FOREWORD

As the School Manager of Crossing Bayabas National High School, I am proud to

introduce our Basic Education Learning Continuity Plan in the time of COVID 19. This is the
school’s response to the complications brought by the pandemic. It has always been the
school’s priority to deliver the best education to the learners despite of the natural calamities
and disasters that the world is now facing.

This Learning Continuity Plan is a collaborative work of the school’s most dedicated
faculty members who exerted efforts to make this plan possible. It is truly an integrated output
of the institution. The highlights of the school’s BE-LCP are the instructional contents, learning
delivery modalities, class schedules, functions, assessment, feed-backing, health protocols
and partnerships. As this school year prospers, the Learning Continuity Plan will guide the
institution towards the effective implementation of policies in the midst of this health crisis.

Despite the present condition, education should be our top priority based on the
declaration of our Secretary of Education, Leonor M. Briones, “Education Must Continue”.
zTherefore, the granting of DepEd order No.018, s. 2020 Policy Guidelines for the Provision
of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan,
conveys the commitment of The Department of Education to ensure educational continuity
despite the presence of corona virus while still following safety protocols mandated by the
government to protect the learners and the whole school community from the threat of the
virus.

This pandemic paved the way for DepEd to see the increasing role of technology in
education. Educator must always see the brighter side of a bad situation, as written in 1
Thessalonians 5:16-19, “Rejoice always, pray continually, give thanks in all circumstances; for
this is God’s will for you in Christ Jesus. Do not quench the Spirit”. Also, it is stated in Romans
8:28 “All things work together for good”.

Thus, the Crossing Bayabas National High School community would like to give
gratitude to all who have contributed to the preparation of the school’s Basic Education
Learning Continuity Plan. Together, let us make education possible in these times, set aside
worries and second thoughts for education hones students’ future. As the Bible says from
Proverbs 22:6, “Train up a child in the way he should go, and when he is old, he will not depart
from it”.

SEGUNDINA C. RAMOS
Principal IV

2
Crossers UNITE: “Upholding New Innovations Towards Excellence”

Public school event gatherings were cancelled, schools’ programs were mostly
postponed; and now, the indeterminate opening of classes. These are just some of the
challenges that the world is facing which greatly put at stake the education as a whole. The
focus now is about how to cater students’ needs and the ways to deliver quality education to
learners despite of this pandemic.

Series of virtual trainings were implemented to train educators with the different
modalities to reach students and pursue education without putting learners’ health and safety
at risk. The Crossing Bayabas National High School is known to be the school that always
strives for excellence. In this time of pandemic, the institution worked hand and hand to uphold
innovations to continuously deliver education through excellence. From this legacy, the
institution’s Basic Education-Learning Continuity Plan (BE-LCP) named Crossers UNITE
(Upholding New Innovations Towards Excellence) was conceptualized and to be
implemented.

From the idea of Sulong EduKalidad program of the Department of education,

Secretary Briones said at the 2020 Innovation Forum: Innovation in Basic Education hosted
by the Department of Science and Technology (DOST), “Civilization can only move forward
through innovation. We should start (teaching) innovation not in the university level, but in the
basic education level. The notion of innovation, the desire for knowledge, of creating
something helpful out of what is going on around us have to be inculcated to our learners,”

Therefore, innovation in education must start now. The COVID-19 served as an eye
opener that our educational system needs to be enhanced and innovated to go along with the
world’s drastic change.

3
 ACKNOWLEDGMENT

This Basic Education Learning Continuity Plan becomes a reality with the support and
efforts of many individuals.

Foremost, the school wants to offer this endeavor to our God Almighty for the wisdom,
the strength and peace of mind he bestowed upon the persons behind the planning process.

The institution would like to express a deepest gratitude to the stakeholders who gave
their point of views and contributed to the completion of this Basic Education Learning
Continuity Plan.

The Crossing Bayabas National High School is highly indebted to the Heads who
presented their accomplished Basic Education Learning Continuity Plan that greatly
contributed to the completion of the school’s BE-LCP, namely:

• Viola Esparagoza, SPED-Principal II

• Marilyn Marcelo, Talomo District-PSDS

Also, the community of Crossing Bayabas National High School would like to express
their special gratitude and thanks to our School Manager, Segundina C. Ramos for the
guidance and constant supervision of providing the necessary information and support needed
to make this Learning Continuity Plan possible.

4
 THE DEPED VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

THE DEPED MISSION

To protect and promote 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.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners.

OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

5
Speeches

Greetings!

This Covid pandemic has been challenging to all of us. It affects the lives of people
globally. It brought drastic changes in our day-to-day activities. The things that we used to do
are no longer allowed this time for safety reasons. Sadly, many lives were lost and many
people lost their jobs too, due to the closure of businesses that was badly affected by this
pandemic. We keep on asking ourselves, when will this end? We will never know. This may
sound too uncertain but this is our reality now. We have to learn how to live with Covid. We
have to move on and continue living our lives under the so-called "New Normal".

Our government has been trying their best and made plans and strategies to ensure
that the rights Filipino people are still taken into consideration amidst pandemic. This includes
the right to education.

The Department of Education has mandated all government schools to continue its
opening on October 2020 but a face-to-face classroom discussion is strongly discouraged to
ensure that the safety of the immunocompromised pupils/students is ensured. Other learning
modalities are utilized where either of the blended modular or the online classes will be chosen
by the parents/guardians.

I would like to thank all the school officials and teachers who selflessly took the
challenge of innovation and stepped out of their comfort zones just to ensure that the pupils
and students are still given the best education that they deserved amidst this crisis.
Congratulations to all the parents and guardians for accepting this challenge and for sending
their children to school despite fear and anxiety. We can only hope for the best and the
success of this school year by the grace of God. May God bless us and continue to protect
us all. Thank you and be safe everyone.

ELIZABETH P. LIM
Chairman
CBNHS SGC

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 Maayong adlaw kanatong tanan! Ako, ang inyong Kapitan nagaawhag kaninyo ilabi na
katong adunay mga kabataan na mueskwela karong umaabot nga klase nga unta dili nato
sayangan ug dili nato pasagdaan ang atong mga estudyante bisan pag tinood nga aduna kitay
pandemic pero nakita nato nga adunay pamaagi ang Department of Education nga para ang
mga bata makakanta-on ug dili masayang ang tuig pinaagi sa mga modules nga maoy ilang
tun-an.

Unta dili nato sayangan ang panahon kay kini para gihapon sa ilang kaugmaon para
malikay pud sila sa sakit sama aning covid-19 mao nga gituyo gayud sa eskwelahan nga
gamitan nalag module para adto nalang sa ilang balay magtuon ug maghimo ang mga bata
pero kinahanglan gihapon ang tabang ug suporta sa mga ginikanan ug mga magtutudlo.

Ginaawhag ko kamo na magpaenrol na para karong umaabot nga pag abre sa klase
ug hatagan pud nato ug panahon ang atong mga bata nga tabangan sila sa ilang pagtuon.
Kato lamang ug maayong adlaw sa inyong tanan. Daghang salamat!

HON. TERSO ABRANTES

Barangay Captain, Barangay Crossing Bayabas

7
Greetings!

For the past few months, we are facing the threats of COVID-19 pandemic which
brought us so many adjustments from our traditional or accustomed way of life. But life must
go on, just like our education.

As we all know, education is so important, as well as the health and well –being of the
school personnel and learners. That is why our government, together with the Department of
Education came up with this online and modular learning system to continue education while
we are facing this crisis. “Sayang ang panahon” if we stop educating our youth.

To all students, I would like to encourage all of you to strive hard and educate
yourselves while staying at home. Also, pray for everyone’s safety and that soon we will be
free of this pandemic.

Be safe everyone!

FE L. BONSUBRE
PTH President

8
 The Historical Development of CBNHS

Crossing Bayabas National High School was conceived on November 22, 1997
following the approval of the republic Act 8399 authored by the late Congressman Elias B.
Lopez.

After decades of being an annex school of Piedad Barangay High School (now Doña
Carmen Denia National High School), the school finally operated on its own that paved the
way for significant development.

Under the supervision of Mrs. Lily D. Tongcaling, the first school principal, CBNHS has
undergone massive improvements in terms of its physical and human resources. When she
assumed the leadership of the school in 1997, the school had not more than 20 wooden
classrooms. Through her efforts, several concrete classrooms were constructed to address
the growing number of school’s clienteles. Several teachers were also hired to cater to the
increasing population of the school. Before Ma’am Tongcaling transferred to another station
in 2012, she worked on the requirements for the construction of the three-storey building (now
occupied by the grade 8 level). It was also during her time whe the Tungkalan Extension
Campus was opened to cater students residing in Barangay Tungkalan and adjacent
Barangay.

On August 15, 2012, the school was under new leadership when Mrs. Evelyn E. Magno
took the management. During her active and dynamic leadership, the school opened
opportunities to those working youth who wish to pursue their secondary education by offering
the Sunday High School Program. Several developments have taken place during the
administration of Mrs. Magno. The two-storey wooden structure was demolished and replaced
with a concrete three-storey classroom building. The installations of Close Circuit Television
(CCTV) Cameras and the school’s paging system have significantly contributed to the
improvements of school’s service to its clients. Several teachers were also hired during her
leadership.

When Mrs. Magno transferred to another station in 2014, Dr. Johnito O. Galan
assumed the administration of the school. Dr. Galan strengthen the implementation of the
Solid Waste Management Act (RA 9003). Under his supervision, the school acquired an
Electrical Laboratory funded by the Davao Light and Power Company. This is in preparation
for the school’s TechVoc offering when the K to 12 Senior High School Curriculum will be
implemented. New constructions were also done during his leadership; new covered court
was built and the canteen was renovated.

9
 Adding to existing programs of CBNHS, Dr. Galan institutionalized the implementation
of Special Education Program to accommodate students with special learning needs. The
Special Program in Sports and the Special Program in Arts was also implemented during his
leadership. During his leadership, he obtained the support of the School Governing Council
and the Parent-Teachers Association in the approval of the No Lunch-Out Policy. He was
replaced by Ma’am Maria Luisa L. Telabangco. From March 2017 to June 2017, she was able
to establish the school’s Gallery Room and Teen Center.

At present, the school is now managed by the dynamic leadership of Ma’am Segundina
C. Ramos. With the Divine help and guidance of the Almighty God, the school hopes to
achieve its goals especially in the implementation of the K to 12, SEC and BEC curriculum in
order to develop to the fullest the potential of all learners.

10
Introduction:

The Corona Virus reached the Davao Region on March 15, 2020, when the first case
of the disease was confirmed in Tagum (Lumawag, 2020). This incident led to the immediate
suspension of classes that greatly affected the upcoming events of the Department of
Education.

Although suspension of classes happened at the tail-end of the school year, this
situation is expected to have a huge impact to the incoming school year. Given the health
crisis still subsist, Crossing Bayabas National High School created the institution’s Basic
Education Learning Continuity Plan to continue students’ learning despite the uncertainties
brought about by COVID-19.

The Crossing Bayabas National High School is the mother school of Cluster 5 with
approximately 160 teachers and 6,000 students. The school is headed by Segundina C.
Ramos, Principal IV. As the school that strives for excellence, the institution prepared a plan
entitled: Crossers UNITE (Upholding New Innovations Towards Excellence). This plan will
serve as a guide for the implementation of the policies to make teaching-learning process
possible for the school year 2020-2021.

Based on the Department of Education Order No. 12 s. 2020 Adoption of the Basic
Education Learning Continuity Plan for School Year 2020-2021 in the Light of the COVID-19
Public Health Emergency, the Crossing Bayabas National High School Basic Education
Learning Continuity Plan ensures protection of the health and safety of its learners, teachers,
staffs and stakeholders while delivering quality, accessible, relevant, and liberating education.
Thus, this responds to the directive of the Secretary of Education and provides guidance to
the school on how to deliver education in this time of crisis.

Moreover, the implementation of this plan will be based on the needs of the learners
with the purpose of giving equal opportunity to all students. Proper considerations will be
addressed as the Learning Continuity Plan continue its implementation. Also, this is based on
the Department of Education’s “Sulong EduKalidad” where Leonor M. Briones reiterated, “We
have to change the way we teach our learners. We have to prepare them for a world that is
drastically changing”.

The implementation of this Learning Continuity Plan needs both passion and
commitment. Let us now ponder on this statement by Henry Ford, "Coming together is a
beginning. Keeping together is progress. Working together is success."

11
References:

Lumawag, Reuel John (March 15, 2020). "DOH confirms first Covid-19 case in Davao". Sun
Star. Retrieved April 14, 2020.

12
Part 1: Instructional Contents

A. Curriculum

The K to 12 curriculum aims to equip the Filipino youth with necessary skills that will
enable the citizens to be of value to the country and the world. This starts by giving
them early and basic education to lay down the foundation of their development. This
then proceeds to higher level to ensure mastery of knowledge and skills in spiral
progression. Due to the recent crisis that struck the entire world, delivery of the K to
12 Curriculum has been a challenge.

Amidst this Covid-19 pandemic, the Department of Education confronts the unforeseen
challenges in the basic education through this Learning Continuity Plan. In addition,
the department embarked on the distance learning modality for this school year 2020-
2021 as a major response and commitment in ensuring the health, safety, and well-
being of the learners, teachers, and personnel as the official statement of the Dep Ed
(May 5, 2020; https://www.deped.gov.ph/2020/05/06/official-statement-2). In this view,
the CBNHS BE-LCP adapted the Most Essential Learning Competencies (MELCs), as
stipulated from DM No. 18, s. 2020 and clarified in DM No. 89, s. 2020, which is
extracted from the K to 12 Curriculum. These MELCs are to be provided in a variety of
learning modalities and platforms, as appropriate, taking into account the context of
the school.

This adaptation is to be carried all throughout the grade levels in CBNHS, Grade 7 to
10, Senior High School levels (grade 11 and 12), late afternoon classes, and Modified
Work and Study Program (MWSP).

B. Modalities in the delivery of Learning Resources Based on the MELC’s

During this year’s SONA of the President of the Republic of the Philippines, Pres.
Rodrigo Roa Duterte, there will be no traditional or face-to-face teaching until vaccine
is developed and the students are safe (SONA 2020;
https://www.youtube.com/watch?v=zpHMG5uxlsY) and with this the Department of
Education through the leadership of Sec. Leonor Magtulis Briones hereby adhered.
Modules and technological solutions have become eminent and most highly
considered in delivering the MELCs or most essential learning competencies (please
see appendix A). Though there are different modalities mentioned and is applicable,

13
base from the LESF (Learning Enrollment and Survey Form) which started June 1,
2020. The two came out as the most preferred by the learners, parents, and teachers.

In CBNHS, the modular delivery learning (MDL) is the most preferred modality.
Teachers need to acquire modules from the division office. Each grade level will have
a spare classroom(s) to be converted as the reproduction room(s). With the help of the
administrators, reams of papers and units of duplo machines will be provided to each
grade level. Teachers, with the guidance of their master teachers and department
heads, will arrange the duplicated modules ready for distribution on the opening of
classes.

On the other hand, the teachers will be attending sets of trainings for the online
modality which will be adapted as an augmentation for the delivery of learning. This is
in response to some learners who have the capacity to access the internet. However,
due to some limitations entailed in this modality or through online platform, these
learners will still be given printed modules. Teachers can have the prerogative to
conduct their classes online on subject matters they desire. With the synchronous and
asynchronous modalities, CBNHS ensures that the learners can access quality
education despite and in spite of the pandemic season.

14
Part II: Learning Modalities

For School Year 2020-2021, the Department of Education (DepEd) initiated to provide
Self-Learning Modules (SLMs) with various learning delivery modalities to be presented to the
diverse types of learners. In Crossing Bayabas National High School, the integration of Self-
Learning Modules with the alternative learning delivery modalities (modular, television-based,
radio-based instruction, telecommunication, and online) will be implemented to ensure the
continuity of education in the midst of the crisis. The essentiality of staying at home during the
COVID-19 outbreak prohibited the face-to-face scenario of conducting classes in school. To
address the gap, adoption of various learning delivery options and other modes of delivery
shall be implemented depending on the local COVID Risk Severity Classification and
compliance with minimum health standards to lessen teacher’s and student’s exposure.

For the curriculum to be constructively aligned, it is a must to define learning outcomes,

to determine learning and teaching outcomes that lead to successful realization of
appropriately assessed student outcomes (Biggs, 1999). Donnelly and Fitzmaurice (as cited
in O'Neill, Moore, and McMullin, 2005) suggest that “academic staff can begin the process not
by focusing on the content of the module and also how they intend to teach it, rather by
focusing on the quality of learning that can be achieved by their students”.

To make all these things possible, all educators shall undergo modular trainings as it
was stated by (Pastushkova et al., 2019), that modular training ensures efficient intermutual
development of all members of educational process and increases active learning and
improves critical thinking, as well as problem solving skills.

Hence, the following learning delivery modalities are considered to focus on the quality
of learning that can be achieved by the students, but the main modality to be utilized is the
modular distance learning being the primary choice of learners as reflected in the LESF.
Online learning modality and TV/Radio-Based Instruction as alternatives will serve as
augmentation to the delivery of learning among students.

1. Modular Distance Learning - Modular teaching methodology helps the learner to

monitor his / her learning and takes on greater responsibility for learning. It needs
more experience on the part of the learner. On the other hand, learners with
learning difficulty maybe guided by their parents/guardians in learning and
answering the module. It is the approach where the focus is on learning outcomes,
and its success relies on connecting outcomes to student learning and course
design (Friestad-Tate et al., n.d.) (Friestad-Tate et al., 2014) i-manager’s Journal

15
 on School Educational Technology, Vol. 9lNo. 4l March-May 2014. The teacher
may have the monitoring of student’s progress in a form of graph and conduct
home visitation to check student’s development. Furthermore, the learners may
ask for teacher’s assistance through telecommunication, fb/messenger, and via-
email.

2. Online Learning Modality - Learning online is education taking place over the
Internet. Among other words it is sometimes referred to as "e-learning." Online
learning, however, is only one form of "distance learning"-the paragliding term for
any learning that takes place over distance and not in a typical classroom. Findings
suggest the need for online instructors to be trained in the best pedagogical
practices to promote cross-cultural collaborative activities in online learning
environments (Kumi-Yeboah, 2018). For Lin and Hsieh (2001) suggested that
successful online learners develop higher levels of learner control, or self-directed
learning, by taking responsibility for learning through self-discipline in their studies.
For Lin and Hsieh (2001), they suggested that successful online learners develop
higher levels of learner control, or self-directed learning, by taking responsibility for
learning through self-discipline in their studies. Training can have many meanings
and online courses help serve that purpose. Many also say e-learning will
revolutionize education because it gives conventional learning new opportunities.

3. TV/Radio-Based Instruction (TVI/RBI)-

Most students in remote areas lack internet access because they live in areas
not covered by mobile networks. Teachers must quickly find effective solutions and
television and radio have proven to be a good alternative in a context where online
learning is not possible. Hence, television and/or radio-based programs are
needed to implement distance education.

In distance learning, the use of high-quality radio programs has been found to
be successful for expanding access and quality of distance education. Radio is
used to teach students who are not in school, who are
affected by conflict, who are orphans, who live in areas where most social systems
have broken down or never existed—the poorest, least supported, and most
remote learners to whom access to education has traditionally been denied and
working class. It is also used in systems of huge scale, such as the more than 20
million learners in India (Ho & Thukral, 2009).

16
 The value of television and radio-based educational broadcasts also goes
beyond the students ' needs alone. For certain nations, these programs,
particularly for local languages, are structured to include intergenerational learning.
These also involve topics such as wellbeing and psychosocial well-being which are
also essential to help communities impacted by the COVID-19 threat. The main
success factor in implementing radio and television-based educational programs
is collaboration between broadcasters, education authorities and educators.

17
Part III: Implementation Plan

Figure 1 BELCP Implementation Framework

18
Figure 2 BELCP Implementation Framework

19
Figure 3 BELCP Implementation Framework

20
 Teaching Performance Enriched Basic
Process
• Teaching-Learning Education
Flow of Telecom Process Learning
Continuity Plan
• Student Outcomes
• Parent/Guardian (BELCP)
Involvement
• Teacher
Accountability

Figure 4 BELCP Implementation Framework

B. Methodologies

● Orientation. Betina Hsieh (2016) stated in her study entitled, The Importance
of Orientation: Implications of Professional Identity on Classroom Practice and
for Professional Learning, that orientation to parents or guardians is important
because it lays a foundation for their entire support with the school where they
sent their children. Their first impressions are important since they establish the
basis for everything that follows. Without orientation, a parent or guardian may
feel uncomfortable to work hand in hand with the teachers and they may fail to
support in the attainment of the school’s goal. Parents and guardians will be
oriented on the four learning modalities: Module Distance Learning (MDL),
TV/Radio-Based Instruction (TV/RBI), Online Distance Learning (ODL) and
Telecom or the use of cellphone in communicating the student and the parent
or guardian as part of the Learning Management System (LMS) that the

21
 schools will be adopting for the school year 2020-2021. In here, they will be
informed on how these modalities will work, how they will be utilized, how they
will be distributed to parents or guardians and how they will be retrieved in
school.
● Schedule of Classes. Opening of classes for the basic education will be on
August 24, 2020 and ending on April 30, 2021 (Reference: D.O. no. 7, S. 2020-
School Calendar and Activities for School Year 2020-2021). To ensure that
learners are on task and are guided, a Weekly Home Learning Plan (per
Division Memorandum No. 843, s. 2020 – Instructional Learning Plan and Class
Program) shall be prepared. Class Program and Teacher’s Schedule are also
prepared allocating 50 minutes per subject area. This information shall be
communicated to the parents for reference and guidance. Conduct of curricular
and co-curricular activities involving gatherings such as monthly culminations,
showcase of portfolios, trade fairs, school sports, campus journalism, festival
of talents, job fairs, and other similar activities is cancelled, except those
conducted online.

22
 ● ACQUISITION & REQUISITON OF SCHOOL FORMS.The following steps will
be undergone in requesting and securing school forms and documents from
the Office of the Registrar, the schedule of service is available every Monday
to Friday, 8:00 A.M-5:00 PM:
ALL DOCUMENTS (SF 9, SF 10, BIRTH CERTIFICATE, COC, DIPLOMA, CERTIFICATE
OF GOOD MORAL, CERTIFICATE OF HONORS)/FOR TRANSFER

● STEP 1: Proceed to the Information Desk and ask for Request Form
● STEP 2: Accomplish the Request Form.
● STEP 3: Give the Request Form to the designated security guard
● STEP 4: The designated security guard will forward the request form to the
Person-In-Charge at the Registrar’s Office.
● STEP 5: Instruct the client that the document/s will be processed for 3-5 days
or earlier.
● STEP 6: The person-in-charge will notify the client thru text if the requested
document/s is/are ready for releasing.
● STEP 7: Proceed to the releasing area and present the text to the person-in-
charge.
● STEP 8: Register the document to the logbook to be signed by the client.
● STEP 9: The document/s is/are now released.
●
● CERTIFICATE OF ENROLLMENT
● STEP 1: Proceed to the Information Desk and ask for Request Form
● ***Transferees and incoming Grade 7 students are required to bring SF
9 from previous school attended.
● STEP 2: Accomplish the Request Form.
● STEP 3: Give the Request Form to the designated security guard.
● STEP 4: The designated security guard will forward the request form to the
Person-In-Charge at the Registrar’s Office.
● STEP 5: Wait at the holding area while the person-in-charge prepares the
document requested and wait until called.
● STEP 7: Proceed to the releasing area.
● STEP 8: Register the document to the logbook to be signed by the client.
● STEP 9: The document is now released.
● Education Committee of Barangay. According to Local Government Code of
1991 (RA 7160), as support to education, Education Committee of Barangay is
concerned with the development and enhancement of formal and technical

23
 education, local scholarships, distribution of educational materials for indigent
children, training of out of school youth, and the improvement of educational
facilities. Moreover, as a support of the Local Government Unit to the Basic
Education- Learning Continuity Plan (BE- LCP), all LGUs and all barangays are
asked to assist the schools within their jurisdictions in the delivery and
collection of printed modules from the homes of the students.In line with this,
the Crossers UNITE will ask permission or assistance from the Educational
Committee of Barangay Crossing Bayabas, Toril, Davao City in the distribution
and retrieval of the school’s modules.

C. Profile of Personnel

Profile of Learners/Teachers/ALS/School Heads and District Supervisor

C.1 LEARNERS
C.1.1 Profile of Learners that have a training on Digital Learning and Capable of Using
Platforms

24
 Profile of Learners with Training on Digital Learning and Capable of
80
Using Online Platforms

60

40

20

0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 MWSP Late TOTAL
Afternoon
% of Learners that ARE CAPABLE OF USING ONLINE PLATFORMS FOR DIGITAL LEARNING and TEACHING

% of Learners that ARE NOT CAPABLE OF USING ONLINE PLATFORMS FOR DIGITAL LEARNING and
TEACHING

C.1.2 Profile of Learners that have Smartphone/Tablet at Home

25
 Profile of Learners with Smartphone/Tablet at Home
90
80
70
60
50
40
30
20
10
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 MWSP Late
Afternoon
Profile of Learners with Smartphone/Tablet at Home % of Learners that HAVE SMARTPHONE/ TABLETS at HOME

Profile of Learners with Smartphone/Tablet at Home % of Learners that HAVE NOSMARTPHONE/ TABLETS at
HOME

C.1.3 Profile of Learners that Television at Home

26
 Profile of Learners With Television/Radio at Home
80
70
60
50
40
30
20
10
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 MWSP Late
Afternoon
Profile of Learners With Television/Radio at Home % of Learners that HAVE TELEVISION at HOME

Profile of Learners With Television/Radio at Home % of Learners that HAVE RADIO at HOME

C.1.4 Profile of Learners that have Laptop/Desktop at Home

27
 Profile of Learners that have Laptop/Desktop at Home
100
90
80
70
60
50
40
30
20
10
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 MWSP Late
Afternoon

Profile of Learners that have Laptop/Desktop at Home % of Learners that HAVE LAPTOP at HOME
Profile of Learners that have Laptop/Desktop at Home % of Learners that HAVE DESKTOP at HOME

C.1.5 Profile of Learners that have Internet connectivity at home

Profile of Learners with internet connectivity at home

90
80
70
60
50
40
30
20
10
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 MWSP Late
Afternoon

% of Learners that HAVE CONNECTIVITY at HOME % of Learner that HAVE NO CONNECTIVITY at HOME

28
 C.2 TEACHERS
C. 2.1 Profile of Teachers that have laptop/desktop/smartphones and internet
connectivity at home

Total No. With % of With % of With Percentage

of Laptop/ Teachers Smartpho Teachers Connectivit of Teachers
Teachers Deskto with laptop/ ne with y at Home with
p desktop smartpho connectivit
nes y at Home

155 155 100% 155 100% 145 93.54%

C. 2.2 Profile of Teachers with Training on Digital Learning and Capable of

Using Different Online Platforms

Total No. of No. of % of Teachers No. of % of Teachers

Teachers Teachers with with Training Teachers Capable of
Training on on Digital Capable of Using Different
Digital Learning Using Different Online
Learning Online Platforms
Platforms

155 155 100% 155 100%

C.3 Administrative Staff (Non-Teaching Staff)

D. 2.1 Profile of admininistrative staff that have laptop/desktop/smartphones and

internet connectivity at home

Total No. With % of With % of With Percentag

of Laptop/D Teachers Smart Teachers e of

29
 Teachers esktop with phone with Connectivit Teachers
laptop/ smartpho y with
desktop nes connectivi
ty at Home

12 8 66.67% 12 100% 9 75%

C.4.1 Profile of School Head that have laptop/desktop/smartphones and internet

connectivity at home

Total No. No. of % of No. of % of No. of % of School

of School School School School School School Heads with
Heads Heads Heads Heads Heads Heads connectivity
with with with with with at Home
Laptop/D laptop/ Smartpho smart Connec
esktop desktop ne phones tivity

1 1 100% 1 100% 1 100%

C.4.2 Profile of School Heads with Training on Digital Learning and Capable of
Using Different Online Platforms

Total No. of No. of School % of School No. of School % of School

School Heads Heads with Heads with Heads Capable Heads Capable
Training on Training on of Using of Using
Digital Digital Different Different Online
Learning Learning Online Platforms
Platforms

1 1 100% 1 100%

30
C. 5. Public Schools District Supervisor

No. of PSDS 1
Criteria Availability
Have Laptop/ Desktop Yes
modem
Have Accessibility to Yes
Internet Connection
Have Yes
Smartphones/Tablets
Have Online/Digital Yes
Training
Have Capability of Using Yes
Different Online Platforms

There is only one Public Schools District Supervisor (PSDS) in Cluster V in the name of Mr.
Nelson L. Fabiosa. The PSDS has availability or accessibility on the following: laptop/
desktop modem, internet connection, smartphones/ tablets, and online/ digital training.
Moreover, he has also capability in using different online platforms.

C.6 PARENTS

The majority of the parents come from Brgy. Crossing Bayabas and surrounding barangays
such Lubogan, Baliok, Bankas Heights, Bato and Toril Poblacion. Most of them are high
school graduates and products of CBNHS. A greater number are self-employed individuals,
rendering professional services or operating their own businesses. The COVID-19 pandemic

31
rendered most of those employed jobless, nearly all of them attributing the disruption of their
employment to COVID-19 regulations.

Part IV: LEARNER SUPPORT/STRATEGIES TO LEARNING MODALITIES

With reference to the issued Deped Order No. 18, s. 2020, also known as the Policy
Guidelines on the Implementation of Alternative Delivery Modes (ADMs,) Crossers UNITE
envisions to develop flexible learner support and strategies adaptive to the demands of the
new normal education. Maximizing four learning modalities namely, (1) Modular Distance
Learning (MDL), (2) Online Distance Learning (ODL), (3) Television and Radio-Based
Instruction (TV/RBI), and (4) Telecommunication, the institution adheres to the integration of
contextualized, innovative, and relevant learning activities contributory to the vision of attaining
excellence. Hence, in this new normal set up in education, the demand to educate
stakeholders – learners, parents, teachers, and community leaders on the various learning
modalities is high.

A. School Initiatives:

The institution employs various learning modalities and initiatives to blend with the
demands of the time in consonance with the implementation of the Central
Office/Regional/Division/Cluster Office having programs and activities that include:

1. Help Desk

a. Utilization of Crossing Bayabas National High School Facebook page

a.1. announcement of relevant information and updates comprising schedules

of classes, parents’ orientation, DepEd programs, and services offered;

a.2. communicating with the stakeholders via text message and/or call bridging
existing gaps, facilitating parents and learners with enrollment processes,
informing on the claiming and retrieval of modules, monitoring the progress of
learners; and

a.3. dissemination of information on various learning modalities that learners

could access on, such as video conferencing via zoom/google meet/
teams/chat room including the uploading and downloading of resource

32
 materials such as recorded video clips, digitized modules and recorded
teaching demonstrations.

2. Security Measures

a. strict monitoring of the observance of health protocols released by the IATF

aided by the installed Closed-Circuit Televisions (CCTVs) in the school campus
as parents, teachers, and administration and staff enters the school premises;
and

b. implementing the guidelines on the required health standards among Basic

Education offices and schools adhering to the specific measures for COVID-19
prevention and mitigation as stipulated in DepEd Order No. 014, S. 2020.

3. Telecommunication

a. teachers constantly monitor and keep track of the learners’ status and progress,
disseminate information and announcements concerning schedules on the
distribution and retrieval of modules and other supplementary learning
materials.

B. Roles and Responsibilities

Mechanisms in carrying out roles and responsibilities are emulated from

Memorandum CI-2020-00162 released by the DepEd undersecretary which are
specified accordingly:

1. Modular Distance Learning (MDL)

a. School Head
a.1. ensure that learning modules to be adopted by the school are K to 12
compliant and are developed following the ADM Learning Resources
Standards;
a.2. provide technical assistance and resources necessary in the production of
modules across grade levels and subject areas (e.g. newsprints, bond papers,
ink, duplicating machine);
a.3. capacitate teachers and manage in the implementation process of module
production, distribution, and retrieval; and
a.4. collaborate with stakeholders (e.g. LGU, PTA, SGC, Barangay Officials) to
assist in carrying out the process.

33
 b. Teachers
c.1. monitor learners’ progress and set up feedback mechanism to help
learners meet the most essential learning competencies;
c.2. conduct monitoring for consultation and intervention via text messaging,
and/or audio/video calls;
c. Learners
d.1. work on the assigned tasks with the suggested time frame to wok

e. Parents

e.1. exhibit role as learning facilitators and engage in providing learners with
instructional support as needed in the absence of a classroom teacher

f. Other Stakeholders

f.1. extend support in securing safety and health measures during the
distribution and retrieval of modules

b. Online Distance Learning (ODL)

a. School Head
a.1. monitor the conduct of online classes requiring teachers to conform with
standards set by DepEd;
b. Teachers
b.1. ensure conformity on the regular planning standards in the organization of
classes;
b.2. utilize self-learning modules and primer lessons which are converted into
different digital content formats (e.g. DepEd Learning Resources, Portal,
DepEd Commons, DepEd LMS, etc.) and/or other DepEd recognized LMS; and
b.3. if possible, may provide learners with printed copies of SLMs in
consideration of the allowable screen time by key stage or a support in case of
power interruption.
b.4. adopt a combination of synchronous and asynchronous online teaching in
consideration of the Screen Time guidelines by Age as recommended by
American Academy of Pediatrics (AAP) and World Health Organization (WHO);
b.5. prepare Weekly Home Learning Plan and Class Programs;
b.6. maximize online activities reinforced with locomotion, motor-sensory, and
audio tools;
b.7. give online assessments and learning tasks; and

34
 b.7. capacitate parents as learning facilitators on the use of Learning
Management System including orientation of learners’ screen time.
c. Learners
d.1. manifest responsible use of gadgets and devices when participating online
classes

e. Parents

e.1. supervise and monitor screen time of learners

c. Television (TV)/ Radio-Based Instruction (RBI)

a. School Head
a.1. plot the broadcast schedule of lessons and cascade such to the teachers.
b. Teachers
b.1. disseminate information on the broadcast schedule of specific subjects;
b.2. conduct constant monitoring of learners on their viewing time; and
b.3. if possible, may provide supplementary Learning Activity Sheets (LAS).
c. Learners
d.1. manifest responsible use of gadgets and devices when participating online
classes

e. Parents

e.1. supervise and monitor to properly guide learners’ viewing ti

35
Part V. SCHEDULING OF CLASSES
The following are the sample class schedule and the activities specified with
the full assistance of the teachers and parents:
SAMPLE CLASS SHEDULE FOR GRADE 7
TIME NO. OF MINUTES LEARNING AREAS ACTIVITIES &
LEARNING
RESOURCES
7:40-8:40 60 Music (Monday) Self-Directed Learning
Arts (Tuesday) Material
PE (Wednesday) Voice over through
Health (Thursday) Internet/FB
Performance Task (MELC of the day)
(Friday)
8:40-9:00 20 BREAK
9:00-10:00 60 Araling Panlipunan Self-Directed Learning
(3 days) Material
ESP (1 day)
10:00-11:00 60 TLE Self-Directed Learning
Material
(MELC of the day)
11:00-12:00 60 Science Self-Directed Learning
Material
(MELC of the day)
Module with LMS or other
LDMs
12:00-1:00 60 LUNCH BREAK
1:00-2:00 60 English Self-Directed Learning
Material
(MELC of the day)
Module with LMS or other
LDMs
2:00-2:20 20 BREAK
2:20-3:20 60 Mathematics Self-Directed Learning
Material
(MELC of the day)
Module with LMS or other
LDMs
3:20-4:20 60 Filipino Sariling Linangan Kit
(SKL)
(MELC of the day)

SAMPLE CLASS SCHEDULE FOR GRADE 8

TIME NO. OF MINUTES LEARNING AREAS ACTIVITIES
7:40-8:40 60 ESP (Monday & Learning Activity Sheets
Friday) (MELC of the day)
Araling Panlipunan Module with LMS or other
(TWTh) LDMs

36
 8:40-9:00 20 BREAK
9:00-10:00 60 English English Self-Directed
(ICL-Thursday) Learning Package
(MELC of the day)
Module with LMS or other
LDMs
10:00-11:00 60 TLE Self-Directed Learning
Package
(MELC of the day)
11:00-12:00 60 Science Science Self-Directed
(ICL- Tuesday) Learning Package
(MELC of the day)
Module with LMS or other
LDMs
12:00-1:00 60 LUNCH BREAK
1:00-2:00 60 Mathematics Learning Activity Sheets
(ICL- Friday) (MELC of the day)
Module with LMS or other
LDMs
2:00-2:20 20 BREAK
2:20-3:20 60 Music (Monday) Self-Directed Learning
Arts (Tuesday) Material
PE (Wednesday) Voice over through
Health (Thursday) Internet/FB
Performance Task (MELC of the day)
(Friday)
3:20-4:20 60 Filipino Sariling Linangan Kit
(ICL- Friday) (SKL)
(MELC of the day)

SAMPLE CLASS SCHEDULE FOR GRADE 9

Period No. of Learning Area Activity & Learning Resources

Minutes
7:40 AM - 60 English Learning Activity Sheets
8:40 AM (MELC of the Day)
Module with LMS
Self-Directed Learning Material
8:40 AM - 60 Filipino Sariling Linangan Kit (SLK)
9:40 AM (MELC of the Day)
9:40 AM - 20 Break
10:00 AM
10:00 AM - 60 MAPEH Learning Activity Sheets
11:0 AM (MELC of the Day)
Module with LMS
Self-Directed Learning Material
11:10 AM - 50 TLE Learning Activity Sheets
12:00 Noon (MELC of the Day)
Module with LMS
Self-Directed Learning Material
12:00 Noon 60 LUNCH BREAK
- 1:00 PM

37
1:00 PM - 60 Mathematics Learning Activity Sheets
2:00 PM (MELC of the Day)
Module with LMS
Self-Directed Learning Material
2:00 PM - 60 Aral.Pan (WTHF) Sariling Linangan Kit (SLK)
3:00 PM ESP (MT) (MELC of the Day)
3:00 PM - 20 Break
3:20 PM
3:20 PM - 60 Science Learning Activity Sheets
4:20 PM (MELC of the Day)
Module with LMS
Self-Directed Learning Material

SAMPLE CLASS SCHEDULE FOR GRADE 10

TIME NO. OF MINUTES LEARNING AREAS ACTIVITIES
7:40-8:40 60 Mathematics Learning Activity Sheets
(MELC of the Day)
Module with LMS
Self-Directed Learning
Material
8:40-9:40 60 Science Science Self-Directed
Learning Package
(MELC of the day)
Module with LMS or other
LDMs
9:40-10:00 20 BREAK
10:00-11:00 60 TLE Self-Directed Learning
Material
(MELC of the day)
11:00-12:00 60 Filipino Sariling Linangan Kit
(SLK)
(MELC of the Day)
12:00-1:00 60 LUNCH BREAK
1:00-2:00 60 English Science Self-Directed
Learning Package
(MELC of the day)
Module with LMS or other
LDMs
2:00-3:00 60 Araling Panlipunan Self-Directed Learning
(3 days) Material
ESP (2 days) (MELC of the day)
3:00-3:20 20 BREAK
3:20-4:20 60 Music (Monday) Self-Directed Learning
Arts (Tuesday) Material
PE (Wednesday) Voice over through
Health (Thursday) Internet/FB
Performance Task (MELC of the day)
(Friday)

38
SAMPLE CLASS SCHEDULE FOR SENIOR HIGH SCHOOL
TIME NO. OF LEARNING AREAS ACTIVITIES
MINUTES
7:25-9:25 120 COR5-EARTH AND Worksheets
LIFE SCIENCE Handouts
LECTURE (Monday) Self-Directed Learning
APP2- Material
ENTREPRENEURSHIP
LECTURE
(Wednesday)
COR6A-PHYSICAL
EDUCATION
LECTURE (Thursday)
APP2-
ENTREPRENEURSHIP
LECTURE (Friday)
9:25-9:35
9:35-11:35 120 COR3-MEDIA AND Worksheets
INFORMATION Handouts
LITERACY LECTURE Self-Directed Learning
(Monday) Material
COR4-GENERAL
MATHEMATICS
LECTURE (Tuesday)
COR1-ORAL
COMMUNICATION IN
CONTEXT LECTURE
(Wednesday)
APP1-ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES LECTURE
(Thursday)
COR4-GENERAL
MATHEMATICS
LECTURE (Friday)

11:35-12:35 60
12:35-2:35 120 COR3-MEDIA AND Worksheets
INFORMATION Handouts
LITERACY LECTURE Self-Directed Learning
(Monday) Material
HUMSS1-
INTRODUCTION
TO WORLD
RELIGIONS
AND BELIEF
SYSTEMS
LECTURE (Tuesday)
COR1-ORAL
COMMUNICATION IN
CONTEXT LECTURE
(Wednesday)

39
 HUMSS1-
INTRODUCTION
TO WORLD
RELIGIONS AND
BELIEF SYSTEMS
LECTURE (Friday)
2:35-4:35 120 APP1-ENGLISH FOR Worksheets
ACADEMIC AND Handouts
PROFESSIONAL Self-Directed Learning
PURPOSES LECTURE Material
(Monday)
COR5-EARTH AND
LIFE
SCIENCE LECTURE
(Tuesday)
COR2-
KOMUNIKASYON AT
PANANALIKSIK SA
WIKA
AT KULTURANG
PILIPINO
LECTURE (Wednesday
& Friday)

SAMPLE CLASS SCHEDULE FOR LATE AFTERNOON SHS

TIME NO. OF MINUTES LEARNING AREAS ACTIVITIES
4:30-5:30 60 COR5- Worksheets
(M) Handouts
APP1 (W) Self-Directed Learning
GAS (TW) Material
5:30-6:30 60 COR 2 (MT) Worksheets
COR6a (Th) Handouts
APP2 (WF) Self-Directed Learning
Material
6:30-6:45 15 BREAK
6:45-7:45 60 COR4- (WTH) Worksheets
COR5- (T) Handouts
APP2- Self-Directed Learning
(MF) Material
7:45-8:45 60 COR3- (M) Worksheets
COR4-(WTH) Handouts
COR5 (TF) Self-Directed Learning
Material
8:45-9:45 60 COR1- (WTH) Worksheets
APP1- (TF) Handouts
COR3- (M) Self-Directed Learning
Material
SUNDAY

TIME NO. OF MINUTES LEARNING AREAS ACTIVITIES

7:40-8:40 60 COR3 Worksheets
Handouts

40
 Self-Directed Learning
Material
8:40-9:40 60 COR3 Worksheets
Handouts
Self-Directed Learning
Material
9:40-10:00 20 BREAK
10:00-11:00 60 COR1 Worksheets
Handouts
Self-Directed Learning
Material
11:00-12:00 60 COR1 Worksheets
Handouts
Self-Directed Learning
Material
12:00-1:00 60 LUNCH BREAK
1:00-2:00 60 COR2 Worksheets
Handouts
Self-Directed Learning
Material
2:00-3:00 60 COR2 Worksheets
Handouts
Self-Directed Learning
Material
3:15-4:15 15 BREAK
4:15-5:15 60 GAS Worksheets
Handouts
Self-Directed Learning
Material

SAMPLE CLASS PROGRAM FOR MODIFIED WORK AND STUDY PROGRAM (MWSP)

TIME NO. OF MINUTES LEARNING AREAS ACTIVITIES

7:40-8:40 60 ENGLISH Learning Activity Sheets
(MELC of the Day)
Module with LMS
Self-Directed Learning
Material
8:40-9:40 60 FILIPINO Sariling Linangan Kit
(SLK)
(MELC of the Day)
9:40-10:00 20 BREAK
10:00-11:00 60 ESP Sariling Linangan Kit
(SLK)
(MELC of the Day)
11:00-12:00 60 MAPEH Learning Activity Sheets
(MELC of the Day)
Module with LMS
Self-Directed Learning
Material
12:00-1:00 60 LUNCH BREAK
1:00-2:00 60 TLE Learning Activity Sheets
(MELC of the Day)

41
 Module with LMS
Self-Directed Learning
Material
2:00-3:00 60 MATHEMATICS Learning Activity Sheets
(MELC of the Day)
Module with LMS
Self-Directed Learning
Material
3:00-3:15 20 BREAK Learning Activity Sheets
(MELC of the Day)
Module with LMS
Self-Directed Learning
Material
3:15-4:15 60 SCIENCE Learning Activity Sheets
(MELC of the Day)
Module with LMS
Self-Directed Learning
Material
4:15-5:15 60 ARALING Learning Activity Sheets
PANLIPUNAN (MELC of the Day)
Module with LMS
Self-Directed Learning
Material

42
Part VI. ASSESSMENT AND FEEDBACKING

A. Student Assessment and Evaluation

Assessments and Evaluations will be administered for the teacher to produce concrete
evidences of the learner’s progress in the different learning areas. These will be conducted
with the use of module since the most preferred learning modality of CBNHS is modular
learning, it may also be conducted through online or other blended learning for special cases
such as in instances where the students resided in a high risk area or where he/she was not
able to finish the assessments due to illness or any untoward incident.

On DepEd Order No.8, s. 2015, assessment is a process that is used to keep track of
learners’ progress in relation to learning standards and in the development of the 21 st- century
skills; to promote self-reflection and personal accountability among students about their own
learning; and to provide bases for the profiling of student performance on the learning
competencies and standards of the curriculum.

With the public heath emergency brought by COVID-19 the Department of Education
released DepEd Order No.18, s.2020 which stipulates the use of Self-learning Modules in the
aim to ensure that quality education will still continue but with consideration of the health
security measures. In response, the department heads of the CBNHS will primarily use
modules for their assessments and the learners’ will mostly be engaged in individual
assessments.

Formative Assessment:

The goal of conducting formative assessments is to provide ongoing feedbacks that

can be used by the teacher to recognize learners’ strength and weaknesses and identify
his/her immediate problems in specific learning areas.

Types of Formative Assessments to be given:

1. Short Quizzes; and

2. Written Works

Summative Assessment:

The goal of conducting summative assessments is to evaluate the mastery of learners’

in a chapter or unit through monthly or quarterly examinations. Quarterly examinations will be
prepared by the teachers and will be given to the parents with simplified instructions which will

43
serve as the guide for the parents in conducting the examination at home. Help Desk will be
readily available for any questions regarding the conduction of examination and questions will
be forwarded to concerned subject teachers.

Types of Summative Assessments to be given:

1. End-of-unit or chapter tests; and

2. Quarterly Examinations

Performance Tasks:

The goal of conducting performance tasks is to test the capability of the learners’ in
understanding and realizing the competencies taught based on MELCs and apply it to their
quarterly tasks.

Types of Performance Tasks to be given:

1. Individual Performance Task;

2. Video Presentation (MAPEH); and
3. Research Paper (Group or Indivi

Teachers will be advised to use the activities present in the modules.

B. Giving Feedback

The teachers of CBNHS will provide feedbacks to the learners’ on their outputs and
progress through written remarks on the submitted outputs and by providing parents a copy
of their students Individual Learning Monitoring Plan guided with the Division Memorandum
No. 187, s. 2020. These will be used by the parent and student of the things they need to
improve.

The CBNHS also aims to promote the Sulong EduKalidad program of DepEd which
focuses on the engagement of stakeholders for support and collaboration with the use of
Student’s and Parent’s Observation and Feedback form, attached in annexes, as a tool aiming
to engage stakeholders in reforming basic education.

C. Student’s Performance

The teacher will determine the learners’ progress and performance through the
teacher’s recorded assessments and evaluation. The teachers will have the prerogative to
make their own assessments and evaluations given that it will still be anchored in the MELCs.

44
D. Parent’s Observation and Feedback

Ang mga ginikanan ug mga estudyante kay pagahatagan ug “Observation/Feedback

Form” nga ilang mahimong sulatan sa ang ilang mga obserbasyon ug pidbak nga angay
ipahibalo sa mga magtutudlo ug tulunghaan sa iyang anak. Ginadasig ang mga ginikanan ug
estudyante nga ipabati sa form ang kamatuuran sa unsa man ang na obserbaran kabahin sa
pagtuon sa ilang anak sa balay labi na ang pag-implementar sa plano sa pagpadayun sa
eskwela karung S.Y. 2020-2021. Giawhag pud sila sa pagpadayag kung asa nga parte sa
leksiyon naglisod ang ilang anak. (The parents and students will be given an Observation and
Feedback form that they will fill-out with their observation and feedback that is likely to be
shared to the teachers and the school where their child belongs. Parents and students are
strongly encouraged to state the truth about their observation regarding the learning of their
child at home and most importantly in the implementation of the plan in the continuous learning
for the S.Y. 2020-2021. They are also strongly encouraged to state which part of the lesson
did their child have difficulty

Example:

Parents/Guardians Observation Report and Feedback on her/his Child’s Performance.

WEEK/DATE OBSERVATION and FEEDBACK Tubag ug Pirma

sa Ginikanan
(Obserbasyon sa Ginikanan)

Week 1 Naa ba kay nakit-an o naobserbahang nakat-unan sa imong Yes___ No___

anak?
August 24-
28, 2020 Nasunod ba sa imong anak ang skedyul sa pagtuon?
Yes____ No___
Isip usa ka ginikanan, nagiyahan ba nimo ang imong anak
Yes____ No___
sa iyang pagtuon?

Naa bay kausaban sa pagtuon ang imong anak?

Yes____ No___

45
 Kung “Yes” ang tubag, unsay imong nakit-an nga kausaban ______________
sa imong anak?____________________
______________
__________________________________________

Week 2 Naa ba kay nakit-an o naobserbahang nakat-unan sa imong Yes___ No___

anak?
August 31-
Sept. 4, Nasunod ba sa imong anak ang skedyul sa pagtuon?
Yes____ No___
2020
Isip usa ka ginikanan, nagiyahan ba nimo ang imong anak
sa iyang pagtuon?

Yes____ No___
Naa bay kausaban sa pagtuon ang imong anak?

Kung “Yes” ang tubag, unsay imong nakit-an nga kausaban

sa imong anak?____________________ Yes____ No___

__________________________________________

Week 3 Naa ba kay nakit-an o naobserbahang nakat-unan sa imong Yes___ No___

anak?
Sept. 7-11,
2020 Nasunod ba sa imong anak ang skedyul sa pagtuon?
Yes____ No___
Isip usa ka ginikanan, nagiyahan ba nimo ang imong anak
sa iyang pagtuon?

Yes____ No___
Naa bay kausaban sa pagtuon ang imong anak?

Kung “Yes” ang tubag, unsay imong nakit-an nga kausaban

sa imong anak?____________________ Yes____ No___

__________________________________________ ______________

46
 Week 4 Naa ba kay nakit-an o naobserbahang nakat-unan sa imong Yes___ No___
anak?
Sept. 14-18,
2020
Yes____ No___
Nasunod ba sa imong anak ang skedyul sa pagtuon?

Isip usa ka ginikanan, nagiyahan ba nimo ang imong anak

Yes____ No___
sa iyang pagtuon?

Naa bay kausaban sa pagtuon ang imong anak?

Yes____ No___
Kung “Yes” ang tubag, unsay imong nakit-an nga kausaban
sa imong anak?____________________ ______________

__________________________________________ ______________

Week 5 Naa ba kay nakit-an o naobserbahang nakat-unan sa Yes___ No___

imong anak?
Sept. 21-25,
2020 Nasunod ba sa imong anak ang skedyul sa pagtuon?
Yes____ No___
Isip usa ka ginikanan, nagiyahan ba nimo ang imong anak
sa iyang pagtuon?

Yes____ No___
Naa bay kausaban sa pagtuon ang imong anak?

Kung “Yes” ang tubag, unsay imong nakit-an nga kausaban

sa imong anak?____________________ Yes____ No___

__________________________________________ ______________

______________

Learner’s Observation Report and Feedback on the Self-Learning Modality and

Teachers.

47
 WEEK/DATE OBSERVATION and FEEDBACK Tubag ug Pirma
sa Magtutuon
(Obserbasyon sa Estudyante)

Week 1 Yes___ No___

August 24-
28, 2020
Yes____ No___

Yes____ No___

Yes____ No___

______________

______________

Week 2 Yes___ No___

August 31-
Sept. 4,
Yes____ No___
2020

Yes____ No___

Yes____ No___

Week 3 Yes___ No___

48
Sept. 7-11, Yes____ No___
2020

Yes____ No___

Yes____ No___

______________

Week 4 Yes___ No___

Sept. 14-18,
2020
Yes____ No___

Yes____ No___

Yes____ No___

______________

______________

Week 5 Yes___ No___

Sept. 21-25,
2020
Yes____ No___

49
 Yes____ No___

Yes____ No___

______________

______________

Teachers’ Assessment and Feedback

Questions for online meeting will be attached here too.

Example:

DATE OBSERVATION and FEEDBACK Teacher’s

Signature

50
 Teacher’s note to the parent/guardian

__________________________________________________

__________________________________________________

In these ways the teacher and the parent can exchange thoughts and personal
assessment in determining the students’ performance.

Part VII. TEACHER READINESS TO BLENDED LEARNING AND SCHOOL PERSONNEL

WORK SCHEME

Resolute in its preparation for School Year 2020-2021, as early as mid-April, the Department
of Education (DepEd) has started the creation and reproduction of Self-Learning Modules
(SLMs) in consonance with the alternative learning delivery modality to be offered to the
learners. Subject teachers were also tapped to put together supplementary modules to
augment the DepEd-issued modules in the event a need arises.

CBNHS ensured that it has complete and appropriate content (Learning Modules/Self-
Learning Modules in print and e-copy for subject teachers) for Quarter 1 available for
distribution to learners. It has oriented the teachers, parents and learners about the modular
learning policies and directions to ensure that everyone is properly informed and guided. On
the other hand, the parents have also expressed willingness to co- supervise and co-monitor
the progress of their children's modular distance learning as indicated in a survey conducted
earlier.

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Dry-runs of the distribution and retrieval of modules were conducted on August 11, 2020 and
August 13, 2020 respectively, to make sure every single detail is executed through as it would
on the actual days of distribution and retrieval, and every contingency is covered. Actual
distribution of modules commenced on August 17, 2020, a week before the formal opening of
classes.

The DepEd LR Portal and the Learning Resources Management and Development System
(LRMDS) are already set in place. These systems are designed to support increased
distribution and access to learning, teaching and professional development resources.

To prepare teachers for the new mode of learning, the Department of Education is conducting
a series of webinars this year. These webinars are specially crafted to deal with the current
limitations that both teachers and students face during the crisis. The platforms introduced
also support the fast distribution of educational resources to teachers and students no matter
where they are.

As per DepEd Order No.011, s. 2020, entitled, Revised Guidelines on Alternative Work
Arrangements in the Department of Education during the Period of State of National
Emergency Due to Covid-19 Pandemic, the CBNHS personnel make themselves available
during working hours and maximize the time spent in the discharge of their duties and
responsibilities. A work on-site and work from home (WFH) scheme was painstakingly devised
in support of the overall effort of the Philippine government to prevent the further transmission
of COVID-19, while ensuring the continuation of the delivery of quality, accessible, relevant,
and liberating basic education. CBNHS personnel submit their Individual Workweek Plan at
the start of each week, and Individual Daily Log and Accomplishment Report at the end of the
week.

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Part VIII. HEALTH PROTOCOLS

General Guidelines on the Conduct of Implementing

Health Protocols in Work Places

The Bayanihan to Heal as One Act, also known as the Bayanihan Act, and officially
designated as Republic Act No. 11469, is a law in the Philippines that was enacted in March
2020 granting the President additional authority to combat the COVID-19 pandemic in the
Philippines. With this DepEd reiterates its earlier directives for the strict observance of
precautions recommended by DOH and WHO to reduce the general risk of transmission of
respiratory infection, specifically, proper hand and respiratory hygiene, and safe food
practices. Anchored on Inter-Agency Task Force Health Protocols and Guidelines for the
Management of Emerging Infectious Diseases, Crossing Bayabas National High School
adapted SOCIAL DISTANCING as steps to combat the threat of the virus in this time of
pandemic:

S- Sanitize and perform regular and

thorough handwashing with soap and water. Use
alcohol-based hand sanitizers containing at least
60 ethanol or isopropanol when soap and water
are not available. Make dispensers with alcohol-
based hand rub available in public areas.

O- Observe
social distancing−strict social/physical distancing about
two meters at all times, especially in public areas,
workstations, eating areas, queues, and other high traffic
areas to reduce the possibility of person-to-person
transmission.

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C- Clean surface through education, policy, and the provision of
supplies. Routinely clean surfaces and objects that are touched
often, such as desks, countertops, doorknobs, computer
keyboards, hands-on learning items, faucet handles, and
phones. Empty trash cans as needed. Use general cleaning products that you normally
use. Always follow product label directions.

I- Inform and establish relationships with state and local public

health officials for ongoing communication. Ensure immediate and
widest dissemination of guidelines to all teaching, non-teaching
personnel and other stakeholders within the school vicinity.

A- Avoid close contact with anyone who has fever and cough; avoid
touching the mouth, eyes and nose to help slow the spread of the
virus

L- Lead oneself to be healthy through eating nutritious

foods and drinking supplements/vitamins to boost up immune
system. Balance diet and exercise are also encouraged
towards great health equity

D- Deliver modules as the main learning modality and

establish closed-knit school-home relationship among
stakeholders to avoid physical contact.

I- Ignite pursuit to continue education through blended learning and new

innovations amidst the threat of pandemic. Consistent issuance of
advisories that contains policy directives for implementation and
compliance must be delivered.

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S- Stay at home when possible. Limit contact when running errands,
only visit stores selling household essentials and other institutions if
needed.

T- Telecommunicate with administration and parents in

replacement to in- person meetings in the workplace thru
video or telephone conferences.

A- Access to basic hygiene facilities such as toilets,

handwashing areas, water, soap, alcohol/sanitizer. Airflow in
classrooms should be improved by opening windows and doors
as much as possible.

N- Necessitate essentials and abide pre-cautionary measures here

and then anchoring updates from DOH and WHO.

C- Cover-up by wearing PPEs such as facial masks and face shields. This prevents the
immediate spread of the virus.

N- Nourish well-being by maintaining good and positive

mental orientation.

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 G- Get-over with fake news and connect with
official websites for accurate and valid data gathering.

Be a Covid Warrior!

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Part IX. PARTNERSHIP

Educating our youth is an important and shared responsibility. School

partnerships play an important role in supplementing and reinforcing learning opportunities.

Hence, Crossing Bayabas National High School believes that BE-LCP implementation
will be carried out successfully through community collaboration.

Currently, it has an ongoing partnership with the following public and private
institutions/agencies, foundations and corporations such as :

Work immersion Area:

Villa Nilda Garden Resort
Villa Carmelita
7 Business Bar
District Health Office Toril
Euro Baker
Breaktime Bakeshop
LM Bakeshop
Batusai Seafood Buffet Restaurant
Toril Community Cooperative Inc.
Davao Fish Port Complex

LGU
Davao City Mayor’s Office- Mayor Sarah Duterte-Carpio
Office of the House of Representative 3rd District- Hon. Alberto T. Ungab
3rd Councilors:
Hon. Vic Advincula
Hon. Dr. Rene Lopez
Brgy. Captain Ricky Liparanon (Brgy. Baliok)
Brgy. Captain Terso Abrantes and Brgy. Councils (Brgy. Crossing Bayabas)
Kagawad Elizabeth Lim

Private Institution:
BF Industries Inc.
Gaisano Mall of Toril
Silangan Multi-purpose Inc.
Greenwich Toril
Crossing Bayabas PTH Association
School Governing Council
YanYen Diesel Calibration

Private Schools:
St. Peter’s College of Toril
Brokenshire College Toril

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 In addition, the CBNHS Accountacy, Business and Management Strand (ABM) is also
working closely with the following industries for Work Immersion:

GV Appliance
ETLC Furnishing Corp.
EMCOR
Toril Community Cooperative
Lord’s Valley Pharmacy
Almasa and Villarente Law Office
BF Industries Inc.

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