Republic of the Philippines

Department of Education
Region X- Northern Mindanao
Division of Iligan City
East II District
PIRANDANGAN ELEMENTARY SCHOOL
Mandulog, Iligan City

SCHOOL LEARNING CONTINUITY PLAN

S.Y 2022-2023

Prepared by:

ZENAIDA H. BIO
School Head
Rationale:

Pirandangan Elementary School is a newly opened school with an area of 1 hectare located at
East II District in the Division of Iligan City ,at Purok 11 Sitio Gutom, Barangay Lanipao, Iligan
City. Upon the massive effect of coronavirus (pandemic) Pirandangan Elementary School
ensure that that Quality Education are not compromised, in line with this, School ensure that
we our teacher and stakeholder are fully equipped in facing the new environment and Face-to
face- classes. We will make sure the security, wellness and safety of our learners and teachers.
Objectives:

 To Identify if learners are ready for the next grade

 To Identify learning gaps and learning requirements for each grade level
 To Address learning gaps through creative, interactive, and engaging remedial learning
strategies, as well as a long-term learning recovery system
 To Form strong alliances to mobilize support for additional resources such as
supplementary instructional materials or/and human resources (volunteers/learning
support aides) and other needs
 To Assess learners/students’ academic needs and wellness
1. Area of Recovery in Curriculum Instruction and Assessment development
Phase 1: indicative Implementation Arrangements

 Orientation and dissemination of EOSY Classes to teachers, learners/students

 Schools’ preparation of the EOSY activities, compositions of teams, and facilitators
handling the schedule of EOSY Classes including learners and students in the catch-up
program
 Parent’s awareness of involvement, functions, and roles will be revisited through face-
to-face discussion and meetings
 Crafting and planning of learning recovery activities
 Preparation of the Reading Assessment/ Diagnostic Test
 
 
 
 ACTIVITY TARGET LEARNING RESOURCES TIMELIN PERSONS EXPECTED
CLIENT MODALITY E INVOLVED OUTCOME
/

         
   

Within the Teachers Numbers of

(EGRA and Week of Reading non-reader/frus
Identify learner Kindergarte
Face-to- EGMA) the coordinator
reading and written n to grade 6 trated reader
face assessment opening of school head
capacity using EGRA classes were
tool  
and EGMA
PHIL-IRI (pre- (August 22- identified.
assessment test test and post- 24), 2022
test) Whole
 
  month of
  September
 
   
 Phase 2: Implementation (Bridge Learning Gaps (SY 2022-2023)

ACTIVITY TARGET LEARNIN RESOURCES TIMELINE PERSONS EXPECTED

CLIENT G INVOLVED OUTCOME
MODALIT /
Y
 Implementation of Learners who have Face to face - EGRA tools   Teachers, -Crafted and developed
school based reading difficulties, gaps - Phil-IRI reading contextualized school-
programs and time in different   -Other appropriate Whole year coordinators based reading recovery
allotment for literacy learning areas and learning resources round School Head plan (projects, programs,
and numeracy especially in   Downloaded   and activities) that
(ENSCIMA) focus on reading   Educational reading   encompass six basic
six basic components (frustration level) video  
(phonemic     Contextualized -Developed literacy
awareness, phonics,   (teacher made)
vocabulary, fluency,  
  reading material and numeracy
comprehension, and      
writing)
 
  -100% of the schools
 
utilized reading
  materials from library
  hub and district
libraries
 
 
 
  - 100% utilization of
VLs in all learning
  areas (Q1 to Q4)
 
 
 
Differentiated School Face-to- Monitoring Every Teachers, -Gathered
supervisory heads, face, tool kit Quarter reading reliable and
monitoring and PSDS/PSDIC   coordinato authentic
feedback for / rs feedback,
learners, and EPS’s -School results from
teachers Head, supervision and
  EPS’s monitoring such
  as Phil -IRI
results,
 
Phase 3: Sustainable Learning Recovery Plan
ACTIVITY TARGET LEARNING RESOURCE TIMELIN PERSONS EXPECTED
CLIENT MODALITY S E INVOLVED OUTCOME
/

 Partnership Supportiv Face-to- MOA Whole  

-100%
and e face year Parents,
engagement Stakehold   Round Teachers, commitment
of supportive ers, stakeholde
of stakeholder,
stakeholders Governme rs
in addressing nt parents,
learning loss agencies,
teacher.
and gaps NGO’s,
  Volunteer -Full
s
participation
of learners