ENCLOSURE NUMBER 2: QUESTIONNAIRE

The following questions shall be answered by the SDO EPSs, District Supervisors, and
School Heads. The SDO ADM Coordinator shall consolidate all the answers and submit
them to the Regional Office on or before May 20, 2021.

1. In what ways have you been successful in implementing modular instruction/online distance
education/TV-RBI/homeschooling/blended?

a. What are the modalities implemented in your Region?

- The school’s primary learning resource for this school year is the Division’s
SLM.
These SLM are being distributed to the learners through hardcopies and
softcopies. The hardcopy SLMs are being distributed thorugh a scheduled
scheme while softcopies are being made available through the school’s
chosen LMS.

d. Why did you not use the official SLMs?

- The SDO PPC has created a contextualized SLM and is being distributed to the
learners.

e. Did you use the SLMs to the other learning delivery modalities? If yes, how? If
not, why?

- The SDO PPC initiated contextualized SLMs are being used by the school vis a
vis online learning in a regular way.

2. How did you ensure that all learners have access to the devices/modules they
need to fully participate in distance learning

- Prior to implementing the LCP of the school which is Blended Distance Learning, the
school conducted Parents’ Meeting via Google Meet facilitated by the School Head
and Students’ Meeting via Google Meet facilitated by the respective Class advisers.
Then, the school conducted a one-week simulation of Online Learning using the
LMS Google Classroom and Screen to screen classes and activities. The school is
using Google Classroom as LMS, Facebook Messenger as the primary means of
communication between the parents and students, Google Meet for the screen to
screen classes. The Division Modules are being distributed either through hard
copies of soft copies depending on the circumstances and the convenience of the
parents and students. Through the week-long simulation, the school were able to
find these challenges and tried to discuss it with concerned parents and students
and was able to address the issues that would surround the LCP delivery between
the school and the students/parents.
3. How did you support the teachers in developing Weekly Home Learning Plan to meet the
needs of learners with varying levels of access and capability?
- The school before hand had LAC sessions on preparing lessons using blended distance
learning. When the format for Weekly Home Learning Plan was released, the school
gathered the teachers through LAC and dissimenated the plans and procedures, knowing
that the school is catering to both modular and online.
4. How did your teachers support learners with disabilities who need specialized instruction,
related services, and other support?
- Through an established group chat system for the parents and another for the students,
advisers and subject teachers attend to the needs of the students. If there is a need for the
teachers to conduct home visitation, the adviser and the subject teacher will conduct one
just to address the need.
5. How did you ensure that the instructional needs of slow learners/non-readers/learners who
are not yet independent/learners who have nobody to help/facilitate learning at home are
supported?
- The school is blessed with learners who are all or almost independent learners. However, the
school is open for home visitations should the need arises. Through constant
communication with parents and students using the group chat system and cell phone
numbers, the school can keep track of the performance of the learner.
6. In what ways have you been successful in minimizing the number of learners at risk of
dropping out in the different learning modalities?
- The school understands best what the learner and his/her parents are currently experiencing
through this pandemic, and given that the school observes the Blended Distance Learning.
The school at the beginning had established an open communication with the parents and
students using all available platforms. The teachers freely adjust to the needs of the
students most especually if it concerns about internet connection and accessibility.
7. What kind of support and professional development did you provide to school leaders and
teachers to prepare them for distance education?
- For the part of the school, the administration has provided LAC and INSET sessions that
would cater to the LCP of the school. Trainings were conducted and is still being
conducted when the need arises. These battery of trainings proved that it was a big help
for the teachers because the teachers were able to deliver online classes and use of LMS
has been, so far, smooth with minor issues only.
8. How did the teachers establish and maintain regular communication with learners and
families — particularly the most vulnerable?
- Through the initial online parents’ meeting conducted, the school made the parents understand
that it will be using all means available to be able to establish and maintain regular
communication with them. The teachers can use the group chats of fb messenger, the
advisers also asked for the respective contact numbers of the parents and learners. And if
the need arises, the adviser and subject teachers concerned can also conduct home
visitation.
9. How did you support the social and emotional well-being of learners, their parents/learning
facilitators, and teachers during distance education?
- The school has established an open communication with all parents and students. The
advisers and subject teachers have made themselves also available anytime whenever a
student would like to talk to them. the communication is not only limited to subjects
concerned but also “kamustahan” and light moments conversations. Also, Homeroom
Guidance subject was utilized as a time for the advisers to constantly check the students’
well being.
10. How did the teachers measure learner progress to ensure learners and families have an
accurate picture of learner performance for this school year?
- Using the adjusted Grading System scheme for the pandemic, the teachers of the school were
able to measure the learners’ progress objectively. Performance tasks were sent through
the online LMS platform and online tests were conducted regularly. The learners who
cannot take the tests due to difficulty of internet access is given ample time to comply.
Almost all learners of the school has good access of internet and gadgets based upon the
survey conducted during enrolment. If there are some who cannot, at least one or two and
attention and proper measuremtn is also being accorded to them. SF 9 were issued to the
parents so they have a clear picture of the performance of their respective learners.
11. What did the teachers do when a learner is not progressing? Not completing assigned
tasks/modules?
- The advisers and subject teachers are in constant communication with with the parents and
learners. They would ask for reasons as to the non compliance of assigned tasks and
proper adjustments and considerations are given if needed.
12. How did they use the assessment results? (those found in the SLM/teacher-made)
- The assessment results found in SLM and LAS are formative assessments in nature. These
assesments can give a clear picture to the teacher on how much learning there is given
the topic. Now the school uses both the SLM and online screen to screen classes to
further address learning needs of the learners. The online screen to screen classes
proved to be a good avenue to provide learners to air out to the subject teacher whatever
areas of the topic is not clear to them and the teachers will discuss it to them online.