Republic of the Philippines
Department of Education
CARAGA REGION
DIVISION OF AGUSAN DEL SUR
PROSPERIDAD VI
Mabuhay National High School
School ID: 304721
Bangon Mabuhay!
Maghiusa sa
Pagpadajun sa
Edukasyon!
The Contextualized Learning Recovery and
Continuity Plan of Mabuhay National High School
June 2022 to May 2023
RAYMOND L. MALIGRO
Head Teacher
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
I. BACKGROUND AND RATIONALE
The COVID-19 pandemic in the Philippines is part of the worldwide
pandemic of Coronavirus disease. During this time, the country is devastated by
the global health crises not only affecting the economy but most of all the
Educational system. Since the disruption of Covid-19 in educational system,
pivotal decisions were made to bridge education without compromising health and
safety by shifting to remote learning modalities. Mabuhay National High School
crafted the Basic Education Learning Continuity Plan (BELCP) to guide schools in
the delivery of education in times of pandemic featuring the streamlined Most
Essential Learning Competencies (MELCS). However, learning loses were noted
during the implementation of Modular Distance Learning. As stated in the Division
LRCP, UNICEF reported that majority (84%) of Filipino adults believed that
children are learning less in the remote learning. Early research points to the
disruptions to in-person learning experienced in school year 2020–21 could result
in students losing between 3 and 11 months of learning (Dorn et. al. 2020;
Kuhfeld and Tarasawa, 2021).
In order to address the arising problem of learning lose with consideration of
equitable resources of the school. Mabuhay National High School crafted
TAMDANAN sa
Hiniusang Pagbangon og PagPADAJUN alang sa Mabuhayong
Edukasyon . This serves as a blue print of recovery and learning strategies of the
school that will guide
in transcending against learning pitfalls and get learners
back to learning trajectory.
Mabuhay NHS SITUATIONAL ANALYSIS

Enrolment
Mabuhay National High School is one of the medium school in Prosperidad VI,
Division of Agusan del Sur with a total population of three hundred thirty-seven (337)
enrollees.
Total Enrollment of Mabuhay National High School as of previous SY.
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
Table 1. JHS Enrolment for S.Y for the past 3 years
GRADE
7
8
9
10
11
12
TOTAL
MALE
36
37
24
37
32
25
191
FEMALE
25
28
36
19
21
17
146
TOTAL
61
65
60
56
53
42
337
Figure 1. Enrolment Data for Three School Years
Analysis of Data
SUMMARY
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade12
2019-2020
2020-2021
2021-2022
Source of Variation
Rows
Count
3
3
3
3
3
3
6
6
6
SS
1746.28
Sum
192
185
173
160
140
105
299
319
337
Average
64.00
61.67
57.67
53.33
46.67
35.00
49.83
53.17
56.17
Df
MS
5.00
Variance
19.00
9.33
4.33
14.33
30.33
109.00
210.17
124.17
65.37
P-value
349.26
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
0.00
Columns
Error
Total
120.44
252.22
2118.94
2.00
10.00
17
60.22
25.22
0.14
Figure 1. Enrolment Data for Three School Years
Figure 1 accounts on enrolment data of Mabuhay National High School
for
the past three school years showed an increasing trend. Despite the interruption
of COVID 19, a positive variance of 210 enrolment can be noted from pre-COVID
(SY 2019-2020) compared to pandemic time (SY 2020-2021). Despite the
pandemic , many students are still enrolling and welling to learn. A p-value of 0.14
signifies that enrollment on pandemic time( 2021-2022) is significantly higher
compare to pre pandemic ( 2019-2020).

Distance Learning Modality
Through Mabuhay NHS learning continuity plan , Modular Distance
learning ( printed ) is implemented to cater the needs of the learners. Surveys and
interview were done to the learners and parents to ensure precise and accurate
decisions.
Figure 2. Literacy Level in English ( insert the result of FLAT READING)

Literacy Level
Learners level of proficiency, reading,
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 depedagusandelsur@deped.gov.ph
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Figure 3. POST Test Reading Result
Reading Results from the consolidated data in the School Monitoring
Evaluation and Adjustment S.Y 2021-2022. Even that instructional and
Independent are of high percentage but still it is alarming to still have percentage
of learners who are non-reader(1.78%) and frustration reader( 10.98%) at the end
of the school year.
Literacy and Numeracy
Discuss the numeracy and literacy result of the reading thru integration of
numeracy
B. Progress Level
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 depedagusandelsur@deped.gov.ph
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Figure 3. Learners Progress Level ( result OF DIAGNOSTIC)
The learners progress level at the end of the school year 2020-2021 shows for
elementary learners greater percentage or 45% of learners had satisfactory level
while secondary level got 41% of learners had Very Satisfactory level.
Moreover, the data covered 3354 elementary and 607 learners who had fairly
satisfactory progress level and 139 elementary and 89 secondary learners who did
not meet expectation.These learners were subjected to End of the school year
classes .(See Figure 6 End of School Year Classes)
Figure 4. Status of End of School Year Classes
Data on the Number of Learners who were identified and recommended to
undergo Remedial and Enrichment showed that out of the learners who were
enrolled, had successfully completed the School Year and are to move to the next
Grade Level on the incoming School Year, there are a total of 4,056 learners who
showed learning gaps or difficulties and had been graded with 75 to 79 in some or
all of their subjects, and if not, either failed in either one or two of their subjects.

Issues and Concerns on the Six Dimensions of the Learning Continuity
Plan
Safe Operations
 No issues found since the school is compliant with the school
safety assessment tool. The school also opened limited face to
face classes
Focus on Learning
● Low numeracy and literacy for grade 7 to 9
● Frustration Readers for Grade 7 in English
● Lack of Home Facilitators which led to late submission of modules.
● Conflict of schedules in Radio/TV time slots for the
students to follow the lessons.
Hiniusang Pag-alagad para sa EduKalidad
● Difficulty on the retrieval of some SLM due to geographical issue
● Limited teacher dynamics and school processes are
caused by increasing COVID-19 cases.
● Lack of support from the parents in the retrieval of modules.
Reaching the Most Marginalized
● High incidence of enrolled learners no longer
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(085) 839-5456
participating in school due to employment opportunities.
● Remote areas are very difficult for home-bound learning
and distribution of SLMs.
● Difficulties in home-based learning because parents
have doubts and/or difficulties in providing instructional
support.
Well-Being and Protection
● Negative attitude of learners and parents’ toward
vaccination.
● Increased burnout among teaching and non-teaching personnel.
Education Financing
● Limited MOOE Fund is used for printing materials,
health essentials, and wellness.
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 depedagusandelsur@deped.gov.ph
(085) 839-5456
II. Learning Recovery and Continuity Plan
A. Learning Recovery and Continuity Plan Framework
Mabuhay NHS LRCP framework is anchored with the Learning on the
three pillars of the Enhanced Learning Continuity of the Division of Agusan
del SUr. PA for Paving Access which aims to ensure complete access of
learners to learning opportunities, DA for Delving Actions on empowering
programs and projects towards providing quality education for better
learning outcomes and JUN for Joint Undertakings toward best Normal
that promotes the AGSUR (Achieving Goals through Strengthened Unity
and Responsibility) thrust of the division, PADAJUN ang Edukasyon sa
DepEd Agusan del Sur will always be its battle cry as it is now gearing on
creating key strategies to help learners back to their pre-pandemic learning
path. With the keyword PADAJUN, an Agsurnon word which literally means
to continue and now infused with healing strategies for learning, this
Learning Recovery and Continuity Plan is designed to enable AgSurnon
learners to recover their learning trajectories.
This is also based
on the Learning Recovery and Continuity Plan
Framework of DepEd Caraga, which summarizes the key elements of the
RAPID Framework of the World Bank into three key dimensions for
Learning Recovery and Acceleration, DepEd Agsur LRCP envisioned a
learner that recovers from all the learning deficits during the period of
learning loss through its intervening strategies.
The three dimensions adapted from DepEd-Caraga LRCP are
enlivened by DepEd AgSur’s pillars PADAJUN. Each key dimension has
been strengthened to ensure that every learner in the province will be
reached.

PADAJUN for Learning Acceleration, Remediation, and Intervention

PADAJUN on cultivating Health, Well-being, and Resilience
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
PADAJUN on providing Professional Development
Considering the first key stage of the recovery plan of the RAPID
framework as the most crucial part to realizing this LRCP, reaching every
child and keeping them in school will be given great emphasis. Establishing
this facet of the learning recovery process is vital in realizing each element of
the framework as the objectives of each pillar will focus on opening the
gateways of every school and delving into actions that will ensure all
children are returning to and remaining in school. SDO Agusan del Sur’s
goal of recovering learning loss through magnifying classroom learning by
giving emphasis to bringing foundational concepts of learners from a curve
due to the pandemic into its normal trajectory. DepEd AgSur’s LRCP
framework shows no boundaries among its components as it signifies
interconnectedness among its thrusts thereby creating key strategies to
realize its goal for the learner of this school year.
Encompassing all the key elements of the framework are the joint
undertakings of stakeholders and education financing, which play a great
role in serving as the backbone and the support system to realize learners’
learning recovery.
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
Figure 5: Adopted Learning Recovery and Continuity Plan Framework
of Mabuhay National High School
B. Key Dimensions LRCP
KEY DIMENSION 1: Learning Acceleration, Remediation, and Intervention
PADAJUN MABUHAY NHS BOOSTING LEARNING ACCELERATION,
REMEDIATION, AND INTERVENTION
The COVID-19 virus has created the greatest disruption to educational
systems in history, affecting nearly 1.6 billion students in more than 190
countries on all continents and sparking global fear. Closing of schools and
other learning places has had an influence on 94% of the world’s student
population (United Nations, 2020). Closures are frequently associated with
significant “learning losses”, which have been recorded in North America,
Western Europe, and Africa, among other places (Alexander et al., 2007;
Andrabi et al., 2021; Angrist et al., 2020b; Cooper et al., 1996; Davies &
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
Aurini, 2013; Jaume & Willén, 2019; Slade et al., 2017). According to The
Glossary of Education Reform (2013): the term learning loss refers to any
specific or general loss of knowledge and skills or to reversals in academic
progress, most commonly due to extended gaps or discontinuities in a
student’s education.” Formal education—whether in-person or online—
provides students with critical information and skills for growth and
development. As a result, discontinuing formal schooling may have a
detrimental effect on children’s learning results (Bao et al., 2020).
The study conducted by Kuhfed Megan, 2022 on the impacts of
COVID-19 on the learning of students showed a great leap in the
degradation of academic performance of learners in major subjects.
Similarly, the School Monitoring, Evaluation, and Adjustments (SMEA)
results of Mabuhay NHS on the Mean Percentile Scores (MPS) on summative
exams of the learners showed a percent decrease in most of its subjects.
Dimension 1 of the Learning Recovery and Continuity Plan of the
school directs its response to the most important aspect of deliverables of
the department. Strengthening Learning Acceleration, Remediation and
Intervention aim to help struggling learners to attain academic success.
Learning Acceleration is an instructional process that aims to improve
learners access to and mastery of grade level competencies. It enables
students who are lagging to meet or surpass the specified grade level
standards. On the other hand, reteaching the material to students who have
previously struggled to understand is referred as Learning Remediation. It
is designed to close the gap between what students know and what they’re
expected to know. Interventions, in the context of the school LRCP are
tools in plugging learning gaps. It is a process that uses inquiry-based
educational approach to address specific skill deficiencies to regain learning
progress.
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 depedagusandelsur@deped.gov.ph
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Figure 6: Algorithm for Learning Acceleration, Remediation, and
Intervention
Figure 6 depicts an algorithm on the differences of the three learning
strategies adapted from the division and regional LRCP. Mabuhay National
High School aim of recovering learning from the periods of learning loss give
rise to various drives of the school directing towards learning recovery.
Revolving on the critical priorities identified by UNESCO on its
COVID19 Education Response, this dimension come up with the following
key strategic objectives: (1) Ensure all children return to and stay in school,
(2) Ensure the conduct of learning assessment and analysis of needs and
gaps, (3) Formulate intervention projects/activities on the different subject
areas (4) Ensure
the
implementation,
monitoring,
and evaluation of
intervention projects/activities (5) Analyze learning gains, (6) Prioritize
teaching the fundamentals, and (7) Increase the efficiency of instruction
through learning recovery programs.
KEY DIMENSION 2: Health, Wellbeing and Resilience
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
PADAJUN MABUHAY NHS ON STRENGTHENING HEALTH AND WELL
BEING AND RESILIENCE
World Vision (2022) underscores the paramount importance of an
optimum health and holistic wellbeing among learners for a maximum
acquisition of learning to take place- the ultimate goal of the educative
process.
Despite of its viewed significance the recent report of the United
Nations Children's Fund (UNICEF) posits 70% of learners and teachers
experience deprivation of basic mental health services, nutrition, sanitation,
hygiene during the pandemic which had inadvertently resulted to poor
nutrition, declining mental health and deteriorating wellbeing.
The impacts of disrupted services are compounded by students and
school personnel missing out on peer support and vital school programs and
activities to school closures, cancelled events (Craig, S., Ames, M. E., Bondi,
B. C., Pepler, D. 2020).
The aforesaid findings align with the situation of the school in terms
of health and wellbeing as reflected in the School Monitoring and Evaluation
SY 2021-2022 (SMEA) and the reports coming from the office of the Medical
Officer. Recently updated database of the school shows that only 90%
completely vaccinated school personnel against the 100% target. 10 % or 2
teaching staff are in the 1st dose only. In addition, only 92% of the learners
were already vaccinated against the projected of 100% vaccination before
the opening of the class.
Mabuhay national High School has identified five (5) key strategies to
realize it’s rally towards promoting Health, Wellbeing and Resilience among
its learners, teachers and personnel anchored on its contextualized
“PADAJUN” LRCP Framework conjoined with key elements of the RAPID
Framework for Learning Recovery and Acceleration. The school believes that
these key strategies aim to bring the learners back to their learning
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
trajectories and be resilient for the forthcoming pandemic like blows by
strengthening programs projects and activities that promote health,
wellbeing and resilience.
The Second dimension focuses on the following key strategic
objectives (1) Develop psychological health and well-being among K-12
Learners, Teaching and Non-Teaching; (2) School Personnel
and Student
Resilience; 3) Bolster school-based nutrition services and feeding program; (4)
Safeguard Student Safety ; and 5) Implement school-based water sanitation
and hygiene (WASH) Responses.
Promoting psychosocial health and wellbeing among learners and
personnel through strengthening of the implementation of school’s wide
projects and the conduct of various health related remediation activities
assure focus of learning among learners.
This entails effective implementation of School Based Feeding
Programs, Dental Care, activities propelled by National Drug Education
Program (NDEP) , Barkada Kontra Droga (BKD), Adolescent Reproductive
Health (ARH), Department of Health (DOH) and many other programs which
support psychosocial health and wellbeing among learners and personnel.
Building teacher resilience is another top priority of the second dimension
which mainly focuses on giving access among teachers and learners on
MHPPS or the Mental Health and Psychosocial Support, Physical Fitness
Related Programs, Spiritual Upliftment Activities and the Development of
Adversity Quotient which will make teachers future proof and adaptive to
the possible recurrence of pandemic like disasters.
Intensifying implementation of Health and Nutrition Program such as
GPP (Gulayan sa Paaralan) SBFP (School Based Feeding Program),
Deworming Activities and Wash in Schools (WinS) also assures bringing
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
back learners from their learning trajectories after the pandemic by making
them healthy and ready for new meaningful learning.
Ensuring safety of learners and the implementation of school-based
water, sanitation and hygiene (WASH) are also included in this dimension,
where learners are given access to clean potable water and functional toilets.
Key Dimension 3: Professional Development
PADAJUN MABUHAY NATIONAL HIGH SCHOOL ON STRENTHENING
PROFESSIONAL DEVELOPMENT
Research shows demonstrating the effectiveness of professional
development programs, has significant implications for any organizations,
(Alam et.al.,2010). Due to COVID-19 pandemic, education proved to be
difficult due to lack of training, resources, and funding to adequately
provide what every student and teacher needed (World Bank Organization,
2022)
Professional development for teachers is more than training or classes
as it is an agent to change classroom practice. It is essential and beneficial
for experienced teachers to go through continuous and regular chances to
learn from one another. Teachers remain up to date on new research on how
children learn, new tools & resources, emerging technology so on through
continuous professional development (San, 2017).
Ongoing professional development such as support for teachers,
mentoring, and technical support from experienced digital technology
professionals are critical to implementing educational recovery strategies.
Teachers need support from education systems and school leaders so that
they can support their students and accelerate learning while gaining
learning losses during the pandemic.
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Based on SMEA report for the S.Y 2021-2022, 5 out of 18 teachers
or 27% of teachers are not trained with content, pedagogy/instruction,
localization/contextualization, assessment, and learning resource materials.
This implies the pressing need for additional training opportunities for
teachers to be equipped with the necessary Knowledge, Skills, Attitudes, and
Values to promote effective learning.
In response, Mabuhay NHS has identified 4 key strategies to bridge
the gap of the losses on the Professional Development Dimension with the
guidance of the division contextualized framework dubbed as “PADAJUN”.
PADAJUN framework supports key objectives such as (1) Support teacher's
resilience,
(2)
Support
teacher's
instructionally
(3)
Support
teachers
technologically, and (4) Support school heads and supervisors instructionally
and administratively.
The professional development dimension aims to support the teacher’s
essential knowledge, skills, attitudes, and values in adapting to the learning
recovery program of the school. These KSAVs will help close the gaps, catchup learning deficit, and promote psychosocial support imperative to the
challenge of time.
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 depedagusandelsur@deped.gov.ph
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C. Priorities and Action Steps
Dimension 1
Strategies/
Objectives
1. Ensure all
children return
to and stay in
school
Activities
Time
frame
Ensure the
reopening of the
school and its
continuous
operation
August 22 –
July 27,
2022
Implement backto-school
campaigns such as
OBE and BE.
July 25August 22,
2022
Implement the no
collection policy,
feeding programs
and support to 4Ps
beneficiaries.
Year round
Target Outputs
Mabuhay National
High school prepares
and caters all
learners and
compliant to
requirements to the
safe opening of the
classes
Ensure the effective
implementation of
back-to-school
campaigns such as
OBE and BE.
The school strictly
adhereto nocollection policy,
conducted feeding
programs, and
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 depedagusandelsur@deped.gov.ph
(085) 839-5456
Resources Need
Fund
Source
Human
Material
Financial
School
Head /
School
Personnel
Monitoring
tool
School
MOOE
School
Head /
School
Personnel
Parents /
Stake
holders
School
Head /
School
Personnel
Parents /
Brigada
Eskwela
Monitoring
Report
School
MOOE
Monitoring
tool
School
MOOE
Ensure 100%
enrollment/partici
pation rate.
Conduct of school
programs,
activities, and
projects in
strengthening
parents’
partnership.
Conduct
consultation and
collaboration of
schools with other
stakeholders to
strengthen
partnership
Ensure the
readiness of school
facilities and
equipment for
conducive learning
and continuous
supported 4Ps
beneficiaries.
Always update the
status of
enrollment/participa
tion rate per grade
level/class
Increased percentage
of parents’
participation in all
school programs,
projects, and
activities as
compared to
previous data.
Established
Memorandum of
Agreement (MOA)
and Memorandum of
Understanding
(MOU) between
school and
stakeholders.
Conduct stake
holders forum
Inventory of school
facilities and
equipment and
learning materials.
Implemented repair
and maintenance of
 D.O Plaza Government Center, Patin-ay, Prosperidad, 8500 Agusan del Sur
 depedagusandelsur@deped.gov.ph
(085) 839-5456
Stake
holders
School
Head /
School
Personnel
Monitoring
tool/
LIS
Dashboard
School
MOOE
School
Head /
School
Personnel
Parents /
Stake
holders
Implementat
ion/
accomplish
ment report
Program
Expenses
School
Head /
School
Personnel
Parents /
Stake
holders
Implementat
ion/
accomplish
ment report
Snacks/
other
Expenses
School
MOOE
Repair
Expenses
School
MOOE
School
Head /
School
Personnel
Parents /
Stake
School
MOOE
school operation.
2. Formulate and
Implement
Catch-Up
Education Plan
Formulate and
implementation the
school Catch-Up
Program
Ensure the
conduct of
learning
assessment and
analysis of needs
and gaps thru
the following:
school facilities and
holders
equipment based on
inventory.
Please see Annex A for the Catch-Up Education Implementation Plan
August 22September
10, 2022
Accomplishment
report on
utilization of
learning
assessment tools
School
Head,
Teaching
Personnel
Monitoring
Tool
School
MOOE
Data analysis
report and
program/ project
recommendations
School
Head,
Teaching
Personnel
Monitoring
Tool
School
MOOE
• Utilization of
learning
assessment
tools
(diagnostic
tools/reading
assessment
tools
• Analysis of
the data
obtained from
administering
the diagnostic
test
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Listing of
the identified
learning
needs
•
• Implementatio
n of the varied
customized
needs-based
intervention
projects/activi
ties on all
learning areas
• Providing
technical
assistance in
the
implementatio
n of varied
customized
needs-based
intervention
projects/activi
ties
• Evaluation of
the
effectiveness of
the
implemented
Needs assessment
report
School
Head,
Teaching
Personnel
Monitoring
Tool
M & E Report on
the implementation
of varied
customized needsbased intervention
projects/activities
in all learning
areas
Technical
Assistance and
Accomplishment
Report
School
Head,
Teaching
Personnel
Monitoring
Tool
School
Head,
Teaching
Personnel
Monitoring
Tool
N/A
Monitoring,
Evaluation and
Adjustment Report
of implemented
intervention
School
Head,
Teaching
Personnel
Customized
Monitoring
Tool
N/a
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N/A
Project
Related
Expenses
School
MOOE
3. Prioritize
teaching the
fundamentals
customized
needs-based
intervention
projects/activi
ties
Analyze
data/learning
gains obtained
from
administering the
unified
achievement
tests
projects/activities
Include and
prioritize the
honing of skills in
reading, math,
science and
technology, critical
digital skills, and
socioemotional
competencies
through strategic
lesson planning
Monitor the
coverage of content
that must be
learned prior to
leaning
subsequent
Research findings
on the effectiveness
of the projects
Data analysis
report and
program/ project
recommendations
School
Head,
Teaching
Personnel
Monitoring
Tool
Submit IS report.
School
Head /
Teachers
IS Tool
Technical Assistance
report
School
Head /
Teachers
TA Tool
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 depedagusandelsur@deped.gov.ph
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School
MOOE
content in learning
series
Ensure that the
focus instruction is
on closing the gaps
between desired
and actual
students learning
in all subjects
Instructional
supervision report
and technical
assistance report
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School
Head /
Teachers
TA Tool
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 depedagusandelsur@deped.gov.ph
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The identification of priorities and action steps by the school in the crafting
of the learning recovery plan is vital in ensuring the accuracy, efficiency and
timeliness of the actions or interventions to close the various learning gaps created
by the disruptions of the regular operations and mechanisms in the delivery of
quality education. The in-depth analysis of the previous and current situation and
status of teaching-learning delivery, participated by key personnel of the school
such as the school heads, teachers, and stakeholders revealed a bigger picture of
both the challenges and best practices, as well as promising solutions and
executable targets for recovering learning losses and learning continuity in the best
normal.
At the center of the school’s learning recovery plan is Dimension 1
which focuses on learning acceleration, remediation, and intervention. Three
(3) major strategies under the first dimension emerged to be crucial and
priority for hitting the overall target of the BELRCP of the school. As the
pandemic situation becomes less and less restricting, the school seems to
see the light at the end of the tunnel.
Back-to-school campaigns are expected to inform the public of the
mechanisms and important dates for sending all types of learners across
curricular levels back to school. Enhanced with warning systems for DRRM
such as weather forecasts, health and safety protocols, the school shall
exhibit its readiness or preparedness to accommodate and secure incoming
learners. Having identified financial and economic challenges among
learners and their families, boosting the no collection policy, feeding
programs and facilitation of 4Ps benefits shall serve as strong support for
them to pursue their education despite the hindrances identified. The
services of the school transcend across varying geographical boundaries and
diverse characteristics of learners. Child mapping, tracking, and profiling
allows the schools in the division to identify and adjust services to cater
diverse learners, thereby ensuring easy and convenient access to schools
and education. Parents-school partnership shall be vital in for the learners
to connect and sustain their educational goals and engagement. Moreover,
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other external stakeholders shall bridge further the learners' connection to
schools and hope to continue education. Analysis of current physical
situations of schools also reveals possible hindrances for learners to pursue
education. The pandemic and calamities that significantly caused facilities
and equipment damages could hamper the smooth opening of classes. The
school shall ensure the preparation of school facilities and equipment for
conducive learning environment and continuous school operation through
programs, projects, and activities such as the conduct of Oplan Balik
Eskwela and Brigada Eskwela.
The second strategy of the school is to formulate and implement a
catch-up education program to realize the targets of the school’s recovery
plan to ensure an increase in the efficiency of instruction and improve
students learning. Essential to facilitate the low-performing learners'
"catching-up on lessons" mechanism is a more focused remediation
approach. Special feature of the strategy of grouping learners according to
their level of proficiency, not on their age or grade level for a dedicated time
of the day shall also address the emerging concern of schools on extending
school-time and teachers' load. Through this strategy, the special grouping
of students based on diagnostic assessment shall introduce reading and
numeracy sessions for 1-2 hours in a day to accelerate their learning
progress until they are ready or achieve the level of competency suitable to
their age and/or grade level. In the regular delivery of day-to-day lessons, as
well as that of special classes and remediation, quality-assured teaching and
learning materials shall be made accessible. Ensuring the utilization of
printed and digitized learning materials such as e-book references, modules,
video lessons and radio-based lessons using the tablets shall be part of the
priority action to ensure various modalities, preference and suitable
platforms are taken into consideration for learners' easy access. While the
group catching-up lesson sessions are in place, the school shall also
ascertain the conduct of individualized instruction to identified learners that
need support on specific learning areas. Diverse learners' needs presented to
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(085) 839-5456
be of concern as these may greatly vary in learning area, focus, interest, and
learners' personality. Thus, an individualized approach shall address further
the learning gaps experienced by the unique needs of students. Independent
learners shall not be neglected throughout the recovery process. They too,
together with the low-performing learners must be given attention and
continued learning interventions. Maximizing the utilization of self-learning
modules for independent learners shall sustain and even improve more their
academic performance as the recovery actions are in place. Finally, every
moment or time of the day can be an opportunity for learners to learn and
improve especially during the recovery phases. To ensure maximization of
learning time among learners, the utilization of other formats of learning
materials such as SLMs (printed and digitized) during learners' free time,
weekends, and absence from classes (if applicable) shall supplement their
learning whether they are at school or outside of the school.
The teachers shall first assess and analyze learning needs and gaps.
Essential to the identification of the current learning status or knowledge of
the learners shall be the conduct of diagnostic assessments. Thus, the
school shall develop and utilize learning assessment or diagnostic tools with
its results to be the bases of identifying important learning gaps. Crucial to
the process is the actual assessment administration for both diagnostic and
achievement
tests.
The
administration
shall
be
standardized,
and
mechanisms must be established. Diagnostic assessment results are
baseline data for deciding more specific interventions to bridge learning gaps
among learners and achievement tests/ assessments are measures of the
degree of our target accomplishments.
The school formulates contextualized catch-up learning program that
caters essential learning gaps of the students.
Learning recovery targets
may be new to some or many school personnel and therefore capacitating
teachers in formulating and implementing customized needs-based learning
recovery strategies is crucial. The capacity-building activities shall also
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include designing and implementing in-school and after-school learning
support mechanisms and development of various formative assessment
tools.
Important also in the catch-up plan is ensuring analysis of learning
gains. This important strategy will serve as basis for evaluation of the
effectiveness
of
the
implemented
interventions.
In
this
strategy,
achievement/summative assessment tools shall be developed, administered,
analyzed, and validated as to its result. The cyclical process shall ensure the
learners are gaining what is intended to be gained throughout the learning
activities.
The third strategy focuses on ensuring the prioritization of the
foundational skills and conceptual pre-requisites in teaching plans.
Foundation skills were noted to be neglected during the implementation of
distance learning because of the absence of a More Knowledgeable Person
(MKP) in many households. By including and honing the skills of learners in
reading, math, critical digital skills, and socioemotional competencies
through lesson planning, hitting the targets and filling up the specific
learning gaps and losses shall be dealt with accurately and holistically.
Furthermore, some pre-requisite contents in many learning areas were also
noted to have been neglected because of less control and loose monitoring
among teachers handling distance learning. This shall be addressed and
recovered through assessment of status and ensuring coverage of content
that must be learned as prerequisites.
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Dimension 2: HEALTH, WELL-BEING, AND RESILIENCE
Strategies/
Objectives
1. Strengthen
psychosocial
health and
well-being
among G7-12
learners,
teaching, and
non-teaching
personnel
Activities


Implement the following programs/
projects:

School-Based Feeding
program

Dental Care program

National Drug Education
Program (NDEP) /Barkada
Kontra Droga (BKD)

Adolescent Reproductive
Health (ARH)

Mental Health

Comprehensive Sexuality
Education Programs

Bakuna

Project HIMSoG (Hiniusang
Inisyatibo sa Pagbuntog sa
Malnutrisyon, Sakit ug
Gutom alang sa mga
Agusanon)

We CARE (Compassion,
Action and Resource
Enhancement)
Time
Frame
August 2022 to July
2023
SMEA Report
August 22-26, 2022
Monitor the conduct of psychosocial support among learners from
K-12 levels
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Target
Outputs
______ number of
learners
Resources Needed
(Human/Material/
Financial)
School Head /
Teachers
HG COOR,
Guidance Advocates
2. Build Teacher
Resilience
Implement
an effective
school-based
nutrition
services and
feeding
program
4. Ensure learners’
safety
August 2022- November
2022
School Head /
School Personnel

Sustain Mental Health and
Psychosocial Support (MHPSS)
activities

Physical fitness
August 2022 – July 2023 Teachers attended
physical fitness

Hold Spiritual
Upliftment/Development of
Adversity Quotient Seminar
August 2022 – July 2023
85% participated the
activity
RHU/ BHW
MAPEH
coordinator
Pastor/ Kaabag/
priest
Financial adviser

85% participated the
Hold seminar on Preventing
October
2022
–
December
seminar
Financial Stress
2022
 Provident Loan as capital for
start- up business

Implement Health and Nutrition
Programs:
 Gulayan sa Paaralan
Program (GPP)
 School-Based Feeding
Program (SBFP)
 Deworming
 Dental Care
August 2022 – July 20235 schools
implemented the
programs

Implement DepEd Order 44 s. 2015
on safety and friendly environment
in school
Ensure the implementation of the
guidelines on the prevention of
August 2022 – July 2023
51school complied to
the directive
School Head/ School
Personnel
PSDI/ School Head
____
School Personnel

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School Medical
Team
BLGU
Nutrition and Health
Team
TLE Coordinator
MAPEH Coordinator
5. Ensure the
Implementation
of school-based
water,
sanitation, and
hygiene (WASH)
responses

COVID 19 and other infectious
August 2022
IS Reports of PSDSs/
diseases under DO 34, s. 2022
PSDIs
dubbed as School Calendar and
Activities for the School Year 20222023
School Head/
Implement of WAter, Sanitation August 2022 – July 2023 51 school
implemented
School Personnel /
and Hygiene (WASH) in schools
WinS
WINS Coor
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In Dimension 2, HEALTH, WELL-BEING, AND RESILIENCE, is
fundamental in ensuring the holistic learning of our learners. According to
the World Health Organization (WHO), children learn best when they are
safe, healthy, and adequately nourished. Children's involvement and
retention
are
increased,
attendance
and
participation
are
likewise
augmented, especially to the most vulnerable students who are the most
affected sector of the society in this pandemic.
Strategy/Objective 1:
Strengthening psychosocial health and well-
being among learners, teaching and non-teaching personnel, several
activities are laid:

School-Based Feeding Program. Ensure that the school religiously
implement this program of the Department of Education, assuring that the
identified learners under this program shall achieve the desired weight and
nourishment..

Dental Care Program. The school will invite partners to achieve the
implementation of this program

National Drug Education Program (NDEP) /Barkada Kontra Droga
(BKD). The school shall see to it that the BKD is fully functional, and that
focal person shall suggest activities and other school level plans in
reiterating to our learners the importance of a drug-free school and
community, therefore creating a conducive learning environment.

Mental Health. The conduct of this activity is timely for the crucial
transition of educational set-up in the reopening of all schools for the faceto- face classes. The school will design school level activities, seminars,
symposia or even classroom maneuverings just to produce learners ready
to face adversities and prepare the mental being to respond positively to
whatever uncertainties may lie ahead.
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
Comprehensive
Sexuality
Education
Programs/
Adolescent
Reproductive Health (ARH). The school shall conduct orientation about
sexual education

Bakuna. In alliance with the Local Government Unit (LGU) through IATF
and its Medical Team, the school will coordinate on the massive vaccination
among students who are not yet fully vaccinated and booster shots for
some students who completed the basic vaccination

Project HIMSoG (Hiniusang Inisyatibo sa Pagbuntog sa Malnutrisyon,
Sakit ug Gutom alang sa mga Agusanon).This is a division adopted
program. Activities are based on the division project to fight Malnutrition
among learners.

We CARE (Compassion, Action, and Resource Enhancement). Another
division adopted
program to make sure all, including our teachers are
properly assisted in their journey as a teacher and as a human being. The
school will implement activities based on the project.

Ensure the conduct of psycho-social support among learners from G7 to
G12 learners. In this program , the school will
initialize activities:
symposia, classroom orientation or any other activities that are embedded
in the lessons which are vital in helping the students in coping with the
negative impact of the pandemic in their lives and prepare them for inperson classroom setting. All schools then must submit accomplishment
report or narrative and other data for substantive documentation to the
division office.
Strategy/Objective 2: Build Teacher Resilience: activities are broken
down into:

Sustaining
Mental
Health
and
Psychosocial
Support
activities

Strictly implement of RA 4670 or Compulsory Medical Exam
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(MHPSS)

Conducting physical fitness activities. This activity entails several
basic sets of physical exercise regimen for our teachers and students
alike. The school will devise activities through the school Mapeh
Coordinator to implement regularly for mental and body fitness.

Conducting Spiritual Upliftment/Development of Adversity Quotient
Seminar. This program on the spiritual upliftment must not only
focus to learners but most specially for our teachers as they too have
been affected with exhausting and demanding tasks in life as whole..

Conducting seminar on Preventing Financial Stress. Provident Loan as
capital for start- up business. Holding seminar on preventing stress
financial stress would mean that any Private Lending Institutions
(PLIs) should conduct refreshing orientation on proper disposition of
finances.
Strategy/Objective 3: Bolster school-based nutrition services and
feeding program. The school shall ensure effective implementation
of
Health and Nutrition Programs:
 Gulayan sa Paaralan Program (GPP)
 Deworming
These potent program/activities: Gulayan sa Paaralan Program is also
dubbed as self-sustaining program of the school that can be replicated in
the community. While deworming is also key for ensuring healthy learners
ready to learn in school. Both accomplishment reports are needed by the
division focal persons respectively for monitoring and evaluation.
Strategy/Objective 4: Mabuhay National High School also
ensures the
learners' safety on the opening of face to face classes.
To do this, the school ensures strong implementation of DepEd Order 44 s.
2015 on safety and friendly environment in the school.
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Furthermore, the school shall ensure the implementation of the guidelines
on the prevention of COVID 19 and other infectious diseases under DO 34,
s. 2022 dubbed as School Calendar and Activities for the School Year 20222023.
Strategy/ Objective 5
Mabuhay national High school
will ensure the
implementation of school-based water, sanitation, and hygiene (WASH) in all
level .
School Head with the assistance of WINS coordinator will monitor the
intensified implementation of WAter, Sanitation and Hygiene (WASH) in all
grade level. Also, School head will monitor the implementation og Hand
Washing Activities as reflected in the class program.
Several projects and activities shall also be initiated and implemented to be
funded by school MOOE and other sources .
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 depedagusandelsur@deped.gov.ph
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Dimension 3: Professional Development
Strategies/
Objectives
Planned Activities
1. Provide unified
understanding on
the School
Learning Recovery
and Continuity
Plan, and provide
assistance to
teachers in the
implementation of
LRCP
2. Re-orient
teachers on the
*Orientation on Tamdanan
sa Hiniusang Pagbangon
ug PagPADAJUN sa
Edukasyon (MABUHAY
NHS Learning Recovery
and Continuity Plan)
 All school Personnel
Timeframe
September
2022
Note: Inclusion of the Menu
of Learning Delivery Models
that school heads can
choose from
Target Outputs
Resources
Responsible
Needed
Unit
(Human/Finan
cial/ Material)
School Head /
-All responsible and
Meals and
concerned teachers
Snacks, Printing Teachers
oriented and have noted and
down target/ planned
Reproduction
activities assigned to
Materials
them.
Fund Source:
School MOOE
*Simultaneous Workshop
on the Enhancement of
School LRCP
September
2022
School Contextualized
Learning Recovery and
Continuity Plan
School
INSET/MOOE
Funds
School Head /
Teachers
*Face to Face orientation
on the proper
within the
1st Quarter
Unified understanding
of teachers on the
Learning
Materials
School Head
/School Personnel
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(085) 839-5456
conduct of
standardized
assessment tools
such as FLAT and
Phil-IRI
administration of the
following assessment tools:
 FLAT
3. Re-integrate
teachers with Kto12
curriculum and
instruction
specifically on areas
such as content
knowledge and
pedagogy/instructio
n, curriculum and
planning, learner
diversity,
assessment and
reporting, socioemotional and 21st
century skills
*SLAC on Critical Content
and Pedagogy in Teaching
(a specific learning area)
as
scheduled
by
proponent
Teachers shall have
demonstrated mastery
of the content and
competence in teaching
the subject.
*Induction Program for
Beginning Teachers
for Year 1
Novemberonwards
*Reskilling of School L&D
Coordinators as INSET &
LAC Key Players
October
2022
*LAC sessions on
 Classroom-based
Formative and
Summative
Assessment
as
scheduled
by the
school
Beginning teachers feel
supported as they
transition from preservice to in-service
L&D Coordinators
upskilled and reskilled
on managing and
facilitating L&D
programs
Specific needs of
teachers were
addressed.

purpose and proper
administration of
standardized DepEd
assessment tools
Phil-IRI
Meals and
Snacks,
Supplies
Materials
School Head /
Teachers/
Resource Speaker
INSET Funds
Mastery and
competence in teaching
is being demonstrated
by the teachers to
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School Head /
Teachers
INSET Funds
School Head /
Teachers
School Funds
School Head /
School Personnel

4. Equip teachers
with the KSAVs on
the effective use of
technology/ICT on
classroom
instruction and
reporting
PPST Indicators
*Seminar-Workshop on
Teaching Grammar
Communicatively
as
scheduled
by
proponent
*Issuance of a
memorandum on
strengthening ICT support
to teachers in the school
through the ff.: conduct of
LAC session, ensuring a 1
laptop: 1 teacher ratio
Year round
(as the need
arises)
facilitate successful
teaching and learning.
Mastery and
INSET Funds
competence in teaching
grammar
communicatively is
being demonstrated by
the teachers to facilitate
successful teaching and
learning.
Teachers utilized ICT in School Funds
the classroom.
List of teachers with
ICT-related needs and
mentors, and actions
undertaken
*LAC session or one-on-one
mentoring and coaching or
support groups, on skills in
ICT use e.g. Presenter skills
- Powerpoint presentation,
MSWord, MSExcel;
utilization of Google or
Microsoft workspace- drive,
email, docs, forms etc.
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School Head /
Teachers
School Head /
Teaching Personnel
New challenges demand new approaches, hence, the need to upskill
and reskill our teachers through providing them with a more need-based
continuing professional development tailored fit to the demands of time is a
must, rather than an option.
With the primary goal of bridging or closing the learning loss and gaps
caused by the two-year distance learning brought about by the COVID-19
pandemic, all teachers, together with the school heads and supervisors,
must be equipped with the requisite tools to be able to implement, monitor
and support the implementation of new strategies to be able to successfully
provide appropriate remediation/enrichment/intervention strategies and
address the need to “recover” learning loss or forgotten learning.
For Key Dimension 3, Mabuhay National High School adopted the 3point strategy of the Division of Agusan del sur namely: (a.) Provision of
Instructional Support; (b.) Provision of Technological Support; and (c.)
Provision of Support to Program Coordinators
First strategy is PD activities on instructional support for teachers
who are considered as the key actors in planning and implementing
academic intervention/ remediation/ enrichment. The completion of the
Self-Assessment Tool for Teachers
shall provide the schools, district and
DepEd a more definite data on their specific needs. Teachers also should be
given and oriented with the menu of learning delivery or evidence-based
approaches that they may employ as bridging strategies for recovery and
acceleration. In addition, they should be reskilled or upskilled on developing
appropriate and reliable assessment tools as assessment for and of learning;
on recording, interpreting and utilizing assessment data; and on the various
reading and numeracy strategies.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
Second strategy is on providing technological support to teachers as
ICT plays as a significant tool in the learning recovery and continuity. This
starts with tracking of teachers in the
school with/without access to
technology e.g., owned, provided by school, and issuance of a division
memorandum on providing and ensuring 1:1 teacher: laptop/gadget. Since
ICT is better learned when doing it hands-on and immediately applying new
learned skills in the workplace (job-embedded learning), one-on-one
coaching or technical support with a colleague who is ICT proficient or
expert while experiencing it hands-on is the best way to learn and become
ICT proficient, too. After putting up the online repository for all the
developed, quality-assured, and pooled learning materials, a virtual
orientation on the how’s and where to access (guidebook/instructional
manual) shall also be set.
Third strategy is on providing support to program coordinators –
Guided by the premise that you cannot give what you do not have,
designated coordinators, should be given constant technical assistance .
school head will also conduct series of coaching activities to empower and
improve their potentials.
D. Phases of Implementation
Phase 1: Immediate and short-term strategies/interventions
The recovery of the educational learning process is dependent on the
timely and rapid deployment of appropriate educational planning techniques
and interventions. The first immediate action should be to determine the
availability of resources, both manpower, and materials, to ensure that a
safe and healthy learning support system is established once students
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
gradually return to their usual classroom environment. School head will
conduct activities that will lead to contextualization and implementation of
proposed strategies for addressing learning loss and other appropriate and
quickly actionable approaches while ensuring that students and staff’s
health and safety are not compromised. Strategies and activities to
accelerate academic and student well-being recovery shall commence before
the opening of classes and shall be implemented until the first quarter of
School Year 2022-2023.
Phase 2: Long-term strategies/interventions
Review
and
analyze
student
data
from
Phase
1
strategies/
interventions. Adjust and begin long-term planning of recovery and
acceleration strategies/interventions for Quarters 2 to 4 of SY 2022-2023
implementation.
Phase 3: Sustainable improvements
Continue
the
improvement
cycle
for
strategies/interventions
implemented in Phases 1 and 2 by reviewing and analyzing the collected
data to inform the next steps and engage in long-term sustained strategies
for SY 2023-2024 and beyond.
E. Shared Responsibility
1. Roles, Functions, and Accountabilities
a. Schools and School-based Learning Centers/Community
Learning Centers
Schools and school-based learning centers/community learning
centers are the frontline of any education system. This is where the real
process of teaching and learning takes place, and teachers are the ones with
the direct authority to provide instructional innovations and interventions.
For learners to successfully recover from the disruptions caused by the
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
COVID-19 pandemic, teachers need to be sufficiently empowered and
supported. As schools reopen, teachers must address not only learners’
academic recovery but also their emotional and socio-economic well-being.
b. School Head
School administrator will focus on providing professional and
instructional assistance
to the
teachers/facilitators/coordinators of
schools .
c. Teaching Personnel
Teachers will ensure that programs of their respective areas will
realized and be implemented to cater and address the learning Gaps
of the learners.
d. Non-Teaching Personnel – Provide support to the teaching staff in
realizing each programs
2. Stakeholders’ Engagement
Engaging
our
stakeholders
is important
to our undertakings,
especially when we need your ‘finger on the pulse’. We want our
stakeholders to work with us, and not against us. Engaging them build
community relations and be responsive to them.
Stakeholder and external partner engagement should be strengthened
in all four phases of the Learning Recovery and Continuity Plan
implementation. Plans and strategies to close learning gaps and accelerate
learning will be more effective and long-term when LGUs, NGAs, NGOs,
parents, alumni, and anyone else willing to help students reverse the impact
of the pandemic on learning are supported.
3. Communication Plan
A communications plan is a written strategy of communication actions
designed to achieve certain organizational goals or objectives. You want your
message to be heard by the right people, at the right time, and in the right
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context. It assists to increase positive awareness of the goals, plan of actions
of
the
organization
and
boosts
positive
public
relations.
Strategic
communication helps to ensure that any messages coming from an
organization are being received appropriately by your different target
audiences through an appropriate communication channel.
This school LRCP must be communicated to all internal and external
stakeholders-an essential step to ensure shared responsibility.
Communication
Channel
Dissemination of School
LRCP (Tamdanan sa
Hiniusang Pagbangon og
PagPADAJUN sa
Edukasyon) to the
School Personnel (Face
to face meeting)
Orientation & Enhance
ment of School LRCP
(Tamdanan sa
Hiniusang Pagbangon og
PagPADAJUN sa
Edukasyon) (Face to face
meeting)
Orientation &
presentation of School
LRCP (Tamdanan sa
Hiniusang Pagbangon og
PagPADAJUN sa
Edukasyon) (Face to face
meeting)
Target
Audience
Teaching and
Non-Teaching
Personnel
Responsible
Person
School Head
Schedule
Teaching and
Non-Teaching
Personnel
School Head
September
6, 2022
Parents/ Stake
holders
School Head
September
7, 2022
September
1, 2022
III. Monitoring and Evaluation Mechanism
While the current standards offer us with a good head start, it is by
no means a perfect system. Monitoring and evaluation enhance the
effectiveness of DepEd by establishing clear links between past, present,
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and future interventions and results. The DepEd Order No. 29 entitled
“Adoption
of
the
Basic
Education
Monitoring
and
Evaluation
Framework” (BEMEF) serves as guide to all DepEd operating units
across the governance level in the conduct of Monitoring and Evaluation
(M&E
A. Context
An overarching Monitoring and Evaluation Framework is the
DepEd M and E Framework as adopted per DO 29, s. 2022. In
evaluating the basis for identifying key evaluation questions, it is
imperative that all basic education plans shall subscribe to the agency’s
Intermediate Outcomes (IOs) and Enabling Mechanisms (Ems) when
applicable. This framework sets out the proposed minimum monitoring
and evaluation requirements to enable effective review of the LRCP.
Further, an integrated M & E system shall be operationalized to ensure that
each governance level can be efficiently and effectively perform its mandated
roles and responsibilities.
School M&E System
A school-level system for doing M&E work will be established for use by
the school head, teachers, community stakeholders, and learners to
manage the learning process inside the classroom and school. The
school M&E system will be designed to address the school’s decisionmaking
needs
and
information
requirements
and
those
of
its
stakeholders. M&E processes, tools and templates, and reports will be
designed based on school needs and mandates.
groups.
B. STRATEGY FOR THE IMPLEMENTATION
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The Schools M & E system shall focus on determining effectiveness
and
inclusiveness
environment
of
programs
in
providing
supplemental
learning
and bridging learning gaps, thus customized M and E
processes, M and E tools and techniques shall be integrated (vertically) and
horizontally across units.
The Quarterly Program Implementation Review (QPIR) shall be
conducted to assess performance progress and identify any problems that
may arise, and to immediately make corrective actions on bottlenecks
affecting the implementation of the programs/projects.
Annual or Year-end review shall be done to verify the achievement
of Intermediate Outcomes (IOs).
This aims to provide feedback on the
effectiveness of strategies, outputs, and activities as contained in the LRCP.
Further, this will show the efficiency of the school in the delivery of all the
commitments outlined in the LRCP.
This will be participated in by internal
and external stakeholders.
C. M&E FRAMEWORK
The primary objective of monitoring is the utilization of inputs
(activities) and outputs, (intermediate) outcomes are also being taken into
consideration.
On the other hand, evaluation usually occurs during post-activity
schedules and paves way for an assessment of its long-term performance
and efficiency. Evaluation is output-centric. The connections between the
planning cycle, inputs, outputs, and output of the assessment is presented
below.
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Focus of
Monitoring
Focus of
Evaluation
Output measurement shows the realization of activities. It is
important to note here that while the outcomes may be the focus of the
evaluation, we also need to consider if it’s in-line with prior strategies
as denoted by the solid arrow line connecting them. The dashed line also
denotes the frequent and regular repetition and review of the connected
processes. Outcome measurement shows in what degree direct objectives
and anticipated results are realized. Without defining clear and
measurable strategies, objectives and activities at the design stage,
M&E becomes an impossible endeavor. This requires the development
of measurable indicators: Specific, Measurable, Achievable / Agreed
upon, Relevant/Realistic, Time-bound (SMART) that permit objective
verification at a reasonable cost.
The purpose of this framework is to provide a consistent
approach to the monitoring and evaluation of the LRCP’s Programs
and Projects, so that sufficient data and information is captured to
review the progress and IOs contribution of the strategies and crafted
interventions. Lessons learned will also be used to inform best practice
guidelines.
Below is the Logic Model for the LRCP as adopted contextualized
Dep Ed Agusan del Sur LCRP SY 2022-2023.
Logic Model for the LRCP
The Logic Model (see Figure) in conducting qualitative and
quantitative M&E approaches. M&E may include both quantitative
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and qualitative
data
using
the
Program
and Evaluation
Logic
Model.
Specific programs to be crafted should have a corresponding M&E plan
with well-defined indicators of change, outputs, and expected outcomes.
However, in evaluating IOs, specific programs shall be prioritized with due
considerations on time and cost elements in conducting evaluation.
INPUT
S
OUTPUTS
Activities
Participation
What do
What
What do
we invest?
Situati
on
Needs,
analyzed
gaps,
stakehol
ders’
engagem
ent
Priorities
Vision, mission,
and core values
Resources, local
dynamics,
intended
outcomes
we do?
Conduct of
strategies,
interventio
ns,
programs,
meetings,
trainings,
and
assessment.
Human
Resources,
budget, time,
and
schedules,
materials
and supplies,
equipment,
technology,
and partners
we
reach?
Teachers,
learners,
parents,
education
leaders
and
clients.
INTERMEDIATE OUTCOMES
(IOS) IMPACT
Short
Term
Medium
Term
What are the
What
are the
Long
Term
term results?
medium-term
results?
Number of
conducted
strategies,
interventions,
vaccinated
learners and
teachers and
assessments.
Number of
recovered skills,
and
competencies.
Formative
Diagnostic and
summative
assessment
.results
Number of
instructional and
independent readers,
constructed hygiene
facilities, and
gender- segregated
CR.
Quality social
actions practices
(handwashing),
behavior (attendance
to school), and
action.
Etc.
Etc.
Assumptions
References
External Factors
Evaluation Types
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Annex A
Catch-Up Education Program
Implementation Plan
II. RATIONALE
Since the disruption of Covid-19 in educational system, pivotal
decisions were made to bridge education without compromising health and
safety by shifting to remote learning modalities. The Department of
Education crafted the Basic Education Learning Continuity Plan (BELCP) to
guide schools in the delivery of education in times of pandemic featuring the
streamlined Most Essential Learning Competencies (MELCS). However,
learning loses were noted during remote learning modalities. In a UNICEF
survey majority (84%) of Filipino adults believed that children are learning
less in the remote learning. Early research points to the disruptions to inperson learning experienced in school year 2020–2021 could result in
students losing between 3 and 11 months of learning (Dorn et. al. 2020;
Kuhfeld and Tarasawa, 2021).
To meet the daunting challenges of learning loss with consideration of
equitable resources, Mabuhay National High School crafted TAMDANAN SA
Hiniusang Pagbangon og PagPADAJUN sa Edukasyon. This serves as the
blueprint of recovery and learning strategies of the school that will compass
all grade levels in transcending against learning pitfalls and get learners
back to learning trajectory.
Program Description
This Catch-Up Education Plan is an educational intervention to
address the learning losses brought about by remote learning modalities
during the Covid-19 pandemic.
Objectives:
This Catch-Up Education Program aims to provide:
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a. alternative educational ways to learners with learning losses such as,
but not limited to literacy and numeracy skills;
b. foundational preparatory/grade level readiness to learners entering the
new grade level but are lagging behind/have not mastered the prerequisite competencies in the learning areas, and
c. learners with opportunities for their wholistic development that are
created and implemented through partnership among the school,
community, and stakeholders of basic education.
III.
TARGET PARTICIPANTS/LEARNERS
Specifically, the target learners are the ff.
insert the result of the table of the result of flat..
numeracy and literacy result
A. Learners with Low level Reading Proficiency
B. Learners fall in the ff.
a. Did not meet expectation (70-74)
b. Fairly Satisfactory (75-79)
c. Satisfactory (80-84)
IV. COMPONENTS OF THE PROGRAM
A. Planning Mechanics
1. The school shall take the lead in planning for the implementation of
this catch-up education program. The use of school data is
extremely important in reaching learners who will benefit from this
program. The following activities are to be conducted:
a. Conduct individual assessment of learners using the FLAT in
literacy and use customized tool for numeracy assessment then
consolidate the result according to their learning needs/gaps.
b. The generated data will be utilized to determine viable and
appropriate educational interventions that are responsive to the
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needs and diverse types of learners. Identify suitable and
available locations for implementation, potential
teachers/facilitators/volunteers, instructional resources and
possible partners to support the program.
B. Program Implementation
1. Organize and orient all the teachers and parents of the
beneficiaries and other involved stakeholders.
2. Provide clear roles and responsibilities of everyone involved in
all program activities.
3. Articulate the resource-sharing arrangements,
4. The schedule of implementation should be clearly discussed.
Below is the suggested timetable of activities.
Responsible
Members
Period of Implementation
August
SCHOOL
Conduct of
PERSONNEL
orientation
AND OTHER
Mapping of
STAKEHOLDERS least learned
competencies
and profiling
of learners
SCHOOL
PERSONNEL
AND OTHER
STAKEHOLDERS
September
Conduct of
initial
assessment
Submission
of data to
the Division
Office
Start of the
catch-up
activities
October
November
Continuation of the catch-up
activities
SCHOOL
PERSONNEL
AND OTHER
STAKEHOLDERS
Division Office
December
Assessment
Provide strong support on activities in
the school’s catch-up activities
Provide technical assistance
Consolidate data and submit reports to
the Regional Office
Conduct close
monitoring and
evaluation
Coordinate with
Regional Office in terms
of technical and logistic
support
Document program
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accomplishment report
and submit to the
Regional Office
5. The schools shall start conducting catch-up activities after
the learners have been identified, assessed, and properly
referred to or placed in their appropriate educational
interventions.
6. The catch-up program shall be conducted after classes, or the
school may opt for a shortened period of classes to give ample
time for intervention activities.
7. The catch-up program can also be implemented by pull out
system wherein another teacher/facilitator will be assigned to
cater the learners in the catch-up program.
( CONTEXTUALIZED THE PROCESS OF THE INTERVENTION
IN YOUR OWN SCHOOL.. NARRAR
C. Program Delivery Mode
1. School-based catch-up classes can be done to those identified
learners after regular/shortened class periods.
2. School-based classes can also be done to those who will opt
for pull-out system if there are available classrooms. If there
are rooms used for a half a day, these can be utilized as
classrooms for pull-out classes in the catch-up program.
3. Home-based catch-up classes can be done to the learners
preferably with gadgets. Their learning can be remediated and
enhanced through TVBI using video lessons and digitized
learning sheets through the use of tablets, RBI lessons
through tablets/radios, and using the printed activity sheets
and other reading materials.
D. Curriculum for the Catch-Up Program
The Most Essential Learning Competencies (MELCs) were provided by
DepED as the primary reference for all schools in determining and
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implementing learning delivery approaches that are suited to the local
context and diversity of learners, while adapting the challenges posed by
COVID-19.
The MELCs enable teachers to focus instruction to the most essential
competencies that all learners must acquire, thus, developing them to lifelong learners.
V. GENERAL SUPPORT FOR THE CARCH-UP PROGRAM
To ensure full support on the program implementation, the schools may
design measures when appropriate, to wit:
1. Formulate MOA with other stakeholders or members involved in the
program for continued support;
2. Explore possibilities to grant service credits to teachers willing to serve
with reference to DepED Order No. 23, s. 2003, Updated Guidelines on
Grant of Vacation Service Credits to teachers; and
3. Provide assistance in terms of contingency needs of the teachers,
facilitators, e.g. basic supplies and instructional materials, etc.
VI. PROGRAM MONITORING AND EVALUATION
To ensure effectiveness of the implementation program, the Schools
Division Office is expected to:
1. Conduct close monitoring as well as provide technical assistance to
ascertain compliance of the catch-up program as planned;
2. Gather feedbacks from the program implementers as basis for
planning, improvement, and policy formulation, and
3. Prepare and submit the required consolidated reports.
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programdevelopment/files/2016/03/lmcourseall.pdf
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