BARBAZA CENTRAL SCHOOL

Barbaza Central
School

BASIC EDUCATION LEARNING

CONTINUITY PLAN
(BE-LCP+)

SY 2021-2022
I. INTRODUCTION
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The current pandemic situation brought by COVID-19 has resulted a magnitude of changes and challenges in the various facets of life and in the
different sectors of the community. It has affected the economic, social, political and educational dimensions which enforces leaders to develop
strategies and plans in coping up the “new normal” situation.

In the field of education, the Department of Education (DepEd) is committed to ensure that educational continuity amidst the challenges.
Education must continue to give hope and stability, contribute to the normalization of activities in the country, facilitate development of our learners
and bring normalcy to their lives, but health and safety of the learners and school personnel are of utmost importance and must be protected at all times
(DepEd Order 7, s. 2020).

With this, Barbaza Central School lays outline through this Basic Education Learning Continuity Plan (BE-LCP+) to guarantee the effective
implementation of the K to 12 basic Education Curriculum adaptive in the pandemic situation. This plan secures that every learner in Barbaza CS
continues to acquire quality, accessible, safe, relevant, and liberating basic education.

Moreover, this pursues the DepEd mission and vision to continuously provide opportunity and sufficient time for learners to acquire and master
lifelong learning skills for the 21st century, and to experience learning beyond the classroom for more holistic development, in order to prepare the
graduates for higher education, middle level skills development, and the world of work.

This Learning Continuity Plan serves as the school’s guiding compass to ensure effective and con education amidst the pandemic times. There
should be continuous provision of quality education in the context of COVID19 for learners to access and continue learning, for teachers to impart
teaching instructions through appropriate learning modalities responsive to the needs, conditions and situations of the learners ensuring their health and
safety.

GOAL
To ensure the effective implementation of the K to 12 Basic Education Curriculum of the Department of Education for every learner to acquire quality,
accessible, relevant, and liberating basic education. Amidst the challenges brought by the COVID 19 pandemic, education must be relentless. As we continue to
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prepare for a challenging school year 2021-2022, Barbaza Central School is committed to ensure the delivery of quality, accessible, relevant and liberating basic
education to its learners with strict compliance to the safety protocols set by national and local authorities to maintain the safety our learners, teachers, and parents in
these difficult times. Thus, Barbaza CS has developed its Basic Education Learning Continuity Plan (BE-LCP+) to deliver its mandate and respond appropriately to
the demands of the new normal in this time of pandemic.

II. OPERATIONALIZATION OF THE BE-LCP+

A. Learning Strategies and Modalities

Modular Distance Learning (MDL)

SLMs for K-G3 are now ready for printing
Grade 4- SHS SLMs are ready for distribution in the opening of classes (1:1 SLM/LAS Learner Ratio)

Online Distance Learning (ODL)

Synchronous Platform- Identified intermediate learners are on Online teaching using Google Classroom for learners .

Television and Radio-Based Instruction (TBI/RBI)

Partnership with Barbaza Cable and Deped Channel in the delivery of instruction.
Partnership with DYKA in the delivery of instruction.

B. READINESS OF SCHOOLS
(In case Limited face –to-face Classes shall be conducted)
Monitor learners, teachers ,personnel and stakeholders on the compliance of the required Minimum Health Standards as a way to protect the health,safety
and well-being and prevent for further transmission of COVID-19.
TEACHER – ENROLLMENT DATA SCHOOL
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S.Y. 2020 – 2021

Grade Level Enrollment Per Grade Level No. of Teachers

Kindergarten 73 2

Grade I 87 3

Grade II 95 3

Grade III 79 3

Grade IV 70 4

Grade V 85 3

Grade VI 91 3

TOTAL 580 21

TEACHER – ENROLLMENT DATA SCHOOL

(Early Enrollment)
Grade Level Enrollment Per Grade Level No. of Teachers
Kindergarten 95 2
Grade I 73 3
Grade II 87 3
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Grade III 95 3
Grade IV 79 4
Grade V 70 3
Grade VI 85 3
TOTAL 602 21

ALTERNATIVE LEARNING SYSTEM (ALS)

SY 2020-2021
No. of Learning Center 6
No. of Mobile Teacher 1
No. of District ALS Coordinator 1
No.of ALS Leaners 198
BLP 6
A & E Elementary 22
A&E JHS 170
TOTAL 198

Mode of Learning /Instructional Delivery of Schools Number of Learners to implement the Modality

MODULAR INSTRUCTION 580

ONLINE 240 (Modular/ Online )

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RBI/TBI 340 (Modular /RBI/TBI)

TEACHING AND NON-TEACHING PERSONNEL VACCINATION

PERSONNEL TOTAL VACCINATED NOT VACCINATED

TEACHING 21 18 3

NON-TEACHING 3 3 0

PARTNERSHIP

Project and Physical

Tagged Resources Name of Partner Form of Agreement Financial Beneficiary/ies
Description
For district use to
Deped Elementary
LGU reproduce copies of Acknowledgent Receipt Php203,605.00
Risograph SF130 -Barbaza
modules
Educational Supplies LGU Acknowledgent Receipt Php265,395.00
Bond Paper,Risograph Deped Elementary –
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Barbaza
INK and other supplies
Printing Gadget Barbaza MPC Printer Copier Deed of Donation Php 15,000.00 27 teachers
Safety Fence BCS Alumni Putting up of concrete wall Deed of Donation Php.60,000.00 BCS community
Feeder
Deped Elementary –
Educational Supplies Barangay/Alumni/ Bond Paper Acknowledgent Receipt Php 80,000.00
Barbaza
Stakeholders

Television Alumni Conference Room Acknowledgent Receipt Php. 30,000.00 Teachers

Principal’s Table and

Furniture Alumni Acknowledgent Receipt Php.20,000.00 Principal’Office
Cabinet

MONITORING AND EVALUATION

To further guide the school in refining and continuously fleshing out the LCP, a Monitoring and Evaluation (M&E) Framework anchored on the Basic
Education Monitoring and Evaluation Framework (BEMEF) is being adopted, tailored to the needs of the learners during this emergency. This framework shall
animate the planned interventions and activities and will show the desired outcomes as we navigate through the situation.

The framework includes intermediate outcomes, which represent what DepEd endeavors the learners to achieve in terms of access and quality during the
pandemic. The enabling environment defines the necessary governance structure in terms of leadership investments, management systems, partnerships, and
external relations that will ensure the effective, efficient, and responsive delivery of basic education needs of the learners.
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Monitoring Tool YES NO

Ensure that all school-aged children are enrolled /

Provide 1:1 ratio of learning materials /

Quality Assurance of LSMs /

Check compliance to Child Protection Policy on Online Learning /

Track tagging learners (SARDO and PARDO) /

Check compliance of schools to minimum health standards /

Identify unvaccinated personnel /

BEST PRACTICES
School Banner , Ulikid BCSians , “ Hand in Hand Together We Can”.

 Projects,Programs and Activities in Barbaza Central School

-Monday ZumbaTik Day
-Friday Bonding Day

 Quality and Relevance

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-Parents and neighborhood facilitate distribution and retrieval of SLMs.

-Conducted orientation to parents on their roles as home facilitators , health standards at the beginning of the school
year.
-Teachers prepared simplified LAS and simple reading materials for struggling learners .
 Governance
-School SBM Wins conducted monitoring .

NEXT STEPS

1. On –going printing of SLMs for Kindergarten and Grades 1 to III.

2. Looking for more printer copier,laptop,desktop (for office use) ink and other related school/health supplies for teachers.
3. Repair of 2 handwashing units and painting of newly structured hand washing areas.
4. Repainting of classroom roofs, footsteps and covered pathwalk.
5. Additional school building for Kinder, H.E/Industrial , ALS Learning Center , School Library , Grades V & VI classrooms ,
Computer and Science Room .

CHALLENGES AND INTERVENTIONS

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MELCs

The identification of the MELCs is not only in response to the challenge of delivering learning in the time of COVID-19 but is actually the accelerated result
of the curriculum review that the Secretary has directed as early as two years ago. It responds to the findings that there are overlaps and congestion in the
curriculum. The review involved bureau specialists, academic experts, and field implementers working collaboratively and employing consensus judgment. A key
partner in the review, which remains ongoing and will still be refined and finalized beyond the COVID-19 period, is the Assessment Curriculum and Technology
Research Centre (ACTRC).

The MELCs are defined as the competencies that a learner needs in order to continue to subsequent grades, and ultimately to have a successful life. The
characteristics of the MELCs are:

a. It is aligned with national standards or frameworks, such as, for example, “holistic Filipino learners with 21st Century skills.”
b. They connect the content to higher concepts across content areas.
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a student drops out from school.
e. They cannot be expected to be ordinarily learned by students if not taught in school.

A word that may describe an essential learning competency is “endurance,” that is, it remains with learners long after a test or unit of study is completed, or
it remains useful beyond a single test or unit of study. Examples of such learning competencies include research skills, reading comprehension, writing, map
reading, and hypothesis testing, which are essential in many professions and in everyday life.

Finally, field implementers are encouraged to contextualize the MELCs in order to accommodate the varying contexts of learners, teachers, learning
environment, and support structures considering both the content and performance standards. With these, Filipino learners are guaranteed relevant and quality basic
education amidst COVID-19.