The document provides data from Samberga Elementary School's three-year School Learning Recovery Plan. It includes data on literacy and numeracy levels from tests administered before and after the pandemic, as well as data on science process skills and the school's achievement rates over the past two years. Charts show some learning areas improved after administering an academic profiling while others still show learning losses. The school implements mostly distance learning with some modular and face-to-face classes. Data on teachers' performance reviews is also included.

1. COVER
LEARNING
RECOVERY PLAN
school

2. 2
Background and Context

3. Background and Context
The challenge of pandemic in education is entirely unescapable. The United Nations in coordination
with UNICEF and WHO, disclosed the amount of disruption it caused in schools worldwide - in the
elementary, secondary and even in higher education. The education department of the country have
done all its means to capture issues that need to cover and learning losses that have immensely affected
the teachers, the pedagogy, the household, the parents, the community and most of the all, the learners.
As face-to-face classes resume, it gives us a bigger portrait of the learning losses which need to
focus on as academic performance of learners especially in literacy and numeracy at home does not
reflect on their classroom performance; those learners with desirable grades in English and Mathematics
perform least from what is expected to them.
Although the Division of Tarlac City seem to approach it so well since the launching of “Academic
Profiling”, the grey areas still remain whether this transcend to learners given the little amount allotted
for the settling of learning momentum as the school year 2021-2022 is about to end.
Samberga Elementary School understands this situation, its teaching personnel and school
administration purportedly crafting interventions to address learning losses and at the same time, works
with community people to carry out activities involved into a reality. Hence, all these measures are
backed up by the following data transcribed in this three-year School Learning Recovery Plan.

4. 4
Operational Frameworks of the
Learning Recovery Plan (LRP)

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

6. KITE Framework
6

7. Operational Framework
7

8. 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
8

9. 9
Dashboard

10. 10
Pillar 1: K to 12 Curriculum
❖Quality of Learning Outcomes and
Learning Delivery Modalities
Pre-Pandemic and During Pandemic

11. Data on Literacy
(English)

12. 12
Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in English
Grade 4 Grade 5 Grade 6
Frustration 15 8 10
Instructional 10 9 12
Independent 6 7 15
Non-Readers 5 4 2
15
8
10
10
9
12
6
7
15
5
4
2
0
2
4
6
8
10
12
14
16
Pre-test
Frustration Instructional Independent Non-Readers
Grade 4 Grade 5 Grade 6
Frustration 8 6 5
Instructional 10 9 16
Independent 16 11 18
Non-Readers 2 2 0
8
6
5
10
9
16
16
11
18
2 2
0
0
2
4
6
8
10
12
14
16
18
20
Post-test
Frustration Instructional Independent Non-Readers
2019-2020

13. 13
Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in English
Grade 4 Grade 5 Grade 6
Frustration 12 14 10
Instructional 10 14 10
Independent 5 7 9
Non-Readers 3 4 2
12
14
10
10
14
10
5
7
9
3
4
2
0
2
4
6
8
10
12
14
16
Pre-test
Frustration Instructional Independent Non-Readers
Grade 4 Grade 5 Grade 6
Frustration 6 5 3
Instructional 10 16 8
Independent 13 17 20
Non-Readers 1 1 0
6
5
3
10
16
8
13
17
20
1 1
0
0
5
10
15
20
25
Post-test
Frustration Instructional Independent Non-Readers
2020-2021

14. 14
Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in English
Grade 4 Grade 5 Grade 6 Total
Frustration 17 7 5 29
Instructional 9 13 10 32
Independent 5 7 17 29
Non-Readers 2 3 0 5
17
7
5
29
9
13
10
32
5
7
17
29
2
3
0
5
0
5
10
15
20
25
30
35
Pre-test
2021-2022
Grade 4 Grade 5 Grade 6 Total
Frustration 19 7 21 47
Instructional 9 13 6 28
Independent 5 7 27 39
Non-Readers 2 3 0 4
19
7
21
47
9
13
6
28
5
7
27
39
2 3
0
4
0
5
10
15
20
25
30
35
40
45
50 Academic Profiling

15. 15
Dashboard: Pillar 1
Comparative Data on Philippine Informal Reading Inventory (Phil-IRI) in English
Pre-test Academic Profiling
Frustration 31% 31%
Instructional 33% 29%
Independent 31% 35%
Non-Readers 5% 4%
31% 31%
33%
29%
31%
35%
5% 4%
0%
5%
10%
15%
20%
25%
30%
35%
40%

16. Data on Literacy
(Filipino)

17. 17
Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in Filipino
Grade 4 Grade 5 Grade 6
Frustration 17 9 11
Instructional 10 9 12
Independent 6 7 15
Non-Readers 3 3 1
17
9
11
10
9
12
6
7
15
3 3
1
0
2
4
6
8
10
12
14
16
18
Pre-test
Frustration Instructional Independent Non-Readers
2019-2020
Grade 4 Grade 5 Grade 6
Frustration 8 6 3
Instructional 11 9 16
Independent 16 12 20
Non-Readers 1 1 0
8
6
3
11
9
16
16
12
20
1 1
0
0
5
10
15
20
25
Post-test
Frustration Instructional Independent Non-Readers

18. 18
Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in Filipino
Grade 4 Grade 5 Grade 6
Frustration 12 14 10
Instructional 10 14 10
Independent 5 7 9
Non-Readers 3 4 2
12
14
10
10
14
10
5
7
9
3
4
2
0
2
4
6
8
10
12
14
16
Pre-test
Frustration Instructional Independent Non-Readers
Grade 4 Grade 5 Grade 6
Frustration 6 5 3
Instructional 10 16 8
Independent 13 17 20
Non-Readers 1 1 0
6
5
3
10
16
8
13
17
20
1 1
0
0
5
10
15
20
25
Post-test
Frustration Instructional Independent Non-Readers
2020-2021

19. 19
Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in Filipino
Grade 4 Grade 5 Grade 6 Total
Frustration 17 7 3 27
Instructional 10 15 12 37
Independent 5 7 17 29
Non-Readers 1 1 0 2
17
7
3
27
10
15
12
37
5
7
17
29
1 1 0
2
0
5
10
15
20
25
30
35
40
Pre-test
2021-2022
Grade 4 Grade 5 Grade 6 Total
Frustration 11 4 0 15
Instructional 5 7 12 24
Independent 15 18 19 52
Non-Readers 2 1 1 4
11
4
0
15
5
7
12
24
15
18 19
52
2 1 1
4
0
10
20
30
40
50
60 Academic Profiling

20. 20
Dashboard: Pillar 1
Comparative Data on Philippine Informal Reading Inventory (Phil-IRI) in Filipino
Pre-test Academic Profiling
Frustration 28% 55%
Instructional 39% 25%
Independent 31% 16%
Non-Readers 2% 4%
28%
55%
39%
25%
31%
16%
2%
4%
0%
10%
20%
30%
40%
50%
60%

21. Data on Literacy
through EGRA

22. 22
Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in English Grades 1 to 3
Pre-test Academic Profiling
C1 60% 65%
C2 61% 70%
C3-a 66% 69%
C3-b 64% 66%
C4 39% 42%
C5 8% 11%
C6-a 25% 30%
C6-b 26% 28%
C7 27% 30%
C8 20% 24%
60%
65%
61%
70%
66% 69%
64% 66%
39% 42%
8% 11%
25%
30%
26% 28%
27% 30%
20% 24%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Can Perform

23. 23
Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in Filipino Grades 1 to 3
Pre-test Academic Profiling
C1 59% 83%
C2 73% 88%
C3-a 66% 85%
C3-b 76% 87%
C4 58% 38%
C5 19% 27%
C6-a 28% 25%
C6-b 26% 31%
C7 29% 38%
C8 24% 20%
59%
83%
73%
88%
66%
85%
76%
87%
58%
38%
19%
27%
28% 25%
26% 31%
29%
38%
24% 20%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Can Perform

24. 24
Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in English and Filipino Grades 1 to 3
FILIPINO
NON-DECODER
(Cannot read letter and
sound)
NON-DECODER
(Cannot read words)
M F T M F T
4 2 6 5 2 7
1 0 1 2 1 3
2 2 4 3 3 6
7 4 11 10 6 16
ENGLISH
NON-DECODER
(Cannot read letter and
sound)
NON-DECODER
(Cannot read words)
M F T M F T
0 0 0 5 2 7
1 0 1 4 1 5
2 0 3 1 0 1
3 0 3 10 3 13

25. Data on Numeracy
(Mathematics)

26. 26
Dashboard: Pillar 1
Project All Numerates (AN) for the Last Three (3) Years
26%
68%
57%
32%
17%
0
0%
10%
20%
30%
40%
50%
60%
70%
80%
Pre-test Post-test
2019-2020
Numerates Nearly Numerates
Non-Numerates
25%
64%
59%
32%
16%
0%
0%
10%
20%
30%
40%
50%
60%
70%
Pre-test Post-test
2020-2021
Numerates Nearly Numerates
Non-Numerates
43% 44%
16%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Pre-test
2021-2022
Numerates Nearly Numerates
Non-Numerates

27. 27
Dashboard: Pillar 1
Academic Profiling for F2F Learners in Mathematics (Numeracy)
5
19
24
12
15
22
10
21
25
0
5
10
15
20
25
30
Grade 1 Grade 2 Grade 3
Key Stage 1
Basic Numeracy
Reading & Writing
Problem-Solving & Computational Skills
23
27
9
25 25
14
25
15
25
0
5
10
15
20
25
30
Grade 4 Grade 5 Grade 6
Key Stage
Reading & Writing Computational Skills Problem Solving

28. 28
Dashboard: Pillar 1
Academic Profiling for F2F Learners in Mathematics (Numeracy)
57%
58%
67%
52%
54%
56%
58%
60%
62%
64%
66%
68%
Key Stage 1
Key Stage 1
Basic Numeracy
Reading & Writing
Problem Solving & Computational Skills
62%
67% 67%
59%
60%
61%
62%
63%
64%
65%
66%
67%
68%
Key Stage 2
Key Stage 2
Basic Numeracy
Reading & Writing
Problem Solving & Computational Skills

29. Data on Process Skills
in Science

30. 30
Dashboard: Pillar 1
Unmastered Learning Competencies in Science 3 (Key Stage 1)
18%
60%
50%
0%
10%
20%
30%
40%
50%
60%
70%
2019-2020 2020-2021 2021-2022
Unmastered Learning Competencies in Science 3 by
Percentage
Grade 3
• Observing
• Classifying
• Comparing and
Contrasting
SCIENCE PROCESS
SKILLS INVOLVED

31. 31
Dashboard: Pillar 1
Unmastered Learning Competencies in Science 4 to 6 (Key Stage)
36%
52%
75%
0 0 0
31%
55%
63%
0 0 0
31%
55%
50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2019-2020 2020-2021 2021-2022
Unmastered Learning Competencies in Science 3 by
Percentage
Grade 4 Grade 5 Grade 6
Grade 4
• Observing
• Classifying
• Comparing and Contrasting
• Inferring
• Communicating
Grade 5
• Classifying
• Comparing and Contrasting
• Inferring
• Predicting
• Communicating
Grade 6
• Comparing and Contrasting
• Inferring
• Predicting
• Communicating
• Making Models
SCIENCE PROCESS
SKILLS INVOLVED

32. School Achievement Rate
in Two (2) Years

33. 33
Dashboard: Pillar 1
School Achievement Rate
82.03
86.97
82.88
83.94
83.43
84.41
83.46
84.72
84.13 84.04
84.24
85.16
79
80
81
82
83
84
85
86
87
88
2019-2020 2020-2021
Achievement Rate for the Past Two (2) Years in terms of
Computed Average (%)
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
83.46
(2019-2020)
TOTAL AVERAGE
84.87
(2020-2021)
1%

34. School Existing
Learning Modalities

35. 35
Dashboard: Pillar 1
Learning Modalities Implemented
62
217
Learning Modality
Modular Distance Learning Face to face Classess
22%
(Modular)
TOTAL AVERAGE
78%
(Distance)

36. Data on the
Teachers’ IPCRF

37. 37
Dashboard: Pillar 1
Results of Teachers’ IPCRF per Indicator
Objectiv
e No. 1
Objectiv
e No. 2
Objectiv
e No. 3
Objectiv
e No. 4
Objectiv
e No. 5
Objectiv
e No. 6
Objectiv
e No. 7
Objectiv
e No. 8
Objectiv
e No. 9
Objectiv
e No. 10
Objectiv
e No. 11
Objectiv
e No. 12
1 0 0 0 0 0 0 0 0 0 0 0 0
2 0 0 0 0 0 0 0 0 0 0 0 0
3 8 8 2 0 0 0 4 2 0 0 0 0
4 0 0 6 8 8 8 0 3 4 4 0 0
5 0 0 0 0 0 0 4 3 4 4 8 8
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0
8 8
2
0 0 0
4
2
0 0 0 0
0 0
6
8 8 8
0
3
4 4
0 0
0 0 0 0 0 0
4
3
4 4
8 8
0
1
2
3
4
5
6
7
8
9
Number of Teachers and Points Obtained per Indicator
• Objective 1
Applied knowledge of
content within and across
curriculum teaching areas
• Objective 2
Ensured the positive use
of ICT to facilitate the
teaching and learning
process
STRUGGLING
INDICATORS

38. 38
Dashboard: Pillar 1
Results of Teachers’ IPCRF
2
6
0
0
0
2018-2019
Oustanding Very Satisfactory
Satisfactory Unsatisfactory
Poor
2
6
0
0
0
2019-2020
Oustanding Very Satisfactory
Satisfactory Unsatisfactory
Poor
0
6
0
0
0
2020-2021
Oustanding Very Satisfactory
Satisfactory Unsatisfactory
Poor

39. 39
Pillar 2: Support to the Learning Environment
❖Access, Equity and Inclusion in Education
Pre-Pandemic and During Pandemic

40. Data on Learners’
Enrolment

41. 41
Dashboard: Pillar 2
Comparative Data on Enrolment
8
17
25
18
20
29
0
5
10
15
20
25
30
35
2019-2020 2020-2021 2021-2022
Kindergarten
Male Female
47
58
66
51
60
54
0
10
20
30
40
50
60
70
2019-2020 2020-2021 2021-2022
Grades 1 to 3
Male Female
57
49
56
45
50
60
0
10
20
30
40
50
60
70
2019-2020 2020-2021 2021-2022
Grades 4 to 6
Male Female

42. 42
Dashboard: Pillar 2
Comparative Data on Enrolment: Key Stage 1 and 2
124
155
164
102 99
116
0
20
40
60
80
100
120
140
160
180
2019-2020 2020-2021 2021-2022
Comparative Data on Enrolment per Key Stage
Key Stage 1
Key Stage 2
14%
2021-2022
ENROLMENT
INCREASE
12%
2020-2021

43. 43
Dashboard: Pillar 2
Comparative Data on Transferred Learners from Private Schools
2 2
0
1
5
0
0
1
2
3
4
5
6
2019-2020 2020-2021 2021-2022
Number of Learners Transferred from Private Schools
Male Female
• Cost-effective
• Laid off parents
• School proximity
SCIENCE PROCESS
SKILLS INVOLVED

44. Data on School
Personnel

45. 45
Dashboard: Pillar 2
- Inventory of School Personnel
1
4
0 0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Bachelor's Degree Masteral Units Master's Degree Doctoral Units
Teachers’ Profile in terms of their Academic
Profile
Teachers
0
2
6
0
Teachers’ Profile in terms of their Present
Positions
Teacher I Teacher II Teacher III Master Teacher

46. 46
Dashboard: Pillar 2
- Inventory on Level of Computer-related Skills
Computer-
Related Activities
Level of Skill
Poor % Beg. % Inter. % Adv. %
Word 1 12.5 2 25 5 62.5 0 0
Excel 6 75 1 12.5 1 12.5 0 0
PowerPoint 1 12.5 1 12.5 6 75 0 0
Email 1 12.5 1 12.5 6 75 0 0
Search Engines 1 12.5 1 12.5 6 75 0 0
Databases 1 12.5 7 87.5 0 0 0 0
Multimedia
Authoring
1 12.5 7 87.5 0 0 0 0
Graphic Editing 1 12.5 7 87.5 0 0 0 0
Digital Audio 1 12.5 7 87.5 0 0 0 0
Video Editing 1 12.5 7 87.5 0 0 0 0
Web Page Design 8 100 0 0 0 0 0 0
Learning
Management
System
1 12.5 6 75 1 12.5 0 0
Web 2.0 Tools
(wikis, blogs,
networking and
sharing tools)
1 12.5 8 100 0 0 0 0
Total 25 12.5 55 75 25 0 0 0
12.5
75
0 1.2
Level
Poor Beginning Intermediate Advanced

47. Data on School Physical Facilities and
Resources

48. 48
Dashboard: Pillar 2
- Inventory of Classrooms, Seats and, Textbooks and, Learning Resources
YEAR TEACHERS
CLASS
ROOMS
SEATS BOOKS
2019-2020 8 8 226 1750
2020-2021 8 8 254 1790
2021-2022 8 8 280 1852
1:1
RATIO
1:1
1:1
1:1

49. 49
Dashboard: Pillar 2
- Data on LAS/SLMs Distributed/Retrieved from Quarter 1 to 3 for SY 2021-2022
Grade
Level
No. of
Learners
Quarter 1 Quarter 2 Quarter 3
Distribut
ed
Retrieved %
Distribut
ed
Retrieved % Distributed
Retrie
ved
%
Grade 1 36 1,512 1,512 100.00% 1764 1764 100.00% 1764 1764 100.00%
Grade 2 41 2,009 2,009 100.00% 2,009 2,009 100.00% 2,009 2,009 100.00%
Grade 3 42 2,352 2,352 100.00% 2,352 2,352 100.00% 2,352 2,352 100.00%
Grade 4 39 2,184 2,184 100.00% 2,184 2184 100.00% 2,184 2184 100.00%
Grade 5 36 2,304 2,304 100.00% 2,304 2,304 100.00% 2016 2016 100.00%
Grade 6 21 1,120 1,120 100.00% 1,176 1,176 100.00% 1365 1365 100.00%
Grade 6 20 1,120 1,120 100.00% 1,120 1,120 100.00% 1309 1309 100.00%
100%
Distributed and Retrieved in All
Learning Areas
STATUS

50. 50
Dashboard: Pillar 2
- Identified Needs Based on Inventory
There is a 1:1 ratio in textbooks but most of the books in Grades 2 and 3 are already
worn out.
NEEDS
LCD Projectors and desktop computers are already unserviceable; among 6 (six) computers only
three (3) are working but call for a system repair/maintenance.
There is huge amount of supply of textbooks in Grade 3 that may be subject for barter
in other schools.
Major repair in select classrooms plus some donated chairs from private entities are infested: it
calls for a new supply of chairs before these infested chairs become unserviceable.

51. Data on School Based
Feeding Program

52. 52
Dashboard: Pillar 2
Updates on School-Based Feeding Program (SBFP) and Milk Feeding
3 1
7
33
80
90
0 0 0
0 0 0
0 0 0
0 0 0
0
10
20
30
40
50
60
70
80
90
100
2019-2020 2020-2021 2021-2022
Baseline Nutritional Status in 3 Years
Severaly Wasted Wasted Stunted Normal Overweight Obese

53. 53
Dashboard: Pillar 2
Updates on School-Based Feeding Program and Milk Feeding
2019-2020 2020-2021 2021-2022
Severaly Wasted 3 1 7
Wasted 1
Stunted 0 0 0
Normal 33 80 90
Overweight 0 0 0
Obese 0 0 0
3 1
7
1 0 0 0
33
80
90
0 0 0
0 0 0
0
10
20
30
40
50
60
70
80
90
100
Endline Nutritional Status in 3 Years
Severaly Wasted
Wasted
Stunted
Normal
Overweight
Obese

54. Data on School-Based Management

55. 55
Dashboard: Pillar 2
Updates on School-Based Management
2.38
MATURING
2019-2021
LEVEL II
2019-2021
LEVEL II
2019-2021
LEVEL II
2.44
MATURING
2.46
MATURING

56. Data on F2F Class and Vaccination

57. 57
Dashboard: Pillar 2
Participating Learners in Limited Face to Face Classes
34
16
36 36
33
30
32
0
5
10
15
20
25
30
35
40
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grdae 6
Number of Learners Participating in Limited F2F
Learners
78%
For Limited F2F
TOTAL
22%
Under Modular

58. 58
Dashboard: Pillar 2
Vaccination Status of Learners and School Personnel
100%
Teaching Personnel
SCHOOL PERSONNEL
100%
Non-Teaching
Grade Level
No. of
Enrollees
No. of
Vaccinated
% of
Vaccinated
% of
Boosted
Kindergarten 44 7 51.22% 0
Grade 1 36 6 16.67% 0
Grade 2 41 11 26.83% 0
Grade 3 42 12 28.57% 0
Grade 4 39 14 35.90% 0
Grade 5 36 24 66.67% 0
Grade 6 41 21 51.22% 0

59. Data on Funding Requirement
through the Years

60. 60
Dashboard: Pillar 2
Funding Requirement
257000
300000
332,862.75
315000
0
50000
100000
150000
200000
250000
300000
350000
2019 2020 2021 2022
Overview of Funds in Four (4) Years
2021
• Regular = 279,000
• Continuing= 3,862.75
• Additional = 50,000
INCREASE OF FUNDS
2022
• Regular = 307,000
• Continuing = 8,000

61. 61
Pillar 3: Upskilling and Reskilling of Personnel
❖Quality of Teachers, School Heads and
Supervisors
Pre-Pandemic and During Pandemic

62. 62
Dashboard: Pillar 3
Profiling of Teachers
8
0
4
0 0 0
0
1
2
3
4
5
6
7
8
9
School Level District Level Division Level Regional National International
Teachers’ Profile in terms Level of Trainings Attended
Teachers
Content Knowledge and Pedagogy
TRAININGS ATTENDED
AND CAPACITY
BUILDING
CONDUCTED
Educational Technology (Positive
utilization of ICT)
Learning Assessment
Teaching Strategies and Approaches
(including MHPSS)

63. 63
Dashboard: Pillar 3
Profiling of Teachers
0
8
0 0
0
1
2
3
4
5
6
7
8
9
Beginning Proficient Highly Proficient Distinguished
Teachers’ Career Stages
Teachers
0
2
6
0
Teachers’ Profile in terms of their Present
Positions
Teacher I Teacher II Teacher III Master Teacher

64. 64
Pillar 4: Engagement of Stakeholders for Support
and Collaboration
❖Responsive Engagement for Education
Pandemic

65. 65
Dashboard: Pillar 4
Stakeholders’ Participation
25
3
0
5
10
15
20
25
30
Private Sectors Civic Society Organizations
Number of Partners in terms of General
Partner Type
Partners
13
5
3
2 2
1
0
2
4
6
8
10
12
14
Number of Support in terms of Specific
Contribution Type
Number of Partners

66. Weaknesses
Opportunities Threats
SWOT Analysis
Strengths
Engagement of internal and external stakeholders
Willingness to prepare functional and applicable instructional
materials
Good at working alone but better when worked collaboratively with
colleagues
Pursue graduate studies for professional growth
Conduct of SLAC and other various related activities
Level of participation of internal and external stakeholders
Self-motivation in the application of knowledge acquired
Half-hearted in attending series of seminars and trainings
Regular conduct of SLAC and other related activities
Partnerships and linkages with parents and other external
stakeholders
Upgrading of skills and proficiencies with regards to instruction
Availability of free trainings on ICT application
Possible trainings to be attended
Internal and external stakeholders approval to a particular
proposed program/project
Distractions in the teaching and learning process both online
and modular learning
Negative reaction and compliance to any assigned tasks
Uncertainties brought about by unexpected situations in
the implementation of the curriculum

67. 67
Key Challenges and
Strategic Directions

68. 68
All learners access and
receive tailored
services needed in
basic education.
All learners participate
equitably and
meaningfully in basic
education, regardless of
status, ethnicity, sex,
disability, age, and other
social characteristics.
Learners develop the
standard
literacy,numeracy and
science skills.
Learners develop
positive mindset and
can adapt to change.
ACCESS EQUITY QUALITY
RESILIENCY AND
WELL-BEING
ENABLING MECHANISMS-GOVERNANCE
INTERMEDIATE OUTCOMES
GOAL
By 2024, learners across the region are able to develop and
improve their foundational skills for lifelong learning and
full participation in society
SECTOR OUTCOME
Basic education learners acquired literacy, numeracy and
science skills required to succeed in higher education and
employment.
Resilient, Responsive and Efficient Governance,
Management and Systems
REGIONAL
LRP FRAMEWORK

69. 69

70. 70
Key Challenges: Pillar 1
K to 12 Curriculum
KEY
CHALLENGES
Discrepancy between pre-test and F2F Academic Profiling
on literacy and numeracy
High number of frustrated readers moving up to
Intermediate level
Low performance on numeracy key components such as
Reading and Writing in Key Stages 1 and 2
Unmastered competencies in Science specifically the
Process Skills for Key Stages 1 and 2
KEY STAGES 1 & 2 (Grades 1 to 6)

71. 71
Key Challenges: Pillar 2 Improving Learning Environment
KEY
CHALLENGES
Lack of motivation to pursue postgraduate studies to
advance in career progression (lack of Master Teacher that
can provide additional instructional support)
Repair of school physical facilities and other learning
resources
Difficulty to upgrade from Level II to Level III at SBM
Low patronage on vaccination at 100% among learners
towards increase in F2F attendees
Low level of skills in computer-related activities among
teachers

72. 72
Key Challenges: Pillar 3
Teachers’ Upskilling and Reskilling
o data on the Impact of Trainings Conducted for
Teachers and School Heads
KEY
CHALLENGES
Low motivation of teachers to attend on seminars and
trainings
Lack of highly proficient teacher to support instructional
supervision

73. 73
Key Challenges: Pillar 4
Engagement of Stakeholders for Support &
Collaboration
KEY
CHALLENGES
Little support of stakeholders on salient needs of school
such as in, but not limited to, health and wellness,
volunteerism, furniture, infrastructure and advocacy support
(i.e., School PPAs)
Poor support from Civic Organizations for special school
PPAs (such DA on Gulayan sa Paaralan, Rise & Rebuild,
Fraternities/Sororities, etc.)

74. 74
Strategic Directions K to 12 Curriculum
PILLAR 1
Goal:
STRATEGIES INTERVENTIONS MAJOR OUTPUTS

75. 75
Strategic Directions
PILLAR 2
Goal:
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Improving Learning Environment

76. 76
Strategic Directions
PILLAR 3
Goal:
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Teachers’ Upskilling and Reskilling

77. 77
Strategic Directions
PILLAR 4
Goal:
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Engagement of Stakeholders for Support & Collaboration

78. 78

79. 79
Implementation Plan
PILLAR 1 Goal:
Strategies Interventions Functional Division-in-
Charge
Critical Action
(Activities)
Responsible /
Accountable Unit
Timeframe Estimated
Budget
Budget Source

80. 80
Implementation Plan
PILLAR 1 Goal:
Strategies Interventions
Functional
Division-in-
Charge
Critical Action (Activities)
Responsible /
Accountable
Unit
Timeframe Estimated
Budget
Budget Source

81. 81
Implementation Plan
PILLAR 3 Goal:
Strategies Interventions
Functional
Division-in-
Charge
Critical Action (Activities)
Responsible /
Accountable
Unit
Timeframe Estimated
Budget
Budget Source

82. 82
Implementation Plan
PILLAR 4 Goal:
Strategies Interventions
Functional
Division-in-
Charge
Critical Action (Activities)
Responsible /
Accountable
Unit
Timeframe Estimated
Budget
Budget Source

83. 83
Analysis and Management of Risk
Identified Risk Severity
Institutional Risk Risk Categories Probability
High/Medium/Lo
w
Impact
High/Medium/Lo
w
Overall Rate Mitigation Strategies
Change of education priorities by the
new administration in 2022
Strategic Medium (3) High(5) 4 Realign plans with the
priorities of the new
administration
Lack of capacity for making the
curricula responsive to learners and
market requirements
Operational Medium(3) High (5) 4 Provide trainings to teachers,
school heads and supervisors
Inequitable allocation of funds and
resources
Financial Low (2) Medium(2) 2 Determine actual needs of
SDOs and schools
Absence of policies/issuances to
support practices, operations and
needs of RO, SDOs, schools
Legislative/Legal Medium(4) High(4) 4 Formulate guidelines to
address the issue
Provide policy
recommendations to CO
Failure of schools to sustain safe
operations
Reputational Low (3) Medium (3) 3 Continuously monitor the safe
operations of schools in all
sectors

84. 84
Indicative Timelines

85. 85
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

86. 86
Communication Plan
Activity Audience Goals Schedule Format
Responsible
Person
Development of
Learning Recovery Plan
(LRP)
Teaching and non-teaching
personnel, parents, learners,
community-members
Get feedback from school personnel
of the strategic directions per Pillar;
check alignment of SWOT to target
goals
May 18-24, 2022 FGD, Collab meetings,
Individualized sessions with
targets groups
School Planning
Team (SPT)
Finalization of the LRP Division LRP Team Craft LRP according to Division
and School contexts; set school’s
LRP Framework based on context
May 25-27, 2022 Collaborative workshop per
group; defense panel
School Head
Orientation of the LRP Teaching and non-teaching
personnel, parents, learners,
community-members
Communicate with LGU and other
stakeholders the School LRP;
inform concerned stakeholders of
the school targets
May 31, 2022 Orientation program, Forum SPT
Quarterly Review of
School LRP
Teaching and non-teaching
personnel, parents, learners,
community-members
Check strategies per Pillar as to
feasibility and practicability
SY 2022-2023 Focus Group Discussion SPT, PSDS
Monitoring and
Evaluation
School Planning Team Determine the quality, efficiency and
timeliness of strategies to address
target goals
SY 2020-2023 Feedback mechanism PSDS, SMME Unit

87. 87
Research Support
Angrist, Noam, Peter Bergman, and Moitshepi Matsheng, “School’s Out: Experimental Evidence on
Limiting Learning Loss Using “Low-Tech” in a Pandemic,” 2020. NBER Working Paper 28205.
Bernard, Robert M., Philip C. Abrami, Yiping Lou, Evgueni Borokhovski, Anne Wade, Lori Wozney, Peter
Andrew Wallet, Manon Fiset, and Binru Huang, “How Does Distance Education Compare With
Classroom Instruction? A Meta-Analysis of the Empirical Literature,” Review of Educational
Research, 2004, 74 (3), 379–439
Escueta, Maya, Andre Joshua Nickow, Philip Oreopoulos, and Vincent Quan, “Upgrading education with
technology: Insights from experimental research,” Journal of Economic Literature,
2020, 58 (4), 897–996.
Hamilton, L., & Gross, B. (2021). How has the pandemic affected students' social-emotional well-being?: A
Review of the evidence to date. Center on Reinventing Public Education.
West, M. R., & Lake, R. (2021). How much have students missed academically because of the pandemic? A
review of the evidence to date. Center on Reinventing Public Education.

88. 88
BACK COVER