Republic of the Philippines

Department of Education
REGION IX - ZAMBOANGA SIBUGAY
SCHOOLS DIVISION OF ZAMBOANGA SIBUGAY PROVINCE
SAN ERNESTO ELEMENTARY SCHOOL
KM 23, PRK NANGKA, SAN FERNANDINO, ROSELLER T. LIM, ZAMBOANGA SIBUGAY

SCHOOL LEARNING RECOVERY PLAN

SY 2022-2023

I. SCHOOL PROFILE
a. Name of School: SAN ERNESTO ELEMENTARY SCHOOL
b. School ID: 125799
c. Name of School Head and Position: JUNRO S. APILAR_
d. Number of Teachers:
 T1-T3: 4
 MT1-MT2: __0
 HT1-HT3: __0__
e. Number of Non-Teaching Personnel: __0__

f. Classification (Curriculum Offering Classification)

 Purely ES
 SHS only
 JHS with SHS
/
 Integrated

g. Class

 Monograde

 Multigrade /

h. Program Offered
 SPFL  MEP
 SPA  SPED
 SPS  ALS
 SPJ  MADRASAH
 STE  Others: ____________________
 SSES

i. Learning Modality:
Full Face-to-Face-except KINDER
 j. Enrolment (as of August 19, 2022)

Grades Male Female Total

Kinder 3 3 6
Grade 1 3 3 6 II.
Grade 2 5 5 10
Grade 3 8 7 15
Grade 4 5 6 11
Grade 5 7 4 11
Grade 6 2 1 3
Total
SCHOOL READING PROFILE SY 2021-2022

Grades Enrolment Frustration Instructional Independent Total

Grade 1 58 32 26 0 58
Grade 2 62 20 27 15 62
Grade 3 67 15 36 16 67
Grade 4 49 9 25 15 49
Grade 5 52 6 28 16 52
Grade 6 42 6 27 9 42
Total 330 88 169 71 330

III. DAT RESULTS SY 2021-2022

MPS
English Filipino Math Science AP EsP EPP/TLE MAPEH
74 84 73 78.75 80 80 82.5 84

IV. LEARNING RESOURCES AVAILABLE FOR LITERACY AND NUMERACY

GRADES ENGLISH MATH SCIENCE FILIPINO ARPAN Title of LR Title of LR

number number
Kinder 0 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0 0
Grade 2 60 60 53 60 60 0 0
Grade 3 53 16 53 16 53 0 0
Grade 4 32 30 30 36 32 0 0
Grade 5 43 25 36 9 22 0 0
Grade 6 8 23 20 22 20 0 0
Total 186 154 132 143 197 0 0

V. STRATEGIES AND PLANS FOR THE SAFE RETURN OF IN-PERSON CLASSES

 San Ernesto ES seeks to recover any learning loss as a result of the school’s closure do to the COVID-19
pandemic. This plan seeks to bridge the school’s mission of developing student literacy with the plan to close
achievement gaps students may have suffered over the past year. The ultimate purpose of this plan is to identify
learning pathways that adequately prepare students to be well-rounded and career ready, while taking into
consideration social-emotional and academic losses students may have suffered.

Identifying Approaches to Address Academic Gap

Academic Needs Access Equity Quality Resilience and Well-
Being
Conduct reading Conduct of General All learners will be Developmentally -Provide a healthy
assessment/School- Screening Test provided reading appropriate and safe learning
Based Diagnostic remediation Reading environment.
during BE-OBE 2022 materials Remediation -Sustainable
Materials base on Classroom
reading level specialized reading
activity for poor
readers.
Establishment of On-Demand teacher All learners - Provide capacity Parents Support
school-wide support/direct building in the Involvement
routines. Systems support using teaching of reading through Homework
and structures for interventions to untrained remediation follow
students success teachers ups
Implement School SIKAP Reading All learners 1 hour Every after 2 weeks
LRP SIKAP-Sapat at remediation Beneficiaries of the MWF- Reading Progress Monitoring
Inobatibong Inclusive on Class SIKAP reading TTH- Numeracy meeting with
kaalaman angkop sa program remediation Q1 50-day parents reports on
pagpapaunlad sa program intervention the results and
pagbasa at possible adjustment
pagkwenta.

The School’s learning goals are centered on three critical areas: Reading Fluency, Writing, and
Reading Comprehension.

Goal #1: READING FLUENCY – At all grade levels and ability for students to read smoothly and with
expression. Fluent readers are able to read text and make connections which builds comprehension skills.

Goal #2: WRITING – By 3rd grade, all students will be able to write multiple paragraph essays or
reports using appropriate word choice and in a format that matches the writing purpose (to convey
information to state an opinion, or to tell a story).

Goal #3: READING COMPREHENSION – By 3nd grade, students will be able to read a piece of grade
level text independently and understand its meaning. Palm Lane uses adopted core curriculum, as well as
Reader’s Workshop model for developing reading skills.

VI. READING PROGRAM IMPLEMENTATION AND INTERVENTION PLAN SY 2022-2023

Regional Reading Program: Zeal for Progress in Reading
 Division Reading Program: I-READ Reading Program/SIKAP
School Reading Program: “Project RELEARN-Remediate a Learner”
-A 50-DAY READING REMEDIATION PROGRAM-

Activity Objectives Persons Time Funding Source of Materials Expected

Involved Frame Require Funds Needed Outputs
ment/s
1. Preparation *To plan for the All Class August 8- MOOE MOOE Worx paper SCHOOL
Stage conduct of School advisers/S 12, 2022 LRP’22
LRP 2022 ubject
Teachers/
SH
*To utilized
ECARP/Phil-IRI &
1.1 Prepare a NUMERACY tool August 15 MOOE Bondpaper,
READING/NUMER in conducting All class -19,2022 ink Reading /
ACY diagnostic test. advisers NUMERACY
ASSESSMENT/ PROFILE
diagnostic test
2.Implementation
Stage

2.1.1 Conduct * Implement LRP Class August NONE Reading List of

Diagnostic Test Reading and advisers 22- materials classified
Numeracy 26,2022 learners
Remediation levels

2.1.2 Allocate 1 To improve Class August- MOOE NONE Marungko Documentati

hour SIKAP/SCH. vocabulary ability Advisers Novembe donation and Fuller on
LRP intervention. and be in the r 2022 method This activity
independent materials is also
level or at least at included in
in the PHIL-IRI the Class
instructional level reading Program
materials

2.1.3 Conduct of To conduct Class Novembe NONE NONE

Assessment reading Advisers r 2022
remediation for 1
hour 3x/week NONE
Assessment
To assess the Result.
reading/numerac
y progress within
the quarter.

2.2 Capacity To monitor and School August- NONE NONE NONE Monitor
Building/Monitori give technical Head Novembe Report
ng assistance. r Visibly noted
on
monitoring
and
feedbacking
 form
2. Conduct post To conduct post Other Novembe NONE NONE NONE Post Test
assessment assessment using teacher r Result
the division
unified
assessment tool

2.3.1 Analyze To analyze the Class Novembe NONE NONE NONE Analysis
Result result advisers r Fomal and
informal
Observations
3. Prepare To submit Reading Novembe Accompli NONE NONE Accomplishm
accomplishment accomplishment coordinat r shment ent report
Report report ors/SH Report
3.1 Plan for To conduct Teachers/ Decembe NONE NONE NONE Minutes
Sustainability COP/FGD based SH r Documentati
on on
accomplishment
reported

VII. MATH PROGRAM IMPLEMENTATION AND INTERVENTION PLAN SY 2022-2023

School Numeracy Program: (Project MATHICS) Mathematics Advancement Tactics to Help Improve Critical
Numeracy Skills

Activity Objectives Persons Time Funding Source of Materia Expected

Involved Frame Require Funds ls Output
ment/s Needed
1.
Implementati
on Stage
1.1Prepare 1. To come up with a Math August 22 – School’s Classroo 1. Unified Pre-
pre-test for unified pre-test for Teacher, 26, 2022 MOOE/ m test
dissemination the Project MATHICS School Donations remedia 2. Drill
and drill in a particular grade Head tion Materials
materials level; videos -
2. To capacitate Bond
Mathematics papers,
teachers several drill Constru
techniques and ction
materials for the Paper,
program. Printer
Inks,
Filer
2. 2. remediate reading Bond
Implementati & numeracy skills papers,
on Stage through the use of Constru
SCHOOL based ction
REMEDIATION Paper,
MATERIALS IN THE Printer
CLASSROOMS Inks,
Filer
2.1
Assessment
2.1.1 1. To gather data Learners, August 22 – School’s Bond 1. Result of
Conduct of that would serve as Mathema 26, 2022 MOOE/ paper, Pre-test.
the pre-test. bases for the tics Donations ball
program. Teacher, pen,
School classroo
Head m
2.1.2 1. To increase the Learners, August 30, School’s Constru 1.
Integrate a 5- numeracy level of Mathema 2022 to MOOE/ ction Documentatio
minute drill the learners and tics October Donations Paper, ns of the
on the basic improve the Teacher, 26, 2022 Bond conducted
operations performance in School (for the Paper drill per grade
Mathematics of San Head first level.
Ernesto Elem. School. quarter)
November
7, 2022 to
January
25, 2023
(for the
second
quarter)
February
13, 2023
to April
19, 2023
(for the
third
quarter)
May 2,
2023 to
June 28,
2023 (for
the fourth
quarter)
2.2 Capacity
Building
2.2.1 1. To discuss issues Mathema Every first School’s Bond FGD minutes
Conduct and concerns in the tics Friday of MOOE/ paper, and
Focus Group conduct of the Teacher, the Month. Donations Ball pen attendance
Discussion program and the School
ways and means to Head
address it.
2.2.2 1. To Coach and Mathema Every last School’s Bond Mentoring
Conduct mentor teachers tics Friday of MOOE/ paper, and coaching
Mentoring handling Teacher, the Month. Donations Ball pen minutes and
and Coaching Mathematics subject School attendance
to on the different drill Head
Mathematics strategies and
teachers techniques.
3. Post
Implementati
on Stage
3.1 Conduct 1. To follow-up Learners, At least 20 School’s Bond 1. Progress
of enrichment learners’ progress t Mathema minutes MOOE/ paper, Report of
session. under the program. tics per school Donations Ball pen Learners in
Teacher, days the program.
School
 Head
3.2 Conduct 1. To gather data on Learners, July 3 – 7, School’s Bond Result of the
of Post-Test the End-line result of Mathema 2023 MOOE/ paper, post-test
the program tics Donations printer
Teacher, inks
School
Head
3.3 Analyze 1. To identify Mathema July 10 - 12, School’s Bond Result of the
results significant results of tics 2023 MOOE/ paper, analysis of
the Project MATHICS. Teacher, Donations printer data
School inks
Head
3.4 Prepare Mathema July 13 - 14, School’s Bond Accomplishm
Accomplishm tics 2023 MOOE/ paper, ent Report
ent Report Teacher, Donations printer with
School inks Documentatio
Head n
3.5 Plan for Review Goals LAC
Sustainability Comm.

VIII. MONITORING AND EVALUATION PLAN SY 2022-2023

The school head together with the Math/reading coordinators will constantly monitor the conduct of
“SIKAP”, RELEARN and MATHICS projects weekly using the following tool.
Date Teacher’s Name Activities Remarks Teacher’s Signature

IX. COMMITMENT
SAN ERNESTO ELEMENTARY SCHOOL will continue to address learning loss & deficiency among learners in
order to produce quality and productive graduates who can contribute greater achievements within the community.

Prepared by:

JUNRO S. APILAR
T.I.C / T-III

Reviewed by:

ANTONIA S. GUMANDAO EVELYN F. IMPORTANTE

DIC OIC-Chief EPS CID

Recommending Approval

AURELIO A. SANTISAS
OIC-ASDS

Approved

DR. JEANELYN A. ALEMAN, CESO VI

Schools Division Superintendent