SC H O O L

LEAR N IN G
O N T I N U 0I
2T1 Y
C SY 20 20-2
PLAN
 ENROLLMENT DATA NUMBER OF NATIONALLY
PAID TEACHERS

NUMBER OF TRANSFEREES FROM PRIVATE SCHOOLS

 Learners’ Distribution by Learning Modality Preferences

What distance learning modality/ies do you prefer for your child?

MODALITIES G7 G8 G9 G10 TOTAL %

Online Learning 165 237 236 259 897 46.77
Television 16 16 26 21 79 4.12
Radio 1 1 1 0 3 0.16
Modular Learning 134 134 122 106 496 25.86
Blended Learning 130 97 121 95 443 23.1
Others 0 0 0 0 0 0
  446 485 506 481 1918 100
 Challenges that may affect child's learning process
What are the challenges that may affect your child’s learning process through distance
education?
Options G7 G8 G9 G10 TOTAL %
Lack of available gadgets 70 81 86 91 328 18.95
Insufficient load 90 124 118 144 476 27.5
Unstable Internet Connection 88 97 100 97 382 22.07
Existing Health Condition 15 17 13 14 59 3.41
Difficulty in independent learning 25 19 21 26 91 5.26
Conflict with other activities 40 36 40 55 171 9.88
No or lack of space 0 0 0 0 0 0
Distractions 56 43 52 73 224 12.94
  384 417 430 500 1731 100
 Parents/guardian educational attainment and employment status

3.1 FATHER'S EMPLOYMENT G7 G8 G9 G10 Total % 3.2 MOTHER’S G7 G8 G9 G10 Total %

STATUS EMPLOYMENT STATUS

Full time 127 128 135 126 516 26.9 Full time 100 114 97 109 420 21.9

Not Working 10 1 13 6 30 1.56 Not Working 142 155 150 136 583 30.4

Part time 89 100 123 91 403 21.01 Part time 77 95 109 90 371 19.34

Self-employed (i.e. family 64 68 67 78 277 14.44 Self-employed (i.e. family 82 72 98 91 343 17.88
business) business)

Unemployed due to ECQ Not 87 117 76 107 387 20.18 Unemployed due to ECQ 45 49 52 55 201 10.48
working Not working
N/A 69 71 92 73 305 15.9
N/A

 Total: 446 485 506 481 1918   446 485 506 481 1918
 Parents/guardian educational attainment and employment status
FATHER G7 G8 G9 G10 Total % MOTHER'S G7 G8 G9 G10 Total %
EDUCATIONAL EDUCATIONAL
ATTAINMENT ATTAINMENT
Elementary Graduate 93 125 133 117 468 24.4 Elementary Graduate 80 97 94 92 363 18.93
High School graduate 245 248 255 248 996 51.93 High School graduate 269 279 297 281 1126 58.71
College Graduate 50 43 64 58 215 11.21
College Graduate 58 58 74 63 253 13.19
Vocational 28 32 19 22 101 5.27
Vocational 22 19 19 22 82 4.28
Master’s/Doctorate 2 0 1 0 3 0.16
degree Master’s/Doctorate 4 0 1 2 7 0.36
degree
N/A 26 36 31 31 124 6.47 N/A 12 32 19 20 83 4.33

Others 0 0 0 0 0 0 Others 0 0 0 0 0 0
Did not attend school 1 0 2 1 4 0.21
Did not attend school 2 1 3 5 11 0.57
  446 485 506 481 1918
 Total: 446 485 506 481 1918
 Household members who can provide instructional support to child's Available devices at home that a learner can use for learning
distance learning

Who among the household members can provide instructional support to the
child’s distance learning?
G1
Options G7 G8 G9 0 Total  %
Able to do independent learning 20 19 25 25 89 4.07
Elder siblings 87 94 79 89 349 15.94
Extended members of the family 21 18 23 17 79 3.61
Grandparents 11 10 11 5 37 1.69

Parents/Guardians 392 402 433 408 1635 74.69

Others 0 0 0 0 0 0

Devices G7 G8 G9 G10 TOTAL %

  531 543 571 544 2189  
Basic Cellphone 95 104 113 108 420 21.9
Smartphone 160 210 214 214 798 41.61
Cable TV 17 24 28 28 97 5.06
Non-cable TV 82 52 69 53 256 13.35
Laptop computer 24 21 26 23 94 4.9
Desktop Computer 9 6 7 12 34 1.77
Radio 18 26 18 18 80 4.17
Tablet 11 10 11 8 40 2.09
None 30 32 20 17 99 5.16
  446 485 506 481 1918  
Learning Delivery Modality of Best Fit based on Validation
Number of Classes by Grade Level Indicating Learning Modality of Best Fit

Grade
Learning Modality  
Level
Total No.
  ODL MDL BL of Classes
Grade Level        
Grade 7 4 5 3 12
Grade 8 5 5 3 13
Grade 9 2 7 3 12
Grade 10 5 6 1 12
Total       49
 It can be gleaned that in the validation survey, modular distance
learning garnered the highest vote of 910 which means that majority of the
respondents preferred to use self-learning modules to their children.
However, this result is the opposite result of LESF wherein parents preferred
Online Distance learning.
This factor may or may not affect the learning continuity plan since we
are indicating which learning modality best fit for the learners.
Meanwhile, Online Distance Learning ranked second in the survey
with total votes of 623 and last, the blended learning with total votes of 385.
Process Flow for Modular Distance Learning (MDL)
Process Flow for Online Distance Learning (ODL) or Combined ODL and MDL
 Plans for Assessments including Tools
LEARNING MODALITIES Assessment Plan/Tools
LIMITATIONS
ONLINE LEARNING 1. Use of available online assessment tool such as
With Access to technology Google form, Quiz Maker Apps (Kahoot, ProProfs Quiz
maker, Quizlet, Quizziz, etc.) and other Online
Educational Resources.
2. Use of offline assessment applications/tools to be
installed on learner’s devices, and use of offline web-
based quiz maker (Ispring Quizmaker, EasyTestMaker,
etc)
3. Use of e-portfolio using google drive (online), usb, or
CD (offline).

MODULAR DISTANCE 1. Use of portfolio.

LEARNING 2. Use of printed quiz/test
Without Access to 3. Actual products/outputs
technology
Reference: https://www.bhprsd.org/
Reference: https://www.slideshare.net/janecordero1718/module-4-ed-103
Teachers Deployment Matrix

-- Te
Teaacche
hersrs Pro
Profile
file ppeerrggraraddee lelevve
e ll

PROFILE
PROFILEOFOFTEACHERS
TEACHERSPER
PERGRADE
GRADELEVEL
LEVEL
ENGLISH
ENGLISH FILIPINO
FILIPINO SCIENCE
SCIENCE MATH
MATH AP AP TTLE
LE MAPEH
MAPEH ESP
ESP TOT
TOTAL
AL
GRADE
GRADE77 33 33 33 33 22 33 33 11 21
21
GRADE
GRADE88 22 33 22 33 22 33 33 22 20
20
GRADE
GRADE99 33 22 33 22 22 33 22 22 19
19
GRADE
GRADE1010 33 33 22 22 33 33 22 11 19
19
TOT
TOTAL
AL 11
11 11
11 10
10 10
10 99 1212 10
10 66 79
79
 Teachers Deployment Matrix

-- Num
Numbbeerrooff Te
Teaacche
hersrs ppeerrggraraddee leleve
vellppeerrmmooddaality
lity
NUMBER
NUMBEROF
OFTEACHERS
TEACHERSPERPERGRADE
GRADELEVEL
LEVELBYBYMODALITY
MODALITY
ODL
ODL MDL
MDL BL
BL Tota
To tall No
No.. ooff
Te
Teaacchehersrs
GRADE
GRADE77 66 88 33 17
17
GRADE
GRADE88 99 99 22 20
20
GRADE
GRADE99 44 12
12 22 18
18
GRADE
GRADE10
10 88 99 22 19
19
To
Totatal:l: 27
27 38
38 99 74
74
 Learning Resources
LEARNING RESOURCES INVENTORY FOR DISTRIBUTION

PARTICULARS QUANTITY NEEDED DIFF INTERVENTION

UTLIZATION OF MOOE AND BRIGADA
FLASHDRIVES 77 385 308
ESKWELA DONATION

PRINTED MATERIALS 0 910 910 UTILIZATION OF MOOE AND DONATIONS

UTILIZATION OF MOOE AND ASSISTANCE OF

SLM 0 1918 1918
SDO
SECONDARY MATERIALS IS AVAILABLE AT
LEARNERS MANUAL 4330 1918 2,412
SUPPLY UNIT
INSTALL INTERNET CONNECTION FOR
INTERNET
2 4 2 CLASSROOM STUDIO THAT WILL CATER TO
CONNECTION
ODL TEACHING
Self-Learning Materials Distribution and Retrieval Scheme
Engagement Plan for Co-teaching Parents
 Engagement Plan for LR Pasabay/Kiosks and LR Movers
Barangay LR Kiosks/Pasabay LR Moves No. of Total
Students
Cemoneth Andres 183
Rodelyn Pidoc Mary Lee B. San 183
Sta Ana 731
Melinda R. Jose Juan 182
Barangay Hall 183
Peaches Plana 123
San Isidro Renante C. Oseo 246
Lourchika Tsubaki 123
Edna Panalangin 225
San Juan Ma. Liwanag L. Elmer V. Perciano 225 450
Bongalos
Dolores Enrico Marquez Jr. 276
( Barangay Allan De Leon 276
Hall)
Muzon Oliver Candelaria Oliver Candelaria 16 16
Outside Taytay BBEMNHS - 199 199
OVERALL TOTAL 1918

With the demands of the current situation, partnership opportunities supports the implementation of Learning Continuity Plan
(LCP) which encourage the community engagement and rekindle the spirit of volunteerism. Volunteer sari-sari store (or any
other known community centers) owners in communities to serve as kiosks for distribution and retrieval of LR’s as well as
portfolios of learners. Volunteer Riders’ help in delivering LRs to the homes of students having difficulty to get their Learning
Resources.
Engagement Plan for Gabay-Aral Tutors
Education major students and even students/graduates of other courses from Higher
Education Institutes (HEI’s) shall be invited as community tutors who will be provided on
CPD-accredited training on beginning reading, remedial reading and competency-based
teaching and learning which can gain merit in their application to teaching positions in
DEped Rizal. Certificates for their accomplishments as certified community-based tutors
which can be considered as outstanding accomplishments.

Number of learners to cater depends on the

capability of the volunteer tutor. They may either
serve as teacher/adviser to monitor the progress
of students or may initiate help/assist in subject
areas they may find difficult to understand.
Engagement Plan for CAL Hosts
Volunteer households provide comfortable space in
their garage or any open space in their compound for
learners within their neighborhood who have concerns
on learning space in their homes. The household may
be with or without internet access.

Number of learners to cater depends on the space

available in each volunteer CAL, who may be along
their way from home, or may contact/inquire the
volunteer CAL person involve to have them included in
the list in the use of their available space.
Number of Volunteers – CAL, Community Tutors, LR Pasabay and LR Movers

Community Number of
Support Project Volunteers
Connect-A-Learner 3
(CAL)
Learning Resources 9
(LR) Community
Kiosks/LR Pasabay
LR Move 5
Community-based 3
Tutorial
 School Learning Action Cell (SLAC ) Plan CONTINUING PROFESSIONAL
School Year 2020-2021 DEVELOPMENT PLAN-SLAC/INSET
NUMBER OF
TARGET DATE ISSUES/CONCERN/TOPIC BENEFICIARY DELIVERABLES
Capacity Building in The New Teachers are able to learn ways to teach
Jul-20 Normal 83 online and offline.
Teachers will learn how to make an IDEA
Aug-20 IDEA Exemplar 83 Exemplar.
Teachers will be able to create
Crafting Supplementary Materials supplementary materials based on the
Sep-20 Based on Its Competency 83 MELC.\
Teachers will have new learnings in
Oct-20 Ingenious Methods in Education 83 methods of teaching.
Capacity Building on Crafting An
Nov-20 Action Plan 83 Participants will make a simple Action plan.
Capacity Building on Creating a Participants will submit a project proposal
Dec-20 Project Proposal 83 per group.
Participants will be quipped in writing
Jan-21 Oral and Written Communication 83 Communication letters.
Teachers will be more aware on their
Feb-21 RA 6713 83 behaviour as public servant.
Promoting Advocacy for Men and Participants will submit projects for their
Mar-21 women 83 advocacies.
Partcipants will know how to handle
Apr-21 Psycho-Social Awareness 83 psycho-social problems.
Participants will be aware and kow how to
May-21 Mental Health Awareness 83 handle mental problems.
 CONTINUING PROFESSIONAL
DEVELOPMENT PLAN-SLAC/INSET
TRAINING PROGRAM FOR IN SERVICE TRAINING
VIRTUAL / ON LINE TRAINING THROUGH GOOGLE MEET

Time July 27,2020, Monday JULY 28,2020,Tuesday JULY 29,2020,WEDNESDAY JULY 30,2020,THURSDAY
8:00-8:15 Registration Registration Registration Registration
8:15-8:30 Opening Program MOL MOL MOL
Streams in the Desert
Google Form, Sheet and Introduction to Google Slide Rev. Ferdinand A. Escala
Google Meet and Google
Autocrat and Virtual Classroom
8:30- 10:30 Classroom
JELLY ROSE S
JESUS F OBENITA JR. DEMO TEACHING 1
VICTOR ROLAN P BALTAZAR
JOY S SOTELO
10:30-10:40 Break Break Break Break
DEMO TEACHING 2
MARILYN PETRAS
Google Drive
Video Editing Live Streaming DEMO TEACHING 3
10:40-12:00 MARK JAYSON
NOLI MATEO JOHN TOVI M ZAPANTA LIEZL PENALBA
BARZAGA
DEMO TEACHING 4
TEE JAY CAPISTRANO
12:00-1:00 Lunch Lunch Lunch Lunch
1:00-1:15 Kumustahan Kumustahan Kumustahan Kumustahan
Modular Teaching Facebook Apps IDEA Exemplar
1:15-2:30 PROCESSING
DIWANIE I GATAPIA REGINALD ADIA LIEZL PENALBA
QATAME QATAME QATAME QATAME
2:30-3:00
OFELIA OBENITA OFELIA OBENITA OFELIA OBENITA OFELIA OBENITA
Announcement and Announcement and
3:00 Announcement and Closing Announcement and Closing
Closing Closing

PREPARED: APPROVED:

ROSALIE NENETTE S BARELA MICHAEL A GARROVILLAS

Training and Development Coordinator Principal II
Monitoring and Evaluation
Phases Objectives
Planning Ensure the readiness of the school and
teachers in the opening classes through
enhancing professional development
program.
Organization Organize ICT media team for online
teaching assitance
Preparation Prepare the needed resources for online
learning/modular learning
Implementation Acquire skills in applying online and
modular teaching strategies.
 
Evaluation Ensure the effectiveness of the
implementation of online and modular
learning delivery
Coaching/Technical Observe teacher online classes and
Assistance modular learning delivery and provide
technical assistance
Instructional Supervisory Plan
Activities/Strategies Targets Person Involved Success Indicator
Planning of 79 Teachers Principal Feasible Training Matrix
SLAC/INSET Head Teachers
Online Teaching Platform Training Master Teacher
Modular LearningDelivery Techniques Non-teaching personnel
Psychological and Health Awareness
Organization of ICT/Media team with Orgnize ICT/Media Team
knowledge on utilizing technologies and
online teaching platforms
Procurement of online teaching devices 79 Teachers Principal Procurement of Resources
such as video camera or studio Head Teachers  
equipment. Master Teacher Printed Modules and Lesson
  Non-teaching personnel. Exemplar
Printing of modules and lesson
exemplar.
Training sessions for teachers on online 100% of teachers attended
and modular teaching platform and the training
strategies
Distribution of feedback form on the     Feedback was considered
effectiveness of the implementation of for improvement
online and modular learning delivery
Observation and monitoring of online     100% of teachers were
classes and modular learning delivery observe, coached, and
provided technical
assistance.
 Registry
of Stakeholders with areas of support and
amount of donation
MOOE Utilization Funding/ Resource Requirement and Sources