Learning Recover Yplan: Concepcion West District

SAN NICOLAS BALAS
ELEMENTARY SCHOOL
Concepcion West District
Learning
Recover
yPlan
Learning Recovery: Our Priority, Our Responsibility

SAN NICOLAS BALAS ELEMENTARY SCHOOL
SHINE TARLAC
Learning Recovery: Our Priority, Our Responsibility
2022 .2023. 2024

Restructured and Responsive
Inclusive and Innovative
Solution-Oriented and Synergetic
Enabling and Effective
Background and Context
Coronavirus disease, also known as Covid-19, is a health problem deeply affecting several areas like daily life,
working life and the system of education in world. It first appeared in Wuhan City, China in December 2019, World
Health Organization (WHO) (2021) declared Covid-19 is a global state of emergency on 30 January 2020 and a
global pandemic on 11 March 2020. In order to reduce the spread of this life-threatening virus, specific limitations
and rules such as travel restrictions and closure of restaurants, entertainment venues, theatres and cinemas have
been imposed occasionally. One of these limitations is the prevention of face-to-face education. Distance education
implementations have been used to reduce contact and to continue education. It is a process of planned teaching
learning that occurs in a different place from the normal learning setting and requires communication and a
special corporate organization via technologies.
The COVID-19 crisis has significantly affected the education sector across the world. The closing of schools
has interrupted the functioning of the system, reducing student learning, and restricting the activities of
education authorities, parents, and decision-makers. As the pandemic progresses, many important decisions need
to be made based on a systematic understanding of deployed policies up to date.
Distance Learning Modality Preferred to the Child
80
The school took survey to identify

70
what learning modality was appropriate
to every learners and what kind of
learning modality does the
60
parents/guardian preferred for their
children by giving them Learner
50 Enrollment and Survey Form (LESF).
According to the results of the enrollment
40
survey completed by parents/guardians
in the Learner Enrollment and Survey
Form (LESF) for SY 2020-2021, the
30
majority of parents/guardians of learners
preferred modular learning as a distance
20 learning modality for their children.
10
0
Kinder Grade I Grade II Grade III Grade IV Grade V Grade VI
Online Television Radio Modular Blended

Has a way to connect to the internet Devices available at home the learner can use for
20 learning
80
18
70
16
60
14
50
12
40
10
30
8
20
6
10
4
2 0
Cable TV Non-cable Basic Smartphone Tablet Radio Desktop Laptop None Others
TV Cellphone Computer
0
The closure of the school had an unprecedented impact on the learning of the pupils across the San Nicolas
Balas Elementary School. The school close its doors to in-person instruction and quickly forced to launch a
program of full remote instruction for pupils. While distance learning alternatives were explored and exploited to
a certain extent, they could not replace the quality of face-to-face classes. Distance learning modality is radically
different mode of teaching and learning caused a major disruption to the learning of all pupils and redesign their
learning environment. As the pupils return to school, we welcome them with open arms and know that we must
lead with our heads, hearts, and hands.
Early childhood and toddlerhood is the developmental stage when children develop at their fastest rate and
are most influenced by their environments. This is also when the early literacy and numeracy skills create a
foundation for future reading and mathematical skill development: Symbolic and non-symbolic numeracy skills,
assessed before the start of school, have been shown to predict later mathematical skills.
Development of literacy skills is needed for transition from learning to read to reading to learn and it is a
foundational to later academic success. Therefore, the school develop a learning recovery plan to guide teachers to
address learning gaps caused by the COVID-19 pandemic. Our learning recovery plan is forward-thinking and
focuses on each pupil, the quality of their learning, and their outcomes. This means not slowing down or looking
back at lost ‘seat time’ stolen by a global pandemic but rather stepping on the gas and removing barriers so each
pupil can achieve their full potential. We have to ensure that our interventions are effective so that everyone can
catch up and accelerate their learning.
The school must intensify its reading interventions and create programs that focuses on the promotion of
letter-sound, phonemic awareness, decoding and spelling. Establish literacy at home with the help of parent or
guardian, and develop appropriate assessment tasks and resources.
Meanwhile, many pupils also find it difficult to learn basic numeracy concept. Unlike reading, math is almost
always formally learned at school. Parents are often less well-equipped to help their children with math, at a time
when parent support can be even more crucial to pupil progress.
Teachers need to update and train to continue to receive professional learning such as; physical and online
learning action cell sessions, adaptive teaching strategies and classroom assessments, and a shift from the
traditional approach to tailored acceleration are being eyed for the professional development of teachers.

Teachers must focus on teaching priority standards. This will provide time for teachers to teach grade-level
material while also identifying student needs, filling learning gaps, and extending learning.

The mission of all education systems is the same. It is to overcome the learning crisis we were already living
and respond to the pandemic we are all facing. The challenge today is to reduce as much as possible the negative
impact this pandemic will have on learning and schooling and build on this experience to get back on a path of
faster improvement in learning. As education systems cope with this crisis, we must also be thinking of how the
learners can recover stronger, with a renewed sense of responsibility of all actors and with a better understanding
and sense of urgency of the need to close the gap in opportunities and assuring that all pupils have the same
chances for a quality education. Learning opportunities to pupils must be provided to maintain learning
engagements and experiences, to give hope and stability and facilitate learning development. Encourage
partnership with key stakeholders for the welfare and success of a school and students. Continuous
communications with the parents through call, txt and other media platform. Protect the health, safety and well-
being of learners, teachers and parents by implementing guidelines and protocols issued by the IATF.
Operational Frameworks of the
Learning Recovery Plan (LRP)
The RAPID Learning Recovery Framework
KITE Framework
Operational Framework
National Learning Recovery Framework
Accelerating Learning Remediation and

Intervention
Prioritizing Professional Development

of Teachers and School Heads
Strengthening Support on Learners and

Personnel’ Health, Safety, and Wellness
14
Dashboard
Pillar 1: K to 12 Curriculum
❖ Quality of Learning Outcomes and

Learning Delivery Modalities
Pre-Pandemic and During Pandemic
EGRA Filipino Assessment
SY 2021-2022
100%
90%
80%
70%
60%
50%
40%
Percentage of Learners
30%
20%
10%
0%
t
in
Pr e
to dg e
n le dg
tio ow le nd
ta Kn ow ou ng
i en e Kn r S di ng
Or am d tte e a
di ng
rN un e R o
di
So tL or
d
De
c n
tte r irs e a s io n
Le tte F W
or
d R n
sio
Le or ar g e he on
g ili W sa pr
e e n
in am ed as eh ati
nn nt m pr ct
gi
F
ve a lP Co m Di
Be In Or Co
g
in
ten
Li s
Grade I Grade II Grade III

NON-DECODER & NON-READER
Grade I, II, & III
60%
50%
40%
30%
20%
10%
0%
Grade I
Grade II
Grade III
Non-Decoder Non-Reader
Basic Literacy Competencies of the Kindergarten Learners based on the results of the Project Read,
Evaluate, and Assess the Readiness and Development of Individual Learners (READI)
School Year 2021-2022
Naming/Identifying/Reading Letters
Naming/Identifying/Reading Numbers
Letter Sound Competency Series1
Writing Competency (Letters)
Writing Competency (Numbers)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
PHIL-IRI Assessment in FILIPINO
SY 2019-2020
GRADE NO. OF PUPILS INDEPENDENT % INSTRUCTIONAL % FRUSTRATION % NON-READER %
LEVEL TESTED
III 8 0 0% 4 50% 4 50% 0 0%
IV 6 2 33% 2 33% 2 33% 0 0%
V 10 4 40% 4 40% 2 20% 0 0%
VI 9 3 33% 6 67% 0 0 0 0%
TOTAL 33 9 27% 16 48% 8 26% 0 0%

SY 2019-2020
Non-Reader
Frustration
Reading level
Instructional
Independent
0%
10%
20%
30%
40%
50%
60%
70%
Grade VI Grade V Grade IV Grade III

SY 2021-2022
GRADE NO. OF PUPILS
INDEPENDENT % INSTRUCTIONAL % FRUSTRATION % NONE-READER %
LEVEL TESTED
IV 32 22 69% 10 31% 0 0% 0 0%
V 36 26 72% 21 58% 2 6% 0 0%
VI 45 27 60% 16 36% 2 4% 0 0%
TOTAL 113 75 67% 47 42% 4 3% 0 0%

SY 2021-2022
Non-Reader
Frustration
Reading level
Instructional
Independent
0%
10%
20%
30%
40%
50%
60%
70%
80%
Comparison of Reading Levels in Filipino Learners Before and During the
Pandemic
Non-Reader
Frustration
Reading level
Instructional
Independent
0%
10%
20%
30%
40%
50%
60%
70%
PHIL-IRI Assessment in
ENGLISH
SY 2019-2020
GRADE NO. OF PUPILS INDEPENDENT % INSTRUCTIONAL % FRUSTRATION % NONE-READER %
LEVEL TESTED
IV 16 7 44% 4 25% 5 31% 0 0%
V 23 12 52% 8 35% 3 13% 0 0%
VI 12 4 33% 6 50% 2 17% 0 0%
TOTAL 51 23 43% 18 37% 10 20% 0 0%

PHIL-IRI Assessment in ENGLISH
SY 2019-2020
Non-Reader
Frustration
Reading level
Instructional
Independent
0%
10%
20%
30%
40%
50%
60%
PHIL-IRI Assessment in
ENGLISH
GRADE NO. OF PUPILS INDEPENDENT
SY 2021-2022
% INSTRUCTIONAL % FRUSTRATION % NONE-READER %
LEVEL TESTED
IV 48 23 20 5 0 0%
48% 42% 10%
V 50 21 25 4 0 0%
42% 50% 8%
VI 59 30 27 2 0 0%
51% 46% 3%
TOTAL 157 74 47% 72 46% 11 7% 0 0%

PHIL-IRI Assessment in ENGLISH
SY 2021-2022
Non-Reader
Frustration
Reading Level
Instructional
Independent
0%
10%
20%
30%
40%
50%
60%
Comparison of Reading Levels in ENGLISH Learners Before and During the Pandemic
Non-Reader
Frustration
Reading level
Instructional
Independent
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Data on NUMERATES & NON-NUMERATES
SY 2018-2019
Nearly
Non- Numerates Numerates 75-
Grade Level Enrolment % Numerates % %
0-49 100
50-74
Grade I 51 5 9.80% 33 64.71% 13 25.49%
Grade II 51 3 5.88% 29 56.86% 19 37.25%
Grade III 60 3 5.00% 32 53.33% 25 41.67%
Grade IV 67 2 2.99% 39 58.21% 26 38.81%
Grade V 64 3 4.69% 41 64.06% 20 31.25%
Grade VI 72 1 1.39% 27 37.50% 44 61.11%
Total 365 17 4.66% 201 55.07% 147 40.27%

SY 2019-2020
Nearly
0-49 100
50-74
Grade I 61 4 7.84% 32 62.75% 25 49.02%
Grade II 47 3 5.88% 23 45.10% 21 41.18%
Grade III 49 3 5.00% 23 38.33% 23 38.33%
Grade IV 55 4 5.97% 22 32.84% 29 43.28%
Grade V 66 4 6.25% 30 46.88% 32 50.00%
Grade VI 58 3 4.17% 29 40.28% 26 36.11%
Total 340 21 5.75% 159 43.56% 156 42.74%

SY 2020-2021
Nearly
0-49 100
50-74
Grade I 61 6 11.76% 34 66.67% 21 41.18%
Grade II 59 4 7.84% 26 50.98% 29 56.86%
Grade III 48 3 5.00% 20 33.33% 25 41.67%
Grade IV 50 3 4.48% 21 31.34% 26 38.81%
Grade V 59 4 6.25% 20 31.25% 35 54.69%
Grade VI 63 4 5.56% 17 23.61% 42 58.33%
Total 340 24 6.58% 138 37.81% 178 48.77%

Summary of Data on NUMERATES & NON-NUMERATES
Key Stage School Year Non- Numerates Nearly Numerates Numerates
2018-2019 6.79% 58.02% 35.19%
Grade I-III 2019-2020 6.37% 49.68% 43.95%
2020-2021 7.74% 47.62% 44.64%
2018-2019 2.96% 52.71% 44.33%
Grade IV-VI 2019-2020 6.15% 45.25% 48.60%
2020-2021 6.40% 33.72% 59.88%

Data on NUMERATES & NON-NUMERATES (Grades I-III)
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2018-2019
2019-2020
Grade I-III
2020-2021
Non- Numerates Nearly Numerates Numerates

Data on NUMERATES & NON-NUMERATES (Grades IV-VI)
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2018-2019
2019-2020
Grade IV-VI
2020-2021
Non- Numerates Nearly Numerates Numerates

Science Proficiency Level
Grade Level 2019-2020 2020-2021 2021-2022
Grade 3 84.09 86.04 85.71

K1–3
Stage 1
Grade 4 84.24 83.68 83.07
Grade 5 84.55 83.78 84.08
K4–6 Grade 6 85.59 87.77 87.57

Stage 1
General Average 84.62 85.32 85.11

Learners’ Academic Performance
SY 2019-2020
Proficiency Level
Grade Level
Outstanding Very Satisfactory (85- Satisfactory Fairy Satisfactory (75- Did Not Meet
Expectations
(90-100%) 89%) (80-84% 79%)
(Below 75)
No. % No. % No. % No. % No. %

Grade I 4 5.56% 11 18.03% 16 23.23% 30 49.18% 0 0%
Grade II 7 14.89% 15 31.91% 7 14.89% 18 39.30% 0 0%
Grade III 6 12.24% 24 48.98% 15 30.61% 4 8.16% 0 0%
Grade IV 5 8.93% 18 32.14% 26 46.43% 7 12.50% 0 0%
Grade V 8 12.31% 29 44.62% 21 32.31% 7 10.77% 0 0%
Grade VI 6 10.17% 27 45.76% 25 42.37% 1 1.69% 0 0%
Total 36 10.68% 124 36.91% 110 31.64% 67 20.27% 0 0%
SY 2020-2021
Proficiency Level
Grade Level
Expectations
(90-100%) 89%) (80-84% 79%)
(Below 75)
No. % No. % No. % No. % No. %

Grade I 0 0.00% 41 66.13% 14 22.58% 7 11.29% 0 0%
Grade II 0 0.00% 21 35.59% 18 30.51% 20 33.90% 0 0%
Grade III 8 16.67% 22 45.83% 14 29.17% 4 8.33% 0 0%
Grade IV 9 18.00% 26 52.00% 9 18.00% 6 12.00% 0 0%
Grade V 6 10.17% 24 40.68% 29 49.15% 0 0.00% 0 0%
Grade VI 9 14.29% 23 36.51% 29 46.03% 2 3.17% 0 0%
Total 32 9.86% 157 46.12% 113 32.57% 39 11.45% 0 0%
SY 2021-2022
Proficiency Level
Grade Level
Expectations
(90-100%) 89%) (80-84% 79%)
(Below 75)
No. % No. % No. % No. % No. %

Grade I 9 11.84% 36 47.37% 31 40.79% 0 0.00% 0 0%
Grade II 1 1.82% 7 12.73% 21 38.18% 26 42.27% 0 0%
Grade III 7 11.67% 21 23.33% 26 43.33% 6 10.00% 0 0%
Grade IV 7 14.58% 20 41.67% 16 33.33% 5 10.42% 0 0%
Grade V 6 12.00% 28 56.00% 16 32.00% 0 0.00% 0 0%
Grade VI 10 16.95% 15 25.42% 27 45.76% 7 11.86% 0 0%
Total 40 11.48% 127 34.42% 137 38.90% 44 12.43% 0 0%
Comparison of Learners’ Academic Performance
Across Three(3) School Years
Proficiency Level
School Year
Outstanding Very Satisfactory (85- Satisfactory Fairy Satisfactory Did Not Meet
(90-100%) 89%) (80-84% (75-79%) Expectations
(Below 75)
SY 2019-2020 10.68% 36.91% 31.64% 20.27% 0%
SY 2020-2021 9.86% 46.12% 32.57% 11.45% 0%
SY 2021-2022 11.48% 34.42% 38.90% 12.43% 0%

Comparison of Learners’ Academic Performance Across Three(3) School Years
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Outstanding
Very Satisfactory
Satisfactory
Fairy Satisfactory
Did Not Meet Expectations
SY 2019-2020 SY 2020-2021 SY 2021-2022

ENROLMENT PER MODALITY
SY 2020-2021 SY 2021-2022
Grade Level
Modular Print Learning Modular Print Learning Face-to-face Learning
Enrolment % Enrolment % Enrolment %
Kindergarten 80 100% 37 56% 35 44%

Grade I 61 100% 26 34% 50 66%
Grade II 59 100% 10 18% 45 82%
Grade III 48 100% 24 40% 36 60%
Grade IV 50 100% 26 54% 22 46%
Grade V 59 100% 14 28% 36 72%
Grade VI 63 100% 23 39% 36 61%
Total 420 100% 160 38% 260 62%
Pillar 2: Support to the Learning
Environment
❖ Access, Equity and Inclusion

in Education
Comparative data on Enrollment
2019-2020 2020-2021 2021-2022
Grade Level
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Kinder 34 27 61 41 39 80 38 34 72
Grade I 37 24 61 31 30 61 37 39 76
Grade II 30 17 47 37 22 59 31 24 55
Grade III 20 29 49 30 18 48 36 24 60
Grade IV 28 27 55 21 29 50 30 18 48
Grade V 31 35 66 34 25 59 21 29 50
Grade VI 27 31 58 28 35 63 32 27 59
Total 207 190 397 222 198 420 225 195 420
Comparative Data on Enrolment
90
80
70
60
50
40
30
20
10
0
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
2019-2020 2020-2021 2021-2022

Comparative Data on Transferred Learners
from Private Schools
2020-2021 2021-2022
Grade Level
MALE FEMALE TOTAL MALE FEMALE TOTAL
Kinder 0 3 3 0 0 0
Grade I 0 0 0 0 0 0
Grade II 1 0 1 0 0 0
Grade III 1 0 1 0 0 0
Grade IV 0 0 0 0 0 0
Grade V 0 0 0 0 0 0
Grade VI 0 0 0 0 0 0
Total 2 3 4 0 0 0
Comparative Data on Transferred Learners
from Private Schools
3
2.5
1.5
0.5
0
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
2020-2021 2021-2022
Comparative data on Access and Efficiency (KPIs)
Performance Indicators
School Year 2019-2020 to School Year 2021-2022
Indicators SY 2019-2020 SY 2020-2021 SY 2021-2022
1 Gross Enrolment Rate 96.36% 98.59% 97.68%
2 Net Enrolment Rate 96.12% 98.59% 97.68%

GROSS ENROLMENT RATE
99.00%
98.50%
98.00%
97.50%
97.00%
96.50%
96.00%
95.50%
95.00%
2019-2020
2020-2021
2021-2022
NET ENROLMENT RATE
99.00%
98.50%
98.00%
97.50%
97.00%
96.50%
96.00%
95.50%
95.00%
94.50%
2019-2020
2020-2021
2021-2022
1 Cohort Survival Rate 110% 90.77% 67.57%
2 Completion Rate 96.67% 96.92% 122.45%

COHORT SURVIVAL RATE
120%
100%
80%
60%
40%
20%
0%
2019-2020
2020-2021
2021-2022
COMPLETION RATE
140.00%
120.00%
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
2019-2020
2020-2021
2021-2022
1 School Leaver Rate 0% 0% 0%
2 Promotion Rate 100% 100% 100%
3 Repetition Rate 0% 0% 0%
4 Graduation Rate 100% 100% 100%
5 Transition Rate 97.06% 107.27% 100%
6 Retention Rate 100% 100% 100%

Dropout Rate/School Leaver Rate
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2019-2020
2020-2021
2021-2022
PROMOTION RATE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2019-2020
2020-2021
2021-2022
REPETITION RATE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2019-2020
2020-2021
2021-2022
Graduation Rate
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2019-2020
2020-2021
2021-2022
TRANSITION RATE
108.00%
106.00%
104.00%
102.00%
100.00%
98.00%
96.00%
94.00%
92.00%
90.00%
2019-2020
2020-2021
2021-2022
RETENTION RATE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2019-2020
2020-2021
2021-2022
Inventory of Teachers
Inventory of Teachers Needs
Grade level
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2019-2020 SY 2020-2021 SY 2021-2022
Kinder 1 1 1 1 1 1
Grade I 2 2 2 0 0 0
Grade II 2 2 2 0 0 0
Grade III 2 2 2 0 0 0
Grade IV 2 2 2 0 0 0
Grade V 2 2 2 0 0 0
Grade VI 2 2 2 0 0 0
Total 13 13 13 1 1 1
Inventory of Teachers
2
1.8
1.6
1.4
1.2
1
No. of Teachers
0.8
0.6
0.4
0.2
0
Kinder
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
No. of Teachers by LEVEL SY 2021-2022
Position Title No. of Teachers
Teacher I 3
Teacher II 1
Teacher III 9
Total 13
No. of Teachers by Level SY 2021-2022
3
Teacher I Teacher II Teacher III

No. of Teachers per SUBJECT Area SY 2021-2022
Grade Level MTB Filipino English AP ESP MATH SCIENCE MAPEH TLE
Kinder 0 0 0 0 0 0 0 0 0
Grade I 2 2 2 2 2 2 0 2 0
Grade II 2 2 2 2 2 2 0 2 0
Grade III 2 2 2 2 2 2 2 2 0
Grade IV 0 2 2 2 2 2 2 2 2
Grade V 0 2 2 2 2 2 2 2 2
Grade VI 0 2 2 2 2 2 2 2 2
Total 6 12 12 12 12 12 8 12 6
No. of Teachers per SUBJECT AreaSY 2021-2022
2
1.8
1.6
1.4
1.2
0.8
0.6
0.4
0.2
0
MTB
Filipino
English
AP
ESP
MATH
SCIENCE
MAPEH
TLE

NUMBER OF NON-TEACHING
PERSONNEL FOR SY 2021-2022
Position Number
1 Head teacher III 1
2 Administrative Officer II 1
3 Utility 1
Total 3
Identified needs based on inventory
School Year Level of Education Inventory of Non-Teaching Needs
2019-2020 2 1
2020-2021 Elementary 2 1
2021-2022 3 0
Inventory on Non-Teaching Personnel
2.5
2
No. of Non-Teaching
1.5
0.5
2019-2020
2020-2021
2021-2022
Inventory of Non-Teaching Needs

Inventory of Classrooms
Inventory of Classrooms Needs/Shortage
Grade level
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2019-2020 SY 2020-2021 SY 2021-2022
Kindergarten 1 1 1 1 1 1
Grade I 2 2 2 0 0 0
Grade II 2 2 2 0 0 0
Grade III 2 2 2 0 0 0
Grade IV 2 2 2 0 0 0
Grade V 2 2 2 0 0 0
Grade VI 2 2 2 0 0 0
Total 13 13 13 1 1 1
Classroom Needs/Shortage
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
SY 2019-2020 SY 2020-2021 SY 2021-2022

Inventory of Seats
Inventory of Seats Needs/Shortage
Grade level
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2019-2020 SY 2020-2021 SY 2021-2022
Grade I 52 52 52 0 0 0
Grade II 48 48 48 0 0 0
Grade III 60 60 60 0 0 0
Grade IV 61 61 61 0 0 0
Grade V 62 62 62 0 0 0
Grade VI 64 64 64 0 0 0
Total 371 371 371 0 0 0

Seats Needs/Shortage
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
SY 2019-2020 SY 2020-2021 SY 2021-2022

Inventory of Furnitures
Inventory of Furnitures Needs/Shortage
Grade level
SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2019-2020 SY 2020-2021 SY 2021-2022
Grade I 6 6 6 0 0 0
Grade II 5 5 5 0 0 0
Grade III 7 7 7 1 1 1
Grade IV 9 9 9 0 0 0
Grade V 7 7 7 1 1 1
Grade VI 3 3 3 1 1 1
Total 41 41 41 3 3 3
Furnitures Needs/Shortage
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
SY 2019-2020 SY 2020-2021 SY 2021-2022

Inventory of Textbooks (SY 2019-2020)
GRADE LEVEL TITLE/SUBJECT INVENTORY OF NEEDS/
TEXTBOOKS SHORTAGE
Kinder Gelingan Kapampangan 85 0
English 35 25
Science 0 60
Math 32 28
Filipino 0 60
EsP 58 2
I
AP 10 50
MAPEH 0 60
EPP 0 60
MTB 58 2
Bumasa at Sumulat 58 2
MAPEH 34 13
FILIPINO 34 13
MOTHER TONGUE 12 48
II MATH 32 15
ESP 42 5
A.P. 33 14
ENGLISH 23 24
MAPEH 60 0
FILIPINO 21 28
MOTHER TONGUE 30 30
MATH 13 36
III
ESP 5 44
A.P. 18 31
ENGLISH 30 30
SCIENCE 70 0
GRADE LEVEL TITLE/SUBJECT INVENTORY OF NEEDS/SHORTAGE
TEXTBOOKS
Musika at Sining 42 13
FILIPINO 48 7
P.E 22 33
MATH 39 16
IV ESP 45 10
A.P. 28 27
ENGLISH 40 15
SCIENCE 41 14
E.P.P 42 13
MAPEH 14 52
FILIPINO 65 1
E.P.P 42 42
MATH 63 1
V
ESP 27 39
A.P. 31 35
ENGLISH 17 49
SCIENCE 32 34
MAPEH 23 30
MATH 10 48
VI
ESP 54 4
SCIENCE 0 58
TEXTBOOKS
English 67 0
Science 0 60
Math 48 12
Filipino 0 60
EsP 58 2
I
AP 57 3
MAPEH 0 60
EPP 0 60
MTB 58 2
Bumasa at Sumulat 58 2
MAPEH 34 13
FILIPINO 34 13
MOTHER TONGUE 38 9
II MATH 32 15
ESP 42 5
A.P. 33 14
ENGLISH 41 6
MAPEH 60 0
FILIPINO 21 28
MOTHER TONGUE 60 0
MATH 13 36
III
ESP 5 44
A.P. 18 31
ENGLISH 60 0
SCIENCE 70 0
GRADE LEVEL TITLE/SUBJECT INVENTORY OF TEXTBOOKS NEEDS/SHORTAGE
Musika at Sining 42 13
FILIPINO 48 7
P.E 22 33
MATH 39 16
IV ESP 45 10
A.P. 12 43
ENGLISH 40 15
SCIENCE 41 14
E.P.P 42 13
MAPEH 32 34
FILIPINO 30 36
E.P.P 10 56
MATH 10 54
V
ESP 27 39
A.P. 31 35
ENGLISH 17 49
SCIENCE 32 34
MAPEH 23 30
MATH 25 33
VI
ESP 54 4
SCIENCE 0 58
TEXTBOOKS
English 76 0
Math 38 38
Filipino 38 38
I EsP 38 38
AP 38 38
MAPEH 0 76
MTB 38 38
MAPEH 0 55
FILIPINO 5 50
MOTHER TONGUE 20 35
II MATH 20 35
ESP 30 25
A.P. 20 35
ENGLISH 20 35
MAPEH 60 0
FILIPINO 30 30
MOTHER TONGUE 40 20
MATH 60 0
III
ESP 15 45
A.P. 50 10
ENGLISH 60 0
SCIENCE 65 0
GRADE LEVEL TITLE/SUBJECT INVENTORY OF TEXTBOOKS NEEDS/SHORTAGE
MAPEH 80 0
FILIPINO 5 43
MATH 5 43
ESP 40 8
IV A.P. 25 23
ENGLISH 40 8
SCIENCE 2 46
E.P.P 40 8
MAPEH 40 10
FILIPINO 30 20
E.P.P 38 12
MATH 38 12
V
ESP 38 12
A.P. 42 8
ENGLISH 38 12
SCIENCE 30 20
MAPEH 101 0
MATH 28 31
ESP 33 18
VI SCIENCE 60 0
ENGLISH 38 21
E.P.P 38 21
FILIPINO 37 20
Textbooks Needs/Shortage
1200
1150
1100
1050
1000
950
900
2019-2020
2020-2021
2021-2022
Inventory of printed SLM (as of MAY, 2022)
Number of printed SLM
Kindergarten Learning Experiences - KLE - Week 1 to Week 720

10 (Total)
Kindergarten 720
English (Total) 1,760
Grade 1 380
Grade 2 270
Grade 3 300
Grade 4 240
Grade 5 270
Grade 6 300
Mathematics (Total) 1,760
Grade 1 380
Grade 2 270
Grade 3 300
Grade 4 240
Grade 5 270
Grade 6 300
Filipino (Total) 1,760
Grade 1 380
Grade 2 270
Grade 3 300
Grade 4 240
Grade 5 270
Grade 6 300
Science (Total) 1,110
Grade 1 -
Grade 2 -
Grade 3 300
Grade 4 240
Grade 5 270
Grade 6 300
Araling Panlipunan (Total) 1,760
Grade 1 380
Grade 2 270
Grade 3 300
Grade 4 240
Grade 5 270
Grade 6 300
ESP (Total) 1,760

Grade 1 380
Grade 2 270
Grade 3 300
Grade 4 240
Grade 5 270
Grade 6 300
MAPEH (Total) 7,040
Grade 1 38
MUSIC 380
ARTS 380
PE 380
HEALTH 380
Grade 2 27
MUSIC 270
ARTS 270
PE 270
HEALTH 220
Grade 3 30
MUSIC 300
ARTS 300
PE 300
HEALTH 300
Grade 4 24
MUSIC 240
ARTS 240
PE 240
HEALTH 240
Grade 5 27
MUSIC 270
ARTS 270
PE 270
HEALTH 270
Grade 6 30
MUSIC 300
ARTS 300
PE 300
HEALTH 300
Mother Tongue (Total) 950
Grade 1 380
Grade 2 270
Grade 3 300
EPP-TLE (Total) 810
Grade 4 24
Home Economics (HE) -
Industrial Arts (IA) -
Agri-Fishery Arts (AFA) -
Information and Communications Technology (ICT) 240
Grade 5 27
Grade 6 30
Updates on School-Based Feeding Program
and Milk Feeding Program
SBFP BENEFICIARIES FROM SY 2020-2022
Beneficiaries SY 2020-2021 SY 2021-2022
Nutritious Food Pack(NFP) & Milk NFP & Milk
Total No. of Enrolment 420 420
No. of Learner Beneficiaries 77 (Kinder) 29 (Kinder)
Percentage 18.33% 6.90%

Updates on School-Based Management
SBM VALIDATION FOR S.Y. 2020 -2021

PRINCIPLE 1 Leadership and Governance 0.72
PRINCIPLE 2 Curriculum and Instruction 0.64
PRINCIPLE 3
Accountability and Continuous 0.4
Improvement
PRINCIPLE 4 Management of Resources 0.21
Updates on School-Based Management School Year 2020-2021
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Leadership and Governance
Curriculum and Instruction
Accountability and Continuous Improvement
Management of Resources
Updates on School-Based Management
School Year Rating Level of Practice
2016 1.48 I
2019-2020 1.72 II
2020-2021 1.97 II
SBM Rating
1.8
1.6
1.4
1.2
0.8
0.6
0.4
0.2
2016
2019-2020
2020-2021
Participating Learners in Progressive Expansion
of face-to-face Classes
SY 2021-2022
Enrolment Face-to-face classes

Grade Level %
Male Female Total Male Female Total
Kindergarten 38 34 72 18 17 35 49%
Grade I 37 39 76 17 33 50 66%
Grade II 31 24 55 26 19 45 82%
Grade III 36 24 60 22 14 36 60%
Grade IV 30 18 48 17 15 32 46%
Grade V 21 29 50 13 23 36 72%
Grade VI 32 27 59 21 24 45 61%
Total 225 195 420 134 145 279 62%
Participating Learners in Progressive Expansion
of face-to-face Classes
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Total Number of Learners NOT Participating in Progressive
Expansion of face-to-face Classes
SY 2021-2022
Enrolment Modular Distance Learning

Grade Level %
Male Female Total Male Female Total
Kindergarten 38 34 72 20 17 37 51.39%
Grade I 37 39 76 20 6 26 34.21%
Grade II 31 24 55 5 5 10 18.18%
Grade III 36 24 60 11 13 24 40.00%
Grade IV 30 18 48 13 3 16 33.33%
Grade V 21 29 50 8 6 14 28.00%
Grade VI 32 27 59 10 4 14 23.73%
Total 225 195 420 87 54 141 32.69%
NOT Participating in Progressive Expansion of face-to-face Classes
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Kindergarten
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Updates on Vaccination Report
(Teaching Personnel)
First Dose Second Dose
No. Name of Personnel Position (Date) (Date) Brand of Vaccine Remarks
1 VILMA B. MARIANO T-III MAY 20, 2021 AUGUST 5, 2021 ASTRAZENECA FULLY VACCINATED
2 LUCITA M. LOPEZ T-III MAY 20, 2021 AUGUST 2, 2021 ASTRAZENECA FULLY VACCINATED
3 JENNIE Y. ALEJANDRO T-III JUNE 25, 2021 JULY 23, 2021 SINOVAC FULLY VACCINATED
4 LUZ S. PINEDA T-III JULY 26, 2021 JULY 26, 2021 JOHNSON AND JOHNSON FULLY VACCINATED
5 BRENDA B. DAVID T-III JULY 29, 2021 JULY 29, 2021 JOHNSON AND JOHNSON FULLY VACCINATED
6 ANA VERONICA P. DAVID T-III AUGUST 24, 2021 SEPTEMBER 14, 2021 PFIZER FULLY VACCINATED
7 REGINE T. SICAT T-I AUGUST 26, 2021 SEPTEMBER 23, 2021 SINOVAC FULLY VACCINATED
8 LUISITO A. TOLEDO JR. T-III AUGUST 26, 2021 SEPTEMBER 23, 2021 SINOVAC FULLY VACCINATED
9 NYRISSA T. DURAN T-III AUGUST 26, 2021 SEPTEMBER 30, 2021 SINOVAC FULLY VACCINATED
10 RICHEL M. MANINGAS T-I SEPTEMBER 28, 2021 OCTOBER 26, 2021 SINOVAC FULLY VACCINATED
11 JOHN WARREN A. BATENGA T-I OCTOBER 15, 2021 NOVEMBER 04, 2021 PFIZER FULLY VACCINATED
12 LESLIE L. RAMOS T-II NOVEMBER 12, 2021 DECEMBER 13,2021 MODERNA FULLY VACCINATED
13 KRISTINE MARIE M. LOPEZ T-III MARCH 29, 2022 MARCH 29, 2022 JOHNSON AND JOHNSON FULLY VACCINATED
(Non-Teaching Personnel)
First Dose Second Dose Brand of

No. Name of Personnel Position Remarks
(Date) (Date) Vaccine
1 PATRICIO C. PEREZ ESHT-III MAY 18, 2021 AUGUST 02, 2021 ASTRAZENECA FULLY VACCINATED
2 MAILENE S. APOLTO AO-II MAY 05, 2021 JUNE 03, 2021 SINOVAC FULLY VACCINATED
3 EDZEL C. ANTONIO Utility NOVEMBER 4, 2021 DECEMBER 21, 2021 ASTRAZENECA FULLY VACCINATED
(Learners)
Enrolment First Dose 2nd Dose Unvaccinated
Grade Level
M F T M F T M F T M F T
Kinder 38 34 72 3 4 7 0 0 0 35 30 65
Grade 1 37 39 76 6 9 15 2 3 5 29 27 56
Grade 2 31 24 55 8 7 15 2 1 3 21 16 37
Grade 3 36 24 60 10 7 17 5 2 7 21 15 36
Grade 4 30 18 48 8 5 13 1 1 2 21 12 33
Grade 5 21 29 50 8 9 17 4 1 5 9 19 28
Grade 6 32 27 59 7 3 10 12 14 26 13 10 23
Total 225 195 420 50 44 94 26 22 48 149 129 278

Summary of Vaccination Report
Teaching Non-Teaching Learners
School Year
Vaccinated Unvaccinated % Vaccinated Unvaccinated % Vaccinated Unvaccinated %
2021-2022 13 0 100% 3 0 100% 142 278 33.81%

Percentage of Vaccinated Teaching, Non-teaching personnel and Learners
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Teaching
Non-Teaching
Learners
Pillar 3: Upskilling and
Reskilling of Personnel
❖ Quality of Teachers, School

Heads and Supervisors
Profiling of Teachers
Beginning Teachers SY 2019-2020 SY 2020-2021 SY 2021-2022
(Career Stage 1)
Teacher I 0 0 0
(Newly Hired Teacher)
Proficient Teachers SY 2019-2020 SY 2020-2021 SY 2021-2022

(Career Stage 2)
Teacher I-III 13 13 13
(0-3 years)
Beginning Teachers Proficient Teachers
(Career Stage 1) (Career Stage 2)
14
1
0.9 12
0.8
10
0.7
0.6 8
0.5
6
0.4
0.3 4
0.2
2
0.1
0 0
2019-2020 2019-2020
2020-2021 2020-2021
2021-2022 2021-2022
Summary of Performance Ratings of Teachers
ADJECTIVAL RATING POOR UNSATISFACTORY SATISFACTORY VERY SATISFACTORY OUTSTANDING
PROFICIENT TEACHERS SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 - SY 2020 -
(Career Stage 2) 2020 2021 2020 2021 2020 2021 2020 2021 2020 2021
TEACHERS I 0 0 0 0 0 0 7 2 0 4
TEACHERS II 0 0 0 0 0 0 1 1 0 0
TEACHERS III 0 0 0 0 0 0 4 6 1 0
Total 0 0 0 0 0 0 12 9 1 4
Performance Ratings of Teachers
OUTSTANDING
VERY SATISFACTORY
SATISFACTORY
UNSATISFACTORY
POOR
0
1
2
3
4
5
6
7
TEACHER III TEACHER II TEACHER I

Learning and Development Needs Assessment for Teachers
DOMAIN 1 (CONTENT KNOWLEDGE AND PEDAGOGY)
SY 2020 - 2021 SY 2021 - 2022

STRANDS
WEIGHTED MEAN WEIGHTED MEAN
1.1 Applying knowledge of content within and across curriculum 3.38 3.69
teaching areas
Using a range of teaching strategies that enhance learner 3.15 3.31

1.4 achievement in literacy and numeracy skills
1.5 Applying a range of teaching strategies to develop critical and 3.23 3.38
creative thinking, as well as other higher order thinking skills
1.6 Displaying proficient use of Mother Tongue, Filipino and English 3.46 3.62
to facilitate teaching and learning
DOMAIN 1 (CONTENT KNOWLEDGE AND PEDAGOGY)
3.7
3.6
Priority Need for Learning and
3.5
Development Under Domain 1:
Using a range of teaching

Weighted Mean
3.4
strategies that enhance learner
3.3 achievement in literacy and
numeracy skills
3.2
3.1
Strand 1.1
Strand 1.4
Strand 1.5
Strand 1.6
Axis Title
DOMAIN 2 (LEARNING ENVIRONMENT)
SY 2020 - 2021 SY 2021 - 2022

STRANDS
Establishing safe and secure learning environments to enhance

2.1 learning through the consistent implementation of policies, 3.54 3.62
guidelines and procedures
Managing learner behavior constructively by applying positive 3.08 3.23

2.6 and non-violent discipline to ensure learning-focused
environments
DOMAIN 2 (LEARNING ENVIRONMENT)
3.7
3.6
3.5 Development Under Domain 2:
3.4 Managing learner behavior

Weighted Mean
constructively by applying positive

3.3
and non-violent discipline to
ensure learning-focused
3.2
environments.
3.1
Strand 2.1
Strand 2.6
DOMAIN 3 (DIVERSITY OF LEARNERS)
SY 2020 - 2021 SY 2021 - 2022

STRANDS
3.1 Using differentiated, developmentally appropriate learning experiences to address learners’ 3.46 3.77
gender, needs, strengths,interests and experiences
3.3 Designing, adapting and implementing teaching strategies that are responsive to learners 3.54 3.69
with disabilities, giftedness and talents
3.4 Planning and delivering teaching strategies that are responsive to the special educational 3.08 3.31
needs of learners in difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child abuse and child
labor practices
3.5 Adapting and using culturally appropriate teaching strategies to address the needs of 3.54 3.62
learners from indigenous groups
DOMAIN 3 (DIVERSITY OF LEARNERS)
3.8

3.7
3.6
Planning and delivering teaching
3.5 strategies that are responsive to
the special educational needs of
Weighted Mean
3.4
learners in difficult circumstances,
3.3 including: geographic isolation;
chronic illness; displacement due
3.2 to armed conflict, urban
resettlement or disasters; child
3.1
abuse and child labor practices
3
Strand 3.1
Strand 3.3
Strand 3.4
Strand 3.5
DOMAIN 4 (CURRICULUM AND PLANNING)
STRANDS SY 2020 - 2021 SY 2021 - 2022
4.1 Planning, managing, and implementing developmentally sequenced teaching and learning 3.54 3.77
process for varied learning needs and contexts
4.2 Setting achievable and appropriate learning outcomes that are aligned with learning 3.15 4.38
competencies.
4.5 Selecting, developing, organizing and using appropriate teaching and learning resources to 3.62 3.69
address learning goals
DOMAIN 4 (CURRICULUM AND PLANNING)
4.4
4.2
4
Setting achievable and

Weighted Mean
3.8
appropriate learning outcomes
that are aligned with learning
3.6 competencies.
3.4
3.2
Strand 4.1
Strand 4.2
Strand 4.5
Learning and Development Needs for Teachers
DOMAIN 5 (ASSESSMENT AND REPORTING)
STRANDS SY 2020 - 2021 SY 2021 - 2022
5.1 Designing, selecting, organizing and using diagnostic, formative and summative assessment 3.46 3.54
strategies consistent with curriculum requirements
5.2 Monitoring and evaluating learner progress and achievement using learner data 3.69 3.85
DOMAIN 5 (ASSESSMENT AND REPORTING)
3.85
3.8
3.75 Priority Need for Learning and

3.7
3.65 Designing, selecting, organizing

Weighted Mean
3.6 and using diagnostic, formative

and summative assessment
3.55
strategies consistent with
3.5 curriculum requirements.
3.45
3.4
3.35
Strand 5.1
Strand 5.2
DOMAIN 6 (COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT)
STRANDS SY 2020 - 2021 SY 2021 - 2022
6.1 Maintaining learning environments that are responsive to community contexts 3.08 3.31
6.2 Building relationships with parents/guardians and the wider school community to 3.62 3.77
facilitate involvement in the educative process
6.3 Reviewing regularly personal teaching practice using existing laws and regulations that 3.69 3.92
apply to the teaching profession and the responsibilities specified in the Code of Ethics for
Professional Teachers
6.4 Complying with and implementing school policies and procedures consistently to foster 3.69 3.85
harmonious relationships with learners, parents, and other stakeholders.
DOMAIN 6 (COMMUNITY LINKAGES AND PROFESSIONAL
ENGAGEMENT)
3.9
3.8
3.7 Development Under Domain 6:
3.6
Maintaining learning
Weighted Mean
3.5
environments that are responsive
3.4 to community contexts.
3.3
3.2
3.1
3
Strand 6.1
Strand 6.2
Strand 6.3
Strand 6.4
DOMAIN 7 (PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT)
STRANDS SY 2020 - 2021 SY 2021 - 2022
7.2 Adopting practices that uphold the dignity of teaching as a profession by exhibiting 3.54 3.77
qualities such as caring attitude, respect and integrity
7.3 Participating in professional networks to share knowledge and to enhance practice 3.38 3.46
7.5 Setting professional development goals based on the Philippine Professional Standards for 3.69 3.92
Teachers
DOMAIN 7 (PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT)
3.9

3.8
3.7
Participating in professional
Weighted Mean
3.6
networks to share knowledge
3.5 and to enhance practice
3.4
3.3
3.2
Strand 7.2
Strand 7.3
Strand 7.5
Summary of Learning and Development Priority Needs Per Domain for Teachers
SY 2020 - 2021 SY 2021 - 2022
DOMAINS STRANDS
DOMAIN 1
Using a range of teaching strategies that enhance learner achievement in
(CONTENT KNOWLEDGE AND 1.4 literacy and numeracy skills 3.15 3.31
PEDAGOGY)
DOMAIN 2 Managing learner behavior constructively by applying positive and non-

2.6 3.08 3.23
(LEARNING ENVIRONMENT) violent discipline to ensure learning-focused environments
Planning and delivering teaching strategies that are responsive to the special
DOMAIN 3 educational needs of learners in difficult circumstances, including: geographic
3.4 isolation; chronic illness; displacement due to armed conflict, urban 3.08 3.31
(DIVERSITY OF LEARNERS)
resettlement or disasters; child abuse and child labor practices
DOMAIN 4 Setting achievable and appropriate learning outcomes that are aligned with
4.2 learning competencies. 3.15 4.38
(CURRICULUM AND PLANNING)
DOMAIN 5 Designing, selecting, organizing and using diagnostic, formative and

5.1 3.46 3.54
(ASSESSMENT AND REPORTING) summative assessment strategies consistent with curriculum requirements
DOMAIN 6
Maintaining learning environments that are responsive to community
(COMMUNITY LINKAGES AND 6.1 3.08 3.31
contexts
PROFESSIONAL ENGAGEMENT)
DOMAIN 7
Participating in professional networks to share knowledge and to enhance
(PERSONAL GROWTH AND 7.3 practice 3.38 3.46
PROFESSIONAL DEVELOPMENT)
Pillar 4: Engagement of Stakeholders
for Support and Collaboration
❖ Responsive Engagement
for Education
Pandemic
Existing partnerships and collaboration
SCHOOL YEAR
2019-2020 2020-2021 2021-2022
New School Level

1 3 2
Stakeholder
Sustained Partnerships 8 9 11
TOTAL 9 12 13
New School Level Stakeholder Sustained Partnerships
3.5 12
11
3
3
10
2.5
8
8
2
2
1.5
4
1
1
2
0.5
0 0
2019-2020 2020-2021 2021-2022 2019-2020 2020-2021 2021-2022
Total Number of Partnerships
14
13
12
12
10
0
2019-2020 2020-2021 2021-2022
Summary of donations/grants and corresponding
beneficiaries
SCHOOL YEAR (SY)
2019-2020 2020-2021 2021-2022
Brigada Eskwela
₱46,300.00 ₱52,480.00 ₱57,389.00
School Supplies and

Materials ₱32,500.00 ₱36,692.00 ₱25,389.00
Supplies for
repairs/maintenance for
buildings and other ₱13,800.00 ₱15, 788.00 ₱32,000.00
structures
Total
₱92,600.00 ₱104,960.00 ₱114,778.00
Summary of donations/grants and corresponding benefi ciaries
92,600.00
114,778.00
104,960.00
2019-2020 2020-2021 2021-2022

SWOT analysis
SWOT Analysis
Strengths Weaknesses
1. Availability of learning resources and materials.
1. Difficulty in independent learning due to low
K 2. Provide learning materials that go through a systematic

quality assurance mechanism.
3. Presence of Project ARAL, Project MATH, Project SLM

K
literacy level.
2. Major adjustments in transitioning to the face-to-

face classes.
and Project 6Ks to support learners and address learning
losses.
Opportunities Threats
1. Possible occurrence of COVID-19 virus while
implementing progressive expansion of face-to-face
1. Provision of funds for the purchase of learning resources
classes.
K K
for learning recovery.
2. Insufficient number of printers available in the
2. Opportunities to continue their education from their own
schools. This is very relevant in the printing and
homes with the support of their families. reproduction of modules for distribution and use of
learners
SWOT Analysis
Strengths Weaknesses
1. Increased enrolment due to annual conduct of Early 1. Updating of learners status in the LIS are delayed
Enrolment Registration. due to unstable or no Internet connections of schools
2. Enrolment concerns of learners are addressed due to 2. Teachers are still adjusting to the immediate switch
I technical assistance given to LIS/BEIS Coordinators.
3. All teaching and non-teaching personnel are fully vaccinated.

I
to distance education.
3. Insufficient number of classroom to accommodate

all learners for face-to-face classes.
4. Presence of Project GUIDE, Project WINS, Project BUILD and
Project SBM. 4. Low vaccination rate of the learners.
1. Setting of parameters, guidelines, safety nets,
precautionary measures to safeguard children against the
1. Possible local and community transmission of
threat of cyberbullying, cybercrime, mental health.
I
COVID-19.
I 2. Always follow standard practices and appropriate

regulations for cleaning and disinfection.
2. New strains/variants as factors for the surge
3. Delay in the repair of classrooms due to lack of funds.

3. Active participation of PTAs in the improvement of the
teaching-learning conditions in our schools.
SWOT Analysis
Weaknesses
Strengths
1. Lack of available gadgets/ equipment and unstable
1. Teachers engage in the development and provision
mobile/ internet connection to attend online courses.
of learning resources to learners appropriate to the
T T
different modalities.
2. Limited Skills in applying education technology and
2. Continuous online training of teachers personally online meeting opportunities.
and professionally.
3. Limited number of teachers trained due to insufficient
3. Provide trainings to teachers such as SLACs and funds.
INSETs.
1. Reskilling and upskilling of teachers with their teaching
learning strategies. 1. Limited numbers of training development
T 2. Opportunities to attend trainings and seminars for

personal and professional development. T
programs.
2. Volatile learning environment.
3. New teaching strategies and techniques arise to bridge 3. Data Privacy through Google Forms.
the learning gaps of the learners.
SWOT Analysis
Strengths
1. Facilitators in ensuring that their children are indeed Weaknesses
learning from the materials provided. 1. Lack of parent content knowledge or pedagogy to assist
2. Collaboration with teachers in meeting the learning goals their children in their education.
of learners.
E 3. Understands and fosters a respectful environment where

support, intervention and progress can take place.
4. Builds the quality of instruction and engages all members
of the school community -- staff, students, parents and others
E 2. Lack of resources to support learners need in their
education.
3. Unwillingness to cooperate of other stakeholders to

in the community. school due to lack of knowledge with regards to their
5. Presence of Project I-SUPPORT and maintain stakeholders’ roles and responsibilities.
partnership.
Opportunities
1. Highlight new programs, projects and activities Threats
development that increase leaning partnerships with
stakeholders. 1. Stakeholders exhaustion to support the school
due to its excessive need and preparation for
E 2. Allocation of Maintenance and Other Operating Expenses

(MOOE) on activities and necessities that support learning
programs and help maintain a safe and healthy
E
implementation of its programs and projects.
2. Unable to conduct conferences with

stakeholders due to possible occurrence of
environment in schools.
COVID-19 virus.
3. Sustained/continuous support to stakeholders.
4. Transparency Board on MOOE posting all school
expenditures using the allocated funds.
Key Challenges and
Strategic Directions
DIVISION LRP FRAMEWORK
SCHOOL LRP FRAMEWORK
Key Challenges: Pillar 1
1. Difficulty in independent learning due to low literacy level.
2. Increase the number of non-numerates among grades I-VI learners.
3. Availability of printing equipment and materials for the production of learner’s materials.
4. Major adjustments in transitioning to the face-to-face classes.
5. Unreadiness of learners in face-to-face learning.

6. The face-to-face classes are time-bound meaning learners need to follow a rigid schedule every day.
138
PILLAR 1 Goal: Ensure that all learners develop grade level competencies at least at the proficient level
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Address learning gaps and losses Provide differentiated instruction to attract learners’ attention during classes. Ensure effective and efficient delivery of learning

Conduct targeted instruction such as remediation to address specific learning Ensure teaching hours are maximized for the
needs. actual teaching and learning process

Provide needed instructional supervision and interventions
-Strengthen Project ARAL “Always Read Aloud with Love” to improve Acquisition of reading materials
reading skills
-Strengthen Project MATH “Making Alternative Teaching to Hone math Provide remediation teaching on least learned
skills” to improve basic numeracy skills competencies in mathematics
-Strengthen 4Fs to Improve pupil’s performance and skills in computing
simple exercises Address the identified learning gaps
Ensure the availability of quality Strengthen Project SLM “Secure Learning with Modules” 1:1 SLM-pupil ratio
assured learning resources tailored to -kinder-grade six pupils each received SLM every quarter
the identified learning gaps in each -Ensure the quality of Modules to be given to the learners. Monitor the preparation of localized reading
materials and ensure quality assured materials
learning area
Develop K-12 localized reading materials for K-gr. VI Reproduction of localized reading materials
Supervised teaching learning competencies (MELCS) Guided with the use of MELCs in creating learning
activity sheets, self-learning modules, and other
instructional materials.
Strengthen home-school partnership Strengthen Project 6Ks “Kaguro-kaeskwela , kamustahan-kausap Kaagapay Distance learning presents opportunities to forge
on learning recovery sa Karunungan” to help learners cope up with the lesson even at home and stronger connections with families.
monitor its progress
Insight gained through strong connections with
Strengthen parent and community involvement to take initiative to actively families can support innovations that better meet
support their children’s development and learning at home pupils and family needs.
Listen to parents, support them, and ensure that they have the tools to be active With training and support, parents can reinforce
partners in their children’s school experience learning and skill development in the home.
Conduct orientation of the parents on their roles in their children’s learning
development
Ensure more efficient conducts of Enhancing teaching and facilitating learning using ICT to support and potentially List of Power Point Presentation provided
learning process of teachers and transform the learning and teaching process
learners List of Video Presentation Provided
Strengthen assessment of learning Monitor classroom assessment to regularly monitor learning and progress; Formative and summative assessment tools
outcomes providing teachers with information to understand pupils’ learning needs and
guide instruction; and helping pupils understand the next steps in their learning
through feedbacking.
-Strengthen formative and summative assessment strategies and practices
1. Vaccination rate of learners are low.
2. SBM level of practices must improve from level 2 to level 3.
3. Low psychosocial mental support program to teachers and learners.
4. Some schools fail to encode their enrolment online ontime in the LIS due to poor internet connectivity.
5. Lack of classroom to accommodate learners in the progressive expansion of face-to-face classes.
6. Safety and learning continuity mechanisms, processes, plans, and protocols
7. Lack of preparedness and physical distancing of the learners.

Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING ENVIRONMENT TO PROMOTE
PILLAR 2
MEANINGFUL LEARNING EXPERIENCE
Securing a healthy and positive school Provide safe, supportive learning environments for learners that support social Set-up emergency hotlines/help desk
environment and emotional development.
-Strengthen Project GUIDE “Grow, Understand Individual Differences Regular school disinfection especially seats and
& Educate” to provide positive guidance and helps promote the social,
emotional, and cognitive development of the learners tables before and after the class by using alcohol or
other disinfectants.
Strengthen Project WINS “Wash in School” to monitor, evaluate, and validate
WASH facility Restore a sense of normality, dignity, and hope by
providing both routine and structured, supportive
Strengthen Project BUILD “Build-Up and Improve facilities for Learning activities that help build learner’s cognitive, social,
Development” to validate and identify school building that in need of repair and emotional skills.
Intensify and improve the Nutritional Status and increase achievement rate Repair handwashing areas and proper
dissemination of proper handwashing
List of classrooms that in need of repair
List of Beneficiaries of SBFP
Financial Report on SBFP

Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING ENVIRONMENT TO PROMOTE
PILLAR 2 MEANINGFUL LEARNING EXPERIENCE
Enculturate disaster preparedness in SDRRM Plan and activities SDRRM Plan

the school
Dissemination of earthquake drill and fire drill Accomplishment Report
Conduct teachers training on the different precautionary measures during Procurement of SDRRM materials
earthquake, fire, typhoon, etc…
Attending trainings/webinars of SDRRM
coordinator
Improved and update pupils’ record Update pupils’ status and records Submission and validation of learners status in
LIS/EBEIS
Improve SBM Level of practice from Strengthen Project SBM “Sulong Bayanihan para sa Mag-aaral” to bring both Monitor SBM implementation/make a progress
level 2 to level 3 financial and instructional resources in line with the instructional goals report/giving feedback
developed in the school and nurtures and stimulates new leaders at all principle.
Convene all SGC, PTA/GPTA & SPT to discuss and re-orient them on SBM through School Report Card
meetings/conferences.

Implement activities of SBM giving emphasis on the 4 principles.

1. Teacher training and support for the blended learning approach (Modular distance learning and face-to-face
class)
2. Lack of available gadgets/ equipment and unstable mobile/ internet connection to attend online tainings and
webinars.
3. Limited Skills in applying education technology and online meeting opportunities.
4. Limited number of teachers trained due to insufficient funds.
144
PILLAR 3 Goal: Develop and implement learning and development program that would upskill and reskill teachers, school leaders,
and non-teaching personnel in line with the changing normal in the school environment.
Improve teachers’ competencies and Facilitate teachers’ trainings such as SLAC and INSETs. In-Service Training/SLAC Sessions
strategies in teaching in line with the
changing normal in the school Monitor teachers’ performance and provide assistance in their difficult situation. Training proposals
environment
Conduct orientation on PPST and RPMS Training needs assessment
Upskills teacher to become efficient
and effective in the delivery of Conduct COT and classroom observation Development of training design
learning on blended learning modality
Providing incentives who will gain an outstanding rating
Provision of Technical Assistance to Monitoring and Reporting on teachers’ accomplishment Monthly Instructional Supervisory and TA plans
teachers. and reports
Assessment of teacher’s accomplishment
Monitoring and evaluation
Technical assistance to teachers’ needs and interest
Accomplishment report
1. Lack of parent content knowledge or pedagogy to assist their children in their education.
2. Lack of resources to support learners need in their education.
3. Unwillingness to cooperate of other stakeholders to school due to lack of knowledge with regards to their roles and
responsibilities.
4. Stakeholders exhaustion to support the school due to its excessive need and preparation for implementation of its
programs and projects.
5. Unable to conduct conferences with stakeholders due to possible occurrence of COVID-19 virus.
146
Goal: Stakeholders shall be actively involved in ensuring the availability of appropriate resources to support the Plans,
PILLAR 4 Projects, and Activities (PPAs) that enable learning recovery.
Boost partnership mechanism to Strengthen Project I-SUPPORT and gain greater trust among List of Stakeholders
provide support for the continuation stakeholders by proper utilization of school funds.
of learning opportunities Financial Report
Awareness of stakeholders on their responsibilities in the
implementation of school programs and projects. Facilitate meetings on the different programs and projects of the
school.
Gathering of input and ideas, learning from each other and
setting priorities for the learning continuity of the pupils. Inventory of Needs
Collaboration with the goals and objectives of the programs and Deed of Donation
projects of the school.
Memorandum of Agreement/ Understanding
Recognition of stakeholders’ participation

Performance Targets
Targets
NET ENROLMENT RATE
SCHOOL YEAR ACTUAL DATA FORECAST FINAL TARGET
2017-2018 105.66
2018-2019 100.70
2019-2020 96.12
2020-2021 98.59
2021-2022 97.68
2022-2023 97.70 97.75
2023-2024 97.85 97.92
2024-2025 98.06 98.56
2025-2026 98.73 98.79
2026-2027 98.83 98.94
2027-2028 99.23 99.26
2028-2029 99.98 100

Targets
NET ENROLMENT RATE
100.5
100
99.5
99
Net Enrolment Rate
98.5
98
97.5
97
96.5
2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 2027-2028 2028-2029
Targets
COMPLETION RATE
2017-2018 105.45
2018-2019 133.33
2019-2020 96.67
2020-2021 96.92
2021-2022 122.45
2022-2023 122.73 122.81
2023-2024 123.24 123.17
2024-2025 123.75 123.84
2025-2026 124.26 124.72
2026-2027 124.77 124.90
2027-2028 124.92 124.95
2028-2029 125.79 126

Targets
COMPLETION RATE
127
126
125
Completion Rate
124
123
122
121
2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 2027-2028 2028-2029
Targets
SCHOOL LEAVER RATE
2017-2018 0.00
2018-2019 0.00
2019-2020 0.00
2020-2021 0.00
2021-2022 0.00
2022-2023 0.00 0.00
2023-2024 0.00 0.00
2024-2025 0.00 0.00
2025-2026 0.00 0.00
2026-2027 0.00 0.00
2027-2028 0.00 0.00
2028-2029 0.00 0.00

Targets
SCHOOL LEAVER RATE
1
0.9
0.8
0.7
0.6
School Leaver Rate
0.5
0.4
0.3
0.2
0.1
0
2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 2027-2028 2028-2029
Axis Title
Implementation Phase
Implementation Plan
Strategies Interventions Critical Action (Activities) Person Timeframe Estimated Budget Source
Responsible Budget
(Phase 1) (Phase 2) (Phase 3)
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Address Provide differentiated Coordinate with the school School head July 2022 August 2022 August 500.00 School Funds
instruction to attract learners’ English leader School English to July 2023 2023 to
learning gaps Leader July 2024
and losses attention during classes.
Coordinate with the school School
Conduct targeted instruction mathematics leader Mathematics
such as remediation to address leader
specific learning needs. Teachers
Learners
Provide needed instructional
supervision and interventions
-Strengthen Project ARAL to
improve reading skills
-Strengthen 4Fs to Improve

pupil’s performance and skills
in computing simple exercises
Implementation Plan
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Ensure the Strengthen Project SLM Coordinate with school School Head July 2022 August 2022 August 20,000.00 MOOE
-kinder-grade six pupils each ICT Leader School ICT to July 2023 2023 to
availability of Leader July 2024
quality assured received SLM every quarter
Coordinate with school School Property
learning resources -Ensure the quality of property custodian custodian
tailored to the Modules to be given to the Teachers
identified learning learners. Printing of SLM/LAS
gaps in each
learning area Monitor dissemination of
Develop K-12 localized reading develop K-12 localized
materials for K-gr. VI reading materials for K-gr.
VI
Supervised teaching learning
competencies (MELCS)
Implementation Plan
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Strengthen Strengthen parent and Coordinate with the School head July 2022 August 2022 August N/A N/A
community involvement to parents and guardian Teachers to July 2023 2023 to
home-school Parents July 2024
partnership on take initiative to actively
support their children’s Conduct orientation to Learners
learning development and learning at parents
recovery home
Listen to parents, support
them, and ensure that they
have the tools to be active
partners in their children’s
school experience
Conduct orientation of the

parents on their roles in their
children’s learning
development
Implementation Plan
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Ensure more Enhancing teaching and Conduct trainings with School Head July 2022 August 2022 August N/A N/A
facilitating learning using regards to ICT Integration School ICT to July 2023 2023 to
efficient conducts Coordinator July 2024
of learning process ICT to support and
potentially transform the Teachers
of teachers and learning and teaching
learners process
Strengthen Monitor classroom assessment Monitoring of instruction School Head July 2022 August 2022 August N/A N/A
to regularly monitor learning and assessment. Teachers to July 2023 2023 to
assessment of July 2024
learning outcomes and progress; providing
teachers with information to
understand pupils’ learning
needs and guide instruction;
and helping pupils understand
the next steps in their learning
through feedbacking.
-Strengthen formative and
summative assessment
strategies and practices
Implementation Plan
Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING ENVIRONMENT TO PROMOTE MEANINGFUL
PILLAR 2
LEARNING EXPERIENCE
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Securing a healthy School disinfection and Coordinate with the School Head July 2022 August 2022 August 100,000.00 MOOE
sanitation barangay/LGU School DRRM to July 2023 2023 to
and positive school coordinator July 2024
environment
Provide psychosocial support Conduct school School
and emotional learning disinfection before and Guidance
after activities Leader
Strengthen Project WINS to School Property
monitor, evaluate, and validate Procurement of medical Custodian
WASH facility supplies and materials Teachers
Parents
Strengthen Project BUILD to Orientation of teachers Learners
validate and identify school and learners on mental
building that in need of repair health and psychosocial
support
Intensify and improve the Coordinate with the
Nutritional Status and increase school property custodian
achievement rate with regards to classroom
structures
Strengthen the school-
community health and
safety support system for
all children.
Implementation Plan
PILLAR 2 LEARNING EXPERIENCE
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Enculturate SDRRM Plan and activities Coordinate with the School Head July 2022 August 2022 August 21,000.00 MOOE
school DRRM Coordinator School DRRM to July 2023 2023 to
disaster coordinator July 2024
preparedness in Dissemination of earthquake Crafting and submission Teachers
the school drill and fire drill of SDRRM Plan Parents
Learners
Conduct teachers training on Monitoring and
the different precautionary implementation of SDRRM
measures during earthquake, Plan
fire, typhoon Conduct earthquake drill
and fire drill
Improved and Update pupils’ status and Coordinate with the School Head July 2022 August 2022 August N/A N/A
records School LIS/EBEIS School LIS/EBEIS to July 2023 2023 to
update pupils’ Coordinator coordinator July 2024
record Teachers
Monitor pupils’ profiles
and attendance
Implementation Plan
PILLAR 2 LEARNING EXPERIENCE
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Improve SBM Convene all SGC, PTA/GPTA & Conduct orientation on School Head July 2022 August 2022 August 1,000.00 School Funds
SPT to discuss and re-orient SBM validation Chairman per to July 2023 2023 to
Level of practice principle July 2024
from level 2 to them on SBM through
meetings/conferences. Mentoring and coaching SGC
level 3 to the four principles PTA/GPTA
Implement activities of SBM Teachers
giving emphasis on the 4 Ensure cooperation and Parents
principles. collaboration for better Learners
result during the
validation
Report to stakeholders on
the progress of the SBM
implementation
Implementation Plan
Goal: Develop and implement learning and development program that would upskill and reskill teachers, school leaders, and non-teaching
PILLAR 3
personnel in line with the changing normal in the school environment
Strategies Interventions Critical Action Person Timeframe Estimated Budget
(Activities) Responsible Budget Source
SY 2021 - 2022 SY 2022 - 2023 SY 2023 - 2024
Improve teachers’ Facilitate teachers’ trainings such Planning for teachers’ School Head July 2022 August 2022 August 2023 N/A N/A
competencies and as SLAC and INSETs. trainings such as SLAC Teachers to July 2023 to July 2024
strategies in and INSETs
teaching in line Monitor teachers’ performance
with the changing and provide assistance in their Crafting and submission
normal in the difficult situation. of training proposals
school environment
Conduct orientation on PPST and Orientation on PPST and
Upskills teacher to RPMS RPMS
become efficient
and effective in the Conduct COT and classroom Preparation and
delivery of learning observation scheduling of COT and
on blended classroom observation
learning modality Providing incentives who will gain
an outstanding rating
Provision of Monitoring and Reporting on Preparation of Technical School Head July 2022 August 2022 August 2023 N/A N/A
Technical teachers’ accomplishment assistance plan Teachers to July 2023 to July 2024
Assistance to
teachers. Assessment of teacher’s Preparation of Technical
accomplishment Assistance Tracking
Form
Technical assistance to teachers’
needs and interest Preparation of Technical
assistance Performance
Contract
Implementation Plan
Goal: Stakeholders shall be actively involved in ensuring the availability of appropriate resources to support the Plans, Projects, and Activities
PILLAR 4
(PPAs) that enable learning recovery.
Responsible Budget
SY 2021 - 2022 SY 2022 - 2023 SY 2023 -
2024
Boost Strengthen Project I- Coordinate with the School Head July 2022 August 2022 August 1, 500.00 School Funds
SUPPORT and gain greater identified stakeholders for Teachers to July 2023 2023 to
partnership the school PPAs. SGC July 2024
mechanism to trust among stakeholders by
proper utilization of school GPTA/PTA
provide support funds. Conduct orientation and External
for the regular meeting for Stakeholders
continuation of Awareness of stakeholders smooth implementation of
learning on their responsibilities in school PPAs
opportunities the implementation of school
programs and projects.
Gathering of input and ideas,
learning from each other and
setting priorities for the
learning continuity of the
pupils.
Collaboration with the goals

and objectives of the
programs and projects of the
school.
Analysis and
Management of Risk
Analysis and Management of Risk
Identified Risk Severity
Probability Impact
Risk
Institutional Risk High/ High/Medium/ Overall Rate Mitigation Strategies
Categories
Medium/Low Low
Continuously monitor
Possible occurrence of COVID-19 virus
while implementing progressive and strictly followed
Operational 3 5 4
expansion of face-to-face classes health and safety
protocols.
Insufficient number of classrooms

needed for the implementation of Prioritizing learners
Operational 3 5 4
progressive expansion of face-to-face vis-à -vis DepEd Order
classes
Workload challenge for teachers limit Create a System and

their overall effectiveness in the Strategic 3 4 4 Schedule for
teaching process administrative work
Probability Impact
Risk
Institutional Risk High/ High/ Overall Rate Mitigation Strategies
Categories
Medium/Low Medium/Low
Missing learning opportunities in Remedial learning to help

literacy and numeracy skills due to Operational 3 5 4 learners catch up on lost
prolonged school closure learning
Continuous learning loss in four non- Additional number of

Strategic 3 5 4
core areas teaching hours
Inequitable allocation of funds and Determine actual needs of

Financial 2 4 3
resources the school
Probability Impact
Risk
Institutional Risk High/ High/Medium/ Overall Rate Mitigation Strategies
Categories
Medium/Low Low
Inability of parents to attend Continuous follow up from

regularly for the distribution of the parents on the schedule
foods for SBFP. Strategic 3 5 4 given for the distribution of
foods for SBFP.
Lack of allocation of funds for Strengthen partnership

health facilities (wash areas, clinics) with our stakeholders to
Operational 3 5 4
and medical supplies sponsors our medical
supplies and facility
168
Probability Impact
Risk
Institutional Risk High/Medium/ High/ Overall Rate Mitigation Strategies
Categories
Low Medium/Low
Failure of School LIS Coordinators Continuously monitor and

to encode/update their enrolment follow up the encoding of
Reputational 3 3 3
data/learner’s data in the LIS enrolment/learner’s data in
System. the LIS.
Lack of decision-making skills, Adequate training about

SBM and clarification of
communication, and trust among
Operational 3 4 3.5 roles and responsibilities
stakeholders in the implementation and expected outcomes to
of SBM stakeholders
Probability Impact
Risk
Institutional Risk High/ High/ Overall Rate Mitigation Strategies
Categories
Medium/Low Medium/Low
Unable to conduct conferences with Information and

stakeholders due to possible Operational 3 4 3.5 coordination with the latest
occurrence of COVID-19 virus IATF Guidelines
Stakeholders exhaustion to support Conduct of regular

the school due to its excessive need 4 convergence and
and preparation for implementation Reputational 3 5 feedbacking activities with
of its programs and projects. the stakeholders
Indicative Timelines
Preliminary Summer SY SY 2022-2023 SY 2023-2024
Activity 2021-2022
April May June July 2022 Aug 2022 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
1. Planning for School LRP

❏ Validation Activities
❏ Orientation on the Crafting of
School LRP
2. Finalization of Plan
❏ Submission of School Report to
District
3. School Head Presentation
4. Presentation of LRPs to Stakeholders
5. Coordinate with the school English

leader
6. Coordinate with the school

mathematics leader
7. Coordinate with school ICT Leader

Activity 2021-2022
8. Coordinate with school property

custodian
9. Printing of SLM/LAS
10. Monitor dissemination of develop K-

localized reading materials for K-gr. VI
11. Coordinate with the parents and

guardian
12. Conduct orientation to parents
13. Conduct trainings with regards to

ICT Integration
Activity 2021-2022
14. Monitoring of instruction and

assessment.
15. Coordinate with the barangay/LGU
16. Conduct school disinfection before

and after activities
17. Procurement of medical supplies

and materials
18. Orientation of teachers and learners

on mental health and psychosocial
support
19. Coordinate with the school property

custodian with regards to classroom
structures
20. Coordinate with the school DRRM 174

Coordinator
Preliminary Summer SY 2021- SY 2022-2023 SY 2023-2024
Activity 2022
April May June July Aug Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2022 2022
21. Crafting and submission of SDRRM Plan
22. Monitoring and implementation of

SDRRM Plan
23. Conduct earthquake drill and fire drill
24. Coordinate with the School LIS/EBEIS

Coordinator
25. Monitor pupils’ profiles and attendance
26. Conduct orientation on SBM validation
27. Mentoring and coaching to the four

principles
28. Report to stakeholders on the progress

of the SBM implementation
29. Planning for teachers’ trainings such as

SLAC and INSETs
Activity 2021-2022
30. Crafting and submission of training

proposals
31. Orientation on PPST and RPMS
32. Preparation and scheduling of COT

and classroom observation
33. Preparation of Technical assistance

plan
34. Preparation of Technical Assistance

Tracking Form
35. Technical assistance to teachers’

needs and interest
36. Coordinate with the identified

stakeholders for the school PPAs.
37. Conduct orientation and regular 176

meeting for smooth implementation of
school PPAs
Monitoring and Evaluation Plan
PERSONS
PILLAR INTERMEDIATE OUTCOMES INDICATORS
RESPONSIBLE
All learners access and  100% of learners provide interventions to

receive tailored services engage for their learning and mastery of
needed in basic education skills including literacy and numeracy.
1 - K to 12 Curriculum School Head
Learners develop the  100% of learners provide quality assured Teachers
standard literacy and resources that assist their learning.
numeracy.
Learners develop positive

mindset and can adapt to
change  100% of teachers and learners provide
mental health and psychosocial support.
All learners participate School Head
2 - Improving Learning  9 out of 13 classrooms done with repair
equitably and meaningfully Teachers
Environment that keep the school safe and healthy
in basic education, environment
regardless of status,
ethnicity, sex, disability, age
and other social
characteristics
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS PERSONS

RESPONSIBLE
 13 out of 13 teachers able to attend trainings

and seminars that enable them to improve
3 - Teachers, School Heads Competent and credible
their teaching competence School Head
and Supervisors Upskilling teachers provide Teachers
and Reskilling appropriate and quality
instruction to learners  100% of teachers provide new strategies to
face the new challenges of the new
education set-up.
 100% of stakeholders engage in every

programs and projects of the school.
School Head
4 - Engagement of Stakeholders participate in
Stakeholders for Support the promotion of education  Strengthen a network of organizational Teachers
Other
and Collaboration agenda supports and ensure supportive school
Stakeholders
learning communities.
Communication Plan
LRP Dissemination from School to the Stakeholders
In order to implement the School Learning Recovery Plan (LRP) effectively and efficiently, it must be disseminated
properly from the school to all stakeholders. The LRP and all communications related to it will be disseminated thru the
following channels.
Facebook Messenger
SAN NICOLAS BALAS Official Facebook Page School Official Website Face to Face Meetings
SAN NICOLAS BALAS ELEMENTARY SCHOOL http://106439snbes.com
ELEMENTARY SCHOOL
Research Support
Gerber, R. J., Wilks, T., and Erdie-Lalena, C. (2010). Developmental Milestones: Motor Development. Pediatr. Rev.
31, 267–277. doi:10.1542/pir.31-7-267
Moore, M., & Kearsley, G. (2005). Distance Education: A Systems View. Belmont, CA: Wadsworth, Cengage
Learning
Watts, T. W., Duncan, G. J., Siegler, R. S., and Davis-Kean, P. E. (2014). What's Past Is Prologue: Relations between
Early Mathematics Knowledge and High School Achievement. Educ. Res. 43, 352–360.
doi:10.3102/0013189X14553660
World Health Organization (WHO) (2021). Coronavirus disease (COVID-19) pandemic. Retrieved from
https://www.euro.who.int/en/health-topics/healthemergencies/coronavirus-covid-19/novel-coronavirus-201
9-ncov on 28.01.2021
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SAN NICOLAS BALAS

Learning Recovery: Our Priority, Our Responsibility

2022 .2023. 2024

The school took survey to identify

Online Television Radio Modular Blended

Accelerating Learning Remediation and

Prioritizing Professional Development

Strengthening Support on Learners and

❖ Quality of Learning Outcomes and

Grade I Grade II Grade III

Letter Sound Competency Series1

Writing Competency (Letters)

Writing Competency (Numbers)

III 8 0 0% 4 50% 4 50% 0 0%

IV 6 2 33% 2 33% 2 33% 0 0%

V 10 4 40% 4 40% 2 20% 0 0%

TOTAL 33 9 27% 16 48% 8 26% 0 0%

Grade VI Grade V Grade IV Grade III

TOTAL 113 75 67% 47 42% 4 3% 0 0%

IV 16 7 44% 4 25% 5 31% 0 0%

V 23 12 52% 8 35% 3 13% 0 0%

VI 12 4 33% 6 50% 2 17% 0 0%

TOTAL 51 23 43% 18 37% 10 20% 0 0%

TOTAL 157 74 47% 72 46% 11 7% 0 0%

Grade I 51 5 9.80% 33 64.71% 13 25.49%

Grade II 51 3 5.88% 29 56.86% 19 37.25%

Grade III 60 3 5.00% 32 53.33% 25 41.67%

Grade IV 67 2 2.99% 39 58.21% 26 38.81%

Grade V 64 3 4.69% 41 64.06% 20 31.25%

Grade VI 72 1 1.39% 27 37.50% 44 61.11%

Total 365 17 4.66% 201 55.07% 147 40.27%

Grade I 61 4 7.84% 32 62.75% 25 49.02%

Grade II 47 3 5.88% 23 45.10% 21 41.18%

Grade III 49 3 5.00% 23 38.33% 23 38.33%

Grade IV 55 4 5.97% 22 32.84% 29 43.28%

Grade V 66 4 6.25% 30 46.88% 32 50.00%

Grade VI 58 3 4.17% 29 40.28% 26 36.11%

Total 340 21 5.75% 159 43.56% 156 42.74%

Grade I 61 6 11.76% 34 66.67% 21 41.18%

Grade II 59 4 7.84% 26 50.98% 29 56.86%

Grade III 48 3 5.00% 20 33.33% 25 41.67%

Grade IV 50 3 4.48% 21 31.34% 26 38.81%

Grade V 59 4 6.25% 20 31.25% 35 54.69%

Grade VI 63 4 5.56% 17 23.61% 42 58.33%

Total 340 24 6.58% 138 37.81% 178 48.77%

2018-2019 6.79% 58.02% 35.19%

Grade I-III 2019-2020 6.37% 49.68% 43.95%

2020-2021 7.74% 47.62% 44.64%

2018-2019 2.96% 52.71% 44.33%

Grade IV-VI 2019-2020 6.15% 45.25% 48.60%

2020-2021 6.40% 33.72% 59.88%

Non- Numerates Nearly Numerates Numerates

Non- Numerates Nearly Numerates Numerates

Grade 3 84.09 86.04 85.71

Grade 5 84.55 83.78 84.08

K4–6 Grade 6 85.59 87.77 87.57

General Average 84.62 85.32 85.11