EXECUTIVE SUMMARY

The threat of coronavirus disease 2019 (COVID-19)

pandemic prompted the government to implement measures
in order to prevent its spread in the country. Corollary to
this, President Rodrigo Duterte signed Proclamation No. 922
declaring a State of Public Health Emergency throughout
the country on March 09, 2020. By March 16, 2020 the
Province of Abra was placed under Enhanced Community
Quarantine (ECQ).
The imposition of ECQ has restricted the movement of
people and goods and prohibited the gathering of people. It
has also resulted the suspension of work and classes. Anent
to this, it is imperative to consider plan of adjustments and
work arrangements to ensure that basic education services
will continue amidst the pandemic. It is for this reason that
the Diocesan Schools Office-Abra crafted Learning
Continuity Plan (LCP).
The LCP highlights major moves in terms of programs,
activities, projects (PAPS) spelled out in the implementation
plan. This is a response to the challenges of basic education
service delivery to all ABRENIO Learners. It provides clear
direction where all strategies are based from the results of
the surveys conducted by the DSO and some are culled out
from the strategic objectives of the four (4) pillars of the
Sulong Edukalidad to align these to the DepED-CAR LCP.
Strategic Options are based on the results of the SWOT
Analyses which provided the Holy Spirit Academy of
Bangued information that based on context, schools opt to
deliver Modular Distance Learning (MDL). It is a type of
Distance Learning that will make use of modules. This takes
place between the teacher and the learners who are
geographically remote from each other during instruction.
Relative to this the Holy Spirit Academy of Bangued is in full
blast in preparation of the modules based on Most Essential
Learning Competencies (MELCS) across grade levels and
learning areas. This is to ensure the enhancement and
continuous implementation of the K TO 12 curriculum and
efficiency of implementation of the MELCS. Along with this,
it is also imperative to conduct training to all teachers on
how to deliver instruction using the MDL as an alternative
learning delivery mode. Other support programs and
projects provided in the implementation plan of the HSAB-
LCP will be conducted to ensure continuity of learning and
the provision of quality, accessible, relevant, liberating basic
education to all ABRENIO Learners.
In this light, the HSAB is committed to implement this
LCP with the support of all stakeholders. This will be
monitored from time to time to come up with adjustments
necessary to ensure that the goal and objectives are
achieved. This will also be communicated to all stakeholders
to fortify sense of ownership in order to institutionalize
responsive engagement for education and bring about
sustainable strategies and mechanisms for partnership to
advocate and support to the HSAB-LCP.
As a result, this LCP strategically implements
innovative and creative programs and activities in midst of
COVID-19 and ensures 100% customer satisfaction that will
redound to Holistically Developed ABRENIO Learners with
the 21st Century Skills.
 INTRODUCTION
The HOLY SPIRIT ACADEMY OF BANGUED in light of
the continuous effects of COVID 19 ensures that learning
will happen in every class in the coming school year 2020-
2021. The preparation for the school opening enjoins each
one of us to cooperate despite this difficult situation we are
facing. To guide us in our strategic directions, the Learning
Continuity Plan (LCP) plays an important role.
The Learning Continuity Plan guides all personnel who
help in the preparation for the coming school year and
onwards this school year particularly on designing the
different activities to be undertaken to realize the different
objectives set. All data as inputs in the recommendations in
the plan are based on the survey floated (electronically and
manually) to all teachers and parents. Such surveys from
the respondents provided us the real scenario/ picture and
learning context as bases for the design of learning
modality(ies) to employ, activities to undertake and
interventions to address immediate concerns and issues.
Analyses will further provide us opportunities to explore
more potential ways to sustain the effective delivery of
learning until normal situation is attained. Preventive and
precautionary measures to ensure health of all is not
compromised will not be set aside and should be
incorporated in all the activities/ programs and projects.
The Holy Spirit Academy of Bangued, our internal and
external stakeholders, in coordination with the Diocesan
Schools of Abra and the Department of Education, ensure
that our collaborative efforts come up with a workable
learning continuity plan. School learning continuity plans
will help ensure that at the school level, learning delivery is
well served and support activities are well managed and
implemented.
 GOAL AND SPECIFIC OBJECTIVES

The HOLY SPIRIT ACADEMY OF BANGUED aims to

sustain delivery of quality, accessible, relevant and
liberating basic education for all Abrenio learners from
Kindergarten to Grade 12 thru modular learning delivery in
the midst of the COVID 19 emergency situation through the
following objectives:
a. Protect the health, safety, and well-being of learners,
teacher and personnel; and prevent further
transmission of COVID-19;
b. Ensure learning continuity through K to 12
curriculum adjustments, alignment of learning
materials, deployment of multiple learning
modalities, provision of corresponding training for
teachers and school leaders, and proper orientation
of parents or guardians of learners; and
c. Link the BE-LCP to DepEd’s pivot to quality and
bridge this into the future education, under the
framework of Sulong Edukalidad and Futures
Thinking in Education.

SITUATIONAL ANALYSIS

A. TEACHER READINESS ON DIGITAL LEARNING

At present, we are living amidst what is potentially

one of the greatest threats in our lifetime to global
education, a gigantic educational crisis. Greatly affected by
the said crisis are the teaching personnel of Holy Spirit
Academy of Bangued of the Diocesan Schools of Abra. The
present number of the teaching personnel is 37. The
teaching personnel is disaggregated as 17 grade school
teachers and 20 secondary school teachers (junior high
school and senior high school). Based on the figure, 45.95%
of the teachers are handling grade school classes. 54.05%
handles the secondary level(junior and high shool).
 To be able to develop a relevant and timely Learning
Continuity Plan that will be the basis for the programs,
projects and policies to be implemented during this time of
crisis, the Holy Spirit Academy of Bangued initiated different
surveys to gather data. The number of teachers with
laptop/desktop and wi-fi at home. 100% of the teachers
owns a laptop/desktop but only 27.02 % or approximayely
10 has wi-fi connection at home. These are the teachers that
can probably use online learning as modality in the delivery
of basic education. 72.97 % or 27 teachers make use of
cellular data. Due to instability of internet connectivity,
online learning is impossible for many.
The graphs below give the picture of the
aforementioned data:

Devices Teachers have for Online Learning

120

100

80

60

40

20

0
laptop/desktop Smartphone Tablet

Series 1 Series 2 Series 3

 Teacher's Coonectivity to Internet

21% 24% Wi-fi connection

Cellular Data
Other Places outside home

55%

Another point is only 8.10% or around 3 of the

teachers had undergone training on distance learning. This
would tell that most of the teachers are not equipped with
the necessary competencies needed to deliver curriculum
via online platform or even implementing distance learning.
 B. INVENTORY OF LEARNING MODALITY OF
LEARNERS
A survey was developed by the Curriculum
Implementation Division of SDO Abra to determine the
Learning Modality Preferences of Learners studying in the
public and private schools. The data collected was part of
the basis for the development of Learning Continuity Plan of
the Schools Division Office.
1. RESPONDENTS: As of June 22, 2020, a total of 600
out of 1,144 learners/ parents has responded to the actual
survey floated during the cards giving and virtual responses
text messages and chats. This number represents 52.44% of
the learner’s population enrolled for the SY 2019-2020.

2. PARENTS HIGHEST EDUCATIONAL ATTAINMENT:

This item provides information if parents are capable of
helping/ assisting their children during home learning.
Based from the figure below, 61.03 or about 367 fathers,
68.55% or about 411 mothers and 57.76% or 347 guardians
have graduated in college. This shows that at home there
are adults who are capable of guiding their children in their
home education.

PARENTS/GUARDIAN INFORMATION
80

70

60

50

40

30

20

10

0
Elementary High School Grad College Grad Vocational Master's/Doctorate

Father Mother Guardian

3. We asked if SOMEBODY from home is capable of
helping/assisting them in their lessons. The graph reflects
that parents/guardians take the responsibility of the
following up the education of their child at home. The graph
reflects that 71% or 426 parents/guardians are hands-on
on the education of their children.

INSTRUCTIONAL SUPPORT AT HOME

5% Parent/Guardian
8% Elder Siblings
5% Grandparents
Tutor/House Helper
10% Independent Learning 4.74
Extended
71%

4. ACCESS TO DISTANCE LEARNING: The graph shows

how learners reach school from home. It is very evident that
majority (49% or 294 of 600) of the learners have personal
transportation. Most (43% or 258 out of 600) reach school
through public commute. Only 8% or 48 students/pupils
come to school by walking.
 Means of Going to School

9%
Walking
Public Commute
Family Vehicle
49%
43%

5. LEARNING MODALITY: The graph shows the learning

preferences of students. It is very evident that the parents
prefer modular learning delivery with 37% or 222 of 600
respondents. Tagging is online instruction with 27% or 162
parents/guardians. The parents least prefer lesson delivery
through the radio with only 7% or 42 respondents.

Learning Modality Preference

Combination Online
23% 27%

Modular Television
37% 7%
Radio
6%

Online Television Radio Modular Combination

6. CONNECTIVITY: The table shows how the learners

connect to internet. Most of them have wi-fi/ broadband
connection. It is reflected that 47.74% or about 286 of the
respondents have broadband internet connectivity while
41.56% or 249 make use of mobile data connection.

CONNECTIVITY TO INTERNET
60

50

40

30

20

10

0
Mobile Data Broadband/Wi-fi Computer Shop Public Places

Series 1 Series 2 Series 3

7. DEVICES AVAILABLE AT HOME: The figure below

shows the devices the students have at home. It is very
evident that the students possess television (19.48% or
about 117 respondents), laptop (18.45% or about 111) and
Smartphone (16.72% or about 100 respondents).

DEVICE AVAILABLE AT HOME

25

20

15

10

0
on ne ne t o r op ne
i TV bl
e di te
vis e ho ho Ra pu pt No
le bl ll p tr p Ta m la
Te - ca ce a co
n ic Sm p
No as to
B sk
De
8. CHALLENGES OF LEARNING: Based from the survey
conducted, unstable mobile or internet connection is the
greatest challenged represented by 85.83% or around 515 of
the respondents. Coming next is distractions like social
media, noise etc. with 70% or around 420 respondents.

Challenges Affecting the Child's Learning

Process through Distance Education
600
500
400
300
200
100
0
ts d n on g es on ns
e oa tio ti in
viti pti tio
dg tl ec di a rn c
ga en nn on l e cti um ra
f fic
i o c nt ra ns st
ko su tc th e e o di
ac n e al nd ot
h
ty
c
l i rn he pe
nte e i th tri ci
i d w
le in
i ct ec
ab in fl el
st lt y n g h
un cu co hi
ffi
di
 SWOT ANALYSIS
STRENGTHS WEAKNESSES
 81 % or 30 out of 37 teachers  8.10% or 3 out of 37 of teachers
has training on module making has training in digital learning
 100% of teachers with  10.81% or 4 out of 37 teachers
smartphone/laptop were trained in teaching
 100% partnership programs through online mode of delivery
 81 % or 30 out of 37 teachers  SSIP does not capture the
with very satisfactory to measures intended for COVID-19
excellent skills in using ICT  Not yet ready to conduct mental
 100% of learners in a class with and psychological first aid
ICT device
 37% or 222 out of 600
respondents prefer modular
learning
 Comprehensive Standard-based
School Implementation Plan
aligned with PEAC standards
 Enough washing facilities and
rest rooms for boys and girls
 Enough supply of clean and safe
drinking water
 100% or 25 classrooms are
equipped with ICT devices like
the television, radio Bluetooth
speakers.
 Spacious covered school
grounds
 Regulated entry of outsiders

OPPORTUNITIES
 Responsive external partners
 27 % or 162 parents/guardians/
learners prefer online lesson
delivery
 Supportive stakeholders
 Strategic location of the school
 Supportive administration
THREATS
 Instability of internet
connection
 Students/pupils have lots of
distractions like social media,
noise form community/
neighbour
 23 % or 138 of
parents/guardians/
learners prefer combination of
face to face learning with other
modalities
 STRATEGIC OPTIONS
S-O Strategies
 Fortify strategies and
mechanisms for partnerships
W-O Strategies
 Fortify the MEA system of the
school (COVID-19 aligned
SSIP and WFP)
 Implement continuous
enhancement programs for
teachers and school heads to
improve competencies
 Implement partnership
programs that will support
physical, mental, and overall
well being of all learners
S-T Strategies
 Institutionalize the use of
remote technical
assistance/learning using
online platforms, phone calls,
and text messaging
W-T Strategies
 Provide opportunities for
internal and external
stakeholders to engage and
participate in the planning
and implementation of
different programs, activities,
and projects.
 FRAMEWORK
We dream of Filipinos who passionately love their country and whose competencies By 2022, DepEd is a modern, professional, pro-active, nimble, trusted and nurturing

VISION and values enable them to realize their full potential and contribute meaningfully to
building the nation. We are a learner-centered public institution, the Department of
institution delivering quality, accessible, relevant and liberating K to 12 Education,
enabling our learners to be nation-loving, resilient and competent lifelong learners
Education continuously improves itself to better serve its stakeholders.

Strategic Objectives Strategic Objectives

 Ensure efficient implementation of the  Institutionalize an inclusive, safe,
MELCs across grade levels and learning motivating learning environment
areas appropriate to the needs of all type of
 Set feasible mechanisms that would learners
provide guidance in bridging equitable Pillar 1 Pillar 2
Support the physical, mental, and over
access to education through multiple all well-being of all learners
means of teaching and learning  Facilitate the availability of
 Ensure that SHS graduates are ready appropriate learning materials and
for further education, Curriculum development technology toImproving
support the learning
entrepreneurship, or work for improved delivery and environment to develop
instruction, and Address learner’s full potential
assessment
EQUITY, Close
ACCESS gaps
and improve
Teachers and school QUALITY Engagement of
Strategic Objectives leaders upskilling and stakeholders for
 Guarantee the delivery of an reskilling to improve support and
integrated and needs-based competencies collaboration
capability building intervention
accessible to all teachers, school
heads, and school stakeholders Strategic Objectives
 Support the welfare and well- Pillar 3  Institutionalize resp
Pillar 4
being of teaching and non- for education
teaching personnel  Develop sustainable
 Develop and implement career mechanisms for par
progression opportunities  Advocate the Learni
Operational Plan for

Strategic Leadership and Management Curriculum and Instruction Management Human Resource Management and Development
Building Partnerships and Linkages Resource Management
 IMPLEMENTATION PLAN

KRA OBJECTIVES STRATEGIES ACTIVITIES EXPECTED TIMELINE RESOURCES REMARKS

(based from SHAB OUTPUT
Framework/
SWOT)
PILLAR 1: CURRICULUM DEVELOPMENT FOR IMPROVED AND INSTRUCTION, AND ASSESSMENT
 Curriculum  Oversee  Enhancement  Realignment of  Revised May - June Human:
and compliance of K to12 Existing Learning Supervisor
Instruction to PEAC and curriculum by Module modules to Principals
Management MELC ensuring  Development MELC. Teachers
and standards efficient and utilization
Development implementatio of a survey tool Materials:
n of the to determine Office supplies
MELCs and the different
PEAC across learning Financial:
grade levels delivery modes P 70,000.00
and learning applicable in a
areas. specific school.
 Employ the  Conduct  Result of
most training on the Survey
appropriate making of
learning learning  Attendance
delivery mode module, on the
and quarter1 & 2 training
assessment  Webinar
for every offered by
learner. the PEAC
and Book
companies.

 Developed  Development of  Conduct of  First June - August Human:

contextualize LRM to training on the &Second Supervisor
d Learning support in the development of Quarter Principals
Resources implementatio modules based Modules in Teachers
n of the K to on the MELCs, the
12 Curriculum PEAC following Materials:
focused on the Learning Office supplies
MELCs. Area:
a. Filipino Financial:
P 200,000.00
 b. English
c. Math
d. Science
e. AP
f. ESP
g. Religion
h. TLE
i. MAPEH

 Supervised  Ensure that SHS  Monitor the  Update the

the graduates are development Modules of
implementati ready for and utilization SHS
on of the further of modular
Basic education, lessons
Education entrepreneuhi  Craft policy  Contextuali
Programs p, or work guidelines on zed Policy
continuous Guideline
work on Work
immersion Immersion
opportunity for
the SHS
students on
the new
normal
 Conduct of
activities as
form of
learning
assessment
Through
different media
flatforms such
as:
a. Radio
b. Facebook
c. Brochure/
Pamphlet
d. Home
visitation

KRA OBJECTIVES STRATEGIES ACTIVITIES EXPECTED TIMELINE RESOURCES REMARKS

OUTPUT
 DSO SHAB
PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT TO DEVELOP LEARNER’S POTENTIAL
Strategic Managed and Water, Sanitation 1. Conduct 1. Fortify WinS Number of June Human:
Management implemented and Hygiene in training for policy and school heads onwards PTA
and health programs Schools (WinS) school heads guidelines and teachers Stakeholders
Operations and nutrition and teachers to trained Alumni
services Strengthen existing implement 2. Implement School
provision of WASH in COVID-related Number of Directors
sanitary items and Schools with health protocols school WinS Principals
school medical special emphasis and issuances as data submitted Teachers
supplies for on COVID-19 per IATF, DOH LGU
learners, personnel prevention and and LGU Monitoring Tool
and teachers. control and advisories Material:
Strictly implement improved safe Adequate Office
health protocols as hygiene sanitary items supplies,
mandated by IATF practices. and school printer, ink,
medical supplies computer,
Based from SWOT 2. Issuance of are provided load
memo requiring allowance
schools to
submit updated
WinS data for
the SY 2020-
2021

3. Monitor and
evaluate the
WinS program.

Strategic Managed and Mental Health 1. Reinforce Reinforce MH Aligned SSIP August Human:
Management implemented Education mental health policy and with onwards Teachers
and health programs policies and guidelines DepED,DOH, School Heads
Operations and nutrition Integrate measures guidelines IATF guidelines PTA
services intended for COVID in schools on COVID 19 Alumni
19 protection, during health RHU
management and emergencies. Number of flyers Other
protocols in the and pamphlets stakeholders
SSIP 2. Facilitate the distributed
production and Material:
Strengthen the MH reproduction of Office
services in schools age-appropriate supplies,
to address the MH flyers and printer, ink,
 needs of pamphlets. computer,
adolescents, Number of load
including their 4. Monitor and trained health allowance
protection against, evaluate the MH care personnel,
COVID, abuse and education school heads
their need for program. and teachers
availability and provided with TA
disposal of
menstrual
management
products especially
during health
emergencies under
the Guidance and
Counseling Program

Strategic Managed and National Drug 1. Conduct Strengthen NDEP Number of flyers August Human:
Management implemented Education training for policy and and pamphlets onwards Teachers
and health programs Program teachers, guidelines distributed School Heads
Operations and nutrition Guidance incorporating the PTA
services Through the Counsellor, Child Protection Number of Partner
Guidance and Child Protection Policy teachers trained Agencies
Counselling Committee
Program, in members to Strengthened Material:
cooperation with implement partnership with Office
the school’s Child NDEP in schools PTA and other supplies,
Protection with special stakeholderds printer, ink,
Committee, emphasis during computer,
strengthen health load
education for drug emergencies allowance
abuse prevention in
schools that 2. Facilitate the
contribute to the production and
achievement of reproduction of
broader health age-appropriate
goals of preventing flyers and
drug use and pamphlets
abuse.
3. Monitor and
evaluate the MH
education
program.
Strategic Managed and School Canteen 1. Orient school 1. Implements Number of Third Human:
Management implemented heads and effective food canteen week of
and health programs Enhance the teachers to hygiene measures personnel August Canteen
Operations and nutrition standard of hygiene implement and trained onwards Personnel
services in case and sanitation in maintain good 2. Implement School Heads
face-to-face school canteens. hygiene COVID-related Number of food
learning practices and health protocols handlers Material:
modality takes food safety and issuances as oriented Office
place measures. per IATF, DOH supplies,
and LGU Number of printer, ink,
2. Monitor the advisories food handlers computer,
compliance of with health
Canteen certificate.
Management School canteen
Guidelines in with sanitary
schools. permit
Strategic Strategic Medical, Nursing Facilitate the Coordinate with Number of flyers August Human:
Management Management and Dental production and the MLGU and and pamphlets onwards School
and and Operations Program reproduction of BLGU distributed Health
Operations age-appropriate School Heads
Provision of flyers and Number of client Clinic
medical, nursing pamphlets served via Teachers
and dental services school-based LGU/RHU
to learners, Create School Form school-level COVID task
teachers and Health COVID COVID 19 task Force Material:
personnel during task Force. force office
health emergencies. Number of supplies,
Continue regular Assist the School clients served printer, ink,
medical and health personnel, for non-aerosol computer,
dental check-up. Medical and procedures load
Dental Officers in allowance
Provision of the
dental non- implementation of
aerosol the programs
procedure for
emergency cases
 KRA OBJECTIVES STRATEGIES ACTIVITIES EXPECTED TIMELINE RESOURCES REMARKS
(based from DSO SHAB OUTPUTS
Framework/
SWOT)
PILLAR 3: TEACHERS AND SCHOOL LEADERS UPSKILLING AND RESKILLING TO IMPROVE COMPETENCIES
Human Implemented Ensure the Conduct of Re-echo and
Resource the HRMD provision of orientation to the enrichment what was
Management Plan continuous school heads on the provided by the DSO
and and relevant following:
Development learning and July
development - Program for newly- Implementation of
program to hired Teaching and the TIP (for teaching Number of Office supplies
strengthen Non-teaching personnel) newly-hired and equipment
personnel Employees personnel Learning
competencies oriented facilitators
in light of the - Alignment of Coaching/follow-up
for non-teaching
COVID 19 Modules in the
personnel
Different subject
areas

-Remote Learning – Conduct June -August

with budgeted time re-echo/transfer of Office supplies
given to the students knowledge and equipment
to accomplish Learning
Facilitators
specific task.
CID Personnel
Effective use of
available Teaching-
learning Process

-Remote learning Attended webinars for

through the use of professional
modules/print development and
updating
materials – How to
Effectively Use
Modules in the
Teaching-learning
Process

Blended Learning

-Homeschooling
Dos and Donts
 (for teachers and
parents)

How to provide
Psychological First
Aid/Mental
Health /Guidance
and
Counseling ]services
to learners,
personnel and
other stakeholders

(from SWOT analysis)

Institutionalize PLC(Professionaal Conduct similar Four special All year- Office
psychological Learning programs/activities sessions in round supplies and
and spiritual Commnutiy) every month equipment
wellness Facilitators
programs to First Friday-
enhance Spiritual
personnel 2nd Friday-
well-being Professional
3rd Friday-Business
Meeting
4th Friday-
socialization
 Expected
Activities Timeline Resources Remarks
KRA Objectives Strategies Output
DSO SHAB
Pillar 4: Engagement of stakeholders for support and collaboration
Building Mobilize Develop  Strengthen  Coordinate with Stronger July 2020 Partnership
Partnerships resources sustainable  partnership the respective partnership to moderator,
and crucial in the strategies and plan stakeholders on program school
September
Linkages delivery of basic mechanisms  Forge the partnerships partnership
2020
education for MOA/MOU with program focal
services in the partnerships stakeholders  PTA persons,
new normal  Book partnership
companies advocacy
Advocacy and
 Alumni materials
implementation
 APH (print and
of the
 PGA/LGU other social
Bayanihan
media flat
Program and forms);
call for
office
participation for supplies
outsourcing and
mobilization of
needed
resources in the
delivery of basic
education
services in the
new normal
such as but not
limited to
 reproduction of
printed
materials,
hygiene kits,
hand washing
facilities and
other social
media flat
forms.
Maintain and Institutionalize  Provide  Conduct of in- Active July 2020 Office
sustain responsive materials house training Participation to supplies;
partnership engagement needed for the for teachers and advocacy
August
support in the for education in-house involvement of materials
2020
delivery of basic training teachers and (print and
education stakeholders online);
In-house INSET
services in the partnership
for teachers and
new normal focal
personnel
persons

Strategic Advocate the  Capacitate  Develop and IECs and July 2020 Facebook
Communications Learning principals for reproduce IEC Advocacy to pages
Continuity information and advocacy Materials moderators;
September
Operational dessimination materials Teachers
2020
Plan for  Monitor  Update the Principals
support progress and School
Radio/ FB/ Partner
updating of the Facebook page
tarpaulin Agencies
different PEAC,
Update internal announcements
DSA programs
and external
of the different
stakeholders of
DSA Schools Flyers for
Diocesan
Schools of information
Abra’s Learning dissemination
Continuity
Operational
Plan and other
pertinent DepEd
advisories
through print,
broadcast,
electronic and
new media.
 MONITORING PLAN
Monitoring is a systematic process of overseeing and checking
the activities undertaken in a project to ascertain whether it is
capable of achieving the plan results while evaluation gauges the
success of the project or program in achieving desired results. In
this time of crisis/Pandemic, there are many changes that took
place and will take place, from old normal to new normal and it is
necessary to oversee the designed plan and to monitor the
effectiveness of these activities.
In times of this crisis and uncertainties, recommendations
were given to ensure that learning continues across all grade levels
in both public and private schools. There are many adjustments to
be done and new activities, programs to be implemented to face the
New Normal situation for the delivery of quality education to
learners.

Objectives of the monitoring plan:

1. Track the effectiveness of the learning modalities offered by
school.
2. Help identify the most valuable and efficient use of resources
to be used during the Pandemic to track the progress of
performance of learners.
3. Systematically analyse and discuss the results of the
implemented activities, assessment/survey results during the
Pandemic for appropriate technical assistance to cope with the
New normal and to ensure continuous learning.
4. Validate the implementation of activities reflected in the 2020-
2021 Annual Implementation Plan.
Objectives Activities Strategies Expected Timeline Remarks
Outputs
To ensure To track the Develop the Developed October 2020
that teachers effectiveness of Learning Module evaluation tool onwards
and school Learning evaluation tool on the
personnel are Modules effectiveness of
provided the Learning
necessary modules
information
on delivery of
learnings
To ensure Track /Assess Develop the Developed the May 2020
the safety of the readiness of assessment tool assessment tool
learners, school in terms on Readiness of on the readiness
secure the of facilities, and school in terms of schools for
health and compliance to of DRRM, health the opening of
well-being of health protocols facilities, health classes during
personnel on COVID 19 protocols. Pandemic
and learners
under the Gather data on
new normal. school by Gathered data
utilizing the on school
online preparedness April – June
mechanism during the 2020
Pandemic (PEAC
Concerned Online School
unit/section to Readiness
monitor/ Survey)
facilitate the
preparation of
classrooms
(medical clinic
converted to
classrooms)
WASH & WINS
and other
facilities that will
help prevent the
COVID 19
pandemic.
To provide To facilitate Present the Sustained the June 2020-
assistance to conferences/ assessment compliance on onwards
schools to meetings with /survey results, health protocols
find ways to School heads. and other on COVID 19
improve the activities,
delivery of discuss related Discussed
learnings. matters for the matters on the
delivery of safety of
learnings under learners, school
the new normal. performance and
the delivery of
Gather quality
appropriate education.
interventions, to
address the
needs of
teachers, and
learners
Ensure the Validate Submission of Submitted and June 11, 2020
safety of supplementary AIP for SY 2020- validated AIP (deadline of
learners by activities/plans 21, to DepEd. with activities submission)
providing reflected in in aligned to
them Annual prevention of
activities, Implementation COVID 19,
programs for Program which Validate/Review DepEd.
the holistic are aligned to the submitted
development COVID 19 AIP
of learners prevention and
and teachers protocols Extend technical, Extended on the
assistance on proper June 2020
crafting AIP and implementation onwards
implementing the of AIP with the
plans AIP validation
team
 COMMUNICATION PLAN
Communication Message Time Frame Success Indicator
Channel
Social Media Dissemination of the pertinent April 2020 to Number of post
Facebook Pages, features of the Learning September 2020 engagement
Continuity Plan (LCP)
Number of post reach
Call for partnership to support
Number of partners’
the delivery of basic education
engagement
services during the new normal
Broadcast Media
(FM and AM band) Number of printed
materials produced
Print Media (posters,
.
brochures, pamphlets
and info sheets, press
release)

DepEd Conference on Dissemination of the different June 2, 2020 Number of orientations

BEP Update, updates on: conducted
Enrolment and others
a. Enrolment Number of parents
b. Learning Modalities involved and
c. Update on other DepEd participated
orders during COVID
Parents’ role in the education of
their children during the new
normal June-
Community’s role in the September 2020
education of the youths
Facilitating Home Schooling and
distance learning of their
children in accordance to
existing DepEd rules and
regulations