Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
SAN ENRIQUE NATIONAL COMPREHENSIVE HIGH SCHOOL
SAN ENRIQUE, ILOILO

SAN ENRIQUE NATIONAL COMPREHENSIVE HIGH SCHOOL

BASIC EDUCATION – LEARNING CONTINUITY PLAN
(BE-LCP+)
School Year 2021-2022
 
 
 
 

JUNIOR HIGH SCHOOL DEPARTMENT

 
Rationale

The Coronavirus Disease (COVID) – 19 outbreak impacted not only the economy of the country
as tourism industry, airline operators, mining operations, and other small scale markets continue
to deteriorate. It has likely unequal impacts on education as interruptions has occurred in
students’ learning, disruptions on internal assessment, and cancellation of many school programs
and activities that provides holistic training amongst learners.
 
The uncertainties faced in the opening of this school year 2021 -2022 brought about by the
COVID – 19 outbreak positions the education sectors to abide by the many government policies
regarding quarantine and social distancing and challenging its moral obligation of not allowing
circumstances to jeopardize the rights of every learner to education, thus, the School Level Basic
Education Learning Continuity Plan (BE-LCP +).
 
This BE-LCP+ was made possible through the collaborative efforts of school key officials,
community stakeholders, teachers and learners and with high hopes be implemented through the
paralleled united efforts of the aforementioned.

Amidst the pandemic disturbing our country today; amidst the social differences and different
insights of the leaders of the nation that create barriers to take drastic measures; amidst the
economic crisis that grips the neck of every Filipino citizen; the Department of Education
spearheaded by Secretary Leonor Magtolis Briones and the school trusts that:
we will continue to uphold our mission so that education will still be
within the reach of the Filipino people, for education remains as a basic
human right: a tool for survival in the forthcoming and a key towards
recovery and nation-building;
 
we must ensure the health safety of our learners, teachers, parents,
and the community as we fulfill and deliver quality, accessible, relevant
and liberating education;
 
we shall overcome this pandemic, this too shall pass.

#wewill.wemust.weshall.
#sulongedukalidad
#sulongDepED
#parasabata
#parasabayan
#DepEdTayo
 Objectives
General Objectives
 
This program aims to continue providing quality, accessible, relevant and liberating education in
response to the “new normal” in education amid the Coronavirus Disease (COVID) – 19 pandemic.
 
 
Specific Objectives
 
The San Enrique National Comprehensive High School aspires to:
 
a. adhere to the standard protocols implemented in the locale;
b. craft and disseminate the BE-LCP+;
c. maximize engagement and communication among stakeholders;
d. put emphasis on the improvement and strengthening of SBM -WinS practices;
e. spearhead the Teachers’ Preparatory Training (TPT) and other form of orientation to
disseminate information regarding BE-LCP+ and other preparatory school plan amid the
COVID – 19 pandemic;
f. validate learning modality upon enrolment based from the current situation and learners’
preference.
 
 LOOKING BACK
Challenges and Actions Taken (2020-2021)
Challenges Action Taken
Fluctuating number of COVID 19 cases in the locality The school, given no choice, postponed module
which has resulted to the occasional postponement of distribution when COVID cases spikes in the
the school’s module distribution. municipality. Moreover, to cope with the delay in the
module distribution, delayed LMs in the recent week were
given the following week.
Insufficiency of operational expenses in the printing The school tapped the alumni association, the teachers’
of learning modules. and employees’ association, PTA and solicited donations
from the barangays, private individuals and private
institutions
Delayed uploading of learning materials to DepEd The delayed modules were given the succeeding week.
distribution portals.
Lack of learning modules on some disciplines or Teachers were encouraged to create their own learning
MELCs. material/activity sheets that suited the MELCs.
Lack of access to mobile devices and internet Learners are given consideration and maximum tolerance
connections, by a few students, hampered were implemented. The advisers conducted home-
communication and information distribution. visitation.
Offline materials were not compatible with the devices The school reproduced and provided printed modules for
learners use at home. the learners.
Poor results in formative and summative tests. The council made intervention to address the learners
needs.
 LOOKING BACK
Best / Effective Practices (2020-2021)

Description Implementation Impact

The SENCHS Project “Dul-ong” This is by establishing module This was done during the first
- This project has been retrieval and claiming stations to quarter as a part of the
implemented by the school in every barangay facilitated by psychosocial debriefing and
partnership with the local teachers and barangay officials mental awareness campaign of
barangay officials to bring quality on a weekly basis. This is to the school in order to ease the
education closer to every home. ensure that learning modules mental stress experienced by
  were brought to every learner and learners brought by the drastic
  to elicit maximum learning shift of educational paradigm in
participation in the modular the new normal. The program
learning modality. has been successful with its aim
to create a smooth transition from
former the face-to-face
instructions to the later
introduction of the modular
approach.
 LOOKING BACK
Best / Effective Practices (2020-2021)
Description Implementation Impact
Crafting of Teacher-made It is known concern that Module distribution were
Learning Modules occasionally DepEd supplied unhampered and MELCs were
- This initiative was done in learning modules are not addressed through teacher-
order to ensure that modules always obtainable on time. made learning materials
are readily available on a With this concern the school
weekly basis especially to administration encourages
those subject areas with teachers to produce teacher-
delayed or no LMs. made learning modules
aligned with the Most
Essential Learning
Competencies (MELCs) in
order to ensure that module
distribution is unhampered on
a weekly basis.
 LOOKING BACK
Best / Effective Practices (2020-2021)

Description Implementation Impact

Project “Pag-ulikid” The respective grade level Improve learners’
– This is an intervention council conducts LAC performance in
initiated by each grade level sessions spearheaded by accomplishing the learning
council to address the arising their council chairperson and tasks.
concerns of each council in the being delegated later on with
implementation of the the JHS Coordinator for
distance learning. another separate LAC session
and make it an avenue
providing solutions to
address the needs and
concern of the council.
Lessons
(S.Y. 2020 – 2021 lived experiences)

If there is one positive aspect of the pandemic's major emphasis on

Learned
alternate learning modalities and instruction, it is that students are given
more opportunity to work independently and at their own pace, and as a
result, they are becoming better problem-solvers.
 
At least, that's the perspective of educators who work in schools where
individualized and flexible learning is the centerpiece of instruction – the
new norm of the academe. It is notable in many institutions today, that
the shift to remote and alternative learning modalities and instruction has
allowed them to strengthen their commitment to learner-centered
approaches and develop new strategies that will be used once all students
can return to school buildings at full capacity for face-to-face instruction.
Lessons
(S.Y. 2020 – 2021 lived experiences)

Learned
When we needed to switch to alternate learning methods, we already had
established a favorable mindset, the concept of fostering independent
learners, of making learners own their own learning which should be
coupled with strong parental support. Learning is both tough and time-
consuming for teachers when it comes to using alternate learning
methodologies. People are unaware of how much longer it takes teachers
to deal with schoolwork and cope with the new workload scheme.
Teachers do not receive immediate feedback from students, therefore they
cram in reviewing students' work and creating modules.
 
Teachers, on the other hand, had been left with no choice but pursue the
seemingly insurmountable task as part of the new normal, all with high
hopes: “para sa bata . . . para sa bayan.”
 OPERATIONALIZATION OF THE BE-LCP+

School Profile
Projected Enrolment
Grade 7

Key Stage Grade Enrolment

Level
Junior Grade 7 274
Grade 8 High Grade 8 356
School Grade 9 346
Grade 10 431

Grade 9

Grade 10

0 50 100 150 200 250 300 350 400 450 500

 OPERATIONALIZATION OF THE BE-LCP+

School Profile
Teachers

Classification No. of Teachers

27%
JHS 55
JHS SHS 20
SHS
73% Total 75
 OPERATIONALIZATION OF THE BE-LCP+

School Profile
Teachers

24
Age No. of
19 (years) Teachers
18 20-30 18
14 31-40 24
41-50 19
51-65 14

20 - 30 31 - 40 41 - 50 51 - 65
 OPERATIONALIZATION OF THE BE-LCP+

School Profile
0-10 years
Teachers 8; 11%
11-20 years
Teaching
No. of
21-30 years Experience
10; 13%
Teachers
31-40 years (years)

41; 55%
0-10 41
11-20 16
16; 21%
21-30 10
31-40 8
 OPERATIONALIZATION OF THE BE-LCP+

School Profile
 Program Offerings

Regular Class Program

This includes all learners enrolled in the current school year, not including students with
special needs within or outside the enrolled school. Learners’ placement is based primarily on
age, grade level and cognitive abilities as assigned by the school Administration.
 

Science, Technology, and Engineering (STE) Program

Special Curricular Program in Science, Technology and Engineering (STE) has been
offered which envisions highly responsible, morally upright, globally competitive, and
intellectually-competent learners. This program aims to widen access to quality secondary
education with the vision to develop learners with the interest and aptitude for careers in or
for higher learning in Science, Technology and Engineering.
 OPERATIONALIZATION OF THE BE-LCP+

Analysis (Gaps, Crucial Resources, etc.)

Gap Analysis for School Year 2021-2022
School Target Data Retrieved Currently Contributing Inhibiting Actions to be Taken Groups that
From Yes/No Explanation Factors Requires
Attention

Improve Resource Year-end Yes At an Modules were Communicate and School

Utilization for Module Module average, only not religiously encourage learners Administrator,
Production Appraisal 96% modules returned by to return the Subject
that were learners during modules Teachers and
reproduced the schedule’s   learners
and weekly retrieval Allocate school fund
distributed to (MOOE) for the
the learners reproduction of
the previous copies of lacking
years were modules
returned to  
subject  
teachers that
are in good
condition
 OPERATIONALIZATION OF THE BE-LCP+

Analysis (Gaps, Crucial Resources, etc.)

Gap Analysis for School Year 2021-2022
School Target Data Retrieved Currently Contributing Inhibiting Actions to be Taken Groups that
From Yes/No Explanation Factors Requires
Attention

Continuous and Schedules of Yes In a The Gradually adopt School

unhampered module quarter, two postponement online/digitized Administrato
distribution of distribution (2) to three of module distribution of r, Subject
learning modules (3) weeks of distribution is modules Teachers and
module brought about learners
distribution by fluctuating
are numbers of
postponed COVID cases
in the
municipality
and nearby
towns
 OPERATIONALIZATION OF THE BE-LCP+

Analysis (Gaps, Crucial Resources, etc.)

Gap Analysis for School Year 2021-2022
School Target Data Retrieved Currently Contributing Inhibiting Actions to be Taken Groups that
From Yes/No Explanation Factors Requires
Attention

Unavailability / Number Yes In several This results Teachers Subject

delayed of and subject to delayed creates Group
uploaded completen areas in module modules / Heads and
uploading of ess of the JHS distribution activity sheets Subject
learning modules and SHS, suited for the Teachers
materials to based from modules target MELCs
DepEd the files are not
distribution uploaded available
portals. by DepEd for some
  MELCs
 OPERATIONALIZATION OF THE BE-LCP+

Analysis (Gaps, Crucial Resources, etc.)

Gap Analysis for School Year 2021-2022
School Target Data Retrieved Currently Contributing Inhibiting Actions to be Taken Groups that
From Yes/No Explanation Factors Requires
Attention

Inaccessibility of Learners Yes At an Limited Improve School

Administrator,
few learners to responses average 30 learners procedure on Subject
mobile devices and on out 40 resources to printed module Teachers and
internet class/subje learners purchase / distribution / learners
connection. ct group have avail mobile retrieval to cater
chats mobile phone or all learners
phones or internet
access to connectivity
internet in
their own
homes
 OPERATIONALIZATION OF THE BE-LCP+

Crucial Resources
 Learning Resources and Facilities

San Enrique National Comprehensive High School has 46 regular classrooms situated in a 2.5-
hectare school grounds at the outskirt of the town. The school does not have enough classrooms to
handle interim timetables due to its rising population.

• Classrooms. For instructional purposes, a total of 46 conventional classrooms will be employed. If

limited face-to-face lessons are shortly to be introduced, each classroom can hold 20 learners to
adequately execute the physical and social distancing.
 
• Isolation Rooms. These rooms are for students who may be manifesting evident COVID-19
symptoms. In these rooms, medical assistance is provided. These are also used as waiting areas for
students to be picked up by their parents to go home or seek additional medical help. Six (6) of the 46
classrooms will be designated as isolation facilities, one for each grade level.
 
 OPERATIONALIZATION OF THE BE-LCP+

Crucial Resources
 Learning Resources and Facilities

San Enrique National Comprehensive High School has 46 regular classrooms situated in a 2.5-
hectare school grounds at the outskirt of the town. The school does not have enough classrooms to
handle interim timetables due to its rising population.

• Teachers’ Room. Teachers will use the remaining unoccupied classrooms for instruction in
preparation for their lessons and consultations with learners. For the senior high school, a separate
teacher's room will also be made available.
 
• Online Class Lounge. This section can be found in the computer laboratories. Since it is equipped
with stable internet connectivity, this will function as the online class space. For this purpose, the
JHS and SHS computer rooms will be assigned.
 
• LR Center. A space within a school that houses a variety of information sources. It serves as a hub
for introducing, reinforcing, and expanding student learning.
 
 OPERATIONALIZATION OF THE BE-LCP+

Crucial Resources
 Learning Resources and Facilities

San Enrique National Comprehensive High School has 46 regular classrooms situated in a 2.5-
hectare school grounds at the outskirt of the town. The school does not have enough classrooms to
handle interim timetables due to its rising population.

• Hand Washing Stations. Hand washing stations are strategically placed throughout the campus.
Gates, fronts of classroom buildings, and other sites fall under this category. Foot baths are also
offered in each classroom's entrance.
 
• Other Facilities. Other school facilities are equally important and can have an impact on the
performance of students and teachers. These may include comfort rooms, Home Economics Building,
offices, nursery, Kapit-Bisig Teen Center, canteens, etc.
 
 Science Equipment. The school had been a recipient of various science instrument and equipment
that is currently stored at the School Science Laboratory for future use.
 OPERATIONALIZATION OF THE BE-LCP+

Crucial Resources
 Learning Resources and Facilities

San Enrique National Comprehensive High School has 46 regular classrooms situated in a 2.5-
hectare school grounds at the outskirt of the town. The school does not have enough classrooms to
handle interim timetables due to its rising population.

 Modules. These learning materials had been playing a pivotal role in the distance learning modality
implementation and has been made available for distribution.
 OPERATIONALIZATION OF THE BE-LCP+

Crucial Resources
Human Resources

• Internal Stakeholders. The faculty and staff are introduced to the “new normal” practices of the
school and undergo upskilling by virtually joining in various in webinars and trainings.
 

• External Stakeholders. The Local Government Unit of the municipality, various associations and
organizations from both public and private sects had been extending help to the schools’ pursuits and
operations.
 OPERATIONALIZATION OF THE BE-LCP+

Learning Delivery Modalities, Platforms, and Strategies

 
LMP 1: Printed Modular Learning Mode – This learning mode will use printed learning materials
to be provided by the Department of Education. In this learning there will a scheduled module
distribution and retrieval on a weekly basis. Parents will claim the learning modules and shall
return the activity notebooks over the scheduled day of the week.
 
LMP 2: Digitized Modular Learning Mode – This learning mode will involve the distribution of
digitized learning modules either via the class Facebook group chat or through the flash drives.
There will be scheduled activity notebook retrieval on a weekly basis.

LMP 3: Limited Face to Face Learning Mode – This would involve face to face instruction in
which learners would spend two days in school for four (4) hours each day and complete the
remaining activities three days at home.
 OPERATIONALIZATION OF THE BE-LCP+

Learning Delivery Modalities, Platforms, and Strategies

Modalities Platforms Strategies
LMP 1: Printed Printed Modules When COVID cases in the municipality are at the minimum or
Modular during MECQ or GCQ; Parents will retrieve the printed modules
Learning Mode and deliver the activity notebooks at school on a weekly a basis.
LMP 2: Digitized Copy of the When COVID cases are increasing or during ECQ;
Digitized Modules  
Modular Option A: Digitized module will be sent via Facebook group chats
Learning Mode and parents will deliver the activity notebooks at school on a
weekly a basis.
 
Option B: Digitized module will saved on a flash drive, claimed by
the parents and deliver the activity notebooks at school on a
weekly a basis.
LMP 3: Limited Face to Face Classroom When COVID cases are at the minimum or when quarantine
Face to Face Instruction status are lifted; Class size will be reduced to 25 or 30 learners.
Learning Mode There will be a morning and afternoon shift with classes of every
grade levels assigned on different days to offer provisions for social
distancing
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
Class Programing

Sample JHS and SHS Level Weekly Class Schedule Distribution

 
Monday Tuesday Wednesday Thursday Friday

Grade 7 Grade 9 Grade 7 Grade 9 Checking of

Grade 8 Grade 10 Grade 8 Grade 10 Activity
Grade 11 Grade 12 Grade 11 Grade 12 Notebooks
and
Recording of
Scores
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
Class Programing Time Monday Tuesday Wednesday Thursday Friday
7:30-8:00 8 Falcon A   8 Falcon A    
8:00-8:30 8 Crane A   8 Crane A    
8:30-9:00          
9:00-9:30 8 Pelican A   8 Pelican A    
9:30-10:00 8 Nightingale A   8 Nightingale A    

Sample JHS Teacher’s 10:00-10:30

10:30-11:00
8 Swan A
 
 
 
8 Swan A
 
 
 
 
 
Program 11:00-11:30 8 Cardinal A   8 Cardinal A    
  11:30-1:00 Lunch Break

Teacher: Moby Lyn E. Tutana 1:00-1:30 8 Falcon B   8 Falcon B    

1:30-2:00 8 Crane B   8 Crane B    
Subject: English 2:00-2:30          
Year Level: Grade 8 2:30-3:00 8 Pelican B   8 Pelican B    

No. of Sections: 6 Sections 3:00-3:30 8 Nightingale B   8 Nightingale B    

3:30-4:00 8 Swan B   8 Swan B    
4:00-4:30          
4:30-5:00 8 Cardinal B   8 Cardinal B    
5:00 Dismissal
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
  Classroom Set-up

ENTRANCE EXIT
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
Classroom-Student Ratio

JHS Classroom Student Ratio

Number of Number of Classroom-
Classrooms Projected Student Ratio
Learners

32 1407 1:44
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
 Provision of Food through Home Gardening

This new DepEd policy will be another first in the

department. This would ensure that there will food
to every Filipino table give the fact that some don’t
have livelihood in this time of the pandemic. This
will encourage every learner to become active
participants in their households to create a
sustainable food source.
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
 School Management Policy

 On Learners’ and Teachers’ Safety – The safety of the learners and teacher is the primary
concern of the school in the development of the SLCP.

 On Teacher Training – The conduct and attendance of webinars are encouraged to broaden and
improve teachers’ knowledge in the different teaching and learning modalities.

 On School Personnel Welfare – Teachers and staff plays an important role in this time of
pandemic in order to ensure that the school operations continue, their welfare should be taken
cared off.

 On Curriculum – The school have conducted a meeting on how to deliver the Most Essential
Learning Competencies (MELC) using modular, face to face and blended instruction in lesson
delivery.
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
 School Management Policy

 On Instructions – Teachers should be trained to the teaching and learning approaches favored by
learners.

 On Parents’ Involvement – Parents plays a key role on the decision of the learners whether they
would go to school or not but if learners choose to continue schooling, they should do their best to
assist their children while doing task at home.

 On Stakeholder Partnership – School operations is perceived to continue and with the support of
the stakeholders, school year 2020-2021 will be possible. Their continued collaboration,
manpower, financial and moral support would be of great help.
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
Pre-Enrolment Procedure

ESTABLISHMENT OF COMMITTEE ON ENROLMENT

▼
DEVELOPMENT OF INFOGRAPHICS/ANNOUNCEMENTS
▼
INFORMATION DESSIMINATION
▼
SUMMARIZING OF ENROLMENT DATA
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
Pre-Enrolment Procedure

“Online registration” “Drop-box”

(Via Facebook and Google Forms) (Accomplished registration form in printed format)
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
SBM-WinS Implementation
• Conduct periodic disinfection of the school premises and facilities.
• Mandatory observation of physical distancing at all times in the vicinity of the school.
• Implementation of the “No Facemask, No Entry” policy. Gates will be closed at 8:AM and will
be opened by 11:45. It will be closed again by 1:30 PM.
• Wearing of mask and face shield and proper mask disposal is encouraged.
• Observance of proper coughing and sneezing etiquette in the public.
• Implementation of “One Entrance, One Exit” Policy
• Mandatory thermal scanning of body temperature of all persons in the entrance gate.
• Persons with temperature above 37 degrees Celsius will not be allowed to enter the school
premises.
• Provision for hand washing station and foot bath in the entrance gate. Mandatory hand
washing is required upon the entry of the school premises
• Provision for alcohol for personnel use in the Biometric facility. Learners and teachers are
encouraged to bring their own alcohol.
 OPERATIONALIZATION OF THE BE-LCP+

Readiness of the School in case of the implementation of

limited face to face classes
SBM-WinS Implementation
• Providing functional hand washing facilities on strategic areas around the school vicinity
• Ensuring adequate supply of alcohol, sanitizers and disinfectants on offices and classrooms.
• Presence foot baths in the entrance gate, office doors and classrooms.
• Isolation of personnel and learners with flu like symptoms. The MAPEH Room will be assigned
as a temporary quarantine room.
• Implementation of “Teachers Movement” policy to minimize person to person contact.
• Scheduling of different recess time for every grade level if schedule would allow.
• Teacher-advisers are obliged to create their own classroom-based health protocols. Alcohols,
hand washing facility and foot bath should be present in every classroom.
• Canteen personal should observe proper hygiene and must secure latest health card
certification and should be subjected to food g=handling and other standard protocols
specified by the DepEd and DOH guidelines
• Coordination with the LGU and Municipal RHU for random monitoring as external audit in
compliance of specified minimum health standards.
 OPERATIONALIZATION OF THE BE-LCP+

TEACHING AND NON-TEACHING PERSONNEL VACCINATION

Junior High School Data

Personnel Vaccinated Unvaccinated Enlisted

JHS 14 41 37
SHS 6 14 14
Non-Teaching 4 4 4

Vaccinated Unvaccinated Enlisted

 OPERATIONALIZATION OF THE BE-LCP+

STAKEHOLDERS
PARTNERSHIPS
DONATIONS
The association of internal and external stakeholders of the school which is comprised by the learners’ parents, guardians, and
SENCHS Parents- teachers of the school. This established association has been a long-time partner of the school in improving the quality of service
Teachers Association of the SENCHS. The association were able to provide monetary donations and material donations in the form of paints and bond
(SENCHS PTA) papers to the school.
this body was established by the teaching and the non-teaching staff of SENCH with the aim to unify the organization for the
SENCHS Teachers and common good of all the employees. The association has been an active mechanism in supporting the endeavors of SENCHS. The
Employees Association association were able to provide monetary donations and bond papers to the school for module reproduction.
(SENCHS TEA)
This is comprised of past graduates if the institution which is activity participating and helping the school in their own
SENCHS Alumni collaborative effort to give back what they have to their Alma Matter. The association were able to provide monetary donations
Association and bond papers to the school for module reproduction.
Local Government Unit This institution spearheaded by local chief executive has been very supportive to the endeavors of the school and has extended
of the Municipality of help from funding, partnerships, and many more.
San Enrique
 
Municipality of San The barangay officials have given their full cooperation to the activities of the school from solicitation, donation drives, bayanihan
Enrique Association of activities and manpower.
Barangay Captains
The generosity of San Enriquenhons, OFW’s, and to those other individuals who have shown their support and love to the school
Private Individuals has were active mechanisms in helping in concretizing the vision and mission of schools. They were able to provide financial
  assistance and materials needed for module reproduction.
Private partners from businesses, lending institutions, corporations and organizations has been extending their help to the school
Private Institutions even before and these partnerships have been strengthened by time.
 OPERATIONALIZATION OF THE BE-LCP+

STAKEHOLDERS
PARTNERSHIPS
DONATIONS
The association of internal and external stakeholders of the school which is comprised by the learners’ parents, guardians, and
SENCHS Parents- teachers of the school. This established association has been a long-time partner of the school in improving the quality of service
Teachers Association of the SENCHS. The association were able to provide monetary donations and material donations in the form of paints and bond
(SENCHS PTA) papers to the school.
this body was established by the teaching and the non-teaching staff of SENCH with the aim to unify the organization for the
SENCHS Teachers and common good of all the employees. The association has been an active mechanism in supporting the endeavors of SENCHS. The
Employees Association association were able to provide monetary donations and bond papers to the school for module reproduction.
(SENCHS TEA)
This is comprised of past graduates if the institution which is activity participating and helping the school in their own
SENCHS Alumni collaborative effort to give back what they have to their Alma Matter. The association were able to provide monetary donations
Association and bond papers to the school for module reproduction.
Local Government Unit This institution spearheaded by local chief executive has been very supportive to the endeavors of the school and has extended
of the Municipality of help from funding, partnerships, and many more.
San Enrique
 
Municipality of San The barangay officials have given their full cooperation to the activities of the school from solicitation, donation drives, bayanihan
Enrique Association of activities and manpower.
Barangay Captains
The generosity of San Enriquenhons, OFW’s, and to those other individuals who have shown their support and love to the school
Private Individuals has were active mechanisms in helping in concretizing the vision and mission of schools. They were able to provide financial
  assistance and materials needed for module reproduction.
Private partners from businesses, lending institutions, corporations and organizations has been extending their help to the school
Private Institutions even before and these partnerships have been strengthened by time.
 OPERATIONALIZATION OF THE BE-LCP+

MONITORING AND EVALUATION

Personnel Roles and Function
School Administrator To oversee the standard operation procedures of all aspects in the school from the
administration, accounting, learners and teachers.
To make sound and wise decision based from fair judgment on what is good for the
internal and external stakeholders of the school especially for the learners.
To make sure that the mandates of the Department are implemented and followed
with the key role to conduct consistent monitoring and evaluation of all aspects of the
school and look for areas of improvement for continuous development.
Assistant Principal To work hand in hand with the principal to ensure that the different school systems
are working coherently.
To take part in decision making together with the school principal to ensure that the
ideals of the Department of Education are properly followed and implemented, focusing
more on curriculum implementation, planning and monitoring.
Subject To perform the role as appointed frontrunners in every subject department in the
Coordinators/Subject junior and the senior high school with the main role to guide and monitor teachers’
Group Heads performance in every subject area.
To assist and guide teachers in their department in adherence to the aims of the
school and the department, focusing on specific curriculum implementation, planning
and monitoring for every subject area.
 OPERATIONALIZATION OF THE BE-LCP+

MONITORING AND EVALUATION

Personnel Roles and Function
SENCHS PTA To serve as representative of the external stakeholder, specifically for
President parents with the main role to voice out the concerns of the parents with the
key role to support the endeavors of the school, monitor projects
spearheaded by the body and checks and balances the concerns which
involves the learners, the most important stakeholder.
SENCHS Teachers’ To oversee the general welfare of every employee in the institution.
and Employees’ To lead the association in creating bylaws which are beneficial to the
Association President teachers and employees’ welfare.
To also monitors and evaluates the programs that are implemented by
the association.
SBM WinS To monitor the implementation of the minimum health standards in the
Coordinator workplace and make necessary revisions to health policies for
improvement, as in this time of pandemic, this function plays a key role in
ensuring that stakeholders are safe and healthy in schools.
 OPERATIONALIZATION OF THE BE-LCP+

Prepared by: Jesse Rey P. Villanueva, PhD Fhikery B. Ardiente