Chapter 1-3 of LRP

Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Mountain Province
Sagada District
FIDELISAN ELEMENTARY SCHOOL
CERTIFICATION
This is to certify that the School Learning Recovery cum Contingency Plan for
SY 2023-2024 of Fidelisan Elementary School has been developed by the undersigned
members of the School Planning Team for the purpose of setting the strategic
directions in addressing loss.
Chairman: ISIDRO S. GANADEN
SGC Representative: Michael Doyog
BLGU Representative: Andrew Odlos
Teacher Representative: Grace M. Deyan
PTA Representative: Norma D. Padawil
Pupil Representative: Joseph D. Macalo
ISIDRO S. GANADEN
School Head
Name of School: Fidelisan Elementary School

School Address: Fidelisan, Sagada, Mountain Province
School Email: 136347@deped.gov.ph
FB Page: DepEd Tayo Fidelisan ES
Sagada District
APPROVAL SHEET
After having been thoroughly prepared and reviewed by the School Planning
Team headed by the Teacher In-Charge Isidro S. Ganaden, this School Learning
Recovery cum Contingency Plan SY 2023-2024 of Fidelisan Elementary School, is
hereby approved at the Office of the Schools Division Superintendent, DepEd-
Mountain Province, Bontoc, Mountain Province this _____day of_____________ ,
2023.
BENILDA M. DAYTACA EdD, CESO

V
Schools Division Superintendent

Sagada District
CHAPTER 1
RATIONALE
Fidelisan Elementary School’s Basic Education Learning Recovery cum

Contingency Plan is aligned with the Basic Education Development Plan 2030, the
National Learning Recovery Program, and the MaTaTaG agenda of the Department.
It shall primarily address the low performance of the learners as reflected in
monitoring and evaluation reports and the learning loss that was exacerbated by the
COVID-19 pandemic and other disruptions such as those caused by natural and
man-made disasters. Learning loss is a phenomenon in all education systems that is
continuously experienced. It requires a deliberate plan to address learning gaps.
The plan has been crafted by the School Planning Team. It shall guide the
schools in strengthening learning recovery, in improving numeracy and literacy and
in accelerating the attainment of the education targets along access, equity, quality,
resiliency and well-being and governance. The targets will be realized through
various strategies aligned with the MaTaTaG agenda.
BASIC EDUCATION DEVELOPMENT PLAN (BEDP) 2030
The Basic Education Development Plan (BEDP) 2030, released through DepEd
Order 24 series 2022, is the Philippines’ first long-term plan for basic education,
covering all formal education from Kindergarten (K), Elementary, Junior High
School (JHS), to Senior High School (SHS), and non-formal education through the
Alternative Learning System (ALS). This guides the Department in enhancing
policies, plans, programs, and projects in basic education. BEDP 2030 was aligned
with the Sustainable Development Goal 4 (SDG 4) to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.
Implementation of BEDP 2030
The BEDP 2030 will be implemented from 2020 to 2030, fully aligned with the
SDG 4. It will have two major phases: Phase 1 from 2022 to 2026 and Phase 2 from
2026 to 2030.
Phase 1 – 2022–2026

Sagada District
Phase 1 includes the response to the immediate impacts of COVID-19 on

learning and participation. Specifically, Phase 1 will primarily cover the following
major areas: (i) post-COVID-19 recovery and transition: (i) DepEd will focus on
mitigating the negative impacts of the sudden shift from face-to-face to pure distance
learning and bridging the learning gaps caused by the COVID-19 lockdown, while
deepening the innovations and learning gains compelled by COVID-19; (ii)
addressing the remaining access gaps, in particular for groups in situations of
disadvantage; (iii) focus on quality with three focus areas: (a) strengthen programs
on reading, numeracy, socio-emotional learning, 21st century skills, and reskilling
teachers; (b) sharpen skillsets of teachers in contextualization to address the concerns
of diverse learners; and (c) strengthen instructional leadership and supervision to
improve teaching quality; and (iv) system-wide capacity development.
Phase 2 – 2026–2030
Phase 2 focuses on sustaining the gains and evaluating programs. The

following are the priorities for Phase 2: (i) continuation of programs and projects on
access, quality, equity, and learner’s rights and resilience; (ii) operationalization of
the innovations initiated under the Education Futures Programme; (iii) program and
impact evaluation; (iv) development of new programs to address emerging
education issues and opportunities; and (v) end of plan assessment.
The National Learning Recovery Program (NLRP)
The Department of Education released DepEd Order 13, s. 2023 which is

known as the “Adoption of the National Learning Recovery Program.” This reflects
the commitment of the Department in addressing learning loss intensified by the
closure of schools during the COVID-19 pandemic and the low performance of the
learners in International Large-Scale Assessments (ILSA)and national assessments.
The NLRP is anchored on the MaTaTaG agenda to (1) strengthen the learning
recovery and continuity program of the Department, (2) improve numeracy and
literacy, and (3) accelerate the achievement of education targets.
There shall be five subprograms that shall bridge the learning gaps among
learners. These are (a) National Learning Camp (NLC), (b) National Reading
Program (NRP), (c) National Mathematics Program (NMP), (d) National Science and
Technology Program (NSciTP), and (5) other programs implemented by the Central
Office and field offices that support learning recovery efforts.

Sagada District
To ensure the effectiveness of the NLRP strategies, DepEd shall harness

partnership and collaboration. DepEd shall actively engage all its internal and
external stakeholders in protecting and safeguarding all types of learners through
the provision of learning support systems in order to nurture their talent and
potential, mostly the learners in situations of disadvantage.
The roles of the school are stipulated in the DepEd Order. These are as
follows.
Roles of Schools and CLCs
1. Implement the NLRP

2. Align the existing school/CLC strategic plans/operating plans with the NLRP
3. Mobilize resources to support the delivery of the NLRP
4. Engage stakeholders and partners in implementing the NLRP
5. Submit a monitoring and evaluation report of the NLRP and other intervention
programs aligned with the goals of NLRP they have implemented to the Schools
Division Office
CONTINGENCY PLANNING
As stated in DepEd Order No. 37 series 2022, DepEd upholds the principle of
promoting the welfare, safety, and security of learners and personnel at all times. As
such, the stated DepEd Order was released to provide guidance on (a) the
suspension of classes and work in schools during times of calamities, natural
disaster and/or emergencies, or power outages/power interruptions; (b)
interventions needed to address the impact of disasters; and (3) the roles and
responsibilities of all concerned. Part of learning recovery plan is to ensure that
learning will continue even in times of disasters and during suspension of face-to-
face classes.

Sagada District
Chapter 2
SITUATIONAL ANALYSIS
Strategic planning relies heavily on the analysis of various data. In this learning recovery plan, SWOT (Strengths,
Weaknesses, Opportunities, and Threats) analysis was utilized to show the holistic view of the FES’ current state which is provided
in this chapter. Strengths and weaknesses pertain to internal attributes including resources, capabilities, and limitations.
Opportunities and threats focus on external factors such the social, political, economic, ecological, and technological environments.
The comprehensive assessment reflects the areas of advantage and vulnerability, as well as the potential avenues for growth and
challenges.

Sagada District
STRENGTH-WEAKNESSES-OPPORTUNITIES-THREATS
EXTERNAL DATA ANALYSIS INTERNAL DATA ANALYSIS

Opportunity Threat Strengths Weaknesses
A. SOCIAL FACTORS A. PERFORMANCE OUTPUTS AND OUTCOMES
Tanggew encouraged teacher Availability of teacher As a partner, the school has been The quality of learning at the
volunteers among elementary volunteers depends on the giving support to Tanggew Tanggew Learning Center
and high school students in the commitment of Tanggew to through school supplies and by depends on the skills of teacher
barangay to teach reading and continue the program and also allowing some of its learners to act volunteers, most of them were
other skills such as Numeracy the expression of support by as volunteer teachers allowed to teach not based on
and Arts stakeholders such as but not their knowledge and skills but
limited to giving incentives to because of their passion to
the volunteers become volunteers.
The Sagada MLGU budgeted The budget is only good for one Results of PHIL-IRI Posttest in Most learners who fell under the
100K to be divided by 19 schools month wage of the Para-Teacher. School Year 2022-2023 shows that Frustration Level (Pretest) in the
in the district for the purpose of To have concrete gains, the all tested learners either fell in the previous school years are the
hiring a Para-Teacher to handle remediation classes must at least Instructional and Independent same learners who fall under the
remediation classes. It is due for last for three successive months Levels and there was zero that same category (Pretest) in the
implementation this present were under the Frustration Level succeeding school years
school year.
English Filipino
Independent 61.54% 58.33%
Instructional 38.46% 41.67%
Frustration 0% 0%
Tanggew operates a Community The Library is only open on Some classes utilize their vacant Absence of a single room to
Sagada District
Library weekends when the volunteer spaces as Mini-Libraries serve as a School Library
teachers come in
Living elders are still available Elders are waning in numbers The school involved the elders in The school has not yet
in the barangay who can school activities especially during documented most of the local
validate contextualized learning the IPED Day song compositions, stories,
materials indigenous practices, chants and
other forms of Arts
There are agencies and private The absence of a road leading to The Division Health Unit conducts The Nutritional Status Report as
institutions that conduct medical Fidelisan Barangay often medical examinations with the of September SY 2023-2024
missions to the schools. deprives the school of such help of the school nurse shows some learners are wasted,
services overweight, obese and stunted
Wasted - 1/74 or 1.35%

Overweight – 1/74 or 1.35%
Obese – 1/74 or 1.35%
Stunted – 8.11%
Backyard gardening is possible The harsh weather conditions The school has been maintaining a The gardens have no perimeter
in the school as is already such as prolonged rainy seasons subsistence backyard garden fences to protect the plants from
practiced although not and typhoons affect the stray animals
maximized. sustainability of the gardens and
even worsened by stray animals
of neighbors that can eat the
crops.
There are public hospitals in Due to the absence of road, The school is purchasing When an illness struck, some
Sagada District
Bauko, Bontoc, Besao and the St. going to the hospital for medical medicines and supplies for learners are affected at the same
Theodore’s Hospital in Sagada. check-up is difficult and the common illnesses and sanitation time and the available medicines
All barangays of Sagada have Barangay Clinic is open on through its MOOE in school are not enough for
barangay clinics. scheduled days in a week initial treatment before they may
be brought to the hospital
The Division Office has partner Uncertain sustainability of the The school has been considering to The conduct of the said
agencies in mental health and partnership on mental health plan a seminar/orientation on seminar/orientation has not
psychosocial activities offered. and psychosocial activities There mental health been implemented up to now,
(Red Cross, DOH, PLGU, is limited facilities and considering the difficulty of
MLGUs, PNP, BFP, UP, etc.) psychosocial services convincing prospected
(assessment). facilitators/speakers to hike to
FES
B. POLITICAL FACTORS B. PERFORMANCE OUTPUTS AND OUTCOMES

The MLGU and BLGU have The commitment of the LGUs to The school did not fail to seek the Until now, the school has not
always been partners of the the partnerships depend on the help of the LGUs especially when avail any amount from the
school, the partnerships were set of incumbent officials additional funding for PAPs are Barangay SEF
intensified during the pandemic particularly those who chair the needed
and post pandemic years. Education Committee
The PLGU and MLGU Some financial assistance from Expenses of teacher Expenses of pupil participants to
appropriated funds for scouting, LGUs are not regular, and most coaches/advisers in out of school out of school activities are taken
sports, academic and non- often than not, depends on the activities are reimbursed by the from PTA fund but the fund is
academic festivals availability of funds school through MOOE limited, its not enough especially
in higher level competitions. It
became a common practice for
teachers/coaches to spend their
Sagada District
personal money to pay for
expenses of potential
participants/contestants who
belong to low-income families
C. ECOLOGICAL FACTORS D. PERFORMANCE AOUTPUTS AND OUTCOMES

FES sits on top of a hill and FES is vulnerable to landslides, DRRM is integrated in the lessons The school premises need
beside it is a small park which erosion, land sinking, shaking ripraps or concrete walls to
the locals call “Lover’s Park.” At and cracks due to use of FES works closely with the prevent soil erosion but stones
the base of the hill about 400 dynamites in breaking rocks barangay and municipal DRRM are located far away. On the
meters away down lies the inside the tunnels. Occurrence of with regards to earthquake and other hand, manually hauling
Minahang Bayan where small natural calamities like prolonged fire drills sand, gravel and cement requires
scale miners bore holes in the rains, typhoons and earthquakes hard work and big amount of
hillside to get gold ores. aggravate the situation fund
D. ECONOMIC FACTORS D. PERFORMANCE AOUTPUTS AND OUTCOMES
Fidelisan Barangay is a mining The presence of mining and A partner of FES, “Planet Gold Planet Gold’s operation will end
and tourism community tourism activities may affect the Philippines” will conduct at the in December this year
attitudes of learners towards last week of this month a
education; for even if they don’t “Roadshow” to showcase the FES has done a little in teaching
push through with their studies company’s stance on the the pupils about the negative
they can still establish an destructive use of mercury in effects of mining
occupation in the future whether mining and the illegal use of child
as small scale miners or tourist labor in the mining workplace.
guides Part of the Roadshow are different
activities to be done by pupils,
Sagada District
with winners receiving prizes.
FES is a passageway of foreign FES plans to put up a Mini- FES lacks an extra room or
and local tourists going in and Museum or IPED Room within the building for the purpose
out of Bomod-ok Falls. A school premises then assign a
foreigner who happened to stop parent/guardian to manage this
at school suggested the school to particularly on weekends when
think of something to offer to tourists arrive
visitors passing by such as
“display of pupil outputs” then
place a donation box for
generous individuals to put their
donations
E. TECHNOLOGICAL FACTORS E. PERFORMANCE OUTPUTS AND OUTCOMES
Globe and SMART are the Barangay Fidelisan can’t access 8 out of 8 of FES staff have laptops 2 out of 8 personnel use old
communication service SMART and smart phones Deped laptops while the rest use
providers in Sagada their personal laptops
Internet is the common Internet signal in the barangay is 5 of the 7 teachers are very capable 2 of the 7 teachers are capable on
communication technology of fluctuating on teaching through blended teaching through blended
teachers and learners at learning online mode learning online mode but need
Fidelisan, Sagada assistance
Chapter 3
PROGRAMS, PROJECTS, AND ACTIVITIES

SY 2023-2024

Sagada District
This chapter presents the programs, projects, and activities (PAPs) of the Learning Recovery cum Contingency Plan aligned
with the Basic Education Development Plan 2030, MaTataG agenda, and the on the SWOT analysis. The initiatives, innovative
solutions, and targeted interventions indicated are meticulously designed to fit the situation of Fidelisan Elementary School and to
address the gaps and elevate the performance indicators of the school.
A. LEARNING RECOVERY PLAN
Strategy Program Activity Timeline Resources Needed Sources of

Aug- Oct- Jan- April- Human Financial Fund

Sagada District
Sept Dec March Jul
A. ACCESS
Be observant of Health and Provision of / / SH 4,000 MOOE
early signs of Sanitation medicines for
illnesses among common illnesses as Teachers
learners. well as health related
materials and School
supplies Nurse
B. EQUITY
Coordinate with Maintaining Provision of school / / / Tanggew 2,790 MOOE
Tanggew to know Partnerships supplies and other Employees
what are needed in needs to the Tanggew
the Learning Center Learning Center Volunteer
that the school can teachers
provide.
School
Personnel
Identify learners Strengthening Reproduction of LMs / / / SH 3,000 MOOE
that need Remediation for the Remediation
remediation Classes especially classes Teachers
sessions. in Reading
C. QUALITY
Scout for possible Poverty not a Source out funds for / / SH 5,000 Partnership
partner fund Hindrance to the expenses of poor Funds
providers. education learner contestants to Teachers

Sagada District
out of school DepEd
activities Concerned
Partner/s
Regular and early Strengthening Provision of ordinary / SH 4,800 MOOE
start of practice Board Games and Scientific
Such as Damath, calculators, boards Teachers
Water Patrol,
Power Patrol and
Sci-Dama
Make an inventory Strengthening Provision of / / SH 5,000 MOOE
of Math and Science Math and Science additional Math and
equipment and Instruction Science manipulative Teachers
manipulative learning materials as
materials to find out well as materials for Property
what else are experiments Custodian
needed to be
acquired.
D. RESILIENCY AND WELL-BEING
Ask for free School Gardening Enclosing the garden / SH 4,000 MOOE
seedlings and with plastic fence net
gardening materials Teachers
at the municipal DA
office.
Coordinate with Mental Health Seminar/Orientation / SH 4,000 MOOE

Sagada District
seminar/orientation awareness on Mental Health
providers. AO 2
E. GOVERNANCE
Make an inventory Enhancing Provision of / / SH 14,900
of ICT machineries reproduction of additional printers,
which are still in documents, learni external drives, OTGs AO 2
good condition. ng materials and
record keeping
TOTAL 47,490

Sagada District
REFERENCES
Department of Education. (2022, May 30). Adoption of the Basic Education Development Plan 2030 (DepEd Order No. 24, s. 2022)
Department of Education. (2023, July 03). Adoption of the National Learning Recovery Program in the Department of Education
(DepEd Order No. 13, s. 2023)
Department of Education. (2022, January). Basic Education Development 2030 (BEDP 2030).
Department of Education. (2022, September 1). Guidelines on the Cancellation and Suspension of Classes and Work in Schools in
the Event of Natural Disasters, Power Outages, Power Interruptions, and Other Calamities.

Sagada District

Sagada District

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Chapter 1-3 of LRP

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Republic of the Philippines

Chairman: ISIDRO S. GANADEN

SGC Representative: Michael Doyog

BLGU Representative: Andrew Odlos

Teacher Representative: Grace M. Deyan

PTA Representative: Norma D. Padawil

Pupil Representative: Joseph D. Macalo

Name of School: Fidelisan Elementary School

BENILDA M. DAYTACA EdD, CESO

Name of School: Fidelisan Elementary School

Fidelisan Elementary School’s Basic Education Learning Recovery cum

BASIC EDUCATION DEVELOPMENT PLAN (BEDP) 2030

Implementation of BEDP 2030

Name of School: Fidelisan Elementary School

Phase 1 includes the response to the immediate impacts of COVID-19 on

Phase 2 focuses on sustaining the gains and evaluating programs. The

The National Learning Recovery Program (NLRP)

The Department of Education released DepEd Order 13, s. 2023 which is

Name of School: Fidelisan Elementary School

To ensure the effectiveness of the NLRP strategies, DepEd shall harness

Roles of Schools and CLCs

1. Implement the NLRP

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

EXTERNAL DATA ANALYSIS INTERNAL DATA ANALYSIS

Wasted - 1/74 or 1.35%

B. POLITICAL FACTORS B. PERFORMANCE OUTPUTS AND OUTCOMES

C. ECOLOGICAL FACTORS D. PERFORMANCE AOUTPUTS AND OUTCOMES

PROGRAMS, PROJECTS, AND ACTIVITIES

Name of School: Fidelisan Elementary School

A. LEARNING RECOVERY PLAN

Strategy Program Activity Timeline Resources Needed Sources of

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

Name of School: Fidelisan Elementary School

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