Learning Continuity Plan

2. RATIONALE
Anchored on basic Education Development plan 2030 Phase 1 Implementation
covers post COVID-19 Recovery and transition addressing the remaining gaps,
focusing on quality and system wide, capacity development.
SDO Negros Occidental is geared towards the implementation of a
contextualized set of strategies and interventions as part of the Learning Recovery
and Continuity Plan which will focus on the three (3) key areas namely:
Learning Remediation and Intervention, Socio- Emotional Functioning, Mental
Health and Well-Being and Professional Development of teachers.
The BE-LRCP ensures that learning gaps are identified and addressed among all learners
especially on the most vulnerable or marginalized learners

3. RATIONALE
Therefore even COVID-19 hit the world and brings great chaos, challenges and
difficult situation that every human being experience, fear and confusion in adjusting
in the new situation. DO , s. 202 mandates the adoption of BE-LRCP. The Schools in
the Division of Negros Occidental pledge and commit to provide accessible, relevant
and quality basic education to every learner under the new normal
It is a must that education must continue by looking back and seeing the
best in the future and by helping each other. Stakeholders, teachers, and LGU must
go hand in hand to achieve such dream-TO EDUCATE CHILDREN IN THE MIDST
OF PANDEMIC.

4. INTRODUCTION

5. ENROLMENT DATA
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total
SY 2018-2019 28,358 29,785 24,030 26,453 27,814 30,854 33,283 200,577
SY 2019-2020 28,922 30,604 28,469 23,443 25,837 27,066 29,963 194,304
Transition rate
2019
108% 96% 98% 98% 97% 97% 98.67%
Increase/
Decrease
Increase Increase Increase Decrease Decrease Decrease Decrease Decrease
Sections 9 20 111 -75 -40 -76 -66 -116
Projection
SY 2020-2021 29,497 31,213 29,252 27,774 22,897 25,142 26,284 192,059
Increase/
Decrease
Increase Increase Increase Increase Decrease Decrease Decrease Decrease
Sections 10 15 20 108 -59 -38 -74 -18

6. ENROLMENT DATA
Grade 7 Grade 8 Grade 9 Grade 10 Total
SY 2018-2019 31,390 25,313 21,145 18,738 96,586
SY 2019-2020 29,847 29,748 23,529 19,704 102,828
Transition rate 2019 90% 95% 93% 93% 92.75%
Increase/Decrease Decrease Increase Increase Increase Increase
Sections -31 89 48 19 125
Projection
SY 2020-2021 26,870 28,286 27,651 21,926 104,732
Increase/Decrease Decrease Decrease Increase Increase Increase
Sections -60 -29 82 44 38

7. EFFECTIVE PRACTICES ON LEARNING RESOURCES
STRATEGIES INDICATORS PROGRAMS
Strengthen capacity building on
contextualization of learning resources in
coordination with HRTD (as needed)
Percentage of up skilled LRs
EPS and District Focal
Persons for Sped, IPed and
ALS on LR contextualization
Capability Building
Program
Ensure application of knowledge and skills on
contextualization of learning resources by the
LAs
Number of learning
resources related activities
conducted
Update contextualization matrix per learning
area per grade level
Number of updated
contextualization matrix per
learning area per grade level
Institutionalize M&E system on the utilization
of contextualization learning resources per
learning area per grade level
12 monitoring reports on the
utilization of contextualized
learning resources

8. EFFECTIVE PRACTICES ON LEARNING RESOURCES
STRATEGIES INDICATORS PROGRAMS
Ensure implementation of localized delivery
modes for effective learning:
Number of localized delivery
modalities for effective
learning implemented per
District
REP- Responsive Education
Programs: Interest programs
(SSES,STE,SPA,SPS,STVEP,SP
FL,SPJ,) and Farm School
Inclusive programs: MEP
IPED,SPED,ALS,OHSP
Continuous Capacity – Building of the
districts on the implementation of interest
and exclusive programs
Number of Districts
capacitated in the
implementation of interest
and inclusive programs
Map to identify Districts that are capable to
implement the interest and inclusive
programs
Number of Districts ready to
implement the interest and
inclusive programs
Capacitate newly mapped Districts in the
implementation the interest and inclusive
programs
No. of Districts retooled on
the implementation of
interest and inclusive
programs

9. LEARNING
OUTCOMES
ASSESSMENT

10. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR

11. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR

12. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR
Grade 1 Learners Reading Profiles (BoSY):

13. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR
Grade 2 Learners Reading Profiles (BoSY):

14. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR
Grade 3 Learners Reading Profiles (BoSY):

15. SDO NEGROS OCCIDENTAL:
END OF SCHOOL YEAR

16. SDO NEGROS OCCIDENTAL:
END OF SCHOOL YEAR

17. SDO NEGROS OCCIDENTAL:
END OF SCHOOL YEAR
Grade 1 Learners Reading Profiles (EoSY):

18. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR
Grade 2 Learners Reading Profiles (EoSY):

19. SDO NEGROS OCCIDENTAL:
BEGINNING OF SCHOOL YEAR
Grade 3 Learners Reading Profiles (EoSY):

20. Total Number of
School
Number of Schools
Implementing
Percentage
Elementary 481 354 73. 70
JHS 172 116 67.65
Total 653 470 71.98
Limited Face -to –Face Implementation

21. Teaching and Learning Strategies
1. Implement Project DECONGEST ( Division Enhancement and Contextualization Geared
to Ease and Support Teachers
2. Implementation of Area KO, Bata Mo Sagot Ko Program a provision of instructional
Literacy workers to identified areas with most number of Struggling learners paid by the
LGU
3. Implementation of Project MMK (Multi - Media Materials Kit) Provision of canned
instructional materials through flash drives/CDs
4. Implement TeaMATHIC – a Teaching Strategy an innovation focusing on the mastery of
fundamental skills in Mathematics through Team or Buddy system
5. Home – Based Tutorial – Activities for Kinder numeracy
6. KARITON ni MIRA a reading program to address literacy problem

22. Teaching and Learning Strategies
7. Implement ALPHA – BASA a program for beginning reading
8. Mobile Digital Theater A Reading intervention Little Free Pocket Library
9. Project REACH(Reading Enhancement Activities in Improving Academic Performance in
Grade 1
10. Read the Beat to Ease COVID a comprehension Obscured due to vocabulary Impeded
Development
11. Project Initiative Plan in Literacy (SIMPLI –TV,BASA MO GASA KO,PANUBLI
12. Implement Project RUNT ( Regional Unified Numeracy Test)

23. Teaching and Learning Strategies
13. Utilization of ABC plus Reading Materils
14. Implementation of Project TROMPA for ALS Learners
15. Implementation of Project BRIDGES (Building Resources for Instructional Development
Geared Towards Educational System
16. KARITON ni MIRA a reading program to address literacy problem
17. Implement Project RUNT ( Regional Unified Numeracy Test)
18. Implement Project CALM

24. 7. School Initiated LAS facilitate the flow of distance
learning instruction
8. Online learning repositories facilitate the development,
access and sharing of digital teaching materials and
aids.
9. Collaboration among the internal and external
stakeholders is a big factor in the schools endeavor in
carrying out activities in this challenging time
10. Designation of focal person per Barangay to cater
parents’ queries/difficulties facilitate learning at home
11. Sharing of expertise by our local developers contributed
to the prompt provision of learning materials.
12. Availability of learning space at home promote
effectiveness of distance learning modality
13. Regular M and E of the availability, distribution and
retrieval of modules ensure the access of the learner to
the modality.
14. Seasoned teachers influence Knowledge Skills and
Abilities (KSA) to others in promoting LASs and SLMs
effectiveness to learners.
1. Smooth distribution and retrieval of modules is
achieved with close coordination of Barangay/ City
stakeholders
2. 100% retrieval of modules is possible if parents are
incentivized.
3. Close coordination with parents on the learners
progress
4. SLMs and LAs should pass through the Division LRMDS
and read by the teachers themselves before
distribution to the learners.
5. Advance preparation of School /Division initiated SLMs
in case there is delayed uploading from CO/RO
6. Public Private Partnership (PPP) is very necessary for
augmentation of printing equipment and materials

25. Issues Need for Recovery Initiatives
1. Teachers home visitation time is always cancelled due to conflict of other DepEd related
activities
2. Difficulty in reaching learners due to engagement to Child labor /pandemic
3. Communication problem between teachers and parents
4. Late submission of outputs
5.Hard to teach skills taught to modular instructions.
6. Poor numeracy and literacy rate specifically in Grades 1 to 3

26. Issues Need for Recovery Initiatives
7. Overlapping of Activities of Schools and Division
8. Absence of communications tracking strategies to monitor ALS passers
9. RA 11510 ALS ACT is silent in terms of fund allocation for ALS operations
10. Funding of ALS in LSB is disallowed
11. Home – School Distance
12. Learner – tablet ratio is below Planning Standard

27. Issues Need for Recovery Initiatives
13. Integration of CSE and Breastfeeding were not included in the M & E activities
14. No Division Lead Activities conducted on CSE
15.Unmastered Basic Facts of some Learners
16. Limited communication gadgets for online platforms
17. Internet connectivity problem
18. Reliability of outputs and results of performance tests

28. OPERATIONALIZATION

29. OPERATIONALIZATION
OF BE-LRCP FOR SY
2022-2023

30. SHORT TERM
INTERVENTIONS
Phase 1 includes the response to the
immediate challenges of COVID-19 and
lays the necessary foundation:

31. PHASE 1 (FY 2022)
SY 2021-2022 SUMMER
• Co-creation of an integrated concept of learning
spaces for the future;
• Review of programs and updating of situation
analysis;
• Formulation of enabling policies, standards,
processes, and systems;
• Ensure internet connectivity of all schools;
• Strengthen DepEd’s schools division capability on
assessment with focus on classroom-level
assessment;
• Strengthen or establish mechanisms on equity,
learner’s rights, and resilience;
• Capacity building on planning, education futures,
M&E, research, and technical assistance;
• Develop a legislative agenda to implement the
strategies identified in the BEDP; and
• Mid-term review and analysis of Phase 1 results to
inform refinements in BEDP strategies
with community-based partners, the
private sector, and cross-sector
government services for children, and
sustaining the Educ Forum as a national
multi-stakeholder platform;

32. PHASE 2 (FY 2023) SY
2022-2023
Long Term Interventions
Phase 2 focuses on sustaining and
evaluating programs:
• Continuation of programs and projects on
access, quality, equity, learner’s rights,
resilience, and Rights-Based Education;
• Operationalization of the strategies
initiated under the Education Futures
Programme;
• Maintenance and enhancement of existing
information systems;
• Evaluation of programs and projects;
• Impact Evaluation
• Development of new programs to address
emerging education issues and
opportunities; and
• End of Plan assessment and evaluation

33. DATA ANALYTICS
PROJECTED
ENROLMENT

34. Projected Enrollment
Grade Enrollment/
Baseline
Year 1 Year 2 Year 3
Kinder 27,483 28,033 28,583 29,133
Elem 165,473 168,782 172,091 175,400
JHS 119,825 122,222 124,619 127,016
SHS 38,142 38,905 39,688 40,431
ALS 7,798 7,954 8,110 8,266
SPED 775 791 807 823

35. TEACHING AND NON-TEACHING
PERSONNEL
Required Inventory Excess Need
Elementary 7,153 7,317 444 265
Junior High 4,373 3,680 12 761
Senior High 1,274 1,012 40 302
Total 12,800 12,009

36. Number of Classrooms
(Reference: NSBI 2019)
TOTAL NO. OF
CLASSROOMS
MAJOR
REPAIR
MINOR
REPAIR
GOOD
CONDITION
ON-
GOING
FOR DEMOLITION /
CONDEMNNATION
3,121 2,850 2,054 112 236 8373
Required Number of Classrooms
(References: EBEIS SY 2019-2020 and Ratio: (Kinder-1:50), (Grade 1 to 3-1:30), (Grade 4
to 6: 1:40) Needs Excess
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total
717 1,293 1,197 1,022 877 915 981 7,002 457 -1,828
Schools and Instructional Facilities

37. Division LRP Framework SAMPLE ONLY
ACCESS All school-age children,
out-of-school youth, and adults
accessed relevant basic learning
opportunities
EQUITY Disadvantaged school-age
children and youth, and adults benefited
from appropriate equity initiatives.
QUALITY Learners complete
K to 12 basic education,
having successfully attained
all learning standards that
equip them with the
necessary skills and
attributes to pursue their
chosen paths
RESILIENCY AND WELL-BEING
Learners are resilient, know their
rights, and have the life skills to
protect themselves and claim their
education-related rights from
DepEd and other duty bearers to
promote learners’ well-being, while
being aware of their responsibilities
as individuals and as members of
society.
ENABLING MECHANISM Modern, efficient, nimble, and resilient
governance and management processes

38. Communication Plan
Communication
Objective
Target Audience Activity /Channel Person Involved Time Frame
Budget
Source
Presentation of LRP
draft to SDO
PSDSs, PIDs Face-to-Face CID Chief, SDS, ASDS,
Admin, SGOD
June 15,
2022
None
Presentation of LRP
draft to PSDSs
PSDSs, PIDs Face-to-Face CID Chief, PSDSs, PIDs June 17,
2022
None
Presentation of LRP
draft to SHs
Elem and Secondary
School Heads
Face-to-Face Elem and Secondary
School Heads
June 20,
2022
None
Dissemination of
LRP to Stakeholders
LGUs, PTCA,SPG and SSG,
partners, Alumni
Face-to-Face LGUs, PTCA,SPG and
SSG, partners, Alumni
June 23,
2022
None

39. ENABLING
MECHANISM

40. Enabling
Mechanisms:
Governance
-Education leaders and managers practice participative, ethical, and inclusive
management processes
- All personnel are resilient, competent, and continuously improving
-Ideal learning environment and adequate learning resources for learners
improved
-Internal systems, and processes are efficient, responsive modern, and
continuously improving
- Key stakeholders actively collaborate to serve learners better
- Public and private education operate under a dynamic and responsive
complementarity framework

41. READINESS OF
SCHOOLS

42. Readiness of Schools
Grade Number of Schools Number of Schools Ready Percentage
Elem 481 481 100%
JHS 99 99 100%
SHS 83 83 100%
ALS 276 276 100%
SPED 44 44 100%
IPED 58 58 100%

43. LEARNERS
VACCINATION

44. Learners’ Vaccination
Grade Enrollment Number of Vaccinated Learners Percentage
Elementary
Junior High
School
Senior HS
ALS
SPED
IPED

45. TEACHING AND
NON-TEACHING
VACCINATION

46. Teaching and Non-Teaching Vaccination
Number of
Schools
Number of
Teaching and
Non-Personnel
Number of Vaccinated Teaching
and Non-Personnel
Percentage
580 12,298 11,988 97.48%

47. WAYS FORWARD
ON BOOSTER
VACCINATION
PROGRAM

48. Ways Forward on Booster Vaccination Program
1. Inventory of Personnel Booster Vaccination Status
2. Intensify advocacy campaign
3. Coordinate with the Rural Health Unit
4, Mobilize Division Health Personnel
5. Monitor the effectiveness of the advocacy campaign
6.Provide feedback and coordinate with the Division Medical Team and PSDSs as to
Non-availment of Booster vaccination of some personnel

49. LEARNING FACILITIES E.G. (CLASSROOMS,
SCHOOL CANTEEN, LIBRARY, COMPUTER
LABORATORY/E. CLASSROOM &
EQUIPMENT

50. SCHOOL FURNITURE
Total
Number of
Furniture
Required
Kinder
Modular
Table
Kinder
Chair
Arm
Chair
School
Desk
Other
Table
Other
Chair
DepEd New
Design
2-Seater
Table
& Chair
Needs
Excess
2,603 12,311 82,336 19,278 6,760 22,269 7,936 153,493

51. SCHOOL FURNITURE ANALYSIS
Public Secondary Schools
SCHOOL FURNITURE
Total
Number
of
Furniture
Required 130,826
Arm
Chair
School
Desk
Other
Table
Other
Chair
DepEd New Design
2-Seater Table
& Chair
Needs 28,764
Elem JHS SHS
Excess -11,394
91,260 912 2,863 12,285 543 3,095 2,498 113,456

52. I)CONTINGENCY PLAN (INFECTION
CONTROL STRATEGIES)

53. Contingency Plan (Infection Control Strategies)
1. Coordinate with the Local IATF Task Force
 Engaging parent and guardian on Home School arrangements including time or pick
up of their children
 Prepare needed resources (Health Supplies)
2. Collect informations to assist Health Authorities and the LGU in contact tracing,
designated Health personnel/Clinic Teacher
3. Contact Authorities, Other School Personnel and families – all concerns Stakeholders
must be well informed to avoid the possible transmission of virus, and to guide the
School Community in the necessary actions in case ther will be a need to transition th
Distance Learning Modality
Specific scenarios:
Scenario 1: Household member of a learner or a School Personnel shows symptom of
COVID -19 but has not been tested

54. Contingency Plan (Infection Control Strategies)
Scenario 2: Household member of a learner or a School Personnel
is a confirmed case of a COVID-19
Scenario 3: A Household member of a learner or a School Personnel is identified to be a
close contact with confirmed COVID-19 case
Scenario 4: A Household member of a learner or a School Personnel shows symptom
of COVID 19 but is not known to be in close contact with a confirmed case
Scenario 5:A Household member of a learner or a School Personnel shows symptom of
COVID 19 and is in close contact with a confirmed case
Scenario 6: A learner or a School personnel who has symptoms test negative for COVID
and is not known to be in close contact with confirmed case
Spositive for COVID

55. Contingency Plan (Infection Control Strategies)
Scenario 7: A learner or a School personnel who has symptoms test
negative in close contact with confirmed case
Scenario 8: A learner or a School personnel test positive for COVID
Scenario 9: There are confirmed cases of COVID outside the School
Scenario 10: There is a high resurgence of COVID in an adjacent Barangay
Scenario 11: There is a Resurgence of COVID-19 in a multiple Barangays in the
Municipality where the School is located
Spositive for COVID

56. TEACHER TRAINING

57. Teachers’ Trainings
1. Training on Strategies for Language Learning and Transition
:Improving Early Grade Literacy in School and at home
2. Training on Modular approach
3. Training on Supplementary Reading Materials
4. Training on Instructional Supersivor’s Professional Development
5. Training on the Development of Early Grades Reading Materials
 Decodable Bloom Hiligaynon
 Leveled Bloom Hiligaynon
 Sinugbuanong Binisaya Editing Guides
 Hiligaynon Editing Guides
 Evaluation of 80 Titles of Sinugbuanong Binisaya

58. Teachers’ Trainings
 Sinugbuanong Binisaya Bloom EGRAM’s Development
 Learning Resources Evaluators Training
6. Workshop Designing and Development of LM’s for Distance Learning
7 .Workshop Quality Assurance of LMs for distance leaning
8.Workshop of LR Supervisory & Monitoring Tool for Distance Learning
9. Workshop on Creative designing re photoshop illustration in design

59. WELLNESS PROGRAM (TEACHING AND
NON-TEACHING, AND LEARNERS)

61. PARENTS/GUARDIANS

62. Parents/Guardian
1. Served as Home Learning Partners/Facilitators
2. Provide support in the implementation of Schools’ PAPs
3. Participated in the Crafting of Schools’ Policies
4. Involvement in the Formulation of Schools’ SIP
5. Lead in the generation of voluntary resources in the Schools’
preparation for the opening of classes
6. Help in the campaign of Enrollment

63. PARTNERSHIP
/STAKEHOLDER
ENGAGEMENT

64. 1. Projects and foci Programs
2. USAID ABC+ (Numeracy and Literacy for
Kindergarten to Grade 3, Professional
Development of Teachers and School
Leaders and Systems to support Prof
Dev)
3. League of Provinces – LPP-LED Project
(Model of Leading Partnership and
Participation for Learning, Education and
Development (LPP-LED)
4. mEducation (Numeracy in Grade 4)
5. Cha-Ching (Financial Literacy in all
Grade levels)
6. Teach Phil (Teacher Professional
Development)
7. Radio Stations (Unified Radio
Broadcasting)
8. Project FREE (Flagships to Reach
Excellence in Education) Masteral and
Doctoral Studies in USLS, Bacolod City
for Teachers and School Heads
9. LGUs and Provincial School Board
10. NGOs
11. Private Individuals
12. Private Companies

65. UTILIZATION OF
FUND

66. 1,492,700.00
Procurement of Science and Mathematics Equipment (SME) Packages for
Public Junior and Senior High School for FY 2022
4,585,021.00
Procurement of Learning tools and Equipment (LTE) for Science,
Mathematics and Technical - Vocational Livelihood
Procurement of Learning tools and Equipment (LTE) for Science,
Mathematics and Technical - Vocational Livelihood
4,560,000.00 Clean-Up and Minor Repair for Schools affected by Tphoon Odette (Batch 3)
7,000.00 2021 National Science and Technology Fair (NSTF)
7,270,483.00
Provision of Learning Resources for the Quarter 4 of School Year-2021-2022
under the Basic Education Learning Continuity Plan (BE-LCP) to address the
unique needs of the Schools Divisions.

67. 324,571.00
To implement Disaster Preparedness and Response PPAs in the division, and
school level; as well as to support the initiatives of divisions on
DRRM/CCA/EE
277,200.00 Regional Convergence of Education Leaders (RCEL) on Feb 17-18, 2022
56,752.00
Conduct of Learning Sessions on the Rights of the Child pursuant to DepEd
Order No. 46, s. 2021.
49,940.00
Meals, transportation and health kits allowance for the orientation, ocular
inspection, and assessment day of participants in PISA 2022 main Survey.
50,318,508.00 Implementation of the School-Based Feeding Program (SBFP) for FY 2022

68. 2,390,855.00
Provision of Learning Resources for School Year-2021-2022 under the Basic
Education Learning Continuity Plan (BE-LCP). (May be used for the
replacement of damaged learning resources by Typhoon Odette and other
calamities) DM-OUCI-2022-029
9,358,246.00
Provision of Learning Resources for the Quarter 4 of School Year-2021-2022
under the Basic Education Learning Continuity Plan (BE-LCP) per Joint
Memorandum DM-CI-2022-029
600,000.00 Responsive Interventions for Schools Affected by Typhoon Odette.
8,200.00
Conduct of the National Consultative Conference for Regional ALS Focal
Persons and Other Field Officials.
300,000.00 Implementation of Indigenous Peoples Education (IPED) Program.
775,000.00
Allocation of Additional School MOOE for Public Elementary Schools for FY
2022.

69. 743,000.00
Allocation of Additional School MOOE for Public Junior High School for FY
2022.
341,000.00
Allocation of Additional School MOOE for Public Elementary Schools for FY
2022.
2,012,000.00
Allocation of Additional School MOOE for Public Senio High Schools for FY
2022
500,000.00
Implementation of the Progressive of Face-to-face Learning modality in
DepEd Public Junior High Schools.
200,000.00
Implementation of the Progressive of Face-to-face Learning modality in
DepEd Elementary Schools
50,000.00
Implementation of the Progressive of Face-to-face Learning modality in
DepEd Elementary Schools

70. 61,095,000.00 CY 2022 CASH ALLOWANCE
162,120.00
School-Based Feeding Program (SBFP) National Work-Conference for Fiscal
Year 2022
Conduct of School Validation for the Updating of the Naitonal School
Building Inventory (NSBI) for School Year 2021-2022
49,582,236.00
Provision for Learning Resources for Sy 2022-2023 under the Basic
Education Learning Continuity Plan (BE-LCP) to address SDOs Unique Needs
for Quarters 1, 2, and 3; and Development of video and radio
scripts/lessons, conversion of materials into accessible format and
development of interactive mateials for Quarters 1, 2, and 3, SY 2022-2023
50,480.00
Monitorting of Various Deped Computerization Program (DCP) Packages for
Regional an Schools Division Offices.

71. 130,000.00
Funds for the Conduct of Field Visit and Coordination Meeting to validate
the damages and nees of affected divisions and schools due to Typhoon
Odette.
210,000.00
Conduct of Field visit and coordination meeting to validate the damages
and needs of affected divisions and schools due to Typhoon Odette.
150,000.00
Implementation of the Progressive Expansion of Face-to-face Learning
modality in DepEd Public Junio High Schools.
450,000.00
Implementation of the Progressive Expansion of Face-to-face Learning
modality in DepEd Public Elementary Schools.
7,720.00
School-Based Feeding Program (SBFP) National Work-Conference for Fiscal
Year 2022. (Funds for the transportation and Incidental Expenses of
participants while attending the National Work-Conference (Batch 3) at
Cebu City on April 18-21, 2022).

72. 1,250,000.00 2022 HRD Programs Support Fund
218,400.00
Conduct of Coordination Meeting with Division Accountants and Budget
Officers on May 26-27, 2022.
650,000.00
Implementation of the Progressive Expansion of Face-to-face Learning
modality in DepEd Public Elementary Schools.
250,000.00
Implementation of the Progressive Expansion of Face-to-face Learning
modality in DepEd Public Junior High Schools.
60,000.00
Regional/Cluster Consultation and Monitoring Series on the Implementation
of Major BLSS Programs and Projects and Activities (PPA). (Funds for the
Conduct of field visit,
200,486,432.00

73. POOL OF
SUPPORT

74. Pillar Intermediate Outcomes Indicators Person-in-charge
Access All school-age children, out-of-school-youth,
and adults accessed relevant basic learning
opportunities
1. All five-year-old children attend school
2. All learners stay in school and finish key
stages
3. All learners transition to the next key stage
4. All out-of-school children and youth
participate and complete in formal or non-
formal basic education learning opportunities
Net Enrolment Rate
Completion Rate
School Leaver Rate
PSDS, PIDs,School
Heads, Teachers
Equity School-age children and youth, and adults in
situations of disadvantage benefited from
appropriate equity initiatives
1. All school-age children and youth, and adults
in situations of disadvantage are participating in
inclusive basic learning opportunities and
receiving appropriate quality education
Enrolment Rate of Marginalized
Learners, ALS, SPED, IPEd
Number of Schools with SPEd
Centers
Number of Schools with IPEd
Number of Community
Learning Centers
PSDS, PIDs,School
Heads, Teachers

75. Pillar Intermediate Outcomes Indicators Person-in-charge
Quality Learners complete K-12 basic education, having
successfully attained all learning standards that
equip them with the necessary skills and
attributes to pursue their chosen paths
1. Learners attain Stage 1 (K-Grade 3) learning
standards of fundamental reading & numeracy
skills
2. Learners attain Stage 2 (Grades 4-6) learning
standards in required literacy and numeracy
skills and apply 21st century skills to various
real-life situations
3. Learners attain Stage 3 (Grades 7-10)
learning standards of literacy numeracy skills
and apply 21st century skills to various real-life
situations
Science Proficiency Level
Reading Proficiency Level
Math Proficiency Level
PSDS, PIDs,School
Heads, Teachers

76. Pillar Intermediate Outcomes Indicators Person-in-charge
Resiliency and
Wellness
Learners are resilient and know their rights, and
have the life skills to protect themselves and
their rights
1. Learners are served by a department that
adheres to a rights-based education framework
at all levels
2. Learners are safe and protected, and can
protect themselves, from risks and impacts from
natural and humaninduced hazards
3. Learners have the basic physical, mental, and
emotional fortitude to cope with various
challenges in life and to manage risks
Client Satisfaction Survey
Reports on Bullying
Intake Forms for Abuse
children
Report on SBM WinS
DRRM Report
School based feeding program
Report
PSDS, PIDs,School
Heads, Teachers,
DRRM

77. Pillar Intermediate Outcomes Indicators Person-in-charge
Enabling
Mechanisms:
Governance
Education leaders and managers practice
participative, ethical, and inclusive management
processes
- All personnel are resilient, competent, and
continuously improving
-Ideal learning environment and adequate
learning resources for learners improved
-Internal systems, and processes are
efficient,responsive modern, and continuously
improving
-5- Key stakeholders actively collaborate to
serve learners better
M#6- Public and private education operate
under a dynamic and responsive
complementarity framework
DRRM Report
Report on Learning and
development
User-friendly learning portals
Stakeholders engagement
MOA/MOU of partnerships
OSDS, Admin,
SGOD,PSDS,
PIDs,School Heads,

78. CRÉDITOS: Esta plantilla de presentación fue creada por
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infografías e imágenes de Freepik
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