Ensuring Access, Equity and Quality Education for All

Republika ng Pilipinas
Department of Education
Region IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
SALUG II DISTRICT
Tapalan elementary school
BASIC EDUCATION-
LEARNING
RECOVERY
CONTINUITY PLAN
MARION V. BENSULAN
School Head Teacher I
SY: 2022- 2023

TABLE OF CONTENTS
CHAPTER I
INTRODUCTION
1.A Dashboard2022
2.B LRCP Framework
CHAPTER II
INTERMEDIATE OUTCOMES
A. ACCESS
A. 1. Gap Analysis/AI
A. 2. Plans for Areas/Variables/PPAs under Access

TABLE OF CONTENT
B. EQUITY
B. 1. Gap Analysis/AI
B. 2. Plans for Areas/Variables/PPAs under Equity
C. QUALITY
C. 1. Gap Analysis/AI
C. 2. Plans for Areas/Variables/PPAs under Quality
C. 2.a Learning Recovery and Remediation

TABLE OF CONTENT
D. WELL-BEING & RESELIENCE
D. 1. Gap Analysis/AI
D. 2. Plans for Areas/Variables/PPAs under Well-
being/Resilience
C. QUALITY
C. 1. Gap Analysis/AI
C. 2.a Learning Recovery and Remediation

TABLE OF CONTENT
E. GOVENRNANCE
E. 1. Teacher’s training-based on DAT/RAT result
E. 2. Health Protocols
CHAPTER III
ADVOCACY & COMMUNICATION
MONITORING & EVALUATION
CHAPTER IV
CHAPTER V
ANNEXES

INTRODUCTION
The Department of Education (DepEd) formulated the Basic Education Learning Recovery and Continuity Plan
(BE-LRCP) to ensure that learning continues while guaranteeing the health, safety, and wellbeing of all learners,
teachers, and other DepEd employees. The LRCP recognizes that DepEd must adopt alternative modes of
delivering learning if it is to reach all learners regardless of who and where they are. Where school-based, limited
Face-to Face or 5 day in persons’ learning is delivered; the LRCP identifies three learning delivery modalities
(LDMs) that schools may implement: Face to Face, Blended Learning, and Homeschooling.
Tapalan ES seeks to recover any learning loss as a result of the school’s closure due to the COVID-19
pandemic. This plan seeks to bridge the school’s mission of developing learners literacy with the plan to close
achievement gaps learners may have suffered over the past year. The ultimate purpose of this plan is to identify
learning pathways that adequately prepare learners to be well-rounded and career ready, while taking into
consideration social-emotional and academic losses learners may have suffered.
The School’s learning goals are centered on three critical areas: Reading Fluency, Writing, and Reading
Comprehension.
Goal #1: READING FLUENCY – At all grade levels and ability for learners to read smoothly and with expression.
Fluent readers are able to read text and make connections which builds comprehension skills.
Goal #2: WRITING – all learners will be able to write multiple paragraph essays or reports using appropriate word
choice and in a format that matches the writing purpose (to convey information to state an opinion, or to tell a
story).
Goal #3: READING COMPREHENSION – all learners will be able to read a piece of grade level text independently
and understand its meaning. Palm Lane uses adopted core curriculum, as well as Reader’s Workshop model for
developing reading skills.

Enrolment by Grade Level by Sex
Grade Level Male Female
Total
Enrolment % Enrollment %
Kindergarten 9 5 14
Grade 1 9 14 23
Grade 2 10 8 18
Grade 3 9 7 16
Grade 4 13 11 24
Grade 5 7 8 15
Grade 6 5 11 16
62 64 126

Enrolment by Ethnicity
Ethnicity Male Female
Total
Enrolment % Enrollment %
Subanen 45 69% 46 72% 91 71%
Kalibugan 0 0 0 0 0
Total 45 69% 46 72% 91
71%

Workforce Capacity per level of Governance and position
category
School Teachers %
Tapalan Elementary School
6 Teachers
1 School Head
100%

MARIVI M. ACURAM
Teacher I
Kindergarten Adviser
FLORENCIA C. GUMIMAO
Teacher I
Grade I Adviser
ARASAM H. DIOLAGLA
Teacher III
Grade III Adviser
LERRY VAL A. SOHITADO
Teacher I
Grade IV Adviser
JOAN M. ALABAN
Teacher I
Grade V Adviser
MEDELYN A. INTONG
Teacher I
Grade VI Adviser
MARION V. BENSULAN
School Teacher

Profile of Teachers and
Pupils’ Vaccination
No. of Teachers Vaccinated % of Vaccination
Male Female Total Male Female Total
Schools
(Data
gathering is
on-going)
2 4 6 100% 100% 100%
No. of Pupils Vaccinated % of Vaccination
Male Female Total Male Female Total
Schools
(Data
gathering
is on-
going)
10 15 25 15% 23% 19%

Number of Classrooms
School Number of Classrooms
Tapalan Elementary School 6 classrooms

CHAPTER II : INTERMEDIATE OUTCOMES
A. ACCESS
A.1. GAPANALYSIS/AI
Area/Results/statements/Performance Indicator Ideal/Standard Actual Gaps
A. PILLAR 1- ACCESS
Intermediate Outcome(IO)#1 All school head-age children, out of school youth, and adults access relevant basic learning
opportunities.
1.Percentage of school-age children in school-Net enrollment Rate(NER)
ELEMENTARY-NER 100% 104% -4%
2. Incidence of OOSC & OSY
ELEMENTARY Out-of- school rate 100% 0% 0%
101.1 All five-year-old children in school
3. Percentage of five-year-olds in school- Net Intake Rate (NIR) not below 5 yrs. old 10% 90%
101.2 All learners will stay in school and finish key stages
4.. Percentage of enrollees (ELEM) in a given school year who continue to be in school the following school year-Retention
Rate
ELEMENTARY –Retention Rate 100% 100% 0%

A. ACCESS
A.1. GAPANALYSIS/AI
5. Percentage of currently enrolled learners but did not finish/complete the school year-Dropout Rate (DR)
ELEMENTARY- Dropout Rate 100% 0% 0%
101.3 All learners transition to the next key stage
6. Percentage of K/G6 completers proceeded to next key stage- Transition Rate
KINDERGARTEN- Transition Rate (K to Grade 1) 100% 100% 0%
ELEMENTARY- Transition Rate ( Grade 1 to Grade 2) 100% 100% 0%

A. ACCESS
A.1. GAPANALYSIS/AI
101.4 All out-of-school children and youth participate in a complete formal or non-formal basic education learning
opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS- Participation R of OSC and OSY.
OUT-OF-SCHOOL-CHILDREN-Participation Rate 100% 100% 0%
OUT-OF-SCHOOL-YOUTH-Participation Rate 100% 100% 0%
8. Percentage of completers in ALS-Completed Sessions-ALS
OUT-OF-SCHOOL-CHILDREN-Completed Sessions-
ALS
ongoing N/A
OUT-OF-SCHOOL-YOUTH-Completed Sessions-ALS ongoing N/A

PROGRAM/PROJECT ACTIVITIES TIMELIN
E
SUCCESS
INDICATOR
TARGET RESOURCES
Hu
m
Fin Phy
TAPALAN
(TEACHERS ARE ACTIVE
AND PERSISTENT IN
ABIDING LAWFUL ACTS
ADAFTING NEW NORMAL
EDUCATION)
1. Advocacy
( Early
Registration/
Enrolment
Advocacy,
Posting of IEC
materials)
2. Mapping
Activities
(Coordination
with BLGU &
NGOs, House-
to-House)
3. Child Find
Activities
( Locating,
Assessing,
Reporting,
Referral)
July -
August
2022
1.
Increased
Net
Enrolmen
t Rate
(NER);
2.
Increased
percentag
e of 5-
year olds
in school
(NIR)
Elementary
2%;

PROGRAM/PROJECT ACTIVITIES TIMELINE SUCCESS
INDICATOR
TARGET RESOURCES
Hum Fin Phy
101.2
5K’s
“Kaguro,Kapamilya at
Kabataan, Kaakibat sa
Kaunlaran”
1. Mapping strategies
of OOSY,
2. Closer coordination
with the SK, parents,
4Ps parent leaders,
Local Officials (BLGU
& LGU);
3. Implementation of
E-ALSENSO Plan of
Activities;
4. Provision of TA to
EPSA & ALS
implementers,
monitoring with
appropriate tool,
awards system;
5. ADSOCMOB, face to
face engagement,
learning session
observation
implementing
Program CLOCK;
6. Expansion of ALS-
SHS
Year-
round
1. Decreased
out-of-school
youth rate;
2. Increased
ALS
participation
rate
2.1.
Increase ALS
completed
sessions

INDICATOR
TARGET RESOURCES
Hum Fin Phy
101.3
“CARE”
CHILDREN CAN
ACCESS TO RIGHT
EDUCATION.
1. Re-visiting RISE plan
2. Closer collaboration
with the Planning Unit,
Requesting school
community & concerned
Local Government Units,
Private Schools, as well
as the Regional -QuAD
3. Conduct of extensive
Field TA to school heads
in existing annexes,
extensions, new and
expanding schools, as
well as multi-grade
schools
Year-round transition
rate
Kinder
– 0.57%
Elem
(G3-G4)
– 1.86%
;
Elem
(G6 -
G7) –
5.05%;

INDICATOR
TARGET RESOURCES
Hum Fin Phy
101.3
“CONSERVATION
OF CULTURE AND
BELIEF OF
SUBANEN
HERITAGE”
1 Closer collaboration
with the Planning Unit,
Requesting school
community & concerned
Local Government Units,
Private Schools, as well
as the Regional –QuAD
FOR IPED
3. Conduct of extensive
Field TA to TEACHERS in
expanding IPED.
Year-round transition
rate

B. EQUITY
B.1. GAPANALYSIS/AI
Area/Results/statements/
Performance Indicator
Ideal/Standard Actual Gaps
A. PILLAR 2- EQUITY
Intermediate Outcome(IO)#2 School-age children and youth, and adults in situation of
disadvantage benefited from appropriate equity initiatives.
1.Proportion of learners in situation of disadvantage transition to next key stage.
ELEMENTARY-%
Disparity in transition
rate
100% 100% 0%
2. Gender Participation-
disparity in completion
100% 100% 0%
ELEMENTARY- Gender
Parity Index
Completion.
100% 100% 0%

B. EQUITY
B.1. GAPANALYSIS/AI
102.1 All school-age children and youth and adults in situations of disadvantage are participating
in basic learning opportunities and receiving appropriate quality education.
3. Percentage of learners in situation of disadvantage continue to participate in basic education
ELEMENTARY-Retention rate 100% 100% 0%
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least
a fixed level of proficiency/mastery in (a) functional literacy (b) numeracy, and (c) 21st century
skills.
Functional literacy- % of learners at with at
least proficient level or better
100% 100% 0%
Numeracy-% of learners at with at least
proficient level or better
100% 100% 0%
21st century skills-% of learners at with at least
100% 100% 0%

B. 2. Plans for Areas/Variables/PPAs under Equity (DESIGN AND DELIVER)
PROGRAM/PROJECT ACTIVITIES TIMELINE
SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
IO 2 .)
Inclusive Education
Program
1. Partnership
activities,
2.. Continuous
Technical assistance
to IPEd, AND LWDs
teachers
4. Kindergarten
Catch-Up Education
Program (KCEP)
activities
Year-round decreased
disparity in
transition
rate;
Elem –
0.007
Sustained promotion
of equal-opportunity,
gender-based, &
interest-driven
programs and
activities
1. Homeroom
Guidance Program
(HGP),
2. Scouting and
Sports,
3.. Leadership
Programs
4. Recognized Clubs
and Organizations
Year-round decreased
gender
parity index
completion
Elem -
0.001

SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
Assessments
Learner’s Tracking
System (LTS)
Diagnosis-Phil-
IRI/ECCD/EGRA/
MFAT Analysis
Interfacing of
previous grade
teacher with the
present teacher to
discuss learner’s
performance and
records
ECCD - 3 x
year
Phil-IRI 2 x
year
Opening of
SY
1.
Increased
functional
literacy
rate;
2.
Increased
Numeracy
rate
28.67%
23.33%

SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
Special programs to
improve functional
literary, numeracy
and 21st century
skills of learners
1. Adoption/implementation
of a Division Reading
Program PROPEL (Providing
Reading Opportunities for
Proactive and Engaged
Learning)/CARE & SHARE ,
ilove2read program
2. Enhanced implementation
of existing programs such as
WAIS,
Mathalino,Kindergarten
Mentorship Program
3. Alignment of instruction-
congruency/ Teachers'
competence, 3. intensified
monitoring of schools &
provision of technical
assistance to all school heads
(mentoring and coaching)
Year-round increased %
of learners
with at least
proficient
level of 21st
century skills
26.38%

C. EQUITY
C.1. GAPANALYSIS/AI
Area/Results/statements/Performance
Indicator
Ideal/Standard Actual Gaps
A. PILLAR 3-QUALITY
Intermediate Outcome(IO)#3. Learners complete K-12 basic education having attained all
learning standards that equip with the necessary skills and attributes to pursue their chosen
path
1. Percentage of learners pursue to chosen path.
% percentage to college N/A N/A N/A
% proceed to employment N/A N/A N/A
% percentage entrepreneurship N/A N/A N/A
% proceed to middle level skills training N/A N/A N/A

C. EQUITY
C.1. GAPANALYSIS/AI
2. Percentage of learners in a cohort who completed grade 6-Completion Rate (CR)
ELEMENTARY-CR 100% 100% 0%
103.1 Learning attained stage 1 learning standards of fundamental reading and numeracy skills
3. Percentage of learners attaining nearly proficient level or better in Reading and Listening
Comprehension increased .
Percentage of learners achieving nearly proficient
or better English
100% 100% 0%
or better in Mother Tongue (excluding Tagalog
Speakers)
100% 100% 0%
or better in Numeracy.
100% 100% 0%

C. EQUITY
C.1. GAPANALYSIS/AI
103.2 Learners attained stage 2 (Grade 6) learning standards of literacy & numeracy Skills and
apply 21st Century Skills to various situations.
4. Percentage of learners attaining proficient level
or better in stage 2 literacy standards (increased:
4pp/yr
100% 100% 0%
5. Percentage of learners attaining proficient level
or better in stage 2 numeracy standards
(increased: 4pp/yr)
100% 100% 0%

PROGRAM/PR
OJECT
ACTIVITIES TIMELINE
SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
IO 3 )
1. Tracking
of
graduates
mechanism
1.Close coordination with
other agencies &
stakeholders
2. Capacitate concerned
school personnel in tracking
graduates
Year-round Increased
percentage
of learners
in a cohort
who
completed
Grade
Elem –
0.007

PROGRAM/P
ROJECT
ACTIVITIES TIMELINE SUCCESS INDICATOR TARGET
RESOURCES
Hum Fin Phy
IO 3.1,
3.2,& 3.3)
Increased
Mentorin
g &
Coaching
Program
1.Diagnosis-
Phil-IRI
2. Diagnostic
Test
3.DisLAC/SLAC
-
DLL/DLP/LAS/
AS, modules,;
4.INSET,
5.Monitoring
of schools,
provision of
technical
assistance to
all teachers
Year-round 1. Increased percentage of
learners attaining
in Reading and Listening
Comprehension ;
2. Percentage of learners
attaining proficient level or
better in Stage 2;
3.Percentage of learners
attaining proficient level or
better in Stage 3 and Stage 4

D. LEARNER’S RESILIENCY AND WELLNESS
D.1. GAPANALYSIS/AI
D.PILLAR 4-LEARNER’S RESILIENCYAND WELL -BEING
Intermediate Outcome(IO)#4. Learners are resilient and know their right and have the life
skills to protect themselves and claim their education rights from Deped and other duty-
bearers to promote learners’ well-being.
 Percentage of affected and displaced learners retained
them by other learners(bullying)or adults(child abuse)
based education experience in relation to the enjoyment
of their specific rights in school and learning centers.
0% 0%
 Percentage of learners who know their rights TO and IN
education, and how to claim them positively.
100% 0%
 Percentage of schools and learning centers significantly
manifesting indicators of RBE in the learning environment.
100% 0%
 Learners satisfaction Rating on Rights-based Education 100% 0%

D.1. GAPANALYSIS/AI
IO 4.1 Learners are served by a Department that adheres to a rights-based education
framework at all levels
 Indicators of RBE
 Percentage of DepEd personnel in CO, RO, SDO and
District Office
N/A
IO 4.2 Learners are safe and protected, and can protect themselves from risks and impacts
from natural and human-induced hazards
 Percentage of learners equipped with capacities on what
to do.
N/A
 Percentage of Learners in safe schools 100% 0%

D.1. GAPANALYSIS/AI
IO 4.3 Learners have the basic physical, mental and emotional fortitude to cope with various
challenges in life.
 Percentage of students with improved health statistics 100% 0%
 Percentage of learners with improved physical fitness
level
100% 0%

D. 2. Plans for Areas/Variables/PPAs under LEARNER’S RESILIENCY AND
WELL-BEING (DESIGN AND DELIVER)
PROGRAM/PR
OJECT
RESOURCES
Hum Fin Phy
IO 4 )
1. Child
protection
program
(CPP)- Child
Friendly
School
System
(CFSS);
1. Incorporate different
provisions for the safety of
learners,
2. Advocacy and referral
system for cases of child
abuse reported
3. Create inter-agency
monitoring team (with DILG,
LGU,PSWDO,PNP,DSWD)
Year-round . % of learner
who are happy
and satisfied
with their basic
education
experience;
2. % of learners
who know their
rights TO and IN
education, and
how to claim
them positively;
Elem –
0.007

D. 2. Plans for Areas/Variables/PPAs under LEARNER’S RESILIENCY AND
WELL-BEING (DESIGN AND DELIVER)
PROGRAM/PR
OJECT
RESOURCES
Hum Fin Phy
IO 4 )
2. Rights-
based
Education
(RBE)
Implementation of RBE Year-round Learner’s
satisfaction
rating on RBE
100%

E. GOVERNANCE AND MANAGEMENT
D.1. GAPANALYSIS/AI
E. PILLAR 5- GOVERNANCE AND MANAGEMENT
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive
management processes
1. Proportion of schools achieving higher level of SBM practice
 ELEMENTARY 1.67
LEVEL
2
0
Enabling Mechanism #2. Strategic human resource management enhanced for continuing
professional development and opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in
the Office Performance Commitment and Review Form
 ELEMENTARY 4.33
VS

D.1. GAPANALYSIS/AI
Enabling Mechanism #3. Investments in basic education provide learners with the ideal
learning environment
3. Proportion of schools achieving ideal ratio on :
Classroom
 ELEMENTARY 6 1
Teachers
 ELEMENTARY 6 2
Textbooks/SLMs/LAS
Seats
 ELEMENTARY 1:1 0
Science and Math Equipment 1:1 0
ICT Package/E-classroom 0 100%

D.1. GAPANALYSIS/AI
4. Proportion of elementary schools with:
Functional Library 0 100%
Connection to Electricity 100% 0
Connection to internet functional library 0 100%
5. Proportion of secondary schools with:
Not applicable N/A
6. Proportion of SDOs achieving ideal interquartile ratio (IQR) * on teacher deployment
Not applicable
Enabling Mechanism #4. Improve and modernize internal systems and processes for a
responsive and efficient financial resource management.
7. Client satisfactory rating of DepEd Offices’ respective
stakeholders (internal and external)
100% 0%
School 100% 0%

D.1. GAPANALYSIS/AI
Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better.
8. Percentage of financial contribution of international and local grant development partners
vis-à-vis national education budget (including adopt a school)
Local-% contribution 100% 0%
9. Proportion of schools with functional SGC
Elementary 100% 0%
Enabling Mechanism #6. Public and private education operate under a dynamic and
responsive complementarity framework
Not Applicable

E. 2. Plans for Areas/Variables/PPAs under GOVERNANCE AND MANAGEMENT
(DESIGN & DELIVER)
PROGRAM/PR
OJECT
ACTIVITIES TIMELINE
SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
IO 5 )
D.1
Enhanced
SBM –Level
of Practice
Assessment
1. Update SBM materials
and do benchmarking,
pending issuance of
new SBM Guidelines;
2. Conduct Orientation of
the New SBM Assessment
Guidelines;
3. Provide one-time TA and
coaching to SBM Level 1 to
each principle, as pre-
identified
4. Conduct awarding to
Level 3 and possibly Level 4
principles
Rating
achieving Level
2 or higher

(DESIGN & DELIVER)
PROGRAM/PROJ
ECT
ACTIVITIES TIMELINE
SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
IO 5 )
D.2 ) Human
Resource
Development
1. Tracking of Teachers
Profile
2. Update PDS
Year-round Identify the
strength and
weaknesses of
each teachers
2.1)
Performance
Management
1. Submission of IPCRF
ratings & MOVs
verification as basis for
OPCRF
2. Conduct upskilling on
Monitoring and Coaching
for rate.
3. Submission of OPCRF;
IPCRF and
OPCRF rating

(DESIGN & DELIVER)
PROGRAM
/PROJECT
ACTIVITIES TIMELINE
SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
IO 5 )
Technical
Assistanc
e to
Teachers
1. Conduct technical
assistance on all education
support programs (OBE,
BE, NSBI, Heath & Safety,
etc)
Year-round Identify the
strength and
weaknesses of
achieving the
school
development
D.3.
Partnersh
ip and
Linkages
1.Advocacy campaigns on
adopt-a-school program, BE,
and other partnership-
building activities with LGUs,
NGAs, and PPP;
2. Facilitate acceptance of
donations and Conduct
partner’s recognition
IPCRF and
OPCRF rating

(DESIGN & DELIVER)
PROGRAM
/PROJECT
ACTIVITIES TIMELINE
SUCCESS
INDICATOR
TARGET
RESOURCES
Hum Fin Phy
D.4 Client
Customer
Satisfaction
Client Customer Satisfaction Survey, Year-round Increased % of
school utilizing
Client Customer
Satisfaction Survey,
to get feedbacks
from clients
- (sustain
the 100%
output)
D.5. SGC TA to schools in the SGC
organization
functional SGC

Taplan Elementary School in accordance to the Schools Division of Zamboanga del Norte is adopting
the Operational Framework for the resumption of face-to-face classes from the UNESCO-UNICEF-
World Bank Framework for Reopening of our School and DepEd Shared Responsibility principle.
Anchoring the four pillars, namely; 1. Safe Operations, 2. Teaching and Learning, 3. Including the
Most Marginalized, and 4. Well-being and protection. Cutting across all the pillars are the policy and
finance support to ensure operational mechanisms are in place. Central to this is the Shared
Responsibility principle, effectively engage the entire society in making sure that learners are safe and
healthy while attending the face-to-face classes and allowing them to learn better.
The school concurrence from the division took into account some best practices during the
implementation of progressive opening of face -to-face classes toward the end of SY 2021-2022, which
practices have to be observed and sustained this coming SY 2022-2023 wherein the full in-person
classes might be declared by November 2022, to wit:

1. Establishment of Hand washing Facilities on the school entrance and on strategic areas inside
the campus.
2. Strong participation and support of Local Government Units and BLGU.
3. Regular participation and support of the local IATF, DOH/medical personnel, DILG, BHERT.
4. Full support and engagement with IP communities/leaders.
5. Establishment of isolation room for any identified symptomatic learners and employees.
6. Designation of personnel-in-charge in monitoring social distancing and maintaining the
compliance of clients/visitors/employees with the health protocols.
7. Conduct of regular cleaning and disinfection .
8. Securing safety seal that manifests safety and health protocols against COVID-19.
9. Creation of district composite team working closely with LGU IATF for the readiness of
schools in the municipality.
10. Close coordination with Municipal IATF and MOH for municipalities who are hesitant in
approving the limited face to face due to low vaccination turnout.

BE-LCP IMPLEMENTATION MONITORING & EVALUATION
IMPROVED LEARNING OUTCOMES
TAPALAN ES BE-LCP IMPLEMENTATION MONITORING & EVALUATION SCHEMA
SH PSDS
CID/SD
O/SGO
D
SULONG
EDUKALIDAD
CHAPTER III: ADVOCACYAND COMMUNICATION

CHAPTER IV: MONITORING AND EVALUATION SYSTEM
The monitoring and evaluation in the implementation of plans, programs and activities covered
by the Division Basic Education -Learning Recovery & Continuity Plan (BE-LRCP) for S.Y. 2022-
2023, shall be done either physically, thru online or a combination of both, guided by the process
flow, below:

The key components of the M&E system shall pass through certain safeguards, to ensure
coordination among concerned offices in the development of monitoring plan, preparation of
monitoring tool, quality assurance of the tool, administration of the tool during actual M&E activity,
data-gathering mechanisms, interpretation and analysis, and M&E report preparation and
communication, to wit:
1. Preparation of Monitoring Tools
Except for the established programs like the Brigada Eskwela or Gulayan sa Paaralan, which
already have built-in monitoring tools, the preparation of tools/checklists should be at the instance of
the program owner in collaboration with the School Management Monitoring & Evaluation
(SMM&E) personnel, to be quality assured by the School Quality Assurance Team and the School
Head, Once approved, and whenever expedient, the program owner may coordinate with the school
ICT Coordinator for the creation of an online version of said tool/s to facilitate electronic data
gathering.

Figure 3. Preparation of Monitoring Tools Flow
Program
Proponet
• Prepare
the Tool
with
SMME
QA
• Quality
assure
the
prepared
tool
SH
• For
approval
ICT
• To
prepare
its
electronic
verion, if
necessary

2. Administration of the tools
The program owner is expected to lead the pre-monitoring orientation with the members
of the composite monitoring team, at least three (3) days before the start of the monitoring. To be
discussed during the orientation are the data-gathering parameters and the indicators in the tool.
The actual monitoring and data gathering using the tool will follow. The program proponent and
the SMME shall coordinate closely to ensure smooth conduct of monitoring and performance
evaluation.
Figure 4. Administration of the tools Flow
Program
Proponent
• Lead the
pre-
monitoring
orientation
Monitoring
Team
• Actual
monitoring
report
making
Program
Proponent
• Data
consolidati
on,
completion
report
preparation
SMM&E
• Provide TA,
require
data for
analysis

3. Report preparation and submission
With three (3) working days after the conduct of composite monitoring, the
proponents as well as the monitoring team are expected to render their respective report –be it
status, monitoring, accomplishment or end-of-the-program report. No particular report form is
prescribed, but it is encouraged that the report should be data and evidence-based, to facilitate and
support sound and responsive decisions
The report should be stamped “VALIDATED” by the SMM&E or the Quality
Assurance Team, before the functional division chief will sign as verified thereon. A countersign by
the SMME or QA personnel beneath the name of the concerned functional division chief may also
be opted, to vouch a validated report before it reach the higher office/s for signature.

Figure 5. Report preparation and submission Flow
Program
Proponent
•Render report
SMME
•Validate the
report
SH
•For conforme
PSDS
•For signature

Once noted or signed by the School Head and Schools District Supervisor, the SMM&E must
be furnished with a copy at the District Office for performance assessment and to the Division
Office for performance evaluation and data analysis, and for data banking. This is in addition to the
usual practice of providing copy in the concerned school/s, in proper cases, and for office file.

Figure 6. M & E Report Perusal Flow

The M & E activities under the new normal show great dependence in the use of
technology and online infrastructure, to speed up data gathering, consolidation of data,
M&E report preparation and presentation. Another safeguard being put in place to ensure
that the online M&E are controlled and regulated, is the creation and operationalization of
the e- M&E system where all the quality-assured tools are uploaded and made available to
concerned SDO and field personnel to access, for reporting and data collection, accordingly.
Moreover, the PPAs covered in the LRCP shall be evaluated semi-annually thru a
conduct of program implementation review (PIR). The SDO composite team shall convene
for this purpose. To facilitate the evaluation on the effectiveness and efficiency of the BE-
LRCP implementation, the template for BE-LRCP Monitoring tool (see appendix 1) and for
the BE-LRCP Evaluation Tool (see appendix 2) shall be used during the periodic plan
implementation review:

The salient findings and recommendations in the M&E reports shall be perused by the SDO ExeCom
for consideration into its management decisions. The identified gaps shall be taken as basis for local
policy directions and plan adjustments geared toward continuous improvement, while the gains shall be
the basis for implementation benchmarking purposes, and for rewards and recognition thru the
#GalingNORTE (Nurturing Optimum Recognition of Transformative Excellence) Awards. The
#GalingNORTE Awards shall serve as stimulus of program owners and proponents in their pursuit for
continuous improvement and service excellence, guided by the tenets and strategies under
#GalingNORTE.
On their part, schools are enjoined to conduct periodic evaluation of their LRCP along with their
performance against the standards under access, equity, wellness and resilience, quality and governance
using the modified Monitoring , Evaluation & Adjustment (MEA) mechanisms

CHAPTER V: ANNEXES
 DO 021, S. 2020 – Policy Guidelines on the Adoption of the K to 12 Transition Curriculum
Framework for Learners with Disabilities
 DO 031, S. 2020 – Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan
 DO 032, S. 2020 – Guidelines on the Engagement of Services of Learning Support Aides to
Reinforce the Implementation of the Basic Education Learning Continuity
 DO 001, S. 2021 – Guidelines on the Evaluation of Self-Learning Modules for Quarters 3 and 4 for
School Year 2020-2021
 DO 004, S. 2021 – Additional Provision to DepEd Order No. 035, S. 2020 (Guidelines on the
Implementation of Joint Delivery Voucher Program for Senior High School Technical-Vocational
Livelihood Specializations for S.Y. 2020-2021).
 DO 018, S. 2021 – Interim Guidelines on Giving Awards and Recognition in Light of the Basic
Education Learning Continuity Plan for School Year 2020-2021
References:

References
 OUA-Memo 00-0420-0029 – Guidelines on the Use of Desktop Computers, Laptops, Tablets, PCs,
and Smartphones at Home During the COVID-19 Pandemic.
 DM 067, S. 2020 – Guidelines on the Implementation of Alternative Learning System Programs in
Light of Basic Education Learning CP
 DO 12, s 2020 – Adoption of the Basic education Learning Continuity Plan for SY 2020-2021 in the
Light of the COVID-19 Public Health Emergency
 DO 13, s 2020 – Readiness Assessment Checklist for Learning Delivery Modalities in the Learning
Continuity Plan for Private Schools
 DO 31, s 2020 – Interim Guidelines for Assessment and Grading in Light of the basic education
Learning Continuity Plan

Republika ng Pilipinas
Department of Education
Region IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
SALUG II DISTRICT
Tapalan elementary school
“ Great things in
business are never
done by one person,
they’re done by a
team of people.”
-Steve Jobs
MARION V. BENSULAN
School Head Teacher I

Ensuring Access, Equity and Quality Education for All

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