STI LEARNING CONTINUITY PLAN

SY 2021 – 2022
I. Introduction

With the global health crisis that we are currently facing, it is inevitable that the learning delivery
landscape will significantly change. Universities and Colleges will have to be innovative and flexible
in its learning delivery modalities that will capture the interest of the learners by SY 2021-22. The
different modalities and approaches will give the teachers the flexibility on the delivery of content.

As a network of schools across the country, STI is not spared from the challenges brought by the
pandemic. Bound by certain standards that STI schools want to maintain, policies are crafted, taking
into consideration the diverse characteristics of the schools.

II. Rationale/background of the plan

In preparation for the implementation of the learning strategies for SY2020-21, STI conducted a
quick survey among its students to gauge their learning mode preference. The survey included
three (3) options that they may choose from:

1. Online – with access to the internet and capable of studying off-campus.

2. Offline – with limited access to the internet but willing to study off-campus.
3. Face-to-face – no capability nor capacity to study online (no internet access, no learning
device, or learning capability).

A total of 28,629 STI students were surveyed out of 39,515 students. As gleaned in Table 1, the
results of the survey show that most of the students prefer to do the offline mode of learning.

Modality Student Respondents Percentage

Online 7,730 27%
Offline 14,315 50%
Face-to-face 6,584 23%
TOTAL 28,629 100%
Table 1: Student Survey on Learning Methodology Preference

Their learning modality preference may be affected by different factors such as off-campus internet
access, availability of learning devices off-campus, and the learning capability of the students. With
the results of the survey, a flexible learning delivery has to be implemented to address the different
learning capabilities and capacities of the students.

As such, STI has decided to implement blended learning for SY2020-21. For the SY2021-22, STI is
preparing for the different delivery modalities. To help students in their learning off-campus, STI has
partnered with Globe Telecommunications Company to make sure that internet is readily accessible

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for the faculty members and students. This will help our faculty members and students access STI’s
learning management system through the provided internet connectivity.

To ensure that STI will adhere to safety and health standards set by the government to mitigate the
risk of COVID 19 transmission while providing quality learning experiences to its students, STI will
adopt a blended teaching and learning approach, or a combination of online asynchronous and in-
residence learning.

Online asynchronous classes use the eLMS and other supplemental collaboration tools such as MS
Teams. Asynchronous means the students do not need to be online at the same time as their
teachers and classmates. During a given study period, students can access and complete their
lectures, readings, writing, and viewing assignments and formative assessments on their own. They
can access or download their course materials which include short videos teaching concepts which
they can watch repeatedly, if necessary. They may also complete quizzes and assignments and
receive immediate feedback, without having to wait for teachers to grade them.

During supported independent learning time, students have plenty of opportunities to understand
concepts, practice on their own, and gain mastery of essential competencies in the comforts of their
own homes.

Teachers’ support is also available thru email and chat on designated schedules, for consultation and
to provide guidance and feedback to the students. Synchronous or real-time online consultations
are optional in cases when students’ technology resources are available.

As soon as allowed by the government, and as communicated by STI Head Office, in-residence
classes will include lectures and discussions and proctored assessments to measure students’
learning in achieving intended learning outcomes and laboratory sessions for hands-on activities.
During the in-residence classes, the students gain access to learning resources (e.g. tools,
equipment, etc.) that are not available or may not be practical to install in their homes or immediate
community such as industry-grade facilities.

As a network of schools, STI ensures that learning materials are prepared and developed following
certain set of standards. These materials are done by STI HO through its Academic Research Group.
This makes certain that essential intended learning outcomes are gained by the students.

Preparation of learning materials goes through a series of processes from concept development to
writing and editing to finalizing the courseware content package. With content developers who are
trained on using strategies for blended learning approaches, course materials incorporate learning
strategies and activities aligned for both in-residence and online approaches.

Assumptions

 One subject = 80 hours a term

 Class/Section will be split into two (2) groups/batches to allow social distancing – one (1)
class will be split into two (2) batches with the same faculty member and will take turns
in attending scheduled lecture/laboratory classes. The contact hours from student and

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 faculty member will be lessened depending on the number of in-residence class hours
identified.

Recommendations

Lecture Type – (80 hours)

In an 80-hour term, there will be a 50-50 distribution of hours between the in-residence and
online sessions. The in-residence classes are designed for the conduct of lectures, task
performances, and summative assessments. While online sessions are designed to give
students more time to review past lessons, do advanced readings, and even perform formative
assessments. Learning materials are readily made available through the eLMS. Synchronous or
asynchronous consultations may also be done during these sessions. Face-to-face sessions are
done to ensure that learning outcomes and competencies are achieved. Assessments are
performed during in-residence classes to validate if students are doing their tasks during online
sessions.

Students will attend their in-residence classes and online sessions in batches. Proper
scheduling when the classes would be held must be done to ensure that safety protocols are
observed all the time. There will be identified weeks when online sessions may be in-residence
classes to conduct periodical and competency assessments, this will make up for the total 40
hours in-residence for the entire term.

The delivery per week is shown in Table 2:

Mode of Delivery Hours/Week Percentage

In-residence 2 40%
Online 3 60%
TOTAL 5 100%
Table 2: Weekly Delivery

Lecture/Laboratory Type – (80 hours)

In an 80-hour term, the lecture part will be a 30-70 distribution of hours between in-residence
class sessions and online sessions. The in-residence classes are designed for the conduct of
lectures, task performances, and summative assessments. While online sessions are designed
to give students more time to review past lessons, do advanced readings, and even perform
formative assessments. Learning materials are readily made available through the eLMS or
learning packets. Synchronous or asynchronous consultations may also be done during these
sessions. Face-to-face sessions are done to ensure that learning outcomes and competencies
are achieved. Assessments are performed during in-residence classes to validate if students
are doing their tasks during online sessions, while all laboratory sessions will be conducted on
campus. This is to make certain that the students are able to acquire the necessary technical
skills and competencies.

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 The delivery per week will vary depending on the scheduled activities of the subjects. There
will be some weeks wherein activities are purely laboratory-based and some weeks wherein
activities are purely lecture.

Students will attend their in-residence classes and online sessions in batches. Proper
scheduling when the classes would be held must be done to ensure that safety protocols are
observed all the time.

III. Objectives

The objectives of this continuity plan are for the STI network of schools to:

1. Prepare the facilities of each campus to be compliant with the set guidelines, procedures, or
protocols of their respective Local Government Unit (LGU);
2. Adjust class scheduling as applicable per program track/specialization; and
3. Prepare the faculty members by training them on the needed competencies to be able to
facilitate the identified learning modalities effectively.

IV. Assessment of School Readiness

 Learners’, teachers,’ and school heads’ competence in ICT-assisted instruction

In STI, eLMS serves as a major tool in delivering its lessons even before the COVID-19
pandemic. Students and teachers are all equipped with its functionalities as prescribed by the
learning content. Students know how to navigate the assessment tasks encoded in the system,
and faculty members are knowledgeable about how they will generate reports to help them
track the progress of their students.

 Connectivity and technology infrastructure of the school, school heads, teachers, and learners

STI partnered with Globe Telecommunications Company to be able to provide students and
faculty members with access to the internet. This will greatly help students and teachers to be
able to connect to the internet to be able to comply with the online requirements of a
particular subject/course.

 Inventory of schools’ handwashing and sanitation facilities, electric and water supply, school
clinic, and emergency kit

The Building and Facilities Administrator, School Administrator, and Principals of each STI
campus shall ensure that signages on proper health measures and protocols are in place and
visible to all stakeholders. Alcohols/hand sanitizers shall be made available on school
entrances. The temperature of all persons that will enter the school will be checked. The
school shall also ensure that handwashing facilities and all comfort rooms are clean and
sanitized. All STI schools will implement UNICEF’s strategic approach known as Water,
Sanitation, and Hygiene Education (WASH) to establish equitable access to basic sanitation
services. The school doctors and nurses shall ensure that first aid kits or emergency kits are
accessible.

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  Availability of learning materials/resources

Learning materials are readily made available through the eLMS or learning packets, as may be
applicable. Laboratory facilities will be made available to those who are scheduled to do
practical demonstrations. Library resources will be made available to all students with strict
implementation of social distancing.

V. Determination and Description of Teaching – Learning Modalities to develop the Most Essentials
Learning Competencies

Learning Resources
Grade Level Delivery Mode Assessment Approach
Available
Senior High Face-to-face Courseware Materials Face-to-face: written tests,
School (Grades oral exam, practical test
11 to 12) – all Learning Packets
subjects Online:
eLearning Management Auto-check assessment tasks,
System online applications

Microsoft Teams Offline; written tests, home

works, case study analysis,
individual practical
application, collaborative skill
application via iLearn & Share
method

Communication - During a disruptive event like the current Covid-19 pandemic in the country, it is
important for STI instructors to establish and maintain open communication lines with their SHS
students.

The information must be consistent with the digital and conventional tool/s selected for online
and offline communications and be posted in a prominent location, such as the eLMS welcome
page, STI campus Facebook page, SHS course/subject syllabus, campus bulletin boards, email/text
blasts, etc.

Expectations on how SHS students should engage in the communication, including how they
should contact their instructor/s and how quickly the teacher/s will respond to online and offline
communication, must also be set.

SMS/ Text Purpose: Contact all enrolled SHS students through their official
Messaging mobile phone number recorded upon enrollment
Email Purpose: Contact all enrolled SHS students through their official MS
Office 365 (O365) accounts created upon enrollment
In-residence/ Purpose: Communicate online in real-time with SHS students
Synchronous remotely.
Discussion There are many ways in which instructors can host lectures with their

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 students, either synchronously or asynchronously, using digital tools
provided by STI and the Internet. To optimize their synchronous
lecture, teachers may:
 Use headphones/earbuds with a microphone to minimize
surrounding noise and maximize their voice.
 Opt to “mute” student participants upon entry into the lecture. As
the host of the meeting, instructors are able to mute and unmute
participants at any point.
o eLMS Chat (text-based instant messaging)
o Facebook Messenger (text-based IM via social network and
video/web conferencing)
o Google Meet (text-based and video/web conferencing)
o MS Teams (text-based and video/web conferencing)
o Zoom (video/web conferencing)
Online Purpose: Provide self-directed discussion activities that may be
Asynchronous online.
Sessions  Some SHS subjects may rely on classroom discussions to enhance
students’ learning and peer engagement. Through eLMS Forums
and Moodle Discussions, STI instructors can simulate an in-class
discussion in a digital environment. Teacher/s must:
 Communicate clear guidelines in the prompt that establish
their expectations for students’ contributions to the
discussion. Provide details about the writing style
(formal/informal), number of posts, length (number of
words), frequency, tone, content, and medium of instruction
(English, Filipino, the vernacular/dialect)
 Use threaded discussion responses to allow students to
respond to one another multiple times in an organized way in
each discussion board post.
 Be present in the discussion board by providing feedback and
coaching to student responses.
 Encourage students to participate in a variety of ways that
work for the individual student, including text, audio, or
video.
 Create questions and prompts that require complex thinking
and application of ideas to avoid repetitive student
responses.
Lectures/ Purpose: Provide self-directed learning online or offline content.
Readings For a virtual, asynchronous meeting, instructors can choose to record
a lecture using the video/web conferencing record/capture tool or
upload a pre-existing video or audio file through eLMS/O365. Within
the eLMS, teachers have the ability to edit and enhance their lecture
content with embedded media, text resources, and quiz questions.
To optimize their asynchronous eLMS/O365 lecture, teacher/s may:
 Draft a script or an outline of their ideas for the lecture before
recording.
 Use headphones/earbuds with a microphone to minimize

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 surrounding noise and maximize their voice.
 Record longer lectures into “chunks” or smaller, separate video
lectures, organized by topic, idea, or skill under 3-5 minutes or
less. By watching video lectures of less than 5 minutes each, SHS
learners (with short attention spans) are more likely to maintain
focus and retain key information, not to mention conserve mobile
data/Internet bandwidth.
 Include quiz questions throughout their lectures to engage
learners and allow them to check for understanding as they watch
the video clips.
 Upload PDF files, website links (from YouTube, Google, etc.) and
media that support the content of their lecture to provide learners
a comprehensive and immersive learning experience.
o eLMS Modules (create structured learning content, embed
videos and web links to activities/upload PowerPoint, PDF or
interactive SCORM files)
o OneDrive (upload and share files using students’ O365 email)
o Web Conference Recording (use MS Teams, etc. and then
upload to eLMS/OneDrive; including the transcriptions and if
possible, closed-captions for videos)
Quizzes/ Tests Purpose: Assess student learning online and offline.
 Instructors may use eLMS/O365/Internet tools to formatively and
summatively assess SHS student learning. For task performance
assessment of student learning, teachers may use the eLMS
Dropbox tool to collect student work in the form of MS Office files
and audio or video recordings.
 For written assessment of student learning, instructors can create
exams using the eLMS Quiz tools. To administer effective exams
online, teacher/s may:
o Create complex questions that require deep, analytical thinking
skills to complete.
o Use time limits for the exam availability to maintain students’
focus during the exam.
o Allow students multiple attempts to allow for troubles with
Internet connectivity.
o Randomize the questions and the options of a quiz to maximize
academic integrity.

Matrix of Most Essential Learning Competencies with Corresponding Blended Delivery Modes,
Learning Materials and Assessment Approach

Grade Level Delivery Mode Learning Resources Assessment

(Grade 11/12) Available Approach
(Individual instructors may refer to the above modalities and match their respective SHS
subject syllabus-outline topics/entries as they see fit for the new normal.)

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VI. STI’ Quality Management System

As a premier education institution with a unique feature of having a network of campuses, STI
underscores our mission to ensure that all students receive the same quality of world-class
learning where they are in the Philippines. The quality management system of STI focuses on
processes which reinforce its Learning Delivery System.

The STI Learning Delivery System (LDS) is anchored on five pillars: (1) Courseware Development;
(2) Faculty Certification; (3) Faculty Training; (4) Student Program Development; and (5)
Placement Assistance. The importance of STI’s Quality Management System are as follows: for
STI’s LDS to be relevant, responsive, and learner-centered (updated content, industry-based,
meets customer requirements); to support our Enrolment to Employment (E2E) System (with
the holistic development that LDS provides, STI give assistance to the graduates to get
employed); and lastly, for continual quality improvement.

Ensuring the Continual Quality Improvement of a program:

By following the Deming’s Circle, Plan-Do-Check-Act (PDCA) cycle.

Plan. Identifying the resources, criteria, and limits in designing a program relevant and
updated.

Do. Observing and collecting data from the customers.

Check. Analyzing the collected data to measure customer satisfaction in a program.

Act. Fully implementing the new/recent program design / act on collected feedback.

VII. School Policies

 Work arrangements in light of the COVID-19 situation

STI shall refer to the guidelines issued by their school’s respective LGUs, Principal, and School
Administrator on stringent social distancing measures. School policies must also adapt the
minimum health standards issued by the Department of Health and or the Inter-agency Task
Force (IATF). Moreover, STI Head Office issued relevant mandatory guidelines for health and
safety.

 Enrolment

STI is currently implementing online registration. Payments are accepted thru alternative
payment system via our payment partners.

 Capacity Building (Webinars attended)

Faculty members are encouraged to join webinars that may significantly contribute to
preparing the school and its staff to the challenges the new normal might bring. Specifically,

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 Academic Faculty Researchers and Faculty Members joined in the following webinars so that
content to be taught are relevant to the current situation:

Webinar Title Organizer Date/s

VSMART Courseware Vibal Group, Inc. March 26-28, 2020
SEAMEO INNOTECH MOOC - Teach SEAMEO INNOTECH (via April 2 – May 22, 2020
On: Keeping the Passion Alive! KeepCourse)

Launch Your First Online Class with EduRescue May 5, 2020

Google Classroom
How to Build a Disaster-proof NEO (eLMS Provider)
Education Plan for Your School
Rewiring Education for Hospitality Association of May 15, 2020
and Tourism Industry: New Administrators in Hospitality,
Perspective, Design, Delivery of Hotel, and Restaurant
Learning Content and Experience Management Educational
Institutions; Rex Book Store
Embracing the “New Normal” in TVET Technical-Vocational Schools May 15, 2020
Association, Inc. (TVSAI)
Alignment of Different Learning Tasks Vibal Group, Inc. May 25, 2020
to Most Essential Learning
Competencies (MELC)
Horizontal Integration of Subject Area Vibal Group, Inc. May 26, 2020
Competencies
Contextualized Learning Delivery Vibal Group, Inc. May 27, 2020
Modalities
Addressing Challenges in Delivering Vibal Group, Inc. May 28, 2020
Remote Learning for Offline Learners
Merging Learning Competencies and Vibal Group, Inc. May 29, 2020
Practices to Facilitate the Shift to the
New Normal
Embracing the “New Normal” in Technical-Vocational Schools May 29, 2020
TVET: Facilitate Online Learning Association, Inc. (TVSAI)
Session

 Fiscal Management (for public schools set/revise AIP, SOB, CP by priorities)

School Operating Budget (for private schools)

 Supervision of Learning (monitoring of school heads)

The school’s Principal and Assistant Principal must ensure that the implementation of the
blended learning modality is in accordance with the guidelines provided by STI Head Office
(HO). The status of the online method can be monitored through the STI eLMS by the school
heads and STI HO’s Academics Division.

 Safe and Healthy School Environment

In preparing our campuses for the coming School Year 2021-2022, we are providing
instructions to be strictly implemented in relation to various aspects of STI operations.

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These are primarily intended to ensure a healthy and safe environment inside the campus;
to help prevent the spread of COVID-19; and to contain should there be any adverse effects
this virus may bring to the STI community.

General Guidelines:

All students, including employees and guests, will be asked to submit a declaration form
stating their recent travel and health conditions in the past few days/weeks. Upon getting to
the campus, everyone’s body temperature will be scanned using a thermal scanner. Only
those within the acceptable range, less than 37.6-degrees Celsius will be allowed entry. 
Parents or guardian of the students whose temperature is beyond the acceptable range will
be notified.  In the same entrance, alcohol or sanitizers would be available for those who
will enter the campus.

Throughout the campus, social distancing will be observed. Markings and signs will be
placed to indicate where to stand or sit in common areas – e.g. elevators, cafeteria,
queueing areas, waiting areas, etc. All wash areas will be provided with soaps as well to
allow and encourage everyone to wash their hands regularly.

Inside the learning areas – e.g. classrooms, laboratories, library, etc., the configuration for
seating arrangements will be setup to observe social distancing without compromising
learning.
Disinfecting the campus shall be done regularly.  Areas frequently used will be sanitized with
bleaching solutions.

In cases where someone exhibits symptoms, the person will be placed in an isolation area.
For students, their parents or guardians shall be notified so they can be picked up.
While this crisis has forced us into a challenging new reality, we assure the entire
community that STI College and its network of schools nationwide are ready for the
academic year ahead.

Specific Guidelines:

 Preparing Resources
- Soaps for hand washing at all wash areas
o Identify all sinks – restroom, canteen/pantry sinks, shower areas
o Prepare soap (bar or liquid) and provide one (1) for every sink
o If using liquid soap, prepare dispenser container of at least 150mL. Dilute
concentrated soap using recommended instructions from the vendor, usually
this is 1-part soap to 10-parts water.
- 70% alcohol at all areas with transactions (e.g. admissions area, cashier, registrars,
school entrance, library, canteen, etc.)
o Prepare alcohol dispenser container of about 750mL. Refill this as necessary.
o The number of dispensers shall depend on the size of the entrance and the
volume of people - students, employees, and guests.

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 o Assign one person to dispense the alcohol to avoid abuse. This may be the
security guard stationed at the entrance. Spray or dispense alcohol only at the
identified entry point.

- Bleach or sanitizing solutions for sanitizing work and study areas

o Prepare bleach solution using the recommended instructions from the vendor,
usually this is 1-part concentrated bleach to 10-parts water.
o Use bleach solution to wipe down with cloth surfaces that are often touched.
Use the same bleach solution to mop floors of areas used during school
operations. These should be done daily and/or as needed.
- Disinfection Mats at School Entrance
o Identify entry points of the campus (if multiple buildings).
o Prepare floor mats for every entry point.
o Soak these mats with the same bleach solution and require people to step onto
it prior to entering. Re-soak as needed.
- Cloths for sanitizing
- Thermal scanner/s at the school entrances
- In the same entrance, alcohol or sanitizers would be available for those who will
enter the campus.

 Before New Normal Operations (done two days before)

- Check all equipment (pumps and motors, AC systems, electrical systems, plumbing
systems, sewage treatment systems, water systems, etc.)
- Wipe down using cloth with bleach-scented sanitizing chemical
o Entrance (gates/turnstiles)
o Admissions area
- Wipe down using cloth with ordinary sanitizing chemical
o All doorknobs, handles, and push plates
o Counters (Registrars, Cashier, Proware, Library)
o Elevators
o Pantry/Canteen Areas (rail guards, chairs and tables, sinks, drinking fountain,
trays)
o Railings on stairs
o General work area (tables and cubicles)
o Large areas (PE, Gym, Multipurpose Halls)
o Toilets
- Restrict areas in the campus
o Identify the requirements for the remaining days of operations.
o Cordon-off areas that are not needed for operations – e.g. classrooms and
laboratories that are not going to be used.
o Assign personnel that will regularly inspect restricted areas.
- Set-up areas so social distancing is observed throughout the campus.
o At the admissions area, the waiting area shall be set-up where chairs are at
least one-meter apart.

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 o For gang chairs, put marks on the seats so that one-meter apart seating is
observed. This can be done by printing “Please observe one-meter distance” on
bond papers and attaching them on the “blocked” seats.
o Arrange seating inside the classroom, laboratories, and other learning areas as
well as in the canteen and other common areas.
o Put markings in common areas – e.g. where to stand when queueing, where to
stay inside elevators, etc.
o Put safety reminder signs in conspicuous areas in the entrance, admissions
office, lobby, hallways and offices.
- Identify and set-up an area for isolation in case a student or employee is confirmed
to be positive, or exhibits symptoms while already inside the campus.

 Before going to the Campus

- Encourage employees and students to stay home and follow directives from
Department of Health (DOH) if they:
o feel sick
o recently came from the port, bus terminal, or airport
o they have family members or friends that they share dwellings with, who have
been required to quarantine

 Entry to the Campus

- Identify and assign a single entry or exit point for the campus.
- Use thermal scanners to all employees, students, and guests entering the campus
o If body temperature is less than 37.6-degrees Celsius, allow entry
o If body temperature is 37.6-degrees Celsius or higher:
 Allow person to cool down for 15-minutes in an area outside the campus
 Check temperature again, if temperature is still at least 37.6-degress, do not
allow entry
 Notify the emergency contact if information is available.
 For students whose temperature is beyond the acceptable range, parents or
guardian will be notified.
- Require all to submit an accomplished Health Status form with Personal Declaration
of Travel.
o For students, this form shall be posted on the eLMS. They are required to
accomplish it and ask their guardian to sign it. The accomplished and signed
forms shall be required prior to entry to the campus.
o For employees, this form shall be emailed. They are required to accomplish and
sign it. The accomplished and signed forms shall be required prior to entry to the
campus.
o For guests, the forms shall be available as hardcopy at the entrance. They are
required to accomplish and sign it. The accomplished and signed forms shall be
required prior to entry to the campus.

 While inside the Campus/Work Area

- Require everyone within the premises to wear face masks at all times
- Require to observe Social Distancing (at least one-meter distance)
- Require handwashing or use of sanitizers/alcohol as needed

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 Leaving the Work Area
- Require employee to clean up work area for daily cleaning
- Require employee to ready work area for end of week sanitizing

 Regular Housekeeping
- Daily: wipe down using cloth with bleach solution
o Entrance (gates/turnstiles)
o Admissions area
o All doorknobs, handles, and push plates
o Counters (Registrars, Cashier, Proware, Library)
o Elevators
o Pantry/Canteen Areas (rail guards, chairs and tables, sinks, drinking fountain,
trays)
o Railings on stairs
- Daily: mop floors with bleach solution
- Weekly: wipe down using cloth with ordinary sanitizing chemical:
o General work area (tables and cubicles)
o Large areas (PE, Gym, Multipurpose Halls)
o Toilets

 General Work Protocol

- Require to not share work equipment (chairs, tables, phones, computers)
- Require to minimize face-to-face meetings
- Require to observe respiratory etiquette (cover mouth/nose when coughing or
sneezing)
- Require to avoid personal contact (handshakes, touching)
- Require each group or department to log their monitoring schedules daily

 When a Student or Employee is confirmed positive or is suspected but not yet

confirmed
- If the student or employee is already inside the campus, isolate the student by
placing him/her inside the isolation area.
- Parents or guardians of the student shall be notified so they can be picked up.
- Require the student or employee to follow quarantine protocols
o Employee: arrange for work-from-home (WFH)
o Student: arrange for online work

- Determine source of infection and, if possible, conduct follow through tracing

o Require all those in contact to follow quarantine protocols
- Arrange for (professional) cleaning of all the areas the positive or suspected persons
may have been to
- Report to LGU/DOH by following the proper reporting guidelines
- When the person is no longer positive or suspected, require the person to secure
doctor’s certificate when coming back to the campus

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 *Reporting of Employees and Students with Symptoms
To help continue to prevent the spread of corona virus and completely eradicate it,
all employees and students are advised to continuously observe necessary
precaution including the proper reporting to authorities even after the lifting of the
Enhanced Community Quarantine (ECQ), especially if there are persons exhibiting
symptoms of COVID-19. But while doing this, it is important to observe data
protection and privacy.

- The general direction of the National Privacy Commission (NPC) on their Public
Health Emergency (PHE) Bulletin No. 3 is: COLLECT ONLY WHAT IS NECESSARY.
DISCLOSE ONLY TO THE PROPER AUTHORITY.
- Disclosure of information by employers on employees who are PUIs should only be
done upon the authority, guidance, and instruction of the DOH.
- In case a PUI tested positive for COVID-19, the company may make the necessary
notices internally without disclosing the identity of the employee. DOH is the
authority that will conduct contact tracing.
- Schools or any of its employee shall not make a press statement or post on social
media any information related to a COVID-19 positive employee or student.
Announcements should come only from the DOH or other appropriate government
agencies.
- The assigned Data Privacy Officer or Personal Information Controller of the school is
advised to approach in a reasonable manner any uncertainty as to the collection and
disclosure of data of PUIs, PUMs, and confirmed cases of COVID-19.
- Please refrain from sharing unverified reports and fake news to avoid undue stress
and worry due to misinformation. Let’s all handle information responsibly.
*SOURCE: National Privacy Commission PHE Bulletin No. 3, March 19, 2020

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Reminder signs to be posted in conspicuous places inside the campus:

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Pull-up banner to be posted in the school entrance:

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VIII. Provision of Transition Program

 Training of school heads, teachers and learners

Since 2016, STI has been using an online learning management system as a supplemental
learning modality to face-to-face instruction. Thus, most of our faculty members are equipped
with the fundamentals in using eLMS and in blended approach to instruction.

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 We recognize that although the mindset and infrastructure to support blended approach are
already in place, our faculty members needed further support to enhance their competencies
in using blended approach so they can be more effective facilitators of learning. The ICT-
enhanced teaching methodology was presented to them to ensure smooth use of technology
and be able to address or assess concerns of students related to such. The table below presents
completed and scheduled capacity building initiatives STI to have for its faculty members and
school heads:

Training Title Organizer Date/s

Tech to Teach (Online Seminar-
Workshop)
 Starter Track for Beginners STI Head Office (MS Teams) Ongoing
 Boost Track for
Intermediate
Pedagogies of Learner-centered
STI Head Office (MS Teams) July-August 2021
Teaching in Online Environment

 Program for parents’ orientation on new norms

The school shall refer to the advisories provided by STI HO with regard to the blended learning
modality and safety protocols to be implemented for SY2021-22. There will be scheduled
parents’ and students’ orientation to be done in batches before the start of classes. Reminders
will be constantly provided through the STI official Facebook page and the eLMS.

 Preparation of learning materials

Learning materials are prepared by STI HO to standardize the learning content and delivery
modes. This way, the fundamental and basic requirements of a particular course are ensured to
be taught to SHS students across the network of schools.

Preparation of learning materials goes through a series of processes, from concept

development to writing to finalizing the courseware content package. With the webinars the
content developers attended, each course is aligned to ensure that the new teaching
modalities incorporating blended learning approaches are observed.

IX. Strengthened Partnership

 Information drive on the adapted teaching-learning modalities

All announcements/advisories will be posted on STI’s official Facebook page, Twitter account,
and the eLMS.

 MOA/MOU (focused on school hygiene and sanitation, school feeding, medical check-up,
online learning)

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Prepared by:

[Insert name of School Administrator/Deputy School Administrator]

School Administrator/Deputy School Administrator

Noted:

[Insert name of DepEd School Superintendent]

Schools Division Superintendent

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