Slide 1-2

On account of the COVID-19 pandemic, the Philippine government

implemented community quarantine measures that limit the number of people
congregating in public places, consequently suspending classes in schools
before the end of the school year 2019-2020.
 
With class suspensions and community quarantines, the Department of
Education (DepEd) employed various platforms to complete the delivery of
learning competencies to learners.
Nonetheless, the fight against COVID-19 is still ongoing and efforts of the
government are still focused on containing and controlling the spread of the
disease. Thus, careful planning for the opening of the upcoming school year is
of utmost consideration to the DepEd as a whole, and the Schools Divisions in
particular.
 

Slide 3
In accordance with the PIVOT 4A Learning Continuity Plan (LCP), the Schools
Division of Lucena City (SDO Lucena) framed its own LCP to map out its
strategies and activities in addressing the current COVID-19 pandemic.
Likewise, the LCP is designed to deal with future natural calamities and
emergencies that may affect learning delivery of schools and learning centers
within and around the schools division.
 

Slide 4
Through the leadership of the OIC – Schools Division Superintendent Dr.
Hermogenes M. Panganiban, the Learning Continuity Plan of the SDO Lucena
City shall provide direction for basic education in the schools division in the
coming school years.
 
This will ensure that basic education will be available; health and safety of
children and school personnel will be ensured; and class disruptions caused by
varied forms of crises would not hinder the delivery of basic education services.

Slide 5
SDO Lucena City is composed of 111 public and private schools, divided into
four school districts – Lucena North, Lucena East, Lucena West and Lucena
South.
The total enrolment in public and private schools in school year (SY) 2019-
2020 was 71,396, which is 6.30 percent higher than that in the previous SY
2018-2019. Public school enrolment constitutes to 72.36 percent of the total
enrolment in the division.

Slide 6
The teaching force is composed of 3,117 elementary and secondary school
teachers in the private and public schools.

Slide 7
The combined the number of classrooms in the public and private schools is
2097.

Slide 8
Looking at these figures, the teacher-learner ratio in the public elementary is
1:32, while 1:9 for the private elementary school. Meanwhile, the public
secondary school has 1:33 teacher-learner ratio while 1:18 in the private
schools.

Slide 9
Based on the conducted survey for learner’s readiness to flexible learning
options, results revealed that in terms of internet access, 56.07 percent of the
respondents have Data from Cellphone, 17.08 percent have internet connection
subscription, while 26.85 percent have no internet access at home.

Slide 10
Regarding access to LED or SMART television, 26.43 percent have SMART or
LED television with cable subscription, while 26. 46 percent have SMART or
LED television but with no cable subscription.

Slide 11
Graphics show the total number parent-respondents which is composed of
27,398, of which 72.19 percent (19,778) are females and 27.81 percent (7,620)
are males.

Slide 12
In terms of family income, majority of the respondents which constitute 72.92
percent of the total number of respondents have an income of10,000 pesos and
below.

Slide 13
Among the respondents, 34.69 percent are unemployed, 24.47 percent are self-
employed, 17.61 percent have permanent or full-time employment, 11.92
percent have part-time employment, 4.60 percent have seasonal employment,
while 6.71 percent have no response.

Slide 14
In terms of internet access, 58.35 percent have Data from Cellphone, 17.73
percent have internet connection subscription (either business, internet, cable
internet, dial-up, and others), while 23.92 percent have no internet access.

Slide 15
Regarding access to LED or SMART television, 26.97 percent have SMART or
LED television with cable subscription, while 27.59 percent have SMART or
LED television but with no cable subscription.

Slide 16
There were 1,974 teacher-respondents, who are generally females and belong to
the age bracket of 22 to 35 years old.

Slide 17
Regarding length of service, majority of the respondents or 36.58 percent are in
service five (5) years or less.

Meanwhile, for respondents’ health status, 70.97 percent of the respondents

have no disability.

Slide 18
In terms of internet connectivity, 38.91 percent have internet connection
subscription (business internet, cable internet, dial-up, etc.), while 36.22 percent
have Data for Cellphone. However, 24.87 percent of the respondents do not
have answer to this item.

Slide 19
Results revealed that teachers are competent in handling alternative learning
options as evidenced by these infographics.

Slide 20
Considering these data, SDO Lucena City arrived at these two learning delivery
modalities – 1533 classes of modular distance learning and 44 classes of online
distance learning.
Slide 21
With regard to modular distance learning, this uses modules in prints or digital
format.

However, this delivery mode has several challenges such as

 Lesson Exemplars/modules,
 Kiosk/Drop Points
• Established Open-Line Communication for Assistance
• Budget for Purchase and Printing of Learning Materials and Equipment
• Support of stakeholders

To address these challenges, interventions shall be of good use, such as:

 Partnership with LGU/SK/PTA/ TODA/ School Alumni Association for
the distribution and retrieval of the modules
 Zoning of learners
 Establishment of module kiosk/ HUB or community learning station
 Organization of community literacy volunteers
 Setting of schedule for the distribution and retrieval of modules
 Conduct of online periodic meeting with parents for further instruction
and monitoring of learners’ progress
 Purchase of OTG/USB for downloading of modules
 Provision of self-learning modules in print or digital format
 Utilization of social media for queries and updates
 Conduct of virtual LAC session on the implementation of modular
distance learning including lesson exemplar preparation
 Conduct of virtual orientation to parents and other stakeholders on
modular Learning Modality process

Slide 22
Online distance learning uses the internet to access resources.

However, challenges such as

 Connectivity
• Platform
• Learning Availability of ICT Equipment Package
• Technical Know-how on the Use of Online Platforms
• Preparation of Learning Materials that are Responsive to the Context of
Learners and Teaching Modalities
• Support of stakeholders

are taken into consideration.

That’s why, the following interventions might help bridge the gap, such as:
• Capability building for teachers who will handle online teaching
• Preparation of video lessons
• Creation and distribution of brochure about online learning
• Preparation of digital copy of lessons
• Virtual orientation of parents and learners
• Online assessment training for teachers
• Craft additional worksheet and develop interactive materials suited for
online teaching adhering to the MELC and PIVOT 4A BOW
• Online teaching / learning can be asynchronous or synchronous
• Inventory of ICT resources will be done for teachers to help those without
gadgets
• Teachers, parents and pupils will be trained on online etiquettes
• Device an open online platform in the different learning areas
• Use of DepEd Commons and other resources provided by Division and
schools

Slide 23
In consonance, all schools in the Division of Lucena City shall adequately
prepare for the following:
 class and classroom organization using parameters set by the department
 class programming/scheduling, time allotment (in-school/off-school)
 learner’s assessment and performance monitoring
 instructional designing and procedure

Slide 24-25
On the succeeding slides are some of the illustrative examples contextualizing
these preparations in the key stages including SPED and ALS.

Starting with the Kindergarten Modular Learning Modality Process and its
proposed class program.

Slide 26-29
Here is the modular learning modality process for the elementary, junior and
senior high school with their corresponding class programs.

Slide 30
This time, here is the Special Education Modular Learning Modality Process
and the corresponding class program.
Slide 36
Now, here is the online learning modality process and its sample online class
program.

Notice that in the presented illustrations, there shall be no face-to-face

encounter among the teachers and the learners in adherence to the
recommendations of the IATF.

Slide 39
Regarding learners’ assessment and performance monitoring, there shall be e-
assessment using platforms such as DepEd Commons, Quipper, Edmodo,
Google Classroom and others. Portfolio assessment shall also be utilized. Also,
virtual performance-based assessment will be used including research.

Slide 40
As for the monitoring and evaluation, this cyclic process shall followed.

Slide 41-44
SDO Lucena City is anchored on the thrusts set forth by the Department.

The division has been supportive of Sulong EDUkalidad which was

contextualized through PIVOT 4A Qube. These programs and frameworks are
the thrusts of which SDO Lucena City is anchored to.

Slide 45
Deducing from these programs and frameworks, the SDO initiatives include
Aligning and Intervention, which has the following actions:
Ø Harmonization of MELC and PIVOT Budget of Work (BOW).
Ø Inventory and matching of Learning Resources to MELC and PIVOT
Budget of Work
Ø Development and provision of division-initiated lesson exemplar and
learners’ modules in all learning areas using IDEA format.
Ø Crafting of e-assessment
Ø Development of e-books and video lessons for Kindergarten
Ø Preparation of class schedule aligned with schools’ modality
Ø Distribution of health education materials to schools.
Ø Shifting and adjustment from traditional to New Normal learning
delivery.

Slide 46
Another is Advancing Handholding Initiatives like capability building for
teachers and school leaders, organization of quality assurance management team
and development of M & E tools.
Slide 47
Then we have Amplifying defined technical assistance to target delivery units.

Slide 48
Lastly, Appraising stakeholders on progress of interventions through the use of
advertisement for information dissemination, Parents’ orientation, Sustaining
strong partnership with external stakeholders: LGUs and other partners for
School Readiness, Conduct Virtual Brigada Eskwela among others.

Slide 49
Read slide.

Slide 50
Read slide.

Slide 51
The schools in the division have showcased their ingenuity, creativity and
mindfulness and came up with these best practices in the light of the pandemic.

Slide 52
SDO Lucena City cannot do it on its own for it needs a strong support system.
Fortunately, the division has these champions who are always ready to extend
their hands for the learning community.

Slide 53-54
Quoting Michelle Obama, “You may not always have a comfortable life and
you will not always be able to solve all of the world’s problems at once but
don’t ever underestimate the importance you can have because history has
shown us that courage can be contagious and hope can take on a life of its
own.”

SDO Lucena City remains courageous in these trying times and with high hopes
that learning continues for all learners and that no one will be left behind.

Slide 55-56
Credits to the LCP-TWG.