School Year 2022-2023

DAMLAG SA KAUGMAON:
KAJAWUN ANG PAGPADAYON SA
PAGTUON.

KA
The Contextualized Learning Recovery and
Continuity Plan of Kapatungan National High
School

ROWENA O. ANGWAS
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
Public School Principal I
304731@deped.gov.ph
phepedagusandelsur@deped.go
0910-861-1163
II. Learning Recovery and Continuity Plan

A. Learning Recovery and Continuity Plan Framework

With the vision geared toward recovery, resiliency, and empowerment

of learners after hurdling challenges brought by the onslaught of CoVid-19
pandemic, KAPATUNGAN NATIONAL High School continues to strengthen
its thrusts as imperative in the continuation and sustenance of quality
education.
Hence, the school eyes to uphold the Learning Recovery and
Continuity Plan (LRCP) to keep the essence of education relevant and
steadfast among the school-age youth in KAPATUNGAN in these trying
times. Anchored on the LRCP Framework of the Division of Agusan del Sur,
PADAJUN ang Edukasyon, that stands for Paving Access, Delving Actions,
and Joint Undertakings toward Best Normal, KAPATUNGAN National High
School aims for a holistically developed learner that recuperates from all the
learning losses and gaps due to a two-year hiatus of in-person instructions in
school through its mechanisms and interventions coined as KAJAWUN, a
Manobo dialect which means to continue AND GIVE QUALITY EDUCATION
AMIDST ADVERSITIES BROUGHT BY PANDEMIC.

KAJAWUN on the other hand introduces its three pillars: KA for

Knowing One’s Academic Performance which seeks to enhance learners'
reading and numeracy abilities as well as their cross-disciplinary
competences through remediation and intervention. JAW for Joint
Aspirations on Well-being that focuses on the holistic health and development
of the learners that drives the Project PEARL (Preparing Enticing Activities to
Revamp Learning). UN for Undertakings that Nurture Learning on offering
stakeholders and school staff professional development, assistance,
connections, and collaboration that is anchored to the Project GURO (Gearing
Up Resilient and Outstanding Teachers).

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 Anchored on the Learning Recovery and Continuity Plan Framework of
DepEd-Caraga and DepEd-Agsur LRCP which summarizes the key elements
of the RAPID Framework of the World Bank into three key dimensions for
Learning Recovery and Acceleration, Kapatungan National High School
LRCP ensures to bring every learner into an empowered, healed, and resilient
state
The three dimensions adapted from DepEd-Caraga LRCP, and pillars by
DepEd AgSur’s PADAJUN have brought an impact to the emergence of
KAJAWUN. Each key dimension has been reinforced to ensure that every
learner in school is given due attention.
● KAJAWUN toward Learning Acceleration, Remediation, and Intervention
● KAJAWUN on Cultivating Health, Well-being, and Resilience
● KAJAWUN on Providing Professional Development
The realization of KAJAWUN or Knowing One’s Academic Performance
through Joint Aspirations on Well-being and Undertaking that Nurture
Learning comes with taking these five concrete steps or five phases called
5As. Phase 1 is on Assessing the Current School Context, Phase 2 is on
Advocating School Programs and Projects, Phase 3 is on Addressing
Problems through the Implementation of Programs and Projects, Phase 4 is
on the Analysis of Learning Gains and Results, and Phase 5 is on Achieving
Sustainability of School Programs and Projects.
Assessment of the current school context and needs of the learners as the
first phase of the recovery plan of the school LRCP framework is considered
as the most crucial part to realizing the goal. Assessment entails reaching
every child, knowing and understanding his/her needs to keep his/her
enthusiasm in going to school to be given great emphasis. Assessment also
evaluates on the mechanisms that need to be done on the opening of the
portals of the school to ensure that all children are inspired to return and
remain in school. Leaning on the Learning Amelioration as one of the pillars,
the implementation of the programs and projects in school in order to cater
the learning gaps comes into play as part of the school’s priorities in lifting
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 literacy and numeracy skills. The goal of recovering learning losses through
the LRCP framework of Prosperidad National High School reveals no
boundaries among its components as it signifies interrelatedness among its
causes thereby creating plans, policies, and approaches to realize its goals
for the learner of this school year.
Encircling all the key elements of the framework are the joint engagements
of stakeholders and education financing, which are pivotal in serving as the
backbone and the support system to attain a recovered, healed, empowered,
and holistically-developed learner.

Figure 6: The Learning Recovery and Continuity Plan Framework of Prosperidad National
High School, Prosperidad, Agusan del Sur

B. Key Dimensions of DepEd-Agusan del Sur’s LRCP

KEY DIMENSION 1: Learning Acceleration, Remediation, and Intervention

KAJAWUN KAPATUNGAN NATIONAL HIGH SCHOOL ADVANCING

LEARNING ACCELERATION, REMEDIATION, AND INTERVENTION

As COVID-19 is proclaimed a pandemic and numerous countries declare

nationwide school closures, hundreds of millions of children are impacted by
these measures (Wang, 2020). There is an urgent need for proactive and
diversified responses addressing children's social, economic, and health needs to
prevent expanding inequities and honor commitments to the United Nations
Convention on the Rights of the Child and the Purok
Sustainable Development
22, Poblacion, Prosperi
Goals.
dad, Agusan del Sur
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 The fight against the COVID-19 epidemic was hampered, with tremendous
ramifications and impacts on nearly every area of the human race. These have
caused a considerable disturbance, such as travel restrictions (Chinazzi et al.,
2020), school shutdown (Viner et al., 2020), the global economic downturn
(Fernandes, 2020), political disputes (Habibi et al., 2020), racism (Barrios &
Hochberg, 2020), and misinformation and conflicts, to name a few (Enitan et al.,
2020). The educational sector has been particularly hard hit. This closure has
impacted over 1.2 billion students globally. In the Philippines, there are around 28
million students affected (UNESCO, 2020). Responses such as community
lockdowns and isolation in several countries have encouraged students and
teachers to study and work in their own homes, which resulted in the
development of online learning systems (Crawford et al., 2020).

Different strategies including synchronous, asynchronous, and mixed-mode

heutagogic learning approaches, have been explored by educational institutions
in their search for an effective instructional mechanism. The country was the last
to reopen after a series of lockdowns that resulted in the extended closure of
school premises for more than eighteen months. Select institutions have led the
priming for the gradual transition as steps to conduct and resume limited in-
person sessions, but the ramifications of readapting educational landscapes
remain an emerging challenge to be addressed (Estrellado, C. J.2021). Similarly,
Prosperidad National High School chose limited in-person instructions with a
blended learning delivery style. According to Prosperidad National High School's
School Monitoring, Evaluation, and Adjustment (SMEA) data, the learners' Mean
Percentile Scores (MPS) on summative exams were increasing in the school year
2021-2022 while the Mean Percentile Score on the diagnostics tests for the
school year 2022-2023 were declining.

According to the report for the End of the School Year (EOSY) for the 2021-
2022, out of the 1,639 total population in the Junior High School (JHS), 19
students or 1.16% require enrichment, remediation, and advancement, whereas
only 6 or 0.81% of the 739 students enrolled in Senior High School require the
same activities. This information is based on the students' academic performance
during the previous school year. Only 9 or 0.55% of students enrolled in the
school's Junior High School (JHS) took part in the school's enrichment activity,
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and only 3 or 0.54% of students enrolled in the school's Senior High School
(SHS) participated in the school's enrichment program. Both of these numbers
are significantly lower than the overall percentage of students enrolled in the
school.

Dimension 1 of the Learning Recovery and Continuity Plan of Kapatungan

National High School is aligned with the Department of Education’s direct
response to the most important aspect of deliverables, the Intensification of
Learning Acceleration, Remediation and Intervention in order to address the
emerging learning gaps and guide them to achieve quality and inclusive
educational achievements. Learning Acceleration is an instructional process that
aims to improve learners’ access to and mastery of grade level competencies. It
enables students who are lagging to meet or surpass the specified grade level
standards. On the other hand, reteaching the material to students who have
previously struggled to understand is referred as Learning Remediation. It is
designed to close the gap between what students know and what they’re
expected to know. Interventions, in the context of the DepEd AgSur LRCP are
tools in plugging learning gaps. It is a process that uses inquiry-based
educational approach to address specific skill deficiencies to regain learning
progress.

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 Figure 7: Algorithm for Learning Acceleration, Remediation, and Intervention

DepEd Agusan del Sur’s aim of recovering learning from the periods of
learning loss give rise to various drives of the school directing towards learning
recovery.

Revolving on the critical priorities identified by UNESCO on its COVID19

Education Response, this dimension is promulgating the 3Es as key strategic
objectives:

(1) Establish reaching-out to all children ages 12 to 18 or older in the community

to cater all school-age, ALS and Balik-Aral learners;

(2) Enact keep-up learning activities to address education gaps,

(3) Effectuate hands-on pedagogical interventions to focus on essential learning

competencies.

KEY DIMENSION 2: Health, Wellbeing and Resilience

KAJAWUN KAPATUNGAN NATIONAL HIGH SCHOOL ON

STRENGTHENING HEALTH AND WELL BEING
Purok AND RESILIENCE
22, Poblacion, Prosperi
dad, Agusan del Sur
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 Despite the alleged scientific warrant and immediate solution to the global
health crisis, several people still show some doubts against the vaccine. In a
recent short report published in a journal of public health of Oxford England,
COVID-19 vaccine hesitancy was found which even add more stress to some of
the teachers.

Teachers are transitioning through an uncertain period in terms of their

professional (Allen et al., 2020) and personal lives. Apart from the obvious risks
to physical health, the psychological impact of COVID-19 also carries significant
threats and dangers to mental health and well-being as higher levels of anxiety
and stress are further exacerbated by the on-going uncertainty of the situation.

With 17 teaching and 0 non-teaching personnel of Kapatungan National High

School (KNHS), one for teaching is not yet vaccinated.

Setting aside the worries what the vaccine could bring in the future everyone
did their part as a government employee.

Aside from the increase pressure from test-based accountability practices,

teachers have reported high levels of stress and burnout brought by pandemic
(Von der Embse et al, 2019), DepEd backs Republic Act 11036 or Mental Health
Act for teachers’ awareness on mental impacts to their physical health and over
all well-being.

Kapatungan National High School has anchored and patterned from the
contextualized “KAJAWUN” LRCP Framework of the Division of Agusan del Sur
on its five (5) key strategies to achieve its objective in promoting Health,
Wellbeing and Resilience among its learners, teachers and other personnel. The
school’s LRCP gears towards a resilient, empowered and recovered school
amidst the unprecedented onslaught of COVID-19 pandemic.

The second dimension embarks on the following key strategic objectives (1)
Strengthen psychological health and well-being among Grade 7 to 12 Learners,
Teaching and Non-Teaching personnel; (2) Build Teachers’ Resilience; 3)
Sustain school-based nutrition services and feeding program; (4) Safeguard
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Student Safety; and 5) Implement school-based water sanitation and hygiene
(WASH) Responses.

Experiencing a quality of life underscores a collective social and psychological

well-being of learners and personnel coupled with sound mind and body that
flourish a sense of coherence through engaging them to meaningful activities that
heighten their interest and learning.

This can be done through sustaining School Based Feeding Programs, Dental
Care, activities propelled by National Drug Education Program (NDEP), Barkada
Kontra Droga (BKD), Adolescent Reproductive Health (ARH), many other
programs which support psychosocial health and wellbeing among learners and
personnel.

Another top priority is building teacher resilience which mainly focuses on

giving access among teachers and learners on Psychosocial Support Program
(PSP) for Mental Health and Psychosocial First Aid Awareness which will give
teachers a strong transition from a chaotic to a safer and new normal set-up of
classes.

Moreover, the visibility and accessibility of washing facilities and a good ratio
on the usage of toilets will also ensure a hygienic learner that can control on the
proliferation of many illnesses in the premises.

Thus, Kapatungan National High School banners its campaign on developing

not only the cognitive abilities of the students but also ensuring the holistic
wellbeing that is considered a great indicator of success in the institution.

Key Dimension 3: Professional Development

DAMLAG SA KAUGMAON: KAJAWUN ANG PAGPADAYON SA PAGTUON

ON STRENGTHENING PROFESSIONAL DEVELOPMENT

Ongoing professional development such as support for teachers, mentoring,

and technical support from experienced digital technology professionals are
critical to implementing educational recovery strategies. Teachers need support
from education systems and school leaders so that they can support their
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students and accelerate learning while gaining learning losses during the
pandemic.
The efficacy of professional development programs, according to research,
has important ramifications for all businesses (Alam et.al., 2010). Due to the
COVID-19 pandemic, it was challenging to give every student and teacher with
the necessary training, resources, and financing (World Bank Organization, 2022)
More than just seminars or training, professional development for teachers
acts as a catalyst to alter how students are taught. For experienced teachers,
having ongoing and regular opportunities to learn from one another is crucial and
advantageous. Through ongoing professional development, teachers are
informed about new studies on how children learn, new tools & resources,
evolving technologies etc (San, 2017).
Implementing educational recovery solutions requires ongoing professional
development, including help for teachers, mentoring, and technical support from
knowledgeable digital technology specialists. Teachers require support from
educational systems and school administrators in order to help their kids learn
faster during the epidemic and make up for lost learning.
Taking all of these into account, Kapatungan National High School analyzed
the existing data on its database to look further into this subject at hand.
There are 16 out of 17 teachers received training from content and pedagogy,
15 out of 17 teachers undergo with contextualization and learning resource
materials and only 2 out of 17 teachers received assessment training over the
course of the entire school year, according to the school's SMEA report for the
S.Y. 2021–2022. With this in mind, it is simple to conclude that teachers are well
equipped in a certain field yet failed to attend trainings with regards with
assessment thus there is urgently need for more opportunities for training. This
demonstrates even more how crucial it is to meet these needs in order to prepare
teachers for today's usual developments in the new normal.
Having these findings, Kapatungan National High School has crafted the
Support TRAIN strategy in order to address the above-mentioned gaps in the
professional development dimension anchoring it with the school’s DAMLAG SA
KAUGMAON: KAJAWUN ANG PAGPADAYON SA PAGTUON activities. The
Support TRAIN strategy simply stands for Support Training, Resilience,

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 Academic Collaboration, Instruction and Nominal for teachers and school
administrators.
● Support Training – the school views that gearing the teachers and
administrators up with the current innovation and trends in education will
eventually upscale their expertise in the field; which will eventually then result in
them becoming primary assets of the school.

❖ Under this are the following activities:

1. Implement Hybrid and Flexible (hyflex) learning class schedule for

strategic lesson deliveries

⮚ Conduct training/LAC session on the guidelines for the adoption

and implementation of learning class schedule in the school.
This will equip teachers with new knowledge and skills in the
conduct of the said learning approach.

● Support Resilience - Research suggests that stressful working environments

and challenging working conditions affect school administrators’ and teachers’
motivation, self-efficacy and job commitment (Collie, Shapka and Perry, 2012;
Desrumaux et al., 2015; Klassen et al., 2013). So, in relation to this, the school
sees the need to conduct regular stress debriefing activities for administrators
and teachers to help them develop resilience to job related stresses. This also
addresses the upscaling and equipping of administrators and teachers with the
needed skills in order to address the psychosocial needs of their learners and
parents.

❖ Under this are the following activities:

1. Facilitate psychosocial support activities to help learners and parents

recover after the pandemic stresses and anxieties

⮚ Adopt, master, and implement psychosocial activities to address

recovery of vigor in learning amidst the stresses and anxieties
caused by the pandemic.

● Support Academic Collaboration – since it has always been said that learning
is a lifelong process, the school heartens its administrators and teachers to strive
for academic development by encouraging them to continue their studies as part
of their own professional growth and to upscale the school’s academic society as
it is viewed to be mutually beneficial to both. The school also encourages the
internal stake holders to collaborate in an academically nurturing environment by
promoting healthy exchange of academically acquired skills and learnings.

❖ Under this are the following activities:

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 1. Conduct teacher collaboration to prepare integrated learning activities
for identified least learned competencies

⮚ Conduct LAC/Brainstorming/Round table discussion gearing

towards crafting meaningful learning activities/materials to
address learning gaps in the learning process.

● Support Instruction – with the current challenges faced as the result of

academic stagnation during the pandemic, the school recognizes the need to
support administrators and teachers in the implementation of various form of
instruction to address the varied needs of their students.

❖ Under this are the following activities:

1. Peer Mentoring and Peer Coaching

⮚ The school organize high caliber teachers to mentor and coach

the newly hired teachers. These individuals will then be tasked
on carrying out different supplemental instructions to support
and cultivate meaningful learning experiences for students in
need of aid.

● Support Nominal - school administrators and teachers are plagued by a plethora

of work load. With this, the school aims to lessen the workload by eliminating
unnecessary work from the essential ones. This way, administrators and teachers
are viewed to become more effective and efficient in their work.

 Under this are the following activities:

1. Equal distribution of tasks

 School head appoints teacher suited for his/her expertise to handle the
different coordinatorship. Teaching loads were also equally divided,
aiming 6 hours everday.

With this action, the school aims to gear-up teachers and its administrators
with the essential knowledge, skills, attitudes and values in adapting to the
learning recovery program with hopes that this strategy bridges the gaps in the
teaching-learning process and promote efficient, healthy and conducive working
conditions to its internal stakeholders.
C. Learning Remediation, Acceleration and Intervention
Learning Remediation Strategies
Kapatungan National High School, is a goal-oriented institution that aims
to the advocacy that “No child shall be left behind”. With regards to this, every
grading period, teachers identify learners who needs remediation and
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 intervention. Through the help of Individual Learning Monitoring Plan (ILMP),
learners who shows no progress every quarter received learning interventions in
response to his/her educational needs. Thus, the conduct of remedial class
during summer break is no longer necessary.
. However the following projects may be applied simultaneously as a set or
as independently separate strategies.
1. PROJECT REAP (Reading Enhancement Advocacy Program) is a beneficial
program in bridging the gap in literacy that would help struggling readers to
improve their reading skills. This program also aims to hone learners in their
reading and comprehension skills. The program has series of activities for the
struggling and frustrated readers with the help also of the reading volunteers and
stakeholders.

Herewith, every first period in the morning, students under instructional and
independent level will have a 30-minutes allotted for them to practice reading.
While, those students under frustrated and non-reader will be separated from
other classroom to provide them with proper attention. Presenting videos in
reading and tutoring are some ways to help them in their needs. All these
endeavors are geared towards eliminating readers with difficulties whereby
raising the learners’ level of reading proficiency in response to the Hamon: Bawat
Bata Bumabasa of the Department of Education. Furthermore, the intervention
and remediation programs of the school are supported also by Brigada Pagbasa,
which unites all the stakeholders and community volunteers.

2. PEER COACHING/TUTORING

a. TUTORING

The amount of tutoring given to students who may be struggling may be high,
especially in subject areas like math and reading. One of the best methods for
addressing learning gaps is this method. The term "learning gap" refers to the
discrepancy between what a youngster should know and what they have actually
learned up to that time. 2020 (schooliseasy.com)

In other words, a student in Math 2 must first learn the concepts from Math 1
before taking the second level course - if a student is not able to understand the
concepts presented in Math 2, they may not fully understand concepts from Math
1 and be experiencing a learning gap. This is where tutoring can help. By
identifying these gaps and providing focused instruction where necessary to help
students succeed.
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 This is a program that the school offers to students who require remedial help
outside regular class hours. Along with the teachers, a group of advanced
students may also contribute to this program. Group tutoring or peer tutoring
might also be used for this.

b. COMMUNITY PARTNERSHIPS

In order to help the students in their neighborhood, schools may form

partnerships with community-based groups. The barangay may offer a number of
initiatives that would support education, particularly on weekends. This could take
the shape of educational camps or the distribution of instructional materials.

c. KEEP UP PROGRAM

This is a short-term transitional education program that enables students to

keep up on learning that was missed due to a class stoppage. It is designed for
children and teens who had been actively attending school before the disruption.
This is a great way for students to keep up on the abilities required for their
current grade level.
The first week of class will be devoted to determining the students' ongoing
academic needs. This will serve as the foundation for the particular keep-up
programs that each teacher will employ. The first 10 weeks of the school year
must be committed to integrating mastery exercises on the three essential
abilities of reading, writing, and mathematics throughout all courses. This will
guarantee that students at all levels have the chance to improve, reinforce, and
remediate their entry-level abilities for their current grade.

LEARNING ACCELERATION STRATEGIES

Deped Order No. 25, s. 2022 highlighted that Grade 1 to 11 learners who got
a grade ranging from 75 to 79, described as Fairly Satisfactory based on DepEd
Order No. 8, s. 2015 Policy guidelines on Classroom Assessment for the K to 12
Basic Education Program in any learning area shall attend enrichment classes to
improve learners' level of attainment of the Most Essential Learning
Competencies to ensure readiness to their next grade level.
Of the 25 identified learners due for intervention/remediation in both Junior
and Senior Program in Prosperidad National High School, only 12 of them has
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satisfactorily finished the remediation program. With this, the said learners are
then expected to accelerate their present learning levels to prepare themselves in
taking their current grade. Learning acceleration is an ongoing instructional
process by which educators engage in formative practices to improve students'
access to and mastery of grade-level standards. Its main target is to recognize
critical knowledge and skill gaps that might inhibit learners to engage in their
current grade level content. This strategy will prepare learners through just-in-
time teaching of missed essential concepts and skills in the context of the present
lessons.
A. Adapted from the Learning Acceleration Principles of New Jersey Student
Learning Standards, Prosperidad National High School's Learning
Acceleration will be guided by its principles.

● Principle 1: Provide conditions for teaching and learning that will foster social
and emotional well-being of students, families and educators;

● Principle 2: Improve equitable access to grade level content and high-quality

resources for each student;

● Principle 3: Prioritize content and learning by focusing on the depth of

instruction, rather than the pace; and

● Principle 4: Implement a K-12 accelerated learning cycle to identify gaps and

scaffold as needed.

The triangle's focal point, Principle 1, focuses on ensuring the social and
emotional wellbeing of both students and teachers. A number of activities
focused on the students' psycho-social development will be offered during the
first week of sessions. Prosperidad National High School makes sure that
students gradually acclimate and are eventually capable of overcoming the
difficulty of the present academic year. Principle 2 addresses fair access to
educational materials. Prosperidad National High School’s goal is to make it
simple for teachers and learners to access learning resources since it is believed
to be the most significant factor in providing educational services. Principles 3
and 4 are at the base of the triangle. These are the essential actions teachers
must do to encourage learning acceleration.
To fill gaps and speed up learning recovery, learning acceleration calls for a
variety of methodologies, as well as time, resources and human endeavors to
succeed in this target.
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 These guidelines comprise the strong foundation for accelerating learning:
● School Leadership;

● Family and Community Engagement; and

● Positive School Culture and Climate.

Learning Acceleration Principles

PROSPERIDAD NATIONAL HIGH SCHOOL LEARNING INTERVENTIONS
1. Project I READ (Innovations in Reading to Elevate Academic Drive) is
a flagship reading program of PNHS which encompasses different salient
features in reading. The primary goal of this program is to address the emerging
and alarming data of frustration and non-reader level while also eliciting interest
and love of reading across literary genres. The following are the salient activities
under this program that focuses on intervention;
● Brigada Pagbasa – embraces all learners where stakeholders take part
in facilitating reading.

● AHEAD in Reading – Allotting an Hour A Day in Reading still embraces

all learners making reading a part of their daily routine and reading
different types of material.

● Every Teacher, A Reading Facilitator – focus on all learners where

teachers, regardless of subject taught, integrates reading activity in the
lesson delivery which will reflect in their DLL/ DLP.

❖ GUIDING PRINCIPLES AND THEORIES OF Project I READ

With our commitment to advocate reading, PNHS anchored its Project I

READ to the following theories and guidelines:

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 a) DO 173, s. 2019. Hamon: Bawat Bata Bumabasa (3Bs Initiative);
Strengthening Every Child A Reader Program (ECARP)
b) The Schema Theory. Comprehending a text is an interactive
process between the reader’s background knowledge and the text.
This involves the three levels of comprehension, the literal level, the
inferential and the critical level.
c) The Behaviorist Theory. The traditional bottom-up view
⮚ The traditional bottom-up approach to reading means a habit
formation brought about by the stimulus.). Behaviorism
became the basis of the audio-lingual method, which sought
to form second language “habits” through drilling, repetition,
and error correction.

d) The Cognitive View (top-down processing) in this view, reading is not just
extracting meaning from a text but a process of connecting information in
the text with the knowledge the reader brings to the act of reading.

e) Bioecological Systems Theory- A child and youth development is

influenced by many different “contexts,” “settings,” or “ecologies” for
example, family, peers, schools, communities, and policy systems.

2. Digitization of Learning Resources

"Technology can become the 'wings' that will allow the educational world
to fly farther and faster than ever before; if we will allow it."- Jenny Arledge
The goal of Prosperidad National High School is to cultivate learners who
are self-reliant. Such learners frequently outperform others because they can
control and evaluate their own learning. According to experts, directed
independent learning activities that students must complete with some or little
guidance from instructors are one technique to help students become
independent learners. The digitization of educational materials improves learners'
ability to learn independently. Additionally, it offers insightful information about the
significance of preparing students for independent learning and the difficulties in
creating digital self-learning materials that would inspire students to become
independent learners.
The 21st century has arrived, and technology has no boundaries.
Technology is consuming every nook and cranny in this stage of extreme
progress. Tablets, computers, and smartphones are no longer foreign words. The
educational system is currently changing for the better because kids of this age
were not created to be constrained by the confines of simple learning; their
Purok 22, Poblacion, Prosperi
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curiosity is wide and cannot be satiated by older educational systems. We would
rob our kids of tomorrow if we continued to educate them the same manner we
did yesterday. Our outdated educational system is unable to compete in the
twenty-first century. We must therefore embrace digitization in our educational
systems.

The new phase of learning has begun and involves various advanced
techniques like:
Online courses
Online courses are developed by experts who have unmatched proficiency
in their specific field and can give you the experience of real-time learning by
designing their own online course.
Online exams
Digitization gave way to the online exam, making the examination process
convenient for both teachers and students.
Digital textbooks
Also prevalent with other names like e-textbooks and e-texts, digital
textbooks provide an interactive interface in which the students have access to
multimedia content such as videos, interactive presentations, and hyperlinks.
Animation
This is a captivating approach in which students learn in a better manner.
By offering a visual representation of the topic, students grasp the concept in a
more understandable manner. Even the toughest topics can be presented in a
simplified way with the help of animation.

Accumulation of Students on The Same Platform

With students coming in from various regions, schools and colleges are
finding ways to develop an integrated solution to meet the educational needs of
all students. By converting the whole of the educational system to digitization, the
use of various techniques like online courses, online exams, digital textbooks,
quizzes, and e-notes are improving the quality of education for the students.
Online Resources: Connecting StudentsPurok
with22,Their Educators
Poblacion, Prosperi
dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163
 With a high increase in the student population in recent times, pedagogy is
being compromised. Because of that, online resources are being developed in a
way that makes them always available to teachers to educate the masses.
Which, in turn, improves the quality of education and increases the number of
literate students.

Internet: Making Digitization Possible

After the United States and China, India has been rated as the third largest
internet consumer. The core existence of online education platforms is being
possible with the internet. Most schools and colleges in India make use of the
internet and they basically use it for conducting online exams and quizzes.
Without a question, digitization has altered our educational system, but we
cannot claim that it has lessened the need of traditional classroom instruction.
We also don't want anything so valuable to disintegrate into dust. The finest thing
about 21st-century educational digitization is that it combines elements of both
traditional classroom instruction and online learning strategies. Walking hand in
hand both act as a support system to each other, which gives a stronghold to our
modern students. Digitization in education has also proved to be the right method
for saving resources. Online examination platforms have restricted the frivolous
usage of paper, directly confining the cutting down of trees. This way the
digitization of education industry in the 21st century proves to be a boon to our
society.

3. Deployment of Reading Para-teachers (ALL teachers are reading

facilitators.)
The School Reading Coordinator will conduct teacher mapping exercises
to provide important insights to inform and modify reading program components,
like professional development opportunities. It's not enough to simply require
teachers to be reading teachers; teachers also need training and continuous
professional development opportunities that address issues of reading strategies
in different reading levels. Training and professional development opportunities
for teachers should be tailored to develop their pedagogical skills for teaching
reading, and address language-related aspects of teaching and learning.

Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
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 Likewise, teaching and learning materials should be provided in
conjunction with trainings and in the language, teachers use in their instruction. In
designing trainings this way, teachers will receive direct instruction in how to use
the materials, gain practice in using them, and develop the appropriate language
and vocabulary for teaching with them. It is highly recommended that
Pedagogical Retooling in Math, Languages and Science (PRIMALS) Learning
Action Cell sessions be strengthened.

4. School-based Academic Competitions

Competition in schools is not only beneficial to students, but vital to their
overall education. It motivates students and drives them to put forth their best
effort. It sparks interest, passion and ignites a fire within. School based
competition enables all learners to participate rather than having a district or
division-based activities where only few and selected smart learners can
participate. Healthy competition "requires teamwork and positive participation.
Participants are encouraged to improve themselves and learn a new technique.
Winning is just a bonus." It keeps students aligned with the purpose and process
while practicing good sportsmanship.
This is also exercising a rights-based approach to education where it rests
on the human rights principles of nondiscrimination and equality, accountability
and transparency, participation, empowerment, and the right to education to
guide and organize all aspects of learning, from policy to the classroom.

5. Institutionalization of School Learning Camp

School Learning Camp can be a fifteen (15) or more weekday activity
which follows the integrated approach to teaching and learning where all subject
areas are involved focusing on reading comprehension skills. This would certainly
address not only the existing problems on reading deficiencies of our learners in
both elementary and secondary levels but further nurture and hone the
individual's love of reading thus exposing them to various learning opportunities
where reading skills will be enhanced through play, fun games, oral
interpretation, videos, and other enjoyable activities.

6. Adapting the Secondary Learning Camp Framework

Purok 22, Poblacion, Prosperi
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 a) to recognize the value of selections read through literary appreciation to
wit:
● verbalizing emotional response

● identifying sensory impressions

● understanding figurative language

● appreciating poetry/prose works

b) to enhance their comprehension skills by teaching them how to use

c) their experiences and their knowledge to make sense of what they are
reading
d) to provide teachers a valid ground for personal and professional
growth catalysts of change.
Persons involved in this activity are the following:
a. Identified non-readers and other types of readers in school
b. Select officers of Student Government Organizations
c. Select students from honor classes to serve models/co-facilitators
d. Potential teacher-trainers identified by School Head/Principal
e. School Administrators
f. Public school District Supervisors/District In charge
Service Credits will be granted to permanent elementary and secondary
teachers after evaluation of their total number of hours rendered in the activity as
reflected in the Form 48 Daily Time Record (DTR). The participating teachers
may render four (4) hours daily (either morning or afternoon) for fifteen (15) days
or for special cases, a teacher may render 8 hours a day for a total of sixty (60)
hours. Every eight (8) hour-service rendered is equivalent to one (1) day Service
Credit. The maximum Service Credits the teacher may earn is Six and a Half (6.
5) days only. Teacher Aides may be given Certificate of Recognition signed by
the school head.
Supervisors will conduct monitoring the Reading Camp. District
Supervisors/Coordinating Principals also advised strictly monitor the activity.

Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
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Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
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0910-861-1163
 D. Priorities and Action Steps

Dimension 1: Learning Acceleration, Remediation, and Intervention

Strategies/ Activities Time Target Outputs Resources Need Fund

Objectives frame Source
Human Material Financial

1. Establish Advocacy campaign April 2022 LIS early registration School Head Mapping tool Travel School
reaching-out to all and registration of data by grade level Faculty and LESF Expenses MOOE
children ages 12 to learners to Staff, parents
18 or older in the appropriate grade and other
community. levels stakeholders

Conduct of Brigada August 1-22, -In-person Class-ready School Head Monitoring

Eskwela Activities 2022 classrooms Faculty and tool
-Brigada Pagbasa -clean and safe school Staff, parents Pre-oral
-Numeracy and environment and other reading and
Literacy -pre oral reading, and stakeholders numeracy
-Stakeholder numeracy data fact sheets
collaboration in the
school and
classroom
preparations

Operation of Brigada August 1-22, Facilitate enrollment, School Head LESF

Eskwela Task Force 2022 and other educational BE Task
in strategic school inquiries from parents Force
location and learners

Welcome Back to August 22, Achieve 100% School Head

 school Activity for 1st 2022 learners’ attendance Faculty, BE
Day of classes and safe 1st day of Task Force,
-handwashing classes WINs Coor,
-temperature check DRR Coor
and sanitation upon parents and
entrance other
-Free choco drinks stakeholders
-stakeholder-initiated
free sanitation kits Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
Accommodate walk- 304731
August 22-, @deped.gov.ph phepedagusandelsur@deped.go
Cater all interested School Head LESF
in late enrollees 2022 0910-861-1163
enrollees across grade BE Task
-transferred-in levels Force,
-ALS Guidance
Advocate,
Grade level
coors

Implement hyflex Year round Established hyflex School Head Class

learning class class program for all Grade level program,
schedule for strategic grade levels coors teachers
lesson deliveries class
program
Enforce 7s of Good Year round Increase points in School Head 7s
Housekeeping for child-friendly school Faculty and Monitoring
conducive and safe system result Staff, parents Tool
learning environment and other
stakeholders

Please see Annex A for the Keep-Up Learning Implementation Plan

Administer diagnostic August , 2022 Identify knowledge School Head Learning
2. Enact Keep-up
and/or pre-test in all gaps from the Advisers Assessment
learning activities
subjects competencies included Subject tool
in the diagnostic test Teachers
Analysis of least August 2022 -Profiling of learners on School Head Consolidated
learned items per learning losses Advisers Learning
subject from the -Consolidated least Subject Assessment
 administered learned competencies Teachers tool
diagnostic tests per subject area per
grade level
Conduct teacher September -Integrated data School Head Integrated
collaboration to 2022 Purokanalysis report dad, Agusan Advisers
22, Poblacion, Prosperi del Sur keep-up
prepare integrated -Integrated
304731@deped.gov.phkeep-up Subject
phepedagusandelsur@deped.go learning
learning activities for learning
0910-861-1163 activity Teachers activity
identified least sheets
learned
competencies
Assess integrated September Data analysis report School Head Learning
keep-up learning 2022 Advisers Assessment
activity results Subject tool
Teachers
Foster Tutor Corps Year-round Progress report of School Head -Progress
comprising of learners partnered with Faculty and report tool
advanced students, Tutor Corps Staff, -
parents and other learners,
stakeholders as parents and
learning facilitators other
stakeholders

Develop school Year-round -school online website School Head -school

online learning as source of RBI, TVBI, LRMDS Coor website
resource for LAS and other Advisers
educational materials supplementary learning Subject
accessible for resources Teachers
teachers, learners
and parents

3. Effectuate Facilitate Aug 22 Sept Psychosocial Advisers, psychosocial

hands-on psychosocial support 2, 2022 Evaluation result Guidance support
pedagogical activities to help Advocate activity
interventions to learners recover after sheets
focus on the pandemic -evaluation
essential learning stresses and tool
anxieties
competencies
Assimilate reading Year round Submitted IS report. School Head IS Tool
and numeracy in the Subject
lesson delivery Coordinators
through carefully Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
developed lesson 304731@deped.gov.phphepedagusandelsur@deped.go
plans 0910-861-1163
Carry out strategic Year round Submitted IS report. School Head IS Tool
teaching and Subject
learning process Coordinators
through hybrid and
flexible or ‘hyflex’
learning deliverables
Capacitate and Year round Subject TA Tool
upskill learning Coordinator
facilitators in hyflex s
pedagogical
strategies
 In order to ensure the accuracy, effectiveness, and timeliness of the actions or
interventions to close the various learning gaps caused by disruptions of the
regular operations and mechanisms in the delivery of quality education,
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
Prosperidad National High School identified key 304731
priority areas and functional steps
@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163
in creating the learning recovery plan. The synergy of key educational players,
including school administrators, teachers, and stakeholders, participated in a
thorough analysis of the previous and current state of teaching-learning delivery.
The data analysis result provided a more comprehensive picture of the problems
and best practices, as well as some promising solutions and actionable goals for
recouping learning losses and maintaining learning continuity in the best normal.
The three primary strategies known as the 3Es—which stand for the three (3)
major strategies emerging to be vital and priority for achieving the overall aim of
the LRCP anchored in the division—are at the center of Prosperidad National High
School's Learning Recovery Plan in Dimension 1 focusing on Learning
Acceleration, Remediation and Intervention.
The most well-known learning modality, the face-to-face sessions are believed
to provide higher quality educational outcomes than the alternatives, this is
evidenced in the survey of parents and learners in the conduct of focused group
discussion on issues and concerns experienced during the pandemic. The
undertaken SWOT analysis suggests an opportunity to continue the modality with
the inclusion of hybrid and flexible learning activities. One of the key components
of the learning recovery procedures is the Establishment of reaching-out to all
children ages 12 to 18 or older in the community.
Prosperidad NHS promotes all means to encourage learners and educate the
general public about the procedures and crucial dates for back to school of all
types of learners across academic levels. The school demonstrate its readiness
and preparedness to receive and secure incoming students through integration of
handwashing and sanitation enhanced by warning systems for DRRM such as
weather forecasts, health and safety measures among others. The strict
implementation of ‘No Collection Policy’, facilitation of 4Ps advantages, cater ALS
and Balik-aral learners act as strong support for students to pursue their education
despite the obstacles highlighted among their families, having recognized financial
and economic issues. Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
The school also actively worked hand-in hand with the local agencies to
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address several geographic borders and a wide range of learner diversity. With the
use of child mapping, monitoring, and profiling, the school identified and modified
services to meet the needs of varied learners, assuring simple and convenient
access to education. In order for students to connect and maintain their
educational goals and engagement, the need to imbibe shared responsibilities of
parents, stakeholders and school is of essential core to the academic success.
The hearten implementation of Oplan Balik Eskwela and Brigada Eskwela
warmly encourage learners and resulted to increase in registered enrollees, this is
also strengthened with the creation of Task Force in school with the physical
facilities preparation such as classrooms and other learning equipment and other
ongoing school operation. To further accelerate students learning in attending in-
person classes, the school practiced the 7s of Good Housekeeping for well-
organized, safe and conducive learning environment including the teaching and
non-teaching workforces, timetables, mechanisms, and standard operating
procedures across all curricular levels.
The second 3E stategy is the Enactment of Keep Up Learning Program to
address education gaps. The main goal of the initiative is to help learners make up
the academic ground they have lost over the past two years as a result of the
COVID-19 pandemic. This strategy also equips students with the knowledge and
abilities necessary to succeed in the global economy and improve their standing as
citizens of the nation. A diagnostic test covering multiple topic areas is taken by
learners at the start of the academic year. This will help to quantify the extent to
which the pandemic has hindered the learners' ability to learn. In order to create
and implement a learning strategy that was uniquely designed to fit the needs of
each student, teachers in every subject examined the students' least learned
competencies, created learner profiles and implement collaborative and integrative
learning tasks across subject areas.
Learners at Prosperidad National High School are assisted with coping with the
learning losses by a Tutor Corp that the school has fostered. This Tutor Corp is
made up of more advanced learners, learned parents, and other stakeholders. The
tutoring assistance provided by the Tutor Corps will be available on a
predetermined timetable at the institution. In addition, in order to assist the Tutor
Corps as well as any other interested individual in the process of assisting
students, the school will create an online learning
Purokresource bank
22, Poblacion, ordad,
website
Prosperi thatSur
Agusan del
304731@deped.gov.phphepedagusandelsur@deped.go
will serve as a repository for instructional materials and other supplemental
0910-861-1163
materials such as RBI, TVBI, and LAS.
 The third 3E strategy is to Effectuate hands-on pedagogical interventions to
focus on essential learning competencies, this is to guarantee that the conceptual
prerequisites and basic abilities are given priority to learners as reflected in lesson
planning. Due to the absence of a More Knowledgeable Person (MKP) in many
households, it was observed that foundational skills were overlooked throughout
the implementation of distant learning. Targets will be met and specific learning
gaps and losses will be filled up precisely and holistically by incorporating and
enhancing learners' skills in reading, math, critical digital skills, and socioemotional
competencies through hybrid and flexible lesson design. Additionally, it was
discovered that some prerequisite materials in many learning domains had been
overlooked as a result of lax management and oversight among teachers handling
distant learning. This will be handled and recovered through a status assessment,
capacitating of learning facilitators, upskilling of teachers to guarantee essential
course content coverage.

Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163
Dimension 2: HEALTH, WELL-BEING, AND RESILIENCE

Strategies/ Activities Time Frame Target Resources Needed

Outputs
Objectives (Human/Material/
Financial)
Strengthen ● Monitor the conduct of the following August 22 to July SMEA Report
programs/projects:
psychosocial 2023 MOOE
⮚ School-Based Feeding Program
health and well- ⮚ Dental Care program Accomplishment Local Funds
⮚ National Drug Education
being among K- Reports SEF
Program (NDEP)/ Barkada
12 Learners, Kontra Droga (BKD) Donation
⮚ Adolescent Reproductive Health
teaching, and
(ARH)
non-teaching ⮚ Mental Health
⮚ Comprehensive Sexuality
personnel
Education Programs
⮚ Bakuna

Build Teacher ● Consolidate developmental needs August 22 to July Accomplishment MOOE

Resilience ⮚ Conduct profiling for teaching 2023 Reports Local Funds
personnel through 201. SEF
● Promote physical fitness for teaching
and non-teaching personnel through
dancercise.
● Establish Psychosocial Support
Program (PSP) For Mental Health and
 Psychological First Aid Awareness.
● Consider different concerns and issues
by incorporating programs, projects,
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
and activities through GAD 304731
Plans@deped.gov.phphepedagusandelsur@deped.go
● Challenge Spiritual Growth 0910-861-1163
⮚ Uphold National Bible Month
Celebration
⮚ Conduct school masses once a
month in school

Sustain school- ● Require and monitor all schools to MOOE

intensify the implementation of Health
based nutrition August 22 to July Accomplishment Local Funds
and Nutrition Programs
services and ⮚ Gulayan sa Paaralan Program 2023 Reports SEF
(GPP)
feeding Donation
⮚ School-Based Feeding Program
program ⮚ Deworming
Ensure ⮚ Prioritizing the mainstreaming of DRR August 22 to July Accomplishment MOOE
learners’ safety in the school system anchored on 2023 Reports Local Funds
DepEd Order No. 82 s. 2010 SEF
⮚ Comply on Classroom and Facility
Monitoring and Evaluation Tool
⮚ Adhere to public health protocols amid
the challenges posed by pandemic
⮚ Conduct of Simultaneous Earthquake
Drill
⮚ Empower youth in the spirit of Red
 Cross for the protection of life and
promotion of community health
⮚ Strengthen fire safety advocacy on
hazardous electrical wirings due to age
and deterioration and proper handling
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
of fire extinguisher 304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163

Ensure the ● Monitor intensified implementation of August 22 to July Accomplishment MOOE

WAter, Sanitation, and Hygiene
implementation 2023 Reports Local Funds
(WASH) in schools
of school-based SEF
water, Donation
sanitation, and
hygiene
(WASH)
responses
Dimension 2. HEALTH, WELL-BEING, AND RESILIENCE

All facets of a child's growth must be enhanced for them to prosper and realize
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
their full potential. Therefore, parents and educators should place a priority on
304731@deped.gov.phphepedagusandelsur@deped.go
developing children's whole selves. While it may 0910-861-1163
be simple to focus on a child's
intellectual development in their formative years, it is equally crucial for them to have a
healthy mind, body, and character that can survive stresses and challenges in life and
adapt to constantly changing conditions.

Strategy/Objective 1: Strengthening psychosocial health and well-being

among K-12 learners, teaching and non-teaching personnel, several activities
are laid:
∙ School-Based Feeding Program. With the support of this initiative, which offers
free and wholesome food to kids, all the malnourished children in the school have
been helped. The school will take steps to ensure that the identified recipients
experience the greatest possible improvement in both their physical and mental well-
being. The school will also deliver the accomplishment report and other information to
the office of the school for proper documentation.

∙ Dental Care Program. The demands of the learners' dental health are of utmost
importance in raising their self-esteem while they are learning. By providing advice on
how to maintain an efficient oral hygiene practice, the school will assist the learners in
preventing tooth decay and sparing them the expense and difficulty of treating gum
disease and cavities. Additionally, the school will enlist the help of a local dentist to
host a symposium to increase students' awareness of self-care and analyze the state
of oral hygiene in the area. Reports and other pertinent paperwork must be delivered
to the point of contact in the school office.

∙ National Drug Education Program (NDEP) /Barkada Kontra Droga (BKD).

The goal of Kapatungan National High School's "Lead the Students on the Different
School Activities that Will Hook Their Interests" campaign is to empower individuals by
encouraging them to live drug-free and productive lives. By doing this, the students will
be less likely to use illegal drugs, have more time Purok
for enjoyable activities,
22, Poblacion, dad, and
Prosperi avoid
Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
the risks and negative consequences of drug abuse. The school focal person will
0910-861-1163
receive complete documentation of all the activities carried out, which will serve as
both a monitoring tool and a record of the activities.

Mental Health. With this exercise taking place in the school, mental health
becomes a way to better comprehend how much students need support,
understanding, compassion, and healing for any issues they may be facing. The
designated coordinator will create an activity schedule that emphasizes the pupils'
fundamental requirements in order to increase the advantages of mental health. The
focal point is required to provide reports as proof of how the aforementioned action
was carried out.

∙ Comprehensive Sexuality Education Programs/ Adolescent Reproductive

Health (ARH). This program is already embedded in the K-12 Basic Education that
mainly states that the program must be in the best interests of the child. Based from
Administrative Order (AO) 2013-0013 or the National Policy and Strategic Framework
on Adolescent Health and Development Administrative, adolescents should have an
access to quality healthcare services. The school will monitor and evaluate its
effectiveness at the onset of its implementation. The report to submitted to the focal
person is subject for improvement in administering this program.

∙ Bakuna. The school must identify the students’ vaccination status (vaccinated
and unvaccinated) for safety and preventive measures in the whole premises.
Alongside, the school shall have a strong connection to Local Government Unit (LGU)
through IATF and its Medical Team to gather the possible data needed from the
authorized personnel. The in-charge is obliged to report the data to the school as
basis for further notice of action.

∙ Monitor the conduct of psycho-social support among learners from K-12 levels.
In order to nurture psychological improvement, these activities such as sharing
experiences, fostering social support, awareness-raising and psychoeducation are
vital for students to redirect their perspective to positive things and appreciate their full
potentials for them to be well-prepared during classes. The
Purok 22, adviser
Poblacion,must document
Prosperi
dad, the
Agusan del Sur
conduct of these activities for future benchmarking of304731@deped.gov.phphepedagusandelsur@deped.go
activities.
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Strategy/ Objective 2: Build Teacher Resilience
● Consolidate developmental needs
● Conduct profiling for teaching personnel through 201. On the previous years,
annual physical examination of all teachers were filed in support to Caraga Region
Memorandum No. 186, s. 2021 keeping teachers healthy and resilient considering
that their physical well-being has a significant impact on the delivery of services
especially during the time of COVID-19 pandemic. All schools must adapt this
maneuver as a reference for teachers’ health and well-being and professional
growth. This is of huge help in giving assistance or if worst-case scenario happens
with in the school. These data may link with the division office’s data base.
● Promote physical fitness for teaching and non-teaching personnel through
dancercise. With bunches of work waiting, the dance morning activity during flag-
raising every Monday was greatly applauded by the teachers expressing desire to
have it. This prop-up wellness program must not only encourage teachers but as
well as the non-teaching personnel.
● Establish Psychosocial Support Program (PSP) For Mental Health and
Psychological First Aid Awareness. Teaching is one of the most stressful
professions. Psychosocial support activities are imperative in promoting, protecting
and prioritizing teacher’s socio-emotional well-being as they transition back in
personal classes. SDRRMC Coordinator and Guidance Counselor as trained
coordinators must have a s school-based training and workshop for teachers and
learners.
● Consider different concerns and issues by incorporating programs, projects,
and activities through GAD Plans. This Gender and Development ( GAD )activity
ensures different concerns and issues addressing full equality and development for
teachers. Gender and division of works equality must be given enough attention
within the context of relations on social structure with in the school.
● Challenge spiritual growth
● Uphold National Bible Month Celebration. Under the Proclamation No. 124 s.
2017, President Rodrigo Duterte declared every month of January for National
Bible Month. As a predominantly Christian nation and the largest Christian nation in
Asia Pacific, this act recognizes the value of the Holy Bible as the core of Christian
faith leading for a responsible individual which can be22,
Purok shown through
Poblacion, good
Prosperi
dad, attitude
Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
towards other people and dealing with school works.
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● Conduct school masses once a month in the church. School masses could
mean unity for peace. It’s one of the facets to put faith into practice and become a
responsible employee in the working station.

Strategy/Objective 3: Sustain school-based nutrition services and feeding

program.
Malnutrition and food insecurity are two of the most predominant problems in
the whole world today. The presence of Covid-19 pandemic contributes to the overall
prospects for food insecurity and malnutrition.
The malnutrition problem in the Philippines is far more severe. There is an
estimated death toll of 95 children every day because of malnutrition in the country.
Besides, it is found out that one in three Filipino children under five years old are
stunted or considered as too short for their age, and roughly 7 percent of children are
considered too thin for their height (Lina, 2022).
With this, Kapatungan National High School shall require and monitor all
sections to intensify the implementation of Health and Nutrition Programs:
● Gulayan sa Paaralan Program (GPP)
● Deworming
These effective programs/activities: Gulayan sa Paaralan Program is a sustaining
program that produces help of the school’s stakeholders for the consumption of the
students as well as the source of income for small schools as they sell their extra
produce to the community way back in the old normal (Oro, 2018). While deworming is
safe, easy and cheap and it helps the children avoid the worst effect of infection. Both
accomplishment reports are needed by the school focal persons respectively for
monitoring and evaluation.

Strategy/ Objective 4: Ensure Learners’ Safety

● Prioritizing the mainstreaming of DRR in the school system anchored on
DepEd Order No. 82 s. 2010.
● Comply on Classroom and Facility Monitoring and Evaluation Tool. This
tool includes the classroom safety and security controls preventing students
from sharpened objects and objects at a maximum height that may fall on them.
School Disaster Risk Reduction and Management Council
Purok 22, Poblacion, Prosperi
dad,(SDRRMC)
Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
Coordinator must orient the classroom advisers on the School Safety and
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Security guidelines to reduce vulnerability and exposure to hazards.
 ● Adhere to public health protocols amid the challenges posed by
pandemic. DepEd Memorandum No. 030, s. 2022 issuing Revised School
Safety Assessment Tool (SSAT) to prepare the schools for the safe, effective
and efficient conduct of the face to face learning modality. This circulates the
continuous efforts to uphold school’s commitment to learning continuity during
Covid-19 pandemic.
● Conduct of simultaneous earthquake drill. Philippines being located within
the Pacific Ring of Fire surrounded by the edges of Pacific Ocean have made
volcanoes and fault lines causes the country to experience frequent
earthquakes.

The exercise will test the contingency plans of the school to practice and
inculcate an attitude of resiliency and preparedness of the school children. Also,
children could relay their learning to their families at home.
● Empower youth in the spirit of Red Cross for the protection of life and
promotion of community health. Red Cross youth is one of the six major
services of the Philippine Red Cross. This provides opportunities for directing
and harnessing young people in Red Cross Work.
● Strengthen fire safety advocacy on hazardous electrical wirings due to
age and deterioration and proper handling of fire extinguisher. Orientation
on the prevalent school problem that may cause fire helps teachers and
learners safe. The school must coordinate with the local fire stations as the best
resource person for information dissemination and execute fire drills.

Strategy/Objective 5: Ensure the implementation of school-based water,

sanitation, and hygiene (WASH) in all schools.

The existence of Water, Sanitation and Hygiene (WASH) in school is

fundamental to safeguarding and providing quality and healthy environment for
learners’ holistic development, progress and success.
Prosperidad National High School is driven to intensify the implementation of
WASH in school through strategic plan in sourcing out and tapping the support of the
stakeholders. However, the data revealed that therePurok
were22, Poblacion, Prosperi
dad, Agusan del Sur
only 12 functional toilets in
304731@deped.gov.phphepedagusandelsur@deped.go
the premises and the ratio on the usage was 1:203. The data clearly showed the need
0910-861-1163
and immediate construction of additional toilets to accommodate the ballooning
population of the school. Moreover, there are only 2 functional handwashing facilities
in both Junior and Senior High departments thus, there is still a need for additional
construction.
The school is optimistic enough to address these concerns and will find ways
and means to utilize what are already available and functional while working on what
is lacking and not tangible. This will not be done in just a snap of a hand but rest
assured Prosperidad National High School is committed to continually provide quality
instruction and services to its clienteles- the students.

Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
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0910-861-1163
 Dimension 3: Professional Development

Strategies/ Objectives Planned Activities Timeframe Target Outputs Resources Responsible Unit
Needed
(Human/Financial/
Material)
1. Provide unified *Orientation on DAMLAG SA Sept. 19, 2022 All Responsible Personnel/ Meals and Snacks, School Head,
understanding on the KAUGMAON: KAJAWUN ang Unit/Section were oriented Printing and Teachers
Division Learning pagpadayon sa Pagtuon and have noted down target/ Reproduction
Recovery and planned activities assigned Materials
Continuity Plan, and to them.
provide assistance to
teachers in the
development of their
respective School
LRCP

*Simultaneous Workshop on the Sept 19, 2022 School Contextualized School School Head,
Development of School LRCP Learning Recovery and INSET/MOOE Teachers
Continuity Plan Funds

2. Equip school leaders *INSET / LAC Session on topics Phase I. Conducted LAC Session per Meals and Snacks, School Heads,
and select teachers in from different subjects that needs Between Learning Area for all Grade Printing and Subject Coordinator
developing PROJECT further alternative interventions Sept19- Levels (Week 1 and Week Reproduction and Teachers
GURO (Gearing Up for teachers within three school October 19, 2)/PFA or Psychological Materials
Resilient and years 2022 Support Activities, MELCS
Outstanding Teachers) Unpacked or Objectives- INSET Funds
through conducting Activities for the Week
INSET/LAC Sessions
for all grade levels List of the identified critical
 points in the MELCs

Phase II. Instructional Plan for LAC

(After the Session per Learning Area
analysis of for all Grade Levels (Week 3
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
results of the to October 19, 2022)
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Diagnostic
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assessment)

Lesson Exemplars for Full

Phase III. Face to Face Delivery
(2 weeks prior
to Nov. 2022)
*School Orientation on the Sept 19, 2022 Unified understanding on the Internet School Heads,
Implementation of School’s implementation of PROJECT Connection, MOOE Teachers
PROJECT GURO through GURO FUND
INSET/ LAC Sessions
Sept 19 and Repository of the
onwards Instructional Materials,
teaching techniques,
Evaluation instruments and
pedagogic assistance
3. Re-orient teachers on * Reorientation on the proper within the 1st Unified understanding of Internet School Heads, All
the conduct of administration of the following Quarter teachers on the purpose and Connection, MOOE Teachers concerned
standardized assessment tools: proper administration of FUND
assessment tools such ● Brigada Pagbasa standardized DepEd
as Phil-IRI , Brigada ● Phil-IRI assessment tools
Pagbasa and Project
REAP (Reading ● Project REAP
Enhancement Advocacy
Program)
4. Re-integrate teachers *Training-Workshop on Critical as scheduled Teachers shall have Meals and Snacks, Teachers identified
with Kto12 curriculum Content and Pedagogy in by proponent demonstrated mastery of the Supplies Materials with need on Critical
and instruction Teaching (a specific learning content and competence in Content and
specifically on areas area) teaching the subject. INSET Funds Pedagogy
such as content
knowledge and *Reskilling of School L&D OCTOBER L&D Coordinators upskilled INSET Funds School L&D
pedagogy/instruction, Coordinators as INSET & LAC 2022 and reskilled on managing Coordinator
curriculum and Key Players and facilitating L&D
planning, learner programs
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
diversity, assessment *Seminar-Workshop on the October
304731 2022
@deped.gov.ph pRepository of LAC Materials
hepedagusandelsur@deped.go INSET Funds School Head
and reporting, socio- Development of LAC Materials 0910-861-1163 (session guides, slide decks,
emotional and 21st on the PPST Indicators (including video lectures) on specific
century skills TPACK) contents
*Seminar-Workshop on as scheduled Improved learning outcomes INSET Funds Subject Coors
PRIMALS PLUS by proponent by addressing teachers’
pedagogical priority needs
*LAC sessions on as scheduled Specific needs of teachers School Funds School Head
● Classroom-based by the school were addressed. Teachers
Formative and
Summative Assessment Mastery and competence in
teaching is being
● PRIMALS PLUS
demonstrated by the
● PPST Indicators teachers to facilitate
successful teaching and
learning.
*Seminar-Workshop on Teaching as scheduled Mastery and competence in INSET Funds Program
Grammar Communicatively by proponent teaching grammar Management Team
communicatively is being
demonstrated by the
teachers to facilitate
successful teaching and
learning.

5. Reskill content *Seminar-Workshop on the Phase I. Three Unified Summative Test and INSET Funds School Heads,
experts on developing Development of Unified weeks prior to Performance Tasks for all Subject Coordinator
summative summative tests and Quarter 1 learning areas in all grade
assessments and performance tasks levels for Quarter I and
performance tasks Quarter II
 Phase II. Three
weeks prior to Unified Summative Test and
Quarter 3 Performance Tasks for all
learning areas in all grade
levels for Quarter III and
Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
Quarter IV
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6. Equip teachers on *LAC session or one-on-one Year round (as Teachers utilized ICT in the
0910-861-1163 School Funds School ICT
the effective use of mentoring and coaching or the need classroom. Coordinator
technology/ICT on support groups, on skills in ICT arises)
classroom instruction use e.g. Presenter skills -
and reporting Powerpoint presentation,
MSWord, MSExcel; utilization of
Google or Microsoft workspace-
drive, email, docs, forms etc.
7. Capacitate school *Create and capacitate pool of October 2022 Capacitated schools’ heads Meals and Snacks, School Head as
leaders on effective trainers on diagnosing and and teachers on diagnosing Printing and Trainers/ Learning
monitoring and addressing learning loss and and addressing learning loss Reproduction, Facilitators
evaluation, and designing customized need- Supplies and
provision of technical based learning recovery Materials
assistance measures (acceleration,
remediation and intervention) or INSET Funds
designing a contextualized
school or classroom-based
remediation/enrichment/
intervention program for learners
at risk
 Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163

Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163

Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163