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.
▪ Use of Google Classroom for learners in asynchronous learning.
▪ 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.
▪ Conducted 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.
▪ Conducted SLAC/INSET on improvement of learner’s performances amidst pandemic
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/INSET sessions served as venue for the improvement of 5As, and sharing of
teacher’s best practices which made the pandemic’s effect less stressful.
▪ The conduct of FGDs discuss matter regarding the improvement of teaching and learning
process amidst pandemic.
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.
8. Partnership among stakeholders was strengthened.
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. Most parents of learners have a low grasp of the topics in the printed modules and video
lessons thus, unable to extend help with the learners.
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.

9. Improvement of internet connection will help close the gap between teachers and learners.
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- SY 2020-2021 SY 2021-2022 SY 2021-2022
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- SY 2020-2021 SY 2021-2022 SY 2021-2022
2022
Instructional 23 23 100% 0%
Non-instructional
5 5 38% 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- SY 2020-2021 SY 2021-2022 SY 2021-2022
2022
Instructional 10 10 100% 0%
0 0 0% 0%
Non-instructional
TOTAL 10 10 100% 0%
ANALYSIS: The same as for the elementary level.

SCHOOL FURNITURE (Chairs)
% SHARE % GROWTH
SY 2021- SY 2020-2021 SY 2021-2022 SY 2021-2022
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 Status
(8 Ms) Actual %
Manpower 63 ( 10-SHS) 53 Teachers 84% Insufficient
Money 780.000 (MOOE) 500,000 35% Insufficient
1,440 reams 1,100 reams Bond 34% Insufficient
Bond 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 100% Sufficient
as soon as School Facebook
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. ZPD (Zone of Proximal Development- Achive with the help of MKOs
C. Scaffolding - for slow learners (e.g., hints, prompts)
D. 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
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-
CLASSIFICATIO SY 2020-2021 % SHARE % GROWTH REMARKS
2022
N
INSTRUCTIONAL 23 23 82% 0% READY
NON-
5 5 18% 0% READY
INSTRUCTIONAL
TOTAL 28 28 100% 0% READY

SECONDARY LEVEL
CLASSROOM SY 2021-
SY 2020-2021 % SHARE % GROWTH REMARKS
CLASSIFICATION 2022
INSTRUCTIONAL 10 13 100% 100% READY
NON-
INSTRUCTIONAL
TOTAL 10 10 100% 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
• National Government Agencies (NGA) • Conduct of learning and

development programs and
Non-Tangible • Non-Government Organizations initiatives
Support (NGO)
• Retooling and upskilling of
• Banks teachers
• PNRC • Academic development and

youth formation among
• CAMELION 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%
• 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
Prepared by:
JURIS T. PANES PhD

Principal III
Recommending Approval:
Dr. ERNESTO F. SERVILLON, JR., MNSA

Basic Education Learning Recovery and Continuity Plan

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Basic Education Learning Recovery and Continuity Plan

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Republic of the Philippines

BASIC EDUCATION LEARNING RECOVERY AND CONTINUITY

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

▪ Prioritized the marginalized learners in the provision of support through regular

▪ 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

C. Insights Gained on Best Practices

8. Empowerment of teachers in using technology towards teaching and learning process.

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

TOTAL 60 54 100% 11%

● Schools and Instructional Facilities

ANALYSIS: The same as for the elementary level.

SCHOOL FURNITURE (Chairs)

Information and Messages and

messages should communication

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. ZPD (Zone of Proximal Development- Achive with the help of MKOs

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

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

E. Creating a Structured Home Reinforcement Experience

DATA ANALYTICS: COMMUNICATION PLAN

 Monthly coordination meeting of the school head/department head, and teachers in

 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

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

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

1. Referral System - City Health Office

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES

INSTRUCTIONAL 23 23 82% 0% READY

TOTAL 28 28 100% 0% READY

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES

INSTRUCTIONAL 10 13 100% 100% READY

TOTAL 10 10 100% 0% READY

ENABLING MECHANISM: READINESS OF SCHOOLS IN TERMS OF LEARNING FACILITIES

SCHOOL FURNITURE (Chairs)

ELEMENTARY 160 160 100 0% READY

TOTAL 160 160 100% 0% READY