Republic of the Philippines
Department of Education
CARAGA REGION
DIVISION OF AGUSAN DEL SUR
LORETO NORTH DISTRICT
LAMBO
sa Kabatan-onan
The Contextualized Learning Recovery and
Continuity Plan of LORETO CENTRAL
ELEMENTARY SCHOOL
August 2022 to May 2023
ROEL B. OTERO
Head Teacher III
 Poblacion, Loreto, Agusan del Sur


I. BACKGROUND AND 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 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 meet the daunting challenges of learning lose with consideration
of equitable resources the Loreto Central Elementary School crafted LAMBO sa
kabatan-onan. This serves as the blue print of recovery and learning strategies of
the School that will compass in transcending against learning pitfalls and get
learners back to learning trajectory.
SCHOOL SITUATIONAL ANALYSIS

Enrolment
The Loreto Central Elementary School has 835 enrollees in S.Y. 2019-2020,
784 enrollees in S.Y. 2020-2021 and 757 enrollees last S.Y. 2021-2022 . (See
Table 1 for breakdown of enrolment). However, tracking enrolment data during
pre-covid days as compared during pandemic time a decreasing trend can be
noted. (See Figure 1 for comparative data).
 Poblacion, Loreto, Agusan del Sur


Enrolment
Male
Female
TOTAL
Kinder
garten
57
52
109
Grade
1
56
46
102
Grade
2
54
43
97
Grade
3
60
52
112
Grade
4
62
44
106
Grade
5
50
59
109
Grade
6
58
64
122
Total
397
360
757
Table 1. Enrolment in K to 12 for S.Y 2021-2022
850
2019-2020,
835
800
2020-2021,
784
2021-2022,
757
750
700
Enrolment
2019-2020
835
2020-2021
784
2021-2022
757
Figure 1. Enrolment Data for Three School Years
Figure 1 accounts on enrolment data of Loreto Central Elementary School
for the past three school years showed an decreasing trend. Because of the
interruption of COVID 19,
compared to S.Y. 2019-2020 the enrolment of S.Y.
2020-2021 decreased 6.11%, and also decreased 3.44% in S.Y. 2021-2022.

Flexible Learning Modalities
The school adopted learning modalities such as Modular Print and digitized
continue learning process despite the presence of COVID’19 virus. These modalities
help to minimize the cases of the disease.
 Poblacion, Loreto, Agusan del Sur


70
Digitized
784
Digitized
Modular Print
Modular Print
0
200
400
600
800
Figure 2. Data on Distance Learning Delivery Modalities
In the onset of the pandemic Loreto Central Elementary School chose
modular print modality but eventually we adopted the Digitized mode of learning
using the Tablets from our Local Government of Agusan del Sur.

Issues and Concerns on the Six Dimensions of the Learning Continuity
Plan
Safe Operations
● Schools cannot open limited face-to-face classes due to
non-compliant with the School Safety Assessment Tool
(SSAT).
● Shortage of classroom for isolation room and clinic.
● Delayed submission of SSAT documents, vaccination of
teaching and non- teaching personnel, and commitment
of LGU to provide MOA for the safe re- opening of schools
● Unavailability of water supply in the school.
● Lack of health essentials.
● Lack of handwashing facilities.
Focus on Learning
● Limited opportunity for the learners to deliver performance tasks.
● Lack of SLMs and LASs to complement the demand for distance
learning.
● Low numeracy and literacy for kindergarten to Grade 3
 Poblacion, Loreto, Agusan del Sur


● Frustration Readers for Grade 4-6 in English and Filipino
● 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
● Lack of QA on the crafted RBI and TVI scripts.
● Difficulty in the distribution of SLMs and LRs due to limited
mobility.
● 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
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 teaching and non-teaching
personnel toward vaccination.
● 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.
 Poblacion, Loreto, Agusan del Sur


II. Learning Recovery and Continuity Plan
A. Learning Recovery and Continuity Plan Framework
In order to cope up with the challenge of COVID’19 pandemic in
continuing the learning process the
crafted
LAMBO
sa
kabatan-onan,
Loreto Central Elementary School
Learning
Acceleration
through
Management and Building Opportunities sa Kabatan-onan, LAMBO sa
Kabatan-onan will help the children to recover the learnings just like the
pre- Pandemic times. With the keyword LAMBO, a Bisayan word which
literally means to develop and now infused with management strategies and
build opportunities for learning, this Learning Recovery and Continuity
Plan is designed to enable Loreto Central Elementary School learners to
recover their learning trajectories.
Anchored 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, Loreto Central Elementary School 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 Loreto Central Elementary School pillars LAMBO. Each key
dimension has been strengthened to ensure that every learner in the
province will be reached.

LAMBO for Learning Acceleration, Remediation, and Intervention

LAMBO on cultivating Health, Well-being, and Resilience

LAMBO 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
 Poblacion, Loreto, Agusan del Sur


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 the school and delving into actions that will ensure all children
are returning to and remaining in school. Loreto Central Elementary
School’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. Loreto Central
Elementary School’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.
Figure 7: The Learning Recovery and Continuity Plan Framework of
Loreto Central Elementary School
 Poblacion, Loreto, Agusan del Sur


B.
Key Dimensions of Loreto Central Elementary School’s LRCP
KEY DIMENSION 1: Learning Acceleration, Remediation, and Intervention
LORETO CENTRAL ELEMENTARY SCHOOL LAMBO SA KABATAN-ONAN
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 &
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 Loreto Central Elementary School on the Mean Percentile Scores
(MPS) on summative exams of the learners showed a percent decrease in
most of its subjects.
 Poblacion, Loreto, Agusan del Sur


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 Loreto Central
Elementary 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.
Figure 8: Algorithm for Learning Acceleration, Remediation, and
Intervention
 Poblacion, Loreto, Agusan del Sur


Figure 2 depicts an algorithm on the differences of the three learning
strategies adapted from the regional LRCP. Loreto Central Elementary
School aims of recovering learning from the periods of learning loss give rise
to various drives of the division 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
LORETO CENTRAL ELEMENTARY SCHOOL LAMBO SA KABATAN-ONAN
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
 Poblacion, Loreto, Agusan del Sur


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 Loreto Central
Elementary 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.
Loreto Central Elementary 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
“LAMBO” LRCP Framework conjoined with key elements of the RAPID
Framework
for
Learning
Recovery
and
Acceleration.
Loreto
Central
Elementary School believes that these key strategies aim to bring the
learners back to their learning 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) Build Teachers 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.
This entails bolstering School Based Feeding Programs, 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
 Poblacion, Loreto, Agusan del Sur


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
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.
While COVID-19 has threatened to put Loreto Central Elementary
down, it is now recovering from the pandemic by capitalizing health,
wellbeing and resiliency among everyone in school community.
Key Dimension 3: Professional Development
LORETO CENTRAL ELEMENTARY SCHOOL LAMBO SA KABATAN-ONAN
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
 Poblacion, Loreto, Agusan del Sur


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.
Based on the SMEA report for the
teachers
are
not
trained
with
S.Y 2021-2022, 5 or 16% of
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, Loreto Central Elementary School 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 “LAMBO”. LAMBO framework supports key objectives such as
(1) Support teacher's resilience, (2) Support teacher's instructionally (3)
Support teachers technologically, and (4) Support school head instructionally
and administratively.
The professional development dimension aims to support the teachers
and school head essential knowledge, skills, attitudes, and values in
adapting to the learning recovery program of Loreto Central Elementary
School. These KSAVs will help close the gaps, catch-up learning deficit, and
promote psychosocial support imperative to the challenge of time.
 Poblacion, Loreto, Agusan del Sur


C. Priorities and Action Steps
Dimension 1
Strategies/
Objectives
Activities
Time
frame
Target Outputs
Resources Need
Human
1. Ensure all
children return
to and stay in
school
Financial
Monitor the
reopening of school
and its continuous
operation.
August 22 –
July 27,
2023
The school is open to
all learners and
compliant to
requirements to the
safe opening classes.
School
Planning
Team,
School
Heads
Monitoring
tool
School
MOOE
Monitor the
implementation of
back-to-school
campaigns such as
OBE and BE.
July 25August 22,
2022
Monitored the
implementation of
back-to-school
campaigns such as
OBE and BE.
School
Planning
Team,
School
Heads
Monitoring
tool
School
MOOE
Monitor the
implementation of
no collection
policy, feeding
programs and
support to 4Ps
beneficiaries.
Year round
The school strictly
implemented nocollection policy,
conducted feeding
programs, and
supported 4Ps
beneficiaries.
School
head,
SBFP
Coordinato
r
Monitoring
tool
School
MOOE
 Poblacion, Loreto, Agusan del Sur


Material
Fund
Source
Monitor the status
of the
enrollment/partici
pation rate in the
school.
Monitor the
conduct of school
programs,
activities, and
projects in
strengthening
parents’
partnership.
Monitor the
consultation and
collaboration of
school with other
stakeholders
Monitor the
preparation of
school facilities
and equipment for
conducive learning
and continuous
school operation.
 Poblacion, Loreto, Agusan del Sur


Gathered data on the
status of
enrollment/participa
tion rate in the
school.
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 of capacity
building activities for
stakeholders.
Inventory of school
facilities and
equipment and
learning materials.
Implemented repair
and maintenance of
school facilities and
School
Planning
Team,
School
Head
School
Planning
Team,
School
Head
Monitoring
tool
School
MOOE
Monitoring
tool
School
MOOE
School
Planning
Team,
School
Head
Monitoring
tool
School
MOOE
School
Head,
School
Physical
Facilities
Coordinato
r
School
MOOE
2. Formulate and
Implement
Catch-Up
Education Plan
Require the
submission of
reports on the
conduct school
personnel
assignment and
basic profiling
through an
issuance of
division
memorandum.
Monitor the
implementation of
the Catch-Up
Education Plan
Ensure the
conduct of
learning
assessment and
analysis of needs
and gaps thru
the following:
equipment based on
inventory.
Approved class
programs.
Printer
Paper
School
MOOE
Please see Annex A for the Catch-Up Education Implementation Plan
August 22September
10, 2022
• Monitoring of
the utilization
of learning
assessment
 Poblacion, Loreto, Agusan del Sur


School
Head
Monitoring
accomplishment
report on
utilization of
learning
assessment tools
Master
Teachers,
School
Head
Monitoring
Tool
School
MOOE
tools
(diagnostic
tools/reading
assessment
tools
• Orientation
of teachers on
the purpose
and
administration
of diagnostic
assessment
tools
• Analysis of
the data
obtained from
administering
the diagnostic
test
•
Conduct
other data
validation
methods
(interviews,
FGDs, etc.)
to fill in any
gap
 Poblacion, Loreto, Agusan del Sur


Accomplishment
report of
orientation
Master
Teachers,
School
Head
Monitoring
Tool
School
MOOE
Data analysis
report and
program/ project
recommendations
Master
Teachers,
School
Head
Monitoring
Tool
School
MOOE
Field validation
report, needs
assessment report
Master
Teachers,
School
Head
Monitoring
Tool
School
MOOE
Listing of
the identified
learning
needs
Analyze
data/learning
gains obtained
from
administering the
unified
achievement
tests
Needs assessment
report
Teachers,
School
Head
Monitoring
Tool
School
MOOE
Data analysis
report and
program/ project
recommendations
School
Head
Monitoring
Tool
School
MOOE
Include and
prioritize the
honing of skills in
reading, math,
science and
technology, critical
digital skills, and
socioemotional
competencies
through strategic
lesson planning
Ensure the
monitoring of the
coverage of content
that must be
learned prior to
leaning
Instructional
Supervision.
Master
Teachers,
School
Head
IS Tool
School
MOOE
Technical Assistance
report
Master
Teachers,
School
Head
TA Tool
School
MOOE
•
3. Prioritize
teaching the
fundamentals
 Poblacion, Loreto, Agusan del Sur


subsequent
content in learning
series
Ensure that the
focus instruction is
on closing the gaps
between desired
and actual
students learning
in all subjects
 Poblacion, Loreto, Agusan del Sur


Instructional
supervision report
and technical
assistance report
Master
Teachers,
School
Head
TA Tool
School
MOOE
 Poblacion, Loreto, Agusan del Sur


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 by the Loreto Central Elementary School. The in-depth analysis
of the previous and current situation and status of teaching-learning delivery,
participated by key personnel of the department such as the school head, 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 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 seem to see
the light at the end of the tunnel.
SWOT analysis reveals an opportunity to resume the face-to-face
classes - the most known learning modality reported to support better
quality education outcomes than the other alternatives. The strategy of
ensuring that all children return to and stay in school is a fundamental step
in the learning recovery measures. As such, the school will ensure the
reopening and keeping of public and private schools, including SLCs and
CLCs open through issuance of memoranda, physical monitoring and
implementing standards for the safe opening of classes.
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
 Poblacion, Loreto, Agusan del Sur


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. Child
mapping, tracking, and profiling allows the school to identify and adjust
services to cater diverse learners, thereby ensuring easy and convenient
access to school and education. Parents-school partnership shall be vital in
for the learners to connect and sustain their educational goals and
engagement. Moreover, other external stakeholders shall bridge further the
learners' connection to school and hope to continue education. Analysis of
current physical situations of school 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. Across curricular
levels, the school shall establish organized and well-prepared teaching and
non-teaching workforce, schedules, mechanisms, and standard operating
procedures to further facilitate learners in coming back to school and to inperson classes.
The second strategy of the school is to formulate and implement a
catch-up education program to realize the targets of the school recovery
plan to ensure an increase in the efficiency of instruction. 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 school 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
 Poblacion, Loreto, Agusan del Sur


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 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 lowperforming 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 RBI, TVBI, 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 adopt and utilize learning assessment or diagnostic tools from
 Poblacion, Loreto, Agusan del Sur


the division 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. Thus, the teachers
shall be carefully oriented of the purpose and standard mechanisms of the
administration of diagnostic and achievement/summative assessments.
Careful and accurate diagnostic data results analysis must be done, and to
further ensure the validity of results, other validation methods shall be
done. The scientific analysis of data shall reveal priority learning needs - an
important basis for identifying specific learning gaps and in identifying
accurate interventions to close the gaps.
Loreto Central Elementary School shall formulate contextualized
catch-up education program which may vary across learning areas,
curricular levels, and school setting. Learning recovery targets may be new
to some or many school personnel and therefore capacitating the school
heads and teachers in formulating and implementing customized needsbased learning recovery strategies is crucial. The capacity-building activities
shall also include designing and implementing in-school and after-school
learning support mechanisms and development of various formative
assessment tools.
Truly important strategy in the implementation of the catch-up
education program is ensuring the implementation, monitoring, and
evaluation of learning recovery and continuity. SWOT analysis and needs
assessment results of the division revealed varying issues, challenges and
needs of learners across key stages and across learning areas. The
implementation of varied customized needs-based catch-up education
strategies shall focus on but not limited to the following PPAs in the school:
 Poblacion, Loreto, Agusan del Sur


Literacy skills in Mother Tongue, Filipino, and English, particularly in the
key stage 1 to 3; and Math in the key stages 3 and 4. Monitoring the
implementation of the needs-based recovery strategies and the provision of
technical assistance in the implementation, as well as the evaluation of their
effectiveness shall be part of the essential actions to ensure a holistic
approach in filling up the learning gaps of learners.
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.
 Poblacion, Loreto, Agusan del Sur


Dimension 2: HEALTH, WELL-BEING, AND RESILIENCE
Strategies/
Objectives
Activities
1. Strengthen
psychosocial
health and
well-being
among
learners,
teaching, and
non-teaching
personnel
2. Build Teacher
Resilience

Monitor the conduct of the following
programs/ projects:

School-Based Feeding program

Mental Health

Education Programs

Bakuna

Monitor the conduct of psycho-social
support among learners from K-12
levels
Establish screening and detection
mechanisms

 Poblacion, Loreto, Agusan del Sur


Time
Frame
August 2022 to July
2023
September, 2022
Target
Outputs
SMEA Report
number of
learners
Resources Needed
(Human/Material/
Financial)
School Head/MOOE
School HG COOR,
 profiling for teaching and nonteaching personnel




3. Bolster schoolbased nutrition
services and
feeding
program

Sustain Mental Health and
Psychosocial Support (MHPSS)
activities
 Establish online platform for
MHPSS
implement of RA 4670 or Compulsory
Medical Exam shall be free of charge
for all teachers
October 2022 December 2022
Hold Spiritual
Upliftment/Development of Adversity
Quotient Seminar
Require and monitor all schools to
intensify the implementation of Health
and Nutrition Programs:
 Gulayan sa Paaralan Program
(GPP)
 School-Based Feeding Program
(SBFP)
 Deworming
Personnel data
School ICT
School Head
All of teachers
availed the
MHPSS
January 2023
August 2022 –
July 2023
Physical fitness
 Poblacion, Loreto, Agusan del Sur


August 2022November 2022
August 2022 –
July 2023
October 2022 –
December 2022
August 2022 – July
2023
All teachers and
non-teaching
personnel availed
School Medical
School Heads
Teachers
attended
physical fitness
School MAPEH
Coordinator
All teachers
participated
the activity
The school
implemented the
programs
School EsP
Coordinator
School Nurse
SBFP Coordinator
School GPP
Coordinator
 Dental Care
4. Ensure learners’
safety
5. Ensure the
Implementation
of school-based
water,
sanitation, and
hygiene (WASH)
responses

Direct all teachers to implement
DepEd Order 44 s. 2015 on safety and
friendly environment in public and
private schools, ALS, CLCs
August 2022 – July
2023

Require all schools to comply e-School
Safety Assessment Tool (SSAT)
August 2022 –
September 2022

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 2022- 2023
Monitor intensified implementation of
WAter, Sanitation and Hygiene (WASH)
in schools

 Poblacion, Loreto, Agusan del Sur


August 2022
August 2022 – July
2023
The school
complied to the
directive
School Head
District ALS Coor
____ Loreto Central
Elementary
School complied
to the
requirement
SGOD
CID
School Heads
IS Reports of school
Head
School Head
The Loreto
Central
Elementary
School
implemented
WinS
School WinS
Coordinator
School Head
School Nurse
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 K-12 learners, teaching and non-teaching personnel,
several activities are laid:

School-Based Feeding Program. This is already institutionalized and
continues to implement by this school, assuring that the identified learners
under this program shall achieve the desired weight and nourishment. The
school then shall submit or provide the accomplishment report and other
data for proper documentation.

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. All teachers then are advised to 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. For monitoring
and technical assistance of the School focal person, the field is hereby
requested to submit reports and other data to the aforementioned.

Bakuna. In alliance with the Local Government Unit (LGU) through IATF
and its Medical Team, all fields must coordinate on the massive vaccination
among students who are not yet fully vaccinated and booster shots for
some students who completed the basic vaccination. The school focal
 Poblacion, Loreto, Agusan del Sur


persons shall also work hand in hand in submitting reports as reference for
further action.

Monitor the conduct of psycho-social support among learners from school.
In this activity, the field is hereby directed to 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 in-person
classroom setting. The school then must submit accomplishment report or
narrative and other data for substantive documentation.
Strategy/Objective 2: Build Teacher Resilience: activities are broken
down into:

Establishing screening and detection mechanisms

Profiling for teaching and non-teaching personnel. This activity is
important for our teaching and non-teaching personnel in stablishing
reference and data-based information on their health and well-being.
All schools must adapt this maneuver for them to have a wellestablished health data of their own teachers for further reference
which is of huge help in giving medical assistance a worst-case
scenario should happen.

Sustaining
Mental
Health
and
Psychosocial
Support
(MHPSS)
activities

Supporting online platform for MHPSS established by the division
office. This online program on mental health for teaching and nonteaching personnel is also vital for the school head to have a grasp of
information of these school personnel useful in giving mental and
psychosocial support if needed. For consolidation and reference,
school head should also submit reports to the division focal.

Directing all school heads to implement of RA 4670 or Compulsory
Medical Exam shall be free of charge for all teachers.
 Poblacion, Loreto, Agusan del Sur


This free medical examination for all teachers must be prioritize as
this will be the basic requirement for teachers to render effective
teaching and learning delivery to our learners. The school head must
also submit narrative report or accomplishment report.

Conducting physical fitness activities. This activity entails several
basic sets of physical exercise regimen for our teachers and students
alike. The school head must devise activities through the school focal
to implement regularly for mental and body fitness. The School head
should submit accomplishment report.

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.
The School head should submit accomplishment report.
Strategy/Objective 3: Bolster school-based nutrition services and
feeding program. The Loreto Central Elementary School shall require and
monitor all teachers to intensify the 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 will be prepared by
the school head for monitoring and evaluation.
Strategy/Objective 4: Loreto Central Elementary School also intends to
ensure the learners' safety in all the classrooms.
 Poblacion, Loreto, Agusan del Sur


To do this, the School Head shall direct all teachers to enforce the
implementation of DepEd Order 44 s. 2015 on safety and friendly
environment in the classrooms.
Furthermore, the school will comply with the guide e-School Safety
Assessment Tool (SSAT). The protocols in this tool shall also be harmonized
with the new guidelines set by the DepEd Central Office. Thus, 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 2022- 2023.
The fifth strategy that the school will take is to ensure the implementation of
school-based water, sanitation, and hygiene (WASH) in all schools.
The Loreto Central Elementary School Staff with the help of school nurses,
will implement the intensified implementation of WAter, Sanitation and
Hygiene (WASH) in all classrooms whole year round.
Several projects and activities shall also be initiated and implemented to be
funded by the regular DepEd budget, Special Education fund and adopt a
school income generating activities shall strengthen the support to schools.
Though it is expected that we cannot enforce instant success for these
programs and projects to take effect at once or in just a wink an eye but
what matters the most is that the Loreto Central Elementary School is
committed to achieve the learning trajectory of learners through viable and
doable strategies and objectives.
 Poblacion, Loreto, Agusan del Sur


Dimension 3: Professional Development
Strategies/
Objectives
Planned Activities
Timeframe
1. Provide unified
understanding on
the School Learning
Recovery and
Continuity Plan,
and provide
assistance to school
head in the
development of
their respective
School LRCP
*Orientation on Learning
September
Acceleration through
8, 2022
Management and Building
Opportunities sa kabatanonan
 Teaching and nonteaching personnel
2. Equip school
leaders and select
teachers in
developing Catch
Up Program for all
* Seminar-Workshop on the Phase I.
Development of a Catch-Up Between
Program (Phase 1 to 3)
September
12-16 2022
Note: Inclusion of the Menu
of Learning Delivery Models
that school head can
choose from
 Poblacion, Loreto, Agusan del Sur


Target Outputs
All Teaching and nonteaching personnel
were oriented and have
noted down target/
planned activities
assigned to them.
Menu or Options of
Learning Delivery or
Hybrid Learning
Delivery Models
(for September 8,2022)
Instructional Plan for
the Catch-up Program
per Learning Area for
all Grade Levels (Week
1 and Week 2)/PFA or
Resources
Responsible
Needed
Unit
(Human/Finan
cial/ Material)
Meals and
School head,
Snacks, Printing Master Teachers
and
Reproduction
Materials
Fund Source:
School MOOE
Meals and
School head, All
Snacks, Printing school teaching
and
Staff
Reproduction
Materials
grade levels
Psychological Support
Activities, MELCS
Unpacked or
Objectives-Activities for
the Week
* Orientation on the
Implementation of School
Contextualized Catch Up
Program
Phase II.
(After the
analysis of
results of
the
Diagnostic
assessment)
List of the identified
critical points in the
MELCs for Catch Up
Program
Phase III.
(2 weeks
prior to Nov.
2022)
September
12, 2022
Lesson Exemplars for
Full Face to Face
Delivery
September
12, 2022
and
 Poblacion, Loreto, Agusan del Sur


School MOOE
Instructional Plan for
the Catch-up Program
per Learning Area for
all Grade Levels (Week
3 to October 30, 2022)
Unified understanding
on the implementation
of the Catch-up
Program
Repository of the
Materials and
Meal, Snacks
Master Teacher,
School Head
onwards
3. Re-orient
teachers on the
conduct of
standardized
assessment tools
such as EGRA and
Phil-IRI
*Reorientation on the
proper administration of
the following assessment
tools:
 EGRA
4. 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
*Training-Workshop on
Critical Content and
Pedagogy in Teaching (a
specific learning area)

Phil-IRI
as
scheduled
by
proponent
*Induction Program for
Beginning Teachers
for Year 1
Novemberonwards
*Seminar-Workshop on the
Development of LAC
Materials on the PPST
Indicators (including
TPACK)
*Seminar-Workshop on
September
2022
 Poblacion, Loreto, Agusan del Sur


within the
1st Quarter
as
Instructional Plans to
be used in
implementing the
Catch-Up Program
Unified understanding
of teachers on the
purpose and proper
administration of
standardized DepEd
assessment tools
Teachers shall have
demonstrated mastery
of the content and
competence in teaching
the subject.
Beginning teachers feel
supported as they
transition from preservice to in-service
Repository of LAC
Materials (session
guides, slide decks,
video lectures) on
specific contents
Improved learning
School Head, All
Teachers
concerned
Meals and
Snacks,
Supplies
Materials
School MOOE
Snacks
Teachers
identified with
need on Critical
Content and
Pedagogy
Beginning
Teachers
School MOOE
LAC Leaders
School MOOE
PRIMALS
PRIMALS PLUS
*LAC sessions on
 Classroom-based
Formative and
Summative
Assessment
4. Equip teachers
with the KSAVs on
the effective use of
technology/ICT on
classroom
instruction and
reporting

PRIMALS PLUS

ELLN (including
Reading and
Numeracy Strategies)

PPST Indicators
*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
*LAC session or one-on-one
mentoring and coaching or
support groups, on skills in
 Poblacion, Loreto, Agusan del Sur


scheduled
by
proponent
as
scheduled
by the
school
outcomes by addressing
teachers’ pedagogical
priority needs
Specific needs of
School Funds
teachers were
addressed.
Coordinator
School Head, All
concerned
teachers
Mastery and
competence in teaching
is being demonstrated
by the teachers to
facilitate successful
teaching and learning.
Year round
(as the need
arises)
Teachers utilized ICT in
the classroom.
List of teachers with
ICT-related needs and
mentors, and actions
undertaken
School Funds
School ICT
Coordinator,
Computer able
teachers
ICT use e.g. Presenter skills
- Powerpoint presentation,
MSWord, MSExcel;
utilization of Google or
Microsoft workspace- drive,
email, docs, forms etc.
 Poblacion, Loreto, Agusan del Sur


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 head 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, Loreto Central Elementary School hopes to
employ the 3-point strategy namely: (a.) Provision of Instructional Support;
(b.) Provision of Technological Support; and (c.) Provision of Support to
School Leaders.
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 and School Leaders shall provide the
school 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 per 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
Third strategy is on providing support to the TA providers – the
school head and master teacher. Guided by the premise that you cannot
give what you do not have, newly designated school heads and supervisors
or division coordinators, including highly proficient teachers (Master
Teachers) will be oriented with the Division Learning Recovery and
Continuity Plan so they too can aid in the development of school
contextualized LRCPs. They must also be equipped with the rigors on the
development and proper administration of reliable assessment tools, on the
technological pedagogical and content knowledge, on the three key
dimensions relating to (1) acceleration, remediation, and intervention in
addressing learning loss, (2) safe learning delivery, (3) nurturing self and
others to be able to become effective mentors/coaches and to provide the
necessary technical assistance.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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
gradually return to their usual classroom environment. The School head will
contextualize and implement 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.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
E. Shared Responsibility
1. Roles, Functions, and Accountabilities per Level of Governance
a. School Head
The school Head will plan and monitor the process of learning
continuity. He must ensure that all the needed resources for the learning in
times of Pandemic will be available in all the classrooms. He should alert all
the school staff to do their jobs in order to protect the children in all kinds of
threats.
b. Teaching staff
Teachers play the most important role of this plan. They will be one to
implement the recovery plan. They will be the one to engage to the learners
in order to impart all the knowledge from the MELCS. They should ensure
that all of the activities in the School LRCP will be implemented in all their
respective classrooms.
c. Non-Teaching Staff
All of the persons in the school should help to attain the goals of School
learning recovery plan. The school non-teaching personnel should do their
tasks to support the teachers. The security guards should maintain the
peace inside the school premises. The school nurse should ensure the
health of the learners especially from the covid’19 virus. And the others will
maintain the cleanliness for better school atmosphere.
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
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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
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 LRCP must be communicated to all internal and external
stakeholders-an essential step to ensure shared responsibility. This LRCP
shall be published through a School Memorandum to disseminate to all
internal stakeholders.
Communication
Channel
Dissemination of the
School LRCP (LAMBOLearning Acceleration
through Management
and Building
Opportunities sa
Kabatan-onan)
Orientation on the
School LRCP (LAMBOLearning Acceleration
through Management
and Building
Opportunities sa
Target
Audience
All School
Personnel
Responsible
Person
ROEL B. OTERO
Head Teacher III
Schedule
September,
2022
All School
Personnel
ROEL B. OTERO
Head Teacher III
September,
2022
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
Kabatan-onan)
Dissemination of the
School LRCP (LAMBOLearning Acceleration
through Management
and Building
Opportunities sa
Kabatan-onan)via
Division Memorandum
Submission of the
School LRCP (LAMBOLearning Acceleration
through Management
and Building
Opportunities sa
Kabatan-onan)to the
District Office
School
Personnel
Parents
Stakeholders
ROEL B. OTERO
Head Teacher III
September,
2022
District
Superviser
ROEL B. OTERO
Head Teacher III
September,
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,
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). Furthermore, decentralized M & E System is promulgated to
ensure relevant, efficient, and effective provision of quality basic
education services to all learners.
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
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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.
B. STRATEGY FOR THE IMPLEMENTATION
The School M & E system shall focus on determining effectiveness
and inclusiveness of teachers in providing the basic education services, 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. Operational issues
raised in the QPIR should be immediately resolved at the appropriate level of
governance-. However, policy or program level concerns shall be forwarded
to ROs.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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 education 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.
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
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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 the Loreto Central Elementary School crafted LAMBO sa
kabatan-onan, Learning Acceleration through Management and Building
Opportunities sa Kabatan-onan. This serves as the blueprint of recovery and
learning strategies of the school that will compass the schools 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.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
Objectives:
This Catch-Up Education Program aims to provide:
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, all Kindergarten to Grade 6 learners whose final grades
belong to:
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. Prepare individual profile of learners and consolidate 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
needs and diverse types of learners. Identify suitable and
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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, e.g. DepED
will take charge of the instructional materials through school
MOOE, meanwhile, LGUs/NGOs can tap their own funding
sources for expenses such as the honoraria of
teachers/facilitators, school feeding program, learning sites
and other needs of the beneficiaries.
4. The schedule of implementation should be clearly discussed.
Below is the suggested timetable of activities.
Responsible
Members
School
Head
Teachers
Period of Implementation
August
Conduct of
orientation
Mapping of
least learned
competencies
and profiling
of learners
Teachers
Teachers
All School
Personnel
September
Conduct of
initial
assessment
Submission
of data to
the
Principal’s
Office
Start of the
catch-up
activities
October
November
December
Continuation of the catch-up activities
Provide strong support on activities in the
school’s catch-up activities
Provide technical assistance
Consolidate data and submit reports to the
Assessment
Conduct close
monitoring and
evaluation in all the
classrooms
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
Regional Office
Document program
accomplishment report
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.
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
implementing learning delivery approaches that are suited to the local
context and diversity of learners, while adapting the challenges posed by
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
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 Loreto Central
Elementary School 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.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
REFERENCES
ACCELERATING LEARNING RECOVERY worldbank.org retrieved from
https://rb.gy/amqnt5
Alam, M., Gale, A., Brown, M. and Khan, A.I. (2010), "The importance of
human skills in project management professional
development", International Journal of Managing Projects in Business, Vol. 3
No. 3, pp. 495-516. https://doi.org/10.1108/17538371011056101
st
Hafjah San, (2017) Teacher of 21 Century: Characteristics and
Development. Retrived from
https://core.ac.uk/download/pdf/234675955.pdf
Cory Brown, Pamela Correll & Kimberly J. Stormer (2021) The “new”
normal: Re-imagining professional development amidst the COVID-19
pandemic, Middle School Journal, 52:5, 513, DOI: 10.1080/00940771.2021.1978787
Davis, P.J. (2012), "The global training deficit: the scarcity of formal and
informal professional development opportunities for women
entrepreneurs", Industrial and Commercial Training, Vol. 44 No. 1, pp. 1925. https://doi.org/10.1108/00197851211193381
Butler, P. (2020), A million volunteer to help NHS and others during Covid-19
outbreak, https://www.theguardian.com/society/2020/apr/13/a-millionvolunteer-to-help-nhs-and-others-during-covid-19-lockdown.
Van Lancker, W., Parolin, Z. (2020). COVID-19, school closures, and child
poverty: A social crisis in the making. The Lancet Public Health, 5(5), e243–
e244.
Orgiles, M., Morales, A., Delvecchio, E., Francisco, R., Mazzeschi, C., Pedro,
M., Espada, J. P. (2021). Coping behaviors and psychological disturbances in
youth affected by the COVID-19 health crisis. Frontiers in Psychology, 12,
845. https://doi.org/10.3389/fpsyg.2021.565657
Craig, S., Ames, M. E., Bondi, B. C., Pepler, D. (2020). Rates of adolescent
mental health problems, substance use, and violence in the home during
COVID-19: Does gender matter? https://doi.org/10.31234/osf.io/kprd9
United Nations, ‘COVID-19 and the need for action on mental health’, Policy
Brief, 2020.
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
Department of Education (2022). DepEd Order No. 34, s. 2022.
School Calendar and Activities for the School Year 2022–2023
Department of Education (2021). DepEd Order No. 29, s. 2021.
Adoption of the Basic Education Monitoring and Evaluation
Framework
Department of Education (2022). DepEd Order No. 24, s.
2022. Adoption of the Basic Education Development Plan
2030
Department of Education (2021). DepEd Order No. 29, s. 2021.
School Calendar and Activities for School Year 2021-2022
Department of Education (2021). DepEd Order No. 12, s. 2021.
Amendment to DepEd Order No. 030, s. 2020 (Amendment to
DepEd Order No. 007, s. 2020, School Calendar and Activities for
SY 2020-2021) DO_s2021_012
Department of Education (2020). DepEd Order No. 12, s. 2020.
Adoption of the Basic Education Learning Continuity Plan for
School Year 2020-2021 in the Light of the COVID-19 Public
Health Emergency
Department of Education (2020). DepEd Order No. 7, s. 2020.
School Calendar and Activities for School Year 2020-2021
Department of Education-Caraga (2022). Regional Memorandum No. 892, s.
2022.
Lig-onon and Edukasyon sa Caraga Batok sa Pandemya:
The Enhanced Learning Continuity Plan for Basic Education
Caraga
Department of Education-Caraga (2022). Regional Memorandum
No. 160, s. 2022. First Quarter Virtual Kulukabildo with
Education Leaders and Teachers CY 2022
The World Bank (2022). Guide for Learning Recovery and
Acceleration; using the RAPID Framework to Address COVID-19
Learning Losses and Build Forward Better
UNICEF, UNESCO, World Bank. 2021. The State of the Global
Education Crisis: A Path to Recovery.
University of Wisconsin-Extension (2003). Enhancing Program
Performance withLogic Models. Retrieved from
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456
https://fyi.extension.wisc.edu/
programdevelopment/files/2016/03/lmcourseall.pdf
__________________________________________________________________________________________
� D.O. Plaza Gov’t Center, Patin-ay, Prosperidad, Agusan del Sur
� deped.agusandelsur.gov.ph
� (085) 839-5456