BE MAGAZINE 2021

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2 TABLE OF • School Profile 3 4  Partnerships, Initiatives, and Activities 7 8  Learning Spaces and Activities 12 14  Engagement Strategies and Activities 16 17  School District Collaboration 19 20  Brigada Eskwela Program Readiness 28  Engagement to all Educational Stakeholders 33  Involvement of Partners in Brigada Pagbasa  Number of Beneficiaries & Generated Resources  Bayanihan Effort to Support BE-LCP • Gulayan sa Paaralan 21 • Coordination with Stakeholders 22 • Community Pantry 23 • Cupcakes for a Cause & Other IGPs 24 • Feeding Programs 25 • Brigada Eskwela Contests 26 • Departmental Projects 27 • School Safety, Preparedness, and Resiliency • Wash in Schools (WinS)

3 SCHOOL In a peaceful and verdant place in the town of Magdalena, Province of Laguna, is where Magdalena Integrated National High School is situated. It has a land area of 50, 420 square meters. But, through the initiative and support of Hon. Mayor David O. Aventurado Jr. and the Filipino-Chinese Chambers, the school was founded and existed for more than a decade now (since 2009). Its humble beginning started with 6 teachers, 4 classrooms and 34 enrolled learners, first year only. The Annex started only with 4 - Filipino-Chinese chamber classrooms, 6 teachers and 34 enrolled learners. But then, through the strong leadership, dedication and hard work of the principal, and stakeholders, now, Magdalena INHS has provided school learning facilities that cater learners to enhance their capabilities and provide a conducive environment for learning. The school has 34 Classrooms, 11 Buildings, 33 Comfort Rooms, 1 Principal’s Office, Guidance Office, library and laboratories. The school is headed by Dr. Ruby P. Castillo, and composed of 54 Teaching Personnel, 3 Non-Teaching Personnel and 3 Utility Workers. Moreover, Magdalena INHS is strongly giving its support to the DepEd programs, Feeding Programs, Gulayan sa Paaralan at Tahanan, Wash in Schools, NDEP, PFA, NDRRM, Brigada Pagbasa, core and values, continuously transpiring the needs of the teachers to give their best strategies in molding the character and delivering quality education. MINHS is focused on its continuous improvement to sustainable development and diversity of all concerns. To address some gaps, the school has initiated and implemented different projects and interventions that eventually led to school’s recognition and best practices. MINHS believes that best education lies in creating a life-long process towards the center of excellence in education. With this, MINHS is continuously focusing on giving the superlative education by producing continuous learning as it aims for quality, effective, efficient education for all. The commitment to serve directed by the teachers, parents and stakeholders has made an impact to continuously seeing the progress of the school when it comes to its performance. Proudly, Magdalena Integrated National High School is also an award-winning educational institution for K-12 learners. Since opening its doors in 2009. the school have continued to reach, strive, grow and develop. Amidst of pandemic, the school placed 4th on the conduct of Brigada Eskwela 2020 in the Division of Laguna under Mega Secondary School Category. The school was successful in bringing its educational stakeholders together to participate and share their time, efforts, and resources to ensure that the school was ready to implement distance learning. Moreover, MINHs was recognized as Level III Advanced School-Based Management (SBM) Regional Implementer. This acknowledgment was brought by the best programs and practices of the school. The Division of Laguna identified these matters as contributors to the high achievements of learners, teachers, parents, and other stakeholders in terms of leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. Likewise, these recognitions boundlessly improved the involvement of parents and other stakeholders. Empowered school personnel, especially teachers that helped improved student academic achievement and other school outcomes as partner-stakeholders had closer monitoring and evaluation on student/teacher appraisal, school’s requirements and its policies, and made effective use of its resources. In line with this, regular monitoring, evaluation and reporting processes of resource management are collaboratively developed and jointly implemented by learning managers, facilitators and community stakeholders. Support from different stakeholders has been manifested for the sustainability of the resources needed by the school. The active participation of all responsible and accountable stakeholders and the community serves as a vehicle that caters total development and improvement of MINHS amidst of pandemic.

4 PARTNERSHIP INITIATIVES Collaboration of school and Municipal Fed- eration of Parents and Teachers Association. Parents and other community members are in- volved in the school reading program (literacy and numeracy). LGU’s (province, city/municipal or barangay) collaboration on preparation for the opening of classes and Brigada Eskwela planning and implementation. (SEF) Capability building (Webinar/training) of parents and Collaboration to develop interventions to im- other stakeholders in the community as facilitators prove teaching processes, draw greater support from parents, LGU and community organizations of home-based teaching and learning.

5 PARTNERSHIP INITIATIVES Learning at Family members of pupils/students and other resi- Home dents actively participate in designing, supporting and monitoring activities of the school and com- Families help children do munity. their homework and they are involved in other curriculum related activities and decisions. Family resource centers, early childhood Develop- ments, programs, and coordinated health and so- cial services build on individual strengths and en- hance family life. Sustainability of food supplies security for students and families. Providing volunteerism opportunities for both school and community.

6 PARTNERSHIP INITIATIVES Communication media for information dissemination to strengthen school– community partnership. With virtual students’ as- With Functional School Governing Council semblies and safe communi- cation. Records on Testimonies on School- Community With collaboration on evaluation to formu- Partnerships. late improvement plans and determine re- sources needed to improve teaching- learning processes.

7 LEARNING SPACES Despite a challenging school year, there are parents who try to overcome and rise above the challenges to ensure that their children will continue learning even at home. Magdalena Integrated National High School adopted the nationwide initiative of the Department of Education to implement safe home learning spaces. The safe home learning spaces concept calls for the focus of instruction to shift from classrooms to the learners' homes. A small space or corner in their houses will be converted into a “classroom” with parents, siblings of learners, and other relatives as facilitators using various learning modalities. Thus, several parents made the best at- home learning spaces for their children. This is to help ensure that they will have areas in their respective homes that are conducive to learning. These learning spaces will also help ensure that students can focus on school work and other academic requirements needed this school year. In line with this, MINHS initiated a Brigada Contest on Home Learning Spaces and dubbed as Best Spot, Best Shot! This activity aims to promote and showcase their home learning spaces at home. This will also encourage other parents and learners to have their own learning space. Moreover, MINHS initiated the recognition of the Best Shot, Best Spot, to motivate parents in their role as partner learning facilitators of teachers in the new normal and encourage learners to study at their most comfortable space. At-home learning space factors such as area, ventilation, lighting, facilities, and support of family were considered during the selection process. Aside from the actual recognition, MINHS also conducted virtual technical assistance, stakeholders’ orientation, and provision of learning packages during the span of the project. Mrs. Carla A. Burbos, Brigada Eskwela Chairman, noted that the project led to a “more active parent engagement” for the school while the families enjoyed closer ties and experienced academic ease and flexibility. To sustain its implementation, MINHS will also conduct monitoring and evaluation of its implementation, stakeholders’ engagement and support, and sharing of best practices.

8 Development plans and work programs relevant to new normal School Contextual Operationalization School Master Plan

9 Virtual Brigada Eskwela Forum Online orientation /Capacity building on Adopt-A-School and partnership building strategies in relation to the Learning Continuity Plan Information campaign to flexible learning option PTA Forum and Gen. Assembly (virtual), Sharing of partnership best practices Partnership for printed materials and supplies for remote learning for the learners, teachers and par- ents (bond paper, worksheets, notebooks,, pad pa- per, pen ,crayon, pencil etc.

10 Magdalena Integrated National High School designed its Enhanced BE-LCP framework. MINHS remains true in Maximizing Mastery of Learning through Individual/ Group Involvements; and Networks: Hurdling Challenges to reach Student’s Success and Empowerment. The framework provides the school with the structure for making the most on delivering quality education for Magdalenians. It sets up a unified connection between the four pillars of Sulong Edukalidad: K-I-T-E; RO 4A BE-LCP Framework; and SDO LAGO Enhanced BE-LCP Framework. The MINHS Framework also provides a focus through which the school can evaluate the extent to which its meeting its stakeholders’ needs and expectations and implementing strategic initiatives, such as the Literacy and Numeracy Brigade. Effective implementation of MINHS Framework will be evident through developing a cyclic approach to achieving and sustaining improvement. The progress will be evident across the key dimensions of learners’ improvement. Magdalena Integrated National High School presented its Enhanced Learning Continuity Plan and also addressed other school matters and concerns. The program was held on September 7, 2021 at exactly 8:30 in the morning and was moderated by Ms. Nica Grace Solision, Teacher II. The learners and their parents, teachers, partners, and stakeholders were all invited to join via Google Meet and Fb Live. Ms. Juana A. Arvesu, Head Teacher I, courteously presented the Enhanced BE-SLCP. She looked back on the history of Magdalena Integrated National High School. As MINHS makes every effort to continue despite of the challenges brought by this pandemic, the school primarily aims for the following: provide enhanced plan based on the lessons learned from successes, strengths, and challenges from the past school year; continue to provide open line of communication to stakeholders in terms of monitoring, evaluating and feedbacking using M&E Tools; remain flexible and focused on quality education while ensuring health and welfare of educational stakeholders; promote continuous collaborations with stakeholders and involve them with the school’s projects, programs, and activities that can create greater and broader outcomes; establish sense of urgency to achieve expected success on these goals for School Year 2021-2022. Ms. Arvesu also presented the successes and lessons of BE-SLCP 2020-2021. Streamlining of the K to 12 Curriculum into the Most Essential Learning Competencies (MELCs), conducting action research and school projects, having Para- Teachers, allocating school funds and allowing multiple learning delivery modalities such as distance learning and blended learning are some of the factors that operationalize the MINHS BE-LCP. Ms. Juana A. Arvesu also presented the survey results gathered from the conducted symposiums and projects last School Year 2020-2021. These will serve as bases for adjusting and realigning the school projects to be held this year. From one of the surveys, majority of the students preferred modular learning modality. Thus, Self-Learning Modules (SLMs), Learner’s Packet (LeaP) and Magdalenian Worksheets are made available in print and offline/online digital formats for use this incoming school year to help learners, parents, and teachers. The Department of Education Division of Laguna has also provided tablets for the learners last school year and will also be utilized this year. The key dimensions are safe operations, well-being and protection, focus on learning, ensuring quality of teaching and learning process, provision of learning resources, reaching the marginalized, and education financing. In operationalizing the BE-LCP, required health standards shall be enforced to reduce vulnerability, transmission, contact, and duration of the infection. MINHS, together with the stakeholders, ensures readiness of school facilities and provides a handwashing station at the entrance of the school. With proper collaboration, cooperation and communication with internal and external stakeholders helps the school to deliver quality education to the learners and community. Dr. Flora Bhel Manalo, District Supervisor of Magdalena, graced the program with an inspirational message. According to her, the implementation of the BE-LCP will not be easy especially in this time of pandemic. It is also not a perfect plan, and operational complications can be expected along the way. Thus, she seeks the understanding, support and solidarity of the stakeholders and the whole community - the true spirit of Bayanihan.

11 Maraming Salamat, Ka-Brigada! Advocating for stakeholder engagement and collaboration, Magdalena Integrated National High School, through its external stakeholders, recognized the exemplary assistance of more than 32, 412 external partners to learners and teachers this school year during the Virtual Partners’ Appreciation program last September 6, 2021. With the theme “Mag- Bayanihan Para sa Paaralan”, MINHS acknowledged and awarded certificate of appreciation to 40 partner organizations for their continued support in basic education especially in the implementation of the Basic Education Learning Continuity Plan (BE-LCP), Oplan Balik Eskwela Virtual Partnership Appreciation Program (OBE) and Brigada Eskwela (BE). Mrs. Juana A. Arvesu, OIC/ HT-I highlighted the continuous collaboration of the external stakeholders with the school despite the challenges brought by the current global health crisis. “We are very grateful for your continued support for never abandoning us, in fact, a number of you increased your level of support at this very difficult time. For we are threatened not only with COVID-19 pandemic but also with the threat of further exacerbating or worsening the challenges that we face in education,” Mrs. Arvesu said in her message. “We thank you for your continued support and your listening ear. Your continued support, your love, your sympathy, has been a source of inspiration to us as we strive to continue, as strive to respond to the call for quality education for all learners,” she added. A total amount of P 13,032, 792.00 M worth of resources was received and reported. Of this amount, was from Brigada Eskwela (BE) activities, which highlighted partnership initiatives that complement the school’s efforts to ensure that quality education will continue despite the challenges brought by COVID-19 pandemic. The majority of the partners have developed and offered MINHS partnership projects for education, which are aligned with the BE-LCP, including their support for the Brigada Eskwela (BE) Implementation. Hon. David O. Aventurado, Municipal Mayor of Magdalena, Laguna also graced the virtual event to show support and appreciation to the school partner-stakeholders and discuss the LGU’s future plans and projects for MINHS.

Coordinate with School 12 District Offices and con- vene local school board to Participation in districts identify possible support to activities like webinars, school. training, work- shops .etc. Participate in district preparatory meeting for Programs, Projects and activities coordinated to Brigada Eskwela school district Recognition, Awards given by the school district

13 Coordination with school district on disas- ter risk reduction and resiliency Coordination with school district on sus- tainable food supply at home. Coordination with school district with WinS program Coordination with school district on Read- ing program literacy and numeracy Collaboration with school district with feeding program

14 Action Plan and Work Program Compliance to time table Availability of BE Documents and its report to Division/District Office Accuracy of BE report to DPDS, In- ventory Slip and Acknowledgement Receipt Liquidation of all Expenses on time

15 Memorandum of Agreement Pledge of Commitment Deed of Donations Letter of Initiated Programs, Projects and Activities of Partner- Stakeholders.

16 MAGDALENIAN’S BRIGADA HEROES Magdalena Integrated National High School upholds solid Community Home Partnerships. From establishing various programs, projects and activities and committing to their roles as key stakeholders, the Parents-Teachers Association (PTA), School Governing Council (SGC), Local Government Unit (LGU), Provincial Government, Regional Department, Non-Government Organizations (NGO), Private Individuals and other Professionals delivered initiatives to support distance learning and Brigada Eskwela in preparation for the opening of School Year 2021-2022. They contributed in the maintenance and sanitation of the school premises, building and facilities. Assisted in school-based planning and crafting of the Enhanced BE-LCP as well as the pilot testing/ dry-run and actual distribution Self Learning Modules (SLMs). Conducted major activities including webinars to capacitate parents with new skills and knowledge upskilling to adapt distance learning set up. Organized livelihood training programs to helped parents gain income amidst of pandemic. Distributed starter kits contain the necessary ingredients for bag making, doormat making, potholder making, dishwashing liquid, fabric conditioner and powder detergent. Disseminated urban gardening kits. Instilled values such as honesty to the learners in a distance learning set-up. These are some of the good deeds of Magdalenian’s Brigada Heroes. Aside from their abovementioned initiatives, they are continuously providing activities to engage and empower everyone to pursue lifelong learning goals for the learners.

17 Magdalena Integrated National High School continued its reading activity “Brigada Pagbasa’ in connection and for strengthening the involvement of community and learners in annual Brigada Eskwela to empower the spirit of Bayanihan and importance of Reading development of learners and promoting the culture of reading. On August 3, 2021, the partner-stakeholders of MINHS signed a Memorandum of Agreement (MOA) for the program. The initiative aims to bring together partner-stakeholders in helping children enhance their reading skills. To make this happen, Magdalena Integrated National High School conducted Brigada Pagbasa with the participation of the stakeholders, parents, teachers and students. MINHS conducted HOUR-1 PAGBASA BRIGADE that served as a platform to synergize efforts and resources to address education-related challenges, especially on literacy and numeracy. 10 STORYTELLING EPISODES FOR HOUR-1 PAGBASA BRIGADE were presented via FB Live through the school’s partner-stakeholders. Other activities were accomplished by the school’s partner-stakeholders in Brigada Pagbasa. The school through the assistance of the Local Government Unit mapped the location of struggling learners per grade level. Collaborated with the community volunteers (Para-Teachers, PTA Officers, TODA, etc.). Volunteers trained other external stakeholders through webinars and orientations on methods and techniques to teach beginning reading and use the Reading Remediation worksheets. Mobilized trained Birgada Pagbasa volunteers to develop contextualized reading materials and books for reading sessions. Reviewed contextualized reading matierials and other learning resources These were strategically planned with teachers and community volunteer educators to successfully implement the Brigada Pagbasa. In totality, Magdalena Integrated National High School ensured support from educational stakeholders for the provision of learning opportunities, especially on its Brigada Pagbasa, while ensuring health, safety, and protection of the well-being of everyone.

18 PROJECT RALME to PROJECT I-CARE The teachers and administrators from Magdalena Integrated National High School are facing the great challenge of uplifting the reading levels of the learners and raising the quality education they have today. Thus, this could be attained through a reading program. Magdalena Integrated National High School’ Project RALME (Read and Learn More in English) is able to develop the reading skills of the learners, reduce the number of non-readers, help learners build their interest in reading and encourage them to read and love books. This program catered the needs of individual learners. The different levels of the learners’ performance are classified and grouped according to their abilities. The remedial reading learners in all grade levels whose clientele are non-sentence readers are handled by a reading teacher. Modification and simplification of approaches and activities were basically undertaken or practiced to help learners improve and develop their reading ability and comprehension skill from normal (face to face learning) to new normal delivery of learning (MDL) Learner's reading skills are important to their success in school as they will allow them to access the breadth of the curriculum and improve their reading and comprehension skills. Continuous implementation of PROJECT RALME opened the door to learners who are struggling to read and comprehend. Additionally, it developed reading competence in all learners based on proven practices such as giving explicit and implicit vocabulary development exercises, phonics instructions, re-reading and using e-materials. Learners need to learn to read so they can learn about different subjects and be able to function well in school and community. PROJECT RALME helps to increase divisionbased reading assessment results, especially, Monthly Reading Assessment (MAR) and Philippine Informal Reading Inventory (Phil-IRI). It also lessens the numbers of readers who are labeled under frustration level. In support of IRT (It’s Reading Time activity of the Division Office, PROJECT RALME enhanced the reading materials that will help boost the interest of the struggling learners. Reading can have a tremendous impact on a learner's lives, especially for those who don't possess this fundamental skill. PROJECT RALME unlocks an opportunity to the learners to become productive citizens in their community. If learners cannot read and comprehend, they cannot do anything for themselves and for their community. They can easily follow the rules and regulations in their community because they understand it. In addition, through communicating to the parents of struggling readers, parents are informed of their child’s reading development. PROJECT RALME orients parents about the intervention program that aims to eradicate struggling readers, especially in Grade 7. Teachers from Magdalena Integrated National High School continue innovating activities and programs for the development of struggling readers. Continuous research and its implementations are done throughout every school year. In fact, action research was constructed about reading. These were about the use Phil IRI materials and Monthly Assessment in Reading (MAR), the interactive POWTOON as a tool in teaching literary pieces to boost the comprehension abilities of the learners and the effectiveness of the Project I-CARE (I AND THE COMMUNITY ALLIANCE FOR READING ENHANCEMENT) The project I-CARE is anchored to Project RALME. Because learning is in the new normal, modification of some activities and strategies has been done. Reading enhancement activities were done at home with the guidance of parents and teachers. Learners in the frustration and instructional level were given reading materials and assessment. Following up and checking of outputs and other activities were done through phone call.

19 269, 3% 10, 0% IGP No.of Health and Hygene Kit 528, 6% Project AKAP Beneficiaries 200, 2% 4, 0% 269 1532, 13, 0% 54, 4% 17% 54, 1% 1,532, 96% 1532, 2612, Project AP 528 Techer Learners Non-Teaching 17% 28% 2412, 26% Project TRAPO 10 Families Project AKAP Project Gulay para sa 200 Teacher 45,000 Project AP magandang Buhay 13 Learner 1532 Project TRAPO Non- 7 Project Gulay para sa magandang Buhay Adopt A Child Teaching Adopt A Child Adopt A Class Adopt A Class 54 Total 1,593 Community Pantry family Community Pantry Learners Community Pantry 2612 Families Feeding Program 2412 learners SCHOOL PROJECT BENEFICIARIES Feeding Program 1532 learners Piso para sa Learners ko 1532 GENERATED RESOURCES DONATION/MATERIALS RESOURCES Donation/Materials Resources Generated GENERATED S.Y. 2021-2022 School/PTA 45,000 3,112,324, 24% Project In-Cash 151,868 Donations 151,868, 1% 9,723,600, In-Kind 3,112,324 45,000, 0% 75% Donations/LG U/other Stake holder Man Power 9,723,600 Service Manpower Total 13,032,792 School/PTA Project In-Cash Donations In-Kind Donations/LGU /Other Stake Holder DONATION/MATERIALS RESOURCES Donation/Materials Resources Generated GENERATED S.Y. 2020-2021 LGU Project 1,682,263 599,100, 25% School/PTA 55,205 Project 8,750, 0% In-Cash 66,663 Donations 66,663, 3% 55,205, 2% 1,682,263, In-Kind 8,750 70% Donations Man Power 599,100 Service LGU Project School/PTA Project Total 2, 411, 981 In-Cash Donations In-Kind Donations Man Power Service

20 BAYANIHAN EFFORT TO SUPPORT School’s Preparedness to SLCP Implementation under the New Normal Despite of the ongoing health crisis situation in the country, the government, through the Department of Education (DepEd) ha s decided to push through with the continuation of classes to ensure that learning of millions of students will continue using various alternative delivery modalities. In order to provide assistance to the department on how to deliver education in this time of crisis while ensuring the health, safety, and welfare of all learners, teachers and its personnel, DepEd has developed the Basic Education Learning Continuity Plan (BE-LCP). Aside from rearrangement the K to 12 Curriculum to the Most Essential Learning Competencies (MELCs), one of major key components of the BE-LCP is the multiple learning delivery modalities with blended learning and distance learning as major options. Additionally, the Department of Education issued guidelines in the process of enrolment ensuring the health of the t eachers, students and other stakeholders. As Magdalena Integrated National High School moves into the operationalization of its BE-LCP, it prepares teachers, students, parents and other stakeholders for multiple learning delivery modalities while setting up minimum health standards in the wor kplace. It also strengthens its partnerships and makes necessary adjustments in finance, procurement and delivery as well as in monitori ng and evaluation. The school conducted its annual early registration on the month of January to foresee the number of enrolment and be capable to cater the needs of the school and students. The pandemic has drastically changed the lives and lifestyle of many. However, teachers made ways on how they could reach and enroll their learners through remote enrolment. Previous teachers or advisers called, t exted, sent private messages to call up students about their enrolment and ensured their continuance in their schooling. Furthermore , the school set-up KIOSKS with printed LESF in the barangays of Magdalena to provide an outlet for students and parents who are unreachable. In the initial and main report on the survey of the enrolment, it came out that most of the parents’ responses for the chosen modalities are the modular learning approach but there are still some who answered online distance learning. But then most of the learners have no gadgets and problem on connectivity, whereas they preferred printed modular learning modality. On the other hand, teachers also prepared video and audio lessons for students in case online distance learners were used. Sectioning, assigning of advisers and subject teachers and data profiling by class were conducted. Likewise, inventory of learning resources based on preferred delivery modalities were gathered. Moreover, printed modules and learning kits were reproduced and prepared. Student’s and parent’s guides were also included in the learning kit. Teacher’s weekly plans were based on Most Essential Learning Competencies (MELCS). (MELCS) were used and applied in the teaching and executing the lessons. Learning competencies in the old curriculum were studied. The learning com petencies were chosen, merged and retained. The final MELCs were the aftermath of the work collaboration on learning competencies. Addi tionally, Budget of work (BOW) and the IDEA exemplars were utilized in the incoming schooling. The DepEd ensured that the MELCS can sti ll develop and integrate lessons, and life-learning skills to learners. Likewise, prepared activities and projects per department to grow more professionally and strengthen the teaching competence. The school also featured webinars and conducted dry runs on how modular distance learning will be used this school year. Teac hers were skilled and re-skilled to meet the individual needs of the learners. Orientation and other ways to reach out the parents, s tudents and other stakeholders were done. The school provided Memorandum of Agreement (MOA) and Memorandum of Understanding for the stakeholders involved in BE -LCP. External stakeholders like LGU Magdalena, Bureau of Fire Protection (BFP) Magdalena, PNP Magdalena, RHU Magdalena, Representatives from Provincial Capitol, 4Ps Members, SK Federation and Sangguniang Barangay of Magdalena contributed to the development of school. Non-Government Organizations like GPTA, SSG, City Saving, BDO, Magdalena Lions Club, SGC, Samahan ng Kababaihan, Retired Teachers Association, and Magdalena Riders also aided the school in many ways. Magdalena INHS alumni, par ents and students partook on different activities organized by the school. The school had conducted their respective distance learning dry run. It continues in delivering quality education to the lear ners and community with proper collaboration, cooperation and communication with the internal and external stakeholders. With all these preparations, the school expressed confidence on being able to provide education continuity and ensure health and welfare of learners and teachers amid the pandemic.

21 BAYANIHAN EFFORT TO SUPPORT GULAYAN SA PAARALAN AT TAHANAN Gulayan sa Paaralan to Gulayan sa Tahanan BOOSTS UP! The COVID-19 pandemic is an unprecedented crisis that brings with it a lot of problems, especially for the poor and marginalized sectors of the society. That is why Magdalena Integrated National High School came up with an alternative leisure project as part of working and learning from home, dubbed as Gulayan sa Paaralan and is now Gulayan sa Tahanan. This is an alternative way of using the time of Magdalenians during quarantine. Project GULAY PARA SA MAGANDANG BUHAY This project aims to create awareness and importance of planting vegetable in school or at home. Likewise, it expands learner’s skills for growing fresh and safe vegetables especially other parents as stakeholders of school to support this kind of project. Moreover, utilize the harvested vegetables as available ingredients for their school feeding and at home. This allows learners and parents and also the school to help save money and generate income during this pandemic. As this project continues, benefits of vegetable gardening will help learners and other stakeholders arise. They can become an advocate of healthy lifestyle, produce alternative remedy, help create a healthier environment, and spend quality time with their family and strong partnerships in school.

22 BAYANIHAN EFFORT TO SUPPORT Coordination with Stakeholders Magdalena Integrated National High School championed the spirit of volunteerism during Brigada Eskwela 2021. Educational stakeholders continued the traditional concept of physical cleaning, painting, repainting, and doing minor repairs in the school. Furthermore, deviated through prioritizing preparations and strengthening their engagement in initiating, supporting and accomplishing programs, projects and activities to ensure that quality basic education will continue despite the challenges posed by COVID-19.

23 BAYANIHAN EFFORT TO SUPPORT Community PANTRY Rays of Hope Magdalenians seem to have found a ray of hope among themselves, as a sense of community is being forged and manifested in Magdalena INHS Brigada Eskwela Pantry 2021. The motto, “Magbigay ayon sa kakayahan; kumuha batay sa pangangailangan or “Give whatever you can, take only what you need”, has inspired many individuals and groups to contribute to those who are in need, especially the internal and external stakeholders of Magdalena Integrated National High School. The idea is simple enough. Stakeholders drop off whatever food they could donate fresh vegetables, sweet potatoes, canned goods, and many more. Those who cannot afford to buy their own only have to line up to get what they need for free. These will aid other stakeholders, especially financially struggling parents and learners to have an access to free resources like food, learning materials and supplies.

24 BAYANIHAN EFFORT TO SUPPORT Cupcakes for a Cause & Other IGPs The need for the school to generate its own income is essential, especially during this pandemic. Motivated teachers think of ways to help the school and to adhere cost sharing system in addressing the financial needs of the school for its SIP and reach out programs. The school administrative finds it difficult to improve its facilities and maintain the implementation of its PPAs with the limited amount of fund allotted for the school. In response to this issue, BE Steering Committee initiated appropriate school strategies such as Income Generating Projects that aims to enhance resource mobilization for the school. Teachers are encouraged to consider alternative sources of enhancing the financial needs of the parents/ guardians and learners, as well as maintaining the beauty and orderliness of its facilities and environment. In order to achieve these outcomes, an IGP was implemented for SY 2021-2022 and tagged as “CUPCAKE FOR A CAUSE”. Teachers will bake cupcakes and sell it to the financially-abled volunteers and other stakeholders. The proceeds of the IGP will benefit the learners and parents/ guardians while under the New Normal Education. The school’s IGP will be successful through the support of its community and educational stakeholders. Indeed, we need to continuously rekindle the spirit of Bayanihan Para sa Paaralan.

25 BAYANIHAN EFFORT TO SUPPORT FEEDING PROGRAM School-Based Feeding Program Amid of COVID-19 Pandemic Beyond doubt, many stakeholders have gone hungry amid of pandemic. This is mostly because most of their families have lost their financial stability. This is why the Department of Education (DepEd) re-launched their School-Based Feeding Program (SBFP) for students that are target beneficiaries. However, because of the pandemic and the suspension of face-to-face classes, the mode of administration of the program changed. The program used to only address short-term hunger but has since evolved into a feeding initiative that helps with the issue of undernutrition in the community. Magdalena Integrated National High School provided meals to learners who had no access to proper and nutritious food. The program started last August 3, 2021- September 30, 2021. Barangay Health Workers (BHWs), parents and teachers alike volunteer assisted in the administration of the feeding program in different barangays and in school during distribution- retrieval process.

26 BAYANIHAN EFFORT TO SUPPORT BRIGADA Contests Banana Dessert Making Best Spot! Best Shot Contest Brigada Tiktok Dance Contest

27 BAYANIHAN EFFORT TO SUPPORT Departmental Projects MINHS Departmental Projects intensify community engagement to capacitate PPAs Objectives Project I-CARE To improve the reading skills/ abilities of struggling learners of English. (I- Community Alliance for Reading Enhancement) & To establish connection between parents/ Project RALME guardians and other reading volunteers. Proyektong READ (Read Everything) Upang maitaas ang antas ng kasanayan ng mga mag-aaral sap ag-basa at pag-unawa. Proyekotong E-SHARE (Elektronikong-Sulat, Madiskubre at maibahagi ang mga natatagong Hulma, Akto, Rebyu at Eksperyensya) kakayahan ng mga mag-aaral. Project MATHSIGA To transform school’s vacant spaces as gardens of colorful flowering plants. (Math School Inside a Garden) To produce available alternative medicines at Project HAGIS school and home. (Halamang Gamot: Iwas Sakit) To provide school learning resources/ materials for financially struggling learners. Project AKAP To help students to develop good habits and (Alay Kapwa) virtues. Project ABM Develop socially valuable purposes, leading in youth or early maturity, to the development of life (Attitude and Behavior Molding) purposes. To promote health and well-being of teachers, Project ZOOMBahay learners and parents/ guardians even at home via Zumba Dance through FB Live, Zoom video Project PAG-AGOS conferencing. To showcase excellent artistic expressions and works of the students. Project TRAPO Provide creative opportunities that harness and strengthens students’ abilities. (Turning Recycled Articles into Profitable To teach creativity and resourcefulness among Outputs) MINHS stakeholders. Project Gulay sa Magandang To provide as source of income for MINHS Buhay stakeholders. Project OODT To extend the utilizations of vegetables in school to the home of parents/ guardians and learners. (Online/ Offline Platforms as Developing Tools for ICT Content) To develop ICT content such as websites. Project MINHS Create awareness on in-house natural herbs and spices gardening. (Magdalena In-House Natural Herbs and Spices) Utilize herbs and spices as home ingredients/ income generating source.

28 Facilitated the assessment of school building structure and electrical wiring and make necessary repairs and/or upgrades to prevent unnecessary Repaired minor classroom damages such as broken windows, doors, blackboard, roofs and other furniture. Install edappropriate and available fire suppression, including fire extinguishers, water source and relevant indigenous materials. Ensured that corridors and pathways are unobstructed and that all sharp, protruding objects which may cause harm to learners are removed.

29 Cleaned and cleared drainage to prevent clogging. Covered drainage canals and provide necessary warnings Cordoned off and posted safety signage for on-going construction, unfinished, damaged and condemned buildings. Secured cabinets and drawers and ensured that heavy objects are below head level. Posted safety measures to be observed in laboratories, and workshops, and other facilities requiring the same.

30 Prepared an evacuation/exit plan and post directional signage on every floor of the building. Identified evacuation areas and classrooms that may be used as temporary shelters during disasters and emergencies. Pruned trees to avoid entanglement from electrical wirings and avoid potential harm to life and property. Posted directory of emergency contact numbers of relevant government agencies and officers in various high traffic areas of the school.

31 Established and maintained early warning mechanisms in the school. Equipped school with first aid kits, flashlights, megaphones, and other supplies necessary in cases of emergency. Ensured that first it kits are easily accessible and can be located. Identified alternative sources and maintained supply of potable drinking water within the school.

32 Ensure that learners, teachers, and personnel have identification cards with relevant information. Created database of learners with the contact details of their immediate family members/relatives/ guardians. Secured and safely stored vital school records. Coordinated with barangay officials on pedestrian safety of learners.

33 MINHS practices WINS activities in safe guarding everyone's health Magdalena Integrated National High School safeguarded three-star WinS through implementing activities and provisions needed.

34 The Department of Education WinS Program is designed to achieve learning and health outcomes of students through a comprehensive, sustainable, and accessible school- based WASH program. It promotes correct hygiene and sanitation practices through hygiene and sanitation education and the provision of standards for safe water supply and appropriate sanitation facilities. The goal is to ensure a safe and conducive learning environment in school and enable students to be in best condition to participate and learn in school. In light of the current COVID-19 situation, this school year’s Brigada Eskwela (BE) ensures that support for the provision of learning opportunities while ensuring that the health, safety, and well-being of learners, teachers and other stakeholders are protected. Magdalena Integrated National High School plays an important instrument to enable its effective implementation. With stakeholders advised to observe physical distancing and good hygiene habits amidst the pandemic, the school and health experts have constantly reminded that the simple practice of handwashing with soap and clean water is also one of the most effective ways to prevent the spread of germs and viruses. Aside from the usual activities in WinS, the school ensures the following related initiatives such as, coordinating with the Local Government Units and other non-government organizations and volunteers that help clean and disinfect school buildings, classrooms, and other facilities. The involvement of partners and key stakeholders in the implementation of this program has significantly contributed to everyone’s safety and protection. Additionally, strengthening, monitoring and evaluating (M&E) systems for the WinS Program were done with the help of Schools Division Health Personnel. The school engages partners to raise availability of items for hygiene and sanitation. Thermal scanners, hand sanitizing materials, cleaning tools, disinfectants, washable/surgical face masks, face shields, surgical gloves and multivitamins for DepEd personnel. Signage about COVID-19, sanitation, hand washing hygiene, and other information materials were prepared and posted. Materials and provisions of supplies for distance learning for learners, teachers and parents like bond papers, notebooks and other materials were also provided. Additionally, MOOE budget financed the proper maintenance and repair of school handwashing, toilet, water supply, waste disposal facilities, and the provision of a regular supply of drinking water as well as clean running water for hygiene and sanitation purposes. Psychological First Aid and other psychological interventions and debriefing were conducted in partnership with stakeholders during the implementation of Brigrada Eskwela. Webinar series and orientation to teachers, students and parents developed. Magdalena Integrated National High commits to the success of creating safe and healthy school environment for the stakeholders through providing continuous implementation of effective policies and procedures, offering flexible working arrangements for its personnel and easing access to counseling and orientation about mental health awareness. The school’s WinS program always gains three-star - continues and ensures to be brighter.

Maraming Salamat, Ka-Brigada!

Maraming Salamat, Ka-Brigada!

We are only as strong as we are united, as weak as we are divided”. – J.K. Rowling