Department of Education: Approval Sheet

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
DIVISION OF MABALACAT CITY
VILLA TEODORA ELEMENTARY SCHOOL
APPROVAL SHEET
This Adjusted Basic Education- Learning Continuity Operational

Plan School Year 2021-2022 of Villa Teodora Elementary School is our
commitment to the Department of Education Sulong Edukalidad and
requirement as stated in the Division Memorandum No. 240 s. 2021, for
your evaluation and approval.
Prepared by:
RUGENE L. TORNATO EdD

Principal III
Reviewed by:
BABYLIN D. MANUEL, EdD

OIC – PSDS, Cluster 2
Recommended for Approval:
LEANDRO C. CANLAS, PhD

OIC – Assistant Schools Division Superintendent
Approved
ERICSON S. SABACAN, EdD, CESO VI

Assistant Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent
1
BASIC EDUCATION-LEARNING CONTINUITY OPERATIONAL PLAN (BE-LCOP)
School Year 2021-2022
2
EXECUTIVE SUMMARY
“Sulong Edukalidad”, this is the Department of Education’s battle

cry as we are gearing to start another school year under the new normal.
Education will certainly continue amidst the threat imposed by COVID-
19, and it is the goal of DepEd to ensure that no learner will be left behind.
Due to the unprecedented effects of the pandemic in all aspects of our lives
including that of education, Villa Teodora Elementary School still managed
to go on and finish the school year strong despite of the unsurmountable
challenges and difficulties.
Through these challenges and difficulties, the school have found

ways and means to bridge the gap and still offer quality education to our
learners, while providing a safe and secure haven for learning to prosper.
The Basic Education Learning Continuity Operational Plan (BE-

LCOP) for this school year is anchored on the DepEd Sulong Edukalidad
Framework, guided with the Division of Mabalacat City’s BE-LCOP, 10-
Point Agenda of our SDS, Office Performance Commitment Review Form
for School Heads and protocols implemented by the IATF and LGU.
The following were the four main pillars of our implementation plan with
the projects that fall under them:
Pillar 1: Curriculum Development and Improved Delivery and Instruction

and Assessment
1. Project LIME (Localization and Indigenization of Teaching Materials

and Examples)
2. Project MILES (Monitoring Instruction and Learning Engagement of
Students)
3. Project STORE (STrengthen and Organize Records of Assessment of
Learners)
4. Project PEDAL (Prompt and Efficient Distribution of Activities and
Learning Modules)
5. Project ARON (Alternative and Reliable Interventions On Improving
Numeracy)
3
6. Project APR (All Pupils are Readers)
Pillar 2: Improving the Learning Environment to Develop Learners’ Full

Potential
1. Project MODELS (MOdule Distribution Ensuring Learners Safety)

2. Project PROS – WASH (PROper Segregation of WAste in School and
Homes)
3. Project Kamustahan
4. Project Green Thumb sa Bahay
5. Project Radio Dunong
6. Project CARLASS (Complete And Recorded Learning Activity Sheets
and SLMs)
Pillar 3: Teachers’ and School Leaders Upskilling and Reskilling to Improve

Competencies
1. Project VTES (Volumizing Teachers’ Essential Skills)

2. Project AWARE (AWarding Achievers and Recognizing their Efforts)
3. Project DATE (Diverting Activities for TEachers Welfare and Well
Being)
4. Project COPET (COntinuing Professional Enhancement of Teachers)
Pillar 4: Engagement of Stakeholders for Support and Collaboration
1. Project LEAD-AIP (Lead and Engage All Teachers in the Development

of AIP)
2. Project Bayanihan
3. Project CONVERGENCE
4. Project SMART (School Monitoring And Revalidating of
Accountability and Transparency)
4
INTRODUCTION
The only permanent and constant thing in this world is change, that
is in every hour, every minute and every second, we experience such
changes. And as the front liners in catering the best quality of education
to our learners amidst of these changes, the only way for us to surpass
this crisis is to deal with it. This change that we are experiencing now
which is considered as the major issue and challenge in the educational
system not only in the Philippines but of the whole world is the health
crisis brought to us by the Covid-19 Pandemic. The result of this pandemic
is the birth of this new scheme in our system known to be the “New
Normal” that needs to be addressed and be adapted for us to continually
meet the mission and vision of the Department of Education even in this
time of emergency. This Learning Continuity Plan (LCP) has been prepared
and to be presented for the implementation in this school year 2021-2022
to respond the challenges and to ensure that education continues and still
be at its best quality even during this emergency without sacrificing the
health and safety of the learners, teachers, administration and all the
stakeholders of the school.
This Learning Continuity Plan (LCP) enumerates the objectives,

strategies, programs, projects and activities, and the resources with the
goal of providing accessible, quality, relevant, and liberating basic
education to all our learners. The implementation of the LCP considers
foremost the safety and health of the learners, teachers, school
administration, parents and all the stakeholders. One with the
Department of Education’s aim to the continuity of the education system
of the country in the presence of the health emergency brought by the
pandemic, our school Villa Teodora Elementary School engages and
collaborates with the parents, stakeholders and community partners to
exert and hearten all efforts in carrying out the school’s mission and vision
and most of all we aim the continuous delivery “Sulong Edukalidad” in the
time of this “new normal”.
5
GOAL AND SPECIFIC OBJECTIVES
The overall goal of the BE-LCOP is for “All Filipinos to be able to

realize their full potential and contribute meaningfully to building a
cohesive nation.” Thus, it is imperative in our context to sustain the
delivery of quality, accessible, relevant nurturing and liberating basic
education services for all school-aged learners in spite of the pandemic
that we are facing through distance learning options.
All efforts should gear towards developing learners with 21st

century skills. This can only be achieved through the concerted efforts of
the school heads, teachers, learners and stakeholders.
To address the call of the Division Office to sustain efforts to

continue basic education delivery, the following are the Key Result Areas
(KRAs) and objectives of the school head aligned with the Strategic
direction of the Sulong Edukalidad framework, BE-LCOP of the Division
Office, 10 Point Agenda of the SDS and the OPCRF for School Heads:
KRA 1: STRATEGIC MANAGEMENT AND OPERATIONS
1. Led in the implementation of a paperless system in the checking of

school reports and forms including WHLP, Summative Tests with
TOS, Test Results, and the like
2. Spearheaded in the easier access of parents to enrollment
procedures and module distribution and retrieval.
KRA 2: CURRICULUM AND INSTRUCTION MANAGEMENT
1. Provide quality and relevance education through innovative

learners’ support system
2. Capacitate teachers in the creation of contextualized learning
materials, assessment, and performance tasks
3. Increase the literacy and numeracy rate of learners with the aid
motivating and appropriate strategies
4. Enrich the curriculum through the integration of Sexuality
Education in the subjects of Science, Araling Panlipunan,
Edukasyon sa Pagpapakatao and Health
6
KRA 3: HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
1. Led in the Professional Development of all teachers in school

2. Support the welfare and wellness of all teachers and non-teaching
personnel
3. Developed and managed an awards and recognition committee to
give due diligence to teachers who are performing excellently in
their field
KRA 4: RESOURCE MANAGEMENT
1. Led in the budget preparation and equitable allocation of funds

and resources
2. Strengthen the transparency and accountability of the school
through timely posting of all financial records
KRA 5: PARTNERSHIP AND LINKAGES
1. Engage the whole school community in the Oplan Balik Eskwela

Program and Brigada Eskwela Campaigns
2. Invite external stakeholders as partners in creating a safer school
environment
SITUATIONAL ANALYSIS
Villa Teodora Elementary School is situated in the middle of

neighboring barangays in Mabalacat City namely Barangay Dau and
Sapang Biabas. It caters to learners from puroks coming from Dona
Anicia, Villa Teodora, Dona Victoria, Balaba 1 and 2 and even puroks from
Barangay Sapang Biabas like Kadenang Kristal and Villa Quintana.
7
In the whole Mabalacat City, Barangay Dau has the 93 active cases
of COVID 19 as of September 2, 2021. With the outbreak of the Delta
Variant stricter protocols are now implemented which limits the mobility
of persons in the area and restricts children 17 years old below, senior
citizens and pregnant women from going out.
2019-2020 2020-2021 2021-2022

(Based on Early
Enrollment and
Projected Enrollment)
M F T M F T M F T
Kinder 125 91 216 96 89 185 98 88 186
Grade 1 129 121 250 119 76 195 98 102 200
Grade 2 127 125 252 128 103 231 112 75 187
Grade 3 102 98 200 124 119 243 113 77 160
Grade 4 82 81 163 104 95 199 72 63 135
Grade 5 122 104 226 64 65 129 99 91 190
Grade 6 110 108 218 115 109 224 56 63 119
TOTAL 797 728 1525 754 661 1415 648 559 1177
Table 1: Enrolment Data
As seen in Table 1, it shows that there is a decrease in enrollment

in all Grade Levels from SY 2020-2021 and based on the projected
enrollment for this School Year it is expected that there will be a significant
8
decrease of enrollees. For SY 2020-2021 Grade 2 has the highest number

of enrollees.
2019-2020 2020-2021
Cohort Survival Rate 112.41 91.67
Drop Out Rate 0.66 3.95
No. of Failures 0 0
Promotion Rate 99.26 95.93
Table 2 Performance Indicators
For SY 2020-2021 there has been a significant increase in the Drop

Out Rate. Several factors that contributed to this is the lack of interests
of learners in answering the modules on their own and weak parental
supervision in accomplishing activities or tasks assigned to them. Another
factor for the increase in dropouts is the transfer of families from one place
to another and even family problems that occur within the school year that
leads to the failure of parents to return and receive modules. Teacher have
given their best in augmenting this gap as they have devised strategies on
how these problems can be solved. Home visitations were done, virtual
remediation in subjects concerned were also performed. On the positive
side there are no failures in both school year indicated in Table 2.
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Report On Teachers’ Readiness
Total With Without With Without

Number of Laptop/ Laptop/ Smartphone/ Smartphone/
Teachers Desktop at Desktop at Tablet Tablet
Home Home
45 40 5 45 0
Table 3 Availability of teachers’ devices at home
Teachers' Internet Connectivity
18%
With Internet Connection

(DSL/Fiber)
Without Internet Connection
82% (DSL/Fiber)
Figure 1 Data on Available Internet Connectivity of Teachers at Home
As for the Teachers’ Readiness 45 teachers have with them laptops

or desktops at home which they can use for distance learning. On the other
hand, all teachers have smartphones or tablets with them also which can
be used to in communicating with parents or learners. As for the internet
connectivity 82% of the teachers have internet connectivity (DSL or Fiber)
at home. Since DepEd have provided us with sim cards from Smart
Communications all teachers are also capable of connecting to the internet
through mobile data.
10
Report on Learners’ Readiness
Learners with Desktop or Laptop
30%
With Laptop or Desktop (Personal,

DCP Donated)
70% Without Laptop or Desktop
(Personal, DCP Donated)
Figure 2 Data on Availability of Desktop or Laptop for Learners
Learners Internet Connectivity
29% 25%
Fiber/DSL
Mobile Data
No Internet at Home
46%
Figure 3 Data on Learners’ Internet Connectivity
11
Learners with Smartphone or Tablets
11%
40%
Smarthphone/ Tablet
Basic Phone
49%
No Gadget
Figure 4 Data on Availability of Smartphone to Learners
As for Learners’ Readiness for this SY 2021-2022 70% of the

enrolled learners do not have desktops or laptops at home which makes
them unable to choose Online Distance Learning. 40% of the population
only have smartphones, majority of the learners are equipped with basic
phones which allows for open communication with the teachers
whenever certain questions and queries arise from the accomplishment
of the SLM’s and LAS.
12
Learning Delivery Modalities
Learning Delivery Modalities

1400
1200
1000
800
600
400
200
0
MDL-P MDL-D ODL
2020-2021 2021-2022
Figure 5 Data on Learning Delivery Modalities chose by Learners
As for the Learning modalities most of the learners in SY 2020-

2021 have chosen Modular Distance Learning Printed (MDL-P) with
online or mobile interaction, only a few chose Modular Distance Learning
Digital (MDL-D) which made use of digital copies of modules or activity
sheets sent through Google Classroom or any other platforms online.
For this school year 106 learners have chosen Online Distance
Learning based from the given Modified Learners Enrolment Survey
Form, while a majority still opted for the MDL-P with online or mobile
interaction.
13
SULONG EDUKALIDAD FRAMEWORK
Guided by the Sulong Edukalidad Framework of the Department of

Education our schools BE-LCOP adheres to the objectives stated in the
framework. Following the Division of Mabalacat City’s BE-LCOP and
guided by the Superintendent’s 10-point Agenda and objectives in the
OPCRF for School Heads and taking into consideration the protocols
implemented by the IATF, DOH and LGU’s.
As a result of the collaboration of all the ideas coming from the

aforementioned plans, policies and agenda we have come up with the BE-
LCOP for Villa Teodora Elementary School.
14
SWOT ANALYSIS
15
IMPLEMENTATION PLAN
Pillar 1 CURRICULUM DEVELOPMENT FOR IMPROVED DELIVERY AND INSTRUCTION AND ASSESSMENT
Resources
Strategies Program or Activities Responsible Time
(culled from Project Office/ Frame Human Non- Financial Funding
Sulong Person(s) Human Requirement Source
Edukalidad Involved
Project LIME
(Localization
and
Indigenization
a. Contextualization, School Head
of Teaching
1. Ensure Localization and
Materials and Laptop
efficient Indigenization of Subject
Examples)
implementation teaching September Leaders
Internet
of MELCs materials suitable School Head 2021 – P 10, 000 MOOE
Aligned with Connectivity
across grade for learners’ July 2022 Master
SDS 10-point
level in all needs and Teachers
agenda number Printers
learning areas availability of the
2
community. Teachers
(Contextualized
Learning
Resources)
16
a. Check WHLP,
ILMP and learning
remediation
provided by
teachers to their
learners.
Project MILES Laptop
(Monitoring
b. Perform classroom
Instruction and Internet
observation to School Head
Learning Connectivity
teachers in the
Engagement of
new normal setup Grade Level
Students) School Head Mobile
September Chairmen
Devices
c. Monitor activities 2021 – None None
Aligned with Master
performed by July 2022 Master
SDS 10-point Teachers COT
teachers for Teachers
agenda number
Printed Modular
6 (Learning and WHLP/ILMP
Distance Learning Teachers
Development to
(PMDL)
Improve Remediation
Instruction) Activities
17
a. Checking and
evaluating of
Summative Tests
and Performance
Tasks to be
implemented for
the pupils.
2. Set feasible
mechanisms Project STORE
b. Monitoring of
that would (STrengthen Laptop
portfolio (online or School Head
provide and Organize
hardcopy) of
guidance Records of Internet
summative tests, Grade Level
in bridging Assessment of School Head Connectivity
performance tasks September Chairmen
equitable Learners)
and other 2021 – None None
access Master Mobile
assessments July 2022 Master
to education Aligned with Teachers Devices
performed by Teachers
through SDS 10-point
learners during
multiple agenda number Portfolio of
the school year Teachers
means of 3 (Assessment Learners
teaching and Tools)
learning.
18
a. Provide an
organized and
efficient process in
the distribution
and retrieval of
Project PEDAL
SLMs and LAS to Laptop
(Prompt and
all learners
Efficient
whether in print or Internet
Distribution of
digital format School Head Connectivity
Activities and
School Head
Learning
b. Strict Grade Level Mobile
Modules)
implementation of Grade Level September Chairmen Devices
schedules for each Chairmen 2021 – None None
Aligned with
grade level for July 2022 Master SLMs/LAS
SDS 10-point
their module LRMDS Teachers
agenda number
distribution and Leader Bond Paper
4 (Policy
retrieval Teachers
Review to
Ink
Improve the
School’s
Processes)
19
Project ARON a. Guided

(Alternative contextualized School Head
and Reliable instructional and
Interventions intervention Math Leader
materials for Printed
On Improving School Math
Grade 1 to Grade Grade Level Materials
Numeracy) September Leader
6 for non and Math for P 5,000
2021 – MOOE
nearly numerates Coordinators July 2022 Intervention
SDS 10 point Grade Level
agenda number Math
Internet
1 (Intervention Teachers
Connection
Programs to
address
learning gaps)
School Head
a. Determining pupils Brigada
Project APR who are in the Brigada Pagbasa Printed
(All Pupils are frustration level. Pagbasa Coordinator Reading
Readers) Coordinator Materials
b. Giving reading
September Reading
SDS 10 point materials per grade P 10,000
Reading 2021 – Coordinators Printed MOOE
agenda number level intended for
reading
Coordinators July 2022 Short
1 (Intervention Grade Level Stories
Programs to remediation as part
of Brigada Pagbasa Grade Level English and
address English and Filipino Internet
learning gaps) Program, Phil-IRI
and EGRA. Filipino Coordinators Connection
Coordinators
20
Pillar 2 IMPROVING THE LEARNING ENVIRONMENT TO DEVELOP THE LEARNERS’ POTENTIAL

a. Teacher and
parents’
orientation Disinfectant
regarding
Schedule of Anti COVID
Module Supplies
distribution per
Project MODELS
grade level and Alcohol
1. Institutionalize (MOdule
observance of School Head
an inclusive, Distribution
health and Internet
safe, Ensuring
safety protocols DRRM Leader connectivity
motivating Learners Safety) School Head
in entering the September
learning
school during 2021 – Administrative Bond Paper P 100,000 MOOE
environment Aligned with SDS SDRRM
distribution and July 2022 Officer
appropriate to 10-point agenda Leader
retrieval of Ink
the needs of number 5
modules. Property
all types of (Initiated
Custodian Power
learners Information
b. Regular Sprayer
System)
disinfection of
the school Thermal
grounds to Scanner
ensure the
safety of UV Light
everyone in the
school.
21
c. Purchase of
COVID
Prevention
Supplies like
masks, alcohol,
disinfectant and
the like
d. Accomplishment
of health
declaration of
parents during
module
distribution and
retrieval
22
a. Promote and School Head,

implement Grade Level
School Head
segregation of Chairmen
Project PROS – waste in school
Science
WASH (PROper and homes September Science and
Leader
Segregation of b. Make use of the 2021 – WinS Leader Trash bins None None
WAste in School recyclables July 2022
WASH in
and Homes) materials as a Teachers
Schools
means to
Leader
generate funds Utility
for the school Personnel
a. Weekly
“kamustahan”
with the learners
Project to check on the School Head
2. Support the KAMUSTAHAN mental health
School Head Internet
physical, Grade Level
Connectivity
mental, and Aligned with SDS b. Conduct of September Chairmen
over-all 10-point agenda mental 2021 – None None
School Laptop
wellbeing number 4 (Policy psychosocial July 2022 Guidance
Guidance
of the Review to Improve webinars to Leader
Designate Smartphone
learners. the School’s teachers and
Processes) learners on how Class Advisers
they can cope
with depression
and anxiety
23
a. Planting of
School Head
vegetables in the
Seedlings
respective School Head
Grade Level
houses
Chairmen Recycled
GPP Leader
Project September pots
b. Monitoring of
Green Thumb 2021 – GPP Leader None None
plants and EPP/TLE
sa Bahay July 2022 EPP/TLE Agricultural
harvesting from Leader and
Leader and tools
their houses Teachers
Teachers
Fertilizer
Class Advisers
a. Establishment of
Radio-Based
Project Radio Instruction in
School Head Equipment
Dunong school as a
3. Facilitate the for RBI
supplementary
availability of Grade Level
Aligned with SDS way of providing School Head
appropriate September Chairmen Internet
10-point agenda support to our
learning 2021 – Connectivity P 50,000 MOOE
number 6 learners with no RBI Focal
materials and July 2022 RBI Focal
(Learning and internet Person
technology to Person Laptop
Development to connection
support.
Improve b. Training of
Teachers
Instruction) teachers who will
be involved in
the RBI
24
Project a. Ensure the

CARLASS complete
(Complete And distribution of all
Printers
Recorded LAS, SLMs and
School Head
Learning other printed School Head
Copiers
Activity Sheets materials to all September
Grade Level
and SLMs) learners Grade Level 2021 – P 100,000 MOOE
Chairmen Bond Paper
Aligned with SDS b. Ensure the safe Chairmen July 2022
10-point agenda distribution and
Teachers Ink
number 4 (Policy retrieval of
Review to Improve modules for both
the School’s the parents and
Processes) teachers
25
Pillar 3 TEACHERS' AND SCHOOL LEADERS UPSKILLING & RESKILLING TO IMPROVE COMPETENCIES
a. Accomplish E-
SAT to determine
target topics for
improvement
b. Create a LAC
Plan to target the
1. Guarantee Project VTES Laptop
weaknesses
the delivery of an
(Volumizing identified in the School Head
integrated and Internet
Teachers’ Consolidated E- School Head
needs-based Connectivity
Essential Skills) SAT Master
capability September
Master Teachers
building 2021 – E-SAT P10,000 MOOE
intervention Aligned with SDS c. Conduct LACs Teachers
July 2022
10-point agenda and INSETs LAC Leader
accessible to all Personal
number 7 (PAPs within the school LAC Leader
the teachers, Development
supporting PRIME- year either face Teachers
school heads, Plan of
HRM) to face or online
and stakeholders. Teachers
platform
d. Monitoring and
Evaluation
26
a. Form school
awards and
recognitions
committee
b. Develop criteria
for awards and
recognitions for
Project AWARE teachers and
(AWarding stakeholders
2. Support the Achievers and School Head
c. Accept School Head Certificates/
welfare and Recognizing nominees for the September Plaque
wellbeing of their Efforts) Master
awards Master 2021 – None None
teaching and Teachers
Teachers July 2022 Video
nonteaching Aligned with SDS d. Award those Presentation
personnel. 10-point agenda Teachers
who have
number 10 (PAPs performed
to support 5Rs) excellently
during the
school year
27
a. Implement
recreational
Project DATE activities like
(Diverting Zumba Sessions
or team building
Activities for
activities School Head Zumba
TEachers School Head
involving Videos
Welfare and September
teaching and Master
Well Being) PE Leader 2021 – None None
non-teaching Teachers Team
July 2022
staff of VTES as Building
Aligned with SDS GAD Leader
a form of rest Teachers Activities
10-point agenda and relaxation
number 10 (PAPs
to support 5Rs) b. Plan an RnR if
the condition
permits
Project COPET a. Encourage
teachers to
(COntinuing
pursue post
3. Develop and Professional School Head School Head
graduate studies
implement Enhancement of b. Elevate teachers’ Laptop
September
Teachers) LAC Leader Master
career skills through 2021 – None None
Aligned with SDS Teachers Internet
progression the conduct of July 2022
10-point agenda Master Connectivity
opportunities webinars and
number 7 (PAPs Teachers Teachers
seminar in their
supporting PRIME- area of
HRM) specialization
28
Pillar 4 ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION

a. Lead the School School Head
Planning Team
in crafting an SMEA Focal
Project LEAD- achievable Person
School Head
AIP (Lead and Annual
1. Institutionalize Laptop
Implementation Master September
responsive Engage All Master
Plan for this Teachers 2021 – None None
engagement for Teachers in the school year July 2022
Teachers Internet
education. Development of b. Monitor and Connectivity
Subject
AIP) Teachers
assess all Leaders
projects
included in the Grade Level
AIP Leaders
a. Encourage School Head
internal and
Project Printing
external School Head Master
Supplies
Bayanihan stakeholders to Teachers
2. Develop participate in Brigada
Printers
sustainable Aligned with SDS activities Eskwela/ September Teachers
strategies and 10-point agenda initiated by the School 2021 – P 20,000 Donations
Copiers
mechanism for number 9 school most Partnership July 2022 PTA Officers
partnerships. (Partnership to especially in the Focal Person
Hygiene Kits
raise PAPs to Brigada Eskwela Parents
improve learning)
b. Strengthen School
community Stakeholders
29
partnerships by
forging new LGUs and
connections to NGOs
external
stakeholders
a. Meet with LGU
(City and
Barangay),
School Head
parents, NGO’s,
private
Master
individuals who
Teachers Bond Paper
can provide School Head
support in the
Teachers Ink
various projects Brigada
undertaken by Eskwela/ September
Project PTA Officers Certificates
the school School 2021 – P 5,000 MOOE
CONVERGENCE b. Prepare MOA, Partnership July 2022
Parents Laptop
MOU or Deed of Focal Person
Donations
School Internet
c. Conduct of
Stakeholders Connectivity
Stakeholder’s
Convergence to
LGUs and
give recognition
NGOs
to internal and
external
stakeholders
30
who have helped

the school
a. Allocate funds
for the
payment if
mandatory
Project SMART bills like water,
(School School Head
electric,
Monitoring and internet and
Administrative
3. Advocate the Revalidating of school utilities
School Head Officer II
Learning Accountability b. Allocate budget
Continuity and for the Laptop
Administrative September Administrative
Operational Plan Transparency) purchase of
Officer II 2021 – Assistant None None
for support and supplies in the Internet
July 2022
implementation Aligned with SDS production of Connectivity
Administrative BAC
for S.Y 2021- 10-point agenda SLMs and LAS
Assistant Chairman and
2022. number 8 c. Monthly
Members
(Financial posting of
Transparency MOOE
PTA President
Scheme) liquidation on
the online and
physical
transparency
board
31
MONITORING PLAN
Pillar 1 CURRICULUM DEVELOPMENT FOR IMPROVED DELIVERY AND INSTRUCTION AND ASSESSMENT
1. Ensure efficient implementation of the MELCs across grade levels and learning areas.
2. Set feasible mechanisms that would provide guidance in bridging equitable access to education through multiple means of teaching and
learning.
I. PURPOSE AND SCOPE

Program/Project/Activities What should you be monitoring Indicator Who are the target offices
evaluating?
School Head, Subject Leaders,
Project LIME (Localization and
Accomplishment Reports of all Concerned Focal Persons or
Indigenization of Teaching Approved Proposals, ACR and PCR
projects, programs and activities Coordinators, Grade Level
Materials and Examples)
Chairperson, Master Teachers
Monitoring
Project MILES (Monitoring WHLP, ILM and COT of teachers Tool for WHLP and ILMP, COT,
School Head, Grade Level
Instruction and Learning Attendance of Parents during Observation Notes, Attendance of
Chairperson, Master Teachers
Engagement of Students) Module Distribution Parents during Module
Distribution
Project STORE (STrengthen and Summative Tests with TOS, Evaluated Summative Tests with
Grade Level Chairperson, Master
Organize REcords of Assessment Performance Tasks with Rubrics, TOS, Performance Tasks with
Teachers
of Learners) Portfolio of Learners Rubrics, Portfolio of Learners
Attendance of Parents in Module
Project PEDAL (Prompt and
Distribution and Retrieval, use of Attendance of Parents in Module Grade Level Chairperson, Master
Efficient Distribution of Activities
QR codes as entry pass and Distribution and Retrieval Teachers, ICT Leader
and Learning Modules)
attendance checker for parents
32
Project ARON (Alternative and Results of Project AN, Increased Achievement Rate in
School Math Leader, Grade Level
Reliable Interventions On Achievement Rate of Learners in Math, Improved Test Results per
Math Coordinators
Improving Numeracy) Math, Test Results per Quarter Quarter
Increased Achievement Rate in the Brigada Pagbasa Coordinator,
Post Test in Phil-IRI and EGRA. Reading Coordinators, School
Project APR Results on Pre-Test in Phil-IRI
English and Filipino Leaders,
(All Pupils are Readers) and EGRA.
Supporting School Brigada Grade Level English and Filipino
Pagbasa Program Coordinators
1. Institutionalize an inclusive, safe, motivating learning environment appropriate to the needs of all types of learners
2. Support the physical, mental, and over-all wellbeing of the learners.
3. Facilitate the availability of appropriate learning materials and technology to support.
evaluating?
Accomplishment Report on the Compliance of parents and
Orientation of Parents and teachers during scheduled
Teachers regarding Module module distribution
Distribution and Retrieval
Adherence to the twice a week School Head, Grade Level
Project MODELS (MOdule
Accomplished Health disinfection of schools set by Chairperson, Master Teachers,
Distribution Ensuring Learners
Declaration Forms of parents the Division Office DRRM Leader, Administrative
Safety)
upon entering the school Officer, ADAS
grounds Liquidation Reports showing
the purchase of anti-COVID
Distribution of teacher-made supplies
brochures with the important
33
reminders for module

distribution
Regular Disinfection of School

premises
Procurement of supplies for

COVID prevention
Proper segregation of wastes in Accomplishment Report Science Leader
the school premises WASH in Schools Leader
Project PROS – WASH (PROper
Segregation of WAste in School Accomplishment Report of
and Homes) Science Leader regarding waste
segregation in school and at
home for learners
Accomplishment Report on Accomplishment Reports and Class Advisers
kamustahan done by advisers Project Completion Reports School Guidance Designate
Proposal on the provision of
Project KAMUSTAHAN mental and psychosocial
support extended to learners
in the form of webinars
Quarterly monitoring of plants in Activity Completion Report Class Advisers, Gulayan sa

Project Green Thumb sa planted by learners in their Paaralan Leader, EPP-TLE Leader
Bahay houses
34
Implementation of Radio Based Accomplishment Reports RBI Focal Person

Project Radio Dunong Instruction as a supplement to
distance learning
Number of modules distributed Monitoring tool on Module School Head
Project CARLASS weekly Distribution and Retrieval School LRMDS Leader
Grade Level Chairmen
(Complete And Recorded
Teachers
Learning Activity Sheets and
SLMs)

1. Guarantee the delivery of an integrated and needs-based capability building intervention accessible to all the teachers, school heads, and
stakeholders.
2. Support the welfare and wellbeing of teaching and nonteaching personnel.
3. Develop and implement career progression opportunities
evaluating?
Accomplished E-SAT Consolidated E-SAT Results School Head
Project VTES (Volumizing
Initiated LAC by the LAC Leader LAC Proposal and LAC Leader
Teachers’ Essential Skills) Accomplishment Reports Master Teachers
Criteria developed in determining Criteria for Outstanding Teachers School Head
teacher-awardees Awarding of Deserving Teacher Master Teachers
Project AWARE (AWarding
Submission and validation of
Achievers and Recognizing
papers of teacher-nominees
their Efforts)
35
Project DATE Proposed activities for the well Activity Completion Reports PE Leader
(Diverting Activities for being and welfare of teachers
TEachers Welfare and Well
Being )
Enrolment of teachers to post- List of Seminars attended by School Head
Project COPET
graduate studies and other teachers
(COntinuing Professional
continuing professional courses List of teachers enrolled in post-
Enhancement of Teachers graduate studies
Pillar 4 ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION
1. Institutionalize responsive engagement for education.
2. Develop sustainable strategies and mechanism for partnerships.
3. Advocate the Learning Continuity Operational Plan for support and implementation for S.Y 2021-2022.
evaluating?
Project LEAD-AIP (Lead and Crafting of the AIP SY 2021-2022 Approved AIP School Haad
Projects, Programs and Activities Project Proposals School Planning Team
Engage All Teachers in the
included in the AIP Accomplishment Reports SMEA Coordinator
Development of AIP)
Donations and partnerships Brigada Eskwela Report School Head
received by the school MOA/MOU or Deed of Donation BE Coordinator/ School
undertaken by the school together Partnership Focal Person
Project Bayanihan with internal and external
stakeholders
36
Recognition of stakeholders who Virtual Stakeholders Convergence School Head

have contributed to the BE Coordinator/ School
Project CONVERGENCE accomplishment of the projects, Partnership Focal Person
programs and activities of the
school
Project SMART Proper allocation of MOOE funds Liquidation Reports School Head
(School Monitoring and Virtual and Physical Transparency Administratvie Officer
Revalidating of Accountability Board ADAS
and Transparency)
37

Department of Education: Approval Sheet

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Department of Education: Approval Sheet

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Republic of the Philippines

This Adjusted Basic Education- Learning Continuity Operational

RUGENE L. TORNATO EdD

BABYLIN D. MANUEL, EdD

Recommended for Approval:

LEANDRO C. CANLAS, PhD

ERICSON S. SABACAN, EdD, CESO VI

“Sulong Edukalidad”, this is the Department of Education’s battle

Through these challenges and difficulties, the school have found

The Basic Education Learning Continuity Operational Plan (BE-

Pillar 1: Curriculum Development and Improved Delivery and Instruction

1. Project LIME (Localization and Indigenization of Teaching Materials

6. Project APR (All Pupils are Readers)

Pillar 2: Improving the Learning Environment to Develop Learners’ Full

1. Project MODELS (MOdule Distribution Ensuring Learners Safety)

Pillar 3: Teachers’ and School Leaders Upskilling and Reskilling to Improve

1. Project VTES (Volumizing Teachers’ Essential Skills)

Pillar 4: Engagement of Stakeholders for Support and Collaboration

1. Project LEAD-AIP (Lead and Engage All Teachers in the Development

This Learning Continuity Plan (LCP) enumerates the objectives,

GOAL AND SPECIFIC OBJECTIVES

The overall goal of the BE-LCOP is for “All Filipinos to be able to

All efforts should gear towards developing learners with 21st

To address the call of the Division Office to sustain efforts to

KRA 1: STRATEGIC MANAGEMENT AND OPERATIONS

1. Led in the implementation of a paperless system in the checking of

KRA 2: CURRICULUM AND INSTRUCTION MANAGEMENT

1. Provide quality and relevance education through innovative

KRA 3: HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

1. Led in the Professional Development of all teachers in school

KRA 4: RESOURCE MANAGEMENT

1. Led in the budget preparation and equitable allocation of funds

KRA 5: PARTNERSHIP AND LINKAGES

1. Engage the whole school community in the Oplan Balik Eskwela

Villa Teodora Elementary School is situated in the middle of

2019-2020 2020-2021 2021-2022

As seen in Table 1, it shows that there is a decrease in enrollment

decrease of enrollees. For SY 2020-2021 Grade 2 has the highest number

For SY 2020-2021 there has been a significant increase in the Drop

Report On Teachers’ Readiness

Total With Without With Without

Teachers' Internet Connectivity

With Internet Connection

Figure 1 Data on Available Internet Connectivity of Teachers at Home

As for the Teachers’ Readiness 45 teachers have with them laptops

Report on Learners’ Readiness

Learners with Desktop or Laptop

With Laptop or Desktop (Personal,

Figure 2 Data on Availability of Desktop or Laptop for Learners

Learners Internet Connectivity

Figure 3 Data on Learners’ Internet Connectivity

Learners with Smartphone or Tablets

Figure 4 Data on Availability of Smartphone to Learners

As for Learners’ Readiness for this SY 2021-2022 70% of the

Learning Delivery Modalities

Learning Delivery Modalities

Figure 5 Data on Learning Delivery Modalities chose by Learners

As for the Learning modalities most of the learners in SY 2020-

SULONG EDUKALIDAD FRAMEWORK

Guided by the Sulong Edukalidad Framework of the Department of

As a result of the collaboration of all the ideas coming from the

Project ARON a. Guided