Basic Education-Learning Continuity Operational Plan (BE-LCOP) For S.Y. 2021-2022

Republic of the Philippines
Department of Education — Region III Central Luzon

Schools Division of Tarlac Province
Sta. Rosa National High School
(Formerly Sta. Rosa Integrated School- High School Department)
Basic Education-
Learning Continuity Operational Plan
(BE-LCOP) for S.Y. 2021-2022
Department of Education
Region III Central Luzon
Sta. Rosa National High School
BASIC EDUCATION ― LEARNING CONTINUITY

OPERATIONAL PLAN FOR S.Y. 2021-2022
I. EXECUTIVE SUMMARY
STA. ROSA NATIONAL HIGH SCHOOL supports DepEd’s

commitment that “Education must continue” in whatever situation we
are in and whatever challenge we are facing. The school personnel,
stakeholders, and the community worked hand in hand to come up
with this Basic Education- Learning Continuity Operational Plan (BE-
LCOP) to ensure access of learners to quality basic education with
appropriate Distance Learning Delivery Modalities (DLDMs) and
provision of sound and safe school learning environment.
The BE-LCOP takes into consideration the varying grade levels,

age of the learners, purposeful needs of the learners, knowledge and
skills of the learners, internet access of learners and teachers,
available instructional materials, varying tools and technologies,
available avenues for learning in the community, appropriate learning
delivery modes for the learners, knowledge and skills of learners and
teachers in the distance learning, and cooperation and active
participation of the community.
This BE-LCOP contains short introduction that includes the

adjustments to be made from the previous BE-LCP, the best practices
that will be continued and reinforced, and activities and innovations
to be adopted this coming school year, the Rationale behind the
conceptualization and development of this plan. Its goals and specific
objectives as to ACCESS, QUALITY, and EQUITY were identified and
indicated.
Surveys, mapping, and interviews were conducted alongside

with available and relevant school data and other information to
analyze the current health situation based on the context of the
school and its personnel and on the context of the learners’ diversity.
Situational analysis through SWOT (Strengths, Weaknesses,
Opportunities, Threats) was conducted to arrive with findings and
apply appropriate solutions.
Furthermore, this plan is guided with the four pillars of Sulong

Edukalidad Framework: KITE (K to 12 Curriculum Review and
STA. ROSA NHS BE-LCOP S.Y. 2021-2022 2

Update, Improving the Learning Environment, Teachers’ Upskilling
and Reskilling, and Engagement of Stakeholders for Support and
Collaboration).
The implementation plan was formulated based on the Key

Result Areas (KRAs) and Objectives on the Office Performance Review
Form (OPCRF) and includes the following parts:
1. Strategies which are gathered from Sulong Edukalidad

Framework and/ or the SWOT Analysis,
2. Programs, Projects, Activities to be conducted to achieve the
desired goals and objectives,
3. Responsible Office/ Person(s) involved in the activities,
4. Time Frame for each PPA, and
5. Resources needed, whether human, non-human, or financial,
along with the source of fund.
The programs, projects, and activities shall be monitored,

reviewed, and evaluated periodically to make the necessary
adjustments as the needs arise.
It is with fervent hope that this BE-LCOP will serve its purpose
of bringing the best education we can provide to our learners of all
types amidst the pandemic.
The strong partnership with our internal and external

stakeholders- our teachers, parents, learners, and the community will
be empowered as they provide unending supports, unwavering efforts,
valuable insights, and contributions towards achieving our goals.
With this, Sta. Rosa National High School is ready to perform

and face the challenges of this New Normal Education with confident,
courage, pride, faith, and discovery. It is also the battle cry of the
school to always commit to excellence even in this current health
situation.
INTRODUCTION
The country is living amidst what is potentially one of the

greatest threats in our lifetime to global education, a gigantic
educational crisis. This means that suspension of face-to-face conduct
of classes in schools during the COVID-19 pandemic has led to
concerns about consequences for students’ learning.
Hence, the Department of Education has introduced the Basic

Education-Learning Continuity Plan (BE-LCP) which serves as a guide
for school administrators, teachers, parents, and community in
conducting classes despite of the health-threatening situation.

In the previous school year, Sta. Rosa National High School
adopted and implemented DepEd Order No. 012, s. 2020, otherwise
known as “Adoption of the Basic Education- Learning Continuity Plan
for S.Y. 2020-2021 in Light of the COVID-19 Public Health Emerge. In
this time of threat, challenges, and uncertainties brought about by
COVID-19, the directive of DepEd Secretary Leonor Briones is to
ensure the health, safety, and welfare of all learners, teachers, and
personnel of the department, while also finding ways for learning to
continue. Thus, the BE-LCP has been designed with a legal framework
responsive to the “new normal”, keeping in mind the constitutional
mandate to always uphold the right of all citizens to quality education.
School Year 2020-2021 seem to have passed unnoticed because

everyone involved in the education of children focused on finding
answers to problems encountered in the delivery of instruction.
Though, there were also practices which were found effective and
worth retaining.
Consequently, the Department of Education engages school

heads to analyze their practices in the recent school year to identify
what went well and what went wrong. The result of the analyses will
be integrated into a new plan dubbed as Basic Education-Learning
Continuity Operational Plan (BE-LCOP) where adjustments for the
betterment in the delivery of education may be reflected.
ADJUSTMENTS The following adjustments shall be made:

1. Remediation classes shall be organized and conducted in every
platform possible and as may be applicable based on learners’
diversity of needs and resources.
2. Flexible schedule for the distribution and retrieval of SLMs and
LAS for the parents/ guardians who are unable to attend the set
schedule due to work and other personal matters.
3. A rigid review on learners’ enrolment data to identify who will be
placed in the different school-adopted distance learning delivery
modalities.
4. Utilization of instructional materials/resources from DepEd
Commons and LR Portal, as well as localization of such
materials/resources.
5. A school is not an island. It needs support and assistance from
both internal and external stakeholders to function well and
deliver the quality education that aims to provide to its
clienteles. Thus, encourage more participation with the
stakeholders and the community.
6. Recognition of teachers and other stakeholders’ invaluable
accomplishments and support to education through recognition
program and stakeholders’ congress.

BEST PRACTICES that will be sustained: Despite the struggle of
overcoming the personal, economic, emotional, and psychological
challenges posted by the new system in education, the school
personnel, teachers, parents, and learners auspiciously able to cope
up in the shortest possible time. The following activities/programs
shall be maintained and continued this coming school year:
1. Recognition and showcase learners’ talents, skills and
accomplishments through Facebook Page and Group Chat
posts, with parents’ approval and consent. This activity was
found motivating on the part of the learners to finish the tasks
assigned to them, and to develop and show their talents and
skills, which produced positive impact on their performance.
2. Information dissemination through Facebook Page, leaflets, and
school website.
3. Offline and Online orientation with the parents and guardians
with regards with the school-adopted distance learning delivery
modalities. These include online distance learning (ODL),
blended learning (BL) and modular distance learning (MDL)-
print.
4. Distribution and retrieval of SLMs/LASs strictly adhering to
health and safety protocols.
5. Conduct of virtual SLACs and INSETs responsive to the needs of
the teachers in the new normal education.
6. Quarterly meeting with parents and stakeholders.
7. Localized Work from Home Arrangement.
8. Implementation of academic ease programs and activities for
teachers and learners.
NEW ACTIVITIES/ INNOVATIONS: It is proposed that this S.Y. 2021-

2022, the school shall implement the following:
1. Conduct of at least one online class per subject per week for
Senior High School.
2. Provide soft copy of SLMs stored in an OTG flash drive for
limited number of students both JHS and SHS who have mobile
phone.
3. Integration of offline and online “kumustahan” with learners
and parents under the Modular Distance Learning (MDL)- print.
4. Incorporation of monthly celebration and activities in school
mandated by law.
5. Teachers shall undergo capacity building activities on writing an
action research, continuous improvement plan, and extensive
use of ICT to improve the teaching-learning process.
This S.Y. 2021-2022 BE-LCOP shall be implemented to serve as

a guiding light for the assurance of continuation of delivery of quality
basic education while ensuring safety of teachers, school personnel
and learners amidst the pandemic.

RATIONALE:
This Basic Education-Learning Continuity Operation Plan (BE-

LCOP) contains the plan for continuing education strategies for the
teaching and learning services to continuously move forward in times
of emergencies such as an infectious disease brought about by the
COVID-19 pandemic. This is in consideration with the diversity of our
learners with their functional needs which involves integration of e-
learning technologies, tools, platforms, and approaches to distance
remote learning and to ensure the learning continuity on K-12
Curriculum and make some adjustments, aligning of learning
materials, deployment of learning delivery modalities and provision of
teachers training.
This involves the implementation of policies, research agenda,

program, projects, and activities anchored on evidenced based
planning and adherence to the existing policies and guidelines on
resource development and management.
It also provides how the Sta. Rosa NHS give importance on the
welfare of all school personnel re: health, safety, and well-being.
This BE-LCOP will also serve as avenue for our stakeholders

and other partners for possible partnership linkage and community
engagement which enable us to achieve our goals.
GOALS AND SPECIFIC OBJECTIVES
Sta. Rosa NHS is guided through the vision and strategic

directions of the Department of Education in sustaining the delivery of
quality, accessible, relevant, and liberating basic education services
for all school-age learners amidst COVID-19 and other emergencies,
that all Basic Education learners can realize their full potential and
contribute to the common good.
Moreover, the school supports the goals of the SDO Tarlac

Province that desires to continue education, that will RESPOND to the
emerging challenges and RESTRUCTURE and ADAPT to the changes
to RISE above the crisis.
Sta. Rosa NHS is geared toward the realization of protecting the

well-being of learners as well as the teachers and other school
personnel in preventing the further transmission of COVID-19 to
ensure that education must continued and aligned to the K to 12
Curriculum. Furthermore, it has already realigned all its PPAs to fit
the demand of the new normal in education brought about by COVID-
19 pandemic.

The following specific objectives have been created and
reflected in the previous BE-LCP and in this BE-LCOP S.Y. 2021-2022
for guidance and strict implementation:
A. ACCESS
1. To ensure that school age learners both Junior High School
and Senior High School are enrolled and accommodated.
2. To provide appropriate varied learning modalities which is
responsive to the context and need of the learners prior to
the opening of the school year.
3. To set feasible mechanisms that would provide guidance in
bridging equitable access to education through multiple
means of teaching and learning.
B. QUALITY
1. To capacitate teachers in addressing the needs of the
learners through utilization of the different modalities of
distance learning.
2. To engage teachers and learners in quality teaching and
learning through well-planned instructional design carried
out through online and offline educational resources and
alternative learning delivery modes.
3. To implement the K-12 Curriculum through the Most
Essential Learning Competencies (MELCs) through the varied
learning modalities.
4. To provide teachers assistance in preparing for the school
year which responds to the context and needs of the
learners.
5. To prepare the target materials that will be used to augment
an alternative material in the learning modality which are
quality assured.
6. To re-orient learners and parents to the school-adopted
distance learning delivery modalities.
C. EQUITY
1. To promote the health, safety, and well-being of learners,
teachers and personnel against the threats and further
transmission of COVID-19 by ensuring adherence to policies
and guidelines set by DepEd, LGU, DOH, and IATF.
2. To sustain the safe school operation by facilitating the safe
return of the teaching and non-teaching personnel based on
the situation as per advised by the DepEd and other related
agencies.
3. To observe judicious utilization on Maintenance and Other
Operating Expenses (MOOE) for COVID-19 related
expenditures.
4. To provide professional development of teaching and non-
teaching, in consideration with the welfare and well-being.

5. To ensure the full operation of all the operations and services
to all stakeholders (internal and external), to keep the
linkage and engagement for the delivery of quality education.
6. To strengthen partnership with GOs, NGOs and private
individuals to support the programs, projects, and activities
of the school.
SITUATIONAL ANALYSIS
Sta. Rosa NHS supports the SDO-Tarlac Province strategic

directions were as follows:
1. Expansion of Access to basic and inclusive education.
2. Pivot access to quality, relevant, responsive, and liberating
education.
3. Promotion of Personnel through competence upgrading.
4. Adherence to good governance in school operations.
5. Provision of critical resources.
6. Establishing of empowering partnership and linkages.
A. Enrolment Data
S.Y. 2020-2021 S.Y. 2021-2022

GRADE LEVEL
(EOSY) (As of September 3, 2021)
Grade 7 132 82
Grade 8 95 109
Grade 9 96 81
Grade 10 84 93
JHS Total 407 365
Grade 11-ABM 16 9
Grade 11-HUMSS 26 31
Grade 12-GAS 22
Grade 12-ABM 16
Grade 12-HUMSS 21
SHS Total 64 77
Grand Total 471 442
Sta. Rosa NHS had catered 407 JHS and 64 SHS learners with a total
of 471 learners last School Year 2020-2021. The school consists of 14 JHS
teachers, 4 SHS teachers, and 1 Head Teacher.
The table shows that there are 365 JHS and 77 SHS learners with a
total of 442 learners for the S.Y. 2021-2022 as of September 3, 2021. This
data implied that there is 93.84% of learners who are enrolled in this school
year 2021-2022. It means that there are still 29 (6.16%) of learners who are
not yet enrolled since enrolment is ongoing.
Furthermore, the table shows that there is additional class in SHS

that requires additional SHS teacher to handle remote classes.

B. Parents’ Choice of Distance Learning Modalities
Parents' Choice of Distance Learning Modalities

as of September 3, 2021
90
80
70
60
50
40
30
20
10
0
GRADE 7 GRADE 8 GRADE 9 GRADE 10 11-ABM 11-HUMSS 12-ABM 12-HUMSS
Online Distance Learning Blended Learning Modular Distance Learning-Printed
Based on the consolidated result of Modified Learner Enrollment

and Survey Form (MLESF) as of September 3, 2021, 305 (69%) of
parents choose Modular Distance Learning- Printed (MDL-P), 85
(19.23%) of parents choose Online Distance Learning (ODL), and the
remaining 52 (11.76%) of parents choose Blended Learning (BL), a
combination of Radio-Based Instruction (RBI) and MDL-P.
This goes to show that majority of the parents/ guardians
choose MDL-P as the distance learning delivery modality for their
children.
C. Students’ Access to the Internet
Students' Access to the Internet
31%
69%
YES
NO
The graph shows that there are 305 (69%) of students do not
have access to the internet and 134 (31%) of students have access to
the internet. This implies that majority of the students do not have
access to the internet.

Based on the SWOT analysis (see annex B), Sta. Rosa NHS
arrived at the following priority improvement areas:
1. ACCESS:
a. Profiling of learners
b. Continuity of K-12 curriculum implementation
c. Alignment of learning materials such as contextualization,
localization, and indigenization
d. Implementation of school-adopted distance learning delivery
modalities
Plans of Action:
a. Enrolment Data: previous and current; tracking of learners
b. Implement class programs which is accommodating and
flexible (synchronous/asynchronous)
c. Adoption of Learning Management System (online and offline)
d. Printed modules/SLMs/compendium with corresponding
worksheets and learners’ activity sheets
e. Mentoring program for teachers on critical and essential
competencies
f. Students and parents’ orientation on LMs and facilitation of
learning
2. QUALITY
a. Utilization of different learning modalities
b. Implementation of the K-12 Curriculum through the Most
Essential Learning Competencies (MELCs)
c. Assistance to teachers in preparing for the school year
d. Development of quality assured learners’ materials
(contextualized and localized)
e. Conduct of several research to improve learning outcomes
and developed life-long learners
Plans of Action:
a. Data on the needs of teachers in utilizing different modalities
(upskilling and reskilling)
b. Conduct of capacity building for teachers to improve the
responsiveness and resiliency
3. EQUITY:
a. Preventive measure on transmission/ infection of COVID-19
virus for the well-being of learners, teaching and non-teaching
personnel
b. Ensure the safe school’s operations
c. Judicious utilization of MOOE for COVID-19 related
expenditures
d. Professional development and welfare of teaching and non-
teaching personnel
e. Operations of all procedures and services to stakeholders

f. Assistance in processing of promotion and reclassification of
school personnel
g. Rewards and Recognition
Plans of Action:
a. Implementation of Alternative Work Arrangement (AWA),
scheduled enrollment, and distribution and retrieval of
printed module
b. Information dissemination and advocacy campaign for public
awareness adherence to the minimum safety standards set
by IATF
c. Provisions of mechanism on the utilization of funds and
systematic reporting system
d. Provide relevant trainings to teaching and non-teaching
personnel based on the established guideline of the DepEd
e. Sustained and enhanced procedures and policies in
providing better service to all stakeholders
f. Assistance in processing of requirements for promotables
g. Giving awards and recognition to personnel with exemplary
performance

Department of Education- Region III Central Luzon
STA. ROSA NATIONAL HIGH SCHOOL
BASIC EDUCATION — LEARNING CONTINUITY OPERATIONAL PLAN FOR S.Y. 2021-2022

IMPLEMENTATION PLAN
Basic Education- Learning Continuity Plan for S.Y. 2021-2022
PILLAR I: CURRICULUM DEVELOPMENT FOR IMPROVED DELIVERY AND INSTRUCTION AND ASSESSMENT
Key Result
INSTRUCTIONAL LEADERSHIP
Area:
Objective
Improved teachers’ instructional competence by conducting various instructional supervision activities.
No. 1
RESOURCES
PERSONS TIME
STRATEGIES PROGRAM PROJECT ACTIVITIES
INVOLVED FRAME
NON- FINANCIAL FUNDING
HUMAN
HUMAN REQ’S SOURCE
Ensure Enhancement None 1. Online School Head Year Round School Head Classroom None Not
efficient of formal Observation Applicable
implementation Instructional classroom Teachers Tool
of the MELCs Competence observation
across grade of Teachers per semester Instructional
level and per teacher Supervisory
learning area Plan
2. Conduct of
instructional MELCs,
supervision WHLP, SLAC
quarterly Plan
3. Provide Performance
teachers Monitoring
technical and
assistance in Coaching
the conduct Form (PMCF)
of distance
learning Technical
(mentoring Assistance
and Plan
coaching)

Key Result
Area:
Objective Ensured the full implementation of the articulated basic education curriculum including its contextualization, indigenization, and
No. 2 innovation by producing 16 learning materials in the different learning areas/curricular/ special programs in the K to 12
Facilitate and Provision of Printing 1. Assess for Education September Education Quality 80,000.00 MOOE
ensure the appropriate SLMs/ the available Program 2021 to Program Assured
provision of learning Compendia/ learning Supervisors November Supervisors Learning
appropriate resource LASs materials 2021 Resource
learning materials for School Head School Head Materials
resource the chosen 2. Group
materials LM teachers in Teachers Teachers Gadgets/
needed for constructing Devices
chosen different
modality of learning Monitoring
teaching- resource Tools
learning materials
3. Quality
assure the
constructed/
prepared
modules and
other
learning
resource
materials
4. Recognize
teachers’
effort in the
preparation
of localized
and other
learning
materials

Key Result
Area:
Objective Attained the 5% increase in the general school average through the following interventions/ strategies/ activities such as re medial
No. 3 instruction, differentiated instruction, self-learning kit, and contextualized instructional materials
Improve Strengthening Capacity 1. Teacher Education Year Round Education Teachers None Not
academic content building for Profiling Program Program Profile Applicable
performance of knowledge beginning 2. Identify Supervisors Supervisors
learners in all and teachers on least Least
learning areas pedagogical content mastered PSDS PSDS mastered
approaches knowledge competencies competencies
aligned to the and in all School Head School Head
MELCs pedagogies learning Training
areas Teachers Teachers proposals
3. Conduct of
capacity Learners Learners Project
building proposals
activities to
21 teachers
quarterly
4. Implement
remedial
program
Capacitate Capacitating None 1. Meeting/ School Head Year Round School Head Minutes of None Not
teachers in teachers in conference the meeting Applicable
dealing with dealing with with the Teachers Teachers
parents/ parents/ parent MLESF
learning learning Parents/ Parents/
facilitators/ facilitators/ 2. Review the Guardians Guardians
knowledge knowledge MLESF for
providers to providers to parents who
efficiently guide efficiently are not
their children guide their capable of
at home children at guiding/
home teaching
their
children

PILLAR II: IMPROVING THE LEARNING ENVIRONMENT TO DEVELOP LEARNER’S FULL POTENTIAL
Key Result
LEARNING ENVIRONMENT
Area:
Provided healthy, safe, child-friendly, gender sensitive, and motivating environment for learners by implementing 100% of the
Objective
PPAs enumerated: School Child Protection Plan (SCPP), Gender and Development Plan, School Risk Reduction Management Plan,
No. 1
and Oplan Kalusugan
Institutionalize Child- Enhanced 1. Prepare an School Head September School Head Inventory of For GAD MOOE
an inclusive, friendly, safe, School Child inventory of 2021 to Learning Budget, it is
safe, and Protection, appropriate ICT August 2022 ICT Resource 5% of the
motivating motivating Disaster Risk and relevant Coordinator Coordinator Materials School
learning environment Reduction learning MOOE
environment Management, resources School School
appropriate to and OK sa Property Property
the needs of all Deped 2. Enrich the Custodian Custodian
types of curriculum
learners by making it DRRM DRRM
relevant and Coordinators Coordinators
liberating
through the Teacher In- Teacher In-
integration of Charge of Charge of
Drug Clinic/ Clinic/
Education, School Nurse School
GAD, Nurse
Adolescent GAD Focal
Reproductive Person GAD Focal
Health Person
(ARH), Teachers
(DRRM), and Teachers
fostering Stakeholders
critical Stakeholders
thinking and
appreciation
of local
history,
culture, and
arts

Key Result
Area:
Objective
Ensured a child-friendly environment by scoring 35 points or higher in the Child-Friendly School System
No. 2
Maintain an Child- Maintenance 1. Conduct PSDS Year Round PSDS CFSS None Not
inclusive, safe, friendly, safe, of School regular Monitoring Applicable
motivating and Child monitoring School School Tool
learning motivating Protection via online, Heads Heads
environment environment Policy chat, or text Homeroom
appropriate to for follow-up Teacher In- Teacher In- Visitation/
the needs of all on learners Charge in Charge in Guidance
types of and Guidance Guidance Forms
learners knowledge
providers Brigada Brigada Inventory of
health and Eskwela Eskwela Learning
mental Coordinator Coordinator Resource
conditions Materials
Teachers Teachers
2. Conduct of
CFSS survey
3. Tap key
stakeholders
to support
the PPAs in
school
4. Conduct
home
visitation
strictly
adherence to
IATF
protocols if
possible

Key Result
Area:
Objective Ensured a safe school learning environment by evaluating and inspecting the school plant, physical facilities fitness, safety, and
No. 3 sufficiency with the assistance of specialist annually
Provision of Safe School None 1. Conduct of School Head Year Round School Head Modified 100,000.00 MOOE
Health and Physical survey on Learners
Sanitation Environment learners’ Teachers Teachers Enrollment Donations
Facilities and access to Survey Form from
Supplies internet and Parents/ Parents/ parents,
availability of Stakeholders Stakeholders Inventory of LGU, NGOs,
gadgets Supplies/ and other
Materials/ stakeholders
2. Acquire Equipment
materials/
supplies Request
necessary for Letters/
the school Resolutions
adopted
DLDMs
3. Provide
health and
sanitation
materials/
supplies/
equipment
4. Tap key
stakeholders
to support
the
Programs,
Projects, and
Activities
(PPAs) in
school

PILLAR III: TEACHERS’ AND SCHOOL LEADERS UPSKILLING AND RESKILLING TO IMPROVE COMPETENCE
Key Result
HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
Area:
Objective Enhanced the level of competence of all school personnel through the implementation of the 100% of PPAs enumerated in the
No. 1 School Human Resource Development Plan
Human Enhancement None 1. E-SAT School Head Year Round School Head E-SAT 10,000.00 MOOE
Resource of Mapping of Summary
Development Instructional teachers’ Teachers Teachers Results
Competence competence
of Teachers 2. Conduct of SLAC Plan
ten SLACs/
INSETs COT Rating
3. Classroom Sheet/
Observation/ Observation
Instructional Notes
Supervision
4. TA TA Plan
Provision
5. Coaching
and
Mentoring
Objective
Energized and boosted the morale of teachers by implementing PPAs on their welfare and institutionalizing rewards system
No. 2
Integrate School-based Recognition 1. Setting of School Head Year Round School Head Accomplish- None None
rewards and Search for the of crucial criteria ment reports
recognition Outstanding and valuable PRAISE Committee School
system Teacher and accomplish- system on Awards PRAISE Means of
of the Year ment and 2. Committee and Committee Verifications
contributions on awards Recognition (IPCRF)
of teachers and Teachers
recognition Teachers Certificates
to evaluate and
MOVs of the Programme
nominees
3. School-
based
recognition
program

PILLAR IV ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION
Key Result
PARENTS INVOLVEMENT AND COMMUNITY PARTNERSHIP
Area:
Objective
Improved parents’ attendance participation and involvement in school activities
No. 1
Strengthen Parents and Regular 1. Design School Head Quarterly School Head Attendance None Not
parents’ Community meetings of meeting and if Sheets Applicable
involvement Involvement parents per agenda Teacher- needed Teacher-
through grade level advisers advisers Minutes of
meetings to and per 2. Announce the meeting
maximize their section thru online/ Teachers Teachers
involvement in group chat Narrative
learners Parents/ Parents/ Report
educational 3. Conduct guardians guardians
process regular
meetings
with the
parents
Collaborate Parents and Adopt a 1. Tap/ School Head Year Round School Head Request 100,000.00 Donations
with the Community School coordinate Letter from the
stakeholders in Involvement Program with the Teachers Teachers parents/
sponsoring the LGU, private Solicitation guardians/
needs of the sectors, Parents/ Parents/ Letters for stakeholders
school alumni, and guardians/ guardians/ Sponsorship and the
the stakeholders stakeholders community
community Deed of
requesting LGU and LGU and Donations
for donations NGOs NGOs and Deed of
Agreement
2. Post
online the
support and
donations
given by the
donors with
their consent

Key Result
Area:
Objective
Enhance stakeholders’ involvement in school improvement by designing and implementing projects to address school needs
No. 2
Tap the Brigada Brigada 1. Virtual Soc-Mob and Year Round Soc-Mob and Communica- 200,000.00 Brigada
community Eskwela Eskwela meeting with Brigada Brigada tion Letter Donors
and other amidst the the internal Eskwela Eskwela
stakeholders pandemic and external Coordinator Coordinator Gadgets/
for the support stakeholders Devices/
to Brigada for Brigada Internal and Internal and Laptops
Eskwela Eskwela External External
planning Stakeholders Stakeholders
2. Seek their
support in
the
preparation
for the
School Year
2021-2022
3. Recognize
and
acknowledge
the support
and
contribution
of the
stakeholders
4. Include
the Brigada
Brigade and
donors in the
convergence

Key Result
Area:
Objective Strengthened stakeholders’ involvement and community partnership by recognizing their accomplishment and contributions
No. 3 annually
Strengthen Sustain Project 1. Identify School Head September School Head Inventory of 5,000.00 MOOE
partnership ability and COLLAB: the needs of 2021 materials
with access to Enhancing the school in Teachers and Teachers needed
stakeholders different stakeholders’ new normal June 2022
stakeholders support to Parents/ Parents/ Letter of
education in 2. Organize Stakeholders Stakeholders soliciting
DLDMs group to services and
maximize materials
mobilization
on resources Deed of
generation Donations
from and Deed of
supportive Agreement
stakeholders
Programme
3. Conduct and
virtual Certificates
Brigada
Eskwela
Kick-Off
Ceremony
4. School-
based
Recognition
Program for
Stakeholders

Key Result
SCHOOL LEADERSHIP, MANAGEMENT AND OPERATIONS
Area:
Objective
Liquidated 100% of MOOE budget accurately and on time
No. 1
To submit Human Training for 1. Conduct School Head Year Round School Head Transpa- None Not
accurate Resource the SLAC on the rency board Applicable
liquidation Training and preparation MOOE School School
reports on or Development of liquidation accountabi- Treasurer Treasurer Liquidation
before the due report lity, Report
date transparency School School
and Property Property
liquidation Custodian Custodian
process
BAC BAC
Chairman Chairman
Inspection Inspection
Officer Officer
Objective
Improve the level of clientele’s satisfaction by adhering to RA 9485 Anti-Red Tape Act (ARTA) and Quality Management Systems
No. 2
To inform Human Accountabi- 1. Orient School Head Year Round School Head Logbooks None Not
stakeholders Resource lity reports stakeholders and Applicable
and clienteles Training and and updated regarding the Teachers Teachers suggestion
on reports of Development transparency process of boxes
accountability board downloading Parents/ Parents/
and school guardians/ guardians/ Documenta-
transparency MOOE CA, stakeholders stakeholders tions and
posted procurement, other related
regularly and reports
preparation
of liquidation
reports
2. Creation of
help desks or
public
assistance
desks

MONITORING PLAN
Basic Education- Learning Continuity Operational Plan for S.Y. 2021-2022
Key Result Area Instructional Leadership

Improve teachers’ instructional competence by conducting various Instructional
Objective No. 1
Supervision activities
I. Purpose and Scope
Who are the target
What should you be
Programs/ Projects/ offices/ clients/ group
monitoring and Indicators
Activities you should be
evaluating?
monitoring?
1. Online formal classroom Number of teachers Observed 21 teachers School Head
observation observed online using COT Teachers
2. Checking of Weekly Teachers Preparation of 100% of the teachers Teachers

Home Learning Plan WHLP prepared WHLP
3. Reskilling and upskilling Conduct of SLACs on 100% of the teachers School Head
teachers in the strategies that help reskilled in the LAC Coordinator
implementation of remote teachers in the implementation of distance
teaching and learning in the implementation of distance learning
new normal education learning
4. Provision of Technical Strengths, weaknesses, and Teachers were provided TA School Head
Assistance and Coaching needs of teachers based on their needs as Teachers
and Mentoring recorded in the TA plan

Ensured the full implementation of the articulated basic education curriculum
including its contextualization, indigenization, and innovation by producing 16
Objective No. 2
learning materials in the different learning areas/curricular/ special programs in
the K to 12
Who are the target
What should you be
evaluating?
monitoring?
1. Regular checking of Teachers’ Accomplished Checked and reviewed School Head
Individual Daily Log IDLAR teachers’ IDLAR Teachers
Accomplishment Report
(IDLAR)
Posted recorded teaching 100% of teachers posted School Head
2. Posting recorded activities in their chosen their recorded online Teachers
teaching activities to their LMS classes in their chosen LMS
LMS for daily monitoring
Full implementation of the Quality and Quantity of School Head
3. Assess for the available articulated basic education learning materials provided Subject Leaders
learning resource materials curriculum including its to the learners Teachers
contextualization,
4. Assign teachers in localization, indigenization,
making different learning and innovation by
resource materials producing learning
materials in the different
learning areas and
programs in the K to 12

Attained the 5% increase in the general school average through the following
Objective No. 3 interventions/ strategies/ activities such as remedial instruction, differentiated
instruction, self-learning kit, and contextualized instructional materials
Who are the target
What should you be
evaluating?
monitoring?
1. Teachers Profiling Teachers’ strengths, Survey on teachers’ ICT Coordinator
weaknesses and needs in capabilities
teaching
Subject Leaders
2. Identify Least Mastered Least mastered Remediation Plan and
Competencies competencies by grade level Accomplishment Report
and by subject
3. Conduct of capacity Number of capacity building SLAC Plan and Monthly School Head
building activities activities conducted Accomplishment Reports LAC Coordinator
4. Implement remedial Conduct of appropriate Remediation Plan and Teachers

program in teaching not learning intervention Accomplishment Report
mastered competencies and activities
reflect it in WHLP

Key Result Area Learning Environment
Provided healthy, safe, child-friendly, gender sensitive, and motivating
environment for learners by implementing 100% of the PPAs enumerated: School
Objective No. 1
Child Protection Plan (SCPP), Gender and Development Plan, School Risk
Reduction Management Plan, and Oplan Kalusugan
Who are the target
What should you be
evaluating?
monitoring?
1. Prepare an inventory of Availability of learning Inventory of LR/ List of School Head
appropriate and relevant resources IMs/ LRs utilized by the ICT Coordinator
learning resources teachers in their classes
2. Enrich the curriculum by Curriculum enrichment 100% of the teachers Teachers

making it relevant and activities provided by the enriched the curriculum
liberating through: teachers through:
a. Integration of Drug Contextualization, a. Integration of Drug

Education, GAD, and ARH, localization, and Education, GAD, and ARH,
and DRRM indigenization of the and DRRM
curriculum
b. Fostering critical b. Fostering critical
thinking and appreciation thinking and appreciation
of local history, culture, and of local history, culture, and
arts arts

Ensured a child-friendly environment by scoring 35 points or higher in the Child-
Objective No. 2
Friendly School System
Who are the target
What should you be
evaluating?
monitoring?
1. Conduct regular Learners and Teachers 100% of learners and School Head
monitoring via online, chat, Mental Health Condition teachers’ mental health Teachers
or text for follow-up on conditions were monitored Learners
learners and knowledge
providers health and mental
conditions
2. Conduct of CFSS survey Child-friendly School Achieved the score of a School Head
child-friendly school Teacher In-Charge of
Guidance
3. Tap key stakeholders to Stakeholders support to the Accomplished PPAs with the Social Mobilization Team
support the PPAs in school school’s PPAs support of key stakeholders Stakeholders
4. Conduct home visitation Teachers conducted home Home visitation form signed Teachers
strictly adherence to IATF visitation strictly adherence by the parents/ guardians
protocols if possible to IATF health and safety
protocols

Ensured a safe school learning environment by evaluating and inspecting the
Objective No. 3 school plant, physical facilities fitness, safety, and sufficiency with the assistance
of specialist annually
Who are the target
What should you be
evaluating?
monitoring?
1. Conduct of Survey on Availability of gadgets, Results of Survey School Head
learners’ access to internet, internet access and ICT Coordinator
gadgets, and presence of presence of knowledge Teachers
knowledge provider provider
2. Acquire Provision of materials/ Inventory of materials/ School Property Custodian

materials/supplies/ supplies/ equipment for the supplies/ equipment for the BE Resource Mobilization
equipment necessary for the school adopted DLDMs school adopted DLDMs and Team
school adopted DLDMs records of donations
3. Provide health and Adherence to IATF health Availability of health and Teacher In-Charge of Clinic
sanitation materials/ and safety protocols sanitation materials/ BE Resource Mobilization
supplies/ equipment supplies/ equipment Team
4. Coordinate / tap key Stakeholders’ support in Request letters/ Social Mobilization Team
stakeholders to support the education resolutions/ record of Soc-
Projects, Programs, and Mob Activities and record of
Activities (PPAs) in school donations

Key Result Area HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
Enhanced the level of competence of all school personnel through the
Objective No. 1 implementation of the 100% of PPAs enumerated in the School Human Resource
Development Plan
Who are the target
What should you be
evaluating?
monitoring?
1. E-SAT/ Mapping of Teachers’ Competence Level E-SAT Results School Head
teachers’ competence Teachers
2. Conduct of SLACs/ Number and type of SLACs Plans and School Head
INSETs trainings conducted Accomplishment Report LAC Coordinator
3. Instructional Number and type of IS/ CO Classroom Observation Tool School Head
Supervision/ Formal provided and Observation Notes Teachers
Classroom Observation Instructional Supervisory
Plan
Accomplishment Report
4. Technical Assistance Coaching and Mentoring Technical Assistance Plan School Head
Provision and Coaching and provided Accomplishment Report Teachers
Mentoring

Key Result Area HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
Energized and boosted the morale of teachers by implementing PPAs on their
Objective No. 2
welfare and institutionalizing rewards system
Who are the target
What should you be
evaluating?
monitoring?
1. Setting of Criteria- Comprehensive PRAISE School PRAISE Guidelines School PRAISE Committee
PRAISE System/ Create a System School Memo Teachers
school memorandum on
PRAISE and other school
personnel welfare program
2. Committee on Awards Evaluation/ Appraisal of Nomination Form Committee on Awards

and Recognition to evaluate Nominees List of Awardees Teachers
MOVs of the nominees
3. Recognition Program Proper recognition to School Memo School PRAISE Committee

teachers’ accomplishments Program of Activities Teachers

Key Result Area PARENTS INVOLVEMENT AND COMMUNITY PARTNERSHIP
Objective No. 1 Improved parents’ attendance participation and involvement in school activities
Who are the target
What should you be
evaluating?
monitoring?
1. Homeroom Parents Minutes of the Meeting HRPTA meeting per quarter Parents/ guardians
Teachers Association Attendance Designed agenda for the Class Advisers
(HRPTA) meetings Narrative Report meeting
2. Adopt a School Program Stakeholders and their Coordination meeting per Adopted Learners
adopted class together with quarter
their donations
3. Dyad and Focal Group The gaps and gains based Virtual Focal Group Members to attends the
Discussion and Survey on the SMEA results Discussion with Question Dyad and Focal Group
and Answer Discussion
Team, SMEA, and SPT

Enhance stakeholders’ involvement in school improvement by designing and
Objective No. 2
implementing projects to address school needs
Who are the target
What should you be
evaluating?
monitoring?
1. Brigada Eskwela Stakeholders and their Brigada Eskwela LGUs
donations in monetary Accomplishment Report Alumni
equivalent NGOs
Other Stakeholders
2. School-based Clean-up Stakeholders and the Narrative Report/ Parents/ guardians

Drive community who render Accomplishment Report Stakeholders
service NGOs
3. School-based Medical Stakeholders and their Narrative Report/ Parents/ guardians

Services donated medical supplies Accomplishment Report Stakeholders
and equipment NGOs

Strengthened stakeholders’ involvement and community partnership by
Objective No. 3
recognizing their accomplishment and contributions annually
Who are the target
What should you be
evaluating?
monitoring?
1. Identify the needs of the Mapping of school needs Inventory of Resources, School Head
school in new normal Facilities, Equipment School Property Custodian
2. Organize group to Social mobilization activities Accomplishment Report on Social Mobilization Team
maximize mobilization on conducted by the school Brigada Eskwela and Social
resources generation from together with stakeholders Mobilization
supportive stakeholders
3. Conduct virtual Brigada Conduct of virtual BE Kick- Accomplishment Report/ Brigada Eskwela
Eskwela Kick-Off Ceremony Off Ceremony Narrative Report Coordinator and Committee
4. Recognition Program for Recognition of Stakeholders’ Stakeholders’ Congress Social Mobilization Team
Stakeholders support and contributions Recognition Program School Awards Committee
to school Certificates of Recognition

Key Result Area SCHOOL LEADERSHIP, MANAGEMENT AND OPERATIONS
1. Liquidated 100% of MOOE budget accurately and on time
Objectives No. 1 and 2 2. Improve the level of clientele’s satisfaction by adhering to RA 9485 Anti-Red
Tape Act (ARTA) and Quality Management Systems
Who are the target
What should you be
evaluating?
monitoring?
1. Develop Human Accomplished checklist of Organized files of liquidated School Head
Resources to organize files documentary requirements MOOE School Disbursing Officer
and checklist of the for the liquidation report
documentary requirements
for the MOOE liquidation
report
2. Develop Human Orientation of MOOE Accountable and School Head

Resources to conduct an liquidation report knowledgeable signatories MOOE liquidation report
orientation on the MOOE signatories of liquidation reports signatories
accountabilities, Preparation of MOOE
transparencies, and liquidation reports Transparency board with
liquidation processes Accomplished posted summary of
accountability forms expenses
Transparency board

REFERENCES:
Deped Order No. 032, s.2021: Guidelines on Enrolment for School Year 2021-2022 in the Context of the Continuing
National Public Health Emergency Due to COVID-19
DepEd Order No. 012, s.2020: Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021
in the Light of the COVID-19 Public Health Emergency
Schools Division of Tarlac Province Adjusted Basic Education Learning Continuity Operational Plan for S.Y. 2021-
2022
Sulong Edukalidad KITE Framework

ANNEX A
Table 1. ENROLMENT DATA
S.Y. 2021-2022
S.Y. 2020-2021 S.Y. 2021-2022
GRADE LEVEL (As of September 3, REMARKS
(EOSY) (Projected)
2021)
Grade 7 132 82 100 Track learners

Grade 8 95 109 135 through
Grade 9 96 81 100 messenger,
Grade 10 84 93 100 cellphone calls or
JHS Total 407 365 435 text messages
Grade 11-ABM 16 9 15
Grade 11-HUMSS 26 31 31 Coordinated with
Grade 12-GAS 22 the nearby
Grade 12-ABM 16 16 elementary schools
Grade 12-HUMSS 21 21
SHS Total 64 77 68
Grand Total 471 442 503

Table 2. LEARNING MODALITIES
Distance
Learning Enrollment Target
Percentage Percentage Remarks
Delivery S.Y. 2020-2021 Enrolment
Modalities
Decreased
Modular number of
215 45.65% 185 36.78%
Learning- Printed enrollees in the
MDL-P
Online Learning 77 16.35% 94 18.69%
Blended Learning:
Increased number
ODL and MDL- 54 11.46% 77 15.31%
of enrollees in
Digital
ODL and BL
Blended Learning:
125 26.54% 147 29.22
RBI and MDL-P

Table 3 CONTINUITY OF K-12 CURRICULUM IMPLEMENTATION
Monitoring and capacity building for teachers on critical and essential competencies.
Development of teaching strategies and techniques in teaching
TARGET NO. OF
ACTIVITY ACCOMPLISHED REMARKS
TEACHERS TRAINED
Capacity Building in all

17 JHS Teachers Continuous monitoring of
learning areas both JHS 100%
4 SHS Teachers teachers per learning area
and SHS
Continuous checking and

Supervised teaching-
17 JHS Teachers reviewing teachers’ WHLP
learning competencies 100%
4 SHS Teachers and DLLs with emphasis on
(MELCs)
MELCs
20 contextualized LMs/ LAS

Teachers were given TA in
developed
developing LMs and LASs
Developed contextualized
8 teachers contributed to 100%
LMs, LASs, and Compendia All compendia were
the development of
submitted, checked, and
Compendium (Division
approved
Level)

Table 4. HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT
Adherence to the existing policies and guidelines on recruitment, selection, placement, and promotion/
reclassification of teaching related including personal action
Performance Management, rewards, and recognition/Employee’s welfare
ACTIVITY TARGET ACCOMPLISHED REMARKS
Continuous providing
promotable teachers
Assisted in the preparation
4 JHS Teachers assistance in the
of documents for 100%
2 SHS Teachers preparation of their
promotion/ reclassification
documents for promotion/
reclassification
Checked and evaluated Submitted checked and

3 JHS Teacher-Applicants
pertinent papers of teacher- 100% evaluated pertinent papers
2 SHS Teacher-Applicants
applicants of teacher-applicants
Conducted School-based Submitted the result of

1 JHS Teacher 100%
Open Ranking school-based open-ranking
Requested JHS teachers

Preparation of all needed
due to transfer of station 2 JHS Teachers 100%
documents.
and resignation

Table 5 LINKAGES AND PARTNERSHIP
Generation of additional resources based on the needs of schools through partnership and linkages.
ACTIVITY TARGET ACCOMPLISHED REMARKS
Updated total generated

Conducted Brigada Eskwela 50 target stakeholders 100%
resources
Attended coordinate
Updated list of partner and
meetings to partner 2 meetings 100%
sustained partnership
agencies

ANNEX B
SWOT ANALYSIS
Strengths Weaknesses
Internal Assessment 1. All teachers have personal laptop. 1. Limited capacity of learners to
2. Highly skilled teachers accomplish the self-directed learning
3. Shifting to 21st Century learning in tasks
the New Normal 2. Financial sacrifice leading to
4. School has a strong spirit of reduced inflow of funding for building
openness, sharing, and commitment. maintenance and other school repairs
5. Growing interest for enrolment 3. Open book assessment leads
6. 18 out of 21 (85.71%) of teachers learners to copy answers with no
have home connectivity, while the 3 retention and vulnerable to academic
(14.29%) use data as source of dishonesty
internet connection 4. Slow internet connection
7. Coordination with barangay in the experienced by teachers and learners
monitoring of school age children to 5. 18.69% of the parents prefer online
be enrolled in schools within the teaching- learning materials and
locality activities
8. 17 out of 21 (80.95%) of teachers 6. Dependence on internet
are intermediate in ICT competency connectivity, expensive resources, and
9. 100% of teaching personnel are stress
willing to enhance their ICT skills 7. Not all learners and parents will be
External Assessment updated with new practices that
DepEd is adopting

Opportunities S-O Strategies W-O Strategies
1. Active cooperation with local 1. Support innovative instructional 1. Maximize student involvement in
community and government sectors. change effort reality-oriented learning activities
2. Greater availability of external 2. Increase community partnership through contextualization and
resources for infrastructure. 3. Establish a 21st century learning localization
3. Systematic utilization of MOOE for environment 2. Provide equitable access to
school infrastructure. 4. Increase teachers’ participation in technology
4. Teachers can work from home the webinars with regards on the ICT 3. Monitor student’s progress and
during times of scheduled online integration in a classroom setting and guide them in the accomplishment of
interaction; they can participate other related topics their written works and performance
during webinars while at home or in tasks
school; they proceed in downloading
and contextualizing LRs.
Threats S-T Strategies W-T Strategies
1. Current provision for basic input in 1. Enhance the alternative delivery 1. Enhance capabilities by building
education is not enough for school modes for the improvement of partnership with donors and other
age population and might affect learner’s knowledge and abilities stakeholders
quality and efficiency. 2. Promote student’s achievements 2. Implement remedial program based
2. Learners may tend to depend on 3. Create and maintain excellent on least learned skills
technological research (unregulated facilities 3. Provide recorded video lessons and
information and may overlook the 4. Provide learning activities that online discussions for the learners
power of learning by doing specially promotes higher order thinking skills who are not able to attend online
on scientific research. class due to slow internet connection
3. Primarily, if the signal is weak or 4. Provide supplementary materials
intermittent in the area, online with clear instructions and several
learning is not a possibility, thus, examples
limiting options for mode of teaching.

ANNEX C
BE-LCOP COMMITTEE
Over-All Chairman: Job D. Lucero- Head Teacher III
Subgroup 1: Data Analytics Subgroup 2: Learning Strategies and Modalities
Erika S. Punzalan- ICT Coordinator Rona T. Manabat- Teacher In-charge in Guidance

Nataniel B. Santos, Jr.-School Property Custodian Waywaya T. Soliman- Math Coordinator
Subgroup 3: Capacity of Teachers and School Leaders Subgroup 4: Operational Plan
Jayson G. Pineda- LAC Coordinator Jezerel A. Santos-SHS Focal Person

Erica Maya C. Mallari-English Coordinator Juna Corazon G. Poblacio-Soc Mob Coordinator
Barangay Council Representative GPTA Representative
Hon. Freddie M. Manucduc- Barangay Capatain Mr. Nelson S. Guiao- GPTA President
Hon. Jarwin L. Angeles- Barangay Councilor In-Charge in
Education

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Republic of the Philippines

Department of Education — Region III Central Luzon

BASIC EDUCATION ― LEARNING CONTINUITY

STA. ROSA NATIONAL HIGH SCHOOL supports DepEd’s

The BE-LCOP takes into consideration the varying grade levels,

This BE-LCOP contains short introduction that includes the

Surveys, mapping, and interviews were conducted alongside

Furthermore, this plan is guided with the four pillars of Sulong

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 2

The implementation plan was formulated based on the Key

1. Strategies which are gathered from Sulong Edukalidad

The programs, projects, and activities shall be monitored,

The strong partnership with our internal and external

With this, Sta. Rosa National High School is ready to perform

The country is living amidst what is potentially one of the

Hence, the Department of Education has introduced the Basic

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 3

School Year 2020-2021 seem to have passed unnoticed because

Consequently, the Department of Education engages school

ADJUSTMENTS The following adjustments shall be made:

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 4

NEW ACTIVITIES/ INNOVATIONS: It is proposed that this S.Y. 2021-

This S.Y. 2021-2022 BE-LCOP shall be implemented to serve as

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 5

This Basic Education-Learning Continuity Operation Plan (BE-

This involves the implementation of policies, research agenda,

This BE-LCOP will also serve as avenue for our stakeholders

GOALS AND SPECIFIC OBJECTIVES

Sta. Rosa NHS is guided through the vision and strategic

Moreover, the school supports the goals of the SDO Tarlac

Sta. Rosa NHS is geared toward the realization of protecting the

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 6

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 7

Sta. Rosa NHS supports the SDO-Tarlac Province strategic

S.Y. 2020-2021 S.Y. 2021-2022

Furthermore, the table shows that there is additional class in SHS

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 8

Parents' Choice of Distance Learning Modalities

Online Distance Learning Blended Learning Modular Distance Learning-Printed

Based on the consolidated result of Modified Learner Enrollment

C. Students’ Access to the Internet

Students' Access to the Internet

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 9

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 10

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 11

BASIC EDUCATION — LEARNING CONTINUITY OPERATIONAL PLAN FOR S.Y. 2021-2022

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 12

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 13

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 14

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 15

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 16

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 17

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 18

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 19

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 20

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 21

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 22

STA. ROSA NHS BE-LCOP S.Y. 2021-2022 23

Key Result Area Instructional Leadership