Peac School Recovery and Readiness Plan FOR SCHOOLYEAR 2020-2021

PEAC SCHOOL RECOVERY AND READINESS PLAN
FOR SCHOOLYEAR 2020-2021
I. Introduction
The current global pandemic situation has no doubt disrupted school life and operations in both basic and tertiary education levels. As
various efforts are being done to solve the crisis, issues and questions pertinent to school recovery and readiness of operations for next
school year (2020-2021) abound and remain paramount in the minds of school administrators. In particular, administrators of private
schools are challenged to formulate and implement strategic plans that effectively respond to different problems that render their
schools vulnerable and threaten their stability and viability.
With a view to obtaining data on how administrators of ESC GASTPE schools are affected by the public health crisis, the Private
Education Assistance Committee or PEAC conducted the PEAC Assessment on School Recovery and Readiness of School Operations
for SY 2020-2021 from April 21-30 among different school heads focusing on their efforts for school recovery and readiness. The
results of the survey shall be utilized to inform policy recommendation to the Department of Education and to plan capacity building
and quality assurance initiatives of the PEAC.
Following the conduct of the survey, PEAC released the instrument to all private schools in order to help them systematically asses
their readiness for SY 2020-21. Logically following the assessment, a school needs to plan interventions that address the schools’
concerns with respect to school recovery and readiness. Towards this end, PEAC endeavors to assist private schools to creatively
navigate this COVID19 pandemic transition underscoring school recovery and readiness planning for school year 2020-2021. By
undertaking recovery and readiness in diferent areas of concern, schools will be more equipped to make learning and standards
continue in spite of disruption or closure. With these in mind, PEAC presents a School COVID19 Recovery and Readiness Plan
template which leads schools to identify interventions and concret action steps based on their current level of recovery and readiness.
II. Design of the Plan Template

This Plan template includes the areas of recovery and readiness. As defined in the April, 2020 survey, recovery is the capacity of a
school to return to a functional level of operation in all aspects of school life. There are two interventions in recovery that this template
addresses. These are instructional recovery and financial recovery. Instructional recovery refers to the efforts schools will need to
exert to make-up for time lost by teachers in covering end-of-year curriculum competencies or in ensuring student mastery. With
Schools may reproduce and may share copies of the templates so long as these are done for non-commercial, non-profit educational purposes and limited to
personal use or to a limited audience and fall within the limits of fair use (Section 185, IP Code).
regards to financial recovery, this pertains to the ability of schools to do business continuity and generate the revenues that it needs to
optimally operate after incurring delays or losses in tuition and fees collection and payments from other income sources.
In terms of readiness, readiness is conceptualized as the school’s capacity in the new schoolyear to effectively respond to new
operational challenges and concerns emerging from or demanded by the current pandemic health crisis and post-ECQ conditions. This
Plan template looks at six interventions of readiness that schools can consider. These are instructional, faculty, administrative,
financial, academic support and physical plant readiness. Instructional readiness involves coverage of required student competencies
and delivery of teaching and learning experiences in different modalities. Faculty readiness looks at the skills and dispositions
teachers possess in designing and delivering learning plans in various modalities. Administrative readiness focuses on the school’s
ability to prepare and implement a plan in response to crisis (e.g., pandemic) demands, challenges and disruptions. Financial
readiness covers the availability of funds and other resources to support new school operations brought about by the pandemic.
Academic support readiness is specifically characterized in terms of ensuring mental health and well-being so that student learning
and faculty instruction is secure and productive. Physical plant readiness examines the school’s capacity to do the necessary changes
in facilities and adopt protocols and measures in response to physical distancing and the threat of outbreaks. As shown in the
following diagram, these interventions for recovery and readiness comprise the framework for the development of this Plan:
The template’s different interventions for recovery and readiness are established in relation to the various areas of the PEAC
Certification process and derived from Areas of Concern which are new challenges due to Covid 19 and widespread quarantine orders.
These interventions support the school’s performance of the Standards of Compliance in the PEAC Certification Instrument. The
following table shows the relationship of the PEAC Area of Certification with the survey’s area of concern and this Plan’s various
interventions for recovery and readiness.
PEAC AREA OF SCHOOL AREA OF TYPE OF
CERTIFICATION CONCERN RECOVERY/
DUE TO COVID-19 READINESS
AND QUARANTINE INTERVENTION
Curriculum, Assessment A. Continuity of Instructional Recovery
and Instruction student learning
outcomes in the
different subject area
Instructional Readiness
and grade levels
B. Alternative Instructional Readiness

Learning Modes
(ALMs) and/or
Flexible Learning
Options (FLOs)
Faculty C. Teacher Readiness Faculty Readiness
for Alternative
Learning Modes
(ALMs) and/or
Flexible Learning
Options (FLOs)
Administration and D. School Enrolment Financial Recovery
Governance and Management of
Finance and Business Financial Readiness
School Budget and Operations
Finance
E .School Emergency Administrative Readiness
Institutional Planning and Preparedness and
Development Response Planning
Academic Support and F. Mental Health of Academic Support

Student Development the School Community Readiness
Services
Physical Plant and G. Elimination of Physical Plant Readiness
Instructional Support Health Risks, Hazards
Facilities and Threats from
COVID19 and Other
Infectious
Diseases in the
Campus, Classrooms,
Offices, Facilities and
Environment
To help realize the various interventions for recovery and readiness, PEAC has put together possible actions for schools to consider
and use for their formulation of the entire PEAC School Recovery and Readiness Plan. Since this Plan template is integrated with the
various Areas of the PEAC Certification Assessment, this plan becomes a special addendum to the school's Standards-based School
Improvement Plan. The manner of planning is found in the next section.
III. A. Plan Template
ESC-GASTPE School COVID19 Recovery and Readiness Plan S.Y. 2020 – 2021
Name of School AQUINAS DE ESCOLAR ACADEMY, INC. Region III City/Town/Province STA. MARIA, BULACAN
PEAC AREA OF AREA OF GOAL INTERVENTION ACTION TARGE MONITORIN PERSON- BUDGET
CERTIFICATION
CONCERN * S STEPS T G SCHEME IN-
DATES CHARGE/
PARTNE
R
AGENCY
Curriculum, A. Continuity of Identify the 1. Prepare the Organize a school June 1, 2020 Principal’s Memo Principal -0-
Emergency
Assessment Learning actions to school’s learning Preparedness and
and Outcomes in the undertaketo continuity plan response Team
Instruction Different ensure the which describes as

Subject Areas continuity of a policy document
and Grade
learning and the school’s plan
Levels
be able to for teaching and
address the learning in the
impact on event of school
disruption of closures,
class quarantine, and
schedules and emergencies.
accomplish Establish for the
curriculum school
standards and community’s
competencies guidance various
. scenarios of and
protocols for how
learning will be
done in different
settings (e.g.,
learning at home,
learning at
school). Include in
the plan the
learning
modalities that
will be used,
strategies to be
employed,
materials and
resources to be
developed and its
means of access or
distribution for
remote teaching
and learning or in
offline/online
activities, the
method of
assessment, and
training and
technical
assistance given to
students and
parents,
particularly with
the use of
technology and
submission of Set scope of work
student work. and calendar work
specifics; June 8,2020 Minutes of the Principal
meeting/Calendar of
2. Publish and 1. Inform the activities
stakeholders on
disseminate the the schools
document to the protocols
school
community. Orient 2.Review the Dep
all sectors of the Ed minimum
school community health standards
under the LCP. Review anotations
on protocols to be
observed during
each
scenario.Show in
the
communication of
the plan how
school policy of
and protocols for
continuity of
learning connect
with school vision,
mission,
philosophy, goals
and objectives.
B. Alternative Decide on the 1.In line with Identify the June 8,2020 Minutes of the Principai /
schedule of meeting, To do List Coordiantor
Learning Modes alternative curriculum, grade classes, the
(ALMs)/Flexibl learning level and subject subjects to be
e Learning taught and the
modes or unit content and teachers schedule
Options (FLOs) of teaching.
flexible performance
learning standards, identify
option that priority
the school competencies that
may adopt must be taught.
while face to Prepare a
face class curriculum map
prohibited. that lists these
competencies that
are enduring,
contribute to the
attainment of the
standards and the
development of
st
21 century skills
and lifelong
learning. Set the
budget of time for
teaching the
priority
competencies
keeping in mind
that disruptions
may occur due to
outbreaks,
quarantine orders
or school closure.
Prepare the school
calendar with
these
considerations in
mind.
2. Design
meaningful
learning
experiences that
incorporate and
address real world
and foster
problem-solving
skills on issues
and concerns that
impact on the
well-being of
individuals and
communities.
3. Indicate in class
schedules
recommended
study or work time
periods and types
of learning
activities as either
synchronous or
asynchronous. Set
limits to the
students’ screen
time when
working online.
4. Make available
offline learning
resources that do
not require
Internet
connectivity.
Faculty C. Teacher Provide 1.Establish and Set a July Mintues of the Principal
Readiness for professional suggest home- schedule for 10,2020 meeting
Alternative activities to based/online teachers
Learning Modes the teachers learning class training and
(ALMs)/ to improve schedules and attendance
Flexible
their timetables. to webianrs.
Learning
Options (FLOs) comptenece Coordinate with
in the chosen other faculty on
alternative the schedule of
mode of these classes. For
delivery. 2. Accomplish
curriculum
coverage,
instructional and
assessment
templates for both
home-based
offline and online
distance learning
using varied media
in non-electronic,
electronic and
digital forms
3. Attend webinars
or other similar
online modes of
professional
development to
update and
enhance one’s
materials
preparation,
teaching skills,
and manner of
using and
integrating
technology.
4. Prepare and
promptly
distribute or
upload learning
plans, modules,
activity sheets or
kits in different
modalities and in
line with
curriculum
requirements and
student
performance data.
Administration D. School Target and 1. Provide for Provide a June Survey forms Principal
and Governance Enrolment and specify various modes of survey of 15,2020 and actual
Finance measures to tuition and fees the financial
School Budget Management
and Finance undertake in payment. enrolment projetions
order to have 2. . Prepare report as
a stable enrolment well as
school recovery plan. survey cost
enrollement 3. Stagger work
and financial shifts among staff
viability. and identify the
corresponding
work-at-home
duties and
responsibilities
and tasks that staff
have to do.
4. Set new
workplace policies
and safety
processes
consistent with
health safety
standards issued
by the Department
of Health and
other guidelines
given by the local
government.
Administratio E. School Establish 1. . Monitor and Create the June Minutes of Principal -O-
n and Emergency emergency report students, School 20,2020 meetings/
Governance Response and response faculty and staff’s readiness Suggestions
Planning protocols to health conditions Plan and revisions
Institutional ensure safety (e.g. temperature anddiscuss
Planning and
against checks). with
Development
COVID19. 2. Identify Pricipal and
community BOT
partners and
networks (i.e.,
agencies and Finalize and
organizations) to appliy the
activate and help said plan
in providing
assistance during
outbreaks and
identify protocols
for support.
Academic F. Mental Provide 1. Assist Craft the Ju e Minutes iof the principal
Support and Health of mental health parents/guardians protocos on 25,2020 meetings
Student School and well with concerns or ptopection
Development Community being difficulties in fo menatal
Services assistance to home-based health of
stakeholders. schooling (e.g., stakeholder
set-up, work s
schedules, tech
support, use of
materials).
2. Make a directory
of counselling
professionals or
groups that are
available 24/7 for
various mental
health concerns
3. Provide
teachers and
parents with
simple calming or
stress management
techniques they
can have students
do as part of their
study.
Physical G. Elimination Identify the 1. . Lay-out Make the June Mitntes of the Principal 30,000.0
Plant and of Health Risks, physical seating plan in necessary 25,2020 meeting/Cost 0
Instructional Hazards and facilities or re faculty room and lay out of of work
Support Threats from arrangements staff work areas the working
COVID19 and
Facilities needed to for social area, faculty
Other Infectious
eliminate the distancing and room and
Diseases in the
Campus, risk and install visible classroons.
Classrooms, theart of marks, shields or
Offices, covid19. dividers according Pirchase
Facilities and to plan. materials to
Environment 2. Identify a main minimize
entrance and an the covid
indoor holding 19.
area where
students, staff and
visitors will be
screened prior to
moving to
classrooms,
offices or other
areas of the
building in each
department
3. Establish
sanitizing and
disinfection
routines during
school time (e.g.,
on doorknobs,
surfaces of tables
and chairs in
canteens and
comfort rooms)
and school breaks.
* Based on the PEAC Assessment on School Recovery and Readiness of School Operations for SY 2020-2021
IV. Guide to Planning Template

The following table provides the meaning of each column in the template:
Column Heading Description
1 AREA OF CONCERN This is an enumeration of Areas from the PEAC Survey on School Recovery and
Readiness of School Operations for School Year 2020-2021.
2 GOALS Goals are written as specific, measurable, attainable, realistic and time bound.
3 INTERVENTIONS These refer to the different forms of Recovery and Readiness interventions as described
above. Appendix A contains sections for the different interventions and corresponding
actions which schools may select from. Schools are also encouraged to add other
interventions and actions that are relevant to their context.
4 ACTION STEPS Action steps show a detailed and logical process of achieving the SMART Goals and fully
implementing the proposed interventions. Actions steps expand on the suggested actions
given for each intervention in Appendix A. More discussion about the suggested actions
may be found in Appendix B containing relevant references and resources.
5 TIME PERIOD or Dates Dates of expected accomplishment of the interventions are stated and achievable.
6 MONITORING SYSTEM A system of reviewing and evaluating the accomplishment of the different action steps and
achieving the intervention is described in detail.
7 PERSON IN CHARGE Key point persons responsible for the accomplishment of the SMART Goals are clearly
identified and stated. The person has sufficient competence and experience to achieve the
goals. Partner agencies and associations are also identified
8 BUDGET AND BUDGET SOURCE Amount is stated along with the source from the school budget. Amount is sufficient to
achieve the intervention
9 ALIGNMENT (no Column provided) All above parts are aligned with each other and the Area of Concern
All responses in each area and across the different columns of the template need to be aligned for effective implementation. To answer
the template, schools may look at Appendix A for guidance on specific actions for various interventions. The possible actions listed in
the different tables may then be expanded into detailed steps. Note that some of the outputs in the action steps are also required by
DepEd for submission by the school prior to opening. Ideas for detailed steps may also be gathered from the different resources and
references listed in Appendix B. All titles in Appendix B are accessible online (except for the DepEd Learning Continuity Plan and
MELC documents which are pending release).
Appendix A
I. A. INTERVENTION: INSTRUCTIONAL RECOVERY:
AREA A. Possible Actions for Continuity of Student Learning Outcomes in the Different Subject Areas and Grade Levels
a. Prepare the school’s learning continuity plan which describes as a policy document the school’s plan for teaching and learning in
the event of school closures, quarantine, and emergencies. Establish for the school community’s guidance various scenarios of and
protocols for how learning will be done in different settings (e.g., learning at home, learning at school). Include in the plan the
learning modalities that will be used, strategies to be employed, materials and resources to be developed and its means of access or
distribution for remote teaching and learning or in offline/online activities, the method of assessment, and training and technical
assistance given to students and parents, particularly with the use of technology and submission of student work. (N.B. for
submission to DepEd)
b. Publish and disseminate the document to the school community. Orient all sectors of the school community on protocols to be
observed during each scenario.Show in the communication of the plan how school policy of and protocols for continuity of learning
connect with school vision, mission, philosophy, goals and objectives.
c. Review student performance data and curriculum accomplishment reports from the previous schoolyear to determine gaps in
student mastery of competencies. In response to student performance gaps, design review and bridging programs or sessions to
enable students to review and achieve the desired competencies.
d. Set a free day during the week for general cleaning and disinfecting, for students to catch up on their work and for teachers to
assess students’ performance and plan adjustments or prepare new instructional materials.
I.B. INTERVENTION: INSTRUCTIONAL READINESS:

AREA B. Possible Actions for Alternative Learning Modes (ALMs)/Flexible Learning Options (FLOs)
GENERAL PROCEDURES:
a. In line with curriculum, grade level and subject unit content and performance standards, identify priority competencies that must
be taught. Prepare a curriculum map that lists these competencies that are enduring, contribute to the attainment of the standards
and the development of 21st century skills and lifelong learning. Set the budget of time for teaching the priority competencies
keeping in mind that disruptions may occur due to outbreaks, quarantine orders or school closure. Prepare the school calendar with
these considerations in mind. (N.B. for submission to DepEd)
b. Prepare templates for designing learning plans, worksheets, packets or kits for consistency in school delivery across different
subjects and grade levels. Make checklists for teachers to ensure their compliance with the templates.
c. Establish a system for scheduling and coordinating the prompt uploading or distribution of learning materials, kits or plans to
students in the different learning settings. Identify the day and time during the week when students may download or pick up the
learning materials.
d. Design meaningful learning experiences that incorporate and address real world and foster problem-solving skills on issues and
concerns that impact on the well-being of individuals and communities.
e. Develop a learning analytics system that provides real time information on students’ performance based on data obtained from
formative and summative assessments in different learning tasks done in the various learning settings (i.e., home and/or school).
f. State school policies regarding students’ practice of intellectual honesty and integrity when submitting school work done in any
type of learning setting. Publish school policies in Student Handbook.
g. Develop a system of archiving students’ work and showcasing evidences of student learning in portfolios to support reports of
students’ achievement of the desired competencies.
h. Adopt flexible assessment methods and schedules and grading policies to better reflect students’ performance in different
learning settings and the difficulties they have to hurdle
i. Provide timely interventions and/or action plans to improve student performance affected by disruptions
j. Establish and implement a system of supervision of instruction done in both home-based distance learning and modified face-to-
face learning.
k. Conduct action research on best teaching practices and on the effectiveness of school practices in home-based distance learning
and modified face-to-face learning in school.
FOR HOME-BASED DISTANCE OR REMOTE LEARNING:
a.Establish and inform students of possible class schedules of different subjects. Place breaks in schedule for rest and meals between
subjects.
b. Indicate in class schedules recommended study or work time periods and types of learning activities as either synchronous or
asynchronous. Set limits to the students’ screen time when working online.
c. If conducting synchronous online learning sessions, establish and disseminate guidelines for students’ class attendance.
d. Provide multiple forms of learning materials and information on the means of accessing these in response to students’ situation
and location. Identify and utilize learning resources that provide students with immediate and automated feedback on their answers
or performance.
e. Prepare self-check assessments (e.g., checklists, rubrics) that enable students to improve or correct their work prior to submission.
f. Set guidelines for the accomplishment and submission of student work done in home-based distance learning.
g. Identify system of and venues for consultation by students and parents with teachers regarding learning task requirements or
assessment results.
h. Select a common school platform for the announcement, distribution and submission of learning tasks and materials.
i. Provide guidelines for setting up in one’s home a study area that is conducive to learning.
j. Make available offline learning resources that do not require Internet connectivity.
k. Enjoin parents and students to adopt and practice an “honor code” that says students submitted or producd work resulting from
their own thinking and efforts.
FOR SCHOOL-BASED LEARNING:
a. Establish modified or staggered school schedules for different departments or grade levels to allow for reduced class sizes and
increase physical distancing in classrooms.
b. Prepare a seating plan that observes physical distancing among students. Install visible markers to indicate students’ seats.
c. Identify and disseminate in and out of classroom routines in line with physical distancing (e.g., class assembly, line-up,
distribution of materials, interactions, break time, going to the toilet).
d. Provide opportunities for clarifying, reinforcing or checking on students’ performance in home-based learning tasks.
FOR TECH SUPPORT:

a.Survey students’ access to technology and identify ways of addressing the difficulties of those without access.
b. Inform the school community of who to contact for tech assistance and how to reach such staff. Set the response time people can
expect the tech support group will do for any request. Provide contact information in multiple forms (e.g., voice, SMS, print, email).
c. Provide manuals or tutorial materials (hard and electronic copies) for troubleshooting problems with equipment, software,
applications or platforms.
d. Establish partnerships with technology connectivity providers to provide or facilitate school and students’ connectivity.
e. Propose to a local educational association or consortium mechanisms for shared access to connectivity and technology platforms.
FOR PARENTAL SUPPORT:

a.Provide protocols and information materials for parental assistance to students during home-based or remote learning.
b. Elicit information and feedback regarding home situation, the family’s health situation and students’ abilities and difficulties in
doing home-based distance or remote learning.
c. Provide periodic reports to parents of their child’s performance so that parents are informed of students’ progress or difficulties.
II. INTERVENTION: FACULTY READINESS:

AREA C. Possible Actions for Teacher Readiness for Alternative Learning Modes (ALMs)/ Flexible Learning Options (FLOs)
a. Establish and suggest home-based/online learning class schedules and timetables. Coordinate with other faculty on the schedule
of these classes. for home-based/online learning sessionsetables.
b. Accomplish curriculum coverage, instructional and assessment templates for both home-based offline and online distance
learning using varied media in non-electronic, electronic and digital forms.
c. Prepare and promptly distribute or upload learning plans, modules, activity sheets or kits in different modalities and in line with
curriculum requirements and student performance data.
d. Identify the students’ expected hours of study or work in modules and calendar tasks accordingly. Disseminate to parents and
students the suggested study or work time for completion of tasks and requirements.
e. Design learning paths and scaffolding to address differences in students’ interests, connectivity and home-based/remote learning
situations.
f. Monitor with a learning analytics system the performance of students and their development of 21st century lifelong learning
skills.
g. Embed in the instructional design and assessment a system of feedback that provides students with timely information on their
progress in accomplishing assigned tasks and achieving the standards and competencies.
h. Survey students and parents’ comments regarding the design and load of home-based learning activities.
i. Conduct evaluation of module or learning plans design for better teaching and learning.
j. Organize faculty tutorial or peer coaching sessions regarding the preparation of instructional materials and the integration of
technology.
k. Attend webinars or other similar online modes of professional development to update and enhance one’s materials preparation,
teaching skills, and manner of using and integrating technology.
l. Prepare self-improvement or professional development plan based on feedback given by supervisors, peers, parents or students
regarding one’s manner of conducting learning in the different settings.
m. Produce teaching portfolios that showcase best teaching practices and interventions and evidences of student learning.
III. INTERVENTION: FINANCIAL RECOVERY/READINESS AND ADMINISTRATIVE READINESS:

AREA D. Possible Actions for School Enrolment and Management of Finance and Business Operations
a. Develop a business continuity plan that provides essential services in cases of school disruption or closure.
b. Provide for various modes of tuition and fees payment.
c. Trace students who have not returned to school and obtain information regarding their situation for appropriate assistance.
d. Prepare enrolment recovery plan.
e. Install shields, screens or dividers in business office areas accessible to parents, students, suppliers and guests.
f. Migrate business processes to digital systems for contactless transactions.
g. Determine the school’s extent of risk and legal obligations on issues of school liability with respect to potential cases of infection.
h. Issue clear guidance on attendance, submission of requirements, sick leave, compensation and related policies during prolonged
school disruptions or closure.
i. Mandate a clean desk policy in all offices.
j. Stagger work shifts among staff and identify the corresponding work-at-home duties and responsibilities and tasks that staff have
to do.
k. Limit large face-to-face staff meetings.
l.Set new workplace policies and safety processes consistent with health safety standards issued by the Department of Health and
other guidelines given by the local government.
m. Establish opportunities and mechanisms for feedback regarding business and workplace practices.
n. Provide retraining or retooling sessions for personnel reassigned to do different tasks.
o. Devise protocols for staff substitution when office personnel are absent due to illness.
p. Program for school administrators levels of access to confidential records or accounts or school funds in case assigned personnel
become ill.
q. Set guidelines/policies for school governance, appointments and succession of authority if high level staff are incapacitated by
pandemic illness.
r. Allocate budget for implementation of requirements of continuity of learning, business continuity and emergency preparedness
and response plans.
AREA E. Possible Actions for School Emergency Preparedness and Response Planning
a. Monitor and report students, faculty and staff’s health conditions (e.g. temperature checks).
b. Develop emergency preparedness and response plans and protocols during outbreak (e.g., test, track and treatment; quarantine
and isolation areas).
c. Secure the approval of the emergency preparedness and response plan from health authorities and medical experts.
d. Create a task force and appoint personnel to implement the emergency preparedness and response plan.
e. Check on and update inventory and condition of medical supplies, equipment and facilities for the management of emergencies.
f. Identify community partners and networks (i.e., agencies and organizations) to activate and help in providing assistance during
outbreaks and identify protocols for support.
g. Formulate communication protocols in varied media regarding school outbreak incidents to ensure clear and timely information
about the incident to concerned individuals or the community at large.
h. Identify personal, community and environmental nonpharmaceutical interventions (NPI) that the schoo community can practice
or use.
i. Disseminate school emergency preparedness and response plans to various stakeholders.
j. Acquire personal protective equipment for personnel that may need it.
k. Get copies of the community and city emergency preparedness and response plans and compare with and update school
emergency preparedness and response plan.
l. Schedule dates for annual review and updating of the school emergency preparedness and response plan.
m. Conduct drills or exercises that practice the protocols related to outbreaks.
IV. INTERVENTION: ACADEMIC SUPPORT READINESS:

AREA F. Possible Actions for Mental Health of School Community
a. Develop program that will enable students to do debriefing, stress management, and coping strategies for various mental health
concerns.
b. Assist parents/guardians with concerns or difficulties in home-based schooling (e.g., set-up, work schedules, tech support, use of
materials).
c. Develop a plan for reintegrating students or out-of-school youth marginalized, displaced or traumatized by pandemic health crisis.
d. Conduct threats assessment for students in vulnerable families or neighborhoods most affected by the crisis and identify
mechanisms to address their personal difficulties and problems.
e. Make a directory of counselling professionals or groups that are available 24/7 for various mental health concerns
f. Provide teachers and parents with simple calming or stress management techniques they can have students do as part of their
study.
g.Conduct reflection or meditation activities or prayer services that emphasize individual and community resilience in the face of a
crisis.
h. Recommend protocols for addressing anxieties or trauma students experience in social media or as a result of exposure to news
about the pandemic health crisis.
i.Prepare and submit periodic reports on the school community’s mental health to inform planning, teaching and decision-making.
V. INTERVENTION: PHYSICAL PLANT READINESS:
AREA G. Possible Actions for Elimination of Health Risks, Hazards and Threats from COVID19 and Other Infectious
Diseases in the Campus, Classrooms, Offices, Facilities and Environment
a. Lay-out seating plan in classrooms for physical distancing and install visible marks, shields or dividers according to plan.
b. Lay-out seating plan in faculty room and staff work areas for social distancing and install visible marks, shields or dividers
according to plan.
c. Provide around campus pedal-operated handwashing and/or hands-free sanitizing stations.
d. Post around campus signs and reminders related to handwashing and social distancing protocols.
e. Establish sanitizing and disinfection routines during school time (e.g., on doorknobs, surfaces of tables and chairs in canteens and
comfort rooms) and school breaks.
f. Designate large common rooms as holding areas in case of emergencies. Mark floor for physical distancing.
g. Post signs about movement of people on campus (e.g., canteen, toilets, autidorium, corridors, lobbies, stairs, elevators) and traffic
flow of vehicles to and from campus.
h. Check on ventilation, air filters and airflow in work areas.
i. Set protocols and schedules for disposing toxic and waste materials.
j. Check water flow and flushing in toilets, showers, washing and drinking areas to prevent outbreak of Legionnaire’s disease.
h. Set protocols on the entry and exit of people on campus at the different gates and in restricted areas.
i.Provide cleaning and disinfecting equipment in strategic places accessible to the different offices.
j. Identify high health risk areas on campus and plan interventions.
k. Remove or replace/substitute high touch communal equipment, materials or resources (e.g., water coolers, vending machines).
l. Minimize use of handles and physical interfaces.
m. Mandate a clean desk policy in all offices.
n. Identify a main entrance and an indoor holding area where students, staff and visitors will be screened prior to moving to
classrooms, offices or other areas of the building in each department
o. For school transportation services, establish with providers procedures for disinfection and physical distancing in vehicles.
Appendix B
Resources and References
I.INSTRUCTIONAL RECOVERY AND READINESS:
Department of Education. DepEd Order No. 21 s. 2019. Annex 3 on Flexible Learning Options https://www.deped.gov.ph/wp-
content/uploads/2019/08/DO_s2019_021.pdf
Department of Education. DepEd Commons. https://commons.deped.gov.ph/
Department of Education. (2020). Learning Continuity Plan.
Department of Education. (2020). Most Essential Learning Competencies.
Reimer, F. & Schleicher A. A Framework to Guide an Education Response to COVID-19 Pandemic of 2020.
https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
Doucet, A., Netolichy, D., Timmers, K. & Tuscano, F. J. Thinking About Pedagogy in an Unfolding Pandemic.
https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
St. Mary’s Academy. Flexible Plan for Instructional Continuity. https://smabelles.org/pdf/OPPS1.pdf
Opportunity Culture. Quick Guide to Free and Cheap Technology to Engage with Students Online.
https://www.opportunityculture.org/wp-content/uploads/2020/03/Technology_to_Engage_with_Students_Online-Public_Impact.pdf
Opportunity Culture. Schedule Example for At-Home Learning (Secondary). https://www.opportunityculture.org/wp-
content/uploads/2020/04/At_Home_Schedule_Example_MCL_Team_Reach_Secondary-Public_Impact.pdf
UNESCO. Distance Learning Solutions. https://en.unesco.org/covid19/educationresponse/solutions
Almario, A. & Austria, R. Helping K-12 Schools Transition to Post-COVID 19 Times.
https://www.scribd.com/document/460470844/Helping-K-12-Schools-Transition-to-Post-COVID-19-Times-042120#from_embed
Association for Educational Communications and Technology. (2017). Instructional Design Standards for Distance Learning.
http://members.aect.org/publications/designstandards/DL_Design_Standards.pdf
II. FACULTY READINESS:

University of the Philippines Open University. Quick Guide on How to Convert your Courses Online.
https://networks.upou.edu.ph/how-to-convert-your-classes-online/
Singapore Ministry of Education. Coronavirus: A Guide to Prepare your Child for Home-based Learning.
https://www.straitstimes.com/singapore/coronavirus-a-guide-to-preparing-your-child-for-home-based-learning
U.S. Department of Education. Preparing for the Flu: Department of Education Recommendations to Ensure the Constinuity of
Learning for Schools (K-12) During Extended Student Absence of School Dismissal
https://rems.ed.gov/docs/ED_ContinuityOfLearning-SchoolDismissalsK-12.pdf
Adelstein, D. & Barbour, M. (2017). International Review of Research on Open and Distributed Learning Vol. 18 No. 3. Improving
the K-12 Online Course Design Review Process: Experts Weigh in on Inacol National Standards for Quality Online Courses.
http://www.irrodl.org/index.php/irrodl/article/view/2800
III. FINANCIAL AND ADMINISTRATIVE READINESS:
Centers for Disease Control and Prevention. Get Your Workplace Ready for Pandemic Flu. https://www.cdc.gov/nonpharmaceutical-
interventions/pdf/gr-pan-flu-work-set.pdf
Federal Emergency Management Agency. Guide for Developing High Quality School Emergency Operations Plans.
https://www.fema.gov/media-library-data/20130726-1922-25045-3850/rems_k_12_guide.pdf
USAID. Leadership during a Pandemic: What Your Municipality Can Do.
https://resourcecentre.savethechildren.net/library/leadership-during-pandemic-what-your-municipality-can-do
Centers for Disease Control and Prevention. Pandemic Flu Checklist: K-12 School Administrators.
https://www.cdc.gov/nonpharmaceutical-interventions/pdf/pan-flu-checklist-k-12-school-administrators-item2.pdf
Lindros, K. & Tittel, E. How to Create an Effective Business Continuity Plan. https://www.cio.com/article/2381021/best-practices-
how-to-create-an-effective-business-continuity-plan.html
Hilts, J. How to Create a Student Recruitment Plan. https://www.admissionpros.com/blog/how-to-create-a-student-recruitment-plan
Department of Labor and Employment. Labor Advisory 01 s. 2020: Suspension of Work in the Private Sector by Reason of Man-made
or Natural Calamity. https://www.dole.gov.ph/news/labor-advisory-01-series-of-2020-suspension-of-work-in-the-private-sector-by-
reason-of-natural-or-man-made-calamity/
____________________________. Labor Advisory 09 s. 2020: Guidelines on the Implementation of Work Arrangements as
Remedial Measures due to the Ongoing Outbreak of Coronavirus Diseases 2019 (COVID-19). https://www.dole.gov.ph/news/labor-
advisory-no-09-20-guidelines-on-the-implementation-of-flexible-work-arrangements-as-remedial-measure-due-to-the-ongoing-
outbreak-of-coronavirus-disease-2019-covid-19/
____________________________. Labor Advisory 13-A s. 2020: Deferment of Payment of Holiday Pay for the April 2020 Holidays.
https://www.dole.gov.ph/news/labor-advisory-no-13-a-series-of-2020-deferment-of-payment-of-holiday-pay-for-the-april-2020-
holidays/
IV. ACADEMIC SUPPORT READINESS
National Association of School Psychologists. Mental Health Resources. https://www.nasponline.org/resources-and-
publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources
National Child Traumatic Stress Network. Coping in Hard Times: Fact Sheet for School Staff, Teachers, Counsellors, Administration
and Support Staff. https://www.nctsn.org/sites/default/files/resources/fact-sheet/coping_in_hard_times_school_staff.pdf
World Health Organization. Mental Health and Psychosocial Considerations during the COVID-19 Outbreak.
https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf
V. PHYSICAL PLANT READINESS

Centers for Disease Control and Prevention. How to Clean and Disinfect Schools to Help Slow the Spread of Flu.
https://www.cdc.gov/flu/school/cleaning.htm
Department of Labor and Employment. Labor Advisory 04 s. 2020: Guidelines on Novel Coronavirus (nCOVID-19) Prevention and
Control at the Workplace.. https://www.dole.gov.ph/news/labor-advisory-no-04-20-guidelines-on-2019-novel-coronavirus-2019-ncov-
prevention-and-control-at-the-workplace/
McKinsey & Company. Workplace Return. https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/Risk/Our
%20Insights/COVID%2019%20Implications%20for%20business/COVID%2019%20April%2013/COVID-19-Facts-and-Insights-
April-24.ashx
UNICEF. Key Messages and Actions for COVID-19 Protection and Control in Schools. https://www.who.int/docs/default-
source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4
Reuters. Legionnaire’s Outbreak Disease Feared. https://news.mb.com.ph/2020/04/28/legionnaires-disease-outbreak-feared/?
__cf_chl_jschl_tk__=f96473185e7600548e847e838ae67c0deac85e74-1588583450-0-
AesJSzuhWtBqKygDERk3scr4Gi7Dkd58JOMIrt0mS04D1fq7vGj49r9VD_J_sM8ko-z66gN9EYoUatRJ6PM-
V87wCzLWHJsbGuQ6OMm2w5WyJrV4X8eueJrTkNYRqAs-mqlK6UE5O6RT_DWC-
DzVXZSbX0bu7bsFdWFQCS1jRJ6sanHiZf3X1XoGCxIyrbF53rJY5eEASER59eTJLGCPQREVWRbxR-
_WT8VPVM7ryIDGQIAzPGUDUkROvoB1FmyYVzdm1LNSfOkin1RJ9_p6JvDoOrGeqjOwAC_O5CnoDCA5SJdvWjzBq4xjrXyj4
vibzNQXhf1I0pwHf6G625_uJ4Q
Centers for Disease Control and Prevention. Interim Guidance for Administrators of US K-12 Schools and Child Care Programs to
Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19). (2020). https://www.cdc.gov/coronavirus/2019-
ncov/community/schools-childcare/guidance-for-schools-h.pdf
Department of Health. Administrative Order 2020 – 0015. Guidelines on the Risk-based Public Health Standards for COVID-19
Mitigation. https://www.doh.gov.ph/sites/default/files/health-update/ao2020-0015.pdf

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PEAC SCHOOL RECOVERY AND READINESS PLAN

FOR SCHOOLYEAR 2020-2021

II. Design of the Plan Template

B. Alternative Instructional Readiness

Academic Support and F. Mental Health of Academic Support

Instruction Different ensure the which describes as

IV. Guide to Planning Template

I. A. INTERVENTION: INSTRUCTIONAL RECOVERY:

I.B. INTERVENTION: INSTRUCTIONAL READINESS:

FOR TECH SUPPORT:

FOR PARENTAL SUPPORT:

II. INTERVENTION: FACULTY READINESS:

III. INTERVENTION: FINANCIAL RECOVERY/READINESS AND ADMINISTRATIVE READINESS:

IV. INTERVENTION: ACADEMIC SUPPORT READINESS:

II. FACULTY READINESS:

V. PHYSICAL PLANT READINESS

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