to Budgetary
teachers on contextualized learning outlay,
resources. materials
distributio
n report,
etc.
3 The school head oriented teachers Orientatio
on the process flow/mechanism of n report,
the learning delivery modality documenta
offered in the school. tion, etc.
4 The school conducts regular Virtual
checking of teacher’s psycho-social kumustah
preparedness and health status of an,
teachers, parents, and learners conversati
relative to effective delivery of on
instruction. excerpts,
etc.
5 Teachers’ check on the Parents
guardians’/parents’ capability to interview
provide guidance/support as report,
learning facilitators. home
visitation,
etc.
6 The teachers check the availability Parents
of parents/siblings/para-tutors in interview
guiding the learner/s as an report,
extension support to their learning home
progress. visitation,
etc.

REGION III
7 The teachers prepare instructional Parents

plan for children with special needs interview
and/or learning difficulties. report,
home
visitation,
etc.,
WHLP, ILP
8 LAC
The teachers exhibit the skills in report,
teaching the learning competencies IPCRF
thru LAC sessions/capability portfolio,
trainings etc.
9 Modules and other SLMs are in good Modules,

condition and consistent with the TVBI
presented episodes under TV-Based episodes,
Instruction. documenta
tion,
WHLP,
ILP, WARs
PROCESS EVALUATION
No. Instructional Supervision on the MOVs
Learning Delivery and 1 2 3 Remarks
Curriculum Implementation
1 The school head WHLP, ILP
identifies/recognizes the strengths Teacher’s
and needs of the teacher based on Portfolio
the learning set-up/ learning LDM-
delivery modality. teacher’s
documenta
tion, etc.
2 The school head with the IS tool
Supervisor holds conference about TNA file,
the teachers’ needs based on Etc.
assessment.
The School head conducts pre- IS Tool,
3 conference with the teacher based TNA File
on the Teacher Needs Assessment Document
ation,
Etc.
The school head together with the IS Tool,
4 Supervisor, observe class and TNA File
conduct non-class observations Document
using the ation,
appropriate COT/feedback form. Etc.

REGION III
School head, together with the IS Tool,

supervisor, verify performance TNA File
through the teacher’s portfolio Document
5 entries such as conduct of online ation,
conference, social media interaction Etc.
with learners, pictures of evidence
showing tracking learners’
progress.
The teacher presents to school head IS Tool,
together with the supervisor TNA File
6 initiatives in facilitating learning Document
utilizing appropriate materials fit to ation,
the learning modality implemented. Etc.
The teacher actively coordinates Document
with the parents/guardians for 1 ation, ,
7 consultation/ pictures,
feedbacking activities. etc,
Teacher utilizes strategies used to Document
9 assess learning and check if the ation, IS
learners meet the required learning Tool,
expectations based on MELCs pictures,
WHLP, ILP
etc,
The School Head, in the presence of Document
10 the supervisor, conducts a post- ation, IS
conference. Tool,
pictures,
WHLP, ILP
etc,
The School Head commends the Document
11 teacher for the strengths ation, IS
manifested in the actual teaching Tool,
and/or other observed indicators. pictures,
WHLP, ILP
etc,
12 The teacher is asked to recognize IS tool,
her strengths as well as areas that recording
he/she thinks need to be improved. of post
conference
The School Head suggests and IS tool,
13 recommends based on recording
areas for improvement. of post
conference
School Head informs the teacher of IS tool,
the overall results of the actual recording
14 observations. of post
conference

REGION III
15 Teacher, School head, and IS tool,

Supervisor mutually agree on the recording
next supervisory actions for the of post
professional growth and conference
development of teacher.
PRODUCT EVALUATION
No. Tangible and Non-Tangible MOVs
Learning Outputs/ Outcomes 1 2 3 Remarks
School head submits activity IS tools
1 report on Instructional Activity
Supervision provided to the Report
teacher observed. Document
ation, etc.
SBM
principle 1
report
The school head implements the WorkPlan,
2 approved work plan on Activity
instructional supervision and Report
support intervention strategies as Document
reflected in her/his AIP. ation, etc.
SBM
principle 1
report
The school head’s Annual AIP, SIP,
Training and Development Plan SMEA
3 for In-Service Trainings (InSeT) ATDP
and LAC sessions are aligned with Document
the IPCRF – TNA and School M & ations, etc.
E Processes. SBM
principle 1
report
The school head conducts Research/
4 research / innovation on the innovation
results of the IS implementation. output
SBM
principle 3
report
5 The teacher undertakes PDP
Professional Development such outputs
as:
-based Research
-directed learning
-based learning

REGION III
6 The school head generates data Policy

for possible capacity-building Recommen
project/ inputs for research and/ dation
or innovation or policy Research/
recommendation. Innovation
output
Training
developme
nt Plans
7 Issues and concerns are managed School
within the school level with the Reports
collaboration of all stakeholders Document
involved. ation
8 Parents show support and high Feedback
level of satisfaction based on the Form
feedback gathered by the School SMEA
Governing Council (SGC) and the Report
School Monitoring & Evaluation SGC
Committees (SMECs). Accomplis
hment
Report
Etc.
9 The learners are served with the LR
appropriate and complete learning inventory
materials and resources as Budgetary
manifested in their inventory Outlay
records. SBM
Principle 4
Report
10 The school keeps an inventory of LDP
the learner’s competency profile to inventory
track learner’s progress for SBM
appropriate intervention/s. Principle 2
Report
Prepared By: Conformed By:

The school is able to strengthen learners’ awareness and opportunities through
participation in advocacies and initiatives.
Learner discipline, assessment, career awareness and opportunities, school based
curriculum review and contextualization
(Signature above printed Name) (Signature above printed Name)

IS Provider IS Recipient
Prepared For:

REGION III
CELIA R. LACANLALE,PhD
CID Chief
Submitted By:
JANE P. VALENCIA, EdD EPSvr in Mathematics

CHERRY G. VINLUAN, EdD EPSvr in Filipino
MARY ANNE BERNADETTE M. SAMSON EPSvr in MAPEH
VILMA H. ARCILLA Araling Panlipunan Division Coordinator
RUBY M. JIMENEZ, PhD EPSvr LRMDS
RUEL F. BONDOC EPSvr ALS
References:
BESRA-TED, Retrieved from http://docshare01.docshare.tips/

Instructional Supervision, School Heads Development Program
Instructional Supervision, Leadership Development Program
Learning Delivery Modality Course 1
DepEd Order No. 18, s. 2020
DepED Order No. 13, s. 2020
DM -CI-2020-162

REGION III
MONITORING AND EVALUATION TOOL ON CAMPUS JOURNALISM PROGRAM S
Region: ___________________________
Division: ___________________________
School: ___________________________
School Head: ___________________________
School Paper Adviser: ___________________________
Date: ___________________________
Objective:
 To measure the effectiveness of the implementation of the Republic

Act 7079 known as Campus Journalism Act of 1991
Direction: Check YES if the indicators are evident and NO if not evident in the
Division/School. Put necessary remarks if possible.
REMARKS/
INDICATORS YES NO MOVs COMMENTS/
SUGGESTIONS
A. CONTENT/ CONTEXT
EVALUATION
1. Implementation of
Campus Journalism
Programs/Projects
a. Does the school Printed/Onl
publish a school ine
paper either Publication
online or printed / Vlogs, etc.
form?
b. Does the school Report on
collect voluntary the
school Collection of
publication fee of School
Php 90.00 for Publication
secondary and Fee
Php 60.00 for
elementary?
c. Does the school Report on
distribute print the
or share online distribution
soft copies of of printed
school paper to School
students? Publication

REGION III
Report of
Online
Users/View
ers of
Online
publication
2. Conduct of Journalism
Activities
a. Does the Narrative
SPA/EIC Report
conduct regular Attendance
face-to-face/ Minutes of
virtual meetings the Meeting
of school Photos
editorial board?
b. Does the SPA Action
craft action plan Plan/Budge
in journalism to t of Work
set the direction
of the program?
c. Does the SPA School-
craft proposals based
for enhancement proposal/s
of campus in
journalists and journalism/
teacher-coaches’ trainings/w
skills? orkshops
3. Utilization of school
publication funds
a. Is the school Financial
paper funds used report on
for publication school
printing and publication
other journalism
related activities?
b. Is the school Program of
publication fund work/
released on time? Action
plan/
Financial
report
c. Does the Approved

utilization of Financial
school paper report
funds follow
accounting rules
and regulations?

REGION III
B. INPUT EVALUATION
1. Conduct of school
orientations/trainings/
advocacies in campus
journalism
a. Does the CAR/
school/SPA Narrative
conduct school- Report
based Outputs of
workshops/ participants
writeshops to Photos
equip and
enhance CJs and
teacher-coaches’
skills?
b. Does the school Action plan,
conduct rigid CAR
screening of List of
editorial staff? Editorial
Staff
c. Are members of CAR,
the editorial staff Narrative
oriented on their report
roles and
responsibilities?
2. Establishment of
community linkage
a. Does the school Photos,
establish Narrative
partnership with Reports,
various Deed of
stakeholders Donation
such as NGO’s,
GO’s, LGU’s, and
other private
institutions?
3. Support for
Division/Regional/Nati
onal PPAs in campus
journalism
a. Does the school Action Plan,
implement Budget of
division/regional Work
/national led Photos/Vide
PPAs in os,
journalism? Attendance,
CAR

REGION III
Accomplish
ment report
b. Does the school Attendance,
participate in the Certificate
cluster/district, of
regional, national Participatio
press n,
conferences? Photos/vide
os, CAR
Accomplish
ment report
C. PROCESS EVALUATION
1. Are the PPAs conducted Accomplish
based on plan? ment Report
Action Plan
2. Does the school head Accomplish
monitor and provide TA ment Report
relative to PPAs Supervisory
implementation? Plan
3. Does the school Accomplish
conduct adjustments/ ment Report
remediations to address Supervisory
issues/ plan
problems/challenges Narrative
relative to school report
publication and
conduct of training-
workshops?
D. IMPACT EVALUATION
1. Are the students, Narrative
parents, and reports
community Attendance
stakeholders well- Photos/
informed of school Videos
events, achievements,
issues and other
relevant concerns?
2. Is there an Certificate
improvement in the of
performance of school participatio
in press conferences n
(individual, group, and Attendance
school paper contests)? Certificate
of
recognition
Photos/Vide
os

REGION III
3. Does the school publish Print/Onlin

a school paper that e school
exhibit learners’ publication
journalistic skills and Vlogs
its adherence to
responsible campus
journalism?
Cite recommendations for the improvement on the implementation of the different
campus journalism programs and projects:
_______________________________ ____________________________________
NAM E & SIGNATURE OF M ONITOR NAM E OF SCHOOL PAPER
ADVISER
Date M onitored: _____________________
Reference:
Republic Act No. 7079 “Campus Journalism Act of 1991”
Prepared by:
CHERRY G. VINLUAN – EPS FILIP INO
JUNE D. CUNANAN – EPS ENGLISH
Journalism Coordinators

REGION III
EVALUATION TOOL IN M ONITORING THE M ULTIGRADE PROGRAM
School/ Division: ____________________ SSES/SSC Teacher: _____________________

Principal: _______________________________ SY:
________________________________
Objectives:
1. To assess the level of implementation of the School’s Multi-grade Program.
2. To gather relevant data/ information for adjustment, refinement and
modification of multi-grade program implementation.
Direction: Check the appropriate column in response to the following statements

based on the virtual/ face-to-face interview/ observation conducted.
YE N REM ARK
MOVs
S O S
A. CONTEXT
EVALUATION
1. The teacher  Survey Results
conducts school Report on School Mapping
mapping to reach
out school-aged
children.
2. The school  Records of Learners
conducts a profiling Profile
of the community  Survey Results
and learners.
3. The teacher is  Certificates of
equipped to handle Trainings/ Seminars/
Multi-grade classes. Orientations Attended
 Attendance to
Trainings/ Seminars/
Orientations
4. There are available  Copies of Modules/
multi-grade SLMs/ADMs/Textbooks
appropriate / References/ Other IMS
resources and
learning materials
for teachers and
students.
5. The teacher is  Certificates of
trained on practical Trainings/ Seminars/
issues, strategies, Orientations Attended
and techniques in  Attendance to
handling Multi- Trainings/ Seminars/
grade classes. Orientations

REGION III
B. INPUT EVALUATION
6. The school head  SH supervisory/TA
ensures all teachers Report
are supported and  Photos/Videos (Optional)
given technical
assistance.
7. The school has  Inventory of school
adequate facilities facilities
and teaching
devices to cater to
Multi-grade classes.
8. The school and  CAR of parents.
community work Community
cooperatively and stakeholders and
are engaged to officials
ensure positive  Action Plan reflecting
learning involvement of
environment. community
 Deed of donations or
pictures (Optional)
9. The funds for multi-  Financial report
grade program are  AIP
properly allocated  Accomplishment report
by the school
heads/Division
Office.
C. PROCESS
EVALUATION
10. The lessons are  DLLs/DLP/Lesson
anchored on DepED Plans/WHLPs
CG, TG and LM.  CG/MELCs
11. The teacher uses  DLLs/DLP/Lesson
differentiated Plans/WHLPs
instruction and  IMs
tiered activities to  Photos/ Videos of
pupils of different classroom activities
grade levels. (Optional)
12. The teacher moves  Photos/ Video of actual
frequently between classroom teaching
different groups  School head TA report
while learners are
on tasks.
13. The teacher  Photos of learners in
ensures a child- doing actual
friendly, gender- activities/performances
sensitive, safe, and
motivating
environment.

REGION III
14. The learners sit in  Photos/ Videos of

grade groups facing classroom
their own
blackboards.
D.PRODUCT
EVALUATION
1. The learners are  Assessment tool/s
assessed differently  Copy of SHs report on
in each grade level. learners performance
2. The learners  Students outputs/
perform the activity products (may include
within levels of videos or photos)
mastery and  Assessment Results of
automaticity. learners
3. The  Students outputs/
output/performanc products (may include
e of the learners is videos or photos)
aligned on the  Assessment Results of
prescribed content learners
and performance
standards.
4. The learners  SHs report of teachers
manifest positive without drop outs per
behavior, discipline, quarter
and engagement
throughout the
session.
Reflection Questions:
1. What are the issues, problems, and challenges met by the multi-grade
teacher? School head?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________
_________________________________________________________________________________
_____________________________________________________________________
_______________________________________________________________________
2. What solutions are undertaken by the teacher and school head to address
current problems, issues, and challenges?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

REGION III
_________________________________________________________________________________
__________________________________________________
_________________________________________________________________________________
____________________________________________________________________
___________________________________________________________________________
3. What suggestions/recommendations can you give to further improve and
strengthen the implementation of the program?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________
Monitors: _______________________________________
_______________________________________
Date Monitored: __________________________________
References: DO 81, 2009, DO 52, s.2012, DO 30, s. 2014, DO 64, s. 2016,
Prepared:
CELIA R. LACANLALE, Ph.D.

2/30/17

REGION III
EVALUATION TOOL IN M ONITORING THE SSES/SSC PROGRAM
School/ Division: ____________________ SSES/SSC Teacher: _____________________

Principal: _______________________________ SY:
________________________________
OBJECTIVES:
3. To assess the level of implementation of the Special Science Elem
School (SSES)/Special Science Curriculum (SSC)
4. To gather relevant data and information to strengthen the SSES/SSC
Program
Direction: Check the appropriate column in response to the f ollowing statements based
on the interview/ observation conducted.
YE N
AREAS OF EVALUATION MOV’s REM ARKS
S O
A. CONTEXT EVALUATION
1. The principal/school head  CAR/ Report on
project coordinator Orientation of
conducts orientation on Learners &
SSES/SSC Program on: Parents
a. Curriculum;  Attendance
b. Screening,  Photos/
Identification, and  Recorded Virtual
Placement Orientation
Guidelines, and
c. Assessment and
Grading System
2. The school adheres to the  Budget of work
policy guidelines in the  Action Plan
implementation of (Optional)
SSES/SSC Program.
3. The teachers are  Certificates of
specialized in either Trainings/
Science or Math and/or Seminars/
has relevant training. Orientations
Attended
 Attendance to
journalism
courses/subjects
(Optional)
4. There are available  Copies of
resources and learning Modules/
materials for teachers and SLMs/ADMs/Text

REGION III
students aligned with the books/

SSES/SSC Curriculum. References/ Other
IMS
5. The school head and  CAR/ Report on
teachers are trained in Orientation of
English, Science, and teachers & SHs
Mathematics pedagogies  Attendance
and content.  Photos
 Recorded Virtual
Orientation
 Certificates of
Trainings/
Seminars/
Orientations
Attended
 Attendance to
journalism
courses/subjects
(Optional)
B. INPUT EVALUATION
6. The school has available  Inventory of school
physical facilities (TV &
facilities/equipment/appar Radio Rooms,
atuses and other Computer Room,
resources. Speech Lab, etc)
7. The school head/teachers  SH supervisory/TA
facilitate programs and Report
other support materials to  Pictures/Videos
strengthen the (Optional)
implementation of
SSES/SSC Program.
8. The school head ensures  SH supervisory/TA
all teachers are supported Report
and are given technical  Pictures/Videos
assistance. (Optional)
9. The teachers handling the  Certificates of
SSES/SSC classes are Trainings/
qualified, willing and are Seminars/
committed to teach. Orientations
Attended
 Attendance to
journalism
courses/subjects
(Optional)
 Accomplishment
report
10. The (virtual)  Inventory of school
classroom/laboratory facilities

REGION III
rooms are well-structured, (classrooms/

have adequate teaching laboratory rooms,
apparatuses/devices to apparatuses and
cater to the needs of devices, etc.)
SSES/SSC classes in the  Photos (Optional)
new normal set up.
11. The teacher’s Daily Lesson  DLLs/DLP/Lesson
Log (DLL)/lesson Plans/WHLPs
plan/Weekly Home CG/MELCs
Learning Plan (WHLP) is
anchored on DepEd’s CG,
TG, and LM.
12. The teacher executes the  DLLs/DLP/Lesson
curriculum with Plans/WHLPs
understanding, mastery,  Budget of work
and appreciation.  IMs
13. The teacher prepares and  IMs/Modules/SLM
uses appropriate s/LAS/ Other
materials/devices learning resources
(SLMs/LAS/Other
Learning resources) in
teaching English, Science
and Mathematics.
14. The teacher plans/  DLLs/ DLPs/
innovates and executes Lesson
reading, science and Plans/WHLPs
mathematics programs for  IMS
learners.  Photos/ Videos of
actual classroom
teaching/
activities
(Optional)
15. The teacher provides for  Students outputs/
the gifted and talented products (may
learners with avenues, include videos or
opportunities and photos)
exposures for developing  Photos/ Videos of
necessary skills and actual classroom
aptitudes through teaching/
differentiated activities; activities
 Participation to
science related
school or out-of-
school activities
16. The teacher/parent  Pictures of
ensures a child-friendly, learners in doing
gender- sensitive, safe, and actual

REGION III
motivating home/ virtual activities/performa

learning nces
environment/platform.
D. PRODUCT EVALUATION
17. The teacher clarifies issues  Assessment tools
in teaching and utilizes  Results of
appropriate assessment in Assessment
language, science, and  DLLs/DLPs/WHLP
mathematics based on s/ Lessons Plans
specific learning delivery
modality.
18. The learners  Students outputs/
perform/produce products products (may
which exhibit high level of include videos or
mastery and automaticity. photos)
science related
school or out-of-
school activities
19. The output/performance of  Students’ outputs
the learners is aligned on  CGs/MELCs
the content and  Budget of work
performance standards,  Assessment
competencies and budget Results of learners
of work of the SSES/SSC
Curriculum.
20. The learners manifest  SHs report of
positive behavior, teachers without
discipline, and engagement drop outs per
in face-to-face/ virtual quarter
class.
21. The output/performance of  Students outputs/
learners are within the products (may
prescribed rating system of include videos or
the SSES/SSC Project. photos)
 Copy/Summary of
students’ grades
science related
school or out-of-
school activities
22. The learners exhibit the  Students outputs/
development of creative, products (may
scientific and technological include videos or
skills as shown through photos)
their participation and  Participation to
active involvement in science related
community and school-

REGION III
based science and math school or out-of-

related activities. school activities
23. School has tracking system  Student tracer
to follow-up on SSC report (for Junior
graduates pursuing and Senior HS)
Science and technology
related tracks (Junior HS)
and courses in tertiary
education (Senior HS).
REFLECTION QUESTIONS:
1. What are the issues, problems, and challenges met by the SSES/SSC
teachers? school heads?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________
Monitor/s: _________________________________ _____________________________

Date Monitored: _________________________________
Prepared by:
Paz I. Canlas
EPS Science/SSES/SSC Coordinator

REGION III
References: DO 57, s. 2011, DO 31, s.2012
EVALUATION TOOL IN M ONITORING THE SPECIAL PROGRAM IN FOREIGN

LANGUAGE
School/Division: ___________________________ SPFL Teacher:
________________________________
Principal: ___________________________ SY:
__________________________________________
OBJECTIVES:
5. To assess the level of implementation of the Special P rogram in Foreign
Language
6. To gather relevant data/ information for adjustment and refinement of

the SP FL implementation.

based on the face-to-face/virtual interview/ observation conducted.
YE N REM ARK
AREAS OF EVALUATION MOVs
S O S
1. The school conducts  Survey Results
need assessment in Report on School Mapping
the community.
2. The school conducts  Records of Learners
a profiling of the Profile
community and Survey Results
learners.
3. The learners with  CAR/ Report on
their parents are Orientation of Learners
well-oriented on the & Parents
curriculum,  Attendance
assessment and  Photos/
grading system, and  Recorded Virtual
on the screening, Orientation
identification, and
placement
guidelines.
4. The teachers  Certificates of
handling SPFL Trainings/ Seminars/
classes are Orientations Attended
specialized and well-  Attendance to SPFL
trained in content courses/subjects
and pedagogical (Optional)

REGION III
approaches in
Chinese Mandarin.
5. There are available  Modules/
resources and SLMs/ADMs/Textbooks
learning materials for / References/ Other
teachers and IMS
students.
B. INPUT EVALUATION
6. The teachers and  CAR/ Report on
school heads Orientation of teachers
undergo training and & SHs
orientation on  Attendance
content, pedagogies,  Photos
and theories and  Recorded Virtual
principles in teaching Orientation
Chinese Mandarin  Certificates of
Orientations Attended
 Attendance to
journalism
courses/subjects
(Optional)

provides teachers Report
support and  Pictures/Videos
technical assistance. (Optional)
adequate facilities facilities used for SPFL
and resources to classes/ activities
support skill
development.
collaboratively and stakeholders and
pictures (Optional)
10. The funds for SPFL  AIP
are properly allocated  Financial Report on
by the school head. SPFL Funds (Optional)
C. PROCESS
EVALUATION
anchored on DepEd Plans/WHLPs

REGION III
prescribed learning CG/MELCs

competencies
12. The teacher’s  DLLs/DLP/Lesson
Instructional Plans/WHLPs
Learning CG/MELCs
Plans/DLLs/Lesson
Plans conform to DO
42, s. 2016
The teacher’s Weekly Home
Learning Plan (WHLP)
conforms to DO No. 32, s.
2020 (for New Normal)
13. The teacher utilizes  DLLs/DLP/Lesson
varied teaching Plans/WHLPs
strategies for the  IMs/ Slide decks/
development of their Video Lessons/ Ppt
macro skills in presentations
Chinese Mandarin
and their 21st
century skills.
14. The teacher utilizes  Modules/SLMs/LAS/
SLMs/LAS and other Other learning
learning resources resources
designed for SPFL
learners.
15. The teacher/parent  Pictures of learners
ensures a child- activities/performances
friendly, gender-
motivating home/
virtual learning
environment/platfor
m.
16. The students do  Students outputs
hands-on activities photos/ videos)
for skill development
and enhancement.
17. The teachers assess  Assessment tool/s
learners’ skill Copy of SHs report on
acquisition using learners performance
appropriate
assessment tools
based on the school’s
learning delivery
modality.
18. The learners  Students outputs -
perform/produce photos/ videos)

REGION III
products which
exhibit high level of
mastery and
automaticity.
19. The learners’  Students outputs -
outputs/performance photos/ videos
s meet the prescribed  SHs report on learners
content and performance
performance  Assessment Results of
standards. learners
20. The learners  SHs report of teachers
manifest positive without drop outs per
behavior, discipline, quarter
and engagement in
face-to-face/ virtual
classes.
21. The learners exhibit  Students outputs -
development of photos/ videos
language skills as  Certificates of
shown through their Participation and
participation in involvement in school-
National/Regional based SPFL related
Festival of Talents activities and
and active Regional/National
involvement in school Festival of Talents
based SPFL related
activities.
4. What are the issues, problems, and challenges met by the SPFL teachers?
school head?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
_________________________________________________________________________________
____

REGION III
_________________________________________________________________________________
____

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
_________________________________________________________________________________
____
_________________________________________________________________________________
____
Monitor/s: _________________________________
___________________________________
Date Monitored: _________________________________
Prepared by:
June D. Cunanan
EPS English/ SPFL Coordinator

REGION III
EVALUATION TOOL IN M ONITORING THE SPECIAL PROGRAM IN

JOURNALISM
School/Division: ___________________________ SP J Teacher: ______________
Principal: ___________________________ SY: ______________________
OBJECTIVES:
7. To assess the level of implementation of the Special P rogram in
Journalism; and
8. To gather relevant data/ information for adjustment, refinement, of the
SPJ implementation.

based on the face-to-face/virtual interview/ observation conducted.
YE N REM ARK
S O S
need assessment in  Report on School
the community. Mapping
community and  Survey Results
learners.
assessment and  Photos/
grading system, and  Recorded Virtual
on the screening, Orientation
identification, and
placement
guidelines.
handling SPJ classes Trainings/ Seminars/
are specialized and Orientations Attended
well-trained in  Attendance to
campus journalism journalism
content, pedagogies, courses/subjects
theories, and (Optional)
practices.
learning materials for

REGION III
teachers and / References/ Other

students IMS
B. INPUT EVALUATION
principles in campus Orientation
journalism  Certificates of
 Attendance to
journalism
courses/subjects
(Optional)

adequate facilities facilities (TV & Radio
and resources to Rooms, Computer
support skill Room, Speech Lab, etc.)
development.
pictures (Optional)
C. PROCESS
EVALUATION
prescribed learning  CG/MELCs
competencies
Learning  CG/MELCs
Plans/DLLs/Lesson
Plans conform to DO
42, s. 2016

REGION III

2020 (For New Normal)
33. The teachers utilize  DLLs/DLP/Lesson
strategies for the  IMs/ Slide decks/
development of 21 st Video Lessons/ Ppt
century skills. presentations
34. The teachers utilize  Modules/SLMs/LAS/

modules/SLMs/LAS Other learning
and other learning resources
resources designed
for SPJ learners.
35. The teachers/parents  Photos of learners in
ensure a child- doing actual
motivating home/
virtual learning
environment/platfor
m.
36. The students do  Students outputs –
hands-on activities articles, cartoons,
for skill development photos (actual/
and enhancement. pictures/ videos)
 Videos of performances
(Radio Broad/ TV
Broad/ etc.
37. The teachers assess  Assessment tool/s
learners’ skill  Copy of SHs report on
acquisition using learners performance
appropriate
assessment tools
based on the school’s
learning delivery
modality.
38. The learners  Students outputs –
perform/produce articles, cartoons,
products which photos (actual/
exhibit high level of pictures/ videos)
mastery and  School Publication,
automaticity. Online Publication,
Blogs, & other Media
Platforms

REGION III
(Radio Broad/ TV
Broad/ etc.
39. The learners’  Students’ outputs –
outputs/performance articles, cartoons,
s meet the prescribed photos (actual/
content and pictures/ videos)
performance  School Publication,
standards. Online Publication,
Blogs, & other Media
Platforms
(Radio Broad/ TV
Broad/ etc.
 SHs report on learners
performance
 Assessment Results of
learners
40. The learners exhibit  SHs report of teachers
positive behavior, without drop outs per
discipline, and quarter
engagement in face-
to-face/ virtual class.
41. The learners  Students outputs –
manifest articles, cartoons,
development of photos (actual/
journalistic skills as pictures/ videos)
shown through their  School Publication,
school publication Online Publication,
(print or online), Blogs, & other Media
participation in press Platforms
conferences, and  Videos of performances
active involvement in (Radio Broad/ TV
school-based campus Broad/ etc.
journalism activities.  Certificates of
Participation/ Winnings
in Press Conferences
and other journalism
related activities
42. There is  Establishment of
strengthened free School
and responsible Publication/Blog
journalism in school (Printed, Online)
as reflected in their  Report on the conduct
school publication of school-based
(print or online), journalism activities
participation in press  Community
conferences, and involvement in campus

REGION III
active involvement in journalism activities

school based campus (optional)
journalism activities.
1. What are the issues, problems, and challenges met by the SPJ teachers?
school head?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Suggestions/recommendations can you give to further improve and

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________
Monitor/s: _________________________________ ____________________________

Date Monitored: _________________________________
Prepared by:
June D. Cunanan
EPS English/SPJ Coordinator
Cherry G. Vinluan, P hD
EPS Filipino
Reference: Manual of Operation for Special Program in Journalism

REGION III
EVALUATION TOOL IN M ONITORING THE SPECIAL PROGRAM IN SPORTS

School/Division: ___________________________ SP S Teacher:
_____________________________
Principal: ___________________________ SY:
_____________________________________
OBJECTIVES:
9. To assess the level of implementation of the Special P rogram in Sports
10. To gather relevant data/ information for adjustment and
refinement of the SP S implementation

YE N REM ARK
S O S
A. CONTEXT
EVALUATION
need assessment in Report on School Mapping
the community.
community and Survey Results
learners.
assessment and  Photos/Recorded Virtual
grading system, and Orientation
on the screening,
identification, and
placement
guidelines.
handling SPS are Trainings/ Seminars/
specialized and well- Orientations Attended
trained in sports  Attendance to
pedagogies, content, journalism
theories/principles, courses/subjects
and practices. (Optional)

learning materials / References/ Other IMS

REGION III
for teachers and

students.
48. The school has a  Sports Action
contextualized sports Plan/Program
action plan/
program that focuses
on the development
of learners/ athletes’
unique talents/
skills.
B. INPUT EVALUATION
principles in sports. Orientation
 Certificates of
 Attendance to
journalism
courses/subjects
(Optional)

adequate teachers, sports facilities
facilities, and
resources to support
skill development.
pictures (Optional)
53. The funds for sports  Financial report
development are  Budget allocation report
properly allocated by
the school

REGION III
head/Division Office.
(Sports funds from
the provincial or
municipal
government)
C. PROCESS
EVALUATION
prescribed learning CG/MELCs
competencies.
Learning  CG/MELCs
Plans/DLLs/Lesson
Plans conform to DO
42, s. 2016
2020 (for new Normal)
56. The teacher utilizes  DLLs/DLP/Lesson
strategies for the  IMs/ Slide decks/ Video
development of 21 st Lessons/ ppt
century skills. presentations
57. The teacher utilizes  IMs/Modules/SLMs/LA
SLMs/LAS and other S/ Other learning
learning resources resources
designed for SPS
learners.
58. The teacher/parent  Photos of learners in
ensures a child- doing actual
motivating home/
virtual learning
environment/platfor
m.
59. The students do  Students outputs
hands-on activities (include photos/ videos
for skill development of actual outputs)
and enhancement.  Videos of performances
D. PRODUCT
EVALUATION
60. The teachers use  Assessment tool/s
appropriate  Copy of SHs report on
assessment tools learners performance

REGION III
based on the
school’s learning
delivery modality to
evaluate learners’
skill acquisition.
61. The learners  Students outputs
perform/produce (include photos/ videos
products which of actual outputs)
exhibit high level of  Videos of performances.
mastery and
automaticity.
62. The learners’  Students outputs
outputs/performanc (include photos/ videos
es meet the of actual outputs)
prescribed content  Videos of performances.
and performance  SHs report on learners
standards. performance
learners
63. The enhancement of  Students outputs
students’ and (include photos/ videos
teachers’ athletic of actual outputs)
skills and  Videos of performances.
competencies is  SHs report on learners
evident. performance
learners
64. The learners exhibit  SHs report of teachers
positive behavior, without drop outs per
discipline, and quarter
engagement in face-
to-face/ virtual
classes.
65. The learners  Students outputs
manifest (include photos/ videos
development of of actual outputs)
athletic skills as  Videos of performances.
shown through their  Certificates of
active participation participation/ winnings
and involvement in
school-
based/division level
sports activities.
66. The school conducts  Copy of pre- and post-
a pre- and post- performance profile of
performance students in every
profiling of every discipline
student-athlete per

REGION III
sports discipline
every school year.
1. What are the issues, problems, and challenges met by the SPS teachers? school
head?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________
_________________________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
2.What solutions are undertaken by the teacher and school head to address current
problems, issues, and challenges?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________
__________________________________________________________________________
3.What suggestions/recommendations can you give to further improve and

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________
Monitor/s: _________________________________ ___________________________

Date Monitored: ____________________________
Prepared by:
M ary Anne Bernadette M . Samson
EPS MAPEH, SPS Coordinator
Reference: DO No. 25, s. 2015

REGION III
EVALUATION TOOL IN M ONITORING THE EARLY LITERACY LANGUAGE &

NUMERACY PROGRAM
School/ Division _____________________________ Teacher:

______________________________
Principal: __________________________________ SY:
__________________________________
OBJECTIVES:
11. To assess the level of implementation of the ELLN Program in the
new normal education
12. To gather relevant data/ information for refinement and
adjustment to strengthen the implementation of the ELLN.
Direction: Check the appropriate column in response to the f ollowing statements based
on the virtual/face-to-face interview/ observation conducted.
TA
AREAS OF EVALUATION YES NO MOVs
PROVIDED
1. The teacher conducts a Copy of
profiling of the learners’ Learners’
literacy/family background. Profile
2. The teacher assesses the Result of
reading interests of the Learners’
learners. Reading
Assessment
3. The teacher underwent ELLN Certificate of
training. Participation
4. The teacher is implementing Presence of
the differentiated instruction Literacy &
which is ELLN context. Numeracy
Station
5. The teacher is trained on DLP using
using explicit teaching. explicit
approach
B. INPUT EVALUATION
6. The K-3 teachers apply the Presence of
ELLN practices and principles Literacy &
in everyday teaching. Numeracy
Station
7. The principal ensures all K-3 Picture of
teachers implement ELLN. learners
manipulating
the Literacy
& Numeracy
Station

REGION III
8. The teacher has adequate Presence of

instructional materials and Literacy &
resources for effective Numeracy
learning. Station with
varied IMs
9. The teachers and parents SHs report of
work cooperatively to ensure teachers’ GC
learning of K-3 learners. with parents
& learners
10. The school head supports the SHs copy of
K-3 teachers by providing TA & Devt
instructional materials and Plan, AIP,
training/SLAC on ELLN. SIP
11. The teacher’s Weekly Home SHs
Learning Plan (WHLP) is schedule of
anchored on DepEd’s CG, TG, checking
and LM and integrates teachers’
explicit teaching strategy. WHLP, copy
of MELCs
12. The teacher uses Picture of
differentiated instruction and learners
tiered activities to pupils at utilization of
different grade levels. the literacy
& numeracy
station
13. The teacher conducts regular SHs TA Plan,
monitoring and feedbacking schedule of
on learners’ using various COT
modalities to assist them in
their learning tasks.
14. The teacher/parent ensures a Picture of
child-friendly, gender- learners
sensitive, safe, and manipulating
motivating home/ virtual the Literacy
learning & Numeracy
environment/platform. Station
15. The teacher employs various Picture of
seating arrangement in a classroom
school year. layout
16. The teacher uses appropriate SHs report of
and varied assessment tools teachers on
based on the school’s the learners’
learning delivery modality to performance
evaluate learners’ skill in based on
each grade level. authentic
assessment

REGION III
17. The learner performs SHs report of

activities within standard teachers on
level of mastery and the learners’
automaticity. who met
expectations
18. The learner’s SHs report of
outputs/performances meet teachers’ on
the prescribed content and learners’
performance standard performance
through ELLN practices. based on
authentic
assessment
19. The learner manifests positive SHs report of
behavior, discipline, and teachers
engagement in face-to-face/ without drop
virtual sessions. outs per
quarter
20. The improvements of SHs report of
learners’ and community’s teachers’ on
perspective, behavior, and the
way of life are evident as collaboration
influenced by the school’s & support
implementation of ELLN received from
program. stakeholders
(PTAs, LGUs,
ect)
TOTAL
1. How does ELLN benefit K-3 learners? List down at least three.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
2. What benefits do teachers/school get from ELLN program? List down at least
three.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
3. Based on your experiences, what aspects of the ELLN program needs

improvement to strengthen its implementation?

REGION III
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
4. What support/s does the school head provide in terms of ELLN

implementation?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
Monitor/s: __________________________________________________
__________________________________________________
Date Monitored: ___________________________________________
References: DepEd 12, s.2015; DepEd 33, s. 2016
Prepared by:
CHERRY G. VINLUAN
EPS-Filipino/ ELLN Coordinator

REGION III
EVALUATION TOOL IN M ONITORING THE SPED PROGRAM

School/ Division _______________________ SPED Teacher: _____________________
Principal: ___________________________ SY: __________________________________
Objectives:
13. To assess the level of implementation of the School’s SPED Program.
14. To gather relevant data/ information for adjustment, refinement and
modification of SPED program implementation.

TA
YES NO MOVs
Provided
15. The learners with special Results of family
education needs are mapping survey
located thru family
mapping survey.
16. The LSENs who are not Profile of learners and
in school are listed and community
parents are convinced to
enrol their children in
any platform.
17. The learners with their Proposal
parents are well-oriented School Memo
on the curriculum, Attendance
assessment and grading Memorandum of
system and Agreement and
requirements on SPED Understanding
education.
18. Advocacy campaigns Advocacy materials
and networking are and networking
conducted/established
to reach out to parents
and other stakeholders.
19. The teacher/s is/are PDS
trained on practical Certificates
issues, strategies, and
techniques in handling
SPED learners with
varied abilities.
B. INPUT EVALUATION
20. The LSENs’ strengths List of LSENs strengths
and weaknesses were and weaknesses
identified.

REGION III
Formal and informal

tools
Results of multiple
assessments
Progress reports of
LSENs
Relevant EBEIS Data
21. The principal ensures all MSF/TAR/
teachers are supported WWAR/WWP
and given technical Incentive Scheme for
assistance. teachers and other
personnel
22. The school has adequate List of existing
facilities and teaching facilities/School
devices to cater to SPED Improvement Plan with
classes. SPED Program
Activities
List of appropriate
materials for LSENs
23. Parents volunteer to Commitment Form
provide support in the Log Book/Photos
school and other parents Records of
to improve learners’ volunteerism
performance in Certificate of
academic, moral and Appreciation
spiritual development in
any agreed teaching and
learning modality.
24. The school has Teacher’s profile
nationally funded SPED Teacher
teacher/s trained on Assignments/Personnel
Transition Curriculum Data
and Modifications.
25. The teacher uses CG, TG, LM, SLMS,
SLMS/LAS which are LAS
anchored on DepED CG
competencies.
26. The teacher uses Highlighted part of
contextualization, DLL/DLP/WHLP
enrichment, adaptation Progress reports
and accommodation
activities to foster
optimum learning of
LSENS based on the
Transition Curriculum
being offered by the
school.

REGION III
27. The teacher addresses Highlighted part of

varied needs of learners DLL/DLP/WHLP
as manifested by the
WHLP/DLL/DLP to
ensure different groups
of learners are on tasks.
28. The teacher/parent Memo of agreement
ensures a child-friendly, Minutes of meeting
gender- sensitive, safe, photos
and motivating
home/virtual learning
environment.
29. There is a continuous Log Book
provision of support Letters
services on the LSENs’ Photos
identified strengths and Results of multiple
weaknesses from assessments
professionals, Progress reports of
specialists, parents, LSENs
volunteers, and peers.
D.PRODUCT EVALUATION
30. The teacher assesses Assessment Tools
learners’ skill acquisition
using appropriate
assessment tools based
on the school’s learning
delivery modality.
31. The learners Assessment results
perform/produce
products which exhibit
high level of mastery and
automaticity.
32. The output/performance Alignment of
of the learners meet the assessment in CG
prescribed content and
performance standards.
33. The learners manifest Pictures/photos/videos
positive behavior,
discipline, and
engagement in face to
face/virtual sessions.
34. The school has Checklist on
strengthened the distribution/retrieval of
cooperation of modules, answered
learners/parents in the SLMS/LAS
agreed learning delivery Attendance in virtual
modality by monitoring platform/ photos of
teachers’ conversation in GC

REGION III
learners/parents’ PTA Resolutions and

engagement on Minutes of Meetings
submission of answered
SLMs/LAS/outputs.
TOTAL
Reflection Questions:
7. What are the issues, problems, and challenges met by the SPED teacher?
School head?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________
__________________________________________________________________________
_________________________________________________________________________________
____
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________
_________________________________________________________________________________
____________________________________________________________________
Monitors: _______________________________________
_______________________________________
Date Monitored: __________________________________
References:
 1987 Constitution of the Philippines
 DO No. 26, s. 1997 - Institutionalization of Special Education (SPED) Programs in
All
Schools
Department of Education, BEE, Policies and Guidelines in Special Education 2008

REGION III
 DO No. 72, s. 2009 - Inclusive Education as Strategy for Increasing Participation

Rate of Children
 DO No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the
Philippines
 DepEd Order No. 36, s. 2013 Our Department of Education Vision, Mission and
Core Values (DepED VMV)
 DO No.52, s. 2016 - Data Collection of Basic Education Statistics in the Learner
Inf ormation
System and Enhanced Basic Education Information System
for Beginning of
School Year 2016-2017
 DepEd Educational Facilities Manual (Revised Edition of the 2007: Handbook on
Educational Facilities -Integra ting Disaster Risk Reduction in School Construction
 DepEd Order No. 03, s. 2018, Basic Education Enrolment Policy
 DepEd Order No. 29, s. s. 2018 Policy on the Implementation of Multi-Factored
Assessment
Tool
 DepEd Order No. 21, s.2019 Policy Guidelines on the K to 12 Basic Education
Program
 DepED Order No. 21, s. 2020 Policy Guidelines on the Adoption of the K to 12
Transition Curriculum Framework for the Learners with Disabilities
 DepEd Memorandum-CI-2020-162
Prepared:
CELIA R. LACANLALE, Ph.D.

REGION III
MONITORING TOOL FOR THE IMPLEMENTATION OF

ALTERNATIVE LEARNING SYSTEM
Name _______________________________ District: ________________________

School/CLC: __________________________ Date: ______________________
OBJECTIVES: To measure the program implementation based on the Context

(Program Preparedness), Input (Program Participation), Process (Program
Procedures) and Product (Program Outcome). The result of this monitoring will be
the basis for continues improvement of the program implementation.
This ALS Monitoring & Evaluation Tool is divided into parts which comprises
the following:
Context Evaluation – observable indicators of school’s preparedness in enforcing

the learning
delivery modality/ies as part of their BE-LCP in assuring that
learning delivery takes place amidst the health crisis.
Input Evaluation – observable indicators of ALS community stakeholders’
strategies in
addressing the required school/CLC continuous learning
mechanism set up as essential inputs to make learning happen.
Process Evaluation – observable indicators of the process of conducting ALS
Program on the
learning delivery involving the supervisor, the school head and
the ALS teacher.
Product Evaluation – observable indicators on tangible and non-tangible Learning
Outputs/
Outcomes as a result of the conduct of ALS Program.
DIRECTION: To fully facilitate the use of this tool and its purpose, kindly check ()
the indicator that corresponds to your response following the scales. Mode of
Verification is already indicated as proof of evidence. The “Remark” column is
provided for your additional inputs.
1 – Not Observable
2 – Moderately Observable
3 – Highly Observable

REGION III
Not Moder
Highly
Obs ately
Obser
erva Obser MOVs Remarks
vable
ble vable
(3)
(1) (2)
A. CONTEXT
EVALUATION
1. Receives orientation Certificate
and training from of
EPSAs and ALS Trainings
Supervisor in the
implementation of
ALS 2.0 and
different modalities
under new normal
2. Adapts the new and Annual
expanded ALS Implement
Curriculum ation Plan
including the BE-
Learning Continuity
Plan
3. Ensures gender . Online
sensitive, safe and Etiquette
motivating physical
and online
environment
4. Considers learning Lesson
objective, learning Exemplar/
strategy and Daily
learning Lesson Log
assessment
alignment in
session guide
preparation
5. Conducts screening FLT
and placement of Results
learners thru the
conduct of
Functional Literacy
Test
B. INPUT
EVALUATION
6. Coordinates with Mapping
the Form
parent/guardian on
the ALS Program
7. Taps the supports List of
from stakeholders Partners

REGION III
to provide
additional and
supplementary
materials and
training.
8. Produces Advocacy Sample
and Social AdSocMob
Mobilization Materials
materials to
strengthen ALS
Partnership
9. Builds partnership List of
to provide skills Conducted
training/Informal InFed
Education (TESDA) Training
10. Ensures availability List of
of ALS Module and Communit
other learning y Based
resources CLC
C. PROCESS
EVALUATION
11. Identifies learning ILA Forms
goals and learning
competencies to be
mastered by
learners thru the
use of Individual
Learning Agreement
(ILA)
12. Utilizes different ALS
learning modalities Modules,
both offline RBI MP3
(Modules) and
online (TVI/RBI)
based upon the
context of learners.
13. Observes learner’s Any
manifestation of records of
positive behavior, learners
discipline, and engageme
engagement nt
throughout the
session.
14. Conducts retrieval Receiving
and distribution of Copy of
modules regularly Modules
following safety
protocols to

REGION III
facilitate learning.
15. Organizes and Learners’
assesses learners’ Portfolios
Working Portfolio
D. PRODUCT
EVALUATION
16. Conducts Fb Group
monitoring of and Home
learners progress Visitation
thru Home Form
Visitation (limited
face to face), FB
Group (Online)
17. Provides Remedial Work
Activities for Slow Samples/
Learners and Activity
Enrichment Sheets
Activities to the
learners with levels
of mastery and
automaticity.
18. Conducts FLT Result
Functional Literacy
Test-Post Test
19. Assess learners’ Learners’
Presentation Portfolios
Portfolio
Assessment
20. Conducts Result of A
monitoring learners and E Test
progress through
the annual
Accreditation and
Equivalency Test.
TOTAL
Prepared by: Conformed by:
Signature
Name ____________________ __________________

Designation PSDS/EPSA/EPS-I, ALS Mobile Teacher
Date

REGION III
PREPARED BY:
Ruel F. Bondoc (Education Program Supervisor I-ALS)

Wesly M. Tayag- (Education Program Specialist-ALS)
Exequiel C. Pangilinan - (Education Program Specialist-ALS)
Marry C. Franco- (Education Program Specialist-ALS)
Mary Jane B. Ibe- (Education Program Specialist-ALS)
Norily C. Baluyut - (Education Program Specialist-ALS)
Ref erences:
1. DepEd Order No.13, series of 2019, Policy Guidelines on the Implementation of
ALS 2.0
2. Deped Order 12, series of 2020, Basic Education Learning Continuity Plan

REGION III
MONITORING TOOL FOR TV-BASED INSTRUCTION

(Dry Run)
Name of School :
________________________________________________________
District/Cluster :
________________________________________________________
Learning Area :
________________________________________________________
Subject Matter :
________________________________________________________
Date Monitored :
________________________________________________________
Objective:
 To assess the implementation of TV-based instruction as an alternative
learning delivery modality in terms of facilitator’s efficiency, content,
methodology, and functionality.
End Users:
 Education Program Supervisors and Public Schools District
Supervisors
Directions: Please assess the level of compliance with the following indicators by
putting a checkmark (✓) under the appropriate column. Refer to the
rating scale below. You may put necessary remarks and comments
concerning each item.
1 – To a very small extent

2 – To a small extent
3 – To a moderate extent
4 – To a large extent
5 – To a very large extent
Facilitator / Lecturer
Indicators 1 2 3 4 5 Remarks
1. Exhibits pleasing personality
2. Manifests good voice quality
3. Enunciates words correctly and
clearly
4. Observes proper behavior
5. Employs appropriate gestures
and facial
expressions

REGION III
5. Displays adequate knowledge /

mastery of
the topic
6. Projects acceptable level of
confidence
Effective Communication
1. Provides appropriate motivation
2. Delivers key concepts clearly
3. Communicates ideas effectively
4. Uses appropriate choice of words
in
accordance with the learners’
cognitive
level during discussion
5. Uses clear, understandable
language
6. Explains the lesson fluently
(using the
medium of instruction)
7. Uses praises for encouragement
Content
1. Sets realistic goals for students to
accomplish
2. Achieves objectives of the lesson
3. Provides Substantial input
4. Contains visually rich and
appropriate
texts, pictures, images, graphics,
materials, and resources
5. Shows relevance of topic and
content to
the particular grade level / target
learners
6. Provides sufficient examples and
illustrations relevant to the
lesson
7. Shares information that is only
relevant to
the lesson taught
8. Relates lessons with real life
situations

REGION III
9. Models effective applications of

content
knowledge within and across
curriculum
10. Integrates values / character
building
M ethodology
1. Unlocks difficult words in
presenting the
lesson
2. Stimulates learning by means of
interesting and thought-
provoking
questions
3. Allows learners adequate time to
process
information and answer questions
about
the topic
4. Provides for teacher-learner
interaction
5. Captures learners’ interest
6. Implements developmentally-
sequenced
teaching and learning process
7. Encourages students to analyze
lessons
8. Demonstrates appropriate
strategy /
approach / technique
9. Facilitates acquisition of requisite
knowledge and skills
10. Provides learning support
systems to
promote engaged learning
Functionality
1. Supports substantial and
adequate viewer
interactivity

REGION III
2. Contributes to enhancement of
learning
experience
3. Provides schedule and
programming
appropriate to particular grade
levels
3. Employs communication system
to elicit
feedbacks and queries
4. Presents accessible learning
opportunities
5. Widens access and participation
of learners
___________________________________
Monitor
Ref erences:

Regional Memorandum No. 116, s. 2020
Deped Order No. 2, s. 2015

REGION III
CID PROBLEM TREES
Analysis:
The unprecedented COVID-19 pandemic has dramatically changed the educational

landscape of the world leading to adaptation on learning delivery modalities to ensure
that education continues amidst the threat in health and safety of all people involved
in education. Seemingly, no matter how driven SDO Pampanga in terms of
preparing and sustaining efforts and initiatives, there is still significant number of
learners not meeting Grade level expectations (37, 181) and failing (3, 420) during
the first quarter as evidenced by reports generated from the field. In a focused group
discussion with CID members the following root causes and effects were unearthed.
First, the unavailability of quality learning facilitators/para teachers

who can extend educational support to learners who are primarily home schooled.

REGION III
Parents/guardians who are considered significant partners in remote distance

learning are challenged how they can both support the economic needs of the family
versus the educational needs of their children. Thus, in the SDO Pampanga scenario,
some learners are left unaided without parental involvement in modular distance
learning which was considered as the number 1 choice (51%) in our division survey
in June 2020. Moreover, parents who stay behind at home attending to their children
are academically unprepared to take the herculean role of being learning
tutors/teachers to their children as the remote distance learning warrants it. In a
related SDO survey, it revealed, the members who can provide support for distance
learning: 69% parents/guardians can assist learners at home, 14% the elder
siblings, 7% grandparents, 5% extended family members and others (5%). The
unavailability of quality learning facilitators has resulted in poor academic
performance of learners during the first Quarter as evidenced by the significant
number of learners not meeting Grade level expectations and those who failed in
their written works and performance tasks as the parameters in grading students
during the pandemic.
Second, the unavailability of other learning interventions. The DepED

Order No. 8, s. 2015, Policy Guidelines on Classroom Assessment for K to 12,
required teachers to conduct learning interventions during the 5th week of the month
to address learning gaps. This directive from the Central Office is not fully
implemented in the absence of the face to face learning modality. This would greatly
affect students’ learning to higher and more complex competencies if these learning
gaps are not addressed. In a CID survey, there are least mastered skills of learners
that were identified in all learning areas which should be given interventions by the
school and the division to arrest this situation. If left unresolved, these learning gaps
will further handicapped learners achieve better performance/improved learning
outcomes. Innovations/interventions were crafted and aligned by supervisors
addressing these gaps in learning.
Third, lack of alternative learning modalities. In SDO Pampanga survey,

parents and learners have chosen the following learning modalities: 51% of the
learners preferred modular instruction, 36% Online Distance Learning, 20% Face to
face modality, 11% TV-based instruction and 5% radio-based instruction. The
division was able to prepare only for modular distance learning, TV based instruction
and 14 schools have adopted online instruction. As gleaned from the survey, there
are varied needs of learners and parents which were not delivered by the division
and the Central Office as the pandemic situation increases in mortalities and cases.
Nothing can replace the impact of face to face learning modality as it encourages
better learners’ social interaction and psychological support from peers and real
teachers who understand better pedagogical content and strategies suited to
learners’ needs, abilities and interests. From the survey conducted, majority of the
schools opted to use modular printed only and blended instruction was only
practiced by some schools.

REGION III
Although there is already evidence that SDO Pampanga can adopt online
instruction, there is a glaring digital divide in terms of access to technology. Around
54% only of learners have laptop, desktop, computer and smart phone versus the
46% without any gadgets. Teachers’ survey revealed that 72.72% have shared
computers at home, 24.62% have their own personal computers, 62.58% have their
own personal laptops and 36.56% have shared laptops. Teachers have also multiple
gadgets like personal tablets-24.91%, shared tablets- 47.55%, with cell phones
95.87% and shared cellphones-3.13%. Data also revealed that around 77.98 %
teachers have internet connection at home, and 22.01% without internet connection.
On the other hand, challenges that may affect children’s distance learning were also
captured by identifying the top 3 in rank with same 23% mark- lack of available
gadgets, insufficient loads, and unstable internet connection. From the survey
conducted, schools can’t embrace online instruction because not all have the
technological equipment and internet connection. Learners have varied needs, and
admittedly, it is not one shoe fits all strategy/modality in teaching, and this area
needs further improvement/adjustment for the division and schools because offering
same modality may lead to the unaddressed needs, abilities, interests, multiple
intelligences of learners which can only be facilitated through differentiated
instruction.
Fourth, child labour. It was revealed that some Junior and Senior High
School students are working during the pandemic. Thus, its effect would be less
focus on studies, because as Maslow’s hierarchical needs theory emphasized, the
physiological needs is the basic foundation and is more important than the safety
needs and other higher needs of learners. In a situation analysis of children in the
Philippines conducted by UNICEF and NEDA, it revealed that 31.4% of children are
living below the basic needs poverty line nationally. Despite progress, children across
the country face barriers to the full realization of their rights affecting their well-
being and development. The pandemic has exacerbated the situation, because
although there are threats to health and safety, many students, as revealed by
teachers particularly in Senior High School, are still working to finance the needs of
the family.
Fifth, overloaded teachers. Teachers’ role evolve from teaching in the four
walls of the classroom to printing, distribution, retrieval and checking of modules of
their learners weekly. Added to the role is the feed backing that is shared to parents
and learners who were not able to submit outputs/modules per week and constant
follow-up in Group Chats/messengers and Face book. Some are overloaded
particularly teachers handling EsP/ Values and APAN because of the required
number of hours they need to comply as stipulated in DepEd Order No. 20, s. 2019.
This would lead to more modules to check for 12 to 15 classes and quality time for
teaching/coaching to learners is affected.
Sixth, lack of regular feed backing mechanism which resulted to

competencies are not properly or effectively assessed. The lack of teacher and

REGION III
pupil engagement although there are available monitoring tools for instruction like
Weekly Home Learning Plan, Individual Learners’ Monitoring Plan are not enough to
address seemingly the learning difficulties of learners. The absence of access of
learners and parents to technology/computers/cell phones are realities from the
ground which further hinder teachers to reach out to their clientele to arrest their
issues, challenges on learning tasks in relation to modular distance learning. The
hard to reach children and parents would adversely impact on academic learning
because of the lack of communication and assistance that can be extended. The
Home visitation, as a mechanism to help learners and parents is only done at the
minimum level due to persistent risk in the community due to lockdown and covid
cases. We can’t push teachers to do maximum intervention because their health and
safety is also the primordial concern of the department.
Seventh, mismatched in assessment practices. Since activities in the
modular instruction are only recorded but not graded, to monitor learners’ progress,
there is a question on the validity of answers of learners in the submitted modules.
Teachers, upon preparing paralleled assessment tools, may not again get accurate
and valid results from learners because these are done not face to face. This would
result on unmastered competencies, unaddressed learning gaps of learners.
Unless the country/SDO Pampanga will move from paper and pencil test to
technology aided assessments where these are conducted online, there would always
be a question on the validity of the examination results on written works and
performance-based tasks of learners. Moreover, the lack of equipment and tools at
home especially for performance- based subjects like MAPEH, TLE and Science,
competencies in relation to demonstration of skills, will dramatically affect
acquisition of knowledge, understanding, skills and values of learners in the absence
of important aids for learning. It is also interesting to note perspectives of teachers
on current academic set-up as reported by ABS CBN News.
“A majority of Filipino teachers doubt whether their students learn under the
current distance education setup, according to a survey conducted by experts, who
raised concerns over what they called a “looming learning crisis.”
The nationwide online survey was conducted from November to December

2020 by the Movement for Safe, Equitable, Quality, and Relevant Education
(SEQuRe Education Movement). Its respondents include 1,395 teachers, 1,207
parents and 620 students from grades 4 to 12.
Results of the poll showed that 70.9 percent of the teachers “do not think or
are not confident that the competencies set by the Department of Education
(DepEd) under distance learning are actually being developed.”
A little over half or 53 percent of the students are uncertain if they can learn
the competencies set by DepEd through distance learning while only 42.7 percent
of parents expressed confidence that their children understand their lessons. “

REGION III
Although these above data may not represent the actual enrolment figure of
the division which is 349,356, there is merit in what teachers, parents and learners
say on remote distance learning because of the dramatic shift in teaching from face
to face to distance learning. But, as we go along with the quarters of the School Year,
it is hoped that teachers, parents and learners’ perspectives change by looking into
the benefits and opportunities more than the threats of remote distance learning.
Finally, teachers and learners are both adjusting on the new normal in
education which may result to disorientation of roles, mandates, and priorities.
With the many orientations/webinars on mental health, safety protocols, healthy
living, psychosocial support, it is the hope by the department that coping
mechanisms and strategies for crisis management shall be embraced by all teachers
in order to move forward because the pandemic crisis is already part of our everyday
life. The battle is already half won, because learners are kept at home as learning
delivery modalities are calibrated to ensure maximum learning. When everyone is
adjusted/adapted and new perspectives come in, it is hoped and prayed that
intensive collaboration, networking, partnerships will be forged to make certain that
optimum assistance is extended for quality education to be realized amidst the
pandemic. For it is always said, “It takes a whole village to educate the child.”
Prepared by:
CELIA R. LACANLALE, PhD

CID Chief

REGION III
Core P roblem: Significant Decrease of Number of ALS Learners Enrollment

and Non-Completers
Root Cause Effect Analysis Possible Resolution
Prohibition of Difficulty in Due to the pandemic, Creation of Online
Face-To-Face reaching Out- the face to face Mapping, Digital
Interaction of-School- activities prior to the Advocacy, Online Social
(Mapping, Youth in the school opening such Mobilization and
Advocacy community as mapping, Enrolment, however it
Social advocacy, and social only reached learners
Mobilization, mobilization were with gadget and
Enrolment) prohibited so not to internet since most of
put the safety of the the ALS Learners can
implementers at afford to have their
stake. Because of own.
this, ALS were not
able to reach those Partnership with
out of school youth Barangay Council to
and want to attend help in the
class in the ALS dissemination of
setting. information about ALS
implementation in the
barangay.
Postponement Learners Still due to pandemic, Since A and E is
of A&E for decided to postponement and replaced with Portfolio
work due to cancellation of Assessment where

REGION III
consecutive postponement Accreditation and there is an expected

two years of A&E Exam Equivalency Test was increase of passers, the
announce resulting to high percentage will be
the disappointment of a good points to attract
learners who are potential learners.
waiting for the test for
consecutive 2 years.
With this delay,
potential ALS learners
for the current school
year decrease
significantly.
Limited Poor Since ALS are While ALS is offering
gadgets and performance of considered as “The online modalities,
access to learners and Least, The Least and learner can opt
internet compromised The Lost” learners, Modular-based
connectivity for quality of not everybody can instruction to continue
ALS Online Learning afford to buy gadgets learning even in the
Modalities intervention and avail internet comfort of their
connections. respective homes
Increasing Less time or Due to financial ALS Implementers will
number of focus on problem, most of the make the most flexible
ALS Learners studies due to learners are forced to and effective schedule
joining the work work at a very young just NOT to drop the
labor force age resulting to a learner in the ALS
poor study habit due System
to lack of time.
Adjustment of Quality work is ALS Implementers are Series of Capacity
ALS affected not yet fully equipped Building will be
Implementers on Online Teaching conducted on the use of
in the new technology which will
Normal be useful in conduct of
Online Teaching
Issues in Difficulty in Most of our learners Propose a mechanism
dropping out enlisting who are attending or process on the
Learners from learners in the their class in ALS are coordination of Formal
the formal LIS ALS LIS not yet officially School and ALS on how
Enrolment enrolled in the system to make the process
of ALS since they are faster and easier.
not officially dropped
out in the formal/
regular schools where
they previously
enrolled resulting to
low enrolment I the
LIS but ideal in the
actual classroom
number of learners

REGION III
Lack of CLCs Frequent Before pandemic, one Establish more CLC

to conduct ALS absenteeism of the factors affecting and recruit more Mobile
Classes the enrolment is the Teacher who can
lack of available CLC. accommodate the large
Learners find it number of out of school
difficult to go to the youth in the area.
CLC due to distance.

REGION III
LR P roblem Tree
ANALYSIS:
The Division of Pampanga has plenty of learning resources but, not all these
learning resources are quality assured. Before a learning resource will be
reproduced and provided to learners, it should first undergo quality assurance.
The lack of training on quality assurance of learning resources is the main

root cause of why SDO Pampanga lacks quality assured materials. Because of this,
the quality assurance team remains untrained.
Next, there are only a few teacher-illustrators. Because of this, though we

have learning resources, images are from the internet and are not original
illustrations.
Then, there are only a few trained Layout Artists. Because of this, learning
resources are not properly laid-out.

REGION III
Lastly, the Division Quality Assurance Team is not fully organized/not yet in
place. Because of this, the dates targeted for learning resources' distribution are
not met.
PSDSs’ Problem Tree
Analysis
As gleaned from the diagram, pupils’ low performance can be attributed to

three major reasons: uncooperative parents, insufficient Learning Delivery Modality
and mismatched K to 12 curriculum assignment. For number 1, it was further found
out that some parents are working and they can’t attend to their children’s education
at home, they are not highly educated, thus they can’t teach their children well and
some irresponsible parents who belong to the low economic status are somewhat
irresponsible in getting the modules of their children which further contributed to
non-submission of requirements.
SDO Pampanga, although readied for LDMs, some learners can’t access them
due to poor recognition and no internet connectivity, thus majority relied only in
printing SLMs. These are lengthy, and sometimes difficult to comprehend alone
particularly for non-readers and in Key Stage 1 and 2.
Some teachers are also adjusting in teaching learners in K to 12 curriculum

on remote distance learning particularly for inclusive education programs. Few
teachers in South Sector particularly, have to adjust teaching learners particularly

REGION III
SPED, who must be taught directly in school because parents don’t know how to
handle teaching the transition curriculum.
The effects of the three major reasons are the following: negligence of parents
had adverse effect on unimproved performance /children not meeting grade level
expectations; children can’t focus due to distractions and routinary activities are
not being done at home which is hope to instill discipline and strong study habits
among children; the learning gaps produced further anxiety of learners in and low
esteem.
All these identified problems have to look into as the division in planning for
new strategies, plans, programs, projects and activities for the new school year.
Education P rogram Supervisors’ P roblem Tree
Analysis
It is no doubt that the COVID-19 pandemic has dramatically changed the

world’s educational landscape that led to the adaptation of appropriate learning
delivery modalities to ensure that education continues amidst the health and safety
threats. Apparently, the great effort put forth by the Curriculum Implementation
Division (CID) is not enough to fully achieve the targets of the Department as
evidenced by the inconsistent feedbacks from all school stakeholders. This is why,
the need for a more consistent, flexible, effective, and contextualized curriculum
delivery plan must be continuously put into place if we wish to maximize the energy
we invest in this new normal education.

REGION III
Living up to their mandates of monitoring and quality assuring the

appropriate and effective implementation and delivery of the curriculum, the
Education Program Supervisors are faced with this difficult task given the unique
and changing contexts posed by the COVID-19 pandemic. Since the start of the
school year, the EPSs have established variety of strategies and methodologies for
monitoring and validating curriculum delivery which are crucial in planning and
decision-making.
Limited to No-Face-to-Face M onitoring
The delivery of the Modular Distance Learning to the learners proved to be the
most challenging part of the new normal set up in education. However, another
equality difficult task is the monitoring and supervision to make sure that the BE-
LCP is working well in schools. Regular monitoring from the CO down to the Division
level are conducted, with each one requiring the use of certain assessment and
monitoring tools which oftentimes do not fit the context of some schools. As more
and more data are generated, the need for comprehensive analysis and interpretation
is needed in order to address effectively issues and problems. The fear of getting
infected by it in many different ways prohibits learning area Supervisors from
conducting face-to-face engagement with school stakeholders so that appropriate
and varied data can be generated from curriculum implementers. Given this context,
CID experts simply rely on what online or virtual monitoring and feedbacking
sessions with concerned authorities could provide. With technology as the only
available means of monitoring in the absence of face -to-face modality, we should
learn to maximally use its potential and make it contextually fit to every school.
Fear of COVID-19
No one is invulnerable to COVID-19. Despite our strict adherence to health

standards, the number of cases continue to rise leaving everyone helpless. Our works
are indeed important for our survival, however, at the end of the day, what matters
most is the health and safety of teachers, parents, and students while making sure
that learning instructions are properly and effectively delivered. As the second wave
of the pandemic sets in, our fears become intense which prohibits teachers from
performing their roles and responsibilities especially the distribution and retrieval of
learning modules. Added to these are the constant changes in the policies and
guidelines set by the IATF and other authorities that affect their mobility in
responding to the needs of their students.
Unavailability of Contextualized Tools for M onitoring based on Current

Situation
Basically, the plans and decisions made by the Division, Region, and Central
authorities rely on the data generated down the school level. However, these data
have to be produced using appropriate monitoring tools that fit the current context

REGION III
of every school. Not to mention the urgent reports often required by the CO and RO
which is why data validity and reliability is also compromised. Due to the absence of
such monitoring tools, authorities simply rely on data and information provided
through virtual/online monitoring and feedbacking sessions with all school
stakeholders. Down the division level, the CID which is mandated to oversee the
delivery of the curriculum, has to work interfacingly with the SGOD Monitoring and
Evaluation Unit in formulating and crafting contextualized monitoring and
assessment tools to specifically capture the unique situations and conditions in every
learning center. These monitoring tools should also undergo constant revisions
based on their usefulness in the generation and sourcing out of valid and reliable
information.
Big Bulk of W ork in the Development and Quality Assurance of K-12

Contextualized M aterials
Proudly, the SDO was one of the first divisions to lead in the production of
SLMs. However, it has undergone difficult yet fulfilling experiences along the process.
As early as March of 2020, EPSs have started the orientation of teachers and
necessary workshops and writeshops were conducted to more than 2000 module
writers and scriptwriters, content and language editors, layout artists, illustrators,
200 plus TV presenters, including members of the TV production team to make sure
that all SLMs for Modular learning and TV-Based lessons for TVI conform with the
Learning Resources Standards set by the CO. In all these processes, teachers played
the crucial roles while at the same performing their real mandates. Though work
plans were made to ensure the smooth flow of work, the big bulk of work teachers
performed with all the add-ons responsibilities caused them to be emotionally
and physically exhausted. Positively, the SDO started the school year with ready
SLMs accessible to all schools, teachers and even learners with supplementary TVI
Lessons via the Super-K Teleskwela.
Overlapping of Urgent Reports from the DO, RO, and CO
While data and information generated from the fields are relevant factors in
the formulation of policies, guidelines, and planning and decision-making, the
overlapping surveys, reports and data elicited by higher offices via Google Sheets and
Forms or other available platforms consumed much of teacher’s time and affected
his/her performance of his/her responsibilities. This came out among the feedbacks
during the focused group discussion and monitoring of SDO authorities. Long before
one report is finished that another one comes in with only the same respondents
required to accomplish the forms. Not to mention the accessibility of internet and
other ICT gadgets and equipment as hindering factors in the preparation of such
reports. All these are basically performed during school hours, and sometimes even
on weekends, leaving them with limited time to perform more important and
crucial responsibilities like regular feedbacking and consultation with learners and

REGION III
parents, much more in the preparation of assessment materials and interventions

and remediations to address teaching-learning process issues.
Add-ons Assignments/ Responsibilities due to Interfacing
It cannot be discounted that even the most efficient person becomes

unproductive and inefficient when loaded with too many responsibilities to perform.
“Jack of all trades” or “Strike anywhere” as they say. With the new normal in
education, teachers aren’t just simply facilitators of learning but also glorified clerks
as they are forced to take part in the rigorous production of SLMs from downloading
to the LR portal to the collation for on-time distribution. Mostly affected on this set
up are small schools with limited number of teachers. While some school works are
accomplished their true mandates are given less priority resulting to poor
performance of their work as well as their students. DM 291, s 2008 clearly
specifies that teachers are expected to work for two hours, that is six hours of actual
teaching and two hours for teaching related works and other responsibilities.
Evidently, the best way to maximize time for instructions and feedback giving,
education authorities must contemplate on lessening teachers non-teaching
responsibilities so they can fully perform their mandates and achieve the goals of the
department.
Issuances from IATF, DOH, DepEd and Other Government Agencies
Since the start of the pandemic, teachers need to be regularly updated on

various matters like the implementation of the BE-LCP, health and safety standards
from the IATF and other more equally important information to properly and
effectively perform their functions. While it is the role of school authorities to
constantly remind teachers, this is often neglected and cause disinformation and
poor compliance to such issuances. Issues on the distribution and retrieval of
modules as well as suspension of these when there are reported cases of COVID
infections in schools and other issues like who to refer to and what health and safety
procedures to follow when situations arises must be dealt with accordingly based on
existing policies and guidelines. A more strengthened communication system with
all concerned school stakeholders must be put in place in order to inform teachers
and free them from any untoward incidents which the new set up may cause.
Prepared by:
CELIA R. LACANLALE, PhD

CID Chief

REGION III
Recommending Approval:
MELISSA S. SANCHEZ, P hD, CESE

Assistant Schools Division Superintendent
Approved:
ENGR. EDGARD C. DOM INGO, PhD, CESO V

Schools Division Superintendent

REGION III
Other P roblem Trees of the OSDS

REGION III

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REGION III
DISASTER RISK REDUCTION MANAGEMENT

REGION III

REGION III
Challenges not solved
Conclusion not arrived at

Important and critical mgmt.
decisions not taken
Performance not
improved
Non-utilization oriented
Lack of knowledge in the crafting of M&E

PROBLEM tools and analysis of M&E results
M&E tools crafted need improvement M&E tools crafted were not validated
M&E results not communicated
Data gathered from monitoring not analyzed No relevant training on the crafting of M&E tools and
analysis of data collected
MONITORING & EVALUATION ANALYSIS

REGION III
Mechanism for monitoring

resource support not
supported
Organizational effectiveness
not monitored
Plans not adjusted
Issues and concerns

Low rating given during not addressed
SBM validation
PROBLEM SMEA not institutionalized
Insufficient understanding of implementers on MEA

technology
Non-application of insights gained during orientation
Quarter SMEA report not

communicated to and MEA process not followed Report not properly School M&E system not
validated by stakeholders accomplished functional
SCHOOL MONITORING, EVALUATION, AND ADJUSTMENT

REGION III
Comparison on the ratings

given
Comparison on the process
of validating schools
Complaints raised
against some validators
Dissatisfied personnel
PROBLEM Unharmonized SBM validation process
Validators have different interpretations when

Lack of orientation / consultative mtg on APAT
analyzing documents and validating practices
Lack of knowledge on the different terminologies used Confrontational manner of validation
MONITORING AND EVALUATION (VALIDATION)
DRRM
REGION III
REVISION ON MONITORING TOOL

(INCLUDES RECEIVING SHEET) AND
DELAYED DELIVERY OF SCHOOL- REQUESITION OF DOCUMENTS
BASED FEEDING PROGRAM (MILK
COMPONENT) ON DROP OFF
POINTS –
UNAVAILABILITY OF
CHANGE OF CYCLE MENU FROM HOT
ACCURATE DATA
MEALS PREPARED IN SCHOOL TO
FORTIFIED BREAD AND SEASONAL
AVAILABLE LOCAL FRUITS
SHORTENED FEEDING PERIOD

DISTRIBUTION MODALITY: CHANGE IN THE MODALITY FROM 120 DAYS FROM 60 DAYS
PARENT/GUARDIAN RECEIPT OF FOOD FROM SCHOOL BASED TO
OBSERVANCE OF REQUIRED
COMMODITIES IN SCHOOL PREMISE, HOME HOME-BASED HEALTH PROTOCOLS
VISIT FROM SCHOOL PERSONNEL AND
ASSISTANCE FROM LGU
IMPLEMENTATION OF SCHOOL BASED FEEDING

PROBLEM PROGRAM IN TERMS OF ITS DELIVERY TO ITS
RECIPIENTS
MONITORING AND GEOGRAPHICAL

LOGISTICAL LIMITATIONS OF THE SUPPLIER
EVALUATION DISADVANTAGED AREAS
LACK OF UPDATED BASELINE

COVID-19 HEALTH CRISIS NUTRITIONAL STATUS (2019)
SCHOOL-BASED FEEDING PROGRAM

REGION III
Under developed Youth

Formation Program
Limited Access to Youth

Mostly of the learners of SDO Pampanga will be left Formation Program
behind in terms of their receptivity of the Youth
Formation Program
Ineffective Youth Formation

Multiple localized strategies Program
are needed to be developed
Management and implementation of Youth Formation Programs,

PROBLEM projects and activities in the New Normal in terms of localized
strategic delivery of service for the youth of SDO Pampanga.
Mental, psychological, financial, & Based on the IATF guidelines,

The 33 districts and 7 clusters of SDO physiological negative effects of this mostly of our Youth in SDO Lack of gadgets to be used by the
Pampanga have different profiles new normal to our learners Pampanga are mandated to stay learners to receive YFP
inside their homes
The access for Youth Formation Programs might probably be available for The existing delivery of Youth Formation No internet provision and
the learners who have access for internet connection Programs are not suited in the New Normal availability to all the Youth of SDO
Pampanga to access YFP
YOUTH FORMATION PROGRAM SECTION
Reports on ASP and BE

are inaccurate
Reports on ASP and BE

are delayed
Higher maintenance costs
next school year
Donation Projects for the

School Buildings / Classrooms Repair and Maintenance
Maintenance not done during of classrooms halted
the opening of classes
●Unimplemented Program of DepEd – Schools Maintenance
PROBLEM Week (Annual Brigada Eskwela)

●Inaccurate submission of ASP & BE Reports
Restrictions on the F2F

Meetings Pandemic No formal ICT Training
Lack of comprehensive knowledge of ASP and BE

Possible Infection / Transmission of COVID 19 Coordinators on the use of Google Sheets/Forms
SOCIAL MOBILIZATION AND NETWORKING

REGION III
RESEARCH AND PLANNING


NEW Edited Final SDO Pampanga Refined BE LCOP 8-4-2021

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Republic of the Philippines

ENGR. EDGARD C. DOMINGO, PhD, CESO V

Reviewed and Recommended for Approval:

RHODA T. RAZON, EdD, CESO V

MAY B. ECLAR, PhD, CESO III

Basic Education-Learning Continuity Operational Plan 1

In March 2020, the Department of Education was severely affected by the

Basic Education-Learning Continuity Operational Plan 3

Moreover, SDO Pampanga in the development of BE-LCP SY 2020-2021 was

1. Protect the health, safety and well-being of learners, teachers, and

In developing SDO Pampanga Basic Education Learning Continuity Operational

We reviewed and studied the MELCs’ implementation and Assessment of Learning

Basic Education-Learning Continuity Operational Plan 4

Basic Education-Learning Continuity Operational Plan 5

Embracing the message of the Secretary of Education Leonor Magtolis Briones

Goal and Specific Objectives

Basic Education-Learning Continuity Operational Plan 6

responsive to their needs, interests and aptitudes, through a learner-friendly

Key Result Area 1: STRATEGIC OPERATION AND MANAGEMENT

Key Result Area: 2 CURRICULUM AND INSTRUCTION M ANAGEMENT

Key Result Area: 3 HUM AN RESOURCE DEVELOPMENT AND MANAGEMENT

Key Result Area: 4 RESOURCE MANAGEMENT/ CURRICULUM AND

Key Result Area: 5 PARTNERSHIP AND LINKAGES

Basic Education-Learning Continuity Operational Plan 7

SDO Pampanga is a premier ISO 9001:2015 certified educational institution

Basic Education-Learning Continuity Operational Plan 8

Basic Education-Learning Continuity Operational Plan 9

students would have a stronger and SEF might not be sufficient to

Basic Education-Learning Continuity Operational Plan 10

from the graduates that

In the changing context of educational landscape in the country, particularly on

SDO P ampanga SW OT 2021

o Highly committed and supportive o Limited reviews and analyses of M&E

Basic Education-Learning Continuity Operational Plan 11

o Availability and integration of o Lack of centralized repository of

o Existence of advanced o Several restrictions brought about by

Basic Education-Learning Continuity Operational Plan 12

1. Availability of resources (human and materials)

2. Increase in Enrolment rate

Basic Education-Learning Continuity Operational Plan 13

COMPARATIVE ANALYSIS OF ENROLMENT

Level Enrolment as of Enrolment SY Percentage

N. B. ALS enrolment is integrated and SPED.

PROJECTED ENROLM ENT FOR SY 2021-2022

3. Availability of Contextualized SLM s printed and soft copies saved

Basic Education-Learning Continuity Operational Plan 14

Basic Education-Learning Continuity Operational Plan 15

SURVEY ON THE LDM S UTILIZED BY SCHOOL IN SY 2020-2021

Modular TV-Based Blended Online Total

Basic Education-Learning Continuity Operational Plan 16

SURVEY ON PREFERRED M ODALITY OF LEARNERS IN SY 2020-2021

SURVEY ON THE NUM BER OF LEARNERS W HO PREFERRED LDM

MDL MDL Online TVI Blended Blended Total

Basic Education-Learning Continuity Operational Plan 17

Another significant insight in this survey is the willingness of some schools to

4. School readiness on other learning delivery modality

Successful teaching and student learning can be achieved by recognizing

Basic Education-Learning Continuity Operational Plan 18

SURVEY ON TEACHERS’AND LEARNERS’ READINESS ON ONLINE

Total No. of No. of No. of No. of No. of available No. of

SURVEY ON ANDROID TABLETS’ UTILIZATION AND STATUS OF LEARNERS’

Number of Schools Number of Tables No. of Learners No. of Learners

SURVEY ON LEARNERS W ITH ACCESS/WATCH DepED TV/IBC 13