Basic Education Learning Recovery and Continuity Plan

SY 2022-2023

I. Introduction

The 1987 Constitution provides in Article XIV, Section 1 that the “State shall protect and
promote the rights of all citizens to quality education at all levels, and shall take appropriate steps to
make such education accessible to all.” This right must be upheld at all times, and DepEd is duty-bound
to provide learning opportunities even in the time of the COVID-19 national emergency. Under Republic
Act (R.A.) No. 9155 or the “Governance of Basic Education Act of 2001,” DepEd is “vested with authority,
accountability and responsibility for ensuring access to, promoting equity in, and improving the quality
of basic education.”

Commissioner Luis R. Asis NHS, in developing the BE-LRCP, analyzed our data on basic
education, as well as the epidemiological picture for the incoming school year, to make informed
decisions. It is in this light that DepEd has set the limited face to face classes and mandatory in-person
classes based on DO No.34, S.O. 2022, allowing enough time to undertake the necessary preparations
for the extraordinarily challenging school year.

This BE-LRCP covers the essential requirements of education in the time of COVID-19, e.g. most
essential learning competencies, multiple learning delivery modalities for teachers, school leaders and
learners, required health standards in schools and workplaces, and special activities like Brigada
Eskwela, Oplan Balik Eskwela, and partnerships.

A. Gains of BE-LCP 2021-2022

1. Accomplishments

● Enrollment Data
➢ 7.94% increase in enrollment
➢ Streamlined enrolment process
➢ Reduced percentage of late/temporary enrollment

● Effective Practices on:

a. Learning Resources
➢ Full utilization of MELCS based learning resources
➢ Use of Research based innovation like LR utilization program: (Monitoring, Utilization,
Reporting system and reward system)
➢ Development of teacher-made learning resources to address lacking modules in some
subject areas
➢ Conduct of quarterly inventory of learning resources
➢ Teachers’ contribution as content writers of SLMs and as performers in lecture videos
➢ Utilization of researches of master teachers related to Learning Resources to enhance
student learning
 ➢ Selection and utilization of accessible resources, e.g. pre-recorded lectures and tutorial
video for online classes
➢ Establishment and use of MELC-Based Online Video Library where students can access
supplementary videos for the related topics in the modules
➢ Maximized utilization of Alternative Delivery Modalities (ADMs) of DepEd thru TBI and
RBI
➢ Utilization of Google sites where students may access learning materials online anytime
➢ Encouraged LR technological innovations to support teaching and learning
➢ Mobilization of LR Portal Resources to enhance students’ literacy and numeracy
➢ Utilization of various remedial reading materials in different platforms

b. Learning Outcomes
➢ Utilization of diagnostic assessment per subject area to bridge the gap of learning
➢ Utilization of pretest results to identify the least learned skills (LLS) and develop lesson
exemplars for intervention and future use
➢ Utilization of Portfolio Assessment (Online and Print)
➢ Maximized use of teachers’ research findings to enhance learning
➢ Students’ production of performance-based outputs
➢ Monitoring of submitted learning outputs in order to extend assistance to those who
failed to submit
➢ Recognition of students’ outstanding academic performance during Card Day
➢ Online showcasing of students’ outputs and performances to develop self-value and
provide motivation and model for others
➢ Conduct of enrichment activities for fast learning students
➢ production of lesson exemplars to address learning gaps

c. Limited Face to Face Implementation

➢ Customized scheduling of classes in various levels
➢ Full compliance of the protocols and guidelines set by DepEd-DOH Joint Memorandum
Circular 001, s. 2021
➢ Inclusion of period for psycho-social support activities and Homeroom Guidance
Program in the class schedule
➢ Establishment of regular classroom management routines
➢ Creation of unified forms for documentation
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d. Teaching and Learning Strategies

➢ Choosing the right mix of synchronous and asynchronous learning.
➢ Utilization of Google Jamboard and other feedback platform
➢ Conduct of psycho-social support activities to prepare students psychologically for
academic learning
➢ Utilization of short-item pretest to diagnose students’ learning needs
➢ Utilization of real/concrete objects as visual aids for students to easily connect to the
lesson
➢ Utilization of students’ experiences as examples in topic discussions as much as needed
➢ Utilization of motivational techniques (e.g. reward system, gamification) to ensure
 learners’ learning participation
➢ Utilization of music to help students concentrate in particular learning activities
➢ Employment of flipped classroom, project-based learning and experiential learning
approaches
➢ Provision of opportunities for students to express their emotions to lessen academic
stress

2. Insights Gained on Best Practices

➢ Technology solutions are very important in distance learning. Online platforms are
regarded to be the most advanced because of their ability to facilitate various
interactive and remote activities and carry a broad range of content to a connected
community.

➢ The utilization of research-based data promoted and developed student competencies

related to competencies and this implies the application of learning and teaching
strategies that link research with teaching and learning

➢ The conduct of psychosocial support activities was very helpful for both teachers and
students. Such support can facilitate recovery and aid individuals to develop emotional
resilience. Rather than being a ‘one size fits all’ approach, PSS recognizes the
importance of the social context and adapting to that environment.

➢ Teachers’ motivation played a huge role in ensuring learners’ participation in learning.

3. Issues and Needs for Recovery Initiatives

➢ The need to further train teachers for basic psycho-social support activities, specifically
the advisers. Providing PSS in education enhances academic learning, helping students
to develop coping skills in the face of adversity. It should include basic psychological first
aid skills development, creative tools for stress management, an overview of important
life skills for pupils and some of the general principles of psychosocial support. The
training should have very practical activities that intend to foster creative thinking for
teachers in how they engage children in the learning process while encouraging their
psychosocial wellbeing.

➢ The need to have clear directions and guidelines on how teaching and learning be
conducted in the light of limited face to face and mandatory in-person classes.

➢ The need to clearly identify and quantify learning loss based on MELCs.

➢ The need to strengthen training support for teachers at the school level to ensure that
all teachers will benefit from the training or capacity programs specifically in the context
of the full implementation of face to face classes.
II. Operationalization of BE-LCP for 2022-2023

A. Data Analytics
1. Projected Enrollment
➢ Increase in enrollment by at least 2% as a result of the full implementation of
the face to face or in person classes

2. Teaching and Non-Teaching Personnel

➢ Hire and deploy additional teaching and non-teaching personnel
➢ Hire teachers for specialized subjects in SHS
➢ Send teachers and personnel to seminars and trainings to stay updated and
well-informed and be able to adapt to the new situation

3. Schools and Instructional Facilities

➢ Improve collections in Learning Resources
➢ Additional equipment for classroom and ICT laboratory (Smart TV, LCD, Sound
System, Printer)
➢ Subscribe to Fiber internet connection (at least 300Mbps).

4. Learning Resources
➢ Subscribe to Google Suite
➢ Utilize educational technology like interactive resources
➢ Quality assure and publish more LR materials in the LR Portal
➢ Maximize the use of available modules as support and aid to additional
enrichment activities at home
➢ Provision of learners’ workbook and teachers’ manual

5. Assessment of Learning Outcomes Strategies

➢ Maximize the use of E-Portfolio Assessment that enables students to identify
their learning, make judgments about it, and prepare themselves for future
learning. It constitutes ongoing, evidence-based assessment products that
display students’ performance throughout a subject.
➢ Written Works, Projects, Performances or Presentations: these kinds of
assignments typically allow students to demonstrate skills and are considered
alternatives to objective exams or essays. Students have the opportunity to
learn while working, unlike traditional tests. They are considered more
authentic as such they should be more realistic and challenging, often requiring
complex answers or outcomes.
➢ Utilize assessments of learning outcomes of all types – from formative
assessments at the classroom level to international large-scale assessments –
are a critical strategy for recovering lost learning and addressing the learning
crisis
➢ Strengthen the feedback loop between assessments and policy development to
ensure that assessments and monitoring leads to better curriculum alignment,
 learning and teaching practices, as well as, appropriately targeted interventions
(grades, learning domains, skills, groups of children, teachers and/or schools)
➢ Strengthen formative assessments at the classroom level
➢ Strengthen long-term implementation of relevant national/international
assessments (NCAE, NAT, PISA, Exit Assessment) to track progress over time,
grades, targets and subgroups of children and schools
➢ Using dialogue and consensus to define remedial actions as part of the
assessment mechanisms

6. Learning Recovery Framework and Plan (Transition Plan, Learning Loss)

Our learning recovery plan is forward-thinking and focuses on each student, the
quality of their learning, and their outcomes. To make this happen, we will develop a
road map to navigate learning recovery and acceleration.

5 Road Map CAPIZ Steps:

1.Connections with mental health support. Schools will have to partner with
institutions who have expertise in ensuring mental wellness. RGCs in public schools
will have to be fully utilized to create programs for teachers and learners. Teachers
will be trained to conduct mental health activities in the classroom setting.

2.Access to school support services. Creating a smooth transition from distance

learning to face-to-face requires academic aids. Schools have to make their student
services and students development programs more functional including the Guidance
Services, Clinic, Library, Canteen, implement physical and virtual group study or
buddy systems, peer counseling groups, student organizations, learning support
centers in schools and community-based learning spaces and tutorials. This also
includes the possibility of hiring additional learning support aides.

3.Provide access to high-quality instruction and grade-level assignments.

Teachers will focus on teaching priority standards based on MELCs. This will provide
time for teachers to teach grade-level material while also identifying students’
needs, filling learning gaps, and extending learning. Teachers will use computer
adaptive software to help monitor student progress and support each student’s
unique learning level.

4. Intervene by leveraging student performance data. Teachers will use

student data to provide intervention, remediation and extension. Individual student
data reports will be shared with parents to show learning progress in different
subject areas. Results of diagnostic tests will be utilized to bridge the gap and
learning loss. Varied assessment tools will be used to address learners’ needs.
 5. Zealously ensure all students know they belong. School leaders and teachers
will receive professional learning in Social and Emotional Learning (SEL) and be part
of the schools’ Professional Development Priority so learners will benefit from this
training to ensure they feel at home in schools. Support group mechanism will be
intensified.

7. Communication Plan
Synergy and coordination with local government media channels (DOH and
IATF) will also be given priority to ensure that truthful and accurate information are
disseminated to the ground. Communication Plan includes defining the tasks, roles,
responsibilities, communication channel, strategies, time frame and person/s
responsible.

B. Enabling Mechanism

1. Readiness of Schools

➢ Learners’ Vaccination
★ Target 100% learner vaccination to ensure that each learner is safe in school.

➢ Teaching and Non-teaching Staff Vaccination

★ Ensure that both the teachers and learners reporting to school are fully
vaccinated. They should be free from any symptoms and should not report to
work/school once any form of symptom manifests.
★ Motivate the learners on the physical and social benefits of being vaccinated
through interesting presentations and the like.

➢ Ways Forward on Booster Vaccination Program

★ Encourage all school personnel both teaching and non-teaching to get a
hundred percent booster shot.
★ Partner with other government agencies like the RHU, DRRM council , Barangay
Health Workers and Barangay officials to support the Vaccination and Booster
Vaccination Program through a dialogue and other means of information
dissemination

➢ Learning Facilities (e.g. Classroom, School Canteen, Library, Computer Lab/E

Classroom and equipment
★ Target to ensure that all classrooms conform with health standards and
protocols
★ Ensure that school canteens follow health protocols from purchasing,
maintenance to selling of goods and delivery of services to the school
community.

➢ Contingency Plan (Infection and Control Strategies)

 A Contingency Plan Manual is created focusing on the implementation of
limited face-to-face and in-person classes to support the schools in mitigating the
impacts of health emergencies associated with Covid 19. The plan aims to:

★ Establish coordination and communication mechanisms among the national,

regional, division and district offices in adherence to communication protocols

★ Maintain safety and well-being of the learners, teachers and other personnel

★ Ensure continuity of learning in the event that a member of the school

community becomes a close contact, suspect, probable or confirmed Covid 19
case

★ Determine the preparedness, prevention and mitigation measures to minimize

the impact of the pandemic

★ Issue memorandum on the critical actions to be done to ensure a timely

response to any case scenarios

★ Prepare and equip human resources to the demands and complexity of the full
implementation of face to face classes

2. Learning Facilitators

CLRANHS will design and provide teachers with opportunities for in-service professional
development based on DM No. 050, s. 2020 in order to maintain a high standard of teaching and
to retain a high-quality teacher workforce in the context of the full implementation of face-to-
face classes. The Professional Development plan will include training, practice and feedback,
provide adequate time and follow-up support, to update teachers’ skills, attitudes and
approaches in light of the development of new teaching techniques and objectives, new
circumstances, and new educational research to address learning loss. NEAP recognition of all
proposed PD programs will be sought so teachers can earn credits in their attendance and
participation.

The IN-SERVICE programs in school should address the curriculum requirements in

terms of essential learning competencies and content as well as pedagogy and assessment as
per DM No. 050, s. 2020 and DO No. 35, s. 2016. These will complement the learning resources
already available through the DepEd LR Portal, DepEd Commons, and other LR portals and
resources. Capacity building will also include support for teachers so they can debrief their
classes about their experience on the public health crisis, and also set fair expectations on how
learning will take place with the implementation of mandatory face to face classes.

The LAC sessions will be utilized and maximized to their full implementation based on
DepEd Order No. 35, s.o 2016. School-based pool of trainers will be utilized including the Pool of
Scholars to ensure that ALL Teachers will be trained and capacitated to implement and manage
the adoption of multi-modal learning delivery models based on their technology resources map,
readiness assessment results, and implementation plans.
 Part of Development Programs will be to organize and develop a wellness program that
could guide, assist and educate the staff, teachers, parents and learners to be physically fit,
emotionally stable, spiritually involved, and have a healthy career as a professional. With the
help of a wellness program, they can do their best in their field of work or study. Further, the
wellness program could help them to be holistically fit and healthy.

3. Partnership/Stakeholders Engagement

CLRANHS will provide stakeholders the data and other information they need to be
productive partners around students’ achievement and around the plan of the full
implementation of face-to face classes. The following targets are envisioned:
➢ Partnership activities with PTA must be directly aligned with student achievement
goals.
➢ Fortify engagement with LGU for many shared goals in sports, infrastructure, health,
safety and environment
➢ Efforts must be collaborative and genuine. There are meaningful roles for each party
to play and these must be clearly articulated.
➢ Information sharing must be transparent. Achievement data must be clear,
accurate, and meaningful.
➢ All parties must operate from common values and a common vision for student
achievement.
➢ All efforts must be mission-oriented and data-driven.

4. Utilization of Funds

➢ Expenditures will be in accordance with the existing accounting and auditing rules
and closely monitored on how government funds are being utilized.

➢ Prioritization is applied in terms of procurement and utilization addressing the most

urgent and basic needs of the school in the context of the full implementation of
face-to-face classes.

➢ On-time submission of liquidation and other financial reports is given utmost

attention.

➢ Engagement with the Local Government Units (LGUs), civil society organizations,
Parents-Teachers Associations (PTAs), community leaders, and other stakeholders
for transparency, accountability and support should be continuous.

5. Pool of Support

➢ Continuously engage with parents, school leaders, teachers, organizations, local

government units, NGOs and those who have interest in education including
business communities and private institutions
 ➢ Disseminate existing school-based adopt-a-child program and inviting more
benefactors

➢ Acknowledge donors and sponsors of school supplies and other resources so as to

establish good relationship with them

➢ Fortify link with the barangay officials and 4Ps parents

6. Monitoring, Evaluation and Technical Assistance

To further guide CLRANHS in refining and continuously fleshing out the BE-LRCP, a
Monitoring and Evaluation (M&E) Framework will be adopted, tailored to the needs of the
learners during this emergency and until the full implementation of face-to-face classes. This
framework shall animate the planned interventions and activities and will show the desired
outcomes as we navigate through the situation.

CLRANHS will need TA in the following areas: Curriculum and Instruction, Learning
Resources, ICT Integration, and Psycho-social support.

Submitted:

FLORENCE B. LEGASPINA
Principal III

Noted:

ZALDY B. CAALAM
Public Schools District Supervisor