Republic of the Philippines
Department of Education
Region VI- Western Visayas
SCHOOLS DIVISION OF AKLAN
GUIDE IN THE PREPARATION OF SCHOOL LEARNING CONTINUITY PLAN FOR SY 2020-2021
I-SUGGESTED STEPS IN THE PREPARATION OF THE SCHOOL LEARNING CONTINUITY PLAN
1. Determine the expected enrollment of your school next SY 2020-2021 from the school EBEIS and Early Registration Data (See Template)
2. Conduct an inventory of available learning resources and ICT equipment and facilities in your school. Use the tool provided by the Division LRMDS and the data gathered
from the surveys (RO, school, etc.)
3. Identify the Learning Delivery Modes that the school can possibly offer based on the results of surveys conducted, inventory of available resources and most
importantly, the COVID-19 situation in the coverage area of the school (See Suggested Learning Delivery Modes)
4. Make a profile of your learners and teachers in terms of their suitability for the different learning delivery modes based on
a) Results of the survey using the tool provided by RO
b) School-initiated survey (best effort only)
c) Other surveys conducted (if any)
d) Assessment of previous teachers (class advisers, subject teachers)
5. Group your learners into sections and sub-groups, when applicable (see notes), taking into consideration the possible instructional delivery mode suitable for them
6. Accomplish the Learning Continuity Plan Matrix (See Models and Sample of Accomplished Matrix)
7. Craft your School Learning Continuity Action Plan (SLCAP) for SY 2020-2021 (See Template)
8. Present your Learning Continuity Matrix and SLCAP to the District Validation Committee (to be scheduled).
For the meantime, i.e. prior to your presentation to the District Validation Committee, please submit your INITIAL PLAN (e copy of SLCP Matrix and SLCAP) to your PSDS for
comment then send it to our Division Planning Officer (e copy) on or before May 8, 2020. The purpose of this is for us to monitor the feasibility of these proposals as applied in
the context of our schools as well as for the division to come up with an INITIAL Division Learning Continuity Plan to be presented to RO.
9. Revise your SLCAP based on the recommendations (if any) of the District Validation Committee
10. Submit your SLCAP to the division office for approval, c/o SGOD-Planning and Research Section
II- PROPOSED MODES OF LEARNING DELIVERY
1. Face-to-Face (FF) – Teacher and learners physically interact in school. Subject matter and learning material are taught in person to a group of students.
2. Online Learning (OL) - instructional delivery that takes place over the Internet. It is often referred to as “e- learning” among other terms. Classes are held in a virtual
classroom, i.e., teachers and learners are in their homes/school interacting among one another.
3. Modular (Mod) – utilizes printed modules and offline tools such as video lessons, e-books, downloaded materials, etc. Learners study at home using print and non-
print learning materials in hard or soft copies as well as readings/activities from the internet and other sources.
4. Multi-modal – a combination of different learning delivery modes
III- SUGGESTED CLASS SHIFTING TYPES
Suggested Shifting Types- Learners are to report to school in shifts to minimize the number of learners present in the school at a given time to ensure compliance with
social/physical distancing requirements and to ensure sufficiency of school facilities, e.g. handwashing facilities, comfort rooms, canteen, etc.
A- Half-day session- morning or afternoon daily
B- Two days Face to Face session and two days modular and/or online learning and a half day session per week for assessment of learning purposes
C- Modified Type A for SHS TVL Track - (Ex. Academic Subjects-M-Th, Specialized Subject scheduled in 1 day only, say F)
IV - LEARNING CONTINUITY PLAN PROPOSED MODELS*
A. MODEL A: FOR Kindergarten
Premise: Kindergarten learners are presumed “not ready” for Modular and online learning
Grade Level Total No. of No. Sections Learning Delivery Number of Shifting Type Teacher Classroom
Enrolment Mode Shifts Requirement Requirement
Not more than 1 Face to Face 1 A 1 1
25
Kindergarten 26-50 2 Face to Face 2 A 1 1
51-75 3 Face to Face 2 A 2 2
76-100 4 Face to Face 2 A 2 2
101-125 5 Face to Face 2 A 3 3
*Non-prescriptive, sample only. Ideally the plan should be “tailored fit” for the school.
B. MODEL B: FOR Grades 1-3
Premise: Grade 1 to 3 learners are presumed generally “not ready” for modular and online learning
Grade Total No. of No. Sections No. of Sub- Learning Delivery Number of Shifting Type Teacher Classroom
Level Enrolment groups Mode* Shifts Requirement Requirement
Not more than 1 1 Face to Face 1 A 1 1
25
1-3 26-40 1 2 Face to Face 2 A 2 1
41-75 2 2-3 Face to Face 2 A 2-3 2
76-120 3 4-5 Face to Face 2 A 4-5 3
121-160 4 5-7 Face to Face 2 A 5-7 4
*Other delivery modes may be utilized depending on the readiness of the learners
C. MODEL C: FOR GRADES 4-10
Grade Enrolment Number of No. of Learning Delivery Mode Number of Shifting Type Teacher Classroom
Level Section(s) Subgroup(s) Shifts Requirement Requirement
Not more 1 1 FF, Mod and/or OL 1 B- (MW -FF, TTh-Mod, 2 1
than 25 F(am) - Assessment
26 - 45 1 2 FF, Mod and/or OL 2 B - (TTh – FF, MW- OL, 3 1
F(pm) -Assessment
4-10 46-75 2 2-3 FF, Mod and/or OL 2 B 3-5 2
76-90 2 3-4 FF, Mod and/or OL 2 B 5-6 2
91-135 3 4-6 FF, Mod and/or OL 2 B 6-10 3
136-180 4 6-8 FF, Mod and/or OL 2 B 10-13 4
D. MODEL D: SHS-ACADEMIC
Grade Enrolment Number of No. of Learning Delivery Mode Number of Shifting Type Teacher Classroom
Level Section(s) Subgroup(s) Shifts Requirement Requirement
Not more 1 1 Multimodal 1 B- (MW -FF, TTh-Mod/OL, 2 1
than 25 F(am) - Assessment
26 - 40 1 2 Multimodal 2 B- (TTh -FF, MW-Mod/OL, 3 1
F(pm) - Assessment
SHS ADAD
41-80 2 2-3 Multimodal 2 B 3-5 2
81-120 3 4-5 Multimodal 2 B 6-8 3
121-160 4 5-7 Multimodal 2 B 8-12 4
161-200 5 7-8 Multimodal 2 B 12-13 5
E. MODEL E: SHS-TVL
Grade Number Grouping No. of Mode of Instructional Delivery Number Shifting Type Teacher Requirement Classroom/Laboratory
Level of Subgroups Academic Specialized of Shifts Requirement
Students
in a
Section
11 25 and Small 1 Mostly Mostly FF. 1 C (Academic Subjects- 2 1
and below OL and/or OL and/or Mod M-Th
12 Mod if as Specialized scheduled in 1
TVL feasible, needed/feasible day only, say F)
FF as needed
More Subgroups 2 or more Mostly Mostly FF, 2 C (Academic Subjects- (To be determined using (To be determined
than 25 OL and/or OL and/or Mod M-Th the existing planning using the existing
Mod if as Specialized scheduled in 1 standard) planning standard)
feasible, needed/feasible day only, say F)
FF as needed
Notes:
• A sub-group is a small group of learners (TENTATIVELY SET AT A MAXIMUM OF 25) coming from the same section created to comply with the social distancing
requirement. The determination of which may also be influenced by factors like availability of classrooms, classroom size, availability of teachers, etc.
• Teacher Requirement is temporarily determined based on existing guidelines.
• Class size (per section) is initially determined using existing planning standards.
F. SAMPLE ACCOMPLISHED LEARNING CONTINUITY MATRIX
School: _________________________________ District: ______________________________________
Grade Level Total No. of No. Sections No. of Sub-Groups Learning Delivery Number of Shifting Type Teacher Classroom
Enrolment Mode Shifts Requirement Requirement
Kindergarten 43 2 2 FF 1 A 1 1
Grade 1 25 1 1 FF 1 A 1 1
Grade 2 60 2 3 FF 2 A 3 2
Grade 3 70 2 3 FF 2 A 3 2
Grade 4 73 2 4 FF and Mod 2 A 2
Grade 5 80 2 4 FF, Mod, OL 2 A 10 2
Grade 6 50 2 2 FF, Mod, OL 2 A 2
V-Templates
A. Projected Enrollment for SY 2020-2021
PROJECTED ENROLMENT
SY 2020-2021
SCHOOL: _____________________
DISTRICT: _____________________
ELEMENTARY
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 TOTAL
JUNIOR HIGH SCHOOL
GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL
SENIOR HIGH SCHOOL
ABM HUMMS STEM GAS TVL SPORTS ARTS AND TOTAL
DESIGN
Gr.11 Gr. 12 Gr.11 Gr. 12 Gr.11 Gr. 12 Gr.11 Gr. 12 Gr.11 Gr. 12 Gr.11 Gr. 12 Gr.11 Gr. 12 Gr.11 Gr. 12
NOTE:
a. School Enrolment in Kinder-Grade 5, Grade 7-9 and Grade 11 of the previous school year will be the school’s projected enrolment for the next grade level, SY 2020-2021
(E.g. PREVIOUS ENROLMENT SY 2019-2020 Kinder – 50
PROJECTED ENROLMENT FOR SY 2020-2021 Grade 1 - 50. Presuming that all Kinder learners will enroll in Grade 1 for the coming school year).
b. Incoming Kinder, Grade 7, Grade 11 and transferees who registered in the early registration will be the school’s projected enrolment for these grade levels in School Year 2020-2021.
B. Learners’ and Teachers’ Profile
(Please use Excel for easier sorting and consolidation.)
Template B1. Learners’ Profile Vis-à-Vis Possible Learning Delivery Modes
School: ______________________________________ District: ___________________________________
Grade Level Name of Learner Possible Learning Delivery Mode (Write 1 if suitable; 0 if not)
Face to Face Modular Online
Template B2. Teachers’ Profile Vis-à-Vis Possible Learning Delivery Modes
School: _______________________________________ District: ____________________________________
Name of Teacher Possible Learning Delivery Mode (Write 1 if suitable; 0 if not)
Face to Face Modular Online
Template C. SCHOOL LEARNING CONTINUITY ACTION PLAN
SCHOOL LEARNING CONTINUITY ACTION PLAN
School: ______________________________________ District: __________________________________
AREA OF CONCERN OBJECTIVES STRATEGIES/ PEOPLE INVOLVED TIME FRAME RESOURCES NEEDED SOURCE OF FUND
ACTIVITIES
A. Registration/Enrollment
of Learners
B. Learning Modality
C. Preparation of Learners
and Parents
D. Capability Building for
Teachers and Other
School Personnel
E. Learning Resources
F. Learning Assessment
G. Ancillary/Support
Services
H. Monitoring, Evaluation
and Technical
Assistance
(Please include other areas of
concern you may want to add.)
Additional notes form the preparation of the SLCAP:
1. All plans should be subject to compliance with existing issuances relative to the COVID-19 situation in the country and/or the locality.
2. Capacity building for teachers should consider only online learning as well as other delivery modes that does not require face to face interaction.
3. DepEd Central Office has issued the essential competencies per learning area. This MAY HAVE implications on time allotment per learning area and consequently on
teachers’ load.
4. Available ADM modules may be used.
5. Reproduction of modules/activity sheets/exercises for learners to practice or work from home should be considered.
6. DepEd RO 6 is coming up with an inventory of available learning resources from all divisions for the purpose of having these resources shared among divisions.
7. The payment of overtime pay for teachers may be considered as among the possible options to address the lack of teachers.
