OAS SOUTH DISTRICT PROGRAM IMPLEMENTATION REVIEW

OAS SOUTH DISTRICT PROGRAM IMPLEMENTATION REVIEW.

OAS SOUTH DISTRICT ON FOCUS …. courage and strength to the mentors to perform their duties and responsibilities despite all odds and the threat of the present world health crisis. One of them sits as Principal II, another one as Assistant Principal II/ OIC, seven serve as Principal I, four are recognized as Head Teacher III, three are Head Teacher I, one belongs as OIC Head Teacher I, one exercises as Master Teacher/ OIC and another one as Teacher III/ Teacher- In- Charge respectively. Moreover, the presence of the 13 Master Teachers in the elementary level who were being tasked to hold the District Coordinatorship serve as the scaffold of the district to give technical assistance and enhance more the professional competencies of the colleagues through conducting In- Service Trainings and similar activities..

Hello!. I am Donna S. Rinon Come and join me as I tour you in our beloved district! ?.

1 . THE SCHOOLS COMPRISING OUR DISTRICT. BALOGO EAST ELEMENTARY SCHOOL Mr. Emmanuel R. Ros- Principal I.

BALOGO WEST ELEMENTARY SCHOOL Mr. Franco M. Nepomuceno, Jr. Principal I.

C.B. REDITO ELEMENTARY SCHOOL Mr. Jesus C. Regorgo - Head Teacher III.

CAMAGONG ELEMENTARY SCHOOL Mrs. Maria Lourdes R. Paguio - Principal I.

CASINAGAN ELEMENTARY SCHOOL Mr. Roger R. Relato - Head Teacher I.

COLIAT ELEMENTARY SCHOOL Mrs. Nenita R. Bellen - Principal I.

GUMABAO ELEMENTARY SCHOOL Mrs. Veronica B. Cunanan – Head Teacher III.

MAYAG ELEMENTARY SCHOOL Mrs. Imelda B. Rico – Teacher III/ TIC.

MAPORONG ELEMENTARY SCHOOL Mr. Henry R. Borbo – Principal I.

MATAMBO ELEMENTARY SCHOOL Mrs. Karla Jane V. Sebastian – Head Teacher I.

OAS SOUTH CENTRAL SCHOOL Mrs. Anna Belle L. Pulvinar – Principal II.

OAS EAST CENTRAL SCHOOL Mr. Marcel B. Renolayan – Principal I.

RAMAY ELEMENTARY SCHOOL Mr. Dexter R. Sto . Domingo – Master Teacher I/ TIC.

SAN AGUSTIN ELEMENTARY SCHOOL Mr. Troy R. Rempillo – Principal I.

SAN VICENTE ELEMENTARY SCHOOL Mrs. Mailah R. Ragragio – Principal I.

SAN JUAN ELEMENTARY SCHOOL Mr. Elver O. Paguio – Principal I.

SAN PASCUAL ELEMENTARY SCHOOL Mr. Oswald E. Cunanan – Head Teacher III.

TOBOG ELEMENTARY SCHOOL Mrs. Mildred V. Gregorio – Principal I.

SAN JOSE ELEMENTARY SCHOOL Mr. JESUS A. ESPINOSA, JR. – Head Teacher I.

BALOGO HIGH SCHOOL Mrs. Josephine R. Reynancia – Principal I.

SAN JUAN HIGH SCHOOL Mrs. Eden I. Bobis – Assistant Principal II/ OIC.

SAN MIGUEL HIGH SCHOOL Mr. Rostum N. Raton– OIC- Head Teacher I.

TOBOG HIGH SCHOOL Mrs. Ma. Luz S. Nunez, Ph.D.– Head Teacher I.

27. SCHOOL NO. OF LEARNERS WITH ACCESS TO GADGETS ANDROID PHONE NON- ANDROID PHONE NETBOOK LAPTOP RADIO TABLET Balogo East ES 34 5 0 3 4 5 Balogo West ES 105 17 0 10 19 10 C.B. REDITO ES 76 2 2 4 0 11 Camagong ES 20 5 0 0 1 0 Casinagan ES 64 17 0 0 31 1 Coliat ES 40 10 0 0 5 0 Gumabao ES 50 9 0 0 0 0 Mayag ES 25 12 0 0 17 0 Maporong ES 43 12 0 0 1 0.

28. SCHOOL NO. OF LEARNERS WITH ACCESS TO GADGETS ANDROID PHONE NON- ANDROID PHONE NETBOOK LAPTOP RADIO TABLET Matambo ES 10 0 0 0 1 0 Oas South CS 200 46 12 16 0 10 Oas East CS 25 45 10 20 5 10 Ramay ES 61 5 0 3 10 3 San Agustin ES 78 64 2 7 11 8 San Ramon ES 183 45 1 19 92 20 San Vicente ES 35 12 0 0 0 0 San Juan ES 100 50 30 50 100 30 San Pascual ES 50 39 0 0 3 0.

29. SCHOOL NO. OF LEARNERS WITH ACCESS TO GADGETS ANDROID PHONE NON- ANDROID PHONE NETBOOK LAPTOP RADIO TABLET Tobog ES 20 15 3 10 0 5 San Jose ES 20 15 0 0 3 0 Total 1 216 413 60 143 303 113 Balogo HS 311 94 19 24 99 31 San Juan HS 100 150 0 5 30 0 San Miguel HS 80 40 0 0 37 0 Tobog HS 105 50 6 4 27 4 TOTAL 596 334 25 33 193 35.

ISSUES/ LEARNING GAPS ENCOUNTERED BY THE LEARNERS IN MODULAR DISTANCE LEARNING.

ISSUES/ LEARNING GAPS ENCOUNTERED BY THE TEACHER IN MODULAR DISTANCE LEARNING.

Elder siblings or relatives who are capable of assisting younger/ slow learners were recommended. Primary teachers were given tasks to translate the given module in a dialect used in a particular district. Give supplementary activity sheets/ performance tasks to suit the level of learning of the pupils. Conduct home visitation to monitor the learner’s progress especially in accomplishing the SLMs/LAS. Create an area dedicated to studying. It should be quiet, with good light to read by. A table or desk works well. Give yourself a break from social media. Put your phones away. Turn off the television. These things pull you away from what you are trying to learn..

BEST PRACTICES IN TEACHING ENGLISH. One of the programs used by the teacher is the Parent Gradual Tutoring (PGT) and it is still in continuous and given priority as an intervention since limited face to face is still impossible. The teacher also consider the lesson video download from learning portals/ sources to help the parents in teaching the subject. They conducted home visitation to monitor the reading and learning progress of their learners and help the parent in teaching the language. This was accompanied by a letter approved by the school head and barangay captain to strictly adhere the IATF health protocol and ensure the safety of everyone. Teachers through the use of information and communication tools such as messenger and SMS, provide tutorials to parents on how they can be of help to their children..

BEST PRACTICES IN TEACHING ENGLISH. Balogo West ES conducted the BOOK PANTRY with its slogan: “ Bigay Ko na Libro, Tulong Ko sa Pagkatuto ng Anak Mo.” In this program, the parents felt the support of the school and other stakeholders from the books donated to them and trigger the value of reading of their children at home. The “One- Word A Day Program” was successful that enhanced the vocabulary of the learners and enabled them to construct their own simple sentences as to the meaning the specific word suggested. This was done everyday before the start of the morning session during the time before the pandemic..

ACHIEVEMENTS MADE IN ENGLISH. The district gives importance to the learners especially to those who find difficulty in language skills and metacognitive process. It is a tough job for the teachers in this time of pandemic to address the different problems encountered along the modular distance learning, but they give their best to make use of programs that could show positive effect on the learning. The district always extend effort to assist and inform the parents with regards to the ut i lization of the modules and on how to teach the learners of the subject competency even through online chat, call or text. Reading is also given priority. Some schools in the district conducted the group screening test among the learners to identify those who will undergo the Parental Gradual Tutoring Program implemented by the schools..

PROGRAMS & PROJECTS IMPLEMENTED IN THE DISTRICT. 36.

37. Guided Reading (Parents and their Children). Parents as co- partners in educating our young in this new normal. School stakeholders were tapped to tutor their own children in a day, with all the lessons from the modules/ LAS. SVES Family Reads! In support to the program, families were urge to uphold reading as a habit in each and every home in the community. Project DEAR is a time regularly set aside in the classroom or at home schedule for both learners and teachers to drop everything and read. Reading Family. Each family is challenged to read at least once a week. Each family is expected to post pictures of the activity through pictures/ posters about the story they have read together. Ate, Nanay Ko, Teacher Ko Program. The elder siblings and mother teach or guide the learner/s in reading in their houses..

38. SECONDARY LEVEL. Project LEARN- conducting remediation lessons to struggling learners Project SHIP- intensifying home visitation to the struggling readers Program SPARK (Strategic Parent- Peer Assisted Reading for Kids) (February 2020) is the school’s answer to the DepEd’s program “ Bawat Bata Bumabasa ” “ Amusna , Magbasa Kita! A Reading Activity in a Thriving Community is a reading project, an interactive story- telling that taps the alumni of the Tobog High School to be volunteered- partner in conducting the year- round activity. The main support group/ organization as the partner of this project is the Tobog Youth Organization (TYO). This interactive story- telling project will be administered to the Grade 7 and 8 students only since they are the grade levels wherein distance learning was implemented so they will not physically attend classes in the school..

ISSUES/ CONCERNS/ CHALLENGES ENCOUNTERED IN THE CONDUCT OF THE PROGRAM.

RECOMMENDATIONS TO IMPROVE & SUSTAIN THE IMPLEMENTATION OF THESE PROGRAMS.

RECOMMENDATIONS TO IMPROVE & SUSTAIN THE IMPLEMENTATION OF THESE PROGRAMS.

BEST PRACTICES in the District, IGNITING Great Endeavor . . ..

43. PARENTS DROPPING OFF AND GETTING THE SLMs/LAS AT DESIGNATED SCHOOL BOXES.

44. HOME VISITATION AND KUMUSTAHAN WITH THE PARENTS AND LEARNERS.

45. MONITORING THE LEARNERS WHILE ANSWERING THE SLMs/LAS AT HOME VIA MESSENGER.

46. BRIGADA SA PAGBASA IN ACTION . . .. PICS-READING A BOOK.

47. READING CHALLENGE. TEACHERS READING1. TEACHERS READING2.

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49. READING NOOK AT HOME. . READING NOOK1. READING NOOK4.

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