San Francisco Es LCP 2020-2021 PDF

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN FRANCISCO ELEMENTARY SCHOOL
SAN FRANCISCO, CITY OF STO. TOMAS,BATANGAS
Learning Continuity
Plan
SY 2020 - 2021

School ID 107701
Address: San Francisco, City of Sto. Tomas, Batangas
 09482542696
aloha.arboleda001@deped.gov.ph
DEPARTMENT OF EDUCATION MISSION, VISION AND CORE VALUES
The Start of new beginning…Yes, well be starting over again facing the new normal
now isn’t easy as before. The school focuses not only on the safety of its learners but the
community/ clientele. Wise decision, planning and organizing should be done carefully to
achieved what the school is desired. It is not only in molding the minds of the learners
academically but spiritually to prepare our learners in life ups and downs.
The San Francisco Elementary School wants to develop learners who passionately
love their country and whose competencies and values enable them to realize their full
potential and contribute meaningfully to building the nation. The school also believed in its
aim that there is a need to be learner-centered public institution that continuously improved
itself to pursue its mission. Because we believed that our learners would be of great help to
our nation but also to the community they live at, be sensitive enough to others and contribute
much in building the nation every Filipino deserves.
The school also protects the right of every Filipino to quality, equitable, culture-based
and complete basic education where students learn in a child-friendly, gender-sensitive, safe
and motivating environment. Every pupil should be safe and protected from any form of
abuse. The institution recognizes the vital role of every teacher that they must be the one who
will facilitate learning and constantly nurture every learner. Administrators and staff serve as
stewards of the institution, an enabling and supportive environment for effective learning to
happen. Teachers must be equipped with the knowledge and skills needed by each learner.
Adaptation to the fast changing world is one of the challenges facing by every mentor. The
family, community and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
San Francisco Elementary School believes in the DepEd Core Values, Maka-Diyos,
Maka-Kalikasan, Maka-Tao at Maka-Bansa.We helped our pupils to be of God fearing
children and make sure that absorbing good manners and right conduct should be integrated
in all their subject areas for we believe that our teacher responsibility to train pupils to adopt
the manner our old generation had.

School ID 107701
 09482542696
FOREWORD
As a School Administrators, we always want the best for our teachers and so the best
for our pupils. Each day we spend in the school is meant to work towards this benefit
Our Learning Continuity Plan crafted with the help of our stakeholders by careful
evaluation on the results of the Learner Enrolment and Survey Form (LESF).It describes the
roles, responsibilities and authorities during unwanted events like calamities and pandemic,
plans and procedures and strategic execution of plans to ensure support and communication
to teachers, students, parents, partners and the community during the response and recovery
process, responsibilities for the recovery of each essential critical activity and key personnel,
vital records and resources required to ensure the continuation of learning – learning process..
Thus, in coming up with the Learning Continuity Plan it’s of great importance to
establish rapport and open communication with the stakeholders not only for the sake of our
school but for the sake of our children’s education. Creating a task force for family
involvement in education. Just likely on teaching can make are school work. They can make
on students learn if the parents are made to be truly involved in the process.
ALOHA L. ARBOLEDA
Head Teacher III
San Francisco Elementary School

School ID 107701
 09482542696
TABLE OF CONTENTS
Department of Education Mission, Vision, and Core Values Statement ii

Foreword iii
List of Tables and Illustration iv
Introduction 1
Section I. School Key Education Data 2
Section II. The Framework and Implementation Plan 6
A. Framework 6
B. Implementation Plan 7
B1. School Operations Management 10
B2. School Logistic Management 25
B3. School Supply Management 26
Section III. Funding/Resources Requirements and Sources 29
Section IV. Legal Bases/References 30

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 09482542696
List of Tables and Illustrations
Table/Figure 1 Learners’ Distribution by Learning by Modality 2

Preferences
Table/Figure 2 Challenges that may affect Child’s Learning Process 2
Table 3 Parents/Guardian Educational Attainment and Employment 3
Status
Table 4 Household Members who can provide Instructional 4
Support to Child’s Distance Learning
Table 5 Available Devices at Home that a Learner can Use for 4
Learning
Figure 6 4ALCP – ICLeA Framework 6
Table/Figure 7 Learning Modality of Best Fit 7
Table/Figure 8 Number of Classes by Grade Level Indicating Learning 7
Modality of Best Fit
Figure 9 Process Flow for Modular Distance Learning (MDL) 8
Table 10 Teacher’s Profile per Grade Level 10
Table 11 Number of Teachers per Grade level on Modular Distance 12
Learning
Table 12 Teacher’s Capacity and Readiness on Modular Distance 12
Learning
Table 13 Action Plan 14
Table 14 Learner Mapping within Catchment Area 17
Table 15 Number of Class per Grade Level on Modular Distance 17
Learning
Table 16 Student Class Schedule 18
Table 17 Teachers Class Schedule 18
Table 18 Number of Teachers’ IMs (IDEA) 20
Table 19 Type and Number of Learning Resources for Distribution 20
to Learners per Grade Level
Table 20 Regular Schedule of INSETs, LAC sessions and 21
Performance Coaching of School Heads to Teachers
Table 21 Instructional Supervisory Plan 22
Table/Figure 22 Info graphic of Instructional Supervisory Plan 25
Table/Figure 23 Learning Resources Distribution and Retrieval Scheme 25
Table 24 Stakeholders and Donations 28
Table 25 Number of Volunteers 29
Table 26. Funding Requirements and Sources 29

School ID 107701
 09482542696
INTRODUCTION
The San Francisco Elementary School is a complete public elementary school (K-6)
located at San Francisco, City of Sto. Tomas, Batangas. The school preferred to use the
Modular Distance Learning based on the results of LESF surveys. The teachers will prepare
the Learning Materials.
This Learning Continuity Plan (LCP) presents and discusses all aspects of the school
with the involvement of the community as its external stakeholders. It contains the changes
there have been through and its continuous improvements. It is associated to the policy
directions and the standard set by the department and follows the Sto. Tomas South District
Office Statements, SDO Batangas Learning Continuity Plan, DepEd Response Plan and
National Learning Continuity Plan. Implementation will suit the context of school and area
capabilities to adapt the new set of teaching – learning process but the essential elements will
be strengthened and contextualized to suit the most essential needs of our learners and
teachers. It creates effective responses that will safeguard our students’ learning, teachers,
organization and our community
The data and information were gathered and analysed through the effort of all the
teachers and non-teaching staff, GPTCA, other community helps and the school head.
To the extent we pledge to work together to implement what was planned to the best
we could.

School ID 107701
 09482542696
Section I
SCHOOL KEY EDUCATION DATA
San Francisco Elementary School in school year 2020-2019 has 59 enrollees from
kindergarten, 37 from grade one, 55 from grade two, 45 from grade three, 35 from grade four,
36 from grade 5 and 43 from grade six with a total of 310 number of enrollees as of July 15,
2020. It is 1.1% larger than the 290 number of enrollees last school year 2019-2020.
Table / Figure 1 Learners’ Distribution by Learning Modality Preferences
Table / Figure 2 Challenges that may affect child’s learning process

School ID 107701
 09482542696
Figure 2 shown above the huge number of respondents in Lack of gadgets with 34%
followed by insufficient data/load allowance with 32% and Unstable internet connection with
16%. These are the three main problems according to the Learner Enrolment and Survey
Information as of July 15, 2020. We will provide an action plan for these problems which
includes objectives, timetable and resources of the routinary activities and innovation for
learners, guidelines for the parents on how to provide the path of learning to their children
and since the school’s learning modality is Modular Distance Learning, the parents will be no
longer a problem about the data allowances and gadgets to use by their child.
Table 3/Parents/Guardian Educational Attainment and Employment Status
Educational Respondent Percentage Employment Respondent Percentage

Attainment Status
College 49 16% Full Time 130 43%
Graduate
High School 176 57% Part Time 48 15%
Graduate
Elementary 40 13% Not Working 49 16%
Graduate
Vocational 39 12% Self 37 12%
Employed
Did not 6 2% Unemployed 46 14%
attend School due to
community
quarantine
The table 3 had shown the highest percentage of high school graduate as highest educational
attainment of the parents with 57% and full time as employment status of the parents with
43%. If modular distance learning will implement, it would be challenging for the parents as
well as the guardian to deal with their children’s education at home. We really need to
support and facilitate them.

School ID 107701
 09482542696
Table 4/Household Members who can Provide Instructional Support to Child’s Distance
Learning
Provide Instructional Respondent Percentage

Support
Parents / Guardian 265 85%
Elder Siblings 18 6%
Grandparents 10 4%
Extended Family Members 7 2%
Able to do independent 6 2%
learning
Others 4 1%
None 0 0
The table 4 had shown the largest number of respondents on Parents/Guardian with 265 to
provide instructional support. There will be a conflict for them to provide with an education
at home for their child between their educational attainment and employment status. Most of
the parents are full time or permanent on their job and it will affect to manage and facilitate
their child’s distance learning. Furthermore, most of them are high school graduate as highest
educational attainment and some of them did not attend school or elementary graduate, it will
be difficult for them to comprehend or analyze the lesson and it will be burden for them to
teach their child at home.
Table 5 / Available Devices at Home that a Learner Can Use for Learning
Available Devices at Home Respondent Percentage

Cable TV 10 4%
Non cable TV 50 16%
Basic Cellphone 100 32%
Smartphone 102 33%
Tablet 8 3%
Radio 0 0
Desktop Computer 3 1%
Laptop 5 2%
None 30 9%
The table 3 had shown the highest percentage of Smartphone as available devices at home
with 33%. This available device is more accessible for us to reach them easily. By using the

School ID 107701
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different platform with smartphone, we can establish a strong connection with them. Learners
manipulate the smartphone easier than other devices. It will serve as a main support on
facilitating and managing them even it is modular distance learning. It will be more
convenient for them if it is online distance learning but their problem is the data / internet
allowance and most of the learners did not have their own smartphone.
Section II
THE FRAMEWORK AND IMPLEMENTATION PLAN
A. FRAMEWORK
The San Francisco Elementary School will follow the regions ICLEA
framework, Intent and Competencies, Learning Experience and Assessment. As one
deed we will support the Department Sulong Edukalidad and the regions PIVOT
QUBE. We will not stop despite the pandemic we will continue to give quality
education and good services to all our learners.
Figure 6. 4ALCP – ICLeA Framework

School ID 107701
 09482542696
B. Implementation Plan
School Learning Delivery of Best Fit
Table/Figure 7/Learning Modality of Best Fit
Table/Figure 8 / Number of Classes by Grade Level Indicating Learning Modality of

Best Fit
Grade Level No. of Enrollees No. of Classes Learning Modality of

Best Fit
Kindergarten 59 2 Modular Distance
Learning
One 37 1 Modular Distance
Learning
Two 55 2 Modular Distance
Learning
Three 45 1 Modular Distance
Learning
Four 35 1 Modular Distance
Learning
Five 36 1 Modular Distance
Learning
Six 43 1 Modular Distance
Learning
The table 8 above had shown the number of classes in each grade level. The class sectioning
is minimum of 25 learners and maximum of 30 learners per session in kindergarten and

School ID 107701
 09482542696
teacher should handle 2 sessions, grade one to three is minimum of 30 to 35 learners per class
and one teacher per class in grade one and three and two teachers in grade two, grade four is
30 to 35 learners per class and one teacher , grade five and six is 40 to 45 learners per class
and 5 teachers for every 3 classes as specialization factor according to Regional Office –
Policy, Planning and Research Division (RO – PPRD), but we have one teacher in grade five
and one teacher in grade six. The data above provide the concrete class organizing in each
grade level and indicates the best fit learning modality of each level.
Figure 9/Process Flow for Modular Distance Learning (MDL)
The info graphic above had shown the school’s process flow for modular
distance learning. The teachers will prepare the lesson exemplars and modules that
aligned to the Most Essential Learning Competencies and PIVOT 4A Budget of Work
and also additional learning materials for remedial and assessment. We will provide
“Learning in a Box” for Modular Distance Learning includes materials for parents to
supervise their child, individual learning plan for learners and instruction checklist for
parents/facilitators and learners.

School ID 107701
 09482542696
For receiving and retrieving of modules, the teachers, parents/facilitators and

all persons will involve on this activities should wear a face mask or face shield, bring
alcohol and always observe social distancing. As they enter into school campus,
security guard will measure their body temperature through the use of thermo scanner.
If ever their temperature will exceed to 36.9 degrees they will not allow entering to
the campus. They will contact someone to pick-up the modules. These are the school
protocols for establishing the health, wellness and safety of everyone.
Every Monday of the week parents/facilitators will pick up the materials in the
school from 7 o’clock in the morning to 3:00 in the afternoon and 4:00 onwards
materials will get by our barangay officials. The barangay officials will serve as our
Learning Resources Movers.
Parents/facilitators will be having a schedule to get the materials from the
school depending on the grade level of their child. The time schedule of Kindergarten
to grade two is 7:00 – 10:30 in the morning, grade three and grade four is 10:30 a.m. –
12:30 a. m. and grade five and grade six is 1:30 – 3:00 in the afternoon. Then for
retrieving of modules, when the parents/facilitator pick-up the new modules they will
retrieve the materials for last week, so if learners will not able to complete the
modules for last week they will not receive a new materials for a certain week.
Teachers and parents should build a strong communication and always
connected to each other. They will provide a good platform/channel that the parents
can easily access and communicate with. They will facilitate the learners as well as
the parents through the use of selected platform. They will provide a brief and clear
instruction for the materials and as well as to the instructional checklists in order to
easily understand by the learners and parents/volunteer tutors. The chosen platform
should always available for the teachers and parents/volunteer tutors in order to have
open inquiries for the unclear instructions. The SK Chairman and SK councilors will
serve as a community tutors.
Assessment
The San Francisco Elementary Learning Continuity Plan has a three phases. There are
formulation phase, implementation phase and review and adjust phase. Every LCP phase has
an organizational chart. It includes the chairman, coordinator and members for each phase.
The chairman, coordinator and members of Review and Adjust Phase are assigned to review,
assess and evaluate the process and results of the modular distance learning. They will adjust
and improve the school’s LCP based on the strengths and weaknesses of the results. They are

School ID 107701
 09482542696
also consigned for finalization of the sets of assessment and evaluation tools to be used and in
order to have a reliable outputs and outcomes of modular distance learning. Review will be
on a case to case base. The assessment and evaluation will be relying on the teachers,
depending on the outputs and outcomes of the modular distance learning. The adjustment on
the formulated plan will be done depending on the strengths and weaknesses of the process
and results.
B1. School Operation Management
1. Teachers Deployment Matrix

According to Regional Office – Policy, Planning and Research Division (RO –
PPRD), the class sectioning is minimum of 25 learners and maximum of 30
learners per session in kindergarten and teacher should handle 2 sessions, grade
one to three is minimum of 30 to 35 learners per class and one teacher per class,
grade four is 30 to 35 learners per class and one teacher each, grade five and six is
40 to 45 learners per class and 5 teachers for every 3 classes as specialization
factor. Furthermore, if the school with the higher pupil teacher ratio and schools
with acute shortage of teachers it should prepare a shortage report to request a new
teacher. Our class organized in kindergarten is 2 classes with 1 teacher and
supposedly 2, grade one with 1 classes, grade two with 2 classes and 2 teachers,
grade three to six with 1 class and 1 teacher each level and with a total of 310
enrollees.
Table 10 Teachers Profile per Grade Level
Grade Positio Age Subject No. of Highe Area of

Name Level n Taught Years st Specializ
in Degre ation
Servi e
ce Earne
d
Jane O. Del Rosario Kinderg Teacher 36 Filipino, 4 BEED English
arten I Mathematics
Monica M. Maloles One Teacher 26 ESP, Mother 2 BEED Filipino
I Tongue,
Filipino,
English, AP,
Mathematics,

School ID 107701
 09482542696
MAPEH
Fe M. Mercado Two Teacher 58 ESP, Mother 20 BEED Filipino
II Tongue,
Filipino,
English, AP,
Mathematics,
MAPEH
Marlene M. Chavez Two Teacher 42 ESP, Mother 10 BEED Science
II Tongue,
Filipino,
English, AP,
Mathematics,
MAPEH
Ginaline M. Three Teacher 50 ESP, Mother 19 BEED Filipino
Magpantay II Tongue,
Filipino,
English, AP,
Mathematics,
Science,
MAPEH
Marlon O. Jerez Four Teacher 35 ESP,Filipino, 6 BEED Mathema
I English, AP, tics
Mathematics,
Science,
MAPEH,EPP
Cristine D. Daclison Five Teacher 26 ESP, Filipino, 5 MAE Educatio
I English, AP, D nal
Mathematics, Manage
Science, ment
MAPEH,EPP
Susan M. Palicpic Six Teacher 53 ESP, Filipino, 14 BSED Mathema
II English, AP, tics
Mathematics,
Science,
MAPEH,TLE

School ID 107701
 09482542696
Table 11. Number of Teachers per Grade Level on Modular Distance Learning
Grade Level Number of Number of Number of Number of Number of

Enrollees Classes Teacher Teachers Teachers
Requirements Inventory Shortage
Kindergarten 59 2 2 1 1
Grade One 37 1 1 1 0
Grade Two 55 2 2 2 0
Grade Three 35 1 1 1 0
Grade Four 45 1 1 1 0
Grade Five 36 1 1 1 0
Grade Six 43 1 1 1 0
Table 12. Teachers capacity/readiness on preferred modalities
Name Grade Level No. of Assessment Interventions Platforms(With

Seminars Tools parents and
Attended learners)
Jane O. Del Kindergarten 40 Worksheet Providing Telephone
Rosario various calls/text/video
activities. call/chat
Monica M. One 53 Log Result Giving Telephone
Maloles of Quizzes, Rewards for calls/text/video
Summative Fast Learners, call/chat
Test, and Remedial
Periodical Activities for
Test Slow
Learners
Fe M. Two 40 Log Result Give plenty Telephone
Maralit of Quizzes, of feedback. calls/text/video
Summative Continually call/chat
Test, monitor
Periodical progress
Test
Marlene M. Two 41 Log Result Giving Telephone
Chavez of Quizzes, Rewards for calls/text/video

School ID 107701
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Test, and Remedial

Test Slow
Learners
Ginaline M. Three 57 Log Result Follow up the Telephone
Magpantay of Quizzes, learners calls/text/video
Summative through call/chat
Test,
Periodical Additional
Test Activity
sheets for
slow learners
Marlon O. Four 50 Log Result Giving Telephone
Jerez of Quizzes, Rewards for calls/text/video
Test, and Remedial
Test Slow
Learners
Cristine D. Five 58 Log Result Giving Telephone
Daclison of Quizzes, Rewards for calls/text/video
Test, and Remedial
Test Slow
Learners
Propose an
Action Plan
Susan M. Six 65 Log Result Telephone
Palicpic of Quizzes, system calls/text/video
Summative intervention. call/chat
Test,
Periodical
Test Encourage a
child to talk
out loud to
monitor

School ID 107701
 09482542696
Provide
rubrics to
assist the
child in
pacing and
monitoring
progress both
academic and
behavioural.
rewards for
going slowly
and carefully,
avoiding
timed
activities
whenever
possible.
Table 13.Action Plan for LAC Session, Instructional Supervision and Performance
Evaluation
Objectiv Strategies/Acti Time Person Resources Expecte

es vities Fram Involv Needed d Output
ed ed
Every Head Laptops/Cellp Upgrade
enable Webinars mont teacher hones d the
teachers h s and quality of
to meeting (Via teacher Internet teaching
support Zoom/Google s Access and
each Meet learning
other to in their
continuo respectiv
usly e schools
improve
their

School ID 107701
 09482542696
content
LAC and
Session pedagogi
cal
knowled
ge,
practice,
skills,
and
attitudes
foster a
professio
na l
collabora
tiv e
spirit
among
school
heads,
teachers,
and the
communi
ty as a
whole
Improve Every Head Laptops/Cellp Teachers
teaching line meeting mont teacher ho nes will be
learning h s and equipped
process teachers’ teacher Internet with the
that will insights and s Access needed
lead to ideas about the knowled
improved appropriate ge that
learning teaching will
among strategies that guide
pupils they might use them in
for the new their
normal set up teaching
during a video as well as

School ID 107701
 09482542696
conference the
learning
of the
pupils
To Year Facilita Laptop / Teachers
identify session, Roun tor or Desktop come up
teacher’s teachers share d Speake Internet to a
challenge their r Access Video possible
s in perceptions Princip conference solution
supervisi about the al or Platforms in the
ng challenges that Head (Google Meet, challenge
learner’s they will Teache Zoom, Skype s that
performa encounter in r or Messenger) they
nc e. supervising Teache encounte
INSTRUCTIO their learner’s r red in
NAL performance supervisi
SUPERVISIO and discuss a ng their
N possible learner’s
solution performa
regarding the nce s and
matter. impleme
nted it
webinar about for the
supervising adaptatio
learner’s n of the
performance new
normal
class
setting.
Every Head Personal Fund Increase
Provide observation, quarte teacher teachers’
supervisi checking of r and professio
on, lesson teacher nal
support exemplars etc s growth.
and
continuit
y
assessme

School ID 107701
 09482542696
nt for
teachers
professio
na l
develop
me nt
Evaluate TEACHER’S Year Head Laptop Serves as
teacher’s IPCRF round teacher basis in
PERFOR performa s and giving
MANCE nce for teacher performa
EVALUATIO the s nce
N school bonus
year. and for
promotio
ns
Table 14.Learner mapping within Catchment Area
Barangay within No. of Learners Residing in Percentage

Catchment Areas Particular Barangay
San Isidro Sur 2 .6%
San Francisco 301 97%
San Agustin 1 .3%
San Vicente 2 .6%
Darasa 2 .6%
San Roque 2 .6%
Total 310
2. Class and Teacher Programming

Table 15.Number of Classes per Grade Level per Modality
Grade Level Number of Enrollees Number of Classes
Kindergarten 59 2
Grade One 37 1
Grade Two 55 2
Grade Three 45 1
Grade Four 35 1

School ID 107701
 09482542696
Grade Five 36 1
Grade Six 43 1
Total 310 9
Table 16.Student Class Schedule

Grade level Subject Areas
Monday Tuesday Wednesday Thursday Friday
Kindergarten Session Filipino and Filipino and Filipino and Filipino Weekly
1 Math Math Math and Math Assessment
Kindergarten Session Filipino and Filipino and Filipino and Filipino Weekly
2 Math Math Math and Math Assessment
Grade One Edukasyon Araling Mathematics MAPEH Weekly
sa Panlipunan English Assessment
Pagpapakato, Filipino
Mother
Tongue
Grade Two Edukasyon Araling Mathematics MAPEH Weekly
Mother
Tongue
Grade Three ESP, English Filipino, Science , MTB, AP Weekly
Mathematics MAPEH Assessment
Grade Four ESP, English Filipino, Science, AP MAPEH, Weekly
Mathematics EPP Assessment
Grade Five ESP, English Filipino, Science, AP MAPEH, Weekly
Mathematics EPP Assessment
Grade Six ESP, English Filipino, Science, AP MAPEH, Weekly
Mathematics TLE Assessment
Table 17.Teacher Class Schedule
Name Class/Subject Areas

Monday Tuesday Wednesday Thursday Friday
Jane O. Del Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten
Rosario session 1 and session 1 and session 1 and session 1 and session 1 and
2/Filipino 2 /Filipino 2 /Filipino 2/Filipino 2/Filipino

School ID 107701
 09482542696
and Math and Math and Math and Math and Math
Weekly
Assessment
Monica M. Grade I- Grade I Grade I Grade I Grade I
Maloles Edukasyon Araling Mathematics MAPEH Weekly
Mother
Tongue
Fe M. Grade II Grade II Grade II Grade II Grade II
Maralit Rose Rose Rose Rose Rose
Edukasyon Araling Mathematics MAPEH Weekly
Mother
Tongue
Marlene M. Grade II Grade II Grade II Grade II Grade II
Chavez Camia Camia Camia Camia Camia
Edukasyon Araling Mathematics MAPEH Weekly
Mother
Tongue
Ginaline M. ESP, English Filipino, Science , MTB, AP Grade III
Magpantay Mathematics MAPEH Weekly
Assessment
Marlon O. ESP, English Filipino, Science, AP MAPEH, Grade IV
Jerez Mathematics EPP Weekly
Assessment
Cristine D. ESP, English Filipino, Science, AP MAPEH, Grade V
Daclison Mathematics EPP Weekly
Assessment
Susan M. ESP, English Filipino, Science, AP MAPEH, Grade VI
Palicpic Mathematics TLE Weekly
Assessment

School ID 107701
 09482542696
3. Learning Resources
Table18. Number of Teachers’ IMs (IDEA)
Name Expected Number of IM’s (IDEA) per Quarter
Grade Level 1st 2nd 3rd 4th Total
Quarter Quarter Quarter Quarter
Jane O. Del Rosario Kindergarten 65 70 75 77 287
Monica M. Maloles Grade One 40 45 43 44 172
Fe M. Maralit Grade Two 30 32 35 34 131
Marlene M. Chavez Grade Two 30 32 35 34 131
Ginaline M. Grade Three 45 48 46 47 186
Magpantay
Marlon O. Jerez Grade Four 36 38 39 36 149
Cristine D. Daclison Grade Five 37 38 36 39 150
Susan M. Palicpic Grade Six 45 48 45 46 184
Table19. Type and Number of Learning Resources for Distribution to Learners per Grade
Level
Grade Expected Number of Learning Resources per Quarter Type of Learning

Level 1st 2nd 3rd 4th Total Resources
Quarter Quarter Quarter Quarter
Kindergarten 65 70 75 77 287 Printed Modules
Grade One 40 45 43 44 172 Printed Modules
Grade Two 60 64 70 68 262 Printed Modules
Grade Three 45 48 46 47 186 Printed Modules
Grade Four 36 38 39 36 149 Printed Modules
Grade Five 37 38 36 39 150 Printed Modules
Grade Six 45 48 45 46 184 Printed Modules

School ID 107701
 09482542696
4. Continuing Professional Development through INSET and LAC Session

Table 20. Regular Schedule of INSETs, LAC sessions and Performance
Coaching of School Heads to Teachers
Calendar Persons Involved

July 19, 2020
August 21, 2020
September 18, 2020
October 16, 2020
LAC SESSION November 20, 2020 School Head and Teachers
December 11, 2020
January 16, 2020
February 12, 2020
March 19, 2020
August 14, 2020

September 9, 2020
October 5, 2020
INSETs November 11, 2020 School Head and Teachers
December 3, 2020
January 14, 2021
February 7, 2021
March 9, 2021
April 6, 2021
August 24, 2020 School Head

Susan M. Palicpic
September 21, 2020 School Head
Cristine D. Daclison
Performance Coaching of October 9, 2020 School Head
School Head Marlon O. Jerez
November 15, 2020 School Head
Ginaline M. Magpantay
December 8, 2020 School Head
Marlene M. Chavez

School ID 107701
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January 16, 2021 School Head

Fe M. Maralit
February 10, 2021 School Head
Monica M. Maloles
Jane O. Del Rosario
5. Monitoring and Evaluation

Table 21. Instructional Supervisory
Date Objectives Focus Targets Strategies Expected Expected
Outputs Outcomes
August Diagnose Pre-Test Enrolle Monitoring Pre-Test Teachers
2020 the d Grade of Pre-Test Results had
academic 1-6 and initiative to
performanc students Analysis devise
e of least/most instructional
students Learned materials or
entering Items apply
grade 1 to alternative
grade 6 programs
Septembe Assess Lesson Teacher Evaluating Effective Teachers
r 2020 teacher’s Exemplar s the teacher’s lesson had
lesson and exemplar exemplar enthusiastic
exemplar Modules using lesson and on making
and exemplar modules an effective
modules for Checklist and that suit lesson
modular modules for exemplar
distance using MELC modular and modules
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4A BOW learning
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School ID 107701
 09482542696
modules for distance modules.

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February Design an Assessment Teacher Propose an Create an Teachers
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and monitoring modules another

School ID 107701
 09482542696
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School ID 107701
 09482542696
Table/Figure 22. Info graphic of Instructional Supervisory Plan
B2. School Logistics Management
Figure 23.Learning Resources Distribution and Retrieval Scheme

School ID 107701
 09482542696
B3. School Supply Management
1. Stakeholders Support
1.1 Parental Involvement
MEMORANDUM OF AGREEMENT
This Memorandum of Agreement is made and entered into in the City of Sto. Tomas,
Batangas, Philippines by and between All PARENTS of SAN FRANCISCO
ELEMENTARY SCHOOL with address at San Francisco, City of Sto. Tomas, Batangas
represented by its General Parents-Teachers Association President, ANALYN REYES,
hereinafter referred to as SIES GPTA Organization.
SAN FRANCISCO ELEMENTARY SCHOOL is a learner-centered public institution with

office address at San Francisco, City of Sto. Tomas, Batangas, represented by its Head
Teacher III, ALOHA L. ARBOLEDA, hereinafter referred to as SFES INC.
WHEREAS, SFES GPTA Organization in its concern to enhance the knowledge, skills,
attitudes, and values of the learners, has agreed to provide support to learners at home and
establish a strong communication with teachers of SFES in any form of platforms or
channels provided.
WHEREAS, SFES INC. has instituted the GPTA Organization, which learners of SFES INC
undergo a distance learning at home with their provisions and support to enhance their
knowledge, skills, attitudes, and values at home.
Now, therefore, for and in consideration of the foregoing promises, SFES GPTA
Organization and SFES INC. hereby agree on and stipulate:
utinary activities
and schedule to accomplish the modules on time and for demonstrating the importance of
skills, knowledge, attitudes and values in the real world.

School ID 107701
 09482542696
teacher connection and support.
lts of the activities at home.
supervising the learners at home through the chosen platform.
IN WITNESS WHEREOF, the parties have caused this Agreement to the duly executed on
the 3rd of August, 2020 and San Francisco, City of Sto. Tomas, Batangas.
SFES GPTA ORGANIZATION SAN FRANCISCO ELEMENTARY SCHOOL
by: ANALYN REYES by: ALOHA L. ARBOLEDA

GPTA President Head Teacher III
Signed in the Presence of:
___________________________ ___________________________
Signature over Printed Name Signature over Printed Name
1.2 Community Support
MEMORANDUM OF AGREEMENT
This Memorandum of Agreement is made and entered into in the City of Sto. Tomas,
Batangas, Philippines by and between All BARANGAY OFFICIALS of San Francisco, City
of Sto. Tomas, Batangas with address at San Francisco, City of Sto. Tomas, Batangas
represented by its Barangay Captain, BIENVENIDO M. PASAHOL, hereinafter referred to
as Barangay Organization of San Francisco . -and-
SAN FRANCISCO ELEMENTARY SCHOOL is a learner-centered public institution with

office address at San Francisco, City of Sto. Tomas, Batangas, represented by its Head
Teacher III, ALOHA L. ARBOLEDA, hereinafter referred to as SFES INC.

School ID 107701
 09482542696
WHEREAS, Barangay Organization of San Francisco in its concern to support the school
programs for distance learning modality, has agreed to support school for learning resources
distribution to the learners and parents at home and help to establish a strong communication
of teachers and parents.
WHEREAS, SFES INC. has instituted the Barangay Organization of San Francisco, which
learners of SFES INC undergo a distance learning at home with their support to the teachers
and parents in order to enhance the learners’ knowledge, skills, attitudes, and values at home.
Now, therefore, for and in consideration of the foregoing promises, Barangay Organization of
San Francisco and SFES INC. hereby agree on and stipulate:
distribution.
everyone and awareness on self-protection and preparedness
oviding a support on establish a strong communication between teachers and parents for
facilitating and supervising the learners at home through the chosen platform.
IN WITNESS WHEREOF, the parties have caused this Agreement to the duly executed on
the 3rd of August, 2020 and San Francisco, City of Sto. Tomas, Batangas.
BRGY ORGANIZATION OF SAN FRANCISCO SAN FRANCISCO ELEMENTARY SCHOOL
By: BIENVENIDO M. PASAHOL By: ALOHA L. ARBOLEDA

Barangay Captain Head Teacher III
Registry of Stakeholders with Areas of Support and Amount of Donation
Table 24. Stakeholders and Donation
Name Position/Title Date of Amount Items Total

Donation of
Donation

School ID 107701
 09482542696
Teachers Club Sto. Tomas July 25, N/A 8 Reams 9 items of

South 2020 of Bond office
District Paper supplies
Teachers’ 1 ink
Official Black
Organization
Cynthia Magnaye External July 20, N/A 135 135 items
Stakeholders 2020 plastic of office
envelope supplies
Pamela Millar External August 1, 5 Reams 50 Plastic 55 items
Stakeholders 2020 of Bond envelope of office
paper supplies
Table 25.Number of Volunteers – CAL, Community Tutors, LR Pasabay and

LR Movers
Volunteers Number of Volunteers
CAL 5
Community Tutors 10
LR Pasabay 15
LR Movers 15
Section III
Funding /Requirement and Sources

School ID 107701
 09482542696
In our budgeting resources, the highest percentage is Student Assessment. In this allocated
fund includes the expenses for printing the other pupils’ activities and some assessment
materials.
Section IV
Legal Bases / References
-2020 to School Year 2021-2022 of San

Francisco Elementary School
Undersecretary Jesus LR Mateo, “Advance Information on the Allocation and Deployment

of New Teaching Positions for Kindergarten to Grade 12 for School Year 2020-2021”
– December 2020
ents’ Class Programs

School ID 107701
 09482542696

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Republic of the Philippines

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

DEPARTMENT OF EDUCATION MISSION, VISION AND CORE VALUES

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

Department of Education Mission, Vision, and Core Values Statement ii

SAN FRANCISCO ELEMENTARY SCHOOL

List of Tables and Illustrations

Table/Figure 1 Learners’ Distribution by Learning by Modality 2

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

Table / Figure 1 Learners’ Distribution by Learning Modality Preferences

Table / Figure 2 Challenges that may affect child’s learning process

SAN FRANCISCO ELEMENTARY SCHOOL

Table 3/Parents/Guardian Educational Attainment and Employment Status

Educational Respondent Percentage Employment Respondent Percentage

SAN FRANCISCO ELEMENTARY SCHOOL

Provide Instructional Respondent Percentage

Available Devices at Home Respondent Percentage

SAN FRANCISCO ELEMENTARY SCHOOL

Figure 6. 4ALCP – ICLeA Framework

SAN FRANCISCO ELEMENTARY SCHOOL

School Learning Delivery of Best Fit

Table/Figure 7/Learning Modality of Best Fit

Table/Figure 8 / Number of Classes by Grade Level Indicating Learning Modality of

Grade Level No. of Enrollees No. of Classes Learning Modality of

SAN FRANCISCO ELEMENTARY SCHOOL

Figure 9/Process Flow for Modular Distance Learning (MDL)

SAN FRANCISCO ELEMENTARY SCHOOL

For receiving and retrieving of modules, the teachers, parents/facilitators and

SAN FRANCISCO ELEMENTARY SCHOOL

1. Teachers Deployment Matrix

Table 10 Teachers Profile per Grade Level

Grade Positio Age Subject No. of Highe Area of

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

Grade Level Number of Number of Number of Number of Number of

Table 12. Teachers capacity/readiness on preferred modalities

Name Grade Level No. of Assessment Interventions Platforms(With

SAN FRANCISCO ELEMENTARY SCHOOL

Test, and Remedial

SAN FRANCISCO ELEMENTARY SCHOOL

Objectiv Strategies/Acti Time Person Resources Expecte

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

Table 14.Learner mapping within Catchment Area

Barangay within No. of Learners Residing in Percentage

2. Class and Teacher Programming

SAN FRANCISCO ELEMENTARY SCHOOL

Table 16.Student Class Schedule

Table 17.Teacher Class Schedule

Name Class/Subject Areas

SAN FRANCISCO ELEMENTARY SCHOOL

SAN FRANCISCO ELEMENTARY SCHOOL

Grade Expected Number of Learning Resources per Quarter Type of Learning

SAN FRANCISCO ELEMENTARY SCHOOL

4. Continuing Professional Development through INSET and LAC Session

Calendar Persons Involved

August 14, 2020

August 24, 2020 School Head