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Our 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 its stakeholders.

Our 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

Our Core Values

Maka-Diyos

Maka-Tao

Maka-Kalikasan

Maka-Bansa

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DepEd Rizal Quality Policy

DepEd Rizal commits to deliver

quality, relevant and responsive

basic education services

compliant to existing laws and

regulation and anchored on the

principles of shared governance,

transparency, integrity and

continuous improvement to

meet the needs and expectations

of our stakeholders for the

betterment of Rizaleno learners.

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FOREWORD

This Learning Continuity Plan (LCP) of the school provides the opportunity for
teachers, community and other stakeholders a clear perspective of how the learning should
continue despite the new normal in education. This will answer the students and
community’s queries on how the learning will take place and what modality/ies will be
applied amid the COVID-19 pandemic. This will also be an eye opener for emerging
problems to formulate a new system or policy.

The LCP will serve as a blue print or map to process the learning delivery, the parents
and community assistance in delivering the modules, the local government support in both
online, offline and modular learning and the assessment of learners’ output.

With the above-mentioned statement, this LCP will modulate the teaching-learning
process while combating the present situation.

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TABLE OF CONTENTS
Page

Cover page 1

Mission, Vision, Core Values 2

Dep Ed Rizal Quality Policy 3

Foreword 4

Table of Contents 5

Introduction 6

School Key Education Data (Section I)

Enrolment data by grade level 7

Number of Teachers 7
Learners’ Distribution by Learning Modality Preferences (table 1) 8

Challenges that may affect child's learning process (table 2) 8

Parents/guardian educational attainment and employment status

(table 3) 9

Household members who can provide instructional support to

child's distance learning (table 4) 10

Available devices at home that a learner can use for learning

(table 5) 10

The Framework and Implementation Plan (Section II)

A. Framework 11

B. Implementation Plan 12

B1. School Operations Management 16

B2. School Logistics Management 23

B3. School Supply Management 24

Funding/Resource Requirement and Sources (Section III) 26

Legal Bases/ References (Section IV) 27

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INTRODUCTION
(State the school profile, emerging situation of school and rationale of School LCP in 2-3
paragraphs.

Talim Point National High School, is a complete high school that caters 649 students
from grade 7 to grade 12.

Since its establishment in 1969, the school struggle myriads of problems ranging from
lack of facilities, poor parental coordination to drop-outs due to dire financial situation of
many families.

But none of them pose a greater educational threat than the dreaded viral
pandemic.

DepEd authorities from top to bottom is set to meet this challenge head-on. Parental
surveys and consultations relevant to the massive shift in education boils down to an obvious
dilemma: the inadequacy of the internet-based approach (lack of equipment and poor
connectivity) in Talim Isalnd.

In lieu of this, Talim Point National High School is preparing for a modular approach
to the curriculum, where handouts/ materials are to be delivered to the students with the
assistance of the barangay officials, parents and volunteers.

The learning platforms maybe new, but the importance of education should not be
hindered by our present situation. We teachers should adapt and conform to continuously
deliver quality education.

We either have compete or to be obsolete.

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Section I
SCHOOL KEY EDUCATION DATA

Enrolment data by grade level

ENROLMENT DATA BY GRADE LEVEL

80 74
68
70 65
62 60
58
60 53
52
50 44
42 40
40
31
30

20

10

0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Number of Teachers

Numbers of Teachers

14

male
female
6

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LEARNERS’ DISTRIBUTION BY LEARNING MODALITY

PREFERENCES

Other
Combination of 1% Online
face to face with 20%
other modalities
30%

Television
10%
Radio
3%

Modular
36%
Table/Figure 1
Learners’ Distribution by Learning Modality Preferences
Learners greatly prefer modules that they can instantly read upon delivery
followed by face to face learning that they had grown accustomed to.

362

242 244

90
9 67 29 71 0

Table/ Figure 2
Challenges that may affect child's learning process
The usual worry of most of the students centered on the additional expenses
of loading for internet connections, and this was followed by unstable and weak
internet connections.

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The lack of available gadgets comes third due to the fact that usual number
of students in every household exceed the number of android cell phones.

Parents/guardian educational attainment

399 420

136 121 58 69 25 27 0 1 1 0 2 2

Father Mother

Table 3.1
Mother overstepped the men of the house slightly in terms of educational
attainment in both high school and college educational attainment.

Parents/guardian Employment status

250

200

150

100

50

0
Full Time Part Time Self-Employed Unemployed due to Not Working
ECQ

Table 3.2
Parents/guardian educational attainment and employment status

Surprisingly, 336 of parents resolved that they are not working, citing the fact when
teachers took this survey, we are in the covid-19 lockdown, 445 assess themselves as self-
employed, part time and full time.

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Household members who can provide instructional

support to child's distance learning
401

70 23 32 4 22 29

Parents/Guardians Elded Siblings Grand Parents

Extended Members of the Family Others None

Able to do Independent Learning

Table 4
Household members who can provide instructional support to child's distance learning

Parents and guardians will bear the burden of providing instructional support to their
child’s distance learning with 401. In far second would be their brothers and sisters with 70.

AVAILABLE DEVICES AT HOME THAT A LEARNER CAN USE

FOR LEARNING
300 274
250
196
200
130
150 100
77
100 46 46
13 15 7 22
50
0

Table 5
Available devices at home that a learner can use for learning
274 said that they have internet access at home but teachers believe that they failed
to understand that piso-net and data connections are in a very dismal performance. 205
of the respondents have smart phones, tablets and laptops not even close to over 600
students enrolled in the school.

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Section II
THE FRAMEWORK AND IMPLEMENTATION PLAN

A. Framework

The school supports the Sulong Edukalidad program of the Department of Education
Central Office while adhering to the ICleA Framwork of Region IV-A where the IDEA lesson
exemplar, learning delivery modality and the learning resources meet at a single line, the
assurance of learning continuity amidst the pandemic or the new normal. This framework
truly commits the education sector even in the most complicated teaching-learning
process happening will not hinder the delivery of quality education to our students.

Figure 6

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B. Implementation Plan

School Learning Delivery of Best-Fit

Table/Figure 7
Learning Modality of Best Fit

The infographics/table shows that students who owns laptop, desktop, ipad, cell
phones and with television and radio but without radio station to work with is only 21.06 %
with Red indicator which means “No”, while students ready for Modular Distance Learning
(MDL) is 78.94% of the total enrolment with the Green indicator which means “Go”. This also
concludes that distribution of learning materials can be made via boat or habal-habal.

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Table/Figure 8
Number of Classes by Grade Level Indicating Learning Modality of Best Fit

G7 G8 G9 G10 G11 G12

No. of 133 136 100 112 84 84
Students
Student/Class 3.3 3.4 2.5 2.8 2.4 2.4
Rounded 3 3 3 3 2 2
Factor 1.5 1.5 1.5 1.5 1.5 1.5
Total No. of 5 5 5 5 3 3
Class
Modality of Modular Modular Modular Modular Modular Modular
Best Fit

Learning through printed and digital modules emerged as the most preferred
distance learning method of parents who enrolled their children in the coming school
year, based on a survey conducted last June 2020.

During the 45-day enrollment period in public schools that ended July 15, parents
and guardians were made to answer the DepEd's Learner Enrollment and Survey Form
(LESF). It asked them about their preferred alternative learning mode and sought to
profile the enrollee's readiness for distance education.

Survey results showed that majority of parents preferred modular distance

learning, where students at home would study through self-learning modules.

And according to the decision and agreement of parents and teachers modular
distance learning is the most appropriate way for students to learn this school year.

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Figure 9
Process Flow for Modular Distance Learning (MDL)

Step 1
If supplied by the division office:
The school, through selected teachers with the assistance of the Municipal
Government and Barangay Officials, receive and transport the learning modules via motor
boat from mainland to island barangays’ drop off points (Barangay Hall) based on the
agreed options provided by the sub-office.
If printed in the school:
The school, through department coordinators with the assistance of teachers and
advisers print, assort and deliver the learning modules to barangay halls with the help of the
barangay officials.

Step 2.
The school ensures the completeness of instructional packets containing tools for
modular learning such as:
- Parent Guide
- Individual learning plan for students

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- Parent Learning Support Checklist

Step 3.
Assigned Teachers per barangay (most probably resident of the same barangay)
checks and assort the learning materials, weekly study guides, activity sheets and other
tools for modular distance learning before distribution.

Step 4
Parents pick up the learning materials on scheduled time.
Distribution and pick up schedules will be rescheduled during bad weather system.
Distribution phases could be:
a. The School will notify the community on how they (parents/guardians) will get the
learning packages on the specified time and date following IATFs health protocol (school
will issue a separate policy on this matter).
b. Barangay Hall or Covered Court with the permission of the Barangay Official will
be another venue where learning package will be distributed with the same health
protocol. The school must see to it that the LMs will be delivered in time for distribution
allowing parents the best possible time. (Best Option)
Under this step, parents/guardians or tutors will guide and assist student while working
on their activities.

Step 5
Parent/Guardian returns accomplished instructional packets to the designated
venue. Assisted with a key teacher, they will provide lists of returned packets for
completeness. The teacher, after accounting all needed learning paraphernalia will
securely transport to school for teachers’ assessment.

Assessments

The teacher will assess the learning outcome of students adopting the DO # 8 s 2015
re: Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program by
the following school policy:
A. The Junior High School students will have the core subjects (Filipino, English,
Science and Mathematics) on the first Month of school August 24 – September 19 and have
it assessed through the summative test after the said date. The second set of the subjects
(MAKABAYAN) will be done from September 28 to October 24, 2020 just to make sure that
all subjects were taught in a quarter. (see the attached schedule)
B. The Senior High School students will take their core subjects from August 24 to
October 24, 2020 and applied subjects from November 2 to January 11, 2020 for the first
semester since senior high schools were assessed twice a year.

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Although different subjects require variety of rubrics per learning activity, teachers
arrived at the identification of the level of proficiency as Beginning, Developing, Proficient
and Advanced.

Other recorded/graded exercises will the draw their respective rubrics as stipulated
by subject module/textbook.

Proficient Advanced

Proficient Advanced

Feedback Giving Mechanism

- The teacher will give feedback to pupils on their outputs

- The teacher will give feedback to parents on the outputs of their children
- The parents will also give feedback to teachers on the activities they do at home
- The teachers will also give feedback to the school head on issues and concerns
relative to the program

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B1. School Operations Management

1. Teachers Deployment Matrix (use the formula from RO on class sectioning and
teacher’s deployment)Teachers Profile per grade level)
Teachers Profile Per Grade Level
Filipino English Science Math
Grade 7 Richard V. Cuizon Edwin Y. Dueňos Aileen D. Villagracia Rubylyn E. Punelas
Grade 8 Imie B. Alonzo Maria Veronica A. Minor Aileen D. Villagracia Felicidad A. Mesa
Grade 9 Imie B. Alonzo Edwin Y. Dueňos Baby C. Bermejo Felicidad A. Mesa
Grade 10 Benita D. Certeza Maria Veronica A. Minor Norie M. Mercado Rydan D. Minor

T.L.E MAPEH AP ESP

Grade 7 Eureka M. Garcia Norie M. Mercado Romulo G. Mesa Hershey Yin A. Antazo
Grade 8 Rubylyn E. Punelas Arleen V. Bolante Romulo G. Mesa Hershey Yin A. Antazo
Grade 9 Rubylyn E. Punelas Edwin Y. Dueňos Romulo G. Mesa Hershey Yin A. Antazo
Grade 10 Richard V. Cuizon Arleen V. Bolante Richard V. Cuizon Hershey Yin A. Antazo

Oral Communication in
Komunikasyon at Pananaliksik General Mathematics Earth Science
Context
Grade 11
Leonardo Z. Bermejo Benita D. Certeza Ervin D. Binaluyo Baby C. Bermejo
First
Semester Introduction to Philosophy Empowerment Technologies Pre Calculus PE and Health

Eureka M. Garcia Eleazar M. Antiporda Ervin D. Binaluyo Norie M. Mercado

Intoduction to the Philo of

CPAR Understanding Culture PE and Health
Human Person
Grade 12
Vickeyzzy Rose M. Apolinario Vickeyzzy Rose M. Apolinario Leonardo Z. Bermejo Norie M. Mercado
First
English for Acad. And Prof
Semester Practical Research II Humanities Basic Calculus
Purposes
Vickeyzzy Rose M. Apolinario Leonardo Z. Bermejo Hershey Yin A. Antrajenda Ervin D. Binaluyo
-
- Number of Teachers per grade level per modality

Single Modality – Modular Distance Learning

- Teachers capacity/readiness on preferred modalities

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Ready not Ready

- Action Plan for LAC Session, Instructional Supervision and Performance
Evaluation

After the Feedback Mechanism, Faculty Development will follow:

-This provides technical assistance to teachers on how they can assist the pupils and
parents in the delivery of the lessons through modular distance learning

-This will also serve as a forum to present and address issues and concerns relative to the
delivery of education

-Online trainings/INSET sessions will be done

- Learner mapping within Catchment area

BINITAGAN 73
HABAGATAN 176
RAYAP 248
TABON 78
(blank) 2

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(if there are gaps on these, what are the possible interventions at hand)
Challenges
Health and safety of students, parents
and community, teaching and non-
teaching personnel against the threat of
covid-19
Instructional preparedness of the
teachers on the shift of the delivery
methods/effective delivery of instruction
Information dissemination to parents
regarding the new normal education
Provision of safety kits for all learners and
school health facilities.
Cooperation and support of parents and
other stakeholders
Financial constraints
2. Class and Teacher Programming
- Number of Classes per Grade Level per modality
Proposed Interventions
Protocols on social distancing and good
hygiene practices.
Attendance to various webinars for
personal and professional growth and
participation to trainings and orientation
to be conducted by SDO and the school
before the opening of classes
Posting announcements in the
barangay/social media
Alignment of MOOE/mobilization of
school partners
Consistent coordination with parents
Proper allocation of funds/ coordination
with SGC
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Number of Classes per Grade Level per modality

Grade Level Number of Classes Modality
7 2 Modular
8 2 Modular
9 2 Modular
10 2 Modular
11 2 Modular
12 2 Modular

- Student Class Schedule

Proposed Class Schedule for Junior High School for Distance Learning (MODULAR)

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Proposed Class Schedule for Junior High School for Distance Learning (MODULAR)

4. Learning Resources

Table ____
Number of Teachers’ IMs (IDEA)

Grade Level Fil English Math Science AP TLE MAPEH ESP

Grade 7 20 15 22 12 20 0 20 12
Grade 8 18 14 20 12 20 0 22 12
Grade 9 22 15 18 16 20 0 24 12
Grade 10 14 18 28 16 20 0 20 12

Kom at Oral Gen Earth

Grade 11 Pan Com Math Sci IPHP PE Empowerment Pre Calc
10 10 10 10 10 10 0 0
Basic
Grade 12 IPHP CPAR USSP PE Research English Humanities I Calc
10 8 8 7 11 0 0 0

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All quality assured learning resources are identified. It will be available in print and
non-print media. The LRMDS portal shall be utilized as portal hub and DepEd Commons shall
be used for offline platforms. Print copies shall be reproduced for those whose preference
is to avail learning modality requiring such.

Lesson Exemplar on what ever modality options shall follow the abridged version of
the proposed learning episode structure I-D-E-A Model.

Table ____
Type and Number of Learning Resources for Distribution to Learners per Grade Level

(if there are gaps on these, what are the possible interventions at hand)(Use tables,
graphs or infographics.)

Challenges Proposed Interventions

Health and safety of students, parents
and community, teaching and non-
teaching personnel against the threat of
covid-19
Instructional preparedness of the
teachers on the shift of the delivery
methods/effective delivery of instruction
Information dissemination to parents
regarding the new normal education
Provision of safety kits for all learners and
school health facilities.
Cooperation and support of parents and
other stakeholders
Financial constraints
Protocols on social distancing and good
hygiene practices.
Attendance to various webinars for
personal and professional growth and
participation to trainings and orientation
to be conducted by SDO and the school
before the opening of classes
Posting announcements in the
barangay/social media
Alignment of MOOE/mobilization of
school partners
Consistent coordination with parents
Proper allocation of funds/ coordination
with SGC

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4. Monitoring and Evaluation

ISP on Scheduled
Scheduled
Pre-Planning
Specific Topic Evaluation on
on Classroom
students
Observation /
assessment/M
Student
eeting via
Assessment
Google Meet
TNAs

TNAs

LAC Feedback/Ref
Development Session/INSET lection via
Plan Google meet
or Skeleton

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Instructional Supervisory Plan

Subject Specific Duration TA Needed Involve Success

Area Area d Indicator
persons
Mathemati -Managing
Core cs the
Subjects English modules
Filipino delivery,
Science retrieval
A more
and
August School accurat
assessment
24- Head , e and
Learning -
Septemb Teacher less
Delivery Stakeholde
er 19, s LGU expensiv
rs
2020 and e
feedback
Parents learning
-LAC
modality
session on
Modular
Distance
Learning
loopholes
TLE LAC session
Modules,
MAPEH on Self-
Activities
AP Septemb Made School
and other
MAKABAYA Values Ed er 28 to Modules Head ,
Modular
N Subjects October and Teacher
Pedagogic
24, 2020 Activities s
al
suited on
Approach
MDL
Sir Bimby
SHS

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B2. School Logistics Management

LMs distribution plan, process and schedule of distribution, retrieval of LMs and
submission learners’ portfolio and other outputs.

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Learning Resources Distribution and Retrieval Scheme

B3. School Supply Management

1. Stakeholders Support

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1.1 Parental involvement

Agreements (Roles, expectation, collaboration)

1.2 Community support

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1.3 Partnerships and Networking

MOU/MOA (Roles, support, communication)

Partners Roles/Support
Central Office -Policies and guidelines on the implementation of appropriate
modalities considering the level of risk involved in each school

-Provision of guidelines on handling classes on different learning

modalities for the new normal

-Fund allocation for the printer, bond paper etc.

-Additional items for health officers

-Provision on training packages to ensure upskilling and reskilling

of teachers in preparation for teaching in the new normal.

-Policy guidelines on the reproduction and distribution of

modules.

-Fund Allocation for the reproduction of learning guides,

modules, worksheets and activity sheets

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School Division -Orientation on MELC PIVOT 4A Budget of work

Office
-Development of learning materials using IDEA and MELC Budget
of work

-Preparation of classroom programs for all teaching modalities

-Provision of health and safety measures for learners, teaching

and non-teaching personnel

-Professional development of teachers through LAC Session

-Monitoring and evaluation and provision of technical assistance

-Realignment guidelines of MOOE utilization

-Provision of psychological support to all teaching and non-

teaching personnel

-Streamlines information dissemination

-Provision of monitoring feedback mechanism

-Disinfection of schools and working areas

-Provision and repair of hand washing facilities and toothbrushing

areas

-Implementation of school/office interim guidelines and protocol

on safety, health and wellness for the prevention of COVID-19
Partner/ other -Financial support to augment funds for the purchase materials
entities necessary for COVID-19 prevention and delivery of basic
education services under the new normal learning environment

-Additional support/resources to complement the existing

materials

-Support on advocacy campaigns for the smooth and

informative communication to stakeholders in relation to opening
of classes

-Realignment of SEF budget prioritizing the needs of the learners

-Conduct of swab test and rapid test for all school personnel and
learners

-Financial support for the LRs.

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1.4 Register of Stakeholders with areas of support and amount of donation

Table ____
Number of Volunteers – CAL, Tutors, LR Pasabay and LR Movers

Number of Kiosk within the catchment - 4 barangay halls

area - 3 Schools
- 12 sari-sari stores
- 4 churches
- 20 houses (teachers)
Number of Volunteers - 64 persons
LR Pasabay - 2 motor banca
LR movers - 5 motorbikes

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Section III
Funding/ Resource Requirement and Sources

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Section IV
LEGAL BASES/ REFERENCES
(DepEd Orders and other Issuances)

IATF Approves the BE-LCP, School Opening on August 24, 2020

https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.deped.gov.ph%2F2020%2F05%2F11
%2Fiatf-approves-the-be-lcp-school-opening-on-august-24-
2020%2F%3Ffbclid%3DIwAR2PGkJM2t2j_-

Regional Orientation On the Implementation of the Learning Delivery Modalities (LDM)

https://l.facebook.com/l.php?u=https%3A%2F%2Fcdn.fbsbx.com%2Fv%2Ft59.2708-
21%2F106507141_302684711104890_4292920675496546714_n.pdf%2FDEPED-4A-06-RM-20-
339.pdf%3F_nc_cat%3D111%26_nc_sid%3D0cab14%26_nc_eui2%3DAeE0FEkKaeGB76xgSif
gqpRWxVzdI5vh55XFXN0jm-

DO 8, S. 2015 – POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC

EDUCATION PROGRAM
https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-
assessment-for-the-k-to-12-basic-education-program/

DO 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
https://www.deped.gov.ph/2016/06/07/do-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

DO 12, s. 2020 Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in the Light of the COVID-19 Public Health Emergency
https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-adoption-of-
the-basic-education-learning-continuity-plan-for-school-year-2020-2021-in-the-
light-of-the-covid-19-public-health-emergency/

DO no. 007 s. 2020 School Calendar and Activities for School Year 2020-2021
https://www.deped.gov.ph/2020/05/11/may-11-2020-do-007-s-2020-school-calendar-and-
activities-for-school-year-2020-2021/

DO 42, S. 2016 – POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE

K TO 12 BASIC EDUCATION PROGRAM
https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparation-for-the-k-to-12-basic-education-program/

JUNE 4, 2010 DO 77, S. 2010 – GUIDELINES ON THE ALLOCATION/DEPLOYMENT

OF NEW TEACHING, TEACHING-RELATED AND NON-TEACHING POSITIONS FOR
FY 2010 AMENDED BY

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https://www.deped.gov.ph/2010/06/04/do-77-s-2010-guidelines-on-the-allocation-
deployment-of-new-teaching-teaching-related-and-non-teaching-positions-for-fy-2010-
amended-by/

Supplementary Guidelines on Managing Maintenance and Other Operating Expenses

Allocation for Schools to Support the Implementation of Basic Education Learning Continuity
Plan in Time of COVID-19 Pandemic
https://www.deped.gov.ph/2020/06/26/june-25-2020-do-015-2020-supplementary-
guidelines-on-managing-maintenance-and-other-operating-expenses-allocation-for-
schools-to-support-the-implementation-of-basic-education-learning-continuity-
p/?fbclid=IwAR3gHaLKJGWp8dtqYe_bqtY7k_pyoI7D9EPG5Nvxn__pVS9dz5DRgqLWIAg

DIVISION MEMORANDUM No. 270 s.2020 DOOR-TO-DOOR DELIVERY OF SCHOOL SUPPLIES

AND LEARNING MODULES OF LEARNERS FOR THE PILOT RUN IMPLEMENTATION OF LEARNING
CONTINUITY PLAN (LCP)
https://l.facebook.com/l.php?u=https%3A%2F%2Fcdn.fbsbx.com%2Fv%2Ft59.2708-
21%2F106437899_1451006621752942_8409311078020140064_n.pdf%2FDivision-
Memorandum-No.-270-s.2020-

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