Adjusted Basic Education - Learning Continuity Operational Plan (BE-Lcop) For School Year 2021-2022

Republic of the Philippines
Department of Education
Region III - Central Luzon
Tarlac City Schools Division
STO.NIÑO ELEMENTARY SCHOOL
Sto. Niño, Tarlac CitY
Adjusted Basic Education – Learning Continuity Operational Plan

(BE-LCOP) for School Year 2021-2022
Prepared by:
FELICITO C. SALAS
School Head
Reviewed by:
EMMANUEL VICTOR F. CELIS, PhD

Public Schools District Supervisor
Recommended for Approval:
LOURDES G. DELA CRUZ, PhD

OIC- Assistant Schools Division Superintendent
Approved:
Adjusted Basic Education –

MARIA CARMEN P. CUENCO EdD, CESO VI
OIC-Schools Division Superintendent
Learning Continuity
Operational Plan (BE-
“SNES,
LCOP)
Gabay Sa
Sto.Niño Elementary School
Address: Barangay Sto.Niño,Tarlac , Tarlac
for SchoolTagumpay”
Year 2021-2022
Contact Number: 0929-889-3079
“SNES,
Gabay Sa
Tagumpay”
EXECUTIVE SUMMARY
Sto. Niño Elementary School (SNES) supports the Department of Education’s effort
of Sulong Edukalidad in delivering quality education and providing access to education for all
Filipino students despite the challenges brought about by the pandemic. It firmly stands on its
commitment to provide “quality, accessible, relevant, and truly liberating basic education” to
the 99 registered learners in School Year 2020-2021 broken down as follows: Kindergarten,
18; Grade 1, 11; Grade 2, 20; Grade 3, 6; Grade 4, 18; Grade 5, 12 and Grade 6, 14.
True to its quality policy for continuous improvement, SNES updated and
contextualized the Basic Education Learning Continuity Plan (BE-LCP) that served as the
blueprint of strategies in the effective and efficient delivery of basic education services. The
School BE-LCP for SY 2020-2021 was reviewed. Adjustments were made based on the
inputs of the internal and external stakeholders. Equally important, data from surveys and
significant findings from reports pave the formulation of strategies and PPAs, hence, the
adjusted Basic Education Learning Continuity Operational Plan (BE-LCOP) for School Year
2021-2022.
The adjusted BE-LCOP for School Year 2021-2022, guided by the Sulong
Edukalidad framework, centers on the aim to sustain the delivery of quality, accessible,
relevant and liberating basic education services for all school-age youngsters in the midst of
COVID-19 emergency via flexible learning options, thus, address equity, close access gaps,
and improve quality.
The key strategies include curriculum development for improved delivery and
instruction, and assessment; improved learning environment; teachers’ and school leaders’
upskilling and reskilling to improve competencies; and engagement of stakeholders for
support and collaboration. This BELCOP also gives guidance to all school personnel on how
to deliver education at this time of crisis, as well as spearheads out all the plans, projects, and
SNES BE-LCOP for SY 2021-2022

Page|1
activities necessary to keep basic education operational for School Year 2021-2022 in terms
of school governance and operations, curriculum implementation and assessment.
Introduction
The unprecedented outbreak of COVID-19 has greatly affected the education system.
While our united efforts in the past months against pandemic are producing positive results, it
is not yet fully contained at large continue to face challenges brought by this unforseen health
crisis.
The Department of Education (DepEd) is committed to ensure educational continuity
amidst the challenges. Education must continue to give hope and stability, contribute to the
normalization of activities in the country, facilitate development of our learners and school
personnel are of utmost importance and must be protected at all times.
In light of the emergence of contagious variants of COVID-19 in the country, DepEd
adheres to the decision of the President to continue the flexible learning options started last
School Year and to postpone the implementation of limited face-to-face classes in low-risk
areas as previously proposed. Enhanced blended learning will continue to be implemented in
all schools and learning centers under the basic education.
To fulfill the constitutional mandate in supporting learners and teachers, SNES take
proactive role in preparing for the most appropriate and feasible learning modalities for the
upcoming School Year.
Hence, the adoption of the Basic Education Learning Continuity Plan (BE LCP) for
the School Year 2020-2021 in light of the COVID-19 public health emergency.
The BE-LCP is grounded on the following principles:
1. Protect the health, safety and well-being of learners, teachers, and
personnel, and prevent the further transmission of COVID-19;
2. Ensure learning continuity through K to 12 curriculum adjustments,
alignment of learning materials, deployment of multiple learning delivery
modalities, provision of corresponding training for teachers and school
leaders, and proper orientation of parents or guardians of learners;
3. Facilitate the safe return of teaching and nonteaching personnel and
learners to workplaces and schools, taking into consideration the scenarios
projected by the Department of Health (DOH) and the Inter-Agency Task
Force for the Management of Emerging Infectious Diseases in the Philippines

Page|2
(IATF), complemented by other credible sources, and balanced with DepEd’s
own risk assessments;
4. Be sensitive to equity considerations and concerns, and endeavor to
address them the best we can; and
5. Link and bridge the BE-LCP to DepEd’s pivot to quality and into the
future of education, under the framework of Sulong EduKalidad and Futures
Thinking in Education.
With the cited principles propelling the BE-LCP, we have adjusted and aligned our
operational plans to the learning continuity plan of the Department.
For the School Year 2021-2022, as the pandemic worsens the learning crisis and the
impact on the human capital is seen to be long-lasting, education continues amid this
extraordinary time. Sto. Niño Elementary School embarked on the development of improved
Basic Education Learning Continuity Operational Plan (BE-LCOP) to adjust to new
challenges.
Guided by the Sulong EduKalidad framework, the adjusted BE-LCOP centers on the
aim to sustain the delivery of quality, accessible, relevant and liberating basic education
services for all school-age youngsters in the midst of COVID-19 emergency via flexible
learning options, thus, address equity, close access gaps, and improve quality.
Goal and Specific Objectives
Goal: “Address equity, close access gaps, and improve quality”
In response to the continuous effort of the Department of Education (DepEd) to

provide quality, accessible, relevant, and responsive basic education for K to 12, this Basic
Enhanced Learning Continuity Plan is prepared to address the identified hindering factors and
intensify the facilitating factors that led to the attainment of learning delivery goals and at the
same time safety of teachers and learners set forth in DepEd Order No. 012, series of 2020 for
education amidst COVID-19 pandemic. Hence, the following are the identified goals for
School Year 2021-2022.
Specific Objectives
 Ensure efficient implementation of the Most Essential Learning Competencies
(MELCs) across grade levels and learning areas.

Page|3
 Ensure that the Elementary graduates are ready to face the next level of education
which is the Junior High School.
 Support the physical, mental, and over-all well-being of learners.
 Facilitate the availability of appropriate learning materials and technology to
support learners.
 Develop mechanisms for a more functional emergency crisis response through
enforcing strict health measure on protocols to mitigate and contain the cases of
COVID-19 transmissions in the school.
 Guarantee the delivery of an integrated and needs-based capacity building
intervention accessible to all teacher and stakeholders.
 Support the welfare and well-being of the teachers and parents/guardians.
 Ensure active partnership with stakeholders for the benefit of the school
operations.
 Advocate the Learning Continuity Operational Plan for support.
SITUATIONAL ANALYSIS
Reopening schools for Face-to-Face classes remain more complicated due to the
different variants of the virus in our country even with the commencement of vaccination.
With the prolonged school closures, the Department works harder in developing learning
innovations to ensure each learner with quality education during the national emergency
brought about by COVID-19 pandemic. DepEd strengthens mechanisms to effectively deliver
basic education amidst crisis.
What the Data Tells Us
Enrollment, SY 2020-2021. SNES registered a total enrolment of 99 learners broken

down as follows: Kindergarten, 18; Grade 1, 11; Grade 2, 20; Grade 3, 6; Grade 4, 18, Grade
5, 12 and Grade 6, 14.

Page|4
Table 1. Enrollment, SY 2020-2021
GRADE LEVEL ENROLLMENT
Kindergarten 18
Grade 1 11
Grade 2 20
Grade 3 6
Grade 4 18
Grade 5 12
Grade 6 14
TOTAL 99
Inventory of Teachers. The table below shows the distribution of teachers by grade
level.
Table 2. Teacher Distribution by Stages

GRADE LEVEL NO. OF TEACHERS
Kindergarten 1
Grade 1 1
Grade 2 1
Grade 3 1
Grade 4 1
Grade 5 1
Grade 6 1
TOTAL 7
Out of the 7vteachers, 1 is in Kindergarten and 6 are in the Elementary Department.
Table 3. Students’ Achievement Rate, S.Y, 2020-2021.

GRADE LEVEL
Learning Area ONE TWO THREE FOUR FIVE SIX TOTAL

MTB-MLE 81 82.79 88.46 0.00 0.00 0 84.08
FILIPINO 79.7 82.81 89.04 83.46 86.17 87.93 84.85
ENGLISH 77.5 81.93 89.08 82.53 84.63 85.38 83.51
MATHEMATICS 80.64 82.99 88.88 82.90 85.29 84.86 84.26
SCIENCE 0 0 89.08 83.03 85.67 84.96 85.69
ARALING PANLIPUNAN 81.03 82.66 89.21 83.93 85.96 86.45 84.87
EsP 82.85 83.56 91.04 84.85 87.44 88.61 86.39
EPP/TLE 0 0 0 83.64 86.71 86.99 85.78

Page|5
MAPEH 81.57 82.79 89.67 84.72 86.79 87.32 85.48
AVERAGE 80.61 82.79 89.31 83.63 86.08 86.56 84.99
The table shows that the subject which has the lowest average as of MPS is English
with 83.51% while the subject with the highest average is EsP with 86.39%. Generally, the
mean average grade of the pupils in all the learning areas is Very Satisfactory.
Pupils have shown active participation in class and have embraced the distance
learning education. The achievement rate of the pupils for the School Year 2020-2021
manifests the capability and competence of the teachers with the new normal education set
up.
Access to Resources. Resources refer to electricity, electronic devices such as radio,

TV and computer devices owned by the teachers that will be used in the delivery of
alternative modes of teaching. These are either for personal use or shared with other family
members.
Table 4. Resources owned and shared by the Public School Teachers, n=7
Resources Personal Shared Total No. of Users % Ave. No. of Users

Electricity 0 7 7 100%
Radio 0 5 5 71%
Television 0 7 7 100%
Desktop 0 0 0 0%
Desktop Computers 1 0 1 14%
Laptop 3 3 6 86% 2
Tablet 4 0 4 57%
Cellphone 7 0 7 100%
In terms of resources owned by teachers, of the 7 respondents, 7 or 100% have

electricity and television in the household while none of them own desktop. Moreover,
computer devices like laptops and cellphones are owned by 86% and 100% respectively while
only 57% owned tablets. On the average, some laptops are shared by 2 persons.

Page|6
Internet Connectivity
Figure 1. Data on Teachers’ Internet Connection
Teachers' Access to Internet

7
0
With Internet Without Internet
In terms of internet connectivity of teachers, all 7 teachers have internet access and no
one does not have internet connection.
Type of Internet Used
Table 5. Type of Internet Used
Public Private Total

Type of Internet
f f f %
Fiber optics 0 1 1 14
DSL 0 0 0 0
Cable internet 0 1 1 14
Satellite internet 0 0 0 0
Mobile data 0 5 5 72
Pocket Wi-Fi 0 0 0 0
Total 0 7 7 100
As to the type of internet connection availed by teachers, the table shows that 14% or
1 teacher connects through Fiber Optics and another 14% or 1 teacher connects through
Cable internet. These types of internet are more powerful than the sim-based being used by
the 72% or 5 teachers.

Page|7
Skills in Computer Related Activities
Table 6. Level of Skill in Computer Related Activities, Public Schools

n=7
Intermediate
Level of Skill
Advanced
Beginner
Computer Related
%
Activities
Poor %
Word 0 0 0 0 7 100 0 0
Excel 0 0 4 57 3 43 0 0
PowerPoint 0 0 4 57 3 43 0 0
Email 0 0 4 57 3 43 0 0
Search Engines 2 29 2 29 3 43 0 0
Databases 4 57 3 43 0 0 0 0
Multimedia
4 57 3 43 0 0 0 0
Authoring
Graphic Editing 4 57 3 43 0 0 0 0
Digital Audio 4 57 3 43 0 0 0 0
Video Editing 4 57 3 43 0 0 0 0
Web Page Design 4 57 3 43 0 0 0 0
Learning
Management 4 57 3 43 0 0 0 0
System
Web 2.0 Tools
(wikis, blogs,
4 57 3 43 0 0 0 0
networking and
sharing tools)
Total 34 37.31 38 41.85 19 20.92 0 0
Table 6 reveals that most of the teachers are either in the Poor (37.31%), Beginner
(41.85%), Intermediate (20.92%) Levels of Skills in computer activities and no one rate
themselves in the Advanced (0%) level.
Data on Teachers Laptops/Desktops with Internet Connectivity at Home
Figure 2. Teachers Laptops/Desktops with Internet Connectivity at Home

Page|8
Data on Teachers' Laptops/Desktops with Internet Connectivity at
Home
6
4
2
0
Figure 3. Summary of Data on Teachers Laptops/Desktops with Internet Connectivity at

Home
Data on Teachers' Laptops/Desktop

with Internet Connectivity at Home
Have Laptops/Desktop with

Internet Connection at Home
29% Have Laptops/Desktop with No
Internet Connection at Home
Have Laptops/Desktop but No
Available Internet Signal at
Home
Without Laptops/Desktop at
Home
71%
In terms of the teachers’ laptops/desktops with internet connection at home, 71% or 2

have laptops/desktops with internet connection at home, 29% or 5 have laptops/desktops but
no internet connection at home, 0% or 0 have laptops/desktops but no available internet signal
at home, and 0% or 0 do not have laptops/desktop at home.

Page|9
Data on Teachers Smartphones/Tablets with Internet Connectivity at Home
Figure 4. Teachers Smartphones/Tablets with Internet Connectivity at Home

Teachers' Smartphones/Tablets
6
4
2
0

P a g e | 10
Figure 5. Summary of Data on Teachers Laptops/Desktops with Internet Connectivity at
Home
Data on Teachers' Smartphones/Tablets

Have Have
Smartphones/Tablets Smartphones/Tablets
with Internet but without Internet
29% Connection at Home Connection at Home
Without
71% Smartphones/Tablets
In terms of teachers’ smartphones/tablets with internet connectivity at home, 71% or

5 out have Smartphones/Tablets with Internet Connectivity at Home, 29% or 2 have
Smartphones/Tablets but without Internet Connectivity at Home, and 0% or 0 do not have
smartphones/tablets.

P a g e | 11
Learners’ Preferred Learning Delivery Modalities
Figure 6. Preferred Learning Delivery Modalities of K to 3 Students
K to 3
30
25
20
15
10
0
Online Learning TVI RBI Modular (Printed and Digital) Blended
K G1 G2 G3 Total
Figure 7. Preferred Learning Delivery Modalities of

Grade 4 to 6 Students
Grade 4-6
25
20
15
10
0
Online Learning TVI RBI Modular (Printed and Digital) Blended
G4 G5 G6 Total

P a g e | 12
As to the preferred learning delivery modalities of learners, modular, in printed and
digital formats remains the most preferred followed by the blended learning modality. It can
be noted that across all the grade levels, TVI, RBI, and blended are chosen by a few of the
students.
ACCESS TO INTERNET
Figure 10. Students’ Access to Internet
Data on Students' Access to Internet
32%
68%
Yes No
As to the access of students to the internet, only 32% or 32 have access to internet but
mostly, 68% or 67 do not have internet connection.

P a g e | 13
TYPE OF INTERNET CONNECTION
Figure 11. Type of Internet Connection Accessed by Students
Type of Internet Connection

25
20
15
10
0
PLDT/Converge, Globe, DSL Postpaid Prepaid
Prepaid
About the type of internet that the students accessed to, majority of the students, 63%
or 20 have prepaid internet connection while 28% or 9, are subscribed to
PLDT/Converge/Globe/DSL internet connection, and only 9% or 3 of the students are
connected through postpaid internet.

P a g e | 14
STUDENTS’ OWNERSHIP OF GADGETS
Figure 12. Students’ Ownership of Gadgets
Data on Students' Ownership of Gadgets
41%
59%
With Gadget Without Gadget
On students’ ownership of gadgets, more than half of the student-respondents, 59% or

58 do not have gadgets while only 41% or 41 own gadgets as revealed by the survey.

P a g e | 15
TYPE OF GADGETS OWNED BY STUDENTS
Figure 13. Type of Gadgets Owned by Students
Types of Gadgets Owned by Students

40
35
30
25
20
15
10
0
Laptop Desktop Smartphone Tablet
In terms of the type of gadgets owned by students, most of the gadgets owned by the
students is smartphone, 38 of them while 6 own laptop, 4 have desktop, and 16 have tablet.

P a g e | 16
Figure 14. Type of Students’ Smartphone Charger
Type of Students' Smartphone Charger

25
20
15
10
0
Micro USB Type C Lightning/Iphone
On the type of smartphone charger students have, majority of the student-

respondents, 21 with micro USB port, 15 with type C port while only 2 with charger for
iPhone or the lightning type.
Figure 15. Students’ Gadget and Internet

P a g e | 17
Gadget and Internet
70
60
50
40
30
20
10
0
et
et
et
et
rn
rn
rn
rn
te
te
te
te
In
In
In
In
No
No
ith
th
wi
tw
t
d
bu
an
d
bu
an
et
et
et
et
dg
dg
dg
dg
Ga
Ga
Ga
Ga
th
No
No
ith
wi
W
The data reveals that 59% have no gadgets and no internet. Similarly, about 28%
have internet and have gadgets. Others have gadgets but no internet, 13%, and 0% for no
gadget but with internet.
Table 7. Downloaded Funds in Support to BELCP
Amount
Particulars / Transactions
Allotted
CDR no. 081-2021-08-262( Subsidy for covid-19 health essentials for 45,999.24
teachers and school)
CDR no. 081-2021-06-262 (For school based printing of LAS’s) 2,940.00
CDR no. 081-2021-05-262 (For school based printing of LAS’s) 5,760.00
CDR no. 081-2020-03-262 (For repairs and maintenance-buildings and 6,510.00

other structures)
other structures)
other structures)
other structures)
CDR no. 081-2021-08-262 (For Internet subscription and 22,265.00
communication expenses)

P a g e | 18
CDR no. 081-2021-05-262 (For Utilities-Elec.bill) 10,078.46
176,067.60
TOTAL
In terms of funds downloaded by the SDO for the BE-LCP, 50.56.% or 89,024.90 out
of the 176,067.60 was spent for the repairs and maintenance of school building and other
structures. Of the total amount, 26.12% or 45,999.24 was given additional budget for
exclusively for health essentials of teachers and school only. 12.64 % or 22,265.00 was spent
for internet subscription and communication allowance. While on utilities-elec.bills 5.72% or
10,078.46 was spent.On printing and reproduction of learning resources, most of these are
Learning Activity Sheets for learners was allotted 4.94% or 8,700.00.

P a g e | 19
Framework

P a g e | 20
ADJUSTED BASIC EDUCATION LEARNING CONTINUITY OPERATIONAL PLAN FOR SY 2021-2022
IMPLEMENTATION PLAN
PERFORMANCE STRATEGIES PROGRAMS/ACTIVITIES TIMELINE RESOURCES

INDICATORS
Budgetary Sources of Funds
Requirement
KRA 1 : LEADING STRATEGICALLY
Ensured that all school-aged Conducted Hanged up streamers, 1000.00 MOOE

children will enroll this school campaign programs tarpaulins,barker and flyers July-Sept.
year to properly promoting Oplan Balik 2021
dessiminate Eskwela 2021
information
Communicate with the

Distribution of parents/guardians through July – Sept.
MLESF through text or online 2021
messages/calls and barker
Collection and
Submission of Putting up Kiosk in school
filled-up MLESF and barangay hall where
parents/guardians could easily
get and return MLESF
Conduct virtual orientation

P a g e | 21
with the teachers regarding
DepEd Order No.32, s.2020
Promoted Oplan Balik

Eskwela through posting to
SNES’ official facebook page
KRA 2: MANAGING SCHOOL OPERATIONS & RESOURCES
Objective 1: Led in the development and implementation of School Education Development Plan (SEDP) and operational plans for the schools.
Succesful Implementation of Continuously 1. Conduct conferences with Aug.-

Adjusted Basic Education communicating and stakeholders and SNES focal Sept.,2021
Learning Continuity Plan involving the stakeholders persons in planning, crafting,
and SNES focal persons in and developing Annual
planning, crafting, Improvement Plan(AIP) and
developing and other Plans * Consultative
implementation of Annual meeting with SPT *
Improvement Plans (AIP) Coordinators meeting for
and other plans school programs and
projects .
Monitor the production of

learning materials.
Prepared the learning materials
needed such as printed
modules, activity sheets, written
works, performance tasks and
other supplementary materials.

P a g e | 22
Objective 2: Led school personnel in communicating school plans to the wider community to strengthen shared understanding and support to school
policies, programs, projects, and activities.
PROJECT Capacitate the team leaders Conduct orientations on Aug.-

DELTA and members in designing designing the monitoring and Sept.2021
(Delivery of relevant modality the monitoring and evaluation * Webinar/ Write
Enforcing strict health implementation plan shop on crafting monitoring
measures and evaluation
Leadership with open hearted Intensify enrolment Use remote enrolment in
Teaching resiliency campaign respond to community status
Active life learning.)
WinS Construction of Communal All year 11,600.00 MOOE
PROJECT FREE comfort and handwashing round.
(Fiscal facility. No. of Handwashing
Resources were Repairs of classrooms Facilities completed
Ensured, equitably allocated comfort rooms, electrical
and and water lines with
Efficiently utilized) POW/specifications
KRA 3: FOCUSING ON TEACHING &LEARNING
A. Provided technical assistance to teachers on LDMs (MDL), Most Essential Learning Competencies (MELC) within and across learning areas to improve
their teaching practice.
Provide inputs for Promote good personal and Strictly compliance to Health
enhancement and environmental hygiene to protocols
reinforcement of handling protect health Conduct 100% conduct of technical
ODL and MDL. Provide technical assistance as need assistance
technical assistance to arises
teachers who are handling

P a g e | 23
MDL
Encourage teachers to craft Crafted schoolbased 60%-80% development of
schoolbased research based on research School Reasearch result
interventions
KRA 3 : LEADING STRATEGICALLY
Ensured that all school-aged Conducted Hanged up streamers, 1000.00 MOOE

children will enroll this school campaign programs tarpaulins,barker and flyers July-Sept.
year to properly promoting Oplan Balik 2021
dessiminate Eskwela 2021
information
Communicate with the

Distribution of parents/guardians through July – Sept.
MLESF through text or online 2021
messages/calls and barker
Collection and
Submission of Putting up Kiosk in school
filled-up MLESF and barangay hall where
parents/guardians could
easily get and return MLESF
Conduct virtual orientation

with the teachers regarding
DepEd Order No.32, s.2020

P a g e | 24
Promoted Oplan Balik Year Round
Eskwela through posting to
SNES’ official facebook page
Improved school facilities to Inspect school learning Purchase of health essentials August–
provide safe learning facilities and identify the such as alcohol, face mask, September
environment and develop areas that should be face shield, thermal scanner, 2021
prioritized for foot bath, hand soap and
learners’ full potential
repair/reconstruction. sanitizing equipments (UV 25,000.00 MOOE
box) for sanitizing modules Year Round
Assess the inventory and LAS’s.
reports of school facilities.
Weekly disinfection of the October
Provide clean and safety school premises and so with 2021
environment during the the modules and other
distribution and retrieval of supplies being brought in
modules. At the same time, school to ensure safety.
following the health and
11,600.00 MOOE
safety protocols set by Construction of communal Feb.2022
IATF. comfort room with hand
washing area and repair of
Provide a comfort rooms inside each
sanitizing/sterilizing room classroom.
where everything will
undergo disinfection.
KRA 4: DEVELOPING SELF & OTHERS
Objective: 1. Initiated professional networks to upgrade knowledge and skills and up to enhance practice, spearheaded in the implementation of the
Professional Development Plan for teachers.

P a g e | 25
Ensured professional growth, Conduct INSET/LAC INSET/LAS
well-being and protection of Sessions for the professional Sessions/Webinars 2,500.00 MOOE
teachers development of teachers
Create a plan and schedule
of teachers’ training
programs, classroom Year Round
Encouraged teachers to attend observation and monitoring
virtual seminars up to the plan.
National Level to learn more
Provide technical
on effective pedagogies and assistance to teachers to
assessment of learning improve their teaching
skills.
Ensure access to a range of Invite resource speakers to
technical assistance October 2021 1,000.00 MOOE/Donation
share their expertise with
specific topics.
pertinent to mental health and
psychosocial support, health,
nutrition, and protection
services among teachers
Make a schedule of classroom

observation plan
Objective: 2. Implemented a school rewards system to recognize and motivate learners, school personnel and other stakeholders for exemplary
performance and/or continued support.

P a g e | 26
Project: PRAISE Set guidelines for school Craft comprehensive Sept.2021-
(Program on rewards system program guidelines for Reward June 2022
Awards and System
Incentives for
Service
Excellence)
PANIG Set guidelines for school Craft comprehensive Sept.2021- 5,000.00 MOOE/Donation
PArangal sa rewards system Assess guidelines for Reward June 2022
Natatanging learners, parents and teachers System
Iginagalang na mga based on the given guideline
Guro
PAMANA
PArangal sa mga
MAgulang na
NAtatangi
1. Craft comprehensive
guidelines for reward system
KRA 5 : BUILDING CONNECTIONS
Initiate partnership with the community, such as parents, alumni, authorities, industries, and other stakeholders to strengthen support for learner
development, as well as school and community improvement.

P a g e | 27
1. Encourage stakeholders to Intensify engagement to 1. Encourage stakeholders All year round
generate investments and Stakeholder to generate investments and
strengthen partnership strengthen partnership
engagement to ensure that engagement to ensure that
learning continues even in the learning continues and
time of COVID -19 school improvements even
in the time of COVID -19
Project : HERB Intensify engagement to Gather donations for August 2021 100,000.00 Donations
Harvesting by Stakeholders continuously providing
Ecological school improvement.
Rainwater collector is more
Beneficial
Augment Brigada Pagbasa All year round
implementation through
‘Book donation Drive’, and
Brigada Pagbasa on wheels
headed by BE steering
committee.
Encourage stakeholders to All year round

support school needs for

P a g e | 28
health and sanitation
Conduct awarding and Quarterly

recognition for supportive
stakeholders
ADJUSTED BASIC EDUCATION LEARNING CONTINUITY OPERATIONAL PLAN FOR SY 2021-2022
Monitoring Plan
Key Result Area: Managing School Operations & Resources

Objective No. 1: Led in the development and implementation of School Education Development Plan (SEDP) and operational plans for the
schools.
I. PURPOSE AND SCOPE
What should you be Indicator Who are the target

P a g e | 29
Program/Project/Activities monitoring and evaluating? offices/clients/group you should be
monitoring?
ADJUSTED SDO BE-LCOP Crafting of the BE-LCOP No. of teachers with adjusted Teachers
SCHOOL LCOP BE-LCOP GPTA
LGU’s
Objective No. 2: Led school personnel in communicating school plans to the wider community to strengthen shared understanding and
support to school policies, programs, projects, and activities.
. PROJECT *4 members of the SPT *100% of the members School, School Head, 4 Members of
DELTA
(Delivery of relevant modality
Enforcing strict health measures
Leadership with open hearted
Teaching resiliency
Active life learning.)
WinS Construction of Communal Besides School Reading Center/Corner

PROJECT FREE comfort and handwashing
(Fiscal facility. No. of Handwashing
Resources were Repairs of classrooms comfort Facilities completed
Ensured, equitably allocated and rooms, electrical and water
Efficiently utilized) lines with POW/specifications
Key Result Area: CURRICULUM AND INSTRUCTION

Objective No. 1. Provided technical assistance to teachers on LDMs (MDL), Most Essential Learning Competencies (MELC) within and across
learning areas to improve their teaching practice

P a g e | 30
II. PURPOSE AND SCOPE
What should you be monitoring Indicator Who are the target
Program/Project/Activities and evaluating? offices/clients/group you should be
monitoring?
Provide inputs for enhancement and Conduct technical assistance as 100% conduct of technical School head, teachers
reinforcement of handling MDL . need arises assistance
Provide technical assistance to
teachers who are handling MDL
Key Result Area: HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT
Objective No. 1: Initiated professional networks to upgrade knowledge and skills and up to enhance practice.
What should you be monitoring Indicator Who are the target
Program/Project/Activities and evaluating? offices/clients/group you should be
monitoring?
Conduct assessment on the noted
RPMS development of teacher 7 assessed RPMS development of 100% Assessment Teachers
teachers
2. Craft LAC activities for webinars LAC plan 100% LAC plan submitted and LAC Coordinator, Teachers
implemented
Objective No. 2: Spearheaded in the implementation of the Professional Development Plan for teachers and parents.
Professional Development Program Guidelines for Reward System crafted of Guidelines and teachers, learners, parents
Craft comprehensive guidelines for 100% implementation
reward system

P a g e | 31
Key Result Area: RESOURCE MANAGEMENT
Objective No. 1: Led in budget preparation and allocation and ensured proper use of funds and resources at Division Office, Schools and
Learning Centers

What should you be Indicator Who are the target
Program/Project/Activities monitoring and evaluating? offices/clients/group you should be
monitoring?
E-BMS Budget utilization rate Percentage of budget Unit Heads
utilization Program owners
SHs
Key Result Area: PARTNERSHIP AND LINKAGES
Objective No. 3: Ensured sustainability of existing partnership

II. PURPOSE AND SCOPE
What should you be Indicator Who are the target offices/clients/group
Program/Project/Activities monitoring and evaluating? you should be monitoring?
Parent Learning Support System  Progress of learners in Learning outcomes Teachers/learners

(PLSS) academic Progress in Nutritional Status
 Health situation

P a g e | 32
Networking and Linkaging  Needs of schools Quantity of resource Teachers/learners
 Resource Generated generated
 Services rendered by
partners Services rendered by
stakeholders
II. DATA COLLECTION AND MANAGEMENT (Key Result Area: Strategic Management Operations)
What are the data that Possible Who How will you When How How will Where do Who are the
you will collect? sources (office/personne collect the data you will frequent you you store the possible
of data l) is responsible during monitoring? collect will you organize organized users of data
in data this data? collect this the data? (internal and
collection? data? collected external)
data? and what
are the
possible
uses of
these data?

P a g e | 33
Objective No. 1: Led in the development and implementation of Division Education Development Plan (DEDP) and operational plans for
the school's division office and schools.
School PIs Schools SHs SPT Team EO Once( as BELCOP Google drive
School Plans (Implan Plannin August scheduled) Tool Teachers
and MP) g Unit Parents
School
Partners
Objective No. 2: Led in the implementation of policies, research agenda, programs, projects and activities anchored on evidence-based
planning
No. of classroom School School Head School inspection Oct Laptop/ School
repaired Team 2021- 2X a week Thru google drive/ Head- for
Feb.2022 inspection digital Policy
Findings (if any) tool repository review and
future
funding.
No. of handwashing School School Head Oct 2X a week Thru Laptop/googl School
and communal comfort School inspection 2021- Inspection e Head-for
room facilities Team Feb.2022 tool drive/digital reporting,
completed repository policy
review and
Functionality future
funding
Cycle menu for Laptop/googl
nutritious food School School Focal Onsite Sept-Dec 2X a week Thru e drive/ School for
person visit/online/thru monitorin digital Policy
No. of milk packs report of School g tool repository review and
distributed SBFP focal Person future
funding
Learners progress
report on nutrition

P a g e | 34
( K-G6 learners)
No. of schools School SGOD Onsite visit/online July- Based on Laptop/googl School -for
evaluated/validated/giv evaluation/validatio April schedule Thru e improvemen
en TA n /TA within the M&E tool drive/digital t and policy
year repository review
SBM Level of practice
SBM Level
of practice
is End of
SY
School Hazards School SGOD Onsite March, Quarterly/a Laptop/googl School -for
(building and grounds) inspection/online June, s the need Thru e drive improvemen
Sept, arises M&E tool t and policy
Availability of DRRM Dec./ review and
equipment During future
calamitie funding
Contingency plans s
during calamities
Disaster drills
Health protocols
II. DATA COLLECTION AND MANAGEMENT (CURRICULUM AND INSTRUCTION MANAGEMENT)

P a g e | 35
What are the data Possible Who How will you When you will How How will you Where do Who are the
that you will sources of (office/perso collect the collect this frequent organize the you store possible users of
collect? data nnel) is data during data? will you collected the data (internal
responsible monitoring? collect this data? organized and external)
in data data? data? and what are the
collection? possible uses of
these data?
Objective No. 1. Led in the general supervision over basic education in managing programs for curriculum implementation, localization of
curricula, and learning delivery.
OBJ 1
Number of COT SH Class After class Quarterly By school
Blended strategies Observation observation
employed by
teachers School LR
LR Count of LR During Weekly

Number of LRs Distributio received by distribution
distributed n List recipient
(printed )
After Quarterly
Number of utilization
Assessment/Valid Inventory
ation Tools of
assessment
tools
Number of By school
Learners’ Count of After Quarterly
Portfolio Teacher’s Teachers evaluated evaluation
Number of Video Record SH Portfolio

P a g e | 36
on learners skills Book Video
demonstration
Number of home Count of
visits recorded After the
home home
Number of visitation visitation
learners taught SH
through: Count of Quarterly
 Printed Teachers learners taught After
Modular COT through instructional
Teacher’s blended implementatio
Record strategies n
Book
WHLP
II. DATA COLLECTION AND MANAGEMENT (PARTNERSHIP AND LINKAGES)

What are the data Possible Who How will you When How How will Where do Who are the
that you will collect? sources of (office/personnel) collect the you will frequent you you store possible users of
data is responsible in data during collect will you organize the data (internal and
data collection? monitoring? this collect this the organized external) and
data? data? collected data? what are the
data? possible uses of
these data?
Learning outcomes Parents. PSDSs, Online and End of Every end Thru Hard drive School, for
School Onsite visit Grading of Grading Monitorig Google improvement,
Heads, Period Period tool drive/ policy making
Teachers, digital and future
Learners repository funding

P a g e | 37
Health status of Weekly
learners Every
week
Needs of schools Schools, School Heads Thru Goggle July- Monthly M&E Hard drive Schools,
partners link on menu April updating Tool Google Partners/
of needs and 2022 of drive/ Stakeholders/
Resource resource templates digital donors
generated/services generated thru repository
rendered by partners templates Google
link
Onsite visit
Key Result Area: Strategic Management Operations

Objective No. 1: Led in the development and implementation of School Education Development Plan (SEDP) and operational plans for the
schools.
III. DATA ANALYSIS IV. INFORMATION, DISSEMINATION, REPORTING, AND
UTILIZATION
How will you process Who are responsible How often do To whom will you How will you When do you report
and analyze the data in data analysis? you conduct communicate the M&E communicate the results? M&E results?
that you have data analysis? results? (identifying type What is communication /
collected? of stakeholder/audience) reporting strategies will
you employ?
Evaluate plans using After the Written report/Memo A week after the
the BELCOP SH crafting SH emails agreed date of
checklist/criteria submission

P a g e | 38
Objective No. 2: Led in the implementation of policies, research agenda, programs, projects and activities anchored on evidence-based
planning

UTILIZATION
you employ?
Compare work SH,SPC weekly School, Contractor Written report, meeting, After every visit
progress with POW/ email and upon
specifications completion of the
project
Compare work SH,SPC Per project School, contractor Written report, meeting After every
progress with POW/ inspection and upon
specifications completion of the
project
Collate and compare SH/SBFP Focal weekly Schools, suppliers Written report, meeting, End of the week
with cycle menu of persons virtual platforms
NFP and specifications
of milk.
PSDS School Heads, Teachers, Written report, meeting,
Collate and compare Once a year Stakeholders, RO virtual platforms
with previous levels End of school year
based on SBM
guidelines/principles
Collate/organize data DRRM School Focal Quarterly/In School Head, Teachers, Written report, meeting, End of the Month
and check adherence to person times of parents, partners, virtual platforms
DRRM standards and calamities/as the
protocols. need arises

P a g e | 39
Key Result Area: CURRICULUM AND INSTRUCTION MANAGEMENT

UTILIZATION
you employ?
The data will be SH / School LR Every after SH Online reporting At the end of every
collated, consolidated, collection of LGU Submission of printed quarter, semester,
presented in tabular data Other stakeholders reports year.
form.
Analyzed results based
on targets, trends of
material
outputs/outcome
(Obj 1)
Obj 2 Ever after SH Online reporting At the end of every
The data will be collection of LGU quarter, semester,
collated, consolidated, PSDS data Other stakeholders Submission of printed year.
presented in tabular reports
form.
Analyzed results based

P a g e | 40
material
outputs/outcome
(Obj 3)
The data will be

collated, consolidated, Every after SH Online reporting At the end of every
presented in tabular PSDS collection of LGU quarter, semester,
form. data Other stakeholders Submission of printed year.
Analyzed results based reports
material
outputs/outcome
(obj 3)
Key Result Area: HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT
Objective No. 1: Managed the development and implementation of the performance management, rewards and recognition,
employee's welfare, and succession and exit programs.

UTILIZATION

P a g e | 41
you employ?
Utilize assessment SPT Team monthly SPT personnel Written report During core
tools from CSC meeting
Objective No. 2 : Spearheaded in the implementation of the Professional Development Plan for teachers, school leaders and non-teaching
personnel in accordance with the procedures and standards of the Learning and Development System.
II. DATA COLLECTION AND MANAGEMENT

P a g e | 42
What are the Possible sources Who (office/personnel) How will When How How will Where do you Who are the
data that you of data is responsible in data you collect you will frequent you store the possible users
will collect? collection? the data collect will you organize organized of data
during this collect the data? (internal and
monitoring? data? this data? collected external) and
data? what are the
possible uses
of these data?
Number of Training SGOD/EPSVR, For webinar During Every Thru Hard Drive, Program
participants, Management Program owners, -thru online. the training M&E Google/digital owners, SH
attendance, Team, Program Training Team training tool repository
QATAME owners, For F2F-
Participants, onsite visit
Names of facilitators
Resource
Speakers and
topics

UTILIZATION
you employ?
Collate and check SH,EPSVR, After every Participants, Program Written report, meeting, After every training
Adherence to NEAP Program Owners training Owners, School FGD
training standards Management

P a g e | 43
Key Result Area: RESOURCE MANAGEMENT

UTILIZATION
you employ?
Check Adherence to Finance Unit Weekly Dexecom, unit heads Weekly End of the week
FMOM Meeting/Reporting
Key Result Area: PARTNERSHIP AND LINKAGES

UTILIZATION
you employ?
Collate learning PSDS LO-Every School Heads, parents, Written report, report card LO-End of Grading
outcomes and assess Grading period learners, stakeholders of learners, SOSA, period
based on applicable meeting, FGD, virtual
guidelines. platforms
Collate/assess data SBFP Focal person Weekly End of the week

P a g e | 44
based on health
standards
Organize data School Heads Monthly Partners/stakeholders, Written report, meeting, End of month
according to priority School Heads FGD, virtual platforms
•
•
•
•
• Assessment ---- discuss assessment process– DO 31, s. 2020

P a g e | 45
• Monitoring and Evaluation

P a g e | 46
Place how can learning can be monitored in the different modalities.

P a g e | 47
P a g e | 48
Figure 3. Instructional Supervision Monitoring & Evaluation Process Flow

P a g e | 49
 SLMs/LAS Distribution and Retrieval (SDRR disinfection etc. )

P a g e | 50
SAMPLE AGREEMENT FORM DISTRIBURTED
MEMORANDUM OF AGREEMENT
Napagkasunduan na ako, ____________________________________, magulang/guardian, ay malugod na tutulong sap ag-aaral sa Modular

Learning ng aking anak na si_________________________________na nasa baiting at seksiyon _________________________. Ang modyul na
ibibigay sa aking anak ay kukunin at ibabalik ko sa itinakdang araw. Kung hindi man, ako mismo ang maghahatid sa paaralan sa ikalwang araw. Ang
paglabag sa itinakdang oras ng kasunduan ay nangangahulugang hindi na maaari pang iwasto ng mga guro ang mga ginawa ng aking anak.
Ang kasunduang na aking tutuparin ay nilagdaan ngayong ika-____ ng ____________ taong_________. Ang napagkasunduan ko at ng STO.
NIŇO ELEMENTARY SCHOOL ay batay sa DepEd Order 007, s. 2020.
Ang STO. NIŇO ELEMENTARY SCHOOL na may School ID na 106726 ay isang pampublikong paaralan na matatagpuan sa Barangay Sto.
Niňo, Tarlac City na Pinamumunuan ni FELICITO C. SALAS.
Parental Involvement (Roles, Expectations, Collaboration)

The agreements were drafted and printed for all parents and guardians who will act as More Knowledgeable Others (MKOs) which spelled
out their crucial roles, expectation, and their needed collaboration with the teachers for the learning delivery for their children. It should be
emphasized that they should assist and monitor their children’s studies. They were also expected to remind them to participate in the various learning
deliveries of their children’s education in the new normal. They were also expected to communicate to the advisers and subject teachers so problems

P a g e | 51
could be avoided later. This would ensure that they will be actively engaged in monitoring and supervising the students’ education as the subjects
may be difficult despite reducing the learning competencies o MELCs as basis for the crafting of the learning resources and since there may be
limited to no supervision that teachers can provide if the families will not contact them during the weekly consultation hours.
Before September 13, 2021, the school will conduct Orientation Day to parents to discuss their significant roles in this MDL through the
posting of a video explainer in the official school page or via Facebook Live to be participated by school officials, guidance counselors, Head
Teachers, Master Teachers, teachers, and important coordinators of the school.
All MKOs will also be oriented on their crucial roles to collaborate with their children’s’ teachers for the successful implementation of the
two modalities. All advisers will also provide other touchpoints to facilitate fast communication. The transmedia platforms will be prepared for both
modalities so even the modular learners could communicate to their teachers should they wish to transfer especially in case they have the means.

P a g e | 52
References
DepEd Order No. 015, s. 2020: Supplementary Guidelines on Managing Maintenance and
Other Operating Expenses Allocation for Schools to Support the Implementation of Basic
Education Learning Continuity Plan In Time of COVID-19 Pandemic (June 25, 2020)
Austria, Reagan, & Almario, Ani Rosa(2020), Helping K – 12 Schools

Transition to Post-COVID 19 Times.
DepEd Order No. 18, S. 2020. Policy Guidelines for the Provision of Learning
Resources in the Implementation of Basic Education Learning Continuity Plan.
DepEd Order No. 12, S. 2020. Adoption of the Basic Education Learning
Continuity Plan in Light of the COVID 19 Public Health Emergency.
DepEd Order No. 21, S. 2019. Policy Guidelines on the K to 12 Basic

Education Program.
Government of the Philippine, Department of Education. 2020. The Basic

Education Continuity Plan in Time of COVID 19. Manila.
Annexes
 TCSD LEARNING AND DEVELOPMENT NEEDS ASSESSMENT SURVEY
FOR TEACHING PERSONNEL
 LEARNERS SURVEY ON INTERNET CONNECTIVITY AND GADGETS USED
 LIST OF DONATIONS SY 2020-2021
 LIST OF DIVISION SUSTAINED PARTNERS
 SITUATIONAL ANALYSIS REPORT ON RESOURCES
 FORWARD ESTIMATES FY 2022
 ACHIEVEMENT RATE, SY 2020-2021

P a g e | 53
P a g e | 54

Adjusted Basic Education - Learning Continuity Operational Plan (BE-Lcop) For School Year 2021-2022

Uploaded by

Copyright:

Available Formats

You might also like

Adjusted Basic Education - Learning Continuity Operational Plan (BE-Lcop) For School Year 2021-2022

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Adjusted Basic Education - Learning Continuity Operational Plan (BE-Lcop) For School Year 2021-2022

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Adjusted Basic Education – Learning Continuity Operational Plan

EMMANUEL VICTOR F. CELIS, PhD

Recommended for Approval:

LOURDES G. DELA CRUZ, PhD

Adjusted Basic Education –

and improve quality.

upskilling and reskilling to improve competencies; and engagement of stakeholders for

SNES BE-LCOP for SY 2021-2022

of school governance and operations, curriculum implementation and assessment.

SNES BE-LCOP for SY 2021-2022

Goal and Specific Objectives

Goal: “Address equity, close access gaps, and improve quality”

In response to the continuous effort of the Department of Education (DepEd) to

SNES BE-LCOP for SY 2021-2022

What the Data Tells Us

Enrollment, SY 2020-2021. SNES registered a total enrolment of 99 learners broken

SNES BE-LCOP for SY 2021-2022

Table 2. Teacher Distribution by Stages

Out of the 7vteachers, 1 is in Kindergarten and 6 are in the Elementary Department.

Table 3. Students’ Achievement Rate, S.Y, 2020-2021.

Learning Area ONE TWO THREE FOUR FIVE SIX TOTAL

SNES BE-LCOP for SY 2021-2022

Access to Resources. Resources refer to electricity, electronic devices such as radio,

Resources Personal Shared Total No. of Users % Ave. No. of Users

In terms of resources owned by teachers, of the 7 respondents, 7 or 100% have

SNES BE-LCOP for SY 2021-2022

Figure 1. Data on Teachers’ Internet Connection

Teachers' Access to Internet

Type of Internet Used

Table 5. Type of Internet Used

Public Private Total

SNES BE-LCOP for SY 2021-2022

Table 6. Level of Skill in Computer Related Activities, Public Schools

Data on Teachers Laptops/Desktops with Internet Connectivity at Home

Figure 2. Teachers Laptops/Desktops with Internet Connectivity at Home

SNES BE-LCOP for SY 2021-2022

Figure 3. Summary of Data on Teachers Laptops/Desktops with Internet Connectivity at

Data on Teachers' Laptops/Desktop

Have Laptops/Desktop with

In terms of the teachers’ laptops/desktops with internet connection at home, 71% or 2

SNES BE-LCOP for SY 2021-2022

Figure 4. Teachers Smartphones/Tablets with Internet Connectivity at Home

SNES BE-LCOP for SY 2021-2022

Data on Teachers' Smartphones/Tablets

In terms of teachers’ smartphones/tablets with internet connectivity at home, 71% or

SNES BE-LCOP for SY 2021-2022

Figure 6. Preferred Learning Delivery Modalities of K to 3 Students

Figure 7. Preferred Learning Delivery Modalities of

SNES BE-LCOP for SY 2021-2022

Data on Students' Access to Internet

SNES BE-LCOP for SY 2021-2022

Figure 11. Type of Internet Connection Accessed by Students

Type of Internet Connection

SNES BE-LCOP for SY 2021-2022

Data on Students' Ownership of Gadgets

With Gadget Without Gadget