Republic of the Philippines

Department of Education
REGION VI- WESTERN VISAYAS
DIVISION OF ESCALANTE CITY
BUENAVISTA NATIONAL HIGH SCHOOL
ESCALANTE CITY, NEGROS OCCIDENTAL

PROJECT DESIGN

DRY- RUN SIMULATION ON

PRINTED MODULAR DISTANCE LEARNING
(PMDL)

AUGUST 4-7, 2020

PROJECT SUMMARY

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 PROJECT TITLE: DRY-RUN ON PRINTED MODULAR DISTANCE LEARNING (PMDL)

This dry-run will be implemented for one week to determine the difficulties
encountered by teachers, learners and parents in Printed Modular Distance Learning
PROJECT DESCRIPTION:
Modality in order to refine the formulated strategic plan for the improvement of the
its actual implementation on August 24, 2020 and onwards.
DURATION: August 4-7, 2020

MANAGEMENT LEVEL OF PROGRAM School Level

20 learners from each Grade level in JHS and SHS (120 learners)
SAMPLE PARTICIPANTS

 School Principal 1
 Assistant Principal 1
 Class Adviser 10
PROJECT IMPLEMENTATION TEAM  Subject Teachers 36
 Distribution and Retrieval Team 7 – Teacher-Riders
5 teachers for help desk
 TWG 5
a. Learning Aids/Materials
 bond paper (A4) 7,000.00
 ink
BUDGETARY REQUIREMENTS:
b. Transportation Allowance 500.00
TOTAL 7,500.00

I. INTRODUCTION AND RATIONALE:

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 Despite the unprecedented overwhelming problems schools are facing today due to COVID-19, DepEd Secretary Leonor M. Briones has
courageously stepped out and declared that “Learning must continue. Our children cannot wait.” This strong statement poses a tremendous
challenge to Philippine schools. However great, Buenavista National High School, with its strong teaching force, is determined to continue to
deliver basic education to its learners this School Year 2020-2021 by crafting a Learning Continuity Plan which describes a New learning
Management System to be adopted this school opening.
After considering the choice of learning modalities of the parents, learners and also taking into consideration the learner’s context,
access, readiness, and situation of the area where the school is located, Buenavista National High School has decided to implement Printed
Modular Distance Learning (MDL) and Online Distance Learning (ODL) based on the results of the survey conducted.
A major part of the implementation of these new modalities is the transition stage, which is crucial to the success of the delivery of
instruction. It is therefore necessary to pay close attention to the transition process as this stage can easily lead to failure if not implemented
well.
To see how the chosen modality will actually proceed when classes start, a Dry-Run on the Simulation of Printed Modular Distance
Learning will be conducted on August 4-7, 2020 to 120 sample learners (20 from each grade level) in all learning areas.

II. OBJECTIVES:

The purpose of this Dry-Run is to determine the difficulties encountered by teachers, learners and parents in Printed Modular
Distance Learning Modality in order to refine the formulated strategic plan for the improvement of the its actual implementation on

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 August 24, 2020 and onwards.

Specifically, this dry run aims to answer the following questions:

1. Is the mechanics on module distribution and retrieval effective?

2. Will all teachers be able to provide synchronous assistance to learners though various communication platforms?
3. Is there an increase in the number of learners who obtained the national planning standard of 75% proficiency level after
accomplishing the module?

III. STEPS AND METHODS:

STAGES DATE OF Materials

ACTIVITY PERSONS INVOLVED Amount
IMPLEMENTATION used
PRE-IMPLEMENTATION Virtual Meeting of All teachers July 31, 2020 School Principal
6:30 p.m.-7:30 p.m. Assistant School Principal laptop

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 internet
All Teachers modem

TWG:
Assistant School Principal laptop
Crafting of Project Design of Dry- July 31, 2020
JHS Coordinator internet
Run on Modular Distance Learning 7:30 a.m.- 8:30 a.m.
SHS Coordinator modem
2- Research Expert Teachers
Determination of learners to be August 1, 2020 Previous and Current Class
LESF
used as sample 8:30 a.m.-9:00 a.m. Advisers
Gathering of Learner’s Profile based August 1, 2020 Previous and Current Class
LESF
on LESF (Annex A) 9: a.m.-12 a.m. Advisers

Determination of Availability of August 1, 2020 Subject Coordinators, LR

Modules (Annex B) 1:00 p.m. -2:00 p.m. Coordinator and Subject Teachers

Sourcing-out of Quality Assured

SLMs/ Making of Teacher-Made August 1, 2020
Subject Teachers
SLMs 2:00 p.m.-3:00 p.m.

Reproduction of QA Modules/Proof- August 1, 2020 Subject Coordinators

reading of Teacher-Made SLMs 6:00 p.m. -10:00 p.m. Subject Teachers
Reproduction of Teacher-Made August 2, 2020 Subject Teachers printer, ink,
SLMs 8:00 a.m.-12:00 p.m. Subject Coordinators bond paper
NF2F Learner’s and Parent’s cellphone,
August 2, 2020
Orientation/Gathering of Parental Class Advisers internet
1:00 p.m. -5:00 p.m.
Consent (Annex C) modem
Asking permission from the
Barangay Captains of Buenavista
August 3, 2020 Assistant School Principal bond paper,
and Rizal to Conduct the Dry-Run
8:00 a.m. -9:00 a.m. M & E Coordinator ink
and use the Barangay Halls as Drop-
Off Points
Packing of Learner’s Kit containing August 3, 2020 Class Advisers 120 pcs long
SLMs, Home Learning Time Frame 8:00 a.m.-5::00 a.m. plastic
(Annex D) and Instruction to envelopes
Parent/Guardian (Annex E) labels for

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 Learner’s Kit,
DM-CI-2020-
00162
Transport of Learner’s Kit to Drop- August 4, 2020 Learners’ kits,
Distribution and Retrieval Team
Off Points 7:00 a.m. Storage boxes
Releasing of Learners’ Kit to August 4, 2020 Learners’ kits,
Distribution and Retrieval Team
Parents (Annex E) 7:30 a.m.-8:30 a.m. Storage boxes
Learners’ kits,
August 4, 2020 learners’
Delivery of Unclaimed Modules Teacher Riders
7:30 a.m. profile, mobile
phones

On-going Home Learning of

Students
mobile phones,
Learners
Synchronous Giving of Assistance August 4-7, 2020 internet
Class Advisers
to Learners and Parents by Class 9:30 a.m-11:30 a.m. modem,
Subject Teachers
Advisers, Subject Teachers, Asst. 1:00 p.m.-3:00 p.m. laptop, service
Asst. School Principal
School Principal vehicle
IMPLEMENTATION (Annex F & G)

Retrieval of SLMs from designated

August 7, 2020
drop-off points D&R Team SLM Kits
3:00 p.m.-4:00 p.m.
(Annex E)
Master Teachers
Turning-over of SLM’s to Class August 8, 2020
Class Advisers SLM Kits
Advisers 7:30 a.m. – 8:30 a.m.
Class Advisers
Turning-over of SLM’s from Class August 8, 2020
Subject Teachers SLM Kits
Advisers to Subject Teachers 8:30 a.m. – 9:30 a.m.
Checking of SLM’s by Subject
August 8-9, 2020 Subject Teachers Modules
Teachers
Submission of Assessment Results August 10, 2020 Subject Teachers, Subject bond paper,
from Subject Teachers to Subject 7:30 a.m. – 8:30 a.m. Coordinators ink printer
Coordinators

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 Consolidation of Assessment Results August 10, 2020 bond paper,
Subject Coordinators
(Annex H) 8:30 a.m. – 9:30 a.m. ink printer
Submission of consolidated
Assessment Results from Subject August 10, 2020 bond paper,
Subject Coordinators, TWG
Coordinators to TWG 9:30 a.m. -10:30 a.m. ink printer

laptop, bond
Analysis, Interpretation/Discussion
August 10 - 11, 2020 TWG paper, ink,
of Assessment Results
printer, LED TV
Evaluation of the Dry-Run in terms laptop, bond
Subject teachers, LR Coordinator,
of Mechanics and Delivery of August 10 - 11, 2020 paper, ink,
School Head, Asst. Principal, TWG
Instruction printer, LED TV

IV. PRESENTATION AND ANALYSIS OF DATA

Table 1. Number of Parents/Guardians who personally claimed the Learners’ Kits at the Drop-Off Points

Grade Level No. of Percentage

Parents
Grade 7 14 70%
Grade 8 18 90%
Grade 9 20 100%
Grade 10 20 100%
Grade 11 20 100%
Grade 12 20 100%
Total 112 93.33%

Table 1 presents the percentage of parents who personally claimed the learner’s kit at the drop-off points. It is shown
that 93.33% or 112 out of 120 parents/guardians personally claimed the learners’ kits from the drop-off points within the
time set by the school which is 7:30 am-8:30 am. It is inspiring to note that despite of the pandemic, parents/guardians are
willing to do their shared responsibility. However, it is also shown that only 70% of parents of Grade 7 learners were able to

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 Teachers No. of teachers who extended
synchronous assistance to learners Percentage
and parents
36 14 38.89%
get the modules because the current class adviser is still familiarizing the students’ profile. Some learners have no contact
numbers and communication gadgets. While in Grade 8, parents have health concerns and was not able to get up early due to
heavy work a day before. This means that the school must conduct residence mapping on learners before August 24, 2020 to
identify students with special issues and concerns so that necessary preparation will be set. There is also a need to coordinate
with the Purok Leaders and Barangay Health Workers to help facilitate the fast distribution and retrieval considering that the
actual school population is much bigger.

Table 2. Percentage of Teachers who Monitored Learners’ Status

Table 2 presents the percentage of teachers who were able to monitor learners’ status. It reveals that only 38.89% of teachers were able to
extend synchronous NF2F assistance to learners while accomplishing their modules at home through group chat, phone calls, etc. Although they were
oriented on this role, but they need further orientation as they embrace the new normal. It is also noted that since the study timeframe of a particular
subject is simultaneous in all grade levels it would be hard for a subject teacher who is handling several grades to cater the learners’ queries. This means
that in order to intensify the teachers’ collaboration with parents and learners, interventions should be done to address this concern so that learners will be
provided the needed assistance. Capacity-building of teachers is urgent to be able to deliver guided instruction in a more efficient way and community
learning facilitators should be tapped and trained in the earliest possible time.

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 LEARNING PRE-TEST POST-TEST (EVALUATION)
AREAS No. of learners No. of learners No. of learners No. of learners
who got 75% Percentage who got 75% & Percentage who got 75% & Percentage who got 75% & Percentage Remarks
below ABOVE BELOW ABOVE
ENGLISH 7 18 90% 2 10% 15 75% 5 25% INCREASED

ENGLISH 8 15 75% 5 25% 18 90% 2 10% DECREASED

ENGLISH 9 7 35% 13 65% 5 25% 15 75% INCREASED

ENGLISH 10 19 95% 1 5% 12 60% 8 40% INCREASED

TOTAL 59 73.75% 21 26.25% 50 62.5% 30 37.5% INCREASED
JHS Assessment Results per Subject Area

LEARNING PRE-TEST POST-TEST (EVALUATION)

AREAS No. of learners Percentage No. of learners Percentage No. of learners Percentage No. of learners Percentage
who got 75% who got 75% & who got 75% & who got 75% & Remarks
below ABOVE BELOW ABOVE
FILIPINO 7 6 30% 14 70% 10 50% 10 50% DECREASED

FILIPINO 8 8 40% 12 60% 17 85% 3 15% DECREASED

FILIPINO 9 5 25% 15 75% 8 40% 12 60% DECREASED

FILIPINO 10 7 35% 13 65% 18 90% 2 10% DECREASED

TOTAL 26 32.5% 54 67.5% 53 66.25% 27 33.75% DECREASED
Table 3. 1 Assessment Results in English per Grade Level

Table 3. 2 Assessment Results in Filipino per Grade Level

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 PRE-TEST POST-TEST (EVALUATION)
LEARNING No. of learners No. of learners No. of learners No. of learners
AREAS
who got 75% Percentage who got 75% & Percentage who got 75% & Percentage who got 75% & Percentage Remarks
below ABOVE BELOW ABOVE

MATH 7 N/A N/A N/A N/A 8 40% 12 60%

MATH 8 16 80% 4 20% 20 100% 0 0% DECREASED

MATH 9 20 100% 0 0 9 45% 11 55% INCREASED

MATH 10 2 10% 18 90% 7 35% 13 65% DECREASED

TOTAL 38 63.33% 22 36.67% 36 60% 24 40% INCREASED

Table 3. 3 Assessment Results in Math per Grade Level

PRE-TEST POST-TEST (EVALUATION)

LEARNING No. of learners No. of learners No. of learners No. of learners
AREA who got 75% Percentage who got 75% & Percentage who got 75% & Percentage who got 75% & Percentage Remarks
below ABOVE BELOW ABOVE
SCIENCE 7 17 85% 3 15% 19 95% 1 5% DECREASED
SCIENCE 8 20 100% 0 0 19 95% 1 5% INCREAESED
SCIENCE 9 7 35% 13 42.25% 14 70% 6 30% DECREASED
SCIENCE 10 9 45% 11 55% 8 40% 12 60% INCREASED
TOTAL 53 66.25% 27 33.75% 60 75% 20 25% DECREASED

Table 3. 4 Assessment Results in Science per Grade Level

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 PRE-TEST POST-TEST (EVALUATION)
No. of
LEARNING No. of learners PRE-TEST
No. of learners No. of learners POST-TEST (EVALUATION)
LEARNING
AREAS No. of learners No. of learners No. of learners learners
No. who
of learners
AREAS who got 75% Percentage who got 75% Percentage who got 75% & Percentage Percentage Remarks
who got 75% Percentage who got 75% & Percentage who got 75% & Percentage gotgot
who 75% &&
75% Percentage Remarks
below & ABOVE BELOW
below ABOVE BELOW ABOVE
ABOVE
INCREASED
DECREASED
ARAL
ESPPAN
7 7 11
19 55%
95% 9
1 45%
5% 15 75%
75% 5 25%
25%
CONSTANT
DECREASED
ARAL
ESPPAN
8 8 5
20 25%
100% 15
0 75%
0% 6
20 30%
100% 14
0 70%
0%
CONSTANT
DECREASED
ARAL
ESPPAN
9 9 8
20 40%
100% 15
0 75%
0% 16
20 80%
100% 4
0 20%
0%

ARAL
ESPPAN
10 10 5
16 25%
80% 15
4 75%
20% 15
13 75%
65% 57 25%
35% INCREASED
DECREASED
TOTAL
TOTAL 29
75 36.25%
93.75% 54
5 67.50%
6.25% 52
68 65%
85% 28
12 35%
15% INCREASED
DECREASED

Table 3. 5 Assessment Results in EsP per Grade Level

PRE-TEST POST-TEST (EVALUATION)

LEARNING No. of learners No. of learners No. of learners No. of learners
AREAS
who got 75% Percentage who got 75% & Percentage who got 75% & Percentage who got 75% & Percentage Remarks
below ABOVE BELOW ABOVE

MAPEH 7 19 95% 1 5% 15 75% 5 25% INCREASED

MAPEH 8 N/A N/A N/A N/A 18 90% 2 10% N/A

INCREASED
MAPEH 9 13 65% 7 35% 3 15% 17 85%
MAPEH 10 N/A N/A N/A N/A 11 55% 9 45% N/A
TOTAL 32 80% 8 20% 18 45% 22 55% INCREASED

Table 3. 6 Assessment Results in MAPEH per Grade Level

Table 3. 7 Assessment Results in Araling Panlipunan per Grade Level

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 PRE-TEST POST-TEST (EVALUATION)
No. of
LEARNING No. of learners No. of learners No. of learners
AREAS learners who
who got 75% Percentage who got 75% Percentage who got 75% & Percentage Percentage Remarks
got 75% &
below & ABOVE BELOW
ABOVE
NAIL CARE
10 50% 10 50% 6 30% 14 70% INCREASED
SERVICES 7
HOUSEHOLD
3 15% 17 85% 2 10% 18 90% INCREASED
SERVICES 8
COMMERCIAL
13 65% 7 35% 9 45% 11 55% INCREASED
COOKING 9
ICT 10 1 25% 3 75% 1 25% 3 75% CONSTANT
COOKERY 10 2 29% 5 71% 3 43% 4 57% DECREASED
WELLNESS 10 1 11.11% 8 88.89% 5 55% 4 44.44% DECREASED
SHELDED
METAL 1 100% 0 0 1 100% 0 0 N/A
ARCWORK 10
Table 3. 8 Assessment Results in TLE per Grade Level

Table 3. 9 Consolidated Assessment Results per Subject Area

Subject Area PRE-TEST POST-TEST REMARKS

No. of
No. of learners No. of learners
Percentag learners who No. of learners who
who got 75% Percentage who got 75% & Percentage Percentage
e got 75% & got 75% & ABOVE
below BELOW
ABOVE

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 English 59 73.75% 21 26.25% 50 62.5% 30 37.5% INCREASED
Filipino 26 32.5% 54 67.5% 53 66.25% 27 33.75% DECREASED
Math 38 63.33% 22 36.67% 36 60% 24 40% INCREASED
Science 53 66.25% 27 33.75% 60 75% 20 25% DECREASED
EsP 75 93.75% 5 6.25% 68 85% 12 15% INCREASED
MAPEH 32 80% 8 20% 18 45% 22 55% INCREASED
AralPan 29 36.25% 54 67.50% 52 65% 28 35% DECREASED

Table 3. 9 presents the consolidated assessment results per subject area. It shows the percentage of the number of learners who
got 75% level of proficiency in the pre-test and in the post-test. It is shown that there is an increase in the number of learners who obtained
75% level of proficiency after the modules were administered in English, Math, EsP and MAPEH while there is a decrease in Filipino,
Science and Araling Panlipunan. This implies that there is no increase in the level of understanding of the learning in these 3 subjects
because the number of students who obtained 75% level of proficiency in the post test is lower than in the pre-test. It also is interesting to note
that despite 2 grade levels in Filipino were quality assured by the central office while 2 were teacher-made, but because they are lengthy,
learners were not able to finish accomplishing the modules.
Further review of the modules is recommended in order to simplify and suit to the level of understanding of learners. Teacher-
facilitators are also needed.

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14
 PRE-TEST POST-TEST (EVALUATION)
No. of
LEARNING AREAS No. of learners No. of learners No. of learners
learners who
who got 75% Percentage who got 75% & Percentage who got 75% & Percentage Percentage Remarks
got 75% &
below ABOVE BELOW
PRE-TEST POST-TEST ABOVE
(EVALUATION)
CREATIVE WRITING No. of No. of DECREASED
LEARNING AREAS 4No. of learners 40% 6No. of learners 60% 5 learners who50% 5 learners who
50%
NONFICTION 12 who got 75% Percentage who got 75% & Percentage Percentage Percentage Remarks
N/A
BUSINESS FINANCE 12 N/A below N/A N/A ABOVE N/A 6 got 75% & 60% 4 got 75% &40%
BELOW ABOVE
PERSONAL DEVELOPMENT ICREASED
INTRODUCTION TO WORLD 7 70% 3 30% 6 60% 4 40% INCREASED
12 RELIGIONS AND BELIEF SYSTEMS 10 50% 10 50% 8 40% 12 60%
PE 12 N/A N/A N/A N/A 11 55% 9 45% N/A
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PRINCIPLES OF MARKETING
UNDERSTANDING CULTURE, ICREASED
INCREASED
5 16 50% 80% 5 4 50% 20% 3 14 30% 70% 7 6 70% 30%
12 SOCIETY AND POLITICS 11
DISCIPLINE
PHYSICAL AND12
SCIENCE IDEAS IN THE 9 90% 1 10% 6 60% 4 40% ICREASED
INCREASED
4 40% 6 60% 7 70% 3 30%
APPLIED SOCIAL
CONTEMPORARY ARTSSCIENCES
12 11 7 70% 3 30% 7 70% 3 30% CONSTANT
EARTH AND LIFE SCIENCE 11 11 55% 9 45% 9 45% 11 55% INCREASED
FILIPINO SA PILING DECREASED
EMTECH 3 4 15% 20% 17 16 85% 80% 7 4 35% 20% 13 16 65% 80% CONSTANT
LARANGAN
PE 11 12 N/A N/A N/A N/A 13 65% 7 35% N/A
KOMUNIKASYON AT INCREASED

PANANALIKSIK SA WIKA AT 9 45% 11 55% 5 25% 15 75%

KULTURANG FILIPINO 11
ORAL COM 11 11 55% 9 45% 12 60% 8 40% DECREASED
Table 4. Grade 11 Assessment Results per Learning Area

Table 4.2. Grade 12 Assessment Results per Learning Area

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OTHER FINDINGS

The following are other issues encountered:

• Copying answers from their classmates through text and messenger
• Passive in answering learning activities; skipping in answering post-test
• Poor reading comprehension skills
• Conflict from household chores
• Distractions from social media
• Difficulty in independent learning; needs adjustment/adaptation in modular distance learning
• Absence of home learning reinforcement/support from parents & other adults
• There were clerical errors in the module
• Blurred copy of the modules
• Students need more examples
• There were few unclaimed modules during the distribution
• Teacher-riders had difficulty in locating the houses of some learners whose parents did not claim the modules.
• There were learners who were not given assistance from the teachers.

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CONCLUSION:

Based on the findings of the Dry-Run Simulation on Printed Modular Distance Learning, the following conclusions were drawn:

 Majority of the learners expressed difficulty in understanding the Self-learning Modules which is due to their poor
reading comprehension.
 Majority of the parents lack competence to assist their children.
Specifically,
 The mechanics on the distribution and retrieval of modules was effective. Parents were willing to personally get the
modules from the drop-off points and return them in the same venues. This simply shows that parents are aware of their
shared responsibility despite the danger in the current state of public health emergency.
 Not all teachers were able to provide synchronous assistance to learners and parents due to time constraints. Therefore,
there is a need to tap volunteer-teachers in the community to serve as learning facilitators.
 There is an increase in the number of students who obtained 75% Proficiency Level and above in several subjects.

In general, learners and parents find Printed Modular Distance Learning difficult, but this is expected because we are still
in the transition stage. There is a need to forge strong school and community partnership to cater the needs of learners, parents,
and teachers as they embrace the new learning modality. Refinement of the school’s strategic plan in the implementation of MDL is
urgent to ensure success in implementing the new learning management system on August 24, 2020 and onwards. Continuous
monitoring and evaluation of both the process and delivery of instruction is imperative.

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 STRATEGIC PLAN

Resources Needed
(Human, Materials and
Problems Interventions Time Frame Remarks
Financial)

 Promote honesty to learners  

 Orient parents and guardians
in supervising and
monitoring learners while
answering the Learning
Activities
1. Copying answers from their  Validate students’ answers
August 24 – Parents, learning
classmates through text and through voice call
December activities, subject
messenger  Provide feedback &
2020 teachers
annotations to the
accomplished LAS

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  Parents and learners  
Orientation on LMS
 Encourage learners to
answer & accomplish
diligently the LAS esp. the
post-test part
 Make modules attractive and
creative to the learners
 Teachers prepare Individual
2. Passive in answering Learning Monitoring Plan Parents, Learners,
learning activities; skipping in  Teachers prepare Weekly teachers, School Heads,
answering post-test Home Learning Plan -August 10- Religious Groups and
14, 2020 LGU’s

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  Simplify instructions and  
translate to Mother Tongue
 Provide context clues &
examples
 Provide glossary
 Assistance from Community
3. Poor reading Learning Facilitators/peer
August 24 –
comprehension skills tutors subject teachers
December 2020
 Contextualization of the
SLM’s
 

 Parents and learners  

Orientation on LMS
 Require the students to
4. Conflict from household Parents, Learners,
strictly follow the given August 24 –
chores teachers, School
class schedule December 2020
Heads
 Constant follow-up of
teacher-adviser with the
learners

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  Parents and learners  
Orientation on LMS
 Strictly prohibit use of Social
5. Distractions from social Media/Online games during Parents, Learners,
the allotted time/schedule August 24 –
media/Online games teachers, School
 Strict monitoring of learners December 2020
Heads
through voice call with
parents

 Mapping/identifying  
learning facilitators in a
community
 Parents and learners
6. Difficulty in independent
Orientation on LMS
learning; needs Parents, Learners,
 Creating chat groups for August 24 –
adjustment/adaptation in teachers, School
constant communication December 2020
modular distance learning Heads
among learners and
teachers
 Teachers will provide
textbooks and other
learning resources
 Mapping/identifying Parents, Learners,  
learning facilitators in a teachers,
community stakeholders, School
7. Absence of home learning  Parents, learners, and Heads
stakeholders Orientation on August 24 –
reinforcement/support from
LMS December 2020
parents & other adults
 Creating chat groups for
constant communication
among learners and

21
 teachers
 In case of the absence of
Learning Community
Facilitator, subject Teachers
will visit the students
 Seek Stakeholders support
to provide teachers
communication allowance
 LAS must undergo Quality Parents, Learners,  
Assurance by the School teachers, School
Quality Assurance Team Heads
 Check & recheck number of
8. Blurred copy of the pages before distribution August 24 – Printer, bond papers,
modules  Create TWG for Distribution December 2020 ink
& Retrieval of LAS

 Identify learners in Before Class Advisers  

difficult situation/special August 24, 2020
concerns
9. There were few unclaimed
modules during the distribution
period

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  Conduct residence Before Class advisers, LGU  
mapping of learners August 24, 2020
 Coordinate with Brgy.
10. Teacher-riders had difficulty Committee chair in
in locating the houses of some education and purok
learners whose parents did not leaders.
claim the modules.

 Identify learners who Before Class Advisers  

are not accessible/ no August 24, 2020
communication gadgets
 Teachers will conduct
home visit but must
11. There were learners who observe utmost safety
were not given assistance from protocols
the teachers.  Capacity building of
teachers in providing
online assistance to
learners
 Conduct home visit as
last-mile intervention

TECHNICAL WORKING GROUP:

JESUS V. TABELINO – SCHOOL PRINCIPAL

23
 LOIDA C. ARO – ASST. PRINCIPAL
RODLY P. LIM- T-III
ELDIARDO E. DELA PEÑA – LR COORDINATOR
RONALD L. MAHINAY – M&E COORDINATOR
JOHN MOSES A. BAJANDE – T-I
ANGELA MAE D. LIM – T-I

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 APPROVAL SHEET

THIS PROJECT PROPOSAL WAS PREPARED BY:

ANGELA MAE D. LIM RODLY P. LIM RONALD L. MAHINAY JOHN MOSES A. BAJANDE
Teacher I Teacher III Teacher III Teacher I

NOTED : RECOMMENDING APPROVAL:

LOIDA C. ARO JESUS V. TABELINO

Assistant Principal II Principal III

Date: ______________ Date: ______________

APPROVED:

CLARISSA G. ZAMORA, CESO VI

Assistant Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent

Date: _________________

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