BACKGROUND

Covid-19 Situationer
Data on Covid-19 cases

District Level

629
recoveries

72
deaths
701
reported positive cases

While the District of General Tinio responds to the learning

challenges, the pandemic posed a scale of negative spillovers,
particularly in the 2nd quarter of 2021, which marked the highest
record of positive cases. The RHU-Gen.Tinio data revealed 701
reported cases with 629 recoveries and 72 deaths as of May 2022.

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 Barangay Level

125
recoveries

20
deaths
145
reported positive cases

The deluge number of reported cases was experienced by barangay

Rio Chico when the pandemic surge hit the place, with a heaping 145
reported positive cases, 125 recoveries, and 20 deaths as of May 2022
based on the collected data of RHU-Gen.Tinio.

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 School Level

2
recoveries

1
death
3
reported positive cases

RCNHS Allocation for Covid-19

Related Expenses

1,535,000
Reproduction of SLM

598,000
Covid related health expenses

Rio Chico National High School also suffered and grieved last
September 2021. The school lost a great soul during the pandemic,
when our very own principal, Mr. Sergio B. Gonzales, did not survive
the ferocity of covid-19 virus and was among the casualties of our
town. A total of three (3) school personnel tested positive, two (2)
recovered, and one (1) reported death.

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 SCHOOL SITUATION DURING THE PANDEMIC
In March 2020, the COVID-19 pandemic caused severe
disruption to everyday life worldwide. As one of several measures
taken to prevent the spread of the virus, many public schools closed
for several months. However, school closures are considered one of the
most efficient interventions to curb the spread of the virus. It
disrupted the world in ways unimaginable. As we look back on the
past two years and the harsh repercussions of the pandemic that
continue until today, it is apparent that one of the most impacted
sectors was education.
The pandemic has affected and will continue to affect the delivery
of knowledge and skills at all levels of education. Although many
students will likely compensate for this interruption of traditional
educational services and adapt to new modalities, some will struggle.
The gap is widening for those whose families cannot absorb the
teaching and supervision of education required for online or modular
education because they lack the time and necessary skills.
It is considered a challenge in today's educational system to
resume normal operations due to the COVID-19 threat consistently. In
general, this global health crisis has changed and disturbed the
educational system. No one is indispensable in facing this unforeseen
public health crisis; however, the right to education is non-negotiable.
Different effects on the school were evident during the pandemic;
Academic achievement and learning inequalities. Psychological impact
on students, teachers, and school personnel. Hostile reception and use
of digital learning technologies and remote learning. Low-performing
students benefited even more than high-performing students regarding
their performance.

Rio Chico National High School was one of the deeply impacted
during the hit of pandemic. The school suddenly had to stop its face-
to-face operation, close the classroom doors and even the school gate
for the safety of everyone. Wearing a face mask and face shield served
as the first defense against the virus.
In a single snap, all the school activities and planned actions
turned into a scratch when DepED and IATF decided to temporarily
shut down the schools for the safety and protection of the community.
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 Students had to stay home, create a simple learning space, and
study, and school personnel had to work from home on a skeletal
workforce arrangement. Limited activities outside the corners of the
school and its facilities were strictly implemented, observed, and
followed.
Great fear covered the school in general. Fear of the unseen and
silent virus and losing interest in learning the basic foundation of
building someone's future through education.
Some parts/areas in the school were even converted and
prepared as a quarantine facility/place, but not even a single
individual was quarantined in RCNHS according to RHU-Gen.Tinio.
The school's primary concern is the continuity of the teaching
and learning process while assuring the health and safety protocols
and guidelines provided by IATF, DOH, DepEd, and all other related
agencies are strictly followed. As a result, part of the school's MOOE
has been allocated to acquiring disinfection materials, medicines, and
medical equipment to ensure personnel and stakeholders' protection
against COVID-19. The school's strictly implemented procedure is its
contact tracing process. All individuals entering the school premise
should sign in the health declaration form, have their body
temperature checked, and sanitize their hands before permitting them
to go to their respective classrooms. On the other hand, a long line of
visiting individuals can usually be seen at the entrance gate because
the contact tracing process is done manually. There is only one school
personnel assigned to the entrance gate, and this can also be why
other parents have not completed the contact tracing before entering
the school premises.
Capacity building, school, and division/regional/national
initiated training were provided to all teaching personnel to equip them
in facing the New Normal Learning Delivery Modalities. Learnings of
new pedagogies and methodologies are evidently applied by most
teachers in dealing with appropriate learning modalities. One of the
major indicators that provide concrete evidence is the teachers'
attendance and participation in various training and webinars, which
enriched their knowledge of the modality that the school implemented.
The previous year's high promotion rate is a product of teachers'
commitment to continue education amidst the pandemic and parents'
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strengthened involvement as learning partners who guided their
children in their studies. Although the majority of the parents may
lack mastery of the content knowledge, the constant communication
with the teachers has helped them to fully understand the lessons and
have successfully taught their children, which is one of the essential
partnerships any school should have to ensure the effectiveness of the
Learning Delivery Modality implemented. This can also be improved
because all teachers receive DepEd issued tablets which they can use
to constantly communicate with the learners and parents. Likewise,
they also received Sim Cards having DepEd 349 Plan free for one
whole year. Not to mention that the school also has installed PLDT
Fiber Plan 2099.
Through strategic financial planning of the school's MOOE and
various donations from stakeholders, the school has purchased
enough printers, inks, Riso machines, bond papers, and other needed
materials to reproduce SLMs and LAS. This also led to having 1:1 ratio
in terms of the delivery of SLMs and LAS. As a matter of fact, SLMs
and LAS used in the previous school year are collected and accounted
for, identifying the additional copies to be reproduced this coming
school year. The reason why there is a need to reproduce additional
copies is that some learners were not able to return the copies of SLMs
and LAS due to various reasons such as loss, and some are not in
good condition.
The school implemented an organized time schedule for the
distribution and retrieval of SLMs. Each grade level has given at least
2 hours intervals in submitting and collecting SLMs to lessen the
number of individuals inside the school, which will also lessen the
possible transmission of the virus.
In March 2022, the school was one of the schools in the district to
offer and conduct limited face-to-face classes. It was based on the
approval and recommendation of the SDO-NE on-site evaluators and
validators who visited the school.
Teachers collected all the needed data, information, and
documents to be used. The school prepared QR codes, parents'
consent, health declaration, vaccination status, waiver, and other
necessary attachments before the pre-validation of the limited face-to-
face classes, including modules and LAS.

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 The majority of the interested students were assisted and
counseled regarding health and safety protocols and vaccination
programs. Classrooms were redesigned following the guidelines
released by DepED and IATF. Signages, arrows, post guides, and other
precautionary measures were installed accordingly to protect and help
the school community.
The school came up with an implementation plan for the limited
face-to-face classes. Tapped the LGUs', different/private individuals,
parents, and other stakeholders to discuss the possible opening of
classes. The first concern was, of course, the safety of the teachers and
learners. A school contingency plan was prepared and presented to the
parents and students to ensure the learners' safety.
The world is still facing the deadly virus that kills millions of
people. Thus, immediate and continuous protection and care must be
done to protect everyone amid the outbreak.
The goal is to provide a timely and well-coordinated response
mechanism effective in the implementation and efficient service during
the occurrence of COVID-19 pandemic in our school. Such
mechanisms could help protect human lives, properties, and the
environment, responsive to the immediate needs of the affected school
communities.
RCNHS came up with a contingency plan for the COVID–19
pandemic to ensure preparedness for effective response, and the safety
of our students, teachers, parents, and other residents surrounding
the school in case of emergencies or when a student gets infected by
Covid-19.
Prior to the implementation of face-to-face classes,
parents/guardians of learners and school personnel were oriented to
immediately inform the school if any of their household members
experienced Covid-19 symptoms. They shall then be responsible for
informing their household members regarding the protocol.
The school has been conducting regular disinfection even before
the opening of the school year as it is being used for meetings of some
school personnel and required teachers and, of course, a venue for the
distribution and retrieval of modules.

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 The 3C's (Coordinate Tasks, Collect Information, and Contact
Authorities) were implemented and practiced:
Coordinate Tasks is our first response wherein the school head
and head teachers must clearly identify the role of each teaching and
non-teaching personnel and provide the necessary training for their
actions to be well coordinated.
Collect Information is our second response wherein the need to
assist health authorities and the local government unit in contact
tracing, the immediate responding health personnel or designated
clinic teacher must collect the basic information of the students and
teachers who show symptoms or are reported to be a close contact of a
confirmed case.
Contact Authorities, other school personnel, and families will be
our third response wherein all concerned stakeholders must be well
informed to avoid the possible transmission of the virus and to guide
the school community in the necessary actions in case there will be a
need for transition to distance learning modality.
In the current situation, the school is into where the effect of
pandemic still lingers in the four corners of our society, we can never
be sure when this will totally end. The use of different online media
platforms in teaching is essential and it is deemed important to
properly utilize the various digital learning technology such as the
computer-based technology and technology-assisted strategies and
methodologies to support learning in schools.
Digital learning is nowadays a must inclusion in the teaching-
learning process; a learning facilitated by available technology that
give students element of control overtime, place, path, and pace. The
school is planning to use and include this in the teaching method
specifically the use of digitally friendly application that supports digital
learning strategies such as TeacherTube, Discovery Streaming, Digital
History, Teacher Vision, and the like in addition to the old digital apps
that we have been using such as google classroom and Prezi.
Since the curriculum identifies the learning outcomes, standards
and competencies that students must demonstrate mastery before
advancing to the next grade level therefore, the process of making a
better and easier way to understand what the students needs must be

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continuously improve. The localized and contextualized Integrative
Performance Tasks (IPT) that will cater to what the students needs
based on the derived least learned competencies in all subject areas
will still be use and improve.
Generally, with all the response of the school towards Covid-19
and mitigating its effect to the whole school community, it is our hope
that this work will help enable all to seize the moment to strengthen
learning opportunities and address learning gaps.

THE RAPID LEARNING RECOVERY FRAMEWORK

KITE Framework

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

The diagram shows the reading inventory status of the

students in past three years. It shows that limitation for face-to-face
significantly affected the reading ability. It can be gleaned that from
the beginning of the pandemic, it showed declining status of reading
and comprehension. This can be attributed to the inability of the
teachers to provide actual guidance for the students to improve
reading. Thus, it is suggested that language teachers shall11provide
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reading remediation program to address it.
 The diagram shows that for the last three years numerates
have increased significantly which directly demonstrate teachers’
competence in teaching mathematics. Continuous interventions,
implementation of projects and programs on numeracy ,
monitoring learners’ progress and trainings for Mathematics
teachers must be given for the development of mathematical skills
of the learners.

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 This pie chart shows the number of senior high school
graduate exits in the school 2018-2019. Based on the data, forty
percent (40%) of the senior high school graduates during the
school year 2018-2019, chose to enroll in college after
graduating in senior high school level. Thirty percent (30%) of
the senior high school graduates were employed. Twenty percent
(20%) were able to put up their own business. Ten (10%) of the
senior high school graduates stopped.
Evident in the data that 40% senior high school graduates
are choosing college as their exit after finishing the senior high
school level.

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 This pie chart shows the number of senior high school
graduate exits in the school 2020-2021. Based on the data, forty
percent (48%) of the senior high school graduates as their exit
chose to enroll in college. Twenty-four percent (24%) of the senior
high school graduates stopped. Nineteen percent (19%) of the
graduates were able to get employment and nine (9%) of the senior
high school graduates managed to put their own business
Evident in the data that 41% senior high school graduates
are choosing college as their exit after finishing the senior high
school level. However, based on the data as compared to the
preceding school years, it was noticeable that the percentage of
senior high school graduates who chose to stop increased.

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 The pie chart shows the data on home-based work immersion from
the three consecutive school years, 2019-2020, 2020-2021 and 2021-
2022.
Based on the data, the school year 2021-2022 has obtained the
highest percentage of 47% as compared to the preceding two school
years. It is evident that the pandemic significantly affected and
restricted the conduct of the students’ work immersion within the
school and with the school’s partner industries due to the health and
safety concerns.

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 The pie chart shows the data school-based work immersion
from the three consecutive school years, 2019-2020, 2020-2021
and 2021-2022.
According to the data, in the school year 2019-2020, 66% of
the senior high school learners conducted and completed their
work immersion in school. It was evident that during the school
year 2020-2021, none of the senior high school learners was able
accomplished their work immersion in school since safety and
health concerns were amplified due to pandemic during this school
year.

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The graph shows the least and most learned competencies of JHS and
SHS. Looking at the general perspective Araling Panlipunan subject got the
highest least learned competency. From the data given it cannot 17 | P a g ebe
considered and said that AP is the most difficult subject among all the
discipline but instead focus on the least learned competencies of all the
 Pillar 2: Support to the Learning Environment
Access, Equity and Inclusion in Education
Pre-Pandemic and During Pandemic

SCHOOL ENROLMENT FOR THE PAST 3 YEARS

The diagram shows the increasing trend for the school enrolment in
the past three years. It can be noted that school has effectively implemented
various learning options and modalities which encourage students to enroll
and continue to learn amid pandemic crisis. This implies that school
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personnel shall continue its effort in bringing the school closer to the
community and its stakeholders.
 SPECIAL PROGRAM ENROLMENT

The graphs above shows the enrolment per program for both JHS
SPICT and SHS strand for each grade level. It can be noted that a drastic
19 | school
growth every school year is evident for the special programs of the Page

(SPICT) and for the different strands in SHS. This implies that students
are more aware of their inclination and interest which led them to chose
INVENTORY OF COMPUTERS, OTG & TEXTBOOKS

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 The figures pertains to the inventory of computers, OTG, and NEAP
Simcards which show the need for additional digital gadgets to implement
distance learning during the pandemic. OTGs were procured to provide
INVENTORY OFmaterials
digital learning FIXTURE, whileFURNOTURE & EQUIPMENT
NEAP Sim given to teachers to contact the
students as well as their parents.

The figure shows the available furniture and equipment which are being
used to promote learning through the use of ICT and other modern
technologies. It can be gleaned that the school has sufficient equipment
like tablet and computer to improve students’ ICT skills.

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The first figure shows the comparison of the complete listings of self-
learning modules for two consecutive years, which are increasing in
volume. This implies that more and more students have actively
participated in different learning modalities to continue with their
learnings as more SLMs are reproduced for SY 2021-2022 as compared
to SY 2020-2021.

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 The diagram shows that prior to the pandemic (SY 2019-2020) the
retention rate for JHS is 98.90%; however, during the height of the
virus transmission in SY 2020-2021, it decreased to 95.19% and in the
SY 2021-2022 the retention rate improved to 99.38%.
In can be noted that the threat of COVID-19 has directly
influenced students’ willingness to continue their participation in the
distance learning modalities offered by the school; thus, it greatly
affected the retention rate in SY 2020-2021. On the other hand, as
various modalities were provided to the students, it revealed that 23 |they
Page
were able to adjust positively resulting to improved retention rate in SY
2021-2022. Through this data, it can be gleaned that the school must
strengthen its campaign for a quality education while consistently
 The diagram shows that prior to the pandemic (SY 2019-2020)
the retention rate for SHS has the lowest percentage of 86.18% and
consistently improved in the following years with 88.58% in SY
2020-2021 and 98.24% in SY 2021-2022.
It can be noted from the diagram that in terms of the retention
rate, more SHS students have decided to participate in the
teaching-learning process through the school’s primary learning
modality which printed-modular distance learning (PMDL). This can
be inferred that because there is a threat of COVID-19 transmission
and lockdowns, more students have time for their studies rather
than works. From this data, it can be gleaned that the school must
provide comprehensive career guidance and dialogue with 24 | Pthe
age
students and parents to maintain the increasing retention rate of
the students.
 The diagram shows that prior to the pandemic (SY 2019-2020) the
completion rate for JHS is 89.21%; however, during the height of the
virus transmission in SY 2020-2021, it slightly decreased to 88.96% and
in the SY 2021-2022 the completion rate obtained its heights to
100.64%.
In can be noted that the threat of COVID-19 has directly
influenced students’ willingness to continue their participation in the
distance learning modalities offered by the school; thus, it greatly
affected the completion rate in SY 2020-2021. On the other hand, as
various modalities were provided to the students, it revealed that they
were able to adjust positively resulting to improved completion rate in
SY 2021-2022. Through this data, it can be gleaned that the25 school
|Page
must strengthen the school’s community awareness of education for all
services and ensure that no student will be left behind.
 The diagram shows that the post-pandemic obtained the
highest completion for SHS with 98.24% in SY 2021-2022, 88.58%
in SY 2020-2021 and 86.18% in SY 2019-2020.
In can be gleaned that the completion rate for SHS has
consistently improving which can be attributed to easier access of
education through various distance learning modalities. However,
teachers must ensure that the same learning should happen to
those students participating in face-to-face classes and those who
are in the modular distance learning.

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 The diagram shows that from the 3.44% dropped-out rate in SY
2019-2020, it dip to 0.50% in SY 2020-2021. However, it slightly
increased again for SY 2021-2022 with 1.09%.
It implied that the interventions provided to decrease the
dropped-out rate in SY 2020-2021 has positively implemented
despite the surge of COVID-19. On the other hand, it can be noticed
that it slowly increased for SY 2021-2022; thus, teachers must
reinforce appropriate teaching strategies such as consistent updates
and communication to the students with learning gaps to provide
remediation and avoid the possibility of dropping out.

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 The diagram shows there is downward trend in the dropped-
out rate of SHS from its highest 1.02% in SY 2019-2020, 0.87% in
SY 2020-2021 and 0-69% in SY 2021-2022.
It implied that the interventions provided to decrease the
dropped-out rate in past three years have positively affect the
learning outcome of the students; thus, teachers must reinforce
appropriate teaching strategies such as consistent updates and
communication to the students with learning gaps to provide
remediation and avoid the possibility of dropping out.

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 The diagram shows that the highest rate of graduation was
in SY 2020-2021 with 100% while the lowest was in SY 2019-
2020 with 96.12%.
It can be noted that due to accessibility and flexibility of
modular distance learning, students have managed to achieve the
MELCs through the SLMs and LAS. This also provided
opportunity to accomplish all their workloads; thus, 100%
graduation rate is achieved in SY 2020-2021. However, it showed
a slight decline for SY 2021-2022; hence, teachers must provide
more options for the students to accomplish their school activities
to achieve a consistent high percentage of graduation.

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 The diagram shows that the increasing trend for SHS
graduation rate from 97.85% in SY 2019-2020, 98.90% in SY 2020-
2021 and 100% for SY 2021-2022.
It can be noted that due to accessibility and flexibility of
modular distance learning, students have managed to achieve the
MELCs through the SLMs and LAS. This also provided opportunity
to accomplish all their workloads; thus, 100% graduation rate is
achieved in SY 2020-2021. However, it showed a slight decline for
SY 2021-2022; hence, teachers must provide more options for the
students to accomplish their school activities to achieve a consistent
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high percentage of graduation.
 The diagram shows that the school has maintained its
SBM Level 3 (Advanced Level) Division Level for two
consecutive years – 2019 and 2020 – and achieved SBM Level 3
Regional Level for 2021.
This shows that the school has an outstanding level of
managing the school’s leadership and governance, curriculum
and instructions, accountability and continuous improvement
and management of resources.

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The figures show the WINs overall rating for the past three
years. It shows that the school has maintain its rating of 2.0 in
terms of water, sanitation and 3.0 for deworming and health
education.
It can be noted however that at the beginning of pandemic, the
school has no standing in terms of hygiene but improved during
the pandemic. Further, in terms deworming the status32has |Page
declined due to the fact that students are not in school.
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The data revealed that among 43 personnel, only 1 personnel has not
completed the second dose for COVID vaccine while the remaining 42 has
completed their COVID vaccine doses. These can be attributed to the
strong collaboration between DepEd and DOH in the conduct of
vaccination drives among offices, consistent follow-ups and information
dissemination. In addition, DOH frequently taps health professionals
working in the Department for technical support during Mass
Vaccination periods. Challenge encountered was the personal
misconceptions and beliefs of personnel regarding COVID vaccination.

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

EDUCATIONAL BACKGROUND

8%
13%
Bachelor's Degree- 19
Completed Academic Requirements
50% in Masteral- 11
Master's Degree- 5
Completed Academic Requirements
29% in Doctorate- 3
Doctorate Degree

The latest data showed that 3 or 8% of the personnel completed

Academic Requirements in Doctorate; 5 or 13% graduated
Master’s Degree, 11 or 29% completed academic requirements in
master’s degree; and 19 or 50% has bachelor’s degree. This
implied that personnel are now taking steps in developing their
own personal growth.

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 TRAININGS
ATTENDED

Assessment- 1
Socio-Emotional Training- 3%
1
3% Classroom Management-
2
6% TEACHER'S TRAINING ATTENDED
ICT Inte-
gration- 5 Classroom Management- 2
14% Instructional Strategies- 26
ICT Integration- 5
Socio-Emotional Training- 1
Instruc- Assessment- 1
tional
Strategies-
26
74%

Teachers are well verse in applying instructional strategies as

reflected in the trainings they attended with a 74% attendance.
Socio-emotional training and assessment got the lowest percentage
which is 3% followed by classroom management of 6% and ICT
Integration of 14%.

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 Training Needs

Leader-
ship Classroom Management-In-
Training- 2
6 struc-
6% tional
17%
Strate-
gies- 4
11%
TEACHER'S TRAINING NEEDS
Classroom Management- 2
ICT Integration- 23
66% Instructional Strategies- 4
ICT Integration- 23
Leadership Training- 6

Since ICT integration plays a major part in classroom

instruction especially this time of pandemic, majority of the
teachers or 66% still need to enhance skills in ICT, 17% need
training in leadership, 11% in instructional strategies and 6%
need assistance in classroom management. This implied that
teachers are still struggling in using ICT in their classroom
instruction. 37 | P a g e
 PROFILING OF TEACHERS

Career stages of personnel is somewhat on status que until in the SY

2021-2022 that 1 teacher II was promoted to teacher III because 1
teacher III was also promoted as Master Teacher I to fill up the
vacant position left in 2020.

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 TEACHER PER LEARNING AREA

7 7
7
6
6

4
3 3
3
2
2
1
1
0
-
Filipino English Mathematics Science AP ESP TLE MAPEH

Teacher

The table shows that the school is lacking for teachers majoring in
Filipino, Araling Panlipunan and Edukasyon sa Pagpapakatao.

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 Outstanding - 7
IPCRF RATING 2018-2019
21%

Very Satisfactory - 26
Outstanding - 7
Very Satis-
factory - 26
79%

IPCRF RATING 2019-2020

Outstanding - 11
32%

Very Satisfactory - 23
Very Satis- Outstanding - 11
factory - 23
68%

IPCRF RATING 2020-2021

Very Satisfactory - 18
50% 50% Outstanding - 18

The performance rating of the teachers increases from SY 2019-

2020 to SY 2020-2021 with 7 or 21% outstanding rating and 25 or
79% very satisfactory in year 2019, 11 or 32% outstanding teachers
and 23 or 68% very satisfactory teachers in year 2020, and in year
2021 50% of the teachers got outstanding status and the other 50%
obtained a very satisfactory status. This implied that the technical
assistance given by the school head were applied by the teachers in
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their classroom instruction and professional growth. This also
implied that the school has excellent instructional and curriculum
leaders.
Pillar 4: Engagement of Stakeholders for
Support and Collaboration
Responsive Engagement for Education
Pandemic

PARTNERSHIP ENGAGEMENT

The Local and Barangay Government Unit of Gen. Tinio has

been very supportive and extends help to the school whenever
need.
In 2019, our Mayor lend his very own back hoe to dig and lift
up hard materials from the remains of dilapidated building.
In 2020 to 2021, the Barangay Government Unit extended
their help in the enrolment, distribution and retrieval of modules to
learners who lives in a far flung areas.
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 La Cheska’s Catering Services has been our constant partner
from the work immersion of our SHS learners, to our community
pantry, and to the different programs of our school.

This is an association of Gen. Tinio people who lives and

works in the United States, during the pandemic they donated 8
printers and 16 boxes of bond papers to be used in our self-
42 | P a g e
learning modules and learning activity sheets.
 Yearly, Mykaela Venice donates tarpaulin for the different
programs of the school.

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 BRIGADA GENERATED RESOURCES

794,445.63
800,000.00

700,000.00 613,207.25

600,000.00

500,000.00
370,075.00
400,000.00

300,000.00

200,000.00

100,000.00

-
1 2 3

Generated resources increased in 2020 due to the felt need of

the school in the new learning modality caused by the
pandemic. Internal and external stakeholders joined hand in
hand in raising resources to augment the needs of the school in
the preparation of the new normal teaching. In 2021, resources
decreased in little percentage due to the aftermath effect of the
Covid-19.

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 2019-2020 School Partnership En-
gagement
Private Individual LGU
10% LGU
15%
PARENTS
NGO
5% External Stakeholders
NGO
Private Individual

External PARENTS
Stakeholders 45%
25%

2020-2021 School Partnership En-

gagement
Private Individual LGU LGU
17% 12%
PARENTS
NGO
6% External Stakeholders

NGO

Private Individual
PARENTS
External 40%
Stakeholders
25%

2021-2022 School Partnership En-

gagement
Private Individual LGU
14% LGU
16%
PARENTS
NGO
7% External
Stakeholders
NGO
Private Individual
PARENTS
35%
External
Stakeholders
28%

Despite the pandemic, the school strived to engage our stakeholders in the
45 | P a g e
different activities of our Brigada Eskwela Program following the health
protocols and safety practices of the school. The pandemic did not hinder
us to continue doing the brigada even in a limited face to face interaction.
 PRIORITY NEEDS OF SCHOOL

Computer Laboratory 3
Laptop for Teachers 32
Classrooms 30
Textbooks 6500
Internet Connectivity 6
Printers 30
Office/School Supplies 6000
Chairs 300
TV 30

46 | P a g e
SWOT Analysis
Strengths
Implementation of remediation to address
learning gaps across subject areas.
Availability of SLMs and relevant learning
resources.
Sufficient number of teachers.
Committed and constant partners
through the years.
Opportunities
Increased number of community partners
for actual immersion of the students.
Mastery of subject-content and harmonious
relationship of school community.
Supportive national, local government as
well as division, district and school for
personnel welfare.
Well-informed external stakeholders on the
different activities and projects of the
school.
Weakness
Mastery of least learned skills
competencies in all learning areas.
Insufficient number of permanent
personnel to handle increasing
number of enrolment.
Lack of AP, Fil, EsP major teachers
Lack of commitment of teachers in
Social and Networking
Threats
No school-based quality assurance
team to evaluate SLMs, LAS video
lesson and forms of assessment tools.
Proximity of the school to students’
residence.
Shifting from one modality to another
resulting to non-mastery of the teachers
in the teaching method used.
Economic impact of Covid-19 pandemic
limits the 100% cooperation of
stakeholders
47 | P a g e
Key Challenges and Strategic Directions

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49 | P a g e
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51 | P a g e
52 | P a g e
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54 | P a g e
 Performance Targets

TARGET IN ENGLISH LITERACY

This figure shows the increasing target of the school to

continuously improve learners’ reading and comprehension level
in English. It can be seen that the school’s target is higher than
the division target due to the fact that the school target only
covers lesser number of learners compare to the learners’
population within the division.

55 | P a g e
 TARGET IN FILIPINO LITERACY

This figure shows the performance target of Filipino both reading

and writing which closely higher than the division target. It
evidently reveals that the school, through the efforts of Filipino
teachers, have been implementing interventions to improve
learners’ reading and writing skills. Thus, the school has to
maintain its positive result for the succeeding 9 years.

TARGET IN MATHEMATICS LITERACY

56 | P a g e
This figure shows the performance target of the school along
with the division in terms of numeracy. It can be seen that the
school target is at the average of 3% higher than the division
target for the first 4 years but closely share same target in the
succeeding years.

TARGET IN SCIENCE LITERACY

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 TARGET IN SCIENTIFIC LITERACY

80% 75%
70%
70% 65%
60% 62%
60% 55%
52%
50% 45%
42%
40%
30%
20%
10%
0%
2022- 2023- 2024- 2025- 2026- 2027- 2028- 2029- 2030-
2023 2024 2025 2026 2027 2028 2029 2030 2031

Division School

The table shows the comparison of the school and division target in terms of
scientific literary. It shows that the school exceeds the division target at the
beginning of the forecast trend in scientific literary. The school has to exert more
effort in increasing its scientific literacy to be able to contribute positively in
achieving the division targets. Science teachers are encouraged to attend seminars
on strategic interventions to improve students' performance in science and should
monitor its application in the classroom; thus, it will lead to better school
performance in scientific literacy.

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 PERFORMANCE TARGETS ON ACCESS,
EFFICIENCY & QUALITY

TARGET ON THE NET

ENROLMENT RATE

This figure shows the target for graduation for the next 8 years. It
can be seen that the lowest forecasted rate is for SY 2022-2023
which is 99.50% from which the school target is 100%. Using the
same trend, the school expect that it will have 100% graduation rate
for the coming years and beyond.

59 | P a g e
TARGET FOR DROPPED OUT
RATE

This figure shows dropped-out rate target of the school as

compared to the forecast. It manifests that the school has to
outdo the forecasted dropped-out rate for the 8 years which is
0.20-0.25% every years to achieve a 0 dropped-out rate.

60 | P a g e
 IMPLEMENTATION PLAN

Pillar 1 Provides essential learning opportunities in bridging the learning gaps and losses in literacy, numeracy and scientific skills
across each grade level in all learning areas including special curricular programs and inclusive education aligned to the
Most Essential Learning Competencies.
Strategies Intervention Functional Critical Action Time Frame Estimated Budget
Division (Activities) 2022-2023 2023-2024 2024-2025 Budget Source
-in-
Charge
1. Identifying  Maximize teaching Teaching  Identify the least May May May
learning gaps and learning Personnel learned
and losses in process focusing on competencies in
all learning the Least learned School Head the previous SY
areas across competencies  Design lesson
each grade  Develop exemplars to June
level standardized Test guide in teaching
aligned to the Most least learned
Essential Learning competencies
Competencies  Conduct of
(MELCs). training on the July 20,000 MOOE
development of
summative test
 Develop

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 summative
assessment July
aligned to the
Most Essential
Learning
Competencies
(MELCs)
 Validate and
finalize the August
quality assured
summative
assessment
2. Intensifying  Provide literary and Language &  Planning and July June June 10,000 MOOE
School numeracy Mathematics implementation
Literacy and interventions. Teachers of specific
Numeracy  Strengthen Brigada intervention to
Programs Pagbasa and Project School Head improve literacy
All Numerates and numeracy
Community August July July 15,000 Donation
 Provide TA to  Convergence of
language and Partners/ school’s
mathematics Stakeholders stakeholders for
teachers Brigada Pagbasa
and Project All
Numerates August- January- January- 10,000 MOOE
 Conduct of LAC December December December
Sessions
(language and
mathematics
teachers)
 Evaluation and
monitoring of
the programs
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3. Assessing  Integrate computer- Teaching  Acquisition of June 50,000 MOOE/
learning based assessment Personnel additional DICT
outcomes laptops, tablets, Project
ICT and other ICT
Coordinators tools
August- January- January-
 ICT integration in
School Head December December December
lesson execution
 Develop and assessment
standardized K to Administrative July May July
 LAC session for
12 Assessment Personnel horizontal and
Tools in all learning
vertical
areas Property articulation
 Familiarize teachers Custodian
 Designing of
and learners in
Integrated
PISA-based
Performance
Assessment in
Tasks (IPT)
Science, English and
Mathematics
4. Enhancing  Institutionalize Research  Conduct of October March and February 20,000 MOOE
Work Research congress Teacher research Septembe
Immersion for Capstone, proposal and r
and Business Simulation Students defense
Culminating and Work  Signed MOU to August July
Activities for Immersion for TVL Work Work Immersion July
SHS Immersion Partners
Focal Person  Culminating May April
April
Activities
SHS Focal
Person

School Head

Pillar 2 Provide significant and sustained improvements in the participation, completion, and transition rates of all learners
63 | P a g e
 through the provision of quality support on learning environment.
Strategies Intervention Functional Critical Action Time Frame Estimated Budget
Division (Activities) 2023 2024 2025 Budget Source
-in-
Charge
1. Reviewing  Assessment of School Head  Risk Assessment January January January
NSBI and buildings/classroom for classroom
plantilla s that need to be Head buildings
allocation for repaired Teachers
teaching  Provision for February 50,000 MOOE
personnel  Converting subject- Property additional chairs,
area learning Custodian boards and
centers to other materials
classrooms Teaching inside the
Personnel classroom April June-July June-July
 Strengthening
support from  Maximize
stakeholders to financial/materia
improve classrooms l support from
and other auxiliary the stakeholders
offices
January
 Revisiting of
teachers’ load and  Inventory of
specialization teaching
personnel and
subject-
specialization
 Requesting for
additional teachers  Approved
to handle the additional
exceeding sections plantilla item

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 positions
2. Ensuring that  Identifying School Head  Planning and August June June
Feeding students’ BMI Construction of
Program, status to be aware Designated Feeding Program
WINS and of their general School Nurse Plan
other health health status which
and nutrition can help in
services is designing
implemented appropriate feeding
Canteen  Completion of January
program
Manager permit to
 Opening of school
canteen which operate from
Finance IATF, DepEd, and
cater nutritious
Officer other related
food to the
students agency
 Providing sufficient
fund for health and
nutrition services
March July July 15,000 MOOE/
from canteen
Donation
income Community  Health
Nurses and Awareness
 Soliciting Doctors Program and
professional Medical Mission
assistance from
community doctors
3. Reinforce  Intensifying School Heads  Signed June June
efficiency and community Memorandum of
equal partnership Teaching Understanding,
educational especially with Personnel Resolution and
access to all barangay to assist Letter of Support
learners’ type the school in the Barangay and
regardless of distribution and LGU Officials

65 | P a g e
 their status retrieval of SLMs
February 25,000 MOOE
 Providing free Finance  Subscription to
internet access to Officer internet service
learning resources provider/s and
like library for ICT installation of
students’ use Coordinator WiFi modem
Whole Whole Whole
Teaching  Schedule and Year Year Year
 Constant parent-
Personnel strengthening of Round Round Round
teacher dialogue
attendance
Parents during General
Assembly and
Parent-Teacher
Conferences
4. Managing  Allocating school School Head  Inclusion of the July July July
school’s funds to the actual PPAs to the AIP
operational improvement and Finance
finances repair of classrooms Officer
strategically and auxiliary offices
 Hiring and March 70,000 MOOE
prioritizing to
the areas that  Hiring of additional monitoring of
needs major personnel to Janitor addition
improvement maintain the janitorial
and cleanliness of the services
development school buildings

Pillar 3 Improve competence and positive attitudes of personnel and develop innovative pedagogical approaches to enhance
quality of teaching and learning.
Strategies Intervention Functional Critical Action Time Frame Estimated Budget
Division (Activities) 2022-2023 2023-2024 2024-2025 Budget Source
-in-

66 | P a g e
 Charge
1. Invigorate  Technical assistance School Head  LAC Sessions September July July 15,000 MOOE
personnel to in doing action about action
upgrade research, Research research,
career stages innovation and Coordinator innovation and
through ERF publication publication
and/or join LAC Focal  Teachers’
different Person Motivation to
division conduct action
rankings Teaching research,
Personnel innovation and
publication
Whole Whole Whole 35,000 MOOE
 Attend various  Monitoring of Year Year Year
seminars and the actual Round Round Round
trainings application of
concepts/
strategies
learned from
various seminars
and training in
the classroom
October
 Pursue post
graduate studies  Alignment of
teachers’
specialization
2. Enhance skills  -Training/InSet / School Head  Proposed Plan August June June 20,000 MOOE
in ICT Technical and Budget for
Integration to Assistance to Head School-Based
classroom teachers on Teachers InSeT
instruction Differentiated  Monitoring of
and Instruction, Digital actual
67 | P a g e
 methodology Learning Strategies application of
and E-Learning Web the latest trends
Applications in education
3. Insufficient  Request teachers School Head  Approved February
teachers majoring AP, plantilla item for
majoring AP, Filipino and ValEd new teachers to
Filipino and for JHS and TVL for teach AP,
Values SHS Filipino, ValEd
Education in and TVL
JHS and TVL in
SHS
4. Apply  Pre and post Head  Schedule of COT October Septembe September
consistently conferences during Teachers Observation r& & January
skills learned classroom January
from different observations Master
trainings  Learning Action Teachers  Identifying
attended Cells training needs
Teachers for teachers

Pillar 4 Intensify relationship between internal and external stakeholders.

Strategies Intervention Functional Critical Action Time Frame Estimated Budget
Division (Activities) 2022-2023 2023-2024 2024-2025 Budget Source
-in-
Charge
1. Strengthen  Identify the school’s School Head  Physical Plant July April April
partnership needs and priority Assessment for
with and look for Property facilities which
stakeholders partners that Custodian need
that matches matches the needs. improvement
the need of SocMob Focal and repair
the school in Person  Soliciting
July May May 100,000 Donation
delivering support
68 | P a g e
 quality Teaching and (financial/
teaching and Non-Teaching material) to
learning Personnel target
stakeholders
Stakeholders
2. Innovate  Creating a working School Head  Identifying July April April 50,000 Donation
activities to committee to possible
engage develop different SocMob Focal personnel to
stakeholders activities that will Person lead various
and actively engage programs and
participate in stakeholders to Teaching and activities
the program actively participate Non-Teaching  Implementation
in the program Personnel of the program/
activities
3. Reskilling of  Intensify awareness School Head  Conduct of July May May 10,000 MOOE
the personnel of the personnel in General
in the the importance of SocMob Focal Assembly of
importance of social mobilization Person teachers to
Social and networking communicate
Mobilization through the key role of
and conferences and social
Networking in discussions mobilization and August June June 20,000 Donation
school networking
 Informing
various
educational
groups,
community
partners and
stakeholders
about their
primary roles in
69 | P a g e
 the
improvement of
quality
education
4. Improvement  Controlled Finance  Monitoring of July- May-June May-June
of partnership letters Committee for solicitation August
documentatio Brigada letters during
n and Eskwela Brigada Eskwela
reporting of Steering
generated  Regular monitoring, Committee for  Regular Meeting
resources. updating and Brigada and for financial and
reporting of SBM material updates
generated
resources

Analysis and Management of Risk

Identified Risk Severity

Institutional Risk Risk Categories Probability Impact Overall Mitigation
70 | P a g e
 High/ High/ Rate Strategies
Medium/Low Medium/Low
Change of school priorities Strategic Medium (3) High (5) 4 Conference
due to administration with the
transition incoming
principal
regarding
the present
status and
priorities of
the school
Re-evaluate
and re-align
plans based
on the new
school
priorities
Occurrence of Covid 19, Operational Medium (3) High (5) 4 Substantiate
man-made and natural plan on
calamities that would DRRM that
distrupt school operations will prevent
and destroy school facilities further virus
spread and
school
damage
during
calamities
Lack of funds to support Financial Medium (3) High (4) 3.5 Capacitate
school operations stakeholders
in giving
support to
the school
Non-compliance with the Legal Medium (3) High (4) 3.5 Formulate
71 | P a g e
rules and regulations of the school
school based on personnel policies and
work ethics memorandu
m regarding
work ethics.

Monitoring and Evaluation Plan

INTERMEDIATE
PILLAR INDICATORS ACCOUNTABLE OFFICE
OUTCOMES
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PILLAR #1
1.1 Identifying learning gaps and  teaching and learning process  least learned competencies in Master Teachers/Head
losses in all learning areas across focusing on the Least learned the previous SY Teachers/ Principal’s Office
each grade level competencies  lesson exemplars to guide in
 tandardized Test aligned to the teaching least learned
Most Essential Learning competencies
Competencies (MELCs).  training on the development of
summative test
 summative assessment aligned
to the Most Essential Learning
Competencies (MELCs)
 quality assured summative
assessment
1.2 Intensifying School Literacy  literary and numeracy  Plan on intervention to improve Master Teachers/Head
and Numeracy Programs interventions. literacy and numeracy Teachers/ Principal’s Office
 Brigada Pagbasa and Project All  Convergence of school’s
Numerates stakeholders for Brigada
 TA to language and Pagbasa and Project All
mathematics teachers Numerates
 LAC Sessions (language and
mathematics teachers)
 Evaluation and monitoring of
the programs
1.3 Assessing learning outcomes  computer-based assessment  Acquisition of additional Finance/ Master
 standardized K to 12 laptops, tablets, and other ICT Teachers/Head Teachers/
Assessment Tools in all learning tools Principal’s Office
areas  ICT integration in lesson
 PISA-based Assessment in execution and assessment
Science, English and  LAC session for horizontal and
Mathematics vertical articulation
 Designing of Integrated
Performance Tasks (IPT)
73 | P a g e
1.4 Enhancing Work Immersion
and Culminating Activities for
SHS
PILLAR #2
2.1 Reviewing NSBI and plantilla
allocation for teaching personnel
2.2 Ensuring that Feeding
Program, WINS and other health
and nutrition services is
implemented
 Research congress for
Capstone, Business
Simulation and Work
Immersion for TVL
 buildings/classrooms that need
to be repaired
 subject-area learning centers to  additional chairs, boards and
classrooms
 support from stakeholders to
improve classrooms and other 
auxiliary offices
 teachers’ load and
specialization
 additional teachers to handle
the exceeding sections
 students’ BMI status to be
aware of their general health
status which can help in
designing appropriate feeding
program
 school canteen which cater
nutritious food to the students
 sufficient fund for health and
nutrition services from canteen
income
 professional assistance from
 research proposal and defense SHS Focal/ Principal’s
 MOU to Work Immersion Office
Partners
 Culminating Activities
 Risk Assessment for classroom Property Custodian
buildings Principal’s Office
other materials inside the
classroom
financial/material support
from the stakeholders
 Inventory of teaching personnel
and subject-specialization
 Approved additional plantilla
item positions
 Feeding Program Plan Health Officer
SMEPA
School Canteen
Principal’s Office
 permit to operate from IATF,
DepEd, and other related
agency
 Health Awareness Program and
Medical Mission
74 | P a g e

2.3 Reinforce efficiency and equal  community partnership
educational access to all learners’ especially with barangay to
type regardless of their status
2.4 Managing school’s
operational finances strategically
prioritizing to the areas that
needs major improvement and
development
PILLAR #3
3.1 Invigorate personnel to
upgrade career stages through
ERF and/or join different division
rankings
community doctors
 Memorandum of Head Teachers/ Principal’s
Understanding, Resolution and Office
assist the school in the Letter of Support
distribution and retrieval of
SLMs
 free internet access to learning  internet service and installation
resources like library for of WiFi modem
students’ use
 parent-teacher dialogue  parents attendance during
General Assembly and Parent-
Teacher Conferences
 school funds for the actual  AIP Finance Office
improvement and repair of Principal’s Office
classrooms and auxiliary offices
 additional personnel to  additional janitorial services
maintain the cleanliness of the
school buildings
 action research, innovation and  LAC Sessions about action Master Teachers/Head
publication research, innovation and Teachers/ Principal’s Office
publication
 seminars and trainings  action research, innovation and
publication
 post graduate studies
 actual application of concepts/
strategies learned from various
seminars and training in the
classroom
75 | P a g e

3.2 Enhance skills in ICT
Integration to classroom
instruction and methodology
3.3 Insufficient teachers majoring
AP, Filipino and Values Education
in JHS and TVL in SHS
3.4 Apply consistently skills
learned from different trainings
attended
PILLAR #4
4.1 Strengthen partnership with
stakeholders that matches the
need of the school in delivering
quality teaching and learning
4.2 Innovate activities to engage
stakeholders and actively
participate in the program
4.3 Reskilling of the personnel in
the importance of Social
Mobilization and Networking in
school
 Alignment of teachers’
specialization
 teachers applying  Plan and Budget for School- Master Teachers/Head
Differentiated Instruction, Based InSeT Teachers/ Principal’s Office
Digital Learning Strategies  actual application of the latest
and E-Learning Web trends in education
Applications
 teachers majoring AP, Filipino  plantilla item for new Principal’s Office
and ValEd for JHS and TVL for teachers to teach AP,
SHS Filipino, ValEd and TVL
 Pre and post conferences  COT Observation Master Teachers/Head
during classroom observations  training needs for teachers Teachers/ Principal’s Office
 Learning Action Cells
 school’s needs and priority and  Physical Plant Assessment for SocMob Office
look for partners that matches facilities which need Principal’s Office
the needs. improvement and repair
Soliciting support (financial/
material) to target stakeholders
 working committee to develop  personnel to lead various SocMob Office
different activities that will programs and activities Principal’s Office
engage stakeholders to actively  Implementation of the
participate in the program program/ activities
 awareness of the personnel  General Assembly of teachers SocMob Office
in the importance of social to communicate the key role of Principal’s Office
mobilization and networking social mobilization and
through conferences and networking
discussions  Informing various educational
groups, community partners
and stakeholders about their
primary roles in the
improvement of quality
76 | P a g e

4.4 Improvement of
documentation and reporting of
generated resources.
 Controlled partnership letters
 Real-time report on
generated resources
education
 solicitation letters during SocMob Office
Brigada Eskwela Principal’s Office
 Meeting for financial and
material updates

Communication Plan

Communication Target Message/s Activity/ Time Frame Budget Responsible

Objective Audience Channel Office

77 | P a g e
Inform all School School Faculty and August 2022 2,000.00 Principal’s
stakeholders Personnel Learning Staff Meeting Office
regarding the Recovery Plan
salient points
of the School
Learning
Recovery Plan

Internal and School General August 2022 2,000.00 Principal’s

external Learning Assembly Office
stakeholders Recovery Plan
Stakeholders
Focus Group
Discusion

78 | P a g e
 SCHOOL LEARNING RECOVERY PLAN WORKING TEAM

CARLOS G. CORPUZ, PhD

Over-all Chairman/School Principal III

RIZALDY P. AGLIPAY NOILAN C. ATENDIDO

Head Teacher III Head Teacher III

SHIERYL B. TIONGSON
Content Editor/Master Teacher I

KEVIN P. DALANGIN VANNIE ROSE S. GONZALES

Writer/Teacher III Writer/Teacher III

POLYNEL B. BAUTISTA SEDRICK R. FULGENCIO

Statistician/Teacher III Layout Artist/Teacher II

Data Contributors

EMMA ESTHER B. BAUTISTA MARITES G. BOTE

LRMDS Coordinator/Teacher III ELLN Focal Person

MARICRIS S. MASILANG DONNA MAY Z. PADOLINA

Health & Nutrition/Teacher I SMEPA Chairperson/Teacher I

JERUEL C. ORDONIO MAUREEN G. TORRES

School Property Custodian/ADAS II LIS Coordinator/Teacher I

ALL TEACHING PERSONNEL

Checked:

JAYNE M. GARCIA, EdD LUIS M. CALISON

Chief, CID Chief, SGOD

Recommending Approval:

RONILO E. HILARIO
Assistant Schools Division Superintendent

Approved:

JESSIE D. FERRER, CESO V

Schools Division Superintendent
79 | P a g e
 PLANNING AND ACTUAL WRITING PHASE

The SLRP Core Team lead by the school principal who communicated the
highlights of the DLRP Presentation. It provided the team a clear idea of drafting
the SLRP in accordance with the template from the Division Office. The session
also focused on the distribution of tasks and responsibilities of each member of
SLRP.

Another brainstorming session of SLRP Team after the data collection

process. This has conducted to guide the writers and editors on interpretating the
data based on the school context.

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 Writers and editors posted enthusiastic ambience for they have finalized the
content and design of the SLRP, ready for the approval and final checking of the
school head.

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