School Learning Recovery Plan: Camba National High School

SCHOOL LEARNING
RECOVERY PLAN
CAMBA NATIONAL
HIGH SCHOOL
SCHOOL LEARNING
RECOVERY PLAN
FOREWORD
Almost three After a year, a
years ago , the new plan was
World Health implemented, The BE-
Organization LCOP ( Basic
(WHO) declared Education- Learning
covid-19 a Continuity
pandemic. Covid- Operational Plan) it
19 has killed over novice strategies to
a million people more agreeable
and infected at resolution for
least 116 million learning gaps of
as of 2020. The education into a
Nevertheless , the Department
entire world working one.
of Education did not stop to plan,
became ill in many
mitigate and implement programs.
aspects, one of
The BE-LCP (Basic Education- Learning
those is the
Continuity Plan) was then born it
disruption/stoppa
covers seven areas of priority
ge of education
identified ; (1) Most Essential Learning
where in it
Competencies; (2) Implementation of
captures all
multiple learning delivery modalities/
dreams of the
improved learning environment; (3)
people that none
Preparing teachers and school
of us prepared for
leaders/ teacher upskilling and
this such
catastrophe .
reskilling; (4) Health standards in
school and workplace; (5)
Reconfiguration of annual opening
activities and partnerships; (6)
Finance, procurement, and delivery;
and (7) Monitoring, evaluation, and
adjustments. the essential
requirements of education in the time
of COVID-19.
SCHOOL LEARNING
RECOVERY PLAN
Because of diversity in
education during this pandemic
another plan should be formulated
to adopt new learning approaches
that aligned to face to face classes
and hybrid classes into a quality of
learning and safe learning
environment where it capacitates
both internal and external
stakeholders.
In connection, another
sprout has to develop in
educative process of learners
this is when Learning Recovery
Plan has been pushed to each
school to meet unwanted
learning gaps of education for
the past years… That is why
Camba High School crafted its
own LRP to continue to serve
and lead with his clienteles as
it faced his own challenges then
change into an opportunity.
And to promote excellency on
ASLAG NING CABIASNAN.
SCHOOL LEARNING
RECOVERY PLAN
TABLE of CONTENTS
i. Title Page
ii. Foreword
iii. Table of Contents
I. BACKGROUND AND CONTEXT
II. OPERATIONAL FRAMEWORKS OF THE LEARNING RECOVERY PLAN
The RAPID Learning Recovery Framework The KITE Framework
Operational Framework: Shared Responsibility Regional Framework
III. DASHBOARD
Pillar 1: K to 12 Curriculum: Quality of Learning Outcomes and Learning
Delivery Modalities
Pillar 2: Support to the Learning Environment: Access, Equity and Inclusion
in Education
Pillar 3: Upskilling and Reskilling of Personnel: Quality of Teachers, School
Heads and Supervisors
Pillar 4: Engagement of Stakeholders for Support and Collaboration:
Responsive Engagement for Education
IV. SWOT ANALYSIS
V. KEY CHALLENGES AND STRATEGIC DIRECTIONS
School LRP Framework
Key Challenges and Strategic Directions: Pillar 1

SCHOOL LEARNING
RECOVERY PLAN
VI. PERFORMANCE TARGETS
VII. IMPLEMENTATION PHASES
Implementation Plan
Analysis and Management of Risk
Indicative Timelines
Monitoring and Evaluation Plan
Communication Plan
VIII. RESEARCH SUPPORT
IX. SCHOOL SLRP ORGANIZATIONAL CHART (with pictures)
SCHOOL LEARNING
RECOVERY PLAN
BACKGROUND AND CONTEXT
Following the progressive expansion of face-to-face classes of the
Department of Education (DepEd), Camba High school adheres to the policies and
guidelines to meet learning gap/s of learners for almost two years.
From S.Y. 2018 -2022 , the number of enrollees has significant changes due
to family problem, change of resident, and other factors that could help financial
assistance to their families. This pertaining to S.Y.2019-2020 alone with a
decreased of 2.83% from the previous year. But because of the interventions
made by the school, the number of enrollees has increased to 4.58% for almost
more than half of the last year. At present, it is continuously increased up to 7.39
% with the total number of 3,721 learners versus 3446 learners from S.Y. 2020-
2021. As to performance of the learners from the
three consecutive years, there was a significant
change from the number of retained from JHS.
In 2018,3.06% of retained students came from
Grade 9, 1.84% from Grade 8,.60% from Grade
7 and from Grade 10 was 17%. While In
SHS ,fortunately, there was no reported cases of
retained within three consecutive years. As the
years went by , and because of the PPAs of the
school which was stipulated in the BE-LCP and BE
–LCOP, the school had its best turned with proper
implementation and monitoring to assure the
performance of the learners had met the quality
learning that is expected. Luckily, there was no
retained learners reported from two consecutive
years from 2019-2021.
SCHOOL LEARNING
RECOVERY PLAN
In connection to
numeracy and literacy of
learners , the school
adopted the program
PHIL-IRI and Project AN
of DEPED where in it
transcends the number of
numeracy and literacy of
learners for three
consecutive years .
In the delivery of learning modality, Project HATID-
KARUNUNGAN is a tool to access quality education of learners
during this crisis with the support of the LGUs. Even so Project
KASAMAK is continuously bringing stakeholders to get
information from online and on site information about the
recovery and development of the school PPAs. And as a gratitude
to community , Project IMATUTO is a training ground to help
parents to levitate their level of understanding such as used of
computer as medium to assist their learners at home and also
GO-negosyo to have a possible small business while at home.
In addition, Medical and

dental services are also
extended to learners and
school personnel. And
training on mental health and
psychosocial support for
learners have been given
religiously.
SCHOOL LEARNING
RECOVERY PLAN
OPERATIONAL
FRAMEWORKS OF THE
LEARNING RECOVERY PLAN
Camba High School

SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING
RECOVERY PLAN
Sulong Edukalidad Framework

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RECOVERY PLAN
OPERATIONAL FRAMEWORK: SHARED

RESPONSIBILITY
SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING
RECOVERY PLAN
Pillar 1: K to 12 Curriculum:
Quality of Learning Outcomes
and Learning Delivery
Modalities
CAMBA NATIONAL HIGH SCHOOL
SCHOOL LEARNING
RECOVERY PLAN
Total Number of Camba HS Students Enrollees

900
835
788 796
759
800
759
711 712 687

697 703
700 687 671
618 621 581

600 581
517
500
Axis Title
396
400
357
305 268
300 266
273
256
200
100
0
Grade 7 Grade8 Grade 9 Grade 10 Grade 11 Grade 12
As shown on the figure above, in S.Y 2018 - 2019 there was a total of 3,391
students enrolled in Camba High School and on the following S.Y 2019 - 2021, the
total number of enrolled students was 3,295. In 2020 – 2021, we had 3,446. At
present, despite the surge of pandemic, there were 3712 enrolled students.
SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of Teachers in CHS

40 39
38
36
35 2018 - 2019 2019 - 2020 2020 - 2021
30
25
25
20 20
20 19
18 18
17
17 17
15 14
11
10 9
7
5
5 3 3 3
2 2 22 2 2
1 1 1 1 1 1
00 0 00 000 0 0000 00000 000 000 000 000 0000 00000 00 0 0 000 000 0000
0
T e 20
T e 21
a c II
a s ea c I
19 II
a s ea c I
ea II
20 II
a s ea c I
ea II
I
ea II
ac I
ac I
II
I
I
rI
rI
r T er I
r T er I
r T er I
r
r
r T er
er
r T er
er
r T er
r
er
he
he
he
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he
he
he
-2
-2
h
ch
ch
ch
h
ch
ch
ac
ac
ac
ac
Te
ea
ea
Te
Te
Te
20
20
Te
T
te
te
te
te
te
te
as
as
as
M
Poor Unsatisfactory Satisfactory Very Satisfactory Oustanding
As was seen in the graph, during S.Y 2018 -2019 most of the teachers got
Very Satisfactory ratings but during 2020 – 2021, blue bars rose because many
teachers improved in their performances as they got outstanding in their IPCRF.
SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of Head Teachers

6
6
4 4
4
3 3
3
1
1
0
0 0 0 0 0 0 0 0 0
2018-2019 2019 -2020 2020 - 2021
Poor Unsatisfactory Satisfactory

Very Satisfactory Oustanding
It can be seen from the table and graph, the performance of Head Teachers
improved as their IPCRF ratings were reflected for 3 consecutive school years. The
number of HTs who got an outstanding rate continuously increases.
SCHOOL LEARNING
RECOVERY PLAN
Project Ideals for S. Y. 2018-2019

Grade7 Grade8 Grade9
86.01
80.74
76.99
76.44 76.56 76.6376.21
75.92 77.2178.36
76.86
78.25
76.64 76.73
76.1975.89 76.81
75.73 75.74
74.6
73.74 74.08 73.07
71.75 72.03 72.5372.59 71.88
71.75
69.69 70.84
70.3 70.4171.13
70.65 71
70.43
70.1 70.45 70.81 70.36 71.4
69.14 68.13 68.5 69.5
EH
o
sh
an
P
cs
E
e
TL
in
ES
nc
ati
gli
un
AP
ip
ie
En
ip
Fil
M
Sc
he
nl
Pa
at
M
ng
ali
Ar
As the graph depicted, all the subjects in all levels have almost the same MPS
during S.Y. 2018 – 2019. But, we can still notice a slight improvement towards the
end.
SCHOOL LEARNING
RECOVERY PLAN
Project Ideals for S.Y. 2019-2020

82.85 81.74
81.53
79.43
76.55 76.29 77.32
75.88
75.47 75.59 75.64 75.7275.75 76.08
75.29 75.97
75.95 75.83
74.1 74.8 74.75
73.75 74.37 73.64 74.09
72.34 73.35 72.91 72.68
70.84 70.95 71.64
70.37 69.66 70.19
68.61 68.3568.73 68.61
68.57 68.89
68.33
68.01
67.61 67.09
63.75
cs
EH
E
o
sh
an
e
TL
in
ES
nc
ati
gli
un
AP
ip
ie
En
ip
Fil
M
Sc
he
nl
Pa
at
M
g
in
al
Ar
In comparison with the MPS last school year, almost all the grade levels in all
subjects improved from the first quarter to the fourth quarter. Teachers
identified the least learned items and made remediation, especially in the field
of Math and Science subjects.
SCHOOL LEARNING
RECOVERY PLAN
Project Ideals for S.Y. 2020-2021

Grade7 Grade8 Grade9 Grade10 Grade11 Grade12
82.84 81.41 81.61
81.31 82.67 81.6682.37
81.94
80.71
80.19 79.51 79.68 80.86 79.49
78.32 78.87
78.29 78.0878.72
77.97 78.68 79.26
78.6 78.17 78.86 78.89
76.63 77.24 77.61 76.51 77 76.78 76.65 76.82
74.97 74.57 75.55 75.74
72.7373.84
72.64
69.06 70.55
69.55
66.56
lish tics nce ino an ES

P EH TL
E
n P
En
g
m
a
Scie
F ilip lip
u
M
A
he n
at Pa
M
ling
a
Ar
It can be noticed from the graph that the height of bars is almost the same or
becoming homogenous in the performances especially in English, Math Science,
Filipino, and MAPEH. In Araling Panlipunan and ESP, there was a gradual increase
while in TLE there was slight inconsistency maybe because of the difference in the
field of specialization of students.
SCHOOL LEARNING
RECOVERY PLAN
As observed from the table from three consecutive years, 2018-2022, there was a
significant change from the number of retained students. In 2018, 3.06% of the
retained students came from Grade 9, while 1.84% from Grade 8, for Grade 7 there
was .60% and .17% from Grade 10 .Lastly, there was no reported case for retained
students in Senior high school. On the following years, 2019-2021, all students
complied with the new learning modalities of the school and gotcpromoted for the
next school year.
SCHOOL LEARNING
RECOVERY PLAN
PROJECT AN PRE – TEST & POST TEST RESULTS
S.Y. 2018 - 2019

462 444
500
450
400
350
254
300
173
250
144
200
150
73
100
50
0
Numerates Nearly Numerates Non-numerates
S.Y. 2018-2019
Pre -test Post -test
As the table shows, the number of numerates increased from 173 to 254 or
46.82% in the pre-test and post-test. Project AN was introduced to improve the
numeracy level of the students. Planning, and making interventions and
remediations were done by Mathematics teachers. Furthermore, after
administering the post-test the total number of non- numerates 144 became 73.
Thus a net achievement gain of 71 or 9. 02% was evident.
SCHOOL LEARNING
RECOVERY PLAN
S.Y. 2019-2020
450 406
400 364
350
300
264
223
250
200
128
150
100
27
50
0
S.Y. 2019 - 2020
Pre -test
Post -test
As can be seen from the table and graph, both the numerates and nearly
numerates increased by 18.39% and 11.54% respectively, by comparing the pre-
test and post- test results. As the main goal of Project AN is to decrease the
number of non – numerates, which was achieved by the Mathematics Teachers.
The net achievement was 14.03%.
SCHOOL LEARNING
RECOVERY PLAN
S.Y. 2020-2021
600 536
500
422
400
300
188
200
78
100 8
0
0
S.Y. 2020-2021
Pre -test Post -test
It can be gleaned from the table and graph that there was a net achievement gain
of 1.29%, and the number of numerates increased by 27.01%. After administering
the post-test the total number of non- numerates reflected zero.
SCHOOL LEARNING
RECOVERY PLAN
PHIL-IRI REPORT-English (2018-2019)
PHIL IRI REPORT (ENGLISH)
2018-2019
600 569
519
500
400
300 222
212
200
60
100
0
0
PRE-TEST POST TEST
Data revealed that there was a significant improvement in the reading comprehension
skills of Grade 7 learners. The number of Frustration Level learners dropped to 0% with
7.59% level of improvement. Meanwhile, Instructional Level learners have increased to
65.61% as it recorded an 6.32% progress. As regards the Independent level learners,
there was 1.27% increased. Finally, the percentage of Non-readers identified has dropped
down by zero. The substantial increased in reading performance was a result of the
strengthening of the School-Based Balanced Reading Programs which were implemented
a few years ago along with the many interventions and remedial reading activities carried
out to ensure that all learners are given reading interventions and enhancement.
SCHOOL LEARNING
RECOVERY PLAN
PHIL-IRI REPORT-English (2019-2020)
2019-2020
700
584
600
500
400 339 333
300
200 113
24 25
100
0
PRE-TEST POST TEST
Based on the Phil IRI 2019-2020 post test results of Grade 7 students, 48.
36% were in the frustration level, 47.50% were in the instructional level and
only 3.57% were considered independent readers.
The Phil-IRI post test results reflected the reading comprehension
difficulties of the students. It was learned that there is a significant number of
students who can read but do not understand what they read.
The Group Screening Test in reading (English) provided by Grade 7 English
Remedial Teachers to Grade 7 students resulted to 83 identified frustrated
readers.
SCHOOL LEARNING
RECOVERY PLAN
COMPARATIVE STUDIES ON PHIL-IRI REPORT-English
2018-2019
600 519 569
500
212 222
400 60 0
300
200
100
0
PRE-TEST POST TEST

2019-2020
700
600
584
500
339 333
400
113 24 25
300
200
100
0
PRE-TEST POST TEST

2020-2021
400 325 366
350
205 190
300
250
83 57
200
150
100
50
0
PRE-TEST POST TEST
Data shows a drastic decrease of students under frustration level as the school’s
reading program progresses.
Reading has been the main stream in the field of education as we, English subject
teachers, try to bridge the gap on the teaching and learning process through the
use of effective balance reading program in every classroom. Logically, this strategy
will soon prosper as each student level up their reading skills on the level where
they first fall during the diagnostic test.
SCHOOL LEARNING
RECOVERY PLAN
PHIL-IRI REPORT-FILIPINO (2018-2019)
PHIL IRI REPORT (FILIPINO)
2018-2019
500
459
450
400 358
342
350
269
300
250
200
150
60
100 32
50
0
PRE-TEST POST TEST
Data revealed the significant improvement of the grade 7 learners in

their reading level using the Phil-IRI assessment tool. In the frustration
level, during the pretest from 7.89%, it dropped to 4.21% in the posttest.
While in the independent level, from 47.1% in the pretest it increased to
60.39%. This means that, the teachers provided reading intervention and
treated the reading loss of those who undergone Phil-IRI assessment. But,
still, there is a need to continue the intervention to eradicate the NRs and
make learners independent readers.
SCHOOL LEARNING
RECOVERY PLAN
2019-2020
600
485
500
400
343
303
300
203
200
69
100 27
0
PRE-TEST POST TEST
Data show that there was a significant improvement in the reading level
of the learners. In the frustration level, during the pretest from 9.65%, it
dropped to 3.78% in the posttest. While in the independent level, from
only 42.38% in the pretest it increased to 67.83%. This means that, the
teachers provided reading intervention and treated the reading loss of
those who undergone Phil-IRI assessment, however, there is still a need
to continue the intervention to eradicate the NRs and make learners
independent readers. Problems in reading literacy is very evident in the
graph & table.
SCHOOL LEARNING
RECOVERY PLAN
2020-2021
450
386
400
350
307
300 260
250 199
200
150
100 48
20
50
0
PRE-TEST POST TEST
Data revealed the significant improvement in the reading level of the grade 7
learners. In the frustration level, during the pretest from 7.80%, it dropped to
3.25% in the posttest. While in the independent level, from 49.92% in the pretest it
increased to 62.76%. This means that, the teachers and parents' collaboration
(since this was conducted at home) helped learners' reading level improved ,
however, there is still a need to continue the intervention to eradicate the NRs and
make grade 3 learners independent readers.
SCHOOL LEARNING
RECOVERY PLAN
COMPARATIVE STUDIES ON PHIL-IRI REPORT-FILIPINO
500
450
2018-2019
400
350
300
250
200
150
100
50
0
PRE-TEST POST TEST

2019-2020
600 405
500 343 303
400
203
69 27
300
200
100
0
PRE-TEST POST TEST

2020-2021
450
400 386
350 260 307
300 199
250
200
48 20
150
100
50
0
PRE-TEST POST TEST
The graphs above present the decreasing number of Frustration and the
increasing number of Independent Readers from the period of three years of Phil-IRI
implementation due to school-based interventions. Meanwhile, there are no recorded
NON-READERs for the past three years.
SCHOOL LEARNING
RECOVERY PLAN
STATUS OF SPECIAL PROGRAM
IN JOURNALISM
SPJ LEARNERS’ ACHIEVEMENT RATE
REPORT
92% Grade 7 Grade 8
92.5
92
91%
91.5
91
90.5 90%
90
89.5
89
2020-2021 2019-2020 (PILOT YEAR)
Camba High School supports the SDO Pampanga’s eagerness to maintain its
quality performance through offering the Special Program in Journalism which is
intended to provide students with a deeper grasp of the subtleties of journalistic
writing in English, enabling them to become better writers. In fact, we are now
on our THIRD year offering Special Program in Journalism for Grades 7, 8, & 9.
Analyzing the average performance of the students enrolled in SPJ in its

pilot year among Grade 7 enrolled in the program was 90%, while an average of
91% was recorded for grade 7 and 92% for grade 8 on the following year of
implementation. Not bad for a start.
And this can be attributed to our two innovations in teaching special

program in journalism wherein we crafted our own learning materials and even
shared it to other schools implementing SPJ.
And for the past two years, we have been consistently secured slots in the
National Contest like that of the National Schools Press Conferences and The
Green Beat Initiative where students showcased their writing and broadcasting
skills nationwide.
SCHOOL LEARNING
RECOVERY PLAN
STATUS OF SPECIAL PROGRAM
IN JOURNALISM
ENROLMENT DATA FOR
SPECIAL PROGRAM IN JOURNALISM
2019-2020
2020-2021
2021-2022
0 20 40 60 80 100 120
TOTAL FEMALE MALE
This program is a response to the need of raising the level of competence

of high school students on the different aspects of journalism. It supports R.A.
7079, or the Campus Journalism Act of 1991, which requires the Department of
Education to “conduct and implement program in various aspects of
journalism”.
A grade 6 elementary pupil from a duly recognized school by the

Department of Education who meets the following criteria is eligible to apply
for the Camba High School Special Program for Journalism.
Only the top 35 passers will be enrolled to the program in all grade levels.

The data shows the increase in enrolment among students in Special

Program in journalism. We started our program with only 33 students. And now
with our growing family we were able to reach 113 enrollees on our third year
of implementation.
SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING RECOVERY PLAN
190
175
150
115
97
70
20 18 15
0 5 3 10
As seen on the data, most of the students preferred Higher Education as

their curriculum exit. There were 190 or 67.9 % in the year 2019; 150 or 55.56%
in 2020 and 175 or 55.03% in 2021, respectively. The second preferred curriculum
exit was Employment followed by Middle Level Skills. Meanwhile, the least
preferred exit was Entrepreneurship because in 2021 none of the students chose
Entrepreneurship. Moreover, In academic year 2021, there were 10 or 3.1 %
students who were still undecided on their Curriculum Exit.
This implies that after Senior High School the students still want to pursue
higher education despite pandemic surge. Although, career guidance is being
implemented there are still students who can’t decide what exit they will choose
after graduation.
SCHOOL LEARNING
RECOVERY PLAN
78
52
38 39
20
17
As revealed by the data, there were two TVL specializations who undergone
JDVP training - Dressmaking and Cookery. In 2019, the start of JDVP, there were
17 or 45.9% Dressmaking students and 20 or 29% Cookery students participated
and passed the training. On the following year, there was an increased of
participants in the JDVP training. In Dressmaking, 38 or 49.4% students joined
the training while 39 or 50. 70 % students from cookery and all of them passed
the evaluation. At present, Academic year 2021, there was another increased of
student-participants in the training. A total of 78 or 60% dressmaking students
and 52 or 40% cookery students joined the training and all of them passed the
evaluation.
The result shows that there is a positive increase of student-participants in
training, and it can help in improving their skills in their field of specialization.
SCHOOL LEARNING
RECOVERY PLAN
Learning Modalities
2019-2020 Face-to-Face
Printed SLM,
2020-2021
Online Instruction
Printed SLM,
2021-2022
Blended Learning
SCHOOL LEARNING
RECOVERY PLAN
Localized Curriculum / Materials Produced
(2018-2021)
One of the main features of the K to 12 program is the delivery of lessons

through contextualization and localization. Section 5 of the RA 10533---
Enhanced Basic Education Act of 2013 (d) “The curriculum shall be
contextualized and global” and (h) “The curriculum shall be flexible enough to
enable and allow schools to localize, indigenize and enhance the same based on
their respective educational and social contexts.”
Hence, as support to this mandate by the department, the division crafted
and implemented policy to encourage schools to give importance to localization
in classroom teaching. Localizing the curriculum or curriculum contextualization
is matching the curriculum content and instructional strategies relevant to
learners. In response to the, the charts show Camba High School’s learning
areas: English, Math, Science and Filipino as to the number of the localized
curriculum/ materials produced in the last three years---School Year 2018-2019,
2019-2020,2020- 2021 respectively.
SCHOOL LEARNING
RECOVERY PLAN
Localized Curriculum / Materials Produced(2018-2021)
The charts shows the remaining four areas: EsP, Araling Panlipunan, TLE
and MAPEH also showed the numbers of localized curriculum/ materials
produced on the same school years.
It can be gleaned therefore that there was either an increase or retain in
the number of local materials produced by the learning areas to meet students’
needs based on the least learned skills which resulted from their assessments.
Moreover, the local materials produced by teachers improved their
teaching skills on their content and enhanced students’ learning and holistic
development.
SCHOOL LEARNING
RECOVERY PLAN
Learning Modalities Implemented (JHS)
School Year Learning Modalities Total Number of Learners
2019- 2020 Modular (Printed SLMs) 2773
2020- 2021 Modular (Printed SLMs) 2821
2021- 2022 Modular (Printed SLMs) (1st- 2nd 2620

Quarter)
Progressive Limited F2F (3rd - 4th

Quarter) 179
The slide presents information regarding to the learning modalities

implemented for three years.
Based on the data presented above, it is shown that during the onset of
pandemic in the School Year 2019- 2020, as presented during the BE-LCP,
modular or the provision of the printed self- learning materials was the
learning modality implemented. It was a result of the survey prior to the
opening of the classes in the same year.
For the SY 2020-2021, as discussed during the BE-LCOP, modular
learning modality was also chosen to be implemented by the school.
Then for the current year, same learning modality is implemented for
the first to second quarter. Due to the Alert Level 1, implemented by the IATF,
a progressive limited face-to- face classes is permitted provided health and
safety protocols are observed.
SCHOOL LEARNING
RECOVERY PLAN
Pillar 2: Support to the Learning

Environment: Access, Equity and
Inclusion in Education

SCHOOL LEARNING
RECOVERY PLAN
Total number of enrollees
3500
3450 3446
3400 3391
3350
3300 3295
3250
3200
Series1
S.Y 18-19 S.Y 19-20 S.Y 20-21
The graph indicates the total number of enrollees in the S.Y 2018-2019. For the
S.Y 2019-2020 shows an decrease of 96 enrollees, however, in S.Y 20-21 an
increase of 151 enrollees has been recorded.
SCHOOL LEARNING
RECOVERY PLAN
Promotion Rate
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
99.72
99.31
99.24
99.25
99.16
98.54
98.44
97.81
96.99
96.97
96.34
95.86
95.05
94.49
93.53
89.32
80.98
70.31
2 01 8-20 19 2019-2020 2020-2021
The chart shows the average promotion rate in S.Y. 2019-2020 is 91.14 percent as
compared to the 93.42 percent of the S.Y. 2019-2020. Moreover, the S.Y. 2020-
2021 is at 99.04 percent.
The chart shows 2.28% increase on the promotion rate of the learners on the S.Y.
2019-2020 and an increase of 5.62% for the S.Y. 2020-2021.
SCHOOL LEARNING
RECOVERY PLAN
Drop-Out Rate
4000
3571
3454 3352
3500
3000
2500
2000
1500
1000
500
45 48 22
0
Enrollment In Drop-Out In Enrollment In Drop-Out In Enrollment In Drop-Out In
Number Number Number Number Number Number
2018-2019 2019-2020 2020-2021
The chart shows the drop-outs in S.Y. 2018-2019 is 45 learners out of 3454
enrollees which is 1.3%. In the S.Y. 2019-2020, the school had a record of 48
drop-out learners out of 3352 enrollees which is 1.43%. And 22 drop-outs out of
3571 enrollees which is 0.0062% for the S.Y. 2020-2021.
In regards, the number of drop-outs decreases from the most recent school
year.
SCHOOL LEARNING
RECOVERY PLAN
Completion Rate
2018-2019 Percentage 2019-2020 Percentage 2020-2021 Percentage
100.00
99.30
99.00
98.44
98.00
97.00
96.00
95.00
94.50
94.00
93.00
92.00
2018-2019 2019-2020 2020-2021

No. of enrolle e s No. of Promotee s No. of enrolle es No. of Promote es No. of enrollee s No. of Promotees
Perc entage Perc entage Pe rc entage
G10 & G12 G10 & G12 G10 & G12 G10 & G12 G10 & G12 G10 & G12
846 840 99.30% 896 847 94.50% 984 968 98.48%

The chart shows a decrease on the completion rate for the S.Y. 2019-2020 by 4.8
percent as compared to 99.30 percent of S.Y. 2018-2019. In S.Y. 2020-2021
completion rate increased by 3.94 percent.
SCHOOL LEARNING
RECOVERY PLAN
Graduation Rate
99.00%
98.66%
98.36%
98.00%
97.00%
96.00%
95.00% 94.92%
94.00%
93.00%
Series1
2018-2019 2019-2020 2020-2021
The graduation rate has a decrease of 3.44 percent for the S.Y. 2018-2020, for
the S.Y 2019-2021 an increased of 3.74 percent as recorded on the data.
SCHOOL LEARNING
RECOVERY PLAN
Cohort Rate
Grade 7 Enrollment S.Y. 2015-2016 Grade 10 Enrollment S.Y. 2018-2019 COHORT S.Y. 2018-2019
645 581 90.01%
584 581 99.48%
750 703 93.73%
102.00%
100.00% 99.48%
98.00%
96.00%
94.00% 93.73%
92.00%
90.01%
90.00%
88.00%
86.00%
84.00%
Series1
COHORT S.Y 2018-2019 COHORT S.Y 2019-2020 COHORT S.Y 2020-2021
An increase of 9.47 percent cohort rate for the academic year 2019-2020
occurred compared to the academic year 2018-2019, 90 percent. However, the
school year 2020-2021 had a decrease of 5.75 percent cohort rate due to the
pandemic.
SCHOOL LEARNING
RECOVERY PLAN
Comparative data on
transferred learners from
private to public schools
S.Y 18-19 S.Y 19-20 S.Y 20-21
76
80
66
70
58
60
50
40
30
20
10
0
Transferred In
The graph shows that from S.Y 2018-2019, 2 % or 58 of learners transferred in

to public school, 2% or 66 in S.Y. 2019-2020 and 2% or 76 in S.Y. 2020-2021.
The average increase of learners transferred out to private school is 2%.
In three consecutive years there must be an increase of 3% of learners
transferred in to public school.
SCHOOL LEARNING
RECOVERY PLAN
Inventory of teachers
Grade 7 26:1
Grade 8 25:1
Grade 9 36:1
Grade 10 31:1
Grade 11 36:1
Grade 12 29:1
This table shows that in grade 7 the ratio for learners to teachers is 26:1, for grade
8, 25:1, for grade 9, 36:1, for grade 10, 31:1, for grade 11, 36:1 and for grade 12,
29:1. Based on DepEd Order No. 54 s. 2008 states that the ideal ratio of learners to
teachers ranges to 1:25-1:50. Therefore, the ratio of students to teachers is ideal.
It indicates that there is no shortage and excess in the numbers of teachers, unless
there is an increase in the number of enrollees.
SCHOOL LEARNING
RECOVERY PLAN
- Inventory of classrooms,
- seats, and textbooks
ENG MATH SCI FIL AP ESP MUSIC ARTS PE HEALT

H
Grade 7 697 697 697 697 697 697 697 697 697 697
Grade 8 749 749 749 749 749 749 749 749 749 749
Grade 9 689 689 689 689 689 689 689 689 689 689
Grade 10 639 639 639 639 639 639 639 639 639 639
As of SY 2021-2022, issues on textbook redistribution and provision have been

identified in all levels. Data shows that in the Gr 7 , there are 46 textbooks in all
subjects excess, in Gr 8, there is shortage of 35 textbooks in all subjects, in Gr 9
level, 99 textbooks in all subjects were needed, in Gr 10 level a total of 65
textbooks in all subjects were needed. The unequal distribution of textbooks can
be implied with improper reporting to the Division office the total number of
books needed for each level, which result to more distribution to grade 7 with
already reported excess.
By year 2022-2023, there should be an increase of 1% or 11 textbooks in all
subjects for grade 8 level, 4% or 33 textbooks in all subjects needed for grade 9
and 3% or 21 textbooks in all subjects must be distributed to grade 10.
SCHOOL LEARNING
RECOVERY PLAN
Inventory of seat(armchair)
Grade level Classroom number Learner seat ratio
Grade 7 19 2.71:1
Grade 8 19 2.71:1
Grade 9 16 2.71:1
Grade 10 15 2.71:1
Grade 11 9 2.71:1
Grade 12 7 2.71:1
This table shows that in grade 7 the ratio for armchair is 2.71:1, for grade 8,
2.71:1, for grade 9, 2.71:1, for grade 10, 2.71:1, for grade 11, 2:71 and for grade
12, 2:71. It indicates that there is a shortage in the numbers of armchair and
luckily due to outsourcing of teachers and stakeholders support the shortage of
armchairs was solved.
SCHOOL LEARNING
RECOVERY PLAN
Inventory of classrooms
Grade level Classroom number
Grade 7 19
Grade 8 19
Grade 9 16
Grade 10 15
Grade 11 9
Grade 12 7
This table shows that in grade 7 there is 19 available classrooms for grade 8 19,
for grade 9 16, for grade 10 15, for grade 11 9 and for grade 12 7, Based on
DepEd Order No. 54 s. 2008 states that the ideal ratio of learners to teachers
ranges to 1:25-1:50 that it shows the classroom population can be subjected to
DepEd order no.54 s. 2008 It indicates that there is no shortage in the numbers
of classroom per grade level since the school performed shifting classes.
SCHOOL LEARNING
RECOVERY PLAN
Updates on School-Based
Management
SCHOOL LEARNING
RECOVERY PLAN
SBM Rating
SBM RATING
3
2.96
2.9
2.8
2.7
2.57
2.6
2.5
2.4
2.3 S.Y 19-20 S.Y 20-21
The graph shows that from S.Y 2019-2020, the principle I decreased 0.6 which is
30% of the grand total, Principle II also decreased 0.9 which is again 30% of the
grand total, Principle III which is 25% decreased 0.15 lastly Principle IV which is 15%
decreased 0.9, this indicates that the SBM level where sustained but decreased the
percentage thus must be not foreseen for the next validation for those principle
that have a high percentage on the rating.
SCHOOL LEARNING
RECOVERY PLAN
SBM RATING S.Y 19-20, 20-21
Leadership Accountablil
Curriculum Management
& Rating Rating ity Rating Rating
/ Learning of Resources Grand
Governance & Continous To tal
No. of No. of No. of No. of
Cumulati Cumulati Cumulati
Cumulati Indcators Indcators Indcators Indcators
ve ve ve
ve S cores
S cores S cores Scores
5 30% 7 30% 5 25% 5 15% 100%
15 3.00 0.90 20 2.86 0.86 15 3.00 0.75 15 3.00 0.45 2.96 III
Leadership Accountablil
Curriculum Management
& Rating Rating ity Rating Rating
/ Learning of Resources Grand
Governance & Continous To tal
No. of No. of No. of No. of
Cumulati Cumulati Cumulati
Cumulati Indcators Indcators Indcators Indcators
ve ve ve
ve S cores
Scores Scores Scores
5 30% 7 30% 5 25% 5 15% 100%
15 3.00 0.84 20 2.86 0.77 15 3.00 0.6 15 3.00 0.36 2.57

SCHOOL LEARNING
RECOVERY PLAN
Participating Learners
in limited face-to-face
SCHOOL LEARNING
RECOVERY PLAN
F2F Modular
410, 11%
3431 89% ,
This graph shows that from S.Y 2021-2022 for a total of 3,841, only 11 % or 310
of learners choose the face to face classes out of 3741 total numbers of
enrollees.
SCHOOL LEARNING
RECOVERY PLAN
Vaccination status of
learners and personnel in
all school sectors
SCHOOL LEARNING
RECOVERY PLAN
The graph shows the data on the vaccination status of the learners from Grade 7 to
12. For Grade 7, out of 711 learners, 542 were fully vaccinated, while 169 learners
were not vaccinated yet. For Grade 8, out of 621 learners, 543 were fully
vaccinated and 78 were not. In Grade 9, out of 671 learners, 505 were fully
vaccinated and 166 learners were not vaccinated. For Grade 10, we have a total of
796 learners and only 633 were fully vaccinated and 173 were still unvaccinated.
For the Senior High School, in Grade 11 out of 517 learners, 388 were fully
vaccinated and 179 are still unvaccinated. In a12, we have a total of 396 learners
and 299 learners were fully vaccinated and 97 are still unvaccinated.
SCHOOL LEARNING
RECOVERY PLAN
Pillar 3: Upskilling and Reskilling of

Personnel: Quality of Teachers,
School Heads and Supervisors

SCHOOL LEARNING
RECOVERY PLAN
COMPARATIVE STUDIES ON TEACHERS BY CAREER STAGES

School Year 2018-2019, 2019-2020 & 2020-2021
Junior High School Senior High School

100 25
Graph shows
92 92 the summary
90 of JHS teacher
90 by level for 22 22
the Three (3)
consecutive 21
School Years
80 ( 2018-2019, 20
2019-2020,
2020-2021)
for Junior
70 High School.
Graph shows
60 15 the summary
of SHS teacher
by level for the
Three (3)
50 consecutive
School Years
( 2018-2019,
2019-2020,
40 10 2020-2021) for
Junior High
Decrease in School.
number of Increase in
Proficient
30 teacher was
number of
Proficient
due transfer teacher was
and death due hiring.
20 5
10
4 4 5 1 1 1
0 0 0 0 0 0
0 0
2018- 2019- 2020- 2018- 2019- 2020-
2019 2020 2021 Increase in
number of 2019 2020 2021
Highly-
Proficient
Beginner Teachers teacher due Beginner Teachers
to promotion
Proficient Teachers Proficient Teachers
Highly-Proficient Teachers Highly-Proficient Teachers
SCHOOL LEARNING
RECOVERY PLAN
NUMBER OF TEACHERS TRAINED

and UNTRAINED for SY 2018-2019
120 113 113
100
80
60
40
20
0 0
0
Trained Untrained
RPMS Roll-Out INSET - Capacity Building for Teachers
Remarks:
Graph shows that for the School Year 2018-2019 there were 113 trained
and no untrained teachers for both seminars conducted and proposed
from School Plan for Professional Development (SPPD), RPMS Roll-out
and INSET – Capacity Building for Teachers.
SCHOOL LEARNING
RECOVERY PLAN

120 114 114 114
111
100
80
60
40
20
0 0 2 0
0
Trained Untrained
School Based Orientation on RPMS

INSET - Mentoring the Mentors
LDM 2
Virtual INSET For Teacher Per Department
Remarks:
Graph shows that for the School Year 2019-2020 114 teachers were
trained and no untrained teacher for three (3) seminars conducted and
proposed from School Plan for Professional Development (SPPD),
School Based Orientation on RPMS, INSET – Mentoring the Mentors
and Virtual INSET for Teacher per Department. While, there are 111
trained and 2 untrained teachers for LDM 2 within the same School
Year.
SCHOOL LEARNING
RECOVERY PLAN

RPMS Roll-Out
120 112
100
80
60
40
20
0
0
Trained Untrained
Remarks:
Graph shows that for the School Year 2020-2021 112 teachers were
trained and no untrained teacher for one (1) seminar conducted and
proposed from School Plan for Professional Development (SPPD),
School Based Orientation on RPMS, INSET – Mentoring the Mentors
and Virtual INSET for Teacher per Department. While, there are 111
trained and 2 untrained teachers for LDM 2 within the same School
Year.
SCHOOL LEARNING
RECOVERY PLAN

140
120 115 108.333333333

333
100 92.5
80
60
40
20
0
20218-2019 2019-2020 2020-2021
Remarks:
An average of 115 participants from SY 2018-2019 composing of two
(2) face-to-face seminars (RPMS and 5-Day INSET) were recorded.
While 108.33 form the SY 2019-2020 has decreased of 6.67 averaged
participants from previous were recorded, composing of Three
Division Webinars. And lastly, an average of 92.5, decrease of 15.83
from the previous School Year.
The drop of averaged participants ever year is due to the challenge
brought by pandemic.
SCHOOL LEARNING
RECOVERY PLAN
TEACHERS HIGHEST
EDUCATIONAL ATTAINMENT
(SY. 2020-2021)
60
52
50 49
Doctorate
Degree Doctorate
40
(Units); 1; Degree; 1;
Graphs conclude
that almost half the
1% 1%
30
number of teachers
didn’t have a higher Mas Bach
educational for their
professional ter's elor'
development
De- s
20
gree; De-
15 gree;
49;
42% 52;
10
44%
Master's
1 1 Degree (U-
0 nits), 15,
13%
r's its)
ee
ee
ee
)
it s
gr
gr
gr
n
o r Un
De De
De De
De
(U
(
e
e
r's r's
at
gr
gr
te
o
el
as
ct
M ach
Do
e
at
B
te
or
as
ct
Do
SCHOOL LEARNING
RECOVERY PLAN
LEARNING DELIVERY MODALITY
Number of LDM Participant who Participated compared

to Registered
120
113 111
100
Graphs shows
the comparison
of total number
of participants
who are
80 registered to
evaluated. Two
(2) teacher were
not evaluated
due to maternity
leave.
60
40
20
10 10
1 1
0
Registered Evaluated Registered Evaluated Registered Evaluated
Number of School Head Number of LAC Leader Number of Teacher
Participants
SCHOOL LEARNING
RECOVERY PLAN
IPCRF RATINGS OF
HEAD TEACHERS
7
6
6
5 5.005 5 5
4.995
4 4
4
4.985 4.979
3 4.9753 3
4.965
2 2018- 2019- 2020-
2019 2020 2021
1
1
0 0 0
0
Satisfactory Very Satisfactory Outstanding
2018-2019 2019-2020 2020-2021
Remarks:
A significant increase (from Very Satisfactory to Outstanding) shows
on the rating of the Head Teacher for the 3 consecutive School Years.
SCHOOL LEARNING
RECOVERY PLAN
OPCRF RATINGS OF
SCHOOL HEAD
5.005
5 5
5
4.995
4.99
4.985
4.98 4.979
4.975
4.97
4.965
2018-2019 2019-2020 2020-2021
Remarks:
An increase of 0.021 rating from the School Year 2018-2019 to 2019-
2020 was recorded due to the 100% compliance of OPCRF and was
maintained in the following School Year, 2020-2021.
SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of JHS Teachers

(Proficient Teacher)
70
63
60
5554
50
An increase in
number of JHS
40 38 Proficient
36 Teachers who
garnered an
outstanding
30
26 rating resulting
to decrease of
number of JHS
20 Proficient
teachers who
are rated Very
10 Satisfactory from
three (3)
000 000 101 consecutive
0 School Year was
or
ry
ry
ry
shown.
in
to
to
to
Po
nd
ac
ac
ac
ta
sf
sf
sf
ts
ti
ati
ti
Sa
Sa
Ou
s
Un
ry
Ve
2018-2019 2019-2020 2020-2021

SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of JHS Teachers

(Highly-Proficient Teacher)
4.5
4
4
An increase
3.5 in number of
JHS Highly-
3 3 Proficient
3 Teachers
who
2.5 garnered an
outstanding
2 rating
2
resulting to
decrease of
1.5 number of
1 1 JHS Highly-
1 Proficient
teachers who
0.5 are rated
Very
000 000 000 Satisfactory
0 from three
or
ry
(3)
or
or
in
to
Po
nd
ct
ct
ac
consecutive
fa
sfa
ta
sf
tis
School Year
ts
ti
ti
sa
Sa
Sa
Ou
was shown.
Un
ry
Ve
2018-2019 2019-2020 2020-2021

SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of SHS Teachers

(Proficient Teacher)
20
18
18
16
14 14
14
An increase in
12 number of SHS
Proficient
Teachers who
10 garnered an
8 outstanding
8 rating resulting
to decrease of
6 number of SHS
Proficient
4 teachers who
4 3 3 are rated Very
Satisfactory
2 1 from three (3)
consecutive
000 00 00 School Year
0 was shown.
or
g
or
or
or
in
Po
nd
ct
ct
ct
sfa
fa
sfa
ta
tis
ts
ati
ti
Sa
Sa
Ou
s
Un
ry
Ve
2018-2019 2019-2020 2020-2021

SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of SHS Teachers

(Highly-Proficient Teacher)
1.2
111
1
0.8
A persistent
0.6 rating of
Outstanding
was shown on
the graph of
0.4 SHS Highly-
Proficient from
three (3)
0.2 consecutive
School Year
was shown.
000 000 000 000
0
or
g
or
or
or
in
Po
nd
ct
ct
ct
fa
fa
fa
ta
tis
tis
tis
ts
sa
Sa
Sa
Ou
Un
ry
Ve
2018-2019 2019-2020 2020-2021

SCHOOL LEARNING
RECOVERY PLAN
IPCRF Ratings of CNHS

Teachers
100
90 86
80
72
70
64
60 56 Graphs shows
the comparison
50 of total
41 number of
40 IPCRF Rating
31 for the Three
30 (3) consecutive
School Years
20 (2018-2019,
2019-2020, and
10 2020-2021)
4
000 100 01
0
or
y
y
g
or
or
or
in
Po
nd
ct
ct
ct
sfa
fa
sfa
ta
tis
ts
ti
ati
Sa
Sa
Ou
s
Un
ry
Ve
2018-2019 2019-2020 2020-2021

SCHOOL LEARNING
RECOVERY PLAN
TEACHERS’ PROMOTIONAL
STATUS
(Teachers with Step Increment)
25
22
21
20
Graph shows
the Salary
increment of
teachers from
15
15 SY 2018-2019,
2019-2020, and
2020-2021. It
shows that
10 most of the
10 Teacher I
position
acquires salary
6 increment for
5 the three (3)
4 consecutive
3 years amongst
2 2
the other
1 1 1 1 11 1 1 1
0 0 00000 00 000 0 00 0 00 positions.
0
2018-2019 2019-2020 2020-2021
Teacher I Teacher II Teacher III

Master Teacher I Master Teacher II Head Teacher II
Head Teacher III Head Teacher IV Principal IV
ADAS I ADAS II ADAS III
SCHOOL LEARNING
RECOVERY PLAN
STATUS
(Newly Hired – Teacher I)
6
5
5
Graph shows
that for the
4 school year
2018-2019,
there were five
(5) newly hired
Teacher I. In
3 2019-2020, two
(2) new Teachers
were hired. And
in the year 2020-
2 2 2021, another 2
2 Teacher I were
added.
0
2018-2019 2019-2020 2020-2021
SCHOOL LEARNING
RECOVERY PLAN
STATUS
(Promoted Teachers)
4.5
4 4
4
Graph shows that

3.5 for the school year
2018-2019, there
were two (2)
3 Teachers promoted
3 to Teacher II, one
(1) Teacher III,
one(1) Master
2.5 Teacher I, and one
(1) Head Teacher II.
While in 2019-
2 2022, four (4)
2 Teachers were
promoted as
Teacher II, and one
(1) Head Teacher
1.5 III. And in 2020-
2021, four (4)
teachers were
1 1 1 1 1
1 promoted as
Teacher II, three
(3) Teacher III, and
one (1) Master
0.5 Teacher.
0 0 0 0
0
2018-2019 2019-2020 2020-2021
Teacher II Teacher III Master Teacher I

Head Teacher II Head Teacher III
SCHOOL LEARNING
RECOVERY PLAN
Pillar 4: Engagement of Stakeholders

for Support and Collaboration:
Responsive Engagement for Education

SCHOOL LEARNING
RECOVERY PLAN
Table 1. Partnerships and

Collaboration (2019-2020)
SCHOOL LEARNING
RECOVERY PLAN
Table 2. ASP Report on
Donations (2019-2020)
SCHOOL LEARNING
RECOVERY PLAN
Table 3. Brigada Eskwela Report
on Donations (2019-2020)
SCHOOL LEARNING
RECOVERY PLAN
Table 4. Summary of
Donations (2019-2020)
SCHOOL LEARNING
RECOVERY PLAN
SWOT ANALYSIS
SCHOOL LEARNING
RECOVERY PLAN
SWOT
ANALYSIS
SCHOOL LEARNING
RECOVERY PLAN
KEY CHALLENGES
SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING RECOVERY PLANK to 12 Curriculum Review and Update

KEY CHALLENGES: Pillar 1
 Strengthened teaching and non –teaching competency to

better support on the delivery of instruction and learning
 Upliftment of proficiency level from the baseline of respective
rate of the school personnel thru different strategies to
enhance their professional level and competency .
 Improved and maintained level of literacy and numeracy as
evidenced by the data on non –readers of
( 0%), and for non- numerates of (0%) .
 Increased number of school localized instructional materials
and learning activity sheets yearly to less student who left
behind.
 Lessen drop- out rate for the succeeding school year.
 Increased and Sustained the efficacy of the Special Program
on Journalism as evident on learners data with an
achievement rate of 90% (2019-2020) for Grade 7 and 91%
for G7 and for 92% for Grade 8 (2020-2021)
 On time submission of reports and analysis and interpretation
of data for more responsive actions on learners progress
 Support of internal and external stakeholders on the gap of
learning loss for 2 years
SCHOOL LEARNING
RECOVERY PLAN

SUPPPORT TO THE LEARNING ENVIRONMENT
 There is a significant increase in the number of enrollees
transferred out for S.Y 2018-2019, 7 % or 248 of learners, 8%
or 280 in S.Y. 2019-2020 and 7% or 283 in S.Y. 2020-2021.
 There is a significant increase in a total number of learners
transferred in, 2% or 66 in S.Y. 2019-2020 and 2% or 76 in S.Y.
2020-2021.
 The unequal distribution of textbooks can be implied with
improper reporting to the Division office the total number of
books needed for each level, which result to more
distribution to grade 7 with already reported excess.
 Sustained the ratings of Principles 1-4 to maintained the SBM
level 3 (Advanced).
SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING RECOVERY PLANUPSKILLING AND RESKILLING OF PERSONNEL

Developing Professional Programs completely anchored on
the sets of standards for teaching (PPST), teaching-related
(PPSSH), and non-teaching personnel that will address the
learning and operational needs/gaps to improve teaching and
learning in support to Learning Recovery.
Sustainability of personnel health and wellness through
strengthened psychosocial support and personnel’s welfare.
Conduct of research studies on the impact of Professional
Development Programs (PDPs) for teaching, teaching-related,
and non-teaching personnel and reviews and analyses of M&E
results and reports for policy recommendation
Sustainability of in place standards and processes in the
management and implementation of need-based trainings
and various school activities
Strengthening the mechanisms for feedbacking, monitoring
and evaluation, mentoring and coaching of PDPs or teaching,
teaching-related, and non-teaching personnel.
Limited technical know-how to advanced technologies to
support and facilitate more effective implementation of school
activities
SCHOOL LEARNING
RECOVERY PLAN
Engagement of Stakeholders for Support and Collaboration
Sustainability of partnership and linkages with education

partners
Improvement of advocacy campaigns to promote, maintain,
and broaden linkages with partners or stakeholder awareness
Creation of school data base for transparent and strict
organization and report of accounts
SCHOOL LEARNING
RECOVERY PLAN
STRATEGIC
DIRECTIONS
SCHOOL LEARNING
RECOVERY PLAN
Strategic Directions
GOAL: Strengthen teachers’ instructional competence
PILLAR 1 to improve learning outcomes
STRATEGIES INTERVENTIONS MAJOR

OUTPUTS
Strengthen teachers’ Capacity trainings on Proposals of the
instructional enhancement of skills and training and ACR of
competence with’ competencies in special the SPPD .
instructional skills in programs; Blended Learning
curriculum Modality and possible Hybrid
implementation, Program
blended learning
modality and special
programs
Re –orient teachers on Capacity training on different Proposal of the

the different strategies in strategies on asynchronous training and no.of
teaching and learning synchronous classes for uplifting class observation
process in the era of new the knowledge skills of the every quarter with
normal. teachers the copy of T.A
reports of the school
head and department
heads and master
teachers
Re- orient teachers on Enhance the teaching capacity Proposal of the

formulating assessment of the teachers on the crafting SLAC /INSET and
with the proper used of of the assessment of all subject ACR. Results of the
blooms taxonomy areas Mean and PL every
quarter.
SCHOOL LEARNING
RECOVERY PLAN
GOAL: Strengthen teachers’ instructional competence
PILLAR 1 to improve learning outcomes

OUTPUTS
Intensify Coaching and mentoring for Records of ILMP
instructional teachers No.of localized
Monitor the proper utilization of instructional
supervision with localized instructional materials material s quarterly
the G7 -12 learners and Learning Activity Sheets of the Report on Phil –Iri
who belong to school and SDO and AN
students who left Conduct remediation programs
under PhIL-Iri and All Numerates
behind and SARDO
Reinforce support Orient the internal and external ACR of the activity
on inclusive stakeholders about the program TA reports
Encourage the support of the M and E tool
programs and stakeholders
special programs’ Continuous monitoring of the
implementation program
TA will be given for the
improvement of the program
Heighten partnership Conduct of stakeholders’ ACR of the activity

with industries for SHS convergence with partner (The Launching of
immersion program, and industries and stakeholders for Stakeholders
career advocacy work immersion and career Partnerships)
guidance symposium
SCHOOL LEARNING
RECOVERY PLAN
Goal: Ensure the provision of quality assured materials
PILLAR 1 for teachers and learners’ utilization

OUTPUTS
Improve the quality and Maximized the use of the DIGI- Report on the used of
availability of learning Learning Hub of the school DIGI –Learning Hub of
resources in different Utilized the USB as learning the school
modalities either in print resources of the SHS List of students who
, USB or the use of the Department used the USB as
division LR portal Orient the learners abut the LR learning resources
portal of SDO and Star books of ACR of the
school which is sponsored by orientation
DOST
Maximized the used of Hatid-
_Karunungan Program of the
school for students who cannot
access Internet connection
Integrate competencies Conduct pre-test and post-test Report on pre-test

but still addressing for all learning areas and post test of all
learning gaps/losses Conduct remedial and learning areas
remediation Least learned skills
Report on the Least learned of learners report
skills of learners every quarter every quarter
of all learning areas
Identify least learned Utilized the School –LAS and Report student
skills of the learners SDO – LAS progress (ILMP)
from all learning areas
SCHOOL LEARNING
RECOVERY PLAN
Goal: Guarantee the support in the implementation of school-
based learning recovery plan, addressing learning gaps of learners
PILLAR 1 from JHS-SHS toward improved learning outcomes in multi-
literacy, numeracy and science toward lifelong learning.
STRATEGIE INTERVENTIO MAJOR

S NS OUTPUTS
Monitoring on one-on- Conduct pre-test and post –test Report on
one reading and Implement school one and one no/percentage of
numeracy interventions reading and numeracy program learners who need
per school for all subject areas the intervention
Closed monitoring on the Results of students
learning outcomes progression per
TA will be given to teacher if quarter
needed.
Strengthen the data Enhanced the system generated Data collection and
collection and via google sheet/ google form monitoring system on
monitoring system of Maximized the used of Project students’ progress
students’ progress HiGHTEN ACR of Project
HIGHTEN
Solicit LGUs, parental Intensify the Project KASAMAK list of attendees of

support and donors in of the school to highten the said activity
the school and School stakeholders participation
Learning Recovery Plan Presentation of the School LRP
through orientation, to internal and external
FGD, and campaigns stakeholders
thru the use of social
media
SCHOOL LEARNING
RECOVERY PLAN
Goal: Guarantee the support in the implementation
of school-based learning recovery plan, addressing
PILLAR 1 learning gaps of learners from JHS-SHS toward
improved learning outcomes in multi-literacy,
numeracy and science toward lifelong learning.
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Conduct school Utilization of assessment tools Students

assessment from Grade for post test achievement tests
7 to Grade 12 through results
the teacher made
assessment tools
SCHOOL LEARNING
RECOVERY PLAN
Goal: By 2024 the school develop a learning
environment where students feel motivated to learn
PILLAR 2 within the boundaries and expectation of a safe
classroom

OUTPUTS
• To add additional ● propose an additional SHS ● Additional SHS
academic strands in academic strands. academic
Senior High School ● hire highly proficient strands
• To provide teachers ● ACR of the
opportunities by ● Conduct pre-orientation to activity (Pre-
building trust with all learners and parents on orientation to all
students and creating the school opening. learners.
safe space that feels ● Create a advertisement ● LAS,
welcoming for all. video about the facilities of contextualized
• to provide alternative the school and localized
learning resources ● provide extra learning learning
( such as LAS, resources materials
contextualized and ● Project DUNONG MO, ● 90% vaccinated
localized learning KARUNUNGAN KO learners
materials. ● Conduct
• To encourage learners orientation/seminars about
and parents to get the benefits of getting
COVID 19 vaccines covid 19 vaccines.
● Collaborative partnership
of the school and LGU in
conducting vaccination
drive program
SCHOOL LEARNING
RECOVERY PLAN
Goal: By 2024 the school develop a learning
environment where students feel motivated to learn
PILLAR 2 within the boundaries and expectation of a safe
classroom

OUTPUTS
• To add additional ● propose an additional SHS ● Additional SHS
academic strands in academic strands. academic
Senior High School ● hire highly proficient strands
• To provide teachers ● ACR of the
opportunities by ● Conduct pre-orientation to activity (Pre-
building trust with all learners and parents on orientation to all
students and creating the school opening. learners.
safe space that feels ● Create a advertisement ● LAS,
welcoming for all. video about the facilities contextualized
• to provide alternative of the school and localized
learning resources ● provide extra learning learning
( such as LAS, resources materials
contextualized and ● Project DUNONG MO, ● 90% vaccinated
localized learning KARUNUNGAN KO learners
materials. ● Conduct
• To encourage learners orientation/seminars
and parents to get about the benefits of
COVID 19 vaccines getting covid 19 vaccines.
● Collaborative partnership
of the school and LGU in
conducting vaccination
drive program
SCHOOL LEARNING
RECOVERY PLAN
Goal: Secure the physical, psychosocial and mental
health of personnel by supporting the welfare and
PILLAR 3 well-being of teaching, teaching-related, and non-
teaching personnel

OUTPUTS
Empower Teachers and ● Propose and design ● Physical,
School Leaders’ Welfare personnel’s welfare psychologically,
Program including program and mentally
(Psychological and ● Implementation of the healthy
Mental Health) personnel’s welfare personnel
program ● Supported
● Intensify and maximize welfare and
resources in the well-being of
implementation of health teaching,
and wellness program teaching-
related, and
non-teaching
through
personnel’s
welfare program
(psychological
and mental
health wellness)
SCHOOL LEARNING
RECOVERY PLAN
Goal:Secure the professional growth and development of personnel by assuring the delivery of an
PILLAR 3 integrated and needs- based capability building intervention accessible to all teaching, teaching-related,
and non-teaching personnel of Camba National High School.

OUTPUTS
Propose and conduct ● Conduct of Review of Teachers and School
training and Professional Professional Leaders were
Development Programs for Development/Training/Com capacitated, reskilled
Teachers and School petency-based/Needs and upskilled essential
Leaders aligned with the Assessment to the demonstration
PPST. ● Propose, design and of their mandates
implement focused on key
Learning/Training elements on Learning
Development Programs in Recovery
support to Learning
Recovery School Leaders and
● Conduct of Capacity Teachers’ competencies
Building, Reskilling and were improved
Upskilling for Competencies contributory to the
Enhancement of Teachers improvement of
and School Leaders focusing learners’ achievements
on key elements but not
limited to:
● Content
● Skills (including ICT)
● Pedagogies
● Learning Delivery
Modalities
● Parents and
community roles and
involvement
SCHOOL LEARNING
RECOVERY PLAN
Goal:Secure the professional growth and development of
personnel by assuring the delivery of an integrated and
PILLAR 3 needs- based capability building intervention accessible to
all teaching, teaching-related, and non-teaching personnel
of Camba National High School.
Encourage teachers to ● Conduct of survey on Teachers and School

pursue graduate studies teachers and school heads Leaders were
(Masters and Doctorate ● Assessment of data graduates of Master or
Degree) gathered from teachers and Doctorate Degree or at
school heads’ feedback least enrolled on the
● Information dissemination School Year
of Scholarship Grant and
possible opportunities
SCHOOL LEARNING
RECOVERY PLAN
Goal:Secure the professional growth and
development of personnel by assuring the delivery
of an integrated and needs- based capability
PILLAR 3 building intervention accessible to all teaching,
teaching-related, and non-teaching personnel of
Camba National High School.
Increase/improve ● Conduct of Mentoring and Strengthened

mentoring and coaching, Coaching, coaching and
feedbacking, and ● Feedbacking mentoring,
technical assistance ● Provision of Technical feedbacking
mechanism. Assistance (TA) mechanism, and
Technical Assistance
(TA) provision
SCHOOL LEARNING
RECOVERY PLAN
PILLAR Goal: Sustainable partners who continuously provide support
in school planning, fundraising, and innovations to generate
resources on the learning recovery needs of learners and the
4 school through partnership and linkages.

OUTPUTS
Strengthen the collaboration Local Government Forum and Meeting • Oriented stakeholders
and support with the LGU on the assistance
through engagement with needed by the school in
stakeholders for support for its programs/projects
the school programs and/of (BE/ASP)
development. • Synergized efforts and
resources to address
education related
challenges
• Strong partnership with
LGUs
Engagement to parents and • Parents and Teachers Association • Oriented stakeholders

stakeholders by programs and Meeting on the assistance
recognition for effective and • Stakeholders Summit needed by the school in
efficient partnership that will its programs/projects
strengthen ties to fill the (BE/ASP)
resource gaps. • Synergized efforts and
resources to address
education related
challenges
• Strong engagement
with parents/guardians
and other stakeholders
to achieve quality
learning and education
SCHOOL LEARNING
RECOVERY PLAN
SCHOOL LEARNING
RECOVERY PLAN
PERFORMANCE
TARGET
SCHOOL LEARNING
RECOVERY PLAN
As we can observe from the graph, There was an improvement in the

performances of headteachers in their IPCRF especially last school year
most of them 100% got an outstanding rate last school year. The target
for the next school year is that all of them will get an outstanding rate.
SCHOOL LEARNING
RECOVERY PLAN
It can be seen from the graph, there was an increase in the number of
teachers who got an outstanding rate. The projected percentage of
teachers who will get an oustanding rate is almost 100% as it was
illustrated by the blue line.
SCHOOL LEARNING
RECOVERY PLAN
Projected Percentage of Numerates Learners for A.Y

2023 -2024
200%
180%
160%
140%
Percentage of Learners
120%
100%
80%
60%
40%
20%
0% Numerates Nearly Numerates Non- Numerates
The graph shows there is an improvement in the numeracy level of the

students as the number of numerates increases. As a projection to the
percentage of numerates from 2022 – 2024, there will be a three
percent increase from 2020 - 2021 to the numerates and continue the
0% to non- numerates.
SCHOOL LEARNING
RECOVERY PLAN
For the Project Ideals, the target MPS for all subjects in all levels will be
at least 75% from first quarter to fourth quarter for A.Y. 2022-2021.
SCHOOL LEARNING
RECOVERY PLAN
Number of Localized Curriculum Materials

Grade 7 7 5 8 3 6 5 5 5 Grade 7 9 10 8 6 6 10 8 5 Grade 7
44
39
39
38
37
34
31
26
14
14
14
14
12
11
10
10
10
10
10
10
9
9
8
8
8
8
7
7
7
6
E ng lish Ma t h Sc ie nc e Filipino E SP Ar a l Pa n TLE MAPE H
For the localized curriculum materials, it can be seen that grade 10

produced the highest number of localized materials while the
remaining grade levels produced almost the same number of localized
materials. For the projected target, there should be a continues crafting
of localize materials to address the needs of the learners.
SCHOOL LEARNING
RECOVERY PLAN
As gleaned from the figure, in 2019, the most preferred curriculum exit
by the senior high school students was Higher Education with 56.45%
followed by Employment (37.10%), Middle level Skills (4,84),
Entrepreneurship (.97%) and lastly there were still 3.22% undecided
students about their curriculum exit.
For the A.Y. 2022-2024, as observed on the figure, there should be an
increase of 5% for Higher Education and Middle level Skills since
education must be the students’ first priority after SHS. While an
increase of 3% for both Employment and Entrepreneurship to giveway
to those students who prefer to work and help their family right after
SHS.
SCHOOL LEARNING
RECOVERY PLAN
PERFORMANCE
TARGET
SCHOOL LEARNING
RECOVERY PLAN
PERFORMANCE
TARGET
SCHOOL LEARNING
RECOVERY PLAN
OPCRF RATINGS OF HEAD TEACHERS
8
7 7 7
7
6
6
5
4 4
4
3 3
3
2
1 1 1 1
1
0 0 0 0 0 0
0
Satisfactory Very Satisfactory Outstanding
2018-2019 2019-2020 2020-2021
2021-2022 2022-2023 2023-2024
Remarks:
An increase of 1 Outstanding Rating should the performance
target from School Year 2020-2021 to 2021-2022 and
consistent rating for the two consecutive School Years (2022-
2023 and 2023-2024)
SCHOOL LEARNING
RECOVERY PLAN
OPCRF RATINGS OF SCHOOL

HEAD
5.005
5 5 5 5 5
5
4.995
4.99
4.985
4.98 4.979
4.975
4.97
4.965
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Remarks:
Consistency of Outstanding Rating or a score of 5.00 for the
OPCRF of School Head is the performance Target for the
Fiscal Years 2022-2024
SCHOOL LEARNING
RECOVERY PLAN
TARGET PERFORMANCE of
IPCRF Ratings of CNHS
Teachers
120
100
9596
91
86
80
72
64
60 56
41
40
3130
2625
20
4
000000 100000 01000
0
Poor Unsatisfactory Satisfactory Very Satisfactory Outstanding
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Remarks:
The target IPCRF Rating Performance of teachers for the School
Years 2021-2022, 2022-2023, and 2023-2024 should increase the
number of teachers who attained a rating of Outstanding for the next
3 consecutive Years (2021-2022, 2022-2023 and 2023-2024)
SCHOOL LEARNING
RECOVERY PLAN
TARGET NUMBER OF
TEACHERS TRAINED FY 2022-
2024
140
119.333333333333 120 121

120 115
108.333333333333
100
92.5 108.33
333333
120 115 3333
80 92.5
80
60 40
0
20218- 2019-2020 2020-2021
40 2019
20
0
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Remarks:
The target number of teachers trained for the School Years
2021-2022, 2022-2023, and 2023-2024 should increase or
equal to the total number of teachers
SCHOOL LEARNING
RECOVERY PLAN
STATUS
(Promoted Teachers)
14
12
10
0
2018- 2019- 2020- 2021- 2022- 2023-
2019 2020 2021 2022 2023 2024
SCHOOL LEARNING
RECOVERY PLAN
PERFORMANCE
TARGET
SCHOOL LEARNING
RECOVERY PLAN
PERFORMANCE TARGET: Pillar 4
SCHOOL LEARNING
RECOVERY PLAN
ACCESS
EFFICIENCY
QUALITY
RESILIENCE AND WELL-BEING
SCHOOL LEARNING
RECOVERY PLAN
Camba National High School LRP Framework
SCHOOL LEARNING
RECOVERY PLAN
Targets Access, Efficiency and Quality
ACCESS
START YEAR
2023 2024
KEY PERFORMANCE INDICATORS 2022
1. Percentage of non-numerates
learners
2. Percentage of non-readers
3. Met the 100% of the vaccinated

students enrolled
4. Met the target amount

Donations
SCHOOL LEARNING
RECOVERY PLAN
EFFICIENCY
START YEAR 2023 2024

KEY PERFORMANCE INDICATORS 2022
1. The target MPS for all levels will

be increased.
2. Percentage of Senior High

School Curriculum Exits
3. Percentage of learners
transferred in Camba High School.
4. Percentage of the localize

materials locally produced by
teachers
5. Met the 100% of the vaccinated

students enrolled
6. 1:1 Percentage of the

distributed textbook among
students
7. Increased the teachers’

promotional status
8. Met the target amount

donations
SCHOOL LEARNING
RECOVERY PLAN
QUALITY
START YEAR
KEY PERFORMANCE INDICATORS 2022 2023 2024
1. Improvement in the
performance of headteachers in
their IPCRF
2. Improvement in the
performance of teachers in their
IPCRF
3. Number of localized materials

(SLM)
4. Consistency of Outstanding
Rating on OPCRF
5. Improvement of teachers who

attained an Outstanding Rating in
the IPCRF
SCHOOL LEARNING
RECOVERY PLAN
Access, Efficiency and Quality
Targets
RESILIENCE AND WELL-BEING
START YEAR
KEY PERFORMANCE INDICATORS 2022 2023 2024
1. Percentage of learners who

are happy and satisfied with
their basic education
experience in relation to the
enjoyment of their specific
rights in school and learning
centers
2. Percentage of Camba High

personnel who know the rights
of children and learners in
relation to RBE, and are able
to infuse them in their
respective jobs/duties
SCHOOL LEARNING
RECOVERY PLAN
Implementation
Phases
SCHOOL LEARNING
RECOVERY PLAN
133
SCHOOL LEARNING
RECOVERY PLAN
IMPLEMENTATION PLAN: Pillar 1 K to 12 Curriculum Review and Update
PILLAR 1 GOAL: Strengthen teachers’ instructional

competence to improve learning outcomes
TimeFrame
FUNCTI
ONAL CRITICAL Estim Budge
ated
STRATEGIES INTERVENTIONS PERSON ACTION t
Budg Source
-IN- (ACTIVITIES) 2022 2023 2024 et
CHARGE
Strengthen teachers’ Capacity trainings School Capacity Jan. to Jan. Jan. MOOE
instructional competence on enhancement Head, building Dec. to to
with’ instructional skills in of skills and Depart 2022 Dec. Dec.
curriculum competencies in ment 2023 2024
implementation, blended special programs; Heads,
learning modality and Blended Learning JHS &
special programs Modality and SHS
possible Hybrid Teacher
Program s
Re –orient teachers on the Capacity training School Reorientatio Jan. to Jan. Jan. MOOE
different strategies in on different Head, n Dec. to to
teaching and learning strategies on Depart 2022 Dec. Dec.
process in the era of new asynchronous ment 2023 2024
normal. synchronous Heads,
classes for uplifting JHS &
the knowledge SHS
skills of the Teacher
teachers s
Re- orient teachers on Enhance the School Coaching Jan. to Jan. Jan. MOOE
formulating assessment teaching capacity Head, and Dec. to to
with the proper used of of the teachers on Departm mentoring 2022 Dec. Dec.
blooms taxonomy the crafting of the ent 2023 2024
assessment of all Heads,
subject areas JHS &
SHS
Teachers
SCHOOL LEARNING
RECOVERY PLAN
K to 12 Curriculum Review and Update
IMPLEMENTATION PLAN: Pillar 1
GOAL: Strengthen teachers’ instructional
PILLAR 1 competence to improve learning outcomes
TimeFrame
FUNCTI CRITICAL
ONAL Estim Budge
ACTION ated
STRATEGIES INTERVENTIONS PERSON- t
(ACTIVITIE Budg Source
IN- et
S)
CHARGE
2022 2023 2024
Intensify Coaching and mentoring for School Coaching Jan. Jan. Jan. MOOE
teachers Head, and to to to
instructional Monitor the proper utilization Departm mentoring Dec. Dec. Dec.
supervision of localized instructional ent 2022 2023 2024
Heads,
with the G7 -12 materials and Learning Activity
JHS &
Sheets of the school and SDO
learners who Conduct remediation programs SHS
belong to Teachers
under PhIL-Iri and All , and
students who Numerates select
left behind and students
SARDO
Reinforce Orient the internal and external School Partnershi Jan. Jan. Jan. MOOE
stakeholders about the program Head, p, to to to
support on Encourage the support of the Departm intensive Dec. Dec. Dec.
inclusive stakeholders ent mapping, 2022 2023 2024
Heads, capacity
programs and Continuous monitoring of the
JHS & building’
program
special TA will be given for the SHS evaluation
programs’ Teachers of
improvement of the program , and document
implementation select s
students
Heighten partnership Conduct of stakeholders’ School Build Jan. Jan. Jan. MOOE
with industries for convergence with partner Head, strong to to to
SHS immersion industries and stakeholders for Departm partnershi Dec. Dec. Dec.
program, and career work immersion and career ent p 2022 2023 2024
advocacy guidance symposium Heads,
JHS &
SHS
Teachers
, and
stakehol
ders
SCHOOL LEARNING
RECOVERY PLAN
GOAL: Ensure the provision of quality assured
PILLAR 1 materials for teachers and learners’ utilization
TimeFrame
FUNCTION CRITICAL
AL Estim Budge
ACTION ated
STRATEGIES INTERVENTIONS PERSON- (ACTIVITIE 202 Budg t
IN- 2022 3 2024 et Source
S)
CHARGE
Improve the quality Maximized the use of the School Orientatio Jan. Jan. MOOE
and availability of DIGI- Learning Hub of the Head, n and to Jan. to
learning resources in school Departmen quality Dec. to Dec.
different modalities Utilized the USB as learning t Heads, assurance 2022 Dec 2024
either in print , USB resources of the SHS JHS & SHS of LR .
or the use of the Department Teachers, materials 202
division LR portal Orient the learners abut the and select in print 3
students and in USB
LR portal of SDO and Star
books of school which is
sponsored by DOST
Maximized the used of Hatid-
_Karunungan Program of the
school for students who
cannot access Internet
connection
Integrate Conduct pre-test and post-test School Sample Jan. Jan. MOOE
competencies but still for all learning areas Head, integratio to Jan. to
addressing learning Conduct remedial and Departmen n of lesson Dec. to Dec.
gaps/losses remediation t Heads, plans 2022 Dec 2024
JHS & SHS .
Report on the Least learned Teachers,
skills of learners every quarter 202
and 3
of all learning areas students
Identify least learned Utilized the School –LAS and School Monitorin Jan. Jan. MOOE
skills of the learners SDO – LAS Head, g of least to Jan. to
from all learning Departmen learned Dec. to Dec.
areas t Heads, skills per 2022 Dec 2024
JHS & SHS quarter .
Teachers, 202
and 3
students
SCHOOL LEARNING
RECOVERY PLAN
PILLAR 1 Goal: Guarantee the support in the
implementation of school-based learning
recovery plan, addressing learning gaps of
learners from JHS-SHS toward improved learning
outcomes in multi-literacy, numeracy and
science toward lifelong learning.
TimeFrame
FUNCTIO CRITIC
NAL AL Estim Budge
ated
STRATEGIES INTERVENTIONS PERSON- ACTION t
Budg Source
IN- (ACTIVI 2022 2023 2024 et
CHARGE TIES)
Monitoring on one-on- Conduct pre-test and post – School Conduc Jan. Jan. MOOE
one reading and test Head, t of to to Jan.
numeracy interventions Implement school one and one Departme Post Dec. Dec. to
per school reading and numeracy program nt Heads, test in 202 2023 Dec.
for all subject areas JHS & SHS all 2 202
Closed monitoring on the Teachers, grade 4
learning outcomes and select levels;
students compar
TA will be given to teacher if ative
needed. analysis
pre-test
&
posttest
Strengthen the data Enhanced the system School Creatio Jan. Jan. MOOE
collection and generated via google sheet/ Head, n of to to Jan.
monitoring system of google form Departme tracking Dec. Dec. to
students’ progress Maximized the used of Project nt Heads, system 202 2023 Dec.
JHS & SHS 2 202
HiGHTEN Teachers, 4
and select
students
Solicit LGUs, parental Intensify the Project KASAMAK School Build Jan. Jan. MOOE
support and donors in of the school to highten Head, strong to to Jan.
the school and School stakeholders participation Departme partner Dec. Dec. to
Learning Recovery Plan Presentation of the School LRP nt Heads, ship 202 2023 Dec.
JHS & SHS Among 2 202
through orientation, to internal and external Teachers,
FGD, and campaigns stakeholders stakeho 4
and lders
thru the use of social Stakehold
media ers
SCHOOL LEARNING
RECOVERY PLAN
PILLAR 1 Goal: Guarantee the support in the

implementation of school-based
learning recovery plan, addressing
learning gaps of learners from JHS-SHS
toward improved learning outcomes in
multi-literacy, numeracy and science
toward lifelong learning.
TimeFrame
FUNCTION
AL CRITICAL Estim Budge
ACTION ated t
STRATEGIES INTERVENTIONS PERSON- (ACTIVITI Budg Sourc
IN- 2022 2023 2024 et e
CHARGE ES)
Conduct school Utilization of School

Head,
Conduct
of Post
Jan.
to
Jan.
to
Jan.
to
MOOE
assessment from assessment Departme test in all Dec. Dec. Dec.
Grade 7 to Grade tools for nt Heads,
JHS & SHS
grade
levels;
2022 2023 2024
12 through the post test Teachers, comparati
teacher made and
students
ve
analysis
assessment tools pre-test &
posttest
SCHOOL LEARNING
RECOVERY PLAN
Goal:
PILLAR 2
TimeFrame
FUNCTI
ated
STRATEGIES INTERVENTIONS PERSON ACTION t
Budg Source
-IN- (ACTIVITIES) 2022 2023 2024 et
CHARGE
To add additional Propose an School Conduct a Jul. to Jan. Jan. 1250

Head/SH survey to Dec. to to MOOE
academic strands in additional SHS S Focal grade 10 2022 Dec. Dec.
Senior High School academic strands. Person students on 2023 2024 Donati
their ons
preferred
strands
To provide Conduct pre- School Create a Jul. to Jul. to Jul. to N/A

Head/Te August Augus Augus MOOE
opportunities by orientation to achers
advertisem
s. ts. ts.
ent video
building trust with all learners about the
2022 2023 2024 Donati
ons
students and and parents facilities of
creating safe space on the school the school
that feels opening.
welcoming for all.
To provide provide extra School Make Year Year Year 1000

Head/Te contextuali round round round 0 MOOE
alternative learning learning achers zed and
resources ( such as resources localized
Donati
ons
LAS, contextualized through learning
and localized PROJECT materials.
learning materials. DUNONG KO,
KARUNUNGA
N MO.
SCHOOL LEARNING
RECOVERY PLAN
PILLAR 2 Goal:
TimeFrame
FUNCTI
STRATEGIES INTERVENTIONS PERSO ACTION ated t
N-IN- Budg Sourc
CHARG (ACTIVITIES) et e
2022 2023 2024
E
To encourage Conduct School

Head/T
Jul. to
Augus
Jul.
to
Jul.
to
N/A
MOO
learners and orientation/s eachers
Collabora
tive ts. Augus Augus E
parents to get eminars partnershi
2022 ts.
2023
ts.
2024 Dona
COVID 19 about the p of the tions
vaccines benefits of school
and LGU
getting covid in
19 vaccines. conductin
g
vaccinatio
n drive
program
about the
facilities
of the
school
SCHOOL LEARNING
RECOVERY PLAN
UPSKILLING AND RESKILLING OF PERSONNEL
Goal:
PILLAR 3
TimeFrame
FUNCTIO
NAL CRITICAL Estim
ated Budget
STRATEGIES INTERVENTIONS PERSON- ACTION Budge Source
IN- (ACTIVITIES) 2022 2023 2024
t
CHARGE
Jul. to Jan. to Jan. to 10, MOOE

Conduct of Analysis of Dec. Dec. Dec. 000.00
Professional Teachers 2022 2023 2024 Donatio
Manage and Implement Development/Training/Co and ns
Learning/Training and Development mpetency-based/Needs Teaching- Identify needs or
Programs for the Competencies Assessment Related, areas for learning
Enhancement of Teachers and School Propose, design and Head and development
Leaders anchored in the following set implement Teachers activities
of standards: PPST and PPSSH Learning/Training and School
Development Programs in Head
support Learning Recovery

Conduct of Capacity Dec. Dec. Dec. 000.00
Building, Reskilling and 2022 2023 2024
Donatio
Upskilling for Competencies ns
Manage and Implement Enhancement of Teachers, School Core Coordinate with
Learning/Training and Development School Leaders, and Team (SCT), School Core Team
Programs for the Competencies Supervisors focusing on key Head (SCT) for quality
Enhancement of Teachers and School elements but not limited to: Teachers conduct of
Leaders anchored in the following set Content, Skills (including and School Learning &
of standards: PPST and PPSSH Development
ICT), Pedagogies, Learning Head activities
Delivery Modalities, Parents
and community roles and
involvement
Jul. to Jan. to Jan. to N/A N/A

• Conduct of survey on Dec. Dec. Dec.
teachers and school 2022 2023 2024
heads
• Assessment of data School Core Coordinate with
Encourage teachers to pursue gathered from Team (SCT), School Core Team
graduate studies (Masters and teachers and school Head (SCT) for the data
Doctorate Degree) heads’ feedback Teachers gathering tool to
• Information and School be used.
dissemination of Head
Scholarship Grant and
possible
opportunities
• Conduct of Jul. to Jan. to Jan. to N/A N/A

Intensify and maximize the Mentoring and Head Analysis of Dec. Dec. Dec.
mechanism for mentoring and Coaching Teachers Technical Assistant 2022 2023 2024
coaching, feedbacking, and TA • Feedbacking and School (TA) needs in
Provision • Provision of Technical Head school
Assistance (TA)
• Propose and design Dec. Dec. Dec. 000.00
personnel’s welfare 2022 2023 2024 Donatio
program ns
• Implementation of Guidance Review IPCRF
Manage Personnel Welfare Program the personnel’s Office, Head areas that need
including (Psychological and Mental welfare program Teachers support
Health) • Intensify and and School Conduct survey on
maximize resources Head
in the personnel’s needs
implementation of
health and wellness
program
SCHOOL LEARNING
RECOVERY PLAN
UPSKILLING AND RESKILLING OF PERSONNEL
PILLAR 4 GOAL: Goal: Sustainable partners who continuously provide support in school planning,
fundraising, and innovations to generate resources on the learning recovery needs of learners and
the school through partnership and linkages.
TimeFrame
Strategies Interventions Functional Critical Action Estimated Budget

School-in-Charge (Activities) Budget Source
2022 2023 2024
Strengthen the Local -ASP -Division/School August Augu August P 2,000 ASP
collaboration and Governmen Coordinator Memo 2022 st 2024 Suppor
support with the t Forum and -BE -Approved Work 2023 t Funds
LGU through Meeting Coordinator Plan /
engagement with -Project -Activity/Project MOOE
stakeholders for Proponent(s) Proposal
support for the of Department -Presentation and
school programs Activities Program
and/of -Project
development. KASAMAK
Working Group
Engagement to -Parents -ASP -Division/School Year Year Year P 10,000 ASP

parents and and Coordinator Memo round round round Suppor
stakeholders by Teachers -BE -Approved Work t Funds
programs and Association Coordinator Plan /
recognition for Meeting -Project -Activity/Project MOOE
effective and - Proponent(s) Proposal
efficient Stakeholder of Department -List of Identified
partnership that s Summit Activities Stakeholders
will strengthen -Project -Presentation and
ties to fill the KASAMAK Program
resource gaps. Working Group
SCHOOL LEARNING
RECOVERY PLAN
Analysis and
Management Risk
SCHOOL LEARNING
RECOVERY PLAN
ANALYSIS AND MANAGEMENT OF RISK
Identified Risk Severity
Institutional Risk RISK PROBA IMPACT OVERALL MITIGATION

CATEGO BILITY HIGH/ RATE STRATEGIES
RIES HIGH/ MEDIU
MEDIU M/ LOW
M/
LOW
1. Several restrictions imposed by the LEGISLAT Mediu High (4) 3.5 *Realign guidelines
DOH, DepEd IVE/ m (3) *Reschedule
LEGAL programs to be
improved
2. Absence of policies/ issuances to LEGISLAT Low High (3) 2 * Constant
support practices, operations & needs IVE/ (1) dissemination of
of school LEGAL policies & guidelines
3. Donor fatigue from stakeholders to OPERATI Low High (3) 2 *Create forum for
support PPAs ONAL/ (1) collaboration
REPUTAT regarding PPAs of the
IONAL school
4. Crisis & Natural Disaster (Typhoon) OPERATI Mediu Medium 2.5 *Facilitate School
ONAL m (2) (3) Disaster regarding
SDRRM Coordinator
5. Not sufficient funds to implement FIANNCI Low Medium 1.5 *Determine &
programs AL (1) (2) prioritize the actual
needs of School
6. Lack of capacity for making curricula OPERATI Mediu Medium 2.5 *Provide Trainings
responsive to learners ONAL m (2) (3) among teachers in all
learning areas
7. Inadequate professional support of OPERATI Mediu High (4) 3 *Formulate guidelines
Admin to its department ONAL m (2) to address the issue
8. Unavailable learning resources for STRATEG High High (5) 4 * Continuously
students who belongs to SARDO or IC (3) monitor learning
students who were left behind resources for students
who are in need
9. Unable to maximize/ utilize the STRATEG Low High (3) 2 *Consistent Evaluation
remediation program IC (1) & Monitoring of
remediation program
10. Inconsistency of the implementation STRATEG Low High (3) 2 *Present Issues &
of SPECIAL PROGRAM in JOURNALISM IC (1) Concern to meet the
gap needed
SCHOOL LEARNING
RECOVERY PLAN
Indicative Timelines
SCHOOL LEARNING
RECOVERY PLAN
INDICATIVE TIMELINES
TIMELINE
DATE ACTIVITY
May 31-June 15, 2022
Conduct of Validation Activities (e.g. schools
and stakeholders inputs via focus
group discussion, scoping of research
results/findings)
School Head and School Planning Team

Orientation on the Crafting of School LRP
Agreement on the Presentation of School
LRP
June 15, 2022 Finalization of School LRP
June 16, 2022 Submission of the School LRP at the SDO
June 16, 2022 School Learning Recovery Plan Presentation

at the SDO
June 20, 2022 Presentation of LRPs to Stakeholders

SCHOOL LEARNING
RECOVERY PLAN
Monitoring and
Evaluation Plan
SCHOOL LEARNING
RECOVERY PLAN
Monitoring & Evaluation Plan: Pillar 1
PILLAR INTERMEDIATE INDICATORS ACCOUNTAB

LE PERSON
OUTCOMES
Appropriate and No. of TA plans crafted School

responsive curriculum No. of quality instructional Head,
PILLAR I: delivery through different supervision conducted Departme
K to 12 learning modalities nt Heads,
Teachers
review
and
updates
All failing and struggling No. of learners for learning School
learners were assessed and recovery plan Head,
given one-on-one Decrease no. of non-readers, Departme
intervention non-numerates nt Heads,
Teachers
Conduct post-test utilizing No. of assessment tools for School

assessment tools diagnostic tests Head,
Departme
nt Heads,
Teachers
Provision of support No. of support materials School

materials for teachers and provided Head,
learners Departme
nt Heads,
Teachers
SCHOOL LEARNING
RECOVERY PLAN
LE PERSON
OUTCOMES
Collaborative partnership of 81% and above stakeholders join Stakeholder

the school and LGU in the program s
School
conducting vaccination administrati
drive program. ons
2. SUPPORT
TO THE
LEARNING
ENVIRONME
NT
All students were provided 85% and above/learners Students
opportunities by building trust Teachers
with students and creating safe School
space that feels welcoming for Administra
all. tion
Additional strands for Senior No. of students who answer the Students
High School survey questions Teachers
School
Administra
tion
Provide alternative learning No. of contextualized and Students

resources for the students localized materials Teachers
School
Administra
tion
SCHOOL LEARNING
RECOVERY PLAN
LE PERSON
OUTCOMES
Teachers, Head Teachers

and School Leaders were
capacitated, reskilled and No. of Teachers, , Head
upskilled essential to the School
Teachers and School Leaders
demonstration of their capacitated, reskilled, and Administr
ation
mandates focused on key upskilled
elements on Learning
PILLAR 3: Recovery
TEACHERS’
AND SCHOOL
LEADERS’
UPSKILLING
AND
RESKILLING TO
IMPROVE
COMPETENCIE
S Strengthened coaching and
mentoring, feedbacking No. of Teachers and Head School
mechanism, and TA Teachers given TA, feedback, Administr
provision for Teachers and and coaching and mentoring ation
Head Teachers
Physical, psychologically, No. of personnel given School

and mentally healthy psychological first aid and Administr
personnel mental health wellness ation
SCHOOL LEARNING
RECOVERY PLAN
Engagement of Stakeholders for Support and Collaboration
PILLAR INTERMEDIAT INDICATORS ACCOUNTABL

E PERSON
E OUTCOMES
ACCESS: -ASP Coordinator
All stakeholders can equally 81% and above / number of -BE Coordinator
access, join, and help school’s learners -Project
programs and projects. Proponent(s) of
Department
Activities
-Project
KASAMAK
Working Group
EQUITY: -ASP Coordinator

All stakeholders can support and 81% and above / number of -BE Coordinator
PILLAR 4: extend help to school’s programs
and projects in any way.
learners -Project
Proponent(s) of
ENGAGE Department
Activities
MENT OF -Project
KASAMAK
STAKEHO Working Group
LDERS
FOR QUALITY:
School can implement 81% and above / number of
-ASP Coordinator
-BE Coordinator
SUPPORT programs/projects successfully,
while stakeholders will receive
learners -Project
Proponent(s) of
AND quality targets and results. Department
Activities
COLLABO -Project
KASAMAK
RATION Working Group
RESILIENCE AND WELLBEING: -ASP Coordinator

Stakeholders develop positive 81% and above / number of -BE Coordinator
mindset, act as a key team player learners -Project
and can adapt to change. Proponent(s) of
Department
Activities
-Project
KASAMAK
Working Group
SCHOOL LEARNING
RECOVERY PLAN
COMMUNICATION
PLAN
SCHOOL LEARNING
RECOVERY PLAN
Communication Plan: Pillar 1
Communic Target Strategi Activity Time Budget Person/s

ation Audienc es/ Channel Frame Involve
Objectives e Activitie
s
1. School Head Delibera Limited N/A School

Based Teacher te the Face to Head
Orientatio s, SDO LRP Face
n on the Master to
SDO LRP Teacher concern
s and personn
Subject el of the
Coordin school
ators
2. Crafting Head Collabor Limited May 23- N/A School

of School Teacher ate the Face to June Head/He
LRP s, possible Face 14,2022 ad
Master data to Departm
Teacher be use ents
s and as
Subject dashboa
Coordin rd of
ators every
pillar
SCHOOL LEARNING
RECOVERY PLAN
Communication Plan: Pillar 1 K to 12 Curriculum Review and Update
3. Asses Collabo Collabora Limited May N/A School

the views rate the te the Face to 31,2022 Head
of the team data data Face and Head
of every gathere gathered departm
pillar d of of each ents
each team
team
4. Build Select Orient Limited July N/A School

support on Internal the Face to 15,2022 head and
the LRP and School face Head
thru externa LRP to Departm
disseminati l internal ents
on and Stakeh and
informatio olders( external
n sharing Teacher stake
s, PTA holders
membe
rs, LGU)
5. Discuss Limited July N/A School

Disseminat the Face to 29,2022 Head and
e the impleme Face Head
implement ntation of Departm
ation the ents
process of school
the LRP LRP
SCHOOL LEARNING
RECOVERY PLAN
RESEARCH SUPPORT
CATALINA G. YALUNG
Principal IV
NORMINDA N. MAYRINA
Director of Academic Research
ROWENA MANGALIMAN MA. KRSTJAN NICHKOL GONZALES JHONATHAN L. ULIT ALL DEPARTMENT HEADS ARCELI M. TOLENTINO
Director Strategic Analytics Data Manager Director for Research & Planning External Survey Manager Communication Analyst
SCHOOL LEARNING
RECOVERY PLAN

SLRP ORGANIZATION CHART
Catalina G Yalung
Principal IV
PILLAR PILLAR JENENA MENDOZA

HT-III
NORMINDA N. MAYRINA 1 4
HT-III
PILLAR PILLAR
3
KRESA BHARATI
2
AILEEN FLORES
SST-I SST-II
ROWENA MANGALIMAN MARICEL YUZON ARCELI TOLENTINO

MT-II SST-III SST-III
MARILYN MARGPAYO CORAZON SALAC MARCELINA MALLARI RONALD T. GUESE JEMELYN DELA CRUZ
HT-III HT-III HT-III HT-III HT-III
CHERRY CABRERA JHOANNA VILLEGAS

SST-II SST-II
JOYCE BASILLO JORDAN PUYAT JENALYN HIPOLITO ARLEAN CAINGAT KRSTJAN GONZALES PRINCESS GONZALES EVELYN SANGUYO
NICKSON NIDAR
SST-III SST-III SST-III SST-I MT-I SST-III SST-III SST-III

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SCHOOL LEARNING

Key Challenges and Strategic Directions: Pillar 2

Key Challenges and Strategic Directions: Pillar 3

Key Challenges and Strategic Directions: Pillar 4

In addition, Medical and

Camba High School

Sulong Edukalidad Framework

OPERATIONAL FRAMEWORK: SHARED

Total Number of Camba HS Students Enrollees

711 712 687

618 621 581

IPCRF Ratings of Teachers in CHS

Poor Unsatisfactory Satisfactory Very Satisfactory Oustanding

IPCRF Ratings of Head Teachers

Poor Unsatisfactory Satisfactory

Project Ideals for S. Y. 2018-2019

Project Ideals for S.Y. 2019-2020

Project Ideals for S.Y. 2020-2021

lish tics nce ino an ES

PROJECT AN PRE – TEST & POST TEST RESULTS

S.Y. 2018 - 2019

Pre -test Post -test

PROJECT AN PRE – TEST & POST TEST RESULTS

Pre -test Post -test

400 339 333

PHIL IRI REPORT (ENGLISH)

PHIL IRI REPORT (ENGLISH)

Data revealed the significant improvement of the grade 7 learners in

PHIL IRI REPORT (FILIPINO)

PHIL IRI REPORT (FILIPINO)

Analyzing the average performance of the students enrolled in SPJ in its

And this can be attributed to our two innovations in teaching special

TOTAL FEMALE MALE

This program is a response to the need of raising the level of competence

A grade 6 elementary pupil from a duly recognized school by the

The data shows the increase in enrolment among students in Special

As seen on the data, most of the students preferred Higher Education as

SCHOOL LEARNING RECOVERY PLAN

One of the main features of the K to 12 program is the delivery of lessons

Localized Curriculum / Materials Produced(2018-2021)

2019- 2020 Modular (Printed SLMs) 2773

2020- 2021 Modular (Printed SLMs) 2821

2021- 2022 Modular (Printed SLMs) (1st- 2nd 2620

Progressive Limited F2F (3rd - 4th

The slide presents information regarding to the learning modalities

Pillar 2: Support to the Learning

CAMBA NATIONAL HIGH SCHOOL

S.Y 18-19 S.Y 19-20 S.Y 20-21

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

2 01 8-20 19 2019-2020 2020-2021

2018-2019 2019-2020 2020-2021

846 840 99.30% 896 847 94.50% 984 968 98.48%

2018-2019 2019-2020 2020-2021

645 581 90.01%

584 581 99.48%

750 703 93.73%

COHORT S.Y 2018-2019 COHORT S.Y 2019-2020 COHORT S.Y 2020-2021