Part 1: DIVISION

PROFILE
 INTRODUCTIO
N
Camiguin is a pear-shaped island located in Northern Mindanao, Region X. The island is
accessible by ferry boat and airplane. The 64,000-kilometer paved road fenced the 70,000 people in
the island province. It is regarded as a performing division in DepEd Region X

The Division of Camiguin is categorized as small division in Region X. There are 66 schools
of Division of Camiguin which are complemented with 1,237 teaching personnel and 114 non-
teaching personnel catering to 25,594 learners.

As a learning institution, SDO Camiguin adheres to the mandate of the Department of

Education to provide basic education to all kinds of learners. As such, its schools are offering
Alternative Learning System (ALS) to out of school youth and out of school children, Special
Education Program (SPED) to differently abled learners and Open High School program for the
Students At Risk of Dropping Out.

With regard to the ALS, it is implemented in all elementary & secondary public schools with
five (5) Community Learning Centers

Special Education Program is also offered in 7 elementary with eleven teachers. These schools are
catering to exceptionalities such as intellectual disability, learning disability, autism, deaf, Down
syndrome, global delay, physical handicapped, ADHD, with manifestation, multiple disability, special
health and cerebral palsy. Enrollment in this program stands at two hundred forty one (118) in SY
2022-2023.

Given the above information it can be construed that SDO Camiguin is living up to its
mandate of providing basic education to all the learners within its jurisdiction.

RATIONALE
The Department of Education Division of Camiguin actively sought ways to transform the
face of education in the island, to “cultivate and nurture programs and innovations” for learners.
Education would serve as critical step towards improving the lives of citizens and widening the
opportunities available for their social and economic development. School divisions were mandated to
align its goals and objectives with DepEd’s vision and mission. Paving the way for a more inclusive
educational system in Camiguin strongly resonated with the Education for All Commitments and the
Enactment of Republic Act 10533, more commonly known as the Enhanced Basic Education Act of
2013, which aspired to improve Filipino learners’ quality and access to education.

As enshrined in the ISO Quality Policy of DepEd Camiguin, the agency commits to provide
relevant and responsive services to all stakeholders in ensuring the delivery of quality, liberating and
inclusive basic education. Timely and relevant with this pandemic, we at the DepEd Camiguin is
addressing challenges in the basic education through the Learning Recovery and Continuity Plan
(LRCP), which will be in effect by the time School Year 2022-2023 opens.

This laudable move is our major response and our commitment in ensuring the health, safety,
and well-being of our learners, teachers, and personnel in the time of COVID-19 while finding ways
for education to continue amidst the crisis for the upcoming school year.
 This LRCP is revolutionary and focuses on each learner, the quality of their learning, and
their outcomes as well as the provision of quality assured learning resources. To make this happen, we
will sail our Project LAWIG towards Excellence in Uplifting Recovery for Instructional Delivery,
effective governance by elevating learner’s performance data, accessing high- quality instruction and
professional development and focusing on mental health, community support and learning resources.

SHARED
VISION
By 2025, the Schools Division of Camiguin envisions to be a transformative learning
institution dedicated to build a culture of excellence through innovations in instructional delivery
enabled by responsive learning environment that uses in-person and Alternative Delivery Mode
(ADM) of instruction, planning, implementation and assessment of learners’ performances, so as to
produce literate, numerate, productive and value-laden learners.

Hence, in partnership with stakeholders and continuous professional development of the

teachers, the learning continuity and recovery plan implementation shall be a success.

SMART GOALS
At the end of the three-year implementation (2022-2025), SDO Camiguin literacy assessment
data will show that Key Stage I and II (K-6) learners are meeting the expected standard in Reading

Frustration level, from 1844 reduced to 0

Independent level of 343 increased to 922

Instructional level, 1001 increased to 1923

Non reader 80 reduced to 0

DATA ON EFFECTIVE DELIVERY OF

INSTRUCTIONS AND LEARNERS’
PERFORMANCE
Literacy Assessment

Re s u l ts o f t h e EO S Y Re ad i n g A s s e s s m e n t i n En g l i s h
( E l e m e n tary Le v e l )

Pretest Posttest
2699

1844

01
 623

343
140

80

29
F r u s t r a ti o n I n s t r u c ti o n a l I n d ep en d en t N o n r ead er

The graph shows the Reading Assessment in English of all EOSY classes 2021-22 from Grades 1-6
division wide with a total enrollment of 3,319 pupils. Data in the pre-test were taken from the post-
test of the Phil_IRI 2021-22 as based line in which 3,257 pupils took the test. In the post-test of the
EOSY classes 3,217 pupils had participated in the assessment.

For the 3 Reading Levels, results of the frustration level reduced from pre-test to post-test which gave
contrast to an independent level that went a little higher. In the frustration level, out of 2,699 in the
pre-test which was equivalent to 83%, it lowered to 1844 in the post-test of 57% with a gain of 855 of
26%. While in the independent level of 140 (4%) in the pre-test, it went up to 343 (11%) with a
favorable variance of 203 of 7%. In the instructional level, the figure increased from 378 in the pre-
test to 1001 in the post-test of 623 of 19%. This happened because some of the pupils in the
frustration level pre-test went to instructional level in the post-test.

However, for the non-readers it eventually went down from 80 (2%) in the pre-test to 29 (almost 1%)
in the post test with a favorable improvement of 51 (1.6%) . As a whole EOSY classes had provided
the learners with an array of benefits for there was a better positive change of the pupils’ reading
performance.

Learning Assessment (MPS)

Figure 1. Result of Comprehensive Rapid Literacy Assessment in English

 Percentile Score

AraPan
3 22.92

English
3 26.33

EsP

3 20.17
Filipino
Subject

3 23.58
MAPEH

3 24.08
Math

3 35.25
Science

3 23.83

- 5.00 10.00 15.00 20.00 25.00 30.00 35.00 40.00

Proficiency Level

It can be gleaned from the percentile score that among the 7 learning areas,
mathematics obtained the highest percentile score of 32.25% which can be attributed that
learner performed better in this subject due to the conducted review of the Division
Performance-Based Assessment in mathematics. Meanwhile, English recorded the second
highest score with 26.33%, MAPEH (24.08%), Science (23.83%), Filipino (23.58%) and it
can be seened that Araling Panlipunan and ESP registered the lowest percentile score of
22.92% and 20.17% respectively. However, the result shows that learners performed way
below the acceptable percentile score.
Part 2: LOGGED IN
Framework
SDO Camiguin Framework

The Schools Division of Camiguin’s implementation framework shall be anchored on the

DepEd-RX Adobe Learning Recovery and Continuity Plan

SDO Operational Framework

Part 3:
IMPLEMENTATION
PLAN
 The implementation plan focuses on PPAs that will address the learning loss and gaps
identified in the Part I of this plan. In particular the PPAs are categorized into three priority areas
namely effective delivery of instruction and learners’ performance, learning and development and
budget for accelerating instructions in order to effectively and efficiently carry out the plan. The
details of PPAs in the different priority areas are described below:

Area 1 : Effective Delivery of Instruction and Learners Performance

OBJECTIVES PPAs KPI 2022 KPI 2023 KPI 2024

LITERACY
Equip Grade I and II Project TALAS (Talino  sa 100% Grade 1 and 100% Grade I and 100% Grade I and
with phonological ABAKADA Linangin at 100% Grade II to Grade II to acquire Grade II to acquire
awareness and Sanayin) acquire phonological phonological
alphabet knowledge      - Adoption of Marungko phonological awareness and awareness and
Approach  awareness and alphabet alphabet
    -Application of reading alphabet knowledge knowledge
process (The Big 6) knowledge

Equip Grade I and  Project SAGIP -------- 100% Grade 1 and 100% Grade 1 and
Grade II moderate (Strengthening Approach 100% Grade II to Grade II to acquire
refresher with Gearing Up Ill Reader acquire phonics phonics and word
phonics and word Pupils)  and word recognition
recognition recognition

Equip Grade I and  Project APIR  -------- 100% Grade 1 and 100% Grade 1 and
Grade II with (Augmenting Passion in 100% Grade II to Grade II to acquire
fluency and Reading) acquire fluency and fluency and
vocabulary vocabulary vocabulary
development development development

Improve  Grade II; Project AKAP  G2- 100%; 100% Grade 2 and 100% Grade 2 and
Grade III ready with ( Akayin sa Kasanayan at G3 –100% with 3  can read with 3 can read with
reading Adhikain sa Pagbasa) reading comprehension  comprehension 
comprehension comprehension
skills skills
Project CARE
(Comprehension Approach
on Reading Enhancement)
     -Search for the   
      Best Reading 
      Intervention 
      Implementers

     -Division literary 
       contest 

Improve Grade III Project PTART 100% Grade III 100% Grade III 100% Grade III
with reading (Pupils of Today are Active with reading with reading with reading
comprehension Readers of Tomorrow) comprehension comprehension comprehension
skills ● Reading  skills skills skills
            Assessment
● Profiling of 
Learners
● Implementation  
            of Project DEAR 
            (Drop   
             Everything 
              and Read)
      -    Establishment of  
           Reading nook
● Use of Fuller 
Approach
● APAD or A 
           paragraph a  Day

Improve academic Project TULAK ( Tulong 75% MPS of all 75% MPS of all 75% MPS of all
performance of Upang Lumawak ang learners with learners with learners with
learners in Key Kaalaman)- A school-based mastery level mastery level mastery level
Stage 1 learning support center across learning across learning across learning
● Peer and Pair areas areas areas
teaching
● In- person remedial
classes
● Utilization of video
lesson in
remediation 

Area 2: Learning and Development

OBJECTIVES PPAs KPI 2022 KPI 2023 KPI 2024

Capacitate 100% of Project ELLaN 944 or 100% of 944 or 100% of KS1 944 or 100% of KS1
KS1 teachers focus (Early Language KS1 teachers teachers capacitated teachers capacitated
on teaching Literacy and capacitated
beginning reading Numeracy)
and numeracy skills
Train Teachers with Lesson Study Trained 100% Trained 100% teacher Trained 100%
0-3 -year teaching Program Across teacher participants participants with 0-3- teacher participants
experience from  Learning Areas with 0-3-year year teaching with 0-3-year
K-12, on Critical (LESS PALA)  teaching experience from K-12, teaching experience
Content and experience from K- on Content and from K-12, on
Pedagogy Across 12, on Content and Pedagogy Across Content and
Learning Areas  Pedagogy Across Learning Areas Pedagogy Across
Learning Areas Learning Areas
Address the Coaching and Train 10% Train 20% Beginning, Train 20%
competency gaps in mentoring through Beginning, Proficient, and Highly Beginning,
vis-a-vis the key CID SMILES Proficient, and Proficient Teachers, Proficient, and
result areas of the approach Highly Proficient Supervisors and School Highly Proficient
education program Strengthening Teachers, Heads Teachers,
supervisors (EPS), Monitoring, Supervisors and Supervisors and
public school district Instructional School Heads School Heads
supervisors (PSDS) Leadership, and
supervisors, school Evaluation of
heads, asst. school Schools
heads, and Officers-
in-Charge, teachers
and division
personnel.
 Area 3: Budget for Accelerating Instruction

OBJECTIVES PPAs KPI 2022 KPI 2023 KPI 2024

Provision of Procurement of 3,319 reading 3,319 reading 3,319 reading
reading materials reading materials materials distributed materials distributed materials
to Key Stage 1 to Key Stage 1 and 2 to Key Stage 1 and distributed to Key
learners learners amounting 2 learners Stage 1 and 2
to  Php 200,000.00 amounting to Php learners amounting
200,000.00 to Php 200,000.00

Conduct twelve Training- 12 training- 12 training- 12 training-

(12) trainings for Workshop workshops  workshops workshops
upskilling and implemented implemented implemented
reskilling of Amounting to Amounting to Amounting to
teachers Php380,000.00 Php380,000.00 Php380,000.00
Part 4: FUNDING AND
RESOURCES
Budget for FY 2022

National Fund

Instructional Materials
34%

200,000

380,000
Upskilling and reskilling
of Teachers
66%

Figure 19. Budget for Upskilling and reskilling of teachers and instructional Materials
funded by National government

INSTRUCTIONAL MATERIALS
Instructional Materials

1,300,000.00

Instructional Materials

Figure 20. Budget for instructional Materials funded by LGU through SEF

Budget for Accelerating Instruction

5% 7%
Upskilling and reskilling of
Teachers
Instructional Materials 4%
Reading Materials

96%
88%

Figure 2. Budget for Upskilling and reskilling of teachers and instructional Materials funded by National
government and LGU through SEF
Part 5: MONITORING
AND EVALUATION
 Priority Area 1: Effective Delivery of Instruction and Learners’ Performance
EVALUATION
COMPONENT
WE BRIDGE (Working towards Excellence in Boosting Recovery for Instructional Delivery, Governance
and Efficiency of Services)
Interventions:
Project TALAS
Determinants
Supervisors (EPS and PSDS)
Teachers, School Heads,
OUTCOME
100% learners with
phonological awareness and
alphabet knowledge skills
100% with phonics and word
recognition skills
LRCP FACTOR
A reading intervention program
for Key Stage 1 that aims to
improve the reading proficiency
level of learners from full
refresher to acquire phonological
awareness and alphabet
knowledge skills that will be
implemented by the teacher
-Development of IMs by the
teachers
-Conformance review of IMs by
the quality assurance team
100% acquired phonological
awareness and alphabet
knowledge skills
100% with phonics and word
recognition skills
DATA THAT WILL BE
GATHERED
Ratings on the Delivery of PPAs
1. Operational efficiency
a. Pre-implementation
b. Implementation
c. Post implementation
d. Resources used
2. Fiscal Discipline
3. Allocative efficiency
Tool for Using Learning Resources
A. Print Learning Resources
-Content, Format, Design
-Teaching Methodologies
-Learning assessment
B. Non-Print Learning Resources
-Frequency of use
-Accessibility
- Utilization
-Content, Format, Design
(pre and post test results)
(pre and post test results)
Reference and Legal Basis:

DO No. 017, s. 2022 Guidelines on the Progressive Expansion of Face-to-Face Classes

DO No. 34 s. 2022 School Calendar and Activities for the School Year 2022-2023
Republic Act (RA) 9155, also knowns as the Governance of Basic Education Act of 2001