Task 3:

Guide Question:

Learning losses due to School closures are one of the biggest global threats to medium- and long-term recovery from COVID-19.
In this regard, how will you set the direction of your School towards accomplishing the desired outcomes for the target School Year
amidst this Pandemic situation? Develop Learning Recovery Plan that are responsive to the needs of your learners and will help you to
accomplish your goals and objectives set in your SIP/AIP.

School Learning Recovery Plan

ACTION PLAN for SY 2022-2023

I. Introduction

Calasumanga National High School and other educational systems throughout the world are facing an unprecedented
challenge as a result of COVID-19. The significance of instructional technology and continuity was greatly highlighted by this.
Different combinations of distance learning modes were used in schools. However, the learners' mastery of their competencies
was significantly affected by this new method of learning that results to highly significant learning loss.

Thus, this Learning and Recovery Plan is created to address the aforementioned learning gap, considering the current
pandemic situation. In response to this, Calasumanga National High School has come up with various Reading Intervention
Programs that are all aimed to increase the number of Independent Readers and decrease the number of Non-Readers and
Frustrated Readers. Calasumanga Nationl High School has also crafted Intervention Programs to address problems regarding
Numeracy. Furthermore, in order to improve the delivery of education in the new normal set up, Calasumanga National High
school created new projects and activities that are suited in the current situation.
II. Situational Analysis

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

Philippine – Informal Reading Inventory
ENGLISH (PRE-TEST)
(Grade 7-10)
School Year 2021-2022

READING LEVEL
GRADE ENROLMENT
TOTAL NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
LEVEL
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE
7 45 37 82 0 0 27 7 18 24 0 6
8 30 32 62 0 0 20 16 8 11 2 5
9 48 32 80 0 0 24 14 20 15 4 3
10 43 27 70 0 0 10 4 15 9 18 14
TOTAL 166 128 294 0 0 81 41 61 59 24 28

Philippine – Informal Reading Inventory

ENGLISH (POST-TEST)
(Grade 7-10)
School Year 2021-2022

READING LEVEL
GRADE ENROLMENT
TOTAL NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
LEVEL
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE
7 42 36 78 0 0 12 4 24 21 6 11
8 30 30 60 0 0 12 9 14 13 4 8
9 45 32 77 0 0 10 3 20 15 15 14
10 42 27 69 0 0 10 4 15 9 17 14
TOTAL 159 125 284 0 0 44 20 73 58 42 47
 The table shows that out of 284 learners enrolled, 89 or 31.3 % were independent readers, 131 or 46.12 % were Instructional
readers while 64 or 22.53 % fall under frustration stage. With these data, we can conclude that there is an increase in the number of
Independent and Instructional readers and decrease in the number of Frustrated readers. Thus, the reading intervention program was
considered successful was effective.

NUMERACY
PRE - TEST AND POST - TEST
S.Y. 2020 - 2021

Numerates Non - Numerates

Grade Enrolment
Pre-Test Post-Test Pre-Test Post-Test
Grade 7 65 35 48 30 17
Grade 8 82 48 60 34 22
Grade 9 80 53 72 27 8
Grade 10 75 51 68 24 7
TOTAL 302 187 248 115 54

The data indicates that there was an improvement in the students' performance as compared to the pretest during the post-test.
Thus, it was determined that fostering curiosity, fostering the development of common sense and the capacity for discrimination, and
teaching math to students is a crucial means of educating them for life. In particular, it is a strategy that promotes adaptability, the
capacity to deal with unforeseen circumstances that do not have an instant answer, and aids in the development of tenacity in the face of
setbacks. A problem-solving technique can give students a means of creating their own conception of mathematics and of taking charge
of their own education.

III. Action Plan

 Time Persons Resource Expected
Key Areas Objectives Strategies Activities
Frame Involved s Needed Output
A. Learning Decrease the Adoption of  Assessment of Whole School Reading Decrease the
Remediation number of Non- Reading students’ reading level Year Head materials number of
and Reader and Intervention such by giving Pre-Test Round Key Non-Reader
Intervention Frustrated as: Teachers and
Readers by 2 %  Project Teachers Frustrated
at the end of U2WISE Learners Readers by 2
school year. ( Use Unfamiliar  Implementation of % at the end
Word In a Reading Intervention of school
Sentence) Programs year.

 Project
DEAR Accomplish
( Develop ment Report
Engagement on
Active Reading)

Embracing reading
even at home with
the guidance of the
parents, sisters, or
brothers, etc.

 Project 2A-
StReaP
(Adopt A Struggling
Reader Program)

(Reading
Remediation is
focused to targeted
Struggling Readers.
The Reading
Remediation
Activity is provided
by a Teacher or a
Volunteer
Teachers/Parent on
one-one basis one
meeting weekly.)

Adoption of
Numeracy Decrease the
Intervention such number of
as: Non-
Assessme Numerates
Whole School nt by 2 % at the
 Administer Diagnostic Year Head materials end of
in the start of classes Round Key for school year.
a. Pre-Test and and administered the Teachers Numeracy
Post Test post test before end of Teachers Interventi
b. Summative school year. Learners on
Test Projects Accomplish
c. Math-saya  Administer ment Report
d. Project BTS Summative test at the
(Basic end of the quarter
Tutorial in
Solving Math  Prepare the materials
e. Project and administer
 OPPA (One Numeracy
Problem Per Intervention
Activity) Programs

Prepared by:

_______________________
Melacel C. Cordova