BE-LCP_UKNHS2021-converted.pptx

Republic ofthe Philippines
Department of Education
Schools Division of Tacurong City
UPPER KATUNGAL NATIONAL HIGH SCHOOL
ENHANCED BASIC EDUCATION
LEARNING CONTINUITY PLAN
September 2021
School Address: Upper Katungal, Tacurong City
School I.D. No.: 326101
School Head: Mila F. Ancheta, Principal I
Email Address: 326101@deped.gov.ph

UPPER KATUNGAL NHS ENHANCED BE-LCP
Executive Summary
The global outbreak of the highly contagious new strain of coronavirus known as
COVID-19, for which vaccines are limited and on trial stage not ensuring a guarantee
of immunity from the virus and its mutating variants, continues to pose
unprecedented challenges. At this point, the biggest impact of COVID-19 arises from
the need to practice stringent social or physical distancing to prevent or mitigate its
spread. For the Department of Education (DepEd), schools must find ways for learning
to continue amidst the threat and uncertainties brought about by COVID-19, while
ensuring the health, safety, and well-being of all learners, teachers, and personnel of
the school.
The BE-LCP has been designed with a legal framework responsive to the “new
normal”, keeping in mind the constitutional mandate to uphold the right of all citizens
to quality education at all times. The Department also reviewed and assessed the
programs, projects, and activities outlined in the plan and their corresponding
budgetary implications. The available program funds are being maximized,
reprogrammed, or realigned to the programs, projects, and activities that shall require
more funding support. However, there is still a need to provide substantial and
additional financial resources from known and potential sources of funds, hence,
stakeholders support and partnership to the school are intensified this year.
Communications shall play a major role in implementing the BE-LCP with the
appreciation and support of our key stakeholders. Communications efforts shall be
directed by the school administration and teachers to ensure unified branding while
still being anchored on grassroots contexts to make them responsive to localized needs.
Synergy and coordination with barangay and local government shall also be ensured.
The setting up of communication platforms like the usual text and call shall be
optimized and the use of social media like facebook’s messenger facility is likewise
encouraged to hasten the contact of the school with the learners, their
parents/guardians and even with its stakeholders and government officials and agency
heads.
This BE-LCP are in succinct with the efficient and effective management and
delivery of education within the local context underscoring the upskilling or retooling

of teachers’ competencies on various learning delivery platforms, capacitating the
parents and guardians in facilitating the learning of their children, and in welding
partnership with stakeholders for the possible support to the learning delivery of the
school.
I. INTRODUCTION
The onslaught of the dreaded Corona Virus Disease (COVID) in 2019 not only in the
Philippines but in the whole world has resulted to a pandemic that has changed the way we
live and even in the way education is delivered.
This 2021, in spite of the efforts of our government to control, curb and ultimately end
the ill-effects of this pandemic through the inoculation program and other activities, however,
it seems that the menace continues to plague even the education sector with the emerging
variants such as delta causing faster transmission and more severe damage on one’s health
and deaths.
Whilst stringent measures are laid down and implemented to arrest the deterrence of
COVI-19 amongst schools, the opening of classes for the S.Y. 2021-2022 has to be pursued by
all means.
In this time of threat, challenges, and uncertainties brought about by COVID-19, the
directive of DepEd Secretary Leonor Magtolis Briones is to ensure the health, safety and welfare
of all learners, teachers, and personnel of the department, while also finding ways for learning
to continue.
This Basic Education Learning Continuity Plan (BE-LCP) responds to the directive of the
Secretary and provides guidance to the department on how to deliver education in this time of
crisis.
The BE-LCP lays down the direction for basic education in the coming school year.
Implementation specifics will be embodied in appropriate guidelines, rules, or directives, and
operationalized through programs, projects and activities. Implementing the BE-LCP will not
be easy. It is also not a perfect plan and operational complications can be expected along the
way. Thus, we seek the understanding, support, and solidarity of our DepEd family and all our
stakeholders in the true spirit of unity and bayanihan or mutual help.
Upper Katungal National High School on its part is taking and doing all the necessary
measures to ensure learning continuity noting the essential mechanisms for effective and

efficient modalities of learning for this incoming school year 2021-2022 as put into this
roadmap as guideposts for its implementation.
II. METHODOLOGIES and PRINCIPLES
This Enhanced Basic Education Learning Continuity Plan (EBE-LCP) of Upper Katungal
National High School is a result of the collaboration, engagements and partnership with the
stakeholders (PTA, SGC, BLGU and Purok Officials, alumni association, and other
organizations) in terms of planning, data analysis, monitoring and evaluation, and
implementation withstanding the high regard for everyone’s safety and protection.
The guiding principles from the directive of the Secretary in crafting the Department of
Education’s BE-LCP are adopted by the school’s BE-LCP as it embodies the organizational
principles, which are as follows:
1.Protect the health, safety, and well-being of learners, teachers and personnel, and prevent
the further transmission of COVID-19;
2.Ensure learning continuity through K-12 curriculum adjustments, alignment of learning
materials, deployment of multiple learning delivery modalities, provision of corresponding
training for teachers and school leaders, and proper orientation of parents or guardians of
learners;
3.Facilitate the safe return of teaching and non-teaching personnel and learners to workplaces
and schools, taking into consideration the scenarios projected by the DOH and the Inter-
Agency Task Force for the Management of Emerging Infectious Diseases in the Philippines
(IATF), complemented by other credible sources, and balanced with DepEd’s own risk
assessments;
4.Be sensitive to equity considerations and concerns, and endeavor to address them the best
we can; and
5.Link and bridge the BE-LCP to DepEd’s pivot to quality and into the future of education,
under the framework of Sulong EduKalidad and Futures Thinking in Education.

III. What the Data Tells Us
The primary consideration in forging the framework of the school’s implementation plan
for this incoming S.Y. 2021-2022 are the available data on enrolment of the previous school
year and the school’s transition plan on the shifting from Printed MDL to Digitized MDL and on
the data culled from the Modified Learner’s Enrolment Survey Form (MLESF) for this S.Y.
2021-2022 as to the availability of gadgets for online instruction and of the learning support
aides or facilitators at home of the students that are precursor to online blended instruction
option for this class opening. These data are essential in deciding the school’s learning delivery
platforms and in orchestrating its activities for an impactful learning experiences of the
students and even in pushing for reforms and interventions for academic ease.
Let us take a look at the data on enrolment and preferred learning modalities of UKNHS
students in the previous school year (2020-2021).
Table 1. DATA ON ENROLMENT & LEARNING MODALITIES S.Y. 2020-2021
Grade
Level
Enrolment Data Preferred Modality Variance of
Transition
from PMDL
to DMDL (%)
Printed MDL Digitized MDL
Male Female Total Male Female Total Male Female Total
7 48 40 88 33 25 58 15 15 30 34.09
8 48 33 81 39 20 59 9 13 22 27.16
9 39 45 84 16 24 40 23 21 44 52.38
10 33 42 75 16 6 22 1 7 36 53 70.67
Total 168 160 328 104 75 179 64 85 149 45.43
This data provides a bird’s eye view of the possible learning delivery options of the school
for this incoming classes for SY 2021-2022 of about 50% of students may or can opt for the
Digitized MDL or online instruction, which will be the major consideration in the learning
delivery implementation of the school. Though this data may vary or change particularly among
our incoming Grade 7 students, yet somehow in the actual but will encourage more parents
and students to shift from printed MDL to Digitized MDL or online learning.
With this data, it can be projected that almost all of the incoming Grade 1 1 – HumSS
students can opt for either digitized MDL or blended online instruction. The available 50 tablets
may be used for this purpose with the appropriate capacity building initiatives for both the
teachers and students.
The school plans to make us of the google classroom and classpoint for its maiden
exploration of online instruction for blended learning aside from the printed and digitized MDL.

Table 2. Data on Distance Learning Modality Preference based on LES Quick Count as of
September 6, 2021
As shown in the table above, out of the 138 partial enrollees on the aforesaid date
around 23.24% opted for DLM4 (online learning, TV, radio, and modular learning) while
47.18% opted for the Printed MDL, 11.27% opted for the Digitized MDL and 15.49 opted for
Blended Learning. With this data, a great deal of the learners prefers to have a blended learning
approaches though the data remains a variable that may change towards the final day of
enrolment for the opening of classes on September 13, 2021.
In terms of internet connectivity, the table below provides a clear picture of the
possibility for online instruction either asynchronous or synchronous as alternative for
learning delivery modality of UKNHS.

Table 3. Data on Internet Connectivity based on LES Quick Count as of September 6, 2021
The above table shows 81 out of 147 or 55.10% of the partial enrolment on the stipulated
date has mobile data connection and have smart cellphone while others have mobile data and
broadband (17 out 147 or around 12%) and can access to computer shops for internet
connectivity (16 out of 147 or 11%) projecting the possibility of migrating to either online or
digitized MDL of the students for this school year, or even a blended learning approach from
the usual Printed MDL, which could cut cost on reproduction of Self-Learning Modules.

Table 4. Data on Household Members Who can provide Instructional Support
This data provides a concrete view of the capability of household members for
instructional support to the learners at home. Around 43 out of 147 or 29% of the
parents/guardians can help their children in learning at home. On the other hand, 23 out of
147 or roughly 16% falls on HM2 in which siblings aside from their parents/guardians can be
of help to the learners while 20 out of 147 or around 14% includes grandparents who can
provide instructional support.
Moreover, it can be noted that only around 12% of the 147 students can do independent
learning with concentration in Grade 11.

A. Local Covid-19 Situation
Based on this COVID-19 Tracker that
Tacurong City has 1,655 total cases with 143
active cases, 6 of which were from Upper
Katungal, and this data seem to surge up in the
coming days with the emergence of the dreaded
new variant –delta.
Though the total mortality rate due to this
virus is only around 2.5% OR 42 OUT OF 1,655
but it still poses a great threat to the life, health
and livelihood of Tacurongnons including those
residents of Upper Katungal.
In terms of recovery rate, to this date, based
on this tracker, Tacurong City has a high
percentage of around 88.8%, which is a good
thing. It can be construed that the new cases
may not be fatal though still remains a cause for
dilemma even in the way we deliver education at
Upper Katungal National High School.
Though it is quite alarming yet this only
demands for NO LIMITED FACE TO FACE
Instruction to happen and schools MUST be on
guard at all costs all the time in implementing
the observance of health standards and
protocols even prior and during the SchoolYear.

B. The Epidemiological Picture for the School Year2021-2022
There are two aspects of the COVID-19 epidemiological picture that are of interest to DepEd
in relation to school operations and school opening. The first is the general epidemiological
projections that will enable DepEd to ascertain scenarios to prepare for. The second is the
specific risk factors for infection among school-aged children, especially in a school setting,
that will enable DepEd to come up with sector-specific, evidence-based risk assessment and
risk-mitigation and response measures.
With respect to specific risk factors for infection among school-aged children in the school
setting, we have no current basis in the Philippines since classes were suspended at the early
stages of the local transmission. However, the incidence of confirmed cases among the basic
education school ages (5 to 1 7 years old) is low relative to the older age groups.
Figure 4. Age and Sex Distribution of Confirmed COVID-19 Case in the Philippines, data
as of May 5, 2020
Source: Lifted from DOH COVID-19 Tracker, https://www.doh.gov.ph/covid19tracker
downloaded on May 5, 2020.
With the increasing risk on the upsurge of cases in Tacurong City and even in the
province of Sultan Kudarat, the school abides by the call of the DepEd Central Office for the
continuance of Distance Learning Modalities like Printed/Digitized MDL, Online Instruction
and Blended Learning Approaches.

C. School’s Readiness for Distance Learning
Given the epidemiological picture, the direction of overall government response, and the
directive of the Secretary to find ways for learning to continue in a safe and healthy
environment amid COVID-19, it is clear that distance learning will be a key modality of learning
delivery in the incoming school year.
Technology solutions are very important in distance learning. Online platforms are regarded
to be the most advanced because of its ability to facilitate various interactive and remote
activities and carry a broad range of content to a connected community.
Upper Katungal National High School on the other hand, is now all gear and ready for the
outset of classes for the S.Y. 2021-2022 given its available resources for printing and
reproduction of Self-Learning Modules (SLMs) for the Printed MDL, facility for Digitized MDL,
and the transition to online instruction and blended learning.
Teachers have conducted inventory of the retrieved SLMs in the previous school year as
reference for the additional number of SLMs to be reproduced for this incoming School Year.
A. Printing and Reproduction Resources
Reproduction Equipment Quantity
Kyocera (Taskalfa 3510i) Photocopier 1 unit (second hand from SEF Scholarship Grant)
Gestetner photocopier 1 unit (SEF)
Printers (Epson and Canon) 12 units
Note: Inks and bond papers are subsidized/provided by the SDO (DepEd)

B. Tablets
The ONLY available 50 tablets
from the Central Office’s DCP package
will be used in the intervention program
in blended instruction particularly
among our Grade 11-HUMSS students
without gadgets.
C. Sorting and Reproduction ofModules
The schools conducted sorting of the retrieved SLMs used in the previous school
year with about 55% (5, 428) usable in the 1st Quarter, 47% (2, 421) in the 2nd Quarter, 40%
(1, 907), 45% (2,146) in the 3rd Quarter and 0% in the 4th Quarter because Learning Activity
Sheets (LASs) for this school year. The school printed and reproduced of only about 50% of the
total enrollees of 407 as of September 13, 2021.

IV. School Calendar & Activities

V. Learning Strategies and Modalities
The learning delivery of the school for this school year may have varied slightly different
as compared in the previous school year. In the past, the school implemented printed MDL
purely in the Quarter 1 and pushed for the transition to the digitized MDL of about 45% (146
out of 328 enrollees) in the succeeding grading quarters.
This school year, the school is to imbed in its learning delivery the blended learning
approach, combining the printed/digitized MDL and online instruction via google classroom,
classpoint, and the use of google form in assessment.
A. Streamlining the K to 12 Curriculum into the Most Essential LearningCompetencies
The central office has called for the streamlining of the MELCs for this current school
year, merging and editing of the activities and elements of the Self-learning Modules were done
by the respective writers and archived in the region’s drive. All learning areas across grade
levels in JHS and SHS were trimmed down to at most of 8 modules in consideration of the time
frame of each quarter with at least 8 weeks or more in a quarter.
For teachers to be guided, a copy of their MELCs in their handled subjects is required
from them in order to track down the learning progress of the students with reference to the
identified MELCs and do some necessary interventions and catch-up activities.
Copy of the MELCs were contained also in the DepEd Order No. 012, s. 2020 for perusal
of the school administrators and teachers.

B. Learning Delivery Modalities
Upon noting the considerations like the instructional and learning context of the school,
teachers, parents and students, the school decided to have the printed and digitized Modular
Distance Learning (MDL) as the major platform for most of the students. An alternative of
Online Distance Learning using google meet, messenger’s chat room, and the like for
synchronous instruction and of the google classroom and classpoint for the asynchronous
instruction.
Another option for students to learn is the blended learning, which is the combination
of the printed/digitized MDL and of the online distance learning (synchronous or
asynchronous).
Table 5. Data on the Opted Learning Delivery Modalities
Learning Delivery
Modalities
Grade 7 Grade 8
Grade
9
Grade
10
Grade
11
Total %
Printed MDL 50 51 48 37 10 196 44.75
Digitized MDL 1 1 8 9 12 3 43 9.82
Online Distance
Learning
(synchronous and
asynchronous)
37 32 35 31 34 169 38.58
Blended Learning 4 6 7 8 5 30 6.85
Total 102 97 99 88 52 438 100
C. Learning Resources
The school has printed Self-Learning Modules in all learning areas in JHS (Grades 7-
10) and SHS (Grade 11-HumSS) for the printed MDL platform, which are to wit:
Table 6. Data on SLM Reproduction
Learning Areas
/Subjects
(JHS)
Grade 7 Grade 8 Grade 9 Grade 10 Total
Homeroom &
Guidance
192 168 176 180 716
Filipino 192 168 176 180 716
English 192 168 176 180 716
Mathematics 192 168 176 180 716
Science 192 168 176 180 716

Araling
Panlipunan
192 168 176 180 716
TLE 288 252 176 180 896
Music 48 84 88 90 310
Arts 48 42 44 45 179
PE 96 42 44 90 272
Health 48 84 44 45 221
EsP 192 168 176 180 716
Total 1,872 1,680 1,628 1,710 6,890
Senior High School
Subjects Quantity
Homeroom & Guidance 160
EAPP 160
Creative Writing 160
Oral Com in Context 160
DISS 160
PE and Health 160
PerDev 160
Physical Science 160
General Math 160
Komunikasyon at Pananaliksik 160
Total 1,600
For the digitized MDL, the e-files or soft copies in pdf of the Self-learning Modules (SLMs)
are archived in the school’s google drive and video lessons can be accessed in the official
YOUTUBE channel of the school –UKNHS TV.

D. Assessment
The learning outcomes in the form of knowledge, skills, attitudes, and values will be
assessed. Learners shall prepare their portfolio/e-portfolio to include written works, and
performances (and products), whether hardcopy, softcopy, or a combination of both.
The portfolio/e-portfolio content will be assessed using rubrics that capture the evidence
of learning. Testimonies of parents and other adults including community leaders aside from
teachers may also be considered in the assessment.
Since last school year, the school is already implementing an online platform of
assessment using the google forms for those with capacity for online distance learning and this
will be continued and enhanced. Product or performance outputs may be submitted in digital
form and will be archived in the school’s google drive.
In giving the grades or ratings to the students, the school upholds and abides by the
provision of the DepEd Order No. 31, s. 2020 re: Interim Guidelines for Assessment and
Grading in light of the Basic Education Learning Continuity Plan dated 02 October 2020
hereunder stipulated.

E. Establishing a Committee on the Printing, Reproduction, and Distribution of Learning
Resources (SLMs/LAS/Video Lessons)
Working Committees Focal Person/s Members
Sorting Committee (Retrieved
SLMs)
Johny A. Aguilos
Property Custodian Designate
Class Advisers and Subject
Teachers
Printing and Reproduction
Committee
Jerald F. Anto and Johny A.
Aguilos
All teachers
Archiving of SLMs Cherubim C. Cerdana
ITO
All teachers
LAS/Video Lessons
Development
Cesar Q. Antolin
Assistant to the Principal
All teachers
Packing Committee Class Advisers Subject Teachers
Overseer Mila F. Ancheta
Principal I
All teachers
VI. STRATEGIES IN PREPARING OUR TEACHERS AND LEARNERS FOR MULTIPLE LEARNING
DELIVERY MODALITIES
In the previous school year, the
Department of Education has
intensified its capability building of
teachers on the various learning
delivery modalities through the
conduct of the LAC sessions on LDM
2 for teachers where a portfolio is
required from each teacher.
For this school year, teachers of
UKNHS were part in planning and
deciding on the preferred learning
delivery modalities that the school
will offer, which is printed MDL,
digitized MDL, online distance
learning and blended instruction.
Through the LAC sessions, teachers were capacitated and oriented on matters on learning
delivery. On September 10, 2021, the school conducted LAC on google classroom.
Students and their parents on the other hand, were oriented virtually by the respective
class advisers.

VII. STRATEGIES IN OPERATIONALIZING THE LEARNIJNG CONTINUITY PROGRAM
A. Required Health Standards
The protection and safety of every teacher and of the students is of prime importance
and the school is ensuring that the minimum health standards and protocols are observed in
doing the tasks relative to the learning delivery.
The school is implementing stringent observance of the health standards and safety
protocols to wit:
 No face mask/face shield, No entry policy
 Hand washing and sanitizing. And foot bathing at the entry points (school gate and
classroom)
 Regular disinfection of the school premises
 Checking and recording of temperature using thermal gun for those reporting teachers
and staff and visitors
 Daily monitoring of teachers’ health status using google form
 Use of CCTS QR Code scanning for visitors
 Strictly NO MASS GATHERING
 Observe social distancing of at least 1 meter apart
B. Contextualizing Learning Strategies and Modalities
Understanding the present context of the school and noting the cases of COVID-19 in
the locality as well as the executive order of the provincial government, Upper Katungal
National High School preferred to implement the printed MDL, digitized MDL, online distance
learning, and blended instruction.
C. Brigada Eskwela and Oplan Balik Eskwela
The school is guided and bounded by the provisions of the DepEd Memorandum No. 48,
s. 2021 re: Implementing Guidelines of Brigada Eskwela 2021 with focus on reading advocacy.
Action plan was made for this purpose capturing the essential targets and concerns for the
preparation of the school in delivering quality education with a heart in this SY 2021-2022.
(see attached BE 2021 School Action Plan)
On the other hand, in terms of the encompassing activities on the opening of classes,
the school is doing its best to conform with the provision of the DepED Memorandum No. 58
s. 2021 re: Oplan Balik Eskwela to ensure a safe and efficient delivery of learning modality.

In compliance with DM No.
58, s. 2021, the school created an
OBE Committee who shall ensure
the implementation of necessary
health and safety protocols as top
most priority including the required
health standards, social distancing
measures and practicing proper
hygiene, DOH health standards,
local quarantine rules, and other
relevant protocols.
The committee is consisting of:
Chairperson: Mila F. Ancheta
Principal I
Vice-chairperson: Cesar Q. Antolin
Master Teacher II
Members: Angelita M. Peñaredondo, Academic Coordinator
Jerald F. Anto, DRRM Coordinator
Johny A. Aguilos, Physical Facilities Coordinator
Lovelyn A. Antang,
Mischelle T. Apresto,
Rechel L. Bendol
Jocel Mae B. Cabantog
Cherubim C. Cerdana
Diana Mae A. Dalugdug
Clarissa C. Diaz
Cherry Ann B. Doctora
Roldan Jay G. Florendo
Sheirel G. Gavileño Joan
Kate C. Gulmayo Reynald
Legarda Roniboy
Valenciana Chris
Padernal

A Public Assistance Action Center (PACC) was also established to receive, process, and
respond to simple queries, information request, and grievances from the general public; assist
in the dissemination and clarification of DepEd policies, programs, projects, and processes,
particularly those relevant to the opening of classes; and monitor, document, and submit
reports on all issues and concerns received daily, including actions taken. The members of the
School OBE Committee are tasked to do these responsibilities.
Oplan Balik-Eskwela Schedule of Activities
Date Task/Activity Person/s Responsible
August 3, 2021 Attendance to the Virtual Launching of
BE and OBE 2021
All teachers and school heads
August 24, 2021 BE and OBE Planning of Activities Cherubim C. Cerdana, all
teachers, and stakeholders
August 27, 2021 Tiktok Brigada Pagbasa Challenge Alumni Association and
Teachers
August 3-
September 30
BE and Brigada Pagbasa
Implementation
All teachers and stakeholders
August 25, 2021 Giving of leaflets All teachers and stakeholders
September 9, 2021 Conduct of Recorida Jerald F. Anto, Rechel Bendol,
Cherry Ann Doctora, Johny
Aguilos, and Hon. Julie
Gentison
August 3 –
September 30,
2021
Enrolment All teachers and school
heads
August 30 –
September 8, 2021
Printing, Reproduction and Sorting of
SLMs
All teachers
September 10,
2021
Orientation of Google Classroom and
Online Distance Learning
Cherubim C. Cerdana and
Class Advisers
September 13 –17,
2021
Distribution of SLMs Class Advisers
September 15,
2021
Virtual Brigada Pagbasa Launching Angelita M. Peñaredondo,
Alumni Association,
Reading/Language Teachers
September 13-30,
2021
Monitoring and Evaluation School Heads and Mand E
Committee

D. Legal Context
The 1987 Constitution provides in Article XIV, Section 1 that the “State shall protect
and promote the right of all citizens to quality education at all levels, and shall take appropriate
steps to make such education accessible to all.” This right must be upheld at all times, and
DepEd is duty-bound to provide learning opportunities even in the time of the COVID-19
national emergency. Under Republic Act (RA) No. 9155 or the Governance of Basic Education
Act of 2001, DepEd is “vested with authority, accountability and responsibility for ensuring
access to, promoting equity in, and improving the quality of basic education.”
Article XIV, Section 2 of the 1987 Constitution mandates the State to establish and
maintain a system of free public education in the elementary and high school levels. The
novelty of the COVID-19 emergency equally calls for a novel approach on the delivery of basic
education in the public-school system, in which social or physical distancing is indispensable
to health and safety. At the same time, the DepEd acknowledges the complementary roles of
public and private institutions in the educational system, as inscribed in Article XIV, Section
4(1) of the 1987 Constitution, in the particular context of the COVID-19 pandemic.
The “new normal” in DepEd will bring with it a different working environment. Work
arrangements and processes shall be modified to follow safety and health requirements during
the continuing COVID-19 pandemic, resulting in the operation and reexamination, or even
augmentation, of laws and rules pertaining to human resources.
Existing laws and rules may be used to address the COVID-19 situation particularly in
relation to DepEd, with the end view of upholding the constitutional and international rights to
education14 and health,15 and promoting the best interest of the child.16 However, as the
BE-LCP and its implementation unfold, it may be necessary to propose new laws and rules to
suit the realities of a continuing COVID-19 public health emergency.
E. Finance
This new normal education may have quite difficult to get through as it encompasses
enormous financial requisite. This school year is slightly different compared in the previous
school year as there are in-placed mechanisms and readily available resources that can be
used to fund and make education at work even at worst times.
The most bulk of expenditures are on the printing and reproduction of the modules but
the good thing about is that bond papers and printing and reproduction equipment and
materials are provided by the Department thru the SDO. The biggest chunk of the MOOE with
the total amount of P426,000 on the other hand are allocated for the health kits and supply

for the teachers and students and on the provision of additional materials for the learning
delivery modality.
Additional support fund both financial and materials are source out with our most
valued partners and stakeholders ensuring the learning continuity and improving the
capabilities of the school to deliver quality, accessible, equitable and liberating education.
Sponsorship on the school’s intervention programs and advocacies is hope to continue as our
stakeholders have pledged their support and commitment. This matter is being looked into by
the school’s committee on Resource Generation and Mobilization.
F. Communication
Channel of communication at this time of the pandemic is crucial in keeping our
learners and their parents or guardians, stakeholders, and even teachers informed of the
school’s targets and direction in getting across the kind of education and its learning delivery
modality that is being afforded or offered to them.
All communications efforts shall be directed from the school heads to ensure a common
understanding of the school’s programs while allowing teachers to make communications
responsive to the emerging needs. Coordination with local government officials like in the city,
barangay and purok are kept open. On one hand, the school through its school heads are
always in contact to keep abreast on the latest updates relative to learning continuity and on
the emerging directives for perusal, guidance and compliance.
The school also intensified its social media account like facebook and youtube for a
wider reach of establishing a line of communication with our students, parents, stakeholders
and valued partners.

School’s Communication Plan and Hotline
School Hotline Numbers:
CP # 09306513507
Tel. No. PLDT (064) 4714835
What Who When How
Outbound
Written/Electronic
Correspondence or
Invitations
Program Holders or
school heads
As scheduled or as the
need arises
Program holders to
prepare
correspondence for
signature of the
school head/s
Inbound
Written/electronic
correspondence or
invitations
School head/s or any of
the teachers and staff
As delivered to school Maybe received by
any of the teachers
and staff but needs
to be endorsed to
the school head/s
for recording or
archiving (logbook)
and appropriate
action
Bulletins/Advisories
including updates on
transparency board
School Information
Officer and School
Head/s
As needed (August 3,
2021- July 2, 2022)
SIO prepares
bulletin updates for
approval for posting
by the School
head/s
Conference/Meeting
Notifications/Reminder
or advisories to
teachers
School head/s Periodically as the need
arises but at least once
a week
Office Memo, text or
chat, and FB
updates and
messenger or
groupchats
Virtual
conferences/meetings
or LAC Sessions
School Head/s Periodically as the need
arises but at least once
a week
Create links via
Google Meet, MS
Teams, Zoom or
Messenger
chatroom
Official FB Page updates
or posts
Any teachers or school
head/s
As needed or every
activity
SIO as
administrator but
teachers can post
any updates
anytime in
Upperkatungal
Nationalhs FB page
and in the exclusive
FB page UKNHS

Newsletter or electronic
newsletter
SIO and school paper
adviser/s
Biennial Organized
Publication staff
and consultation
and approval of
write-ups by the
school heads
News reports for CSDT
ON POINT and DepED
Dose sa Ere
SIO and teacher-
reporters
As scheduled Scriptwriter/s and
production staff to
work on the report
as approved by the
school head/s
Response to emerging
queries or redress
mechanism (text, calls,
chats, emails)
SIO and school head/s
and PACC Members
As necessary School head and
concerned teachers
to respond promptly
and reasonably via
call, text, chat or
email
G. Monitoring and Evaluation
The school anchors its Monitoring and Evaluation on the M and E Framework of the
Department to capture the essential parameters of ensuring the effective, efficient and
responsive delivery of education at this time of the pandemic.
Outcome/Outputs Description Indicators Responsible
Person/s
1. Learners are in the
basic education
system.
We need to ensure that
all learners, regardless
of sex, religion,
geography, financial
disposition, are
encouraged to be in
the basic education
system during this
pandemic. This
requires that multiple
learning facilities,
resources, and
learning delivery
modalities are made
accessible for the
different types of
learners.
 Gross Enrollment
Rate
● Net Enrollment Rate
Class Advisers and LIS
Coordinator

1.a Appropriate and
relevant learning
delivery modalities
established
Learning delivery
modalities refer to
various modes of
accessing learning
resources, such as
face-to-face learning,
distance learning, and
blended learning,
which cater to the
different contexts and
learning needs of the
learners.
Appropriate and
relevant
learning delivery
modalities
established
Schools Heads/
Academic Coordinators
1.b. Learners received
the necessary learning
resources for the
applicable learning
delivery modalities
Learning resources
refer to the learning
materials used by the
learners to achieve the
set learning
competencies and
standards. These are,
but are not limited to,
printed modules,
printed books, DepEd
Commons, online
modules, and
broadcast
modules. These must
be in conjunction with
the adopted learning
delivery modalities.
Percentage of learners
receiving learning
resources
per learning delivery
modality
Class Advisers and
Subject Teachers
2. Learners access
Programs responsive to
their needs, consistent
with their interest and
aptitude
Ensures that learners’
needs, interests, and
aptitudes are taken
into consideration in
developing and rolling
out learning delivery
modalities.
Percentage of learners
enrolled in appropriate
programs
Schools Heads
3. Learners actively
participate in different
learning delivery
modalities
Ensures that learning
delivery modalities are
learner-friendly and
encourage active
participation. These
modalities shall
endeavor to establish
systems that are
● Cohort Survival Rate
● Transition Rate
● School Leaver Rate
Class Advisers and
Subject Teachers

child-friendly, gender-
sensitive, safe, and
motivational, ensuring
the well-being of
learners.
4. Learners complete
education and attain
learning standards
Ensures that programs
and initiatives
benefiting learners as
they complete the
basic education cycle
and other educational
interventions are
implemented.
● Completion rate
● Promotion Rate
Schools Heads. All
teachers
5. Education leaders,
teaching, and
nonteaching staff
practice participative
and inclusive
management processes
during emergencies
Improves the capacity,
as well as functional
and leadership
competencies in
participative and
inclusive management
processes during
emergencies, of
education leaders,
teaching and non-
teaching staff. It
ensures that the
design and
implementation of
professional
development
programs are relevant
and appropriate to the
current public health
situation.
●Types of trainings
established
●Percent of staff
trained for various
learning delivery
modalities
- Education leaders
- Teaching staff
- Non-teaching staff
●Types of support
systems established
● Percentage of staff
trained for various
learner support
systems
- Education leaders
- Teaching staff
- Non-teaching staff
●Percentage of
education leaders
trained/capacitated on
emergency planning
SDO Tacurong and
School Heads, DRRM
Coordinator
2. Investments in the
LCP provides learners
with options for their
required learning
delivery modalities
Ensures sufficient
provision and equitable
distribution of
education resources
during the pandemic.
Funding decisions also
recognize the gaps and
immediate measures
that need to be
•No. of learning
resources
procured
•No. of learning
resources
developed
•No. of learning
resources
produced
SDO Tacurong,
Schools heads and
Teachers

considered in
prioritizing resources
in the midst of
competing education
priorities to achieve
equity and impact
3. Internal systems
and processes serve
learners efficiently
through continuous
monitoring and
feedback
Enhances internal
systems and processes
to efficiently and
effectively deliver basic
education services.
• Disbursement rate
•Timely delivery of
procured
projects
School heads,
Disbursement Officer,
Bookkeeper
4. Key stakeholders
actively collaborate
to serve learners
Ensures collaborative
engagement with key
stakeholders to achieve
the LCP. This
collaboration will
be delivered through
functional mechanisms
to make partnership
building and linkages
more strategic and
aligned to LCP
priorities.
Percentage of financial
contribution of
development
partners over the total
national education
budget for the fiscal
year
External Partners and
Stakeholders, school
heads
VIII. SOCIAL, ECONOMIC, and SECURITY FACTORS
The commitment to continue providing education to our learners during this time of
pandemic shall catalyze technological upgrades and innovations in learning resources and
platforms. As discussed in more detail in another section of this document, a number of
previously independent blended learning initiatives shall now be consolidated and strategically
deployed by DepEd on a large scale.
In a study on the factors that influence the use of technology in the context of the
Australian AID tablet computer programme in nine schools in the Philippines, Lumagbas et
al.18 found that leaders’ openness to using ICT Tools, a shared vision on the purpose of using
ICT in education, and an open and responsive school culture are key drivers of successful
integration of technology in learning. This BE-LCP, with the capacity building programs and
other related initiatives it brings, can potentially create these factors for the country’s entire
school system.
However, there are major issues that will need to be addressed in the implementation of
the BE-LCP. One key issue is equity in terms of learners’ access to technology, gadgets, and

household support to learning. Learners who do not have internet access at home will still have
printed modules and textbooks for independent learning, but these learners will have limited
opportunities for interaction with their teachers and classmates.
Another consideration is the impact of distance and blended learning on the
achievement of learning outcomes. Because both learners and teachers are mostly exposed to
the face-to-face learning delivery modality, the impact of the shift to blended learning is still
unknown. During this transition period, it is unavoidable that there will be a negative impact
on the learning of those who cannot easily cope with the change. Support interventions will
have to be implemented to mitigate this.
The “new normal” in education means additional administrative and operational
burdens to teachers and schools. School management tools and practices such as the learning
action cells (LAC), faculty meetings, and the use of school forms, will have to be reconfigured
to suit the current situation.
On the security aspect, in times of uncertainty brought about by the COVID-19
pandemic, UNESCO IIEP 19 has emphasized the need to put to rest any public doubt or fear
as school reopens. As such, it is crucial that the Department effectively addresses the climate
of fear among students, parents, and communities. There may likewise be resistance among
certain sections of teachers. In response to these, DepEd intends to be transparent in its
communication, and shall correct the spread of misinformation, consult with its internal and
external stakeholders, respond to queries and concerns raised, and strengthen its assistance
and support to teachers.
Great importance is also given to strengthened coordination and cooperation at national
and local levels, especially with the DOH, LGUs, and the Philippine National Police, to
continuously ensure the well-being of all returning learners and DepEd personnel. And finally,
the Department shall mobilize its partnerships and broad constituency for help and support.
The BE-LCP has put in place several mechanisms to attend to these areas of concern.
The first is the conduct of the annual Oplan Balik Eskwela and Brigada Eskwela, which are
scheduled for activation from August 3 to September 30, 2021. In light of COVID-19, both have
been reconfigured to establish readiness of the school facilities, learners, teaching and
nonteaching personnel, school administrators, and the community in time for school opening
on September 13, 2021 and the implementation of the BE-LCP.
IX. ANCHORING ON SULONG EDUKALIDAD and BRIDGING INTO THE FUTURE

DepEd has already made significant strides in education access and was already
pivoting to shift its focus on quality. However, the COVID-19 pandemic has introduced other
strains of inequities to the education system, including connectivity, cost of mobile use,
bandwidth, digital capacity, availability of and capacity for providing learning support at home,
and physical availability of parents/learning facilitators who may be daily wage earners and
need to be at work.
With the BE-LCP, DepEd has demonstrated three interconnected capacities that are
significantly linked to the future: INNOVATION, AGILITY, and SYNERGY. Innovation means
formulating superior solutions that have greater social or economic impact. Agility refers to the
ability to move quickly and gracefully, while synergy is a collaboration that creates an output
greater or bigger than the sum of the individual
contributions. The BE-LCP shows that adversities can be overcome because there is always a
solution.
It may be a matter of looking through different perspectives and sometimes, diverging
from conventional approaches, but problems can be solved through innovation. The speed by
which an innovation can be launched matters a lot. Those who are agile, who are nimble and
fast enough to adapt, would have a head start compared to others and would therefore have
more time for fine-tuning their ideas. In contrast, there are voices preferring to cling to the
past, calling on DepEd to freeze in time and wait for things to normalize before moving.
The BE-LCP is testament that there is a huge difference between formulating a solution
the soonest time possible when it is needed, and coming up with a near-perfect solution much
later when everyone has already looked elsewhere. There will be issues and problems in the
implementation of the LCP, but these would provide the opportunity for redesigning, which
indicates further growth areas and sustains the cycle of innovation.
Synergy, the third future-facing capacity, is the secret to innovating quickly. Converging
individuals/institutions that have great alignment creates something that is greater than what
each of them can achieve separately. The LCP is a product of the synergy of forward-looking
sections of the government, industry, and academe to ensure that learners, teachers, and
school leaders will thrive in the “new normal.”

ANNEXES
1. School’s Class Program

2. School BE Work Plan

BE-LCP_UKNHS2021-converted.pptx

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