DON SEVERO FELISMINO ES DOLORES DISTRICT DIVISION OF QUEZON
BRIGADA ESKWELA 2021 SPIRIT OF BAYANIHAN
LEARNING 20 SPACES
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ENGAGEMENT 30 STRATEGIES
2020-2021
The number of pupils involved in the first batch of Reading at Home Program for Brigada Pagbasa
The proposed number of beneficiaries of READING at HOME program
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The number of learners who cannot read any letter as of September report
The number of learners who can read and understand localized story as of September report
DepEd Tayo Don Severo Felismino ES-Quezon DepEd Tayo Don Severo Felismino ES-Quezon Province Province
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COMMUNITY HOME PARTNERSHIPS
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he file of narrative report and analysis on the project, with plan of ways forward and its output is well kept by the school literacy coordinator, Mrs. Anastacia Luya. She works hand in hand with the Filipino coordinator, Mrs. Lydia Tapalla. There were 68 Brigada Pagbasa Volunteers who attended the first Pagbasa project meeting last August 9.
A1. Parents and other community members are involved in the school numeracy and reading program.
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UNITY IN CRISIS A2. Collaboration of School and Municipal Federation of Parents and Teachers Association.
CONFERENCE—the parents attended the
PTA forum on September 6 PTA LIST OF PROJECTS SY 2019-2020 PRINTERS for 17 teachers SY 2020-2021 Aircon-school office
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rs. Liza Iranzo, the school principal headed the Parents-Teachers Association Meeting last September 6. The previous PTA projects and the plans for the current year were discussed during the forum.
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COMMUNITY HOME PARTNERSHIPS A3. LGU’s (province, city/ municipal or barangay) collaboration on preparation for the opening of classes and Brigada Eskwela planning and implementation
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he file of narrative report and analysis on the project, with plan of ways forward and its output is well kept by the school literacy coordinator, Mrs. Anastacia Luya. She works hand in hand with the Filipino coordinator, Mrs. Lydia Tapalla. There were 68 Brigada Pagbasa Volunteers who attended the first Pagbasa project meeting last August 9.
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A4. Capacity building (Webinar/training) of parents and other stakeholders in the community as facilitators of homebased teaching.
ORIENTATION—CONNECTED. Don Severo Felismino’s Master Teacher remind the parents regarding the different protocols of the new normal in Education
Support from Parents and Stakeholders in aiming for Education to push through despite
The parents are informed and oriented through a group chat created by each teacher/adviser.
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COMMUNITY HOME PARTNERSHIPS A5. Collaboration to develop interventions to improve teaching processes, draw greater support from parents, LGU and community organizations
COOPERATION—The advisers inform the parents of the ongoing school programs to be conducted in school. The parents were proven to be cooperative to any school program that will benefit the students.
ONE ON ONE—the school principal and the barangay captain as they tackle about one goal, the betterment of the learners.
PROPOSAL—These recommendations were based from the conclusions of the action research conducted by one of the teachers of Don Severo during the previous school year. The proposal of the continuous project will be submitted to the school principal soon.
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MISSION POSSIBLE
A6. Learning at Home-Families help children do their homework and they are involved in other curriculum– related activities and decision
READING WITH NANAY—Aero Ubongen reads a short English story with the guidance of his mother, Mrs. Michelle Ubongen. September 24
UNITED -The students do their school learning tasks together with the other family members
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COMMUNITY HOME PARTNERSHIPS
A7. Family members of pupils/students and other residents actively participate in designing, supporting and monitoring activities of the school and community
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arents like Mrs. Rhizza Demejes, a guardian of kindergarten pupil, follows the learning program to help her niece easily adjust and adapt the new normal setting of education. They actively participated in different activities like earth quake drill together with other family members.
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TOGETHER AS ONE
A8. Family resource centers, early childhood developments programs, and coordinated health and social services build on individual strengths and enhance family life.
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s. Jenny Lyn Bejer, the school Brigada Coordinator met the parentvolunteers for the READ at HOME Program on August 9-13 via virtual meeting and face to face meeting observing the health protocols.
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COMMUNITY HOME PARTNERSHIPS
A9. Sustainability of food supplies , security for students and families
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he school also engages children with securing food and other supplies in this time of pandemic. It is important to have regular maintenance of one’s house to avoid any accident.
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THE FRUIT OF HARDWORK
A10. Providing volunteerism opportunities for both school and community
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he spirit of Bayanihan shows in school as the volunteers wholeheartedly work hard to clean the school ground.
Meanwhile, the teachers from the new DepEd standard building, Ms. Jenny Lyn Bejer, Ms. Vivian Tapalla, and Ms. Rielyn Rocafor helped one another in beautifying the front yard.
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COMMUNITY HOME PARTNERSHIPS
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DISSEMINATING INFORMATION
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he school communicate and disseminate information in the community through media using the school official Facebook page, DepEd Tayo Don Severo Felismino ES-Quezon Province. The teachers also give flyers to parents who have no internet access with the help of the PTA officers and the barangay officials.
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COMMUNITY HOME PARTNERSHIPS
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THE POWER OF INTERNET
A12. With virtual students assemblies and safe communication
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he virtual meetings of students are now common among teachers since the online media serves as our safe connection with our students and parents. This platform helps us to monitor and address the students progress and problems in different learning areas. The teachers call it Online Kumustahan. Some teachers have a group chat with their students while all of the teachers created a group chat with the parents or guardians.
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COMMUNITY HOME PARTNERSHIPS
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ommittee and teams are very hard working to fulfill their duties to plan and create activities for the improvement of different programs in the school as well as in the community we belong.
A13. With functional school governing council
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BRAIN AND MANPOWER
A14. Records on testimonies on schoolcommunity Partnership
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he teachers are very thankful that despite the pandemic we are currently facing, the bayanihan of Filipinos is still warmth and strong. The time, effort and love for the school is visible . The following groups of heroes went to school for the BRIGADA ESKWELA bayanihan sa paaralan project of the school. *The Fraternal Order of Eagles, Philippine Eagles *LGBTQ+ Doloresin Pride ng Dolores, Quezon *REACT Philippines, Inc. REACT BALANI GROUP ng Brgy. Sta. Lucia, Dolores, Quezon
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COMMUNITY HOME PARTNERSHIPS
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ONLINE/OFFLINE KUMUSTAHAN A15. With collaboration on evaluation to formulate improvement plans and determine resources needed to improve teaching-learning process
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here is an open line of communication between and among the school heads, teachers, non-teaching personnel and other school stakeholders. During the Online /Offline Kumusthan sa Paaralan, the school principal gives each teacher an opportunity to address any issue they encounter in delivering their lessons to the students as well as any updates regarding their respective coordinatorship.
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HOME LEARNING SPACES AND ACTIVITIES
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B1. Report on Student’s dedicated and comfortable space for learning at home
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earners of DSFES enjoy studying and can focus on their school works because they feel comfortable in their learning spaces. Parents see to it that during class hours, gadgets are only for school-related activities not for leisure.
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THE GUIDING LIGHT B2. Home learning space is visual and with well-lit area
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ell-lighted learning space allows learners to concentrate better on their studies which increases their productivity. This is very helpful because learners can move freely and do their tasks properly.
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HOME LEARNING SPACES AND ACTIVITIES
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eachers provide reading materials appropriate to their learners.
B3. With variety of reading materials and attainable to learners
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FOCUS ON LEARNING
B4. With plan and predictable learning B5. Home learning space is with visual displays of independent works or play
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arents provide other relevant learning materials for their children which they can use in doing their school works and making creative outputs.
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ENGAGEMENT STRATEGIES AND ACTIVITIES
C1. Development plans and work programs relevant to new normal
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NEW NORMAL BRIGADA ESKWELA
C2. Virtual Brigada Eskwela forum
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o have a clear and deep understanding of the Brigada Eskwela 2021, the school coordinator, Ms. Jenny Lyn Bejer attended the district Brigada Eskwela Forum. She echoed her understanding of the guidelines to be followed in the implementation of the program during the virtual Kumustahan sa Paaralan conducted under the supervision of the school principal, Mrs. Liza Iranzo.
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ENGAGEMENT STRATEGIES AND ACTIVITIES C3. Online Orientation/ capacity building on AdoptA-School and partnership building strategies in relation to the learning
C4. Information campaign to flexible learning option
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OPTIMISM AMIDST THE PANDEMIC
C5. Engagement of partners to support new learning
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he Department of Education is optimistic that despite the difficulty in the provision of learning support at home, and unusual needs of every learner, the Learning Continuity Plan could be the key to providing quality basic education. The school gave flyers with learning options to choose from.
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ENGAGEMENT STRATEGIES AND ACTIVITIES
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takeholders take part in bringing the school's dreams into reality by supporting its advocacies regarding the continuity of learning.
C6. Virtual Partnership Appreciation Program
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APPRECIATION AND DISCUSSION
C7. Discuss the new direction of basic education, (Different challenges, BELCP and partnership on its implementation)
C6. Virtual Partnership Ap-
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earning Continuity Plan provides preparation to guide decisions for the school's mission, and it clearly indicates of who will perform them. DSFES create workable plan which starts with gathering support and creating a shared vision
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ENGAGEMENT STRATEGIES AND ACTIVITIES C8. PTA forum and Gen. Assembly
C9. Sharing of partnership best practices
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SFES conducts regular General PTA meeting/forum to facilitate commitment with its parents and stakeholders, teachers and school head.
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PARTNERSHIP AND PRACTICES
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he school is blessed with supportive Brigada Heroes who untirelessly embrace their roles as the school's partners.
C10. Partnership for printed materials and supplies for remote learning for the learners, teachers and parents( bond paper, worksheets, notebooks, pad paper, pen, crayon, pencil, etc.) 108680@deped.gov.ph
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SCHOOL DISTRICT COLLABORATION D1. Coordinate with School District Offices and convince local school board to identify possible support to school.
D2. Participation in district activities like webinars, training, workshops, etc.
D4. Programs, Projects and activities coordinated to school D3. Participate in district preparatory meeting for Brigada Eskwela 32
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PARTNERSHIP AND PRACTICES
D4. Programs, Projects and activities coordinated to school district
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articipating in different activities helps the teachers understand and realize the big change in the new normal learning delivery preparation. Among the preparations involve are the DepEd feeding program, Numeracy and Reading Program, or Brigada Pagbasa, and the disaster risk reduction and resiliency management
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SCHOOL DISTRICT COLLABORATION
D5. Recognition, Awards given by the school district
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ecognition of the school's effort inspires the whole school community to continue serving its staff, stakeholders and learners to achieve quality education amidst pandemic.
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PARTNERSHIP AND PRACTICES
D6. Coordination with school district on disaster risk reduction and resiliency
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he school aims to empower "Teamwork and Success" through its partnership with different agencies like Bureau of Fire Protection or BFP Dolores and National Disaster Risk Reduction and Resiliency Council that support the school's advocacy.
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SCHOOL DISTRICT COLLABORATION
D7. Coordination with school district on sustainable food supply
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he goals of the SBFP are to rehabilitate at least 70% of severely wasted beneficiaries to normal nutritional status at the end of the allotted days or cycle., increase classroom attendance by 85% to 100%,and to improve the children's health, nutrition values, and behavior.
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WINNING APPROACH
D8. Coordination with school district with winS program
D8. Coordination with school district with winS program
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n its goal to promote clean and safe environment and correct hygiene and sanitation practices among its students, Don Severo Felismino Elementary School integrates the Department of Education WASH (Comprehensive Water, Sanitation, and Hygiene) in schools (WINS) program in their Health subject.
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SCHOOL DISTRICT COLLABORATION
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he school Math Coordinator, Ms. Maricel Malabanan headed the District Mathematics Capacity Building for Grade Three Teachers, to tackling the important aspects and things to prepare for the Math program in the district. After the training, she was able to formulate the Math projects for school which are Project PANDEMIC –Providing Accurate New Materials in Delivering Ensured Mastery of Individual Competency and Project MATH Mathematics Achievement with Teacher's Help. Meanwhile, the school also coordinates with the district literacy programs. D9. Coordination with school district on Reading program literacy and numeracy
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FEEDING LITERACY AND NUMERACY
D10. Collaboration with school district with feeding program
E1. Action plan and work program
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BFP is a great and huge responsibility to hold. As a new coordinator of Don Severo Felismino Elementary School, Ms. Lizelle Jumawan shared her experience being a SBFP coordinator during pandemic. She said that during this pandemic season, there are many changes and adjustment happen. She said that it affects the program in lot. Despite of the situation, the school still gives its best to provide the nutritional foods for the children who really need nutritional attention. One way to do this is to coordinate with the district
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BRIGADA ESKWELA PROGRAM READINESS
E1. Action plan and work program
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efore conducting a Program the school teachers under go planning and step by step procedures together with the school stakeholders to deliver learning amidst the Covid19 pandemic.
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WALK THE TALK
E2. Compliance to timetable
E1. Action plan and work program
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he Brigada school coordinator, Ms. Jenny Lyn Bejer, with the supervision of the school principal, Mrs. Liza Iranzo makes sure that the school follows the time line of the BRIGADA ESKWELA implementation, from to the E2. Compliance advocacy and martimetable keting up to the reporting.
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BRIGADA ESKWELA PROGRAM READINESS
E3. Availability of BE Documentation and its report to Division/District Office
B
rigada Eskwela seeks to engage parents and partners to create functional learning spaces at home to foster academic ease, and to continue taking part in the development of the school in the light of ongoing pandemic.
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E4. Accuracy of BE report to DPDS, Inventory Slip and Acknowledgement Receipt DepEd Tayo Don Severo Felismino ES-Quezon Province
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WALK THE TALK
E5. Liquidation of all expenses on time
A
s of September 30, 2021 the total Resource Generated is about Php 207,695.5, we are glad that despite the Pandemic there are such people who are willing to give, help and donate. These donations help us in printing of materials for Distance Learning Modality. While the medical supplies will be used by the teachers and parents during the distribution of modules.
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ENGAGEMENT TO ALL EDUCATION STAKEHOLDERS
F. Involvement of partners in Brigada Pagbasa
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takeholders, just like the teachers, are also responsible for the achievement of the learning outcomes through their active participation in school programs and projects. With their continuous engagement, the school is able to achieve the desired learning for the learners in the new normal education.
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INVOLVEMENT OF PARTNERS IN BRIGADA PAGBASA
G1. Collaboration with partners to secure the list of struggling learners and non-readers per grade level
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s part of the goal of the school to deliver quality education, DSFES seeks ways to improve learners' reading skills and comprehension. It aims to address the literacy gap of every learners with the help of the school's partners.
G2. Coordinate/ collaborate with LGU in mapping the location of struggling learners per grade level. 108680@deped.gov.ph
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INVOLVEMENT OF PARTNERS IN BRIGADA PAGBASA
G3. Collaborate with LGU’s on mapping community volunteers( Student teachers, PTA, Officers, Church partners Etc.) to be equipped on teaching, reading and handling remediation classes for Brigada Pagbasa
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arangay officials and P.T. A. officers are also responsible for the achievement of the learning outcomes through their active participation in school programs and projects. With their continuous engagement, the school is able to achieve the desired learning for the learners in the new normal education.
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G4. Train volunteers (PTA officials, on methods and techniques to teach beginning reading and use the Reading Remediation Toolkit DepEd Tayo Don Severo Felismino ES-Quezon Province
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LEARNING TO TEACH HOW TO READ
G5. Plan with teachers and community educators on the implementation of the Brigada Pagbasa reading Intervention.
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arents play a vital role in the learning process of their children. In light of the ongoing pandemic, school's partners serve as an aid to reach out learners in terms of their literacy now that we are in the distance learning.
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INVOLVEMENT OF PARTNERS IN BRIGADA PAGBASA
G7. Literacy Assessment tool (FLAT) to identified children by trained parents, caregivers, community educators and child leaders/ Facilitators
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ontextualized reading materials are prepared by the teachers to support the reading assessment for the learners. By the help of the parents, learners are guided with their reading practices at home, and are monitored by the teachers.
G8. Mobilized trained Brigada Pagbasa facilitators to develop contextualized reading materials and books for reading sessions with children
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READING TOOLS G9. Review contextualized reading materials and books for reading sessions with children.
G10. Mobilized and support trained Brigada Pagbasa Facilitators to implement reading and literacy building interventions to children's tutorials (reading, English, Science, and Math)
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ifferent reading materials in Filipino and English are prepared by the teachers to be given to all the learners. At home, parents serve as the facilitator of learning, with the help of the contextualized materials prepared by the grade level advisers.
11. Brigada Pagbasa Roll out , 2 to 3 hours Reading Remediation session (Story telling, Teaching beginning Reading, Drills) 108680@deped.gov.ph
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INVOLVEMENT OF PARTNERS IN BRIGADA PAGBASA G12. Conduct feedbacking and reflection activities with teachers and community educators to identify gasps and lessons learnt in the project roll out
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earners are recognized and appreciated by the school because of their efforts to learn despite of their distance from the school. Learning through a distance is indeed a very challenging reality, but with the help of parents, we overcome hardships
G13. Partnership on school Development of program tutorials
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READING HUB
G14. Partnership on Establishment of reading Help Desk or tutorial Hubs
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eading hub is a place where all the contextualized reading materials prepared by the learners are located. DSFES Reading Hub seeks to provide an enabling environment for the learners where they can grow their love for books and get assistance from their teachers.
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INVOLVEMENT OF PARTNERS IN BRIGADA PAGBASA
G15. Specify other initiated school literacy and numeracy activities and interventions
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umeracy and Literacy are used to make decisions that will impact one's life. It is the center through which students develop knowledge and understanding in different subject areas. It serves as foundation of their learning.
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G16. Allignment of Brigada pagbasa to BE-LCP
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
1. Engage partners in the provision, delivery, retrieval or assessment in the Modular learning System and other supplementary materials for learning. (work sheets, Activity sheets Etc.)
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he school's Learning Continuity Plan was presented to the parents at the opening of the school year. The BE-LCP aims to provide quality distance learning with the use of self-learning modules.
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NUMBER OF BENIFICIARIES
D
SFES composed of 589 students, 16 teaching staff, 1 non-teaching staff , with a total of 606 beneficiaries for the school year 2021 -2022.
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GENERATED RESOURCES
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he school’s generated resources in Brigada Eskwela is
Php 207, 695 and in the Brigada Pagbasa Generated Resources is
Php 17, 345.
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
3. Engage parents in the promotion of new school system and their new role to increase involvement in the learning of their children
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arents are now the new normal teachers of their children at home. They have a vital role in the learning process. Without their support, it will be very hard for teachers to facilitate and monitor learning
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
4. Partnership in psychological first aid or other interventions and debriefing.
5. School– Familypartnership on Gulayan sa Tahanan / Paaralan
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ulayan sa Paaralan aims to boost the awareness of the young children, parents and other stakeholders on the significance of growing vegetables in school. This can be used as additional food source for the school.
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
6. Coordination to clean and disinfect school buildings, classrooms and other school facilities
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egular disinfecting of school buildings for the safety of the teachers and parents
7. Identify resources and partnerships necessary for High tech, Low Tech or No tech aide for learning
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
8. Partnership on teachers and community educators on the implementation of the Brigada Pagbasa
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ith the help of the brigada heroes , the parents and also the teacher are the one who guide the learners in reading.
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
10. Availability of printing materials and provision of supplies for distance learning ( bond papers, worksheets, notebooks, pad papers, ball pens, pencil)
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
11. Availability of hand sanitizing materials, such as rubbing alcohol, anti-bacterial or germicidal soap
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
12. Availability of medical devices and equipment (Infrared and Digital thermometer, pulse oximeter, thermos scanner)
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
13. Washable facemask, surgical facemask face shield and surgical gloves
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
14. Cleaning tools materials or disinfectants that may used to disinfect the learning areas, such as spray tank, disinfectant
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BAYANIHAN EFFORT TO SUPPORT BE-LCP
15. multivitamins capsules, tablets, or syrups for DepEd personnel and learners
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SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
THE BFP DOLORES DURING THE INSPECTION OF ELECTRICAL SYSTEMS AND WIRINGS.
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acilitate the assessment of school building structure and electrical wiring and make necessary repairs and/or upgrades to prevent unnecessary incidents.
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7952243 66
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
Repair minor classroom damages such as broken window, doors, blackboard, roofs, and other furniture, etc.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 67 67
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
I
nstall appropriate and available fire suppression, including fire extinguishers, water source and relevant indigenous materials.
68
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 68
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
E
nsure that corridors and pathways are unobstructed and that all sharp, protruding objects which may cause harm to learners are removed.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 69 69
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
70
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 70
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
C
ordon off and post safety signage for on-going construction , unfinished, damaged and condemned buildings.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 71 71
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
S
ecure cabinets and drawers and ensure that heavy objects are below head level.
72
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 72
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
P
ost safety measures to be observed in laboratories, and workshops, and other facilities requiring the same.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 73 73
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
P
repare an evacuation / exit plan and post directional signage on every floor of the building.
74
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 74
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
I
dentify evacuation areas and classrooms may be used as temporary shelters during disasters and emergencies.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 75 75
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
P
ost directory of emergency contact numbers of relevant government agencies and officers in various high traffic areas of the school.
76
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 76
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
E
stablish and maintain early warnings mechanisms in the school.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 77 77
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
E
quip school with first aid kits, flashlights, megaphones, and other supplies necessary in cases of emergency..
78
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 78
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
I
dentify alternative sources and/or maintain supply of drinking water within the school.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 79 79
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
E
nsure that learners, teachers, and personnel have identification cards with relevant information.
80
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 80
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 81 81
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
C
reate database of learners with the contact details of their immediate family members/relatives/ guardians.
82
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 82
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
S
ecure and safety store vital school records
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 83 83
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
D
ocument accidents experienced by learners and personnel within the school to improve prevention and mitigation measures.
84
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 84
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
I
dentify a storage area for safekeeping of vital schools records, teaching manuals, computers and other school equipment.
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
7952243 85 85
SCHOOL SAFETY, PREPAREDNESS AND RESILIENCY
86
108680@deped.gov.ph
DepEd Tayo Don Severo Felismino ES-Quezon Province
8386 7952243
DON SEVERO FELISMINO ES DOLORES DISTRICT DIVISION OF QUEZON
BRIGADA ESKWELA 2021 20
ENGAGEMENT 30 STRATEGIES
2020-2021
Volunteers Man Hours (Amount in Peso)
The amount of donation received (in Philippine peso) to help fund Don Severo’s school supplies/ cleaning materials
108680@deped.gov.ph
The amount of donation received (in Philippine peso) to help fund Don Severo’s anti -covid measures
DepEd Tayo Don Severo Felismino ESQuezon Province
The total amount of resources generated (in Philippine peso) during Brigada Eskwela
7952243