Enclosure CLMD 271 Adoption of Deped Soccsksargen Learning Recovery and Continuity Plan Towards The Better Normal Sy 2022 2023 Onwards 3

DEPED SOCCSKSARGEN LEARNING RECOVERY AND CONTINUITY PLAN Towards the Better Normal, SY 2022-2023 onwards
0
FOREWORD
It is with great optimism and pride to share the DepEd SOCCSKSARGEN

Learning Recovery and Continuity Plan Towards the Better Normal, School Year
2022-2023 onwards. As a result of collective efforts, this articulates the
interventions, initiatives, and innovations that the Region will take in the continuous
delivery of basic education and in addressing the learning gaps brought about by the
pandemic.
Education must continue to thrive even in this most trying times. Hence, it is
important to lay down appropriate steps and actions to ensure success in our
education service delivery. The Region’s success is determined by the mechanisms
and the systems we have put in place ahead of our implementation.
DepEd SOCCSKSARGEN Learning Recovery and Continuity Plan is reflective

of contexts and situations of schools and community learning centers (CLCs). This
will guide the Region to better respond to the learning needs of our learners.
Taking from the lessons learned in the previous school years, this makes the
learning recovery and continuity plan a more calibrated and sophisticated version
that the Office believes can stand the test of times even in the uncertainty of the
future. Available data have been utilized to ensure responsiveness, relevance and
appropriateness of the plan.
This plan incorporates the support and enabling mechanisms that shall be
established and operationalized to ensure efficiency and effectiveness in learning
delivery to address learning gaps, improve learning outcomes, and the total well-
being of the learners.
This program shall be made available to all the education stakeholders who
always support the Region in its journey. The delivery of education at this time has
been challenging but with everyone’s taking their respective roles and responsibilities
these can achieved what we intended to reach for the learners.
As the Regional Director, I thank all who will take active part in making this
plan work for the learners. Let us remain steadfast to the commitment as ONE
SOCCSKSARGEN, “Kasali Lahat. Kasama Lahat. Para sa Lahat.”
CARLITO D. ROCAFORT
Regional Director
1
TABLE OF CONTENTS
FOREWORD 1
I. INTRODUCTION 4
II. CONTEXT AND SITUATION 5
Where are we now? 5
Where do we want to go? 11
III. DEPED SOCCSKSARGEN’S STRATEGIES TOWARDS
LEARNING RECOVERY AND CONTINUITY THROUGH THE
LINGAP PROGRAM 13
Pillar 1: Learning Environment Improvement 13
1.1 School Readiness and Responsiveness to Learners’
Needs and Contexts 13
1.2 Intensifying the Operation of the Learning Resource
Management System 17
1.3 Guidance and Counselling Services 18
1.4 Strengthening Inclusive Education and
Special Curricular Program Delivery 19
1.5 Contextualized Policy Support 20
1.6 Incentivizing and Rewarding Performance 21
Pillar 2: Initiatives and Innovations to Address Learning
Gaps and Improve Learning Outcomes 22
2.1 Active Reading and Learning (ARAL 1.0) Program 22
2.2 Arabic Reading and Learning (ARAL 2.0) Program 29
2.3 Raising the IP Education Quality, Sustaining
Equity (RISE) Program 31
2.4 Senior High School Training Advancement
Response (STAR) Program 32
2.5 AlternaTuro 34
2.6 Teaching and Learning Assessment (TALA) Program 35
2.7 Strengthening Parental Engagement in Education
(SPEEd) Program 37
Pillar 3: Nurturing Teachers and Education
Leaders for Improved Capacity 38
3.1 Learning and Development Intervention 38
2
Pillar 4: Governance Processes that Provide Enabling
Support 39
4.1 Extending Concrete Support to SDOs and Schools 39
4.2 Strengthening Quality Assurance, Monitoring and
Evaluation, and Technical Assistance Mechanism to Improve
the Management of Curriculum and Learning Delivery 40
4.3 Transforming into a Cohesive Team 40
4.4 Intensifying Research as a Mechanism for
Continuous Improvement 40
4.5 Leveraging on Learning-Focused Activities
to Enhance Learning Experience 40
4.6 Optimizing the Capacity of Program Holders in managing
PPAs and Initiatives 41
Pillar 5: Advocacy that Builds Stakeholders’ Confidence 41
Pillar 6: Partnership that Achieves Results 41
6.1 Stakeholders’ Mapping 42
6.2 Information, Communication and Education of
Stakeholders 43
6.3 Commitment Building and Forging Partnership 43
6.4 Engagement for Collaboration and Support 43
6.5 Recognition of Stakeholders’ Support 43
IV. MONITORING AND EVALUATION AND ADJUSTMENT 41
3
I. INTRODUCTION
As the global community experienced the impact of the pandemic especially

in the learning of children, DepEd SOCCSKSARGEN is decisive and committed in its
efforts of not only ensuring the continuity of their education but in providing them
the best possible learning opportunities despite all the odds and challenges brought
about by the pandemic and the changing world.
The COVID-19 pandemic has brought a lot of challenges to the education

sector not only in ensuring education continuity but also in ensuring quality
education delivery. As it has adversely affected the quality of learning on one hand,
it has also taught us a lot of lessons to learn how we can further improve education
delivery and quality on the other hand. With all these lessons and learnings
considered in the crafting of DepEd SOCCSKSARGEN Learning Recovery and
Continuity Plan, the Region is confident that it can successfully bounce back, recover
and achieve its targets of improving the learning outcomes for every SOX learner.
The DepEd SOCCSKSARGEN Learning Recovery and Continuity Plan Towards

the New Normal dubbed as LINGAP Program focuses on the three areas of concerns:
learning remediation and intervention; socio-emotional functioning, mental
health and well-being; and professional development of teachers. This flagship
program embodies the concrete plan of actions the region will take to address the
learning gaps and respond to the challenge of raising the quality of education.
The LINGAP Program will take along its LINGAP Pillars that address those
three key areas together with the enabling mechanisms and support to ensure the
attainment of objectives under each key area. It is anchored on the Systems
Approach principle where each subsystem (Pillar) is considered as a contributing
factor in the overall performance of the organization.
The LINGAP Pillars are as follows:
• Learning Environment Improvement

• Initiatives and Innovations on Addressing Learning Gaps and Improving
Learning Outcomes
• Nurturing Teachers and Education Leaders for Improved Capacity
• Governance Processes that Provide Enabling Support
• Advocacy for Gaining Stakeholders’ Confidence
• Partnership Building for Collaboration and Support
The LINGAP Program is more than just a learning recovery plan; it is the
region’s commitment to safeguard every learner’s interest and nurture them to their
full potential by providing better education services and learning opportunities.
4
II. CONTEXT AND SITUATION
Where are we now?
The DepEd SOCCSKSARGEN through the Curriculum and Learning

Management Division (CLMD) conducted the Regional Standardized Assessment
(RSA) in June 2022 as embodied in Region Memorandum CLMD No. 163, s. 2022 to
gather baseline data on the performance of the learners in the different key stages.
The number of learners in the different key stages who took the assessment in each
schools divisions was determined using the Slovin’s Formula and sample schools
were identified by the SDOs based on typologies of schools considered in the
assessment.
The result of the standardized assessment is utilized as basis for the

development of different interventions in the learning recovery and continuity plan.
Table 1 presents the Proficiency Level (PL) of Grade 3 Learners in Literacy and
Numeracy which includes Filipino, Mathematics, and English.
Table 1. Proficiency Level of Grade 3 Learners in Literacy and Numeracy

Literacy &
Division Filipino Mathematics English
Numeracy
Cotabato 63.58 47.48 62.69 57.91
Kidapawan City 41.52 27.71 34.34 34.53
Sultan Kudarat 52.50 34.79 45.59 44.29
Tacurong City 47.71 26.34 37.53 37.19
South Cotabato 47.27 30.30 43.11 40.22
Koronadal City 49.43 30.53 42.01 40.66
Sarangani 52.61 44.71 51.17 49.50
General Santos City 55.05 36.39 47.50 46.31
Region 51.21 34.78 45.49 43.83
Reference: NAT Mastery Level Descriptive Equivalent
Table 1 shows that Filipino has the highest PL of 51.21 which is categorized
as Nearly Proficient while Mathematics got the lowest PL of 34.78 which can be
interpreted as Low Proficient. Overall, Grade 3 Learners have a PL of 43.83 in
Literacy and Numeracy. Below is the classification/description of the proficiency
level.
Proficiency Level Classification/Description

0 – 24 Not Proficient
25 – 49 Low Proficient
50 – 74 Nearly Proficient
75 – 89 Proficient
90 – 100 Highly Proficient
Table 2 reveals the Grade 3 proficiency level in 21st Century Skills which cover
Information Literacy, Critical Thinking, and Problem Solving.
5
Table 2. Proficiency Level of Grade 3 Learners in 21st Century Skills
21st Century Skills
Division
Information Literacy Critical Thinking Problem Solving
Cotabato 60.62 51.33 45.36
Kidapawan City 35.22 32.20 24.62
Sultan Kudarat 44.99 41.50 30.61
Tacurong City 42.12 37.02 25.50
South Cotabato 45.16 40.27 31.17
Koronadal City 46.92 39.99 29.72
Sarangani 50.29 43.43 43.14
General Santos City 53.18 45.32 35.35
Region 47.31 41.38 33.18
Reference: NAT Mastery Level Descriptive Equivalent
The data indicate that Grade 3 learners have Low Proficiency in the 21st
Century Skills. Problem Solving Skills gets the lowest PL of 33.18.
Table 3 presents the Grade 3 proficiency level in MTB-MLE. The medium of

instruction for the test depends on the language used by the school in teaching MTB-
MLE subject.
Table 3. Proficiency Level of Grade 3 Learners in MTB-MLE

Sinugbuanong
Division Tagalog Hiligaynon Maguindaoan Average
Bisaya
Cotabato 46.39 57.11 37.91 44.23 46.41
General Santos
City 34.38 34.38
Koronadal City 44.93 58.82 33.50 45.75
Sarangani 40.59 40.59
Sultan Kudarat 42.74 42.74
Tacurong City 41.10 41.10
Region 41.68 55.42 38.36 38.86 41.94
In the table, Sinugbuanong Bisaya and Maguindanaoan have the lowest PL of

19.18 and 19.43, respectively.
Table 4 provides the proficiency level of the learners in Reading and Listening
Comprehension.
Table 4. Proficiency Level of Grade 3 Learners in Reading and Listening

Comprehension
Division Reading and Listening Comprehension
Cotabato 59.90
General Santos City 52.18
Kidapawan City 49.29
Koronadal City 45.61
Sarangani 55.47
South Cotabato 40.88
Sultan Kudarat 52.17
Tacurong City 47.57
Region 50.38
6
The average PL of 50.38 of Grade 3 learners in Reading and Listening
Comprehension is classified as Nearly Proficient. The table shows that South
Cotabato has the lowest PL which is Low Proficient while Cotabato has the highest
PL classified as Nearly Proficient.
Table 5 shows the Grade 6 level of proficiency in Literacy and Numeracy which
covers Filipino, Mathematics, English, and Science Test.

Literacy and
DIVISION Filipino Math English Science
Numeracy
COTABATO 37.58 25.00 23.87 28.66 28.78
GENERAL SANTOS CITY 35.09 17.90 21.48 24.67 24.79
KORONADAL CITY 30.23 16.12 18.92 20.98 21.56
KIDAPAWAN CITY 30.47 18.11 19.88 21.51 22.49
SARANGANI 28.77 20.00 19.74 23.36 22.97
SOUTH COTABATO 32.20 18.11 20.74 23.18 23.56
SULTAN KUDARAT 34.45 19.71 21.35 25.43 25.24
TACURONG CITY 30.73 15.60 19.60 21.21 21.79
Region 32.44 18.82 20.70 23.62 23.90
In table 5, Mathematics got the least PL of 18.82 and Filipino has the highest
PL of 32.44. Further, the performance of Grade 6 learners in all four subjects can be
categorized as Not Proficient.
Table 6 indicates the proficiency level of Grade 6 learners in Information

Literacy, Critical thinking, and Problem Solving.

Information
Division Critical Thinking Problem Solving
Literacy
COTABATO 56.42 64.09 11.36
GENERAL SANTOS CITY 49.17 54.34 8.18
KORONADAL CITY 43.09 48.45 7.70
KIDAPAWAN CITY 44.41 49.60 8.46
SARANGANI 45.54 51.15 9.84
SOUTH COTABATO 46.24 52.80 9.25
SULTAN KUDARAT 49.34 55.53 8.83
TACURONG CITY 42.22 47.37 6.71
Region 47.05 52.92 8.79
The data in the previous table reveal that Grade 6 learners have the lowest PL
of 8.79 in Problem Solving classified as Not Proficient.
Table 7 shows the performance of the Grade 10 learners in literacy and

numeracy which covers Filipino, Mathematics, English, and Filipino.
7
Literacy &
Division Mathematics Science Filipino English
Numeracy
Cotabato 36.72 41.87 60.33 30.60 42.38
Kidapawan City 28.53 30.25 55.02 27.41 35.30
Sultan Kudarat 27.76 31.05 53.45 29.48 35.44
Tacurong City 28.65 30.33 55.95 28.43 35.84
South Cotabato 32.46 33.91 55.19 29.46 37.76
Koronadal City 32.17 32.76 61.15 30.21 39.07
Sarangani 32.31 32.63 55.60 29.99 37.63
General Santos City 33.05 35.01 59.80 30.31 39.54
Region 31.46 33.48 57.06 29.49 37.87
The data in Table 7 indicate that Grade 10 learners have low proficiency level
in Mathematics, Science, and English with PL of 31.46, 33.48 and 29.49,
respectively. Filipino has an average PL of 57.06 which classified as Nearly
Proficient.
Table 8 reveals the proficiency level of the Grade 10 learners in the 21st
Century Skills which covers Information Literacy, Critical thinking, and Problem-
Solving Skills.

Division Information Literacy Critical Thinking Problem Solving
Cotabato 40.79 40.61 19.48
Tacurong City 36.19 34.66 13.46
Sarangani 35.75 36.57 15.36
Region 37.41 37.24 14.97
Grade 10 learners’ proficiency level in problem solving is classified as Not

Proficient with a PL of 14.97 as presented in Table 8. In addition, Grade 10 learners
have a low proficiency level in Information Literacy and Critical Thinking with MPS
of 37.41 and 37.24, respectively.
Table 9 shows the proficiency level of Grade 12 learners in Literacy and

Numeracy which covers their proficiency on Filipino, Mathematics, English, and
Science.

Literacy
Division Math Science Filipino English and
Numeracy
Cotabato 25.57 35.06 47.69 40.62 37.24
General Santos City 25.94 29.50 41.30 35.52 33.06
Kidapawan City 25.95 36.54 46.95 40.60 37.51
Koronadal City 26.54 33.22 47.52 39.08 36.55
Sarangani 25.54 32.59 40.86 36.47 33.86
South Cotabato 25.99 35.60 49.11 42.03 38.14
Sultan Kudarat 26.35 30.98 41.69 35.41 33.61
Tacurong City 25.81 29.68 41.86 35.47 33.20
8
Region 25.96 32.90 44.62 38.15 35.40
As shown in Table 9, Grade 12 learners have low proficiency level in Filipino,
Mathematics, English, and Science. In summary, the Literacy and Numeracy
proficiency level of Grade 12 learners is low with PL of 35.40.
Table 10 presents the learners proficiency level in the 21st Century Skills
which includes Information Literacy, Critical Thinking, and Problem Solving.

Information
Division Critical Thinking Problem Solving
Literacy
Cotabato 32.73 35.21 23.31
Sarangani 31.72 33.40 24.30
Tacurong City 30.69 32.29 25.22
Region 31.75 34.11 26.99
As can be seen in Table 10, Grade 12 learners have low proficiency in

Information Literacy, Critical thinking, and Problem Solving with PL 31.75, 34.11,
and 26.99 respectively.
Tables 11, 12, and 13 show the proficiency level of the Grade 6, 10 and 12
learners in Situations of Disadvantage. It can be noted that in Grades 6, 10 and 12,
there are schools divisions that did not declare any schools in situations of
disadvantage in SY 2021-2022. The tables further show that Filipino is consistent in
having low level of proficiency in the different key stages.
Table 11. Proficiency Level of Grade 6 Learners in Situations of Disadvantage

Literacy and
Numeracy
KORONADAL CITY 29.00 17.44 18.13 17.73 20.58
KIDAPAWAN CITY 22.83 17.48 18.35 21.78 20.11
SARANGANI 24.91 19.32 18.43 23.17 21.46
SOUTH COTABATO 27.64 14.31 16.25 16.75 18.74
SULTAN KUDARAT 35.44 27.32 25.35 29.81 29.48
Region 27.96 19.17 19.30 21.85 22.07

Literacy and
Numeracy
COTABATO 34.56 53.38 56.21 29.08 43.31
KORONADAL CITY 29.92 29.17 61.29 28.67 37.26
SARANGANI 37.85 43.92 46.34 30.98 39.77
SOUTH COTABATO 36.14 38.32 63.41 32.30 42.54
SULTAN KUDARAT 24.13 25.64 39.30 30.18 29.81
Region 32.52 38.09 53.31 30.24 38.54
9
Literacy and
Numeracy
KORONADAL CITY 25.79 27.71 49.42 34.67 34.40
KIDAPAWAN CITY 26.50 32.00 34.75 21.25 28.63
SULTAN KUDARAT 24.17 24.81 29.53 24.64 25.78
TACURONG CITY 26.15 32.13 45.26 38.46 35.50
Region 25.65 29.16 39.74 29.75 31.08
Table 14 shows that learners in situations of disadvantage got a low

proficiency level in Filipino, Mathematics, English and Science. Overall, the PL of
learners in situations of disadvantage is 31.93 which is classified as low level of
proficiency.
Table 14. Average Proficiency Level of Learners in Disadvantage Situations

Literacy and
Numeracy
Cotabato 34.56 53.38 56.21 29.08 43.31
Koronadal City 28.24 24.77 42.95 27.02 30.74
Kidapawan City 24.66 24.74 26.55 21.52 24.37
Sarangani 31.38 31.62 32.38 27.08 30.62
South Cotabato 31.89 26.31 39.83 24.52 30.64
Sultan Kudarat 27.91 25.92 31.39 28.21 28.36
Tacurong City 26.15 32.13 45.26 38.46 35.50
Region 29.26 31.27 39.22 27.98 31.93
Table 15 presents the percentage of learners achieving nearly proficient in the

different quality indicators for each key stage. The data shows that Key Stage 4
learners have the lowest percentage of learners achieving a proficiency level of at
least Nearly Proficient in literacy and numeracy.
Table 15. Percentage of Learners Achieving at least Nearly Proficient in the

Different Quality Indicators for Each Key Stage (KS)
Division KS 1 KS 2 KS 3 KS 4
Reading and
MTB- Listening
Filipino English Numeracy Numeracy and Literacy
MLE Comprehen-
sion
Cotabato 35.22% 81.90% 76.34% 73.84% 43.37% 63.92% 28.60% 17.08%
General
2.50% 53.93% 54.38% 44.38% 14.38% 46.25% 21.40% 6.29%
Santos City
Kidapawan
6.25% 45.89% 30.39% 17.13% 2.21% 31.99% 18.06% 18.21%
City
Koronadal
56.76% 48.07% 44.12% 27.94% 7.65% 36.70% 22.30% 16.12%
City
Sarangani 13.39% 53.66% 54.59% 48.47% 36.73% 37.44% 18.82% 14.13%
South
43.23% 41.19% 43.16% 34.35% 7.60% 37.50% 18.10% 17.58%
Cotabato
Sultan
12.96% 53.33% 59.89% 44.63% 11.86% 50.00% 15.37% 9.51%
Kudarat
Tacurong
0.00% 33.09% 37.90% 18.55% 4.84% 30.43% 17.22% 8.51%
City
Region 21.29% 51.38% 50.10% 38.66% 16.08% 41.78% 19.98% 13.43%
Note:
The following are the MTs tested in each SDO.
Cotabato – Tagalog, Hiligaynon, Sinugbuanong Binisaya, Maguindanaon
Kidapawan City – Tagalog, Sinugbuanong Bininsaya
Koronadal City - Tagalog, Hiligaynon, Maguindanaon
Sarangani – Sinugbuanong Binisaya
South Cotabato – Tagalog, Hiligaynon
Gen. Santos City, Sultan Kudarat, and Tacurong City - Tagalog
10
Where do we want to go?
The ultimate aim of DepEd SOCCKSARGEN Learning Recovery and Continuity

Plan is to bring learners’ performance to a notch above where they are at present
while ensuring their full socio-emotional functioning, mental health and well-being
through better education services, programs and initiatives.
Tables 15, 16, and 17 show the proficiency levels of learners in the different
assessment areas for Key Stages 1, 2, 3, and 4. It provides the six-year target of the
Region.
Table 15. Proficiency Level of Learners in Literacy and Numeracy for the
Different Key Stages and the Six-Year Target
Proficiency Target
Assessment
Key Stages Level (PL)
Area 2023 2024 2025 2026 2027 2028
(Baseline)
Reading and
Listening 50.38 52.90 55.54 58.32 61.24 64.30 67.51
Comprehension
1 MTB-MLE 41.94 44.04 46.24 48.55 50.98 53.53 56.20
Literacy 48.35 50.77 53.31 55.97 58.77 61.71 64.79
Numeracy 34.78 36.52 38.34 40.26 42.28 44.39 46.61
Literacy &
43.83 46.02 48.32 50.74 53.28 55.94 58.74
Numeracy
Literacy 26.57 27.90 29.29 30.76 32.30 33.91 35.61
2 Numeracy 18.82 19.76 20.75 21.79 22.88 24.02 25.22
Literacy &
23.90 25.10 26.35 27.67 29.05 30.50 32.03
Numeracy
Literacy 43.28 45.44 47.72 50.10 52.61 55.24 58.00
3 Numeracy 31.46 33.03 34.68 36.42 38.24 40.15 42.16
Literacy &
37.87 39.76 41.75 43.84 46.03 48.33 50.75
Numeracy
Literacy 41.39 43.46 45.63 47.91 50.31 52.83 55.47
4 Numeracy 25.96 27.26 28.62 30.05 31.55 33.13 34.79
Literacy &
35.40 37.17 39.03 40.98 43.03 45.18 47.44
Numeracy
Table 16. Proficiency Level of Learners in 21st Century Skills for the Different
Key Stages and the Six-Year Target
21st Target
Key PL
Century
Stages (Baseline) 2023 2024 2025 2026 2027 2028
Skills
IL 47.31 49.68 52.16 54.77 57.51 60.38 63.40
1 CT 41.38 43.45 45.62 47.90 50.30 52.81 55.45
PS 33.18 34.84 36.58 38.41 40.33 42.35 44.46
IL 47.05 49.40 51.87 54.47 57.19 60.05 63.05
2 CT 52.92 55.57 58.34 61.26 64.32 67.54 70.92
PS 8.79 9.23 9.69 10.18 10.68 11.22 11.78
IL 37.41 39.28 41.24 43.31 45.47 47.75 50.13
3 CT 37.24 39.10 41.06 43.11 45.27 47.53 49.91
PS 14.97 15.72 16.50 17.33 18.20 19.11 20.06
IL 37.75 39.64 41.62 43.70 45.89 48.18 50.59
4 CT 34.11 35.82 37.61 39.49 41.46 43.53 45.71
PS 26.99 28.34 29.76 31.24 32.81 34.45 36.17
Legend:
PL – Proficiency Level
IL – Information Literacy Skills
CT – Critical Thinking Skills
PS – Problem Solving Skills
11
Table 17. Proficiency Level of Learners in Situations of Disadvantage and the
Six-Year Target
Proficiency Target
Assessment
Level Level (PL)
Area 2023 2024 2025 2026 2027 2028
(Baseline)
Literacy 23.63 24.81 26.05 27.35 28.72 30.16 31.67
Elementary Numeracy 19.17 20.13 21.13 22.19 23.30 24.47 25.69
Literacy &
22.07 23.17 24.33 25.55 26.83 28.17 29.58
Numeracy
Literacy 42.92 45.07 47.32 49.69 52.17 54.78 57.52
JHS Numeracy 38.09 39.99 41.99 44.09 46.30 48.61 51.04
Literacy &
38.54 40.47 42.49 44.61 46.85 49.19 51.65
Numeracy
Literacy 32.70 34.34 36.05 37.85 39.75 41.73 43.82
SHS Numeracy 29.06 30.51 32.04 33.64 35.32 37.09 38.94
Literacy &
31.08 32.63 34.27 35.98 37.78 39.67 41.65
Numeracy
The target of the Region on the percentage of learners with proficiency level of
at least nearly proficient in the different quality areas/indicators is dependent on the
target sets by each SDO as contained in the REDP 2023-2028. The RO will exert
much effort to assist SDOs in the accomplishment of this target.
12
III. DEPED SOCCSKSARGEN’S STRATEGIES TOWARDS LEARNING
RECOVERY AND CONTINUITY THROUGH LINGAP PROGRAM
The LINGAP Program is a banner program of DepEd SOCCSKSARGEN under

its Learning Recovery and Continuity Plan SY 2022-2023 onwards with the ultimate
goal of improving the quality of education through the different programs and
initiatives, and established system and mechanism. This contextualized banner
program supports the DepEd’s battle cry for “Sama-sama sa Pagsulong ng
EduKalidad”, focusing on the four major strategic directions of the Department of
Education:
K to 12 Curriculum Delivery and Instruction

Improvement of the learning environment
Teachers’ upskilling and reskilling
Engagement of stakeholders for support and collaboration
The LINGAP Program has Six Pillars that systematically function towards
providing the best education services and learning opportunities for learners to
improve learners’ performance.
Learning Environment Improvement

Initiatives and Innovations on Addressing Learning Gaps and Improving
Learning Outcomes
Nurturing Teachers and Education Leaders for Improved Capacity
Governance Processes that Provide Enabling Support
Advocacy for Gaining Stakeholders’ Confidence
Partnership Building for Collaboration and Support
PILLAR 1: Learning Environment Improvement
DepEd SOCCSKSARGEN will exert its best efforts to provide learners with the
most ideal atmosphere and conducive learning environment that support and
enhance their full socio-emotional functioning, mental health and well-being, far
from the tragic and stagnating experience brought about by the pandemic that
adversely affected them emotionally, socially and intellectually. Thus, the kind of
learning environment the Region will strive to provide will be supportive and
nurturing and that which enhances the emotional, social and intellectual
development of the learners.
1.1 Schools Readiness and Responsiveness to Learners’ Needs and Contexts
1.1.1 Enhancing the Responsiveness of the Alternative Delivery Mode

(ADM) Program and the Different Learning Modalities (LDM)
It is evident that the pandemic has adversely affected the learning of children.
Based on World Bank estimates, as many as 91 percent of children in the Philippines
at late primary age “are not proficient in reading. Compare that with its neighbors in
the region, the Philippine learning poverty rate was higher by 56.4 points and more
than double the regional average of 34.5 percent. It fared even worse among lower-
middle income countries, with the figures reflecting an abysmal 80.5-point gap with
its peers.
The problem, according to the World Bank, is compounded by the significant

number of out-of-school youth. In the Philippines, 5 percent of primary school-aged
children are not enrolled in school. These children are excluded from learning in
13
school. (Inquirer.Net, Retrieved at https://newsinfo.inquirer.net/1632864/wb-ph-
learning-poverty-among-highest-in-region, August 1, 2022).
Taking cognizant of the information and the lessons learned from the COVID-
19 experience, DepEd SOCCSKSARGEN will contain in its plan the strengthening of
the implementation of the Alternative Delivery Mode (ADM) program and the different
Learning Delivery Modalities (LDM) to be able to respond to learner’s needs and to
the demand of time.
The Alternative Delivery Mode (ADM) program of the Region will provide
appropriate learning options to learners in situations of disadvantage. For learners
to continue their studies and prevent them from leaving schools, the region plans in
transforming elementary and secondary schools as “One-Stop-Shop” schools that
offer several ADMs (Modified In-School Off-School Approach; Instructional
Management by Parents, Community and Teachers; Open High School Program;
Night High School; Homeschooling; School-Initiated Intervention) whichever is best
fitted and favorable for the learner. Schools will be capacitated on the implementation
and delivery of ADMs together with the learning resources and the mechanism
needed for effective program implementation. This is to ensure that all children are
in school to address the issue on increasing learning poverty, which is identified as
partly caused by increasing number of out-of-school children and youth.
DepEd SOCCSKSARGEN Region will always ensure its readiness for education
continuity during disaster, calamity, conflict, pandemic and similar circumstances
through the different learning modalities. To do this, the RO will do the following:
• Conduct inventory of existing reusable SLMs, LASs, transistor radios,

tablets and other gadgets, and textbooks, big books, story books and other
LRs available in schools, SDOs and the RO that can be used for distance
learning. Utilization and proper storage of these materials based on
existing guidelines shall be reinforced.
• Provide access to schools and SDOs - online and offline, the available print-
based digitized and soft file learning resources, video lessons, and RBI
lesson episodes
• Mapping of schools’ potentials in offering the different distance learning
delivery modalities (online learning, modular learning, TV/RBI, blended
distance learning, LR on WHEELS, and other unique LDMs)
• Encourage the use of existing Learning Management System and online
learning platforms used by schools for asynchronous learning and
communication platform even in time of full face to face classes
• Provide blended learning delivery design in times when full face to face
classes cannot be possible
• Design class program as a measure to increase Engaged Time-on-Task and
provide open time for the conduct of activities on learning remediation and
intervention; socio-emotional, mental health and well-being; professional
development; and co-Curricular
The region provides the following blended learning arrangements that schools
may adopt under certain circumstances especially at the beginning of SY 2022-2023
on August 22 to October 31 as per DO 34, s. 2022, as schools transition to full face
to face classes:
14
Elementary Blended Learning Arrangement
Three (3) Days Face to Face Classes and Two (2) Days Distance Learning
Days
Learning Modalities
Monday Tuesday Wednesday Thursday Friday
Kinder Kinder Kinder
Grade 1 Grade 1 Grade 1 Grade 4 Grade 4
Face to Face Grade 2 Grade 2 Grade 2 Grade 5 Grade 5
Grade 4 Grade 6 Grade 5
Kinder Kinder
Distance Learning
Grade 3 Grade 3
Four (4) Days Face to Face Classes and One (1) Day Distance Learning
Days
Learning Modalities
Kinder Kinder Kinder Kinder
Face to Face
Grade 5 Grade 6 Grade 6 Grade 6
Kinder
Distance Learning Grade 6 Grade 5 Grade 4 Grade 3 Grade 1
Grade 2
JHS Blended Learning Arrangement
Three Days (3) Face to Face Classes and Two (2) Days Distance Learning
Days
Learning Modalities
Grade 7 Grade 7
Face-to-Face (In- Grade 7 Grade 9 Grade 9
Grade 8 Grade 8
Person) Learning Grade 8 Grade 10 Grade 10
Grade 9 Grade 10
Distance Learning Grade 10 Grade 9
Four Days (4) Face to Face Classes and One Day (1) Distance Learning
Days
Learning Modalities
Grade 7
Grade 8
Face to Face Grade 8 Grade 8 Grade 9 Grade 9
Grade 9
Grade 10
Distance Learning Grade 10 Grade 9 Grade 8 Grade 7
15
Secondary (JHS + SHS) Blended Learning Arrangement
Three Days (3) Face to Face Classes and Two (2) Days Distance Learning
Days
Learning Modalities
Grade 10 Grade 10
Face to Face Grade 11 Grade 11
Grade 12 Grade 12
Grade 7 Grade 7
Distance Learning Grade 8 Grade 8
Grade 9 Grade 9
Four Days (4) Face to Face Classes and One (1) Day Distance Learning
Days
Learning Modalities
Grade 9
Grade 10
Face to Face Grade 9 Grade 9 Grade 9 Grade 10
Grade 11
Grade 12
Grade 7
Distance Learning Grade 12 Grade 11 Grade 10 Grade 9
Grade 8
The RO has also developed sample class programs for full face to face classes
based on DO 21, s. 2019 titled, “Policy Guidelines on the K to 12 Basic Education
Program” and DO 31, 2012, “Policy Guidelines on the Implementation of Grades 1 to
10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-
2013” as a response to DO 9, s. 2005 titled, “Instituting Measures to Increase
Engaged Time-on-Task and Ensuring Compliance Therewith” and DO 34, s. 2021
titled, “School Calendar and Activities for the School Year 2022-2023”. The ultimate
aim of this class program design is to provide for an open time where schools can
conduct activities on learning remediation and intervention; socio-emotional, mental
health and well-being; professional development; and co-curricular while ensuring
non-disruption of classes.
The class program has the following features:
• It provides enough time to finish learning activities.

• It provides for a lesser number of daily lesson plan/daily lesson log to
prepare.
• There is a lesser number of subjects to take in a day.
• It minimizes lost time due to frequent transfer of teachers from one to the
next class.
• It provides open time for the conduct of necessary school activities without
disrupting regular classes.
• It complies with the time allotment requirement as provided in Annex 1
(Elementary Education) and Annex 2 (Secondary Education) of DO 21, s.
2019.
The next table presents the sample class program for Junior High School.
Similar pattern can also be prepared for Elementary and Senior High School taking
note of the time allotment per learning area as provided in DO 21, s. 2019. Schools
are empowered to design their own class program but should consider the time
allotment per learning area and should provide for open time to conduct the
necessary school activities without disrupting regular classes.
16
Days
Time
6:30 am - 7:00 am Flag Ceremony
7:00 am - 8:00 am Science Math Science Math MAPEH (Health)
8:00 am - 9:00 am Science Math Science Math MAPEH (PE)
9:00 am - 9:15 am Recess
9:15 am - 10:15 am English Filipino English MAPEH (Music) Filipino
10:15 am - 11:15 am English FIlipino English MAPEH (Arts) FIlipino
11:15 am - 12:15 pm HGP ICL ICL AP Open Time
12:15 am - 1:15 pm Lunch Break
1:15 pm - 2:15 pm TLE AP TLE EsP Open Time
2:15 pm - 3:15 pm TLE AP TLE EsP Open Time
3:15 pm - 4:15 pm Open Time Open Time Open Time Open Time CTP for G10
Legend:
ICL – Independent and Cooperative Learning Activities for Learners
CTP – Citizenship Training Program for Grade 10 only
Note:
The conduct of the flag retreat every Friday can be done during 3:15-4:15 PM
or earlier depending on the final class program developed by the school.
1.2 Intensifying the Operations of the Learning Resource Management

System
1.2.1 Learning Resources Provision
The DepEd SOCCSKSARGEN through its Learning Resource Management

System (LRMS) Section is committed to providing assistance to SDOs and schools in
the provision of adaptive learning resource systems, and development and
distribution of adequate and varied learning resources to teachers and learners from
both the formal basic education and Alternative Learning Systems.
The RO-LRMS will further strengthen its support to SDOs and schools
through the following activities and initiatives:
On Development and Provision of Learning Resources
• Development of contextualized learning resources such as big books, story

books, modules, learning activity sheets, worksheets, workbooks, audio
and video Lessons, classroom assessment tools, lesson exemplars and
teaching guides and manuals
• Provision of access to SDOs and schools to learning, teaching and
professional development resources in digital format and locate resources
in print format and hard copy
• Procurement of gadgets (e.g. tablets, smart phones, storage devices etc.) for
distribution to SDOs and schools
• Digitization of existing locally and DepEd-developed LRs in all learning
areas and its distribution to SDOs and schools
• Repository of CO-developed LRs on mental health and psychosocial support
• Quality assurance of learning resources developed by the SDOs and schools
• Conduct regular inventory to provide information on quantity and quality
and location of textbooks and supplementary learning materials
On Building Internal Capacity
• Capacity building of layout artists, digital illustrators and teacher-writers in

the design and development of LRs
• Selection and screening of potential Learning Resource Evaluators
• Conduct of Regional Storybook Writing Contest and Reading Exhibit
17
• Provision of technical assistance to SDOs and schools in the development,
access and utilization of LRs
• Availability of contextualized standards, specifications and guidelines for
SDOs and schools used: assessing & evaluating, acquiring & harvesting,
modification, development and production, storage and maintenance; and
publication and delivery of LRs.
1.2.2 Library Services
One of DepEd SOCCSKSARGEN-LRMS’ thrusts is to empower library hubs

and school libraries as support system to address the learning resources and
educational needs of teachers and learners in schools.
To ensure the operationalization of library hubs and school libraries as

repositories, and provider of library services and access of text-based learning
resources, the DepEd SOCCSKSARGEN-LRMS will conduct the following:
• Capacity Building of School Library In-charge on library management

such as online cataloging, indexing and e-library resources.
• Annual conduct of Regional Search for Most Functional Library Hub
and School Library.
• Regular monitoring on the implementation and operationalization of
library hubs and school libraries.
• Annual Conduct of Regional Reading Exhibit and showcase of SDO’s
best practices and innovations on library implementation.
1.3 Guidance and Counseling Services
Consistent with the Implementing Rules and Regulations of RA No. 11036

otherwise known as the Mental Health Law, Section 25; RA No. 9258 otherwise
known as Guidance and Counseling Act of 2004; and RA 10533 otherwise known as
Basic Education Act of 2013, DepEd SOCCSKSARGEN shall make Guidance and
Counseling Services available to all learners by implementing the following:
Mechanism Supporting Career Guidance and Guidance and Counselling

Programs
• Orientation on Homeroom Guidance, Career Guidance, Guidance and
Counseling, and Referral System of learners
• Provide a regional issuance in the Crafting of the:
- School Career Guidance Program Annual Implementation Plan
The School Career Guidance Program shall conduct activities designed
to help JHS and SHS learners explore their choices and make
responsible decisions relevant to career pathing
- School Guidance and Counseling Program Annual Implementation Plan
The School Guidance and Counseling Program shall conduct activities
focusing on socio-emotional functional, mental health and well-being
• Extend assistance to SDOs and schools in obtaining specialized services
such as placement service, referral, psychological assessment,
consultation, research and evaluation, follow-up, individual inventory,
career, information service and counseling
• Conduct conferences and interface activities as an avenue for reviewing and
enhancing the division flagship programs related to guidance and
counseling
18
• Establish linkages with NGOs and other government agencies in the
implementation of the Career Guidance Program and Guidance and
Counseling Program in the region
• Enhancement Seminar of Guidance Counselors and Guidance Advocates
on Guidance and Counseling Program Implementation
• Organization of school level peer counselors
• Conduct school level orientation on the services provided by the guidance
office before the opening of classes.
Mental Health Program

• Conduct webinar on mental health and psychosocial support
• Issue a regional memorandum on the implementation of counseling and
referral services in all public schools.
• Establish partnership with other mental health professionals/agencies for
assessment and diagnosis of referred learners exhibiting symptoms of
mental health problems.
Monitoring
• Submission of SDO Annual Reports
• Onsite monitoring and provision of technical assistance
• Virtual Kumustahan
• Conduct of Program Implementation Review (PIR)
1.4 Strengthening Inclusive Education and Special Curricular Program

Delivery
1.4.1 Inclusive Education Delivery (IPED, MEP, SPED and MG)
The DepEd SOCCSKSARGEN will assess the implementation of the different

inclusive education programs not only on improving access but on ensuring that
needs of learners under these initiatives are attended to and responded accordingly.
This is necessary to determine the extent of learning loss and to identify the specific
gaps that need to be provided with interventions.
The RO will provide special attention to equity on inclusive education delivery

by focusing improvement on teachers’ quality and training, curriculum
contextualization, and learning resources provision.
1.4.1.1 On Teachers Quality and Training
The RO-CLMD with the help of SDOs will profile teachers with specific focus
on capturing their learning and development needs. After gathering the data, the
CLMD will coordinate with HRDD on the appropriate L&D interventions to be
provided to them.
1.4.1.2 On Curriculum Contextualization
The RO, as it has started its efforts to establish partnership with some HEIs
on curriculum contextualization, will initiate curriculum review and push its way
towards contextualization of the curriculum which is essential for the development
of the different contextualized learning resources needed to support teaching-
learning activities.
19
1.4.1.3 On Learning Resources Provision
The RO will consider ALIVE, IPED and SPED implementing schools (Muslim,
IP and SPED learners) as priorities in the provision of tablets procured by the RO. It
will also start to develop, with the help of the SDOs, contextualized LRs intended for
learners in these programs.
1.4.1.4 Engaging Stakeholder for Collaboration and Support
As there are needs of learners that cannot be totally addressed by DepEd alone
especially for those in situations of disadvantage like supplies, food, health and
nutrition, transportation means and the like, the Region will engage LGUs,
communities, NGAs, NGOs, and other stakeholders for possible support to learners.
Partnership with organizations that provide learning interventions or support to
DepEd programs and initiatives will also be explored.
1.4.2 Special Curricular Programs (SCPs)
The DepEd SOCCSKSARGEN will strengthen the implementation of the

different Special Curricular Programs (Special Program in Journalism, Special
Science Program-SSES & STE, Special Program in Sports, Special Program in the
Arts, Strengthened Technical-Vocational Education Program, and Special Program
in Foreign Language) to be responsive to the interest and development of potentials
of the learners. Several initiatives will be undertaken by the RO to achieve this
purpose.
1.4.2.1 Admission to SCPs
The RO will review the existing admission system to the different programs
and will develop an enhanced SCP Admission System. This will include Eligibility
Requirements, Process in the Screening and Selection, and Standardized Admission
Test.
1.4.2.2 Curriculum and Learning Delivery
The RO will also review the existing curriculum and class program for the
different SCPs and develop harmonized curriculum and class program to be adopted
by all schools.
The RO, through an issuance, will encourage SCPs implementing schools to

partner with organizations for immersion of students to have real-life experience and
full development of talents and potentials.
1.4.2.3 Learning Resources
Through the education program supervisors of the SCPs and the CLMD LRMS
section, learning resources needed for the enhanced curriculum of SCPs shall be
acquired/procured and/or develop, and will be provided to the schools.
1.5 Contextualized Policy Support
As a support mechanism to make the overall learning experience of learners

meaningful, enriching and satisfying, the RO’s initiatives and activities shall be
supported by contextualized policies that enhance learning delivery and learning
experience.
20
Contextualized policies on the different areas of concern will be issued. There
will be policy reviews and close monitoring of the implementation of these policies to
identify specific areas for improvement.
The enabling policy support will focus on the following areas:
• Use of the medium of instruction (DO 21, 2019)

• Non-disruption of classes and increasing engaged time-on-task (DO 9,
2005, and DO 34, 2022)
• Establishment of School-Based Reading Program, and “No-Read, No-Pass”
Policy (DO 45, 2002)
• Remediation and Learning Intervention (DO 8, 2015)
• Assessment (DO 8, 2015, and DO 27, 2022)
• Child-Friendly School System (DO 44, 2015)
• Implementing Guidelines for the Different Contextualized Programs and
Initiatives
1.6 Incentivizing and Rewarding Performance
As a mechanism to encourage and sustain school level initiatives and

innovations that contribute to the improvement of the different Key Performance
Indicators, DepEd SOCCSKSARGEN RO will institutionalize the following award
system.
1.6.1 Search for Best Peer Tutoring Program
This is an award given to learners’ clubs/organizations and their leaders and

implementers together with the club’s adviser in different learning areas in
Elementary, Junior High School and Senior High School, that implemented
innovative approach to “Peer Tutoring” at the school level.
1.6.2 Search for Best School in Teaching (All Learning Areas)
This is an award given to a school and group of teachers which exhibited

exemplary performance in ensuring quality education delivery in a particular
learning area. The criteria for the selection include but not limited to the following:
• Professional development
• Learners’ academic performance
• Initiative to improve learners’ learning
• Learning resources
• Stakeholders’ engagement for support
• Use of data for improvement of instruction
• School leadership support
• Advocacy
1.6.3 Dangal Award: Recognition of School Initiatives and Innovations

to Improve the Key Performance Indicators
This is a recognition given to a school and group of teachers that have

implemented initiatives and innovations for at least three years that has improve the
different Key Performance Indicators.
• Reading, Literacy, Numeracy, and Other Learning Areas
21
• Special Curricular Programs
• IPED Implementing School
• ALIVE Implementing School
• SPED Implementing School
• ADM Implementing School
• ALS CLC
• School Library
• Guidance and Counselling and Career Guidance Program
• SPEEd (Strengthening Parental Engagement in Education)
• DepEd Programs: ELLN and PRIMALS
PILLAR 2: Initiatives and Innovations in Addressing Learning Gaps and

Improving Learning Outcomes
DepEd SOCCSKSARGEN is committed to continuously improve itself to better

serve the learners by taking initiatives and innovations to improve the quality of
education delivery and respond to their needs. These initiatives and innovations shall
be context and needs-based, data-driven and anchored on the overall direction of the
DepEd Central Office.
2.1 Active Reading and Learning (ARAL 1.0) Program
In pursuit of quality and excellence, DepEd SOCCKSARGEN will continuously

address learning gaps and improve learning delivery through the Active Reading and
Learning (ARAL 1.0) Program.
ARAL 1.0 is a response to the learning gaps brought by the pandemic by

providing necessary learning remediation and intervention so that learners can catch
up and improve performance.
Specifically, ARAL 1.0 aims to:
1. establish a mechanism that supports schools in addressing learning gaps

and in improving learning delivery through:
1.1 contextualized policy as enabling support to address learning gaps
and improve learning delivery;
1.2 capacity-building for teachers that will equip them with knowledge
and skills in teaching reading and in facilitating learning;
1.3 provision of intervention structure and delivery responsive to
learners’ needs; and
1.4 provision of learning resources.
2. recognize the efforts and initiatives in addressing the gaps and improving
learning outcomes.
22
The ARAL 1.0 consists of the following underlying components:
• Structure
• Time Allocation and Scheduling
• Approach and Strategy
• Information and Communication Technology
• Learning Resources
• Teaching Material Support
• Training of Teachers
• Performance Tracking
• Advocacy
• Stakeholders’ Involvement
• Strengthening and Sustaining CO Flagship Programs
• Incentivizing and Rewarding
• Celebration of Milestones
23
Structure of ARAL 1.0
LEARNING REMEDIATION AND

INTERVENTION
READING OTHER LEARNING AREAS
Pre-Implementation
Pre-Implementation
1. Gathering of Baseline Data
1. Gathering of Baseline Data
• Learner Needs Assessment (Least-
• Learner Needs Assessment (Phil-IRI,
mastered LCs through classroom
EGRA, RSA)
assessments, NAT/RSA)
• Profiling of Learners
• Other assessment results
Implementation
Implementation Delivery of Intervention
Delivery of Intervention • Time allotment and scheduling
• Time allotment and scheduling • Delivery of learning area intervention
• Delivery of the reading intervention (remediation/enrichment) based on
based on the 3B Initiatives (Bawat assessment results (Learned/Least
Bata Bumabasa) Framework and Learned Competencies)
Concept • Ongoing Performance tracking
• Ongoing performance tracking
Post Implementation Post Implementation

• Learners’ assessment (Posttest) • Learners’ Performance in Class
• Learners’ Performance in Class • Reporting
• Reporting
• Improved Instructional Delivery and Learners’

Academic Performance in all Learning Areas
• Sustained Culture of Love of Reading and Learning
Professional Development (Training and SLAC), Policy

Support, Advocacy, M&E, LRs, Reading/Learning Centers,
Program/Initiative Coordinators and Implementers,
Stakeholders' Engagement and Support
The ARAL 1.0 has two major breadths: Reading and Learning Areas. Both
areas will undergo pre-implementation, implementation, and post-implementation
phases. This is the cycle to be considered in the implementation of learning
remediation and intervention every school year.
Pre-Implementation Phase
The intervention will start with the Learners’ Needs Assessment (LNA) and
profiling to determine the specific area of knowledge and skill where the learner needs
support. This is based on the results of the classroom assessment activities, Phil-IRI,
and other reading assessment tools and activities.
24
Meanwhile, in learning areas, data will be established through the results of
classroom assessment activities (formative and summative). Other assessment
results from NAT, RSA and international assessments will also be considered
Implementation Phase
After identifying the needs, the learners will be provided intervention

according to their level: beginning, transitioning, Intermediate and Advanced, both
for reading and learning areas. Beginning and transitional reading and identified to
be lagging behind from their appropriate reading level per key stage area. Meanwhile,
enrichment activities will be given to learners in intermediate and advanced reading
levels to provide extended learning opportunities to study concepts with deeper
breadth and complexity.
Post-Implementation Phase
The teachers involved in the learning remediation and intervention shall meet
at the end of every cycle of the activity to assess effectiveness of efforts. Results on
assessments, posttests, and performance in class and other assessment activities
shall be considered in the program/activity evaluation.
A yearly report covering the different phases of implementation and detailed

records of learners’ progress shall be prepared as basis of tracking the overall
effectiveness of the intervention. Consolidated data on these reports shall be
analyzed by the RO and utilized as basis for providing continued support to SDOs
and schools in the implementation of the different school-based learning
remediations and interventions.
Time Allocation and Scheduling
The RO has already designed class programs for SY 2022 – 2023 onwards for
all grade levels that provide an open time for schools to conduct their school-based
learning remediation and intervention without disrupting the conduct of regular
classes. Aside from this, schools and SDOs may opt to have learning remediation
and intervention during Saturdays, Sundays and End-of-School-Year break.
Sample Time Allocation on Reading Intervention

Oral Phonological
Key Stage Phonics Fluency Comprehension
Language Awareness
1
20 mins 15 mins 15 mins 15 mins 25 mins
(Grades 1-3)
2
15 mins 15 mins 15 mins 20 mins 20 mins
(Grades 4-6)
3
15 mins 30 mins 30 mins
(Grades 7-10)
4
15 mins 30 mins 30 mins
(Grades 10-12)
Oral Language. Oral language is the system through which we use spoken words to
express knowledge, ideas, and feelings. Developing oral language, then, means
developing the skills and knowledge that go into listening and speaking - all of which
have a strong relationship to reading comprehension and to writing. Oral language
25
is made up of at least five key components (Moats 2010): phonological skills,
pragmatics, syntax, morphological skills, and vocabulary.
Phonological Awareness. Discernment and manipulation of units of language

including words, syllables, and rhymes. Time allocated to this skill should gradually
decrease as learners become more familiar with the sounds of the language. In turn,
time allocation for phonological awareness gradually increases as students transition
to focusing more on the patterns, words, and meaning of the language than on the
individual sounds.
Phonics. Explicitly teach learners key elements of morphology, or the study of the
structure of words and word formation to help learners recognize the meaning of the
word roots, prefixes, suffixes, and the rules that govern within.
Fluency. Learners’ fluency may increase through the ongoing practice of decoding
and word recognition. Incorporate ample opportunity for them to recognize spelling
and sound patterns within language to support fluency and increase automaticity in
word recognition.
Comprehension. While a learner may be an effective encoder, able to read a passage

quickly and without errors, they must understand what they are reading in order to
become proficient readers. Comprehension relies on the reader’s prior knowledge and
their active engagement to construct meaning from the words and grammatical
structure while they read.
Approach and Strategy
The intervention process may be done face to face or online. During face-to-
face classes, the teacher may maximize the OPEN TIME in the class program to
implement intervention initiatives. It can also be done online via synchronous or
asynchronous. Teachers may take full advantage of the educational platform for real-
time discussions such as google meet, zoom, MS teams, and the like. They may use
videos and audio to relay lessons whilst addressing least-learned competencies.
Synchronous sessions connect with learners, develop social and emotional learning
and create a sense of belongingness. For anytime, anywhere approach, the teacher
may maximize using platforms that of google classroom, Wikispaces, Edmodo, etc.
In asynchronous, materials should be organized in accessible, consistent methods
based on the needs of learners, families, and educators. The combination of
synchronous and asynchronous classes will be a good support to learners to address
the identified gaps. The use of the platforms shall be communicated to parents,
especially in terms of data and safety protocols.
Information and Communication Technology. To realize the use of the

online platforms, teachers will be given capacity building to enhance their ICT skills
that target strategies in giving feedback and tracking progress using technology tools,
thereby maximizing the technological features in teaching reading and conducting
learning interventions. The use of ICT will be communicated and discussed during
the conduct the School Learning Action Cell.
26
Learning Resources
The RO and SDOs LRMS sections shall be providing learning resources to

support the learning remediation and intervention activities through the
development of contextualized LRs such as big books, story books, modules, learning
activity sheets, worksheets, and others. Stakeholders shall also be engaged for
possible material donations and other form of support they can extent to schools.
Teaching Material Support
As critical support is needed by the schools and teachers in the

implementation of the school-based reading program, the RO will develop the
“Manual for Teaching Reading” that suits the context and culture of Region 12. The
RO will engage reading experts and writers from the team of supervisors and teachers
to develop the manual, with the guidance of consultants on reading.
Training of Teachers
ARAL 1.0 will cover the Regional Training of Trainers (RTOT) in Reading to
capacitate teachers with enhanced knowledge and skills in effective teaching of
reading. Through this, teachers will possess a good grasp of content which they could
consequently convert to sound learning and promote their students’ holistic
development.
Similar training will also be conducted to capacitate teachers in the provision

of effective learning remediation and intervention for learners.
The conduct of school-based Learning Action Cell (SLAC) sessions will be

intensified as a mechanism of rolling-out RTOTs and other pieces of training. The
SLAC shall also be operationalized, not only as a cost-effective professional
development strategy; but as a venue for teachers to discuss and identify issues and
concerns on learning delivery and solve them collectively.
Performance Tracking
Learners’ performance will be tracked weekly using appropriate assessment

tools depending on the intervention provided. An Individual Learning Monitoring Plan
(ILMP) will be used to monitor learner’s progress based on the given intervention
strategies. It is a more specific tool that will be used during remediation by the
teachers for learners who lag behind as shown by the results of their formative and
summative assessments. By providing intervention strategies for a certain period,
the ILMP serves as the document that will show if the learner has shown either
mastery or non-mastery of the learning competencies, significant progress, or
insignificant progress.
27
Intensifying Reading Advocacy through Building a COLOR (Culture of
Love of Reading)
As a response to the challenge of the 3B Initiatives (Hamon: Bawat Bata

Bumabasa) to intensify the advocacy as a way of gaining stronger stakeholder’s
support for the reading initiatives and making the reading intervention work and
achieve its objective, DepEd SOCCSKSARGEN shall have its strongest advocacy
campaign for collective efforts of all stakeholders in all governance levels to make
every learner a reader at his/her grade level through an advocacy activity named
Building a COLOR (Culture of Love of Reading).

“Building a COLOR” is reading advocacy that involves the following:
• Advertisement of reading program/initiative using the media networks,
social media, tarp/poster posting, flyers, fora, symposia, etc.
• Celebration of Reading Month
• Showcase of K to 3 learners reading skills
• Giving of reading kits and supplies to learners
• Storytelling and reading aloud activities by the school, SDO and RO
personnel and officials, and stakeholders especially during reading
activities and celebrations
• Recognition of stakeholders’ support for the reading program/initiative
Stakeholders’ Involvement
The ARAL 1.0 aims to bring together trainers, experts, policymakers, and
stakeholders across all agencies in order to achieve its target—to improve the
learning delivery. It will forge partnership with internal and external stakeholders
that intensify collaboration giving them a fair share of providing solutions to
addressing problems in reading and all other learning areas.
Strengthening and Sustaining DepEd CO’s Flagship Program on Learning

Delivery
The DepEd SOCCSKSARGEN shall strictly monitor and ensure the full
implementation of the ELLN and PRIMALS Plus programs in schools through Online
Monitoring and Reporting to track implementation progress. The RO shall conduct
program implementation reviews for ELLN and PRIMALS to identify issues and
concerns to be addressed and areas needing support from the RO and CO. The PIRs
for the ELLN and PRIMALS shall also be used as venues for showcasing milestones
and best practices as a way of benchmarking.
Incentivizing and Rewarding Schools’ Learning Remediation and

Intervention
To recognize the efforts and initiatives of schools to address learning gaps and
improve learning outcomes through the school-based reading program and other
learning remediation and intervention, RO will institutionalize the “Dangal Award” to
incentivize and sustain schools’ initiatives.
28
Celebrating Milestones
There will be a creation of the Regional Readers’ Guild which provides a

platform to celebrate learners’ accomplishments and milestones by tracking their
progress using the tool. Every end of the year, there will be a showcase of talents
among readers and an exhibit of their outstanding outputs. All stakeholders and
partners will witness the experiences of learners and their presentations as proof of
their significant learning.
2.2 Arabic Reading and Learning (ARAL 2.0) Program
The Arabic Reading and Learning (ARAL 2.0) is a reading intervention program
in Arabic language. It is anchored on the K to 12 Basic Education Program principles
that the curriculum shall be culture-sensitive, contextualized, global and flexible
enough to enable schools to localize, indigenize and to enhance it based on their
respective educational and social context. ARAL 2.0 is designed and contextualized
to ensure that every Muslim learner is a reader in Arabic Language and to nurture
his or her love of reading towards becoming a lifelong reader and learner in the
language. The Arabic reading intervention shall have three components:
Component 1: Atta’allum Lil-Qira-ah (Learning to Read)
This shall focus on developing the learning to read competencies or the

emergent reading skills including phonological awareness, phonetic awareness and
alphabetic awareness in Arabic. The reading intervention aims to nurture the strong
foundation of ALIVE learners in Arabic literacy and numeracy.
Component 2: Alqira-atu Litta’allum (Reading to Learn)
This shall focus on beginning reading which covers reading fluency,

vocabulary building and reading comprehension. It shall provide targeted
reinforcement activities for the mastery of the reading competencies outlined in the
ALIVE curriculum.
Component 3: Alqira-atu Lil-‘iba-dati watta’allum al abadiyy (Reading

to Worship and Lifelong Learning)
In the context of Muslim belief and culture, reading is a worship that is

essentially needed for lifelong learning. This shall focus on reading intervention
which covers reading proficiency and high-level comprehension of the language of
Qur’an and Hadith that is also used as core contents of the ALIVE curriculum.
ARAL 2.0 is a strategic response to address the learning gaps in ALIVE among
Muslim learners in public schools. This intervention shall be delivered by:
a. providing contextualized policy or implementation guidelines as enabling

support to Schools Division Offices to address learning gaps, improve
learning delivery and attain quality learning outcomes in ALIVE;
b. capacitating asatidz with necessary skills and knowledge in teaching
reading competencies for “Learning to Read”, “Reading to Learn” and
“Reading to Lifelong Learning”;
c. facilitating the development of supplementary learning materials on
reading/literacy and numeracy and learning interventions;
29
d. providing extended learning opportunities through enrichment activities;
and
e. recognizing the efforts and initiatives of different divisions and schools in
implementing ARAL 2.0 for quality learning outcomes in ALIVE.
The RO CLMD team shall spearhead the conduct/implementation of the

following key milestones in collaboration with SDO CID:
• Development of ARAL 2.0 Design, Contextualized Policy/Implementing
Guidelines
• Validation and Finalization of ARAL 2.0 Design, Contextualized
Policy/Implementing Guidelines
• Development of ARAL 2.0 Manual on Teaching Reading in Arabic
• Regional Training of Trainers on School-Based Learning Interventions
• Contextualization of supplementary learning materials on reading/literacy
and numeracy and for learning interventions
• Monitoring the school-based implementation of the ARAL 2.0
• Quarterly Program Implementation Review
• Action Research for the reading intervention
• School Learning Action Cell (SLAC) for Asatidz
• Documentation of the promising and good practices in ARAL 2.0
• ARAL 2.0 Recognition and Awards for Creative and Innovative
implementing schools
Learning Delivery, Remediation, and Intervention
The contextualized policy and implementing guidelines for ARAL.2.0 shall be

prepared by the CLMD and CID to ensure systematic and effective delivery of the
reading intervention. The school implementing ALIVE shall spearhead the actual
implementation of the intervention. The trained asatidz and school reading
coordinators are expected to collaborate in implementing the intervention. The school
heads and PSDS shall include this intervention to their instructional supervisory
plan and provide technical assistance for the effective implementation of the
program.
Learning Resources and Curriculum Contextualization
The RO and SDO shall continue to collaborate in developing sets of prototype

or supplementary learning resource materials, reading assessment instrument, video
lessons (VLs) on Arabic literacy and numeracy, Learning Activity Sheets (LAS) and
other digitized Arabic learning materials on reading including developmentally
appropriate stories for children. The SDO shall support the implementing schools by
providing funding assistance for these contextualized reading materials using the
MEP program support funds downloaded to SDOs.
Professional Development
The asatidz shall also be trained on the implementation of the Arabic Reading
and Learning (ARAL 2.0), a reading intervention that is geared towards improving the
reading skills of Muslim learners in Arabic Language. There shall be RO led and
division-based training support or L&D intervention for asatidz. SLAC shall be
applied as L&D support and the continuous improvement (CI) mechanism for the
effective program implementation at the school level.
30
Co-Curricular Activities
ALIVE Musabaqah/Skills Exhibition shall be conducted as part of co-

curricular and enrichment activities for ARAL 2.0 intervention. Program advocacy
activities, contest events or exhibitions conducted in time with the celebration of
significant events during Ramadhan, Eild’l Fit’r, Eid’l Adha, and Isra wal Miraaj shall
integrate ARAL 2.0 enrichment activities for ALIVE learners.
Support for Learners’ Mental Health and Well-being
All children love stories. ARAL 2.0 shall apply storytelling or story read aloud
as an intervention to nurture children’s mental health and well-being.
There shall be interactive, recreational and play-based reading activities to

help children overcome psychological distress and improve their social skills, mental
health and well-being as well.
2.3 Raising IP Education Quality, Sustaining Equity (RISE) Program
The RISE Program shall help improve the quality of the delivery of Indigenous
Peoples Education (IPEd) Program while ensuring equity of provision of support for
learners in situations of disadvantage. The program shall be nimble to address
context-specific learning needs.
Partnership with TEIs
The curriculum contextualization shall be one of the major foci in the IPEd
Program onwards. As it pivots, it shall establish strong partnership with tertiary
education institutions (TEIs) to complement technical expertise in the
contextualization process. In the direction to establish IP Senior High Schools, the
TEI partners shall play important part in the crafting of the culture-responsive and
reflective to the Indigenous Peoples learners.
Another very potential area for partnership with the TEIs is in the Pre-Service
Trainings for teachers to be assigned in schools implementing IPEd Program or
serving IP learners. The readiness of the teachers to perform their functions
appropriately is crucial. Hence, preparing them is a strategic action.
Indigenous skills certification
The indigenous skills certification process shall be facilitated in partnership

with the Technical Education and Skills Development Authority (TESDA). In the
engagement with IP Elders and the indigenous cultural communities, they intended
that learners after learning the skills would get certification of the learnings they
have acquired. For learners who opt to apply for work after completing basic
education, they can use the certification as an eligibility document to qualify for
work. TESDA shall lay down the process of certification while DepEd shall provide
assistance to the IP learners in acquiring the certification. DepEd SOCCSKSARGEN
shall ensure that learners shall be made ready before undergoing the process.
Training Needs analysis
To ensure that trainings provided are responsive and demand-driven, a

training needs analysis shall be conducted. This shall pinpoint the kind of
intervention to be given to our teachers and school heads assigned in schools
implementing IPEd Program or schools serving IP learners. The analysis shall help
31
in designing trainings that respond to the teachers’ needs real-time. It helps in
implementing retooling activities to be cost-effective and cost-efficient which will
benefit DepEd as an organization.
Orthography development
Orthography development is an essential strategy in the intention to teach IP

learners in their mother-tongue. Studies show that in using mother tongue, critical
thinking and literacy skills of a child are developed, as well as their personal, social
and cultural identity. This is expected to help them grasp better the curriculum. With
this in mind, the RO shall intensify its drive to develop orthographies of the
indigenous cultural communities to make learning a very engaging experience for the
IP learners.
Monitoring and Evaluation
The monitoring and evaluation component in the program implementation is

very critical. As a mechanism, the region shall conduct quarterly meetings for the
IPEd Focal Persons and program implementation review every year. This shall
determine the progress of the Indigenous Peoples Education Program and provide
real-time solutions to address gaps and challenges.
2.4 Senior High School Training Advancement Response (STAR) Program
One of DepEd SOCCKSARGEN’s commitments to DepEd’s recovery program

in post COVID-19 pandemic is through Senior High School Program training
advancements to strengthen the delivery of quality education to ensure 21st-century
skilled SHS graduates ready for work, entrepreneurship, middle level skills
development, and higher education.
This training advancement efforts shall focus on two key areas:

• teachers’ training for national certification (NCs and TMs in TVL) and for
other tracks’ teaching focusing content and pedagogy; and
• students’ trainings through SHS work immersions in the different tracks
and for gaining national certification in TVL
Training in Various SHS Disciplines for Delivery of Quality Instruction
DepEd SOCCKSARGEN will closely work with TESDA on the possible training
opportunities for TVL teachers through scholarship grants that they can avail at no
cost. RO will also sustain its partnerships with TVIs and HEIs in the training of
teachers.
DepEd SOCCKSARGEN, given the lack of SHS program support funds for
trainings, will find ways to provide training opportunities in the different tracks to
SHS teachers by working with SDOs and HRDD. Learning and Development (L&D)
Plan based on L&D Needs Assessment for SHS teachers will be jointly prepared by
the RO-CLMD and SDO-CID with the help of HRDD. Virtual asynchronous learning
and conduct of School-based LAC sessions will be explored as professional
development platforms for SHS teachers based on the learning resource package for
SHS teachers.
32
Enhancing Students’ Skills and Readiness through Work Immersions
As COVID-19 pandemic adversely affected the skills development of SHS

students due to suspension of work immersion for two years, DepEd
SOCCSKSARGEN shall now revitalize its full implementation by making schools
conduct mapping of potential partner institutions/organizations, coordinating, and
establishing partnerships through MOA. The RO shall provide contextualized
guidelines that support meaningful learning experience, ensure students’ safety and
protect their welfare and wellbeing. The implementation of work immersion shall be
closely monitored by the RO and capture areas for improvement as basis for technical
assistance and policy support.
Applied Technology
DepEd SOCCKSARGEN will work for the advancements of SHS laboratories

combined with digital learning tools, such as computers and other devices for
meaningful students’ learning. The RO will coordinate with BLR on the provision of
TVL tools, and other SHS equipment (SME) through the RO-LRMS Section. It will
also exert efforts to provide SHS with learning resources, print and non-print,
including provision of tablets with the help of RO-LRMS Section.
Enhanced Curriculum in TVL
In the implementation of Senior High School curriculum with prescribed

different bundled technology courses and mandatory subjects, the Office will ensure
utilization of such blueprint for instructional delivery, support provisions and other
interventions. Making use of the entrepreneurial and TESDA training regulation
which specify outcome consistent with the requirements and standards needed for
the workplace and job market.
Intensified Partnership
Th Office will intensify partnerships with stakeholders by mapping possible

partners (local industries, LGUs, business enterprises/establishments, NGAs, and
NGOs, TVIs, HEIs and service providers) and to establish/forge partnership with
them. This will be done in tier – regional level, division level and school level.
Training Facilities
DepEd SOCCKSARGEN will strengthen the use of all types of laboratories

including diverse local community-based facilities for flexible and technologically-
advanced learning environments support system that are safe, healthy, comfortable,
and accessible including but not limited to business establishments and government
facilities. School-to-school partnerships for sharing resources and facilities will also
be highly encouraged and facilitated by the RO with the assistance of the SDOs.
Continuous Monitoring and Evaluation
DepEd SOCCKSARGEN will monitor the implementation of the SHS Program in

terms of process, teachers’ deployment, laboratories, technologies, curriculum
compliance, including risk issues associated with operations and environment. The
result of the monitoring shall be utilized as basis for providing policy support,
technical assistance and intervention.
33
Relevant Sustainable Policies
DepEd will ensure updated Senior High School implementation policies in the
regional context based from policy guidelines set by the Central Office in terms of
process, teachers’ deployment, laboratories, technologies, quality deliveries,
curriculum and reward system.
2.5 AlternaTuro 2.0: Strengthening ALS through Expanding the Range of

Inclusion Programs, Functional Education and Livelihood Program, and Senior
High School
To make Alternative Learning System (ALS) more responsive to the needs and
contexts of the Out-of-School Children in Special Cases, Out-of-School Youth, and
Out-of-School Adults (OSCYAs), DepEd SOCCSKSARGEN will redesign its program
management to improve education quality in ALS through the AlternaTuro program.
AlternaTuro is geared towards expanding ALS to other inclusive education

programs and Senior High School. It will establish learning delivery standards for
IPED in ALS, ALIVE in ALS, SPED in ALS and ALS Senior High School while
anchoring on the contextualized MELCs-based curriculum and bolstering the
Functional Education and Literacy Program (FELP) through the integration of Life
Skills, Be Your Own Boss (BYOB) and Work-based Learning (WBL) Curricula and
Informal Education (Livelihood Program), and revitalizing the Academic-Focused
Bridging Program for ALS SHS graduates.
As a support mechanism, the existing modules in Basic Literacy Program

(BLP), ALS Elementary and ALS Junior High School will be complemented through
the development of learning activity sheets (LAS), TV-Video-RBI learning resources,
BLP big books, reading books, and other supplementary learning materials.
Further, to improve the performance of learners in assessment, the Region

will develop contextualized policies and standards for the conduct of Presentation
Portfolio Assessment (PPA) and design a computer-assisted Region A&E Test in
preparation for the National A&E Test and other assessments, and will consider
Micro Certification (Micro- Credentialing) as flexible means of certifying specific work-
ready skills as per RA 11510.
There will be upskilling and reskilling of ALS teachers through Regional

Trainings of Trainers on the following topics:
• ALS ACT and Its IRR
• Delivery of Contextualized MELCs-Based Curricula
• Development of Supplementary Learning Materials in ALS
• Assessment
• Micro-Certification
• FELP
• Academic-Focused Bridging Program
Moreover, the conduct of monitoring and evaluation and provision of technical

assistance will be intensified through Inter-Division/CLC Monitoring and “ALS
Kumustahan”.
34
2.6 Teaching and Learning Assessment (TALA) Program
To manage assessment data that will most meaningfully support learner

development, the Regional Office will institutionalize the Teaching and Learning
Assessment (TALA) Program as a mechanism for gathering, organizing, storing, and
utilizing data on the different assessment areas.
Specifically, the TALA Program aims to:
a. Make data (Teachers and Learners’ Performance, and Performance

Indicators for the Intermediate Outcomes (IOs) and Enabling Mechanisms
(EMs)) available for planning, decision-making and development of data-
driven interventions, and
b. Track the progress of the programs, initiatives and interventions through
assessment.
Learners’ Performance
Gathering learners’ performance will help to identify how activities and

interventions affect or support learners’ development. Specifically, learners’
performance in the following areas will be gathered, analyze, and interpreted:
MTB-MLE
Reading and Listening Comprehension
Pakikinig at Pagbasa
Literacy and Numeracy
21st Century Skills (Information Literacy, Critical Thinking, and
Problem Solving)
The data will be gathered through the following assessment tools:
Regional Standardized Assessment Tools
The RO shall develop a Regional Standardized Assessment Tools for Key

Stages 1, 2, 3, and 4. These tools will be administered annually to gather data on
learners’ proficiency level in the different areas listed above.
Key Stage 1
Regional Standardized Assessment Tool on MTB-MLE for the 5
Languages
Tagalog
Sinugbuanong Bisaya
Hiligaynon
Maguindaoan
Iloco
Regional Standardized Assessment Tool in Reading and Listening
Comprehension
Regional Standardized Assessment Tool in English
Regional Standardized Assessment Tool in Filipino
Regional Standardized Assessment in Numeracy
35
Key Stage 2
Regional Standardized Assessment Tool in Literacy and Numeracy, and
21st Century Skills (Grade 6)
Key Stage 3
Key Stage 4
Philippine Informal Reading Inventory (Phil-IRI)

Phil-IRI for Filipino (Grades 3 – 6)
Phil-IRI for English (Grades 4 – 6)
Every year, the RO shall collect from the SDOs the results of the Phil-IRI
pretests and posttests. This data will be analyzed and utilized to determine the
progress and accomplishments of the reading interventions of the schools, SDOs and
the RO, and utilized the information to make adjustments in the implementation of
the interventions, whenever necessary.
Other Assessment Tools that can be Utilized to Gather Data on Learners’

Readiness Level and Performance
ECCD Checklist
Multi-Factored Assessment Tools (MFAT)
Early Grade Reading Assessment (EGRA)
Early Grade Mathematics Assessment (EGMA)
National Achievement Tests and International Assessments
The results of the National Achievement Tests and other international

assessments (like PISA, PIRLS, TIMMS) participated in by DepEd which provide for
Region 12’s performance shall also be organized, analyzed and considered in
evaluating the effectiveness of the programs, initiatives and interventions
implemented.
Teachers Performance
Teachers' proficiency and competency levels will be derived from the results of
Teachers’ Classroom Observation Tools (COTs) and teachers’ ratings in the Individual
Performance Commitment and Review Form (IPCRF). Other teachers’ competency
assessment results will also be considered in analyzing and evaluating the
performance of the teachers.
Data on teachers’ performance will be used as basis in providing learning and

development interventions, focusing on specific areas needing improvement.
Contextualized Policy on the Institutionalization of TALA.
The RO will develop contextualized policy that provides for the

institutionalization of TALA as an enabling mechanism in the management of data
36
to track the progress of the programs and interventions and inform decisions and
actions to improve the implementation of these programs and interventions.
Web-based Assessment Databank (WAD)
The RO will develop a Web-based Assessment Databank (WAD) where the

assessment data and performance indicators are stored. This will ensure easy access
to data needed for planning, decision-making, and the development of data-driven
interventions.
2.7 Strengthening Parental Engagement in Education (SPEEd) Program
With the thrust of capitalizing the significant role of parents in the education
of their children, DepEd SOCCSKSARGEN embarks on a capacity-building program
for parents to improve their capacity as “home learning facilitators.”
The program aims to achieve the following objectives:
a. Strengthen home-school alliance to help develop children’s love for

learning.
b. Capacitate parents as home instructional partners;
c. Train parents on how to provide psychological and emotional support for
their children;
d. Encourage parents to create a positive learning environment at home to
meet the educational needs of their children and;
e. Develop a culture that enhances the skills and talents of every family
member
The SPEEd Program provides options for parents on their preferred learning
modality through comprehensive learning resource package that can be delivered
thru modular approach and in-person learning engagement.
The program delivery consists of three phases:
Phase 1: Learning Resource Package (LRP) Development

To adhere to quality standards, all learning materials used in the
capacity building of parents were developed and quality assured based on LR
standards
Phase 2: Regional Training of Trainers for SPEEd

To ensure quality program delivery, All SDO SPEEd Pool of Trainers
underwent a Regional Training of Trainers facilitated by the certified NEAP
Learning Facilitators who developed the SPEEd LR Package.
Phase 3: Capacity Building of Parents Using the SPEED LRP

This phase is the final stage of implementation of the SPEEd Program
which basically takes place in the school/district level. Parents who have fully
complied with the requirements of the program will received certificate of
completion.
Making the SPEEd Program Works
The roles and responsibilities of the different governance levels are provided
to guide each governance level in the implementation of the Program.
37
Regional Office - CLMD
• Issues corresponding policies, guidelines, and memoranda for guidance

and compliance of all concerned.
• Provides Technical Assistance to the SDOs
• Conducts monitoring and evaluation of the program
implementation through school visits and observations, and program
implementation reviews (PIRs)
Schools Division Office - CID
• Ensures the roll-out in all districts/schools

• Provides technical assistance to the schools
• Conducts monitoring and evaluation of the program
implementation in the SDO
• Consolidates the accomplishment report of schools and submission to the
Regional Office.
School
The schools through the school head:
• Designates school SPEEd Focal Person;
• Organizes the TWG at the school level to do organizing tasks
• Integrates in the school’s Annual Implementation Plan the SPEEd Program
of activities
• Leads in the advocacy campaign for the program
• Provides the establishment of ICT infrastructure for the implementation of
the program
• Conducts research, monitoring and evaluation of the program
implementation
• Submit accomplishment report to the Division Office.
PILLAR 3: Nurturing Teachers and Education Leaders for Improved Capacity
DepEd SOCCSKSARGEN, recognizing the critical roles of teachers and

education leaders, shall provide professional development opportunities for teachers
and education leaders through cost-effective, collective, structured and empowering
learning and development interventions to improve their capacity in learning delivery
and in responding to the needs of the learners.
3.1 Learning and Development Interventions
The RO, through CLMD and HRDD, will conduct several Regional Training of
Trainers (RTOTs) to capacitate the division pool of trainers to roll them out to the
different districts/schools. It will be through School-Based Learning Action Cell
Sessions that the trainings will be fully cascaded to all teachers. This is the strategy
the RO will employ considering the constraint for funding requirements for mass
training of teachers.
The L&D interventions will focus on capacitating teachers through the

following RTOTs:
• Regional Training of Trainers on the Science of Reading

38
- The Science of Reading: The Basic and Beyond
- Phonological Awareness, How Children Learn to Talk, Read, and
Write?
- Phonics
Letter-Sound Correspondence, Sound Blending, Sight Word
Recognition, Reading Simple Sentences & Stories, Guidelines for
Phonics Instructions
- Fluency
Fluency Instructions, Oral Fluency Assessment
- Vocabulary
Types of Vocabulary, What SOR tells us about Vocabulary Instruction,
Why teach Tier 2 words and how to select Tier 2 words, The difference
between Tier 1, 2, 3 Word, Strategies for Vocabulary Instruction
- Comprehension
Reading Comprehension Strategies, What is Metacognition?,
Characteristics of Good Reader
• Regional Training of Trainers on Scaling Up PRIMALS Plus
• Regional Training of Trainers on the Development of Classroom
Assessment Tools for Higher Order Thinking Skills (HOTS) and 21 st
Century Skills Enhancement
• Regional Training of Trainers on Effective Learning Facilitation through
Remediation and Enhancement Activities
• Regional Training of Trainers on Critical Content in Mathematics, Science
and English
The RO will closely monitor the conduct of SLAC sessions to cascade all RTOTs
conducted by the RO and that of DepEd CO on ELLN and PRIMALS PLUS. It will also
intensify the monitoring of the implementation of knowledge and skills learned by
the teachers from the trainings and the LAC sessions.
PILLAR 4: Governance Processes that Provide Enabling Support
The extent of success of achieving the objectives of the programs and

initiatives is dependent on governance - how it functions to provide a cohesive system
with clear structure and mechanism for the operationalization of the programs and
initiatives.
The RO’s approach to governance is contained in its Six Strategies with

acronym ESTILO (way of doing things) that is aimed at ensuring efficiency and
effectiveness in the management of the programs and initiatives and in the provision
of enabling support to SDOs and schools.
4.1 Extending Concrete Support to SDOs and Schools
Other than the enabling policy and technical assistance provision, concrete
support that helps the SDOs and schools better deliver education services will also
be extended.
On this note, RO will work on the provision of the following support to SDOs
and schools:
• Curriculum contextualization and development of the budget of work
39
• Teaching support materials such as lesson exemplars, teaching guides and
manuals
• Classroom assessment tools
• Learning resources for teaching and learning activities and for the school
libraries and library hubs, hard/printed and electronic/digitized,
including tablets, and the access to teaching-learning materials through
the RO-LRMS
• Learning/training resource package for School-Based LAC and INSETs
4.2 Strengthening Quality Assurance, Monitoring and Evaluation and

Technical Assistance Mechanism to Improve Management of Curriculum and
Learning Delivery
The RO will develop an Online Monitoring and Reporting (OMAR) system for
the implementation of the programs and initiatives at the school, division and
regional levels.
Other than OMAR, there will be onsite monitoring to ensure compliance to

standards in the curriculum and learning delivery programs and to capture unique
practices and experiences at the school level. There will also be annual
implementation reviews for sharing milestones and issues and concerns as a
mechanism for benchmarking of best practices and continuous improvement.
M&E results shall be utilized as bases for TA provisions through coaching,

mentoring, policy support and capacity building.
4.3 Transforming Into a Cohesive Team
As ONE (Organizational, Nurturing, Engaging) DepEd SOCCSKSARGEN that

works together as a team, the Regional Office functional divisions will continue to
strengthen interface, collaboration and support for each other.
The Program Committee meetings, Management Reviews, Internal Quality

Audits, RO Functional Divisions MEPAs, and the conferences and meetings shall be
utilized as mechanism for the monitoring and evaluation of the PPAs and initiatives,
and technical assistance provision to the supervisors in-charge of the different PPAs
and initiatives.
4.4 Intensifying Research as a Mechanism for Continuous Improvement.
The Curriculum and Learning Management Division (CLMD) has included

research in their KRAs mainly as a way to establish “scientific basis” in finding
solutions to existing problems involving curriculum and learning and for continuous
improvement of learning delivery and learning outcomes, in general.
The CLMD targets to conduct at least two research each year focusing on
teaching and learning, and inclusive education. The results and findings of the
research will serve as bases for the needed actions and interventions that will be
communicated to the different governance levels.
4.5 Leveraging on Learning-Focused Activities to Enhance Learning

Experience
The RO will review the different activities conducted in the region, divisions,
and schools. This review will focus on determining which of these activities ultimately
40
support and enhance the learning of learners. Activities that disturb teachers’ focus
on teaching and disrupt classes shall be avoided – a corresponding guidelines on this
matter shall be issued by the RO.
The RO will also review the different co-curricular activities such as National
Schools Press Conference (NSPC), National Festival of Talents (NFOT), National
Science and Technology Fair (NSTF), Math Olympics, and other similar activities, and
come up with a better design that further enhances learners’ learning experiences in
honing knowledge, skills and talents along the different learning competencies (LCs).
4.6 Optimizing the Capacity of Program Holders in Managing PPAs and

Initiatives
To further capacitate RO and SDO program holders in the management of the

different programs and initiatives, the CLMD, HRDD and QAD will closely work
together for the provision of the Learning and Development interventions and
technical assistance that would equip them with the knowledge and skills they need
as education leaders.
Through HRDD that has been decisive and consistent with their efforts in
capacitating education leaders, further training on the development of competencies
of the program holders shall be implemented.
QAD’s expertise and technical assistance in the management of programs,

specifically on quality assurance and monitoring and evaluation activities, shall also
be extended to program holders.
PILLAR 5: Advocacy for Gaining Stakeholders’ Confidence
DepEd SOCCSKSARGEN will create a venue for discussion and use the
different ICT platforms to communicate plans, programs, initiatives and
accomplishments to stakeholders. This will be done to inform stakeholders and gain
their confidence and support in Region’s efforts.
RO will strengthen its advocacy on stakeholders’ engagement and partnership
for its programs and initiatives through DepEd Dose sa ERE, DepEd Dose sa Radyo,
DepEd Tayo SOCCSKSARGEN FB page and other media platforms.
The CLMD, in collaboration with ESSD-Partnership, will make use of the

Education Cluster Convergence Forum as a venue for the presentation of the plan,
programs and initiatives and for gathering support from potential partners.
The RO will conduct Curriculum and Learning Expo each year to highlight
RO, SDO and schools initiatives and accomplishments in improving teaching and
learning. This will also serve as a venue for sharing best practices and benchmarking.
PILLAR 6: Partnership Building for Collaboration and Support
DepEd SOCCKSARGEN’s mantra, “Kasali lahat. Kasamat lahat. Para sa

Lahat”, clearly spells out culture of cohesiveness and oneness towards providing
accessible, quality and liberating education to our learners. This recognizes the fact
that everyone can only do much if all will work together towards our targets.
RO will strengthen the engagement of stakeholders by building partnerships to

support the implementation of the different programs, projects, activities and
initiatives that would benefit the learners and improve their performance. It shall
41
strategize its partnership efforts through the following concrete mechanism of
engaging them for collaboration and support.
6.1 Stakeholders’ Mapping
DepEd SOCCSKSARGEN will map out existing education stakeholders and will
exert efforts to establish and forge partnerships with them.
The following are identified areas for partnership building.
Learning Delivery
• Parents. The role of the parents should be strengthened and levelled up, not
simply as members of PTA, SGC and others but as active partners in learning
delivery by capacitating and engaging them as “home learning facilitators”
through the SPEEd (Strengthening Parental Engagement in Education)
Program.
• Learners. The different school clubs and organizations (English Club, Math
Club, etc.) shall be organized and operationalized to make them responsive
to the learning needs of their fellow learners. The involvement of these
learners’ organization in learning delivery can also be maximized through
structured “Learners Mentoring/Coaching/Partnership Program” where
learners help, assist, and learn with each other. This has to complement
learning in the classroom, and should be structured and systematized as an
enabling mechanism for learning and for leadership and social skills
development.
• LGUs and Educational Institutions (Colleges, Universities and TVIs).

LGUs and educational institutions can become partners in the conduct of
academic and co-curricular activities and special skills development of the
learners.
• Community Volunteers and NGOs. There are individuals and organizations

that provide learning interventions (for free and through volunteerism) as
support to school. These individuals and organizations should be openly
welcomed.
• TV and Radio Stations. Partnering with TV and radio stations will provide
continuity for educational TV and radio-based instructions.
• ICT Companies. These entities can provide communication and

technological support of ICT-based learning delivery and support.
Learning Resources
• NGOs and NGAs (Save the Children, POPCOM 12). The Region shall
further strengthen its collaboration with NGOs and NGAs as they provide
contextualized and integrative learning resources that support better
learning delivery. They also develop, produce and provide reading, literacy
and numeracy learning materials. These organizations also donate
equipment and non-print materials for teaching and learning.
42
Professional Development and Curriculum Contextualization
• Higher Education Institutions (USM-Kabacan, MSU-GSC, SKSU, NDDU,

NDMU), TESDA and DOST-SEI. DepEd SOCCSKSARGEN will establish
partnerships with these HEIs in providing professional development for
teachers, and in the efforts of the Region on the contextualization of the
curriculum. The Region will also facilitate the engagement of these HEIs in
school-based in-service trainings or learning action cell activities.
• TESDA. They provide training for teachers on TLE and TVL and provide for
their certification
Co-Curricular Activities
• LGUs. DepEd SOCCSKSARGEN shall engage the Local Government Units

and solicit their support in the conduct of the different co-curricular
activities at the regional level such as the RSPC, RFOT, RFTS, RMO and
other activities.
6.2 Information, Communication and Education of Stakeholders
DepEd SOCCSKSARGEN will strengthen its advocacy efforts by

communicating to possible partners the current PPAs and initiatives of the Region.
The message of soliciting support, collaboration and partnership will be clearly
communicated through official communications, fora, dialogues, conferences and
discussions.
6.3 Commitment Building and Forging Partnership
Partnership with stakeholders will be formalized through Pledge of

Commitment, Memorandum of Agreement, Memorandum of Understanding, Signing
of Contract, and the like. Partnerships will be sustained by maintaining an open line
of communication and continued collaboration in the same areas of interest.
6.4 Engagement for Support and Collaboration
DepEd SOCCSKSARGEN will ensure that during the timeline of actual

partnership in the delivery of services or implementation of the PPAs, roles and
responsibilities of both parties are built on the principle of mutual respect and
symbiotic relationship. A mechanism for feedback-giving and continuous
improvement shall be put in place to ensure success in partnerships.
6.5 Recognition of Stakeholders’ Support
DepEd SOCCSKSARGEN will provide for a venue to recognize stakeholders’

contribution in the improvement of teaching and learning and education governance.
IV. MONITORING AND EVALUATION AND ADJUSTMENT
The Monitoring and Evaluation and Adjustment shall be established and

operationalized in the implementation of the different programs and initiatives under
this learning recovery and continuity plan to serve as a mechanism for continuous
improvement.
43
To track the progress of each program or initiative, the PIRs shall be integrated
in the ROFD MEPA. There will also be CLMD Year-End PIR and Performance Review
to assess the effectiveness of the program or initiative in achieving its target
specifically on increasing the proficiency level of learners in the different learning
areas.
The annual results of the PIR and assessment shall be considered in the
preparation of the Program Annual Implementation Plan and in making necessary
adjustments to meet the target.
44
DEPED SOCCSKSARGEN REGION
CARLITO D. ROCAFORT
Regional Director
REBONFAMIL R. BAGUIO
Assistant Regional Director
Personnel Program Assignment

GILBERT B. BARRERA • Provide strategic inputs in managing PPAs and
Chief ES, CLMD initiatives
• Direct and manage the work of the team
LUZ LALLI L. FERRER
Chief ES, QAD
MERVIE Y. SEBLOS
Chief ES, HRDD
DR. GLENN A. BISNAR

Chief ES, PPRD
DR. MELINDA A. REVIRA

Chief ES, FTAD
KATHRINE H. LOTILLA
Chief AO, AD
DR. NAPOLEON J. GIO

Chief ES, ESSD
MA. LOURDES A. SANCHEZ

Chief, FD
PETER VAN C. ANG-UG • Science

Education Program Supervisor • Special Science Program (SSES, STE, Regional
Science HS)
• Alternative Learning System
• Alternative Delivery Mode (ADM)
DR. CYNTHIA G. DIAZ • Edukasyon sa Pagpapakatao (EsP)
Education Program Supervisor • Special Education (SPED)
• Homeroom Guidance
• Guidance and Counseling
DR. MAGDALENO C. DUHILAG, JR. • Music, Arts, Physical Education and Health
Education Program Supervisor (MAPEH)
• Special Program in Sports (SPS)
• Special Program in the Arts
DR. LEONARDO B. MISSION • Filipino
Education Program Supervisor • MTB-MLE
• Campus Journalism (Filipino)
• Early Language, Literacy and Numeracy (ELLN)
JADE T. PALOMAR • Araling Panlipunan
Education Program Supervisor • Kindergarten
• GAD
CRISANTO M. BULADO • Edukasyong Pantahanan at Pangkabuhayan
Education Program Supervisor /Technology and Livelihood Education /Technical-
Vocational-Livelihood Track (EPP/TLE/TVL)
• Senior High School (SHS)
• Strengthened Technical-Vocational Education
Program (STVEP)
• Joint Delivery Voucher Program (JDVP)
45
JAY-AR S. LIPURA • Mathematics
Education Program Supervisor • Assessment
• PRIMALS Plus (Pedagogical Retooling in
Mathematics, Languages and Science, and Other
Learning Areas)
DR. JOVEN RYAN G. MALIDA • Indigenous Peoples Education (IPED)
Education Program Supervisor • Regional Integrated Competition (RIC)/Regional
Festival of Talents (RFOT)
• Multigrade
• CLMD Information, Communication & Education
Coordinator
DR. REGAN B. DAGADAS • Madrasah Education Program (MEP)/Arabic
Education Program Supervisor Language and Islamic Values Education (ALIVE)
• Special Program in Foreign Language (SPFL)
DR. SHIENNA LYN L. ANTENOR • English
Education Program Supervisor • Reading
• Special Program in Journalism (SPJ)
• Campus Journalism (English)
ARTURO D. TINGSON, JR. • Learning Resource Management System
Education Program Supervisor
JEANETTE D. MILITANTE • Library Hubs
Librarian II • School Libraries
• ReadEx
THANK YOU!
46

Enclosure CLMD 271 Adoption of Deped Soccsksargen Learning Recovery and Continuity Plan Towards The Better Normal Sy 2022 2023 Onwards 3

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

Enclosure CLMD 271 Adoption of Deped Soccsksargen Learning Recovery and Continuity Plan Towards The Better Normal Sy 2022 2023 Onwards 3

Uploaded by

Copyright:

Available Formats

DEPED SOCCSKSARGEN LEARNING RECOVERY AND CONTINUITY PLAN Towards the Better Normal, SY 2022-2023 onwards

It is with great optimism and pride to share the DepEd SOCCSKSARGEN

DepEd SOCCSKSARGEN Learning Recovery and Continuity Plan is reflective

IV. MONITORING AND EVALUATION AND ADJUSTMENT 41

As the global community experienced the impact of the pandemic especially

The COVID-19 pandemic has brought a lot of challenges to the education

The DepEd SOCCSKSARGEN Learning Recovery and Continuity Plan Towards

The LINGAP Pillars are as follows:

• Learning Environment Improvement

Where are we now?

The DepEd SOCCSKSARGEN through the Curriculum and Learning

The result of the standardized assessment is utilized as basis for the

Table 1. Proficiency Level of Grade 3 Learners in Literacy and Numeracy

Proficiency Level Classification/Description

Table 3 presents the Grade 3 proficiency level in MTB-MLE. The medium of

Table 3. Proficiency Level of Grade 3 Learners in MTB-MLE

In the table, Sinugbuanong Bisaya and Maguindanaoan have the lowest PL of

Table 4. Proficiency Level of Grade 3 Learners in Reading and Listening

Table 5. Proficiency Level of Grade 6 Learners in Literacy and Numeracy

Table 6 indicates the proficiency level of Grade 6 learners in Information

Table 6. Proficiency Level of Grade 6 Learners in 21st Century Skills

Table 7 shows the performance of the Grade 10 learners in literacy and

Table 8. Proficiency Level of Grade 10 Learners in 21st Century Skills

Grade 10 learners’ proficiency level in problem solving is classified as Not

Table 9 shows the proficiency level of Grade 12 learners in Literacy and

Table 9. Proficiency Level of Grade 12 Learners in Literacy and Numeracy

Table 10. Proficiency Level of Grade 12 Learners in 21st Century Skills

As can be seen in Table 10, Grade 12 learners have low proficiency in

Table 11. Proficiency Level of Grade 6 Learners in Situations of Disadvantage

Table 12. Proficiency Level of Grade 10 Learners in Situations of Disadvantage

Table 14 shows that learners in situations of disadvantage got a low

Table 14. Average Proficiency Level of Learners in Disadvantage Situations

Table 15 presents the percentage of learners achieving nearly proficient in the

Table 15. Percentage of Learners Achieving at least Nearly Proficient in the

The ultimate aim of DepEd SOCCKSARGEN Learning Recovery and Continuity

The LINGAP Program is a banner program of DepEd SOCCSKSARGEN under

K to 12 Curriculum Delivery and Instruction

Learning Environment Improvement

PILLAR 1: Learning Environment Improvement

1.1 Schools Readiness and Responsiveness to Learners’ Needs and Contexts

1.1.1 Enhancing the Responsiveness of the Alternative Delivery Mode

The problem, according to the World Bank, is compounded by the significant

• Conduct inventory of existing reusable SLMs, LASs, transistor radios,

JHS Blended Learning Arrangement

The class program has the following features:

• It provides enough time to finish learning activities.

1.2 Intensifying the Operations of the Learning Resource Management

1.2.1 Learning Resources Provision

The DepEd SOCCSKSARGEN through its Learning Resource Management

On Development and Provision of Learning Resources

• Development of contextualized learning resources such as big books, story

On Building Internal Capacity

• Capacity building of layout artists, digital illustrators and teacher-writers in

1.2.2 Library Services

One of DepEd SOCCSKSARGEN-LRMS’ thrusts is to empower library hubs

To ensure the operationalization of library hubs and school libraries as

• Capacity Building of School Library In-charge on library management

1.3 Guidance and Counseling Services

Consistent with the Implementing Rules and Regulations of RA No. 11036

Mechanism Supporting Career Guidance and Guidance and Counselling

Mental Health Program

1.4 Strengthening Inclusive Education and Special Curricular Program

1.4.1 Inclusive Education Delivery (IPED, MEP, SPED and MG)