BASIC EDUCATION – LEARNING CONTINUITY

& RECOVERY PLAN for SY 2022 – 2023

ANGELA A. CELIS MEMORIAL SCHOOL

Angela A. Celis Memorial School is a medium school,
located at San Jose Subdivision, Tagbac, Jaro, Iloilo
City. This institution aims to contribute, support and
implement to the growth of quality education as to
Context of
the foundation needed by the learners in this rapid
changing time of the 21st century.
School
&
Community
Our school offers K to 12 Basic Education Curriculum (Kinder to Grade 6) level.
Every year there is an evident increase in enrolment, a proof that the parents
have trust in the school’s ability to offer quality education to their children.
Reaching each goal and making priority projects materialized for the
continuing productive function of the school. It is said that a well – supported
Context of
and functioning school will empower every child to be a CHAMPION, and this
is our noble responsibility of paving the way for every child under our care to School
&
achieve his/her greatest potential as stated in our Regional Mantra.

Community
OPERATIONALIZATION
of SCHOOL BE – LRCP
for SY 2022 - 2023
 PROJECTED ENROLLMENT DATA
for SY 2022 - 2023
GRADE LEVEL MALE FEMALE TOTAL

KINDER 24 35 59
GRADE I 29 29 58
GRADE II 28 29 57
GRADE III 32 36 68
GRADE IV 28 39 67
GRADE V 38 36 74
GRADE VI 28 25 53
TOTAL 207 229 436
 No. of Teachers - 12
DATA ANALYTICS
 Teaching and Non-Teaching
No. of Learners Utilization of Blended Learning Personnel
Elementary - 436 Modality: Learning Resources:
 Self-Learning Modules  School Instructional
 Learning Activity Sheets
 Textbooks
 Supplementary Materials Facilities
Facilities  LRMDS Materials
 6 School Buildings  DepEd Commons Educational  Learning Resources
 10 academic classrooms Materials
 Covered Gym  Subject Instructional Materials
 Clinic and Isolation Room  ICT integrated materials (video, lessons,
 Material Recovery slide decks)
 Waste Management
 6 Handwashing Facilities
 Rain Water Catchment
 2 Internet Connections K to 12 Basic
 25 Solar Panel Lights Education Curriculum
 CCTV Camera  Kinder
 Gender-Segregated Toilets
 School perimeter fence  Grade 1 to 6
 SCHOOLS AND
INSTRUCTIONAL
FACILITIES
The school has 6 A. INTRODUCTION
buildings with 10
academic
classrooms and 1
Context of
school covered
gym. Presently, it
School
has 12 teachers &
Community
and 436 learners.
.
 LEARNING MATERIALS (SLM/LAS)
INVENTORY OF MODULES
GRADE LEVEL K GR1 GR2 GR3 GR4 GR5 GR6 TOTAL

NO. OF MODULES 0 14 0 0 24 0 71
RETURNED/REUSABLE (NO. OF
SUBJECTS X REUSABLE)
NO. OF MODULES NEEDED FOR 59 116 112 352 322 73 204
REPRODUCTION (SUBJECTS X
NO. PROJECTED ENROLLMENT)

NO. OF MODULE AVAILABLE 0 300 75 0 190 191 484

(Received from Division)

RATIO OF TEXTBOOKS 1:1 1:2 1:3 1:2 1:3 1:3 1:3

FIRST QUARTER
 LEARNING MATERIALS (SLM/LAS)
INVENTORY OF MODULES
GRADE LEVEL K GR1 GR2 GR3 GR4 GR5 GR6 TOTAL

NO. OF MODULES 0 19 0 0 32 0 66
RETURNED/REUSABLE (NO. OF
SUBJECTS X REUSABLE)
NO. OF MODULES NEEDED FOR 59 0 0 0 504 64 137
REPRODUCTION (SUBJECTS X
NO. PROJECTED ENROLLMENT)

NO. OF MODULE AVAILABLE 0 528 525 512 0 200 160

RATIO OF TEXTBOOKS 1:1 1:2 1:3 1:2 1:3 1:3 1:3

SECOND QUARTER
 LEARNING MATERIALS (SLM/LAS)
INVENTORY OF MODULES
GRADE LEVEL K GR1 GR2 GR3 GR4 GR5 GR6 TOTAL

NO. OF MODULES 0 0 0 0 0 0 0
RETURNED/REUSABLE (NO. OF
SUBJECTS X REUSABLE)
NO. OF MODULES NEEDED FOR 59 4 235 352 478 144 413
REPRODUCTION (SUBJECTS X
NO. PROJECTED ENROLLMENT)

NO. OF MODULE AVAILABLE 0 203 0 0 58 180 25

RATIO OF TEXTBOOKS 1:1 1:2 1:3 1:2 1:3 1:3 1:3

THIRD QUARTER
 LEARNING MATERIALS (SLM/LAS)
INVENTORY OF MODULES
GRADE LEVEL K GR1 GR2 GR3 GR4 GR5 GR6 TOTAL

NO. OF MODULES 0 0 0 0 0 0 0
RETURNED/REUSABLE (NO. OF
SUBJECTS X REUSABLE)
NO. OF MODULES NEEDED FOR 59 203 235 352 406 114 513
REPRODUCTION (SUBJECTS X
NO. PROJECTED ENROLLMENT)

NO. OF MODULE AVAILABLE 0 0 0 0 130 120 0

RATIO OF TEXTBOOKS 1:1 1:2 1:3 1:2 1:3 1:3 1:3

FOURTH QUARTER
Learning
Resources
 AACMS IN A BOX

The AACMS -in-a-Box is part of school’s modified modular

learning delivery system where learners are given modules
and other learning materials in a box to address the challenges when
it comes to modular distance learning.
 ASSESSMENT OF LEARNING OUTCOMES STRATEGIES
 Integration/Application of Assessment Training provided by SERG – ACTRC to
Teachers.
 Conduct of Workshop and LAC on Constructing Assessment following (CIR³):

Coherence With the Implementation of Most Essential Learning Competencies

Items and Tasks that Support 21st Century Skills
Results that are at the Right Grain Size to Support Useful Feedback to Support Reading, Writing &
Comprehension)
Results that are Timely
Results that Inform Instruction
 Utilization of Table of Specification and Item Analysis.
 Utilization of learner’s assessment result/ item analysis to create program
interventions/ innovations and research.
 ASSESSMENT OF LEARNING OUTCOMES STRATEGIES

 Implementation of Instructional Supervision on Learners Assessment

 Conduct of monitoring, evaluation and provision of TA to teachers in utilizing
assessment tool.
 Weekly monitoring/follow-up of learner’s assessment result to parents.
 Conduct quarterly school deliberation/feed back giving and parent-teacher
conference of learner’s result on assessment
LEARNING RECOVERY FRAMEWORK (TRANSITION PLAN)
Adopt/Adapt innovations,
Strengthening School DepEd – SDO ILOILO CIY, interventions and best practices
Resilience from LGUs, NGOs assistance & that will support the modular
COVID19 Pandemic distance/blended learning modality
support
and will create positive learners’
outcome.
DISTANCE DISTANCE EXPANSION

SY 2020-2021

SY 2022-2023
SY 2021-2022
LEARNING LEARNING PHASE OF THE
response and MODALITY MODALITY LIMITED FACE-
commitment in BE-LCP, LDM 1 BE-LCP+, LDM TO-FACE
protecting the & 2, MDL- 1 & 2, MDL- CLASSES
health, safety, and PRINT PRINT  BE-LRCP,
well-being of
LDM1&2,
learners, teachers,
BLENDED
and personnel.
LEARNING
MODALITY

Establish and Strengthen the Foster a resilient partnership Establish and Strengthen the
and collaboration with the Communication with our Home
Communication with our Home
community and stakeholders Learning Facilitators , Learners,
Learning Facilitators and Learners to support and be able to
Partners and Stakeholders
deliver and continue education
amidst pandemic.
 Kinder – Grade 3

5 days of in-person classes

*to recover learning loss

especially on reading, writing,
numeracy and comprehension

  Grade 4 – 6

3 days of in-person classes and 2

days of distance learning
(modular instruction); and
thereafter, 4 days of in-person
classes and 1 day of distance
learning (modular)

*due to lacking of classroom

1. The school has developed a communication plan.
a. Identification of platform of communication for coordination purposes among
the learners, parents/guardians, and teachers
b. Database of contact details including contact number and address of
parents/guardians of the learners are kept to inform them in case theirchild shows
flu-like symptoms while in school premises
2. Development of child-friendly Information, Education and Communication (IEC)
materials on hygiene practices and respiratory etiquette including hand hygiene
(hand disinfection thru handwashing and/or use of 70% isopropyl alcohol),
respiratory hygiene and cough etiquette (coughing or sneezing into tissues or
one’s elbow), protective measures (proper use of face shield and face mask,
physical distancing), among others, that are posted in common areas and are
available in local languages and braille.

COMMUNICATION STRATEGY
3. The school has prepared an orientation session for learners, parents, guardians, teaching and non-
teaching personnel, external stakeholders, and LGU of the eligibility criteria for participation, existing
protocols, mechanisms, and procedures needed in the conduct of the limited face-to-face classes.
 Schedule of the orientation (at least one week prior to the conduct of the face-to-face classes)
 Orientation materials are made available for distribution to teachers, learners, parents, BLGU,
DRRM team members, and persons-in-charge in ensuring observance of protocols, mechanisms,
and procedures
4. The school has a proactive COVID-19 local hotline/help desk or any similar local mechanism that
connects and coordinates to the hospitals, testing facilities, and LGUs.
5. The school has prepared a re-orientation session for school stakeholders on measures needed for
the reopening of the school in the event of resurgences and school lockdown.

COMMUNICATION PLAN
 CORE MESSAGE AUDIENCE POSSIBLE COMMUNICATION INTERVENTION RESPONSIBLE OFFICE
STAKEHOLDERS
Let’s take care of Parents, School Head
each other Learners, •Parent Orientation before the Opening of Classes  SBM WinS Coordinator
stakeholders •General Assembly  DRRM Coordinator
Clinic Coordinator
•Posting IEC Materials  School Information Officer
•WinS Orientation Teachers
Parents
Brgy. Officials
 

Let’s guide each School   School Head

other Personnel, •Orientation on the conduct of Blended Learning Modality SBM Win Coordinator
Parents •Provision of information and IEC materials DRRM Coordinator
Brgy Officials and Clinic Coordinator
stakeholders •Reinforce communication efforts on vaccination campaign School Information Officer
•Feature school’s promising practices  Teachers
Parents
Brgy. Officials
 

COMMUNICATION PLAN
CORE MESSAGE AUDIENCE POSSIBLE COMMUNICATION INTERVENTION RESPONSIBLE OFFICE
STAKEHOLDERS

Let’s protect our Parents, • School Head

children Stakeholders General Assembly  School Information Officer
together • State of the School Address (SOSA) Teachers
• Ways Forward Orientation on Vaccines Parents
Brgy. Officials Representative
GPTA

Let’s do our part School School Head

together Community  •Conduct community – wide orientation SBM Win Coordinator
 
•Feature of stories about community support and DRRM Coordinator
preparations  Clinic Coordinator
School Information Officer
•General Assembly  Teachers
Parents
•School Convergence  Brgy. Officials
•WinS Implementation  

COMMUNICATION PLAN
OPERATIONALIZATION OF
SCHOOL BE-LRCP for SY
2022-2023
B. ENABLING MECHANISM
READINESS OF SCHOOL
 LEARNERS VACCINATION
GRADE LEVEL % OF VACCINATED ACTUAL NO. OF
LEARNERS LEARNERS

KINDER 26.31% 15/57

GRADE I 40.35% 23/57
GRADE II 37.31% 25/67
GRADE III 36.23% 25/69
GRADE IV 33.33% 22/66
GRADE V 48.97% 24/48
GRADE VI 53.73% 36/67
TOTAL 39.44% 170/431
TEACHING & NON – TEACHING PERSONNEL VACCINATED

SCHOOL HEAD

TEACHING PERSONNEL

UTILITY

100% VACCINATED
   STATUS
 
Registered With Age Vaccinated
NAME
Comorbidities REMARKS:
(Please indicate
FIRST dose or Please indicate date of Second Dose if First dose
completed Doses) was done.
Please indicate reason/s why registration not done.
If FULLY vaccinated, NO need to fill this column.

Teaching Personnel          
1.Cathlea C. Capitpit / 43 Complete July 26,2021
2.Girlie Faith Cadalman / / 45 Booster February 24, 2022
3.Janette D. Flores / Pregnant 37 Complete July 20,2021
4.Janet C. Garingo / 42 Complete July 29,2021
5.Cindy D. Landazabal / 33 Complete July 26,2021
6.Ronilyn C. Larroza / 36 Complete July 29,2021
7.Annelyn D. Lizada / 36 Complete July 23,2021
8.Neva Jean G. Pajutagana / 35 Booster July 23,2021

9.Loradel L. Piao / / 36 Complete July 31,2021

10.Adree Lynn N.Tubungbanua / / 52 Complete July 26,2021
11.Annelyn A. Villamor / Pregnant 37 Complete August 11,2021
           
Non-Teaching Personnel          

1.Christine Joy Batuigas / 35 Complete July 28,2021

2. Jenny C. Quiadto / 28 Complete September 15, 2021
 WAYS FORWARD ON BOOSTER
VACCINATION PROGRAM
 Teachers with complete vaccination are
scheduled for booster.

 Coordination with Barangay Local Health Unit for

access and facilitation of vaccination for learners.

 Vaccination campaign and orientation

LEARNING FACILITIES ALS LEARNING CENTER
LEARNING FACILITIES CLASSROOMS
LEARNING FACILITIES CLASSROOMS
LEARNING FACILITIES CLASSROOMS
LEARNING FACILITIES CLASSROOMS
LEARNING FACILITIES CLASSROOMS
LEARNING FACILITIES CLASSROOMS
LEARNING FACILITIES CLASSROOMS
 Grade IV&V Rooms
Beside Day Care
Center

For DEMOLITION Soon to happen

 DISTRIBUTION & RETRIEVAL SITE

The school gym area was carefully prepared and arranged by the School Head,
Physical Coordinator and School Utilities for the distribution and retrieval site of
SLMs/Modules following IATF Protocol. Also following the “GET & GO”, “DROP &
GO” POLICY in distribution and retrieval of modules/LAS and Tests.
 The school canteen was demolished due to the
construction of 2 storey classroom building. Technical
Assistance were provided by the Division TA Team in
identifying the area for construction of school canteen
and was discussed and presented in the School Planning
Team.

LEARNING FACILITIES SCHOOL CANTEEN

 Due to lack of school
facilities/building and area
temporary library located at
the Principal’s Office were
being utilized and reading
corner were constructed in
every classroom

LEARNING FACILITIES SCHOOL LIBRARY

 Description Quantity
1. Laptop 9 Temporary e-Classroom is
2. 3 in 1 Printers 16 located at Grade II –
3. SMART TV 13 Classroom due to dilapidated
4. Projectors 2
previous e-classroom.
Computers are ready to
5. WIFI Connection 2
utilized but the number of
6. Pantum 2 computers are not enough to
Photocopier cater the 1:1 ratio of learners
7. Headset 3 to computer.
8. Lapel 2
9. Monitors 7
 
LEARNING FACILITIES Computer Laboratory / e-classroom
& Equipment
LEARNING FACILITIES LEARNING AND DEVELOPMENT CENTER
LEARNING FACILITIES LEARNING AND DEVELOPMENT CENTER
OPERATIONALIZATION OF
SCHOOL BE-LRCP for SY
2022-2023
B. ENABLING MECHANISM
LEARNING FACILITATORS
Learning and Development
 Training for Teaching and Non – Teaching Personnel on the
TEACHERS
different learning modalities (LDM1 & 2) to address to make sure
that learners keep on with learning despite the threat of COVID-19. TRAINING
Learning Delivery Modality 1 Course Training for
School Leaders

Learning Delivery Modality 2 Course Training for

Teachers

Webinars provided by DepEd

Online/In-Person LAC Sessions

 Developmental and on – going training to teachers through
different LAC Modalities with the support of the following
partners:

CAPABILITY BUILDING ON TEACHERS  SERG Philippines (LDNA, SPPD , Designing and Resource
NEEDS AND COMPTENCY GAPS Package) & Understanding Blended Learning

 ABC+ Project Initiative Plan – Project ICARE – Inclusive

Learning, Comprehensive and Appropriate Reading
Enhancement)

 ABC+ Training to Kinder to Grade 3 Teachers

 Assessment Training by Assessment, Curriculum and

Technology Research Centre supported by Australian
Government , Supported by the Australian Government

 DepEd Webinars, VINSET (National/Regional/Division) and

other trainings
 Learning and Development
SUSTAINING REFORM GAINS (SERG) PILOT SCHOOL

It focusses on guiding School Heads in implementing the system and each of

its subsystems towards Teacher Professional Development (TPD). It utilizes
other existing systems in the Department such as the Results-based
Performance Management System (RPMS), the Philippine Professional
Standard for Teachers (PPST), Instructional Supervision and Classroom
Observation as well as existing data sources. It seeks to facilitate the
identification of learning needs and appropriate learning interventions while
engaging teachers in their own professional development and building a
learning community within the school. The objective of the system
implementation is to improve the competencies of teachers leading to an
improved teaching quality and increased learners’ performance.
 Encourage and support  teachers to explore, research and
use all the available resources to uncover something new.
Thus, it will be providing solutions to different problems in
Implementation of pedagogy while improving teaching and learning practices,
learner-motivation, development, and teaching – learning
Research and Innovation process in the new normal education.
 WELLNESS PROGRAM
(TEACHING & NON-TEACHING PERSONNEL)
 Conducted/Integrated Galaw Pilipinas every Monday for Virtual/Limited Face-to-Face Flag Ceremony,
program orientation, LAC Sessions and other school activities
 Ginhawa Program – a “15-minute Istoryahanay” not related to school work where school personnel
can share anything over a cup of coffee or foods. The venue is any part of the school or other places
after school time.
 Home Gardening Contest – it offers opportunities for physical activity and, enjoyment, relaxation,
socialization to learners, teachers and parents. In addition it provides nutritious veggies and fruits
and beautiful flowers/plants to decorate. Moreover, gardening offers a variety of health benefits to
the community.
 Medical Mission – sponsored by EYEMED OPTICAL. School Personnel had given an opportunity for
free eye check-up and discounted price of eyeglasses.
 WELLNESS PROGRAM
(LEARNERS)
 Project Kumustahan – an innovation of AACMS since the
start of modular distance learning. It is an online activity for
the pupils and parents who have access to internet
connection and ICT gadgets. Teachers are conducting Virtual
Flag Ceremony, virtual school activities, remediation and
enrichment class. This project helps the learners and
teachers to interact face to face and gives them support and
guidance in the delivery of instruction. Parents as Home
Learning Facilitators are grateful for this intervention since
they really need the support from the teachers. Moreover,
even selected subjects and limited time are given, still it
eases the burden in facilitating/guiding their child/children in
the modular learning delivery.
 WELLNESS PROGRAM
(LEARNERS)
 Galaw Pilipinas at Home –

“The Department developed Galaw Pilipinas as a response

to the impact of the pandemic to our learners' reduced
physical activities that affected their overall health. Our role
in promoting physical fitness and a healthy lifestyle
among our learners has become even more relevant and
essential. This program activity is for school personnel, home
learning facilitators and learners which allows them to do
Galaw Pilipinas Exercise at home since modular learning
delivery and WFH were implemented.
 Highlights of the Healthier and
UNILAB Inc’s Healthier and Happier Happier Learning School Break
Learning Edition program:

1. Lecture of positive parenting and

sharing of ActiviTIPS on how
parents can bond with their kids
during the school break via
Origami workshop.
2. Exciting games to keep their
minds sharp (eg. Word Search,
Jumbled Words and Eat
Illustrations) and their bodies
active (eg. FitBid).
 UNILAB Inc’s Healthy Learning through its
Health and Nutrition Modules
The school received Health and Nutrition Modules, Teacher’s

Health Kit, Healthy Learning AVP and Alcohol Dispenser

after complying all the requirements. Parents and learners

enjoyed the different activities provided by the UNILAB Inc.

UNILAB Healthy Learning School Program
 PHILIPPINE DENTAL ASSOCIATION
ILOILO CHAPTER
Basic Oral Health Education and Tooth Brushing Drill

– the learners received hygiene kit and also one of our

parents and learners had given opportunity to attend an

orientation via Zoom.

VIRTUAL FLAG CEREMONY
ONLINE MEET UP/CLASS
INTERVENTION
VIRTUAL GLOBAL HANDWASHING
ACTIVITIES VIA GOOGLE MEET
 PARENTS/GUARDIANS

The home learning facilitator plays an

integral role in the success of learners in
modular distance learning delivery.
Although the role of the home facilitator
can be demanding and time consuming,
their support and guidance is very
essential to the success in the delivery of
instruction.
PARENT LEADER PER ZONE/PICK UP POINTS
- A resilient collaboration of our school and community for the safe and prompt
delivery and retrieval of modules amidst COVID – 19 Pandemic.
Home Facilitators/Partners of Teachers
VIRTUAL PARENT’S MEETING & ORIENTATION
Reaching Learners/Parents thru Group chats, SMS
and calls
Reaching thru Group chats,
SMS, and calls
CARD DAY
 PARTNERSHIP
(STAKEHOLDERS)
CELIS FAMILY – SCHOOL BENEFACTOR
 SDO ILOILO CITY THRU LOCAL GOVERNMENT
UNIT/Special Education Fund (SEF)

The Department of Education (DepEd), together with the Department of

Interior and Local Government (DILG) and Department of Budget and
Management (DBM), released a Joint Circular No. 2, s. 2020 to widen the
use of the Special Education Fund (SEF) to further assist schools in aid for
distance learning
Construction of Two- Storey Two classroom building
Newly Constructed Two- Storey Two Classroom Building
(Phase 1 only)
Newly Constructed
Handwashing
Facility provided
by SEF Iloilo City
Government
Upgrading Electrical System in Schools using
Solar Lights
Day Time
Night Time
DepEd – School Based Feeding Program
 ABC+ PROJECT
The ABC+: Advancing Basic
Education in the Philippines project
works with government and private
sector partners to improve learning
outcomes for children in the early
grades.
Sustaining Education Reforms Gains
Supported by the Australian government’s Department of Foreign Affairs and Trade (DFAT), Save the
Children in partnership with the Department of Education (DepEd) is implementing the Sustaining
Education Reform Gains (SERG) Project until 2021. The SERG project is working with DepEd to ensure
the continuity of education amidst the COVID-19 pandemic through the Learning Continuity Plan (LCP)
for Basic Education. As one of the pilot schools, SERG supported the school in crafting of the LCP
through its technical assistance to the National Educators Academy of the Philippines (NEAP) on the
Capacity for Teachers and School Leaders section and its inputs to the Learning Strategies and Modalities
section. SERG likewise adjusted its technical assistance package for the SERG to adapt to the current
situation and ensure full support to DepEd’s LCP. Among them is the provision of resource packages on
health promoting habits in schools, such as WASH materials, and on teacher pedagogical readiness in
using major alternative modalities in teaching learners in the “new normal."
 RMN DONATE A CHALLENGE PROGRAM
"RMN DONATE TO YOUR SCHOOL
CHALLENGE!"

Ang RMN DYRI 774 ILOILO angut sa ika-68th nga

anibersaryo magalunsar sang "RMN DONATE TO
YOUR SCHOOL CHALLENGE!

Sabat ini sang RMN Iloilo sa new normal sa patag

sang edukasyon nga apektado sang COVID-19
Pandemic.
Ini ang Pinakadaku nga SPECIAL PROJECT sa
kasaysayan sang RMN DYRI 774 ILOILO.
Giving is the master key to success, in all applications of human life. - Bryant McGill
Our heartfelt gratitude to RMN - Donate to your School Challenge Program with Sir
Ernie Alenciaga and Dr. Gracia Malazarte for donating us 2 Pantum Printer and
Photocopier. Thank you also SDS Ma'am Luz de los Reyes, PSDS Sir Gabriel Pintor for
the support and inspiration to serve our learners! To God be thy Glory!
#rmndonatetoyourschoolchallenge
Thermal Scanners, Hands Free Alcohol Dispenser, Footh Bath and
Access Signs

OTHER DONATIONS
OTHER DONATIONS
 ESKWELAHAN KO, AMLIGAN KO! – A
BEAUTIFICATION PROJECT & REHABILITATION
OF GULAYAN SA PAARALAN
A COLLABORATIVE & IMPLEMENTED PROJECT WITH
AACMS TEACHING STAFF, GPTA OFFICERS,
BRGY. OFFICIALS & STAKEHOLDERS
School beautification is a great way to do all those things and more, bringing school
and community together. It’s a way to create and preserve both beautiful and healthy
environments where learning and camaraderie is enhanced amidst pandemic. 

Gulayan sa Paaralan aims to raise public consciousness on health and nutrition by planting
vegetables in available spaces in schools. It also seeks to supplement the food given to
learners and community and in the school's supplemental feeding program.
SBFP Beneficiaries
were the recipient of
harvested vegetables
from
Gulayan sa Paaralan.
APPROVED ANNUAL IMPEMENTATION
& PROCUREMENT PLAN FOR CY 2022

UTILIZATION OF FUND
 Focuses on the learning
recovery loss in reading,
writing, numeracy and
comprehension.
Baseline/basis of learners to
be given remediation,
enhancement and
enrichment:

1. PHI-IRI – frustration level

2. ABC+ CRLA - Full
Refresher
3. RUNT – non-numerates
4. 75 – 79 – final rating per
subject
5. Least learner
competencies – lagging
behind learners
6. Result of ECCD Checklist

TECHNICAL ASSISTANCE
 SDO ILOILO CITY THRU LOCAL GOVERNMENT UNIT/Special Education Fund (SEF)
 Sustaining Education Reform Gains
 The ABC+: Advancing Basic Education in the Philippines
 Celis Family – School Benefactor
 Angela A. Celis Memorial School General Parents-Teachers Association
 Brigada Eskwela Stakeholders
 Alumni Association
 Memorandum of Agreement on strong and excellent support in the implementation
of Blended Learning Modality on the following stakeholders:
 Brgy. Officials

 Private Stakeholders

POOL OF SUPPORT
 One Network Bank
 City Mall
 Chowking Corporation
 Jollibee Corporation
 San Jose Homewoners Association
 DATSAN
 Metro Iloilo Hospital
 Parents of all Grade Levels

POOL OF SUPPPORT
MONITORING & EVALUATION
 AREAS OF OBJECTIVES ACTIVITIES PERSONS- TIME RESOURCES SOURCE OF
CONCERN IN- FRAME NEEDED FUND
CHARGE
Monitoring & To ensure successful  Monitor and assess School July to eBEEF, SSAT MOOE
Evaluation conduct of pre – readiness of the school, Head & August Report, Survey
implementation stage teachers, parents and Teachers 2022 Report, ICT
of BE – LRCP for SY learners in terms of resources
2022-2023 facilities, skills and
capabilities and resources.
 Analyze results of eBEEF
 Preparation for Blended
Learning Modality
 Ensure the safety and
readiness of school.
 Engage school community
and partners in planning.
 Coordinate with SDO &
LGU thru the LSB to
support the SCHOOL LRCP.
 Align and impose health
protocols established by
IATF.
 Disseminate widely via
print and other online
platforms the learning
continuity plans of the
school.
 AREAS OF OBJECTIVES ACTIVITIES PERSONS- TIME RESOURCES SOURCE OF
CONCERN IN- FRAME NEEDED FUND
CHARGE
Monitoring & To ensure  Monitor implementation of School Whole Monitoring & MOOE
Evaluation successful LRCP Head & Year Feedbacking
conduct of  Provide technical assistance to Teachers Round Report, ICT
teachers
implementatio resources
 Collaborate with various
n stage of BE - stakeholders on the
LRCP sustainability of learning plans
 Conduct coordination meeting
to identify issues and concerns
 Adjust/Update learning
continuity plan based on the
prevalence of issues and M
and E results
 Encourage teachers to
continuous professional
learning and development
(online/offline) in the new
normal
 Establish new structure of
communication system (virtual
and online transactions and
activities)
 Implement identified
modalities (Blended Learning
Modality)
 AREAS OF OBJECTIVES ACTIVITIES PERSONS- TIME RESOURCES SOURCE OF
CONCERN IN- FRAME NEEDED FUND
CHARGE

Monitoring & To ensure  Analyze outputs and results M&E Whole Monitoring & MOOE
Evaluation successful per activity or per program or Team, Year Evaluation
conduct of post- project. PSDS, Round Report, ICT
 Assess overall outcome of
implementation School resources
learning continuity plan.
stage of BE -  Conduct at least 2 consultative Head &
LRCP post-conference with all Teachers
stakeholders on issues and
concerns
 Conduct conference debriefing
with the teachers via different
online platforms
 Prepare new School LRCP
based on current data and
recommendations)
SEE THEM LEARNING…
PUPIL’S
OUTPUTS
 ANGELA A. CELIS MEMORIAL
SCHOOL TEACHING STAFF
Soar High
The strength of the team is each
Angela A. Celis individual member. The strength of
Memorial School! each member is the team. - Phil
Jackson-
PROGRAM INTERVENTIONS/STRATEGIES for
LITERACY (reading & comprehension),
NUMERACY, & WRITING
SY 2022 – 2023

ANGELA A. CELIS MEMORIAL SCHOOL

 ASSESSMENT OF LEARNING OUTCOMES STRATEGIES
 Integration/Application of Assessment Training provided by SERG – ACTRC to
Teachers.
 Conduct of Workshop and LAC on Constructing Assessment following (CIR³):

Coherence With the Implementation of Most Essential Learning Competencies

Items and Tasks that Support 21st Century Skills
Results that are at the Right Grain Size to Support Useful Feedback to Support Reading, Writing &
Comprehension)
Results that are Timely
Results that Inform Instruction
 Utilization of Table of Specification and Item Analysis.
 Utilization of learner’s assessment result/ item analysis to create program
interventions/ innovations and research.
 ASSESSMENT OF LEARNING OUTCOMES STRATEGIES

 Implementation of Instructional Supervision on Learners Assessment

 Conduct of monitoring, evaluation and provision of TA to teachers in utilizing
assessment tool.
 Weekly monitoring/follow-up of learner’s assessment result to parents.
 Conduct quarterly school deliberation/feed back giving and parent-teacher
conference of learner’s result on assessment
 PROGRAM INTERVENTIONS/STRATEGIES for LITERACY
 Conduct Program Intervention on Hiligaynon, Filipino and English displaying
proficient use of 3 languages & to facilitate teaching and learning.
 Provide interventions/activities for least learned competencies/skills.
 Intensify ABC+ Comprehensive Literacy Assessment and Interventions Programs.
 Conduct PAIR Program - Parental Involvement Reading Program - reading
program for all grade levels with the support and follow-up of parents/guardians.
 Implement Brigada sa Pagbasa with involvement of different stakeholders
 Implement PROJECT DEAR & AMMOR (Drop Everything and Read, Adopt and
Make More Readers)
 PROGRAM INTERVENTIONS/STRATEGIES for NUMERACY
 Mathlympics - teacher activity on developing math skills through interactive and collaborative
approach
 MathGalaw - activity for pupils and teachers integrating Galaw Pilipinas and numeracy skills
through dancing.
 Math Exhibit - a 3 day activity for pupils and teachers showcasing varied Mathematics instructional
materials, learning resources and manipulative materials.
 Math At Home - an intervention to learners who are non numerates through the provision of
supplementary materials with the facilitation of HLP and teachers (offline and online)
 Mathlikhain - a poster making contest for Kinder to G6 pupils to showcase their creativity and
resourcefulness integrating Mathematics.
 Math Quiz Bee – a contest to be conducted to know the learners' knowledge and understanding of
Mathematics concept.
 PROGRAM INTERVENTIONS/STRATEGIES for NUMERACY
 Math Drill – a 10-min exercises 4 operations of mathematics everyday.
 Peer Assisted Learning Strategies (PALS)-  involves a high-level pupil working with a lower level
pupil. This allows the pupil in need to discuss math topics one-on-one. This is great for pupils who
are shy about asking questions in whole class discussions. It also allows the pupil to receive
immediate feedback. This is helpful in avoiding confusion and prolonging incorrect thinking. Before
a peer tutoring activity, the teacher should model and communicate expectations during this
activity.
 Schema-based instruction - an intervention for pupils that helps find patterns (schemas), and uses
those patterns to solve word problems. It also uses diagrams and equations to help pupils solve
problems.
 PROGRAM INTERVENTIONS/STRATEGIES for NUMERACY
Utilization of Visual aids
A visual representation will make it easier for a student to wrap their head around a math concept that would otherwise be an
abstract mess. Here are a few examples of common visual aids and representations:

 Number lines: These are straight lines with numbers sequenced in order from end to end. They are useful for developing
learners’’ number sense and counting skills.

 Charts and graphs: These can be used to indicate the relationship between different sets of numbers, or to visualize abstract
concepts (eg a pie chart for fractions).

 Illustrations: Illustrations of concrete, recognizable items can make number sentences or word problems seems less abstract.

 Graphic organizers: These are particularly useful for showing the relationship between number sentences and more literal
representations. In the example below, the pupil reaches the sum 2 + 2 = 4 by counting circles in between the two steps.
 PROGRAM INTERVENTIONS/STRATEGIES for WRITING
 Implement 4 “Ps” of handwriting: posture, paper, pencil grip, and placement.

1. Posture: Good sitting posture promotes good handwriting. This can be taught in kindergarten and reinforced in every grade. When considering a child’s
posture, look at their desk. Does it fit their size? The right size and style of chair and desk affect school performance. Children don’t come in a standard size.
Check that every child can sit with their feet flat on the floor and arms resting comfortably. Children who sit on their feet often will lose stability in their upper
torso.

2. Paper: Give your students paper that has double lines for correct letter orientation.

3. Pencil grip: Grip is one of the foundations of handwriting. The most important thing to understand about pencil grip is that it doesn’t develop naturally—it is
learned. Because children are born imitators, demonstration will lead to success. Learn how to teach your pupils to hold their pencils correctly and remediate
poor grip.

4. Placement: Correct paper placement helps children move the writing hand across the page. Paper placement is different for left and right-handed children.
There’s a misconception that people should slant their paper to make slanted writing. Not true. In fact, we slant paper so that it fits the natural arc of the
forearm. Children who slant their papers properly can write faster because the arm moves naturally with the paper.

LETTER FORMATION ACTIVITIES IN HANDWRITING - Use these creative movement and hands-on learning activities to work on letter formation, writing on
lines, and spacing between words and letters.