(SVPDC) Learning Continuity Plan 2021-2022

Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City

Basic Education Department
School Year 2021-2022
“LCP: Teaching and Learning amidst COVID19 Pandemic”
INTRODUCTION
COVID19 pandemic is first and foremost a health crisis. It has demonstrated an
impactful effect to the lives of the Filipinos even up until this day. Many countries not
just the Philippines struggle in dealing with COVID19 crisis in terms of the socio-
economic aspect. Aside from that, this pandemic almost devastated the lives of
thousands of people around the globe. The crisis caused by the pandemic crystallizes
the dilemma that policymakers are facing between closing schools and keeping them
open.
In the Philippines, DEPED Secretary Leonor Magtolis Briones reiterated that

despite of the pandemic, learning must continue considering that health, safety, and
well-being of the learners are the most and top priority. Briones passion in pursuing the
education in the face of the crisis draws an overflowing support from the different
agencies and departments both from private and public sector.
In connection, Saint Vincent de Paul Diocesan College – a diocesan and private

catholic school under Bislig City Division in CARAGA geared towards the holistic
development of the students. This institution endeavors in assuring that Vincentians can
continue learning regardless of the crisis through ensuring learners’ safety and security
to avoid being contacted with the virus.
Thus, this Learning Continuity Plan contains carefully crafted through

benchmarks procedures on implementing new modes of learning as face to face
modality is still out of context and a least option for this school year 2021-2022. New
learning modalities should be considered and adapted to cater students and parents’
preference in learning.
The school understands that going to school physically is the best public policy
tool available to raise skills. While school time can be, fun and can raise social skills and
social awareness, the primary point of being in school is that increases a child’s ability.
However, we also understand that going to school physically is not the only option to
develop students’ skills and increase students’ ability in learning. There are a lot of
available learning modalities that we could utilize. It might be difficult at first but as we
move and start using as part of the new normal, everything will go smoothly. As the
new normal kicks in, the only way to adjust to the new norm is to fully embrace its
gradual effects.
One of the objectives in crafting the school’s LCP is to assure Parents/Guardians

that learners can continue their studies even with the presence of the virus. Methods,
strategies, and procedures will be implemented smoothly according to the minimum
standards set by IATF and DEPED. The reason why the school is complying to all
necessary steps in order to open the classes based on what is right for the school
community.
Saint Vincent de Paul Diocesan College envisions that it could be a light amongst
its school community especially in fighting for this challenge in the education of the
learners. This crisis can mean nothing if we persevere and took courage. Para sa Bata,
Para sa Bayan.
1
SITUATIONAL ANALYSIS
Figure 1: Comparative Data of Enrolment from S.Y., 2020-2021 to S.Y., 2021-
2022.
500
450
445
400
385 387
350
356
300
250
200
LEGEND:
150 177
2020-2021
100
102
2021-2022
50
0
Grade School Junior High Senior High
Figure 1 shows the comparative data of enrolment from SY 2020-2021 to 2021-

2022. It can be seen in the figure that as of August 11, 2021 there are 102 pupils
enrolled in the grade school department for the school year 2021-2022 compared to
last school year’s enrolment of 177 enrolees. Meanwhile, junior high school department
already have 385 students enrolled this school year from 445 students enrolled last
2020-2021. In addition, senior high school department already got 356 enrolees from
last school year’s 387 enrolees.
The data presented in the figure above means that grade school is still at 57 %
reach from last year’s enrolees while Junior high school is at 86% reach, and senior
high is already at 92 % reach from last school year’s enrolment.
This data calls the attention of the school administration to create a contingency
plan which is structured and aimed to contact tracing of learners who are not yet
enrolled for this school year especially the percentage of grade school official enrolled
learners is too low. The office of the Basic Education department will also be in alliance
to registrar on this matter to resolve this concern as soon as possible. Strategic
planning will also be done to address concerns on enrolment.
2
A three-year School Improvement Plan also includes how the school should
handle circumstances like this pandemic. School administrators together with its
stakeholders are in one hand in order to fight this virus and not allow quality education
be compromised.
LEARNER ENROLMENT SURVEY RESULTS AND

DISCUSSIONS
As of August 11, 2021, based from the records of the school registrar,
actual enrolees for the School Year 2021-2022 is eight hundred forty three (843) from
Kinder to Junior High School to Senior High School. This is 84.3%reach from last school
year’s enrolment.
Last School Year 2020-2021, a survey about the enrolment was administered,
mandated by DEPED as part of monitoring and evaluation. The survey was given to all
students who are officially enrolled to identify their preference on the modalities to be
used in learning, challenges on distance learning, and available devices to be used for
distance learning, etc. It is imperative to collect information from the students and
parents to make sure that their needs in learning are catered and considered.
Below is the presentation which shows the results on the preference of the
students and parents with regards to distance learning modalities.
Figure 2: Students’ and Parents’ Preference on Learning Modalities.
70
60 59%
50
40
37%
30
25%
20
10 5%
4%
0
Online Television Radio Modular Blended Learning
3
Figure 2 shows the students’ and parents’ preference on learning modalities as

official modality to be used. It can be seen in the figure that majority of the students
and parents preferred to use blended learning with 59%, followed by modular based
instruction with 37%, and online based instruction with 25%. Meanwhile, television
based instruction and radio based instruction got 5% and 4% respectively.
This data implies that students and parents are more comfortable with
blended learning which is describe as a combination of face to face classes and other
learning modalities. However, since DEPED reiterated that face to face classes is
impossible and still out of the context as modality unless learners and teachers are
vaccinated, the school recommends to continue implement modular distance learning
modality.
Modular distance learning modality is the most convenient to use as shown in
the results of the survey. As decided, students will be receiving modules or textbooks
and online activities for reinforcement. It was also decided that a once a month virtual
session with the learners will be done as part of the intervention programs initiated by
the teachers. This is done t make sure that learners have an avenue to ask question of
some confusing and difficult topics especially in Mathematics, Science, and English
subjects.
Because of the pandemic, distance learning was suggested; the reason why
DEPED must conduct a survey with regards to learning modalities to be used as this
type of learning is new to everybody. Given that students have available gadgets at
home, the big question now is who among the members of the family can provide
instructional support to the child. To make sure that students attend to their classes
and activities at home, strict supervision of parents is a must.
4
Figure 3: Available Household Members who can Provide Instructional

Support to the child’s distance learning.
90
81%
80
70
60
50
40
30
20
11%
10 8%
5% 2% 5%
0
Parents Siblings Grandparents Extended Others None
Figure 3 shows the percentage of available household members who can

provide instructional support to the child’s distance learning. It can be seen in figure 3
that 81% of the respondents have parents or guardians at home who can support them
in distance learning. Meanwhile, 11% of the respondents said that elder siblings can
provide instructional support at home followed by grandparents with 8%. While
extended family members and others got 5% and 2% respectively. Lastly, 5% of the
respondents said that no family members can provide instructional support at home for
distance learning.
With the data presented above, it illustrates that majority of our students have
family members at home who can provide instructional support for distance learning.
However, there are also students where no family member can support learning at
home. Hence, school administration should strategize on how to provide assistance to
these students without instructional support at home. Also, school should craft various
methodologies for monitoring students with or without family member for instructional
support at home.
5
TEACHERS’ READINESS SURVEY RESULTS AND

DISCUSSIONS
Figure 2: Percentage of Teachers Gadgets’ Availability.
120
100%
100
92% 90%
80
65%
60
40 35%
LEGEND:
20 YES
8% 10%
NO
0
Laptop Desktop/PC Smartphone Tablet
Figure 2 shows the percentage of teachers available gadgets or materials

for instructional use. The figure emphasizes that 65% or 26 out of 40 teachers have
available own laptop for instructional use while 35 % or14 out of 40 do not have own
laptop. Meanwhile, 8% of the teachers have Desktop or PC which means that 92% of
the teachers do not have Desktop or PC. On the other hand, 100% of the teachers
already have smartphones that can be used for instruction. Lastly, 10% of the teachers
have tablet while 90% do not have available tablet.
It can be inferred based on the data presented above that all teachers have
smartphones which is very useful in giving instructions or even in conducting limited
virtual face to face interaction. However, there are teachers who do not own a laptop
which is the primary gadget need for quality virtual face to face interaction. Because of
this, the school will be procuring 50 additional sets of computers intended to be used
by the teachers for blended classes. The school will make sure that teachers will have
computers in order to implemment the online sessions properly.
While gadgets and materials to be used are imperative for the successsful
implemmentation and delivery of instruction, it is also much important to make sure
that teachers are knowledgeable on how to manipulate or operate these gadgets
6
mentioned. It is important that teacher have backgrund knowledge and have relevant
trainings on how to use them.
This school year, the school focuses on implemmenting modular distance
leanring modality as it is the most conventional, suitable, and preferred means by
parents and students since most of the students do not have access to internet.
However, some of the students have gadgets so we could make use of digital modular
way. A recent proposal was raised on adding at least once a month vritual face to face
session with the students as part of the intervention programs for those student
struggling or having difficulty wth the subject topics.
Thus, teachers need also to undergo trainings in terms of reasiness in using the
enhanced modular moadlity.
Table 1: Teachers’ Readiness for Modular Distance Learning Modality.

YES NO
% %
Have formal training in modular distance learning modality 35 5
Willing to undergo training if needed. 40 100 0
Willing to make self-learning modules which incorporates most 40 100 0
essential learning competencies.
Table 1 shows the percentage on Teacher’s Readiness for Modular Distance

Learning Modality. It shows that only 5% of the teachers have formal training on
modular learning while 95% of the teachers do not have formal training in modular
learning. However, 100% of the teachers are willing to undergo training for modular
learning and willing to make self-learning modules which incorporates most essential
learning competencies.
Based on the data presented on figures 3.1 and 3.3, it can be inferred that
majority of the teachers do not have formal trainings on modular and online distance
learning modalities. Therefore, the school should conduct series of seminars or
workshops in terms of adopting the implementation of new learning modalities to equip
teachers the necessary skills and attitudes for the success of the implementation and
for teachers to deliver the competencies competitively using the new platforms of
learning.
7
LEARNING STRATEGIES AND MODALITIES

Challenges/Oppo Learning Description/Details Type/Modality/App Suggested
rtunities Options roach/Strategy Platforms/Resource
s/Mechanisms
With With Distance This refers to a learning MODULAR
Internet PC/Tabl Learning delivery modality where DISTANCE
Access et learning takes place LEARNING
between the teacher
and the learners who * Learning is in the - The use of Learning
are geographically form of individualized resource
remote from each other instruction that allows materials/Modules in
during instruction. learners to use self- multimedia (slides,
learning modules video, and audio files)
(SLMs) in print or - The use of e-
digital learning materials
format/electronic - The use of
copy, whichever is computer-based
applicable in the learning materials
context of the learner
and other learning
resources like
Learner's Materials,
textbooks, activity
sheets, study guides
and other study
materials. Learners
access electronic
copies of learning
materials on a
computer, tablet PC
or smartphone. CDs,
DVDs, USB storage
and computer-based
applications can all be
used to deliver e-
learning materials,
including offline e-
books. The teacher
takes the
responsibility of
monitoring the
progress of the
learners. The learners
may ask assistance
from the teacher via
email, telephone, text
message/instant
messaging, etc.
Where possible, the
teacher shall do home
visits to learners
needing remediation
or assistance. Any
member of the family
8
or other stakeholder
in the community
need to serve as para-
teachers.
Home It is an alternative * The use of the print

Schooling delivery mode (ADM) materials/learning
that aims to provide resources ( modules,
learners with equal worksheets, activity
access to quality basic sheets, etc.)
education through a *The use of digital
homebased packets (learning
environment to be materials)
facilitated by qualified
parents, guardians or
tutors who have
undergone relevant
training. It allows
families to educate
according to their
personal faith,
philosophy, and values
and to adjust learning
schedules around
family schedules and
circumstances.
With Distance This refers to a learning MODULAR
Mobile Learning delivery modality where DISTANCE
learning takes place LEARNING
between the teacher
and the learners who * Learning is in the - The use of Learning
are geographically form of individualized resource
remote from each other instruction that allows materials/Modules in
learning modules video, and audio files)
(SLMs) in print or - The use of e-
digital learning materials
format/electronic - The use of
copy, whichever is computer-based
applicable in the learning materials
and other learning
resources like
textbooks, activity
and other study
materials. Learners
access electronic
copies of learning
materials on a
computer, tablet PC
or smartphone. CDs,
DVDs, USB storage
and computer-based
9

used to deliver e-
learning materials,
books. The teacher
takes the
responsibility of
monitoring the
progress of the
may ask assistance
message/instant
messaging, etc.
Where possible, the
visits to learners
needing remediation
or assistance. Any
in the community
teachers.

environment to be materials)
tutors who have
undergone relevant
training. It allows
families to educate
according to their
personal faith,
schedules around
circumstances.
No With Distance This refers to a learning MODULAR
internet PC/Tabl Learning delivery modality where DISTANCE
et learning takes place LEARNING
between the teacher
and the learners who * Learning is in the * The use of Learning
are geographically form of individualized Resource
remote from each other instruction that allows Materials/Modules in
10
learning modules video and audio files)

(SLMs) in print or * Offline Interactive
digital Webpages (in HTML
format/electronic format)
copy, whichever is * Digital Packets
applicable in the (Learning Materials)
and other learning
resources like
textbooks, activity
and other study
materials. Learners
access electronic
copies of learning
materials on a
computer, tablet PC
or smartphone. CDs,
DVDs, USB storage
and computer-based
used to deliver e-
learning materials,
books. The teacher
takes the
responsibility of
monitoring the
progress of the
may ask assistance
message/instant
messaging, etc.
Where possible, the
visits to learners
needing remediation
or assistance. Any
in the community
teachers.

environment to be
11
facilitated by qualified materials)

tutors who have
undergone relevant
training. It allows
families to educate
according to their
personal faith,
schedules around
circumstances.
With Distance This refers to a learning MODULAR
Mobile Learning delivery modality where DISTANCE
learning takes place LEARNING
between the teacher * Learning is in the * The use of Learning
and the learners who form of individualized Resource
are geographically instruction that allows Materials/Modules in
remote from each other learners to use self- multimedia (slides,
during instruction. learning modules video and audio files)
(SLMs) in print or
digital
format/electronic
copy, whichever is
applicable in the
and other learning
resources like
textbooks, activity
and other study
materials. The teacher
takes the
responsibility of
monitoring the
progress of the
may ask assistance
from the teacer via
message/instant
messaging, etc.
Where possible, the
visits to learners
needing remediation
or assistance. Any
in the community
teachers.
12
Home It is an alternative
Schooling delivery mode (ADM)
that aims to provide * The use of the print
learners with equal materials/learning
access to quality basic resources ( modules,
education through a worksheets, activity
homebased sheets, etc.)
environment to be
tutors who have
undergone relevant
training. It allows
families to educate
according to their
personal faith,
schedules around
circumstances.
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
CALENDAR OF ACTIVITIES, S.Y. 2020-2021

MONTH ACTIVITIES
JUNE
1-30 Enrolment Period
02 Faculty Emergency Meeting
10 Curriculum Development Orientation
12 Independence Day
15 Health and Safety Protocol Orientation for COVID-19
17 PEAC Webinar for Elementary
18 PEAC Webinar for JHS & SHS
19 Araw ng Surigao
22 Post discussions of the conducted webinar
30 Deadline of the 1st & 2nd Qtr Learning Instructions (CIDAM-SHS &
Curriculum Map for JHS)
No. of days: 0
JULY
1-30 On-going process of Enrolment
15 Deadline of the 3rd & 4th Qtr Learning Instructions (CIDAM-SHS &
Curriculum Map for JHS)
BAED Regular Meeting
30 Deadline for the 1st Qtr Daily Lesson Plan (Elem.&JHS), Learning
Module (SHS), and Evaluation Sheets (Elem. & JHS)
Submission of the Second Semester CIDAM for SHS
No. of days: 0
AUGUST
3 Starts of the school year calendar
3-7 Parents’ Orientation on Learning Modalities and HRPTA Assembly
3 Elementary
4 Grade 7 level morning only; Grade 8 level in the afternoon
5 Grade 9 level morning only; Grade 10 level in the afternoon
6 Grade 11
7 Grade 12
14 In-Service Training for BAED Faculty
17-20 Brigada Eskwela 2020
20 BAED Regular Meeting in the afternoon
21 Ninoy Aquino Day (special non-working day)
24 Starts of Teaching and Learning Activities
31 National Heroes Day (regular holiday)
TBA Conduct of Career Assessment of Grade 9 students
No. of days:22
29
SEPTEMBER
11 Submission of Test Questionnaire (TQ) to the subject moderator
16 BAED Regular Meeting
17-18 First Quarter Unit Test
30 Deadline for the 2nd Qtr. Learning Instructions(learning modules for
SHS, evaluation sheet for JHS, daily lesson plan, teaching guide for
SHS)
No. of days: 26
OCTOBER
05 World Teachers’ Day Celebration
7-8 Submission of TQ & TOS to the subject moderator
14-16 First Quarterly Examination
26 Deliberation of Grades by the adviser and subject teachers per level
28 Submission of Grades to the adviser
30 Submission of the consolidated grades and ranking per level to the
academic coordinator
No. of days: 26
NOVEMBER
01 All Saints’ Day (special non-working day)
02 Additional Special Non-Working Day (per presidential proclamation
No. 845,s.2019)
09 Submission of TQ
12-13 Second Qtr. Unit Test
27 Deadline for the Third Qtr. Learning Instructions
30 Bonifacio Day (regular holiday)
Saturdays - Important note: Every Saturday of this month will be intended for
7,14,21 & 28 the Parent-Teacher Conference, and scheduled for the CPTCA Gen.
Assembly
No. of days: 23
DECEMBER
02 Submission of TQ and TOS
08 Feast of the Immaculate Concepcion of Mary
09-11 Second Quarterly Examination
18 End of Class
19 Start of Christmas Break
24 Additional Special Non-Working Day
25 Christmas Day (regular holiday)
30 Rizal Day (regular holiday)
31 Last day of the Year (special non-working day)
30
No. of days: 15
JANUARY
01 New Year’s Day (regular holiday)
04 Resumption of classes
Deliberation of Grades by the adviser and subject teachers per level
rd
3 week NCAE, if allowed under IATF rule
4th week Administration of NAT for Grade 12 if allowed under IATF rules
18 Submission of TQ
20 BAED Regular meeting
21-22 3rd Qtr. Unit test
29 Deadline of the 4th Qtr. Learning Instructions
No. of days: 24
FEBRUARY
1-5 Career Guidance Program Orientation and Assessment for Grade 10
st nd
1 – 2 week SPG, SSG & SHS-SC Election
10 Deadline for the submission of 3rd Qtr. TQ and TOS
12 Chinese New Year
17-19 3rd Quarterly Examination
25 Anniversary of the EDSA People Power Revolution
No. of days: 21
MARCH
TBA Administration of NAT for Grade 6 and Grade 10
15 Submission of TQ
17 BAED Regular meeting
18-19 4th Qtr. Unit Test
No. of days: 27
APRIL
01 Maundy Thursday (regular holiday)
02 Good Friday (regular holiday)
07 Submission of 4th Qtr. TQ and TOS
10 Parents-Teachers Conference for Graduating Class (G6,G10&G12)
14-16 4th Quarter Examination
31

No. of days: 19
MAY
2nd week School-based checking of documents
TBA Commencement Ceremonies
No. of days: 0
IMPORTANT NOTES:
 Every last Saturday of the month will be intended for the
adviser-parent conference starting on September. So,
adviser’s journal is obligatory to cover the updates and
concerns regarding the students’ learning progress.
 Any means of classroom fines will be temporarily ripped out
for this school year.
 There will be recognition of academic excellence for deserving
students in the Fourth Quarter.
32
SVPDC Employees
General
Orientation
on Health and
Safety Protocol
for COVID-19
33
34
Classroom Setting Arrangement
35
GATE 1 - ENTRANCE
36
37
Entrance Foot Bath

38
Vehicles Tire Bath
Hand Washing Area

39
40
Bursar & Registrar Office

41
Quarantine Area
42
School Clinic
43
New Canteen Area
44
School Sanitation Every Saturday
45
PPE’s for SVPDC COVID-19

Task Force
46
Employees Face Shield
47
48
Varied Signage
49
50
51
52
Prepared by:
GILBERT J. CONDE
Academic Coordinator
Reviewed:
53
ROCHAMBEAU F. CABERTE, MAED WALTER T. CAMINOS

GS and JHS Principal SHS Principal
Noted:
REV. FR. EDGAR BONETTE B. CLAR, M.A., LLB

School President
Recommending Approval:
JASMINE R. LACUNA
Assistant Schools Division Superintendent
Approved:
GREGORIA T. SU, Ph.D.

Schools Division Superintendent
54

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Saint Vincent de Paul Diocesan College

Andres Soriano Avenue, Mangagoy, Bislig City

In the Philippines, DEPED Secretary Leonor Magtolis Briones reiterated that

In connection, Saint Vincent de Paul Diocesan College – a diocesan and private

Thus, this Learning Continuity Plan contains carefully crafted through

One of the objectives in crafting the school’s LCP is to assure Parents/Guardians

Figure 1 shows the comparative data of enrolment from SY 2020-2021 to 2021-

LEARNER ENROLMENT SURVEY RESULTS AND

Figure 2: Students’ and Parents’ Preference on Learning Modalities.

Figure 2 shows the students’ and parents’ preference on learning modalities as

Figure 3: Available Household Members who can Provide Instructional

Figure 3 shows the percentage of available household members who can

TEACHERS’ READINESS SURVEY RESULTS AND

Figure 2: Percentage of Teachers Gadgets’ Availability.

Figure 2 shows the percentage of teachers available gadgets or materials

Table 1: Teachers’ Readiness for Modular Distance Learning Modality.

Table 1 shows the percentage on Teacher’s Readiness for Modular Distance

LEARNING STRATEGIES AND MODALITIES

Home It is an alternative * The use of the print

applications can all be

Home It is an alternative * The use of the print

learning modules video and audio files)

Home It is an alternative * The use of the print

facilitated by qualified materials)

CALENDAR OF ACTIVITIES, S.Y. 2020-2021

28 Submission of Grades to the adviser

Classroom Setting Arrangement

Entrance Foot Bath

Vehicles Tire Bath

Hand Washing Area

Bursar & Registrar Office

New Canteen Area

School Sanitation Every Saturday

PPE’s for SVPDC COVID-19

Employees Face Shield

ROCHAMBEAU F. CABERTE, MAED WALTER T. CAMINOS

REV. FR. EDGAR BONETTE B. CLAR, M.A., LLB

GREGORIA T. SU, Ph.D.

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