SLRP

UBAN KITA SA PAGBANGON:
Eskwelahan nga Lig-On

SULONG para sa Edukasyon
The Contextualized Learning Recovery and Continuity

Plan of Mate Elementary School
S chool in Service for the,

U nity of teachers, learners and stakeholders
L eaping towards
O utstanding future by
N urturing them to
G row more in safe and friendly community
S.Y 2022-2023
Mate Elementary School

San Francisco District II
P7, Mate, San Francisco Agusan del Sur
Facebook: MATE ES/SF2
Republic of the Philippines
Department of Education
CARAGA REGION
DIVISION OF AGUSAN DEL SUR
SAN FRANCISCO DISTRICT II
MATE ELEMENTARY SCHOOL
131855
UBAN KITA SA PAGBANGON:

Eskwelahan nga Lig-On
SULONG para sa Edukasyon
The Contextualized Learning Recovery and Continuity

Plan of Mate Elementary School
June 2022 to May 2023
ILDEFONSO D. SANCHEZ JR.

TEACHER III/SCHOOL HEAD

I. BACKGROUND AND RATIONALE
The COVID-19 pandemic has created the largest disruption of education

systems in human history, affecting nearly 1.6 billion learners in more than 200
countries. Closures of schools, institutions and other learning spaces have
impacted more than 94% of the world’s student population. This has brought far-
reaching changes in all aspects of our lives. Social distancing and restrictive
movement policies have significantly disturbed traditional educational practices.
Reopening of schools after relaxation of restriction is another challenge with many
new standard operating procedures put in place.
Within a short span of the COVID-19 pandemic, many researchers have

shared their works on teaching and learning in different ways. Several schools,
colleges and universities have discontinued face-to-face teachings. There is a fear
of losing 2020 academic year or even more in the coming future. The need of the
hour is to innovate and implement alternative educational system and assessment
strategies. The COVID-19 pandemic has provided us with an opportunity to pave
the way for introducing digital learning. This article aims to provide a
comprehensive report on the impact of the COVID-19 pandemic on online teaching
and learning of various papers and indicate the way forward. (Sumitra Pokhrel1
and Roshan Chhetri2 2020).
In order to cope with the challenges of learning lose with consideration of equitable
resources the School Of Mate Elementary School crafted “UBAN KITA SA PAGBANGON:
Eskwelahan nga Lig-On SULONG para sa Edukasyon. This serves as the blue print of
recovery and learning strategies of the School that will compass the schools in
transcending against learning pitfalls and get learners back to learning trajectory.
MATE ELEMENTARY SCHOOL SITUATIONAL ANALYSIS
 Enrolment
Mate Elementary School has elementary 168 learners in S.Y. 2021-2022

(See Table 1 for breakdown of enrolment). However, tracking enrolment data

during pre-covid days as compared during pandemic time a decreasing trend can
be noted. (See Figure 1 for comparative data).
Grad Grade Grad TOTA

Category Kinder e1 2 e3 Grade 4 Grade 5 Grade 6 L
MALE 8 8 17 10 16 14 18 91
FEMALE 10 11 12 8 14 13 9 77
TOTAL 18 19 29 18 30 27 27 168
Table 1. Enrolment in Mate ES for S.Y 2021-2022
174
173
172
171
170 2019-2020
169 2020-2021
168 2021-2022
167
166
165
2019-2020 2020-2021 2021-2022
Figure 1. Enrolment Data for Three School Years
Figure 1 accounts on enrolment data of Mate Elementary School for the past
three school years showed a decreasing population, due to transfer of Residence
and unstable livelihood.
 Literacy Level

Figure 4. POST Test Reading Result in English and Filipino
Post Reading Results from the data in the School Monitoring Evaluation and
Adjustment (SMEA) S.Y 2021-2022 reflected that there are no non-reader) mostly
are in frustration level learners in both English and Filipino. This is because the
School implements the Reading Intervention LAKSI.
 Learning Modalities
Through the School contextualized learning continuity plan Mate

Elementary School “UBAN KITA SA PAGBANGON: Eskwelahan nga Lig-On:
SULONG para sa Edukasyon”, Modular Distance Learning Modality (is the best
Modality we provide.)
Figure 3. Data on Distance Learning Delivery Modalities
The Mate Elementary School provide one Modality for the Pandemic time the
Modular Print.
 Issues and Concerns on the Six Dimensions of the Learning Continuity

Plan
Safe Operations
● School cannot open limited face-to-face classes due to
non-compliant with the School Safety Assessment Tool
(SSAT).
● Shortage of classroom for isolation room and clinic.
● Delayed submission of SSAT documents, vaccination of
teaching and non- teaching personnel, and commitment
of LGU to provide MOA for the safe reopening of schools
● Unavailability of water supply in the school.
● Lack of health essentials.
● Lack of handwashing facilities.
Focus on Learning
● Limited opportunity for the learners to deliver performance tasks.
● Lack of SLMs and LASs to complement the demand for distance
learning.
● Low numeracy and literacy for kindergarten to Grade 3
● Lack of Home Facilitators which led to late submission of modules.
Reaching the Most Marginalized

● Moderate incidence of enrolled learners no longer
participating in school due to employment opportunities.
● Remote areas are very difficult for home-bound learning
and distribution of SLMs.
● Difficulties in home-based learning because parents
have doubts and/or difficulties in providing instructional
support.
Well-Being and Protection
● Negative attitude of teaching and non-teaching

personnel toward vaccination.
● Negative attitude of learners and parents’ toward
vaccination.
● Increased burnout among teaching and non-teaching personnel.
Education Financing
● Limited MOOE Fund is used for printing materials,
health essentials, and wellness

II. Learning Recovery and Continuity Plan
A. Learning Recovery and Continuity Plan Framework

Leaning on the Enhanced Learning Continuity Plan of Mate Elementary
School,( S School in Service for the, U Unity of teachers, learners and stakeholders
L Leaping towards O Outstanding future by N Nurturing them to G Grow more in
safe and friendly community) thrust of the school, SULONG para sa Edukasyon
will always be its battle cry as it is now gearing on creating key strategies to help
learners back to their pre-pandemic learning path. With the keyword SULONG, a
Bisaya word which literally means to move forward and now infused with healing
strategies for learning, this Learning Recovery and Continuity Plan is designed to
enable Mate Elementary School learners to recover their learning trajectories.
Anchored on the Learning Recovery and Continuity Plan Framework of

DepEd Caraga, and Division of Agusan del sur’s PADAJUN which summarizes the
key elements of the RAPID Framework of the World Bank into three key
dimensions for Learning Recovery and Acceleration, Mate Elementary School LRCP
envisioned a learner that recovers from all the learning deficits during the period
of learning loss through its intervening strategies.
The three dimensions adapted from DepEd-Caraga LRCP and Divisions LRCP
are enlivened by Mate Elementary School’s SULONG.
Considering the first key stage of the recovery plan of the RAPID framework
as the most crucial part to realizing this LRCP, reaching every child and keeping
them in school will be given great emphasis. Establishing this facet of the learning
recovery process is vital in realizing each element of the framework as the
objectives of each pillar will focus on opening the gateways of every school and
delving into actions that will ensure all children are returning to and remaining in
school. Mate Elementary Schools goal of recovering learning loss through
magnifying classroom learning by giving emphasis to bringing foundational
concepts of learners from a curve due to the pandemic into its normal trajectory.
Mate Elementary School LRCP framework shows no boundaries among its
components as it signifies interconnectedness among its thrusts thereby creating
key strategies to realize its goal for the learner of this school year.
Encompassing all the key elements of the framework are the joint
undertakings of stakeholders and education financing, which play a great role in

serving as the backbone and the support system to realize learners’ learning
recovery
Figure 7: The Learning Recovery and Continuity Plan Framework of MATE

ELEMENTARY SCHOOL
. Key Dimensions of MATE ELEMENTARY SCHOOL LRCP
The three key dimensions of Mate Elementary School LRCP are (1) Learning
Acceleration, Remediation, and Intervention, (2) Health, Well-being, and Resilience,
and (3) Professional Development. The inter-permeability of these key dimensions
has created cross-cutting sub-components like (1) Safe Learning Delivery, (2)
Support and Services for socio-emotional functioning, mental health, and
wellbeing, and (3) Learning and Development on Learning Recovery and Support.

Key Dimension 1: Learning Acceleration, Remediation, and Intervention
Learning Acceleration, Remediation, and Intervention begin by assessing the

learning losses experienced by the learners during the implementation of Modular
distance learning modality. Assessment of learning losses from the school may
inform appropriate acceleration, remediation, and intervention strategies. These
learning recovery measures are now implemented as the school enters the new
normal. Thus, it is important to reach all learners and keep them in school as we
safely reopen this School Year 2022-2023.
Acceleration, remediation, and intervention all aim to help struggling
learners achieve academic success. The differences between these types of
instruction are essential for figuring out what kind of learning environment,
amount of instructional time, and strategy might be needed to serve the learners
most effectively.
Acceleration is a learning strategy that helps learners who are falling

behind meet or exceed grade-level learning standards. Its core is the quick
identification of the critical knowledge and skill gaps that might prevent learners
from engaging with grade-level content. By strategically preparing learners for
success in current grade-level content as well as preparing them for new learning
through just-in-time teaching of missed fundamental concepts and skills in the
context of the current lessons, learners progress toward their intended grade levels.
Remediation simply means "re-teaching the content" to learners who have

previously failed to learn it. When a teacher notices misconceptions or errors in
comprehension, he or she can quickly redirect learners by explicitly correcting the
concept. This is critical for getting learners who have missed school back on track
and for reducing long-term learning losses. Furthermore, this instructional strategy
necessitates an immediate effort to assess learning levels and collect high-quality
data to inform classroom practices.
Intervention is a formal process aimed at helping struggling students by

using an inquiry-based educational approach to address very specific skill

deficiencies and regularly monitor progress. A formalized diagnostic screening and
evaluation process is frequently used to determine which learners need
intervention services, as well as to identify specific strengths and needs, set growth
goals, and outline a regimented delivery and progress monitoring plan.
One or more of the three instructional strategies may be required depending
on the situation and the needs of the learners. It is a good practice to take frequent
breaks to reflect and reteach, as well as to provide intentional intervention time for
learners who may be struggling to understand foundational skills or concepts in
between delivering core instruction for a specific standard in accordance with the
curriculum. Knowing when to use acceleration, remediation, and interventions to
best meet the needs of your students provides a balanced learning ecosystem
where everyone receives the right level of service at the right time.
The succeeding graphic illustrates the differences between these three
instructional strategies for addressing learning gaps with large groups of learners,
as well as where and how intervention fits alongside each approach.
Retrieved from https://blog.edmentum.com/acceleration-vs-remediation-vs-intervention-whats-

difference
Figure 6. Algorithm for Learning Acceleration, Remediation, and Intervention

Key Dimension 2: Health, Well-being and Resilience
Children learn best when they are healthy, nourished and safe, according to
the World Health Organization (WHO). Focusing on children's health and well-being
not only improves participation and retention but is also key to preparing them for
learning. Providing nutritious food and safe water, sanitation, and hygiene (WASH)
in schools helps increase attendance and participation, especially for the most
disadvantaged.
Thus the school provide all the requirements of the Region and Division level in
regards to conducting the Health and Safety Protocols to assure the safety of
learners and teachers.
The well-being of teachers and other school personnel is also essential in the
acceleration and recovery of learning loss due to the pandemic. This can be done
through in-person sessions, and virtual peer groups. It is also imperative that
schools regularly monitor the health profiles of
teachers, staff, and students.
Key Dimension 3: Professional Development
Teachers must be capacitated to incorporate acceleration, remediation,

intervention strategies, and approaches into their pedagogy. Their training through
the LDM courses during the pandemic on how to deliver remote instruction must
be reinforced. Teachers must be provided with assistance and support to build
their resilience.
Based on the Division SMEA report for the S.Y 2021-2022all of our
teachers in Mate Elementary School are not trained with content,
pedagogy/instruction, localization/contextualization, assessment, and learning
resource materials. This implies the pressing need for additional training
opportunities for teachers to be equipped with the necessary Knowledge, Skills,
Attitudes, and Values to promote effective learning.

In addition to training skills in new teaching approaches to accelerate and
catch up on the learning process, teachers need to be able to address learning gaps
and learning losses and provide psychosocial support to students. On-going
professional development support for teachers, mentoring, and technical support
from experienced digital technology professionals are critical to implementing
educational recovery strategies. To improve teachers' digital skills, adequate and
fair resources should be provided to enable them to integrate relevant and
accessible digital technology into their lessons.
. Priorities and Action Steps
Dimension 1: Learning Acceleration, Remediation, and

Intervention
a.Learning Gap Analysis

to assess the learners learning gap, the school conduct diagnostic assessment. The
teachers can have a self developed assessment tool or online tool. Diagnostic
assessment will ensure the learning ability of learners it should be in core subjects.
In contexts where more resources are available, diagnostic
classroom assessment can be expanded to all subjects, particularly given the
relatively minor logistical requirements.. The results of this diagnostic assessment
will determine a learner's learning level and will serve as the foundation for the
establishment of learning acceleration,remediation, and intervention tools and
preparations for the SY 2022-2023 teaching-learning plan.
Assessment, plays a key role in accelerating the learning recovery process as it
provides ongoing feedback to both teachers and learners to adjust their practices
accordingly.
b. Clustering Learners Based on Academic Needs

Knowing our students is critical to the success of any acceleration,
remediation, or intervention program. Teachers must ensure that the
instructional design and learning resources are all appropriate, relevant, and
responsive to their context. While individualizing instructions is important, it
can be time-consuming for teachers, especially in large classes. One solution
is to identify groups of students who would benefit from the same
intervention. Teachers should conduct preliminary profiling and grouping of
students based on academic needs. Results from the diagnostic, formative,
and summative assessments may be used as the basis for clustering
learners. Educational interventions for identified learning difficulties such
as reading, mathematics, and other learning areas should be purposeful or
intentional.
c. Prioritizing teaching the fundamentals

As COVID-related education disruptions have pushed students
behind their grade-level learning levels, rigidly adhering to the curriculum
risks exposing students to materials they are not ready to learn. If they move
through the curriculum without mastering the most important foundational
concepts and skills first, their ability to progress to more complex topics with
proper understanding will be compromised. Schools should revise their
instructional plans to prioritize teaching the fundamentals in the time
available. Teaching plans should prioritize foundational skills and
conceptual pre-requisites.
• Foundational learning refers to the key skills that are the daily
gateway to subsequent learning in an expanding number of subjects
and disciplines. These refer to key skills in reading and mathematics,
and increasingly also critical digital skills and socioemotional
competencies.
• Antecedents and pre-requisites are content that must be learned
prior to learning subsequent content in the learning series.
d. Strategies to accelerate learning and address learning gaps
● Extending the school calendar
● Expanding learning time (dedicated time for improving numeracy
skills and for learning remediation)
● Establishing community-based learning spaces
● Conducting targeted academic interventions/remediation or
enrichment programs
● Developing and quality assuring of learning resources
● Developing reliable assessment tools and/or pooling of publicly
available assessment tools
● Conducting home visits and follow-ups (physical and virtual)
● Developing appropriate assessment tasks
● Conducting regular assessments
● Implementing study support groups (physical and virtual)
● Clustering/re-clustering of learners based on academic needs
● Strengthening parental engagement
● Strengthening home-based & community-based learning support
● Intensifying the implementation of numeracy intervention
programs
e. Keeping the schools open
To maximize learning recovery through learning acceleration,
remediation, and intervention, schools must ensure that all children return
to and stay in school. This can be achieved by:
• reopening and keeping all schools open;
• magnifying back-to-school campaigns, early warning systems and
family involvement; and
• boosting no collection policy, implementation of feeding programs and
conditional cash transfers for 4Ps.
f. Increase the efficiency of instruction, including through
catch-up learning

Five evidence-based approaches for recovering and accelerating
learning that SDOs and schools can select, combine, and adapt are:
1. Targeted Instruction - aligns instruction to the learning levels of
students by grouping them according to their level of proficiency– not
their age or grade– for a dedicated time of the day. It is considered one
of the most effective models for accelerating learning in low-performing
students.
2. Structured Pedagogy - A coherent package of investments that work
together to improve instruction. Key components include high-quality
teaching and learning materials (i.e., teacher guides); ongoing teacher
training and coaching; and continuous student assessment.
3. Tutoring - One-on-one or small-group instructional programming that
supplements learning by giving students individualized attention and
targeting instruction towards identified areas where students most
need support or practice. Efficacy depends on group size and
frequency of sessions.
4. Self-guided Learning Programs - Enable students to progress
incrementally towards mastery of foundational skills at his or her own
pace, with limited input from a teacher. The activities can be assisted
by technology or be pencil-and-paper based.
5. Expanding Learning Time - Expanding the time students spend
learning is another strategy for accelerating learning. To be effective,
additional time should be used for high-quality instruction, have clear
learning goals, ensure high attendance (if voluntary), and be weighed
against downsides such as the potential for burnout and stress.
Dimension 2: Health, Well-being, and Resilience
a. Develop psychosocial health and well-being
● Continue the provision of Mental Health and Psychosocial
Support (MHPSS) through establishing helplines/hotlines and
other remote psychosocial support such as radio, social media,
local TV programs, psychosocial interventions in school,
capacity-building activities for teachers on how to provide
MHPSS, and support for teachers’ well-being
● Strengthen school-based nutrition services and feeding programs
● Provision of safe teaching-learning environments
● Intensification of WASH-in-Schools
b. Build Teacher Resilience
● Establish screening and detection mechanisms
● Organize peer support groups
● Enhance teachers’ intrinsic motivation through the recognition of
their contributions, sharing of their success stories, and
providing opportunities to connect with other teachers
c. Bolster school-based nutrition services and feeding programs
Children are ready to learn when they are healthy and wellnourished. During the
pandemic, promising interventions have included
shifting to a school meal collection or delivery model during prolonged or

intermittent school closures, expanding school feeding programs to reach
more children, and providing counseling on nutrition and feeding through
the health unit.
d. Safeguard student safety
Safety in learning environments is an important contributor to
student, teacher, and school-level outcomes. Interventions to promote school
safety include embedding school safety diagnostics and monitoring into
educational system’s data management practices; instituting safe,
anonymous procedures for reporting incidents inside and outside of school;
and running information campaigns and workshops for parents and
community members.
e. Implement school-based water, sanitation and hygiene (WASH)
responses
Evidence shows that increased access and use of WASH services
promotes both health and educational benefits, including reducing school
absenteeism and boosting students’ cognitive skills and academic
performance. During COVID-19, schools have: upgraded hygiene/sanitation
facilities, including making them gender-friendly; provided materials for
hand washing and sanitation to prevent the spread of COVID-19, and
trained teachers on sanitary hygiene practices, including strategies for
teaching hand washing techniques to students.
Dimension 3: Professional Development
Professional development will be required for teachers to support the
changes needed for student learning recovery and acceleration. All teachers,
including school heads and supervisors, shall participate so that they can
monitor and support the immediate implementation of new strategies or
content knowledge.
a. Instructional Support to Teachers
Teachers need support to implement the strategies for learning
acceleration and recovery and to utilize the assessment results to inform
classroom instructions. They must be capacitated on how to develop and
implement reliable and valid assessment tools, as well as to record, interpret
and utilize assessment data to inform instructions.
b. Technological Support to Teachers
● Provide teachers with wider access to technology
● Capacitate teachers to use technology to enhance learning delivery
and address learning gaps

A. Priorities and Action Steps
Dimension 1
Strategies Activities Time Target Resources Need Fund

/ frame Outputs Source
Objective Human Material Financial
s
1. Ensure Monitor the August All Classroom School Monitoring MOOE School
all children reopening of 22 – are open to all Heads and tool MOOE
return to schools and its July learners and Teachers
and stay in continuous 27, compliant to
school operation. 2023 requirements to
the safe opening
classes.
Monitor the July Monitored the School Attendance MOOE School

implementation of 25- implementation Heads, MOOE
back-to-school August of back-to- Brigada
campaigns such 22, school Coor. and
as OBE and BE. 2022 campaigns such Teachers
as OBE and BE.
Monitor the Year The schools School Monitoring MOOE School

implementation of round strictly Head,Healt tool MOOE
no collection implemented h&
policy, feeding no-collection Nutrition
programs and policy, Coor, SBFP
support to 4Ps conducted Coor.
beneficiaries. feeding
programs, and
supported 4Ps
beneficiaries.
Monitor the Gathered data School Monitoring MOOE School

status of the on the status of Head, LIS tool, SF 1 MOOE
enrollment/partici enrollment/parti Coor,BEIS
pation rate in all cipation rate in Coor
Grade Level all Grade Level
Monitor the Increased School Monitoring MOOE School

conduct of school percentage of Head tool MOOE
programs, parents’
activities, and participation in
projects in the school
strengthening programs,
parents’ projects, and
partnership. activities as
compared to
previous data.
Encourage Established School School MOOE School

Stakeholder Memorandum of Head, Memo,Minu

together with the Agreement Teachers, tes, MOOE
School Head (MOA) and SGC Attendance,
Memorandum of Officers Pictorials
Understanding
(MOU) between
school and
stakeholders.
Conduct of
capacity
building
activities for
stakeholders.
Conduct Inventory of School Inventory MOOE School

Inventory for the school facilities Property Tool MOOE
preparation of and equipment Custodian,
school facilities and learning and
and equipment for materials. Physical
conducive Property
learning and Implemented Coor
continuous school repair and
operation. maintenance of
school facilities
and equipment
based on
inventory.
submission of Approved class School Printer SchoolMO

reports on the programs and Heads and Paper OE
conduct school SF-7s. all Teachers
personnel
assignment and
basic profiling
through an
issuance of
division
memorandum.
Ensure the August MPS MPS tool, MOOE School

conduct of 22- accomplish School Assessme MOOE
learning Septemb ment report Heads , nt tool
assessment and er 10, on Subject
analysis of 2022 utilization Coor and
needs and gaps of learning Teachers
thru the assessment
following: tools
• Conducting
of the
utilization of
learning
assessment
tools
(diagnostic

tools/readin
g
assessment
tools
• Analysis of Data School Assessme MOOE School
the data analysis Heads,Su nt Tool MOOE
obtained report and bject
from
program/ Coor.and
administeri
ng the project Teachers
diagnostic recommend
test ations
• Listing of Needs School LAMP MOOE School

the assessment Heads and MOOE
identified report Teachers
learning
needs
• Provision of Technical School Performan MOOE School
technical Assistance Heads, ce MOOE
assistance in and Master Monitorin
the
Accomplish Teacher, g and
implementati
on of varied ment Teachers Coaching
customized Report Form
needs-based
intervention
projects/acti
vities
• Evaluation of School School Monitorin MOOE School
the Monitoring, Head and g Tool, MOOE
effectiveness Evaluation all SMEA
of the
and Teachers
implemented
customized Adjustment
needs-based Report of
intervention implemente
projects/acti d
vities intervention
projects/act
ivities
Conduct Data School Monitorin MOOE School

data/learning analysis Head and g Tool and MOOE
gains obtained report and all Test
from program/ Teachers papers,
administering project least
the unified recommend learned
achievement ations Skill,
tests Least
Mastered
Skills
2. Prioritize Include and Submitted IS School IS Tool MOOE School

teaching prioritize the report. Head and

the honing of skills in Master MOOE
fundament reading, math, Teacher
als science and
technology,
critical digital
skills, and
socioemotional
competencies
through strategic
lesson planning
Ensure the Technical School TA Tool MOOE School

monitoring of the Assistance Head and MOOE
coverage of report Master
content that must Teacher
be learned prior to
leaning
subsequent
content in
learning series
Ensure that the Instructional TA Tool MOOE School

focus instruction supervision School MOOE
is on closing the report and Head and
gaps between technical Master
desired and assistance Teacher
actual students report and
learning in all Teachers
subjects
The identification of priorities and action steps by the division in the crafting
of the learning recovery plan is vital in ensuring the accuracy, efficiency and
timeliness of the actions or interventions to close the various learning gaps created
by the disruptions of the regular operations and mechanisms in the delivery of
quality education by the DepEd Agusan del Sur division. The in-depth analysis of
the previous and current situation and status of teaching-learning delivery,
participated by key personnel of the department such as the Division & district
personnel, the school heads, teachers, and stakeholders revealed a bigger picture of
both the challenges and best practices, as well as promising solutions and
executable targets for recovering learning losses and learning continuity in the best
normal.
The schools shall formulate contextualized catch-up education program

which may vary across learning areas, curricular levels, and school setting.
Learning recovery targets may be new to some or many school personnel
and therefore capacitating the school heads and teachers in formulating and
implementing customized needs-based learning recovery strategies is
crucial. The capacity-building activities shall also include designing and

implementing in-school and after-school learning support mechanisms and
development of various formative assessment tools.
Dimension 2: HEALTH, WELL-BEING, AND RESILIENCE
Strategies/ Activities Time Target Resources Needed

Objectives Frame Outputs (Human/Material/
Financial)
 Monitor the conduct of the
1. Strengthen following programs/ projects: August SMEA Report SCHOOL HEAD, ICT
psychosoci  School-Based Feeding 2022 to
al health program July
and well-  Dental Care program 2023
being  National Drug
among K- Education Program
12 (NDEP) /Barkada
learners, Kontra Droga (BKD)
teaching,  Adolescent Reproductive
and non- Health (ARH)
teaching  Mental Health
personnel  Comprehensive
Sexuality Education
Programs
 Bakuna
 Project HIMSoG
(Hiniusang Inisyatibo sa
Pagbuntog sa
Malnutrisyon, Sakit ug HG COOR, Guidance
Gutom alang sa mga ______ number of Advocates,WINS Coor
Agusanon) August 22- learners and SBM Coor.
 We CARE (Compassion, 26,
Action and Resource 2022
Enhancement)
 Monitor the conduct of psycho-

social support among learners
from K-12 levels
2. Build  Establish screening and August 2022- Personnel data School Clinic Coor, ICT
Teacher detection mechanisms November
Resilience  profiling for teaching 2022
personnel
All Teachers In Mate ES
 Sustain Mental Health and ___ of teachers
Psychosocial Support (MHPSS)October 2022 - availed the
activities December MHPSS
 Establish online 2022
platform for MHPSS
All teachers
 The School Head implement January 2023 personnel School Heads And
the RA 4670 or Compulsory availed District nurse
Medical Exam shall be free of
charge for all teachers
August 2022 –Teachers attended MAPEH coordinator,
 Physical fitness July 2023 physical fitness School Head and
Teachers
85

3. Bolster  School Implement to intensify August schools School Clinis
school- the implementation of Health 2022 – implemented School DRR
based and Nutrition Programs: July the programs School Head and
nutrition  Gulayan sa Paaralan 2023 teachers
services Program (GPP)
and feeding  School-Based Feeding
program Program (SBFP)
 Deworming
 Dental Care
4. Ensure  The school head and all August schools School Heads
learners’ teachers implement DepEd 2022 – July
complied to the School ALS Coor
safety Order 44 s. 2015 on safety and 2023 directive
friendly environment in public
and private schools, ALS, CLCs
August ____ schools
 Require all teachers to comply 2022 – complied to the School Heads
e-School Safety Assessment September requirement And Teachers
Tool (SSAT) 2022
IS School Head
 Ensure the implementation of August
the guidelines on the 2022 Reports of
prevention of COVID 19 and School Head
other infectious diseases under
DO 34, s. 2022 dubbed as
School Calendar and Activities
for the School Year 2022- 2023
5. Ensure the  Monitor intensified August 2022 – schools School. WinS focal Person
Implement implementation of WAter, July 2023 implemented WinS School Head
ation of Sanitation and Hygiene (WASH) District Nurse
school- in schools SEF
based Adopt-a- School
water, School Health Coor
sanitation,
and
hygiene
(WASH)
responses
In Dimension 2, HEALTH, WELL-BEING, AND RESILIENCE, is

fundamental in ensuring the holistic learning of our learners. According to the
World Health Organization (WHO), children learn best when they are safe, healthy,
and adequately nourished. Children's involvement and retention are increased,
attendance and participation are likewise augmented, especially to the most
vulnerable students who are the most affected sector of the society in this
pandemic.
Dimension 3: Professional Development

Strategies/ Planned Activities Timeframe Target Resources Responsible
Objectives Outputs Needed Unit
(Human/Fina
ncial/
Material)
1. *Orientation on All Teachers Meals and School Head,

Orientation UBAN KITA SA August 19 Snacks, master
understandi PAGBANGON: Printing and Teacher and
ng on the Eskwelahan Reproduction teachers
School Materials
nga Lig-On
Learning
SULONG para
Recovery Fund Source:
and sa Edukasyon School MOOE
Continuity learning
Plan, and Continuity Plan
provide
assistance
to all
Teachers in
the
developmen
t of their
respective
Classroom
2. Re-orient *Face to Face within the 1st Unified Meals and School Heads,
teachers on Reorientation on the Quarter understandin Snacks, All Teachers
the conduct proper g of teachers Supplies concerned
of administration of the on the Materials
standardize following assessment purpose and
d tools: proper
assessment  EGRA administratio
tools such  MFAT n of
as EGRA,  Phil-IRI standardized
MFAT and DepEd
Phil-IRI assessment
tools
3. Re- *Training-Workshop as scheduled Teachers Meals and

integrate on Critical Content by proponent shall have Snacks, Pax: Teachers
teachers and Pedagogy in demonstrate Supplies identified with
with Kto12 Teaching (a specific d mastery of Materials need on
curriculum learning area) the content Critical
and and INSET(MOOE) Content and
instruction competence Funds Pedagogy
specifically in teaching
on areas the subject.
such as
content
knowledge
and *Reskilling of School as scheduled L&D INSET(MOOE)
pedagogy/i L&D Coordinators as by proponent Coordinators Funds Pax: School
nstruction, INSET & LAC Key upskilled and L&D
curriculum Players reskilled on Coordinators

and managing and Teachers
planning, and
learner facilitating
diversity, L&D
assessment programs
and
reporting, *Seminar-Workshop as scheduled Repository of INSET School Head
socio- on the Development by proponent LAC (MOOE)Funds and SLAC
emotional of LAC Materials on Materials Coor.
and 21st the PPST Indicators (session
century guides, slide
skills decks, video
lectures) on
specific
contents
*Seminar-Workshop as scheduled Improved INSET (MOOE) Grade IV-VI

on PRIMALS PLUS by proponent learning Funds Teachers
outcomes by
addressing
teachers’
pedagogical
priority
needs
*LAC sessions on as scheduled Specific School Funds School Head

 Classroom- by the school needs of and all
based teachers Teachers
Formative were
and addressed.
Summative
Assessment Mastery and
 PRIMALS competence
PLUS in teaching is
 ELLN being
(including demonstrate
Reading and d by the
Numeracy teachers to
Strategies) facilitate
 PPST successful
Indicators teaching and
learning.
4. Equip *Issuance of a Year round (as Teachers School Funds School ICT
teachers memorandum on the need utilized ICT Coordinators
with the strengthening ICT arises) in the and all
KSAVs on support to teachers classroom. teachers
the effective in the school through
use of the ff.: conduct of List of
technology/ LAC session, teachers with

ICT on ensuring a 1 laptop: ICT-related
classroom 1 teacher ratio needs and
instruction mentors, and
and *LAC session or one- actions
reporting on-one mentoring undertaken
and coaching or
support groups, on
skills in ICT use e.g.
Presenter skills -
Powerpoint
presentation,
MSWord, MSExcel;
utilization of Google
or Microsoft
workspace- drive,
email, docs, forms
etc.
New challenges demand new approaches, hence, the need to upskill and
reskill our teachers through providing them with a more need-based continuing
professional development tailored fit to the demands of time is a must, rather than
an option.
With the primary goal of bridging or closing the learning loss and gaps caused by
the two-year distance learning brought about by the COVID-19 pandemic, all
teachers, together with the school heads and supervisors, must be equipped with
the requisite tools to be able to implement, monitor and support the
implementation of new strategies to be able to successfully provide appropriate
remediation/enrichment/intervention strategies and address the need to “recover”
learning loss or forgotten learning
D. Phases of Implementation
Phase 1: Immediate and short-term strategies/interventions
The recovery of the educational learning process is dependent on the timely

and rapid deployment of appropriate educational planning techniques and
interventions. The first immediate action should be to determine the availability of
resources, both manpower, and materials, to ensure that a safe and healthy
learning support system is established once students gradually return to their
usual classroom environment.. Strategies and activities to accelerate academic and

student well-being recovery shall commence before the opening of classes and shall
be implemented until the first quarter of School Year 2022-2023.
Phase 2: Long-term strategies/interventions
Review and analyze student data from Phase 1 strategies/ interventions.

Adjust and begin long-term planning of recovery and acceleration
strategies/interventions for Quarters 2 to 4 of SY 2022-2023 implementation.
Phase 3: Sustainable improvements
Continue the improvement cycle for strategies/interventions implemented in

Phases 1 and 2 by reviewing and analyzing the collected data to inform the next
steps and engage in long-term sustained strategies for SY 2023-2024 and beyond.
E. Shared Responsibility
1. Roles, Functions, and Accountabilities per Level of Governance
a. Schools and School-based Learning Centers/Community

Learning Centers
Schools and school-based learning centers/community learning centers are

the frontline of any education system. This is where the real process of teaching
and learning takes place, and teachers are the ones with the direct authority to
provide instructional innovations and interventions. For learners to successfully
recover from the disruptions caused by the COVID-19 pandemic, teachers need to
be sufficiently empowered and supported. As schools reopen, teachers must
address not only learners’ academic recovery but also their emotional and socio-
economic well-being.
b. District Offices

District supervisors will focus on providing professional and instructional
support to the school heads and teachers/facilitators of schools and learning
centers and curriculum and instructional supervision.
c. Schools Division Office
Schools Division Office, as the primary provider of administrative oversight

to schools and their operations, must coordinate their roles and actions to address
the most pressing issues at the school level, particularly in terms of learner and
personnel safety. SDO will also focus on efficient policy and plan implementation,
equitable and efficient deployment and utilization of resources, human resource
management, progress monitoring, providing targeted technical support to schools
and learning centers, ensure synchronicity of activities, and building partnership.
2. Stakeholders’ Engagement
Engaging our stakeholders is important to our undertakings, especially

when we need your ‘finger on the pulse’. We want our stakeholders to
work with us, and not against us. Engaging them build community relations and
be responsive to them.
Stakeholder and external partner engagement should be strengthened in all

four phases of the Learning Recovery and Continuity Plan implementation. Plans
and strategies to close learning gaps and accelerate learning will be more effective
and long-term when LGUs, NGAs, NGOs, parents, alumni, and anyone else willing
to help students reverse the impact of the pandemic on learning are supported.
3. Communication Plan
A communications plan is a written strategy of communication actions

designed to achieve certain organizational goals or objectives. You want your
message to be heard by the right people, at the right time, and in the right context.
It assists to increase positive awareness of the goals, plan of actions of the
organization and boosts positive public relations. Strategic communication helps to
ensure that any messages coming from an organization are being received
appropriately by your different target audiences through an appropriate
communication channel.

This LRCP must be communicated to all internal and external stakeholders-
an essential step to ensure shared responsibility. This LRCP shall be published
through a School Memorandum to disseminate to all internal stakeholders. This
can also be presented in the SGC and PTA meeting.
Communication Channel Target Audience Responsible Schedule

Person
Dissemination of the SGC , PTA, School Head August

School LRCP (“UBAN KITA Faculty and other 16,2022
SA PAGBANGON: Stakeholders
Eskwelahan nga Lig-On:
SULONG para sa
Edukasyon”) to the
Teachers personnel and
Stakeholders (Face to face
meeting)
Orientation on the School SGC , PTA, School Head August 19,

(“UBAN KITA SA Faculty and other 2022
PAGBANGON: Eskwelahan Stakeholders
nga Lig-On: SULONG para
sa Edukasyon”) to the
Teaching personnel and
Stakeholders (Face to face
by batch)
Dissemination of the School Heads School Head August 22,

School LRCP (“UBAN KITA 2022
SA PAGBANGON: Teachers
Eskwelahan nga Lig-On: Parents
SULONG para sa
Edukasyon”)) via School Stakeholders
Memorandum
Submission of the School School Head PSDS Sandro R. August 23,

LRCP (“UBAN KITA SA Saturinas 2022
PAGBANGON: Eskwelahan
nga Lig-On: SULONG para
sa Edukasyon”) to the
District Office

III. Monitoring and Evaluation Mechanism
While the current standards offer us with a good head start, it is by no

means a perfect system. Monitoring and evaluation enhance the effectiveness of
DepEd by establishing clear links between past, present, and future
interventions and results. The DepEd Order No. 29 entitled “Adoption of the
Basic Education Monitoring and Evaluation Framework” (BEMEF) serves as
guide to all DepEd operating units across the governance level in the conduct
of Monitoring and Evaluation (M&E). Furthermore, decentralized M & E System
is promulgated to ensure relevant, efficient, and effective provision of quality
basic education services to all learners.
A. Context
An overarching Monitoring and Evaluation Framework is the

DepEd M and E Framework as adopted per DO 29, s. 2022. In
evaluating the basis for identifying key evaluation questions, it is
imperative that all basic education plans shall subscribe to the agency’s
Intermediate Outcomes (IOs) and Enabling Mechanisms (Ems) when
applicable. This framework sets out the proposed minimum monitoring
and evaluation requirements to enable effective review of the LRCP.
Further, an integrated M & E system shall be operationalized to ensure that

each governance level can be efficiently and effectively perform its mandated
roles and responsibilities.
School M&E System

A school-level system for doing M&E work will be established for use by
the school head, teachers, community stakeholders, and learners to
manage the learning process inside the classroom and school. The
school M&E system will be designed to address the school’s decision-

making needs and information requirements and those of its
stakeholders. M&E processes, tools and templates, and reports will be
designed based on school needs and mandates.
B. STRATEGY FOR THE IMPLEMENTATION
The Schools M & E system shall focus on determining effectiveness and

inclusiveness of schools in providing the basic education services, thus customized
M and E processes, M and E tools and techniques shall be integrated (vertically)
and horizontally across units.
The Quarterly Program Implementation Review (QPIR) shall be conducted to

assess performance progress and identify any problems that may arise, and to
immediately make corrective actions on bottlenecks affecting the implementation of
the programs/projects. Operational issues raised in the QPIR should be
immediately resolved at the appropriate level of governance-. However, policy or
program level concerns shall be forwarded to ROs.
Annual or Year-end review shall be done to verify the achievement of

Intermediate Outcomes (IOs). This aims to provide feedback on the effectiveness of
strategies, outputs, and activities as contained in the LRCP. Further, this will show
the efficiency of the school in the delivery of all the commitments outlined in the
LRCP. This will be participated in by internal and external education stakeholders
C. M&E FRAMEWORK
The primary objective of monitoring is the utilization of inputs (activities) and

outputs, (intermediate) outcomes are also being taken into consideration.
On the other hand, evaluation usually occurs during post-activity schedules

and paves way for an assessment of its long-term performance and efficiency.
Evaluation is output-centric. The connections between the planning cycle, inputs,
outputs, and output of the assessment is presented below.

Focus of
Focus of Evaluation
Monitoring
Output measurement shows the realization of activities. It is

important to note here that while the outcomes may be the focus of the
evaluation, we also need to consider if it’s in-line with prior strategies
as denoted by the solid arrow line connecting them. The dashed line also
denotes the frequent and regular repetition and review of the connected
processes. Outcome measurement shows in what degree direct
objectives and anticipated results are realized. Without defining clear
and measurable strategies, objectives and activities at the design stage,
M&E becomes an impossible endeavor. This requires the development
of measurable indicators: Specific, Measurable, Achievable / Agreed
upon, Relevant/Realistic, Time-bound (SMART) that permit objective
verification at a reasonable cost.
The purpose of this framework is to provide a consistent

approach to the monitoring and evaluation of the LRCP’s Programs
and Projects, so that sufficient data and information is captured to
review the progress and IOs contribution of the strategies and crafted
interventions. Lessons learned will also be used to inform best practice
guidelines
Below is the Logic Model for the LRCP as adopted from DepEd
CARAGA LRCP and AgSur LCRP SY 2022-2023 contextualized within the
context of Mate ES LRCP SY 2022-2023.
Logic Model for the LRCP

The Logic Model (see Figure) in conducting qualitative and
quantitative M&E approaches. M&E may include both quantitative
and qualitative data using the Program and Evaluation Logic
Model.
Specific programs to be crafted should have a corresponding M&E plan

with well-defined indicators of change, outputs, and expected outcomes.
However, in evaluating IOs, specific programs shall be prioritized with due
considerations on time and cost elements in conducting evaluation.
INPUTS OUTPUTS INTERMEDIATE OUTCOMES (IOS)

Activities IMPACT
What do WhatParticipation
do What Short Term
What are the Medium
What areTerm
the
we invest? we do? we Long
term Term
results? medium-term
Human Conduct of reach? results?
strategies, Number of
Resources, Teachers, conducted
Situatio budget, interventio learners, Number of
strategies, instructional and
n ns, parents,
Priorities time, and interventions, independent
Needs, programs, education vaccinated
Vision, mission, schedules, meetings,
readers, constructed
analyzed and core values leaders learners and hygiene facilities,
materials trainings, teachers and
gaps, Resources, local and and gender-
stakehol dynamics, and supplies, and clients. assessments. segregated CR.
ders’ intended equipment, assessment Number of
engage outcomes technology, . recovered skills, Quality social actions
and practices
ment and partners (handwashing),
competencies.
Formative behavior (attendance
Diagnostic and to school), and
summative action.
assessment .resul Etc.
ts
Assumptions Etc. External Factors
References Evaluation Types


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UBAN KITA SA PAGBANGON:

Eskwelahan nga Lig-On

The Contextualized Learning Recovery and Continuity

S chool in Service for the,

Mate Elementary School

UBAN KITA SA PAGBANGON:

The Contextualized Learning Recovery and Continuity

June 2022 to May 2023

ILDEFONSO D. SANCHEZ JR.

Mate Elementary School

The COVID-19 pandemic has created the largest disruption of education

Within a short span of the COVID-19 pandemic, many researchers have

MATE ELEMENTARY SCHOOL SITUATIONAL ANALYSIS

Mate Elementary School has elementary 168 learners in S.Y. 2021-2022

Mate Elementary School

Grad Grade Grad TOTA

Table 1. Enrolment in Mate ES for S.Y 2021-2022

Figure 1. Enrolment Data for Three School Years

Mate Elementary School

Through the School contextualized learning continuity plan Mate

Figure 3. Data on Distance Learning Delivery Modalities

 Issues and Concerns on the Six Dimensions of the Learning Continuity

Reaching the Most Marginalized

Mate Elementary School

● Negative attitude of teaching and non-teaching

Mate Elementary School

A. Learning Recovery and Continuity Plan Framework

Anchored on the Learning Recovery and Continuity Plan Framework of

Mate Elementary School

Figure 7: The Learning Recovery and Continuity Plan Framework of MATE

. Key Dimensions of MATE ELEMENTARY SCHOOL LRCP

Mate Elementary School

Learning Acceleration, Remediation, and Intervention begin by assessing the

Acceleration is a learning strategy that helps learners who are falling

Remediation simply means "re-teaching the content" to learners who have

Intervention is a formal process aimed at helping struggling students by

Mate Elementary School

Retrieved from https://blog.edmentum.com/acceleration-vs-remediation-vs-intervention-whats-

Figure 6. Algorithm for Learning Acceleration, Remediation, and Intervention

Mate Elementary School

Key Dimension 3: Professional Development

Teachers must be capacitated to incorporate acceleration, remediation,

Mate Elementary School

. Priorities and Action Steps

Dimension 1: Learning Acceleration, Remediation, and

a.Learning Gap Analysis

b. Clustering Learners Based on Academic Needs

Mate Elementary School

Mate Elementary School

Mate Elementary School

Mate Elementary School

Strategies Activities Time Target Resources Need Fund

Monitor the July Monitored the School Attendance MOOE School

Monitor the Year The schools School Monitoring MOOE School

Monitor the Gathered data School Monitoring MOOE School

Monitor the Increased School Monitoring MOOE School

Encourage Established School School MOOE School

Mate Elementary School

Conduct Inventory of School Inventory MOOE School

submission of Approved class School Printer SchoolMO