Republic of the Philippines

Department of Education
City of Masbate
OSMEÑA COLLEGES HIGH SCHOOL DEPARTMENT
LEARNING CONTINUITY PLAN FOR S.Y 2020-2021

I. SCHOOL PROFILE

GENERAL INFORMATION

A. OSMEÑA COLLEGES OF MASBATE

A student of Osmeña Colleges should strive to know its history, its rules and regulations, the names of its officials and faculty members, and other
important facts about the school. You may start with the following:

FOUNDED :
Osmeña Junior College
June 1948
FOUNDER : Dr. Anacleto R. Pelino Sr.
President Emeritus
SCHOOL COLORS : Maroon/Red and White
PHILOSOPHY : Osmeña Colleges of Masbate is dedicated to the pursuit of critical thinking through the use of reason, truth and passion for
knowledge
SCHOOL MOTTO : “En Dios Confiamos”
(In God We Trust)

B. BRIEF HISTORY OF OSMENA COLLEGES

Osmeña Colleges stands as the realization of the dream of its founder, Dr. Anacleto R. Peliño, Sr., to bring higher education within the reach of
Masbateños, who could not afford to send their children to other places for a college education.
 The school was founded in June 1948, holding classes in a rented building, at the corner of Mabini and Danao Streets in the capital town of Masbate.
It was first known as Osmeña Junior College, and shortly thereafter changed to Osmeña Colleges in honor of then President Sergio Osmeña, Sr. whose
ideals, visions, and aspirations became the epitome of what the school stands today.

The school initially offered education subjects leading to the Elementary Teacher’s Certificate (E.T.C.) and Associate in Arts (A.A.).

In 1949, Osmeña Colleges purchased an eight-hectare sprawling land where it constructed an Administration Building, together with a Physical
Education and Basketball Court Plaza, to meet the increased enrolment of students.
In 1965, Osmeña Colleges pioneered and operated the first Radio Station (DYVP) in the province. It linked Masbate to the rest of the Philippine
archipelago. It gave Masbateños listening pleasure to music, culture and arts as well as giving them up to the minute reports of news and events as it unfolds.
From its humble beginnings, offering courses in Teacher Education, Osmeña Colleges expanded to offer a complete basic education (Elementary and
High School) to cater to the needs of Masbate’s youth.

Among its tertiary course offerings to date include Liberal Arts with majors in Broadcasting, Journalism, Mathematics, English, History, Political
Science, Home Economics; Arts and Sciences with majors in Accountancy, Business Administration, Entrepreneurship, Criminology, Computer Education
(One-Year Programming Course, Two-Year Programming and Technology Course, Four-Year Computer Science Course; Short courses in Computer
Softwares, Business Bookkeeping, Accounting for non-accountants.

It also offers review class for Licensure Examination for Teachers (LET) and Criminology Board Examination.

Osmeña Colleges also boast of a strong Graduate School Program in Master of Arts in Educational Management (M.A.Ed.), Master of Arts in
Teacher (M.A.T.), Master in Public Administration (M.P.A.), Master in Business Administration (M.B.A.), and a Post Graduate Program in Doctor of
Education (Ed.D.).

It is the first educational institution in the Province of Masbate that offered computer science courses and access to internet for its students and
faculty. Internet use is likewise integrated in all courses offered in Osmeña Colleges. Aside from its computer laboratory, it has an Internet research center &
wifi-zone available to its faculty and students.
 Since 1948, the college has continued to expand and develop its facilities to keep up with the latest educational and technological advancement
within the reach of the Masbateños. Osmeña Colleges also operates RN 107.1 FM Station as part of its laboratory for communication arts students.

C. MISSION/VISION AND OBJECTIVES

1. VISION
Osmeña Colleges envisions graduates equipped with knowledge, skills and values who will be productive and self-sufficient individuals
2. MISSION
With the aid of Divine Providence, Osmeña Colleges dedicates itself to develop a responsible citizenry who will be committed to serve God, country
and home, and to adhere and sustain the principles of productivity and self-sufficiency to translate development goals towards the attainment of a better
quality of life.
3. OBJECTIVES:

A. SPECIFIC OBJECTIVE:
1. Produce graduates who can integrate their knowledge, skills and values in their service to God, country and family;
2. Program academic offerings and other services to ensure that graduates will be able to provide for the basic needs of food, clothing, shelter, health
care, and education for their families;
3. Contribute to the economic development, social, intellectual, moral, and scientific progress of the community, through relevant and accessible course
offerings and services;
4. Be an active promoter in the revival and preservation of desirable cultural heritage, values, practices, traits and other distinctive features that compose
the Filipino national identity;
5. Promote the advancement and spread of new knowledge through involvement in research and linkages with research through modern technology and
provide opportunities for freedom of inquiry and honest research in the field of learning.

B. PROGRAM OBJECTIVE:
The learners are expected to sufficiently master the competencies and acquire the 21 st century skills necessary for higher education and world of work
that will empower them to be pro-active, socially and ecologically responsive citizen.

C. PROGRAM OUTCOME
 Completers of the Junior High School Curricular Program are technology and digital media literate, language proficient, nurturing and empowered
individuals who can efficiently respond to the challenges and demands of the academe and society.

II. SURVEY RESULTS BY GRADE LEVEL

Chart 1: Percentage of Pupils with Access to Different Modalities (Bar Graph/Table with Interpretation)

Online Learning Television Radio Modular Learning Combination of face to face others
70%

60%

50%

40%

30%

20%

10%

0%
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Chart 2: Percentage of Teacher with Access to Different Modalities (Bar Graph/Table with Interpretation)

120%

100%

80%

60%

40%

20%

0%
Online Learning Television Radio Modular Learning Combination of face to face

With access Column4

III. LEARNING CONTINUITY PLAN

AREAS OBJECTIVES STRATEGIES/ACTIVITIES ISSUES/CHALLENGES POSSIBLE SOLUTIONS

A. Health and Safety  Establish an environment that 1. Online enrolment 1. Lack of accurate  Ensure that all learners
is conducive and safe for understanding of safety issues are enrolled and classes
learning, In consideration of  Enrolment form posted on OC Many schools and school districts are organized
minimum health standards HS Facebook Page with clear have performed poor assessments accordingly for the new
and protocols against instructions in filling out of their school safety as it relates normal through
COVID-19 and other to everyday management of the automatic enrolment
infectious diseases. 2. Face to Face schools. promoted from previous
 Ensure that all learners are 2. Reaction not prediction SY and those listed
enrolled and provided with  Organize areas for enrolment Many schools and school districts during the Early
continuous opportunities for observing physical/social have policies against student Regitration period,
learning. distancing aggression and behavior but fail to announce the conduct
 Impose wearing of face mask develop clear management of enrollment in various
at all times inside the school procedures to assist staff and platforms and through
campus administrators in predicting and the local and barangay
 Provision of wash area, alcohol preventing these problems. officials.
and hand sanitizer upon 3. Poor management of  Modify class program,
entrance at the gate and on schools providing minimal
enrolment tables Management issues in school period of time per
 Posting of health protocols in generally fall into several learning area.
strategic areas of the school Problems.  Follow and implement
campus ( wearing of face 4. Non-data based decisions. precautionary measures
mask, social/physical not because the data does not and Health protocol
distancing ) presently exist within the school issued by the
but rather schools often lack an Department of
3. Facilitating enrolment by effective and efficient means of Education and Inter-
advisers gaining access to it." unwillingness Agency Task Force
to depart from conventional (IATF) during the
 Previous advisers contact their thinking." if you always do what enrollment up to the
students through text, message you have always done, you will opening of classes if
to enroll whether online or face always get what you always have applicable.
 to face. The adviser could also gotten.  Giving accurate
fill out forms asking data from 5. Lack of effective on-going information to the
them. interactive community wide community with the use
 Contact and coordinate with communications. of social media
parents to ensure that students School officials must actively and platform and other
are enrolled. regularly interact with parents and mediums like radio and
the community in general. television
4. Adjustment of Class Program 6. Poor emergency  Create School-based
management Inter Agency Task
 Maximum of 18 students per Many schools have emergency Force in combatting
class will be implemented in plans but fail to train their staff COVID-19
consideration of members in the management of an  Provide necessary
social/physical distancing in emergency situation. An example equipment or facilities
the case of face to face classes. of the problem is the lack of needed to counter the
 Modify class program for both training for school staff members threat of the virus.
Online and Face to Face in the handling of special needs
Learning modality children.

5. Safe Learning Environment

 All classrooms will be

disinfected
 Provide hand washing facilities
with soap in strategic areas
 Provide alcohol and sanitizer
in every classroom
 Observe one entrance and one
exit in every classroom.
 Set up classrooms with proper
spacing of seats and other
furniture

B.Learning Modalities  Implement the appropriate 1. Purely Face to Face Learning ( 1. Differentiate instruction for  Find an online course
learning modality in every
school, in consideration of
existing or possible risks
If will be allowed)
 Physical attendance in school
following health standards like
wearing of face mask
 Strict implementation of
physical distancing
 Provide adjusted class and
teacher’s schedule
 Use MELCS to prepare Lesson
Plans
 Use Learner’s Materials and
Textbooks
2. Blended : Face to Face with
Online (Asynchronous)
Television or Radio ( whichever
is possible and available)
 One class will be divided
into two groups, In- school
and Off School group
 The In-School group will
follow the Face to Face
guidelines
 The Off-School group will
be learning at home with
clear instructions from the
teachers and can be guided
by the parents or older
siblings
 The two groups will
alternately learn from home
students at various skill levels that is dynamic, fun
and interactive
Blended learning enhances  Offer multi-device
education in a way that traditional courses and personal
classrooms cannot. Instead of a attention
one-size-fits-all approach, adaptive  Launch a
instruction in a blended model communications
enables students to master new campaign
concepts at their own pace and  Set a time limit and
provides teachers the data and send reminders
instructional resources to give  Personal attention,
struggling students the forums and social
individualized attention that they media
need. Most implementations of  Use useful and
this model feature a rotational practical courses that
approach. According to the have simulators
Christensen Institute for  Align online courses
Disruptive Innovation, in the with your
rotational approach, one-third of organization’s
the class works independently objectives (and
through online learning (with measure them!)
some element of student control
over time, place, path, or pace).
The next third work in small
groups, perhaps on a project that
demonstrates their learning. The
remaining third receive direct
instruction from the teacher, filling
in gaps identified when the teacher
reviewed the data collected while
students worked in the online
program.
 and from school. 2.) Right tools to connect student
data to instruction
3. Face to Face Blended with
Online (Synchronous) A successful blended learning
program includes the collection of
 On set schedule, learners and data and recommends next steps
teachers will meet in school for the teacher. Using easy-to-
observing physical distancing access and simple-to-interpret
and wearing of face mask. data, teachers can identify the
 When they are not in school granular areas in which students
as agreed, online learning will excel or struggle. This helps
be conducted with teacher teachers with instructional
using various online prioritization, grouping students
collaboration tools to with similar needs, and
facilitate interaction. strengthening interventions. For
example, while three students may
4. Remote Learning ( Print ) all struggle with spatial awareness,
the specific skills they find
 Learners do not report to challenging may be different. The
school. Parents/guardians, data collected in a blended
tutor or older siblings will learning model can help educators
assist or guide them in their identify the exact skills with which
Home Schooling. students struggle, thereby avoiding
 Teachers make ready printed reteaching skills that students have
modules and distribute them already mastered. Additionally,
on agreed drop –off centers many teachers use these data
and date of retrieval. reports in parent conferences and
 Teachers will also prepare end-of-year student promotion
video lesson presentation decisions. This provides a much
which can be played at home. better-rounded picture of student
 Feedback on the outputs of the growth and helps bridge the gap
learners should be given by between school instruction and
teachers after checking. home involvement.
5. Remote Learning ( Online )
 Learning will take place at
home with parents and older
siblings assisting them.
 Online teaching schedule will
be prepared by the teacher’s
maybe twice a week. The ret of
the week, interaction between
and among learners and
teachers can happen through
messenger and other platforms,
an do learning activities sent
online by teachers.
3.) Students need more time to
learn
The differentiated instruction
blended learning provides
improves the quality of learning
time in the classroom by allowing
students to work at their own pace
and making it possible for the
teacher to group students for
small-group instruction by their
areas of need, maximizing
instructional time. There is no
more waiting for the other half of
the class to catch up before
moving on to the next skill.
Additionally, with the use of
mobile technology (laptops, e-
readers, tablets) and computer
labs, learning can be expanded
outside of the classroom in before-
and after-school programs, and
home computers allow students to
keep learning even when school is
out.
4.) More classroom flexibility
Blended learning does not
eliminate the role of creative
teaching in the classroom. Instead,
it takes a large, intimidating group
of students and breaks it down into
more manageable chunks. This
way, more creative lesson ideas
can go through an iterative
process. Blended learning provides
additional support for teachers to
work with small groups of
struggling students while other
students work independently on
skill development or automaticity.
Technology will never replace a
teacher, but it can provide much-
needed flexibility for a single
teacher to support a class with a
wide range of abilities. Ultimately,
the goal of an effective blended
learning program is to enhance
flexibility, not only in terms of
how each student learns but also
with regard to how educators
approach instruction.

5.) Need to meet digital literacy

requirements

Achieving digital literacy is at the

center of Common Core and other
rigorous state standards. The
difference is that even though
today's students are digital natives
who were able to navigate devices

C. Learning Resources  Ensure availability of and 1. Ensure Access to Quality
access to learning resources Learning Resources
which are appropriate and
adaptive to different learning  Conduct Inventory of all
modalities. learning materials available in
all grade levels in all subject
areas.
 Gather all available materials
that could be utilized by both
teachers’ and learners.
 Develop additional and
supplementary instructional
materials in the different
learning areas.
before they could speak, they still
need to be instructed on
appropriate uses and applications
of technology. According to The
International Society for
Technology in Education, a
nonprofit organization that serves
educators interested in better use
of technology in education,
“Technology gives us the power to
do things we’ve never been able to
do before. These new capacities
are revolutionizing the way we
communicate, work, and live. We
must prepare the next generation
not only to use these new tools,
but also to foster the habits of
mind that will enable them to keep
up in their changing world.”
 Relevance of the content to the  Conduct apacity
society building for teachers
 Teachers’ skill in ICT-based  ICT-based materials
materials development development
 Access to quality content  Prepare Lesson plans
 Technical difficulties development: ICT
 No internet access integration
 Slow Internet access  Create platform for
 Students lack of available sharing of lessons plan
materials for Online Teaching  Educational Media
Center (EMC)
 Provide quality
resources through
various ways

D. Capacity Building  Ensure skilled and master  Conduct training of teachers on  Capacity building demands a
teachers in providing quality
approach and technique in
delivering the platform suited
to learners.
2. Introduce Online Learning
 Inform teachers the availability
of free online resources using
various platforms like DepEd
Commons, LR Portal, Google
Classroom., etc.
 Use of radio ( The school has
Radio Station)
 Translate existing materials to
digital presentation that could
be presented Online.
the different modalities like
modular approach. Blended
learning, etc.
 Provision of technical
assistance to teachers via online
(teleconference, video call, text
messaging group chat, etc.
 Conduct orientation to
parents/guardians on assisting
the learners on the use of
modules, activity sheets, online
lessons, etc. through Radio
Broadcast, text messaging
letters and flyers.
 Capacity building requires a
 CD Offline where
internet access is slow
or no access
 External hard disk
different kind of partnership,
where both parties contribute
and learn from one another and
where the focus is on two
things: the community work
itself and effective ways to
make the community work last
over time. Sometimes, you or
your community partner
simply want to get the work
done and not spend time on
making the changes that are
sustainable over time.
longer period of time to
achieve and, as a result, does
not necessarily lead to an
 immediate sense of
satisfaction. Sometimes, you or
your community partner may
want to celebrate a "quick win"
or feel a sense of
accomplishment at a job well
done.

 Capacity building focuses on

sustaining change, which often
requires underlying, structural
power differences to be
addressed. Changing power
structures is often more
difficult than addressing a
symptom caused by the
underlying problem.

 Because capacity building is

often intangible, it is often
difficult to provide evidence of
its results or to celebrate its
impact. For example, it is
much easier to show a
photograph of an orphanage
freshly painted by
undergraduates on an
alternative spring break trip
than it is to show how
undergraduates worked with a
grassroots community
organization to adopt
orphanage painting as one of
 its annual service projects for
the community in which it is
located.

 Capacity building is dynamic;

it may strengthen or weaken
over time.
E. Linkages and  Inform parents / guardians  Time Commitment  Centers For Teaching
Partnership  Engage stakeholders in about the opening of classes And Learning
ascertaining learning through text messages, Of the many concerns that Centers for teaching and
continuity in schools  Announcement over the radio educators express about learning offer many
and letters and flyers. community engaged teaching and resources to assist you in
research, possibly the most efficiently planning
 Request for assistance from the frequent is that it takes a lot of community-based courses
health workers in orienting precious time. Indeed, it takes that have a high impact on
learners and parents on the significant amounts of time to students and the
health protocol such as develop a productive working community. Because each
physical/social distancing, relationship with a community course and community
proper hygiene, wearing of face partner, to design projects that project can be unique, the
mask, hand washing.( Over the meet both learning and community most useful service is
radio ) goals, to manage the logistics of usually a one-on-one
 Seek assistance from education the projects as they unfold, to consultation.
partners on capacity building of engage students in special skills  Community Resources
teachers, learning facilitators training, and to reflect on the Likewise, your local
and personnel. meaningfulness of projects with community or government
students. may have organizations
that facilitate civic action,
 Ensuring Positive Community from volunteerism to
Impact campus partnerships. They
are likely to know of a
What if your community-based variety of community
project with students turns out to projects that might fit with
be of limited impact in the your research or teaching
community? For many educators
this is a significant concern since
we would like to have our
community partnerships
mutually beneficial and because
we want our students to feel
effective in their work.
interests. Please see the
Vanderbilt and Community
Resources links below for
be more information.
 Assessing Community
Need
To ensure a project has
significant impact for a
community, it is important
to address a community’s
most urgent needs.
Therefore it is important to
rely upon well-respected
community leaders and
organizations for an
assessment of its needs and
for greater background on
the issues the community
faces.
 Building Trust
In many campus-
community, or “town-
gown,” relationships there
are histories of
miscommunication,
neglect, distrust, and even
conflict. It is helpful to be
aware of these histories and
the dilemmas they pose for
new campus-community
partnerships as you enter
into dialogue with
community members.
  Setting Realistic Project
Goals
In defining a mutually
beneficial project, it is
important to set learning
and community goals that
are manageable for your
students within the time
frame of your course.
Further, it is important to
communicate these goals
clearly to your students and
ensure they have a clear
sense of what will be
expected of them at every
step in the course.

IV. MONITORING AND EVALUATION

Following basic principles can help keep students, teachers, and staff safe at school and help stop the spread of this disease.
Recommendations for healthy schools are:
 Sick students, teachers and other staff should not come to school
 Schools should enforce regular hand washing with safe water and soap, alcohol rub/hand sanitizer or chlorine solution and, at a minimum, daily disinfection and
cleaning of school surfaces
 Schools should provide water, sanitation and waste management facilities and follow environmental cleaning and decontamination procedures
 Schools should promote social distancing (a term applied to certain actions that are taken to slow down the spread of a highly contagious disease, including
limiting large groups of people coming together)

KNOW THE LATEST FACTS

Understand basic information about coronavirus disease (COVID-19), including its symptoms, complications, how it is transmitted and how to prevent
transmission. Stay informed about COVID-19 through reputable sources such as UNICEF, WHO and national health ministry advisories. Be aware of fake
information/myths that may circulate by word-of-mouth or online.
ENSURE SAFE SCHOOL OPERATIONS
 Update or develop school emergency and contingency plans. Work with officials to guarantee schools are not used as shelters, treatment units, etc. Consider
cancelling any community events/meetings that usually take place on school premises, based on risk. Reinforce frequent handwashing and sanitation and
procure needed supplies. Prepare and maintain handwashing stations with soap and water, and if possible, place alcohol-based hand rub (hand sanitizers) in
each classroom, at entrances and exits, and near lunchrooms and toilets.

 Clean and disinfect school buildings, classrooms and especially water and sanitation facilities at least once a day, particularly surfaces that are touched by
many people (railings, lunch tables, sports equipment, door and window handles, toys, teaching and learning aids etc.)

IMPLEMENT SOCIAL DISTANCING PRACTICES THAT MAY INCLUDE:

 Staggering the beginning and end of the school day
 Cancelling assemblies, sports games and other events that create crowded conditions
 When possible, create space for children’s desks to be at least one metre apart
 Teach and model creating space and avoiding unnecessary touching
 Establish procedures if students or staff become unwell
 Plan ahead with local health authorities, school health staff and update emergency contact lists.
 Ensure a procedure for separating sick students and staff from those who are well – without creating stigma – and a process for informing
parents/caregivers, and consulting with health care providers/health authorities wherever possible. Students/staff may need to be referred directly to a health
facility, depending on the situation/context, or sent home. Share procedures with staff, parents and students ahead of time.

PROMOTE INFORMATION SHARING

Coordinate and follow guidelines from the national health and education authorities. Share known information with staff, caregivers and students, providing updated
information on the disease situation, including prevention and control efforts at school. Reinforce that caregivers should alert the school and health care authorities
if someone in their home has been diagnosed with COVID-19 and keep their child at home. Utilize parent-teacher committees and other mechanisms to promote
information sharing. Also be sure to address children’s questions and concerns, including through the development of child-friendly materials such as posters which
can be placed on notice boards, in restrooms, and other central locations.

ADAPT SCHOOL POLICIES WHERE APPROPRIATE

Develop flexible attendance and sick leave policies that encourage students and staff to stay home when sick or when caring for sick family members. Discourage
the use of perfect attendance awards and incentives. Identify critical job functions and positions, and plan for alternative coverage by crosstraining staff. Plan for
possible academic calendar changes, particularly in relation to breaks and exams.

MONITOR SCHOOL ATTENDANCE

Implement school absenteeism monitoring systems to track student and staff absence and compare against usual absenteeism patterns at the school. Alert local
health authorities about large increases in student and staff absenteeism due to respiratory illnesses.

PLAN FOR CONTINUITY OF LEARNING

In the case of absenteeism/sick leave or temporary school closures, support continued access to
quality education. This can include:
o Use of online/e-learning strategies
o Assigning reading and exercises for home study
o Radio, podcast or television broadcasts of academic content
o Assigning teachers to conduct remote daily or weekly follow up with students
o Review/develop accelerated education strategies

IMPLEMENT TARGETED HEALTH EDUCATION

Integrate disease prevention and control in daily activities and lessons. Ensure content is age-, gender-, ethnicity-, and disability-responsive and activities are built
into existing subjects. (See Section on Age-Appropriate Health Education)

ADDRESS MENTAL HEALTH/PSYCHOSOCIAL SUPPORT NEEDS

Encourage children to discuss their questions and concerns. Explain it is normal that they may experience different reactions and encourage them to talk to teachers
if they have any questions or concerns. Provide information in an honest, age-appropriate manner. Guide students on how to support their peers and prevent
exclusion and bullying. Ensure teachers are aware of local resources for their own well-being. Work with school health workers/social workers to identify and
support students and staff who exhibit signs of distress.

SUPPORT VULNERABLE POPULATIONS

Work with social service systems to ensure continuity of critical services that may take place in schools such as health screenings, feeding programs or therapies for
children with special needs. Consider the specific needs of children with disabilities, and how marginalized populations may be more acutely impacted by the illness
or its secondary effects. Examine any specific implications for girls that may increase their risk, such as responsibility for taking care of the sick at home, or
exploitation when out of school.
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Prepared by:

JERIC E. CABUG ROQUESA F. DAEP

Principal K to 12 Headmaster