Chapter 5 The ADM TECHNOLOGIES in Action

Chapter 5 explains the ADM technologies that any school can choose from when the need arises.
The MISOSA (Modified In School – Off School Approach)
The e-IMPACT
The Home Schooling Program
The Open High School Program
The Night High School

IV. The Open High School Program

The OHSP is an alternative mode of secondary education that uses distance learning. It caters to learners who are unable to attend the regular class program due
to physical impairment, work, financial difficulties, distance of home to school, and other justifiable and legitimate reasons. (D.O 21 s. 2019, p. 99) Since
distance learning is its man’s feature, the program requires that the learner Is capable of managing his/her learning.
Furthermore, according to Republic Act 10665 “Open High School System Act” article XIV, section 2 mandates “to encourage non-formal, informal, and
indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs.”
The OHSP is aligned with the School Improvement Plan's (SIP) goal of producing functionally literate learner/graduate or one who has a mastery of the basic
competencies, capable of problem - solving, and is a productive member of his family and community.
The OHSP as a Dropout Reduction Program (DORP) intervention, has these objectives such as:
1. providing opportunity to all elementary graduates, high school drop-outs, and successful examinees of the Philippine Educational Placement Test (PEPT)
to complete secondary education;
2. prevents potential school leavers and encourages those who are out of school to finish secondary education.
3. Reduces high School drop-outs and increases participation rate; and increase achievement rate through quality distance education.

Screening and Admission of Students and Organization of Classes

The Program is open to all Filipino learners of high school age who can demonstrate capacity for independent learning and are willing to undertake self-directed
learning.
When qualified, the learner and his/her parent/guardian shall sign a learning contract or learning agreement, which includes the following: What the school
expects from the learner; What the school expects from the parent/guardian; and the learning modules to be covered and target dates of completion.
Screening Forms for OPHS
Form 1: Learners Profile
 This indicates the personal information of the learners which consists of two parts : the personal data and personal assessment of the
OHSP.
Form 2. Coping Scale
 This assess the student’s readiness in transitioning from regular classes to Open High School Program.
Form 3: Independent Learning Readiness Test (ILRT)
 The ILRT are the expected competencies that the learners must demonstrate as Open High School students.
Form 4: Informal Reading Inventory (IRI)
 This measures the reading ability of learners which determines the learner’s reading level.
Form 5: Sample Reading Passage
Form 6: Learners Agreement
This includes the contract of the students where the learners expected to undertake.
Form 7: Kasunduan
This is an agreement between the parent or the guardian that signifies their support to the learners as agreed upon.
Other forms :
Form 8: Sample Learning Plan
This learning plan serves as guide for teachers and learners to the learning tasks and learner’s accomplishments.
Form 9: Summary of Modules Accomplished by quarter
This indicates the number of module requirements to be accomplished per quarter.
Form 2: Coping Scale Form:
 Communication Skills (Listening, Speaking, reading Very Easy Easy Difficult Very Difficult
writing

1. I understand what my teachers says.

a. Math

b. Science

c. English

d. Filipino

e. Araling Panlipunan

2. I can speak and express my ideas orally in

English

3. I can speak or express my ideas in Filipino

4. I can read and understand my textbook in

a. Math

b. Science

C. English

c. Araling Panlipunan

5. I can write my ideas in English

6. I can write my ideas in Filipino

Likewise, the school head whenever necessary shall ensure a smooth and efficient conduct of screening and approve such cases. The adviser shall
endorse the students who are at risk of dropping out as well as the out of school youth. This committee shall have the following composition:
Chairman : School Head
Co – Chairman : School ADM Coordinator
Members : Grade level Advisers / Subject Teachers
Guidance Teacher
School Child Protection Committee Chairperson

The Guidance Teacher/Counselor shall submit the identified LARDO or ADM beneficiary to the ADM Coordinator after all the necessary screening procedures
are completed copy furnished by their class adviser and the School Head.

0.
Orientation and Training
5.2.1 Orientation/Conference
1.School Level Orientation and Training
1.1. There shall be at least a Two -Day SLAC spearheaded by the school head, Guidance Teacher/Counselors and ADM Coordinator. SLAC must be attended
by all members of the teaching and non-teaching personnels.

2. Community level Orientation

 The community is an indispensable partner of the school. It is fully discussed under RA 9155 Chapter 1 Governance of Basic Education.
2.1 There shall be an orientation of the key community stakeholders members of the SGC, PTA and BLGU – Committee of Education for advocacy and
awareness raising.

2.2 There shall be an orientation of the parents during the 1st Parents-Teachers Orientation before the Election of SPTA .

School Implementation

0.
Pre-Implementation
a. Structure: Composition and Functions of ADM team

ROLES AND RESPONSIBILITIES

INTERNAL STAKEHOLDERS EXTERNAL STAKEHOLDERS

Coordinates with the Local Government Unit (GU) to Promotes the OHSP program through the conduct of
ensure the use of community facilities by the OHSP community assemblies, barangay council and
1. Local Government Unit
learners; sangguniang bayan meetings, linkages with non-
(LGU)
Establishes a learning management program to bridge, government organizations, and print and broadcast
learning gaps and enhance learning; media;

Designates an OHSP Coordinator to synchronize OHSP Provides a list of out-of-school youth who may
activities with the other strategic components of participate in the program; Makes available to the
DORP; learner’s community facilities like library, reading
1.
SCHOOL HEAD centers, museum, gymnasium, etc.;

Oversees the implementation of policies formulated by Identifies potential resource persons in the community
the DORP Council (for schools with DORP Council) who can assist the learners;
pertinent to the OHSP;

Provides administrative and technical support to the Provides incentives to learners to increase participation
impleménters; in different community activities

Evaluates the performance of the OHSP Coordinator

and teacher implementers;

and Submits report to the Division through the Division

2. OHSP Coordinator Initiates the designing and implementation of

advocacy, plans on OHSP to increase participation;

Coordinates with the Guidance Counselor on the

conduct of the Independent Learning Readiness Test
(ILRT) and the Informal Reading Inventory (IRI) test;

Leads in the conduct of orientation program for OHSP

students and parents; Provides technical assistance to
the teacher implementors;
Oversees proper documentation of OHSP activities;

Keeps the school Head and the School DORP Council

properly informed on the progress of the OHSP.

3. Guidance Counselor Administers, analyzes and interprets ILRT and IRI test
and helps teachers utilize test results; Helps screen
qualified enrollees to the OHSP;

Keeps an updated profile of the OHSP students;

Tracks the progress of the students through the teacher-

implementers.

4. Teacher-Adviser Orients learners on their tasks and responsibilities as

OHSP students;

Helps learners gain access to learning

 materials/resources;

Guides the learner in his/her self-directed learning

tasks;

Tracks the progress of the learner;

Refers the learner to appropriate subject teacher for

assistance when necessary;

Maintains a complete record of the learner's

performance.
5.
Subject-Teacher Assists learners in identifying their learning needs; and
in preparing their self- directed learning plan.
Provides time for consultation to address learning gaps;

Assesses learner's progress and provide feedback;

Keeps a complete record of the learner's performance;

and

Provides the teacher-adviser with the results of the

student's performance.

Close supervision and monitoring of individual

learner's progress.

6. LEARNER / STUDENT Accomplishes the learner's profile form;

Identifies his learning needs and prepares his self,

directed learning plan; Implements his self-learning
plan;

If Consults with the teacher-adviser, subject teacher or

any capable person in the community when necessary;

Assesses his own progress and performance; and

Reports periodically to the teacher-adviser and subject
teachers.

Attend the orientation program together with the

parent/guardian to understand the program better and to
accomplish pertinent documents including the learner's
and parents'/guardian's agreements;

Study independently or work in groups with or without

the supervision of the teacher;

Consult with the subject area teacher or any

knowledgeable person in the community on topics or
skill areas that may require outside help

Secure an appointment with the teacher for face-to-face

sessions or for direct instruction relative to lessons that
the learner may find difficult to undertake or those that
may need reinforcement/enhancement;

Monitor his/her own progress and assume

responsibility for his/her learning;

Develop basic computer literacy during his/her First

Year in the program

Curriculum and Learner Accountability

1) The Open High School Program shall follow the existing K-12 curriculum.

2) If possible, enrolment in the OHSP shall be in August of every year, following the Prescribed School Calendar however, Learning in the Open High

School Program shall be flexible, multi- channeled and essentially learner-directed.

 3) For the first semester of the school year, the learner shall be expected to report to the teacher/adviser and the subject area teachers on a weekly basis

to establish learner's readiness or independent study. This shall be subsequently reduced to a monthly consultation during the second half of the

school year when the learner has demonstrated capacity for self-directed learning. Whenever possible, all learning resources other than modules and

textbooks shall be made available to the learner. (D.O no. 49 s. 2006 p.3)
B.
During Implementation
Utilization of Modules/Learning Resources
Release of Modules per Quarter
To following shall be the procedure for the release of modules:
Module 1 of all subject areas shall be released to the enrollees at the same time.
Module 2, however, shall be released upon attainment of at least 75% conceptual understanding of the lesson on a subject per subject basis and the teacher-
facilitator has validated the learning through a parallel test. If a learner cannot complete the Modules scheduled for a given period, submission may be delayed for
a maximum of two weeks per grading, or a total of 2 months for the whole year. Thus, all modules should be accomplished not later than two weeks prior to the
opening of classes.
C.
Post – Implementation
5.4 Result Dissemination and Consultative Analysis

● Results of the M & E shall be analyzed by the school and Division ADM teams to identify the merits of the implementation as well as the lessons

learned and gained.

● Recommendations shall be included in the School Report Card and shall be disseminated to the key stakeholders during the State of the School

Address (SOSA) for the purpose of Knowledge Management.

● Consultative Meeting during the SOSA with the key stakeholders for the analysis of the results and recommendations on the implementation of the

ADM Program shall be conducted.

Evaluation and grading system

To determine the results of the program as per the OHSP handbook of 2008, the following shall be evaluated:
1. Performance of the learner/student. The learner shall be evaluated by the subject teachers using the same scheme used for the regular high school.

2. Performance of the teacher-implementers. The Performance of the teacher implementers shall be looked into to determine areas for improving the

implementation of the program. The assessment shall be a collaborative undertaking of the OHSP Coordinator and the school DORP Council.

3. Overall Implementation of the OHSP (Summative Evaluation). The school OHPS committee shall evaluate the overall implementation at the end of the

school year in terms of the following: approaches/methodologies used, learner/performance, community/GU support

The learners shall be evaluated through the following:

1. Evaluation of learning in each subject can include written and oral tests and the assessment of required outputs. This is in line with DO 8, s. 2015 and DO 36,
s. 2016 which referred to the Policies on assessment in the K to 12 to when conducting assessments.
2. Promotion is based on the fulfillment of requirements and mastery of at least 75% of the competencies in each subject area.
3. Acceleration by learning area and b var level shall be determined in highly meritorious cases upon fulfillment of the requirements and mastery of at least 90%
of the competencies in the subject area.
In case of acceleration, the DORP Council, the school head, OHSP Coordinator and the teacher-adviser shall review the learner's updated portfolio, The
following shall constitute a portfolio:

 Student’s Portfolio compilation of all the activities given by all subject teachers.

The following supporting documents shall be needed:

 Written examinations

 Performance ratings Products/outputs submitted Eyewitness' testimonies from peers, community leaders and Employer (if employed)

Other documents that will provide evidence of meritorious performance.

1. Retention of the learner in the program is for a maximum period of six years with the option to be mainstreamed in the regular program anytime within the
period of study.
As stated in DO no. 21 s. 2019 this ADM provides a menu of learning interventions and pathways that are responsive to the needs, context, circumstances, and
diversity of learners. Furthermore, it provides opportunity to all high school learners capable of independent learning to complete basic education through quality
distance education. Likewise, Open High School program is for high school learners who are incapable of going and staying at school. However, when all the
hindering factors are solved, the Open High School students are recommended to return in a regular class.

Chapter 6 The ADM in the Context of Learning Continuity/Education in Emergency(EiE)

In this fast-changing world, everything is unpredictable. In a blink of an eye, changes happened from time to time. Nowadays, the only constant is change
especially in the education system. We even cannot handle unpredictable circumstances like disaster. A disaster is a serious disruption of the functioning of a
society, causing widespread human, material, or environmental losses which exceed the ability of affected society to cope using only its own resources. Disasters
are often classified according to their speed of onset (sudden or slow), or according to their cause (natural or human-made).” UNDMTP (United Nations Disaster
Management Training Programme)
As it was said, “Ignorantia Legis Nominen non Excusat” “Ignorance of the law excuses no one”. This is why we need to be well-oriented of the things which is
much related to our chosen profession. These things will help us to make a sound decision to avoid undesirable outcomes.
This chapter proposes how to avail any ADM modality with the aim to provide quality education and a learning continuity for learners when a disaster – natural
and or man-made strikes in a community.
6.1 Education in Emergencies
The following paragraphs denote the different definitions on “education in emergencies”:
The provision of quality education opportunities that meet the physical protection, psychosocial, developmental and cognitive needs of people affected by
emergencies, which can be both life-sustaining and life-saving (“https://www.unicef.org/philippines/reports/humanitarian-situation-report-super-typhoon-
raiodette-8)
Education in emergencies refers to the quality learning opportunities for all ages in situation of crisis. It provides physical, psychosocial and cognitive protection
that can sustain and save lives without sacrificing the goal of each learner to learn (DepEd Education in Emergencies Framework)
Emergency education refers to education in situations where children lack access to their national education systems, due to man-made crises or natural disasters
(https://emergency.unhcr.org.)

6.2 EiE and its Importance

Education is an urgent priority in emergencies because it:
● Saves live and provides a safe space for children, where they are protected from physical harm, early and forced marriage, neglect, exploitation,

child labour and from being recruited as child soldiers.

● Is identified as a critical need by families and communities affected by emergency
● Provided space where children can learn about preventable diseases, nutrition, hygiene and other life saving topics.
● Supports children’s mental and physical health and can include subjects such as conflict resolution, democracy, human rights, climate change and

disaster risk reduction.

● Ensures children who were already in school can get back to learning, and allows children who were not in school before to start
● Without an education, young people’s childhoods may be lost to child labour, child marriage, recruitment by armed groups or other life-threatening

activities.
Other reasons include:
● Sense of community

In emergency situations, education can give displaced or traumatized children a sense of structure and direction. A safe place to play and learn can help children
heal by providing a return to familiar routines.
● Wellbeing and survival skills

School can also be a place to provide vital health and safety information, like hand-washing, land mine awareness and other survival skills.
● Breaking the cycle of poverty
Getting children back into learning also offers a better chance of break the long-term cycle of poverty or conflict. Educating children contributes towards
establishing peace and restoring damaged communities. It helps children develop the skills and knowledge they need to build safe, strong communities and
economies when they reach adulthood. (theirworld.org/resources/education-in-emergencies/)
6.3 Supporting Continuity of Teaching and Learning During Emergency
“Education must continue”, according to the former DepEd Secretary Dr. Leonor M. Briones. The education sector finds ways and means to reach learners even
before the pandemic. That learning must take place whatever it may takes even during emergency. SDO and schools have the prerogative to prepare for a
continuity plan to support learners and teachers for teaching and learning accessibility.
Central Office should play a leading role in establishing the strategic framework for the education response that is aligned with the overall protection of solutions
strategy. Core elements of the strategy should be agreed with key actors ahead of an influx or as early as possible in the response. The strategy should also be
informed by the work of development actors in the education sector and national priorities. The Regional Offices and SDOs can provide guidance and support as
needed.
Once the response is underway, the diversification of education services – including supporting access to higher education – should take place.
Staff
● Emergency Response Team should include an Education Officer responsible for coordination, liaison with the Department of Education and

organizations supporting the education response, engagement with other sectors (e.g. child pro, WASH, site planning) and strategy development
● Appoint an Education Officer as soon as possible within the response staffing to ensure continuity of the education function.

Partnership
● Identify education focal points in national and local levels
● Build strong relationships with stakeholders and establish mechanisms for sharing information on response priorities and joint advocacy
● Be aware of and identify possible synergies with development-focused initiatives in the education sector and key donors to education.

Financial resources
● Ensure that education needs are reflected in inter-agency appeals
● Education Cannot Wait, the fund for education in emergencies, is an important donor partner.

6.4 Requirements for entry into the ADM program

Everyone has a chance to complete the basic education curriculum. The provision of quality education, which is responsive to the needs, context, circumstances
and diversity of learners, may include face to face and distance learning. Schools may offer different ADM program based on the needs of the learners. Below
are the requirements needed in offering the ADM Programs:
(For SDO)
Capacity Building for ADM Implementers
Manuals/Guidelines of ADM programs
E-IMPACT
(For School)
Letter of Intent address to the SDS
Action Plan
K to 12 Curriculum
Programmed Teaching/Peer group learning/Itenerant / Independent
Learning Plans
Modules
Learning Facilities/Materials
Stakeholders Partnership
(For Learner/s)
Independent Learner
Parents and Learners Interview
Contract/Agreement among parents, learners and school
MISOSA (Modified In-School Off-school Approach)
(For School)
Letter of Intent address to the SDS
K to 12 Curriculum
Class schedule
Learning Plans
Modules
Learning Facilities
Stakeholders Partnership eg. free use of brgy. / churches facilities
(For Learner/s)
Attendance
Portfolio
Contract/Agreement among parents, learners and school

Open High School

(For School)
Letter of Intent address to the SDS
K to 12 Curriculum
Modified Class schedule
Learning Plans
Modules
Learning Facilities
Stakeholders Partnership eg. free use of brgy. / churches facilities
(For Learner/s)
Report Card / PEPT / A & E Result
Independent Learner
Phil IRI / School -based Assessment
Parents and Learners Interview
Contract/Agreement among parents, learners and school
Night High School
(For School)
Letter of Intent address to the SDS
K to 12 Curriculum
Modified class schedule
Learning Plans
Modules
Learning Facilities/Materials
Stakeholders Partnership eg. free use of brgy. / churches facilities
(For Learner/s)
Report Card / PEPT / A & E Result
Learners Interview
Contract/Agreement between learners and school
Homeschooling
(For School)
Letter of Intent address to the SDS
K to 12 Curriculum
Modules/materials
Stakeholders Partnership (optional)
(For Learner/s)
Report Card / PEPT / A & E Result
Parents and Learners Interview
Contract/Agreement among parents, learners and school
(For Parents/Guardians)
Can teach/guide learners in his/her learnings
Learning Plans
Learning Schedules
Monitor learners’ learning progress
Chapter 7 Monitoring and Evaluation
Monitoring and evaluation play an important role in the successful implementation of any program. It is a continuous management function to assess if the
program’s goals and objectives are met and to determine if there are progress made through evaluating the outcomes and results of the implementation. This
chapter explains how monitoring and evaluation should be done during the pre-implementation, implementation, and post-implementation of the alternative
delivery mode.
7.1 Progress Monitoring and Evaluation
Progress Monitoring and Evaluation is a systematic and objective assessment of an on-going implementation of a plan, a project, or a program. Its aim is to steer
implementation as efficiently as possible based on empirical facts through a systematic observation and documentation processes. This should be done throughout
the ADM planning and implementation phases and may include different forms of approaches which can be qualitative or quantitative. In addition, the role of
ADM facilitator, coordinator and school head is important during M & E. On the other hand, the parents, guardians, and school stakeholders also play an
important role in ensuring the delivery of quality basic education through ADM.
To determine the progress of the ADM implementation, the following must be considered:
1.
Learners’ Performance. Learners’ performance must be continuously monitored and evaluated to determine if the goals and objectives of the
program are met and to ensure the delivery of quality basic education to identified LARDOs.
2.
Performance of the ADM Facilitator. The performance and experienced of the ADM facilitator shall be assessed to determine the areas for
improvement in the implementation of the program. This shall be done by the school head and the Division ADM Coordinator.
3.
Availability and efficiency of learning resources. Learning resources plays an important part in the implementation of the program, the availability
and utilization of LRs must be monitored to ensure the alignment of learning delivery.
4.
Overall Implementation of the ADM. The Schools Division Office through the Division ADM Coordinator, School Head, and School ADM
Coordinator shall monitor and evaluate the overall implementation of the program every quarter or at least, at the end of the school year in terms of:
a. Strategies utilized
b. Learners’ performance
c. Technical-assistance given
d. Community / stakeholders support
7.2 Results Monitoring and Evaluation
RME is a type of post implementation review (PIR) that measures the realization of outcome – level objectives. It aims to assess the effectiveness of the
implementation by measuring the benefits received by target groups and to determine the changes in behavior and practices of the target groups.
RME focuses on effectiveness.
This may be done through the following:
● Division ADM Coordinator will call for a meeting.
● School ADM Coordinators will report the ADM implementation to the Division ADM Coordinator.
● Analyze and evaluate the data presented by the school ADM coordinators.
● Propose improvements or recommendations to support the successful implementation of ADM.

7.3 Impact Evaluation

This refers to the outcomes of the ADM implementation. This will help determine the strengths and weaknesses during the implementation of ADM. This may be
done through conducting an evaluation recall participated by the grade level leaders, guidance teacher/counselor/coordinator, ADM coordinator and school head.
The following question can be used as a guide to determine the impact of the implemented ADM:
1. What are the results of the learners’ performance after participating in the ADM?
2. Was there an improvement in the learners’ performance before and after participating the ADM?
3. How does the ADM implementation to improve the school’s key performance indicators (ex: dropout rate, promotion rate and achievement rate)?
4. What are the issues and challenges experienced and observed by the learners, ADM facilitator and school head during the ADM implementation?
7.4 Monitoring and Evaluation Plan
The M & E plan is important to ensure the successful implementation of the ADM. It must follow the M & E timeline which must be followed accordingly. This
may also include the utilization of M & E tools such as:
● Utilization Learner Profiling System;
● Observation Checklist;
● Learner’s Portfolio or reflection journals;
● Utilization of learning resources (ex: IRI, ILRT, etc.)
● Accomplishment of ADM Forms, Plans, and Contracts

The diagram below discussed how the M & E should be done during the pre-implementation, implementation, and post-implementation of ADM:

Chapter 8 Sustainability

Any ADM Program is aimed to generally improve or enhance the performance of the at-risk learners and need to be sustained so that its impact can be felt across
time and space. Primarily, its success and sustainability depend greatly on the commitment of its key players - the teachers, the ADM team, and the School Head
whose strong leadership can keep the program going.
8.1 Strategies of Sustaining the ADM Program
1. Continuing advocacy activities – This refers to the conduct of social mobilization activities to inform the school stakeholders. This may include
parent-teacher conferences, motorcade, coordination meeting with barangay and LGU (specifically with LGU Education Committee chairman, volunteer groups),
distribution of flyers and other IEC materials.
2. Proper implementation, monitoring, and evaluation – This refers to the strict conduct of the monitoring plan, and facilitation of evaluation recall and
analysis of outputs and results.
3. Proper perusal of results of monitoring and evaluation – This refers to the regular submission of updated reports and accomplishment to the division
office.
4. Regular conferences/ meetings, technical assistance visits -This refers to the assistance and guidance given by the Division office to the school
implementing the ADM.
 5. Establish reward system for teachers who are able to save some LARDOs. This refers to the reward and recognition system of the school and the
division. This can be in the form of service credit or monetization.
6. Linkages with stakeholders – this may include conduct of stakeholders’ engagement to present and explain the importance of ADM and create a
possible partnership.
7. Benchmarking, forum, or convergence meeting among the pilot schools where School Head or School Coordinator shares success stories and best
practices.
● This may include conduct of sharing of best practices to school stakeholders through school PLCs or DIVLAC or by visiting other division or region

to observe the implementation of ADM and adapt the best practices.

8. Establish an effective tracking system, both during and after the implementation.
● The school or division must create a profiling system to ensure the delivery of quality basic education through ADM.
● The ICT School Coordinator will create a tracking system application.

9. Conduct orientation and training of all School Heads and teachers to reduce dropout rate of students.
● This may help capacitate the teachers in conducting ADM.

10. Inclusion of Public Secondary Schools in the Local School Board (LSB)/Special Education Fund (SEF), for purposes of funding and other related
programs.
● Regular and timely submission of comprehensive school local action plan to the Local Government Unit.

11. Since dropping-out is a global phenomenon, DepED Central Office together with all schools and stakeholders, should exercise strong will to sustain
the program.
● Strict monitoring and evaluation on the implementation of the alternative delivery mode must be conducted regularly.
● Strong partnership between the school and the community must be established (this may done with the help of SPTA and SGC).

8.2 SUSTAINABILITY PLAN

The sustainability plan is essential to every program's implementation. This helps describe how the project will be sustained in the long term. Specifically, this

ensures that the resources spent on the project are not lost and gives reassurance that the project will be continuously implemented for the benefit of all learners as

indicated in Education for All (EFA) 2015 and SDG 2030 No. 4: ensure inclusive and equitable quality education and promote lifelong opportunities for all.

Below shows the suggested Alternative Delivery Mode Sustainability Plan Template:

Areas of Concern What assistance or Who are the possible What technical assistance Who can give the technical

resources needed? stakeholders to give is needed? assistance / support?

assistance or support?

1. Planning

2. Implementation

3. Monitoring and

Evaluation

4. Reporting

5. Future Plans

Acronyms

C1

C2

C3

C4
C5

C6

C7 AND C8

M & E – Monitoring and Evaluation

RME – Results Monitoring and Evaluation
PIR – Post Implementation Review
IRI – Informal Reading Inventory
ILRT – Independent Learning Readiness Test
LPS – Learner Profiling System
GLLs – Grade Level Leaders
IEC materials– Information, Education, and Communication materials
PLCs – Professional Learning Communities
DIVLAC – Division Learning Action Center
LSB – Local School Board
SEF – Special Education Fund
SPTA – School Parent Association
SGC – School-Governing Council
EFA – Education for All
SDG – Sustainable Development Goals

Annexes

C1

Mr. Oliver C. Sanchez, MaEd

He is currently the Principal II of Tanza National High School, SDO Navotas.

He earned his degree of Bachelor in Secondary Education major in Physics and Minor in Mathematics at Pangasinan State University. Whilst, his Master of

Education Major in Physics at Bulacan State University. Currently pursuing his Doctorate degree in Education at Gov Andres Pascual College Navotas City.

C2

Ms. Nenita A. Sioson is currently the Head Teacher VI and Assistant to the Principal Designate at Malabon National High School
She has been in service for 30 years. She earned her degree in B.S. Industrial Psychology at Far Eastern University. She also earned her units in B. S. Secondary
Education at Arellano University.
She is also the School ADM Coordinator and School GAD Focal Person and a member of PSEP, Inc. holding as position of National Secretary.
C3

Elsa R. Mata Ed.D., Education Program Supervisor - LRMDS

School: SDO Navotas , Curriculum Implementation Division
Brief Description (Years of Service, Educational Attainment, Achievements)
24 Years in Service
BS in Electronics and Communications Engineering
MA units in Education major in Mathematics
MA in Administration and Supervision
Doctor of Education major in Educational Management
Career Executive Service Written Examination (CESWE) passer
Division Virtual Math Olympiad - Demonstration Teaching in Mathematics with ICT Integration (First Place)
Regional Demonstration Teacher in Critical Content in Mathematics Grade 8

Vergel Junior C. Eusebio, Project Development Officer II - LRMDS

School: SDO Navotas, Curriculum Implementation Division
8 Years in Service
Bachelor of Business Administration Major in Management
Career Service Professional Eligibility Passer
C4

Mr. Gil Buenavista is currently the Principal 2 at Angeles NHS / Bangkulasi Senior High School. He has been in service with DepEd for over 19 years.

Ms. Dalisay Esguerra has been in service with DepEd for more than 32 years.
She received 3 outstanding awards at Tinajeros Malabon. She rendered service with DepEd Division Offices in Pasay (1997-2007), Tinajeros National High
School (2007) and Malabon (2007 up to present). She graduated Cumlaude with her bachelors degree of BSEd Major in General Science at Philippine Normal
University.
C5

Ms. Rizalina Plan-Romero

Malabon Elementary School-Master Teacher I
18 years in service, Master of Art in Administration and Supervision
Reading Advocate and Interactive Story Teller Awardee
nd
2 Placer Shell Digital Illustrator Creator for Children’s Story “ Alamat ng Malabon”
Teacher LED Research: Utilization of Self-Reading Booklet Pulang Lipistik at Lapis For Grade One Non-Reader of Malabon Elementary School SY 2021-2022
Teacher LED Qualifiier 2023 Tambobong Research Granted: 28/10 Day Drift Reading Readiness Management for Full Refresher Reader

Ms. Jennylyn M. Marcelino

Tanza Elementary School
13 years in service as an Educator, Bachelor of Elementary Education
Inclusive Education Advocate
Public School Teacher Pathways – Teacher Leader Cohort 2019
Teach for the Philippines, Inc.
Basic Education Research Fund 2019 Grantee
Department of Education

Carmela P. Gervacio – Teacher III

Tonsuya Elementary School
30 years in service as an educator, Bachelor of Elementary Education
Grade Leader sy: 2016-2019
Assistant to the Principal
District Coordinator in Araling Panlipunan
Contributor as writer and validator of SLM
Test Writer in school – Araling Panlipunan 6

Ms. Maria Cattleya L. Labrador

Teacher II/School Reading Coordinator
AMANG RODRIGUEZ ELEMENTARY SCHOOL
7 years in public school, Graduate of Bachelor of Early Childhood Education
Teacher LED Qualifier 2023 Tambobong Research Granted: “The Utilization of Project P.E.E.R. (Pupils Eager and Engaged in Reading) in Enhancing the
Struggling Readers’ Performance
Search for Outstanding Implementer of the School-Customized L2 (English) Reading Program Qualifier

Mr. Olival B. Cruz – Principal IV

San Roque National High School
Doctor of Education
Principalship Passer, CESWE Passer

C6

Mrs. Lorena J. Mutas / PSDS

SDO Navotas
29 years of DepEd Service
Master of Arts in Education
PBET Passer
NQESH Passer
Division Speaker/ Facilitator

Mr. Benjamin C. Perez /

School Principal of WAWA Elementary School
22 Years of Service with DepEd
BS Electrical Engineer/Certificate in Teaching
LET Passer 2000
NQESH Passer 2022
CESWE Passer 2023
NEAP Regional Facilitator
NEAP Certified Assessor

C7 AND C8

Mrs. Radetta N. Pilien (Teacher III)

Muzon Elementary School, SDO-Malabon City
28 years in service
Bachelor on Elementary Education
MAEd (24 units)
Outstanding Teacher 2019
Ms. Radetta N. Pilien is a graduate of Bachelor of Elementary Education at the Divine Word
University in Bohol with Master of Arts in Education units from Arellano University in Malabon. She currently teaches the grade two students and leads the
Muzon Elementary School in Malabon as a Faculty Club president. Ms. Radetta also serves as the focal person of the school feeding. She was hailed as the best
teacher of SY 2018-2019.

Ms. Juriz A. de Mesa (Head Teacher III)

Navotas National High School
Bachelor on Secondary Education major in Values Education
14 years in service
Certificate in Teaching Science
MAEd in Child Study (39 units)
Ms. Juriz A. de Mesa is a graduate of BS Education Major in Values Education and Certificate in Teaching Science in 2007 from the Philippine Normal
University, Manila. She has completed academic requirements on Master of Art in Education in Child Study. She is teaching at Navotas National High School
since 2008. She is also working as member of the school’s technical working group, action research coordinator, documentation committee, and other related
tasks which brought various school awards such as Most Transformative School for Learning Effectiveness during the 2012 Excellence in Educational
Transformation Awards awarded by Bayan Academy, Rex Bookstore and Knowledge Channel.
At present, she is serving as Head Teacher III for Edukasyon sa Pagpapakatao. Also, she is a member of the Marian Youth Movement as animator for more than
10 years. She has conducted programs and activities in promoting values and virtues in the school community such Project SPV (Sharing Positive Vibes) and acts
as member of the quality assurance committee on SLM/SLEM writing at SDO-Navotas City.

References

C1

C2

C3

https://www.phoenix.edu/blog/educational-learning-theories.html#:~:text=There%20are%20five%20primary%20educational,transformative%2C%20social%2C
%20and%20experiential.
https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close
https://www.researchgate.net/publication/366594642_Learning_Conditions_vis-a-
vis_Alternative_Delivery_Mode_in_the_Philippine_Department_of_Education_during_the_Pandemic_for_Instruction_Augmentation

C4

C5

C6

C7 AND C8

Wieners, E. (2021, April 7). Developing a Sustainability Plan in a Project Proposal - proposalforNGOs. proposalforNGOs.

https://proposalsforngos.com/sustainability-plan-project-proposal/
 FLOW CHART

Class or Section Adviser Guidance Counselor/ Medical Officer Guidance Counselor - furnish the SARDO apply for enrolment to EASE

- Identifies the potential SARDO - Screening of potential SARDO section adviser list of SARDO copy Coordinator including the signing of

- Refer the potential SARDO to Guidance furnished the EASE Coordinator, School contract

Counselor Head

EASE Coordinator submit Study

SARDO return to the mainstream SARDO receive modules and return the Subject teacher give modules to SARDO
Contract to Section Adviser
same to his/her subject teacher