CAYETANO TOPACIO ELEMENTARY SCHOOL

BASIC EDUCATION
Learning Continuity Plan
SY 2021-2022
INTRODUCTION
Cayetano Topacio Elementary School (CTES)
remains to be one with the Department of
Education in its efforts towards healing the
nation by delivering ‘accessible quality,
liberating, and safe basic education services’
amidst this time of COVID-19 crises. And now
on its successive school year of implementing
distance learning, the school is optimistic and
responsive to the pressing needs of its pupils
and will stand to be the institution of hope in
our community.
We stand together with our learning
leaders to stay relevant in our respective
contexts and to always prioritize the well-
being and needs of our learners. We will
remodel our plans depending on the
situations of our learners to become more
student-centered.

"We will remodel our plans

depending on the situations of
our learners to become more
student-centered. "

To make our goal possible for this year, our

institution adjusts our CTES Basic Education
Learning Continuity Plan based on the
feedback of the community and the
takeaways we learned from its first
implementation. This blueprint contains
possible solutions in the access of basic
education and showcases our commitment
to sustain the teaching and learning process
until the end of school year 2021-2022.

All the teaching and non-teaching personnel

of this institution will live on the DepED’s
vision that we will continuously improve
ourselves to better serve our clientele, our
pupils. We will heal and learn as one. We will
not stop moving forward. Sa Cayetano
Topacio, may puso, may prinsipyo, at may
pagbabago!
TABLE OF CONTENTS P p 1 - 3 Part I: Vision, Mission, Core Values,
Mandate, and Goals

P p 4 - 1 5 School Context
P4. School Profile
P9. School Key Data 2020-2021
P14. Lessons Learned

P p 1 6 - 1 9 Framework for Enhanced BE-LCP 2021-

2022
P16. CALABARZON Framework and Five Key Dimensions
P19. SDOIC's 5Ms Framework

P p 2 0 - 4 0 Contextual Operationalization and

Alignment of AIP Year 3
P20. Means and Media
P24. Modalities
P27. MELC-Modules
P29. Management
P37. Mastery
P39. Annual Implementation Plan Year 3
P p . 4 1 - 4 2 Communication, Advocacy, Monitoring,
and Evaluation Plan

P p 4 3 - 4 4 . Synthesis, References, and Legal Bases

 List of Tables

Table
No. Table Title Page

01 CTES COVID-19 Vaccination Masterlist 5

02 Nationally Funded Teaching & Non-Teaching Related Items 7
03 Number of Teaching and Non-Teaching 7
04 Key Education Performance Indicators Dashboard 9
05 Enrollment Results Based on MLESF SY 2021-2022 10
06 Comparison of Enrollment for SY 2020-2021 and SY 2021-2022 10
07 Comparison of Enrollment for SY 20-21 and Early Registration 11
08 MOOE Liquidation from January to August 2021 12
09 Registry of Stakeholders: Donations, Volunteers, Etc 13
10 Challenges in a LDM and the Possible Interventions 15
11 Preferred LDM by Parents for their Children 20
12 Available Gadgets and Stability of Internet Connection 21
13 Available Adults to Support the Learners 22
14 Foreseen Challenges in Distance Learning 22
15 Limited Face to Face 23
16 Learning Modality of Best Fit and Determination of Sections 24
17 Number of Modules Available for SY 2021-2022 27
18 Number of Modules Available for SY 2021-2022 Per Subject 28
19 Teachers Role Assignment and Classifications 30
20 Sample Class Program in Primary Level 31
21 Sample Class Program in Intermediate Level 31
22 Sample Teacher Program in Primary Level 32
23 Sample Teacher Program in Intermediate Level 32
24 LAC Groups and Schedule 33
25 Quarterly Targets in Technical Assistance 33
26 School LAC Plan 2021-2022 34
27 Learning Outcomes Assessment 37
28 Annual Implementation Plan Year 2021-2022 38
29 Communication Plan for SY 2021-2022 40
30 Monitoring and Evaluation Plan 41
31 CTES COVID-19 Vaccination Masterlist 5
01 CTES COVID-19 Vaccination Masterlist 5
 List of Figures

Table
No. Figure Title Page

01 Cayetano Topacio Elementary School Map 4

02 COVID-19 Vaccination Survey 5
03 CTES Organizational Structure 8
04 Enrollment Trend from 2019-2022 11
05 CALABARZON FRAMEWORK 16
06 CALABARZON MASTERPLAN 18
07 Learning 5Ms: Bidang Imuseno LCP Framework 19
08 Percentage of Response Per LDM 20
09 4Ps Beneficiaries 23
10 Process Flow for MDL for Printed and Digitized 25
11 Process Flow for Online Distance Learning 26
12 Learning Resources Distribution and Retrieval Scheme 29
13 Mapping Per Learners' Residence SY 2019-2020 29
14 Instructional Supervision, TA, M&E 35
15 Process Flow of Feedback and Monitoring Using LMS 36
16 Process Flow of Feedback and Monitoring Using Alternative 36
VISION, MISSION, AND
CORE VALUES
DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies enable them to realize
their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of
Education continuously improves itself to better serve
stakeholders

DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating
environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

DEPED CORE VALUES

Maka-Diyos, Makatao,
Makakalikasan, Makabansa
Page 1
MANDATE AND QUALITY
POLICY
OUR MANDATE
The Department of Education was established through the Education Decree of 1863 as the
Superior Commission of Primary Instruction under a Chairman. The Education agency underwent
many reorganization efforts in the 20th century in order to better define its purpose vis a vis the
changing administrations and charters. The present-day Department of Education was eventually
mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of
2001 which establishes the mandate of this agency.

The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.

ORGANIZATIONAL OUTCOME
Access of every Filipino to an enhanced basic education program enabling them
to prepare for further education, entrepreneurship and the world of work achieved.

DEPED QUALITY POLICY STATEMENT

The Department of Education is committed to provide learners with quality basic education
that is accessible, inclusive, and liberating through:

•proactive leadership
•shared governance
•evidence-based policies, standards and programs
•responsive and relevant curricula
•highly competent and committed officials, teaching and non-teaching personnel
•an enabling environment

The Department uploads the highest standards of conduct and performance to fulfill
stakeholders' needs and expectations by adhering to constitutional mandates, statutory,
and regulatory requirements, and sustains client satisfaction through continuous
improvement of the Quality Management System.

Page 2
SCHOOL GOALS
Our school supports the call of Secretary Since the first week of August 2021, the members of the
Briones that education must continue. school planning team (SPT) have had discussions
Furthermore, we will remain relevant in terms regarding the execution of different learning delivery
of our delivery of basic education to stay on modalities and the possible ways to do safe operations.
The planning was extended also to the other members
track with the call of our RD Bringas.
which were not included in the SPT so that the school’s
perspective regarding the continuity plan would be
Our teaching force shares the same concerns of our
comprehensive enough to see the different loopholes and
parents that children must keep on with their studies
vantage points. Each member of the SPT fully understood
but must at all times be protected from contacting
the importance of education and his or her role in how to
COVID-19. Our school takes the responsibility to
make quality education accessible to the community.
protect the rights of our children to access basic
education even in times of emergencies. We firmly
Concerning the implementation of our learning continuity
believe that education is the only leverage that will
plan for this school year 2021-2022, we will be guided by
equip our pupils with skills to solve problems in real
the following objectives:
life and to make them become responsible citizens
in the future.
Cayetano Topacio Elementary School aims to develop a
learner who is equipped with 21st-century skills and can
To direct the available manpower, resources, and
adapt and thrive in his current situation through:
efforts of all stakeholders appropriately, the school
1. contextualized implementation of policies and
drafted its learning continuity plan (SLCP). This plan
guidelines set by the Department of Education to address
will serve as the blueprint in the learning delivery
the present challenges and match the needs of the
strategy, alternative modalities, and operational
learners;
directions to guarantee the health, protection, and
2. enhanced learner-centered programs, projects, and
well-being of all learners and school personnel while
activities that promote the strengths and support the
education is progressing.
limitation of the learners;
3. capacitated teaching personnel and learning
Before the end of the school year 2020-2021, our
community to facilitate the potential of the learners; and
teaching force took an initiative to validate the
4. responsive learning environment which is safe for both
possible modalities that our learners/parents will
the learner and his facilitators.
prefer so that we can already anticipate the condition
that we need to prepare for the succeeding school
year. During the whole year of operations, the school
conducted separate consultative meetings, focus
group discussions, and interviews with our parents,
learners, and teachers so that we could make
necessary adjustments early on. These collective
learning experiences that we had will become the
foundation of our goal setting, planning, and
decision-making for this year's implementation of
our learning continuity plan.
MAYPAGBABAGO

Page 3
 School Profile
HISTORICAL BACKGROUND AND LOCATION

Cayetano Topacio Elementary School is one of the oldest schools in Imus City located at

F. Yengko St. Poblacion IV-C.. It was previously named Western Poblacion Elementary School,

and an annex of Imus Elementary School until 1964. And since the approval of Municipal

Resolution 110, 20 s. 1975, it was then changed to Cayetano Topacio Elementary School. Captain

Cayetano Topacio was a strong-willed citizen who dedicated his life to the welfare of Imuseño

school children.

The school is situated on a land area of more than 2,000 square meters near the national

road and river waterway. Its location is strategic because of its relative distance to nearby

schools, city hall, and other government offices, hospitals and the market is just about 0.5 km to

2 km. For this reason, the school facilities are always being used as evacuation areas by nearby

barangays such as Poblacion 4A and Poblacion 4B.

Most of its enrollees are coming from Poblacion 4A and Bayan Luma I. Figure 1 shows that

the school is located in the middle of different barangays. It is close to some schools such as

Imus Pilot ES, Bayan Luma I ES, and Carsadang Bago ES. It is almost 1 kilometer away from the

national highway (Aguinaldo Highway). This is one of the reasons why the enrollment rate

remains to be consistent for three consecutive years.

Currently, in terms of its premises, there are eleven buildings around the school grounds,

two of which are no longer functional. On top of these is the 4-storey DPWH building, which has

20 classrooms furnished with complete chairs and tables. Due to this excessive number of

classrooms, the school is more than prepared to conduct a face-to-face meeting with the pupils.

Figure 1

Page 4
 School Profile
HEALTH STATUS AND COVID-19 SITUATION

The COVID-19 pandemic has greatly impacted our daily activities and specifically, it

modified the delivery of basic education in our country. One of the positive effects of this crisis is

that the schools have become innovative and creative in adopting strategies for distance

learning. But despite the contingency measures and strict health protocols being implemented

by the school during the last school year, the School Disaster Risk Reduction Management

(SDRRM) Coordinator reported one active case last October 2020. For this reason, the school

administration imposed temporary cessation of its face-to-face operations for three weeks to

avoid further transmission of the virus.

Figure 2 shows the results of the survey last

May 17, 2021. It indicates that almost half of the

teaching and non-teaching personnel were hesitant

about getting vaccinated. Some common reasons for

their uncertainty were medical conditions, religious

beliefs, and the effect of social media and news

regarding the vaccine. Consequently, the school

administration conducted an open forum through the

assistance and expertise of the Schools Division

Office Medical Unit last June 2021 to address all the

apprehensions of the teachers regarding the adverse

As of May 17, 2021
effects of the COVID-19 vaccines.

Figure 2

The panel discussion activity produced a favorable outcome. Table 1 below depicts that

only one teacher has not been inoculated out of 38 teaching and non-teaching personnel.

Moreover, there are already 8 personnel who are already fully vaccinated. Based on the

schedules provided by the teachers regarding their second dose, by the third week of September

2021, the entirety of the CTES workforce will be fully vaccinated.

As of August 20, 2021

Table 1 Page 5
 School Profile
For more than a year of implementing distance learning and providing safe basic

education through the reinforced application of health protocols within the school, CTES

workforce is committed to protecting its pupils and teachers against COVID-19, while being

engaged in the teaching and learning process. The security and utility personnel will intensify

their practices such as temperature monitoring, wearing of facemasks and face shield upon

entrance of school-gate, social distancing practice, and the regular cleaning and sanitation of

school premises. The school will also protect the health and safety of our personnel by providing

them with COVID-19 protection materials such as face masks, face shields, alcohol, and

handwash and prioritizing them in the vaccination schedule provided by the local government.

And to showcase our commitment and dedication for batang Imuseno, almost 98% of our

staff so far had their first dose, while 25% of them are fully vaccinated. This initiative of our

personnel will give confidence to our parents in their decision of allowing their children to have

face-to-face classes in the situation that the Department of Education and Inter-Agency Task

Force (IATF) will permit the physical reporting of pupils. This will also give protection to our

manpower whenever they participate in the skeletal workforce.

Page 6
 School Profile
SCHOOL COMMUNITY ORGANIZATIONAL STRUCTURE

The whole manpower of Cayetano Topacio Elementary School is motivated and focused

on its commitment to act as the institution of hope by providing basic quality education even in

times of pandemic.

To date, there was five nationally-funded personnel added to the workforce of the school,

four of which are teachers. The table below presents the breakdown of the items per plantilla

position. It can be seen that 70% of the teachers have Teacher I position. Furthermore, it was

only last year that the school became headed by a full-pledged principal after 5 years.

As of August 30, 2021

Table 2

In addition to the nationally funded position, the school's operation is being supported by

the Special Education Fund (SEF) and MOOE Fund non-teaching personnel. Table 3 below

conveys the itemized number of each position. It shows that almost two-thirds of the SEF

allotted for the school in terms of the salary of the personnel, support the safekeeping of the

school ground and its facilities. Not to mention, there are only two utility personnel in the school

Table 3 Number of Teaching and Non Teaching

As of May 12, 2021

Collectively, there is a total of 28 teachers, 1 teaching-related personnel, and 10 non-

teaching personnel that comprise the workforce of the school.

Page 7
 School Profile
SCHOOL COMMUNITY ORGANIZATIONAL STRUCTURE

Figure 3 describes the current school organizational structure. The entire personnel of the

school is under the management of the school principal. There are two groups of teachers, the

primary and intermediate, which are being directly supervised by their respective master

teachers. Furthermore, there is a chairperson assigned for each grade level who coordinates

with their respective teachers regarding the updates in the operations of the school.

Figure 3

The school organization is also being assisted by the General Parent-Teacher Association

(GPTA), which is composed of 10 parents and 5 teacher representatives. This group is supportive

in terms of providing additional resources, manpower, and constructive feedback in the policy

and operations of the school.

Page 8
 School Key Data
KEY PERFORMANCE INDICATORS AND SCHOOL
GOVERNANCE RESOURCES

The school gathered significant data using the information from Electronic Learner

Enrollment from the previous school year 2020-2021 and Modified Learner Enrollment Survey

Form (MLESF), LIS, EBEIS, and interviews from the teacher and stakeholders to analyze the actual

status of the school, based on Key Education Performance Indicators to assist us in crafting a

relevant, responsive and contextualized SLCP.

Table 4

As of August 30, 2021 from LIS and GESP 2020-2021

The School Key Data summarizes the key performance indicators in terms of access,

quality, and efficiency, including school governance resources, which the school currently

possesses. This shows the current strengths and some critical measures that need to be given

importance and emphasis in the planning stage of our BE-LCP.

Based on this table, the teacher-pupil ratio is 1:26, which is ideal based on the guidelines

for the organization of classes. In terms of equipment or tools that can be used for online

learning, the school has enough computer units and stable internet connectivity in case the

school will offer online classes for this school year 2021-2022. The school also has a sufficient

number of classrooms, which can be used in the event that the Department of Education allows

face-to-face classes. Moreover, in terms of the academic performance of pupils per grade level

based on their grades, we can say that their level of achievement is above average.

On the other hand, in terms of financial resources, the school is dependent on its MOOE

fund. It also has to address the number of its repetition rate of 4.07%, which is quite alarming.

Page 9
 School Key Data
The same with the last school year's concern, the school needs to give priority to the drop-

out rate which is 18 pupils. And finally, the school needs to provide extra support for learners at

risk of failing to finally eradicate the 0.28% failure rate.

It is on this playing field the school will operate and need to maximize its resources in order

to deliver quality basic education

ENROLLMENT DATA
Table 5 indicates the current school enrollment based on the responses of parents/pupils

in the Modified Learner Enrollment and Survey Form (MLESF). This is only comprised of 79% of the

total number of pupils during the beginning of the school year 2020-2021. In addition, grade 3

has the highest enrollment among the grade levels, while grade 1 has the lowest.

Table 5

As of August 30, 2021

The table on the right highlights the

Table 6
comparison between the previous

enrollment and the most recent enrollment

of the school. There is a significant increase

in the enrollment of grade 3 which is about

10%. On the other hand, the percentage

decrease in the enrollment of grade 2 is

observable which is about -45%. To sum this

up, the school has to strengthen its

enrollment drive to fill up the -19% decrease As of August 30, 2021

in the enrollment as of August 30, 2021.

Page 10
 School Key Data
The table below presents the comparison of the number of pupils between the early

registration and the actual enrollment for the school year 2021-2022. Before the closing of SY

2020-2021, the school conducted early registration and validation of the possible learning

delivery modality for the succeeding year. The table below shows that that the enrollment in

Kinder has exceeded the expected number of pupils from the early registration, which is exactly

20 pupils. The also data reveals that a total of 111 pupils or almost 16% of the pre-enrolled pupils

are still expected to register prior to the end of the enrollment period this September 13, 2021.

On top of this, the incoming grade 1 has the lowest response rate to the MLESF .

Table 7

As of August 30, 2021

The bar graph below depicts the trends of enrollment from the three consecutive school

years included in the one complete cycle of SIP. The highest recorded enrollment in a grade level

was during SY 2020-2021 in grade 2, while the lowest is during the current school year's

enrollment for grade 1. It is noticeable that there is a regular decline in enrollment, specifically in

grade 1 and grade 6 for the past 3 years. In addition, the enrollments in other grade levels are

irregular.

Figure 4

As of August 30, 2021

Page 11
 School Key Data
SCHOOL OPERATING BUDGET

The school will be realigning its fund to support and sustain the implementation of School

BE-LCP. At least 70% of the MOOE will be committed to the reproduction of learning materials

for the pupils in the modular printed learning modality and procurement of self-learning modules.

The remaining MOOE will be allocated accordingly in buying school supplies such as ink and

bond paper to support the reproduction of activity sheets and to pay the utilities of the school.

Table 8

As of August 31, 2021

Table 8 shows the actual expenditure of the school from January 2021 to August 2021. The

procurement of school supplies has the highest allocation of budget due to the in-house

reproduction of learning materials and additional modules. This is about 30% of the whole

budget. The school also allotted at least 20% of the budget to procure modules for the first

quarter. In addition, the office was able to apporti40,000 to reinstall the CCTV system.

Page 12
 School Key Data
STAKEHOLDERS PARTICIPATION

This segment of the school data gives details about the additional support that the school

can obtain to sustain its implementation of distance learning. The table below shows the list of

partners of the school for the school year 2021-2022. Most of the donations in kind and cash are

coming from concerned individuals.

Table 9

As of August 31, 2021

Stakeholders are being recognized and appreciated by posting their pictures on the DepEd

Cayetano Topacio FB page. The pictures below are the individuals who shared their resources to

the school.

Page 13
 Lessons Learned
SUCCESSES, CHALLENGES, AND INTERVENTIONS

This section discusses the key takeaways of the school planning team regarding the

implementation of our BE-LCP from the previous school year. These insights will become

beneficial when considered in the execution of our LDMs, as we progress to transition and

improve our delivery of basic education.

These are the lessons we have drew from our first year of distance learning:

a. Flexibility is essential

Our teachers have no choice but to be flexible, and it is a good thing. From the rescheduling

of our class programs to the adjustments of our distribution and retrieval schemes to make

sure that can monitor the progress of our pupils, our teachers become adaptable to these

kinds of situations. On top of this, they need to acquire new skills in a short time to

accommodate those learners who were attending online instructions.

b. Partnership is the key to succeed

It was highlighted during our several parents' orientation that the learning of the pupil will

most of the time take place in their homes. Therefore, there should always be open

communication between parents and teachers and accountability of each party to make

sure that the teaching and learning process happens at their houses.

c. Challenges made us resilient

While there have been roadblocks for the teachers, and most especially our learners in

acquiring education in this set-up, we were still able to see progress. The transition to

distance education has forced us to reflect on whether our instruction is centered on our

students and their needs.

The table on the next page summarizes the lessons we got in the implementation of

distance learning from the previous school year 2020-2021. We grouped these into areas of

concern that need to be addressed and the possible intervention to deliver quality education in

a selected learning modality. The common challenges for this new normal were the preparation

and reproduction of learning materials and the monitoring of pupils’ progress. On the part of the

teachers, they need to create learning supports among their grade levels, or if possible among

teachers from different schools so as to ease themselves in the preparation and to focus more

on ensuring that learning actually takes place. Moreover, the supervision of pupils’ progress will

be a collective responsibility of parents, teachers, and the school community, since the learning

and teaching process will ‘all the time’ happen at home. Consequently, there should be an

accountable adult in each house to guarantee that children are on track and doing the tasks

expected of them.

Other concerns, such as unstable internet connectivity, delivery of learning modules,

ensuring safety protocols can be addressed with the help of the community and the local

government unit (LGU).

Page 14
 Lessons Learned

Table 10
Challenges in a Learning Delivery Modality and the Possible Interventions

Page 15
 FRAMEWORK FOR ENHANCED BE-LCP 2021-2022

CALABARZON FRAMEWORK

Cayetano Topacio Elementary School supports Sulong Edukalidad of the Central Office

and adheres to the Framework for Enhanced Learning Continuity Plan of the Regional Office.

The school anchors its plans and processes in this framework.

The framework shown in Figure 5 describes in detail the different areas of concern that

the CALABARZON 4A will focus on for this school year. Not to mention, the huge chunk of the pie

below should focus on delivering quality teaching and learning.

Figure 5

The CALABARZON framework for Enhanced Learning Continuity Plan was partly adopted

and aligned from the Incheon Declaration, which was adopted on 21 May 2015 at the World

Education Forum (2015) which constitutes the commitment of the education community to

SDG4-Education 2030 and the 2030 Agenda for Sustainable Development, recognizing the

important role of education as a main driver of development. The indicative targets reflected on

the framework were contextually developed in consideration of the realities, capacities, level of

development and in accordance with the existing policies implemented by the department of

education.

The overarching goals of the DepEd Region IV-A are to remain the relevance of its

education programs which focus on improving the quality of education and at the same time

address the disruption in learning brought by natural calamities and the COVID 19 pandemic. To

do this, the leadership of region IV-A focused on five targets namely focus on learning, with two

vital sub-components namely, ensuring the quality of teaching and learning, and provision of

learning resources. The other four targets include safe operation, well-being, and protection,

reaching the marginalized, and Education financing.

Page 16
 FRAMEWORK FOR ENHANCED BE-LCP 2021-2022
CORSI SOLUTIONS

FOCUS ON
LEARNING
Quality teaching and learning process are topmost
to the region’s target. This refers to the delivery of
quality basic education through relevant,
responsive, timely, and effective policies and
procedures. Quality education covers the
development of skills, values, attitudes, and
knowledge that enable citizens to lead healthy
and fulfilled lives, make informed decisions and
respond to local and global challenges. Such
quality can be attained through the relevant and
responsive learning outcomes that are well
defined in cognitive and non-cognitive domains,
and continually assessed as an integral part of the
teaching and learning process. Systems and
practices for the assessment of quality learning
that include evaluation of inputs, environments,
processes, and outcomes should be instituted or
improved. Quality education must be the time that
it focuses on innovations that strengthen scientific
inquiry and numeracy.

Focus on learning is intertwined with ensuring the

quality of teaching and learning process which
focuses on the attainment of learning outcomes
based on standards using effective pedagogies 'Quality education must be
and assessments. Schools should have a sufficient
number of quality teachers and educators using the time that it focuses on
learner-centered, active, and collaborative
pedagogical methods. To do this, teacher policies
innovations that strengthen
and regulations should be strengthened to ensure scientific inquiry and
that teachers and school leaders are properly
selected, adequately employed and remunerated, numeracy.'
well trained, highly motivated, and efficiently
deployed all over the region’s education system,
and supported within well-resourced, efficient,
and effectively governed systems. Systems for
monitoring and evaluation for excellence in
performance and attainment of education goals
must also be strengthened.

Page 17
 FRAMEWORK FOR ENHANCED BE-LCP 2021-2022

In connection with the focus on learning, the provision of learning resources is also a crucial

component that supports the teaching and learning process. The provision of tools and other

learning resources adaptive to the challenges of the times must be given equal consideration.

Safe operations as a target means putting in place the health and safety and resurgence

protocols to facilitate the safe return of teaching and non-teaching personnel and learners to their

workplaces and schools. Thus, there is a need to select applicable teaching and learning

modalities, optimize health policies, and mitigation strategies to facilitate a safe return to schools.

Accordingly, the wellbeing and protection of school personnel and learners are likewise given

primary consideration as a target focusing on the provision of a wide range of technical

assistance, pertinent to mental and psychosocial support, health nutrition, and protection services.

The consequences of the pandemic and natural disasters need to be mitigated. To ensure success,

it is essential to keep school personnel and learners well informed, active, motivated, and healthy.

Reaching the marginalized means ensuring access to and completion of quality, and equitable

Kinder to Grade 12 education for all children and youth of the region to nurture their full

involvement as active citizens. It also means designing and implementing transformative education

policies to respond to learners’ diversity and needs including the provision of quality learning

environments.

Lastly, achieving these targets in education will require unlocking all potential resources to support

the implementation of plans and projects. Education financing which is the ensuring equitable

allocation, judicious spending and efficient utilization of fiscal resources must be sensitive and in

consideration to the learners' and teachers' needs and based on evidence of what works. There

must be heightened focus to increase efficiency and accountability that would in turn increase

efficiency and effective use of existing resources and ensure that financing reaches even every

classroom.

Figure 6

Figure 6 shows the different operations that happen in the regional office from its different

sections and units in order to support the Schools Division Offices in implementing their

respective learning continuity plan .

Page 18
 FRAMEWORK FOR ENHANCED BE-LCP 2021-2022

SDOIC'S 5M FRAMEWORK

The schools’ LCP also adopts Learning 5Ms: Bidang Imuseno Learning Continuity

Framework of SDOIC in planning and operationalizing of its LCP. Figure 7 presents the flowchart

of these 5Ms that pertains to learning: MELC-IDEA, Means and Media, Modalities, Management,

and Mastery.

Figure 7
Learning 5Ms: Bidang Imuseño Learning Continuity Framework

The first M is the Most Essential Learning Competencies or MELCs. Basically, it answers the

questions concerning content: What do the learners need to learn? And what do teachers need

to teach? The second M is the Learning Means and Media. It talks about context and capacity.

Which platforms are available and accessible to our learners? And which media do learners

prefer to use in learning? The third M is Learning Modalities which covers pedagogy and

approaches. Which learning delivery modalities are applicable and feasible to the learner? And

how are we going to teach our learners? The fourth M or Learning Management involves the

Division’s action in terms of manpower, materials, machine, mobilization, and monitoring. The

fifth M is Learning Mastery. Here we are talking about feedback, assessment, and proficiency.

What kind of assessment are we going to use? How do we ensure the proficiency of our

learners?

The school planning team will exhaust its effort to align these frameworks and create a

contextualized and learner-centered operationalization and management plan to make

education accessible and relevant even in this time of the pandemic.

The school will start with the inventory of available learning materials such as modules

and LeaP which are MELC aligned and reproduction of WHLP, LAS, and summative assessments.

Secondly, in terms of knowing the background of our learners, each adviser has started

validating the possible learning modalities of the learners for the next school year through

interviews and early registration campaigns. The school also allowed the parents to answer

survey forms (MLESF) to get their updated responses which are essential in planning. After this,

the SPT will now match the teachers in terms of their capability in handling a learning modality to

the formed classes. And finally, the recurring parts of the operations are the management and

monitoring of learning which will be adjusted based on the needs, and feedback of learners,

parents, and teachers.

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 CONTEXTUAL OPERATIONALIZATION AND
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MEANS AND MEDIA

After two weeks of gathering data based on MLESF, the table below reveals the

preferences of the parents and learners about the learning modalities. More than 50% of the

learners opted to join the printed modular learning. Furthermore, based on the number of

responses below, there is a possibility to offer online learning from kindergarten to grade 6,

except in grade 2.

Table 11

As of August 30, 2021

The parents are still hesitant to send their children to school for physical classes. Only 5%

of the respondents selected a blended learning modality. Lastly, radio-based and television-

based instructions receive the least options.

The picture below presents the rank of preferences of parents and learners regarding the

different learning modalities. The only possible learning modalities to be offered for this school

year are printed modular learning and online learning respectively.

Figure 8
Percentage of Responses per LDM
Printed Face to face TV-based Radio-based
Online
Digitized

52.5% 29.3% 8.9% 4.7% 3.2% 1.2%

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 CONTEXTUAL OPERATIONALIZATION AND
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HOUSEHOLD CAPACITY AND ACCESS TO DISTANCE

LEARNING

This section discusses some of the factors in the respective houses of the learners which

can affect their participation in distance learning and the quality of education they can get from

it.

Table 12

As of August 30, 2021

The table above discloses that the smartphone is the most common gadget that the

household has in their home compare to a basic cellphone or laptop. More than 40% of the

parents/learners have smartphones which they normally use for communication purposes.

Additionally, their responses show that approximately 76% of them have internet connectivity.

This also needs further validation, as to the stability and frequency of their connection. Lastly, the

last column provides us with the information that almost half of the respondents have a

connection to wired internet, while 38% of them use mobile data.

The data that we collected here require to be further confirmed because it will play a

major factor in the quality of their participation in an online class. Specifically, when it comes to

the specifications of their gadgets, quality, and stability of their internet connection, and the

frequency of their connection, each adviser has to conduct an interview with the parents.

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 CONTEXTUAL OPERATIONALIZATION AND
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Table 13 provides us with ideas about the availability of adults that can support the learners

in their distance learning. It reveals that 67% of these adults are parents who will support their

children in their studies. Only 14% of these adults are the respective siblings of the learners. It is

interesting to emphasize that almost all of the learners have adults at home who can assist them.

On the other hand, these data have to be further validated in terms of the available time

that the assisting adults can commit, the frequency of assistance, and their capacity.

Table 13

As of August 30, 2021

Table 14 summarizes the anticipated difficulty that our learners can experience with their

engagement in distance learning. The top possible challenges to remote learning according to

parents are unstable internet, lack of available gadgets, and insufficient data allowance

respectively. Although more than half of the households reported having devices, these are

being used for their work, and not for learning purposes.

Table 14

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As of August 30, 2021
 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

In the event that the Department of Education, with the directives from the IATF will allow

the school to conduct physical classes, the information below will be considered in the decision

of the school. Almost all parents are apprehensive when it comes to sending their children to

school as reflected in the table below. More than 90% of these parents are afraid of getting

their children infected with COVID-19 virus.

Table 15

As of August 30, 2021

LEARNERS AT RISKS THAT NEED SPECIAL

ATTENTION
Figure 9
Other than the reported

number of pupils who were no

longer participating in learning

activities (NLPA) last school year,

the school also needs to provide

particular consideration to 4 P's

beneficiaries. The total number of

these beneficiaries comprises 9% of

the total enrollment. Moreover, most

of these marginalized pupils are

As of August 30, 2021
graduating pupils in this coming

school year.

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

MODALITIES

This part of the LCP shows the matching of appropriate learning delivery modality based

on the results of the survey (MLESF). Considering all relevant factors such as available gadgets

that are allotted for learning and stability of internet connection, the SPT identifies 21 sections

from kinder to grade 6 as shown in table 16. Key teachers in each level clustered the pupils into

the following:

a. Pupils with gadgets and stable internet – ODL Synchronous

c. Pupils with gadgets and unstable internet access (mobile data) – Modular Digitized

d. Pupils with no gadgets at all - Modular Print

Moreover, the teacher-advisers validated the availability of adults who can supervise and

assist the children at home in doing the modules in distance learning. Among the 21 sections, 14

sections are under modular print.

Table 16

As of August 30, 2021 Page 24

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PROCESS FLOW PER LEARNING MODALITY

To maintain the safety of health of the learning community against COVID-19, the

following will be the processes that will be followed in the implementation of different learning

modalities in the school.

The illustration below shows the process of distribution, retrieval, and monitoring of

modules that can either be printed or digitized. Most of the distribution will take place in the

school and community learning centers or barangay halls depending on the agreement and

availability of community-based teachers. The distribution will be done in the schedule (across

grade level and subject areas) following the minimum health requirements set by the IATF.

Teachers will be the ones to distribute the modules in print or digitized in the school. The school

will tap other non-teaching personnel, parents, and other stakeholders to assist the teachers

during the distribution.

In the monitoring phase, the pupils/parents will be invited in FB group or Group Chat

where most of the communications and follow-up will be done to keep track on the progress of

the pupils. Each subject teacher will make a schedule on which activities will be accomplished

for the day. The formative assessment tasks in the modules or activity can be checked by their

parents since the answer key and guides will be provided to them during the distribution. These

activities will give inputs to parents and teachers if the pupils learn from the lesson or not.

Furthermore, the teachers will also provide summative assessments such as written tests and

performance tasks to gauge the learning of the pupils. The teachers will be the ones to check

the summative assessments.

And finally, the parents can return the accomplished modules, learning activity sheets,

and summative assessment using the drop box system or submit these in the school during

scheduled retrieval every Friday. In this stage, the teachers have to make sure that all the outputs

and assessment tasks will be gathered in order for them to give feedback and provide necessary

remediation or enrichment based on the results of the formative or summative assessments.

Figure 10

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 CONTEXTUAL OPERATIONALIZATION AND
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PROCESS FLOW PER LEARNING MODALITY

The figure below shows the process flow for online distance learning. The planning team

identifies 4 stages. The first stage is about building communication and rapport with the

pupils/parents. The school opts to use FB group and google classroom as learning management

system since it is the most familiar and easy to use platform. The advisers need to create an FB

group and make sure that all pupils are intact in this group. This will be the main communication

platform between the parents and teachers. After this, in the preliminary stage, the teacher

needs to post the schedules, list of teachers per subject area, and rules that will guide the pupils

to use properly the platform. The teacher will also conduct series of online orientation to discuss

about the house rules, procedures, and to provide activities that will help the pupils gain the skills

necessary for this modality.

From this time, preparation of materials and actual teaching-learning process take place

repeatedly. During the preparation of materials, the teachers need to make their video,

powerpoint, learning materials, and other supplemental materials. In this stage, the master

teachers and school head will quality assure first the materials before uploading. Once the

materials are uploaded, the pupils will now access these and learn on their own or with the

assistance of their parents. From time to time, the pupil can post questions or comments, and the

subject teacher needs to answer or give feedback in real time or based on their class program.

When the pupils are done with their outputs (which can be their accomplished modules,

activities, or performance tasks), they can already upload these in the LMS. This is now the time

the teachers will harvest the outputs, give feedback, or ask other pupils to comment on these.

Figure 11

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 CONTEXTUAL OPERATIONALIZATION AND
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MELC-MODULES

Table 17 below summarizes the total number of modules that can be reused for this

school year. The planning team is not sure whether they will be deficiency in terms of the number

of self-learning modules since the enrollment is not yet final. The SPT will create a contingency

plan in the event that the enrollment increases compare to the previous school year.

Table 17 Number of Modules Available for SY 2021-2022

These are some of the concerns that must be addressed in terms of the learning materials:

a. Contextualization of lessons to fit into the life of our learners;

b. Limited resources in the reproduction of modules and activity sheets;

c. Unavailability of modules from the region and central offices; and

d. Preparation of learning materials to aid the teachers in teaching.

These are some interventions that can be done to address the stipulated concerns:

a. Tap the prior knowledge/background of the pupils in crafting any learners' material.

b. Seek support from parents, and other stakeholders to help the school in the reproduction of

modules.

c. Make an inventory of available materials such as learners' materials to be distributed before

the opening of classes that can replace the modules until they are made available. In addition,

supplemental materials can be provided, such as activity sheets, and learners' packet.

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 CONTEXTUAL OPERATIONALIZATION AND
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LEARNING RESOURCES

The table below provides us with specific details about a specific learning area in the

first quarter without an available module. There are no modules available for Physical Education

and Health in grades 3 and 5. To address this, the teachers will map MELC competencies of

these subject areas from the available textbooks. Then, the school will reproduce pages of the

books that are aligned to the MELC in the first quarter.

Table 18 Number of Modules Available for SY 2021-2022 Per Subject

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 CONTEXTUAL OPERATIONALIZATION AND
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MANAGEMENT

The table below shows the activities that will be done in a week for the distribution,

preparation, and retrieval of modules.

Figure 12 shows the distribution and retrieval scheme. This scheme considers the capability

of parents to collect and to return the modules in print or digitized. The school will maximize the

use of strategic places around the school as distribution and retrieval points. This possible areas

are identified in the figure below.

Figure 12

Figure 13
Figure 13 identifies two

concentration areas in

terms of the location of

pupils. Based on this,

most of our learners are

residing in Poblacion 4A

and Bayan Luma 1. The

school can use these

two identified barangays

to put-up kiosk or drop-

box to collect and

retrieve the modules.

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

TEACHERS ROLES

The factor that was given the most consideration is the medical condition of a teacher.

One teacher is assigned as Online Home Based Teachers because she is immunocompromised.

The rest were given the role of Modular School-Based or Online School BasedTeachers.

Table 19 shows that there are 7 Online School-Based Teachers, 1 Home Based Teacher, and

the rest are Modular School-Based Teachers.

The school adheres to Alternative Work Arrangement based on DO11, s. 2020, wherein the

teachers report twice a week only or during the scheduled distribution and retrieval in a week.

Only those who are fully vaccinated can be part of the skeleton workforce everyweek.

Table 19 Teachers Role Assignment and Classifications

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As of August 30, 2021
 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

CLASS PROGRAMMING

The school followed DO. 31, s. 2012 in drafting classes programs and teachers’ programs

for this school year.

Table 20 shows the sample class program for grade I. All the subjects are clustered into

two groups. Each clustered subject will be taught for 4 weeks or 1 month. In addition, the pupils

will only do 1 subject per day to give him focus in his study. Every Friday is scheduled for

consultation and submission.

Table 20

Table 21 shows a sample of class program in Grade 4, where the pupils only have a

focused subject to do. The subjects are also clustered into two groups based on the DO 31, s.

2020, where the teachers can do integrative assessment to lessen the tasks of learners.

Table 21

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 CONTEXTUAL OPERATIONALIZATION AND
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TEACHER PROGRAMMING

Table 22 provides a sample teacher program for grade 1 teachers. During the schedule

of a subject, the teachers are open for consultation, follow-up, and questions. All the teachers in

primary level handle all the subjects.

Table 22

Table 23 displays a sample of teacher program in grade 4. A teacher is assigned a

subject area for 1 section per day, since the approach in the intermediate level is team teaching.

Table 23

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LAC SESSION AND INSET

On top of the trainings and capacity building programs being provided by the Central

Office, Regional Office, and the Division Office, the school will also initiate professional

development programs to address the current needs of our teachers.

In line with DepEd’s vision of continuous improvement, our school is motivated to grow together

professionally, having a common perspective that we are doing this to better serve our pupils.

The school is planning to conduct in-service training for teachers twice a year. Moreover,

each teacher is required to attend regular LAC sessions twice a month to upgrade their

pedagogical and technical, and above all to share experiences with their co-teachers.

The table below shows the composition of two LAC groups that can be formed in the

school being led by their respective master teachers. The topics or points of discussion will be

provided depending on the arising concerns of the teachers.

Table 24

Moreover, the school head will observe the teachers once per quarter in terms of their

preparation of materials, carrying out of their lessons (online or modular), and the way

assessment of pupils’ progress is done. The teachers will also be provided with situational

analysis to evaluate their performance and to give necessary technical assistance.

Table 25

This table further elaborates the monthly instructional supervision that will be provided by

the school head and master teachers, which can be done face to face or online. The technical

assistance will be based on the classroom observations, outputs submitted by the teachers such
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as learning materials and weekly home learning plans.
 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

LAC SESSION PLAN

The table below provides us with the details of the different LAC topics that the school

community will cater to improve the performance of our teachers. The conduct of LAC could be

a possible avenue for us to do action research when we measure the impact of this professional

develop,ent activities to the performance of our pupils.

Table 26

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

CONT

Figure 14 shows the different stages where the technical assistance from the school head and

master teachers will be provided.

Figure 14

The following areas that will be observed from each teacher will be:

a. Preparation of Materials

b. Carrying out of the lesson depending on the modality

c. Assessment of pupils based on their progress records

To monitor and evaluate whether the school is delivering effective instructions using

different learning modalities, these can be the activities and monitoring tools that can be used:

a. Consultative meeting or Focus Group Discussions with Parents and Teachers

b. Parents and Pupils Interviews

c. Regular meetings with teachers

d. Progress Record of Pupils

e. School Monitoring Evaluation and Adjustment (SMEA)

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

MASTERY

Guided by the policy guidelines on classroom assessment (DO 8, s.2015 and DO 31, s.

2020), the school will exhaust all the possible means to assess the progress of the pupils such as

the provision of formative and summative assessments. With the release of DO 31, s. 2020, the

teachers begin to craft integrative assessments to support academic ease and to provide tasks

that will allow the pupils to apply their learning.

With the additional role of parents in ensuring quality education is happening in their

respective houses, they will be tasked as checkers of the modules and activity sheets of their

own children to make sure that all the activities are accomplished. The teachers now will be the

ones to record the progress of the pupils and provide appropriate remediation or enrichment

depending on the performance of the pupils.

Figure 15

Figure 15 illustrates that the feedback

happens in a well-established LMS or

communication platform. Since internet

connection of the pupils is limited, the

teachers will maximize the use of SMS and

messenger. After the submission of the

outputs of the pupils online, the teachers

can provide an on-the-spot feedback.

Figure 16
Figure 16 demonstrates an alternative way

of providing feedback and monitoring which

mostly happens in modular printed modality.

After the submission of outputs and other

accomplished learning activities, the

subject teacher provides correction and

feedback, then returns the corrected

outputs with corresponding intervention

which can be in a form of remediation or

enrichment activities.

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

AUTHENTIC ASSESSMENT

The table shows the possible forms of assessment to measure the knowledge, skills and

values of the learners. In addition to this, the school will provide learning activity sheets (LAS)

(that are quality assured by the division office) depending on the needs and strengths of the

learners.

Table 27

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

ANNUAL IMPLEMENTATION PLAN YEAR 3

The table below showcases the different activities that the school will implement for this

school year. These activities are clustered into access, quality, and governance, which will

address the needs and areas for improvement based on the school data. Each activity has an

assigned person/s and budget allocation.

Table 28

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 CONTEXTUAL OPERATIONALIZATION AND
ALIGNMENT OF YEAR-3

The activities included in this AIP are the most feasible ones given the current situation

and available budget. These focus on improving the performance of our pupils and keeping our

workforce equipped and energized all throughout the implementation of our BE-LCP.

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 COMMUNICATION, ADVOCACY, MONITORING,
AND EVALUATION PLAN

COMMUNICATION PLAN

The table below enumerates all the activities that the school needs to do to deliver basic

education despite the different concerns and challenges. This emphasizes also the significance

of the support from barangays and other stakeholders to make this happen.

As an overview of the implementation and communication plan, the school identifies

specific activities for target dates that need to generate certain deliverables. The SPT also

assigns concerned/key persons to make sure that all the activities are on track. In the middle

part of the implementation plan, the planning team focuses on the conduct of orientation and

meetings to empower all the teachers, parents, pupils, and other stakeholders regarding the

continuity plan of the school.

Table 29 Communication Plan for SY 2021-2022

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 COMMUNICATION, ADVOCACY, MONITORING,
AND EVALUATION PLAN

MONITORING AND EVALUATION

To guide the SPT in the implementation of the LCP and activities included in the third year

of our AIP, a monitoring and evaluation framework anchored from the NEAP is adopted. This will

keep us on track with our goals and objectives set for this school year. The table below provides

us with details regarding this, which includes outcomes of a specific program or activity, its

description, and indicators or means of verification. It also includes target dates or status of its

accomplishment

Table 30

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 SYNTHESIS, REFERENCES, AND LEGAL BASES

SYNTHESIS

This pandemic has paved the way to the implementation of distance learning which

became our urgent response to ensure that education will continue. Furthermore, our school has

been in the process of transitioning from offering a purely modular delivery to online distance

learning for this school year. This is being consistent with DepEd Vision which goes that our

organization will continuously improve itself to better serve our community. Distance learning

refers to a learning delivery modality (LDM), where learning takes place between the teacher

and the learners who are geographically remote from each other during instruction. Currently,

our school is planning to offer two modalities out of three types which are Modular Distance

Learning (MDL) and Online Distance Learning (ODL).

As part of our implementation of remote learning, our teachers take full responsibility for

the preparation of learning materials to the monitoring of the progress of our learners. In

addition, our parents can ask for assistance from our teachers via social media, telephone calls,

or text messages. Whenever possible and necessary, we will extend our service in doing home

visitation to our learners who need remediation and special assistance. And since instruction is

not yet permitted in the school, parents serve as our partners in education. They will still play a

crucial role as home facilitators and module delivery when they get and submit the printed Self-

Learning Modules from school and to school or community learning centers (CLCs) at every

scheduled distribution of learning materials and retrieval of outputs. In addition to this, they will

need to become home innovators as they provide their children with a productive learning space

in their homes to help them focus more on learning.

The great number of activities in each subject area is one of the main problems we

encountered last school year in the implementation of modular distance learning. For this reason,

we will keep on clustering the subjects into two groups to help our pupils focus on the mastery of

competencies. We will also emphasize the principle of MAMI (Minimal Activity Maximum Impact)

in every learning task that we provide them.

Our school must collaborate with other stakeholders towards the success of our learners.

Education is the responsibility of the school, the parents, and the local government. This goes

with the saying that it takes a village to raise a child.

SA CAYETANO TOPACIO
MAY PUSO

MAY PRINSIPYO
MAY PAGBABAGO

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 SYNTHESIS, REFERENCES, AND LEGAL BASES

REFERENCES AND LEGAL BASES

This is the list of the guidelines which are used as the main references in each part of the LCP. It is

important to adhere to existing guidelines to have the same disposition with the Central Office, Regional

Office, and Division.

·DM 147, s. 2021, Changes in the Division Memorandum no 133, s. 2021, entitled “Corrigendum and
Addendum to Division Memorandum 127 s. 2021”, General Suggestions and Recommendations, Additional

Salient Points for Enhancement of the School’s BE-LCP and Schedule of Submission

·DM 133, s. 2021, Corrigendum and Addendum to Division Memorandum 127, s. 2021, entitled “Final
Schedule of Schools BE-LCP for SY 2020-2021 Appraisal”

·DM 127, s. 2021, Final Schedule of Schools BE-LCP for SY 2020-2021 Appraisal
·DepEd Order No. 12, s. 2020 Basic Education-Learning Continuity Plan
·DepEd Order No. 8, s. 2020 (Learners Enrollment and Survey Form)
·DepEd Unnumbered Memorandum on Most Essential Learning Competencies
·DepEd Order No. 21, s. 2019 Policy Guidelines on the K to 12 Basic Education Program
·DepEd Order No. 8, s. 2015 PolicyGuidelines on ClassroomAssessment for the K to 12Basic Education
Program

·DepEd Order No. 35, s. 2016 The Learning Action Cell as a K to 12 Basic Education Program School-
Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning

·DepEd Order No.21, s. 2006 Guidelines for the Organization of Classes

·DepEd Order No. 16, s. 2009 Guidelines on the Implementation of CSC Resolution No. 080096 on Working
Hours for PublicSchool Teachers (Ref. DepEd Memorandum No. 291, s. 2008)

·Regional Memorandum No. 306, s. 2020 Guidelines on the Implementation of MELC Pivot 4A Budget of
Work (BOW) in All LearningAreas

·Regional Memorandum No. 322, s. 2020 Pivot 4A Budgetof Work (BOW):Most Essential Learning
Competencies

·Civil Service Commission Memorandum Circular No. 10, s. 2020 Revised Interim Guidelines for Alternative
Work Arrangement and Support Mechanisms for Workers in the Government During the Period of State of

National Emergency Due to COVID-19 Pandemic

·DepEd Order No. 31, s. 2020. Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan

·OUCI DepEd Memorandum No. 307, s. 2020. Suggested Measures to Foster “Academic Ease” During the
COVID-19 Pandemic

·DM No. 323, s. 2021 Entitled "Schools Basic Enhanced Education-Learning Continuity Plan (BE-LCP) for
SY 2021-2022 Presentation Cum Technical Assistance (TA)

·DM No. 329, s. 2021Corrigendum and Addendum to Division Memorandum No. 323, s. 2021 Entitled
"Schools Basic Enhanced Education-Learning Continuity Plan (BE-LCP) for SY 2021-2022 Presentation

Cum Technical Assistance (TA)"

·DM No. 351, s. 2021, General Findings and Observations During the Schools Enhanced Basic Education
Learning Continuity Plan (BE-LCP) Presentation Cum Technical Assistance (TA) and Additional Salient

Points in the Enhancement of School BE-LCP

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