Libertad

Elementary
School/Roxas
District
Basic Education-
Learning
Continuity Plan
S.Y. 2021-2022
Ensure that all learners at Libertad ES continue to learn amid
COVID -19 pandemic, we aspire to:
1.provide support and assistance to engage learners to continue
Objectives learning even while normal school operations are disrupted;
2. Continue to help learners while physical access to schools are
fully or partially restricted, adhering to the policies and guidelines
of the government;
3. Utilize varied learning modalities suited to the needs of the
learners while considering the availability of learning resources, ICT
facilities and capability of teachers;
4. Strengthen partnership with parents or guardians to ensure that
learning will continue at home; and
5. Capacitate teachers, parents/guardians, and stakeholders to
create positive learning environments to learner's whether at school
home or community.
6. Provide systematic support through participative governance,
monitoring and evaluation mechanism and welcoming innovative
adjustments.
LOOKING
BACK
Challenges and Actions Taken
Challenges Action Taken
1. Issue on the reliability / credibility of assessment Conducted orientation from parents for them to help in promoting honesty
results and in ensuring the integrity of the assessment process
Conducted SLAc sessions for teachers on integrative assessment .
Allowed teachers to attend virtual meetings about assessment

2. Sudden change of learning modalities Provided appropriate modality –based learning resources and TA to teachers
Conducted simulation activities prior to the opening of classes

3. Learners struggling with their socio-emotional well Conducted home visitation and counseled the learners
being
4. Parents’ / guardians’ ability to take the role of Request for assistance of LSA’s per DepEd Order # 32 s. 2020
learning facilitators.
5. Unable to sustain the routine in the distribution and Followed-up communications with parents and monitor and clarify problems
retrieval of SLMs why they can’t sustain the routine in the distribution and retrieval of SLM’s
Sought assistance from the barangay officials
LOOKING
BACK
Challenges and Actions Taken
Challenges Action Taken
6. Very poor internet connectivity maybe due to Ask them to go to a place with good internet signal
location

7. Errors in some learning resources(SLMs) Conducted Focus Group Discussion (FGD) to all teachers to address
the issue
Checked the errors before printing

8. Some content of the lessons are not understandable Scan the modules , edit and contextualized/localized for the learners
to the learners to understand more the lessons

9. Higher risk of exposure of teachers to COVID -19 Constant reminders to teachers to prioritize their safety by observing
when distributing and retrieving SLMs proper health protocols.
Made proper mitigations on how to protect teachers from too much
exposure to virus infections.
Best/Effective Practices (S.Y. 2020-2021)
Description Implementation Impact
“SIMULATE FIRST”
1. Prior to the opening of classes the school Parents read all the guidelines posted in the Parents got acquainted of tge correct
conducted the simulation activity on proper entrance gate procedure on distribution and retrieval of
procedure on the distribution and retrieval of modules
modules
Washing of hands upon entering the school Zero COVID-19 infection in school
premises was strictly observed before giving
the modules to parents until done

“ TAPPING PARTNERS”
2. Strengthened Partnership Each teacher listed down all the probable More donations were received by the school
Each teachers was made to tap probable stakeholders to be the school partners in the
stakeholders to help the school implementation of modular distance delivery
by sending messages through letters, SMS or
Facebook informing them the needs of the
school in the present situation.
Best/Effective Practices (S.Y. 2020-2021)
Description Implementation Impact
“PRINTERS FOR MA’AM”
3. Printers are the important equipment in the Listed all teachers who have no printers Each teacher has to reproduce his her own
modular learning delivery. In order to have Made a request to the SDO for the purchase modules intended for her section.
fast reproduction of modules, all teachers in of the printers against MOOE and BE-LCP Fast printing
school were provided with printers through fund No delays in the distribution of SLMs
the school MOOE and BE-LCP fund Made PO/PR in the acquisition of printer and
purchased all the printers and distributed to
teachers who need it.

“ HOME VISITATIONS”
4. Home visitation was conducted to learners Teachers list all learners who need to be Learners were provided with assistance .
who are struggling, and other problems visited Parents and learners were happy for they were
related to their pupils, with strict observance Secure permit from the school head and the visited by their teachers.
of the required health standards and safety barangay captaion prior to the conduct of the Teachers, parents and learners had the
protocols home visitation. deliberation for the improvement of the
Conducted home visitation on the requested performance of the learner
date
Best/Effective Practices (S.Y. 2020-2021)
Description Implementation Impact
“LSAs for LEARNERS”
5. LDES seek assistance thru Learners’ A teacher applicant is still willing to give her Maximize the printing of modules and as well
Support Aide (LSA) support to the new normal set-up of education as helping in preparing /sorting & checking of
in the reproduction and printing of modules as modules. Lessens the number of back logs.
well as in checking learners’ modules while
waiting for her chance in the department.

“Learning Activities Enhancement”

6. Develop Learning Activities of pupils  There were additional practices and  Learning took place every week even
answer sheets sent to learners as part of when modules were late in production.
their outputs. Like modules, There are activities that are hands-on and
supplementary activities were answered or manipulative which arises the interests of
act-out and sent thru videos to the advisers learners.
 Reading materials were also sent to pupils  Teachers are doing their best on how to
and a video will be sent to advisers to monitor the activities of the learners by
assess the reading skills of learners sending them videos.
Best/Effective Practices (S.Y. 2020-2021)
Description Implementation Impact
“Learning Activities Enhancement”
7. Develop Learning Activities of pupils
 Reading materials were also sent to pupils  Reading materials were also given to pupils
and a video will be sent to advisers to assess and videos were also sent by the parents to
the reading skills of learners the advisers. During meetings via their GC’s
and announcements, for those learners who
don’t have cp’s they may ask assistance
from their relatives or friends to take a
video of the activities asked to be sent to the
teacher.

“Contextualized Modules”
8. Localization of modules  The teachers did the editing of modules to  Learners easily understand the localized
make sure that there were no errors in the lesson prepared by teachers.
distributed modules and localized the
lessons before printing.
Best/Effective Practices (S.Y. 2020-2021)
Description Implementation Impact
“Teachers Enhancement”
9. Mentoring of teachers by LAC
leaders during INSET There were prepared Matrix for the strengths, Easily identified strategies and methods to use
weaknesses and problems of the school, and support the needs of the school, teachers
teachers, learners were discussed through and learners.
collaboration of LAC leaders and teachers
and find ways and means to solve the
problems.

“Promotion of Learning”

10. Use of technology to promote Internet connection is quite difficult in school Less contact /face to face between teachers
learning and other places. The teachers find their and learners . Discussions /communication is
initiatives to easily deliver learning using easy and unchallenging
technology.
LESSON LEARNED FROM S.Y. 2020-2021
The changes brought about by the pandemic COVID-19 causes lots
of ripple effects in the field of education . We’ve experienced to
design different ways of introducing learning to the diversity of
learners from modules by the resources that are available within our
reach. This is our first time in history of education, and handling this
situation is not easy. Everyone is affected in all aspects especially on
how to deal or deliver this mode of learning towards learners without
seeing them in person or face to face. The parents of learners are our
partners in delivering the modules/activities/lessons, so that learning
could take place. In contrast, there are parents that causes caos in
getting their child’s modules in school. Study time at home is not
strictly implemented, thus ending –up bulks of modules for learners
to answer.
LESSON LEARNED FROM S.Y. 2021-2022
Teachers' despite of financial hardship are able to find means to
cope with the timeliness just to give learners quality education.
Parents have big roles in facilitating learning towards their own
child even they are occupied with work and heavy loads in their
household chores. They were able to assist in answering the different
modules of their children and pass on the scheduled time.
Stakeholders , as pillars of the community, strongly support the
needs of the school even in the hardest times of their lives.
All these experiences had contributed for the production and
development of our BE-LCP this coming school year.
OPERATIONALIZATI
ON
OF THE BE-LCP
S.Y. 2021-2022
OPERATIONALIZATI
ON OF THE BE-LCP
• In operationalizing the BE-LCP, it
required health standards that shall be
enforced to reduce vulnerability,
transmission, contact, and duration of the
infection. LdES shall ensure readiness of
school facilities, learners, teaching and
non-teaching personnel, school
administrators, and the community in time
for the school opening on September 13,
2021.
•This will start from the enrolment on
Aug.16,2021 to Sept.13,2021
Learners’  Libertad Elementary School is one of the complete
elementary school in the District of Roxas located at Barangay
Context Libertad, Roxas, Oriental Mindoro. This is covered with 7
sitios namely, Highway I,Highway II, Dimatulac St., Galicia St.,
Venus St.,Geremia St. and Gado St wherein most of the pupils
came from.
Teachers The school was established since 1947. This was donated to
the Municipality of Roxas and the title of the school was
’ context through the municipality. The transfer of the school for the
department is still on process.
Our school is 7 kilometers away from the district office.

Communit
y Context SCHOOL PROFILE
School
Context
School Profile Learners’ Context
ENROLMENT SY 2020-2021 PROJECTED ENROLMENT SY 2021-
LEVEL MALE FEMAL TOTAL
2022
E LEVEL MALE FEMAL TOTAL
E
KINDERGARTE 23 24 47
N KINDERGARTE 26 29 55
N
SPED 6 7 13
SPED 6 7 13
GRADE 1 29 17 46
GRADE 1 23 24 47
GRADE 2 21 22 43
GRADE 2 29 17 46
GRADE 3 18 21 39
GRADE 3 21 22 43
GRADE 4 25 26 51
GRADE 4 18 21 39
GRADE 5 15 15 30
GRADE 5 25 26 51
GRADE 6 25 19 44
GRADE 6 15 15 30
TOTAL 162 151 313
TOTAL 153 161 314
School Profile Learners’ Context
Performance Indicator S.Y. 2020-2021
1. Gross Enrolment Rate

2. Net Intake Rate

3. Gross Enrolment Rate

4. Net Enrolment Rate

5. Repetition Rate

6. Drop Out Rate

7. Transition Rate

8. Graduation Rate

9. Completion Rate
Teachers
Context
Profile
Age of Teachers (Years)
SEX No. of Teachers per
position 20-30 2
Male 0 T-I 3 31-40 3
Female 13 T-II 0 41-50 5
Total 13 T-III 8 51-60 3
MT-I 2
Total 13
Community Context
Before the parents get
their modules, teachers
requested them to help
them in cleaning the
school premises. And the
school utility also
maintained the
cleanliness of the ground
through the regular grass
cutting of the ground.
Current Health Situation

LDES also ensures

that classrooms and
materials are
disinfected

No. of Vaccinated Unvaccinated

Employees
School Head – 1 0
JO- 1 1
LSA- 1
1
Utility- 1
1
School Program
Context Offerings

Kindergarten

SPED

Regular Classes from

Grades I-VI
Mode of Enrolment
 Parents can enroll their children via online using the google sheets posted in their GC’s and Facebook.

 Enrolment area was also prepared in school where the parents get the forms, fill in and drop to the allotted box
observing proper protocols.
NEEDs and
GAPS
Analysis ( gaps, crucial resources, etc.)
Analysis, Gaps and Teachers’ Availability and
Interventions
Gaps
Grade level No. of No. of Teachers No. of Teachers Gaps Interventions
classes Previous School for the next
Year 2020-2021 School Year 2021-
2022
SPED 1 1 1 0 The data shows that there is a gap in
another grade level due to the projected
Kindergarten 2 1 1 0
enrollment.
Grade I 2 2 2 0 There are teachers who were assigned to
Grade II 2 2 2 0 another grade level to cope up the needs
and fuse other grade level into 1 section
Grade III 2 2 2 0 in grade 4.
Grade IV 2 2 1 1 One teacher was pulled out to be the
floating teacher to assist in other works.
Grade V 1 1 2 2 LSA was also assisting the teachers in
Grade VI 2 2 1 1 sorting printed modules and other works
Total 14 13 12
Analysis ( gaps, crucial resources, etc.)
Analysis, Gaps and Learning Materials Availability and
Interventions
Gaps
Projected No. of SLMs Reusable Gaps Interventions
CO/RO/SD Enrolmen Downloaded/Pri SLMs
O Developed t nted
SLMs for
every grade
level

SPED 13 13 0 13  The data shows that there is gap in the

printed modules for distribution this S.Y.
Kindergarten 55 47 0 55
2021-2022.
Grade I 47 47 0 47
Grade II 36 43 0 43  Follow – up parents/ learners to return the
modules to school if possible.
Grade III 43 39 28 11
Grade IV 39 51 40 11  Print the lacking modules
Grade V 51 30 25 26
Grade VI 30 44 38 0
Total 314
C. Preparation
Grade Learners Learning Modalities
Surveyed

    Face to Online Modular Digital Blended

Face Printed
I 47 0 0 38 0 9
II 46 0 0 40 0 6
III 43 0 0 41 0 2
IV 39 0 0 35 0 4
V 51 0 0 45 0 6
VI 30 0 0 24 0 6
Kindergarte 55 0 0 45 0 10
n

SPED 13 0 0 13 0 0
total   0 0 281 0 43
Learning Delivery Modalities, Platforms & Strategies

 Baseon the result of the data gathering from the survey conducted
by the teachers to the parents of Libertad ES learners, it is found
out that printed modular learning is the still the modalities they
want to apply for their children due to the following reasons;
1. Internet signal is very limited in the area
2. Inadequate number of learners has their own cellphone although
some of the parents and relatives have but can’t be used by the
learners for their study.
Learning Delivery Modalities, Platforms & Strategies
Learning Modalities S.Y. 2021-
2022
Learning Modalities Platforms Strategies
Modular Distance Learning Messenger, Text Messaging Facebook, Utilize social media and other platforms
Phone calls to establish open communication for
queries and other concerns
Orient parents, teachers and learners on
the use of different portals of DepEd
Provide at hoe learning spaces for
learners to minimize the distractions
during the conduct of distance learning
classes if possible
Conduct home visistation, adherent to
IATF health protocols, to provide
learners and students with hand-on
learning experiences
Create a “Help Desk in the school to
accommodate a distance learning
queries from learners, parents and
stakeholders
Learning Delivery Modalities, Platforms & Strategies
Learning Modalities S.Y. 2021-
2022
Learning Modalities Platforms Strategies
Modular Distance Learning Messenger, Text Messaging Facebook, Utilization of Phil.ECD Checklist
Phone calls
Submission of KCEP and ECD
Checklist Report
Utilization of Learners Progress Report(
for monitoring,adjustment and further
intervention)
Learning Delivery Modalities, Platforms & Strategies

Modalities Platforms Strategies

1. The use of learning resources
Learning Distance Materials Modules(slides,
Modality-Printed videos and audio files)
2. Use of E-Learning Materials
Modular 3. Access to LR Portals
4. Access to DepEd Commons
5. Free access to Open Educational
• Soft copies are derived • Learning modules • Pick up at
Resources from CO, RO,SDO contains Materials for home
through data base modular distance
• Parent/
received by teachers learning:
guardia
through google drive  Guide for
ns will
• Teachers review the parents/facilitators
• Home delivery receive
lesson to make sure  Individual Learning
with the help of the
that the modules are Plan for learners’
Barangay modules
correct instructions
Officials and
• Teachers  Checklist for parents/
deliver
contextualized the facilitator/learner
to
modules received for
learners
the learners to • Print hard copies of • Pick up at
understand more the modules designated
lesson place/area
Readiness of the School in case of limited Face to Face WASH & WINS
Implementation
Readiness of the School in case of limited Face to Face

WASH & WINS

Implementation
Readiness of the School in case of limited Face to Face
Readiness of the School in case of limited Face to Face •SDRRM
Implementation
A. Plans to Attain Quality Education for S.Y. 2021-2022
Strategies Activities Persons Involve Time Fund Sources
1. Continuous Infographics School head Year Round MOOE
advocacy Tarpulin Teachers
campaigns and Stakeholders
information
dissemination
on health and
safety
protocols and
mechanisms in
school and
community

1. Seek the Request letter School head When approved

approval Teachers by the
and
Stakeholders president
clearance
from SDO,
LGU, RHU
for the
conduct of
face to face
modality
2. Conduct Purchase of School head Once a week MOOE
periodic disinfectants Teachers
disinfection
Solicit Stakeholders
of all school
facilities disinfectants
3. Provision Monitor School head August 2021 MOOE
of holding temperature Teachers onwards
/isolation before and after Stakeholders
room for school hours or learners
learners before they
and enter the
teachers premises
with flu-
like
symptoms
A. Plans to Attain Quality Education for S.Y. 2021-2022

1. Provision of Monitor School head August 2021 MOOE

holding temperature Teachers onwards
/isolation before and Stakeholders
room for after school learners
learners hours or before
and they enter the
teachers premises
with flu-like
symptoms
2. Observance Remind always School head Year round
of of their social Teachers
mandatory distancing Stakeholders
physical learners
distancing
always in
the vicinity
of the
schools.
3. Conduct Guard on duty School head Year round
mandatory will always Teachers
thermal
monitor the Stakeholders
scanning of
body body learners
temperature temperature
in the before entering
entrance the premises
gate.

4. Wearing of Mandatory School head Year round MOOE

face masks wearing of Teachers
and proper
facemasks and Stakeholders
waste
disposals proper disposal learners
of it.
Monitoring and Evaluation

Personnel Roles and Functions

Administrator  Ensure the operationalization of the BE-LCP in school
 Present the BE-LCP to potential partners for resource mobilization,
 Modify, if necessary, according to the needs of the school, and
 Conduct regular meeting or consultation to the needs of the school personnel for issues and
concerns that require proper decision making
Teachers  The teachers take the responsibility of monitoring the program of the learners
 Reflect on their existing lesson plans and redesign them according to the limits and/or
possibilities of the new environment
 Recognize that their other roles-being coaches, mentors, and second parents still operate in this
new environment
Learners  Accomplish the performance task and written works provided to them.
 Show creativity and resourcefulness in doing their daily lessons
Parents/Guardians  Assist the school in monitoring the progress of their children
 Learn how to be teachers’ “assistants” at home helping children establish a routine, assisting
advancing learning objectives as well as performing simple troubleshooting.
 Help their children set up a dedicated space for doing online learning , and help them manage a
schedule that is conducive and sensitive to their needs as children
Ways Forward
Activity Objectives Responsible Personnel

Creation of the BE-LCP TWG Revisit, review and approve the BE- School head, Teachers Stakeholders
LCP of the school

Reconstitution of the School Planning Revisit, review and approve the BE- School head, Teachers Stakeholders
Team LCP of the school

Engagement of Stakeholders Involve stakeholders in the revisiting, Technical Working Group, School
review and adjustments of the BE- Planning Team, Stakeholders
LCP

Convergence/Meeting with key Communicate the BE-LCP to School head, Teachers Stakeholders
stakeholders determine points of convergence
Commitment
We need to embrace CHANGE in whatever forms to ensure that the delivery of
basic education services is unhampered .
The situation pushed everyone to be INNOVATIVE and CREATIVE in
preparing instructional materials that are suited to learners’ capabilities and talents.
The pandemic did not stop us from doing our duties and responsibilities as
educators; it even strengthened our FAITH and TEAMWORK as we pooled our
strength to do our work with grit and resilience, thus, the delivery of education
services remained uninterrupted
Hand in hand we will do our best to deliver the best education to our learners.
LdES affirms his commitment to provide accessible, relevant and quality basic
education to all learners and clear guidance to all parents, teachers and stakeholder,
surpassing challenges of times.
“Act as if what you do
makes a difference.
IT DOES”
William
Thank You
&
God Bless