DYDRNHS

1. SDO ROXAS CITY
BASIC EDUCATION
LEARNING CONTINUITY
AND RECOVERY PLAN (BE-LCRP)
ORIENTATION

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I. Introduction
Gains of the BE-LCRP SY 2021-2022
1. Accomplishments
● Enrolment Data
● Effective Practices on:
Learning Resources
Learning Outcomes
Limited Face-to-face Implementation
Teaching and Learning Strategies
2. Insights Gained from Best Practices
3. Issues and Needs for Recovery Initiatives

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II. Operationalization of BE-LCRP for SY 2022-2023
A. Data Analytics
Projected Enrolment
Teaching and Non-Teaching Personnel
Schools and Instructional Facilities
Learning Resources
Assessment of Learning Outcomes Strategies
Learning Recovery Framework (Transition Plan)
Communication Plan

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II. Operationalization of BE-LCRP for SY 2022-2023
B. Enabling Mechanism
1. Readiness of Schools
• Learners Vaccination
• Teaching and Non-Teaching Vaccination
• Ways Forward on Booster Vaccination Program
• Learning Facilities e.g.
• Classrooms and CLCs
• School Canteen
• Library
• Computer Laboratory/e-classroom & equipment

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II. Operationalization of BE-LCRP for SY 2022-2023
B. Enabling Mechanism
2. Learning Facilitators
• Teacher Training
• Wellness Program (Teaching and non-teaching,
and Learners)
• Parents/Guardians

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II. Operationalization of BE-LCRP for SY 2022-2023
B. Enabling Mechanism
3. Partnership/Stakeholder Engagement
4. Utilization of Fund
5. Technical Assistance
III. Pool of Support
IV. Monitoring and Evaluation

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Introduction
● A brief summary on what is expected of the school’s BE-LCRP
● Contents
○ The effectiveness of the previous school year’s initiatives
○ How the school will face the new school year

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Enrolment Data
● The enrolment data of SY 2021-2022
● Refer to the LIS for the data
● Analysis of enrolment data
● What was the status of enrolment with respect to the
previous school year (SY 2020-2021)
● What is/are the implications of this data

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Effective Practices on Learning Resources
● The initiatives that were implemented to ensure the
development / delivery of learning resources
● Contents
○ Programs
○ Partnerships
o MOVs
• Implementation and its result/s

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Effective Practices on Learning Outcomes
● These are the initiatives that were implemented to ensure that the students’
progress are properly assessed
● literacy and numeracy competencies
● Performance Tasks, written works, etc.
● These are the initiatives that were implemented to address the needs that were
observed during the analysis of the assessment data
○ Activities
○ Contests/Performances
o MOVs

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Effective Practices on Limited Face-to-face Implementation
● These are the initiatives that were implemented to ensure that the limited
implementation of face-to-face classes (those schools that were validated)
will not pose danger to the students, the school personnel and faculty, and
the community.
● Contents
● Orientations
● Monitoring Schemes
● Programs
● Activities

12. ● These are the initiatives that were implemented to ensure
that the teachers are equipped with teaching and
learning strategies in any learning modalities applicable
● Contents
● Activities
● Projects
● LAC Sessions
12
Effective Practices on Teaching and Learning Strategies

13. ● These are the reflections with regard to the school’s best
practices during SY 2021-2022
● Contents
● Delivery of the lessons
● Literacy and numeracy interventions
● Assessments
● Engagements
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2. Insight Gained from Best Practices

14. ● These are the areas that are needing interventions
● Priorities must be identified bases on the existing data
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3. Issues and Needs for Recovery Initiatives

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A. Data Analytics
● Is the process of analyzing raw data in order to draw out
meaningful, actionable insights
● During the analysis, trends are observed that will then
used to draw conclusions or possible solution to a gap
identified

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Projected Enrolment
● Based on last school year’s data (SY 2021-2022), the
school sets a value which will serve as a multiplier to
come-up with a projected enrolment
● This projected enrolment will then be the goal through
which the school will draw up initiatives to sustain the
learners’ access to quality basic education

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Teaching and Non-teaching Personnel
● This profiles the distribution of teaching and non-
teaching personnel of the school
● Based on the data the school then assess the
corresponding implication e.g. if whether or not such
group of personnel is sufficient in achieving the objectives
of the school for the School Year 2022-2023, etc.

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Schools and Instructional Facilities
● This profiles the existing instructional facilities of the
school
● Based on the data, the school then assess the
corresponding implications e.g. if there is a need for more
facilities to better serve the learners during this opening
of classes; if there is a need for renovations, etc.

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Learning Resources
● This profiles the school’s available learning resources
○ quantity
○ distribution
○ usability, etc.
● Based on the data, the school then assess the
corresponding implications e.g. if there is a need to
produce more learning resources, etc.

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Assessment of Learning Outcomes Strategies
● This profiles the performance level of the learners, the
assessment used to determine such performance levels,
and if there is a difference in performance during the
pretest and the posttest
● Based on the data, the school then assess the
corresponding implications e.g. if there is a significant
difference upon the pretest and the posttest, etc.

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Learning Recovery Framework (Transition Plan)
● This profiles the strategic roadmap of the school in the
course of School Year 2022-2023 in achieving its goals
● Goals
● PPAs
● Timeline
● This is to be anchored with ABANTE, the School Division
Office’s own strategic roadmap

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Learning Loss Recovery Plan
● This profiles the learning losses that were determined by the school that needs
intervention
● Specific Learning Loss
● Literacy Skills
● Numeracy Skills
● Least Learned Competencies
● Intervention
● Target Dates
● Monitoring Scheme
● Handlers

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Communication Plan
● This profiles the means through which the school
communicates/interacts with the different personalities
of the community
● This also include the initiatives by the school to better
their means of reaching out or being reached

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B. Enabling Mechanism
● This refers to the systems and mechanisms used upon by
an organization to reach their goals or objectives
● This involves the strategies, PPAs, timelines, physical
outputs, resources and the technical working committees
to achieve an objective

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1. Readiness of Schools: Learners Vaccination
● This profiles the existing vaccination status of the
learners and the determination if further action is needed
● If further action is needed, the school should supply
specific steps that it will take

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1. Readiness of Schools: Learners Vaccination
● This profiles the existing vaccination status of the
teaching and non-teaching personnel of the school, and
the determination if further action is needed
● If further action is needed, the school should supply
specific steps that it will take

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1. Readiness of Schools: Ways Forward on Booster Vaccination Program
● This involves the steps to be taken by the school to
support the vaccination program of the government
● Learners
● Personnel
● Community

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1. Readiness of Schools: Learning Facilities
● What were done to guarantee the readiness of the facilities?
● What are the status of the different facilities of the school?
● Classrooms and CLCs
● School Canteen
● Library
● Computer Laboratory/e-classroom & equipment
● What are the implication of such observations?

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2. Learning Facilitators
● A learning facilitator is a person who reviews learning
needs and uses suitable approaches to meet desired
learning outcomes and learner needs.
● These includes the teachers, parents, and home learning
facilitators

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2. Learning Facilitators: Teacher Training
● This involves the identification of areas that needs to be
acted upon
● When this Areas of Action are determined, the enabling
mechanism to address such area is constructed by
determining the strategy, operation considerations,
specifications, and timeline.

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2. Learning Facilitators: Wellness Program
● This involves the determination of the areas of concern
with regard to the psychological, psycho-social, and
physical wellness needs of the personnel and the learners,
and the initiatives that were taken to address such
concerns
● This is to be anchored on the SDO’s banner program
Fitness for All

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2. Learning Facilitators: Parents/Guardian
● This involves the initiatives that will equip the parents or
guardians the necessary skills to serve as learning
facilitators. Some key points to consider are:
● Engaging parents/guardians
● Strengthening home tutorial support
● Leveling-up voluntary participation

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3. Partnership/Stakeholder Engagement
● This involves the steps to be taken in order to further the
engagement of the school and its stakeholders in the
implementation of its learning recovery plan

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4. Utilization of Fund
● This involves the strategies to be implemented that will
allow the effective and efficient utilization of funds
● Can be in the form of monitoring and sustainability
mechanisms

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5. Technical Assistance
● This involves but not limited to the:
● determination of areas of priority
● the composition of the TA Teams, and
● means of assistance

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III. Pool of Support
● This includes the group of people through which the
school can ask for support
● To be included here are assistance/support provided by
such individuals, and the engagement/activities between
the school and such individuals

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IV. Monitoring and Evaluation
● This includes the system of reviewing and evaluating the
accomplishment of the different action steps for a
specific area of focus
● Area of Focus
● Monitoring Scheme
● In-Charge