Draft-BALANGA-CITY-Division-Learning-Recovery-Plan-PPT (1) [Autosaved].pptx

DEPARTMENT OF EDUCATION REGION III 1
INSTRUCTIONS
- Provide latest data sets (whenever possible, last 3 school years) 2 years
- Express data in raw and percentage values
- Present data as infographic (minimize use of tables)
- Provide data interpretation, analysis and significant findings
- Data analysis must be supported and validated by research results and findings
- Slides may be added as necessary
- FOCAL PERSONS are assigned for data required for each slide and the analysis and
interpretation

COVER
- Title: Division Learning Recovery Plan
- School Division Office
- If possible, harmonize the theme with the SDO’s priority/ies
Focal Person: ICT

COVER
Working Cover Page

Background and Context

Background and Context
- Covid-19 Situationer (international, national, regional, provincial, division levels
whichever are available)
- Effects of the pandemic on education (e.g. school closure, achievement rate of
learners)
- Activities carried out and plan of action of SDO to address related concerns
- FOCAL PERSONS: ASDS, CID CHIEF, SGOD CHIEF, SEPS in Planning and Research

Operational Frameworks of the
Learning Recovery Plan (LRP)

The RAPID Learning Recovery Framework
Source: UNICEF, UNESCO, The World Bank 2022

DEPARTMENT OF EDUCATION REGION III
KITE Framework
8

Operational Framework
9

Accelerating Learning Remediation and
Intervention
Prioritizing Professional Development
of Teachers and School Heads
Strengthening Support on Learners and
Personnel’ Health, Safety, and Wellness
National Learning Recovery Framework
10

Dashboard

Pillar 1: K to 12 Curriculum
❖Quality of Learning Outcomes and
Learning Delivery Modalities
Pre-Pandemic and During Pandemic

Dashboard: Pillar 1
CONSOLIDATED RESULTS OF PHIL-IRI IN ENGLISH

Dashboard: Pillar 1
CONSOLIDATED RESULTS OF PHIL-IRI IN FILIPINO

Dashboard: Pillar 1
CONSOLIDATED RESULTS IN MATH

Dashboard: Pillar 1
Most Essential Learning Competencies in the Division
English
Key Stage 1 - Literacy
1.Identify the letters and sounds
2.Write the small and big letters of the
Alphabet
3.Blend the sounds to form a word
4.Read words, phrases and sentences
5. Read word families/ classes
6. Read sentences and paragraphs
7.Read simple stories with -wh
questions
Key Stage 2 -Literacy
1. Read stories with fluency (correct
intonation patterns)
2. Read stories with fluency (recognize
the emotions of the punctuation marks)
3. Read stories with comprehension
(literal and inferential comprehension)
4. Read stories with comprehension
(critical, evaluative, and creative
comprehension)
Third Key Stage
1. Read various literary genres with
comprehension in all levels
2. Prepare various reading responses
in writing
3. Appreciate literary writing through
TPR, and other oral interpretations.
Fourth Key Stage
1.Read fiction and non- fiction
passages
2. Reading to use references
- Job Manuals
- Magaziner contents
- Yellow pages
- Directory
- City SErvice Manual
- Glossary/Dictionary
3. Reading to fill-out forms
- Club membership
- Subscription
- Bok Clubs
- School Forms
- What-Ad Forms
- Contest/Puzzle Entries

Dashboard: Pillar 1
Filipino
FILIPINO 1
1. Nabibigkas nang wasto ang tunog ng bawat letrang alpabetong (FKP-IIb-
1)
2.Nakasusulat ng malalaki at maliliit na letra na may tamang layo sa isa't isa
ang mga letra F1PU-II a-1.11: c-1.2;
3.Napapalitan at nadadagdagan ang mga tunog upang makabuo ng
bagong salita( F1KP-IIIh-j-6)
4.Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita (F1KP-
IIf-5)
5.Naisusulat nang may wastong baybay at bantas ang mga salitang ididikta
guro
(F1KMIIg-2)
FILIPINO 2
1.Napagyayaman ang talasalitaan sa
pamamagitan ng paghanap ng maikling salitang matatagpuan
sa loob ng isang mahabang salita at bagong salita mula sa salitang-ugat
F2PT-Ic-e-2.1
2.Nakasusulat ng parirala at pangungusap nang may wastong baybay,
bantas at gamit ng malaki
at maliit na letra (F2KM-IIb-f-1.2) 1.
3.Nabibigkas nang wasto ang tunog ng patinig, katinig, kambal-
katinig, diptonggo at klaster (F2PN-Ia-2) 1.
4.Nababaybay nang wasto ang mga salita tatlo o apat na pantig, batayang
talasalitaang pampaningin, at natutunang salita mula sa mga aralin( F2PY-
IIg-i-2.1) 1.
5.Naisusulat nang wasto ang mga idiniktang mga salita (F2KM-IVb-5)

Dashboard: Pillar 1
Filipino
FILIPINO 3
1.Nababasa ang mga salitang may tatlong pantig pataas,
klaster, salitang iisa ang baybay ngunit magkaiba ang bigkas at salitang hiram
(F3AL-If-1.3)
2.Nababaybay nang wasto ang mga salitang natutunan sa aralin, salita di-kilala
batay sa bigkas, tatlo o apat na pantig, batayang talasalitaan, mga salitang hiram
at salitang dinaglat F3PY-Id-2.2 F3PY-If-2.4 ,F3PY-IIc-2.3 F3PY-IIh-2.5,F3PY-
IIIb-2.2/2.3 F3PY-IVb-h-2,F3PY-Id-
3.Nakasusulat ng talata nang may wastong baybay, bantas at gamit ng malaki at
maliit na letra upang maipahayag ang ideya, damdamin o reaksyon sa isang
paksa o isyu (F3KM-IIIi-3.2)
4.Napagsasama ang mga katinig, patinig upang makabuo ng salitang klaster (Hal.
blusa, gripo, plato) (F3KP-IIIh-j-11) 1.
5.Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng
tekstong binasa (F3PB-IIIe-11.2)
FILIPINO 4
1. Nabibigay ng mungkahing solusyon sa suliraning nabasa sa isang
teskto o napanood (F3PB-IVh-13)
2. Nakasusulat ng natatanging kuwento tungkol sa natatanging tao sa
pamayanan, tugma o maikling tula (F4PU-Ia-2 F4PU-Ic-2.2)
3. Naisusulat nang wasto ang baybay ng salitang natutuhan sa aralin;
salitang hiram; at salitang kaugnay ng ibang asignatura (F4PU-IIa-j-
1)
4. Nasasagot ang mga tanong sa nabasa o napakinggang editoryal,
argumento, debate, pahayagan, at ipinapahayag sa isang editorial cartoon.
(F4PB-IIIad-3.1 F4PN-IIIf-3. F4PN-IVi-j-3.1, F4PN-IVd-j-
3.1,F4PN-IVf-j-3.3
5. Nakasusulat ng script para sa radio broadcasting (F4PU-IVg-2.7.1)

Dashboard: Pillar 1
Filipino
FILIPINO 5
1.Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar na mga salita sa
pamamagitan ng tono o damdamin, paglalarawan, kayarian ng mga salitang iisa
ang baybay ngunit magkaiba ang diin at tambalang salita (F5PT-Ic-
1.15 F5PT-Ij-1.14 F5PT-IId-9,F5PT-IIe-4.3)
2. Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik tungkol sa
isang isyu (F5EP-IIIb-6)
3.Nakasusulat ng iskrip para sa radio broadcasting at teleradyo.(F5PU-IVc-i-
2.12)
4.Nakasusulat ng isang sulating pormal, di pormal (email) at liham na
nagbibigay ng mungkahi (F5PU-IId-2.10 F5PU-IIh-2.9, F5PU-IIj-2.3)
5. Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita,
isyu o usapan, (F5PS-Ia-j-1)
FILIPINO 6
1.Nasusuri ang mga kaisipan/tema/layunin/tauhan/tagpuan at
pagpapahalagang nakapaloob sa napanood na maikling pelikula
(F6PD-If—10, F6VC-IIe-13 F6PD-IIIh-1-6)
2. Naipapahayag ang sariling opinyon o reaskyon sa isang
napakinggang balita isyu o usapan (F6PS-Ij-1) 1.
3.Naiisa-isa ang mga argumento sa binasang teksto (F6PB-IIIe-23)
4.Naipahahayag ang sariling opinyon o reaksyon sa isang
napakinggang balita isyu o usapan (F6PS-IVc-1)
5. Nakasusulat ng ulat, balitang pang-isport, liham sa editor, iskrip
para sa radio broadcasting at teleradyo (F6PU-IVb-2.1 F6PU-IVc-2.11
F6PU-IVf-2.3,F6PU-IVe-2.12.1)

Dashboard: Pillar 1
Filipino
FILIPINO 7 LEAST LEARNED COMPETENCIES
1.Nagagamit ang kumbensyon sa pagsulat ng awitin (Sukat ,tugma,
tayutay,talinghaga at iba pa)(F7WG-Iji-12)
2.Naibibigay ang kahulugan at sariling interpretasyon sa mga salitang
paulit-ulit na ginamit sa akda,mga salitang iba ang digri o antas,mga di
pamilyar na salita sa akda at mga salitang nagbibigay ng damdamin (F7PT-
Iic-d-8/F7Pt-Ic-f9)
3.Naipaliliwanag ang kahalagahan ng paggamit ng suprasegmental (
tono,diin,antala) (F7PN-IIIa-c-13)
4.Nasusuri ang mga katangian at elemnto ng mito,alamat,kuwentong-
bayan,maikling kuwento mula sa Luzon batay sa paksa,mga
tauhan,tagpuan, kaisipan at mga aspetong pangkultura (
halimbawa:heograpiya,uri ng pamumuhay at iba pa.) (F7PB-IIId-e-15,F7PB-
IIId-e-16)
5.Nagmumungkahi ng mga angkop na solusyon sa mga suliraning narinig
mula sa akda (F7PN-IVc-d-19)
FILIPINO 8
1. Nagagamit sa pagsulat ng resulta ng pananaliksik ang
awtentikong datos na nagpapakita ng pagpapahalaga sa katutubong kulturang
Pilipino. (F8PU-Ii-j-23)
2. Nasusuri nang pasulat ang papel na ginagampanan ng
sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t
ibang rehiyon sa bansa. ( F8PU-IIe-f-26 )
3.Naisusulat ang isang orihinal na tulang may masining na antas ng wika at
may apat o higit pang saknong sa alinmang anyong tinalakay, gamit ang
paksang pag-ibig sa kapwa,bayan o kalikasan. (F8PU-IIi-j-29)
4.Naihahambing ang tekstong binasa sa iba pang teksto batay sa paksa,
layon , tono , pananaw , paraan ng pagkakasulat at pagbuo ng salita , talata at
pangungusap. (F8PB-IIIa-c-29)
5.Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng:
- pagtukoy sa kalagayan ng lipunan sa panahong nasulat ito
- pagtukoy sa layunin ng pagsulat ng akda
- pagsusuri sa epekto ng akda pagkatapos itong isulat (F8PB-
IVa-b-33)

Dashboard: Pillar 1
Filipino
FILIPINO 9
1.Nabibigyan ng sariling interpretasyon ang mga pahiwatig na ginamit
sa akda. (F9PT-Ic-d-40)
2.Nauuri ang mga tiyak na bahagi sa akda na nagpapakita ng
katotohanan, kabutihan at kagandahan batay sa napakinggang
bahagi ng nobela. (F9PN-Ic-d-40) 3.
3.Naipaliliwanag ang mga kaisipan, layunin, paksa at paraan ng
pagkakabuo ng sanaysay (F9PB-IId-47 1.
4.Nagagamit ang supresegmental na Antala/Hinto,Diin at Tono sa
Pagbigkas ng Tanka at Haiku. (F9WG-lla-b-47) 3.
5.Naipaliliwanag ang mga kaisipang nakapaloob sa aralin gaya ng:
pamamalakad ng pamahalaan, paniniwala sa Diyos, kalupitan sa
kapwa, kayamanan, kahirapan at iba pa.( F9PB-IVg-h-60)
FILIPINO 10
1.Naipaliliwanag ang mga alegoryang ginamit sa binasang akda (F10PT-Ie-f-
65) 1. 2.
2.Naipaliliwanag ang kahulugan ng salita batay sa pinagmulan
nito(epitimolohiya)(F10PT-IIa-b-72)
3.Nasusuri ang nobela sa pananaw realismo o alinmang angkop na pananaw/
teoryang pampanitikan (F10PB-IIf-77)
4, Nasusuri ang binasang kabanata ng nobela batay sa pananaw / teoryang
pampanitikan na angkop dito. (F10PN-IIIh-i-81)
5.Natatalakay ang mga kaisipang ito:- kabuluhan ng edukasyon,
pamamalakad sa pamahalaan, pagmamahal sa: Diyos, bayan, pamilya
,kapwa-tao, kabayanihan, karuwagan, paggamit ng kapangyarihan,
kapangyarihan ng salapi, kalupitan at pagsasamantala sa kapwa, kahirapan
,karapatang –pantao, paglilibang ,kawanggawa, paninindigan sa sariling
prinsipyo. (F10PB-IVd-e-89)

Dashboard: Pillar 1
Filipino
GRADE 11 -KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG
PILIPINO
1.Nagagamit ang mga cohesive devices sa pagpapaliwanag at pagbibigay
halimbawa sa mga gamit ng wika sa lipunan. F11WG-Ie- 85
2.Nasusuri at naisasaalang-alang ang mga lingguwistiko at kultural na
pagkakaiba-iba sa lipunang Pilipino sa mga pelikula at dulang napanood.
(F11PD-IIb-88)
3.Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa
katangian at kabuluhan nito sa sarili, pamilya, komunidad, bansa, at daigdig.
(F11EP-IIIj-37)
4.Nasusuri ang iba’t ibang paraan ng panghihikayat na ginamit sa tekstong
persweysib. (F11PU-IIIb-89)
5.Natutukoy ang katangian ng tekstong naratibo at ang iba’t ibang uri
nito.(F11PT-IIIa-88)
GRADE 11 Filipino sa Piling Larang - AKADEMIKS
1.Nakikilala ang iba’t ibang akademikong sulatin ayon sa:(a) Layunin(b)
Gamit(c) Katangian(d) Anyo (CS_FA11/12PN-0a-c-90)
2.Nakasusunod sa istilo at teknikalna pangangailangan ng akademikong sulatin
CS_FA11/12PU-0d-f-93
3. Natutukoy ang mahahalagang impormasyong pinakinggan upang makabuo
ng katitikan ng pulongat sintesis CS_FA11/12PN-0j-l-92
4.Nakikilala ang iba’t ibangakademikong sulatin ayon sa:(a) Layunin(b) Gamit(c)
Katangian(d) Anyo (CS_FA11/12PN-0a-c-90)
5. Nakasusulat ng sulating batay samaingat, wasto, at angkop na paggamit ng
wika CS_FA11/12WG-0p-r-93

Dashboard: Pillar 1
Filipino
GRADE 12 -FILIPINO sa PILING LARANG-TECH-VOC
1.Nakilala ang iba't ibang teknikal - bokasyunal na sulatin ayon sa: (CS_FTV11/12PT-0a-c-93)
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
2.Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba't ibang anyo ng sulating teknikal-bokasyunal
(CS_FTV11/12EP-0d-f-42 ) 3.
3.Naiisa-isa ang mga hakbang sa pagsasagawa ng mga binasang halimbawang sulating teknikal- bokasyunal (CS_FFTV11/12PB-0g-i-106)
4.Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit ng wika Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit ng
wika (CS-FTV11/12WG-0m-o-99)
5.Naisasaalang – alang ang etika sa binubuong teknikal-bokasyunal na sulatin Naisasaalang – alang ang etika sa binubuong teknikal-bokasyunal na sulatin(CS-
FTV11/12PU-0p-t-100)

Dashboard: Pillar 1
Mathematics GRADE LEVEL LEAST LEARNED SKILLS
1
Constructs equivalent number expression using addition and subtraction
Visualizes, represents, and solves routine and non-routine problems involving subtraction of whole numbers including
money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools
Solves problems involving time (days in a week, months in a year, hour, half-hour, and quarter hour)
Identifies and creates patterns to compose and decompose using addition. e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6
+ 1, 7 + 0
Reads and writes numbers up to 100 in symbols and in words.
2
Solves routine and non-routine problems involving division of numbers by 2,3,4,5 and 10 and with any of the other
operations of whole numbers including money using appropriate problem solving strategies and tools
Solves problems involving time (days in a week, months in a year, hour, half-hour, and quarter hour)
Estimates the area of a given figure using any shape
Illustrates the properties of addition (commutative, associative, identity) and applies each in appropriate and relevant
situations
Visualizes, represents, and solves problems involving time (minutes including a.m. and p.m. and elapsed time in days)

Dashboard: Pillar 1
Mathematics
3
Represents, compares and arranges dissimilar fractions in increasing or decreasing order
Solves routine and non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit numbers without or
with any of the other operations of whole numbers including money using appropriate problem solving strategies and
tools
Solves routine and non-routine problems involving areas of squares and rectangles
Divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2-digit numbers
b. 2-3 digit numbers by 10 and 100
Visualizes, and represents, and solves routine and non-routine problems involving conversions of common units of
measure.
4
Divides 3-4-digit numbers by 1-to-2-digit numbers without and with remainder
Solves multi step routine and non-routine problems involving division and any of the other operations of whole numbers
including money using appropriate problem solving strategies and tools.
Solves routine and non-routine problems in real life situations involving perimeter of squares and rectangles, triangles,
parallelograms and trapezoids
Find the area of triangles , parallelograms and trapezoid using sq. cm and sq. m
Expresses the outcome in a simple experiment in words, symbols, tables or graphs

Dashboard: Pillar 1
Mathematics
5
Performs a series of more than two operations on whole numbers applying Parathesis, Multiplications, Division, Addition,
Subtraction (PMDAS) or Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) correctly
Solves routine and non-routine problems involving division without or with any of the other operations of fractions and
whole numbers using appropriate problem solving strategies and tools.
Solves routine and non-routine problems involving percentage using appropriate strategies and tools
Formulates the rule in finding the next term in a sequence.
Solves routine and non-routine problems involving circumference of a circle.
6
Solves routine and non-routine problems involving division without or with any of the other operations of fractions and
mixed fractions using appropriate problem solving strategies and tools.
Find a missing term in a proportion ( direct, inverse , partitive)
Solve percent problems such as percent of increase / decrease 9 discounts, original price, rate of discount, sale price,
marked-up price ) commission , sales tax and simple interest.
Solves routine and non-routine problems involving area of composite figures formed by any two or more of the
following: triangle , square , rectangle, circle, and semi-circle.
Solves routine and non-routine problems involving experimental and theoretical probability.

Dashboard: Pillar 1
Mathematics
7
Solves linear equation or inequality in one variable involving absolute value by: (a) graphing; and (b) algebraic methods.
Solves problems involving equations and inequalities in one variable.
Formulates simple statistical instruments.
Uses appropriate statistical measures in analyzing and interpreting statistical data.
Uses models and algebraic methods to find the: (a) product of two binomials; (b) product of the sum and difference of
two terms; (c) square of a binomial; (d) cube of a binomial; (e) product of a binomial and a trinomial.
8
Illustrates and graphs linear inequalities in two variables.
Performs operations on rational algebraic expressions.
Finds the domain and range of a function.
Writes a proof (both direct and indirect).
Proves properties of parallel lines cut by a transversal.

Dashboard: Pillar 1
Mathematics
9
Uses trigonometric ratios to solve real-life problems involving right triangles.
Proves theorems on the different kinds of parallelogram (rectangle, rhombus, square).
Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c) completing the square; and (d) using the
quadratic formula.
Models real-life situations using quadratic functions.
Solves problems involving oblique triangles.
10
Formulates statistical mini-research
Uses appropriate measures of position and other statistical methods in analyzing and interpreting research data
Proves theorems on secants, tangents, and segments
Proves the Remainder Theorem, Factor Theorem and the Rational Root Theorem
Solves problems involving probability

Dashboard: Pillar 1
Mathematics
GRADE 11
Least Learned Competencies CODE
1. solves situational problems involving conic sections STEM_PC11AG-Ie-2
2. solve situational problems involving circular functions STEM_PC11T-IId-2
3. illustrate the unit circle and the relationship
between the linear and angular measures of a central angle in a unit
circle
STEM_PC11T-IIa-1
4. solve situational problems involving trigonometric
identities
STEM_PC11T-IIg-2
5. solve situational problems involving inverse
trigonometric functions and trigonometric equations
STEM_PC11T-IIi-2
PRE-CALCULUS

Dashboard: Pillar 1
Mathematics
GRADE 11
1. compute the limits of exponential, logarithmic, and trigonometric
functions using tables of values and graphs of the functions
STEM_BC11LCIIIb-1
2. determine the relationship between differentiability and continuity
of a function
STEM_BC11D - IIIf-1
3. solve optimization problems that yield polynomial functions STEM_BC11DIIIh-2
4. solve problems (including logarithmic, and inverse trigonometric
functions) using implicit differentiation
STEM_BC11DIIIi-j-1
5. compute the area of a plane region using the definite integral STEM_BC11I-IVij-1
BASIC CALCULUS

Dashboard: Pillar 1
Mathematics
Grade Level Least Learned Learning Competencies CG Code
11
determines the intercepts, zeroes, and asymptotes of logarithmic functions. M11GM-Ii-4
graphs logarithmic functions. M11GM-Ij-1
solves problems involving logarithmic functions, equations, and inequalities. M11GM-Ij-2
establishes the validity and falsity of real-life arguments using logical propositions, syllogisms, and
fallacies.
M11GM-IIi-3
justifies mathematical and real-life statements using the different methods of proof and disproof. M11GM-IIj-2
General Mathematics

Dashboard: Pillar 1
Mathematics
11
Identifies the appropriate form of the confidence interval estimator for the population mean when: (a) the
population variance is known, (b) the population variance is unknown, and (c) the Central Limit Theorem
is to be used.
M11/12SP-IIIg-1
Solves problems involving confidence interval estimation of the population proportion. M11/12SP-IIIi-5
Identifies the appropriate rejection region for a given level of significance when: (a) the population
variance is assumed to be known (b) the population variance is assumed to be unknown; and (c) the
Central Limit Theorem is to be used.
M11/12SP-IVc-1
solves problems involving test of hypothesis on the population mean. M11/12SP-IVe-1
Solves problems involving correlation analysis. M11/12SP-IVh-3
Statistics and Probability

Dashboard: Pillar 1
Mathematics
LEAST LEARNED COMPETENCIES CODE
Differentiate Mark-on, Mark down and Mark-up obtain Mark-on, Mark-down, and Mark-up given price
of a product
ABM_BM11BS-Ig-1
Compute single trade discounts and discount series ABM_BM11BS-Ih-4
Distinguish taxable from nontaxable benefits ABM_BM11SW-IIe-6
Use E- spread sheet in the computation of salary and overtime pay ABM_BM11SW- IIf -10
Analyze and interprets the data presented in the table using measures of central tendency and
variability and tests of significant differences
ABM_BM11PAD-IIh-5
BUSINESS MATHEMATICS Grade Level 11

Dashboard: Pillar 1
Mathematics
- analyze common business transactions using the rules of debit and credit
- solve simple problems and exercises in the analyses of business transaction
- ABM_FABM11- IIIg-j-27
- ABM_FABM11- IIIg-j-28
- prepares a trial balance - ABM_FABM11- IVe-j -38
- completes the accounting cycle of a merchandising business - ABM_FABM11- IVe-j -40
- prepares the Statement of Cost of Goods Sold and Gross Profit - ABM_FABM11- IVe-j -41
FUNDAMENTALS OF ACCOUNTING BUSINESS & MANAGEMENT 1 Grade 11

Dashboard: Pillar 1
Mathematics
12
Illustrate the formula and format for the preparation of budgets and projected financial
statement.
ABM_BF12-IIIc-d-11
Calculate future value and present value of money ABM_BF12-IIIg-h-18
Compute loan amortization using mathematical concepts and the present value tables ABM_BF12-IIIg-h-20
Apply mathematical concepts and tools in computing for finance and investment problems ABM_BF12-IIIg-h-21
Explain the risk-return trade-off ABM_BF12-IIIg-h-22
Business Finance

Dashboard: Pillar 1
Mathematics
12
Prepare an SFP using the report form and the account form with proper classification of items as
current and non current.
ABM_FABM12- Ia-b-4
Prepare an SCI for a service business using the single-step approach prepare an SCI for a
merchandising business using the multi step approach
ABM_FABM12- Ig-h-12
Prepare an SCE for a single proprietorship ABM_FABM12- Ig-h-13
Compute and interpret financial ratios such as current ratio, working capital, gross profit ratio, net
profit ratio, receivable turnover, inventory turnover, debt-to-equity ratio, and the like
ABM_FABM12- Ig-h-14
Explain the procedure in the computation of gross taxable income and tax due ABM_FABM12- IIh-j-17
Fundamentals of Accounting Business and Management 2

Dashboard: Pillar 1
Mathematics
Principles of Marketing
12
differentiate the buying behavior and decision making of individual/ household
customer versus the business (organizational) customer
ABM_PM11-Iei-11
solve exercises on accounting principles as applied in various cases ABM_PM11-IIf16
analyze the company’s situation, markets, and environment (the marketing audit
and SWOT analysis)
ABM_PM11-IIf20
integrate the marketing concepts and techniques learned by preparing a
marketing plan present a mini-marketing plan, orally and in writing
ABM_PM11-IIgj-24
preparing a marketing plan present a mini-marketing plan, orally and in writing ABM_PM11-IIgj-25

Dashboard: Pillar 1
Mathematics
Applied Economics
11
apply tools and techniques for business opportunities like the SWOT/TOWS analysis ABM_AE11-Iei-4
*Examine the utility and application of applied economics to solve economic issues and
problems
ABM_AE11-IIf-6
*Analyze the effects of contemporary economic issues affecting the Filipino
entrepreneur
ABM_AE11-IIf7
*Apply business principles, tools, and techniques in participating in various types of
industries in the locality
ABM_PM11-IIgj-8
* Evaluate the viability and impacts of business on the community ABM_AE11-IIgj-10

Dashboard: Pillar 1
Science
GRADE LEVEL LEAST LEARNED SKILLS CG CODE
3
Describe changes in materials based on the effect of temperature: 1. solid to liquid 2. liquid to solid 3. liquid to gas 4. solid to gas S3MT-Ih-j-4
Describe the functions of the sense organs of the human body S3LT-IIa-b-1
Describe the position of a person or an object in relation to a reference point such as chair, door , another person S3FE-IIIa-b-1
Describe the changes in the weather over a period of time S3ES-IV e-f-3
Enumerate and practice safety and precautionary measures in dealing with different types of weather S3ES-Ivg-h-5
4
Describe changes in properties of materials when exposed to certain conditions such as temperature or when mixed with other
materials S4MT-Ig-h-6
Communicate that the major organs work together to make the body function properly S4LT-IIa-b-2
Characterize magnetic force S4FE-IIId-e-3
Investigate properties and characteristics of light and sound S4FE-IIIh-5
Describe the changes in the position and length of shadows in the surroundings as the position of the Sun changes S4ES-IVh-9

Dashboard: Pillar 1
Science
5
Investigate changes that happen in materials under the following conditions : 1. presence or lack of oxygen 2. application of heat S5MT-Ic-d-2
Describe the different modes of reproduction in flowering and non-flowering plants such as moss, fern, mongo and others S5LT-IIg-7
Design an experiment to determine the factors that affect the strength of the electromagnet S5FE-IIIi-j-9
Investigate extent of soil erosion in the community and its effects on living thins and the environment S5FE-IVb-2
Infer the pattern in the changes in the appearance of the Moon S5FE-IV g-h-7
6
Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet ( no K to 12 Code)
Explain how the organs of each organ system work together S6LT-IIa-b-1
Demonstrate how sound, heat, light and electricity can be transformed S6FE-IIId-f-2
Describe the changes on the Earth's surface as a result of earthquakes and volcanic eruptions S6ES-Iva-1
Construct a model of the solar system showing the relative sizes of the planets and their relative distances from the Sun. S6ES-IV-j-7

Dashboard: Pillar 1
Science
7
Describe the components of scientific investigation S7MT-Ia-1
Express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of
materials S7MT-Id-3
Describe the motion of an object in terms of distance or displacement , speed or velocity, and acceleration S7FE-IIIa-1
Create and interpret visual presentation of the motion of objects such as tape charts and motion graphs S7FE-IIIb-3
Using models, relate: 1. tilt of the Earth to the length of daytime 2. the length of daytime to the amount of energy received 3. the
position of the Earth in its orbit to the height of the Sun in the sky 4. the height of the Sun in the Sky to the amount of energy recieved S7ES-IVh-9
8
Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object's
motion S8FE-Ia-15
Explain the hierarchy of colors in relation to the energy of visible light. S8FE-If-27
Trace the path of typhoons that enterthe Philippine Area of Responsibility (PAR) using a map and tracking data S8ES-IIf-21
Use the periodic table to predict the chemical behavior of an element S8MT-IIIi-j-12
Predict phenotypic expressions of traits following simple patterns of inheritance S8LT-IVf-18

Dashboard: Pillar 1
Science
9
Explain how the respiratory and circulatory systems work together to transport nutrients, gases and other molecules to and from the
different parts of the body S9LT-Ia-b-26
Explain the different patterns of non-Mendelian inheritance S9LT-Id-29
Expalin how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons no Kto 12 CG code
Explain how ions are formed S9MT-Iie-f-16
Investigate the relationship between the angle of release and the height and range of the projectile S9FE-Iva-35
10
Explain the different processes that occur along the plate boundaries S10ES-Ia-j-36.3
Predict the qualitative characteristics ( orientation , type and magnification) of images formed by plane and curved mirrors and lenses S10FE-Iig-50
Explain how mutations may cause may cause changes in the structure and function of a protein S10LT-IIIe-38
Investigate the relationship between : 1 Volume and pressure at constant temperature of a gas 2 volume and temperature at constant
pressure of a gas 3 explains these relationships using the kinetic molecular theory S9MT-IIj-20
Apply the principles of conservation of mass to chemical reactions S10MT-Ive-g-23

Dashboard: Pillar 1
Science
Explain how the concept of atomic number led to the synthesis of new elements in the laboratory S11/12PS-IIIb-11
Determine if a molecule is polar or non-polar given its structure S11/12PS-IIIc-15
Determine the limiting reactant in a reaction and calculate the amount of product formed S11/12PS-IIIh-27
Explain the consequences of the postulates of Special Relativity (e.g., relativity of simultaneity, time dilation, length
contraction, mass-energy equivalence, and cosmic speed limit)
S11/12PS-IVi-j-70
Explain the consequences of the postulates of General Relativity (e.g., correct predictions of shifts in the orbit of Mercury,
gravitational bending of light, and black holes)
S11/12PS-IVi-j-71
PHYSICAL SCIENCE

Dashboard: Pillar 1
Science
Identify common rock-forming minerals using their physical and chemical properties. S11/12ES -Ia-9
Compare and contrast the formation of the different types of igneous rocks S11/12ES -Ic-18
Evaluate the benefits and risks of using GMOs S11/12LT -IIej-19
Explain how populations of organisms have changed and continue to change over time showing patterns of descent with
modification from common ancestors to produce the organismal diversity observed today
S11/12LT -IVfg-26
Categorize the different biotic potential and environmental resistance (e.g., diseases, availability of food, and predators) that affect
population explosion
S11/12LT -IVhj-29
EARTH AND LIFE SCIENCE

Dashboard: Pillar 1
Science
Identify common rock-forming minerals using their physical and chemical properties S11/12ES-Ib-5
Classify rocks into igneous, sedimentary, and metamorphic S11/12ES-Ic-6
Identify the minerals important to society S11/12ES-Ic-7
Describe how fossil fuels are formed S11/12ES-Id-10
Explain how heat from inside the Earth is tapped as a source of energy (geothermal) for human use S11/12ES-Ie-11
EARTH SCIENCE

Dashboard: Pillar 1
Learning modalities implemented

Dashboard: Pillar 1
SHS Exits (tertiary/work/entrepreneurship/middle skills development)

Dashboard: Pillar 1
Other pertinent data under Quality of Learning Outcomes and Learning Delivery
Modalities

Pillar 2: Support to the Learning Environment
❖Access, Equity and Inclusion in Education

Dashboard: Pillar 2
- Comparative data on number of schools: public, private, SUC/LUC
School Year Public Private SUC Total
SY 2019-2020 21 21 2 44
SY 2020-2021 21 19 1 41
SY 2021-2022 22 19 0 41

Dashboard: Pillar 2
Comparative data on number of schools per curricular offering: public, private,
SUC/LUC

Dashboard: Pillar 2
-Comparative data on number of schools offering Inclusive Education (ALS, SpEd,
Madrasah, IpEd)

Dashboard: Pillar 2
Comparative data on permanently closed and temporarily closed private schools
School Year Private School SUC
SY 2020-2021 2 1
SY 2021-2022 2 2
List of Temporarily Closed
Schools:
1. Bataan Bright Hope Christian
Academy
2. Tortugas Learning Center
3. BPSU - Orani Campus
4. BPSU - Dinalupihan Campus

Dashboard: Pillar 2
- Comparative data on enrollment: public, private, SUC/LUC

Dashboard: Pillar 2

Dashboard: Pillar 2
-Comparative data on enrollment in Inclusive Education (ALS, SpEd, Madrasah, IpEd)

Dashboard: Pillar 2
Comparative data on number of schools offering Inclusive Education (ALS, SpEd,
Madrasah, IpEd)

Dashboard: Pillar 2
-Comparative data on enrollment per Special Curricular Program (LSH, SPTVE STE, SPJ,
SPA, SPFL, RSHS, SSES, SES)

Dashboard: Pillar 2
- Comparative data on Access and Efficiency (KPIs)
Elementary
Type Key Performance Indicator 2018-2019 2019-2020 2020-2021
Access
Net Enrollment Rate (NER) 109.62% 110.60% 107.23%
Gross Enrollment Rate (GER) 115.33% 116.49% 111.27%
Efficiency
Cohort Survival Rate (CSR) 98.89% 94.59% 90.69%
Completion Rate (CompR) 98.89% 94.54% 90.65%

Dashboard: Pillar 2
Secondary JHS
Access
Net Enrollment Rate (NER) - JHS 107.36% 109.87% 111.98%
Gross Enrollment Rate (GER) - JHS 124.25% 124.68% 127.16%
Efficiency
Cohort Survival Rate (CSR) 94.35% 92.07% 94.68%
Completion Rate (CompR) 93.32% 91.85% 93.38%

Dashboard: Pillar 2
Secondary SHS
Access
Net Enrollment Rate (NER) -
SHS 140.89% 124.18% 115.87%
Gross Enrollment Rate (GER) -
SHS 176.50% 174.71% 161.92%
Efficiency
Cohort Survival Rate (CSR) 81.60% 80.64%
Completion Rate (CompR) 79.28% 82.83%

Dashboard: Pillar 2
- Inventory of teachers, school heads and personnel (including LSAs)

Dashboard: Pillar 2
NO. OF TEACHERS BY LEVEL
GRADE LEVEL ELEMENTARY JUNIOR
HS
SENIOR
HS
GRAND
TOTAL
TEACHER I 148 135 7 290
TEACHER II 49 40 96 185
TEACHER III 160 102 19 281
Total: 357 277 122 756

Dashboard: Pillar 2
NO. OF MASTER TEACHERS BY LEVEL
GRADE LEVEL ELEMENTARY JUNIOR HS SENIOR HS GRAND
TOTAL
MT I 25 21 0 46
MT II 9 5 6 20
MT III 0 0 0 0
MT IV 0 0 0 0
Total: 34 26 6 66

Dashboard: Pillar 2
Inventory of classrooms, seats, and textbooks

Dashboard: Pillar 2

Dashboard: Pillar 2
- Funding requirements for identified needs in the previous SYs
TOTAL
REQUIREMENT
(QUANTITY)
(computed
using the
PARAMETERS)
LESS LESS LESS LESS REMAINING
NEED FOR
CY 2020
PROPOSALS
ALREADY
AVAILABL
E
ON-GOING
CONSTRUCTION
CHARGE FROM
CYs 2019
BUDGETS
ALLOCATIO
N FROM
2019
BUDGETS
(INDICATIV
E)
ALLOCATIO
N FROM
2020
BUDGETS
(INDICATIV
E)
QUANTITY
Elem 312
JHS 213
1
67
50
- - 13
SHS 130
6 -
- - 68

Dashboard: Pillar 2
SCHOOL-BASED FEEDING PROGRAM (NFP & MILK)
TARGET BENEFICIARIES VS. ACTUAL BENEFICIARIES (NFP & MILK)
SCHOOL YEAR TARGET NO. ACTUAL NO. %
NO. OF FEEDING DAYS
NFP MILK
SY 2019-2020 796 690 86.7 120 20
SY 2020-2021 2350 2350 100.0 47 25
SY 2021-2022 1735 2289 131.9 60 33
BREAKDOWN OF ACTUAL BENEFICIARIES
SCHOOL YEAR Severely Wasted Wasted Kindergarten
Secondary
Beneficiaries
Total
SY 2019-2020 146 544 0 0 690
SY 2020-2021 111 362 1877 0 2350
SY 2021-2022 63 320 1392 514 2289

Dashboard: Pillar 2
Updates on Voucher Program for Learners in Private Schools

Dashboard: Pillar 2
Updates on School-Based Management
Number
of School
SBM
Level 3
SBM
Level 2
SBM
Level 1
Elem 18 5 13 -
Sec 3 1 2 -

Dashboard: Pillar 2
- Updates on SSAT-Compliance of all school sectors
Sector
Total
Number of
Schools
No. of Schools
which are Ready
for the Expanded
Phase of Limited
F2F Classes
%
No. of
Schools
which are Not
Yet Ready for
the Expanded
Phase of
Limited F2F
Classes
%
Varianc
e
PUBLIC 22 22 100.00% - -
PRIVATE 19 8 42.11% 11 57.89%
SUCs/LUCs - - - - -
Total 41 30 73.17 % 11 26.83%

Dashboard: Pillar 2
Participating Learners in limited face-to-face

Dashboard: Pillar 2
Vaccination status of learners and personnel in all school sectors
Public Schools
School Year
Total No. of
Teaching Personnel
Total No. of
Fully
Vaccinated
Total No.
with Booster
Total No. of
Unvaccinate
d
Total No. of
Non-Teaching
Personnel
Total No. of
Fully
Vaccinated
Total No.
with Booster
Total No. of
Unvaccinate
d
% of Fully
Vaccinated
2020-2021 860 810 N/A 49 299 291 N/A 2 96%
2021-2022 860 851 589 7 299 299 0 100%
Private Schools
2021-2022 249 247 191 2 197 196 154 1 98.65%

Dashboard: Pillar 2
Vaccination status of learners and personnel in all school sectors
Elementary Learners
School Year
Total
Enrollment
No. of Fully
Vaccinated
No. of Partially
Vaccinated
No. of
Unvaccinated
% of Vaccinated
2020-2021 N/A N/A N/A N/A N/A
2021-2022 10,159 1,251 1,247 7,661 24.58%
Secondary Learners
School Year
Total
Enrollment
No. of Fully
Vaccinated
No. of Partially
Vaccinated
No. of
Unvaccinated
% of Vaccinated
2020-2021 (for 18
y/o and up)
1262 711 551 56.33%
2021-2022 11,581 8,095 452 3,034 73.80%

Pillar 3: Upskilling and Reskilling of Personnel
❖Quality of Teachers, School Heads and
Supervisors

Dashboard: Pillar 3

Dashboard: Pillar 3
- Profiling of teachers in the Division
Career Stage 2 or
Proficient
Teachers are
professionally
independent in the
application of skills
vital to the teaching
and learning
process. They
provide focused
teaching programs
that meet
curriculum and
assessment
requirements. They
display skills in
planning,
implementing, and
managing learning
programs.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance
in their teaching practice. They manifest an in-depth and sophisticated understanding of the
teaching and learning process. They have high education-focused situation cognition, are more
adept in problem solving and optimize opportunities gained from experience.

Dashboard: Pillar 3
PROFILING OF TEACHERS
Career Stages Level 2019 2020 2021
Career Stage 1 Elem 0 0 0
Beginning Teacher JHS 0 0 0
SHS 0 0 0
Total 0 0 0
Proficient Teacher JHS 304 279 276
SHS 112 123 126
Total 800 777 774
PROFILING OF TEACHERS
Career Stages Level 2019 2020 2021
Highly Proficient
Teachers JHS 26 27 27
SHS 6 6 6
Total 62 67 67
Distinguished
Teachers JHS 0 0 0
SHS 0 0 0
Total 0 0 0
Grand
Total 862 844 841

Dashboard: Pillar 3
Number of personnel trained (teaching, teaching-related, non-teaching)
NUMBER OF TEACHING PERSONNEL TRAINED FROM 2019-2021
Year
No. of Teaching
Personnel
No. of Teachers
Trained per Year Percentage
2019 818 590 72
2020 800 800 100
2021 863 863 100

Dashboard: Pillar 3
- Other pertinent data under Quality of Teachers, School Heads and Supervisors

Pillar 4: Engagement of Stakeholders for Support
and Collaboration
❖Responsive Engagement for Education
Pandemic

Dashboard: Pillar 4
- Existing partnerships and collaboration

Dashboard: Pillar 4
- Summary of donations/grants and corresponding beneficiaries

Dashboard: Pillar 4
- Other pertinent data under Responsive Engagement for Education

Weaknesses
Opportunities Threats
SWOT Analysis
Strengths
•Institutionalization of PRIME/ISO in the SDO
•Presence of various NGA’s Training Programs (DICT, DOST,
DTI, TESDA).
•Strong support of Local Government leadership
•Presence of Highly engaged partners
•Improved % of learners meeting expectations
•Increased Industry-Academe partnership
•Balanga’s program for wireless internet connection
covers all barangay halls, public schools. The Plaza
Mayor, and the Pocket Parks that will e built along the
projected University Town.
•High value segment industries
•Changes in Political Climate
•Crisis and long-term damaging natural disasters
that could possibly cripple the economy
•Misinformation and public unrest regarding
responsiveness during times of pandemic.
•Potential misinformation regarding disaster
responsiveness facilities and instructions.
•Lack of qualified Guidance Counselors for
psychosocial well-being/curriculum exits.
•Parents’ involvement in educational activities in
some areas is torpid

Key Challenges and
Strategic Directions

All learners access and
receive tailored
services needed in
basic education.
All learners participate
equitably and
meaningfully in basic
education, regardless of
status, ethnicity, sex,
disability, age, and other
social characteristics.
Learners develop the
standard
literacy,numeracy and
science skills.
Learners develop
positive mindset and
can adapt to change.
ACCESS EQUITY QUALITY
RESILIENCY AND
WELL-BEING
ENABLING MECHANISMS-GOVERNANCE
INTERMEDIATE OUTCOMES
GOAL
By 2024, learners across the region are able to develop and
improve their foundational skills for lifelong learning and
full participation in society
SECTOR OUTCOME
Basic education learners acquired literacy, numeracy and
science skills required to succeed in higher education and
employment.
Resilient, Responsive and Efficient Governance,
Management and Systems
REGIONAL
LRP FRAMEWORK

DIVISION
LRP FRAMEWORK
- FOCAL PERSONS: ASDS and DIVISION PLANNING TEAM MEMBERS

Key Challenges: Pillar 1 K to 12 Curriculum
1. Reliability and validity of assessment results in time of pandemic due to
the absence of standardized assessment tool in distance learning
2. The teaching of reading skills (particularly beginning reading) using the
blended modalities.
3. Improving the comprehension level of learners using blended modality.
4. Increasing the numeracy level of learners using blended modality.
5. Applying science skills thru blended learning modality.
6. Adequacy of learning resources for the special curriculum and inclusion
programs.

Strategic Directions K to 12 Curriculum
PILLAR 1
Goal 1:To address the learning gaps and learning losses in terms of literacy, numeracy and
Science skills of Key Stages 1, 2 and 3 and 4 thru high impact teaching strategies.
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
- Literature-Based Instruction
- Music-Based Instruction
- Explicit Instruction
- Differentiated Instruction
- Multi-Sensory Instruction
- Universal Learning Design
- Phonics Instruction
- Whole Language Approach
Sa Pagbasa Aangat Program ( Beginning Reading Program and Remedial Reading
Program)
- Strengthening the alphabet knowledge skill through songs and rhymes
- Choric and individual oral reading of Basic Sight Words
- Explicit teaching of sounds ( Identification and Blending) through pictures,
realias, and children’s literature
- Reading of words, phrases, and sentences ( Literature Based)
- Reading of short stories
Curated Reading Materials
Compilation of Songs, rhymes, and poems
Accomplished Learners’ Work
Sheets
Learners become decoders
- Literature -Based Instruction
- Music-Based Instruction
- Explicit Instruction
- Differentiated Instruction
- Content-Based Instruction
- Communicative Approach
Sa Pagbasa Aangat Program ( Developmental Reading Program)
- Observance of literacy time at home and school
- Provision of more books
- Book Talk / Sharing of Stories
- Creative Reading Response through writing and arts and crafts
- Characterization
Schedule of Literacy Activities
Conduct of Reading Camp
Conduct of READ a Thon
Learners become comprehenders

PILLAR 1
Science skills of Key Stages 1, 2, 3 and 4 thru high impact teaching strategies.
Literature-Based Instruction
Socratic Questioning
Character Report Card
Explicit Instruction
Differentiated Instruction
Content-Based Instruction
Sa Pagbasa Aangat Program ( Recreational Reading Program)
- Seek benefactors for book purchases or acquisition of more books in all
genres both for academic and leisure reading
- Link writing as direct reading response of the learners in a certain genre
- Demonstrate literary appreciations through drama and other oral
interpretation activities
Curated Reading materials
Performance Outputs
Learners are reading to learn
Literature-Based Instruction
Socratic Questioning
Explicit Instruction
Differentiated Instruction
Content-Based Instruction
Sa Pagbasa Aangat Program ( Functional Reading Program )
- Read References
- Fill-Out Forms
- Write simple brochures /Manuals
Accomplished important forms ( Replica)
Brochures
Manuals/Directives
Learners become functionally-literate

PILLAR 1
Key Stage 1 - Numeracy
1. Modelling (After telling students what
to do, it is important to show them
exactly how to do it.
2. Use visuals in explanation of the
lesson
3. Using concepts in Mathematics
vocabulary
4. Window cards practice
5. Use of inductive approach (starts
from examples and reach towards
generalizations)
Project COLLA ( Comprehensive Outcomes addressing Least Learned skills in
Arithmetic)
- Manifest and improve/increase level of performance in numeracy and
literacy skills based on the established performance standards.
- Do necessary strategies and use integrative and collaborative approaches in
the interventions for the identified learners who are non-numerates and
nearly numerates
- Make enrichment activities for numerates to promote sustainable quality
instruction of the K to 12 curriculum;
- Establish constant monitoring on the implementation of the project through
online, FGD and feedbacking; and
- Validate the outcomes of the project.
- Accomplishment report/output of learners per week
- Result and analysis of the assessment test
- List of learners met the expectations
- Project Completion Report

PILLAR 1
Goal 1:To address the learning gaps and learning losses in terms of literacy,numeracy and
1. Window cards practice
2. Circle of knowledge (classroom
discussions that engage all learners in
deeper thinking and thoughtful
communication)
3. Show and tell new concepts
4.Incorporate storytelling to make
connections to real world scenario
5. Guess and count numbers
Arithmetic)
nearly numerates

PILLAR 1
1.Window cards practice
2. Inquiry based instruction - student -
centered approach to guide them in
questions posed, methods designed
and data interpreted
3. Small group instruction
5. Use of inductive approach (starts
from examples and reach towards
generalizations)
Arithmetic)
nearly numerates

PILLAR 1
1.Window cards practice
2. Verbalize math problems
3. Integrative approach
5. Collaborative approach
Arithmetic)
nearly numerates

PILLAR 1
Key Stage 1-Science Skills
1. Setting goals
2. Structuring lessons
3. Explicit teaching
4. Work examples
5. Do science investigation based
on the problems in
PROJECT E-LEARNING MATERIALS IN SCIENCE
1.Use the available Lesson Plan
2. Administer the pre-test to learners
3. Inclusion of Video lessons in the delivery of instruction during teaching learning
process
4. Administer the post test to learners
5. Analyzing the data based from the results of pre and post tests
- Accomplished Learning Activity Sheets /
Worksheets
- Result and analysis of the assessment
- Data on learners performance
Key Stage 2- Science Skills
1. Setting goals
3. Collaborative learning
4. Differentiated teaching
6. Inquiry based approach
7. Do simple science investigation
process
-Presentation of Simple science investigation
Worksheets

PILLAR 1
Key Stage 3-Science Skills
1. Setting goals
6. Inquiry based approach
7. Metacognition strategy
8. Questioning
9. Do simple science investigation
process
-Presentation of Science Investigation
Worksheets
Key Stage 4- Science Skills
1. Setting goals
6. Metacognition strategy
7. Questioning
8. Feedback
9. Do a research paper/ case
study
process
-Presentation of Research/ Case study
Worksheets

Key Challenges: Pillar 2
Improving Learning Environment
- FOCAL PERSONS: ASDS, SGOD CHIEF, CID CHIEF, SUPERVISORS (PER SUBJECT AREA),
PLANNING OFFICER

PILLAR 2
Goal:
- FOCAL PERSONS: ASDS, SGOD CHIEF, CID CHIEF, SUPERVISORS (PER SUBJECT AREA and
SPECIAL AND INCLUSIVE PROGRAMS)
Improving Learning Environment

Key Challenges: Pillar 3 Teachers, SHS and EPS Upskilling and Reskilling
- FOCAL PERSONS: SGOD CHIEF, CID CHIEF, SEPS HRD
1. Familiarity of teachers in handling blended learning modalities.
2. Capacity building of teachers in using high impact teaching strategies.
3. Readiness of teachers in developing tailor fit learning materials for the
SCP and Inclusion Programs.
4. Strengthen the capacity of teachers in preparing valid test items.

Key Challenges: Pillar 3 K to 12 Curriculum

PILLAR 3
Goal: Ensure that all teachers have access to a comprehensive, needs-based capability-building
intervention.
Manage and Implement
Learning/Training and Development
Programs for the Competencies
Enhancement of Teachers, School
Leaders, and Supervisors anchored in
the following set of standards:
●PPST
●PPSSH
● PPSS
●Conduct of Analysis of Professional Development/Training/Competency-
based/Needs Assessment
●Propose, design and implement Learning/Training Development Programs in
support Learning Recovery
●Conduct of Capacity Building, Reskilling and Upskilling for Competencies
Enhancement of Teachers, School Leaders, and Supervisors focusing on key
elements but not limited to:
●Content
●Skills (including ICT)
●Pedagogies
●Learning Delivery Modalities
●Parents and community roles and involvement
Teachers, School Leaders, and
Supervisors were capacitated, reskilled
and upskilled essential to the
demonstration of their mandates focused
on key elements on Learning Recovery
School Leaders and Teachers’
competencies were improved contributory
to the improvement of learner’s
achievements
Intensify and maximize the
mechanism for mentoring and
coaching, feedbacking, and TA
Provision
●Conduct of Mentoring and Coaching,
●Feedbacking
●Provision of TA
Strengthened coaching and mentoring,
feedbacking mechanism, and TA
provision
Teachers, SHS and EPS Upskilling and Reskilling

PILLAR 3
Goal:
Support the welfare and well-being of teaching and non-teaching personnel
Support the welfare
and well-being of
teaching and non-
teaching personnel
●Propose and design employees’ welfare program
●Implementation of the employees’ welfare program
●Intensify and maximize resources in the implementation of
health and wellness program as including psychosocial
support to personnel
Welfare and well-being of teaching,
teaching-related, and non-teaching
were supported through employees’
welfare program (psychological and
mental health wellness)
Employees’ welfare program (health
and wellness program intensified,
maximized, and implemented
Teachers, SHS and EPS Upskilling and Reskilling

Key Challenges: Pillar 4 Engagement of Stakeholders for Support and Collaboration
- FOCAL PERSONS: SGOD CHIEF, SOCMOB Focal Person
1. Gaining the full cooperation and support of parents/guardians in
monitoring their children’s performance in the blended learning
modalities.
2. Low educational attainment of parents.
3. Low income families.
4. Awareness of partners and other stakeholders on the concerns of
learning losses and learning gaps.

Strategic Directions Engagement of Stakeholders for Support and Collaboration
PILLAR 4
Goal: To gain the full support and cooperation of all stakeholders in addressing the learning gaps and learning losses
of all learners in Key Stages including the Special Curricular and Inclusion programs.
ADVOCACY
CAMPAIGN TO
STAKEHOLDERS
1. Set your goal (SMART) and identify target
o Identify needs and prioritize
o Identify and establish a database of potential partner
1. Create an Advocacy Campaign Team
o Educate advocates/team on the best strategies for communication
o Conduct Benchmarking activities to learn from other organizations
1. Conduct Community Caravan/ Share campaigns on social media/ Engage in Email
marketing/ Use Digital tools
1. Evaluate and monitor the activities
Influence stakeholders to share
responsibilities in providing quality
education to learners
ENGAGEMENT
OF PARENTS
AND GUARDIANS
Conduct of Local Stakeholders Convergence for PTA Engagement to discuss the following
a. Omnibus PTA Guidelines
b. Important Roles of Parents and Teachers
c. Understanding PTA Roles for Blended Learning
d.Teachers Assessment Roles for Learning
Strengthen the parents/guardian’s
engagement and volunteerism in
assisting learners to reach their
potentials.
LINKING WITH
POTENTIAL
PARTNERS AND
DONORS
1. Identify and establish a database of potential partners
2. Reach new donors online (website, social media)
3. Attract Donors. Share success stories and pictures to capture the donors
interest.
4. Report results & Show appreciation
Establish long term partnership with
stakeholders.

Performance Targets

Targets
ACCESS
EFFICIENCY
QUALITY
RESILIENCE AND WELL-BEING
- FOCAL PERSONS: PLANNING OFFICERS

Implementation Plan
PILLAR 1
Goal 1: To address the learning gaps and learning losses in terms of literacy, numeracy and Science skills of
Key Stages 1, 2, 3 and 4 thru high impact teaching strategies.
Strategies Interventions Functional Division-in-
Charge
Critical Action
(Activities)
Responsible /
Accountable
Unit
Timeframe Estimated
Budget
Budget Source
Development of
contextualized
assessment tool to
measure learners’
achievement
Administration of
Unified Formative
Assessment
CID Preparation of test
materials in English,
Filipino, Math and
Science.
Administration of test
thru online and face to
face modalities.
Analysis of test results
CID Last week of
May 2022
Php 20,000 MOOE
Bridging
Intervention
Program
Summer Classes
- Reading
(Eng & Fil)
- Math
- Science
CID, Schools Identification of target
learners and assigned
teachers
Orientation of Parents
Conduct of Summer
Classes
Schools Summer
2022
Php
10,000.00
School MOOE

Implementation Plan
PILLAR 1
Goal 1: To address the learning gaps and learning losses in terms of literacy, numeracy and Science
skills of Key Stages 1, 2, 3 and 4 thru high impact teaching strategies.
Charge
Critical Action
(Activities)
Responsible /
Accountable
Unit
Timeframe Estimated
Budget
Budget Source
Provision of
Technical
Assistance in the
T-L Process
Monitoring and
Evaluation of
Blended
Instructional
Modalities
CID Crafting of M & E
Tool
Class observations
Findings and
recommendations
CID SY 2023-24
Downloading Quality
Assured and Tailor
Fit Learning
Resources
Checking and
compiling of
available QA and
tailor fit learning
resources
CID Inventory of
Available Learning
resources
Provision of resource
books and curated
materials
CID-LRMDS SY 2022-24

Implementation Plan
PILLAR 1
Goal 2: To address the learning gaps and learning losses in the implementation of Special Curricular
Programs and Inclusion Programs.
Charge
Critical Action
(Activities)
Responsible /
Accountable
Unit
Timeframe Estimated
Budget
Budget Source
Provision of QA
Learning Resources
for SCP and
Inclusion Programs
Development of
QA Learning
Resources for
STE/SSES,
SPFL, SPA,
SPS, ALS,
SPED and MEP
CID-LRMDS Inventory of
available QA
learning resources in
the SCPs and
Inclusion Programs
Development of
instructional videos
Field testing of the
videos
Implementing
Schools/Learni
ng Centers
2022-2024 Php
100,000.00
SEF
Provision of TA in
the implementation
of blended learning
modalities
Monitoring and
Evaluation of
Classroom
Practices
CID Crafting of M & E
Tool
Class observations
Findings and
recommendations
CID 2022-2024

Analysis and Management of Risk
Identified Risk Severity
Institutional Risk Risk Categories Probability
High/Medium/Low
Impact
High/Medium/Low
Overall Rate Mitigation
Strategies
Change of education priorities by
the new administration in 2022
Strategic Medium (3) High(5)
4
Readjust the SDO plans
and targets
Lukewarm parental, school and
community support
Operational Low(2) High (5)
3.5
Advocacy and linkages
Inadequate funds to support
programs
Financial Low (2) High (5) 3.5 Mobilize funds thru
partnership
Recurrence of COVID-19
pandemic
Legislative/Legal Medium(4) High(4)
4
Adherence to IATF and
Local Health & Safety
Protocols
Failure of schools to sustain safe
operations
Reputational Low (3) Medium (3) 3 Continuously monitor the
safe operations of schools
in all sectors
Closure of some private schools Operational Medium (3) High (5)
4
Encourage private schools
to participate in
Educational Service
Contracting (ESC) under
GASTPE

Indicative Timelines

Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE
Quality of Learning
Outcomes and Learning
Delivery Modalities
Identification of
Target Learners for
the provision of
learning recovery
No. of learners for summer reading
No. of learners to undergo summer
intervention classes in English, Filipino, Math
and Science
CID
Conduct of Summer
Catch-up Program
No. of schools implementing catch-up
program
Monitoring and
Evaluation of Classes
under Blended
Modalities
No. of Teachers needing Technical
Assistance
Compilation of available
tailor fit learning
materials
No. of compiled learning materials in English,
Math, Science and Filipino
Development of
learning materials for
Special Curricular and
Inclusion Programs.
No. of QA learning materials per SCP and
Inclusion Programs

Communication Plan
Stakeholders Objectives Message Content Delivery Methods Frequency
1. School Heads
/Administrators
and Department
Heads
1. Orient the School Heads/
Administrators and Department
Heads on the Learning Recovery
Plan of the SDO
2. discuss the least learned
competencies and the most essential
learning competency in numeracy,
literacy and science skills
3. Implement the learning recovery
plans
“Know thy Mandate.”
“What’s New in DepEd?”
“Addition and Subtraction of
Competencies”
“Catching Up Lessons”
1.1 Face to face orientation training on
Learning Recovery Plans
1.2 Display of infographics to social
media accounts and conspicuous places
such as school gate, community health
centers, and market
1.3 Online Orientation on LRP
1.4 Posting on social media accounts
and local radio and TV stations
2. Face to face focus group discussion
on least learned competencies and most
essential competencies
3.1Contextualizing the LRP
3.2 Face to face classes
1. Once
2. Twice plus the
constant
adjustment to do
during the
monitoring and
evaluation
As needed

Communication Plan
Stakeholders Objectives Message
Content
Delivery Methods Frequency
2. Parents 1. Orient them on the learning
recovery plans, least learned
competencies, modalities and MELC
“ Tsika ko para sa
Anak mo!”
1. Online Orientation Meeting
1.2. Posting of Infographics on Social Media
1.3. Guesting on local radio of the SDO
Officials and playing of teasers on local TV
station.
1.4. Playing of campaign videos on social
medias and local TV station
1.5. Barangay Campaigns on LRP
As needed
3. LGU/NGO 1. orient them on the Learning Recovery
Plans
2.Discuss the contents of the LRP
3. Show appreciation of the support given by
them especially for their donations: laptops,
tablet, bond paper, and printer
“Kapag sama-sama
walang hindi
magagawa.”
“Appreciation Post”
1. Conduct orientation meeting with the mayor,
city councilors and barangay captains.
Social Media Accounts
Once
Year round

Communication Plan
Stakeholders Objectives Message Content Delivery Methods Frequency
4. ICT
Coordinators and
School Heads
1. Orient , recommendations, and
complaints for the online enrolment
“ Boses mo, papakinggan
ko.”
1. Virtual Training Once
5. Teachers and
other Staff
1. gather the best of the teachers on
handling distance learning
2. Respond on complaints and
queries
“ Testimonial”
“ Awts mo, gagamutin ko.”
Posting on Social Media accounts
DepEd Tayo Balanga
DepEd Philippines
Text messages, calls, social media
accounts, letter, and email
Entire School Year
Year round

Research Support
Title of Research Results Findings and Recommendations
Impact of Subject
Integration in Filipino
Subject
The study aimed at determining the
implication of the subject integration in
Filipino 7 to the other areas such as
Araling Panlipunan, Edukasyon sa
Pagpapahalaga and Music, Arts, Physical
Education and Health among grade 7 in
two public secondary schools
The significance from the narratives of the
participants clearly revealed the benefits of subject
integration in Filipino curriculum. The study found
that students had demonstrated a more positive
attitude towards integration like reduced number of
activities, showed a deeper comprehension of the
subjects, became more creative, and resourceful in
doing their performance task; increased the
retention rate and became more critical

BACK COVER
- (in preparation for book format)

Draft-BALANGA-CITY-Division-Learning-Recovery-Plan-PPT (1) [Autosaved].pptx

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