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Annual accomplishment report
ALTERNATIVE LEARNING SYSTEM
The 1987 Philippine Constitution provides for the recognition and promotion of
other forms of education outside the formal school system. Article XIV, Sec. 2,
paragraph 4 concisely encourage non-formal, informal and indigenous learning
systems as well as self-learning independent and out-of-school study programs
particularly those that respond to community needs.
Likewise, the Governance Act for Basic Education otherwise known as the
Republic Act 9155 also stipulates the establishment of the Alternative Learning System
(ALS) to provide out-of-school children, youth and adult population with basic
education.
A. Programs, Projects and Activities Implemented
o Learners’ Development
o Determined the educational needs of the learner using the Individual
Learning Agreement (ILA)
o Conducted evaluation activities to determine the entry and exit levels
of learners using the Functional Literacy Test (FLT) and other ALS
assessment tools
o Conducted learning sessions for at least ten months in a year using ALS
modules and supplementary materials
o Devised and implemented plans in order to sustain gains of learners
from the ALS program where they are registered
o Conducted home visits, individual tutorials, counseling and other need-
driven activities in an effort to retain and win back the learners to the
literacy session
o Assisted ALS Implementers in the preparation of learning portfolio
o Benchmarked best practices of mobile teachers and District ALS
Coordinators (DALSCs)
o Implemented the following ALS programs
o Basic Literacy Program
o Accreditation and Equivalency (A&E) Program
o InFed
o RBI (Radio-Based Instruction)
o ALS Implementers Development
o Provided technical assistance to DALSCs, mobile teachers, Instructional
Managers (IMs), community leaders and other stakeholders
o Served as resource person, facilitator and moderator during
orientations, seminars, trainings, etc.
o Attended Capability-building Trainings and Seminar-workshops
o Curriculum Development
o Prepared and developed community-based learning materials and other
supplementary modules
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o Adapted existing ALS learning materials and modules by localizing them
o Translated ALS learning materials and modules into local language of
the learners or communities where sessions are conducted
B. Accomplishments
Learners’ Development
Enrolment is one of the problems met by mobile and literacy workers
especially in Basic Literacy Program. Most of them are old to go to school and others
do not want to be called illiterates. Strategies implemented are the following:
o Making use of the report on number of illiterates and reports on dropouts
o Kamustahan sa Barangay
o Survey/Mapping/Immersion
Data on Basic Literacy Program and Indigenous People
M F T M F T M F T
BLP 46 37 83 31 21 52 67% 57% 63%
IP (Basic Educ.) 19 15 34 17 12 29 89% 80% 85%
Enrolment CompletersProgram
% of Completers
BLP caters to the illiterate out-of-school youth (OSY) and adult learners. This
program is served by five mobile teachers and seven DALSCs. As shown on the table,
only 63 percent of the total enrolment completed the program due to transfer of
residence especially by the informal settlers continuously changing dwellings.
Indigenous People (IP) like the Dumagats of Sitio Paglitao in Barangay Calawis
were served and given Basic Education. Out of 34 enrollees, only 29 or 85 percent of
them completed the program.
Data on Accreditation and Equivalency
M F T M F T M F T
Elementary 301 237 538 232 160 392 77% 68% 73%
DepEd Delivered 117 94 211 91 56 147 78% 60% 70%
DepEd Procured 28 24 52 8 4 12 29% 17% 23%
Non-DepEd 156 119 275 133 100 233 85% 84% 85%
Secondary 838 716 1554 710 591 1301 85% 83% 84%
DepEd Delivered 316 270 586 224 198 422 71% 73% 72%
DepEd Procured 46 54 100 21 26 47 46% 48% 47%
Non-DepEd 476 392 868 465 367 832 98% 94% 96%
IP (A&E) - Elem 3 3 6 0 0 0 0% 0% 0%
Enrolment CompletersA&E
% of Completers
The table shows that only 73 percent of enrollees in A&E - Elementary
completed the program while in A&E – Secondary, only 84 percent of the enrollees
completed the program. Reasons by some learners not pursuing the program are
change of residence or not interested to finish the program.
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A&E Test Results
2009 2010 2011 2009 2010 2011 2009 2010 2011
Enrolment 334 212 563 1013 852 1341 1347 1064 1904
Test Registrants 144 98 138 879 760 1452 1023 858 1590
Test Takers 114 64 121 705 566 1133 819 630 1254
Test Passers 27 24 - 160 152 - 187 176 -
Percentage 23.7 37.5 - 22.7 26.9 - 22.8 27.9 -
Elementary SecondaryA&E
Total
Test Results for 2011 shall be released early next year. For CY 2010, the
percentage of test passers increased by 13.8 percent for elementary and 4.2 percent
for secondary with a combined increase of 5.1 percent for both levels – from 22.8
percent to 27.9 percent.
A&E examinees are required to pass the Functional Literacy Test and attend
the literacy and modular sessions where they undertake parallel tests periodically.
Likewise, intensive monitoring and evaluation were conducted by DALSCs,
consultants, Division Education Program Supervisor (EPS) for ALS and other
Promotional Staff.
Data on Literacy Cum Livelihood (LCL) Program
M F T M F T M F T
Non-DepEd 25 109 134 18 95 113 72% 87% 84%
Enrolment CompletersLCL
% of Completers
Most school’s Community Learning Centers (CLCs) have trained school ALS
coordinators or IMs implementing A&E program but few are offering Livelihood Skills
Training. LCL classes cater to OSY and adults who want to have skills training for
employment or business.
School CLCs with LCL Courses
School CLC LCL Courses Offered Enrolment
Bagong Nayon I ES CLC Reflexology 21
Muntindilaw ES CLC Liquid soap making 40
Isaias S. Tapales ES CLC Rag making 15
Juan Sumulong ES CLC Dress making & Basic computer 15
Old Boso-boso ES CLC Baking 15
Tanza ES CLC Cooking 25
Calawis ES CLC Beads making 16
San Joseph ES CLC Lantern making 25
San Jose NHS CLC Basic welding 14
Maximo LGMNHS CLC Basic computer 15
San Juan NHS CLC Basic computer 10
Rizza NHS CLC Basic computer 15
Eight elementary school CLCs offer LCL courses with a total enrolment of 172
learners while four secondary school CLCs offer LCL courses with a total of 54 learners.
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Enrollees in the program are taught basic literacy and skills training on the course
offered by the school CLC.
Summary of ALS Enrolment and Completers
M F T M F T M F T
BLP 46 37 83 31 21 52 67% 57% 63%
DepEd Delivered 46 37 83 31 21 52 67% 57% 63%
DepEd Procured 0 0 0 0 0 0 0 0 0
Non-DepEd 0 0 0 0 0 0 0 0 0
Elementary A&E 301 237 538 232 160 392 77% 68% 73%
DepEd Delivered 117 94 211 91 56 147 78% 60% 70%
DepEd Procured 28 24 52 8 4 12 29% 17% 23%
Non-DepEd 156 119 275 133 100 233 85% 84% 85%
Secondary A&E 838 716 1554 710 591 1301 85% 83% 84%
DepEd Delivered 316 270 586 224 198 422 71% 73% 72%
DepEd Procured 46 54 100 21 26 47 46% 48% 47%
Non-DepEd 476 392 868 465 367 832 98% 94% 96%
LCL 25 109 134 18 95 113 72% 87% 84%
DepEd Delivered 0 0 0 0 0 0 0 0 0
DepEd Procured 0 0 0 0 0 0 0 0 0
Non-DepEd 25 109 134 18 95 113 72% 87% 84%
Total 1210 1099 2309 991 867 1858 82% 79% 80%
Enrolment CompletersProgram
% of Completers
DepEd Delivered programs are catered by the mobile teachers and DALSCs
while DepEd Procured programs are those under the LSDS and LSCS under a Service
Provider, covered by the Unified Contracting Scheme of DepEd. Non-DepEd programs
are under the other Service Providers such as the Local Government Units (LGUs) and
Non-Government Organizations (NGOs).
Staff Development
National Level
o National Orientation on RBI, DAP Tagaytay (February 23-25)
o InFed Evaluation, Brgy. Mambugan (May 12)
o A&E Test Orientation, Central Office Pasig (June 13)
o Completion of ALS MIS, Division Office (September 22)
o 2011 A&E Test, San Jose NHS Antipolo (October 23)
Regional Level
o Regional ALS Sports, STCAA (March 11-18)
o Transformational Leadership, RELC Batangas (May 31-June 1)
o Project STEEM, NEAP Batangas (July 13-15)
o Training on Project eSkwela, Pedro Guevarra MNHS Laguna (May 17-20)
o 2nd Quarterly Conference, Ocean Park Manila (May 31)
Division Level
o ALS LCL Graduation for the 4th Quarter (January 18-21, 25, 27)
o Division ALS Yearend Accomplishment Report by District (January 26)
o 3rd Antipolo City Council Jamborette (February 2-5)
o ALS eMIS Updating, San Juan NHS (March 9-10)
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o ALS Graduation (April 25-27)
o ALS Techno Transfer, Brgy. Cupang (April 28)
o Community Mapping, Sitio Paglitao, Brgy. Calawis (June 14-15)
o ALS LCL Graduation (July 29-30, August 5)
o Monitoring ALS Sagip-Kapatid, Sitio Paglitao, Brgy. Calawis (August 16-17)
o Orientation of New Mobile Teachers, Division Office (August 31)
C. Major Accomplishments
Provincial Level
o Mr. Delio Pitpit & Mrs. Elisa Condes
Provincial Finalists, Gawad Natatanging Rizaleño
Mobile Teachers
Division Level
o Mr. Ranito Gallego
Division Finalist for C-STAR
Mobile Teacher Category
o Dr. Corazon Laserna
Division Finalist for C-STAR
Principal ALS Consultant
D. Future Directions
Learners’ Development
o Intensify advocacy and social mobilization
o Launch Learners-Find campaign
o Strengthen networking
o Conduct seminar on reproductive health
o Organize community scouts
o Provide scholarship for A&E passers
o Conduct field trips for IP learners
Staff Development
o Retool IMs on the implementation of Basic and Continuing Education Programs
o Re-direct IMs and facilitators on the objectives of ALS
o Conduct capability-building for ALS implementers
Curriculum Development
o Reproduce BLP and A&E modules and instructional materials
o Provide access to computers and internet through eSkwela and ALS eLearning
o Reproduce A&E practice tests for elementary and secondary level
Physical Facilities
o Construct 2-storey 4-classroom building as ALS center of excellence
o Procure computer sets
o Procure office furnitures
o Construct or establish District ALS office in every district
Special Programs and Projects
o Provide five motorcycles for mobile teachers
o Provide laptop computers for DALSCs
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SPECIAL EDUCATION
SPED or Special Education is a set of educational program or service specially
designed to meet the needs of learners with disabilities. Special Education is a
profession with its own tools, techniques and research effort all focused on improving
instructional arrangement and procedures to meet the learning needs of children with
special needs. It is an individually planned and systematically monitored arrangement
of physical setting, special equipments and materials, teaching procures and giving
intervention designed to help exceptional children achieve personal sufficiency and
academic success.
The special program between the Department of Education, Division of
Antipolo City and the Antipolo City SPED Center was made stronger through (EFA)
Education for All which aims to give children, youth and adults universal access to
education and promote equality regardless of race age, social standing, including
those with special needs be it formal or informal manner.
Antipolo City SPED Center caters children with Special Needs with different
disabilities:
a. Global Development Delay
b. Mental Retardation
c. Down Syndrome
d. Children with Autism
e. Specific Learning Disability
f. Attention Deficit Hyperactive Disorder (ADHD)
g. Cerebral Palsy
h. Obsessive Compulsive
i. Hearing Impairment
j. Visual Impairment
k. Communication Disorder
l. Multiple Disabilities
m. Serious Emotion Disorder
Children to be admitted in this school were required to submit an assessment
diagnosed by a developmental pediatrician. In the absence of this, a SPED Teacher can
give preliminary assessment to determine related services, placement and educational
needs for the teaching programs specifically tailored to SPED Children.
Mission
Educate exceptional children. Provide educational program that will help
develop Special Children become responsible and productive citizens through
exposure to varied experiences that will them become self-productive.
Vision
A. Advocate a society that will provide children with special needs to participate
and be accepted by the community
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B. Commitment among SPED Teachers in giving proper education to SPED
Children. Attend trainings, offers livelihood programs and other auxiliary
service to develop CSN’S performance
C. State and plan instructional strategies that will prepare children become
independent learners
D. Centered with teaching application of skills including moral values and spiritual
growth at home, school and community
4th Grading Test Result (Hearing Impaired)
Subject Level Cases MPS Un-
mastered Nearing Mastery
Mastery
No. % No. % No. %
Elementary
English Gr. 1-6 24 67.32 0 0 13 54.17 11 45.83
Science Gr. 3-6 17 83.50 0 0 6 35.29 11 64.71
Math Gr. 1-6 24 66.65 0 0 8 33.33 16 66.67
Filipino Gr. 3-6 17 78.12 0 0 7 41.18 10 58.82
HEKASI Gr. 3-6 17 66.00 0 0 10 58.82 7 41.18
EPP Gr. 3-6 17 71.25 0 0 11 64.71 6 35.29
MSEPP Gr. 3-6 17 86.25 0 0 5 29.41 12 30.59
GMRC Gr. 3-6 17 80.00 0 0 5 29.41 12 70.59
Secondary
English Yr.1-3
Transition
44 47.22 5 11.36 16 36.36 23 52.27
Math 39 52.47 5 12.82 7 17.95 27 69.23
TLE 44 46.02 12 27.27 13 29.55 19 43.18
Filipino Yr.1-3 32 56.50 0 0 13 40.63 19 59.38
AP Yr.1-3 32 48.71 2 6.25 6 18.75 24 75.00
MAPEH Yr.1-3 32 42.25 3 9.38 7 21.887 22 68.75
1st Grading Test Result (Hearing Impaired)
Subject Level Cases MPS Un-mastered
Nearing
Mastery Mastery
No. % No. % No. %
English Gr. 1-6 42 50.78 8 19.05 13 30.95 21 50.00
Math Gr. 1-6 42 65.47 9 21.43 10 23.81 23 54.76
Science Gr. 1-6 42 69.64 9 21.43 10 23.81 23 54.76
HEKASI Gr. 1-6 42 61.12 11 26.19 14 33.33 17 40.48
MSEP Gr. 3-6 26 69.42 0 0 7 26.92 19 73.08
EPP Gr. 4-6 19 75.09 1 5.26 6 31.58 12 63.16
1st Grading Test Result (Visually Impaired)
Math Gr. 1,2,4 11 71.94 1 9.09 5 45.45 5 45.45
Science Gr. 1,2,4 11 54.58 2 18.18 6 54.55 3 27
MSEP Gr. 3,4 12 81.63 0 0 0 0 12 100
Filipino Gr. 4 2 77.75 0 0 1 50.00 1 50.00
EPP Gr. 4 2 71.25 0 0 1 50.00 1 50.00
HEKASI Gr. 4 2 55.00 1 50.00 1 5.00 0 0
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Teacher handing the non- graded prepare quarterly IEP. Team meets quarterly
to review and revise the IEP based on the accomplishments of SPED Children. The
following are included in the IEP documents:
Present levels of the child’s academic achievement and functional performance
including how the child’s disability affects involvement in regular education
curriculum
Annual Goals
Progress of SPED Children
Related services needed
Required Assessments
Elements needed in the Curriculum as required
Motor Development
Self-help Skill
Socialization
Functional Academic
Strategies and Programs Implemented
The attainments of the objective are premised on the different strategies and
policies during the plan period. Towards the attainment of SPED goals, the following
policies were implemented:
Rigid training of teachers, teacher assistants and school head to improve
teaching strategies and techniques specifically for SPED Children
Continue the preparation of instruction materials for the improvement of
classroom teaching
Modification of skills related to SPED
Close supervisor on teachers
Classroom observation, feed backing session and weekly meeting
Preparation of qualified SPED pupils for mainstreaming program
Pupil Development
Organization of classes according to disabilities of SPED
Acquire more reading and manipulative materials for learning
Modification of skills intended for SPED
Prepare qualified SPED pupils for mainstreaming program
Proper placement of SPED pupils as per result of assessment
Occupational Therapist to give definite diagnosis and intervention to address
the needs of the SPED
Staff Development
Teaching needs assessment
Sigh Language Training for SPED
School-based Inset Base on TNA and least mastered skill
Preparation and implementation of administrative and supervisory reports
Conduct LAC on the different strategies in teaching different subject areas
Checking and preparation of quarterly IEP (individualized Education Program)
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Rechecking of forms (form 137, 138 etc.)
Team teaching in preparation for multi-grade teaching for the hearing impaired
graders
Preparation of class schedules related to multi-grade teaching
Preparation of modified lesson plans intended for multi grade level teaching
Curriculum Development
Procurement of assistive devices intended for SPED classes
100% of teachers acquire modules intended for different disabilities
Analysis of IEP and talk with the IEP team the progress of the SPED child
Seminar on Sign Language
Provide remedial and support services for children with no assessment form a
developmental pediatrician
Small class size to meet the needs of SPED learners
Thorough study regarding transition plan program
Major Accomplishments
Date Activities Place Person Involved
Jan. 26, 2011 Art Activity “Scenery ART” Spelling Bee Interaction Activities with KOREAN
ACSC ACSC, student and Teachers
Jan. 27, 2011 Mr. And Mrs Autism ACSC ACSC, student and Teachers
Jan. 28, 2011 Parents Awareness AUTISM ACSC ACSC, student and Teachers
February 5, 2011
Educational Tour Hearing Impaired pupils
Aveloon Zoo Hi student and Teachers
Feb. 16, 2011 Outreach Program Form Korean ACSC ACSC, student and Teachers
Feb.28, 2011 Recognition of Regional SPED games winners Held at Dasmarinas
Antipolo City Hall
28 regional SPED winners 3 teachers 1 TIC
March 25, 2011 Preparatory Graduation Day 2011 ACSC, Function Hall
ACSC, student and Teachers
April11,May 10, 2011
Summer Enhancement intellectual Development Delayed student
ACSC, Function Hall
ACSC, student and Teachers
April 25,May13,2011
Summer Enhancement for Hearing Impaired student
ACSC ACSC, student and Teachers
May 23-June 2011
Start of Brigada Eskwela 2011 ACSC ACSC, student and Teachers
June 2011 VISTA PSC Ultra, Pasig
July 19,2011 Alay kapwa Outreach form Assumption College, Antipolo
ACSC ACSC, student and Teachers
July 21, 2011
Alay kapwa Interaction Assumption Antipolo
Shiela S. Angnged Hersy Lianes Alex Orseno
July 18, 2011 National Disability week Dimasalang Park
17 teachers 5 Assistants
July15, 2011 Nutrition Month Celebration ACSC ACSC, student and Teachers
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August 3, 2011 While Cane Day ACSC ACSC, student and Teachers
August 4, 2011 Kavision Quezon, City Hall
ACSC, V. I. teacher
February 3-4,2011
Microsoft Partners in Learning Innovative Education
SMX, Convention Center, MOA
Shiela S. Angnged Sheena Jade Manuel
Feb. 21, 2011 Liaison Officer meeting Division Office
Sheena Jade Manuel
March 24-25, 2011
Girl Scout Basic Training Course
Boso-Boso High Land Antipolo City
Sheena Jade Manuel
April 6-8, 2011 2nd Phase of the Regional Teacher Enhancement Program
Wilma R. Doctor
April 11-15, 2011
Regional Enhancement Program in Secondary Special Education
Teachers Camp BAGUI
Wilma R. Doctor Gemma Picarda Genelyn Salmorin
May 28,30, 2011
Enhancement Program for Filipino Juan Sumulong ES
Wilma R. Doctor Sally Eniceo Sheena Jade Manuel Nieves Habana
July 1-3, 2011 Educating Learning With Visual Impairment in the Regular School
RBI Quezon City
Wilma R. Doctor
July 11,2011 Mancom Division Antipolo
Wilma R. Doctor
July 12, 2011 Principals Meeting Division of Antipolo
Wilma R. Doctor
August 14-16, 2011
Sped Science Seminar Tagaytay, City
Wilma R. Doctor
August 17, 2011
Division Training on the Implementation of BEIS
San Jose NHS
Wilma R. Doctor Sheena Jade Manuel
September 12-16, 2011
Project Excite URS Morong Sheena Jade Manuel
Classroom Observations
GRADE JUNE JULY AUGUST SEPT INFORMAL FORMAL TOTAL
1-II 1 1 1 3 3 6
III-IV 1 1 2 2
V-VI 1 1 1 1 1 3 4
Non-Graded 1 1 3 7 5 7 12
V.I 1 1
BN1V 1 1 1
Total 4 3 6 10 11 14 26
Future Directions
A performing SPED Center with committed, competent teachers and school
head
A school that will continue the advocacy of catering children with special needs
Prepare capable SPED children for mainstreaming.
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Procurement of assistive device for the children with special needs
Assessment of SPED student through the help of medical services like:
Occupation therapist
Physical therapist
Speech Language Pathologist
Audiologist
Developmental Pediatrician
Ophthalmologist
Construction of 2-storey 2 classroom building replacing the old Marcos type
building
Putting up of computer laboratory with complete facilities
Putting up of TLE room for livelihood program for the transition pupils
Procurement of ICT Materials for teachers and SPED student
Additional mono blocks chairs for the function hall
Audio-visual room for CSN
ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION
(ALIVE) PROGRAM
As per DepEd Order No. 51, s. 2007, the department is mandated to have all
private madaris and public schools for Muslim have Islamic Studies Arabic Language
and Islamic Values as part of their curriculum. The Division has implemented offering
ALIVE classes to Muslim pupils in two elementary schools from the two legislative
districts. These schools were identified to be the nearest schools in communities with
Muslim learners.
Enrolment in ALIVE Classes
School Grade Male Female Total
1 9 8 17
2 9 9 183 5 10 154 8 8 165 4 10 14
6 2 13 15
Total 37 58 95
1 7 10 17
2 6 11 173 4 13 174 6 15 215 6 13 19
6 3 13 16
Total 32 75 107
Sta. Cruz ES
(District I-B)
Juan Sumulong ES
(District II-A)
Asatidz attended trainings to increase knowledge in teaching the academic
subjects of the learners. One of the Asatidz is attending the ATEP scholarship program
to become a full-pledged teacher once they pass the licensure examination for
teachers.
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Profile of Asatidz
School Name
Grade
Level
Handled
EducationYears in
Service
Tahir Piang Gr. 1-3 Arabic Teaching 3
Asmina Hadji Yasser Gr. 4-6 Arabic Teaching 3
Abdulwahid Tando Gr. 1-4 Arabic Teaching 2
Nihaya Hadjinuos Gr. 4-6 Arabic Teaching 2
Sta. Cruz ES
Juan Sumulong ES
The Division has created a task force for the ALIVE program which shall have
the following tasks:
look for the Muslim children who wants to enroll in the Madrasah classes
disseminate information to all the schools for the details of the program
recruit qualified Asatidz
source LGU support
offer scholarship to deserving pupils
monitor and evaluation regularly the implementation of the program
In support of the program, 50 sets of books in Islamic Values and in Arabic
Language for each grade level have been issued to the field and are currently utilized
by the enrollees. The current textbook ratio for ALIVE classes is 1:1.
HEALTH AND NUTRITION PROGRAM
The Division Health and Nutrition Unit envisioned healthier and productive
students, teachers and non-teaching personnel, enjoying their rights and actualizing
their fullest potential in a healthful, stimulating and nurturing environment. The
implemented programs embrace the following four major components:
Health and Nutrition Instruction
Health and Nutrition Services
Healthful School Living
School-Community Coordination for Health and Nutrition
Strategies and Programs Implemented
Learners’ Development
Hand-washing has been recognized to be the most important step in avoiding
illness and preventing the spread of germs to others. It has been studied that it
reduces the rate of diarrhea between 31 to 47 percent and respiratory illness by 30
percent. Strategies used to promote hand-washing in schools include the following:
Conducting a group activity involving hand-washing once a day, preferably
prior to recess or lunch time or before eating and after using the toilet
Assigning and training pupils to guide other pupils for the hand-washing
activity with the teacher in charge of supervision
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Promoting hand-washing to pupils to be advocates in making it as a routine in
the family
As supported by the World Health Organization (WHO) and World Dental
Federation (FDI), the 7 O’clock Habit of Tooth brushing in schools is advocated by the
Division. It has been proven in research that school-based fluoride tooth brushing
programs lead to a 40 to 50 percent reduction in tooth decay among children. Some of
the strategies implemented are the following:
Conducting a group activity involving tooth brushing for at most five minutes
everyday
Assigning and training pupils to guide other pupils for the activity with the
teacher in charge of supervision
Encouraging pupils to be champions of good dental hygiene and maintain the
habit of brushing teeth at home especially before going to bed
In the Philippines, 7 out of 10 elementary school children have worm with 2
out of 10 being heavily infected. The Division aims to treat children with worm
infections through Deworming with inexpensive but highly effective single-dose drugs
provided by the City Health Office. This is to prevent children from Soil-Transmitted
Helminthes (STH) and schistosomiasis that may cause anemia and can lead to poor
mental development. Strategies carried out for its implementation include the
following:
Orienting and educating parents and teachers on mass-deworming activities
with the barangay health workers (BHW)
Asking parents’ permission or consent to have their children dewormed
Administering the deworming tablets to children at a time under the direct
supervision of the teacher
Establishing linkage with the community to seek BHW’s presence on the
deworming day
Repeating the procedures every six months
The Applied Nutrition Program (ANP) is a self-help supplementary feeding
endeavor jointly undertaken by the schools and the community. It focuses on the
improvement of the nutritional status of the below normal cases to pupils through the
provision of indigenous food supplements together with the development of positive
health and nutrition values. The food production project called “Gulayan sa Paaralan”
is one of the important component of the program. It aims to raise the level of public
consciousness on the health and nutritional dimension as well as economic benefits of
establishing school, household and community garden. Strategies employed are the
following:
Converging the services provided among various government agencies
Intensifying school and home gardening
Conducting health and nutrition assessment and intervention
Conducting productivity and skills training for parents
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Due to the alarming numbers of measles cases in some barangays, the Division
Office together with the City Health Office conducted Immunization and Vaccination
of Anti-Measles to all public elementary and secondary schools.
Staff Development
The following are the activities attended and participated by the Health and
Nutrition Unit coordinator, personnel and clinic teachers:
Division Mass Blood Donation
Environment Safety and Health Program (ESH with MMLDC)
Immunization and Vaccination of Influenza AH1N1
WHO-Child Growth Standards (CGS) for Nutritional Assessment of School
Children
Malaria and Dengue Prevention Drive (DOH NET)
Chest X-Ray of Public School Teachers, Personnel and Staff
PNRC Leadership Development Program
Annual Rabies Awareness Symposium in Schools
Regional Schools Press Conference
Antipolo City Sports Meet and SPED Olympics 2010
1st Antipolo City Council Skill-O-Rama 2010
3rd Antipolo Council PLTC/CLTC Course
8th Regional Scout Jamboree
Urbani School Health Kit Project, a Mobile Health Education Box (UP-OU and
WHO)
Curriculum Development
Oral Health Educational Materials for Grade One Teachers were issued to
schools in the Division for their utilization. It includes a four-day lesson plan, eight
activity worksheets, an instructional audio-visual presentation on the use of the BSBF
materials, and a flipbook which includes:
Storybook about Dr. Rabbit and the Legend of the Tooth Kingdom
Illustration charts on Parts of the Tooth, Types of Teeth, Causes of Tooth
Decay, Healthy and Nutritious Food Chart, Four Basic Oral Health Messages
and How to Bruch Teeth
Detailed oral health and hygiene activities
Brush Song as instructional materials
The Urbani School Health Kit project aims to provide the content and teaching
materials to selected elementary schools to help develop the health-promoting
behaviors among children.
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Developmental Strategies
The Division Health and Nutrition Unit has long recognized that good health is
essential in reaching educational goals. Urgent action must be done and tackle
unacceptably high incidences of diseases with simple and appropriate measures.
The role of the Schools Division Superintendent
o Issue memorandum for all schools to implement the Essential Health
Care package and other programs and activities
o Oversee the overall implementation of the project in the Division and
ensure monitoring of the programs in all schools
o Ensure the distribution of soap, toothpaste and toothbrush according to
DepEd distribution system
o Include compliance with school health programs in the performance
ranking system for teachers and school heads
o Showcase BESRA and use the program to strengthen linkage to the
LGUs and NGOs
The role of the School Heads
o Call for PTCA assembly for proper information of parents and teachers
on Essential Health Care package and other activities
o Ensure the daily conduct hand washing and tooth brushing activities
o Ensure monitoring of teachers’ x-ray results twice a year and
communicate the results with the teachers
o Link up with LGUs and other stakeholders to provide the supportive
facilities and environment
o Ensure the availability and proper distribution of personal hygiene
supplies to pupils and students
The role of the Teachers
o Seek close partnership with parents in preparing the personal hygiene
facilities and products and the availability of water
o Orient and educate the children on the health-related activities
o Facilitate and supervise the daily activities to ensure participatory
learning as integrated in the lecture or lesson
o Empower children to take leadership and responsibility
o Organize the regular cleaning and upkeep of the facilities
o Administer the deworming medicines as orientation by health
personnel
Future Directions
Conduct universal medical and dental check-up
Promote oral and personal hygiene
Advocate accelerating hunger mitigation program
Sustain health education, disease prevention, and health and nutrition
programs and activities
Re-echo seminar on HIV/AIDS education and prevention by UNICEF and the
psychosocial intervention
Conduct first-aid training for the school health and nutrition unit