Lcop Cy 2020 2021 1

Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
Wangal, La Trinidad, Benguet
Telefax: (0774) 422-6579; (074) 422-7501
LEARNING CONTINUITY
OPERATIONAL PLAN
2020-2021
Message
Office of the Secretary
W e thank the President for reiterating the national

government’s willingness to assist us in our
endeavor to offer alternatives
to face-to-face learning despite the public health
situation.
We will comply with the President’s directive
to postpone face-to-face classes until a vaccine
is available.
We assure our parents, learners, stakeholders, and
the President that we are preparing ourselves for LEONOR MAGTOLIS BRIONES
this mission. Secretary, Department of Education
Indeed, it is a challenging task for us at the Department of already used for decades – are being prepared and
Education to prepare our schools in a different set-up but updated for this year. At the same time, teachers are
we are committed to our duty to make education being trained on utilizing newer platforms and innovative
available and thriving, even in the most difficult time. tools to aid their professional development.
The Department is fully engaged in readying our We are working with the private sector and education
operations based on our Basic Education-Learning experts to make these necessary steps logistically
Continuity Plan (BE-LCP), from the Central Office down sound, especially on the development, acquisition, and
to the school level. We are updating our policies, deployment of learning resources.
realigning our finances, and collaborating with our
partners so that our goals of providing quality We will provide regular readiness assessment reports to
education and protecting the safety and health of our the public as we have committed to the Congress.
constituents will be achieved.
With a comprehensive BE-LCP and the President’s
Currently, we are continuing to conduct remote instruction serving as our guide, we will continue our
enrollment nationwide in order to assess learners’ preparations. Finally, with our stakeholders coming
household information, which will be crucial in the together, we can leap towards achieving our
preparation and the contextualization of the ultimate goal – of making education a symbol of
learning delivery mode in each locality. hope amidst doubts and uncertainties.
Meanwhile, the groundwork for blended learning is well
underway. Radio, television, online and modular
learning – which are pre-existing methods and were
Message
Schools Division of Benguet
s LEARNING CONTINUITY
DEPARTMENTRepublicofthe OPERATIONAL PLAN
OFPhilippinesEDUCATION
Page i
CORDILLERA ADMINISTRATIVE REGION

Wangal, La Trinidad, Benguet, 2601
Website: www.depedcar.ph I Email: car@deped.gov.ph The
Department of
Office of the Regional Director Education has
formulated its Learning Continuity
Plan to ensure that we continue
delivering education without
Our congratulations and commendations to the hardworking people of the
compromising the health and safety
Schools Division of Benguet Province through the leadership of SDS of our learners and employees.
Benilda Daytaca, likewise, for the support of their stakeholders for Learning Continuity Plan which
being true to their commitment to make learning opportunities every region, and every schools
available to all I-Benguet youth. division is contextualizing based on
the situation of its learners in order
Amidst this global health emergency, the Department of Education to provide the learning opportunity
faces the challenge of transforming its processes and approaches that is relevant to them.
into something flexible, creative and agile to ensure that the
However, especially in these trying
education of our children must continue because we cannot deprive
times, we reiterate that DepEd
them of that basic human right--the right to education.
cannot do it alone. We need to find
This mandate and this commitment to bring education to every learner’s
doorstep using every means to adjust to the new norm of delivering learning MAY B. ECLAR, Ph.D. CESO V
, seemingly, is a gargantuan task considering that new essential resources, Regional Director
skills and capabilities for the learners and for the teachers will be required.
partners to whom we should cooperate and collaborate for support in terms of
But we cannot fail our children who, despite the fear and anxiety
generating resources and in the upskilling of our teachers and parents.
wrought by this pandemic, are still very much eager and excited to study
and learn using the new modalities which are truly new to them. And may this launching of your alternative mode using video-books
and video-based teaching learning materials call the attention of
On-line learning, off-line learning, modular learning, radio-based
those who have stakes in education to participate more and to
instruction or through TV broadcast will be the new norms in teaching
have deeper involvement in the education of our children.
and learning which are far different from the conventional modality of
face-to-face interaction between the teacher and the learner. To you at the Division of Benguet, you have launched your first big step today.
May it give you the enthusiasm to do more for our children.
The learners, the teachers, the school and even the parents
may find their new roles difficult at first, but at the end of the Again, our congratulations to all of you!
day, everyone will surely adapt the new normal in education.
Dios ti Agngina!
Republic of the Philippines Department of

Education Cordillera Administrative Region
SCHOOLS DIVISION OF BENGUET
Wangal, La Trinidad, Benguet
Office of the Schools Division Superintendent
Reasons to say ‘Iyaman’ amid Covid-19 pandemic
BENILDA M. DAYTACA, EdD, CESO VI
A OIC-Schools Division Superintendent

We commit to make learning possible as we al so take
primordial consideration to the health and safety of everyone.
mid this Covid-19 pandemic, l et us strengthen our
indigenous culture of binnadang (cooperation and Together, with IYAMAN in our hearts, we move forward with Integrity to Yield
collaboration) to ensure that every iBenguet l earner has access Accomplishments, to Modify Advancement, and to Nurture excellence in
to quality basic education. Through binnadang among al l our service. We pray that may every personnel in the Schools Division of Benguet
teachers, school heads, other DepEd personnel , parents, l ocal be blessed with gratitude, l ove and
officials and other stakeholders, we are confident that WE COULD compassion.
OVERCOME AS ONE the adversities besetting our education under
today’s ‘new normal’, thus, WE TEACH AND LEARN AS ONE.
Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page ii

TABLE
ofContents
TITLE PAGE
Messages…............................................................................................................................................... i
Office of the Secretary....................................................................................................................................................................i
Office of the Regional Director....................................................................................................................................................ii
Office of the Schools Division Superintendent.......................................................................................................................ii
Table of Contents…................................................................................................................................... iii
Executive Summary…............................................................................................................................... iv
I. Introduction…................................................................................................................................ 1
II. Background and Rationale….......................................................................................................... 3
A. Capacity…........................................................................................................................... 4
B. Capability.......................................................................................................................................................................9
C. Condition......................................................................................................................................................................15
D. Considerations............................................................................................................................................................16
III. Goal and Specific Objectives…....................................................................................................... 19
Goal...............................................................................................................................................................................................19
Objectives...................................................................................................................................................................................20
CoreValues.................................................................................................................................................................................20
IV. Situational Analysis..................................................................................................................................................................21
V. Planning Framework….................................................................................................................. 30
VI. Implementation Plan...............................................................................................................................................................31
VII. Monitoring Plan........................................................................................................................................................................49
References …............................................................................................................................................ 58
SDO-Benguet Task Force for Covid-19 Pandemic (DRRM Team) .........................................................................................59
Appendices...............................................................................................................................................................................................60
I. Most Essential Learning Competencies............................................................................................................................60
II. Alternative Teaching and Learning Delivery Modes in the Schools Division of Beguet: A Descrip- 68
tive Study...........................................................................................................................................
III. Report on Learning Resources..............................................................................................................................................69
IV. Excerpts from proposed Learning Continuity Plan during the Covid-19 Period (Curriculum and In- 71
structions Strand)-Diosdado M. San Antonio .......................................................................................
Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page iii

EXECUTIVE
SUMMARY
“TheBlueprint”
In line with the Basic Education-Learning Continuity Plan contextualized such direction in education through its
(BE-LCP) of the Department of Education, the Schools banner program called IYAMAN embracing Innova-tions
Division of Benguet has put into a single document its and Continuous Improvement, Youth Formation on
concrete action plans for the School Year 2020-2021 Reading, Research, Risk Reduction & Resiliency and
to ensure continuity of learning and provision of ba-sic Robotics, Administrators actively engaged in SBM,
education services amid the COVID-19 pandemic. responsible Financial Management and Resource Man-
Known as SDO Benguet Learning Continuity Operation agement, Mobilization and networking with international
Plan (LCOP), this document was the offshoot of a divi- and national partners, Advancement in human resource
sion-wide research, surveys and analysis of the schools development and administrative processes, Nurturing
division situation. Inspired by the indigenous culture of excellence through appreciation, recognition, awards and
cooperation and collaboration locally known as bin- incentives. Coined after the Benguet indigenous culture of
nadang, the different units and sections of the schools being grateful for every blessing, IYAMAN thus became
division office together with the schools were continu- SDO Benguet’s contextualized pivot to quality education.
ously engaged in giving feedbacks and inputs since the As this LCOP embraces this IYAMAN concept, the planning
start of the present health crisis. The gathered inputs team finds this appropriate to sustain the cooperative spirit
eventually guided the Division Planning Team in analyz- of extending help for every important endeavor. This plan
ing the strengths, weaknesses, opportunities and threats therefore considered the continu-ous engagement of
(SWOT) in the schools division’s mandate of ensuring internal and external stakeholders to support DepEd’s
the continuous provision of basic education services efforts in addressing equity, close access gaps and improve
while primarily safeguarding the health and safety of quality education.
learners, parents and all DepEd personnel.
Based on the national BE-LCP, this LCOP spelled out
Taking cue from the results of a division-wide research the concrete plans of actions of SDO Benguet along
on alternative learning delivery modalities and survey on the following major pillars or emphases:
readiness of schools within the division, SDO Benguet
outlined the capability, capacity and condition of Pillar 1: Curriculum development for improved
schools and districts to provide basic education. As deliv-ery, instruction and assessment;
expected, strengths and weaknesses were noted even as Pillar 2: Improving the learning environment to devel-
there are also major opportunities and threats which the op learner’s full potential;
planning team considered. Based on these inputs, SDO Pillar 3: Teachers and school Leaders’ upskilling
Benguet has revised and enhanced its Programs, and reskilling to improve
Projects and Ac-tivities (PAPs) reflected in its 2017-2022 Competencies; and
Division Educa-tion Development Plan (DEDP) and 2020 Pillar 4: Engagement of stakeholders for support
Division Annual Implementation Plan (DAIP) in order to and collaboration.
be aligned with the national efforts of ensuring learning
continuity while combatting the COVID-19 crisis. Under each pillar are objectives and strategies
along the following Key Result Areas: Strategic Leader-
Noting too that DepEd linked and bridged the nation-al ship and Management, Curriculum and Instruction Man-
BE-LCP to its pivot to quality and into the future of agement, Human Resources Management and Develop-
education known as Sulong Edukalidad, SDO Benguet ment, Building Partnership and Linkages, and Resource
Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page iv
To guide the interfacing of the different sections and
Management.
units together with that of the schools and districts,
specific activities or projects were identified for each of
ties;
the following objectives which fall under the above-
men-tioned four pillars: 2.c. Capacitate school officials, teachers and
parents about the design and execution of various
none face-to-face (NF2F) learning delivery op-
1. Expand coverage of inclusion programs adjusted
tions;
to fit enhanced standards set by the new normal in
2.d. Orient learners and parents about the ap-
education, such that access to K to 12 education is met,
proaches in accessing and communicating with
and provision of non-classroom facilities in remote and
the teachers; and
isolated schools are provided, and even more improve its
2.e. Promote the health, safety, and well-being
partnership and linkages to internal and external
of learners, teachers and personnel against the
stakeholders.
threats and further transmission of COVID-19.
1.a. Map learning contexts and types of learners;
and
1.b. Ensure safe and conducive learning environ- 3. Involve automation of course system and pro-
ment. cesses needed and implemented through the Infor-
mation and Communications Technology to meet the
standards set forth by the new normal in the teaching
2. Improve the quality and relevance of education in
and learning delivery in education. It also covers the
all the districts and schools it covers through the con-
initiative and continuous improvement on procure-ment
tinuous and full implementation of the K to 12 cur-
process, acceleration of research development,
riculum with integration of standards set by the new
improving DepEd independence from interference and
normal in education, improve the quality of teachers,
improving the Human Resource and Develop-ment.
expand the use of technology in learning, and enrich
curricula to address cross cutting issues and foster 3.a. Utilize ICT systems and other available
critical thinking towards relevant and liberating basic me-dia.
education, guided by the framework of Sulong
Also incorporated in this LCOP is the monitoring and
Edukalidad and Future Thinking in Education.
evaluation plan which provides for a quarterly review of
2.a. Ensure that learners are prepared to acquire
PAPs. Results of quarterly reviews would be the bases for
the skills necessary for success in the next grade;
evaluation and adjustments while ensuring account-ability
2.b. Align available learning materials to curric-
and transparency among program owners and
ulum standards adjustments and develop con-
implementers. Such mechanism in plan implementation
textualized and appropriate learning materials
augurs well with SDO Benguet’s thrust of ensuring that its
aligned to the multiple learning delivery modali-
integrity yields accomplishments, modifies advance-ment
and nurtures (IYAMAN) excellence in service.
Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page v

INTRODUCTION
I. “ContextualizedLCOP”
It was January 30 of this year when the World Health heads and teachers continuously monitored such
Organization (WHO) declared a Public Health Emergen- initia-tives through online and offline means.
cy of International Concern in relation to COVID-19. On
March 20, the WHO Director General released an official With no end in sight to this pandemic while the opening
statement characterizing COVID-19 as a pandemic. As of the new School Year 2020-2021 looms, the Depart-
COVID-19 became a global health crisis, each country ment of Education recently unveiled the Philippine Basic
has implemented preventive measures in response to the Education Learning Continuity Plan (BE-LCP) as blue-
rapid increase of COVID-19 infected individuals. On print to sustain delivery of quality, accessible, relevant
March 16, 2020, Philippine President Rodrigo Duterte and liberating basic education services for all school-age
declared the entire Luzon area under “Enhanced Com- population in the midst of the COVID-19 emergency.
munity Quarantine” (ECQ). As a result, restrictions on
the movement of the population, though with As a product of collaborative endeavor with partner
exceptions, have been implemented. With that, classes institutions and organizations, the BE-LCP includes key
in all levels for both the public and private schools, have features on K-12 curriculum adjustments, alignment of
been includ-ed to be suspended (Luna, 2020). learning materials, various modalities of learning deliv-
ery, corresponding teacher and parent/guardian training,
The Philippine’s Department of Education responded to among others. No less than DepEd Secretary Leonor
this challenge as soon as the ECQ was declared by Magtolis Briones, who recently acknowledged the in-
issuing DepEd Memorandum no. 042, s. 2020 that en- sights of the members of the Senate for fine tuning the
couraged teachers with available resources and access to BE-LCP, emphasized that DepEd takes into
the internet to explore the Online Alternative Learning consideration the health and safety of learners, teachers,
Delivery Platforms identified by the DepEd Information parents and the community in making adjustments in
and Communication and Technology Service (ICTS) that the provision of basic education services under today’s
may be used for delivering distance learning during ‘new normal’ situation.
periods of class suspensions and similar circumstances as
the current situation dictates such as the popular Dep-Ed Undersecretary for Curriculum and Instruction
Commons. The Schools Division Office of Benguet on Diosdado M. San Antonio underscored the following
March 16, 2020 also recommended the engagement of principles in the formulation of the BE-LCP:
every learner in reading to contain them at home under
the so-called “From Classroom to Class home” scheme 1. Protect the health, safety and well-being of learn-
while the whole province was placed under ECQ. The ers, teachers and personnel, and prevent the further
Curriculum Implementation Division personnel, school transmission of COVID-19;
Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 1

2. Ensure learning continuity through K-12 curricu-
lum adjustments, alignment of learning materials,
implementation of multiple learning modalities, and for a pro-active, results-oriented, intelligent, network
providing corresponding teacher and parent/guard-ian building, credible and empowering leadership from
training; the national, regional, division and school level.
3. Facilitate the safe return of teaching and While the BE-LCP recommends various learning delivery
non-teaching personnel and learners in schools modalities, regions, divisions and schools are advised to
based on scenarios projected by the Department of contextualize learning strategies and learning deliv-ery
Health (DOH) and the Inter-Agency Task Force modalities deemed appropriate in their context and
(IATF), com-plemented by other credible sources, consistent with the COVID-19 guidelines and
and balanced by DepEd’s own risk assessments; regulations. The resource requirement for the various
learning mo-dalities now became a major challenge
4. Be sensitive to equity considerations and concerns, which entails the support of all partner institutions and
and endeavor to address them as possible; and, organizations from the national to the local levels.
5. Link and bridge the BE-LCP to DepEd’s pivot to Aligned with this overall BE-LCP, the Schools Division of
quality and into the future of education, under the Benguet has formulated its contextualized Learning
framework of Sulong Edukalidad and future thinking in Continuity Operational Plan (LCOP) for the school year
education. 2020-2021 based on data and feedback from the field as a
result of the participation of internal stakeholders in
According to the Undersecretary, the BE-LCP is not a surveys and other data gathering mechanisms since the
stand-alone plan because it is anchored on Sulong Edu- start of the ECQ period. As a contextualized plan but
kalidad or DepEd’s pivot to quality. With the COVID-19 aligned to DepEd’s Sulong Edukalidad, this LCOP also
crisis, DepEd acknowledges strains of inequities to the embraces the SDO Benguet banner program IYAMAN or
education system, particularly in access to technology. Integrity Yields Accomplishments, Modified Advance-
As such, DepEd will focus on enduring literacies and skills ment and Nurtures excellence and inspired by the cul-ture
in the different learning modalities, technologies, of cooperation and community collaboration called
strategies, resources, assessment and in teacher/school Binnadang in the local language. Like in the national level,
leader capacity building. More than this is the need however, this division level LCOP takes primordial
consideration to the health and safety of learners, teach-
ers and personnel, parents and the community while
conforming to COVID-19 regulations and guidelines.

I I .BACKGROUND
&Rationale
To analyze the gap and to assess the need, a research was Another initiative conducted this May 2020 was the
conducted last April 2020 with the leadership of the conceptualization of the Schools’ Readiness form which
Schools Division Superintendent, Benilda M. Daytaca, aims to determine the capacity, capability and connec-
Ed.D. to aid in scanning the internal and external situ- tivity of schools and school personnel in delivering varied
ation of the schools division. This research has identi-fied learning deliveries, and specific preferences of expected
the preference of the different stakeholders of the enrollees based from their available resources. Both
Schools Division of Benguet on the mode of delivering efforts shed light on the willingness of school stakehold-
teaching and learning during these unusual times. ers to provide necessary equipment for the alternative
learning delivery modes of teaching and learning and will
be significant in supporting the learning continuity plan
for the Division of Benguet amidst this pandemic.
Research Results viv-a-vis School’s Readiness Report

As the research study centers only in the Schools Divi- the Schools Division of Benguet which involve learners,
sion of Benguet, respondents of the study only involved parents, teachers, school heads, and department heads
school stakeholders from the 14 districts of the Division foresee Blended learning as the most plausible teach-ing
namely Atok, Bakun, Bokod, Buguias, Itogon 1, Itogon 2, and learning delivery mode at this time. That is, the
Kabayan, Kapangan, Kibungan, La Trinidad, Mankayan, stakeholders prefer a combination of home schooling
Sablan, Tuba, and Tublay. With reference to the word and home study. The respondents preferred teaching
“school stakeholders”, the study limited its definition of and learning that exists as a product of collaboration
the word to the following primary school stakeholders between parents and the school institution as in blend-
only: parents, learners, teachers, department heads, and ed learning although teachers facilitate the teaching and
school heads. the school has the provision of modules. Parents, at
times, may now become teachers and may even have the
In the research conducted, it is apparent from the sta- opportunity to choose materials for learning and to set
tistical results that Blended learning, accounting for 1,873 the schedule of learning assessment.
(40%) responses favoring the aforementioned teaching
and delivery mode, was the most preferred. Not far behind The research results supported the Schools’ Readiness form
was Home study with 1,452 (30%) re-sponses followed by data entry of all the fourteen districts. Data gath-ered
Home schooling accounting for 571 responses (16%), then identified that majority of the parents preferred blended
Face to face with only 571 (12%) responses. Simply saying, learning. Out of the targeted 77,434 expected SY 2020-
primary school stakeholders in 2021 regular class enrollees in the Schools Division

of Benguet, only 70% or 50,011 learners were reached out
during the collection of data by the Schools Heads and
teachers. Nonetheless, the results were still signifi-cant
and unanimous on all grade levels from K to 12.
online learning, which may influence the constitution of
In connection to this, the research on alternative learn-ing the teachers and the learners.
delivery mode also covered the concerns or issues of Two among 4 themes in the research conducted are
stakeholders. The concerns were grouped to form the directly related to the reasons behind the preferences of
following themes: connectivity, capability, condition and learners and parents most especially in line with condi-
constitution. Accordingly, connectivity refers to the quality, tion and capability. School personnel have raised their
state or capability of being connected or linked (Webster, issues on residential location and distance to school
2020). At this time, it has become synonymous to internet assignment, which is covered under condition, as well as
connectivity. Capability on the other hand is the ability of connectivity. In the School Readiness data gathering
learners, teachers, parents and even the school to form, capacity is added to complete the three Cs, which
successfully execute the alternative modes in teaching and is conceptualized to fit the availability and accessibility of
learning. Condition is about unreachability because of learner, the school personnel connectivity as well as the
location or residential area distance of teach-ers and school ICT infrastructure in order to actively and successfully
personnel from their assigned schools or district. Lastly, participate in any modalities identified.
constitution covers health issues that may be caused by the
alternative delivery modes, especially The following discussion elaborates the corroboration of
the research results with the data consolidated from the
Schools Readiness Form, in order to further understand
A. Capacity the connection among the themes.
Table 1 in the following page shows that regular learners
in the fourteen districts prefer printed modules (A), digi-
tized modules (C), online materials (E), or a combination
of the three as instructional materials (G) with the condi-
tion that scheduled teacher interaction, assessment, and and residences in urban areas are expected to have
remediation be conducted or scheduled through actual better telecommunication signal. This is the same with
face to face. Furthermore, others have considered online the idea that rural areas have weaker telecommunication
face to face, but then again, with the consideration still signal. The responses or preferences of learners and par-
of actual face to face (I). ents as shown in table 1 expounds more on this.
Furthermore, other issues raised by the respondents in
The main concern of both internal and external stake- the research conducted which supports the preferences
holders in the identification of their preferences is the of parents and learners are on the capability of parents
available resources in their area. Observation denotes to provide the needed materials and their competency to
that there is no absolute truth to the idea that schools help their children learn at home as exemplified by the
following:
“Varied to no educational background of parents”

“Socio- economic of status of parents (they cannot
afford to buy gadgets; income is not enough)”
“Computer literacy of everybody involved -not all

learners, teachers, and parents know how to
operate the computer, internet applications, etc.”
“Homeschooling is applicable for families with gadgets

and internet access, with enough financial support,
par-ent assistance and guidance…”
A daunting concern with remote learning is on how

low-income families will cope with online learning.
Some schools have shared how learning at home with

the guidance of parents during the ECQ have given them
the experience of being teachers. Parents are now trying
to manage their children’s educational needs at home.
Parents, however, are not teachers, and so this has
caused frustration and stress. This challenge is yet to be
experienced by SDO Benguet, but with anticipation of
such, it will be considered in the finalization of the
Learn-ing Continuity Operational Plan.

As technology becomes more pervasive in education,
stakeholders (teachers, students, parents,
administrators and employers) need to effectively and
consistently uti-lize it as part of instruction and in some “Homeschooling is applicable for families
cases integrate it fully into their teaching and learning. with gadgets and internet access”
But this one is also the greatest concern of the
stakeholders as seen in the following statements by the “Homeschooling is applicable only for families with
respondents of the research conducted on their concerns knowledgeable parents to manipulate gadgets and
on the applicability of the alternative delivery modes: with internet access.”
“Accessibility and availability of internet connection (from From the statement of the stakeholders, a major prob-
weak to none)” lem they perceive in homeschooling and blended learn-
ing is on internet connection. As presented, weak to no
“Location of schools and residential are in remote areas signal is a concern. The stakeholders assent to the fact
causing weak to no internet that some schools are in remote areas with weak to no
and even cell phone signal cellphone signal, what more with internet access. Also,
is weak to none” there are parents that might not have cell phones or
gad-gets to access the needed materials for learning.
“Online activities are not always effective especially in
areas with weak signals.” The research data gathered supports the connectivity
identified by school personnel in their own areas where not
everyone is privileged to have all the needed resourc-es
“Weak signal, online teaching not possible - not all parents available in their area in terms of telecommunication
have cell phones" connectivity. Table 2 shows the home connectivity signal
status of SDO Benguet school personnel.
Table 2. Number of Teaching Personnel with their WIFI/ internet and Mobile Home Connectivity Signal Status
Home Connectivity Signal Status Number of School Personnel Percent
All the time 845 19.93%
Day time only 435 10.64%
Night time only 1075 26.29%
None 664 16.24%
Intermittent 1100 26.90%
TOTAL 4,089 100%
The status of home connectivity of teachers affects their They may experience late submission, delayed receiving
capacity in assuring a high quality telecommunication of information / requirement, and unable to implement
delivery to learners in the teaching and learning duties and responsibilities due to connectivity problems.
process. Such capacity may also affect the performance
of teach-es during work from home.

Table 3 expounds more on the connectivity signal of school personnel in the 14 districts.
DISTRICTS
La Trinidad
Mankayan
Kapangan
HOME
Kibungan
Kabayan
Itogon II
Buguias
Itogon I
CONNECTIVITY
TOTAL
Sablan
Tublay
Bokod
Bakun
Tuba
Atok
Smart/ TNT 99 130 277 153 184 116 56 141 67 331 277 28 155 157 2171
Globe / TM 71 65 124 62 46 66 142 110 111 134 55 159 57 1297

PLDT 2 1 2 0 19 3 1 1 0 124 0 17 23 16 209
Converge 2 2 0 0 2 3 0 2 1 69 14 1 11 7 114
None 17 7 66 0 43 22 13 19 19 56 59 16 39 13 389
Others 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1
Looking at the internet cable connection, there are only come productive and effective in their own line of work.
few school personnel who have this connection (324) as Collaborative planning with the immediate supervisors
compared to mobile data. This may limit the activities and providing guidance to school personnel is a priority
that an intermediate, advance, and expert teacher in ICT before they assume work this June.
can do. Regardless of the presence of Smart and Globe
(prepaid wifi / mobile data) signal, there is a risk in the To further identify and understand the situation of school
quality of service, and limitations on online activities that personnel who are having the above-mentioned home
can be experienced which may be one cause of not being connectivity, the following table shows the limited mode of
able to meet the objectives laid per session conducted. telecommunication they can do. Majority of elemen-tary
Planning on how to deal with this situation through and secondary teachers can text, call, and use mes-senger
alter-native solutions and taking into consideration the in relaying information to learners, parents, and co-
lim-itations of parents and learners who may experience workers. With the majority of teachers under basic ICT
the same challenge is a priority before deciding or competency, the mode of telecommunication shows
finalizing the best alternative learning delivery mode to congruency. But with the hope that teachers under basic
be imple-mented in the schools or district. ICT competency be elevated to intermediate or advance,
other possibilities of mode of telecommunication and
Moreover, the 389 school personnel with no connection enhanced online learning strategies (use of varied appli-
at all will have to cope and adjust with whatever work cation) may be developed or initiated as well.
arrangements required from them to be able to be-

Table 4. Mode of Telecommunication Provided by School Personnel
DISTRICTS
TOTAL
LaTrinidad
Kibungan
ItogonI
Sablan
Kapangan
Mankayan
Kabayan
Buguias
Tublay
ItogonII
Bakun
Bokod
Tuba
Atok
TELECOMMUNICATION
Texting 14 4 31 24 0 11 8 6 14 0 0 1 22 0 135
Texting/Calling 5 37 50 15 23 15 13 29 18 19 26 4 50 28 332
Texting/Calling/Messenger 38 102 251 44 81 56 103 102 46 129 149 35 141 112 1389
Texting/Calling/E-mail 11 3 43 0 1 0 9 0 0 1 17 0 0 1 86
Texting/Calling/E-mail/
98 31 77 96 85 70 45 77 74 212 179 46 84 47 1221
Messenger
Video Conferencing 16 28 16 36 62 44 30 25 44 289 67 23 59 58 797
N/A 9 0 1 0 42 14 4 19 1 42 46 8 31 8 225
The number of school personnel who can telecommu- internal and external stakeholders of SDO Benguet, the
nicate through video conferencing is only 19% of the following table summarizes the research result on the
total school personnel population indicated in the table stakeholders’ level of willingness per district to provide
above. Maybe there is a need for these identified per- necessary equipment for the alternative delivery modes of
sonnel to render technical assistance to others, because, teaching and learning. As frequency count has been used
even if the connectivity of the teacher is globe or smart to analyze the gathered data, number of responses for
or mobile data, they can still enhance their ICT skills and each level of willingness have been indicated in each
instead of making use of the same strategy again and district. In general, only few school stakeholders were not
again, they may consider other applications that are user willing to provide any of the necessary materials and
and load friendly in delivering lessons. equipment needed accounting for only 4% (193) of the
total population of the respondents.
With the goal of ensuring 100% support from both
B. Capability
Table 5 shows the number of respondents per stake- Results also show that a vast majority of the internal
holders as to their willingness to provide materials and stakeholders are willing to provide some but not all the
equipment for the alternative delivery modes. For both necessary materials and equipment needed for the
internal and external stakeholders, most of them would alternative delivery modes. Only a few were not willing
be willing to provide some but not all necessary materials to provide any of the necessary materials and equipment
and equipment with this option having the highest num- needed.
ber of agreements from the respondents.
Table 5. Number of respondents for each level of willingness per district in the Schools Division of Benguet
to provide necessary equipment for the alternative delivery modes of teaching and learning
District Very Willing Willing Not Willing

ATOK 35 131 5
BAKUN 43 314 14
BOKOD 36 97 0
BUGUIAS 58 313 17
ITOGON 1 67 405 16
ITOGON 2 62 223 3
KABAYAN 30 187 4
KAPANGAN 36 112 2
KIBUNGAN 10 98 5
LA TRINIDAD 180 730 24
MANKAYAN 60 400 17
SABLAN 28 122 2
TUBA 4 299 74
TUBLAY 74 303 10
Total 723 3734 193
% 16% 80% 4%
The table below supports the Schools’ Readiness report gadgets / equipment for their child to use. This support
which is shown indirectly in Table 1, where learners and from external stakeholders is relatively connected to
parents with preference of online learning and digitized their level of willingness, whether it be very willing or just
materials have signified their willingness in providing ICT willing.
Table 6. Number of respondents per stakeholder for each level of willingness in providing materials and
equip-ment for alternative delivery modes of teaching and learning
External
Internal Stakeholders
Stakeholders
Total
School Department
Teacher Learner Parents
Heads Heads
Very Willing 350 48 44 4 446 277
Willing 1,736 253 174 7 2,170 1,564
Not Willing 63 35 15 0 113 80
Total 2,149 336 233 11 2,729 1,921

Moreover, the schools also have signified their willing-ness ers were also asked of their personal ICT gadgets and
with the guidance of the Schools Division Office on the equipment, where those with none will be allowed to
possibilities of lending DCP tablets to learners whose borrow DCP laptops or Desktops to use in order to meet
parents are or will not be able to provide ICT gadgets or all requirements necessary in whatever learning delivery
equipment to use. School personnel, specifically teach- mode is allowed or applicable in their school or area.
Table 7 shows the number of available DCP tablets in the assurance that these number of learners will not any-
14 districts. Unfortunately, regardless of this initiative, more be included in the provision of DCP tablets because
school resources are not enough to provide one tablet for it is already understood that they have the necessary
every learner. However, with the online face to face and equipment or ICT gadget to use when necessary. There-
digitized learning materials preference of more or less fore, the number of learners identified in the ratio may
11,729 learners shown in table 1, there is hope and decrease significantly.
Table 7. Number of DCP Tablets and Ratio of Tablet to Regular and Special Class Learners in the Fourteen
Dis-tricts of SDO Benguet.
La Trinidad
Kapangan
Mankayan
Kibungan
Kabayan
ICT
Buguias
Itogon II
Itogon I
Sablan
Bakun
Bokod
gadgets /
Tublay
Tuba
Atok
equipment
Number of
DCP tablets
in good con- 160 255 252 168 254 69 166 257 122 242 492 146 238 105
dition and
available to
be lent to
students 3050 2741 9084 2847 5701 3841 3147 4374 3190 16902 8922 1505 7300 4830
Expected
Enrollees
1:19 1:11 1:36 1:17 1:22 1:56 1:19 1:17 1:26 1:70 1:18 1:10 1:31 1:46
Ratio (tablet
to Learner)
With over 62 percent of expected enrollees for SY reproduction. Such information is then deemed neces-
2020-2021 and their parents who have signified their sary for SDO Benguet to determine in order to foresee
preferences on printed modules, the schools are then such issues and plan appropriate interventions before the
challenged to have enough resources for printing and opening of the school year.

Table 8 shows the number of procured printers in good elementary, secondary, and ALS as provided by the
condition and available for teachers to use in the 14 respective school heads as well, the information on the
districts. It further shows the number of teachers in the ratio of printer to teacher use.
Table 8. Number of School Procured Printers and Ratio of Printer and Teacher in the Fourteen District of SDO
Benguet
La Trinidad
Kapangan
Mankayan
Kibungan
Kabayan
Buguias
Itogon II
Itogon I
Sablan
Tublay
Bokod
Bakun
Tuba
Atok
Number of school
procured printers
in good condition 121 118 232 154 139 122 103 141 99 247 199 58 178 113
and available for
teachers to use
Number of
169 176 429 190 269 192 187 241 174 627 417 107 355 223
Teachers
Ratio (Printer to
Teacher) 1:2 1:2 1:2 1:2 1:2 1:2 1:2 1:2 1:2 1:3 1:2 1:2 1:2 1:2
Using the ratio as basis, the available equipment or print- ingness of parents in providing other needed resources
ers for use of teachers is sufficient, but still the bulk of for their child to use.
materials to be printed must be taken into consideration
before assuring that these resources will be enough. If upon further validation, blended learning or distance
Equipment as we know have a life span, and regardless of learning is the most applicable in the area or school lo-
it being old or new, the possibility of technical issues may cation, teachers must be well equipped with ICT gadgets
still occur along the process, therefore, school heads and equipment to be able to deliver learning and teach-ing
were advised to include inventory of photocopier and effectively with utmost quality. Table 9 shows the
other machines for reproduction and plan smart on how identified number of teachers with and without laptop or
they will spend their MOOE as reflected in their ongoing desktop as determined in the Schools Readiness data entry
AIP accomplishment activity. This initiative of schools is of all 14 districts and the number of DCP laptops and
considered one of their counterparts in the declared will- desktops available for those with none to use.
Table 9. Number of DCP laptops and desktops and Number of Teachers With and Without ICT Equipment
or Gadgets.
There are more teachers with personal laptops and look into interventions they can do subject to DepEd
desktops as compared to the number of teachers having guidelines in order for them to take responsibility or
none. The number of DCP laptops and Desktops also identify what they need to do as counterpart to teach-
available in the schools are more than enough to be used ers who will be using their own desktops and/or laptops
by 686 teachers. The schools were also encouraged to purposely for teaching and learning.
The Schools Division of Benguet have also anticipated The quantifiers and definition used are as follows:
the possibility that not all teachers are ready to engage
themselves to the process deemed required by any of Basic (Limited experience, you have the level of ex-
the alternative learning delivery mode applicable for perience gained in a classroom and/or experimental
SY 2020-2021. Several teachers have been comfortable scenarios or as a trainee on-the-job. You are expected
with the traditional way of teaching and are still having to need help when performing ICT competency)
difficulty in understanding and accepting change. One
reason behind this is their level of readiness and level of Intermediate (You are able to successfully complete
ICT competency. tasks with the use of ICT as requested. Help from an
expert may be required from time to time, but you
Table 10 shows the level of ICT competency of all the can usually perform the skill independently)
school personnel in the Schools Division of Benguet. The
data clearly reveals that school personnel’s ICT compe- Advance (You can perform the actions associated
tency ranges from None to Expert. It was assumed that with the use of ICT without assistance. You are cer-
school personnel who have signified that they do not tainly recognized within your immediate organiza-
know their level of ICT competency still needs the guid- tion as "a person to ask" when difficult questions arise
ance of experts or ICT coordinators with the leadership regarding ICT concerns)
of the Schools Division to help them identify what level
they really belong. This intervention will be of advantage Expert (You are known as an expert in this area. You
in determining the action of districts and the SDO in ca- can provide guidance, troubleshoot and answer ques-
pacitating or orienting school personnel in need. tions related to this area of expertise and the field
where ICT competence is used)
Table 10. SDO Benguet Personnel Level of ICT Competency
Basic Intermediate Advance Expert

DISTRICT NONE TOTAL
Competency Competency) Competency competency
ATOK 44 99 44 2 2 191
BAKUN 82 98 19 1 3 203
BUGUIAS 123 279 54 9 4 469
BOKOD 73 87 14 0 41 215
ITOGON I 81 164 41 0 8 294
ITOGON 2 87 103 17 3 0 210
KABAYAN 50 134 27 0 1 212

KAPANGAN 100 120 35 2 1 258
KIBUNGAN 82 88 25 1 1 197
LA TRINIDAD 218 338 104 2 31 693

MANKAYAN 214 180 43 4 43 484
SABLAN 32 68 15 1 1 117
TUBLAY 73 154 14 8 5 254
TUBA 107 143 61 6 25 342
TOTAL SP 1366 2055 513 39 166 4139

% 33 49.65 12.39 0.94 4.01 100

Almost half of the total number of school personnel or In the research conducted, it was discussed that teach-
49.65 percent are intermediate in ICT competency, while ers and the school itself would have the greatest role in
only 0.94 percent are experts and unfortunately, 4.01 implementing policies for the implementation of the
percent have no idea of their level of ICT competency. alternative delivery modes. There are growing concerns
on the capability of teachers and the school to do so as
Such information will guide the division office, school raised:
heads and the PSDS to plan for enhancement activities
or capability building to elevate the level of competency “Computer literacy of everybody involved -not all
of school personnel under Basic to at least intermediate learners, teachers, and parents know how to operate the
and assist further intermediate to become advance and computer, internet applications, etc.”
expert in competency. This strategy will hopefully help
teachers handle all alternative learning delivery mode “Adjustment from the methods and strategies used in
with ease and confidence. With this level of ICT compe- teaching and learning- difficult time for teachers and
tency, quality in the learning delivery is at least assured learners to adjust which takes time and may create
by 1,244 teachers and not to include as well advance and problems along the way.”
experts.
The level of readiness of school personnel were also asked

in the Schools Readiness form and is well support-ed by the 3. Satisfactory because I am not fully aware of the
research results on alternative learning delivery mode. This current situation and actually, I am waiting for in-
indicated how well the school personnel are aware or structions from my School Head and from higher
informed of the changes that may come to-gether with offices. I am waiting for some invitations to attend
implementing alternative delivery learning modes, and if training but I am not yet informed if there are. If there
they are ready enough to face such chal-lenges and issues will be changes, I will have to wait first. I am
in the coming school year. The follow-ing level of readiness knowledgeable of data privacy and other legal and
were identified and defined as such: ethical issues to consider in conducting online teach-
ing and learning.
5. Excellent because I fully understand the current
situation. I have enrolled myself in online courses and 2. Somewhat ready because I cannot really under-
webinars. I am currently scanning my capability and stand why there is a change being anticipated. I
capacity and at least, I know where the gaps are if ever prefer the conventional way of learning. If there are
that flexible, alternative learning models shall be other alternative learning delivery modes being talk-
implemented. I am very much knowledgeable of data ed about, I think I cannot cope up with it. If there are
privacy and all other legal and ethical issues to con-sider orders for change, I may have to consider and start
in conducting online teaching and learning. learning. I only know a few legal and ethical issues to
consider in conducting online teaching and learning.
4. Very ready because I have understood the current
situation and so I enrolled myself in online courses and 1. Not at all ready. The conventional way of learning
webinars. However, I need some more learning. I can see is still the best so far. If alternative learning models
gaps in my capacity and capability but I am at least are being introduced, these should be upon the pref-
prepared to embrace the new normal of flexible, erence of teachers. I am not aware of any legal and
alternative learning delivery models. I am very knowl- ethical issues to consider during the conduct of online
edgeable of data privacy and other legal and ethical teaching and learning
issues to consider in conducting online teaching and
learning.
Table 11 shows the level of readiness of school personnel in actions for those who have at least identified somewhat
facing the new normal for the incoming school year 2020- ready and not at all ready.
2021. It is but necessary to plan for interventions or
Table 11. Level of Readiness of SDO Benguet School Personnel in the 14 Districts
Kibungan
Kabayan
Mankayan
Kapangan
LaTrinidad
Buguias
TOTAL
Sablan
ItogonI
ItogonII
Tublay
Bokod
Bakun
Tuba
Atok
LEVEL
Excellent 0 1 1 0 0 0 1 2 0 4 1 7 2 0 19
Very
39 59 87 47 60 52 121 39 23 220 146 40 115 136 1184
ready
Satisfac-
92 127 261 154 128 96 77 188 118 322 244 55 173 116 2151
tory
Some-
what 1 11 44 13 61 62 11 8 40 79 27 8 21 12 398
ready
Not all
59 5 76 1 45 0 2 21 16 67 66 7 76 12 453
ready
TOTAL 191 203 469 215 294 210 212 258 197 692 484 117 387 276 4205
The level of readiness of school personnel in facing the new of readiness must be made by all schools, this will help in un-
normal for the incoming school year 2020-2021 is also neces- derstanding the issues and concerns teachers still have which
sary to plan for interventions or actions for those who have at may help in alleviating anxiety and boosting their confidence
least identified somewhat ready and not at all ready. to face a different or new teaching learning delivery.
There is a need to orient and capacitate school personnel un-der Fortunately, there are more school personnel under satisfac-
the not at all ready and somewhat ready. At the same time tory level of readiness which is significant in the implemen-
school personnel who are satisfactory and very ready must be tation of alternative learning delivery mode. This means that
evaluated to confirm what they already know and what they still there are only a few who are in need of technical assistance to
need to know. Lastly, excellent must also be assessed to confirm improve their level of readiness in preparation for the incom-
level of readiness. Clarification on the identified level ing school year.
distance or in the event that work from home is the only and
C. Condition best way to resume work.
The major reason for the inclusion of the following statements
in the schools’ readiness form reflected in table 12 is to help The data presented in table 11 is again supported by the
SDO Benguet in identifying schools with school personnel that research. Concerns about unreachability because of locality
are not permanent residents of the municipality or to be have been raised. The respondents have these to say:
specific in the barangay where the school is located. The infor-
mation gathered will be used as a reference to plot the possi-
bility of assigning teachers, teaching related and non-teaching
personnel to schools near their home town or barangay.
Furthermore, awareness of this data will pave way for further

review to see how the school will cater to their learners in
cases where the teacher is not around in the municipality due
to GCQ or ECQ. This will also require additional orientation
and concrete planning on the delivery of learning to ensure
that teachers will 100% be effective and efficient regardless of
books, printed study guides, reading lists, and projects can be
useful in settings with limited technology; however, a key
challenge is distributing these materials It may not be possible
“Permanent residential address of teachers – not all teachers to physically deliver these materials.
are residents in the districts they are assigned to.”
Several school heads and teachers have been very vocal in
“It is hard for the teachers to get the result due to distance.” expressing themselves in relation to how they will be able to
report come June 2020. Others have signified their intention of
“There is difficulty in travel and communication.” transferring and are willing to request or seek for intent to
transfer to their hometown or to schools nearest to their
The problem of remoteness is another issue that needs to be
addressed in the conduct of alternative delivery modes. Text-

residence and are within their municipality. even ECQ, it is with no ease for school personnel to be travel-
ling from one municipality to the other without following the
Over 793 of the school personnel in the Schools Division of 14 days quarantine guidelines. This may bring about psycho-
Benguet are residing outside the municipality where their logical and physical negative effects on teachers that may in
schools are located. Not to undermine the situation of GCQ or the end become the cause for low quality teaching-learning
delivery.
Table 12 . School Personnel Information on Residential Location
Manka-yan
La Trinidad
Kibu-ngan
Kapangan
Kabayan
Itogon II
Buguias
Itogon I
Sablan
Tublay
TOTAL
Bokod
Bakun
Atok
Tuba
with permanent residence within the barangay
of the school / teaching station 110 157 326 122 187 153 128 164 128 246 271 45 226 112 2375
With permanent residence within the municipal-

ity of the school / teaching station 125 174 365 176 257 162 157 209 153 516 302 82 274 164 3116
With permanent residence outside the munici-

pality of the school / teaching station 44 34 75 21 41 35 24 31 35 185 76 29 71 92 793
With permanent residence located in Baguio

City and commute every day to go to the school 4 1 1 0 23 12 0 5 0 63 0 9 47 49 214
/ teaching station
With permanent residence located in Baguio

City but has a boarding house near the school / 8 5 8 4 9 7 3 11 1 10 13 7 27 6 119
teaching station
With permanent residence located in La Union

and you commute every day to go to the school 0 0 0 0 1 0 0 0 0 1 0 6 4 0 12
/ teaching station
With permanent residence located in La Union

but has a boarding house near the school / 0 0 0 0 1 1 0 0 0 3 3 3 2 0 13
teaching
With permanent residence located in Mountain

Province and you commute every day to go to 0 0 8 0 0 0 0 0 0 0 0 0 0 1 9
the school / teaching station
With permanent residence located in Mountain

Province but has a boarding house near the 0 1 1 0 0 1 1 0 0 2 10 0 0 1 17
school / teaching station
With permanent residence located in Ilocos

Sur and you commute every day to go to the 0 0 0 0 0 0 0 0 0 0 3 0 0 0 3
school / teaching station
With permanent residence located in Ilocos

Sur but has a boarding house near the school 1 1 0 0 0 0 0 0 0 1 9 0 0 1 13
/ teaching
Goes home every Fridays and come back

every Sundays - with permanent residence
within the municipality, Baguio City, Mountain 10 21 58 20 15 6 16 26 23 4 48 14 22 7 290
Province, Ilocos Sur, or La Union but has a
boarding house near the school / teaching
D. Considerations
The Schools Division took note of the conclusions and and to differentiate the learning environment thus
recommendations of the research conducted in order to be mak-ing learning more accessible and attractive to
guided in identifying the strategic options that are learners. ADMs have been identified as one of the
responsive to the new normal created by the pandemic. Philippine DepEd’s significant programmatic responses
(SEAMEO INNOTECH, 2019).
The Philippines, even before this pandemic caused havoc on
the learning system, had in place alternative delivery modes.
Alternative delivery modes (ADMs), consid-ered as one of the Dep-Ed had developed several programs under ADM.
Flexible Learning Options (FLOs), are nontraditional modes or Some programs under the Alternative Delivery Modal-ities
systems of education delivery that are implemented within in the Philippine education system introduced in 2011 are
the formal basic education system and allow schools to deliver e-IMPACT (Enhanced Instructional Manage-ment by
quality education to marginalized students and those at risk of Parents Community and Teachers System, MISOSA
dropping out, as well as help the latter overcome personal, (Modified In-School Off-School), Home-school-ing
social, and economic constraints (Department of Education Program, Multigrade Program in Philippine Educa-tion
[DepEd], 2012). ADMs are systems that hope to enrich (MPPE), and Dropout Reduction Program (DORP) (DepEd,
2011) and other local initiatives. In 2012, the

Open High School Program (OHSP) was added as provision of modules, parents, at times, can now become
anoth-er ADM program. Examples of these are Project teachers and may choose materials for learning and
EASE (Effective and Affordable Secondary Education), schedule of assessment.
Home Study Program or Blended Learning.
Although surveys have found that a majority of faculty
According to the ADM research conducted in the divi- still believe that online learning or distance education is
sion, most of the school stakeholders in all the districts in inferior to classroom teaching (Jaschika & Letterman,
general, with the exception of majority of the school 2014) and although the Philippines is still behind in terms
stakeholders in La Trinidad and Tublay Districts foresee of technological infrastructure (Salac & Kim, 2016),
blended learning as the most plausible teaching and teaching and learning must still proceed. World Bank
learning delivery mode at this point in time. Group (2020) stressed on the importance of protecting
students and preventing learning loss as the first policy
It is worth mentioning, however, that although internal in every country as loss of learning of learners will not
stakeholders preferred blended learning, the external only affect the educational system but the economy as
stakeholders placed home study on the top list of their well in the long run.
preferred teaching and learning delivery mode. None-
theless, still, blended learning has been chosen by 40 Furthermore, as blended learning appeared to be the most
percent of the total respondents’ population making it as preferred alternative teaching and learning deliv-ery mode
the most preferred teaching and learning delivery mode by Schools Division of Benguet stakeholders, Siemen’s
by schools stakeholders in the Schools Division of (2004) Connectivism Theory indicating that learning
Benguet. That is, the stakeholders prefer a combination comprises of different series of nodes to connect hundreds
of home schooling and home study. Simply saying, the of network is hereby encouraged to be incul-cated in the
respondents prefer that teaching and learning exist as Schools Division of Benguet Learning Conti-nuity Plan
a product of collaboration between parents and the Development framing. As “no one size fits all” plan is
school institution since in blended learning, although
teachers facilitate the teaching and the school has the
applicable in relation to teaching and learning this time, to contextualize the 21st learning theory so as to fit the
each school in the Division is recommended school and its stakeholders’ milieu. World Bank (2020)
has suggested that countries need to plan for a multi-fac-
eted remote learning model.
Under the DORP program, three modes of learning were

provided for the learners to be able to continue their
schooling even without attending formal classes. One is
the modular system wherein students are given learn-
ing modules which they can bring home for self-study.
Another one is an internet-based learning which is an
online learning and the blended technology which is a
merger of the modular and internet-based modes of
teaching and learning (SEAMEO INNOTECH, 2012).
The ADMs/FLS are implemented in response to a variety

of challenges, such as overcrowding, teacher shortages,
lack of instructional materials, and remoteness/ inac-
cessibility of schools. As SEAMO INNOTECH (2015) has
concluded, in the aftermath of a calamity, as what we are
experiencing right now, communities may suffer any and
all of the above, which points to the potential of ADMs to
sustain education in emergency contexts.
In relation, the ADM research results further reiterates

that: “As blended learning appeared to be the most pre-
ferred alternative teaching and learning delivery mode by
Schools Division of Benguet stakeholders, Schools
Division Office may review Department of Education
existing Alternative Delivery Mode (ADM) programs prior
to this pandemic to bank collected strategies used in the
ADM programs which can be adopted in the Division’s
Learning Continuity Plan and which are applicable in
blended learning.
Among the existing ADM programs, to name some of

which, for review include e-IMPACT (Enhanced Instruc-
tional Management by Parents Community and Teach-ers
System, MISOSA (Modified In-School Off-School), Home-
Schooling Program, Dropout Reduction Pro-gram (DORP),
and Open High School Program (OHSP) (DepEd, 2011,
2012; SEAMEO INNOTECH, 2012, 2015, 2019). Besides,
the Schools Division Office may consider Alternative
Delivery Mode practice in other countries implemented
during the pandemic like China’s Bei-jing Normal
University’s, in partnership with UNESCO,
“Disrupted Classes, Undisrupted Learning” Program
(McAleavy & Gorgen, 2020)

Furthermore, as most of the Schools Division of Benguet
stakeholders are willing to provide printed modules and
reading materials for the alternative delivery modes of
teaching and learning, the Schools Division Office may marized as 4Cs - Connectivity, problem reflected as well in
request collaborative effort among Education Program the papers of Agha (2020), Dans (2020), and Saavedra
Supervisors, Education Program Specialists, School (2020); Capability, problem also seen in the papers of
Heads, Department Heads, and Master Teachers to initi- Bettinger and Loeb (2017), Burr and Tindale (2020), de
ate, spearhead, and facilitate the construction of printed Castillo (2020), Hall and Batty (2020), Koehler and Mish-ra
modules for each subject area and for each grade level (2009), Kumar (2015), Poole-Boykin (2020); Saavedra
and to ensure the completion and distribution of the con- (2020), and Weitzel (2020); Condition, predicament as
structed modules prior to the resumption of classes. well noted in World Bank’s (2020) report; and Consti-
tution, predicament also recorded in the study of Hand
As transition from the traditional teaching and learning (2018) and McMullen (2003).
delivery mode is expected, the Schools Division Office
needs to religiously review the Learning Continuity Oper- In summary, research results on alternative learning
ational Plan (LCOP), Annual Implementation Plan (AIP), delivery mode and the information gathered from the
and the revised Work Financial Plan (WFP) submitted by School Readiness Form both showed congruency on the
each school to check if these are rooted to the proposed capability, capacity, and condition of schools and
Alternative Learning Delivery Mode, reflect result of the districts in the Schools Division of Benguet. These efforts
need and environmental analyses conducted, and solve done by SDO Benguet have enlightened the Planning
primary school stakeholders concerns in relation to team in determining the appropriate methods and
Alternative Teaching and Learning Delivery modes sum- strategies to be indicated in the Learning Continuity Plan
which will guide the Division in the incoming SY 2020-
2021. Such comprehensive information will be the main
basis and backbone to support SDO Benguet projects,
programs and activities

GOA L & S P E C IFIC
I I I . O b je c t i v e s
The Department of Education has established coordination and reporting system in response to COVID-19
initiatives from the central office down to the region, division, and schools. A response plan has been established
and shall con-tinuously be implemented until the end of SY 2020-2021.
Principles
The schools Division of Benguet is with DepEd Central in order to help in establishing various modalities of
Office in adhering with the following principles set forth learning and teaching delivery that are more open,
as guidance for the response plan for COVID-19, and by inclusive, and flexible which will ensure learning con-
committing and advocating it down to the school level. tinuity and mitigate the immediate disruption caused
by COVID-19;
1. The observance of transparency and accountability
to learners and personnel with the goal of ensuring that 5. Strengthening resilience to ensure the welfare of i-
the PAPs are implemented with utmost guid-ance from Benguet learners and personnel and the contin-ued
the objectives of the Division and are aligned with the delivery of quality education and service to the public.
plans of the Central office; These were made possible with the innovative
interventions and snappy decision making and plan-
2. A consistent and close coordination with internal ning initiated by the Schools Division Superintendent
and external stakeholders, and partners not limited to which is not limited to the realignment of PAPs to fit
LGUs and private sectors or non-government or- urgency of need for teaching and learning and the
ganizations to help in ensuring a safer school envi- immediate adoption of new normal evident in the cit-
ronment for school personnel and learners for the izen’s charter to serve as a guide for all clients during
incoming SY 2020-2021; the ECQ and GCQ; and,
3. Harmonization and alignment in the Division PAPs 6. Mental and Physical Wellness for learners, teach-
will be observed. Such PAPs in relation to COVID 19 ing, and non-teaching personnel shall be created and
response plan will be incorporated in this Learning supported to enable them to cope and be resilient in
Continuity Plan, the Division and School Annual whatever context. Programs spearheaded by the
Implementation Plans, and in the Division Youth Formation together with the DRRM coordina-
Education Development Plan for 2017 to 2022; tor, School Health and Nutrition personnel, and the
School Guidance Counselors in relation to this prin-
4. Inclusivity is observed through the continuous ciple have already been in operation even before the
survey and research implementation of the Division start of the ECQ and is still active up to the present.
Goal
This Schools Division of Benguet is guided through the COVID-19 and other emergencies; that all i-Benguet Ba-
team vision and strategic directions of the Department of sic Education learners are able to realize their full poten-
Education in sustaining the delivery of quality, acces- tial and contribute meaningfully to building a generous,
sible, relevant, and liberating basic education services for safe and free province, glittering in her golden crown of
all i-Benguet school-age learners in the midst of gratitude.

Objectives In the spirit of Iyaman(gratitude) & Binnadang (co-
operation and collaboration), the Schools Division
of Benguet is geared toward the realization of
protecting the well-being of learners and teaching and
non-teach-ing personnel, in preventing the further normal in education, improve the quality of teachers,
transmission of COVID-19 to ensure that education is expand the use of technology in learning, and enrich
continued and aligned to K to 12, and the readiness in curricula to address cross cutting issues and foster
facilitating the safe return of school personnel and their critical thinking towards liberating basic education
learners to school, and the SDO personnel to work are future of education, guided by the framework of Su-
also support-ed. long Edukalidad and Futures Thinking in Education
2.a. Ensure that learners are prepared to acquire
Furthermore, the Schools Division of Benguet has al- the skills necessary for success in the next grade;
ready realigned all its PAPs to fit the demand of the new 2.b. Align available learning materials
normal in education brought about by COVID-19 pan- curriculum standards curriculum adjustments,
demic. The following objectives have been created and development of contextualized and appropriate
reflected in the Division Education Development Plan of learning ma-terials aligned to the multiple
2017-2022, 2020 Division Annual Implementation Plan, learning delivery modalities;
2020-2021 School Annual Implementation Plan, and 2.c. Capacitate school officials, teachers and
presently this Learning Continuity Plan for guidance parents about the design and execution of various
and strict implementation: none face-to-face (NF2F) learning delivery op-
tions;
1. Expand coverage of inclusion programs adjusted to 2.d. Orient learners and parents about the ap-
fit enhanced standards set by the new normal in ed- proaches in accessing and communicating with
ucation, such that access to K to 12 education is met, and the teachers.
provision of non-classroom facilities in remote and 2.e. Promote the health, safety, and well-being
isolated schools are provided, and even more improve its of learners, teachers and personnel against the
partnership and linkages to internal and external threats and further transmission of COVID_19.
stakeholders;
1.a. Map learning contexts and types of learners; 3. Involve automation of course system and process-
1.b. Ensure safe and conducive learning environ- es needed and implemented through the Information
ment. and Communications Technology to meet the stan-
dards set forth by the new normal in the teaching and
2. Improve the quality and relevance of Education in learning delivery in education. It also covers the
all the districts and schools it covers through the con- initiative and continuous improvement on procure-
tinuous and full implementation of the K to 12 cur- ment process, acceleration of research development,
riculum with integration of standards set by the new improving DepEd independence from interference
and improving the Human Resource and Develop-
ment
Core Values 3.a. Utilize ICT systems and other available media.
The Division Shall also be guided by DepEd Core Values
Maka-Diyos
Religious beliefs of everyone engaged in making
learning happen shall be respected at all times.
Seeking the intervention of the Almighty God shall support shall be made available
be encouraged.
Makakalikasan
Maka-tao Efficient use of resources shall be a primary
No one shall carry out task without being capaci- consider-ation
tated. The safety of all is paramount. Psycho-social
Makabansa
The Bayanihan spirit among Filipinos shall be
har-nessed. Strengthening the Filipino traits shall
be fostered.

SITUATIONAL
I V . Analysis STRENGTHS WEAKNESSES
• 3,792 or 90.70% of school personnel have home connectivity, while • Insufficient number of printers issued in the schools. The least ratio 1:2
75 or 70.75% SDO personnel have weak home connectivity and 31 or and at most 1:3 ratio of printer to teacher uses. This is very relevant in
29.25% No connectivity. the printing and reproduction of modules for distribution and use of
learners.
• 2616 out of 2729 internal stakeholders signified their willingness in
providing materials to be used by learners during the conduct of any • Insufficient number of DCP tablets in the districts to lend to learners
applicable alternative learning delivery mode. and the difficulty of meeting 1:1 tablet-learner ration.
• 3163 out of 3849 teachers have or personally own a laptop and/ or a
• For alternative learning delivery the school MOOE may not be enough
desktop.
to cover cost of reproduction of printed modules and data load or
• There are 3549 DCP laptop available in the schools which may be used internet connection for teachers
or borrowed by 686 teachers who do not have or does not personally
• 166 or 4.01 percent of 4139 school personnel do not know their level of
own either a laptop or a desktop.
ICT competency
• 2055 or 49.65 percent of school personnel are intermediate in ICT
• 1366 or 33 percent of 4139 school personnel are basic in level of ICT
competency, while 513 or 12.39 percent are advance, and 39 or 0.94
competency.
percent are experts.
• 453 or 10.77 percent of school personnel are not ready on the changes
• Early implementation of continuous capability building for teachers to
in the teaching and delivery mode
address their needs through Webinar
• 793 out of 4139 school personnel school personnel in SDO Benguet are
• 3354 or 79.76 percent of school personnel are satisfactory, very ready,
residents outside the municipality of their assigned school. Based from
and excellent in their level of readiness on changes in teaching and
GCQ guidelines, 14 days quarantine is still in effect.
learning – the new normal
• Limited actual face to face monitoring of schools on areas of curricu-
• Majority of the districts with small schools have few or less than 15
lum and governance due to the imposed GCQ or ECQ guidelines
enrollees
• Ongoing development of ADM modules in all subject areas for learners • 26 percent of the learners have preference to online teaching learning
materials and activities.
to use covering first to fourtth quarter of SY 2020-2021 in digitized and
printed copies • Limited social involvement of special learners / SPED learners which is
deemed necessary for their cognitive and physical growth.
• Active and on call SDO personnel to act on issues and concerns for-
warded to them from the field. • Weak WIFI and Mobile signal experienced by teachers in their area or
school location. 10.64% of teachers have strong internet connection
• Availability of smart, globe, TNT, TM, PLDT, CONVERGE, and BREEZE
only during day time, 26.29 percent of teachers only have strong
as source of home connectivity ranges from the use of mobile data to
connection at night time and 16.24% of teachers have no connection
cable connection.
at all.
• 1841 out of 1921 external stakeholders (parents) signified their willing-
• Economic status of parents with no stable source of income brought
ness in providing materials and equipment for their child to use during
any alternative learning delivery mode applicable or necessary. about by ECQ and GCQ may not be able to provide the sufficient ma-
terials, ICT gadgets etc of their child.
• Presence of different alternative learning delivery which may give
• Social growth of learners and teachers made through face to face in-
flexible scheduling of classes and closer monitoring of learners by
teraction are sacrificed- Extracurricular activities mandated by DepEd
teachers.
CO may be limited or favored to no implementation for the rest of the
• Continuous professional development offered by private institutions, incoming school year.
state universities, and other DepEd partners for teachers via distance
• Dependence on internet connectivity, expensive resources, and stress.
learning
• External stakeholder clamor on their education background and capac-
• The Alternative learning delivery may result to having flexible schedul-
ity and capability in serving as teachers to their child.
ing of classes and closer monitoring of learners by teachers.
• COVID-19 case surge. The rising number of cases of COVID-19 infec-
• New technologies for learners and teachers to experience or new
tions on a daily basis in the community is a serious concern as there
modes of learning and teaching experienced through alternative learn-
are limited facilities and personnel.
ing delivery modes
• Vulnerable far flung settings (leads to weakened access to basic
• Provision of DepEd commons that are presently being used by teach-
services). Last mile schools are any of the following: Schools farthest
ers and learners.
from town centers; schools with no electricity; schools with more than
• There are allocations provided through SEF that can be realigned to 75% indigent learners; with less than 5 teachers; and schools with
secure the continuous delivery of quality service of education to all makeshift rooms. (DepEd Memo No. 059 s.2019)
i-Benguet learners.

Strength- Opportunities Strength- Weaknesses Strength- Threats
There is a possibility for school personnel Possibility of Working from Home. The HRD Primarily, if the signal is weak or intermittent
to Work from Home. The HRD may have to may have to assess the learning and develop- in the area, online learning is not a possibility
assess the learning and development oppor- ment opportunities while the SMME and CID limiting options for mode of teaching. The
tunities while the SMME and CID may have to may have to provide assessment, supervi- teacher may have to make use of printed mod-
provide assessment, supervision, monitoring. sion, monitoring. ules and strengthen partnership with parents
in the distribution and retrieval of modules. CID
Proper communication media may have to be Proper communication media may have to be to consider in the planning the availability of
utilized or Division issuances contextualizing utilized or Division issuances contextualizing modules ready for printing.
reward and recognition to encourage teach- reward and recognition to encourage teach-
ers to attend webinars, be informed through ers to attend webinars, be informed through Accounting section shall check the SOBs if the
self-help or use social media responsibly. This self-help or use social media responsibly. This schools preferred printed modules and yet, the
may also be applied to SDO personnel. may also be applied to SDO personnel. materials to be bought are different.
Orientation of parents, teachers, learners about Communication gap or problems may occur due Reliability of technological equipment like hard-
data consumption, utilization of online materi- to dependence with telecommunication gad- ware failures, incompatible software between
als that require data, safety precautions, child gets or equipment especially to those learners, home and school, and poor internet connectiv-
protection policies, data privacy and others. parents, and teachers or school personnel who ity is a hindrance to its utilization. Upgrading of
are not inclined with the use of such. Therefore, ICT equipment through MOOE or in partnership
Teachers are willing to engage in the develop- there is a need to profile the parents who prefer with willing sponsors.
ment and provision of Learning Resources to online mode for them to be given the proper
learners appropriate to the different modalities. orientation or training. ICTS to provide authentic and official data
determining the connectivity of schools as to
Profiling of potential teachers and engaging The Child Protection Committee, , School texting, calls, messenger, FB, email.
them productively may also be subject to recog- Health Section, Youth Formation Personnel and
nition and rewards. Guidance Counselors may come together and Less or low enrolment in the barangay since
Setting of parameters, guidelines, safety nets, devise a plan to start orienting learners about few students / pupils will be enrolled and school
precautionary measures to safeguard children the new normal, distance learning and the performance will also be affected, or percentage
against the threat of cyberbullying, cybercrime, threats of Covid 19. of school enrolment might go down. The transi-
mental health. tion may discourage or affect the motivation of
Not all learners and parents will be updated with learners.
CPC, Legal officer, GCs, YFPs, EPS of SGOD, new practices that DepEd is adopting. Widen-
SMME, PTA will have to come together in this ing the scope of communication channel can Coordination with barangay in the monitoring
concern. be considered – example, involving local radio of school age children to be enrolled in schools
stations. within the locality. Information dissemination
Teachers can work from home during times of through print and online to be initiated by the
scheduled online interaction; they can partic- Profiling of schools which can be served by the SMN, YFP, GCs, Sports Coordinator.
ipate during webinars this May, June, and July AM or FM stations and the possible partnership
while at home or in school; they can proceed in with these stations shall be initiated by the Strengthen partnership with telecommunica-
downloading and contextualizing LRs; and they SMME. tion companies. Parent and teacher conferences
can participate in LR development. on the conduct of blended and home study
Teachers are willing to engage in the develop- approach is a must for teacher or the learner.
The CID may have to work hand in hand with ment and provision of Learning Resources to
the HRD in monitoring productivity and collabo- learners appropriate to the different modalities. Learners may not be technology savvy. As a re-
rative effort shared by teachers sult, even if the technological resources like tablet
Profiling of potential teachers and engaging are made available, they do not utilize these
Provision of internet load or cellphone load for them productively may also be subject to recog- resources because they are unable to operate
teachers to use in connecting with learners, nition and rewards. them. Profiling of learners who may have opted
teachers, school head. for online learning but are not ICT savvy, hence,
Only few students who may want to experience there is a need to engage them earlier before the
DCP laptops or desktops can be borrowed by online learning may be able to borrow tablets start of classes. ICTS may have to determine the
teachers upon request so that they can partici- and participate well in computer-mediated teachers who may be able to engage learners in
pate in telecommuting and developing of ADM learning/ online classes. addressing this.
modules this April to July.
Profiling of students in the school shall be led Teachers are willing to engage in the develop-
The ICTS may have to determine and provide by the YFP through the EPS-SGOD so that the ment and provision of Learning Resources to
authentic and official data of functional laptops, learners who are interested to experience online learners appropriate to the different modalities.
desktops and PC Tabs issued in schools learning but who cannot avail of gadgets may
be given the chance. However, online learning Profiling of potential teachers and engaging them
HRD will check on the HRMD Plan of the division session is not mandatory. productively may also be subject to recognition
for possible adjustment and rewards.
Use of school MOOE to purchase printers, ink,
The presence of ICT expert and advance teach- and bond papers, since most of the learners pre- SMN, ICTS and other active personnel may have
ers can help facilitate the capability-building of ferred printed materials. to work together in the preparation of proposals,
intermediate teachers. On the other hand, even coordination and communicating with these
majority are at the intermediate level, this means SMME and other sections in charge of check- possible partners.
that the teachers can be trainable to level up. ing school AIPs and WFPs must scrutinize the
purpose of procurement done by schools in order
that the priority needs related to LCP are being
addressed.

Mentoring of basic level teachers by the advance Teachers can work from home during times of Technological resources such as computers and
and experts. Advance and experts shall be tapped scheduled online interaction; they can participate internet connections are very expensive. Learners
to help develop interactive assessment tools. during webinars this May, June, and July while at may not afford to have these facilities/resources.
Recognition of ICT experts/ advance on their home or in school; they can proceed in down- Strengthen partnership with LGUs through SEF,
willingness and effort exerted to upskill fellow loading and contextualizing LRs; and they can alumni association, private companies (BENECO,
teachers participate in LR development. ABOITIZ, Philex mines, HEDCOR etc).
HRDC through the HRD may have to revisit the The CID may have to work hand in hand with the SMN, SGOD, ICTS and other active personnel
HRMD Plan that was revised as part of the PSCP. HRD in monitoring productivity and collaborative may initiate the crafting of proposals for this con-
Capacity building of teachers, non-teaching per- effort shared by teachers cern. SHS, SMN, YFP, GCs and EPS-SGOD and CID
sonnel in the utilization of ICT to become more may have to prepare proposals to orient learners,
effective and efficient. The 14-day quarantine maybe imposed on per- parents and teachers about the new normal.
sons travelling from one place to another, teach-
The willingness of teachers is manifested by ing workforce in some schools will be affected. Profiling of parents as to economic status,
their cooperation in the development of mod- This will be the challenge of face-to-face mode of employment, SMN will monitor the profiling of
ules scheduled last April and this month. This delivery. parents by the schools
will facilitate the availability of LRs which can be
shared to everyone for teachers to contextualize Therefore, there is a need to study teacher and Government has a huge role to play in this
their own. Recognition for teachers who took the School Head reassignment / movement. perspective by providing funds for providing
initiative to upgrade / up skill themselves shall be such resources. With the lack of access to these
initiated by the division. resources, it contributes to parents’ loss of
PSDSs must be ready with the teacher reassign-
interest in enrolling their child to school, learners’
ment and SH redeployment before June 1.
CID will include this in determining activities and non-accessibility to school works, or even poor
tasks under LCP. Webinar being conducted shall relationships with peers or teachers.
The presence of ICT expert and advance teach-
be adjustments of PPAs to prioritize module de-
ers can help facilitate the capability-building of
velopment and to comply with the ECQ protocols, intermediate teachers. On the other hand, even ALS program will be tapped. Alternative Mode of
tapped the expertise of trained resource persons Teaching will apply to this situation. Stay at home
majority are at the intermediate level, this means
in the preparation of modules, preparation of policy is still the best if face to face is not possible
that the teachers can be trainable to level up,
rubrics for the selection of best modules thru and with alternative modality at home like home
memorandum, study. Provision of home schooling in exploring
Mentoring of basic level teachers by the advance
potential skills ,talents of learners such as paint-
and experts. Advance and experts shall be tapped
The readiness level of teachers denotes a chal- ing, cooking and others may be encouraged and
to help develop interactive assessment tools.
lenge, but at least with proper orientation and their outputs be recognized.
Recognition of ICT experts/ advance on their
discussion, there is possibility of engaging them
willingness and effort exerted to upskill fellow
to increase their level of readiness. The presence of ICT expert and advance teach-
teachers. HRDC through the HRD may have to
ers can help facilitate the capability-building of
revisit the HRMD Plan that was revised as part of
Utilize the readiness level to cluster teachers intermediate teachers. On the other hand, even
the PSCP,
in a group learning session on topics such as majority are at the intermediate level, this means
COVID-19, social distancing, new normal and etc. that the teachers can be trainable to level up
The school heads have to identify the teachers
The School Health Section may have to help lead
under this level so that they shall be given the
in the dissemination involving teachers, Mentoring of basic level teachers by the advance
proper intervention by the school or the division.
and experts. Advance and experts shall be tapped
With this, the teachers have to be exposed to
Setting of standards in determining work hours to help develop interactive assessment tools.
computer-based teaching to be able to facilitate
for teachers since it was observed that work from Recognition of ICT experts/ advance on their
computer-mediated learning successfully (Imme-
home consumes more time than when reporting diate training is needed). willingness and effort exerted to upskill fellow
to office / school. teachers. HRDC through the HRD may have to
revisit the HRMD Plan that was revised as part of
Profiling of teachers and clustering them into
Schools with small number of enrolment can be the PSCP.
learning groups may make the task easier and the
manageable in terms of provision of printed LRs.
orientation or learning and development may be
Their choice of actual face to face can still be The willingness of teachers is manifested by
more systematic.
reconsidered depending upon the situation and their cooperation in the development of mod-
the LGU restrictions. ules scheduled last April and this month. This
The readiness level of teachers denotes a chal-
will facilitate the availability of LRs which can
lenge, but at least with proper orientation and
Profile the schools with small enrolment, no cell- be shared to everyone for teachers to contex-
discussion, there is possibility of engaging them
phone signal and their situational status as to the tualize their own. Recognition for teachers who
to increase their level of readiness.
effect of the pandemic. took the initiative to upgrade / up skill them-
selves shall be initiated by the division.
Utilize the readiness level to cluster teachers
Schools are encouraged to conduct mapping
in a group learning session on topics such as
of possible learners this June and July using CID will include this in determining activities
COVID-19, social distancing, new normal and
ICT. Drop-outs can be reached out by initiating and tasks under LCP
ADMs. Records keeping through ICT can identi- etc. The School Health Section may have to help Webinar: adjustment PPAs to prioritize module
fy immediately learners who are at risk of failing lead in the dissemination involving teachers. development and to comply with the ECQ pro-
or dropping. tocols, tapped the expertise of trained resource
persons in the preparation of modules, prepara-
tion of rubrics for the selection of best modules
thru memorandum.

With alternative learning delivery mode im- The willingness of teachers is manifested by Accordingly, there are ADM modules being
posed by DepEd CO, there is a greater chance their cooperation in the development of mod- developed. However, the quality assurance of
for positive contributions to improve school ules scheduled last April and this month. This modules have to be done to ensure appropri-
performance as regards dropout, promotion, will facilitate the availability of LRs which can ateness and completeness as a self-learning
repetition, and national achievement rates be shared to everyone for teachers to contex- kit or teacher material to be shared with other
tualize their own. Recognition for teachers who teachers.
CID, ALS, PSDSes and School Heads in partner- took the initiative to upgrade / up skill them-
ship with SGOD YFP and EPS-SGOD to deter- selves shall be initiated by the division. CID will have to constantly update the schools
mine modalities, strategies and other initiatives CID will include this in determining activities on the development of LRs. They will have to
to address this concern and tasks under LCP spearhead this activity.
Webinar: adjustment PPAs to prioritize module
Strengthen partnership with service provid- development and to comply with the ECQ pro- Quality assurance of Learning Resources, pro-
ers who have developed systems to deliver tocols, tapped the expertise of trained resource vision of TA to teacher-developers via various
monitoring and access to learners’ data by the persons in the preparation of modules, prepara- media platforms, continuous provision of TA
parents themselves. tion of rubrics for the selection of best modules through coaching and mentoring to schools and
thru memorandum, CLCs, Uploading of quality assured LRs to the
ICTS and CID to work hand in hand in this SDO landing portal,
concern. The school heads have to identify the teachers
under this level so that they shall be given the The readiness level of teachers denotes a chal-
Accordingly, there are ADM modules being proper intervention by the school or the division lenge, but at least with proper orientation and
developed. However, the quality assurance of for them to be open to changes and adopt new discussion, there is possibility of engaging them
modules has to be done to ensure appropri- ways of instructional mode of delivery. to increase their level of readiness.
ateness and completeness as a self-learning
kit or teacher material to be shared with other Profiling of teachers and grouping them into Utilize the readiness level to cluster teachers
teachers. CID will have to constantly update the learning communities through the school heads in a group learning session on topics such as
schools on the development of LRs. They will and School Health Section most especially if the COVID-19, social distancing, new normal and etc.
have to spearhead this activity. readiness is affected by the teachers’ knowl- The School Health Section may have to help lead
edge about the pandemic. in the dissemination involving teachers
Quality assurance of Learning Resources, pro-
vision of TA to teacher-developers via various Schools with small number of enrolment can SMN, SHS, ICTS and CID will work hand in hand
media platforms, continuous provision of TA be manageable in terms of provision of printed in capacitating parents
through coaching and mentoring to schools and LRs. Their choice of actual face to face can still
CLCs, uploading of quality assured LRs to the be reconsidered depending upon the situation The skills gap that exist between a skilled teacher
SDO landing portal, study of essential tasks and and the LGU restrictions. and the external stakeholder is significant. Gaps
essential competencies which can be the basis include parents/guardian being employed or
of scheduling WFH scheme to deliver teaching Profile the schools with small enrolment, no unemployed, educated or uneducated, young or
and learning services. cellphone signal and their situational status as to old, and skilled or unskilled. These impose the
the effect of the pandemic. efficiency of the teaching mode.
This can be done by the CID in partnership with
school heads and potential teachers. Virtual monitoring and evaluation may be SMN, SHS, ICTS and CID will work hand in hand
conducted but on limited aspects only. (Onsite in capacitating parents
Prioritizing research and innovation to guide monitoring may be conducted for critical areas),
teachers and school heads even the manage- Distance learning and online education may be
ment in contextualizing issuances and to guide Procurement of materials which can be used to successful in urbanized areas than in rural areas,
schools in documenting, assessing and evaluating monitor online teaching-learning activities at where data signal and electricity are unavail-
effectiveness of these technologies. Planning and home or in school. able. Online learning is not a possibility, limiting
Research section may consider this content as an options for mode of teaching. Thus, last mile
avenue of basic research or action research. Inno- Explore other possible ways to connect with the schools should prepare digitized and printed
vation topics may have to be identified through schools like subscription to radio airtime. modules and the like for home study.
the CID and SMME. CID, ICTS and SGOD shall cooperate and coor-
ICTS may help in devising monitoring initiatives dinate by identifying tasks and activities each
Development of learning materials and assess- so that the SDO can still perform their mandate of them will undertake in order to address this
ment tools to maximize ICT in delivering distance concern.
learning or face to face learning, governance of Accordingly, there are ADM modules being devel-
education such as reporting of liquidation status, oped. However, the quality assurance of modules Schools with small number of enrolment can be
enrolment strategies, submission of reports / have to be done to ensure appropriateness and manageable in terms of provision of printed LRs.
accomplishments / required documents, and completeness as a self-learning kit or teacher Their choice of actual face to face can still be
others. CID and ICTS in partnership with expert material to be shared with other teachers. reconsidered depending upon the situation and
and advanced teachers may have to initiate or the LGU restrictions.
spearhead in this topic. CID will have to constantly update the schools on
the development of LRs. They will have to spear- Profile the schools with small enrolment, no
The cooperation and collaboration of SDO per- head this activity. cellphone signal and their situational status as to
sonnel with the field personnel strengthens the the effect of the pandemic.
concept of IYAMAN and Binnadang as highlight Quality assurance of Learning Resources, pro-
the SDO initiative and this has to be documented vision of TA to teacher-developers via various
also through the SMME. media platforms, continuous provision of TA
through coaching and mentoring to schools and
CLCs, Uploading of quality assured LRs to the
SDO landing portal.

Wider and better quality service of education to For the schools to prioritize utilization of MOOE SMN, CPC, SHS, CID shall work together in
all schools in the Division will be provided with and reflect this in their WFP/ SOB. initiating an activity to capacitate parents about
the presence of available and accessible partners the new normal.
who may help in attaining the mission, vision, Accounting section shall provide TA to schools on
and goals of SDO Benguet-DepEd. this matter. The nature of anonymity in the online environ-
ment may allow more students, who otherwise
Strengthen partnership and linkages program of Distance learning may reduce transportation do not want to attend face to face classes
SDO Benguet through the Social Mobilization cost and food allowance incurred by parents because of their shy personality, to participate
and Networking unit of SGOD and the full sup- when their children go to school. in online education where they do not physically
port of all involved in the division. see each other. (Online Education and Its Effec-
This may become part of advocacy material or a tive Practice, SUN &CHEN 2016
study to be conducted.
Profiling of learners who preferred online deliv-
With the start or adjustment on the implemen- ery mode to determine personality and then for
tation of alternative learning delivery mode, it the YFP, GCs, SHS to initiate activities to address
will be labor intensive for teachers. Instead of such concerns. Adopt the resolution of barangay
having one lesson done in one setting, it may be for interconnectivity of schools, barangay halls,
done multiple times to attend to smaller groups health stations, day care centers and the like
of learners in either online or actual face to face SMN and ICTS may have to validate or verify
interaction. School heads and CID shall study it there are such kind of resolution and for the
ways and means which can be recommended division to consider the adoption or recognition
for adoption by teachers. of such initiatives
Teachers may be capacitated on how to prepare The cooperation and collaboration of SDO per-
syllabus to guide them in scheduling their learn- sonnel with the field personnel strengthens the
ing sessions. This can be one content of learning concept of IYAMAN and Binnadang.
and development to be initiated through the Binnadang and IYAMAN shall highlight the SDO
CID and HRD. initiative and this has to be documented also
through the SMME.
The cooperation and collaboration of SDO per-
sonnel with the field personnel strengthens the Since corona viruses can be transmitted from
concept of IYAMAN and Binnadang. person to person, through contact of respira-
tory droplet/aerosols. In case a surge happens,
Binnadang and IYAMAN shall highlight the SDO quarantine facilities are as important to isolate
initiative and this has to be documented also spread of the virus. Schools can be recom-
through the SMME mended for use only when no other facilities
are available. Municipalities with few or limited
Virtual monitoring and evaluation may be facilities are forced to prompt school activities
conducted but on limited aspects only. (Onsite to be halted and schools may have to be used as
monitoring may be conducted for critical areas). quarantine facilities instead.
Procurement of materials which can be used to In such a case, schools should be prepared to go
monitor online teaching-learning activities at on home study with applicable modalities such as
home or in school. offline with the use of printed materials.
Explore other possible ways to connect with the Setting up of protocol to be initiated through
schools like subscription to radio airtime. the SHS, SMN, ICTS and CID in partnership with
parents and LGU to be able determine steps to be
ICTS may help in devising monitoring initiatives undertaken by parents in case there is disruption
so that the SDO can still perform their mandate. of classes. proper coordination shall be prioritized
but again, SDO shall lay down the conditions on
the continuity of learning.

Opportunities-Weaknesses Opportunities- Threats Weakness-Threats
Use of school MOOE to purchase printers, ink, Primarily, if the signal is weak or intermittent in Only few students who may want to experience
and bond papers, since most of the learners the area, online learning is not a possibility lim- online learning may be able to borrow tablets
preferred printed materials. iting options for mode of teaching. The teacher and participate well in computer-mediated
may have to make use of printed modules and learning/ online classes.
SMME and other sections in charge of checking strengthen partnership with parents in the
school AIPs and WFPs must scrutinize the pur- distribution and retrieval of modules. Profiling of students in the school shall be led
pose of procurement done by schools in order by the YFP through the EPS-SGOD so that the
that the priority needs related to LCP are being CID to consider in the planning the availability learners who are interested to experience online
addressed of modules ready for printing learning but who cannot avail of gadgets may
be given the chance. However, online learning
Only few students who may want to experience Accounting section shall check the SOBs if the session is not mandatory.
online learning may be able to borrow tablets schools preferred printed modules and yet, the
and participate well in computer-mediated materials to be bought are different. Use of school MOOE to purchase printers, ink,
learning/ online classes and bond papers, since most of the learners
Reliability of technological equipment like hard- preferred printed materials.
Profiling of students in the school shall be led ware failures, incompatible software between
by the YFP through the EPS-SGOD so that the home and school, and poor internet connectiv- SMME and other sections in charge of checking
learners who are interested to experience online ity is a hindrance to its utilization. Upgrading of school AIPs and WFPs must scrutinize the pur-
learning but who cannot avail of gadgets may ICT equipment through MOOE or in partnership pose of procurement done by schools in order
be given the chance. However, online learning with willing sponsors. that the priority needs related to LCP are being
session is not mandatory. addressed
ICTS to provide authentic and official data
HRD will check on the HRMD Plan of the divi- determining the connectivity of schools as to SMN, ICTS and other active personnel may have
sion for possible adjustment for the schools to texting, calls, messenger, FB, email, etc. to work together in the preparation of propos-
prioritize utilization of MOOE and reflect this in als, coordination and communicating with these
their WFP/ SOB. Less or low enrolment in the barangay since possible partners.
few students / pupils will be enrolled and school
Accounting section shall provide TA to schools performance will also be affected or percentage Technological resources such as computers
on this matter. of school enrolment might go down. The transi- and internet connections are very expensive.
tion may discourage or affect the motivation of Learners may not afford to have these facilities/
Distance learning may reduce transportation learners. resources.
cost and food allowance incurred by parents
when their children go to school. Coordination with barangay in the monitoring Strengthen partnership with LGUs through SEF,
of school age children to be enrolled in schools alumni association, private companies (BENE-
This may become part of advocacy material or a within the locality. Information dissemination CO, ABOITIZ, Philex mines, HEDCOR etc).
study to be conducted. through print and online to be initiated by the
SMN, YFP, GCs, Sports Coordinator. SMN, SGOD, ICTS and other active personnel
With the start or adjustment on the implemen- may initiate the crafting of proposals for this
tation of alternative learning delivery mode, it Strengthen partnership with telecommunica- concern.
will be labor intensive for teachers. Instead of tion companies
having one lesson done in one setting, it may be Profiling of parents as to economic status,
done multiple times to attend to smaller groups Orientation of parents, teachers, learners about employment
of learners in either online or actual face to face data consumption, utilization of online materi-
interaction. School heads and CID shall study als that require data, safety precautions, child SMN will monitor the profiling of parents by the
ways and means which can be recommended protection policies, data privacy and others. schools
for adoption by teachers.
SMN, ICTS and other active personnel may Government has a huge role to play in this per-
Teachers may be capacitated on how to prepare have to work together in the preparation of spective by providing funds for providing such
syllabus to guide them in scheduling their learn- proposals, coordination and communicating resources.
ing sessions. This can be one content of learning with these possible partners.
and development to be initiated through the With the lack of access to these resources, it
CID and HRD. Technological resources such as computers contributes to parents’ loss of interest in enroll-
and internet connections are very expensive. ing their child to school, learners’ non-accessi-
Setting of parameters, guidelines, safety nets, Learners may not afford to have these facilities/ bility to schoolworks, or even poor relationships
precautionary measures to safeguard children resources. with peers or teachers.
against the threat of cyberbullying, cybercrime,
mental health. Strengthen partnership with LGUs through SEF, SHS, SMN, YFP, GCs and EPS-SGOD and
alumni association, private companies (BENE- CID may have to prepare proposals to orient
CPC, Legal officer, GCs, YFPs, EPS of SGOD, CO, ABOITIZ, Philex mines, HEDCOR etc). learners, parents and teachers about the new
SMME, PTA will have to come together in this normal.
concern. SMN, SGOD, ICTS and other active personnel
may initiate the crafting of proposals for this ALS program will be tapped. Alternative Mode
The school heads have to identify the teach- concern. of Teaching will apply to this situation. Stay at
ers under this level so that they shall be given home policy is still the best if face to face is not
the proper intervention by the school or the possible and with alternative modality at home
division. like home study. Provision of home schooling
in exploring potential skills ,talents of learners
such as painting, cooking and others may be
encouraged and their outputs be recognized.

With this, the teachers have to be exposed to Profiling of parents as to economic status, The school heads have to identify the teach-
computer-based teaching to be able to facilitate employment ers under this level so that they shall be given
computer-mediated learning successfully (Im- the proper intervention by the school or the
mediate training is needed). SMN will monitor the profiling of parents by the division.
schools.
Profiling of teachers and clustering them into With this, the teachers have to be exposed to
learning groups may make the task easier and Government has a huge role to play in this per- computer-based teaching to be able to facilitate
the orientation or learning and development spective by providing funds for providing such computer-mediated learning successfully (Im-
may be more systematic. resources. mediate training is needed).
The school heads have to identify the teachers With the lack of access to these resources, it Profiling of teachers and clustering them into
under this level so that they shall be given the contributes to parents’ loss of interest in enroll- learning groups may make the task easier and
proper intervention by the school or the division ing their child to school, learners’ non-accessi- the orientation or learning and development
for them to be open to changes and adopt new bility to school works, or even poor relationships may be more systematic.
ways of instructional mode of delivery. with peers or teachers.
The school heads have to identify the teachers
Profiling of teachers and grouping them into SHS, SMN, YFP, GCs and EPS-SGOD and CID under this level so that they shall be given the
learning communities through the school heads may have to prepare proposals to orient learn- proper intervention by the school or the division
and School Health Section most especially if the ers, parents and teachers about the new normal. for them to be open to changes and adopt new
readiness is affected by the teachers’ knowledge ways of instructional mode of delivery.
about the pandemic. ALS program will be tapped. Alternative Mode
of Teaching will apply to this situation. Stay at Profiling of teachers and grouping them into
Capacity building of teachers, non-teaching per- home policy is still the best if face to face is not learning communities through the school heads
sonnel in the utilization of ICT to become more possible and with alternative modality at home and School Health Section most especially if the
effective and efficient like home study. Provision of home schooling readiness is affected by the teachers’ knowledge
in exploring potential skills ,talents of learners about the pandemic.
The 14-day quarantine maybe imposed on per- such as painting, cooking and others may be SMN, SHS, ICTS and CID will work hand in hand
sons travelling from one place to another, teach- encouraged and their outputs be recognized. in capacitating parents
ing workforce in some schools will be affected.
This will be the challenge of face-to-face mode Setting of parameters, guidelines, safety nets, The skills gap that exist between a skilled teach-
of delivery. precautionary measures to safeguard children er and the external stakeholder is significant.
Therefore, there is a need to study teacher and against the threat of cyberbullying, cybercrime, Gaps include parents/guardian being employed
School Head reassignment / movement. mental health. or unemployed, educated or uneducated, young
CPC, Legal officer, GCs, YFPs, EPS of SGOD, or old, and skilled or unskilled. These impose the
PSDSs must be ready with the teacher reassign- SMME, PTA will have to come together in this efficiency of the teaching mode.
ment and SH redeployment before June 1. concern.
SMN, SHS, ICTS and CID will work hand in hand
Orientation of parents, teachers, learners about SMN, CPC, SHS, CID shall work together in in capacitating parents
data consumption, utilization of online materi- initiating an activity to capacitate parents about
als that require data, safety precautions, child the new normal. The 14-day quarantine maybe imposed on per-
protection policies, data privacy and others. sons travelling from one place to another, teach-
The nature of anonymity in the online environ- ing workforce in some schools will be affected.
Virtual monitoring and evaluation may be ment may allow more students, who otherwise This will be the challenge of face-to-face mode
conducted but on limited aspects only. (Onsite do not want to attend face to face classes of delivery.
monitoring may be conducted for critical areas) because of their shy personality, to participate
in online education where they do not physically Therefore, there is a need to study teacher and
Procurement of materials which can be used to see each other. (Online Education and Its Effec- School Head reassignment / movement.
monitor online teaching-learning activities at tive Practice, SUN &CHEN 2016.
home or in school. ICTS may help in devising monitoring initiatives
Profiling of learners who preferred online deliv- so that the SDO can still perform their mandate.
Explore other possible ways to connect with the ery mode to determine personality and then for
schools like subscription to radio airtime. the YFP, GCs, SHS to initiate activities to address Since corona viruses can be transmitted from
such concerns person to person, through contact of respira-
ICTS may help in devising monitoring initiatives tory droplet/aerosols. In case a surge happens,
so that the SDO can still perform their mandate adopt the resolution of barangay for intercon- quarantine facilities are as important to isolate
nectivity of schools, barangay halls, health spread of the virus. Schools can be recom-
Setting of standards in determining work hours stations, day care centres and the like mended for use only when no other facilities
for teachers since it was observed that work are available. Municipalities with few or limited
from home consumes more time than when SMN and ICTS may have to validate or verify facilities are forced to prompt school activities
reporting to office / school. it there are such kind of resolution and for the to be halted and schools may have to be used
division to consider the adoption or recognition as quarantine facilities instead. In such a case,
of such initiatives schools should be prepared to go on home study
with applicable modalities such as offline with
Study of essential tasks and essential compe- the use of printed materials.
tencies which can be the basis of scheduling
WFH scheme to deliver teaching and learning
services. This can be done by the CID in partner-
ship with school heads and potential teachers.

Study of essential tasks and essential compe- Prioritizing research and innovation to guide Setting up of protocol to be initiated through
tencies which can be the basis of scheduling teachers and school heads even the manage- the SHS, SMN, ICTS and CID in partnership with
WFH scheme to deliver teaching and learning ment in contextualizing issuances and to guide parents and LGU to be able determine steps
services. This can be done by the CID in partner- schools in documenting, assessing and evaluat- to be undertaken by parents in case there is
ship with school heads and potential teachers. ing effectiveness of these technologies. disruption of classes. proper coordination shall
be prioritized but again, SDO shall lay down the
Prioritizing research and innovation to guide Planning and Research section may consider conditions on the continuity of learning
teachers and school heads even the manage- this content as an avenue of basic research or
ment in contextualizing issuances and to guide action research. Innovation topics may have to PSDSs must be ready with the teacher reassign-
schools in documenting, assessing and evaluat- be identified through the CID and SMME. ment and SH redeployment before June 1.
ing effectiveness of these technologies
Development of learning materials and For the schools to prioritize utilization of MOOE
Planning and Research section may consider assessment tools to maximize ICT in deliver- and reflect this in their WFP/ SOB.
this content as an avenue of basic research or ing distance learning or face to face learning,
action research. Innovation topics may have to governance of education such as reporting of Accounting section shall provide TA to schools
be identified through the CID and SMME. liquidation status, enrolment strategies, submis- on this matter.
sion of reports / accomplishments / required
Development of learning materials and documents, and others Distance learning may reduce transportation
assessment tools to maximize ICT in deliver- cost and food allowance incurred by parents
ing distance learning or face to face learning, CID and ICTS in partnership with expert and when their children go to school.
governance of education such as reporting of advanced teachers may have to initiate or
liquidation status, enrolment strategies, submis- spearhead in this topic. This may become part of advocacy material or a
sion of reports / accomplishments / required study to be conducted.
documents, and others SMN, SHS, ICTS and CID will work hand in hand
in capacitating parents With the start or adjustment on the implemen-
CID and ICTS in partnership with expert and tation of alternative learning delivery mode, it
advanced teachers may have to initiate or The skills gap that exist between a skilled teach- will be labor intensive for teachers. Instead of
spearhead in this topic. er and the external stakeholder is significant. having one lesson done in one setting, it may be
Gaps include parents/guardian being employed done multiple times to attend to smaller groups
Communication gap or problems may occur due or unemployed, educated or uneducated, young of learners in either online or actual face to face
to dependence with telecommunication gad- or old, and skilled or unskilled. These impose the interaction. School heads and CID shall study
gets or equipment especially to those learners, efficiency of the teaching mode. ways and means which can be recommended
parents, and teachers or school personnel who for adoption by teachers.
are not inclined with the use of such. Therefore, SMN, SHS, ICTS and CID will work hand in hand
there is a need to profile the parents who prefer in capacitating parents Teachers may be capacitated on how to prepare
online mode for them to be given the proper syllabus to guide them in scheduling their learn-
orientation or training. Capacity building of teachers, non-teaching per- ing sessions. This can be one content of learning
sonnel in the utilization of ICT to become more and development to be initiated through the
The Child Protection Committee, , School effective and efficient. CID and HRD.
Health Section, Youth Formation Personnel and
Guidance Counselors may come together and Schools are encouraged to conduct mapping Distance learning and online education may be
devise a plan to start orienting learners about of possible learners this June and July using successful in urbanized areas than in rural areas,
the new normal, distance learning and the ICT. Drop-outs can be reached out by initiating where data signal and electricity are unavail-
threats of Covid 19. ADMs. Records keeping through ICT can identi- able. Online learning is not a possibility, limiting
fy immediately learners who are at risk of failing options for mode of teaching. Thus, last mile
Not all learners and parents will be updated with or dropping. schools should prepare digitized and printed
new practices that DepEd is adopting. Widen- modules and the like for home study.
ing the scope of communication channel can With alternative learning delivery mode im- CID, ICTS and SGOD shall cooperate and coor-
be considered – example, involving local radio posed by DepEd CO, there is a greater chance dinate by identifying tasks and activities each
stations. for positive contributions to improve school of them will undertake in order to address this
performance as regards to dropout, promotion, concern.
Profiling of schools which can be served by the repetition, and national achievement rates.
AM or FM stations and the possible partnership Communication gap or problems may occur due
with these stations shall be initiated by the CID, ALS, PSDSes and School Heads in partner- to dependence with telecommunication gad-
SMME ship with SGOD YFP and EPS-SGOD to deter- gets or equipment especially to those learners,
mine modalities, strategies and other initiatives parents, and teachers or school personnel who
Provision of internet load or cellphone load for to address this concern. are not inclined with the use of such. Therefore,
teachers to use in connecting with learners, there is a need to profile the parents who prefer
teachers, school head Strengthen partnership with service provid- online mode for them to be given the proper
ers who have developed systems to deliver orientation or training.
Face to face classes with limited number of monitoring and access to learners’ data by the
students may be allowed in a weekly basis or parents themselves.
as needed to avoid the stagnation of social,
cognitive, and physical development among ICTS and CID to work hand in hand in this
these learners. concern.

SPED Coordinator, CID, School Heads Since corona viruses can be trans- The Child Protection Committee, , School Health Section, Youth Formation
of schools offering SPEd classes in mitted from person to person, Personnel and Guidance Counselors may come together and devise a plan to
consultation with the RO may devise through contact of respiratory start orienting learners about the new normal, distance learning and the threats
of Covid 19.
a schedule of learners considering all droplet/aerosols. In case a surge
logistics of bringing learners to school happens, quarantine facilities are
Not all learners and parents will be updated with new practices that DepEd is
and how they can get home safely as important to isolate spread
adopting. Widening the scope of communication channel can be considered –
without being exposed to the threat of of the virus. Schools can be example, involving local radio stations.
COVID 19. recommended for use only when
no other facilities are available. Profiling of schools which can be served by the AM or FM stations and the possi-
Schools are encouraged to conduct Municipalities with few or limited ble partnership with these stations shall be initiated by the SMME
mapping of possible learners this June facilities are forced to prompt
Primarily, if the signal is weak or intermittent in the area, online learning is not a
and July using ICT. Drop-outs can be school activities to be halted and
possibility limiting options for mode of teaching. The teacher may have to make
reached out by initiating ADMs. Re- schools may have to be used as
use of printed modules and strengthen partnership with parents in the distribu-
cords keeping through ICT can identify quarantine facilities instead. In
tion and retrieval of modules.
immediately learners who are at risk of such a case, schools should be
failing or dropping. prepared to go on home study CID to consider in the planning the availability of modules ready for printing
With alternative learning delivery with applicable modalities such
mode imposed by DepEd CO, there is as offline with the use of printed Accounting section shall check the SOBs if the schools preferred printed modules
a greater chance for positive contribu- materials. and yet, the materials to be bought are different.
tions to improve school performance
Reliability of technological equipment like hardware failures, incompatible soft-
as regards dropout, promotion, repeti- Setting up of protocol to be
ware between home and school, and poor internet connectivity is a hindrance to
tion, and national achievement rates. initiated through the SHS, SMN,
its utilization. Upgrading of ICT equipment through MOOE or in partnership with
ICTS and CID in partnership willing sponsors.
CID, ALS, PSDSes and School Heads with parents and LGU to be able
in partnership with SGOD YFP and determine steps to be under- ICTS to provide authentic and official data determining the connectivity of
EPS-SGOD to determine modalities, taken by parents in case there schools as to texting, calls, messenger, FB, email...
strategies and other initiatives to is disruption of classes. proper
Less or low enrolment in the barangay since few students / pupils will be enrolled
address this concern. coordination shall be prioritized
and school performance will also be affected or percentage of school enrol-
but again, SDO shall lay down the ment might go down. The transition may discourage or affect the motivation of
Strengthen partnership with service conditions on the continuity of
learners.
providers who have developed sys- learning.
tems to deliver monitoring and access Coordination with barangay in the monitoring of school age children to be en-
to learners’ data by the parents them- Setting of standards in determin- rolled in schools within the locality. Information dissemination through print and
selves ICTS and CID to work hand in ing work hours for teachers since online to be initiated by the SMN, YFP, GCs, Sports Coordinator.
hand in this concern. it was observed that work from
Strengthen partnership with telecommunication companies
home consumes more time than
when reporting to office / school.
Face to face classes with limited number of students may be allowed in a weekly
basis or as needed to avoid the stagnation of social, cognitive, and physical
Provision of internet load or development among these learners.
cellphone load for teachers to
use in connecting with learners, SPED Coordinator, CID, School Heads of schools offering SPEd classes in con-
teachers, school head sultation with the RO may devise a schedule of learners considering all logistics
of bringing learners to school and how they can get home safely without being
exposed to the threat of COVID 19
Distance learning and online ed-
ucation may be successful in ur-
SMN, CPC, SHS, CID shall work together in initiating an activity to capacitate
banized areas than in rural areas,
parents about the new normal.
where data signal and electricity The nature of anonymity in the online environment may allow more students,
are unavailable. Online learning is who otherwise do not want to attend face to face classes because of their shy
not a possibility, limiting options personality, to participate in online education where they do not physically see
for mode of teaching. Thus, last each other. (Online Education and Its Effective Practice, SUN &CHEN 2016.
mile schools should prepare dig-
Learners may not be technology savvy. As a result, even if the technological
itized and printed modules and
resources like tablet are made available, they do not utilize these resources because
the like for home study.
they are unable to operate them.
CID, ICTS and SGOD shall cooper- Profiling of learners who may have opted for online learning but are not ICT savvy,
ate and coordinate by identifying hence, there is a need to engage them earlier before the start of classes. ICTS may
tasks and activities each of them have to determine the teachers who may be able to engage learners in addressing
will undertake in order to address this.
this concern.
Parent and teacher conferences on the conduct of blended and home study ap-
proach is a must for teacher or the learner.
HRD will check on the HRMD
Plan of the division for possible
adjustment.

V.
PLANNING
Framework

V I .I M P L E MPE l Na nT A T I O N
Pillar 1: Curriculum development for improved delivery and instruction and assessment
Activities Expected
KRA Objectives Strategies Timeline Resources Remarks
SDO School Results
Strategic 1. Ensure effi- 1. Research 1.1. Conduct Prepare re- All of the June to HRTD Fund
Manage- cient implemen- and innova- write shop activi- search pro- master teach- December
ment and tation of the tion ties to all master posals to test er partici- 2020 District coordi-
Operations MELC across teachers in SDO appropriate- pants in the nators, TWG,
grade levels and Benguet and to ness of LMSs 14 districts School Person-
learning areas include all other submitted nel, SDO Per-
school who are research sonnel
interested in con- proposals
ducting research Prepare which were
studies through innova-tion approved im-
webinars, face to proposals to plemented
face, and other docu-ment ap-
applicable and propriate LMs,
most convenient techno-logy
mode of telecom- and modality
O
munication in of distance
order to address learning
b
and understand
issues and other
j
related challenges
e
brought about by
the new normal
c
1.2. Provide tech- 10 or more April 2020

t
nical assistance research to April

to SDO personnel proposals 2021
i
on research and
submitted
v
innovation
and ap-
proved and
e
being imple-
mented
1
1.3. Dissemi- 3 SDO August HRTD fund

nate research Benguet 2020
results by Research – April MOOE
adopting and O’clock 2021
localizing conducted
DEPED CO Re-
search O’clock
with the provi-
sion of printed
materials /
digital copies
Human resources:
2. Cultivate 2.1. Monitor and Submit doc- 2.1. Schools Aug 2020 –
the culture provide TA to umentations monitored April 2021 SDS, ASDS, CID-
Chief and staff, and
of innova- schools on inno- of innovative and provided
teachers
tion vations aligned to practices with TA on
IYAMAN. on learning innovations Materials:
materials aligned to
Internet, ICT equip-
Curriculum development IYAMAN were
and Instruc- ment/ gadgets
tion Man- and learning monitored
agement delivery mo-
dalities
3. Inten- 3.1. Monitor and Assess readi- 3.1. All schools Apr to June Human resources: SDS,
ASDS, CID-Chief, Learning
sive super- provide technical ness of school have submitted 2020 Area EPSs, PSDSs, LR
vi-sion and assistance to schools on capacity and their assess- Staff, ITO, School Heads
O b j e c t i v e
provision on the readiness to ment on their and teachers

of TA implement the curricu- capability capacity and Materials:
lum in the new normal capability to
set up. deliver teach- Internet, ICT equipment/
gadgets
ing- learning in
the new normal
set up
1
3.2. Provide TA Analyze the 3.2 All schools May to June Human resources: SDS,
ASDS, CID-Chief, Learning
to schools based data gath- were provided 2020 Area EPSs, PSDSs, ITO,
on the results of ered with TA through: School Heads and teachers
the online sur-
Materials: Internet, ICT
vey. 1.) face-to-face equipment/ gadgets
2.) group chat
3.) text/call
4.) teleconfer-
ence
Human resources:
3.3. Provide Participate 3.3 All May to
SDS, ASDS, CID-
TA to schools in webinars schools Aug 2020 Chief, Learning Area
on the differ- or telecon- provided EPSs, PSDSs, LR
Staff, ITO, School
ent modality of fe-rences with TA
Heads and teachers
learning. about learn-
ing modali- Materials: Internet,
ICT equipment/
ties gadgets
Human resources:
3.4. Provide TA Prepare 3.4 Ap- June 2020
SDS, ASDS, CID-
in the prepa- learning propriate – April Chief, Learning Area
ration of class- plans of learning 2021 EPSs, PSDSs, LR
Staff, ITO, School
room programs/ teachers modalities
Heads and teachers
learning pro- using the implement-
Materials: Internet,
gram
s diff ed
appr eren in
o- t the
ICT
priat mo sch equip
e for dali ool ment/
gadget
each ties s. s
mod
ality.
3.5. Ens 3.5 Au Huma
n
Invol ure All g resour
ve that IC 202 ces:
T 0 SDS,
ASDS,
train all cap – CID-
ed teac acit Ap Chief,
teach hers at- ril Learni
ng
ers Area
in
scho in
ol the ed/t EPSs,
activ sch rain 20 PSDSs
i- ool ed 21 , LR
ties part tea Staff,
ITO,
to icip che School
capa ated rs Heads
and
citate teache
in sha rs
other the red
teach web
ers i-
on nars
Materi
the kno als:
utiliz wle Intern
a- dge et,
tion
of and ICT
dista ser equip
nce ved ment/
learn as gadget
s
ing. res
our
ce
spe
ake
rs
to
coll
eag
ues
on
the
utili
zati
on
of
IC
T.
Human re-
3.3. Provide TA Participate 3.3 All May to Aug
sources:
to schools on the in webinars schools 2020 SDS, ASDS,
different modality or telecon- provided CID-Chief,
Learning Area
of learning. fe-rences with TA
EPSs, PSDSs,
about learn- LR Staff, ITO,
ing modalities School Heads
and teachers
Materials: Inter-
net, ICT equip-

ment/ gadgets
Human resources:
3.4. Provide TA Prepare 3.4 Ap- June 2020
SDS, ASDS, CID-
in the prepa- learning propriate – April Chief, Learning Area
ration of class- plans of learning 2021 EPSs, PSDSs, LR
Staff, ITO, School
room programs/ teachers modalities
Heads and teachers
learning pro- using the implement-
Materials:
grams appro- different ed in the Internet,
ICT equipment/
priate for each modalities schools. gadgets
modality.
j e c t i v e
3.5. Involve Ensure that 3.5 All ICT Aug 2020 Human resources:
SDS, ASDS, CID-
trained teachers all teachers capacitat- – April Chief, Learning Area
in school activi- in the school ed/ 2021 EPSs, PSDSs, LR
ties to capacitate participated Staff, ITO, School
Heads and teachers
other teachers in the webi- trained
on the utiliza- teachers Materials: Internet,
1
ICT equipment/
tion of distance nars shared gadgets
learning. knowledge
and served
as resource
speakers to
colleagues
on the
utilization of
ICT.
Human resources:
3.6. Track learn- Submit 3.6 All June 2020
SDS, ASDS, CID-
ers based from tracking of schools to August Chief, Learning Area
SF4 of previous learners submitted 2020 EPSs, PSDSs, PR,
enrollment by report on ITO, School Heads
and teachers
class advisers. tracking
of learners Materials: Internet,
(online/ ICT equipment/

gadgets
offline).
Human resources:
3.7. Monitor Identify 3.7 All June 2020
SDS, ASDS, CID-
teachers and the learn- schools to April Chief, Learning Area
school heads on ing needs monitored 2021 EPSs, PSDSs, LR
Staff, ITO, School
their ICT level of of teachers on the
Heads and teachers
upskilling. based on ICT utilization of
Materials:
level of com- ICT. Internet,
ICT equipment/
petency gadgets

2. Set feasible Human resources:
mechanisms that would pro-vide 1. Intensive 1.1. Provide TA in Supervice the 1.1 All June 2020
guidance in bridging equitable instruction- the utilization of utilization of schools to April SDS, ASDS, CID-
access to edu-cation through Chief, Learning Area
multiple means of teaching and al super- learning modules the learning provided with 2021 EPSs, PSDSs, LR
learning vi-sion to appropriate to the modules in TA on the Staff, ITO, School
all public different learning each grade utilization Heads and teachers
and private modality level of learning
Materials: Internet,
schools and modules

ICT equipment/
learning appropriate gadgets
centers us- to the differ-
ing different ent learning
modalities modality.
Human resources:
a. Monitor adop- Submit re- a. No. of June 2020
SDS, ASDS, CID-
O b j e c t i v e
tion or enhance- port on adop- schools with to April

Chief, Learning Area
ment of the tion and en- reports on 2021 EPSs, PSDSs, LR
contextualized hance-ment adoption Staff, ITO, School
Heads and teachers
modules at the of learning and en-
school level modules hancement Materials:
of the con-
2
textualized Internet, ICT equip-

ment/ gadgets
modules for
their learn-
ers.
Human resources:
b. Monitor the Submit b. All June to
conduct appro- report on the schools im- April 2020 SDS, ASDS, CID-
Chief, Learning Area
priate interven- conduct of plementing EPSs, PSDSs, LR
tions for learn- learning inappropriate Staff, ITO, School
Heads and teachers
ers who are at terven-tions interven-
risk of failing or highlighting tions for Materials:
the
droppin differ learn Learning
g. ent ers supervision for failures and reported 2021 Area EPSs, PSDSs,
moda who schools and pro- remedial failures SMME, ITO, School
lities are Heads and teachers
of at vide TA for those lessons con- during

reme risk with reported ducted DMEA Materials: Internet,
dial of
failures during supervised ICT equipment/
sessio failin
ns g or DMEA. and given gadgets
drop assistance.
ping
(e.g.
DOR
P,
read-
a-
thon,
DEA
R,
reme
diati
on
progr
ams,
etc.)
.
c. c.
Monito Subm No. June
r the it of 2020
condu report –
ct on scho Apri
flexi- the ols l
ble/ utiliz with
Alterna ation repor
tive of ts 2021
learnin flexibl on
g e FLO
options learn- s
to ing impl
continu optio emen
e ns t-
teachin ed
g and when
face-
learnin to-
g when face
learn
face-to- ing
face is
not
learnin allo
g is not wed.
allowe
d.
1.2.
Conduc Repo 1.2. June
t rt All 2020
Intensi numb scho –
ve er of ols Apri
1.3 Build capacity Submit entry 1.3. All school June 2020 – Human resources: SDS,
O b j e c t i v e
of school heads on plans on the ca- heads up- April 2021 ASDS, CID-Chief, Learning
instructional lead- pacity building skilled on Area EPSs, PSDSs, LR Staff,
ership in the new attended instructional ITO, School Heads and
teachers
normal set-up. leadership in
the new nor-
Materials: Internet, ICT
mal set-up.
equipment/ gadgets
1.4. Capacitate Submit entry 1.4. All su- June 2020 – Human resources: SDS,
supervisors on in- plans on the pervisors April 2021 ASDS, CID-Chief, Learning
structional manage- use of flexible upskilled on Area EPSs, PSDSs, ITO,
ment. modalities in instructional School Heads and teachers
conducting leadership in
Materials:
classroom su- the new nor-
pervision mal set-up. Internet, ICT equipment/
gadgets
1.5. Monitor the pri- Submit the 1.5. All private June 2020 – Human resources: SDS,
2
vate schools on K to school LCP for schools moni- April 2021 ASDS, CID-Chief, Learning
12 implementation. monitoring and tored. Area EPSs, PSDSs, SMME
assessment
Materials:
purposes
Internet, ICT equipment/
gadgets
3. Ensure that 1. Moni- 1.1. Analyze the Learning 1.1.Each Apr to Dec Human resources: SDS,
SHS graduates to-ring Most Essential plans inte- MELC an- 2020 ASDS, CID-Chief, Learning
Area EPSs, teachers
are ready for and Learning Compe- grating induc- alyzed and
further educa- evalu- tencies (MELC) tive teaching categorized Materials:
tion, entrepre- ation vis-a-vis the strategies as to learn-

neur-ship or of the learning modality. (from simple ing delivery
gadgets
work quality to complex) modality.
learning
outputs
1.2. Monitor Conduct COT 1.2. All Aug 2020 – Human resources: SDS,
implementation for teachers MELCs of April 2021 ASDS, CID-Chief and staff,
and teachers
of Most Essential using different the different
Learning Compe- modalities learning ar- Materials:
tencies (MELC) by eas covered/
learning area. taught from Internet, ICT equipment/
quarters 1 gadgets
to 4.
1.3. Monitor the Submit issues 1.3. All ADM Aug 2020 – Human resources: SDS,
utilization of ADM / concerns melC-based April 2021 ASDS, CID-Chief and staff,
and teachers
MELC-based or facilitating modules
modules by learn- and hindering utilized. Materials:

ing area factors en-
countered by
gadgets
parent teach-
ers / knowl-
edge sources
/ teachers
1.4. Conduct we- Submit report 1.4. Iden- Aug 2020 – Human resources: SDS,
binar-orientation on the devel- tified April 2021 ASDS, CID-Chief and staff,
SMME, HRD, and teachers
for e-assessment opment or teachers/
tool developers downloading developers Materials:
of e-assess- upskilled in
ment tools e-assessment
tool develop- gadgets
ment.
1.5. Conduct Submit report Human resources: SDS,

needs-based and on the different ASDS, CID-Chief and
PMIS-based PPAs PPAs (Action staff, and teachers
curriculum related Plans, Ac-
Materials:
webinars, telecon- complishment
ferences reports) Internet, ICT equipment/
• ELLN Digital • gadgets
Math • Campus
Journalism •
EPP/TLE/TVL •
Filipino, English,
MAPEH, EsP, Sci-
ence, AP

Pillar 2: Improving the learning environment to develop learner’s full potential
Activities Expected
SDO School Results
Human resources:
1. Strength-
Curriculum 1. Institutio- 1.1. Monitor the Submit sta- 1.1 Gifted Aug 2020 SDS, ASDS, CID-
and Instruc- na-lize an inclu- en inclusive online class of tus reports and LSENs – April
tion Manage- sive, safe, moti- education gifted learners. classes 2021 teachers
ment vating learning and special monitored.
Materials:
environment program: 2.2. Monitor the
appropriate to blended class of Internet, ICT equip-
the needs of all • SPED the LSENs. ment/ gadgets
types of learn- • ALS
ers
• SPJ
• IPED
• SSES
• SPA
• SPS
O b j e c t i v e
Human resources:
1.2. Monitor and Submit sta- 1.2. In- June 2020
SDS, ASDS, CID-
provide techni- tus report creased – April
cal assistance in number 2021 teachers
the implemen- of learner
Materials:
1
tation of SPJ partici-

through face-to- pants and Internet, ICT equip-
face and online improved ment/ gadgets
bases. performance
of SPJ
learners.
-do-
1.3. Monitor ALS -do- -do- -do-
Programs
Human resources:
a. Monthly trac- Submit June to
ing/tracking of updates July 2020 SDS, ASDS, CID-
ALS enrollment tracking and All mapped teachers/ALS LFs
online. tracing ALS learn-
Materials:
ers enrolled.
ment/ gadgets
Human resources:
b. online class of Provide 27 LCs with Aug 2020
SDS, ASDS, CID-
ALS facilitators updates and online class- – April
reports es moni- 2021 teachers/ALS LFs
tored. Materials:
staff, and
Internet, facilitators reports classes 2021 teachers/ALS LFs
ICT equip-
ment/ through online. monitored.
gadgets Materials:
20 Human
resources:
c. Face- Provid LCs Aug
SDS, Internet, ICT equip-
to-face e with 2020 ASDS,
ment/ gadgets
class of update face- – CID-
ALS s and to- April Chief and

Human resources:
d. Research on Submit re- Approved June to
the tracing of quested data research July 2020 SDS, ASDS, CID-
ALS graduates and proposal teachers/ALS LFs
(2010-2017) conducted
Materials:
through blended
mode of data Internet, ICT equip-
gathering. ment/ gadgets
Strategic 2. Intensive 3.1. Review online Submit AIP for 2.1. All re- May to SGOD
Leadership supervi- AIPs of schools approval be- viewed AIPs June, 2020
and Manage- sion of the and check if prior- fore implemen and WFPs are School heads
ment operation ity needs related -tation evaluated and
of all public to LCP are being approved
and private addressed
schools and
learning
centers
Resource
b j e c t i v e
3. Trans- 3.1 Countercheck Prepare SOBs 3.1. Inventory upon Human Resources:
Management pa-rency schools’ MOOE / WFPs re- of schools receipt of SDS, Finance
and Ac- liquidations for sponsive to responsive to Schools Personnel (SDO and
coun-tabil- the months of the needs of the new nor- Operating school-based) and
Disbursing Officers
ity in the January to April the new normal and are Budget (School Heads)
proper use 2020 versus mal set-up of qualified for (SOB) from
of funds targets/SOB and learning MOOE down- schools
1
and re- WFP if these are loading for

sources at responsive with the month.
division of- the necessities of
fice, schools the new normal 1.2. Report
and learn- about Schools
ing centers with non-
responsive
procurement
submitted
to the man-
agement for
technical
assistance or
appropriate
action
3.2 Provide TA to Open bank 3.2. Report
schools without account imme- of additional
bank accounts diately schools with
and/or schools bank ac-
with no MOOE counts
downloaded.
3.3. Provide tech- Submit liqui- 3.3. Submit- May 2020 –
nical assistance dation reports ted liquida- April 2021
to schools with no immediately tion reports
liquidation reports
for more than 60
days.
3.4. Validate Submit updat- 3.4 Status of monthly
status of school ed and revised MOOE down-
MOOE and bal- WFPs aligned loaded per
ances, recom- to 2020-2021 school per
mend realignment school AIPs district
of funds or revi-
sion of WFP, if
necessary to be
responsive to the
needs of the new
normal school
setup

O B J E C T I V E
1
Upd ve to funding
3.5. ate 3.5. mo and expenditure
Monit post Upd nthl e.g IPED, HRD,
or - ated y DRRM, Multi-
report ing grade, etc
ing of of Sub
schoo statu sidi 3.7. Implement Allow book- 3.7. NCA fully upon re-
l s of ary accounting and keepers to disbursed ceipt of DVs
MOO scho auditing rules for check and within its
E ol Led the payment of account for validity (quar-
liquid MO gers valid claims/pay- expenditures terly)
ation OE per ables and obliga- in the schools
per bala obje tions of the office
object nces ct of
of ex- at ex- 3.8. Submit all Submit all 3.8. Finan- monthly,
pendi pen required financial required liqui- cial reports quarterly,
ture the ditu reports dation reports submitted on annually
(trave SDO re on time time
l, con- per 4. Updating 4.1. Update and Submit updat- 4.1. Updat- Human Resources:
office textu scho of PPEI in tally report of PPE ed PPEIs ed physical SDS, ASDS, AO
suppl al- ol
V, School Heads,
ies, lized per
Division and of schools and count of Supply Officers and
mobil
e mon schools division office with property, Inventory committee
exp, itori distr the PPLC plant and members

etc) ng ict equipment in
and a. ICT equipment the division
provi office and
sion
b. School build- schools.
of syst
TA as em ings
neces
sary c. Furniture and a. ICT
3.6. Coor 3.6. mo Fixtures
Coor dinat 100 nthl
dinate e % y d. Vehicles
with with fund or June to Au-
progr CID utili upo e. Condemned gust 2020
am on za- n PPE
owne the tion
rs impl at rec
regar eme year eipt b. School May 2020 –
ding n- - of
Bldgs April 2021
ta-
tion c. Furniture
their of add
& Fixture
progr PPA itio
ams, s end nal d. Vehicles
proje in Sub
cts the - e. Con- Monthly
and scho AR demned
ac- ols O PPE
tivitie
s f. Supplies
(PPA and mate-
s) for rials
updat
e and
status
relati LEARNING CONTINUITY OPERATIONAL PLAN Page 38
learners
Strategic 2. Support the

Leadership physical, men-
and Manage- tal, and over-all
ment well-being of
O B J E C T I V E
4.2. Provide TA in Prepare stock 4.2. All June 2020
the accomplish- cards of all schools – April 2021
ment of Stock goods pro- monitored
Cards, RPCPPE, cured and the and provided
RCPI, IAR, Con- RCPI of equip- TA in part-
demnation of ment, and nership with
School Buildings others. School Book-
and Equipment, keepers
2 IIRUP
1. Streng- 1.1. Enhance Conduct IEC 1.1.a. Print June 2020 MOOE Fund,
then imple- IEC campaign to learners materials – April 2021 HRTD Fund
men-tation re COVID-19 in and parents containing
of health collaboration with and other the following: Human Re-
programs the schools and educa- -importance source (SH
and nutri- districts: of hand section, DRRM
tion ser- tion stake- washing
vices a. minimum holders
health standards -meaning of
like increasing social dis-
physical and men- tancing
tal resilience
-basic neces-
b. reducing trans- sities avail-
mission by reduc- able in the
ing contact school and
disinfection
c. reducing the life before oper-
span of the virus ation
d. leading healthy 2.1.b. All
schools in the new districts/
normal commu- schools
nities provided with
IEC
2. Strengten 2.1, Monitor, eval- Install the 2.1. WASH March MOOE Fund,
imple- uate, and validate deficiencies facility of all 2020– April HRTD Fund
men-tation WASH facility in the school schools mon- 2021
of health with 0-star and WASH facil- itored Human Re-
programs 3-star rating (On- ities source (SH
and nutri- line monitoring) section, DRRM
tion services amidst COVID-19
pandemic to be
able to augment
advocacy for ad-
ditional WASH in
Schools
3. Prioritize 3.1. Initiate All personnel 3.1. 2-3 resil- July 2020 – MOOE Fund,
health and Stress resiliency and learners iency train- April 2021 HRTD Fund
wellness of trainings and of the affected ings / PFA
personnel psychological schools were conducted Human Re-
and learners first aid (PFA) to given PFA source (SH
crises-stricken section, DRRM)
school/office
3.2. Provide All school and 3.2.a. Daily March 2020 MOOE Fund,
Medical, Dental division per- telecon- – April 2021 HRTD Fund
and Nursing tele- son-nel who sultation /
consultation and consul-ted telemedicine Human Re-
services through were attend- provided source (SH
telemedicine. ed to section, DRRM)
2.2.b. All
walk-in client
consulted
learning area,
per grade
level, per
competency
and code
using the
MELC, and
per quarter
3. Facilitate 1. Provision 1.1 Profile schools Submit actual 1.1. Database May to SGOD
the availability of appropri- onLEARNING
ICT infrastruc- dataOPERATIONAL
CONTINUITY on ICT on ICT infra- June, 2020
PLAN
of appropriate ate LMs and ture (printers, infras-tructure structure and School heads
learning materi- technology tablets, connec- connectivity
als and technol- and oth- tivity – internet, of all schools
ogy support er support SMS, broadcast is updated
systems in media) and available
the delivery for planning
of distance and monitor-
learning ing purposes
1.2. Monitor Submit report 1.2.a. At June 2020 SMME, SMN,
utilization of ICT/ on the utili- least 5 online – April 2021 School Heads,
Broadcast Media za-tion of dif- monitoring Teachers
in Governance ferent media platforms
and Curriculum platforms were created
Implementation and utilized
for the follow-
ing:
a. Enrolment
b. SBM
c. Brigada
Eskwela
d. WinS
O
e. School
Advocacy
Initiatives
f. Utilization
of DCPs
3.3.b. Utili-
zation and
updating of
all online
systems
of DepEd
monitored
(LIS, BOSY,
EBEIS, NSBI,
LSIS, etc.)
1.3. Profile Ensure par- 1.3. Database June to SMME, SMN,
schools which can tici-pation of of schools December School Heads,
be served by AM learners and accessible Teachers
and FM stations teachers in through
RBI Radio-based
Instruction
(RBI)
Curriculum 2. Devel- 2.1. Prepare Prepare school 2.1. Updated Year round Human resources:
and Instruc- op-ment of inventory of inventory of inventory of SDS, ASDS, CID-
tion Manage- contex-tual- available Division LRs available Di- teachers
ment ized LRs. Quality Assured vision qual-
Learning Resourc- ity assured Materials:
es. learning Internet, ICT equip-
resources per ment/ gadgets
Schools Divis ion of Benguet Page 40

O B J E C T I V E
2.2. Conduct Prepare 2.2. MELC- Apr. to Human resources:
Webinar-work- contextu- based ADM June 2020 SDS, ASDS, CID-
shop on the al-lized LRs or modules by (Q1&2)
teachers
development of enhance the learning area
MELC-based ADM downloaded developed. June to Materials:
modules by learn- contextual-liz- July 2020
2

ing area. ed LRs
(Q3&4) ment/ gadgets
2.3. Quality as- Quality assure 2.3. Quality Apr. to Human resources:
sure MELC-based school based assured LRs June 2020 SDS, ASDS, CID-
ADM modules and developed LRs in the differ- (Q1&2)
teachers
other Learning and submit for ent learning
Resources district and areas June to Materials:
division QA July 2020
(Q3&4) ment/ gadgets
2.4. Upload Download 2.4. Con- Apr. to Human resources:
quality assured quality as- textualized June 2020 SDS, ASDS, CID-
ADMs and LRs in sured LRs Learning (Q1&2)
teachers
landing portal of Resources in
the SDO. all learning June to Materials:
areas made July 2020
available and (Q3&4) ment/ gadgets
accessible
to Benguet
teachers
and learn-
ers through
the landing
portal
2.5. Conduct we- Develop ADM 2.5. Identi- Apr. to Human resources:
binar-workshop in modules for fied teachers June 2020 SDS, ASDS, CID-
the development remediation upskilled in (Q1&2)
teachers
of ADM modules or advance ADM module
in all learning learning development June to Materials:
areas. (pool of LR July 2020
Schools Division of Benguet developers Internet, ICT equip-
by learning (Q3&4) ment/ gadgets
area).
2.6. Conduct we- Conduct 2.6. Identi- May to Human resources:
binar-orientation school LAC on fied teachers June 2020 SDS, ASDS, CID-
for LR evaluators evaluation of upskilled in
teachers
by learning area LRs evaluating
in coordination LRs (Core/ Materials:
with HRD and pool of LR
SMME. evaluators Internet, ICT equip-
/ ARB by ment/ gadgets
learning
area).
2.7. Conduct of Digitize devel- 2.7. Identi- June 2020 Human resources:
webinar
- fied –
worksho oped teac April SDS, ASDS,
p LRs hers 2021 CID-
on the upski Chief and staff,
ITO,
digitizat lled
ion in
of LRs digiti and teachers
and zatio
prepa- n of
ration of
e-books. LRs Materials:
e-
books Internet, ICT
pre- equip-
pared
. ment/ gadgets
2.8. Down 2.8.
Conduct load Identi July Human
of LRs fied 2020 resources:
from teach
webinar reliabl ers SDS, ASDS,
-orien- e and CID-
schoo Chief and staff,
ITO,
tation on source l
how to s heads
downloa orient and teachers
d LRs ed on
how
to
from the down
Division - Materials:
landing load
portal. LRs Internet, ICT
from equip-
the
Divi-
sion ment/ gadgets
landi
ng
portal
.
LEARNING
CONTINUITY
OPERATIONAL Page
PLAN 41
Pillar 3: Teachers and school leaders upskilling and reskilling to improve competencies
KRA Objectives Strategies
Human Re- 1. Guarantee 11 Imple-
source Man- the delivery of men-tation
agement and an integrated of the 2020
Development and needs-based HRMD Plan
capability build-
ing intervention
accessible to all
teachers, school
heads, and
school stake-
holders
O B J E C T I V E
1
Exp
Acti ecte Tim Reso Re
vities d elin urce mar
Schoo Res e s ks
Division l ults
1.1 1.1
Conduct Conduc 90%- June HRTD
training – t SLAC 100% to Fund
workshops on LR teache July
for teach- Devel- rs 2020
ers on LR capacit
developme opmen ated
nt t and on
and
various various the use
modalities modal- of var-
ious
of ities of modali Human
delivery: learn- - Re-
ing – ties of
teachin learnin source
a. g g such
and as
Designing teachi HRD,
Multi- ng CID,
media
Instruct deliver deliver teacher
ion- y y. s, re-
al
Materia
ls source
(creat- speak-
ing ers,
videos, and
digital other
concer
stories ned
) SDO
Officia
b. Blended ls
Learning/
Flipped
Classro Teache
om rs and
parents
c. c. Online learn-ing platforms/ virtual class-
room (Edmodo, Moodle, Near-pod, Google
Classroom, Blackboard,
FB)
d. Online and offline digital tools/ apps

(downloading from landing portal or from other
sources, utilization of LRs, others)
e. ADM Modules
Development of class
learning program
1.2. Conduct webi- Submit entry 1.2 All MELC- June to Human Re-
nar-workshop on plans on the based Learn- November, source (Teach-
digitization of learning digitization of ing modules 2020 ers, Heads of
modules and assess- LRs and assess- office, HRDS)
ment tools using OER ment tools
and productivity tools that can be
converted to
digital format.
1.3. Upskill school Submit entry 1.3 90% June to EPS, PSDS,
heads, supervisors and plans on skills - 100% of November, SH, SEPS,
other related-teaching application expected par- 2020 EPSII
personnel on the new ticipants were
normal modalities of upskilled
teaching-learning, in-
structional leadership
and other 21st century
skills
1.4. Monitor personnel Submit entry 1.4 Inventory March 2020
enrolled in MOOCs plans on the of teachers – April 2021
and other online application who have HRDS
courses (especially of learning completed
those that address insights and online cours- all employees
employees’ competen- knowledge es/ MOOCs
cy needs) gained and were given
certificate of
recognition.
LEARNING CONTINUITY OPERATIONAL PLAN Page 42
O B J E C T I V E
Human Re- 2. Support the source Man- welfare and agement and well-being of Development
teaching and
non-teaching
personnel
1
1.5. new normal: community and other re-
Identif 1.5 lated topics.
y Enro Me Jun Teaching and
Potenti ll in mor e to HR a. mental health
al po- an- Au- DS, non-teaching
dum gus b. Health and safety employees,
Partner tenti of t,
precautions to prevent parents
s, such al Agr 202
as part- ee- 0 the further transmis-
Univer men sion of COVID-19.
sities t
c. Psychological First
and sign SM
other ners ed N Aid during this pan-
learnin demic
g and exte
centers impl rnal d. Financial Literacy
, that e- part e. data-privacy and
are -
data literacy
open to
offerin men f. Child protection and
g ted. ners cyber bullying, and
On-site ,
cyber safety
and/or
online g. home schooling,
Crash home study, distance
Course learning, blended
s espe-
cially learning
to 1.7. Capacity building Submit entry 1.7. Doc- June to HRDS
teacher of School Heads, ICT plans in the umented October,
s in Coordinators, potential conduct of creative/best 2020 SEDOE Com-
the teachers on documen- innovations practices and mittee
far- tation of innovations, innovations of
flung creative and best Schools
areas. practices.
1.6. Con Apr HR
Condu duct 1.6. il DS, 1.8. Conduct webinar/ Update MOOE 1.8. All school July 2020
ct SLA Onli 202 Scho orientation to School liquidation Heads were
webi- C ne 0 ol Heads (Disbursing Of- oriented and
– ficers) on the updates properly
nars on Apr on the utilization of guided
the for il School MOOE
followi teac train 202 Hea 1.1. En- 1.1. Re-orient school Conduct 1.1. 100% of May to Oc- SDO MOOE
ng hers ing/ 1 lth, sured heads/ Master Teach- school LAC on school heads tober 2020
content compliance ers on the use of RPMS and Master Human Re-
to and web
to RPMS updated IPCRF Data Teachers source such
ensure IEC inar
Collection System as re-oriented as HRD, PMT,
pre- for s
paredn con given by the Central HRMPSB,
ess/ the duct Office for one-time OSDS, CID,
readine lear ed YF calibration of School- and SGOGD
ss ners, on D based personnel
and men performance
resilien pare tal
cy to nts heal
the and th

O B J E C T I V E
1.2. Check RPMS Submit report 1.2. 2019- -do- -do-
submission thru the of online sub- 2020 IPCRF/
PMT secretariat for the mission OPCRF Rating
assessment of IPCRF/ of all School-
OPCRF of all SDO based Person-
Personnel. nel checked
and recorded.
1.3. Provide technical Draft the 1.3. All -do- -do-
2 assistance to schools IPCRF of schools pro-
on planning for their teachers and vided with TA
IPCRF / OPCRF OPCRF of the and were mon-
SH for 2020- itored on their
2021 planning for
2020-2021 IP-
CRF / OPCRF
monitored
1.4. Conduct PMT Conduct se- 1.4. Quarter- -do- SDO MOOE
review, adjustment, mestral review ly review of
coaching, and rating of teachers’ RPMS Cycle Human Re-
for SDO Personnel IPCRF for SDO per- source such
sonnel as HRD, PMT,
HRMPSB,
*IPCRF Rating OSDS, CID,
and MOVs and SGOD
ready for
evaluation by
January 2021
*OPCRF and
MOVs of SDS
ready for com-
pilation
2. Intensive 2.1. Expand the scope Conduct 2.1. Con- June 2020 HRDS
campaign of the R and R to in- school R&R textualized – April 2021
on wellness, clude the following: Policy on R&R, SEDOE Com-
well-being addendum to mittee
and for a. engagement of DM 078, s.
performing teachers on the prepa- 2020 Invento- All employees
well ration of LRs ry of awardees
b. Coaching/ men-
toring of co-teachers
on ICT
c. creativity and re-

sourcefulness on the
development of IEC
materials and imple-
mentation of advocacy
d. Self-initiative of
teachers and other
personnel to upskill
themselves and be
able to be effective and
efficient in this new
normal set-up.
2.2 Receive required 2.2 processed May 2020 – OSDS – Per-
documents online all received April 2021 sonnel Office
(leaves, step incre- documents on
ment, return to duty, time
etc.) for processing
2.3 Render continuous Submit online 2.3. Month- May 2020 – OSDS – Per-
technical assistance to applications ly technical April 2021 sonnel Office
all clients through our on travel, assistance
FB (SDO-Benguet Per- leaves and rendered to all
sonnel Section) page clients
and section/unit email others
account thru but not
limited to uploading of
forms (Form 6, Return
to Duty, etc)
3. Develop and 1. Re- 1.1. Conduct compar- Submit re- 1.1. 2020- May 2020 – OSDS Person-
implement ca- cruit-ment, ative review for teacher ports on va- 2021 CAR/ April 2021 nel Section
reer progression Selection, applicants (RQA) in cancy, teacher RQA approved
opportunities and Place- preparation for filling shortage
ment up of new teacher
items to be given by
CO in the division.
Pillar 4: Engagement of Stakeholders for support and collaboration

Strategies Activities Expected
Division Schools Results
Building Part- 1. Institu- 1. Sus- 1.1. Provide Submit real 1.1. All May2020 – YFP, DRRM,
nerships and tiona-lize re- taina-ble Remote and/ time data to learners April 2021 SHS, Guidance
Linkages sponsive en- part- or Face-to-face the DO and and affected Counselors,
gagement for ner-ship Psychological participate personnel PFA-Trained
education with stake- First Aid (PFA) in the PFA or during di- DepEd person-
hol-ders and Psycho- PSP saster were nel
social Support provided
(PSP) to affected with PFA

learners and
DepEd person-
nel
1.2. Conduct of Coordinate 100% Atten- May-Ju- YFP, SHS,
Evaluation Meet- with the SDO dance and ly2020 SMN
O
ing and Debriefing concerned Participa-

B
Session for Psy- personnel tion of PSP

J
chosocial Support and submit and PFA

E
real time Providers

and Psychological report for (Guidance
C
First Aid Provid-

immediate Counselors,
ers dubbed as, action YF Coordi-
IT V
“Kamustahan via nators and

Telecon” Nurses)
E
6 Meetings
and debrief-
1
ing sessions
conducted
(twice per
month)
6 Accom-
plished and
submitted
minutes of
the meeting
to the DQR-
RT Team

2. Strength- 2.1. Coordinate Participate in 2.1. 5 MOA June to SMME, SMN,
en existing with AM/FM the conduct of December School Heads,
partner- Stations on the the RBI Teachers
ship me- possibility of part-
cha-nisms nership on RBI.
for the
provision of
support to
the imple-
mentation
of the LCP
O B J E C T I V E
2.2. Monitor all Check compli- 2.2. 100% until Au- MOOE, SGOD
on-going projects: ance to stan- on-going gust 15,
repairs, con- dards projects 2020
struction of slope completed
protection and before school
electrification. opening.
2.3. Monitor all Install hand- 2.3. 100% August 22, MOOE, SGOD
1
schools and LCs washing Schools 2020

to install hand facilites installed
washing facili- functional
ties, monitoring HWF
compliance and
providing TA if
necessary
2.4. Monitor Check compli- 2.4. 100% of Dec. 28, MOOE, SGOD
implementation ance to stan- 2020 projects 2020
of all 2020 BEFF dards awarded and
projects monitored
according to
specs.
2.5. Validate / Implement 2.5. Hand August 20, MOOE, SGOD
identify recipient HWF projects Washing 2020
schools for the beneficia-
HWF Project and ry schools
preparing POWs identified,
and Designs validated and
submitted
to CO with
its complete
documentary
requirements
2. Develop
prepared.
sustainable strategies and
mechanisms for 1. Expand- 1.1. Monitor the Coordinate 1.1. All May to July
ing part- conduct risk with the divi- schools 2020
partnership
ner-ship en- assessment of sion office and assessed on
gage-ment schools in coordi- the concerned their risk
nation with PNP, agencies susceptibility
Barangay and as guide in
municipal LGU the imple-
(MHO, LRRMO) in mentation of
ensuring the gen- flexible learn-
eral and health ing options
safety of learners
and personnel
1.2. Coordinate Submit proj- 1.2. One June-Sept Computer,
with existing ect proposals (1) menu of 2020 android phone,
NGO/CSO/pri- to SDO for investments/ cellular load
vate partners for indorsement clustered
the provision of to potential needs of
identified needs of partners schools and
schools to ensure learners
learning continui- advocated
ty and safe return
to schools:
O
-Smart -Aboitiz MOA / MOU

B
-Philex Mining / DOD

J
Corp.
E
-Phil. Red
C
Cross-Benguet
Chapter
T
I
-PTA -Alumni
V
Associations
E
1.3. Implement Prepare BE 1.3. 3 MOAs August SMN, SGOD-

partnership pro- and DRRM drafted or 2020 – April EPS, Computer,
grams plans for im- DODs com- 2021 android phone,
2
plement-tation pleted cellular load

-Brigada Eskwela
-DRRM
1.4. Coordinate Coordinate 1.4. Coordi- May 2020 – Transportation,
with partner with the divi- nated with April 2021 snacks, cell card
organizations for sion office and 4 or more
the provision of with DepEd partners
clinical services partners
to affected learn- -BeGH

ers and DepEd
-Red Cross
personnel due to
COVID-19 pan-
-MHUs
demic
-BHUs
3. Advocate the 1. Strength- 1.1. Advocate Advocate 1.1. 1 recog- December Publication
Learning Con- en partner- results and partnership nition cere- 2020 expense
tinuity Opera- ship with opportunities for results and mony
external Cell cards
tional Plan for and inter- partnership opportuni-
support ties in the 2 publica-
nal stake-
hol-ders schools tions issued
1 LCP
publication
distributed
1.2. Post and Keep posted 1.2 Postings May 2020 – OSDS, CID,
share relevant and in the DepEd per Week April 2021 SGOD
updated informa- Tayo Benguet (total of 96
tion in the DepEd Postings)
Tayo Benguet
1.3. identify Submit knowl- 1.3. identi- May 2020 – OSDS, CID,
knowledge source edge source fied at least April 2021 SGOD
from external based from 5 knowledge
stakeholders FLO prefer- source
ences

1.4. Coordinate Submit pro- 1.4. SEF June 2020 OSDS, CID,
with the Provincial posals for budget allo- – April 2021 SGOD
School Board on indorsement cation shall
the utilization of to LGUs have been
the Special Edu- re-aligned to
cation Fund respond to
the needs of
the new nor-
mal learning
and teaching
2. DMEA 2.1 Conduct Conduct 2.1.a. Ad- June, input from
O B J E C T I V E
quarterly review SMEA aligned justed DAIP September, OSDS, CID,

of 2020 DAIP / to AIP / WFP integrating December SGOD
OPCRF through LCP 2020
planning sessions, MOOE
DMEA, online 2.1.b Quar-
modality using terly review
google sheets and of DAIP / OP-
others CRF Report
3
2.1.c. Quar-
terly Catch
up plans
2.1.d. Quar-
terly TA
Plans
2.1.e. Accom-
plishment
based from
quarterly TA
Plans
2.2 Conduct Communi-cate 2.2.a. Pro- September, OSDS, SGOD,
planning session School LCP posed 20201 December CID
for DAIP 2021 aligned to DAIP 2020
and other plans school AIP
through webinar 2.2.b. APP
or face to face 2021
2.2.c. SEF
Budget Pro-
posal 2021
2.2.d. PPMP
2021
VII.
MONITORING
Plan
KRA 1. Strategic Management and Operations
Monthly Monitoring of Expected Results
2020 2021
SeptemberOctoberNovemberDecemberJanuaryFebruaryMarchApril
OBJECTIVES ACTIVITIES EXPECTED RESULTS
MayJuneJulyAugust
March
April
1. Leads in the 1.1 Conduct write shop activities to all 1.1. 100% of the master teacher par-
conduct of re- master teachers in SDO Benguet and ticipants in the 14 districts submitted
search aligned to to include all other school who are in- research proposals which were approved
research agenda terested in conducting research stud- and ready for implementation
ies through webinars, face to face, and
10%
15%
20%
20%
20%
10%
5%
other applicable and most convenient
mode of telecommunication in order
to address and understand issues
and other related challenges brought
about by the new normal
1.2. Provide technical assistance to 1.2. 10 or more research proposals
SDO personnel on research submitted and approved and being 5 5 5 5 5 5 5
implemented
1.3. Disseminate research results by 1.3. 3 SDO Benguet Research O’clock
adopting and localizing DEPED CO conducted 1 1 1
Research O’clock with the provision of
printed materials / digital copies
2.1 . Enhance IEC campaign re 2.1.a. Print materials containing the fol-
COVID-19 in collaboration with the lowing: -importance of handwashing
2. Manages and schools and districts: -meaning of social distancing
implements health a. minimum health standards like -basic necessities available in the school
and disinfection before operation
programs and nutri- increasing physical and mental resil-
2.1.b. All districts/ schools provided
tion services ience with IEC
b. reducing transmission by reducing
contact
c. reducing the life span of the virus
d. leading healthy schools in the new
normal communities 2.2. WASH facility of all schools moni-
2.2 Monitor, evaluate, and validate tored
WASH facility with 0-star and 3-star
10%
10%
10%
10%
10%
10%
10%
10%
10%
10%
rating (Online monitoring) amidst

COVID-19 pandemic to be able to
augment advocacy for additional
WASH in Schools 2.3. 2-3 resiliency trainings / PFA
conducted
2.3. Initiate Stress resiliency trainings
and psychological first aid (PFA) to
1 1 1
crises-stricken school/office
2.4.a. Daily teleconsultation / telemedi-
2.4. Provide Medical, Dental and cine provided
Nursing teleconsultation and services 2.4.b. All walk-in client consulted
through telemedicine.
3. Supervises the 3.1 Profile schools on ICT infrastruc- 3.1. Database on ICT infrastructure and
operation of all ture (printers, tablets, connectivity – connectivity of all schools is updated
public and private internet, SMS, broadcast media) and available for planning and monitor-
schools and learning purposes
ing centers
3.2. Review online AIPs of schools and 3.2. All reviewed AIPs and WFPs are
50%
50%
check if priority needs related to LCP evaluated and approved
are being addressed
3.3. Monitor utilization of ICT/ Broad- 3.3.a. At least 5 online monitoring plat-
cast Media in Governance and Curric- forms were created for the following:
ulum Implementation a. Enrolment
b. SBM
c. Brigada Eskwela
d. WinS 1 1 1 1 1 1 1
e. School Advocacy Initiatives
f. Utilization of DCPs
3.3.b. Utilization and updating of all
online systems of DepEd monitored (LIS,
BOSY, EBEIS, NSBI, LSIS, etc.)
3.4. Profile schools which can 3.4. Database of schools accessi-
be served by AM and FM stable through Radio-based Instruc-
tions tion (RBI)
3.5. Coordinate with AM/FM 3.5 MOA
Stations on the possibility of
partnership on RBI.
3.6 Monitor all on-going proj- 3.6. 100% on-going projects
100%
ects: repairs, construction of completed before school opening.
slope protection and electrifi-
cation.
3.7. Mandate all schools and 3.7. 100% Schools installed
100%
LCs to install hand washing fa- functional HWF
cilities, monitoring compliance
and providing TA if necessary
3.8 Monitor implementation of 3.8. 100% of 2020 projects
100%
all 2020 BEFF projects awarded and monitored accord-
ing to specs.
3.9Validate / identify recipi- 3.9. Hand Washing beneficiary
ent schools for the HWF Proj- schools identified, validated and
100%
ect and preparing POWs and submitted to CO with its com-

Designs plete documentary requirements
prepared.
4. Evaluates the 4.1 Conduct quarterly review of 2020 4.1.a. Adjusted DAIP integrating LCP
performance of DAIP / OPCRF through planning ses- 4.1.b Quarterly review of DAIP / OPCRF
SDO in a quarterly sions, DMEA, online modality using Report
basis or as needed google sheets and others 4.1.c. Quarterly Catch up plans
4.1.d. Quarterly TA Plans
4.1.e. Accomplishment based from quar-
terly TA Plans
4.2 Conduct planning session for 4.2.a. Proposed 20201 DAIP
4 4
DAIP 2021 and other plans through 4.2.b. APP 2021
webinar or face to face 4.2.c. SEF Budget Proposal 2021
4.2.d. PPMP 2021

KRA 2. Curriculum and Instruction Management
2020 2021
OctoberNovem-Decem-JanuaryFebruaryMarchApril
JuneJulyAugustSeptem-
MarchApril
May
1. To exercise 1.1. Monitor and provide technical 1.1. All schools have submitted their
general su- assistance to schools on the readi- assessment on their capacity and
20%
30%
50%
pervision over ness to implement the curriculum capability to deliver teaching-
basic education in the new normal set up. learning in the new normal set up
1.2 All schools were provided with
program. 1.2 Provide TA to schools based on
TA through:
the results of the online survey.
1.) face-to-face
50%
50%
2.) group chat
3.) text/call
4.) teleconference
1.3 All schools provided with TA
20%
30%
50%
1.3 Provide TA to schools on the
different modality of learning.
1.4 Appropriate learning modalities
1.4 Provide TA in the preparation
implemented in the schools.
of classroom programs/ learning
programs appropriate for each
modality. 1.5 All ICT capacitated/
1.5 Involve trained teachers in
100%
100%
100%
100%
100%
100%
100%
100%
100%
school activities to capacitate other trained teachers shared knowledge and
teachers on the utilization of dis- served as resource speakers to
tance learning. colleagues on the utilization of ICT.
1.6 All schools submitted report on
100%
100%
100%
100%
100%
100%
100%
1.6 Track learners based from SF4 tracking of learners (online/ offline).
of previous enrollment by class
advisers. 1.7 All schools monitored on the
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
1.7 Monitor teachers and school utilization of ICT.
heads on their ICT level of up-
skilling. 2.1 All schools provided with TA on
2. To supervise 2.1. Provide TA in the utilization of the utilization of learning modules
appropriate to the different learning
50%
30%
20%
operations of learning modules appropriate to the
modality.
all public and different learning modality.
private schools
and learning a. No. of schools with reports on
100%
100%
100%
100%
100%
100%
100%
100%
centers
100%
adoption and enhancement of the
a. Monitor adoption or enhancement contextualized modules for their
of the contextualized modules for learners.
their learners. b. All schools implementing appro-
priate interventions for learners who are
at risk of failing or dropping (e.g.
100%
100%
100%
100%
100%
100%
100%
100%
100%
b. Conduct appropriate interven-
tions for learners who are at risk of DORP, read-a-thon, DEAR,
failing or dropping. remediation programs, etc.).
c. No. of schools with reports on
FLOs implemented when face-to-
100%
100%
100%
100%
100%
100%
100%
100%
c. Conduct Flexible/ Alternative face learning is not allowed.

100%
learning options to continue teach-

ing and learning when face-to-face 2.2 All schools with reported fail-
ures during DMEA supervised and
learning is not allowed.
given assistance.
100%
100%
100%
100%
100%
100%
100%
100%
2.2 Conduct Intensive instructional

100%
2.3. All school heads upskilled on

supervision for schools with report-
instructional leadership in the new
ed failures during DMEA. normal set-up.
2.3. Build capacity of school heads 2.4. All supervisors upskilled on
50%
50%
on instructional leadership in the instructional leadership in the new

new normal set-up. normal set-up.
2.4. Capacitate supervisors on in- 2.5. All private schools monitored.
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
structional management.
2.5. Monitor the private schools on

K to 12 implementation.
3. To lead 3.1. Analyze the Most Essential 3.1.Each MELC analyzed and teac
in ensuring Learning Competencies (MELC) vis- categorized as to learning delivery hers
20%
30%
50%
and
compliance to a-vis the learning modality. modality.
lear
quality stan- ners
dards. thro
3.2. Monitor implementation of Most 3.2. All MELCs of the different ugh
100%
100%
100%
100%
100%
100%
100%
100%
Essential Learning Competencies learning areas covered/ taught from the
(MELC) by learning area. quarters 1 to 4. land
ing
100%
100%
100%
100%
100%
100%
100%
100%
3.3. Monitor the utilization of ADM 3.3. All ADM melC-based modules port
MELC-based modules by learning utilized. al
area
20%
20%
20%
20%
20%
3.4. Conduct webinar-orientation 3.4. Identified teachers/ develop-
for e-assessment tool developers in ers upskilled in e-assessment tool
coordination with HRD and SMME. development.
3.5. Conduct needs-based and 3.5. All identified teachers trained/
PMIS-based PPAs curriculum re- upskilled based on needs.
lated webinars, teleconferences in
20%
30%
50%
50%
50%
coordination with HRD and SMME.
• ELLN Digital
• Math
• Campus Journalism
• EPP/TLE/TVL
• Filipino, English, MAPEH, EsP,
Science, AP
To manage the 6.1 SPED 6.1 Gifted and LSENs classes mon-
existing inclu- itored.
sive education 6.1.a.) Monitor the online class of
100%
100%
100%
100%
100%
100%
100%
and special gifted learners.
program:
6.1.b.) Monitor the blended class of
• SPED
the LSENs.
• ALS
• SPJ
• IPED
10%
15%
20%
30%
25%
0%
5%
• SSES
• SPA
• SPS 50%
50%
6.2. SPJ - Monitor and provide tech- 6.2 Increased number of learner
nical assistance in the implementa- participants and improved perfor-
tion of SPJ through face-to-face and mance of SPJ learners.
online bases.
6.3 ALS 6.3.a All mapped ALS learners
6.3.a.) Monthly tracing/tracking of enrolled.
ALS enrollment online.
6.3.b.) Monitor the online class of 6.3.b 27 LCs with online classes 1 1
ALS facilitators monitored.
6.3.c.) Face-to-face class of ALS 6.3.c 20 LCs with face-to-face class-
facilitators through online. es monitored.
6.3.d.) Research on the tracing of 6.3.d.Approved research proposal
ALS graduates (2010-2017) through conducted
blended mode of data gathering.
50%
50%
40%
Develop contex- 7.1. Prepare inventory of available 7.1. updated Inventory of available
60%
tualized LRs. Division Quality Assured Learning Division quality assured learning re-
Resources. sources per learning area, per grade
50%
50%
40%
level, per competency and code

60%
using the MELC, and per quarter

7.2. Conduct Webinar workshop 7.2. MELC-based ADM modules by
on the development of MELC-based learning area developed.
50%
50%
40%
60%
ADM modules by learning area.

7.3. Quality assure MELC-based 7.3. Quality assured LRs in the
ADM modules and other Learning different learning areas
Resources
7.4. Upload quality assured ADMs 7.4. Contextualized Learning Re-
and LRs in landing portal of the sources in all learning areas made
SDO. available and accessible to Benguet
100% 100%
100%

7.5. Conduct webinar-workshop in 7.5. Identified teachers upskilled in
50%
40%
60%
50%
the development of ADM modules in ADM module development (pool of

all learning areas. LR developers by learning area).
7.6. Conduct webinar-orientation 7.6. Identified teachers upskilled
50%
50%
for LR evaluators by learning area in in evaluating LRs (Core/pool of LR

coordination with HRD and SMME. evaluators/ ARB by learning area).
7.7. Conduct of webinar-workshop 7.7.a Identified teachers upskilled
on the digitization of LRs and prepa- in digitization of LRs
ration of e-books.
7.7.b E-books prepared.
7.8. Conduct of webinar-orientation 7.8. Identified teachers and school
100%
on how to download LRs from the heads oriented on how to down-

Division landing portal. load LRs from the Division landing
portal.
8. To supervise 8.1. Monitor and provide TA to 8.1. No. of schools monitored and
implementation schools on innovations aligned to provided with TA on innovations
of innovative IYAMAN. aligned to IYAMAN.
practices.
KRA 3. Human Resource Management and Development 1. 1.1. Re-orient school 1.1. 100% of school
Ensured heads/ heads and
complianc Master Teachers on Master Teachers re-
e to the use of oriented
updated IPCRF Data
EXPECTED RPMS; Collection
OBJECTIVES ACTIVITIES System as given by
the Central
RESULTS
Office for one-time
calibration of
School-based
personnel perfor-
mance.
1.2. Check RPMS submission 1.2. 2019-2020 IPCRF/OPCRF Monthly Monitoring of Expected Results
thru the PMT secretariat for the Rating of all School-based Person-
assessment of IPCRF/ OPCRF of nel checked and recorded. 2020 2021
all SDO Personnel.
1.3. Provide technical assistance 1.3. All schools provided with
OctoberNovemberDecemberJanuaryFebruaryMarchApril
September
to schools on their planning for TA and were monitored on their
August
March
their IPCRF / OPCRF planning for 2020-2021 IPCRF /
April
June
May
July
OPCRF monitored
1.4. Conduct PMT review, adjust- 1.4. Quarterly review of RPMS
ment, coaching, and rating for Cycle for SDO personnel
SDO Personnel
15%
15%
15%
15%
15%
25%
*IPCRF Rating and MOVs ready for
evaluation by January 2021
*OPCRF and MOVs of SDS ready

for compilation
2. Supervised 2.1. Conduct comparative review 2.1. 2020-2021 CAR/RQA ap-
15%
15%
15%
15%
15%
25%
the Recruit- for teacher applicants (RQA) in proved
ment, Selection, preparation for filling up of new
and Placement teacher items to be given by CO
for newly creat- in the division.
15%
15%
15%
15%
15%
25%
ed teaching and
non-teaching
plantilla posi-
tions
15%
15%
15%
15%
15%
25%

3. Implemented 3.1 Conduct training – work- 3.1 90%-100% teachers capacitat- program
3.2. Conduct 3.2 All MELC-based
the 2020 HRMD shops for teachers on LR devel- ed on the use of various modalities
webinar-workshop Learning
opment and various modalities of of learning and teaching delivery. on digitization of modules and
Plan learning mod- assessment tools
delivery: ules and assessment that can be converted
Designing Multimedia Instruc- tools using to digital
tional Materials (creating videos, OER and
digital stories) productivity tools format.
3.3. Upskill school 3.3 90% - 100% of
Blended Learning/ Flipped
heads, super- expected partic-
Classroom visors and other
c. Online learning platforms/ related-teaching ipants were upskilled
virtual classroom (Edmodo, Moo- personnel on the new
dle, Nearpod, Google Classroom, normal
Blackboard, FB) modalities of
teaching-learning,
Online and offline digital tools/
instructional
apps (downloading from landing leadership and oth-
portal or from other sources, er 21st century skills
utilization of LRs, others) 3.4. Monitor 3.4 Inventory of
ADM Modules personnel enrolled teachers who have
Development of class learning
in MOOCs and other online completed online courses/ MOOCs
courses (especially those that and were given certificate of recog-
address employees’ competency nition.
needs)
3.5. Identify Potential Partners, 3.5 Memorandum of Agreement
such as Universities and other signed and implemented.
learning centers, that are open
to offering On-site and/or on-
line Crash Courses especially to
70%
30%
teachers in the far-flung areas.
3.6. Conduct webinars on the 3.6. Online training/ webinars
following content to ensure pre- conducted on mental health and
paredness/ readiness and resil- other related topics.
iency to the new normal:
a. mental health
b. Health and safety precautions
to prevent the further transmis-
sion of COVID-19.
c. Psychological First Aid during
this pandemic
15%
15%
15%
15%
20%
20%
d. Financial Literacy
e. data-privacy and data literacy
f. Child protection and cyber
bullying, and cyber safety
20%
20%
20%
15%
15%
10%
g. home schooling, home study,
distance learning, blended learn-
ing
3.7. Capacitate School Heads, 3.7. Documented creative/best
ICT Coordinators, potential practices and innovations of
teachers on documentation of Schools
innovations, creative and best
practices.
3.8. Conduct webinar/orienta- 3.8. All school Heads were orient-
tion to School Heads (Disbursing ed and properly guided
Officers) on the updates on the 1 1 1
utilization of School MOOE
1 1 1 1 1 1 1 1
1 1 1 1
100%

4. Implements 4.1. Expand the scope of the R 4.1. Contextualized Policy on R&R, welfare and R to include addendum to DM
program the following: 078, s. 2020
for personnel a. engagement of teachers on the Inventory of awardees
preparation of LRs
b. Coaching/ mentoring of
co-teachers on ICT
c. creativity and resourcefulness
on the development of IEC ma-
terials and implementation of
advocacy
d. Self-initiative of teachers and
other personnel to upskill them-
selves and be able to be effective
and efficient in this new normal
set-up.
4.2 Receive required documents 4.2 processed all received docu-
online (leaves, step increment, ments on time
return to duty, etc) for processing
4.3 Render continuous technical 4.3. Monthly technical assistance

assistance to all clients through rendered to all clients
our FB (SDO-Benguet Personnel
Section) page and section/unit
email account thru but not lim-
ited to uploading of forms (Form
6, Return to Duty, etc)
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
□□□□□□□□□□□
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
KRA 4. Building Partnerships and linkages

2020 2021
MayJuneJulyAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchApril
March
April
1. Ensured sustainable 1.1. Provide Remote and/or Face- 4.2. All learners and affected personnel
partnership with stake- to-face Psychological First Aid during disaster were provided with PFA
holders (PFA) and Psychosocial Support
(PSP) to affected learners and
DepEd personnel
1.2. Conduct of Evaluation Meet- 100% Attendance and Participation of

ing and Debriefing Session for PSP and PFA Providers (Guidance Coun-
Psychosocial Support and Psycho- selors, YF Coordinators and Nurses) logical
First Aid Providers dubbed 6 Meetings and debriefing sessions con- 2 2 2
as, “Kamustahan via Telecon” ducted (twice per month)
6 Accomplished and submitted minutes
of the meeting to the DQRRT Team
1.3. Conduct risk assessment 1.3 All schools assessed on their risk
of schools in coordination with susceptibility as guide in the implemen-
PNP, Barangay and municipal tation of flexible learning options
50%
25%
25%
LGU (MHO, LRRMO) in ensuring
the general and health safety of
learners and personnel
1.4. Coordinate with existing 1.4. One (1) menu of investments/
NGO/CSO/private partners for clustered needs of schools and learners
the provision of identified needs of advocated
schools to ensure learning conti-
nuity and safe return to schools:
-Smart MOA / MOU / DOD
-Aboitiz

-Philex Mining Corp.
-Phil. Red Cross-Benguet Chapter
1 1 1 1
-PTA
-Alumni Associations
1.5. Implement flagship partner- 1.5. 3 MOAs drafted or DODs completed
ship programs
-Brigada Eskwela 1 1
-DRRM
1.6. Coordinate with partner 1.6. Coordinated with 4 or more partners

organizations for the provision of -BeGH
clinical services to affected learn- -Red Cross 1 1 1 1 1 1 1 1
ers and DepEd personnel due to -MHUs
COVID-19 pandemic -BHUs
1.7. Advocate results of opportu- 1.7.
nities 1 recognition ceremony
1
2 publications issued
1 LCP publication distributed
1.8. Post and share relevant and 1.8 Postings per Week (total of 96 Post-
updated information in the DepEd ings)
Tayo Benguet
1.9. identify knowledge source for 1.9. identified at least 5 knowledge
1 1 1 1 1 1 1 1
internal and external stakeholders source
1.10. Coordinate with the Provin- 1.10. SEF budget allocation shall have
cial School Board on the utili- been re-aligned to respond to the needs
zation of the Special Education of the new normal learning and teaching
Fund
expenditure e.g IPED,

KRA 5. Resource Management HRD, DRRM,
Multigrade, etc
Ensured proper 1.1 Countercheck schools’ MOOE 1.1. Inventory of schools responsive to the new normal
use of funds liquidations for the months of Jan- and are qualified for MOOE downloading for the month.
and resources at uary to April 2020 versus targets/ 1.2. Schools report on nonresponsive pro-curement
division office, SOB and WFP if these are respon- submitted to the management for technical assistance.
schools and sive with the necessities of the new 2.1. Report of additional schools with bank accounts
learning centers normal
2.1 Provide TA to schools without 3.1. Submitted liquidation reports
bank accounts and/or schools with
no MOOE downloaded.
3.1 Provide technical assistance to 4.1 Status of MOOE downloaded per school per
schools with no liquidation reports district
for more than 60 days.
4.1 Validate status of school MOOE
and balances, recommend realign-
ment of funds or revision of WFP,
if necessary to be responsive to the 5.1 Updated Subsidiary Ledgers per ob-ject of expenditure
needs of the new normal school per school per district
setup
5.1 Monitor reporting of school
MOOE liquidation per object of
expenditure (travel, office supplies, 6.1 100% fund utilization at yearend
mobile exp, etc) and provision of TA
as necessary
6.1 Coordinate with program own-
ers regarding their programs, proj-
ects and activities (PPAs) for update
and status relative to funding and
March
April
May
June
July
2020
August
September
October
November
December
January
Febraury
2021
March
April
7.1 Implement accounting and 7.1 NCA fully disbursed within its validity
auditing rules for the payment of (quarterly)
valid claims/payables and obliga-
tions of the office
8.1 Submit all required financial 8.1 Financial reports submitted on time
reports
Updated PPEI 1.1 Update and tally report of PPE 1.1 Updated physical count of property,
in Division and of schools and division office with plant and equipment in the division office
schools the PPLC and schools.
a. ICT equipment a. ICT
b. School Buildings
c. Furniture and Fixtures
d. Vehicles
e. Condemned PPE
b. School Buildings
c. Furniture & Fixture
d. Vehicles
e. Condemned PPE
f. Supplies and materials
2.1 Provide TA in the accomplish- 2.1 All schools monitored and provided
ment of Stock Cards, RPCPPE, TA in partnership with School Bookkeep-
RCPI, IAR, Condemnation of School ers
Buildings and Equipment, IIRUP

REFERENCES
DepEd Memorandum No. 11, s. 2020 Re: Creation of a Task Force for the Management of the Department of
Education Response to Novel Coronavirus Active Respiratory Disease (February 2020)
DepEd CAR Regional Memorandum No. 113, s. 2020 Re: Guidance to Schools Divsion offices on the Preparation of
Pro-posed Learning Continuity Plans (April 28, 2020)
SDO Benguet Division Memorandum no. 079 s. 2020 Re: Composition of the Schools Division of Benguet Public
Service Continuity Planning Committee (April 06, 2020)
Alternative Teaching and Learning Delivery Modes in the Schools Division of Benguet: A Descriptive Study conducted
by Benilda M. Daytaca, EDD, CESO VI with the field research team (April 2020).
Schools Division of Benguet Schools Readiness Form for Teaching and Learning in the New Normal (April 2020).
Schools Division of Benguet Personnel Work From Home Survey on Productivity and Performance (April 2020).
Ensuring Education Continuity and Adapting to the New Normal: The DepEd Response Plan on COVID-19 (Firsst
Consoli-dated Draft, 20April 2020).
Ensuring Education Continuity and Adapting to the New Normal: The DepEd Response Plan on COVID-19 (Firsst
Consoli-dated Draft, 01 May 2020).
Ensuring Education Continuity and Adapting to the New Normal: The DepEd Administration Strand’s Proposals and
Prepa-rations.
Proposed Learning Continuity Plan During the COVID-19 Perios (Curriculum and Instruction Strand), April 21, 2020 by
Usec for Curriculum and Instruction Diosdado M. San Antonio.

This Learning Continuity Operational Plan of the Schools Division of Benguet was prepared and made possible by the Leadership of
the Schools Division Superintendent, BENILDA M. DAYTACA, EDD, CESO VI together
with the comprehensive contribution of the Schools Division of Benguet Personnel consisting of the members of the Division Task
Force for COVID-19 Pandemic (DRRM Team/ DQRRT) coming from the Office of the Schools Division Superintendent, the
Curriculum Implementation Division, and the School Governance and Operations Division.

APPENDICES
I. MOST ESSENTIAL LERNING COMPETENCIES IN MATHEMATICS PER QUARTER
A. Analysis of the Most Essential Learning Competencies in Mathematics Per Quarter

Instruction: Assess the learning competencies per quarter based from the guide below:
1-Number of competencies that can be delivered online, modular, print or digitized materials and applicable from home schooling
or home study, with little to no supervision from parents or adult or brother or sister.
2-Number of competencies that can be delivered online, modular, print or digitized materials and applicable from home schooling
or home study, needing enough supervision from parents or adult or brother or sister.
3-Number of competencies that needs demonstration lesson and can only be learned with video materials and with little to no
super-vision from parents and adults.
4-Number of competencies that needs demonstration lesson and can only be learned with video materials and with needing
enough supervision.
5-Number of competencies that can be taught only at a face to face teaching and learning.
Number of Competencies Per Quarter Based from the 5 Indicators TOTAL

COMPETENCIES
Total
Grade
Level Quarter 1 Quarter 2 Quarter 3 Quarter 4 PER INDICATOR
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Grade 1
2 6 0 0 2 0 6 0 0 2 0 10 0 0 2 0 4 0 0 3 0 26 0 0 7 33
Grade 2
0 10 0 0 5 0 9 0 0 1 0 11 0 2 1 0 12 0 2 1 0 42 0 2 8 52
Grade 3
5 9 0 0 3 6 6 0 0 2 5 8 0 0 0 4 5 0 0 5 20 28 0 0 10 58
Grade 4
4 7 0 0 5 5 11 0 0 2 5 11 0 0 2 3 6 0 0 6 17 35 0 0 15 67
Grade 5
2 11 0 0 3 6 10 0 0 3 6 13 0 0 5 5 8 0 0 5 19 41 0 0 16 76
Grade 6
0 9 0 0 8 3 11 0 0 2 4 9 0 0 2 0 5 0 0 7 7 34 0 0 19 60
Grade 7
1 10 0 0 3 0 12 0 0 3 1 6 0 0 4 1 6 0 0 4 3 34 0 0 19 56
Grade 8
1 11 0 0 6 3 12 0 0 1 0 6 0 0 2 0 7 0 0 4 4 37 0 0 13 54
Grade 9
2 10 0 0 3 2 10 0 0 0 1 6 0 0 6 0 5 0 0 1 5 31 0 0 10 46
Grade 10
0 11 0 0 1 0 10 0 0 2 0 6 0 0 4 0 4 0 1 1 0 31 0 1 8 40
Total
17 105 0 0 39 25 97 0 0 16 22 76 0 0 28 13 62 0 2 37 75 339 0 3 125 542
Senior High School

Number of Competencies Per Quarter
TOTAL COMPETENCIES
Learning Based from the 5 Indicators Total
PER INDICATOR
Area Quarter 1 Quarter 2
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Gen. Math 4 20 0 0 5 6 18 0 0 5 10 38 0 0 10 58
Statistics 2 15 0 1 10 4 8 0 7 8 6 23 0 8 18 55
Prepared by:
WIFRED C. BAGSAO, PhD
EPS-Mathematics

B. Analysis of the Most Essential Learning Competencies in Filipino Per Quarter
1. Number of competencies that can be delivered online, modular, print or digitized materials and applicable from home
schooling or home study, with little to no supervision from parents or adult or brother or sister.
2. Number of competencies that can be delivered online, modular, print or digitized materials and applicable from home
schooling or home study, needing enough supervision from parents or adult or brother or sister.
3. Number of competencies that needs demonstration lesson and can only be learned with video materials and with
little to no supervision from parents and adults.
needing enough supervision.
5. Number of competencies that can be taught only at a face to face teaching and learning.
Number of Competencies Per Quarter TOTAL
Total
COMPETENCIES PER
Based from the 5 Indicators
Grade INDICATOR
Level Quarter 1 Quarter 2 Quarter 3 Quarter 4
49
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
36
Grade 1 0 5 0 0 7 0 8 0 0 5 0 7 0 0 5 0 8 0 0 5 0 28 0 0 21
56
Grade 2 0 5 0 0 3 0 6 0 0 3 0 6 0 0 3 0 8 0 0 2 0 25 0 0 11
107
Grade 3 2 8 0 0 4 2 9 0 0 3 1 11 0 0 2 1 12 0 0 1 6 40 0 0 10
50
Grade 4 7 16 0 0 4 9 19 0 2 1 5 14 0 0 3 0 18 0 2 7 21 67 0 5 14
40
Grade 5 3 5 0 0 0 0 6 0 2 2 6 8 0 2 1 2 9 0 2 2 11 28 0 6 7
47
Grade 6 3 5 0 1 1 6 5 0 0 0 5 4 0 1 0 2 6 0 1 0 16 20 0 3 1
76
Grade 7 4 8 0 2 0 2 8 0 0 0 3 7 0 1 0 6 4 0 2 0 15 27 0 5 0
104
Grade 8 5 10 0 1 1 7 8 0 1 1 10 10 0 4 0 11 6 0 1 0 33 34 0 7 2
136
Grade 9 20 5 0 2 0 25 3 2 1 3 13 4 0 2 1 18 1 2 1 1 76 13 4 6 5
701
Grade 10 30 1 2 1 1 36 0 1 0 1 24 0 6 0 1 29 0 3 0 0 119 1 12 1 3
Total 75 68 2 7 21 87 62 3 6 19 67 71 6 10 1`6 69 72 5 9 18 298 283 16 33 74
Prepared by:
MACARTHY B. MALANES
EPS-Filipino

C. Analysis of the Most Essential Learning Competencies in Edukasyon sa Pagpapakatao (EsP) Per Quarter
1. Number of competencies that can be delivered online, modular, print or digitized materials and applicable from
home schooling or home study, with little to no supervision from parents or adult or brother or sister.
2. Number of competencies that can be delivered online, modular, print or digitized materials and applicable from
home schooling or home study, needing enough supervision from parents or adult or brother or sister.
needing enough supervision.
Number of Competencies Per Quarter Based from the 5 Indicators TOTAL
Total
COMPETENCIES
Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4
PER INDICATOR
38
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
46
Grade 1 0 0 0 2 3 0 1 0 4 1 0 1 0 1 3 0 0 0 3 0 0 2 0 10 7
33
Grade 2 0 0 0 0 5 0 0 0 1 7 0 2 0 1 5 0 0 0 0 2 0 2 0 2 19
26
Grade 3 0 0 0 0 5 0 4 0 0 0 0 0 0 0 6 0 0 0 0 2 0 3 0 0 13
54
Grade 4 0 0 0 1 3 0 0 0 0 4 0 0 0 0 4 0 0 0 0 1 0 0 0 1 12
24
Grade 5 0 4 0 1 2 0 4 0 3 1 1 1 0 1 7 0 0 0 0 2 1 9 0 5 12
88
Grade 6 2 1 0 0 0 0 0 0 0 2 0 2 0 0 4 0 0 0 0 1 2 3 0 0 7
104
Grade 7 0 12 0 0 0 0 16 0 0 0 0 8 0 0 0 0 8 0 0 0 0 44 0 0 0
106
Grade 8 4 13 0 0 0 0 15 0 0 0 1 7 0 0 0 1 10 1 0 0 6 45 1 0 0
114
Grade 9 1 15 0 0 0 0 16 1 0 0 3 9 0 0 0 0 8 0 0 0 4 48 1 0 0
633
Grade 10 3 13 0 0 0 3 13 0 0 0 13 0 0 0 0 12 0 0 0 6 51 0 0 0
Total 10 58 0 4 18 3 69 1 8 15 5 43 0 3 29 1 38 1 3 8 19 207 2 18 70
Prepared by:
ERLINDA C. QUINUAN
EPS- Values Education

D. Learning Competency in English Per Quarter
Instruction: Assess the Learning Competencies per quarter based from the guide given:
1. Number of Competencies that can be delivered online, modular, print or digitized materials and applicable from
home schooling or home study, with little to no supervision from parents or adult or brothers or sisters.
2. Number of Competencies that can be delivered online, modular, print or digitized materials and applicable from
home schooling or home study, needing enough supervision from parents or adult or brothers or sisters.
3. Number of Competencies that needs demonstration lesson and can only be learned with video materials and with
4. Number of Competencies that needs demonstration lesson and can only be learned with video materials and needing
supervision from parents and adults.
5. Number of Competencies that can be taught only at a face to face teaching and learning.
Competencies Per Quarter Based from the 5 Indicators
GRADE
Quarter 1 Quarter 2
LEVEL
1 2 3 4 5 1 2 3 4 5
Grade 1
Grade 2 3 7 0 7 7 4 18 0 13 18
Grade 3 4 10 0 6 10 2 3 0 1 6
Grade 4 0 0 0 7 7 2 0 0 2 4
Grade 5 1 0 0 2 3 0 0 0 4 4
Grade 6 2 2 0 1 3 1 0 0 0 3
Grade 7 6 4 0 1 6 4 3 0 0 2
Grade 8 2 3 0 0 2 3 3 0 5 7
Grade 9 3 3 0 0 1 1 1 0 0 1
Grade 10 5 5 0 0 0 6 5 0 0 5
GRADE Competencies Per Quarter Based from the 5 Indicators

LEVEL Quarter 3 Quarter 4
1 2 3 4 5 1 2 3 4 5
Grade 1 0 6 0 o 6 0 6 0 0 6
Grade 2 4 18 0 13 18 3 7 0 0 7
Grade 3 5 11 0 2 16 8 7 0 4 9
Grade 4 2 2 0 5 7 2 2 0 6 4
Grade 5 1 1 0 2 3 0 0 0 2 3
Grade 6 0 0 0 0 2 0 0 0 2 2
Grade 7 3 1 0 2 6 5 5 0 0 6
Grade 8 0 0 0 2 2 3 3 0 1 3
Grade 9 2 2 0 0 0 2 2 0 0 0
Grade 10 3 3 0 0 3 5 4 0 0 1
Prepared by:
FRANCIS F. PECKLEY
EPS-English
E. Most Essential Learning Competencies (MELCs) in Araling Panlipunan
Instruction: Assess the learning competencies per quarter based from the following indicators:
1. Number of competencies that can be delivered online, modular, print or digitized materials and applicable
from home schooling or home study, with little to no supervision from parents or adult or brother or sister.
2. Number of competencies that can be delivered online, modular, print or digitized materials and applicable
from home schooling or home study, needing enough supervision from parents or adult or brother or sister.
3. Number of competencies that needs demonstration lesson and can only be learned with video materials
and with little to no supervision from parents and adults.
4. Number of competencies that needs demonstration lesson and can only be learned with video materials
and with needing enough supervision.
Numbers of Competencies Per Quarter Based from the 5 Indicators
Grade
Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL
Level
COMPETENCIES
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Quarters 1 to 4
Grade 1 1 7 2 1 4 1 2 3 5 3 29
Grade 2 4 3 1 2 2 3 5 4 3 1 28
Grade 3 2 7 5 1 2 2 5 4 3 31
Grade 4 3 1 1 2 2 3 2 1 2 5 22
Grade 5 1 5 2 2 1 2 2 4 19
Grade 6 1 4 1 1 7 1 1 2 4 1 3 26
Grade 7 3 2 1 1 5 5 1 3 5 4 30
Grade 8 1 2 1 2 3 3 2 4 4 2 24
Grade 9 6 2 3 6 8 1 26
Grade 10 4 1 3 2 2 2 2 16
Learning Continuity Plan (LCP) On Learning Competencies SHS – Core Subjects Per Semester based from MELCs
Numbers of Competencies Per Semester Based

Senior High School from the 5 Indicators TOTAL
Core Subjects Semester COMPETENCIES
1 2 3 4 5
Personal Development 5 20 0 1 6 32
Introduction to Philosophy of Human Person 13 5 0 0 4 22
Understanding Culture, Society & Politics 3 5 0 0 4 12
Learning Continuity Plan (LCP) On Learning Competencies Per Semester based from CG 2016 in SHS - HUMSS Strand Applied
Subjects
Numbers of Competencies Per Semester Number of Compe-
SHS – HUMSS APPLIED SUBJECTS Based from the 5 Indicators tencies based on CG
1 2 3 4 5 2016
Trends, Network & Critical Thinking 27 13 4 0 0 44
Discipline in Social Science 4 17 0 0 0 21
Discipline in Applied Social Science 2 26 4 0 0 28
Phil. Political & Government 13 21 3 9 6 52
World Religion 17 6 5 0 2 30
Prepared by:
ROSE N. ANAPEN
AP Coordinator
F. ANALYZED LEARNING COMPETENCIES IN EPP-TLE (GRADE 4-6)
Number of Competencies Per Quarter Based
TOTAL COMPETENCIES PER TOTAL
from the 5 Indicators
Grade Level INDICATOR
QT 1 (ICT) QT 2 (AGRI) QT 3(H.E) QT 4 (IA)
1 2 3 4 5 1 23 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
GRADE 4 0 3 0 8 10 1 8 0 9 1 3 8 2 7 4 0 4 0 7 3 4 23 2 31 19 79
GRADE 5 0 4 0 10 5 0 5 0 13 3 0 8 0 16 9 0 3 0 15 5 0 20 0 54 22 96
1
GRADE 6 0 4 0 5 6 0 30 7 5 0 1 0 2 7 0 2 0 12 9 0 10 0 36 27 73
ANALYZED LEARNING COMPETENCIES IN EPP-TLE (Grade 7-8)

Exploratory Course
Number of Competencies Per Quarter TOTAL COMPETENCIES PER

Grade Level TOTAL
Based from the 5 Indicators INDICATOR
QT 2 QT QT 4
QT 1 (ICT-CSS AGRI-Aqua-Culture 3(H.E-cookery (IA-Carpentry) 1 2 3 4 5
1 1 1 9
GRADE 7 8 6 0 5 0 4 0 10 2 0 2 09 9 0 4 09 2 8 6 0 33 38 0
Number of Competencies Per Quarter TOTAL COMPETENCIES PER

Grade Level TOTAL
Based from the 5 Indicators INDICATOR
QT 4
QT 1 QT 2 QT 3
(ICT-Techni- (Food Fish (H.E-Front (IA-Shielded 1 2 3 4 5
Metal Arc
cal Drafting) Processing) Services)
Welding)
1
GRADE 8 2 14 1 12 5 2 5 2 19 15 0 3 0 7 6 0 2 0 8 9 2 22 3 46 45 118
TOTAL
Number of Most Essential Leanring Competencies per Training Regulation
Grade Level 9-12 COMPETENCIES TOTAL
Based from the 5 Indicators
PER INDICATOR
(Industrial Arts) 1 2 3 4 5
CARPENTRY NC2
(640 Hours)9-12 4 12 0 6 6 4 12 0 6 6 28
Masonry NC2 (160

1 5 5
Hours)-Grade 9-12 5 10 5 8 7 5 20 0 8 7 90
Automotive NC1
2 9 2 9
(640 Hours)-grade 15 17 15 8 4 15 17 15 8 4 180
9-12
(ICT)
Illustration NC2-160
2 2
Hours (Grade 9-12) 12 12 0 9 4 12 12 0 9 4 94
Computer System
Servicing NC2 (640
Hours)-Grade 9-12 0 35 0 20 50 0 35 0 20 50 105
AGRICULTURE
Agi-Crop Production
1 3 1 3
NC2 (320 hours)- 6 10 5 5 1 6 10 5 5 1 77
Grade 9-10
HOME ECONOMICS
Cookery NC2 ( 320

Hours)-Grade 9-10
can be offer in Grade 0 8 0 25 85 0 8 0 25 85 118
11
Prepared by:
Samuel AyangdAN
EPS

G. LEARNING CONTINUITY PLAN IN MAPEH
AN ANALYSIS ON THE MOST ESSENTIAL LEARNING COMPETENCIES(MELC) PER Quarter/by Grade level
COMP. AREA & Grade
Level: P.E.1 P.E.2 P.E.3 P.E.4 P.E.5 P.E.6
week/ LC LC LC week/ LC week/ LC LC
Grouping/Indicators
QTR No. No. No. QTR No. QTR No. No.
1. Number of Competen- WK3-4
1 Q1 3 Q1 1
cies that can be delivered Q1
online/ modular /print

WK5-6
or /digitized materials 2 4 Q2 1
Q1
and applicable for home
WK1-2
schooling or home study: 1 Q2 3 Q3 1
Q3
with little to supervission WK6-8
2 4
from parent or Adult or Q4
older brother or sister WK6-8

4 Q3 2
Q4
3
Q4 2
3
Total
5 8 3
2. Number of Competen-cies that can be
delivered online/modular /print or WK3-5
/digitized materials and applicable for 1 Q1 1 Q1 2
home schooling or home study: needing Q2
enough supervi-sion
WK6-8
2 2 Q2 10
Q2
WK6-8
3 Q2 1 Q3 16
Q2
WK7-8
3 2
Q1
WK3-8
2 5 Q4 21
Q3
WK3-5
1 Q3 1
Q4
Q4 1
4
Total 6 8 4
3. Number of competencies WK7-8
4 Q1 4
that needs demonstration Q1
lesson and can only be 8
learned with a video mate-

Q2 14
rials and with little to no Q3 17
supervision from parents
or adults 18
Q4 23
24
Total 1 0 7 0 0 0
4. Number of competencies WK 2-8 wk2-8
Q4 21 Wk 4 3 3
that needs demonstration Q1 Q1
lesson and can only be Wk 2-8 WK 2-8 wk2-8

2 3 7
learned with a video mate- Q2 Q2 Q2
rials and Needing enough

WK3-8 WK 2-8 wk2-8
supervision 2 3 11
Q3 Q3 Q3
WK1-7 WK2-8 wk2-8
3 2 14
Q4 Q4 Q4
Total 1 0 1 4 4 4
5. Number of Competencies WK3-5 Wk 1
1 1
that can be taught only Q1 Q1
at face to face teaching WK3-5

and learning activity Q2 2
(mostly here might be TLE/

WK6-8
EPP) 3
Q2
WK3-8
4
Q3
WK3-8
Q3 4
Total 5 0 0 1 0 0
Total no. of Competencies 13 16 15 4 4 4

G. LEARNING CONTINUITY PLAN IN MAPEH
AN ANALYSIS ON THE MOST ESSENTIAL LEARNING COMPETENCIES(MELC) PER Quarter/by Grade level
COMP. AREA & Grade Level: HEALTH 7 HEALTH 8 HEALTH 9 HEALTH 10 HEALTH 11 HEALTH 12
week/ LC week/ LC week/ LC week/ week/ week/
Grouping/Indicators LC No. LC No. LC No.
QTR No. QTR No. QTR No. QTR QTR QTR
1. Number of Competen- Wk 3-4 W1-W2/

7 Wk1Q1 1 W1/Q1
cies that can be delivered Q1 Q1
Wk 5-7 W2-W4/
online/ modular /print 6 WK1Q2 1 W3/Q1
Q1 Q1
or /digitized materials
WK5- W5-W6/
and applicable for home Wk 1 Q2 1 10 W4/Q1
6Q2 Q1
schooling or home study: Wk 4-6 WK5- W7-W8/ W5-W6/
4 13
Q2 6Q2 Q1 Q1
with little to supervission Wk 4-6 W7-W8/
5 WK1Q3 1 W1/Q2
from parent or Adult or Q2 Q1
Wk 4-6 WK6-
older brother or sister 7 3 W2/Q2 W1/Q2
Q2 8Q3
Wk 1-3 W2-W3/
1 WK1Q4 9 W3/Q2
Q3 Q2
Wk 1-3 WK2- W4-W5/

2 1 W4/Q2
Q3 3Q4 Q2
WK4- W5-W6/
Wk 3 Q3 6 3 W1/Q3
5Q4 Q2
W7-W8/ W2-W3/
Wk 3 Q3 7 5
Q2 Q3
Wk 4-5 W4-W5/
10 W1/Q3
Q3 Q3
Wk 6-8 W2-W3/ W1-W2/

13
Q3 Q3 Q4
Wk 2-4 W4-W5/ W3-W4/

2
Q4 Q3 Q4
Wk 7-8 W6-W8/
5
Q4 Q3
W1-W4/
WK 5 Q3 7
Q4
W5-W8/
WK1Q4 1
Q4
WK1Q4 2
WK2Q4 3
Total 18 10 16 13
2. Number of Competen- Wk1Q1 2 WK1Q1 3

cies that can be delivered WK3-
3 6
online/modular /print Wk1Q1 4Q1
Wk2Q1 4 WK2Q2 5
Wk8- WK3-
or /digitized materials
and applicable for home 11 6
10Q1 4Q2
schooling or home study:
Wk8- WK5-
needing enough supervi- 13 8
10Q1 6Q2
sion
Wk2- WK7-
2 14
3Q2 8Q2
Wk4- WK7-
6 17
6Q2 8Q2
Wk1- WK7-
3 16
3Q3 8Q2
Wk1-
4 2
3Q3 WK1Q3
Wk4- WK4-
8 6
5Q3 5Q3
Wk4- WK6-
11 7
5Q3 8Q3
WK6-
3 7
Wk5Q4 8Q4
Wk7-
6
8Q4
Total 14 12 0 0
3. Number of competen- Wk8- WK 2
12 4
cies that needs demonstra- 10Q1 Q1
tion lesson and can only be Wk6- WK 5-7
12 7
learned with a video ma- 8Q3 Q1
terials and with little to no WK 1
4 4
Wk6 Q4 Q2
supervision from parents
Wk WK 5-6
or adults 7 9
7-8Q4 Q2
WK 5-6
11
Q2
WK 6-8
8
Q3
WK 6-8
8
Q4
Total 4 7 0 0
4. Number of competen- Wk8- WK 3-4
14 4
cies that needs demonstra- 10Q1 Q1
tion lesson and can only be Wk7-
8 WK Q1 8
learned with a video mate- 10Q2
rials and Needing enough Wk4- WK 7-8
9 18
supervision 5Q3 Q2
Total 3 3 0 0
5. Number of Competen-
cies that can be taught
only at face to face teach-
ing and learning activity
(mostly here might be TLE/
EPP)
Total 0 0 0 0
Total no. of Competencies 39 32 16 13 0 0
Prepared by:
WARDEN A. BALTAZAR
EPS, MAPEH
II. ALTERNATIVE TEACHING AND LEARNING DELIVERY MODES IN THE SCHOOLS
DIVISION OF BENGUET: A DESCRIPTIVE STUDY
BENILDA D. DAYTACA, Ed.D., CESO VI
ABSTRACT
This descriptive research primarily aims to encapsulate collected school stakeholders’ re-sponses in relation to
employing alternative delivery modes of teaching and learning in the Schools Division of Benguet. As for the
participants of the study, purposive sampling was used. Since the study attempts to involve all primary school
stakeholders in the Schools Division of Benguet, all school heads, department heads, and teachers were requested to
answer the constructed online survey questionnaire. Besides, learners and parents in the Division were as well
encouraged to participate in answering the online survey-questionnaire. The researcher has used mixed method
research approach. In analyzing the responses of the participants, frequency count, percentage frequency and thematic
content analysis were employed. Findings of the study revealed that the respondents prefer that teaching and learning
exist as a product of collaboration between parents and the school institution making blended learning as their most
preferred teaching and learning delivery mode. Also, a great number of the respondents in all the districts indicate that
they are willing to provide some but not all necessary equipment for the alternative delivery modes of teach-ing and
learning. Finally, concerns of the school stakeholders with reference to alternative teaching and learning delivery
modes in the Schools Division of Benguet are encapsulated in four themes tagged as 4Cs namely: a) Connectivity,
b) Capability, c) Condition, and d) Constitution. With these, it is then recommended to consider by the
Schools Division Office the research results as bases for institution’s policy framing and Learning Continuity
Plan Development.
Keywords: descriptive, mixed method, alternative delivery mode, school stakeholders

III. REPORT ON LEARNING RESOURCES
UPDATE ON LEARNING MODULE DEVELOPMENT AND QUALITY ASSURANCE
# of Modules Submitted and

LEARNING AREA GRADE LEVEL TOTAL
Undergoing Division QA
Filipino Grades 1-6 42
Grades 7-10
Grades 11-12
7
6 } 55
MAPEH Grade 1-6 10
Grades 7-10
Grades 11-12
6
3 } 19
EPP/TLE Grade 1-6 1
Grades 7-10
Grades 11-12
2
} 3
Mathematics Grade 1-6 17
Grades 7-10
Grades 11-12
13
1 } 31
Araling Panliupunan Grade 1-6 12
Grades 7-10
Grades 11-12
8
3 } 23
Science Grade 1-6 20 (QA done) +55 =75
Grades 7-10
Grades 11-12
9 (QA done) +25 = 34
4 (QA done) + 12= 16 } 125
ESP Grade 1-6 6
Grades 7-10
Grades 11-12
5
} 11
English Grade 1-6 2
Grades 7-10
Grades 11-12
8
} 10
Kindergarten Kindergarten 4 (QA done) +5 = 9 9

TOTAL 286
TRAINED TEACHERS THROUGH WEBINAR (APRIL 2020 TO PRESENT) Number of
Teachers per District Trained in ADM Development (April and May as of May 18, 2020)
DISTRICT NUMBER OF TEACHERS

ATOK 46
BAKUN 50
BOKOD 43
BUGUIAS 85
ITOGON I 60
ITOGON II 53
KABAYAN 44
KAPANGAN 58
KIBUNGAN 50
LA TRINIDAD 106
MANKAYAN 79
SABLAN 44
TUBA 64
TUBLAY 60
TOTAL 842
Source: LRMD – CID
TRAININGS/WEBINARS FROM MARCH 16, 2020

Mental and Psychosocial support/ Resilience during this Pandemic 69
Online/Offline Learning Platforms (Technical)/ OER 74
Distance Learning/Blended Learning 107
Parents’ Role in Home study 11
Subject Matter/ Curriculum Contents 6
Teaching Approaches in Delivering Lessons in Online Learning Environment 21
Cyber safety 5
TOTAL 293
Source: HRD-SGOD

IV. EXCERPTS FROM PROPOSED LEARNING CONTINUITY PLAN DURING THE COVID – 19
PERIOD (CURRICULUM AND INSTRUCTION STRAND) – DIOSDADO M. SAN ANTONIO

Benguet Hymn
Dear land of mine underneath a starry sky,

So close to God where peace and love reign forever,
Up in the clouds float her breast that heave and sigh,
Her golden crown dazzles the mist in the air.
This is Benguet! Rose of the northern mountain.

May God keep her safe and forever free,
Land of the brave where no evil foot could wonder.
Hail to thee! Province of Benguet...
My own!
Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN

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Republic of the Philippines

W e thank the President for reiterating the national

CORDILLERA ADMINISTRATIVE REGION

Republic of the Philippines Department of

Office of the Schools Division Superintendent

Reasons to say ‘Iyaman’ amid Covid-19 pandemic

BENILDA M. DAYTACA, EdD, CESO VI

A OIC-Schools Division Superintendent

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page ii

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page iii

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page v

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 1

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 2

Research Results viv-a-vis School’s Readiness Report

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 3

“Varied to no educational background of parents”

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 4

“Computer literacy of everybody involved -not all

“Homeschooling is applicable for families with gadgets

A daunting concern with remote learning is on how

Some schools have shared how learning at home with

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 5

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 7

Globe / TM 71 65 124 62 46 66 142 110 111 134 55 159 57 1297

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 8

District Very Willing Willing Not Willing

Willing 1,736 253 174 7 2,170 1,564

Not Willing 63 35 15 0 113 80

Total 2,149 336 233 11 2,729 1,921

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 11

Basic Intermediate Advance Expert

BUGUIAS 123 279 54 9 4 469

ITOGON I 81 164 41 0 8 294

ITOGON 2 87 103 17 3 0 210

KABAYAN 50 134 27 0 1 212

LA TRINIDAD 218 338 104 2 31 693

TUBLAY 73 154 14 8 5 254

TUBA 107 143 61 6 25 342

TOTAL SP 1366 2055 513 39 166 4139

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 13

The level of readiness of school personnel were also asked

Furthermore, awareness of this data will pave way for further

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 15

Table 12 . School Personnel Information on Residential Location

With permanent residence within the municipal-

With permanent residence outside the munici-

With permanent residence located in Baguio

With permanent residence located in Baguio

With permanent residence located in La Union

With permanent residence located in La Union

With permanent residence located in Mountain

With permanent residence located in Mountain

With permanent residence located in Ilocos

With permanent residence located in Ilocos

Goes home every Fridays and come back

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 16

Under the DORP program, three modes of learning were

The ADMs/FLS are implemented in response to a variety