The document provides details on Imelda ES's School Learning Recovery and Continuity Plan (SLRCP) for the 2022-2023 school year. It includes information on enrollment numbers which dropped during the pandemic but are gradually increasing. It also outlines the methodology used to organize classes, deploy teachers, and develop the daily class schedule/programming to ensure curriculum delivery across key stages in compliance with Department of Education guidelines. Physical facility preparations are also addressed to support health and safety. Curriculum delivery plans specify which subjects will be taught and not taught at each grade level.

1. S
L
R
C
P
SCHOOL
LEARNING
CONTINUITY AND
RECOVERY
PLAN
IMELDA ES
DR. ROSELA Q. ABUDE
Principal III

2. S
L
R
C
P
Good fortune is what
happens when
opportunity meets with
planning.

3. A. Enrolment and Registration
The table reveals that as the there was huge enrollment drop
of 9.15% from 2019 – 2020 to 2020 – 2021 due to the to the
pandemic, the sharpest decline was evident to Kindergarten
which fall to 23.09% . However, due to the parents awareness
on vaccination, gradual increase of enrolment were noticeable
at the data from 0.30% to 2.60%

4. A. Enrolment and Registration
ACTIVITY OBJECTIVES STRATEGIES RESOURCE NEEDED TIMELINE
SUCCESS
INDICATORS
I. CALL FOR
REGISTRATION
Guide
learners,
parents,
guardians and
teachers in
the enrolment
procedures
*Posting of
enrolment
procedure and
requirements,
focal persons per
grade level and
schedules at
school website,
school fb
account, school
gate,
teletindahan
outlets and
barangay
Digital and printed
LESF
Schedule of focal
persons and
procedure
July 25 – August
22, 2022
Well – informed
learners, parents,
guardians and
teachers about
the enrolment
procedures.

5. A. Enrolment and Registration
ACTIVITY OBJECTIVES STRATEGIES RESOURCE NEEDED TIMELINE
SUCCESS
INDICATORS
II.
ENROLMENT /
REGISTRATION
Provide
enhance
enrolment
procedures
that are
reflected to
the current
health and
safety
situation.
*Assign enrolling
teachers as well as
ICT coordinators
per grade level, and
one (1) overall
enrolment focal
person
* Daily encoding of
enrolment per
grade level
*Posting of
enrolment update
at school FB page.
e-LESF
EBEIS SF9
Laptop
Organizational List
July 25 – August
22, 2022
Enhanced and
safe enrolment
process
100% of learners
enrolled are
included in the
checklist and
organization list
per grade level

6. A. Enrolment and Registration
ACTIVITY OBJECTIVES STRATEGIES RESOURCE NEEDED TIMELINE
SUCCESS
INDICATORS
III. LESF DATA
ELEMENTS
PROCESSING
*Assess LESF
for
completeness
and other
requirements
needed
*Encode
learners data
Assigned grade
level focal
persons and ICT
coordinators for
LESF encoding
e-LESF
Printed Enrolment
Form
July 25 – August
22, 2022
Well consolidated
and encoded LESF
Organization List /
List of enrolled
learners

7. B. 1 Class Organization
B. MANAGING SCHOOL’S DAILY
OPERATIONS
KEY STAGE 1
Key Stage 1 Total Enrolment
No. of Classes
Organized
Model A
(Dependent
Learners)
Model B
Kinder 574 24 24
Grade 1 574 16 30 544
Grade 2 438 13 30 408
Grade 3 634 15 60 574
TOTAL 2,220 68 120 1,526

8. B. 1 Class Organization
B. MANAGING SCHOOL’S DAILY
OPERATIONS
KEY STAGE 2
Key Stage 1 Total Enrolment
No. of Classes
Organized
Model A
(Dependent
Learners)
Model B
Grade 4 558 13 70 488
Grade 5 585 13 80 505
Grade 6 485 11 80 405
TOTAL 1,628 37 230 1,398

9. KINDER
Mrs. Rosalie D. Mallari
Self - Contained
Ms. Irish Lachica
Mrs. Michelle V. Ariola
Mrs. Ma. Lourdes P. Busa
Ms. Kristine Joyce Calibuyot
Ms. Sharmaine T. De Martin
Ms. Marilyn S. Espejo
Ms. Charlene May A. Sumalpong
Mrs. Ericka Joyce M. Tiu
Ms. Jessel C. Vero
TEACHERS LOADING SCHEME

10. GRADE 1
Ms. Charmaine Kristel C. Cruz
Self
-
Contained
Mrs. Jeraldine R. Francisco
Mrs. Rhodora C. De Vera
Mrs. Ma. Fercy D. Gebertas
Mrs. Ethel O. Almonicar
Mrs. Cherrylyn B. Ibanez
Mrs. Jocelyn T. Villas
GRADE 1
Mrs. Richie C. Gersanib
Self
-
Contained
Ms. Zilamae F. Aguyapa
Ms. Lea A. Abin
Mrs. Alita A. Abayon
Mrs. Haide D. Miras
Mrs. Jessica U. Alvearne
Mrs. Aisel S. Regalado
TEACHERS LOADING SCHEME

11. GRADE 2
Ms. Vehnea Mae M. Calibuyot
Self
-
Contained
Ms. Lesly E. Catandihan
Mrs. Armi B. Matutina
Ms. Jomalyn Q. Juatas
Mrs. Norma T. Agoncillo
Mrs. Gladys Guadayo
Ms. Grace P. Florentino
Ms. Patricia D. Ofalsa
GRADE 2
Mrs. Karen C. Lucas
Self
-
Contained
Mrs. Lea S. Mendez
Mrs. Nerissa M. Vicencio
Ms. Sonia V. Relano
Mrs. Catherine T. Mahusay
Mrs. Waynie S. Suniega
Ms. Aisa E. Nunez
TEACHERS LOADING SCHEME

12. GRADE 3
Ms. Annalou E. Ariola 6 subjects + Adviser
Mrs. Priscilla L. Aviles 8 subjects + Adviser
Mrs. Rebecca B. Colocado 6 subjects + Adviser
Mrs. Eleonor O. De Castro 8 subjects + Adviser
Mrs. Ma. Vicenta M. Dela Torre 8 subjects + Adviser
Ms. Princess Ann V. Duenas 6 subjects + Adviser
Mrs. Ma. Rosittes P. Escobanez 6 subjects + Adviser
Mrs. Lorraine N. Gozon 6 subjects + Adviser
GRADE 3
Mrs. Rhoda D. Ingreso 6 subjects + Adviser
Guidance Teacher
Mr. Benjamin B. Javier 8 subjects + Adviser
Mr. Alvin M. Lacuesta 8 MAPEH
Mrs. Joselyn F. Martinez 8 ESP
Mrs. Shiela Marie E. Putosa 6 subjects + Adviser
Mrs. Leticia M. Tatoy 8 subjects + Adviser
Mrs. Sherley A. Ybanez 6 subjects + Adviser
Mrs. Josephine M. Vasquez 8 subjects + Adviser
Mrs. Norma P. Zumaraga 8 subjects + Adviser
TEACHERS LOADING SCHEME

13. GRADE 4
Mr. Richard J. Espijon 5 AP + Adviser
Mrs. Floradelma D. Manahan 5 MAPEH + Adviser
Mrs. Jackelyn L. Maylas 5 Math + Adviser
Mrs. Erlinda L. Albelda 5 Science + Adviser
Mr. Roberto A. Conde 5 Filipino + Adviser
Mr. Lorenzo D. Julian 5 EPP + Adviser
Mrs. Belinda G. Celino 6 AP
Mrs. Amy M. Tungcol 5 English + Adviser
Ms. Remedios P. Santos 5 Science + Adviser
GRADE 4
Mrs. Maria Richelda V. Valladores 5 Math + Adviser
Ms. Juvy M. Adriano 5 MAPEH + Adviser
Mrs. Rosalinda T. Gariando 6 Filipino
Mrs. Joebelyn T. Evardone 5 English + Adviser
Mrs. Princess P. Bautista 3 MAPEH, 2 ESP +
adviser
Mrs. Rosechell R. Macote 3 Science + 3
English
Mr. Butch Dollison 3 MAPEH + 2
Filipino + 1 ESP
Mrs. Amalia G. Cabacang 5 ESP + 2 EPP
Mr. Emmanuel R. Biason 2 AP + 4 ESP +
Teacher Clerk
Mrs. Carmencita L. Cereno 5 EPP + Adviser
TEACHERS LOADING SCHEME

14. GRADE 5
Ma. Teresa C. Tabia 5 AP + Adviser
Odelia I. Samonte 5 Science + Adviser
Helen A. Sumalpong 5 EPP + Adviser
Jenalyn C. Martin 5 Filipino + Adviser
Azucena M. Raquel 5 Math + Adviser
Melody F. Pastolero 5 MAPEH + Adviser
Patricia P. Ofalsa 3 AP, 3 ESP + Adviser
Daniela S. Boco 3 EPP, 3 ESP + Adviser
Mark Julius M. Danes 5 Filipino + Adviser
Richel G. Acebuchi 5 Science + Adviser
GRADE 5
Basilio M. Deuna Jr. 5 EPP + Adviser
Jasmin A. Rodolfo 5 AP + Adviser
Vivian G. Tambor 5 Math + Adviser
Edzel R. Paniza 5 English +
Disbursing Officer
Precy N. Cortezano 3 Filipino, 2 ESP +
Guidance Teacher
Sheila Marie E. Putosa 3 Math, 2 English +
SBM Coordinator
John E. Sulat 4 MAPEH, 1
Science + Librarian
Mary Hershey B. Colo 3 English, 2 Science
Violeta G. Elma 3 English, 3 ESP
Jochebed Llegue 4 MAPEH, 2 ESP
TEACHERS LOADING SCHEME

15. TEACHERS LOADING SCHEME
GRADE 6
Mrs. Loreta L. Lal 4 English + 2 ESP + Adviser
Mr. Rogelio C. Lacuesta 5 Math + 1 ESP + Adviser
Dr. Glecerine C. Blancaflor 4 English + 2 ESP + Adviser
Ms. Jalmelyn A. Marucot 4 Science + 2 ESP +
Adviser (Grade Leader)
Mr. Arturo C. Sogale, Jr. 5 Science + SDRRM +
Adviser
Mrs. Marissa G. Valladores 6 Filipino + Adviser
Mrs. Aniway P. Barro 6 MAPEH + Adviser
Mrs. Imelda T. Jalos 6 Filipino + Adviser
Mrs. Sarah G. Cebrian 4 English + 2 ESP + Adviser
GRADE 6
Mr. Jordan L. Valladores 5 Math+ 1ESP +
Adviser
Mr. Juan Paolo S. Mejia 2 Math + 2 TLE +
Adviser + ICT Coor
Mr. Gilmer B. Gamilo 6 AP + Adviser
Mrs. Maida E. Esleta 3 Science + 1 ESP +
BEIS + ICT Coor
Mrs. Joselyn C. Sanopo
4 TLE + SBFP Coor
Mr. Allan L. Valladores 4 TLE + Property
Custodian
Ms. Emire M. Paredes 6 MAPEH
Mrs. Emma E. Navarro 6 AP

16. TEACHER LOADING SCHEME
This school year, teacher's loading schemes were
adjusted, as to the available teachers per grade
level. As to Grade 3, it is decided 6 – 8 loads per
teacher plus advisory class. Since there are two
(2) free teachers were available. Same with other
grade levels. Deployment of teachers from one
grade level to another grade level who urgently
needed additional.

17. B. 2 Methodology In The Preparation Of The School's Daily Operations
B. MANAGING SCHOOL’S DAILY
OPERATIONS
ACTIVITY STRATEGIES RESOUR
CES
NEEDED
TIMELINE EXPECTED
OUTPUT
Class
Organization
*Early registration was conducted to
identify the number of expected
enrollees for the next school year.
*Enrollment period begins on July 25,
2022.
*Using the template given by the SDO -
Malabon City, the school administrators
were able to determine the number of
classes that can be organized for the
next school year.
*Laptop July 25 - August
22, 2022
*Class List

18. B. 2 Methodology In The Preparation Of The School's Daily Operations
B. MANAGING SCHOOL’S DAILY
OPERATIONS
ACTIVITY STRATEGIES RESOURCES
NEEDED
TIMELIN
E
EXPECTED
OUTPUT
Teacher
Deployment &
Workload
Assessment
*The CID unit of the Schools Division Office - Malabon
City conducted a meeting / workshop for the crafting of
teachers' schedules and their respective teaching loads.
*Following the meeting / workshop given by the SDO -
Malabon City CID Unit, the school administrators carried
out a meeting and planning for the upcoming school year.
*Using the template given, the school administrators were
able to determine the number of teachers that will suffice
the demands of the on going enrollment count.
*In line with this, classroom availability was also checked.
*Laptop July 25 -
August 12,
2022
*Well - designed /
organized class
program
*Classroom
Improvements
designed for the
needs of the
learners
*Proper and equal
teaching load
distribution

19. B. 2 Methodology In The Preparation Of The School's Daily Operations
B. MANAGING SCHOOL’S DAILY
OPERATIONS
ACTIVITY STRATEGIES RESOUR
CES
NEEDED
TIMELINE EXPECTED
OUTPUT
Class
Programming
The Schools Division Office - Malabon City has
decided upon the unified time for learners to go
to school which is 6:30 AM for the morning shift
and 12:00 PM for the afternoon shift.
*Strictly follow the specified time allotment per
subject which is Forty (40) minutes per subject
except for ESP which is thirty (30) minutes and
shall start at 6:30 AM and will end at 11:30 AM.
*Two (2) days in, three (3) days out scheme will
be followed for independent learners. All classes
organized will have independent learners.
*Laptop July 25, 2022 -
August 12, 2022
*Well - prepared
class program

20. B. 2 Methodology In The Preparation Of The School's Daily Operations
B. MANAGING SCHOOL’S DAILY
OPERATIONS
ACTIVITY STRATEGIES RESOURC
ES
NEEDED,
TIMELINE EXPECTED
OUTPUT
Physical
Facilities
Procure materials and equipment (noncontact
thermometer, alcohol dispenser, facemask,
disinfectant spray) needed for the security and
safety of learners, parents, teaching, and non-
teaching personnel of the school.
Setting – up isolation area and preparation of
ancillary rooms such as Clinic, canteen,
library, and computer lab.
Clearing of the school ground.
Preparation of classroom (chairs, bulletin
boards, IEC Materials, ventilation, and
*Laptop July 25, 2022 -
August 12, 2022
*Well - prepared
class program

21. C.1 Curriculum Management and Delivery
C. CURRICULUM MANAGEMENT AND
DELIVERY
KEY STAGE
ENGLISH FILIPINO MATH SCIENCE
TAUGHT NOT TAUGHT TAUGHT NOT TAUGHT TAUGHT NOT TAUGHT TAUGHT NOT TAUGHT
K All All 0 All 0 All
1 6 0 48 0 132 0
2 34 0 37 0 147 0
3 49 0 55 0 151 0 20 0
4 0 102 0 157 0 23 0
5 40 0 57 0 159 0 21 0
6 27 0 51 0 160 0 16 0

22. C.1 Curriculum Management and Delivery
C. CURRICULUM MANAGEMENT AND
DELIVERY
KEY
STAGE
A.P. MAPEH EPP ESP
TAUGHT
NOT
TAUGHT
MUSIC
TAUGHT
ARTS
TAUGHT
P.E.
TAUGHT
HEALTH
TAUGHT
TAUGHT
NOT
TAUGHT
TAUGHT
NOT
TAUGHT
K All 0 All All All
1 27 0 21 19 15 28 17 0
2 29 0 18 21 16 21 22 0
3 32 0 20 31 15 33 18 0
4 29 0 24 28 15 24 50 0 40 0
5 32 0 23 31 15 30 48 0 24 0
6 32 0 20 35 15 22 78 0 12 0

23. C. 2 Assuring The Proper Implementation of Curriculum Design
C. CURRICULUM MANAGEMENT AND
DELIVERY
CHALLENGES ACTION TAKEN REMARKS
Weak in basic fundamental operations Adopt the Back to Basic (B2B) program in every
grade level
Time constraint and limited activities Integration of other learning areas / most relevant
activities were applied
Necessary revision/ review in
parts of curriculum must be done
- Learners had difficulty in understanding the English
language.
- We found it difficult to discuss online and during
consultation period since we didn’t know if our
were really listening to us.
- Learners had a lot of assignments from different
subjects to attend to which caused them to be
exhausted and not to pay attention to the lesson.
-Some of the learners had no gadgets and internet to
use.
-Some of the learners had no copy of the modules
because they didn’t get them during the assigned
issuance of modules.
- Remediation
(Teachers had to explain in Filipino language for the
learners to understand)
-Called out parent’s meeting
- Teachers from different subjects minimized in
giving assignments to answer in the module.
-Teachers gave additional worksheets especially for
those who have no gadgets and internet to use.
- Teachers had to call out parents of pupils to get
their modules.
-Teachers need to ensure effective
use of teaching resources to
enhance maximum learning
learners.
Teaching process also plays a
significant role which is the vehicle
for active learning, where teachers
can reflect on their beliefs while
applying new knowledge to the
classroom.

24. D. 1 Learning Modality
BLENDED LEARNING MODALITY
D. LEARNING MODALITY AND
METHODOLOGY
LEARNING MODEL A
(2 DAYS IN-CLASS; 3 – DAYS OUT-CLASS
LEARNING MODEL B
REGULAR 5 DAYS IN-CLASS FACE-TO-FACE
LEARNING
Face-to-Face + Modular
Printed/Digitized Distance Learning
(for Independent Learners)
(for Dependent Learners)

25. D. 1 Learning Modality
LEARNING MODEL A: 2 days In-Class and 3 days Out-class
(Face to Face + Modular Digitalized / Printed Distance Learning)
D. LEARNING MODALITY AND
METHODOLOGY
Learner Eligibility:
• Independent Learners
• Parents or guardians can
serve as Home Learning
Facilitator (optional)
Note:
Learners standard class size
e.g. Grade 3 – max. 35 learners
Set A: 17 Set B: 18
(Ref. DepEd HROD Memo 2022-0635)
Technical Requirement:
• No. of available instructional
rooms
• Teacher Deployment per
requirement
• Class Schedule with Home
Learning Plan, other details
• Availability of Learning
Resources especially the
Digitized/Printed materials

26. D. 1 Learning Modality
LEARNING MODEL B: Regular 5 Days Face to Face Classes
D. LEARNING MODALITY AND
METHODOLOGY
Learner Eligibility:
• Dependent Learners
Note:
Learners standard class size
e.g. Grade 3 – max. 35 learners
(Ref. DepEd HROD Memo 2022-0635)
Technical Requirement:
• No. of available
instructional rooms
• Teacher Deployment per
requirement
• Class Schedule with Home
Learning Plan, other details
• Availability of Learning
Resources especially the
Printed materials

27. D. 2 Methodology In The Assuring Proper Implementation Of Learning
Modality
D. LEARNING MODALITY AND
METHODOLOGY
ACTIVITY STRATEGIES
RESOURCES
NEEDED
TIMELINE EXPECTED OUTPUT
I. Class
Organization
*Early registration was conducted to
identify the number of expected
enrollees for the next school year.
*Enrollment period begins on July 25,
2022.
*Using the template given by the
Central Office, the school administrators
were able to determine the number of
classes that can be organized for the
next school year.
*Laptop
July 25 - August
22, 2022
*Class List

28. D. 2 Methodology In The Assuring Proper Implementation Of Learning
Modality
D. LEARNING MODALITY AND
METHODOLOGY
ACTIVITY STRATEGIES
RESOURCES
NEEDED
TIMELINE EXPECTED OUTPUT
II. Teacher
Deployment &
Workload
Assessment
*The CID unit of the Schools Division Office -
Malabon City conducted a meeting / workshop for
the crafting of teachers' schedules and their
respective teaching loads.
*Following the meeting / workshop given by the
SDO - Malabon City CID Unit, the school
administrators carried out a meeting and planning
for the upcoming school year.
*Using the template given, the school
administrators were able to determine the number
of teachers that will suffice the demands of the on
going enrollment count.
*In line with this, classroom availability was also
checked.
*Laptop
July 25 - August 12,
2022
*Well - designed / organized
class program
*Classroom Improvements
designed for the needs of the
learners
*Proper and equal teaching
load distribution

29. D. 2 Methodology In The Assuring Proper Implementation Of Learning
Modality
D. LEARNING MODALITY AND
METHODOLOGY
ACTIVITY STRATEGIES
RESOURCES
NEEDED
TIMELINE EXPECTED OUTPUT
III. Class
Programming
*The Schools Division Office - Malabon City
has decided upon the unified time for
learners to go to school which is 6:30 AM for
the morning shift and 12:00 PM for the
afternoon shift.
*Strictly follow the specified time allotment
per subject which is Forty (40) minutes per
subject except for ESP which is thirty (30)
minutes and shall start at 6:30 AM and will
end at 11:30 AM.
*Two (2) days in, three (3) days out scheme
will be followed for independent learners. All
classes organized will have independent
learners.
*Laptop
July 25, 2022 -
August 12, 2022
*Well - prepared class
program
SF 7
Form 29
Form 30

30. D. 2 Methodology In The Assuring Proper Implementation Of Learning
Modality
D. LEARNING MODALITY AND
METHODOLOGY
ACTIVITY STRATEGIES
RESOURCES
NEEDED
TIMELINE EXPECTED OUTPUT
IV.
Procedure
in the
Remedial
Class
*Profiling of Learners.
Learners who will undergo
remedial classes will be
properly oriented and their
progress will be strictly
monitored.
*Communication with
Parents/Guardians. There will
be a directory of learners with
active contact numbers of their
parents/guardians for
reference.
*Laptop
Year -
Round
*Improved grades
of learners who
underwent the
remedial class

31. E. 1 Learning Resources
3,500
372
E. LEARNING RESOURCES AND
METHODOLOGY
There was a significant
increase as to enrolment in Kinder,
Grade 1, Grade 3, Grade 4, & Grade
5. Therefore, additional USB – OTG
were requested to augment the
increase of enrolment.
The inventory of modules
on hand is enough for the sections
created. If in case the modules are
not enough, the school provided
printed for the learners.
K – 670
1 – 3,661
2 – 4,181
3 – 3,913
4 – 3,913
5 – 5,079
6 – 3,138

32. E.2 Methodology In The Provision of Learning Resources/Materials
E. LEARNING RESOURCES AND
METHODOLOGY
ACTIVITY STRATEGIES TIMELINE CHALLENGES ACTION TAKEN
I. Conduct of
Inventory of LR
Learning resources like modules, OTG,
and tablets with peripherals are
inspected and checked by the advisers
during the scheduled retrieval.
Afterward, the advisers returned the
collected learning resources to the
property custodian. Then the property
custodian counterchecked his record.
July - August
2022
Missing modules Parents paid for the lost modules.
Unreturned modules/OTGs Teachers called/texted students
and parents who were unable to
return the LRs on the scheduled
date of retrieval
Students report cards are on hold
if they fail to return LRs lent to
them
Defective tablets/lost peripherals
The advisers asked parents to fix it
first before retrieving the tablet.
Parents replaced lost peripherals.
The school staff and teacher-volunteers
sorted the learning resources with the
custodian and recorded the number of
on-hand materials.
For indigent parents, they submit
letter stating their incapability of
paying the repair.
Stolen tablets Parent provides police or barangay
report to the custodian.
Lost tablets Parents replaced the tablets and
its peripherals

33. E.2 Methodology In The Provision of Learning Resources/Materials
E. LEARNING RESOURCES AND
METHODOLOGY
ACTIVITY STRATEGIES TIMELINE CHALLENGES ACTION TAKEN
II. Interventions to
address the lack of
learning
resources/materials
Use of modules/SLMs developed
by the Division Office
August 2022 -
June 2023
Some lessons in the DO-
developed are not parallel with
the CO-developed modules.
The DO-developed modules can
be used as a reference with the
guidance of their teachers.
Issue and use available textbooks Some lessons in the textbook
are not parallel with the MELCs.
Textbooks can be used as a
reference with the guidance of
their teachers.
Provide a soft copy of the modules
and other learning materials online
or saving into the OTG issued to
them
Some students have limited
resources like smartphones,
tablets, and laptops.
Students with limited resources
will be given priority in the
issuance of the tablets.
Use of teacher-made SLMs,
activities, and other learning
materials (maybe distributed in
hard or soft copies)
Printing of teacher-made
activities
The school may photocopy the
teacher-made activities.
Use of teacher-made videos or
videos available online to deepen
knowledge of students
Students cannot watch the
videos due to limited data or no
internet connection at home.
Teachers and students may use
computer laboratories to access
the videos.

34. For the school year 2021-2022, we encountered a lot of
learning experiences such as: Our school was able to provide a
safe, and relevant learning environment for the limited f2f
classes.
Academically, teachers were challenged to develop
lessons that helped our learners to enhance their Critical
Thinking and effective Communication. Teachers were
supportive, demonstrated self-reliance, and productive
collaboration. We were also able to practice perseverance.
And lastly, we were able to engage our stakeholders to
help and support our school.
F. LEARNING EXPERIENCE

35. F. LEARNING EXPERIENCE
INDICATORS Learning Modality
Implemented
Challenges Encountered Learning Insights Lessons Learned Best Practices Interventions
Instructional
Design
Blended Learning
instructional model
or a mixture of
face-to-face and
online teaching
and learning by
doing interactive
activities and
using modules for
self-directed
learning.
Shared challenges in
utilizing blended learning
design are an internet
connection and uneven
access to technology and
monitoring the learners
learning experiences.
Teachers' focus of priority
is on synchronous and
asynchronous instruction.
Also to ensure the strict
implementation of a safe
and secure learning
environment for the
learners in face-to-face
instructions.
Established on the
observed and
encountered
strengths and
weaknesses of
blended learning,
students were also
discovered to be
engaged, stimulated,
and motivated to
learn on their own
pace because they
were allow to have
access to materials
online while
emerging other
instructional
applications.
As an educator,
the value of having
resources for
blended learning
and prioritizing
active teaching
and learning
process to produce
pro-active learning
opportunities
should promote
fairness, respect
and care to
encourage
learning and
establish a safe
and secure
learning
environment to
enhance learning.
1. Establish Outcome-based
results and time frames for the
programs and projects under
the blended learning delivery
modality
2. Set schedules to collate the
materials and answer sheets
3. Map the class schedule for
the online classes and face-to-
face classes
4. Design interactive learning
activities in teaching and
learning activities
5. Set clear and friendly
reminders to emphasize the
establishment of a safe and
secure learning environment
to enhance learning
1. Project DARE
(Daily Activities
for Reading
Exercises)
2. Utilization of
Project LETRA
3. Remedial
Reading

36. F. LEARNING EXPERIENCE
INDICATORS Learning Modality
Implemented
Challenges
Encountered
Learning Insights Lessons Learned Best Practices Interventions
Pedagogical
Approaches
The school adopt
the following
pedagogical
approaches for
blended learning
to develop
students' creative
and analytical
thinking skills:
Knowledge and
Content,
Integrative,
Collaborative
learning, Inquiry-
based learning,
and outcome-
based learning
Lack of social
interaction in online
classes and crisis in
the transition from
online classes to
face-to-face classes
in terms of engaging
learners to a
meaningful
interactions and the
new normal
influences on the
strategies and
techniques and
classroom
management to
continue the
utilization of effective
pedagogical
approaches
As we know pedagogy
refers to the method and
practices of a teacher,
and their teaching style
based on the different
teaching and learning
theories. The important
part of this is to
strengthen and sustain
the utilization of different
teaching and learning
pedagogies adapted and
adjusted to the needs of
the learners to ensure
quality in providing basic
education.
The transition between
the distance learning
through modular
online/offline classes to
extended face-to-face
classes in terms of
utilizing pedagogical
approaches is indeed
challenging but with the
utmost eagerness and
effort to sustain quality
education using
innovations and finding
solution in the collective
concern of teaching and
learning process.
1. Plan and prepare the
learning plan and how
to carry out the activities
activities to support
learning understanding,
participation,
engagement, and
achievement
2. Provide diverse
pedagogical
approaches in
the teaching and
learning process
3. Maintain balance in
the relationship
between teaching
strategies and learning
style
1. The utilization
of different
game-based
applications in
teaching and
learning
processes
2. the application
of educational
apps and
websites for
online learning

37. F. LEARNING EXPERIENCE
INDICATORS Learning Modality
Implemented
Challenges
Encountered
Learning Insights Lessons Learned Best Practices Interventions
Assessment
Practices
Implemented
online/offline and
modular distance
assessments
correspond to the
fundamental aspect
of teaching
instructions tools.
While the face-to-
face classes utilized
printed teacher-made
made assessment
tools in formative
and summative
assessment while
selected learners
used online-based
assessment.
Uneven access to
technology and
internet connection
connection to use
google Forms and
other applications
for electronic
assessments.
Difficulty in guiding
guiding the
learners in
directions and
instructions.
As an educator, it is
perceived that
assessment is the basis
be informed in the
development of the
learners and their
mastery level. We can
employ a variety of tools
to evaluate, measure,
record the learning
growth and needs. This is
also proof that the
pandemic did not hinder
the teachers to find
solutions to the most
important aspect of the
teaching and learning
process.
We have learned that the
utilization of different
platforms for the
administration of
assessment is very
favorable in blended
learning modalities. It
helps to give fair and
accessible assessment
our learners at any place
and time considering
their comfort and
welfare.
1. Use of varied
platforms to administer
assessment 2.
Self-paced formative
assessment
1. The
utilization of
different
game-based
applications
in teaching
and learning
processes
2. the
application
of
educational
apps and
websites for
online
learning

38. F. LEARNING EXPERIENCE
INDICATORS Learning Modality
Implemented
Challenges
Encountered
Learning Insights Lessons Learned Best Practices Interventions
Addressing
Equity and
Inclusivity
The integration of topics
or lessons and
modification in the
activities that would
address the equity and
inclusivity in the teaching
and learning practices
should be responsive to
the learner’s needs and
must be delivered
appropriately through the
the planning and
preparation of
instructional materials
and interventions were
prioritized by the school.
Due to the difficulty to
to foster a sense of
belonging and
establishing equity,
and inclusivity to
distance or remote
learning and in the
virtual learning
environment, specific
tasks could be very
challenging to digest.
In equitable and
inclusive education
during this blended
learning was not an
easy task to the
educational institution.
We faced those
challenges specially in
the online learning to
foster and establish
inclusivity and equity
however it is our main
goal and task to
provide equal
opportunity and we are
mandated that NO One
One should left behind.
It is essential to promote
promote and maintain
learning environments
that promote fairness,
respect, and care to
encourage learning and
apply a range of
successful strategies
that design, adapt, and
implement teaching
strategies to address
the needs of learners
and respond to learners
differences in terms of
origin, intellectual ability
and interest based on
the RPMS Indicators
1. Utilization of
different projects
projects and
programs to
reach our
learners who
were left behind
2. Administration
of Research to
have accurate
data on the
learners’ status
3. Be flexible and
Open to
individual
differences
4. Be Proactive
1. Project
SHINE
(Share, Help
And Inspire
New
Educators)
2. Master
Teachers
Action
Research

39. G. 1 Regional LAMP Mid-Year Assessment Results
G. LEARNING OUTCOMES
As shown in the table, during the
Grade 6 Mid – Year Assessment Results
that ESP subject got 100.00% Mastery
Level. Followed by Science with 81.67%,
English with 79.17%, Filipino with 71.67%,
A.P. with 68. 89% and Math with 66.39%.
SUBJECT AREA MASTERY LEVEL
ENGLISH 79.17%
MATH 66.39%
A.P. 68.89%
FILIPINO 71.67%
SCIENCE 81.67%
ESP 100.00%

40. G.2 Division Mid-Year Assessment Results
G. LEARNING OUTCOMES
GRADE
LEVEL
MEAN
MASTERY
LEVEL
SD
1 36.09 97.53 2.45
2 33.08 87.06 3.86
3 29.05 90.79 3.06
4 44.71 91.24 2.81
5 41.07 73.33 10.57
6 42.89 72.69 6.58
AVE 37.82 85.44 4.89
As revealed in the table,
Grade 1 learners with Mastery Level
of 97.53% with the mean of 36.09
out of 37 items. Followed by
Closely Approximating Mastery by
the following grade levels: Grade 4
with of 91.24%, Grade 3 with
90.79%, and Grade 2 with 87.06%.
Moving Towards Mastery were the
level of Grade 5 with 73.33% and
Grade 6 with 72.69%.
Overall, the school mastery
level of 85.44% which is under
Closely Approximating Mastery.

41. G.3 School-based Summative Results (1st – 4th Quarter)
G. LEARNING OUTCOMES
GRADE
LEVEL
ENGLISH FILIPINO MATH SCIENCE
1st 2nD 3RD 4TH 1st 2nD 3RD 4TH 1st 2nD 3RD 4TH 1st 2nD 3RD 4TH
1 83 82 79 79 81 83 90 84 84 79
2 88 91 91 91 78 80 81 83 85 85 87 86
3 83 85 89 90 82 81 84 83 83 84 84 84 85 84 85 84
4 82 82 92 88 80 84 84 85 49 49 71 48 84 83 84 84
5 84 88 88 89 81 83 83 86 74 74 74 74 87 86 86 87
6 82 81 82 84 83 83 84 86 81 81 83 81 86 83 88 89
The table revealed that the school – based summative rest for each subject area gathered 75%
mastery level from 1st to 4th quarter. Intervention in between each quarter were conducted by the subject
teachers / adviser. Learners who cannot cope up with the lessons were follow – up via text messages,
messenger, online consultation and home visitation. Additional activities and exercises were given to
advanced learners as their enhancement activities

42. G.3 School-based Summative Results (1st – 4th Quarter)
G. LEARNING OUTCOMES
GRADE
LEVEL
EPP MAPEH AP ESP
1st 2nD 3RD 4TH 1st 2nD 3RD 4TH 1st 2nD 3RD 4TH 1st 2nD 3RD 4TH
1 82 85 88 92 84 87 85 84 85 85 86 86
2 86 86 89 91 85 86 86 85 84 85 85 86
3 85 86 88 88 84 85 85 85 85 85 85 86
4 83 83 83 83 86 87 90 90 84 86 85 86 84 84 86 86
5 86 86 86 86 85 88 89 90 85 85 86 86 85 84 84 85
6 89 89 89 89 86 88 94 95 85 85 84 86 85 86 86 86
The table revealed that the school – based summative rest for each subject area gathered 75%
mastery level from 1st to 4th quarter. Intervention in between each quarter were conducted by the subject
teachers / adviser. Learners who cannot cope up with the lessons were follow – up via text messages,
messenger, online consultation and home visitation. Additional activities and exercises were given to
advanced learners as their enhancement activities

43. G.4 School-based Literacy Assessment Results (Filipino, English)
G. LEARNING OUTCOMES
GRADE
LEVEL
FILIPINO
Full
Refresher
Moderate
Refresher
Light
Refresher
Grade
Ready
1 163 61 46 161
2 173 76 57 229
3 63 25 58 407
The table revealed on the
Filipino reading assessment that 797
out of 1, 519 or 52.47% from Grade 1
– 3 learners are Grade Ready. While
399 or 26.27% belongs to full
refresher which consist of
dependent learners to be handled
by the Master Teachers. On the
other hand, 162 or 10.66% belongs
to Moderate refresher and 10.60%
are light refresher

44. G.4 School-based Literacy Assessment Results (Filipino, English)
G. LEARNING OUTCOMES
GRADE
LEVEL
ENGLISH
Full
Refresher
Moderate
Refresher
Light
Refresher
Grade
Ready
3 63 25 58 407
As revealed in the table, the result of Assessment for English in Grade 3 learners under
Grade Ready is 407 or 73.60%. Followed by Full Refresher with 63 or 11.39%, Light Refresher with
58 or 10.49% and Moderate Refresher with 25 or 4.52%.
Overall, the school has 2 section under Model A Class which consist of dependent learners
to be handled by the Master Teachers under Grade 3 level.

45. G.5 School-based Numeracy Assessment Results
G. LEARNING OUTCOMES
RATING OF NUMERACY SKILL
Numeracy Skill
POST TEST
Rating Skill Level
Knowing and understanding 71.00 NMS
Computing and solving 73.00 NMS
Estimating 69.00 NMS
Visualizing and Modelling 54.14 NMS
Representing and
Communicating
68.00 NMS
Conjecturing and Reasoning 70.00 NMS
Proving and Decision
Making
58.50 NMS
Applying and Connecting 78.67 A
Male 66.25
Female 66.92
TOTAL 66.47 Needs Major Support
As revealed in the table, only
Numeracy Skills under applying and
connection got 78.76% which interpreted
as Anchoring, then the rest of the result
of Numeracy Skills falls under Needs
Major Support.
Overall, the school rating is
66.47% which is under Needs Major
Support.

46. G.6 Proposed Assessment Interventions
G. LEARNING OUTCOMES
DATA from CRLA
Beginning of SY
Out of 1,519 learners
assessed
Profile Description Learning Losses
(Based on MELCs)
Proposed Intervention Programs From
SY 2022-23 onwards
399 or 26% were under
Full Refresher
Learners under FULL
REFRESHER need
direct instruction on G1
and G2 phonics patterns
They scored 0 in the
Beginning of SY.
The following MELCs from
Grade 1 to 3 which the learner
needs to go back to:
 Read the alphabets of
English and associate to
phonemes
 Spell high-frequency words
with short a, e, i, o and u
sound in CVC pattern
 Read words with short e, a,
i, o, and u sound in CVC
pattern
Intensify Project DARE (Daily Activities on
Reading Exercises)
Maximize the used of Project LETRA
Conducted remedial reading session
focused of alphabets and phonemes.
Intensive reading skills enhancement in the
classroom.
Monitoring progress via reports from HLPS
and advisers throughout the quarters with
CRLA profiling three times a year.

47. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
We will implement the
standard prevention prot
ocols prescribed by the
DOH and IATF, and add
measures particul
arly adapted to school se
ttings.
Health standards
while in school
premises
The travel of students to an
d from school can be an oc
casion for close contact.
Thus, physical distancin
g, wearing of mask and fa
ce shield, and proper res
piratory etiquette must b
e practiced at all points of t
ravel including at drop-off
and pick-up, and in school
entrances.
Health standards in
going to school and
coming back home.
it is very important that h
ouseholds of school-goin
g students observe prope
r health standards at hom
e, especially for members
going out for work or for
necessities, and for the st
udents that will participat
e in face-to face classes.
Health standards
in the home
Submit a shared res
ponsibility amon DepEd, the p
arents, and the LGUs on the r
esumption of face-to-fac
e classes and its implications.
Without acceptance that the r
esponsibility is shared, DepE
d will likely be solely blamed f
or any incidence of infectio
n/ exposure.
The sharing of
responsibility in case
infections or exposure
occur
Step Step Step Step

48. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
HEALTH AND
SAFETY
STANDARDS
Strengthen the implementation of the Co
mprehensive Water, Sanitation and Hygiene (WA
SH) in Schools (WinS) Program. The school shall
ensure that learners, teachers, and personnel ha
ve access to hand soaps/ hand-sanitizers/alcoh
ol-based solutions/ other disinfectants in restr
ooms, classrooms, entrances, etc.
WASH in Schools
All learners, teachers and personnel, on the
first day of their reporting to school, shall b
e provided with orientation on all health st
andards to be strictly observed at home, du
ring travel to and from the school, and with
in school premises
Proper orientation
The school shall regularly clean/disinfect fre
quently touched surfaces and objects tables
, doorknobs, desks, 12 and school items) usi
ng bleach solution.
Regular disinfection
Even as symptoms or temperature monitoring to ide
ntify COVID-19 infection may not be as effective
for children, it will still be routinely performed at
school entrances. All learners, teachers, personn
el, and visitors shall be checked for temperature using
a thermal scanner prior to entering the school.
Screening and health check
The school shall ensure the operationalization of
the Preventive Alert System in Schools (PASS) fo
r COVID-19 per DepEd Memorandum N
o. 15, s. 2020
Preventive alert system
All classrooms must have proper ventilation. Op
en windows are preferred. Classrooms shall fol
low the following physical layout for physical di
stancing, as provided in Enclosure No. 4
of DepEd Order No. 014 , s. 2020:
Physical arrangement in schools.
The school shall provide psychosocial and
mental health discussions covering topics
such as validating and normalizing
feelings, calming down and controlling em
otions, identifying and addressing needs
, sources of strength, and other relevant t
opics.
Physical and mental resilience

49. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 1. A household member of a learner or school personnel shows symptoms of COVID-19 but has not been
tested. The learner or personnel is not showing symptoms of COVID-19
Involved Stakeholder Required Action
Household member showing
symptoms
Prior to the implementation of face-to-face classes, parents/guardians of learners, as well as school personnel,
shall be oriented to immediately inform the school if any of their household members experience COVID-19
symptoms. They shall then be responsible for informing their household members regarding the protocol.
If a household member of a learner/personnel showing symptoms of COVID-19 informs the school regarding
their condition and has not yet been tested, the school may advise him/her to seek assistance from BHERT.
Learner or personnel in the same
household
Since the learner of personnel may be considered a close contact, the school shall advise the learner or the
concerned personnel to remain/return home and to self-monitor at home until the results of the available
COVID-19 test have been released.
If the identified close contact is a learner, provide appropriate support for a temporary shift to distance
learning modality while waiting for the COVID-19 test result.
If the identified close contact is a teacher, identify the substitute teacher who will temporarily conduct
distance learning among the learners that the teacher is handling, while waiting for the COVID-19 test result.

50. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 1. A household member of a learner or school personnel shows symptoms of COVID-19 but has not
been tested. The learner or personnel is not showing symptoms of COVID-19
Involved Stakeholder Required Action
Learners or personnel in the
same class and week as the
exposed person
Provided that there is no confirmed case or close contact in the school, the school shall still allow other
learners and personnel to attend face-to-face classes.
If the identified close contact is a teacher, only the class that the teacher is handling will be temporarily
shifted back to distance learning until the teacher is allowed to return to school. The school shall inform
parents/guardians of learners in the class regarding the situation and the temporary shift in learning
modality.
Other household members
If the close contact in the school is a learner, the school shall engage other household members
regarding the home-school arrangement, including the time of pick-up of the learner (if in school at the
time the information was communicated).
Note: They shall be informed by the LGU to self-monitor at home until the results of the available COVID-
19 test have been released. The school is not required to give advice to other household members.

51. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 2. A household member of a learner or school personnel is a confirmed case of COVID-19, The learner or personnel
is not showing symptoms of COVID-19.
Involved Stakeholder Required Action
Household member showing
symptoms
Prior to the implementation of face-to-face classes, parents/guardians of learners, as well as school personnel, shall be
to immediately inform the school if any of their household members experience COVID-19 symptoms. They shall then be
responsible for informing their household members regarding the protocol.
Exposed learner or personnel
Collect the necessary information regarding close contact.
Record the actions the school has undertaken (for reference to the contact tracing team of the LGU).
Advise the learner or personnel to return/remain at home.
Advise the asymptomatic close contact of the suspect, probable, or confirmed cases to immediately quarantine and
for 14 days, regardless if testing has not been done, or resulted negative.
Ensure that the learner or personnel has completed the fourteen (14)-day quarantine, regardless of negative test result and
vaccination status, before allowing him/her to return to school.
If the identified close contact is a learner, provide appropriate support for a shift to distance learning modality for fourteen
days. This may include psychosocial support if needed.
If the identified close contact is a teacher, identify the substitute teacher who will conduct distance learning among the
that the teacher is handling. The school may provide psychosocial support to the affected teacher if needed.

52. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 2. A household member of a learner or school personnel is a confirmed case of COVID-19, The learner or personnel
is not showing symptoms of COVID-19.
Involved Stakeholder Required Action
Learners or personnel in the same
class and week as the exposed
person
Since there is a close contact but no confirmed case in the school, the school shall allow them to attend face-to-face classes
after a 24-hour lockdown for disinfection of the school premises.
If the identified close contact is a teacher, only the class that the teacher is handling will be shifted back to distance learning
until the teacher completes the quarantine period. The school shall inform parents/guardians of learners in the class
the situation and the shift in learning modality for fourteen (14) weeks.
If necessary, the school shall provide psychosocial support to the learners who were shifted back to distance learning or to
other school member whose mental health was affected by the situation.
Other household members
If the close contact in the school is a learner, the school shall engage other household members regarding the home-school
arrangement, including the time of pick-up of the learner (if in school at the time the information was communicated).
Note: They shall be informed by the LGU to complete the five (5)-day quarantine, regardless of negative test result and
vaccination status, before being allowed to return to school or workplace. The school is not required to give advice to other
household members.

53. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 3. A learner or school personnel is identified to be a close contact of confirmed case of COVID-19 outside of their
household. The learner or personnel is not showing symptoms of COVID-19.
Involved
Stakeholder
Required Action
Exposed learner or
personnel
Collect the necessary information regarding close contact.
Record the actions the school has undertaken (for reference to the contact tracing team of the LGU).
Advise the learner or personnel to return/remain at home.
Advise the asymptomatic close contact of the suspect, probable, or confirmed cases to immediately quarantine and
for fourteen (14) days, regardless if testing has not been done, or resulted negative.
Ensure that the learner or personnel has completed the fourteen (14)-day quarantine, regardless of negative test result and
vaccination status, before allowing him/her to return to school.
If the identified close contact is a learner, provide appropriate support for a shift to distance learning modality for fourteen
days. This may include psychosocial support if needed.
If the identified close contact is a teacher, identify the substitute teacher who will conduct distance learning among the
that the teacher is handling. The school may provide psychosocial support to the affected teacher if needed.

54. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 3. A learner or school personnel is identified to be a close contact of confirmed case of COVID-19 outside of their
household. The learner or personnel is not showing symptoms of COVID-19.
Involved
Stakeholder
Required Action
Learners or
personnel in the
same class and week
as the exposed
person
Since there is a close contact but no confirmed case in the school, the school shall allow them to attend face-to-
classes after a 24-hour lockdown for disinfection of the school premises.
If the identified close contact is a teacher, only the class that the teacher is handling will be shifted back to distance
learning until the teacher completes the quarantine period. The school shall inform parents/guardians of learners in
the class regarding the situation and the shift in learning modality for two (2) weeks.
If necessary, the school shall provide psychosocial support to the learners who were shifted back to distance
or to any other school member whose mental health was affected by the situation.
Household members
If the close contact in the school is a learner, the school shall engage other household members regarding the
school arrangement, including the time of pick-up of the learner (if in school at the time the information was
communicated).

55. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is not known to be a close contact with a
confirmed case.
Involved
Stakeholder
Required Action
Person showing
symptoms
If the person showing symptoms Is In school:
Assist the learner or personnel to the designated isolation room in the school.
Following precautionary measures, provide the necessary emergency care.
Collect the necessary information regarding the person showing symptoms, as well as his/her close contacts in school.
If the person showing symptoms is at home:
Advise the learner or person to remain at home.
Collect the necessary information regarding the person showing symptoms, as well as his/her close contacts in school.
If a learner is showing symptoms, provide appropriate support for a transition to a distance learning modality to ensure continuity of learning until he/she is
cleared to return to school. This may include psychosocial support if needed.
If a teacher is showing symptoms, identify the substitute teacher who will conduct distance learning among the learners that the teacher is handling, until the
affected teacher is cleared to return to school. The school may provide psychosocial support to the affected teacher if needed.
Ensure that the learner or personnel strictly follows the advice of local health authorities, especially on the required number of days of isolation.
For asymptomatic: Ten (10)-day isolation has passed from the first viral diagnostic test and remained asymptomatic throughout their infection.
For mild to moderate COVID-19 confirmed cases: Ten (10)-day isolation has passed from the onset of the first symptom, respiratory symptoms have improved
(cough, shortness of breath), AND have been afebrile for at least 24 hours without the use of antipyretic medications.
For severe and critical COVID-19 confirmed cases: Twenty-one (21)-day isolation has passed from the onset of the first symptom, respiratory symptoms have
improved (cough, shortness of breath), AND have been afebrile for at least 24 hours without the use of antipyretic medications.
For immunocompromised, do RT-PCR testing on the 10th day. If RT-PCR test results turn out positive, refer to Infectious Disease Specialist. If RT-PCR test results
turn out negative, discharge from isolation.
Medical certification or repeat testing is not necessary for the safe return to the school of immunocompetent individuals, provided that a licensed medical
certifies or clears the patient. He/she shall be advised to isolate at home or in an isolation facility until the COVID-19 test results have been released.

56. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is not known to be a close contact with a
confirmed case.
Involved
Stakeholder
Required Action
Local health
authority
Coordinate with local health authorities for evaluation of the person showing symptoms, contact tracing activities, and referral to
health facility, if the need arises.
Exposed
learners or
personnel (from
the same class
as the person
showing
symptoms)
Advise the asymptomatic close contact of the suspect, probable, or confirmed cases to immediately quarantine and complete it
14 days, regardless if testing has not been done, or resulted negative.
Since the teacher will be considered a close contact if a learner in his/her class shows symptoms, identify the substitute teacher
who will conduct distance learning among the learners that the teacher is handling for fourteen (14) days. The school may
psychosocial support to the affected teacher if needed.
Inform parents/guardians of learners in the class regarding the situation and the shift in learning modality for two (2) weeks.
For learners, provide appropriate support for a shift to distance learning modality for fourteen (14) days. This may include
psychosocial support if needed.
Ensure that the learner or personnel has completed the fourteen (14)-day quarantine, regardless of negative test result and
vaccination status, before allowing him/her to return to school.

57. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is not known to be a close contact with a
confirmed case.
Involved
Stakeholder
Required Action
Other learners
and personnel
If the person showing symptoms tests negative for COVID-19, the school shall allow other learners or personnel from the week
attend face-to-face classes without completing the required quarantine period provided that school premises have been
disinfected.
Household
member of the
person showing
symptoms
If the person showing symptoms in the school is a learner, the school shall inform the household members regarding the
of the learner and the actions undertaken by the school (e.g. providing emergency care, referring to the local health authority).
local health authority shall be responsible for coordinating with the household member if the learner should be isolated at home
or in an isolation facility.
Note: They shall be informed by the LGU to complete the fourteen (14)-day quarantine, regardless of negative test result and
vaccination status, before being allowed to return to school or workplace. The school is not required to give advice to other
household members.

58. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
A learner or school personnel tests positive for COVID-19.
Involved
Stakeholder
Required Action
All stakeholders
The school shall remain under lockdown until the required quarantine period of all close contacts has been completed. The lockdown may be
other learners show symptoms of COVID-19.
Person confirmed
to have COVID-19
Continue providing the appropriate support and monitoring the condition of the learner or personnel while they are completing the required isolation
period.
Advise the person who is confirmed to have COVID-19 to complete the number of days in isolation, as required by the local health authorities, as the
result might be a false negative.
For asymptomatic: Ten (10)-day isolation has passed from the first viral diagnostic test and remained asymptomatic throughout their infection.
For mild to moderate COVID-19 confirmed cases: Ten (10)-day isolation has passed from the onset of the first symptom, respiratory symptoms have
improved (cough, shortness of breath), AND have been afebrile for at least 24 hours without the use of antipyretic medications.
For severe and critical COVID-19 confirmed cases: Twenty-one (21)-day isolation has passed from the onset of the first symptom, respiratory symptoms
have improved (cough, shortness of breath), AND have been afebrile for at least 24 hours without the use of antipyretic medications.
For immunocompromised, do RT-PCR testing on the 10th day. If RT-PCR test results turn out positive, refer to Infectious Disease Specialist. If RT-PCR
results turn out negative, discharge from isolation.
Medical certification or repeat testing is not necessary for the safe return to the school of immunocompetent individuals, provided that a licensed
doctor certifies or clears the patient.

59. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
A learner or school personnel tests positive for COVID-19.
Involved
Stakeholder
Required Action
Local Health
Authority
Coordinate with local health authorities on the provision of medical support and necessary protocol to be undertaken by
learners and personnel.
Ensure that local health authorities have the correct contact details of learners and personnel for contact tracing purposes.
Local
Government
Unit
Closely coordinate with the local government unit to provide a report which will serve as a guide if there is a need to declare a
granular lockdown in the barangay.
All other
learners and
personnel
(including those
from the other
week)
Continue providing the appropriate support and monitoring their condition while they are completing the required fourteen
day quarantine. Ensure that they complete the quarantine period, regardless of negative test results and vaccination status,
allowing them to return to school.

60. H. INFECTION CONTROL PLAN AND
CONTAINMENT STRATEGY
Scenario 11. There is a resurgence of COVID-19 in multiple baranqays in the municipality where the school is located, and
there is a change in the risk classification of the municipality. The barangav where the school is located is not adjacent to
the barangays with COVID-19 resurgence. There are no known cases in the specific barangay of the school.
Involved
Stakeholder
Required Action
Local Government
Unit (municipal or
provincial)
Although there are no known cases in the barangay where the school is located, the school must strictly follow the recommendation of authorities to
temporarily shift to a distance learning modality. This is to avoid the possible exposure of the community due to the high mobility of people.
Learner and
personnel
If the lockdown was declared during school hours:
Ensure that health and safety protocols will still be observed in school.
Inform parents/guardians and personnel (through the appropriate communication device) regarding the expected shift to distance learning modality.
Engage the parents/guardians regarding the home-school arrangement, including the time of pick-up of the learners.
Provide the necessary support to learners and personnel for the transition to the distance learning modality.
If the lockdown was declared after school hours or during the weekend:
Inform parents/guardians and personnel (through the appropriate communication device) regarding the expected shift to distance learning modality.
Provide the necessary support to learners and personnel for the transition to the distance learning modality.

61. I. COMMUNICATION PLAN
Stakeholder/s
Objectives
(Actions Desired)
Message
(Content)
Delivery
Methods/Venue
By When
(Frequency)
Success
Indicators
School admin,
teachers, parents, and
students
Update parents on
important
announcements
Implementation of
Remedial and
Enrichment Classes
Letter, FB Messenger,
Meetings and
Orientation
Once at the beginning
of the program
Learners at risks are
being offered solutions
School admin,
teachers, parents, and
students
Conduct planning on
the opening of face to
face classes
Transition of Distant
Learning to Reopening
of Face to Face Classes
Face to Face/ Virtual
meeting
ongoing Ensured protected
school environment
and safe classroom
internal and external
stakeholders
Convey school and
community programs,
projects, and activities
Various school
happenings and
updates
Bulletin board, FB Page Year round Awareness of school
and community
programs and activites
Teachers, parents and
students
Provide asseesments
and feedbacks on
student's performance
Student's Progress
Monitoring
PTCA, school report
card
Quarterly Develop healthy parent
and teacher
relationship
School admin,
teachers, parents, and
students
Monitor benchmark
and growth data
Progress Monitoring School board meetings Quarterly School improvement
internal and external
stakeholders
Show transparency in
utilizing school funds
Financial transactions Meetings,
Transparency board
Year round Transparency in
financial issues

62. I. COMMUNICATION PLAN
Flow Chart of Referral System
Flow chart of the contact tracing and quarantine system

63. I. COMMUNICATION PLAN
Flow Chart of Referral System
FOR COVID – 19 CONFIRMED AND SUSPECTED PERSONNEL AND LEARNERS

64. As educators, learners, parents and professionals, we’re
experiencing huge change and uncertainty at the moment.
However, the importance of education remains consistent.
Prepared by:
ROSELA Q. ABUDE, Ed.D.
School Head
Reviewed by:
MARIA RUENA R. YAPTANGCO, Ed.D.
PSDS
Recommending Approval:
ERNEST JOSEPH C. CABRERA, Ed.D.
Officer – In – Charge
Office of the Assistant Schools Division Superintendent
Approved:
MAURO C. DE GULAN, Ed.D.
Schools Division Superintendent

65. PAALALA:
1. Ugaliin po nating may time in at time out sa lahat ng oras (sa tuwing papasok at lalabas ng
paaralan).
2. Pumasok po tayo ng 15 minutes before the official time para makapaghanda sa unang oras ng
klase.
3. Lahat ng Kinder to Grade 3 kukunin at ihahatid po ng Adviser ang mga bata nila mula gate patungo
sa silid-aralan / silid – aralan patungo sa gate, upang maiwasan nating ang patuloy na pagpasok ng
mga magulang sa paaralan. Payuhan po ang magulang na ihatid o papasukin ang kanilang mga anak
15 minutes bago ang oras ng klase upang maiwasan ang mag-antay ng matagal.
4. Ang mga Grade 4 – 6 na mag-aaral ay hanggang gate na lang po ihahatid ng mga magulang. (except
po sa may mga medical issue na mga mag-aaral)
5. Ang Adviser na po ang mag iissue/ release ng COE patungo sa mag-aaral.
6. Ugaliin pong i-update ang enrolment status sa ating BEIS officer.