Basic Education Learning Recovery and Continuity Plan

Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Passi City
District of Passi II-East
MAN-IT INTEGRATED SCHOOL
Brgy. Man-it, Passi City, Iloilo
BASIC EDUCATION LEARNING RECOVERY AND CONTINUITY PLAN

(SY 2022-2023)
I. Gains of the BE-LCP 2021-2022 (The Accomplishments)

A. Enrolment Data
Enrolment SY 2021-2022 SY 2020-2021 % Share % Growth
(SY 2021-2022) (SY 2021-2022)
Elementary 742 729 54% 2%
Secondary 630 629 46% 0.2%
Total 1,372 1,358 100% 2.2%
REMARKS: There were an increase of 2% in the enrolment in the elementary. In the

secondary however, has no significant changes in terms of enrollment.
B. Best Practices as regards:

● Learning Resources:
▪ Organized groupings of teachers per grade level/ learning area to produce video lessons and
contextualized LAS.
▪ Ensure utilization of LR Portal to underpin available learning resources.
▪ Utilization of online platforms to ensure timely and accurate response/feedback between

teachers and learners.
▪ Developed contextualized modules, and LAS for the learners.
▪ Using of video lesson as learning modality of the learners saved in their USB drives, tablets,
phones, and other digital devices.
● Learning Outcomes
▪ Supervised teachers’ conduct of performance, diagnostic and summative assessment.
▪ Prioritized the marginalized learners in the provision of support through regular structured
home visitations and structured remediation initiatives.
▪ Teachers adhered strictly to the DepEd policies/guidelines on the assessment of learning
outcomes, and validated the authenticity of the results during home visitations.
▪ Conduct and organized remedial lessons where contextualized learning materials were used.
▪ Sustained our weekly meetings/ monthly “kamustahan” with teachers and GPTA officers to
monitor the learning outcomes of the learners, and giving of feedback on their performance.
▪ Maximized / encourage parent’s involvement as partners in learning.
● Limited Face-to-Face Implementation
▪ Visited schools who are conducting limited face-to-face classes to serve as benchmark for our
school’s preparation.
▪ Close monitoring of the limited face-to-face preparations in all areas
▪ All the teachers in school have been prepared for the full implementation of face-to-face
classes base on SSAT (i.e., strict standards).
●Teaching and Learning Strategies
▪ Complemented video lessons with contextualized LAS thus reduced expenses greatly and
promoted better learning experience
▪ Utilization of unified division quality-assured learning materials

▪ Use the conducted qualitative researches to identify appropriate learning interventions to be

use by the teachers to the students.
▪ The LAC sessions served as venue for sharing of each teacher’s best practices which made the
pandemic’s effect less stressful
C. Insights Gained on Best Practices

1. Utilization of Division-wide developed and quality assured LMs were used by the teachers
freeing them from some burdens due to the uncertainty brought by the pandemic at the same
time, it ensures quality based learning acquisition to learners.
2. For the Elementary level, contextualized video lessons facilitated learning because of less
reading activity and were more stimulating.
3. For the Secondary level, video lessons accompanied by contextualized LAS formed better
results because it stimulates learning inside the classrooms at the same time, learners are well
guided all throughout the lesson.
4. Because of the video lessons, expenses for the learning materials were greatly reduced;
likewise, printing activities of teachers were minimized.
5. Ensure real time technical assistance to teachers to enforce better learning outcomes to
learners despite the huge gap in distance between the learners and the teachers.
6. Despite the pandemic, the School was able to implement different curricular programs and
activities by the Schools Division due to competent and dedicated heads and teachers.
7. “Bilao Sang Dugang nga Ihibalo,” which is a collection of reading materials for slow readers,
aided in honing them in developing their reading skills.
D. Issues and Need for Recovery Initiatives

1. Developing of effective remedial learning to help learners catch up on lost learning brought by
the pandemic.
2. Appropriate teaching strategies that would ensure COMPREHENSION first, then RETENTION
next must be identified.
3. Devising of programs that will bring all the learners back to school where they can access
tailored services to meet their learning, health, psychosocial well-being, and other needs.
4. More Support for teachers and parents to address learning losses and incorporate digital
technology into their teaching.
5. Parents of High School learners have a low grasp of the topics in the printed modules and video
lessons
6. Some parents/guardians do not follow up on the performance/ learnings of their children
7. Gaining back learners/parents’ interest towards learning
8. Empowerment of teachers in using technology towards teaching and learning process
II. Operationalization of BE-LRCP for SY 2022-2023 (The Big Plan)
A. Data Analytics
● Projected Enrolment
Projected Enrolment % Share % Growth
School Enrolment (SY 2021-2022 (SY 2021-2022) (SY 2021-2022)
(SY 2022-2023
Elementary 760 742 51% 2%
Secondary 650 630 43% 3%
Senior High
School 90 0 0
TOTAL 1,500 1372 94% 5%
ANALYSIS: Only 2% were projected for the increase of enrollment in the elementary and 3% in the
secondary since this is the conspicuous percentage of growth from the last years. The SHS however, has
no growth rate since the program will commence this school year.
● Teaching and Non-Teaching Personnel

% SHARE % GROWTH
SY 2021-2022 SY 2020-2021 SY 2021-2022 SY 2021-2022
Teaching Personnel 53 48 88% 10%
Non-Teaching
7 6 12% 16%
Personnel
TOTAL 60 54 100% 11%

ANALYSIS: There is an increase in personnel of 10%. However due to a drastic increase of learners
population, additional teacher items are still needed. In the meantime, the LSB and volunteers can help
aid this issue.
● Schools and Instructional Facilities

ELEMENTARY
% SHARE % GROWTH
SY 2021-2022 SY 2020-2021 SY 2021-2022 SY 2021-2022
Instructional 13 13 100% 0%
Non-instructional
0 0 0 0%
TOTAL 13 30 100% 0%
ANALYSIS: There was no growth in the number of classrooms since government money was realigned to
COVID-19-related expenses. Maintenance and minor repairs were done to keep the facilities in good
shape. The school however, made several modifications on its facilities to cater the lacking of classrooms
like the creation of makeshift classrooms.
SECONDARY
% SHARE % GROWTH
SY 2021-2022 SY 2020-2021 SY 2021-2022 SY 2021-2022
Instructional 23 23 77% 0%
Non-instructional
7 6 23% 0%
TOTAL 30 30 100% 0%
ANALYSIS: The same as for the elementary level.
SCHOOL FURNITURE (Chairs)
% SHARE % GROWTH
SY 2021-2022 SY 2020-2021 SY 2021-2022 SY 2021-2022
ELEMENTARY 160 160 100% 0%
SECONDARY 0 0 0% 0%
TOTAL 160 160 100% 0%
ANALYSIS: There was no increase in chairs. However, school furniture which were excess in some
classrooms were borrowed and transferred to other classrooms needing them. Since the projected
enrollment is 1,500, the shortage is being resolved through the use of monoblocks funded by our school
MOOE partners and tables.
● Learning Resources
Resources Needs Actual Needs vs Actual Status
(8 Ms) %
Manpower 63 ( 10-SHS) 53 Teachers 84% Insufficient
Money 780.000 (MOOE) 500,000 35% Insufficient
1,440 reams Bond 1,100 reams Bond 34% Insufficient
Paper papers
Materials
60 sets of Printer 54 sets of Printer
Inks Inks
In-house/School School 100% Sufficient
Reproduction
Methods Reproduction
Machineries 63 printers 53 printers 84% Insufficient
Minutes Done before On-going 75% Insufficient
August 22,2022 reproduction
Information and Messages and

messages should communication
be communicated were sent through
Message as soon as School Facebook 100% Sufficient
possible to all page,
involved messenger/GC F2F
Conferences/FGD
Good weather Well-structured

condition and classrooms, and
Mother Nature 100% Sufficient
environment clean organized
school environment
ANALYSIS: The need for money can be resolved through outsourcing with stake holders and other
educational partners.
● Assessment of Learning Outcomes Strategies

A. Kindergarten
 Weekly Performance Checklist
 ECCD Checklist
 Parents’ Interview
B. Regular Classes
 Diagnostic Assessment (KSA)
 Formative Assessment (KSA)
 Summative Assessment (KSA)
 Performance Task
 Portfolio Assessment
C. Special Classes – SSES Class
 Digitized Assessment
 Quizzes
 Design Thinking
 Project-Based Learning
● Learning Recovery Framework
● Learning Recovery Plan (Transition Plan, learning losses ang gap. Put emphasis on this.)
1. Interventions (on most frequently met problems by segment) that ensure comprehension and
retention (contained in a booklet)
2. 5As that ensure comprehension and retention (contained in the same booklet)
3. Buddy System - anchored on Lev Vygotsky’s Principle
A. MKO (More Knowledgeable Others) – can maximize learning
B. Scaffolding - for slow learners (e.g., hints, prompts)
C. Differentiation - for very slow learners (e.g., remediation, more activities)
3. Creating a Structured Classroom Learning Experience as aligned to the goals of the SDO
A.Review of Pre-requisite KSA
B. Unlocking of Difficulties
C. Facilitating Comprehension
D. By following assimilation and accommodation theories of Jean Piaget (i.e., provision of prior
knowledge; use of strategies appropriate to the ability of the learners)
E. identifying Appropriate 5As by segment
F. applying of the principles of learning
A. Readiness
B. Exercise
C. Stimulation
D. Apperception
E. Effect
F. Gestalt Psychology (i.e., overviews, outlines, diagrams, summaries)
G. by using metaphors and analogies
H. by observing KISS (Keep It Short and Simple)
I. by using humor
J. by writing/Posting of the lesson objectives (setting expectations)
K. by making lessons relevant/meaningful (esp. in the lower grades)
D. Facilitating Retention
A. through memorizing basic facts/information
B. through conducting drills
C. through reviewing
D. through asking HOTS questions (i.e., processing increases retention)
E. through applying mnemonics
E. Creating a Structured Home Reinforcement Experience
DATA ANALYTICS: COMMUNICATION PLAN
 A weekly convergence of grade chairman, department heads, master teachers and teachers
highlighting the DepED PAPs, memo and orders, and other related topics.
Coordination Meetings/Mediums
 Monthly coordination meeting of the school head/department head, and teachers in discussing
issues, problems, interventions, plans concerning the schools’ programs on PAPS.
 Social Media (e.g. Facebook Messenger Chats)
 School PTA Meetings/Assemblies
 Hanging of Tarpaulins
ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNERS’ VACCINATION
ENROLLMENT Until June 2022 % SHARE
ELEMENTARY
5-11 years old - 737 626 85%
Secondary
12-17 years old -630 531 84%
TOTAL – 1,367 1,157 85%
ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF TEACHING PERSONNEL VACCINATION
Vaccinated
TOTAL NUMBER % SHARE
(up to June 2022)
Teaching = 53 53 100%
1st and 2nd doses 53 100%
1st booster 12 23%
ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF NON-TEACHING PERSONNEL

VACCINATION
Vaccinated
TOTAL NUMBER % SHARE
(up to June 2022)
Non-teaching = 7
1st and 2nd doses 6 86%
1st Booster 1 14%
2nd booster 0 0%
ENABLING MECHANISM: READINESS OF SCHOOLS ON WAYS FORWARD ON 1 ST AND 2ND DOSE-

VACCINATION
Encouragement through
1. Advocacy thru IECs – flyers, tarpaulins in offices and schools
2. Promotion of vaccine confidence among teachers
3. Partnering with COVID-19 vaccine providers to offer vaccination in school
ENABLING MECHANISM: READINESS OF SCHOOLS ON WAYS FORWARD ON 1 ST AND 2ND DOSE-

VACCINATION
4. Information dissemination as to availability of vaccines for booster doses.
5. Incorporating COVID-19 education in meetings/conferences
ENABLING MECHANISM: READINESS OF SCHOOLS ON CONTINGENCY PLAN FOR INFECTION CONTROL

STRATEGIES
1. Referral System - City Health Office
- Tertiary Hospitals
2. Isolation
3. Disinfection
4. Debriefing/Post-Care
5. Follow-ups
ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES
ELEMENTARY LEVEL
CLASSROOM SY 2021- SY 2020-2021 % SHARE % GROWTH REMARKS

CLASSIFICATIO
N 2022
INSTRUCTIONAL 23 23 77% 0% READY
NON-
7 7 23% 0% READY
INSTRUCTIONAL
TOTAL 30 30 100% 0% READY
SECONDARY LEVEL
CLASSROOM SY 2021-
SY 2020-2021 % SHARE % GROWTH REMARKS
CLASSIFICATION 2022
INSTRUCTIONAL 13 13 100% 100% READY
NON-
INSTRUCTIONAL
TOTAL 13 13 100% 0% READY
SCHOOL FURNITURE (Chairs)
SY 2021-
LEVEL SY 2020-2021 % SHARE % GROWTH REMARKS
2022
ELEMENTARY 160 160 100 0% READY
SECONDARY 0 0 0 0% READY
TOTAL 160 160 100% 0% READY

II. OPERATIONALIZATION OF BE-LRCP FOR SY 2022-2023 ENABLING MECHANISM: READINESS OF

SCHOOLS ON LEARNING FACILITIES
2021-2022
Level
Schools’ Comp.
Lab/ E- Status
Classroom
High School 0
Elementary 1 Ready
Total 1 Ready
II. OPERATIONALIZATION OF BE-LRCP FOR SY 2022-2023 ENABLING MECHANISM: LEARNING

FACILITATORS FOR TEACHER TRAINING
(Elem., JHS, and SHS)
• There is a sufficient number of trainers (MTs) and facilitators to reinforce the SLAC/INSET by
clusters scheduled in August 2022.
• The cluster training will strengthen by school trainings through SLACs and other means.

FACILITATORS ON WELLNESS PROGRAM
• There is a trained facilitator that could implement wellness programs on physical, mental, socio-
emotional, and moral-spiritual health in our school
• MAPEH teachers/coordinators facilitate the Wellness Program implemented in the school
• Wellness Program is integrated in other Learning Areas aside P.E

FACILITATORS FOR PARENTS/GUARDIANS
• Our OK sa DepED coordinators who were trained for Psycho-social Intervention relayed their
learnings to the teachers which extend the same to the parents/guardians
• School has teamed up with the SDO in conducting the virtual orientation to parents and learners
on Mental Health and Psycho-social support (MHSS)
• The school disseminate updates/information during GPTA meetings, messenger, call/text
• Hanging of tarpaulins for announcement
II. OPERATIONALIZATION OF BE-LRCP FOR SY 2022-2023 NABLING MECHANISM:
Partnership
Type of Partners Type of Support
Engagement
• Local Government Unit • Infrastructure
• National Government Agencies (NGA) • Facilities
• Non-Government Organizations • Equipment

Tangible Support
(NGO) • School grounds improvement
• Parent-Teacher Associations • Financial
• Alumni Associations • Manpower
Non-Tangible • National Government Agencies (NGA) • Conduct of learning and

Support development programs and
• Non-Government Organizations
initiatives
(NGO)
• Retooling and upskilling of

• Banks teachers
• PNRC • Academic development and
• CAMELION youth formation among
learners
PARTNERSHIP/STAKEHOLDER ENGAGEMENT
SOURCE OF UNOBLIGATE
PARTICULARS OBLIGATION UTILIZATION
FUND ALLOTMENT D ALLOTMENT
RATE
CY 2022 GAA - Regular Fund( per 125,000 125,000 0 100%

MOOE month)
PTA CCTVs 10,000 10,000 0 100%
TOTAL 135,000 135,000 0 100%
II. OPERATIONALIZATION OF BE-LRCP FOR SY 2022-2023 ENABLING

MECHANISM:PARTNERSHIP/STAKEHOLDER ENGAGEMENT
• Brigada Eskwela- a school’s maintenance program nationwide that engages all education
stakeholders to contribute their time, efforts and resources in ensuring that the school are all
set in time for class opening.
• Project KAPE (Kapamilya Amon Partner sa Eskwelahan)- A weekly/monthly conference between

the teacher and the parents. Through a cup of coffee teachers and parents will talk about the
performance of the learners and if how both can help in developing the learner holistically.
II. OPERATIONALIZATION OF BE-LRCP FOR SY 2022-2023

ENABLING MECHANISM: UTILIZATION OF FUND
ENABLING MECHANISM: POOL OF SUPPORT
Education Partners Type of Support
1. Local Government Unit of Passi City Financial, Manpower,

Infrastructure
2. PTA Financial, Educational
3. Iloilo Provincial Government Infrastructure
4. Passi City Community Multipurpose Cooperative (PACCEMCO) Financial
5. Barangay Council Infrastructure
6. Sanguniang Kabataan Educational, Training
7. School Alumni Association Educational, Financial
8. Philippine National Police Educational, Training
9. Private Lending Institution Educational, Financial
10. Kabalikat Civicom Community/Civic, Manpower
11. Bureau of Fire Protection – Passi City Community/Civic

ENABLING MECHANISM: MONITORING, EVALUATION AND TECHNICAL ASSISTANCE
a. Conduct monthly School Learning Action Cell (SLAC) and yearly INSET
b. Conduct regular home visitations to marginalized learners
c. Conduct remediation on literacy and numeracy
d. Provide TA to teacher’s needs
e. Conduct TA to teachers about asynchronous/synchronous instructions prior to the opening of face to

face classes
f. Evaluate and monitor the preparation of school for the opening of classes
d. Conduct School MEA (Monitoring, Evaluation, and

Adjustment
e. TA/orientation to MKO to assist marginalized learners
f. Conduct of PASIDUNGOG

Basic Education Learning Recovery and Continuity Plan

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Republic of the Philippines

BASIC EDUCATION LEARNING RECOVERY AND CONTINUITY PLAN

I. Gains of the BE-LCP 2021-2022 (The Accomplishments)

REMARKS: There were an increase of 2% in the enrolment in the elementary. In the

B. Best Practices as regards:

▪ Utilization of online platforms to ensure timely and accurate response/feedback between

▪ Supervised teachers’ conduct of performance, diagnostic and summative assessment.

● Limited Face-to-Face Implementation

▪ Close monitoring of the limited face-to-face preparations in all areas

●Teaching and Learning Strategies

▪ Utilization of unified division quality-assured learning materials

▪ Use the conducted qualitative researches to identify appropriate learning interventions to be

C. Insights Gained on Best Practices

D. Issues and Need for Recovery Initiatives

II. Operationalization of BE-LRCP for SY 2022-2023 (The Big Plan)

● Teaching and Non-Teaching Personnel

TOTAL 60 54 100% 11%

● Schools and Instructional Facilities

ANALYSIS: The same as for the elementary level.

SCHOOL FURNITURE (Chairs)

Information and Messages and

Good weather Well-structured

● Assessment of Learning Outcomes Strategies

● Learning Recovery Framework

3. Buddy System - anchored on Lev Vygotsky’s Principle

A. MKO (More Knowledgeable Others) – can maximize learning

B. Scaffolding - for slow learners (e.g., hints, prompts)

C. Differentiation - for very slow learners (e.g., remediation, more activities)

E. Creating a Structured Home Reinforcement Experience

DATA ANALYTICS: COMMUNICATION PLAN

 Social Media (e.g. Facebook Messenger Chats)

 School PTA Meetings/Assemblies

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNERS’ VACCINATION

ENROLLMENT Until June 2022 % SHARE

5-11 years old - 737 626 85%

12-17 years old -630 531 84%

TOTAL – 1,367 1,157 85%

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF TEACHING PERSONNEL VACCINATION

1st and 2nd doses 53 100%

1st booster 12 23%

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF NON-TEACHING PERSONNEL

1st and 2nd doses 6 86%

1st Booster 1 14%

ENABLING MECHANISM: READINESS OF SCHOOLS ON WAYS FORWARD ON 1 ST AND 2ND DOSE-

1. Advocacy thru IECs – flyers, tarpaulins in offices and schools

2. Promotion of vaccine confidence among teachers

3. Partnering with COVID-19 vaccine providers to offer vaccination in school

ENABLING MECHANISM: READINESS OF SCHOOLS ON WAYS FORWARD ON 1 ST AND 2ND DOSE-

4. Information dissemination as to availability of vaccines for booster doses.

5. Incorporating COVID-19 education in meetings/conferences

ENABLING MECHANISM: READINESS OF SCHOOLS ON CONTINGENCY PLAN FOR INFECTION CONTROL

1. Referral System - City Health Office

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES

CLASSROOM SY 2021- SY 2020-2021 % SHARE % GROWTH REMARKS

INSTRUCTIONAL 23 23 77% 0% READY

TOTAL 30 30 100% 0% READY

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES

INSTRUCTIONAL 13 13 100% 100% READY

TOTAL 13 13 100% 0% READY

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES

SCHOOL FURNITURE (Chairs)

ELEMENTARY 160 160 100 0% READY