SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Learning Continuity and Recovery Journey Journal

This official publication of the Schools Division Office is produced to document the milestones and best
practices of the Division and all its 24 public elementary and secondary schools in the implementation of the
Basic Education Learning Continuity and Recovery Program. The information contained on its pages are those
of the authors and do not necessarily represent the views and opinions of SDO Navotas City and the
Department of Education, in general.

EDITORIAL BOARD

Dr. Marco D. Meduranda

Editor-in-Chief

Mr. Paulo I. Santiago

Page Design Artist and Lay-out Editor

Mr. Cesar S. Salvame Jr.

Graphic/Lay-out Editor

WRITERS/ ARTICLE EDITORS

Mrs. Jennie Vie R. Antonio Ms. Rose Eden L. Cortez Mrs. Lhaiza H. Magno
Mr. Raymark M. Majait Ms. Solitaire H. Cruz Mr. Christopher Sobremesana
Mrs. Marites C. Decena Mrs. Eloisa A. Ababat Mrs. Joana Marie C. Iglesia
Ms. Jonaselle O. Cristobal Ms. Maria May N. Sevilla
CONTRIBUTORS

Dr. Rico C. Tarectecan Mr. Alberto J.Tiangco Mrs. Evangeline S. Trinidad

Mr. Russel P. Samson Mrs. Gemma G. Bernardo Mrs. Josephine N. Tobias
Ms. Ruth R. Reyes Dr. Grace R. Nieves Mrs. Editha O. Peregrino
Mr. Ernifer O. Cosmiano Ms. Fresnedi V. Natividad Dr. Lucia G. Angel
Dr. Marco D. Meduranda Mrs. Eloisa S. Sanchez Mrs. Victoria R. De Jesus

Mrs. Melinda M. Matias Mrs. Jasmin L. Senson Mrs. Ma. Fe M. Jubilo Ms. Wilfreza P. Balagosa
Mr. Gil C. Buenavista Mr. Dinno P. Mendiola Mrs. Preciosa N. Cabinbin Mrs. Joji R. Fernando
Dr. Sonia M. Padernal Mr. Michael M.Daco Mr. Alejandro C. Roque Dr. Olival B. Cruz
Dr. Floretta M. Quijano Mr. Ludie L. Vega Dr. Maria Cristina A. Robles Mr. Irwin S. Jopio
Dr. Salita L. Salaysay Ms. Melinda M. Davadilla Mr. Russell P. Samson Mr. Carlos M. Oro
Ms. Maria Cristina S. Bayog Dr. Jocelyn P. Legaspi Dr. Cristina Castillo-Miclat Mr. Oliver C. Sanchez

Mrs. Loida O. Balasa

Chief, Curriculum and Implementation Division

Dr. Gemma C. Villaluna

Chief, Schools Governance and Operations Division

Mrs. Isabelle S. Sibayan

OIC, Assistant Schools Division Superintendent

Dr. Alejandro G. Ibañez

OIC, Schools Division Superintendent

CONSULTANTS
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
Welcome to the maiden issue of the Distance Learning Journey Journal of the Schools Division Office –
Navotas City. With the theme, “Education Must Continue Amidst COVID 19 Pandemic: The Journey of a
Thousand Miles Begins with a Single Step,” this volume intends to document the efforts, milestones
and success stories of the Division and its schools in operationalizing the Basic Education Continuity
Plan of the Department of Education. The theme re-echoes the tall order of Secretary Leonor Magtolis
Briones to ensure the continuous delivery of basic education services for all learners in a safe,
accessible, responsive, relevant and meaningful way. In addition, this issue also pays tribute to the
courage of our school leaders and teachers to take the first steps of the distance learning journey
despite the fear and challenges.

This journal is greeted by heart-warming and inspiring messages from highly-esteemed leaders from
national to local offices, as well as Central, Regional, Division and school levels. Being at the forefront
of the BE-LCP in 2020, SDO Navotas has led the way on how to provide quality basic education for
learners amidst public health emergencies through proactive, data-driven, research-oriented, learner-
focused, innovative and meaningful projects and activities.

These innovations are all captured in this journal. From the SDO Navotas Learning Continuity Program
that became springboard of innovations foremost are the Navoschool-in-a-Box, Hatid Aral, Tutor a
Learning Child (TLC) and the Simulation of Distance Learning to the SDO Navotas LCP Sustainability
Frame which underscored the Community-based Monitoring of Distance Learning, Integrative
Assessment, School-based Technical Assistance for Raters and other stakeholder partnerships and
linkages that truly fostered a whole-of-DepEd and a whole-of-society approach to BE-LCP. Other SDO
activities that supported the operationalization of the BE-LCP carried out by supervisors were also
included in the pages of this journal which include learning and development activities for teachers,
literacy and numeracy activities, development and validation of learning resources, global citizenship
education efforts and other activities to promote inclusion like SPED, ALIVE, Madrasah and ALS project
and activities.

This edition also featured school-based innovations from all the 24 public elementary and secondary
schools. As the SDO has guided and empowered schools to implement the BELCP, this journal
also captures the journey of schools in contextualizing BE-LCP towards learning-focused school-based
management.

It is hoped that this maiden issue will bring joy, hope and more ardent desire to continuously improve as
this journal allows all to reflect on the collective memories of important events, changes, milestones and
victories that SDO Navotas experienced in school-year 2020-2021 and forward looking to distance
learning even in post pandemic..

Dr. Marco D. Meduranda

Editor-in-Chief
1st SDO Navotas Distance Learning Journey Journal

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Messages
1 President Rodrigo Roa Duterte
2 Vice Pres. Maria Leonor Gerona Robredo
3 Sec. Leonor Magtolis Briones
4 Usec. Nepomuceno A. Malaluan
5 Usec. Diosdado M. San Antonio
6 Usec. & Regional Dir. Wilredo E. Cabral
7 Asec. Malcolm S. Garma
8 Congressman John Reynald M. Tiangco
9 Mayor Tobias M. Tiangco
10 SDS Alejandro G. Ibañez, Ceso VI
CONTENTS

11 ASDS Isabelle S. Sibayan

12 CID Chief Loida O. Balasa
12 SGOD Chief Gemma C. Villaluna
13 - 24 School Heads

SDO ARtICLES
SDO Learning Continuity Program 25
- Hatid Aral and Simulation of Distance Learning 26
SDO BE-LCP Sustainability Frame 28
Fostering Academic Ease through Integrative Assessment 29
STAR Patrol 31
Monitoring of Distance Learning 33
Action Research 35
Reading Programs 37
Tutor-a-Learning Child 39
Special Education Programs 41
Alternative Learning System 43
Arabic Language and Islamic Values Education 45
Partnerships & Linkages 47
ISO & PRIME HRM Level 2 Journey 49
SDS Ibañez Adjudged Very Innovative Person by CES Board 51
SDO Navotas Shares Assessment Model to Senate, Educ Forum 52
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 SDO ARTICLES
53 Kindergarten
55 Araling Panlipunan
57 English
59 Edukasyon sa Pagpapakatao
61 Filipino
63 MAPEH
65 Mathematics
67 Science
69 Technology & Livelihood Education
71 Senior High School
73 Learning Resources Management System

SCHOOL ARTICLES
Bagumbayan Elementary School 75 Bangkulasi Senior High School 105
Bangkulasi Elementary School 77 Filemon T. Lizan Senior High School 107
Daanghari Elementary School 79 Kaunlaran High School 109
Dagat-Dagatan Elementary School 81 Navotas National High School 111
Kapitbahayan Elementary School 83 Navotas National Science High School 113
Navotas Elementary School 85 San Rafael Technological & Vocational
Navotas Elementary School - I 87 High School 115
North Bay Blvd. Elementary School 89 San Roque National High School 117
North Bay Blvd. North Elementary School 91 Tangos National High School 119
San Rafael Village Elementary School 93 Tanza National High School 121
San Roque Elementary School 95
Tangos Elementary School 97
Tangos Elementary School - I 99
Tanza Elementary School 101
Wawa Elementary School 103

SCHOOL DIRECTORY

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

I would like to extend my heartfelt congratulations to the Schools Division Office –
Navotas for the publication of this journal.

The COVID-19 pandemic presented various challenges in the delivery of education

worldwide. This phenomenon has tested the resilience and innovativeness of our teachers
in adapting to the New Normal. Our education stakeholders truly went above and beyond
the call of their profession through the application of practical measures to address the
hurdles of implementing the learning continuity and recovery program.

Thus, I would like to take this opportunity to express my gratitude to everyone in the
Division Office, our teachers, and all our education stakeholders, for the sacrifices they
made in the name of providing the highest quality of education to Navoteño students.
I have faith that you will continue to bring the same level of passion and ingenuity now
that we are fully transitioning to face-to-face classes.

Congratulations and best wishes to the success of your endeavors.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Education is and has always been a priority in Navotas. We are fortunate, that through
the years, the city has been blessed with champions of education who are one with our
mission to provide the best learning opportunities for our people.

The Schools Division Office (SDO) Navotas, together with the 24 public elementary and
secondary schools in the city, has once again proven its dedication to deliver quality and
inclusive education to Navoteños.

We wish to extend our warmest congratulations to all the men and women who worked
hard to reach every achievement and milestone published in the SDO Navotas Learning
Continuity and Recovery Journey Journal.

It is a testament to our concerted efforts to rise above the challenges of the pandemic,
and provide our learners with resilient and sustainable ways to gain knowledge whatever
the circumstances are.

Let us continue to work together for our common purpose - "Itaas pa ang antas ng
edukasyon sa Navotas."

Mabuhay kayong lahat!

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 MESSAGE

Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
Schools Division Office of Navotas City
Office of the Schools Division Superintendent

Warmest congratulations to the men and women of SDO Navotas featured in this
Learning Continuity and Recovery Journey Journal, an annual publication that
documents the milestones, success stories and lived experiences of our teachers, school
leaders and stakeholders.

For three years in a row, SDO Navotas and its schools have been at the forefront of good
education governance with stellar performance in the operationalization of the learning
continuity program, earning recognition at the regional, national and international levels.
It was one of the first divisions to implement catch-up literacy and numeracy programs.
Being an outcomes-oriented organization, SDO Navotas has already posted initial gains
from the LCRP, with its first batch of learners achieving grade ready status after
completing the first cycle of interventions.

Truly, the journey towards learning recovery may be challenging. But time and again, the
commitment and dedication to duty of our people have made a difference to the lives of
our learners. May this publication continuously inspire and motivate us to break through
barriers caused by the pandemic. May this journal allow us to reflect on the value of
seeing and doing things with a strong sense of purpose and a high level of passion and
vision. May this material serve as a memento for our continuous pursuit for service
delivery excellence and optimum productivity.

Please accept my profound appreciation to the SDO publication team and all the
contributors in schools and the division, all for the ultimate interest of our learners.

Altogether passionate, altogether purposeful, altogether delivers!

All glory to God!

ALEJANDRO G. IBAÑEZ, CESO VI

Assistant Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 MESSAGE

Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
Schools Division Office of Navotas City
Office of the Assistant Schools Division Superintendent

My warmest congratulations to the hardworking and innovative men and women of the
Schools Division of Navotas City for the publication of the SDO Navotas Learning
Continuity and Recovery Journey Journal!

This compilation is an important reminder of the gains that we have had for the last two
years, and it is imperative that we are able to document our collective efforts and
initiatives as there are so many things to learn, reflect on, and impart to others as this
journey towards learning continuity and recovery continues. It has been more than two
years since the COVID-19 pandemic struck, and we can declare with cautious optimism
that the worst is behind us. We claim God's reassuring promise that the best is yet to
come, even as we live by faith day by day that things will steadily improve.

Even though the virulent disease had a tremendous impact on education, we are now
seeing some very positive and promising signs, all thanks to you who have given so
much of yourselves to ensure that quality teaching and learning will continue regardless
of the scenario. Praise God because our collective efforts had not been in vain, and the
Lord has allowed us to see even glimpses of the fruits of our labor. Much of these have
been made possible by your extraordinary dedication, wholehearted cooperation, and
unwavering support, all for the sake of our learners. This fuels our hope that with your
constant presence, valuable contribution, and sincere collaboration, learning recovery is
truly realizable.

May God continue to bless us as we move forward and go on with our journey towards
learning continuity and recovery.

ISABELLE S. SIBAYAN
OIC – Asst. Schools Division Superintendent

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 MESSAGE

Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
Schools Division Office of Navotas City
Office of the Curriculum Implementation Division

The teachers, school leaders, and other members of the editorial team that worked
on this year's SDO Navotas Learning Continuity and Recovery Journey Journal
deserve my sincere congratulations! This document serves as a brilliant example of
how our division is dedicated to making improvements that are founded on
innovation, supported by evidence, and targeted at learners.

The Curriculum Implementation Division considers it a great honor to

collaborate with all of the educators and SDO and school leaders who are tenaciously
pursuing excellence in the implementation of the basic education learning continuity
plan. May this manuscript serve to keep us motivated as we carry out our
responsibilities to provide the curriculum, especially at this most important moment.

Mabuhay and more power! Angat pa Navotas!

LOIDA O. BALASA
Chief Education Supervisor
Curriculum Implementation Division

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 MESSAGE

Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
Schools Division Office of Navotas City
Office of the School Governance and Operations Division

For the past two years, when pandemic started that cause the Department of Education
to introduce new learning modality, the focus on basic literacy specifically in reading
became somewhat hazy as the teachers found difficulty in teaching in distance learning.

The lack of digital resources, inability of the parents to assist their children in their
studies at home, unavailability of reading materials are just some of the problems
encountered in education leading to learning losses and gaps.

Education must continue and no child shall No child left behind are the mantra of DepEd
where SDO Navotas enliven this advocacy for the love of our Navoteño school children.
SDO created several interventions to address the identified learning losses and gaps,
hence this journal.

Congratulations to everyone behind the creation of this LRCP journal, headed by our
Very Innovative Person CESB awardee, Dr. Alejandro Ibañez, Schools Division
Superintendent.

May this compendium serve as a guide to all schools, administrators, and supervisors in
ensuring the recovery and continuity of learning in SDO Navotas.

To God all be the glory!!!

GEMMA C. VILLALUNA
Chief Education Supervisor
Schools Governance and Operations Division

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

The COVID-19 pandemic has created extraordinary challenges for all of us across the globe. The impact is
more than just a health crisis, it has resulted in an educational crisis. COVID-19 left the education system in a
rush of addressing the changing learning landscape today. On this note, the Schools Division of Navotas City
Learning Continuity and Recovery Programs (LCRP) steps forward and proactively addresses the new normal
after the crisis. Focusing on resiliency, schools need to find ways to continuously deliver education, where
teaching and learning engagement is the utmost priority. Serving with our stand that “one size will not fit all “,
schools are empowered to design their own learning continuity and recovery plan aligned with the Division
LCRP which is responsive in bridging the learning gaps and intensifying the learning gains. Literacy and
Numeracy have been the compelling demand and the top priority of the division and schools. we are grateful that
SDO top officials have been very supportive, generous, and dynamic during this time.

Bagumbayan Elementary School supports SDO Learning Continuity and Recovery Programs in championing the
challenges of education today. Congratulations SDO Navotas!

PRECIOSA N. CABINBIN
Education Program Supervisor/ OIC Principal
Tanza Elementary School

Following the alarming discovery based from the results of the literacy and numeracy assessments, a
recovery learning plan framework has developed to guide schools in addressing the learning gaps. It is
anchored on learning remediation and intervention, professional development, health, safety, and
wellness.

School Division Office of Navotas has planned for a catch-up program which was implemented by all
elementary schools in August and September 2022.

Bangkulasi Elementary School has continued the activities relevant to the implementation of the
Learning Continuity and Recovery Program through the utilization of different approaches to improve
the reading performance of the learners not only of grades 1 to 3 but also of grades 4 to 6. Individual
reading and numeracy intervention is also conducted by the teachers to the identified learners.

Action Research proposals are also prepared to seek better and effective ways for further learning
improvement. Both teachers and OIC-Principal are doing the reading assessment and validation.

Teachers’ professional development is enhanced through monthly learning action cells, class
supervision, and conferences. Health, safety, and wellness of all is the utmost priority by strictly
implementing wearing of facemasks, hand washing, temperature check, through Project ICARE, a
school project for health and care assistance.

DR. ESPERANZA M. SOLEDAD

Public Schools District Supervisor/OIC Principal
Bangkulasi Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Our shared vision is by 2022-2025, DAANGHARI ELEMENTARY SCHOOL shall be an effective catalyst with the
alliance of our partners and stakeholders in cultivating and transforming our “School of Success” where learners
shall acclimate reading and numeracy skills with acquisition of other multi-literacies attuned to the 21st-century
skills. By addressing learning gaps and losses contained in the Learning Continuity and Recovery Plan and
advancement opportunities of our school, learners shall realize their full potential as functionally literate, self-
sustaining, resilient, well-behaved citizens, and positive instruments of social metamorphosis.

This is our huge statement showing our full support to SDO Navotas Learning Continuity and Recovery Plan thru
the arms of Brigada Pagbasa, Catch-Up Program, Basa Navoteňo, and school-based reading interventions to
upgrade quality learning by improving the literacy and numeracy skills of our learners. All our teachers, as
spearheaded by the school head, reading and Math coordinators, will plan, organize and institutionalize literacy
and numeracy programs in our school. Conduct of training for teachers of K to 3, parents’ orientation, pretest and
posttest administration, SPG, stakeholders, and SPTAs support and partnership, monitoring and evaluation
scheme, reading intervention programs and matrix, outcome-driven pedagogy and individualized and
differentiated interventions using quality-assured materials are best practices to create a well-rounded approach
with the help of their parents. Learning to read and count serves as impetus and encouragement for children to go
to school with greater interest to learn and read with comprehension and later become successful in their future
ladderized learning endeavors.

LUDIE L. VEGA
Principal
Daanghari Elementary School

After two years of learning at home, learners are finally returning to school to reap the benefits of an education that will shape their
future and character. But with this transition, we need to ensure that they are mentally and physically ready before they participate in
face-to-face learning. These preparations enable our school to provide necessary services and interventions that will help our learners
adjust and be equipped for the new challenges that they may experience in the school.
Under the guidance of our Schools Division Superintendent, Dr. Alejandro G. Ibanez, we launched the Learning Continuity and
Recovery Plan as part of our post-pandemic efforts to guide schools in SDO Navotas in addressing learning gaps due to pandemic-
related disruptions. We, in our division, were encouraged to work as one based on the shared vision of taking the lead in developing
and transforming "schools of the future," where learners will adapt open learning with the acquisition of multiple literacies tuned to
21st century skills. This shared vision was also aligned with the LCRP developed by every school to address the identified learning loss
and gaps through learning remediation and intervention, professional development, health, safety, and wellness. The plan will give
more attention to the literacy and numeracy skills of the learners who were affected by lockdowns and a self-learning approach during
the pandemic.
Although adhering to the mandate of our division’s LCRP requires adequate time and careful planning, this is still the best choice we
can make in making necessary adjustments and innovations in teaching and learning guided by the policies implemented by the
institution, and I do believe that we can make all this possible with the help of our teachers, parents, stakeholders, loyal partners, and
the support of the local government and our education leaders from SDO Navotas.
As a PESPA president and school principal, I consider myself privileged and honored to be a part of the implementation of SDO
Navotas' Learning Continuity and Recovery Plan, which strives for excellence in teaching and learning while nurturing our pupils'
psychosocial and emotional needs in order to help them become confident and resilient individuals. Our motto, "Waves of Excellence,"
encompasses everything that is important to the implementation of LCRP: the pursuit of excellence, ensuring mutual respect for one
another, supporting each other with care and consideration, valuing open and honest communication, and being innovative and
inspiring.

SONIA M. PADERNAL
Principal IV
Dagat-Dagatan Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 “The first responsibility of a leader is to define reality. The last is to say thank you. In between, the
leader is a servant.” ~ Max de Pree
The Navotas Learning Continuity and Recovery Plan have a big impact on the school’s performance
based on addressing learning losses and gaps. It is a guide in every school in addressing not only learning
gaps and losses but also anchored on learning remediation and intervention, professional development,
health, safety, and wellness, as well.
As part of our school vision, we utilized SDO operational plan and cycle. Starting with education
and intervention to address current identified gaps and challenges. Leadership is also a part of this to show
teachers our objectives and rationale and encourage, engage, and help them realize our duties and goals
regarding the gaps and losses. We also shared our school-based LCRP with our different stakeholders and
we are lucky enough to them that they addressed our needs in terms of materials and manpower.
We are so proud to have you as part of our education family. We hope you continue your excellent
job for many more years to come! We're all in this together and will do everything we can to make all your
projects and programs successful through our strong partnership.

FLORETTA M. QUIJANO
Principal IV
Kapitbahayan Elementary School

The identified learning gaps and losses from the literacy and numeracy assessment conducted
require urgent action to ensure smooth and continued educational pathways for all learners. Schools
need to strengthen learner resilience, fostering environments in which every individual has the
competencies required to reach their full potential. This is indeed challenging but with the guidance of
the SDO-Navotas Learning Continuity and Recovery Plan (LCRP), we are sure that we are on the right
path to achieve this.
Navotas Elementary School is on a journey to address learning gaps and losses not only in
literacy and numeracy but also in other learning disciplines. We started the implementation of our
programs and activities to achieve our smart goals adopted from the SDO’s LCRP. The initiated first
eight-week catch-up program was successfully conducted through the support of the school’s
stakeholders. Of course, the success of the program was because of the initiatives of the SDO-
Navotas.
We would like to express our gratitude and congratulate SDO-Navotas, which is led by our
amazing superintendent, Dr. Alejandro G. Ibanez, for impeccable work, for always being proactive,
and willing to help us bring out the best in all our journeys. We will continue to support your programs
and activities to achieve our common goal. As one, we can!
To God be the Glory.

SALITA L. SALAYSAY
Principal IV
Navotas Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

The pandemic has had a significant impact on our nation. This has led to difficulties and unrest in the
educational system. But we, Filipinos, are resilient.

As we slowly go back to normal, part of moving forward is acknowledging the setbacks. We accept that the two
years of not having face-to-face classes resulted in learning gaps and losses. We need to recover and we will
surely recover. It may not be an easy trail but with the initiatives from our very own able leaders the journey to
recovery was set to motion.

As the first division to launch the Learning Continuity and Recovery Plan we, in SDO-Navotas proved to the
entire country the seriousness of our intention of winning those setbacks by providing catch-up programs
bridging the learning gaps. The first eight weeks of the recovery was a success with the help and support of
dedicated teachers, parents, LGU’s and other stakeholders.

Navotas Elementary School Unit I community would like to extend appreciation and warmest greetings to our
very own SDO-Navotas under the leadership of an amazing leader, Schools Division Superintendent Dr.
Alejandro G. Ibañez. Rest assured that NES I will continue to follow your directives and will support all the
programs and activities toward achieving our common goal of providing quality education for our dear learners.

Congratulations SDO-Navotas Family!

To God be the glory.

MARIA CRISTINA S. BAYOG

Principal
Navotas Elementary School – I

We know how challenging learning has been during the pandemic. Your kids must be feeling
overwhelmed, restless, anxious, and agitated with the sudden change in environment. Technology is a
saving grace and has made virtual learning possible, but it’s still not the same as going to school and
learning.

This pandemic is unprecedented for us, but we have experienced other hard things. This time gives us
an opportunity to practice resilience and to show our kids what resilience looks like..

The North Bay Boulevard Elementary School, with its 50 Teaching and Non-Teaching Staff,
welcomed the support from various groups, particularly in implementing its Basic Education, Learning
Continuity Plan (BE-LCP). We thank our Stakeholders, the Local Government Unit, the Parents, and
many others for their continuing support. We hope that the spirit of Bayanihan brings normalcy to the
learners' lives.
As we begin rebuilding our lives, we are committing ourselves to ensure the health, safety, and well-
being of learners, teachers, and personnel and of course, slowly bridging the learning gaps that the
pandemic left us. No matter what happens, no child will be left behind, and learning continues.

JASMIN L. SENSON
Principal
North Bay Blvd. Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

It’s been more than 2 years since the discovery of the novel coronavirus of COVID-19, and the world is still
reeling from its effects, no doubt not only the economy of the country affected by this dreaded virus but the
education as well. Where school age children suffering the most, their learning is jeopardized, and learning
losses are unavoidable.

Now that we are recovering bit by bit and the situation is now looking good it is undeniably that this is the most
challenging and difficult time, on how to recover from learning losses. But there is hope for Navoteño children
with the implementation of SDO Navotas Continuity and Recovery Program, addressing reading difficulties and
numeracy problems and to seek ways to enhance the reading and numeracy ability and prepare them for the
opening of classes.

Congratulations SDO Navotas and thank you to our SDS Dr. Alejandro Ibañez and to the people behind this
program, for this amazing accomplishment. This is truly an innovative way to improve our learners and making
sure that no one is left behind.

DINNO P. MENDIOLA
Principal II
North Bay Blvd. North Elementary School

As DepEd launched the opening of face-to-face classes all over the country, a Learning
Continuity and Recovery Plan (LCRP) were developed to address the learning gaps brought about by
the pandemic. It is a timely response to meet the needs of the education sector, which has been highly
affected for the last two years.

As part of the Learning Continuity and Recovery Plan, the SDO Navotas is committed to
providing a quality education to ensure positive learning outcomes, wellness, health, and safety among
learners, teachers, and administrators. For the past months, our division has successfully launched a
catch-up program and other related activities to ensure that there is no room for learning gaps and
losses.

The SDO Navotas has successfully implemented the LCRP with the support of LGUs and
other stakeholders. As the principal of San Rafael Village Elementary School, I greatly support this
kind of endeavor for the benefit and welfare of our dear learners. We will continue to promote all
programs and innovations that will help to improve the current situations in our community. We are so
grateful to our local government and stakeholders for embracing our programs and activities since the
school year started.

Congratulations, SDO Navotas! Excellence is the key to a better future.

MICHAEL M. DACO
Principal
San Rafael Village Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

My warmest greetings to SDO Navotas team for implementing Learning Continuity and Recovery
Plan (LCRP) ahead of all the school’s divisions which gave our SDO another laurel of achievement.
With the initial and continuous implementation of the program which started last August to learners of
Grade One to Three who found out to be not grade ready based on the CRLA results conducted before
the end of school year it proved a very positive results to several learners who graduated from the
intervention program after an eight-week curriculum for catch-up program was implemented to address
the learning losses and gaps. The relevant learning and development activities conducted ensure the
success of the plan. With the help extended by the dedicated, motivated, and untiring teachers and
parents, and support of different stakeholders of the schools played a major role in achieving the
objectives for the learners and education itself.
San Roque Elementary School, together with our teachers, learners, parents, and other
stakeholders strongly support and congratulates SDO Navotas’ Learning Continuity and Recovery
Plan (LCRP). Cheers to more innovative initiatives and more success in the future!
CONGRATULATIONS SDO Navotas!

MELINDA M. DAVADILLA
Principal
San Roque Elementary School

Reading is one of the key abilities our learners must master to ensure that all of our learning targets and goals
are reached and realized. As former US President Barrack Obama put it, "Reading is the gateway ability that
makes all other learning possible." However, during the past two years, we have encountered an unavoidable
difficulty, an adversity beyond our wildest dreams, a battle that has made it difficult for some of our learners to
develop reading fluency and skills, thereby closing some doors to learning chances and possibilities.

To address these issues, SDO Navotas took the lead in operationalizing the Learning Continuity and Recovery
Plan (LCRP), a measure that aims to address learning gaps and losses through the conduct of relevant learning
and development activities for teaching and non-teaching personnel and, most importantly, the conduct of the
eight-week catch-up program that began on August 1 and ended on September 30, 2022.

Accordingly, Tangos Elementary School expressed its unwavering support for the effort. It gathered all its
struggling learners, both inside and outside the classroom, and made them attend the course, where they were
taught the foundational skills of reading, writing, and counting. A trained instructor in that subject area was
assigned to each class, and a weekly assessment was done to ensure that the learners' progress was tracked, and
their individual learning needs were satisfied. To further assist in achieving these goals, a parent-teacher
conference was also held once a week. After the eight-week program, there was a noticeable improvement in the
learners' literacy and numeracy abilities, proving the school's effectiveness in filling in the gaps in learning and
paving the path for all subsequent learning facets and possibilities.

JOCELYN P. LEGASPI
Principal IV
Tangos Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

As SDO Navotas envisions taking the lead in developing and transforming “schools of the future,” Tangos I
Elementary School shares its vision by empowering learners to greatness with the acquisition of functional
literacies and socio-emotional and behavioral recovery by 2022-2025. As part and parcel of taking through
challenges and opportunities towards learning continuity and recovery, the school is committed to supporting the
system towards mutual accountability of learning gains and school success. As cited by an American education
reformer, Roger Schank, “Learning is about failure and recovery from failure.” Indeed, learning is not the
opposite of success, but it is part of success.

With the learning gaps and losses due to pandemic-related disruptions, the school has given its full support from
the progression of expanded face-to-face classes to its full operationalization. Compliance with standard health
protocols securing the learners’ wellness and safety is a top priority collating the full and evident support of the
learning community from the parents, stakeholders, local government public servants, and SDO officials to
ensure the continuity of learning. Hence, the process demands consultation, collaboration, and communication
within and across the learning environment for sustainable improvement and development. The data gathered
from the assessments call for responsive remediation and interventions to address the academic learning gaps
and losses and for learners’ socio-emotional and behavioral recovery. Teachers are responding to the mission “to
facilitate learning and nurture the child.” As TANGOS 1 Elementary School serves as one, EduAksyon will
prevail with passion, purpose, and productivity with all our trust in Divine Providence.

MA. FE M. JUBILO
Principal
Tangos Elementary School – I

"Strength does not come from physical capacity; it comes from an Indomitable will"- Mahatma Gandhi

This motivational quote from the great Mahatma Gandhi reminds us that strength is an exercise of the
mind, not just the body.

The education sector at SDO-NAVOTAS has been experiencing colossal change and uncertainties until
now. This global pandemic affects our mental and physical health and this is without even catching the virus.
But the importance of education remains consistent for all of us.

I am extending my full support to the SDO NAVOTAS LCRP as it has helped me become more
equipped to handle and run the school I serve as school head. The SDO NAVOTAS LCRP has allowed me to
remain positive to stay upbeat by staying positive and refusing to give up, despite the challenges that come our
way.

Regardless of how small, every action we take in our LCRP can make a difference.

MELINDA M. MATIAS
Principal III
Tanza Elementary School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Hats off to the champions of SDO Navotas!

The road to recovery is a tough job for us left behind by the pandemic experienced. It was not plain sailing in
your leadership. You remain positive and full of hope in current and past challenges. The obstacles do not hinder
your administration; rather, it ignites your interest to discover innovations, plans, and programs that will bring
solutions to the barriers to children’s learning. The Learning Continuity and Recovery Plan gave us strategies to
address the losses and gaps resulting from more than two years of the pandemic era. You became a model of
courage, perseverance, and dedication. These attributes motivate and inspire us to work together toward one
goal. By doing so, we could vanquish against all odds and count on being an inspiration to many.

With your good leadership, our division was recognized, became famous, and received awards and
recognitions for innovations and best practices accomplished. The SDO Navotas can continue to carry the torch
of our battle cry, “Sulong Edukalidad para sa Bata at para sa Bayan.”
Compliments are hereby given to our dear Schools’ Division Superintendent, Dr. Alejandro G. Ibanez, to the
SDO Navotas team and all Navoteňo educators.

ALEJANDRO C. ROQUE
Principal
Wawa Elementary School

Bigger plans, more immersive, and further integrated-transformative education are curated and
exciting opportunities for our Angelesians and Bangkulasians. The Angeles National High School (ANHS)
and the Bangkulasi Senior High School (BSHS) have been attesting to the more incredible leap of the
Department of Education's battle cry - Sulong EduKalidad. It innovates Philippine education to the new
normal transformative education in desiring knowledge and skillful opportunities for our learners. The
DepEd initiative to address primary education challenges is the learning continuity and recovery plan. It
is a significant response and commitment to guarantee our learners, teachers, school personnel, and
community stakeholders' safety and well-being in this COVID-19 pandemic while continuously finding
better ways for education to continue amidst the crisis.

As the premier Schools Division Office in the National Capital Region, SDO Navotas consistently seeks
excellence. Learning continuity and recovery is not just a plan anymore. Our highly competent and
innovative SDO Officials translated it into a program. Through this, we can ensure that the
implementation will be more effective and efficient. Likewise, the programs, projects, and activities
included in the plan can be allocated with MOOE funds, thus making the goal a reality.

As the ANHS and BSHS School Principal and on behalf of our administrators, teachers, and students, we
fully support this exceptionally worthwhile endeavor. We are committed to implementing our school
learning continuity plan anchored to the division program for our contribution. We envision that through
its implementation, we will address our gaps and losses in two years and that our learners can fully
recover from what they have missed during distance learning.

Congratulations SDO-Navotas! Indeed, excellence is a way of life in our humble division!

GIL C. BUENAVISTA
Principal I
Bangkulasi Senior High School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

“Tatak Lizan, Tatak Panalo” is Filemon T. Lizan Senior High School’s motto that is aligned with the DepEd statement,
“Education must continue” serves as our drive during the difficult times of pandemic

Despite the trying times: health crisis, diverse teaching and learning circumstances, and difficult learning conditions of
students especially financially, the school was able to adhere to the success of new normal platform of education through the
effort, leadership, and courage to carry out the Distance Learning in the New Normal under the SDO Navotas initiative.

Indeed, the Schools Division Office’s Passion, Purpose and Productivity tagline was maximized as the school fully supported
the operationalization of Basic Education Learning Continuity and Recovery Plan for SY 2021-2022 during the
implementation of the Pilot face to face class.

My heartfelt gratitude to the school leaders, school administrators, teachers and non-teaching personnel for their dedicated
hard work, uncountable time to strive and commitment to highest degree of education, professionalism and services.
Moreover, I commend you in increasing advancements, and developments for transformative education to all learners.

Congratulations, SDO Navotas on your incredible success! May, you continue to provide, guide, and lead us in aiming
greater heights of success. Let’s continue to be responsive to the new demands of education.

Together as ONE, Education champions!

IRWIN S. JOPIO
Principal II
Filemon T. Lizan Seniour High School

My warmest greetings to the hardworking men and women of our division, SDO-Navotas City!

After painstakingly implementing the two years of blended distance learning, with humility but great joy I can
say, we did well. Now that we are facing another milestone as a learning community, I am optimistic that with
the lessons learned and the best practices shared, we can surmount the journey in the implementation of our
Learning Continuity and Recovery Plans, putting a premium on the balance of safe learning spaces and quality
teaching and learning process.

Championing the Department of Education’s vision and mission in our distinct and proactive school approaches
enabled us to be part of the solution amidst the challenges of the global pandemic and its effect on the
educational landscape. Looking back, I was able to find the strength to carry on with passion and purpose
because of the concerted support, selfless efforts, and enduring care given by our teachers, school personnel, and
the trust of the parents. The unparallel support of our city and division officials ensured us, school leaders, that
we have allies and we are in this together for the best interest of our learner

Once again, congratulations, and God bless each one of us!

WILFREZA P. BALAGOSA
Principal IV
Kaunlaran High School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

I extend my warmest congratulations to the SDO Navotas family, for the unending support of our city
officials and to all Navoteño educators who have thrived for the blended learning implementation
amidst the pandemic.

As part of our post-pandemic activities, the contextualization of the Learning Continuity and Recovery
Plan was an innovative approach of SDO Navotas to guide schools in addressing learning losses and
gaps due to pandemic-related disruption. The total recovery may take some time, but we applaud our
administrators, teachers, and all stakeholders for pursuing quality education for all learners.

Let us collaborate to move forward and continue with our mission of providing quality, accessible,
comprehensive, and inclusive education for all. Despite the unprecedented challenges we face today,
NNHS will continuously adhere to the SDO-Navotas City's dictum of Passion, Purpose, and
Productive by providing our learners with an excellent education.
Once again, my heartfelt felicitation to all education champions!

CRISTINA C. MICLAT
Principal IV
Navotas National High School

The Learning and Recovery Continuity Plan (LRCP) is a process designed by the Department of Education
(DepEd) to help students, teachers, parents, and other stakeholders prepare for the inevitable societal and
educational shifts. It aims to improve the education of students despite the challenges and changes brought about
by the pandemic. Through the LRCP, we are able to assist students by guaranteeing that none of them will be
left behind by using different learning strategies and methods to address their needs and interests.

The primary objective of the LRCP is to leverage the school's strengths in design, ingenuity, and creativity to
address learning losses and social and emotional vulnerabilities. NavSci's programs and activities are in line with
this action. One of the programs launched by the school is the individualized Bridging Program for Struggling
Students, which attempts to assist students whose grades are below 85 by providing them with interventions to
improve their academic performance.

As the school head of Navotas National Science High School, I advocate for and support the aim of our dear
agency to advance sound educational processes, which, with the help of the School Division Office of Navotas,
promotes the Learning Continuity Plan for the sake of the students. Our success during such a challenging time
would not have been possible without the cooperation of my eager and superb school teachers, hardworking
students, responsible parents, and the unwavering support of other stakeholders.

Thank you so much to everyone who made this program possible. None of this would be possible without your
unwavering commitment and unrelenting passion for the entire educational system. I am looking forward to the
great success of this program's implementation.

RUSSELL P. SAMSON
Education Program Supervisor/OIC-Principal
Navotas National Science High School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

A salute to all the men and women of the Schools Division Office of Navotas City for their successful
leadership and direction as we venture together; from responding to the call for learning continuity
during the peak of the ongoing health crisis, up to this day, that we are finally transitioning back to
face-to-face classes. It was a long and arduous journey. And as we recall, all would have been for
naught without the cooperation and collaboration of the entire school community in ensuring learning
delivery to bring impact on our learning community while safeguarding the safety and health of our
stakeholders. It is this united support, unselfish efforts, and unwavering care by our teaching personnel
and SDO champions that push us in realizing our one dream, that is, Filipinos who burn with passion
for their country built with competencies and values bringing them to their topmost potential, amidst
the challenges of the times. As we gradually recover from the pandemic, we continue to rally behind in
realizing that one dream. We commit as an institution to continuously improve and thrive to serve our
stakeholders better.

Indeed, heartfelt gratitude and sincerest congratulations to all education warriors!

CARLOS M. ORO
Principal II
San Rafael Technologica & Vocational High School

We carry on delivering quality education and accessible service. The school leadership has its burden of securing
the cohort survival of the school. Optimism, resilience, and determination are the motivating force to warrant that San Roque
National High School survives.

As reflected by our mantra #Masaya@Magaling, SRNHS commits itself to delivering quality education and
services that target excellence in spite of the challenges of the times. Anchoring on the pursuit to restore and create holistic
and significant quality education for all Rocheans is SRNHS's response to the demands of the new and now normal, the
Department of Education and the SDO-Navotas.

Inspired by an indefatigable leader, Schools Division Superintendent Dr. Alejandro G. Ibanez, the dawn of
recovery has finally arrived. The SDO Navotas’ Learning Continuity and Recovery Plan (LCRP) empowers us to anchor all
the school endeavors toward addressing the learning gaps and losses.

Innovation is a foremost tool in addressing the identified needs at the school level. As the school leaders and
faculty create a strong union of the shared vision, conscious action, and a deeper sense of commitment, our learners’ success
is not far behind. Thus, SRNHS delivers passion, purpose, and productivity in a time of recovery.

DR. OLIVAL B. CRUZ

Principal IV
San Roque National High School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Passion, purpose, and productivity. These are the words that best delineate the leadership
system of SDO-Navotas City and that were evident during the health crisis we had encountered two years ago,
along the venture of fulfillment of our duties and responsibilities as stakeholders.

Despite those challenges, we were not moved, but we strongly thrived as one body. With the aid and guidance of
our School’s Division Superintendent, Dr. Alejandro G. Ibañez, with the contribution of SDO-Navotas teaching
and non-teaching personnel, and other stakeholders involved, we were able to come up in establishing various
and effective ways to continue, sustain, and survive the learning delivery for our beloved Navoteño students.

Excellence is choice, and you must make that choice repeatedly until “doing your best” is all you know. Indeed,
SDO-Navotas distinctively characterizes this line. As we move forward to the next chapter, and as we transition
back to the normal face-to-face classes, SDO-Navotas is continuously serving its purpose and is performing its
best beyond to what is expected.

I believe, the consistent implementation of the learning recovery continuity plan in our division, will help us
recognize the loopholes and gaps that we might be encountering in the future, in every aspect of learning.
Therefore, I will endlessly extend my support to what has been started.

Congratulations, SDO-Navotas! Mabuhay ka!

JOJI R. FERNANDO
Principal IV
Tangos National High School

The COVID-19 pandemic has been the toughest drawback in the world, especially in the education sector.
However, instead of being shaken and trembled by the threat brought by the pandemic, the SDO Navotas
proactively and innovatively planned solutions to ensure that education continues and is accessible even in the
toughest of times. This initiative will be remembered in the history of education in the Philippines.

Kudos to SDO Navotas' education leaders, headed by Dr. Alejandro G. Ibañez for championing education
despite the pandemic. Indeed, the SDO's mantra, “passion, purpose, and productivity”, was imbued in the
collective efforts of its workforce to achieve the best quality education for the country's learners!

As we shift to the normal landscape of education (face-to-face), new problems and difficulties will arise. The
unseen complications and setbacks the pandemic has brought will be realized and perceived. The SDO Navotas'
Learning Recovery and Continuity Plan will guide our teachers and education leaders to obliterate the problems
and catch up with our gaps and losses.

Words of gratitude are extended to SDO Navotas leaders for rigorously taking a thousand steps ahead to
ensure that quality education is within reach. I, Mr. Oliver C. Sanchez, together with my teachers here at Tanza
National High School, strongly support the vision and mission of SDO Navotas' Learning Recovery and
Continuity Plan.

All the best, SDO Navotas!

OLIVER C. SANCHEZ
Principal II
Tanza National High School

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 SDO Navotas Learning Continuity and Recovery Journey:

Intentions, Innovations &

Initial Gains
By: Dr. Marco D. Meduranda Dr. Rico C. Tarectecan Dr. Alberto J. Tiangco
Education Program Supervisor Education Program Supervisor Education Program Supervisor

Introduction
We are confronted with the fierce urgency of now. In this unfolding
conundrum of life and history, there "is" such a thing as being too late.
This is no time for apathy or complacency. This is a time for vigorous
and positive action.” - Martin Luther King Jr.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
In the past two years, the Schools Division Office, Navotas City has hurdled the challenges brought by the pandemic
and has been continuously performing its mandate to support the operations of 24 public elementary and secondary
schools working to ensure the continuous delivery of quality basic education.

In 2020, SDO Navotas was one of the leading divisions in distance learning operationalization in the country with its
Navoschool-in-a-Box, SDO's learning package to support learners' remote schooling. In addition to the Navoschool Box,
SDO Navotas came up with Project TLC (Tutor a Learning Child), the Hatid Aral program, School-based Technical
Assistance for Rater (STAR) Patrol 2.0, Community Monitoring of Distance Learning, and Cross-Curricular Integration with
Integrative Assessment, among other innovative projects and activities that ensured accessible and quality basic education
services were provided in times of the pandemic.

As the country moves into post-pandemic time and as learners return to face-to-face learning this school year, 2022-
2023, SDO Navotas has crafted its Learning Continuity and Recovery Program (LCRP). This envisions that by 2022-2025,
SDO Navotas shall take the lead in developing and transforming “schools of the future,” where learners acquire multiple
literacies attuned to 21st century skills. By addressing the learning gaps and losses contained in the Learning Recovery
and Continuity Plan, learners shall realize their full potential as functionally literate, happy, resilient, and positive agents of
social transformation.

To accomplish this, SDO Navotas established its baseline assessment as the basis of data-driven, evidence-based
and targeted intervention in addressing learning losses and gaps. On June 14-15, 2022, SDO Navotas implemented the
Comprehensive Rapid Literacy Assessment (CRLA) and ALNAT Numeracy Assessment to all its 15 public elementary
schools. After the pre-assessment, SDO Navotas, through the Curriculum Implementation Division, implemented the eight-
week literacy and numeracy catch up program. A post-assessment was conducted in the last week of September, 2022, to
measure the gains of the catch-up program and determine the extent of further remediation and intervention. This report
presents its results and provides recommendations and ways forward to sustain the initial gains of the said program.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

LITERACY-English-Filipino
II. Targets of the Literacy Catch-Up Program For Key Stage 2 and 3
As articulated in the SDO Navotas Learning Continuity and By the end of SY 2022-2023, all schools (n=24) shall have
Recovery Program, the following goals are set to be addressed by achieved a standard performance target of at least 75% proficiency
the initial eight-week catch-up program in literacy: level in English, Filipino, Mathematics, and Science after
undergoing school catch-up learning and progress interventions by
For Grade 1: At least 95% of Grade 1 learners from full refresher to strengthening the intensive remediation and localized support
light refresher (2,229) achieved grade-ready level status after programs, projects, and activities (PPAs) by the Division.
undergoing whole-class and individualized or differentiated
interventions on phonological awareness, alphabet knowledge,
and word recognition (in Filipino only).

For Grade 2: At least 95% of Grade 2 learners from full refresher to

light refresher status (2,042) achieved grade- ready status after
undergoing whole-class and individualized / differentiated reading
interventions on phonics and fluency (for Filipino only).

Based on learners’ reading profiles of Grade 2 pupils, 12 schools

need to implement interventions to 762 (17.63%) learners under
full refresher, 15 schools for 624 (14.44%) learners under
moderate refresher and 15 schools for 656 (15.18%) under light
refresher. The proposed interventions will lead to grade ready level
status since all these learners were already promoted to Grade 3
(SY 2022–2033). During the current school year, they will be given
whole-class and/or individualized / differentiated interventions.

Based on learners’ reading profiles of Grade 3 pupils, 11 schools

need to implement interventions to 307 (6.38%) learners under full
refresher, 12 schools for 340 (7.06%) learners under moderate
refresher and 13 schools for 877 (18.22%) under light refresher.
The proposed interventions will lead to grade ready level status
since all these learners were already promoted to Grade 4 (SY
2022-2023). These learners will be given whole-class and
individualized / differentiated instruction and other forms of
intervention. This claim is espoused by DepEd directive and
UNESCO MDG that all Grade 3 learners are already readers.

For Grade 3 English: 100% of Grade 3 learners classified as full Gleaning from the results of the Division Achievement Test (DAT)
refresher to light refresher status (1,646) achieved grade ready administered last June 20-24, 2022, most of the students in grades
status after undergoing whole class and individualized / 4-6 (Key Stage 2) are proficient in the four (4) learning areas, with
differentiated reading interventions on phonics for English. a composite mean of 34.19 and an MPS of 80.37% with a standard
deviation of 5.16.
Based on learners’ reading profiles, 11 schools need to implement
interventions to 297 (6.17%) learners under full refresher, 13 For Grades 7-10, there was a decrease of overall proficiency level
schools for 473 (9.83%) learners under moderate refresher and 14 to nearly proficient which falls short of the standard performance
schools for 876 (18.20%) under light refresher. The proposed target of 75%. To address the quantified gap and its analysis in
interventions will lead to grade ready level status since all these the proficiency level of the students in SDO Navotas for key stages
learners were already promoted to Grade 4 (SY 2022-2023). 2 and 3, the following list of Division-suggested interventions will
These learners will be given whole-class and individualized / be implemented: Individualized reading and numeracy program,
differentiated instruction and other forms of intervention. Tutor–a-learning child (TLC), Project Crest, Basa Navoteño,
NumERALs and etc. Schools will develop their catch-up
For Grade 3: 100% of Grade 3 learners classified as full refresher programs to intensify remediation to suit their learners’ needs and
to light refresher status (1,524) achieved grade ready status after contexts.
undergoing whole-class and individualized / differentiated reading
interventions on fluency for Filipino. For Key Stage 4:

Based on learners’ reading profiles, 11 schools need to implement By the end of SY 2022-2023, all senior high schools (n=9) shall
interventions to 297 (6.17%) learners under full refresher, 13 have achieved a standard performance target of at least 75%
schools for 473 (9.83%) learners under moderate refresher and 14 proficiency level in all learning areas.
schools for 876 (18.20%) under light refresher. The proposed
interventions will lead to grade ready level status since all these
learners were already promoted to Grade 4 (SY 2022-2023).
These learners will be given whole-class and individualized /
differentiated instruction and other forms of intervention.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Senior high school learners were found to be proficient based
on the standard performance target of 75% as per DepEd
Order No. 8, s. 2015. However, they were found to be nearly
proficient in most of the SHS learning areas, namely: Media
and Information Literacy, Reading and Writing Skills, Sining ng
Komunikasyon, Pagbasa at Pagsulat, General Mathematics,
Statistics and Probability, Earth and Life Science, and
Physical Science. Consequently, it appears that the
accumulated literacy and numeracy gaps are the major source
of challenge of the Division and of the schools.

To further increase the proficiency levels, learners shall be

made to undergo school catch-up learning and progress
interventions by strengthening the intensive remediation and
localized support programs, projects, and activities (PPAs) by
the Division and schools for Core learning areas and provision
of Mobile TVL for skills / competency gaps of learners brought
about by remote immersion programs during the pandemic.

NUMERACY-mathematics
For Grade 1:

At least 90% of Grade 1 learners under Need Major Support

status shall have improved to developing status after
undergoing whole-class and individualized / differentiated
numeracy interventions on the numeracy skills level per
content area, (Number & Number Sense, Measurement,
Patterns & Algebra, Geometry and Statistics and Probability)
skills and process of Mathematics.

Based on learners’ numeracy skill level, a total of 2889

(67.66%) learners have a numeracy skill level of 75% and
beyond categorized as Anchoring up to Transforming.
However, it is quite notable that 1381 (32.34%) learners fall
within the category of Needs Major Support, which is below
the standard performance target of 75% (DepEd Order No. 8,
s. 2015)..

To address the gaps, whole-class and individualized / differentiated interventions will be done that will lead to Developing level status since
all these learners were already promoted to Grade 2 (SY 2022-2023). For learners under Emerging and Transforming status, they will be
given enrichment opportunities and after-class programs.
For Grade 2:

At least 90% of Grade 2 learners under Need Major Support status shall have improved as to Developing status after undergoing
individualized, whole class and undergoing numeracy interventions on the numeracy skills level per content areas, (Number & Number
Sense, Measurement, Patterns & Algebra, Geometry and Statistics and Probability) skills and process of Mathematics.

Based on Grade 2 learners’ numeracy skill level, 1697

(43.54%) of learners fall within the category of Needs
Major Support which is below the standard performance
target of 75% (DepEd Order No. 8, s. 2015). To address
the gap, whole-class and individualized / differentiated
interventions will be done that will lead to Developing
level status since all these learners were already
promoted to Grade 3 (SY 2022-2023). For learners
under Emerging and Transforming status, they will be
given enrichment opportunities and after-class
programs.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

For Grade 3:

At least 90% of Grade 3 learners under Need Major Support status

shall have improved to Developing status after undergoing whole-
class and individualized / differentiated numeracy interventions on the
numeracy skills level per content areas, (Number & Number Sense,
Measurement, Patterns & Algebra, Geometry and Statistics and
Probability) skills and process of Mathematics.

Based on learners’ numeracy skill level, a promising impressive

performance was delivered by an aggregate of 2997 (64.66%)
learners having a numeracy skill level of 75% and beyond
categorized as Anchoring up to Transforming. However, it is quite
notable that 1638 (35.34%) learners fall within the category of Needs
Major Support which is below the standard performance target of
75% (DepEd Order No. 8, s. 2015). To address the gap interventions
will be made that will lead to Developing level status since all these
learners were already promoted to Grade 4 (SY 2022-2023). For
learners under Emerging and Transforming status, they will be given
enrichment opportunities and after-class programs.

For Key stage 2 & 3

Grades 4-6
At least 75% proficiency level in English, Filipino, Mathematics, and Science after undergoing school catch-up learning and progress
interventions by strengthening the intensive remediation and localized support programs, projects, and activities (PPAs) by the Division.

Analysis: Gleaning from the results of the Division Achievement Test (DAT) administered last June 20-24, 2022, most of the students in
grades 4-6 (Key Stage 2) are proficient in the four (4) learning areas, with a composite mean of 34.19 and an MPS of 80.37% with a standard
deviation of 5.16.

Grades 7 -10
For Grades 7-10, there was a decrease in the overall proficiency level to nearly proficient, which falls short of the standard performance
target of 75%. To address the quantified gap and its analysis in the proficiency level of the students in SDO Navotas for key stages 2 and 3,
the following list of Division-suggested interventions will be implemented: Individualized reading and numeracy program, Tutor–a-learning
child (TLC), Project Crest, Basa navoteño, NumERALs, etc. Schools will develop their catch-up programs to intensify remediation to suit
their learners’ needs and contexts.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 III. Eight-week
Literacy/Numeracy Catch-Up Curriculum
Cognizant of the learning needs of the pupils, SDO Navotas crafted the eight-week Catch Up Curriculum. This covers the periods of
August 1–30 and September 1–30, 2022. The learning program includes:

•August 1-19 •4 hours intensive literacy and numeracy class program and conduct of post-assessment to determine
improvement of proficiencies (initial gains à basis for decision-making: transition to current grade level or retain
in the remediation / intervention)
•August 22 - •Exclusive literacy and numeracy class program and conduct of post-assessment to determine improvement of
September 30 proficiencies (cumulative gains à basis for decision-making: intensified remediation / intervention in the current
grade level)

After the post assessment and validation by the teachers, by October 1, 2022, learners shall transition to the regular class schedule
of the intended grade level curriculum for Key Stage 1. The following is the illustrative example:

IV. Findings and Analysis

Consolidated Report for Catch-Up Program for Literacy (Filipino- Grade 1)

It can be gleaned on the chart that after the eight-week catch up program, a total of 761 learners or 45.11% achieved Grade Ready
status. Learners who obtained desired proficiency in phonemic awareness and phonics are recommended for comprehension
assessment using Phil-IRI as the CRLA only measures word recognition skills. Those learners who are still in refresher status are
recommended for a second cycle of intervention.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Consolidated Report for Catch-Up Program for Literacy (Filipino- Grade 2)

The data reveals that after participating in the eight-week catch-up program, a total of 809 learners, which is equivalent to 53.08% of
the population, earned Grade Ready status. Learners who have demonstrated the appropriate level of proficiency in phonemic
awareness and phonics are encouraged to take the Phil-IRI comprehension test because the CRLA is only capable of evaluating
their word recognition abilities. It is advised that a second cycle of intervention be completed with any learners who are currently
remaining in the refresher state.

Consolidated Report for Catch-Up Program for Literacy (Filipino- Grade 3)

After completing the eight-week catch-up program, a total of 574 students, or 29.14%, obtained grade-ready status, as shown in the
figure. As the CRLA tests just phonemic awareness, the Phil-IRI is recommended for assessing the comprehension of learners who
have achieved the appropriate level of competency in word recognition and phonics. Recommendation for a second cycle of
intervention for those students still in the refresher status.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Consolidated Report for Catch-Up Program for Literacy (English - Grade 3)

From the data presented in the table, we can infer that 45 percent of the 1,155 students who participated in the Grade 3 English
catch-up program were successful in achieving Grade Ready status by the end of the eight-week program. Since the CRLA only
evaluates word recognition skills, the Phil-IRI is recommended for students who have reached the appropriate level of competency in
phonemic awareness and phonics. A second round of intervention is suggested for students who are still in the refresher stage of
learning.

Consolidated Report for Catch-Up Program for Numeracy (Grades1 - 3)

From the data presented in the table. It can be gleaned the number of Grade 1 to Grade 3 learners and their numeracy skill level
under Needs Major Support (NMS), Anchoring (A) and Developing up to Transforming status (D+). A very impressive improvement
has been shown in the needs major support from 4738/13349(35.49%) learners down to 1737/13349 (13.01%) and the number of
Numeracy D+ learners from 6715/13349 (50.30%) raised to 9944/13349 (74.49%). Indeed, the SDO’s intervention through an 8-week
catch program truly served its purpose in addressing the gap in Numeracy.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 V. Conclusion and Recommendation

The eight-week catch-up program in literacy (English and Filipino) and Numeracy (Mathematics) has increased the number of grade
ready and D+ learners and decreased the number of learners under refresher status (full, moderate and light) and Need Major Support for
Numeracy. However, there are still a number of learners who need further remediation in literacy and numeracy and should undergo
another cycle of catch-up programs to mitigate their learning losses.

VI. Catch-Up Programs in High School

enrichment interventions on reading and other learning areas specially Science and Mathematics.
To ensure that high school students will be able to catch up on lost learning, the following catch-up programs were implemented. These includes remedial and

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 VII. Issues and Concerns and
Proposed Ways Forward
During the conduct of school-to-school monitoring, evaluation, and technical assistance, the following concerns, issues,
gaps, and problems were identified relative to the implementation of the catch-up program:

School Concerns, Issues, Challenges and SDO Proposed Solutions

Problems
Preparation of differentiated reading Use of contextualized modules
materials. available in the learning resource
portal.
1 NBBNES Time scheduling after the class. Establish agreement with parents and
teachers on after school reading and
numeracy remediation schedules.
Parents' doubts and fears about the Orient parents and ensure adherence
virus made them reluctant to let their of everyone on safety and health
2 TES
children take part in the numeracy and protocols.
literacy catch-up program.
Non-readers Establish student profiling and create
3 TZES individual monitoring tracking tool.

Time of parents in helping the school for Create parent-teacher contract on how
4 NES 1
home-based intervention to facilitate home-based interventions.
5 BKES Parent support
Since the school year ended on July 11, Intensify parental engagement
2022, we cannot force parents to let strategies and home-school connection
their children go to school for the catch- mechanisms.
up program, even more so since the
program started on August 1, 2022. Coordinate with barangay social
Nonetheless, many parents are eager to worker for additional support to
enroll their children in the program in households under very difficult
order to assist their child's circumstances.
6 KES
development. There are teachers who,
even though they are on vacation,
commit to the program and support the
activities of the school. We cannot deny
that there are children who do not
consistently attend school, but who are
determined to improve their reading
skills.
Pupils health problems Establish student health profiles and
7 SRVES address any nutritional and health
concerns.
Availability of teachers, learners' Intensify attendance enhancement
8 SRES
attendance and follow up at home. mechanisms, possibly provide
One problem that came up when the incentives and other reward
program was being put into place was mechanisms to sustain attendance
9 TES 1
that learners didn't always show up. and participation.

Conflict in schedule, attendance of the Establish proactive measures to

10 WES learners prevent disengagement in the
program.
Incapacitated Parents/ guardian in Provide capacity-building measures to
11 BES terms of teaching reading at home. equip parents with home literacy
facilitation skills.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 School Concerns, Issues, Challenges and SDO Proposed Solutions
Problems
We also identify pupils with poor Capture all learners needing
reading achievement who are remediation and intervention.
12 DDES
not included in the catch-up
program.
Enough time should also be Plan on learning delivery
considered in conducting the modalities to avoid
intervention. 
problems like disruptions. Inform parents on
13 DES cancellation of classes, absences different strategies to support
of learners, etc. can affect the literacy interventions at home.
time frame of the implementation Establish commitment
of the program mechanism with parents.
14 NBBES Schedule and parents concern
Low interest of the participants,
15 NES absenteeism, lack of parental
guidance
Since students from Navsci are Properly calibrate the program
given more subjects to take, we to learners' needs and interest.
struggling with how to manage Include social and emotional
time to meet consistently. It is learning in the catch-up
16 Nav Sci
also challenging to make the sessions.
struggling readers feel that they
are not being isolated from the
rest of the students.
Conflicting schedules of other Ensure proactive planning and
17 TNHS
school activities programming.
Inconsistent attendance of the Provide attendance incentives
18 NNHS identified participants in the and other engagement
catch-up program strategies.
The adjustment of the students
19 FTLSHS from online classes to face to Intensify orientation and
face classes communication advocacy
Need to further strengthen activities.
20 KHS parent's communication and
reminders of activities. Empower teachers to design
Learners' engagement and catch-up program based on
teachers' upskilling on groups and individual learning
21 SRTVHS identifying pre-requisite needs.
competencies before focusing on
the identified LMS.
Low learners engagement and Embed study skills and self-
22 TzNHS
poor prioritization of studies management in learning
ANHS / Skeptical learners; Poor reading program. Include journaling as
23 strategies.
BKSHS and writing competencies
Availability of time of teachers Engage all teachers in the
and the willingness of students scheduling and focus on
to attend the remedial class are remediation. Contextualize
24 SRNHS among the challenges materials based on learners'
encountered. Modification of needs and situations.
materials is also another
challenge faced by the teachers.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 VIII. Initial gains

The path to learning recovery of all learners may still be a long journey. However, SDO Navotas is keen to celebrate
milestones and the success of initial learning gains. On October 11, 2022, it conducted the Completion Ceremony for
grade ready and Numeracy D+ learners who passed the Eight-Week Catch Up Program. This was attended by the city
mayor, Hon. John Reynald M. Tiangco, Regional Mathematics Education Program Supervisors and some stakeholders.
This activity not only recognized the learners but also the teachers and school leaders who are active literacy and
numeracy champions. Small wins like this keep everyone's spirit and momentum up in the quest to ensure that all
learners are ready in their desired grade level.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

The path to learning recovery of all learners may still be a long journey. However, SDO Navotas is keen to celebrate
milestones and the success of initial learning gains. On October 11, 2022, it conducted the Completion Ceremony for
grade ready and Numeracy D+ learners who passed the Eight-Week Catch Up Program. This was attended by the city
mayor, Hon. John Reynald M. Tiangco, Regional Mathematics Education Program Supervisors and some stakeholders.
This activity not only recognized the learners but also the teachers and school leaders who are active literacy and
numeracy champions. Small wins like this keep everyone's spirit and momentum up in the quest to ensure that all
learners are ready in their desired grade level.

Celebrating initial gains of the SDO eigh-week catch up

program on literacy and numeracy during the Completion
Ceremony held at Kapitbahayan Elementary School on
October 11, 2022. This was attended by the city mayor,
Hon. John Reynald M. Tiangco, regional education
supervisors and stakeholders.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 IX. Alternative curriculum
strategies
To address the concerns of schools and provide them with a menu of learning delivery opportunities, SDO suggested the
following alternative curriculum delivery strategies.

A. Literacy
Learners’ In-School Interventions Off-School Interventions
Level or No Tech Low Tech Hi Tech No Tech Low Tech Hi Tech
Status
Light Pull-out Pull-out Pull-out sessions; Printed modules / Printed Podcasts, Blogs, Google
Refresher sessions sessions Curated links from worksheets modules / Classroom
Youtube, Hyflex worksheets Hyflex Learning Design,
Learning Design, Cyberschool Program/
Cyberschool Program/ Cyberschool TV
Cyberschool TV
Moderate Peer tutoring Peer Pull-out sessions; Project TLC Project TLC Project TLC
Refresher tutoring; Curated links from (On-site or (Online)
TV-based Youtube; Flipgrid; Online)
instruction Seesaw

Full 1 Month 1 Month 1 Month Summer Project TLC Project TLC Podcasts, Blogs, Google
Refresher Summer Summer Reading Program; (On-site) (On-site or Classroom;
Reading Reading Brigada Pagbasa; Video Online) Project TLC
Program; Program; lessons; Facebook LMS; (Online); Microsoft
Brigada Brigada Google slides; Audio- Immersive Reader
Pagbasa Pagbasa based recorders

B. numeracy
In-school Off-school
Learners’ Interventions Interventions
Level or No-tech Low High Tech No-tech Low Tech High Tech
Status
Needs Major Special Special Virtual special Printed modules Printed Virtual sessions
Support class/sections class/sectio class/sections modules Hyflex Learning Design,
ns Hyflex Learning Design, Virtual sessions Cyberschool Program/
Cyberschool Program/ Cyberschool TV
Cyberschool TV
Anchoring Personalized Personalize Personalized after -class Printed copy of Hard/soft copy Hard/soft copy of
after-class d after-class virtual sessions personalized of personalized personalized homework
sessions sessions homework homework
Developing After-class group After- class After- class virtual group Printed copy of Hard/soft copy Hard/soft copy of
sessions group sessions personalized of personalized personalized homework
sessions homework homework
Emerging Regular classes Regular Regular classes Printed copy of Printed/electron Printed copy of regular
classes regular ic copy of assignments
assignments regular
assignments
Transforming Individualized Individualize Individualized after-class Printed copy of Printed/electron electronic copy of
after-class d after-class enrichment activities Individualized ic copy of Individualized after-class
enrichment enrichment after-class Individualized enrichment activities
activities activities enrichment after-class
activities enrichment
activities

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 SDO NAVOTAS VENTURES TO PRIME-HRM LEVEL III
AS IT BENCHMARKS PASIG CITY LGU’S HUMAN RESOURCE INFORMATION SYSTEM (HRIS)
Dr. Marco D. Meduranda
Schools Division Office - Navotas City

After obtaining the PRIME HRM Maturity Level 2 Bronze Award through CSC
Resolution No. 2101129, SDO Navotas gears up to upgrade its accreditation status to
Level 3 as it conducts benchmarking activities with Pasig City's Government Employee
Management Services, or GEMS. Dr. Alejandro Ibañez spearheaded the activity,
calling for all personnel to rally behind the organization’s effort to foster an ICT-enabled
and integrated system that links all core HRM areas for continuous improvement and
data-driven decision-making.
Pasig City Mayor Vico Sotto
expressed support for the activity
through his City Human Resource
Development Officer, Ms. Elvira R.
Flores. Ms. Flores presented the
Pasig City GEMS, a user-friendly,
Facebook-like system with many
HR-related functionalities for its
constituents.

The system allows city government workers to access and file their daily time
records, applications for promotion and leave, and many more. The cloud-based
platform helped Pasig City systematize HR processes in Recruitment, Selection and
Placement, Learning and Development, Performance Management and Rewards and
Recognition. The Pasig City GEMS also involved employees in all their data
management. Ms. Flores also answered questions from SDO personnel during the open
forum.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Mrs. Isabelle Sibayan thanked Pasig City for generously sharing its best practices
in an automated, computer-based HR management system. She underscored that
the benchmarking has helped ensure that SDO Navotas practices are people-
centered, ICT-enhanced, and continuously
improving. A certificate of commendation was given to Pasig City LGU for its
contribution to SDO Navotas’ efforts to achieve PRIME HRM Level 3 accreditation.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 SDO NAVOTAS
PRIME LEVEL 3 BENCHMARKING
WITH BANGKO SENTRAL NG PILIPINAS (BSP)
Dr. Marco D. Meduranda
Schools Division Office - Navotas City

SDO Navotas recently held its 4th Virtual Benchmarking activity for PRIME Level 3 with the Bangko
Sentral ng Pilipinas (BSP) last Thursday, March 31, 2022. This event was participated in by Division
Office Personnel, PRIME-HRM Focal Persons, Division Unit Heads, School Heads, School Faculty
Presidents, and Division and School-based Non-Teaching Personnel or a total of 184 employees via
Zoom Teleconferencing App. The activity began at 9AM and ended shortly after 3PM.

In his welcome remarks, the Schools Division Superintendent, Dr. Alejandro G. Ibañez, shared the
journey of SDO Navotas during last year’s accreditation for PRIME-HRM Level 2. The office was
commended for having met all the requirements of the Civil Service Commission for the said maturity
level. He also underscored the importance of the benchmarking activity, which is to evaluate the
practices of the organizations and institutions known for excellence and to also aim not just for PRIME-
HRM Level 3 but ultimately for the highest international standard for Human Resources, which is
PRIME-HRM Level 4.

Mr. John Raymund S. Almeda, the Head of the Leadership & Executive Offices Team, Capacity
Development Department of the said bank, was the resource person throughout the activity. He gave a
quick walkthrough of the PRIME-HRM Level journey of BSP, then proceeded to discuss the salient
features of the bank’s human resource management system and practices. Mr. Almeda also gave an
overview of all the human resource management systems and how organizations like SDO Navotas can
make them integrated and eventually strategic. The resource person also shared very valuable insights
and helpful advice on how SDO Navotas could further elevate its standards and pursue a greater level
of excellence in all the four pillars of PRIME-HRM, highlighting the interconnectedness and
collaboration among those handling the pillars and how the outputs of each one could serve as inputs to
the other.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Mr. Almeda also answered queries of SDO and
school personnel and gave generous tips on what
SDO Navotas might expect come accreditation
time for PRIME-HRM Level 3. He also advised the
group what to work on so that the seamlessness of
all of the four pillars could be achieved.

Mrs. Isabelle S. Sibayan, OIC-Asst. Schools

Division Superintendent, delivered the closing
remarks and thanked the resource person for
giving the group a wonderful opportunity to learn
about how to further improve the HRM systems
and practices of SDO Navotas. She also urged the
employees to continue collaborating with one
another even as they work on embarking on
another journey to level up in their PRIME-HRM
maturity level this year.

Mrs. Cecilia S. De Ocampo, Public Schools District Supervisor, hosted and

moderated the activity.

This 4th Virtual Benchmarking Activity was organized by Mrs. Elenor R. Cansino,
Administrative Officer IV, and Mr. June Fermin L. Javier, Administrative Officer V.
Another benchmarking activity will be conducted soon as SDO Navotas prepares to
level up on PRIME-HRM and aims for Level 3 maturity.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 SDO-NAVOTAS RECEIVES THIS YEAR ITS
5TH NEAP RECOGNIZED PROGRAM
FROM NEAP REGION
Dr. Marco D. Meduranda
Schools Division Office - Navotas City

SDO-Navotas was awarded last MELCs” by Dr. Marco D. Meduranda,

November 7, 2022 by the NEAP- Education Program Supervisor in
Region for its 5th NEAP-Recognized English. “Useful Teaching Strategies
Program titled “Competency and Approaches in Teaching Science
Enhancement on Curricular and in a Hybrid Class Modality” by Mr.
Instructional Leadership and Russel P. Samson’s, Education
Innovation of Division and School Program Supervisor in Science.
Leaders” designed by the OIC- “Capacitated to Empower: Transcend
Assistant Schools Division Mental Health Through Revisiting
Superintendent Ms. Isabelle. S. Project SEDAP” by Ms. Eloisa S.
Sibayan. Sanchez, Public Schools District
Supervisor. Prior to these five NEAP-
The other SDO-Navotas Recognized Program, our division
Recognized Program were also received the first NEAP-
“Competency Enhancement on Recognized Program titled “SPED
Contextualized Assessment Models” Online Training on K to 12 Transition
and “Competency Enhancement on Curriculum”.
Integrating Information and Critical
Media Literacies in the Teaching of

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 This effort of SDO-Navotas
is consistent with the
Department of Education (
DepEd ) commitment to
provide quality in-service
development to public school
teachers and leaders and also
in line with the Program to
Institutionalize Meritocracy and
Excellence in Human
Resource Management
(PRIME-HRM) in the division.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 "ONE DEPED, ONE CARING
AND SHARING COMMUNITY"
SDO Navotas' Program to
Institutionalize Meritocracy and
Excellence in Human Resource
Management (PRIME-HRM)
Level 2 Accreditation by the Civil
Service Commission was once
again benchmarked by DepEd
offices from Luzon, Visayas and
Mindanao.

Promoting a practice of one caring and sharing

community in the Department of Education, the virtual
benchmarking activity was participated by: (1) DepEd
Regional Office V - Bicol Region with Regional Director
Gilbert T. Sadsad , together with twenty (20) RO
personnel; (2) Schools Division Office - Legazpi City
(Region V) led by Schools Division Superintendent
Crestito M. Morcilla, CESO VI together with thirty SDO
personnel; (3) Schools Division Office - Baybay City
(Region VIII - Eastern Visayas) led by Schools Division
Superintendent Carmelino P. Bernadas, CESO VI,
accompanied by twelve (12) SDO personnel; and (4)
Schools Division Office - General Santos City (Region XII
- SOCCSKSARGEN) with the Schools Division
Superintendent Romelito G. Flores, CESO V, together
with twenty (20) SDO personnel.
Welcome remarks and SDO Navotas Journey in
PRIME-HRM were presented by our Schools Division
Superintendent, Dr. Alejandro G. Ibañez, CESO VI. In his
message, Dr. Ibañez warmly welcomed the four DepEd
offices in the virtual activity and accentuated the
importance of benchmarking to foster a caring and
sharing community in the Department of Education.
Regional Director Gilbert Sadsad praised SDS Ibañez
opening presentation and lauded the generosity of spirit
of the SDO personnel for sharing lived experiences in
PRIME-HRM. SDS Morcilla, SDS Bernadas and SDS
Flores all congratulated SDO Navotas for its
achievements and expressed their utmost gratitude for
supporting their respective SDO's quests for PRIME HRM
Level 2 accreditation

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The abled speakers of SDO
Navotas PRIME-HRM Level 2
accreditation journey were Mr. June
Fermin L. Javier, Mrs. Eleonor
Cansino and Dr. Maria Cristina A.
Robles for Recruitment, Selection,
Placement, and Induction (RSPI);
ASDS Isabelle S. Sibayan for
Performance Management (PM);
Chief CID Loida Balasa, EPS Marco
Meduranda and PSDS Ms. Fresnedi
Natividad for Learning and
Development (L&D) and SEPS
HRDD Sarah M. Sison and Chief
SGOD Gemma Villaluna for Rewards
and Recognition (R&R).
It can be recalled that on September 23, 2021, SDO Valenzuela in NCR
and SDO Camarines Sur in Region V also did the same thing in SDO Navotas.
In her closing remarks, Mrs. Isabelle S. Sibayan expressed solidarity with the
DepEd offices that benchmarked in SDO Navotas and lauded their efforts to
continuously improve their human resource management system through
PRIME-HRM. The event was ably moderated by Mrs. Cecilia S. De Ocampo and
Dr. Marco D. Meduranda.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 SDO NAVOTAS holds
Gender and
Development Seminar-Workshop
for Employees

With the theme "SDO Navotas Employees... On the Verge of Bouncing Back and
on Moving Forward to the New Normal," a learning engagement on Gender and
Development in the Workplace was conducted by SDO Navotas for all of its 107
employees on June 9–11, 2022 at Bakasyunan Resort, Iba Zambales.

In his special message, Schools Division Superintendent, Dr. Alejandro G.

Ibanez, underscored the value of continuous learning and development for all
SDO Navotas personnel as it contributes to the attainment of organizational goals
of providing equal opportunity for all gender and promoting health, safety and
empowerment of every staff regardless of gender orientations. ASDS Isabelle
Sibayan also highlighted the importance of strengthening the spirit of collegiality
and bonds of friendship as the activity also provided an opportunity for team
development and camaraderie.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Sessions 1 and 2 of the seminar workshop
delved into Gender Issues in Safety and
Health. These were tackled by the SDO
Medical Team composed of Dr. Henry De
Leon, Dr. Katrina Apo, Mr. Harry Abalos, Ms.
Anna Grace Onayan, Ms. Noralisa Castro,
and Mrs. Mary Jane Mendiola. Atty. Elvie G.
Bialno handled Session 3 as she gave a
lecture on Laws and Mandates on
Women's Empowerment. Dr. Ibañez also
conducted a workshop that allowed SDO
personnel to reflect and share with their
groupmates the impact of the pandemic on Session 4, "Ensuring Equal Opportunity
their lives and how they were able to cope Principle at the Workplace - Gender and
and bounce back. Mrs. Sibayan facilitated PRIME HRM Level 3 Journey of SDO Navotas,"
the activity's processing and emphasized was facilitated by Mr. June Fermin L Javier and
SDO personnel's resilience. Ms. Elenor R. Cansino. Afterward, another fun
workshop was spearheaded by Dr. Ibañez,
which allowed SDO personnel to affirm the
strengths and qualities of their co-workers.

A simple tribute was also conducted to honor the

retired Public Schools District Supervisor, Dr.
Jesus I. Icaonapo. Sir Jess, as SDO personnel
fondly call him, was showered with praises,
commendations and adulations for his 36 years
of service in the Department of Education.

He was awarded a plaque of commendation

given by SDS Ibanez, ASDS Sibayan, Chief
CID Loida Balasa, and Chief SGOD Gemma
Villaluna. Dr. Grace R. Nieves was also given
a plaque of commendation for her service as
Education Program Supervisor of Learning
Resource Management and Development
System as she takes on a full-time job as
EPS in Technology and Livelihood
Education. Another honor was also bestowed
to Mrs. Eloisa Sanchez for her service as the To foster team spirit, a fellowship night was
focal person of the Edukasyon sa also conducted by Mr. Ernifer Cosmiano,
Pagpapakatao program. EPS in MAPEH. Group games and beach
activities were held, making the three-day
training an experience to remember.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 SDO NAVOTAS HOSTS ICO-
KPTEP GCED LEARNING SERIES 1

SDO Navotas, in partnership with the

International Society of Teachers, Administrators,
and Researchers (ISTAR) successfully hosts the
first ICO-KPTEP Global Citizenship Education
(GCED)Learning Series on April 22, 2022 at the
Heritage Hotel, Pasay City. The event was
initiated by DepEd's International Cooperation
Office and the Korea Philippine Teacher
Exchange Program to promote the embedment,
mainstreaming, popularization, and advancement
of GCED operationalization in basic education.

With 48 on-site participants composed of

guests from DepEd Central Office officials, SDO
officials, school heads, and select Project GLACE
2.0 teachers and focal persons, and more than
500 participants on Zoom platforms, the activity
was a hybrid learning engagement on GCED
anchored on the theme, Engaging Teachers on
GCED through Transformative Education.

In her welcome remarks, Mrs.

Isabelle Sibayan, expressed SDO
Navotas warmest thanks for the
honor of being the first SDO to host
the ten-part education advocacy
series to further popularize and
advance GCED. Mr. Danilo Osorio,
KPTEP Alumni Association president,
also praised SDO Navotas for its
support and commitment to embed
GCED in the school system.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Dr. Margarita Consolacion Ballesteros, The event was made possible with the
Director of the ICO, also commended SDO support of CID Chief, Mrs. Loida Balasa, and
Navotas for its excellent hosting of the learning SGOD Chief, Dr. Gemma Villaluna. Instrumental
series, which will be a platform to further educate to the successful hosting of SDO Navotas of this
teachers and stakeholders on how Global DepEd national activity was the SDO Technical
Citizenship Education can foster post-pandemic Working Group, composed of the following:
education success. She underscored the role of Program Manager - Dr. Marco Meduranda
continuous professional development of teachers Hotel & Accommodation Coordination -
on GCED and transformative education to Christian Carl Golandrina
address the challenges of developing global Project Proposal Coordination - Jazie Sefil
learners. Promo Posters / AVP - Paulo Santiago
SDO Navotas also collaborated with the Technical Direction / Livestream Operation -
International Society of Teachers, Administrators, Cesar Salvame
and Researchers to bring in global experts on Assistant Livestream Operator / Technical
GCED. Dr. Rommel Tabula, founder and president Director - Jerry R. Gibertas
of ISTAR, underscored the need to work on Tokens - Kenee Winie Pailma
productive partnerships to foster GCED. The two Corsage - Mr. Ernifer Cosmiano
ISTAR educators who were tapped as resource On-site Registration - Eloisa Ababat
speaker in the hybrid conference were Dr. Yee Photo Documentation - Tessie Sombillo / Ma.
Bee Choo on the topic, Understanding Welma Songaling / Nonong Flores
Transformative Pedagogies in Shaping Global Stage Design & Booth - Rommel Peñaranda
Learners and Dr. Juan Carlo Contreras on the Video Documentation - John Latimer Servano
topic, Empowering Learners through Global / Kathrine May C.
Citizenship Education. Project GLACE teachers Project Completion Report - Hazel Santorce
on-site also gave their insights on the talks of the Attendance & Certificates - Solitaire Cruz
two experts. Program Moderator - Rose Eden Cortez
SDO Navotas' very own Education Program
Supervisor and proponent of Project GLACE
(Global Learning through Active Citizenship
Education), Dr. Marco Meduranda, also presented
the Project GLACE 2.0 report about
"Championing GCED in Basic Education." He
reported the commitment made by the SDO
through the leadership of its Schools Division
Superintendent, Dr. Alejandro G. Ibañez, that
Project GLACE as the SDO's premier GCED
program was included in the six-year Division
Education Development Plan. Dr. Meduranda also
thanked the school heads of all nine secondary
schools and all Project GLACE focal persons for
operationalizing GCED at the school level.
Furthermore, he expressed his profound gratitude
to the Project GLACE teachers who worked out
GCED at the classroom level.
In his closing remarks, Usec. Diosdado San
Antonio thanked the organizers of the learning
series and pushed for deeper embedment of
GCED in national policy and school-level
governance.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Initiatives of SDO NAVOTAS
KINDERGARTEN
with Regards to
STAR PATROL AND PROJECT
GALUGAD

“Children are the Priority,

Change is the Reality,
Collaboration is the Strategy”
•Judith Billings-

Kindergarten teachers in the Schools Division of

Navotas are still tackling the hurdles that the COVID-19
outbreak has brought. Despite the challenges, they
continue to hold burning torches of commitment and
dedication to providing high-quality education.

Project School-based Technical Assistance for Raters,

or STAR PATROL, is SDO Navotas’ localized version of
instructional supervision, which is also a part of school-
based management (SBM) as stated in DepEd Order No.
45 s. 2015. This program also optimizes how RPMS-PPST
is implemented.

BIRTUWAL NA PAKITANG TURO

Raters were retooled to provide practices that are more democratic, genuinely participative, encouraging, and
compliant with the RPMS-PPST Protocols. Kindergarten teachers took an active part in this endeavor,
making them more receptive to embracing changes that allow them to engage with students more effectively.
They also had a fair chance to reflect on their practices and identify areas where they could have made more
progress professionally.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 On another venture, several factors were identified that contributed to the kindergarten's erratic
enrollment. The Balik Probinsiya Project, changing residences, and the number of birth certificates was
some of the things that were noted.

Following these concerns, the SDO Navotas initiated school-based community mapping under
"Project Galugad." The said division also provided guidelines for the kindergarten enrollment promotion
project. Each school had a courtesy visit to the barangay captain of the chosen area to request
assistance from the barangay security personnel.

All of the teachers

from the fifteen
elementary schools in
Navotas City worked
together. They
interviewed parents to
urge them to enroll
their children in the
school. Teachers also
told parents about the
many activities that
they could look forward
to at the elementary
schools in their area to
encourage them to
enroll their children.

Many stakeholders
were also invited to
assist teachers in
encouraging parents to
send their children to
school. TLC, or Tutor a
Education must continue and cannot wait. By this time Learning Child, a
Kindergarten in SDO Navotas Continue program similar to
Project Galugad, was
to Embrace Programs and Activities that promoted to increase
will manifest… the number of readers
in every area of
“PASSION…PURPOSE… AND PRODUCTIVITY ’’ Navotas City.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Enhancement
program By: Luisa E. Elipan
Education Program Specialist II-ALS

“Revitalizing Informal Education (InfEd) in

support to the Division Learning Continuity and
Recovery Plan (LCRP)”
SDO Navotas' Alternative Learning System
(ALS) implemented an Enhancement Program
focusing on "Revitalizing Informal Education
(InfEd) in support to the Division Learning
Continuity and Recovery Plan (LCRP)" and as a
response to RA 11510 or known as ALS Act
under its Functional Education and Literacy
Program (FELP). This was conducted on
October 27, 2022 (first session) at Navotas
Elementary School Conference Room and on
November 4, 2022 (second session) at San
Roque Elementary School Multi-purpose Hall.

This activity aimed to motivate and

capacitate ALS learners to think and act like
entrepreneurs, which would help them earn extra
income, provide an opportunity to have a source
of income, and improve learners' quality of life.

Headed by Public School District Supervisor/ALS Focal Person, Ms.

Josephine N. Tobias, together with Education Program Specialists II in ALS,
Ms. Luisa E. Elipan and Ms. Cindy F. Obiena, three (3) members of the
Technical Working Group and four (4) talented ALS teacher-trainers, namely
Ms. Shalimar G. Tamayao (ALS Teacher) and Mr. Mark Anthony T. Obiena
(Community ALS Implementor) tandem for Doughnut Making; and Mr. Evener
D. Biaco and Mr. Steve L. Marcelino (both Community ALS Implementors) a
duo for Manicure, made this activity materialized to train forty (40) learners
from different school learning centers while observing health and safety
protocols.

Both Doughnut Making and Manicure served as an avenue for

teacher-trainers who were talented enough to impart their field of expertise for
livelihood to ensure that the selected ALS learners, who actively participated,
were well-capacitated with knowledge, skills, and positive values towards
putting up the family business and of becoming successful entrepreneurs in
the near future. Integration of different competencies within and across other
learning strands was observable while learners developed accuracy,
creativity, uniqueness, productivity, self-reliance, and social and emotional
learning skills.

Participants were proud after tasting their Doughnuts in different shapes

and sizes, glazed with colorful sprinkles on top, while looking at their properly
cleaned and well-polished fingernails as the final output.

The ALS family is grateful to SDO Navotas for providing this challenging
and meaningful opportunity and for words of encouragement to help learners
overcome opportunity costs. Ms. Loida O. Balasa, Chief-Curriculum
Implementation Division, stated, "Learn to sacrifice, value innate talents, and
apply acquired livelihood skills to generate income for a better education,
personal life, and family." Participants are looking forward to future livelihood
and entrepreneurial skills training

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

hardcore Enhancement
Program for implementers

The Alternative Learning System Team of SDO Navotas led a Hardcore

Enhancement Program for ALS Implementers from May 27 to May 28, 2022, at
Lola Corazon Leisure Farm, with the theme: Strengthening 21st Century Skills of
ALS Learners through Effective Use of Learning Resources and Management
Systems.
Inculcating 21st-century skills into ALS students' minds and hearts will
help them develop their ability to think critically and creatively, solve complex
problems, make evidence-based decisions, and work collaboratively. This activity
aims to
(a) strengthen ALS teachers' competencies in teaching students 21st-century
skills, (b) bring about the desired changes in students' attitudes and behavior, (c)
and (d) improve students' academic performance.
With the help of this initiative, ALS teachers will be able to exhibit the
teaching techniques required to help students build or improve their 21st-century
skills. This must be accomplished by skillfully employing additional learning
resources as well as pertinent and responsive course materials. Additionally, it
demonstrates how the SDO ALS management consistently offers instructors the
necessary support for ongoing development related to the excellent delivery of
21st-century skills learning.
Dr. Alejandro G. Ibañez OIC-Schools Division Superintendent, Ms.
Isabelle S. Sibayan – ASDS, Ms. Loida O Balasa – Chief CID, Dr. Gemma C.
Villaluna – Chief SGOD, Ms. Evangeline S. Trinidad – PSDS/ALS Focal Person,
Ms. Josephine Tobias – PSDS, Ms. Rosario Gambaloza – PSDS, Dr. Esperanza
M. Soledad – PSDS, Ms. Lorena J. Mutas – PSDS, Ms. Cindy F. Obiena – EPSA,
Ms. Luisa E. Elipan – EPSA, Mr. Harry Abalos – Medical Personnel SGOD, 2 ALS
Teachers, 1 DepEd Engaged ALS Implementor, 2 Learning Facilitators together
with 11 ALS LGU-Engaged Implementors attended the said activity. They
gracefully and harmoniously finished the activity.
Along with demonstrating 21st-century skills, ALS teachers helped students enhance their critical and creative thinking abilities, handle
complicated problems, make judgments based on evidence, work cooperatively with a positive attitude, and display challenging behavior
toward the workplace.

Hardcore Enhancement Program for ALS Implementers and Activities, preliminary feedback and trends are highly favorable, with well-
documented activity highlights that will ensure the improvement of ALS Mobile Teachers and ALS Community Implementers for the benefit of
ALS learners.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Livelihood skills honed
For ALIVE learners & parents
By: CINDY F. OBIENA / Education Program Specialist II-ALS

The Arabic Language and Islamic Values

Education (ALIVE) Team of SDO Navotas led a
Distribution of School Supplies and Livelihood
Training-Workshop for learners and parents last
September 24, 2022, at Tangos Elementary School,
Multi-Purpose Hall, Navotas City.

The said activity had two parts, (1) the

distribution of donated school supplies and health kits
from WS Family Foundation Inc. and (2) the
Livelihood Training Workshop "Doughnut Making,” a
livelihood training workshop for ALIVE learners and Signing of Deed of Acceptance for the Donations of 50 sets of
parents' to which they were equipped with necessary school supplies and 50 sets of hygiene kits from WS Family
skills in building small business and to be exposed Foundation, INC. for our Muslim learners’ beneficiaries.
with the importance of livelihood activities to them.

The activity aims to:

(a) further intensify the sustainability,
improvement, and enhancement of the program
ALIVE
(b) bring out the desired changes in learners'
attitudes and behavior towards self and others
(c) improve the parents’ livelihood skills

This initiative helped the participants to

exhibit the techniques required to help them build a
small business as their source of living and sustain
the ALIVE Programs through Social Mobilization in
partnership with WS Family Foundation Inc.

Distribution of school supplies and hygiene kits for our Muslim

learners’ beneficiaries.
An inspirational message from our beloved Schools Division
Superintendent, Dr. Alejandro G. Ibañez.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 All the participants had shown exquisite
skills and remarkable creativity in doughnut
making. Their thinking skills where boosted
as they thoroughly analyze the costing of
the ingredients and to systematically plan
to put up a small business. This includes
solving fundamental mathematical
problems, providing evidence-based
decisions, and showing positive attitudes in
working together.

It proved how the SDO Navotas -

ALIVE commits to its goal in consistently
providing and supporting ALIVE learners
and parents the chance to learn life skills
that will be relevant and useful to their lives
as a member of Muslim Community.
Through the strong
leadership of Dr. Alejandro G.
Ibañez, Schools Division
Superintendent, as well as the
helping hands of Ms. Josephine
Tobias – PSDS/ALS & ALIVE
Focal Person, Mrs. Cecilia De
Ocampo - PSDS, Ms. Cindy F.
Obiena – EPSA, Ms. Luisa E.
Elipan – EPSA, 1 DepEd
Engaged ALS Teacher, together
with the five Community ALS
Implementers, 1 Ustad, and 30
Muslim parents and learners,
success was achieved.

Kudos to all the

Education Leaders and
Champions of SDO Navotas
as well as to the ALIVE
teachers who have
immeasurable love and passion
to their call.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Special Education
in SDO Navotas City Always
SHINE
(Special Hearts Inspiring the Nation for
Educational Transformation)
By Ms. CRISELDA F. CIMATU, LPT, MA / SPED Center Coordinator/ Kapitbahayan Elementary School

Education is an integral part of everyone's life, as

teaching is a noble profession and is honored by the
community for its excellent role in transferring
knowledge and molding wholesome behavior in
society. Education is for all, offered to all with no
exception. Inclusive education is an international policy
that aims to include children with disabilities in regular
classrooms under the care of a regular classroom
teacher. Despite their disabilities, all students should
be allowed to participate actively in all school projects,
programs, and activities. The international perspective
at the Salamanca World Conference in 1994 in Spain
was the first move for inclusive education, which
included international papers on special needs
children. It further discussed that schools should
accommodate all students regardless of their physical,
social, emotional, or intellectual condition. The Policies
and Guidelines in Special Education (Revised 1997)
Art. 1 Sec. 5 states that "the ultimate goal of special
education shall be the integration or mainstreaming of
learners with special needs into the regular school
system and eventually into the community."
To ensure the proper implementation of Special and
Inclusive Education in schools offering Special Education (SPED)
programs, the Schools Division Office of Navotas City provides
professional development opportunities to special education
teachers and regular teachers handling Learners with Disabilities
in the various placement options. On October 19-21, 2021, a
NEAP-approved seminar entitled "Online Capacity Building for
SPED and Receiving Teachers on the K to 12 Transition
Curriculum" was conducted to capacitate individuals for a more
inclusive school environment. It aims to orient general education
teachers handling Learners with Disabilities (LWDs) on the K-12
Transition Curriculum. It further aims to orient in the intention,
implementation, and innovation about the transition for Learners
with disabilities, learn the Philippines transition model and
awareness of the Transition curriculum, distinguish, and compare
the effective home-based strategies for learners with special
educational needs under transition program and for their
caregivers, identify the skills to deliver quality services for
Learners with Special Educational Needs under Transition
Program, and be equipped with appropriate strategies for
different scenarios that may occur during the delivery of distance
learning among learners with special educational needs under
the transition program.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Another training provided is the "Re-
Orientation of SPED Teaches and Receiving
Teachers of Schools Offering SPED Programs" on
October 20, 2022. This professional development
opportunity aims to re-orient Special Education
Teachers, selected receiving teachers, and
Principals on the content of DepEd Order 044, s.
2021, understand the importance of properly
tagging Learners with Special Needs in the
Learner Information System (LIS) for budget
allocation, and identify and address concerns of
schools offering special education programs.

Furthermore, training on the Multi-Factored

Assessment Tool was done on October 7, 2022.
The Multi-Factored Assessment Tool (MFAT)
assesses suspected students of having difficulties
or disabilities in Grade 1. This tool is helpful for
early referral and early intervention. Selected
Grade 1 teachers attended the MFAT Seminar to
enhance their knowledge and skill to facilitate
identification purposes and proper early
intervention to address the learning gaps and
losses brought about by the Covid-19 pandemic.
As part of the School's Learning Continuity and
Recovery Plan (LCRP), the only SPED Center at SDO
Navotas City, Kapitbahayan Elementary School SPED
Center, launched project SHINE: Special Hearts Inspiring
the Nation for Educational Transformation on October 26,
2022, authored by Ms. Criselda F. Cimatu. The Schools
Division Superintendent, Dr. Alejandro G. Ibañez,
conceptualized the idea of providing exceptional
opportunities for special learners to feel like princesses
and princes in a palace where they feel they belong and
are accepted. This project aims to provide opportunities
for differently abled individuals to show their talents and
gifts and inspire others to continue recovering after a
great pandemic. It further seeks to encourage the school
community to embrace inclusivity and be an advocate for
inclusive education.

Due to the increasing number of Learners with

Hearing Impairment across grade levels in the regular
classroom setting or the inclusion setting, elementary and
secondary, the SDO Navotas City organized a
professional development opportunity for regular teachers
to acquire knowledge about Filipino Sign Language to
help their learners with special needs to maximize their
learning and capabilities on November 19, 2022.

The SPED team is currently planning to improve the projects in preparation for the next school year. Monitoring
and evaluation of SPED programs in both elementary and secondary will also be done for successful implementation.
SPED teachers agreed to identify problem/s and construct an action plan to address them. Moving forward is a must to
let every child with a disability discover their hidden talents and realize their full potential.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

TUTOR A LEARNING CHILD
By Fresnedi V. Natividad / PSDS/ TLC Focal Person
Emerging
Project Tutor – A – Learning Child ( TLC ) which was
conceptualized and initiated by then Cong. John Reynald M. Tiangco
in support to SDO Navotas Learning Continuity Plan (LCP)
concluded its second school year of implementation last June 2022,
and today emerging on its third school year of implementation.
On its first year of implementation, SY 2020-2021, Project
TLC enlisted , inspired , trained , and worked with two hundred
sixteen ( 216 ) tutor volunteers, and three hundred fifty (350) on its
second year, SY 2021-2022 . A total of five hundred sixty-six ( 566 )
tutor volunteers . An increment of 134 or thirty-eight ( 38 % )percent.
Learner beneficiaries increased from three hundred
twenty-three ( 323 ) in SY 2020-2021 , to eight hundred four ( 804 )
in SY 2021-2022. An increment of four hundred eighty – one (
481) or sixty ( 60% ) percent .
For SY 2021-2022, Project TLC provided four hundred
ninety-eight ( 498 ) tutor volunteers , four hundred ninety-four ( 494
) tablets , and one hundred thirty-nine (139 ) smartphones to
learner beneficiaries , both in elementary and high school.

Extended Projects relative to the implementation of Project TLC

were created by the different participating schools. In the elementary
, six ( 6 ) schools conceptualized and carried out their TLC Extended
Projects; Bagumbayan Elementary School has Project Kaagapay sa
ONlayan na pagpapaunlad sa Edukasyon ng Kabataan ( KONEK) ,
Dagat-Dagatan Elementary School has Project BIgay tulong sa
DAgat-Dagatan para sa KAbataan ( BIDAKA), BRIGADA ’50 ( 50
mo pang online class ko ) for Navotas Elementary School -1,
Project SupporTap of North Bay Boulevard Elementary School,
Project UNLAD BASA of North Bay Boulevard North Elementary
School , and Tanza Elementary School’s Project Mag-aaral Ko
Sagip Ko (MKSK)

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 In the secondary , eight ( 8 ) participating schools created
and implemented their TLC Extended Projects ; Angeles
National High School has Project iONE, Kaunlaran High
School has Bayanihan sa Kaunlaran: E-ambag mo, Dagdag
Dunong Ko, Project HATID -Edukasyon of San Rafael
Technological and Vocational High School , PROJECT TLC
Tutor-A-Learning Child ) extended to Adopt-A-Child Project of
San Roque National High School , Tanza National High School
has Enhancement PRogram in Mathematics (ENPROMA ) ,
Project Values and Advocacy in Life ( VAL ) of Tangos
National High School , Support Kita Project of BSHS, and
PROJECT REmote PEer TUtoring (REPETU ) of FTLSHS.
Project TLC on its first two school years of
implementation, SY 2020-2021 and SY 2021-2022 is
undoubtedly an enormous success. Having attained zero drop-
out and 100% promotion rate of all of the one thousand one
hundred twenty-seven (1127) TLC learner- beneficiaries.
This SY 2022-2023, Project TLC hopes to carry out an
Appreciation Day to celebrate schools’ milestones , conduct an
event to that will showcase schools’ TLC Extended Projects,
conduct an impact evaluation of the project , and publish a
Compendium of Tutor -A-Learning Child Stories and Extended
Projects Magazine.
Through the leadership of the brilliant and innovative
Schools Division Superintendent of Navotas , Dr. Alejandro
Ibanez, along with the unrelenting support of the remarkable
head of the local government of Navotas City , Mayor John
Reynald M. Tiangco , everything is imaginable.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Education Continues!
By: Ruth Reyes

A lot of things happened since the pandemic occurred. Different LGUs created diverse
ways and methods on how they will deliver education to their constituents. The COVID-
19 pandemic and its grave effects may not be the talk of the town anymore, or the
highlight in each news broadcast, but it is considered a concern or a crucial factor in
making local, national and even international decision. Like wearing a mask which was
once a live-saving practice is no longer mandated. People’s way of dealing with
pandemic has changed. They have adapted. Thus, wearing a mask has become a
personal choice at present.

In the field of education, the conduct of online

classes and modular learning both
synchronously and asynchronously were the
only choice for the continuous delivery of
education and different school services among
the Navoteño learners. In 2021, there are
schools which have conducted limited face-to-
face classes or hybrid learning system among
selected students only, but at this point in time,
most public-school students are now attending
face-to-face classes and enjoying the company
of their teachers, classmates and friends.
Moreover, there are still activities that are
being conducted by the Division Office such as
online observation of classes, Star Patrol, the
enhancement of the modules through
revalidation and reassessment and community-
based monitoring. All of these are the SDO’s
effort to secure an improved and better services
even during at the height of social restrictions.

In the light of quality service, SDO Navotas

recognized the efforts of the indefatigable
writers, validators and artists in producing quality
modules. Specifically, Araling Panlipunan proved
its worth and commitment in rendering its
service and dedication to the learners through
module writing and production. Many learners
were benefited by the modules produced by the
Araling Panlipunan teachers.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Education does not only end at the four corners of the classroom and even the pandemic is not a
hindrance to carry on teaching and learning. If there are teachers, students, parents, and the
whole community are working together to continually expand various ways for the successful
transmission of knowledge and experiences among all, then, education will continue to live. Thus,
the most powerful key for a successful delivery is to trust God in the process. It may be hard at
first, just like how teachers adapt and find their ways on their first experience of the pandemic,
but everything will fall into place at the right time.

The process may seem

hard, but trusting God
whose power is above all
makes sense.

“Every little
thing that is
discovered,
every
hardship that
is faced, every
difficulty
that is
experienced are
all written in His plan.”

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 ENRICH, EMPOWER, EXCEL:
SDO NAVOTAS ENGLISH DEPARTMENT,
WORKING TOWARDS POST PANDEMIC
EDUCATION SUCCESS
By: Dr. Marco D. Meduranda
Education Program Supervisor in English

SDO Navotas' English department, led by Dr. Marco D. Meduranda and comprised of public elementary school
subject coordinators and secondary school department heads and focal persons, continues to deliver impactful
programs, projects and activities that ensure effective curriculum implementation and provide opportunities for
learners to catch-up on loss learning and improve language and communication competencies.

ENRICH - For the school year 2021-2022, the English Department

implemented programs and activities that improve and enrich learners'
proficiency levels and performance in English language arts.

1. Project AVATARS - Amazing Virtual Teen Allies for Reading Success

A bi-monthly (twice a month) FB live program that will feature self-regulated,

independent high school students sharing their metacognitive strategies in
acing reading comprehension questions and activities. This project also
produced catch-up instructional videos on MELC-based lessons that allow
advanced learners to help their fellow students achieve reading and
language success. The program was recognized by UP Los Baños as an
innovative community development project in education in times of distance
learning.

2. Project GLACE - Global Learning through Active Citizenship Education - Awarded by UNESCO APCEIU
as one of the world's Global Citizenship Education Best Practice in 2021, Project GLACE is an after-school
program that seeks to enhance students global citizenship skills through school-based GCED enhancement
classes, intercultural education and service learning activities. For school-year 2021-2022, Project GLACE 2.0
was undertaken in a new normal landscape of education,
wherein it adopted a blended learning delivery strategy in
order to access a wider number of learners in SDO
Navotas. It was implemented in over 15- weeks of after-
school programs that employed synchronous and
asynchronous learning delivery modalities. A self-learning
module on global citizenship education was developed,
validated and produced to help learners acquire the global
citizenship education competencies. The following are the
outcomes of Project GLACE 2.0

Project GLACE has also been a boon for SDO Navotas as

it has been an off-shoot of other programs that benefited
the Navoteño youth. This includes the following:

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

3. Project CREST - Culture of Reading towards Education Success and Transformation

This division initiated reading program aims to improve reading proficiency levels of learners, especially those identified
as struggling readers after undergoing pre-assessment using Phil-IRI and CRLA and strengthen enhanced
implementation of school-based reading programs across key stages for all types of learners through intensified
monitoring and evaluation and continuous improvement of processes, practices and tools for reading and literacy
program implementation. It spearheaded the development of school-based reading program standards that will guide
schools in the

EMPOWER: A total of eight (8) learning and development activities were conducted to reskill and upskill
teachers and school leaders in content, pedagogy, assessment, and materials development, two of which were given
NEAP recognition for their excellent professional development design. A total of 628 English teachers across grade
levels were given training.

EXCEL: A number of awards

and recognitions were reaped that
validated the effectiveness and
sustainability of projects and programs
done in SDO Navotas. Dr. Meduranda
was able to share the outcomes of
these projects in other division, regional,
national and international conferences
and fora.

Presented in the Annual Conference Dr. Meduranda was awarded the iconic
on Transformative Education teacher of the year given by International
(ACTED 2022 International) on Chamber of Language Teachers based in
November 24, 2022 Mexico on February 11, 2022 in a virtual
ceremony.

Through the mantra of Enrich, Empower & Excel, SDO

Navotas English department shall continue to sustain its gains and further bridge the
gaps as the whole team relentlessly pursue quality and excellence in the delivery of
basic education service. Angat pa Navotas!

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 YUGTO NG MGA GAWAIN SA
KAGAWARAN NG FILIPINO,
TAGUMPAY!
Ni. Dr. Rico C. Tarectecan/ Education Program Supervisor sa Filipino

Ang pagsisimula ng taon panuruang 2022-2023 ay malaking hamon para sa mga guro sa
kagawaran ng Filipino mula sa antas Elementarya at Sekundarya upang mapangasiwaan ng lubos
ang mga pangunahing programa ng kagawaran gaya ng Pagbasa, Kurikulum, at Instruksyon.

Naging masigasig ang mga guro sa pagsasagawa ng mabilis na pagtatasa sa mga mag-aaral
na nasa KEY STAGE 1 sa pamamagitan ng Comprehensive Rapid Literacy Assessment (CRLA)
noong Hunyo 2022 na makikita ang resulta sa ibaba.
Grade Level Full Refresher Moderate Light Refresher Grade Ready
Refresher

Grade 1 934 21.43 482 11.06 % 81 18.65 % 2,13 48.86 %

% 3 0
Grade 2 762 17.63 624 14.44 % 65 15. 18 2,27 52.73 %
% 6 % 9
Grade 3 307 6.38 % 340 7.06 % 87 18.22 % 3,29 68.34 %
7 0

Bilang tugon sa Learning Recovery and Continuity Plan (LRCP) ang SDO- Navotas ay
naglunsad ng programa na “Catch-up Program in Literacy and Numeracy” sa pangunguna ng
Kagawaran ng Filipino sa pamumuno ni Dr. Rico C. Tarectecan, Tagamasid sa Programang
Edukasyon sa Filipino, kasama sina Dr. Alberto J. Tiangco, Tagamasid sa Programang Mathematics,
Dr. Marco D. Meduranda, tagamasid sa Programang English sa paggabay ng Pamunuan na sina Dr.
Alejandro G. Ibañez, Tagapamanihalang Pansangay, Ginang Isabelle S. Sibayan, Pangalawang
Tagapamanihalang Pansangay gayundin si Ginang Loida O. Balasa, Hepe ng Sangay ng
Implementasyong Pangkurikulum ay naglunsad ng programa para sa mga mag-aaral na sasailalim
ng 8 Linggong Programa sa Pagbasa at pagbilang ayon sa resulta ng CRLA at ALNA Assessment.

Ang mga piling

mag-aaral na
dumalo sa online
na pagtatapos
habang tinatawag
ang kanilang
pangalan sa
pangunguna ni Bb.
Mhalaya Broqueza,
guro sa Bangkulasi
Senior HS.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Ang “Catch-up Program” ay sinimulan noong
Agosto 1 hanggang Setyembre 30 ito ay upang
bigyang-tuon ang mga mag-aaral ayon sa
kategoryang Full Refresher, Light Refresher at
Moderate Refresher para sa Literasi (Filipino at
English) gayundin ang mga nasa Needs
Improvements para sa Numeracy. Layunin ng
programa na maiangat ang kakayahan ng mga mag-
aaral ayon sa kani-kanilang kategorya batay sa
GRADE READY at DEVELOPING. Ang nasabing
programa ay kaugnay sa Deped No. 36 s. 2021 na
adbokasiya ukol sa pagsasagawa ng “Remedial and
Advancement” bilang bahagi ng Summer Class ng
mga nakapaloob sa Programang Pagbasa at
Pagbilang. Ito rin ay sumusuporta sa layunin ng
Ang Ama ng Lungsod ng Navotas, Si Kgg. Mayor John Reynald Kagawaran ng Edukasyon na makapagbigay ng
M. Tiangco habang nagbibigay ng mensahe sa mga piling mag- kalidad na edukasyon sa mga batang Pilipino bilang
aaral nagsipagtapos sa “Catch-up Program ng Literacy and pakikiisa sa layunin ng DepEd 173. S. 2019 BAWAT
Numeracy.” BATA BUMABASA (3Bs).
Noong Oktubre 11, 2022 ginanap ang PAGKILALA sa mga piling mag-aaral bilang pagtatapos ng “Catch-up Program” na
ginanap sa Paaralang Elementarya ng Kapitbahayan, ayon sa Onsite at Hybrid Modality na umabot sa 57.01 % o sa kabuuang
bilang na 7,649.

Ito ay dinaluhan ng pangunahing pandangal ng Panrehiyong Tagamasid sa Programang Edukasyon sa Mathematics na si

Bernadette G. Daran, gayundin ang Punong Lungsod ng Navotas na si Kgg. Mayor John Reynald M. Tiangco na nagwika ng ganito,
“Nawa’y ipagpatuloy ang magandang nasimulan ng SDO-Navotas sa pagbibigay pansin upang iangat ang kakayahan ng mga mag-
aaral sa pagbasa at pagbilang.”

Naging sentro din ng Kagawaran ng Filipino ang pagpapayabong ng mga kasanayan sa mga mag-aaral na siyang
kaluluwa ng Most Essential learning Competencies (MELCs) na magiging gabay ng mga guro sa pagtuturo gamit ang Blended
Learning, Hybrid Modality at Face to Face o Insite of School practices.

Nagsagawa ang Sangay ng Navotas ng Division Achievement Test (DAT) SY 2021-2022 upang matukoy ang mga
kasanayang natamo ng mga mag-aaral ayon sa mga Competencies na nakapaloob sa bawat baitang mula sa Key stage 2 (Baitang
4-6) at key stage 3 (Baitang 7-10). Ito’y naging matagumpay dahil lumabas sa resulta mula sa key stage 2 na 32.48 na mean o
katumbas na 81.09 % na MPS. Samantalang sa key stage 3 na may 28.93 na mean at 72. 33 % na MPS na sa kabuuang resulta ng
pagtataya ay nasa Proficient Level Stage.

Bilang pagpapatuloy sa pagganap ng tungkulin para sa mga mag-aaral, nagsagawa ng pagpaplano ang mga Guro, Dalubguro
at Tagamasid Pansangay sa programang Edukasyon sa Filipino ang Target na MPS sa National Achievement Test (NAT) mula sa
Based Line Data na naging resulta ng NAT noong SY. 2021-2021 kaya ng mga sumusunod:

resulta ng nat sa Taong Panuruan 2020-2021 at Inaasahang Resulta

ng Pagkatuto sa mga susunod pang mga taon:

2021 2022 2023 2024 2025 2026 2027 2028 2029 2030
BAITANG 6
70.33 75 77 81 82 83 85 86 88 90
2021 2022 2023 2024 2025 2026 2027 2028 2029 2030
BAITANG 10
75.49 80 82 83 85 86 87 88 90 90
2021 2022 2023 2024 2025 2026 2027 2028 2029 2030
BAITANG 12
18.19 30 31 33 35 37 41 83 45 47

Sa pangkalahatan, ang mga gawain at pokus ng mga kasanayan para sa kagawaran ng Filipino ang siyang nagiging
batayan upang mas lalo pang pagbutihin ng mga guro, dalubguro na ipakita na kaya nilang iahon ang mga mag-aaral
sa kamangmangan at maipagpatuloy ang pagsisikap ng kanilang mag-aaral sa pag-aaral upang makamit ang
kinabukasan ng mga mag-aaral na siyang pinakasentro ng pagkatuto na maglingkod sa mga BATA at BAYAN!

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

An Evening of Songs and Dances:
A JOINT THANKSGIVING EVENT
OF SDO AND LGU NAVOTAS CITY
By: Ernifer O. Cosmiano / Education Program Supervisor in MAPEH

The COVID-19 Pandemic has halted many important SDO and school activities,
especially those that require face to face and on-site implementation. For two years,
important events and milestones were celebrated via online means only to comply with
existing rules and regulations set forth by the authorities. One of those events affected
was the conduct of the 29th National Arts Month pursuant to Presidential
Proclamation No. 683 dated January 28, 1991, Declaring the Month of February of
Every Year as National Arts Month.

Highlighting learners’ and teachers’ resiliency during the pandemic and emphasizing
that Music, Arts, Physical Education and Health (MAPEH) activities never stopped even
through the blended distance learning mode adopted by the Division for the last two
School Years, SDO Navotas, through the Curriculum Implementation Division –
MAPEH Department had conducted the activity dubbed as “An Evening of Songs
and Dances” with the theme: “Breaking Through” last September 23, 2022 Friday,
5:00 PM to 9:00 PM at North Bay Boulevard North Elementary School Multi-Purpose
Hall, in cooperation and support of the Local Government Unit.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The activity is in line with the socio-emotional
and mental health resiliency strategies of the SDO
anchored on the principle that literary and media arts,
visual arts, theater, dance, and music all have great
intrinsic benefits for people, as they are exposed to
creative humanistic experiences and the potential for
rigorous skill development. With careful planning,
organizers can utilize music and arts into profound and
memorable experiences that have lasting and positive
impact on people’s
socio-emotional development and mental health wellness.
Further, as this activity involves music and movements, the
SDO takes this as an opportunity to promote and enrich
our own culture and heritage as reflected in the choices of
songs and
dance numbers. Thus, this activity aims to showcase
excellent artistic expressions
and God-given talents of learners and teachers and co-
curricular activities in support to Filipino culture and arts,
promote unique identity and values of the local community,
provide opportunities that harness and strengthen the
talents of learners and teachers, support the intensified
implementation of Project FENG (Project Fitness
Enhancement for Navoteño Group of learners and
teachers) and DepEd Order No. 060 s. 2021, GALAW
PILIPINAS: The DepEd Calisthenics Exercise Program,
and promote socio-emotional development and mental
health awareness among participants.

The once in a lifetime event was participated

by the SDO Officials, LGU Officials, School Heads, Asst.
School Heads, MAPEH Department Heads, MAPEH
School Coordinators, Selected Teachers and Student
Performers.

• Truly, it was an evening full of spectacular

song renditions and lively dance number presentations
that made the event more memorable, enjoyable and
successful.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

UNA (Unifying Numeracy Achievement)
Breaking the Stigma, Unleashing Towards

By: Alberto Jastive Tiangco / Education Program Supervisor in Mathematics

Under the leadership of innovative Schools Division Superintendent Dr. Alejandro G. Ibaez, and with
the assistance of dynamic Education Program Supervisor in Mathematics Dr. Alberto J. Tiangco, the Schools
Division of Navotas has conquered endless opportunities caused by extreme passion in empowering
mathematics teachers to overcome their doubts towards competence.SDO Navotas’ Mathematics Department
has launched numerous programs, projects, interventions, and initiatives to abide by the Department of
Education’s mantra, “No child should be left behind.”

The department conducted a series of

consultations and intensive planning with selected
mathematics champions from different schools in
the division to serve as a technical working group
in implementing the programs and training. One of
the successful division’s mathematics initiatives is
the NUMERAL’s or the Numeracy Enhancement
and Remediation strategies to improve the
Academic performance of Learners. This division-
wide virtual training aimed to improve mathematics
teachers’ competence in teaching the so-called
“hardest subject.”

The said training series provided mathematics

teachers with concepts and strategies that can be
adapted to teach the subject effectively and
engagingly in their classroom.

Mrs. Rosario Gambaloza, a Public Schools District Supervisor and a mathematics enthusiast, have
shared her expertise in giving strategies intended especially for elementary learners. Improving
numeracy skills is one of the division's core priorities, as it is included in the Learning Recovery and
Continuity Plan. Mrs. Editha Peregrino, PSDS, has underscored that numeracy plays an essential role in
every person's life and that learners must be trained and realize how mathematics is everywhere and
everything. With this, schools crafted their school-based mathematics intervention to address numeracy
problems. Selected schools shared their best practices and results of their projects during the training,
which made the educational engagement more delightful and purposeful. The said event gives hope and
inspires other schools to ignite their innovative minds to spark change amid uncertainty and global
dynamics. The SDS congratulated resource speakers and mathematics champion Dr. Alejandro G.
Ibañez, for their positive outlook on solving numerous numeracy problems.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

SDO Navotas has exerted extra miles of effort
to produce quality programs that all Navoteño
learners will reap. Moreover, to materialize and
assess these literacy programs, Dr. Tiangco,
Education Program Supervisor in Mathematics,
exhibited excellence during his presentation in
the Learning Continuity and Recovery Program,
which was also attended by Ms. Bernadeth
Daran, Regional Mathematics Supervisor –
DepEd NCR
One presentation highlights the progressive improvement of Grades One to Three learners during the 8-
Week Catch-up Program for Numeracy. The graph showed the numeracy results for Grades 1-3. It can
be gleaned from the graph that the number of learners and their numeracy skill level needs major
support, anchoring, and development up to transforming status. A very impressive improvement has
been shown in need for major support from 4738 out of 13349 (35.49%) learners down to 443 from
13349 (13.01%), and the number of D+ learners from 6715 out of 13349 (50.30%) raised to 9944/13349
which is equivalent to 74.49%. The SDO’s intervention through the 8-week catch program indeed served
its purpose in addressing the gap in literacy.

In effect of the hard work and

perseverance of teachers, Navoteño
learners have ruled in the recently
concluded international mathematics
competition, the Hongkong International
Mathematical Olympiad (HKIMO) 2022.

Leofferd Dela Cruz (left), Mary Athena Reign Adesna (middle), and Myrus Lawrence Baladad (right)
have bagged gold medals in the international mathematics contest. Together with the other winners who
showed excellence in said competition, SDO Navotas was recognized for its competence and
effectiveness in the different programs and projects regarding numeracy.

Junior high schools from the division have also showcased their adroitness, made SDO Navotas proud,
and inspired them to continue their passion for serving Navoteño learners with accountability, purpose,
and integrity. The winnings and achievements of teachers and learners are manifestations of how
passionate mathematics champions the division has.

With this, SDO Navotas Mathematics Coordinators and focal persons enjoined forces to continue its
craft to support the division’s LCRP intensively and pledged to produce globally
competitive and innovative learners.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Emerging Pedagogies in Teaching
Science in the New Normal
By: Russell P. Samson, Education Program Supervisor in Science / OIC-Principal

John Dewey once said that “If we teach today as we taught yesterday, we rob our children of tomorrow”.
We cannot deny the fact that teaching strategies and pedagogies are evolving in the new landscape of education.
Some strategies are not applicable anymore and teachers need to be more equipped with modern strategies and
pedagogies that will suit to the present times.

On August 10-12, 2022, the Curriculum

Implementation Division of Schools Division Office of
Navotas City conducted one of the NEAP NCR recognized
Professional Development Programs in Baguio City. The
title of the program was Useful Teaching Strategies and
Approaches in Teaching Science in a Hybrid Modality
which was attended by 60 public school teachers. It was a
three-day face to face training workshop that aimed to
capacitate science teachers on the useful strategies and
approaches in science education.
The program utilized the Adult Learning Theory that taught the participants the concepts of Flipped
Classroom and Language Strategies through presentation and sharing of experiences.

The esteemed resource speakers who shared their knowledge are the distinct professors from the
Philippine Normal University namely Professor Crisanta Ocampo, Dr. Vic Marie Camacho, Dr. Shila Rose Sia, and
Dr. Crist John Pastor. They discussed Flipped Classroom, Use of Language Strategies in Teaching Science, Art of
Questioning, and the different Useful Technologies in Teaching Science.

The first session was led by the witty and intelligent professor, Ma’am Crisanta Ocampo. She discussed
the steps in flipping the classroom. She employed different strategies to make the discussion lively. Moreover, the
teachers were very participative as they also enjoyed the engaging activities during the session. The second was
all about the Use of Language Strategies in teaching science. She shared variety of strategies to help the students
communicate their science thinking and practice new words and phrases they are learning. Then, the participants
were directed to develop their lesson plan for flipped classroom integrating some language strategies. This was
facilitated by Ms. Mary Grace Bumanlag, Master Teacher I from the SDO Muntinlupa City, and Mr. Don King
Evangelista, Teacher I from SDO Navotas City.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

On the second day, the third and the
fourth sessions were facilitated by Dr.
Shila Rose Sia and Dr. Crist John
Pastor, respectively. Dr. Sia presented
the Arts of Questioning and shared the
characteristics and types of questions.
At the end of her talk she mentioned
the definition of Cognitive Rigor by
Erik Francis, “We challenge, engage,
and encourage students to think
deeply, and express and share their
depth and extent of their learning
insightfully in their own unique way.
So, rigor is not only a balance of
thinking and knowledge, but also the
context in which thinking, and
knowledge are transferred and used”.

On the last session, Dr. Pastor shared

the different technologies that can be
used in teaching science. These
include video, podcast, and some
classroom management applications.
This day was the most awaited part of
the training because the participants
presented their developed lesson plan
for flipped classroom integrated with
language strategies and technology in
teaching science. The four esteemed
resource speakers served as the
panelists and gave their comments
and observations to further improve
and develop the works of the
participants.

Indeed, learning science is

fun. More than just conveying facts
or findings in science, students will
love to explore the world of science
even more. These innovative teaching
methods in science can substitute the
typical teaching techniques to achieve
higher discovery and learning goals.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 EPP-TLE-TVL: Resiliency,
creativity, perseverance
By: Dr. Grace Ramintas Nieves, Education Program Supervisor in EPP-TLE-TVL

Trabaho… Negosyo… Kolehiyo… Middle Level Skills

the Four Exits of Senior High School
The primordial demand of the curriculum is quality instruction preparing our learners to
become holistically developed and equipped with skills, knowledge, and positive attitude
toward work. The Enhanced Basic Education Curriculum, popularly known as K to 12
program, envisioned producing graduates possessing life and career skills enabling every
Filipino graduate of basic education to move on to higher education, gain employment or
engage in entrepreneurship and mid-level skills development.

Distance learning challenged the implementation of EPP-TLE and TVL Track

specializations in adherence to the DepEd-prescribed curriculum following the
standards of TESDA as per Republic Act No. 10533. The curriculum necessitates that
learners should be exposed to varied skills and performance development activities. It
is very challenging for our teachers to ensure the mastery of competencies especially if
it requires performance.

However, anchored on the context that education must continue, skills acquisition must
also continue. Collaboration, creativity, and resiliency have been the foundational tools
that made us realize the ultimate target of providing skills-based enhancement to our
young hope and minds.

Schools created strong support mechanisms to assist teachers challenged by

delivering lessons via online platforms. The departments created a repository of all
learning resources specially crafted for skills-based subjects like TLE where skills
performance should always be of top priority.

The 100% of learners online during the instructional delivery was still impossible. But with the creativity of teachers in utilizing varied platforms in
reaching out to our learners made possible the delivery of the intended curriculum. To augment resources, teachers made instructional video
lessons found to be very effective in providing enhancement or bridging activities to learners. The assistance extended during STAR Patrol or
online Instructional Supervision served as a venue for providing the needed assistance to teachers. Open communication line is a very powerful
mechanism to always address teachers' needs, especially in instructional delivery.
On the other hand, implementing the Joint Delivery Voucher Program of DepEd for TVL Grade 12 learners in senior high school became the
supporting arm of the department to enhance our learners' skills further. The partnership gave our teachers and learners a support mechanism
through our identified TVI partners for this year’s implementation. The TVI partners, through the vouchers, provided their trainer counterparts in
the public schools offering TVL track in Senior High School with tools, equipment, and consumables preparing them beyond graduation, ensuring
that every K to 12 graduate has a place to go. As part of its culminating activity for the school year 2021-2022, and with the strong support of the
division and LGU officials, teachers, school heads, and parents, the department proved that amidst distance, skills acquisition was possible.

It was showcased through the conduct of the Division Techno-Expo 2022 with a theme,
Demonstrating Resiliency of Learners During The Covid-19 Pandemic Through
Showcasing Of Skills And Talents, held last June 2-3, 2022 hosted by Tanza Elementary
School for Day 1 and Tanza National High School for Day 2. The Division's Facebook Live
Page streamed the exhibition of the skills acquired by the learners in Home Economics,
Industrial Arts, Agri-Fishery Arts, and ICT.

Participated by all fifteen (15) elementary and seven (7) secondary schools, each
representative creatively exhibited and explained the processes of their skills through a
video clip. Innovative and creative videos considered the best were selected and
recognized.
Indeed, the 2-day Virtual Techno Expo showed that despite the pandemic, students can still learn, showcase skills and talents, and inspire fellow
learners with the guidance of their hardworking teacher trainers.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Learn…. Develop… and Share
“Learning Resource Management and
Development Section: Creative, Responsive and
Innovative”
By: Dr. Grace Ramintas Nieves, Education Program Supervisor in EPP-TLE-TVL

Access to Education is one of the fundamental rights of every learner- UNICEF-

for every child.

The implementation of Distance Learning for the School Year 2021-2022

continues. The LRM Section of SDO-Navotas continuously provided services in
various forms related to learning resources.

In response to the public health emergency caused by the outbreak still of the
corona virus disease (COVID-19), the Department of Education’s (DepEd

Basic Education Learning Continuity Plan (BE-LCP) remains responsive and relevant to make sure that education will remain disruption-proof
and that alternative to face to face delivery modes of education will be implemented by September 13, 2021, in accordance with DepEd Order 29,
s. 2021 (School Calendar and Activities for School Year 2021-2022).

The Schools Division Office of Navotas City, in its contextualized BE-LCP, identified blended learning as its dominant distance learning delivery
mode for School Year 2021-2022, to be complemented by digital modular learning, online distance learning, and TV/video-based instruction
(MELCs mapped). Thus, to support and guide the schools and enable SDOs to fully provide for the needs of the learners, the Department
released DepEd Order No. 18, s. 2020 (Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education
Learning Continuity Plan). This issuance enumerates procedures for the printing and delivery of self-learning modules (SLMs) and other learning
resources.
As we continue to adopt distance learning, the Schools Division Office through the Learning Resource
Management and Development Section (LRMDS) spearheads the development, reproduction, and
distribution of Self-Learning Modules to all learners from Kindergarten, SPED, and Grades 1 to 10.
Digital copies of the SLMs, however, are uploaded in the Division LR Repository for easy access of the
schools, teachers, and learners, especially for Senior High Schools.

Gawad Pahina 2021: A Virtual Appreciation and Recognition Ceremonies for the Management and
Development Team of Self-Learning Modules and Activity Sheets for School Years 2020-2021 and 2021-2022

The Schools Summary of Gawad Pahina 2021 Awardees

Division Office is
very proactive in Development Team Awards 1,632
its desire to Special Awards
continuously
provide quality (Writer, Artist, Validator) of the Year 98
basic education to Division Illustrator and Layout Artist of the Year 2
every Navoteño Summary of Gawad Pahina 2021 Awardees
learner. Most Number of Contributed Illustration to the Local Repository 2
Part of it is to ensure the availability of learning resources that is suitable
for the learning delivery mode whether digitized or printed materials. School Level Awards 24

Most number of Development and Quality Assurance Team 6

Through the Learn, Develop and Share Activity and the Project ASSIST Members (Elem and Sec)
of the Learning Resource Management and Development Section
Most Number of Developed Learning Resources (School-Based 12
(LRMDS), with the help of our diligent and passionate development and development & Submitted to Division LRM Section
management team, composed of writers, illustrators, layout artists
validators, and supervisors, the quality assured learning resources both Management Team 13
Self-Learning Module (SLMs) and Activity Sheets, in print and digitized,
Gawad Pahina Team (Media Team, TWG, LR Coors, Moderator) 63
became readily available for use by our learners for SY 2021-2022. It is
high time to recognize our Learning Resource Workforce, thus this
Total number of Awards given 1,852
project was implemented.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Navoteños’ Filipino Values Month
By: Mrs. Eloisa Sanchez, OIC Education Program Supervisor in ESP

Distance learning is not as easy as one, two, and three.

The Covid-19 pandemic has been making our learners’
endeavors extra difficult for over two years already.
However, challenges do not stop their eager hearts to
learn, grow and achieve what they are capable of
achieving. In spite of the pandemic and its restrictions,
education must continue.

To support this, the SDO Navotas Edukasyon sa

Pagpapakatao Department headed by OIC Education
Program Supervisor in EsP – Ms. Eloisa S. Sanchez
initiated the SDO Navotas’ Filipino Values Month
Culminating Activity. This activity was done online
through FB Live via Streamyard on November 29,
2021.

The activity commemorated the Filipino Values Month

that is being celebrated annually in the entire country.
Through this program, Ms. Eloisa Sanchez reiterated
the importance of loving, embracing and living with
Filipino values. Furthermore, she emphasized the
significance of teaching and passing these on to the
young ones. The program also recognized all the
winners of each and every school-based contest held in
all the primary and secondary schools of Navotas City
during the said month. It ended by singing some OPM
hits.

The time spent by the audience and the effort exerted

by the TWG of the EsP Department were indeed
worthwhile since Filipino values were once again
highlighted and the Navoteños’ talents were also
showcased.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Project SEDAP
By: Mrs. Eloisa Sanchez, OIC Education Program Supervisor in ESP

To address the mental health concerns caused by

pandemic and its restrictions, the Schools Division Office
of Navotas through the leadership of the Officer-in-
Charge in Edukasyon sa Pagpapakatao launched Project
SEDAP last August 2020. This project focused on the
socio-emotional aspect of stakeholders like students,
teachers, and parents. It communicated different
challenges and hopes. It hopes to become more resilient,
especially during adverse situations.

Mental health awareness is an important concern for all

educators because teachers are the front liners in
combatting the war against illiteracy.

Furthermore, as they perform their daily tasks to both teaching and non-teaching duties, they ignore their own personal issues and
unwanted emotions just to make sure that the execution of learning competencies is not jeopardized.

Teachers play a significant role in developing the students’ resilience.

Protective factors are characteristics associated with a decreased
possibility of negative outcomes. In creating an environment where learners
can develop the ability to overcome challenges, psychologically healthy
teachers foster resilience among them, denoting that their mental health
should be protected as well, and never be compromised. (Bolstering
Resilience in Students: Teachers as Protective Factors | National Center on
Safe Supportive Learning Environments (NCSSLE), n.d.)

The three-day face-to-face training workshop was implemented to enable

the teacher participants improve their effectiveness and ultimately develop
mental and emotional strength. It was participated by sixty (60) public
school teachers who are teaching or handling Edukasyon sa Pagpapakatao
(EsP) subject and supervisors in SDO-Navotas.

The first session was facilitated by Prof. Reyiel V. Pela-Tecson, a faculty of

Pamantasang Lungsod ng Maynila .Wiith a topic on “Exploring Compassion
Satisfaction & Compassion Fatigue: Matters that make you happy and sad
at the same time”, the speaker facilitated well and the teachers were highly
engaged with all the engaging activities.

The second session (day 2) was facilitated by Ms. Marivic R. Leaño,

Director, Bureau of Assessment DepEd, Central Office on the topic Grit and
Resiliency, The Recipe to thrive at Difficult Times. Ms. Leaño presented a
highly contextualized topic for our EsP teachers. Participation of teachers
was highly evident through their output and reactions in every question
posted by the speaker.

The third and the last session (day 3) was facilitated by Dr. Teresita
Rungduin, RPsy Professor 4 and Dean Office of Student Affairs and
Student Services at Philippine Normal University. She discussed the highly
relevant topic about Emotional Intelligence and Work Values: Knowing the
Heart and Hands of Filipino Teachers. She made all teachers and higher
officers highly engaged through the roll playing of their roles and
responsibility at work.

This workshop created a great impact among teachers. They were

recharged and reminded of their significant roles in the lives of their
learners. It is their commitment, dedication and compassion that help
learners survive adversaries of life.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

SOAR HIGH, SENIOR HIGH!
Senior High School Milestone during the SY 2021-2022
By: Mrs. Editha O. Peregrino, PSDS/OIC SHS

Senior High School Awarding for Approved Additional

Strand Permit and Establishment of SHS
The recognition of schools with approved permits to offer new
strands and the establishment of Senior High Schools (SHSs)
were among the highlights of SHS's success for the school
year 2021-2022.

The SHS awarding ceremony took place on August 15, 2022,

as part of the flag ceremony in Navotas City Hall. Tanza NHS
and Navotas Science NHS were recognized for their
approved SHS establishments. Kaunlaran HS, Tangos NHS,
Bangkulasi SHS, and Filemon T. Lizan SHS received
approval of their permits to open a new strand.

Every school that offers SHS programs also conducts regular

School Learning Action Cell (SLAC). SHSs also conducted a
series of online classrooms that were observed under the
STAR Patrol program. They also took part in the simulation of
face-to-face classes in the new normal, as well as the gradual
increase of face-to-face lessons. PSDS Editha O. Peregrino,
who is in charge of SHS, attended a regional event with focal
persons from several divisions in the NCR, and numerous
meetings with the senior high school division and regional
focal persons were also held.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Successful SHS Implementation of
Work Immersion
By: Mrs. Editha O. Peregrino, PSDS/OIC SHS
The work immersion for SY 2021-2022 was completed
successfully.

As part of their Pre-Immersion Orientation Seminar, each

of the schools with Senior High School programs held an
online meeting with its partner industries. The schools
also developed their own set of best practices for work
immersion, such as San Roque NHS's "e-Kartera: Work
Immersion Essentials for TVL Cookery," San Roque
NHS's "e-COVE: A Learner’s Integration of
Competencies, Organized with Values and Ethics in Work
Immersion," and Kaunlaran HS' "AWARE Work
Immersion Program and Innovation Bootcamp."

A meeting was held with the Senior High School division and regional focal
individuals. Numerous division meetings were held in SDO Navotas, with focal
persons from each SHS participating. PSDS Editha O. Peregrino, SHS in-
charge, attended a regional event with focal individuals from numerous
divisions and Region NCR.

Students and trainers from Filemon T. Lizan SHS, Tangos NHS, and San
Rafael Technological and Vocational HS received awards at the recently held
2022 Math Olympiads Training League Inc. (MOTLI) Mid-Year Awarding
Ceremony and the First Navotas Inter-Senior High School Research
Congress.

Grace T. Balverde, Terry Rose P. Agana, Christian James T. Malapitan, Jennie

A. Cacas, Caroline D. Nepomuceno, Maria Fatima Niog, Jemaima M. Alvarez,
Annalie DC. Taguiam, Jenny-Lyn Rose A. Jabon, and Aniway L. Cristalino of
Kaunlaran HS, Ramil Cano, Janelle Santeliles, Hilton Vic Pailma, and Jessa
Casaje of Filemon T. Lizan SHS, and Elaine P. Nicolas of San Rafel
Technological and Vocational HS received their certificates of recognition
during the conduct of 2021 LCC Research Symposium as grantees of the
Basic Education Research Fund (BERF) 2021.

Face-to-face graduation ceremonies became a reality after two years of an

online graduation ceremony due to the pandemic. There were 19,43 Senior
High School graduates in SDO Navotas, with 188 from Bangkulasi SHS, 476
from Filemon TLSHS, 504 from Kaunlaran HS, 409 from San Roque NHS,
182 from San Rafael TVHS, and 184 from Tangos NHS.

Gradweyt ng
k to 12:
masigasig sa
pangarap at
matatag sa
pagsubok

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Bagumbayan elementary school

Education recovery and transformation were

built on the lessons learned from the pandemic.
Different remote or blended education modalities were
implemented during the last two years. The
Department of Education developed a learning
recovery program to address the learning gaps.
Anchored on the SDO Navotas vision “to
develop and transform schools of the future”, the
school’s LCRP vision “bring the future to the present”,
is not only to bring 2315 learners back to school but to
organize effective remedial learning, support their
well-being, measure learning levels, prioritize essential
missed content, increase the efficiency of learning with
supplemental measures, and provide psychosocial
well-being and protection, and train 77 teachers, as
classes for SY 2022-2023 begin. The plan gave more
attention to the literacy and numeracy skills of the
learners who were affected by lockdowns and the self-
learning approach during the pandemic.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The implementation of the catch-up program Project MTB (Magbasa Tayo Bata) and
Project MEAN (Meaningful and Engaging Activities in Numeracy) have been found effective.
Results revealed an increased number of Grade Ready learners in terms of literacy and numeracy
skills.
To further address the learning gaps and losses, Bagumbayan Elementary School was
inspired to implement Project 5Bs: Bawat Bata sa Bagumbayan ay Bumabasa at Bumibilang to
continuously support and enhance learners’ literacy and numeracy competencies. This program
is designed to further assist learners who are challenged by continued literacy and numeracy
difficulties and to ensure that each learner will attain grade-level proficiency.
The collaboration is ongoing as education systems continue to weather the storm of the
unfolding pandemic. BES believes that big wins are powerful and critically important, but even
small wins boost motivation and carve a path for further work and success.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Bangkulasi elementary school

The Department of Education's main goal is

not only to bring all learners back to school in
a face-to-face mode or in-person modality of
learning but to organize effective remedial
learning, support their well-being, and train
teachers. That goal is supported by Bangkulasi
Elementary School.

The school is situated at Luna St., Barangay

Bangkulasi, Navotas City. Most of the learners
it catered are from Barangays Bangkulasi and
Bagumbayan South. It has an increase in
enrolment, from 1166 previous enrolment to
1184 or 101.54% present enrolment in
Kindergarten to Grade Six.

By 2022-2025, Bangkulasi Elementary School shall take priority in improving and upbringing
Bkesians where they shall adopt foundational knowledge (to Know), possess humanistic knowledge (the
Value), and be able to apply meta-knowledge (the Act) as accorded to 21st Century Learning. By addressing
learning gaps and losses contained in the Learning Recovery and Continuity Plan, learners shall realize
their full potential by giving a meaningful learning environment that will develop their critical thinking as
lifelong learners and happy and productive citizens of the country.

The Department of Education's main goal is not only to bring all

learners back to school in a face-to-face mode or in-person modality of learning
but to organize effective remedial learning, support their well-being, and train
teachers. That goal is supported by Bangkulasi Elementary School.

The school is situated at Luna St., Barangay Bangkulasi, Navotas City.

Most of the learners it catered are from Barangays Bangkulasi and
Bagumbayan South. It has an increase in enrolment, from 1166 previous
enrolment to 1184 or 101.54% present enrolment in Kindergarten to Grade Six.

Based on the results of the Comprehensive Rapid Literacy

Assessment done in the last part of the school year 2021-2022 to grades one,
two, and three, there were identified learners who are not yet grade-ready.
These were included in the Catch-up Program that started on August 1, 2022.
Reading interventions were planned and implemented by school administrators
and volunteer teachers and eventually by the present teachers in this school
year 2022-2023. Three assessment and validation periods were done, August
19, September 9, and September 30. There was a marked improvement.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 In numeracy, from one hundred eighty-six (186)
learners in grades one, two, and three under the category
of needs major support (74% and below), it turned into
zero (0) after the catch-up program. Zero (0) also in the
category of anchoring (75 to 79%), seven (7) under
developing (80 to 84%), forty-eight (48) under emerging
(85 to 89%), and one hundred thirty-one (131) under
transforming (90% and above).

Recovery and bridging the learning gaps is a

priority along with the professional development of the
teachers which is why a monthly learning action cell is
planned and continuously implemented. Classroom
supervision and conferences are also part of the
professional development of teachers.

Safety, health, and well-being are given priority

through the school projects such as Project ICARE in
which each classroom has a distributed digitized thermal
scanner with an alcohol dispenser and facemasks. Hand
washing facilities are available with water and hand
washing soap. Learners are oriented on health and
safety precautions. There were also orientations for
mental health and well-being.

Continuous implementation of the program is to be done

focusing on teaching and learning with co-curricular
activities such as scouting every Friday and Homeroom
Guidance. Teachers' and learners' enjoyment of what
they are doing matters most. They should enjoy teaching
and learning. Move forward BKES.

#moveforward BKES
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 daanghari elementary school

The Learning Continuity and Recovery Plan, as contextualized thru Brigada Pagbasa 8th Week Catch-Up
Program, started on August 1 up to September 30, 2022. The school head and reading coordinators in Filipino
and English tied up with the Math coordinator. The team planned and organized this literacy and numeracy
program in our school, Daanghari Elementary School. In the first three weeks, the team focused on full refreshers.
From grade 1, we have 52 full refreshers; n grade 2, we have 53 full refreshers. And in grade 3, we have 19 in
both Filipino and English full refreshers, and in the proceeding weeks, they cater the moderate and light
refreshers. As a preparation for this, on July 26-28, a series of training was conducted for teachers of K to 3 who
will volunteer as literacy and numeracy facilitators in this program. Parents' orientation was also conducted last
July 29, 2022, before the program's start, so the parents will be well informed. Along with this, they signed parent
consent.
On the first day, a pretest was conducted for the
learners to filter if there were still not included in the
program. The program started in the morning from
8:00 to 11:00 am. The teachers who volunteered were
all ready and excited to face the pupils. Also, learners
were prepared to read and count. With the help of the
school head, the coordinators coordinate with the
stakeholders to help provide snacks for the learners.
With the service of our SPG and barangay captain,
they provide snacks for our learners. Day 1 to day 15
of Brigada Pagbasa catch-up program went well
through the regular monitoring of the assigned PSDS,
Mrs. Evangeline S. Trinidad, who monitored the
classrooms, the learners, and the teachers. It went
smoothly because we were all ready and prepared for
this activity. At the end of summer Brigada Pagbasa,
a posttest was conducted to track the literacy and
numeracy development of the learners. Positive
results were evident because some of the learners in
full refresher became moderate, light, and even grade
ready and also in numeracy.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 At the start of classes for the school year 2022-2023, the
program was continued by having a reading intervention.
An intervention in 3 ways was conducted: before, during,
and after the regular classes from the 4th week to the 8th
week. All the learners from moderate to light refresher and
those who were still full refresher were all given learning
intervention and individualized intervention by their
respective advisers and with their parents' help in reading
and counting in their homes. From 52 full refreshers from
grade one, it decreased to 19; from 53 full refreshers from
grade 2, it dropped to 2. And from 8 full refreshers from
grade 3, it declined to 5. Because of the caring and loving
teachers, these struggling learners became confident and
brave enough to face their weaknesses because of our
hero teachers.

The team attended and witnessed the onsite and online

division-wide closing ceremony at Kapitbahayan
Elementary School and all the public schools in Navotas.
The entire school celebrated the success of this
program—all the learners who were under full refresher
and turned into grade ready all received recognition. The
reading and Mathematics coordinators, the LCRP
champions, and the School heads of all schools were also
given credit.

As the global community experienced the impact of the

COVID-19 pandemic, especially in the learning process, is
decisive and committed in its efforts to not only ensure the
continuity of their education but in providing them with the
best possible learning opportunities with all these lessons
and learnings considered as gaps in Learning Recovery
and Continuity Plan, Daanghari Elementary School is
confident that it can successfully bounce back, recover
and achieve its targets of improving the learning
outcomes for every learner. Despite all the odds and
challenges brought about by the pandemic and this
changing world.
DES had a great experience in this learning bridge to
achieve real success and to show genuine love for the
learners. From almost 50% of literacy and numeracy
struggling learners, it goes down to 25%. These
milestones are considered a success for the school
because small wins are still won, and success is a series
of small victories.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Dagat-dagatan elementary school

The development and implementation of the

Learning Continuity and Recovery Plan of
Dagat-Dagatan Elementary School is the fruit
of the labor of every teacher, parent, and
stakeholder who walked with us during the
two years of distance learning. We carefully
plan and work to the best of our ability to
provide quality education and services for our
learners, especially those who are identified
as having poor achievement in literacy and
numeracy.

The implementation of the Amplified Numeracy Assessment (ANA) for numeracy and the
Comprehensive Rapid Literacy Assessment (CRLA) for literacy resulted from the realization of
learning loss and gaps that occurred during the two years of distance learning. Based on the
mandate of our organization, all schools in Navotas City were given the opportunity to develop their
own interventions to address these challenges in accordance with the Learning Continuity and
Recovery Plan of our division.

Here in Dagat-Dagatan Elementary School, we

were able to conduct an 8-week catch-up
program with the help of our teacher that caters
all learners who are identified as having poor
achievement in literacy and numeracy. We were
able to design and update our special programs
and harmonize all available resources used in
the pre-pandemic and pandemic school years
with the inclusion of new interactive activities
through research-based interventions and
learning exercises.
This will also showcase the ability of our teachers to work with our stakeholders and partners and
address the needs of all our clientele and help them promote their achievement from full
refreshers to moderate refreshers to light refreshers. This program also accommodates learners
who are identified as having poor achievement especially those who are not included in the
catch-up program and continue our interventions through 30 minutes before and after class
remedial reading, peer reading, integration of reading in- class instruction and closely monitored
parent child intervention.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The education of a child is not the
sole responsibility of the school head
and teachers. In fact, school heads and
teachers cannot do it by themselves. It
is the collaborative effort of every key
person who believes in the main
purpose of education: providing the
opportunity for people to develop their
full potential and become successful
members of society, even in times of
crisis. We strive to help every learner
develop an understanding of the world,
their community, and their role in it.
Because here in Dagat-Dagatan
Elementary School,

“ang pagkatuto ng aming

mga magaaral ang aming
tunay na tagumpay na
patuloy na iwawagayway
saan man kami dahin ng
alon ng buhay!”

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Kapitbahayan elementary school

By: Raymark M. Majait, Sheril U. Zamora & Cristy Baliza

By 2025, Kapitbahayan Elementary School shall be an institution able to provide for the needs and
interests of its learners and ensure they acquire all the necessary competencies in different
disciplines, enabling them to be functional, responsible, and joyful citizens of their community.

Kapitbahayan Elementary School, simply known as KES, is one of the top public schools under the Schools
Division Office of Navotas City. The school banners its theme, "KES Be the One," signifying the institution's aim not
only for achievement and distinction but most importantly, being one with its stakeholders in providing quality
education to learners.

With its 134 strong and dedicated teachers, this mega school presently caters to 4,400+ learners. For the past
years, KES has recorded a 0% drop-out rate, 94.84 % completion rate, and 100 % participation rate. The school is
located along Bangus St., Barangay NBBS Kaunlaran Navotas City, and could be easily spotted because of its
luscious trees and colorful murals.

Adopting the SDO

Navotas LCRP’s different SMART
goals, objectives, and strategies,
the school aims to address the
different learning gaps and losses
contained in its Learning Continuity
& Recovery Plan. The plan will
ensure that students receive all of
the assistance they require to
realize and reach their full potential
as competent, flexible, and
productive members of the school
and community.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Upon implementation of its eight-week
Catch-up Program, the school has made initial
gains in both literacy and numeracy. The school
was able to decrease the number of its 284 Full
Refreshers (FRs) to 193, or by 32%. Most of the
FRs were promoted to the Moderate Level with
an addition of 145 learners, while 107 of the 393
pupils under Light Refreshers were promoted to
Grade Ready classification. In numeracy, 36%,
or 366 out of 1012 Need Major Support
participants, were promoted to higher levels.

Aside from our Catch-up

Program, other activities in the
operationalization of the LCRP aimed to
address the identified learning losses and
gaps in different learning areas and levels
of the learners were carried out. The data
was gathered with a proper assessment
of each learning area by the teacher-in-
charge with the help of the master
teachers and school head.
Implementation of activities was
collaborated with the partners to mobilize
resources and manpower. The team
developed and utilized their own
monitoring and evaluation tools to ensure
the success of the implementation.

Kapitbahayan Elementary School continues to implement different in-school and off-school

interventions in accordance with our LCRP. With the help of the best practices and all-out support from
the strongly mobilized community, both public and private stakeholders, they know that they can
surmount challenges and gaps and make them steppingstones toward their prized goal of quality and
meaningful education for KES students.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Navotas elementary school- central

“Success is the sum of small efforts, repeated day in

and day out.” – Robert Collier

In moving forward and meeting the challenges of

education, Navotas Elementary School believes that
success is possible regardless of the situation with the
joint efforts of the internal and external stakeholders.
The continued provision of quality education to 2061
learners during the pandemic was made possible by
the enthusiastic teaching and non-teaching personnel
under Dr. Salita L. Salaysay and the support of each
Centralian’s family and the entire community. The
journey has not been easy, but it is said that in difficult
situations, there is more to learn. These lessons will
help each one to face another journey.
As all schools were directed to open their doors for
physical learning, NES crafted a learning continuity
and recovery plan (LCRP) as part of the post-
pandemic efforts and as a guide in addressing the
learning gaps due to pandemic-related disruptions.
The development of the school’s LCRP was guided
by data gathered from the Comprehensive Rapid
Literacy Assessment (CRLA), Numeracy Assessment,
and Division Achievement Test (DAT) results.
Feedback and suggestions from internal and external
stakeholders were considered as our shared vision
was to move forward together in developing and
transforming into a school with excellent
innovations where learners acquire multiple
literacies anchored on the SDO-Navotas
shared vision, to develop and transform
schools of the future. The school also
adopted the division’s LCRP Smart goals to
address the learning gaps and looses
NES started the implementation of the
LCRP with the conduct of an eight-week
Catch-Up Program under its two programs,
Reading Enhancement and Catch-Up
Program (RECUP) and Math Playground,
which aims to address the gaps and losses

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

both in literacy and numeracy. Identified Grades 1-3
learners under full refresher profile through CRLA and
needs major support based on numeracy assessment
were the participants. To ensure the quality of instruction
before the implementation of the program, the school
conducted training/ workshops for teachers about the 5T’s
of Reading (Teaching, Time, Text, Tongue, and Test) and
Strategies for Developing Basic Math Skills. With the
positive outcome of the catch-up program, teachers
continue the implementation of their best practices and
commit to pursuing the development of effective
innovations through action research.
Aside from RECUP and Math Playground, there are also
other projects/ activities carried out as part of the
operationalization of the LCRP such as Project
Kumustahan, Feedforwarding and Commitment (KFC),
Project ALAGA and LINGAP which aims to strengthen
partnerships with stakeholders and to ensure that no
learners will be left behind. There are also activities that
will support the socio-emotional and behavioral recovery
of learners and the physical and mental health of
teachers.

There is no easy path to the success of all

these programs, but NES holds the belief,
“As One, We Can.”.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Navotas elementary schoo--1

Niño B. Siñel | Teacher 1 Clairenz B. Awitan | Teacher I

Navotas Elementary School I is one of the oldest and most well-known public learning
institutions in the Schools Division of Navotas City. With its tagline, “Where Character is First
and Foremost!”, the school ensures that all pupils develop holistically for them to become
good and productive citizens of the country. With a pupil population of 682 and 24 teachers
headed by Ms. Maria Cristina S. Bayog, the school continues to excel in providing “Nurturing,
Excellent and Supportive” education for its learners.

However, in 2020, things shifted from

what was considered normal. As the country
faced a pandemic brought by Covid-19, for
education to continue, a radical change took
place. The situation gave birth to alternative and
innovative learning modalities. From face-to-face
classes, the school shifted gears and adapted
blended learning. For two school years, this set-
up continued and like any other alternatives it
has its own shortcomings. Upon the
administration of numeracy and literacy
assessment it was concluded that the absence
of face-to-face instructions indeed had negative
impact boxed as learning gaps and losses.

NES-1: “Where Character is First and Foremost!”

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
The Learning Recovery and Continuity Plan
was created by the school not only to address
the learning gaps and losses but the over-all
learners' well-being. The Division's Learning
Continuity and Recovery Plan served as a
model in creating our own ANGAT Program
consisting of Project O.M.G. (Overcoming Math
Gaps through Games and Interactive
Classroom Activities), Project A.S.T.I.G.
(Aktibong Solusyon Tungo sa Ikauunlad ng
Grades 1-3 sa Pagbasa) and Project A+
(Advancement Program for Learners Under
Catch-Up Scheme).

The data from the post assessment revealed

that (42 out of 44) 95% of pupils under the
moderate refresher to light refresher status
achieved grade ready status at the end of the
program in literacy (Filipino and English) while
(40 out of 40) 100% of pupils who fall under
Needs Major Support and Anchoring achieved
Developing to Transforming status at the end of
the program in Numeracy.

Recovering from gaps and losses does not

imply that we will stop. We, at Navotas
Elementary School Unit I will continue to
develop and implement comprehensive
programs and projects that in the future will be
oursolid backbone, strong
enough to provide support
to meet the enormous
challenges that lie ahead.
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 North bay boulevard elementary school

North Bay Boulevard Elementary School is

located at Ilang-ilang Street, North Bay
Boulevard South-Proper, Navotas City. For
the last school year 2021-2022, the school
noted zero drop-out rate and attained its
100% promotion rate. Consequently, this
school year 2022-2023, NBBES total
number of enrollees has reached 1390
pupils, and 42 classes were organized. It
has 43 teaching personnel and 2 non-
teaching personnel. “Accountability is our
Pledge” is the main school battle cry.

At the beginning of this school year,

NBBES identified learning loses and gaps
that led to align in the SDO’s call to
develop Learning Continuity and Recovery
Plan (LCRP). By 2022-2025, North Bay
Boulevard Elementary School shall take
the initiative in developing and
transforming “learners of the future” where
learners shall adopt multiple literacies with
the acquisition of a strong foundation in
the basic literacy, numeracy, and 21st-
century skills.

In addressing learning gaps and

loses, NBBES teachers are fully
committed to find interventions that
intensify and elevate the learning curve.
Learners shall realize their full potential as
functionally literate, productive, resilient,
and goal-driven individuals.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The school is fortunate for
having the 8-week catch-up that
served as the foundation of efficient
literacy and numeracy of pupils in
various grade levels. The mentioned
program was participated
wholeheartedly by learners
themselves, teachers, school
administrators and division
supervisors. It was religiously
monitored by Public Schools District
Supervisor and the monitoring team of
SDO Navotas.

Before the program conducted,

the school initiated a school-based
training for teachers on how they will
facilitate and handle the learners. After
the program, NBBES has strengthened
a total of 170 learners from full
refreshers, light refreshers and
moderate refreshers and identified as
grade ready pupils. 30 of them
attended onsite of the Catch-up
Completion Ceremony at
Kapitbahayan Elementary School while
the rest were via google meet platform.
The school’s future direction is to
continually involve the remaining pupils
under full refreshers, light refreshers, and
moderate refreshers in the current school
year to its school programs, projects, and
activities (PPAs) where the school has
data of 268 pupils or 49% full refreshers,
64 pupils or 12% moderate refreshers,
and 108 pupils or 20% light refreshers
out of 549 pupils enrolled in the current
school year. The school is looking
forward to minimizing the number of full
refreshers the following school year.

Nbbnes s.y. 2022-2023

ACCOUNTABILITY IS OUR PLEDGE
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
North bay boulevard NORTH
elementary school

The two years of the pandemic that we

experienced had a great impact on the learning of the
pupils. The existence of the Learning Recovery and
Continuity Program (LRCP) became a guide to bridge
the learning gaps of the learners and to design
school’s operational plan aiming for the benefit of 60
teachers and 1866 learners. With the school's tagline
“Excellence is our Commitment, Aim High NBBNES!”,
it succeeded with a 0% drop out, 100% completion
and participation rate. It is stationed at Pescador II St.
NBBNB Navotas City. Pursuing the school's branding
theme, teachers, school head and the rest of the
community will continue in committing ourselves in
providing quality education.

The continuation of the LRCP attacks

stronger on the problems faced regarding learning
gaps. It was aligned with the LRCP of SDO-Navotas.
With its operation, the children who participated in the
Catch-Up Program made progress both in English,
Filipino and Mathematics. Through the continued
effort of teachers, principal, parents, GPTA, SPG, and
volunteers from Tutor a Learning Child -TLC, the
struggling readers and learners who had difficulty in
Mathematics received greater help and support.
Intervention and reading programs were also given to
ensure success.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The LRCP was a great contribution to the development
of each student because it was carefully planned and carried
out. The North Bay Boulevard North Elementary School
promised to be united with its stakeholders with the goal of
focusing on every child to develop and cultivate their skills.
We geared towards developing “globally competitive,
independent, and functionally literate learners who are equipped
with 21st Century skills also known as the "four Cs” which
include critical thinking, communication, collaboration, and
creativity.

By addressing learning gaps and losses

contained in the Learning Recovery and
Continuity Programs, our precious pupils shall
be holistically developed into resilient,
respectful, and caring individuals that embody
the DepEd core values.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 San Rafael village elementary school

In the last two years of the strong existence of

the CORONA Virus, we experienced many
things; especially in the learning of our pupils.
Through the Learning Recovery and Continuity
Program (LRCP) we had a guide to aid the
learning gaps in our school and we had an
operational plan. School Learning Recovery
and Continuity Program is aimed to ensure the
readiness of the school and implement a
contextualized set of strategies and
interventions. For 33 teachers and 859
learners. Our school has a 0% dropout rate and
a 100% completion and participation rate.

San Rafael Village Elementary School is one of the fifteen (15) Public Elementary Schools in the city of
Navotas. It’s located at Taliba St., San Rafael Village, Navotas City, and our school tagline is “One Goal,
One Direction” SRVES Shine! Through the collaboration of the school principal, teachers, non-teaching
personnel, and other stakeholders we will continue to commit ourselves "para Iangat ang Antas ng
Edukasyon".

The continuation of the LRCP, to bombard the problems faced regarding learning gaps became stronger
and it is aligned with the LRCP of SDO-Navotas. With its operation, the children who joined the Catch-Up
Program made progress in literacy and numeracy.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The principal, teachers, parents, GPTA, SPG, and
volunteers from Tutor a Learning Child (TLC) were able
to help slow readers and learners who had difficulty in
literacy and numeracy. Intervention and reading
programs were given to assure success.

The Learning Recovery and Continuity Program (LRCP)

take a huge contribution to the progress of each pupil
because it contains the programs and plans to carry it
out. School personnel of San Rafael Village Elementary
School shall take the lead in enabling, synergizing, and
transforming learners by acquiring multiple literacies to
cope with 21st-century skills. By implementing learning
losses and gaps contained in the Learning Recovery and
Continuity Plan, learners shall realize their full potential
as functionally literate, happy, resilient, and God-fearing
positive agents of social transformation.

“Providing and welcoming,

happy, safe, and supportive
learning environment in
which everyone is equal, and
all are goal-oriented to
prepare and motivate them
for a rapidly changing world
by instilling critical thinking
skills, a global perspective,
and respect for core values of
honesty, loyalty, perseverance,
and compassion. Looking
forward that the pupils will
become successful today and
being prepared for
tomorrow.”
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 San roque elementary school

Priming for Success!

With the strong belief that every child can succeed through perseverance and diligence together with a
powerful support system of the school, teachers, parents, and the community, San Roque Elementary School
continuously improve its service to realize our school’s mission and vision toward the common goal, to help
learners realize their full potential and transform into a resilient, and positive delegates of social transformation.
For SY 2021-2022, a group of 2 348 learners from Kinder to Grade 6 were catered and the support that these
children received from the stakeholders showed notable 85-95% attendance and participation in all
undertakings of the school. Naturally, through the untiring effort of the school head Ms. Melinda M. Davadilla,
and the faculty composed of 70 teachers, SRES has maintained 100% graduation and promotion rates for
three consecutive years and a zero-drop-out rate.

Achieving goals is painstaking and challenging especially during the time of transition from distance blended
learning to slowly returning to the school. To effectively operationalize the Learning Continuity and Recovery
Plan, implementing learner-focused and outcomes-driven pedagogies to address learning gaps and losses
was essential. In enabling a supportive learning environment and ensuring the attainment of desired ends,
school plans were aligned to the Division’s LCRP. The marriage between the Division’s targets and the
school’s goals was significant for a better outcome since we share the same dream for the future leaders of
society. The LCRP team led by the principal Ms. Davadilla carefully planned the localization of the Division’s
projects and activities to suit the learners’ needs. It started with refining teachers’ skills and knowledge
through training based on their requisites. Teachers were challenged to bridge the gaps caused by the
pandemic and should be equipped with the necessary weapons to do that. Reading is one of the primary
problems that need to be addressed immediately, so the school implemented Reading Interventions. Project
Lunday and Stairways for primary while Project REAL (Reading Enhancement and Aide for Learners) for
intermediate learners. Teachers exert extra effort to conduct the intervention after classes with all means
whether through video conference, call, or home visitation. Catch-up Program and Brigada Pagbasa were
also conducted to lessen the gaps in the reading and numeracy skills of the learners.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Nothing beats the satisfaction anyone could get
knowing the learners have momentously surpassed all the
hardships this pandemic has brought and successfully
completed their Grade Level requirements. With all the
hard work of learners, the school, and the community, the
projects and programs were successfully implemented. As
a product of perseverance, SRES has garnered a VERY
OUTSTANDING result of the Child-Friendly School Survey
and bagged a BRONZE award on the Seal of Effective
Governance (SESG) Assessment Level.

Soon, we have no plans to retreat from whatever

challenges we are about to encounter. If these
projects have helped us during these trying times,
it would certainly help us even more now that we
have returned face to face in school.

Modifications and adjustments will be done

in certain Projects so that they will be
suitable in the present situation. The
reading intervention, PROJECT READ
(Reading Enhancement and Development)
will have three sub-Projects: Project
KUMPAS for SPED, Project SCORE-PG for
primary and Project REAL-PG for
intermediate. These interventions aim to
involve stakeholders to have better
outcomes. Numeracy Skills are also in the
plans for improvement through Project
BILANG. Teachers’ welfare will also be
considered by undergoing different activities
that will improve physical, mental, social,
and spiritual health through Project WHEAT.

The toughest part

was done, but its effect
remains. We cannot
allow these gaps to
drag us down. The plan
is to be stronger
together and bounce
back. In time, this
pandemic will just be a
memory that created a
better version of what
we already are.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Tangos elementary school

Tangos Elementary School, the

"School of Excellent
Graduates," operationalized the
Learning Recovery and Continuity Plan
(LRCP). The LRCP serves as a guide for
schools to address learning gaps due to
pandemic-related disruptions. The strategies
suggested for resolving the learning gaps
were anchored on learning remediation and
intervention, professional development,
health, safety, and wellness. Ensure the
safety and well-being of learners, teachers,
and personnel and the continuity of learning
despite interruptions. The LRCP goals are
intended for 82 teachers and 2721
enrollees. The school has a 0% drop-out
rate and a 100% completion and
participation rate based on its records.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The school’s Learning Recovery
and Continuity Plan vision are to
produce "learners of the future,"
aligned with SDO Navota's vision, "to
develop and transform schools of the
future." By sharing the same vision and
goals, we can ensure the continuity of
providing quality education to our
learners. equipped them with 21st-
century skills to become positive
agents of social transformation. That is
why the school focuses on intensifying
the learning programs and
interventions to catch up and
accelerate learning.

From the planning to the

implementation of the operational plan
of the LRCP, positive feedback was
received from our stakeholders. There
has also been an increase in reading
projects in English, Filipino, and
mathematics, with the goal of
improving our students' numeracy and
literacy skills. The assessment
conducted was aligned with the needs
of the pupils to track their learning
progress.

Positive outcomes from the operation of the LRCP were really

evident, and with the help and support of our stakeholders, the
LRCP vision of the school will be realized.

The school is looking forward to more engaging opportunities and

more interventions on how to serve its community better and to

produce "the learners of the future."

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Tangos elementary school -1

By Jocelyn D. Mora

“Empowering Learners to Greatness” is the

purpose and vision of Tangos I Elementary School in responding to learning gaps and
losses. It is the mission of the school that our learners would be able to demonstrate their
full potential as functionally literate and values-driven individuals. The school hopes that
the task be achieved through mutual collaboration of the whole learning community in
adaptive teaching-learning strategies and tailored assessments tracked with continuous
measurement and evaluation function towards learning gains and school success.

Tangos I Elementary School, headed by

the Principal, Mrs. Ma. Fe M. Jubilo,
attended the Workshop on the
Development of the Schools` Learning
Continuity and Recovery Plan (LRCP) for
2022-2025. The Schools Division of
Navotas City conducted the training to help
and guide schools in developing and
designing their plan. Our school head
presented the well-crafted School Learning
Continuity and Recovery Plan. in the
Division Launching and Presentation last
July 19, 2022.

Part of the plan is to enumerate and

address the gaps and challenges caused
by the pandemic among the pupils.
Tangos-I Elementary School, with the full
support of equally efficient and passionate
teachers and stakeholders, worked
collaboratively in implementing the school-
based Catch-Up Program for struggling
learners having challenges in literacy and
numeracy. Twentynine (29) teacher-
volunteers, or 54% of the teaching force,
underwent seminar-workshop as
preparation for the 8-week Catch-up
Program.
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 The remaining teachers have supported them
by preparing the classrooms and pupils for
the program. It is a 100% team effort of TES1
teachers.
Teachers, with the guidance and
support of the master teachers and subject
coordinators, have developed activity sheets,
work sheets, and other teaching-learning
materials to help learners with literacy and
numeracy challenges to support them for the
upcoming school year.
Tangos I Elementary School also
intensified the health and wellness of pupils
by providing Health Awareness Campaigns
and Health related activities such as
Handwashing and Toothbrushing.

“Filling the learning gap is still a long

journey both for the learners and
teachers but having a devoted and
amazing SDO Navotas Team and a
supportive Local Government, we have
succeeded in making education
possible and continue.”

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Tanza elementary school

By Mrs. Mary Grace S. Abad

The pandemic has been a significant

problem in our country, especially in the
education sector. However, as teachers,
we still need to nurture our learners.

The Comprehensive Rapid

Literacy Assessment or CRLA last school
year showed learning gaps among the
pupils of different schools.

With this, the Schools Division Office of Navotas initiated a program to ensure that learning
losses and gaps of pupils will be addressed. The initiatives of our different Education Program
Supervisors under our amazing Schools Division Superintendent Dr. Alejandro G. Ibañez made it
possible to address the learning losses and gaps for Grades 1 to 3 learners.

The Catch–Up Program in our

school began with the identification of
learners who need to undergo remedial
in literacy and numeracy. The concerned
coordinators and our school head
prepared the plan for the eight-week
catch–up program. Volunteer teachers
also had a three-day training to prepare
and inform them of the program flow.
We started our 8-week by validating the
identified learners' literacy and
numeracy level. It helped the volunteer
teachers to give the proper learning
competencies suited to the learners.
Weekly monitoring is observed with the
help of our assigned Public School
District Supervisor.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

This Catch–Up Program served its purpose as it
helped the learners become a grade-ready
pupils. All learners from different literacy and
numeracy mastery levels were given the
opportunity and chance to develop and improve
their knowledge and skills. Results show that 60
learners from our school our now classified as
grade ready through the collaboration and effort
of our hardworking teachers and stakeholders.
Some pupils unable to achieve the "Grade
Ready" status are still undergoing continuous
intervention under our school reading program.

Indeed, the school's LCRP

achieved its goal. We plan to
continue having and
implementing this program to
address the needs of our
pupils and teachers. We will
continue to close the gaps and
ensure that quality and
inclusive education are equally
provided to all.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 wawa elementary school

The sudden occurrence of the

pandemic has greatly affected the
education sector. It caused temporary
and even permanent closure of some
educational institutions. On the other
hand, it opened new doors and
opportunities to find alternative and
innovative ways to deliver education.
It instigated the birth of new learning
modalities: modular, online, and
blended learning, in place of face-to-
face classes.

These different modalities gauged both positive and

negative learning outcomes. Unfortunately, the
absence of face-to-face instruction resulted in learning
gaps in literacy and numeracy, as reflected in the
results of CRLA (Comprehensive Reading and
Literacy Assessment) and E-NAT (Electronic
Numeracy Assessment Test).
In Wawa Elementary School, for literacy from grades
1 to 3, 59 learners were identified as full refreshers, 91
were moderate refreshers, and 50 were light
refreshers in Filipino.

While in English, 28 learners are full refreshers, nine are moderate refreshers, and 23 are fair refreshers in grade 3.
In numeracy for grades 1 to 3, 141 learners fall under the needs major support category, 21 under anchoring, and
46 under emerging.
Being confronted by the cited situation, teachers at WES exerted great effort to address the identified gaps as an
embodiment of the department's vision and mission to help the learners achieve their full potential and to ensure
that "No Child is Being Left Behind," during the conduct of the Eight Weeks Catch-Up Program and as part of the
School Learning Continuity and Recovery Plan.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 The teachers employed different strategies during this program to help the
learners overcome their reading and arithmetic difficulties. The learners underwent
remediation and enhancement activities under the Teachers Create Readers and
"Anak Mo Tutok Ko" School's literacy program and ENPROMA (Enhancement
Program in Mathematics) for numeracy. The instruction involved group and one-teach-
assist strategy wherein interactive game-based activities and teacher-made
worksheets and activity sheets were utilized to motivate the learners.
Indeed, the teachers' efforts were not in vain since they were able to improve
learners' reading and numeracy skills. After the program, out of the identified
refreshers, 53 learners from grades 1 to 3 advanced to grade-ready status in Filipino,
and 8 grade 3 learners moved to grade-ready level in English. On the other hand,
eight learners from grades 1 to 3 progressed to developing status in numeracy.

“A slight improvement is still a sign of success.

This LCRP journey does not end here. WES teachers
will continuously strive and won't hesitate to wield
extra effort to address learners' difficulty until the
required level of competency is achieved.”

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Bangkulasi Senior High School

By: Kenee Winnie B. Pailma

In 2025, the Angeles National High School and the Bangkulasi Senior High School shall be the lead agents of
education through lifelong learning. By addressing the learning gaps and losses contained in the Learning
Continuity and Recovery Plan, the ANHS and BSHS learners are expected to be competent individuals,
motivated to showcase their knowledge and competencies, and apt to facilitate their learning with the acquired
life skills. It includes being creative and critical with 21st-century learning skills, making plans for their next job,
and showing their value as productive and good citizens in the community.

On July 25, 2022, all schools in SDO Navotas City presented their Learning Recovery and
Continuity Plan (LRCP) for a three-year plan in preparation for the opening of classes on August 24.
This LRCP sought to raise the operationalization of the school's various learning intervention and
remediation strategies and pacify the learning losses and gaps. At the same time, it gave all the schools
a chance to showcase their ideas for maintaining learning in the new normal.
As part of SDO Navotas, ANHS and BSHS dedicate themselves to fostering their students' overall
development. In keeping with our taglines, "Your future begins here" and "Your future is our mandate,"
both schools are driven to educate, develop, and grow their students and teachers toward better and
more accessible education and service.

The entire faculty and leadership work

together as a team. School administrators
and teachers have made a purposeful effort
to assist students in surviving, from locating
the fundamental learning gaps and losses to
prioritizing student needs and correcting the
found losses. The school's projects,
programs, and activities are based on several
DepEd and SDO Navotas memos. These
address the abilities and competencies that
need to be addressed.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

The presentation for each school
Name Designation
includes SMART goals chosen
based on the learning losses, Carlos M. Oro School Principal (Former)
gaps, and gains, as well as the
school's shared vision. Judith D. Gutierrez Assistant School Principal
(Former)
Additionally, schools provided a
comprehensive plan for their Maria Cristina L. Meduranda SHS Coordinator
Summer Literacy and Numeracy
Camp as an eight-week catch-up Cristine Diorella G. Juat JHS Coordinator
and enrichment program for
learners. The participants of the Kenee Winie B. Pailma Literacy Teacher
activity are the SDO personnel, Raiza Marie C. Medina Numeracy Teacher
elementary and secondary
principals, faculty, and staff, as John Latimer “Clay” S. Servano Faculty Club President
well as stakeholders and partners.
Below is the list of school Elijah S. Santos Faculty Officer (Former)
personnel and officers who Julius Ramirez GPTA President
attended the event:

This LRCP has strengthened the camaraderie among parents,

teachers, and other stakeholders. Moreover, the new administration, led by Mr. Gil C. Buenavista and
Mrs. Evelyn A. Reyes, spearheaded the facilitation and crafting of the programs, projects, and activities
(PPAs) that will enhance the recovery and continuity of learning outcomes.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Felimon T. Lizan Senior High School

By: Paulynne Fule

is the powerful mantra of Filemon T. Lizan Senior High School,

the first independent senior High School in Navotas City that offers a rich variety of strands to learners comprising of the
Science, Technology, Engineering, and Mathematics (STEM); Humanities and Social Sciences (HUMSS); Accountancy and
Business Management (ABM); and General Academic Strand (GAS). Since its foundation in 2016, this institution is dedicated to
responding to the needs of students adapting to the advancements over time. As of today, Lizan’s total enrolment is 858
increased by 9% and it has a 0-dropout rate, 100% completion rate, and 100% promotive rate. It is currently manned with a total
of 33 teachers and 5 non-teaching personnel and is located at Dr. Bauza Street, Bagumbayan North.
Learning Recovery and Continuity Plan is the school’s major
response and commitment in dealing with the biggest demand
being faced today. The constitution mandates the provision for
every Filipino learner not only access to education but quality
basic education. Adhering with the principles of Navotas
School’s Division Office (SDO) Learning Continuity Plan (LCP),
Lizan’s Tatsulok focuses on innovating Strong Support to
Curriculum Management and Implementation, Continuous
Improvement through incessant consultation, monitoring,
evaluation, and strengthening partnership with its main
stakeholders.

The school has so much to do as regards this mandate

especially in shifting the focus to provide quality education
despite this challenging time by giving full attention to the
health, safety, and well-being of teachers and learners. In line
with the DepEd’s call to arms “Sulong Edukalidad” in achieving
quality education despite this pandemic and other disasters or
calamities, Filemon T. Lizan Senior High School shall continue
to deliver accessible, relevant, responsive, and inclusive
education to all types of learners.

Filemon T. Lizan Senior High School focuses on its Operational

Plan that is found vital as a basis for decision-making. These
are:

Strong Support to Curriculum Management and

Implementation- a collective provision of assistance to school
implementers for effective management and implementation of
the curriculum especially in the contextualization of learning
resources, learning delivery, and ensuring that learning
standards were met. Adapting student-centered practices
driven by research and data to address learning losses and
gaps.

By 2022-2025, Filemon T. Lizan Senior High School aims to be the leading institution for enhancing multiple literacies, empowering responsible
citizenry, and transforming students into globally competitive 21st-century learners. By responding to the needs and addressing the learning gaps
and losses, FTLSHS adheres to its Learning Recovery and Continuity Plan with a positive outlook on life, fear of God, and a mindset for social
transformation in realizing the Senior High School graduates’ key exists: kolehiyo, trabaho, at negosyo.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Filemon T. Lizan was honored to have visited by DEPED- NCR
Assistant Regional Director Dr. Arnulfo Balane to inspect the
readiness and to spearhead the dry run on limited face-to-face
classes. The school also contributed to the best practices during
the Pre-orientation on the implementation of Face-face pilot run.
In the past years, Lizan’s relentless hard work, commitment, and
compassion have come to fruition. Here is a glimpse in its
recent existing programs and the school’s achievement:

• FTLSHS 6th Founding Anniversary

• Saliksik: 1st Navotas Inter-SHS Research Congress

• Annual Thanksgiving Mass

Continuous Improvement- support in
creating an environment to ensure efficient and effective delivery
• Scilympics 2022
of high-quality instructions. Investing in teachers and personnel
to respond to the pandemic-related challenges and supply the
• Batang Lizanian Batang Negosyante!
academic needs of diverse learners.
• 1st place Regional Science and Technology Fair Qualifier,
Strengthening Partnership- engaging the stakeholders
2nd Place at Siyensikula, an original video competition, 2nd
in various initiatives towards the improvement of the school
place of the Division Science and Technology Fair (DSTF)
community. Build relationships with individuals and
organizations anchored on mutual trust and commitment toward
• 3rd Place for Regional Science and Technology Fair Likha
sharing the same vision for the attainment of the district’s goals.
Harmoniously advocating education is everyone’s responsibility.
• 3rd Place at NDRM 2022 Recycling Contest
Lizan capitalizes on collaborating with the community,
stakeholders, and private groups for resources and gathering
• Hans Norman F. Bellosillo got the Bronze Award for Hong
feedback and insights for improvements by effectively
monitoring and evaluating programs. Kong International Math Olympiad 2022

• Lastly, Grant Ong won Silver Award for the Philippine

Lizan’s best practices within the academic year 2021-
International Math Olympiad 2022
2022 have successfully targeted these vital areas of LRCP.
Lizan has been the home of scholars bagging DOST-SEI
Under the banner of Strong Support to Curriculum
Scholarships and has been producing graduates showcasing
Management and Implementation of Learning Delivery Modes
excellence in prominent universities like the University of the
with the initiative of Local Government (LGUs), tablets and
cellphones were distributed to ease the challenges being faced Philippines (UP), Polytechnic University of the Philippines
by the learners during blended learning. The Project SALOP: (PUP), Technological University of the Philippines (TIP),
Philippines Normal University (PNU), Pamantasan ng Lungsod
Simplified Assessment of Learners Output and Performance is
anchored on School Division’s Integrative Assessment to ng Maynila (PLM), and Centro Escolar University. For 2021,
Hans Norman Bellosillo received the NAVOTAAS Merit
respond to “academic ease” for students. Lizan also
Scholarship for Filemon T. Lizan Senior High School.
participated in GLACE Service-Learning Project for
Environmental sustainability subsequent to the core values
We are passing through an unprecedented crisis, but
being MAKA-TAO, MAKAKALIKASAN at MAKABANSA.
we need to move forward. Education, therefore, remains as one
of the most powerful instruments for both the development of
In terms of Continuous Improvement which includes
man and transformation of human society. With that in mind,
professional development of teachers, effective utilization of
Lizan is planning to conduct a series of activities that are aligned
different resources, realignment of programs and projects to
to the school’s shared vision. This is cultivating the skills and
immediately address the needs of schools, creating more
knowledge of students to become globally competitive 21st-
responsive mechanisms and conducting studies with high
century learners with a heart of service. These are only few of
impact results, Lizan remains faithful to its promise of
Lizan’s future projects that will always remain grounded in its
excellence. The school’s Learning Action Cell (LAC) is also
mantra,
pivotal through topics about Robotics, Mental Health and
Psychosocial Support Programs based on Child Protection
Policies of the school, Mushroom Cultivation Training
Sponsored by DA-BPI, and strengthened counseling referral
system (MOA with CSWDO). Through continuous seminars and
“
training , the school has trained faculty members who are BERF
Grantees. Lastly is the umbrella of Strengthening Partnership by .”
inviting guests and speakers for Kapihan sa Lizan which aims to
disseminate the school’s agenda and important announcements.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Kaunlaran High School

By: Grace T. Balverde

“Dito sa Kaunlaran High School, BATA ang Tunay na Panalo!"

“By 2022-2025, Kaunlaran High School shall lead Indeed, the school prioritizes the welfare of its most important
in developing learners where each shall adopt clientele - the learners. This battle cry was weaved through the
21st-century skills such as critical thinking, Kaunlaran High School’s version of the shared Mission and
problem-solving, and digital literacy and be able Vision of SDO Navotas’ Learning Recovery and Continuity Plan.
to collaboratively create positive change in the
society. By addressing the learning gaps and “By 2022-2025, Kaunlaran High School shall lead in developing
losses contained in the Learning Recovery and learners where each shall adopt 21st-century skills such as
Continuity Plan, our learners will be resilient, critical thinking, problem-solving, and digital literacy and be able
productive, and proactive members of society.” to collaboratively create positive change in the society.”

What can we learn from one another? There is 2. A series of LRCP planning.
no doubt that when disaster strikes, schools play an
important role. The question is, will there be enough
information, resources, and capacity to respond in a way
that promotes recovery? Or, in the event of a pandemic,
will the schools struggle to continue educating students?

Given the critical functions the school performs

for students and communities and the protective
mechanisms it provides in the aftermath of the pandemic,
more emphasis should be placed on its capacity to
respond and deliver educational continuity. How
Kaunlaran High School prepared for, responded to, and
continued to educate students offered clear examples of
resilient education while documenting ways preexisting
teaching-learning conditions influence learning recovery.

To get to the root of how Kaunlaran High School Kaunlaran High School purposefully dedicated time and
was able to respond quickly, the school principal, Dr. resources to preparedness planning. It aided in the
Cristina Castillo-Miclat, gathered and interviewed successful implementation of face-to-face classes at the
community leaders, health officials, administrators, school. Through the proactive initiative of the Schools
teachers, counselors, parents, and students and Division Office of Navotas City, the school created a distinct
analyzed data such as preparedness plans, Learning Recovery and Continuity Plan featuring three
demographics, and formal and personal documents years to address learning losses and gaps during the
related to the pandemic, with initial efforts focusing on literacy and
numeracy Catch-Up Programs.
1. Kaunlaran High School’s battle cry.
Before the pandemic, efforts were being exerted to intensify
Kaunlaran High School has a well-established the already established intervention, remediation,
organizational ethos built on dedication to students, enhancement projects, and activities.
strong social bonds, and trust between and across the
school community. It allowed the school to take swift
action to respond to challenges and work together as a
team to meet the needs of the students and the
community.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

These focused on integrating socio-emotional learning,
such as RAISE-A-ReaderUp, Read to REACH, KPAP,
Basa NAVOTEÑO for literacy, and HIGH-5
QUESTIONS, DEAR Math, Project Mathu-Tok, Project
SALBA for numeracy. These projects will contribute to
the continuity and sustainability of its influence to
facilitate literacy and numeracy teaching and learning,
especially during unforeseen educational challenges
such as the pandemic.

3. Making sure that the school is safe.

Kaunlaran High School promoted health and

safety practices and protocols, such as hand washing,
social distancing, personal hygiene, avoiding crowded
and closed spaces, and other positive health-related
behaviors, from the beginning of the crisis. Classrooms
were cleaned and disinfected regularly. The distance
between desks was also increased, mealtimes were
staggered, and teachers were moved between
classrooms.

4. The dedication to recovery.

Parents, teachers, personnel, and administrators were dedicated to facilitating students’ learning recovery
and continuity, including reestablishing routines, promoting adaptability, and implementing creative methods to
assist in healing. The community voices and perspectives are essential in ensuring that the context informs
educational decisions.
It was clear that the success of Kaunlaran High School was built on years of relationship-building and
school-community partnerships. These relationships were the foundation of its learning recovery and continuity.
These networks must be considered and should become formally integrated into the community- and division-
level recovery and learning planning.

Improving knowledge and education

around the school is always an option. It
just takes a caring community's time,
commitment, & dedication to making
that happen.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Navotas National Science High School

By: Kathrine May Cabacang

NavSci students shall be known as students with student agency— students who actively participate in learning
through their voice, choice, and process and who set beneficial goals, take initiative toward those goals, reflect and
revise, and internalize self-efficacy to be equipped with the Skills of the Future. Students in NavSci will also be the
generation's leading wave-makers, change agents, and creative thinkers who are prepared for trabaho, negosyo, or
kolehiyo.

The Navotas National Science High School aspires to be the best school in the Navotas Division that focuses on science and
mathematics. The school will draw on its strengths in design and ingenuity mindsets, innovation, and collaboration to address
learning losses and social and emotional fragilities with the help of highly qualified and committed teachers, a supportive
School Governing Council, and stakeholders.
In fulfillment of these aspirations, the school has developed six SMART objectives to demonstrate its continuity and recovery
plan by the end of 2022–2025.

SMART GOAL 1: Bridge learning gaps for students that got grades lower than 85 in all learning areas.
Learning losses happened to selected students who got a grade of 85 or
below in learning areas due to various factors, such as adjustment to the
blended learning modality and socio-emotional learning fragilities. These
students have a common denominator: a problem with attendance,
behavior, or course performance.

To tackle the problem, the school created an individualized bridging

program for struggling students. By the end of SY 2022–2025, 100% of the
students from grades 7–12 shall have final grades of 85 or above in any
subject at the end of the catch-up program.

SMART GOAL 2: Increase the level of proficiency of students from approaching proficiency to highly proficient, and
competencies from unistructural to relational.

NavSci used the Structure of Learning Outcomes (SOLO) Taxonomy, which was
created by DepEd NCR as a way to test students through multiple-choice tests, to
prepare for ILSAs and other standardized tests. Teachers prepared MCQs for the
first and third quarters utilizing the SOLO taxonomy. Moreover, they also integrate
technologies such as Google Forms, and the DepEd LMS.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

To ensure that students are proficient with the use of technology that is in line with ILSAs, the school developed the NavSci Assessment
Framework, which will increase the use of digital assessments such as the DepEd LMS and Google Forms. It will also train the teachers to use
PISA-aligned exit assessments using competency-specific strategies to evaluate student learning in each competency. End-of-Quarter Tests for
Grades 11 and 12 will be administered in person using only digital technology in the computer lab. A paper-and-pencil test will be administered in
person to students in Grades 7 through 10.

By the end of SY 2022–2025, all students will have advanced their cognitive domain in the SOLO Framework from unistructural to relational, and
all students will have advanced their achievement in the four core subject areas of science, math, English, and Filipino from approaching
proficiency to highly proficient.
SMART GOAL 3: Increase teacher’s competence on designing, adapted and implemented teaching strategies that are responsive to
learners with disabilities, giftedness and talents. To ensure that students are proficient with the use of technology that is in line with
ILSAs, the school developed the NavSci Assessment Framework, which will increase
the use of digital assessments such as the DepEd LMS and Google Forms. It will also
train the teachers to use PISA-aligned exit assessments using competency-specific
strategies to evaluate student learning in each competency. End-of-Quarter Tests for
Grades 11 and 12 will be administered in person using only digital technology in the
computer lab. A paper-and-pencil test will be administered in person to students in
Grades 7 through 10.

By the end of SY 2022–2025, all students will have advanced their cognitive domain in
the SOLO Framework from unistructural to relational, and all students will have
advanced their achievement in the four core subject areas of science, math, English,
and Filipino from approaching proficiency to highly proficient.
SMART GOAL 4: Institutionalize Resilience and Social and Emotional Learning Skills of NavSci Students.
Many students experienced mental health stress during the pandemic due to various reasons. This is reflected in their poor performance
academically, both in standardized tests and in grades. NavSci has been doing LIFE Week for the past two years, which has significantly impacted
how much work students have to do. Yet there is a pressing need to address the resilience and socio-emotional learning (SEL) skills of the
students.

Institutionalization of resilience and social and emotional learning skills begins with the administration of DESSA (Devereux Student
Strengths Assessment) at the start of the school year, followed by profiling students based on their resiliency using the Student Resilience Survey,
analyzing survey results, and submitting the results to respective teachers and advisors, developing lessons incorporating Social and Emotional
Learning Skills, and the establishment of the Resilience Office through the Guidance Department.

By the end of SY 2022–2025, 100% of the students will have improved their resiliency and Social and Emotional Learning Quotient after
the SEL Program.
SMART GOAL 5: Minimize academic stress and academic losses to incoming students through Transition Program for Incoming Grade 7

Due to a culture shock to the academic quality and excellence required by NavSci, incoming grade 7 students
struggled in the first quarter of their first year, as evidenced by the number of students who received grades
lower than 85 and the proficiency levels of their end-of-quarter test. Students who experience this endure
academic setbacks and mental health issues. The NavSci Transition Program was created by the Navotas
National Science High School to address this situation. By the end of 2022–2025, all incoming Grade 7 students
will have managed to avoid academic stress and losses.

SMART GOAL 6. Establish enrichment programs for talented students

The DepEd regularly launches new competitions as the education sector returns to normal. Correspondingly,
the students' abilities have been revived, and during the pandemic, they discover different abilities. Therefore, it
is necessary to improve these skills for students to stand out. These competitions range from, but are not
restricted to project pitching, data analytics, mathematical research, journalism tilts that now include TV and
radio broadcasting, National Festival of Talents, which includes On the SPPOT, National and International
Mathematics Competitions, video making and video lesson production.
The NavSci Enrichment Program for Stand-Out Students, which consists of Project
SPARKS (Science Process and Research Knowledge Summit), Intensive Journalism
Training Seminars, and METAL (Mathematics Enhancement and Training Across
Levels), helped the school advance further and creatively.

Even though NavSci lacks buildings, it does not fail to build lives. Despite the fact that
it lacks laboratories, the school acknowledges that the world is a large living
laboratory ready to nourish curious minds. The faculty may not all have
impeccable credentials, but they do all have a genuine heart and a passion for
teaching, and these are where greatness starts.

The future begins here.

MaSCIya, MahuSCI, sa NavSci!

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
 Navotas National High School

The journey of championing innovative strategies was one of the top priorities of
NNNS as we progressively transitioned from distance learning to face-to-face classes.
With the drive to sustain the programs started by Navotas National High School, The
Learning Recovery and Continuity Plan (LRCP) was crafted to address losses and
gaps incurred exacerbated by the pandemic. Using the data gathered from the
previous school year, 2021-2022, the school customized the LRCP Framework to
produce holistic learners with functional literacy, a growth mindset, and sound
character.
For this school year,
NNHS will have a whole-school
“By 2025, Navotas approach and learning-focused
National High School school-based management in
shall continue to be the implementing the LCRP. Guided
school of choice in by the DepEd Order No.17, S. 22
Navotas City and shall ‘Guidelines on the Progressive
have attained to be a Expansion of Face-to-Face
Model Public School of Classes,’ the school plans to
the Future that deliver alternative modalities for all it is learners in junior and senior high schools
successfully addressed with the recovery of the learning gaps and losses in mind.
learning losses and gaps
through its competent
officials , teachers and
staff who provide
curricular and co-
curricular programs and
projects that are learner-
focused, outcomes
driven and needs-based
to ensure that all learners
achieve holistic
development, functional
literacy, growth mindset
and sound character
enabling them to be
active contributors to
nation-building.”

The whole-school approach intended by NNHS in achieving its goal relies heavily on the efforts of all departments to deliver
quality-made materials to ensure that the learning gaps are addressed without leaving the advanced learners behind.

Since NNHS is known to harmonize its programs, joint efforts from all departments, with different target learning areas in
mind, are gathered, and programs are customized to address these recovery areas.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Department Action Plans and Operational
Plans were submitted containing programs
in line with the indicators of the Individual
Work Plans (IPs) and Individual
Performance Commitment Review Forms
(IPCRFs) of both teaching and non-
teaching personnel.

Using a proactive approach to these

learning gaps, NNHS conducted a Catch-
Up program for specific learners of all
grade levels to support their growth before
the School Year 2022-2023 even began.

Though the school lacks classrooms and

facilities, blended modalities are implemented in
all grade levels to ensure no learners are left
behind. Furthermore, even though contact time
with students and their teachers is limited,
tutorials and other related programs are
implemented to guarantee that students still get
the competencies and skills the DepEd intends to
learn. To address the quantified gap, each
department crafted video lessons for
Cyberschool TV for each quarter focused on the
least mastered MELCs to enhance the learner's
understanding of the lesson.

NNHS will keep providing excellent

service to our students by providing a solid
foundation in basic education. With the school's
leadership and faculty working together as one.
By involving parents and other key stakeholders,
we can ensure that the aims and objectives
outlined in the school's LRCP are achieved. We
are committed to Sustain the gains, Synergize
for optimum and holistic development of
learners, and Succeed amid adversity.The vision
of NNHS by 2025 of being the school of choice is
not too far off. All things can be done through
collaboration, open-mindedness, and love.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

San Rafael Technological & Vocational
High School

By: Rose Eden L. Cortez

“By the year 2023 – 2025, the San Rafael Technological and
Vocational High School, as the pioneer technical and
vocational high school in the City of Navotas, continuous to
commit itself in transforming intellectually equipped, skilled,
and humane individuals contributing to the promotion of safe
and sustainable environment dedicated to service and
excellence.”

It has been two and a half years since the education sector ventured
into distance learning. Even after the successful implementation of the Limited,
then eventually, the Progressive face-to-face classes, priorities remain on
protecting the health and safety of all within and outside the school community
while ensuring the quality of instruction. With the support provided by
everyone, the School is more confident and capable of delivering and
guaranteeing that the learning continuity plan stays relevant, appropriate,
effective, and successful.

To intensify the preparations, the School sought assistance from

neighboring schools who joined the pilot implementation of face-to-face
classes. Guidelines, tips, and recommendations were provided with specific
details on the preparation phase from the schools, learners, parents, and
teachers, as well as the facilities were provided. Significant attention was also
stressed on the actual implementation of face-to-face classes from the conduct
of the flag ceremony, before entering and leaving the classrooms, and
particular classroom rules appropriate to the current health setting up to the
class program and schedule. Thus, making our journey to the progressive
implementation of face-to-face classes a success.

Through the leadership of our Schools Division Office of Navotas City,

Schools managed to craft unique Learning Continuity, and Recovery Plans
covering three years as a proactive response to address learning losses and
gaps during the two-year pandemic period with initial efforts on the Catch-Up
Programs on literacy and numeracy, dubbed as Project PLUS (Proficiency
Leveling Up) for Junior High School and Project BLEND (Balanced Literacy
Enhancement and Numeracy Development) for Senior High School.

Home of Giting at Galing

San Rafael Technological & Vocational High School S.Y 2022-2023

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Efforts are geared towards intensifying already established
intervention, remediation, enhancement projects, programs, and
activities prior to the pandemic, emphasizing integrating socio-
emotional learning (SEL). On top of Larunungan, WERPA
(Workshop Engaging Responsive People’s Advocacy), Bonding
Tayo (Family Day) and the Homeroom Guidance Program,
Project WATCH (We Advocate Time Consciousness and
Honesty) and the Rafaelians’ Matapat Store under the umbrella
term Project SAN RAFAEL (Renowned School Advocating Child-
Friendly, Accessible and Equality in Education for Holistic
Development of Learners).

“By addressing learning gaps and losses contained in the Learning

Recovery and Continuity Plan, learners shall be equipped with
academic, technical and vocational competencies tempered with
positive values and attitudes necessary to face the challenges of
change with the capacity to adapt and become lifelong learners
ready for the world of work”. -

To contribute to building a stronger and more self-sufficient nation,

the San Rafael Technological and Vocational High School is duty-
bound on investing in human capitalism and sustaining its efforts to
expand its capacity to deliver quality instruction. Even more so,
nurturing and building values and character eventually fosters the
development of responsible and ethical individuals capable of making
conscious decisions in their thoughts and deeds, benefitting
themselves and the people they engage with.

Adhering to the promise of bringing about quality and relevant

instruction by the people within the institution solidifies the pillars of
education, which makes schools contributors to nation-building a true
foundation of a nation. On top of the inspiration, passion,
persistence, and perseverance of the teachers, parents, learners,
and its stakeholders, San Rafael TVHS is optimistic that all these
efforts will bring out the best in every Navoteňo child, every
Rafaelian.

Home of Giting at Galing

San Rafael Technological & Vocational High School S.Y 2022-2023

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 San Roque National High School

By: Solitaire Cruz

By the year 2025, San Roque National High School is

an institution committed to the holistic transformation
of individuals that are intellectually
equipped, skilled, and humane in
solidarity with the promotion of sustainable
environment, empowered and dedicated to service
and excellence by addressing learning gaps and
losses contained in the Learning Recovery and
Continuity Plan. The target of SRNHS— our Shared
Vision.

The new normal is slowly fading as the now normal sets the trajectory of the current educational
landscape. The Department of Education directs its national mandate to the recovery from the learning
losses and gaps brought about by the COVID-19 pandemic. Thus, Filipino learners in all parts of the
Philippines must gain access to the School Learning Continuity and Recovery Plan (LCRP) to address
further the increasing learning gaps that had been existing even before the pandemic arrived brought
about by factors affecting their academic performance considerably: common concerns on poor to no
internet connection, poor parental involvement, low motivation, learners’ distracted attention.

As part of SDO Navotas, SRNHS remains committed to creating a holistic development of its
learners. True to its mantra of #MasayaatMagaling, SRNHS carries the motivating force to carry on
teaching, learning, and developing its learners and teachers towards better and improved quality
education and accessible service.

The whole leadership and faculty work as one team. From identifying the learning gaps and losses to its
core, prioritizing learners’ needs to addressing the identified gaps through the conscious effort of the
school heads and teachers, SRNHS anchored its projects, programs, and activities on different DepEd
and SDO Navotas memorandum to help learners survive and to address immediate learning
competencies.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

Presently, the school is attending to 2489 Junior
High School and 644 Senior High School learners.
These learners have stayed at home for more than
two years and missed lessons, learning tasks,
cooperative learning, social, mental, and physical
activities due to the restrictions and robbed of the
daily insights through experiences and interactions
with their teachers and classmates. The limited
instructional time compromised the learning delivery
despite the numerous efforts done by schools; the
Navobox, distribution of hard and soft copies of
modules, utilization of FB messenger classrooms,
google meet conferencing for synchronous classes,
consistent online communication, and personal
visitations. These realities during distance learning
emphasized the role of the teaching profession in
education now more than ever. Nothing and no one
can replace the presence of teachers in front of their
learners. Now that it is recovery time, SRNHS opens
its arms to embrace the Rocheans. With
#MasayaatMagaling, the learners, teachers,
parents, and all stakeholders are taking steps
toward its 2025 Shared Vision.

From the strong leadership of

its indefatigable former principal Ms. Joji
R. Fernando to its current principal, Dr.
Olival B. Cruz, SRNHS has been
operating towards its three-year shared
vision of having the holistic
transformation of intellectually
equipped, skilled, and humane
individuals in solidarity with the
promotion of sustainable environment,
empowered and dedicated to service
and excellence.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Tangos National High School

“By 2022-2025, Tangos National High School shall

continue in improving and transforming learners
that are equipped with 21st Century skills: critical
thinking; effective communication; collaboration
information literacy; technology skills; and digital
literacy. By addressing the learning gaps and
losses stated in the Learning Continuity and
Recovery Plan, learners shall realize their full
potential as functionally literate, productive, and
Prior to opening of classes, Tangos National High
optimistic citizens and agents of social
School successfully launched Brigada Eskwela
transformation."
Activities. The school collected a total of P586,599.16
The outbreak of the deadly COVID-19 continues to that was used to repair and improve facilities and buy
affect the Philippines’ education sector in many cleaning materials, disinfectants, decorations, and
ways. Nevertheless, schools found quick and instructional materials.
effective ways to deliver quality education amidst
health and economic threats. Numerous learning
programs were created to help all kinds of
learners. With the collective effort of all the
stakeholders, learning materials like digital and
printed modules were safely distributed to the
students. While the majority of the classes were
held online, learners in various parts of the country
were provided with free internet access and digital
tools through the assistance of local government
units.

The Gimpo Rotary Club of South Korea donated

musical instruments to the school. Ms. April Franco, a
MAPEH teacher and Music Club adviser has
connection with the group enabled the transaction to
take place. Gimpo Rotary Club recognizes the
importance of propagating the passion of gifted
students for music with these instruments. Mrs. Joji
Tangos National High School never shied away Fernando, principal of Tangos National High School,
from demonstrating its flexibility, responsiveness, welcomed them with a well-thought-out program to
steadfastness, and innovativeness. Recently, its express the school’s gratitude for the generous gifts.
teachers were able to submit 70 action research Establishing good partnerships with groups like them
proposals along with research-based innovations. is one of the achievements to which schools aspire.
Relevant trainings and meetings were regularly These donations all go to the benefit of the learners, in
organized to ensure that educators were equipped line with DepEd’s mission to provide a motivating
with up-to-date knowledge and skills. environment for them.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Teachers are agents for promoting and protecting the
right of every Filipino to a quality, equitable, culture-
based, and complete basic education. This mission
includes educating learners with special educational
needs. Currently, the school has a total of 25 learners
with special educational needs (identified and
exhibiting manifestations). Recently, a free consultation
with a certified psychologist was given to the selected
learners to further help their development. Ms. April
Acknowledging the role of team building in an
Franco, the teacher-in-charge, is also currently working
organization, Tangos National High School had
on possible interventions for them. With the help of her
its own special way of celebrating Teachers’ Day.
teachers, Elaine Salazar, a TNHS student in grade 10
Mrs. Fernando instructed the teachers to perform
(pictured above), performs incredibly well in academics
era-themed dances. The joy of seeing everyone
and socializes effectively with her fellow students.
enjoy themselves far outweighs their physical
exhaustion that day.

The classrooms get disinfected regularly to protect the

students and school personnel from COVID-19 and
other viruses. Hand sanitizers and hand wash areas
were also put in different parts of the TNHS to promote
Mr. Nicolas Elldher’s BERT (Batang Emergency cleanliness and hygiene.
Response Team) regularly conducts room-to-
room orientation to educate the learners about Tangos National High School seeks to accomplish its
disasters and effective ways to prepare and stay Learning Continuity and Recovery Plan with its holistic
safe when emergencies happen. The team was strategies.
composed of trained learners.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Tanza National High School

By: Paulo I. Santiago

It was a great leap since distance learning had been the learning modality
for almost two and a half years in the education system. When uncertainties
"By 2022-2025, Tanza
were just everywhere, ready to engulf all of us when seen unprepared. But
National High School
the SDO Navotas stood firm and made its way to find the path for the future
shall take steps in
of our learners. Education continued, and triumphs were achieved. Now, we
delivering the best
are gearing toward the normal ways of delivering education face-to-face.
education that the
school has to offer by
nurturing learners
holistically and
equipping them with
academic, technical,
and socio-emotional
skills that are tuned to
the 21st-century skills.
By addressing the
learning gaps and
losses contained in the
Learning Recovery and
Continuity Plan,
learners shall realize
FORTIFIED SKILLS their full potential as
functionally literate,
The SDO Navotas Learning Recovery and Continuity Plan aims to identify happy, resilient, and
the learning gaps and losses brought about by the pandemic. In response positive agents of
to this initiative, Tanza National High School has crafted its school-based social transformation."
LRCP and aligned its mission and vision with the SDOs. The school
commits itself to delivering the best education possible by fortifying the
learner's academic, technical, and socio-emotional skills.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

The transition from limited to expanded limited face-to-face classes has allowed the school to identify its gaps
and losses. The Project PAGPAG (Pagbasa at Pagbilang) was the initiative of the former school head, Mr. Irwin
S. Jopio, to bridge the gaps when it comes to students' mastery of numeracy and literacy (both in English and
Filipino). The teachers were able to identify learners who needed help through the results of the Division
Achievement Test (DAT). The program was successfully pulled off through collective efforts and ignited teachers'
passion.

FACULTY S.Y. 2021-2022 – FORMER SCHOOL HEAD MR. IRWIN S. JOPIO

FACULTY S.Y. 2022-2023 – CURRENT SCHOOL HEAD MR. OLIVER C. SANCHEZ

TzNHS, under the leadership of Mr. Oliver C. Sanchez, caters to 1780 students with 52 teachers, five
department heads, and three non-teaching personnel. One goal is to promote quality education and a safe
and happy place for learning. Teachers have revitalized their spirit to deliver quality instruction and realize their
sense of purpose now that we are in face-to-face learning delivery through in-person learning action cell
sessions such as Action Research, School Based Management System, and PISA Contextualized
Assessment.

Tanza National High School is committed to serving and building the nation by
holistically developing learners as the productive workers of tomorrow. As an
empowered school, the teachers, learners, parents, and community will
continue to work hand in hand to meaningfully contribute to the overall learning
experience of every Navoteño learner and receive the best quality education.

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

 Hinubog tayo Sangay ng Navotas,
ng bayan nating mahal ipagmalaki kahit kanino
Mamamayang maka-Diyos Pilipino tayo,
at taong Mapagmahal Tayo’y Navoteño

Pagiging makatao Mabuhay ang Sangay ng

ay isang adhikain Lungsod ng Navotas
Sa pag-unlad ng bayang Kaalamang pinahusay
hinahangad natin at ‘di magwawakas

Tayo’y Navoteño, Pag-unlad ng Sangay

tayo’y bukod tangi tayo ay kapit-kamay
Marangal, matapat Sa pag-angat ng Edukasyon,
at may minimithi abot ang Tagumpay

Sangay ng Navotas, Sangay ng Navotas,

ipagmalaki kahit kanino ipagmalaki kahit kanino
Pilipino tayo, Pilipino tayo,
Tayo’y Navoteño Tayo’y Navoteño

Mabuhay ang Sangay ng Tayo’y Navoteño,

Lungsod ng Navotas tayo’y bukod tangi
Kaalamang pinahusay Marangal, matapat
at ‘di magwawakas at may minimithi

Pag-unlad ng Sangay Sangay ng Navotas,

tayo ay kapit-kamay tayo’y bukod tangi
Sa pag-angat ng Edukasyon, Marangal, matapat
abot ang Tagumpay at may minimithi

Tayo’y Navoteño, Tayong mga Navoteño,

tayo’y bukod tangi ipagmalaki kahit kanino
Marangal, matapat Pilipino ako,
at may minimithi Pilipino tayo

Tayo’y…
Navoteño!

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL

SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL
SDO-NAVOTAS | LEARNING CONTINUIITY AND RECOVERY JOURNEY JOURNAL