Carsadang Bago Elementary School

ENHANCED BASIC
EDUCATION
CRISTINA G. LAGASCA
School Principal

LEARNING CONTINUITY
July, 2021

PLAN

S.Y. 2021-2022
INTRODUCTION

The crisis brought by COVID-19 virus has a great impact on children’s

education. Since March 2020 when community quarantine was implemented in

various places, school activities were affected too. But as what Secretary Briones

have stated, “learning must continue” and the reason why schools are instructed to

craft a learning continuity plan to continue the delivery of quality education.

Aligning with the PIVOT-4A ICLEA Framework and the Division’s 5 Ms,

Carsadang Bago found ways for the attainment of delivering the teaching and

learning process amid the pandemic. Modalities offered were based on the responses

of the guardians and learners as well as the sectioning and teachers’ assignment.

The 2021-2022 BE-LCP of Carsadang Bago Elementary school was carefully

crafted and planned based on what went well and what went wrong in the previous

implementation.
FOREWORD

As the Learning leader of Carsadang Bago Elementary School, the teaching force and I,

adhere and strongly support the continuous delivery of quality education amid this pandemic.

The present situation which is on the second year should never be a hindrance for the right of

the learners to continue their studies towards the holistic development of a 21 st century learner.

With all the challenges we faced on the first year of implementation, there are learnings and

areas for improvement which we will take into considerations for the support of Edukalidad.In

response to this, the BE-LCP  for school year 2021-2022 was  carefully crafted together with the

competent teaching force of the school and committed stakeholders,  all the programs and

projects to be done in the second season of the new normal were carefully studied and planned.

The past year has not been easy for us to deliver quality education our learners

deserve. But with the help of the parents/guardians and continuous cooperation, the burden

seemed to be light.

Facing again the new normal is with confidence knowing that we are not travelling alone

in our quest for better education. With the support of our government officials, SDO officials and

other stakeholders, the battle will be light. Communication and harmonious relationship are the

key factors that will make us victorious for the benefits of our learners, the future leaders.
TABLE OF CONTENTS

Introduction

Foreword

Table Of Contents

Part I: Vision, Mission, Core Values, Mandate and Goals

Part II: School Context

A.   School profile

B.   School Data 2020-2021

C.   Lessons Learned

Part III: Framework for Enhanced BE-LCP 2021-2022

A.   CALABARZON Framework and Five Key Dimensions

B.   SDOIC’s 5Ms Framework

Part IV: Contextual Operationalization and Alignment of AIP Year 3

A.   Means and Media

B.   Modalities

C.   MELC – Modules

D.   Management

E.   Mastery

Part V: Communication, Advocacy, Monitoring and Evaluation Plan

Part VI: Synthesis, References and Bases

 PART I

Vision, Mission,
Core Values,
Mandate and Goals
DepEd VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education continuously improves

itself to better serve stakeholders

DepEd MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based and
complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe and motivating
environment
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
 Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
DepEd CORE VALUES

Maka-Diyos, Makatao, Makakalikasan, Makabansa

The SPT of Carsadang Bago Elementary School is composed of the School

Head, Faculty Representative, Student Pupil Government Representative, General PTA,
LGU/Barangay Representative and other stakeholders who believe in developing the full
potentials of Filipinos through education. The quality, equitable culture-based and
complete basic education should be protected and promoted through the commitment and
the support of stakeholders.
The students, teachers, administrators, family, community and other stakeholders
of Carsadang Bago Elementary School are united, committed and working together to
realize the right of every Filipino to become responsible in the development of our nation.
Furthermore. as one team we understand our big role and responsibility in committing
ourselves in realizing the DepEd vision , mission and core values.
The capability to think critically, and the capacity to transform others and one’s
self.
Figure 1. SPT Team of Carsadang Bago ES
The School Planning Team which is composed of teachers and other
stakeholders fully understand their role as part of the team with the aim to train the pupils
to have the virtue of passion in loving their country, a person who realize his/her potential
and a citizen to contribute in building the nation.
Carsadang Bago ES is an institution who is responsible in providing a safe child-
friendly environment and will protect the rights of each child.
Teachers as facilitators of learning will continuously capacitate themselves to
carry out teaching-learning process efficiently, and the unending support of the community
to support all the undertakings of the school towards improvement.
 SPT Members Role Responsibilities/Function
Cristina G. Lagasca Chairman Provides leadership and guidance
School Head in the development of the plan,
explain the planning process to the
team and helps them understand
their role in the process.
Olivia O. Ibañez Teacher Representative Actively participate in the
Faculty Club development of SIP, establishing
priorities, setting goals and
formulating strategies in
implementing the plan.
Clark Kent S. Baylon Student Representative Share insights about their
SPG President difficulties as students and
participate in setting goals,
strategies and priorities of the
school.
Danna O. gutierrez Parent Representative Share insights about what their
GPTA President children need to be learn and the
difficulties they face in school.
Commit available resources in the
implementation of the plan.
Laila P.Cubillo LGU Representative Share valuable information on the
Capt. - CBago I interest of the community in school
Eliseo Cardalla improvement and participate in
Capt. – CBago II setting goals, strategies and
priorities of the school.
Other stakeholders
Malou G. Roxas School Governing Council Participate in the development of
SGC SIP.

Organize committee to support the

school head and staff in the
implementation of SIP.
Alumni Alumni Association Contribute in the development of
the school community.
 DepEd MANDATE

The Department of Education was established through the Education Decree

of 1863 as the Superior Commission of Primary Instruction under a Chairman. The
Education agency underwent many reorganization efforts in the 20th century in order
to better define its purpose vis a vis the changing administrations and charters. The
present-day Department of Education was eventually mandated through Republic Act
9155, otherwise known as the Governance of Basic Education act of 2001 which
establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and
coordinates policies, plans, programs and projects in the areas of formal and non-
formal basic education. It supervises all elementary and secondary education
institutions, including alternative learning systems, both public and private; and
provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.

Schools Division Office of

Imus City Quality Policy

Schools Division Office of Imus City commits to delivering quality services,

responsive to the needs of its clientele in accordance with mandated standards,
principles of Transparent, Ethical and Accountable Governance, and continuous
improvement process towards the holistic development of ‘BIDAng’ Imuseño.
Schools Division Office of Imus
City Quality Objectives
Schools Division Office of Imus City aims to achieve holistic development of
‘BIDAng’ Imuseño through:

1. Formulated and established evidence and researched-based programs,

projects and activities for the continuous improvement of services;
2. ensured clientele satisfaction through effective and judicious utilization of
financial and material resources;
3. enhanced the Basic Education K to 12 Curriculum through ICT based
classroom instructions, intensive monitoring and evaluation, assessment of learning
outcomes, alternative delivery mode of instruction, and utilization of equitable and
appropriate learning resources;
4. implemented the merit system in hiring, selection, promotion, benefits and
compensation, awards and recognition, and learning and development of personnel in
adherence to mandated standards and TEA governance; and
5. Strengthened linkages and partnerships among internal and external
stakeholders in conducting programs, projects and activities.

Schools Quality Policy and

Quality Objective
Carsadang Bago Elementary School gears toward the achievement of
developing globally competitive and lifelong learners.
“Sa Carsadang Bago Elementary School, Da Best ka rito”
Tuloy tuloy ang progreso, de kalidad na edukasyon, garantisado
Implemented programs and projects which are research and result based
Capacitated teaching staff for efficient and effective delivery and facilitation
of K-12 Curriculum.
 Strengthened merit system for awards/recognition for professional
advancement
Strengthened partnership with stakeholders through recognition and open
communication

Goal

The goal of 2021-2022 BE-LCP plan is to deliver quality education

continuously amid the pandemic. In response to Edukalidad through programs and

projects which will lead to the holistic development of "Batang Imuseno". Working

hand-in-hand with the Department and trusted stakeholders for the achievement of

quality teaching-learning endeavor.

 PART II
School Context
A. SCHOOL PROFILE
Carsadang Bago is one of the schools in the Division of Imus City, which is
located along the narrow road of Barangay Carsadang Bago I and is accessible
through tricycle and other public and private transport. It is 1.5 kilometers from City
proper and 2 kilometers away from the Division of Imus City.
In 2015 census, the population of Carsadang Bago is 3,350 but continuously
growing. It shares common border with Poblacion IV-A, Poblacion III-B, Carsadang
Bago II Pag-asa III, Bucandala I,III,Alapan II-B, Bayan Luma III, and Pag-asa II
Learners were from the vicinity of barangay and nearby subdivisions and
continuously increasing in number each year, resulting to insufficient classrooms.
which will be hopefully responded after the pandemic and availability of funds.
Carsadang Bago Elementary School is categorized as a large school in the
Division of Imus City. It offers kindergarten to grade 6 curriculum. With 40 teachers
and headed by a Principal. Non-teaching staff includes an Administrative Officer and
10 LSB employees composed of 2 utility workers, 1 clerk and 7 school security
personnel. Located in Barangay Carsadang Bago 1 and learners were from the same
barangay and nearby places. On the first implementation of BE-LCP, the school
offered Online Distance Learning and Modular Distance Learning.

Table 1
Key Education Performance Indicators and School Governance Resources

Access

Enrollment Data SY 2020-2021 SY 2021-2022 Percentage

Kinder 218 165 76%
Grade 1 241 209 87%
Grade 2 274 181 66%
Grade 3 250 191 76%
Grade 4 224 199 88%
Grade 5 251 204 81.27%
Grade 6 212 201 94.81%
Total 1670 1350 86%
Quality

Subject (MPS)Grade 1- 6
ENGLISH 58.52

MATHEMATICS 54.43

FILIPINO 66.39

MOTHER TONGUE 64.72

ARALING PANLIPUNAN 56.98

EPP 70.54

MAPEH 56.82

ESP 71.48

Efficiency
Performance Indicator SY 2020-2021 SY 2021-2022
Cohort Survival Rate 25.50% 65.51

Enrolment Rate 102% 78.44%

Drop out Rate 1.02% 1.019%

Promotion Rate 98% 98%

Completion  Rate 98% 98%

 Governance
Classrooms 31

Laboratories 0

Computer units 1

Internet capacity 25mbps

Teaching personnel 40

Non-Teaching 10

Teaching –Related 40

Key Stakeholders 1022

MOOE(Php) 1,104.000.000

BE & ASP (Php) 400, 981.00

Current Enrollment and Learners’ Distribution by

Learning Modality Preferences
%
(from
Grade Total previous Online Modular Blended
Male Female TV Radio
level SY Learning Learning Learning
(2020-
2021
Kinder 83 82 165 76% 69 91 0 0 5

Grade 1 101 107 209 87% 78 124 0 0 6

Grade 2 80 98 181 66% 62 114 0 0 2

Grade 3 94 83 191 76% 93 91 0 0 3

Grade 4 103 82 199 88% 57 125 0 0 3

Grade 5 104 100 204 81.27% 76 123 0 0 5

94.81%
Grade 6 101 100 201 85 112 0 0 4

this SY 2021-2022 decreased compared with the previous

52 pupils due to MECQ declaration in Calabarzon.
lar learning shows 59.18 % as compared with online learning
ent and blended learning got 0.02%.. The result is attributed to
ing and as a result of the validation done.
Table 3

Learners Factors

Based on the presented data, only 590 learners or 35% of the total school population has available learning gadgets such as laptop, desktop, and
tablets. 866 or 52% of the learners use smartphones. A total of 308 learners chose TV and 60 learners have chosen radio as modes of learning delivery. In
terms of internet connectivity, 622 learners or 37% have stable internet connection while 716 learners or 43% use mobile data.
The result of this was taken from MLESF and was used as a basis for selecting the modality best suited for each learner and was confirmed
through the validation done by teachers. During the enrolment campaign, a motorcade, distribution of MLESF was done as well as the posting of tarpaulins
and the use of school online registration through the school’s fb page
Challenges that may affect child's learning process
Learning Delivery Mode Challenges Interventions

Online Synchronous 1. Daily preparation of slide deck presentations/lessons/videos by teacher 1. Team teaching within grade level to lessen the daily preparation of
Distance Learning handling  more than four learning areas  learning materials
2.  Poor  internet connection in school and at home 2. Seek support from stakeholders/LGUs for the installation of stable
3. Availability/Durability of gadgets  internet connection in school
4. Limited  computer skills of teacher and learners 3. Capacitate teachers’ computer skills through virtual  LAC sessions 
5.Limited knowledge on the utilization of social platforms, apps, websites, 4. Constant hands-on practice on the use of computer
links aligned  to MELC 5. Teacher’s  initiatives to improve his/her computer skills
Online Asynchronous 1.  Daily preparation of slide deck presentations/lessons 1. Team teaching within grade level to lessen the daily preparation of
Distance Learning /videos by teacher handling  more than four learning areas  learning materials
2. Poor internet connection 2. Use social media as means of   communication  between teacher and
3. Sources for file sharing such as flash drive, external drive, gadgets learners or parents and file sharing
4. Neediness of parents/ guardians’ supervision at home 4. Constant hands-on practice on the use of computer
5. Learner’s time management at home 5. Regular checking of outputs and giving of feedbacks for consistency
6. Poor learner’s computer skills
Modular Digitized 1.  Daily preparation of slide deck presentations/lessons 1. Team teaching within grade level to lessen the daily preparation of
Distance Learning /videos by teacher handling  more than four learning areas  learning materials
2. Risks  in file sharing such as virus  2. Seek support from stakeholders/LGUs
3. Sources for file sharing such as flash drive, external drive, gadgets 3. Use social media as means of   communication  between teacher and
4. Neediness of parents/ guardians’ supervision at home parents and file sharing
5. Proper time management of learner at home 4. Constant hands-on practice on the use of computer

Modular Print Distance 1. Absence of literate facilitator at home 1. Establish an open communication for learners and parents
Learning 2. Reproduction of modules for 8 learning areas 2. Seek support and donations from school stakeholders
3. Limited school resources/ funds 3.  Close monitoring and supervision during home study
4. Neediness of parents/ guardians’ supervision at home 4. Set school process in the distribution and retrieval of modules and
5. Poor study habits of the learner/ Proper time management of learner at outputs 
home 5.Observe proper protocols like wearing of face mask , social distancing,
6. Poor reading comprehension skills of learner thermal scanning and proper hygiene all the time
7. Risks in the delivery of modules due to learners 6. Observe community-based distribution and retrieval of outputs and
8. Exposure to virus contamination from  retrieved outputs/modules modules for learners concentrated in same or nearby  barangays 

The stated challenges for each of the learning delivery modality will provide room for parents to consider what LDM is best fit for his child to learn. The parents should
consider the learning sustainability for the child to finish his schooling. Interventions provided to the foreseen challenges can be of great help. Once the parents become well
informed on how he/she can support his child’s schooling, the better chance of having a successful transfer of learning.
B. SCHOOL DATA 2020-2021

Access
Enrolment School Year 2021

Grade Level Male Female Total

Kinder 130 88 218

Grade 1 104 137 241

Grade 2 130 144 274

Grade 3 130 120 250

Grade 4 113 111 224

Grade 5 125 126 251

Grade 6 121 91 212

Total 853 817 1670

Quality Total No. of

Pupils with
Total No. of
Total No. of
Total No. of Total No. of
Pupils with Pupils with Pupils with
Kinder significantly Pupils with
POST ECCD Assessment
Enrolment for Kindergarten
delay in over
slightly  delay
in over all
Average  in
slightly
Advance  in
highly
Advance  in
all development
development development development
development

260 0 0 260 0 0
 Learning Areas 98-100 95-97 90-94 85-89 80-84 75-79

Filipino 0 12 514 625 218 28

Based on the data shown above kindergarten learners mostly have Average Development
in terms of gross motor domain, fine motor domain, self-help domain social emotional domain,
English 0 0
cognitive domain, expressive language domain, and receptive language domain.
386 639 322 46

Mathematics 0 22 429 493 386 63

Science 0 36 290 373 216 18

Araling
0 31 460 596 282 24
Panlipunan
Edukasyon sa
Pagpapakatao
0 60 777 438 108 10

Consolidated Quarterly
EPP/TLEAssessment
0 23 145 215 189 111

MAPEH 0 25 525 495 233 115

 Based on the Quarterly Assessment of learners the subject areas of MAPEH ranked 1st in having a
learners grade of (75-79) with 115 number of learners, Second is EPP TLE which got 111 learners and ranked
third is Mathematics of 63 learners . This shows that these subject areas mostly have highest percentage of
learners performance tasks output.

PHIL-IRI Post Test

Filipino

Grade Non-Reader Frustration Instructional Independent

Level M F T M F T M F T M F T
Grade 2 0 0 0 15 14 29 18 20 38 88 85 173

Grade 3 1 1 2 3 3 6 111 79 190 29 32 61

Grade 4 0 0 0 10 7 17 25 26 51 79 79 158

Grade 5 1 1 2 2 1 3 52 45 97 69 81 150
Grade 6 0 0 0 7 8 15 42 23 65 67 61 128

Total 2 2 4 37 33 70 248 193 441 332 338 670

 Based on the data shown above reveal a total of 4 non readers, 70 under Frustration level, 441 under
Instructional level and 670 under Independent Level. Intervention and remediation on reading for those pupils under
the non-readers and Frustration Levels should be implemented.

English

Grade Non-Reader Frustration Instructional Independent

Level M F T M F T M F T M F T
Grade 2 0 0 0 13 14 27 20 23 43 87 82 169

Grade 3 4 3 7 2 1 3 11 12 23 11 12 23

Grade 4 1 2 3 11 7 18 45 38 83 57 64 121

Grade 5 0 0 0 8 7 15 37 26 63 80 92 172
Grade 6 0 0 0 26 18 44 65 52 117 25 22 47

Totalabove reveal
Based on the data shown 5 a total
5 of 1010 60 10747
non readers, 107
under Frustration178 151
level, 329 under 329 260 272 532
Instructional level and 532 under Independent Level. Intervention and remediation on reading for those pupils
under the non-readers and Frustration Levels should be implemented.
As to compare the results of the two language, Filipino has a decreased number of non readers and
frustration levels as to English,38% of the learners in Filipino language has Instructional level and 28% of the
population of learners has instructional level in English Language.57 % has independent levels in Phil Iri Filipino
while 45% independent level in English
C. LESSONS LEARNED

“Education must continue” and must be delivered to all the learners as

stressed by DepEd Secretary,Leonor Magtolis Briones, Carsadang Bago Elementary
School continuously adhere and respond to learning continuity. In response to the
Department’s Vision and Mission, the school purposely commit to the effective
delivery of the different modalities and to reach every child for a Free Quality Basic
Education amidst the COVID 19 pandemic.
With the uncertainties brought by the pandemic, and the challenges we faced
in the first year of implementation of delivering education through different modalities,
the school has managed to find ways/interventions on how to solve the problems that
arise. The unexpected discrepancies and issues in the delivery and distribution of
learning materials in consideration for the health safety of everyone and situations
beyond our control.
 Lessons learned from BE-LCP 2020-2021
Key Dimension Lessons
Importance of constant follow-up
of the learners, utilization of on-
line kamustahan, implementation
Focus on learners
of intervention,conduct of home
visitation and parent-teacher
conference
Observing Strict compliance with
Safety on operations
the health protocols
Knowing the ways of coping up
Staff well-being and
with stress and focus on mental
protection
health
To adopt in the new normal,
capacitate staff through SLACs
Faculty development
and other virtual
trainings/seminars
Find ways to reach out for
Resources for continuous
stakeholders to support the school
operation
needs

Through the BE-SLCP 2021-2022, with fervent hope, the challenges we met in the
previous year will be lessened and a better plan will serve as our guide as well as foreseeing the
worst scenario that may come along during the implementation for this school year.
 Successes from BE-LCP 2020-2021
Key Dimension Lessons
Conducted online kamustahan with parents
and learners.
Conducted home visitation
Focus on learners Conducted virtual meeting with parents
Distributed modules and other LMs using the e-
jeep and identified locations in school and
barangays
Implemented strictly the health safety protocols
Safety on operations inside the school premises and in going to
learners’ place
Conducted seminar on mental health
Staff well-being and
awareness
protection
Conducted wellness program (zumba/exercise)
Conducted LAC session, demo festival, faculty
Faculty development
meeting and virtual trainings
Received materials for reproduction of learning
materials from SDO and other stakeholders
Received anti-covid materials from
Resources for continuous stakeholders
operation Allotted budget for learning materials, supplies
and anti-covid materials
Purchased digital thermal scanner with alcohol
dispenser from the cash donations
 Master Plan

School Learning Delivery of Best-Fit

Carsadang Bago Elementary School is considering to offer 3 modalities for SY 2021-2022,
and these are 1) Online Distance Learning, either Synchronous or Asynchronous 2) Modular
Distance Learning , digitized or printedand 3) Blended learning which is a combination of two
modalities. CBES also consider the limited face to face classes if IATF will allow it and since 95%
of the teachers were fully vaccinated. As a recipient of netbooks from the Central office, and with
the provision of internet connection, teachers of online classes will have easy access for the
delivery of daily lessons.
A. Rooms are properly ventilated and a television set is available in each room.
I. Kindergarten – maximum of one hour daily
II. Grades 1 to 5 – maximum of 1.5 hours daily
III. Grades 6 to 8 – maximum of 2 hours daily
B. Single shift with 20 pupils in classroom
 Situation

Geographical Location
 Carsadang Bago is one of the schools in the Division of Imus City, which is
located along the narrow road of Barangay Carsadang Bago I and is accessible
through tricycle, other public and private transport. It is 1.5 kilometers from City
proper and 2 kilometers away from the Division of Imus City.
In 2015 census, the population of Carsadang Bago is 3,350 and continuously
growing. It shares common border with Poblacion IV-A, Poblacion III-B, Carsadang
Bago II, Pag-asa III, Bucandala I,III,Alapan II-B, Bayan Luma III, and Pag-asa II
Learners were from the vicinity of barangay and nearby subdivisions and
rising each year, resulting to insufficient classrooms. which will be hopefully
responded after the pandemic and availability of funds.

Health and COVID - 19

Vaccination Status
Table 1
Analysis
Figure 2

Reasons for Declining Vaccination

Disqualified by attending physician Lack of trust to the Covid -19 Vaccine

Waiting for Preferred Brand

The figure above reveals that the top reasons for declining vaccination are disqualified by attending
physician. lack of trust to the Covid 19 vaccine and waiting for the preferred brand.
 PART III

Framework for
Enhanced BE-LCP
2021-2022
A. CALABARZON
Framework and Five
Key Dimensions

CALABARZON Framework for Enhanced

Learning Continuity Plan
 The School BELCP is aligned with CALABARZON framework for Enhanced
Learning Continuity Plan which complies with the existing policies implemented by the
department of education. The focus is on the continuous delivery of education which
was greatly affected by pandemic.

B. SDOIC 5Ms
Framework

Learning 5Ms: Enhanced Bidang Imuseño

Learning Continuity Framework
 Anchored on the region’s CALABARZON Framework for Enhanced LCP’s five (5)
dimension--(1) focus on learning: 1.A ensuring quality of teaching anf learning process, 1.B.
provision of learning resources; (2) scope operations; (3) well-being and protection; (4) reaching
the marginalized; (5) education financing, SDO Imus City’s Learning 5Ms LCP as shown in Figure
6 stand for Most Essential Learning Competencies, Means and Media, Modalities, Management,
and Mastery. The first M is the Most Essential Learning Competencies or MELCs. Basically, it
answers the questions concerning content: What do the learners need to learn? And what do
teachers need to teach? The Division’s content for the New Normal started with the Central
Office’s Most Essential Learning Competencies contextualized by the Region through Pivot 4A
QuBE and operationalized by the SDO through the IDEA or Introduction, Development,
Engagement and Assimilation Exemplars
 PART IV

Contextual
Operationalization
and Alignment of
AIP Year-3
A. MEANS and MEDIA

Learning Gadgets and Facilities

smartphone laptop/desktop tablet TV radio None

Gadgets
747 92 56 12 2 21
 Data based on MELSF as of August 31,2021
Among the 1350 learners respondents, the result shows that the majority of the
learners has smartphones to be used in online distance learning as revealed by the
data with 747 or 55.33%. Smartphones are the most available gadgets a learner can
used for online distance learning. Next in rank is the availability of desktops 92 or 0.06%
respondents from the learners.
The third available gadgets according to the learners is tablet with 56 0r 0.04%

Internet Connectivity of Learners

Internet Connectivity Mobile Data Broadband Computer Shop No Internet

404 813 5 24

The table above shows that as to the internet connection at home of the learners, it was
revealed that among the 1350 respondents 813 or 60.22% had internet connectivity via
broadband, 404 or 29.92% had internet connectivity thru mobile data , 5 or 0.003% via
computer shop nearby the learners residence and 24 or 0.017% had no internet
connection.
Teachers Available Gadgets to be used in
Teaching
Gadgets Laptop Smartphone Desktop  Tablet None

32 30 0 3 8

Source Survey for Teachers Gadget as of January 2021

The table shows that among the available gadgets teachers may use for online distance
learning , laptop with 32 or 80 % availability, smartphone with 30 or 75 %, tablet 3 or
0.075% and desktop computer with 0 or 0 % Theres are 8 or 0.2% of the teachers had no
available gadgets.

Internet Connection at Home of Teachers

Internet Connectivity Mobile Data Broadband Computer Shop No Internet

40 38 0 0

As to the internet connection at home of the teachers, it was revealed that among the
respondent teachers who participated in the survey, 40 or 100 % of the teachers
respondents had internet connectivity at home via mobile data, 38 or 95% had broadband
connectivity. 0 or 0% via computer shop or no internet connectivity at home.
Preference of Teachers Towards Online
Distance Modality

Preference Number Percentage

YES 22 55%

NO 18 45%

Total 40 100%

Based on the table above it revealed that 22 or 55% of the teachers are willing to teach on
Online Distance Modality while 18 or 45% preferred Modular Distance Modality.
Other Persons to Assist the Teacher in the
Different Distance Learning Modality

Parent Grandparents Siblings Other Family Others

 Learning Members /Neighbors
Facilitator
1095  37 20 14 8

Source MELSF as of August 30,2021

In this pandemic times due to Covid 19 our teachers have expressed the need of the parents
and other learning facilitator to assist the learners. The figure shows that 1095 or 81.11% of
the respondents confirmed that parents can assist the learners in distance learning modality.
20 or 0.027% said that the grandparents can provide assistance. 20 or 0.014% siblings
willing to assist the learners. 14 or 0.010% other family members can provide assistance
However 8 or 0.005% other neighbors can provide support.

B. LEARNING
MODALITIES
Learners Preference of Modality

Enrolment ODL ODL MDL MDL Combination

Synchronous Asynchronous Digitized Printed of face to face
with other
modalities

1350 444 88 45 744 29

Source Enrolment MELSF as of August 30, 2021

The table shows the School’s current enrollment of 1350 learners as of August 30, 2021 . Majorit of
the learners are in Modular Distance Learning (MDL) -Printed with 744 or 55% enrollees: then ODL
Synchronous 444 or 32.88% , ODL Asynchronous 88 or 0.065% , MDL Digitized 45 or 0.033 % and
29 or 0.021 combination of face to face with other modalities

School Learning Delivery of Best-Fit

Carsadang Bago Elementary School is considering to offer 3 modalities for SY 2021-2022,
and these are 1) Online Distance Learning, either Synchronous or Asynchronous 2) Modular
Distance Learning, digitized or printed and 3) Blended learning which is a combination of two
modalities. CBES also consider the limited face to face classes if IATF will allow it and since 95%
of the teachers were fully vaccinated. As a recipient of netbooks from the Central office, and with
the provision of internet connection, teachers of online classes will have easy access for the
delivery of daily lessons.
A. Rooms are properly ventilated and a television set is available in each room.
I. Kindergarten – maximum of one hour daily
II. Grades 1 to 5 – maximum of 1.5 hours daily
 Enrollment per Breakdown/merging of learners Final Sections and
Grade Formula and Section Prescribed # of Types of Learning
Enrollment Sections Modality (Based on based on prescribed # of sections Best-fit Learning
level Range Delivery Modalities
Table B.1) available Delivery Modality

3 Online Synchronous 63 21,21,21  Rambutan, Dalandan, Ubas

Distance Learning
1 Online Asynchronous 17 17 Melon
=IF(AND(Enrolment >0),
Distance Learning
(K)

 ROUND(Enrolment /30,0) +
(K)

Kinder 165 IF((MOD(Enrolment ,25)

(K)
0 Module Digitized 0 0
<=25),1,0),0) Distance Learning
Sections =25-30
4 Module Printed       85 21, 21,21,22 Bayabas, Mangga, Abokado, Saging

Distance Learning

Learning Modality of Best Fit and Determination of 2 Online Synchronous 53 26,27 Lily, Daisy

Distance Learning
=IF(AND(Enrolment >0),
(G1-3) 1 Online Asynchronous 26 26 Rosal

Sections
ROUND(Enrolment /35,0)
(G1-3) Distance Learning
Grade 1 208 +IF((MOD(Enrolment , (G1-3)
0 Module Digitized 0 0
30)<=30),1,0),0) Distance Learning
Sections = 30-35
5 Module Printed 129 26,26,26,26,25, Rose, Dahlia, Tulip, Camia, Santan

Distance Learning
3 Online Synchronous 62 21,21,20 Love,Peace,Humility

Distance Learning
=IF(AND(Enrolment >0),
(G1-3)
Online Asynchronous 0 0
ROUND(Enrolment /35,0)
(G1-3)
Distance Learning
Grade 2 274 +IF((MOD(Enrolment , (G1-3)

30)<=30),1,0),0) 0 Module Digitized 0 0

Sections = 30-35 Distance Learning

4 Module Printed 116 30,30,30,26 Kind, Faith,Hope,polite

Distance Learning
3 Online Synchronous 86 30,30,26 Luna,Elektra,Bianca

Distance Learning
=IF(AND(Enrolment >0),
(G1-3)
0 Online Asynchronous 0 0
ROUND(Enrolment /35,0)
(G1-3)
Distance Learning
Grade 3 177 +IF((MOD(Enrolment ,
0 Module Digitized 0 0
(G1-3)

30)<=30),1,0),0)
Distance Learning
Sections = 30-35
3 Module Printed 91 31,30,30 Lyra,Celete,Nova

Distance Learning
2 Online Synchronous 57 30,27 Athena, Hera

Distance Learning
=IF(AND(Enrolment >0),
(G4-6)
0 Online Asynchronous 0 0
ROUND(Enrolment /45,0) +
(G4-6)
Distance Learning
Grade 4 185 IF((MOD(Enrolment ,40) <
0 Module Digitized 0 0
(G4-6)

=40),1,0),0)
Distance Learning
Sections = 40-45
4 Module Printed 128 32,32,32,32 Persephone , Eileithyia,Aphrodite ,
Artemis
Distance Learning
2 Online Synchronous 76 38,38 Jupiter , Earth

Distance Learning
0 Online Asynchronous 0 0
=IF(AND(Enrolment >0),
Distance Learning
(G4-6)

ROUND(Enrolment /45,0) +
(G4-6)

Grade 5 204 IF((MOD(Enrolment ,40) <

(G4-6)
0 Module Digitized 0 0
=40),1,0),0) Distance Learning
Sections = 40-45
4 Module Printed 128 32,32,32,32 Venus,  Mercury ,Mars, Neptune

Distance Learning

3 Online Synchronous 96 33,33,30 Diamond, Emerald, Ruby

Distance Learning
=IF(AND(Enrolment >0),
(G4-6)
0 Online Asynchronous 0 0
ROUND(Enrolment /45,0) +
(G4-6)
Distance Learning
Grade 6 201 IF((MOD(Enrolment ,40) <
0 Module Digitized 0 0
(G4-6)

=40),1,0),0)
Distance Learning
Sections = 40-45
3 Module Printed 105 35,35,35, Jade, Pearl, Sapphiree

Distance Learning
 The classes were identified using the algorithm provided in the LCP operationalization flow chart considering
all relevant data particularly the challenges of distance learning and data on available devices at home that
can be used for learning and type of internet connection. The data/factors taken form the MLESF were
considered to arrive at the learning modality that is best suited. The number of classes per grade level is
determined using Cabrals’ formula.

Process Flow for Modular Distance Learning

(MDL) for both Printed and Digitized
Process Flow for Online Distance Learning (ODL)
Synchronous, Asynchronous, or Combined
Synchronous and Asynchronous
 C. MELC MODULES
LEARNING
A. Learning MELCs and Modules
Learning Resource Inventory

Available Key Stage 1/Printed Learning

Resources
Grade level Learning Area FIRST SECOND THIRD FOURTH
QUARTER QUARTER QUARTER QUARTER

Grade 1 MTB-MLE 251 203 219 226

FILIPINO 0 108 219 226

ENGLISH 0 0 220 226

MATHEMATICS 264 152 219 226

ARALING 249 0 219 226

PANLIPUNAN
ESP 251 194 219 226
MUSIC 254 79 219 226

ARTS 254 79 219 226

PE 241 0 219 226

HEALTH 241 0 219 226

Grade 2 MTB-MLE 247 226 213 212
 FILIPINO 252 226 212 211

ENGLISH 252 235 212 212

MATHEMATICS 252 230 212 212

ARALING 249 230 212 210

PANLIPUNAN

ESP 250 213 213 212

MUSIC 229 97 214 214

ARTS 229 178 208 212

PE 0 217 225 213

HEALTH 0 189 215 209

GRADE 3 MTB-MLE 247 0 230 230

FILIPINO 258 219 234 235

ENGLISH 266 0 236 220

SCIENCE 260 0 232 240

MATHEMATICS 264 83 232 239

ARALING 244 216 235 239

PANLIPUNAN

ESP 262 0 233 239

MUSIC 242 0 231 239

ARTS 259 0 233 238

PE 250 220 232 239

HEALTH 250 214 236 230

TOTAL 6767 3595 6891 6965

Table reveals that for Key Stage 1 (Kindergarten to Grade 3) there are 24,198 available PIVOT
Self Learning Modules . for the First Quarter : 7,767 , Second Quarter 3595 Third Quarter 6891
and Fourth Quarter 6965. Self Learning Modules are provided by the Regional Office.

Available Key Stage 2/Printed Learning

Resources
 Grade Learning Area FIRST SECOND THIRD FOURTH LEARNERS
level QUARTER QUARTER QUARTER QUARTER PACKET

GRADE FILIPINO 233 122 0 0 School based

4 ENGLISH 226 204 0 0 printing
MATHEMATICS 221 221 0 0
AP 212 205 0 0
ESP 224 426 0 0
MUSIC 226 206 0 0
ARTS 216 0 0
PE 218 0 0
Table reveals that for Key Stage 2, thereHEALTH
are Table reveals that for Key Stage 2 (Grade 4 to 0 0
Grade 6) there are 17, 733 available PIVOT EPP 98 . for the200
Self Learning Modules 0
First Quarter: 6,929, 0
Second Quarter 6, 414. GRADE FILIPINO
Third Quarter 2310 2412080. Self-Learning
and Fourth Quarter 218 Modules are
5
provided by the Regional Office. ENGLISH 232 219
SCIENCE 249 230
MATHEMATICS 242 221
AP 235 221
ESP 238 228
MUSIC 237 219
ARTS 235 219
PE 251 219
HEALTH 251 219
EPP
GRADE FILIPINO 220 212
6 ENGLISH 220 214
MATHEMATICS 219 207
AP 219 214
ESP 222 209
MUSIC 221 208

D. MANAGEMENT ARTS
PE
221
221
208
208
HEALTH 221 212
EPP 221 212
Total 6929 6414 0 0
a. Learning Management System
CBES used Google Classroom as learning management system for the Online Distance
Learning Through this Learning Management System (LMS) teachers can manage all classroom
activities, such as creating and delivering educational content, assessing students, tracking student
achievement and promoting communication and collaboration between students and teachers. As
b. Teacher Profile Analysis for Role Classification and
Deployment
Designation Age Pregnan Recommended
With
(±60 t teacher role
Gadget, With educ.,
) With (Module school
laptop, With home Technical & Ancillary
Name of Place of PW Critical based, Module
desktop, Internet pedagogical Tasks
Teacher Residence D Health Home-based,
computer, connection Skills or (applicable)
Condition Online school-
tablet, training
based, Online
smartphone
home-based)
1. ABACHE, T1 40 Blk 25 Lot 12 High Laptop, Computer Online school-
MIRAFLOR Legian 2B, blood smartphone literate based
T.. Carsadang
Bago 1, City of
Imus, Cavite
2. AVE, T3 42 94-4 Vicenza None Laptop, Computer Module Home-
ANNY P. St.Bella Vista smartphone literate based
Subd.Brgy.
San Francisco,
General Trias,
Cavite
3. BAHILLO, T1 43 B25 L14 None Laptop, Computer Module school
JOSELITO D. LEGIAN 2B smartphone literate based
CARSADANG
BAGO 1 IMUS
CAVITE
4. T1 34 B5 L45 Laptop, Computer Online  Home-
BARRIENTO PHASE 1 smartphone literate based
S, CLUSTER EXTENSION
ROSE M. GREENGATE
HOMES
MALAGASAN
G 2A IMUS
CAVITE
5. BIDBID, T1 43 Block 7 lot 30 None Laptop, Computer Module school
MARIVIC P. La Terraza A smartphone literate based
Bucandala 3
Imus
6. BULACAN, MT1 47 50 TOCLONG None Laptop, Computer Module school
GLADYS G. II A, IMUS, smartphone literate based
CAVITE
7. BUSTILLO, T1 40 B12 lot 8 None Laptop, Computer Module-School
GLADYS S. Palazzo Bello smartphone literate Based
2, Carsadang
Bago 2, Imus,
Cavite
8. CAGUIAT, T1 43 565 None Laptop, Computer Module-school
NERISSA C. MEDICION II- smartphone literate based
E IMUS CITY
9.CANDIDO, T1 25 Medicion 2A, None Laptop, Computer Module Home-
CLIERE B. Imus Cavite smartphone literate based
10. DE MT1 53 Blk15 Lot3 None Laptop, Computer Online Home-
BORJA, Gokden Villas, smartphone literate based
LOURDES M. Carsadang
Bago Imus
City
11. DELA T1 40 None Laptop, Computer Module school
CRUZ, B.11 L.2 smartphone literate based
LORNALYN Palazzo
M. Bello1,
Carsadang
Bago 2, City of
Imus,  Cavite
Screen reader
support
enabled.
 12. DE GUZMAN, T1 37 B1 L16 Villa Lasquete Carsadang Bago none desktop,smartphone computer Module School
YUSUF R. II,Imus Cavite literate based
13. DE LA ROSA, T1 35 B12 L39 5th St.Legian 2C, Carsadang None Laptop, smartphone Computer Module School
FELITO R R D. JR Bago I,Imus City Cavite literate based
14. ESCALANTE, ERLYN T1 41 B15 L27 Ph8 Avenida St. Bahayang None Laptop, smartphone Computer Module School
O. Pagasa Subd. Imus Cavite literate based
15. FLORES, JANILIE F. T1 40 BLK.8 Lot 20 Legian 2B, Carsadang None Laptop, smartphone Computer Module Home-l
Bago 1, Imus City literate based
16. GALAN, MARICRIS T1 30 Block 1 Lot 8 Jade Street Salinasville I , Computer online school
D. Salinas I Bacoor, Cavite literate based
17. HERNANDEX, LANIE T1 33 Blk18 lot 9 Savannna Ville Malagasang / None Laptop, smart phone Computer School-based
O. 1d Imus City Cavite literate Module Facilitator
18. IBAÑEZ, OLIVIA O. T2 29 Block 17 Lot 20 Villa .Arcadia, None Laptop, smartphone, Computer Online school-
Carsadang Bago I, Imus City, Cavite smart TV literate based
4103
19. IBAY, ALLAN M. MT 44 Blk13 Lot26 Richmond Park Navarro None Laptop, smartphone Computer Module school
1 Gen.Trias Cavite literate based
20. IBIAZ, ARLYNNE T1 32 78 Marseilla St. Ligtong III, Rosario, None Laptop, Smart phone Computer Online home
ELNIE S. Cavite literate based
21.LADRERA, RANNIE T1 51 B6 L30 Elba St. Palazzo Bello 1 Subd. None Laptop, smartphone Computer Module school
REBLORA Carsadang Bago 2 Imus literate based
22. LIM, MARIA AIZA B. T1 33 Blk 3 Lot 13 Aure St. Phase 8E Brgy None Laptop, PC, smart Computer Module school
Magdalo Bahayang Pag-asa Subd. phone, literate based
Imus City, Cavite
23.LUNA, DENVER R. T1 37 Blk. 35 Lot11 Ph. 4 Soldiers Hills IV, None Laptop smartphone Computer Module school
Molino 6, Bacoor Cavite literate based
24. MARTERIZ, T2 37 63 Balimbing Drive, Mediion I-B, imus None Laptop smartphone Computer Module Homel
LILIBETH M. Cavite literate based

25.MELENDEZ, JO ANN T1 40 Block 5 Lot 36 Legian 2 South None Laptop, smartphone Computer Online home-
E. Carsadang Bago Imus Cavite literate based
26. MENDOZA, ALMA A. T1 52 178 Ilas Compound Carsadang Bago 1 None Laptop, smartphone Computer School based
Imus City literate Module Facilitator
27. OIDA, ANTHONIT C. T11 40 B8 L41 Neptune St Summerhills Subd None Laptop, smart phone Computer Module school
Molino IV Bacoor Cavite literate based
28. OLITAN, JOY C. T1 42 Block 12 Lot 57 The Legian 2-C None laptop Computer Module Home-
Carsadang Bago I City of Imus Cavite literate based
29.PAGUIRIGAN, T1 33 B14 L15-6ST., Legian 2C, Carsadang None Laptop, smartphone Computer Module- school-
ARLENE M. Bago 1, Imus City literate based
30. PAREDES, GRACE T3 48 117 Carsadang Bago 1 Imus Cavite None Laptop, smartphone Computer Module school-
N.L literate based
31. PEÑA, FRANCIA C. T1 29 Blk.25 Lot 12 Legian 2B Carsadang None Laptop, smartphone Computer Home - based
Bago Imus Cavite literate Online Teacher
32. PEÑERO, MA. T1 35 #24 Balimbing Drive Medicion 1-B Imus None Laptop, smartphone Computer Module -school
DONNA RICA C. City literate based
33.PEREMNE, RIA P. T1 45 B27L25 Legian 2C,Carsadang Bago None Laptop, smart phone Computer Module school-
Imus literate based
34. RAMOS, ANNIE L. T1 29 Block 5 Lot 16 Legian 2B Carsadang None Laptop, smartphone Computer School-base
Bago 1 Imus, Cavite literate Module Facilitator
35. RODRIGUEZ, T3 41 B5 L2 Palazzo Bello 2, Carsadang Bago None Laptop, smartphone Computer Module Home
MYLENE Q. 2 literate Based
36. ROQUERO, T1 38 Blk 15 lot 23 7th Legian 2 C Carsadang None Laptop, smartphone Computer Module-school
RECHELINE T. Bago 1 Imus Cavite literate based
37. SANTIAGUEL, T1 46 79 Toclong Town Proper, Kawit, cavite None Laptop, smartphone Computer Module-school
MARIA GRAVELLA R. literate based
38. TANOJA, MARIA T1 31 Blk 29 lot 5 The Legian Two Phase B None Laptop, smartphone Computer Module-school
ALONA A. Carsadang Bago 1 Imus City Cavite literate based
39. VALLEJO, ROSEFEL T1 35 B11 L 3 belguim St. Palazzo Bello 2 None Laptop, smartphone Computer Module-School
B. Cbago 2, City of Imus, Cavite literate based
40. VILLORIA, T1 33 Guevarra Compound Bucandala 5 Imus None Laptop, smartphone Computer
RICHELLE S. city Cavite literate
 Grade Enrollment Prescribed Sections breakdown Formula for teacher Manual  Prescribed Assigned Teacher role
level # Based on Learning allocation result # of teacher(s) Classification
of Sections Delivery Modality Teachers
(formula) Allocation
(Cabral
formula)

Kinder 166 7 24,24,24,24,24,24,22 =ROUND(C(K)*0.5,0) 4 Francia P. ODL

San Felipe, (Synchronous
&
AnnieL. Asynchronous)
Ramos MDL (Digitized
Lanie O. & Printed)
c. Teacher Deployment Matrix Hernandez
Alma A.
Mendoza

Grade 209 8 26,26,26,26,26,26,26,27 =ROUND(C(G1-2) 8 Lourdes ODL

1 *1,0) M.De Borja (Synchronous
Cluster &
Rose M. Asynchronous)
Barrientos
MDL (Digitized
Joy C. & Printed)
Olitan,
Lilibeth M.
Marteriz
Janilie F.
Flores
Cliere B.
Candido
Grade 181      7 26,26,26,26,26,26,27 =ROUND(C(G1-2) 7 Olivia O. ODL
2 *1,0) Ibanez (Synchronous
&
Jo Ann E. Asynchronous)
Melendez MDL (Digitized
Nerissa C. & Printed)
Caguiat
Recheline
T. Roquero
Grade 191 6 32,32,32,32.32,31 =ROUND(C(G3-6) 6 Arlynne ODL
3 *1.2,0) Elnie S. (Synchronous
Ibiaz &
Asynchronous)

Anthonit C.
Oida MDL (Digitized
Maria & Printed)
Alona A.
Tanoja
Arlene M.
Paguirigan
Erlyn O.
Escalante
Grade Enrollment Prescribed Sections breakdown Formula for teacher Manual  Prescribed Assigned Teacher role
level # Based on Learning allocation result # of teacher(s) Classification
of Sections Delivery Modality Teachers
(formula) Allocation
(Cabral
formula)

Kinder 166 7 24,24,24,24,24,24,22 =ROUND(C(K)*0.5,0) 4 Francia P. ODL

San Felipe, (Synchronous
&
Asynchronous)
AnnieL. MDL (Digitized
Ramos & Printed)
Lanie O.
Hernandez
Alma A.
Mendoza

Grade 209 8 26,26,26,26,26,26,26,27 =ROUND(C(G1-2) 8 Lourdes ODL

1 *1,0) M.De Borja (Synchronous
Cluster &
Rose M. Asynchronous)
Barrientos

MDL (Digitized
Joy C. & Printed)
Olitan,
Lilibeth M.
Marteriz
Janilie F.
Flores
Cliere B.
Candido
Grade 181      7 26,26,26,26,26,26,27 =ROUND(C(G1-2) 7 Olivia O. ODL
2 *1,0) Ibanez (Synchronous
&
Asynchronous)
Jo Ann E. MDL (Digitized
Melendez & Printed)
Nerissa C.
Caguiat
d. Teacher Programming
Weekly Class Program
KInder Weekly Class Program
Weekly Class Program
Primary Weekly Class Program
 Since there is no assurance of face-to-face learning modality due to risk od Covid 19
pandemic, modular modality is much in need of constant monitoring and evaluation of the learning
delivery. This is to determine whether the implementation is always align with the CBES learning
Continuity Plan. Also to know if there is a need to adjust the plan as to resources,
methodologies/strategies and manpower without sacrificing the safety and welfare of learners and
teachers.
CBES will conduct monitpring and evaluation to determine the points to be modified. This is
in preparation of the present learning delivery modalities.
As to health safety, although, 95% of the teachers were vaccinated, observance and strict
compliance with health safety must be done especially in the delivery of learming materials
Weekly Class Program
Intermediate Weekly Class Program
School Supply Management

Stakeholders Support

“Alone we can do so little, together we can do so much.” One of the sayings coming from
Helen Keller.
Due to Covid-19 pandemic, an evident decline in terms of donation both in number of
volunteers and resources generated was recorded by the Adopt-A-School coordinator. But even
though there is a pandemic, some stakeholders continue to show their support in our school. For
the donors and volunteers: private sector, community, government
agencies from national and local were able to give assistance to us. Total number of
volunteers were 22. As to Resource Generated, we were able to come up with a
total of PhP47,064.00.
For this year’s Brigada Eskwela, despite the crisis we face, bountiful donations granted
upon us from our stakeholders which armed the BE-LCP implementation. With our online
promotions using social media platforms, we were able to obtain donations like bond papers, books,
hygiene kits, disinfectants, and cash donations which are essentials in today’s educational setting.
Our school is optimistic that these resources will continue to stretch as we continuously aim to
provide the learning materials needed for different learning modality.
a. Parental involvement

(Roles, expectation, collaboration, and agreements)

 b. Community and Barangay Support

Community and barangay is considered as the closest ally of schools where

the learners’ residences can be found. Thus, collaboration with community/barangay
officials must be maintained so that the needed help of the school in reaching out the
learners can always be facilitated.
 E. MASTERY

Assessment in the new normal is a very difficult step in the teaching and learning process.
Assessment in K to 12 Curriculum is MELC based in which all learning areas must be aligned with the content
standard performance standards stated in the curriculum guide in the implementation of Basic Education .
Assessment is a vital component of the teaching and learning process. It helps the teachers to measure the
learnings that the learners understand from the lesson given in a specific time.
Department of Education issued DO No. 31 s. 2020 entitled” The interim Guidelines for Assessment
and Grading in the light of the Basic education Learning Continuity Plan” to provide guidance on the assessment
of pupils learning and the grading system to be adopted in which it is subdivided into Written Works and
Performance Task with specific percentages in different learning areas.
To assess learning outcomes, e-reflections, pupils’ journals, e-portfolio, rubrics used by the teacher in
assessment will be monitored, and Learning
analyzed. Parents’ and learners’
Platform/ feedback can
knowledge also be solicited
Attitude/ thru virtual Learning and Outcomes
Frequency
conferences using google meet, zoom meeting. Technolog Skills
Delivery values Rubrics and Analysis
Modality y
Learning Outcome Assessment

Synchro Google Online Compliation as they Rubrics for individual

nous/ Classroom Quiz/Test of e meet/weekl and group learners with
Asynchr /Meet/ Online portfolio/e y analysis
onous Zoom/Mes games/Vlog reflections assessment
senger/Qui e-porfolio/
izez,Googl actual
e output
Forms/Ka
hoot/Micrs
oft
ppt/Word
Modular cellphone Printed compilation of weekly Rubrics for individual and
Printed printed Quiz/test/portf reflection,phot group learners with analysis
  modules olio o journal and
actual output essay
Digitized smartphones/ digital Compliation of weekly Rubrics for individual and
laptops/deskt quiz/test/video e portfolio/e group learners with analysis
op/tablet/soft /audio record reflections
copy of e-portfolio
modules actual product

limited Google Online Compliation of as they meet Rubrics for individual and
face to face Classroom/ Quiz/Test e portfolio/e group learners with analysis
or mis of Meet/ Online reflections
online Zoom/Messe games/Vlog
distance nger/Quiizez e-porfolio/
learning/m ,Google rinted compilation of
odular Forms/Kaho Quiz/test/portf reflection,phot
distance ot/Micrsoft olio o journal and
learning ppt/Word actual output essay

smartphone/
laptop/
desktop/
modules/
softcopy/
printed

Digitized smartphones/ digital Compliation of weekly Rubrics for individual and

laptops/deskt quiz/test/video e portfolio/e group learners with analysis
op/tablet/soft /audio record reflections
copy of e-portfolio
modules actual product
 PART V

Communication,
\
Advocacy,
Monitoring and
Evaluation Plan
 Activity Timeline Person Resources Status Output
responsible Needed

Brigada August to Brigada E Jeep/ Human Done Activity Comletion

Eskwela E- September Eskwela Resources Report Photos
COMMUNICATION AND Jeep Caravan Coordinator,
GPTA
Officers
ADVOCACY PLAN
Posting of Year Round School Internet To be Posts
Announcemen Information Connectivity conducted {Photos/Screensho
ts press Coordinator (facebook
Communication and advocacy is a vital part in the successful operation of BAsic Page) ts
release
Education Learning Continuity Plan. This involves wide dissemination of important
adovcacies
information, active participation and consultation, coordination and collaboration with
teachers, parents, learners and other
Brigada sa  stakeholders.
August to Brigada Internet On Going Activity Completion
The main goal of Pagbasa  September
this is to ensure the eskwela
access to quality Connectivity
basic education in this time of Report , Videos
Coordinator, face book Page
Covid 19 by being transparent and accurate in giving of information to satisfy tour clientele in
Grade
appeasing the doubts or worries that they have. Chairman

Establishment September School OBE Logistics To be Narrative report

of OPlan Balik 2021 Committee Internet conducted OBE Database
Eskwela Connectivity Entries
Public DEped Tayo FB
Assistance Pages
Commnand Website
Center (OBE-
PACC)
MONITORING AND
EVALUATION
 Instructional Supervision is providing leadership to teachers in the improvement of
instruction in the teaching and learning process. It involves giving of technical assistance in
the selection of educational objectives, instructional materials , strategies and approaches to
be used and evaluation of instructions. Classroom observation of teachers are being
monitored by the School Head or Master Teacher. Classroom observation may be informal or
formal in a classroom environment.
Based on the figure above it is shown the cycle of giving Instructional supervision to
teachers. First is the pre conference of teacher and the observer , It may include School
Head or Master Teacher, In the pre conference it helps the teacher specially the new teacher
in lesson planning, best practices and proactively address with a specific problems that may
arises in a specific upcoming lesson.
School head or master teacher may used a Star Technique of assessing the situation
in a given classroom observation or a COT form rating sheet. Observation Notes are given to
specifically list the strengths and weaknesses of a teacher in a classroom situation. After the
Classroom Observation the Teacher and the Observer will have a post conference in which
the observer discussed what she observed in the classroom. . Giving of technical assistance
is part of giving feedback for areas for improvement. Performance Monitoring and Coaching
Form is a record that will be will be given to teachers to address the significant incidents in
which both positive and negative performances are observed.This will enable to create an
intervention to improve the teachers performance . Giving of recommendations is the last part
PART VI

Synthesis,
References,
 and
Bases

SYNTHESIS
 All schools including Carsadang Bago Elementary School shall strictly adhere to the
policy guidelines stipulated in the DepEd Order No. 007, s,2020, and to the policy guidelines
issued by DepEd, LGU, DOH, and Inter Agency Task Force (IATF) in the Implementation of
the opening of classes, public gathering and School LCP. CBES will organize a team to
monitor and evaluate the curriculum delivery and BE-LCP implementation.
CBES LCP contain the offering of ODL, MDL and Blended with provision for limited
face to face classes for School Year 2021-2022 since majority of the enrollees selected it.
The Printed Modules are delivered to hornes of learners or picked up by their parents or
guardians at designated places within coordinated schedules. It also refers to the learning
packets, worksheets, activity sheets and as well as self-learning materials. This teaching and
learning modalities are reasonably suited in this time of pandemic where everyone’s health is
at risk.
CBES has competent school officials, teachers and home learning facilitators on the
delivery of the different learning modalities and learning packages/packets.
CBES shall ensure the alignment of the indicative plans stated in Learning Continuity
Plan and the adjusted SIP and AIP 2021-2022.

REFERENCES AND BASES

 Legal Bases & References:

 DepEd Order No. 12, s. 2020 Basic Education-Learning Continuity Plan
 DepEd Order No. 8, s. 2020 (Learners Enrollment and Survey Form)
 DepEd Unnumbered Memorandum on Most Essential Learning Competencies
 DepEd Order No. 21, s. 2019 Policy Guidelines on the K to 12 Basic Education
Program
 DepEd Order No. 16, s. 2009 Guidelines on the Implementation of CSC
Resolution No. 080096 on Working Hours for Public School Teachers (Ref. DepEd
Memorandum No. 291, s. 2008)
 Regional Memorandum No. 306, s. 2020 Guidelines on the Implementation of
MELC Pivot 4A Budget of Work (BOW) in All Learning Areas
 Regional Memorandum No. 322, s. 2020 Pivot 4A Budget of Work (BOW): Most
Essential Learning Competencies
 Civil Service Commission Memorandum Circular No. 10, s. 2020 Revised Interim