106861_CASTILLEJOS_NAGBAYAN-ES_-SLRP-1.pptx

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

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

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

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
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
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
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
NUMERACY DATA
SY 2020-2021
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
NUMERACY DATA
SY 2021-2022
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

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
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
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

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

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
SY 2019-2020

SY 2020-2021
PUBLIC SECTORS
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)

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

SY 2020-2021
PUBLIC SECTORS
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

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

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

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
● 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
● 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
MOU/MOA
● ACR
MOU/MOA

Raise teachers’ morale
through improved Rewards
and Recognitions System.
● Rewards and Recognition
System Committee
● School memorandum
● 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
and Collaboration
partnerships with
stakeholders
Increase partnership with
stakeholders
MOU/MOA
Strengthen with existing
stakeholders
stakeholders
MOU/MOA
● ACR
MOU/MOA
● ACR
● Certificates

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
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
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
and Collaboration
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

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
● Designation letter/
school memo
● copy of DLL
● TA Plan
● TA 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
● Copy of tests/assessment
tools
● Designation order/memo
● Action Plan
● ACR with necessary
attachments
● 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
● Copy of
tests/assessment tools
● Designation
order/memo
● Action Plan
● ACR with necessary
attachments
● 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
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
● 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
● Action Plan
● Evacuation Plan
● ACR
● 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

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
● 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
● 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
● Letter of
Invitation
● Minutes of the
meeting
● 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
stakeholders
● 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
resources
● Deed of Donation
● Logbook/Utilization
of generated
resources

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
school memo
● copy of DLL
● TA Plan
● TA 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
activity completion
reports (ACR) with
necessary attachments
● Accomplishment of
activities included in
the timeline for the LNS
programs
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
● Designation
order/memo
● Action Plan
● ACR with
necessary
attachments
● 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
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
● Action Plan
● Evacuation Plan
● ACR
● 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

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
resources
● Deed of
Donation
● Logbook/Utilizat
ion of generated
resources

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

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