Annex A.

LAC Implementation Plan Template

Learning Goals
(Skills/Competencies

Learning Group Members

Materials/ Fund/ Date Time Date Success Means of

Resources Source (Planned (Planned and Indicators Verification
Topic Objectives Learning Key
Needs Time (MOV
Facilitator Activities
(Actua
l

ANNEX B
LAC PLAN APPRAISAL TOOL

(For assigned LAC Monitor to accomplish

Date: ___OCTOBER 23, 2020______________________________
Name of School: ___MAMBAYAAN INTEGRATED SCHOOL_ ____
Plan coverage
Start date: ____OCTOBER 16, 2020______________ _____
End date: ____OCTOBER 23, 2020___________ _______

Scale description:
1 Very Dissatisfied
2 Dissatisfied
3 Neutral
4 Satisfied
5 Very Satisfied

Please indicate whether each description presented in the table below is

satisfactory:

Description 1 2 3 4 5 Remarks
1. Relevance – The 
LAC Plan presented
is relevant on the
current and future
needs of the target
group. The Plan
complies to the
LAC policy and
theoretical
framework.
2. Timeliness – The 
LAC Plan addresses
key challenges in a
timely manner.
3. Evidence\based – 
The LAC Plan is
based on primary
and secondary data,
both qualitative and
quantitative form.
Main reference of
the evidence are
needs assessment,
DepEd generated
data/reports, etc.
4. Budget – The 
LAC Plan budget is
appropriate and
justifiable based on
 the approved/agreed
activities and budget
and expenditure
guidelines.
5. Strategic – 
Prioritization of
activities or agenda
in the LAC plan is
strategic.
6. Collaborative – 
The
LAC Plan is a
collaborative plan
created by the core
planning team.
7. Inclusiveness – The 
LAC Plan is
inclusive and does
not promote any
inconvenience to
marginalized groups.
Moreover, the plan
is gender sensitive.
8. Overall Rating

Recommendations:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Evaluated by:
_____________________________
Signature over printed name
Date:

ANNEX C
LAC SESSION EVALUATION TOOL
(For LAC Members and School Head to accomplish

Name of Facilitator: _MANUELITA P. CAPITO_________

Sex: __________FEMALE______ ___________________
Position: _____ PRINCIPAL I______________________
Designation: ___SCHOOL PRINCIPAL_______________
Disability: _____N/A_____________________________
Ethnic Group: __N/A_____________________________

Scale description:
1 Observed 0 to 20 of the timeX
2 Observed 21 to 40 of the timeX
3 Observed 41 to 60 of the timeX
4 Observed 61 to 80 of the timeX
5 Observed 81 to 100 of the timeX
Please indicate whether each description presented in the table below is
satisfactory:

Description 1 2 3 4 5 Remarks
1. Introduction 
procedures were
appropriate
2. Topic was 
clearly defined
3. Instructions were 
clear and
appropriate
4. Presentation flow is 
chronological and
systematic
5. Effective use of 
verbal and
nonGverbal
communication
6. Mastery of content 
7. Evidence of 
ICT integration
8. Established rapport, 
warm, and friendly
atmosphere
9. Overall Rating 

ANNEX D
LAC DOCUMENTATION TOOL
(For the assigned documenter to accomplish
Date: __________October 23, 2020__________________________
Venue: _________MAMBAYAAN INTEGRATED SCHOOL_______
Start time: ______2: 00 PM________________________________
End time: _______4: 25 PM________________________________
Attendees:
Name Designation/Position LAC Role
ALL TEACHERS

Objectives:
a. Discuss how to craft the home work learning plan
b. Explain the process on how to craft the home learning plan.
c. Cite the importance of home learning plan
Topics:
a. Preparation of Home Learning Plan
b. …
c. …

LAC Proper: (Must include agreements from the previous LAC, presentation of
monitoring and evaluation results and areas for plan adjustment
Topic/Agenda/Major points Discussions/Agreements/Next Steps
Preparation of Home Learning Plan Submit the WHLP every Friday or last
shall be prepared by teachers day of the week
implementing distance learning
Using the SLMs as reference
accomplish WHLP by taking into
consideration the learning competencies
and learning tasks.

Documented by:
_____________________________
Signature over printed name
Date:

ANNEX E
LAC REFLECTION JOURNAL

Date: _______October 23, 2020___________________

Name: ______ MANUELITA P. CAPITO_____________
Position: ____PRINCIPAL I_______________________
Designation: _SCHOOL PRINCIPAL________________
Sex: ________FEMALE_________
Age: ________60_____ ________

Reflections:
Individual Actionable from LAC Session Agreements Reflection

a. Key Takeaways

b. Challenges

c. Suggestions for improvement

It should be based on class program Refer to the MELC in different

areas.
If we have 8 subjects we are going to Teacher should be guided with a
prepare eight (8) WHLP. The content of the long term vision of what they want
lesson are just the same. their learners to master and
achieve in terms of content and
competencies at the end of the
school year

Overall Impression:
__The WHLP shall aid teachers and parents in keeping track of the day to day in-
school and off-school general learning processed as they implement the most
suitable and feasible alternative learning modality based on the context of their
school.

ANNEX F
Guided Observation Chart

The Guided Observation Chart is a tool that a teacher5observer can use to document how a
new approach or skill is used while observing a demonstration teaching. The learning
facilitator formulate two to three questions that will guide the teacher5observer in visualizing
and understanding an approach or skill while observing a class. Two questions are provided in
the chart as examples.

The learning facilitator provides her peer a copy of the chart during the pre5observation
conference and reminds him/her how to use it. The teacher5observer records his/her
answers to the question of the learning facilitators in the first section of the chart. He/she is
encouraged to think of questions for clarification about the approach or strategy observed.
He/she writes his/her own questions in the second section of the chart.

Focused approach or skill:

Name of learning facilitator:
Name of teacherGobserver:
Date of observation:

A. Questions about the approach or skill

1. How is the approach or skill used or taught?

2. How did the students perform or behave when the approach or skill is
used?

Other questions

B. Questions I have about the approach or skill

1.

2.

3.

ANNEX G

Teaching\Learning Scan
 The Teaching5Learning Scan is a simple tool that a Learning Facilitator can use to capture the
teaching5learning activities observed in a sequential order. Learning Facilitators using this
tool need to record in the first column the activities the teacher did, the questions teacher
said and students’ answers to the questions, and the questions students asked, which are
related to the focus of the observation. Comments, suggestions, or recommendations of the
Learning Facilitator are recorded in the second column.

Focused approach, skill, or content area to be observed:

Name of Learning Facilitator:
Name of teacher observed:
Date of observation:

Teaching\Learning Activities Observed Remarks

ANNEX H

Needs Assessment Activity Sheet

ANNEX I

Criteria for Selecting Web\Based Resources

Sites to be catalogued must score 3 and above for all criteria.

Criteria 5 4 3 2 1
1. Links to All the All the Some of the Many of the All of the
external hyperlinks are hyperlinks are hyperlinks are hyperlinks are hyperlinks are
resources to resources to resources to resources to resources to resources
that are that are that have that are not that are
relevant to the relevant to the limited relevant to the irrelevant to
home site and home site and relevance to main purposes the main
are of a high of the home site. of the home purposes of
quality. satisfactory site or are to the home site
quality. sites of and/or of
dubious quality. dubious quality.
2. The site The site The site The site The site
Intellectual intellectual intellectual intellectual Intellectual
Copyright and Property Rights Property Rights Property Rights Property Rights Property of
Conditions of and Conditions and Conditions and Conditions and Conditions Rights and
User of Use are of Use are of Use are of Use are Conditions of
clearly clearly clearly not clearly Use are not
communicated communicated communicated communicated. stated.
on each page on the main on the
and for all pages of the home
resource site. pages of
hyperlinks. the
site.
3. Safety and The site is The site is The site is The site isThere is no
security in Copyright to Copyright to Copyright to Copyright to information
relation to and maintained and maintained and maintained and maintained available as
authenticity by an by an by an by an to the status
and integrity accepted and accepted and accepted and accepted and of the
of providers trusted trusted trusted trusted Intellectual
educational educational educational educational Property Rights
entity and/or entity and/or entity and/or entity and of the site or
organization. organization. organization. or the
organization. Conditions
of the
The site is The site is The site
The site is Use.
copyright free copyright free is
for nonG for registered copyright copyright but
commercial and users for nonG and there is no
educational use. commercial and available only to information
educational use. subscribers about the
Creative for Conditions of
Commons nonGcommercial Use.
license terms and educational
are displayed. use.
4. Site There is a There is NO There is NO There is NO There is NO
hyperlink site map. site map. site map. site map. site map and
browsing hyperlink
At least 5 At least 5 Hyperlink Hyperlink browsing
levels of levels of browsing results browsing results results in
hyperlink hyperlink in retrieval in in retrieval in retrieval of
browsing within browsing within some unrelated some unrelated totally
the site does the site does content and content and unrelated
not result in not result in information. information. and/or
presentation of the unethical
nonGrelevant presentation of content and
or unethical any nonG information.
content or relevant
information. or
unethical
content and
information.