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The learning recovery plan aims to help students achieve in core subjects like math, reading, and science. Assessment results show that while most students are proficient in book and print knowledge, skills like reading accuracy, spelling, and decoding need more work. The percentage of students who are independent readers declined during the pandemic. In math, less than half of students are considered numerate. The plan focuses on strengthening instruction in literacy, numeracy, and science through resources, assessment, and teacher development to help students recover learning losses.

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LEARNING RECOVERY PLAN H A P P Y Helping our young children chieve in Math A P rogress in Reading Perform in Science & Yield Lifelong Learning Writer: MAYBELLENE A. GARLEJO School Principal II
LEARNING RECOVERY PLAN P P Y H A
APPROVAL SHEET NAGBAYAN ELEMENTARY SCHOOL SCHOOL LEARNING RECOVERY AND CONTINUITY PLAN Prepared: ERNIE F. VILLANUEVA Head Teacher III Reviewed by: MARIO M. CELIS Principal III/Coordinating Principal
Learning Recovery Framework Source: UNICEF, UNESCO, The World Bank 2022 The RAPID
KITE FRAMEWORK
Operational Framework
12 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
O R A Strengthen Literacy, Numeracy, and Science Instruction through supervision, provision of learning resources, and assessment Overcome shortage through equitable distribution of resources Raise school resources relative to literacy, numeracy, and science skills Advance teachers’ professional excellence through Professional & Development (P&D) Programs
LEARNING RECOVERY PLAN P P Y H A Dashboard PILLAR 1: K TO 12 CURRICULUM
RESULTS ON ECCD CHECKLIST YEAR-END ASSESSMENT In the past three years, 100% of kindergarten pupils at Nagbayan ES achieved Average Overall Development (80-119) in the ECCD Assessment. ECCD Checklist Number of Learners Classified SY 2021- 2022 SY 2020- 2021 SY 2019- 2020 Suggest significant delay in overall development (SSIDOD) 69 and below 0 0 0 Suggest slight delay in overall development (SSDOD) 70-79 0 0 0 Average overall development 80-119 35 47 42 Suggests slightly advanced development (SSAD) 120-129 0 0 0 Suggests highly advanced development (SHAD) 130-and above 0 0 0 TOTAL NO. OF LEARNERS 35 47 42 0 0 35 0 0 0 0 47 0 0 0 0 42 0 0 0 5 10 15 20 25 30 35 40 45 50 (SSIDOD) 69 and below (SSDOD) 70- 79 Average overall development 80-119 (SSAD) 120- 129 (SHAD) 130- and above SY 2021-2022 SY 2020-2021 SY 2019-2020 Dashboard PILLAR 1: K TO 12 CURRICULUM
Consolidated School-based EGRA Report in ENGLISH The learners from Kindergarten to Grade III are proficient in Book & Print with a percentage reaching 92.03% while the result in Reading Accuracy with only 8% is the lowest. Components Total Number of Learners who are Literate in the components K % I % II % III % GT % Rank Book and Print Knowledge 42 100% 40 81.63% 32 86.49% 36 100% 150 92.03% 1 Letter Name & Knowledge 28 66% 35 71.43% 32 86.49% 36 100% 131 80.98% 2 Letter Sound Knowledge 28 66% 28 57.14% 32 86.49% 36 100% 124 77.41% 4 Phonetic Awareness 28 66% 35 71.43% 24 64.86% 36 100% 123 75.57% 5 Alphabet Knowledge 28 66% 35 71.43% 30 81.08% 36 100% 129 79.63% 3 Decoding Skills 5 10.20% 10 27.03% 13 36.11% 28 24.45% 7 Spelling and Reading Rate 5 10.20% 10 27.03% 11 31% 26 22.73% 8 Reading Accuracy 0 0% 0 0% 8 22.22% 8 8% 10 Listening Comprehension Skills 1 2.05% 8 21.62% 18 50% 27 24.56% 6 Dictation/ Spelling Skills 1 2.05% 8 21.62% 11 30.56% 20 18.08% 9 Dashboard PILLAR 1: K TO 12 CURRICULUM
The least mastered skills from Kindergarten to Grades III in English are: Reading Accuracy with 8% rate, Dictation/ Spelling Skills with 18.08%, Spelling and Reading Rate 22.73% & Decoding Skills with 24.45%. 1 2 4 5 3 7 8 10 6 9 0 2 4 6 8 10 12 Consolidated School-based EGRA Result in English Dashboard PILLAR 1: K TO 12 CURRICULUM
Components Total Number of Learners who are Literate in the components K % I % II % III % GT % Rank Book and Print Knowledge 42 100% 40 81.63 32 86.49% 36 100% 150 92.03 1 Letter Name & Knowledge 28 66% 38 77% 32 86.49% 36 100% 134 82.37% 2 Letter Sound Knowledge 28 66% 35 71% 32 86.49% 36 100% 131 80.87 3 Phonetic Awareness 28 66% 28 57% 27 72.99% 36 100% 119 74% 5 Alphabet Knowledge 28 66% 35 71.43% 30 81.08% 36 100% 129 79.63% 4 Decoding Skills 5 10.20% 15 40.54% 18 50% 38 33.58% 7.5 Spelling and Reading Rate 5 10.20% 15 40.54% 18 50% 38 33.58% 7.5 Reading Accuracy 0 0% 18 48.65% 12 33.33% 30 41% 6 Listening Comprehension Skills 1 2.04% 15 40.54% 18 50% 34 30.86% 9 Dictation/ Spelling Skills 1 2.04% 15 40.54% 13 36.11% 29 26.23% 10 Consolidated School-based EGRA Report in FILIPINO The learners from Kindergarten to Grade III are proficient in Book & Print with a percentage reaching 92.03% while the result in Dictation / Spelling Skills with only 26.23% is the lowest. Dashboard PILLAR 1: K TO 12 CURRICULUM
1 2 3 5 4 7.5 7.5 6 9 10 0 2 4 6 8 10 12 Consolidated School-based EGRA Result in Filipino Dashboard PILLAR 1: K TO 12 CURRICULUM The least mastered skills of Kindergarten to Grades III in Filipino are: Dictation/ Spelling Skills 26.23% rate, Listening Comprehension Skills 30.86%, Decoding Skills & Spelling and Reading Rate 33.58% & Reading Accuracy with 41%.
25 37 26 30 29 31 29 10 7 6 0 0 0 0 0 5 10 15 20 25 30 35 40 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 SCHOOL READING ASSESSMENT (SRA) IN FILIPINO PRE-COVID PERIOD CAN READ CAN'T READ Before the pandemic, 90% of the learners from Kindergarten to Grade VI can read in Filipino. Dashboard PILLAR 1: K TO 12 CURRICULUM
31 19 30 29 0 0 1 0 0 5 10 15 20 25 30 35 Grade 3 Grade 4 Grade 5 Grade 6 SCHOOL READING ASSESSMENT (SRA) IN ENGLISH PRE-COVID PERIOD CAN READ Dashboard PILLAR 1: K TO 12 CURRICULUM Before the pandemic, 99.04 % of the learners from Grade III to Grade VI CAN READ in English.
28 39 25 33 37 30 27 14 9 10 3 0 0 0 0 10 20 30 40 50 SCHOOL READING ASSESSMENT (SRA) IN FILIPINO COVID PERIOD CAN READ During pandemic, only 85.88 % of learners CAN READ in Filipino. Dashboard PILLAR 1: K TO 12 CURRICULUM
0 18 25 33 37 30 27 0 30 10 3 0 0 0 0 5 10 15 20 25 30 35 40 SCHOOL READING ASSESSMENT (SRA) IN ENGLISH COVID PERIOD CAN READ CAN'T READ During pandemic, 97.69 % of the learners CAN READ from Grade III to Grade VI and only 83.74 of the learners CAN READ from Grade I to VI. Dashboard PILLAR 1: K TO 12 CURRICULUM
2 24 98 0 0 20 40 60 80 100 120 Frustration Instructional Independent Non-Reader FILIPINO Phil-IRI Results SY. 2019-2020 The Phil IRI result in Filipino: 0 % of learners are non-readers out of the 120 Grade III-Grade VI learners 1.02 % of learners from Grades III-Grades VI are in the frustration level 19.35 % of learners from Grades III-Grades VI are in the Instructional level 79.03 % of learners from Grades III-Grades VI belong to the independent level Dashboard PILLAR 1: K TO 12 CURRICULUM
The Phil-IRI results in English: 46.81 % of learners are in the independent level; 10.64 % of learners are in the frustration level; 42.55 % of learners are in the Instructional level and 0% of learners are non-readers. 10 40 44 0 0 10 20 30 40 50 Frustration Instructional Independent Non-Reader ENGLISH Phil-IRI Results SY. 2019-2020 Dashboard PILLAR 1: K TO 12 CURRICULUM
16 50 64 1 28 50 53 0 0 20 40 60 80 Frustration Instructional Independent Non-Reader FILIPINO Phil-IRI Results Covid Period 2020-2021 2021-2022 During pandemic, the percentage of Independent Readers decreased on its second year. The 48.85 % of Independent Readers last 2020-2021 decreased to 40.46 % in SY 2021-2022. Dashboard PILLAR 1: K TO 12 CURRICULUM
10 29 52 0 22 36 37 0 0 10 20 30 40 50 60 Frustration Instructional Independent Non-Reader ENGLISH Phil-IRI Results Covid Period 2020-2021 2021-2022 Dashboard PILLAR 1: K TO 12 CURRICULUM In SY 2020-2022, there was no or 0% recorded Non-Reader. The 4.4% of learners were in the Frustrated level, 13.05% were in the Instructional level and 17.86% were Independent.
11 8 10 12 12 13 20 16 11 10 10 13 6 9 9 7 9 6 0 5 10 15 20 25 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NUMERACY DATA SY 2019-2020 NUMERATES NEARLY NUMERATES NON-NUMERATES Only 34.38% of learners from Grade I to Grade 6 are NUMERATES in SY 2019-2020. Dashboard PILLAR 1: K TO 12 CURRICULUM
7 6 18 15 16 15 12 22 12 9 8 9 18 5 9 6 5 6 0 5 10 15 20 25 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NUMERACY DATA SY 2020-2021 NUMERATES NEARLY NUMERATES NON-NUMERATES Only 38.89 % of learners from Grade I to Grade 6 are NUMERATES in SY 2020-2021. Dashboard PILLAR 1: K TO 12 CURRICULUM
Dashboard 14 12 15 25 14 21 26 15 19 11 13 6 7 8 4 2 3 0 0 5 10 15 20 25 30 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NUMERACY DATA SY 2021-2022 NUMERATES NEARLY NUMERATES NON-NUMERATES Only 45.70 % of learners from Grade I to Grade 6 are NUMERATES in SY 2021-2022. Dashboard PILLAR 1: K TO 12 CURRICULUM
0 4 9 9 10 2 0 0 4 5 7 0 1 0 0 3 16 5 3 0 0 0 12 6 7 1 0 0 0 2 4 6 8 10 12 14 16 18 74- below 75-79 80-84 85-89 90-94 95-97 98-100 Achievement Rate in Science Grade 3 Grade 4 Grade 5 Grade 6 Among Grade III to VI pupils, 22.12 % are at risk of failing while 77.88 % showed satisfactory to very satisfactory achievement rate. Dashboard PILLAR 1: K TO 12 CURRICULUM
Performance Result in Basic Science Process Skills Elementary Basic Process Skills III % IV % V % VI % Ave Rank Observing 36 75 37 77 30 77 27 77 76.50 3 Measuring 36 75 37 75 30 76 27 78 76.00 4 Classifying 36 76 37 76 30 77 27 78 76.75 2 Predicting 36 75 37 75 30 76 27 76 75.50 5 Inferring 36 75 37 75 30 75 27 75 75.00 6 Communicating 36 77 37 78 30 77 27 77 77.25 1 The learners from Grade III to VI have high rank in Communicating Process Skill with an average of 77.25 while their least learned Process Skill is inferring with 75.00% average. 0 50 100 150 200 250 300 350 400 450 500 III % IV % V % VI % Ave Rank Observing Measuring Classifying Predicting Inferring Communicating
MATHEMATICS Least Learned Competencies G1 G2 G3 1. Visualize and give the place value and value of a digit in one- and two-digit numbers. 2. Visualizes, represents, and solves routine and nonroutine problems involving subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools. 3. Visualizes, represents and divides the elements of sets into two groups of equal quantities to show halves and four groups of equal quantities to show fourths 1. Solves routine and non-routine problems involving addition of whole numbers including money with sums up to 1000 using appropriate problem solving strategies and tools. 2. Solves routine and non-routine problems involving subtraction of whole numbers including money with minuends up to 1000 using appropriate problem solving strategies and tools. 3. Solves multi-step routine and non-routine problems involving addition and subtraction of 2- to 3-digit numbers including money using appropriate problem solving strategies and tools. 1. Solves routine and non-routine problems involving subtraction without or with addition of whole numbers including money using appropriate problem solving strategies and tools. 2. 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. 3. Recognizes and draws a point, line, line segment and ray.
MATHEMATICS Least Learned Competencies G4 G5 G6 1.Reads and writes numbers, in symbols and in words, up to hundred thousand and compare them using relation symbols 2.Solves routine and non-routine problems involving multiplication of whole numbers including money using appropriate problem solving strategies and tools. 3.Solves multi-step routine and non-routine 1.Solves routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools. 2.Solves routine and non-routine problems involving percentage using appropriate strategies and tools. 3.Solves routine and non-routine problems involving the area of a circle. 1. Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and tools 2. Solve routine and non-routine problems involving different types of numerical expressions and equations 3. Find the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres.
ENGLISH Least Learned Competencies G1 G2 G3 1. Identify cause and effect/or effect of events. 2. Follow one-to-two step directions. 1. Writing some words, a phrase, or a sentence about an illustration or a character 2. Retell and/or reenact events from a story 3. Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English 1. Use different kinds of sentences in a dialogue (e.g. declarative, interrogative exclamatory, imperative) 2. Use plural from of frequently occurring irregular nouns (e.g. children, feet, teeth) 3. Read word with affixes 4. Use the degrees of adjectives in making comparisons (positive, comparative, superlative)
ENGLISH Least Learned Competencies G4 G5 G6 1. Identify different meanings of content specific words (denotation and connotation) 2. Get the meaning of words through word association (analogy) and classification 3. Identify the meaning of words through word association (analogy) and classification 1. Compose clear and coherent sentences using appropriate grammatical structures: aspects of verbs, modals and conjunction 2. Evaluate narratives based on how the author developed the elements 3. Compose clear and coherent sentences using appropriate grammatical structures (verb tenses, conjunctions, adverbs) 1. Distinguish compare and contrast text type structure 2. Present a coherent, comprehensive report on differing viewpoints on an issue 3. Composing a Three-Paragraph Persuasive Essay on Self-Selected Topic
FILIPINO Least Learned Competencies G1 G2 G3 1. Nakapagtatanong tungkol sa isang larawan, kuwento at napakinggang balita. 2. Naibibigay ang paksa ng talata at tula. 3. Nakabubuo ng payak na pangungusap na may tamang ugnayan ng simuno at panaguri sa pakikipag-usap. 1. Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas, kuwentong kathang – isip ( hal: pabula, maikling kuwento, alamat), o teksto hango sa tunay na pangyayari (hal: balita, talambuhay, tekstong pangimpormasyon)* 2. Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, komunidad, paaralan) at sa mga napanood (telebisyon, cellphone, kompyuter)* 3. Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa pakikipagusap 1. Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng impormasyon 2. Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan 3. Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan (kronolohikal na pagsusunod-sunod )
FILIPINO Least Learned Competencies G4 G5 G6 1.Nagagamit ang iba’t ibang uri ng panghalip (pananong) - isahan-- maramihan sa usapan at pagsasabi tungkol sa sariling karanasan 2.Nagagamit ang iba’t ibang uri ng panghalip (panaklaw)-tiyakanisahan/ kalahatan-di-tiyakan sa usapan at pagsasabi tungkol sa sariling karanasan 3.Nabibigy ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon 1. Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon tungkol sa isang isyu 2. Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan 3. Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan 1. Nakasusulat ng liham pangangalakal 2. Nakapagbibigay ng lagom o buod ng tekstong napakinggan 3. Nakagagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari/ problema at solusyon
SCIENCE Least Learned Competencies G3 G4 G5 1. Identify the changes in materials as solid liquid and gas based on some observable characteristics 2. Describe the function of the sense organs of the human body. 3. Describing the Position of a Person or an Object in Relation to a Reference Point such as Chair, Door or another Person 1. Identify changes of properties when exposed to diff. temperature 2. Distinguish what happened to the solid materials when mixed with liquid materials 3. Identify what happen to the liquid when mixed with another liquid. 1. Explain the menstrual cycle 2. Infer the conditions necessary to make a bulb light up 3. Characterize weather disturbances in the Philippines and describe their effects to daily life
SCIENCE Least Learned Competencies G6 1. Identify and discuss the interactions among living and non-living things in tropical rainforests 2. Explain how sound, heat, and light energy can be transformed 3. describe the terrestrial and the Jovian planets
LEARNING RECOVERY PLAN P P Y H A Dashboard PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT
School Enrolment GRADE LEVEL 2019-2020 2020-2021 2021-2022 Change Y1 Change Y2 Kindergarten 35 47 42 25.53 -11.90 Grade 1 37 37 47 0.00 21.28 Grade 2 35 33 35 -6.06 5.71 Grade 3 30 39 35 23.08 -11.43 Grade 4 29 31 37 6.45 16.22 Grade 5 31 29 30 -6.90 3.33 Grade 6 29 30 27 3.33 -11.11 There was an increase of enrolment by 45.44 % from 2019-2020 to 2020-2021 and an increase of only 12.10 % from SY 2020-2021 to 2021-2022. PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
Performance Indicator The PROMOTION RATE has increased to 100% while DROP-OUT RATE has decreased over the past three years . Indicators SY 2018 -2019 SY 2019 – 2020 SY 2020 – 2021 Change Year 1 Change Year 2 Promotion Rate 90.42% 100% 100% 10% 0.00% Cohort Survival Rate 87.10% 70.73% 93.75% -16% 23.02% Transition Rate 90.91% 100% 100% 9% 0.00% Drop-out Rate 2.20% 1.32% 0.013% -1% -1.31% Repetition Rate 3.77% 0.88% 0.01% -3% -0.87% PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
Performance Indicator The PROMOTION RATE has increased to 100% while DROP-OUT RATE has decreased over the past three years . 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00% Promotion Rate Cohort Survival Rate Transition Rate Drop-out Rate Repetition Rate SY 2018 -2019 SY 2019 – 2020 SY 2020 – 2021 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
The 81.10 % of the leaners from Kindergarten to Grade 6 are in F2F classes while only 18.90 % of the learners are undertaking the Modular Distance Learning. 30 40 27 33 28 23 25 12 7 8 3 9 7 2 0 20 40 60 KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Face to Face and Modular Distance Learning Report FACE TO FACE MDL PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
In relation to the expansion of F2F classes 5 teachers are needed from Kindergarten to Grade 6 9 0 2 0 9 0 2 0 9 5 2 0 0 1 2 3 4 5 6 7 8 9 10 Teaching Needs Non-Teaching Needs Inventory of Teaching & Non-Teaching Personnel 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
Five classrooms are needed from Kindergarten to Grade 6. 1 6 0 1 6 0 1 6 5 0 2 4 6 8 KINDERGARTEN GRADE 1 - 6 Needs Inventory on the Number of Classrooms 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
Thirty- two (32) seats are needed in Kindergarten and Forty- Three (43) seats are needed in Grade 1 – 6. 24 182 9 32 178 21 32 168 43 0 50 100 150 200 KINDERGARTEN GRADE 1 - 6 Needs Inventory of Seats 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
Only 14.45% of the learners from Kindergarten to Grade 6 are vaccinated while there are 85.55 % learners are unvaccinated. 1 3 7 4 5 3 14 41 44 28 32 32 29 13 0 5 10 15 20 25 30 35 40 45 50 Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Vaccination Status of Learners Vaccinated Unvacinated PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
The 90.91 % of the teaching & non-teaching personnel are fully vaccinated and 81.82 % have already received the 1st booster shot of vaccine . 10 1 9 0 2 4 6 8 10 12 Vaccinated Unvaccinated Vaccine w/ Booster Shot Vaccination Status of Teaching & Non-Teaching PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
The SBM Level of practice remains at level 2. 2 2 2 0 0.5 1 1.5 2 2.5 2019-2020 2020-2021 2021-2022 SBM Level of Practice PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
For the past 3 years, 4.11 % of the total enrolment are severely wasted, 6.99 % are wasted, 1.64 % are overweight, .96 % are obese and 86.30 are normal. 9 15 198 6 4 8 14 219 3 2 13 22 213 3 1 0 50 100 150 200 250 Severely Wasted Wasted Normal Overweight Obese NUTRITIONAL STATUS CONSOLIDATED DATA 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
LEARNING RECOVERY PLAN P P Y H A Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
Most of the teachers are at the average level when it comes to Foundational Knowledge in Teaching Reading. Teachers’ Foundational Knowledge in Teaching Reading Criteria for Assessment Likert 5-point Scale 1. Can identify examples of reading instruction for developing word recognition, language comprehension, strategic knowledge, and reading-writing connections. 5 2. Can identify conditions that support individual motivation to read and write. 5 3. Can recognize major theories of reading and writing processes and development, including the role of language acquisition in language learning. 4 4. Can recognize major theories of reading using supporting evidence from theory and research 3 5. Can explain language and reading development using supporting evidence from theory and research 5 6. Can demonstrate knowledge about the transfer of skills from the first language to the second language as it affects literacy learning across these components. 4 7. Has time and attends training and conferences on reading and literacy to strengthen theoretical knowledge base about reading and writing across curriculum 3 8. Can perform effective assessment practices from instruction 4 9. Can demonstrate skilled use of assessment process and results 3 10. Can analyze assessment data and communicate findings and implications to form an appropriate action plan 3 Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
The teachers in Nagbayan Elementary School needs training and focus in Personal Growth and Professional Development; Community Linkages; and Professional Engagement. Teachers Training Needs based on PPST Career Stages DOMAIN FOCUS MEAN RANK 1 Content knowledge and pedagogy. 2.88 5 2 Learning environment 3 3 3 Diversity of learners 3 3 4 Curriculum and planning 2.4 7 5 Assessment and reporting 2.66 6 6 Community linkages and professional engagement 3.29 2 7 Personal growth and professional development 3.44 1 5 3 3 7 6 2 1 0 2 4 6 8 1 2 3 4 5 6 7 Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
Before the pandemic, the school was able to conduct 16 LAC sessions while during the pandemic period it dropped to only 10 LAC Sessions per School Year. 12 10 10 9 9.5 10 10.5 11 11.5 12 12.5 2019-2020 2020-2021 2021-2022 INSET/LAC SESSIONS CONDUCTED Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
LEARNING RECOVERY PLAN P P Y H A Dashboard PILLAR 4: ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION
Data on Number of Partners per FiscalYear 8 2 7 9 1 6 10 11 6 0 2 4 6 8 10 12 2019-2020 2020-2021 2021-2022 Data on Number of Partners per Fiscal Year Public Sector Private Sector Private Individuals During the pandemic period, the number of public and private stakeholders extending their assistance to school has slightly increased. Dashboard PILLAR 4: ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION
PUBLIC SECTORS AGENCY-PARTNER NATURE OF PARTNERSHIP 2nd PMFC (LGU) Philippine National Police (PNP) Volunteer Hours (Planting and Cleaning) Barangay Nagbayan Council Support, Learners’ School Supplies KABALIKAT CIVIC COM Volunteer Hours (cleaning) Philippine Statistic Association (PSA) Forum for Parents Volunteer Hours (cleaning) CSWD Volunteer Hours 4 P’s Volunteer Hours (Planting and Cleaning) GPTA Officers Volunteer Hours (cleaning) PRIVATE SECTORS Subic Con Corporation Infrastructure Dr. Roberto De Leon Farm Food Donation and Agri Supply for Gulayan PREDA Foundation Castillejos Volunteer Hours (cleaning) Castillejos Water District Infrastructure (Water System) ZAMECO II Infrastructure (installation of lightings) EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2019-2020
Kingdom of God Church Volunteer Hours (cleaning) Iglesia Ni Cristo Volunteer Hours (cleaning) UCYC Castillejos Volunteer Hours (cleaning) Glamour N’ Style Learners Wellness (Free Haircut) PRIVATE INDIVIDUALS Dr. Catherine Doliente Learners Wellness (Free Dental and Medical Check Up) Dr. Janice Vallejos Trimor Learners Wellness (Free Dental and Medical Check Up) Jeffrey Khonghun Financial Support Ylyza Mari Santos Food Donation Cecille F. Rafanan Financial Support PMJ Joan Sibayan Cleaning Equipment Mariel Española Teaching Personnel Support/Appliance Equipment Nerissa L. Dalit Financial Support Clariza Faye Lumbao Cleaning Equipment Mary Andrea A. Pacinabao Learners School Supply EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2019-2020
EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2020-2021 PUBLIC SECTORS AGENCY-PARTNER NATURE OF PARTNERSHIP Provincial Government Teaching & Non- Teaching Personnel Support Barangay Nagbayan Council Support, Learners’ School Supply PRIVATE SECTORS Castillejos Water District Infrastructure (Hand Washing Area ) PRIVATE INDIVIDUALS Cecille F. Rafanan Financial Support Veronica E. Ramirez Learners Materials (books, manipulative toys) Joy Marie Claro Dalit Teaching & Non- Teaching Personnel Support Arceli M. Farrales Financial Support Janice Ann A. De Guzman Cleaning materials Ricky Q. Sanchez Teaching & Non- Teaching Personnel Support Jeffrey Basil Cleaning materials Jason R. Villanueva Infrastructure (repainting of walls)
EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2020-2021 Julie Aira Reguindin Hand Sanitizing Equipment Ma. Elsa T. Española Teaching & Non- Teaching Personnel Support Benedict A. Aquino Volunteer Hours (Disinfecting) Teaching & Non- Teaching Personnel Support/Wellness Mr. & Mrs. Mark Frederick O. Mercado Teaching & Non- Teaching Personnel Support Mr. & Mrs. Arjay F. Aquino Teaching & Non- Teaching Personnel Support Benedict A. Aquino Volunteer Hours (Disinfecting) Teaching & Non- Teaching Personnel Support/Wellness
EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2020-2021 PUBLIC SECTORS AGENCY-PARTNER NATURE OF PARTNERSHIP NDRRMC Castillejos DRRM Equipment Barangay Nagbayan Council Financial Support Communication Equipment (radio) Volunteer Hours Infrastructure (isolation Area) KABALIKAT CIVIC COM Infrastructure (fixing the wirings) KABALIKAT RADIOCOM with ALPHA KAPPA RHO Learners School Supply (colored pencil and pencils) Barangay Nagbayan Health Workers Volunteer Hours Barangay Nagbayan Tanod Volunteer Hours GPTA Officers Volunteer Hours Infrastructure(repainting of School Gate and Signages) PRIVATE SECTORS Dr. Roberto De Leon Farm Food Donation and Agri Supply for Gulayan PREDA Foundation Castillejos Volunteer Hours (cleaning)/Cleaning Equipment PRIME VAS School Supplies
EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2021-2022 TAU GAMMA PHI- TRISKELION GRAND FRATERNITY (Council & San Pablo Mabuhay Chapter) Volunteer Hours Angel Wings Teaching & Non- Teaching Personnel Support/Wellness PRIVATE INDIVIDUALS Jason R. Villanueva Learners School Supply (envelope bag) Learners/ Teaching & Non- Teaching Personnel Support/Wellness Rhodora R. Guevarra Teaching & Non- Teaching Personnel Support/Wellness Angel Magsaysay Teaching & Non- Teaching Personnel Support/Wellness Jay-Czar La Torre Teaching & Non- Teaching Personnel Support/Wellness Christian Niño Esposo Teaching & Non- Teaching Personnel Support/Wellness Engr. And Mrs. Jonathan Millado Teaching & Non- Teaching Personnel Support
7 12 3 3 0 4 5 2 2 1 4 5 4 3 1 0 2 4 6 8 10 12 14 Teaching Support Staff Wellness Learners Supply Infrastructure Appliance Equipment Data on Nature of Partnership 2019-2020 2020-2021 2021-2022 The nature of partnership dominated on learners’ supply for the printing of SLMs followed by the staff wellness during the pandemic period
LEARNING RECOVERY PLAN P P Y H A
TRENGTHS W T O Implementation of Blended/combined modality (Face to Face and modular) Safe and orderly environment for the children’s learning Research and Development Heartfelt & inspiring Partners in Education S Not yet available learning support facilities (science room, computer room & library) Student book ratio 1:3 ICT Capability of Teachers are lacking School committee activities are still less active EAKNESSES PPORTUNITIES Community support for the existence of school is quite high The environmental service also supports the implementation of environment-based learning Establish cooperation with the parents, barangay officials & other stakeholders Continuing to provide assistance with the child’s unmet learning disabilities through remediation Refuses to let their children go to school because of the covid 19 virus The parents answer their child’s module The parents do not want their child to be given with covid 19 vaccine Limited face-to-face class because of the Pandemic HREATS
PRESSing Concern
LEARNING RECOVERY PLAN P P Y H A
Pillar Strategies Intervention Major Outputs 1. K to 12 Curriculum Strengthen the Literacy, Numeracy, and Science Process Skills through improved instructional supervision Religious classroom supervision focusing on LNS instruction ● Supervisory Plan ● Designation letter/ school memo ● Accomplished COT ● copy of DLL ● Observation Notes ● TA Plan ● TA Report ● Supervisory Report ● Analysis report of COT Provision of interventions/ remediation/enrichment programs toward strengthened LNS skills of the learners ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
2 - Improving Learning Environment Ensure a safe, healthy, and child-friendly learning environment to promote meaningful learning experiences Sustain functional learning facilities and equipment such as functional learning resources, reading corners, science laboratories, reading nooks and math corners ● Perpetual Inventory Report ● Inspection report ● Utilization Plan/ School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory Intensify the health and nutrition services and programs of the school, Implement of WINs and OK sa DepEd ● ACR ● Brochures, flyers, tarpaulin ● Status/ implementation Report ● Monitoring report/ notes ● Feedback and evaluation notes Increase safety and security of school ● Geophysical Map ● Hazard map ● Contingency Plan ● Action Plan ● Evacuation Plan ● School Site Plan ● ACR ● Monitoring Report ● Feedback ● Evaluation Implement gender sensitive and responsive learning environment ● Need Analysis ● GAD Plan ● ACR ● Status/progress report ● Monitoring report/ note ● Feedback ● Evaluation report
2 - Improving Learning Environment Ensure a safe, healthy, and child- friendly learning environment to promote meaningful learning experiences Implement wellness programs ● Need Analysis ● School memo/ Designation order ● Action plan ● ACR ● Feedback ● Evaluation Strict implementation of child protection policy ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook 3- Teachers’ upskilling and Reskilling Intensify Teachers’ Professional Development Programs and services Enhance teachers’ potential and capabilities through provision of TAs, capacity building, in-service training, etc. ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form Provision of mentoring and Coaching program ● Coaching and mentoring plan/report ● Designation order ● Memorandum ● Monitoring and Evaluation tool ● Conference notes
Raise teachers’ morale through improved Rewards and Recognitions System. ● Rewards and Recognition System Committee ● School memorandum ● Copy of certificate ● R&R System guidelines and criteria ● ACR Encourage teachers to engage/ enroll to Post graduate studies for professional development ● ACR ● Permit to study 4- Engagement of Stakeholders for support and Collaboration Strengthen and sustain partnerships with stakeholders Increase partnership with stakeholders ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA Strengthen with existing stakeholders ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA
Raise teachers’ morale through improved Rewards and Recognitions System. ● Rewards and Recognition System Committee ● School memorandum ● Copy of certificate ● R&R System guidelines and criteria ● ACR Encourage teachers to engage/ enroll to Post graduate studies for professional development ● ACR ● Permit to study 4- Engagement of Stakeholders for support and Collaboration Strengthen and sustain partnerships with stakeholders Increase partnership with stakeholders ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA Strengthen with existing stakeholders ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA ● ACR ● Certificates
TARGETS
Rate 2022- 2023 2023- 2024 2024- 2025 Baseline Target Kinder Net Enrolment Rate 58.93% 62.33% 64.25% 65.51% Elementary Net Enrolment Rate 80.53% 85.46% 92.49% 95.43% Elementary Completion Rate 77.14% 82.14% 87.14% 92.14% Elementary School Leaver Rate 0.28% 0.24% 0.20% 0.15% PERFORMANCE TARGETS
RREADING Key Stage 2022 2023 2024 2025 LC UC LC UC LC UC LC UC 1 60.00 63.00 63.00 66.00 66.00 69.00 69.00 72.00 2 65.00 68.00 68.00 71.00 71.00 74.00 74.00 77.00 MATHMATHEMATICS Key Stage 2022 2023 2024 2025 LC UC LC UC LC UC LC UC 1 56.00 59.00 59.00 62.00 62.00 65.00 65.00 68.00 2 53.00 56.00 56.00 59.00 59.00 62.00 62.00 65.00 RSCIENCE Key Stage 2022 2023 2024 2025 LC UC LC UC LC UC LC UC 1 54.00 57.00 57.00 60.00 60.00 63.00 63.00 66.00 PERFORMANCE TARGETS
RESULTS STATEMENT/ KEY PERFORMANCE INDICATORS START YEAR 2022 2023 2024 2025 1. Percentage of affected and displaced learners retained 0% 0% 0% 0% 2. Percentage of learners who reported violence committed against them by other learners (bullying) or adults (child abuse) based on intake sheets of schools 0% 0% 0% 0% 3. Percentage of learners who are happy and satisfied with their basic education experience in relation to the enjoyment of their specific rights in school and learning centers 100% 100% 100% 100% 4. Percentage of learners who know their rights TO and IN education, and how to claim them positively 100% 100% 100% 100% 5. Percentage of school programs/projects and activities significantly manifesting indicators of Right to Basic Education in the learning environment 100% 100% 100% 100% 6. Percentage of school personnel in school who know the rights of children and learners in relation to Right to Basic Education, and are able to infuse them in their respective jobs/duties 100% 100% 100% 100% 7. Percentage of learners equipped with capacities on what to do before, during, and after disaster/emergency 100% 100% 100% 100% 8. Percentage of learners in safe schools 100% 100% 100% 100% 9. Percentage of students with improved health statistics 85% 90% 93% 95%
4- Engagement of Stakeholders for support and Collaboration Strengthen and sustain partnerships with stakeholders Ensure effective and efficient management of resources generated from the partnership ● List of generated resources ● Deed of Donation ● Logbook/Utilization of generated resources
LEARNING RECOVERY PLAN P P Y H A
Pillar Strategies Interventions Critical Activities Timeline Estimated Budget Persons Involved Major Outputs 1 - K to 12 Curriculum Strengthen the Literacy, Numeracy, and Science Process Skills through improved instructional supervision Religious classroom supervision focusing on LNS instruction 1. Preparation of Monthly supervisory plan with highlights on LNS instruction 2. Create a team on classroom observation 3. Issuance of school memo re: classroom observation 4. Conduct classroom observation 5. Checking of DLL/DLP/WLP 6. Conduct post- conference 7. Provides Technical Assistance (TA) to teachers 8. Prepare supervisory report/ TA report/ COT 9. Analyze the COT report ● Supervisory Plan ● Designation letter/ school memo ● Accomplished COT ● copy of DLL ● Observation Notes ● TA Plan ● TA Report ● Supervisory Report ● Analysis report of COT
Provision of interventions/ remediation/enrichment programs toward strengthened LNS skills of the learners Phase 1 1. Analysis of assessment results 2. Conduct diagnostic tests 3. Profiling of learners who have low performance in LNS 4. Designate key teachers/ committee 5. Develop and plan intervention/remediation activities focusing on LNS activities 6. Implementation of LNS Programs (Inclusion of specific LNS Programs) Intervention 1 Project RAR “Rescuing At-Risk Readers” Intervention 2 Parents’ Academy Intervention 3 Project MTB-IM “Master the Basic In Mathematics” Intervention 4 Five Minutes to Tell (Digital Story Telling Show) Intervention 5 Project Sci-Art Intervention 6 Project OLS “Online Learning in Science Phase 2 1. Monitor the implementation of intervention activities of LNS programs 2. Evaluate learners’ progress based on the interventions received 3. Feedback of learners 4. Evaluate the intervention program Phase 3 1. Conduct impact analysis 2. Enhancement and improvement of the program 3. Innovate intervention focusing on LNS ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
Provision of interventions/ remediation/enrichm ent programs toward strengthened LNS skills of the learners Phase 1 1. Analysis of assessment results 2. Conduct diagnostic tests 3. Profiling of learners who have low performance in LNS 4. Designate key teachers/ committee 5. Develop and plan intervention/remediation activities focusing on LNS activities 6. Implementation of LNS Programs (Inclusion of specific LNS Programs) Intervention 1 Project RAR “Rescuing At-Risk Readers” Intervention 2 Parents’ Academy Intervention 3 Project MTB-IM “Master the Basic In Mathematics” Intervention 4 Five Minutes to Tell (Digital Story Telling Show) Intervention 5 Project Sci-Art Intervention 6 Project OLS “Online Learning in Science Phase 2 7. Monitor the implementation of intervention activities of LNS programs 8. Evaluate learners’ progress based on the interventions received 9. Feedback of learners 10. Evaluate the intervention program ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
Management of learning resources based on MELC that highlights enhancement of LNS skills Harvesting of quality-assured learning resources Phase 3 11. Conduct impact analysis 12. Enhancement and improvement of the program 13. Innovate intervention focusing on LNS Phase 1 1. Designate functional LRMDS team and SQAT 2. Inventory of available quality- assured learning resources 3. Mobilize the LRMDS team and SQAT in the harvesting of learning resources 4. Conduct quality assurance on harvested learning resources based on learners’ needs 5. Finalize the list of quality- assured learning resources 6. Printing of harvested learning resources for classroom use 7. Distribution of harvested learning resources to the teachers and learners for LNS instruction 8. . Monitor and evaluate the utilization of the learning resources. 9. Feedback from learners, parents, and teachers ● Designation letter/ memo ● Inventory of learning resources ● Harvested learning resources ● SQAT tool ● List of quality- assured learning resources ● Printed LRs ● Distribution list ● Acceptance report ● Monitoring and evaluation tool/ report
Creation of functional offline library/ e-hub 1. Preparation and submission of action plan/ project proposal in the creation of a functional offline library 2. Creation of school-based committee in the development of functional offline library/ e-hub 3. Issuance of school memo on the establishment of a functional offline library in the school 4. Compile quality-assured learning resources (print and non-prints) 5. Convert printed materials into soft copies 6. Upload the quality-assured learning resources to any available devices (OTGs, tablets, netbooks, mobile phones) and in the e-hub (Google Drive) 7. Issuance of school memorandum on the utilization of functional offline library in the school 8. Orient teachers, learners, and parents on the proper utilization of offline library 9. Utilization of the functional offline library/ e- hub 10. Monitor the utilization and functionality of the offline library/ e-hub 11. Feedback from parents, learners, and teachers ● Action Plan ● Approved Project Proposal ● School Memo ● Compilation of Quality-assured learning resources ● Learning materials converted to soft copies ● Uploaded LRs in the e-hub/ offline library ● Soft copy of LRs saved in available devices ● School Memo ● ACR ● List of Users ● Feedback reports ● M & E plan/report
2 - Improving Learning Environment Ensure a safe, healthy, and child-friendly learning environment to promote meaningful learning experiences Sustain functional Learning facilities and equipment such as functional Learning resources, reading corners, science laboratories, reading nooks and math corners 1. Conduct Inventory of learning facilities and equipment 2. Conduct inspection activity 3. Prepare utilization plan of the existing /functional learning resources 4. Conduct regular repair and maintenance of non- functional learning resources, 5. Monitor the utilization of the functional learning facilities and equipment 6. Evaluation report on the utilization of the functional learning facilities and equipment ● Perpetual Inventory Report ● Inspection report ● Utilization Plan/ School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory
Intensify the health and nutrition services and programs of the school, Implement of WINs and OK sa DepEd 1. Orient learners and stakeholders 2. Provide advocacy program/ information dissemination 3. Implement: WASH/ WINS, OK sa DepEd, Feeding Program, Gulayan sa Paaralan, YES-O, BKD, hygiene program, COVID-19 protocol 4. Monitor the implementation of the health and nutrition services 5. Evaluate the implementation of the health and nutrition services ● ACR ● Brochures, flyers, tarpaulin ● Status/ implementation Report ● Monitoring report/ notes ● Feedback and evaluation notes
Increase safety and security of school 1. Situational analysis 2. Prepare/ update the contingency plan 3. Implement safety and security program such as fire drill, earthquake drill, COVID-19 drill 4. Monitor the strict implementation of safety protocols 5. Evaluate the implementation of safety and security program ● Geophysical Map ● Hazard map ● Contingency Plan ● Action Plan ● Evacuation Plan ● School Site Plan ● ACR ● Monitoring Report ● Feedback ● Evaluation Increase safety and security of school 1. Situational analysis 2. Prepare/ update the contingency plan 3. Implement safety and security program such as fire drill, earthquake drill, COVID-19 drill 4. Monitor the strict implementation of safety protocols 5. Evaluate the implementation of safety and security program
Implement gender sensitive and responsive learning environment 1. Identify needs of learners and teachers 2. Revisit GAD plan 3. Implement GAD plan 4. Monitor and evaluate implementation of gender sensitive and responsive learning environment ● Need Analysis ● GAD Plan ● ACR ● Status/progress report ● Monitoring report/ note ● Feedback ● Evaluation report
Strict implementation of child protection policy 1. Orientation/ re- orientation of all the stakeholders 2. Advocacy/ information dissemination 3. Revisit/ update and disseminate student and learners’ handbook 4. Implement child protection policy handbook 5. Monitor and evaluate the implementation of child protection policy handbook ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook
3- Teachers’ upskilling and Reskilling Intensify Teachers’ Professional Developmen t Programs and services Enhance teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. 1. Identify and analyze teachers’ needs through data gathered from existing assessment tools. (e-sat, COT, MPS results, observation notes, IPCRF rating) 2. Craft TA, LAC plan, action plan & proposal 3. Organize and conduct TAs ( through classroom observation), LAC sessions, in-service training, & capacity building focusing on LNS 4. Conduct monitoring and evaluation 5. Feedbacking 6. Revisit TA & LAC plan, sustain effective interventions 7. Revise/modify points for improvement School head Head Teacher, Master Teacher/Key Teachers ICT, PMT ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form
Provision of mentoring and Coaching program 1. Identify teachers in need of mentoring and coaching. 2. Create a team of mentors and coaches 3. Craft mentoring and coaching plan 4. Organize and conduct coaching and mentoring (through classroom Observation) program 5. Conduct monitoring and evaluation 6. Post-conferencing 7. Sustain the provision of coaching and mentoring program School Head, Head Teacher, Master Teachers ● Coaching and mentoring plan/report ● Designation order ● Memorand um ● Monitoring and Evaluation tool ● Conference notes Provision of mentoring and Coaching program 1. Identify teachers in need of mentoring and coaching. 2. Create a team of mentors and coaches 3. Craft mentoring and coaching plan 4. Organize and conduct coaching and mentoring (through classroom Observation) program 5. Conduct monitoring and evaluation 6. Post-conferencing 7. Sustain the provision of coaching and mentoring program
Raise teachers’ morale through improved Rewards and Recognitions System. 1. Organize committee 2. Craft the School’s Rewards and Recognitions System guidelines 3. Orient teachers on the Rewards and Recognitions system. 4. Implement the School’s Rewards and Recognition System 5. Monitoring and evaluation 6. Revisit Guidelines and refine criteria School head, R&R System Committee ● Rewards and Recognition System Committee ● School memorandum ● Copy of certificate ● R&R System guidelines and criteria ● ACR
Encourage teachers to engage/ enroll to Post graduate studies for professional development 1. Conduct LAC sessions on Personal Development advocacy 2. Review and assess teacher’s portfolio 3. Orient/reorient on guidelines/ updates on promotion 4. Encourage teachers to pursue graduate studies School head, Administrative Officer II ● ACR ● Permit to study Encourage teachers to engage/ enroll to Post graduate studies for professional development 1. Conduct LAC sessions on Personal Development advocacy 2. Review and assess teacher’s portfolio 3. Orient/reorient on guidelines/ updates on promotion 4. Encourage teachers to pursue graduate studies
4- Engagement of Stakeholders for support and Collaboration Strengthen and sustain partnerships with stakeholders Increase partnership with stakeholders 1. Identify possible partners 2. Invite identified possible partners 3. Conduct meetings cum orientation with stakeholders 4. Identification/doc umentation of pledges 5. Crafting and signing of MOU/MOA SH teachers ASP and BE Coordinator ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA
Strengthen with existing stakeholders 1. Update the list of existing stakeholders 2. Invite identified partners 3. Conduct meetings cum orientation with stakeholders 4. Crafting and signing of MOU/MOA 5. Conduct of Convergence 6. Conduct of Recognition/Awar ding of Certificate SH teachers ASP and BE Coordinator ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA ● ACR ● Certificates
Ensure effective and efficient management of resources generated from the partnership 1. Identify generated resources 2. Report generated accordingly 3. Plan the use of generated resources identified to the needs of the school 4. Monitor the use of generated resources SH teachers ASP and BE Coordinator ● List of generated resources ● Deed of Donation ● Logbook/Utilization of generated resources
LEARNING RECOVERY PLAN P P Y H A
Pillar Strategies Intervention Intermediate Outcomes Indicators Accountable Person MOVS/Deliverables Strengthen the Literacy, Numeracy, and Science Process Skills through improved instructional supervision Religious classroom supervision focusing on LNS instruction Conducted classroom supervision focusing on LNS instruction religiously ● Number of submitted monthly supervisory plans and reports ● Number of classroom observations conducted with COTs ● Number of teachers observed ● Number of TA reports School Head Master Teacher/ Key Teachers ● Supervisory Plan ● Designation letter/ school memo ● Accomplished COT ● copy of DLL ● Observation Notes ● TA Plan ● TA Report ● Supervisory Report ● Analysis report of COT
Provision of interventions/ remediation/en richment programs toward strengthened LNS skills of the learners Provided interventions /remediation /enrichment programs toward strengthened LNS skills of the learners ● Number of submitted assessment results ● Timely submission of project proposals ● Timely submission of activity completion reports (ACR) with necessary attachments ● Accomplishment of activities included in the timeline for the LNS programs ● Timely submission of learners’ progress report ● Number of programs monitored and evaluated ● Number of research outputs School Head Master Teacher/s Key Teachers Teachers ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
Management of learning resources based on MELC that highlights enhancement of LNS skills Harvesting of quality-assured learning resources Harvested quality- assured learning resources ● Number of harvested quality-assured learning resources ● Number of quality-assured LRs used in the classroom ● Updated inventory of learning resources School Head Master Teacher School Quality Assurance Team (SQAT) LRMDS Team ● Designation letter/ memo ● Inventory of learning resources ● Harvested learning resources ● SQAT tool ● List of quality- assured learning resources ● Printed LRs ● Distribution list ● Acceptance report ● Monitoring and evaluation tool/ report
Creation of functional offline library/ e-hub Created a functional offline library/ e-hub for blended learning modality ● Number of offline learning resources in the e-hub ● Number of teachers who utilized the offline library ● Number of learners who utilized the offline library School Head Master Teacher LRMDS Team Key Teachers ● Action Plan ● Approved Project Proposal ● School Memo ● Compilation of Quality-assured learning resources ● Learning materials converted to soft copies ● Uploaded LRs in the e-hub/ offline library ● Soft copy of LRs saved in available devices ● School Memo ● ACR ● List of Users ● Feedback reports ● M & E plan/report
2 - Improved Learning Environment Ensure a safe, healthy, and child- friendly learning environment to promote meaningful learning experience Sustain functional Learning facilities and equipment such as functional Learning resources, reading corners, science laboratories, reading nooks and math corners Sustained functional Learning facilities and equipment ● Annual Perpetual Inventory Report ● Quarterly Inspection report ● Annual Utilization Plan ● School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory School Head School Inventory Coordinat or ● Perpetual Inventory Report ● Inspection report ● Utilization Plan/ School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory
Intensify the health and nutrition services and programs of the school, Implement of WINs and OK sa DepEd Intensified the health and nutrition services and programs of the school, Implement of WINs and OK sa DepEd ● ACR ● Brochures, flyers, tarpaulin ● Quarterly Status/ implementation ● Report ● Monitoring report/ notes ● Feedback and evaluation notes School Head School Health Coordinator SMEA Coordinator ● ACR ● Brochures, flyers, tarpaulin ● Status/ implementati on Report ● Monitoring report/ notes ● Feedback and evaluation notes
Increase safety and security of school Increased safety and security of school ● Annual Geophysical Map ● Updated Hazard map ● Updated Contingency Plan ● Action Plan ● Updated Evacuation Plan ● Updated School Site Plan ● Number of ACR submitted ● Monitoring Report ● Feedback ● Evaluation School Head Property Custodian Physical Facilities Coordinator SDRRM Coordinator SMEA Coordinator ● Geophysical Map ● Hazard map ● Contingency Plan ● Action Plan ● Evacuation Plan ● School Site Plan ● ACR ● Monitoring Report ● Feedback ● Evaluation Increase safety and security of school Increased safety and security of school
Implement gender sensitive and responsive learning environment Implemented gender sensitive and responsive learning environment ● Approved GAD Plan/ Proposal ● Timely submission of ACR ● Number of progress report submitted ● Number of teachers who undergone GAD trainings ● Number of monitored GAD activities School Head GAD Coordinator ● Need Analysis ● GAD Plan ● ACR ● Status/progre ss report ● Monitoring report/ note ● Feedback ● Evaluation report
Implement wellness programs Implemented wellness programs ● Number of wellness program sessions conducted ● Number of active participants that joined the wellness program ● Number of feedbacks received School Head School Health Coordinator GPTA Officers ● Need Analysis ● School memo/ Designation order ● Action plan ● ACR ● Feedback ● Evaluation Implement wellness programs Implemented wellness programs
Strict implementation of child protection policy Strictly implemented the child protection policy ● Updated/revised school handbook containing the Child Protection Policy manual ● Number of brochures, pamphlets, and other paraphernalia distributed among the learners and parents in the school ● Number of parents who attended the information dissemination on child protection policy ● Number of incident reports concerning child protection policy School Head School Planning Committee (SPC) School Guidance Counselor Designate ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook
Strict implementation of child protection policy Strictly implemented the child protection policy ● Updated/revised school handbook containing the Child Protection Policy manual ● Number of brochures, pamphlets, and other paraphernalia distributed among the learners and parents in the school ● Number of parents who attended the information dissemination on child protection policy ● Number of incident reports concerning child protection policy School Head School Planning Committee (SPC) School Guidance Counselor Designate ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook
3- Teachers’ upskilling and Reskilling Intensify Teachers’ Profession al Developm ent Programs and services Enhance teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. Enhanced teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. ● Number of teachers undergone need assessment based from existing tools ● Number of TA/LAC plan prepared ● Number of TA, LAC session conducted ● Number of teachers provided TA ● Number of teachers participated in LAC session ● Number of TAs, LACs monitored and evaluated School head Head Teacher, Master Teacher/Key Teachers ICT, PMT ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form
3- Teachers’ upskilling and Reskilling Intensify Teachers’ Profession al Developm ent Programs and services Enhance teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. Enhanced teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. ● Number of teachers undergone need assessment based from existing tools ● Number of TA/LAC plan prepared ● Number of TA, LAC session conducted ● Number of teachers provided TA ● Number of teachers participated in LAC session ● Number of TAs, LACs monitored and evaluated School head Head Teacher, Master Teacher/Key Teachers ICT, PMT ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form
Provision of mentoring and Coaching program Provided mentoring and Coaching program ● Number of teachers undergone coaching and mentoring ● Number of Mentoring and Coaching Program monitored and evaluated School Head, Head Teacher, Master Teachers ● Coaching and mentoring plan/report ● Designation order ● Memorandu m ● Monitoring and Evaluation tool ● Conference notes
Encourage teachers to engage/ enroll to Post graduate studies for professional development Encouraged teachers to engage/ enroll to Post graduate studies for professional development ● Number of permit to study submitted School head, Administrativ e Officer II ● Rank list, approved ERF ● Permit to study
Engagement of stakeholders for support and collaboratio n Strengthen and sustain partnershi ps with stakeholde rs Increase partnership with stakeholders Increased no. of partnership with stakeholders ● More projects and programs implemented SH Teachers ASP and BE Coordinator ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA
Strengthen existing stakeholders Strengthened partnership with existing stakeholders ● Active participation and continuous support of stakeholders in the implementation of PPAs SH Teachers Partner ASP and BE Coordinator ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA ● ACR ● Certificates
Ensure effective and efficient managemen t of resources generated from the partnership Ensured effective and efficient management of resources generated from the partnership ● Maximize the use of generated resources SH Teachers Partner ASP and BE Coordinator ● List of generated resources ● Deed of Donation ● Logbook/Utilizat ion of generated resources
COMMUNICATION PLAN
Communication Objective Target Audience Messages Activity Channel Timeframe Budget Person Responsible Introduction of LRP to School Personnel School Partnership coordinator LAC Session on LRP F2F LAC May 30, 2022 None School Head and Teachers Organization of the School LRP Team School Personnel Collaborative and integrative crafting of LRP F2F June 01, 2022 None School LRP Team Crafting of initial draft LRP Team For critiquing and revision F2F June 06-13, 2022 None LRP Team Presentation of final draft of LRP School LRP Team and Key Teachers Validated and Approved Final Draft F2F June 15, 2022 None LRP team, School Head, Teacher COMMUNICATION PLAN
Communication Objective Target Audience Messages Activity Channel Timeframe Budget Person Responsible Online Submission of School LRP District SLRP Team Submitted SLRP for approval Online submission June 20, 2022 None School Head, District SLRP Team District presentation of LRP School Heads Consolidation of District LRP F2F Presentation June 22-23, 2022 None PSDS/School Heads Submission of crafted School LRP to the Schools Division Office School and District approved LRP Online/Physical Submission July 8, 2022 None School Head Dissemination of the School LRP to Stakeholders (Barangay and PTA) Stakeholders Presentation of the approved School LRP to Stakeholders F2F Presentation August 8-12, 2022 None School LRP Team/School Heads Implementation of School LRP Teachers and Learners Sustained Implementation with Effective M & E F2F Implementation August 2022 to June 2023 None LRP Team/Central School Heads
RESEARCH REPORT INTERNATIONAL AND NATIONAL STUDIES Scientific American. (2022, February 15). How covid changed the world. Scientific American. Retrieved May 5, 2022, from https://www.scientificamerican.com/report/how-covid-changed-the-world/ The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic. (n.d.). Retrieved May 5, 2022, from https://www.unicef.org/eap/press-releases/future-of-800-million- children-across-asia-at-risk UNESCO IIEP Dakar. Africa Office. (n.d.). Distance education in the context of COVID-19: accomplishments and perspectives in sub-Saharan Africa. Unesdoc.unesco.org. Retrieved May 5, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000374160 Where are we on Education Recovery? UNICEF.org. (n.d.). Retrieved May 5, 2022, from https://www.unicef.org/lac/media/32546/file/Where-are-we-in-education-recovery.pdf Donelly, et. Al (2021) Impact of COVID-19 Pokhre;, S and Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning Pho, A and Dinscore, A. (2015).Game-based Learning Hands-on, Minds On Learning https://www.twinkl.com.ph/teaching-wiki/hands-on-minds-on-learning SDO Zambales Learning Recovery Plan
Thank You

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106861_CASTILLEJOS_NAGBAYAN-ES_-SLRP-1.pptx

  • 1.
    LEARNING RECOVERY PLAN HA P P Y Helping our young children chieve in Math A P rogress in Reading Perform in Science & Yield Lifelong Learning Writer: MAYBELLENE A. GARLEJO School Principal II
  • 2.
  • 3.
    APPROVAL SHEET NAGBAYAN ELEMENTARYSCHOOL SCHOOL LEARNING RECOVERY AND CONTINUITY PLAN Prepared: ERNIE F. VILLANUEVA Head Teacher III Reviewed by: MARIO M. CELIS Principal III/Coordinating Principal
  • 9.
    Learning Recovery Framework Source:UNICEF, UNESCO, The World Bank 2022 The RAPID
  • 10.
  • 11.
  • 12.
    12 Accelerating Learning Remediation andIntervention Prioritizing Professional Development of Teachers and School Heads Strengthening Support on Learners and Personnel’ Health, Safety, and Wellness National Learning Recovery Framework
  • 15.
    O R A Strengthen Literacy, Numeracy, andScience Instruction through supervision, provision of learning resources, and assessment Overcome shortage through equitable distribution of resources Raise school resources relative to literacy, numeracy, and science skills Advance teachers’ professional excellence through Professional & Development (P&D) Programs
  • 16.
    LEARNING RECOVERY PLAN PP Y H A Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 17.
    RESULTS ON ECCDCHECKLIST YEAR-END ASSESSMENT In the past three years, 100% of kindergarten pupils at Nagbayan ES achieved Average Overall Development (80-119) in the ECCD Assessment. ECCD Checklist Number of Learners Classified SY 2021- 2022 SY 2020- 2021 SY 2019- 2020 Suggest significant delay in overall development (SSIDOD) 69 and below 0 0 0 Suggest slight delay in overall development (SSDOD) 70-79 0 0 0 Average overall development 80-119 35 47 42 Suggests slightly advanced development (SSAD) 120-129 0 0 0 Suggests highly advanced development (SHAD) 130-and above 0 0 0 TOTAL NO. OF LEARNERS 35 47 42 0 0 35 0 0 0 0 47 0 0 0 0 42 0 0 0 5 10 15 20 25 30 35 40 45 50 (SSIDOD) 69 and below (SSDOD) 70- 79 Average overall development 80-119 (SSAD) 120- 129 (SHAD) 130- and above SY 2021-2022 SY 2020-2021 SY 2019-2020 Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 18.
    Consolidated School-based EGRAReport in ENGLISH The learners from Kindergarten to Grade III are proficient in Book & Print with a percentage reaching 92.03% while the result in Reading Accuracy with only 8% is the lowest. Components Total Number of Learners who are Literate in the components K % I % II % III % GT % Rank Book and Print Knowledge 42 100% 40 81.63% 32 86.49% 36 100% 150 92.03% 1 Letter Name & Knowledge 28 66% 35 71.43% 32 86.49% 36 100% 131 80.98% 2 Letter Sound Knowledge 28 66% 28 57.14% 32 86.49% 36 100% 124 77.41% 4 Phonetic Awareness 28 66% 35 71.43% 24 64.86% 36 100% 123 75.57% 5 Alphabet Knowledge 28 66% 35 71.43% 30 81.08% 36 100% 129 79.63% 3 Decoding Skills 5 10.20% 10 27.03% 13 36.11% 28 24.45% 7 Spelling and Reading Rate 5 10.20% 10 27.03% 11 31% 26 22.73% 8 Reading Accuracy 0 0% 0 0% 8 22.22% 8 8% 10 Listening Comprehension Skills 1 2.05% 8 21.62% 18 50% 27 24.56% 6 Dictation/ Spelling Skills 1 2.05% 8 21.62% 11 30.56% 20 18.08% 9 Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 19.
    The least masteredskills from Kindergarten to Grades III in English are: Reading Accuracy with 8% rate, Dictation/ Spelling Skills with 18.08%, Spelling and Reading Rate 22.73% & Decoding Skills with 24.45%. 1 2 4 5 3 7 8 10 6 9 0 2 4 6 8 10 12 Consolidated School-based EGRA Result in English Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 20.
    Components Total Number ofLearners who are Literate in the components K % I % II % III % GT % Rank Book and Print Knowledge 42 100% 40 81.63 32 86.49% 36 100% 150 92.03 1 Letter Name & Knowledge 28 66% 38 77% 32 86.49% 36 100% 134 82.37% 2 Letter Sound Knowledge 28 66% 35 71% 32 86.49% 36 100% 131 80.87 3 Phonetic Awareness 28 66% 28 57% 27 72.99% 36 100% 119 74% 5 Alphabet Knowledge 28 66% 35 71.43% 30 81.08% 36 100% 129 79.63% 4 Decoding Skills 5 10.20% 15 40.54% 18 50% 38 33.58% 7.5 Spelling and Reading Rate 5 10.20% 15 40.54% 18 50% 38 33.58% 7.5 Reading Accuracy 0 0% 18 48.65% 12 33.33% 30 41% 6 Listening Comprehension Skills 1 2.04% 15 40.54% 18 50% 34 30.86% 9 Dictation/ Spelling Skills 1 2.04% 15 40.54% 13 36.11% 29 26.23% 10 Consolidated School-based EGRA Report in FILIPINO The learners from Kindergarten to Grade III are proficient in Book & Print with a percentage reaching 92.03% while the result in Dictation / Spelling Skills with only 26.23% is the lowest. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 21.
    1 2 3 5 4 7.57.5 6 9 10 0 2 4 6 8 10 12 Consolidated School-based EGRA Result in Filipino Dashboard PILLAR 1: K TO 12 CURRICULUM The least mastered skills of Kindergarten to Grades III in Filipino are: Dictation/ Spelling Skills 26.23% rate, Listening Comprehension Skills 30.86%, Decoding Skills & Spelling and Reading Rate 33.58% & Reading Accuracy with 41%.
  • 22.
    25 37 26 30 29 31 29 10 7 60 0 0 0 0 5 10 15 20 25 30 35 40 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 SCHOOL READING ASSESSMENT (SRA) IN FILIPINO PRE-COVID PERIOD CAN READ CAN'T READ Before the pandemic, 90% of the learners from Kindergarten to Grade VI can read in Filipino. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 23.
    31 19 30 29 0 01 0 0 5 10 15 20 25 30 35 Grade 3 Grade 4 Grade 5 Grade 6 SCHOOL READING ASSESSMENT (SRA) IN ENGLISH PRE-COVID PERIOD CAN READ Dashboard PILLAR 1: K TO 12 CURRICULUM Before the pandemic, 99.04 % of the learners from Grade III to Grade VI CAN READ in English.
  • 24.
    28 39 25 33 37 30 27 14 9 103 0 0 0 0 10 20 30 40 50 SCHOOL READING ASSESSMENT (SRA) IN FILIPINO COVID PERIOD CAN READ During pandemic, only 85.88 % of learners CAN READ in Filipino. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 25.
    0 18 25 33 37 30 27 0 30 10 3 00 0 0 5 10 15 20 25 30 35 40 SCHOOL READING ASSESSMENT (SRA) IN ENGLISH COVID PERIOD CAN READ CAN'T READ During pandemic, 97.69 % of the learners CAN READ from Grade III to Grade VI and only 83.74 of the learners CAN READ from Grade I to VI. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 26.
    2 24 98 0 0 20 40 60 80 100 120 Frustration InstructionalIndependent Non-Reader FILIPINO Phil-IRI Results SY. 2019-2020 The Phil IRI result in Filipino: 0 % of learners are non-readers out of the 120 Grade III-Grade VI learners 1.02 % of learners from Grades III-Grades VI are in the frustration level 19.35 % of learners from Grades III-Grades VI are in the Instructional level 79.03 % of learners from Grades III-Grades VI belong to the independent level Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 27.
    The Phil-IRI resultsin English: 46.81 % of learners are in the independent level; 10.64 % of learners are in the frustration level; 42.55 % of learners are in the Instructional level and 0% of learners are non-readers. 10 40 44 0 0 10 20 30 40 50 Frustration Instructional Independent Non-Reader ENGLISH Phil-IRI Results SY. 2019-2020 Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 28.
    16 50 64 1 28 50 53 0 0 20 40 60 80 Frustration InstructionalIndependent Non-Reader FILIPINO Phil-IRI Results Covid Period 2020-2021 2021-2022 During pandemic, the percentage of Independent Readers decreased on its second year. The 48.85 % of Independent Readers last 2020-2021 decreased to 40.46 % in SY 2021-2022. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 29.
    10 29 52 0 22 36 37 0 0 10 20 30 40 50 60 Frustration InstructionalIndependent Non-Reader ENGLISH Phil-IRI Results Covid Period 2020-2021 2021-2022 Dashboard PILLAR 1: K TO 12 CURRICULUM In SY 2020-2022, there was no or 0% recorded Non-Reader. The 4.4% of learners were in the Frustrated level, 13.05% were in the Instructional level and 17.86% were Independent.
  • 30.
    11 8 10 12 12 13 20 16 1110 10 13 6 9 9 7 9 6 0 5 10 15 20 25 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NUMERACY DATA SY 2019-2020 NUMERATES NEARLY NUMERATES NON-NUMERATES Only 34.38% of learners from Grade I to Grade 6 are NUMERATES in SY 2019-2020. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 31.
    7 6 18 15 1615 12 22 12 9 8 9 18 5 9 6 5 6 0 5 10 15 20 25 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NUMERACY DATA SY 2020-2021 NUMERATES NEARLY NUMERATES NON-NUMERATES Only 38.89 % of learners from Grade I to Grade 6 are NUMERATES in SY 2020-2021. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 32.
    Dashboard 14 12 15 25 14 21 26 15 19 11 13 6 7 8 4 2 3 0 0 5 10 15 20 25 30 Grade1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NUMERACY DATA SY 2021-2022 NUMERATES NEARLY NUMERATES NON-NUMERATES Only 45.70 % of learners from Grade I to Grade 6 are NUMERATES in SY 2021-2022. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 33.
    0 4 9 9 10 2 0 0 4 5 7 0 1 0 0 3 16 5 3 0 0 0 12 6 7 1 00 0 2 4 6 8 10 12 14 16 18 74- below 75-79 80-84 85-89 90-94 95-97 98-100 Achievement Rate in Science Grade 3 Grade 4 Grade 5 Grade 6 Among Grade III to VI pupils, 22.12 % are at risk of failing while 77.88 % showed satisfactory to very satisfactory achievement rate. Dashboard PILLAR 1: K TO 12 CURRICULUM
  • 34.
    Performance Result inBasic Science Process Skills Elementary Basic Process Skills III % IV % V % VI % Ave Rank Observing 36 75 37 77 30 77 27 77 76.50 3 Measuring 36 75 37 75 30 76 27 78 76.00 4 Classifying 36 76 37 76 30 77 27 78 76.75 2 Predicting 36 75 37 75 30 76 27 76 75.50 5 Inferring 36 75 37 75 30 75 27 75 75.00 6 Communicating 36 77 37 78 30 77 27 77 77.25 1 The learners from Grade III to VI have high rank in Communicating Process Skill with an average of 77.25 while their least learned Process Skill is inferring with 75.00% average. 0 50 100 150 200 250 300 350 400 450 500 III % IV % V % VI % Ave Rank Observing Measuring Classifying Predicting Inferring Communicating
  • 35.
    MATHEMATICS Least Learned Competencies G1 G2 G3 1. Visualize andgive the place value and value of a digit in one- and two-digit numbers. 2. Visualizes, represents, and solves routine and nonroutine problems involving subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools. 3. Visualizes, represents and divides the elements of sets into two groups of equal quantities to show halves and four groups of equal quantities to show fourths 1. Solves routine and non-routine problems involving addition of whole numbers including money with sums up to 1000 using appropriate problem solving strategies and tools. 2. Solves routine and non-routine problems involving subtraction of whole numbers including money with minuends up to 1000 using appropriate problem solving strategies and tools. 3. Solves multi-step routine and non-routine problems involving addition and subtraction of 2- to 3-digit numbers including money using appropriate problem solving strategies and tools. 1. Solves routine and non-routine problems involving subtraction without or with addition of whole numbers including money using appropriate problem solving strategies and tools. 2. 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. 3. Recognizes and draws a point, line, line segment and ray.
  • 36.
    MATHEMATICS Least Learned Competencies G4 G5 G6 1.Reads and writesnumbers, in symbols and in words, up to hundred thousand and compare them using relation symbols 2.Solves routine and non-routine problems involving multiplication of whole numbers including money using appropriate problem solving strategies and tools. 3.Solves multi-step routine and non-routine 1.Solves routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools. 2.Solves routine and non-routine problems involving percentage using appropriate strategies and tools. 3.Solves routine and non-routine problems involving the area of a circle. 1. Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and tools 2. Solve routine and non-routine problems involving different types of numerical expressions and equations 3. Find the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres.
  • 37.
    ENGLISH Least Learned Competencies G1 G2 G3 1. Identify causeand effect/or effect of events. 2. Follow one-to-two step directions. 1. Writing some words, a phrase, or a sentence about an illustration or a character 2. Retell and/or reenact events from a story 3. Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English 1. Use different kinds of sentences in a dialogue (e.g. declarative, interrogative exclamatory, imperative) 2. Use plural from of frequently occurring irregular nouns (e.g. children, feet, teeth) 3. Read word with affixes 4. Use the degrees of adjectives in making comparisons (positive, comparative, superlative)
  • 38.
    ENGLISH Least Learned Competencies G4 G5 G6 1. Identify differentmeanings of content specific words (denotation and connotation) 2. Get the meaning of words through word association (analogy) and classification 3. Identify the meaning of words through word association (analogy) and classification 1. Compose clear and coherent sentences using appropriate grammatical structures: aspects of verbs, modals and conjunction 2. Evaluate narratives based on how the author developed the elements 3. Compose clear and coherent sentences using appropriate grammatical structures (verb tenses, conjunctions, adverbs) 1. Distinguish compare and contrast text type structure 2. Present a coherent, comprehensive report on differing viewpoints on an issue 3. Composing a Three-Paragraph Persuasive Essay on Self-Selected Topic
  • 39.
    FILIPINO Least Learned Competencies G1 G2 G3 1. Nakapagtatanong tungkolsa isang larawan, kuwento at napakinggang balita. 2. Naibibigay ang paksa ng talata at tula. 3. Nakabubuo ng payak na pangungusap na may tamang ugnayan ng simuno at panaguri sa pakikipag-usap. 1. Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas, kuwentong kathang – isip ( hal: pabula, maikling kuwento, alamat), o teksto hango sa tunay na pangyayari (hal: balita, talambuhay, tekstong pangimpormasyon)* 2. Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, komunidad, paaralan) at sa mga napanood (telebisyon, cellphone, kompyuter)* 3. Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa pakikipagusap 1. Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng impormasyon 2. Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan 3. Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan (kronolohikal na pagsusunod-sunod )
  • 40.
    FILIPINO Least Learned Competencies G4 G5 G6 1.Nagagamit ang iba’tibang uri ng panghalip (pananong) - isahan-- maramihan sa usapan at pagsasabi tungkol sa sariling karanasan 2.Nagagamit ang iba’t ibang uri ng panghalip (panaklaw)-tiyakanisahan/ kalahatan-di-tiyakan sa usapan at pagsasabi tungkol sa sariling karanasan 3.Nabibigy ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon 1. Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon tungkol sa isang isyu 2. Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan 3. Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan 1. Nakasusulat ng liham pangangalakal 2. Nakapagbibigay ng lagom o buod ng tekstong napakinggan 3. Nakagagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari/ problema at solusyon
  • 41.
    SCIENCE Least Learned Competencies G3 G4 G5 1. Identify thechanges in materials as solid liquid and gas based on some observable characteristics 2. Describe the function of the sense organs of the human body. 3. Describing the Position of a Person or an Object in Relation to a Reference Point such as Chair, Door or another Person 1. Identify changes of properties when exposed to diff. temperature 2. Distinguish what happened to the solid materials when mixed with liquid materials 3. Identify what happen to the liquid when mixed with another liquid. 1. Explain the menstrual cycle 2. Infer the conditions necessary to make a bulb light up 3. Characterize weather disturbances in the Philippines and describe their effects to daily life
  • 42.
    SCIENCE Least Learned Competencies G6 1. Identify anddiscuss the interactions among living and non-living things in tropical rainforests 2. Explain how sound, heat, and light energy can be transformed 3. describe the terrestrial and the Jovian planets
  • 43.
    LEARNING RECOVERY PLAN PP Y H A Dashboard PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT
  • 44.
    School Enrolment GRADE LEVEL2019-2020 2020-2021 2021-2022 Change Y1 Change Y2 Kindergarten 35 47 42 25.53 -11.90 Grade 1 37 37 47 0.00 21.28 Grade 2 35 33 35 -6.06 5.71 Grade 3 30 39 35 23.08 -11.43 Grade 4 29 31 37 6.45 16.22 Grade 5 31 29 30 -6.90 3.33 Grade 6 29 30 27 3.33 -11.11 There was an increase of enrolment by 45.44 % from 2019-2020 to 2020-2021 and an increase of only 12.10 % from SY 2020-2021 to 2021-2022. PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 45.
    Performance Indicator The PROMOTIONRATE has increased to 100% while DROP-OUT RATE has decreased over the past three years . Indicators SY 2018 -2019 SY 2019 – 2020 SY 2020 – 2021 Change Year 1 Change Year 2 Promotion Rate 90.42% 100% 100% 10% 0.00% Cohort Survival Rate 87.10% 70.73% 93.75% -16% 23.02% Transition Rate 90.91% 100% 100% 9% 0.00% Drop-out Rate 2.20% 1.32% 0.013% -1% -1.31% Repetition Rate 3.77% 0.88% 0.01% -3% -0.87% PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 46.
    Performance Indicator The PROMOTIONRATE has increased to 100% while DROP-OUT RATE has decreased over the past three years . 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00% Promotion Rate Cohort Survival Rate Transition Rate Drop-out Rate Repetition Rate SY 2018 -2019 SY 2019 – 2020 SY 2020 – 2021 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 47.
    The 81.10 %of the leaners from Kindergarten to Grade 6 are in F2F classes while only 18.90 % of the learners are undertaking the Modular Distance Learning. 30 40 27 33 28 23 25 12 7 8 3 9 7 2 0 20 40 60 KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Face to Face and Modular Distance Learning Report FACE TO FACE MDL PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 48.
    In relation tothe expansion of F2F classes 5 teachers are needed from Kindergarten to Grade 6 9 0 2 0 9 0 2 0 9 5 2 0 0 1 2 3 4 5 6 7 8 9 10 Teaching Needs Non-Teaching Needs Inventory of Teaching & Non-Teaching Personnel 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 49.
    Five classrooms areneeded from Kindergarten to Grade 6. 1 6 0 1 6 0 1 6 5 0 2 4 6 8 KINDERGARTEN GRADE 1 - 6 Needs Inventory on the Number of Classrooms 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 50.
    Thirty- two (32)seats are needed in Kindergarten and Forty- Three (43) seats are needed in Grade 1 – 6. 24 182 9 32 178 21 32 168 43 0 50 100 150 200 KINDERGARTEN GRADE 1 - 6 Needs Inventory of Seats 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 51.
    Only 14.45% ofthe learners from Kindergarten to Grade 6 are vaccinated while there are 85.55 % learners are unvaccinated. 1 3 7 4 5 3 14 41 44 28 32 32 29 13 0 5 10 15 20 25 30 35 40 45 50 Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Vaccination Status of Learners Vaccinated Unvacinated PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 52.
    The 90.91 %of the teaching & non-teaching personnel are fully vaccinated and 81.82 % have already received the 1st booster shot of vaccine . 10 1 9 0 2 4 6 8 10 12 Vaccinated Unvaccinated Vaccine w/ Booster Shot Vaccination Status of Teaching & Non-Teaching PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 53.
    The SBM Levelof practice remains at level 2. 2 2 2 0 0.5 1 1.5 2 2.5 2019-2020 2020-2021 2021-2022 SBM Level of Practice PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 54.
    For the past3 years, 4.11 % of the total enrolment are severely wasted, 6.99 % are wasted, 1.64 % are overweight, .96 % are obese and 86.30 are normal. 9 15 198 6 4 8 14 219 3 2 13 22 213 3 1 0 50 100 150 200 250 Severely Wasted Wasted Normal Overweight Obese NUTRITIONAL STATUS CONSOLIDATED DATA 2019-2020 2020-2021 2021-2022 PILLAR 2: IMPROVING THE LEARNING ENVIRONMENT Dashboard
  • 55.
    LEARNING RECOVERY PLAN PP Y H A Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
  • 56.
    Most of theteachers are at the average level when it comes to Foundational Knowledge in Teaching Reading. Teachers’ Foundational Knowledge in Teaching Reading Criteria for Assessment Likert 5-point Scale 1. Can identify examples of reading instruction for developing word recognition, language comprehension, strategic knowledge, and reading-writing connections. 5 2. Can identify conditions that support individual motivation to read and write. 5 3. Can recognize major theories of reading and writing processes and development, including the role of language acquisition in language learning. 4 4. Can recognize major theories of reading using supporting evidence from theory and research 3 5. Can explain language and reading development using supporting evidence from theory and research 5 6. Can demonstrate knowledge about the transfer of skills from the first language to the second language as it affects literacy learning across these components. 4 7. Has time and attends training and conferences on reading and literacy to strengthen theoretical knowledge base about reading and writing across curriculum 3 8. Can perform effective assessment practices from instruction 4 9. Can demonstrate skilled use of assessment process and results 3 10. Can analyze assessment data and communicate findings and implications to form an appropriate action plan 3 Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
  • 57.
    The teachers inNagbayan Elementary School needs training and focus in Personal Growth and Professional Development; Community Linkages; and Professional Engagement. Teachers Training Needs based on PPST Career Stages DOMAIN FOCUS MEAN RANK 1 Content knowledge and pedagogy. 2.88 5 2 Learning environment 3 3 3 Diversity of learners 3 3 4 Curriculum and planning 2.4 7 5 Assessment and reporting 2.66 6 6 Community linkages and professional engagement 3.29 2 7 Personal growth and professional development 3.44 1 5 3 3 7 6 2 1 0 2 4 6 8 1 2 3 4 5 6 7 Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
  • 58.
    Before the pandemic,the school was able to conduct 16 LAC sessions while during the pandemic period it dropped to only 10 LAC Sessions per School Year. 12 10 10 9 9.5 10 10.5 11 11.5 12 12.5 2019-2020 2020-2021 2021-2022 INSET/LAC SESSIONS CONDUCTED Dashboard PILLAR 3: TEACHER UPSKILLING AND RESKILLING
  • 59.
    LEARNING RECOVERY PLAN PP Y H A Dashboard PILLAR 4: ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION
  • 60.
    Data on Numberof Partners per FiscalYear 8 2 7 9 1 6 10 11 6 0 2 4 6 8 10 12 2019-2020 2020-2021 2021-2022 Data on Number of Partners per Fiscal Year Public Sector Private Sector Private Individuals During the pandemic period, the number of public and private stakeholders extending their assistance to school has slightly increased. Dashboard PILLAR 4: ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION
  • 61.
    PUBLIC SECTORS AGENCY-PARTNER NATUREOF PARTNERSHIP 2nd PMFC (LGU) Philippine National Police (PNP) Volunteer Hours (Planting and Cleaning) Barangay Nagbayan Council Support, Learners’ School Supplies KABALIKAT CIVIC COM Volunteer Hours (cleaning) Philippine Statistic Association (PSA) Forum for Parents Volunteer Hours (cleaning) CSWD Volunteer Hours 4 P’s Volunteer Hours (Planting and Cleaning) GPTA Officers Volunteer Hours (cleaning) PRIVATE SECTORS Subic Con Corporation Infrastructure Dr. Roberto De Leon Farm Food Donation and Agri Supply for Gulayan PREDA Foundation Castillejos Volunteer Hours (cleaning) Castillejos Water District Infrastructure (Water System) ZAMECO II Infrastructure (installation of lightings) EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2019-2020
  • 62.
    Kingdom of GodChurch Volunteer Hours (cleaning) Iglesia Ni Cristo Volunteer Hours (cleaning) UCYC Castillejos Volunteer Hours (cleaning) Glamour N’ Style Learners Wellness (Free Haircut) PRIVATE INDIVIDUALS Dr. Catherine Doliente Learners Wellness (Free Dental and Medical Check Up) Dr. Janice Vallejos Trimor Learners Wellness (Free Dental and Medical Check Up) Jeffrey Khonghun Financial Support Ylyza Mari Santos Food Donation Cecille F. Rafanan Financial Support PMJ Joan Sibayan Cleaning Equipment Mariel Española Teaching Personnel Support/Appliance Equipment Nerissa L. Dalit Financial Support Clariza Faye Lumbao Cleaning Equipment Mary Andrea A. Pacinabao Learners School Supply EXTERNAL PARTNERS IN THE DELIVERY OF BASIC EDUCATION SY 2019-2020
  • 63.
    EXTERNAL PARTNERS INTHE DELIVERY OF BASIC EDUCATION SY 2020-2021 PUBLIC SECTORS AGENCY-PARTNER NATURE OF PARTNERSHIP Provincial Government Teaching & Non- Teaching Personnel Support Barangay Nagbayan Council Support, Learners’ School Supply PRIVATE SECTORS Castillejos Water District Infrastructure (Hand Washing Area ) PRIVATE INDIVIDUALS Cecille F. Rafanan Financial Support Veronica E. Ramirez Learners Materials (books, manipulative toys) Joy Marie Claro Dalit Teaching & Non- Teaching Personnel Support Arceli M. Farrales Financial Support Janice Ann A. De Guzman Cleaning materials Ricky Q. Sanchez Teaching & Non- Teaching Personnel Support Jeffrey Basil Cleaning materials Jason R. Villanueva Infrastructure (repainting of walls)
  • 64.
    EXTERNAL PARTNERS INTHE DELIVERY OF BASIC EDUCATION SY 2020-2021 Julie Aira Reguindin Hand Sanitizing Equipment Ma. Elsa T. Española Teaching & Non- Teaching Personnel Support Benedict A. Aquino Volunteer Hours (Disinfecting) Teaching & Non- Teaching Personnel Support/Wellness Mr. & Mrs. Mark Frederick O. Mercado Teaching & Non- Teaching Personnel Support Mr. & Mrs. Arjay F. Aquino Teaching & Non- Teaching Personnel Support Benedict A. Aquino Volunteer Hours (Disinfecting) Teaching & Non- Teaching Personnel Support/Wellness
  • 65.
    EXTERNAL PARTNERS INTHE DELIVERY OF BASIC EDUCATION SY 2020-2021 PUBLIC SECTORS AGENCY-PARTNER NATURE OF PARTNERSHIP NDRRMC Castillejos DRRM Equipment Barangay Nagbayan Council Financial Support Communication Equipment (radio) Volunteer Hours Infrastructure (isolation Area) KABALIKAT CIVIC COM Infrastructure (fixing the wirings) KABALIKAT RADIOCOM with ALPHA KAPPA RHO Learners School Supply (colored pencil and pencils) Barangay Nagbayan Health Workers Volunteer Hours Barangay Nagbayan Tanod Volunteer Hours GPTA Officers Volunteer Hours Infrastructure(repainting of School Gate and Signages) PRIVATE SECTORS Dr. Roberto De Leon Farm Food Donation and Agri Supply for Gulayan PREDA Foundation Castillejos Volunteer Hours (cleaning)/Cleaning Equipment PRIME VAS School Supplies
  • 66.
    EXTERNAL PARTNERS INTHE DELIVERY OF BASIC EDUCATION SY 2021-2022 TAU GAMMA PHI- TRISKELION GRAND FRATERNITY (Council & San Pablo Mabuhay Chapter) Volunteer Hours Angel Wings Teaching & Non- Teaching Personnel Support/Wellness PRIVATE INDIVIDUALS Jason R. Villanueva Learners School Supply (envelope bag) Learners/ Teaching & Non- Teaching Personnel Support/Wellness Rhodora R. Guevarra Teaching & Non- Teaching Personnel Support/Wellness Angel Magsaysay Teaching & Non- Teaching Personnel Support/Wellness Jay-Czar La Torre Teaching & Non- Teaching Personnel Support/Wellness Christian Niño Esposo Teaching & Non- Teaching Personnel Support/Wellness Engr. And Mrs. Jonathan Millado Teaching & Non- Teaching Personnel Support
  • 67.
    7 12 3 3 0 4 5 2 2 1 4 5 4 3 1 0 2 4 6 8 10 12 14 TeachingSupport Staff Wellness Learners Supply Infrastructure Appliance Equipment Data on Nature of Partnership 2019-2020 2020-2021 2021-2022 The nature of partnership dominated on learners’ supply for the printing of SLMs followed by the staff wellness during the pandemic period
  • 68.
  • 69.
    TRENGTHS W T O Implementation of Blended/combined modality(Face to Face and modular) Safe and orderly environment for the children’s learning Research and Development Heartfelt & inspiring Partners in Education S Not yet available learning support facilities (science room, computer room & library) Student book ratio 1:3 ICT Capability of Teachers are lacking School committee activities are still less active EAKNESSES PPORTUNITIES Community support for the existence of school is quite high The environmental service also supports the implementation of environment-based learning Establish cooperation with the parents, barangay officials & other stakeholders Continuing to provide assistance with the child’s unmet learning disabilities through remediation Refuses to let their children go to school because of the covid 19 virus The parents answer their child’s module The parents do not want their child to be given with covid 19 vaccine Limited face-to-face class because of the Pandemic HREATS
  • 70.
  • 71.
  • 72.
    Pillar Strategies InterventionMajor Outputs 1. K to 12 Curriculum Strengthen the Literacy, Numeracy, and Science Process Skills through improved instructional supervision Religious classroom supervision focusing on LNS instruction ● Supervisory Plan ● Designation letter/ school memo ● Accomplished COT ● copy of DLL ● Observation Notes ● TA Plan ● TA Report ● Supervisory Report ● Analysis report of COT Provision of interventions/ remediation/enrichment programs toward strengthened LNS skills of the learners ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
  • 73.
    2 - ImprovingLearning Environment Ensure a safe, healthy, and child-friendly learning environment to promote meaningful learning experiences Sustain functional learning facilities and equipment such as functional learning resources, reading corners, science laboratories, reading nooks and math corners ● Perpetual Inventory Report ● Inspection report ● Utilization Plan/ School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory Intensify the health and nutrition services and programs of the school, Implement of WINs and OK sa DepEd ● ACR ● Brochures, flyers, tarpaulin ● Status/ implementation Report ● Monitoring report/ notes ● Feedback and evaluation notes Increase safety and security of school ● Geophysical Map ● Hazard map ● Contingency Plan ● Action Plan ● Evacuation Plan ● School Site Plan ● ACR ● Monitoring Report ● Feedback ● Evaluation Implement gender sensitive and responsive learning environment ● Need Analysis ● GAD Plan ● ACR ● Status/progress report ● Monitoring report/ note ● Feedback ● Evaluation report
  • 74.
    2 - ImprovingLearning Environment Ensure a safe, healthy, and child- friendly learning environment to promote meaningful learning experiences Implement wellness programs ● Need Analysis ● School memo/ Designation order ● Action plan ● ACR ● Feedback ● Evaluation Strict implementation of child protection policy ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook 3- Teachers’ upskilling and Reskilling Intensify Teachers’ Professional Development Programs and services Enhance teachers’ potential and capabilities through provision of TAs, capacity building, in-service training, etc. ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form Provision of mentoring and Coaching program ● Coaching and mentoring plan/report ● Designation order ● Memorandum ● Monitoring and Evaluation tool ● Conference notes
  • 75.
    Raise teachers’ morale throughimproved Rewards and Recognitions System. ● Rewards and Recognition System Committee ● School memorandum ● Copy of certificate ● R&R System guidelines and criteria ● ACR Encourage teachers to engage/ enroll to Post graduate studies for professional development ● ACR ● Permit to study 4- Engagement of Stakeholders for support and Collaboration Strengthen and sustain partnerships with stakeholders Increase partnership with stakeholders ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA Strengthen with existing stakeholders ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA
  • 76.
    Raise teachers’ morale throughimproved Rewards and Recognitions System. ● Rewards and Recognition System Committee ● School memorandum ● Copy of certificate ● R&R System guidelines and criteria ● ACR Encourage teachers to engage/ enroll to Post graduate studies for professional development ● ACR ● Permit to study 4- Engagement of Stakeholders for support and Collaboration Strengthen and sustain partnerships with stakeholders Increase partnership with stakeholders ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA Strengthen with existing stakeholders ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA ● ACR ● Certificates
  • 77.
  • 78.
    Rate 2022- 2023 2023- 2024 2024- 2025 Baseline Target KinderNet Enrolment Rate 58.93% 62.33% 64.25% 65.51% Elementary Net Enrolment Rate 80.53% 85.46% 92.49% 95.43% Elementary Completion Rate 77.14% 82.14% 87.14% 92.14% Elementary School Leaver Rate 0.28% 0.24% 0.20% 0.15% PERFORMANCE TARGETS
  • 79.
    RREADING Key Stage 2022 2023 20242025 LC UC LC UC LC UC LC UC 1 60.00 63.00 63.00 66.00 66.00 69.00 69.00 72.00 2 65.00 68.00 68.00 71.00 71.00 74.00 74.00 77.00 MATHMATHEMATICS Key Stage 2022 2023 2024 2025 LC UC LC UC LC UC LC UC 1 56.00 59.00 59.00 62.00 62.00 65.00 65.00 68.00 2 53.00 56.00 56.00 59.00 59.00 62.00 62.00 65.00 RSCIENCE Key Stage 2022 2023 2024 2025 LC UC LC UC LC UC LC UC 1 54.00 57.00 57.00 60.00 60.00 63.00 63.00 66.00 PERFORMANCE TARGETS
  • 80.
    RESULTS STATEMENT/ KEY PERFORMANCEINDICATORS START YEAR 2022 2023 2024 2025 1. Percentage of affected and displaced learners retained 0% 0% 0% 0% 2. Percentage of learners who reported violence committed against them by other learners (bullying) or adults (child abuse) based on intake sheets of schools 0% 0% 0% 0% 3. Percentage of learners who are happy and satisfied with their basic education experience in relation to the enjoyment of their specific rights in school and learning centers 100% 100% 100% 100% 4. Percentage of learners who know their rights TO and IN education, and how to claim them positively 100% 100% 100% 100% 5. Percentage of school programs/projects and activities significantly manifesting indicators of Right to Basic Education in the learning environment 100% 100% 100% 100% 6. Percentage of school personnel in school who know the rights of children and learners in relation to Right to Basic Education, and are able to infuse them in their respective jobs/duties 100% 100% 100% 100% 7. Percentage of learners equipped with capacities on what to do before, during, and after disaster/emergency 100% 100% 100% 100% 8. Percentage of learners in safe schools 100% 100% 100% 100% 9. Percentage of students with improved health statistics 85% 90% 93% 95%
  • 81.
    4- Engagement of Stakeholdersfor support and Collaboration Strengthen and sustain partnerships with stakeholders Ensure effective and efficient management of resources generated from the partnership ● List of generated resources ● Deed of Donation ● Logbook/Utilization of generated resources
  • 82.
  • 83.
    Pillar Strategies InterventionsCritical Activities Timeline Estimated Budget Persons Involved Major Outputs 1 - K to 12 Curriculum Strengthen the Literacy, Numeracy, and Science Process Skills through improved instructional supervision Religious classroom supervision focusing on LNS instruction 1. Preparation of Monthly supervisory plan with highlights on LNS instruction 2. Create a team on classroom observation 3. Issuance of school memo re: classroom observation 4. Conduct classroom observation 5. Checking of DLL/DLP/WLP 6. Conduct post- conference 7. Provides Technical Assistance (TA) to teachers 8. Prepare supervisory report/ TA report/ COT 9. Analyze the COT report ● Supervisory Plan ● Designation letter/ school memo ● Accomplished COT ● copy of DLL ● Observation Notes ● TA Plan ● TA Report ● Supervisory Report ● Analysis report of COT
  • 84.
    Provision of interventions/ remediation/enrichmentprograms toward strengthened LNS skills of the learners Phase 1 1. Analysis of assessment results 2. Conduct diagnostic tests 3. Profiling of learners who have low performance in LNS 4. Designate key teachers/ committee 5. Develop and plan intervention/remediation activities focusing on LNS activities 6. Implementation of LNS Programs (Inclusion of specific LNS Programs) Intervention 1 Project RAR “Rescuing At-Risk Readers” Intervention 2 Parents’ Academy Intervention 3 Project MTB-IM “Master the Basic In Mathematics” Intervention 4 Five Minutes to Tell (Digital Story Telling Show) Intervention 5 Project Sci-Art Intervention 6 Project OLS “Online Learning in Science Phase 2 1. Monitor the implementation of intervention activities of LNS programs 2. Evaluate learners’ progress based on the interventions received 3. Feedback of learners 4. Evaluate the intervention program Phase 3 1. Conduct impact analysis 2. Enhancement and improvement of the program 3. Innovate intervention focusing on LNS ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
  • 85.
    Provision of interventions/ remediation/enrichm ent programstoward strengthened LNS skills of the learners Phase 1 1. Analysis of assessment results 2. Conduct diagnostic tests 3. Profiling of learners who have low performance in LNS 4. Designate key teachers/ committee 5. Develop and plan intervention/remediation activities focusing on LNS activities 6. Implementation of LNS Programs (Inclusion of specific LNS Programs) Intervention 1 Project RAR “Rescuing At-Risk Readers” Intervention 2 Parents’ Academy Intervention 3 Project MTB-IM “Master the Basic In Mathematics” Intervention 4 Five Minutes to Tell (Digital Story Telling Show) Intervention 5 Project Sci-Art Intervention 6 Project OLS “Online Learning in Science Phase 2 7. Monitor the implementation of intervention activities of LNS programs 8. Evaluate learners’ progress based on the interventions received 9. Feedback of learners 10. Evaluate the intervention program ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
  • 86.
    Management of learning resources basedon MELC that highlights enhancement of LNS skills Harvesting of quality-assured learning resources Phase 3 11. Conduct impact analysis 12. Enhancement and improvement of the program 13. Innovate intervention focusing on LNS Phase 1 1. Designate functional LRMDS team and SQAT 2. Inventory of available quality- assured learning resources 3. Mobilize the LRMDS team and SQAT in the harvesting of learning resources 4. Conduct quality assurance on harvested learning resources based on learners’ needs 5. Finalize the list of quality- assured learning resources 6. Printing of harvested learning resources for classroom use 7. Distribution of harvested learning resources to the teachers and learners for LNS instruction 8. . Monitor and evaluate the utilization of the learning resources. 9. Feedback from learners, parents, and teachers ● Designation letter/ memo ● Inventory of learning resources ● Harvested learning resources ● SQAT tool ● List of quality- assured learning resources ● Printed LRs ● Distribution list ● Acceptance report ● Monitoring and evaluation tool/ report
  • 87.
    Creation of functional offlinelibrary/ e-hub 1. Preparation and submission of action plan/ project proposal in the creation of a functional offline library 2. Creation of school-based committee in the development of functional offline library/ e-hub 3. Issuance of school memo on the establishment of a functional offline library in the school 4. Compile quality-assured learning resources (print and non-prints) 5. Convert printed materials into soft copies 6. Upload the quality-assured learning resources to any available devices (OTGs, tablets, netbooks, mobile phones) and in the e-hub (Google Drive) 7. Issuance of school memorandum on the utilization of functional offline library in the school 8. Orient teachers, learners, and parents on the proper utilization of offline library 9. Utilization of the functional offline library/ e- hub 10. Monitor the utilization and functionality of the offline library/ e-hub 11. Feedback from parents, learners, and teachers ● Action Plan ● Approved Project Proposal ● School Memo ● Compilation of Quality-assured learning resources ● Learning materials converted to soft copies ● Uploaded LRs in the e-hub/ offline library ● Soft copy of LRs saved in available devices ● School Memo ● ACR ● List of Users ● Feedback reports ● M & E plan/report
  • 88.
    2 - Improving Learning Environment Ensurea safe, healthy, and child-friendly learning environment to promote meaningful learning experiences Sustain functional Learning facilities and equipment such as functional Learning resources, reading corners, science laboratories, reading nooks and math corners 1. Conduct Inventory of learning facilities and equipment 2. Conduct inspection activity 3. Prepare utilization plan of the existing /functional learning resources 4. Conduct regular repair and maintenance of non- functional learning resources, 5. Monitor the utilization of the functional learning facilities and equipment 6. Evaluation report on the utilization of the functional learning facilities and equipment ● Perpetual Inventory Report ● Inspection report ● Utilization Plan/ School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory
  • 89.
    Intensify the health and nutritionservices and programs of the school, Implement of WINs and OK sa DepEd 1. Orient learners and stakeholders 2. Provide advocacy program/ information dissemination 3. Implement: WASH/ WINS, OK sa DepEd, Feeding Program, Gulayan sa Paaralan, YES-O, BKD, hygiene program, COVID-19 protocol 4. Monitor the implementation of the health and nutrition services 5. Evaluate the implementation of the health and nutrition services ● ACR ● Brochures, flyers, tarpaulin ● Status/ implementation Report ● Monitoring report/ notes ● Feedback and evaluation notes
  • 90.
    Increase safety and security of school 1.Situational analysis 2. Prepare/ update the contingency plan 3. Implement safety and security program such as fire drill, earthquake drill, COVID-19 drill 4. Monitor the strict implementation of safety protocols 5. Evaluate the implementation of safety and security program ● Geophysical Map ● Hazard map ● Contingency Plan ● Action Plan ● Evacuation Plan ● School Site Plan ● ACR ● Monitoring Report ● Feedback ● Evaluation Increase safety and security of school 1. Situational analysis 2. Prepare/ update the contingency plan 3. Implement safety and security program such as fire drill, earthquake drill, COVID-19 drill 4. Monitor the strict implementation of safety protocols 5. Evaluate the implementation of safety and security program
  • 91.
    Implement gender sensitive and responsivelearning environment 1. Identify needs of learners and teachers 2. Revisit GAD plan 3. Implement GAD plan 4. Monitor and evaluate implementation of gender sensitive and responsive learning environment ● Need Analysis ● GAD Plan ● ACR ● Status/progress report ● Monitoring report/ note ● Feedback ● Evaluation report
  • 92.
    Strict implementation of child protection policy 1.Orientation/ re- orientation of all the stakeholders 2. Advocacy/ information dissemination 3. Revisit/ update and disseminate student and learners’ handbook 4. Implement child protection policy handbook 5. Monitor and evaluate the implementation of child protection policy handbook ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook
  • 93.
    3- Teachers’ upskilling and Reskilling Intensify Teachers’ Professional Developmen t Programs andservices Enhance teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. 1. Identify and analyze teachers’ needs through data gathered from existing assessment tools. (e-sat, COT, MPS results, observation notes, IPCRF rating) 2. Craft TA, LAC plan, action plan & proposal 3. Organize and conduct TAs ( through classroom observation), LAC sessions, in-service training, & capacity building focusing on LNS 4. Conduct monitoring and evaluation 5. Feedbacking 6. Revisit TA & LAC plan, sustain effective interventions 7. Revise/modify points for improvement School head Head Teacher, Master Teacher/Key Teachers ICT, PMT ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form
  • 94.
    Provision of mentoring and Coaching program 1. Identify teachersin need of mentoring and coaching. 2. Create a team of mentors and coaches 3. Craft mentoring and coaching plan 4. Organize and conduct coaching and mentoring (through classroom Observation) program 5. Conduct monitoring and evaluation 6. Post-conferencing 7. Sustain the provision of coaching and mentoring program School Head, Head Teacher, Master Teachers ● Coaching and mentoring plan/report ● Designation order ● Memorand um ● Monitoring and Evaluation tool ● Conference notes Provision of mentoring and Coaching program 1. Identify teachers in need of mentoring and coaching. 2. Create a team of mentors and coaches 3. Craft mentoring and coaching plan 4. Organize and conduct coaching and mentoring (through classroom Observation) program 5. Conduct monitoring and evaluation 6. Post-conferencing 7. Sustain the provision of coaching and mentoring program
  • 95.
    Raise teachers’ morale through improvedRewards and Recognitions System. 1. Organize committee 2. Craft the School’s Rewards and Recognitions System guidelines 3. Orient teachers on the Rewards and Recognitions system. 4. Implement the School’s Rewards and Recognition System 5. Monitoring and evaluation 6. Revisit Guidelines and refine criteria School head, R&R System Committee ● Rewards and Recognition System Committee ● School memorandum ● Copy of certificate ● R&R System guidelines and criteria ● ACR
  • 96.
    Encourage teachers to engage/ enrollto Post graduate studies for professional development 1. Conduct LAC sessions on Personal Development advocacy 2. Review and assess teacher’s portfolio 3. Orient/reorient on guidelines/ updates on promotion 4. Encourage teachers to pursue graduate studies School head, Administrative Officer II ● ACR ● Permit to study Encourage teachers to engage/ enroll to Post graduate studies for professional development 1. Conduct LAC sessions on Personal Development advocacy 2. Review and assess teacher’s portfolio 3. Orient/reorient on guidelines/ updates on promotion 4. Encourage teachers to pursue graduate studies
  • 97.
    4- Engagement of Stakeholders forsupport and Collaboration Strengthen and sustain partnerships with stakeholders Increase partnership with stakeholders 1. Identify possible partners 2. Invite identified possible partners 3. Conduct meetings cum orientation with stakeholders 4. Identification/doc umentation of pledges 5. Crafting and signing of MOU/MOA SH teachers ASP and BE Coordinator ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA
  • 98.
    Strengthen with existing stakeholders 1. Updatethe list of existing stakeholders 2. Invite identified partners 3. Conduct meetings cum orientation with stakeholders 4. Crafting and signing of MOU/MOA 5. Conduct of Convergence 6. Conduct of Recognition/Awar ding of Certificate SH teachers ASP and BE Coordinator ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA ● ACR ● Certificates
  • 99.
    Ensure effective and efficient managementof resources generated from the partnership 1. Identify generated resources 2. Report generated accordingly 3. Plan the use of generated resources identified to the needs of the school 4. Monitor the use of generated resources SH teachers ASP and BE Coordinator ● List of generated resources ● Deed of Donation ● Logbook/Utilization of generated resources
  • 100.
  • 101.
    Pillar Strategies Intervention Intermediate Outcomes IndicatorsAccountable Person MOVS/Deliverables Strengthen the Literacy, Numeracy, and Science Process Skills through improved instructional supervision Religious classroom supervision focusing on LNS instruction Conducted classroom supervision focusing on LNS instruction religiously ● Number of submitted monthly supervisory plans and reports ● Number of classroom observations conducted with COTs ● Number of teachers observed ● Number of TA reports School Head Master Teacher/ Key Teachers ● Supervisory Plan ● Designation letter/ school memo ● Accomplished COT ● copy of DLL ● Observation Notes ● TA Plan ● TA Report ● Supervisory Report ● Analysis report of COT
  • 102.
    Provision of interventions/ remediation/en richment programs toward strengthened LNS skillsof the learners Provided interventions /remediation /enrichment programs toward strengthened LNS skills of the learners ● Number of submitted assessment results ● Timely submission of project proposals ● Timely submission of activity completion reports (ACR) with necessary attachments ● Accomplishment of activities included in the timeline for the LNS programs ● Timely submission of learners’ progress report ● Number of programs monitored and evaluated ● Number of research outputs School Head Master Teacher/s Key Teachers Teachers ● Assessment results ● Copy of tests/assessment tools ● Learners’ profile ● Designation order/memo ● Action Plan ● ACR with necessary attachments ● Monitoring reports ● Learners’ Progress report ● Program evaluation report ● Research output ● Modified intervention innovations
  • 103.
    Management of learning resources based onMELC that highlights enhancement of LNS skills Harvesting of quality-assured learning resources Harvested quality- assured learning resources ● Number of harvested quality-assured learning resources ● Number of quality-assured LRs used in the classroom ● Updated inventory of learning resources School Head Master Teacher School Quality Assurance Team (SQAT) LRMDS Team ● Designation letter/ memo ● Inventory of learning resources ● Harvested learning resources ● SQAT tool ● List of quality- assured learning resources ● Printed LRs ● Distribution list ● Acceptance report ● Monitoring and evaluation tool/ report
  • 104.
    Creation of functional offline library/ e-hub Createda functional offline library/ e-hub for blended learning modality ● Number of offline learning resources in the e-hub ● Number of teachers who utilized the offline library ● Number of learners who utilized the offline library School Head Master Teacher LRMDS Team Key Teachers ● Action Plan ● Approved Project Proposal ● School Memo ● Compilation of Quality-assured learning resources ● Learning materials converted to soft copies ● Uploaded LRs in the e-hub/ offline library ● Soft copy of LRs saved in available devices ● School Memo ● ACR ● List of Users ● Feedback reports ● M & E plan/report
  • 105.
    2 - Improved Learning Environment Ensurea safe, healthy, and child- friendly learning environment to promote meaningful learning experience Sustain functional Learning facilities and equipment such as functional Learning resources, reading corners, science laboratories, reading nooks and math corners Sustained functional Learning facilities and equipment ● Annual Perpetual Inventory Report ● Quarterly Inspection report ● Annual Utilization Plan ● School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory School Head School Inventory Coordinat or ● Perpetual Inventory Report ● Inspection report ● Utilization Plan/ School Map ● ACR/ Project Proposal ● Monitoring Report ● Physical Inventory
  • 106.
    Intensify the health and nutrition servicesand programs of the school, Implement of WINs and OK sa DepEd Intensified the health and nutrition services and programs of the school, Implement of WINs and OK sa DepEd ● ACR ● Brochures, flyers, tarpaulin ● Quarterly Status/ implementation ● Report ● Monitoring report/ notes ● Feedback and evaluation notes School Head School Health Coordinator SMEA Coordinator ● ACR ● Brochures, flyers, tarpaulin ● Status/ implementati on Report ● Monitoring report/ notes ● Feedback and evaluation notes
  • 107.
    Increase safety and securityof school Increased safety and security of school ● Annual Geophysical Map ● Updated Hazard map ● Updated Contingency Plan ● Action Plan ● Updated Evacuation Plan ● Updated School Site Plan ● Number of ACR submitted ● Monitoring Report ● Feedback ● Evaluation School Head Property Custodian Physical Facilities Coordinator SDRRM Coordinator SMEA Coordinator ● Geophysical Map ● Hazard map ● Contingency Plan ● Action Plan ● Evacuation Plan ● School Site Plan ● ACR ● Monitoring Report ● Feedback ● Evaluation Increase safety and security of school Increased safety and security of school
  • 108.
    Implement gender sensitive and responsivelearning environment Implemented gender sensitive and responsive learning environment ● Approved GAD Plan/ Proposal ● Timely submission of ACR ● Number of progress report submitted ● Number of teachers who undergone GAD trainings ● Number of monitored GAD activities School Head GAD Coordinator ● Need Analysis ● GAD Plan ● ACR ● Status/progre ss report ● Monitoring report/ note ● Feedback ● Evaluation report
  • 109.
    Implement wellness programs Implemented wellness programs ● Number of wellness program sessions conducted ●Number of active participants that joined the wellness program ● Number of feedbacks received School Head School Health Coordinator GPTA Officers ● Need Analysis ● School memo/ Designation order ● Action plan ● ACR ● Feedback ● Evaluation Implement wellness programs Implemented wellness programs
  • 110.
    Strict implementation of childprotection policy Strictly implemented the child protection policy ● Updated/revised school handbook containing the Child Protection Policy manual ● Number of brochures, pamphlets, and other paraphernalia distributed among the learners and parents in the school ● Number of parents who attended the information dissemination on child protection policy ● Number of incident reports concerning child protection policy School Head School Planning Committee (SPC) School Guidance Counselor Designate ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook
  • 111.
    Strict implementation of childprotection policy Strictly implemented the child protection policy ● Updated/revised school handbook containing the Child Protection Policy manual ● Number of brochures, pamphlets, and other paraphernalia distributed among the learners and parents in the school ● Number of parents who attended the information dissemination on child protection policy ● Number of incident reports concerning child protection policy School Head School Planning Committee (SPC) School Guidance Counselor Designate ● ACR ● Brochure, pamphlet, tarpaulin ● Status report ● Monitoring report ● Feedback ● Evaluation report ● Updated /revised handbook
  • 112.
    3- Teachers’ upskilling and Reskilling Intensify Teachers’ Profession al Developm ent Programs and services Enhance teachers’ potential and capabilities through provision ofTAs, capacity building, in- service training, etc. Enhanced teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. ● Number of teachers undergone need assessment based from existing tools ● Number of TA/LAC plan prepared ● Number of TA, LAC session conducted ● Number of teachers provided TA ● Number of teachers participated in LAC session ● Number of TAs, LACs monitored and evaluated School head Head Teacher, Master Teacher/Key Teachers ICT, PMT ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form
  • 113.
    3- Teachers’ upskilling and Reskilling Intensify Teachers’ Profession al Developm ent Programs and services Enhance teachers’ potential and capabilities through provision ofTAs, capacity building, in- service training, etc. Enhanced teachers’ potential and capabilities through provision of TAs, capacity building, in- service training, etc. ● Number of teachers undergone need assessment based from existing tools ● Number of TA/LAC plan prepared ● Number of TA, LAC session conducted ● Number of teachers provided TA ● Number of teachers participated in LAC session ● Number of TAs, LACs monitored and evaluated School head Head Teacher, Master Teacher/Key Teachers ICT, PMT ● Teachers’ needs assessment ● e-SAT ● COT ● MPS results ● Observation notes ● IPCRF rating ● TA plan/report ● LAC plan/report ● ACR ● Monitoring & Evaluation tool ● Feedback form
  • 114.
    Provision of mentoring and Coaching program Provided mentoringand Coaching program ● Number of teachers undergone coaching and mentoring ● Number of Mentoring and Coaching Program monitored and evaluated School Head, Head Teacher, Master Teachers ● Coaching and mentoring plan/report ● Designation order ● Memorandu m ● Monitoring and Evaluation tool ● Conference notes
  • 115.
    Encourage teachers to engage/ enroll toPost graduate studies for professional development Encouraged teachers to engage/ enroll to Post graduate studies for professional development ● Number of permit to study submitted School head, Administrativ e Officer II ● Rank list, approved ERF ● Permit to study
  • 116.
    Engagement of stakeholders for support and collaboratio n Strengthen and sustain partnershi ps with stakeholde rs Increase partnershipwith stakeholders Increased no. of partnership with stakeholders ● More projects and programs implemented SH Teachers ASP and BE Coordinator ● List of partners ● Letter of Invitation ● Minutes of the meeting ● Record of pledges ● Signed and Notarized MOU/MOA
  • 117.
    Strengthen existing stakeholders Strengthened partnership with existing stakeholders ● Active participation andcontinuous support of stakeholders in the implementation of PPAs SH Teachers Partner ASP and BE Coordinator ● Record of existing stakeholders ● Letter of Invitation ● Minutes of the meeting ● Signed and Notarized MOU/MOA ● ACR ● Signed and Notarized MOU/MOA ● ACR ● Certificates
  • 118.
    Ensure effective and efficient managemen t of resources generated fromthe partnership Ensured effective and efficient management of resources generated from the partnership ● Maximize the use of generated resources SH Teachers Partner ASP and BE Coordinator ● List of generated resources ● Deed of Donation ● Logbook/Utilizat ion of generated resources
  • 119.
  • 120.
    Communication Objective Target Audience Messages Activity Channel TimeframeBudget Person Responsible Introduction of LRP to School Personnel School Partnership coordinator LAC Session on LRP F2F LAC May 30, 2022 None School Head and Teachers Organization of the School LRP Team School Personnel Collaborative and integrative crafting of LRP F2F June 01, 2022 None School LRP Team Crafting of initial draft LRP Team For critiquing and revision F2F June 06-13, 2022 None LRP Team Presentation of final draft of LRP School LRP Team and Key Teachers Validated and Approved Final Draft F2F June 15, 2022 None LRP team, School Head, Teacher COMMUNICATION PLAN
  • 121.
    Communication Objective Target Audience Messages Activity Channel TimeframeBudget Person Responsible Online Submission of School LRP District SLRP Team Submitted SLRP for approval Online submission June 20, 2022 None School Head, District SLRP Team District presentation of LRP School Heads Consolidation of District LRP F2F Presentation June 22-23, 2022 None PSDS/School Heads Submission of crafted School LRP to the Schools Division Office School and District approved LRP Online/Physical Submission July 8, 2022 None School Head Dissemination of the School LRP to Stakeholders (Barangay and PTA) Stakeholders Presentation of the approved School LRP to Stakeholders F2F Presentation August 8-12, 2022 None School LRP Team/School Heads Implementation of School LRP Teachers and Learners Sustained Implementation with Effective M & E F2F Implementation August 2022 to June 2023 None LRP Team/Central School Heads
  • 122.
    RESEARCH REPORT INTERNATIONAL ANDNATIONAL STUDIES Scientific American. (2022, February 15). How covid changed the world. Scientific American. Retrieved May 5, 2022, from https://www.scientificamerican.com/report/how-covid-changed-the-world/ The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic. (n.d.). Retrieved May 5, 2022, from https://www.unicef.org/eap/press-releases/future-of-800-million- children-across-asia-at-risk UNESCO IIEP Dakar. Africa Office. (n.d.). Distance education in the context of COVID-19: accomplishments and perspectives in sub-Saharan Africa. Unesdoc.unesco.org. Retrieved May 5, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000374160 Where are we on Education Recovery? UNICEF.org. (n.d.). Retrieved May 5, 2022, from https://www.unicef.org/lac/media/32546/file/Where-are-we-in-education-recovery.pdf Donelly, et. Al (2021) Impact of COVID-19 Pokhre;, S and Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning Pho, A and Dinscore, A. (2015).Game-based Learning Hands-on, Minds On Learning https://www.twinkl.com.ph/teaching-wiki/hands-on-minds-on-learning SDO Zambales Learning Recovery Plan
  • 123.