Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF PALAWAN
PUBLIC SCHOOLS DISTRICT SUPERVISOR
LRP Template No. 2

LEARNING RECOVERY PLAN PREPARATION

SUMMARY OF FOCUSED-GROUP DISCUSSION- CHALLENGES AND ISSUES

Goal: 1. Increased individual mastery of competencies

2. improved performance of the learners

Outcome: 1. Assessment tasks produce reliable data to identify learning gaps

2. Teachers develop appropriate assessment
3. Learning gaps are used in program and project design
4. Evidence-based strategies to address academic needs of learners
5. Learners attend Face-to-Face classes

KEY FOCUS AREA: ISSUES/CHALLENGES

QUALITY
Learning Remediation 1. Percentage of Learners with low
and Intervention proficiency in reading and
numeracy and non-readers
2. Low Academic performance of
learners
 3. Inability of parents to assist their
children

4. Limitations in the
implementation of distance
Curriculum learning
1. Congested Curriculum
Implementation and
Improvement 2. Inconsistency of learning and
assessment
 3. Continuous Professional
Development

4. Extra task to be accomplished

by teachers

5. Absence /limited internet

connectivity
RESILIENCY AND WELL-BEING
STUDENTS' ATTITUDE
AND DISCIPLINE

Negative learners' attitude and

behavior
Learner's misuse of gadgets and
addiction to online games and
other social media platforms

Increased number of learners

indulging in vices, cliques or sub-
sets resulting to low scholastic
performance of the
learnerstendencies of teenage
pregnancies (among female
learners)
EARLY PREGNANCY

Increase in number of early

pregnancy cases (Prevalence of
early pregnancy among
secondary school learners)

HEALTH
Capacity of schoolheads in
handling teachers and learners
experiencing mental and
psychosocial health issues
 High number of learners with SW,
W, stunted and severely stunted
nutritional status (Number of
learners with nutritional deficit)

Health risks, hazards and threats

of COVID19, infectious diseases
and other health related issues in
the campus, classrooms, offices,
facilities and environment

PSYCHOSOCIAL

Low psychosocial support to

learners, parents and teaching &
non-teaching personnel.
 DISASTER RISK
REDUCTION AND
MANAGEMENT

Safety of learners, teching and

non-teaching personnel in
transitioning from MDL to in-
person classes

ACCESS
CHILD LABOR

Presence of child labor in the

community resulting to low school
participation

Learners develop low interest in

schooling due to labor exposure.
 Learners develop low interest in
schooling due to labor exposure.

COMPLETION RATE Transfer of residence affected the

school participation of the learners.

DROP-OUT High percentage of dropout

Lack of interest in education

leading to dropout cases.
Poverty affecting the continuity of
education of the learners.
High number of Out of School
Youth (OSY)
 High percentage of learners drop
out due to early pregnancy and
early marital relationship.

Learners who prefer F2F learning

modality may opt to drop out from
classes.

High number of overage learners &

they stop studying.

INCLUSIVE EDUCATION Presence of learners with special

needs/ disabilities
No SPED center

Lack of ALS Teacher (only one)

No ALIVE classes
PARTICIPATION RATE Low participation of learners in the
Modular Distance Learning

Distance of school from home of

the learners.
 PARTICIPATION RATE

Distance of school from home of

the learners.

Migration of Parents due to the

nature of work.
Lack of parent collaboration and
involvement to the education of
their children
Lack of support from stakeholders

Over-aged learners and Out of

SCHOOL FACILITIES School Youth

Damaged classrooms and

buildings.

Inadequate health facilities and

other learning facilities.
No potable water supply.
Cleanliness, Safety and
GOVERNANCE Orderliness of School
CRUCIAL RESOURCES
Lack of school buildings and other
school facilities

Insufficient funds for the Teaching

and Learning Resources

Lack of school clinic and security

personnel
Damaged classrooms

Limited funds for school operations

Insufficient facilities of the school

(Comfort Rooms,Community
Learning Centers -CLC’s)Libraries,
Computer Rooms,Workshop
Buildings, Laboratories, Faculty
Rooms, and other Sanitation
Facilities)

Shortage of teachers

School buildings not maintained

(needs repair)

No bookkeeper in the district

Overcrowded pupils (CLASS SIZE

due to lack of teachers and
classrooms

Unparallel allotment of
supplemental budget for Wins
before the opening of classes (it is
Unparallel allotment of
supplemental budget for Wins
before the opening of classes (it is
expected that there are lots of
school constructions and repairs
during the first weeks of classes)

Some facilities cannot be financed

by the MOOE

Safety problems in school.

Problematic system of building
construction (from construction to
awarding and acceptance of the
end users)

There is still a shortage of

resources that even teachers
utilized their own funds and money
to perform their tasks.
Insufficient handwashing facilities
in schools

Delayed downloading of school

MOOE due to travel restriction/and
absence of philgeps registered
suppliers in the municipality.

Lack of Para Teacher & ALS

Teachers
 Lack of functional school canteen

HIRING PROCEDURE
Flock of Teachers with
specialization

INTERNET
CONNECTIVITY Lack of stable internet connectivity
STAKEHOLDERS'
SUPPORT Shocked due to the influx of
request of schools for assistance

Limited number of identified

stakeholders in the community to
support school PPAs
Stakeholders lack of information
on the guidelines, program
implemented by the school

Low participation of stakeholders

in school programs

School plans are not transparently,

presented to parents/stakeholders/
school community and
implemented strictly.

Less engagement of stakeholders

in school activities and programs in
schools during the onset of the
pandemic.
 Lack of Collaboration, Connection
& Coordination (3Cs)

Learners’ promotion and drop-out

rates as the basis of school
performance, PBB, and SBM Level

Lack of learning facilities

High percentage of schools with

SBM level 1 of Practice

No assurance that all personnel

are resilient, competent, and
continuously improving

PROFESSIONAL Poor monitoring and evaluation of

DEVELOPMENT AND programs and projects
TEACHERS' implemented
COMPETENCE

High number of teachers teaching

subject not their specialization.

High percentage of learners were

affected by the teaching strategies
employed by the teachers in
teaching and attitudes of teachers
towards learners.
 High percentage of learners were
affected by the teaching strategies
employed by the teachers in
teaching and attitudes of teachers
towards learners.

PROGRAMS AND
PROJECTS Low sustainability of programs and
IMPLEMENTATION projects implemented

Too many Programs, Projects and

activities that become complicated
on the part of teachers.

Rapid issuances of memorandum

(Hindi pa naimplement ang isang
memo ay may lalabas na naman
na panibago)

Poor implementation of feeding

program (Parents and
Stakeholders)
REPORTING SYSTEM
Duplication of work and reporting
system that requires sending
reports in hard copy and online.

Submission of so many irrelevant

reports with unclear purpose/s or
redundant report submission
 RESEARCH
Lack of research-based decision-
making. (Teachers)
SAFETY
Unvaccinated teachers and
learners

Uncollected Garbage during

lockdown
SBM PRACTICE High percentage of schools with
SBM level 1 of practice
Imbalance between administrative
and supervisory functions of the
school heads
School Heads and teachers
expense their own budget for fare
and for load communication to
submit report and to attend
meeting, orientation and training.
(School MOOE Budget for this
matter is insufficient)

Teacher In charge multi-tasking.

TECHNICAL
ASSISTANCE Inadequate Technical Assistance
to Teachers and School Heads
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF PALAWAN
UBLIC SCHOOLS DISTRICT SUPERVISOR
LRP Template No. 2

ARNING RECOVERY PLAN PREPARATION

CUSED-GROUP DISCUSSION- CHALLENGES AND ISSUES

astery of competencies
of the learners

uce reliable data to identify learning gaps

opriate assessment
d in program and project design
gies to address academic needs of learners
o-Face classes

KEY STRATEGIES/ACTIVITIES
Division Strategies GENERAL SUGGESTIONS

Ensure the reliability of learners' profile

Improve capacity of teachers in preparing

appropriate intervention according to learner’s difficulty.

Ensure learning continuity in the implementation of crafted reading and

numeracy intervention with the appropriate IMs.
Ensure an effective implementation of school in monitoring learners'
progress
Strengthen the quality and purposive M&E and apply the cyclical process
of planning

Strengthen the Division Reading Program by establishing pool of

supervisors and Master Teachers that will focus on the non-readers and
struggling learners

Strengthen partnership with internal and external stakeholders to establish

strong support in the implementation and assessment of reading and
numeracy skills.

Strengthen the school - based feeding program.

Ensure the implementation of 5 - day in person classes.

Enhance learning modality platform for maximum utilization of gadgets and

other technology to improve student learning achievement.
Promote partnership with internal and external stakeholders to provide
schools/classrooms with modern/quality/ICT equipment for F2F
instructions.

Promote partnership with parents on additional time on remedial classes.

Provide contextualized learning activity sheets that will deepen the

learner's understanding of a skill or concept for diverse learners.

Ensure the implementation of data driven intervention activities .

Improve access on the use of a variety of strategies to monitor, assess and

provide feedback to learners about their learning .
Intensify monitoring activities in assessing and providing feeback on
learners progress

Provide contextualized learning materials

Strengthen the Brigada Pagbasa program

Sustain utilization of Kumustahan sa Paaralan Monitoring Tool for every

learning area
Ensure community awareness in inclusive education, specifically
understanding learners with special edcuational needs (LSENs)

Advocate the Basic Literary Program of ALS on Adult Learning in IP

communities.

Promote partnership and linkages with DSWD, LGU and NGO's with
advocates of learning on learners with disabilities

Ensure continuity of the monitoring of learning progress through frequent

home visitation, groupchat, calls,text messages and other applicable
modality in the area
Ensure maximum learning conitnuity through full implementation of-person
classes.

Enhance teachers' capacity in merging and sub-tasking of competencies.

Improve assessment objectivity through the use of valid and reliable

instruments to measure learners' performance

Promote the use of available learning tools, activity sheets, etc. at the
DepEd and Division LR Portal and platforms
Capacitate teachers on the preparation of competency based assessment
of learning.

Enhance the knowledge and skills of teachers through capacity building

and training programs
Provide regular retooling and upskilling of School Heads on the provision
of technical assistance and instructional supervision to teachers

Strengthen the implementation of Teacher Induction Program for teachers

with 0-3 years in service

Intensify the implementation of the Early Language LIteracy and Numeracy

(ELLN ) to all K to 3 Teachers

Intensify supervision, monitoring and evaluation of School Heads' function

with focus on improving teaching-learning outcomes

Promote partnership with LGU for employing non-teaching personnel.

Provide an inclusive and effective delegation of work tasks to
administrative officer or teacher aide.
Hire and capacitate non teaching personnel to do the additional task

Allocation of funds from the MOOE or SEF

Include the procurement of modem and Internet connectivity in the SEF/
MOOE's APP and PPMP
Promote partnership with LGU and TELCO for internet provision and
connection.
1. Provide psycho-social services for learners and school personnel to
strangthen strong and secured personality and behavior of learners and
school personnel
2. Ensure learning continuity in the proper implementation of
blended and in-person classes
3. Strengthen infusion of values in all learning areas
applied in daily living
4. revitilize GMRC, Values Education and strengthen Filipino ideology and
other guidance and counselling programs.
trengthen strong partnership with parents with the
5. Provision of training in relation to Values Formation.
6. Intensify the practice or conduct studies in relation to learners' behavior
7. Provide guidance counselor in all schools.
8. Integrate values education in all subjects
1. Establish MOA between the parents and school on the use and
regulation of gadgets and social media of learners
2. intensify educational campaign on the positive use of technology that
support and enhance academic learning
3. Provide effective regulatory measures on the use of social media and
gadgets
4. Strengthen home visitation, monitoring and feedback-giving
5. Intensify Information Education Campaign on the disavantages and
advantages of using gadgets
6. Active parents participation in monitoring the use of gadgets of their
children .
7. Strengthen information education campaign on the advantages and
disadvantages on using gadgets and organize club activities that would
indulge learners in other co-curricular activities
8. Strengthen intensive home visitation and consultation with parents on
the use of gadgets
9. Strengthen the orientation to parents and learners on the proper use of
gadgets

1. Promote partnership and coordination with barangay government unit

with ordinances , counseling of parents and learners, increase
participation in BGU/ MSWD sessions to raise issues and concerns and
conduct family community mapping to identify the root cause of low
academic performance.
2. Provide sports and other activities to divert their attention and interests
3. Strengthen the information and education campaign on the importance
of education, motivate and encourage the parents in the community to
develop learners confidence and capabilities.
1. Strengthen partnership of school with the religious groups, barangay
LGU and other community stakeholders in values formation of the learners
2. Institutionalize the Adoloscent Reproductive Health (ARH) in classroom
instruction
3. Intensify awarness of family members on Adoloscent Reproductive
Health (ARH)
4. Organize a task force on Values Formation composed of religious
groups, district nurses, guidance counselors, school heads, and linkages
with DSWD, RHU, and other Law enforcement agencies for the
enhancement of learners' development to positive values, habits, beliefs,
cultural representation, self-integrity, and adolescent reproductive health
education and well-being.
5. Facilitate/Provide PSDS,School heads, teachers and learners physical
and socio-emotional skills development through
orientation/seminars/symposium and/or fora.
6. Lessen teachers' workloads by hiring more non-teaching personnel to do
other administrative work and ancillary tasks.
7. Establish strong linkages for the continuance of school feeding programs
to lessen severely wasted, wasted, stunted, and severely stunted
nutritional status in partnership with LGU monitoring and regular health
check-up of health personnel.
8. Mobilize stakeholders, alumnae, and private advocates in the
construction/procurement of necessary medical/dental facilities/equipment.

1. Capacitate school heads on the early manifestations of mental and

psychosocial health issues
1. Intensify Feeding Program through partnership
2. Strengthen awareness and implementation of Gulayan sa Tahanan /
Paaralan Program
3. Promote partnership with the Barangay LGU on child mapping and
Barangay-initiated feeding program
4. Strengthen the partnership with the local LGU and other stakeholders

1. Enhance the educational information dissemination of programs and

projects about health risks, hazards and threats from COVID19 and other
infectious diseases in the campus, classrooms, offices, facilities, and
environment Provide learners with basic health
2. Provision of school clinic in every school and nutrition services
3. Intensify provision of medical and dental check-up for learners through
regular visit of Division health personnel

1. Strengthen psychosocial recovery program fo learners, parents,

teaching and non-teaching personnel.
2. Improved psychosocial in person capability building
3. Provide mental health-related symposium and activities and guidance
counseling services
4. Ensure that all school personnel have attended/capacitated on mental
health activities Nurture and protect learners'
5. Intensify the Guidance Program mental and psychosocial health
6. Provide exploration towards learning; buddy pair learning, collaborative
teaching learning and inquiry based approach to teacher.
7. Strengthen five days in person learning activity
1. Promote capacity building program for school DRRM coordinators and
school heads.
2. Strengthen capability building program for the school DRRM
coordinators Strengthen capacity of school
3. Strengthen the consultation in the increase of allocation for DRRM personnel on Disaster Risk
program. Reduction Management (DRRM)
4. Integrate DRRM program in school activities safety protocols
5. Provide an inclusive and effective strategized schedule. Ensure physical readiness of the
6. Promote partnership to the stakeholders in the distribution and retrieval schools prior to the full
of modules implementation of in-person
classes

Educate parents on Child Labor laws.

Intensify the information education advocacies on child labor related laws
and policies.
Enhance campaign and advocacies to promote awareness to all learners
on the importance of educational attainment in finding good gobs /carreer
guidance and advocacy.
Promote partnership with the LGU and other stakeholders for job
opportunities and livelihood program for parents.
Enhance guidance and counselling to learners and parents.
intensify advocacy against child labor and initiate regular guidance and
counselling for maximum learners participation in inclusive education
Strengthen the implementation of ADM/ALS to learners engaged in child
labor activities.
Intensify the Career Guidance Advocacy program implementation in
schools/CLCs.
Ensure learning continuity by motivating the parents and learners to
continue their studies and intensify home visitation .
Promote partnership with parents and stakeholders, Barangay
Government Unit) to conduct family mapping and encourage learners to go
to school.
Promote a Child-Friendly environment to encourage learners to participate
in school
Ensure learning continuity of learners to complete basic education despite
of the change of residence.
Promote strong partnership programs among parents in order to
encourage them more to enroll their children and finish basic education.

Strengthen every family in terms of enhancement of moral fiber, job

generation and livelihood programs by intensifying campaign and
advocacy within the community by involving LGU,NGAs and all
stakeholders
Strengthen the implementation of FLO ( ALS and ADM)
Improve teachers' holding power
Improve the implementation of Career Guidance and Homeroom Guidance
Program
Establish stable linkages with barangay, municipal links, community
organization, parent leaders to easily conduct tracing and finding learners
who stop studying.

Ensure learning continuity through undertaking different flexible learning

options as means of intervention and preventive measures to lessen high
drop out rate or attain zero drop out.
Strengthen partnership with internal and external stakeholders in the
implementation of "Adopt-A-Child Program", (extrinsic/intrinsic motivation,
MOA/MOU Signing, IEC)

Strengthen partnership with the Local Government Unit (LGU).

Allocate funds through Special Education Fund (SEF)
Offer programs that will cater the OSY.
Strengthen linkages and partnership with concerned agencies in the
conduct of intervention through psychosocial symposium and fora. Provide
an inclusive, effective, guidance and counselling program for those
SARDOs due to early pregnancy and early marital relationship and their
parents
Strengthen linkages and partnership with concerned agencies in the
conduct of intervention through psychosocial symposium and fora.
Provide an inclusive, effective, guidance and counselling program for those
SARDOs due to early pregnancy and early marital relationship and their
parents
Promote partnerships with agencies to Provide intensive campaign for
educational literacy on early pregnancy and early marriage.
Provide intensive and effective dissemination of RA 11596 to prohibit the
practice of child marriage.
Strengthen implementation on advocacy of Alternative Delivery Modality
such as Open High School Program (OHSP) and Alternative Learning
System (ALS)
Maximize the use of social media as an avenue of information
dissemination
Design and implement guidance and couseling programs to inspire out-of-
school youths to continue schooling

Strengthen the implementation of inclusive education

Ensure the establishment and accreditation of SPED center in all district in

the division
Strengthen LGU /Stakeholders partnership and linkages
Ensure that all CLCs have ALS Teacher
Ensure muslim learners to access ALIVE education
Promote partnerships with parents and other stakeholders to effectively
implement the Modular Distance Learning
Ensure the provision of easy access of basic education to learners in
Geogrphically Isolated Depressed Areas.
Establish schools in strategic area in remote places.
Convert some Elementary Schools into Integrated Public School.
Strengthen partnerships with the Local Government Unit for the allocation
of funds for the prospective school site
Ensure learning continuity of learners to complete basic education despite
of the change of residence.
Promote partnerships with concerned agencies which can provide
Orientation on Responsible Parenthood and family literacy programs

Strengthen the implementation of stakeholders convergence to present the

programs, projects, and activities of the school
Provide learner access to Philippine Education Placement Test (PEPT)
and Alternative
Enhance Learning
systematic System
reporting on the status of damaged classrooms
needing immediate repair or replacement.
strengthen advocacy and partnership with LGU, NGAs,NGOs and other
stakeholders that supports ancillary services such as but not limited to
classrooms, potable water supply, health services in every school within
the district
Intensify the implementation of Oplan Kalusugan sa DepEd Program.

Strengthen partnership with BLU/NGO/PO and LGU on MANDANAS

GARCIA RULING (IRR)
Improve existing inferior classrooms and other available facilities to be
utilized as learning centers and other ancillary services
Ensure proper and maximum utilization of financial resources
(MOOE/SEF/Donations, grants, etc.)

Institutionalize the School-Based Management

Ensure early detection of factors causing damages to school
buildings/classrooms
Strengthen partnership in the LGU, NGOs, NGAs and other stakeholders
to augment the shortage of ancillary and support services for effective
governance
Strengthen partnership and linkages with stakeholders

Strenghten relationship with stakeholders (LGU, NGOs, Private Sectors

and Business Sectors, Alumni Association, and Private individuals)

Fast track deployment process

Provision of additional teachers to address teachers' shortage through the
coordination with LGU and PTA.
Review class size of teachers to determine excess teachers as basis for
reasssignments.
Ensure early detection of factors causing damages to school
buildings/classrooms
Request allocation purposely for the repair and maintenance of school
building from the SEF and quarterly implementation of school minor repair
through School MOOE fund.
Ensure proper placement/assignment of non-teaching personnel in
district/schools
Provision of bookkeepers per District and big schools.
Provision of AOs according to school size.
Strategize appropriate shifting of classes.
Strengthen partnership with BLGU/NGO/PO and LGU on MANDANAS
GARCIA RULING (IRR) for concrete building needs.
Ensure proper and timely allocation and utilization of funds
Provide budget allotment of WINS Program in Special Education Fund

Strengthen partnership with different stakeholders through "Adopt-A-

School Program" and Brigada Eskwela .
Improve the system on the processing of documents relative to the
Infrastructure Projects of DepEd.(Provision of EO from Provincial
Government to the Municipal Government mandating, prioritizing DepEd
Infra Projects)
Strengthen partnership and linkages with stakeholders
Ensure consistent inclusion of Facility-projects in MOOE, Provincial and
Municipal SEF
Strengthen monitoring of building construction and ensure accountability
of end users
Ensure transparency realative to Building Project Construction of DepEd.
Intensify Monitoring and Evaluation as to construction of DepEd Projects

Ensure proper utilization and fund transparency

Strengthen partnership and linkages with stakeholders
Enhance deped platforms for the allocation of more funds for the school
facilities and teachers materials.
Promote partnership to increase stakeholders' engagement and support to
improve WINS program .
Fast track the liquidation of Cash Advances of the schools
Enhance DepEd platforms to prioritize island schools, Districts,5th & 6th
Class municipalities in checking liquidation and MOOE downloading.

Provide technical assistance to prospective suppliers in the locality for

Philgeps account registration and management.
Strengthening partnership and linkages with GO's and NGO's.
Promote partnership to LGU to acommodate volunteer, teacher-aide and
ALS teachers.
Institutionalize SBM
Promote partnership with PTA stakeholhers to support functional school
canteen.
Strengthen school needs assessment and qualification standards of
teachers as basis for hiring
Strict adherence to guidelines in hiring and deployment of teachers
especially in secondary
Strengthen collaboration with LGU and TELCOS to provide efficient
internet infrastructure in the area.
Strengthen the knowledge and capabilities of schools to engage partners
and stakeholders in their PPAs
Strengthen partnership with LGUs, NGOs and other stakeholders for
budget, assistance and other resources
Promote strong partneship and collaboration with stakeholders in the
community to support school PPA's

Improve networking and linkages capabilities of schools

Strengthen stakeholders involvement in planning, implementing and
monitoring PAPs
Improve networking and linkages capabilities of schools

Ensure regular dissemination of School Report Card.

Enhance the involvement of the School Governing Council in school
planning and operations
Ensure that school plans and programs are presented to parents and other
stakeholder.
Improve dissemination strategies of schools to reach more stakeholders

Ensure involvement/ participation of stakeholders

Enhance the capability of schools to engage partners and stakeholders

Encourage attendance in Barangay/ Municipal Sessions or meetings;

secure resolutions, MOU and MOA with stakeholders and other agencies

Create innovation/initiatives to improve the performance of school on the

following KPIs.

Strengthen partnership and linkages with stakeholders

Promote partnerships with LGU and other agencies to fund allocation for
additional learning facilities (e- library, internet connection, etc.)
Strengthen SBM Orientation and bencmarking activities participated by
school heads, teachers, selected parents, learners and other stakeholders
and improve documentation and benchmarking from schools with higher
SBM level of practice.
Intensify the implementation of professional learning development program
and psychosocial support services
Ensure proper implementation of KRAs as stated in the RPMS-PPST ;
Strengthen implementation of programs and projects to uphold inclusive
and right-based education
Issue designation of M&E Coordinators with terms of reference; Capacitate
M&E Coordinators based on their designation

Impove teachers' load assignment

Capacitate teachers to teach subject different from their field of
specializations
Review number of teachers per school to serve as reference for the proper
placement of school heads and other additional school personnel

Enhancing content-knowledge, skills and pedagogies of non-major and 0-5

year teachers in service.
Strengthen implementation of School Plan for Professional Development to
address needs of teachers in teaching and learning delivery: Enhace
capacity of school heads in the provision of technical assistance to
teachers
Sustaining the implementation of programs and projects.
Strenghthened monitoring and evaluation of all DepEd program being
implemented
Strengthening the advocacy of different PPA's.

Ensure proper planning and careful planning of program and projects.

This is not within our bound.

Ensure poper feedback mechanism.

Strategize the efficient delivery of nutritious food products and milk to

SBFP beneficiaries
Improve School-Based Feeding Program Implementation.
Further improvement of the data gathering and reporting facility to monitor
and evaluate all the reports needed and to be called up from the field to
avoid duplication of reports.

Further improve the data gathering and reporting facility of the SDO.
Ensure regular updating of school data in the Division Unified Data
Gathering Tool.
Improve the utilization of schools' data bank which can be accessed by the
authorized Division Personnel to avoid the redundant submission of reports

Ensure functional feedback mechanism.

Strengthen the conduct of action and basic researchers to address learning
gaps in teaching and learning.
Ensure the utilization of research results
Advocate the Pinas Lakas vaccination drive to schools
Promote awareness of teachers, parents, and learners on the importance
of vaccination
Strengthen proper waste management with LGU
Promote awareness on the proper waste management practices
Strengthen the regular monitoring and provision of Technical Assistance to
schools.
Revisit the KRA of each personnel
Policy recommendation on hiring of administrative assistant to aid
administrative functions of school heads
Policy recommendation to allot additional budget for training and
communication allowance for teachers and school heads

Develop leadership skills on delegation

Policy recommendation to lessen the teaching load of teacher-In-Charge

Institutionalize DFTAT
Enhance capacity building of teachers and school heads through various
seminars and training workshops
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF PALAWAN
EL NIDO DEL SUR DISTRICT
ELNIDO NHS-VILLA LIBERTAD EXT

SCHOOL LEARNING RECOVERY PLAN

KEY STRATEGIES/ACTIVITIES
KEY FOCUS AREA: ISSUES/CHALLENGES Other Expected
Division Strategies Activities Key Players Timeline Budget
Reaources Output
QUALITY
Learning Remediation and 1. Percentage of Learners 1.Profilling of learners with reading and numeracy
Intervention with low proficiency in reading Ensure the reliability of learners' profile varried difficulties.
and numeracy and non-
readers 2. Conduct assessment through Brigada Basa
during enrollment period.

Improve capacity of teachers in preparing 1. Conduct capability buidling in crafting remedial

appropriate intervention according to learner’s reading/ intervention to learners with difficulty in
difficulty. reading and numeracy
1. Conduct a weekly pabasa for the frustrated
Ensure learning continuity in the implementation students during remedial class and Friday
of crafted reading and afternoon
numeracy intervention with the appropriate IMs.

Ensure an effective implementation of school in Conduct of SLACs (Crafting of Action Plans)

monitoring learners' progress
1.Make individual monitoring form for learners’
progress in reading
2.Monitor
teachers’ reading remediation and intervention
every 1:00 -1:30 or 4:30- 5:00 pm with atleast 60
minutes per week.

3.School head will conduct actual individualized

reading
4. Provide technical
Strengthen the quality and purposive M&E and assistance for teachers
apply the cyclical process of planning 5. Plan/provide
reading remediation tools
6. The Monitoring Team headed
by the school head will conduct supervision to all
teachers during the implementation of the program.

7. The Monitoring Team headed by the

school head will conduct home visitation to inform
the parents about the learning
 Strengthen the Division Reading Program by
establishing pool of supervisors and Master
1.Create school monitoring team
Teachers that will focus on the non-readers and
struggling learners

1.Conduct meeting with internal and external

stakeholders
2. Present the number of non-readers and
struglling learners during the meeting
3. Allow the learners to bring home
Strengthen partnership with internal and external the intervention reading materials
stakeholders to establish strong support in the 4. Invite stakeholders to
implementation and assessment of reading and support and strenghten the reading abilities of
numeracy skills. learners through Brigada Pagbasa
5. Invite resources
speakers from external stakeholders for reading
story telling and writing.

1. Invite stakeholders to support the health and

nutrition of learners,
2. Continous
implementation of Gulayan sa Paaralan at sa
tahanan.
Strengthen the school - based feeding program. 3. Information and
dessimination of proper health nutrition for wasted
and severely wasted learners, 4.
Giving certificate of recognition to the parents
implementing the gulayan sa paaralan dalhin sa
tahanan.

2. Low Academic 1.prepare the school/classrooms to be sanitized

performance of learners and follows IATF Health protocols.
2.
Ensure the implementation of 5 - day in person Coordinate with the Local and Bgy officials as well
classes. as the Rural health centers in the conduct of F2F
classes.

1. Prepare a letter of invitation to the prospected

stakeholders, conduct a meeting and discuss with
them for the general welfare of the school and
Promote partnership with internal and external learners.
stakeholders to provide schools/classrooms with
modern/quality/ICT equipment for F2F
instructions.

Promote partnership with parents on additional
time on remedial classes.
Provide contextualized learning activity sheets
that will deepen the learner's understanding of a
skill or concept for diverse learners.
Ensure the implementation of data driven
intervention activities .
Improve access on the use of a variety of
strategies to monitor, assess and provide
feedback to learners about their learning .
Intensify monitoring activities in assessing and
providing feeback on learners progress
Strengthen the Brigada Pagbasa program
Sustain utilization of Kumustahan sa Paaralan
Monitoring Tool for every learning area
1. Conduct a HPTA meeting and discuss with the
importance of reading that needs to be followed up
at home.
2. Provide a
reading materials that can be brought at homeas a
follo up materials in reading and writing
1.Craft contextualized individual activity sheets for School Head,
each subject by section/grade level Teachers
2.Provide contextualized activity sheet/ IMs'.
3. Validation of crafted reading
materials by Master Teachers and School Head.
4. Reproduction and
distirbution of conextualized reading materials.
5.
Monitoring and Evaluation the result of reading
materials by advisers by grades.
1.Monitor the full implementation of remedial School Head,
intervention program on different subjects. Teachers
2. Conduct an action plan/study based on the
school data per subject area.
Review and check the TOS, Summative test and School Head,
other tools for assessment. Teachers
1. Utilize the Quarterly monitoring plan of activities
and provide specific action or feedback on least
mastered skills.
2. Identify the least mastered competencies
and give focus for remedial intervention
School Head,
Teachers
1. Conduct Brigada Pagbasa regulary.
2. Giving reading materials
to learners and follow up by the parents.
3. Monthly home
visitation and assessment to find the learners
performance.
1. Using the Faculty GC, remind the teachers
regarding the Kumustahan 4. saGiving Certificate
Paaralan of
Monitoring
recognition
Tool. to learners progress.
2. Advise the teachers to
make use of the results or findings they've got from
that tools and apply it tho theirclasses.
3.
Conduct a special meetig with the faculty and let
them give chance to evalaute the result of their
KPMTs.
 3. Inability of parents to assist Ensure community awareness in inclusive
their children
4. Limitations in the
implementation of distance
learning
Curriculum Implementation 1. Congested Curriculum
and Improvement
2. Inconsistency of learning
and assessment
3. Continuous Professional
Development
1.Conduct IEC through PTA Meeting.
education, specifically understanding learners 2.Strategize one on one mentoring process.
with special edcuational needs (LSENs)
Ensure maximum learning conitnuity through full 1. Follow the issuances from the higher office.
implementation of-person classes.
2. Vaccination status of the students
Enhance teachers' capacity in merging and sub- 1. conduct SLAC session regarding curriculum
tasking of competencies. flexibility and multi-tasking.
2.
capacitate the mismatch teachers through
scholarship programs sponsored by certain HEIs
and DEPED in upgrading their competencies.
3. Conduct an intensive training
program for teachers.
4. Encourage teachers to
enroll in Post graduate studies.
Improve assessment objectivity through the use 1. Conduct observation of classes and ensure the
of valid and reliable instruments to measure consistency of objectives to activities and
learners' performance evaluation.
2. Capacitate teachers on
the preparation of competency based assessment
of learning.
3. Invite speakers
like MTs to capacitate teachers in making IMs.
4. Conduct a SLAC session that focus
on the objectives in DLL/DLP and MELCscthat
have low mastery and check its congruency with
the assessment or evaluation given by the teacher
and make a follow-up session for TA.
Enhance the knowledge and skills of teachers 1. Conduct SLAC Session.
through capacity building and training programs 2. encourage teachers to
enroll in the Post graduate Studies .
3.
Conduct a capability buildings, let the teachers
attend trainings and seminars to further improve
and grow their knowlegde and social abilities.
Provide regular retooling and upskilling of School Encourage the SH to enroll in Post Graduate
Heads on the provision of technical assistance studies.
and instructional supervision to teachers 2. Encourage the SH to attend
Regional, National and International training and
seminar and even be involved in Short courses
programs in leadership and Instructional
Supervisions.
3. Encourage the SHs to have
at least once a year benchmarkings with the
progresssive and industrialized schools.
 Strengthen the implementation of Teacher
Induction Program for teachers with 0-3 years in and tacles their duties, responsibilities, Teachers
service
Intensify supervision, monitoring and evaluation
of School Heads' function with focus on
improving teaching-learning outcomes
4. Extra task to be
accomplished by teachers
Provide an inclusive and effective delegation of
work tasks to administrative officer or teacher
aide.
1. Conduct a School TIP spearheaded by the SH
Code of Conduct, etc. that will serve as their guide
in their new endeavor.
2. Provides TA to the teachers dealing with
students behavior , students performance,
assessment and evaluation and other learning
process.
1. Conduct a COTs for teachers but this time, it is a
vis-à-vis process in which the SH will mentor the
teacher and gives assisitance for its IMs and other
teaching materials.
2. In Observation, Let the SH follows
the Types of supervision not merely observing the
teachers instead, help the teacher along the pre
observation up to post conference and evaluation.
3.
To further intensified HT, MT, and SH ideas and
knowledege in dealing with the Instructional
Supervision, provide them with intesified trainings
and seminars regarding its function, duties and
resposibilities and ME.
1. Conduct orientation program to some teachers
with ancillary to be more flexible and patience while
the school is not yet having it Administrative aide.
2. Recognize
their efforts every School Gawad Parangal and
give some gifts and a 1 day merit leave.
Hire and capacitate non teaching personnel to do
the additional task
Include the procurement of modem and Internet
connectivity in the SEF/ MOOE's APP and PPMP
 5. Absence /limited internet
connectivity
RESILIENCY AND WELL-BEING
STUDENTS' ATTITUDE AND Negative learners' attitude 1. Ensure learning continuity in the proper
DISCIPLINE and behavior implementation of
blended and in-person classes
2. . Provision of training in relation to Values
Formation.
3. Provide guidance counselor in all schools.
4. Integrate values education in all subjects
Encourage Stakeholders to provide the Internet
Connectivity for school and learners.
1. Provide psycho-social services for learners and
school personnel to strangthen strong and
secured personality and behavior of learners and
school personnel
2. Strengthen infusion of values in all learning
areas applied in daily living.
3. Revitilize GMRC, Values Education and
strengthen Filipino ideology and other guidance
and counselling programs.
4. Strengthen strong partnership with parents
through PTA General Assembly, Family Day,
Gawad Parangal sa mga Guro at Magulang" and
other related school activities.
4. Instruct the teachers to integrate Values
Education in all their subject taught and instil the
basic doing of Mano po or greeting with the hands
on their chest.
Learner's misuse of gadgets
and addiction to online games
and other social media
platforms
1. Intensify educational campaign on the positive 1. Establish MOA between the parents and school
use of technology that support and enhance on the use and regulation of gadgets and social
academic learning media of learners.
2. Provide effective regulatory measures on the 2. Active parents participation in monitoring the use
use of social media and gadgets of gadgets of their children .
3. Strengthen home visitation, monitoring and 3. Strengthen intensive home visitation and
feedback-giving consultation with parents on the use of gadgets
4. Intensify Information Education Campaign on 4. Conduct a general assembly meetig and discuss
the disavantages and advantages of using the proper use of cellphone and its effects in
gadgets prolong exposures to it. 5.
5. Strengthen information education campaign on make an advocacy contest regarding the improper
the advantages and disadvantages on using use of gadgets to ones life; education and health.
gadgets and organize club activities that would
indulge learners in other co-curricular activities
6. Strengthen the orientation to parents and
learners on the proper use of gadgets

Increased number of learners
indulging in vices, cliques or
sub-sets resulting to low
scholastic performance of the
learnerstendencies of
teenage pregnancies (among
female learners)
1. Promote partnership and coordination with
barangay government unit with ordinances ,
counseling of parents and learners, increase
participation in BGU/ MSWD sessions to raise
issues and concerns and conduct family
community mapping to identify the root cause of
low academic performance.
2. Provide sports and other activities to divert
their attention and interests
3. Strengthen the information and education
campaign on the importance of education,
motivate and encourage the parents in the
community to develop learners confidence and
capabilities.
1. Coordinate with the local government especially
the VAWC to at least conduct a seminar
workshops regarding vices, teenage pregnancies
and other students distructive activities in their
education. 2.
conduct a livelihood programs for adult learners.
3. Concuct a poster-
making contest in school for some school issues
and concerns.
4. Encourage the Municipal Health
Workers together with the Barangay HWs to assist
and support the students under deppression,
undergo Violence against women and children and
teenage pregnancies.
 EARLY PREGNANCY 1. Strengthen partnership of school with the
religious groups, barangay LGU and other
community stakeholders in values formation of
the learners
2. Institutionalize the Adoloscent Reproductive
Health (ARH) in classroom instruction
3. Intensify awarness of family members on
Adoloscent Reproductive Health (ARH)
8. Mobilize stakeholders, alumnae, and private
advocates in the construction/procurement of
necessary medical/dental facilities/equipment.
Increase in number of early
pregnancy cases
(Prevalence of early
pregnancy among
secondary school learners)
Capacity of schoolheads in
1. Capacitate school heads on the early
handling teachers and
manifestations of mental and psychosocial health
HEALTH learners experiencing mental
issues.
and psychosocial health
issues
1. Meet the Paridh Pastoral council and invite them
to have a meeting with the PTA officers to plan for
programs and activities regarding early
pregnancies.
2. Print and distribute leaflets and other printed
matreials on the effects of early pregnancies and
GOOD Parenting.
3. encourage the studnets to be open to their
parents regarding their love life and relationship
status.
4. Organize a task force on Values Formation
composed of religious groups, district nurses,
guidance counselors, school heads, and linkages
with DSWD, RHU, and other Law enforcement
agencies for the enhancement of learners'
development to positive values, habits, beliefs,
cultural representation, self-integrity, and
adolescent reproductive health education and well-
being.
5. Facilitate/Provide PSDS,School heads, teachers
and learners physical and socio-emotional skills
development through
orientation/seminars/symposium and/or fora.
6. Lessen teachers' workloads by hiring more non-
teaching personnel to do other administrative work
and ancillary tasks.
7. Establish strong linkages for the continuance of
school feeding programs to lessen severely
wasted, wasted, stunted, and severely stunted
nutritional status in partnership with LGU
monitoring and regular health check-up of health
personnel.
8. Conduct and make elections on the School
Alumni, stakeholders and other NGOs and let them
1. Conduct a training workshops for the SHs in
handling students with the symptoms of COVID-19
and other illnesses.
2. Coordinate with the
Local IATF and MDRRMO regarding the first aid
safety and security.
3.
Invite some health experts, neurologist or a
psychologist and conduct a seminar regarding
mental health and psychosocial ang psychological
issues.
 1. Invite stakeholders to support the health and
nutrition of learners.
1. Intensify Feeding Program through partnership 2. Continous
2. Strengthen awareness and implementation of implementation of Gulayan sa Paaralan at sa
High number of learners with tahanan. 3. Conduct a
Gulayan sa Tahanan / Paaralan Program
SW, W, stunted and severely
3. Promote partnership with the Barangay LGU school Gulayan sa Tahanan Contest and let the
stunted nutritional status
on child mapping and Barangay-initiated feeding LGU and Farmers association be the judges for
(Number of learners with additional educational information and projects.
program
nutritional deficit)
4. Strengthen the partnership with the local LGU
and other stakeholders

1. Enhance the educational information
dissemination of programs and projects about
health risks, hazards and threats from COVID19
and other infectious diseases in the campus,
Health risks, hazards and classrooms, offices, facilities, and environment
threats of COVID19, 2. Provision of school clinic in every school
infectious diseases and other 3. Intensify provision of medical and dental
health related issues in the check-up for learners through regular visit of
campus, classrooms, offices, Division health personnel
facilities and environment
1. Provide learners with basic health and nutrition
services through the help of Barangay health
Workers and the Bgy. Kagawad Chairman on the
Committee on Health.
2. Encourage the Bgy. Council to support the
School Health and Sanitization services in fighting
against COVID-19.
3. Conduct and distribute flyers and leaflets
reagarding COVID-19 and mental healthof the
learners.

PSYCHOSOCIAL
Low psychosocial support to
learners, parents and
teaching & non-teaching
personnel.
1. Strengthen psychosocial recovery program fo 1. Nurture and protect learners' mental and
learners, parents, teaching and non-teaching psychosocial health through information and
personnel. dissimentaion campaign headed by the SH,
2. Improved psychosocial in person capability teachers, Non-teaching staff, parents and
building Stakeholders.
3. Provide mental health-related symposium and 2. Intesify Family Day activities through capability
activities and guidance counseling services building with the parents and students.
4. Ensure that all school personnel have
attended/capacitated on mental health activities
5. Intensify the Guidance Program
6. Provide exploration towards learning; buddy
pair learning, collaborative teaching learning and
inquiry based approach to teacher.
7. Strengthen five days in person learning activity
 DISASTER RISK
REDUCTION AND
MANAGEMENT
Safety of learners, teaching
and non-teaching personnel
in transitioning from MDL to
in-person classes
ACCESS
COMPLETION RATE Transfer of residence affected Ensure learning continuity of learners to
the school participation of the Promote
learners.
DROP-OUT High percentage of dropout
Lack of interest in education
leading to dropout cases.
1. Strengthen capacity of school personnel on
Disaster Risk Reduction Management (DRRM)
safety protocols through trainings and seminars.
2. Ensure physical readiness of the schools prior to
the full implementation of in-person classes,
1. Promote capacity building program for school disaster-risk management through simulation and
DRRM coordinators and school heads. SLAC.
2. Strengthen capability building program for the
school DRRM coordinators
3. Strengthen the consultation in the increase of
allocation for DRRM program.
4. Integrate DRRM program in school activities
5. Provide an inclusive and effective strategized
schedule.
6. Promote partnership to the stakeholders in the
distribution and retrieval of modules
create a friendly and educational group chat and
completestrong
basic education
partnershipdespite of the
programs change
among google classroom
Strenghten the PTA forfor
theschool
students in the and
activities far flung
some
of residence.
parents in order to encourage them more to areas.
other schoolevery
Strengthen issues and concerns
family in terms ofand conduct a
enhancement
enroll their children and finish basic education. quarterly meeting
of moral fiber, job with them. and livelihood
generation
programs by intensifying campaign and advocacy
within the community by involving LGU,NGAs and
all stakeholders
Strengthen the implementation of FLO ( ALS and Intensify information and dissemination regarding
ADM) FLO through symposium and seminars.
Improve teachers' holding power Conduct SLACs regarding teachers professional
code of ethics and teachers roles,functions and
duties.
Improve the implementation of Career Guidance Intensify CG and HGP through subject teacher
and Homeroom Guidance Program COT and TA
Establish stable linkages with barangay,
municipal links, community organization, parent
leaders to easily conduct tracing and finding
learners who stop studying.
Ensure learning continuity through undertaking
different flexible learning options as means of
intervention and preventive measures to lessen
1. Proper coordination with the Bgy. Council and
high drop out rate or attain zero drop out.
Committee on Education In-Charge for faster
tracing of students academic status and
Strengthen partnership with internal and external performances.
stakeholders in the implementation of "Adopt-A- 2. Consistency in home visitation and HGP.
Child Program", (extrinsic/intrinsic motivation, 3. Encourage OSY to enrol in formal
MOA/MOU Signing, IEC) education if needed.
4. Create certain students activities
like School Sports Festival and Dance sport
through Talentadong Mag-aaral.
 tracing of students academic status and
Strengthen partnership with internal and external performances.
stakeholders in the implementation of "Adopt-A- 2. Consistency in home visitation and HGP.
Child Program", (extrinsic/intrinsic motivation, 3. Encourage OSY to enrol in formal
MOA/MOU Signing, IEC) education if needed.
Poverty affecting the 4. Create certain students activities
continuity of education of the like School Sports Festival and Dance sport
learners. through Talentadong Mag-aaral.
High number of Out of School Strengthen partnership with the Local
Youth (OSY) Government Unit (LGU).
Allocate funds through Special Education Fund
(SEF)
Offer programs that will cater the OSY.

Learners who prefer F2F Strengthen implementation on advocacy of

learning modality may opt to Alternative Delivery Modality such as Open High
drop out from classes. School Program (OHSP) and Alternative
Learning System (ALS)

Maximize the use of social media as an avenue

of information dissemination
High number of overage Design and implement guidance and couseling
learners & they stop studying. programs to inspire out-of-school youths to
continue schooling
PARTICIPATION RATE Ensure the provision of easy access of basic
education to learners in Geogrphically Isolated
Depressed Areas.
Conduct an orientation program regarding the
schedule of classes and the assistance needed by
Establish schools in strategic area in remote the parents/guardians on the safety of the students
places.
Convert some Elementary Schools into
Integrated Public School.

Distance of school from home Strengthen partnerships with the Local 1. Intensive communication of the SH through
of the learners. Government Unit for the allocation of funds for attending regular and special sessions regarding
the prospective school site the school site and other school issues and
concerns.
2. Consistency on Schools deed of donation and
pertinent papers with the donor. (Ayala FI and Ten
Konots Phil. Inc.)

Migration of Parents due to
the nature of work.
Lack of parent collaboration
and involvement to the
education of their children
Ensure learning continuity of learners to
complete basic education despite of the change platform to continue monitor students performance
of residence.
Promote partnerships with concerned agencies
which can provide Orientation on Responsible
Parenthood and family literacy programs
Creation of Group chats and other social media
and status.
Conduct special meeting and assembly with the
parents and stakeholders regarding their
obligations, responsibilities and support on the
childs education.

Lack of support from
stakeholders
Over-aged learners and Out
of School Youth
SCHOOL FACILITIES
Lack of school buildings and
facilities
Inadequate health facilities
and other learning facilities.
No potable water supply.
Cleanliness, Safety and
Orderliness of School
GOVERNANCE
CRUCIAL RESOURCES
Insufficient funds for the
Teaching and Learning
Resources
Lack of school clinic and
security personnel
Strengthen the implementation of stakeholders
convergence to present the programs, projects,
and activities of the school
Provide learner access to Philippine Education Encourage Over-aged learners and OSY to enrol
Placement Test (PEPT) and Alternative Learning and guide them in the A&E test.
System
strengthen advocacy and partnership with LGU,
NGAs,NGOs and other stakeholders that
supports ancillary services such as but not
limited to classrooms, potable water supply,
health services in every school within the district
Intensify the implementation of Oplan Kalusugan
sa DepEd Program.
Institutionalize the School-Based Management
Ensure early detection of factors causing
damages to school buildings/classrooms
Conduct special meeting and assembly with the
parents and stakeholders regarding their
obligations, responsibilities and support on the
childs education.
1. Coordinate with the local government and
barangay council for the donation and construction
of school buildings and classrooms.
2. Ask for stakeholders donations through
writing and social media platform.
3. Fund-raising projects such as raffle draws
and Search for Best ...Classrooms..
3. Make a letter request for the Bgy Council
and Barangay Healt Center for the support of
Lugawan sa Paaralan
Make an appointment meeting with the local
government and barangay council for the support
of teaching learning resources like bond papers,
teachers and learners kit.
1. Since we are a new established school, SH
coordinates with the Bgy Health center for the
assisstance and support of the implementation and
management of suspected (symptomatic and
asymptomatic) carriers of COVID-19; its isolation
and pre-observation of suspected cases.

Insufficient facilities of the stakeholders
school (Comfort
Rooms,Community Learning
Centers -CLC’s)Libraries,
Computer Rooms,Workshop
Buildings, Laboratories,
Faculty Rooms, and other
Sanitation Facilities)
Shortage of teachers
There is still a shortage of
resources that even teachers
utilized their own funds and
money to perform their tasks. Promote partnership to increase stakeholders'
engagement and support to improve WINS
program .
Insufficient handwashing
facilities in schools
Lack of functional school
canteen
HIRING PROCEDURE
INTERNET CONNECTIVITY
Lack of stable internet
connectivity
STAKEHOLDERS' Shocked due to the influx of
SUPPORT
request of schools for
assistance
Low participation of
stakeholders in school
programs
Strengthen the collaboration with the
Provision of additional teachers to address
teachers' shortage through the coordination with teachers for our school to be funded by the Mayors
LGU and PTA.
Review class size of teachers to determine
excess teachers as basis for reasssignments.
Ensure early detection of factors causing
damages to school buildings/classrooms
Strengthen partnership and linkages with
stakeholders
Fast track the liquidation of Cash Advances of
the schools
Promote partnership with PTA stakeholhers to
support functional school canteen.
Strengthen the knowledge and capabilities of
schools to engage partners and stakeholders in
their PPAs
Strengthen partnership with LGUs, NGOs and
other stakeholders for budget, assistance and
other resources
Ensure regular dissemination of School Report
Card.
Enhance the involvement of the School
Governing Council in school planning and
operations
1. Make a request to the Barangay Council asking
the assistance and support for the construction of
makeshift rooms and faculty office, mini-library and
school canteen.
1. Make a letter requesting the additional Para-
Office and Sangguniang Bayan Memebers as well
as Barangay Council. 2.
Sectioning the grade 7 and 8 into two for faster
teaching and learning process giving the
oppurtinity of the slow learners to become
Calling the attention of the students and parents
who are causing damages to school properties and
make a MOA regarding its actions and penalties.
Attend in the special session with the LGU and
Barangay council for the support of certain school
supplies and other materials
Invite stakeholders in school activities and let them
make an initiative projects for the school.
Conduct a special meeting with the PTA and other
stakeholders to plan for the handwashing facilities
in school.
Coordinate with the PTA and some teachers
rearding the school canteen and its sources of
funds and projects
Coordinate with the stakholders, LGU, Bgy council
for the internet connectivity through special
assembly and meetings.
Constant communication with the school partners
like Ayala FI and TNPI for some school concerns
and assistance
PTA general assembly meeting together with some
of the stakeholders and involving them in the
school activities and programs
 School plans are not
transparently, presented to
parents/stakeholders/ school
community and implemented
strictly.
Lack of Collaboration,
Connection & Coordination
(3Cs)
Learners’ promotion and
drop-out rates as the basis of
school performance, PBB,
and SBM Level
Ensure that school plans and programs are
presented to parents and other stakeholder.
Improve dissemination strategies of schools to
reach more stakeholders
Encourage attendance in Barangay/ Municipal
Sessions or meetings; secure resolutions, MOU
and MOA with stakeholders and other agencies
Create innovation/initiatives to improve the
performance of school on the following KPIs.
Strengthen partnership and linkages with
stakeholders
Conduct general PTA meeting and present the SIP
and projects
1. Attend regular and special session in the
barangay session and assembly.
2. Present School Plans and Projects with the
stakeholders for further support and engagement.
Attend program and activities led by the Bgy and
stakeholders
1. Constant communication through group chats,
meetings, and home visitation with the parents and
learners.
2. Benchmarkings with other developed and
improved schools within the municipality.

Strengthen SBM Orientation and bencmarking

Lack of learning facilities
activities participated by school heads, teachers,
selected parents, learners and other
stakeholders and improve documentation and
benchmarking from schools with higher SBM
level of practice. 1. Benchmarking and innovations

High percentage of schools Intensify the implementation of professional

with SBM level 1 of Practice learning development program and psychosocial
PROFESSIONAL support services
DEVELOPMENT AND Poor monitoring and
TEACHERS' COMPETENCE evaluation of programs and Impove teachers' load assignment Proper distribution of loads and ancillaries
projects implemented

Capacitate teachers to teach subject different

from their field of specializations

High number of teachers

teaching subject not their
specialization.
High percentage of learners
were affected by the teaching of technical assistance to teachers
strategies employed by the
teachers in teaching and
attitudes of teachers towards
learners.
Review number of teachers per school to serve
as reference for the proper placement of school
heads and other additional school personnel
Enhancing content-knowledge, skills and
pedagogies of non-major and 0-5 year teachers 1. Teachers are encourage to attend seminars,
in service. training, Short courses programs, scholarship
grants, enrol in post graduate studies and other
Strengthen implementation of School Plan for
Professional Development to address needs of professional growth for teachers.
2. Make a letter request to our
teachers in teaching and learning delivery:
stakeholders for the Masters Degree or short post
Enhace capacity of school heads in the provision
graduate studies of teachers.
 stakeholders for the Masters Degree or short post
High percentage of learners graduate studies of teachers.
were affected by the teaching
strategies employed by the
teachers in teaching and
attitudes of teachers towards Sustaining the implementation of programs and
learners. projects.

PROGRAMS AND Strenghthened monitoring and evaluation of all

Low sustainability of
PROJECTS DepEd program being implemented
programs and projects
IMPLEMENTATION Strengthening the advocacy of different PPA's.
implemented
Ensure proper planning and careful planning of
program and projects.
Too many Programs, Projects
and activities that become This is not within our bound.
complicated on the part of
teachers.

Rapid issuances of Ensure poper feedback mechanism.

memorandum (Hindi pa
Strategize the efficient delivery of nutritious food
naimplement ang isang
products and milk to SBFP beneficiaries
memo ay may lalabas na
naman na panibago)
Improve School-Based Feeding Program
Implementation.
Poor implementation of Further improvement of the data gathering and
feeding program (Parents and reporting facility to monitor and evaluate all the
Stakeholders) reports needed and to be called up from the field
to avoid duplication of reports.

REPORTING SYSTEM Further improve the data gathering and reporting

Duplication of work and facility of the SDO.
reporting system that requires
sending reports in hard copy
and online.
Submission of so many Ensure regular updating of school data in the
irrelevant reports with unclear Division Unified Data Gathering Tool.
purpose/s or redundant report
submission
Improve the utilization of schools' data bank
which can be accessed by the authorized
Division Personnel to avoid the redundant
submission of reports
Ensure functional feedback mechanism.

Strengthen the conduct of action and basic

researchers to address learning gaps in teaching
and learning.
RESEARCH 1.Conduct a SLAC in Basic Research and Action
Research.
2. Invite via zoom some experts speakers in
research.
3. Attend seminars and trainings sponsored by
District and Division office.
4. Encourage the teachers to do some simple
Lack of research-based Research proposal (Problems encountered in the
Ensure the utilization of research results
decision-making. (Teachers) school) and present it in the school.
5. Guide and find financial support through
stakeholders regarding the research findings and
result

Advocate the Pinas Lakas vaccination drive to 1. Conduct a symposium lead by MHO and BHOs
schools regarding the advantage of Vaccine to ones health
and distribute flyers for its advantages and
disadvantages.

SAFETY

2. Conduct a special meeting with the teachers and

Unvaccinated teachers and Promote awareness of teachers, parents, and
Learners who are unvaccinated and discuss with
learners learners on the importance of vaccination
them the importance of vaccination.

SBM PRACTICE Revisit the KRA of each personnel

High percentage of schools
with SBM level 1 of practice

Policy recommendation on hiring of

Imbalance between administrative assistant to aid administrative
administrative and functions of school heads
supervisory
School Headsfunctions of the
and teachers
school heads
expense their own budget for Policy recommendation to allot additional budget
fare and for load for training and communication allowance for
communication to submit Develop leadership
teachers and schoolskills
heads on delegation
report and to attend meeting,
orientation and training.
Policy recommendation to lessen the teaching
(School MOOE Budget for
load of teacher-In-Charge
this matter is insufficient)
Teacher In charge multi-
tasking.
Institutionalize DFTAT

TECHNICAL ASSISTANCE Enhance capacity building of teachers and

Inadequate Technical school heads through various seminars and
Assistance to Teachers and training workshops
School Heads