MODULE 1: GETTING STARTED

Required Output: Learning Plan

LESSON 1 COURSE OVERVIEW

ACTIVITY 1.

Reflect on the overview you just read by answering the following questions.
Write down your reflections in your Study Notebook.
1. How is the delivery modality of this course different from the usual in-service training
I have received pre-pandemic? List at least three differences.

 The delivery modality of this course was not new to us because it coincides with the rapid
improvement of technology. During this trying times it proves the usefulness of this modality
which favors the employee with the following.
A. It eliminates physical interaction which minimizes/eradicate the risk of exposure to different
elements.
B. One can attend courses and lectures without leaving the comfort and safety of home or
office.
C. One can process the data or information acquired right after the conclusion of the course.

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

my participation in this course? Use the table below to guide your reflection.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course in course?) Describe this environment
a positive or negative way?)

Lack of concentration I am not tech savvy To familiarize my School Office

on the new normal school on the new Free from work
Modalities of Learning disturbance
Focus and Cooperation Poor internet To develop a learning Work from Home
during the course connectivity delivery Well ventilated
implementation plan
for school year 2020-
2021

Jesus M. Royopa SP-I Tibag Elementary School

ACTIVITY 2
ORGANIZING YOUR LEARNING ACTION CELL (LAC)

LESSON 1

1. How does participating in a LAC affect or influence your self-learning? Draw a

diagram to illustrate the relationship between the two and give a brief explanation of
your drawing.

The Diagram explains itself

2. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016:
• To improve the teaching-learning process to improve learning among students
• To nurture successful teachers
• To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
• To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole

What are the challenges to having a successful LAC? Write down the top three
challenges in your Study Notebook. Raise your concerns with your Division Team and
discuss mitigating actions at your first LAC session.

Jesus M. Royopa SP-I Tibag Elementary School

Challenges to having a successful LAC

1. Learning Interest of LAC participants

2. Availability of expert/technical assistance provider
3. One size fits all selection of LAC topic

Learning Plan
WHEN TO SUBMIT
WHEN TO TECHNICAL ASSISTANCE
LDM MODULE NO. AND INDICATIVE THE REQUIRED
FINISH THE REQUIRED FROM THE
TITLE DURATION OUTPUT WHEN
MODULE COACH/MANAGEMENT
INDICATED

1. Getting Started To be able to describe the

3 hours 40 hours August 3, 2020 course and discuss how it
works.
2. Understanding the
To be able to demonstrate
Learning Delivery
6 hours 40 hours August 3, 2020 the LDM that cohere with
Modalities in the Basic
LCP.
Education Learning
Continuity Plan
3. Choosing the
Appropriate Learning Assist in choosing the
40 hours August 17, 2020
Delivery Modalities for 40 hours appropriate LDM for the
your Division and school.
Schools
4. Implementation Supervise teachers in the
Planning 16 hours 40 hours August 19, 2020 implementation of the
program.
5. Establishing and
Assist teachers in the
Managing the TA 6 hours 40 hours August 20, 2020
management of the
Mechanism for School
program.
Heads
6. Monitoring, August 21, 2020 To ensure the effectivity
6 hours
Evaluation and Learning 40 hours of the program by
6 hours
providing M&E.

Jesus M. Royopa SP-I Tibag Elementary School

MODULE 2: UNDERSTANDING THE LEARNING DELIVERY
MODALITIES IN THE BASIC EDUCATION
LEARNING CONTINUITY PLAN
Required Output: Learning Modalities Matrix
LESSON 1 1: OVERVIEW OF THE LEARNING DELIVERY MODALITIES

Activity one

Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-to-face
learning, distance learning, blended learning and home schooling.
In your own words, define each modality. Write your own-definitions down in your Study
 Notebook.
Face to face is a learning delivery mode that requires learners to physically report in school to
learn following the minimum safety precautions set by authorities
 Distance learning is learning delivery mode that requires no physical reporting in school and
instruction will be received through email, websites and other platforms such as facebook,
google classroom and the likes
 Blended learning is a delivery mode that combines online face to face and modular lessons
 Home schooling is a delivery mode which uses modules and online resources that is done at
home with the help of parents, guardians as a learning facilitator or para-teacher.

Which of the LDMs do not have a face-to-face learning

component?

The Learning delivery mode that does not require face to face learning are distance learning and home
schooling.

Jesus M. Royopa SP-I Tibag Elementary School

LESSON 2 DISTANCE LEARNING
Activity One
Read two documents: “Guidance on Distance Learning” and “Non-Negotiable Minimum Requirements for Distance Learning.” As you go through
the readings, complete the Distance Learning Matrix.

DISTANCE LEARNING MATRIX

Distance Learning Distinguishing Essential Resources Role of Teacher Role of Parent or Role of School
Modality Feature Household Member
Modular Distance minimized Modular lessons for the Receive/Reproduce and Supervise and coordinate Collect, Check and
Learning (MDL) exposure to both whole first quarter distribution of SLK with the difficulties and maintain documents of
teacher and the help of community progress of the learner each learner for
learner leaders portfolio assessment
Online Distance No exposure to Digitized lesson and Demonstrator, Content Supervise and coordinate Collect, Check and
Learning (ODL) both teacher and reliable internet provider the difficulties and maintain documents of
learner connection progress of the learner each learner for
portfolio assessment
TV-Based No exposure if School’s MOA/MOU with a Demonstrator, Content Supervise and coordinate Collect, Check and
Instruction (TVBI) assessment Television Network or provider the difficulties and maintain documents of
materials will be Radio Station for the progress of the learner each learner for
provided online needed airtime/slot. portfolio assessment
Digitized lesson

Radio-Based No exposure if School’s MOA/MOU with a Demonstrator, Content Supervise and coordinate Collect, Check and
Instruction (RBI) assessment Television Network or provider the difficulties and maintain documents of
materials will be Radio Station for the progress of the learner each learner for
provided online needed airtime/slot. portfolio assessment
Digitized lesson
Blended Distance minimized to no Modular lessons for the Reproduce and Supervise and coordinate Collect, Check and
Learning exposure to both whole first quarter distribution of SLK with the difficulties and maintain documents of
teacher and School’s MOA/MOU with a the help of community progress of the learner each learner for
learner Television Network or leaders portfolio assessment
Radio Station for the
needed airtime/slot. Demonstrator, Content
Digitized lesson provider

Jesus M. Royopa SP-I Tibag Elementary School

Activity Two

Rank of DL from easiest to most difficult to implement.

types—MDL, ODL, TVBI, RBI and BDL— Give the reasons for your ranking of each. Use the form below.
Ranking Type of DL Why
(1 to 5, from easiest to hardest to
implement)
1 MDL Most practical and cost efficient for the school
2 ODL Most if not all learners do not have internet connection
3 TVBI No available T.V station in the locality
4 RBI No available Radio station in both bands in the locality
5 BDL Resource in this modality is challenging

Activity Three.
Targeted Interventions for Learners with Special Concerns
Learner Group Targeted Intervention
Learners without parents or household member who Establish possible community learning center in each sub community with-in
can guide and support their learning at home the village to respond to learners with special needs

Beginning readers (K to 3) Tap parents and guardians to follow up and monitor the reading capability of
the learner with the guidance of the teacher concerned
Ask technical assistance from supervisors
Struggling readers (Grades 4-12) Tap parents, guardians, siblings and para-teacher available in the community
to improve the reading ability of the learner
Ask technical assistance from supervisors
No access to devices and Internet Tap stakeholders, local business establishment and Local Government Unit
to support the needs of learners
Inaccessible - live in remote and/or unsafe areas Ask local authorities and law enforcers to deliver and retrieve SLK to areas
with security threats
Indigenous Peoples Not Applicable with in the locality

Persons with Disabilities Not Applicable with in the locality

Jesus M. Royopa SP-I Tibag Elementary School

MODULE 3: CHOOSING THE APPROPRIATE LEARNING
DELIVERY MODALITIES FOR YOUR DIVISION
AND SCHOOLS

Jesus M. Royopa SP-I Tibag Elementary School

Jesus M. Royopa SP-I Tibag Elementary School
MODULE 4: LEARNING DELIVERY MODALITIES
IMPLEMENTATION PLANNING
Required Output: Accomplished LDM Implementation Plan
LEARNING DELIVERY MODALITY COURSE 1

MODULE 4

REGION : III
DIVISION : NUEVA ECIJA
SCHOOL TIBAG ELEMENTARY SCHOOL
SCHOOL HEAD : JESUS M. ROYOPA

THE LEARNING DELIVERY MODALITY IMPLEMENTATION PLAN

School Year 2020-2021

Jesus M. Royopa SP-I Tibag Elementary School

 PART I: LEARNING MANAGEMENT

Objective: Establish the mechanism of organizing learners and managing learning

A. LEARNER/CLASS ORGANIZATION

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN- CHARGE

OUTPUT/ IMPLEMENTATION / REQUIREMENTS, IF
RESULTS TIME FRAME ANY

Organize classes Class program August 2020-April 2021 none Grade Leader Teachers

Prepare weekly Weekly learning August 2020-April 2021 To be determined All teachers
learning materials materials
aligned with
MELC

Prepare Learner Evaluation August 2020-April 2021 To be determined All teachers

Individual result of pupils’
Monitoring performance
Report

Organize/ Orient Oriented August -September None School Head

home and/or community 2020 All teachers
community learning
learning facilitators
facilitators

B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN- CHARGE

OUTPUT/ IMPLEMENTATION / REQUIREMENT, IF
RESULTS TIME FRAME ANY

Identify learner Progress September 2020- None All teachers

performance report March 2021
and progress
monitoring
reports

Report learner Record of Monthly/Quarterly None All teachers

performance Progress
and progress report signed
monitoring by parents
reports to

Jesus M. Royopa SP-I Tibag Elementary School

parents

Analyze/interpr Data Quarterly None All teachers

et learner Analysis/M&E
performance report
and progress
monitoring
reports

Provide Intervention To be determined To be determined All teachers

intervention/co sessions and
pe up materials
mechanism

PART II: LEARNING RESOURCES

A. LEARNING RESOURCE MANAGEMENT

Objective: Improve availability of LR to reach 100% in all learning areas and grades across the
quarters

EXPECTED BUDGETARY
ACTIVITIES OUTPUT/ DEADLINE REQUIREMENTS, IF PERSON-IN- CHARGE
RESULTS ANY

Prepare LR Inventory June 2020 None All teachers

inventory list
system of LRs

Train/teach on Training /LAC July to August 2020 None ICT Leader

creating Documents
suitable LRs

Develop LRs New LRs Quarterly Php 15,000/MOOE All teachers

Quality assure Quality assured Quarterly None SQAT

developed LRs developed LRs

B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT

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

Jesus M. Royopa SP-I Tibag Elementary School

ACTIVITIES EXPECTED DEADLINE BUDGETARY PERSON-IN- CHARGE
OUTPUT/ REQUIREMENTS, IF
RESULTS ANY

Develop
School
system of
mechanism on
distribution Weekly None All teachers
distribution and
and collection
collection of LRs
of LRs

Monitor and
Record/ Log on
report
Distribution and Php 2,000/MOOE All teachers
distribution
Collection
and collection

Prepared by:

JESUS M. ROYOPA

Principal I

MODULE 5A (FOR SCHOOL HEADS): ESTABLISHING

ANDMANAGING THE TECHNICAL ASSISTANCE
MECHANISM IN THE SCHOOL
Required Output: Accomplished TA Plan for Teachers

LESSON 1 TECHNICAL ASSISTANCE AND COACHING: DEFINITIONS, FRAMEWORKS AND MECHANISM

ACTIVITY 1.

THOUGHT ORGANIZERS FOR MODULE 5

Begin by articulating what you know and what you want to learn about the key concepts in this
lesson. Use the Thought Organizers for Module 5A for this activity.
THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 1

Jesus M. Royopa SP-I Tibag Elementary School

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

COLLABORATIVE
INSTRUCTIONAL INSTRUCTIONAL SUPERVISION
OBSERVATION AND FEEDBACKING
SUPERVISION Benchmarking from other
district

HELPING INDIVIDUAL TO IMPROVE RELATIONAL TYPE OF

COACHING
PERFORMANCE SUPPORT

ENSURE LEARNING IS
TECHNICAL
SHARING INFORMATION AND EXPERTISE REINFORCED, APPLIED AND
ASSISTANCE
MEASURED

ACTIVITY 2.

1. Download and read the Learning Delivery Modality Technical Assistance and Coaching
Guidebook.
2. Read the following topics:
a. Definition of Technical Assistance and Coaching
b. Objectives of Technical Assistance and Coaching for the Learning Modality
c. Levels of Assistance
d. Principles
e. Technical Assistance and Coaching Process
f. Competencies of TA Providers and Coaches
g. Terms of Reference of TA Provides/Coaches

3. Answer the question: How can you enhance your instructional supervision using the processes
of TA and coaching? Jot down your thoughts in your Study Notebook.

 To improve my capability in instructional supervision using the process of TA and

coaching is to follow the process of needs assessment, understand planning process,
provide strategies & activities and monitor expected results for successful implementation.

LESSON 2

ACTIVITY 3

Obtain the template for General TA Plan/Coaching Plan labeled as Annex A of the
Learning Delivery Modality Technical Assistance and Coaching Guidebook (pages 18-21).

Jesus M. Royopa SP-I Tibag Elementary School

 Discuss with your School Team the template and its elements. Accomplish the
template with the Team.
Submit the accomplished template to your LAC Leader.

Thought Organizer on Technical Assistance and Coaching Process

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

Step 1: TA NEEDS Collect and review available readiness Reliability,Flexibility and

ASSESSMENT report to implement LDM Validity

Facilitate the process that will

Understanding and Identifying goal
Step 2: TA PLANNING help the client/coachee
and objectives
identify goals/objectives

Feed backing and reflection

Step 3: Work plan resources , risk
whether coaching have
IMPLEMENTATION assessment, and quality control
positive effects

Comparing, Analyzing and identifying

Step 4: EVALUATION Clear and comprehensive
for possible TA

Technical Assistance (TA) Plan for Teachers

Prioritized Resources
TA Strategies/ Expected Time Person
Needs of the Materi
Objectives Activities Results frame Responsi Budget
Clients als
ble
Organize/ Facilitate the Coach Orientati August School Hand 1000
orient home development teachers on to Head outs
and /0r of on Septem teacher
community communicati communic ber s
learning on strategy ation
facilitator for parents planning
Organize To equip Mentoring Class August School Bond MOOE
classes teachers on and program 2020 Head Paper
organization coaching teacher
of classes s
Prepare Weekly Year School Bond MOOE
weekly Self Learning round Head Paper
Learning Material teacher
Modules s s
(SLM)
Develop To organize Coaching School August School Hard LGU/
system of systematic and Mechani 2020 Head Copy Stakehold

Jesus M. Royopa SP-I Tibag Elementary School

distribution distribution of mentoring sm on teacher ers
of LRs modules with Distributi s
the help of on and
LGU/stakehol Collectio
ders n of LRs
Report To create Mentoring Record Quarterl School Pupils MOOE
learners’ system of and of y Head Outpu
performance gathering coaching Progres teacher t
and performance s Report s
progress and progress
Analyze and To monitor Coaching Data Quarterl School Pupils MOOE
interpret pupils’ and Analysis y Head Outpu
learners’ progress thru Mentoring and M & teacher t
performance their output E Report s
and given to Quarterl
progress teachers. y
Provide To validate LAC Intervent Year School Hand MOOE
intervention/ the effectivity Sessions ion round Head Outs
cope up of learning sessions teacher
mechanism mechanism and s
including material
proper s
adjustment

MODULE 6A (FOR SCHOOL HEADS): MONITORING

AND EVALUATION OF LEARNING DELIVERY
MODALITY IMPLEMENTATION
Required Output: Accomplished M and E Plan

LESSON 1: BASIC M&E CONCEPTS AND KEY RELATED FRAMEWORKS

ACTIVITY 1.

Reflect on the following questions:

a. What are the similarities between Theory of Change and Kirkpatrick’s Levels of M&E? Write
your answer in your Study Notebook.
b. How are the two frameworks related? Use the Thought Organizer for Lesson 1,
Activity 1 to help you correlate the key elements of the two frameworks.

THOUGHT ORGANIZERS

LESSON 1, ACTIVITY 1

Jesus M. Royopa SP-I Tibag Elementary School

 KIRKPATRICK’S LEVELS OF
THEORY OF CHANGE MONITORING AND EVALUATION
OF TRAINING
 Responsiveness to “Sulong
– Edukalidad directives  Contribution to target sectors
 Achieving the BE-LCP  Sustainability of gains
objectives
 Improvement in career
progression levels
 Management of LDM at
school level  Application for effective LDM
What is the  Workplace Enhancement via Implementation
main Self – Learning and LAC
interest of  Functional TA and Coaching
M&E in Mechanism  Effectiveness and relevance of
each  LDM Course Program for programs and support
framework Teachers, school leaders mechanisms
and TA providers/coaches
 TA and coaching
mechanisms
 Effectiveness and efficiency of
 Quality Assurance of
core critical program processes
programs through the
Accreditation and
Recognition processes
 Needs Assessment/Analysis
of capability building
requirements
 Engagement of partners
 Meaning contributions derived
M&E
Improved Performance ⬄ from placement of Awardees
LEVELS
 Alumni Program Objectives
 Improvement in pedagogical
practices of teachers
 Translation of individual learning
Positive Behavior Change ⬄ to teaching – learning
/management of LDM
implementation
 Application of TA and coaching
Learning of TA Providers and
Focused Learning/Interaction ⬄
coaches
Preparedness Base
⬄ Baseline
Competencies

LESSON 1, ACTIVITY 2

Jesus M. Royopa SP-I Tibag Elementary School

MONITORING EVALUATION

m Process of objective data collection and e Analysis of information to make judgment that
information gathering that will be used by affects the institution/project/program.
management / leadership e Systematic investigation of the worth or merit of
m Purposive gathering of pertinent information an object.”
relative to how targets and the manner with e Internal assessment of information (which is
which these targets were achieved collected through monitoring) regarding the
m Systematic observation and documentation of extent to which actual progress in
information on the implementation of implementation conforms to (or deviates from)
initiatives based on the plan. the objectives set in the plan
m “A continuing function that uses systematic e The process of determining the worth or
collection of data on specified indicators to significance of a development activity, policy or
provide management and the main program ….. to determine the relevance of
stakeholders of an ongoing development objectives, the efficacy of design and
intervention with indications of the extent of implementation, the efficiency or resource use,
progress and achievement of objectives and and the sustainability of results.
progress in the use of allocated funds. e Studies the outcome of a project (changes in
m Systematic and continuous collecting, analysis income, benefits distribution, cost-effectiveness,
m Monitoring generates data that can be used etc.)
in evaluations e A periodic assessment of the efficiency,
effectiveness, impact, sustainability and relevance
of a project in the context of stated objectives.
Common Words from the Common Words from the

definitions above definitions above

MONITORING EVALUATION

How I define Monitoring: How I define Evaluation:

Observe and check the progress or quality of A systematic determination of a subject’s merit,
something over a period of time/keep under worth and significance using criteria governed
systematic review. by a set of standards.

The relationship or link between Monitoring and Evaluation is:

Monitoring is checking progress against plans. The data acquired through monitoring is used
for evaluation. Evaluation is assessing, as systematically and objectively as possible, a

Jesus M. Royopa SP-I Tibag Elementary School

 completed project or programme (or a phase of an on-going project or programme that has
been completed

LESSON 2, ACTIVITY 2

ANSWERS FROM YOUR

QUESTION YOUR ANSWER
FELLOW LAC MEMBERS

What developments or Health threat cause by Health threat cause by covid19

situations will make you covid19
consider changing the LDMs of
your school?

What M&E data will you need Learners’ Enrolment and Enrolment Data
to decide to change or make Survey Form
adjustments to the LDMs of
your school?

What issues or constraints do Scarcity of fund for the Financial problems

you foresee arising if you reproduction of modules
change the LDMs of your
school?

Personal Reflection Education must continue despite the covid19 pandemic. The

Jesus M. Royopa SP-I Tibag Elementary School

 best way to provide quality education in this critical time is to
use these learning delivery modalities.

Jesus M. Royopa SP-I Tibag Elementary School

 LDM IMPLEMENTATION M&E PLAN TEMPLATE

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

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

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

In creating your M&E Plan, make sure that it is harmonized with your Readiness Assessment, LDM Implementation Plan and TA/Coaching Plan.

Indicator Data Collection Timing of Data Analysis Method Who Will Collect & Use of M&E Results
Method Collection Analyze Data (This is the
“Learning aspect of
the M&E Framework)
LEVELS OF M&E What indicators will be How will you gather When will you gather How will you From whom will the Who are the users of
INQUIRY gathered to respond to the indicator? the indicator? process the data data come from and the M&E Report?
the M&E Inquiry gathered? who will collect? What will they use it
for (e.g., decision-
making to adjust the
LDM Plan)?
INPUTS AND
ACTIVITIES: What
activities will need to
be done to effectively
and efficiently
implement LDM in the
school?
Learning Resources Availability/number of Conduct inventory of July- 1st week of August Evaluate as to From teachers to CID School and SDO
modules available LMs quantity and unit for quality planning unit for
availability of LMs assurance adjustment
Learning Management Readiness on Trough feed backing July to August Evaluate the teacher’s From teachers to School and SDO

Jesus M. Royopa SP-I Tibag Elementary School

 pedagogical strategies prepared plan School administrator planning unit for
on new normal adjustment
Teacher Capacity Readiness of teachers’ Readiness July to August Evaluate the result of From teachers for School and SDO
needs in the new normal assessment on new assessment on new adjustment of planning planning unit for
normal normal unit adjustment
Household and Readiness of parents in Result of LESF July Evaluate the result of From parents to School and SDO
Community Capacity their capacity to guide LESF teachers planning unit for
their child and adjustment
community cooperation
School Operations Readiness of the school Readiness July to August Evaluate the result of From school School and SDO
administration in the assessment on new assessment on new administration for planning unit for
needs in the new normal normal normal adjustment of planning adjustment
unit
OUTPUTS:
What resources,
materials, and
processes will be
produced from the
activities?
Learning Resources Actual number of Based on the Year Round Effectiveness of SLKs From SDO supplier to School and SDO
Available SLKs availability of SLK from school property
SDO custodian
Learning Management Teachers capacity to Teachers Year round Evaluate teachers Learners and teachers School and SDO
adapt and implement performance, through “performance and to school heads
modular learning rubrics learners progress
Teacher Capacity Certificate of Appreciation of June to August Evaluate the ability of From teacher to School and CID
participation for webinar certificate of teacher based on the School Head
attended participation webinar attended
Household and Positive response and Through interview and August onwards Based on parents and From parents and School and SDO
Community Capacity commitment of parents feedback community response community members
and community. to school management

MID-TERM RESULTS:
What desired state
will be achieved when
the outputs have been
produced along the
LDM areas of
concern?
Learning Resources Effectiveness of SLKs Evaluation of pupils’ August to December Evaluation of pupils’ From pupils’ parent to School and SDO
in teaching and learning outputs from the outputs from the teachers
process distributed SLKs distributed SLKs
Learning Management Teachers’ ability to Teachers Year round Evaluate teachers Learners and teachers School and SDO
coherently implement performance, through “performance and to school heads
learning delivery mode rubrics learners progress
Teacher Capacity Effectiveness of Through self-reports/ Monthly/Quarterly Through checklist/ From teacher to School and SDO
teachers in teaching and Portfolio rubrics school heads
learning for the new
normal
Household and Effectiveness of Through Interviews August to December Identify challenges for From household and School and SDO

Jesus M. Royopa SP-I Tibag Elementary School

Community Capacity household and using printed possible intervention community to teachers
community cooperation. questionnaires and school heads

OUTCOMES: From pupils to school School and SDO

What learner Learners will be able to Collecting outputs Year round Measurement and teachers
outcomes will be acquire Most Essential Evaluation of Learners
achieved when the Learning Competencies performance base on
desired state of LDM during Pandemic their outputs
areas of concern have
been achieved?

Prepared by: Checked by:

JESUS M, ROYOPA ARNOLD D. DE CASTRO Ph.D

School Principal 1 Public School District Supervisor
Noted:

CHARINA M. SOGUE

EPS-1 Monitoring Area Supervisor

Jesus M. Royopa SP-I Tibag Elementary School