Sinuraes Pillar1

SCHOOL ELEMENTARY SCHOOL
SCHOOL LEARNING
RECOVERY PLAN
FY 2022-2024
Pillar 1: K to 12 Curriculum
Quality of Learning Outcomes
and Learning Delivery Modalities
Pillar 1: K -12 Curriculum
Periodic Test Results
S. Y. 2019 - 2020
3
PHIL – IRI Report (Filipino)
S. Y. 2019 - 2020
18
READING PROFILE OF
16 17 GRADE III (FILIPINO)
14
S.Y. 2020 - 2021
12
10
8
8 8
6
6
4
2 3 3
0
Total no. of Frustration Instructional Independent
0 0
cases Pre-test Post-Test
4
S. Y. 2020 - 2021
80 READING PROFILE OF
70
76 76 GRADE III (FILIPINO)
60
S.Y. 2020 - 2021
50
40
39
30 34
26
20 23
16
10
11
0 3
Total no. of Frustration Instructional Independent Non-Reader
0
5
S. Y. 2021 - 2022
80 READING PROFILE OF
70 73 73
GRADE III (FILIPINO)
60
S.Y. 2021 - 2022
50
40 42
38
30
20 23
20
10 12
8
0 3
Total no. of Frustration Instructional Independent Non-Reader
0
6
Comparative Analysis on PHIL-IRI in Grade III For 3 Consecutive Years
(S.Y. 2019-2020, S.Y. 2020-2021, S.Y. 2021 - 2022)
READING PROFILE OF READING PROFILE OF READING PROFILE OF
18 GRADE III (FILIPINO) 80 80 GRADE III (FILIPINO)
GRADE III (FILIPINO)
16 17 S.Y. 2019 - 2020 70
76 76 S.Y. 2020 - 2021 70 73 73 S.Y. 2021 - 2022
14 60 60
12
50 50
10
40 40 42
8 39 38
8 8 30 34 30
6
6 26 20
20 23 23
4 20
16 10
2 3 3 10 12
11
8
0 0 3 0 3
0 0 0 0
Pre-test Post-Test Pre-test Post-Test Pre-test Post-Test
7
Pretest Reading Profile of the Grade I Learners Using Early
Grades Reading Assessment (EGRA) Tool (SY 2021-2022)
No. of Cases GRADE I - PRETEST No. of Learners Passed % No. of Cases GRADE I - POST TEST No. of Learners Passed %
Component 1 55 88.71% Component 1 62 100.00%
Component 3A 51 82.26% Component 3A 62 100.00%
Component 3B 54 87.10% Component 3B 62 100.00%
62 62
8
Pretest Reading Profile of the Grade 2 Using Early Grades Reading
Assessment (EGRA) Tool (SY 2021-2022)
No. of Cases GRADE II - PRETEST No. of Learners Passed % No. of Cases GRADE II - POST TEST No. of Learners Passed %
52 52
9
English Reading Profile Based on PHIL-IRI Results
(SY 2019-2020)
(SY 2020-2021)
(SY 2021-2022)
Project All Numerates Consolidated Results
(SY 2019-2020)
S.Y. 2019-2020
Total Total
300
SY 2019- Total Total Nearly % Non %
2020 No. of Numer % Numera Numerat 200
Cases ates tes es
100
0
PRE- 345 219 63% 100 29% 26 8% s s s
ate a te a te
TEST er er er
um u m u m
l N N -N
ota rly on
T ea N
N al
POST- 345 248 72% 92 27% 5 1% tal T ot
TEST T o
Pre Test Post Test2

(SY 2020-2021)
S.Y. 2020-2021
Total Total 300
SY 2020- Total Total Nearly % Non %
2021 No. of Numer % Numera Numerat 200
Cases ates tes es
100
0
PRE- 365 201 55% 140 38% 24 7% s s s
te te te
TEST er
a
er
a
er
a
u m u m u m
N N -N
al rly on
T ot ea N
N al
POST- 365 264 72% 96 26% 5 1% tal T ot
TEST To
Pre Test Post Test2

(SY 2021-2022)
S.Y. 2021-2022
Total Total Non
SY 2021- Total Total Nearly % Numerat % 250
2022 No. of Numera % Numerat es 200
Cases tes es 150
100
50
0
s s s
PRE- 361 140 39% 198 55% 23 6% a te a te a te
er er er
TEST u m u m u m
N N -N
al rly on
T ot ea N
N al
POST- 361 164 45% 186 52% 8 2% tal T ot
TEST To
Pre Test Post Test

Comparative Analysis on Project All Numerates for 3 Consecutive Years
(SY 2019-2020, SY 2020-2021, SY 2021-2022)
16
Comparative Analysis of Inclusive Education Enrolment From 2019-2022
17
Learning Modalities Implemented
Face to face, Printed SLMS, Preferred Learning Modali-
Learning Modalities SY Online, Super K Teleskwela, ties of Learners
2019-2020 Radio-based Instruction,
Trompa-based Instruction
Learning Modality SY Printed SLMS, Online, Super K

2020-2021 Teleskwela
Learning Modality SY Face to face, Printed SLMS,

2021-2022 Online, Super K Teleskwela,
Blended Modular Online TV-Based Instruction
Others
18
Least Learned Competencies
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Learners’ Resources Situation Report as of May 2022
37
Pillar 4 SWOT Analysis
STRENGTHS WEAKNESSES
❑ Support from education stakeholders - regular or usual ❑ Sustainability of support from education stakeholders
assistance from the Local Government Units, SUCs, NGAs, ❑ Newly appointed School ASP and BE Coordinators
parents, CSO and other private individuals ❑ Limited resources generated on the repairs of
❑ Increase in the Resources Generated in elementary school classrooms/maintenance due to blended learning and lack
❑ Accessibility of communication through the available of weeklong brigada eskwela repair and maintenance
technology support and equipment ❑ Insufficient knowledge of ASP and BE coordinators in the
❑ Availability of the Supportive and Committed ASP and BE use of Google Forms/Sheets/Slide
Coordinators
OPPORTUNITIES THREATS
❑ Use of the DepEd Partnership Database System (DPDS) in
gathering accurate data on partnership en ❑ DPDS not yet 100% full implemented
❑ Availability of the ASP Support Funds for Partnership and ❑ Not sufficient ASP Support Funds to implement programs on
Linkages partnership
❑ Continuous support from our community and education ❑ Risks of the pandemic due to COVID 19 transmission or
stakeholders infection
❑ Existing programs in partnership engagements (Brigada Eskwela ❑ Limited number of partners recognized during convergence of
Program, Brigada Pagbasa and Adopt-a-School Program) education stakeholders
❑ Increase in the number of partners in the schools
LEARNING RECOVERY PLAN
Key Challenges and

Strategic Directions
LEARNING RECOVERY PLAN
GOAL
By 2024, learners of Siñura Elementary School are multi-literate and
numerate, equipped with basic skills for lifelong learning.
By 2024, learners of SDO Pampanga are multi-literate and numerate, equipped with basic skills for lifelong learning.
INTERMEDIATE OUTCOMES
ACCESS EQUITY QUALITY RESILIENCY AND WELL-BEING
All learners participate

equitably and meaningfully in
All learners access and basic education, regardless Learners develop the Learners develop positive
receive tailored services of status, ethnicity, sex, standards literacy, numeracy mindset and can adapt to
needed in basic disability, age, and other and science skills. change.
education. social characteristics
ENABLING MECHANISM-GOVERNANCE
Resilient, Responsive and Efficient Governance, Management and Systems
DIVISION LRP FRAMEWORK
GOAL
By 2024, learners of SDO Pampanga are multi-literate and numerate,
equipped with basic skills for lifelong learning.
SECTOR OUTCOME
K-12 learners acquire literacy, numeracy, and scientific and technological skills essential for successful participation in all aspects of modern society.
INTERMEDIATE OUTCOMES
RESILIENCY AND WELL-BEING

ACCESS EQUITY QUALITY
All learners access and receive All learners participate equitably Learners develop the Learners develop positive
tailored services needed in and meaningfully in basic standards literacy, mindset and can adapt to
basic education. education, regardless of status, numeracy and science change.
ethnicity, sex, disability, age, and
skills.
other social characteristics
ENABLING MECHANISM-GOVERNANCE
Resilient, Responsive and Efficient Governance, Management and Systems

KEY CHALLENGES IN PILLAR 1
1. Sustainability of partnership and linkages with education partners

2. Inconsistency of the systems function of the DepEd Partnership Database System
(DPDS)
3. Lack of proper training on the useful applications like Google forms/tools etc. to optimize
the gathering of data on donations, proper submission of reports, and improve the
advocacy campaigns to promote linkages with partners or stakeholders awareness
4. Lack of training of the newly appointed ASP and BE coordinators
5. Decrease support or resource generated in the repair/maintenance of schools due to
change in the Brigada Eskwela implementation during pandemic
STRATEGIC DIRECTIONS – PILLAR 4
PILLAR 1
Goal: Increase the generation of resources on the learning recovery needs of learners and
schools through partnership and linkages
STRATEGIC DIRECTIONS – PILLAR 4
PILLAR 4
Goal: Strengthen the advocacy campaign programs to increase awareness of

stakeholders on DepEd PPAs and gather resource support
PERFORMANCE TARGETS
45
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
Solicit LGUs, parental support and donors in the Division and School Learning Recovery Plan through
STRATEGIES: orientation, FGD, and campaigns thru the use of social media
Building committees of support for learners like LRP donors, Brigada Pagbasa volunteers, teacher-parent
INTERVENTIONS:
partners for literacy and numeracy
FD-IN-CHARGE: ASP/BE Leader & Steering Committee
Time Frame
Critical Action Budget
Estimated Budget
(Activities) Source
2022 2023 2024
FGD with Jan. 2022 to Jan. 2023 to Jan. 2023 to N/A N/A
stakeholders, Dec. 2022 Dec. 2023 Dec. 2023
advocacy
campaign
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
STRATEGIES:
INTERVENTIONS:
TimeFrame
Critical Action Budget
Estimated Budget
(Activities) Source
2022 2023 2024
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
STRATEGIES: Increase essential educational resources outsourced through strengthened partnership and linkage
INTERVENTIONS: Identify possible partners/donors for specific programs and projects involving increase on resources
TimeFrame
Critical Action
Estimated Budget Budget Source
(Activities)
2022 2023 2024
1.Profiling of Jan. to Dec. Jan. to Dec. Jan. to Dec. N/A N/A

Needs 2022 2023 2024
2.Identifying
possible partners
3.Conduct of
consultative
Meetings
48
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
STRATEGIES: Strengthen policy implementation through constant coordination between DepEd and LGU
INTERVENTIONS: Elevate the issues/challenges to higher office by the top management
FD-IN-CHARGE: SGOD, CID, OSDS
TimeFrame
Critical Action (Activities) Estimated Budget Budget Source
2022 2023 2024
Review of Policies with Jan. to Dec. Jan. to Dec. Jan. to Dec. N/A N/A
conflicting interpretation, 2022 2023 2024
conduct of coordination
meeting, focus group
discussion of DepEd with
LGU, reporting to the Higher
Office, Policy
Recommendation
49
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
PILLAR 1 – Engagement of Stakeholders for Support & Collaboration
Increase the generation of resources on the learning recovery needs

of learners and schools through partnership and linkages
50
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
STRATEGIES: Strengthen the collaboration with the Local Government Units
INTERVENTIONS: 2022 Re-orientation of the ASP and BE Coordinators on Partnership and Information Technology
FD-IN-CHARGE: School Head/ASP & BE District Coordinator
TimeFrame
Critical Action
(Activities)
2022 2023 2024
Preparation of August 2022 August 2023 August 2024 P1,000 ASP Support
Proposal, Division Funds
Memo, List of
Participants
51
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
STRATEGIES: Provide Re-orientation to the ASP and BE coordinators on partnership engagements and IT
INTERVENTIONS: Local Government Unit (LGU) Forum
FD-IN-CHARGE: School Head/BE & ASP District Coordinaton/School BE & ASP Leader
TimeFrame
Critical Action
(Activities)
2022 2023 2024
Preparation of September September 2023 September 2024 P84,000 MOOE MOOE & ASP
Proposal, Division 2022 P15,000 ASP Funds Support Funds
Memo, List of
Participants, PPT
Presentation and
Program
52
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
Provision of technology support and collaboration with education partners for the Brigada Pagbasa Program
STRATEGIES: implementation
INTERVENTIONS: Learning Gadgets for Brigada Pagbasa Program
FD-IN-CHARGE: School Head & Teachers
TimeFrame
Critical Action
(Activities)
2022 2023 2024
Preparation of October 2022 October 2023 October 2024 P2,000 ASP Support
Proposal, Division Funds
Memo, List of
Recipient, Selection
of school recipients
53
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
Engage with our parents/guardians for the successful implementation of the DLRP and School Year 2022-
STRATEGIES: 2023
INTERVENTIONS: Stakeholders Convergence with Parents
FD-IN-CHARGE: School & Teachers
TimeFrame
Critical Action
(Activities)
2022 2023 2024
Preparation of September September 2023 September 2024 P1,000 ASP Support

Proposal, Division 2022 Funds
Memo, List of
Participants
Election of Division
Federated PTA
Officers
54
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
PILLAR 1 – Engagement of Stakeholders for Support & Collaboration
Strengthen the advocacy campaign programs to increase awareness

of stakeholders on DepEd PPAs and gather resource support
55
PERFORMANCE TARGETS
IMPLEMENTATION PLAN
STRATEGIES: Engage to stakeholders for effective and efficient partnership building
INTERVENTIONS: 2022 Division Stakeholders Summit

FD-IN-CHARGE:
TimeFrame
Critical Action
(Activities)
2022 2023 2024
Preparation of August 2022 August 2023 August 2024 P200,000 MOOE MOOE & ASP
Proposal, Division P26,000 ASP Funds Support Funds
Memo, List of
Participants,
Program, PPT
presentation
56
ANALYSIS AND MANAGEMENT OF RISK
Identified Risk Severity
Institutional Risk Risk Categories Probability Impact Overall Rate Mitigation
High/Medium/Low High/Medium/Low Strategies
Change of education priorities by the Strategic Medium (3) High(5) 4 Realign plans with the
priorities of the new
new administration in 2022
administration
Responsiveness of the existing Operational Medium(3) High (5) 4 Intensify the monitoring of the
curricula appropriate to the
learning delivery modalities for
context of the learners
curriculum implementation
Inequitable allocation of funds and Financial Low (2) Medium(2) 2 Determine actual needs of
SDOs and schools
resources
Non-concurrence of LGU in the Legislative/Legal Low(2) High(5) 3 Elevate the issue to the
higher office
implementation of Face-to-Face
Classes Constant coordination
meeting
Failure of schools to sustain safe Reputational Low (2) High (5) 3 Continuously monitor the
safe operations of schools in
operations
all sectors
INDICATIVE TIMELINES
Date Activity
April 21-22, 2022 Regional Training Workshop on the Development of Learning Recovery Plan
Part II
April 25-29, 2022 Crafting of Div. LRP by functional unit
May 2, 2022 Presentation and Critiquing of 3 Functional Units’ outputs for Division LRP
May 9, 2022 Finalization of Div. LRP
May 12-13, 2022 Presentation of Division LRP to the Region
May 16, 2022 Presentation of Div. LRP to stakeholders
May 17-20, 2022 Creation of assessment tools for Brigada Pagbasa
May 24-26, 31, 2022 Bridaga Pagbasa in Key Stage 1 by supervisors
May 16-17, 2022 Conduct of post test from Grades 1-12
July 2022 Division Training for School Heads Training Program on Learning Recovery
Plan
58
COMMUNICATION PLAN
Communications Target Messages Activity Time Frame Budget Persons
Objective Audience Channel Responsible
1. Present the Div. RD, ARD, PPRD, Presentation of the Face to face May 12, 2022 SDS
LRP to CLMD and other Div. LRP to the ASDSs
stakeholders chiefs in the Region Chiefs
region
2. Build support SDO personnel Roles in the Div. Face to face, May 2022 SDS
on the LRP thru Recovery Plan social media ASDSs
dissemination Chiefs
and information
sharing
3. Disseminate School Heads Creation of school- Online platform/F June 2022 SDS
memo on the based LRP 2F
capacity-
building
59
MONITORING AND EVALUATION PLAN
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE
1. CURRICULUM REVIEW AND Appropriate and responsive No. of TA plans crafted CID Office
UPDATE curriculum delivery through No. of quality instructional supervision conducted
different learning modalities No. of schools implementing blended learning modalities
All failing and struggling No. of learners for learning recovery plan CID Office
learners were assessed and Decrease no. of non-readers, non-numerates
given one-on-one intervention
Conduct post-test utilizing No. of assessment tools for diagnostic tests CID Office
assessment tools
Capacity-buildings on LRP to all No. of schools with LRP CID Office
schools
Intensive quality instructional No. of quality IS conducted focused in Key Stage 1 CID Office
supervision in Key Stage 1
Provision of support materials No. of support materials provided CID Office
for teachers and learners
Partnerships forged for Brigada No. of partners forged in support of LRP CID Office
Pagbasa
60
OFFICE
2. IMPROVING THE LEARNING Growing number of Number of Partners identified; SGOD & CID
ENVIRONMENT stakeholders
actively participate and Percentage of plans operationalized
collaborate in
convergence mechanisms at
all levels
Sufficient outsourced
resources from partners
Distribution of teachers in Number of teacher items allocated / transferred SGOD

accordance with established
school needs and allocation
management
61
OFFICE
2. IMPROVING THE LEARNING Growing number of Number of Partners identified; SGOD & CID
ENVIRONMENT stakeholders
actively participate and Percentage of plans operationalized
collaborate in
convergence mechanisms
at all levels
Sufficient outsourced
resources from partners
Distribution of teachers in Number of teacher items allocated / transferred SGOD

accordance with
established school needs
and allocation management
Prevention / Mitigation of Number of policy/ies on hybrid learning delivery modality CID

learners dropping out developed and implemented;
Number of assessment and monitoring tools on

performance indicators developed
62
OFFICE
2. IMPROVING THE LEARNING Improvement of private Number of SSAT compliant private schools; SGOD & CID
ENVIRONMENT school participation on the
transition of delivery Number of info-nets developed;
modalities;
Number of meetings, consultation and orientations
conducted;
Internal systems and Number of TAs provided

processes are in place -
through continuous
monitoring
and feedback
Mechanism in place for Number of Policy/ies recommended OSDS
policy recommendation,
implementation, and
coordination between
SDO and LGUs
63
OFFICE
3. TEACHERS’ AND SCHOOL Teachers, School Leaders, and No. of Teachers, School Leaders and SGOD
LEADERS’ UPSKILLING AND supervisors capacitated, reskilled, and upskilled CID
Supervisors were capacitated,
RESKILLING TO IMPROVE OSDS
COMPETENCIES reskilled and upskilled essential to
the demonstration of their
mandates focused on key
elements on Learning Recovery
Strengthened coaching and No. of Schools given TA, feedback, and SGOD
mentoring, feedbacking mechanism, coaching and mentoring CID
and TA provision for Teachers and OSDS
School Leaders
Physical, psychologically, and No. of Employees given psychological first aid SGOD-HRDS
mentally healthy employees and mental health wellness SGOD-SHS
64
OFFICE
4. ENGAGEMENT OF Strengthened partnership with Number of Local Government Unit (LGU) SGOD
STAKEHOLDERS FOR different stakeholders to gather officials converged with SMN
SUPPORT AND support to fill-in the resource gaps
COLLABORATION in basic education
Number of Parents participated in the
Stakeholders Convergence of PTA
Strengthened advocacy campaign SGOD

in support to DepEd programs, Number of Education Stakeholders participated CID
projects and activities and recognized on the 2022 Stakeholders SMN
Summit
Number of Partners joined the Brigada Pagbasa

Program of the division
Number of ASP & BE Coordinators oriented on

partnership building and advocacy campaign
65

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SCHOOL ELEMENTARY SCHOOL

Pre Test Post Test2

Pre Test Post Test2

Pre Test Post Test

Learning Modality SY Printed SLMS, Online, Super K

Learning Modality SY Face to face, Printed SLMS,

Key Challenges and

ACCESS EQUITY QUALITY RESILIENCY AND WELL-BEING

All learners participate

RESILIENCY AND WELL-BEING

Resilient, Responsive and Efficient Governance, Management and Systems

1. Sustainability of partnership and linkages with education partners

Goal: Strengthen the advocacy campaign programs to increase awareness of

FD-IN-CHARGE: ASP/BE Leader & Steering Committee

FD-IN-CHARGE: ASP/BE Leader & Steering Committee

FD-IN-CHARGE: ASP/BE Leader & Steering Committee

1.Profiling of Jan. to Dec. Jan. to Dec. Jan. to Dec. N/A N/A

INTERVENTIONS: Elevate the issues/challenges to higher office by the top management

FD-IN-CHARGE: SGOD, CID, OSDS

PILLAR 1 – Engagement of Stakeholders for Support & Collaboration

Increase the generation of resources on the learning recovery needs

Preparation of September September 2023 September 2024 P1,000 ASP Support

PILLAR 1 – Engagement of Stakeholders for Support & Collaboration

Strengthen the advocacy campaign programs to increase awareness

INTERVENTIONS: 2022 Division Stakeholders Summit

April 25-29, 2022 Crafting of Div. LRP by functional unit

May 9, 2022 Finalization of Div. LRP

May 12-13, 2022 Presentation of Division LRP to the Region

May 16, 2022 Presentation of Div. LRP to stakeholders

May 17-20, 2022 Creation of assessment tools for Brigada Pagbasa

May 24-26, 31, 2022 Bridaga Pagbasa in Key Stage 1 by supervisors

May 16-17, 2022 Conduct of post test from Grades 1-12

Distribution of teachers in Number of teacher items allocated / transferred SGOD

Distribution of teachers in Number of teacher items allocated / transferred SGOD

Prevention / Mitigation of Number of policy/ies on hybrid learning delivery modality CID

Number of assessment and monitoring tools on

Internal systems and Number of TAs provided

Strengthened advocacy campaign SGOD

Number of Partners joined the Brigada Pagbasa

Number of ASP & BE Coordinators oriented on

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