Republic of the Philippines

Department of Education

School Learning Recovery Plan

ACTION PLAN for SY 2022-2023

I. Introduction
COVID-19 has created an unprecedented challenge for education systems not only in Kasiglahan Village Elementary School but worldwide.
This brought so much attention to the importance of continuity of education and educational technology. Schools employed various combinations of
distance learning modalities. However, this new way of learning made a great impact on the mastery of competencies of the learners. Thus, this
pandemic created a learning gap. With the assumption that Alert Levels would stay in Level 1, the Basic Education Learning and Recovery Plan
should be developed to address the said gap.
As we welcome our learners back for a new school year, due to the adverse effect of COVID 19 pandemic, we recognize they come to us
with unique life experiences, at different starting points, and in need of individualized attention. Our student’s differences are assets, not liabilities.
Now that we’re back together, we can shift our focus from surviving the COVID crisis to helping students succeed.

II. Situational Analysis

A. Data on literacy and numeracy, result of Remediation/Intervention

Grade Enrollment No. Of Developing/ Slightly Highly

level learners in Umuunlad Developed/ developed/ganap na
BRB4 Bahagyang umuunlad umuunlad

I 1129 7 2 0 5
II 1208 6 1 0 5
III 1259 10 1 0 9
IV 1260 8 0 0 8
V 783 8 0 0 8
VI 1154 8 0 0 8
LSEN 102 0 0 0 0
 TOTAL 6895 47 4 0 43
The table shows that out of 47 learners enrolled in BRB4, 43 or 91.49% were highly developed
while 4 or 8.51 fall under developing stage. With these data, we can conclude that the program
was effective.

NUMERACY RESULT PRE & POST TEST

GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

571

489
439
432

423
389

365
341
278

237
229
226

210
205
189

170
129
126
125

120

120
114
105

92

93
90
87
81
A d v a n c e L e v e l 78

74
53

A d v a n c e L e v e l 50
49
48
44
33

N o n - N u m e r a t e s 031
26
N o n - N u m e r a t e s 24

22
19
18

7
0
0

0
I n t er m ed i at e L ev el

I n t er m ed i at e L ev el
B egi n n i n g L ev el

B egi n n i n g L ev el
P R E-TES T P OS T-TES T
It can be gleaned from the graph that there was an improvement on the performance of the learners in the post test compared to the
pretest. It therefore concluded that teaching numeracy is an important vehicle for educating pupils for life by promoting interest, developing
common sense and the power to discriminate. In particular, it is an approach which encourage flexibility, the ability to respond to unexpected
situations that do not have an immediate solution and helps to develop perseverance in the face of failure. A problem-solving approach can
provide a vehicle for pupils to construct their own idea about mathematics and to take responsibility for their own learning.

B. Data/VOC based on socio-emotional functioning

No. of Learners Needing Socio-Emotional

functioning Support
SPED
Kindergarten 943
Grade 1 1202
 Grade 2 1098
Grade 3 1111
Grade 4 1260
Grade 5 1348
Grade 6 731
TOTAL 7729
The table shows the number of learners needing socio-
emotional functioning support. This data was based on the latest
number of enrollments for SY 2022-2023.

C. Professional development needs based on IPPD, IS, IPCRF

 Based on the survey, the developmental needs of teachers were rank according to the most priority as reflected in their
Individual Plan for Professional Development. IPPD is a tool that serves as a guide for the teacher’s purposive learning and
development as a professional.

INSTRUCTIONAL SUPERVISION
Grade Level No. of Teachers per % Of Teachers
Grade Level Supervised
SPED 6 100%
Kinder 19 100%
Grade 1 33 100%
Grade 2 32 100%
Grade 3 38 100%
Grade 4 37 100%
Grade 5 37 100%
Grade 6 22 100%
Total 224 100%
 It can be gleaned from the table that 100% of the
teachers were supervised. This showed full support of the school
head with regards to the needs and support needed by the
teachers.

Summary of IPCRF 2021-2022

Outstanding 4
Very Satisfactory 220
Satisfactory 0
Total 224

The table shows the performance of the teachers as

reflected in their IPCRF, there were 4 Outstanding and 220 Very
Satisfactory teachers in terms of their performance.

III. Action Plan

Persons Resources Expected

Key Areas Objectives Strategies Activities Time Frame
Involved Needed Output
A. Learning Remediation and Increase numeracy a. BRB4 Administer Whole Year School Reading Numeracy
Intervention level by 2% at the b. Proj. NUMERO MFAT, Rdg. Round Head materials, level
end of school year. c. AKAP Assessment Master Assessment increased by
d. Other School using Phil-IRI, Teachers materials for 2%.
Program Key Project
Tutorial with Teachers NUMERO, Accomplish
Iskolar ni Gob Teachers ment Report
recipients Learners
B. Socio-emotional functioning, Implement at least 5 a. Homeroom Integration of Whole Year School Homeroom 90-100% of
Mental Health, and Well-Being Socio-emotional and Guidance Psychological Round Head Guidance teachers and
 mental health b. Values Support. Master modules learners’ the
activities for Formation Teachers socio-
teachers and learners c. Youth Conducting Key GAD, emotional
within a School Formation Regular Teachers DRRM and and mental
Year. Activities Mental Health Teachers WINS health will
d. GAD and Learners Modules be
e. Classroom- Psychosocial improved.
based Support
Psychosocial Activities Accomplish
support ment
Program. Implementatio Report.
f. Implementation n of different
of WINS activities such
program. as GAD,
g. Implementation WINS and
of SDRRM SDRRM
program.
Intensifying
SBM WinS
C. Professional Development 90-100% of the Capacity building of School Whole Year School Resource 9-100% of
 Suggested topics for teachers should teachers on Learning Round Head speaker, the teachers
SLAC on attend SLAC, classroom-based Action Cell Master LAC Plan, will attend
a. Learner Diversity School-based Psychosocial School-based Teachers Training School-
and Student INSET, DepEd Support Activities INSET Key Materials Based
Inclusion Initiated INSET that Retooling of Teachers LAC/INSET
b. Content and focused on Content teachers on CLAP Division/ Teachers Accomplish
Pedagogy and Pedagogy, (Content, Learning District-Based ment Report
c. Assessment and Assessment and Resource INSET/LAC
Reporting in the K Reporting, Development,
to 12 Contextualization Assessment and
d. 21st Century Skills and Localization of Pedagogies)
and ICT Integration curriculum and 21st
in Instruction and Century Skills and Maximizing the
Assessment ICT Integration. conduct of LAC
e. Curriculum Sessions
 Contextualization,
Localization, and Attend Division-Led
Indigenization Training-Workshops

Prepared by: Noted:

____________________ _________________________________
Master Teacher II Principal III