COVER

school
LEARNING
RECOVERY PLAN
Background and Context

2
 Background and Context
The challenge of pandemic in education is entirely unescapable. The United Nations in coordination
with UNICEF and WHO, disclosed the amount of disruption it caused in schools worldwide - in the
elementary, secondary and even in higher education. The education department of the country have
done all its means to capture issues that need to cover and learning losses that have immensely affected
the teachers, the pedagogy, the household, the parents, the community and most of the all, the learners.
As face-to-face classes resume, it gives us a bigger portrait of the learning losses which need to
focus on as academic performance of learners especially in literacy and numeracy at home does not
reflect on their classroom performance; those learners with desirable grades in English and Mathematics
perform least from what is expected to them.
Although the Division of Tarlac City seem to approach it so well since the launching of “Academic
Profiling”, the grey areas still remain whether this transcend to learners given the little amount allotted
for the settling of learning momentum as the school year 2021-2022 is about to end.
Samberga Elementary School understands this situation, its teaching personnel and school
administration purportedly crafting interventions to address learning losses and at the same time, works
with community people to carry out activities involved into a reality. Hence, all these measures are
backed up by the following data transcribed in this three-year School Learning Recovery Plan.
Operational Frameworks of the
Learning Recovery Plan (LRP)

4
The RAPID Learning Recovery Framework

Source: UNICEF, UNESCO, The World Bank 2022

KITE Framework

6
Operational Framework

7
National Learning Recovery Framework

Accelerating Learning Remediation and

Intervention

Prioritizing Professional Development

of Teachers and School Heads

Strengthening Support on Learners and

Personnel’ Health, Safety, and Wellness

8
Dashboard

9
Pillar 1: K to 12 Curriculum

❖ Quality of Learning Outcomes and

Learning Delivery Modalities
Pre-Pandemic and During Pandemic

10
Data on Literacy
(English)
 Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in English

Pre-test Post-test
16 15 15 20
18
2019-2020

14 18
16 16
12 16
12
14
10 10
10 9 12 11
8 10
8 7 10 9
6 8
6 8
5 6
4 6 5
4
4
2 2 2
2 2
0
0 0
Grade 4 Grade 5 Grade 6 Grade 4 Grade 5 Grade 6

Frustration Instructional Independent Non-Readers Frustration Instructional Independent Non-Readers

12
 Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in English

Pre-test Post-test
16 25
2020-2021

14 14
14
20
12 20
12
17
10 10 10 16
10 9 15
13
8 7
10
6 10
5 8
4 6
4 3 5
5
2 3
2
1 1
0
0 0
Grade 4 Grade 5 Grade 6 Grade 4 Grade 5 Grade 6

Frustration Instructional Independent Non-Readers Frustration Instructional Independent Non-Readers

13
 Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in English
35
32
30 Pre-test 29 29
50
Academic Profiling
47
25 45
39
2021-2022

40
20
17 17 35
15 13 30 27 28

9 10 25 21
10 19
7 7 20
5 5 5
5 3 15 13
2
0 10 9
0 7 7 6
5 4
Grade 4 Grade 5 Grade 6 Total 5 2 3
0
0
Grade 4 Grade 5 Grade 6 Total

14
 Dashboard: Pillar 1
Comparative Data on Philippine Informal Reading Inventory (Phil-IRI) in English
40%
35%
35% 33%
31% 31% 31%
30% 29%

25%

20%

15%

10%
5% 4%
5%

0%
Pre-test Academic Profiling

15
Data on Literacy
(Filipino)
 Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in Filipino

Pre-test Post-test
18 17 25
2019-2020

16 15
20
14 20
12
12 16 16
11
10 15
10 9 9 12
11
8 7
10 9
6 8
6
6
4 3 3 5
3
2 1 1 1
0
0 0
Grade 4 Grade 5 Grade 6 Grade 4 Grade 5 Grade 6

Frustration Instructional Independent Non-Readers Frustration Instructional Independent Non-Readers

17
 Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in Filipino

Pre-test Post-test
16 25
2020-2021

14 14
14
20
12 20
12
17
10 10 10 16
10 9 15
13
8 7
10
6 10
5 8
4 6
4 3 5
5
2 3
2
1 1
0
0 0
Grade 4 Grade 5 Grade 6 Grade 4 Grade 5 Grade 6

Frustration Instructional Independent Non-Readers Frustration Instructional Independent Non-Readers

18
 Dashboard: Pillar 1
Philippine Informal Reading Inventory (Phil-IRI) in Filipino
40 37
35 Pre-test 60
Academic Profiling
30 29 52
27
50
2021-2022

25
20 17 17 40
15
15 12
10 30
24
10 7 7
5 18 19
20 15 15
5 3 2
1 1 11 12
0
0 10 5 7
Grade 4 Grade 5 Grade 6 Total 2 4 4
1 0 1
0
Grade 4 Grade 5 Grade 6 Total

19
 Dashboard: Pillar 1
Comparative Data on Philippine Informal Reading Inventory (Phil-IRI) in Filipino
60%
55%

50%

40% 39%

31%
30% 28%
25%

20%
16%

10%
4%
2%
0%
Pre-test Academic Profiling

20
Data on Literacy
through EGRA
 Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in English Grades 1 to 3

Can Perform
80%
70% 69%
70% 66% 66%
64% 65%
60% 61%
60%

50%
42%
40% 39%

30% 30%
30% 27% 28%
25% 26%
24%
20%
20%
11%
10% 8%

0%
Pre-test Academic Profiling

22
 Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in Filipino Grades 1 to 3

Can Perform
100%

90% 88% 87%

83% 85%
80% 76%
73%
70% 66%
59% 58%
60%

50%

40% 38% 38%

29% 31%
30% 28% 26% 27%
24% 25%
19% 20%
20%

10%

0%
Pre-test Academic Profiling

23
 Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in English and Filipino Grades 1 to 3

ENGLISH FILIPINO
NON-DECODER NON-DECODER
NON-DECODER NON-DECODER
(Cannot read letter (Cannot read letter
(Cannot read words) (Cannot read words)
and sound) and sound)

M F T M F T M F T M F T
0 0 0 5 2 7 4 2 6 5 2 7
1 0 1 4 1 5 1 0 1 2 1 3
2 0 3 1 0 1 2 2 4 3 3 6
3 0 3 10 3 13 7 4 11 10 6 16

24
Data on Numeracy
(Mathematics)
 Dashboard: Pillar 1
Project All Numerates (AN) for the Last Three (3) Years
2019-2020 70%
2020-2021 2021-2022
64%
80% 50%
60% 59%
45% 43% 44%
70% 68%
50% 40%
60% 57%
35%
50% 40%
30%
32%
40% 30% 25%
32% 25%
30% 20%
26% 20% 16%
16%
15%
20% 0.17
10% 10%
10% 0% 5%
0 0%
0% Pre-test Post-test 0%
Pre-test Post-test Pre-test

Numerates Nearly Numerates Numerates Nearly Numerates Numerates Nearly Numerates

Non-Numerates Non-Numerates Non-Numerates

26
 Dashboard: Pillar 1
Academic Profiling for F2F Learners in Mathematics (Numeracy)

Key Stage 1 Key Stage

30 30
27
25
25 24 25 25 25 25
22 25 23
21
20 19
20
15
15
12 15
10 15 14
10
5 10 9
5

0 5
Grade 1 Grade 2 Grade 3

Basic Numeracy 0
Grade 4 Grade 5 Grade 6
Reading & Writing
Problem-Solving & Computational Skills Reading & Writing Computational Skills Problem Solving

27
 Dashboard: Pillar 1
Academic Profiling for F2F Learners in Mathematics (Numeracy)

Key Stage 1 Key Stage 2

68% 67%
68%
66% 67% 67%
67%
64%
66%
62%
65%
60%
58% 64%
58% 57%
63%
56% 62%
62%
54%
61%
52%
60%
50%
Key Stage 1 59%
Key Stage 2

Basic Numeracy Basic Numeracy

Reading & Writing Reading & Writing
Problem Solving & Computational Skills Problem Solving & Computational Skills

28
Data on Process Skills
in Science
 Dashboard: Pillar 1
Unmastered Learning Competencies in Science 3 (Key Stage 1)

Unmastered Learning Competencies in Science 3 SCIENCE PROCESS

by Percentage SKILLS INVOLVED
70%
60%
60%
50%
50% • Observing
40%
• Classifying
30%
18%
• Comparing and
20%

10%
Contrasting
0%
2019-2020 2020-2021 2021-2022

Grade 3

30
 Dashboard: Pillar 1
Unmastered Learning Competencies in Science 4 to 6 (Key Stage)

SCIENCE PROCESS
Unmastered Learning Competencies in Science 3 by
Percentage
SKILLS INVOLVED
80% 75% Grade 4
• Observing
70%
63% • Classifying
60% 55% 55% • Comparing and Contrasting
52% 50% • Inferring
50% • Communicating
Grade 5
40% 36% • Classifying
31% 31%
30% • Comparing and Contrasting
• Inferring
20% • Predicting
• Communicating
10% Grade 6
0 0 0 0 0 0 • Comparing and Contrasting
0% •
2019-2020 2020-2021 2021-2022 Inferring
• Predicting
Grade 4 Grade 5 Grade 6 • Communicating
• Making Models

31
School Achievement Rate
in Two (2) Years
 Dashboard: Pillar 1
School Achievement Rate
Achievement Rate for the Past Two (2) Years in terms TOTAL AVERAGE
of Computed Average (%)
88

83.46
86.97
87
86
85.16
85 84.72
84.41 (2019-2020)
84.13 84.24 83.94 84.04
84 83.43 83.46
82.88

84.87
83
82.03
82
81
80 (2020-2021)
79
2019-2020 2020-2021

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1%
33
 School Existing
Learning Modalities
 Dashboard: Pillar 1
Learning Modalities Implemented
Learning Modality
TOTAL AVERAGE

62

22%
(Modular)

78%
(Distance)
217

Modular Distance Learning Face to face Classess

35
 Data on the
Teachers’ IPCRF
 Dashboard: Pillar 1
Results of Teachers’ IPCRF per Indicator
Number of Teachers and Points Obtained per Indica-
tor STRUGGLING
9 INDICATORS
8 8 8 8 8 8 8
8

7 • Objective 1
6
6 Applied knowledge of
content within and
5
4 4 44 44
across curriculum
4 teaching areas
33
3

2
2 2 • Objective 2
1
Ensured the positive
00 00 00 00 00 0 00 0 0 000 0 000 0 00 0 00 000 000 0000 0000 use of ICT to facilitate
0
the teaching and
learning process

37
 Dashboard: Pillar 1
Results of Teachers’ IPCRF
2018-2019 2019-2020 2020-2021

2 2

6 6

Oustanding Very Satisfactory Oustanding Very Satisfactory Oustanding Very Satisfactory

Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory
Poor Poor Poor

38
Pillar 2: Support to the Learning Environment

❖ Access, Equity and Inclusion in Education

Pre-Pandemic and During Pandemic

39
Data on Learners’
Enrolment
 Dashboard: Pillar 2
Comparative Data on Enrolment

Kindergarten Grades 1 to 3 Grades 4 to 6

35 70 66 70

60 60
30 29 60 58 60 57 56
54
25 51 50
25 50 50 49
47
45
20
20 18 40 40
17
15 30 30

10 8 20 20

5 10 10

0 0 0
2019-2020 2020-2021 2021-2022 2019-2020 2020-2021 2021-2022 2019-2020 2020-2021 2021-2022

Male Female Male Female Male Female

41
 Dashboard: Pillar 2
Comparative Data on Enrolment: Key Stage 1 and 2

Comparative Data on Enrolment per Key Stage ENROLMENT

180 INCREASE
164
160 155

14%
140
124
120 116
102 99 Key Stage 1
100 Key Stage 2 2021-2022
80

12%
60

40

20
2020-2021
0
2019-2020 2020-2021 2021-2022

42
 Dashboard: Pillar 2
Comparative Data on Transferred Learners from Private Schools

Number of Learners Transferred from Private Schools SCIENCE PROCESS

6 SKILLS INVOLVED
5
5

4 • Cost-effective
3
• Laid off parents
• School proximity
2 2
2

1
1

0 0
0
2019-2020 2020-2021 2021-2022

Male Female

43
Data on School
Personnel
 Dashboard: Pillar 2
- Inventory of School Personnel

Teachers’ Profile in terms of their Teachers’ Profile in terms of their

Academic Profile Present Positions
4.5
4
4 2
3.5
3
2.5
2
1.5
1
1 6

0.5
0 0
0
Bachelor's Degree Masteral Units Master's Degree Doctoral Units Teacher I Teacher II
Teacher III Master Teacher
Teachers

45
 Dashboard: Pillar 2
- Inventory on Level of Computer-related Skills
Level of Skill
Computer-
Related
Activities Poor % Beg. % Inter. % Adv. % Level
Word 1 12.5 2 25 5 62.5 0 0
1.2
Excel 6 75 1 12.5 1 12.5 0 0
PowerPoint 1 12.5 1 12.5 6 75 0 0
Email 1 12.5 1 12.5 6 75 0 0 12.5
Search Engines 1 12.5 1 12.5 6 75 0 0

Databases 1 12.5 7 87.5 0 0 0 0

Multimedia
1 12.5 7 87.5 0 0 0 0
Authoring
Graphic Editing 1 12.5 7 87.5 0 0 0 0

Digital Audio 1 12.5 7 87.5 0 0 0 0

Video Editing 1 12.5 7 87.5 0 0 0 0

Web Page
8 100 0 0 0 0 0 0
Design
Learning
Management 1 12.5 6 75 1 12.5 0 0
System

Web 2.0 Tools

(wikis, blogs,
75
1 12.5 8 100 0 0 0 0
networking and
sharing tools)

Poor Beginning Intermediate Advanced

Total 25 12.5 55 75 25 0 0 0

46
Data on School Physical
Facilities and Resources
 Dashboard: Pillar 2
- Inventory of Classrooms, Seats and, Textbooks and, Learning Resources

RATIO

YEAR TEACHERS
CLASS
ROOMS
SEATS BOOKS
1:1
2019-2020 8 8 226 1750
1:1
2020-2021 8 8 254 1790

2021-2022 8 8 280 1852

1:1
1:1

48
 Dashboard: Pillar 2
- Data on LAS/SLMs Distributed/Retrieved from Quarter 1 to 3 for SY 2021-2022

Quarter 1 Quarter 2 Quarter 3

Grade
Level
No. of
Learners Distribu Retrieve %
Distribu Retrieve
%
Distribute Retrie
%
STATUS
ted d ted d d ved
Grade 1 36 1,512 1,512 100.00% 1764 1764 100.00% 1764 1764 100.00%

Grade 2 41 2,009 2,009 100.00% 2,009 2,009 100.00% 2,009 2,009 100.00%

Grade 3 42 2,352 2,352 100.00% 2,352 2,352 100.00% 2,352 2,352 100.00%

100%
Grade 4 39 2,184 2,184 100.00% 2,184 2184 100.00% 2,184 2184 100.00%

Grade 5 36 2,304 2,304 100.00% 2,304 2,304 100.00% 2016 2016 100.00%

Grade 6 21 1,120 1,120 100.00% 1,176 1,176 100.00% 1365 1365 100.00% Distributed and Retrieved in
All Learning Areas

Grade 6 20 1,120 1,120 100.00% 1,120 1,120 100.00% 1309 1309 100.00%

49
 Dashboard: Pillar 2
- Identified Needs Based on Inventory

NEEDS

There is a 1:1 ratio in textbooks but most of the books in Grades 2 and 3 are
already worn out.

LCD Projectors and desktop computers are already unserviceable; among 6 (six)
computers only three (3) are working but call for a system repair/maintenance.

There is huge amount of supply of textbooks in Grade 3 that may be subject

for barter in other schools.

Major repair in select classrooms plus some donated chairs from private entities are
infested: it calls for a new supply of chairs before these infested chairs become
unserviceable.

50
Data on School Based
Feeding Program
 Dashboard: Pillar 2
Updates on School-Based Feeding Program (SBFP) and Milk Feeding

Baseline Nutritional Status in 3 Years

100
90
90
80
80
70
60
50
40
33
30
20
10 7
3 1
0 0 0 0 0 0 0 0 0 0 0 0
0
2019-2020 2020-2021 2021-2022

Severaly Wasted Wasted Stunted Normal Overweight Obese

52
 Dashboard: Pillar 2
Updates on School-Based Feeding Program and Milk Feeding

Endline Nutritional Status in 3 Years

100
90
90
80
80

70 Severaly Wasted
Wasted
60 Stunted
Normal
50
Overweight
40 Obese
33
30

20

10 7
3 1 1
0 0 0 0 0 0 0 0 0
0
2019-2020 2020-2021 2021-2022

53
Data on School-Based
Management
 Dashboard: Pillar 2
Updates on School-Based Management

2.38
MATURING
2.44
MATURING
2.46
MATURING

2019-2021 2019-2021 2019-2021

LEVEL II LEVEL II LEVEL II

55
Data on F2F Class and
Vaccination
 Dashboard: Pillar 2
Participating Learners in Limited Face to Face Classes

Number of Learners Participating in Limited F2F TOTAL

40
36 36
35 34 33 32

78%
30
30

25

20 For Limited F2F

16
15

10

0
22%
Under Modular
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grdae 6

Learners

57
 Dashboard: Pillar 2
Vaccination Status of Learners and School Personnel

No. of No. of % of % of SCHOOL PERSONNEL

Grade Level
Enrollees Vaccinated Vaccinated Boosted
Kindergarten 44 7 51.22% 0
Grade 1
Grade 2
36
41
6
11
16.67%
26.83%
0
0
100%
Teaching Personnel
Grade 3 42 12 28.57% 0

100%
Grade 4 39 14 35.90% 0
Grade 5 36 24 66.67% 0
Grade 6 41 21 51.22% 0 Non-Teaching

58
Data on Funding Requirement
through the Years
 Dashboard: Pillar 2
Funding Requirement

Overview of Funds in Four (4) Years INCREASE OF FUNDS

350000 332862.75
315000
300000
300000

250000
257000
2021
• Regular = 279,000
200000
• Continuing= 3,862.75
150000 • Additional = 50,000

100000

50000
2022
0
2019 2020 2021 2022
• Regular = 307,000
• Continuing = 8,000

60
Pillar 3: Upskilling and Reskilling of Personnel
❖ Quality of Teachers, School Heads and
Supervisors
Pre-Pandemic and During Pandemic

61
 Dashboard: Pillar 3
Profiling of Teachers

Teachers’ Profile in terms Level of Trainings Attended TRAININGS ATTENDED

9 AND CAPACITY
8
8 BUILDING CONDUCTED
7

6
Content Knowledge and Pedagogy
5
4
4
Educational Technology (Positive
3 utilization of ICT)
2

1 Learning Assessment
0 0 0 0
0
School Level District Level Division Level Regional National International
Teaching Strategies and
Teachers Approaches (including MHPSS)

62
 Dashboard: Pillar 3
Profiling of Teachers

Teachers’ Career Stages Teachers’ Profile in terms of their

9 Present Positions
8
8

7 2

2
6
1
0 0 0
0
Beginning Proficient Highly Proficient Distinguished
Teacher I Teacher II
Teachers Teacher III Master Teacher

63
Pillar 4: Engagement of Stakeholders for Support
and Collaboration
❖ Responsive Engagement for Education
Pandemic

64
 Dashboard: Pillar 4
Stakeholders’ Participation

30 Number of Partners in terms of General 14

Number of Support in terms of Specific
Partner Type
13 Contribution Type
25 12
25

10
20
8
15
6
5
10 4
3
2 2
5 2
3 1

0
0
Private Sectors Civic Society Organizations
Number of Partners
Partners

65
 SWOT Analysis
Weaknesses
Strengths
Conduct of SLAC and other various related activities
Regular conduct of SLAC and other related activities
Willingness to prepare functional and applicable instructional
materials Self-motivation in the application of knowledge acquired

Good at working alone but better when worked collaboratively with

colleagues Half-hearted in attending series of seminars and trainings
Pursue graduate studies for professional growth
Level of participation of internal and external stakeholders
Engagement of internal and external stakeholders

Opportunities
Possible trainings to be attended
Upgrading of skills and proficiencies with regards to instruction
Availability of free trainings on ICT application
Threats
Uncertainties brought about by unexpected situations in
the implementation of the curriculum
Distractions in the teaching and learning process both
online and modular learning

Partnerships and linkages with parents and other external Negative reaction and compliance to any assigned tasks
stakeholders
Internal and external stakeholders approval to a particular
proposed program/project
Key Challenges and
Strategic Directions

67
 GOAL
REGIONAL By 2024, learners across the region are able to develop and
improve their foundational skills for lifelong learning and
LRP FRAMEWORK full participation in society

SECTOR OUTCOME
Basic education learners acquired literacy, numeracy and
science skills required to succeed in higher education and
employment.

INTERMEDIATE OUTCOMES

ACCESS RESILIENCY AND

EQUITY QUALITY
WELL-BEING

All learners participate

All learners access and Learners develop the
equitably and Learners develop
receive tailored meaningfully in basic standard
positive mindset and
services needed in education, regardless of literacy,numeracy and
status, ethnicity, sex,
can adapt to change.
basic education. science skills.
disability, age, and other
social characteristics.

ENABLING MECHANISMS-GOVERNANCE

Resilient, Responsive and Efficient Governance,

Management and Systems

68
69
 K to 12 Curriculum
Key Challenges: Pillar 1 KEY STAGES 1 & 2 (Grades 1 to 6)

KEY Discrepancy between pre-test and F2F Academic Profiling

CHALLENGES on literacy and numeracy

High number of frustrated readers moving up to

Intermediate level

Low performance on numeracy key components such as

Reading and Writing in Key Stages 1 and 2

Unmastered competencies in Science specifically the

Process Skills for Key Stages 1 and 2

70
 Improving Learning Environment
Key Challenges: Pillar 2
Lack of motivation to pursue postgraduate studies to
KEY advance in career progression (lack of Master Teacher that
CHALLENGES can provide additional instructional support)

Low level of skills in computer-related activities among

teachers

Repair of school physical facilities and other learning

resources

Difficulty to upgrade from Level II to Level III at SBM

Low patronage on vaccination at 100% among learners

towards increase in F2F attendees

71
 Teachers’ Upskilling and Reskilling
Key Challenges: Pillar 3
KEY Low motivation of teachers to attend on seminars and
CHALLENGES trainings

Lack of highly proficient teacher to support instructional

supervision
o data on the Impact of Trainings Conducted for
Teachers and School Heads

72
 Engagement of Stakeholders for Support &
Key Challenges: Pillar 4 Collaboration

Poor support from Civic Organizations for special school

KEY PPAs (such DA on Gulayan sa Paaralan, Rise & Rebuild,
CHALLENGES Fraternities/Sororities, etc.)

Little support of stakeholders on salient needs of school

such as in, but not limited to, health and wellness,
volunteerism, furniture, infrastructure and advocacy support
(i.e., School PPAs)

73
 K to 12 Curriculum
Strategic Directions
Goal:
PILLAR 1

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

74
 Improving Learning Environment
Strategic Directions
Goal:
PILLAR 2

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

75
 Teachers’ Upskilling and Reskilling
Strategic Directions
Goal:
PILLAR 3

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

76
 Engagement of Stakeholders for Support & Collaboration
Strategic Directions
Goal:
PILLAR 4

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

77
78
 Implementation Plan
PILLAR 1 Goal:

Strategies Interventions Functional Division-in- Critical Action Responsible / Timeframe Estimated Budget Source
Charge (Activities) Accountable Budget
Unit

79
 Implementation Plan
PILLAR 1 Goal:

Functional Responsible /
Timeframe Estimated
Strategies Interventions Division-in- Critical Action (Activities) Accountable Budget Source
Budget
Charge Unit

80
 Implementation Plan
PILLAR 3 Goal:

Functional Responsible /
Timeframe Estimated
Strategies Interventions Division-in- Critical Action (Activities) Accountable Budget Source
Budget
Charge Unit

81
 Implementation Plan
PILLAR 4 Goal:

Functional Responsible /
Timeframe Estimated
Strategies Interventions Division-in- Critical Action (Activities) Accountable Budget Source
Budget
Charge Unit

82
 Analysis and Management of Risk
Identified Risk Severity
Institutional Risk Risk Categories Probability Impact Overall Rate Mitigation
High/Medium/Low High/Medium/Low Strategies
Change of education priorities by Strategic Medium (3) High(5) 4 Realign plans with the
priorities of the new
the new administration in 2022 administration

Lack of capacity for making the Operational Medium(3) High (5) 4 Provide trainings to
teachers, school heads
curricula responsive to learners
and supervisors
and market requirements

Inequitable allocation of funds Financial Low (2) Medium(2) 2 Determine actual needs of
SDOs and schools
and resources

Absence of policies/issuances to Legislative/Legal Medium(4) High(4) 4 Formulate guidelines to

address the issue
support practices, operations and
Provide policy
needs of RO, SDOs, schools recommendations to CO

Failure of schools to sustain safe Reputational Low (3) Medium (3) 3 Continuously monitor the
safe operations of schools
operations in all sectors

83
Indicative Timelines

84
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

85
 Communication Plan
Responsible
Activity Audience Goals Schedule Format
Person
Development of Teaching and non-teaching Get feedback from school May 18-24, FGD, Collab meetings, School Planning
Learning Recovery personnel, parents, learners, personnel of the strategic 2022 Individualized sessions Team (SPT)
Plan (LRP) community-members directions per Pillar; check with targets groups
alignment of SWOT to target
goals

Finalization of the Division LRP Team Craft LRP according to Division May 25-27, Collaborative workshop School Head
LRP and School contexts; set 2022 per group; defense panel
school’s LRP Framework based
on context
Orientation of the Teaching and non-teaching Communicate with LGU and May 31, 2022 Orientation program, SPT
LRP personnel, parents, learners, other stakeholders the School Forum
community-members LRP; inform concerned
stakeholders of the school
targets

Quarterly Review of Teaching and non-teaching Check strategies per Pillar as to SY 2022-2023 Focus Group Discussion SPT, PSDS
School LRP personnel, parents, learners, feasibility and practicability
community-members
Monitoring and School Planning Team Determine the quality, efficiency SY 2020-2023 Feedback mechanism PSDS, SMME Unit
Evaluation and timeliness of strategies to
address target goals

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 Research Support
Angrist, Noam, Peter Bergman, and Moitshepi Matsheng, “School’s Out: Experimental Evidence on
Limiting Learning Loss Using “Low-Tech” in a Pandemic,” 2020. NBER Working Paper 28205.

Bernard, Robert M., Philip C. Abrami, Yiping Lou, Evgueni Borokhovski, Anne Wade, Lori Wozney, Peter
Andrew Wallet, Manon Fiset, and Binru Huang, “How Does Distance Education Compare With
Classroom Instruction? A Meta-Analysis of the Empirical Literature,” Review of Educational
Research, 2004, 74 (3), 379–439

Escueta, Maya, Andre Joshua Nickow, Philip Oreopoulos, and Vincent Quan, “Upgrading education with
technology: Insights from experimental research,” Journal of Economic Literature,
2020, 58 (4), 897–996.

Hamilton, L., & Gross, B. (2021). How has the pandemic affected students' social-emotional well-being?: A
Review of the evidence to date. Center on Reinventing Public Education.

West, M. R., & Lake, R. (2021). How much have students missed academically because of the pandemic? A
review of the evidence to date. Center on Reinventing Public Education.

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BACK COVER

Lagi’t lagi, Para sa Bata, Para sa Bayan!

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