Republic of the Philippines

Department of Education
CARAGA REGION
DIVISION OF AGUSAN DEL SUR
NEW VISAYAS NATIONAL HIGH SCHOOL

June 2022 to May 2023

NESTOR J. CAPIÑA, MT-I

School Head
 I. BACKGROUND AND RATIONALE

Countless of people around the world have been immensely affected brought
by Covid19 pandemic. On top of these problems is the access to education among
the billions of students around the world. During the height of pandemic, schools were
closed and many educational institutions opt to use alternative learning modalities,
one of which is the use of internet. Although a number of students have access to
laptops, tablets, and cellphones, there are still many students across all countries are
deprived to the use of these technological devices, thus, choose not to enroll classes
anymore. Another problem arises as the pandemic happens is the lack of teaching
approaches of teachers at a distance. Most schools in far flung areas opted to use
modular learning both print and digital versions and teachers have no previous
experiences in teaching online or at a distance. They have been looking for ways as
to how they can cope with new pedagogies and what works best in their specialization.

With the advent of the 21st century education in this pandemic, numerous
modifications have been put together in optimizing the education system which allows
to redesign and enhance its teaching operations to be much more inclusive for all
learners. It changes the way we provide lessons and the way we impart learnings. it
is an optimal opportunity not only for the learners but also the educators to get
empowered with the hybrid learning or digital content resources for maximizing a
student’s learning experience. With this, New Visayas National High School presents
the SUMBANAN SA KAALAM: Pagtambayayong sa Pag USWAG sa Edukasyon,
a Contextualized Learning Recovery and Continuity Plan which undertake new studies
to move the state-of-the-art to combat learning pitfalls and put learners back on track
to a more effective learning engagement.

NEW VISAYAS NATIONAL HIGH SCHOOL SITUATIONAL ANALYSIS

● Enrolment

New Visayas National High School has 124 junior high school students and 53
senior high school students based on the school year 2021-2022. (See Table 1).
Based on the enrolment data during pre-COVID days as compared during the
pandemic time, a decreasing trend can be noted. (See Figure 1 for comparative data).

School Year Junior High Senior High Total

School School
2019-2020 118 24 142
2020-2021 141 42 183
2021-2022 124 53 177
TOTAL 502
Table 1. Enrolment in three consecutive school years (from S.Y 2019-2020 to
S.Y 2021-2022)

200
180
160
140
120
100
80
183 177
60
142
40
20
0
2019-2020 2020-2021 2021-2022

Figure 1. Enrolment Data for Three School Years

Figure 1 accounts on enrolment data of the school for the past three school
years showed a decreasing trend from 2020-2021 to 2021-2022. Despite the
interruption of COVID-19, a positive 41 variance of enrolment can be noted from pre-
COVID (SY 2019-2020) compared to pandemic time (SY 2020-2021).

● Flexible Learning Modalities

New Visayas National High School has initiatives to continue the learning
operations through Modular Distance Learning Modality (Printed). With the approval
of the Regional Office, the school conducted limited face-to-face classes Last Quarter
of the School Year 2021-2022.

90%
80%
70%
60%
50%
40% 80%
30%
20%
10%
12%
0% 1% 2% 5%
Online TV Radio Modular Combination
Learning Learning of face-to-face
with other
modalities

Figure 2. Data on Distance Learning Delivery Modalities

Since the school is not capable to conduct other distance learning delivery
modalities. Based on data conducted by the teachers, 169 students preferred to use
the printed modules. The school considered the conducted survey to have printed
modular distance learning modalities.

● Literacy level

70%

60%

50%

40%

30% 65%

20%

10% 23%
5% 7%
0%
Non Readers Frustration Independent Instructional

Figure 3. POST Test Reading Result in English and Filipino

 Post Reading Results from the consolidated data in the School Monitoring
Evaluation and Adjustment S.Y 2021-2022 reflected that 5% of learners in Grade 7
are non-readers and 7% are frustration level learners. 65% of learners are
independent readers, and 23% of learners are instructional readers.

● Progress Level

100
90
80
70
60
50
92
40
30
20 39
10
15 12
0 4
OUTSTANDING VERY SATISFACTORY FAIRLY DID NOT MEET
SATISFACTORY SATISFACTORY EXPECTATION

Figure 4. Learners Progress Level

The learners’ progress level at the end of the school year 2020-2021: 34
learners are outstanding, 92 learners are very satisfactory, 15 learners are
satisfactory, 12 learners had fairly satisfactory progress levels, and 4 learners did not
meet expectations. The data covered 177 learners for the school year 2020-2021.
(See Figure 6 End of School Year Classes)
 End of School Year Classes

Figure 5. Status of End of School Year Classes

Data on the Number of Learners who were identified and recommended to

undergo Remedial and Enrichment showed that out of the learners who were enrolled,
had successfully completed the School Year, and are to move to the next Grade Level
in the incoming School Year, there are a total of 173 learners who showed learning
gaps or difficulties and had been graded with 75 to 79 in some or all of their subjects,
and if not, either failed in either one or two of their subjects.

● Issues and Concerns on the Six Dimensions of the Learning Continuity

Plan
SAFE OPERATIONS

● Shortage of chairs and classrooms to cater learners from all grade levels
● Shortage of teachers which leads to curriculum overload
● Extreme demands to open school operations but not enough financial
resources to acquire health essentials leading to teachers’ kuot2-sa-bulsa peg
● Installation of water supply in the school and handwashing facilities pose
financial challenges
● Unvaccinated children are prone to COVID-19 health issues
● No areas/spaces to place modules

FOCUS ON LEARNING

● Increasing number of frustration readers

● Lack of SLMs and LASs to support learning at home
 ● Teachers do have not enough time to conduct home visitation due to an
overload of administrative works
● Low numeracy and literacy among Grade 7 to 12 learners
● Radio/TV-based Instruction among JHS and SHS is inconsistent; not all
competencies were presented
● Deprivation of opportunity to attend school due to family issues, employment
opportunities, and lack of interest in modular learning

PAGTAMBAYAYONG SA PAG ALAGAD UG EDUKALIDAD

● Not all teachers were given the opportunity to attend trainings/webinars on up-
skilling one’s specialization and subjects handled
● Lack of support from the parents in the retrieval of modules.
● Lack of parents’ instructional support due to literacy problems/issues
● High incidence of enrolled learners no longer participating in school due to
employment opportunities and reading problems
● No response from the crafted LAS

WELL-BEING AND PROTECTION

● Mentally and physically exhausting work tasks

● Overload administrative works
● Negative outlook on COVID booster shots among teachers

EDUCATION FINANCING

● NO BUDGET ALLOCATION for health essentials that are mandated to open

school operations for face-to-face classes

II. Learning Recovery and Continuity Plan

A. Learning Recovery and Continuity Plan Framework

SUMBANAN SA KAALAM: Pagtambayayong sa Pag USWAG (United,

Sustainable, Well-equipped, Accessible, Goal-driven) sa Edukasyon,

The school believes that the quality of teaching highly matters for student
learning achievement. Anchored on SUMBANAN SA KAALAM: Pagtambayayong sa
Pag Uswag sa Edukasyon, New Visayas National High School teaching, and non-
teaching personnel are UNITED to build a stronger workforce by reaching out to more
stakeholders, organizations, and other government agencies including Department of
Health that can support the plans and actions of the school to ensure that learning is
geared towards better results in these trying times. The school’s thrust on the recovery
phase ensures SUSTAINABLE, inclusive, and lifelong learning. Although key
developments in the new learning modality are being emphasized and how they affect
the concept of pedagogy, it is important to prepare ourselves with competencies to
meet the new demands of the learners considering that there have been learning gaps
as face-to-face classes are reopened. Learners must be enriched with active learning
support and plenty of opportunities to apply, assess and practice skills – skills that are
necessary to meet the demands of the learners. The use of these skills are required
for sustainable development that can help them adjust, recover and amplify
opportunities in the future especially since this pandemic will likely bring negative
effects on the children’s lives. Also, this recovery framework ensures that teachers are
WELL-EQUIPPED with training and webinars in those times that face-to-face classes
are restricted so that in the resumption of classes, all learners will also be WELL-
EQUIPPED allowing them to transcend against learning losses. Our learners have
been the utmost priority as we constantly find ways to sustain their learning needs and
opportunities at all costs because the school believes that every child deserves an
education. The school ensures that learning is ACCESSIBLE to all learners from all
parts of the barangay to quality blended learning opportunities in a student-centered
and competency-based approach. This also highlights various means to keep up with
the struggling and at-risk learners who meet academic challenges and will likely lead
them to dropouts and academic failure. Finally, the school is a GOAL-DRIVEN
institution that commits to achieve the goals and objectives anchored on the
Department of Education thrust. The school is centered on the learners’ well-being
and protection to fill in learning gaps that evoke during the pandemic period. We aim
to adapt innovations and significant changes to improve instructional support for our
dear learners to recover learning deficits.
Figure 6: The Learning Recovery and Continuity Plan Framework
of New Visayas National High School
 A. Priorities and Action Steps

Dimension 1. LEARNING INTERVENTION

Resources Need
Strategies/ Fund
Activities Time frame Target Outputs
Objectives Source
Human Material Financial
1. Improving the Monitor the August 22 – • School readiness School Monitoring Travel School
quality of the implementation of July 27, Monitoring and head, tool Expenses MOOE
learning back-to-school 2023 School-based Teachers,
environment campaigns such as Classroom Volunteer,
OBE and BE. evaluation. Parents,
BLGU
Monitor the July 25- • Crafting of School Monitoring Travel School
implementation of August 22, Gulayan sa head, tool Expenses MOOE
Gulayan sa 2022 Paaralan Teachers,
Paaralan Program Sustainability Volunteer,
and support to 4Ps Plan. Parents,
beneficiaries. BLGU
Conduct Health Year-round • Emphasize social- District- Monitoring Travel School
Safety and emotional learning Health & tool Expenses MOOE
Wellness activities by recognizing the Nutrition,
such as mental health School
Psychosocial needs of students Head,
support activity and teachers. Parents
and Mental Health Classroom and
symposium. programs should Learners,
integrate a mental Faculty
health component and Staff.
such as
mindfulness and
foster healthy
interpersonal
 relationships
among students
and teachers.

using dialogue and Year-round ● Conduct School Monitoring Travel School

consensus to Individual learner head, tool Expenses MOOE
define remedial Monitoring Teachers,
actions as part of through Home- Volunteer,
the assessment visitation and Parents,
mechanisms. online BLGU
kamustahan. The
data reports will
be shared with
parents to show
learning progress
in Reading and
Math.

Assess learning Year-round ● Teachers and School Monitoring Travel School

needs by staff will focus on head, tool Expenses MOOE
determining skills teaching priority Teachers,
and knowledge standards. This Volunteer,
gaps based on the will provide time Parents,
implemented or for teachers to BLGU
adjusted teach grade-level
curriculum. Both material while
continuous also identifying
formative and student needs,
summative filling learning
assessments are gaps, and
essential. extending
learning.
Monitor the Year-round • Established School Monitoring Travel School
consultation and Memorandum of head, tool Expenses MOOE
collaboration of Agreement (MOA) Teachers,
schools with other and Volunteer,
stakeholders Memorandum of Parents,
Understanding BLGU
(MOU) between
school and
stakeholders.
• Conduct of
capacity-building
activities for
stakeholders.
Monitor the Year-round • Inventory of School Travel School
preparation of school facilities head, Expenses MOOE
school facilities and equipment Teachers,
and equipment for and learning Volunteer,
conducive learning materials. Parents,
and continuous • Implemented BLGU
school operation. repair and
maintenance of
school facilities
and equipment
based on
inventory.
improve the Year round • Approved class School Printer School
preparation of programs and SF- head, Paper MOOE
children through 7s. Teachers,
targeted catch-up • Conduct physical Volunteer,
programs by and online Parents,
focusing primarily learning action BLGU
on specific areas of cell sessions,
 skills acquisition, adaptive teaching
including verbal, strategies and
mathematics, and classroom
reasoning skills assessments
(Aboud et al.,
2016; Kim, 2017)
2. Formulate and Monitor the Please see Annex A for the Catch-Up Education Implementation Plan
Implement implementation of
Catch-Up the Catch-Up
Education Plan Education Plan
Ensure the August 22- • Monitoring School Monitoring Travel School
conduct of September accomplishment Head, Tool Expenses MOOE
learning 10, 2022 report on the Teachers
assessment and utilization of
analysis of needs learning
and gaps thru the assessment tools
following: • Ensure effective
Conduct interventions so
implementation of that everyone can
the proposed catch up and
policy anchored on accelerate their
learning learning.
remediation and
intervention,
professional
development,
health, safety, and
wellness.
Intensify reading Year-round • implement School Monitoring Travel School
interventions, physical and Head, Tool Expenses MOOE
conduct regular virtual study Faculty
home visits and groups/buddy and staff,
follow-ups and systems, establish parents,
develop literacy at home
appropriate and in the Volunteers
assessment tasks community, tap , BLGU
and resources. the services of
parent or guardian
teacher-
volunteers.

Analysis of the Year-round • Data analysis School Monitoring Travel School

data obtained from report and Head Tool Expenses MOOE
administering the program/ project
diagnostic test recommendations

strengthen the Year-round • Conduct a School Monitoring Travel School

Oplan Kalusugan symposium Head, Tool Expenses MOOE
and focus on child focusing on the District
protection/child Psychosocial health and
online protection, Support activity nutrition.
and established and Mental health School
Health and safety orientation for the Nurse and
measures among transition to full OKD
Teachers and face-to-face Coordinato
Learners. classes. rs.
Listing of the Year-round • Needs assessment School Monitoring Travel School
identified learning report Head, Tool Expenses MOOE
needs Teachers

Monitor the Year-round • Monitoring, School Monitoring Travel School

conduct of the accomplishment Head, Tool Expenses MOOE
following: report, and Teachers
• Formulation of inventory of
the customized needs-based
and need-based intervention
catch-up projects
education plan
 for common
learning needs
and unique
learning needs
• Implementation Year-round • M & E Report on School Monitoring Travel School
of the varied the Head, Tool Expenses MOOE
customized implementation of Teachers
needs-based varied customized
intervention needs-based
projects/activiti intervention
es in all projects/activities
learning areas in all learning
areas
• Provision of Year-round • Technical School Monitoring Travel School
technical Assistance and Head, Tool Expenses MOOE
assistance in Accomplishment Teachers
the Report
implementation
of varied
customized
needs-based
intervention
projects/activiti
es
• Evaluation of Year-round • Monitoring, School Monitoring Travel School
the Evaluation, and Head, Tool Expenses MOOE
effectiveness of Adjustment Report Teachers
the of implemented
implemented intervention
customized projects/activities
needs-based
intervention • Research findings
projects/activiti on the
es
 effectiveness of the
projects
Analyze • Data analysis School Monitoring Travel School
data/learning report and Head, Tool Expenses MOOE
gains obtained program/ project Teachers
from administering recommendations
the unified
achievement tests
Conduct reading Year-round • Submitted TA Teachers,
and numeracy report School
skills with teacher head,
assistance. One Parents
teacher will be
handling learners
who have reading
difficulties to
attend to their
needs and ensure
that such skills
shall be improved
before the full-
blast academic
span.
3. Prioritize Include and Year-round • Submitted IS School IS Tool Travel School
teaching the prioritize the report. Head Expenses MOOE
fundamentals honing of skills in
reading, math,
science and
technology, critical
digital skills, and
socioemotional
competencies
through strategic
lesson planning
Ensure the Year-round • Technical SCHOOL TA Tool Travel School
monitoring of the Assistance report HEAD Expenses MOOE
coverage of content
that must be
learned prior to
learning
subsequent
content in the
learning series
Ensure that the Year-round • Instructional SCHOOL TA Tool Travel School
focus instruction supervision report HEAD Expenses MOOE
is on closing the and technical
gaps between assistance report
desired and actual
students learning
in all subjects
 The identification of priorities and action steps in the crafting of the learning
recovery plan is vital in ensuring the accuracy, efficiency, and timeliness of the
actions or interventions to close the various learning gaps created by the disruptions
of the regular operations and mechanisms in the delivery of quality education of NEW
VISAYAS NATIONAL HIGH SCHOOL. As the pandemic situation becomes less and
less restricting, the school seems to see the light at the end of the tunnel.

At the center of the learning, a recovery plan is Dimension 1 which focuses on

learning acceleration, remediation, and intervention. Three (3) major strategies under
the first dimension emerged to be crucial and priority for hitting the overall target of
the BELRCP of the school. SWOT analysis reveals an opportunity to resume face-to-
face classes - the most known learning modality reported to support better quality
education outcomes than the other alternatives. The strategy of ensuring that all
children return to and stay in school is a fundamental step in the learning recovery
measures. As such, NEW VISAYAS NATIONAL HIGH SCHOOL will ensure the
reopening through the issuance of memoranda, physical monitoring, and
implementing standards for the safe opening of classes.

Oplan Balik Eskwela campaigns are expected to inform the public of the
mechanisms and important dates for sending all types of learners across curricular
levels back to school. Enhanced with warning systems for DRRM such as weather
forecasts, and health and safety protocols, the school shall exhibit its readiness or
preparedness to accommodate and secure incoming learners. Having identified
financial and economic challenges among learners and their families, boosting the
no collection policy, feeding programs, and facilitation of 4Ps benefits shall serve as
strong support for them to pursue their education despite the hindrances identified.
The services of the large division transcend across varying geographical boundaries
and diverse characteristics of learners. Child mapping, tracking, and profiling allow
the schools in the division to identify and adjust services to cater to diverse learners,
thereby ensuring easy and convenient access to schools and education. Parents-
school partnership shall be vital for the learners to connect and sustain their
educational goals and engagement.

Moreover, other external stakeholders shall bridge further the learners'

connection to schools and hope to continue education. Analysis of current physical
situations of schools also reveals possible hindrances for learners to pursue
education. The pandemic and calamities that significantly caused facilities and
equipment damages could hamper the smooth opening of classes. The school shall
ensure the preparation of school facilities and equipment for a conducive learning
environment and continuous school operation through programs, projects, and
activities such as the conduct of Oplan Balik Eskwela and Brigada Eskwela. Across
curricular levels, the division shall establish organized and well-prepared teaching
and non-teaching workforce, schedules, mechanisms, and standard operating
procedures to further facilitate learners in coming back to school and to in-person
classes.

The second strategy is to formulate and implement a catch-up education

program to realize the targets of the division recovery plan to ensure an increase in
the efficiency of instruction. Essential to facilitate the low-performing learners'
"catching-up on lessons" mechanism is a more focused remediation approach.
Special features of the strategy of grouping learners according to their level of
proficiency, not on their age or grade level for a dedicated time of the day shall also
address the emerging concern of schools on extending school time and teachers' load.
Through this strategy, the special grouping of students based on diagnostic
assessment shall introduce reading and numeracy sessions for 1-2 hours in a day to
accelerate their learning progress until they are ready or achieve the level of
competency suitable to their age and/or grade level. In the regular delivery of day-
to-day lessons, as well as that of special classes and remediation, quality-assured
teaching and learning materials shall be made accessible. Ensuring the utilization of
printed and digitized learning materials such as e-book references, modules, video
lessons and radio-based lessons using tablets shall be part of the priority action to
ensure various modalities, preferences, and suitable platforms are taken into
consideration for learners' easy access. While the group catching-up lesson sessions
are in place, the division shall also ascertain the conduct of individualized instruction
to identify learners that need support in specific learning areas. Diverse learners'
needs are presented to be of concern as these may greatly vary in the learning area,
focus, interest, and learners' personalities.

Thus, an individualized approach shall address further the learning gaps

experienced by the unique needs of students. Independent learners shall not be
neglected throughout the recovery process. They too, together with the low-
performing learners must be given attention and continued learning interventions.
Maximizing the utilization of self-learning modules for independent learners shall
sustain and even improve their academic performance as the rery actions are in
place.

Finally, every moment or time of the day can be an opportunity for learners
to learn and improve, especially during the recovery phases. To ensure maximization
of learning time among learners, the utilization of other formats of learning materials
such as RBI, TVBI, and SLMs (printed and digitized) during learners' free time,
weekends, and absence from classes (if applicable) shall supplement their learning
whether they are at school or outside of the school.

The teachers shall first assess and analyze learning needs and gaps. Essential
to the identification of the current learning status or knowledge of the learners shall
be the conduct of diagnostic assessments. Thus, the division shall develop and utilize
learning assessment or diagnostic tools with its results to be the bases of identifying
important learning gaps. Crucial to the process is the actual assessment
administration for both diagnostic and achievement tests. The administration shall
be standardized, and mechanisms must be established. Diagnostic assessment
results are baseline data for deciding more specific interventions to bridge learning
gaps among learners and achievement tests/ assessments are measures of the
degree of our target accomplishments. Thus, the teachers shall be carefully oriented
of the purpose and standard mechanisms of the administration of diagnostic and
achievement/summative assessments. Careful and accurate diagnostic data results
analysis must be done, and to further ensure the validity of results, other validation
methods shall be done. The scientific analysis of data shall reveal priority learning
needs - an important basis for identifying specific learning gaps and in identifying
accurate interventions to close the gaps.

The schools shall formulate contextualized catch-up education program which

may vary across learning areas, curricular levels, and school setting. Learning
recovery targets may be new to some or many school personnel and therefore
capacitating the school heads and teachers in formulating and implementing
customized needs-based learning recovery strategies is crucial. The capacity-
building activities shall also include designing and implementing in-school and after-
school learning support mechanisms and development of various formative
assessment tools.

Truly important strategy in the implementation of the catch-up education

program is ensuring the implementation, monitoring, and evaluation of learning
recovery and continuity. SWOT analysis and needs assessment results of the division
revealed varying issues, challenges, and needs of learners across key stages and
across learning areas. The implementation of varied customized needs-based catch-
up education strategies shall focus on but is not limited to the following PPAs in the
division: Literacy skills in Mother Tongue, Filipino, and English, particularly in the
key stage 1 to 3; and Math, Journalism, STE in the key stages 3 and 4. Monitoring
the implementation of the needs-based recovery strategies and the provision of
technical assistance in the implementation, as well as the evaluation of their
effectiveness shall be part of the essential actions to ensure a holistic approach in
filling up the learning gaps of learners.

Important also in the catch-up plan is ensuring analysis of learning gains.

This important strategy will serve as basis for evaluation of the effectiveness of the
implemented interventions. In this strategy, achievement/summative assessment
tools shall be developed, administered, analyzed, and validated as to its result. The
cyclical process shall ensure the learners are gaining what is intended to be gained
throughout the learning activities.

The third strategy focuses on ensuring the prioritization of the foundational

skills and conceptual pre-requisites in teaching plans. Foundation skills were noted
to be neglected during the implementation of distance learning because of the
absence of a More Knowledgeable Person (MKP) in many households. By including
and honing the skills of learners in reading, math, critical digital skills, and
socioemotional competencies through lesson planning, hitting the targets and filling
up the specific learning gaps and losses shall be dealt with accurately and
holistically.
Furthermore, some pre-requisite contents in many learning areas were also
noted to have been neglected because of less control and loose monitoring among
teachers handling distance learning. This shall be addressed and recovered through
assessment of status and ensuring coverage of content that must be learned as
prerequisites.
Dimension 2: PHYSICAL & MENTAL HEALTH RESILIENCY

Resources Needed
Strategies/ Time Target
Activities (Human/Material/
Objectives Frame Outputs
Financial)
● Monitor the conduct of the following
1. Strengthen programs/ projects: August 2022 to July DMEA Report PSDI,
psychosocial ⮚ School-Based Feeding program 2023 SCHOOL HEAD
health and ⮚ Dental Care Program
well-being ⮚ National Drug Education
among Junior Program (NDEP) /Barkada
High School Kontra Droga (BKD)
and Senior
⮚ Adolescent Reproductive Health
High School
(ARH)
learners,
teaching, and ⮚ Mental Health
non-teaching ⮚ Comprehensive Sexuality
personnel Education Programs
⮚ Bakuna
⮚ Reading Monitoring (Peer August 22-26, 2022 number of ESP and HG COOR,
teaching) learners Guidance Advocates

● Monitor the conduct of psycho-social

support among learners from JUNIOR-
SENIOR HIGH SCHOOL levels
2. Build ● Establish screening and detection August 2022- Personnel data
Teacher mechanisms November 2022 SDRRM, and School
Resilience ✔ Online profiling for teaching and Medical Team,
non-teaching personnel ___of teachers faculty, and Staff
availed the
● Sustain Mental Health and October 2022 - MHPSS
Psychosocial Support (MHPSS) December 2022 All teachers and
activities non-teaching
personnel availed
 ✔ Establish an online platform for
MHPSS Teachers
January 2023 attended physical
● School implementation of RA 4670 or fitness Division Medical
Compulsory Medical Exam shall be School Heads
free of charge for all teachers August 2022 – July
● Physical fitness 2023 85% participated in MAPEH coordinator
the activity
● Hold Spiritual August 2022 – July
Upliftment/Development of Adversity 2023 85% participated in Guidance advocate
Quotient Seminar the seminar

October 2022 –
● Hold seminar on Preventing Financial December 2022 PSDI, School head
Stress
✔ Provident Loan as capital for
start-up business

3. Bolster ● Require and monitor all schools to August 2022 – July ### of learners, District Medical
school-based intensify the implementation of Health 2023 parents, BLGU, Team
nutrition and Nutrition Programs: Teaching, and School DRR
services and ✔ Gulayan sa Paaralan Program Non-Teaching District Nutrition
feeding (GPP) and Health Team
program ✔ School-Based Feeding Program TLE Coordinator
(SBFP)
✔ Deworming
✔ Dental Care

4. Ensure ● Direct all school heads to implement August 2022 – July Schools complied School Heads
learners’ safety DepEd Order 44 s. 2015 on safety and 2023 with the PSDS/PSDI
friendly environment in public and requirement
private schools, ALS, CLCs
August 2022 – IS Reports of
September 2022 PSDSs/ PSDIs
 ● Require all schools to comply e-School
Safety Assessment Tool (SSAT)

● Ensure the implementation of the August 2022 School Heads

guidelines on the prevention of
COVID-19 and other infectious
diseases under DO 34, s. 2022 dubbed
as School Calendar and Activities for
the School Year 2022- 2023
5. Ensure the ● Monitor intensified implementation of August 2022 – July School WinS focal Person
Implementation WAter, Sanitation, and Hygiene 2023 implemented and SCHOOL
of school-based (WASH) in schools WinS Medical Team
water, Adopt-a-School
sanitation, and
hygiene (WASH)
responses
 In Dimension 2, PHYSICAL & MENTAL HEALTH RESILIENCY, is
fundamental in ensuring the holistic learning of our learners. According to the World
Health Organization (WHO), children learn best when they are safe, healthy, and
adequately nourished. Children's involvement and retention are increased,
attendance and participation are likewise augmented, especially to the most
vulnerable students who are the most affected sector of the society in this pandemic.

Strategy/Objective 1: Strengthening psychosocial health and well-being among

K-12 learners, teaching and non-teaching personnel, several activities are laid:

● School-Based Feeding Program. This is already institutionalized but this time this
must be strengthened and be monitored to ensure all schools are religiously
implementing this program of the Department of Education, assuring that the
identified learners under this program shall achieve the desired weight and
nourishment. The school then shall submit or provide the division office with the
accomplishment report and other data for proper documentation.

● Dental Care Program. This program is already implemented even before the new
normal set-up. This time this should be fully implemented for proper hygiene of
students which is crucial in building the confidence of the learners, thus motivated
in going to school every day. The school must coordinate for proper scheduling as
the DepEd Agusan del Sur lacks dentists. Reports and other proper documentation
must be forwarded to the focal person in the division office.

● National Drug Education Program (NDEP) /Barkada Kontra Droga (BKD). This
is at the classroom level all the way up to the school level especially on Barkada
Kontra Droga (BKD). All schools shall see to it that the BKD is fully functional and
that the focal person shall suggest activities and other school-level plans in
reiterating to our learners the importance of a drug-free school and community,
therefore creating a conducive learning environment. Reports then shall be
submitted to the division focal person for monitoring and possible suggestions for
improvement.

● Mental Health. The conduct of this activity is timely for the crucial transition of
educational set-up in the reopening of face-to-face classes. The school shall design
school-level activities, seminars, symposia, or even classroom maneuverings just to
produce learners ready to face adversities and prepare the mental being to respond
 positively to whatever uncertainties may lie ahead. For monitoring and technical
assistance of the division focal person, the field is hereby requested to submit
reports and other data to the aforementioned.

● Comprehensive Sexuality Education Programs/ Adolescent Reproductive

Health (ARH). This program has been integrated into some of the basic subjects in
K-12 Basic Education and shall be fully implemented this school year. The learning
materials are already centralized coming from the central office. The field then is
directed to monitor and evaluate the implementation at the classroom level and
suggest mechanisms to improve its full and proper execution. The school shall
forward their observation through proper documentation to the division focal person
for further reference.

● Bakuna. In alliance with the Barangay Local Government Unit (BLGU) through IATF
and its Medical Team, the school shall coordinate on the massive vaccination among
students who are not yet fully vaccinated and booster shots for some students who
completed the basic vaccination. The school focal persons shall also work hand in
hand with the district office by submitting reports as a reference for further action.

● Monitor the conduct of psycho-social support among learners from K-12 levels. In
this activity, the field is hereby directed to initialize activities: symposia, classroom
orientation, or any other activities that are embedded in the lessons which are vital
in helping the students in coping with the negative impact of the pandemic in their
lives and prepare them for an in-person classroom setting. The school then must
submit an accomplishment report or narrative and other data for substantive
documentation to the district office.

● Peer Reading. NVNHS promotes “Every teacher is a reading teacher” where all
teachers shall be handling learners who have reading difficulties (Non-readers,
Frustration, and Instructional). Teachers who have vacant time shall pull out
students from the class to conduct the peer reading sessions at the reading hall. It
is important that these types of learners must improve their reading capacity before
the full-blast academic schedule so that learners can easily catch up with the
lessons.

Strategy/Objective 2: Build Teacher Resilience: activities are broken down into:

● Establishing screening and detection mechanisms

● Online profiling for teaching and non-teaching personnel. This activity is
important for our teaching and non-teaching personnel in establishing
reference and data-based information on their health and well-being. All
schools must adopt this maneuver for them to have well-established health
data of the teachers for further reference which is of huge help in giving
medical assistance in a worst-case scenario should happen.
● Sustaining Mental Health and Psychosocial Support (MHPSS) activities
● Establishing an online platform for MHPSS. This online program on mental
health for teaching and non-teaching personnel is also vital to have a grasp of
information about these school personnel useful in giving mental and
psychosocial support if needed. For consolidation and reference, the school
head shall also submit reports to the district focal.
● The school shall implement RA 4670 or Compulsory Medical Exam shall be
free of charge for all teachers
This free medical examination for all teachers must be prioritized as this will
be the basic requirement for teachers to render effective teaching and learning
delivery to our learners. The school must also submit a narrative report or
accomplishment report to the division in charge.
● Conducting physical fitness activities. This activity entails several basic sets
of physical exercise regimens for our teachers and students alike. The school
must devise activities through the school focal to implement regularly for
mental and body fitness. The district office shall also be notified and be
informed through the submission of the accomplishment report.
● Conducting Spiritual Upliftment/Development of Adversity Quotient Seminar.
This program on spiritual upliftment must not only focus on learners but most
especially on our teachers as they too have been affected by exhausting and
demanding tasks in life as a whole. Accomplishment reports should also be
forwarded to the Division focal and other related entities.
● Conducting seminars on Preventing Financial Stress. Provident Loan as
capital for a start-up business. Holding a seminar on preventing stress
financial stress would mean that any Private Lending Institutions (PLIs)
should conduct a refreshing orientation on the proper disposition of finances.
Consolidation of this activity and its accomplishment must also be provided
for reference
Strategy/Objective 3: Bolster school-based nutrition services and feeding
program. The school shall require and monitor all schools to intensify the
implementation of Health and Nutrition Programs:

✔ Gulayan sa Paaralan Program (GPP)

✔ Deworming
These potent programs/activities: Gulayan sa Paaralan Program is also dubbed a
self-sustaining program of the school that can be replicated in the community. While
deworming is also key for ensuring healthy learners are ready to learn in school.
Both accomplishment reports are needed.

Strategy/Objective 4: The school also intends to ensure the learners' safety. Thus,
the school shall ensure the implementation of the guidelines on the prevention of
COVID-19 and other infectious diseases under DO 34, s. 2022 dubbed as School
Calendar and Activities for the School Year 2022- 2023.
 Dimension 3: Professional Growth and Development

Resources
Strategies/ Needed Responsible
Planned Activities Timeframe Target Outputs
Objectives (Human/Finan Unit
cial/ Material)
1. Provide a unified *Orientation on Sumbanan Sa September All Responsible Meals and School Head
understanding of Kaalam: Pagtambayayong sa 7, 2022 Personnel/ Snacks, Printing
the School Learning Pag-uswag sa Edukasyon (batch 1) Unit/Section were and
Recovery and (New Visayas National High oriented and have Reproduction
Continuity Plan, School Learning Recovery September noted down target/ Materials
and provide and Continuity Plan) 8, 2022 planned activities
assistance to ❖ Batch 1 – School head, (batch 2) assigned to them. Fund Source:
teachers in the All Teaching and Non- Division
development of the Teaching Personnel September Menu or Options of INSET/MOOE
school LRCP 9, 2022 Learning Delivery or
(F2F)
(batch 3) Hybrid Learning
❖ Batch 2 – GPTA Officers, Delivery Models
SGC Officers, Barangay (For August 22 to
Officials (F2F) October 30, 2022)
❖ Batch 3 – Parents and
Students (F2F)

Note: Inclusion of the Menu of

Learning Delivery Models that
school heads can choose from
*Simultaneous Workshop on September School School School Head, to
the Development of School 5, 2022 Contextualized INSET/MOOE be monitored by
LRCP Learning Recovery Funds and with TA from
and Continuity Plan the PSDI
 2. Equip school * Seminar-Workshop on the Phase I. Instructional Plan for Meals and
leaders and Development of a Catch-Up Between the Catch-up Snacks, Printing School Head,
teachers in Program (Phase 1 to 3) September Program per and Subject Experts
developing a Catch- 15-19, 2022 Learning Area for all Reproduction
Up Program for all Grade Levels (Week 1 Materials
grade levels and Week 2)/PFA or
Psychological INSET Funds
Support Activities,
MELCS Unpacked or
Objectives-Activities
for the Week
Phase II.
(After the List of the identified
analysis of critical points in the
results of MELCs for Catch Up
the Program
Diagnostic
assessment) Instructional Plan for
the Catch-up
Program per
Learning Area for all
Grade Levels (Week 3
Phase III. to October 30, 2022)
(2 weeks
prior to Nov. Lesson Exemplars for
2022) Full Face to Face
Delivery
* Orientation on the September Unified Meals and School Heads,
Implementation of Division 9, 2022 understanding on Snacks, Printing Teachers
Contextualized Catch Up the implementation and
Program (F2F)
 September 9 of the Catch-up Reproduction
and Program Materials
onwards
Repository of the INSET Funds
Materials and
Instructional Plans
to be used in
implementing the
Catch-Up Program
3. Re-orient *Reorientation on the proper within the Unified Meals and School Head, and
teachers on the administration of the following 1 Quarter
st understanding of Snacks, All Teachers
conduct of assessment tools: teachers on the Supplies concerned
standardized ● Phil-IRI purpose and proper Materials
assessment tools administration of
such as Phil-IRI standardized DepEd INSET Funds
assessment tools
4. Re-integrate *Training-Workshop on as Teachers shall have Meals and PSDS/PSDI,
teachers with Kto12 Critical Content and Pedagogy scheduled demonstrated Snacks, School Head, and
curriculum and in Teaching (a specific by a mastery of the Supplies Teachers
instruction learning area) proponent content and Materials identified with
specifically in areas competence in the need for
such as content teaching the subject. INSET Funds Critical Content
knowledge and and Pedagogy.
pedagogy/instructio *Induction Program for for Year 1 Beginning teachers Beginning
n, curriculum and Beginning Teachers November- feel supported as Teachers
planning, learner onwards they transition from
diversity, pre-service to in-
assessment and service
reporting, socio- *Reskilling of School L&D October L&D Coordinators INSET Funds
emotional and 21st Coordinators as INSET & LAC 2022 are upskilled and
century skills Key Players reskilled in managing
 and facilitating L&D School Head,
programs L&D Coordinator,
Teachers
*Seminar-Workshop on the October Repository of LAC INSET Funds School Head,
Development of LAC Materials 2022 Materials (session L&D Coordinator,
on the PPST Indicators guides, slide decks, Teachers
(including TPACK) video lectures) on
specific contents
5. Reskill content *Seminar-Workshop on the Phase I. Unified Summative INSET Funds PSDS/DI, School
experts on Development of Unified Three weeks Test (in SOLO Model) Head, Content
developing summative tests (in SOLO prior to and Performance Experts
summative Model) and performance tasks Quarter 1 Tasks for all learning
assessments and (integrating portfolio, project- areas in all grade
performance tasks based assessment) levels for Quarter I
Phase II. and Quarter II
Three weeks
prior to Unified Summative
Quarter 3 Test (in SOLO Model)
and Performance
Tasks for all learning
areas in all grade
levels for Quarter III
and Quarter IV
6. Equip teachers *Issuance of a memorandum Year round Teachers utilized ICT School Funds School Head,
with the KSAVs on on strengthening ICT support (as the need in the classroom. School ICT
the effective use of to teachers in the school arises) Coordinators
technology/ICT on through the ff.: conduct of List of teachers with
classroom LAC session, ensuring a 1 ICT-related needs
instruction and laptop: 1 teacher ratio and mentors, and
reporting actions undertaken
 *LAC session or one-on-one
mentoring and coaching or
support groups, on skills in
ICT use e.g. Presenter skills -
PowerPoint presentation, MS
Word, MS Excel; utilization of
Google or Microsoft
workspace- drive, email, docs,
forms, etc.
7. Capacitate school *Create and capacitate a pool October Capacitated school Meals and School Heads as
leaders on effective of trainers on diagnosing and 2022 heads and teachers Snacks, Printing Trainers/
monitoring and addressing learning loss and on diagnosing and and Learning
evaluation, and designing customized need- addressing learning Reproduction, Facilitators
provision of based learning recovery loss Supplies and
technical assistance measures (acceleration, Materials
remediation, and intervention)
or designing a contextualized INSET Funds
school or classroom-based
remediation/enrichment/
intervention program for
learners at risk
 As the world becomes increasingly interconnected, so do the risks we
face. The COVID-19 pandemic has not stopped at national borders. It has
affected people regardless of nationality, level of education, income, and
gender. But the same has not been true for its consequences, which have hit
the most vulnerable hardest.
Education is no exception. Students from privileged backgrounds,
supported by their parents and eager and able to learn, could find their way
past closed school doors to alternative learning opportunities. Those from
disadvantaged backgrounds often remained shut out when their schools shut
down. This crisis has exposed the many inadequacies and inequities in our
education systems – from access to the broadband and computers needed for
online education, and the supportive environments needed to focus on
learning, up to the misalignment between resources and needs.
The lockdowns in response to COVID-19 have interrupted conventional
schooling with nationwide school closures. While the educational community
has made concerted efforts to maintain learning continuity during this period,
children and students have had to rely more on their own resources to
continue learning remotely through the internet, television or radio. Teachers
also had to adapt to new pedagogical concepts and modes of delivery of
teaching, for which they may not have been trained. In particular, learners in
the most marginalized groups, who don’t have access to digital learning
resources or lack the resilience and engagement to learn on their own, are at
risk of falling behind.
Having the main goal of closing the learning gaps caused by the two-
year distance learning brought about by the COVID-19 pandemic, all
teachers, together with the school head and supervisors, must be equipped
with the necessary tools to be able to implement, monitor, and support the
implementation of new strategies to be able to successfully provide
appropriate remediation/enrichment/intervention strategies and address the
need to cope the learning gaps.

For Key Dimension 3, New Visayas National High School hopes to

employ the 3-point strategy namely: (a.) Provision of Instructional Support;
(b.) Provision of Technological Support; and (c.) Provision of Support to School
Leaders.

The first strategy is on instructional support for teachers who are

considered the key actors in planning and implementing academic
intervention/ remediation/ enrichment. The completion of the Self-
Assessment Tool for Teachers and School Leaders shall provide the schools,
district, and DepEd a more definite data on their specific needs. Teachers also
should be given and oriented with the menu of learning delivery or evidence-
based approaches that they may employ as bridging strategies for recovery
and acceleration. In addition, they should be reskilled or upskilled in
developing appropriate and reliable assessment tools such as assessment for
and of learning; recording, interpreting, and utilizing assessment data; and
on the various reading and numeracy strategies.

The second strategy is on providing technical support to teachers as

ICT plays a significant tool in learning recovery and continuity. This starts
with tracking of teachers per school with/without access to technology e.g.,
owned, provided by the school, and issuance of a division memorandum on
providing and ensuring 1:1 teacher: laptop/gadget. Since ICT is better learned
when doing it hands-on and immediately applying newly learned skills in the
workplace (job-embedded learning), one-on-one coaching or technical support
with a colleague who is ICT proficient or an expert while experiencing it
hands-on is the best way to learn and become ICT proficient, too. After putting
up the online repository for all the developed, quality-assured, and pooled
learning materials, a virtual orientation on the how’s and where to access
(guidebook/instructional manual) shall also be set.

The third strategy is on providing support to the TA providers – the

school leaders – school heads and supervisors. Guided by the premise that
you cannot give what you do not have, school heads and supervisors,
including proficient teachers (Teacher III), will be oriented with the School
Learning Recovery and Continuity Plan so they too can aid in the development
of school contextualized LRCPs. They must also be equipped with the rigors
on the development and proper administration of reliable assessment tools,
the technological pedagogical and content knowledge, on the three key
dimensions relating to (1) acceleration, remediation, and intervention in
addressing learning loss, (2) safe learning delivery, (3) nurturing self and
others to be able to become effective mentors/coaches and to provide the
necessary technical assistance.

D. Phases of Implementation

Phase 1: Immediate and short-term strategies/interventions

The recovery of the educational learning process is dependent on the

timely and rapid deployment of appropriate educational planning techniques
and interventions. The first immediate action should be to determine the
availability of resources, both manpower, and materials, to ensure that a safe
and healthy learning support system is established once students gradually
return to their usual classroom environment. School heads are encouraged to
contextualize and implement proposed strategies for addressing learning loss
and other appropriate and quickly actionable approaches while ensuring that
students’ and staff’s health and safety are not compromised. Strategies and
activities to accelerate academic and student well-being recovery shall
commence before the opening of classes and shall be implemented until the
first quarter of School Year 2022-2023.

Phase 2: Long-term strategies/interventions

Review and analyze student data from Phase 1 strategies/

interventions. Adjust and begin long-term planning of recovery and
acceleration strategies/interventions for Quarters 2 to 4 of SY 2022-2023
implementation.

Phase 3: Sustainable improvements

Continue the improvement cycle for strategies/interventions

implemented in Phases 1 and 2 by reviewing and analyzing the collected data
to inform the next steps and engage in long-term sustained strategies for SY
2023-2024 and beyond.

E. Shared Responsibility

1. Roles, Functions, and Accountabilities per Level of Governance

a. Schools and School-based Learning Centers/Community

Learning Centers

Schools and school-based learning centers/community learning

centers are the frontlines of any education system. This is where the real
process of teaching and learning takes place, and teachers are the ones with
the direct authority to provide instructional innovations and interventions.
For learners to successfully recover from the disruptions caused by the
COVID-19 pandemic, teachers need to be sufficiently empowered and
supported. As schools reopen, teachers must address not only learners’
academic recovery but also their emotional and socio-economic well-being.

b. District Offices

District supervisors will focus on providing professional and

instructional support to the school heads and teachers/facilitators of schools
and learning centers and curriculum and instructional supervision.

2. Stakeholders’ Engagement

Engaging our stakeholders is important to our undertakings, especially

when we need your ‘finger on the pulse’. We want our stakeholders to work
with us, and not against us. Engaging them builds community relations and
be responsive to them.
Stakeholder and external partner engagement should be strengthened
in all four phases of the Learning Recovery and Continuity Plan
implementation. Plans and strategies to close learning gaps and accelerate
learning will be more effective and long-term when LGUs, NGAs, NGOs,
parents, alumni, and anyone else willing to help students reverse the impact
of the pandemic on learning are supported.

3. Communication Plan

A communications plan is a written strategy of communication actions

designed to achieve certain organizational goals or objectives. You want your
message to be heard by the right people, at the right time, and in the right
context. It assists to increase positive awareness of the goals, plan of actions
of the organization and boosts positive public relations. Strategic
communication helps to ensure that any messages coming from an
organization are being received appropriately by your different target
audiences through an appropriate communication channel.

This LRCP must be communicated to all internal and external

stakeholders-an essential step to ensure shared responsibility. This LRCP
shall be published through a School Memorandum to disseminate to all
internal stakeholders. This can also be presented in the School Management
Committee meeting. Similarly, schools and school-based learning
centers/community learning centers need also to disseminate their
contextualized Learning Recovery and Continuity Plan.

Communication Channel Target Responsible Schedule

Audience Person
Dissemination of the Teachers Nestor J. Capiña September
School LRCP (Sumbanan School Head 5, 2022
Sa Kaalam:
Pagtambayayong sa Pag-
uswag sa Edukasyon) to
the Division personnel
(Face to face meeting)
Orientation on the Teachers, Nestor J. Capiña September
School LRCP (Sumbanan Stakeholders, School Head 7-9, 2022
Sa Kaalam: Learners
Pagtambayayong sa Pag-
uswag sa Edukasyon) sa
Edukasyon to the
Division Management
Committee (Face to face
by batch)
Dissemination of the Teachers, Nestor J. Capiña September
School LRCP (Sumbanan Stakeholders, School Head 12, 2022
Sa Kaalam: Learners
Pagtambayayong sa Pag-
uswag sa Edukasyon) via
School Memorandum

Submission of the School School Jocelyn M. Apique September

LRCP (Sumbanan Sa Heads, PSDI PSDI 10, 2022
Kaalam: Pagtambayayong
sa Pag-uswag sa
Edukasyon) to the
District Office

III. Monitoring and Evaluation Mechanism

While the current standards offer us a good head start, it is by no means

a perfect system. Monitoring and evaluation enhance the effectiveness of
DepEd by establishing clear links between past, present, and future
interventions and results. DepEd Order No. 29 entitled “Adoption of the Basic
Education Monitoring and Evaluation Framework” (BEMEF) serves as a guide
to all DepEd operating units across the governance level in the conduct of
Monitoring and Evaluation (M&E). Furthermore, a decentralized M & E
System is promulgated to ensure relevant, efficient, and effective provision of
quality basic education services to all learners.

A. Context

An overarching Monitoring and Evaluation Framework is the DepEd M

and E Framework as adopted per DO 29, s. 2022. In evaluating the basis for
identifying key evaluation questions, it is imperative that all basic education
plans shall subscribe to the agency’s Intermediate Outcomes (IOs) and
Enabling Mechanisms (Ems) when applicable. This framework sets out the
proposed minimum monitoring and evaluation requirements to enable an
effective review of the LRCP.
Further, an integrated M & E system shall be operationalized to ensure
that each governance level can efficiently and effectively perform its mandated
roles and responsibilities.

1. School M&E System

A school-level system for doing M&E work will be established for use
by the school head, teachers, community stakeholders, and learners to
manage the learning process inside the classroom and school. The school
M&E system will be designed to address the school’s decision-making
needs and information requirements and those of its stakeholders. M&E
processes, tools and templates, and reports will be designed based on
school needs and mandates.

B. STRATEGY FOR THE IMPLEMENTATION

The School M & E system shall focus on determining the effectiveness

and inclusiveness of schools in providing basic education services, thus
customized M and E processes, M and E tools and techniques shall be
integrated (vertically) and horizontally across units.
The Quarterly Program Implementation Review (QPIR) shall be
conducted to assess performance progress and identify any problems that
may arise, and immediately make corrective actions on bottlenecks affecting
the implementation of the programs/projects. Operational issues raised in the
QPIR should be immediately resolved at the appropriate level of governance-.
However, policy or program-level concerns shall be forwarded to ROs.
Annual or Year-end review shall be done to verify the achievement of
Intermediate Outcomes (IOs). This aims to provide feedback on the
effectiveness of strategies, outputs, and activities as contained in the LRCP.
Further, this will show the efficiency of the school in the delivery of all the
commitments outlined in the LRCP. This will be participated in by internal
and external education stakeholders.
C. M&E FRAMEWORK

The primary objective of monitoring is the utilization of inputs

(activities) and outputs, (intermediate) outcomes are also being taken into
consideration.
On the other hand, evaluation usually occurs during post-activity
schedules and paves way for an assessment of its long-term performance and
efficiency. Evaluation is output-centric. The connections between the
planning cycle, inputs, outputs, and output of the assessment is presented
below.

Output measurement shows the realization of activities. It is important

to note here that while the outcomes may be the focus of the evaluation, we
also need to consider if it’s in line with prior strategies as denoted by the
solid arrow line connecting them. The dashed line also denotes the frequent
and regular repetition and review of the connected processes. Outcome
measurement shows to what degree direct objectives and anticipated results
are realized. Without defining clear and measurable strategies, objectives,
and activities at the design stage, M&E becomes an impossible endeavor.
This requires the development of measurable indicators: Specific,
Measurable, Achievable / Agreed upon, Relevant/Realistic, and Time-
bounded (SMART) that permit objective verification at a reasonable cost.
 The purpose of this framework is to provide a consistent approach to
the monitoring and evaluation of the LRCP’s Programs and Projects so that
sufficient data and information is captured to review the progress and IOs’
contribution to the strategies and crafted interventions. Lessons learned
will also be used to inform best practice guidelines.

Logic Model for the LRCP

The Logic Model (see Figure) in conducting qualitative and
quantitative M&E approaches. M&E may include both quantitative and
qualitative data using the Program and Evaluation Logic Model.

Specific programs to be crafted should have a corresponding M&E plan

with well-defined indicators of change, outputs, and expected outcomes.
However, in evaluating IOs, specific programs shall be prioritized with due
consideration of time and cost elements in conducting an evaluation.
Annex A
Catch-Up Education Program
Implementation Plan

I. RATIONALE

Since the disruption of Covid-19 in the educational system, pivotal

decisions were made to bridge education without compromising health and
safety by shifting to remote learning modalities. The Department of Education
crafted the Basic Education Learning Continuity Plan (BELCP) to guide
schools in the delivery of education in times of pandemic featuring the
streamlined Most Essential Learning Competencies (MELCS). However,
learning losses were noted during remote learning modalities. In a UNICEF
survey majority (84%) of Filipino adults believed that children are learning
less in the remote learning modality. Early research points to the disruptions
to in-person learning experienced in the school year 2020–2021 could result
in students losing between 3 and 11 months of learning (Dorn et. al. 2020;
Kuhfeld and Tarasawa, 2021).
To meet the daunting challenges of learning loss with consideration of
equitable resources the School crafted SUMBANAN SA KAALAM:
Pagtambayayong sa Pag-uswag sa Edukasyon sa New Visayas National High
School. This serves as the blueprint of recovery and learning strategies of the
School that will compass in transcending against learning pitfalls and get
learners back to their learning trajectory.

Program Description

This Catch-Up Education Plan is an educational intervention to

address the learning losses brought about by remote learning modalities
during the Covid-19 pandemic.

Objectives:
This Catch-Up Education Program aims to provide:
a. alternative educational ways to learners with learning losses such as,
but not limited to literacy and numeracy skills;
b. foundational preparatory/grade level readiness to learners entering the
new grade level but are lagging behind/have not mastered the pre-
requisite competencies in the learning areas, and
c. learners with opportunities for their wholistic development that are
created and implemented through partnership among the school,
community, and stakeholders of basic education.

II. TARGET PARTICIPANTS/LEARNERS

Specifically, all Grade 7 to Grade 12 learners whose final grades belong

to:
a. Did not meet expectation (70-74)
b. Fairly Satisfactory (75-79)
c. Satisfactory (80-84)

III. COMPONENTS OF THE PROGRAM

A. Planning Mechanics
1. The school shall take the lead in planning for the implementation of
this catch-up education program. The use of school data is
extremely important in reaching learners who will benefit from this
program. The following activities are to be conducted:
a. Prepare individual profile of learners and consolidate according
to their learning needs/gaps.
b. The generated data will be utilized to determine viable and
appropriate educational interventions that are responsive to the
needs and diverse types of learners. Identify suitable and
available locations for implementation, potential
teachers/facilitators/volunteers, instructional resources and
possible partners to support the program.
 B. Program Implementation
1. Organize and orient all the teachers and parents of the
beneficiaries and other involved stakeholders.
2. Provide clear roles and responsibilities of everyone involved in
all program activities.
3. Articulate the resource-sharing arrangements, e.g. DepEd will
take charge of the instructional materials through school
MOOE, meanwhile, LGUs/NGOs can tap their own funding
sources for expenses such as the honoraria of
teachers/facilitators, school feeding program, learning sites
and other needs of the beneficiaries.
4. The schedule of implementation should be clearly discussed.
Below is the suggested timetable of activities.

Responsible
Period of Implementation
Members
August September October November December
Schools Conduct of Conduct of
orientation initial
Mapping of assessment
least learned
competencies
and profiling
of learners
Schools Submission
of data to
the Division
Office
Start of the Continuation of the catch-up activities
catch-up
activities
Schools Assessment
Schools Provide strong support on activities in the Conduct close
school’s catch-up activities monitoring and
Provide technical assistance evaluation
Consolidate data and submit reports to Coordinate with
the Regional Office Regional Office in terms
of technical and logistic
support Document
program
accomplishment report
and submit to the
Regional Office
 5. The schools shall start conducting catch-up activities after
the learners have been identified, assessed, and properly
referred to or placed in their appropriate educational
interventions.
6. The catch-up program shall be conducted after classes, or the
school may opt for a shortened period of classes to give ample
time for intervention activities.
7. The catch-up program can also be implemented by pull out
system wherein another teacher/facilitator will be assigned to
cater the learners in the catch-up program.

C. Program Delivery Mode

1. School-based catch-up classes can be done to those identified
learners after regular/shortened class periods.
2. School-based classes can also be done to those who will opt for
pull-out system if there are available classrooms. If there are
rooms used for a half a day, these can be utilized as classrooms
for pull-out classes in the catch-up program.
3. Home-based catch-up classes can be done to the learners
preferably with gadgets. Their learning can be remediated and
enhanced through TVBI using video lessons and digitized
learning sheets through the use of tablets, RBI lessons through
tablets/radios, and using printed activity sheets and other
reading materials.

D. Curriculum for the Catch-Up Program

The Most Essential Learning Competencies (MELCs) were provided by
DepEd as the primary reference for all schools in determining and
implementing learning delivery approaches that are suited to the local context
and diversity of learners while adapting the challenges posed by COVID-19.
The MELCs enable teachers to focus instruction to the most essential
competencies that all learners must acquire, thus, developing them to life-long
learners.
 IV. GENERAL SUPPORT FOR THE CARCH-UP PROGRAM

To ensure full support for the program implementation, the schools may
design measures when appropriate, to wit:
1. Formulate MOA with other stakeholders or members involved in the
program for continued support;
2. Explore possibilities to grant service credits to teachers willing to serve
with reference to DepEd Order No. 23, s. 2003, Updated Guidelines on
Grant of Vacation Service Credits to teachers; and
3. Provide assistance in terms of contingency needs of the teachers, and
facilitators, e.g. basic supplies and instructional materials, etc.

V. PROGRAM MONITORING AND EVALUATION

To ensure the effectiveness of the implementation program, the School is
expected to:
1. Conduct close monitoring as well as provide technical assistance to
ascertain compliance of the catch-up program as planned;
2. Gather feedbacks from the program implementers as basis for planning,
improvement, and policy formulation, and
3. Prepare and submit the required consolidated reports.

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