basic education learning continuity plan+ sy 2021-2022

BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 1


TABLE OF CONTENTS

Title Page

I. Introduction

A Glimpse of the BE-LCP 2020-2021 3

Enrolment Data 4

Learning Delivery Modalities 5

Learning Strategies 5

Lessons Learned and Insights Gained 10

II. Operationalization of BE-LCP+ for SY 2021-2022 A. Data Analytics 12

Projected Enrolment 12

Learning Modalities 15

Learning Management Platforms 16

Learning Resources 20

Menu of Learning Strategies 27

Action Steps 28

Communication Plan 29

B. Readiness of Schools 30

Teaching and Non-Teaching Vaccination 31

Ways Forward on Vaccination Program 33

C. Capacity Building Activities/Teacher Training/ Wellness Program 34

D. Partnership 35 E. Utilization of Fund 36

Action Steps 36

III. Pool of Support 38

IV. Monitoring and Evaluation 40


I. Introduction

The Coronavirus Disease 19 has caught everyone by surprise, placed the global community under pandemic – a situation never imagined happening in this lifetime. Lockdowns have been declared, movements have been restricted, business establishments and schools have been closed – and the immense amount of stress, panic, and anxiety excused nobody.

The President’s pronouncement of no face-to-face classes for the school year

2020-2021 was the turning point for the new Philippine educational landscape. It posted many challenges from inadequate internet access, new learning modalities, new normal adjustments, and the mental health strain of DepEd employees,

learners, stakeholders and many more. But, it also revealed the innovativeness, flexibility, and creativity of the school leaders, teachers and the entire home and school learning community in providing quality basic education to all learners.

A Glimpse of the BE-LCP 2020-2021

DepEd Region VI earnestly carried out its Learning Continuity Plan for School

Year (SY) 2020-2021. The 20 Schools Division Offices (SDOs) implemented their

respective LCPs based on the readiness assessment survey results on distance

learning delivery. Support through Capability-building Programs on the

implementation of the different learning modalities, the use of Information

Communications Technology (ICT), and the development of different Learning

Resources was extended by various stakeholders. Different Modalities were employed

such as modular, online, radio-based and TV-based, and blended learning. Several

innovations and initiatives were introduced. Collaboration, coordination and

communication mechanisms were intensified and support system was strengthened.

Amid this critical time, DepEd Region VI was able to hurdle challenges and

continue to perform its mandate through the 20 SDOs.

The SY 2020-2021 enrolment data indicated that there are 2,054,000 learners

in all sectors of basic education.


Figure 1. SY 2020-2021 Enrolment Data

Kinder: 143,519

8%

Elem: 898,451

48%

JHS: 611,910

33%

SHS: 202,15211%

Total Public

1,856,032

Kinder: 11,1746%

Elem: 44,34123%

JHS: 78,761 40%

SHS: 60,424 31%

Total Private

194,700

Kinder: 154,580 …

Elem: 943,217

46%

JHS: 692,910 34%

SHS: 263,293

13%

TOTAL ALL SECTORS 2,054,000

Basic Literacy: 1,7614%

A&E Elementray: 8,76118%

A&E Secondary: 37,19178%

Total ALS

47,716


The Learning Delivery Modalities

To ensure learning continuity for the SY 2020-2021, the Basic Education Learning Continuity Plan (BE-LCP) was crafted to serve as guidepost to education leaders. The BE-LCP encapsulated the various approaches, strategic steps, interventions and Learning Delivery Modalities (LDMs) employed. Intensive training and continuous orientation on effective implementation of these LDMs were undertaken.

The table below shows the percentage of implementation of the LDMs.

Figure 2. Learning Delivery Modalities Employed by the 20 SDOs

DepEd Region VI proactively responded to the need of complementing these

LDMs with the different Learning Resources. Quality assured Self-Learning Modules (SLMs) and Learning Activity Sheets (LASs) were on top priority. Moreover, RBI and TBI episodes were developed for blended learning. Most notably, teachers were capacitated on the use of different online platforms through the Information and Communications Technology (ICT).

The Learning Strategies

Taking cognizance of the health scare, limited resources, and mobility

restrictions, there was a felt-need to innovate novel ways to adapt to the present

situation. Proving that they could rise above the challenges of the new framework

and plan of action, the men and women of the region manifested their

resourcefulness, ingenuity, and creativity in the showcase of their best initiatives.


AT- HOME LEARNING SPACES

In response to the call to provide unhampered delivery of instruction to every

Batang Capiznon, the At-Home Learning Spaces in the Schools Division of Capiz was

conceptualized. This initiative aimed to convert little corners or areas at home into

conducive, safe and economical learning spaces.

Creating a classroom set-up at the comforts of the learners’ homes made

learning more fun, enjoyable and meaningful. The learning resources and other

educational materials provided to each home were an indication of a robust

partnership between the school and the community. Further, it recognized the new

role of parents and other family members as learning facilitators.


MOBILE TECHNICAL-VOCATIONAL AND LIVELIHOOD (TVL) LABORATORY

The Schools Division of Antique firmly believed that experiential learning

whereby students “learn by doing” and by reflecting on that experience is a powerful

way to learn. Since learners were on remote learning and could not perform hands-

on tasks, this innovative and unconventional way to bring the TVL tools and

equipment right at the doorstep of the learners’ homes or at the barangay halls

enhanced the learners’ knowledge, skills, and improved their attitudes towards

learning.

The mobile TVL laboratory moved around the locality when permitted only by

the Inter-Agency Task Force (IATF) and the parents.


PAGKABALAKA: A HOME VISITATION PROGRAM

Since the learners were restricted from going to school, the teachers and

school heads, mindful of the health and safety protocols, went to the homes of the

learners for the Home Visitation, a way of bringing the school to the homes of

the learners.

This innovative way of contextualized learning delivery mode in the Schools

Division of Guimaras did not only provide avenues to address the academic but also

the psycho-social needs of the learners.

The beneficiaries of the program were the learners whose performance in the

major subjects fell below the acceptable level. Thus, the need for follow-up,

motivation, and tutoring was necessary.


TUTORIAL- ON- WHEELS

Heeding the need for the cognitive and affective support, the Tutorial-

on-Wheels of the Schools Division of Iloilo aided learners with difficulty on

dealing with learning tasks and outputs to be submitted. This intervention

project also helped learners cope with quarantine fatigue with teachers

conducting simple stress debriefing drills.


Valuable Lessons Learned and Significant Insights Gained

Along with the many challenges and difficulties in the delivery of quality basic education are the valuable lessons learned that served as inspiration to the education leaders, school administrators, teachers, parents and stakeholders to support one another. The values of resiliency, creativity, compassion, and flexibility surfaced in the implementation of the BE-LCP. These resulted to a stronger support system, collaboration, initiatives and innovativeness, and effective communication mechanisms within and among the SDOs and schools in the region.

The success stories and noteworthy experiences provided significant insights

to the education stakeholders. In far flung barangays, teachers braved the raging

waters and trod the hazardous terrains for miles to bring learning materials to the

learners. The same passion was shared by teachers in far island schools using

bancas and other available water vehicles provided by pious donors and LGU

officials.

The following are the insights and experiences shared by some of the identified

DepEd personnel, learner, and parent in the implementation of the distance delivery

modality last school year.

The Chief of the Curriculum and Learning Management Division (CLMD), Dr. Elena P. Gonzaga pointed out that the strong support of and close coordination with all levels of governance in DepEd were very essential particularly the Schools Divisions that covered up the lacking learning resources and ensured the smooth conduct of activities in relation to the provision of learning resources on time to the field. She also stressed out the proactive response to the need of quality assured LRs and the strategic planning of how the different LDMs would be implemented are the factors that RO 6 was able to successfully address all the concerns.

“We tried our very best that quality learning is best delivered by engaging parents, learners and stakeholders through the home visitations conducted not only by teachers but also the principals, Public Schools District Supervisors (PSDSs), Baranggay Officials, Members of the School Governing Council and even the retired teachers. The Bayanihan Spirit is truly alive. We embraced change with positive mindset and with open hearts to cater to the needs of the learners and the schools.” Dr. Ruby Therese P. Almencion, OIC, Office of the Assistant Schools Division Superintendent, SDO Sagay City highlighted.

Dr. Zaldy M. Tondo, OIC, Office of the Principal IV of Oton National High

School shared his insights in the implementation of the distance learning modality.

“A year ago, we had a hard time making the parents understand how distance

learning should be implemented. However, with consistent advocacies, constant

communication with stakeholders, and inspiring teachers to put hardwork and

heartwork in everything they do, we were able to surmount the unsurmountable

challenges.”

Mr. Leopoldo Quinon Jr. , Master Teacher I of Janiuay National Comprehensive High School underscored the importance of feedback mechanism during the implementation of distance learning modality. He employed varied ways to gather from and give feedback to parents and learners through simple written notes, text messaging, audio and video files.

“I tried creative ways on how to manifest teacher presence and interactivity despite remote teaching and learning context”, Quinon added.


Meanwhile, Michael Tamallana, ALS Focal person of SDO Iloilo shared his experience in the delivery of learning. “The school year 2020-2021 was the year of Flexible Learning Options (FLOs). This approach to teaching has been implemented by the Alternative Learning System (ALS) and I am so happy that all teachers embraced this in the delivery of learning this time of pandemic.”

“ Kabudlay gid tana kay indi ako kabalo magtudlo sa akon bata kag naga obra

pa ako sa amon uma. Ang manami lng kay gina text kag ginafollow up kami ka ana adviser para mabuligan ang akon anak. Nagabulig gid ana nga mga maestra kag maestro kung nabudlayan siya sa iya modyul kag sige man ila chat kag text sa anda GC.” (It’s difficult because I didn’t know how to teach my child at the same time I am working. What I like is the support and follow up through text of my daughter’s adviser. The teachers helped my child through chat and text in the groupchat if she encountered difficulty in the module.” - Mrs. Jil Masisado, parent.

Third Nopera, Grade 6 learner of Jibaon Elementary School, expressed how

important support system was in the online delivery modality. “I miss my classmates, teachers and my school as whole but because face-to-face is not allowed, we need to adjust. I learned how to manage my time and to discipline myself during our online classes. I really appreciate the support of my teachers especially on assisting us in assignments and accomplishing our written works.” The SY 2020-2021 will forever be remembered as a significant year in the history of the Department of Education. The challenging journey showcased the adaptability, flexibility, and agility of all those involved in nurturing and honing the potentials of the school children in Western Visayas. The End of the School Year Rites were mostly conducted virtually but several schools initiated the Mobile Closing Rites: a unique, one-of-a-kind, ingenuous, and creative way of celebrating the end of school year.

To punctuate SY 2020-2021, a virtual special program, “Pagpalangga-anay: A

Tribute to the Champions” was tendered to all the teachers in the region to recognize

their earnest efforts, unwavering commitment, and selfless sacrifices to make

learning continue amid this trying time.

DepEd Region VI is armed with the useful lessons learned and meaningful insights gained from the innovations, practices and initiatives captured in the BE-LCP of SY 2020-2021. It shall welcome another milestone in TRAILBLAZING SY 2021-2022.


II. Operationalization of BE-LCP+ for SY 2021-2022

To ensure unhampered delivery of basic education of all schools in the region,

this Basic Education Learning Continuity Plan Plus (BE-LCP+) for the SY 2021-2022

presents the Data Analytics on projected enrolment, learning modalities, learning

management platforms, learning resources, and the menu of learning strategies.

The School Readiness Plan on school initiatives, Micro Plan on teaching and

non-teaching vaccination activities, and the Communication Plan for the

implementation of the BE-LCP+ are likewise stipulated.

Other salient features of this BE-LCP+ include capacity-building

activities/teacher training/wellness program, partnership engagements, and fiscal

management targets.

The collaborative planning and implementation of the “new normal learning

strategies and approaches” have been undertaken to clearly lay down the roadmap

of amplified educational programs and projects for the upcoming school year.

This operational plan will be a response to relevant issues, problems, and

trends that may arise and will help provide interventions based on the present needs

and context of the schools and the learners.

A. 2021-2022 Data Analytics

Projected Enrolment

For SY 2021-2022, enrolment in the Kindergarten and Elementary levels is

projected to decrease by 9.65% and 1.85% respectively. Meanwhile for Junior High

School, projected increase is 2.53% and Senior High School by 6.90%. Furthermore,

it is projected that public schools will be accommodating a big number of learners

due to the unprecedented decrease of enrolment of the private schools.


Figure 3. Projected Enrolment for all Sectors for the SY 2021-2022


Figure 4. Projected Enrolment for Public and Private Schools for the SY 2021-2022


The enrolment of learners in the Alternative Learning System (ALS) is

projected to increase by 3.05% in SY 2021-2022. The same trend for the enrolment

of the Indigenous Peoples Education (IPEd) which is projected to increase by 4.75%

in the same year.

Figure 5. Projected Enrolment for ALS and IPEd for the SY 2021-2022

Learning Modalities Adherent to the President’s pronouncement that there will still be no face-to-

face classes, all schools are expected to employ various remote learning modalities based on the needs of the learners and the contexts of the community. Furthermore, the Menu of Learning of Strategies will serve as a guide to schools in carrying out various innovative ways and mechanisms that they may adopt to improve learning outcomes, to enhance learning delivery and to provide support to the teachers, parents and the learners. The graph below shows that Modular Learning, Blended Learning and Online Learning are dominant learning modalities that the public and private schools in the twenty (20) schools divisions will be implementing


Figure 6. Learning Modalities to be Implemented by the Public and Private

Schools


Meanwhile, Modular Distance Learning, Blended Learning and Radio-based Instruction (RBI) are the learning modalities that will be implemented by the Kindergarten, SPED, IPEd, and ALS.

Figure 7. Learning Modalities to be Implemented by Kindergarten and Inclusive Programs

Learning Management Platforms

Learning Management Platforms help maximize remote learning experience of

the learners. These platforms include Facebook messenger and group chat, google

meet, zoom, Microsoft Teams and text messaging.

Generally, Text Messaging Messenger, and Facebook are also the dominant

learning platforms that the Private and Public Schools, Inclusive and Special

Interest Programs will employ for the next school year.


Platforms for Learning of the Schools Divisions

Figure 8. Learning Platforms of the SDOs


Platforms for Learning of Kindergarten, Alternative Learning System

(ALS), Special Education Program (SPED) and Madrasah Education Program

(MEP)

Figure 9. Learning Platforms Kindergarten and Inclusive Programs

Platforms for Learning of the Special Interest Programs

Figure 10. Learning Platforms of the Special Interest Programs


Learning Resources This school year allows the learning resource teams to showcase their

expertise in different levels of governance (Central Office, Regional Office and Schools Division Office) in the development of Self Learning Modules (SLMs), Learning Activity Sheets (LASs), Radio and Television Episodes. The first key stage learning resources were contextualized into four (4) Languages: Hiligaynon, Sinugbuanong Binisaya, Kinaray-a, and Akeanon as language of instruction in this stage.

In compliance with DepEd Order No. 08 s. 2020 on the utilization of LRs, the Self-Learning Modules (SLMs) from DepEd Central Office (CO) will primarily be used by the schools. However, the region has initiated developing the LASs, RBI, and TBI episodes to supplement the lacking SLMs from the CO. If the regionally-developed LRs are limited, the SDOs have prepared LRs for the schools to use.

The table below shows the summary of percentage of the available learning

resources for the SY 2021-2022. The Key Stage 1, 3, 4 and the Special Interests Programs will use 77%, 80% and 100% of the regionally-developed Learning Activity Sheets (LASs), while 80% of the LRs in Key Stage 2 are CO-developed.

Figure 11. Available Learning Resources for the SY 2021-2022


Number of Available Learning Resources (LRs) per Grade Level and Learning Area

(LA)

Kindergarten

Quarter 1 Quarter 2 Quarter 3 Quarter 4

A H K S

B

A H K S

B

A H K S

B

A H K S

B

Learning

Experience

s

10

10

10

10 10

10

10

10 10

10

10

10 10

10

10

10

Legend: Yellow – RO contextualized LR

Red – CO LR

Learnin

g area

Grade I


A H K SB A H K SB A H K SB A H K SB

MTB-

MLE

38 34 20 38 10 10 10 10 18 17 18 18 4 4 4 4

English N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

6 6 6 6 6 6 6 6

Science N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

Math 5 5 5 5 8 12 8 9 12 12 12 12 9 9 9 8

Filipino N

A

N

A

N

A

N

A

16 16 16 16 16 16 16 16 16 16 16 16

AP 6 6 6 6 7 7 7 7 6 8 6 6 7 8 7 7

ESP 5 5 5 5 4 4 4 4 5 5 5 5 3 3 3 3

Music 4 4 4 4 6 6 6 6 5 5 5 5 6 6 6 6

Arts 4 4 4 4 4 4 4 4 7 7 7 7 4 4 4 4

PE 3 3 3 3 2 2 2 2 4 4 4 4 2 2 2 2

Health 3 3 3 3 5 5 5 5 9 7 9 6 8 8 8 8

Legend: Yellow – RO contextualized SLMs Red – CO SLMs

Green – Combination of CO SLMs and RO LAS

Learnin

g area

Grade 2



MTB-

MLE

22 22 22 22 7 7 7 7 4 4 4 5 4 4 4 4

English 5 5 5 5 8 8 8 8 9 9 9 9 9 9 9 9

Science N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

N

A

Math 5 5 5 5 9 10 9 12 15 15 15 15 17 11 17 17

Filipino 7 7 7 7 9 9 9 9 8 8 8 8 10 10 10 10

AP 8 8 8 8 7 7 7 7 7 7 7 7 4 8 4 4

ESP 7 7 7 7 5 5 5 8 8 6 8 8 2 2 2 5

Music 5 5 5 5 7 4 7 7 7 4 7 7 5 2 5 5

Arts 6 6 6 6 5 5 5 5 5 5 5 5 5 5 5 5

PE 3 3 3 3 2 2 2 2 2 2 2 2 2 4 2 2

Health 4 4 4 4 3 3 3 3 6 5 6 4 8 8 8 8

Legend: Yellow – RO contextualized SLMs

Red – CO SLMs



Learning

area

Grade 3



MTB-

MLE

11 11 11 11 3 3 3 3 7 7 7 7 4 4 4 4

English 12 12 12 12 12 12 12 12 11 11 11 11 11 11 11 11

Science 2 2 2 2 12 12 12 12 2 7 2 4 4 4 4 4

Math 5 5 5 5 13 13 13 19 13 12 13 6 15 11 15 13

Filipino 5 5 5 5 13 13 13 13 13 13 13 13 13 13 13 13

AP 9 9 9 9 8 8 8 8 7 7 7 7 6 6 6 6

ESP 6 6 6 6 4 4 4 5 5 5 5 5 2 2 2 2

Music 4 4 4 4 6 6 6 6 5 5 5 5 5 5 5 4

Arts 8 8 8 8 8 8 8 8 8 6 8 7 7 7 7 7

PE 4 4 4 4 2 2 2 2 2 1 2 1 2 1 2 2

Health 6 6 6 6 6 6 6 6 9 5 9 4 5 5 5 5

Legend: Yellow – RO contextualized SLMs Red – CO SLMs


Learning

area

Key Stage 2

Grade 4 Grade 5 Grade 6

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

English 7 7 7 7 4 4 7 3 3 3 2 7

Science 5 8 4 7 3 7 6 5 10 7 3 7

Math 14 18 16 15 17 19 15 18 11 16 9 9

Filipino 17 10 19 32 10 14 8 17 15 5 6 5

AP 7 5 8 8 8 8 5 4 7 8 6 8

ESP 4 8 6 5 7 8 9 4 3 3 6 2

Music 5 4 7 3 4 8 4 7 4 3 4 3

Arts 2 6 9 7 8 3 7 7 12 9 3 9

PE 3 8 4 5 2 3 4 3 2 2 2 3

Health 8 4 5 5 8 7 6 3 6 5 7 9

AFA 4 8 15

HE 4 10 14

IA 4 6 14

ICT 8 8 8

Legend: Yellow – RO contextualized LAS

Red – CO SLMs Green – Combination of CO SLMs and RO LAS

Learning

area

Key Stage 3

Grade 7 Grade 8 Grade 9 Grade 10

Q

1

Q

2

Q

3

Q

4

Q

1

Q

2

Q

3

Q

4

Q

1

Q

2

Q

3

Q

4

Q

1

Q

2

Q

3

Q

4

English 7 7 7 8 5 5 6 6 3 7 4 2 7 7 4 5

Science 5 9 7 10 9 6 8 11 5 9 6 8 5 9 8 8

Math

10 19

1

1

6 1

9

16 10 10 16 11 8 6 9 14 10 8

Filipino

13 10

1

0

18 1

1

17 25 18 6 34 20 23 7 7 31 15

AP 5 6 5 9 6 6 6 6 6 8 6 9 5 6 4 4

ESP 8 8

6 3 16

16 8 12 16 16 8 8 9 14 5 7

Music 6 8 1 4 3 5 6 3 6 6 6 4 5 5 1 1

Arts

8 8

6 4 1

0

10 7 6 12 6 13 9 5 5 7 9

PE 4 3 3 3 4 4 2 4 4 4 3 2 2 2 2 2

Health 6 7 3 4 7 13 6 5 6 7 5 5 4 4 2 4


Key Stage 4 - Senior High School

Core Subjects

No. of MELC No. of Available

Modules

Oral Communication 6 6

Reading and Writing Skills 3 3

Komunikasyon at Pananaliksik sa Wika at

Kulturang Pilipino

13 13

Pagbasa at pagsuri ng ibat-ibang teksto

Tungo sa Pananaliksik

11 2

21st century Literature from the Philippines

and the World

5 5

Contemporary Philippine Arts from the Regions

16 2

Media and Information Literacy 9 2

General Math 21 21

Statistics and Probability 21 2

Earth and Life Science 10 10

Physical Science 13 13

Introduction to the Philosophy of the Human

Person

10 4

Physical Education & Health 9 9

Personal Development /Sariling kaunlaran 2 2

Understanding Culture, Society and Politics 6 6

Earth Science 4 4

Disaster Readiness and Risk Reduction 13 13

Applied Subjects

English for Academic and Professional

Purposes

9 1

Practical Research 1 20 1

Practical Research 2 13 1

Filipino sa Piling Larang - Akademik 14 4

Filipino sa Piling Larang - Sining at Disenyo 9 4

Filipino sa Piling Larang - Isports 9 4

Filipino sa Piling Larang - Tech-Voc 8 4

Empowerment Technologies (E-Tech) ICT for

professional Tracks

15 4

Entrepreneurship 4 1

Inquiries, Investigation and immersions 4 1

SHS Specialized Subjects

HUMMS

Community Engagement, Solidarity, and Citizenship (CSC)

8 2

Disciplines and Ideas in the Applied Social

Sciences

28 3

Disciplines and Ideas in the Social Sciences

(DISS)

6 2

Introduction of World Religions and Belief

System

7 7

Philippine Politics and Governance 7 7

Trends , Networks, and Critical Thinking in

the 21st Century

17 5

Creative Writing 5 5

Creative Non-fiction 7 5


STEM

Pre-Calculus 15 3

Basic Calculus 22 2

General Biology 1 16 4

General Biology 2 12 1

General Chemistry 1 20 2

General Chemistry 2 22 2

General Physics 1 40 2

General Physics 2 43 2

Research/Capstone 1

ABM

Business Math 15 2

Organization and Management 7 3

Fundamentals of accounting, Business

Management 1

18 2

Fundamentals of accounting, Business Management 2

15 5

Business Finance 15 1

Applied Economics 10 1

Business Ethics and Social Responsibility 13 1

Business Marketing 8 1

Business Enterprise Simulation 1

Contextualized RBI K to 3 and 6

Learning area

Grade Level

K 1 2 3 6

Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B.

6 26 8 25

MTB-

MLE

4 5

3 3

2 6

English

1

1

Science

3 4 1 24 3

Math MELCs not suited for RBI 2

Filipino

2

8

6

AP

11 12

1 3 13

3 3 14

ESP

1 3 20

1

1

2

1 7

Music

7 3

2 2

2 2 4 3

Arts

4

1

1 6

2 6 1

PE

5

1 1

1 5

6

Health

2

13 15

6 16

2 3 5 17


Contextualized TBI K to 3 and 6

Learning

area

Grade Level

K 1 2 3 6

Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B.

2 10 20 33

MTB-

MLE

5 10 1 5 2 8 1 0 2 4 0 0

English

1

1

Science

6 3

1

Math

1 1

2 2

Filipino

7

5

2

AP

14 4

2

2 1 2

ESP

2

1

4

3

Music

1

2

2

4

1 1 3

Arts

1 5

1

4

1

5

PE

1 1

1

1

1 3

Health

15 6

2 4 14

2

11 4


To maximize the utilization of the available LRs, the SDOs conducted an inventory of reusable LRs for the coming school year. This initiative will be undertaken in order to decrease the printing cost in the reproduction of the LRs. As shown in the table, 54% of all the LRs for the first and second quarters are reusable. The graph also presented an increasing trend of the percentage of the returned LRs that could still be utilized for the coming school year. Hence, the data imply that the higher the grade level, the higher percentage of LRs are returned to the schools.

Figure 12. Percentage of Reusable LRs for SY 2021-2022

3842

47 4953 54

47

6063

6763

8277

54

0

10

20

30

40

50

60

70

80

90

Percentage of Reusable Learning Resources

(SLMs/LASs and Contextualized LRs) for Q1 and Q2SY 2021-2022


Menu of Learning Strategies

The sharing of best practices has been established as gleaned from the experiences of SDOs and schools. Innovations and support mechanisms in implementing the different learning modalities and replicating them are given prime value. The menu of learning strategies provides SDOs and implementing schools a model or framework which they can contextualize in their schools based on the needs and culture of the community.

The 20 SDOs in DepEd Region VI shall adopt the following Strategies on Learning Delivery, Support Mechanisms, and Communication System as benchmarks of best practices and initiatives for remote learning:

• Kanta Basa is an enjoyable sing-and-read enhancement to foster the love of reading for learners in Key Stage 1 using developmentally contextualized songs that learners sing together with the parents and teachers.

• Tanong Mo, Sasagutin Ko – Call Center-like Learning Help Desk is a communication strategy that aims to address the queries, feedback, and concerns of parents and learners on the learning competencies, modules, and assessments.

• Baul Science Laboratory is a similar mechanism for mobile TVL Laboratory but this one makes use of the “Baul” or case/box where all science laboratory equipment are stored and are brought to the different homes and locality for experimentation.

• Pagkabalaka: Home Visitation Plus is an innovative contextualized learning delivery mode that provides avenues to address the academic and the psycho-social needs of the learners through follow up, motivation, and tutoring.

• Tutorial-on-Wheels is an intervention project that provides learners with cognitive, affective, and psycho-social support in dealing with different learning tasks, assignments, and outputs.

• Leksyon sa Trompa complements tutorial on wheels through the use of sound system or “Trompa” in conducting tutorial lessons to students

with common learning difficulties.

• At-Home Learning Spaces is an initiative utilizing the little corners at home and converting them into a conducive, safe, and economical learning spaces.

• Mobile TVL Laboratory is a responsive mechanism of bringing TVL tools and equipment right at the doorstep of the learners’ homes or at the barangay halls for skills enhancement through experiential learning.


Action Steps

The BE-LCP+ is centered on effective curriculum implementation and learning delivery despite the challenge of no face-to-face classes. Hence, the

Curriculum and Learning Management Division (CLMD) together with the Curriculum Implementation Division (CID) commits on the following action steps:


Communication Plan

In order to ensure the success of the BE-LCP+, it is imperative that it shall be clearly and effectively articulated to various publics through a Communication Plan.

Objectives Strategies/Activities

Activities Persons Involved

Timeline

1. To present and disseminate clear and accurate information about the Regional BE-

LCP to gain support from various publics

Presentation of the Regional BE-LCP to all education leaders of Region 6

Conduct special meeting/RCEL for the presentation of the BE-LCP

RD, ARD, RO Chiefs and Unit Heads

3rd week of July

Presentation of BE-LCP to LGUs concerned

Seek audience with LGUs

RD, ARD, SDSs, PSDSs School Heads

2P

ndP week of

August

Presentation of BE-LCP to Central Office

Discussion of the BE-LCP

RD, ICT, PAU July 26

Maximization of the use of social media and other platforms

Post highlights of the BE-LCP on the DepEd Tayo page

ICT, PAU Year- round Year- round Write and publish

press releases PAU, DIOs

Conduct Press Conference

RD, ARD, PAU, ICT, SDSs, Media Partners

Request for Media Interviews

RD, ARD, PAU, Media Partners

Create AVP of BE-LCP

ICT, PAU, PPRD, SDOs

Create Infographics/IEC

materials

ICT, PAU, PPRD, SDOs

Mobilization of Communication Arm/Network

Mobilize DIO for widest information

dissemination

PAU, DIOs, SDSs

Year-round

Conduct of Balik Eskwela Salvo

Conduct Info- Drive, Recorrida, Caravan

RD, ARD, PAU, SDOs

Sept. 12, 2021


B. Readiness of Schools

The implementation of the different learning delivery modalities, strategies,

and the utilization of various platforms, learning management systems and learning

resources are best carried out when DepEd Regional Office VI together with the SDOs

and schools establish school readiness procedures, processes, and mechanisms

adherent to the Inter-agency Task Force (IATF), the Department of Health (DOH), and

the National and Local Government Units (LGUs) protocols and guidelines.

In case face-to-face classes be allowed, the following standards must be

followed:

School Readiness Initiatives

The Regional office shall ensure that Schools Division Offices (SDOs) and schools continue to adhere to the following practical and functional initiatives:

• provide health and nutrition services to learners;

• coordinate with the Local Government Units (LGUs) or other

non- government organizations (NGOs) and volunteers to clean

and disinfect school buildings, classrooms, and other school

facilities;

• engage partners for the availability of the health kits and

essentials in the school;

• conduct Psychological First Aid or other psychological

interventions and debriefing in partnership with stakeholders

starting from the implementation of Brigada Eskwela;

• implement Gulayan sa Tahanan or Urban Vegetable Gardening

at Home and School-Family-Community partnership to

eradicate hunger and poverty;

• realign Brigada Pagbasa in their BE-LCP;

• conduct partnership appreciation and other school-based

initiatives; and,

• encourage partnership for Wash-in-Schools (WinS) and Disaster

Preparedness in Brigada Eskwela Work Plan.


Teaching and Non-Teaching Vaccination.

DepEd Region VI supports the Vaccination Roll-out of the government and the

VACC2School Campaign of DepEd to make sure that teaching and non-teaching

personnel are innoculated as they serve the learners, parents and stakeholders.

The graph and the table below present the percentage of DepEd personnel vaccinated.

Figure 13. Percentage of DepEd Personnel Vaccinated


Percentage of DepEd Personnel Vaccinated

as of July 19, 2021

Office

Number of DepEd Personnel

Total

Vaccinated

Percentage

Teaching Non-Teaching

Aklan 5669 816 6485 282 4.35

Antique 6065 654 6719 865 12.87

Bacolod City 3327 655 3982 596 14.97

Bago City 1493 268 1761 617 35.04

Cadiz City 1417 267 1684 91 5.40

Capiz 6317 445 6762 468 6.92

Escalante City 949 100 1049 108 10.30

Guimaras 1643 217 1860 296 15.91

Himamaylan City

1005 178 1183 196 16.57

Iloilo 12126 1241 13367 2,539 18.99

Iloilo City 1343 259 1,509 1,046 69.31

Kabankalan city

1933 251 2184 78 3.57

La Carlota City 756 152 908 78 8.59

Negros Occidental

7749 535 8284 1,399 16.88

Passi City 883 153 1036 135 13.03

Roxas City 1271 259 1530 90 5.88

Sagay City 1551 235 1786 188 10.53

San Carlos City

1291 137 1428 238 16.67

Silay City 1136 106 1242 264 21.26

Sipalay City 853 142 995 66 6.63

RO 104 87 83


Ways Forward on the Vaccination Program

To clearly roll out strategic steps in realizing the objectives of the vaccination

program, DepEd Region VI shall undertake the following:

Objectives Program/ Action

Activity Persons Involved

Timeline

1. To disseminate clear and accurate information about Covid-19 Vaccination to

various publics

Communication Plan; Advocacy/ Information Dissemination on Covid 19

Vaccination

Put up streamers. PAU/Health & Nutrition Unit/Covid-19 Team/ICT Education Leaders

Year-round

Feature campaign ads about Bida Solusyon sa Covid-19 and other DOH materials on electronic bulletin board.

Develop IEC materials

Issue memorandum.

2. To maximize the use of available platforms

Media Utilization

Write press releases. PAU/Health & Nutrition Unit/Covid-19 Team/ICT Education Leaders

Post write-ups and inspiring stories on fb and other media platforms.

Post testimonials of the vaccinated DepEd personnel

3. To strengthen linkages/engagement with partners

Linkages and Partnership Initiatives (LGU, DOH, Private Entities)

Enlist personnel for vaccination.

Covid-19 Team, H&N Unit (RO &SDO)

4. To keep a record of Status of Vaccination of DepEd 6 Personnel

Database link for Record-keeping, Updating and Monitoring

Create google link to track list/ percentage of vaccinated and of non-vaccinated personnel

RO/DO H & N Unit All DepEd personnel

Gather incident reports /Keep well-documented available factual information

RO, SDO Health Unit


C. Capacity Building Activities/Teacher Training/Wellness Program

Committed to the professional growth and development of its personnel, DepEd Region VI will adopt appropriate professional development programs or courses that address the development needs using varied platforms and modalities on formal training and workplace learning.

Capability building activities through online/offline platform, teleconferencing and webinars will continue as training trends for SY 2021-2022. Trainings through ICT maintains a major intervention in the conduct of regional and division professional development interventions.

The HRDD – Region VI shall implement the Localization of HRD Policies, Professional Learning and Development, and Mental Wellness Program. These key targets shall be intensified by institutionalizing LAC sessions and employing other

methods such as

● Job-embedded Learning (JEL) ● Peer assisted Learning ● Coaching

● Mentoring ● Demonstration

● Self-study ● Lectures/presentations

⮚ Institutionalization of HRD Initiatives

For the realization of the Regional Mantra in producing Champions and in support of DepEd’s Sulong Edukalidad on reskilling and up-skilling of its personnel to be adept to the fast-changing demand of the educational system of the country, the following HRD initiatives shall be institutionalized:

1. School Heads Academy in DepEd Region VI aims to develop

champion school leaders in the twenty (20) Schools Divisions in DepEd Region VI with partner SUCs/HEIs and sponsoring organizations/institutions here and abroad. The SHA shall be implemented in phases, from the selection of qualified recipients to the program, multi-modal delivery of academic subjects, completion of academic requirements under the SHA through the school-based implementation of the Re-Entry Action Plan (REAP) to the continuation and eventual graduation from the Master’s or

Doctorate degree program under the partner SUC/HEI.

2. Pool of Scholars generally aims to identify competent and highly qualified DepEd personnel to pursue professional development programs that are recognized and aligned to the Professional Standards set by DepEd. The Pool of Scholars will serve as reservoir of the region in endorsing qualified recipients to local and international grants/programs for teachers, school leaders, and non-teaching personnel.


⮚ Professional Learning and Development Ensuring that the design and implementation of professional

development programs are relevant, appropriate, and aligned to the national competency standards (PPST, PPSSH, and PPSS), the following trainings will be conducted:

• Instructional Leadership Training for Teachers and School Heads on Fostering Conditions that Contribute to Literacy Instruction;

• Training on Development of Collaborative/Integrative Performance and Assessment;

• Training on Designing/making of Teacher's Instructional Support Materials and Teacher-made Learning Activities, Contextualized Learning Activity Sheets LASs of Least

Learned Skills;

• Training on Institutionalizing At-Home Learning Spaces;

• Teachers and Classrooms at Barangay Centers/Covered Courts for Quality Distance Learning;

• Capacity-Building on Blended Learning; and,

• Conduct of Simplified Action Research in the Classroom

⮚ Mental Health Wellness Program This program is provided to all DepEd personnel to ensure their

holistic development. Strong psycho-social support and wellness activities are undertaken so that everyone in the department is mentally and emotional stable, happy and inspired in serving the clientele. The following are suggested activities:

• Training for Coping Mechanisms in times of Adversities;

• Capability Building for Resiliency, Passion and Commitment in Teaching Amid Pandemic;

• Stress Debriefing Activities;

• Synchronized virtual zumba and simple workout; and,

• Kamustahan Online

• Spirituality and Mindfulness

• Training on Adolescent Health and on the Use of Rapid Psychological Assessment Tool for Learners (in partnership with DOH)

D. Partnership

Strong partnership and linkages are essential this time of the pandemic. It is

imperative that the RO supports and assists the SDOs and the schools in engaging

and mobilizing potential partners for resource generation in support of the programs,

initiatives, and activities for learning.

The graph below shows the number of responsive partners, and the

MOA/MOU instituted and the number of stakeholders’ forum engagement


Figure 14. Partnership Data

DepEd RO VI shall continue to involve and collaborate with stakeholders to

fortify engagement and partnership. For the implementation of the BE-LCP+, a 5%

increase in the number of partners shall be forged.

E. Utilization of BE- LCP+ Fund

A sound fiscal management as indicated in the obligation and disbursement

performance guarantees judicious utilization of funds in support to the BE-LCP+.

Obligation Rate Performance of SDOs


Disbursement Rate Performance of SDOs

Action Steps


III. Pool of Support

The operationalization of the BE-LCP+ for SY 2021-2022 is best harmonized

through a strong support system. The regional office shall guarantee utmost

performance of all personnel in the different governance levels in the discharge of

their roles and functions.

Office of the Regional Director

Information and Communications Technology (ICT) Unit shall

• continuously provide support to Functional Divisions and Division

Offices to ensure quality services through delivery and deployment of

ICT-enabled solutions and services.

Public Affairs Unit shall

• continuously strengthen linkages with all the stakeholders towards

enhanced awareness and perception of the Region and of the

Department.

Legal Unit shall

• continuously provide prompt and responsive legal services to the

stakeholders of the Region to ensure integrity and accountability in

public service and the efficient delivery of quality basic education.


The Administrative Division shall

• facilitate the preparation and uniform release of Salaries and Benefits

of teachers and personnel of DepEd Region VI; and,

• expedite the processing of requests and other claims through the

Unified Document Tracking System from schools to the region and vice

versa.

The Curriculum Learning Management Division (CLMD) shall

• provide technical assistance to SDOs on the implementation of

contextualized curriculum and regional curricular innovations on:

the Farm School, Home Gardening Program and ALS Life Skills

• provide technical assistance on the different Learning Delivery

Modalities and the development and quality assurance of the different

Learning Resources.

• monitor the effective and efficient delivery of the various learning

modalities and the management of assessment results.

The Education Support Services Division (ESSD) shall

• facilitate provision of education support to the Region and the Schools

Division Offices in the BE-LCP+ implementation.

The Field Technical Assistance Division (FTAD) shall

• provide need-based technical assistance to the 20 Schools Divisions

based on the Technical Assistance Plan and Agreement; and

• coordinate with the SDOs in the Implementation of the pioneer

initiatives of the region such as:

1. Creation of 26 Farm Schools

2. Establishment of the School Heads Academy

3. ALS Skills Package

4. Institutionalization of Innovation

5. Home Gardening Program

The Finance Division shall ensure

• equitable and timely downloading of funds from Central Office to Schools Division Offices in support of the BE-LCP+ implementation; and,

• proper and efficient utilization of BE-LCP+ funds through the use of on-

line monitoring tools.

The Human Resource Development Division shall

• contextualize HR policies through online consultations, meetings and

workshops utilizing the developed system in consultation of

stakeholders for policy recommendation;

• strengthen Professional Learning and Development; and,

• intensify need-based trainings for effective implementation of BE-LCP


The Planning, Policy and Research Division shall

• continue to gather and provide reliable data for planning and budgeting

activities in relation to the implementation of BE-LCP+ for data-driven

decision-making.

The Quality Assurance Division shall

• strengthen the Monitoring and Evaluation (M and E) mechanisms by

crafting a tool specifically for the BE-LCP+ implementation to gather

feedback and issues for technical assistance by the Regional Field and

Technical Assistance Teams.

The pool of support shall serve as the ways Forward of DepEd VI as it

continues to employ interventions and devise new strategies and approaches to meet

the needs and demands of all learners for quality basic education.

The Functional Divisions and Units in the regional office shall collaborate with

one another in providing full support to the SDOs to meaningfully contribute and

gear up to the realization of the BE-LCP+.

Blazing the trail in the realization of the Regional Mantra, the

institutionalization of the Educational Innovations, the establishment of Farm

Schools, and the School Heads Academy, and the launching of ALS Skills Package

and the School Gardening Program…… this is how DepEd Region VI brings out the

champion in every learner.

IV. Monitoring and Evaluation

In order to track the progress of the BE – LCP+ implementation for S.Y 2021

– 2022, identify issues and gaps, and recommend actions for plan adjustment, the

M and E shall be conducted on the following:

● Learning Strategies and Modalities

● School Readiness

● Learning Resources

● Operational Plan

● Assessment

● Finance

● Teaching and Non-Teaching Personnel Vaccination

● Partnership

● Communication Plan Implementation

The M and E mechanism is strengthened in the conduct of the following activities through updating, review, validation, feedback-giving/gathering, recommendations, and ways forward:


Convergence of Education Leaders

This is an avenue for the members of the top management: the Regional

Director, Assistant Regional Director, the Schools Division Superintendents

and the Assistant Schools Division Superintendents, Functional Divisions and

Unit Heads to discuss updates on policies from the Central Office, to thresh

out problems, issues and concerns, to share banner programs, projects and

activities and to exchange good practices, innovations and initiatives all

geared towards the attainment of the DepEd goals and directions.

Coordination Meetings

This an assembly of all RO FD Chiefs, Regional Supervisors and

program coordinators to convenes twice a month to provide updates on

programs, projects and activities, to discuss issues and concerns raised by

the SDOs, and to come up with feasible solutions and strategies on these

issues and concerns through sharing of insights and best practices captured

during the Monitoring and Evaluation and Technical Assistance.

Monitoring Evaluation and Adjustments (MEA)

This technology shall serve as a framework in providing information on

the implementation and achievement of regional, division and school

programs and projects for informed decision-making and continuous

improvement.

Quality Management Review

This formal and structured meeting involves top management and the

members of the Quality Management System (QMS) team to review and

evaluate the effectiveness of Management System, to determine quality plans

for the whole organization, to review annual performance in compliance to the

Quality Management System and to determine continual improvement

activities for the Quality Management System.

Online Customer Satisfaction Survey

This feedback mechanism strategy is anchored on the ISO Quality

Management System which aims to provide quality service for total customer

satisfaction. Through this survey, practices and procedures are constantly

and continuously reviewed and revisited for refinement and enhancement as

a manifestation the principle of continuous improvement.

RMEAL - Regional Monitoring, Evaluation, Accountability, and Learning

This is an avenue to confirm, affirm, and possibly scaffold the

different activities along the focused areas. Likewise, it aims to gather

feedback and provide technical assistance. The RFTATs are grouped into

three clusters (Elementary, Secondary, and Private Schools/ALS) with

specific area of assignment to conduct actual visits (if allowed), hold a

dialogue with the school heads, teachers, and staff. The findings of each

cluster shall be consolidated and shall serve as the bases for possible

interventions.


Looking Forward to a New School Year

The journey of DepEd Region VI in championing innovative strategies and relevant approaches to produce champion learners despite the test of the pandemic is clearly mapped out in this BE-LCP+. With a strong resolve and unwavering commitment, the region remains steadfast in providing quality, accessible, equitable, culture-based and complete basic education – with or without pandemic.

Armed with positive attitude and values, and guided by the Regional Mantra

to produce Champions amid the predicaments of the new set-up, DepEd Region VI

shall intensify all efforts for the successful implementation of the BE-LCP+.

-End -

basic education learning continuity plan+ sy 2021-2022

Documents