Learning Recovery and Continuity Plan 2022

School Year 2022-2023
3Ps (PAGTAMBAYAYONG SA
PAGLAHUTAY LUYO SA
PANDEMYA:
SUMBANAN SA MALUNTARONG PAGTUON
The Contextualized Learning Recovery and

Continuity Plan of Prosperidad National High
School
VENUS D. BAJAO
Public School Principal III
Purok 22, Poblacion, Prosperi

dad, Agusan del Sur
304731@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163
A. School History
School History
Prosperidad National High School began operations in 1996 as a Public

Secondary School in Poblacion, Prosperidad, Agusan del Sur. This was
initiated by the Barangay Officials of the said barangay, led by Barangay
Captain Dionisio S. Gavino Jr. It began as an Annex of Agusan del Sur
National High School, one of the leading schools in the Division of Agusan del
Sur, with Mrs. Rachel M. Blanco as the Teacher-in-Charge and six (6) locally
funded teachers. The school had two hundred forty (240) students and held
classes in makeshift classrooms built adjacent to the Barangay Office.
In the early part of 1998, Honorable Antonio B. Maturan, Municipal Mayor of

Prosperidad, began to develop its school site at Purok 22, Poblacion,
Prosperidad, Agusan del Sur, with the assistance of the Provincial
Government Unit. In preparation for the start of the next school year, a semi-
concrete structure and a few improvised structures were built. By June of
1998, the school had officially begun classes at its new location. Furthermore,
the Principal, Mrs Rachel M. Blanco, had prepared the necessary documents
for the school's nationalization. The DECS Central Office then approved and
recognized the school as Prosperidad National High School on June 8, 1998.
Following the submission of legislative documents to Congress, the school
was finally legislated on August 22, 2000, by virtue of Republic Act 8898,
signed by former President of the Republic of the Philippines, Joseph Ejercito
Estrada. As the operation at the school site began, the school's population
grew dramatically. More classrooms and teachers were required in this
situation. In fact, the school had approximately 1,213 officially enrolled
students during the school year 2003-2004. To accommodate the remarkable
increase in population, more teachers were hired.
In 2008, Prosperidad National High School was designated as one of the

Division of Agusan del Sur's Implementing Units or Empowered Secondary
Schools. As of now, there are ten (10) Principals who have effectively served
and contributed to the school's success since its inception in 1996. Mrs.
Rachel M. Blanco was in charge of the school's nationalization and legislation,
as well as its establishment in its school site, from 1996 to 1999. Mrs. Adelina
B. Magsigay continued what the previous Principal had started from 1999 to
2001, but Mrs. Rachel M. Blanco was assigned as the Principal of this school
again in 2001. She had remained in this institution until 2009. Several badly
needed buildings were built during this time with the assistance of the
National and Local Governments, led by Honorable Mayor Nestor L. Corvera.
Mrs. Susan Z. Senobin took over as Principal of the school in 2009, and she
introduced the Career Pathways in Technology and Livelihood Education (CP-
TLE) and MDG-YEM Scholarship Programs. Mr. Rodrigo C. Limas, who had
fully implemented the K-12 curriculum, succeeded her. He was the school's
principal from 2012 to April of 2015. By 2016,Purok
the22,Principal, Mr.dad,
Carmelito
Poblacion, Prosperi
H.
Agusan del Sur
0910-861-1163
Anino, aspires to be the best and wishes to improve the school in
collaboration with the Local Government, thanks to the ongoing assistance
and leadership of Honorable Mayor Albin D. Magdamit. Dr. Marilou P. Curugan
has demonstrated management expertise and has sustained various
programs, school-initiated projects, and interventions in the hopes of
achieving its goals and objectives. Mr. Rey B. Perodez made several follow-
ups for the concreting of the purok where the school is currently located. or
the With the goal of producing morally upright graduates in both academic
and technical-vocational fields, the school has maintained its commitment to
providing quality education to the people of Prosperidad.
B. DEPED VISION, MISSION AND CORE VALUES
DepEd Vision
We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation.
DepEd Mission
To protect and promote the right of every Filipino to quality, equitable,
culture-based and complete basic education where;
● Students learn in a child-friendly, gender sensitive, safe and motivating
environment.
● Teachers facilitate learning and constantly nurture every learner.
● Administrators and staff as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
● Family and community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.
DepEd Core Values

Maka-Diyos, Makatao, Makakalikasan at Makabansa.
C. School Situational Analysis
● Enrolment
Prosperidad National High School has 2,391 total enrolment

composite of junior high school and senior high school based on the
recently concluded school year. (See Table 1 for breakdown of
dad, Agusan del Sur
0910-861-1163
enrolment). However, tracking enrolment data during pre-covid days as
compared during pandemic time is increasing. (See Figure 1 for
comparative data).
enr ollment
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
475 458 446
419 406 416 406 415 412 421 404
360 360 378 363 379
327
267
S.Y. 2020 - 2021 S.Y. 2021 - 2022 S.Y. 2022 - 2023
Figure 1. Enrolment Data for Three Years

Figure 1 shows the enrolment data of Prosperidad National High School for the
past three school years according to grade level. Despite the interruption of COVID-
19, a positive 35 variance of enrolment data can be noted from pre-COVID (SY
2019-2020) compared to pandemic time (SY 2020-2021).
There is a minimal increase of enrolment due to the constant change of

residence because of economic reasons. It is obvious that the highest enrolment falls
in Grade 8, 9 and 10 for the successive school years for Junior High School and a
constant increase in Grade 11 for the Senior High School.
dad, Agusan del Sur
0910-861-1163
To sustain the increase of enrolment, PNHS continues mapping to ensure
that all school age children are in school and strengthen partnership with
stakeholders to give assistance to the most marginalized learners.
● Flexible Learning Modalities

By using a blended learning approach that combines face-to-face learning with
modular distance learning (printed/digitized) and the school's contextualized learning
continuity plan, which has changed the way learning is conducted at the institution.
Different Distance Learning Modalities Implemented in Prosperidad

National High School
2500
2000
1500
1000
500
0
S.Y. 2020 - 2021 S.Y. 2021 - 2022 S.Y. 2022 - 2023
Figure 2. Learning Modalities in PNHS
When the pandemic initially began, the school made the decision to use only
one mode of treatment for the subsequent three years. During the first year,
2,343 students opted for modular distance learning using printed materials. The
next year, with a total of 2302 learners, the majority of them decided to stick with
the same mode of instruction they had used previously. In addition to these
modes of instruction, students from Prosperidad National High School took part
in a pilot program to test out digitized versions of traditional learning materials.
Two different sections, one of which is the grade 7 section Orchid with 33
students and the grade 10 section Courage with 43 students, are taking part in
the digitization of the instructions. They all took advantage of the tablet that was
provided to each learner as part of the modular distance learning system
(Digitized). A total of 2391 students enrolled in the Face-to-face Learning mode,
making it the most popular learning option.
● Literacy Level
dad, Agusan del Sur
0910-861-1163
Table 2: Report on the Phil-iri Tool in English for Grades 7-12 of Prosperidad
National High School, SY 2022-2023
Figure 3. PHIL-IRI Pre-Oral Reading Test Result in English for Grade 7-12
Results from the Phil-IRI for the school year 2022-2023 showed that students in
Grade 7 had a total of 38% identified frustration, 47% identified instructional level,
14% identified independent level, and 2% non-reader. Students in Grade 8 had a
total of 26% identified frustration, 47% identified instructional level, 23% identified
independent level, and 2% were non-readers. Students in Grade 9 had a total of
25% identified frustration.
In Grade 10, there are twenty-one (21%) identified levels of frustration, forty-five
(45%) identified instructional levels, thirty-one (31%) identified independent levels,
and two (2%), non-readers. In Grade 11, there are eleven (11%) identified levels of
frustration, sixty-one (61%) identified instructional, twenty-four (24%) and one (1%),
non-readers. In Grade 12, there are six (6%), levels of identified frustration
This suggests that because of the pandemic, which prevented teachers from
reaching students to administer the Phil-IRI, the Phil-IRI findings from the current
school year have a higher percentage of non-readers than the Phil-IRI results from
the previous school years.
dad, Agusan del Sur
0910-861-1163
Guaranteeing the effectiveness of the reading program entails that the reading
program is research-based and delivers mechanisms to ensure reading continuity
and integrate reading across learning areas. It also requires that the school crafts
and implements an active and effective reading program with key players that
frontline its administration. Furthermore, the school prioritizes on putting up a reading
and literacy station with available contextualized and localized reading materials
whose competencies align with the learners’ least learned skills. Through the Project
IREAD highlighting the salient features such as Bayuy Ko, Tulun-anan Ko and Every
Teacher, A Reading Facilitator for frustration level readers, AHEAD in Reading or
Allotting an Hour Everyday to Address Dearth in Reading for instructional and
independent readers, and Brigada Pagbasa which rallies all the stakeholders and
community volunteers to support the school’s intervention and remediation
programs.
Table 3: Report on the Phil-iri Tool in English for Grades 7-12 of Prosperidad
National High School, SY 2022-2023
Figure 4. PHIL-IRI Pre-Oral Reading Test Result in Filipino for Grade 7-12
dad, Agusan del Sur
0910-861-1163
The figure reveals the reading results of the Pre-Oral Reading Tests
administered to the Grade 7-12 students, A.Y. 2022-2023 using the Philippine
Informal Reading Inventory (Phil-IRI) tool. The results reflect that out of the
2,215 learners tested from Grades 7-12, there are 642 or 28.98% of learners
yield frustration level (Pagkabigo) results in the field of Word Recognition and
Reading Comprehension. The largest number of 1,141 learners or 51.5% of the
population tested were under instructional level (Pagpakatuto), while a number of
417 learners or 18.83% of the learners tested were independent (Malaya)
readers. The data also reflects a number of 15 learners who were under Non-
Reader (Di-Makabasa) level that needs thorough and intensive reading
intervention.
● Progress Level
Progress Level of Junior Progress Level of Senior

High School Learners High School Learners
Did Not Meet Expec- Did Not Meet Expec-

0% 5% 3% tation (70-74)
tation (70-74)
8% Fairly Satisfactory
14%
Fairly Satisfactory (75- (75-79)
79) 24%
33% Satisfactory (80-84)
Satisfactory (80-84)
41% Very Satisfactory
36% Very Satisfactory (85- (85-89)
89)
35% Outstanding (90-
Outstanding (90-100) 100)
Figure 5. Learners Progress Level of Junior and Senior High School

The learners progress level at the end of the school year 2021-2022 shows
for junior high school learners greater percentage or 41% of learners while senior
high school got 35% of learners had satisfactory level. A progress level of 36%
for junior high school and 33% senior high school learners had very satisfactory
level.
Moreover, the data covered that 137 junior high school and 176 senior high
school learners who had fairly satisfactory progress level and 6 junior high school
and 24 senior high school learners who did not meet expectation. These learners
were subject to End of the school year classes. (See Figure 6 End of School
Year Classes)

dad, Agusan del Sur
0910-861-1163
● End of School Year Classes
200
176
180
160
137
140
120
100
80
60
40
24
20
6
0
Ju n io r H ig h Sch o o l Sen io r H ig h Sch o o l
Remedial Enrichment
Figure 6. Status of End of School Year Classes
Data on the Number of Learners who were identified and recommended to

undergo Remedial and Enrichment showed that out of the learners who were
enrolled, had successfully completed the School Year and are to move to the
next Grade Level on the incoming School Year, there are a total of 313 learners
who showed learning gaps or difficulties and had been graded with 75 to 79 in
some or all of their subjects, and if not, either failed in either one or two of their
subjects.
● Issues and Concerns on the Three Dimensions of the Learning Recovery

and Continuity Plan
KEY DIMENSION 1: Learning Acceleration, Remediation, and

Intervention
● Shortage of classrooms affecting adherence to the class size range
of 50 students every classroom; thus, hampering a whole-day
scheme attendance in school
● Inability to reach the required number of hours and days of stay in
school in one academic year
● Low numeracy and literacy for all grade levels
● Overwhelming data of frustration readers for all grade levels in
English and Filipino
● Lack of teachers with competence in tasks that require skills in
Information Technology to produce Radio-Based Instructions and
dad, Agusan del Sur
0910-861-1163
TV-Based Instructions as alternative delivery modalities for
accelerating learning
● Lack of competence in reading comprehension for modular
instructions
● Lack of home facilitators in developing the reading habit of learners
and facilitating reading remediations for non-readers and frustration
readers
● Difficulties in home-based learning because parents have doubts
and/or difficulties in providing instructional support
● Limited MOOE fund used for printing materials, health essentials,
and wellness.
● Lack of equipment and facilities to conduct production of RBI and
TVBI learning delivery modalities.
● Lack of printed supplementary learning materials that address least
learned competencies.
● Insufficient textbooks and references for junior and senior high
school subjects.
● Mismatch of teachers’ expertise with the subjects taught.
● Insufficient printers for the reproduction of learning materials and TV
for instructional purposes.
● Lack of internet connectivity to hasten quality learning and access of
information.
KEY DIMENSION 2. Health, Well-being, and Resilience

● Shortage of classrooms and rooms for isolation room and clinic
● Lack of health essentials
● Shortage of comfortable comfort rooms with clean water for general
use of learners
● Increasing anxiety of learners in coping up with the changes in the
learning delivery modalities
● Increased burnout among teaching and non-teaching personnel
● Limited MOOE fund used for printing materials, health essentials,
and wellness.
● Need for Psychosocial and Mental Health trainings and support for
dad, Agusan del Sur
0910-861-1163
teachers, learners and parents.
● Need for Financial Literacy training for teachers.
● Absence of health personnel and/ school nurse.
● Need for spiritual development activities.
● Need for recreational and sports activities.
KEY DIMENSION 3. Professional Development

● Few teachers to pursue further upskilling and upgrading of
professional competence through graduate and post graduate
studies.
● Financial constraints and personal issues relating to family
concerns affecting the ability to pursue professional studies and
teachers’ performance in school
● Time management concerns in dedicating and committing to a
variety of tasks
● Inability to apply knowledge and skills gained from in-service
training programs
● Lack of support and organized activities for the implementation of
experiences and opportunities that will allow the teachers to
develop in their profession.
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, Prosperidad 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 Prosperidad 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, Prosperidad National High
dad, Agusan del Sur
0910-861-1163
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 LAHUTAY, a
Visayan dialect which means to continue to persevere and thrive amidst
adversities.
LAHUTAY on the other hand introduces its three pillars: LA for
Learning Amelioration which aims to improve not only learner’s literacy and
numeracy skills but also competencies across disciplines through remediation
and intervention, HU for Holistic Undertakings on upholding the drives of the
school through UNLAD (Unified Nurturing Projects for Learners to Achieve
Holistic Development), the school’s banner program for all its projects and
programs implementation primarily focusing on health and well-being, and
TAY for Technical Assistance Year-round on providing professional
development, support, linkages, and collaboration with stakeholders and
school personnel.
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, Prosperidad National High School
LRCP ensures to bring every learner into an empowered, healed, and resilient
state of being.
The three dimensions adapted from DepEd-Caraga LRCP, and pillars by
DepEd AgSur’s PADAJUN have brought an impact to the emergence of
LAHUTAY. Each key dimension has been reinforced to ensure that every
learner in school is given due attention.
● LAHUTAY toward Learning Acceleration, Remediation, and Intervention
● LAHUTAY on Cultivating Health, Well-being, and Resilience
● LAHUTAY on Providing Professional Development
The realization of LAHUTAY or Learning Amelioration through Holistic
Undertakings and Technical Assistance Year-round 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
dad, Agusan del Sur
0910-861-1163
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
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
dad, Agusan del Sur
0910-861-1163
B. Key Dimensions of DepEd-Agusan del Sur’s LRCP
KEY DIMENSION 1: Learning Acceleration, Remediation, and Intervention
LAHUTAY PROSPERIDAD 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 Sustainable Development Goals.
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
dad, Agusan del Sur
0910-861-1163
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,
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 Prosperidad

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.

dad, Agusan del Sur
0910-861-1163
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
LAHUTAY PROSPERIDAD NATIONAL HIGH SCHOOL ON

STRENGTHENING HEALTH AND WELL BEING
Purok AND RESILIENCE
22, Poblacion, Prosperi
dad, Agusan del Sur
0910-861-1163
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 81 teaching and 6 non-teaching personnel of Prosperidad National High

School (PNHS), one for teaching and other one non-teaching personnel are 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.
Prosperidad National High School has anchored and patterned from the
contextualized “PADAJUN” 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 andPurok
feeding program;
22, Poblacion, (4)
Prosperi Safeguard
dad, Agusan del Sur
0910-861-1163
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, Prosperidad 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
3PS: SUMBANAN SA MALUNGTARONG 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
dad, Agusan del Sur
0910-861-1163
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, Prosperidad National High School analyzed
the existing data on its database to look further into this subject at hand.
Results found that only 5 out of 81 teachers, or roughly 6% of them, received
training in content, pedagogy, contextualization, assessment, and learning
resource materials 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 urgently need 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, Prosperidad 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 3Ps:
Sumbanan sa Malungtarong Pagtuon activities. The Support TRAIN strategy
simply stands for Support Training, Resilience, 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
dad, Agusan del Sur
0910-861-1163
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 hyflex 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.
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.
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.
dad, Agusan del Sur
0910-861-1163
● 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.
1. Foster Tutor Corps comprising of advanced students, parents and

other stakeholders as learning facilitators
⮚ The school will initiate to organize a group of carefully selected

knowledgeable individuals and other interested parties to form
the core of the schools Tutor Corps. 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.
1. Enforce 7s of Good Housekeeping for conducive and safe learning

environment
⮚ Conduct training/LAC session on the implementing guidelines of

7s of Good Housekeeping for conducive and safe learning
environment and adopt it to upscale work efficiency. This also
helps develop a culture of orderliness; eliminating the need to
constantly plan for classroom restructuring thus saving time,
resources and effort.
2. Develop school online learning resource for educational materials

accessible for teachers, learners and parents
⮚ Learning Resource Coordinator will collect/compile learning

resources/materials and bank it to a centralized database that is
accessible for learners, teachers, parents and stakeholders.
This will help the teachers to unburden themselves from all the
instructional materials keeping and help them even more in
organizing their respective classroom and record files.
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
dad, Agusan del Sur
0910-861-1163
teaching-learning process and promote efficient, healthy and conducive working
conditions to its internal stakeholders.
C. Learning Remediation, Acceleration and Intervention
Learning Remediation Strategies
During the closing of School Year 2021-2022, Prosperidad National High
School had to identify learners for remediation. This is in accordance to the
circulated DepEd Order No. 25 whose mandate is to conduct remediation classes
for learners who failed in not more than two subjects and to reteach the content
to learners who previously failed to learn it.
Addressing this concern, the school immediately started identifying the
learning difficulties of the learner through thorough analysis of the existing data
as recorded in its database. In the process, administrators and other related
colleagues identified the learning difficulties of the learners and the intervening
factors that are behind it. After some deliberation, the group reached a common
consensus and the following existing difficulties that were amplified during the
pandemic in different learning delivery modalities were sorted out:
● Inadequate capacity for memorizing
● Low level of comprehension
● Lack of interest in learning
● Failure to comprehend and follow directions/instructions
● Inability to comprehend abstract concepts
● Require more time to execute some task(s)
● Low self-assurance with minimum self-expectation
● Problems with problem-solving
Having these things sorted out, the following Learning Remediation
Strategies were identified by the group to enable learners to recover their
learning gaps. The following may be applied simultaneously as a set or as
independently separate strategies.
1. KEEP-UP LEARNING IMPLEMENTATION PLAN

dad, Agusan del Sur
0910-861-1163
In this plan, the learners are tested across curriculum with the goal of
bridging the learning gaps that were caused by the use of distant learning
modalities.
The purpose of the implementation plan for Keep Up Learning is to:
a) provide individuals who have had learning losses, including but not
limited to literacy, numeracy, and arithmetic skills, may benefit from
alternate educational methods;
b) develop tutor corps comprised of more advanced students, and parents

and other stakeholders in order to assist students who are having
difficulty keeping up with their current learning activities; and
c) create an online resource for educational materials that will be

accessible to all the instructors, students, and parents. The content of
the website is comprised of radio-based instructions, television-based
instructions, and various learning modules.
2. 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 learners while also eliciting
interest and love of reading across literary genres. The following are some the
salient activities under this program that focus on student remediation:
a) Bayuy ko, Tulun-anan Ko – focuses on frustration level learners where

parents/guardians facilitate reading using the crafted reading materials.
b) Bansay-bansay sa Pagbasa Kauban ang Katimbang- caters the

needs of frustration level readers through a collaborative engagement
with stakeholders, parents, alumni, or community volunteers on a regular
basis in school.
❖ 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:
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
dad, Agusan del Sur
0910-861-1163
⮚ 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.
3. VERTICAL CURRICULAR REVIEW AND CROSS-GRADE
a. MENTORING AND COACHING
By formalizing the vertical curricular review and cross-grade collaboration

process into a school expectation or through Learning Action Cells, Hanoever
Research 2020 describes vertical curricular review as ensuring that "what
students learn in one lesson, course, or grade level which enable them to be
prepared in the next lesson, course, or grade level."
As part of this method, teachers will hold meetings where they receive
feedback on the progress of their students. As a result, teachers will be able to
collaborate to create activities that are appropriate for the level of their students
and make use of the expertise of another teacher to assist them.
b. 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.
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.
c. COMMUNITY PARTNERSHIPS

dad, Agusan del Sur
0910-861-1163
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.
d. 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
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 Purok
inhibit
22,learners to engage
Poblacion, Prosperi in del
dad, Agusan their
Sur
0910-861-1163
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.
These guidelines comprise the strong foundation for accelerating learning:
● School Leadership;
● Family and Community Engagement; and
● Positive School Culture and Climate.

dad, Agusan del Sur
0910-861-1163
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:
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

dad, Agusan del Sur
0910-861-1163
⮚ 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
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.

dad, Agusan del Sur
0910-861-1163
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 Students with Their Educators
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.

dad, Agusan del Sur
0910-861-1163
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.
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.
dad, Agusan del Sur
0910-861-1163
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

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

dad, Agusan del Sur
0910-861-1163
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.

dad, Agusan del Sur
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. Guarantee of Advocacy campaign April 2022 LIS early registration School Head Mapping tool Travel School
calling-out all and registration of data by grade level Faculty and LESF Expenses MOOE
students from 12 – learners to Staff, parents
18 years above appropriate grade and other
return to and levels stakeholders
remain in school.
Conduct of Kick-Off August 1-22, -In-person Class-ready School Head Monitoring
Brigada Eskwela and 2022 classrooms Faculty and tool
Brigada Pagbasa -clean and safe school Staff, parents Pre-oral
Activities environment and other reading and
-Numeracy and -pre oral reading, and stakeholders numeracy
Literacy numeracy data fact sheets
-Stakeholder
collaboration in the
school and
classroom
preparations
-Clean up drive of
Government
Departments (PNP,
BFP, DEPED,
Health Units)
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
dad, Agusan del Sur
and sanitation upon parents and
entrance other
0910-861-1163
-toothbrushing stakeholders
-distribution of free
school supplies
-free sanitation kits
Accommodate walk- August 22-, Provide assistance all School Head LESF
in late enrollees 2022 interested enrollees BE Task
-transferred-in across grade levels Force,
Guidance
Advocate,
Grade level
coors
Implement student Year round Established student School Head Class

centered learning centered class program Grade level program,
class schedule for for all grade levels coors teachers
strategic lesson class
deliveries program
Effectuate 7s of Year round Boost points in child- School Head 7s
Good Housekeeping friendly school system Faculty and Monitoring
for conducive and result Staff, parents Tool
safe learning and other
environment stakeholders
2. Carry out on Pre-test and August , 2022 Identify knowledge School Head Learning
going educational diagnostic exams gaps from the Advisers Assessment
initiatives should be given to all competencies included Subject tool
students 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
given diagnostic learned competencies
Purok 22, Poblacion, Prosperi Teachers
dad, Agusan del Sur tool
tests per subject parea
304731@deped.gov.ph per
hepedagusandelsur@deped.go
grade
0910-861-1163 level
Collaborate with September -Integrated data School Head Integrated
teachers to develop 2022 analysis report Advisers learning
integrated learning -Integrated learning Subject activity
activities for the activity Teachers sheets
identified least-
practiced
competencies.
Analyse the September Data analysis report School Head Learning
outcomes of 2022 Advisers Assessment
integrated enact Subject tool
learning activities Teachers
Promote the use of a Year-round Progress report of School Head -Progress
tutoring corps made learners partnered with Faculty and report tool
up of advanced Tutor Corps Staff, -
students, parents, learners,
and other parents and
stakeholder as other
learning facilitator stakeholders
Create a school`s Year-round -school online website School Head -school

online learning as source of TVBI, LAS LRMDS Coor website
resource with and other Advisers
educational content supplementary learning Subject
that instructors, resources Teachers
parents, and
students may acess.
3. Implement Facilitate Aug 22 Sept Orientation on the Advisers, Flyers for

practical psychosocial support 2, 2022 Conduct and Guidance psychosocial
educational activities to help Facilitation of Advocate support
interventions learners recover after Psychosocial
the pandemic
stresses and
anxieties Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
Acclimatize reading Year round Submitted IS
304731@deped.gov.ph report. School H
phepedagusandelsur@deped.go IS Tool
and numeracy in the 0910-861-1163 ead
lesson delivery Subject
through carefully Coordinators
developed lesson
plans
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
Empower and up skill Year round Subject TA Tool
learning facilitators in Coordinator
hyflex pedagogical s
strategies
Kapatungan National High School identified key priority areas and operational
steps in developing the learning recovery plan in order to ensure the accuracy,
effectiveness, and timeliness of the actions or interventions to close the various
dad, Agusan del Sur
learning gaps brought on by disruptions of the regular operations and mechanisms
0910-861-1163
in the delivery of quality education. The collaboration of important educational
players, including teachers, administrators, and stakeholders, took part in a
thorough investigation of the delivery of teaching and learning in the past and
present. The results of the data analysis gave a more complete view of the issues
and best practices, as well as some viable remedies and doable objectives for
making up for lost learning and keeping learning continuity in the best normal.
The Kapatungan National High School's Learning Recovery Plan, which has a
Dimension 1 focus on Learning Acceleration, Remediation, and Intervention, is
centered on 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
goal of the LRCP anchored in the division.
The most well-known form of instruction, face-to-face classes, are seen to

produce better educational results than alternatives. This is supported by a survey
of parents and students and by the results of a concentrated group discussion on
the pandemic's problems and worries. The completed SWOT analysis indicates a
chance to keep using the modality while including hybrid and flexible learning
activities. Reaching out to all local youngsters who are 12 years of age or older is
one of the important elements of the learning recovery methods.
Kapatungan National High School supports all efforts to motivate students and
inform the public about the policies and important dates for returning to school for
all types of students across academic levels. Through the integration of
handwashing and sanitation reinforced by warning systems for DRRM such as
weather forecasts, health and safety measures, among others, the school
demonstrate its readiness and preparedness to receive and safeguard new
children. The strict enforcement of the "No Collection Policy," facilitation of the 4Ps
advantages, catering to ALS and Balik-Aral learners,
Purok 22, and the Prosperi
Poblacion, facilitation of del
dad, Agusan 4PsSur
advantages all work as powerful supports for students to continue their education
0910-861-1163
despite the challenges highlighted among their families and their awareness of
financial and economic issue
Additionally, the school actively collaborated with neighborhood organizations
to meet many geographic bounds and a wide variety of learner diversity. The
school identified and adapted services to fit the needs of a variety of learners by
using child mapping, monitoring, and profiling, ensuring easy and convenient
access to education. Academic success depends on children being able to connect
with and sustain their educational goals and engagement, which requires that
parents, stakeholders, and schools uphold shared obligations.
The enthusiastic implementation of Oplan Balik Eskwela and Brigada Eskwela

warmly encourages students and leads to an increase in the number of students
who have registered for classes. This is further strengthened by the establishment
of a Task Force in the school for the preparation of the physical facilities, such as
classrooms and other learning tools, as well as other ongoing school operations.
The school followed the 7s of Good Housekeeping for a well-organized, safe, and
conducive learning environment, including the teaching and non-teaching
workforces, timetables, mechanisms, and standard operating procedures across all
curricular levels, to further accelerate students' learning while attending in-person
classes.
Implementing the Keep Up Learning Program to overcome educational gaps is

the second 3E strategy. The initiative's principal objective is to assist students in
regaining the academic ground they have lost during the previous two years as a
result of the COVID-19 pandemic. Additionally, this approach gives students the
skills and information needed to thrive in the global economy and raise their status
as productive members of society. At the beginning of the academic year, students
take a diagnostic test that covers a variety of subject areas. This will make it easier
to measure how much the pandemic has interfered with students' capacity to learn.
To develop and implement a learning strategy specifically created to meet the
demands of the least-learned competencies of each student were examined by the
teachers in each topic, who also developed learner profiles and used collaborative
and integrative learning tasks to be implementedPurok
across subject areas.
dad, Agusan del Sur
0910-861-1163
A Tutor Corp that the school has created helps students at Kapatungan
National High School deal with the learning losses. More knowledgeable parents,
more experienced students, and other stakeholders make up this Tutor Corp. The
Tutor Corps will offer its tutoring services at the university according to a set
schedule. Additionally, the school will develop an online learning resource bank or
website that will act as a repository for teaching materials and other auxiliary
materials like TVBI and LAS in order to aid the Tutor Corps and any other
interested parties in the process of supporting students.
The third 3E strategy is to implement practical pedagogical interventions to
concentrate on key learning capabilities. This will ensure that learners are given
priority in lesson planning for conceptual prerequisites and fundamental skills. The
adoption of distance learning was found to ignore fundamental abilities because
there was often no More Knowledgeable Person (MKP) in the household. Through
the integration and improvement of students' reading, math, key digital skills, and
socioemotional competencies, targets will be met and specific learning gaps and
losses will be filled up exactly and comprehensively. Additionally, it was found that
due to poor administration and control, some prerequisite resources in various
learning domains had been missed among those who manage distance learning. A
status assessment, training of learning facilitators, and teacher upskilling will be
used to handle and recover from this and ensure that all crucial course content is
delivered.

dad, Agusan del Sur
0910-861-1163
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,
Kapatungan National High School identified key priority areas and functional steps
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
The school also actively worked hand-in hand with the local agencies to
0910-861-1163
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
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 lerning 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.

dad, Agusan del Sur
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
⮚ Project GABAY (Guidance and
Anti-Bullying Advocacy for
Youth)
⮚ Project SAVE (Students
Appreciate and Value
Education)
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
dad, Agusan del Sur
Program (PSP) For Mental 304731
Health and
@deped.gov.phphepedagusandelsur@deped.go
0910-861-1163
Psychological First Aid Awareness.
● Consider different concerns and issues
by incorporating programs, projects,
and activities through GAD Plans
● Challenge Spiritual Growth
⮚ Uphold National Bible Month
Celebration
⮚ Conduct school masses once a
month in the church
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 Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
⮚ Empower youth in the spirit304731
of Red
0910-861-1163
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
of fire extinguisher
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
In order for children to succeed and reach their full potential, all aspects of their
development must be improved. Thus, honing children’s holistically is pivotal concern
dad, Agusan del Sur
of parents and educators. While it maybe easy to304731 default to focusing on a child’s
0910-861-1163
intellectual abilities during the early years, it is equally important for a child to have
sound mind and body and a character that can withstand pressures and
circumstances in life and adapt to ever-changing situations.
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. This program has been the backbone in
helping all the malnourished children across the country by providing free and
nutritious food to children. The school will make it sure that the identified recipients will
have an optimum change and development to their physical outlook and mental well-
being. In addition, the school will submit to the school office the accomplishment report
and other data for proper documentation.
∙ Dental Care Program. The oral health needs of the learners are paramount
consideration in improving the students’ self-esteem during learning process. The
school will help the students by giving information to maintain an effective routine for
oral hygiene to prevent tooth decay and avoid the cost and effort in dealing cavities
and gum diseases. Moreover, the school will also tap the assistance of the available
dentist in the locale to assess the oral hygiene status and to conduct symposium to
widen their knowledge on how to take good care of their selves. Reports and other
proper documentation must be forwarded to the focal person in the school office.
∙ National Drug Education Program (NDEP) /Barkada Kontra Droga (BKD). In
order to promote people empowerment in leading a lifestyle that is drug-free and
productive, Prosperidad National High School banners its campaign to lead the
students on the different school activities that will hook their interests, thus preventing
them to use the prohibited substance, giving them more time for recreational
upliftment and avoiding the dangers and disastrous effects of drug abuse. All the
activities conducted
dad, Agusan del Sur
0910-861-1163
will be properly documented and submitted to the school focal person for monitoring
and as a proof of the activities conducted.
∙ Mental Health. Having this activity in the school, this mental health becomes an
avenue to better understand that students need care, understanding, compassion and
healing to whatever circumstances they are battling. The assigned coordinator will
craft plan of activities that will highlight the essential needs of the students to
strengthen the benefits of mental well-being. The focal person is tasked to submit
reports as evidence on the conduct of the above-mentioned activity.
∙ 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.
∙ Project GABAY (Guidance and Anti-Bullying Advocacy for Youth). This is a

school project created by the Guidance Office Coordinator to address and reduce the
misconduct cases among the students. Based from the data gathered, some of the
prevalent causes of their misbehavior were the following; poor parenting/upbringing,
lacking of trained personnel to handle misconduct cases and lack of orientation on
proper use of social media. The in-charge is advised to submit accomplishment
reports on the aforementioned project.
Project SAVE (Students Appreciate and Value Education). Prosperidad

Purok 22, Poblacion, Prosperi National
dad, Agusan del Sur
High School projects to increase the enrollment and reduce dropout rate of Senior
0910-861-1163
High School students through its intensive campaign. Through this target, the total
population of SHS enrollment will increase to 10% and the dropout rate will be 0%
within 3 years. The outcome of this project will be closely monitored its progress and
be submitted to the focal person in school.
∙ 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 adviser must document the
conduct of these activities for future benchmarking of activities.
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. Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
● Consider different concerns and issues by incorporating programs, projects,
0910-861-1163
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 be shown through good attitude
towards other people and dealing with school works.
● 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, Prosperidad 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 avoidPurok
the 22,
worst effectProsperi
Poblacion, of infection.
dad, AgusanBoth
del Sur
accomplishment reports are needed by the school focal persons respectively for
0910-861-1163
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 (SDRRMC)
Coordinator must orient the classroom advisers on the School Safety and
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 the22,
Purok local fire stations
Poblacion, dad,as
Prosperi the best
Agusan del Sur
resource person for information dissemination304731
and @deped.gov.ph
execute firephepedagusandelsur@deped.go
drills.
0910-861-1163
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 there were only 12 functional toilets in
the premises and the ratio on the usage was 1:203. The data clearly showed the need
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.

dad, Agusan del Sur
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 Tamdanan sa August 18, All Responsible Personnel/ Meals and Snacks, School Head
understanding on the Paglaum: Hiniusang 2022 Unit/Section were oriented Printing and Admin.
Division Learning Pagbangon ug PagPADAJUN and have noted down target/ Reproduction
Recovery and sa Edukasyon (The Division of planned activities assigned Materials
Continuity Plan, and Agusan del Sur Learning to them.
provide assistance to Recovery and Continuity Plan)
teachers in the Menu or Options of
development of their Note: Inclusion of the Menu of Learning Delivery or Hybrid
respective School Learning Delivery Models that Learning Delivery Models
LRCP school heads can choose from (for August 22 to October 30,
2022)
*Simultaneous Workshop on the August 19, School Contextualized School School Head
Development of School LRCP 2022 Learning Recovery and INSET/MOOE
Continuity Plan Funds
2. Equip school leaders * Seminar-Workshop on the Phase I. Instructional Plan for the Meals and Snacks, School Heads,
and select teachers in Development of a Catch-Up Between Catch-up Program per Printing and Subject Coordinator
developing Catch Up Program (Phase 1 to 3) August 15-19, Learning Area for all Grade Reproduction
Program for all grade 2022 Levels (Week 1 and Week Materials
levels 2)/PFA or Psychological
Support Activities, MELCS INSET Funds
Unpacked or Objectives-
Activities for the Week
List of the identified critical
points in the MELCs for
Phase II. Catch Up Program
(After the
analysis of Instructional Plan for the
dad, Agusan del Sur
results of the Catch-up Program per
Diagnostic
0910-861-1163 Learning Area for all Grade
assessment) Levels (Week 3 to October
30, 2022)
Lesson Exemplars for Full

Face to Face Delivery
Phase III.
(2 weeks prior
to Nov. 2022)
*School Orientation on the August 19, Unified understanding on the Internet Connection School Heads,
Implementation of School 2022 implementation of the Catch- Teachers
Contextualized Catch Up up Program
Program
August 19 and Repository of the Materials
onwards and Instructional Plans to be
used in implementing the
Catch-Up Program
3. Re-orient teachers on *Virtual Reorientation on the within the 1st Unified understanding of Internet Connection School Heads, All
the conduct of proper administration of the Quarter teachers on the purpose and Teachers concerned
standardized following assessment tools: proper administration of
assessment tools such ● FLAT standardized DepEd
as MFAT and Phil-IRI ● MFAT assessment tools
● Phil-IRI
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 *Induction Program for Beginning for Year 1 Beginning teachers feel Beginning Teachers
knowledge and Teachers November- supported as they transition
pedagogy/instruction, onwards from pre-service to in-service
curriculum and *Reskilling of School L&D October 2022 L&D Coordinators upskilled INSET Funds School L&D
planning, learner Coordinators as INSET & LAC and reskilled on managing Coordinator
diversity, assessment Key Players and facilitating L&D
and reporting, socio- programs
dad, Agusan del Sur
emotional and 21st *Seminar-Workshop on the October
304731 2022
@deped.gov.ph pRepository of LAC Materials
hepedagusandelsur@deped.go INSET Funds School Head
century skills Development of LAC Materials 0910-861-1163 (session guides, slide decks,
on the PPST Indicators (including video lectures) on specific
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.
Virtual Orientation on Accessing as scheduled Increased access on the Website School Head
SDO Agusan del Sur’s Online by proponent developed and quality Subscription
Repository of quality assured (may be done assured learning materials
learning materials (Budget of after the MOOE/LR SARO
Work, Catch-up Program, SLMs, launching of
WLAS, RBI, TVBI, SRMs) the online
repository
website of
SDO AgSur)
Seminar-Workshop on the as scheduled Mastery and competence in INSET Funds Science Coor.,
Critical Content Skills on STE by proponent teaching STE Subjects Program
Management Team
Developed LAS for STE
subjects
dad, Agusan del Sur
5. Reskill content *Seminar-Workshop on the Phase
304731 I. Three pUnified
@deped.gov.ph Summative Test (in
hepedagusandelsur@deped.go INSET Funds School Heads,
experts on developing Development of Unified weeks prior
0910-861-1163 to SOLO Model) and Content Experts
summative summative tests (in SOLO Quarter 1 Performance Tasks for all
assessments and Model) and performance tasks learning areas in all grade
performance tasks (integrating portfolio, project- levels for Quarter I and
based assessment) Phase II. Three Quarter II
weeks prior to
Quarter 3 Unified Summative Test (in
SOLO Model) and
Performance Tasks for all
learning areas in all grade
levels for Quarter III and
Quarter IV
6. Equip Master *Capacity Building of Newly November – List of Newly hired Master Meals and Snacks, School Head
Teachers on Promoted Master Teachers December Teachers who attended the Supplies and Master Teachers
instructional supervision ● Effective 2023 CapB Materials
mentoring and coaching
● Skill as RPMS Learning Application Plan
INSET Funds
raters
Instructional Supervision
Observation Report
Mastery and competence of

Master Teachers as
Mentors, Instructional
Leaders, TA Providers
7. Equip teachers with *Issuance of a memorandum on Year round (as Teachers utilized ICT in the School Funds School ICT
the KSAVs on the strengthening ICT support to the need classroom. Coordinators
effective use of teachers in the school through arises)
technology/ICT on the ff.: conduct of LAC session, List of teachers with ICT-
classroom instruction ensuring a 1 laptop: 1 teacher related needs and mentors,
and reporting ratio and actions undertaken
*LAC session or one-on-one
mentoring and coaching or
support groups, on skills in ICT
use e.g. Presenter skills - Purok 22, Poblacion, Prosperi
dad, Agusan del Sur
Powerpoint presentation, 304731@deped.gov.phphepedagusandelsur@deped.go
MSWord, MSExcel; utilization of 0910-861-1163
Google or Microsoft workspace-
drive, email, docs, forms etc.
8. 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
Reskilling of School Heads on November School Head appreciated the INSET Funds Schools trainers//
Coaching and Mentoring 2022 value of effective coaching ICT Coor/SH's
and mentoring
E. Phases of Implementation

dad, Agusan del Sur
Phase 1: Immediate and short-term strategies/ interventions
0910-861-1163
The timely and quick deployment of proper educational planning
strategies and interventions is necessary for the educational learning
process to recover. When students progressively return to their regular
classroom setting, the first essential step that needs to be taken is to assess
the availability of resources, including both people and materials, to
guarantees that a safe and healthy learning support system is formed. As
long as the health and safety of the students and staff are not endangered,
school leaders are urged to contextualize and implement suggested
techniques for addressing learning loss and other suitable and promptly
actionable approaches. Prior to the start of classes, strategies and activities
to hasten academic and student well-being recovery must be put into place.
They must also be continued during the first quarter of the school year
2022-2023.
Phase 2: Long-term strategies/ interventions

Analyze and review the Phase 1 strategies and interventions’ student
data. Adjust and start long-term planning for recovery and strategies/
interventions for SY 2022-2023 implementations’ second through fourth
quarters.
Phase 3: Sustainable improvements

In order to inform the subsequent stages and engage in long-term
sustained plans for SY 2023-2024 and beyond, examine and analyze the
data obtained to continue the improvement cycle for the
strategies/interventions adopted in Phases 1 and 2.
F. Shared Responsibility
1. Roles, Functions, and Accountabilities per
PurokLevel of Governance
dad, Agusan del Sur
1. Schools and School-based Learning0910-861-1163
Centers/Community Learning
Centers

dad, Agusan del Sur
0910-861-1163
Schools and school-based learning centers/community learning
centers are the frontline of any education system. This is where the real
process of teaching and learning takes place, and teachers are the ones
with the direct authority to provide instructional innovations and
interventions. For learners to successfully recover from the disruptions
caused by the COVID-19 pandemic, teachers need to be sufficiently
empowered and supported. As schools reopen, teachers must address
not only learners’ academic recovery but also their emotional and socio-
economic well-being.
2. Stakeholders’ Engagement
Engaging our stakeholders is important to our undertakings, especially
when we need your ‘finger on the pulse’. We want our stakeholders to
work with us, and not against us. Engaging them build community
relations and be responsive to them.
Stakeholder and external partner engagement should be strengthened
in all four phases of the Learning Recovery and Continuity Plan
implementation. Plans and strategies to close learning gaps and
accelerate learning will be more effective and long-term when LGUs,
NGAs, NGOs, parents, alumni, and anyone else willing to help students
reverse the impact of the pandemic on learning are supported.
3. Communication Plan
A communications plan is a written strategy of communication actions
designed to achieve certain organizational goals or objectives. You want
your message to be heard by the right people, at the right time, and in the
right context. It assists to increase positive awareness of the goals, plan of
actions of the organization and boosts positive public relations. Strategic
communication helps to ensure that any messages coming from an
organization are being received appropriately by your different target
audiences through an appropriate communication channel.
This LRCP must be communicated to all internal and external
stakeholders-an essential step to ensure shared responsibility. This LRCP
shall be published through a Division Memorandum to disseminate to all

dad, Agusan del Sur
0910-861-1163
internal stakeholders. This can also be presented in the Division
Management Committee meeting. Similarly, schools and school-based
learning center/community learning centers need also to disseminate their
contextualized Learning Recovery and Continuity Plan.
Communication Target Responsible
Schedule
Channel Audience Person
Dissemination of Teachers Jezreel L. August 16,
the School LRCP Stakeholders Balansag 2022
(Tamdanan sa
Paglaum:
Hiniusang
Pagbangon og
PagPADAJUN
sa Edukasyon)
to the School
personnel (Face
to face meeting)
Orientation on Teachers Jezreel L. August 17,
the Division Stakeholders Balansag 2022
LRCP
(Tamdanan sa
Paglaum:
Hiniusang
Pagbangon og
PagPADAJUN)
sa Edukasyon to
the Division
Management
Committee (Face
to face by batch)
Dissemination of Teachers Jezreel L. August 18,
LRCP

dad, Agusan del Sur
0910-861-1163
(Tamdanan sa
Paglaum:
Hiniusang
Pagbangon og
PagPADAJUN)
via Division
Memorandum
Submission of Teachers Jezreel L. August 22,

the School LRCP Stakeholders Balansag 2022
(Tamdanan sa
Paglaum:
Hiniusang
Pagbangon og
PagPADAJUN)
to the Division
Office
Presentation of Teachers Jezreel L. August 22,
LRCP
(Tamdanan sa
Paglaum:
Hiniusang
Pagbangon og
PagPADAJUN)
to the Local
School
Board/SGC/PTA
(Face to
face/virtual)
III. Monitoring and Evaluation Mechanism

dad, Agusan del Sur
0910-861-1163
While the current standards offer us with a good head start, it is by no
means a perfect system. Monitoring and evaluation enhance the effectiveness of
DepEd by establishing clear links between past, present, and future interventions
and results. The DepEd Order No. 29 entitled “Adoption of the Basic Education
Monitoring and Evaluation Framework” (BEMEF) serves as guide to all DepEd
operating units across the governance level in the conduct of Monitoring and
Evaluation (M&E). Furthermore, decentralized M & E System is promulgated to
ensure relevant, efficient, and effective provision of quality basic education
services to all learners.
A. CONTEXT
An overarching Monitoring and Evaluation Framework is the DepEd M and E
Framework as adopted per DO 29, s. 2022. In evaluating the basis for identifying
key evaluation questions, it is imperative that all basic education plans shall
subscribe to the agency’s Intermediate Outcomes (IOs) and Enabling
Mechanisms (Ems) when applicable. This framework sets out the proposed
minimum monitoring and evaluation requirements to enable effective review of
the LRCP.
Further, an integrated M & E system shall be operationalized to ensure that
each governance level can be efficiently and effectively perform its mandated
roles and responsibilities.
A school-level system for doing M&E work will be established for use by the
school head, teachers, community stakeholders, and learners to manage the
learning process inside the classroom and school. The school M&E system will
be designed to address the school’s decision-making needs and information
requirements and those of its stakeholders. M&E processes, tools and templates,
and reports will be designed based on school needs and mandates.
B. STRATEGY FOR THE IMPLEMENTATION

The Schools Division M & E system shall focus on determining effectiveness
and inclusiveness of schools in providing the basic education services, thus
customized M and E processes, M and E tools and techniques shall be integrated
(vertically) and horizontally across units.

dad, Agusan del Sur
0910-861-1163
The Quarterly Program Implementation Review (QPIR) shall be conducted to
assess performance progress and identify any problems that may arise, and to
immediately make corrective actions on bottlenecks affecting the implementation
of the programs/projects. Operational issues raised in the QPIR should be
immediately resolved at the appropriate level of governance-. However, policy or
program level concerns shall be forwarded to ROs.
Annual or Year-end review shall be done to verify the achievement of
Intermediate Outcomes (IOs). This aims to provide feedback on the
effectiveness of strategies, outputs, and activities as contained in the LRCP.
Further, this will show the efficiency of the division in the delivery of all the
commitments outlined in the LRCP. This will be participated in by internal and
external education stakeholders.
C. M&E FRAMEWORK
The primary objective of monitoring is the utilization of inputs (activities)
and outputs, (intermediate) outcomes are also being taken into consideration.
On the other hand, evaluation usually occurs during post-activity
schedules and paves way for an assessment of its long-term performance and
efficiency. Evaluation is output-centric. The connections between the planning
cycle, inputs, outputs, and output of the assessment is presented below.
Focus of
Focus of
Evaluation
Monitoring
Output measurement shows the realization of activities. It is important to note

here that while the outcomes may be the focus of the evaluation, we also need to
consider if it’s in-line with prior strategies as denoted by the solid arrow line

dad, Agusan del Sur
0910-861-1163
connecting them. The dashed line also denotes the frequent and regular repetition
and review of the connected processes. Outcome measurement shows in what
degree direct objectives and anticipated results are realized. Without defining clear
and measurable strategies, objectives and activities at the design stage, M&E
becomes an impossible endeavor. This requires the development of measurable
indicators: Specific, Measurable, Achievable / Agreed upon, Relevant/Realistic,
Time-bound (SMART) that permit objective verification at a reasonable cost.
The purpose of this framework is to provide a consistent approach to the

monitoring and evaluation of the LRCP’s Programs and Projects, so that
sufficient data and information is captured to review the progress and IOs
contribution of the strategies and crafted interventions. Lessons learned will also
be used to inform best practice guidelines.
Below is the Logic Model for the LRCP as adopted from DepEd of AgSur
LRCP contextualized within the context of School LCRP SY 2022-2023.
Logic Model for the LRCP

The Logic Model (see Figure) in conducting qualitative and quantitative
M&E approaches. M&E may include both quantitative and qualitative data
using the Program and Evaluation Logic Model.
Specific programs to be crafted should have a corresponding M&E plan with well-
defined indicators of change, outputs, and expected outcomes. However, in
evaluating IOs, specific programs shall be prioritized with due considerations on time
and cost elements in conducting evaluation.
INPUT OUTPUTS INTERMEDIATE OUTCOMES

S Activities (IOS) IMPACT
What do Participation
What What Short Term
What are Medium
What are the
Term
the term Longmedium-term
Term
we do we we
invest? do? reach? results? results?
Human Conduct Teachers,
Number of dad, Agusan
Numberdelof Sur
Situati Resources, of learners,
on strategies, 304731 @deped.gov.ph
parents, phepedagusandelsur@deped.go
conducted instructional and
Priorities budget, strategies, independent
Needs, time, and interventio 0910-861-1163
education interventions, readers,
Vision,
materials meetings, clients. teachers and and gender-
stakeho Resources,
lders’ local and trainings, assessments. segregated CR.
engage dynamics, supplies, and Number of
recovered skills, Quality social
ment intended equipment, assessme
outcomes and actions practices
technology, nt. (handwashing),
competencies.
and Formative
behavior
(attendance to
partners Diagnostic and
school), and action.
summative
Etc.
assessment .res
ults
Assumptions Etc. External Factors
Evaluation Types
References

dad, Agusan del Sur
0910-861-1163
Annex A
KEEP UP LEARNING IMPLEMENTATION PLAN
I. RATIONALE
The fight against the COVID-19 pandemic was tough, 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),) 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 with around 28 million students affected in the Philippines (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). Prosperidad National High School also implemented the closure of
the institution based on DepEd Order No.22, s. 2020. The government through
the Inter-Agency Taskforce has imposed social distancing measures and other
guidelines for the COVID-19 situation.
Prosperidad National High School came up with the 3P's (Pagtambayayong
sa PagLAHUTAY Luyo sa Pandemya): Sumbanan sa Malungtarong Pagtuon in
order to fill in the educational void that was left by the closure of schools, which
was a requirement imposed by the guidelines issued by the Inter-Agency Task
Force (IATF) on the closure of schools. This will serve as the framework for the
recovery and learning tactics that will be used at Prosperidad National High
School to assist the students in getting back on track with their educational
endeavors.

dad, Agusan del Sur
0910-861-1163
Program Description
During the Covid-19 epidemic, an educational intervention known as the Keep
Up Learning Implementation Plan was developed with the goal of bridging the
learning gaps that were caused by the use of distant learning modalities.
Objectives:
The purpose of the Implementation Plan for Keep Up Learning is to:
a. provide individuals who have had learning losses, including but not limited
to literacy, numeracy, and arithmetic skills, the benefit from alternate educational
methods;
b. develop a tutor corps comprised of more advanced students, parents, and
other stakeholders in order to assist students who are having difficulty keeping up
with their current learning activities;
c. create an online resource for educational materials comprised of radio-
based instructions, television-based instructions, and various learning modules
that will be accessible to all of the instructors, students, and parents.
I. TARGET PARTICIPANTS/LEARNERS
Specifically, all Grade 7 to 12 learners whose grades belong to:
a. Did not meet expectations (70-74)
b. Fairly Satisfactory (75-79)
c. Satisfactory (80-84)
II. COMPONENTS OF THE PROGRAM

A. Planning Mechanics
1. The school is going to be in charge of taking the initiative to develop and
organize the rollout of this Keep Up Learning Implementation Plan. The utilization
of student data is of the utmost significance in order to approach students who
can take advantage of this program. The following activities are to be conducted:
a. Construct a personalized profile for each learner, then organize it in
accordance with their individual learning needs and gaps.

dad, Agusan del Sur
0910-861-1163
b. Utilize data in order to determine the educational interventions that
are viable and appropriate, as well as responsive to the demands of a varied
range of learners.
c. Find implementation sites that are appropriate and have the
necessary resources available, as well as possible Tutor Corp participants
and other stakeholders who will support the program.
B. Program Implementation
1. Coordinate and brief all of the students’ teachers and parents, in
addition to any other stakeholders that are directly involved.
2. Make the duties and responsibilities of everyone who is participating
in any aspect of the program crystal apparent.
3. Articulate the resource-sharing arrangements, such as the
Department of Education (DepEd) will be in charge of the
instructional materials through school MOOE, while Local
Government Units (LGUs) and Non-Government Organizations
(NGOs) can tap their own funding sources for expenses such as the
honoraria of teachers and facilitators, the school feeding program,
and other needs of the beneficiaries.
4. A comprehensive discussion on the implementation timetable needs
to take place. The proposed schedule for the activities is shown
below.
Responsibl Period of Implementation

e Members
August September October November December
Teachers Brigada
Pagbasa
based on
PHIL-IRI
result
(English
and
Filipino) –
Literacy

dad, Agusan del Sur
0910-861-1163
and
Numeracy
Test during
enrollment
period
Teachers Submission
of data to
the District
Office
Start of the Continuation of the Keep Up

Keep Up Learning Program
Learning
Program
Teachers Assessment
Teachers Provide full and sincere support on Conduct close

the activities of Keep Up Learning monitoring and
Program evaluation
Provide technical assistance Coordinate with

Regional/Division Office
Consolidate data and submit reports in terms of technical and
to the office of the principal, district logistic support
and division office
Document program
accomplishment report
for submission
5. The school will begin implementing the Keep Up Learning Program

once the students have been identified, evaluated, and correctly
referred to or placed in the educational interventions that are
appropriate for them.
6. Either the Keep Up Learning Program will be held after classes, or
the school may choose to limit the amount of time students spend in
class in order to ensure there is sufficient time for intervention

dad, Agusan del Sur
0910-861-1163
activities.
7. The Keep Up Learning Program can also be carried out via a pull-
out system, in which an additional educator or facilitator is appointed
to provide for the needs of the students participating in the program.
C. Program Delivery Mode:

1. Keep Up Learning Implementation Plan can be done to those
identified learners after regular/shortened class period.
2. School-based classes can also be done to those who will opt to pull-
out system if there are available classrooms. If there are rooms used
for a half a day, these can be utilized as classrooms for pull-out
classes in the Keep Up Learning Implementation Plan.
3. Home-based classes can be done to the learners preferably with
gadgets. Their learning can be done to the learners preferably with
gadgets. Their learning can be remediated and enhanced through
TVBI using video lessons and digitized learning sheets through the
use of tablets, RBI lessons through tablets/radios, and using the
printed activity sheets and other reading materials.
D. Curriculum for Keep Up Learning Implementation Plan

The Most Essential Learning Competencies (MELCs) were provided by
DepEd as the primary reference for all schools in determining and
implementing learning delivery approaches that are suited to the local context
and diversity of learners, while adapting the challenges.
The MELCs enable teachers to focus instruction to the most essential
competencies that all learners must acquire, thus, developing them to become
lifelong learners.
III. GENERAL SUPPORT FOR THE KEEP UP IMPLEMENTATION PLAN

To ensure the full support on the program implementation, the school may design
measures when appropriate to wit:
1. Formulate MOA with other stakeholders or members involved in the program
for continued support.

dad, Agusan del Sur
0910-861-1163
2. Provide students opportunities for further learning through the use of video
lessons, TVBI, RBI and printed activity sheets.
3. Provide assistance in terms of psychosocial and mental health of the
students.
IV. PROGRAM MONITORING AND EVALUATION
To ensure effectiveness of the implementation program, the school is expected
to:
1. Conduct close monitoring as well as provide technical assistance to ascertain
compliance of the Keep Up Learning Implementation Program;
2. Gather feedbacks from the program implementers as basis for planning,
improvement, and policy formulation; and,
3. Prepare and submit the required consolidated reports.

dad, Agusan del Sur
0910-861-1163
REFERENCES
Yang, L., Liu, S., Liu, J., Zhang, Z., Wan, X., Huang, B., ... & Zhang, Y.
(2020). COVID-19: immunopathogenesis and Immunotherapeutics. Signal
transduction and targeted therapy, 5(1), 1-8.
Wang G, Zhang Y, Zhao J, et al.(2020) Mitigate the effects of home

confinement on children during the COVID-19 outbreak. Lancet. 2020.
https://doi.org/10.1016/S0140-6736(20)30547-X
Clark H ,Coll-Seck AM ,Banerjee A, et al (2020) A future for the world's

children? A WHO–UNICEF–Lancet Commission.Lancet. 2020; 395: 605-658
Chinazzi, M., Davis, J. T., Ajelli, M., Gioannini, C., Litvinova, M., Merler, S., …
Vespignani, A. (2020). The effect of travelrestrictions on the spread of the 2019
novelcoronavirus (COVID-19) outbreak. Science, 368(6489), 395.
https://doi.org/10.1126/science.aba9757
Fernandes, N. (2020). Economic Effects of Coronavirus Outbreak (COVID19)

on the World Economy. https://doi.org/10.2139/ssrn.3557504
Enitan, S., Adeolu, O., Olayanju, A., & Eleojo, I. (2020). The 2019 Novel
Coronavirus Outbreak: Current Crises, Controversies and Global Strategies to
Prevent a Pandemic. International Journal Fo Pathogen Research, 4(1), 1-16.
https://doi.org/10.9734/IJPR/2020/ v4i130099
Habibi, R., Burci, G. L., de Campos, T. C., Chirwa, D., Cina, M., Dagron, S.,
… Hoffman, S. (2020). Do not violate the International Health Regulations during
the COVID-19 outbreak. The Lancet, 395(10225). https://doi.org/10.1016/S0140-
6736(20)30373-1
UNESCO. (2020). COVID-19 Educational Disruption and Response.
Retrieved from https://en.unesco.org/covid19/educationresponse

dad, Agusan del Sur
0910-861-1163
Crawford, J., Butler-Henderson, K., Jurgen, R., Malkawi, B. H., Glowatz, M.,
Burton, R., Magni, P., & Lam, S. (2020). COVID-19: 20 countries’ higher
education intra-period digital pedagogy responses. Journal of Applied Learning &
Teaching, 3. https://doi.org/10.37074/jalt.2020.3.1.7
Mukherjee, D., & Hasan, K. K. (2022). Learning Continuity in the Realm of
Education 4.0: Higher Education Sector in the Post-pandemic of COVID-19.
In Future of Work and Business in Covid-19 Era (pp. 171-186). Springer,
Singapore.
Estrellado, C. J. (2021). Transition to Post-Pandemic Education in the
Philippines: Unfolding Insights. International Journal of Scientific and Research
Publications, 11(12).

dad, Agusan del Sur
0910-861-1163

Learning Recovery and Continuity Plan 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Recovery and Continuity Plan 2022

Uploaded by

Copyright:

Available Formats

School Year 2022-2023

The Contextualized Learning Recovery and

Purok 22, Poblacion, Prosperi

Prosperidad National High School began operations in 1996 as a Public

In the early part of 1998, Honorable Antonio B. Maturan, Municipal Mayor of

In 2008, Prosperidad National High School was designated as one of the

B. DEPED VISION, MISSION AND CORE VALUES

DepEd Core Values

C. School Situational Analysis

Prosperidad National High School has 2,391 total enrolment

S.Y. 2020 - 2021 S.Y. 2021 - 2022 S.Y. 2022 - 2023

Figure 1. Enrolment Data for Three Years

There is a minimal increase of enrolment due to the constant change of

● Flexible Learning Modalities

Different Distance Learning Modalities Implemented in Prosperidad

Figure 2. Learning Modalities in PNHS

Progress Level of Junior Progress Level of Senior

Did Not Meet Expec- Did Not Meet Expec-

Figure 5. Learners Progress Level of Junior and Senior High School

Purok 22, Poblacion, Prosperi

Figure 6. Status of End of School Year Classes

Data on the Number of Learners who were identified and recommended to

● Issues and Concerns on the Three Dimensions of the Learning Recovery

KEY DIMENSION 1: Learning Acceleration, Remediation, and

KEY DIMENSION 2. Health, Well-being, and Resilience

KEY DIMENSION 3. Professional Development

II. Learning Recovery and Continuity Plan

A. Learning Recovery and Continuity Plan Framework

With the vision geared toward recovery, resiliency, and empowerment

KEY DIMENSION 1: Learning Acceleration, Remediation, and Intervention

LAHUTAY PROSPERIDAD NATIONAL HIGH SCHOOL ADVANCING

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

Different strategies including synchronous, asynchronous, and mixed-mode

Dimension 1 of the Learning Recovery and Continuity Plan of Prosperidad

Purok 22, Poblacion, Prosperi

Revolving on the critical priorities identified by UNESCO on its COVID19

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

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

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

KEY DIMENSION 2: Health, Wellbeing and Resilience

LAHUTAY PROSPERIDAD NATIONAL HIGH SCHOOL ON

Teachers are transitioning through an uncertain period in terms of their

With 81 teaching and 6 non-teaching personnel of Prosperidad National High

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

Experiencing a quality of life underscores a collective social and psychological

Another top priority is building teacher resilience which mainly focuses on

Thus, Prosperidad National High School banners its campaign on developing

Key Dimension 3: Professional Development

3PS: SUMBANAN SA MALUNGTARONG PAGTUON ON STRENGTHENING

Ongoing professional development such as support for teachers, mentoring,

❖ Under this are the following activities:

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

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

● Support Resilience - Research suggests that stressful working environments

❖ Under this are the following activities:

1. Facilitate psychosocial support activities to help learners and parents

⮚ Adopt, master and implement psychosocial activities to address

❖ Under this are the following activities:

1. Conduct teacher collaboration to prepare integrated learning activities

⮚ Conduct LAC/Brainstorming/Round table discussion gearing

❖ Under this are the following activities:

1. Foster Tutor Corps comprising of advanced students, parents and

⮚ The school will initiate to organize a group of carefully selected