https://wordwall.

net/resource/33808558
Desired Learning
Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators (PTIs)

6.1.1: 6.1.2:
Demonstrate an understanding of knowledge of Maintain learning environments that are
learning environments that are responsive to responsive to community contexts.
community contexts.

6.2.1 6.2.2
Seek advice concerning strategies that build Build relationships with parents/guardians and
relationships with parents/guardians and the the wider school community to facilitate
wider community. involvement in the educative process.

6.4.1 6.4.2
Demonstrates knowledge and understanding of Comply with and implement the school policies
school policies and procedures to foster and procedures consistently to foster
harmonious relationships with the wider school harmonious relationships with learners, parents,
community. and other stakeholders.
 Pre-Test

Instructions: Read each of the following items. Write T on the blank before each number if the statement is true
and F if it is false and write the reasons why it is false on the next line.

T1. Community is a province, town, or barangay where the school is located.

F2. Community does not affect the teaching-learning process in school.
T3. Human and physical resources can be found in the community.
F4. Schools have all the resources to answer its needs.
T5. Support is manifested when people in the community became assets for the school.
T6. Environmental scanning is a tool for identifying resources that can help the teaching-learning process.
F7. Recognizing the stakeholders in the community is done to ensure all-out support from them.
T8. Teaching-learning process is acquiring necessary competencies and skills for lifelong learning.
F9. School is considered the “laboratory of learning”.
T10. Learning environment and community contexts work in synergy.
Glossary of Terms

Term Definition
A barangay where the school is located. However, it may also be expanded to refer to
the following: a.) adjacent barangays where a significant number of children enrolled in
Community the school from b.) Municipality/City/Ancestral domain (DepEd Order No. 44 s. 2015). It
is a shared attribute of the people and/or strength of the connections among them which
led to continuous improvement.
A person who has an interest or concern in the organization at hand. In terms of
education, a stakeholder is someone who has a vested interests in the success and
Stakeholder welfare of a school or education system. This includes all parties that are directly
affected by the success or failure of an educational system, as well as those indirectly
affected (Roundy, 2016).
Internal These are those individuals or groups who directly produce and consume the product
Stakeholders (education). These are the groups in the school like teachers, pupils, and staff.
Individual or groups who have an interest in the product, but do not produce or consume
External
it directly. These groups are the parents, LGUs, NGOs, alumni, private organizations,
Stakeholders
and companies.
Glossary of Terms

Term Definition
Supply of money, materials, staff, and other assets that can be drawn on by a person or
Resources
organization in order to function effectively (Merriam Dictionary).
Teaching-Learning The process by which learners acquire the necessary competencies and skills for lifelong
Process learning.
An organization operating in a school both in elementary and high school. It is composed
Parent-Teacher
of all parents, enrolled students, Board of Directors, School Head, Teachers, and Non-
Association
Teaching Personnel (DO 54 s. 2009).
A sustainable governance structure in schools to produce stable and effective leadership
which underpins achievement of the school’s objectives. It is composed of various
School Governing government agencies, students, civic and social organizations, students organization,
Council alumni, parents associations, retirees, professionals in the school, basic sectors
(business, fisherfolks, farmers, indigenous peoples, cultural minoritiesm and others)
(DepEd SGC Manual).
 Key Concepts

Scan your community. Filling the table below will help you get acquainted with your school community. If you have
no answer for some items, just leave it blank.
Name of the Community:
Indicators Description (name, quantity, location, background)
Type (urban, rural, industrial)
Indigenous group
Topography
History
Community library/Learning Resource
Centers
Religion
Source of Income
Key Concepts

Celebration/Feast
Available establishments (e.g. malls,
bakery)
Songs/ folklores
Local heroes
Tourists spots/parks
 Activities and
Assessments
What are the available resources in your community and how can they facilitate the teaching-learning process? You
may ask the help of your school head or your colleagues in data gathering or you can conduct field trip in your
community.

Types of Resources What can it offer? How can it facilitate the

teaching-learning process?
Human (PTA/SGC Officers, LGU Officials,
Local Heroes, Field Experts, etc.)
1.
2.
3.
Physical (Machines, Materials, libraries,
sports center, mall/establishment, etc.)
1.
2.
3.

After completing the activity, how do you feel? Are you motivated and inspired because you have a deeper
understanding of your community?
 Activities and
Assessments

For the next activity, read the situation below and answer the questions that follow:
Ms. Ramos is a newly hired teacher assigned in a school 15 kilometers away from the Población. Upon
reaching the school she found out there is nothing left in the room where she will handle the Grade 5 class.
The room is bare with only 35 tablet chairs for the learners to fill in the room. There is no bulletin board,
teacher's table and chair, and even comfort room. How down-hearted she felt seeing the situation in her
class. Her school head told her that since her class is newly organized, she must deal with the situation and
that challenged her to do something about it because the school MOOE is meager and is only enough to pay
for electric and water bill and other priority needs of the school. It would take a year before a budget could be
allotted for the improvement of her classroom. The school even told her to "make some miracles" to improve
the physical condition of her class.

Ms. Ramos contemplated on it. For quite sometimes she reflected on her school head's words. She
approached one of her colleagues whose classroom is well-structured and fully equipped with the necessary
materials for teaching-learning activities.

She then started organizing her homeroom PTA and showed them the situation in their classroom. She
also talked to her friends and some relatives abroad. And in just 2 months she was able to make miracles!
 Activities and
Assessments

Answer the questions below:

1. Why was Ms. Ramos discouraged and downhearted in her new assignment?
2. What gave her the idea to “make miracles” in her classroom?
3. What strategy did she employ?
4. If you will be in a situation like that of Ms. Ramos, would you do the same? Why?

Possible Answers:
1. Ms. Ramos was discouraged and downhearted because her classroom is bare and is not conducive to
teaching-learning activities, and the school could not give her the resources she needs due to a limited budget.
2. The advice coming from her co-teacher gave her the idea to partner with the community members, particularly
the organized homeroom PTA. She also extended partnering with her friends and family.
3. Partnership. She was able to work with the PTA. Together they planned and implemented the plan successfully.

4. Yes. In today’s context educating our learners is a shared responsibility. It is the responsibility of the parents,
the school, and the community through partnership. Partnership brings about quality learners.
Activities and
Assessments

THE SCHOOL AS A LABORATORY FOR LEARNING

Sta. Isabel Integrated School is one of the farthest schools in a certain town. It offers Kindergarten,
Elementary, Junior and Senior High School.

Mr. Santos, the school principal and his teachers have been stormed with a lot of challenges
concerning the needs of the school. One of his most pressing problems is the unavailability of
materials, facilities and equipment for the learners. There are no rooms for laboratory work and the
school has no budget for the procurement of the materials and building laboratory rooms.

Mr. Santos met his teachers and made initial plans. They scanned the community and found out
that there are establishments within the community where their learners could apply their skills. She
scheduled a dialogue with the barangay officials, parents and the owners of the different establishments
and together they made a plan.

To prepare their learners and provide them lifelong learning, the school heads, teachers, parents,
barangay officials and local business people made a program in which the learners will enhance their
skills in the different areas.
Activities and
Assessments

During weekend, the learners were allowed to practice in the machine shop and bakery located within
the barangay. The learners were also given an allowance by the store owners for their services.
Students who enrolled in the agriculture strand works in the agricultural store and study the different
varieties of seeds, feeds, process of planting and other activities related to agriculture. They also get
part time job during planting and harvest season. The learners are also compensated.

In this way both the school and community were benefitted. The school prepares its curriculum in a
way that it responds to the needs of the community. The community, on the other hand; provides
laboratory for learning for learners.

Answer the following questions:

1. What challenges do the school principal and the teachers face?
2. What was the action of the school principal?
3. How did the school community members arrest the problems?
4. How did the community serve as a laboratory for learning?
 Activities and
Assessments

Possible answers:
1. No provision for facilities, equipment, and classroom laboratory for Senior High School TVL learners.
2. The school principal together with the SHS teachers conducted environmental scanning. They presented the
problem to the local officials, parents, and business community.
3. They prepared a plan and came up with immersion. The community served as laboratory for learning.
4. Students applied the competencies they learned in school in the different establishments aligned with their
specialization.
 Reflections

Ask a colleague who is capable of coaching and mentoring you on how to improve your teaching-learning process using
the resources in your community. Be guided with the form below.

What are the How will it be When will this Evidence of

resources in the utilized in the be utilized? outcome?
community? teaching and
learning
process?
 Post-Test

Instructions: Write T if the statement is true and F if it is false.

T1. Community is a province, town, or barangay where the school is located.

F2. Community does not affect the teaching-learning process in school.
T3. Human and physical resources can be found in the community.
F4. Schools have all the resources to answer its needs.
T5. Support is manifested when people in the community became assets for the school.
T6. Environmental scanning is a tool for identifying resources that can help the teaching-learning process.
F7. Recognizing the stakeholders in the community is done to ensure all-out support from them.
T8. Teaching-learning process is acquiring necessary competencies and skills for lifelong learning.
F9. School is considered the “laboratory of learning”.
T10. Learning environment and community contexts work in synergy.
Desired Learning
Outcomes

Beginning Teacher Indicators (BTI) Proficient Teacher Indicators (PTI)

6.2.1: 6.2.2:
Seek advice concerning strategies that build Build relationships with parents/guardians and
relationships with parents/guardians and the the wider school community to facilitate
wider community. involvement in the educative process.
 Pre-Test

Instructions: Read each of the following items. Write T on the blank before each number if the statement is true
and F if it is false and write the reasons why it is false on the next line.

T1. We are now in the 21st century.

F2. Lecture method is still applicable for millennial learners.
F3. Teacher is the only source of knowledge at present.
F4. As an agent of change, the teacher is the most powerful person in the school and community.
T5. Twenty-first (21st) century learners need differentiated instructions.
T6. Establishing linkage with the people in the community can help develop the learners.
T7. People in the community expect so much from the teacher.
T8. The 21st-century teacher is someone who is a good communicator.
T9. The teacher and the people in the community are expected to work hand in hand to ensure students’
success in school.
T10. Different people have different motives and aspirations but if they understand the school’s direction they
can help the teaching-learning process succeed.
 Pre-Test

Instructions: Inside the box is terms that are closely related to teachers and parents relationship. Choose the
correct term to complete each of the sentences that follow:

Two-way communication First call society

Phone call healthy Parents and teachers

1. Good Two-waybetween
communication
families and schools is necessary for your students’ success.
2. The more share relevant information with each other about a student, the better equipped
both will be to help theParents
student and teachers
achieve academically.
3. The establishment of effective school-home communication has grown more complex as has
changed. society
4. Establishing contact may occur by means of an introductory or a letter to the home introducing
yourself to the parents and establishing expectations. Phone call
5. As a new teacher, it is difficult to make the to a parent or a guardian.
6. Developing a parent-teacher relationship First call way to improve your child’s
is a great performance in
school. healthy
 Pre-Test

Instructions: Inside each call out below is an activity in school and in the community. Number them according to
your priority where 1 is the most priority and 7 is your least priority. Write your insights on the space provided
based on your prioritization.

Community Barangay
Family Day Festival Teacher’s Night
Assembly

Cleanliness Parents-Teachers Coastal

Drive Conference Clean-Up
 Glossary of Terms

Term Definition
A critical thinker, good communicator, and effective collaborator and has the ability to
Teacher learn with technology.
Roles The various tasks the internal and external stakeholders can do in the school community.
Agent of Change Someone who facilitates change for school improvement
Legal Counsel A person who gives advice
Someone who is empowered to manage and supervise the teaching-learning process in
Person of Authority the school.
Concept of performing multiple activities or processes over a certain period of time by
Multitasking executing them at one time.
Expectations A belief that someone should achieve something
 Activities and
Assessments

Case Analysis No.1

The barangay chairman in the community where your school is located comes to your school and requested you
to render a song in the annual barangay day celebration. It so happened that you are not very good at singing.
How will you respond to the request of the barangay chairman?

Case Analysis No.2

Mr. Gregorio L. Ocampo, the father of Walter who is one of your learners, visited your school at 6:30 in the
morning and was angry about what happened to his child the other day. According to Mr. Ocampo, his son went
home with a bruise on his arm due to a quarrel with one of his classmates during your class period. How would
you react to the angry parent?

Case Analysis No.3

You were assigned to teach Computer Literacy in your new school. Though you know basic information about
computers, you are fully aware that your knowledge about it is still limited. You came to know that one of your
parents in school is an ICT coordinator in the school division. How will you approach the parent? You know that
there are documents to accomplish as you respond to the situation, what will you do as a beginning teacher?
 Activities and
Assessments

Case Analysis No.4

You came to a remote school without a gate and even a fence that would help secure the children in the school.
How would you start accomplishing the project? Who are the people you need to approach in doing so? Why?

After the first part of the lesson, work in partnership with your school head and ask how you will respond
to the following situations.
1. A mother came in and hit the child who was seated beside her daughter while you were in front of the class
teaching, what will you do?
2. A group of parents organized themselves and bought a very big television for your classroom without your
knowledge. How will you respond to the situation?
3. Being an agent of change—though a beginning teacher—you believe that you can contribute to the success of
the school’s programs and projects, how will you do it?
4. You are very good at organizing events but in your school’s activities, it is always the parents who organize
programs. You want to share in the success of the activities. What could you do?
Reflection

Journal Writing
 Pre-Test

Instructions: Read each of the following items. Write T on the blank before each number if the statement is true
and F if it is false and write the reasons why it is false on the next line.

T1. We are now in the 21st century.

F2. Lecture method is still applicable for millennial learners.
F3. Teacher is the only source of knowledge at present.
F4. As an agent of change, the teacher is the most powerful person in the school and community.
T5. Twenty-first (21st) century learners need differentiated instructions.
T6. Establishing linkage with the people in the community can help develop the learners.
T7. People in the community expect so much from the teacher.
T8. The 21st-century teacher is someone who is a good communicator.
T9. The teacher and the people in the community are expected to work hand in hand to ensure students’
success in school.
T10. Different people have different motives and aspirations but if they understand the school’s direction they
can help the teaching-learning process succeed.
 Pre-Test

Instructions: Inside the box is terms that are closely related to teachers and parents relationship. Choose the
correct term to complete each of the sentences that follow:

Two-way communication First call society

Phone call healthy Parents and teachers

1. Good Two-waybetween
communication
families and schools is necessary for your students’ success.
2. The more share relevant information with each other about a student, the better equipped
both will be to help theParents
student and teachers
achieve academically.
3. The establishment of effective school-home communication has grown more complex as has
changed. society
4. Establishing contact may occur by means of an introductory or a letter to the home introducing
yourself to the parents and establishing expectations. Phone call
5. As a new teacher, it is difficult to make the to a parent or a guardian.
6. Developing a parent-teacher relationship First call way to improve your child’s
is a great performance in
school. healthy
Glossary of Terms

Term Definition
The various subjects the child is going to undertake in the school
Academic Program year.

The profits gained from the strong relationship of teachers and

Benefits students.
Communication The ability of the teacher to establish a connection with the parents
Skill through proper communication.
An act of encouraging the parents for them to cooperate in school
Motivation activities.
Working together for a common benefit. It is a mutual understanding
Partnership between two entities to achieve a desired outcome. It is an effort to
engage communities and stakeholders in achieving desired goals.
Student’s The students’ academic and co-curricular performance in school.
Performance
 Activities and
Assessment

Instructions: Work on this activity with a partner teacher (maybe a Master Teacher or Teacher III) who is already
staying in the same school for a long time. Evaluate each situation and determine if the described behavior of a
teacher manifests partnership. Show a thumbs up to your partner if you think the situation stated below manifests
partnership and a thumbs down if you think it is not.

1. Mrs. Lopez, a Grade 4 teacher conducted a meeting with her high school classmates and presented her
project proposal on coming up with an LCD project and a laptop for instructional purposes.
2. Mr. Aguas wanted to donate a water dispenser to the Grade 1 class of Ms. Noble. He sent letter to the
teacher informing her of his intention but Ms. Noble just ignored the letter.
3. It has been Mr. Antonio’s dream to organize a drum and lyre group for principals to source fund from his
relatives and friends in which the principal allowed. After a year, Mr. Antonio was able to organize the drum
and lyre group with complete instruments.
4. A foundation of widows from the community but living in the US is coming up with a project of providing
all learners in the school complete set of school supplies. The principal, Mrs. Cabrera required the attendance of
all teachers in the MOA signing at the principal’s office. It is also a way of forging stronger partnerships with the
community. Mr. Datul did not attend the said activity saying it was just a waste of time.
 Activities and
Assessment

5. Mr. de Guzman is handling TLE class specializing in machining. The school has no available equipment
for the learners to use. Mr. de Guzman coordinated with the owner of a machine shop in the locality. He allowed
the use of his machine shop between 4:00-5:00 in the afternoon and three times a week only.

Reflection

“How will I develop my interpersonal skill so that I continue dealing with and getting support from the PTA?”
Glossary of Terms

Term Definition
Strong connections among teachers, parents/guardians and wider
Bond community.
An avenue for the discussion of issues and solutions by the
Forum parents and teachers.
Common Interest The benefits of everyone
Mechanism Process to produce a particular result
PTA An acronym which stands for Parents Teachers Association
 Key Concepts

1. As stipulated in DepEd Order No. 54, s. 2009, every elementary and secondary school shall organize a
Parents-Teachers Association (PTA) to provide a forum for the discussion of issues and their solutions related
to the total school program and to ensure the full cooperation of parents in the efficient implementation of such
program.

2. Every PTA shall provide mechanisms to ensure proper coordination with the members of the community,
provide an avenue for discussing relevant concerns and provide support to the school for the promotion of
their common interest. Standing committees may be created within the PTA organization to coordinate with
community members. Regular fora may be conducted with local government units, civic organizations, and
other stakeholders to foster unity and cooperation.

3. There is a need to build a strong bond among the teachers, parents/guardians, and wider community through
PTA. More than this, sustaining the school and community relations is a great challenge to the teachers in
school. How can teachers build a strong bond with the parents in the community? How can teachers sustain a
smooth relationship with the community?
 Activities and
Assessment

The following scrambled letters in the first column of the table when rearranged will form the name of activities
that can build a strong connection between teachers and students and help sustain the school and community
relations. Help me rearrange these letters to form the words. Write your answer in the space provided.
MIFALY YAD Family Day
COGRENOITNI AYD Recognition Day
MASTSIRCH YAD Christmas Day
TIONDUAGRAD YAD Graduation Day
RENTPA HERTEAC RENCECONFE Parent Teacher Conference
GADABRI WELAESK Brigada Eskwela

Reflection

What are my potentials that would enhance strong partnerships and good relationships with the parents/
guardians and the wider community?
 Desired Learning
Outcomes

Beginning Teacher Indicators (BTI) Proficient Teacher Indicators (PTI)

6.4.1: 6.4.2:
Demonstrate knowledge and understanding of Comply with and implement school policies and
school policies and procedures to foster procedures consistently to foster harmonious
harmonious relationship with the wider school relationships with learners, parents, and other
community. stakeholders.

Objectives

a. Understand the policies and procedures of the programs on school and community partnership
b. Identify the provisions for programs that promote school and community relations
c. Identify your school’s key partners and stakeholders
d. Describe concrete ways or steps of collaborating with a potential partner/stakeholders
e. Evaluate your involvement in specific activities that promote school and community partnership
f. Cite concrete ways to maximize your participation/ involvement in school and community partnership
activities.
 Pre-test

Check the corresponding box which shows your knowledge of the given program using the scale:
5— Completely PROGRAMS 1 2 3 4 5
4— Almost All Provisions are understood
1. Brigada Eskwela
3— Half of the Provisions are Understood
2— Somewhat Understood 2. Adopt-A-School Program
1— Don’t Know
3. School Governing Council (SGC)
4. K to 12 Partnerships
5. School-Based Management
6. Parent-Teacher Association
7. Disaster Risk Reduction and Management
8. School-Based Feeding Program
9. Gulayan sa Paaralan
10. Reading Program
11. Peace Education
 Pre-test

Check the corresponding box which shows your knowledge of the given program using the scale:
A. Adopt-A-School Program E. Guidelines Governing Parent-Teachers Association
B. Guidelines on K to 12 Partnerships F. Disaster Risk Reduction and Management
C. Brigada Eskwela G. School-Based Feeding Program
D. School-Based Management H. Gulayan sa Paaralan
B1. Memorandum of Agreement signing by the restaurant owner and the school head for the immersion for
SHS students in Cookery.
F2. A coordination meeting was conducted between the Head of the Fire Department, the Police Safety
Officer, and the School Coordinator for Safety and Disaster Risk Reduction.
H3. The LGU supplies seeds for cabbage, tomato, beans, and sili green for the garden of Maya Elementary
School.
A4. A nongovernment organization has donated a two-storey building for the newly-established IPED School in
a nearby sitio.
E5. The parents’ organization has sponsored a medical and dental mission to Balite Elementary School during
the second quarter of the school year.
 Pre-test

D6. The barangay LGU has issued a resolution to close any internet café if pupils/students are seen engaging
into it during class hours. This is in support of the school’s objective to keep the learners in school during class
hours.
G 7. An organization of alumni from a private school pledge an amount of 10,000.00 monthly to support the
school’s program to provide nutritious food to pupils.
C8. The Tricycle Drivers Association in Purok Sison volunteered to build a concrete fence for the school to
ensure for the learners before the classes start in June.

Give the meaning of the following acronyms. Write your answers on the space provided.
1. BE- Brigada Eskwela
2. ASP- Adopt-A-School Program
3. GO- Government Organizations
4. NGO- Non-Government Organizations
5. LGU- Local Government Unit
6. SGC- School Governing Council
7. PPP- Public-Private Partnerships
8. SBFP- School-Based Feeding Program
9. DRRM- Disaster Risk Reduction and Management
Glossary of Terms

Term Definition
Policies and Guiding rules and strategies prescribed by the department of education in undertaking
Procedures various programs, activities, and projects in school.
Harmonious A respectable and mutual understanding between the school and its stakeholders.
Relationship
Community The level of engagement of the people or organization in the school activities
Involvement
The people who give support to the school in terms of financial, networks of goods,
Support System services, personnel, and organizations to sustain the implementation of the programs
and projects (PAPS) in school.
Guiding principles of the school anchored on the department’s vision, mission, and core
School Goals and values which serve as basis for planning, developing, and implementing various
Objectives programs and projects.
Or School Based Management is a type of governance of in school directly by the school
SBM heads.
 Activities and
Assessment

Directions: Study each case presented below and identify what activities/steps you will take in response to the
situation.

Case Analysis No. 1

From the training on Developing the 21st-century Learners, you realized the need for an LCD Projector which
is a non-eligible expenditure in the School MOOE in your classroom instruction. Your Homeroom PTA could not
afford to purchase such. What steps will you take to address the problem?

Case Analysis No. 2

You are designated as one of the members of the Committee on Resource Generation during Brigada
Eskwela. What concrete steps will you take to get the support of the private organizations in your community?

Case Analysis No. 3

You are a newly-hired teacher who is tasked by your School Principal to persuade a potential benefactor
from the private sector to adopt your school through the Adopt-A-School Program of DepEd. What actions will you
take to convince the said benefactor?
 Reflection

Directions: Complete the following to show what you have learned in this session.

1. The stakeholders who could help achieve the school goals and objectives are

2. It is important to foster a good working relationship with the community because

3. The school can foster effective and sustainable partnerships with the community

SELF-EVALUATION: Evaluate your involvement in specific activities that promote school and community
relationships. Use the scale below:
4— Outstanding
3— Very Satisfactory
2— Satisfactory
1— Needs Improvement
NA— Not Applicable
Reflection
Note: You may fill in the other programs not included below.
PROGRAMS Encircle your level of involvement
1. Brigada Eskwela 4 3 2 1 NA
2. Adopt-A-School Program 4 3 2 1 NA
3. School Governing Council (SGC) 4 3 2 1 NA
4. K to 12 Partnerships 4 3 2 1 NA
5. School-Based Management 4 3 2 1 NA
6. Parent-Teacher Association 4 3 2 1 NA
7. Disaster Risk Reduction and Management 4 3 2 1 NA
8. School-Based Feeding Program 4 3 2 1 NA
9. Gulayan sa Paaralan 4 3 2 1 NA
10. Reading Program 4 3 2 1 NA
11. Peace Education 4 3 2 1 NA
12. 4 3 2 1 NA
General Average:
 Reflection

Journal Writing Activity: What can I do more?

1. How will I establish strong partnerships and linkages with the public and private stakeholders?

2. How will I sustain partnerships with my stakeholders?

3. Cite concrete ways to maximize your participation/ involvement in the implementation of school policies and/ or
activities to promote strong and harmonious collaboration between the school and the community.
 Post-test

Check the corresponding box which shows your knowledge of the given program using the scale:
5— Completely PROGRAMS 1 2 3 4 5
4— Almost All Provisions are understood
1. Brigada Eskwela
3— Half of the Provisions are Understood
2— Somewhat Understood 2. Adopt-A-School Program
1— Don’t Know
3. School Governing Council (SGC)
4. K to 12 Partnerships
5. School-Based Management
6. Parent-Teacher Association
7. Disaster Risk Reduction and Management
8. School-Based Feeding Program
9. Gulayan sa Paaralan
10. Reading Program
11. Peace Education
 Post-test

Check the corresponding box which shows your knowledge of the given program using the scale:
A. Adopt-A-School Program E. Guidelines Governing Parent-Teachers Association
B. Guidelines on K to 12 Partnerships F. Disaster Risk Reduction and Management
C. Brigada Eskwela G. School-Based Feeding Program
D. School-Based Management H. Gulayan sa Paaralan
B1. Memorandum of Agreement signing by the restaurant owner and the school head for the immersion for
SHS students in Cookery.
F2. A coordination meeting was conducted between the Head of the Fire Department, the Police Safety
Officer, and the School Coordinator for Safety and Disaster Risk Reduction.
H3. The LGU supplies seeds for cabbage, tomato, beans, and sili green for the garden of Maya Elementary
School.
A4. A nongovernment organization has donated a two-storey building for the newly-established IPED School in
a nearby sitio.
E5. The parents’ organization has sponsored a medical and dental mission to Balite Elementary School during
the second quarter of the school year.
 Post-test

D6. The barangay LGU has issued a resolution to close any internet café if pupils/students are seen engaging
into it during class hours. This is in support of the school’s objective to keep the learners in school during class
hours.
G 7. An organization of alumni from a private school pledge an amount of 10,000.00 monthly to support the
school’s program to provide nutritious food to pupils.
C8. The Tricycle Drivers Association in Purok Sison volunteered to build a concrete fence for the school to
ensure for the learners before the classes start in June.