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MACAINGALAN HIGH SCHOOL

Sitio Macaingalan, Puray,
Rodriguez, Rizal

SCHOOL
LEARNING
CONTINUITY
PLAN
SY: 2020-2021

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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

The learning delivery modalities in the basic education learning continuity plan provide a
viable alternative to the new normal education system. New hope for the learners in fulfilling their
dreams. A lifelong process of learning by which every person acquires or accumulates knowledge,
skills, attitudes and insights from daily experiences at home, at work, at play, and from life itself.

A Learning continuity plan is very important to achieve quality and access to education as
envisioned in education for all. The main goal focuses on the eradication of illiteracy and poverty
alleviation and among its key functions are: to promote, improve, monitor, and evaluate learning
interventions for the learners.

The school has a great responsibility of ensuring that all learners will be accommodated in
new normal or in this time of a pandemic. “Sulong Blue Rizal”

TABLE OF CONTENTS

Cover Page

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Department of Education Mission, Vision, and Core Values Statement

Foreword

Table of Contents

Introduction

Section 1: SCHOOL KEY EDUCATION DATA

Table/ Figure 1 Learners’ Distribution by Learning Modality Preferences

Table/ Figure 2 Challenges that may affect child's learning process

Table/ Figure 3 Parents/guardian educational attainment and employment status
Table/ Figure 4 Household members who can provide instructional support to child's
distance learning
Table/ Figure 5 Available devices at home that a learner can use for learning

Section 2: THE FRAMEWORK AND IMPLEMENTATION PLAN

A. Framework/ Figure 6

B. Implementation Plan

Table/Figure 7 Learning Modality of Best Fit

Table/Figure 8 Number of Classes by Grade Level Indicating Learning Modality of
Best Fit
Figure 9 Process Flow for Modular Distance Learning (MDL)
Figure 10 Process Flow for Online Distance Learning (ODL) or Combined ODL
and MDL
B1. School Operations Management

B2. School Logistics Management

B3. School Supply Management

SECTION 3: FUNDING/ RESOURCE REQUIREMENT AND SOURCES

SECTION 4: LEGAL BASES/ REFERENCES

INTRODUCTION

Macaingalan National High School aims to provide learners the knowledge and life skills
learning wherein they can use in their everyday living and become the asset of the community.
These learners under the supervision of the teachers are expected to bring community progress,

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support holistically in the development of the place and be able to follow the quality skills wherein
everybody will contribute to their own locality and even in the wide institution.

Macaingalan NHS conducted the sharing and giving insight of what they have learned
regarding with the Department of Education’s Mission, Vision, and Core Values. It was led by the
school head, Marissa S. Decena, together with the teachers, staff, and stakeholders. The said
sharing of insight has resulted into one path of point of view where everybody is connected and
enjoyed the task given to them. Everyone has pledged their commitment in pursuing the mission,
vision and core values. Together with the help and concern of the stakeholders who serve as the eye
opener, observers, and supporters in different programs and projects for the development of the
school, they also gave their pledge to wholeheartedly support and extend their hands to the school.

Presently, Macaingalan NHS is headed by Marissa S. Decena, a former school Head of

Uyungan Elementary School and also holding the Macaingalan Elementary School. Her journey
envisioned Macaingalan High School a hundred percent enrolment of the students this year despite
of pandemic and deliver education to every student at home. She also aims to enhance teaching by
using online or blended instructions unfortunately parents may not afford such integration therefore
she focuses on how students can attain their learning and through the helping hand and support of
the teachers and non-teaching staff.
Macaingalan High School is composed of 8 competitive and energetic teachers willing to
face challenges in delivering modules. They are all experts’ teachers having master’s degree and
units.
As of today, school hits the above enrolment of 112 students quite above to 106 last year
from grade 7 to grade 10.
This data of enrolment shows the willingness and active participation of parents and positive
outlook that despite of the pandemic, education shouldn’t leave and to be continued.

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Section I
SCHOOL KEY EDUCATION DATA

Learner Enrolment and Survey Form is a tool used in gathering learners’ data that will help in the
decision making of the current school years’ situation of Education. The data below are from the gathered
LESF as of July 15, 2020.

Table 1: Enrolment data by grade level

Enrolment for School Year 2020-2021

Grade 7 Grade 8 Grade 9 Grade 10 total

Male 19 12 18 8 57
Female 18 13 17 9 57
Total 37 25 35 17 114

The table shows that enrolment of Macaingalan NHS has a total of 114 students. There are 57 male
and 57 female from grade 7 to grade 10.

Table 2: Number of Teachers

Grade Level Number of Learners Number of Teachers

Grade 7 37
7 teachers serving Grade 7 to
Grade 8 25
Grade 10 based from their
Grade 9 35 specialization

Grade 10 17

TOTAL 114

The above table reveals that Macaingalan National High School has 7 teachers serving Grade 7 to
grade 10 with 114 students for this school year 2020-2021.

Figure 1: Learners’ Distribution by Learning Modality Preferences

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90 95 90 95
100
80
60
40
5 10 5 5 5 5
20 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0
others Combination Of Modular Radio Televesion Online learning
F2F with other Learning
modalities

Grade 10 Grade 9 Grade 8 Grade 7

The data reveals that majority of students are prepared in modular learning. It’s not a surprised to
that since the location of community doesn’t have electricity and signals that can be used as mode online
distance of learning.

Figure 2: Challenges that may affect child's learning process

100 95
80
60
40
20
20 5
0 0 0 0 0 0
0

The data gleaned that students has lack of available gadgets that can be used in distance modalities.
Students also have difficulty to independent learning. As intervention, teachers need to visit their home to
monitor learning and guide to parents in the learning of their child.
Figure 3: Parents/Guardian Educational Attainment and Employment Status

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Others 10
Not Working 75
Unemployed due to ECQ 10
Self-Employed 10
Part Time 5
Full time 20
Elementary Graduate 70
High School Graduate 20
College Graduate 5
Vocational 0
Master's/Doctorals Degree 0
Did not attend school 25
0 10 20 30 40 50 60 70 80

EDUCATION AL ATTAIN MEN T Colum n1

It was observed that most of the parents are unemployed and not working. They don’t have employer
that can paid them for their labor and may result to an inconsistency of income which may help their children
to provide the need for the school. On the other hand, Parents have enough time to help their children for
home learning.
Majority of parents are Elementary graduate which maybe a little hindrance to teach their children in
this pandemic modular approach of teaching. As intervention, teachers may asses the parents in dealing their
children’s learning.

Figure 4: Household members who can provide instructional support to

Child’s distance learning

100% 90%
90%
80%
70%
60%
50%
40%
30% 25%
20% 10%
10% 5% 5% 2%
0%
0%
Parents/ Elder siblings Grandparents Extended Others (tutor, None Able to do
Guardians Family house helper) independent
members learning

The data gleaned that majority of students from grade 7 to grade 10 haven’t access to earned
knowledge and support from the family members with 90%. Parents support to learning of their child is only
10% and 25% to their elder offspring.

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Figure 5: Available devices at home that a learner can use for learning

Others 0 Grade 7 Grade 8 Grade 9 Grade 10

None 16 19 34 13

Laptop 10

Desktop Computer 0

Radio 5 20

Tablet 0

Smartphone 2 10

Basic Cellphone 13 11 28 10

Non-cable TV 1 20

Cable TV 0

The table shows that learners don’t have capability to used different gadgets. Out of 112 students,
they only have basic cell phones that can be used in communication. Due to absence of electricity in the area,
support to different gadgets may not possible.

Note: No ODL in Macaingalan National High School

Section II
THE FRAMEWORK AND IMPLEMENTATION PLAN
(This part is the decision stage/putting plans into action as far as the data presented is concerned).

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A. Framework
(Cite briefly that your school supports Sulong Edukalidad of the Central Office and adheres to
ICLeA Framework of Region. No need to explain the framework.)

Figure 6

B. Implementation Plan Framework

Figure 7: Basis for the School Learning Delivery Mode of Best-Fit

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Table 3: Learning Modality of Best Fit

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The data reveals that majority of students have chosen modular learning modality. It’s not surprising
since the community doesn’t have electricity and signals that can be used as mode of learning.

Table 4: Number of Classes by Grade Level Indicating Learning Modality of Best Fit

Grade level Learning Modality Number of Classes Teachers –students

ratio:
Modular Distance
Grade 7 1 class 1:37
Learning

Modular Distance
Grade 8 1 class 1:25
Learning

Modular Distance
Grade 9 1 class 1:35
Learning

Modular Distance
Grade 10 1 class 1:17
Learning

As prescribed by the regional office on teacher- learner ratio, Macaingalan NHS is following the
policy and guideline to have a standard 1 teacher to 45 student’s ratio.

Figure 8: Process Flow for Modular Distance Learning (MDL)

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School head disseminate the guidelines to

Teachers on the implementation. They should also seek
Assistance from the GPTA/LGU/NGO.

TEACHER
Teachers prepared the module to be given to parents
for the students and they asses or guide the parents on
the process of teaching their children

Parents should coordinate

to teachers in school for the
GPTA/LGU/ NGO/ tutors implementation and
guidelines in the learning
They should coordinate to school head or modalities. They should also
teachers on the guidelines and ask assessment to GPTA/ LGU
implementation. Ask parents in the if they need to have tutors.
Implementation teaching to their children

The school is geographically located in the far flung area in which there is an absence of electricity.
The signal is not consistent and houses are not in stick. To implement the MDL, School Head call attention
of the parents, local officials, tutor and volunteers so that they are informed for the new normal strategy of
learning and how they can offer help for the module dropping point. Since the school is in the core of the
community, they are all agreed that school will be the only one dropping center for the materials. Local
official, GPTA and volunteers can also brought home the materials and to be distributed to the parents’ home
or parents may contact them on how to receive the items.
School Teachers will monitor and check the module completeness on the schedule of returned and
released.

Assessments

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When it comes to assessments, supporting student learning means focusing on feedback instead of a
score or grade. It means helping students to see assessments as learning tools that have an integral role in the
learning process, rather than as evaluation devices that mark the end of learning. It means making clear to
students that the primary purpose of assessments is to verify what they've learned and to identify any
learning problems so we can work together to remedy those problems. Hence, cheating on an assessment
serves no purpose other than to delay our efforts to help all students learn well.

An emphasis on feedback also means we must plainly articulate our learning goals and the criteria
we use to determine when students meet those goals. We need to be clear about how we will know if
students "get it" and not worry about quantifying their performance on a scale. Most important, we need to
plan alternative approaches to help students when they don't get it. This change eliminates the need to
distinguish formative and summative assessments. If our focus is on feedback, then all assessments are
formative until students get it. When results show they get it, then the assessment becomes summative.

When it comes to grading system, encouraging and supporting student learning means ensuring
grades accurately reflect what students have learned and are able to do, not when or how they learned it. As
schools physically close and move to modular distance learning or online learning, most attempt to
accomplish this in one of two ways.

Giving grades are typically based on evidence of student learning output gathered but we make also
considerations on the learning they provide.

B1. School Operations Management

Table 5: Teachers Deployment

Learning
Action Plan for Mapping
Grade Learning Number of Number of
LAC/Instructional with
level Modality Classes Teacher
Supervision Catchment
Area
Grade 7 Modular 1 class 7 teachers LAC session will be -
Distance assigned to their conducted at least once a

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Learning respective month

Grade 8 Modular 1 class subject Instructional Supervision
Distance specialization conducted based from the
Learning scheduled given.
Grade 9 Modular 1 class
Distance
Learning
Grade 10 Modular 1 class
Distance
Learning

It shows in the data that Grade 7 to 10 learners prepared for MDL with (1) one section per year level. It
is assesses by 7 teachers of different learning areas and specialization. LAC Session will be conducted once
very month or depend to teachers and SH availability and result of implementation while Mapping with
catchment area will be based on the result arise during the run of the implementation.

Table 6: Class and Teacher Programming

Grade level Number of classes Teachers Class Schedule

Grade 7 1 7:30am– 3:00pm
Grade 8 1 7:30am– 3:00pm
Grade 9 1 7:30am– 3:00pm
Grade 10 1 7:30am– 3:00pm

Table 6 shows that there are 1 class per year level and scheduled of teachers begin at 7:30 in the
morning and end at 3:00 in the afternoon. 8 hours total serving accumulated into 40 hours a week.
3. Learning Resources

Table 7: Type and Number of Learning Resources for Distribution to Learners per Grade Level

GRADE LEVEL LEARNING RESOURCES

GRADE 7
Activity Sheets, Textbooks/Learning Materials in
GRADE 8
all learning areas, Teachers guide, MELCs and
GRADE 9 Printed Self- Learning Modules (SLMs) to be
administer in grade 7 to grade10.

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GRADE 10

Gaps:
Difficulty in communication to parents and students on the policies and direction in using
the modular learning modalities.

Teachers are new to the guideline and policy in the modality;

Time of parents to pick up the materials and in helping their students learning

Interventions :

 Provide runner or person that can communicate with the parents or can locate the home of the
students
 Use cellphones as mode in communication or posting information in the school gate.
 Conduct School LAC /INSET for teachers improvement and development

4. Continuing Professional Development through INSET and LAC session

ACTIVITY SCHEDULE

In-Service Training On the fifth month of the School year

LAC Session Every quarter/ once a month as needed

Performance Coaching quarterly

Trainings As scheduled

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5. Monitoring and Evaluation

INSTRUCTIONAL SUPERVISORY PLAN

School Year: 2021-2021

Number of
teachers to be
Month Observed Focus Remarks

September 7 teachers Guidelines in receiving

and releasing of
modules
October 2 teachers Proper application of
MELC
November 2 teachers HOME stretched
activities
December 2 teachers Home stretched
activities
January 2 teachers Assessment
February 4 teachers Assessment
March 4 teachers Evaluation
April 2 teachers Evaluation

Figure 9. Flowcharts on how to Assess Learning Outcomes

Determine the needs

and issues of the
learners

Develop strategies and

materials suited to
learners
L
earner 17
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Implement the
modalities

Reteach the learners or

proceed to next lesson

Assess, Check and

Record the
performance of the
learner
B2. School Logistics Management

Figure 10. Learning Resources Distribution and Retrieval Scheme

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SELF-LEARNING
MATERIALS DISTRIBUTION
AND RETRIEVAL SCHEME

LR Kiosk
LR Pasabay *Alacha Store (este) School
*to Sitio Lubog, sitio Ilas (c/o
*Gina Katimpos' store *school covered court
gpta officer: Alony Agudes)
*Arnold Idalas' Store

Distribution Distribution Distribution

*every Sunday/ Monday *every Sunday/Monday *every Monday
8:00 am to 12: pm 8:00 am to 12: pm 8:00 am to 12: pm

Retrieval Retrieval Retrieval

*every Fiday *every Fiday *every Fiday
8:00 to 12:00 8:00 to 12:00 8:00 to 12:00

The teachers will prepare the Materials to be distributed to the parents through the help and initiative of the
B3.
LGU,School
NGOs Supply Management
and Tutors. They are instructed in the activities and given timeline when and where to retrieve.
LGUs, NGOs and Volunteers may also asses to parents on the learning distribution and retrieval or directly the
parents
1. received Support
Stakeholders the module and to be distributed to their children.

Registry of Stakeholders Support and Donation

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Section III

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Funding/ Resource Requirement and Sources

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

Division Memorandum No. 280, s.2020

DEVELOPMENT AND PRESENTATION OF SCHOOL LEARNING CONTINUITY PLAN (SLCP)

Division Memorandum No. 250, s.2020

PARTICIPATION TO THE ONLINE COURSES ON PROFESSIONAL DEVELOPMENT PROGRAM

(PDP) FOR TEACHERS, SCHOOL HEADS AND SUPERVISORS

DEPED-4A-02-RM-20-306

CORRIGENDUM TO THE ENCLOSURES IN REGIONAL ORDER NO. 10 S. 2020 RE: GUIDELINES

ON THE IMPLEMENTATION OF MELC PIVOT 4A BUDGET OF WORKS(BOW) IN ALL LEARNING
AREAS

 DepEd Memorandum No. 291, s. 2008

TEACHING LOADS AND ASSIGNMENTS OF PUBLIC SCHOOL TEACHERS

House Bill 473

An Act Regulating Class Size in All Public Schools and Appointing Funds

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