Republic of the Philippines

Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
DISTRICT OF NAIC
PALANGUE 2 PRIMARY SCHOOL

Documentary Analysis-IMPLEMENTATION OF BE-LCP SY 2020-2021

Rationale

The views and opinions expressed in this analysis came from the author’s side and do not
represent the views and opinions of the whole school personnel. The materials used for this
presentation all throughout this document do not imply the expression of the school staffs which
concerns legality and privacy.

The operationalization of BE-LCP in our school is probably one of the most challenging part in
the history of our educational system. It was based on DepEd Order No. 12, s. 2020 dated June
19, 2020, titled “Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in Light of the COVID-19 Public Health Emergency.”

This is to present the highlights of our BE-LCP, our solutions to the different challenges that we
have encountered for the first quarter since its opening last October 5, 2020. So, for this
remaining quarter, we have agreed upon to some adjustments and it is always open for revisions
for improvement.

Since our school is focusing as a learner centered institution, aligned with the policy of the
Division of Cavite, we came to develop and revised some strategies that are expected to engage
students to improve their abilities under the new normal education.

Worries, pressures, and other concerns; we will overcome for the sake of Batang Caviteno.

ROMMEL P. CREDITO
Teacher-in-charge
(Author)
Context: Palangue 2 Primary School-Palangue 2, Naic, Cavite
February 17, 2021

Intended Participants: School Personnel

Home Facilitators
 Learners
Stakeholders

Purpose:
To give voice and meaning of the different data that we gathered during the
implementation of our BE-LCP.

Type of document (photographed)

Figure 1.
Teaching personnel, facilities and
learners’ materials (BE-LCP)

Distribution of Teaching Personnel, School Facilities and Learner’s Materials

As indicated by the picture, there are 7 teachers or 7 out of 10 (70%) teaching personnel who are
in Teacher 1 position with two (2 out of 7) with MA units, two Teacher 3 (2 out of 10 or 20%
both with MA units) and 1 Master Teacher (1 out of 10 or 10% MA grad). This result implies that
½ of the teaching personnel have Masters unit in terms of educational background.
The distribution of the teaching personnel per grade level, as shown in the figure, where most of
the teaching personnel rank as Teacher 1(70%), were in Key Stage 2.
The school has a 11 types of functional facilities, most of which are classrooms ready to
accommodate 290 pupils.
The number of learning materials for the first quarter has been completed. It was successfully
distributed and retrieved as scheduled.
 Figure 2.
Teachers, Parents, Learners Distribution by
Learning Modality

Teachers, Parents, Learners Distribution by Learning Modality

As shown in Figure 2, Printed Modular ranked 1 as chosen among the respondents of 274 parents that was
conducted during the survey (LESF) before the opening the school year. It can be gleaned from the
picture that 146 out of 274 or 53% chose modular instruction, 47 out of 274 or 17% chose online learning
as ranked no. 2.
With these result, there will be different factors that may challenge to this approach; printing of modules,
distribution, retrieval and scheduling. Since, Online Delivery Learning is secondary in terms of choices,
there could be possibilities for this option to add it as for Blended Learning Approach.
However, in this form, the teachers will be adequately challenge because of limited budget for
communication allowances that needs to be funded.

Figure 3.
Learner’s Technical Readiness
The table shows, that Grade 3 pupils 27 out
of 42 or 64% has the most number of
cellphones but the number 1 problem is
internet connection. It can also be assumed
that this phones could have co-owned by
them. Offline learning using OTG can be an
option.

Figure 4.
Challenges that may Affect Child’s
Learning Process
Challenges that may Affect Child’s Learning Process
The figure shows the number of learners where majority of 219 of 290 pupils or 76% of the pupils
came within the barangay, and 71 out of 290 or 24% came from remote areas where internet access is
not available and the gadget is absent.
Only column 4, on the table shows where 16 out of 71 or 23 % as an adjacent barangay maybe
considered for distribution of modules in soft copy. And for the remaining areas, the MDL will
continue.
Other remote areas as substantially linked to column 5,6 and 7 and will look for probable support from
stakeholders and LGUs.

Significance

The teaching personnel of Palangue 2 Primary School have a high level of serving our learners.
Our BE-LCP is clear and achievable in its standards. Feedbacks are welcome for revisions
especially those coming from the higher positions who never gets tired of giving us technical
assistance. We may be adequately challenge on this job to implement some revisions in the
coming quarters ahead. We fully recognized the support of the parents working as our Home
Facilitators. It may be a small victory for us after accomplishing the first quarter but we
considered this a big leap in providing opportunities for our learners to learn especially during
this time of pandemic. We will never get tired of giving our service to our learners.
Prepared by: Noted:

ROMMEL P. CREDITO ELIZABETH P.

GARCIA Ph.D.
Teacher-in-charge PSDS