June 15, 2020

NICOLAS T. CAPULONG, PH. D., CESO V

Director III
Officer-In-Charge
Office of the Regional Director
Department of Education- Region III
Maimpis, City of San Fernando, Pampanga

Thru: Channel

Dear Dr. Capulong,

Greetings!

The undersigned NATIVIDAD H. SAN PEDRO, School Principal of BUENASHER

LEARNING ACADEMY INC. a Private School, located at Km 39. Cityland Avenue, Pulong
Buhangin, Santa Maria, Bulacan, hereby submits our documents.

Attached herewith are the following documents:

1. Letter of Intent
2. Learning Continuity Plan
3. School Calendar
4. School Plan in Compliance with minimum health standards

For your approval and consideration

Truly Yours,

NATIVIDAD H. SAN PEDRO

School Principal
LETTER OF
INTENT
June 15, 2020

NICOLAS T. CAPULONG, PH. D., CESO V

Director III
Officer-In-Charge
Office of the Regional Director
Department of Education- Region III
Maimpis, City of San Fernando, Pampanga

Thru: Channel

Dear Dr. Capulong,

Greetings!

The management of Buenasher Learning Academy Inc., located at Km. 39 Cityland Ave., Pulong
Buhangin, Santa Maria, Bulacan wishes to convey its intention to open the School Year 2020-
2021 on August 24 up to April 30.

The intention is prompted by the continuous growth of enrolment despite of the threat of
COVID-19. Furthermore, the school will continue to follow the different Guidelines and
preparation given and mandated by the Department of Education (DepEd),Inter-Agency Task
Force (IATF) and the Department of Health (DoH).

May this request merit your approval and looking forward for some professional advice and
suggestion that you may give us.

Thank you so much and God Bless!

Truly Yours,

NATIVIDAD H. SAN PEDRO

School Principal
 LEARNING
CONTINUITY
PLAN
 SCHOOL LEARNING CONTINUITY PLAN
SY 2020 – 2021

I. Introduction:

The Philippine government top priority is access to quality education. To ensure that
every Filipino child has access to quality education, the Department of Education is
preparing measures to make sure that this fundamental right is unhampered and
accessible to everyone while ensuring that children are provided utmost protection
against the threat of COVID-19.
The protection of children and educational facilities is particularly important.
Precautions are necessary to prevent the potential spread of COVID-19 in school settings;
however, care must also be taken to avoid stigmatizing students and staff who may have
been exposed to the virus. It is important to remember that COVID-19 does not
differentiate between borders, ethnicities, disability status, age or gender.
Education settings should continue to be welcoming, respectful, inclusive, and
supportive environments to all. Measures taken by schools can prevent the entry and
spread of COVID-19 by students and staff who may have been exposed to the virus,
while minimizing disruption and protecting students and staff from discrimination.
The Department of Education (DepEd) is addressing challenges in the basic education
through the Learning Continuity Plan (LCP), which will be in effect in the opening of
classes school year, 2020-2021.The LCP is the response and commitment in assuring the
health, safety, and well-being of our learners, teachers, and personnel in the time of
COVID-19 while finding ways for education to continue amidst the crisis for the
upcoming school year.
Doing the LCP, it includes key features on K-12 curriculum adjustments; alignment
of learning materials; various modalities of delivery; and corresponding teacher training
for the “new normal” learning system. The learning delivery modes have been modified
emphasizing that it will not necessarily mean that teachers and learners will undergo the
traditional in-classroom set-up by August this year.
Buenasher Learning Academy Inc. teaching and non-teaching force has finalized a
Learning Continuity Plan per subject area to ensure that learnings among the students of
Buenasher Learning Academy will continue during this emergency situation. The said
Learning continuity plan provides teachers an advance preparation in adjusting the
changes in the education environment and ensure learning will not be further disrupted.
The purpose of this LCP is to provide clear and actionable guidance for safe
operations through the prevention, early detection and control of COVID-19 in schools
and other educational facilities. the implementation of Learning Continuity Plan is not a
one-size-fits-all solution, but one that is dependent on the needs of the learning
community. Moreover, this is a great opportunity as well to utilize technology for both
teachers and the learners that may create positive learning environments in which the
student can grow.
On the other hand, all efforts and initiatives to implement the LCP will greatly
depend on family and community support. Thus, BLA encourage its stakeholders to be
patient and join in with the new normal learning in the midst of these challenging times
of pandemic.
II. Objectives:
The Learning Continuity Plan primarily aims to:

 focus on the transitions of students from one type of learning to another as

their learning context change depending on the situation;
 to provide clear and actionable guidance for safe operations through the prevention,
early detection and control of COVID-19 in schools and other educational facilities
 provide a coordinated response in controlling the impacts of disruptions of
learning using the necessary learning platforms and modalities in online/
distance learning;
 cover the teaching strategies, communication rules, devices, solutions, and
policies supporting online or blended learning in the school community;
 keep the plan attainable and as simple as possible but make the expectations
clear for learners, teachers and guardians as to how to learn and teach online.
 acknowledge the fears and apprehensions of our learners, parents and
teachers, that attending schools in August might still not be safe in light of
COVID-19;
 assure our stakeholders that our teachers are working double time in
preparation of the new normal system and;
 consider how the teachers and students will return to school after the
emergency ends without the worry for COVID-19 but until such time is
already possible.

III. Assessment of School Readiness (See survey form)

 Learners, teachers’ and school heads’ competence on ICT assisted instruction
 Teacher’s capacity: mobile phone, tablet, desktop and laptop
 Teacher’s internet connection: mobile data (strong and weak), home
broadband, pocket wifi and router connection (strong)
 Teacher’s ICT training: Attended different webinar Seminars
 Connectivity and technology infrastructure of the school, school heads,
teachers and learners
1.Internet connectivity
 School has internet connection but some teachers and learners has no
or poor internet connection. To address this issue school can provide
blended learning for the teachers and learners as long as the school
protocols will be strictly followed.

2. Creation of Learning materials

 The School will used the two different Platform to ensure that the
quality of Education will be given and provided for the students such
as VSAMRT School and VSMART Learning Management System,
those tools will help the Administration, Teachers, student as well the
parents an easy access in delivering the Lesson to the
learnersCapacitate teachers for the development of different Learning
resources and modalities thru webinars or face to face provided that
school protocols will be strictly followed.
 Learning materials will be prepared by the teachers given three
months’ time. The school will provide materials to be used in the
 preparation of their learning resources. The preparation of learning
materials will be submitted to the Administrator.

3. Learning platforms
 The School will used the two different Platform to ensure that the
quality of Education will be given and provided for the students such
as VSAMRT School and VSMART Learning Management System .
(See the attach Documents about VSAMRT School)

4. Administration to Learners
 For the online learning platform: teachers can use Webinar as
Provided by the VSmart School, Facebook (messenger) youtube,
video lesson, and Power point presentation
 Learners can also connect with their peer via email, messenger or
any other form of social media to learn from each other
 For modular learning platform
Modules, Activity Worksheets, lecture presentation slides,
list of Reading materials, video recorded lessons, activity
sheets, reflection papers and portfolio making will be
distributed in hard copies to parents/guardians
 (Teachers will provide the above printed learning resources
that is good for 1 month to be submitted every last Friday of the
month)
 One day per week (Ex. Monday-Elementary, Tuesday-
Junior High School….) with proper time scheduling per
section and Grade level to avoid crowd
 Class advisers will notify their students on the schedule of
distribution through text messaging, fb messenger or it
will be posted on the official fb page of the school.
 The next month of the same schedule, parents/guardians
will submit the printed worksheets/activity sheets and get
a new set of learning resources provided for the current
month.
 Parents/guardians will be provided attendance sheet for
monitoring and checking purposes
 Parents/guardians should wear face mask/faceshield

 Before entering the school premise, they must disinfect

using foot bath, spray alcohol/hand sanitizer on hands
 Check body temperature
 Observe social distancing through standing on the
painted/provided markers on the school floorings
 Disinfect school before and after distribution
 Assign separate gates for entrance and exit

 Inventory and maximization in the use of available technology

(see inventory of technology equipment)
 Mode and Process of communications
 Communication thru BLA official facebook page, VSmart
System,Group chats created by teachers and advisers
  Create Help desk or Service desk thru text messaging
 Provide flyers, pamphlets
 Tarpaulin etc.

 Inventory of schools’ hand washing and sanitation facilities,

electric and water supply, school clinic, emergency kit
 Inventory provided by the Property custodian
 Check and repair handwashing and sanitation facilities. Hand washing
and sanitation facilities should have soap, alcohol, disinfecting foot
bath, cleaning materials (detergent powder and Clorox) etc
 Provide additional handwashing and sanitation facilities if necessary.
 Check electric and water supply lines.
 Provide clinic with COVID essentials
 Provide emergency kits

 Availability of learning materials/resources

1. Pre elementary

Grade Level Type of LR

VSMART School and

VSmart Learning
Nursery 1 Management System,
Video recording, Activity
Sheets, Video lessons and
PowerPoint presentation

VSMART School and

VSmart Learning
All Learning Areas Nursery 2 Management System,
Video recording, Activity
Sheets, Video lessons and
PowerPoint presentation

VSMART School and

VSmart Learning
Kinder Management System,
Video recording, Activity
Sheets, Video lessons and
PowerPoint presentation
2. Elementary

Grade Level Type of LR

VSMART School and

VSmart Learning
Grades 1-3 Management System,
Video recording, Activity
Sheets, Video lessons and
All Learning Areas PowerPoint presentation

VSMART School and

VSmart Learning
Grades 4-6 Management System,
Video recording, Activity
Sheets, Video lessons and
PowerPoint presentation

3. Junior High School

Grade Level Type of LR

VSMART School and VSmart

Learning Management System,
Grade 7 Video recording, Activity Sheets,
Video lessons and PowerPoint
presentation

VSMART School and VSmart

Learning Management System,
Grade 8 Video recording, Activity Sheets,
Video lessons and PowerPoint
presentation
All Learning
Areas
VSMART School and VSmart
Learning Management System,
Grade 9 Video recording, Activity Sheets,
Video lessons and PowerPoint
presentation

VSMART School and VSmart

Learning Management System,
Grade 10 Video recording, Activity Sheets,
Video lessons and PowerPoint
presentation
4. Senior High School

Grade Level Type of LR

VSMART School and

Grade 11 VSmart Learning
HUMSS Management System,
ABM Video recording, Activity
GAS Sheets, Video lessons and
ICT PowerPoint presentation
All Learning Areas

VSMART School and

Grade 12 VSmart Learning
HUMSS Management System,
ABM Video recording, Activity
GAS Sheets, Video lessons and
ICT PowerPoint presentation
IV. Determination and Description of Teaching – Learning Modalities to develop the
Most Essentials Learning Competencies

Matrix of Most Essential Learning Competencies with corresponding Flexible

Delivery Modes, Learning Materials and Assessment Approach

1. PRE ELEMENTARY

Learning
Grade Level Delivery Resources Assessment
Mode Available Approach

VSMART
Distance School and
Learning VSmart
( Synchronous Learning
Nursery 1 & Management Quiz, activities
Asynchronous) System, Video
and exam
Blended recording,
Learning Activity Sheets,
Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning Quiz, activities
( Synchronous Management
All Learning and exam
Nursery 2 & System, Video
Areas Asynchronous) recording,
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning
Kinder ( Synchronous Management
& System, Video
Quiz, activities
Asynchronous) recording, and exam
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation
2. ELEMENTARY (LEVEL 1)

Learning
Grade Level Delivery Resources Assessment
Mode Available Approach

VSMART
Distance School and
Learning VSmart
( Synchronous Learning
Grade 1 & Management Quiz, activities
Asynchronous) System, Video
and exam
Blended recording,
Learning Activity Sheets,
Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning
Quiz, activities
( Synchronous Management
All Learning Grade 2 & System, Video
and exam
Areas Asynchronous) recording,
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning
Grade 3 ( Synchronous Management
Quiz, activities
& System, Video
Asynchronous) recording, and exam
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation
3. ELEMENTARY (Level 2)

Learning
Grade Level Delivery Resources Assessment
Mode Available Approach

VSMART
Distance School and
Learning VSmart
( Synchronous Learning
Grade 4 & Management Quiz, activities
Asynchronous) System, Video
and exam
Blended recording,
Learning Activity Sheets,
Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning
Quiz, activities
( Synchronous Management
All Learning Grade 5 & System, Video
and exam
Areas Asynchronous) recording,
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning
Grade 6 ( Synchronous Management
Quiz, activities
& System, Video
Asynchronous) recording, and exam
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation
4. JUNIOR HIGH SCHOOL

Learning
Grade Level Delivery Resources Assessment
Mode Available Approach

VSMART
Distance School and
Learning VSmart
( Synchronous Learning
Grade 7 & Management Quiz, activities
Asynchronous) System, Video
and exam
Blended recording,
Learning Activity Sheets,
Video lessons
and PowerPoint
presentation

VSMART
Distance School and
Learning VSmart
( Synchronous Learning
Grade 8 & Management Quiz, activities
All Learning Asynchronous) System, Video
and exam
Areas Blended recording,
Learning Activity Sheets,
Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning Quiz, activities
( Synchronous Management
and exam
Grade 9 & System, Video
Asynchronous) recording,
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation

VSMART
School and
Distance VSmart
Learning Learning
Grade 10 ( Synchronous Management
& System, Video
Quiz, activities
Asynchronous) recording, and exam
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation
5. SENIOR HIGH SCHOOL

Learning
Grade Level Delivery Resources Assessment
Mode Available Approach

VSMART
Grade 11 Distance School and
ACADEMIC Learning VSmart
STRAND ( Synchronous Learning
& Management Quiz, activities
HUMSS Asynchronous) System, Video
and exam
GAS Blended recording,
ABM Learning Activity Sheets,
Video lessons
and PowerPoint
presentation

VSMART
Distance School and
Learning VSmart
( Synchronous Learning
Grade 11 & Management Quiz, activities
All Learning TVL Asynchronous) System, Video
and exam
Areas STRAND Blended recording,
Learning Activity Sheets,
ICT Video lessons
and PowerPoint
presentation

VSMART
School and
Grade 12 Distance VSmart
ACADEMIC Learning Learning Quiz, activities
STRAND ( Synchronous Management
and exam
& System, Video
HUMSS Asynchronous) recording,
GAS Blended Activity Sheets,
ABM Learning Video lessons
and PowerPoint
presentation

VSMART
School and
Grade 12 Distance VSmart
TVL Learning Learning
STRAND ( Synchronous Management
& System, Video
Quiz, activities
ICT Asynchronous) recording, and exam
Blended Activity Sheets,
Learning Video lessons
and PowerPoint
presentation
V. School Policy on
 Safe return to work and schools (refer to guidelines issued by the LGUs,
others)
 Enrolment

 Students can enroll thru online Enrolment using VSmart Online

Enrolment System posted on the school official fb page:.
 Thru Manual Enrolment
Enrolment in the School
Class advisers and school personnel will guide the parents to comply
with social distancing

 Capacity Building (Webinar attended)

Scheduled of Webinar Seminar

Date Name Of Seminar/Meet In Charge

Orientation of the
Department of Education, Administrator
May 19, 2020 Division of Bulacan about SHS focal Person
the opening of Classes
(Thru Google Meet)
School Recovery and Administrator
May 27, 2020 Readiness For S.Y 2020- SHS focal Person
2021
Reimagining the Teacher Administrator
June 03, 2020 and the Learner in the Pre Elementary
Time of COVID-19: A Teachers
Talk for for K-3 Educators Grades1-3 Teachers
Seminars about Learnng
June 03, 2020 Management System Administrator
sponsor by VIBAL All Teachers

Streamling the K12

Curriculum: An Approach
to Determining which
Standards and
Competencies to Teach

Batch 1 - For Araling All Araling

Panlipunan subject Panlipunan
Teachers from
June 08, 2020 Grade 4-10

Batch 2 - For English All English

subject Teachers from
Grade 4-10

Batch 3 - For Filipino All Filipino

subject Teachers from
Grade 4-10
 Date Name Of Seminar/Meet In Charge

Streamling the K12

Curriculum: An Approach
to Determining which
Standards and
Competencies to Teach

Batch 1 - For All Mathematics

June 09, 2020 Mathematics subject Teachers from
Grade 4-10

Batch 2 - For Science All Science

subject Teachers from
Grade 4-10

Streamling the K12

Curriculum: An Approach
to Determining which
Standards and
Competencies to Teach

Batch 1 - For Music All Music Teachers

subject from Grade 4-10

June 10, 2020 Batch 2 - For Physical All Physical

Education subject Education Teachers
from Grade 4-10

Batch 3 - For TLE- Home All TLE- Home

Economics subject Economics
Teachers from
Grade 4-10

Streamling the K12

Curriculum: An Approach
to Determining which
Standards and
Competencies to Teach

Batch 1 - For TLE- ICT All TLE- ICT

June 11, 2020 subject Teachers from
Grade 4-10

Batch 2 - For Values All Values

Education subject Education Teachers
from Grade 4-10
 Date Name Of Seminar/Meet In Charge
Ang Panalong Plano:
June 12, 2020 What Matters in Learning Administrator
Continuity Planning SHS Focal Person
Preparing A Flexible Administrator
June 17, 2020 Class For SHS Core SHS Focal Person
Subjects SHS Teachers
Part 1 Teaching SHS Core Administrator
Subjects in a Flexible SHS Focal Person
Class SHS Teachers

June 24, 2020

Part 2 Assessing SHS Administrator
Learners’ Performance in SHS Focal Person
Flexible Classes of Core SHS Teachers
Subjects
Monitoring Flexible Administrator
July 01, 2020 Classes of SHS Core SHS Focal Person
Subjects SHS Teachers

 School Operating Budget (From the Tuition Fee and Miscellaneous

Fee of the students)
 Safe and Healthy School Environment
Food security
1. Provide healthy and nutritious foods that will be served
 Disaster management
1. Implement disaster risk management plan
2. Place markers on office, faculty rooms, classrooms, canteen and
other areas to ensure social distancing and other safety protocols.
3. Posting of safety reminders in different areas in school
4. Continuing disinfection regularly
5. Following other adjustment measures depending on the ,latest
issuances of LGU and other agencies
 Waste management
1. Provide trash bin for paper, plastic and face masks, tissue paper.
(3 trash bins in the classroom and school area)
2. Designate garbage area and dispose it properly
3. Coordinate with barangay for proper waste disposal
4. Construction/rehabilitation of drainage and sewerage system
 Physical check-up for learners, teaching and non-teaching personnel
1. Regular monitoring of body temperature
 Psycho-socio intervention of schools’ officials, teaching and non-
teaching personnel, and learners
1. Capacitate teachers on Stress management due to COVID crisis
2. The class adviser will administer the stress and coping-up
mechanism assessment via online to all students to determine their
mental and emotional state so that proper mental and emotional
intervention could be provided once identified.
 Disinfect school and work places
1. Disinfect the school and work places regularly
2. Provide disinfecting material
 Procurement of hygiene and sanitation supplies
 Alcohol, hand sanitizer, face shield, face mask, gloves, thermal
scanner, detergent powder, Clorox, hand soap, hand sanitizer
disinfecting foot bath and other COVID essentials.

 Teaching-Learning Modalities (consider the risk involved and status of

quarantine)
Online and Modular Learning(combination)
The teacher learning modalities will depend on the status of quarantine. If
the area is under GCQ there will no be face to face learning same with
MECQ and ECQ.
 Supervision of Learning (monitoring of school heads)
1. Online monitoring thru different video conferencing platforms, group
chats.
2. Submission of reports
3. Supervision and monitoring of teachers in the preparation of their
learning resources by the administrator
 Health and Nutrition – schedule of check- ups, orientation of school official,
teachers and learners
1. Implement DepEd Calendar of activities on the schedule and check up
etc.
2. Medical check up which can be coordinated to School Doctor and School
Nurse
3. 14-Day Quarantine period for Teachers and employees who came from
high risk areas
4. Swab test (if allowed and possible)

VI. Provision of Transition Program

 Training of school heads, teachers and learners
1. Capacitate school heads, teachers for the facilitation of modalities thru
webinars or face to face provided that school protocols will be strictly
followed. (see safety policy) (see DepEd calendar of activities)
2. Orientation on Data Privacy law
3. Webinars and other approved trainings

 Preparation of learning materials

1. Capacitate teachers for the development of different Learning resources
and thru webinars or face to face provided that school protocols will be
strictly followed. (see DepEd calendar of activities)
2. Learning materials will be prepared by the teachers given three months’
time. The school will provide materials to be used in the preparation of
their learning resources. The preparation of learning materials will be
submitted to the Administrator.
3. Approved LR in hard and soft copy.
 Strengthened Partnership
 Information drive on the adapted teaching learning modalities
1. Information should be posted on the School official facebook page, Group
chats and other online platforms. This can be done thru Live Streaming by
school head and teachers to explain the S.Y 2020-2021 will be conducted.
2. School can also ask the barangay for the dissemination of information
3. Provide flyers, pamphlets or use of tarpaulin
  MOA/MOU (focused on school hygiene and sanitation, school feeding,
medical check – up, on-line learning)

Prepared by:

MRS. NATIVIDAD H. SAN PEDRO

School Head

Noted:

NICOLAS T. CAPULONG, CESO V

Director III
OIC, Office of the Regional Director and
concurrent OIC, Office of the Schools Division Superintendent
Attachment No. 1 TECHNOLGY INVENTORY

TECHNOLOGY INVENTORY

DESKTOP COMPUTER – 45 SETS LAPTOP – 25 SETS

PROJECTOR – 3 SETS FLAT SCREEN TV – 6 SETS

WIFI – 2 ROUTER DSLR/VIDEO RECORDER – 2 PCS

Attachment No. 2 LEARNING MANAGEMENT SYSTEM
BUENASHER LEARNING ACADEMY INC. SURVEY RESULTS
 SCHOOL
CALENDAR
 SCHOOL PLAN in COMPLIANCE WITH MINIMUM HEALTH
STANDARDS
The Buenasher Learning Academy Inc. will continue to give hope and stability,
contribute to the normalization of activities in our community quarantine which has greatly
affected the education system, facilitate development of our learners and bring normalcy to their
lives, but health and safety of our learners and school personnel are of utmost importance and
must be protected at all times.
The protection of children and educational facilities is particularly important. Precautions
are necessary to prevent the potential spread of COVID-19 in school settings; however, care
must also be taken to avoid stigmatizing students and staff who may have been exposed to the
virus. It is important to remember that COVID-19 does not differentiate between borders,
ethnicities, disability status, age or gender. Education settings should continue to be welcoming,
respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent
the entry and spread of COVID-19 by students and staff who may have been exposed to the
virus, while minimizing disruption and protecting students and staff from discrimination

BLA adopted and follow the different reminders and precaution regarding minimum
Health Standard, included in the Guidelines on the Risk Based Public Health Standards for
COVID-19 as issued by the Department of Health (DOH), specifically in mitigation, increasing
physical and mental resilience, and reducing transmission, contact and duration of infection.
Other references are also from issuances of UNICEF, WHO, IFRC as well as from Johns
Hopkins Bloomberg School of Public Health, UNESCO, World Bank, and World Food
Programme among others

I. Guidelines for our Learners

Age-specific health education, below are suggestions on how to engage students
of different ages on preventing and controlling the spread of COVID-19 and other viruses.
Activities should be contextualized further based on the specific needs of children
(language, ability, gender, etc.).

 Pre Elementary
• Focus on good health behaviors, such as covering coughs and sneezes with
the elbow and washing hands frequently
• Sing a song while washing hands to practice the recommended 20 second
duration. - Children can “practice” washing their hands with hand sanitizer
• Develop a way to track hand washing and reward for frequent/timely hand
washing
• Use puppets or dolls to demonstrate symptoms (sneezing, coughing, fever)
and what to do if they feel sick (i.e. their head hurts, their stomach hurts, they feel
hot or extra tired) and how to comfort someone who is sick (cultivating empathy and
safe caring behaviors)
• Have children sit further apart from one another, have them practice
stretching their arms out or ‘flap their wings’, they should keep enough space to not
touch their friends.

 Elementary Level
• Make sure to listen to children’s concerns and answer their questions in an
age-appropriate manner; don’t overwhelm them with too much information.
Encourage them to express and communicate their feelings. Discuss the different
reactions they may experience and explain that these are normal reactions to an
abnormal situation.
 • Emphasize that children can do a lot to keep themselves and others safe.
- Introduce the concept of social distancing (standing further away from friends,
avoiding large crowds, not touching people if you don’t need to, etc.) - Focus on
good health behaviors, such as covering coughs and sneezes with the elbow and
washing hands
• Help children understand the basic concepts of disease prevention and
control. Use exercises that demonstrate how germs can spread. For example, by
putting colored water in a spray bottle and spraying over a piece of white paper.
Observe how far the droplets travel.
• Demonstrate why it is important to wash hands for 20 seconds with soap
and water - Put a small amount of glitter in students’ hands and have them wash
them with just water, notice how much glitter remains, then have them wash for
20 seconds with soap and water
• Have students analyze texts to identify high risk behaviors and suggest
modifying behaviors 11 - For example, a teacher comes to school with a cold. He
sneezes and covers it with his hand. He shakes hands with a colleague. He wipes
his hands after with a handkerchief then goes to class to teach. What did the
teacher do that was risky? What should he have done instead?

 Junior High School

• Make sure to listen to students’ concerns and answer their questions.
• Emphasize that students can do a lot to keep themselves and others safe.
- Introduce the concept of social distancing - Focus on good health behaviors,
such as covering coughs and sneezes with the elbow and washing hands - Remind
students that they can model healthy behaviors for their families
• Encourage students to prevent and address stigma - Discuss the different
reactions they may experience and explain these are normal reactions to an
abnormal situation. Encourage them to express and communicate their feelings
• Build students’ agency and have them promote facts about public health.
- Have students make their own Public Service Announcements through school
announcements and posters
• Incorporate relevant health education into other subjects - Science can
cover the study of viruses, disease transmission and the importance of
vaccinations - Social studies can focus on the history of pandemics and evolution
of policies on public health and safety - Media literacy lessons can empower
students to be critical thinkers and makers, effective communicators and active
citizens

 Senior High School

• Make sure to listen to students’ concerns and answer their questions.
• Emphasize that students can do a lot to keep themselves and others safe. -
Introduce the concept of social distancing
• - Focus on good health behaviors, such as covering coughs and sneezes with
the elbow and washing hands Encourage students to prevent and address stigma -
Discuss the different reactions they may experience and explain these are normal
reactions to an abnormal situation. Encourage them to express and communicate their
feelings.
• Incorporate relevant health education into other subjects - Science courses can
cover the study of viruses, disease transmission and the 12 importance of vaccinations -
Social studies can focus on the history of pandemics and their secondary effects and
investigate how public policies can promote tolerance and social cohesion.
• Have students make their own Public Service Announcements via social media,
radio or even local tv broadcasting - Media literacy lessons can empower students to be
 critical thinkers and makers, effective communicators and active citizens.

II. SCHOOL ADMINISTRATORS, TEACHERS AND STAFF

A. Following basic principles can help keep students, teachers, and staff safe at school and
help stop the spread of this disease.
Recommendations for healthy schools are:
• Sick students, teachers and other staff should not come to school
• Schools should enforce regular hand washing with safe water and soap,
alcohol rub/hand sanitizer or chlorine solution and, at a minimum, daily
disinfection and cleaning of school surfaces
• Schools should provide water, sanitation and waste management
facilities and follow environmental cleaning and decontamination procedures
• Schools should promote social distancing

B. Know the latest facts

Understand basic information about coronavirus disease (COVID-19), including its
symptoms, complications, how it is transmitted and how to prevent transmission. Stay
informed about COVID-19 through reputable sources such as IATF, DOH and WHO and
national health ministry advisories. Be aware of fake information/myths that may circulate by
word-of-mouth or online

C. Ensure safe school operations

See ‘Checklist on Safe School Environments’ below Update or develop school
emergency and contingency plans. Work with officials to guarantee schools are not used as
shelters, treatment units, etc. Consider cancelling any community events/meetings that
usually take place on school premises, based on risk
Reinforce frequent hand washing and sanitation and procure needed supplies. Prepare and
maintain hand washing stations with soap and water, and if possible, place alcohol-based
hand rub (hand sanitizers) in each classroom, at entrances and exits, and near lunchrooms and
toilets.
Clean and disinfect school buildings, classrooms and especially water and sanitation
facilities at least once a day, particularly surfaces that are touched by many people (railings,
lunch tables, sports equipment, door and window handles, toys, teaching and learning aids
etc.)
Implement social distancing practices that may include:
• Staggering the beginning and end of the school day
• Cancelling assemblies, sports games and other events that create
crowded conditions
• When possible, create space for children’s desks to be at least one metre
apart
• Teach and model creating space and avoiding unnecessary touching

D. Establish procedures if students or staff become unwell

Plan ahead with local health authorities, school health staff and update emergency
contact lists. Ensure a procedure for separating sick students and staff from those who are
well – without creating stigma – and a process for informing parents/caregivers, and
consulting with health care providers/health authorities wherever possible. Students/staff
may need to be referred directly to a health facility, depending on the situation/context, or
sent home. Share procedures with staff, parents and students ahead of time.
 Promote information sharing Coordinate and follow guidelines from the national health
and education authorities.
Share known information with staff, caregivers and students, providing updated
information on the disease situation, including prevention and control efforts at school. Reinforce
that caregivers should alert the school and health care authorities if someone in their home has
been diagnosed with COVID-19 and keep their child at home. Utilize parent-teacher committees
and other mechanisms to promote information sharing. Also be sure to address children’s
questions and concerns, including through the development of child-friendly materials such as
posters which can be placed on notice boards, in restrooms, and other central locations.

Adapt school policies where appropriate Develop flexible attendance and sick leave
policies that encourage students and staff to stay home when sick or when caring for sick family
members. Discourage the use of perfect attendance awards and incentives. Identify critical job
functions and positions, and plan for alternative coverage by crosstraining staff. Plan for possible
academic calendar changes, particularly in relation to breaks and exams.

Monitor school attendance Implement school absenteeism monitoring systems to track

student and staff absence and compare against usual absenteeism patterns at the school. Alert
local health authorities about large increases in student and staff absenteeism due to respiratory
illnesses.

Plan for continuity of learning In the case of absenteeism/sick leave or temporary school
closures, support continued access to quality education.
This can include:
• Use of online/e-learning strategies
• Assigning reading and exercises for home study
• Radio, podcast or television broadcasts of academic content
• Assigning teachers to conduct remote daily or weekly follow up with students •
Review/develop accelerated education strategies

Address Mental Health/Psychosocial support needs Encourage children to discuss

their questions and concerns. Explain it is normal that they may experience different
reactions and encourage them to talk to teachers if they have any questions or concerns.
Provide information in an honest, age-appropriate manner. Guide students on how to
support their peers and prevent exclusion and bullying. Ensure teachers are aware of local
resources for their own well-being. Work with school health workers/social workers to
identify and support students and staff who exhibit signs of distress.

Support vulnerable populations Work with social service systems to ensure

continuity of critical services that may take place in schools such as health screenings,
feeding programs or therapies for children with special needs. Consider the specific needs
of children with disabilities, and how marginalized populations may be more acutely
impacted by the illness or its secondary effects. Examine any specific implications for
girls that may increase their risk, such as responsibility for taking care of the sick at
home, or exploitation when out of school.
CHECKLIST FOR SCHOOL ADMINISTRATORS, TEACHERS AND STAFF
☐ 1. Promote and demonstrate regular hand washing and positive hygiene
behaviors and monitor their uptake. Ensure adequate, clean and separate toilets for girls
and boys o Ensure soap and safe water is available at age-appropriate hand washing
stations o Encourage frequent and thorough washing (at least 20 seconds) o Place hand
sanitizers in toilets, classrooms, halls, and near exits where possible o Ensure adequate,
clean and separate toilets or latrines for girls and boys
☐ 2. Clean and disinfect school buildings, classrooms and especially water and
sanitation facilities at least once a day, particularly surfaces that are touched by many
people (railings, lunch tables, sports equipment, door and window handles, toys, teaching
and learning aids etc.) o Use sodium hypochlorite at 0.5% (equivalent 5000ppm) for
disinfecting surfaces and 70% ethyl alcohol for disinfection of small items, and ensure
appropriate equipment for cleaning staff
☐ 3. Increase air flow and ventilation where climate allows (open windows, use
air conditioning where available, etc.)
☐ 4. Post signs encouraging good hand and respiratory hygiene practices
☐ 5. Ensure trash is removed daily and disposed of safely

E. Washing hands properly

a. Step 1: Wet hands with safe running water
b. Step 2: Apply enough soap to cover wet hands
c. Step 3: Scrub all surfaces of the hands – including backs of hands, between
fingers and under nails – for at least 20 seconds
d. Step 4: Rinse thoroughly with running water
e. Step 5: Dry hands with a clean, dry cloth, single-use towel or hand drier as
available Wash your hands often, especially before and after eating; after blowing
your nose, coughing, or sneezing; going to the bathroom/ toilets/latrines and
whenever your hands are visibly dirty. If soap and water are not readily available,
use an alcohol-based hand sanitizer with at least 60% alcohol. Always wash hands
with soap and water, if hands are visibly dirty.

CHECKLIST FOR PARENTS/CAREGIVERS & COMMUNITY MEMBERS

☐ 1. Monitor your child’s health and keep them home from school if they are ill
☐ 2. Teach and model good hygiene practices for your children o Wash your
hands with soap and safe water frequently. If soap and water are not readily
available, use an alcohol-based hand sanitizer with at least 60% alcohol. Always
wash hands with soap and water, if hands are visibly dirty o Ensure that safe
drinking water is available and toilets or latrines are clean and available at home o
Ensure waste is safely collected, stored and disposed of Cough and sneeze into a
tissue or your elbow and avoid touching your face, eyes, mouth, nose
☐ 3. Encourage your children to ask questions and express their feelings with
you and their teachers. Remember that your child may have different reactions to
stress; be patient and understanding.
☐ 4. Prevent stigma by using facts and reminding students to be considerate of
one another
☐ 5. Coordinate with the school to receive information and ask how you can
support school safety efforts (though parent-teacher committees, etc.)