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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