Republic of the Philippines

Department of Education

SCHOOL LEARNING GAPS

I. RATIONALE

From nearly the very first week that Philippine schools entered a “new
normal” as response to the COVID-19 pandemic, educators and researchers have
sounded the alarm about its detrimental effects on learning. Almost everything
researchers know about what affects learning—time on task, online learning,
summer learning loss, and chronic absenteeism—indicates that many students will
come in with significant deficits from the 2020-2021 school year.
To address the Learning Gap and to give additional pedagogical time to
teachers for the different learning modalities, the Department of Education issued
DepEd Order No. 012, s. 2021 as amendment to DepEd Order No. 030, s. 2020.
With this Kasiglahan Village Elementary School come up with this General
Plan to address the Learning Gaps.
II. OBJECTIVES STATEMENTS:
 Identify the learning gaps of Kasiglahan Village Elementary School,
 Identify and evaluate the appropriate methods and describe of the context of
KVES concerning which technology-based strategies might be helpful in
addressing the gaps; and
 Provide methods which can then be applied within the KVES's education
system to:
 enhance the learning outcomes of the pupils;
 provide coverage for as many pupils as possible to impart the
education they desire;
 support the instructions of improved learning and teaching
processes; and
 improve the learning management system of KVES.
III. PLANNING PROPER:
 What Are Learning Gaps?
By definition, learning gaps are the difference between what a student is
expected to have learned by a certain grade level versus what they have actually
learned up to that point. In other words, a student is expected to have acquired a
certain reading level by the time they complete any given grade or school year. If
the student is not able to read books at this skill level by this age, we might
consider a learning gap in reading and comprehension exists.
 Why do learning gaps form?
In general, learning gaps are compounding, which can be troublesome for
students beginning to fall behind. But, it's not always easy to identify. As learning
is based on building blocks, pupils are always challenged to expand on topics over
time and apply them to new concepts as they progress. Learning that is achieved at
one grade level serves as the foundation on which the understanding of more
complex ideas and concepts is built. This learning structure grows throughout a
learner's academic career, with new skills developing from the skills the pupil has
already mastered. Not every student learns at the same pace, though – which is
why what starts out as a small learning gap can eventually become a more serious
problem.
 How to Identify Learning Gaps?
In order to combat learning gaps brought about by COVID-19, the first step
is learning how to identify them.
By definition, learning gaps are the difference between what a student is
expected to have learned by a certain grade level versus what they have actually
learned up to that point. These gaps are often compounding. This means that if
they are not addressed, students are likely to fall further and further behind because
of the skills and knowledge they’ve missed.
Obviously, this poses a major challenge for both educators and students
alike.
Before addressing learning gaps, you must ask the right questions.
 Asking the right questions helps us analyze and organize information. When
determining learning gaps, ask ourselves, your team, and learners’ previous
teachers the following questions throughout the process:
1. Which students need additional assistance?
2. What standards were not covered last quarter (especially to those
whom were under the modular distance learning)?
3. What knowledge and skills can learners build on to succeed moving
forward?
4. What additional professional development is needed for teachers and
learners to be successful?
 Address Learning Gaps:
Here are the school’s strategies for grasping what students know and don’t
for the 2020-21 school year, and how to respond.
Learning gaps need to be identified, analyzed, and approached with patience.
Students all have different strengths, and there are many reasons why learning gaps
form to begin with. We believe that personalized instruction is the most effective
way to address these challenges.

How do KVES address Learning Gaps effectively?

Crafting of
Memorandum

SWOT Analysis

Providing Technical
Assistance to teachers
to address the learning
Gaps

Data Gathering
 Monitoring and
Evaluation

KVES PROCESS FLOW IN ADDRESSING LEARNING GAPS

The Master Teacher crafted the School Memorandum which served as the
basis to address the learning gaps.

Meet learners where they are using SWOT analysis. A good first step
might be to analyze (a) what standards were met prior to distance learning, (b)
what standards were covered during distance learning, and (c) what standards
were not covered.

Equip teachers with better real-time gauges of learning. KVES consider

investing in teacher training on how to develop and make use of their own day-
by-day and minute-to-minute gauges of what students know that help them alter
teaching in real time through TAs, SLACs and INSETs sessions.

Collect and collectively use the data. The school should create an opportunity
to engage teacher teams to creates a better environment and a better tool to
actively collect and break down learner’s data in meaningful ways.
 Monitoring and Evaluation used to assess the performance of projects,
institutions and programs. Its goal is to improve current and future management
of outputs, outcomes and impact.

III: PROCESS PROPER:

 Crafting of Memorandum

Date: __________________________
SCHOOL MEMORANDUM
No. ___ s. 2020
KVES LEARNING GAPS for S.Y. 2020-2021

TO: OICs
Master Teachers
Grade Leaners
Assistant Grade Leaders
Teachers

1. Adherence DepEd Order No. 012, s. 2021 as amendment to DepEd Order No. 030, s. 2020.
Stipulated in paragraph 2; Department of Education issued this order to address the Learning Gap
and to give additional pedagogical time to teachers for the different learning modalities.
 2. With this, Kasiglahan Village Elementary School identified ways and means to address the
existing learning gaps of the school. The school therefore crafted a monitoring tool which shall be
used by the school to monitor and address the learning gaps.

3. Attached is the copy of the contextualized Monitoring Tool in Identifying and addressing the
learning Gaps as Enclosure No. 1 in this Memorandum.

4. Immediate dissemination of and compliance with this Memorandum is earnestly desired.

DR. ELIZABETH B. MEDINA

Principal IV

Enclosure 1, to School Memo No. ____ s. 2020

LEARNING GAPS
1. How can you manage to
distribute all WHLP to all
learners?
2. How do help students deal
with the lack of structure at
home?
3. How can we manage to
communicate with so many
parents every day?
4. How do I help students
who are falling behind or not
“attending?” (Pupils-at-risk-
of-dropping-out)
5. How do we support
students with special needs
and what is a reasonable
expectation?
What are the ways you did to address these learning gaps?
1.
2.
KVES LEARNING GAPS
No. of pupils READY-USED-SOLUTIONS
with Learning
Gaps %
Community Helpers. KVES RIDERS, Home
Delivery, Drop Center/Kiosk.
Home Visitation and Recorded/Live video Lessons.
Consistency is key. Teachers scheduling “live” video
sessions at the same time everyday help students
structure their time — and set the whole day’s
schedule.
“Weekly kumustahan”
Streamlining communication with parents is
important. Mass messenger, emails and texts can also
help cut through wasted time.
Home Visitation. keeping students thinking is the
core of good teaching. This goal can help us let go of
some of the extra weight of worrying that they are
“keeping up” and instead push us to ensure that they
are cognitively active while at home.
Our school has tried to bring together some social
events (all done on video) to engage a special needs
student who was looking forward to it.
 3.
4.
5.
Crafted by:

SONNY V. MATIAS
Master Teacher II

 SWOT Analysis

Technology savvy teachers

provide support to those who
might need assistance.
Teachers have not had adequate training on
Several teachers are using technology to promote higher order
currently integrating thinking and higher Rigor and Relevance.
technology throughout the
day and training others to do Not all pupils have
so as well. adequate technology access at home.

Continuous upskilling of Parents are not aware of

teachers through virtual Technology standards.
sessions.

Train teachers to become tech

Teachers do not grasp the
savvy. This can be done
importance of technology
through TAs, SLAC and
training to improve student
INSET.
engaged learning.
Utilizing technology to
Parent’s lack of support for
maximize interaction with
technology use at home (not
learners, parents and lessen
putting a priority on funding
the cost of printed modules.
home internet access).
Utilizing Facebook groups as
Teachers are overwhelmed
virtual video, FB messenger,
with the things to do in the
G-meet and Zoom app for
new normal.
online interaction.
 Providing Technical Assistance to teachers to address the learning Gaps

Kasiglahan Village Elementary School frequently provides technical assistance to

teachers that focus on steps and initiatives in overcoming the challenges and gaps in
providing education in the new normal.
This is to support the efforts of the Department of Education in communicating with
our various stakeholders as it serves as a mechanism for providing technical assistance to the
teachers as we are adapting to the new normal in basic education. Among the things that we
wanted to institutionalized in the system of KVES: (1) utilizing technology to maximize
interaction with learners and lessen the cost of printed modules, (2) Utilizing Facebook
groups as virtual video, FB messenger, G-meet and Zoom app for online interaction, and (3)
continuous upskilling of teachers through virtual or face-to-face lock-up sessions.
  Data Gathering
Table 1: KVES Learning Gaps
No. of
pupils
LEARNING GAPS with Percentage READY-USED-SOLUTIONS
Learning
Gaps
1. How can you manage to Community Helpers.
distribute all WHLP to all 302 3.77 % KVES RIDERS, Home Delivery, Drop
learners? Center/Kiosk.
2. How do help students Home Visitation and Recorded/Live video
deal with the lack of Lessons.
structure at home? Consistency is key. Teachers scheduling
300 3.76 % “live” video
sessions at the same time everyday help
students structure their time — and set the
whole day’s schedule.
3. How can we manage to “Weekly kumustahan”
communicate with so Streamlining communication with parents is
many parents every day? 280 3.51 % important. Mass messenger, emails and texts
can also help
cut through wasted time.
4. How do I help students Home Visitation.
who are falling behind or keeping students thinking is the core of good
not “attending?” (Pupils- teaching. This goal can help us let go of some
at-risk-of-dropping-out) 159 1.99 % of the extra weight of worrying that they are
“keeping up” and instead push us to ensure
that they are cognitively active while at
home.
5. How do we support Our school has tried to bring together some
students with special social
needs and what is a events (all done on video) to engage a special
reasonable expectation. 68 0.85 % needs student who was looking forward to it.

Total Number of Pupils

1109
with Learning Gaps
TOTAL NUMBER OF
7975 13. 91 %
CASES
  Monitoring and Evaluation

WHAT DOES IT MEAN TO MONITOR YOUR PROGRESS?

Monitoring our school initiative can help us weigh our actions against the results to see if we
are meeting the goals of our initiative. In a sense, monitoring data helps us understand how well the
initiative is functioning. That is, monitoring can help pinpoint where the actions of the initiative are
not producing the desired effects. Additionally, the monitoring system can help us:
 Better understand the initiative
 Make decisions concerning the programming of the initiative
 Promote awareness of accomplishments
 Recruit support
 Secure funding

As a member of the school program, monitoring means a way of tracking major events
and accomplishments of the initiative.

There are three key parts to the monitoring system:

 Process and outcome measures

 Observational monitoring system
 Regular feedback on performance

WHY DO YOU NEED TO MONITOR YOUR PROGRESS?

The data you gather by using the monitoring system can help the group in a variety of ways:
1. Data can tell you where the initiative/projects places its emphasis. For example, the
monitoring system might reveal that your initiative focuses on services, rather than change. If
change is what you want, the monitoring system will help you detect this at an early date.
2. Data can point out which groups in the community are affected by your initiative. Is your
initiative producing a lot of change in the schools, but little change in the criminal justice system?
Is this what you and the community want and need? Who is being targeted? With the results of
the monitoring system, you might be able to better answer these questions.
3. Data can reveal which strategies are being addressed. The monitoring system can determine
whether your initiative is offering information without following through with peer support or
access to other resources.
4. Data can be used by the staff to achieve a variety of results. Staff and leadership can use the
data to promote community awareness of the initiative's activities and accomplishments, recruit
community support, and secure financial resources.
HOW DO YOU MONITOR PROGRESS?
 GATHER YOUR INFORMATION CAREFULLY AND ACCURATELY
Carefully gathering information via Learning Gaps Tool will mean that the results that are
generated will be more accurate, and therefore more valuable to our initiative.
 ORGANIZE THE DATA SO THAT IT CAN BE USED
 Once the information has been gathered, it needs to be turned over to the Master Teachers
who will put the data into some kind of organized form so that it be can use in a beneficial way. This
step in the process might take a good deal of time; but, don't be scared! As you have heard many
times already, the benefits you receive from the evaluation process will only be helpful if you spend
the time to carefully analyze the results. While this might take a few hours, in the end, you'll be glad
you did it!
 SUMMARIZE THE DATA AND DISTRIBUTE THAT SUMMARY TO THE GROUP
Those who organize the information that is gathered will then take time to summarize the
event logs. The results will then be distributed to members of the group.

LEARNING GAPS MONITORING AND EVALUATION

Directions: Examine carefully the given indicators. Put a check mark in the appropriate
column. Write your remarks or comments if necessary.
INDICATORS YES NO REMAR
KS
PLANNING
1.1 Are the goals aligned to the current education thrusts as
described in the SIP/AIP?
1.2 Are the objectives based on sound theory and practice?
1.3 Are the objectives:
1.3.1 specific
1.3.2 measurable
1.3.3 attainable
1.3.4 results-oriented
1.3.5 time-bound
1.4 Are the activities responsive to the identified goal?
1.5 Are the strategies doable?
1.6 Is there collaboration among stakeholders in the preparation
of the plan?
1.7 Is the allocated budget sufficient?
1.8 Are the sponsoring agencies capable of providing the needed
resources?
1.9 Are there resources that support
sustainability of the operations indicated in the plan?
1.10 Has the plan been approved and supported by the top
management?
1.11 Has the plan been updated to address the emerging needs?
II. ADVOCACY
INDICATORS (Pre-Implementation)
2.1 Are the advocacy goals aligned to the Program/Project goals?
2.2 Are the advocacy objectives:
2.2.1 specific
2.2.2 measurable
2.2.3 attainable
 2.2.4 result-oriented
2.2.5 time-bound
2.3 Are the advocacy activities responsive to the identified goal?
2.4 Are the advocacy strategies doable?
2.5 Are the necessary resources available?
2.6.1 Internet strategies (website, email, online, e-
publication)
2.6.2 Outreach opportunities
(networking events, conferences, workshops, meetings, trainings,
coursework)
2.6.3 Media vehicles (radio, newsletter, brochure, press
releases, advertisement)
INDICATORS (Post-Implementation)
2.7 Was the advocacy widely disseminated in the:
2.7.1 Division Level
2.7.2 District Level
2.7.3 School Level
2.8 Was the conduct of the advocacy timely?
2.9 Are the advocacy program process and system operating as
planned?
2.10 Did the advocacy strategies entice more involvement
among stakeholders?
2.11 Is the advocacy program appropriate to the target
stakeholders?
2.12 Did the advocacy improve the level of commitment?
2.13 Did it raise the number of pledges of support?
2.14 Is there a proof of support, e.g. MOU, MOA?