School Name with Division and School Logo

SCHOOL LEARNING
CONTINUITY PLAN
SY 2020-2021

This cover page may be designed in corporate style. No

pictures of anyone on this page. For the body of the document,
please use Century Gothic, 11, 1.15 spacing. Make it succinct
yet substantial using data to expound and enlighten.)
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This page is devoted for DepEd Vision, Mission and Core Values, DepEd Cavite City
Quality Policy

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FOREWORD
Foreword by the school head only.
(2-3 paragraphs only, Century Gothic, 11, 1.15 spacing)

TABLE OF CONTENTS

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INTRODUCTION
(State the school profile, emerging situation of school and rationale of School LCP in 2-3 paragraphs.

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Section I
SCHOOL KEY EDUCATION DATA

(Data about the learners must primarily come from LESF results as of July 15, and must be presented
through table, chart or infographics with numbers and percentages. Please include brief
analysis/discussion per table/graph presented. There must be 2-3 transitory sentences or explanations in
between tables, graphs or charts.)

Enrolment data by grade level

Special programs offered if any
Number of Teachers

Table/Figure 1
Learners’ Distribution by Learning Modality Preferences
Learning Modality Number of Learners
Face-to-Face (F2F)
Distance Learning
Online Distance Learning (ODL)
Modular Distance Learning (MDL)
Television/Radio-Based Instruction
(TV-RBI)
Blended Learning
F2F and ODL
F2F and MD
F2F and TV/RBI
F2F and Combination of ODL,
MDL and TV/RBI
TOTAL

Challenges that may affect child's learning process
CHALLENGES
Teachers, Learners and Parents
Interpretation/Analysis:
Fear of going back to school
Limited online and offline
facilities
Class and Teachers Program/
Setup
Table/ Figure 2
MANAGEABILITY
EXTENT*
(Possible Interventions)
Motivation and Orientation on
Human Resource Concerns positive attitude towards the New
Normal
Budget and Financial
Sponsorship from Stakeholders,
Constraints, Technical
Alumni and NGOs
Capacities
Collaboration among School Head,
Administrative and
Master Teachers and Guidance
Management Constraints,
Teachers

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Modular Tools or Printed Issuance of Modules from the

Technical Capacities
Materials DepED Central Office

Interpretation/Analysis:

Table 3
Parents/guardian educational attainment and employment status
Parents/Guardians
Percentage Employment Status Percentage
Educational Status
Elementary Graduate Full time
High School Graduate Part time
Vocational Self-employed
College Graduate Unemployed due to
community quarantine
Masters/Doctoral Degree Not working
Did Not Attend School

Interpretation/Analysis:

Table 4
Household members who can provide instructional support to child's distance learning
(Explain further by using the data on the capacity of parents in terms of know-how <educ attainment> and
time <employment status>.)

Instructional Provider Percentage

parents/ guardians
elder siblings
grandparents
extended members of the family
others (tutor, house helper)
able to do independent learning
none

Interpretation/Analysis:

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Table 5
Available devices at home that a learner can use for learning
(Use these data by explaining how these information can affect the decision for learning modalities of best
fit and the choice of learning resources for distribution like TV can be used for offline digital materials and
radio if with USB slot can be used to play audio lessons.)
Available devices at home Percentage
cable TV
non-cable TV
basic cellphone
smartphone
tablet
radio
desktop computer
laptop
none

Interpretation/Analysis:

Note: Just add data on types of connection if necessary for ODL

Section II
THE FRAMEWORK AND IMPLEMENTATION PLAN
(This part is the decision stage/putting plans into action as far as the data presented is concerned).
A. Framework
(Cite briefly that your school supports Sulong Edukalidad of the Central Office and adheres to
ICLeA Framework of Region. No need to explain the framework.)

Figure 6

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B. Implementation Plan (Can use graphs, charts, table and infographics)

School Learning Delivery of Best-Fit
Table/Figure 7
Learning Modality of Best Fit
(*Identifying the learning modalities of best fit for learners/classes must use the algorithm provided in the
LCP operationalization flow chart considering all relevant data particularly the challenges of distance
learning and data on available devices at home that can be used for learning and type of internet
connection. The explanation must identify the data/factors taken from LESF which were considered to arrive
to the learning modality of best fit.)

Table/Figure 8
Number of Classes by Grade Level Indicating Learning Modality of Best Fit

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(To determine number of classes per grade level, the formula prescribed by the regional office must be used.
The learning modality of best fit must be specified for each class.)

Figure 9
Process Flow for Modular Distance Learning (MDL)
(Explain how this will happen through purely home-based education. How teachers will collaborate with
parents? What will be the roles of teachers, parents and volunteer tutors?)

Figure 10
Process Flow for Online Distance Learning (ODL)or Combined ODL and MDL
(if it will be offered)

Assessments
Discuss your plan to assess learning outcomes and individual academic achievement including rubrics
on how children shall be rated. It must be very specific and doable to picture out learning outcomes
assessment. Always remember the limitations of learners on technology access.

B1. School Operations Management

1. Teachers Deployment Matrix (use the formula from RO on class sectioning and teacher’s
deployment)
- Teachers Profile per grade level
- Number of Teachers per grade level per modality
- Teachers capacity/readiness on preferred modalities
- Action Plan for LAC Session, Instructional Supervision and Performance Evaluation
- Learner mapping within Catchment area
(if there are gaps on these, what are the possible interventions at hand)

2. Class and Teacher Programming

- Number of Classes per Grade Level per modality
- Student Class Schedule
- Teachers Class Schedule (both based on DepEd Issuances and types of learners

3. Learning Resources
Table ____
Number of Teachers’ IMs (IDEA)

Table ____
Type and Number of Learning Resources for Distribution to Learners per Grade Level
(Identify the LRs for distributions such as digital materials in flash drives, printed modules, radio with USB
slot, manipulatives for LSEN, etc.)

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Gaps must be identified and interventions to address the concern.

4. Continuing Professional Development through INSET and LAC session

(Identify the regular schedule of INSETs, LAC sessions and performance coaching of school heads
to teachers.)

5. Monitoring and Evaluation

(Include your instructional supervision plan for this school year using table; be sure to include your monthly
targets in the new normal. Chillax in your targets; find ways to help teachers adjust to the new modality.
The instructional supervision plan must be anchored on mentoring and coaching. ASSIST first before
ASSESS teachers. Use flowchart or infographics to show the process you will observe for supervision of
instruction. What will be the platform you will use to do this?
As a school head, how would you also assess learning outcomes. How would you know that the learning
modalities are delivering instruction effectively? Learners’ progress must be rated fairly and must be
reported to parents and stakeholders (LGU and others) regularly. Include assessment of the efficiency of
learning modality and LR distribution and retrieval scheme.)
(Use flowcharts or infographics.)

B2. School Logistics Management

- LMs distribution plan, process and schedule of distribution, retrieval of LMs and
submission learners’ portfolio and other outputs. (includes printing, sorting and manning
the distribution)
- Inventory of available supplementary materials
- ICT resources/system

Figure _____
Learning Resources Distribution and Retrieval Scheme
(Give details like what community center, sarisari store or volunteer households will serve as LR Kiosks for
certain number of learners. Who are the LR Movers to deliver LRs to certain LR kiosks? When the
distribution and retrieval will happen? Please present the clear picture of LR distribution scheme.)

B3. School Supply Management

1. Stakeholders Support (Include specific accomplishments on this aspect with data sets and the
operationalization of this school-community partnerships.)
1.1 Parental involvement
Agreements (Roles, expectation, collaboration)

1.2 Community support

MOU/MOA (Roles, support, communication)

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1.3 Partnerships and Networking

MOU/MOA (Roles, support, communication)

1.4 Registry of Stakeholders with areas of support and amount of donation

Table ____
Number of Volunteers – Ex: CAL, Community Tutors, LR Pasabay and LR Movers

Section III
Funding/ Resource Requirement and Sources

(Add at least 1-2 paragraph for the discussion on utilization of funds and percentage of funds allocated for
LCP implementation)

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Section IV
LEGAL BASES/ REFERENCES
(DepEd Orders and other Issuances)

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