CLASSROOM-BASED LEARNING RECOVERY PLAN

2022 -2025

I. INTRODUCTION

The face to face classes was successfully implemented last February

2022. I have noticed the strength and weaknesses of my pupils. I applied all
important intervention to overcome the hurdles of adjustment. I’ am truly
identified the advantages of face to face classes rather than blended learning
modalities. The Edukalidad was the main aim to fulfil and strengthen the
grip on the torch to enlighten the ability, talent and their mind set. As a
surrogate parent, I realized how to take good care of my siblings and they
humbly shared their own experienced to uplift their spiritual learning
capabilities. My shoulder is always ready to comfort to their problems and
I’m ready to give my insight for living.
We can learn lessons from the COVID-19 pandemic that could
make education policies more evidence-based, inclusive, responsive and
transparent. A greater focus on anticipating responses, solidarity within and
across countries, agility in managing responses and renewed efforts for
collaborative actions will make a better normal for the future. Despite efforts
to replace schools with remote learning, these billions of days of learning
lost could lead to desperation but they should also ensure we find ways to
get as many children back to school as possible. This crisis has fostered an
intangible goodwill which could materialize in significant education reforms
provided we seize every opportunity to learn lessons from the pandemic. In
education, the gap between what we know and what we do lies at the heart
of the global learning crisis. Without the means to systematically,
comprehensively and routinely synthesize evidence in a form that can be
used by policy-makers and practitioners. The pandemic has widened
inequities and heightened the urgency of bridging gaps for the world’s most
marginalized learners. Radical inclusion should be the next normal.
Implementing academic support programmes, such as catch-up classes and
tutoring, and providing additional resources as remedies to learning lost
during school closures are the most highly prioritized measures by countries
in advance of reopening. These are closely followed by policies to support the
physical, social, emotional and mental health of students as well as teacher
professional development, which is closely connected with distance learning
support. The school, Sto. Cristo Sur Elementary School made a Learning
Continuity Plan as well as the new Learning Recovery plan to have invented
more responsive and participatory ways of making decisions in times of
crisis. Establishing trust and transparency with parents, learners and
teachers. This means revisiting response plans, shifting from emergency
measures to chronic vigilance, adapting flexibility for hybrid learning –
especially in the poorest of communities – and continually upgrading our
collective knowledge based on global experiences.

School Learning Recovery Plan

We must preserve the new habits that we have managed to acquire over
such a short timeframe to combat the adverse effects of the pandemic on
our education systems and make them sacred in established routines and
processes as building blocks of our country national education plans.

II. CLASSROOM PROFILE

Learner’s Profile

Based on the conducted Modified Learner Enrolment and Survey Form (MELSF) to
learners, parents and guardians most of them respondent that they don’t have internet
connection ,16 has family members that can provide instructional support 5 are not, majority
of learners agreed to face to face.

School Learning Recovery Plan

 Project An of Grade VI-EINSTEIN

Pre-Test Post-Test

Based on the administration of Pre-test of Project All Numerates 5 learners fall in Nearly
Numerates and16 Numerates while the result of Post-test 1 learners fall in Nearly Numerates
and 20 learners improve because they fall Numerates.

School Learning Recovery Plan

This pie graph shows the numerical presentation of learners who took the administration of
Pre-test and Post-test in conducting Phil-Iri in Filipino.

PHIL –IRI PRE- TEST

Independent; Frustration; 5
8

In-
struc-
tion; 8

PHIL –IRI POST- TEST

Instruction; 6

Inde-
pendent;
15

This graph shows the results of learners who took the administration of Pre-test and
Post-test of Phil-Iri in English increases in Independent learners..

School Learning Recovery Plan

 NUTRITIONAL STATUS (weight)

Stunted Normal Tall Obese

Obese; 2 Stunted; 1

Tall; 2

Normal, 16

The Grade Six-EINSTEIN pupils are consisting of 21 learners and 9 of them are female and
12 are male. Based on this graph you can see that 16 learners are Normal, and 2 overweight
which show the result to their Nutritional Status.

HEIGHT FOR AGE

STATUS
Stunted, 1

Severly Stunted; 1

Tall; 2

Severly Stunted
Stunted
Normal
Tall Normal; 17

The Grade Six-EINSTEIN pupils are consisting of 21 learners and 9 of them are female and
12 are male. Based on this graph you can see that 17 learners are Normal, 1 stunted and 2
tall which show the result to their Nutritional Status.

Classroom needs

School Learning Recovery Plan

  Electric fan
 Printer
 Bond paper
 Ink

************************ Major Learning Losses Analysis

Pillar I Pillar 2 Pillar 3 Pillar 4

K to 12 Curriculum Support to the Up skilling and Engagement of
– Quality of Learning Learning Reskilling of Stakeholders for
Outcomes and Environment – Personnel – Support and
Learning Delivery Access, Equity and Quality of Teachers Collaboration –
Modalities Inclusion in and Personnel Responsive
Education Engagement for
Education

 80 % of pupils  Need more  Give moral  Some of the

got All TIME to support to the parents did not
Numerates FOCUS in teachers support the
result in Grade teaching and  Teachers’ activities.
Six-Einstein LESS paper needs for
works training
 Limited quality  Lack of focused on
assured budget Diversity of
school-based allocation for learners
supplementary learning  Provide
learning resources teaching tool
materials in like lap top,
literacy and printer and
numeracy ink, speaker

III. SWOT ANALYSIS

Focused on Learning based on 4 Pillars (Graph with analysis)

STRENGTHS OPPORTUNITIES

School Learning Recovery Plan

 Pillar 1: Provided enough  Pillar 1: Crafting of quality-assured
intervention programs for school-based supplementary learning
learners in literacy and materials in literacy, numeracy and
numeracy skills. science skills.

 Pillar 2: The teacher has a  Pillar 2: Attainment of

compliant to minimum health conducive learning environment
standards and safety protocols and healthier learners through
and has high completion and strengthened partnership and
promotion rate. stakeholders’ active engagement

 Pillar 3:Develop teaching skills  Pillar 3: Limited parental

involvement to the holistic
development of learners
 Pillar 4: Identification and
engagement of prospective  Pillar 4: Collaboration between
partners teachers and parents for active
participations for the holistic
development of learners

WEAKNESSES THREATS
 Pillar 1: Insufficient quality-  Pillar 1: Overwhelming non-
assured school-based academic task of teachers.
supplementary learning materials
in literacy and numeracy skills.  Pillar 2: Sudden surge of
COVID-19 positive cases in the
 Pillar 2: Resources needed community

 Pillar 3: Limited parental  Pillar 3: Educational

involvement to the holistic attainment and parenting skills
development of learners
 Pillar 4: Economic status of
stakeholders due to pandemic
 Pillar 4: Donation of
stakeholders’ resources that can
support school’s needs in the
implementation of PPA’s

School Learning Recovery Plan

IV. KEY CHALLENGES AND STRATEGIC DIRECTIONS

Pillar I Goal: Ensure accessible,

K to 12 Curriculum inclusive, relevant and
quality education with focus
on literacy and numeracy
skills.
Strategies Interventions Major Outputs

Intensify programs on literacy 1. Profiling of learners  Data on learners’ level

and numeracy skills ( Homogenous of literacy and
groupings of learners numeracy
to facilitate the
provision of  Analysis on the post
appropriate and test result as basis for
relevant interventions) giving appropriate
intervention for the
2. Conduct of Pre and least learned
Post Assessment competencies and
3. Implement the skills.
different activities like
E-Oplan Aral, Math 4  Results of Phil-Iri and
fun. Project AN
Pillar 2 Goal: Ensure access , equity
Support to the Learning and inclusion in the
Environment improvement of learning
environment and
development of learners full
potential
Strategies Interventions Major Outputs

Ensure budget allocation for  Needs analysis on  Availability of laptop

learning resources (laptop) the laptop –teacher  Project proposal
ratio and learners-
laptop ratio
 Coordinate with the
Division for the
continuous update on
the availability of
learning resources
(laptop)
 Tap supportive
community
stakeholders.
Pillar 3 Goal: Enhance the
Upskilling and Reskilling of competencies of teachers in
Personnel teaching and learning
process through
professional and

School Learning Recovery Plan

 development programs, M &
E and provision of technical
assistance
Strategies Interventions Major Outputs

Conducting training/ Capacity trainings/seminars

Upgrade the teachers’ skills seminars to address the programs
on the delivery of content issues on the content
knowledge and pedagogy knowledge and pedagogy and
promote as well as to address
the diverse needs of learners

Pillar 4 Goal: Strengthen and

Engagement of sustain partnership with the
Stakeholders for Support stakeholders that support
and Collaboration the school’s continuous
delivery of quality basic
education to the learners.
Strategies Interventions Major Outputs

Strengthen stakeholders  Present partnership  MOA

support and involvement proposal to identified  LRP
stakeholders

V. IMPLEMENTATION PLANS

Action Plan on Pillar I - K to 12 Curriculum

Quality of Learning Outcomes and Learning Delivery Modalities

Key
Objective Performance Target Persons Resources Major
Activities
s indicators Date Involved Needed Outputs

School Learning Recovery Plan

Ensure Intensify 1. Profiling of Year School School -Data on
accessible, programs on learners round Head MOOE learners’ level
inclusive, literacy and ( Homogenous of literacy and
relevant numeracy groupings of Master numeracy
and skills learners to Teachers
quality facilitate the -Analysis on
education provision of Teachers the post test
with focus appropriate and result as basis
on literacy relevant for giving
and interventions) appropriate
numeracy 2. Conduct of Pre intervention
skills. and Post for the least
Assessment learned
3. Implement the competencies
different and skills.
activities like E-
Oplan Aral, -Results of
Math 4 fun. Phil-Iri and
Project AN

Action Plan on Pillar 2 - Support to the Learning Environment

Access, Equity and Inclusion in Education

Key Persons
Targe Resource Major
Objectives Performanc Activities Involve
t Date s Needed Outputs
e Indicators d
1. Ensure Ensure  Needs Year School School Availabilit
access , budget analysis on round Head MOOE y of laptop
equity and allocation for the laptop – -Project
inclusion in learning teacher ratio Master proposal
the resources and learners- Teacher
improvemen (laptop) laptop ratio s
t of learning  Coordinate
environment with the Teacher
and Division for s
development the
of learners continuous
full update on the
potential availability of
learning
resources
(laptop)
 Tap
supportive
community
stakeholders.

Action Plan on Pillar 3 – Up skilling and Reskilling of Personnel

Quality of Teachers and Personnel

Objectives Key Activities Targe Persons Resour Major Outputs

Performanc t Involved ces
e Date Needed

School Learning Recovery Plan

 Indicators
1. Enhance Upgrade the Conducting Year School School Capacity
the teachers’ training/ round Head MOOE trainings/seminars
competenci skills on the seminars to programs
es of delivery of address the Master
teachers in content issues on the Teachers
teaching knowledge content
and and knowledge Teachers
learning pedagogy and pedagogy
process and promote
through as well as to
professional address the
and diverse needs
developmen of learners
t programs,
M & E and
provision of
technical
assistance

Action Plan on Pillar 4 - Engagement of Stakeholders for Support and Collaboration

Responsive Engagement for Education

Key
Target Persons Resources Major
Objectives Performance Activities
Date Involved Needed Outputs
Indicators
1. Strengthen Present Year School School -MOA
Strengthen stakeholders partnership round Head MOOE -LRP
and sustain support and proposal to
partnership involvement identified Master
with the stakeholders Teachers
stakeholders
that support Teachers
the school’s
continuous
delivery of
quality basic
education to
the learners.

School Learning Recovery Plan

VI. MONITORING AND EVALUATION

For three school years, the School Planning Team shall conduct a comprehensive
evaluation of the status and effectiveness of this classroom recovery plan’s implementation.
Status update presentations shall be provided to the Schools Division Office with a final
summative evaluation report. Each report will include information from the following
pillars:

1. Learners Assessment and Intervention program Report

2. Improvement on the Learning Environment
3. Report on completed professional development
4. Parent and Family Programming Participant Evaluation

Monitoring and Evaluation Plan

2022-2025

Key
Data to be Tools to Means of
Objectives Performance Result
Used be Used Verification
Indicators
Objectives Provide the Describe the Describe Documents Provide the
indicated in the target data to be the tool as evidences actual
Action Plans frequency, used:  What for the four frequency,
percentage,  Test result does pillars percentage,
mean rating  Frequencies the mean
 Percentage tool rating
Mean ratings mea
sure
How
many
items?

Prepared by:

LISETTE A. GARCES
Teacher III

Noted:

DIVINA SJ. MATEO

School Principal II

School Learning Recovery Plan