`

School Learning Recovery Plan

Omjon Elementary School

Learning Recovery Plan
2022-2025

VALENCIA DISTRICT
BOHOL DIVISION
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School Learning Recovery Plan
TABLE OF CONTENTS Pages

School Information
School Learning Recovery Plan Team
Introduction
Rationale
Purpose of the Plan
Identifying the Learning Gaps
Assessment Results: Quarter Assessments
Kindergarten Assessments
PHIL-IRI Results
EGRA Results
EGMA Results
Priority Learning Recovery Areas of Concern
Action Plan and Intervention
Learning Recovery Intervention Flow
Monitoring and Evaluation
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School Name: Omjon Elementary School

Omjon Elementary School is situated in a plain at the heart of Barangay

Omjon, Valencia, Bohol where it caters school children not only from the barangay
but also the nearby barrios of Maubo and Marawis. Its knowledgeable and diligent
teachers invites enrollees to be part of the system, more than the fact of its nurturing
learning environment and being an outstanding child-friendly school.

The school is accessible to motor vehicles and is 22 km away from town

proper with school I.D. 118858. It has a land area of 1.0303 hectare which was
established sometime in 1920’s. It is a mono-grade school with 248 enrollees in the
current school year 2022-2023 with 11 teacher-advisers headed, managed and
supervised by a Head Teacher.

Learning Recovery Plan

Date: 12-12-2022

Distribution list:
Copy No Issued to
1 Rosario A. Galorport - Head Teacher I
2 Merabel T. Almedilla - Kindergarten Teacher
3 Josephine P. Daling - Grade I Teacher
4 Mariam May A. Cagatin - Grade I Teacher
5 Delia D. Aclan - Grade 2 Teacher
6 Joan Lacaya - Grade 2 Teacher
7 Estrella P. Lagare - Grade 3 Teacher
8 Zed Kenneth A. Molina - Grade 3 Teacher
9 Elenita P. Navea - Grade 4 Teacher
10 Rovelyn C. Yecyec - Grade 4 Teacher
11 Candelaria T. Idul - Grade 5 Teacher
12 Neil T. Tagaan - Grade 6 Teacher
13 Isidora H. Codilla- Public Schools District Supervisor

Completed by: ROSARIO A. GALORPORT___ Signature _____________

Head Teacher I
Checked by : ISIDORA H. CODILLA Signature _____________
Public Schools District Supervisor
School Learning Recovery Plan Team
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School Learning Recovery Plan

ROSARIO A. GALORPORT
Chairman

NEIL T, TAGAAN
Vice-Chairman

ROVELYN C. YECYEC
Member DELIA D. ACLAN
Member

MARIAM MAY A. CAGATIN

MERABEL T. ALMEDILLA
Member
Member
I. Introduction
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School Learning Recovery Plan

Following the alarming discovery, the Department Education immediately

developed a learning recovery plan framework to guide schools in addressing
learning gaps. It is anchored on learning remediation and intervention, professional
development, health, safety and wellness.

Also included are the extension of the school calendar, expanding learning
time, establishing a learning support center in school and community-based learning
spaces, and hiring additional learning support aides. Moreover, DepEd plans to
intensify its reading interventions, conduct regular home visits and follow-ups,
implement physical and virtual study groups, buddy systems, establish literacy at
home and in the community, tap the services of parents, guardians, teacher volunteers
and develop appropriate assessment tasks and resources.

Meanwhile, physical learning action cell sessions, adaptive teaching

strategies and classroom assessments and a shift from the traditional approach to
tailored acceleration are plans for the professional development of teachers.

II. Rationale

Pursuant to DepEd Order No. 34, s. 2022, entitled School Calendar and
Activities for SY 2022-2023, all public and private schools are directed to submit the
electronic and hard copies in book format of their Learning Recovery and Continuity
Plan (LRCP) for SY 2022-2023 to SY 2024-2025 to the Schools Division Office. In
this connection, Omjon Elementary School has come up with a three-year learning
scheme to help learners catch up after two years of disruption due to the corona virus
pandemic. The school’s learning recovery plan (SLRP) was presented during Board
of Directors Meeting at Omjon Elementary School, Omjon, Valencia, Bohol.

The plan will give more attention to the literacy and numeracy skills of the
learners who were affected by lockdowns and self-learning approach during the
pandemic. The Brigada Eskwela campaign also focuses on mobilizing resources and
strengthening partnership engagements with partners, to complement the office’s
efforts in addressing learning gaps brought by the coronavirus disease (Covid-19)
pandemic through the implementation of the Learning Recovery Plan.

In the reading comprehension program, schools division offices, districts, and

schools will implement the Brigada Pagbasa Program to contribute to improving the
reading proficiency of struggling learners. Priorities are Grades 4 to 6 and secondary
students. "The campaign has been running for two years already and is still being
implemented in the region as its primary reading intervention program". The Brigada
Eskwela campaign is a school maintenance program nationwide that engages
education stakeholders to contribute their time, efforts, and resources in ensuring that
public schools are set in time for the class opening. (PNA)
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School Learning Recovery Plan
III. Purpose of the Plan

The aim of this learning recovery plan is to mitigate the effects of any crises
or emergency that may affect schools, which could disrupt the critical activities to
such an extent that it may damage the schools reputation, loss of premises and effect
the ability to provide quality education. The goal is not only to bring learners back to
school but to organize effective remedial learning, support their well-being and train
teachers, as classes for the school year 2023-2024. The Learning Recovery Plan shall
focus on the three key learning areas:

(1) Accelerating learning remediation and intervention;

(2) Strengthening support for learners and personnel’s health, safety,
and wellness;
(3) Prioritizing professional development of teachers.

IV. Assessment Results

Assessment is an integral part of instruction, as it determines whether or not

the goals of education are being met. Assessment affects decisions about grades,
placement, advancement, instructional needs, curriculum, and, in some cases, funding.
It inspire us to ask these hard questions: (1)Are we teaching what we think
we are teaching? (2)Are learners learning what they are supposed to be
learning? (3) Is there a way to teach the subject better, thereby promoting
better learning?

Today's learners need to know not only the basic reading and
arithmetic skills, but also skills that will allow them to face a world that is
continually changing. They must be able to think critically, to analyze, and
to make inferences. Changes in the skills and knowledge of our students
need require new learning goals; these new learning goals change the
relationship between assessment and instruction. Teachers need to take an
active role in making decisions about the purpose of assessment and the
content that is being assessed.
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School Learning Recovery Plan
A. Quarter Assessments

Table 1. School Consolidated Quarter 1 Filipino Assessments

Table 1 shows that there are two (2) learners from Grade 2, one (1) from
Grade 3, two (2) from Grade 4 and two (2) from Grade 5, a total of Seven (7) learners
who did not meet the expectation in Filipino.
Table 2. School Consolidated Quarter 1 English Assessments

As portrayed on table 2 above, there are two (2) learners from Grade 2, five
(5) from Grade 3, two (2) from Grade 4 and three (3) from Grade 5, a total of twelve
(12) learners who did not meet the expectation in English.
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School Learning Recovery Plan
Table 3. School Consolidated Quarter 1 Mathematics Assessments

The table 3 above shows that there is one (1) learner from Grade 1, two (2)
from Grade 2, three (3) from Grade 3, two (2) from Grade 4 and two (2) from Grade
5, a total of Ten (10) learners who did not meet the expectation in Mathematics.
Table 4. School Consolidated Quarter 1 Science Assessments
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School Learning Recovery Plan
Table 4. School Consolidated Quarter 1 Science Assessments

Table 4 shows that there are four (4) learners from Grade 3, two (2) from
Grade 4 and one (1) from Grade 5, a total of seven (7) learners who did not meet the
expectation in Science.

Table 5. School Consolidated Quarter 1 MAPEH Assessments

Table 5 shows that there is one (1) learner from Grade 1, two (2) from Grade
2, one (1) from Grade 3, two (2), two (2) from Grade 4 and two (2) from Grade 5, a
total of eight (8) learners who did not meet the expectation in MAPEH.
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School Learning Recovery Plan
Table 6. School Consolidated Quarter 1 Aral. Pan Assessments

Table 6 reveals that there is one (1) learner from Grade 1, two (2) from Grade
2, three (3) from Grade 3, two (2), two (2) from Grade 4 , a total of eight (8) learners
who did not meet the expectation in Aral. Pan.

Table 7. School Consolidated Quarter 1 ESP Assessments

Table 7 reveals that there is one (1) learner from Grade 1, two (2) from Grade
2, two (2) from Grade 3 and two (2), two (2) from Grade 4 , a total of seven (7)
learners who did not meet the expectation in ESP.

Table 8. School Consolidated Quarter 1 TLE Assessments

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School Learning Recovery Plan

Table 8 reveals that there are two (2) learners from Grade 4 who did not meet
the expectation in TLE.

Table 9. School Consolidated Quarter 1 MTB Assessments

Table 9 shows that there is one (1) learner from Grade 1, two (2) from Grade
2, and one (2) from Grade 3, a total of four (4) learners who did not meet the
expectation in MTB.

Kindergarten Assessment
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School Learning Recovery Plan

Kindergarten Q1 Assessment
37 37 37 37 37

22
19 19
16
13 11 11 11
8 10
7 5 7
2 4
NUMBER OF LEARNERS

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COMPETENCY LEVEL
Enrolment Beginning Developing Consistent

Figure 1. Kindergarten Quarter 1 Assessment

Figure 1 shows that out of 37 learners, there are 16 learners in Domain 1, 19 in

Domain 2, 2 in Domain 3, 22 in Domain 4 and 19 in Domain 5 who are yet in the
Beginning Level of the Competencies.

B. PHIL-IRI RESULTS
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School Learning Recovery Plan
Table 10. PHIL-IRI English Pre-Test

Evidently, there are 13 struggling, 28 Frustration, 42 Instructional and 18

independent readers out of 101 learners who took the assessment in English Pretest.

Table 11. PHIL-IRI Filipino Pre-Test

Result-based, there are 5 struggling, 39 frustration, 52 instructional and 46

independent readers in pretest Filipino on Q1 reading assessment.

C. EGRA RESULTS
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School Learning Recovery Plan

Table 12. Grade 1 EGRA Results

Table 12 reveals the overall results of the Grade 1 EGRA Assessment. Based
on results all of the 33 Grade 1 learners are non-readers.

Table 13. Grade 2 EGRA Results

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School Learning Recovery Plan
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School Learning Recovery Plan
Table 13 reveals that there are twenty-seven (27) non-reader in the overall result of
the assessment.

Table 14. Grade 3 EGRA Results

Table 14 shows that there are seven (7) readers and thirty-six (36) non-readers
in Grade 3 learners.

D. EGMA RESULTS
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School Learning Recovery Plan

Table 15. EGMA Grade 1

Table 16. EGMA Grade 2

Table 17. EGMA Grade 3

Table 15-17 shows that there are 9 out of 32 Grade 1 learners who were
assessed, 32 out of 33 Grade 2 learners and 41 out of 42 learners who are identified as
non-numerate.
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School Learning Recovery Plan

All these assessment findings are the school benchmarks in developing the
action plans, remediation and interventions in order to fully recover the learning loss
of learners due to the havoc brought about by the pandemic.

E. Priority Learning Recovery Areas of Concern

Table 18. Learning Recovery Areas of Concern

Learning Recovery Areas of

No Timeframe Persons Involved
Concern
1 Reading Skills and 2022-2025
Comprehension
Learners
2 Basic Fundamental Skills in 2022-2025
Parents
Mathematics
Teachers
3 Integration of Values Education 2022-2025
School Head
4 Strategic Action 2022-2025
Plan/interventions of the least
mastered skills/competencies

Based on the results of the assessments conducted, the above listed four (4)
learning recovery areas were identified by the SLRP Team. The recent EGRA and
Phil-IRI shows that there are still non-readers and struggling readers that needs to be
addressed. While EGMA results revealed that there are learners who have not
mastered the basic operations in mathematics that’s why the failed or barely passed
the assessments.

VI. Action Plans for Remediation and Interventions

Table 19. Learning Recovery Action Plan

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School Learning Recovery Plan

Learning Recovery Action Plan

Persons
Learning Recovery General Objectives Time Involve
Areas/Intervention Frame

LITERACY

Improve Grades four (4) to Learners

Project READ (Read, Six (3) reading skills and Parents
2022-2025
Explain, Analyze, comprehension to 80% after Teachers
Determined) year one School Head

Increase Reading Learners

Project: CRIP (Community-
Comrehension of Grades 1 to Parents
based Reading Intervention 2022-2025
3 learners to 80% after year Teachers
Program)
one School Head

Learners
Attain 90% of the struggling
Parents
Brigada Pagbasa readers to read and 2022-2025
Teachers
comprehend
School Head
80% of the teachers to
Learners
Teaching-Learning develop an innovation to
Parents
Innovation with ESP addressed the learning needs 2022-2025
Teachers
Integration of learners with multiple
School Head
intelligence
80% of teachers to conduct Learners
action research to resolve Parents
teaching-learning hindrances Teachers
Action Research 2022-2025
and to attain higher learning School Head
outcomes and academic
achievements of learners.

NUMERACY

Increase Grades 1 to 3 Learners’ Learners

REACH MATH ( Refining
mastery in the fundamental Parents
and Enriching Abilities of operations in mathematics to
2022-2025
Teachers
Children in Math 85% after implementation School Head

Learners
Attain greater mastery in the
Project B2B (Back to Basics Parents
basic operations in Mathematics 4 2022-2025
in Math to 6 Teachers
School Head

Learners
Use of Interactive Games
Increase learning results to 90% Parents
in Differentiated mastery of the skill/competency
2022-2025
Teachers
Instruction
School Head

VII. Learning Recovery Process Flow

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School Learning Recovery Plan
Project READ

Learning
Assessment

Analysis of
Results
M&E
Feedbacking

Parent-
Teacher
Roll-out Conference

Implementation
Crafting of
of the Plan Intervention
Thru CI Plan
Process

Figure 2. Learning Recovery Process Flow of Project READ

Project Read, Explain, Analize and Determined (READ) is a reading intervention for
struggling readers of Grades 4 to 6. It will address reading issues of learners in the
lower grades in order to increase the general learning results and learning outcomes.
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School Learning Recovery Plan

Project CRIP

Learning
Assessment

M&E
Feedbacking
Analysis of
Results

Plan Roll-
out Parent-
Teacher
Conference

Implementat
ion of the Crafting of
Plan thru CI Intervention
Process Plan

Figure 3. Learning Recovery Process Flow of Project Community-based

Intervention Program (CRIP)

Project Community-based Reading Intervention Program (CRIP) is a reading

intervention for struggling readers of Grades 1 to 3. It will address reading issues of
learners in the lower grades in order to increase the general learning results and
learning outcomes.
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School Learning Recovery Plan

Brigada Pagbasa

Identification
of
Struggling Parent-
Readers Teacher
Conference
M& E
Learning
Assessment

Reading
Volunteers
Campaign

Reading
Remediation
Brigada
Pagbasa
Orientation Launching
of
Volunteers

Figure 4. Learning Recovery Process Flow of the Implementation of Brigada

Pagbasa

DepEd has Implemented the Brigada Pagbasa Program Pursuant to DepEd

Memorandum 62, s. 2022 as an after-school reading remediation program in response
to the call of the Department to intensify advocacy for reading.
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School Learning Recovery Plan
Teaching-Learning Innovation with ESP Integration Action Plan

Table 20. Reading Intervention/Remediation Plan

Reading Intervention/Remediation Plan

Group A: Grade 1-3 (11 Learners)

11:30am to 12:00 noon

Week
Objective Activities Progress Remarks
No.
(1) Listening to the audio-video taking
notice of how each word is being
said/pronounce

(2) Repeat reading each line of the

Read passage 1
passage
with correct
1
pronunciation of
words
(3) Reading the whole passage/story
by group

(4) Reading the whole passage/story

individually
(1) Listing of words used in the
passage

Understand the (2) Identify the difficult

words/ vocabularies words/unfamiliar words
2
used in the
passage/story (3) Unlocking of difficulties

(4) Bridging words

Fill in the blanks with the words inside

the parenthesis:

(1) It is a ________ day today because #of Score

of the shining sun. learner
(2) The flowers in the park are all
Use the words in a 1 4
3 ________.
sentence 7 3
(3) The plants are all _________ too
2 2
after the rain.
(4) Its good to go on ________ a 1 1
bicycle around the park.

(riding sunny blooming colourful)

(1) How do you know that it was a #of Score
sunny day? learner
Read the passage
(2) What blooms everywhere in the
and answer 80% of 1 4
4 park?
the comprehension 6 3
(3) Who was flying a kite in the park?
questions correctly 3 2
(4) Why do children loves to play in
the park? 1 1
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School Learning Recovery Plan
(1)Listening to the audio-video taking
notice of how each word is being
said/pronounce

(2) Repeat reading each line of the

Read passage 2
passage
with correct
5
pronunciation of
words
(3) Reading the whole passage/story
by group

(4) Reading the whole passage/story

individually
(2)Listing of words used in the
passage

(2) Identify the difficult

Understand the
words/unfamiliar words
words/ vocabularies
6
used in the
passage/story
(3) Unlocking of difficulties

(4) Bridging words

#of
Fill in the blanks with the words inside Score
learner
the parenthesis:
2 4
7 3
(1) My grandparents lived in a
2 2
______________.
0 1
(2) During ____________ we go there
to visit them.
Use the words in a
7 (3) They have pigs to feed with
sentence
healthy baby __________.
(4) It’s a very _________ place to stay
during vacations and holidays.

(beautiful farmhouse piglets

holidays)

(1) Who was the one telling the story?

(2) Where did his uncle Mobi lived? #of Score
Read the passage (3) What did she saw in her uncle’s learner
and answer 80% of farmhouse 1 4
8
the comprehension (4) Why did she enjoys her holiday at 7 3
questions correctly the farmhouse? 2 2
1 1

Read passage 3 (1)Listening to the audio-video taking

with correct notice of how each word is being
pronunciation of said/pronounce
9 words
(2) Repeat reading each line of the
passage

(3) Reading the whole passage/story

by group
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School Learning Recovery Plan

(4) Reading the whole passage/story

individually
(1) Listing of words used in the
passage

(2) Identify the difficult

Understand the
words/unfamiliar words
words/ vocabularies
10 used in the
passage/story
(3) Unlocking of difficulties

(4) Bridging words

Fill in the blanks with the words inside

the parenthesis:
(1) _____________ are the ones who
helped the community in their needs.
(2) How do policemen helped the
community?
Use the words in a (3) Why teachers are important agents
11 sentence of the community?
(4) Whom could we asked for helped
during sickness?

(Doctors Community Helpers

They educate the community
They maintain peace and order)

(1)Who are known as the community

helpers?
Read the passage (2) Why community helpers are
and answer 80% of important?
12 the comprehension (3) How could a policeman help the
questions correctly community?
(4)What teachers do to help the
community?

Table 21. Reading Intervention/Remediation Plan

Group B: Grade 4-6 (7 Learners)

4:30pm-5:00pm

Reading Intervention/Remediation Plan

Week
Objective Activities Progress Remarks
No.
1 Read passage 1 (5) Listening to the audio-video taking
with correct notice of how each word is being
pronunciation of said/pronounce
words
(6) Repeat reading each line of the
passage
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School Learning Recovery Plan
(7) Reading the whole passage/story
by group

(8) Reading the whole passage/story

individually
(5) Listing of words used in the
passage

(6) Identify the difficult

Understand the words/unfamiliar words
words/ vocabularies
2
used in the (7) Unlocking of difficulties
passage/story
(8) Bridging words

Fill in the blanks with the words inside

the parenthesis:
(5) _____________ are the ones who
helped the community in their needs.
(6) How do policemen helped the
community?
Use the words in a (7) Why teachers are important agents
3 of the community?
sentence
(8) Whom could we asked for helped
during sickness?

(Doctors Community Helpers

They educate the community
They maintain peace and order)

Read the passage

and answer 80% of
4 Provision of Learning Activity Sheets
the comprehension
questions correctly
Read passage 2
with correct
5 Oral Reading Assessment
pronunciation of
words
Understand the
words/ vocabularies Use of interactive games in group
6
used in the activities
passage/story
Use the words in a Use of interactive games in group
7
sentence activities
Read the passage
and answer 80% of
8 Carousel
the comprehension
questions correctly
Read passage 3
with correct
Oral Reading Activity
pronunciation of
9 words
Understand the
words/ vocabularies
10 used in the
Interactive Groupings of Learners
passage/story
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School Learning Recovery Plan
Use the words in a
11 sentence
“Next in line” gaming
Read the passage
and answer 80% of
12 the comprehension
Provision of Learning Activity Sheets
questions correctly

This learning recovery plan is to be implemented by all learners in all grade

levels during lesson integration.

Action Research

Attend Research Capacity Building Seminar/Orientation

Formulation of research Title and Crafting of Chapter 1

Attend AR-KATA 1

Crafting of Chapter 2

Attend AR-KATA 2

Crafting of Chapter 3 and 4

Implementation time for the Conduct of the Classroom-based Action Research to resolve
learning issues in the classroom

Presentation of the Completed Action Research

Utilization of the Action Research to other grade levels in school or adaption of the
innovation/intervention to the district level.
Figure 5. Action Research Process Flow
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School Learning Recovery Plan

REACH MATH ( Refining and Enriching Abilities of Children in Math

REACH MATH
( Refining and Enriching Abilities of Children in Math
Conduct of Quarter Assessment/EGMA

Analysis of Data

Conduct of Parent-Teacher Conference

Crafting of Learning Recovery Action Plan

Implementation of the LRP thru the CI Process

LRP Roll-out

Monitoring and Evaluation

Outcomes/Results Feedbacking

Figure 6. REACH Math Learning Recovery and Intervention Flow

This intervention is develop to address the Mathematics learning gaps of grades 1 to 3

learners on the fundamental and basic operation in Mathematics to improve learning
outcomes in the quarterly assessments and EGMA results.
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School Learning Recovery Plan

Project B2B (Back to Basics in Math)

Conduct of Quarter Assessment/EGMA

Analysis of Data

Conduct of Parent-Teacher Conference

Crafting of Learning Recovery Action Plan

Implementation of the LRP thru the CI Process

LRP Roll-out

Monitoring and Evaluation

Outcomes/Results Feedbacking

Figure 7. Back to Basic (B2B) Learning Recovery and Intervention Flow

This intervention is develop to address the Mathematics learning gaps of grades 4 to 6

learners on the fundamental and basic operation in Mathematics to improve learning
outcomes in the quarterly assessments and EGMA results.
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School Learning Recovery Plan

Use of Interactive Games in Differentiated Instruction

Assessment
Results

Monitoring and
Evaluation Google search for
an appropriate
intercative games
to enhance

Utilization of the Crafted an

enhanced Enhanced
intercative ganes interactive games to
in the lesson use for
differentiated
groupings

Figure 8. Use of Interactive Games in Differentiated Instruction Learning

Recovery Flow

This is to be used as learning intervention to all grade levels as it is found to be very

effective in addressing the learning difficulties of learners’ multiple intelligence.

Prepared By: ROSARIO A. GALORPORT EdD

Head Teacher 1
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School Learning Recovery Plan
VII. Monitoring and Evaluation

Project Monitoring Report Form

Scheduled Dates of Monitoring

Mid-year: ____________________
Year-end: ____________________

(1) (2) (3) (4) (5) (6) (7)

Signatur
Name of Project Project Objectives and Date of Accomplish Issues/ Recommendati e of SPT
Targets Monitoring ments/ Problems / ons/ Action and
Status to Challenges Points Project
Date Team
Leader

___________________________________________
Monitored and Evaluate
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School Learning Recovery Plan

IX. APPROVAL SHEET

This School Learning Recovery Plan has been prepared by:

ROSARIO A. GALORPORT EdD

Head Teacher 1
December 20, 2022

Approved By:

ISIDORA H. CODILLA MAEd

Public Schools District Supervisor