Learning Recovery Plan 2022 2023 2024: L R O P O R

SAINT PAUL COLLEGE OF TECHNOLOGY CAMILING, TARLAC, INC.
SCHOOL I.D. 401974
Learning Recovery: Our Priority, Our Responsibility
Learning
Recovery
Plan
2022 2023 2024
Restructured and Responsive
Inclusive and Innovative
Solution-Oriented and Synergetic
Enabling and Effective
Saint Paul College of Technology Camiling, Tarlac, Inc.ǀ Rizal St. Poblacion G Camiling, Tarlacǀ spctcamiling@gmail.com
Background and Context
Background and Context
The COVID-19 crisis has not only disrupted people's normal lives but forced educational systems across the world to find alternatives to
the traditional face-to-face instruction. As the COVID-19 pandemic poses health risks, the abrupt shift to remote teaching and increased
care-taking responsibilities at home have created a stressful and demanding environment not only for teachers' but also for parents'
work.
During the pandemic, major concerns arose about the well-being of teachers and the educational system as a whole, as well as their ability
to successfully deliver instruction from a distance.
The pandemic appeared to have most vulnerably defined educational opportunities. Students from privileged backgrounds who are
supported by their parents and who are eager and capable of learning may be able to find their way past closed school doors to alternative
learning opportunities. Those from disadvantaged backgrounds were frequently reliant on the modules provided by public schools.
Since its outbreak over two years ago, COVID-19 continues to cause panic around the globe because it is life threatening and can even
cause long-term effects on the health of people who contracted the virus. But in April 2022, the World Health Organization reported that the
number of new COVID cases and fatalities worldwide have continued to decline since the end of March with more than 5 million infections
and 18, 000 reported deaths in the last week.
Source: WHO, April 2022
As of 17 April 2022, over 500 million confirmed cases and over 6 million deaths have been reported globally, a 24% and 12%
decrease respectively, as compared to the previous week.
Figure 1. Daily reported COVID-19 cases in the Philippines (30 January 2020 –10 April 2022)
The Philippines has a total of 3,681,374 COVID-19 cases and 59,769 (1.6%) COVID-19 related deaths had been recorded since the
beginning of the COVID-19 pandemic (data as of April 10, 2022). There was a sudden and sharp increase in cases in late December
2021, but after peaking in early January, a decreasing trend has been continuing in the number of cases reported per day (Figure
1). There were 1,905 new cases (1.7 cases per 100,000 population) reported in week 14 (4-10 April 2022), that is 29% lower than
the previous week (28 March – 3 April 2022: 2,670 new cases, 2.4 cases per 100,000 population3). For week 14, NCR, Region IV-A:
CALABARZON, and Region III: Central Luzon recorded the highest case counts at 678, 268, and 199 respectively (WHO, April 2022).
Central Luzon has reported total cases of approximately 361, 603 cases as of April 20, 2022 with 1, 432 active cases, 353, 515
recovered and 6, 618 deaths (DOH, 2022). The Province of Bulacan has the most number of cases with 136, 370 followed by
Pampanga with 68, 974, Bataan with 41, 587, Nueva Ecija with 41,130, and Tarlac with 28, 918 (DOH, April 2022).
Due to the declining number of cases in COVID-19, the Inter-Agency Task Force (IATF) on February 27, 2022 recommended
that National Capital Region (NCR) and 33 areas including Tarlac be placed under alert level 1 starting March 1, 2022
(Inquirer, February 2022).
As the country continue to grapple with the covid-19 virus, the Inter-Agency Task Force (IATF) placed 88 areas including Tarlac under
alert level 1. According to OCTA Research, COVID-19 reproduction in Metro Manila from April 21 to April 27 slightly increased to 071
from 0.62 from the previous week. The Department of Health reported the country’s first case of the dreaded Omicron BA.2.12, a sub
variant of the highly transmissible Omicron variant which causes high surge in the US (DOH, April 2022).
Covid Cases Particularly in Camiling
Covid – 19 Cases Bulletin from January 2022 – March 2022.
EFFECTS OF PANDEMIC ON EDUCATION: SAINT PAUL COLLEGE OF TECHNOLOGY EXPERIENCE
Most countries in South Asia and Southeast Asia imposed a lockdown on their populations, which closed schools, businesses,
industry and shops with the advent of covid-19. Almost 100 percent of children in Asia were out of school during March, April and
May 2020. Full school closures lasted for different durations, ranging from approximately one month in Japan, Singapore, Thailand
and Timor- Leste to over a year in Bangladesh and the Philippines. Children in many parts of the region were deprived of face-to-face
learning for a significant period of time as a result of the pandemic. The suspension of face-to-face instruction, in which children with
disabilities are most reliant, compelled these types of learners to accept the distance learning despite of limited infrastructure and no
access to internet (UN, 2020).
With the approval of President Rodrigo Duterte, the Department of Education ordered the implementation of a Distance Learning set-
up in SY 2020-2021, in accordance with the Basic Education- Learning Continuity Plan (BE-LCP). Saint Paul College of Technology
Camiling, Tarlac Inc. accepted 293 students on August 24, 2020, several months later following the countrywide lockdown.
To prepare for the “new normal” way of learning, surveys such as readiness assessments were completed months before the
school opened. Since modular learning is the preferred learning modality in schools, the printing of self-learning modules (SLMs)
and learning activity sheets (LAS) has been a top priority for our school.
Modular learning via printed and digital modules is the most popular method of distance learning in Camiling among parents
with learners enrolled during the pandemic. This includes learners in remote areas where internet signal is not available
for online learning.
According to the results of the enrollment survey completed by parents/guardians in the Learner Enrollment and Survey Form
(LESF) for SY 2020-2021, the majority of parents/guardians of both Senior High School and Junior High School learners
preferred modular learning as a distance learning modality for their sons/daughters. Some of them opted to have digital copies of
the modules since they have their smartphones, which is the most readily available device at home for learning.
ENROLLMENT TREND
Design of the Plan Template
Design of the Plan Template
This Plan template includes the areas of recovery and readiness. As defined in the April, 2020 survey, recovery is the capacity
of a school to return to a functional level of operation in all aspects of school life. There are two interventions in recovery that
this template addresses. These are instructional recovery and financial recovery. Instructional recovery refers to the effort
schools will need to exert to make-up for time lost by teachers in covering end-of-year curriculum competencies or in
ensuring student mastery. With regards to financial recovery, this pertains to the ability of schools to do business
continuity and generate the revenues that it needs to optimally operate after incurring delays or losses in tuition and fees
collection and payments from other income sources.
In terms of readiness, readiness is conceptualized as the school’s capacity in the new school year to effectively respond to
new operational challenges and concerns emerging from or demanded by the current pandemic health crisis and post-ECQ
conditions. This Plan template looks at six interventions of readiness that schools can consider. These are inst0ructional,
faculty, administrative, financial, academic support and physical plant readiness. Instructional readiness involves coverage
of required student competencies and delivery of teaching and learning experiences in different modalities. Faculty
readiness looks at the skills and dispositions teachers possess in designing and delivering learning plans in various
modalities. Administrative readiness focuses on the school’s ability to prepare and implement a plan in response to crisis
(e.g., pandemic) demands, challenges and disruptions. Financial readiness covers the availability of funds and other
resources to support new school operations brought about by the pandemic. Academic support readiness is specifically
characterized in terms of ensuring mental health and well-being so that student learning and faculty instruction is secure
and productive. Physical plant readiness examines the school’s capacity to do the necessary changes in facilities and adopt
protocols and measures in response to physical distancing and the threat of outbreaks. As shown in the following diagram,
these interventions for recovery and readiness comprise the framework for the development of this Plan:
The template’s different interventions for recovery and readiness are established in relation to the various areas of the PEAC
Certification process and derived from Areas of Concern which are new challenges due to Covid 19 and widespread quarantine
orders. These interventions support the school’s performance of the Standards of Compliance in the PEAC Certification Instrument.
The following table shows the relationship of the PEAC Area of Certification with the survey’s area of concern and this Plan’s various
interventions for recovery and readiness.
PEAC AREA OF CERTIFICATION SCHOOL AREA OF CONCERN TYPE OF RECOVERY/

DUE TO COVID-19 AND QUARANTINE READINESS
INTERVENTION
Curriculum, Assessment and Instruction A. Continuity of student learning outcomes in the different Instructional Recovery
subject area and grade levels Instructional Readiness
B. Alternative Learning Modes (ALMs) and/or Flexible Instructional Readiness
Learning Options (FLOs)
Faculty C. Teacher Readiness for Alternative Learning Modes Faculty Readiness
(ALMs) and/or Flexible Learning Options (FLOs)
Administration and Governance D. School enrolment and management of finance and Financial Recovery
Business Operations Financial Readiness
School Budget and Finance E. School Emergency Preparedness and Response Administrative Readiness
Planning
Institutional Planning and Development
Academic Support and Student F. Mental Health of the School Community Academic Support Readiness
Development Services
Physical Plant and Instructional Support G. Elimination of Health Risks, Hazards and Threats Physical Plant Readiness
Facilities from COVID19 and Other Infectious Diseases in the
Campus, Classrooms, Offices, Facilities and
Environment
To help realize the various interventions for recovery and readiness, PEAC has put together possible actions for schools to
consider and use for their formulation of the entire PEAC School Recovery and Readiness Plan. Since this Plan template is
integrated with the various Areas of the PEAC Certification Assessment, this plan becomes a special addendum to the school's
Standards-based School Improvement Plan. The manner of planning is found in the next section.
Learning Recovery
and Continuity Plan
ESC-GASTPE School COVID-19 Recovery and Readiness Plan S.Y. 2022-2023-2024
Name of School: Saint Paul College of Technology Camiling, Tarlac, Inc. Region: III City/Town/Province Cmiling , Tarlac
School Id: 401974
PERSON- IN-
PEAC AREA OF AREA OF TARGET CHARGE/
GOAL INTERVENTIONS ACTION STEPS MONITORING SCHEME BUDGET
CERTIFICATION CONCERN * DATES PARTNER
AGENCY
Curriculum, A. Continuity of Prepared learning a. Prepare the 1.Checking on the P40 000
Assessment and Learning Address modules and school’s learning learning continuity plan
Instruction Outcomes in disruption of learning activity continuity plan and its implementation.
the Different classes during sheets for the which describes as a
Subject Areas Covid-19 learners in the policy document the 2.Have the
and Grade Pandemic-to different subject school’s plan for dissemination of the
Levels establish areas in all grade teaching and document to the school
levels. learning in the event All year Principal/
continuity of community.
of school closures, round Teachers
learning
outcomes in the quarantine, and 3.Setting a free day
different emergencies. during the week for
subject’s areas b. Publish
and general cleaning and
and grade disseminate the disinfecting to students
levels document to the and teachers.
school community.
c.Set a free day
during the week for
general cleaning and
disinfecting, for
students to catch up
on their work and for
teachers to assess
students’
performance and
plan adjustments or
prepare new
instructional
materials.
B. Alternative a. Prepare a 1.Check on the prepared P500 000
Learning Modes Conducted on- curriculum map that All year curriculum map and
(ALMs)/ line classes thru: lists these round identify priority
Flexi le Zoom, Google competencies that competencies that must
Learning meet. are enduring, be taught.
Options (FLOs) contribute to the
attainment of the 2.Make checklists for
standards and the teachers to ensure their
development of 21st Principal/
compliance with the
century skills and Teachers
templates.
lifelong learning.
b. Prepare templates 3. Identify
the day and
for designing time during the week
learning plans, when students may
worksheets, packets download for pick up
or kits for the learning materials.
consistency in 4.Find time on the
school delivery checking of formative
across different and summative
subjects and grade assessments in the
levels. different learning tasks
c.Establish a system done in the various
for scheduling and learning settings.
coordinating the 5.Provide timely
prompt uploading or interventions and/or,
distribution of action plans to improve
learning materials, students’ performance
kits or plans to affected by disruptions.
students in the 6. Implement a system
different learning of supervision of
settings. instruction done in both
d.Develop a learning home-based distances
analytics system learning and modified
that provides real face to face learning.
time information on
students’ For Home-Based Distance
or Remote Learning:
performance based 1. Provide class
on data obtained schedules of different
from formative and subjects.
summative 2. Set limits to the
assessments in students’ screen time
different learning when working online.
3.Establish and
tasks done in the
disseminate guidelines
various learning
for students’ class
settings (i.e., home
attendance synchronous
and/or school).
online session.
Adopt flexible
4. Prepare self-check
assessment methods
assessments that enable
and schedules and
students to improve or
grading policies to
correct their work prior
better reflect
to submission.
students’
performance in
different learning For School-Based
settings and the learning:
1. Provide modified or
difficulties they have
to hurdle. staggered school
schedules for different
f. Establish and departments or grade
implement a system levels to allow for
of supervision of reduced class sizes and
instruction done in increase physical
both home-based distancing in
distances learning classrooms.
and modified face-to- 2. Provide opportunities
face learning. for clarifying, reinforcing
For Home-Based or checking on students’
Distance or Remote performance in home-
Learning:
based learning tasks.
a. Establish and
inform students of
possible class For Tech Support:
1. Conduct survey on
schedules of
different subjects. students’ access to
Place breaks in technology.
2. Address the difficulties
schedule for rest and
meals between of those without access.
3. Provide contact
subjects.
information in multiple
b.Indicate in class forums (SMS, print,
schedules email).
recommended study 4. Establish
or work time periods partnerships with
and types of learning technology connectivity
activities as either providers to provide or
synchronous or facilitate school and
asynchronous. students’ connectivity.
c. Ifconducting
synchronous online For Parental Support:
learning sessions, 1. Provide protocols and
establish and information materials
disseminate for parental assistance
guidelines for to students during
students’ class home-based or remote
attendance. learning.
d. Prepare self-check
6.Provide periodic
assessments.
reports to parents of
their child’s
For School-Based performance so that
Learning: parents are informed of
a. Establish modified
students’ progress or
or staggered school difficulties.
schedules for
different
departments or
grade levels to allow
for reduced class
sizes and increase
physical distancing
in classrooms.
b.Provide
opportunities for
clarifying, reinforcing
or checking on
students’
performance in
home-based learning
tasks.
For Tech Support:

a. Survey students’
access to technology
and identify ways of
addressing the
difficulties of those
without access.
b. Inform the school
community of who to
contact for tech
assistance and how
to reach such staff.
c. Establish
partnerships with
technology
connectivity
providers to provide
or facilitate school
and students’
connectivity.
For Parental Support:

a. Provide protocols
and information
materials for
parental assistance
to students during
home-based or
remote learning
e. Provide periodic
reports to parents of
their child’s
performance so that
parents are informed
of students’ progress
or difficulties.
Faculty C. Teacher Examine Teachers a. Establish and 1.Provide and check
Readiness for faculty’s prepared suggest home- home-based/online
Alternative perceptions on learning based/online learning class schedules
Learning Modes their readiness modules and learning class and timetables.
(ALMs)/ to teach online. learning activity schedules and 2. Check on curriculum
Flexible sheets for the timetables. coverage, instructional
All year
Learning learners in the Coordinate with and assessment
round Principal/
Options (FLOs) different subject other faculty on the templates for both
areas in all grade schedule of these Teachers
home-based offline and
levels. classes. online distance learning
b.Accomplish using varied media in
Teachers curriculum coverage, non- electronic,
conducted on line instructional and electronic and digital
classes as assessment forms.
required. templates for both 3.Check the survey
home-based offline students and parents’
and online distance comments regarding the
learning using varied design and load of
media in non- home-based learning
electronic, electronic activities.
and digital forms. 4. Check on produced
c.Survey students teaching portfolios that
and parents’ showcase best teaching
comments regarding practices and
the design and load interventions and
of home-based evidences of student
learning activities. learning.
d. Produce teaching
portfolios that
showcase best
teaching practices
and interventions
and evidences of
student learning.
Administration D. School Set a budget Maintained the a. Prepare enrolment 1. Check on the enrolment
and Enrolment and for school’s school enrolment recovery plan. recovery plan. Admin
Governance Finance expenditures data for the b. Determine the Technical
Management during this different school school’s extent of 2. Determine the school’s Head
School Budget Covid-19 year during the risk and legal extent of risk and legal Principal
and Finance pandemic. pandemic time. obligations on obligations on issues of Registrar
All year
issues of school round school liability with
₱300,000
Spend the Check on the liability with respect respect to potential
budget wisely. budget for to potential cases of cases of infection.
school’s 3. Mandate a clean desk
infection. policy in all offices.
Expenditures this
c. Mandate a clean 4. Check on the set new
Covid-19
desk policy in all workplace policies and
pandemic period
offices. safety processes
and spend it
d.Set new workplace consistent with health
wisely.
policies and safety safety standards issued
processes consistent by the Department of
with health safety Health and other
standards issued by guidelines given by the
the Department of local government.
Health and other Check on the allocated
guidelines given by budget for implementation
of requirements of
the local continuity of learning,
government. business continuity and
Allocate budget for emergency preparedness
implementation of and response plans.
requirements of
continuity of learning,
business continuity
and emergency
preparedness and
response plans.
Administration E. School 1. Promote Building a. Monitor and 1. Monitorand make
and Emergency national relationships with report students, report students,
Governance Response and vulnerability the school faculty and staff’s faculty and staff’s
Planning assessment, emergency, health conditions health conditions (e.g.
Institutional risk response and (e.g. temperature temperature checks).
Planning and mitigation, planning, and checks). 2. Checkon the School
Development disaster adapt suggested b. Develop developed Medical
prevention, activities for the emergency emergency
All year Team/
preparedness benefit of preparedness and preparedness and
round Barangay ₱150,000
, effective everybody. response plans and response plans and Health
response to protocols during protocols during Personnel
recovery in outbreak (e.g., test, outbreak.
manner that track and 3. Identifycommunity
integrates treatment;
disaster risk partners and networks
quarantine and to activate and help in
management isolation areas).
and providing assistance
c. Identify during outbreaks and
development
and planning community identify protocols for
and partners and support.
programming. networks (i.e., 4. Disseminate school
agencies and emergency
organizations) to preparedness and
2. Improve
activate and help response plans to
emergency
in providing various stakeholders.
preparedness
assistance during Conduct drills or exercises
and response
outbreaks and that practice the protocols
by building
identify protocols related to outbreaks.
community
for support.
resilience.
d. Disseminate
school emergency
preparedness and
response plans to
various
stakeholders.
Conduct drills or
exercises that practice
the protocols related to
outbreaks.
Academic F. Mental Make time Managing a. Develop program 1.Check on the develop
Support and Health of for sensory that will enable All year program that will enable
Student School mindfulness. stimulation students to do round students to do
Development Community Find new about the debriefing, stress debriefing, stress
Services ways to mental health management, and management, and
manage of the school coping strategies for coping strategies for
School ₱75,000
stress, and follow it various mental various mental health
Guidance
anxiety or rigidly for health concerns. concerns.
Counsellor
depression. safety. b.Provide teachers 2.Provide teachers and
and parents with parents with simple
simple calming or calming or stress
stress management management techniques
techniques they can they can have students
have students do as do as part of their study.
part of their study. 3.Check on the prepared
c.Prepare and periodic reports on the
submit periodic school community’s
reports on the school mental health to inform
community’s mental planning, teaching and
health to inform decision-
planning, teaching making.
and decision-
making.
Physical G. Keep abreast Continually a. Lay-out seating 1. Check on the seating
Plant and Elimination of the monitoring plan in classrooms All plan in classrooms for
Instructional of Health importance of progress in the for physical year physical distancing.
Support Risks, Health Care elimination of distancing and round 2. Check on the hand
Facilities Hazards and Risk health risks, install visible marks, washing and hands-
Threats from Management hazards and shields or dividers free sanitizing stations if
COVID19 in the threats for according to plan. used properly.
and Other campus, Covid- 19 and b. Provide around 3. Conduct sanitizing
Infectious classrooms, other infectious campus pedal- and disinfecting School
Diseases in offices, diseases in the operated hand routines in the school. Nurse ₱75,000
the Campus, facilitates campus, washing and/or 4. Check on the posted
Classrooms, and classrooms, signs about the Teachers
hands-free sanitizing
Offices, environment. offices, facilities stations. movement of people in
Facilities and and c. Establish the campus.
Environment environment. sanitizing and 5. Check on ventilation
disinfection routines and airflow in work
during school time areas in the school.
(e.g., on doorknobs, 6. Provide cleaning and
surfaces of tables disinfecting equipment
and chairs in in strategic places
canteens and accessible to the
comfort rooms) and different offices.
school breaks. 7. Mandate a clean desk
policy in all offices.
d.Post signs about
movement of people
on campus (e.g.,
canteen, toilets,
auditorium,
corridors, lobbies,
stairs, and elevators)
and traffic flow of
vehicles to and from
campus.
e. Check on
ventilation, air filters
and airflow in work
areas.
f. Provide cleaning
and disinfecting
equipment in
strategic places
accessible to the
different offices.
g. Mandate a clean
desk policy in all
offices.
* Based on the PEAC Assessment on School Recovery and Readiness of School Operations for SY 2020-2021
Guide to Planning Template
Guide to Planning Template
The following table provides the meaning of each column in the template:
Column Heading Description
1 AREA OF CONCERN This is an enumeration of Areas from the PEAC Survey on School Recovery and Readiness
of School Operations for School Year 2020-2021.
2 GOALS Goals are written as specific, measurable, attainable, and realistic and time bound.
3 INTERVENTIONS These refer to the different forms of Recovery and Readiness interventions as described
above. Appendix A contains sections for the different interventions and corresponding actions
which schools may select from. Schools are also encouraged to add other interventions and
actions that are relevant to their context.
4 ACTION STEPS Action steps show a detailed and logical process of achieving the SMART Goals and fully
implementing the proposed interventions. Actions steps expand on the suggested actions
given for each intervention in Appendix A. More discussion about the suggested actions may
be found in Appendix B containing relevant references and resources.
5 TIME PERIOD or Dates Dates of expected accomplishment of the interventions are stated and achievable.
6 MONITORING SYSTEM A system of reviewing and evaluating the accomplishment of the different action steps and
achieving the intervention is described in detail.
7 PERSON IN CHARGE Key point persons responsible for the accomplishment of the SMART Goals are clearly
identified and stated. The person has sufficient competence and experience to achieve the
goals. Partner agencies and associations are also identified
8 BUDGET AND BUDGET SOURCE Amount is stated along with the source from the school budget. Amount is sufficient to
achieve the intervention
9 ALIGNMENTS (no Column All above parts are aligned with each other and the Area of Concern
provided)
All responses in each area and across the different columns of the template need to be aligned for effective implementation. To
answer the template, schools may look at Appendix A for guidance on specific actions for various interventions. The possible
actions listed in the different tables may then be expanded into detailed steps. Note that some of the outputs in the action steps
are also required by DepEd for submission by the school prior to opening. Ideas for detailed steps may also be gathered from the
different resources and references listed in Appendix B. All titles in Appendix B are accessible online (except for the DepEd
Learning Continuity Plan and MELC documents which are pending release).
Appendix
Appendix A
I.A. INTERVENTION: INSTRUCTIONAL RECOVERY:
AREA A. Possible Actions for Continuity of Student Learning Outcomes in the Different Subject Areas and Grade Levels
a. Prepare the school’s learning continuity plan which describes as a policy document the school’s plan for teaching and
learning in the event of school closures, quarantine, and emergencies. Establish for the school community’s guidance various
scenarios of and protocols for how learning will be done in different settings (e.g., learning at home, learning at school).
Include in the plan the learning modalities that will be used, strategies to be employed, materials and resources to be
developed and its means of access or distribution for remote teaching and learning or in offline/online activities, the method
of assessment, and training and technical
assistance given to students and parents, particularly with the use of technology and submission of student work. (N.B. for
submission to DepEd)
b. Publish and disseminate the document to the school community. Orient all sectors of the school community on protocols to
be observed during each scenario. Show in the communication of the plan how school policy of and protocols for
continuity of learning connect with school vision, mission, philosophy, goals and objectives.
c. Review student performance data and curriculum accomplishment reports from the previous school year to determine gaps
in student mastery of competencies. In response to student performance gaps, design review and bridging programs or
sessions to enable students to review and achieve the desired competencies.
d. Set a free day during the week for general cleaning and disinfecting, for students to catch up on their work and for
teachers to assess students’ performance and plan adjustments or prepare new instructional materials.
I.B. INTERVENTION: INSTRUCTIONAL READINESS:
AREA B. Possible Actions for Alternative Learning Modes (ALMs)/Flexible Learning Options (FLOs)
GENERAL PROCEDURES:
a. In line with curriculum, grade level and subject unit content and performance standards, identify priority competencies
that must be taught. Prepare a curriculum map that lists these competencies that are enduring, contribute to the
attainment of the standards and the development of 21st century skills and lifelong learning. Set the budget of time for
teaching the priority competencies keeping in mind that disruptions may occur due to outbreaks, quarantine orders or school
closure. Prepare the school calendar with
these considerations in mind. (N.B. for submission to DepEd)
b. Prepare templates for designing learning plans, worksheets, packets or kits for consistency in school delivery across
different subjects and grade levels. Make checklists for teachers to ensure their compliance with the templates.
c. Establish a system for scheduling and coordinating the prompt uploading or distribution of learning materials, kits or plans
to students in the different learning settings. Identify the day and time during the week when students may download or pick
up the learning materials.
d. Design meaningful learning experiences that incorporate and address real world and foster problem-solving skills on issues
and concerns that impact on the well-being of individuals and communities.
e. Develop a learning analytics system that provides real time information on students’ performance based on data obtained
from formative and summative assessments in different learning tasks done in the various learning settings (i.e., home and/or
school).
f. State school policies regarding students’ practice of intellectual honesty and integrity when submitting school work done in
any type of learning setting. Publish school policies in Student Handbook.
g. Develop a system of archiving students’ work and showcasing evidences of student learning in portfolios to support reports
of students’ achievement of the desired competencies.
h. Adopt flexible assessment methods and schedules and grading policies to better reflect students’ performance in different
learning settings and the difficulties they have to hurdle
i. Provide timely interventions and/or action plans to improve student performance affected by disruptions
j. Establish and implement a system of supervision of instruction done in both home-based distance learning and modified
face-to- face learning.
k. Conduct action research on best teaching practices and on the effectiveness of school practices in home-based distance
learning and modified face-to-face learning in school.
FOR HOME-BASED DISTANCE OR REMOTE LEARNING:
A. Establish and inform students of possible class schedules of different subjects. Place breaks in schedule for rest and meals
between subjects.
b. Indicate in class schedules recommended study or work time periods and types of learning activities as either synchronous
or asynchronous. Set limits to the students’ screen time when working online.
c. If conducting synchronous online learning sessions, establish and disseminate guidelines for students’ class attendance.
d. Provide multiple forms of learning materials and information on the means of accessing these in response to students’
situation and location. Identify and utilize learning resources that provide students with immediate and automated feedback
on their answers or performance.
e. Prepare self-check assessments (e.g., checklists, rubrics) that enable students to improve or correct their work prior to
submission.
f. Set guidelines for the accomplishment and submission of student work done in home-based distance learning.
g. Identify system of and venues for consultation by students and parents with teachers regarding learning task requirements
or assessment results
h. Select a common school platform for the announcement, distribution and submission of learning tasks and materials.
i. Provide guidelines for setting up in one’s home a study area that is conducive to learning.
j. Make available offline learning resources that do not require Internet connectivity.
k. Enjoin parents and students to adopt and practice an “honor code” that says students submitted or produced work
resulting from their own thinking and efforts.
FOR SCHOOL-BASED LEARNING:

a. Establish modified or staggered school schedules for different departments or grade levels to allow for reduced class sizes
and increase physical distancing in classrooms.
b. Prepare a seating plan that observes physical distancing among students. Install visible markers to indicate students’ seats.
c. Identify and disseminate in and out of classroom routines in line with physical distancing (e.g., class assembly, line-up,
distribution of materials, interactions, break time, going to the toilet).
d. Provide opportunities for clarifying, reinforcing or checking on students’ performance in home-based learning tasks.
FOR TECH SUPPORT:
a. Survey students’ access to technology and identify ways of addressing the difficulties of those without access.
b. Inform the school community of who to contact for tech assistance and how to reach such staff. Set the response time
people can expect the tech support group will do for any request. Provide contact information in multiple forms (e.g., voice,
SMS, print, email).
c. Provide manuals or tutorial materials (hard and electronic copies) for troubleshooting problems with equipment, software,
applications or platforms.
d. Establish partnerships with technology connectivity providers to provide or facilitate school and students’ connectivity.
e. Propose to a local educational association or consortium mechanisms for shared access to connectivity and technology
platforms.
FOR PARENTAL SUPPORT:
a. Provide protocols and information materials for parental assistance to students during home-based or remote learning.
b. Elicit information and feedback regarding home situation, the family’s health situation and students’ abilities and
difficulties in doing home-based distance or remote learning.
c. Provide periodic reports to parents of their child’s performance so that parents are informed of students’ progress or
difficulties.
II. INTERVENTION: FACULTY READINESS:
AREA C. Possible Actions for Teacher Readiness for Alternative Learning Modes (ALMs)/ Flexible Learning Options (FLOs)
a. Establish and suggest home-based/online learning class schedules and timetables. Coordinate with other faculty on the
schedule of these classes.
b. Accomplish curriculum coverage, instructional and assessment templates for both home-based offline and online distance
learning using varied media in non-electronic, electronic and digital forms.
c. Prepare and promptly distribute or upload learning plans, modules, activity sheets or kits in different modalities and in
line with curriculum requirements and student performance data.
d. Identify the students’ expected hours of study or work in modules and calendar tasks accordingly. Disseminate to
parents and students the suggested study or work time for completion of tasks and requirements.
e. Design learning paths and scaffolding to address differences in students’ interests, connectivity and home-based/remote
learning situations.
f. Monitor with a learning analytics system the performance of students and their development of 21st century lifelong
learning skills.
g. Embed in the instructional design and assessment a system of feedback that provides students with timely information
on their progress in accomplishing assigned tasks and achieving the standards and competencies.
h. Survey students and parents’ comments regarding the design and load of home-based learning activities.
i. Conduct evaluation of module or learning plans design for better teaching and learning.
j. Organize faculty tutorial or peer coaching sessions regarding the preparation of instructional materials and the
integration of technology.
k. Attend webinars or other similar online modes of professional development to update and enhance one’s materials
preparation, teaching skills, and manner of using and integrating technology.
l. Prepare self-improvement or professional development plan based on feedback given by supervisors, peers, parents or
students regarding one’s manner of conducting learning in the different settings.
m. Produce teaching portfolios that showcase best teaching practices and interventions and evidences of student learning.
III. INTERVENTION: FINANCIAL RECOVERY/READINESS AND ADMINISTRATIVE READINESS:
AREA D. Possible Actions for School Enrolment and Management of Finance and Business Operations
a. Develop a business continuity plan that provides essential services in cases of school disruption or closure.
b. Provide for various modes of tuition and fees payment.
c. Trace students who have not returned to school and obtain information regarding their situation for appropriate assistance.
d. Prepare enrolment recovery plan.
e. Install shields, screens or dividers in business office areas accessible to parents, students, suppliers and guests.
f. Migrate business processes to digital systems for contactless transactions.
g. Determine the school’s extent of risk and legal obligations on issues of school liability with respect to potential cases of
infection.
h. Issue clear guidance on attendance, submission of requirements, sick leave, compensation and related policies during
prolonged school disruptions or closure.
i. Mandate a clean desk policy in all offices.
j. Stagger work shifts among staff and identify the corresponding work-at-home duties and responsibilities and tasks that staff
has to do.
k. Limit large face-to-face staff meetings.
L.Set new workplace policies and safety processes consistent with health safety standards issued by the Department of Health
and other guidelines given by the local government.
m. Establish opportunities and mechanisms for feedback regarding business and workplace practices.
n. Provide retraining or retooling sessions for personnel reassigned to do different tasks.
o. Devise protocols for staff substitution when office personnel are absent due to illness.
p. Program for school administrators’ levels of access to confidential records or accounts or school funds in case assigned
personnel become ill.
q. Set guidelines/policies for school governance, appointments and succession of authority if high level staffs are
incapacitated by pandemic illness.
r. Allocate budget for implementation of requirements of continuity of learning, business continuity and emergency
preparedness and response plans.
AREA E. Possible Actions for School Emergency Preparedness and Response Planning
a. Monitor and report students, faculty and staff’s health conditions (e.g. temperature checks).
b. Develop emergency preparedness and response plans and protocols during outbreak (e.g., test, track and treatment;
quarantine and isolation areas).
c. Secure the approval of the emergency preparedness and response plan from health authorities and medical experts.
d. Create a task force and appoint personnel to implement the emergency preparedness and response plan.
e. Check on and update inventory and condition of medical supplies, equipment and facilities for the management of
emergencies.
f. Identify community partners and networks (i.e., agencies and organizations) to activate and help in providing assistance
during outbreaks and identify protocols for support.
g. Formulate communication protocols in varied media regarding school outbreak incidents to ensure clear and timely
information about the incident to concerned individuals or the community at large.
h. Identify personal, community and environmental no pharmaceutical interventions (NPI) that the school community can
practice or use.
i. Disseminate school emergency preparedness and response plans to various stakeholders.
j. Acquire personal protective equipment for personnel that may need it.
k. Get copies of the community and city emergency preparedness and response plans and compare with and update
school emergency preparedness and response plan.
l. Schedule dates for annual review and updating of the school emergency preparedness and response plan.
m. Conduct drills or exercises that practice the protocols related to outbreaks.
IV. INTERVENTION: ACADEMIC SUPPORT READINESS:
AREA F. Possible Actions for Mental Health of School Community
a. Develop program that will enable students to do debriefing, stress management, and coping strategies for various mental
health concerns.
b. Assist parents/guardians with concerns or difficulties in home-based schooling (e.g., set-up, work schedules, tech
support, and use of materials).
c. Develop a plan for reintegrating students or out-of-school youth marginalized, displaced or traumatized by pandemic health
crisis.
d. Conduct threats assessment for students in vulnerable families or neighbourhoods most affected by the crisis and
identify mechanisms to address their personal difficulties and problems.
e. Make a directory of counselling professionals or groups that are available 24/7 for various mental health concerns
f. Provide teachers and parents with simple calming or stress management techniques they can have students do as part of
their study.
g. Conduct reflection or meditation activities or prayer services that emphasize individual and community resilience in the face
of a crisis.
h. Recommend protocols for addressing anxieties or trauma students experience in social media or as a result of exposure to
news about the pandemic health crisis.
i. Prepare and submit periodic reports on the school community’s mental health to inform planning, teaching and decision-
making.
V. INTERVENTION: PHYSICAL PLANT READINESS:
AREA G. Possible Actions for Elimination of Health Risks, Hazards and Threats from COVID19 and Other
Infectious Diseases in the Campus, Classrooms, Offices, Facilities and Environment
a. Lay-out seating plan in classrooms for physical distancing and install visible marks, shields or dividers according to plan.
b. Lay-out seating plan in faculty room and staff work areas for social distancing and install visible marks, shields or
dividers according to plan.
c. Provide around campus pedal-operated hand washing and/or hands-free sanitizing stations.
d. Post around campus signs and reminders related to hand washing and social distancing protocols.
e. Establish sanitizing and disinfection routines during school time (e.g., on doorknobs, surfaces of tables and chairs in
canteens and comfort rooms) and school breaks.
f. Designate large common rooms as holding areas in case of emergencies. Mark floor for physical distancing.
g. Post signs about movement of people on campus (e.g., canteen, toilets, auditorium, corridors, lobbies, stairs, elevators) and
traffic flow of vehicles to and from campus.
h. Check on ventilation, air filters and airflow in work areas.
i. Set protocols and schedules for disposing toxic and waste materials.
j. Check water flow and flushing in toilets, showers, washing and drinking areas to prevent outbreak of Legionnaire’s disease.
h. Set protocols on the entry and exit of people on campus at the different gates and in restricted areas.
i. Provide cleaning and disinfecting equipment in strategic places accessible to the different offices.
j. Identify high health risk areas on campus and plan interventions.
k. Remove or replace/substitute high touch communal equipment, materials or resources (e.g., water coolers, vending
machines).
l. Minimize use of handles and physical interfaces.
m. Mandate a clean desk policy in all offices.
n. Identify a main entrance and an indoor holding area where students, staff and visitors will be screened prior to moving to
classrooms, offices or other areas of the building in each department
o. For school transportation services, establish with providers procedures for disinfection and physical distancing in vehicles.
Appendix B
Resources and References
I.INSTRUCTIONAL RECOVERY AND READINESS:
Department of Education. DepEd Order No. 21 s. 2019. Annex 3 on Flexible Learning

Optionscontent/uploads/2019/08/DO_s2019_021.pdf
Department of Education. DepEd Commons. https://commons.deped.gov.ph/
Department of Education. (2020). Learning Continuity Plan.
Department of Education. (2020). Most Essential Learning Competencies. http://bit.do/MELCs2020 (recheck for any
updated versions)
Reimer, F. & Schleicher A. A Framework to Guide an Education Response to COVID-19 Pandemic of 2020.
https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
Doucet, A., Netolichy, D., Timmers, K. & Tuscano, F. J. Thinking About Pedagogy in an Unfolding
Pandemic. https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
St. Mary’s Academy. Flexible Plan for Instructional Continuity.
https://smabelles.org/pdf/OPPS1.pdf Opportunity Culture. Quick Guide to Free and Cheap
Technology to Engage with Students Online.

https://www.opportunityculture.org/wp-content/uploads/2020/03/Technology_to_Engage_with_Students_Online-Public_Impact.pdf
Opportunity Culture. Schedule Example for At-Home Learning (Secondary).

https://www.opportunityculture.org/wp-
content/uploads/2020/04/At_Home_Schedule_Example_MCL_Team_Reach_Secondary-Public_Impact.pdf
UNESCO. Distance Learning Solutions.
https://en.unesco.org/covid19/educationresponse/solutions Almario, A. & Austria, R. Helping K-
12 Schools Transition to Post-COVID 19 Times.
https://www.scribd.com/document/460470844/Helping-K-12-Schools-Transition-to-Post-COVID-19-Times-042120#from_embed
Association for Educational Communications and Technology. (2017). Instructional Design Standards for Distance
Learning. http://members.aect.org/publications/designstandards/DL_Design_Standards.pdf
II. FACULTY READINESS:
University of the Philippines Open University. Quick Guide on How to Convert your Courses
Online. https://networks.upou.edu.ph/how-to-convert-your-classes-online/
Singapore Ministry of Education. Coronavirus: A Guide to Prepare your Child for Home-based Learning.
https://www.straitstimes.com/singapore/coronavirus-a-guide-to-preparing-your-child-for-home-based-
learning
U.S. Department of Education. Preparing for the Flu: Department of Education Recommendations to Ensure the
Constinuity of Learning for Schools (K-12) During Extended Student Absence of School Dismissal
https://rems.ed.gov/docs/ED_ContinuityOfLearning-SchoolDismissalsK-12.pdf
Adelstein, D. & Barbour, M. (2017). International Review of Research on Open and Distributed Learning Vol. 18 No. 3.
Improving the K-12 Online Course Design Review Process: Experts Weigh in on Inacol National Standards for Quality
Online Courses. http://www.irrodl.org/index.php/irrodl/article/view/2800
III. FINANCIAL AND ADMINISTRATIVE READINESS:
Centers for Disease Control and Prevention. Get Your Workplace Ready for Pandemic Flu.
https://www.cdc.gov/nonpharmaceutical- interventions/pdf/gr-pan-flu-work-set.pdf
Federal Emergency Management Agency. Guide for Developing High Quality School Emergency Operations
Plans. https://www.fema.gov/media-library-data/20130726-1922-25045-3850/rems_k_12_guide.pdf
USAID. Leadership during a Pandemic: What Your Municipality Can Do.
https://resourcecentre.savethechildren.net/library/leadership-during-pandemic-what-your-municipality-
can-do
Centers for Disease Control and Prevention. Pandemic Flu Checklist: K-12 School Administrators.
https://www.cdc.gov/nonpharmaceutical-interventions/pdf/pan-flu-checklist-k-12-school-administrators-
item2.pdf
Lindros, K. & Tittel, E. How to Create an Effective Business Continuity Plan. https://www.cio.com/article/2381021/best-
practices- how-to-create-an-effective-business-continuity-plan.html
Hilts, J. How to Create a Student Recruitment Plan. https://www.admissionpros.com/blog/how-to-create-a-student-recruitment-plan
Department of Labor and Employment. Labor Advisory 01 s. 2020: Suspension of Work in the Private Sector by Reason of
Man-made or Natural Calamity. https://www.dole.gov.ph/news/labor-advisory-01-series-of-2020-suspension-of-work-in-the-
private-sector-by- reason-of-natural-or-man-made-calamity/
. Labor Advisory 09 s. 2020: Guidelines on the Implementation of Work Arrangements as

Remedial Measures due to the Ongoing Outbreak of Coronavirus Diseases 2019 (COVID-19).
https://www.dole.gov.ph/news/labor- advisory-no-09-20-guidelines-on-the-implementation-of-flexible-work-arrangements-
as-remedial-measure-due-to-the-ongoing- outbreak-of-coronavirus-disease-2019-covid-19/
. Labor Advisory 13-A s. 2020: Deferment of Payment of Holiday Pay for the April 2020 Holidays.
https://www.dole.gov.ph/news/labor-advisory-no-13-a-series-of-2020-deferment-of-payment-of-holiday-pay-for-the-april-
2020- holidays/
IV. ACADEMIC SUPPORT READINESS
National Association of School Psychologists. Mental Health Resources.

https://www.nasponline.org/resources-and- publications/resources-and-podcasts/school-climate-safety-and-
crisis/mental-health-resources
National Child Traumatic Stress Network. Coping in Hard Times: Fact Sheet for School Staff, Teachers, Counsellors,
Administration and Support Staff.
https://www.nctsn.org/sites/default/files/resources/fact-sheet/coping_in_hard_times_school_staff.pdf
World Health Organization. Mental Health and Psychosocial Considerations during the COVID-19 Outbreak.
https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf
V. PHYSICAL PLANT READINESS
Centers for Disease Control and Prevention. How to Clean and Disinfect Schools to Help Slow the Spread of
Flu. https://www.cdc.gov/flu/school/cleaning.htm
Department of Labor and Employment. Labor Advisory 04 s. 2020: Guidelines on Novel Coronavirus (nCOVID-19) Prevention
and Control at the Workplace.. https://www.dole.gov.ph/news/labor-advisory-no-04-20-guidelines-on-2019-novel-
coronavirus-2019-ncov- prevention-and-control-at-the-workplace/
McKinsey & Company. Workplace Return. https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/Risk/Our

%20Insights/COVID%2019%20Implications%20for
%20business/COVID%2019%20April%2013/COVID-19-Facts-and-Insights-April-24.ashx
UNICEF. Key Messages and Actions for COVID-19 Protection and Control in Schools. https://www.who.int/docs/default-
source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?
sfvrsn=baf81d52_4
Reuters. Legionnaire’s Outbreak Disease Feared. https://news.mb.com.ph/2020/04/28/legionnaires-

disease-outbreak- feared/? cf_chl_jschl_tk =f96473185e7600548e847e838ae67c0deac85e74-
1588583450-0- AesJSzuhWtBqKygDERk3scr4Gi7Dkd58JOMIrt0mS04D1fq7vGj49r9VD_J_sM8ko-
z66gN9EYoUatRJ6PM- V87wCzLWHJsbGuQ6OMm2w5WyJrV4X8eueJrTkNYRqAs-
mqlK6UE5O6RT_DWC-
DzVXZSbX0bu7bsFdWFQCS1jRJ6sanHiZf3X1XoGCxIyrbF53rJY5eEASER59eTJLGCPQREVWRbxR-
_WT8VPVM7ryIDGQIAzPGUDUkROvoB1FmyYVzdm1LNSfOkin1RJ9_p6JvDoOrGeqjOwAC_O5CnoDCA5SJdvWjzBq4xjrXyj4vibzNQXhf
1I0pwHf6G625_uJ4Q
Centers for Disease Control and Prevention. Interim Guidance for Administrators of US K-12 Schools and Child Care
Programs to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19). (2020).
https://www.cdc.gov/coronavirus/2019- ncov/community/schools-childcare/guidance-for-schools-h.pdf
Department of Health. Administrative Order 2020 – 0015. Guidelines on the Risk-based Public Health Standards for
COVID-19 Mitigation. https://www.doh.gov.ph/sites/default/files/health-update/ao2020-0015.pdf

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SAINT PAUL COLLEGE OF TECHNOLOGY CAMILING, TARLAC, INC.

SCHOOL I.D. 401974

Learning Recovery: Our Priority, Our Responsibility

Source: WHO, April 2022

Source: WHO, April 2022

Covid Cases Particularly in Camiling

Covid – 19 Cases Bulletin from January 2022 – March 2022.

PEAC AREA OF CERTIFICATION SCHOOL AREA OF CONCERN TYPE OF RECOVERY/

For Tech Support:

For Parental Support:

Column Heading Description

I.A. INTERVENTION: INSTRUCTIONAL RECOVERY:

I.B. INTERVENTION: INSTRUCTIONAL READINESS:

FOR SCHOOL-BASED LEARNING:

II. INTERVENTION: FACULTY READINESS:

III. INTERVENTION: FINANCIAL RECOVERY/READINESS AND ADMINISTRATIVE READINESS:

AREA F. Possible Actions for Mental Health of School Community

V. INTERVENTION: PHYSICAL PLANT READINESS:

Resources and References

I.INSTRUCTIONAL RECOVERY AND READINESS:

Department of Education. DepEd Order No. 21 s. 2019. Annex 3 on Flexible Learning

Department of Education. DepEd Commons. https://commons.deped.gov.ph/

Department of Education. (2020). Learning Continuity Plan.

St. Mary’s Academy. Flexible Plan for Instructional Continuity.

https://smabelles.org/pdf/OPPS1.pdf Opportunity Culture. Quick Guide to Free and Cheap

Technology to Engage with Students Online.

Opportunity Culture. Schedule Example for At-Home Learning (Secondary).

UNESCO. Distance Learning Solutions.

12 Schools Transition to Post-COVID 19 Times.

II. FACULTY READINESS:

III. FINANCIAL AND ADMINISTRATIVE READINESS:

USAID. Leadership during a Pandemic: What Your Municipality Can Do.

Hilts, J. How to Create a Student Recruitment Plan. https://www.admissionpros.com/blog/how-to-create-a-student-recruitment-plan

. Labor Advisory 09 s. 2020: Guidelines on the Implementation of Work Arrangements as

IV. ACADEMIC SUPPORT READINESS

National Association of School Psychologists. Mental Health Resources.

V. PHYSICAL PLANT READINESS

McKinsey & Company. Workplace Return. https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/Risk/Our

Reuters. Legionnaire’s Outbreak Disease Feared. https://news.mb.com.ph/2020/04/28/legionnaires-

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