Republic of the Philippines

Department of Education
Cordillera Administrative Region
DIVISION OF TABUK CITY
Eastern Tabuk District III
AGBANNAWAG CENTRAL SCHOOL
Agbannawag, Tabuk City

SCHOOL LEARNING RECOVERY AND CONTINUITY PLAN IN

RELATION TO THE TEACHERS’ TASK AND FUNCTIONS

I. BACKGROUND AND CONTENT

The pandemic brought about by COVID 19 that started in March of 2020 caused a drastic
change in the work force of all government institutions including the Department of Education.
Schools nationwide have to shut their doors for face-to-face classes in response to Proclamation
No. 922 issued by President Rodrigo R. Duterte on March 8, 2020 declaring the country in a
state of public health emergency imposing strict community quarantine followed by
Proclamation No. 929 on March 16, 2020, imposing Enhanced Community Quarantine
throughout Luzon. In response to these mandates, the Department of Education (DepEd) urged
all the schools nationwide to make adjustments in their activities and Agbannawag Central
School is not an exemption. Of all the activities related to education, the teaching-learning is the
most affected one. Hence, the need for a School Learning Recovery Continuity Plan (LRCP) as
guide for the school to continue the delivery of learning amidst the risk of COVID 19.
The school shifting from face-to-face to distance learning delivery modalities was a big
challenge to the teachers and the school head of said school. The many “HOW’s” of conducting
the remote learning delivery wrapped their mind
implementers in the educational system. It is a challenge for them to provide learning
Modular was the best mode of learning delivery adopted by our school since not everybody has
access to internet and not everyone affords to avail wireless internet connections and other
gadgets that can be utilized for other learning delivery modes. With this situation, the teachers
supported by the school head had to focus their efforts to developing supplementary learning
materials besides the Self-learning Modules (SLM) and Learning Activity Sheets (LAS).
Another challenge faced by the school in the new normal is “HOW” of delivering learning to the
school children, helping the parents facilitate learning to their children, and serving the them
without being infected by the deadly disease that brought tension in our country, and the whole
world. the reason that put us in this hard situation. is another to support the modality their
school adopted. Since the learning delivery mode changed, the duties of the teachers to the
learners changed too.
Agbannawag Central School was one of the schools in Tabuk City which was utilized as
isolation and quarantine facility since the surge of the COVID 19. In relation to this, the school
personnel had to plan of safety measures against said disease to protect the school children, the
teachers, and all stakeholders as well.
DepEd Order No. 12, s. 2020 (Basic Education Learning Continuity Plan)

The Department of Education key officials in their relentless effort in finding ways to let
education continue in the midst of pandemic issued DepEd Order No. 12, s. 2020 (Basic
Education Learning Continuity Plan) to ensure learning continuity through the use of multiple
distance learning modalities. On the part of the Schools Division of Kalinga, most schools
adopted the Modular Distance

Learning Modality due to the poor internet connectivity in most areas in Kalinga and the lack of
gadgets among learners. Only few opted on Blended Learning Modality, combining modular and
online classes. Other schools have utilized DepEd Memorandum No. 42, s. 2020 (Guidelines for
the Remainder of SY 20192020 in Light of COVID-19 Measures) as basis in giving grades to
learners.

Not wavering in its commitment to provide continuous quality education to Ykalinga learners,
SDO Kalinga crafted its BELCP as guide to let education continue in the midst of pandemic.
This included all resources that are to be considered in the implementation of the different
learning modalities. To address the issue on the lack of learning resources, the Division initiated
the development of contextualized modules as well as learning activity sheets. Schools
strengthened partnerships with the different stakeholders for the production, delivery and
retrieval of the modules. Learning Support Aids were tapped to help in the delivery of learning.
Teachers conducted home visits to assist parents providing direct assistance to their children.

However, despite all the extended efforts, SDO Kalinga recognizes the challenges in the delivery
of alternative learning modalities. The cancellation of face-to-face classes in schools during the
pandemic resulted to damaging impact and consequences on students’ learning. With all the
problems encountered in the distance learning and the lack of resources, the struggling learners
and marginalized learners may have lagged further behind.

The pandemic situation imposed so much disconnection among workers in the division office as
well as schools. Instructional supervision was conducted online causing the insufficient delivery
of services such as provision of technical assistance to teachers and school heads. Difficult
situation during this time of pandemic was really felt and affected the delivery of services.

The opening of limited face-to-face classes in some schools in Kalinga has uncovered a sad
reality. Many learners were unsuccessful in the mastery of basic skills and competencies such as
writing, reading and basic arithmetic operations. Evidently, there was a learning gap brought
about by the closure of schools. The learning loss is due to many factors such as absence of
physical instruction, lack of interest, lack of help from the family, ineffective delivery of
learning, economic and health issues and others.

II. GOAL AND SPECIFIC OBJECTIVES

Goal:
Agbannawag Central School provides Quality Basic Education specifically Kindergarten
to Grade 6 and Alternative Learning System for School Aged children amidst this crisis caused
by the pandemic.

Specifically, this plan aims to:

1. Contextualize plans on how to deliver education for this School Year considering the
situation;
2. Implement programs and strategies planned and downloaded by higher DepEd Offices to
ensure that Basic Education be continuous amidst the COVID-19 Pandemic.
3. Source out technical assistance and support to teachers in response to their needs in the
implementation of education.
4. Guide Parents and Learners in the implementation of Basic Education in the full blast face to
face learning
5. Address learning gaps through intervention activities
6. Ensure positive mental health functioning among learners and personnel
7. Sustain learning and development activities for the professional growth of the teaching and
non-teaching personnel.
III. FRAMEWORK
The school adopts the framework of the Department of Education to ensure the delivery of
education to the children
PILLAR 1 – Curriculum development for improved delivery and Instructions and
assessment

For Pillar 1, the learning remediation and intervention will be done collaboratively by the
school leaders and teachers to improve delivery of instruction and to address the learning gaps
brought about by the pandemic.

PILLAR 2 – Improved the learning environment to develop learners’ full potential

For Pillar 2, this includes psycho-social and mental health programs to ensure socio-
emotional functioning, mental health and well-being among learners and personnel though
homeroom guidance, teachers’ LAC sessions and PTA meetings. Health facilities and health
protocols shall also be sustained and well-funded.

PILLAR 3 – Teachers and school leaders upskilling and reskilling to improve competencies

For Pillar 3 – Teachers and school leaders shall be well equipped with their functions and
capacitated in all needed trainings for their professional growth.

PILLAR 4 – Engagement of stakeholders for support and collaboration

For Pillar 4 – Stakeholders shall be actively engage in the development of learning

among pupils and shall be the partners of the school in making remediaations and intervention to
address learning gaps.
IV. DATA PRESENTATION
Name of School: AGBANNAWAG ELEMENTARY SCHOOL
District : EASTERN TABUK DISTRICT 3
School Year: 2021-2022

PERFORMANCE INDICATOR
I. Access
Gross Enrolment Rate=Enrolment CY x 100 (778)100 77800
88.01
Brgy. Pop. Census 5-11 yrs old 884 884
Participation Rate = Annual Enrolment(5-11)
Pop. Census (5-11)
II. Effi ciency
Retention Rate = Grades 2-6 CY x 100 (547)100 54700
98.03
Grades 1-5 Last SY 558 558
Survival Rate = Grade 6 CY x 100 (120)100 12000
91.60
Grade 1 (5 yrs back) 131 131
Dropout Rate = No. of Dropouts X 100 (1)100 100
0.13
Enrolment CY 778 778
Repitition Rate = No. of Repeaters Enroled CY (13)100 1300
1.65
Enrolment last SY 789 789
Graduation Rate= No. of Graduates CY X 100 (119)100 11900
99.17
Grade 6 Enrolment CY 120 120
Completion Rate= Graduates CY X 100 (119)100 11900
90.84
Grade I (5 yrs back) 131 131
Promotion Rate= No. of Promotion (1-5) x 100 (541)100 54100
97.30
Enrolment 1-5 CY 556 556
Transition Rate = Grade 5 present SY X 100 (87)100 8700
96.67
Grade 4 last year 90 90
Failure Rate = No. of failures CY X 100 (13)100 1300
1.67
Enrolment CY 778 778
School Leavers (Raw Data) 1
Teacher-Pupil Ratio= Enrolment CY x 100 (778)100 77800
1:29
No. of Teachers 27 27
Pupil-Classroom Ratio= Enrolment CY X 100 (778)100 77800
1:29
No. of Classrooms 27 27
Pupil-Textbook Ratio= Enrolment X 100 (778)100 77800
1:4
No. of Textbooks 5600 5600

Regional ILOKO 27.35 (MPS)

Comprehension FILIPINO 30.83 (MPS)
Assessment Test ENGLISH 31.23 (MPS)
 YEARLY ENROLMENT 3 years back

GRADE 2019-2020 2020-2021 2021-2022

LEVEL M F T M F T M F T
KINDER 59 35 94 68 55 123 57 44 101
1 72 57 129 64 41 105 70 59 129
2 56 55 111 72 55 127 65 41 106
3 51 39 90 59 55 114 71 55 126
4 67 53 120 49 41 90 57 52 109
5 54 52 106 68 54 122 48 38 86
62 47 109 57 51 108 66 54 120
421 338 759 437 352 789 435 343 778
TOTAL

SCHOOL CONSOLIDATED PHIL-IRI RESULTS

PRETEST
S.Y. 2022 - 2023

ENGLISH

GRADE ENROLMENT PUPIL TESTED WORD RECOGNITION COMPREHENSION READING PROFILE NON-READERS
LEVEL M F T M F T FRUS INS IND FRUS INS IND
M F T M F T M F T M F T M F T M F T FRUS INS IND M F T
GRADE 4 71 60 131 69 57 126 31 27 58 18 13 31 7 11 18 38 30 68 11 15 26 7 6 13 68 30 9 13 6 19
GRADE 5 58 52 110 47 39 86 18 17 35 15 12 27 12 9 21 18 19 37 15 11 26 12 8 20 45 21 17 2 1 3
GRADE 6 50 38 88 49 31 80 22 12 34 15 14 29 10 5 15 29 21 50 13 7 20 5 3 8 54 19 5 2 0 2

TOTAL 179 150 329 165 127 292 71 56 127 48 39 87 29 25 54 85 70 155 39 33 72 24 17 41 167 70 31 17 7 24

FILIPINO

GRADE ENROLMENT PUPIL TESTED WORD RECOGNITION COMPREHENSION READING PRFILE NON-READERS
LEVEL M F T M F T FRUS INS IND FRUS INS IND
M F T M F T M F T M F T M F T M F T FRUS INS IND M F T
GRADE 3 64 39 103 43 27 70 29 18 47 11 5 16 1 3 4 29 11 40 10 9 19 2 6 8 59 7 1 2 1 3
GRADE 4 71 60 131 63 53 116 21 22 43 19 13 32 11 12 23 37 31 68 16 17 33 10 5 15 56 28 14 12 6 18
GRADE 5 58 52 110 39 29 68 13 14 27 15 10 25 10 4 14 17 12 29 8 9 17 13 7 20 38 19 9 1 1 2
GRADE 6 50 38 88 48 33 81 24 15 39 14 12 26 9 6 15 31 19 50 11 10 21 5 4 9 49 24 7 1 0 1

TOTAL 243 189 432 193 142 335 87 69 156 59 40 99 31 25 56 114 73 187 45 45 90 30 22 52 202 78 31 16 8 24

Grade DIVISION PRETEST MPS

Level S.Y. 2022-2023
ENGLI

SCIEN

MOTH
MATH

UE/TL
TONG
MAPE

OVER
FILIPI

MPS
ESP

ALL
NO
SH

ER
AP

CE
H

Grade 3 34.75 33.23 36.57 30.26 33.77 33.31 28.90 35.74 33.32
Grade 6 35.65 37.84 48.18 39.93 36.96 29.69 35.3 40.23 37.93
MPS 35.2 35.54 42.38 35.10 35.37 31.5 32.1 37.99 35.63
 Learners' Materials
Note: Books – Total number for the Current SY by level and subject. It should be based on official textbook issued by the
Central Office. Please input zero (0) if no available textbooks for covered grade levels
Number of Books per Subject for S.Y.

Science
English

Level

Filipino
Math MTB-
AP EsP Music Arts PE Health Reading
MLE

Kinderga
40 40 0 0 40 57
rten
Grade 1 70 70 0 75 0 0 0 0 0 0 85 57
Grade 2 100 78 0 55 75 0 0 0 0 0 75 50
Grade 3 100 100 100 75 85 85 0 0 0 55 75 50
Grade 4 100 100 100 100 100 85 0 0 0 0 0 0
Grade 5 95 95 95 95 100 85 0 0 0 0 0 0
Grade 6 80 80 80 80 80 0 1 1 1 1 1 0
TOTAL

OTHER DATA SOURCE

Number of damaged 0 n/a
classrooms and estimated
rehabilitation cost
Number of classrooms in 28
good condition
Planned Learning Full Blast face to face In case of Covid
modalities surge- limited F2F
and modular hand-
held radio assisted
Number of teachers trained 29
Number of trained teaching 2
related and non-teaching
Number of contextualized 25
learning resources

V. LEARNING RECOVERY IMPLEMENTATION PLAN

(See attached Implementation Plan)
VI. MONITORING PLAN

In order to ensure successful plan implementation to attain the goals and objectives, the
School Head and the Master Teachers has to monitor that the school learning recovery and
continuity plan is being visited for the continuous improvement of the learning-teaching
processes. The school head shall also get feedbacks from the parents and learners to improve the
learning process.
LAC sessions should also be conducted to assess the learning modality and find solutions to
problems that arises.
The school shall submit all necessary reports to the Division of office to ensure the programs
run smoothly.

Prepared:

AQUINO B. DULLIYAO
School Head

Reviewed:

EMILY B. LANGKIT RAMONCHITO SORIANO SALLY P. FEKEN

PSDS CID CHIEF SGOD CHIEF

Recommending approval:

FELICIANO L. AGSA-OAY JR. Ph.D

OIC- Assistant Schools Division Superintendent

Approved:

IRENE S. ANGWAY, PhD, CESO VI

Schools Division Superintendent