STRATEGIC DIRECTIONS

AND KEY INTERVENTIONS

PILLAR 4:
RESILIENCY AND
WELL BEING
 PILLAR 4: LEARNER’S RESILIENCY AND
WELL- BEING

Intermediate Outcomes: Learners are resilient and know their

rights and have life skills to protect themselves and claim their
education- related rights form DepEd and other duty bearers to
promote learners’ well being
Sub intermediate Outcomes:
Strategy 4.1.1.: Integrate children’s and learners rights in the
design of all DepEd policies, plans, program project, process, and
system.
Strategy 4.1.2.: Ensure that learners know their rights and have th
life skills to claim their education-related rights form DepEd and other
duty-beawrers to promote learners; well-being, while also being aware
of their responsibilities as individuals and as member of society.
Kabataan PROTEKTAHAN (Guidance and Counceling)- a program
designed to provide support system to the learners in need of
protection, guidance, and self-understanding to achieve an optimal
development. A process of helping or assisting every learner to solve
their problems according to their needs and aspirations, choices and
decisions, academic growth, and development, and to their social
personal adjustment. For the strengthening of character and deepening
of vaules. To conduct an intensive information drive on Child Protection
policy and Childs Rights Education to prevent all kinds of bullying,
cyberbullying, abuse, corporal punishment.discrimination, child neglect,
and keep data privacy of children are its main objective. This program
aims to improve learning environments to join hands in discouraging
buyllying, strengthen the implementation of child protection policy, and
make students feel safe and respected. Learners must guide to be
psychologically able , intellectually productive, and morally good man of
character
Output:
 Child rights education (CRE) integrated in the enhanced K-12
curriculum, estra and co-curriculum programs, learning
environment and culture of the school, learning center and other
learning modalities
  Positive discipline measures implemented in schools and
community.
 Child Protection Unit and child protection committee and
structures are established; and Child protection policies
implemented.
 Standards and mechanisms on child protection developed and
implemented.
 School personnel and parents are trained in child rights education
and child protection.
 Child protection policy posters, tarpaulin, and handbooks
 Reduced bullying cases and observed data privacy of learners
Intermediate Outcomes (Ios): Learners are resilient and know their
rights and have the life skills to pretoect themslves and claim their
eduction-related rights form DepEd and other duty- bearers to promote
learner’s well-being.
Sub-Intermediate Outcomes 4.2: Learners are safe and protected
and can protect themselves from risks and impacts form natural and
human-induced hazards.
Sub-Intermediate Outcomes 4.3: Learners have the basic physical,
mental, and emotional fortitude to cope with various challenges in life
and to manage risks.
Strategy 4.3.2: Nurture and protect learner’s mental and
psychosocial health.

Mental Mo, Health Ko!- a program that is centered and

stratifies on the mental health policy giving emphasis on its utmost
importance in maintaining positive healthy mind awareness as part of
the total health of learners and personnel. Learners coping mechanism
as resilient in the normal stresses of life , productive work, and can be
able to perform well in school’s activities are the main purpose of this
program. This program ensures that mental health promotions in public
and private educational institutions must be assessed by qualified
mental helth professionals.
Output:

 Deped personnel and learners capacitated on providing mental

health and psychosocial support services (MHPSS)
 Teachers are trained in handling students experiencing mental
and psychosocial health issues.
 Think positive outlook in life.

Strategy 4.1.1.: Integrate children’s and learners rights in the

design of all DepEd policies, plans, program project, process, and
system.
Strategy 4.1.2.: Ensure that learners know their rights and have
the life skills to claim their education-related rights from DepEd and
other duty-bearers to promote learners; well- being, while also being
aware of their responsibiliites as individuals and as member of society.
Strategy 4.3.1.:Provide learners with basic health and nutrition
services.
Busug na, Lusug Pa! (Gulayan)- is one of the hungers mitigating
programs implemented by Corrales Elementary School to the learners in
rehabilitating the severly wasted and wasterd beneficiaries to normal
nutritional status. Its primary objective is to promote vegetable
production using recyclable materials, improve pupil’s health and
nutrition, values, and behavior as well as academic performance.

Output:

 School-community coordination mechanisms for health and

safety of learners in schools established.
 Schools that implemented the feeding program for targeted
learners
 More vegetable production and distribution of vegetable seeds
and garden tools in very grade level.
 Intermediate Outcomes (Ios): Learners are resilient and know
their rights and have the life skills to protect themselves and claim
their education-related rights form DepEd and other duty bearers to
promote learners’ well-being.
Sub-Intermediate Outcomes 4.3: Learners have the basic
physical, mental, and emotional fortitude to cope with various
challenges in life and to manage risks.
Strategy 4.1.1.: Integrate children’s and learners rights in the
design of all DepEd policies, plans,program project, process, and
system.
Strategy 4.1.2.: Ensure that learners know their rights and
have the life skills to claim their education-related rights form DepEd
and other duty-bearers to promote learners; well-being, while also
being aware of their responsibilities as individuals and as member of
society.
Strategy 4.3.1.: Provide learners with basic health and
nutrition services.

Wow on Wins- a program that focuses on the standards for the

promotion of a clean and safe school environment and correct
hygiene and sanitation practices among learners. It is designed to
achieve learning and health outcomes of Filipino students through a
comprehensive, sustainable, and scalable school-based wash
program. Water access, sanitation, hygiene, deworming, and health
education are the factors needed for the implementation of this
program.

Output:
 Schools’ health facilities including WASH and clinics provided.
 Enhance and Installation of additional handwashing facitility.

Strategy 4.3.1: Provide learners with basic health and nutrition

services; work with students who have learning,
mental,emotional or physical disabiliities and address their
unique needs
 Sa SPED, Importante ka!- a program designed to upgrade
Special education classrooms into a more conducive and interactive
venue for learning and imporve the learners’ performance in all
subject areas and daily living skills. This program gives the learners
focus on learning various skills through hands-on activities and
improves the learner’s abilitiy despite the learners’ special need.
Most importantly, it aims to produce fucntionly literate and
holistically developed learners.

Output:
 Teachers are trained in handling students experienceing
mental and psychosocial health issues.
 Improved learners’ performance in all subject areas and daily
living skills through a specialized Weekly Lesson Log
 Considers the needs, nature, abilities, capacities , and interests
of the learners through Home Visitation and crafting of
Individualized Educational Program (IEP) or Individualized
Transistion Program (ITP)
 Adoption of the K to 12 Transicition Curriculum Framework for
the holistic development of learners that will prepare them for
independence in their chosen life pathway. (DO 21,s.2020)
 Upgrade special education classroom into a more conducive
and interactive venue for learning.
 Procure the needed equipment and materials through shchool
MOOE (SPED allotment)

Intermediate Outcome (IOs): Learners are resilient and know

their rights and have the life skills to protect themselves and
claim their education-related right form DepEd and other duty-
bearers to promote learners’ well-being.

Sub-Intermediate Outcome 4.2: Learners are safe and

protected and can protect themselves form risks and impacts
form natural and human-induced hazards.

Strategies 4.2.1: Protect learners and personnel form death,

injury, and harm brought by natural and human induced
hazards.
 DRRM – a program designed to equip the school with disaster
materials and train teachers on how to use them. This program aims
to identify, assess, and prevent further damage of a disaster related
to environmental and man-made hazards. Identifying potential
threats or hazards in classrooms and school buildings, pathways,
school perimeter fence, classrooms help prevent injuries and
accidents to learners in Corrales Elementary School. In times of
catastrophe, the school can strengthen the capabilities to reach out
victims within barangay 22, Corrales Extension in responding to the
victims of disaster.
Output:
 Personnel and stakeholders equipped on DRRM, CCAM and
peacebuilding.
 ESD,DRRM,Climate Change Adaptation and Mitigation (CCAM), and
peacebuilding competencies in the K to 12 curriculiums integrated.
 Early Warning System (EWS) in DepEd offices and schools
established.
 Safety and emergencey supplies and equipment provided to DepEd
officers and school established.
 Information, education, and communication (IEC) materials in the
aftermath of a disaster or emergency developed and disseminated.
 Prepared and be aware of any disaster at school.
 Build a storng and concrete school perimeter fence of Corrales
Elementary School to prevent unauthorized entry of outsiders to
protect the school children.
 Procure the needed equipment and DRRM materials through school
MOOE.
Stragtegy 4.1.1: Integrate children’s and learners right in the design of all
DepED policies, plans, program project , process and system
Program, Activities and Projects:
 Orientation/Acquaintance
 Academic performance Evaluation and Values Scale
 Student Follow-up Service Program
 Homeroom Guidance Learning Guide and Mentoring
 Guaidance Center Handbook
 Child Protection Policy
 Anti-Bullying Program
 Peer facilitiators/ mentoring
 Parents Facilitators/Mentoring
  Team Building
 Conference with parents and teachers
Strategy 4.1.2.: Ensure that learners know their rights and have the life
skills to claim their education-related rights form DepEd and other duty-
bearers to promote learners; well-being, while also being awarre of their
responsibiliites as individuals and as a member of society.
Strategy 4.3.1.: Provide learners with basic health and nutrition services.
Program, Activities, and Projects:
 Intensify the “Gulayan Sa Paaralan” Project/Gulayan sa
tahanan
 Decrease severly wasted learners using the planted
vegetables at the garden in school and home.
 “Gulayan sa tahanan” serves as an additional vegetable for
home.
 Emphasize environmental preservation using recycled
materials.
 Procurement of assorted vegetable seed and garden tools
 Coordinate with City Agricultures Office
Strategy 4.3.2: Nurture and protect learners’ mental and psychosocial
health.
Program, Activities, and Projects:
 Symposium on Mental Health Awarness in both learners and
teachers. From mental health professionals
 Capacity building Activities for the program
 Mental Health Assessments
 Program Advocacy Sessions
Strategies 4.2.1: Protect learners and personnel from death, injury, and
harm brought by natural.
And human induced hazards
Program, Activities, and Projects:
 Conduct quarterly disaster school drill.
 Invite personnerl form other agencies such as BFP, LGU and
other stakeholder to conduct symposium to all learners for
disaster preparedness.
 STRATEGIC DIRECTIONS
AND KEY INTERVENTIONS

PILLAR 5:
ENABLING
MECHANISM
AND
GOVERNANCE
 Pillar 5: Enabling Mechanisms: Governance and Management
Enabling Mechanisms: Governance and Management is the fifth and
final pillar of education. This pillar recognizes that effective governance and
management are essential for ensuring that education systems are responsive,
accountable, and efficient. It is also essential for ensuring that education
system are able to adapt to changing circumstances and to achieve their goals.
This Pillar is based on the fact that effective governance and
management are essential for promoting edcuation quality, equity, and learner
well-being. Good governance ensures that education policies and strategies are
responsive to the needs and aspirations of learners, parents, and communities.
It also ensures that education systems are accountable to all stakeholders and
theat resources are used efficiently and effectively. This seeks to address these
challenges by promoting effective governance and management at all levels of
the edcuation system. This means ensuring that education system have the
ncessary policies, strategies, and frameworks to support effective governance
and management. It also means ensuring that education systems have the
necessary human, financial, and technological resources to suport effective
governance and management. Individuals, communitis, and societies can all
benefit significantly from promoting excellent governance and management. It
guarantees that educational system can meet their objectives and encourges
transparancey, accountablity, and efficiency. Also, it’s crucial for accomplishing
the SDGs, especially SDG 4 on excellent education, as well as other related
targets like SDGs, especially SDG 4 on excellent education, as well as other
related targets lik SDG 16 on peace, justice and strong institutions and SDG 17
on partnerships for the targets.
Thus, Governance and Management is a crucial component of the global
effort to achieve the SDGs. By promoting effective governance and
management, we can ensure that education systems are responsive,
accountable, and efficient, and that they are able to achieve their goals, This is
essential for building more just, equitable, and sustainable societies and for
ensuring that all learners have access to high-quality eduation that promotes
their personal and social development.
1. Reading HUB
PROBLEM STATEMENT: Promoting a love of reading and increase reading
time to improve reading skills.
PROJECT OBSERVATION UNIT: To construct a Reading Hub for the
readers.
ROOT CAUSE: Unavailability of Reading Hub and Reading Materials
appropriate to the readers.
 Reading Hub is a program design to improve learner’s reading skills,
vocublary, knowledge,perspective and critical thinking. This program is to
suppot every learner to develop love of reading. It develops a child’s reading
skills and improve their communication and language skill. This will strengthen
and uplift the reading skills of learners and to be more effective and efficient
readers through this reading hub. It provides equal opportunities among
learners to improve their reading and writing skills, develop fluency,
vocabulary, comprehension in reading , spelling of words, exchange ideas with
peers, develop positive attitude towards reading, promote the importance of
reading and make struggling readers into advance readers.
In addition, reading can be a fun and imaginative time for children,
which open door to all kinds of new words for them.
Goals and Objectives
Promoting a love of reading, the Hubs help schools provide excellent teaching
in phonics and early language. Provides reading and reference materials. To
support their lessons and help improve reading skills, vocabulary, knowledge,
perspectives, and critical thinking. It will increase reading time and improve
reading skills.
Aims
To develop the love for habits of reading among pupils and students through
building a warehouse of supplementary reading materials called the Reading
Hub. Ultimately, it will create pervasive reading culture and environment in our
school. Provide greater access to reading materials to all pupils/students
through Reading Hub.
 Provide quality and appropriate books
 Develop the love of books and habit of reading
 Make a learner a book lover
 Support the development of reading and comprehension skills of
learners.
Importance of Reading Hub
Providing access to information and resources, supporting literacy and
education, promoting lifelong learning, and serving as community gathering
space. It increases student’s interest in reading, viewing, and using information
and ideas.
Purpose
The purpose of reading hub is to gain information, better writing, learn
relevant news, and scan for quick facts. Providing free access to information
and knowledge. It helps build skills such as sentence structure , punctuation
and grammar. This is because when books are readily available to use, students
may be more likely to pick them up and read them, which is fantastic for
developing important skills in reading and writing.
Benefits
 Enhance brain activity
 Increase vocabulary and comprehension
 Improved vocabulary by exposing students to new words, reading can
expand vocabulary
 Developing critical thinking
 Increased ability to understand others
Output
Improve learner’s reading skills, vocabulary, knowledge, perspectives
and critical thinking.
Related Activities
Construct a Reading Hub conductive to learning
Conduct remedial reading to the non-readers and slow readers
Output:
Improve learners reading skills, vocabulary , knowledge, perspective and
critical thinking.
Related Activitives:
Construct a Reading Hub conductive to learning
Conduct remedial reading to the non-readers and slow readers
2. TSAR (Teachers Support Action Research)
PROBLEM STATEMENT: Only 8% of teachers engaged in action research
PROJECT OBJECTIVE STATEMENT: Motivate 20% of teachers to start their action
research
ROOT CAUSE: Lack of knowledge and interest on how to do action research
The Teachers Support Action Research program is an initiative aimed at
motivating teachers to engage in action research and empowering them to
apply their new knowledge in the classroom setting. This program is designed
to foster reflective teaching and thinking, expand teachers’ pedagogical skills,
and ultimately bring about positive change in their professional development.
By participating in this program, teachers are provided with the opportunity to
enhance their teaching practices, contribute to educational research and
improve student outcomes.
Goals and Objectives
This primary objective of the Teachers Support Action Research (TSAR) is
to inspire 20 percent of the teachers to embark on action research projects.
By setting these goals and objectives, educational institutions can create
an environment that encourages and supports teachers in undertaking action
research. It helps to increase teachers motivation, provide the necessary
resources and support, and recognize the value and impact of their research
efforts.
1. Goal: Increase awarness and understanding of action research
Objectives:
 Introduce teachers to the concept and benefits of action research
 Provide information on the relevance of action to their teaching
practice
 Raise awariness of the potential impact of action research student
learning outcomes.
 Clarify the process, steps, and expectations involved in conducting
action research.
2. Goal: Foster a culture of inquiry and professional growth
Objectives:
 Cultivate a supportive and collaborative environment that values
research and inquiry.
 Encourage teachers to embrace a growth mindset and a
commitment to continuous improvement
 Promote a sense of curiosity and an eagerness to explore new
teaching strategies.
 Instill a belief in the importance of ongoing professional
development.
3. Goal:Provide resources and support for action research
Objectives:
 Offer trainging, workshops or professional development sessions
on action research methods and techniques
 Provide access to relevant literature, research journals, and online
resources.
 Establish mentorship program where experienced researchers can
guide and support teachers.
 Allocate dedicated time and resources for teachers to plan,
implement, and reflect on their action research projects.
 4. Goal: Recognize and celebrate action efforts
Objectives:
 Acknowledge and celebrate teachers who engage in action
research initiatives
 Highlight the impact of action research on teaching practice and
student outcomes
 Showcase succuessful action research projects through
presentations, conferences, or publications
 Share best paractices and success stories to inspire and motivate
other teachers to undertake action research
5. Goal: Create incentives and rewards for action research participation
Objectives:
 Establish a system for recognizing and rewarding teachers who
actively engage in action research.
 Provide platforms for teachers to present their research findings
and share their experiences with a wider audience
 Foster a sense of achievement and pride in teachers who
contribute to the improvement of education through action
research
Aims
To enhance teaching practices, promote professional growth, and
imporve student learning outcomes through action research

Importance of Teachers Supoort Action Research

Teacher Support Action Research is important as it empowers teachers,
improves teaching practices, enhances student learning outcomes,foster a
culture of innovation and collaboration, and contributes to the advancement of
the field of education. By investing in and supporting action research,
educational institutions promote professional growth, student-centered
approaches, evidence-based decision making , and continuous improvement in
teaching and learning.
Purpose
1. Improve Teaching Practices: The primary purpose of Teacher Support
Action Reasearch is to enhance and improve teaching practices. By
engaging in research within their own classrooms, teachers can identify
areas for improvement, explore innovative strategies, and make
evidence-base changes to their instructional methods. The aim is to
enhance the quality and effictiveness of teaching, leading to improved
student learning outcomes.
2. Promote Reflective Practices : Action research encourages teachers to
engage in reflective practices, which involves critically analyzing their
own teaching methods and their impact on student learning. Through
the research process, teachers are encouraged to examine their
assumptions, challenge existing practices, and explore alternative
approaches. Reflective practice enables teachers to gain deeper insights
into their teaching practice and make more informed decisions.
3. Support Professional Development: Teacher Support Action Research
serves as a platform for professional development. It provides
opportunities for teachers to acquire new knowledge, develop research
skills, and expand their understanding of effective teaching practices.
Engaging in research activities fosters a growth mindset and a
commitment to lifelong learning, empowering teachers to continuously
improve their instructional methods.
4. Contribute to Educational Knowledge: To contribute to the broader field
of educational knowledge. By conducting research and sharing their
findings, teachers contribute to the existing body of research, adding to
the collective understanding of effective teaching practices and student
learning.
Benefits
Teacher Support Action Research benefits teachers by improving their
teaching practices, enhancing student learning outcomes, supporting
professional development, and fostering collaboration. It also contributes to
the educational system by generating evidence-based knowledge,
promoting school improvement, and increasing accountability and
transparancy.
Output
20 percent of teachers successfully undertake and complete action
research.
Related Activities
 Encourage the teachers to do action research during LAC session
 Benchmarking for action research best implementer within the
division
 capacitating teachers to do action research during INSET
 submission of action research proposals, implementation of action
research
 inviting Action Research coach or adviser during INSET to ensure
smooth implementation of action research
 submission of action research papers to the division office
 giving certificate of recognition to teachers wo implemented and
completed their action research.
3. Print Na Ta!
Problem Statement: There is not enough available printer to be used for
reports and visual and printing
Project Observation Statement: purchase printer
Root Cause: Limited MOOE Funds
Studies have found that teachers perform better in terms of both visual
aid and on time submission of reports when materials is presented and
available. Dispite of the limited availability, print remains relevant in a broad
array of classroom settings. To make the printed page and its benefits more
accessible to students, educators need classroom printers that are affordable,
convenient, and high performing. With limited time and budget, teachers are
faced with having to re-learn how to balance sticking to the syllabus while
remaining creative with their lessons and keeping the class engaged.
Faced with this dilemma, our teachers need affordable printers that can
deliver high-value color, low energy consumption and fast prints. Printers in the
classroom still an essential tool in learning. It can improve learner’s
comprehension, especially for students who struggle with focus.
Output: 1:1 ratio of funcional printer per teacher in all grade level.
Activities:
SBAC members meet to review the SOB for the procurement of printers
for instructional use.
Canvass for printer
Purchase of printer for 1:1 ratio per teacher.
AVAILABILITY OF PRINTERS IN SCHOOL
GRADE LEVEL NUM. OF NUM. OF LACKING
TEAHCERS PER FUNTIONING NUMBER OF
GRADE LEVEL PRINTERS PRINTER
KINDER
GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6 6 5 1
SST
ADMIN
TOTAL
Out of _____ teachers only _____ printers are available.
Thus, SBAC planned to comply the one is to one ration.

4. Project BEAM (Beautify, Enhance, Apply, and Maintain)

A program that provides a safe and attractive learning environment for
learners. Engaging and improving the school and community in leading an
environmentally consious lifestyle.
Output;
 Put up a recyclable bin in school.
 Enhance the waste management in school using the 3R’S (reduce, reuse,
recycle).
 Create a product of recyclable materials can be used for learning
materials/business
 Reduce the waste materials in our school
Related Activities:
 Put up a recyclable bin in school.
 Identify materials are to be used for recyclable bins
 Conduct a 3R’S in school
 Encourage teachers, pupiils, and parents in maintaining the activity.
 Enhance the school compost yard and food waste.
 Inviting parents to donate materials used for recycling.
 Encourage parents to volunteer and to help the school beautification
and waste management.
 Giving certificate of recognition to teachers, pupils and parents who
created an innovative recyclable product.
5. Uber da Bakod!
PROBLEM STATEMENT: School Properties were damaged due to unauthorized
entry of outsiders at Corrales Elementary School.
PROBLEM OBJECTIVE STATEMENT: Replace the temporary perimeter fence of
Corrales Elementary School with solid or concrete materials
ROOT CAUSE: The perimeter fence of Corrales Elementary School is not strong
enough to Thwart Unauthorized Entry by Outsiders
 Uber Da Bakod is a comprehensive initiative designed to enhance safety
and secrutiy within Corrales Elementary School by constructing sturdy and
reliable concrete perimeter fences. This program focuses on implementing
effective measures to protect learners, staff, and school property from
unauthorized access and external threats. To address this need, many
educational institutions are opting to construct concrete perimeter fences.
The program begins with a thorough assessment of the school’s specific
security needs, considering factors such as location, size, and potential
vulnerabilities. The construction phase involves skilled contractors who
specialize in erecting concrete fences. They utilize high-quality materials and
employ proven construction techniques to ensure the durability and strength
of the perimeter fence. Construction timelines are carefully managed to
minimize disruption to daily school activities.
Throughout the program, there is a strong emphasis on communication
and collaboration with school adminstrators, teachers, and local authorities.
Regular meetings and updates are conducted to ensure that all stakeholders
are informed about the progress and any necessary adjustments are made
based on feedback and evolving security needs. Once the concrete perimeter
fence is successfully constructed, the program includes comprehensive training
sessions for school staff and security personnel. They receive guidance on how
to effectively manage access control systems, monitor the perimeter, and
respond to security incidents or emergencies. Regular maintenance and
inspection schedules are also established to ensure the long-term
functionality and effectiveness of the fence.
By implementing the Concrete Perimeter Fence Construction Program,
schools can create a safer and more secure environment for their students and
staff. The program’s compreshensive approach, form initial assessment ot
ongoing maintenance, ensures that the fence serves as a reliable barrier
against unauthorized access and external threats, contributing to a sense of
peace of mind and promoting an optimal learning atmosphere within the
school permises.
Goals and Objectives
The primary goal of Uber Da Bakod program is to enhance safety and
security within the school premises. The objective is to create a physical barrier
that prevents unauthorized access, deters potential threats, and provides a
controlled environment for students, staff, and visitors.
 By constructing a concrete perimeter fence , the goal is to establish
designated entry and exit points, ensuring that only authorized individuals can
enter the premises. This helps regulate pedestrian and vehicle traffic, reducing
the risk of unwanted visitors or potential incidents.
Furthermore, the goal is to demarcate the school premises, making it
easier to identify and enforce authorized areas. This helps prevent confusion
and potential disputes regarding property lines.
Aims
Uber Da Bakod progrma aims to meet the necessary standards and
requirments set by local authorities and regulatory bodies, ensuring the safety
and well-being of the school community. To secure school property from theft,
vandalism, and unautorized access. The construction of a concrete perimeter
fence helps protect valuable assets, such as buildings, equipment, and outdoor
facilities, reducing the risk of damage or loss.
Moreover, to control access points to the school grounds. The
construction of a concrete perimeter fence allows for the establishment of
designated entry and exit points, ensuring that individuals entering the
premises are authorized and facilitating better monitoring and management of
access.
Lastly, to create a visible and defined boundary that helps prevent
encroachments and establishes a clear distinction between the school
premises and the surrounding area.
By addressing these aims, the construction of a concrete perimeter
fence contributes to creating a safer and more secure environment for
everyone within the school premises.

Importance of Uber Da Bakod Program

The importance of constructing a concrete perimeter fence lies in its
ability to enhance safety, security, and privacy within the school presmises. By
deterring unauthorized access, controlling pedestrian and vehicle traffic,
protecting school property, and prioritizing student safety, the fence plays a
vital role in creating a secure and conducive leaning environment for all.
Purpose
The primary purpose of constructing a concrete perimeter fence in
schools is to enhance safety and security. By erecting a solid barrier around the
school premises, it becomes easier to control access and maintain a secure
environment.

Benefits
 Security and safety. Fences are proven to act as deterrent to intruders
and trespassers, improving the security of the structure they surround.
As well as keeping uninvited guests out, a fence also stops children from
getting out , ensuring that they stay safe when inside the campus.
 Clear Boundaries. A fence acts as an unmissable boundary between
properties, preventing accidental or intentional trespassing. Boundaries
that are not poperly delineated can cause disagreements, but a fence is
easily understood by anyone.
Output
To secure the safety of the learners and teachers inside the campus
Related Activites
 School physical facilities coordinator discusses the problem on perimeter
fence with SBAC members.
 Identify materials to be used for the perimeter fence repair.
 Canvass for construction materials
 Post invitation to bid for perimeter fence repair.
 Bidding for labor of perimeter fence repair.
 Award construction
8. CCASS ( Collegial Care and Support System)
This program called Collegial Care and Support System (CCASS) is
design to provide financial aid to Corrales Elementary School teaching and non-
teaching personnel whenever their immediate family members were admitted
to the hospital.

Output: Hospitalization financial aid for teachers and immediate family

members.