Updates on BE LCP Dry Run

ALBEIT THERE exist digital limitations in the implementation of some

learning modalities, we at the Department of Education Region I continue to
eye alternative ways of delivering lessons to children outside the classroom.

We have fine-tuned the Learning Continuity Plan of the Region. We figure

that DepEd must allay concerns on lack of gadgets because, indeed, education
in the “new normal” is not only online.

As the number of COVID 19 cases continues to rise, the need to test the
proposed alternative modalities becomes increasingly indispensable.

One is prone to think that -- with such a situation where the movement
and other usual acts of people are virtually curtailed – education will join other
fields of endeavor in suffering setbacks. Negativists would think that way;
however, no virus can prevent the world from moving on and from providing
the essential need of the youth for education.

It is in this light that the Department of Education (DepEd) in Region 1 –

aware of unique situation at present and the big challenge ahead that it poses
– is preparing for a continuous provision of learning opportunity and is
primarily considering the health and safety of learners and everyone else in the
school and in the community itself. The battle is still raging, but the war must
be eventually won.

Ergo, we at DepEd Region 1 are devising ways and processes that are
adjusted to the ‘new normal’ school operations to make education available to
every Ilocano youth.

Drills on Learning Modalities

As schools hold dry runs of the learning modalities they tend to

implement, it is almost certain that Region 1 will be able to “make learning
happen” in all parts of Northwestern Luzon.

Before conducting dry runs, schools gather and study data in terms of
(1) enrolment, (2) number of teachers and (3) available facilities. They lay them
out by using models that consider number of meeting days, number of hours
per meeting day and delivery modes corresponding to the grade levels. These
parameters are simulated in consideration of small-sized, medium-sized and
large-sized schools and how the same parameters operate in multi-grade
schools.

It is interesting to note that all Schools Divisions Offices (SDOs) in

Region I work collaboratively with the local government units and other
stakeholders. Definitely, the stronger ties between the DepEd and the local
government have made it easier for SDOs to run their simulations. In fact, in
the implementation of the customized LCPs, the local government units have
already vowed to allot funds for the facilities needed, not to mention the
manpower they shall provide for information dissemination.

While DepEd Region 1 considers online learning, the possibility and

sustainability of adopting this delivery mode is limited only to urban areas of
the four provinces of the region. Internet connectivity may be available in all
parts of the region, but the strength may not at all be dependable in efficiently
carrying out quality instruction.

Learning Modalities

In determining learning modalities in education under the ‘new normal’,

certain factors have been strictly considered. Foremost among these
considerations is the Inter-Agency Task Force (IATF) Policy on Risk Severity
prevailing in specific areas of Region 1. Thereafter, the capabilities of both the
schools and the learners have been looked into.
Parameters utilized in assessing school capability include (1) health
status of school personnel, (2) readiness of school heads to manage schools
both in terms of administrative and instructional aspects under the ‘ new
normal’, (3) availability of learning resources depending on the learning
modalities to be used and (4) capability of teachers to deliver instruction in a
variety of modalities.
On the other hand, learner capability is assessed according to their (1)
capacity to undergo self-directed learning modality gradually instituting the
learning-how-to-learn approach, (2) access to available learning resources and
technology and (3) establishment of home-based and community-based
instructional support system:
To continue providing education to every learner and at the same time to
allay the fears of parents regarding health risks, Distance Learning shall
primarily be the learning delivery mode for the 14 school divisions of DepEd
Region 1.

Modular Distance Learning

Most of the schools in Region 1 are testing the feasibility of modular

distance learning. This type of modality aims to allows learners to use self-
learning modules in printed form. Digital format/electronic copy of the modules
shall also be furnished to learners with available gadgets. To efficiently deliver
education with the use of this modality, Regional Office 1 – through the schools
division offices – shall seek specific supports from various stakeholders in the
community.
On the community level, expected to extend support is the local
government unit (LGU) itself, the barangay and the parents. These three
stakeholders can perform specific and identified tasks that are deemed
necessary and pivotal in attaining the targeted delivery of education. Each one
of them is given important tasks to perform especially on methods of
communicating, classifying, coordinating, consolidating, submitting,
monitoring and others.
On the school level, support should come from the school head, the
teacher adviser and the learning area teacher. Likewise, each one has specific
tasks to perform in terms of communication, classification, profiling,
preparation, monitoring and coordination. Such tasks are specifically listed.
On the division level, the OSDS, CID and SGOD must likewise perform
identified tasks dwelling on a communication plan with LGU partners and
other specific tasks involving consolidation, identification of appropriate
intervention to identified problems, establishment of partnerships,
documentation, monitoring and others.
In the regional level, well-studied tasks have also been identified to be
performed or pursued by various regional officials and departments.
Definitely, all these individuals mentioned play an important role in
achieving the current goal of education in Region 1 that conform to current
situations spawned by the Covid-19 pandemic.

Utilizing media facilities

Notably, online and offline learning deliveries can also be utilized but
only as learning enhancement activities for learners with available internet
connectivity in their residence or those with available gadgets at home. They
will be provided with digital materials or access to electronic sources available
in the region. Even if online facilities are available in a particular area, this
modality will be kept to a minimal use to protect learners from the hazards of
exposure to the gadgets.
In a bid to maximize learners’ benefits from online/offline materials, all
SDOs shall be encouraged to establish partnership for logistical support for
internet connectivity or provision of gadgets to as many teachers as possible.
Aside from the DepEd co-sponsored airtime from national TV and radio
networks, the region office – together with SDOs – shall engage the support of
local radio and TV networks so as to augment the opportunity for instructional
air space in all parts of Region 1.
There are 37 local AM and FM radio stations and seven local TV station s
that reach only certain provinces in the region. Radio airtime costs between
P15,000 to P50,000. If an opportunity to avail of the services of these stations
arises, this may at least a three-hour program in the morning and in the
afternoon.

Region’s Schools Divisions at Work

Schools Division Offices in Region 1 have contributed insights, proposals

and theories as regards operations to make education more effective and far-
reaching despite the current pandemic. Region 1 is composed of the provincial
school divisions of Pangasinan 1, Pangasinan 2, La Union, Ilocos Sur and
Ilocos Norte; and the city school divisions of San Fernando, Alaminos, Batac,
Candon, Dagupan, Laoag, San Carlos, Urdaneta and Vigan

The SDOs are currently refining their contextualized Learning Continuity

Plans (LCPs) and conducting their localized dry-runs or simulations.

The Pangasinan I Schools Division has come up with a comprehensive

thrust for the Basic Education Learning Continuity Plan that deals extensively
on the readiness of school personnel to implement distance learning or the
DLCP at the school level, physical health preparedness and psychosocial
preparedness. It has also come up with instructional readiness in various
learning modalities, trainings of teachers, equipment and materials, internet
connectivity status, sample class programs for different groups of learners and
teachers’ preparedness in various learning modalities; and school readiness
checklist on the ‘new normal’.

In the Pangasinan II Schools Division, the provincial government --

through the Sangguniang Panlalawigan -- as well as municipal LGUs, have
invited the division’s DepEd officials to appraise them about the Learning
Continuity Plans (LCP) of the DepEd and its road map in the continuous
delivery of education.

In the Ilocos Sur Schools Division, the Indigenous Knowledge Systems &
Practices (IKSP) of the Bago tribe in Suyo town from before birth to after death
is being taught under Cultural Values at the Urzadan Elementary School.
Moreover, former Ilocos Sur Governor Luis ‘Chavit’ Singson offered for free the
use of his communications network’s three TV channels wherein a
demonstration teacher was viewed in three remote schools.

In the Laoag City Schools Division, the Sangguniang Panlungsod

expressed the full support of the city government to the Basic Education
Learning Continuity Plan of the DepEd via an approved resolution.

The Schools Division of Candon City staged a dry run of Blended

Learning Modalities in two phases, namely: Online Learning Action Cell
(ONLAC) or teacher-to-teacher interface and the demo class which involved a
small group of select learners.

Teachers were divided into groups according to their specialization and

grade level/s taught. The use of recoded lessons and modules were highlighted
during the series of tryouts. Simulation classes had two phases: Online
Learning Action Cell or Teacher to Teacher Interface and Demo Class which
involved a small group of learners.

The Dagupan City Schools Division has been conducting a series of

simulation classes since the first week of July for their alternative delivery
mode coined as OLaMI (Online and Modular Instruction), a blended distance
learning modality. Interestingly, the Division started developing modular
learning kits using the minimum essential learning competencies provided by
the DepEd Central Office last April.

The OLaMI modality gives learners choices as to how they will to access
learning resources in ways that work for them. The Division has identified and
observed three stages for the simulation classes - pre, actual and post
implementation. Four schools in the city have been identified for the simulation
classes - Dagupan City National High School (DCNHS) — Junior and Senior
High School; East Central Integrated School; and Suit Elementary School in
the island barangay of Pugaro.

The simulation classes, by far, have yielded overwhelming results. For

the modular learning modality, the turnout of parents is at 80% to 100%.
Meanwhile, the online modality has a turnout of around 80% of learners per
learning area and per grade level.

Meanwhile, Pangasinan II Division has been working with various local

government units, including the Provincial Government, to finalize the the
current LCP or Learning Continuity Plans for the incoming School Year 2020-
2021. Municipal government units comprising Pangasinan II Division have
likewise formally invited and sought the presence of the Division's district
supervisors for a series of briefings and presentations of DepEd's road map in
the continuous delivery of education as far as Pangasinan II Division is
concerned.

The Division has already scheduled tryout classes this July to find out
the effectivity of the LCP crafted by the school leaders.

Correspondingly, the City of Alaminos Division is on its final leg of

preparations for the virtual simulation on the use of learning modules and
activity sheets developed by the teachers. The Division has partnered with the
local government unit make sure that classes shall take place starting August
24 using learning modules and activity sheets.

The Local Government of the City of San Fernando has vowed to give
1000 tablets from Special Education Fund (SEF) and another 1000 from the
Sangguniang Kabataan (SK) to the City Schools Division. Currently, entrance
and exit gates of all schools are being renovated. All teachers and learners shall
all receive hygiene kits.
The Schools Division of Ilocos Sur shall launch KNOWLEDGE IN A BOX,
a program that enjoins involvement of the community in the education of the
school children. KNOWLEDGE IN A BOX is literally a box which contains the
modules and SLKs which have beenprepared, developed and quality assured by
the Curriculum Implementation Division It also includes health paraphernalia
and other helpful materials to be distributed to all children. It is actually a
plastic box but it can be indigenized depending upon the availability of
materials in the community such as "buri", abel, kawayan (bamboo) and
others. The community through the barangay officials and PTA members shall
be responsible in distributing and collecting the box to all the learners of the
school.

The use of interactive games to fix skills was highlighted during the
simulation of online classes at Laoag City Division. The Division carried out
online modality drill not only to check the practicality of the delivery method
but also to test the effectiveness of incorporating interactive games in the
learning process.

Class Organization

Classes for Kindergarten to Grade 12 shall be organized with a maximum

of 20 learners per section, with section advisers from Kinder to Grade 3
assigned one section each while those from Grade 4 to 12 shall be assigned two
sections each in consideration of the proposed class scheduling for the
eventual shift to Blended Delivery of modular and face-to-face instruction.

Moreover, at least one week before the opening of the school year on
August 24, 2020, the section n adviser shall organize the parents of learners
for Kinder to Grade 3 for the Orientation of Parents for Education under the
‘new normal’, which shall be conducted in at least three batches so as to
accommodate parents who may have different availability.

Such orientation may be conducted face-to-face or through any means

possible. Face-to-face engagements, however, should be coordinated with the
LGU and must be conducted with extreme consideration of minimum health
standards prescribed by the Department of Health (DOH).
 As envisioned, subjects to be discussed include preferred learning
delivery modality to be adopted by the school or schools division, roles of
barangay leaders and parents in carrying out this modality, the Individualized
Learning Option Community-Organized Schooling (ILOCOS) program which
was adopted in the absence of para-teachers or for lack of funds to hire them,
guidelines in carrying out these tasks, schedule of specific activities and
others.
Parents’ assistance for the home learning of children in these grade levels
is extremely necessary.

Addressing challenges

Meanwhile, the Region 1 office’s Field and Technical Assistance Division

shall calibrate the implementation of School-Based Management in the light of
the existence of Covid-19. The calibrated SBM shall be in effect only during the
duration of the health crisis as expressed in the declaration of National State of
Health Emergency by President Rodrigo R. Duterte.

Once the health crisis situation improves or when IATF and DOH allow
face-to-face engagement, the Modular Distance Learning delivery modalities
eventually shift to MDL blended F2F modality. Given the ZCovid-19 realities,
DepEd Region 1 is considering models to successfully operate schools under
the ‘new normal’ condition.

Kinder to Grade 3 will have five meeting days per week at three hours
daily. Face-to-face meeting that strictly considers health standards will have a
maximum of 20 learners per class. Meanwhile, Grades 4 to 12 shall have two
meetings per week with regular hours per day, face-to-face meeting will have
20 learners per class and there will blended delivery mode for the rest of the
week.

Nevertheless, as a policy requirement, barangay zoning ordinances

should be strictly considered in accepting enrollees so that only children within
the barangay will enroll in the school or in the barangay-exclusive enrollment.

Regional Schools Data

DepEd Region 1 has 2,407 schools in the elementary level, 565 schools
in the junior high school level and 531 schools in the senior high school level
for School Year 2019-2020.
 Schools having 30 learners or less numbered1,922 in the elementary
level, 134 I n the junior high school level and 328 in the senior high school
level.
Those having 31 to 50 learners included 405 in the elementary level, 401
in the junior high school level and 193 in the senior high school level.
Notably, 10 schools in the elementary level, 30 schools in the junior high
school level and 10 schools in the senior high school level each had 51 learners
or more.
The figures on average class sizes in the regional data show that we can
easily adjust with the requirements of the ‘new normal’ school operations
considering the minimum health standards.
However, minimal additional teacher items will be needed in the both
secondary (junior and senior) levels.
In consideration of health standards, the reduction of classes is
inevitable. Limiting the number of learners to a maximum of 20 per class is
therefore recommended. This will translate to having more classes or sections
to be organized.
Likewise, contact time between learners and teachers will be reduced to a
maximum of two meeting days per week and the rest of the week will be
learning from home – using combination of recommended modality.
Nevertheless, in Kinder to Grade 3, five meetings per week with three-hour
sessions in each meeting is recommended when possible.
The regional office has also created simulation of class programming for
all grade levels with regard to arrival time, meeting times, work periods, recess,
quiet time, stories/rhymes/poems/songs time and indoor/outdoor games.
These activities have a total time of 180 minutes or three hours.
Learning areas like Mother Tongue, Filipino, English, Mathematics,
Araling Panlipunan, MAPEH and EsP have likewise been allotted time
schedules.

Education at All Times

Truly, despite the Covid-19 pandemic, there is a need for the continuous
education of learners. For education to have meaning, it should possess
quality. Quality education should therefore be at its zenith even during such
times. All told, these imply that the DepEd plays a truly delicate and important
role in granting quality education to Filipinos.

Everyone should realize by now that the DepEd Region I has amply and
consistently proven that it does not only educate the country’s youth; but it
tries very hard to educate them without giving them a very hard time. The
education of our children is everybody’s business because it takes a
community to educate a child. It was an ordinary teacher named Margaret E.
Sangster who uttered this line which, admittedly, is full of truth: ‘No one
should teach who is not in love with teaching.’
This is the DepEd of today. It is proving that … it has a heart!

-30-