4. Introduction
Schooling is one of the most affected
aspects of human life due to COVID-19
pandemic. Since the rise and threat of the
pandemic, many countries around the world
including Philippines have decided to temporarily
close schools that have affected millions of
learners. This brought so much attention to the
importance of continuity of education and
educational technology. With this, BE-LCP was
born. The Department of Education has come up
with guidelines to implement online and modular
distance learning delivery of instruction as a
strategy to reopen schools in a safe manner. This
is to safeguard students from being infected by
the disease. Consequently, learners who are
mostly children have been facing a learning crisis
due to the pandemic even with this kind of
learning modalities.
5. To address this problem without
compromising the quality of education the
department has come up to implement
formulated plan for limited face-to-face learning
delivery in low-risk areas of COVID-19. As part of
this community, amidst of this pandemic and
despite of other problems, we feel eagerness to
pursue this limited face to face classes due to the
following reasons experienced by our teachers
and learners: literacy and numeracy level are
decreasing, poor peer communication and
learning environment, limited teachers scaffold,
overloaded lesson activities in modules,
inadequate learning resources and other popping
problems in teaching and learning process which
delayed in developing learners full potential.
6. With this, the Balanti-an Elementary
School will be compliant of this directive
particularly with the guidelines and requirements
of the school to handle limited face to face classes
observing Interagency Taskforce (IATF) minimum
health standard protocols with the following
objectives: deliver quality basic education in a
safe learning environment to learners, address
the teaching and learning gaps encountered in
the distance learning modalities and strengthen
the school-community health and safety support
system for all learners through this Basic
Education – Learning Continuity & Recovery Plan.
9. Enrolment Data (SY 2021-2022)
Key Stage 1
K 30
G1 37
G2 40
G3 41
Key Stage 2
G4 39
G5 34
G6 28
TOTAL 252
10. Effective Practices
Area Effective Practices
Learning Resources • Used quality assured learning resources and assessment
tools based on MELCs
• School helped in the reproduction of learning resources
to meet the demands of the distance learning modalities.
• Conducted literacy and numeracy assessment to all grade
level which served as our baseline data for intervention
on learning gaps
• Ensured that all learners were not left behind through
specific and appropriate interventions and innovations
11. Effective Practices
Area Effective Practices
Limited Face-to-Face
Implementation
• Prepared the school and complied the revised SSAT for
validation for limited face-to-face classes
• Conducted orientation to parents, learners, stakeholders
and school personnel with regards to the
implementation of face-to-face classes
• Communicated to the barangay officials for their
assistance in ensuring the safety of all school goers
• Strictly implemented and practiced the safety protocols
in school
12. Effective Practices
Area Effective Practices
Teaching and
Learning Strategies
• Teachers conducted home visitations, in coordination
with LGUs, to reach the struggling learners and provide
learning interventions
• Attended virtual trainings on curriculum, pedagogy, and
integration of ICT for various learning modalities
14. • SYNERGY. The cooperation and collaboration of
internal and external stakeholders played an
essential role in the implementation of distance
learning, and in the preparation for the opening of
limited face-to-face classes.
• INNOVATION. Bringing the classrooms outside
the schools is a challenge to all the teachers and
learners. The innovations and effective practices of
schools made teaching and learning significant to
schools and community.
• RESILIENCY. No matter how hard the challenges
would be, the heart of Filipinos and Ilonggos are
strong and resilient. This paved the way for the
continuity of education even in the midst of global
health crisis.
Insights Gained on Best
Practices
16. • LEARNING LOSS AND GAPS. Provided technical
assistance to teachers in all learning areas in
curriculum, pedagogy, and assessment
• INSTRUCTIONAL ROOMS & OTHER FACILITIES.
Transition plan has been made to identify
problems and determine immediate solutions.
• HEALTH AND SAFETY. Installation and
construction of health and safety facilities in
schools through MOOE, LGU SEF, and stakeholders’
donations
Issues & Recovery
Initiatives
17. of the
for SY 2022-2023
BES Basic Education-Learning
Continuity and Recovery Plan
perationalizatio
n
22. Learning Resources
• There is 1:1 ratio of SLMs to learners
• There is a supply of bond papers and inks for
reproduction of learning materials
• There is an internet connectivity in school to be
used for teaching-learning activities
23. Assessment of
Learning Outcomes
Strategies
• Conducted literacy and numeracy assessment to
all grade levels. This served as our baseline data
for intervention on learning gaps and losses.
• Ensured that all learners were not left behind
through specific and appropriate interventions
and innovations.
• Digitized learning assessments for easy
administration, prompt scoring, and immediate
feedback.
24. Focus of the
LRP
and Framework
1. Learning
Remediation and
Intervention
2. Social Emotional
Functioning,
Mental Health
and Well-Being
3. Professional
Development of
Teachers
PHASE 1 PHASE 2 PHASE 3
Professional
Development
Health, Safety,
and Wellness
Learning
Remediation and
Intervention
Academic
Success
Stakeholder Support
& Partnership
M&E Mechanism
25. ction teps
Learning Remediation and Intervention
1. Identifying Learning Gaps
2. Profiling and Clustering of Learners based on Academic
Needs
3. Implementation of Face-to-Face Classes
4. Conducting Summer Learning Remediation and
Intervention Programs
5. Developing Learning Remediation and Intervention
Resources
6. Conducting Regular Home Visitations and Follow-ups
7. Developing appropriate assessment tasks
8. Intensifying the implementation of reading intervention
programs
9. Maximizing Instructional Engagement of Teachers to
Learners (No class disruptions)
Academic
Success
Learning
Remediation and
Intervention
26. ction teps
Health, Safety, and Wellness
1. Implementation of Oplan
Kalusugan
2. Intensifying SBM WinS
3. Reactivating Child
Protection Advocates/ Team
4. Establishment of Helplines/
Healthlines
5. Conducting Regular Mental
Health and Psychosocial
Support Activities
6. Intensifying Home
Gardening Program
Academic
Success
Learning
Remediation and
Intervention
Health, Safety,
and Wellness
27. ction teps
Professional Development of
Teachers
1. Attend educational trainings
and post graduate studies
2. Maximizing the conduct of
LAC Sessions
3. Conducting Action
Researches
4. Conducting Educational
Innovations
Academic
Success
Learning
Remediation and
Intervention
Health, Safety,
and Wellness
Professional
Development
28. ction teps
Stakeholders Support and
Partnership
1. Conducting Stakeholders
Convergence
2. Establishing MOA and MOU
with LGU, NGOs, Service
Providers
3. Reactivating School PTA,
SGC, Alumni and
Community
Academic
Success
Learning
Remediation and
Intervention
Health, Safety,
and Wellness
Professional
Development
Stakeholder Support
& Partnership
29. PHASE 3
PHASE 2
ction teps
Phases of Implementation
• Phase 1. Immediate and
short-term strategies/
interventions from July to
August 2022
• Phase 2. Build on learning;
plan longer-term
improvements beginning SY
2022-2023
• Phase 3. Accelerate and
innovate for long-term
sustainable improvement
beginning SY 2023-202 and
beyond
PHASE 1
Academic
Success
Learning
Remediation and
Intervention
Health, Safety,
and Wellness
Professional
Development
Stakeholder Support
& Partnership
30. ction teps
Monitoring and Evaluation (M&E)
Mechanisms
• Supervise teachers on their
teaching – learning process
• Provide technical assistance
LAC sessions on curriculum
instruction, health and well-
being, and strategies to cope
with challenging situations in
schools
• Maximize school resources and
consumed properly
PHASE 3
PHASE 2
PHASE 1
Academic
Success
Learning
Remediation and
Intervention
Health, Safety,
and Wellness
Professional
Development
Stakeholder Support
& Partnership
M&E Mechanism
31. Learning Loss
Key Stage
Intervention
Focus
Frequency Time Frame
Stage 1: K to
G3
3 Rs (Writing,
Reading and
Arithmetic)
Daily
2-3 times per
week
Q1 to Q2
Q3 to Q4
Stage 2: G4 to
G6
3 Rs (Writing,
Reading and
Arithmetic)
2-3 times per
week
Q1 to Q2
32. Communication Plan
Activity Timeline Responsible Personnel
School Committee Meeting July 29, 2022 School Head and Teachers
Stakeholders Update August 1-30, 2022 School Head and Teachers
Revisiting of the School’s BE-
LCP and Presentation of the
new BE-LCRP
August 2022
School Heads, SGC, PTA, Alumni
Association, LGU, other stakeholders
Community-wide Information
Dissemination
August 2022
School Heads, SGC, PTA, Alumni
Association, LGU, other stakeholders
35. School-based Related Teaching and
Teaching Personnel Vaccinated
Teaching
Vaccinated 9 100%
Not Vaccinated 0 0%
Related
Teaching
Vaccinated 1 100%
Not Vaccinated 0 0%
TOTAL
Vaccinated 10 100%
Not Vaccinated 0 0%
36. Ways Forward on
Booster Vaccination
Program
Activity Objective
Responsible
Personnel
School-based
Advocacy
Campaign on
Booster
Vaccination
Program
To sustain our
gains on booster
vaccination
program through
proper
information
dissemination,
advocacy
campaign, and
close coordination
with the LGU
School Head, School
Safety and Health
In-Charge
37. Learning Facilities
1. Classrooms and Chairs. Inadequate
classrooms and chairs if F2F will be
fully implemented following physical
distancing
2. Learning Resource Centers. There is
an adequate number of LRMs. However,
learning spaces are limited.
3. School Clinic.
4. Multipurpose gym
5. Handwashing/Toothbrushing Area
6. Holding Area
7. Isolation Area
8. Waiting Area
*School has no ICT room and
laboratories because there is no
computer and equipment to be
used and there is no space /rooms
available.
38. Contingency Plan
(Infection Control
Strategies)
• Daily school disinfection schedule after class
on frequently touched areas
• Weekly general disinfection c/o barangay or
municipal health office
• Installation of handwashing facilities on
entrance and exit
• Provision of alcohol on entrance, classroom
and restrooms
• Installation of thermal scanners on entrance
and classrooms
• Availability of surgical facemask on entrance
and classrooms.
• Designation of isolation and holding areas
• Well ventilated classrooms with functional
electric fans
• Proper waste disposal
• Traffic control management
• Signages and IECs regarding health and
safety protocols
• Preparation of a contingency plan once
there is a confirmed positive case
40. Teachers’ Training
Activity Participants Date
RPMS Re-Orientation
All Teachers August 2022
Related Teaching January, 2023
LAC Sessions All Teachers Every 4th Friday of
the month
Thriving Amidst the
Pandemic (Reopening of
Schools)
All Teaching and Related
Teaching Personnel
First INSET
Curriculum, Instruction,
and Assessment in the
New Normal
All Teachers Mid-year INSET
Enroll/Attend Post
Graduate Education
All willing and interested
teachers
Year-round
41. Wellness Program
1. Schools will have a wellness
program for learners, teachers,
and non-teaching staff.
2. Wellness programs will range
from physical activities to mental
and psychosocial activities.
3. Schools will coordinate with their
respective RHUs for the provision
of more wellness programs.
42. Capability Building
Program for Parents
and Guardians
Activity Objective
Responsible
Personnel
Responsible
Parenthood in the
New Normal
To reorient the
parents on their
responsibilities as
educational
partners and be
familiar with the
updated trends in
the new normal
School Heads
Teachers
44. Partnership (List of Partners/Stakeholders)
• Municipal LGU – support and approval for the conduct of F2F classes
• Barangay LGU - assistance for Covid-19 situation
-support for the different school activities and approval for
the opening of F2F classes
• 4P’s members - manpower
• PTA and stakeholders (donations)
46. Utilization of Fund
(Priority Areas)
1. Repair and maintenance of school facilities
2. Procurement of colored inks for the
reproduction of learning resources that will
address the problem on learning loss
3. Procurement of health and medical supplies
to ensure the safety of learners, teachers
and other personnel
4. Conduct of capability-building programs for
teachers and school head on learning
interventions to address the learning loss
48. Pool of Support (Support to be Provided)
• Municipal Local Government Units – Classroom repair and
installation of facilities through SEF, , vaccination of learners and
personnel
• Barangay LGU – Assist the safety of school goers and partner in
maintaining the clean and safe school grounds
• 4P’s Members – Maintain the cleanliness of school surroundings
and enhance the Gulayan sa Paaralan
• PTA and stakeholders – cooperation and support in school
activities
50. Monitoring, Evaluation and Technical
Assistance
Office/ Personnel Roles and Functions
School Heads
Ensure the operationalization of the BE-LCRP at the school level;
Present the BE-LCRP to potential partners for resource mobilization;
Modify, if necessary, according to the needs of the school; and
Conduct regular meetings or consultations with the school personnel for issues and concerns that
require sound decision making
