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INTRODUCTION

As COVID 19 continues spreading in our country posing a serious threat to our health, security and lives, education in schools is also facing unprecedented
challenges. Many learners and parents have expressed fear and anxiety causing them to become reluctant in sending their children to school this School Year 2020-
2021. To step up the emergency response and minimize learning disruption, Buenavista National High School has crafted a Learning Continuity Plan reckoned from
the school’s present situation.
Located at Barangay Buenavista along Tañon Strait in the northern part of Escalante City, Negros Occidental, Philippines., the school is 15.64 km from the
city proper or 116.64 km north of Bacolod City with a land area of 15,000 square meters. It accessible by public vehicles like jeepneys or tricycles. It can also be
reached through another route by means of a bangka that crosses Danao River.
The registered enrolment as of School Year 2019-2020 was 690 for JHS while 247 for SHS, thus it is categorized as Medium High School. Two tracks are
offered by the Senior High School Program - Arts and design Track, Accountancy Business and Management - Humanities and Social Sciences (ABM-HUMSS) for its
academic track. It is worth mentioning that the teacher for Arts and Design is a qualified DepEd National Illustrator, whose talent is quite remarkable. The school
staff consists of 25 teachers in JHS, 12 teachers in SHS, 4 non-teaching personnel and 3 utility workers led by a principal who is assisted by an assistant principal.
Majority of its enrollees come from the 5 feeder schools namely – Buenavista, Riza, Udtongan, Japitan and Langub Elementary Schools.
National health initiatives like vaccination, deworming and Wash in Schools (WinS) Programs were all observed.
Regarding water and sanitation, the school has 3 deep wells, but 2 are not functional. Last year, a new water pump was installed and connected to the water
cistern of the newly constructed 2- story Science Building. Improvise indoor hand washing lavatories were installed in majority of the classrooms but are not yet
connected with pipelines to the water source, so water has to be fetched. The school has 3 outdoor handwashing facilities with 16 faucets. Just recently, 2 long
handwashing lavatories near the school entrance were installed with 26 faucets to ensure that each student can wash their hands upon arrival and before departing
the campus (with enough space to observe social distancing of at least 1 meter).
With respect to internet connectivity, the school is on a great advantage because a Globe Telecom cellular site is present very near to the school which
facilitates strong internet signal. At present, the school is connected through 5 modems, 2 of which are free of subscription by courtesy of Global Filipino Schools
Program.
One great achievement that puts the school into the spotlight is its consistent winnings in the Seal for Good Environmental Governance conferred by
the Provincial Environmental Management Office- Bronze Award in 2016, Silver Award in 2017, Gold Award in 2018 and Platinum Award in 2019 . It also
won 1st Place in the Search for Environment Friendly School in the whole Division of Escalante City in 2018.
Drug Abuse is not prevalent in the school. This can be attributed to the school’s popular Barkada Kontra Droga Program that gained award as “The Best
Barkada Kontra Droga Implementing School” during the Division Harvest of Excellence dubbed as Pasundayag Sa Katakus 2016.
More so, the school also excels in the different co-curricular activities. It garnered several awards in the following events last SY 2019-2020:
 Cluster School Press Conference 2019 - 2nd Place both in English Cartooning and Feature Writing
 Division School Press Conference - 1st Place in Digital Poster Making Contest, 2 nd Place in English Cartooning; 1 st Place in
Photojournalism, 2nd Place in Science and Technology Writing and 1st Place in Feature Writing

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  Division Technolympics 2019- 1st Place in Electrical Installation & Maintenance, 2 nd Place in Tarpaulin Designing, 3rd Place both in Lei
Making and Nail Care.
 Division Linggo ng Wika Culmination 2019- 1st Place in Dagliang Talumpati
 City Tourism Competition-1st Place in Tour Guiding, 4th Place in Poem Writing

Picked-up players also won in the following:

 Area Meet- Over-All Champion in Penchat Selat, Champion in Basketball (3x3)
 Provincial Meet Combat Games-2nd Place, Champion in Regular Category (Girls)

Behind all these achievements however, the school is not exempted of problems. To mention:

1. low performance in academic assessment and need to improve on numeracy and literacy skills,
2. lack technical and operational capacities of some of teachers to implement 21st century technology such as online-offline digital learning,
3. need to increase support of stakeholders to curricular and co-curricular programs to ensure holistic development of learners,
4. poor economic life of majority of families that results to drop-outs and adversely affected school academic performance,
5. lack of financial capacity of parents to support work immersion of Senior High School students,
6. lack of immersion partners near the school,
7. scarcity of public utility vehicles within and outside the barangay which results to frequent tardiness and absenteeism of learners,
8. poor road connecting the school from city proper which results to vehicular accidents, and
9. low involvement of stakeholders in school programs & activities.

Aside from the problems mentioned, Buenavista National High School is confronted with new challenges due to the unforeseen public health crisis brought
about by COVID 19. One major problem is the interruption of classes. To address this, this Learning Continuity Plan (LCP), prepared though the collaborative effort of
the School Planning Team (SPT), will be implemented by the time School Year 2020-2021 opens. This LCP is the major response of the school in its commitment in
ensuring the continuity of the delivery of basic education bearing in mind the health, safety, and well-being of learners, teachers, and personnel.

General Objectives:

Buenavista National High School aims to sustain the delivery of quality, accessible, relevant and liberating basic education services to Junior and Senior High
School students in Barangay Buenavista and the nearby locality via flexible learning delivery modes in response to the present and future circumstances amidst
COVID 19 pandemic.

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Specific Objectives:

1. Ensure that Junior and Senior High School learners in the said locality enroll this SY 2020 -2021 and continue until they finish despite the COVID 19 health
risks, in order for them to acquire the essential knowledge and skills needed in the 21st century.
2. Map the existing learning context and types of learners to match the learning delivery mode to be applied to a specific category of learners.
3. Get teacher’s and stakeholder’s participation in customizing a learning management system that is flexible and responsive to the situation.
4. Orient learners, parents and stakeholders on the implementing rules and guidelines related to the newly customized learning management system.
5. Capacitate teachers, parents, and community volunteers on the use non- face- to- face instructional approaches fitted to the learning context.
6. Form a School COVID-19 Task Force and strictly implement protocols to protect the physical and mental well-being of learners, teachers and staff.
7. Ensure quality in teaching and learning through an evolving school monitoring and evaluation system in order to make adjustments to improve the three key
result areas in basic education: access, quality and governance.

Core Values

Makadiyos

Learners manifest spiritual enlightenment through the WORD of God, trust on His power to heal our land and exercise strong faith in Him to enable
them to overcome the COVID 19 crisis.

Makatao

Learners recognized the interdependent nature of man, willing to share what they have and what they can do in humanity’s pursuit to heal as one.

Makakalikasan

Learners act as ambassadors in promoting an environmentally friendly community, understand the value of nature and become pro-active
participants in ensuring the protection and sustainability of our natural resources that will help us survive this crisis.

Makabansa

Learners exhibit love for country, willing to serve as modern day heroes, supportive to the government’s efforts towards healing and recovery.

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 PART I SITUATIONAL ANALYSIS

ACCESS

Enrolment
Table 1 Beginning of School Year Enrolment as of July 2019 (JHS)

Grade Male Female Total

Level
Grade 7 82 78 160
Grade 8 130 112 242
Grade 9 71 81 152
Grade 10 79 57 136
Table 2 Total 362 328 690 Beginning of School Year Enrolment as of July 2019 (SHS)

Grade Male Female Total

Level
Grade 11 55 71 126
Grade 12 59 62 121
TOTAL 114 133 247

Tables 1 and 2 present the Beginning of School Year Enrolment for Junior High School and Senior High School respectively as of July 2019. The total
BOSY Enrolment is 937 which is higher compared to the Beginning of School Year (BOSY) Enrolment in 2018 which was only 902. This is a positive trend and
that the school must seek to maintain or increase despite the reluctance of parents to enroll their children due to the pandemic. This implies that although
physical enrollment is not allowed as mandated by the DepEd Central Office, the school needs to exhaust ways to get a good enrollment turn-out this school
year 202-20021.

Dropout Rate

Table 3 Dropout Rate as of April 2020

Level BOSY Enrolment Actual No. of Drop-out Drop-out Rate

Grade 7-12 937 22 2.34%

Table 3 presents the Dropout Rate as of April 2020 which is 2.34 percent, greater than the Dropout Rate in 2018 which was 1.36 percent (BNHS SBM
Wins Validation Form 2018). This indicates a negative trend. The main hindering factor of this are failing grades, poverty distance from home to school, early

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marriage, truancy, non-compliance of performances tasks. Although teachers tried to reach out these learners through home visits or online communication,
but some have already migrated to nearby places to work.

Promotion Rate

Table 4 Promotion Rate as of April 2020

Level EOSY No. of Learners Promoted Promotion Rate

Enrolment
Grade 7-12 961 875 91.05%

Table 4 presents the Promotion Rate as of April 2010 from Grade 7 to 12 which is 91.05%. Again,despite the interventions done by the school and
teachers, dropouts cannot be eliminated due to factors beyond control-failing grades, poverty, distance from home to school, early marriage, truancy non-
compliance of performance tasks.

Table 5 Completion Rate as of April 2020 (Grade 10)

Grade EOSY Enrolment No. of Grade 10 Promotion Rate

Level Completers
Grade 10 135 128 95%

Table 5 presents the Completion Rate of Grade 10 as of April 2020 which is 95 percent. Again, despite the interventions done by the school and
teachers, dropouts cannot be eliminated due to factors beyond control-failing grades, poverty, distance from home to school, early marriage, truancy non-
compliance of performance tasks.

Table 6 Graduation Rate as of April 2020 (Grade 12)

EOSY No. of Grade 12 Graduation Rate

Enrolment Graduates
121 118 98%

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 Table 6 presents the Graduation Rate of Grade 12 as of April 2020 which is 95 percent. Again, despite the interventions done by the school and
teachers, dropouts cannot be eliminated due to factors beyond control-failing grades, poverty, distance from home to school, early marriage, truancy non-
compliance of performance tasks.

QUALITY AND RELEVANCE

Learning Modalities

Table 7 Learning Modalities Offered last SY 2019-2029

Grade Types of Learning Delivery Learning Areas

Level Mode/Approaches
7-12 Formal Face-to-Face: Traditional Learning All learning areas

7-12 Distance Learning Some learning areas

Table 7 presents the Learning Delivery Modalities used last SY 2019-2020. It is shown that in all grade levels, traditional Face-to-Face Learning was
applied. However, in grade levels where students are ICT capable and have ICT gadgets and internet connectivity, Digital Distance Learning was used
especially when the teachers are off to attend seminar , and among Senior High School students who have research subjects that browsing online becomes
a demand.

Competencies to be Taught (MELCs)

Table 10 Availability of Copies of Minimum Learning Competencies To b Taught for SY2020-2021

Availability of Soft and Hard Copies

Grade English Filipin Math Science AP TLE MAPE Esp
Level o H
7 √ √ √ √ √ √ √ √
8 √ √ √ √ √ √ √ √
9 √ √ √ √ √ √ √ √
10 √ √ √ √ √ √ √ √
11 √ √ √ √ √ √ √ √

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 12 √ √ √ √ √ √ √ √

Table 10 presents the Availability of Copies of Minimum Learning Competencies (MELCs) to be used this SY 2020-2021 from Grade 7 to 12 as of June
2020. As shown, all copies of MELCs (both soft and hard) are now available because teachers have downloaded their copies from DepEd website and printed
them.

Assessment

DYEA
Table 11 Result of the Division Year-End Assessment (SY 2018-2019)

Grade
English Math Science Fil AP MAPEH TLE ESP
Level
7 42.63 40.00 38.00 56.75 40.32 40.12 38.62 40.54
8 39.57 32.24 35.07 40.22 41.62 32.40 36.28 40.06
9 42.70 37.19 40.50 55.15 44.84 39.08 58.12
ND
10 59.55 39.51 42.80 69.20 69.15 32.00 54.97
MPS 46.11 37.24 39.10 55.14 48.98 35.9 56.76 48.42

Table 11 presents the Result of the Division Year-End Assessment in all learning areas as of School Year 2018-2019. It reveals that the Mean
Percentile Scores (MPS) in each learning area are all below the National Planning Standard of 75%. This implies that teachers must allocate time for
remediation and the school has to implement projects that could help improve school academic performance

RUNT

Table 12 Result of the Regional Unified Numeracy Test (Mid-Test) (SY 2019-2020)

Total % of
Enrolment Test Takers Male Female Total N
GL NN Numerates
M F T M F T N NN N NN
7 83 77 160 73 77 150 57 16 72 5 129 21 86%
8 130 112 242 120 108 228 100 20 97 11 197 31 86.40%
9 71 81 152 66 80 146 63 3 77 3 140 6 95.89%
10 78 57 135 76 57 133 74 2 57 0 131 2 98.49%
7
32 33 32
362 689 657 294 41 303 19 597 60 90.86%
7 5 2
 Table 12 presents the Result of the Regional Numeracy Test (Mid-Test). It is shown that 60 out of 657 test-takers or 9.13% are non-
numerates with grade 8 having the highest number of non-numerates. It is interesting to note that despite the fact that the test instrument used was
for elementary level, yet there are still high school learners identified as non-numerates. Intervention measures must be diligently implemented to
enhance numeracy skills among this group.
PHIL-IRI
Table 13 Result of the PHIL-IRI Pre-test SY 208-2019 (English)

Enrolment Frustration Instructional Independent Non-Reader

GL Section
M F T M F T M F T M F T M F T
Anthurium 15 25 40 7 12 19 6 9 15 2 4 6 0 0 0
Aster 22 18 40 15 8 23 5 7 12 2 3 5 0 0 0
7
Azalea 23 18 41 16 8 24 6 7 13 1 3 4 0 0 0
Amaranth 24 17 41 18 11 29 5 5 10 1 1 2 0 0 0
Total 84 78 162 56 39 95 22 28 50 6 11 17 0 0 0

Table 13 presents the Result of the PHIL-IRI Pre-Test in English conducted among Grade 7 learners last school year 2018-2019. It revealed
that there are no “Non-readers” among the test-takers, but 95 out of 162 or 58.64% of Grade 7 learners are “ Frustration” readers. These learners
are subject for Reading Remediation. Otherwise, this will adversely affect learning outcomes.

Table 14 Result of the PHIL-IRI Pre-test SY 2018-2019 (Filipino)

Enrolment Frustration Instructional Independent Non-Reader

GL Section
M F T M F T M F T M F T M F T
Anthurium 15 25 40 2 2 4 6 8 14 7 15 22 0 0 0
Aster 22 18 40 7 7 14 14 11 25 2 4 6 0 0 0
7
Azalea 23 18 41 5 2 7 15 9 24 3 7 10 0 0 0
Amaranth 24 17 41 6 1 7 9 10 19 4 6 10 0 0 0
Total 84 78 162 20 12 32 44 38 82 16 32 48 0 0 0

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 Table 14 presents the Result of the PHIL-IRI Pre-Test in Filipino conducted among Grade 7 learners last school year 2018-2019. It reveals that there
are no “Non-Readers” among the test-takers, but 32 out of 162 or 58.64% of 19.75 % of Grade 7 learners are “Frustration” readers. This still a subject for
Reading Remediation because this will adversely affect learning outcomes, if not treated.

Learning Resources

English
Table 15.1 English Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 154 1:1.04 6 0
8 242 0 0 242 0
9 152 136 1:1.2 2 0
10 136 136 1:1 0 0
Total 690 426 1:1.62 250 0

Table 15.1 presents the Textbook Inventory in English. It reveals that there are no available textbooks in Grade 8 for English. Additional textbooks
are needed in Grades 7 and 9 while in grade 10, the textbooks are just sufficient.

Math
Table 15. 2 Math Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 107 1:1.50 53 0
8 242 60 1:4.03 182 0
9 152 139 1:0.76 0 47
10 136 78 1:1.74 58 0

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 Total 690 444 1:1.55 293 47

Table 15.2 presents the Textbook Inventory in Math . It reveals that there is a need for additional textbooks in Grades 7,8 and 10 while in grade 9,
the textbooks are in excess.

Science
Table 15.3 Science Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 175 1:1.02 4 0
8 242 162 1:1.49 80 0
9 152 0 0 152 0
10 136 42 1:3.24 94 0
Total 690 360 1:92 330 0

Table 15.3 presents the inventory of textbooks in Science. It reveals that there is no available textbook in Science 9. Additional textbooks are needed
in Grades 7,8 and 10 to meet the ideal textbook to learner ratio of 1:1.

Filipino

Table 15.4 Filipino Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 0 0 160 0
8 242 0 0 242 0
9 152 175 1:0.86 0 23
10 136 100 1:1.36 36 0
Total 690 275 1:2.51 415 23

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 Table 15.4 presents an inventory of textbooks in Filipino. It reveals that there are no available textbooks in grades 7 and 8. Additional textbooks are
in needed in grade 10 while in grade 9, there is no need for textbooks.

Araling Panlipunan
Table 15.5 Araling Panlipunan Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 144 1:1.11 16 0
8 242 120 1:2.02 122 0
9 152 166 1:0.92 0 14
10 136 232 1:1.01 0 96
Total 690 632 1:2.51 58 86

Table 15.5 presents an inventory of textbooks in Araling Panlipunan. It reveals that there is a need of additional textbooks in grades 7and 8, while an
excess in grades 9 and 10.

Music and Arts

Table 15.6 Music and Arts Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 156 1:1.03 4 0
8 242 0 0 242 0
9 152 251 1:0.61 0 99
10 136 134 1:1.01 2 0
Total 690 366 1:1.89 324 0

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 Table 15.6 presents an inventory of textbooks in Music and Arts. It reveals that there are Available textbooks in grade 8. Additional AP textbooks are
needed in the rest of the grade levels.

Physical Education and Health

Table 15.7 Physical Education and Health Textbook Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 175 1:0.94 0 15
8 242 191 1:1.22 51 0
9 152 199 1:0.7 0 47
10 136 90 1:1.51 46 0
Total 690 636 1:1.08 101 62

Table 15.7 presents an inventory of textbooks in Physical Education and Health. It reveals that there a need of additional PE textbooks in Grades 8
and 10 while an excess in Grades 7 and 9.

TLE
Table 15. 8 TLE Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 0 0 160 0
8 242 0 0 242 0
9 152 14 Cookery Module N/A 0
1

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 10 136 0 0 0
Total 690 0 0 0

Table 15.8 presents an inventory of textbooks in TLE. It is alarming to note that there are no available textbooks in TLE, except in cookery Grade 9,
which is very scarce. Requests for the needed textbooks in this area must be given the highest priority. For the time being, teachers concerned must be
resourceful to download learning materials from online sources such as DepEd Portal, etc. Support from the school head is highly needed to facilitate the
reproduction of the needed materials.

EsP
Table 15.9 EsP Textbooks Inventory

Grade Level BOSY Enrolment Actual No. of Textbook: Needs Excess

Textbooks Learner Ratio
7 160 107 1;1.50 53 0
8 242 212 1: 1.14 30 0
9 152 175 1:0.87 0 23
10 136 106 1:1.28 30 0
Total 690 575 1:1.2 113 23

Table 15.9 presents an inventory of textbooks in Edukasyon Sa Pagpakatao. It reveals that additional textbooks are needed in grade 7,8 and 10
except for grade 9 that there is an excess of textbooks.

Senior High School

Table 15.10 (A) Textbook Inventory in Senior High School

Title Actual
No. of Learners Needs Excess
Quantity
21st Century Literature from the Phlippines and the World SC 42
118 76
Earth and Life Science SC 2 125 123
Physical Education and Health SC 4 146 142
General Mathematics SC 4 125 121

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Understanding Culture, Society and Politics SC 44 125 81
Komunikasyon at Panaliksik sa Wika at Kulturang Pilipino Sc 96 125 29
Introduction to Philosophy of the Human Person SC 142 125 17
Personal Development SC 4 121 117
English for Academic and Professional Purposes (ACAD) 2 125 123

Table 15.10 (B) Textbook Inventory in Senior High School

Actual Need
Title No. of Learners Excess
Quantity s
Applied Economics 48 48
Reading and Writing LM 4 125 121
Fundamentals of Accountancy, Business and Management 1 TX 34 48 14
Practical Research 125 125
Probability and Statistics 2 125 123
Business Finance 1 48 47
Business Ethics and Social Responsibility 2 48 46
Disaster Readiness and Risk Reduction TX 2
Philippine Politics and Governance 1 61 60
Fundamentals of Accountancy, Business and Management 2 TX 33 48 15
Principles of Marketing TX 34 48 14
Principles of Marketing in the Phil. Setting 1
Filipino sa Piling Larang RDR 80 125 45
Malikhang Pagsulat 2 61 59
Organization and Management ACAD ABM 81 48 33
Organization Management TX 98 48 40
Empowerment Technologies Applied TX 0 125 125
Pambungad sa Pilosopiya ng Tao SC 4
Introduction to World Religions and Belief Systems SC 22 61 39

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 Business Math TX 3 48 45
Disciplines and Ideas in the Social Sciences LM 83 61 22
Communications Core TX 180 125 55
Oral Communication in Context 2 125 123
Community Engagement, Solidarity and Citizenship 1 61 60
Creative Writing 2 118 116
Trends, Networks and Critical Thinking in the 21st Century Culture 2 61 59

Table 15.11 presents the Number of Textbooks Needed/Excess in each subject area per grade level. It revealed that almost all subject areas are in
need of additional textbooks, except for a few subject areas in a particular grade level. To prepare the school for the new normal, textbooks must be sourced
out as soon as possible to facilitate learning.

GOVERNANCE

Teacher Needs
Table 16 Teacher to Learner Ratio (Regular Condition)

Grade BOSY Required Required Actual No. Needs Excess

Enrolment No. of No. of No. of
Sections Teachers Teachers
1:45 .

JHS 690 15 24 25 0 1
SHS 247 8 12 12 0 0
Total 937 13 36 37 0 1
Data Source: Early Registration Data, BEIS SY 2019-2020, NSBI Report
Basis for Computation: For G 7-10 1 class: 45 students, No. of Teachers= No. of Sections x 1.6 for JHS

Table 16 presents the Number of Teacher Needed/Excess during Regular Condition before COVID -19. It shows that there is an excess of 1 teacher
in the JHS.

Table 17 Learner to Teacher Ratio (State of Public Health Emergency)

Leve Enrolment No. of Required Actual No. Needs Excess

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 l Sections No. of No. of
1:20 Teachers Teachers
.

JHS 690 35 56 25 31 0
SHS 247 13 20 12 8 0
Total 937 48 76 37 39 0

Table 17 presents the Teachers Needs under the State of Public Health Emergency. It shows that here is a need to hire 31 additional teachers in JHS
and 8 additional teachers in SHS.

Classroom Needs

Table 18 Classroom to Students Ratio (Regular Condition)

Grade BOSY Required Required Actual No. Needs Excess

Enrolment No. of No. of No. of
Sections Classrooms Classrooms
1:45 .

JHS 690 15 15 19 0 4
SHS 247 8 8 8 0 0
Total 937 23 23 27 0 4
Data Source: Early Registration Data, BEIS SY 2019-2020, NSBI Report
Basis for Computation: For G 7-10 1 class: 45 students, No.of Teachers= No. of Sections x 1.6 for JHS

Table 18 presents the data on Classroom Needs under Regular condition. It shows that there is an excess of 4 classrooms in the JHS, but it should be
noted that these classrooms are substandard and needed major repair.

Table 19 Classroom to Students Ratio (State of Public Health Emergency)

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 Leve Enrolment No. of Required Actual No. Need Excess
l Sections No. of No. of s
1:20 Classrooms Classrooms
.

JHS 690 35 35 19 16 0
SHS 247 13 13 8 5 0
Total 937 48 48 27 21 0

Table 19 presents the Classroom Needs under the State of Public Emergency. It shows that there is a need of 16 additional classrooms in the JHS and 5
additional classrooms in the SHS.

Water, Sanitation, Hygiene

Table 20.1 Number of Toilet Bowls Needed (State of Public Health Emergency)

BOSY Enrolment Number of Functional Toilet Tota Required No. of Toilet Excess
Needs
Bowls l Bowls
Level Male Female M F M F
Male Female
Male Female PWD Shared
1:100 ratio 1:50 ratio

JHS 362 329 3 3 0 8 15 4 7 1 4 0 0

SHS 114 133 3 3 0 0 6 1 3 0 0 0 0
Tota 476 462 6 6 0 8 21 5 10 1 4 0 0
l

Table 20.1 presents the gap between the number of actual toilet bowls and the required number of toilet bowls under State of Public Health
emergency. It shows that the school lack toilet bowls to ensure social distancing, taking into consideration gender sensitivity.

Wash Facilities
Table 20.2 Number of Outdoor Faucets Needed (State of Public Health Emergency)

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 Level BOSY Required No. of Actual Number Needed Excess
Enrolment Faucets/ of Faucets
Punch Holes
1:10 ratio

Grade 7 -12 937 94 40 54 0

Table 20.2 presents the gap between the actual number of faucets and the required number of faucets under the State of Public Health Emergency.
It indicates that the school needs additional 54 faucets/punch holes to ensure proper handwashing at the same social distancing

Health and Nutrition Status

Table 21 Health and Nutritional Status (SY 2019-2020)

Grade BOSY No. of Wasted (W) No. of Severely Total % of W+SW

Level Enrolment Wasted (SW) (W + (Total/Enrolment*100)
M F TOTAL M F TOTAL SW)
Grade 7 961 7 3 867 1 0 1 11 92.22%

Grade 8 233 8 7 15 3 1 4 19 8.15%

Grade 9 144 6 7 13 1 1 2 15 10.42%

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 Grade 10 127 1 0 1 0 0 0 1 0.79%

Grade 11 116 2 3 5 0 0 0 5 4.31%

Grade 12 119 5 1 6 0 1 1 7 5.88%

Total

Table 21 presents the Health and Nutritional Status last SY 2019-2020.It shows that Grade 9 has the highest percentage of Wasted and Severely
wasted learners. This implies that these learners should be subjected to feeding program otherwise this will affect learning performance.

Part IV SCHOOL READINESS RESULTS AND INTERPRETATIONS

Number of Respondents

Table 22 Number of Survey Tool Respondents on School’s Readiness for Online Learning

Respondents Target Data Actual Count Percentage

Learners 937 920 98%
Teachers 37 37 100%
School ICT Coordinator 1 1 100%
School LR Coordinator 1 1 100%
Class Advisers 23 23 100%
School Heads 2 2 100%
Total 1,011 984 99.67%

Table 22 presents the target respondents of the Assessment Survey on School’s Readiness for Online Learning. It shows that almost 100% of the expected
respondents have participated in answering the survey except for the learners, of which only 98% have responded due to poor or no internet connectivity and
gadgets.

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Learner’s Readiness for Online Learning

In Terms of Availability of ICT Equipment

Table 23.1 Learner’s Readiness in terms of Availability of ICT Equipment

Items Mode of Ownership/Possession

None Personally Owned Owned by a Member of the Family
Actual Count Percentage Actual Count Percentage Actual Count Percentage
Laptop/Desktop/ 736 80% 104 11% 80 9%
computer/netbook/tablet
Smart phone 164 18% 639 69% 117 13%
Internet 729 79% 132 14% 59 6%
Connection/routers
Television 174 19% 243 26% 503 55%
Radio 420 46% 175 19% 325 35%
Total No. of Respondents=920

Table 23.1 presents the learner’s readiness for online learning in terms of availability of ICT equipment. The data reveals that only 11% of the
learners has personally owned laptop/desktop/computer/tablet while 9% of them has the available gadgets but owned by a family member. This implies that
only 20% can possibly be given digital modules while 80% should be furnished with printed modules and answer them manually. However, it is interesting to
note that 69% of the leaners has personally owned smart phone. This is because most students nowadays are eager to be connected with others through
social media .This means that they can receive instruction from teachers through different communication platforms using their smartphones, but one
hindrance is the problem on internet connection because the data shows that 79% has no internet connection/router. The school may tap stakeholders to
install routers and provide free internet connection to leaners in the surrounding areas with poor internet signal or none at all. With regards to television,
26% has personally owned TV and 55 % of them has TV owned by a family member. These leaners can be possible subjects for TV- based instruction. On
the other hand, 46% or almost half of the learners has no radio. This implies that the school needs to tap again stakeholders to donate radio transceivers to
students if it intends to adopt radio-based instruction.

Table 23.2 Learner’s Readiness in terms of Availability of ICT Equipment (As Perceived by Class Advisers)

Items Mode of Ownership /Possession

Low Moderate High
None Personally Owned Owned by a Member of the Family

20
 Actual Count Percentage Actual Count Percentage Actual Count Percentage
Laptop/Desktop/
computer/netbook/table 19 83% 4 17% 0 0%
t
Smart phone 7 30% 12 52% 4 17%
Internet
6 26% 17 74% 0 0%
Connection/routers
Television 12 52% 4 17% 7 30%
Radio
Total No. of Respondents=23

In Terms of Competence in Using Different Software Applications

Table 24.1 Learner’s Readiness In Terms of Competence in Using Different Software Applications

Items Level of Competence

Not Knowledgeable Beginning Proficient
Actual Percentage Actua Percentage Actual Percentage
Coun l Count
t Count
In using different software applications such as MS Word 302 33% 566 62% 5 5%
MS EXCEL 478 52% 425 46% 17% 2%
MS PowerPoint 454 49% 426 46% 40% 5%
Adobe 691 75% 206 22% 23% 3%
Movie Maker 656 71% 244 27% 20% 2%
Total
Number of Respondents=920

21
 Table 24.1 presents the learner’s readiness for online learning in terms of learner’s competency in using different software applications. The data
reveals that only 5% or less are proficient in using almost all softwares/platforms except for Internet explorer and Facebook applications which a little bit of
higher percentage. With the hindrances for face- to- face meetings and time constraint, it is no longer feasible to capacitate learners for online instruction.
Again, modular distance learning is the most possible modality that the school can adopt at this moment when face-to -face setting is not yet allowed.

Table 24.2 Learner’s Readiness In Terms of Competence in Using Different Software Applications
(As Perceived by Class Advisers)
Items Level of Competence
Not Knowledgeable Beginning Proficient
Actual Count Percentage Actual Count Percentage Actual Count Percentage
In using different software
0 0% 20 87% 3 13%
applications such as MS Word
MS EXCEL
MS PowerPoint 2 9% 17 74% 4 17%
Adobe 15 65% 5 21% 3 13%
Movie Maker 18 78% 4 17% 1 4%
Total Number of Respondents=23

In Terms of Competence in Using Different Online/Internet Applications/Communication Platforms

Table 25.1 Learner’s Readiness In Terms of Competence in Using Different Online /Internet Applications/
Communication Platforms

Items Level of Competence

Not Knowledgeable Beginning Proficient
Actual Count Percentage Actual Count Percentage Actual Count Percentage
In using online/internet
applications/communication 228 25% 592 64% 100% 11%
platforms:
Facebook applications 93 10% 571 62% 256% 28%
Workplace 669 73% 225 24% 26% 3%
Microsoft Teams 679 74% 217 24% 24% 2%

22
 Zoom 643 70% 233 25% 44% 5%
Hangouts 680 74% 217 24% 23% 2%
Quiz maker 653 71% 254 28% 13% 1%
Google meet 676 73% 216 23% 28% 9%
Others: pls specify
Total No. of Respondents: 920
Table 25.1 presents the learner’s readiness for online learning in terms of learner’s competency in using different softwares and platforms. The data
reveals that only 5% or less are proficient in using almost all softwares/platforms except for Internet explorer and Facebook applications which a little bit of
higher percentage. With the hindrances for face- to- face meetings and time constraint, it is no longer feasible to capacitate learners for online instruction.
Again, modular distance learning is the most possible modality that the school can adopt at this moment when face-to-face setting is not yet allowed.

Table 25.2 Learner’s Readiness In Terms of Competence In Using Online /Internet Applications
(As Perceived by Class Advisers)

Items Level of Competence

Not Knowledgeable Beginning Proficient
Actual Count Percentage Actual Count Percentage Actual Count Percentage
In using online/internet 7 30% 12 52% 4 17%
applications/communication
platforms:
Web browser (Internet
Explorer, Mozilla, Firefox,
google)
Facebook applications 0 0% 13 57% 10 43%
Workplace 20 87% 3 13% 0 0%

23
 Microsoft Teams 20 87% 3 13% 0 0%
Zoom 20 87% 3 13% 0 0%
Hangouts 21 91% 2 9% 0 0%
Quiz maker 17 74% 6 26% 0 0%
Google meet 19 83% 4 17% 0 0%
Others: pls specify
Total Number of Respondents=23

In Terms of Learner’s Support

Table 26.1 Learner’s Readiness In terms of Learner’s Support

Items Competent/Not Competent

YES Percentage NO Percentage
Family Member’s Competence in using
computer software applications such as word,
excel, PowerPoint, Facebook, google, workplace, 356 39% 564 61%
Microsoft teams, Zoom and google meet

Family Member’s Competence in using different 437 47% 483 53%

online and internet applications and
communication platforms such as Facebook ,

24
 google

Friend’s/Neighbor’s Competence in using

computer software applications such as word, 523 57% 397 43%
excel, PowerPoint, Facebook, google, workplace,
Microsoft teams, Zoom and google meet
Friend’s and Neighbor’s Competence in Using
different online and internet applications and
communication platforms such as Facebook , 531 57% 389 42%
google, workplace, Microsoft teams, zoom and
google meet

Table 26.1 presents the learner’s readiness for online learning in terms of learner’s support from family members, friends and neighbors. The data
reveals that only 39% of the learners have family members who are competent in using computer software applications such as Word, Excel, PowerPoint,
Facebook, Google, Workplace, Microsoft Teams, Zoom and Google Meet while 47% have friends and neighbors who are competent in using different online
and internet applications and communication platforms such as Facebook , google. Workplace, Microsoft Teams, Zoom and Google Meet. This implies the
more than half of the student-respondents cannot expect support from their family members to assist them in terms of online learning.
With respect to friends and neighbors, only 47% of learners have family members who are competent in using computer software applications such as Word,
Excel, PowerPoint, Facebook, Google, Workplace, Microsoft Teams, Zoom and Google Meet while 57% have friends and neighbors who are competent in
using different online and internet applications and communication platforms such as Facebook , google. Workplace, Microsoft Teams, Zoom and Google
Meet. This implies that almost half of the respondents cannot expect support from their neighbors and friends in terms of online learning.

Table 26.2 Learner’s Readiness In Terms of Learner’s Support (As Perceived by Class Advisers)

Items LEVEL OF AVAILABILITY OF LEARNER’S SUPPORT

LOW AVERAGE HIGH
Family Member’s Competence in using
computer software applications such as word,
excel, PowerPoint, Facebook, google, workplace, 11 48% 12 52% 0 0%
Microsoft teams, Zoom and google meet

Family Member’s Competence in using different

online and internet applications and communication 6 26% 14 61% 3 13%
platforms such as Facebook, Google
15 65% 6 26% 3 13%

25
Friend’s/Neighbor’s Competence in using computer
software applications such as word, excel,
PowerPoint, Facebook, google, workplace, Microsoft
teams, Zoom and google meet
Friend’s and Neighbor’s Competence in Using
different online and internet applications and
communication platforms such as Facebook , 12 52% 7 30% 4 17%
google, workplace, Microsoft teams, zoom and
google meet
Total No. of Respondents=23

Teacher’s Readiness for Online Learning in Terms of Competence

In Using Different Computer Software Applications

Table 27.1 Teacher’s Readiness in Terms of Competence in Using Different Software Applications

Items Level of Competence

Not Knowledgeable Beginning Proficient
0 0% 15 41% 22 59%
MS Word
MS Excel 2 5% 22 59% 13 35%
MS Power Point 5 32% 8 22% 17 46%

26
 Adobe 15 41% 17 46% 3 8%
Movie Maker 16 43% 18 49% 3 8%
No. of Respondents=37

Table 27.1 presents the Teachers’ Readiness for Online Learning in terms of proficiency/competence in using different software applications, an
average of 89% of teachers are not knowledgeable. However, it is interesting to note that 100% of teachers has knowledge in using MS Word, although 41%
are still “Beginning” but hey can be capacitated by “Proficient Teachers” through Peer Mentoring or Webinars.

In Using Different Online/Internet Applications/Communication Platforms

Table 27.2 Teacher’s Readiness In Terms of Competence in Using Online Applications /Communication Platforms

Items Level of Competence

Not Beginning Proficient
Knowledgeable
2 5% 8 22% 27 73%
Web browser (Internet Explorer, Mozilla, Firefox, Google)
Facebook Applications 0 0% 16 43% 21 57%
Workplace 11 30% 20 54% 6 16%
Microsoft Teams 8 22% 25 68% 4 11%
Zoom 18 49% 15 41% 4 11%
Hangouts 20 54% 13 35% 4 11%
Quiz maker 22 59% 10 27% 5 14%
Google meet 18 49% 15 41% 4 11%

Table 27.2 shows that 100 %of teachers has knowledge on using Facebook although some are beginning while the rst are proficient. This implies
that teachers can use Facebook as one communication platform to deliver the teaching process to the students. That 76% are proficient in using web
browsers. This implies that majority of the teachers can prepare digital modules for their learners by browsing for readymade online learning packages.
Another interesting observation is 68 5 of the teachers are “Beginning” to know how to use Microsoft Teams. This is because that they were capacitated
recently this summer during the checking of school forms. Teachers therefore are trying to step- up in embracing ICT during this pandemic. Those who are
reluctant before were compelled to learn overnight because there is no other option but to learn how to join non-face to face meetings.

In Utilizing Different Learning Modes for Online Learning

Table 27.3 Teacher’ Readiness In Terms of Competence in Utilizing Different Learning Modes for Online Learning

27
 Items Level of Competence
Not Knowledgeable Beginning Proficient
Actual Count Percentage Actual Count Percentage Actual Count Percentage

Blended Learning 8 22% 25 68% 4 11%

Flipped classroom 12 32% 21 57% 4 11%
Google classroom 15 41% 12 32% 10 27%
Distance Education 10 27% 25 68% 2 5%
Mobile Learning 28 76% 6 16% 3 8%
No. of Respondents=37

Teacher’s Readiness in Terms of Access to ICT Gadget/Equipment

Table 27. 4 Teacher’s Readiness In Terms of Access to ICT Gadgets/Equipment

Mode of Ownership/Possession
Items None Borrowed School Issued
Actual Count Percentage Actual Count Percentage Actual Count Percentage
Laptop/Desktop
2 5% 5 14% 2 5%
computer/Tablet
Smartphone 0 0% 0 0% 0 0%

28
 Internet
6 16% 2 5% 3 8%
Connectivity
Television 0 0% 0 0% 0 0%
Radio 19 51% 0 0% 0 0%
Others pls specify

Teachers Readiness For Work From Home

Table 27.5 Teacher’s Readiness for Work from Home

Items Level of Readiness

YES NO
Actual Count Percentage Actual Count Percentage
Is the set-up of your available ICT sufficient for online
12 32% 25 68%
learning?

29
 Do you have a dedicated internet connection for online
10 27% 27 73%
learning?
Do you have a dedicated private place in your house that you
can use for extended periods while you are interacting with 19 51% 18 49%
learners online?
Do you have adequate time in which you will be
26 70% 11 30%
uninterrupted as you deliver online classes
Do you know how to trouble shoot minor hardware
10 27% 27 73%
malfunction?
Do you know how to access online help desks whenever
11 30% 26 70%
technical glitches arise?
Do you have access to persons who will be able to readily
30 81% 7 19%
assist you whenever technical problems arise?
Total No. of Respondents = 37

Readiness of School ICT Facilities

Table 28 Level of Adequacy of ICT Facilities As Perceived by the School ICT Coordinator

Level of Adquacy
None Inadequate Adequate
Items Actual Count Percentage Actual Count Percentage Actual Count Percentage

A. Available, dependable, and updated Actual % Actual % Actual %

ICT devices, accessories, and Count Count Count

30
 laboratory such as:
 Desktop 131 97%
Computer/Netbook/Laptop/Tablet
 Smartphone
 Television 11 91%
 Radio
 Printer 6 75%
 Flatbed Scanner
 Computer Network 6 100%
 Interactive Whiteboards
 Audio-visual Room
 Computer laboratory 2 100%
 DepEd Computerization Programs 3 100%
 Virtual Classroom 0 0%
B. Provisions of software installed in a 48 96%
computer for e-learning
C. Access to internet service providers for 1 100%
a stable connection
D. Available equipment such as modems
and routers to ensure wide access to
internet
E. Presence of e-book, online library and
other media technology for learners
and teachers

Learning Resources Readiness

Table 29 Level Readiness of School’s Learning Resources As Perceived by the School Learning Resource Coordinator

Learning Resources Level of Adequacy

None Inadequate Adequate
Actual Percentage Actual Count Percentage Actiual Percentage
Count Count
PRINT FORM

31
 Curriculum Guide 116
Teacher Guide 132
Teacher Manual
DLLs/DLPs 48
(SHS only)
Readers
Learners’ Textbooks
Learners’ Worksheets/Activity Sheets
Learners’ Modules
Storybooks
NON-PRINT/ MANIPULATIVES
DIGITAL FORM
Teachers’ reference materials in all learning
area
Learners’ Textbooks
Learners’ Worksheets
Learners’ Modules
Interactive Resources
Video resources
Storybook

School Leadership Readiness

Table 30 School’s Readiness in terms of School Principal’s Leadership in ICT

Items
Assessment Results (Indicators)
Partly
Not Evident Very Evident
Evident

32
 knowledgeable and technologically skilled 
Tapped/hired IT experts to provide technical support 
Provided support for instructional resources in implementing

e-learning
Conducted LAC sessions/trainings to enhance ICT skills of

teachers
Initiated online conference/ 
meeting/updating/announcements

Community Readiness

Table 31 Level of Readiness of Community

The community where the school is located YE

NO
S

is on ECQ 
Has confirmed positive case 
Has probable Covid case 
Has suspected COVID case 
Has available teachers/responsible adult in the community that could support learning of

learners
Has community e-centers 
Has wifi connections for public use 
Has piso net or internet café within 10 meter radius from residence 
PART IV. SCHOOL LEARNING CONTINUITY PLAN FOR MODULAR DISTANCE LEARNING DELIVERY MODE
(NON-FACE-TO-FACE)
Effective August 24, 2020

AREA OF GAPS STRATEGIES/ PROGRAMS, ACTIVITIES & TIMELINE Resources

CONCERNS Major findings INTERVENTION PROJECTS

33
 Persons
Budget,
Involved
Equipment,
& possible Supplies &
causes of Personnel)
problems/
ACCESS
Learner’s Parents are Establish different Modes
Enrolment reluctant to enroll of Enrollment:
their children due
to COVID-19 1.Online Enrollment  Design an Online enrollment May 5-29, 2020 ICT Coordinator
Tool and upload link in LIS Coordinator
Messenger, Facebook or print
in tarpaulin/flyers to be posted
at conspicuous areas in the
community.

2. Manual Enrollment  Parent/students signify June 1-12, 2020 laptop, School Skeletal
enrollment through the Online internet Force
Enrolment Tool connectivity

 Distribute Learner’s Enrollment June 15-30, printer LIS Coordinator

School Forms to different 2020 bond paper Parents
Drop-off points in the drop boxes Class Advisers
community to be picked up by promotional
parents. tarpaulins/flyers
LIS Coordinator
 Parents/learners fill-out the Parents
LESF and drop into the drop June 15-30, Class Advisers
box at the drop-off points 2020

 Retrieve of LESF from

different Drop-Off points June 15-30,
2020
 Entry of names of enrolled
students in the LIS

34
 June 15-30,
2020
Organization of Face-to-Face Announcement of Segregate learners into different August 21, 2020 bond paper School Principal
Classes Announcement of Organization of Classes section and announce it to the printer
Organization of through school community
Classes not allowed
Online
Letters

Drop-Out poverty due to Implementation of Projects Tap stakeholders to extend assistance June 1, 2020- School Principal
unemployment, and Interventions to to poor students August 29, 2020 Asst. Principal
loss of address learners at risk of Adopt-A-School
job/displacement of dropping out Coordinator
family bread
winners due to
COVID 19.
Orient parents about their new role in August 28, 2020 Teachers,
lack of self- assisting their children at home Parents,
discipline to study Learners
at home Class Advisers maintain constant open
communication with parents/learners whole year
round

QUALITY AND RELEVANCE

Learning Face-to- face Offer Distance Learning: Conduct orientation among parents Sound system Class Advisers
Modality Learning delivery about Module Distance Learning and laptop Parents
not allowed their role in ensuring learning success Learners
Modular Distance Learning (by batch)
(MDL) School Principal
 Printed Adjust/Realign Work Financial Plan to WFP copy Asst Principal

35
 allocate budget for reproduction of laptop
modules
 Digital Upload modules through different Laptop
communication platforms to be Modem
transmitted to learners who are ready Internet
for digital learning Connectivity Bookkeeper
Subject
Online Distance Learning Identify learners who are capable of Teachers
(ODL) Online Distance Learning

Instructional traditional Design Instructional Research on 21st century Instructional August 28, 202 Sound system School Principal
Supervision for instructional Supervision for Modular Supervision Approaches and present it Laptop Asst Principal
the Different supervision cannot Distance Learning to teachers. LCD Projector Master Teachers
Modalities be applied due to
absence of actual
physical teaching
Competencies time allotment for Secure / Make Budget Assign Subject Coordinators to August 17, 2020 laptop School Subject
to be Taught each topic is not Course Outlay for each secure/draft Budget Course Outlay MELCs copy Coordinators
available yet subject area from Grades Education
7 to 12 Program
Supervisors
Assessment learners lack Reinforcement of MDL Coordinate with the local radio station August 17, 2020 letter Principal
Results capacity for self- with Radio-based Assistant School
learning instruction Principal
Master Teacher

no self-discipline to Conduct Seminar Among Parents on September 1, sound system School Principal
study at home Capacity Building of Presenting, Home Tutoring 2020 Asst Principal
Parents School Guidance
lack of support Coordinator
from parents Orientation of Responsible Class Advisers
Parenthood
homes full of

36
 distraction

Learning Lack of Enhancement of Learning Request for additional textbooks July 1 to 30, Letter of Request
Resources Resources 2020 School Principal
textbooks Request for additional textbooks P250,000.00 Asst Principal
printed modules download quality-assured Learner’s Printers Subject
non-print materials Modules from DepEd Portal and Ink Coordinators
reproduce them Bond papers
budget allocation laptop
not sufficient Realign Work Financial Plan to allocate
budget for reproduction of modules
GOVERNANCE
Teacher Lack of teacher’s Enhancement of Teacher’s Conduct LAC Session on MDL and ODL Whole year
Training Needs competence to Skills on Distance Learning round
monitor learning School Principal
through MDL laptop Asst Principal
LCD Projector Teachers
Lack of teacher’s Enhancement of Teacher’s modem ICT Experts/
competence in Skills on Online Learning Invited speakers
conducting
online teaching
School- Lack/weak internet Tapping of stakeholders Install transmitters in strategic August 2020 Internet School Principal
Community connectivity community locations router/transmitter Asst Principa
Readiness for ICT Experts
Online Classes
Conduct of Virtual Brigada Present LCP to stakeholders June 15,2020 laptop School Principal
Eskwela Asst Principal
Conduct Virtual Meeting with Teachers
Brigada Eskwela No physical
Stakeholders Brigada Eskwela
/Oplan Balik presence of
Coordinator
Eskwela volunteers
School Nurse
DRRM
Coordinator
Maintenance of Physical cleaning is Cleaning /Disinfecting of Teachers clean and prepare Whole year laptop
School Buildings solely assumed by Classrooms/Buildings classrooms round
school personnel

37
Health and Some learners are Outsourcing resources Solicit face masks and PPE from June 30, 2020 Face mask School Principal
Nutrition wasted from Stakeholders stakeholders Laptop School Nurse
Activities and LCD Projector Bookkeeper
Mental Wellness Lack of face masks Outsourcing resources Conduct of Teacher’s Mental Wellness June 1-August Modems
from Stakeholders Orientation 29, 2020

Teacher’s Need for

Orientation on Teacher’s Webinar Mental June 15, 2020 Laptop School Nurse
Mental Wellness Wellness Amidst COVID 19 LCD projector Taching and
Orientation amidst modems Non-Teaching
COVID 19 Staff

Technical School heads lack Capacity Building of School School Heads attend Upgrading Whole year laptop School heads
Assistance experience in Heads on Instructional Trainings round
conducting online Supervision on Distance
teaching Learning

Majority of teachers
are not proficient
on online teaching

38
 PART VI. COMMUNICATION PLAN

TARGET AUDIENCE GOALS TOOLS TIMETABLE FACILITATOR/S

Teachers present LCP to teachers & Computer June 3 -5, 2020 Principal
Teachers Stakeholders stakeholders (virtual) Internet Modem Asst. Principal
Speakers PTA Pres.

Teachers Orient Teachers Computer June 8, 2020 Principal

Orientation about the New Internet Modem Asst. Principal
Learning Management Speakers HRD Coordinator
LR Coordiantor

Parents Conduct Face-to-Face small sound Sytem July 20-24, 2020 Class Advisers
(Per Class) Orientation about the New
Learning Management
System (observing social
Distancing)
Students Conduct Face-to-Face smal sound system August 24,2020 Class Advisers
(Per Class) Orientation about the New
Learning Management
System (observing social
distancing)
Teachers Conduct LAC Sound System June 15-16, 2020 School Principal
Session/Workshop on The Asst. Principal
Different Distance Learning LR Coordiantor
Approaches HRD Coordinator
Experts
Teachers Conduct LAC Sound System June 22-23, 2020 School Principal
Session/Workshop on How LCD Projector Asst. Principal
to Prepare Digital and LR Coordiantor
Printed Modules and HRD Coordinator
Disgital Test Constructio Experts
ICT Experts

39
Teachers Conduct LAC Session on Sound Sytem June 29-30, School Principal
/Workshop on How to Asst. Principal
Handle Real Time Online LR Coordiantor
Teaching-Learning using HRD Coordinator
Different Communication Experts
Platforms ICT Experts

Parents Conduct PTA General Sound Sytem July 21, 2020 School Principal
Assembly LCD Projector Asst Principal
Teachers
Parents Conduct 1st Homeroom PTA Small sound system After the 10th week School Principal
Meeting Asst. Principal
LR Coordiantor
HRD Coordinator
Experts
ICT Experts
Teachers Conduct LAC Session on Sound System Last week of September Asst. Principal
Online Teaching LCD Projector 2020 LR Coordiantor
Methodologies HRD Coordinator
Experts
ICT Experts
Teachers Conduct SMEA Sound System To be announced School Principal
LCD Projector Asst Principal
M & E Coordinator

Parents Conduct 2nd Homeroom PTA After the 10th week of Class Advisers
Meeting the 2nd quarter
Teachers Conduct LAC Session on sound system To be announced Invited expert
How to Conduct Online LCD Projector
Peer Tutorial
Teachers Conduct SMEA sound system To be announced School Principal
LCD Projector Asst Principal
M & E Coordinator

Parents Conduct 3rd Homeroom PTA small sound system After the 10th week of 3rd Class Advisers
Meeting quarte

40
Teachers Conduct LAC Session Sound System To be announced School Principal
LCD Projector Asst Principal
HRD Coordiantor

Teachers Conduct SMEA Sound System To be announced School Principal

LCD Projector Asst Principal
M & E Coordinator

Parents Conduct Year End Gen. PTA Before the Closing of

Assembly School Year

41
 VII.TRANSITION PLAN

Under the State of Public Health Emergency, the school has to ensure that social distancing will be observed in order to help curb the spread of COVID 19.
Based on the data gathered in the situational analysis, additional teachers, classrooms, toilet and washing facilities are needed to meet the mandated safety
protocols. However, the school cannot afford to hire additional teachers and construct classrooms overnight. To address these problems, it is recommended that the
school will adopt Blended Learning in the succeeding months after it opened on August 24, 2020. This will happen when schools will be allowed to have a Face-to-
Face (F2F) Learning Delivery. Blended Learning is a combination of Face-to-Face and Remote Learning. Through this, the number of students who will physically
report to school will be reduced because learners can be divided into 2 shifts.

The First Shift which consists of JHS learners will report on Mondays and Tuesdays for F2F Learning and have their Non-Face-to-face (NF2F)/Distance
learning at home on Thursdays and Fridays. Wednesday is reserved for Classroom Disinfection, Checking of Learner’s Assessment, Preparation of Lesson Plans, etc.
while the Second Shift, which consists of SHS learners will report to school for F2F learning on Wednesdays and Thursdays and have NF2F learning at home on
Mondays and Tuesdays. Friday is reserved for Class Disinfection, Teacher’s LAC Session, Checking of Learner’s Assessment, Preparation of Lesson Plans. etc. In the
shifting of classes, teaching is directly focused on concepts with corresponding activities. Supplemental activities and Assessments shall be done, brought by the
learners when shifted at home. The school will use the Minimum Learning Competencies(MELCs) prescribed by the DepEd under the State of Public Emergency.

Table 33 Data on Teacher Needs (Applying 2 shift Scheme of Classes)

Level Enrolment No. of students No. of Sections Required Actual No. Needs Excess
per shift 1:20 No. of No. of
(half of Teachers Teachers
enrolment) .

JHS 690 345 17 27 25 2 0

SHS 247 124 6 9 12 0 3
Total 937 469 23 36 37 2 0

Table 33 presents how the problem on additional teachers can be solved using 2-Shift Scheme of Classes

42
 Table 34 Classroom to Student Ratio (2 Shift Scheme of Classes)

Level Enrolment No. of No. of Sections Required Actual No. Needs Excess
Learners per 1:20 No. of No. of
shift Classrooms Classrooms
.

JHS 690 345 17 17 19 0 2

SHS 247 124 6 6 8 0 2
Total 937 469 23 23 27 0 4

Table 34 presents how the problem on additional classrooms can be solved using 2 -shift Scheme of Classes will be applied. It is shown that 2
classrooms are in excess both in JHS and SHS. There is no more need for additional classrooms.

PROPOSED JUNIOR HIGH SCHOOL CLASS PROGRAM (GRADE 7)

43
 Modality: Blended Learning (A Combination of F2F and N2F)
Monday and Tuesday: Face-To-Face, Thursday and Friday: Non-Face-To-Face
SY 2020-2021 GRAD

TIME Grade 7- Anthurium Grade 7- Aster Grade 7- Azalea Grade 7- Amaranth Grade 7- Anemone
ADVISER VENUS T. BARON RICLYN D. CANTER AIZA R. LORANAS ANGELA MAE D. LIM MA.CORAZON C. LARIOSA
7: 00- 7:30 AM HANDWASHING
Monday Tuesday Monday Tuesday Monday Tuesday Monday Tuesday Monday Tuesday
EsP
C. EsP
SCIENCE PONTERAS A. LORANAS
ENGLISH FILIPINO ENGLISH FILIPINO MATH FILIPINO MAPEH
7:30-9:30 AM R. ARALPAN ARALPAN
V. BARON A. LIM V. BARON A. LIM J.DAYDAY M.C.LARIOSA A.GALLEGO
CANTERE M. M.
MAGNIFIC MAGNIFICO
O
9:30-9:50AM RECESS
TLE MAPEH TLE ENGLISH TLE FILIPINO TLE SCIENCE TLE MATH
9:50-11:50AM
A. GALLEGO V. BARON A. LIM R.CANTERE J.DAYDAY
LUNCH BREAK
EsP
C. EsP
MAPEH
MATH PONTERAS FILIPINO SCIENCE MATH MAPEH ENGLISH L.Tumabiene SCIENCE
1:00-3:00PM A.
J. DAYDAY ARALPAN A. LIM R. CANTERE J.DAYDAY A.GALLEGO V.BARON ARALPAN R.CANTERE
GALLEGO
M. M. MAGNIFICO
MAGNIFICO
EsP
Distribution Distribution Distribution of A. LORANAS Distribution Distribution
SCIENCE MATH MAPEH ENGLISH
3:00-5:00PM of lesson of lesson lesson ARALPAN of lesson of lesson
R. CANTERE J. DAYDAY A.GALLEGO V. BARON
activities activities activities M. activities activities
MAGNIFICO

PROPOSED JUNIOR HIGH SCHOOL CLASS PROGRAM (GRADE 8)

44
 Modality: Blended Learning (A Combination of F2F and NF2F
Monday and Tuesday: Face-To-Face, Thursday and Friday: Non-Face-To-Face
S.Y 2020-2021 G
RAD

TIME Grade 8- Garnet Grade 8- Ruby Grade 8- Amber Grade 8- Emerald

ADVISER JOVELYN D. DAYDAY CHARITO L. PONTERAS LEE S. LORANAS KIM S. DALI-AN
7: 00- 7:30 AM HANDWASHING
Monday Tuesday Monday Tuesday Monday Tuesday Monday Tuesday
EsP
MATH ENGLISH FILIPINO L.TUMABIENE SCIENCE MAPEH MATH SCIENCE
7:30-9:30 AM
J. DAYDAY L. LIM M.C. LARIOSA ARALPAN L. LORANAS E. TALITA K. DALI-AN L. LORANAS
M. VAFLOR
9:30-9:50AM RECESS
EsP
MAPEH L.TUMABIENE MATH MAPEH FILIPINO MATH FILIPINO ENGLISH
9:50-11:50AM
E. TALITA ARALPAN K. DALI-AN E. TALITA M.C. LARIOSA K. DALI-AN A. LIM L. LIM
M. VAFLOR
LUNCH BREAK
EsP
FILIPINO SCIENCE ENGLISH L.TUMABIENE
1:00-3:00PM TLE TLE TLE TLE
A. LIM L. LORANAS L. LIM ARALPAN
M. VAFLOR
EsP
SCIENCE Distribution of ENGLISH Distribution of L.TUMABIENE Distribution of MAPEH Distribution of
3:00-5:00PM
L. LORANAS lesson activities L. LIM lesson activities ARALPAN lesson activities E. TALITA lesson activities
M. VAFLOR

Wednesday: Disinfection of Classrooms

TLE Teachers:
ICT – M. Juarez
Agriculture – A. Loranas
H.E. – C. Ponteras
SMAW – E. Alburo

45
 PROPOSED JUNIOR HIGH SCHOOL CLASS PROGRAM (GRADE 9)
Modality: Blended Learning (A Combination of F2F and NF2F)
Monday and Tuesday: Face-To-Face, Thursday and Friday: Non-Face-To-Face
S.Y 2020-2021 GRAD

TIME Grade 9- Mercury Grade 9- Jupiter Grade 9- Venus Grade 9- Neptune Grade 9- Earth
ADVISER JOHN MOSES A. BAJANDE EDISON M. ALGARME MARY HOPE S. DALI-AN EGIEBOY U. TALITA NORY JULE PANASE
7: 00- 7:30 FLAG CEREMONY AND GROUND IMPROVEMENT
AM
Monday Tuesday Monday Tuesday Monday Tuesday Monday Tuesday Monday Tuesday
SCIENCE SCIENCE FILIPINO
7:30-9:30 ENGLISH MATH FILIPINO ENGLISH MAPEH MAPEH MAPEH
E. E. O.
AM JM BAJANDE K.DALI-AN M.C.LARIOSA MH.DALI-AN N. PANASE E. TALITA N. PANASE
ALGARME ALGARME ALEGADO
9:30-
RECESS
9:50AM
EsP
FILIPINO EsP ENGLISH
9:50- L.TUMABIENE SCIENCE MAPEH MATH MATH MATH MATH
O. ARALPAN JM
11:50AM ARALPAN E. ALGARME E. TALITA K.DALI-AN K.DALI-AN J. PAGADAL J. PAGADAL
ALEGADO R. BOLVES BAJANDE
M. VAFLOR
LUNCH BREAK
EsP
FILIPINO L.TUMABIEN SCIENCE FILIPINO EsP
1:00-
TLE M.C.LARIOS TLE E TLE E. TLE O. TLE ARALPAN
3:00PM
A ARALPAN ALGARME ALEGADO R. BOLVES
M. VAFLOR
EsP
Distribution ENGLISH Distribution L.TUMABIEN Distribution ENGLISH Distribution SCIENCE Distribution
3:00- MAPEH
of lesson JM of lesson E of lesson MH DALI- of lesson L. of lesson
5:00PM E. TALITA
activities BAJANDE activities ARALPAN activities AN activities LORANAS activities
M. VAFLOR

Wednesday: Disinfection of Classrooms TLE Teachers:

ICT – M. Juarez
Agriculture – A. Loranas
H.E. – C. Ponteras
SMAW – E. Alburo 46
 PROPOSED JUNIOR HIGH SCHOOL CLASS PROGRAM (GRADE 10)
Modality: Blended Learning (A Combination of F2F and NF2F)
Monday and Tuesday: Face-To-Face, Thursday and Friday: Non-Face-To-Face
SY 2020-2021
GRAD
TIME Grade 10- Integrity Grade 10- Peace Grade 10- Unity
ADVISER
7: 00- 7:30 AM FLAG CEREMONY AND GROUND IMPROVEMENT
Monday Tuesday Monday Tuesday Monday Tuesday
EsP
MAPEH MATH
7:30-9:30 AM TLE TLE ARALPAN TLE
R. LIM J. PAGADAL
R. BOLVES
9:30-9:50AM RECESS
EsP
ENGLISH FILIPINO SCIENCE FILIPINO ENGLISH
9:50-11:50AM ARALPAN
MH. DALI-AN O. ALEGADO K. VILLANUEVA O. ALEGADO MH. DALI-AN
R. BOLVES
LUNCH BREAK
SCIENCE MATH ENGLISH FILIPINO MATH MAPEH
1:00-3:00PM
E. ALGARME J. PAGADAL MH. DALI-AN O. ALEGADO J. PAGADAL N. PANASE
EsP
Distribution of MAPEH Distribution of SCIENCE Distribution of lesson
3:00-5:00PM ARALPAN
lesson activities N. PANASE lesson activities K. VILLANUEVA activities
R. BOLVES

TLE Teachers:
ICT – M. Juarez
Agriculture – A. Loranas
H.E. – C. Ponteras
SMAW – E. Alburo

47
 PROPOSED SENIOR HIGH SCHOOL CLASS PROGRAM (GRADE 11)
Modality: Blended Learning (A Combination of F2F & NF2F)
Monday and Tuesday: Non-Face -to-Face, Wednesday & Thursday: Face-to-Face
S.Y 2020-2021MGRAD

TIME Grade 11- ABM Grade 11-HUMSS 1 Grade 11- HUMSS 2

ADVISER ARTURO V. PRIETOS,JR. EMMANUEL L. ALBURO KENRICK G. VILLANUEVA
7: 00- 7:30 AM HANDWASHING
Wednesday Thursday Wednesday Thursday Wednesday Wednesday
Understanding Understanding
Empowerment Tech English for Academic &
General Mathematics Culture, Society & Culture, Society & Earth & Life Science
7:30-9:30 AM ICT for Prof.Tracks Professional Purposes
A. PRIETOS,JR. Politics Politics K. VILLANUEVA
J. ARTAJO H. BANGAY
N. DELA TORRE,JR. N. DELA TORRE,JR
9:30-9:50AM RECESS
Oral Komunikasyon at
English for Academic & Empowerment Tech Empowerment Tech ICT
Communication in Earth & Life Science Pananaliksik sa Wika
9:50-11:50AM Professional Purposes ICT for Prof.Tracks for Prof.Tracks
Context S. MEDINA at Kulturang Pilipino
H. BANGAY J. ARTAJO J. ARTAJO
H. BANGAY C. AVIADOR
LUNCH BREAK
Komunikasyon at
Understanding
Oral Communication in Fundamentals of Introduction to Pananaliksik sa
Culture, Society & General Mathematics
1:00-3:00PM Context ABM 1 World Religions Wika at Kulturang
Politics A. PRIETOS,JR.
H. BANGAY D. PABON N. DELA TORRE,JR Pilipino
N. DELA TORRE,JR
C. AVIADOR
English for
Komunikasyon at
General Academic & Introduction to World Oral Communication in
Pananaliksik sa Wika Earth & Life Science
3:00-5:00PM Mathematics Professional Religions Context
at Kulturang Pilipino R. MAHINAY
A. PRIETOS,JR. Purposes N. DELA TORRE,JR H. BANGAY
C. AVIADOR
H. BANGAY

48
 PROPOSED SENIOR HIGH SCHOOL CLASS PROGRAM FOR GRADE 12
Modality: Blended Learning (A Combination of F2F & NF2F)
Monday & Tuesday: Non-Face-to Face, Wednesday & Thursday: Face-to-Face
S.Y 2020-2021 GRAD

TIME Grade 12- ABM Grade 12- HUMSS 1 Grade 12- HUMSS2 Grade 12- ARTS & DESIGN
ADVISER MARLYN D. BARRO NILO J. DELA TORRE, JR. JOBELLE A. ARTAJO ELDIARDO E. DELA PEÑA
7: 00- 7:30 AM HANDWASHING
Wednesday Thursday Wednesday Thursday Wednesday Thursday Wednesday Thursday
Discipline and
Pagsulat sa Physical &
Pagsulat sa ideas in Research in
Business Physical Pilipino sa Personal Personal
Pilipino sa Piling Applied Social Daily Life 2
7:30-9:30 AM Finance Science Piling Development Development
Larangan Sciences A.
M. BARRO R. MAHINAY Larangan in the Arts S. MEDINA
C. AVIADOR N. DELA PRIETOS,JR.
J. ARTAJO E. DELA PEÑA
TORRE, JR.
9:30-9:50AM RECESS
Contemporary English for
Physical
Fundamentals of Personal Philippines Academic & Physical
Physical Science Science P.E.
9:50-11:50AM ABM 2 Development Arts from the Professional Science
K. VILLANUEVA K. R. LIM
D. PABON S. MEDINA Regions Purposes R. MAHINAY
VILLANUEVA
R. LIM J. BAJANDE
LUNCH BREAK
Contemporary
English for Pagsulat sa
Philippines Arts
Research in Academic & Personal Pilipino sa Research in
from the P.E. P.E.
1:00-3:00PM Daily Life 2 Professional Development Piling Daily Life 2
Regions R. LIM R. LIM
M. BARRO Purposes S. MEDINA Larangan M. BARRO
R. LIM
J. BAJANDE C. AVIADOR
3:00-5:00PM Personal P.E. Research in Pagsulat sa Contemporary Discipline and Developing Contemporary
Development R. LIM Daily Life 2 Pilipino sa Philippines Arts ideas in Filipino Philippines
S. MEDINA M. BARRO Piling from the Applied Social Identity in the Arts from the
Larangan Regions Sciences Arts Regions
C. AVIADOR R. LIM N. DELA E. DELA PEÑA J. FLORES

49
 TORRE, JR.
Note * Friday – Disinfection of Classrooms

VIII. MONITORING AND EVALUATION

50
 The school, through its School Planning Team, will monitor progress at the middle and end of the implementation period of the Learning Continuity Plan.
Aside from this, this SPT should guide and help the teachers in resolving problems especially during the early stage of the implementation.
To help inform the SPT of the status of the LCP, all concerned teachers will submit progress report based on the suggested template below. Both the SPT
and the teachers concerned will discuss Recommendations/Action Points based on the results of the monitoring done by the SPT.

Monitoring and Evaluation Report Form

Strategies/ Date of Accomplishment/ Issues/Problems Recommendations/

Interventions Programs/Activities/Project Monitoring Status to Date Action Points
s
Establish different
Modes of
Enrollment:
 Design an Online May 5-29, 2020
1.Online Enrollment enrollment Tool and
upload link in
Messenger, Facebook or
print in tarpaulin/flyers
to be posted at
conspicuous areas in the
community. June 1-12, 2020
2. Manual
Enrollment  Parent/students signify
enrollment through the
Online Enrolment Tool
June 15-30, 2020

 Distribute Learner’s
Enrollment School Forms
to different Drop-off
points in the community
to be picked up by June 15-30, 2020
parents.

51
  Parents/learners fill-out June 15-30, 2020
the LESF and drop into
the drop box at the
drop-off points June 15-30, 2020

 Retrieve of LESF from

different Drop-Off points

Entry of names of enrolled

students in the LIS
Announcement of Segregate learners into August 21, 2020
Organization of different section and
Classes through announce it to the school
community
Online
Letters

Implementation of Tap stakeholders to extend June 1, 2020-August

Projects and assistance to poor students 29, 2020
Interventions to
address learners at
risk of dropping out

Orient parents about their new August 28, 2020

role in assisting their children at
home

Class Advisers maintain constant whole year round

open communication with
parents/learners

52
 QUALITY AND RELEVANCE

Offer Distance Conduct orientation among

Learning: parents about Module Distance
Learning and their role in
ensuring learning success
Modular Distance
Learning (MDL)
 Printed Adjust/Realign Work Financial
Plan to allocate budget for
reproduction of modules
 Digital Upload modules through
different communication
platforms to be transmitted to
learners who are ready for digital
learning
Online Distance
Learning (ODL) Identify learners who are
capable of Online Distance
Learning

Design Instructional Research on 21st century August 28, 202

Supervision for Instructional Supervision
Modular Distance Approaches and present it to
Learning teachers.
Secure / Make Assign Subject Coordinators to August 17, 2020
Budget Course secure/draft Budget Course
Outlay for each Outlay
subject area from
Grades 7 to 12
Reinforcement of Coordinate with the local radio August 17, 2020

53
MDL with Radio- station
based instruction

September 1, 2020
Capacity Building of Conduct Seminar Among Parents
Parents on Presenting, Home Tutoring

Orientation of
Responsible
Parenthood

Enhancement of Request for additional textbooks July 1 to 30, 2020

Learning Resources
Request for additional textbooks
download quality-assured
Learner’s Modules from DepEd
Portal and reproduce them

Realign Work Financial Plan to

allocate budget for reproduction
of modules
GOVERNANCE
Enhancement of Conduct LAC Session on MDL Whole year round
Teacher’s Skills on and ODL
Distance Learning

Enhancement of
Teacher’s Skills on
Online Learning
Tapping of Install transmitters in strategic August 2020
stakeholders community locations
Conduct of Virtual Present LCP to stakeholders June 15,2020

54
Brigada Eskwela
Conduct Virtual Meeting with
Stakeholders
Cleaning Teachers clean and prepare Whole year round
/Disinfecting of classrooms
Classrooms/Building
s

Outsourcing Solicit face masks and PPE from June 30, 2020
resources from stakeholders
Stakeholders
Conduct of Teacher’s Mental June 1-August 29,
Outsourcing Wellness Orientation 2020
resources from
Stakeholders
June 15, 2020

Teacher’s Webinar
Mental Wellness
Amidst COVID 19
Capacity Building of School Heads attend Upgrading Whole year round
School Heads on Trainings
Instructional
Supervision on
Distance Learning

Republic of the Philippines

Department of Education
Region VI-Western Visayas

55
 DIVISION OF ESCALANTE CITY

awards this

Certificate of Acceptance

to

BUENAVISTA NATIONAL HIGH SCHOOL

for having successfully complied and met the requirements and standards set by the Department of Education as mandated by

DepEd Order ____, s. 2020

Given on _____ day of ______2020

CLARISSA G. ZAMORA, CESO VI

Assistant Schools Division Superintendent
OIC-Office of the Schools Division Superintendent

56
57
 X. ANNEXES

BNHS LCP SCHOOL PLANNING TEAM

 Provides leadership and guidance in the development

 Facilitates actual planning workshop
 Oversees and monitors the implementation of the Learning
Continuity Plan to improve/modify the Annual Improvement Plan
JESUS V. TABELINO SCHOOL HEAD
in relation to COVID 19 pandemic
 Communicates the School’s Learning Continuity Plan to the
community through the PTA General Assembly

 Assist the Principal in crafting the Learning Continuity Plan

 Take charge of School Governance to ensure effective and efficient
LOIDA C. ARO ASSISTANT PRINCIPAL implementation of the LCP
 Perform other tasks assigned by the School Principal.

58
  Download DepEd’s Memorandum and other issuances related to DepEd
program on COVID 19 and furnish the principal and concerned school
personnel with copy
 Collect data related the LCP and furnish the concerned personnel with copies
MYLENE C. CUSTODIO ICT COORDINATOR
 Take charge of the Learner’s Information System
 Update School Head with other information
 Assist in capacitating teachers on online learning

 Share insights about the challenges /difficulties commonly encountered by

students and recommends solutions in the light of COVID 19
SSG President STUDENT REPRESENTATIVE

 Share insights on how they should respond to the risks and threats posed by
COVID 19 to learners
 Assist in formulating a customized school protocol to ensure safety of the
learners
 Act as spokesperson in expressing the difficulties that parents will be
undergoing under the New Learning Management System of the School
ALEJANDRO L. BAWA-AN PARENT REPRESENTATIVE  Help the school in seeking support to stakeholders

 Actively collaborate with the school head in the development of LCP

MERRY JEAN PORMENTAO SCHOOL GOVERNING COUNCIL

 Shares valuable information on the interest of the community

Related to the School Learning Plan
EDUARDO T. AGUILAR LGU REPRESENTATIVE

 Provides needed information relative to Child Protection/Child Welfare amidst

COVID 19
SSG Adviser
RONALD MAHINAY
Guidance Designate

59
  Provide technical assistance to teachers in preparing modules printed or
digital) for Online Learning
 Assist the School Head in the New Scheme of Instructional Supervision
HELEN BANGAY MASTER TEACHER
 Monitors the progress of learner’s using flexible learning delivery modes
 Help supervise remediation measures to students with failures/ poor
numeracy and literacy skills amidst COVID 19 pandemic
 Take charge in the reproduction of modules
 Assure quality in the design of Modules/Activity Sheets
 Take charge of sourcing out of online learning packages
 Provide technical assistance to teachers on online teaching
JARDO DELA PENA LR Coordinator

 Help determine the type of learning delivery mode fitted to the student in
his/her class
 Continually link with the parents to monitor learner’s progress and
CLASS ADVISERS accomplishment as they do their home study

60
ANNEX A PARTICIPATORY RATE OF SCHOOL CHILDREN

Children 13-16 years Children 13-16 years old NOT attending % of Children 13-16 years old NOT attending
Purok
old High School High School

BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL

Binit-agan
15 10 25 3 3 6 20% 30% 25%
1
Binit-agan
14 10 24 6 3 3 43% 30% 12.5%
2
Proper 15 8 23 4 1 5 27% 13% 22%
Bonbon 1 6 7 13 1 2 3 17% 29% 23%

Cagay 3 6 3 9 1 0 1 17% 0% 11%

Cagay 9 6 15 4 1 5 44% 17% 33%
Bonbon 2 18 12 30 3 3 6 17% 25% 20%

Sta. Ana 8 8 26 2 0 2 25% 0% 8%

Cagay 4 3 4 7 0 2 2 0% 50% 29%

Baja-baja 4 9 13 2 2 4 50% 22% 31%

Tugas 4 9 13 0 1 1 0% 11% 8%
Graje 8 7 15 2 2 1 25% 29% 7%

61
Sta. Cruz 15 11 26 3 No.
0 of Classroom 3Observations Done
20% 0% 12%
First Second Third Fourth
Name of Teacher
Cagay 1 12 21 33 5 Quarter
5 Quarter9 Quarter Quarter
42% 24% 28%
1 1 1 1
TOTAL 1371 125 262 35 L.
Alburo, Emmanuel 25
1 1 60 1 1 3% 1% 23%
Alegado, Ofelia S. 1 1 1 1
Algarme, Edison A. 1 1 1 1 Table 8 Consolidated Instructional
Artajo, Jobelle A. 1 1 1 1 Supervisory Accomplishment SY 2019-
2020 Aviador, Chzaryle D. 1 1 1 1
Bajande, John Moses H. 1 1 1 1
Bangay, Helen I. 1 1 1 1
Baron Venus T. 1 1 1 1
Barro, Marlyn E. 1 1 1 1
Bolves, Rudby Rose D. 1 1 1 1
Cantere, Riclyn D. 1 1 1 1
Dali-an, Mary Hope A. 1 1 1 1
Dali-an, Kim S. 1 1 1 1
Dayday, Jovelyn D. 1 1 1 1
Dayday, Jovelyn D. 1 1 1 1
De La Peña, Eldiardo L. 1 1 1 1
Dela Torre, Nilo J. 1 1 1 1
Gallego, Alfredo C. 1 1 1 1
Juarez, Mylene C 1 1 1 1
Lariosa, Maria Corazon A. 1 1 1 1
Lilia M. Lim 1 1 1 1
Lim, Angela D. 1 1 1 1
Lim, Lilia M. 1 1 1 1
Lim, Rodly P. 1 1 1 1
Loranas, Aiza R. 1 1 1 1
Loranas, Lee S. 1 1 1 1
Magnifico, Mary Luz L. 1 1 1 1
Mahinay, Ronald L. 1 1 1 1
Pabon, Dominador D. 1 1 1 1
Pagadal, Joji M, 1 1 1 1
Panase, Nory Jule 1 1 1 1
Ponteras, Charito L. 1 1 1 1
Prietos, Arturo V. 1 1 1 1 62
Talita, Egie Boy U. 1 1 1 1
Tumabiene, Lucita B. 1 1 1 1
Vaflor, Melanie T. 1 1 1 1
Villanueva, Kenrick H. 1 1 1 1