Be-Lcp: Barangay Burgos Nhs

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
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BE-LCP
SY 2021-2022
Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

Email: sdo.quezon.bbnhs305597@gmail.com
cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 2 of 34
TABLE OF CONTENTS
INTRODUCTION……………………………………………………………………….… 3
I. SITUATIONAL ANALYSIS……………………………………………………….…. 5
II. SY 2020-2021 BE-LCP IMPLEMENTATION………………………………………. 8
III. SUCCESSES AND LESSONS OF BE-LCP IMPLEMENTATION………………. 10
IV. SURVEY RESULTS FOR SCHOOL YEAR 2021 - 2022 ………………….….…... 15
V. ENHANCED BE-LCP SY 2021-2022 FRAMEWORK………………………………. 21
VI. ENHANCED BE-LCP 2021-2022 MASTERPLAN…………………………………. 23
VII. SY 2021-2022 BE-LCP CONTEXTUAL OPERATIONALIZATION…………… 29
VIII. MONITORING AND EVALUATION ………………………………………….…. 42
IX. LIST OF FIGURES AND TABLES…………………………………………………. 47

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Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
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Introduction
In 2020 COVID-19 pandemic rise in every country of the world, in regard to this, the government
of the Philippines implemented a lockdown on the country which halted the continue of education, in
light to this to continue the learning of students, the Department of Education introduces distance learning
and crafted the Self Learning Materials that will be used.
As a quick response to the country's demanding current situation, implementing the developed
Basic Education Learning Continuity Plan (BE-LCP) is considered. BE-LCP is a package of education
interventions that would address the basic education dilemmas brought about by the Covid-19. DepEd is
deeply committed to ensuring the safety, health, and well-being of all learners, parents, teachers, and
Department personnel as it develops the BE-LCP. (Department of Education Order No. 12 s. 2020).
The Enhanced BE-LCP describes the plan for transitioning from face-to-face to distance learning.
With the idea that education is too important to put off, Burgos National High School developed the
Enhanced BE-LCP, which is anchored in the policy and guidelines set by the Department of Education
ever since the advocacy for a continued quality education existed.
Burgos National High School Enhanced BE-LCP is dedicated to meet the schools' need amid this
pandemic to provide quality education and meaningful experience among its clientele.
School Enhanced BE-LCP primarily aims to:
1. Broaden everyone’s awareness, including the learners, parents, school staff, community and other
stakeholders, on the district’s goal of delivering quality education amid pandemics.
2. Ensure open communication and unity among the schools within and outside the district.
3. Locate the areas that need improvement in each school and address them right away, maximizing
the resources that they already possess.
4. Compose and build harmonious relationships among schools and other stakeholders, leading them
to a strengthened partnership.
5. Provide monitoring and evaluation procedure and implementation plan adjustment necessarily.
Burgos National High School Enhanced BE-LCP essentially revolves and works with SOLAR which
stands for Structuring, Organizing, ImpLementing, Assessing and Reviewing. It is a cycle that
ensures the smooth delivery of quality education despite the threat of the Covid-19 pandemic without
compromising the health and safety of each individual.
STRUCTURING
--meet ups,
Sitio Inawitan, Brgy. Burgos Mulanay, Quezon brainstorming, surveys
Email: sdo.quezon.bbnhs305597@gmail.com and observation,
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-implementation
planning
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 4 of 34
REVIEWING ORGANIZING
--review of results and
outputs -consolidation of data
gathered
-adjustment of plans
ASSESSING IMPLEMENTING
-gathering and review of -implementation of plans
feedback -involvement of parents and
-review of stakeholders
implementation plan -provision of technical assistance,
trainings and webinars
Figure 1. Implementation Framework of Burgos National High School BE-LCP.
Planning includes meetups, brainstorming, and data gathering through surveys and

observations. Organizing comprises consolidation of the data gathered. Working takes in implementing
the plan, which includes parents, community and other stakeholders; provision of technical assistance and
training to the teachers and school staff. Evaluating covers gathering and reviewing feedback among
learners, parents, teachers, community, and other stakeholders and reviewing implementation
plans. Reorganizing takes account of the review of results and outputs and giving way to necessary
adjustments after a certain period of implementation and evaluation.
I. Situational Analysis

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Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
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To fully understand the context of the BE-LCP implementation of Burgos National High School,
situational analysis of the learning environment with emphasis on the present baseline data is made.
Included are the data on enrolment, teachers, and different capabilities and readiness of teaching
personnel to adapt the new modality in the delivery of the teaching-learning process.
Burgos National High School commits itself to elevate the overall performance of the school as to
Access, Quality and Governance. Furthermore, the district vows to provide quality and effective delivery
of basic education services among its customers; thus, meeting the anticipation of the clientele and
stakeholders would be sustained.
Comparison of Enrolment
2019-2020, 2020-2021
S.Y. 2019-2020 108
S.Y. 2020-2021 134
0 20 40 60 80 100 120 140 160
Figure 2 Comparison of Enrolment SY 2019-2020, 2020-2021

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BARANGAY BURGOS NHS
School ID: 305597
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Comparison of Enrolment by GR ADE LEVEL

2019-2020, 2020-2021
56
SY 2019-2020 52
0
31
SY 2020-2021 54
49
0 10 20 30 40 50 60
GRADE 9 GRADE 8 GRADE 7
Figure 3. Comparison of Enrolment SY 2019-2020, 2020-2021
In terms of enrolment, the school has shown an increase despite the challenge of the new learning
modality brought by the pandemic. During the School Year 2019-2020, the school has 108 enrollees
composed of 56 Grade Seven and 52 Grade Eight. With the emergence of the new learning modality in
2020-2021, the School has recorded an increased enrollment for with the total of 134 this can be traced
from 31 Grade Seven, 54 Grade Eight and 49 Grade Nine
GRADE 7 GRADE 8 GRADE 9

MAL FEMAL TOTA MAL FEMAL TOTA MAL FEMAL TOTA
E E L E E L E E L
SY
2019
30 26 56 30 22 52
-
2020
SY
2020
14 17 31 27 27 54 26 23 49
-
2021
Table 1. Enrolment by Gender
In terms of enrolment by gender during SY 2020-2021, males account for 50 percent of total enrolment,
or 67 learners, while females account for 50 percent or 67 learners. This indicates that gender equality in
terms of access to education is evident.
Burgos National High School Workforce

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School ID: 305597
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NATIONAL FUNDED
TEACHER (Borrowed
Item); 1; 17%
LOCAL FUNDED
TEACHER; 5; 83%
LOCAL FUNDED TEACHER NATIONAL FUNDED TEACHER (Borrowed Item)
Figure 4. Burgos National High School Workforce
As of August 26, 2021, the Burgos National High School has 6 teaching Employees, from which
is 5 is Locally Funded Teacher and 1 National Funded Teacher with barrowed item. There is a need for
new teachers to be deployed due to the growing population of the school.
II. SY 2020-2021 BE-LCP IMPLEMENTATION

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School ID: 305597
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COVID 19 pandemic, which has been ongoing for over a year now, has undeniably disrupted normal life.
Among those institutions that have been gravely affected is the country's education system. To ensure that
the needs of learners are not neglected in this so-called new normal, the Department of Education
(DepEd) has implemented a series of adjustments, which has now been referred to as "blended learning."
Following the department's advocacies to continue the delivery of education, Burgos National High
School teaching personnel developed and implemented a learning continuity plan that is based according
to the needs and strengths of the clientele.
In a statement last May 8, 2020, Education Secretary Leonor Briones said the Basic Education - Learning
Continuity Plan (BE-LCP) is DepEd's major response and commitment to protecting learners' health,
safety, and well-being, teachers, and personnel. Crafting each school's BE-LCP was not an easy task since
there are many considerations to look into. After a series of data gathering tasks, the whole district
decided that a printed modular distance learning approach would be the learning modality that best fits
the whole community.
Guided by the region's PIVOT LCP: ICLeA framework, which provides a holistic approach of LCP
implementation across schools' division offices and schools, Burgos National High School were able to
develop SY 2020-2021 BE-LCP. They believe that great designers are great empathizers because this will
separate a soul design from one that is simply well-realized. Although this is new to all in last year's
operationalization of BE-LCP, the best education is given to students because it is drawn from them and
designed according to their experiences.
Figure 5. PIVOT LCP- ICLeA Framework
Burgos National High School considered Department of Education’s Adoption of The Basic Education
Learning Continuity Plan for School Year 2020-2021 In Light of The Covid-19 Public Health

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Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
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Emergency, Omnibus Guidelines on the Implementation of Community Quarantines issued by the IATF
for the Management of Emerging and Infectious Diseases as well as the directives of the Office of the
President (OP) in deciding the learning modality/modalities to be implemented. Looking into the learners’
context, access, and readiness, context/situation of the area where the schools is located, and choice of
modality/modalities of the parent and learner, which were gathered through the conduct of various
surveys, helped come up with a sound decision considered in the BE-LCP crafting.
Figure 6. RD Cabral’s BE-LCP Operationalization Algorithm
In addition, RD Cabral’s BE-LCP Operationalization Algorithm helps Burgos National High School in
the decision-making process. It provides a list of considerations to come up with the School Learning
Modality of Best Fit.
Considering all the factors in the determination of School Learning Modality of Best Fit for SY 2020-
2021, most schools utilized the modular printed learning modality. Although the whole school used a
modular printed learning modality, the teachers did their best to supplement the physical presence with
calls, and texts. The school teaching staff’s resiliency helped the community become stronger and better
public servants ready to face challenges in delivering the best educational experience to the students in
the school.

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Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
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III. SUCCESSES AND LESSONS OF BE-LCP IMPLEMENTATION
Hardships are an inevitable part of life. Whether it be challenging times, people or circumstances – most
of us can relate to coming up against obstacle in life that feel hard, unfair, or even devastating at times.
The COVID-19 pandemic, which altered the old normal education delivery process, has been one of these
upsetting problems. Schools all over the country had to close physically but with the firm leadership of
Sec. Leonor Magtolis Briones bravely announced the opening of classes despite the pandemic.
In these harsh times, having a strong spirit becomes an asset that seems to transform challenges into
chances for growth. Burgos National High School proved this as we face the challenges presented by the
current scenario.
Table 2. Successes and Lessons of BE-LCP 2020-2021
KEY SUCCESS LESSONS LEARNED /

DIMENSIONS CHALLENGES
Safe Operations The following practices resulted in -- The safety of school personnel’s
continuous delivery of services with and learners should be practiced in
reduced incidences of COVID-19 the workplace and their respective
transmission: homes and communities.
-Strict Implementation of health and - Self-discipline and collective

safety protocols in the workplace. efforts of all individuals contributed
much in preventing widespread and
-Ensuring safety in the workplace ill effects of COVID-19.
through inspection of classroom and
school buildings to identify physical -Honesty in declaring health
facilities needing repair. conditions and previous contacts is
very important.
-Zero contact policy or limited face to
face gatherings prevents transmission of
COVID-19
- Persons with co-morbidity,
-Strict implementation of Alternative pregnant and senior citizens, were
Work Arrangements encouraged to work from home to
ensure their safety.
-Safe practices of personnel and teachers
at the workplace and at homes
-Regular monitoring of the health status

of the teachers by the assigned health

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School ID: 305597
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coordinator.
-Conducive and safe working

environment through regular premise
disinfection activities
-Safe actions of parents and teachers

during distribution and retrieval of
learning modules.
Well-being and
protection
-Prioritizing the health and safety of all -Rehabilitation of classrooms in
teachers and learners as a major concern schools to suit the needs of learners
during SY 2020-2021 was successfully to increase productivity and
put in place through the following: efficiency.
-Learners and parents were given Face -Overlapping schedules of webinars,

Mask during the retrieval and programs, and report submission
distribution of worksheets. hinders the teaching personnel in
performing their tasks thus efficient
-Coordinated with LGU on the schedule time management and work
of vaccination for School personnel. discipline are encouraged.
-Provided printed reading materials and -Resourcefulness and innovation of
home visitation with strict observance of teachers helped adjust to different
health protocol circumstances of the new learning
-Teachers joined DepEd webinars on modality.
Creating IDEA Lesson Exemplar and
NDEP Webinar Series.
Provision of -Designed quality assessment tools and -Producing meaningful and

Learning learning materials like Learning Activity appropriate learning tools which are
Resources Sheets (LAS) that can be utilized by the more comprehensive and usable in
learners in their home-based learning support of the teaching and learning

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School ID: 305597
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- Crafted and planned IDEA Lesson process.

Exemplars and WHLP for better learning
delivery -Used appropriate and reliable
learning resources which are
- Well-organized scheduling of module recommended by DepEd in making
distribution and retrieval by strictly learning materials that are free of
following the Inter-Agency Task Force ideological, cultural, religious, racial,
(IATF) protocols. and gender biases and prejudices.
-Parent and family support for the

learner’s education really matter.
Ensuring - Ensured the quality of teaching and -Address the professional needs of
Quality of learning process through the professional the teachers continuously through
Teaching and development of teachers. It is because of attending different webinars which
Learning the different trainings / workshops/ are related to the Learning
Process webinars that they attended. Continuity Plan (LCP).
- Oriented the students and parents as -The implementation of the

well about modular distance learning. curriculum is effective despite the
different changes due to the
-Distributed the printed learning pandemic.
materials and picked up by the parents in
the school. The ratio of the learning -The materials, activities and
material to the student is 1:1. practices which focused on learning
that were used before are enhanced
-Conducted “Online Kamustahan” or modified to make them more
between the school head and the teachers effective and fit to the New Normal.
to update each other. It is also to address
issues and concerns for the betterment of -Maintain the “Online Kamustahan”
the teaching and learning process. to be updated.
- Teachers shared their best practices -Continue conducting home

with their colleagues. They were able to visitation while strictly following the
get some ideas about the different health protocols to address the needs
strategies and interventions that are of the learners.
suited for the students to easily learn the
lessons.
-Designed and conducted In-Service

Training in school for professional

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School ID: 305597
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development.
-Conducted different intervention and

remediation programs based on the
students’ learning needs and abilities.
-Conducted home visitation to students

who need assistance and guidance while
strictly following the health protocols.
Reaching the Focusing the needs to provide quality -Close partnership and linkages with
Most education among learners during this different stakeholders is a key factor
Marginalized new normal education, schools within in providing the needs of the learners
the district able to reach all types of
learners through the following: -Continued implementation of school
programs that will address and cater
-Implementation of school’s-initiated in molding students holistically
projects for basic education access
-Mapped learners online/offline utilizing

the LESF
-Distributed modules in respective

barangay that served as drop and pick up
point for delivery and retrieval
-Strengthened partnership for efficient

and safe delivery of learning through
MOA signing between the school and
barangay MDL pick up centers
- -Personally, delivered the Simplified

Learning Activities to some learners who
have no parents/guardian who will get
and return the module
-Conducted home visitation
Educational -Received assistance from LGU such as -Realignment of MOOE in different

Financing papers, ink, printers, and photocopier for

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School ID: 305597
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the reproduction of modules and learning learning materials

materials
-Timely conduct of procurement
-Provision of bond papers and inks from activities resulted to availability of
school MOOE and donations from the needed learning resources
stakeholders
-Strengthened partnership and
-Allocated budget for supplies; materials linkages program is contributory to
needed and other essential needs for bridge the gap
school’s operation in learning delivery
-Received school supplies from private

individual and civil society organizations
-Donations from Faculty initiated project

for the school supplies
IV. SURVEY RESULTS FOR SY 2021-2022
As part of the preparation for the opening of SY 2021-2022 classes, a school survey was conducted
through Modified Enrolment Survey Form to determine the preferred distance learning modalities of
learners. There were 140 learners across all grade levels. Thus, the result may be deemed significant but
may need further study to reach a timely and reliable decision on the most preferred modalities of the
majority for SY 2021-2022 implementation.

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School ID: 305597
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The succeeding tables and figures present the results of the Burgos National High School Survey on the
Preferred Distance Learning Modality for SY 2021-2022.
Number of Respondents by Gender and Grade Level

50
45
45
42
40
35
30 28
25
25 23
22 22
20
20
15
15 13 13
12
10
0
GRADE 10 MALEGRADE 9FEMALE TOTAL
GRADE 8 GRADE 7
Figure 7. Number of Respondents by Gender and Grade Level
The graph shows the number of respondents conducted by Burgos National High School.

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Highest Educational Attainment of Learners Parents/Guardian
No Formal Schooling 0
No Formal Schooling but able to read and Write 0
Elementary Level 39
Elementary Graduate 39
High School Level 17
High School Level Graduate 41
After High School Education or Vocational (Tech/Voc/College/Post Grad) 4
0 5 10 15 20 25 30 35 40 45
RESPONDENTS

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Figure 8. Highest Educational Attainment of Learners Parents/Guardian
Based on the survey, 41 or 29 % of Learners Parents/Guardians are High School Level Graduates, 39 or
28% reached Elementary level, 39 or 28% are Elementary Level Graduate, 17 or 12% reached High
School Level and 4 or 3 % have After High School or Vocational.
4Ps Beneficiary
NO; 30; 21%
YES; 110;
79%
YES NO
Figure 9. Conditional Cash Transfer (4Ps) Beneficiary
Based on the Survey, 110 out of 140 or 79 % of learners are 4Ps recipient while 30 or 21% are not.

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No. of Learners Enrolled in a Household
1 Per Household 38
2 Per Household 44
3 Per Household 48
4 Per Household 8
5 per Household 2
0 10 20 30 40 50 60
Series 2
Figure 10. No. of Learners Enrolled in a Household
The graph shows the No. of Learners Enrolled in a Household
No. Of Hou seh old Memb ers th a t ca n Prov i d e In s tru cti on a l S up p ort to
th e Lea rn er
Learner Able to do Independent Learning 61
None 9
Other (tutor/helper) 2
Other Members of the Family 54
Grand Parents 0
Older Siblings 63
Parent/ Guardian 75
0 10 20 30 40 50 60 70 80
Figure 11. No. Of Household Members that can Provide Instructional Support to the Learner
Based on the survey, 75 out of 140 or 54% of learners Parent/Guardian, 63 or 45% older siblings, 54 or
39% other members of the family,2 or 1% others (tutor/helper) can provide Instructional Support to the

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learner while 9 out of 140 or 6% has no Household member that can provide Instructional Support and 61
or 43% are able to do Independent Learning.
Available Devices at Home

Cable Television 70
Non Cable Television 13
Basic Phone 9
Smart Phone 92
Tablet 1
Radio 9
Computer/Desktop 0
laptop 0
None 9
Others 0
0 10 20 30 40 50 60 70 80 90 100
Figure 12. Available Devices at Home that the Learners can use for Learning
Based on the survey, 70 out of 140 or 50% of learners have Cable TV on their home while 13 or 9% have
None Cable TV, 9 or 6% have Basic Phone, 92 or 65% have Smart Phone, 1 has a tablet, 9 or 6% have
radio and 9 out of 140 or 6% has no available devices at home.
Learners with Internet Access
With Access to
Internet; 34;
24% With Access to Internet
Without Access to Internet
Without Access
to Internet; 106;
76%
Figure 13. No. Of Learners That Have Internet Access

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This Figure shows that 34 out of 140 students or 24% has access to Internet Connection while 106 out of
140 or 76% has no access to Internet.
Type of Learning Modalities that Learners Preferred
Online Learning 0
Television 6
Radio1
Modular Learning (Printed) 136
Blended Learning 35
Others 0
0 20 40 60 80 100 120 140 160
Figure 14. Type of Learning Modalities that Learners Preferred
Based on the Survey, 136 out of 140 or 97% of the Learners prefer Modular Learning (Printed) while 35
or 25% preferred Blended Learning, 6 or 4% preferred television and 1 preferred radio.
Challenges Faced by Learners

Lack of Available Gadgets/equipment 49
Insufficient load/data Allowance 52
Unstable mobile/internet Connection 62
Exsisting Health Condition 16
Difficulty in Independent Learning 66
Conflict with other Activities 53
No Place to Study 5
Distractions (i.e. Social Media/noise from community/neighbor) 17
Others 0
0 10 20 30 40 50 60 70
Figure 15. Challenges Faced by Learners in Distance Learning

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Based on the survey, the most common challenges faced by learners in the implementation of distance
learning is Difficulty in Independent Learning with 66 or 47 % responses. This was followed by the
Unstable Internet connection with 62 responses or 44%, Conflict with other Activities with 53 responses
or 38%, Insufficient Load/Data allowance with 52 responses or 37%, Lack of Available Gadgets with 49
responses or 35%, Distractions with 17 responses or 12%, With Health Condition with 16 responses or
11% and no Place to Study with 5 responses or 4%.
Parents are Willing to Allow their Child in

Limited Face to Face Classes
NO
YES
100%
Figure 16. No. of Learners that parents are Willing to Allow their Child in Limited Face to Face Classes
This Figure shows that 140 out of 140 or 100% of learner’s parents will allow their child in Limited Face
to Face Classes.
V. ENHANCED BE- LCP 2021 - 2022 FRAMEWORK
The biggest challenge for Burgos National High School in the current state of the country is to remain
relevant and fulfill its educational mission of improving the quality of education while dealing with
disruptions to the educational process caused by disasters. natural factors such as the threat of Taal
Volcano eruptions, earthquakes, hurricanes and the global COVID19 pandemic
It understands that a plan must be strategic and proactive to maintain continuous learning in the face of
adversity. Also believe that there is no “ONE SIZE, FIT FOR ALL” solution, which is why careful and
in-depth data collection and implementation planning is an important commitment for School leaders
establishment towards them. Have situational thinking and analysis of possible scenarios switch from one
learning mode to another.
Understanding the problem in a broader context provides a new perspective and direction for setting goals
and innovation. Burgos National High School has adopted the framework of DepEd CALABARZON to
enhance the continuous learning program of basic education. The framework sets out policies and

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Page 22 of 34
guidelines, dimensions and goals to achieve relevance, flexibility, and lateral thinking in order to facilitate
the School.
Figure 17. DepEd CALABARZON’s Framework for Enhanced BE-LCP
Burgos National High School, through its operational and strategic plans, is committed to participating in
the realization of five regional goals focusing on learning, of which there are two important sub-
components, namely ensuring the quality of teaching and providing learning resources. The other four
goals include safe operations, welfare and protection, coverage of underserved populations, and funding
for education.
Like any other educational institution, Burgos National High School recognizes that the main focus of the
department is to ensure the quality of teaching and the provision of learning resources. In light of the
current environment, the school must maximize the use of established and available resources, and
strengthen its partnership and connection programs to ensure that appropriate learning resources are
provided for students enrolled.
To further improve the quality of instructions, teachers shall also be provided with appropriate training
and seminars. School leaders must also look at the possibility of how the teaching-learning process
continues despite many intervening factors.

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School ID: 305597
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Second, the health and safety of staff and students must not be compromised. Therefore, organizations
must also commit to providing a safe operating environment for their employees and students. School
leaders as facilitators must choose appropriate teaching and learning methods and apply the necessary
health protocols and requirements to protect staff and students from potential health risks
In addition, Burgos National High School must include appropriate plans, projects, activities, and
interventions in its plans to promote the well-being and protection of school staff and students. Establish
support mechanisms at the teacher-school level, such as providing technical assistance, spiritual and
psychological support, legal and administrative services, and medical and health services. In addition,
educational institutions will recognize the inclusiveness of education by providing a wide range of high-
quality teaching and a favorable learning environment for different students. In response to
marginalization, the principle embodied in the 2030 development goals is "No one should be left behind,
and no human rights should be ignored." This means that the department must provide programs, projects
and activities that meet the needs of different students.
Finally, the role of education financing in achieving educational goals is very important. The current
configuration requires sufficient budget requirements to support the implementation of plans, projects and
activities aimed at achieving continuity of learning. Therefore, it is a challenge for education leaders to
manage, allocate and transform financial resources into material resources that are beneficial to schools,
faculty and staff, and most importantly learners.
The Burgos National High School is working with DepEd - CALABARZON to carry out the regional
plan for continuity of learning and improve the regional educational system. Lateral thinking will be used
to ensure that all components are ready and available in the LCP implementation. With our shared
responsibility and commitment, we will do our part to provide solutions that are embodied in the vision of
"one region, 21 solutions" in the region.
VI. ENHANCED BE- LCP SY 2021- 2022 MASTERPLAN
Figure 18 presents the BE-LCP SY 2021-2022 master plan provided by the Regional Office which
highlights the five dimensions to consider during planning, decision-making, operationalization and
monitoring and evaluation phase. The masterplan serves as the over-all picture of what to expect in the
BE-LCP during its implementation.

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School ID: 305597
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Figure 18. Regional Office Masterplan for SY 2021 – 2022 BE-LCP Implementation
VII. SY 2021 -2022 BE – LCP CONTEXTUAL OPERATIONALIZATION

With the outcome of the survey, Burgos National High School crafted the Learning Continuity Plan
anchored with the framework of SDO Quezon Province which exemplifies the situation and
challenges of the basic educational system.

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 25 of 34
To ensure continuity of learning as the main core, six interconnected dimensions hemmed in the
core to serve as shield and protection during crisis and emergency. These dimensions are positioned
at the center to revolve within the principles of Strong Instruction, Robust Engagement, and
Continuous Improvement.
LCP is also directed by the DepED’s vision, mission, and core values which are entrenched in
the guiding principles of SDO Quezon Province.
There are three phases deemed in the opening of school amidst COVID-19 namely: 1) prior
to SY 2021-2022 2) when SY 2021-2022 has opened and 3) when limited-in person classes are
allowed.
Moreover, the LCP is navigated within the 6 Key Dimensions to guarantee that all aspects in
attaining continuity of learning will be addressed.
Table 3. Basic Education – Learning Continuity Plan Matrix
WHEN LIMITED-IN
KEY PRIOR TO SY 2021 WHEN SY 2021 – 2022
PERSON CLASSES
DIMENSIONS - 2022 HAS OPENED
ARE ALLOWED
SAFE ● Re-coordinate ● Advocate campaign ● Set the learning
OPERATION Brigada Eskwela on the process of environment of the
enrollment learners
● Link with ● Coordinate with

stakeholders in LGU, in providing ● Monitor the conduct
raising funds resources related to of Modular
intended for the different learning Distance Learning
protective modalities
equipment
against COVID-
19 pandemic
● Prepare the
health safety of ● Implement alternative ● Monitor the health
the school work arrangement safety of the school
personnel by among school personnel
having webinar personnel
on health
COVID
protocols
● Disseminate

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 26 of 34
information to
school personnel
concerning
COVID-19
health protocols
● Coordinate with
the enrollment
committee in
tracking the
learners for the
distribution of
MLESF to
determine the
learning
modality of the
pupils
WELL-BEING Orient the school ● Conduct daily ● Encourage school

AND personnel about routine to school personnel to have
PROTECTION COVID-19 health personnel COVID-19
protocols vaccination
● Wellness check ● Supervise and regular ● Conduct daily

of the school updates on Covid-19 health routine to
personnel as well cases all school
as the learners personnel
● Implement health and ● Provide additional

● Conduct webinar wellness program health supplies
on how to
overcome stress
and anxieties due
to crisis and ● Have regular
strengthen updates on Covid-
mental health 19 cases and
vaccination
● Have a school
contingency plan
for calamities/
pandemic

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 27 of 34
FOCUS ON LEARNING
Ensuring
Quality of ● Conduct a series ● Provide technical Conduct
Teaching and of webinars to assistance to school instructional
Learning prepare and teaching personnel in supervision to all
Process capacitate the implementation teaching personnel
teachers to be of modular distance
ready on the new learning
normal setting
● Encourage ● Implement different ● Observe teachers’

teachers to programs and learning delivery
develop learning projects suited to the process
resources learning needs of the
pupils
● Tap different ● Monitor pupils’
stakeholders for academic progress
the purchase of
supplies.
● Monitor and
evaluate school’s
programs and
projects
Provision of ● Ensure ● Distribute learning ● Ensure availability

Learning availability of modules in the of LM’s to learners
Resources developed designated place at 1:1 ratio
PIVOT during the scheduled
Learners’ date
Materials and
Learning Packets
in 1:1 ratio
● Utilize available
● Utilize school ● Make supplementary instructional
available and intervention materials
resources to material
provide other

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 28 of 34
learning
materials
● Encourage ● Cultivate and

parents in setting produce Learning
up learning Activity Sheets,
spaces in their Weekly Home
home. Learning Plan and
IDEA lesson
● Encourage all exemplars
the teachers to
create more
relevant reading
materials and
numeracy
materials to
strengthen the
implementation
of school literacy
program at home
to decrease the
number of
struggling
readers and non-
numerate
learners.
● Access and
utilize DepEd
Learning
Resources
Management and
Development
System
(LRMDS) to
keep updated
with the different
learning
resources
Reaching the ● Orient teachers, ● Coordinate and seek ● Ensure

39open
|Page
Marginalized and other assistance of the communication

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 29 of 34
stakeholders on BLGU and other among school

the improved stakeholders in the personnel’s
learning distribution and
continuity plan retrieval of modules
with focus on the ● Monitor and
implementation administer reading
of modular ● Require teachers to assessment
learning prepare ILMP
modality (Individual Learning
Monitoring Plan) to
● Monitor reading identify what
level and intervention is
learning capacity applicable for
of the learners to learners who struggle
identify who in coping.
among the
learners need
interventions
● Ensure open
communication
between teaching
and non-teaching
personnel and
implement
religiously the
School’s PPA’s
to set the path in
reaching all
types of learners
and to provide
equal access to
learning.
Education ● Adjust MOOE, ● Allocate MOOE ● Allocate MOOE

Financing AIP and WFP to funds properly for the funds properly for
augment needed provision of learning the provision of
resources for the materials learning
40materials
|Page
implementation
of LCP will be
realized in this
state of new
normal
● Strengthen
● Reassure ● Encourage partnership and

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 30 of 34
stakeholders to stakeholders to help support system in

help and support and support the the provision of any
the school’s district’s programs form of assistance
programs and and projects
projects and to
augment
participation in ● Look for potential
Oplan Balik partners who will
Eskwela and support the needs of
Brigada Eskwela the school
particularly
Brigada Pagbasa
VIII. MONITORING AND EVALUATION

Burgos National High School provides data for monitoring and evaluation that guides
towards strategic planning, designing and implementing programs and projects, and allocating resources
in better ways. Through this data-driven activity, transparency and accountability are strengthened,
allowing lessons to be shared more easily. Monitoring is a non-stop procedure conducted during the
implementation of a program or intervention. The data gathered is primarily used as an ongoing strategy
to determine the efficiency of every accomplishment. Evaluation cores on evaluating the plan's
effectiveness, and it fundamentally determines whether the stakeholders have benefited from the services
being provided.
During this time of pandemic, School BE-LCP implementation of monitoring and evaluation are
integral to assess and the impact of qualification strategies to lessen the transmission of the COVID-19
Virus. The schools examine their systems and make best proactive decisions for their learners and school
personnel’s. We will still collaborate with our stake holders to collectively respond to the needs of the
learners during this time of pandemic.
Burgos National High School considers these difficulties as opportunities to restructuring the
forms of teaching and learning into a new paradigm that is more resilient without compromising the
delivery of quality education and the health of both teachers and learners.
DepEd Central Office LCP monitoring and evaluation framework will adopt as a guide in
implementing the BE-LCP of Burgos National High School. The framework includes intermediate
outcomes, In behalf of DepEd endeavors learners to achieve in terms of access and quality education
during the pandemic. The school will ensure the effective delivery of the basic education needs of the
learners through the governance structure in terms of leadership investment, management and partnership.
Table 4. Monitoring Tool on Implementation

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 31 of 34
Outcomes/Output Description Indicators Accountable PROGRESS/

Office ACCOMPLIS
HMENT/
STATUS TO
DATE
Intermediate Outcomes
Ensure all learners Ensure that all ● Enrollment ● Teachers
have access to basic learners, Rate ● Schools ICT
quality education. regardless of ● Learners’ Coordinators
sex, religion, Data and ● School Heads
geography, Profile ● School
financial ● School Planning Team
disposition, are Consolidated
encouraged to Report on
be in the basic household
education capacity and
system during access to
this pandemic. distance
This requires learning.
that multiple ● Modified
learning Learner
facilities, Enrollment
resources, and and Survey
learning Form
delivery
modalities are
made
accessible for
the different
types of
learners.
Implement learning ● Consolidated ● School Heads

modalities/pathways Learning report on ● School
appropriate for each modalities refer preferred Planning Team
learner to various learning
and fitting for each modes of modalities.
teacher. accessing
learning
resources such
as distance
learning and
blended
learning which
cater to the

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 32 of 34
different
contexts and
learning needs
of learners.
These
modalities will
be presented to
parents and
other external
partners
thru an
algorithm.
Provide learning Learning ● Inventory of ● School
resources applicable resources refer learning Property
for the mode of to learning resources Custodian
learning and aligned materials used (SLMs, Activity ● School
with the MELCS. by the learners Sheets, Idea Property
to achieve the Exemplars, Custodian
set learning WHLP, etc.) ● School Heads
competencies ● Percentage of
and standards. learners
receiving
learning
resources per
learning
delivery
modality.
Enabling Environment
Upskill and reskill Improve ● Online ● Teachers

school leaders, capacity as trainings in ● School Heads
teachers, and non- well as the district ● L and D
teaching personnel for functional and SLACs. Department
the new normal leadership
education. competencies ● Percentage of
of education staff
leaders, trained/capaci
teaching and tated
non-teaching (teaching,
staff that is in non-teaching
line and etc.)
relevant to the
current public
health

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 33 of 34
situation.
Orient stakeholders Information ● Teachers

about the different dissemination ● Schools and
learning distance of the “new District FB ● Coordinators
learning modalities normal” to Pages ● School Heads
procedure, school parents, information ● School
calendar, approaches learners and dissemination Planning Team
in gaining access to other identified Drive.
learning packets and knowledge
resources, school source ● Percentage of
protocol and health parents,
measures, and external
communication stakeholders
with teachers. and learners
who undergo
orientation.
Ensure the safety of Provide a safe ● Memorandu ● SDRRM
learners, teaching and and healthy m on the Coordina tors
non-teaching environment health and ● School Heads
personnel, and other conducive to safety ● Teachers
stakeholders. learning and protocols.
working. ● Reports on
SDRRM
activities.
● Reports on
schools’
physical
facilities.
Collaborate with Ensures ● Deeds of ● Teachers
stakeholders to ensure collaborative donations ● School Heads
quality of distance engagement ● Reports on ● Adopt-a-school
education and/or with partnerships coordinator
blended learning. stakeholders to established.
achieve LCP.

LIST OF FIGURES AND TABLES
FIGURES

cp#: 09076536397
Division of Quezon
Mulanay Quezon
BARANGAY BURGOS NHS
School ID: 305597
Page 34 of 34
Figure 1. Implementation Framework of Burgos National High School BE-LCP.

Figure 2 Comparison of Enrolment SY 2019-2020, 2020-2021
Figure 3. Comparison of Enrolment SY 2019-2020, 2020-2021
Figure 4. Burgos National High School Workforce
Figure 5. PIVOT LCP- ICLeA Framework
Figure 6. RD Cabral’s BE-LCP Operationalization Algorithm
Figure 7. Number of Respondents by Gender and Grade Level
Figure 8. Highest Educational Attainment of Learners Parents/Guardian
Figure 9. Conditional Cash Transfer (4Ps) Beneficiary
Figure 10. No. of Learners Enrolled in a Household
Figure 11. No. Of Household Members that can Provide Instructional Support to the Learner
Figure 12. Available Devices at Home that the Learners can use for Learning
Figure 13. No. Of Learners That Have Internet Access
Figure 14. Type of Learning Modalities that Learners Preferred
Figure 15. Challenges Faced by Learners in Distance Learning
Figure 16. No. of Learners that parents are Willing to Allow their Child in Limited Face to
Face Classes
Figure 17. DepEd CALABARZON’s Framework for Enhanced BE-LCP
Figure 18. Regional Office Masterplan for SY 2021 – 2022 BE-LCP Implementation
TABLES
Table 1. Enrolment by Gender
Table 2. Successes and Lessons of BE-LCP 2020-2021
Table 3. Basic Education – Learning Continuity Plan Matrix
Table 4. Monitoring Tool on Implementation

cp#: 09076536397

Be-Lcp: Barangay Burgos Nhs

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Republic of the Philippines

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

II. SY 2020-2021 BE-LCP IMPLEMENTATION………………………………………. 8

III. SUCCESSES AND LESSONS OF BE-LCP IMPLEMENTATION………………. 10

IV. SURVEY RESULTS FOR SCHOOL YEAR 2021 - 2022 ………………….….…... 15

V. ENHANCED BE-LCP SY 2021-2022 FRAMEWORK………………………………. 21

VI. ENHANCED BE-LCP 2021-2022 MASTERPLAN…………………………………. 23

VII. SY 2021-2022 BE-LCP CONTEXTUAL OPERATIONALIZATION…………… 29

VIII. MONITORING AND EVALUATION ………………………………………….…. 42

IX. LIST OF FIGURES AND TABLES…………………………………………………. 47

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

School Enhanced BE-LCP primarily aims to:

Figure 1. Implementation Framework of Burgos National High School BE-LCP.

Planning includes meetups, brainstorming, and data gathering through surveys and

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

S.Y. 2019-2020 108

S.Y. 2020-2021 134

0 20 40 60 80 100 120 140 160

Figure 2 Comparison of Enrolment SY 2019-2020, 2020-2021

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

Comparison of Enrolment by GR ADE LEVEL

GRADE 9 GRADE 8 GRADE 7

Figure 3. Comparison of Enrolment SY 2019-2020, 2020-2021

GRADE 7 GRADE 8 GRADE 9

Burgos National High School Workforce

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

LOCAL FUNDED TEACHER NATIONAL FUNDED TEACHER (Borrowed Item)

Figure 4. Burgos National High School Workforce

II. SY 2020-2021 BE-LCP IMPLEMENTATION

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

Figure 5. PIVOT LCP- ICLeA Framework

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

Figure 6. RD Cabral’s BE-LCP Operationalization Algorithm

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

III. SUCCESSES AND LESSONS OF BE-LCP IMPLEMENTATION

Table 2. Successes and Lessons of BE-LCP 2020-2021

KEY SUCCESS LESSONS LEARNED /

-Strict Implementation of health and - Self-discipline and collective

-Regular monitoring of the health status

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

-Conducive and safe working

-Safe actions of parents and teachers

-Learners and parents were given Face -Overlapping schedules of webinars,

Provision of -Designed quality assessment tools and -Producing meaningful and

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

- Crafted and planned IDEA Lesson process.

-Parent and family support for the

- Oriented the students and parents as -The implementation of the

- Teachers shared their best practices -Continue conducting home

-Designed and conducted In-Service

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

-Conducted different intervention and

-Conducted home visitation to students

-Mapped learners online/offline utilizing

-Distributed modules in respective

-Strengthened partnership for efficient

- -Personally, delivered the Simplified

-Conducted home visitation

Educational -Received assistance from LGU such as -Realignment of MOOE in different

Sitio Inawitan, Brgy. Burgos Mulanay, Quezon

the reproduction of modules and learning learning materials

-Received school supplies from private