Adjustments on the Division/School

Learning Continuity Plan (LCP)

Transition Plan
A. Transition Plan (How schools will implement hybrid blended learning in
2021 that will involve face to face
A.1 Safe Return to School
A.2 Health Protocols
A. 3 Grouping of Students
A.4 School/Class program
A.5 Module distribution and retrieval including those of the
Learners’ Activity Sheets and others
A.6 Classroom Inventory
 OTHER PLANS PREVIOUSLY MADE
1.Continuous creation of online materials and printed modules as part of
the fallback plan for all quarters
2.Quarter 2 Modules, Reproduction and Budget
3. Feedback mechanism on the issues concerning school year opening
and the learning materials
4. Partnership on the module distribution and retrieval
5. DRRM concerns particularly on the typhoons and impacts on
schools
6. Dual or Multiple Monitor Set-Ups
(OUA Memo 00- 1120-0212)
 

Dual or Multiple Monitor Set-Ups

(OUA Memo 00- 1120-0212)

The dual or multiple monitor set-ups will help teachers and employees
with effective multi-tasking, especially with tasks that benefit from
multiple screens like online teaching.
It will enable teachers to easily conduct online e classes where one
screen is utilized solely for the gallery of learners participating online,
while the other screen is used for notes and lessons. Another screen may
still be used for other areas that the teacher will be needing. All the
screens are navigated or controlled via the laptop or desktop.
Physical Arrangement in Schools
a. Proper ventilation of classrooms and physical designs of chairs and classroom
arrangements that ensure proper physical distancing.
b. The school shall establish and maintain proper sanitation and hygiene facilities
c. The school shall create and operate a common area where physical distancing
and appropriate prevention measures can be strictly enforced for
accommodating visitors and/or clients
d. Information, education, and communication materials containing the key
messages on health and safety.
e. The school shall ensure that a Materials Recovery Facilities (MRF) is set up for
proper waste segregation.
Support Mechanisms
a. Physical and Mental Resilience
b. Administrative Support
Screening of Returning Personnel and Learners and Testing Protocol
a. All returning personnel and learners physically reporting to the
school shall be screened for symptoms of COVID-19.
b. Testing Protocol for DepEd personnel and learners as indicated
in DO 14, s.2020, Enc 1.
Reduce Transmission
a. strengthening the Wash in School Program (WinS) by
increasing the number of handwashing facilities in schools,
b. encouraging group handwashing and tooth brushing activities
c. designating an isolation room or clinic per school in
coordination with the Education Facilities unit
d. mandating the use of masks for all learners and personnel
e. doing regular disinfection of schools and offices
f. Monitoring of the health of learners and personnel
g. not allowing those with respiratory symptoms to go to
school/offices
Reduce Contact
a. strict observance of physical distancing
b. reduction of class size to 15 students per 100
square meter of room size
c. Limiting face to face interaction through other
means of delivery of learning like online, modular, TV
and Radio instruction
d. Continuing with alternative work arrangements as
necessary and if appropriate.
Reduce Duration of Infection
a. Early detection and isolation of symptomatic
individuals through the use of the Preventive Alert
System in Schools (PASS)
b. Contact-tracing and quarantining of close contacts
as needed.
 Grouping of Students
A hybrid remote learning class maintains a schedule of in-person
class meetings and online activities during the term. Modified hybrid
(during Enhanced Community Quarantine) is simply a combination of
synchronous and asynchronous models, minus the in-person class
meetings.
A. PLANS FOR HYBRID LEARNING
A hybrid learning classroom is where the instructor delivers live
instruction in the classroom (face-to-face) and to remote students at
the same time. We call this synchronous instruction. A hybrid learning
model will usually include asynchronous (non-live) online learning
methods, too.
A. PLANS FOR HYBRID LEARNING
• When the situation allows, DepEd Gentri may implement a hybrid
learning strategy to rotate a cohort’s physical attendance on-site.
Students from the same class may take turns to attend in-person or
online/remote learning. This reduces classroom size, increasing safety
in school and students still get valuable face-to-face contact time.
 A. PLANS FOR HYBRID LEARNING
In the hybrid learning model, this suggestion for the groupings of
learners may be adopted based on the context of every school.
• Learners are split in two groups, with one group attending in-person
(Mondays and Wednesdays) and the other group attending in-
person (Tuesdays and Thursdays).
• On alternate days, when students aren’t physically in school, they
attend online classes remotely with their classroom and complete
independent tasks.
• Fridays are day for all students to finish assignments, ask questions
during office hours and, for some students who need extra help,
attend in-person sessions with the teacher.
A. PLANS FOR HYBRID LEARNING
A.4 School/Class program
The sample schedule for hybrid blended learning can be used on any
modality depending on the context of the school. The school will
implement the prescribed or allotted number of hours for particular
subject within the week. In this adjustment the possibility of blended
learning (MDL/ODL) through face to face may be directed to practice at
least twice a week.
 A. PLANS FOR HYBRID LEARNING
A.4 School/Class program

• An average of four to five subjects, taken for an hour in a day during face-
to- face classes.
• Other remaining days would be allotted to synchronous and asynchronous
or self-paced module study.
• ODL learners meet the subject teachers in a scheduled synchronous
class and asynchronous .
A. PLANS FOR HYBRID LEARNING
A.4 School/Class program
• Modular learners will also have a face- to- face learning schedule in
the school at least twice a week and a self-paced study guided by
their parents /relatives or assigned teachers.

• The school will not impose among learners on attending the face to
face classes for safety and health reasons.
 A. PLANS FOR HYBRID LEARNING
Class Programing for Modular Class

Learning Areas Time Allotment/Days for Synchronous / Time Allotment/Days for Self-paced Time Allotment/ Total/Week
Face to face (Monday & Wednesday) Module study (Tuesday & Thursday)

English      
     
Mathematics
     
Science
100 mins or 2 hours a week 2 hours a week 4 hours
Filipino

TLE

MAPEH

Araling Panlipunan      
90 mins or 1.5 hours a week 1.5 hours a week 3 hours
EsP
A. PLANS FOR HYBRID LEARNING
Class Programing for ODL Class
Learning Areas Time Allotment/Days for Synchronous / Time Allotment/Days for Asynchronous – Time Allotment/
Face to face(Monday & Wednesday) Moodle class(Tuesday & Thursday) Total/Week

English      
Mathematics 100 minutes or 2 hours Synchronous 100 minutes or 2 hours Asynchronous  
meeting per week meeting per week
Science  

Filipino 4 hours

TLE
MAPEH
Araling Panlipunan 90 minutes or 1.5 hours Synchronous 90 minutes or 1.5 hours Asynchronous  
meeting per week meeting per week
3 hours
EsP
 A. PLANS FOR HYBRID LEARNING
• TEACHERS PROGRAMMING:
Learning Area     Time Allotment   Grade 7 to 10
  Grade 1 to 6 (No of Minutes Daily   (Weekly)
  G1 G2 G3 G4 G5 G6

Language
Arts
Mother Tongue 50 50 50 50 - - - -
Filipino 30 30 50 50 50 50 50 4hours
English - 30 50 50 50 50 50 4hours
Science - - - 50 50 50 50 4hours
Araling 40 40 40 40 40 40 40 3 hours
Panlipunan
Mathematics 50 50 50 50 50 50 50 4hours
EPP/TLE - - - - 50 50 50 4hours
MAPEH 40 40 40 40 40 40 40 4hours
EsP 30 30 30 30 30 30 30 2 hours
Total 240 270 310 360 360 360 360 29 hours
  4 hrs 4.5 hrs 5.17 hrs 6 hrs 6 hrs 6 hrs 6 hrs (varies the assigned
subject schedule)
 December 15, 2020 DepEd welcomes the approval of Pres.Duterte and the Cabinet of the conduct of
pilot face-to-face classes in very select schools within areas with low COVID-19 risk for the whole
month of January 11-23 2021. The pilot will provide important experience and learning that will
inform the final recommendation that DepEd intends to make on any broader resumption of face-to-
face classes.
 DepEd emphasizes that the pilot study will be highly selective based on stringent conditions:

 The pilot implementation will take place only in areas categorized as low-risk (at least under
Modified General Community Quarantine or MGCQ)

 There must be a commitment for shared responsibility of DepEd, the local government unit (LGU),
and the parents or guardians.

 Stringent health and safety standards shall be followed at the home, during travel to and from the
schools, and within school premises.
 The Department would like to emphasize that participation of learners for the pilot study will be voluntary,
with the requisite permit issued by the parents. Face-to-face classes will not be conducted for the full week
schedule. They will be under staggered or intermittent schedule, and with reduced class size to allow
proper physical distancing within the classroom.

 Regional Directors have submitted to the Secretary their nominated schools for inclusion in the pilot study.
The limited number of public schools that will participate in the pilot implementation will be determined
within the month upon validation and evaluation of their compliance and readiness with respect to the risk
classification, documentation of acknowledgment of shared responsibility, students and classroom
management plan, and health standard requirements at home, during travel, and in school premises.

 Once selected, the participating schools, LGUs, learners, and parents will undergo a thorough process of
orientation, mobilization, and readiness confirmation before the actual implementation.

 The conduct and monitoring will be closely coordinated by the Department with the COVID-19 National
Task Force (NTF). External organizations are also invited to support, give feedback, and help generate
resources to ensure the success of the program.
Committee for the Transition Plan SY 2021-2022
• Chairman
• Vice Chair
• Members
• 3 -5 school heads from elementary
• 3-5 from secondary/SHS
• 3-EPS
• 3-PSDS