Anhs-301004 SLRCP Book-Form

Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF ZAMBALES
AMUNGAN NATIONAL HIGH SCHOOL
AMUNGAN, IBA, ZAMBALES
The
presents this
SCHOOL LEARNING RECOVERY AND CONTINUITY PLAN (SLRCP)
S A G I P L N S
“SAVING AMUNGENIANS FROM ACADEMIC GAPS THROUGH
INTERVENTION PROGRAMS IN LITERACY, NUMERACY AND
SCIENCE SKILLS”
A STRATEGIC PLAN OF ANHS TO RECOVER LEARNING

GAPS/LOSSES
Address: B-517 Purok 3, Amungan, Iba, Zambales

Phone/Mobile Number: (047) 602 3794/0917 144 6932
Email Address: 301004@deped.gov.ph
APPROVAL SHEET
The Amungan National High School respectfully submits the

School Learning Recovery and Continuity Plan (SLRCP) titled “SAGIP
LNS: Saving Amungenians from Academic Gaps through Intervention
Programs in Literacy, Numeracy and Science Skills”.
Prepared by:
ARMANDO A. MORA
School Principal I
Reviewed by:
GEORGE P. ACUPAN
Public Schools District Supervisor
Recommending Approval:
MICHELLE A. MEJICA EdD

OIC/ASDS
Approved:
ROMEO M. ALIP Phd, CESO V

Schools Division Superintendent
Address: B517 Purok 3 Amungan Iba, Zambales

1
1. Background and Context
The Impact of COVID-19 to Education
- Learners affected by school closures caused by the pandemic

as of February 2021.
- The COVID-19 pandemic has affected educational systems
worldwide, leading to the near-total closures of schools, early
childhood education and care (ECEC) services, universities
and colleges.
- Most governments decided to temporarily close educational
institutions in an attempt to reduce the spread of COVID-19.
- As of 12 January 2021, approximately 825 million learners
are currently affected due to school closures in response to
the pandemic. According to UNICEF monitoring, 23 countries
are currently implementing nationwide closures and 40 are
implementing local closures, impacting about 47 percent of
the world's student population. 112 countries' schools are
currently open.
a. In United States of America, in California, as per Policy
Analysis for California Education (PACE), school activities
hampered by COVID-19 have resulted in 30 percent
decrease in the oral reading fluency of learners. This also
implies that low performing schools are falling even
farther behind. I presume this research result from PACE
is applicable, too, in the Philippines.
b. In the Philippines, as learning pushes through, several
problems arose. One of which revolves around the literacy
skills of learners. Over the past couple of years, literacy
scores among Filipino learners were significantly low. In
2018, the Philippines joined the Programme for
International Student Assessment (PISA) where under
reading literacy assessment, 1 out of 5 Filipino learners
(19.4%) only achieved at least the minimum proficiency
level overall.
Start of the Implementation of Limited Face-to-Face
Classes
- The pilot implementation of the F2F classes will be conducted

with a maximum of 120 public and private schools in areas
deemed low risk for COVID-19.
- The pilot implementation of the F2F classes will be conducted
with a maximum of 120 public and private schools in areas
deemed low risk for COVID-19.

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- DepEd Assistant Secretary Malcolm Garma, noted that 12,084
learners participated in the pilot run in its fourth week. The
average weekly attendance rate ranged from 82 to 84 percent.
During the Implementation of Limited Face-to-Face

Classes
- Together, let us mark this day as our leap of faith towards

realizing Ligtas na Balik-Eskwela.” This was the statement of
Department of Education (DepEd) on the first day of the pilot
implementation of face-to-face learning for 100 public schools
in the Philippines on November 15.
- Several policies have been implemented ahead of the
scheduled classes, particularly the vaccination of minors ages
twelve (12) to seventeen (17), which makes up for about
11.54% of the total population.
- But the “victory” she declared may not be how it really was, or
still is, for everyone. The 24.7M learners she showed off only
comprised 89.13% of the previous pre-pandemic school year
(2019-2020). DepEd’s report itself revealed how a total of 1.3
million youth were unenrolled from the said prior enrolment.
- However, even the enrolled ones inevitably suffered from
immense academic workloads, burnout and fatigue, homes
unconducive for learning, limited load or internet, lack of
laptop or phone, “an education that’s only for compliance,”
and even unfortunate deaths.
- These have been the main causes in the consistent calls for
academic breaks and eases, and “Ligtas na Balik-Eskwela” —
an outcry on how students do want to learn and teachers do
want to teach, but are discouraged by a setup that is just not
really doing it for the majority.
Expanded Phase of Limited Face-to-Face Classes
- Leonor M. Briones, DepEd Secretary, issued the DepEd
Memorandum No. 085 s. 2021 entitled “PREPARATIONS ON
THE IMPLEMENTATION OF THE EXPANDED PHASE OF
FACE-TO-FACE CLASSES”
- The pilot run of face-to-face classes is currently ongoing with
a total of 177 public schools and several private schools
participating. The pilot run will be up to the end of this month
but the DepEd is hoping it will expand by January next year.
- A memorandum dated Dec. 9, 2021, by the DepEd has
directed all public and private schools to prepare for the
implementation
of the expanded phase of the face-to-face classes targeted to
start in early 2022.

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- Based on the memo, the expanded phase shall cover all grade
levels from Kinder to Grade 12.
The Decline in Learners’ Performance in Literacy,
Mathematics and Science in the Philippines
- Literacy, in the Philippines, the latest UNICEF assessment
showed that less than 15 percent of schoolchildren, or about
three in every 20, can read simple texts, in large part due to
the closure of schools for more than 70 weeks, the longest
among 122 countries as of the middle of February caused by
the ongoing coronavirus pandemic covered by the UNICEF
report.
- UNICEF noted that even before the pandemic more than half
of 10-year-olds in low- and middle-income countries were
unable to read or comprehend a simple story — “now that
figure is estimated to be as high as 70 percent.”
- Only 29% of grade 5 learners in the country are at the level
where they are able to “read a range of everyday texts, such as
simple narratives and personal opinions, and begin to engage
with their meanings.”
- In terms of writing, only 1% of Grade 5 learners in the
Philippines achieved “higher levels” of proficiency, or those
who met the highest level in the standards used by the study.
These learners are those with the ability to “write cohesive
texts with detailed ideas and a good range of appropriate
vocabulary.”
- Numeracy, only 5% and 1% of Philippine Grade 5 students
met the highest levels (band 8 and band 9 and above,
respectively) in this area of learning.
- Across the three global assessments, only 10-22 percent of
Grade 4, 5, and 9 students in the Philippines posted scores “at
or above minimum proficiency.”
- In mathematics, only 19% of Filipino students were on the
Low benchmark, which means that they had “some basic
mathematical knowledge,” while 81% did not even reach this
level.
- “They can add, subtract, multiply, and divide one- and two-
digit whole numbers. They can solve simple word problems.
They have some knowledge of simple fractions and common
geometric shapes. Students can read and complete simple bar
graphs and tables,” a study said.
- Four in every five 15-year-old students did not understand
basic mathematical concepts such as fractions and decimals

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- Science Skills, the country was rock bottom in reading,
scoring an average of 340 points — drastically lower than the
global average of 487. Four of five Filipino students were
categorized as Level 2, or “low performers,” in the subject.
- According to the OECD, Level 2 students possess a proficiency
that is “too low to enable them to participate effectively and
productively in everyday life.”
- The Philippines had “one of the largest shares of low
performers among all Pisa-participating countries” in reading,
it said.
- In Science, the Philippines’ showing was equally bleak, posting
an average score of 357, much lower than the global average
of 489 and the second lowest, again on par with Panama and
outperforming just the Dominican Republic.
Effects of the Pandemic to Amungan National High
School
- While the school closed due to pandemic, various Learning
Delivery Modalities were introduced such as Modular Distance
Learning (Printed and Digitized), Online Modality, Radio-Based
Instruction, and TV-Based Instruction. In the absence of face-
to-face classes, the literacy, numeracy and Science Skills of
our learners were hugely affected. The number of readers
reading under the frustration level increased, number of
nearly numerates increased, and the number of learners who
did not learn the Science basic and integrated skills increased
as well as shown in the succeeding data interpretation and
analysis.
Our Response to the Situation
- The unexpected global pandemic caused a substantial rate of
school closures in absolutely every country, such as our own,
which had a significant negative influence on learners'
academic progress. Majority of the countries in the world,
including our own, have improved the pandemic scenario by
2021. Since then, the leaders of our nation have undertaken
critical decision to start implementing back-to-school
initiatives.
- Modular learning was developed in accordance with IATF
guidelines so that learners can continue their education. The
pandemic had severe effects on students' academic
performance, hence, the implementation of limited face-to-face
instruction is deemed necessary. Having complied with the
health and safety requirements and as we were given the
School

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Safety Assessment Tool Compliance Certificate, Amungan
National High School beginning with grade 7 and
1implemented the limited face to face classes 2 in the first
attempt and ended with all other remaining grade level.
- The Main Purpose of our School Learning Recovery and
Continuity Plan (formerly known as School Learning
Recovery Plan) assures the recovery of the learners' learning
improvement and progress based on their identified learning
losses/gaps. In particular, the three (3) learning skills,
literacy, numeracy, and science basic and integrated skills are
the focus of our SLRCP.
- With the created SLRCP Team, the school crafted the SLRCP
with the sole purpose of addressing the identified learning
losses/gaps in literacy, numeracy, and Science skills brought
about by pandemic.
- This plan's core elements are the Key Challenges and
Responses and the Implementation Plan, which will be
conducted in three (3) parts starting with this year's summer
break and continuing through SY 2022–2023 and SY 2023–
2024. The plan's ultimate goal is to save Amungenians
from academic gaps and improve learning through
intervention programs in Literacy, Mathematics, and Science
process skills over the course of three phases that spans one
summer break and two academic years.
- Included in this Plan are the following: 1. Background Profile
of the school for the last three years that includes the four
Pillars: 2. SWOT analysis; 3. Key Challenges; 4.
Implementation Plan; 5. Monitoring and Evaluation; and 6.
Communication Plan.
- Our crafted School Learning Recovery and Continuity Plan

includes these Intervention Programs to attain our goal:
Literacy
- Project BBM (Basa Bihasa mga Mag-aaral)
- Project SARA (Strengthening Amungenians Reading Ability)
- Project AGILA (Access to Grand reading strategy as an
Innovative tool for competent Learner Attainment)
Numeracy
- Conduct of Pre-Assessment Test using Project AN (All
Numerates) Assessment Tool to identify the numeracy level of
the students.
- Improve learner’s numeracy skills through Project BBM (Back
to Basic in Mathematics) to address gaps in place value,
reading
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and writing numbers, and four basic operations involving
whole numbers, decimals, fractions and integers.
Science Skills
- Intervention focused on Basic Science Process and Integrated
Science Process Skills as to:
Observing Making model
Classifying Inferring
Quantifying Conducting experiments
Evaluating Interpreting data
2. Operational Frameworks
2.1 RAPID FRAMEWORK
R – Reach every child and retain them in school;
A – Assess learning levels;
P – Prioritize teaching the fundamentals;
I – Increase catch-up learning and progress beyond what
was lost; and
D – Develop psychosocial health and well-being so every
child is ready to learn.
2.2. KITE FRAMEWORK

K – Pillar 1: K to 12 Curriculum
I – Pillar 2: Improving Learning Environment
T – Pillar 3: Teachers’ Upskilling and Reskilling
E – Pillar 4: Engagement of Stakeholders for Support
and Collaboration
2.3 OPERATIONAL FRAMEWORK (DEPED & DOH SHARED

REPONSIBILITY

7
2.4 NATIONAL LEARNING RECOVERY PLAN
2.5 REGIONAL LEARNING RECOVERY PLAN
2.6 SCHOOLS DIVISION LEARNING RECOVERY PLAN

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3. Amungan National High School Dashboard
3.1 Pillar 1: K to 12 Curriculum
a. PHIL-IRI Results in English - The data shown in the Figures
1.1 and 1.2 is the comparative data on English Language
Literacy during the pre-covid and covid times. It reveals that
there is no recorded non-reader during the last three school
year and there is a big margin of decrease in the number of
learners under the frustration level especially in the school year
2020-2021 after the administration of post-test. It can also
be gleaned from the data that during the school year 2021-2022,
during the pre-test, only a little number of learners were under
the independent level and many fall under the frustration
level. However, it can be noted that there was a big change on
the number of learners from frustration level to independent
level after the results of the post test.
Figures 1.1 & 1.2 : Comparative data on English Language
Literacy during the pre-covid and covid times.
b. PHIL-IRI Results in Filipino - The data shown in Figures

2.1 and 2.2 is the comparative study on the Filipino Language
Literacy of Grade 7 learners in the last three school year using
the pre-test and post-test PHIL-IRI results. In can be noted that
the number of learners under the frustration level during the
pre- test of the three (3) school years was reduced and turned into
instructional and independent level.

9
Figures 2.1 & 2.2: Comparative study on the Filipino Language
Literacy of Grade 7 learners in the last three school year using
the pre-test and post-test PHIL-IRI results.
c. Data in Numeracy - The data shown in Figures 3.1 and 3.2

reveals that during the pre-test of school year 2021-2022, there
are more non-numerates and nearly numerates compared to
school year-2019-2020 and school year 2020-2021.
Figures 3.1 & 3.2: Pre-test result of Three School Years.
PRE-TEST
NON- NEARLY NUMERATES
NUMERATES NUMERATES
SY SY SY SY SY SY SY SY SY
19- 20- 21- 19- 20- 21- 19- 20- 21-
20 21 22 20 21 22 20 21 22
0 2 22 59 95 154 160 159 11
While in Figures 3.3 and 3.4 reveals that the data that after the
administration of post-test, no more learners fall under the non-
numerates level in the school year 2019-2020 and 2020-2021
but there are still non-numerates in the school year 2021-2022.
Figures 3.1 & 3.2: Post-test result of Three School Years.
POST TEST
NON- NEARLY NUMERATES
NUMERATES NUMERATES
SY SY SY SY SY SY SY SY SY
19- 20- 21- 19- 20- 21- 19- 20- 21-
20 21 22 20 21 22 20 21 22
0 0 28 17 21 91 148 221 32
d. Least Learned Skills in Science - Most of the least learned

skills are Science process skills which is shown in Table 4.
Table 4: Most Least Learned Skills.

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e. Academic Performance in English, Filipino, Mathematics
and Science in School Years 2019 to 2022 - The data shown
in Figure 5.1 during the school year 2019-2020 that not even
one among the four subject areas was noted to have recorded the
minimum acceptable standard of 75%.
Figures 5.1: Academic Performance in School Year 2019-2020.
Also, the data shown in Figure 5.2 during the school year 2020-
2021 that not even one among the four subject areas was noted
to have recorded the minimum acceptable standard of 75%.
Figures 5.2: Academic Performance in School Year 2020 -2021.

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The data shown in Figure 5.3 during the school year 2021-
2022, all subject areas were noted to have achieved a big margin
of difference from the minimum acceptable standard which is 75%
in all grade level.
Figures 5.3: Academic Performance in School Year 2021 -2022.
3.2 Pillar 2: Improving Learning Environment
a. Comparative Data on Enrollment - Based on the data

presented in Table 6, the enrolment increases yearly and there
is still an increase of enrolment even during the covid/pandemic
times.
Table 6: Enrollment Data on Three School years .

ENROLLMENT DATA
ENROLLMENT MALE FEMALE TOTAL
2019 - 2020 485 475 960
2020 - 2021 514 515 1,029
2021 - 2022 508 533 10,041
b. Performance Indicators (SY 2018-2021) – Based on the

data shown in Table 7, there was a fluctuating percentage
distribution in some of the performance indicators while it was
noted there was a decrease in cohort-survival rate and
completion rate which may be attributed to migration of learners to
other places.
2018- 2019 - 2020-

PERFORMANCE INDICATOR
2019 2020 2021
GROSS ENROLLMENT
110.42% 112.48% 111.99%
RATIO
AMUNGAN
NET ENROLLMENT RATIO NATIONAL
78.73% HIGH SCHOOL
81.39% 90.87%
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COHORT - SURVIVAL RATE 86.06% 81.96% 73.39%
COEFFICIENT OF
0.81% 0.82% 0.75%
EFFECIENCY
PROMOTION RATE 91.02% 89.60% 98.14%
REPETITION RATE 3.25% 3.52% 6.21%

SCHOOL LEAVER RATE 6.00% 5.02% 4.22%
SIMPLE DROP OUT RATE 1.04% 2.56% 1.86%
TRANSITION RATE 89.61% 97.13% 96.38%
COMPLETION RATE 92.73% 74.74% 69.72%

RETENTION RATE 93.54% 89.60% 94.13%
Table 7: Performance Indicators during School Years 2018-2021.

c. Teachers Inventory vs. Face-to-Face Parameters – The
data in Table 8 shows that there are more learners attending face to
face in Grade 7 and 11 and that all teachers are utilized in the
implementation of the limited face to face classes.
Table 8: Inventory of Teachers and Students during Face-to-Face

Classes.
NUMBER OF
NUMBER OF LEARNERS
GRADE LEVEL
TEACHERS ATTENDING FACE-
TO-FACE CLASSES
7 17 61
8 15 39
9 14 32
10 12 27
11 9 64
12 9 36
d. Inventory of Teaching Personnel – It can be gleaned from

the data shown in Table 9 that there is no increase in terms of the
number of teachers while there are teachers promoted to
teacher II and III in the school year 2020-2021 and 1 Teacher I
promoted to Teacher II in the school year 2021-2022.

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Table 9: Inventory of Teaching Personnel
NUMBER OF TEACHING PERSONNEL
2019-2020 2020-2021 2021-2022

POSITION/
TITLE Femal Femal
Male Total Male Female Total Male Total
e e
Head
0 1 1 0 1 1 0 1 1
Teacher
Master
0 1 1 0 1 1 0 1 1
Teacher I
Teacher III 3 5 8 3 7 10 3 7 10
Teacher II 3 5 8 4 3 7 4 3 7
Teacher I 4 20 24 4 19 23 4 19 23
TOTAL 10 32 42 11 31 42 11 31 42
e. School-Based Management (SBM) – The data on Figure 10

reveals that the SBM Level of Practice of the school remain at
Level II which is Maturing Level.
Figure 10: Status of ANHS School-Based Management.
3.3. Pillar 3: Teachers’ Upskilling and Reskilling

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a. Teachers’ Training Needs According to PPST Career
Stages – The data on Table 11.1 shows that among the proficient
teachers, they are effective and efficient in addressing the issue
on diversity of learners while there is a need to strengthen
their proficiencies in dealing with community linkages and
professional engagement.
Table 11.1: Proficiency Teachers.

PROFICIENCY TEACHERS
DOMAIN FOCUS MEAN RANK
Content knowledge and

1 4.00 4.5
pedagogy.
2 Learning environment 4.00 4.5
3 Diversity of learners 4.00 4.5
4 Curriculum and planning 4.00 4.5
5 Assessment and reporting 3.50 7
Community linkages and
6 5 1.5
professional engagement
Personal growth and
7 5 1.5
professional development
On the other hand, highly proficient teachers in our school are

also good in terms of addressing diversity of learners and
assessment and reporting but there is still that need to focus on
the learning environment and community linkages and
professional engagement. It is shown in Table 11.2.
Table 11.2: High Proficiency Teachers.
HIGH PROFICIENCY TEACHERS
DOMAIN FOCUS MEAN RANK
1 Content knowledge and 4.00 1
pedagogy.
2 Learning environment 4.00 1
3 Diversity of learners 4.00 1
4 Curriculum and planning 4.00 1
5 Assessment and reporting 4.00 1
6 Community linkages and 4.00 1
professional engagement
7 Personal growth and 4.00 1
professional development
b. School Learning Action Cell Sessions Conducted - The

data in Figure 12 shows that there are more SLACs conducted during
the COVID times compared to the pre-COVID times. This simply
mean that there are more training needs of teachers during the
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pandemic because of the implementation of the various learning
delivery modality where teachers are not skillful of.
Figure 12: School LAC Sessions Conducted SY 2019-2022.
3.4. Pillar 4: Engagement of Stakeholders for Support and

Collaboration
a. External Partners in the Delivery of Basic Education –

Table 13 shows the data of our External Partners.
Table 13: ANHS External Partners
AGENCY/PARTNER NATURE OF PARTNERSHIP
Infrastructure, Financial Support, Teaching,

Provincial Office Non-teaching Personnel, and Students
Support
PRMSU - CTE Academic/Curriculum Support
Peace and Order, Auxiliary/Ancillary

PNP – Iba
Support
Municipal Office Non-teaching Personnel, and Students
Support
LGU - Amungan Non-teaching Personnel, and Students
Support
Private Individuals
Non-teaching Personnel, and Students
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Support
4. SWOT ANALYSIS
PILLARS STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
Utilization of Reliability of Availability of Loopholes

multimodal assessment online/ of
delivery results gathered virtual platforms implement
modality for meetings, ation of
(printed Appropriateness instructions, and modular
modular and of the SLM classroom distance
online contents observations learning.
learning)
K
Sincerity of
100% Positive response learners in
Implementatio of the parents, answering
n of school, the
progressive community, and activities in
limited face to local government modules
face in all unit to opening of
grade levels. SLMs not
the limited face to
quality -
face classes
assured
Presence of
learning portals
Provision of Intermittent Implementation Lack of

1:1 SLMs internet of innovations learning
connection that can be facilitators
Provision of during online applied in the at home
OTG flash learning new normal
drives to Coping up
Grade 11 & Limited access Implementation ability of
I
Grade 12 of learners to of research-based learners
internet results
High connectivity Reliability
percentage of of test
vaccinated Uneven learning results
personnel and opportunities of
learners learners due to
family socio-
economic
status.

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PILLARS STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
Teachers Limited or lack High percentage of Intermittent

were-well of training on school personnel internet
trained the development, who are ICT connection
through the implementation, inclined during online
various and monitoring trainings
webinars and of catch up/ Good
trainings remediation interpersonal Negative
programs relationship of the attitude of
Teachers school personnel teachers
attend post- Teachers are towards
graduate hesitant or enhancement
studies for reluctant to training and
continuous attend other learning
professional enhancement opportunities
T
growth training on ICT
and other
Provision of learning
technical opportunities
assistance
among
teachers’
organizations
Competent
school heads
and master
teachers
Committed
and proactive
school
personnel
Strong Assistance Partnerships were Private
partnership focused on expanding within stakeholders
with alumni, COVID-19 the community were also
LGUs, NGOs, materials and affected by
E
and other not on teaching Availability of the pandemic
stakeholders and learning prospective
Poor partnership sponsors Prevalence of
mechanism Conduct of LAC COVID 19
Session about pandemic in
partnership style the
and strategies environment

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5. Key Challenges
The PRESS-ing Concerns:

A. PERFORMANCE
Low performance in Literacy, Numeracy and Science skills
across grade levels.
B. RESOURCES
Lack of teachers, classrooms, learning materials and
facilities to adapt to the new normal.
C. SEMINARS/TRAININGS
Inadequate literacy, numeracy and science Professional
Development Program for teachers.
D. STAKEHOLDERS
Resources generated do not match the school’s actual
needs relative to literacy, numeracy and science process
skills.
6. School Learning Recovery and Continuity Plan Framework

“Saving Amungenians from Academic Gaps Through
Intervention Programs in Literacy, Numeracy and Science
Skills”
Strengthen Literacy, Numeracy and Science

S
Instruction through intensive supervision and
assessment of learning outcomes.
L
Advance teachers’ professional excellence
A
Through Professional and Development
Programs.
N
G
Generating Resources to overcome shortages.
Intensify programs in raising

S
school
I
resourcesrelative to Literacy, Numeracy and Science
Skills. AMUNGAN NATIONAL HIGH SCHOOL
19
P
Provide relevant and a more effective
intervention that will enhance
7. Strategic Directions
Pillar 1: K to 12 Curriculum
Key Challenge: Low performance in literacy, numeracy, and
science across grade levels.
Goal: By the end of 2025, 100% on Literacy, Numeracy, and
Science Skills among Grade 7 students shall have been
strengthened.
STRATEGIES INTERVENTIONS MAJOR OUTPUTS

1. Develop and  Profiling of  Individual Reading Profile
provide literacy learners using (IRP)
interventions the Individual  Group Screening Test
focused on Reading Profile (GST)
improving (IRP)  Quarterly Reading
reading Progress Report
comprehension  Project BBM  Pre and Post Assessment
(Basa Bihasa mga Results
skills, fluency,
Mag-aaral)  Consolidated Reports on
and
Reading Comprehension
vocabulary
Skills, Fluency and
enrichment.
Vocabulary Enrichment.
 Project Proposal
 ACR
2. Create and  Utilization of  Project Proposal
implement quality-assured  ACR
quality- intervention
assured materials
intervention focused in
materials in reading
Spiral comprehension
Progression. skills, fluency,
and vocabulary
enrichment.
 Implementatio
n of Project
SARA
(Strengthening
Amungenians
20
Reading Ability)
 Implementatio
n of Project
AGILA (Access
to Grand
reading
strategy as an
Innovative tool
for competent
Learner
Attainment)
3. Provide  Conduct of Pre-  Learner’s Numeracy Profile
interventions Assessment  Numeracy Assessment
focused on the Test using Tools
following:
Project AN (All  Results of Numeracy Level
•Place value Numerates)  Project Proposal
•Read and Assessment  ACR
write numbers Tool to identify
•Four basic the numeracy
operations level of the
involving
students.
whole
numbers,
decimals,  Improve
fractions and learner’s
integers numeracy
skills through
Project BBM
(Back to Basic
in
Mathematics)
to address gaps
in place value,
reading and
writing
numbers, and
four basic
operations
involving whole
numbers,
decimals,
fractions and
integers.
4. Provide  Profiling of  Science Process Skills
intervention learners using Assessment Tools
focused on the the results of  Learner’s basic and
following:
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quality-assured integrated Science Skills
a. Basic Science baseline & end line
Science Assessment proficiency profile
Process Skills:
Tools.  ACR
•Observing
•Classifying  Improve
•Quantifying learners’
•Evaluating science process
•Making model skills

•Inferring through the
use of
contextualized
b. Integrated Guided
Science Learning
Process Skills: Activity Kits
(GLAKs),
•Conducting Strategic
experiments Intervention
•Interpreting Materials
data (SIMs) and
Worksheets.
Pillar 2: Improving Learning Environment
Key Challenge: Shortage of teachers, classrooms, materials,
and facilities to adapt to the new normal
Goal: By the end of 2025, 100% on the shortages of teachers,
classrooms, materials, and facilities to adapt to the new normal
shall have been addressed.

1. Identify  Conduct  Updated school inventory
existing school school Needs assessment results
resources. inventory on
classroom
furniture and
distribute
according to
needs.
 Distribute
equitably the
22
tools,
equipment &
supplies that
support
instructions
on literacy,
numeracy
Science Skills

and other
learning areas.
2. Ensure  Conduct  ACR
effective and regular repair
efficient and
management maintenance
of the school of school
properties property.
Pillar 3: Teachers’ Upskilling and Reskilling

Key Challenge: Inadequate LNS Professional Development
Program (PDP) for teachers.
Goal: By the end of 2025, 100% of the identified teachers shall
have been capacitated on literacy, numeracy, and science skills
development and enhancement across grade levels.

1.Capacitating  Conduct/Attend  Project Proposal
Language, seminars/  ACR
Mathematics trainings/  School-based LAC
and Science workshops for Sessions
Teachers. Language,
Mathematics
and Science
Teachers.
 Membership to
Professional  List of Teachers who are
members of Professional
23
Organizations Organizations in Language,
in Language, Mathematics and Science
Instructions
Mathematics
and Science
Instructions.
Pillar 4: Engagement of Stakeholders for Support and

Collaboration
Key Challenge: Resources generated do not match school’s
actual needs relative to LNS.
Goal: By the end of 2025, at least 90% of needed school
resources relative to LNS shall have been provided.

1. Strengthen Crafting and forging of List of Possible Partners
school Memorandum of MOA/MOU
partnership. Agreement or List of Generated
Understanding to Resources
learning institutions
and other industries
Prioritize resource
generation relative to
teaching and learning
2. Ensure Monitor the proper Needs assessment results
effective and utilization of the Budget appropriation
efficient Special Education List of school resources
management
Fund (SEF) and other Project Proposal
of generated
resources. generated resources ACR
8. Targets
LRP Targets Based on MPL
FILIPINO
2022 2023 2024 2025
Key
LC UC LC UC LC UC LC UC
Stage
3 58.00 61.00 61.00 64.00 64.00 67.00 67.00 70.00
24
4 59.00 62.00 62.00 65.00 65.00 68.00 68.00 75.00
ENGLISH
2022 2023 2024 2025
Key
LC UC LC UC LC UC LC UC
Stage
3 34.00 37.00 37.00 40.00 40.00 43.00 43.00 48.00
4 34.00 37.00 37.00 40.00 40.00 43.00 43.00 48.00
MATHEMATICS
2022 2023 2024 2025
Key LC UC LC UC LC UC LC UC
Stage
3 31.00 34.00 34.00 37.00 37.00 40.00 40.00 45.00
4 31.00 34.00 34.00 37.00 37.00 40.00 40.00 45.00
SCIENCE
2022 2023 2024 2025
Key LC UC LC UC LC UC LC UC
Stage
3 27.00 32.00 32.00 37.00 37.00 42.00 42.00 47.00
4 25.00 30.00 30.00 35.00 35.00 40.00 40.00 45.00
9. Implementation Phase and Plan
9.1. Pillar 1: K to 12 Curriculum
CRITICAL ESTIMATED
STRATEGIES INTERVENTIONS
ACTIVITIES BUDGET
1. Develop and Profiling of Phase 1 10,000.00
provide literacy learners using Crafting of
interventions the Individual pre-
focused on
Reading Profile assessment
improving
reading (IRP) tool in
comprehension reading,
skills, fluency, Project BBM fluency, and
and (Basa Bihasa vocabulary.
vocabulary mga Mag-aaral)
enrichment. Conduct a
SLAC Session.
Crafting of
Individual
Reading
Inventory
Forms.
25
Crafting of
various
Quality-
assured
Intervention
Materials.
CRITICAL ESTIMATED
ACTIVITIES BUDGET
Identifying the
level of the
learners based
on their
reading
comprehensio
n skills,
fluency, and
vocabulary.
Issuance
School
Memorandum.
Preparing all
the needed
Instructional
Materials (PPT,
Worksheets,
Prompts)
Preparing
Weekly
Learning Plan.
Submission of
filled-out
Individual
Reading
Inventory
Forms.
Orientation of
parents and
learners
26
(Rewards and
Incentive
programs
for learners)
CRITICAL ESTIMATED
ACTIVITIES BUDGET
Phase 2
Sustain the
conduct of
intensive
remediation/
intervention
programs.
Monitor the
daily progress
of learners’
performance
based on their
reading
comprehensio
n skills,
fluency, and
vocabulary.
Identify and
address
unmastered
domains of
literacy.
Phase 3
Feedbacking/
findings
/evaluation of
effectiveness of
the program.
Evolving
solutions to
feedbacks and
findings.

27
Completion of
Individual
Reading
Inventory
Forms.
Recognition of
learners.
CRITICAL ESTIMATED
ACTIVITIES BUDGET
2. Completion Utilization of Phase 1 10,000.00
of Individual quality-assured
Reading intervention Crafting of pre-
Inventory materials focused assessment tool
Forms. in reading in reading,
Recognition comprehension fluency, and
of learners. skills, fluency, vocabulary.
and vocabulary
enrichment. Conduct a SLAC
Session.
Implementation
of Project SARA Crafting of
(Strengthening Individual
Amungenians Reading Inventory
Reading Ability) Forms.
Implementation Crafting of
of Project AGILA various Quality-
(Access to Grand assured
reading strategy Intervention
as an Innovative Materials.
tool for
competent Identifying the
Learner level of the
Attainment) learners based on
their reading
comprehension
skills, fluency,
and vocabulary.
Issuance School
Memorandum.
Preparing all the

needed
Instructional
Materials (PPT,
Worksheets,
28
Prompts)
Preparing Weekly
Learning Plan.
CRITICAL ESTIMATED
ACTIVITIES BUDGET
Submission of
filled-out
Individual
Reading Inventory
Forms.
Orientation of
parents and
learners (Rewards
and Incentive
programs for
learners).
Phase 2
Sustain the
conduct of
intensive
remediation/
intervention
programs.
Monitor the daily

progress of
learners’
performance
based on their
reading
comprehension
skills, fluency,
and vocabulary.
Identify and
address
unmastered
domains of
literacy.

29
Phase 3
Feedbacking/
findings/
evaluation of
effectiveness of
the program.
INTERVENTION CRITICAL ESTIMATED

STRATEGIES
S ACTIVITIES BUDGET
Evolving
solutions to
feedbacks and
findings.
Completion of
Individual
Reading
Inventory Forms.
Recognition of
learners.
3. Provide Conduct of Pre- Phase 1 5,000.00
interventions Assessment Test
focused on the using Project AN Crafting of pre-
following: (All Numerates) assessment tool
Assessment Tool in numeracy.
-Place value to identify the
-Read and numeracy level of Conduct a SLAC
write numbers the students. Session.
-Four basic
operations Improve learner’s Crafting of
involving numeracy skills Individual
whole through Project Numeracy
numbers, BBM (Back to Inventory Forms.
decimals, Basic in
fractions and Mathematics) to Crafting of
integers address gaps in various Quality-
place value, assured
reading and Intervention
writing numbers, Materials.
and four basic
operations Identifying the
involving whole learners based
numbers, on their
decimals,
fractions and
30
integers.
numeracy level.
Issuance School
Memorandum.
Preparing all the

needed.
Instructional
Materials (PPT,
Worksheets,

STRATEGIES
S ACTIVITIES BUDGET
Prompts.
Preparing Weekly
Learning Plan.
Submission of
filled-out
Individual
Numeracy
Inventory Forms.
Orientation of
parents and
learners
(Rewards and
Incentive
programs for
learners)
Phase 2
Sustain the
conduct of
intensive
remediation/
intervention
programs.
Monitor the daily

progress of
learners’
performance
based on their
numeracy level.
31
Identify and
address
unmastered
domains of
numeracy.
Phase 3
Feedbacking/
findings/
evaluation of
effectiveness of
CRITICAL ESTIMATED
ACTIVITIES BUDGET
the program.
Evolving
solutions to
feedbacks and
findings.
Completion of
Individual
Numeracy
Inventory Forms.
Recognition of
learners.
4. Provide Profiling of Phase 1 7,000.00
intervention learners using
focused on the results of Issuance School
Basic Science quality-assured Memorandum re:
Process and Science Crafting of pre-
Integrated Assessment assessment tool
Science Tools.
Process Skills: Conduct a SLAC
Improve learners’ Session in
- Observing science process crafting of pre-
- Classifying skills through the assessment tool.
- Quantifying use of
- Evaluating contextualized Crafting of
- Making Guided Learning various Quality-
model Activity Kits assured
- Inferring (GLAKs Intervention
- Conducting ), Strategic Materials.
experiments Intervention
- Interpreting Materials (SIMs)
32
data and Worksheets.
Enumerate the
Least Learned
Competencies in
Science.
Identifying
learners’ level of
proficiency in
basic and
integrated
Science skills.
Identifying tools
and instruments
CRITICAL ESTIMATED
ACTIVITIES BUDGET
needed in
implementing
intervention
program.
Preparing all the

needed
Instructional
Materials (PPT,
Worksheets,
Prompts)
Preparing Weekly
Learning Plan.
Submission of
filled-out
Individual
Science Skills
Inventory Forms.
Orientation of
parents and
learners
(Rewards and
Incentive
programs for
learners)
Phase 2
Sustain the
33
conduct of
intensive
remediation/
intervention
programs.
Monitor the daily

progress of
learners’
performance
based on level of
proficiency in
Science skills.

STRATEGIES
S ACTIVITIES BUDGET
Identify and
address
unmastered
Science skills.
Phase 3
Feedbacking/
findings/
evaluation of
effectiveness of
the program.
Evolving
solutions to
feedbacks and
findings.
Completion of
Individual
Science Skills
Inventory Forms.
Recognition of
learners.
9.2. Pillar 2: Improving Learning Environment
CRITICAL ESTIMATED
ACTIVITIES BUDGET
1. Identify Conduct school Upgrading of 20,000.00
34
existing school inventory on school inventory
resources. classroom tool using
furniture and Online
distribute Application/
according to School
needs. Innovation.
Distribute Periodic
equitably the inspection of
tools, equipment
school plants
& supplies that
and facilities
CRITICAL ESTIMATED
ACTIVITIES BUDGET
support and other
instructions on properties.
literacy,
numeracy
Science Skills
Conduct regular
and other
monitoring and
learning areas.
evaluation of
school plants
and facilities
and other
properties.
2. Ensure Conduct regular Phase 1 0.00
effective and repair and
efficient maintenance of Conduct of
management of school property. inventory of
the school available school
properties properties.
Regular/Periodic
monitoring and
inspection of
school
properties.
Identification of
school
properties that
needs repair and
maintenance.
Phase 2
Repair and
35
maintenance of
school
properties.
Phase 3
Consistency/
Sustainability in
the conduct of
repair and
maintenance of
school
properties.
CRITICAL ESTIMATED
ACTIVITIES BUDGET
1. Capacitating Conduct/ Plan the conduct 0.00
Language, Attend of training
Mathematics seminars/ /workshop on
and Science teaching LNS.
trainings
Teachers.
/workshops Conduct
for Language, training/
Mathematics
and Science workshop on
Teachers. teaching LNS.
Authentication
of Membership
Membership to to Professional
Professional Organizations in
Organizations in Language,
Language, Mathematics
Mathematics and and Science
Science Instructions.
Instructions.
Renewal of
Membership to
Professional
Organizations in
Language,
Mathematics
and Science
Instructions.

36
Collaboration

STRATEGIES
S ACTIVITIES BUDGET
1. Strengthen Crafting and Phase 1 25,000.00
school forging of
partnership. Memorandum of Conduct of
Teachers Needs
Agreement or
Analysis.
Understanding to
learning Mentoring of
institutions and teachers
other industries. through TAs.
CRITICAL ESTIMATED
ACTIVITIES BUDGET
Crafting,
Prioritize Formulating,
resource Strategizing,
generation and Polishing of
relative to Brigada Eskwela
teaching and Action
learning.
Plan/ Project
Proposal.
Securing the
approved action
plan/ project
proposal.
Advocating,
capacitating,
and seeking
potential parent-
community
partners in
implementing
such programs
and innovations.
Conduct of
Brigada Eskwela
Monitoring,
evaluating, and
37
documentation
the conduct of
Brigada Eskwela
Phase 2
Sustaining the
conduct of
Brigada Eskwela
through Adopt a
School Program
Preparation of
ACR.
CRITICAL ESTIMATED
ACTIVITIES BUDGET
Phase 3
Data gathering
as basis for
program
sustainability or
for further
interventions
and revisions.
Sustaining the
conduct of
Brigada Eskwela
thru Adopt a
School Program.
Submission of
ACR.
10. Analysis and Management of Risks
10.1 Identified Risks and Severity
Identified
Severity
Risks

38
Probability Impact
Institutional Risk High/ High/ Overall Mitigation
Risk Categories Medium/ Medium Rate Strategies
Low /Low
Craft and
Lack of SDO release
issuances to issuances that
support PPAs will support
Legislative Medium (3) High (5)
in relation to 4 the
the learning implementatio
recovery plan n of PPAs
related
Realign plans
LGU support with the
to learners priorities of
may be the new
affected by the Financial Medium (3) High (5) administration
4
new and/
administration or find
come 2022 additional
stakeholders
Identified
Severity
Risks
Probability Impact
Institutional Risk High/ High/ Institutiona
Risk Categories
Risk Categories Medium/ Medium l Risk
Low /Low
Additional
Intensify and
resource
sustain
generations Financial Medium (3) High (5)
4 partnership
from external
and linkages
stakeholders
Consistency of
Continuously
school in the
Reputatio monitor the
implementatio Medium (3) High (5)
nal 4 safe operations
n of IATF
of the school
protocols
Intensified
Health and
implementatio
wellness of Operation Mediu
High (5) n of health
learners in the al m (3) 4 and nutrition
school
services
Flagship
programs/
Realignment of
interventions
funds
are not given Financial Medium (4) High (5)
4.5 according to
priority in the
needs
allocation of
funds
Craft
additional
Unidentified
Strategic Medium (4) High (4) assessment
learning gaps 4
tools across all
learning levels
Reliability of Validation of
Operation Mediu
data coming High (5) data
al m (3) 4
from the submitted as
39
teaching to reliability
personnel and and
learners acceptability
Commitment
of the school
teaching and Pledge of
non-teaching commitment of
personnel, all school
learners, Operation constituents
High (5) High (4)
parents and al 4.5 involved in the
other implementatio
stakeholders n of school
in the LRP.
implementatio
n of LRP
Low research
outputs
Establishment
relative to Mediu
Strategic High (5) of research
literacy, m (3) 4
culture.
numeracy and
science.
11. Indicative Timelines
12. Monitoring and Evaluation Plan
12.1. Pillar 1: K to 12 Curriculum

Goal: By the end of 2025, 100% on Literacy, Numeracy,
and Science Skills among Grade 7 students shall have
been strengthened.
Intermediate Accountable MOVs/

Strategies Indicators
Outcomes Person Deliverables
Develop and Developed 1 Learning School Head One (1)
provide learning recover- Recovery- Head Teacher Approved and
literacy based based Master validated
interventions instructional Instruction Teacher learning
focused on supervisory tool al tool recovery-
improving based
reading instructional
comprehensio tool
n skills, Conducted 2 classes School Head Accomplished
fluency, and intensive per month Head Teacher instructional
vocabulary instructional Master supervisory
enrichment. supervision of Teacher
tool, SDM,
classes of Grade
7 and
Create and Instructional
implement Supervision
quality- Report.

40
assured Conducted 4 Impact School Head Completed (4)
intervention Impact Evaluation Head Teacher Impact
materials in Evaluation on Master Evaluation
Spiral intensive Teacher
Progression. instructional
supervision of
classes
Conducted FGD 4 FGD per School Head Minutes/
on PPAs on LNS. quarter Subject Transcripts of
Coordinators FGD, ACR
Subject
Teachers
Provide Conducted M&E 4 per School Head Accomplished
interventions on month Subject M&E Tools
focused implementation Coordinators
numeracy of advocacy
Subject
programs on LNS
Teachers Policy
Recommendat
School Head ion Report
Formulated 1 Policy
policy Subject
Recommend
recommendation Coordinators
ations
report per Subject
year Teachers

Parents and
other
Stakeholders
Provide Conducted 1 Impact School Head Completed (1)
intervention Impact Evaluation Subject Impact
focused on Evaluation on on advocacy Coordinators Evaluation on
Basic Science advocacy
Subject advocacy
Process and programs on
Integrated LNS Teachers
Science Learners,
Process Skills Parents and
other
Stakeholders
Conducted M&E 4 per month School Head Accomplished
on Subject M&E Tools
implementation Coordinators
of advocacy
Subject
programs on
LNS Teachers
12.2. Pillar 2: Improving Learning Environment

Goal: By the end of 2025, 100% on the shortages of
teachers, classrooms, materials, and facilities to
adapt to the new normal shall have been addressed.

41
Identify Comprehensive 4 Quarterly School Head Inventory
existing inventory of Consolidate Property Report
school existing school d Inventory Custodian
resources. resources. Report on
School
Resources
Ensure Conducted M&E 4 Quarterly M&E Plan &

School Head
effective and Activities of Consolidate Reports,
d M&E Property
efficient existing school Feedback,
Report on Custodian
management properties ACR
of the school School Teaching and
properties Resources Non-Teaching
Personnel
School Head
1 Teacher Letter Request

Request for Conducted
additional Need for Teacher
Teacher Need
teachers in Assessment Assessment Deployment
Filipino
Subject.

Goal: By the end of 2025, 100% of the identified teachers
shall have been capacitated on literacy, numeracy,
and science skills development and enhancement
across grade levels.

Capacitating Conducted 8 Training/ School Head ACRs, SDMs,
Language, training/ workshops Subject School
Mathematics workshops on on LNS Coordinators Memoranda,
and Science
LNS. 4 Feed- Subject Pictorials
Teachers.
backing, Teachers
Conducted FGDs, and SLRP Team
feedbacking, brain-
FGDs, and storming on
brainstorming the
on the implement-
implementation ation of
of intervention intervention
programs for programs
LNS for LNS

Collaboration
Goal: By the end of 2025, at least 90% of needed school
resources relative to LNS shall have been provided.

42
Strengthen Established 3 Partners School Head ACRs, School
school linkages and Subject Memoranda,
partnership. partnerships Coordinators MOA, MOU
with education
Subject
institutions and
other agencies. Teachers
SLRP Team
13. Communication Plan
TARGET ACTIVITY TIME PERSON

OBJECTIVE MESSAGES BUDGET RESPONSIBLE
AUDIENCE CHANNEL FRAME
Orientatio School School- F2F School- May None School Head

n/ Personnel based Face based 2022
Reiteration to Face Orientation
of SDM Orientation /
no. 182 s. / Reiteration
2022 Reiteration
on SDM no.
182 s. 2022

Crafting School School- F2F School- June 6- None School Head

and Personnel based Face based 17, SLRP Team
finalizatio SLRP to Face Crafting 2022
n of Team Crafting and
SLRCP and Finalization
Finalization
of SLRP
Online Online Online June 20 None School Head
submissio submission Submission
n of SLRP of finalized
to the SLRP
DRC
Face to School Face to face F2F June None School Head
face Heads presentatio presentatio 22-23, School
presentati n of SLRP n 2022 Scribe
on of SLRP
to the
DRC
Revision of School Revision of Revision June None School Head
SLRP Heads SLRP 24, SLRP Team
based on 2022
the
recommen
dations of
the DRC (if
any)
Submiss- Submission Submission June None School Head
ion of the of the SLRP 27,
revised 2022
SLRP
Final Final F2F June None DRC
43
Checking checking of checking 28-29,
of Revised revised 2022
SLRP SLRP
Finalizat- Finalization Finalization July 4, None School Head
ion of of SLRP 2022 SLRP Team
SLRP
Crafting of Crafting of F2F July 25- None School Head
SLRP the SLRP Crafting August SLRP Team
Book Form Book Form 5,2022
Submiss- Submission Submission June None School Head
ion of the of the SLRP 27,
revised 2022
SLRP
Final Final F2F June None DRC
Checking checking of checking 28-29,
of Revised revised 2022
SLRP SLRP
Finalizat- Finalization Finalization July 4, None School Head
ion of of SLRP 2022 SLRP Team
SLRP
Online Online Online July 8, None School Head
submiss- submission Submission 2022
ion of of SLRP
SLRP to
the SDO
Crafting of Crafting of F2F July 25- None School Head
SLRP the SLRP Crafting August SLRP Team
Book Form Book Form 5,2022

Presentati School F2F F2F August None School Head

on of the Personnel Presentat- Presentat- 8-12, SLRP Team
SLRP to Parents ion of SLRP ion of SLRP 2022
stakehold-
Other
ers
stakehold-
(Internal
ers
and
External)
14. Research Support
References:
Hean, Oudom & Chairassamee, Nattanicha. (2022). Distance

Learning During COVID-19 School Closures.
10.13140/RG.2.2.20912.23043/1.
Rosa, U. (2021, August 1). Covid-19 education situation analysis

in Asia. UNICEF East Asia and Pacific. Retrieved May 5, 2022,
from https://www.unicef.org/eap/reports/covid-19-education-
situation-analysis-asia
Sarmiento, P., Sarmiento, C., & Tolentino, R. (2021). Face-to-face

classes during COVID-19: a call for deliberate and well-planned
school health protocols in the Philippine context. Journal of public
44
health (Oxford, England), 43(2), e305–e306.
https://doi.org/10.1093/pubmed/fdab006
Scientific American. (2022, February 15). How covid changed the

world. Scientific American. Retrieved May 5, 2022, from
https://www.scientificamerican.com/report/how-covid-changed-
the-world/
https://mb.com.ph/2022/01/05/students-teachers-encounter-
various-challenges-during-pilot-face-to-face-classes/
https://www.deped.gov.ph/2021/09/21/deped-to-launch-pilot-
face-to-face-classes-in-selected-120-schools/
https://www.deped.gov.ph/2020/07/21/president-duterte-
approves-limited-face-to-face-classes-in-low-risk-areas-starting-
2021/
https://www.deped.gov.ph/2021/10/18/october-18-2021-dm-
071-s-2021-preparations-for-the-pilot-face-to-face-expansion-
and-transitioning-to-new-normal/
https://data.unicef.org/resources/one-year-of-covid-19-and-
school-closures/
https://newsinfo.inquirer.net/1198208/worst-ph-ranking-in-
math-science-reading-prompts-deped-review
https://www.philstar.com/opinion/2021/11/10/2140187/
teaching-reading-during-pandemic
https://sarrauteducacion.com/2021/05/31/impact-of-the-
covid-19-pandemic-on-education/

45
The Amungan National High School

crafted this School Learning Recovery and
Continuity Plan (SLRCP) titled “SAGIP LNS:
Saving Amungenians from Academic Gaps
Through Intervention Programs in Literacy,
Numeracy and Science Skills” focused on the
assurance of the recovery of the learners'
learning improvement and progress based on their identified learning
losses/gaps, in particular, the three (3) learning skills, literacy,
numeracy, and science basic and integrated skills.
With the created SLRCP Team, the school’s SLRCP’s sole
purpose is addressing the identified learning losses/gaps in literacy,
numeracy, and Science skills brought about by pandemic.
This plan's core elements are the Key Challenges and Responses
and the Implementation Plan, which will be conducted in three (3)
parts starting with this year's end of school year classes and
continuing through SY 2022–2023 and SY 2023–2024. The plan's
ultimate goal is to save Amungenians from academic gaps and
improve learning through intervention programs in Literacy,
Mathematics, and Science process skills over the course of three
phases that spans end of school year classes and two academic years.
ARMANDO A. MORA NENITA S. ANGULO

SLRCP Chairperson/ SLRCP Co-Chairperson
School Head Head Teacher I
THE SLRCP TEAM MEMBERS
Address: B-517 Purok 3, Amungan, Iba, Zambales


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Republic of the Philippines

A STRATEGIC PLAN OF ANHS TO RECOVER LEARNING

Address: B-517 Purok 3, Amungan, Iba, Zambales

The Amungan National High School respectfully submits the

MICHELLE A. MEJICA EdD

ROMEO M. ALIP Phd, CESO V

Address: B517 Purok 3 Amungan Iba, Zambales

The Impact of COVID-19 to Education

- Learners affected by school closures caused by the pandemic

- The pilot implementation of the F2F classes will be conducted

AMUNGAN NATIONAL HIGH SCHOOL

During the Implementation of Limited Face-to-Face

- Together, let us mark this day as our leap of faith towards

AMUNGAN NATIONAL HIGH SCHOOL

AMUNGAN NATIONAL HIGH SCHOOL

AMUNGAN NATIONAL HIGH SCHOOL

- Our crafted School Learning Recovery and Continuity Plan

2.2. KITE FRAMEWORK

2.3 OPERATIONAL FRAMEWORK (DEPED & DOH SHARED

AMUNGAN NATIONAL HIGH SCHOOL

2.5 REGIONAL LEARNING RECOVERY PLAN

2.6 SCHOOLS DIVISION LEARNING RECOVERY PLAN

AMUNGAN NATIONAL HIGH SCHOOL

b. PHIL-IRI Results in Filipino - The data shown in Figures

AMUNGAN NATIONAL HIGH SCHOOL

c. Data in Numeracy - The data shown in Figures 3.1 and 3.2

Figures 3.1 & 3.2: Pre-test result of Three School Years.

Figures 3.1 & 3.2: Post-test result of Three School Years.

d. Least Learned Skills in Science - Most of the least learned

Table 4: Most Least Learned Skills.

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Figures 5.1: Academic Performance in School Year 2019-2020.

Figures 5.2: Academic Performance in School Year 2020 -2021.

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Figures 5.3: Academic Performance in School Year 2021 -2022.

3.2 Pillar 2: Improving Learning Environment

a. Comparative Data on Enrollment - Based on the data

Table 6: Enrollment Data on Three School years .

b. Performance Indicators (SY 2018-2021) – Based on the

2018- 2019 - 2020-

REPETITION RATE 3.25% 3.52% 6.21%

TRANSITION RATE 89.61% 97.13% 96.38%

COMPLETION RATE 92.73% 74.74% 69.72%

Table 7: Performance Indicators during School Years 2018-2021.

Table 8: Inventory of Teachers and Students during Face-to-Face

d. Inventory of Teaching Personnel – It can be gleaned from

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NUMBER OF TEACHING PERSONNEL

2019-2020 2020-2021 2021-2022

e. School-Based Management (SBM) – The data on Figure 10

Figure 10: Status of ANHS School-Based Management.

3.3. Pillar 3: Teachers’ Upskilling and Reskilling

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Table 11.1: Proficiency Teachers.

DOMAIN FOCUS MEAN RANK

Content knowledge and

On the other hand, highly proficient teachers in our school are