Kes Be LRCP 2022 Edited

Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
I. Background and Rationale
Learning is defined as a process of acquiring new understanding, knowledge, behaviors,

skills, values, attitudes, and preferences. This occurs anywhere, anytime, and anyhow. In a
formal manner, it usually happens in schools where there is a physical teaching-learning
process taking place. This is what the Department of Education (DepEd) is adapting. However,
this was stopped in the school year 2020-2021 due to the occurrence of the Covid 19 pandemic.
The schools were closed for almost two school years.
Based on an article published by the World Bank, the pandemic and school closures not
only jeopardized children’s health and safety with domestic violence and child labor increasing,
but also impacted student learning substantially.
According to UNESCO (2020), the COVID-19 pandemic has already had devastating
impacts that are likely to have long-term social and economic consequences. The crisis has
exacerbated already-widespread educational inequalities due to factors relating to gender,
disability, immigration, mother tongue, learning difficulties, or other sources of socioeconomic
disadvantage. Indeed, 40% of the world’s poorest countries have been unable to support their
disadvantaged learners in recent months, and the many adverse consequences of school
closures have been particularly severe for disadvantaged children and their families, as well as
for all learners with learning difficulties and special needs. The pandemic has starkly highlighted
the fragility of our education systems, even those considered relatively stable.
The 1987 Constitution, Article 14, Section 1 stipulates that the State shall protect and
promote the right of all citizens to quality education at all levels and shall take appropriate steps
to make such education accessible to all. However, this constitutional right was challenged due
to the presence of the Covid-19 pandemic. With this, the government is taking bold steps to
alleviate the situation like the provision of free vaccination and strict observance of health
protocols which lead to the flattening of the curve. This condition pushed the DepEd to
implement limited face-to-face classes. In fact, it continues to support all government initiatives
aimed at rebuilding the country by adhering steadfastly to the objective of providing basic
education services that are accessible, of high quality, liberating, and secure amid these difficult
times. Nonetheless, the learning loss for almost two school years is very evident. Hence, during
the EduAksyon press conference on March 11, 2022, Assistant Secretary for Curriculum and
Instruction Alma Torio announced that the DepEd is developing a learning recovery plan
framework to guide schools in addressing learning gaps due to pandemic-related disruptions.
She highlighted that the proposed policy is anchored on learning remediation and intervention,
professional development, health, safety, and wellness.
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KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Prk. Bombils, Brgy. Kinabigtasan, Tago, Surigao del Sur, 8302
(086) 214-6161
kinabigtasanes132946@gmail.com
Kinabigtasan ES
Caraga Region
Kinabigtasan Elementary School has its share of experiencing the learning loss caused by
the pandemic. As to Proficiency Level for SY 2021-2022, 2.5% belongs to Did Not Meet
Expectation, 25.4% Fairly Satisfactory, 42.7% Satisfactory, 13.4% Very Satisfactory and 16%
belongs to outstanding.
SY 2019-2020, 4.5% for Did Not Meet Expectation, 10.25% Fairly Satisfactory, 52.45%
Satisfactory, 20.15% Very Satisfactory and 12.65% Outstanding.
SY 2020-2021 6.8% for Did Not Meet Expectations, 18.50% Fairly Satisfactory, 48.20%
Satisfactory, 15.20 Very Satisfactory and 11.30% Outstanding.
As to Reading Result for SY 2019-2020 Post Test Result English of the 125 takers, 28.5%
belongs to Independent, 47.5% belongs to Instructional, 24% belongs to Frustration level.
For SY 2021-2022 Post Test English of the 241 takers, 23.24% belongs to Independent,
62.66% for Instructional and 14.10% belongs to Frustration Level
This could have been improved when the learners are physically in contact with the
teachers. Hence, there is a need to remedy the situation.
In consonance with the national learning recovery plan, Surigao del Sur Division also
crafted its Division Learning Recovery and Continuity Plan coined as Soar SUR. Hence,
Kinabigtasan Elementary has also crafted its BE-LRCP named READ (Reading Enhancement
Activity Daily) anchored in Soar SUR’s 3 dimensions that are interconnected such as Socio-
Emotional Functioning, Mental Health and Well-being, Upskilling and Reskilling of Teachers,
and Restoration of Learning Loss. These shall be implemented in four phases. In the course of
its implementation, the school has to link for Stakeholders’ Engagement, and it has to be guided
by an effective and efficient Monitoring and Evaluation mechanism.
Thus, this School Learning Recovery Plan focuses on all learners, the quality of their
learning, and their outcomes. It also aims to remove barriers, bring all learners back to school,
organize effective remedial learning, support learners’ well-being, train teachers, fill digital
divides and equip the young learners with the skills that they need to achieve their full potential.
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Caraga Region
II. LEARNING RECOVERY AND CONTINUITY PLAN (LRCP)
A. LRCP Framework
ABOUT THE FRAMEWORK
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Caraga Region
About the Framework:

The elements of the School Learning Recovery and
Continuity Plan Framework are parallel to the national learning recovery plan. The outer
ring of circles representing the dimensions underscores its relationship to the central idea,
which is about the learning gaps identified and addressed, coined in the framework as
Surmounted Gaps among Learners. Contributory to the central idea from the ring of circles,
as indicated by the inward arrows, are the dimensions, namely: Socio-emotional and
Mental Wellness, Upskilling and Reskilling of Teachers and Restoration of Learning Loss.
The interconnectedness of the dimensions is a constant in the implementation of the plan,
directed by the four phases, emphasizing its continuity. Ensuring that learning gaps are
identified and addressed among all learners, especially the most vulnerable ones,
Stakeholders’ Engagement through linkages and social mobilization must be a crucial
governance backing. The implementation of the whole plan must be guided by an effective
and efficient Monitoring and Evaluation mechanism.
For branding purposes, the dimensions used for this BE-LRCP is also anchored in
our Division BE-LRCP in acrostics to form SUR, paired with the central idea with its first
three letter also forming SUR, from which would stem SurSur, our division monitor.
B. KEY DIMENSIONS of USWAG: Learning Recovery and Continuity Plan of

Unidos Elementary School.
1. Socio-Emotional Functioning, Mental Health, and Well-being
Having holistic well-being entails being able to recognize one's potential, handle
everyday challenges, resilient, do quality work, and support the department's vision and
mission. Positive effects will undoubtedly result from recognizing and encouraging social
and emotional well-being in the workplace and in teaching and learning environments. It is
thought that creating healthy environments through amenities and encouraging policies
greatly improves attitudes and habits tantamount to the achievement of learners.
2. Upskilling and Reskilling of Teachers
Traditional competencies call for regular upskilling processes. To find possible

upskills, it is necessary to look at these competences from a pre- and post-COVID
perspective. To meet the DVUCAD (Disruptive, Volatile, Uncertain, Complex, Ambiguous,
Diverse) world on teaching and learning, it is also necessary to think about how to reskill
both existing and newly contextualized roles. All positions will require the reskilling of new
knowledge, mindsets, and abilities to lead towards Development, Vision, Understanding,
Clarity, Agility and Dynamism.
3. Restoration of Learning Losses
It is crucial that learning loss be treated as a systemic problem rather than a

problem involving the student, teacher, or family. The time teachers would have spent
developing relationships, knowledge, a sense of community, and skills with their students
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Caraga Region
was lost. It is a pandemic phenomenon. Because the pandemic had structural effects on
our entire society, we must attack learning loss using a similar structural strategy.
Integrating learning remediation and intervention at the system’s core for the teaching and
learning processes to recover learning damage brought about by the pandemic.
C. Priorities and Action Steps
Dimension 1: Socio-emotional functioning, Mental Health, and Wellbeing
Planned Responsible
KRAs Target Outputs Indicators
Activities Unit
Disaster Prepare Strategic Developed/enhanced schools’ strategic School DRRR

Preparedness, communication Strategic communication Coordinator,
prevention, plans to ensure Communication plans School Head
mitigation, safe delivery of Plans in every developed/enhance
and resiliency intervention and disaster/emergency d and disseminated
remediation for implementation
activities in school
Conduct mental Strengthened the 100% teaching

health and Capacity of DepEd personnel MHPSS
wellness activities teaching personnel trained
among teaching on provision of
personnel Mental Health and District Nurses,
Psychosocial Support School DRR
Services (MHPSS) to Coordinators
learners School Head
Institutionalize the Capacitated School 100% of the SPG Adviser

recitation of anti- Heads, Teachers, student-Learners, School
bullying practices Pupil Leaders on Teachers leaders in Guidance
Child Protection school capacitated Counselor
Policy (Child Rights Designate
and Privileges) School Head,
Leaners
Intensify the Re-oriented Teachers 100% of school SBM Team

school’s on (TWG) on WiNS personnel re- WiNS
implementation of implementation orientated on WiNs Coordinator
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Caraga Region
implementation School Head
Intensified School is monitored SBM Team

Monitoring of WiNs quarterly with SBM
WiNs WiNS
with District SBM WiNs
WINS TWG for 3 Coordinator
Stars and SBM Level School Head
Assessment
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Planned Target Outputs Indicators Responsible

KRAs Activities Unit
Institutionalize the Institutionalized 100% of the

implementation of Gulayan sa learners/parents in GPP
Gulayan sa Paaralan/Tahanan/ school implements Coordinator,
Paaralan/ Bakuran Gulayan sa Teachers,
Tahanan / Paaralan/Tahanan School Head
Bakuran / Bakuran
Ask Provision of Asked TA for the field 100% of the

Disaster
TA from the implementers in teachers are
Preparedness,
District establishing provided TA in
prevention,
Nurses/District mechanism on establishing
mitigation,
Guidance mental health mechanism on District Nurses
and resiliency
Advocate for the services mental health Guidance
field services Advocate
implementers(teac Teachers
hers) in School Head
establishing
school mechanism
on mental health
services
Dimension 2: Upskilling and Reskilling of Teachers
KRAs Planned Target Outputs Indicators Responsible

Activities Unit
Conduct
professional
100% of Key Stage LAC
enhancement
Enhanced teachers 1 & 2 teachers and Coordinator
activities of
and school head’s school head’s Reading
Learning and teachers and
competence on reading and Coordinator
Development school heads on
teaching reading and numeracy teaching Teachers
teaching reading
numeracy competence School Head
and numeracy
enhanced
through LAC
Session
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Attend/conduct
through LAC 100% of the IDP- LAC
personal and Addressed IDP-based
Personal and based personal and Coordinator
professional personal and
Professional professional Teachers
development professional
Development activities such as: development needs School Head
development needs
IDP-based addressed
trainings and
seminars
Dimension 3: Restoration of Learning Losses
Responsible
KRAs Planned Activities Target Outputs Indicators
Unit
Implement the Implemented EOSY 100% of the

EOSY classes classes teachers Teachers
Curriculum (Enrichment implemented EOSY School Head
Implemen- and remedial) classes
tation/
Learning Implement optimal Implemented optimal 100% of days in the
Delivery contact time in contact time in calendar of Teachers
teaching (time-on- teaching (time -on- activities School Head
task) tasks) maximized
Planned Activities Target Outputs Indicators Responsible

KRAs Unit
Curriculum Intensify the Intensified the 100% of the

Implemen- Brigada Pagbasa Brigada Pagbasa and teachers Teachers
tation/ Project, a school other school implemented the Stakeholders
Learning reading inter- reading/numeracy- reading and School Head
Delivery vention initiative initiated numeracy
and other school interventions intervention PAPs
reading/numeracy-
initiated
interventions
Integrate ICT, Integrated ICT, 100% of the Teachers

ELLN, PRIMALs ELLN, PRIMALs in teachers integrated School Head
strategies in teaching- learning ICT, ELLN and
teaching and process PRIMALs strategies
learning process
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Request TA to 100% of the
Provide field Requested TA to field teachers were
implementers with implementers with provided with
relevant and relevant and updated relevant and
Teachers
updated information relative updated
School Head
information relative to the conduct of information relative
to the conduct of career guidance to the conduct of
career guidance activities career guidance
activities activities
Adapt the different 100% of the

cognitive process teachers adapted
Adapted the different
dimensions in the different
cognitive process
formulating cognitive process Teachers
dimension in
formative and dimension in School Head
formative, summative
summative formative,
assessments
assessment summative
assessments
Intensify the
100% of the
theme-based
Intensified theme- teachers Intensified
performance Teachers
Learning based performance theme-based
assessment (PAG- School Head
Resource assessment performance
ASA)
Development assessment
Establish strong 100% of the

home-school teachers
Established strong
partnership and established strong
home-school
collaboration in the home-school
partnership and
conduct of partnership and Teachers
collaboration in the
intervention and collaboration in the School Head
conduct of
remediation conduct of
intervention and
activities intervention and
remediation activities
remediation
activities
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Kinabigtasan ES
Caraga Region
Responsible
Planned Activities Target Outputs Indicators
KRAs Unit
Develop and quality

assure the learning
Developed and QA
resources/intervent
LR/intervention
ion materials in
materials in literacy 75%-100% of the
Learning literacy and
and numeracy identified LLC with Teachers
Resource numeracy
addressing identified LR and intervention Stakeholders
Development addressing
Least Learned materials developed
identified Least
Competencies (LLC).
Learned
Competencies
(LLC).
Request TA to TA
Providers in the
following:
Implementation of
customized needs-
based learning
recovery strategies
* Development of
learning 100% teachers Teachers
Requested TA
intervention and provided of TA School Head
provision for teachers
remediation
Technical
materials
Assistance
* Pedagogies
content and
assessment
strategies on
remediation and
intervention.
Request TA to TA 100% teachers are

Requested TA on the
Providers on the provided with TA Teachers
preparation of
preparation of on the preparation School Head
SDORP
SDORP of SDORP
Linkages and Engage partners in Engaged partnership 75%-100% of Teachers

Partnership the construction of in the construction of identified partners School Head
temporary learning TLS/makeshift engaged SPTA
spaces/makeshift
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Heighten Heightened 75%-100% of Teachers
resourcing efforts resourcing efforts in schools heightened School Head
in forging forging partnership resources efforts SPTA
partnership for for WiNs
WiNs
Improve Improved 75%-100% parents’ Teachers

participation participation of participation School Head
among parents parents in the SPTA
through the implementation of SPT
implementation of the Omnibus PTA
the Omnibus PTA Guidelines
Guidelines
D. Phases of Implementation
Phase
1:
Immed
iate &
short-
term
strateg
ies &
Interve
ntion
Dim Strategie
ension Planned Other Timeli s/ Responsible
1: Indicators
activity Activities ne Intervent unit
Socio- ion
emotio
nal
functio
ning,
Mental
Health,
and
Wellbei
ng
KRA
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(086) 214-6161
Kinabigtasan ES
Caraga Region
Disaster Prepare
schools’
SDDRM
Prepared- Strategic Coordin
Craft strategic
communic ator
ness, ed communica
ation plans School
mitigation Au Strat tion plan
to ensure Head
gus egic developed/
and safe
t Com enhanced
resiliency delivery of
20 muni and
interventio
22 catio disseminat
n and
n ed for
remediatio
Plan implementa
n activities
tion
in school
Train SDDRM
ing Coordin
Oct on 100% ator
Conduct
obe ment teaching School
mental
r al personnel Head
health and
20 healt MHPSS
wellness
22 h & trained
welln
ess
Sep
Scho
t.-
ol
De
Head,
ce
Teach Recit
mb
ers e
er
and every School
20
Institution Pupil flag 100% of Guidanc
22
alize the s on cere the e
Ja
recitation Child mony student- Counsell
nu
of anti- Prote the Learners, or
ary
bullying ction anti- teachers,
–
practices Polic bullyi SH School
Ju
y ng Head
ne
(Child pract
20
Right ices.
23
s and
on
Privil
war
eges)
ds
Intensify the Re- Sept. Conduct 100% of school Teachers
schools’ oriention 2022 re- teachers School Head
implementation of orientatio orientated on
of WINs allteacher n to all WiNs
s on teachers implementation
(TWG) on
WiNS
implement
- tation
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Monitorin
g of WiNs Oct.-
with Dist. Dec.
District
SBM 2022 schools
SBM/WINS
WINS Jan- Conduct monitored
Team
TWG fir 3 June M&E monthly with
Stars and 2023 & SBM WiNs School Heads
SBM Level Onward
Assessme s
nt
Oct.- Conduct
Dec. District/ 75%-100% of
2022 the GPP
Institutionalize Jan- School
learners/teacher Coordinators
the June search for
s in school
implementation 2023 & Gulayan
implements Teachers
of Gulayan sa Onward sa
Gulayan sa School Head
Paaralan/Taha s Paaralan
Paaralan
nan / Bakuran Tahanan
Tahanan /
Best
Bakuran
Implemen
ter
KRA Planned Other Timeli Strategie Indicators Responsi

activity Activities ne s/ ble unit
Intervent
ion
Request TA to Requested October Conduct School Guidance Guidance

TA Providers to TA to TA 2022 INSET on Advocate and all Advocate
Provide TA to Providers establishi teachers are
the field to Provide ng provided TA in School
implementers in TA to the mechanis establishing Head
establishing field m on mechanism on
mechanism on implement mental mental health
mental health ers in health services
services establishi services
ng
mechanis
m on
mental
health
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services
Phase 2: Medium-term strategies/intervention

Dimension 2: Upskilling and Reskilling of Teachers
Strategie
Planned Other Timeli s/ Responsi
KRA Indicators
activity Activities ne Intervent ble unit
ion
Au 100% of
gus teachers
Conduct
t reading and
profession
to numeracy
al
De teaching
enhancem
ce competenc
ent Cond
mb e enhanced
activities uct
Learning er Teach
of teachers traini
& 20 ers,S
and school ng/
Develop- 22- chool
heads on LAC
ment Ja Head
teaching Sessi
nu
reading on
ary
and
to
numeracy
Ju
through
ne
LAC
20
22
Curricul Integrate Se Plan 100% of Teach
um ICT, ELLN, pt. imple the ers,S
Impleme PRIMALs - ment teachers chool
n-tation strategies De ation integrated Head
Learning in c after ICT, ELLN
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20
22,
Ja
n–
teaching
Ju and
and every
ne PRIMALs
learning LAC
20 strategies
process
23,
on
wa
rds
100% of
Provide Initia the
field te teachers
implement orien were
ers with tatio provided
Oc
relevant n on with
tob
and the relevant Teach
er-
updated cond and ers,S
De
informatio uct of updated chool
c.
n relative caree information Head
20
to the r relative to
22
conduct of guida the
career nce conduct of
guidance activi career
activities ties guidance
Delivery
activities
Implement Su Cond 100% of
the EOSY m uct the
classes me readi teachers Teach
(Enrichme r ng implemente ers,S
nt and eve asses d EOSY chool
remedial) ry smen classes Head
ye t
ar
Au
g.-
De
c.
20
Implement 22,
100% of
optimal Ja Prepa
the Teach
contact nu re
teachers ers,S
time in ary class
implemente chool
teaching - progr
d EOSY Head
(time-on- Ju am
Classes
task) ne
20
23
on
wa
rds
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Strategie
Planned Other Timeli s/ Responsi
Indicators
activity Activities ne Intervent ble unit
KRA ion
Curriculum Du
Implemen- rin
tation g
the
Learning
fac
Delivery Intensify e
the School to
Reading fac
Project, a e School
100% of Reading
school foll Monit
the
reading ow or Coordinat
teachers
interventi up the or
implemente
on of cond
d the
initiative re uct of Teachers
reading and
and other me reme
numeracy
school - dia- School
interventio
reading dia tion Heads
n
/numeracy tio
-initiated n
interventi TA
ons wil
l
be
pro
vid
ed.
Intensify Au Imple 100% of Teachers
the theme- gus ment the
based t Them teachers School
performan 22 e Intensified Heads
ce up Based theme-
assessmen to strate based
t (PAG- the gy performanc
ASA) en e
d assessment
of
the
sc
ho
ol
ye
ar
an
d
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on
wa
rds
Adapt the Ev Capac 100% of
different ery itate the
cognitive qu the teachers
process art teach adapted the
dimension er ers different
s in per on cognitive Teachers
formulatin sc how process
g ho to dimension School
formative ol prepa in
Heads
and ye re formative,
summative ar stand summative
assessmen ardiz assessment
t ed s
asses
smen
t
Attend Au Infor 100% of
personal gus m the the IDP-
and t teach based
profession to ers personal
al De about and
developme ce the professiona
nt mb invita l
activities er tion developmen
such as: 20 of t needs
IDP-based 22, servic
Personal Teachers
trainings Ja e
&
and nu provi
Professio Scho
seminars ary ders
nal ol
to with
Develop- Head
Ju or
ment s
ne witho
20 ut
23 regist
on ratio
wa n.
rds
Techni Request 100% of Schol

cal TA to TA the l
Proiders teachers Head
Assista Provide TA were Maste
nce in the provided r
following: Qu Prepa with TA on Teach
Implement art ratio the ers
ation of erl n of Implementa
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customize
d needs-
based
learning
recovery
y
strategies
eve inter
*
ry venti
Developme
sc on
nt of
ho plans
learning
ol tion of
interventi
ye Use customized
on and
ar appro needs-
remediatio
- based
n
Ev priate learning
materials
ery strate recovery
*
en gies strategies
Pedagogies
d to
content
of addre
and
the ss the
assessmen
qu gap.
t
art
strategies
er
on
remediatio
n and
interventi
on.
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Phase 3: Long-term strategies/intervention

KRA Planned Other Timeline Strategies/ Indicators Responsi

activity Activities Intervention ble unit
100% of the
Provided School
Provide TA to Workshop teachers
TA on the Aug. – Head
Technical teachers on the on provided with TA
preparatio Dec.
Assistance preparation of crafting on the Master
n of 2022
SDORP SDORP preparation of
SDORP Teachers
SDORP
Aug. – Conduct
Improve Dec. PTA School
participation 2022; Assemblie Head
among parents s of end of
100% of parent’s
through the Jan.- the Teachers
participation
implementation Dec. quarter/
of the Omnibus 2023 during the SPTA
PTA Guidelines onward e SIP Officers
s Review
Engage Include in School

Linkag
Partners in the the e SIP Head
es & 75%-100%
construction of the urgent
Partner Once a identified
temporary of the Teachers
-ship year partners
learning school one
engaged. SPTA
spaces/ project
makeshift per year. Officers
Heighten School
resourcing Head
Include 75%-100% of
efforts in Every
WINS in parent’s
forging year Teachers
the SIP participation
partnership for
WINS.
Learni Develop and quarter Organized School

ng quality assure ly developme Head
the learning nt Team 75%-100% of the
Resour
resources/ for LLC- identified LLC Teachers
ce
intervention based LR with LR and
Develo
materials in intervention
p ment
literacy and materials
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numeracy
addressing
developed
identified Least
Learned
Competencies
(LLC).
Phase 4: Sustainable Improvements

KRA Planned Other Timeli Strategie Indicators Responsi

activity Activities ne s/ ble unit
Intervent
ion
Establish
strong
home-
school
Capac
partners School
itate 100% of the
Curriculum hip and 5
paren teachers Head
Implemen collabora ti
ts Intensified
tion in m
tation / with theme- Teachers
the es
Learning low based
conduct a
perfo performanc SPTA
Delivery of ye
rming e
intervent ar Officers
childr assessment
ion and
en
remediat
ion
activities
.
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E. Shared Responsibility
 Roles, Functions, and Accountabilities per Level of Governance
PERSONS INVOLVED Roles, Functions and Accountabilities
Provide guidance and instructional supervision to school
heads by observing and gathering data on their strengths
PSDSs/DICs and development needs and then coaching them towards
improved instructional leadership practices during the
implementation of the learning recovery activities.
Facilitate for the delivery of quality educational programs,
School Heads
projects and services in schools
Provide a child safe environment in accordance with the
Teachers/Employees child safe standards; teach an area of the curriculum or a
general curriculum to a year level; monitor, evaluate and
report students’ performance
Collaborate in the delivery
Parents/ LGU/Provincial of learning services and counterpart in school
Gov’t. & Other Stakeholders improvements
Student Federated Extend support to Programs and Projects for youth
Organization development
 Stakeholders’ Communication Plan
Key Communication Recognition Time

Potential Partners
Message/Content Options Mechanism Frame
Identified -Present possible Set an Invite to be

agencies/partners for interventions to appointment with awarded during August to
Socio-emotional assist teachers and approved activity Stakeholders’ December
functioning, mental learners develop proposal Summit 2022
health, and well-being their emotional and
mental well-being Send letter of
invite
Set an
appointment with
-Present
approved activity
development needs Invite to be
proposal and August to
Identified HEIs and of teachers and awarded during
discuss the December
SUCs school heads for Stakeholders’
planned activities 2022
possible upskilling Summit
activities
Send letter of
invite
LGUs/BLGU/Private -Present needs as to Set an appointment Invite to be August

__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
learning materials with approved awarded during 2022 to
and school facilities activity proposal Stakeholders’ July 2023
Entities
to make the school Summit
child-friendly Send letter of invite
III. Monitoring and Evaluation Mechanism

 M & E Plan
PHASE 1:Immediate & short- term strategies & Intervention
M
Pers
Ti &E
on Re
Activit Indicator Strate me Too
Output Resp ma
y s gies fra l
on rks
me Use
sible
d
Prepare
Strategi
c Stra
commu tegi
School’s Develope
nicatio c
strategic d/
n plans Co Scho
communi enhance
to Craft mm ol
cation d
ensure Strateg uni- DRR
plans Strategic Aug
safe ic cati Coord
developed Commun ust
delivery Commu on inato
/enhance ication 202
of ni - Pla r
d and Plans in 2
interve cation n Scho
dissemina every
ntion Plan Mo ol
ted for disaster/
and nito Head
implemen emergen
remedia ring
tation cy
tion Too
activiti l
es in
school
Conduc teaching Strength Trainin 1 INS Scho
t personnel ened the g on per ET ol
mental are Capacity mental qua mo DRR
health MHPSS of health rter nito Coord
and trained teaching & ring inato
wellnes personne wellnes tool r
s l on s Scho
activiti provision ol
es of Mental Head
among Health
teachin and
g Psychoso
personn cial
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
Support
Services
el (MHPSS)
to
learners
Sep
tem
Eva
ber
Capacita luat
-
ted ion
Recite Dec SPG /
Institut teachers Sur
100% of every emb SSG
ionalize and vey
the flag er Coord
the pupils on que
student- ceremo 202 inato
recitati Child stio
Learners, ny the 2 r
on of Protectio n-
leaders in anti- Jan Scho
anti- n Policy nair
school bullyin uar ol
bullying (Child e
capacitat g y – Head,
practice Rights CPP
ed practic Jun Leane
s and M&
es. e rs
Privilege E
202
s Too
3
l
onw
ards
Intensifi
ed
Monitori
ng of
WiNs
with
100% of
Intensif Dist. CFS
schools SBM
y the SBM S
monitore Team
schools’ WINS Mo
d Scho
Implem TWG fir nito
monthly ol
entatio 3 Stars ring
with Head
n of and SBM Too
District s
WINs Level l
SBM WiNs
Assessm
ent
Institut 75%- Instituti Conduct Oct. Gul GPP

ionalize 100% of onalized District - aya Coord
the the the /School Dec n sa inato
search
implem learners impleme . Paa r
for
ent- in school ntation Gulayan
202 rala Scho
tation implemen of sa 2 nTa ol
of ts Gulayan Tahana Jan han Head
Gulayan Gulayan sa n Best - an /
sa sa Paaralan Implem Jun Bak
Paarala Paaralan/ /Tahana enter e ura
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
202 n
nTahan
3 & eval
an / Tahanan n /
On uati
Bakura / Bakuran Bakuran
war on
n
ds tool
Provide INS
TA to Provided Conduc ET
75%-100%
Mon
the of the TA to the t INSET
itori
field teachers field on ng Scho
implem are impleme establis
Oct Tool ol
enters provided nters in hing
obe Eval Head
TA in
in establish mecha uati
establishin r Maste
establis g ing nism on
202 surv r
hing mechanis mechani on
2 ey Teach
mechan m on sm on mental
ques ers
ism on mental mental health
tion
mental health health service -
health services services s nair
services e
PHASE 2Medium-term strategies/intervention
M
Pers
Ti &E
on
Indicato Outpu Strate me Too Remar
Activity Resp
rs t gies fra l ks
on
me Use
sible
d
Conduct 100% Enhan Au
professi of the ced gus
onal teacher teach t
enhance s ers to
ment reading comp De
activitie and etenc ce INS Scho
s of numera e on mb ET ol
teachers cy teachi Condu er Ev Hea
s on teachin ng ct 20 alu d
teachin g readin LAC / 22- ati LAC
g compet g and INSET Ja on Coor
reading ence nume nu To dina
and enhanc racy ary ol tor
numera ed to
cy Ju
ne
20
22
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
Integrat 100% Integr Condu Sep
e ICT, of the ated ct tem
ber-
ELLN, teacher ICT, classr Dec
PRIMAL s ELLN, oom emb
s integra PRIM obser er Scho
strategi ted ALs in vation 202 ol
es in ICT, teachi s and 2,
CO Hea
Jan
teachin ELLN ng- provid uar T d
g and and learni e TA y – Teac
learning PRIMA ng to Jun hers
process Ls proce teach e
strategi ss ers 202
3,
es onw
ards
100%
of the
Provide teacher
teachers s were
with provide Initiat
relevant d with ed orient
and relevan orient ation
INS Scho
updated t and ation on Oct
ET ol
informa update on the obe
Ev Hea
tion d the condu r-
alu d
relative informa condu ct of De
ati Guid
to the tion ct of career c.
on ance
conduct relative career guida 20
To Advo
of to the guida nce 22
ol cate
career conduc nce activi
guidanc t of activi ties
e career ties
activitie guidanc
s e
activiti
es
Adapt 100% Adapt Capac Ev Sta Scho
the of the ed the itate ery nda ol
r-
differen teacher differ the qu dize
Hea
t s ent teach art d d
cognitiv adapte cognit ers on er Ass
e d the ive how per ess- Mast
process differen proce to sch me er
nt
dimensi t ss prepa ool Teac
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
ons in cogniti dimen re yea
formula ve sion stand r
ting process in ardize
formativ dimens forma d Eva
e and ion in tive, assess luat
summat formati summ ment ion her
ive ve, ative Too
l
assessm summa assess
ent tive ments
assess
ments
Attend 100% Addre Infor Au
personal of the ssed m the gus
and IDP- IDP- teach t
professi based based ers to
onal persona perso about De
Ev
develop l and nal the ce
alu
ment professi and invita mb Scho
ati
activitie onal profes tion er ol
on
s such develop sional of 20 Hea
Sur
as: IDP- ment devel servic 22, d
vey
based needs opme e Ja
Qu
training address nt provid nu Mast
est
s and ed needs ers ary er
ion
seminar with to Teac
-
s or Ju her
nai
witho ne
re
ut 20
regist 23
ration on
. war
ds
Implem 50%- Imple Condu Su EO
ent the 100% mente ct m SY
EOSY of the d readin me Cla
classes teacher EOSY g r sse Scho
(Enrich s classe assess eve s ol
ment implem s ment ry Mo Hea
and ented yea nit d
remedia EOSY r ori
l) classes ng
To
ol
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
PHASE 2Medium-term strategies/intervention
M
Pers
Ti &E
Republic of the Philippines on
Indicato Outpu Strate me Too Remar
t Departmentgies of Education
Activity Resp
rs fra l ks
Caraga Region me on
Use
SCHOOLS DIVISION OF SURIGAO DEL SUR sible
d
Implem 100% Imple Prepa Au
ent of days mente re g.-
optimal in the d class De
contact calenda optim progra c.
Scho
time in r of al m 20
Atte ol
teachin activiti conta 22, nda Hea
g (time- es ct Ja nce d
on-task) maximi time n.- mo
zed in Ju nito
ring Mast
teachi ne
Too er
ng 20 l Teac
(time 23
her
-on- on
tasks) war
ds
Intensif 100% Intens Imple Du Scho

y the of the ified ment rin ol
Brigada teacher the Them g Hea
Pabasa s Brigad e the d
Project, implem a Based fac
a school ented Pabas strate e Scho
Re
reading the a and gy to ol
adi
interven reading other fac Read
ng
tion and schoo e ing
Ass
initiativ numera l foll Coor
ess
e and cy readin ow dina
-
other interve g/nu up tor
me
school ntion merac of
nt
reading PAPs y- re Teac
mo
initiat me hers
nit
numera ed -
ori
cy- interv dia
ng
initiate entio tio
To
ns n
ol
interven TA
tions will
be
pro
vid
ed.
Provide 100% Intens Scho
TA to of the ified ol
teachers teacher TA LR Hea
__________________________________________________________________________________________________________________________________________________________________________________________________________________
in the KINABIGTASAN
s are provisELEMENTARY SCHOOL, Qu School ID
Ev No: 132946 d
followin provide
(086) 214-6161 ion to art alu
d kinabigtasanes132946@gmail.com
with all erl ati Mast
Implem TAKinabigtasan ES teach y on er
entation ers eve To Teac
of ry ol her
Caraga Region
Phase 3: Long-term strategies/intervention
M
Pers
Ti &E
on
Indicato Outpu Strate me Too Rem
Activity Resp
rs t gies fra l arks
on
me Use
sible
d
Improv 75%- Impro Condu Au
e 100% ved ct g- Sur
particip parents partic PTA De vey
ation ’ ipatio Assem c Qu
among particip n of blies 20 est
Scho
parents ation paren of end 22; ion
ol
throug ts in of the Ja nai
Hea
h the the quart n- re
d
implem imple er/ De /
Teac
entatio menta durin c. Ch
hers
n of the tion g the 20 eck
SPT
Omnibu of the e SIP 23 list
A
s PTA Omni Revie on
Guideli bus w war
nes PTA ds
Guide
lines
Engage 75%- Engag Includ On Ad
Scho
Partner 100% ed e in ce opt
ol
s in the of partn the e a -A-
Hea
constru identifi ership SIP yea Sc
d
ction of ed in the the r ho
ASP
tempor partner constr urgen ol
Coor
ary s uctio t of Mo
dina
learnin engage n of the nit
tor
g d TLS/ schoo ori
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spaces/ makes l one ng
hers
makesh hift projec To
SPT
ift t per ol
A
year.
Heighte 75%- Heigh Includ Ev Ad Scho
n 100% tened e ery opt ol
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
resourc of resour -A- Hea
ing schools cing Sc d
efforts heighte effort ho ASP
in ned s in ol Coor
WINS
forging resourc forgin yea Mo dina
in the
partner es g r nit tor
SIP
ship for efforts partn ori Teac
WINS. ership ng hers
for To SPT
WiNs ol A
Develo 75%- Devel Condu On
p and 100% oped ct e
quality of the and traini lea
assure identifi QA ng/LA rni
the ed LLC LR/in C ng
learnin with LR terve Sessio res
g and ntion n our
resourc interve mater ce Sta
es/ ntion ials in ma nd
Scho
interve materia litera ter ar-
ol
ntion ls cy ial diz
Hea
materia develop and per ed
d
ls in ed nume qu LR
Mast
literacy racy art Ev
er
and addre er alu
Teac
numera ssing ati
her
cy identi on
Teac
address fied To
hers
ing Least ol
identifi Learn
ed ed
Least Comp
Learne etenci
d es
Compet (LLC).
encies
(LLC).
Phase 4: Sustainable Improvements
Activity Indicato Outpu Strate Ti M Perso Rem

__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
&E
me Too n
rs t gies fra l Respo arks
me Use nsible
d
Establis 100% Establ Capac 5 Sur
h of the ished itate tim vey Scho
strong teacher strong paren es Qu ol
home- s home- ts a est Head
school Intensif schoo with yea ion Teac
partner ied l low r nai hers
ship theme- partn perfor re SPTA
and based ership ming /
collabo perfor and childr Ch
ration mance collab en eck
in the assess oratio list
conduc ment n in
t of the PM
interve condu CF
ntion ct of
and interv FA
remedi entio R
ation n and
activiti remed
es iation
activi
ties
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
Main Duties and Responsibilities of LRCP M & E Team:
The Monitoring and Evaluation (M&E) Team will be responsible for the
design, coordination and implementation of the monitoring and evaluation of
the Learning Recovery and Continuity Plan. The team will develop a systematic
monitoring framework to improve the qualitative and quantitative evidence
gathered. They are also expected to provide technical assistance to the
implementing sections/units, particularly in relation to monitoring, reporting
and implementation issues.
Specific Duties:
1. Setting up the System
 Assist in the revision of the project implementation, particularly in the areas

of performance indicators.
 Assist in the development and/or finalization of the LRC Work Plan and keep it
updated in accordance with program activities and timeframes as relevant.
 Develop the overall framework, for M&E Mechanism, for example mid-term
program implementation review, impact assessment, final evaluation, develop
Performance Monitoring Plan with relevant data collection systems.
 Review the quality of existing data in the subject areas, the methods of
collecting it, and the degree to which it will provide good baseline statistics for
impact evaluation.
 Develop baseline data for each activity component and for all indicators.
 With collaborating partners, review their existing approaches and management
information systems and agree on any required changes, support and
resources.
 Develop a plan for project-related capacity-building on M&E and for any
computer-based support that may be required.
 Organize and undertake training with collaborating partners on M&E as
required.
2. Implementation of M & E and Coordination
 Collect data on a regular basis to measure achievement against the

performance indicators.
 Check data quality with partners.
 Maintain and administer the M&E database; analyze and aggregate findings.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES
Caraga Region
 Support activity progress reporting, program mid-term review and final
evaluation.
 Identify areas where technical support to project partners is required. Organize
refresher training on M&E for partners as required.
 Identify lessons learned and develop case studies to capture qualitative outputs
of the programs and activities. Provide advice to the concerned implementing
units on improving performance using M&E findings.
3. Communication
 Produce reports on M&E findings and prepare presentations based on M&E

data as required.
 Provide the Superintendent with management information she may require.
 Check that monitoring data are discussed in appropriate forum and in a
timely fashion in terms of implications for future action. If necessary, create
such discussions to fill any gap.
 Perform other duties as may be assigned by the School Head.
Prepared by: Approved by:
AGNES P. VERMOY JOSEPHINE M. AROA

School Head P-3/District In-Charge
__________________________________________________________________________________________________________________________________________________________________________________________________________________

(086) 214-6161
Kinabigtasan ES

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Republic of the Philippines

Learning is defined as a process of acquiring new understanding, knowledge, behaviors,

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

II. LEARNING RECOVERY AND CONTINUITY PLAN (LRCP)

ABOUT THE FRAMEWORK

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

About the Framework:

B. KEY DIMENSIONS of USWAG: Learning Recovery and Continuity Plan of

1. Socio-Emotional Functioning, Mental Health, and Well-being

2. Upskilling and Reskilling of Teachers

Traditional competencies call for regular upskilling processes. To find possible

It is crucial that learning loss be treated as a systemic problem rather than a

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

C. Priorities and Action Steps

Dimension 1: Socio-emotional functioning, Mental Health, and Wellbeing

Disaster Prepare Strategic Developed/enhanced schools’ strategic School DRRR

Conduct mental Strengthened the 100% teaching

Institutionalize the Capacitated School 100% of the SPG Adviser

Intensify the Re-oriented Teachers 100% of school SBM Team

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Intensified School is monitored SBM Team

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Planned Target Outputs Indicators Responsible

Institutionalize the Institutionalized 100% of the

Ask Provision of Asked TA for the field 100% of the

Dimension 2: Upskilling and Reskilling of Teachers

KRAs Planned Target Outputs Indicators Responsible

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Dimension 3: Restoration of Learning Losses

Implement the Implemented EOSY 100% of the

Planned Activities Target Outputs Indicators Responsible

Curriculum Intensify the Intensified the 100% of the

Integrate ICT, Integrated ICT, 100% of the Teachers

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Adapt the different 100% of the

Establish strong 100% of the

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Develop and quality

Request TA to TA 100% teachers are

Linkages and Engage partners in Engaged partnership 75%-100% of Teachers

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Improve Improved 75%-100% parents’ Teachers

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KRA Planned Other Timeli Strategie Indicators Responsi

Request TA to Requested October Conduct School Guidance Guidance

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Phase 2: Medium-term strategies/intervention

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Techni Request 100% of Schol

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Phase 3: Long-term strategies/intervention

KRA Planned Other Timeline Strategies/ Indicators Responsi

Engage Include in School

Learni Develop and quarter Organized School

KINABIGTASAN ELEMENTARY SCHOOL, School ID No: 132946

Phase 4: Sustainable Improvements