Republic of the Philippines

Department of Education
SCHOOLS DIVISION OFFICE OF BAYUGAN CITY

DIVISION LEARNING CONTINUITY PLAN

SY 2020-2021

MINERVA T. ALBIS, PhD

Schools Division Superintendent

I. INTRODUCTION
 Bayugan is a component city in the northern part of the province of
Agusan del Sur, Philippines. It is bordered by the Municipality of Sibagat
and the province of Surigao del Sur to the north; the Municipality of
Prosperidad to the east; the Municipality of Esperanza to the south; and the
Municipality of Las Nieves, Agusan del Norte, to the west. Forty-three (43)
barangays comprise the political administrative subdivision of the city.

Being the only city in the province of Agusan del Sur by virtue of RA
9405, an act converting the Municipality of Bayugan into a component city
approved in Congress on July 24, 2006, Bayugan City serves as "The
Growth Center" of the province. It is also the "cut-flower capital" of the
province owing to its lucrative cut-flower industry. The city is also one of the
major producers of rice and vegetables in the province, even providing the
needs of neighboring municipalities and provinces.

The Division of Bayugan City is contributing significantly to the

realization of inclusive education as evidenced by the increasing trend in
enrolment and participation in Basic Education. The strong advocacy and
institutionalization of Indigenous Peoples Education, Madrasah and SPED
in the division added a contributory factor in the increase of learners.
Moreover, the implementation of the Alternative Learning System (ALS) in
the Division is at par with formal education and has played a major role in
the accomplishment of Bayugan City as a three-time awardee in the
National Literacy Awards.

In terms of effectiveness of the Division’s performance, the Division of

Bayugan City is among the best divisions in Caraga Region. In SY 2019-
2020, the 67 schools of Bayugan City Division exhibited increasing
performance in their school performance indicators per School Monitoring
Evaluation and Adjustment (SMEA) results from the first quarter to the third
quarter of the school year, however, the COVID-19 emergency situation
affected these performance indicators in the 4th quarter.

On December 31, 2019, the World Health Organization (WHO) China

Country office was informed of cases of pneumonia of unknown cause
detected in Wuhan City, Hubei Province of China. On February 11, 2020,
the international Committee on Taxonomy of Viruses (ICTV) named the new
virus as “severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).
On the same day, WHO also announced the name of the disease caused by
SARS-CoV-2 as Coronavirus Disease-2019 or COVID-19. In this document,
the term COVID-19 refers to both the virus and the disease.
 On March 7, 2020, the Department of Health (DOH) has raised the
COVID-19 Alert System to Code Red sublevel 1 following the confirmation of
local transmission in the country and in anticipation of possible community
transmission. In response to this situation, two directives were issued: first,
the Presidential Proclamation No. 922 “DECLARING A STATE OF PUBLIC
HEALTH EMERGENCY THROUGHOUT THE PHILIPPINES” dated March 8,
2020, wherein section 2 of the aforementioned Presidential Proclamation
states that “all government agencies and LGUs are hereby enjoined to render
full assistance and mobilize all necessary resources to undertake critical,
urgent, and appropriate response and measures in a timely manner to
curtail and eliminate the COVID-19 threat; and second, DepEd
Memorandum No. 034 S. 2020 “FIFTH SET OF POLICY DIRECTIVES OF
DEPED TASK FORCE ON COVID-19” dated March 9, 2020 to reiterate and
elaborate on previously issued measures for the guidance of DepEd officials,
personnel and staff at the Central, Regional, and Division Offices and
schools nationwide, to ensure heightened precautions in light of the recent
developments in the overall national situation;.

The effects of COVID-19 were first felt in the Division of Bayugan City
when the Local Government Unit of Bayugan City, under the leadership City
Mayor Hon. Kirk A. Asis, issued Executive Order no. 62 “Prescribing
Guidelines on the Adoption of Presidential Proclamation 922 in the City of
Bayugan”. On March 11, 2020, the city mayor issued City Memorandum No.
029 s. 2020: “Temporary Suspension of Classes in all Levels”.

While it is fortunate that the March class suspensions happened at

the tail-end of the school year, the situation for the incoming School Year
2020-2021 will be much different because of the many uncertainties on
whether schools will be allowed to open, and under what condition.

In the document entitled “LEARNING OPPORTUNITIES SHALL BE

AVAILABLE: The Basic Education Learning Continuity Plan in the Time of
COVID-19” of the Department of Education, it was stated that the decision
to open classes on August 24, 2020 was made in consideration of socio-
economic factors, such as the need to: 1) avoid prolonged school disruption,
which is associated with a range of social risks for the youth; 2) encourage
education-related economic activity; 3) resume school-managed support
systems such as the School-based feeding program, among others.

Additionally, DepEd Caraga, issued a document entitled “Padayon

Edukasyon sa Caraga: The Learning Continuity Plan for Basic Education in
Caraga to guide its administrators, teachers, parents, and all its
stakeholders in adopting to short and long-term changes brought about by
this pandemic to the basic education system. Its major goal is for inclusive
education to continue in the context of COVID-19 and for learners to
continue learning and for teachers to deliver instruction though online
learning and emergency remote teaching in a safe environment.

The Division of Bayugan City is fully committed to continue to deliver

quality, accessible, relevant and liberating basic education to Bayuganon
learners even in the age of the “new normal” brought about by the onslaught
of the COVID-19 pandemic. This ideal is embodied in this Division Learning
Continuity Plan which articulates the activities the Division Office will
undertake to respond to the prevailing challenges of the time.

This learning continuity plan contains these necessary steps to ensure

achievement of ideals: Mapping of the learning contexts and types;
alignment of learning materials with the curriculum standards; ensuring
availability of learning materials that can be used in any type of modality of
learning delivery; Ensuring availability of ICT system and other available
media; build capacity of school officials and teachers in the design and
execution of various modality of learning delivery other than the face-to-face;
assuring a safe and conducive learning environment; and engaging the
stakeholders to partake in the commitment and challenge of ensuring
quality delivery of the preferred modality.

Furthermore, this learning continuity plan is a manifestation that the

Division of Bayugan City, together with its stakeholders, will face the
challenges of the “new normal” with the virtues of the “old normal” –
courage, faith, adventure, and discovery!

II. GOAL AND SPECIFIC OBJECTIVES

Goal: All learners of Bayugan City Division are receiving continuous

delivery of quality, accessible, relevant and liberating basic
education in the new normal amid the COVID-19 crisis through
alternative learning pathways without jeopardizing their health and
well-being.

Specific Objectives:

1. 100% of learners’ learning context are mapped;

 2. Designed an array of modalities for implementation to address
learning context of learners;
3. 100% of the Most Essential Learning Competencies (MELC) are
provided with ready learning materials suited for each modality;
4. 100% of school heads’ and personnel capacitated to deliver their
mandate under the new normal.
5. 100% of identified stakeholders and partners are engaged.

III. SITUATIONAL ANALYSIS

The Division of Bayugan City is classified as a small Division

composed of ten (10) districts with 67 public schools and 16 private schools
delivering quality, relevant and liberating basic education to Bayuganon
learners, to wit:

Table 1. Number of PUBLIC ELEMENTARY Schools.

PURE PURE COMBINATION

DISTRICT MONO MULTI (MONO- TOTAL
GRADE GRADE MULTIGRADE)

1. Bayugan Central 1 1 0 0 1
2. Bayugan Central 2 4 1 0 5
3. Bayugan East 5 0 0 5
4. Bayugan Northeast 3 2 2 7
5. Bayugan South 6 0 0 6
6. Bayugan Southeast 5 0 0 5
7. Bayugan West 1 4 1 0 5
8. Bayugan West 2 4 0 0 4
9. Bayugan Northwest 5 1 2 8
10. Bayugan North 3 6 1 10
TOTAL 40 11 5 56

Table 1 shows that there are a total of 56 public elementary schools in

the Division, of which, 38 are pure monograde, 11 are pure multi-grade, and
7 are combination of mono grade and multi grade classes. Mostly, multi
grade schools are situated in far-flung barangays in the hinterlands of
Bayugan City. Furthermore, most of the multigrade schools are catering to
the IP learners residing in these localities.

Table 2. Number of PUBLIC SECONDARY schools

Name of Secondary School Classification

1. Bayugan National Comprehensive High Implementing Unit
 School
2. BNCHS - Magkiangkang Annex Non-IU
3. Marcelina National High School Implementing Unit
4. Mt. Olive National High School Non-IU
5. Noli National High School Implementing Unit
6. Mt. Carmel National High School Non-IU
7. San Juan National High School Implementing Unit
8. Calaitan National High School Non-IU
9. Berseba National High School Non-IU
10. Salvacion National High School Implementing Unit
11. Bayugan City Senior High School Non IU

As presented in Table 2, there are 11 secondary schools in the

Division including the Bayugan City Senior High School which is a stand-
alone senior high school that only caters to Grade 11 and 12 learners. Of
these schools, five (5) are implementing units which mean that they were
granted fiscal autonomy as their budget for PS, MOOE and Capital Outlay
are directly downloaded from the Department of Budget and Management
(DBM) to their account. The other six (6) schools were non-implementing
units, thus, their MOOE were downloaded from the Division to their schools
through cash advance.

Table 3. Number of PRIVATE SCHOOLS and the Status of their Operation

NAME OF SCHOOL CLASSIFICATION STATUS
Kinder, Elementary Full
1. Agusan del Sur College, Inc.
and Secondary Recognition
2. Bayugan Adventist Learning Permit To
Kinder and Elementary
Center Operate
Full
3. Bayugan SDA Elementary School Kinder and Elementary
Recognition
Full
4. Bayugan United Christian School Kinder
Recognition
5. Father SaturninoUrios Coll. Of Kinder, Elementary Full
Bayugan, Inc. and Secondary Recognition
Kinder, Elementary Full
6. Forest Hills Academy
and Secondary Recognition
Permit To
7. Little Steps Learning Center, Inc. Kinder
Operate
Full
8. Mt. Olive Laymen’s Academy Secondary
Recognition
9. New Galilee SDA Elementary Full
Elementary
School Recognition
Full
10. New Moriah Adventist Elementary Elementary
Recognition
11. New Mt. Olive View SDA Full
Elementary
Elementary Recognition
Permit To
12. Olgina Kindergarten School Kinder
Operate
Permit To
13. Prophet Elisha Christian Academy Kinder and Primary
Operate
14. St. Anne Progressive School, Inc. Kinder and Elementary Full
Recognition
15. Informatics Technological College Senior High School Probationary
of Bayugan, Inc. Permit
16. Sacred Heart School of Butuan Kinder and Elementary Permit to
City – Indigenous Community of Operate
Tagpaliko Branch

It can be gleaned from table 3 that there were 16 private schools in

Bayugan City. Of these 16 schools, three (3) are offering purely
kindergarten, one (1) is offering kindergarten and primary, four (4) are
offering kindergarten and elementary, three (3) are offering purely
elementary, one (1) is offering purely secondary, two (2) schools are offering
kindergarten, elementary and secondary and one (1) school is offering senior
high school only.

In SY 2019-2020, the Division of Bayugan City has a total enrolment

of 35,482 learners in formal school (public and private), of which 19,618 is
from Kindergarten to Grade 6, and 15,864 is from Grade 7 to Grade 12.
Aside from this, there are also a total of 1,662 learners enrolled in the
Alternative Learning System (ALS).

The division has a total workforce of 1,394 personnel elaborated as

follows:

Table 4. Division workforce as of May, 2020

Elemen Junior Senior ALS Division
Classification
tary HS HS Office
Total %
Teaching 707 360 107 13 0 1,187 85.15%
Teaching-related 60 19 5 0 19 103 7.39%
Non-Teaching 25 17 19 0 43 104 7.46%
TOTAL 792 396 131 13 62 1,394 100%

It can be gleaned from table 4 that majority of the division workforce

are teaching personnel at 85.15% while the remaining 14.85% are those
teaching- related and non-teaching personnel.

As part of the Division of Bayugan City’s full commitment to ensure

continuity of the delivery of quality, accessible, relevant and liberating basic
education to school-age children in this time of the new normal brought
about by the COVID-19 pandemic, it has conducted a mapping survey of the
learning contexts and types of learners in the Division. This activity is a
necessary input to the Learning Continuity Plan which articulates the
activities the Division Office will undertake to respond to the prevailing
challenges of the time.
 Specifically, the mapping survey aimed to gather relevant information
from the parents, learners, teachers, LGU officials, and other stakeholders
on the preferred date of opening of classes for SY 2020-2021; the preferred
modality of learning delivery; capacity to participate in a modular, online,
and radio-based instruction including the assessment of the factors that
would affect the learners’ participation to any of the modality enumerated.

The survey also sought to determine the level of commitment of the

stakeholders in allowing learners to participate in the modality that DepEd
Bayugan City may implement during the school year.

There were 2,987 individuals who responded to the survey. The details
of the respondents and their responses were presented as follows:

Figure 1. Respondents by Gender

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division

Figure 1 shows that among the 2,987 respondents, 31.20% were male
and 68.80% were female.
Figure 2: Survey Participant Group

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division

Figure 2 shows that majority of the respondents were students at

41.8% followed by parents at 36%. It can also be further inferred that
various groups of stakeholders were represented among the survey
respondents.

Figure 3. Preferred Schedule of Opening of Classes

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division

Figure 3 shows that when asked about their preference on the

schedule of the opening of classes, 49.4% of the respondents preferred that
classes will fall on August 2020 until June 2021. It can further be inferred
that majority of the stakeholders preferred that classes will not be opened in
the month of June, 2020 as manifested in the result that only 8.9% of the
respondents choose that classes will open in the aforesaid month.
Figure 4. Preferred Learning Modality if Classes Will Open amidst the COVID-19 Threat

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division

Figure 4 showed that the most preferred learning modality by 38.3%

of the respondents was “Modular Instruction Program” wherein each learner
will be given modules/activity sheets to be studied at home; however, this
was closely followed by the “Face-to-Face Modality” where students will
really come to schools to attend classes but social distancing measures will
be observed at 32.7%. It can further be seen that 15.6% of the respondents
preferred the mixed method or blended learning modality. It is also worthy
to mention that only 12.35% of the respondents choose the On-line
Classes/Modality.

Figure 5. Capacity to join Online Classes

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division
 It can be inferred from Figure 5 that majority of the respondents agree
that there is internet signal in their localities and that they have a gadget
that can connect with the internet; however, it can also be seen that
majority of the responses disagree that they have internet subscription but
rely only on their cellphone load to connect to the internet. Further, it can
also be seen that majority of responses disagree that they have a constant
budget for internet load.

Figure 6. Capacity to join Radio-based Instruction

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division

It can be seen in Figure 6 that majority of the respondents agree that

the radio signal can reach their homes and that they have transistor radio
that can be used for radio-based instruction; however, they also disagree
that they have constant budget to purchase battery for the transistor radio.

Figure 7. Capacity to Join Modular Instruction Program

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division
 It is clearly presented in Figure 7 that majority of the respondents
agree that they have capacity to participate in a Modular Instruction
Program/Modality; that they have somebody at home who can assist the
learner in understanding difficult lessons; and they have a means to
contact/reach the teacher if they have something to clarify with the teacher.

Figure 8: Commitment to Participate/Support in Face-to-Face Learning Modality

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division

Figure 8 shows that majority of the respondents commit to support

the possibility of conducting face-to-face classes observing social distancing
measures. The responses further showed that they are open to the
possibilities of having classes twice or thrice a week to support the social
distancing measures of the school.

Figure 9. Commitment to Support Actively in any Learning Delivery Modality that

the School Deems Fit Under the New Normal

Source: Bayugan City Division mapping survey of the learning contexts and types of learners in the Division
 Figure 9 also showed that majority of the respondents commit to
participate actively in any modality of learning delivery that the school
deems fit under the new normal; to accept, take care, and use correctly the
modules and other materials given or borrowed from the school; to allocate
time to study the lessons through their chosen modality; and to finish all
tasks/activities/assignments as part of their studies.

Upon consolidation and analysis of the survey result, the following

findings are hereby enumerated, to wit:

 49.4% of respondents prefer to have classes for SY 2020-2021

open in August 2020;

 38.3% of respondents prefer modular as the modality for

delivering learning followed by face-to-face classes at 32.7% and
mixed method at 15.6%;

 Majority of the respondents agree that they have internet and

gadget at home that can be used for learning but majority disagree
that they always have budget for internet load;

 Majority of the respondents agree that the radio signal can reach
their homes and that they have transistor radio that can be used
for radio-based instruction however they also disagree that they
have budget for battery for transistor radio;

 Majority of the respondents agree that they have capacity to

participate in a modular modality; they have somebody at home
who can assist the learner in understanding difficult lesson and
they have a means to contact/reach the teacher if they have
something to clarify with the teacher;

 While majority of the parents and learners agree that they have
available gadgets and connectivity, they still preferred modular
learning over on-line learning;

 Almost all respondents committed to observe social distancing and

other health protocols to avoid contracting the COVID 19 virus;
and

 Almost all committed to participate actively in any of the learning

delivery modality that the school deems fit under the new normal.

Based on the findings of this survey it is recommended that in order

to ensure learning continuity in all the schools division and with
consideration to the mixed responses, needs, and capacities of the
respondent stakeholders, all School Heads and school personnel in the
public and private schools, with the assistance of the Division Office, shall
develop a contextualized school learning continuity plan that address that
 needs of the learners under the school’s prevailing condition under the new
normal.

IV. LEARNING CONTINUITY PLAN FRAMEWORK

The Department of Education’s “LEARNING OPPORTUNITIES

SHALL BE AVAILABLE: The Basic Education Learning Continuity Plan
in the Time of COVID-19” stands on the following principles embodied
under Sulong EduKalidad:

1. Protect the health, safety, and well-being of learners, teachers and

personnel, and prevent the further transmission of COVID-19;

2. Ensure learning continuity through K-12 curriculum adjustments,

alignment of learning materials, deployment of multiple learning
delivery modalities, provision of corresponding training for
teachers and school leaders, and proper orientation of parents or
guardians of learners;

3. Facilitate the safe return of teaching and non-teaching personnel

and learners to workplaces and schools, taking into consideration
the scenarios projected by the DOH and the Inter-Agency Task
Force for the Management of Emerging Infectious Diseases in the
Philippines (IATF), complemented by other credible sources, and
balanced with DepEd’s own risk assessments;

4. Be sensitive to equity considerations and concerns, and endeavor

to address them the best we can; and

5. Link and bridge the BE-LCP to DepEd’s pivot to quality and into
the future of education, under the framework of Sulong
EduKalidad and Futures Thinking in Education.

In consonance to the above-enumerated principles, the Division of

Bayugan City developed a framework for its contextualized Basic Education
Learning Continuity Plan. This framework is a product of the collective
efforts of the three functional divisions as part of the endeavor to continue to
deliver quality, accessible, relevant and liberating basic education to
Bayuganon learners even in the age of the “new normal” brought about by
the onslaught of the COVID-19 pandemic.

Figure 10. Bayugan City Division Learning Continuity Plan Framework

Strategic Management and

Operations
 Mapping of the learning contexts and
types GOAL:
Curriculum and Instruction Alignment of learning materials with the All learners of
Management curriculum standards Bayugan City
Division are
Ensuring availability of learning materials
that can be used in any type of modality of
receiving
learning delivery continuous
delivery of quality,
Resource Management accessible,
Ensuring availability of ICT system and
other available media relevant and
liberating basic
Assuring a safe and conducive learning education in the
environment new normal amid
the COVID-19
Build capacity of school officials and
crisis through
Human Resource teachers in the design and execution of
Management and various modality of learning delivery other
alternative
Development than face-to-face learning pathways
without
jeopardizing their
Engaging the stakeholders to partake in
the commitment and challenge of ensuring
health and well-
Partnership and Linkages being.
quality delivery of the preferred modality

Type of Type of Learners

Learners School Context

The framework illustrates the integrated process flow of the learning

continuity plan of the Division of Bayugan City through the collective efforts
of the Office of the Schools Division Superintendent (OSDS), School
Governance and Operations Division (SGOD) and Curriculum
Implementation Division (CID).

There are seven (7) inputs, aligned with the Key Result Areas of the
Schools Division Office, geared towards the attainment of the goal of the
learning continuity plan. These inputs are also aligned with the Key
Dimensions of the DepEd Caraga Learning Continuity Plan, to wit:

 Build capacity of school officials and teachers in the design and

execution of various modality of learning delivery other than
face-to-face is aligned with Safe Operations;
  Ensuring availability of learning materials that can be used in
any type of modality of learning delivery; and alignment of
learning materials with the curriculum standards is aligned
with Focus on Learning;

 Engaging the stakeholders to partake in the commitment and

challenge of ensuring quality delivery of the preferred modality
is aligned with Hiniusang Pag-alagad para sa Edukalidad;

 Mapping of the learning contexts and types is aligned with

Reaching the Most Marginalized;

 Assuring a safe and conducive learning environment is aligned

with Well-being and Protection;

 Resource Management and Ensuring availability of ICT system

and other available media is aligned with Education Financing.

However, there are three intervening variables that may affect the
efficacy of the inputs towards the attainment of the goal, namely, the types
of learners, the type of schools, and the learners’ context. The learners’
context pertains to available learning media (online, TV, commercial radio,
community-based radio, etc) at the community level where the learners are.

Delivering the inputs in the light of the intervening variables is a

surefire way of attaining the goal of this Division Learning Continuity Plan
which is continuing education for all Bayuganon children amid the gigantic
threat of health emergency brought about by COVID-19.

V. LEARNING STRATEGIES AND MODALITIES

It is articulated in item V of DepEd’s Basic Education Learning

Continuity Plan in the Time of COVID-19 that major adjustments are being
made at the central and field levels to enable DepEd to deliver distance
learning at a magnitude never done before.

Similarly, the contextualized learning continuity plan of the Division of

Bayugan City will describe key elements of the learning strategies and
learning delivery modalities, constitute parameters, menu of options, and
resources that our schools can choose from or adapt, taking into
consideration their respective community conditions, type of school, type of
learners, and learners’ context.
ADOPTION OF MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

The DepEd Curriculum and Instruction strand, through the Bureau of

Curriculum Development, has identified within the full K to 12 curriculum
the Most Essential Learning Competencies (MELCs). This has streamlined
the total number of competencies in all learning areas from Kindergarten to
Grade 12. By streamlining the learning competencies to the most essential,
the focus will be more on the learning activities and resources, while having
sufficient time for coverage and mastery (Item V.A of DepEd BE-LCP 2020).

To date, all the schools in Bayugan City Division, both public and
private, were already given copies of the MELCs for them to be guided as
they prepare their school learning continuity plan. The Education Program
Supervisors under the Curriculum Implementation Division are now on the
process of contextualizing the MELCs in order to accommodate the varying
contexts of learners, teachers, learning environment, and support structures
considering both the content and performance standards.

Schools are likewise encouraged to contextualize the MELCs because

they are more familiar with the context of their learners. With these,
Bayuganon learners are guaranteed relevant and quality basic education
amidst COVID-19.

LEARNING DELIVERY MODALITIES

The Division of Bayugan City will be adapting the learning modalities

articulated in The Basic Education Learning Continuity Plan in the Time of
COVID-19” of the Department of Education. These learning modalities will
be contextualized in the Division in order respond to the findings of the
Division-initiated survey and in order to respond to the types of learners, the
type of schools, and the learners’ context.

All schools in the Division will also prepare their School Learning
Continuity Plan and conduct their own school-initiated survey in order to
determine the appropriate learning delivery modality in response to their
learners’ context.

The learning delivery modalities that schools can adopt may be one or
a combination of the following, depending on the COVID-19 restrictions and
the particular context of the learners in the school or locality:

1. Face-to-face (F2F). This refers to a learning delivery modality where

the students and the teacher are both physically present in the
 classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.

F2F option may be feasible in very low risk areas with no history of
infection and very low and easily monitored external contacts. Any
F2F learning delivery must have proper risk assessment and must
adhere to the health protocols in place.

2. Distance Learning. This refers to a learning delivery modality where

learning takes place between the teacher and the learners who are
geographically remote from each other. This modality has three types:
a) Modular-Distance Learning; b) Online Distance Learning, and
Radio-based Instructions.

This learning modality will be implemented in situations when Face-

to-Face learning will not be allowed.

Modular Distance Learning. For this modality, each learner will be

provided with modules for self-learning. The distribution of the
modules will be done weekly in order to provide ample time for the
teachers to check the students’ responses/answers to the submitted
module and be able to provide relevant intervention activities as the
need arise. This could be done in three ways: 1) Parents/guardians
will pick up the module for the week and at the same time submit the
completed/answered module of the previous week; 2) Barangay
Officials/Purok Officials/Barangay frontliners will assist in the house-
to-house distribution of the module for the week and at the same time
retrieve the completed/answered module of the previous week; and 3)
The school will facilitate the distribution and retrieval of the modules.

Online Distance Learning. This is where the teacher as the

facilitator, engages learners’ active participation through the use of
various technologies accessed through the internet. The internet is
used to facilitate learner-teacher and peer-to-peer communication.
Radio-Based Instructions. This utilizes the Student Learning
Modules (SLM) converted to radio script and learners will listen to
instructions from the teacher on the transistor radio.

Distance learning modality is most viable for independent learners,

and learners supported by the periodic supervision of parents or
guardians, thus, schools are encouraged to identify through surveys
who among its learners have difficulty in independent learning and do
not have anybody to provide assistance at home while answering the
 modules so that they can think of appropriate interventions for these
identified learners.

3. BLENDED LEARNING. This refers to a learning delivery that

combines Face-to-Face with any or mix of online distance learning,
modular distance learning, and radio-based instruction.

Should blended learning modality be allowed by the IATF to be

implemented in Bayugan City, each classroom must only have 10 to
20 students per classroom per day and adhere strictly social
distancing measures and other health protocols to ensure safety of
learners. In this situation, learners may have either “daily”, “twice-a-
week” or “once-a-week” F2F classes depending on the class size or
whether the schools fall under “small”, “medium” or “large” category.
The rest of the days of the week will be: a) “modular home-based
learning” for learners who will opt to choose “off-line mode or
modular” wherein each learner will be given a set of modules/activity
exercises to answer at home; or b) “on-line learning” for learners who
will opt for this modality wherein classes for the rest of the days of the
week will be done online though google classroom or other virtual
mode of conducting lessons.

4. Homeschooling. This is an alternative delivery mode that aims to

provide learners with access to quality basic education through a
home-based environment to be facilitated by qualified parents,
guardians, or tutors who have undergone relevant training.

LEARNING RESOURCES

While schools are preparing their School Learning Continuity Plan, they are
also conducting an inventory of all available learning resources in the school that
could be used by the learners in the implementation of the new normal.

In addition to the textbooks that will be distributed to learners, the

Education Program Supervisors under the Curriculum Implementation Division are
on the process of aligning learning materials with MELCs. The following activities
will be undertaken to ensure that learning materials for the implementation of the
different learning modalities will be available upon opening of classes:

 Ensure that the lesson exemplars, supplementary learning materials

(SLMs) including assessment mechanisms are aligned with
competencies and adaptive in different mode of learning (online,
offline, blended, etc.);
  Harvest all available materials/modules: ADM, ALS (printed & radio),
OER, DepEd Commons, braille, DAISY, STAR books, etc.;
 Align harvested learning resources and materials to the different
learning modalities (modular, F2F, and virtual/online);
 Unpack MELC competencies with corresponding recommended
flexible learning delivery modes and materials per grading period;
 Identify content experts and writers for the making of activity sheets
and e-resources;
 Identify content experts and writers for the making of activity sheets
and e-resources.;
 Develop lesson exemplars and supplementary materials in different
modalities.

The contextualized Self-Learning Modules (SLMs) developed by the CID also

took into consideration the budgetary implications in reproducing these SLMs.

ALTERNATIVE LEARNING SYSTEM

As stated in item V.G of the DepEd BE-LCP, the overall goal of the learning
continuity plan for ALS is to sustain the gains of the Duterte administration in the
delivery of quality and relevant second chance basic education programs for out-of-
school youth and adults while ensuring the health and safety of both learners and
teachers during the COVID-19 pandemic and in the transition to the “new normal”.

In the Division of Bayugan City, the implementation of the Alternative

Learning System (ALS) in the Division is at par with formal education. There ALS
Mobile Classes in all the 43 barangays of Bayugan City and as of SY 2019-2020 the
total ALS enrolment is at 1,662.

To ensure that the ALS classes will continue, the existing ALS learning
delivery modalities will be strengthened so that more women, persons with
disabilities (PWDs), members of Indigenous Peoples (IP) and marginalized
communities are reached. The learning delivery modalities under the new normal
will also be adopted by the ALS classes and strict health protocols shall also be
followed.

VI. OPERATIONALIZING THE LEARNING CONTINUITY PLAN

The three functional divisions played a vital role in this learning continuity plan as
they interface and complement with each other in the major milestones in facing
the challenges of the “new normal”.

 The “How”. The School Governance and Operations Division (SGOD) is the
key player in this aspect.
 o The M and E spearheaded the conduct of the mapping survey of the
learning contexts and types of learners in the Division and made an
analysis of the results of the survey;

o The planning office paved the way for the contextualized enrolment
procedures, tracking of data, trend of performance indicators
andother planning parameters as well as adjustments in the work
and financial plans of the division;

o The SBM gave technical assistance to schools in preparing the School

Continuity Plans, conducting school situational analysis and
identifying priority improvement areas in the new normal, and
realignment of budget;

o The HRD in coordination with the CID laid out the blueprint for the
capacity building activities for key officials, teachers, non-teaching
personnel and education partners so that the new learning modalities
will be effectively delivered to our clientele;

o The SocMob and Networking strived to strengthen partnerships and

linked with education partners. Presently, the SMN is on the process
of executing MOAs with radio stations and partner agencies as part
of our endeavor in ensuring learning continuity in this challenging
times;

o The Physical Facilities division provided technical assistance for

schools’ physical readiness for the new normal, installation of
handwashing facilities and other disinfecting facilities, arrangement
of seats in the classrooms should face to face modality be allowed,
exit and entrance scheme in offices and schools, and the like;

o The Health and Nutrition Section will make sure that the health
protocols mandated by the DOH in their Guidelines on the Risk-
based Public Health Standards in COVID-19 Mitigation will be
conscientiously implemented in all offices and schools within the
division;
o The YFD will tie up with different youth formation agencies and
school student leaders, SSG/SPG advisers and endeavor to initiate
actions in mobilizing learners support systems in schools.

 The “What”. The Curriculum Implementation Division (CID) is the key

player in this aspect in aligning learning materials with available
curriculum standards and ensuring that the lesson exemplars,
supplementary learning materials (SLMs) including assessment
mechanisms are aligned with competencies and adaptive in different mode
of learning (online, offline, blended, etc.). The education supervisors
prepared contextualized self-learning modules and activity sheets per grade
level per subject area and conducted simulation on how the lessons will
delivered using learning modalities in the new normal.
  The “When to Execute”. The OSDS is the key player in the mobilization,
logistics and financial aspects to ensure that the Division Learning
Continuity Plan will be realized.

VI. IMPLEMENTATION PLAN

RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Develop Division Learning
Continuity Plan on instructional
delivery based on the different
scenarios. The following
learning modalities will be
offered to cater to the needs of
March 22,
learners and for schools to IATF Policy Comprehensive
SDO-CID 2020-April
• Prepare adapt depending on their Guidelines Continuity Plan
3, 2020
learners to learners’ context;
• Strategic
acquire skills
Management Schools will also be required to
necessary for
and prepare and submit their
success in the
Operations School Learning Continuity
next school year
Plan.
Guidelines in the
April 20, conduct of
Conduct remedial classes for Percentage of
2020 - remedial classes
conditionally promoted Schools learners with
May 20, for conditionally
students passing grade
2020 promoted
learners
campaign
SSG advocacy
Advocacy campaigns on April 20, materials,
    Federation materials
prevention of COVID-19 Officers 2020 internet
disseminated
connection
Assist in the dissemination of
division survey on preparation SSG learners who
April 20, internet
    of the opening of classes for Federation responded the
Officers 2020 connection
SY 2020-2021 under the new survey
normal
internet
online
online orientation on SPG-SSG June 20, connection,
    YFC orientation
advisers 2020 laptop, slide
conducted
decks
School DCP Package,
Conduct orientation on the
HeadsSchool, July 15, Internet 100%
    familiarization of technology in ICT 2020 connection, other attendance
education Coordinators gadgets
Conduct survey on the
preferred modality of learning
•Map out
delivery among parents,
learning context Online Survey
students, teachers and other April 20 -
  and types at the SGOD Form, Internet data results
stakeholders, their capacity to 30, 2020
division and connection
participate in any of the
school levels
modalities, and on the factors
affecting the delivery of the
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
preferred modality at the
Division Level
Planning April 25,
Conduct survey of learning Online Survey
Officer, School 2020 -
  context and types of learners Heads, Div.
Form, Internet data results
June 4,
at the Division level M&E Coor. connection
2020
 
Planning April 25,
Determine Number of learners Online Survey
Officer, School 2020 -
  who need printed instructional Form, Internet data results
Heads, Div. June 4,
packets thru survey M&E Coor. connection
2020
Determine the number of Planning April 25,
Online Survey
learners and learners access Officer, School 2020 -
    Heads, Div.
Form, Internet data results
to internet in their households June 4,
M&E Coor. connection
thru survey 2020
Data served as
Analyze data gathered from April 30,
input in the
the survey as an input in the 2020 -
    SGOD Survey results Division
crafting of the Division May 2,
Learning
Learning Continuity Plan 2020
Continuity Plan
Monitor the school enrolment
Planning appropriate
facilitated by the school August 3 -
    Officer, School Monitoring tool school mode of
teachers adopting the Heads 24, 2020
enrolment
alternative mode of enrolment
August 24,
Reporting of progress on the Planning enrolment
2020 -
    enrolment per school per grade Officer, School tempalte given to enrolment data
Heads Septembe
level school
r 18, 2020

August 31,
Planning monitoring
Monitoring and consolidation of 2020 - quick count data
    Officer, School template quick
schools quick count enrolment Heads Septembe per school
count enrolment
r 4, 2020

•Align learning Conduct an inventory of all

•Curriculum January 1,
materials with available quality assured Inventory of
and 2020 - All learning
available learning materials and SDO-CID learning
Instruction April 30, materials
curriculum resources for all types of materials
Management 2020
standards learners

Prepare the matrix of

curriculum standards
(competencies), with
April 1 - Identified critical
    corresponding recommended SDO-CID Curriculum guide
30, 2020 competencies
flexible learning delivery
modes and materials per
grading period.
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Ensure that the lesson Lesson
Most essential
exemplars, supplementary exemplars/SLM
learning
learning materials (SLMs) April 1, s are adaptive
competencies,
including assessment SDO-CID, 2020 - and learning
    inventory of
mechanisms are aligned with Schools June 15, assessments
learning
competencies and adaptive in 2020 measure
materials,
different mode of learning authentic
assessments
(online, offline, blended, etc.) learning
Harvest all available
Inventory matrix
materials/modules: ADM, ALS Print and online
April 6 - of learning
    (printed & radio), OER, DepEd SDO-CID resources
18, 2020 resources and
Commons, braille, DAISY, database
materials
STAR books, etc.)
Align harvested learning Matrix of
Inventory of
resources and materials to the learning
April 21 - learning
    different learning modalities SDO-CID resources and
26, 2020 resources and
(modular, F2F, and materials with
materials
virtual/online) modalities
Review the identified Most K-12 Curriculum
April 28, MELC Matrix
Essential Learning Implementation
2020 - with learning
    Competencies (MELC) SDO-CID and Learning
May 1, content and
provided by the Central Office Management
2020 topics
(CO) Matrix
Prepare and release
memorandum to the field on
May 1 -
    the conduct of quality SDO-CID Office supplies Memo released
15, 2020
assurance of the designed
learning materials.
Unpack MELC competencies K-12 Curriculum
with corresponding Implementation MELC Matrix
May 4 - 8,
    recommended flexible learning SDO-CID and Learning with learning
2020
delivery modes and materials Management modalities
per grading period. Matrix
Identify content experts and
Pool of content
writers for the making of May 6 - 7,
SDO-CID Human resource experts and
activity sheets and e- 2020
writers
resources.
   
Teleconference of SDO, CID, 100%
May 11, Internet
and pool of content experts SDO attendance rate
2020 connectivity
and writers of participants.

May 12,
Develop lesson exemplars and
SDO-CID, 2020 -
    supplementary materials in    
School/CLC June 30,
different modalities.
2020
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Conduct online orientation of
100%
teachers on the utilization of
May 18 - Internet attendance rate
    most essential learning SDO-CID
22, 2020 connectivity of teacher-
competencies matrix and
participants.
appropriate learning packages.

Design additional learning

SDO-CID, June 1 - Inputs for LRM Complete LMs
    materials to ensure that all Schools 30, 2020 development for all ELCs
ELCs are covered
Budget per
school
reviewed,
Division SBM Budget
Review Status of Utilization of Coordinator in April 29, utilization per
Budget per Annual coordination Desktop
with Budget
2020 -May school noted
Procurement Plan/PPMP of Computer/Laptop
•Human and Finance 4, 2020 and remaining
Schools
Resource Section MOOE
Management allocation per
and •Capacitate school
Development school officials determined.
and teachers April 27, 100%
Training Design,
who are 2020 - attendance of
  Train teachers on Webinar SDO-CID LR internet
knowledgeable May 8, participants, e-
connectivity
in the design 2020 resources
and execution of observed 100%
Conduct process observation May 2020 POA observation
various NF2F of capacity
  and analysis on all capacity HRD - April tool, internet,
learning delivery building
building activities 2021 laptop/ computer
options activities
May 2020 all relative
Disseminate relative memos to Internet, legal
    OSDS - April memos
the field basis
2021 disseminated
  Hard Copy of
the Excel
presentation
given to the
SDS, ASDS,
CID and SGOD
Prepare an excel presentation Chiefs, and soft
on Remaining MOOE Budget Division SBM May 4, Desktop copy of the
  Coordinator
per school after deducting the 2020 Computer/Laptop presentation
cash advance sent to the
Group Chat of
District
Supervisors,
Elementary and
Secondary
School Heads
  Determine the suggested on Division SBM May 5-6, Desktop Hard copy of the
site Holding of Classes and the Coordinator in 2020 Computer/Laptop proposed
schools who might be coordination holding of On-
implementing the Daily, Twice with Planning site Classes
officer and
a week, or Once-a-week Face given to SDS,
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
ASDS, CID and
SGOD Chiefs,
and soft copy of
the presentation
to Face Classes considering
Physical sent to the
the enrolment, number of
Facilities Group Chat of
classrooms, and number of Coordinator District
teachers per school.
Supervisors,
Elementary and
Secondary
School Heads
Dissemination of the result of
the Division survey to all
schools as basis for the disseminated
May 6,
    conduct of a confirmatory SGOD Survey results survey results to
2020
survey as basis for the crafting schools
of the school's Learning
Continuity Plan
Budgetary
implications of
Provision of Technical
the school
Assistance to School Heads in
Desktop Continuity Plan:
appreciating the implications
Division SBM May 6 - Computer/Laptop On the Context
    of the school learning Coordinator 30, 2020 , Internet of SBM shared
continuity plan in the remaining
connectivity on the GC of
MOOE allocation on the
DI’s, Elem and
Context of SBM
Secondary
School heads
Action Plan
presented to the
Desktop
Preparation of School School SDS, ASDS,
May 6 - Computer/Laptop
Action/Implementation/Continui Head/School SGOD and CID
Planning Team 30, 2020 , Internet
ty Plan Chiefs and
connectivity
District In-
  charge
Provision of Technical 100% of public
Desktop
  Assistance to all public schools schools are
May 6 - Computer/Laptop
in the preparation of School SGOD provided with
30, 2022 , Internet
Action/ Implementation/ Technical
connectivity
Learning Continuity Plan/s Assistance
Provision of Technical 100% of private
Desktop
Assistance to all private schools are
May 6 - Computer/Laptop
  schools in its preparation of the SGOD provided with
30, 2023 , Internet
School Learning Continuity Technical
connectivity
Plan Assistance
Conduct monitoring of the
conduct of school level survey
to determine the preferred
mode of learning delivery, May 7 - Monitoring tool/ monitored all
    SGOD, DICs
capacity to participate in the 15, 2020 checklist schools
modalities and on factors
affecting the delivery of
modality
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Coaching school personnel in
the data analysis of data school
gathered from school-level May 10 - personnel are
    SGOD Survey results
survey in preparation of the 12, 2020 coached in the
crafting of school-level data analysis
continuity plan
Quality assure and provide
technical assistance to schools Schools' quality assured
May 15 -
    in the crafting of a data-based SGOD Learning School Learning
22, 2020
School Learning Continuity Continuity Plans Continuity Plan
Plan
Capacitate supervisors, school
heads, department heads, Training Design, Instructional
SDO-CID, May 18 -
    master teachers on School/CLC
internet Supervision
22, 2020
instructional supervision in the connectivity Plan
new normal.
Facilitate the finalization and Quality assured Approved
May 23 -
approval of the School SGOD School Learning School Learning
30, 2020
Learning Continuity Plan Continuity Plans Continuity Plans
 
Orient grade level teachers on Training Design, 100%
SDO-CID, May 25 -
  instructional delivery in the new internet attendance of
School/CLC 29, 2020
normal connectivity participants
Capacitate school heads,
Training Design, 100%
department heads, and SDO-CID, June 1 -
  School/CLC
internet attendance of
teachers on navigating e- 12, 2020
connectivity participants
classrooms.
Realigned PPMP
Realignment of School Budget Desktop presented to the
School SDS, ASDS,
to fund the “essentials” needed June 1 - Computer/Laptop
    Head/School SGOD and CID
to address thë COVID 19 Planning Team 30, 2020 , Internet Chiefs and District
crisis. connectivity In-charge for
approval
Realigned
PPMP
Desktop
Provision of Technical presented to the
Division SBM June 1 - Computer/Laptop
    Assistance to Schools in the SDS, ASDS,
Coordinator 30, 2020 , Internet
Realignment of School Budget SGOD and CID
connectivity
Chiefs and DI’s
for approval
Monitor the implementation of
School Learning Continuity June 2020
monitored all
    Plan SGOD, DICs - August Monitoring tool
schools
2020

Realignment of Division
AIP/ WFP
AIP/WFP 2020 especially Planning Offier,
June 15 - approved/ revised Division
    INSET Program
Owner 19, 2020 AIP/WFP AIP/ WFP 2020
template
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Conduct online training on
creation og google sheet link or
other application for the school Internet
Google sheet
enrolment, submission of Planning June 22- connection, WIFI,
    link created per
school reports and other data Officer, ITO 26, 2020 templates on
school
reports data generation

Orient school heads and

teachers on the assessment of Training Design, 100%
SDO-CID, June 22-
learning in the new normal. internet attendance of
School/CLC 26, 2020
connectivity participants

   
Internet
Monitoring the Implementation July 1,
Connection,/ Effective
of the Revised AIP, PPMP and 2020 -
SGOD Team WIFI/Celphone implementation
APP December
Load/Transportat of school plans
30, 2020
ion Expenses
Hard copy of the
proposed holding
of On-site
Determine the suggested on Classes given to
site Holding of Classes and the SDS, ASDS, CID
Division SBM
schools who might be Coordinator in and SGOD
•Ensure a safe
implementing the Daily, Twice coordination with Chiefs, and soft
•Resource and conducive May 5-6, Desktop
a week, or Once-a-week Face Planning officer copy of the
Management learning and Physical 2020 Computer/Laptop presentation sent
to Face Classes considering
environment Facilities to the Group Chat
the enrolment, number of Coordinator
classrooms, and number of of District
Supervisors,
teachers per school.
Elementary and
Secondary School
Heads
References from
Develop and disseminate a School Health Approved
monitoring tool/ checklist for Division DRRM May 11 - section, monitoring tool
   
school’s physical readiness for Coordinator 20, 2020 Education and division
on-site classes Facilities and memo
DRRM
On-site inspection for schools’ Division DRRM July 1 - Approved Have visited all
    physical readiness for on-site Coordinator, 31, 2020 monitoring tool schools and
classes: Division Nurse, communicated
Division feedbacks from
    · Ventilation of classrooms Engineer,
the visit
District-In-
· Handwashing facilities and
    Charge
other disinfecting facilities

· Repair necessary facilities

    such as electrical wirings,
windows and etc.
Arrangement of seats in the
   
classrooms
    Exit and entrance scheme
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Request letter
July 13, Disinfected all
Initiate and facilitate the with preferred
Division DRRM 2020 - schools prior to
  disinfection of all schools prior schedule to LGU
Coordinator August 21, opening of
to the opening of classes for disinfection of
2020 classes
schools
 
Monitor status of schools as to
readiness in terms of List and status
Planning June 1 -
  enrolment, classrooms, Officer
Internet of schools as to
31, 2020
modules, teachers and other readiness
resources
All modalities
are quality
Quality Assurance, Technical June 2020
Division M&E Internet, assured,
    Assistance, Monitoring and Coor.
- April
QATAME tool provided TA,
Evaluation in all modalities 2020
monitored and
evaluated
Identified school
Determine school officials and officials and
•Utilize ICT teachers who are competent in System in teachers
systems and designing and implementing SDO, School, May 18 - determining the knowledgeable of
  CLC designing and
other available none F2F learning delivery 22, 2020 officials and
media options for various types of teachers implementing
learners (SPED, Muslim IP) non-F2F learning
delivery mode
Identified
teachers who will
Determine number of teachers need capacity
System in
in need of capacity building for SDO, May 18 - building for
    School/CLC
determining the designing and
specific none F2F learning 22, 2020
teachers implementing
delivery options
non-F2F learning
delivery mode
Prepare training design for
each specific none F2F Training design
learning delivery options SDO, May 22 - Components of for
    School/CLC
including the consideration for 29, 2020 training administrators
various types of learners (e.g., and teachers
SPED)
Prepare Template Design
online/ offline of enrolment in
schools per grade level or internet Design template
Planning June 1 -
    Create google sheet link per Officer, ITO
connection, either in google
12, 2020
school per grade level for the laptop sheet or offline
enrolment of students during
enrolment period.
Materials for
orientation,
Help the administrators in learning plan,
Learning Oriented
orienting the Knowledge June 5 -
    School/CLC Management Knowledge
Sources give assistance on the 19, 2020 System and Source
delivery of the contents. infrastructure for
online and/or
blended learning
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Train teachers on the use of
LMS, on making a lively
discussion and producing
materials/lectures such as
Capacitated
online/video lectures with Learning
teachers the use
screen capture (synchronous SDO, June 8 - Management
    of LMS for
or asynchronous) or digitizing School/CLC 19, 2020 System (LMS),
online and/or
modules and making it HRTD fund
blended learning
interactive, on producing
computer-based assessment
and on delivery/use of ADM
modules.
Prepare instructional plan on Designed
Design of the
how to incorporate the different instructional
SDO-CID, June 8 - instructional plan,
    media in the instruction plans utilizing
School/CLC 19, 2020 LMS, all learning
anchored on the matrix different media
resources
provided for instruction.
Implemented
Issue policy guidelines for
policy guidelines
Alternative Modes of Education SDO, June 19 - Guideline
    for different
(modular, online, offline, School/CLC 26, 2020 components
modes of
blended, etc).
learning
Monitored the
August 24, optimum
Monitor the optimum utilization 2020 - utilization of
    SDO, School Monitoring Tool
of identified learning materials. April 30, identified
2021 learning
materials.
INSET funds,
internet
Online orientation on the online September BOSY LIS/BEIS
Planning connection,
    encoding of the enrolment in 21 - 25, encoded and
Officer, ITO laptop
school 2020 updated

•Tap other Enhanced Brigada Eskwela

stakeholders to Plus. This is maintaining the
ensure quality cleanliness and orderliness of Schools are
March, Linkaging skills,
delivery of the school and at the same clean and
2020 - Vegetable seeds
distance time the Gulayan sa Paaralan SGOD Soc orderly and the
•Partnership August for vegetable
education by the community/barangay Mob, GPP Gulayan sa
and Linkages Coordinator 2020 gardening,
and/or blended residents from the start of the Paaralan is
advocacy
learning suspension of classes due to thriving in all 68
materials
COVID 19 crisis until the time schools
that schools will resume its
classes.
Strengthen Oplan Balik SGOD June, advocacy conducted OBE
Eskwela advocacy 2020 - materials advocacy
August
2020
 RESPONSIBLE SUCCESS
KRA OBJECTIVES ACTIVITIES PERSON TIMELINE RESOURCES
INDICATORS
Local private institutions
June 1,
offering courses related to Request letter for Partnership with
SM&N 2020 -
  technology will be tapped to Coordinator
partnership and local private
August 21,
deliver online classes for the MOA institutions
2020
learners (ALS, ADM, etc)
Enter partnership with the local June 1,
Request letter for Partnership with
radio stations for the Radio- SM&N 2020 -
  partnership and local radio
Based Instructions Coordinator August 21,
MOA stations
2020
1. Conduct orientation to
•Orient learners students and parents on the July 15,
Computer, Conducted the
and parents LMS, digital citizenship, 2020 -
  Schools/CLC Internet orientation,
about different academic honesty, plagiarism August 10,
Connectivity attendance
approaches in and intellectual property. 2020
gaining access
to learning Orient parents / identified
resources and knowledge source (e.g.
communicating teacher, parent, professional,
with learners literate person, community
elders, azatids) in the
community on the instructional
July 15,
plan and how they will deliver Computer, Conducted the
2020 -
  the content to their kids. For Schools/CLC Internet orientation,
August 10,
working parents, they may opt Connectivity attendance
2020
to have a Knowledge Source
that will give instructional
guidance to learners as
appropriate to the learner’s
context.

VII. MONITORING AND EVALUATION PLAN

The Office of the Schools Division Superintendent (OSDS) through the

Curriculum Implementation Division (CID) and the Monitoring and
Evaluation section of the School Governance and Operations Division
(SGOD) shall closely monitor the compliance of schools and other concerned
entities with the provisions stipulated in this Division Learning Continuity
Plan (DLCP). This DLCP shall be regularly evaluated as deemed necessary
and adjustments shall be undertaken to improve its implementation. A
template for monitoring and evaluation purposes is found in Annex no. 1.

The Division Office, with full trust in the Divine Providence and in the
constant support of its stakeholders, is hopeful that by ensuring all the
necessary preparations to ensure readiness come opening of the school year
are in place. By this, it shall be able to ensure that the skills necessary for
success in the next grade and in the community at large are acquired by the
learners regardless of modalities.

The Division is steadfast in its commitment to the DepEd Core values

of Maka-Diyos, Maka-Tao, Makakalikasan, Makabansa.

ANNEXES
Annex 1

LEARNING CONTINUITY PLAN MONITORING REPORT FORM

NAME OF SCHOOL/DVISION: _________________________________

NAME OF SCHOOL HEAD/ SDS: _________________________________
SCHEDULED DATE OF MONITORING: _________________________________
Accomplish Recommen Signature of
Issues /
Objective Date of ment / dations / SPT &
ACTIVITIES Problems /
s Monitoring Status to
Challenges
Action Project
Date Points Team Leader
             
             
             
             
             
             
             
             
             
             
             
             
             
             

Prepared by: Concurred by: Noted:

___________________ __________________ MINERVA T ALBIS, PhD

OIC - Schools Division
Monitoring Official SGOD Chief Superintendent

__________________
CID Chief