PEAC ESC-GASTPE eRecertification Alternative Recertification Protocols for SY 2020-2021

July 8, 2020
PEAC ESC – GASTPE
eRecertification
(SY 2020-2021)
DR. MA. HELENA DESIREE M. TERRE
Consultant for Certification
Private Education Assistance Committee

The COVID-19 global
pandemic has disturbed
community life and interfered
with the normal delivery of
educational services in both
public and private schools.

Despite this global pandemic,
PEAC continues to fortify its role
in providing access to quality
education through its
(Re)Certification function.

PEAC, through its Certification Unit,
presents an alternative (Re)Certification
protocol for SY 2020-2021.
Using digital platforms and a hybrid of
technology applications, assessment of
institutional quality and school
compliance with DepEd and Kto12
standards proceeds within community
quarantine parameters.

PEAC ESC-GASTPE
eRecertification
Alternative Recertification
Protocols for SY 2020-2021

01
2018 Certification Assessment
Instrument (CAI) on PEAC EIS

RATING SCALE:
Evidence of Compliance:
Scale from 0-4
4 – Evidence of compliance with standard and enhancements
is presented
3 – Evidence of compliance with standard is presented
2 – Partial evidence of compliance with standard is presented
1 – No evidence of compliance with standard is presented but plan of action
in line with compliance is presented
0 – No evidence of compliance with standard nor plan of action is presented

DECISION RULES:
4 – For a mode of 4 in the Power Standards and rating of at least 3 in the
Support Standards
3 – For a mode of 3 in the Power Standards and rating of at least 2 in the
Support Standards
2 – For a mode of 2 in the Power Standards

CERTIFICATION OVERALL RATING BASED
ON A DECISION RULE
4 – For a rating of 4 in all Core Areas and 3 or higher in Support Areas
0 – For a mode of 0 in all Core Areas

May participate in the program and shall be
required to undergo recertification on the 5th
school year after the certification visit.
Applicant school with an overall rating of 4
May participate in the program and shall be
required to undergo recertification on the 4th
school year after the certification visit.
May participate in the program. Continued
participation shall depend on the result of the
certification revisit on the 3rd school year after
the certification visit.
Applicant schools with an overall rating of
2 but with a rating of 3 and above in at least
2 Core Areas
ESC
CERTIFICATION
OF APPLICANT
SCHOOLS

certification revisit on the 2nd school year after the
certification visit.
Continued participation shall depend on the result of
the certification revisit the following school year after
the certification visit
Applicant schools with an overall rating of
1 but with a rating of 2 and above in at least
2 Core Areas may participate in the program
ESC
CERTIFICATION
OF APPLICANT
SCHOOLS

Schools with an overall rating of 1 or 0 shall not be
allowed to participate in the ESC Program. They shall
only be allowed to reapply for participation in the ESC
Program after three school years since the last
certification visit.
Applicant JHS that Failed ESC Certification
A maximum of 2 Certification Revisits may be
allowed. Should there be a need, the 2nd Certification
Revisit shall be conducted on the school year
immediate after the last Certification Revisit.
Implications on ESC Grantees and School Eligibility.
Students granted ESC subsidy by virtue of the initial
participation of the school may be allowed to finish the
JHS should the school fail after the allowed maximum
number of Certification Revisits. No new Grade 7 slots
shall be allotted to the school pending the result of the
2nd Certification Revisit.
ESC-participating JHS that Failed* a
Certification Revisit
*Failed Certification Revisit – happens when the school fails to show marked
improvement on the 2018 CAI Areas that were rated 1 or 2, as the case may
be, in the last Certification Revisit and consequently does not raise the level
of the Overall Certification status of the school.
ESC
CERTIFICATION
OF APPLICANT
SCHOOLS

May participate in the program and shall be required
to undergo recertification on the 5th school year after
the recertification visit.
ESC-participating school with an overall
rating of 4
May participate in the program and shall be required
to undergo recertification on the 4th school year after
the recertification visit.
rating of 3
recertification revisit on the 3rd school year after the
recertification visit.
rating of 2 but with a rating of 3 and above in
at least 2 Core Areas
ESC RECERTIFICATION
OF PARTICIPATING
SCHOOLS

recertification revisit on the 2nd school year after the
recertification visit.
rating of 2
Continued participation shall depend on the result of
the recertification revisit the following school year after
the recertification visit
rating of 1 but with a rating of 2 and above in
at least 2 Core Areas may participate in the
program
ESC RECERTIFICATION
OF PARTICIPATING
SCHOOLS

These aforementioned Schools which shall undergo
Recertification Revisit must show marked improvement
on all AREAS that were rated 1 or 2, as the case may
be, and consequently raise its Overall Certification
Rating to the next Certification level.
ESC-Participating JHS that did not Meet Final
Rating Criteria on Eligibility After ESC
Recertification
A maximum of 2 Recertification Revisits may be
allowed. Should there be a need, the 2nd
Recertification Revisit shall be conducted on the
school year immediately after the last Recertification
Revisit.
Implications on ESC Grantees and School Eligibility.
Students granted ESC subsidy by virtue of the initial
participation of the school may be allowed to finish the
JHS should the school fail after the allowed maximum
number of Certification Revisits. No new Grade 7 slots
shall be allotted to the school pending the result of the
2nd Certification Revisit.
ESC-participating JHS that Failed a
Recertification Revisit
*Failed Recertification Revisit
– may happen when the
school fails to show marked
improvement on the 2018
CAI Areas that were rated 1
or 2, as the case may be, in
the last Recertification Revisit
and consequently does not
raise the level of the Overall
Certification status of the
school.
ESC RECERTIFICATION
OF PARTICIPATING
SCHOOLS

SUPPORTING DOCUMENT:
2019 CAI User’s Guide/Special Guide to
eRecertification

Standards of
Compliance
Focus Questions Look-Fors: ECEs:
G2. Qualified School
Principal with MA
Degree in Education
- Is the Principal
qualified with a
Masteral degree in
Education?
-MA degree of the
Principal
- 201 File of the
Principal
- OTR of the
Principal and
Notarized Contract
AREA G. NO.2

Standards of
Compliance
Focus Questions Look-Fors: ECEs:
3. Provisions for
adequate and
immediate
emergency care
- Is there a trained
staff available to
give first-aid and
emergency care
when needed?
- Are there
adequate
provisions for first
aid and
emergency care?
- adequacy - 201 File of the
Principal
- OTR of the
Principal and
Notarized Contract
AREA E. VI. NO.3

02
The eRecert process is Evidenced-Based.
To assess the school’s compliance with
DepEd and Kto12 standards, evidences of
compliance are conscientiously and
purposively gathered and presented.

are those that manifest or indicate school
compliance with standards. Plans, programs,
projects and activities, documents and records,
and other expressions of the school operation
and daily routine that could support school
claims of compliance are considered
evidences.
Evidence of Compliance

Examples of Compliance Evidences (ECEs) for
the Look-Fors of the standards in the 2018 CAI
are listed below and may be submitted via the
PEAC-EIS:

Part I.
1.DepEd Recognition
2.2019 AFS
3.2019 GIS
4.SEC Registration

Part II.
1.PVMGO
2.BEIS or School Profile
3.Faculty and Personnel Profile
4.SY 2020-2021 JHS Tuition Fees and Other Fees
5.School Calendar ad Class Program
6.Accomplished School Recovery and Readiness
Assessment (SRRA) Tool or an equivalent
7.School Recovery and Readiness Plan (SRRP) or an
equivalent
8.Report on School actions on Previous Teams
Recommendations (Use REAC-CU Table)
9.Accomplished 2018 CAI
*
*
*

Part III.
I. Other ECEs:
B. Curriculum, Assessment and Instruction
1. (I) Curriculum Map for All Subjects Areas and All
Grade Levels
2. (I) Sample Learning Plan/Subject/Grade Level
3. (I) Sample Test Question/Subject/Grade Level
4. (I) Learning Module/Subject/Grade Level
5. Intervention Program for Students with Learning
Difficulties
6. Video of Learning Encounters, when possible
7. Curriculum Development Activities
*
*
*

C&D. Faculty and Instructional Leadership
1. Faculty and Personnel Roster and Faculty and Personnel
Profile Matrix
2. Summary of Teacher’s Loads and Other Assignments
3. Scanned Copies of Faculty PRC licenses
4. Faculty/Personnel Handbook
5. Instructional Leaders Development Program
6. Sample Classroom Observation Results
7. Faculty Performance Appraisal Reports
8. Coaching and Mentoring Program
9. Supervisory Program

E. Academic Support and Student
Development Services
1. Enrollment Policy and Procedures
2. Guidance and Career Development Program
3. Testing Program
4. Homeroom Guidance Program
5. Parents Directory
6. Student Handbook
7. School Discipline Policy and Procedures
8. Student Activity Program
9. Data Privacy Policies and Guidelines

E. Academic Support and Student
Development Services
10.Academic Support Unit Manuals
11.Academic Support Personnel Development Program
12.Scanned Academic Support Personnel PRC Licenses
13.Library Services and Activity Calendar
14.Summary Matrix of Library Books, References, etc.
15.Summary Matrix of Instructional Media Center
Equipment, Materials, etc.
16.List of Laboratory Activities
17.Health Clinic Services and Calendar of Activities

F. Administration and Governance
1. Administrative Manual
2. Organizational Chart
3. Salary Scale
4. List of Personnel Benefits granted by the school
5. Administrators Development Program
6. Succession Plan

G. Physical Plant and Instructional
Support Facilities
1. Inventory List for Laboratories (Sciences, Computer, TLE)
2. Inventory List of Clinic Equipment and Supplies
3. Disaster and Risk Reduction Protocols
4. Certificates of Fire and Earthquake Drills
5. Vicinity map and Floor Plans
*

H. School Budget and Finance
1. Annual School Budget
2. Department/Unit Budgets
3. Budget Performance Reports
I. Institutional Planning and Development
1. Standards-based School Improvement Plan
2. Annual Operational Plan
3. SSIP Evaluation Report

Recertification Revisits will only
require ECES for the areas to be
revisited.

03
eRecert Modality: Remote, Virtual, Digital

perusal of school documents which may be
scanned and uploaded to the PEAC EIS or
sent via email or courier when advised
➢

viewing of video recordings of instructional
sessions, on-line streaming of Alternative
Learning Modalities (ALMs) or Flexible
Learning Options (FLOs) encounters, etc.
(optional)
➢

on-line Team meetings, Panel meetings and
conferences with students, teachers and/or
parents, On-line interviews with School
Administrators
➢

real-time video viewing of school facilities,
laboratories, libraries and other learning
spaces (optional)
➢

ACTIVITY
MATRIX FOR
eRECERTIFICATION

Pre-Online (Re)Certification
- Online Submission of Required Initial Documents: DepEd
Recognition, SEC, GIS, AFS, etc.
- Uploading of accomplished 2018 CAI to PEAC EIS
- Online Submission of Three-Year SSIP, School Recovery
and Readiness Assessment, School Recovery and
Readiness Plan and required eRecert ECEs
- Preparations for Internet connectivity and IT app
installation

During the Virtual (Re)Certification
- Virtual Team Conferences with Student, Teachers and
Coordinators Panel
- Virtual Interviews with Administrators
- Video Calling to show pictures (if possible) OR
watching video recording of School Site, Facilities,
Buildings, Classrooms and other learning spaces (if there
are any) OR looking at scanned pictures)

Post-Online (Re)Certification
- Study of (Re)Certification Results
- Dissemination of school (Re)Certification results to
school community
- Incorporation of the (Re) Certification Visit
recommendations in the SSIP for continuing school
improvement

7:45 AM Start-of-the-Virtual Activity Conference with School Head
8:00 - 10:00 On-line Tandem Conferences with Students and Teachers Panel
10:00 - 11:45 On-line Interviews with School Administrators
11:45 -12:45 Lunch Break
12:45 - 2:00 Perusal of additional ECES as requested
2:00 - 2:45 Preparing Area Report
2:45 - 3:45 Wrap-up Session
3:45 - 4:00 Post-Virtual Activity Conference with School Administrators
Suggested Time Table for eCertification and eRecertification

For eRecert, schools must show extent of continual
provisions towards the attainment of these
standards since the last visit. However, as the
COVID19 global pandemic interim necessitates
creative and flexible pathways that will mitigate
adverse impact on the school community,
narratives and essays on how these regular
programs, plans, projects and activities are
reconfigured or adjusted towards in the interim
period should be underscored and likewise,
presented.

By undertaking recovery and readiness in different
areas of concern, schools will be more equipped to
continue learning in spite of disruption or closure.
With these in mind, PEAC presents the School
Recovery and Readiness Assessment Tool which will
provide data to prepare the School Recovery and
Readiness Plan where schools identify interventions
and concrete action steps they plan to take as they
navigate the COVID19 pandemic transition.

PEAC SCHOOL
RECOVERY AND
READINESS
ASSESSMENT TOOL
(SSRA TOOL)

PEAC SCHOOL
RECOVERY AND
READINESS PLAN
(SRRP)

THE DESIGN FACULTY READINESS
INSTRUCTIONAL
READINESS
ADMINISTRATIVE
READINESS
ACADEMIC SUPPORT
READINESS
PHYSICAL PLANT
READINESS
FINANCIAL
RECOVERY
INSTRUCTIONAL
RECOVERY PEAC
SCHOOL
RECOVERY
AND
READINESS
PLANN

PEAC AREA OF
CERTIFICATION
SCHOOL AREA OF CONCERN
DUE TO COVID-19 AND
QUARANTINE
TYPE OF
RECOVERY/READINESS
INTERVENTION
Curriculum,
Assessment and
Instruction
A. Continuity of student
learning outcomes in
different subject area and
grade levels
Instructional Recovery
Instructional Readiness
B. Alternative Learning
Modules (ALMs) and/or
Flexible Learning Options
(FLOs)
Instructional Readiness
Relationship of SRRP and the PEAC 2018 CAI

PEAC AREA OF
CERTIFICATION
SCHOOL AREA OF
CONCERN DUE TO COVID-
19 AND QUARANTINE
TYPE OF
RECOVERY/READINESS
INTERVENTION
Faculty
C.Teachers Readiness for
Alternative Learning
Modules (ALMs) and/or
(FLOs)
Faculty Readiness

PEAC AREA OF
CERTIFICATION
SCHOOL AREA OF
19 AND QUARANTINE
TYPE OF
RECOVERY/READINESS
INTERVENTION
Administration
and
Governance
School Budget
and Finance
D. School Enrolment and
Management of
Finance and Business
Operations
Financial Recovery
Administrative
Readiness

PEAC AREA OF
CERTIFICATION
SCHOOL AREA OF
19 AND QUARANTINE
TYPE OF
RECOVERY/READINESS
INTERVENTION
Administration
and
Governance
Institutional
Planning and
Development
E. School Emergency
Preparedness and
Response Planning
Administrative
Readiness

PEAC AREA OF
CERTIFICATION
SCHOOL AREA OF
19 AND QUARANTINE
TYPE OF
RECOVERY/READINESS
INTERVENTION
Academic
Support and
Student
Development
Services
F. Mental Health of the
School Community
Academic Support
Readiness

PEAC AREA OF
CERTIFICATION
SCHOOL AREA OF
19 AND QUARANTINE
TYPE OF
RECOVERY/READINESS
INTERVENTION
Physical Plant
and Instructional
Support Facilities
G. Elimination of Health
Risks, Hazards and
Threats from COVID19
and Other Infectious
Diseases in the Campus,
Classrooms, Offices,
Facilities and
Environment
Physical Plant
Readiness

PEAC AREA OF
CERTIFICATION
AREA OF CONCERN * GOAL INTERVENTIONS ACTION STEPS TARGET
DATES
MONITORING
SCHEME
PERSON IN-CHARGE/
PARTNER AGENCY
BUDGET
Curriculum,
Assessment and
Instruction
A. Continuity of
Student Learning
Outcomes in the
Different Subject
Areas and Grade
Levels
B. Alternative
Learning Modes
(ALMs)/Flexible
Learning Options
(FLOs)
Faculty C. Teacher
Readiness for
Modes (ALMs)/
Flexible Learning
Options (FLOs)
III. A. Plan Template
ESC-GASTPE School Recovery and Readiness Plan S.Y. 2020 – 2021
Name of School ______________________________________________ Region ________ City/Town/Province _______________

PEAC AREA OF
CERTIFICATION
DATES
MONITORING
SCHEME
PERSON IN-CHARGE/
PARTNER AGENCY
BUDGET
Administration
and Governance
School Budget
and Finance
D. School Enrolment
and Management of
Finance and Business
Operations
Administration
and Governance
Institutional
Planning and
Development
E. School Emergency
Preparedness and
Response Planning

PEAC AREA OF
CERTIFICATION
DATES
MONITORING
SCHEME
PERSON IN-CHARGE/
PARTNER AGENCY
BUDGET
Academic
Support and
Student
Development
Services
F. Mental Health of
School Community
Physical Plant
and Instructional
Support Facilities
G. Elimination of
Health Risks, Hazards
and Threats from
COVID19 and Other
Infectious
Diseases in the
Campus,
Facilities and
Environment
* Based on the PEAC Survey on School Recovery and Readiness of School Operations for SY 2020-2021

IV. Guide to Planning Template
The following table provides the meaning of each column in the template:
Column Heading Description
1 PEAC AREA OF CERTIFICATION This is the PEAC 2018 CAI Area of reference.
2 AREA OF CONCERN
This is an enumeration of Areas from the PEAC Survey on School Recovery and
Readiness of School Operations for School Year 2020-2021.
3 GOALS Goals are written as specific, measurable, attainable, realistic and time bound.
4 INTERVENTIONS
These refer to the different forms of Recovery and Readiness interventions,
programs and projects as described above. Appendix A contains sections for the
different interventions and corresponding actions which schools may select from.
Schools are also encouraged to add other interventions and actions that are
relevant to their context.
5 ACTION STEPS
Action steps show a detailed and logical process of achieving the SMART Goals
and fully implementing the proposed interventions. Actions steps expand on the
suggested actions given for each intervention in Appendix A. More discussion
about the suggested actions may be found in Appendix B containing relevant
references and resources.

Column Heading Description
6 TIME PERIOD or Dates Dates of expected accomplishment of the interventions are stated and
achievable.
7 MONITORING SYSTEM A system of reviewing and evaluating the accomplishment of the different
action steps and achieving the intervention is described in detail.
8 PERSON IN CHARGE Key point persons responsible for the accomplishment of the SMART Goals are
clearly identified and stated. The person has sufficient competence and
experience to achieve the goals. Partner agencies and associations are also
identified
9 BUDGET AND BUDGET SOURCE Amount is stated along with the source from the school budget. Amount is
sufficient to achieve the intervention
10 ALIGNMENT (no Column provided) All above parts are aligned with each other and the Area of Concern

PEAC AREA OF
CERTIFICATION
AREA OF CONCERN * GOAL INTERVENTIONS ACTION
STEPS
TARGET
DATES
MONITORING
SCHEME
PERSON IN-
CHARGE/ PARTNER
AGENCY
BUDGET
Curriculum,
Assessment and
Instruction
A. Continuity of
Student Learning
Outcomes in the
Different Subject
Areas and Grade
Levels
(Focus Question: What may
the school undertake to
ensure continuity of
learning, address impact on
disruption of class
schedules and accomplish
curriculum standards and
competencies: Bridge
Programs?)
(What initiatives may the
school undertake to
facilitate learning continuity:
curr adjustments accdg to
MELCS, Reading
enhancement, Math
Remedial?)
III. A. Plan Template
ESC-GASTPE School Recovery and Readiness Plan S.Y. 2020 – 2021
Name of School ______________________________________________ Region ________ City/Town/Province _______________

PEAC AREA OF
CERTIFICATION
STEPS
TARGET
DATES
MONITORING
SCHEME
PERSON IN-
CHARGE/ PARTNER
AGENCY
BUDGET
Curriculum,
Assessment and
Instruction
B. Alternative
Learning Modes
(ALMs)/Flexible
Learning Options
(FLOs)
(Focus Question: What
ALMs/FLOs/
Learning Technology
platforms may the school
adopt as an alternative to
structured F2F classroom
encounters: environment
scanning on capability and
IT availability and
accessibility in school, of
teachers, students,
parents/homes (PAPSCU-
PEAC ASPIRE eTool kit);
adopted alternative
learning delivery dynamics
and shift arrangements?)
(What actions may the
school undertake to ensure
optimum use of the chosen
ALMs/FLOs: development of
LMs & LPs, Parent Orientation

PEAC AREA OF
CERTIFICATION
STEPS
TARGET
DATES
MONITORING
SCHEME
PERSON IN-
CHARGE/ PARTNER
AGENCY
BUDGET
Faculty C. Teacher
Readiness for
Modes (ALMs)/
Flexible Learning
Options (FLOs)
professional development
activities: training on use of
IT platforms, LMS, etc;
courseware development
the school should provide to
improve teachers’
competence and
confidence in the chosen
ALMs/FLOs?)
Administration
and Governance
School Budget
and Finance
D. School Enrolment
and Management
of Finance and
Business Operations
(What may the school need
to undertake to ensure
stable school enrollment?
What may the school
undertake to ensure
financial viability and
operational vitality?)

PEAC AREA OF
CERTIFICATION
AREA OF CONCERN
*
GOAL INTERVENTIONS ACTION
STEPS
TARGET
DATES
MONITORING
SCHEME
PERSON IN-
CHARGE/ PARTNER
AGENCY
BUDGET
Administration
and Governance
Institutional
Planning and
Development
E. School
Emergency
Preparedness and
Response Planning
emergency response
protocols must the school
establish to ensure safety
against COVID19?
What administrative
rearrangements and
operational changes must
the school to support
ALMs/FLOs?)

PEAC AREA OF
CERTIFICATION
AREA OF CONCERN
*
STEPS
TARGET
DATES
MONITORING
SCHEME
PERSON IN-
CHARGE/ PARTNER
AGENCY
BUDGET
Academic
Support and
Student
Development
Services
F. Mental Health of
School Community
(Focus Question: As a result
of the stress brought about
by the COVID19 pandemic,
what may the school
provide for the mental
health and well-being of the
school community?)
(How may the school
integrate mental health, EQ,
AQ and psychosocial
development in the
curriculum?)

PEAC AREA OF
CERTIFICATION
AREA OF CONCERN
*
STEPS
TARGET
DATES
MONITORING
SCHEME
PERSON IN-
CHARGE/ PARTNER
AGENCY
BUDGET
Physical Plant
and Instructional
Support Facilities
G. Elimination of
Health Risks, Hazards
and Threats from
COVID19 and Other
Infectious
Diseases in the
Campus,
Facilities and
Environment
Focus Question: What does
the school need, in terms of
specialists, equipment,
supplies, etc, to improve its
capability to eliminate risks,
hazards and threats from
COVID19 and other
infectious diseases?
What physical plant
restructuring must the
school undertake to comply
with IATF standards and
quarantine level parameters
and guidelines?)
* Based on the PEAC Survey on School Recovery and Readiness of School Operations for SY 2020-2021

DO # 007 s. 2020
Required Documents
SRRP Areas of Concern SRRP Intervention Focus PEAC Area of
Certification
b. LCP Support
A. Continuity of student
learning outcomes in the
different subject area
and grade levels
A1. Interventions to ensure continuity of learning,
address impact on class disruptions, and
accomplishment of curriculum standards and
competencies: Bridge Programs
A2. Interventions to facilitate learning continuity:
curriculum alignment with MELCs, Remedial
Reading, Remedial Math
Curriculum, Assessment
and Instruction
b. LCP
B. Alternative Learning
Modes (ALMs) and/or
(FLOs)
B1. Interventions to determine ALMs/FLOs/Learning
Technology platforms as an alternative to
structured F2F classroom encounters:
environment scanning of capabilities and
availability of IT tech support of school and of
teachers, students and parents/homes; adopted
alternative learning delivery dynamics and shift
systems
B2. Interventions/Infrastructure to ensure optimum
use of the chosen ALMs/FLOs: development of
LMs/LPs, Parent Orientation and Training, etc.
Curriculum, Assessment
and Instruction
Interface of DO # 007 s. 2020 with SRRP

DO # 007 s. 2020
Required Documents
Certification
b. LCP Support
C. Teacher Readiness for
Modes (ALMs) and/or
(FLOs)
C1. Professional Development Training Activities:
Trainings on Use of ALMs/FLOs, IT Platforms,
LMs, etc.; development of course waves, etc.
Faculty
b. Health Compliance
Support
c. LCP Support
D. School Enrolment and
Management of Finance
and Business Operations
D1. Interventions to ensure stable school
enrollment
Administration and
Governance
D2. Interventions to ensure financial viability and
operational vitality
School Budget and
Finance
Institutional Planning
and Development
a. Health Standards
Compliance Plan
E. School Emergency
Preparedness and
Response Planning
E1. Emergency Response Protocols to ensure
safety of teachers, students and parents
E2. Administrative rearrangements and
operational changes to support ALMs and
FLOs

DO # 007 s. 2020
Required Documents
Certification
b. LCP Support
F. Mental Health of the
School Community
F1. Interventions to mitigate stress brought
about by the COVID19 pandemic
F2. Interventions to integrate development
of EQ, mental health and psychosocial
well-being in the curriculum.
Academic Support
and Student
Development
Services
a. Health Standards
Compliance Plan
G. Elimination of Health
Risks, Hazards and
Threats from COVID19
and Other Infectious
Diseases in the
Campus, Classrooms,
Offices, Facilities and
Environment
G1. Acquisition of essential equipment,
supplies, etc. to improve capability to
eliminate spread of COVID19
G2. Physical Plant restructuring to comply
with IATF standards and quarantine
level parameters and guidelines.
Physical Plant and
Instructional Support
Facilities

To help realize the various interventions for recovery
and readiness, PEAC has put together possible
actions for schools to consider and use for their
formulation of the PEAC School Recovery and
Readiness Plan. Since this Plan template is
integrated with the various Areas of the PEAC
Certification Assessment, this plan becomes a
special addendum to the school's Standards-based
School Improvement Plan.

Sample possible actions are found in the downloadable SRRP
here: https://peac.org.ph/certification/

PEAC ESC-GASTPE eRecertification Alternative Recertification Protocols for SY 2020-2021

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