School Learning Continuity Plan 2021-2022

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Schools Division Office of Rizal
KASIGLAHAN VILLAGE NATIONAL

HIGH SCHOOL
PARA SA BATANG KASIGLAHENYO
Address: Kasiglahan Village, San Jose, Rodriguez, Rizal 1860

School ID: 301446
Telephone No: 982-1508/0956-081-9055
Email Address: kasiglahanvillagenhs.301446@deped.gov.ph
Facebook Account: www.facebook.com/DepEdTayoKVNHS301446
I PRELIMINARIES
As the school year 2021-2022 opens this September amidst

this dreadful scenario, we have been thinking of how prepared the
school in delivering quality instruction despite of the emerging
situation we are facing. Bonded on the premise that education is a
non-negotiable human right, our team courageously assessed the
needs of the school in terms of its resources- realigning,
maximizing and optimizing them as there are programs and
strategies which are no longer relevant because of this paradigm
shift in education.
Consequently, Kasiglahan Village National High School
continues to scale up educational accountability and responsibility
by preparing a blueprint which shall ensure the adherence on the
principles under DepEd’s BE-LCP.
And so, we present this School Learning Continuity Plan with
primary consideration on children’s safety as it is paramount in this
time of pandemic. This SLCP lays down the direction of the school
as it travels the highways and byways of this New Normal in
Education. Also, through this, all the stakeholders both internal and
external will be guided on the processes of the implementation
which will be generally anew to them. Thus, it is but fitting time to
seek understanding, support, and solidarity of our DepEd family and
all our stakeholders, in the true spirit of unity, and bayanihan.
There is no perfect time to start but now, with all the
considerations and measures nothing could stop us
in our dream to continue deliver quality teaching
and would result to bringing excellence to our
learners.
May this SLCP expand access, improve

quality in teaching-learning process and assist
us in the operationalization of the school in
the midst of this trying time.
MARIA CRISTINA S. MARASIGAN, EdD

Principal IV
I PRELIMINARIES
MESSAGE OF THE SCHOOL HEAD 2
TABLE OF CONTENTS 3
II FOREWORD
GUIDING PRINCIPLE 4
INTRODUCTION 5
III CONTENT
A. GOAL 7
B. CONTEXT 8
C. SUCCESSES AND LESSONS FROM

10
BE-LCP 2020-2021
D. SURVEY RESULTS FOR SY 2021-2022 28
E. FRAMEWORK OF ENHANCED
34
BE-LCP 2021-2022
F. MASTER PLAN 35
G. CONTEXTUAL OPERATIONALIZATION
36
BY KEY DIMENSION
H. SYNTHESIS 48
IV ANNEXES 49
REFERENCES 65
II FOREWORD
Protect the
health, safety
and well-being Be sensitive to
of learners, equity
teachers and considerations
personnel and and
prevent the concerns, and
further endeavor to
transmission of LEARNING address
COVID-19. them the best
CONTINUITY
we can.
Ensure learning
HEALTH AND continuity through
SAFETY K-12 curriculum
adjustments, EQUITY
alignment of
Facilitate the safe learning materials,
return of teaching and application of Link and bridge the
non-teaching BE-LCP to
multiple learning Department of
personnel and learners
to workplaces and delivery modalities, Education's pivot to
schools, taking into provision of quality and into the
consideration the future of education,
corresponding under the
scenarios projected
by DOH and IATF, training for frameworks
complemented by teachers and of Sulong
other credible sources, Edukalidad
school leaders, and
and balanced with and Futures
Department of proper orientation Thinking in
Education's own risk of parents or Education.
assessments.
guardians of
learners. SULONG
SAFE RETURN EDUKALIDAD
TO SCHOOL
4
II FOREWORD | INTRODUCTION
INTRODUCTION
Kasiglahan Village National High School was established last June
2, 2002 and situated in the heart of Kasiglahan Village. It is a housing
project of former President Joseph E. Estrada, where most of the students
are relocaties from different cities of Metro Manila such as Pasig, San
Juan, Quezon City and Sta. Ana. The school is one of the former annexes
of General Licerio Geronimo Memorial National High School under the
supervision of Mrs. Maria A. Barrameda who was the Principal then. The
National Housing Authority which allowed the use of 13 row house units
as temporary classroom for 15 sections from grade7 to grade 10 which
grew fast from its previous report on enrolment from 2017-18 of 5548,
2018-19 of 6103 and 2019-20 of 6391. Moreover, from the result of the
recent Philippine Informal Reading Inventory program 2019-20 showed a
favourable result. Where from the population of 5,362 students tested in
the post-test, a statistics of 2,774 were Independent readers, 1, 787 were
Instructional readers, 794 were Frustration readers and 2 Non- readers.
During the past years, the school has served as an avenue for
school and district competitions, trainings, and seminars.
Indeed, the efforts of all those who are responsible for the rapid
growth and development of this learning institution are all worth it and
Kasiglahan Village National High School has gone far from where it was
before!
Rodriguez, Rizal where the school is situated is a 1st class
municipality and is regarded to be the most populous municipality in the
country according to the 2015 census. The abrupt growth of population
is that it serves as a government resettlement site of those coming from
the Metro Manila.
5
II FOREWORD INTRODUCTION
With this current scenario, the school in all its efforts and
initiatives to implement the LCP will greatly depend on family and
community support. There is a need to prepare not only the school
teaching and non-teaching personnel, but also the parents or
guardians of the learners. There will be orientations and capacity
building for parents and guardians to prepare them for the new
role/responsibilities that they will do. The school also needs the
support of the Local Government Unit to maximize and align the
Special Education Fund in providing resources and assistance for its
implementation.
The implementation of the BE-LCP will be challenging. It is not

a perfect plan. It is not possible to have a perfect plan with so many
unknowns and imponderables. Operational complications can be
expected along the way. Thus, this SLCP will be flexible depending
on the emerging need that will arise.
6
III CONTENT|GOAL
OBJECTIVES OF BE-SLCP & SCHOOL

TARGETS FOR SY 2021-2022
Kasiglahan Village National High School adamantly faced the
school year 2020-2021. The school crafted strategies that deliver
quality instruction in light of the public health emergency. Bonded
on the premise that education is a non-negotiable human right the
school courageously assessed the needs of the school in terms of its
resources- realigned, maximized and optimized programs and
strategies in the paradigm shift on education.
The school fully supports the department’s goal of producing
world-class Filipinos through quality, free and equitable basic
education for all. However this pandemic has changed everything
and made its almost impossible for every young Filipino to continue
theirs studies.
The goals of the KVNHS centers on the learners with which the
share out by the 5 domains geared towards Edukalidad
1. Focus on learning
2. Reaching the marginalized
3. Well-being and protection
4. Safe Operation
5. Educational Financing
7
III CONTENT|CONTEXT
ENROLMENT SY 2020-2021, SY 2021-2022

Grade SY 2020 - 2021 SY 2021 - 2022 Percentage
Level Increased
FEMAL TOTA MAL FEMAL compared
MALE TOTAL to previous
E L E E
school year
GRADE 7 1004 878 1882 688 641 1329 -29.38%
GRADE 8 845 780 1625 845 779 1624 -0.06%
GRADE 9 843 838 1681 831 769 1600 -4.82%
GRADE
730 766 1494 790 956 1746 16.87%
10
TOTAL 3422 3262 6684 3154 3145 6299 -5.76%
NUMBER OF EMPLOYEES: TEACHING AND NON-

TEACHING
Positions Number of Filled Positions
Principal IV 1
Master Teacher I 1
Head Teachers 2
Teachers I-III 235
Senior Bookkeeper 1
Disbursing Officer II 1
Administrative Assistant II 1
TOTAL 242
The table shows the data of school personnel. The number of filled
position for the school year is as follows, 1 Principal IV, 1 Master
Teacher I, 2 Head Teachers, 235 Teacher I-III, 1 Senior Bookkeeper,
1 Disbursing Officer II, and 1 Administrative Assistant II. Thus,
there are 242 filled position in the school and all are nationally
funded. 8
III CONTENT|CONTEXT
The map shows the strategic location of Kasiglahan Village

National High School to the nearby villages and subdivision in the
community. The circle indicates the specific location of the school
while the red, yellow, and green arrows signify the biggest catchment
areas of the learners, the Metro Manila Hills, Sub-Urban and Kasiglahan
Village respectively. Based on the LESF, Kasiglahan Village registered a
total of 3207 learners, Sub-urban has 2956 registered learners and
Metro Manila Hills has 250 learners. In Double L San Isidro where
KVNHS is the nearest school in their community registered a total of
117 learners. These areas are the sources of biggest enrollment rate in
KVNHS.
9
III CONTENT|SUCCESSES AND LESSONS
FROM BE-LCP 2020-2021
The implementation of BE-LCP last year have had successes

and lessons that ensured education to continue despite the
pandemic facing our country in terms of the following:
1. CURRICULUM CONTENT
▪ Implementation of the 4x4 ENSCIMAFIL – MAKABAYAN and
the 4x5 approach for academic ease. This approaches initiated
by our SDO Rizal has greatly helped our learners to facilitate
learnings. The 4/4 approach is a way in which the Four (4) core
subjects will be taught first in the first month and followed by
other 4 MAKABAYAN subjects in the coming month, unlike the
normal ways of studying eight (8) subjects in one day which is
quite difficult for our learners in the Modular Distance learning
modalities.
4x5 Approach for the Academic Ease

1st Month of the Quarter 2nd Month of the Quarter
MATHEMATICS
ENGLISH FILIPINO
TECHNOLOGY LIVELYHOOD
SCIENCE
EDUCATION
ARALING PANLIPUNAN MAPEH
EDUKASYON SA
PAGPAPAHALAGA
Math subject, which came up as the most difficult subject

based on the VOC, was offered for 2 months unlike in other
subjects where they are offered in just 1 month in a quarter.
Fewer set of activities within the scheduled month resulted to

better quality of the learners' output and reduced the stress
among the Kasiglahenyo learners and their parents.
10
2. LEARNING DELIVERY
▪ Conceptualized Project IDEAS (Initiated Development Educational
Activity Sheets) and Project PWALMS (Process of Walkthrough and
Alignment of Learning Materials) whose objective is to contextualize the
adapted Most Essential Learning Competencies (MELCs) to
accommodate varying contexts and conducted review and
contextualization of learning materials and thus, making the curriculum
relevant to learners. This educational activity sheets can be utilized in the
learning intervention of teachers to challenged or lagging behind
learners and to decrease the numbers of least-mastered skills.
▪ Review and walkthrough of materials were made by the QA team of
each department. The activity helped in the effective delivery of lesson
and assure the quality of learning resources given to the students.
▪ Collaboration through LAC Sessions, Virtual Kumustahan, Focused
Group Discussions and the likes were conducted. These paved
clarifications, and resolutions on the concerns of the teachers, learners,
as well as of the parents amid the distance.
▪ SLMs were distributed in accordance with the strict implementation of
health protocols. Plans on distribution also varies on the quarantine level
to mitigate the spread of Covid-19 within the school and community.
▪ Upskilled and equipped teachers to be efficient and effective in using the
different teaching modalities and approaches in Deped’s “New Normal”
education through In-Service trainings and encouraging teacher to
attend National, Regional and Division virtual trainings through the
implementation of Project EXCEL (Expand Capacity to Educate Learners)
3. LEARNING RESOURCES
▪ The difficulties brought by the pandemic caused the sector to shift the
delivery of learning from the traditional in-person to the new norm of
education. To account, the existing learning modalities offered by the
Kasiglahan Village National High School was a result from the survey
conducted last August of the SY 2020-2021. BOSY survey results
suggested the modality most applicable with the students of the KVNHS.
Whereas learners across the level chose Modular approach as the mode
of learning. Thus, the following strategies were crafted.
▪ Developed system of distribution and collection of learning resources
while strictly adopted required health standards to ensure health, safety,
and well- being of learners, teachers and personnel, and prevent the
further transmission of COVID-19.
11
Well-supervised distribution and retrieval of learning resources to prevent

higher risk of exposure of teachers to COVID-19 when distributing and
retrieving SLMs. Health safety protocol system for reporting teachers and walk-
in parents was overseen. Health declaration form was administered.
▪ Given the crafted and implemented learning delivery modalities, the

school enlisted the Kasiglahero stakeholders as part in its thrust
towards the flagship Edukalidad.
ENGAGEMENT PLAN FOR PASABAY/RIDERS
BE team looked Scheduling Send Modules

77 students Agreement was
for volunteers of Pasabay / through riders to
are under LR Pasabay signed between
riders for the houses of
identified /Riders and 105 the volunteers
each student the identified
under LR committed to be and the school. learners
Pasabay part of team individually.
riders.
Volunteers pick-
up the
The LR Pasabay / accomplished
riders will have activity sheets
certificates of and submit it to
recognition and the adviser.
appreciation during
the Stakeholders’
Recognition.
12
13
4. LEARNING OUTCOME ASSESSMENT

▪ KVNHS created a Learning Outcome and Assessment (LOA) Team
for easy communication and coordination on gathering of LOA
result.
LOA
Coordinator
shall
Submittion of Adviser shall
consolidate the
grades from input the
submitted data
subject grades to
and input it on
teacher to google sheet
the provided
adviser link
Google sheet
link from Sub-
office
Comparative Percentage of Average from Q1 to Q4
88.00%
86.00%
84.00%
82.00%
80.00%
78.00%
76.00%
Grade 7 Grade 8 Grade 9 Grade 10 Total
Average
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
• Learners’ grades were tracked and harvested. LOA Result were

analyzed to identify progress by following the performance and
achievements of students in each grade level.
The table above shows the
comparative analysis of the KVNHS
Initial LOA Result and the Updated
LOA Result of the learners lagging
behind and under SARDO for the
second quarter as of May 28, 2021. It
can be seen that has only four
students still lagged behind out of
1716, zero learners under SARDO out
of 133, and the data shows from 4849
learners with complete grades it
becomes 6694 because of
interventions through Project AKAP-
KALINGA, the problems in learners
lagging behind and students at risk of
dropping out were almost resolved.
14
Analysis and Interpretation:

The table above shows that out of 6,685 learners of KVNHS, there
was a high percentage of learners with complete grades. It shows that
there were no students reported under SARDO. Moreover the result
show that MAPEH has the highest number of learners with incomplete
grades. The reason is there were students who failed in completing the
four components of the subject.
Overall, The LOA results shown above is a manifestation of
teachers’ effort to make necessary interventions to help lagging
students. 15

The table above shows that out of 6,698 learners of KVNHS, there was a high
percentage of learners with complete grades and a fraction of learners with
incomplete grades. The table also manifest a small percentage of learners reported
under SARDO. Further into details, Grade7and Grade 10 have the highest number of
learners reported with incomplete grades.
Overall, The LOA results shown above is an indicator for the teachers to make
necessary effort in intervening to help the students lagged behind.
16

The table above shows that out of 6,680 learners of KVNHS,
almost 100 percent of learners had complete grades. The table also
manifest a very small percentage of learners reported under SARDO
and learners with incomplete grades.
Overall, The LOA results shown above is an indicator for the
teachers to make an extra effort in intervening to help and motivate
those students that are still in lag behind.
17

The table above shows that out of 6,680 learners of KVNHS, almost 100
percent of learners had complete grades. The table also manifest a very small
percentage of learners reported under SARDO and learners with incomplete
grades. Overall, The LOA results shown above is an indicator for the teachers
to make an extra effort in intervening to help and motivate those students that
are still in lag behind.
PERFORMANCE INDICATORS 3 YEARS
S.Y. 2018-19, S.Y. 2019-20, S.Y. 2020-21
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5. TECHNICAL SUPPORT SERVICES

Technical Assistance Provided and/or received
▪ Conducted monitoring, provision of TA and instructional supervision and
coaching to the ODL and MDL teachers. Provision of technical assistance to
teaching standards and pedagogies within and across learning areas to
improve student outcomes by improving the instructional prowess of the
teacher.
▪ Conducted regular department meetings, LAC sessions, and INSET to
discuss reports and plans for actions to be taken on concerns and issues.
▪ Development of Video Lessons and other digital learning materials.
Assigning collaborators responsible for creating an active subject/grade
level FB Page that can be used for posting SLMs, google forms, students’
activities, lesson links, etc. Creating uniformities in the teachers’ execution
of the lesson, resolving the problem in creating interventions, and an
answer to NLPA since most of the students have gadgets or cellphones.
This can also help addressing the shortage in SLMs.
▪ Quality assure locally developed LRs.
▪ Provision of Technical Assistance to teacher through I-TeLeTEC Program or
Improving Teaching and Learning in Times of Educational Challenges
Program. The integration of four vital projects in improving the teaching
and learning process of the school in accordance with the implementation
of Basic Education Learning Continuity Plan.
▪ Project PWALMs (Process of Walkthrough and Alignment of Learning
Materials)
▪ Project IDEAS (Initiated Development of Educational Activity Sheets)
▪ Project KOReC (Kasiglahenyos Online Report Card)
▪ Project AKAP-Kalinga (Anak Kumusta Ang Pag-aaral-Kalinga)
▪ Provided a conducive online learning space by providing teachers with
DepEd accounts and Microsoft 365 accounts. DepEd account and Microsoft
account were used by the teachers on the learning delivery modality.
Social Mobilization
▪ Strengthened School-Community Partnerships through Ka-Barangayan:
Kasiglahenyos Barangay Action Network which seeks to bridge teacher
and student amid the situation through its proactive, innovative, and
extensive action toward the learning process advancement. Broaden
community linkages which resulted in a positive and convincing
relationship between family involvement and benefits for students,
including improved academic achievement of the learning outcomes
through their active participation in school activities, programs and
projects.
18
▪ Created Kasiglahenyos Online Report Card (KOReC) which uses
information technology and different media platforms in its aim to
continuously provide accurate and relevant information to the community
about the school’s programs, projects and learning delivery. The project
KOReC, “Kasiglahan Online Report Card.” (KOReC) is a response to the
suspension of mass gathering set by the national government in
mitigating the spread of Covid 19. The mission of the project KOReC is to
maintain linkage with the community by disseminating accurate and
relevant information about the school program, project, and activities the
community needed in making wise decision using online media platform
like YouTube and Facebook. The project was also developed to prepare the
community in the opening of classes, generate fund for the Brigada
Eskwela, and help in creating a new norm in keeping the schools safe from
Covid-19.
▪ Geared in the enhancement of the logistics of learning materials in
accordance with the Basic Education-Learning Continuity Plan of the
Department of Education and provide better access to learning materials
to the learners, parents and community. Assist the school in mobilization
of available learning materials through the vehicles provided by the PTA.
▪ Established LR Pasabay Movers who shall distribute and retrieve SLMs of
the learners with problems on the retrieval and distribution of Self-
Learning Modules.
▪ Sustained e-Gabay-Aral and Co-Teaching Parents to provide support
addressing the needs of students who cannot manage independent
learning, including those with disabilities and special needs; those who do
not have a household member or any responsible adult available to
provide instructional support and facilitate distance learning delivery
modalities; and households with parents and guardians with full-time jobs
who may not be able to monitor and guide the child’s learning at home.
Training and Development

▪ For the trainings attended by the teachers, all the teachers continuously
attend trainings and webinars to improve their teaching practices and
strategies for their own benefit as well as the learners. Training is
encouraged among teaching force as it allows them to acquire new skills,
sharpen existing ones, perform better, increase productivity and be better
leaders.
TITLE OF TRAININGS INCLUSIVE DATE WHO/ NUMBER OF

ATTENDEES
In-Service Training August 10-14, 2020 Teachers / School Head
LDM 2 for Teachers September 16-22, 2020 Teachers / School Head
In-Service Training December 14-18, 2020 Teachers / School Head
20
TITLE OF TRAININGS INCLUSIVE DATE WHO/ NUMBER OF

ATTENDEES
In-Service Training March 22-26, 2021 Teachers / School Head
Teachers / Students /
GAD March 16, 2021
School Head
LDM 2 Practicum Portfolio June 14-18, 2021 Teachers / School Head
Planning and Research

LIST OF RESEARCHES
▪ “Factors Affecting The Job Satisfaction In Kasiglahan Village National High
School As Perceived By Educational Leaders And Teachers”. The aims to
reveal the perception of educational leaders and teachers on job satisfaction
and its possible relationship to their performance using t-test, ANOVA, and
correlation through the SPSS.
▪ “Factors Affecting The Interest Level Of Students In Learning Technology

And Livelihood Education (TLE)”. This study aimed at determining the
factors affecting the interest level of the students in learning TLE with an
end view of using the result as basis for crafting intervention program.
▪ “Challenges Encountered by the Struggling Tenth-Grade Modular Distance

Learners in English: Basis for Intervention Program”. This study aimed to
identify the challenges that struggling tenth-grade modular distance
learners of Kasiglahan Village National High School, school year 2020-2021,
might have encountered in the English subject with regards to subject
matter or lesson, parents’ support, teachers’ support, and learning resources
and materials; the effects of the challenges that learners might have
encountered towards their attitude in answering the module; and the
utilization of the findings for intervention program.
▪ “Conducting the Best Practices of the School to Reduce the SARDOs: Its
Relevance to Sustain the Secondary Education of the Students of Kasiglahan
Village National High School”. The findings of this study will provide a
bigger perspective of the actual scenario of SARDOs in each school. This
would also help them evaluate the different practices being implemented
and how the teachers and administrators addressed these problems.
▪ “Development, Validation, and Evaluation of a Proposed Computer Aided

Instructional Workbook (CAIW) in Teaching of Biology in Kasiglahan Village
National High School for Grade 7 Students”
21
The research aims to produce and develop a computer-aided instructional
workbook in grade 7 science specifically topics in basic biology that can be
used as a general instructional workbook or a supplementary reference
guide for teachers to enhance their teaching methodology or strategy as
well as effectively encourage positive learning attitude for the student.
▪ “Effect of Using Modular Approach in Kasiglahan Village National High

School”. The key purpose of this research is to find out the effect of this
approach on students’ performance compared to the previous year
including the feedback of the students. The result on the effect and
feedbacks would be identified through a mixed quantitative and
qualitative approach. The feedbacks will be gathered through a survey
while the performance shall be analyzed through the grades of previous
grade 7 to 9 school year 2019-2020 compared from grade 8 to grade 10
for the current year. The researchers will utilize the random sampling
using the Slovin’s formula for the number of respondents.
▪ “Training in Information and Communication Technology (TrICT):

Improving the ICT skills of Educational Leaders and Teachers in Kasiglahan
Village National High School”. Through implementation of Project TrICT,
trainings will be conducted relative to the enhancement of ICT skills and
competencies of educational leaders and teachers during the conduct of
In-Service Training (InSeT) and/or School-based Learning Action Cell
(SLAC).
▪ “The Academic Performance Of Selected Modular Distance Learning (MDL)

And Online Distance Learning (ODL) Students As Perceived By Science
Teachers: An Assessment”. The research aims to assess the academic
performance of selected learners enrolled under modular distance
learning and online distance learning based on the results of their first
grading period as perceived by their science teachers. This will help the
learners, parents, stakeholders, teachers and the school to bring fruitful
outcome and acquire the best quality education our students deserve.
▪ “Study Habits And The Academic Performance Of Grade 10 Students In

Technology And Livelihood Education”.
22
School Monitoring and Evaluation
▪ Regular monitoring on the progress and achievements of each programs and
projects
▪ This M&E Plan will cover four levels, namely Inputs and Activities, Outputs,
Mid-Term Results, and Outcomes (Final). Inputs and Activities refer to tasks
related to the implementation of the LDM in the school that need to be
conducted in order to prepare and improve the schools’ implementation of
the LDM. Outputs refer to resources, materials and processes that are
produced from the activities conducted in relation to the LDM
implementation.( Mid-Term Results refer to desired state along areas of the
implementation of the LDM that the intervention would like to achieve;
Finally, Outcomes refer to the impact of the LDM implementation in the
school on the quality of learner outcomes.
In this M&E Plan, the specific areas of concern indicated are consistent with
the
LDM implementation Plan, namely:
1. Learning Resources
2. Learning Management
3. Teacher Capacity
4. Household and Community Capacity
5. School Operations
7
23
Physical Facilities
▪ Under the flagship Project A.P.P., the school had conducted repair,
renovation, and refurbishments of the facilities of the school, ergo ancillary
offices, building, classroom, and the likes. Through the noticeable physical
improvements in the school norms of conduct in delivering quality service to
the Kasiglahenyos have been upscaled. Through the governance of the
school head the activities under the implementation of A.P.P. is set within
the current academic year. To wit the accomplished, and undergoing
activities of the Project A.P.P.
▪ Through the help of Local Government Unit (LGU), Provincial Government,
stakeholders and some utilization of the MOOE, the school renovated and
refurbished the ancillary offices. Further rooms on the main building have
been developed and the floors were layered with tiles. Moreover, as the
academic year progress facilities of the school shall be renovated e.g., the HE
laboratory, canteen and the other school amenities.
▪ Installation of Additional Water Facility

In view of the pandemic the school has erected additional water facility.
Whereas, coming from the budget sourcing of the DepEd Central Office worth
200,000.00 Php. The project functioned to provide sanitizing station to the
parent/guardian of the students who goes to school for the services.
▪ Construction of Perimeter Fence at the back of the School
Set during February 2021 – May 2021 costing 1,200,000.00 Php Funded by the
Local Government of Rodriguez. The project constituted to safeguard the school
properties from intruders.
▪ Improvement of School Covered Court
Having been used as entry point during retrieval and distribution of SLMs the
school covered court is crucial to ease the Kasiglahenyos on moving into the
school. This ongoing project lasting February 2021 – June 2021 is funded by
the provincial capitol and the stakeholders with the budget of 1,500,000.00
Php this aims to repair and refurbish the aforementioned to give quality service
to the community.
▪ Improvement of School Drainage
Flooding in the school grounds has been a recurring problem during typhoon
season. Thus, through this the school refurbished its drainage system whereas
stopping the overflow of rainwater to the school grounds. The project was
funded by the Local Government of Rodriguez with 300,000.00.
▪ Renovation of School Canteen like a coffee shop
The canteen plays an important role within the broader school environment –
that of reinforcing knowledge, skills and behaviors about healthy eating and
lifestyle which are taught in the classroom.
24
Youth Formation
▪ Project LIGHT (Lifestyle Intervention & Guidance for Holistic Teens)
KASIGLAHAN VILLAGE NATIONAL HIGH SCHOOL extends its care for learners
through teaching and its guidance services. The School Guidance seeks to help
learners and parent/guardian to identify the hindrances that thwart learners in
continuing academic studies. The new norm set-up in education has been a
challenge, however the schools through their services showcase their passion
and dedication to the learners. Activities were prepared suits the learners needs
whereas assisting parent and guardian on addressing factors that affect their
well-being.
1. To identify learners who experience psychological and psychosocial
challenges
2. To strengthen the academic and psychosocial ability of learners and
parent/guardian in coping with the Pandemic situation of the country.
3. To address the academic need and provide psychosocial intervention to the
learner.
▪ Mental Health and Psychosocial Support Services (MHPSS) Webinar that
emphasized the importance of maintaining good mental health and promoted
Psychosocial Support and Services was conducted. Through the lectures and
activities provided, participants were able to learn more about normalizing
feelings, recognizing common and extreme stress reactions, identifying and
expressing needs, and guides to practicing positive coping strategies. They
were also reminded that feeling anxious, stressed, and overwhelmed is
normal and valid during this challenging time.
▪ Gender Awareness Development. Inform and engage parents and students as
stakeholders of government programs and services. Contribute to promoting
gender equality and empowerment of all women. Heighten awareness and
understanding of mental health as well as to help everyone foster a healthy
and supportive environment.
▪ Kumustahan with learners that is facilitated through call, text and other
messaging apps and social media platform to address curriculum-related
concerns and if possible, video call. The impact of pandemic in the department
in the current school year has been severe whereas the learning have to take
place in the homes of the student. Due to the change in the demand for
teaching and learning and the shift to distance learning modalities it has been
a challenge in reaching the community. To work out this challenge, the school
instigated the flagship, where communicating with the community has been
through means available, e.g.; social media platform and video conferencing
applications.
▪ Strengthened implementation of DO 14, s. 2020 (Policy Guidelines on
Protecting Children in School from Abuse, Violence, Exploitation,
Discrimination, cyberbullying, and Other Forms of Abuse) to promote healthy
and safe learning environment. Learners’ concern like their career, mental
health awareness, protecting Children in School from Abuse, Violence,
Exploitation, Discrimination, cyberbullying, and Other Forms of Abuse were
addressed.
25
Health and Nutrition
▪ Provision of Vitamin C, Folic Acid, and health and safety kit to all the
teacher
▪ Status Report on KVNHS Covid-19 Vaccination 2021
IST DOSE 2ND DOSE WAITING TOTAL

40 46 154 240
INTERPRETATION:
There are 86 out of 240 or a total of 35.83% teaching & non-teaching
personnel of KVNHS has been already vaccinated of COVID-19. While 154
are still waiting for their schedule of vaccination.
▪ The school provided online health declaration form that minimizes direct
contact in prevention of spread of COVID19. DepEd Task Force COVID-19
MEMORANDUM No. 41 “ON THE USE OF THE QR CODE SYSTEM” As part of
the “No Contact Policy” implemented since the 1st of April 2020.
Kasiglahenyos were required to answer contact tracing questions before
acquiring the QR code that will serve as their Contact Tracing Pass.
▪ Teachers, utility personnel and LR volunteers were given health and safety kit
i.e., alcohol, hand soap, facemask and face shield.
▪ Adopts the work arrangement that best suit the school’s current set-up to be
able to deliver essential services in full operational capacity. Teaching and non-
teaching personnel were readily available during working hours and able to
respond to directives, requests, and queries through agreed modes of
communication with their immediate supervisor. AWA also prevented higher
risk of exposure of teachers to COVID-19 when distributing and retrieving
SLMs.
Information and Communication Technology

▪ Created the project KOReC, “Kasiglahan Online Report Card.” (KOReC) is a
response to the suspension of mass gathering set by the national government
in mitigating the spread of Covid 19. The mission of the project KOReC is to
maintain linkage with the community by disseminating accurate and relevant
information about the school program, project, and activities the community
needed in making wise decision using online media platform like YouTube and
Facebook.
▪ Developed system of submission of reports, learning materials through google

drive link or hard drive.
▪ The school integrated ICT in line to the new normal for easier school
management.
26
Property, Supply, and Procurement

Since some of the modules were printed by the school, the school prioritized
the procurement of supplies for printing and sanitation.
Education Financing
We didn’t have deficit in budget, and all are hundred percent used for priority
improvement projects. We also received a few donations in kinds and cash
which was used in procurement of PPEs and other essential supplies.
NATIONAL EXPENDITURE PROGRAM

5020101000 Travelling 138
5020201002 Training 669
5020301001 ICT Office Supplies 382
5020301002 Office Supplies Expenses 2006
5020302000 Accountable Forms Expenses 5
5020309000 Fuel, Oil & Lubricants Expenses 76
5020321002 Semi-Expendable Office Equiptment 119
5020321003 Semi-Expendable ICT Equiptment 110
5020322001 Semi-Expendable Furniture & Fixtures 287
5020399000 Other Supplies & Materials Expenses 1383
5020401000 Water Expenses 239
5020402000 Electricity Expenses 1146
5020502001 Telephone Expense - Mobile 19
5020503000 Internet Subscription Expenses 72
5021304002 R & M - School Building 29
5021502000 Fidelity Bond Premiums 17
TOTAL 6697
27
III CONTENT|SURVEY RESULTS FOR SY 2021-2022
NUMBER OF LEARNERS PER LEARNING MODALITY

PREFERENCE
Modular Distance Learning
Grade (MDL) Online Distance
Learning (ODL)
TOTAL
Level
PRINTED DIGITAL
Grade 7 936 150 222 1308
Grade 8 767 660 197 1624
Grade 9 685 789 126 1600
Grade 10 429 922 395 1746
TOTAL 2817 2521 940 6278
The table indicates the Learner’s Distribution by Learning Modality
Preferences. It shows that, Modular Distance Learning (MDL-
Printed) got the most preferred modality with 2,817 learners,
followed by MDL-Digital with 2,521 learners and 940 learners for
Online Distance Learning (ODL).
5338
1427 1474 1351

1086 940
222 197 126 395
GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

Online Distance Learning Modular Distance Learning
As shown on the graph, most of the learners prefer Modular Distance

Learning considering that out of 6278 enrollees, 5338 or 85% of them
listed it, affirming their families’ socio-economic background and
household profile. Relative to this, the KVNHS needs to prepare a large
volume of self-learning kits. Kasiglahan Village National High School
consider all the modes of learning that may help the learners to easily
adopt the current distance learning, as we experienced last year
modular distance learning and Online Distance Learning are the best
fitted modality that can continuously deliver learning to the students.
28
WAYS TO CONNECT TO INTERNET

1800
1600
1400
1200
1000
800
600
400
200
0
Grade 7 Grade 8 Grade 9 Grade 10
IC1 IC2 IC7 IC9 IC10 Total
IC1
Mobile data only
IC2 Mobile data & broadband
IC7
Computer shop only
IC9
Other places only
IC10 No internet available in the area
The bar graph illustrates the demographics of learners’ access to

internet. The statistics shows that 2,509 connects through
broadband internet (DSL, Wireless fiber, satellite) and 2,344 connects
mobile data only, 740 through other places only, 339 no internet
available in the area 214 connects through computer shop only. The
data shows a favorable number of learners that connects to internet.
This implies that many of the learners can access Learning Resource
Materials digitally.
29
Devices Available at Home that the Learner can use

for Learning
139
69
Grade 10 307
32
1470
169
131
69
Grade 9 236
28
1381
154
18
80
Grade 8 283
45
1446
265
86
84
Grade 7 272
28
935
227
DA13 DA12 DA10 DA8 DA5 DA1
DA1 Television Only DA10 Desktop/laptop only
DA5 Cellphone Only DA12 Tablet
DA8 Radio Only DA13 None
The table shows the devices available at home that the learners can use for
learning. Rank 1 is cellphone only with 5,232 respondents, rank 2 is desktop/ laptop
only with 1,098 respondents, rank 3 is television with 815 students, rank 4 is none
with 374 respondents, rank 5 is tablet with 302 respondents, rank 6 is radio only with
133 respondents. A large number of learners have access to hand held computers
which were laptops and cellular phones. Many of this number has access with the
internet and or data allowance. This implies that these learners with available devices
may use ODL or MDL-Digital.
30
Household Members that can Provide Instructional

Support to the Child’s Distance Learning
1400
1200
1000
800
600
400
200
0
HM1 HM6 HM9 HM12 HM14 HM15 HM16
HM1 Parent/Guardian Only

HM6 Siblings Only
HM9 Grand Parent Only
HM12 Other members of family only

HM14 Other (tutor/helper) only
HM15 Learner able to do independent learning
HM16 None
As reflected, more than half of the parents declared they are

capable of supporting distance learning of their children. This is
attributable to the fact that majority of them reached secondary,
are self-employed, and mostly staying at home, further
suggesting that they can assist on a certain level and monitor
their children while studying.
31
Challenges That May Affect Your Child’s

Learning Process Through Distance Education
1000
900
800
700
600
500
400
300
200
100
0
CH1 CH2 CH9 CH15 CH20 CH24 CH28 CH33
CH1 lack of available gadgets/ equipment only

lack of available gadgets/ equipment & insufficient load/
CH2
data allowance
CH9 insufficient load/ data allowance only
CH15 unstable mobile/ internet connection only
CH20 existing health condition/s only
CH24 difficulty in independent learning only
CH28 conflict with other activities (i.e., house chores) only

distractions (i.e., social media, noise from
CH33
community/neighbor) only
The bar graph shows the Challenges That May Affect Your Child’s Learning
Process Through Distance Education. The data reveals that unstable mobile/
internet connection only got the highest point of 3385, lack of available
gadgets/ equipment only with 2084, distractions (i.e., social media, noise from
community/neighbor) only having 1471, lack of available gadgets/
equipment & insufficient load/ data allowance with 1195, conflict with other
activities (i.e., house chores) only with 1166, and insufficient load/ data
allowance only having 980. These challenges served as basis as to what
modality would fit in the school. Hence, if learners would unstable internet
connections, they would best fit to modular distance learning. 32
Are you willing to allow your child to participate in limited

face to face classes? If not, please select the major
consideration
3000
2452
2500
2000
1424
1500
1000 837 904

696 679
456
500 200
0
Yes No
Reason for Non-Participation in F2F Classes
1400
1200
1000
800
600
400
200
0
MC1 MC2 MC3 MC4 MC5 MC6 MC7
MC1 Fear of Getting Infected of Corona Virus MC5 Helping in family

business or working
MC2 Limited or no available transportation MC6 Presence of Arm
from home to school and vice versa Conflict in the area
MC3 Existing Illness or health related concens MC7 Other Reason, if any
MC4 Helping in household chores
33
III CONTENT|FRAMEWORK OF ENHANCED
BE-LCP 2021-2022
GOOD GOVERNANCE CONDITIONS
Judicious
utilization of BR-B4
MOOE, SEF and PROJECT ALLY
other source of
fund Development of Video Lessons
Mobilizing stakeholders’ PROJECT IDEAS

support PROJECT PWALMS
MONITORING AND EVALUATION

AKAP-KALINGA
TECHNICAL ASSISTANCE
Education PROJECT KOReC

Focus on
Financing Learning
LR PASABAY
Project CAP
Project THOR AKAP-KALINGA
Safe Reaching the
Project STAR-KA Operations marginalized BR-B4
Health Monitoring
PROJECT ALLY
Safe Workplace Well-being
and Protection Project SHARE to
Project SAFE Ka! SARDO
Project PROMIND Project LIGHT

Project DAMAYAN Project MAPS
GAD
EDUCATION SUPPORT SERVICES
Learner centered, the KVNHS focused its goals on the

needs of the learners in the new norm. guided by the 5
domains: Focus on learning, Reaching the marginalized, Well-
being and protection, Safe Operations, and Education
Financing. Each domain boosted by school programs, and
activities to deliver quality learning.
34
III CONTENT|MASTER PLAN
KVNHS MASTER PLAN SY 2021-2022

KEY DIMENSIONS
CONTEXT/INPUT
Flexible Learning Options Focus on Learning Focal/ Persons
School Head
▪ Ensuring quality of
G7 SURVEY RESULTS
teaching and
OIC/ Assist. OIC
Proj. Proponents
learning
1308 Modular DL
▪ Provision of
Dept. Chairs.
Head Teachers
Printed DL
5454
2817 1 Learning Resource Master Teacher
GLC
Digital DL 2521
Monitoring & Evaluation System

School Head
G8 Reaching the
Marginalized
OIC/ Assist. OIC
Online DL 1214 940 Proj. Proponents
1624 Dept. Chairs.
▪ ALIVE, LAST MILE, Head Teachers
ODL+ MDL
Etc.) Master Teacher
Digital +
GLC
MDL Printed
G9
1600 Emergency Target SLMs /LeaP per 2 Well-being and
Protection School Head
Learning Area in each OIC/ Assist. OIC
Remote Grade Level Proj. Proponents
Learning ▪ Mental Health Dept. Chairs.
Delivery G7 1308 and Psychological Head Teachers
G10 G8 1624
Support Services Master Teacher
GLC
1746 G9 1600 ▪ Health, Nutrition Guidance
and Protection
G10 1746 Services
Learning Resource Materials

Total
CO Modules,
3 Safe Operations School Head
OIC/ Assist. OIC
6278 Proj. Proponents
Locally ▪ Health
Dept. Chairs.
Developed ▪ Safety
KS3 Modules
DRRM Coor.
▪ Resurgence Clinic Coor.
LeaP and
LAS Protocol
ALIVE
88
Education School Head
Financing OIC/ Assist. OIC
BAC
▪ Allocation Senior
Bookkeeper
▪ Utilization Disbursing
▪ Monitoring Officer
FEEDBACK FEEDBACK
LEARNING
QATAME
CONTINUITY
35
III CONTENT|CONTEXTUAL OPERATIONALIZATION
BY KEY DIMENSION
FOCUS ON LEARNING
When Limited
When SY 2021-2022
Prior SY 2021-2022 face-to-face is
has opened
allowed
Ensuring Project IDEAS Utilization of created Instructional

Quality of (Initiated educational activity Supervision,
Teaching Development of sheets in relation to Monitoring of
and Educational Activity the identified least- project
Learning Sheets). identify the mastered skills of the implementation,
Process learning learners congruent and provision of
competencies that to the learning TA
need competencies in the
supplementary curriculum guide.
learning activity
upon
implementation of
varied learning
modalities in this
time of pandemic.
Project PWALMs Already aligned and Instructional
(Process of adjusted learning Supervision,
Walkthrough and materials in Monitoring of
Alignment of accordance with project
Learning Materials). the needs of the implementation,
Identify part/s with learners, their and provision of
grammatical or parents and/or TA
typographical errors guardians to
to be corrected increase the
prior to the academic
distribution of performance of the
learning materials, if learners.
there is any.
Ensure quality INSET and Instructional
of teaching and SLAC planned Supervision,
learning through and calendared Monitoring of
Project EXCEL following the project
Expand Capacity to needs identified implementation,
Educate Learners, and provision of and provision of
Conduct SLAC and Technical TA
provision of TAs; Assistance to
teachers.
36
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Ensuring Provide technical Conduct monitoring, Instructional

Quality of assistance to provision of TA and Supervision,
Teaching teaching standards instructional Monitoring and
and and pedagogies supervision and coaching and
Learning within and across coaching to the provision of TA
Process learning areas to ODL and MDL
improve student teachers. For MDL, a
outcomes by video lesson must be Face to Face
improving the SLM-based or MELC- meeting with
instructional prowess aligned. Moreover, Department
of the teacher. teachers of MDL Chairs and key
were also subjected personnel to
to such via sending improve
the teacher-made teacher’s
instructional video performance
that they have been
using.
Plan and produce Use the quality Administered
contextualized assure prepared feedback forms /
Weekly Home WHLP / Learners’ survey on the
Learning Plan or Packet which is delivery of
Learners’ Packet, contextualized by learning modality
anchored on MELCs the department. This and problems
and PIVOT 4A-BOW also lessen the load encountered
as observed with the of the student in adjusting to the
learning modality answering the new normal.
preferred by the modules.
student.
For 4x4, subject Integrative Provision of
offerings shall be performance tasks Technical
based on the would be used by Assistance on the
medium of the teachers. This is alignment of
instruction (MOI), to lessen the burden integrative
MOI in English should of learners in assessment /
be offered on the accomplishing tasks performance task
1st month like per learning area with the other
English, Math, per quarter. learning areas.
Science and MAPEH Teachers have to This is to justify the
and Filipino MOI like wait for the other administration of
Filipino, AP, ESP and learning areas to be harmonized
EPP/TLE on the finished before performance
second month. giving the tasks.
performance task. 37
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Ensuring Project IDEAS Utilization of created Instructional

Quality of (Initiated educational activity Supervision,
Teaching Development of sheets in relation to Monitoring of
and Educational Activity the identified least- project
Learning Sheets). identify the mastered skills of the implementation,
Process learning learners congruent and provision of
competencies that to the learning TA
need competencies in the
supplementary curriculum guide.
learning activity
upon
implementation of
varied learning
modalities in this
time of pandemic.
Project PWALMs Already aligned and Instructional
(Process of adjusted learning Supervision,
Walkthrough and materials in Monitoring of
Alignment of accordance with project
Learning Materials). the needs of the implementation,
Identify part/s with learners, their and provision of
grammatical or parents and/or TA
typographical errors guardians to
to be corrected increase the
prior to the academic
distribution of performance of the
learning materials, if learners.
there is any.
Ensure quality INSET and Instructional
of teaching and SLAC planned Supervision,
learning through and calendared Monitoring of
Project EXCEL following the project
Expand Capacity to needs identified implementation,
Educate Learners, and provision of and provision of
Conduct SLAC and Technical TA
provision of TAs; Assistance to
teachers.
38
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Ensuring Provide technical Conduct monitoring, Instructional

Quality of assistance to provision of TA and Supervision,
Teaching teaching standards instructional Monitoring and
and and pedagogies supervision and coaching and
Learning within and across coaching to the ODL provision of TA
Process learning areas to and MDL teachers.
improve student For MDL, a video
outcomes by lesson must be SLM- Face to Face
improving the based or MELC- meeting with
instructional prowess aligned. Moreover, Department
of the teacher. teachers of MDL Chairs and key
were also subjected personnel to
to such via sending improve
the teacher-made teacher’s
instructional video performance
that they have been
using.
Plan and produce Use the quality Administered
contextualized assure prepared feedback forms /
Weekly Home WHLP / Learners’ survey on the
Learning Plan or Packet which is delivery of
Learners’ Packet, contextualized by learning modality
anchored on MELCs the department. This and problems
and PIVOT 4A-BOW also lessen the load encountered
as observed with the of the student in adjusting to the
learning modality answering the new normal.
preferred by the modules.
student.
For 4x4, subject Integrative Provision of
offerings shall be performance tasks Technical
based on the would be used by Assistance on the
medium of the teachers. This is alignment of
instruction (MOI), to lessen the burden integrative
MOI in English should of learners in assessment /
be offered on the accomplishing tasks performance task
1st month like per learning area with the other
English, Math, per quarter. learning areas.
Science and MAPEH Teachers have to This is to justify the
and Filipino MOI like wait for the other administration of
Filipino, AP, ESP and learning areas to be harmonized
EPP/TLE on the finished before performance
second month. giving the tasks.
performance task. 39
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Provision of Development of Quality assurance Continuous

Learning instructional video and development of
Resources lessons across Utilization video quality assure
learning areas and lesson and other locally
levels and other LRMs. developed video
digitalized Learning lessons and other
resource materials. digitalized LRMs
Develop weekly Utilization of WHLP as Continuous
home learning plan enhancement utilization of
(WHLP)wherein materials to PIVOT WHLP as
Instructions Modules enhancement
/Directions shall be materials to
in Filipino for clarity PIVOT Modules
and better
understanding of
co-teaching
parents.
Setup inventory Well accounted Continuous
system of LRs such Learner Resources. utilization of
as SLMs, the printed SLMs,
Learners’ Packet, Activity sheets
Learning Activity and Digitized
Sheets. Materials.
Contactless Contactless Continuous
distribution of SLMs/ distribution and distribution of
LeaP shall be on a retrieval of SLMs shall SLMs printed
quarterly basis. It will be done in school copy to all
be given 2-3 days while strictly learners. Monitor
before the opening adopted required and report
of classes or before health standards to distribution and
the beginning of the ensure health, collection.
new quarter. This will safety, and well-
be collected a being of learners,
week after the end teachers and
of the quarter. personnel, and
prevent the further
transmission of
COVID-19.
40
BY KEY DIMENSION
REACHING THE MARGINALIZED
When SY 2021-2022 When Limited face-

Prior SY 2021-2022
has opened to-face is allowed
(IPED,SPE Learners who have Monitor the students’ Provide all the
D, ALS, difficulty in coping progress in improving necessary resources
Madrasah with distance their performance. to ensure ALIVE
/ALIVE, learning shall be Furthermore, learners and
Last Mile reached and providing and learners lagged
School) guided through identifying the needs behind develop the
Project AKAP. of the students for desired
intervention, competencies
remediation and
other concern.
Learners with Distribute and retrieve Sustain community
problems on SLMs the learners with linkages which shall
submitting their problems on the result in a positive
modules shall be retrieval and and convincing
reached through distribution of Self- relationship
LR Pasabay Riders Learning Modules between family
with the help of LR involvement and
Pasabay riders. benefits for students,
including improved
academic
achievement of the
learning outcomes
through their active
participation in
school activities,
programs and
projects.
Develop Utilize in the learning Continuous
supplementary intervention of monitoring of
learning materials teachers to the learners’ progress in
to learners with challenged or lagged improving their
difficulty in coping learners whereas performance.
to distance leading to the Furthermore,
learning through decrease of least- providing and
Project IDEAS or mastered skills based identifying the
Initiated on MELCS. Extend needs of the
Development schedule in the students for
Educational submission intervention,
Activity Sheets of learner's output remediation and
other concern.
41
BY KEY DIMENSION
When SY 2021-2022 When Limited face-

Prior SY 2021-2022
has opened to-face is allowed
(IPED,SPED, Communicate and Bridge the students Continuous monitoring

ALS, connect with the lagging behind and to learners to lessen the
Madrasah/ learners at risk of learning continuity number of students at
dropping out via any through the adviser, risk of dropping out
ALIVE, Last means necessary guidance councilor, through the advisory,
Mile through project GLC's and if necessary, guidance and
School) SHARE to SARDO the school head. consultation from the
(School Head Active Monitor the students’ school personnel and if
Response progress in improving necessary, the school
Engagement to their performance. head.
Students at Risk of Furthermore, providing
Dropping Out and identifying the
needs of the students
for intervention,
remediation and other
concern.
Identify learners’ Provide instructional Continuous monitoring
support addressing support and facilitate to learners who cannot
the needs of learners distance learning manage independent
who cannot delivery modalities; learning including those
manage and households with with disabilities and
independent parents and guardians special needs; those
learning, including with full-time jobs who who do not have a
those with disabilities may not be able to household member or
and special needs; monitor and guide the any responsible adult
those who do not child’s learning at available
have a household home.
member or any
responsible adult
available through
Project e-Gabay
Aral.
Encourage learner Upload online Continuous monitoring
and teacher storytelling platform via and intensifying reading
participation to Facebook – Kuwento intervention through
create interesting KasiglaHenyo (Project BRB4’s storytelling
content for the KKH) which is initiated activities since our
online storytelling by BRB4 team. Project current situation does
platform – Kuwento KKH was made to not allow gatherings
KasiglaHenyo on generate support from and face-to-face
Facebook, and by students, teachers and meetings.
doing so, enhanced other stakeholders to
their ICT skills. promote literacy by
creating / sharing
stories online.
42
BY KEY DIMENSION
WELL-BEING AND PROTECTION

When Limited
When SY 2021-2022
has opened
allowed
Mental Strengthened Invited guest Continuous

Health and implementation of DO 14, speakers within implementation of
s. 2020 (Policy Guidelines and outside the DO 14, s. 2020
Psychosoci on Protecting Children in department and (Policy Guidelines
al Support School from Abuse, on Protecting
conducted a MHPSS
Services Violence, Exploitation, Children in School
Discrimination,
webinar to the
parents, students, from Abuse,
cyberbullying, and Other Violence,
Forms of Abuse) to teaching and
non-teaching Exploitation,
promote healthy and safe
Discrimination,
learning environment personnel.
cyberbullying, and
through PROJECT CHILD
PRO-MIND (Child Other Forms of
Protection and Mental Abuse) to promote
Health Information Drive) healthy and safe
learning
environment.
Identify learners who Facilitate counseling Continuous
experience psychological to the learners who conferences with
and psychosocial experienced the parents and
challenges and personal struggles learners to ensure
strengthen the academic the academic
with their social life
and psychosocial ability improvement and
of learners and
and academically
through online and to address
parent/guardian in academic
coping with the face-to-face
platforms. challenges.
Pandemic situation of the
country by intensifying the
Project LIGHT (Lifestyle
Intervention & Guidance
for Holistic Teens)
Inform and engage Conduct Gender and Engage the wider
parents and students as Development community in
stakeholders of Webinars to learners, promoting inclusive
government programs parents, teachers and practices, such as
and services. Contribute other stakeholders. gender sensitivity,
to promoting gender physical and mental
equality and health awareness
empowerment of all and culture
women. Heighten
responsiveness, to
awareness and
strengthen
understanding of mental
awareness,
health as well as to help
everyone foster a healthy acceptance and
and supportive respect.
environment.
43
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Health, Provision of Vitamin C, Monitor the status of Ensure functional

Nutrition Folic Acid, and health health, nutrition and CRs, wash stations,
and safety kit to all protection of learners availability of face
and teachers. and teachers. masks, face shield
Protection and alcohol in
Services Provision of different corners of
Teachers, utility personnel information drive to school.
and LR volunteers shall be learners about
given health and safety
vaccination and
kit i.e., alcohol, hand
monitoring school
soap, facemask and face
personnel about the
shield.
status of vaccination.
Teachers shall be got
vaccinated
Strict implementation of Online health Continue requiring
PROJECT QR Code declaration of school online health
Online Health Monitoring personnel declaration of
Pass/Contact and visitors. Monitor personnel and clients
physically reporting
those personnel or
or visiting the offices
visitors exhibiting and schools.
symptoms of Teachers may
COVID-19 or has conduct random
been tested by temperature checks
COVID-19 and on learners for
is awaiting result possible appearance
of high body
temperature during
classes.
SAFE OPERATIONS
When Limited
When SY 2021-2022
has opened
allowed
Health and Signages on Health Signages on Health Ensure signages on

DRR Protocols posted in Protocols posted in Health Protocols
Facilities school premises and school premises and Information
Information and Information Campaign on IATF
and community
Campaign on IATF Campaign on IATF
policies are still
and community and community
posted in school
Policies Policies premises.
44
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Health and Procure necessary Organize supplies and Sustain partnership

DRR materials, tools, and develop distribution with LGU and other
Facilities equipment for health scheme in case of organizations to
and DRR training disaster provide training
on safety and
security during
calamities
Strengthen PROJECT Prepare and Organize Check the
Re-BOoK(Relief reliefs such as the expiration of the
Banking Operation of stockpile of reliefs in product and
Kasiglahenyos) case of an untoward arrange them
event according to
expiration.
Intensify BE: PROJECT Conserve and protect Establish
CAP – Conserve And the school facility partnership with
Protect during calamities where LGU and other
the school is use as organizations to
evacuation area. provide training
on safety and
security during
Calamities
Ensure a unidirectional Ensure a unidirectional Ensure a
flow of parents, learners flow of parents, learners unidirectional flow
and teachers by and teachers by of parents, learners
providing different doors providing different and teachers by
for entrance and exit doors for entrance and providing different
and placing marks or exit and placing marks doors for entrance
guides on floors or walls or guides on floors or and exit and
to show one-way route walls to show one-way placing marks or
inside the classrooms or
route inside the guides on floors or
building.
classrooms or building. walls to show one-
way route inside
the classrooms or
building.
Inspection of the Maintain the cleanliness Maintain the

schools’ WASH facilities of schools’ WASH cleanliness of
and reiteration on the facilities schools’ WASH
guidelines of DO 10, S. facilities
2016 or the “ Policy and
Guidelines for the
Comprehensive Water,
Sanitation and Hygiene
in Schools (WinS)
Program”
45
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Health Ensure that restrooms are Ensure that restrooms Ensure that
operational and with are operational and restrooms are
functional toilets. with functional toilets. operational and
Clean and disinfect Clean and disinfect with functional
regularly frequently regularly frequently toilets.
touched surfaces such touched surfaces such Clean and disinfect
as faucets, toilets, stall as faucets, toilets, stall regularly frequently
doors, doorknobs, doors, doorknobs, touched surfaces
countertops, and light
countertops, and light such as faucets,
switches.
switches. toilets, stall doors,
Ensure adequate supply
Ensure adequate doorknobs,
of soap and water,
and/or hand sanitizer supply of soap and countertops, and
with at least 70% alcohol, water, and/or hand light switches.
paper towels or tissues sanitizer with at least Ensure adequate
and no touch trash 70% alcohol, paper supply of soap and
cans. towels or tissues and no water, and/or
touch trash cans. hand sanitizer with
at least 70%
alcohol, paper
towels or tissues
and no touch trash
cans.
Ensure establishment/ Designate a private Designate a clinic
setting-up/refurbishment screening area near teacher to
of a school clinic to the entrance of the manage the clinic
provide health services school where learners, everyday to
to learners, teachers and teachers, personnel provide basic
personnel. and visitors who show health services and
symptoms upon facilitate referral as
screening at the needed, in close
entrance can be further coordination with
examined, for the school health
appropriate personnel at the
management, SDO
intervention or referral.
Ensure routine cleaning and More intensive cleaning Practice safety
disinfecting of frequently and disinfection shall be actions and
touched and done on weekends. protocols like
shared surfaces and objects
frequent washing of
(tables, doorknobs, desks,
and school items) using
hands, wearing of
bleach solution, at least mask at all times,
twice a day, preferably maintaining social
before the start of distance of
scheduled physical classes passengers, and
(e.g. once in the morning, cleaning and
once in the afternoon), or disinfecting the
between use. vehicle daily prior to
use.
46
BY KEY DIMENSION
When Limited
When SY 2021-2022
has opened
allowed
Safety Organize school DRRM Ensure the Maintain the

team to support the establishment of an safekeeping of
implementation of Early Warning System vital school
preparedness and (i.e. bulletin board for records and
response measures weather advisories, learning materials.
and intensify PROJECT bell/siren emergency
S.A.F.E. Ka, PREND! signal and the likes);
(Secured Area and Maintain close
Functional Evacuation coordination with
for Kasiglahenyos, A local DRRM Council on
Preparation and the conduct of
Response to Evacuees preparedness activities
from Natural Disaster) and on response
needs, among others;
Maintain, disseminate,
and post relevant and
updated emergency
hotlines in strategic
locations throughout
the school; Post safety
and preparedness
measures and
evacuation plans;
PROJECT SURE Make and maintain With this the
SUrveillance and the good condition School DRRM will
REhabilitation of buildings and make supervision
classrooms in the and inspection
school will ensure for a potential
the safety of the hazard and
students, teachers, make a solution
as well as the to assure the
evacuees during the safety of every
time of natural individual inside
disaster as they use the school
the school as premises.
evacuation area.
PROJECT H.E.L.P. Conduct Hazard Conduct Hazard
(Hazard Mapping, Mapping, Mapping,
Earthquake Drill, Earthquake Drill, Earthquake Drill,
Localized Fire Safety Localized Fire Safety Localized Fire
Training and Training and Safety Training
Psychological First Psychological First and
Aid) Aid Psychological
First Aid
47
III CONTENT|SYNTHESIS
The COVID-19 pandemic had brough about challenges in

different sectors of the government. We in the Department have
been facing these trials and tribulation mitigating not only the
virus but also the hiatus on learning of the students, the
Kasiglahenyos to be exact. The shift of learning had changed still
the teachers impassion and with sworn oath to continue
learning braved through the herculean tasks to reach the
learners.
Kasiglahan Village National High School’s year 2 of

implementing its learning delivery is an homage to the DepEd
Rizal’s motto of SULONG EDUKALIDAD. Thus, realigning the
school’s resources to the further effective learning opportunity
of the learners.
Cognizant to the aforementioned, crafted SLCP+ is learner

centered and is geared towards the greater learning opportunity
despite the Covid-19 situation. Further the content of the SY
2021-2022 SLCP deviates from other schools as some of the
programs, projects and activities were the enhanced adaptation
of the previous academic year. The BE-SLCP aims to promote
data driven result to its ultimate goal in development of the
Kasiglahenyos. Through the framework of the enhanced BE-LCP+
and guided by the domains the school adjusted its schemes
toward the highways and byways of the year 2 of distance
learning.
BE-LCP+ of the KVNHS

would not materialize as it is
without its stakeholders,
teachers, parent and most
specially the students.
Moreover, providing more
opportunities and improving
performance. Harmonizing and
exemplifying Helen Keller’s
quotation, “Alone we can do so
little; together we can do so
much.”
48
IV. ANNEXES
ANNEX I. GUIDELINES ON PREVENTION AND MITIGATION OF COVID-19 DISEASE IN

SCHOOLS
I. RATIONALE
Coronavirus disease (COVID-19) is an infectious disease caused by a newly
discovered virus first seen in Wuhan, Hubei Province of China in the latter part of
2019. COVID-19 spreads from person to person, most commonly through
respiratory droplets (e.g., generated by coughing, sneezing, laughing or talking)
during close interactions (i.e., less than 1 meter). It can also be spread through
touching something with the virus on it then touching your mouth, nose or eyes
before washing your hands. COVID-19 can be spread by infected individuals who
have mild symptoms, or who have not yet or who may never develop symptoms.
The Department of Health issued Administrative Order No. 2020-015 entitled

“Guidelines on the Risk-Based Public Health Standards for COVID-19 Mitigation” and
the Inter-Agency Task Force on Emerging Infectious Diseases (IATF-EID) Resolution No.
28 advises all sectors to adhere to these minimum public health standards at all times.
DepEd Order no. 14, s. 2020, known as the “Guidelines on the Required Health
Standards in Basic Education Offices and Schools”, reiterates that the health and
safety of learners, teaching and nonteaching personnel are of utmost importance. It
further guarantees the safe return to schools once allowed by the DOH and the IATF-
EID or the Office of the President.
II. GENERAL GUIDELINES
1
increase physical and mental
resilience 3 reduce contact, and
2 reduce transmission 4 reduce duration of infection.
On increasing physical and mental resilience
Health and safety protocols should be strictly and consistently observed to prevent and mitigate
Covid-19. Here are the following measures that we need to consider:
5 regular updates
on COVID
1 practice respiratory etiquette
3 health monitoring
of school personnel
sanitation procedures in the
2 6 handling of modules – prior to the
4
entrance protocols disinfection of delivery and after retrieval
workplace
49
IV. ANNEXES
The following strategies are adapted by the school to ensure that COVID-19
prevention and mitigation objectives are achieved:
1 On increasing physical and mental resilience
• Ensure access to basic needs of school personnel and learners

including toilet facilities with adequate water and soap for
handwashing and provision of tissues and school hand rub in
entrances, corridors and other communal areas.
• Encourage the practice of proper respiratory or cough etiquette at all
times by using tissue or the inner portion of the elbow to cover the
nose and mouth when sneezing / coughing and practice proper
disposal of tissue after use.
• Supporting adequate nutrition and diet of learners.
• Encouraging physical activity in open spaces or areas while physical
distancing is ensured.
• Discouraging smoking and drinking alcoholic beverages.
• Protecting the mental health and general welfare of school personnel
and learners through provision of mental and psychosocial support
such as but not limited to in-house counseling sessions, online
counseling, support groups, etc.
• Limiting the exposure of the “most-at-risk-population” (MARP) through
alternative work arrangements and provision of distance or hybrid
schooling.
• Provision of appropriate safety net support to vulnerable groups.
2 Reduce Transmission
• Encourage frequent hand-washing with soap and water, and discourage

the touching of the eyes, nose, and mouth, through appropriate information
and education campaigns.
• Encourage symptomatic individuals to stay at home unless there is pressing
need to go to a health facility for medical consultation, if virtual consultation
is not possible.
• Ensure access to basic hygiene facilities such as toilets handwashing areas,
water, soap, alcohol/sanitizer.
• Regular cleaning and disinfecting of the schools, classrooms and offices,
every 2 hours for high-touch areas (toilets, door knobs, switches, and at least
once every day for workstations and other surfaces.
• Ensure rational use of personal protective equipment (PPE) that is suitable to the
setting, and the intended user. Medical-grade protective apparel shall be
reserved for health care workers and other front liners, and symptomatic
individuals at all times.
50
IV. ANNEXES
3 Reduce Contact
• Implement strict physical distancing at all times, especially in common

use areas, workstations, eating areas, queues, and other high traffic
areas.
• Reduce movement within the school and workplaces.
• Restrict unnecessary mass gatherings such as contact
sports activities and face to face teacher-parent orientations.
• Install architectural or engineering interventions as may be
appropriate.
• Restrict symptomatic learners and / or school personnel from physically
reporting to school.
• Implement temporary closure or suspension of classes and work when
COVID-19 confirmed cases appear.
4 reduce duration of infection
• Implement online health declaration by all school personnel and learners

prior to physical reporting in school and advise those with symptoms to
stay-at-home and contact the nearest primary care facility (RHU) for
further evaluation and management.
• Implement temperature and symptom screening upon entry in the school
premises, to identify symptomatic individuals and immediately isolate
them and refer to the nearest primary care facility (RHU).
• Encourage all school personnel and learners to do symptom self -
monitoring and voluntary disclosure.
• Coordinate symptomatic individuals through appropriate health system
entry points such primary care facilities or teleconsulting platforms.
• Trace and quarantine close contacts of confirmed individuals consistent
with Department of Health guidelines.
III. SPECIFIC GUIDELINES

A. Health and Safety Protocols
•Hand Hygiene
• Frequently clean hands by washing with soap and water for at least 20
seconds, upon arrival in the premises, prior to leaving for home, and in
between as often necessary (e.g. before and after eating, after using the
toilet).
• If soap and water are not readily available, or, if hands are not visibly soiled,
frequently clean hands by using 70% alcohol solution or hand sanitizer and
rubbing it on hands for at least 20 seconds until the hands are dry.
• School authorities shall ensure the availability of hand soaps / hand sanitizers
/ alcohol-based solutions and / or other disinfectants in restrooms,
classrooms, entrances, etc. by doing routine monitoring and replacement /
replenishment if needed. 51
IV. ANNEXES
Respiratory / Cough Etiquette

• Personnel and clients are advised to cover their mouths and nose with
tissue when coughing or sneezing or by using the inner portion of elbow
to cover nose and mouth.
• Used tissue should be thrown in the trash and hands washed
immediately with soap and water or sanitized with a 70% alcohol solution
or hand sanitizer for at least 20 seconds.
• Proper distance from others should be maintained while coughing or
sneezing.
• Do not cover mouth with the hand.
Use of Face Mask and Face Shields
• All are required to wear face mask and face shield at all times, whether
indoors or outdoors.
• A cloth face mask or a nonmedical face mask is advised for all,
whereas medical or surgical face masks are advised only to those with
respiratory symptoms.
• Surgical masks should be made available in the school clinic and
school entrances, shall be reserved for symptomatic individuals and
health care providers.
• Individuals who will manifest symptoms shall immediately be provided
with a surgical mask and brought to the school clinic for checking /
monitoring / advice; e.g., send home, refer to a hospital or appropriate
health authority, etc.
• Face masks should be changed every 4 hours.
• Used face mask should be discarded properly, or if it is a cloth face
mask that may be worn again, should be placed in a sealed plastic
container prior to placing inside one’s bag.
• Face masks are meant to protect other people in case the wearer is
unknowingly infected but does not have symptoms.
•Cleaning and Disinfecting
• Ensure routine cleaning and disinfecting of frequently touched and
shared surfaces and objects (tables, doorknobs, desks, and school items)
using bleach solution, at least twice a day, preferably before the start of
scheduled physical classes (e.g. once in the morning, once in the afternoon),
or between use.
• Routine cleaning and replacement of disinfectant solutions in foot baths.
• More intensive cleaning and disinfection shall be done on weekends.
• If there are vehicles used to transport personnel or clients to and from the
school, drivers should also practice safety actions and protocols like frequent
washing of hands, wearing of mask at all times, maintaining social distance of
passengers, and cleaning and disinfecting the vehicle daily prior to use.
• Disinfecting solution for frequently touched surfaces and objects:
o 0.5% bleach solution: 100 mL bleach plus 900 mL water
o Twice-a-day
•Solution for foot baths:
o 1:10 bleach solution: 1 liter bleach mixed with 9 liters of clean water
o Replenish foot bath when needed 52
IV. ANNEXES
B. Physical Arrangement in Schools

•Classrooms
• All classrooms must be properly ventilated with open windows and doors to
ensure passage of air in one direction.
• Ensure a unidirectional flow of learners and teachers by providing different doors
for entrance and exit and placing marks or guides on floors or walls to show one-
way route inside the classrooms.
• Limit the attendance or seating capacity of the room to allow for social
distancing of at least 1 meter.
• Adherence to classroom layout recommended by DepEd in DO 14, s. 2020
(Enclosure #1) that ensures proper physical distancing shall be adapted.
•Offices
• Limit the seating capacity of an office to allow for social distancing of at least 1
meter between seated personnel.
• Ensure a unidirectional flow of school personnel and visitors by providing different
doors for entrance and exit and placing marks or guides on floors or walls to show
one-way routes inside the offices.
• Eliminate lines or queues by creating areas to accommodate visitors where physical
distancing may be imposed.
• Install physical barriers, such as sneeze guards or partitions, in areas where frontline
transactions are rendered.
• The physical barrier should be disinfected daily prior to receiving of clients, and it
should never be touched.
•Sanitation and Hygiene

• Provision of foot baths in all entrances
• Provision of functional toilets with adequate water and soap for handwashing
• Provision of handwashing stations in strategic areas especially in school entrances,
play areas and inside or near toilet areas
• Provision of hand sanitizers or 70% alcohol-based solutions or other disinfectants in
all rooms, entrances, corridors, communal areas, and other amenities.
• Provision of designated trash bins for tissue disposal
• Ensure daily handwashing and toothbrushing activities as mandated in DO 10, s.
2015 or the “Policy and Guidelines for the Comprehensive Water, Sanitation and
Hygiene in Schools (WinS) Program”
• Regular cleaning and disinfection of frequently used areas and frequently
touched surfaces.
•Restrooms
• Limit the number of people who occupy the restroom at onetime to allow for
social distancing.
• Do not allow lines or crowds to form near the restroom without maintaining a
distance of at least 1 meter from other people. Post sings or markers to help
personnel and clients maintain appropriate social distance of at least 1 meter.
• Ensure that restrooms are operational and with functional toilets.
• Clean and disinfect regularly frequently touched surfaces such as faucets, toilets,
stall doors, doorknobs, countertops, and light switches.
• Ensure adequate supply of soap and water, and/or hand sanitizer with at least
70% alcohol, paper towels or tissues and no touch trash cans.
53
IV. ANNEXES
C.Detection and Referral

•Health Screening / Declaration
• Online health declaration 1 day prior to physical reporting to school by all
learners, teachers and personnel, and prior to physical visit of clients or
parents is strongly advised.
• The health declaration should contain information on any COVID-19 related
symptoms, history of exposure to a confirmed COVID-19 case (i.e. with RT-
PCR or rapid antigen test positive result), and history of COVID-19 test up to
7 days prior to the supposed physical visit.
• Any learner, teacher personnel or client exhibiting any COVID-19 related
symptom or sign, who was exposed in the last 10 days to a confirmed
COVID-19 positive case, or has been tested for COVID-19 and is awaiting
result, should be strictly advised not to physically report or visit the school, to
stay home and seek primary care consultation if not feeling well. All learners,
teachers, personnel and clients/visitors arriving at the school entrance
should be screened for any flu-like signs and symptoms, exposure to a
COVID-19 positive case for the last 10 days and if tested for COVID-19 and
is awaiting result, prior to entering the school.
• Any personnel or client exhibiting any flu-like signs and symptoms (e.g.
cough, colds, fever, body weakness and sore throat), exposed to a
confirmed COVID-19 positive case in the last 10 days, and/or tested for
COVID-19 and awaiting result should not be allowed entry and advised to
seek consult with a primary care physician if with symptoms.
• Teachers shall conduct daily rapid health checks in the classroom and
those who will show COVID-19 symptoms shall be given surgical face mask
and further assessed in the school clinic and properly advised.
•Temperature Checks
• All learners, teachers, personnel and clients/visitors arriving should be
subjected to body temperature check
• Any personnel or client with a body temperature of 37.8 degrees
Centigrade and above should not be allowed entry and advised to go
home or seek consult with a primary care physician.
• Teachers may conduct random temperature checks on learners for
possible appearance of high body temperature during classes.
• If a learner or a school personnel has been found with fever of 37.8
degrees Centigrade body temperature or higher should be
immediately given a surgical face mask and brought to the clinic for
proper assessment and referral.
D.School Clinic and Health Services
•Ensure establishment/setting-up/refurbishment of a school clinic to
provide health services to learners, teachers and personnel.
•Designate a private screening area near the entrance of the school
where learners, teachers, personnel and visitors who show symptoms
upon screening at the entrance can be further examined, for
appropriate management, intervention or referral.
•Designate a clinic teacher to manage the clinic everyday to provide
basic health services and facilitate referral as needed, in close
coordination with the school health personnel at the SDO. Clinic
teachers shall be provided prior orientation by the school health
personnel at the SDO for proper guidance on how to effectively run the 54
IV. ANNEXES
ORGANIZATIONAL SET-UP BE-SLCP

SY 2021-2022
DR. MARIA CRISTINA MARASIGAN

Principal IV
MICHAEL R. AÑORA JUDEE JAMES C. PEREZ

Teacher III / SLCP Focal Person Teacher I / SLCP Focal Person
GLENDIE R. MERCINES
Teacher II / OIC
DEPARTMENT HEADS GLC / Enrollment ORGANIZED SCHOOL COMMITTEES

Committee
GENITA LUZ T. ALINDAY JAYSON M. CALIM School Planning Team
LEO M. GABO
Dept. Head, FILIPINO BE Committee
GLC - Grade 7 BERNABE E. MARCOS JR.
KEVIN T. ASUMO Resource Mobilization
RINA S. DELA ROSA School Safety Committee
STEPHANIE S. TANGPUZ
Dept. Head, ENGLISH GLC - Grade 8
KHENRIC T. DULAY RONULFO C. MACANANG
ALTA GRACE V. DEAN Social Media Unit ICT
JHONRYN S. LOZANO
Dept. Head, MATH
GLC - Grade 9 JOSEPH C. MORENO AILEEN G. SANTIAGO
EMILY M. APALLA DRRM Committee Child Protection Committee
JANE V. GUANZON
Dept. Head, SCIENCE
GLC - Grade 10
ALBERT JOSEPH G. CENIZA VIOLETA N. QUIDES
Dept. Head, AP Head Teacher
JOCELYN O. VILLAR
Dept. Head, TLE
ROMMEL C. MACARO Project Teams MELODY JOY S. JAMERO
GPTA in the SIP SBM Committee
JAQUELINE C. GLORI
Dept. Head, MAPEH
Project
AILEEN G. SANTIAGO
Proponents in
Dept. Head, ESP
the SLCP
55
IV. ANNEXES
56
IV. ANNEXES
57
IV. ANNEXES
58
IV. ANNEXES
READINESS CHECKLIST FOR OPENING OF CLASSES
59
IV. ANNEXES
60
IV. ANNEXES
61
IV. ANNEXES
62
IV. ANNEXES
63
IV. ANNEXES
64
IV. ANNEXES
SAMPLE OF INTEGRATIVE ASSESSMENT
64
IV. ANNEXES
64
IV. ANNEXES
64
IV. ANNEXES
64
IV. ANNEXES
64
REFERENCES
DepEd Memo No. 048, s. 2021, 2021 BRIGADA ESKWELA IMPLEMENTING

GUIDELINES
DepEd Order No. 21, s. 2021, DISASTER RISK REDUCTION AND MANAGEMENT
COORDINATION AND INFORMATION MANAGEMENT PROTOCOL
DepEd Order No. 12, s. 2021, ADOPTION OF THE BASIC EDUCATION LEARNING
CONTINUITY PLAN FOR SCHOOL YEAR 2020-2021 IN THE LIGHT OF THE COVID-19
PUBLIC HEALTH EMERGENCY
DepEd Order No. 31 s. 2021, INTERIM GUIDELINES FOR ASSESSMENT AND GRADING
IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN
DepEd Order No. 014, s. 2020, GUIDELINES ON THE REQUIRED HEALTH STANDARDS
IN BASIC EDUCATION OFFICES AND SCHOOLS
Deped Memo No. 043, s. 2021, GUIDELINES ON THE ALTERNATIVE WORK
ARRANGEMENTS IN THE. DEPARTMENT OF EDUCATION IN LIGHT OF THE COVID-19
STRINGENT SOCIAL DISTANCING MEASURES
DepEd Memo No. 011, s. 2020, REVISED GUIDELINES ON ALTERNATIVE WORK
ARRANGEMENTS IN THE DEPARTMENT OF EDUCATION DURING THE PERIOD OF
STATE OF NATIONAL EMENRGENCY DUE TO COVID-19 PANDEMIC
Division Memorandum No. 361, s. 2021, OPLAN BALIK ESKWELA AND SCHOOL
READINESS FOR THE OPENING OF CLASSES FOR SY 2021-2022
65
PARA SA BATANG KASIGLAHENYO
Address: Kasiglahan Village, San Jose, Rodriguez, Rizal 1860

School ID: 301446
Telephone No: 982-1508/0956-081-9055
Email Address: kasiglahanvillagenhs.301446@deped.gov.ph
Facebook Account: www.facebook.com/DepEdTayoKVNHS301446

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Republic of the Philippines

KASIGLAHAN VILLAGE NATIONAL

PARA SA BATANG KASIGLAHENYO

Address: Kasiglahan Village, San Jose, Rodriguez, Rizal 1860

As the school year 2021-2022 opens this September amidst

May this SLCP expand access, improve

MARIA CRISTINA S. MARASIGAN, EdD

C. SUCCESSES AND LESSONS FROM

The implementation of the BE-LCP will be challenging. It is not

OBJECTIVES OF BE-SLCP & SCHOOL

ENROLMENT SY 2020-2021, SY 2021-2022

GRADE 8 845 780 1625 845 779 1624 -0.06%

GRADE 9 843 838 1681 831 769 1600 -4.82%

NUMBER OF EMPLOYEES: TEACHING AND NON-

The map shows the strategic location of Kasiglahan Village

The implementation of BE-LCP last year have had successes

4x5 Approach for the Academic Ease

Math subject, which came up as the most difficult subject

Fewer set of activities within the scheduled month resulted to

Well-supervised distribution and retrieval of learning resources to prevent

▪ Given the crafted and implemented learning delivery modalities, the

ENGAGEMENT PLAN FOR PASABAY/RIDERS

BE team looked Scheduling Send Modules

4. LEARNING OUTCOME ASSESSMENT

Comparative Percentage of Average from Q1 to Q4

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

• Learners’ grades were tracked and harvested. LOA Result were

Analysis and Interpretation:

Analysis and Interpretation:

Analysis and Interpretation:

Analysis and Interpretation:

5. TECHNICAL SUPPORT SERVICES

Training and Development

TITLE OF TRAININGS INCLUSIVE DATE WHO/ NUMBER OF

TITLE OF TRAININGS INCLUSIVE DATE WHO/ NUMBER OF

In-Service Training March 22-26, 2021 Teachers / School Head

LDM 2 Practicum Portfolio June 14-18, 2021 Teachers / School Head

Planning and Research

▪ “Factors Affecting The Interest Level Of Students In Learning Technology

▪ “Challenges Encountered by the Struggling Tenth-Grade Modular Distance

▪ “Development, Validation, and Evaluation of a Proposed Computer Aided

▪ “Effect of Using Modular Approach in Kasiglahan Village National High

▪ “Training in Information and Communication Technology (TrICT):

▪ “The Academic Performance Of Selected Modular Distance Learning (MDL)

▪ “Study Habits And The Academic Performance Of Grade 10 Students In

▪ Installation of Additional Water Facility

Health and Nutrition

IST DOSE 2ND DOSE WAITING TOTAL

Information and Communication Technology

▪ Developed system of submission of reports, learning materials through google

Property, Supply, and Procurement

NATIONAL EXPENDITURE PROGRAM

NUMBER OF LEARNERS PER LEARNING MODALITY

1427 1474 1351

GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

As shown on the graph, most of the learners prefer Modular Distance

WAYS TO CONNECT TO INTERNET

The bar graph illustrates the demographics of learners’ access to

Devices Available at Home that the Learner can use