EXECUTIVE SUMMARY

The unexpected phenomenon of the COVID-19 pandemic challenged the

capability of the Department of Education’s programs and contingency plans, its
readiness & resilience in coping with the unprecedented set-up of the delivery of basic
education, shifting from face- to- face delivery modality to distance remote learning has
brought magnified changes and adjustments to learners, teachers and home learning
partners.
The stringent enforcement of the health protocols of the IATF has brought
numerous restrictions and limitations; thus despairingly affected the department’s plans,
programs and projects. Learning modality was indirect and limited, though learning
continuity was prevalent and existing because of SLMS (Supplementary Learning
Materials) such as modules & LAS (Learning Activity Sheets) . This set-up curbed the
learning processes more specifically along phonemic and phonological awareness &
fluency, and basic math skills impeded listening & speaking interaction and so with the
simple calculations.
During the 2 year implementation of distance/ remote learning delivery modality,
problems and challenges undeniably came out which eventually generated unfavorable
results and effects. The absence of face- to-face instruction has resulted to learning
losses or gaps which deliberately attributes to the absence, limited capacity and
inavailability of home learning partners. As evident from the data, there are still learners
fall under Full Intervention in Mother Tongue in Grade 1, 18% and in Filipino, 1.80 % in
Grade 2, considering the literacy skills. Furthermore, in numeracy majority of learners in
key stage 1 & 2 fall under NMS (Needs Major Support) with an average of 44.67%.
This Project ENRICH- Enhanced Numeracy and
Literacy_________________was developed to address the results of the C R L A
and A L N A T. It is a data-based project which aims to increase the literacy
and numeracy skills of the key Stages 1 & 2 learners. Data reveals that learners under
“Meets Expectation” are only 27.67 of the _____ Key stage 1 learners in Mother
Tongue, and 26% in Filipino. In English Grades 2 & 3 learners, under this same literacy
level is 41.65%. This indicates that the delivery modality has generated wide gaps due
to learning losses brought about by the reduced contact time between learners and
teachers.
As the school prepare for 2022-2023 opening classes, San Francisco Learning
Center developed this Project ENRICH to address the learning losses by narrowing if
not by closing gaps through various and relevant initiatives. The S L P’s objective is to
develop support materials to aid and sustain recovery of learning losses; which is to be
obliged in school instructions in teaching literacy & numeracy skills. This project
ENRICH emission to prepare the learners by filling by the gaps which where accursedly
impacted by the COVID pandemic, to fully- ready learners comes the full-scale return to
school- Moreover, this encompasses teacher development through retooling &
upskilling along content and pedagogy and capacitating Home Learning Partners
( HLP) for the implementation & completion of this project.

RATIONALE
The alarming and despairing results of Comprehensive Reading Literacy
Assessment (CRLA) and Albay Numeracy Assessment Tool (ALNAT) calls for urgent
and appropriate intervention in every school to overcome the learning losses and gaps
caused by pandemic. The restrictions reduced the contact time raised disturbances to
learners and burdens to teachers and home learning partners.
The distance/ remote learning modality provides the continuity of education, but
guarantee of reaching the goal of providing quality education remains unattainable after
2 years of implementation. Thus, there is an urgency to create and develop school
recovery plan to address this issue of concern.
San Francisco Learning Center has come up this Enhanced Numeracy and
Literacy Initiatives towards Recovery through Intensified In-School Continuous
Improvement to attain Higher Performance to augment learners’ ability, capacitate
teachers and promote collaboration among stakeholders and partners in order to
provide in-school programs to be utilized in class instructions to assure better delivery of
quality education even on expanded limited face-to-face set up.
The School Learning Recovery Plan (SLRP) anchors on curriculum, instruction,
assessment, and teacher development. Inventory of available learning materials in
literacy and numeracy is crucial in curriculum development, quality assurance and
reproduction are pivotal concerns under curriculum.
The result of the assessment determines the level of literacy and numeracy skills
of every learner. It serves as the mainstay of the School Learning Recovery Plan
(SLRP) Enhanced Numeracy and Literacy initiatives towards Recovery through
Intensified In-School Continuous Improvement to attain Higher Performance.
The responsive link and concessions between learners and teachers conveys
determining factors in the success of the recovery intervention plan. Consequently,
training, retooling and upskilling of the teachers are enablers in the success of ENRICH
Enhanced Numeracy and Literacy initiatives towards Recovery through Intensified In-
School Continuous Improvement to attain Higher Performance, and attainment of the
SLRP’s objective to recover the learning losses in literacy and numeracy among Key
Stage 1 & Key Stage 2 learners.