PEAC ESC GASTPE eRecertification · 2020. 7. 9. · ESC-Participating JHS that did not Meet Final Rating Criteria on Eligibility After ESC Recertification A maximum of 2 Recertification

July 8, 2020

PEAC ESC – GASTPE

eRecertification(SY 2020-2021)

DR. MA. HELENA DESIREE M. TERRE Consultant for Certification

Private Education Assistance Committee

The COVID-19 global

pandemic has disturbed

community life and interfered

with the normal delivery of

educational services in both

public and private schools.

Despite this global pandemic,

PEAC continues to fortify its role

in providing access to quality

education through its

(Re)Certification function.

PEAC, through its Certification Unit,

presents an alternative (Re)Certification

protocol for SY 2020-2021.

Using digital platforms and a hybrid of

technology applications, assessment of

institutional quality and school

compliance with DepEd and Kto12

standards proceeds within community

quarantine parameters.

PEAC ESC-GASTPE eRecertificationAlternative Recertification Protocols for SY 2020-2021

012018 Certification Assessment

Instrument (CAI) on PEAC EIS

FRAMEWORK

AND DESIGN

RATING SCALE:Evidence of Compliance:

Scale from 0-4

4 – Evidence of compliance with standard and enhancements

is presented

3 – Evidence of compliance with standard is presented

2 – Partial evidence of compliance with standard is presented

1 – No evidence of compliance with standard is presented but plan of action

in line with compliance is presented

0 – No evidence of compliance with standard nor plan of action is presented

DECISION RULES:4 – For a mode of 4 in the Power Standards and rating of at least 3 in the

Support Standards

3 – For a mode of 3 in the Power Standards and rating of at least 2 in the

Support Standards

2 – For a mode of 2 in the Power Standards



CERTIFICATION OVERALL RATING BASED

ON A DECISION RULE

4 – For a rating of 4 in all Core Areas and 3 or higher in Support Areas




0 – For a mode of 0 in all Core Areas

May participate in the program and shall be

required to undergo recertification on the 5th

school year after the certification visit.

Applicant school with an overall rating of 4

May participate in the program and shall be

required to undergo recertification on the 4th

school year after the certification visit.


May participate in the program. Continued

participation shall depend on the result of the

certification revisit on the 3 rd school year after

the certification visit.

Applicant schools with an overall rating of

2 but with a rating of 3 and above in at least

2 Core Areas

ESC CERTIFICATION OF APPLICANT SCHOOLS



certification revisit on the 2nd school year after the

certification visit.


Continued participation shall depend on the result of

the certification revisit the following school year after

the certification visit

Applicant schools with an overall rating of

1 but with a rating of 2 and above in at least

2 Core Areas may participate in the program


Schools with an overall rating of 1 or 0 shall not be

allowed to participate in the ESC Program. They shall

only be allowed to reapply for participation in the ESC

Program after three school years since the last

certification visit.

Applicant JHS that Failed ESC Certification

A maximum of 2 Certification Revisits may be

allowed. Should there be a need, the 2nd Certification

Revisit shall be conducted on the school year

immediate after the last Certification Revisit.

Implications on ESC Grantees and School Eligibility.

Students granted ESC subsidy by virtue of the initial

participation of the school may be allowed to finish the

JHS should the school fail after the allowed maximum

number of Certification Revisits. No new Grade 7 slots

shall be allotted to the school pending the result of the

2nd Certification Revisit.

ESC-participating JHS that Failed* a

Certification Revisit

*Failed Certification Revisit – happens when the school fails to show marked

improvement on the 2018 CAI Areas that were rated 1 or 2, as the case maybe, in the last Certification Revisit and consequently does not raise the level

of the Overall Certification status of the school.


May participate in the program and shall be required

to undergo recertification on the 5th school year after

the recertification visit.

ESC-participating school with an overall

rating of 4

May participate in the program and shall be required

to undergo recertification on the 4th school year after

the recertification visit.


rating of 3



recertification revisit on the 3rd school year after the

recertification visit.


rating of 2 but with a rating of 3 and above in

at least 2 Core Areas

ESC RECERTIFICATION

OF PARTICIPATING

SCHOOLS



recertification revisit on the 2nd school year after the

recertification visit.


rating of 2

Continued participation shall depend on the result of

the recertification revisit the following school year after

the recertification visit


rating of 1 but with a rating of 2 and above in

at least 2 Core Areas may participate in the

program

ESC RECERTIFICATION

OF PARTICIPATING

SCHOOLS

These aforementioned Schools which shall undergo

Recertification Revisit must show marked improvement

on all AREAS that were rated 1 or 2, as the case may

be, and consequently raise its Overall Certification

Rating to the next Certification level.

ESC-Participating JHS that did not Meet Final

Rating Criteria on Eligibility After ESC

Recertification

A maximum of 2 Recertification Revisits may be

allowed. Should there be a need, the 2nd

Recertification Revisit shall be conducted on the

school year immediately after the last Recertification

Revisit.

Implications on ESC Grantees and School Eligibility.

Students granted ESC subsidy by virtue of the initial

participation of the school may be allowed to finish the

JHS should the school fail after the allowed maximum

number of Certification Revisits. No new Grade 7 slots

shall be allotted to the school pending the result of the

2nd Certification Revisit.

ESC-participating JHS that Failed a

Recertification Revisit

*Failed Recertification Revisit

– may happen when the

school fails to show marked

improvement on the 2018

CAI Areas that were rated 1

or 2, as the case may be, in

the last Recertification Revisit

and consequently does not

raise the level of the Overall

Certification status of the

school.

ESC RECERTIFICATION

OF PARTICIPATING

SCHOOLS

SUPPORTING DOCUMENT:

2019 CAI User’s Guide/Special Guide to

eRecertification

Standards of

ComplianceFocus Questions Look-Fors: ECEs:

G2. Qualified School

Principal with MA

Degree in Education

- Is the Principal

qualified with a

Masteral degree in

Education?

-MA degree of the

Principal

- 201 File of the

Principal

- OTR of the

Principal and

Notarized Contract

AREA G. NO.2

Standards of

ComplianceFocus Questions Look-Fors: ECEs:

3. Provisions for

adequate and

immediate

emergency care

- Is there a trained

staff available to

give first-aid and

emergency care

when needed?

- Are there

adequate

provisions for first

aid and

emergency care?

- adequacy - 201 File of the

Principal

- OTR of the

Principal and

Notarized Contract

AREA E. VI. NO.3

02The eRecert process is Evidenced-Based.

To assess the school’s compliance with

DepEd and Kto12 standards, evidences of

compliance are conscientiously and

purposively gathered and presented.

are those that manifest or indicate school

compliance with standards. Plans, programs,

projects and activities, documents and records,

and other expressions of the school operation

and daily routine that could support school

claims of compliance are considered

evidences.

Evidence of Compliance

Examples of Compliance Evidences (ECEs) for

the Look-Fors of the standards in the 2018 CAI

are listed below and may be submitted via the

PEAC-EIS:

Part I.

1.DepEd Recognition

2.2019 AFS

3.2019 GIS

4.SEC Registration

Part II.1. PVMGO

2. BEIS or School Profile

3. Faculty and Personnel Profile

4. SY 2020-2021 JHS Tuition Fees and Other Fees

5. School Calendar ad Class Program

6. Accomplished School Recovery and Readiness

Assessment (SRRA) Tool or an equivalent

7. School Recovery and Readiness Plan (SRRP) or an

equivalent

8. Report on School actions on Previous Teams

Recommendations (Use REAC-CU Table)

9. Accomplished 2018 CAI

*

*

*

Part III.I. Other ECEs:

B. Curriculum, Assessment and Instruction

1. (I) Curriculum Map for All Subjects Areas and All

Grade Levels

2. (I) Sample Learning Plan/Subject/Grade Level

3. (I) Sample Test Question/Subject/Grade Level

4. (I) Learning Module/Subject/Grade Level

5. Intervention Program for Students with Learning

Difficulties

6. Video of Learning Encounters, when possible

7. Curriculum Development Activities

*

*

*

C&D. Faculty and Instructional Leadership

1. Faculty and Personnel Roster and Faculty and Personnel

Profile Matrix

2. Summary of Teacher’s Loads and Other Assignments

3. Scanned Copies of Faculty PRC licenses

4. Faculty/Personnel Handbook

5. Instructional Leaders Development Program

6. Sample Classroom Observation Results

7. Faculty Performance Appraisal Reports

8. Coaching and Mentoring Program

9. Supervisory Program

E. Academic Support and Student

Development Services

1. Enrollment Policy and Procedures

2. Guidance and Career Development Program

3. Testing Program

4. Homeroom Guidance Program

5. Parents Directory

6. Student Handbook

7. School Discipline Policy and Procedures

8. Student Activity Program

9. Data Privacy Policies and Guidelines

E. Academic Support and Student

Development Services

10.Academic Support Unit Manuals

11.Academic Support Personnel Development Program

12.Scanned Academic Support Personnel PRC Licenses

13.Library Services and Activity Calendar

14.Summary Matrix of Library Books, References, etc.

15.Summary Matrix of Instructional Media Center

Equipment, Materials, etc.

16.List of Laboratory Activities

17.Health Clinic Services and Calendar of Activities

F. Administration and Governance

1. Administrative Manual

2. Organizational Chart

3. Salary Scale

4. List of Personnel Benefits granted by the school

5. Administrators Development Program

6. Succession Plan

G. Physical Plant and Instructional

Support Facilities

1. Inventory List for Laboratories (Sciences, Computer, TLE)

2. Inventory List of Clinic Equipment and Supplies

3. Disaster and Risk Reduction Protocols

4. Certificates of Fire and Earthquake Drills

5. Vicinity map and Floor Plans

*

H. School Budget and Finance

1. Annual School Budget

2. Department/Unit Budgets

3. Budget Performance Reports

I. Institutional Planning and Development

1. Standards-based School Improvement Plan

2. Annual Operational Plan

3. SSIP Evaluation Report

Recertification Revisits will only

require ECES for the areas to be

revisited.

03eRecert Modality: Remote, Virtual, Digital

perusal of school documents which may be

scanned and uploaded to the PEAC EIS or

sent via email or courier when advised

➢

viewing of video recordings of instructional

sessions, on-line streaming of Alternative

Learning Modalities (ALMs) or Flexible

Learning Options (FLOs) encounters, etc.

(optional)

➢

on-line Team meetings, Panel meetings and

conferences with students, teachers and/or

parents, On-line interviews with School

Administrators

➢

real-time video viewing of school facilities,

laboratories, libraries and other learning

spaces (optional)

➢

ACTIVITYMATRIX FOR eRECERTIFICATION

Pre-Online (Re)Certification

- Online Submission of Required Initial Documents: DepEd

Recognition, SEC, GIS, AFS, etc.

- Uploading of accomplished 2018 CAI to PEAC EIS

- Online Submission of Three-Year SSIP, School Recovery

and Readiness Assessment, School Recovery and

Readiness Plan and required eRecert ECEs

- Preparations for Internet connectivity and IT app

installation

During the Virtual (Re)Certification

- Virtual Team Conferences with Student, Teachers and

Coordinators Panel

- Virtual Interviews with Administrators

- Video Calling to show pictures (if possible) OR

watching video recording of School Site, Facilities,

Buildings, Classrooms and other learning spaces (if there

are any) OR looking at scanned pictures)

Post-Online (Re)Certification

- Study of (Re)Certification Results

- Dissemination of school (Re)Certification results to

school community

- Incorporation of the (Re) Certification Visit

recommendations in the SSIP for continuing school

improvement

7:45 AM Start-of-the-Virtual Activity Conference with School Head

8:00 - 10:00 On-line Tandem Conferences with Students and Teachers Panel

10:00 - 11:45 On-line Interviews with School Administrators

11:45 -12:45 Lunch Break

12:45 - 2:00 Perusal of additional ECES as requested

2:00 - 2:45 Preparing Area Report

2:45 - 3:45 Wrap-up Session

3:45 - 4:00 Post-Virtual Activity Conference with School Administrators

Suggested Time Table for eCertification and eRecertification

For eRecert, schools must show extent of continual

provisions towards the attainment of these

standards since the last visit. However, as the

COVID19 global pandemic interim necessitates

creative and flexible pathways that will mitigate

adverse impact on the school community,

narratives and essays on how these regular

programs, plans, projects and activities are

reconfigured or adjusted towards in the interim

period should be underscored and likewise,

presented.

By undertaking recovery and readiness in different

areas of concern, schools will be more equipped to

continue learning in spite of disruption or closure.

With these in mind, PEAC presents the School

Recovery and Readiness Assessment Tool which will

provide data to prepare the School Recovery and

Readiness Plan where schools identify interventions

and concrete action steps they plan to take as they

navigate the COVID19 pandemic transition.

PEAC SCHOOL

RECOVERY AND

READINESS

ASSESSMENT TOOL

(SSRA TOOL)

PEAC SCHOOL

RECOVERY AND

READINESS PLAN

(SRRP)

THE DESIGN FACULTY READINESS

INSTRUCTIONAL READINESS

ADMINISTRATIVE READINESS

ACADEMIC SUPPORT READINESS

PHYSICAL PLANT READINESS

FINANCIAL RECOVERY

INSTRUCTIONAL RECOVERY PEAC

SCHOOL

RECOVERY

AND

READINESS

PLANN

PEAC AREA OF

CERTIFICATION

SCHOOL AREA OF CONCERN

DUE TO COVID-19 AND

QUARANTINE

TYPE OF

RECOVERY/READINESS

INTERVENTION

Curriculum,

Assessment and

Instruction

A. Continuity of student

learning outcomes in

different subject area and

grade levels

Instructional Recovery

Instructional Readiness

B. Alternative Learning

Modules (ALMs) and/or

Flexible Learning Options

(FLOs)

Instructional Readiness

Relationship of SRRP and the PEAC 2018 CAI

PEAC AREA OF

CERTIFICATION

SCHOOL AREA OF

CONCERN DUE TO COVID-

19 AND QUARANTINE

TYPE OF

RECOVERY/READINESS

INTERVENTION

Faculty

C.Teachers Readiness for

Alternative Learning

Modules (ALMs) and/or


(FLOs)

Faculty Readiness

PEAC AREA OF

CERTIFICATION

SCHOOL AREA OF


19 AND QUARANTINE

TYPE OF

RECOVERY/READINESS

INTERVENTION

Administration

and

Governance

School Budget

and Finance

D. School Enrolment and

Management of

Finance and Business

Operations

Financial Recovery

Administrative

Readiness

PEAC AREA OF

CERTIFICATION

SCHOOL AREA OF


19 AND QUARANTINE

TYPE OF

RECOVERY/READINESS

INTERVENTION

Administration

and

Governance

Institutional

Planning and

Development

E. School Emergency

Preparedness and

Response Planning

Administrative

Readiness

PEAC AREA OF

CERTIFICATION

SCHOOL AREA OF


19 AND QUARANTINE

TYPE OF

RECOVERY/READINESS

INTERVENTION

Academic

Support and

Student

Development

Services

F. Mental Health of the

School Community

Academic Support

Readiness

PEAC AREA OF

CERTIFICATION

SCHOOL AREA OF


19 AND QUARANTINE

TYPE OF

RECOVERY/READINESS

INTERVENTION

Physical Plant

and Instructional

Support Facilities

G. Elimination of Health

Risks, Hazards and

Threats from COVID19

and Other Infectious

Diseases in the Campus,

Classrooms, Offices,

Facilities and

Environment

Physical Plant

Readiness

PEAC AREA OF

CERTIFICATION

AREA OF CONCERN * GOAL INTERVENTIONS ACTION STEPS TARGET

DATES

MONITORING

SCHEME

PERSON IN-CHARGE/

PARTNER AGENCY

BUDGET

Curriculum,

Assessment and

Instruction

A. Continuity of

Student Learning

Outcomes in the

Different Subject

Areas and Grade

Levels

B. Alternative

Learning Modes

(ALMs)/Flexible

Learning Options

(FLOs)

Faculty C. Teacher

Readiness for


Modes (ALMs)/

Flexible Learning

Options (FLOs)

III. A. Plan TemplateESC-GASTPE School Recovery and Readiness Plan S.Y. 2020 – 2021

Name of School ______________________________________________ Region ________ City/Town/Province _______________

PEAC AREA OF

CERTIFICATION


DATES

MONITORING

SCHEME

PERSON IN-CHARGE/

PARTNER AGENCY

BUDGET

Administration

and Governance

School Budget

and Finance

D. School Enrolment

and Management of

Finance and Business

Operations

Administration

and Governance

Institutional

Planning and

Development

E. School Emergency

Preparedness and

Response Planning

PEAC AREA OF

CERTIFICATION


DATES

MONITORING

SCHEME

PERSON IN-CHARGE/

PARTNER AGENCY

BUDGET

Academic

Support and

Student

Development

Services

F. Mental Health of

School Community

Physical Plant

and Instructional

Support Facilities

G. Elimination of

Health Risks, Hazards

and Threats from

COVID19 and Other

Infectious

Diseases in the

Campus,


Facilities and

Environment

* Based on the PEAC Survey 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 PEAC AREA OF CERTIFICATION This is the PEAC 2018 CAI Area of reference.

2 AREA OF CONCERNThis is an enumeration of Areas from the PEAC Survey on School Recovery and

Readiness of School Operations for School Year 2020-2021.

3 GOALS Goals are written as specific, measurable, attainable, realistic and time bound.

4 INTERVENTIONS

These refer to the different forms of Recovery and Readiness interventions,

programs and projects 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.

5 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.

Column Heading Description

6 TIME PERIOD or Dates Dates of expected accomplishment of the interventions are stated and

achievable.

7 MONITORING SYSTEM A system of reviewing and evaluating the accomplishment of the different

action steps and achieving the intervention is described in detail.

8 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

9 BUDGET AND BUDGET SOURCE Amount is stated along with the source from the school budget. Amount is

sufficient to achieve the intervention

10 ALIGNMENT (no Column provided) All above parts are aligned with each other and the Area of Concern

PEAC AREA OF

CERTIFICATION

AREA OF CONCERN * GOAL INTERVENTIONS ACTION

STEPS

TARGET

DATES

MONITORING

SCHEME

PERSON IN-

CHARGE/ PARTNER

AGENCY

BUDGET

Curriculum,

Assessment and

Instruction

A. Continuity of

Student Learning

Outcomes in the

Different Subject

Areas and Grade

Levels

(Focus Question: What may

the school undertake to

ensure continuity of

learning, address impact on

disruption of class

schedules and accomplish

curriculum standards and

competencies: Bridge

Programs?)

(What initiatives may the

school undertake to

facilitate learning continuity:

curr adjustments accdg to

MELCS, Reading

enhancement, Math

Remedial?)

III. A. Plan TemplateESC-GASTPE School Recovery and Readiness Plan S.Y. 2020 – 2021

Name of School ______________________________________________ Region ________ City/Town/Province _______________

PEAC AREA OF

CERTIFICATION


STEPS

TARGET

DATES

MONITORING

SCHEME

PERSON IN-

CHARGE/ PARTNER

AGENCY

BUDGET

Curriculum,

Assessment and

Instruction

B. Alternative

Learning Modes

(ALMs)/Flexible

Learning Options

(FLOs)

(Focus Question: What

ALMs/FLOs/

Learning Technology

platforms may the school

adopt as an alternative to

structured F2F classroom

encounters: environment

scanning on capability and

IT availability and

accessibility in school, of

teachers, students,

parents/homes (PAPSCU-

PEAC ASPIRE eTool kit);

adopted alternative

learning delivery dynamics

and shift arrangements?)

(What actions may the

school undertake to ensure

optimum use of the chosen

ALMs/FLOs: development of

LMs & LPs, Parent Orientation

PEAC AREA OF

CERTIFICATION


STEPS

TARGET

DATES

MONITORING

SCHEME

PERSON IN-

CHARGE/ PARTNER

AGENCY

BUDGET

Faculty C. Teacher

Readiness for


Modes (ALMs)/

Flexible Learning

Options (FLOs)


professional development

activities: training on use of

IT platforms, LMS, etc;

courseware development

the school should provide to

improve teachers’

competence and

confidence in the chosen

ALMs/FLOs?)

Administration

and Governance

School Budget

and Finance

D. School Enrolment

and Management

of Finance and

Business Operations

(What may the school need

to undertake to ensure

stable school enrollment?

What may the school

undertake to ensure

financial viability and

operational vitality?)

PEAC AREA OF

CERTIFICATION

AREA OF CONCERN

*

GOAL INTERVENTIONS ACTION

STEPS

TARGET

DATES

MONITORING

SCHEME

PERSON IN-

CHARGE/ PARTNER

AGENCY

BUDGET

Administration

and Governance

Institutional

Planning and

Development

E. School

Emergency

Preparedness and

Response Planning


emergency response

protocols must the school

establish to ensure safety

against COVID19?

What administrative

rearrangements and

operational changes must

the school to support

ALMs/FLOs?)

PEAC AREA OF

CERTIFICATION

AREA OF CONCERN

*


STEPS

TARGET

DATES

MONITORING

SCHEME

PERSON IN-

CHARGE/ PARTNER

AGENCY

BUDGET

Academic

Support and

Student

Development

Services

F. Mental Health of

School Community

(Focus Question: As a result

of the stress brought about

by the COVID19 pandemic,

what may the school

provide for the mental

health and well-being of the

school community?)

(How may the school

integrate mental health, EQ,

AQ and psychosocial

development in the

curriculum?)

PEAC AREA OF

CERTIFICATION

AREA OF CONCERN

*


STEPS

TARGET

DATES

MONITORING

SCHEME

PERSON IN-

CHARGE/ PARTNER

AGENCY

BUDGET

Physical Plant

and Instructional

Support Facilities

G. Elimination of

Health Risks, Hazards

and Threats from

COVID19 and Other

Infectious

Diseases in the

Campus,


Facilities and

Environment

Focus Question: What does

the school need, in terms of

specialists, equipment,

supplies, etc, to improve its

capability to eliminate risks,

hazards and threats from

COVID19 and other

infectious diseases?

What physical plant

restructuring must the

school undertake to comply

with IATF standards and

quarantine level parameters

and guidelines?)

* Based on the PEAC Survey on School Recovery and Readiness of School Operations for SY 2020-2021

DepEd ORDER

No. 007 s. 2020

DepEd ORDER

No. 014 s. 2020

DO # 007 s. 2020

Required Documents

SRRP Areas of Concern SRRP Intervention Focus PEAC Area of

Certification

b. LCP Support

A. Continuity of student

learning outcomes in the

different subject area

and grade levels

A1. Interventions to ensure continuity of learning,

address impact on class disruptions, and

accomplishment of curriculum standards and

competencies: Bridge Programs

A2. Interventions to facilitate learning continuity:

curriculum alignment with MELCs, Remedial

Reading, Remedial Math

Curriculum, Assessment

and Instruction

b. LCP

B. Alternative Learning

Modes (ALMs) and/or


(FLOs)

B1. Interventions to determine ALMs/FLOs/Learning

Technology platforms as an alternative to

structured F2F classroom encounters:

environment scanning of capabilities and

availability of IT tech support of school and of

teachers, students and parents/homes; adopted

alternative learning delivery dynamics and shift

systems

B2. Interventions/Infrastructure to ensure optimum

use of the chosen ALMs/FLOs: development of

LMs/LPs, Parent Orientation and Training, etc.

Curriculum, Assessment

and Instruction

Interface of DO # 007 s. 2020 with SRRP

DO # 007 s. 2020

Required Documents


Certification

b. LCP Support

C. Teacher Readiness for


Modes (ALMs) and/or


(FLOs)

C1. Professional Development Training Activities:

Trainings on Use of ALMs/FLOs, IT Platforms,

LMs, etc.; development of course waves, etc.

Faculty

b. Health Compliance

Support

c. LCP Support

D. School Enrolment and

Management of Finance

and Business Operations

D1. Interventions to ensure stable school

enrollment

Administration and

Governance

D2. Interventions to ensure financial viability and

operational vitality

School Budget and

Finance

Institutional Planning

and Development

a. Health Standards

Compliance Plan

E. School Emergency

Preparedness and

Response Planning

E1. Emergency Response Protocols to ensure

safety of teachers, students and parents

E2. Administrative rearrangements and

operational changes to support ALMs and

FLOs

DO # 007 s. 2020

Required Documents


Certification

b. LCP Support

F. Mental Health of the

School Community

F1. Interventions to mitigate stress brought

about by the COVID19 pandemic

F2. Interventions to integrate development

of EQ, mental health and psychosocial

well-being in the curriculum.

Academic Support

and Student

Development

Services

a. Health Standards

Compliance Plan

G. Elimination of Health

Risks, Hazards and

Threats from COVID19

and Other Infectious

Diseases in the

Campus, Classrooms,

Offices, Facilities and

Environment

G1. Acquisition of essential equipment,

supplies, etc. to improve capability to

eliminate spread of COVID19

G2. Physical Plant restructuring to comply

with IATF standards and quarantine

level parameters and guidelines.

Physical Plant and

Instructional Support

Facilities

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 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.

Sample possible actions are found in the downloadable SRRP

here: https://peac.org.ph/certification/

https://peac.org.ph/certification/

See you online!