School RECOVERY PLAN - Maluanluan ES

Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
POLA DISTRICT
Maluanluan Elem. School
Maluanluan, Pola, Oriental Mindoro
SCHOOL LEARNING RECOVERY &

CONTINUITY PLAN
S.Y. 2022 – 2023
LORIFE Y. NOVENARIO
Principal I
POLA DISTRICT
A. Introduction:
School and community leaders dealt with unique decision-making about continuity of
learning on the past 2 academic school-year. This enables the school head, teachers and
school officials to plan according to learners’ needs and make appropriate dicisions to
continue learning in times of pandemic.
Maluanluan Elem. School managed the delivery of learning in the new normal situation
through home-schooling and teachers provided inclusive, innovative and continuous
curriculum to pupils despite of the pandemic through the cooperation of parents and
community leaders. This caused inconvenience to pupils and parents yet prompted to new
style of educational digitization and innovation. For 2 school-years (2020-2021 & 2021-
2022), the school maximized modular instruction wherein self-learning modules, activity
sheets and assessments provided to pupils for them to study and answer assessment tools
while at home. And this strategy for continuity of education successfully accomplished by
the end of March, 2022.
On April 4, 2022 Maluanluan Elem. School successfully passed on the School Safety
Assessment Tool and permitted to conduct Limited Face-to-Face Classes. The school
complied on the requirements for its implementation of limited F2F classes such as
acquiring certification from public health office, conducted Kumustahan session about
experiences of learners during pandemic, psychosocial and mental health activities and
conducted orientation to parents and community leaders on the new systems applied in
the limited F2F classes especially on health protocols.
Maluanluan Elem. School Learning Recovery and Continuity Plan is conceptualized to
help learners catch-up and accelerate their level of learnings after 2 years disruption of
classes due to Covid-19 pandemic. The school continuously searching for strategies on
reaching-out learners personally to deliver the skills and competencies intended for them
as to their grade level. This recovery and continuity plan will address the learning gaps of
pupils from essential competencies after 2 years of home-schooling.
To bridge the gap of learning, we need to implement interventions and ensure the
effective delivery to every learner so that they can catch-up and recover from the previous
lapses of learning.
Our SLRCP focused on learning remediation and intervention, professional development
of teachers, health, safety and wellness of chool personnel and pupils. This also includes no
POLA DISTRICT
disruption of classess; maximizing the 6 hours teaching load of Grades III-VI teachers in
teaching-learning activities of 8 subjects and for Kinder to Grade II teachers with less than
6 hours of academic subjects they will maximixe the remaining time for remediation and
enrichment activities especially in the development of reading, writing and numeracy skills
of pupils. SLRCP also includes agreement of school/teachers and parents to have their full
support for the recovery of learning of their children. They need to assist their children at
home in doing homeworks and in reading books as follow-up learning activities from
school.
Moreover, the school will intensify its reading interventions, conduct home visits and
learning follow-ups and establish literacy at home by tapping the assistance of parents and
guardians and will develop appropriate assessment tasks and resources.
For teachers development, in-person Learning Action Cell sessions will be implemented,
adaptive teaching strategies and classroom assessments and digitization/technology-based
skills of teachers will be enhanced.
For health, safety and wellness, the socio-emotional and behavioural recovery of
learners is one among priorities. We will strengthen the Oplan Kalusugan and Child-
Friendly School environment.
The key players of this SLRCP are the school personnel, parents, barangay officials,
municipal and barangay health officers and stakeholders for ensuring the safe continuity of
learning in Maluanluan Elem. School for S.Y. 2022-2023.
A.1. LEARNERS’ CONTEXT
1.1 ACCESS
School Enrolment
Grade S.Y. 2020-2021 S.Y. 2021-2022 S.Y. 2022-2023
Kinder Male Female Total Male Female Total Male Female Total
Kinder 33 28 61 36 32 68 32 28 60
I 45 33 78 34 32 66 37 31 68
II 36 39 75 42 33 75 34 30 64
III 29 32 61 33 37 70 42 32 74
IV 31 27 58 28 34 62 36 36 72
V 41 31 72 31 26 57 25 34 59
VI 39 49 88 40 28 68 30 26 56
POLA DISTRICT
Total 254 239 493 244 222 466 235 218 453
The table shows decreased of enrolment because on S.Y. 2020-2021 there were 88
Grade VI pupils graduated and upon opening of classes on S.Y. 2021-2022 there were only
68 children in the community age 5 years old and these were the Kindergarten pupils for
the school-year 2021-2022 and the rest 7 pupils transferred out to other schools within the
school-year. From S.Y. 2021-2022 compared to enrolment of S.Y. 2022-2023, a decreased of
13 pupils noted. Grade VI graduates is 68 and only 60 pupils arrived in Kindergarten
classes. All 5-year old children in the community enrolled and in-school, no 5-year old child
left behind upon opening of in-person classes. Other 5 pupils transferred to other schools in
the district and outside the district.
1.2 EFFICIENCY
1.2.1 Dropped-Out – The school has zero-0 dropped out rate from S.Y. 2019-
2020 – S.Y. 2021-2022
1.2.2 Promotion Rate
No. of Learners School Year School-Year School-Year Remarks

2019-2020 2020-2021 2021-2022
K-VI 497/518=96% 493/493=100% 466/466=100% All pupils promoted
for 2 academic
school-year
1.2.3 Cohort-Survival Rate
S.Y. 2019-2020 S.Y. 2020-2021 S.Y. 2021-2022

81/83=97.59 88/96=91.67 68/82=82.93
1.3 GOVERNANCE
1.3.1 Water Sanitation and Hygiene Facilities
Grade Individual Group Water CR inside Supplies of Thermal Health PPE & Gender
Signages in Other
Level Handwash Handwashing Supply, the Alcohol & Scanner CR in
Classroom/ Protective
ing Facility Facility Soap Classroo Facemask School Materials School
m Compound
K-A / / / / / /
K-B / / / / / /
I-A / / / / / /
POLA DISTRICT
I-B / / / / / /
I-C / / / / / /
II-A / / / / / /
II-B / / / / / /
II-A / / / / / /
II-B / / / / / /
III-A / / / / / /
III-B / / / / / /
IV-A / / / / / /
IV-B / / / / / /
V-A / / / / / /
V-B / / / / / /
VI-A / / / / / /
VI-B / / / / / /
Canteen / / / / /
Clinic / / / / /
Office / / / / /
Isolation / / / / /
Area
School 2 / / 2
Compound
1.4 QUALITY
1.4.1.MELC – all teachers have complete copies of MELC. All the printed modules and
lessons distributed during home-based learning checked by the teachers and verified by the
school head if the skills and competencies are included in the 1 st, 2nd, 3rd and 4th quarters of
the learning area. In this time of full in-person classes, the same practice of utilizing the
MELC in every academic grading period is implemented in preparing daily lesson plans and
in employing the lessons to pupils. Objectives of the lessons verified when the school head
inspected daily lesson plans of teachers.
1.4.2.Contextualization and indiginization of learning materials and lessons always
discussed every LAC session and during INSET. The topic Curriculum Contextualization,
Localization and Indiginization is one among the 5 topics repeatedly discussed on teachers’
LAC and training to conceptualize the adaptive method for deffirentiated instruction and
learning materials for different types of learners in the classroom.
1.4.3.Learning Assessments – the written and portfolio assessments maximized in home-
based learning of printed modules and self-learning activities. Teachers provided written
POLA DISTRICT
test materials and checked after retrieval from the pupils. On the other hand, portfolio
assessment conducted through paper and pen also, through video and when the teacher
conducted home visitation; he/she let the pupil perform a certain task on the lesson’s
taught to measure the learning of pupil. This time of in-person classes, learning assessment
will be conducted orally or in written form and quarterly assessment will be conducted
using 1:1 test material to pupil at the end of every quarter.
A.2.TEACHERS’ CONTEXT
1. Number and Position of Teachers
T1 T2 T3 MT1 MT2 Total

SY 2020-2021 6 3 6 0 2 17
SY 2021-2022 4 2 9 0 1 16
SY 2022-2023 3 2 9 1 1 16
*1 – MT2 retired on Jan. 2022

2. Developmental & Technical Needs of Teachers (Based from IPCRF Developmental
Plans of Teachers –July 2022)
Name Designation/Position Development Needs

Bel Grace S. K-A (Teacher 3) Applying knowledge of content within and across
Abraham curriculum teaching areas
Ma. Karren Mae S. K-B (Teacher 1) Using research-based knowledge and principles of
Marasigan teaching and learning to enhance professional
practice
Aileen D. Maloles I-A (Teacher 3) Using research-based knowledge and principles of
teaching and learning to enhance professional
practice
Perla S. Atienza I-B (Teacher 2) Applying a range of teaching strategies to develop
critical and creative thinking and higher order
thinking skills
Melanie Y. I-C (Teacher 3) Adapting practices that uphold dignity of teaching
Montenegro as a profession by exhibiting qualities such as caring
attitude, respect and integrity
Amelia A. Gaba II-A (Teacher 2) Applying a range of teaching strategies to develop
thinking skills
POLA DISTRICT
Joizelle A. Abraham II-B (Teacher 1) Applying knowledge of content within and across
curriculum teaching areas
Leslie D. Jamilla III-A (Teacher 3) Applying a range of teaching strategies to develop
thinking skills;
improving art of questioning
Lucena M. Jimena III-B (Teacher 3) Managing learners’ behavior constructively;
applying positive discipline and ensuring learning
focused environment
Jonadith L. Claveria IV-A (Teacher 3) Monitoring and evaluating learning progress and
achievement using learner’s attainment data
Leah A. Baja IV-B (Teacher 1) Applying knowledge of content within and across
curriculum teaching areas
Katherine S. Tria V-A (Master Teacher Adopting practices that uphold dignity of teaching
1) profession by exhibiting qualities of caring attitude,
respect and integrity
Mike Anthony T. V-B (Teacher 3) Developing and applying teaching strategies to
Rayos address effectively the needs of diverse learners
Chesee Ann S. Dris VI-A (Teacher 3) Using research-based knowledge and principles of
teaching and learning to enhance professional
practice
Adapting and implementing learning programs that
ensure relevance and responsiveness to the needs
of learners
Maribel M. VI-B (Master Teacher Developing and applying teaching strategies to
Ramirez 2) address effectively the needs of diverse learners
Marilyn M. Pascual EPP/SBFP/Canteen Using research-based knowledge and principles of
Teacher (Teacher 3) teaching and learning to enhance professional
practice
Adapting and implementing learning programs that
ensure relevance and responsiveness to the needs
of learners
3. Technical Assistance Provided to Teachers
 Regular inspection of WHLP and Daily Lesson Plans
 Checked reports of teachers
 Actual Visits and Monitoring of Classes
 Conducted Kumustahan to teachers and pupils
POLA DISTRICT
 Formal Observations of Classes

 Assisted teachers on providing positive discipline to pupils
 Conduct of SLAC & INSET
 Monitoring remediation and learning recovery activities
 Assisted teachers on academic programs and pupils’ activities
*Expected Outcomes:
1. Developed teachers competencies in teaching literacy and numeracy relative to
teaching strategies and learning delivery with integration of ICT.
2. Enhanced teachers’ skills and techniques in developing reading and writing
literacy of learners.
3. Monitored and evaluated learning outcomes on literacy and numeracy.
A.3. SCHOOL/COMMUNITY CONTEXT

Maluanluan Elem. School has a strong workforce of 17 teaching personnel and 1 school
head that serves more or less 500 pupils from Kindergarten to Grade VI every school-year.
Teachers as the important source in the realization of school’s vision, mission and core
values are provided with opportunities to enhance their teaching skills and abilities by
attending DepEd trainings for the progress of pupil’s learning. Likewise, school head seeks
continuous learning by attending virtual and in-person meetings and orientation to cope-
up of being a transformational leader for the improvement of the school, the teachers and
most importantly for the learners.
School personnel serves for the academic and co-curricular needs of children in the
community composed of the following: the school principal, 2-master teachers and 14
regular teachers.
The school prioritized printing materials for modular learning modality since the
pandemic occurred on SY 2020-2021 to SY 2021-2022. Most allotment from MOOE budget
allocated to printers, bond papers, ink and photocopies for the provision of 1:1 learner-
material copies. BE-LCP and additional MOOE funds utilized on provision of printed
modules that sustain the weekly distribution of learning modules, assessment tools and
COVID Fund allocated on health and protective materials to sustain safety and prevent
from the spread of virus. Maluanluan Elem. School also adhered to IATF health protocols to
ensure safety of school personnel together with the parents and every individual. Health
and protective materials equally prioritized for the protection of everyone.
POLA DISTRICT
The community continuously had their support for school programs especially on
modular distance learning. They willingly agreed on the implementation of getting and
returning the modules and assessment materials in school every week. The barangay
officials always extending their support for DepEd thrusts and activities and related
programs regarding cleanliness of the school surroundings. Sangguniang barangay and PTA
officers coordinated to the school personnel for important matters and likewise the school
head collaborated to community officials for concerns regarding parents and learners
during modular distance learning.
In the preparation of full in-person classes, the school personnel, PTA and barangay
officials and parents exerted combined efforts for the readiness of the school for the
coming of pupils on August 22, 2022. Teachers had their full preparation of classrooms in
terms of cleanliness, no. of seats for the pupils and other facilities prepared before the
opening of classes. Brigada Eskwela bayanihan works on cleaning school surroundings,
parents’ orientation and school meetings to teachers for the updates of in-person classes
conducted by the school head for the smooth and organize opening of classes.
In this time of full in-person classes, the teachers religiously continue utilizing the Most
Learning Essential Competencies intended for their grade level. The teachers follow policy
guidelines on classroom assessment on actual teaching-learning activities stated in DO 8, s.
2015. The teachers regularly conduct formative assessment to measure the academic
proficiency of pupils. The Kindergarten teachers administered Early Childhood
Development Checklist on the first week of classes, next assessment by the end of 2 nd
quarter and on the 4th quarter. The Phil-IRI pre-test assessment is used to measure the
reading level and performance of learners and served as the basis for providing
appropriate reading instruction and program for improving learning outcomes.
For Grade I learners, Multi-Factored Assessment Tool conducted a month after opening
of classes. The result served as the basis in formulating intervention strategies to learners
with advance development, delays and learning disabilities.
For the continuation of academic year 2022-2023, Maluanluan Elem. School opens its
door to recovery and continuity of learning. It provides an ideal revelation to make
education continue among learners in the actual classroom setting. This package sought to
ascertain the various difficulties, different challenges and degree of implementation level
POLA DISTRICT
on the learning gaps brought about by distance classes. Through varied strategies in the
plans for recovery, the learners will have improved numeracy and reading literacy and 75%
and above proficiency level in written and performance assessments by the end of
academic year 2022-2023.
B. LEARNING NEEDS AND GAPS ANALYSIS
Kindergarten:
School-Year Enrolment No. of Grade I Level of Proficiency No. Promoted
Ready
2020-2021 61 61 Average Development 61
2021-2022 68 68 Average Development 68
The table shows that all Kindergarten pupils are Grade I Ready at the end of every school-year.
Their level of proficiency is in average development and learned the competencies within 10 months
and all promoted to Grade I Class.
Grade I - S.Y. 2020-2021:

Learning Area 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Average
Mother Tongue 85 85 84 86 85
Filipino 83 83 85 84
English 81 83 82
Mathematics 81 81 83 84 82
Araling Panlipunan 83 84 85 86 85
MAPEH 83 83 85 86 84
Eduk. Sa Pagpapakatao 85 85 85 87 86
Average 84.00
Grade I - S.Y. 2021-2022:

Filipino 85 85 86 85
English 84 83 83
MAPEH 86 87 87 88 87
Average 85.86
POLA DISTRICT
Performance Achievement of Grade I from SY 2020-2021 to SY 2021-2022

Learning Area Increased Decrease Retained
d
Mother Tongue 1
Filipino 1
English 1
Mathematics 4
Araling Panlipunan /
MAPEH 3
Eduk. Sa Pagpapakatao 3
Average 1.86
Grade II – S.Y. 2020-2021:

Filipino 82 83 83 84 83
English 81 82 81 83 82
MAPEH 83 83 82 85 83
Eduk. Sa 83 83 85 84 84
Pagpapakatao
Average 82.86
Grade II - S.Y. 2021-2022:

Filipino 86 86 86 87 86
English 84 84 84 85 84
MAPEH 85 85 85 85 85
Eduk. Sa 85 84 86 86 85
Pagpapakatao
Average 85.43
Performance Achievement of Grade II from SY 2020-2021 to SY 2021-2022:

Learning Area Increased Decreased Retained
Mother Tongue 4
POLA DISTRICT
Filipino 3
English 2
Mathematics 3
Araling Panlipunan 3
MAPEH 2
Eduk. Sa 1
Pagpapakatao
Average 2.57
Grade III – S.Y. 2020-2021:
Learning Area 1st 2nd Quarter 3rd Quarter 4th Quarter Average
Quarter
Filipino 83 83 83 84 83
English 81 82 82 83 82
Science 81 82 82 83 82
MAPEH 81 82 82 83 82
Eduk. Sa 83 84 85 87 85
Pagpapakatao
Average 83.00
Grade III – S.Y. 2021-2022:

Filipino 86 87 88 88 87
English 86 87 87 88 87
Science 85 85 85 85 85
MAPEH 87 86 85 84 86
Eduk. Sa 86 86 87 89 87
Pagpapakatao
Average 86.38
Performance Achievement of Grade III from SY 2020-2021 to SY 2021-2022:

Mother Tongue 4
Filipino 4
English 5
POLA DISTRICT
Mathematics 5
Science 3
MAPEH 4
Eduk. Sa 2
Pagpapakatao
Average 3.38
Grade IV – S.Y. 2020-2021:

Filipino 81 82 83 87 83
English 80 81 82 86 82
Science 81 81 83 85 82
MAPEH 82 83 85 91 85
Eduk. Sa 83 86 88 90 87
Pagpapakatao
EPP 84 85 87 89 86
Average 83.88
Grade IV – S.Y. 2021-2022:

Filipino 84 85 85 86 85
English 84 85 86 86 85
Science 83 85 86 87 85
MAPEH 85 85 85 86 85
Eduk. Sa 85 87 89 90 88
Pagpapakatao
EPP 86 87 88 90 88
Average 85.88
Performance Achievement of Grade IV from SY 2020-2021 to SY 2021-2022:

POLA DISTRICT
Filipino 2
English 3
Mathematics 3
Science 3
MAPEH /
Eduk. Sa 1
Pagpapakatao
EPP 2
Average 2.00
Grade V – S.Y. 2020-2021:

Filipino 84 83 88 87 86
English 83 83 84 85 84
Science 83 83 84 85 84
MAPEH 83 85 85 86 85
Eduk. Sa 85 86 88 87 87
Pagpapakatao
EPP 84 86 88 87 86
Average 85.00
Grade V – S.Y. 2021-2022:

Filipino 86 86 85 86 86
English 85 85 87 86 86
Science 83 86 86 86 85
MAPEH 85 86 87 89 87
Eduk. Sa 87 88 88 90 88
Pagpapakatao
EPP 85 86 88 88 87
POLA DISTRICT
Average 86.38
Performance Achievement of Grade V from SY 2020-2021 to SY 2021-2022:

Filipino /
English 2
Mathematics 3
Science 1
MAPEH 2
Eduk. Sa 1
Pagpapakatao
EPP 1
Average 1.38
Grade VI – S.Y. 2020-2021:

Filipino 83 85 84 86 85
English 81 81 83 83 82
Science 82 83 83 84 83
MAPEH 82 83 83 84 83
Eduk. Sa 84 86 87 88 86
Pagpapakatao
TLE 82 82 82 84 83
Average 83.38
Grade VI – S.Y. 2021-2022:

Filipino 85 86 86 87 86
English 83 86 86 86 85
Science 83 86 86 86 85
POLA DISTRICT
MAPEH 85 86 86 86 86
TLE 85 87 86 88 87
Average 86.13
Performance Achievement of Grade VI from SY 2020-2021 to SY 2021-2022:

Filipino 1
English 3
Mathematics 4
Science 2
MAPEH 3
Eduk. Sa 2
Pagpapakatao
TLE 4
Average 2.75
Performance Analysis:
The learners’ familiarized on doing/performing printed modular lessons at home and
they coped-up on the self-learning activities. They were adjusted on home-based learning
situation. Parents increased commitment in supporting learners’ study at home and
regularly assisted their children in doing activities and assessments. All grade levels showed
increased in their academic performances during home-based learning except in Araling
Panlipunan – Grade I, MAPEH – Grade IV and Filipino – Grade V that has a retained rating
in 2 –year performance. No pupil failed from the modular distance learning executed in
times of pandemic.
C. INITIAL PREPARATION
School-Year 2022-2023 Baseline Data:
1. Numeracy Assessment K-III
Grade Level Enrolment No. of No. of Non- Performance Level/Remarks
Numerate Numerate Pupils
Pupils
Kinder 60 11 49 18% can count 1-20 and add 1-
POLA DISTRICT
digit number
One 68 15 53 22% can perform Math I skills in
diagnostic test
Two 64 19 45 30% of the learners passed in
diagnostic test in Mathematics
Three 74 21 54 28% proficiency level achieved
from diagnostic test in
Mathematics
Total K-III 266 66 200 33% K-III learners are numerates
The table shows below 50% numeracy level of the Key Stage 1 learners. These mean
that the teaching of numeracy skills included on MELC must strengthen and employed to
diverse learners using differentiated instruction and learning activities.
2. Literacy Level K-III
Grade Enrol No. % of Slow Non- Slow Non- Result- Result- Remarks
ment Literacy Reader Reader Reader Reader Filipino English
Filipino English
K 60 10/60 = ---- ---- ---- ---- 50/60=83%
17% should be
enhanced on
literacy skills
&
competence
I 68 28 25 30 35 53/68= 65/68= 87% of
78% 96% needs Grade I will
needs reading undergo on
reading recovery reading
recovery activities in recovery
activities English program
in Fil.
II 64 15 29 18 30 44/64= 48/64= 72% of
69% 75% Grade II will
needs needs undergo on
reading reading reading
recovery recovery recovery
activities activities in program
in Fil. English
III 74 23 20 29 29 43/74= 58/74= 68% of
58% 78% Grade III will
needs needs undergo on
POLA DISTRICT
reading reading reading

recover recover recovery
activities activities in program
in Fil. English
Total 66 74 77 94 140/206= 171/206= 76% needs
I-III 68% in 83% in reading
Filipino English intervention
& recovery
activities
3. Diagnostic Test Results

Grade Level Enrolment Total MPS
II 64 44.97
III 74 42.72
IV 72 58.85
V 59 52.47
VI 56 56.13
Total 325 51.03
Based on the Diagnostic Test conducted on the 1 st week of classes, Grades II-VI classes
total performance achievement range from 43% to 59%. This indicates that the Most
Essential Learning Competencies in every grading period must be comprehensively taught
with contextualization and localization of skills and employed differentiated instruction to
diverse learners.
4. READING PROFILE-Grades IV-VI
Grade Enrolment Filipino English

NR Frust. Inst. Ind. NR Frust. Inst. Ind.
IV 72 8 40 21 3 8 55 9 0
V 59 0 14 26 19 0 21 26 12
VI 56 0 7 27 22 0 20 23 13
Total 187 8= 61= 74= 44= 8= 96= 58= 25=
4% 33% 40% 23% 4% 51% 31% 14%
The reading table shows 8 pupils in Grade IV who are non-reader in Filipino and
English and more number of pupils in frustration level in intermediate grades.
Reading enhancement activities included in the reading recovery program to
eradicate the number of non-readers and to improve reading literacy and
comprehension skills of the learners. Participation of parents and guardians is
POLA DISTRICT
encouraged to assist and monitor the extended reading time of their children at
home. On delivering instruction, the data shows that it is a must to conduct
improvement and recovery interventions to develop learners’ mastery on literacy
and numeracy skills. There is a need for collaborative effort of teachers and parents
in order to address the learning gaps of learners. The school has to design
interventions purposely to address the challenges and eventually recover whatever
is left for the learners to attain the school goals of improving learners’ academic
performance.
E. Commitment
Maluanluan Elem. School Learning Recovery and Continuity Plan is the result of
consultations with the school and community partners for the recovery and continuity of
children’s education amid the pandemic. This plan includes the essential activities for
recover the learning gaps, enriching and nurturing the knowledge and skills of learners in
this time of full in-person classes. Sustenance of a safe and child-friendly school’s
environment is another concern of the internal and external stakeholders and the school
leaders and partners continuously implementing different concerns like Oplan Kalusugan
and Brigada Eskwela, other related school programs and most of all the continuous
support for academic program and activities of learners.
With this, the school personnel, Homeroom/PTA Officials, community leaders and
parents are ensuring our commitment to do and to give the best support and effort for the
quality learnings of our pupils. We are committed to do our best that all
activities/programs in our SLRCP will accomplish excellently by the end of AY 2022-2023.
Prepared by:
LORIFE Y. NOVENARIO
School Principal 1

School RECOVERY PLAN - Maluanluan ES

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Republic of the Philippines

SCHOOL LEARNING RECOVERY &

1.2.2 Promotion Rate

No. of Learners School Year School-Year School-Year Remarks

1.2.3 Cohort-Survival Rate

S.Y. 2019-2020 S.Y. 2020-2021 S.Y. 2021-2022

T1 T2 T3 MT1 MT2 Total

*1 – MT2 retired on Jan. 2022

Name Designation/Position Development Needs

 Formal Observations of Classes

A.3. SCHOOL/COMMUNITY CONTEXT

Grade I - S.Y. 2020-2021:

Grade I - S.Y. 2021-2022:

Performance Achievement of Grade I from SY 2020-2021 to SY 2021-2022

Grade II – S.Y. 2020-2021:

Grade II - S.Y. 2021-2022:

Performance Achievement of Grade II from SY 2020-2021 to SY 2021-2022:

Grade III – S.Y. 2021-2022:

Performance Achievement of Grade III from SY 2020-2021 to SY 2021-2022:

Grade IV – S.Y. 2020-2021:

Grade IV – S.Y. 2021-2022:

Performance Achievement of Grade IV from SY 2020-2021 to SY 2021-2022:

Grade V – S.Y. 2020-2021:

Grade V – S.Y. 2021-2022:

Performance Achievement of Grade V from SY 2020-2021 to SY 2021-2022:

Grade VI – S.Y. 2020-2021:

Grade VI – S.Y. 2021-2022:

Performance Achievement of Grade VI from SY 2020-2021 to SY 2021-2022:

reading reading reading

3. Diagnostic Test Results

Grade Enrolment Filipino English

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