BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 1
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 2
TABLE OF CONTENTS
Title Page
I. Introduction
A Glimpse of the BE-LCP 2020-2021 3
Enrolment Data 4
Learning Delivery Modalities 5
Learning Strategies 5
Lessons Learned and Insights Gained 10
II. Operationalization of BE-LCP+ for SY 2021-2022 A. Data Analytics 12
Projected Enrolment 12
Learning Modalities 15
Learning Management Platforms 16
Learning Resources 20
Menu of Learning Strategies 27
Action Steps 28
Communication Plan 29
B. Readiness of Schools 30
Teaching and Non-Teaching Vaccination 31
Ways Forward on Vaccination Program 33
C. Capacity Building Activities/Teacher Training/ Wellness Program 34
D. Partnership 35 E. Utilization of Fund 36
Action Steps 36
III. Pool of Support 38
IV. Monitoring and Evaluation 40
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 3
I. Introduction
The Coronavirus Disease 19 has caught everyone by surprise, placed the global community under pandemic – a situation never imagined happening in this lifetime. Lockdowns have been declared, movements have been restricted, business establishments and schools have been closed – and the immense amount of stress, panic, and anxiety excused nobody.
The President’s pronouncement of no face-to-face classes for the school year
2020-2021 was the turning point for the new Philippine educational landscape. It posted many challenges from inadequate internet access, new learning modalities, new normal adjustments, and the mental health strain of DepEd employees,
learners, stakeholders and many more. But, it also revealed the innovativeness, flexibility, and creativity of the school leaders, teachers and the entire home and school learning community in providing quality basic education to all learners.
A Glimpse of the BE-LCP 2020-2021
DepEd Region VI earnestly carried out its Learning Continuity Plan for School
Year (SY) 2020-2021. The 20 Schools Division Offices (SDOs) implemented their
respective LCPs based on the readiness assessment survey results on distance
learning delivery. Support through Capability-building Programs on the
implementation of the different learning modalities, the use of Information
Communications Technology (ICT), and the development of different Learning
Resources was extended by various stakeholders. Different Modalities were employed
such as modular, online, radio-based and TV-based, and blended learning. Several
innovations and initiatives were introduced. Collaboration, coordination and
communication mechanisms were intensified and support system was strengthened.
Amid this critical time, DepEd Region VI was able to hurdle challenges and
continue to perform its mandate through the 20 SDOs.
The SY 2020-2021 enrolment data indicated that there are 2,054,000 learners
in all sectors of basic education.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 4
Figure 1. SY 2020-2021 Enrolment Data
Kinder: 143,519
8%
Elem: 898,451
48%
JHS: 611,910
33%
SHS: 202,15211%
Total Public
1,856,032
Kinder: 11,1746%
Elem: 44,34123%
JHS: 78,761 40%
SHS: 60,424 31%
Total Private
194,700
Kinder: 154,580 …
Elem: 943,217
46%
JHS: 692,910 34%
SHS: 263,293
13%
TOTAL ALL SECTORS 2,054,000
Basic Literacy: 1,7614%
A&E Elementray: 8,76118%
A&E Secondary: 37,19178%
Total ALS
47,716
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 5
The Learning Delivery Modalities
To ensure learning continuity for the SY 2020-2021, the Basic Education Learning Continuity Plan (BE-LCP) was crafted to serve as guidepost to education leaders. The BE-LCP encapsulated the various approaches, strategic steps, interventions and Learning Delivery Modalities (LDMs) employed. Intensive training and continuous orientation on effective implementation of these LDMs were undertaken.
The table below shows the percentage of implementation of the LDMs.
Figure 2. Learning Delivery Modalities Employed by the 20 SDOs
DepEd Region VI proactively responded to the need of complementing these
LDMs with the different Learning Resources. Quality assured Self-Learning Modules (SLMs) and Learning Activity Sheets (LASs) were on top priority. Moreover, RBI and TBI episodes were developed for blended learning. Most notably, teachers were capacitated on the use of different online platforms through the Information and Communications Technology (ICT).
The Learning Strategies
Taking cognizance of the health scare, limited resources, and mobility
restrictions, there was a felt-need to innovate novel ways to adapt to the present
situation. Proving that they could rise above the challenges of the new framework
and plan of action, the men and women of the region manifested their
resourcefulness, ingenuity, and creativity in the showcase of their best initiatives.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 6
AT- HOME LEARNING SPACES
In response to the call to provide unhampered delivery of instruction to every
Batang Capiznon, the At-Home Learning Spaces in the Schools Division of Capiz was
conceptualized. This initiative aimed to convert little corners or areas at home into
conducive, safe and economical learning spaces.
Creating a classroom set-up at the comforts of the learners’ homes made
learning more fun, enjoyable and meaningful. The learning resources and other
educational materials provided to each home were an indication of a robust
partnership between the school and the community. Further, it recognized the new
role of parents and other family members as learning facilitators.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 7
MOBILE TECHNICAL-VOCATIONAL AND LIVELIHOOD (TVL) LABORATORY
The Schools Division of Antique firmly believed that experiential learning
whereby students “learn by doing” and by reflecting on that experience is a powerful
way to learn. Since learners were on remote learning and could not perform hands-
on tasks, this innovative and unconventional way to bring the TVL tools and
equipment right at the doorstep of the learners’ homes or at the barangay halls
enhanced the learners’ knowledge, skills, and improved their attitudes towards
learning.
The mobile TVL laboratory moved around the locality when permitted only by
the Inter-Agency Task Force (IATF) and the parents.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 8
PAGKABALAKA: A HOME VISITATION PROGRAM
Since the learners were restricted from going to school, the teachers and
school heads, mindful of the health and safety protocols, went to the homes of the
learners for the Home Visitation, a way of bringing the school to the homes of
the learners.
This innovative way of contextualized learning delivery mode in the Schools
Division of Guimaras did not only provide avenues to address the academic but also
the psycho-social needs of the learners.
The beneficiaries of the program were the learners whose performance in the
major subjects fell below the acceptable level. Thus, the need for follow-up,
motivation, and tutoring was necessary.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 9
TUTORIAL- ON- WHEELS
Heeding the need for the cognitive and affective support, the Tutorial-
on-Wheels of the Schools Division of Iloilo aided learners with difficulty on
dealing with learning tasks and outputs to be submitted. This intervention
project also helped learners cope with quarantine fatigue with teachers
conducting simple stress debriefing drills.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 10
Valuable Lessons Learned and Significant Insights Gained
Along with the many challenges and difficulties in the delivery of quality basic education are the valuable lessons learned that served as inspiration to the education leaders, school administrators, teachers, parents and stakeholders to support one another. The values of resiliency, creativity, compassion, and flexibility surfaced in the implementation of the BE-LCP. These resulted to a stronger support system, collaboration, initiatives and innovativeness, and effective communication mechanisms within and among the SDOs and schools in the region.
The success stories and noteworthy experiences provided significant insights
to the education stakeholders. In far flung barangays, teachers braved the raging
waters and trod the hazardous terrains for miles to bring learning materials to the
learners. The same passion was shared by teachers in far island schools using
bancas and other available water vehicles provided by pious donors and LGU
officials.
The following are the insights and experiences shared by some of the identified
DepEd personnel, learner, and parent in the implementation of the distance delivery
modality last school year.
The Chief of the Curriculum and Learning Management Division (CLMD), Dr. Elena P. Gonzaga pointed out that the strong support of and close coordination with all levels of governance in DepEd were very essential particularly the Schools Divisions that covered up the lacking learning resources and ensured the smooth conduct of activities in relation to the provision of learning resources on time to the field. She also stressed out the proactive response to the need of quality assured LRs and the strategic planning of how the different LDMs would be implemented are the factors that RO 6 was able to successfully address all the concerns.
“We tried our very best that quality learning is best delivered by engaging parents, learners and stakeholders through the home visitations conducted not only by teachers but also the principals, Public Schools District Supervisors (PSDSs), Baranggay Officials, Members of the School Governing Council and even the retired teachers. The Bayanihan Spirit is truly alive. We embraced change with positive mindset and with open hearts to cater to the needs of the learners and the schools.” Dr. Ruby Therese P. Almencion, OIC, Office of the Assistant Schools Division Superintendent, SDO Sagay City highlighted.
Dr. Zaldy M. Tondo, OIC, Office of the Principal IV of Oton National High
School shared his insights in the implementation of the distance learning modality.
“A year ago, we had a hard time making the parents understand how distance
learning should be implemented. However, with consistent advocacies, constant
communication with stakeholders, and inspiring teachers to put hardwork and
heartwork in everything they do, we were able to surmount the unsurmountable
challenges.”
Mr. Leopoldo Quinon Jr. , Master Teacher I of Janiuay National Comprehensive High School underscored the importance of feedback mechanism during the implementation of distance learning modality. He employed varied ways to gather from and give feedback to parents and learners through simple written notes, text messaging, audio and video files.
“I tried creative ways on how to manifest teacher presence and interactivity despite remote teaching and learning context”, Quinon added.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 11
Meanwhile, Michael Tamallana, ALS Focal person of SDO Iloilo shared his experience in the delivery of learning. “The school year 2020-2021 was the year of Flexible Learning Options (FLOs). This approach to teaching has been implemented by the Alternative Learning System (ALS) and I am so happy that all teachers embraced this in the delivery of learning this time of pandemic.”
“ Kabudlay gid tana kay indi ako kabalo magtudlo sa akon bata kag naga obra
pa ako sa amon uma. Ang manami lng kay gina text kag ginafollow up kami ka ana adviser para mabuligan ang akon anak. Nagabulig gid ana nga mga maestra kag maestro kung nabudlayan siya sa iya modyul kag sige man ila chat kag text sa anda GC.” (It’s difficult because I didn’t know how to teach my child at the same time I am working. What I like is the support and follow up through text of my daughter’s adviser. The teachers helped my child through chat and text in the groupchat if she encountered difficulty in the module.” - Mrs. Jil Masisado, parent.
Third Nopera, Grade 6 learner of Jibaon Elementary School, expressed how
important support system was in the online delivery modality. “I miss my classmates, teachers and my school as whole but because face-to-face is not allowed, we need to adjust. I learned how to manage my time and to discipline myself during our online classes. I really appreciate the support of my teachers especially on assisting us in assignments and accomplishing our written works.” The SY 2020-2021 will forever be remembered as a significant year in the history of the Department of Education. The challenging journey showcased the adaptability, flexibility, and agility of all those involved in nurturing and honing the potentials of the school children in Western Visayas. The End of the School Year Rites were mostly conducted virtually but several schools initiated the Mobile Closing Rites: a unique, one-of-a-kind, ingenuous, and creative way of celebrating the end of school year.
To punctuate SY 2020-2021, a virtual special program, “Pagpalangga-anay: A
Tribute to the Champions” was tendered to all the teachers in the region to recognize
their earnest efforts, unwavering commitment, and selfless sacrifices to make
learning continue amid this trying time.
DepEd Region VI is armed with the useful lessons learned and meaningful insights gained from the innovations, practices and initiatives captured in the BE-LCP of SY 2020-2021. It shall welcome another milestone in TRAILBLAZING SY 2021-2022.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 12
II. Operationalization of BE-LCP+ for SY 2021-2022
To ensure unhampered delivery of basic education of all schools in the region,
this Basic Education Learning Continuity Plan Plus (BE-LCP+) for the SY 2021-2022
presents the Data Analytics on projected enrolment, learning modalities, learning
management platforms, learning resources, and the menu of learning strategies.
The School Readiness Plan on school initiatives, Micro Plan on teaching and
non-teaching vaccination activities, and the Communication Plan for the
implementation of the BE-LCP+ are likewise stipulated.
Other salient features of this BE-LCP+ include capacity-building
activities/teacher training/wellness program, partnership engagements, and fiscal
management targets.
The collaborative planning and implementation of the “new normal learning
strategies and approaches” have been undertaken to clearly lay down the roadmap
of amplified educational programs and projects for the upcoming school year.
This operational plan will be a response to relevant issues, problems, and
trends that may arise and will help provide interventions based on the present needs
and context of the schools and the learners.
A. 2021-2022 Data Analytics
Projected Enrolment
For SY 2021-2022, enrolment in the Kindergarten and Elementary levels is
projected to decrease by 9.65% and 1.85% respectively. Meanwhile for Junior High
School, projected increase is 2.53% and Senior High School by 6.90%. Furthermore,
it is projected that public schools will be accommodating a big number of learners
due to the unprecedented decrease of enrolment of the private schools.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 13
Figure 3. Projected Enrolment for all Sectors for the SY 2021-2022
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 14
Figure 4. Projected Enrolment for Public and Private Schools for the SY 2021-2022
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 15
The enrolment of learners in the Alternative Learning System (ALS) is
projected to increase by 3.05% in SY 2021-2022. The same trend for the enrolment
of the Indigenous Peoples Education (IPEd) which is projected to increase by 4.75%
in the same year.
Figure 5. Projected Enrolment for ALS and IPEd for the SY 2021-2022
Learning Modalities Adherent to the President’s pronouncement that there will still be no face-to-
face classes, all schools are expected to employ various remote learning modalities based on the needs of the learners and the contexts of the community. Furthermore, the Menu of Learning of Strategies will serve as a guide to schools in carrying out various innovative ways and mechanisms that they may adopt to improve learning outcomes, to enhance learning delivery and to provide support to the teachers, parents and the learners. The graph below shows that Modular Learning, Blended Learning and Online Learning are dominant learning modalities that the public and private schools in the twenty (20) schools divisions will be implementing
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 16
Figure 6. Learning Modalities to be Implemented by the Public and Private
Schools
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 17
Meanwhile, Modular Distance Learning, Blended Learning and Radio-based Instruction (RBI) are the learning modalities that will be implemented by the Kindergarten, SPED, IPEd, and ALS.
Figure 7. Learning Modalities to be Implemented by Kindergarten and Inclusive Programs
Learning Management Platforms
Learning Management Platforms help maximize remote learning experience of
the learners. These platforms include Facebook messenger and group chat, google
meet, zoom, Microsoft Teams and text messaging.
Generally, Text Messaging Messenger, and Facebook are also the dominant
learning platforms that the Private and Public Schools, Inclusive and Special
Interest Programs will employ for the next school year.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 18
Platforms for Learning of the Schools Divisions
Figure 8. Learning Platforms of the SDOs
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 19
Platforms for Learning of Kindergarten, Alternative Learning System
(ALS), Special Education Program (SPED) and Madrasah Education Program
(MEP)
Figure 9. Learning Platforms Kindergarten and Inclusive Programs
Platforms for Learning of the Special Interest Programs
Figure 10. Learning Platforms of the Special Interest Programs
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 20
Learning Resources This school year allows the learning resource teams to showcase their
expertise in different levels of governance (Central Office, Regional Office and Schools Division Office) in the development of Self Learning Modules (SLMs), Learning Activity Sheets (LASs), Radio and Television Episodes. The first key stage learning resources were contextualized into four (4) Languages: Hiligaynon, Sinugbuanong Binisaya, Kinaray-a, and Akeanon as language of instruction in this stage.
In compliance with DepEd Order No. 08 s. 2020 on the utilization of LRs, the Self-Learning Modules (SLMs) from DepEd Central Office (CO) will primarily be used by the schools. However, the region has initiated developing the LASs, RBI, and TBI episodes to supplement the lacking SLMs from the CO. If the regionally-developed LRs are limited, the SDOs have prepared LRs for the schools to use.
The table below shows the summary of percentage of the available learning
resources for the SY 2021-2022. The Key Stage 1, 3, 4 and the Special Interests Programs will use 77%, 80% and 100% of the regionally-developed Learning Activity Sheets (LASs), while 80% of the LRs in Key Stage 2 are CO-developed.
Figure 11. Available Learning Resources for the SY 2021-2022
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 21
Number of Available Learning Resources (LRs) per Grade Level and Learning Area
(LA)
Kindergarten
Quarter 1 Quarter 2 Quarter 3 Quarter 4
A H K S
B
A H K S
B
A H K S
B
A H K S
B
Learning
Experience
s
10
10
10
10 10
10
10
10 10
10
10
10 10
10
10
10
Legend: Yellow – RO contextualized LR
Red – CO LR
Learnin
g area
Grade I
Quarter 1 Quarter 2 Quarter 3 Quarter 4
A H K SB A H K SB A H K SB A H K SB
MTB-
MLE
38 34 20 38 10 10 10 10 18 17 18 18 4 4 4 4
English N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
6 6 6 6 6 6 6 6
Science N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
Math 5 5 5 5 8 12 8 9 12 12 12 12 9 9 9 8
Filipino N
A
N
A
N
A
N
A
16 16 16 16 16 16 16 16 16 16 16 16
AP 6 6 6 6 7 7 7 7 6 8 6 6 7 8 7 7
ESP 5 5 5 5 4 4 4 4 5 5 5 5 3 3 3 3
Music 4 4 4 4 6 6 6 6 5 5 5 5 6 6 6 6
Arts 4 4 4 4 4 4 4 4 7 7 7 7 4 4 4 4
PE 3 3 3 3 2 2 2 2 4 4 4 4 2 2 2 2
Health 3 3 3 3 5 5 5 5 9 7 9 6 8 8 8 8
Legend: Yellow – RO contextualized SLMs Red – CO SLMs
Green – Combination of CO SLMs and RO LAS
Learnin
g area
Grade 2
Quarter 1 Quarter 2 Quarter 3 Quarter 4
A H K SB A H K SB A H K SB A H K SB
MTB-
MLE
22 22 22 22 7 7 7 7 4 4 4 5 4 4 4 4
English 5 5 5 5 8 8 8 8 9 9 9 9 9 9 9 9
Science N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
N
A
Math 5 5 5 5 9 10 9 12 15 15 15 15 17 11 17 17
Filipino 7 7 7 7 9 9 9 9 8 8 8 8 10 10 10 10
AP 8 8 8 8 7 7 7 7 7 7 7 7 4 8 4 4
ESP 7 7 7 7 5 5 5 8 8 6 8 8 2 2 2 5
Music 5 5 5 5 7 4 7 7 7 4 7 7 5 2 5 5
Arts 6 6 6 6 5 5 5 5 5 5 5 5 5 5 5 5
PE 3 3 3 3 2 2 2 2 2 2 2 2 2 4 2 2
Health 4 4 4 4 3 3 3 3 6 5 6 4 8 8 8 8
Legend: Yellow – RO contextualized SLMs
Red – CO SLMs
Green – Combination of CO SLMs and RO LAS
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 22
Learning
area
Grade 3
Quarter 1 Quarter 2 Quarter 3 Quarter 4
A H K SB A H K SB A H K SB A H K SB
MTB-
MLE
11 11 11 11 3 3 3 3 7 7 7 7 4 4 4 4
English 12 12 12 12 12 12 12 12 11 11 11 11 11 11 11 11
Science 2 2 2 2 12 12 12 12 2 7 2 4 4 4 4 4
Math 5 5 5 5 13 13 13 19 13 12 13 6 15 11 15 13
Filipino 5 5 5 5 13 13 13 13 13 13 13 13 13 13 13 13
AP 9 9 9 9 8 8 8 8 7 7 7 7 6 6 6 6
ESP 6 6 6 6 4 4 4 5 5 5 5 5 2 2 2 2
Music 4 4 4 4 6 6 6 6 5 5 5 5 5 5 5 4
Arts 8 8 8 8 8 8 8 8 8 6 8 7 7 7 7 7
PE 4 4 4 4 2 2 2 2 2 1 2 1 2 1 2 2
Health 6 6 6 6 6 6 6 6 9 5 9 4 5 5 5 5
Legend: Yellow – RO contextualized SLMs Red – CO SLMs
Green – Combination of CO SLMs and RO LAS
Learning
area
Key Stage 2
Grade 4 Grade 5 Grade 6
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
English 7 7 7 7 4 4 7 3 3 3 2 7
Science 5 8 4 7 3 7 6 5 10 7 3 7
Math 14 18 16 15 17 19 15 18 11 16 9 9
Filipino 17 10 19 32 10 14 8 17 15 5 6 5
AP 7 5 8 8 8 8 5 4 7 8 6 8
ESP 4 8 6 5 7 8 9 4 3 3 6 2
Music 5 4 7 3 4 8 4 7 4 3 4 3
Arts 2 6 9 7 8 3 7 7 12 9 3 9
PE 3 8 4 5 2 3 4 3 2 2 2 3
Health 8 4 5 5 8 7 6 3 6 5 7 9
AFA 4 8 15
HE 4 10 14
IA 4 6 14
ICT 8 8 8
Legend: Yellow – RO contextualized LAS
Red – CO SLMs Green – Combination of CO SLMs and RO LAS
Learning
area
Key Stage 3
Grade 7 Grade 8 Grade 9 Grade 10
Q
1
Q
2
Q
3
Q
4
Q
1
Q
2
Q
3
Q
4
Q
1
Q
2
Q
3
Q
4
Q
1
Q
2
Q
3
Q
4
English 7 7 7 8 5 5 6 6 3 7 4 2 7 7 4 5
Science 5 9 7 10 9 6 8 11 5 9 6 8 5 9 8 8
Math
10 19
1
1
6 1
9
16 10 10 16 11 8 6 9 14 10 8
Filipino
13 10
1
0
18 1
1
17 25 18 6 34 20 23 7 7 31 15
AP 5 6 5 9 6 6 6 6 6 8 6 9 5 6 4 4
ESP 8 8
6 3 16
16 8 12 16 16 8 8 9 14 5 7
Music 6 8 1 4 3 5 6 3 6 6 6 4 5 5 1 1
Arts
8 8
6 4 1
0
10 7 6 12 6 13 9 5 5 7 9
PE 4 3 3 3 4 4 2 4 4 4 3 2 2 2 2 2
Health 6 7 3 4 7 13 6 5 6 7 5 5 4 4 2 4
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 23
Key Stage 4 - Senior High School
Core Subjects
No. of MELC No. of Available
Modules
Oral Communication 6 6
Reading and Writing Skills 3 3
Komunikasyon at Pananaliksik sa Wika at
Kulturang Pilipino
13 13
Pagbasa at pagsuri ng ibat-ibang teksto
Tungo sa Pananaliksik
11 2
21st century Literature from the Philippines
and the World
5 5
Contemporary Philippine Arts from the Regions
16 2
Media and Information Literacy 9 2
General Math 21 21
Statistics and Probability 21 2
Earth and Life Science 10 10
Physical Science 13 13
Introduction to the Philosophy of the Human
Person
10 4
Physical Education & Health 9 9
Personal Development /Sariling kaunlaran 2 2
Understanding Culture, Society and Politics 6 6
Earth Science 4 4
Disaster Readiness and Risk Reduction 13 13
Applied Subjects
English for Academic and Professional
Purposes
9 1
Practical Research 1 20 1
Practical Research 2 13 1
Filipino sa Piling Larang - Akademik 14 4
Filipino sa Piling Larang - Sining at Disenyo 9 4
Filipino sa Piling Larang - Isports 9 4
Filipino sa Piling Larang - Tech-Voc 8 4
Empowerment Technologies (E-Tech) ICT for
professional Tracks
15 4
Entrepreneurship 4 1
Inquiries, Investigation and immersions 4 1
SHS Specialized Subjects
HUMMS
Community Engagement, Solidarity, and Citizenship (CSC)
8 2
Disciplines and Ideas in the Applied Social
Sciences
28 3
Disciplines and Ideas in the Social Sciences
(DISS)
6 2
Introduction of World Religions and Belief
System
7 7
Philippine Politics and Governance 7 7
Trends , Networks, and Critical Thinking in
the 21st Century
17 5
Creative Writing 5 5
Creative Non-fiction 7 5
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 24
STEM
Pre-Calculus 15 3
Basic Calculus 22 2
General Biology 1 16 4
General Biology 2 12 1
General Chemistry 1 20 2
General Chemistry 2 22 2
General Physics 1 40 2
General Physics 2 43 2
Research/Capstone 1
ABM
Business Math 15 2
Organization and Management 7 3
Fundamentals of accounting, Business
Management 1
18 2
Fundamentals of accounting, Business Management 2
15 5
Business Finance 15 1
Applied Economics 10 1
Business Ethics and Social Responsibility 13 1
Business Marketing 8 1
Business Enterprise Simulation 1
Contextualized RBI K to 3 and 6
Learning area
Grade Level
K 1 2 3 6
Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B.
6 26 8 25
MTB-
MLE
4 5
3 3
2 6
English
1
1
Science
3 4 1 24 3
Math MELCs not suited for RBI 2
Filipino
2
8
6
AP
11 12
1 3 13
3 3 14
ESP
1 3 20
1
1
2
1 7
Music
7 3
2 2
2 2 4 3
Arts
4
1
1 6
2 6 1
PE
5
1 1
1 5
6
Health
2
13 15
6 16
2 3 5 17
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 25
Contextualized TBI K to 3 and 6
Learning
area
Grade Level
K 1 2 3 6
Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B. Ake Kin Hil S.B.
2 10 20 33
MTB-
MLE
5 10 1 5 2 8 1 0 2 4 0 0
English
1
1
Science
6 3
1
Math
1 1
2 2
Filipino
7
5
2
AP
14 4
2
2 1 2
ESP
2
1
4
3
Music
1
2
2
4
1 1 3
Arts
1 5
1
4
1
5
PE
1 1
1
1
1 3
Health
15 6
2 4 14
2
11 4
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 26
To maximize the utilization of the available LRs, the SDOs conducted an inventory of reusable LRs for the coming school year. This initiative will be undertaken in order to decrease the printing cost in the reproduction of the LRs. As shown in the table, 54% of all the LRs for the first and second quarters are reusable. The graph also presented an increasing trend of the percentage of the returned LRs that could still be utilized for the coming school year. Hence, the data imply that the higher the grade level, the higher percentage of LRs are returned to the schools.
Figure 12. Percentage of Reusable LRs for SY 2021-2022
3842
47 4953 54
47
6063
6763
8277
54
0
10
20
30
40
50
60
70
80
90
Percentage of Reusable Learning Resources
(SLMs/LASs and Contextualized LRs) for Q1 and Q2SY 2021-2022
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 27
Menu of Learning Strategies
The sharing of best practices has been established as gleaned from the experiences of SDOs and schools. Innovations and support mechanisms in implementing the different learning modalities and replicating them are given prime value. The menu of learning strategies provides SDOs and implementing schools a model or framework which they can contextualize in their schools based on the needs and culture of the community.
The 20 SDOs in DepEd Region VI shall adopt the following Strategies on Learning Delivery, Support Mechanisms, and Communication System as benchmarks of best practices and initiatives for remote learning:
• Kanta Basa is an enjoyable sing-and-read enhancement to foster the love of reading for learners in Key Stage 1 using developmentally contextualized songs that learners sing together with the parents and teachers.
• Tanong Mo, Sasagutin Ko – Call Center-like Learning Help Desk is a communication strategy that aims to address the queries, feedback, and concerns of parents and learners on the learning competencies, modules, and assessments.
• Baul Science Laboratory is a similar mechanism for mobile TVL Laboratory but this one makes use of the “Baul” or case/box where all science laboratory equipment are stored and are brought to the different homes and locality for experimentation.
• Pagkabalaka: Home Visitation Plus is an innovative contextualized learning delivery mode that provides avenues to address the academic and the psycho-social needs of the learners through follow up, motivation, and tutoring.
• Tutorial-on-Wheels is an intervention project that provides learners with cognitive, affective, and psycho-social support in dealing with different learning tasks, assignments, and outputs.
• Leksyon sa Trompa complements tutorial on wheels through the use of sound system or “Trompa” in conducting tutorial lessons to students
with common learning difficulties.
• At-Home Learning Spaces is an initiative utilizing the little corners at home and converting them into a conducive, safe, and economical learning spaces.
• Mobile TVL Laboratory is a responsive mechanism of bringing TVL tools and equipment right at the doorstep of the learners’ homes or at the barangay halls for skills enhancement through experiential learning.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 28
Action Steps
The BE-LCP+ is centered on effective curriculum implementation and learning delivery despite the challenge of no face-to-face classes. Hence, the
Curriculum and Learning Management Division (CLMD) together with the Curriculum Implementation Division (CID) commits on the following action steps:
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 29
Communication Plan
In order to ensure the success of the BE-LCP+, it is imperative that it shall be clearly and effectively articulated to various publics through a Communication Plan.
Objectives Strategies/Activities
Activities Persons Involved
Timeline
1. To present and disseminate clear and accurate information about the Regional BE-
LCP to gain support from various publics
Presentation of the Regional BE-LCP to all education leaders of Region 6
Conduct special meeting/RCEL for the presentation of the BE-LCP
RD, ARD, RO Chiefs and Unit Heads
3rd week of July
Presentation of BE-LCP to LGUs concerned
Seek audience with LGUs
RD, ARD, SDSs, PSDSs School Heads
2P
ndP week of
August
Presentation of BE-LCP to Central Office
Discussion of the BE-LCP
RD, ICT, PAU July 26
Maximization of the use of social media and other platforms
Post highlights of the BE-LCP on the DepEd Tayo page
ICT, PAU Year- round Year- round Write and publish
press releases PAU, DIOs
Conduct Press Conference
RD, ARD, PAU, ICT, SDSs, Media Partners
Request for Media Interviews
RD, ARD, PAU, Media Partners
Create AVP of BE-LCP
ICT, PAU, PPRD, SDOs
Create Infographics/IEC
materials
ICT, PAU, PPRD, SDOs
Mobilization of Communication Arm/Network
Mobilize DIO for widest information
dissemination
PAU, DIOs, SDSs
Year-round
Conduct of Balik Eskwela Salvo
Conduct Info- Drive, Recorrida, Caravan
RD, ARD, PAU, SDOs
Sept. 12, 2021
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 30
B. Readiness of Schools
The implementation of the different learning delivery modalities, strategies,
and the utilization of various platforms, learning management systems and learning
resources are best carried out when DepEd Regional Office VI together with the SDOs
and schools establish school readiness procedures, processes, and mechanisms
adherent to the Inter-agency Task Force (IATF), the Department of Health (DOH), and
the National and Local Government Units (LGUs) protocols and guidelines.
In case face-to-face classes be allowed, the following standards must be
followed:
School Readiness Initiatives
The Regional office shall ensure that Schools Division Offices (SDOs) and schools continue to adhere to the following practical and functional initiatives:
• provide health and nutrition services to learners;
• coordinate with the Local Government Units (LGUs) or other
non- government organizations (NGOs) and volunteers to clean
and disinfect school buildings, classrooms, and other school
facilities;
• engage partners for the availability of the health kits and
essentials in the school;
• conduct Psychological First Aid or other psychological
interventions and debriefing in partnership with stakeholders
starting from the implementation of Brigada Eskwela;
• implement Gulayan sa Tahanan or Urban Vegetable Gardening
at Home and School-Family-Community partnership to
eradicate hunger and poverty;
• realign Brigada Pagbasa in their BE-LCP;
• conduct partnership appreciation and other school-based
initiatives; and,
• encourage partnership for Wash-in-Schools (WinS) and Disaster
Preparedness in Brigada Eskwela Work Plan.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 31
Teaching and Non-Teaching Vaccination.
DepEd Region VI supports the Vaccination Roll-out of the government and the
VACC2School Campaign of DepEd to make sure that teaching and non-teaching
personnel are innoculated as they serve the learners, parents and stakeholders.
The graph and the table below present the percentage of DepEd personnel vaccinated.
Figure 13. Percentage of DepEd Personnel Vaccinated
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 32
Percentage of DepEd Personnel Vaccinated
as of July 19, 2021
Office
Number of DepEd Personnel
Total
Vaccinated
Percentage
Teaching Non-Teaching
Aklan 5669 816 6485 282 4.35
Antique 6065 654 6719 865 12.87
Bacolod City 3327 655 3982 596 14.97
Bago City 1493 268 1761 617 35.04
Cadiz City 1417 267 1684 91 5.40
Capiz 6317 445 6762 468 6.92
Escalante City 949 100 1049 108 10.30
Guimaras 1643 217 1860 296 15.91
Himamaylan City
1005 178 1183 196 16.57
Iloilo 12126 1241 13367 2,539 18.99
Iloilo City 1343 259 1,509 1,046 69.31
Kabankalan city
1933 251 2184 78 3.57
La Carlota City 756 152 908 78 8.59
Negros Occidental
7749 535 8284 1,399 16.88
Passi City 883 153 1036 135 13.03
Roxas City 1271 259 1530 90 5.88
Sagay City 1551 235 1786 188 10.53
San Carlos City
1291 137 1428 238 16.67
Silay City 1136 106 1242 264 21.26
Sipalay City 853 142 995 66 6.63
RO 104 87 83
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 33
Ways Forward on the Vaccination Program
To clearly roll out strategic steps in realizing the objectives of the vaccination
program, DepEd Region VI shall undertake the following:
Objectives Program/ Action
Activity Persons Involved
Timeline
1. To disseminate clear and accurate information about Covid-19 Vaccination to
various publics
Communication Plan; Advocacy/ Information Dissemination on Covid 19
Vaccination
Put up streamers. PAU/Health & Nutrition Unit/Covid-19 Team/ICT Education Leaders
Year-round
Feature campaign ads about Bida Solusyon sa Covid-19 and other DOH materials on electronic bulletin board.
Develop IEC materials
Issue memorandum.
2. To maximize the use of available platforms
Media Utilization
Write press releases. PAU/Health & Nutrition Unit/Covid-19 Team/ICT Education Leaders
Post write-ups and inspiring stories on fb and other media platforms.
Post testimonials of the vaccinated DepEd personnel
3. To strengthen linkages/engagement with partners
Linkages and Partnership Initiatives (LGU, DOH, Private Entities)
Enlist personnel for vaccination.
Covid-19 Team, H&N Unit (RO &SDO)
4. To keep a record of Status of Vaccination of DepEd 6 Personnel
Database link for Record-keeping, Updating and Monitoring
Create google link to track list/ percentage of vaccinated and of non-vaccinated personnel
RO/DO H & N Unit All DepEd personnel
Gather incident reports /Keep well-documented available factual information
RO, SDO Health Unit
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 34
C. Capacity Building Activities/Teacher Training/Wellness Program
Committed to the professional growth and development of its personnel, DepEd Region VI will adopt appropriate professional development programs or courses that address the development needs using varied platforms and modalities on formal training and workplace learning.
Capability building activities through online/offline platform, teleconferencing and webinars will continue as training trends for SY 2021-2022. Trainings through ICT maintains a major intervention in the conduct of regional and division professional development interventions.
The HRDD – Region VI shall implement the Localization of HRD Policies, Professional Learning and Development, and Mental Wellness Program. These key targets shall be intensified by institutionalizing LAC sessions and employing other
methods such as
● Job-embedded Learning (JEL) ● Peer assisted Learning ● Coaching
● Mentoring ● Demonstration
● Self-study ● Lectures/presentations
⮚ Institutionalization of HRD Initiatives
For the realization of the Regional Mantra in producing Champions and in support of DepEd’s Sulong Edukalidad on reskilling and up-skilling of its personnel to be adept to the fast-changing demand of the educational system of the country, the following HRD initiatives shall be institutionalized:
1. School Heads Academy in DepEd Region VI aims to develop
champion school leaders in the twenty (20) Schools Divisions in DepEd Region VI with partner SUCs/HEIs and sponsoring organizations/institutions here and abroad. The SHA shall be implemented in phases, from the selection of qualified recipients to the program, multi-modal delivery of academic subjects, completion of academic requirements under the SHA through the school-based implementation of the Re-Entry Action Plan (REAP) to the continuation and eventual graduation from the Master’s or
Doctorate degree program under the partner SUC/HEI.
2. Pool of Scholars generally aims to identify competent and highly qualified DepEd personnel to pursue professional development programs that are recognized and aligned to the Professional Standards set by DepEd. The Pool of Scholars will serve as reservoir of the region in endorsing qualified recipients to local and international grants/programs for teachers, school leaders, and non-teaching personnel.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 35
⮚ Professional Learning and Development Ensuring that the design and implementation of professional
development programs are relevant, appropriate, and aligned to the national competency standards (PPST, PPSSH, and PPSS), the following trainings will be conducted:
• Instructional Leadership Training for Teachers and School Heads on Fostering Conditions that Contribute to Literacy Instruction;
• Training on Development of Collaborative/Integrative Performance and Assessment;
• Training on Designing/making of Teacher's Instructional Support Materials and Teacher-made Learning Activities, Contextualized Learning Activity Sheets LASs of Least
Learned Skills;
• Training on Institutionalizing At-Home Learning Spaces;
• Teachers and Classrooms at Barangay Centers/Covered Courts for Quality Distance Learning;
• Capacity-Building on Blended Learning; and,
• Conduct of Simplified Action Research in the Classroom
⮚ Mental Health Wellness Program This program is provided to all DepEd personnel to ensure their
holistic development. Strong psycho-social support and wellness activities are undertaken so that everyone in the department is mentally and emotional stable, happy and inspired in serving the clientele. The following are suggested activities:
• Training for Coping Mechanisms in times of Adversities;
• Capability Building for Resiliency, Passion and Commitment in Teaching Amid Pandemic;
• Stress Debriefing Activities;
• Synchronized virtual zumba and simple workout; and,
• Kamustahan Online
• Spirituality and Mindfulness
• Training on Adolescent Health and on the Use of Rapid Psychological Assessment Tool for Learners (in partnership with DOH)
D. Partnership
Strong partnership and linkages are essential this time of the pandemic. It is
imperative that the RO supports and assists the SDOs and the schools in engaging
and mobilizing potential partners for resource generation in support of the programs,
initiatives, and activities for learning.
The graph below shows the number of responsive partners, and the
MOA/MOU instituted and the number of stakeholders’ forum engagement
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 36
Figure 14. Partnership Data
DepEd RO VI shall continue to involve and collaborate with stakeholders to
fortify engagement and partnership. For the implementation of the BE-LCP+, a 5%
increase in the number of partners shall be forged.
E. Utilization of BE- LCP+ Fund
A sound fiscal management as indicated in the obligation and disbursement
performance guarantees judicious utilization of funds in support to the BE-LCP+.
Obligation Rate Performance of SDOs
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 37
Disbursement Rate Performance of SDOs
Action Steps
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 38
III. Pool of Support
The operationalization of the BE-LCP+ for SY 2021-2022 is best harmonized
through a strong support system. The regional office shall guarantee utmost
performance of all personnel in the different governance levels in the discharge of
their roles and functions.
Office of the Regional Director
Information and Communications Technology (ICT) Unit shall
• continuously provide support to Functional Divisions and Division
Offices to ensure quality services through delivery and deployment of
ICT-enabled solutions and services.
Public Affairs Unit shall
• continuously strengthen linkages with all the stakeholders towards
enhanced awareness and perception of the Region and of the
Department.
Legal Unit shall
• continuously provide prompt and responsive legal services to the
stakeholders of the Region to ensure integrity and accountability in
public service and the efficient delivery of quality basic education.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 39
The Administrative Division shall
• facilitate the preparation and uniform release of Salaries and Benefits
of teachers and personnel of DepEd Region VI; and,
• expedite the processing of requests and other claims through the
Unified Document Tracking System from schools to the region and vice
versa.
The Curriculum Learning Management Division (CLMD) shall
• provide technical assistance to SDOs on the implementation of
contextualized curriculum and regional curricular innovations on:
the Farm School, Home Gardening Program and ALS Life Skills
• provide technical assistance on the different Learning Delivery
Modalities and the development and quality assurance of the different
Learning Resources.
• monitor the effective and efficient delivery of the various learning
modalities and the management of assessment results.
The Education Support Services Division (ESSD) shall
• facilitate provision of education support to the Region and the Schools
Division Offices in the BE-LCP+ implementation.
The Field Technical Assistance Division (FTAD) shall
• provide need-based technical assistance to the 20 Schools Divisions
based on the Technical Assistance Plan and Agreement; and
• coordinate with the SDOs in the Implementation of the pioneer
initiatives of the region such as:
1. Creation of 26 Farm Schools
2. Establishment of the School Heads Academy
3. ALS Skills Package
4. Institutionalization of Innovation
5. Home Gardening Program
The Finance Division shall ensure
• equitable and timely downloading of funds from Central Office to Schools Division Offices in support of the BE-LCP+ implementation; and,
• proper and efficient utilization of BE-LCP+ funds through the use of on-
line monitoring tools.
The Human Resource Development Division shall
• contextualize HR policies through online consultations, meetings and
workshops utilizing the developed system in consultation of
stakeholders for policy recommendation;
• strengthen Professional Learning and Development; and,
• intensify need-based trainings for effective implementation of BE-LCP
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 40
The Planning, Policy and Research Division shall
• continue to gather and provide reliable data for planning and budgeting
activities in relation to the implementation of BE-LCP+ for data-driven
decision-making.
The Quality Assurance Division shall
• strengthen the Monitoring and Evaluation (M and E) mechanisms by
crafting a tool specifically for the BE-LCP+ implementation to gather
feedback and issues for technical assistance by the Regional Field and
Technical Assistance Teams.
The pool of support shall serve as the ways Forward of DepEd VI as it
continues to employ interventions and devise new strategies and approaches to meet
the needs and demands of all learners for quality basic education.
The Functional Divisions and Units in the regional office shall collaborate with
one another in providing full support to the SDOs to meaningfully contribute and
gear up to the realization of the BE-LCP+.
Blazing the trail in the realization of the Regional Mantra, the
institutionalization of the Educational Innovations, the establishment of Farm
Schools, and the School Heads Academy, and the launching of ALS Skills Package
and the School Gardening Program…… this is how DepEd Region VI brings out the
champion in every learner.
IV. Monitoring and Evaluation
In order to track the progress of the BE – LCP+ implementation for S.Y 2021
– 2022, identify issues and gaps, and recommend actions for plan adjustment, the
M and E shall be conducted on the following:
● Learning Strategies and Modalities
● School Readiness
● Learning Resources
● Operational Plan
● Assessment
● Finance
● Teaching and Non-Teaching Personnel Vaccination
● Partnership
● Communication Plan Implementation
The M and E mechanism is strengthened in the conduct of the following activities through updating, review, validation, feedback-giving/gathering, recommendations, and ways forward:
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 41
Convergence of Education Leaders
This is an avenue for the members of the top management: the Regional
Director, Assistant Regional Director, the Schools Division Superintendents
and the Assistant Schools Division Superintendents, Functional Divisions and
Unit Heads to discuss updates on policies from the Central Office, to thresh
out problems, issues and concerns, to share banner programs, projects and
activities and to exchange good practices, innovations and initiatives all
geared towards the attainment of the DepEd goals and directions.
Coordination Meetings
This an assembly of all RO FD Chiefs, Regional Supervisors and
program coordinators to convenes twice a month to provide updates on
programs, projects and activities, to discuss issues and concerns raised by
the SDOs, and to come up with feasible solutions and strategies on these
issues and concerns through sharing of insights and best practices captured
during the Monitoring and Evaluation and Technical Assistance.
Monitoring Evaluation and Adjustments (MEA)
This technology shall serve as a framework in providing information on
the implementation and achievement of regional, division and school
programs and projects for informed decision-making and continuous
improvement.
Quality Management Review
This formal and structured meeting involves top management and the
members of the Quality Management System (QMS) team to review and
evaluate the effectiveness of Management System, to determine quality plans
for the whole organization, to review annual performance in compliance to the
Quality Management System and to determine continual improvement
activities for the Quality Management System.
Online Customer Satisfaction Survey
This feedback mechanism strategy is anchored on the ISO Quality
Management System which aims to provide quality service for total customer
satisfaction. Through this survey, practices and procedures are constantly
and continuously reviewed and revisited for refinement and enhancement as
a manifestation the principle of continuous improvement.
RMEAL - Regional Monitoring, Evaluation, Accountability, and Learning
This is an avenue to confirm, affirm, and possibly scaffold the
different activities along the focused areas. Likewise, it aims to gather
feedback and provide technical assistance. The RFTATs are grouped into
three clusters (Elementary, Secondary, and Private Schools/ALS) with
specific area of assignment to conduct actual visits (if allowed), hold a
dialogue with the school heads, teachers, and staff. The findings of each
cluster shall be consolidated and shall serve as the bases for possible
interventions.
BASIC EDUCATION LEARNING CONTINUITY PLAN+ SY 2021-2022 42
Looking Forward to a New School Year
The journey of DepEd Region VI in championing innovative strategies and relevant approaches to produce champion learners despite the test of the pandemic is clearly mapped out in this BE-LCP+. With a strong resolve and unwavering commitment, the region remains steadfast in providing quality, accessible, equitable, culture-based and complete basic education – with or without pandemic.
Armed with positive attitude and values, and guided by the Regional Mantra
to produce Champions amid the predicaments of the new set-up, DepEd Region VI
shall intensify all efforts for the successful implementation of the BE-LCP+.
-End -