SOUTHERN PHILIPPINES AGRI-BUSINESS AND MARINE AND

AQUATIC SCHOOL OF TECHNOLOGY

MALITA, DAVAO OCCIDENTAL

EDEM 510

Learning Recovery and Continuity Plan of

Lawa Central Elementary Schoo

JASMIN M. PORE
MAEd – EM

December 15, 2022

 The School Learning Continuity and Recovery Plan of

LAWA CENTRAL ELEMENTARY SCHOOL

I. Introduction

A. SCHOOL HISTORY

Lawa Central Elementary School was established in year 1906. Lawa

Primary School was the first name of the school before it was changed

into Lawa Central Elementary School. This school was donated by

Gunday and Cabeza family. It is located at Sitio Biton ll, Brgy. Lawa,

municipality of Don Marcelino, province of Davao Occidental, where

majority of residents are Manobo. Makeshift buildings made of bamboo

and cogon grasses were the primary classrooms. Until such time, Lawa

Primary School morphed into a complete elementary school and named

as Lawa Central Elementary School. Additionally, District Office was

built within the school premise. Many years passed by, 7 school

buildings were put up along with other school facilities, which are

necessary to conduct teaching-learning process.

 THE DEPED VISION

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education

continuously improves itself

to better serve its stakeholders.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable,

culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to happen.

 Family, community, and other stakeholders are actively engaged and

share responsibility for developing life-long learners.

OUR CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

SCHOOL SIUATIONAL ANALYSIS

Enrollment

Enrollment is the lifeblood of the school. This school year, Lawa Central

Elementary School has the highest enrollment turn-out compared to

previous school years. This year’s enrollment was the by-product of

Central ACCESS that was successfully implemented last School Year

2021-2022. Central ACCESS is the project of the school, which was

intelligently made to deliver opportunities to learners at the very

doorsteps of their home to avail free access to education. The table

below is the comparative enrollment data of four consecutive school

year of the school. Central ACCESS greatly contributed to this year’s

enrollment that evidently seen on the table below.

School Year MALE FEMALE TOTAL

2019-2020 275 257 532
2020-2021 282 250 532
2021-2022 276 264 540
2022-2023 572

Flexible Learning Modalities

Lawa Central Elementary School implemented Blended Learning

starting from the opening of in-person classes on August 22, 2022 until

November 1, 2022. Also, within this period, the school used the 4-day

scheme where learners spent 4 days in school for in-person classes

and 1 day for blended or their chosen distance learning modality. As

per mandate of DO 34, series of 2022 signed by Vice President and

Education Secretary Sara Duterte-Carpio, all public and private schools

mandated to hold face-to-face classes starting November 2, 2022. To

conform, the school transitioned from blended learning into full blown

face-to-face classes starting November 2, 2022 and onwards. Along

with, the school shifted from 4-day scheme into 5-day scheme.

At present, Lawa Central Elementary School fully implemented face-to-

face classes with conformity to safety guidelines set by DOH ad DepEd.

for in-person classes

Literacy Level, Progress Level

Learners’ literacy is measured and monitored using the national

assessments for student learning. Following the guidelines of

Department of Education, Phil-IRI (Philippine Informal Reading

Inventory) was conducted last school year to test and to identify the

literacy level of learners to both English and Filipino discipline.

Pre-Test result in Filipino showed that out of 277 learners tested, 41%

were under Frustration Level, 42% was under Instructional Level, 16

% of learners was Independent and 1% Non-Reader. Conversely, Post-

Test result showed number of learners subside under Frustration and

Instructional Level. Also, there was an upturn for learners in

Instructional Level and no more learners labeled as Non-readers.

Moreover, Pre-Test in English tested 200 learners from Grade IV to VI.

The result showed that 42% of learners were under Frustration Level,

40% under Instructional, and 19% were Independent readers. Further,

Post-Test result showed that there was abatement on the percentage

of readers under Frustration Level. Also, there was an upsurge for

Instructional and Independent readers. Apparently, the table below

shows clear and comprehensible data of Phil-IRI conducted last school

year.

Recently, the school reading coordinator conducted Phil-IRI GST

(Group Screening Test). This is the primary step to Phil-IRI evaluation,

which helps to identify learners who will undergo Phil-IRI Graded

Passages Assessment.

Afterwards, Phil-IRI was conducted to Grade III to VI learners, and the

result showed that there were number of learners identified as non-

reader in both Filipino and English. Among the pupils tested during

Pre-Test in Filipino, 38% was recorded as Frustration level, 35% of

learners under Instructional, 24% of learners were Independent, and

3% of learners were non-readers. Also, for English Pre-Test result

showed that 58% among leaners identified under Frustration level,

31% under Instructional level, 7% Independent, and 3% identified as

Non-readers.

On the other hand, Mathematics proficiency level during first quarter

assessment requires attention. Thus, various activities were conducted

by the school Math coordinator to reinforce learning in Mathematics.

Anent this, the school strengthen to conduct variety of activities as

preemptive measures to heighten literacy and numeracy.

Issues and Concerns on the Three Dimensions of the Learning
Recovery and Continuity Plan

Key Dimension 1: Learning Acceleration, Remediation, and

Intervention

Success entails challenges. Learners’ performance was tested

through various assessment conducted by the school to monitor

learners’ performance even in the middle of adversities. With this,

various learning gaps were identified by teachers which was clearly

shown on the results of Phil-IRI and School Consolidated Proficiency

Level. There were number of learners identified under Frustration that

hardly enunciate words and comprehend reading texts. Additionally,

more than a handful of learners were still working on their enunciation

and comprehension, which was challenging and considered as arduous

thing to do for teachers. Further, School Consolidated Proficiency Level

results showed that Mathematics was the least proficient discipline.

Even before pandemic, Math was waterloo subject of the majority.

Further, the school could not easily conduct bridging activities to

mitigate the problem due to unavailability of teachers and volunteers

to facilitate bridging activities. As a result, the school resort to the

provision of reading materials to learners to practice and harness their

reading skills at home. Parents played the role of teachers at home.

They were the ones to facilitate their children during their reading

session and communicate the performance of their children to their

respective teachers. However, some but not all parents could not

perform the role due to these two main reasons: for one, there were

other things they need to attend to; and next one was their

educational attainment.

Teachers assessed learners according to the information and the result

of their written assessment communicated to them by learners’ parents

and/or guardians. However, to fully fill the learning gap of learners,

reliable data were needed to directly address the need of learners. The

school could not easily conduct any interventions because specific

needs of learners were not identified. Also, learners’ data may not be

reliable considering results of previous assessment before pandemic.

Key Dimension 2: Health, Well-being, and Resilience

The school was concerned about health and well-being status of

school’s stakeholders that got affected by pandemic. Learners with

poor health have a higher probability of school failure, grade retention,

and dropout. The relationship between student health and academic

success is complex. Common manageable factors of student health are

nutrition, maintaining healthy weight, and physical fitness (Gomes et

al., 2015). Undeniably, there were number of learners and teachers

affected by Covid-19. The traumatizing event might lead to reduction

to level of performance of both learners and teachers at school. After

two long years of staying at home, learners and teachers might have

developed issues on their health and well-being.

Undeniably, learners and teachers got affected by the behavior of one

another. Bullying was already present on the first two weeks of in-

person classes, wherein learners’ zeal for learning were affected by the

intense effect of this appalling effect of bullying. According to Michigan

Association of School Administrators, side effects of bullying may pair

with anxiety about going to school or participating in class which only

leads to further loss of interest and reduced academic performance. A

number of bullies and victims were summoned to principal’s office to

settle things out.

Another issue was the intensity of stress of teachers toward the

situation. Teachers had to prepare variety of activities to meet the

needs of learners while overseeing all activities inside and outside the

classroom. Plus, exerting effort to finish and comply all necessary

paper works was additional work for them. Mental Health issues were

the concern of teachers that affect their teaching performance.

Key Dimension 3: Professional Development

Throughout the pandemic, majority of teachers were discouraged to

pursue their schooling. According to Washington, B. (2019),

Professional Development allows instructors to keep up to date on

curriculum standards and the latest teaching strategies. However, they

decided to zero in on recovering from the detrimental effect of

pandemic to them. Clearly, their dream for higher educational

attainment was momentarily at stake.

Moreover, school activities to foster professional development were

also had hiatus as mandate from higher ups. It was impossible to

conduct in-person trainings, workshops, seminars, etc., due to

restrictions against Covd-19. Teachers left with no choice but to attend

seminar through online. Apparently, not all teachers were fully

equipped with skills in technology. Some had to ask for assistance from

their fellow teachers in manipulating their gadgets since the major shift

due to pandemic affected the education system. Seminars, workshops,

trainings, etc. were done through online. As per Studio E-learning,

educators need to upgrade their skills to keep up with the times. All

teachers made huge adjustment to fully adapt to change. Indeed, to

some, it was one of the biggest challenges they had to overcome

throughout their journey as mentors during pandemic.

 Hence, teachers were in thirst for more professional development and

self-improvement. To them, the opportunity to participate to various

trainings, workshop, seminars, etc., gives fulfillment and sense of

aspiration to be effective in the field of teaching. With such, it will

greatly lead them to self-improvement as well.

Learning Recovery and Continuity Plan

A. Learning Recovery and Continuity Plan Framework

*Project CRAFT
*NEAP competencies
*Graduate and post *Central ACCESS
graduate studies Professional
*Project SHARE
Development of SCHOOL

Teachers READINESS

Learning Socio-emotional
Remediation and functioning, mental
Intervention health and well-being

Amplifying Continuity
*Teachers Conference Plan for Quality *Psychosocial Social
*Bridging activities Education in Lawa Support
*GST Central Elementary *Project SWEAT
*Porject SHARE *Project SHARE
School
*Project Peda-Peda
 Learning Continuity Plan of Lawa Central Elementary School

B. Key Dimensions of DepEd Lawa Central Elementary

School

Key Area Objectives Activities and Time Persons Success

Strategies Frame Involved Indicator
School to ensure ENROLLMENT July All Successfully
Readiness the (Central ACCESS) 20,2022 teachers planned for the
readiness of  Planning upcoming
the school conference activities.
for SY 2022- with teachers
2023 in-  Conduct July 20,
person enrolment 2022 Digital Posted
classes campaign Media enrolment
through social July 25 – Team campaigns
media posting August 19,
2022 Class Successfully
 Advisers
July 25 – Advisers track &
enrolled their
learners to the August 26, enrolled 90%
next grade 2022 of the learners
School
level Guidance
 On site Coor.
enrolment and School
daily LIS August 4, Planning
updating 2022 Officer

BRIGADA August 4,
ESKWELA (Project 2022 Brigada
SHARE) Technical
Working
 Conducted August 1, Group
mobile 2022
announcemen Brigada
t “Recorida” in August 8 – Coor.
all sitios within 12, 2022
he barangay
  Posted August 15,
advocacy 2022
tarpaulins on
the
established
sitio
billboards. Ok sa
 Attended DepEd
BLGU session Coor.
for
strengthened
partnership
 Intensified BE
week
daily activities
were led by
BLGU officials
 Hold
vaccination in
school
Socio- To ensure Implement August Teacher Teachers
emotional learners and Psychosocial 22,26 advisers implemented
functioning, teachers Support Activities 2022 successfully
mental health and on August 22- the PSS
health and well-being. 26to help learners activities
well-being cope with resulting to
changes after two positive
years of learning attitude of
August MAPEH
at home. learners
24,2022 Coor.
towards
schooling.
August
Launch school
19,2022 Project
wellness program Promote
SHARE
‘’Project SWEAT’’ teacher’s
In-charge
Well-being
School
head
Project SHARE
where the school Well oriented
conducted parents
parents with the August
new modality 22,2022 to
including October
 mechanisms of 28,2022 GPP
in-person classes. Coor.
Bridging plan was
also presented to
parents.
Sustained
vegetable
Project Peda- garden at
Peda where home
parents should
sustain home
vegetable garden
to aid in living a
healthy lifestyle.

Professional To foster Project CRAFT August SLAC Consistent

Developmen activities for - Conduct regular 22,2022 to Coor. implementation
t of Teachers teachers’ learning action October Teachers of SLAC
professional cell on learner 28,2022
development diversity student
inclusion
-Content and
pedagogy
-Assessment &
reporting
-21st century skills
and ICT
integration
instruction and
assessment August 22, Attendance to
-Curriculum 2022 to Teachers all training and
contextualization, October conferences
Localization and 28, 2022 called for
indigenization

Participate in all
capability building Teachers Teachers
workshops, enrolled in
webinars, graduate and
seminars and post graduate
conferences that studies
are aligned to
 NEAP
competencies.

Encourage
teachers to
pursue graduate
and post
graduate studies.

Learning To ensure Teachers August Teachers Discussed and

remediation effectiveness Conference 17,2022 laid plans for
and of bridging centered on implementation
intervention activity addressing of a catch-up
learning gasps of program
learners in all
grade levels
August 22, Teachers
brought about by
to 100%of
the absence of in
September learners were
person classes for
2,2022 assessed
2 years.
Basic
Two weeks competencies
bridging of learners
Implementation were identified.
where 3Rs Started
assessment is appropriate
conducted to all intervention
learners to
establish learner
data
Conducted GST
from Gr 3 to 6
Completion of August 22, Teachers
bridging portfolio to October Learners
28, 2022 Parents
Sustained 3Rs
intervention
Strengthened Learning
partnership with reinforcement
parents (Project strategy is in
SHARE) place.
Implementation
of school reading
 program

Provision of
supplementary
materials which
are simplified and
are carefully
chosen to
reinforce learning
among learners.
These materials
will serve as
home
reinforcement
activity.

C. Learning Remediation, Acceleration and Intervention

Learning Remediation Strategies

Lawa Central Elementary School had to conduct multiple activities

and strategies to ensure the attainment of one main objective for

this key area which is to ensure the effectiveness of bridging

activity. The school conducted Teachers’ Conference on August 17,

2022 that centered on addressing learning gaps of learners in all

grade levels brought by the absence of in-person classes for two

years. This activity aims to discuss and to lay plans for the

implementation of catch-up program.

Another was the implemention of a two-week bridging

implementation where 3Rs (Reading, wRiting, aRithmetic)

assessment is conducted to all learners to establish learner data.

Also, GST was conducted from Grade Level 3 to 6 to … During the

implementation of bridging, teachers were required to accomplish

the bridging portfolio. Learners progress throughout the two-week

bridging activities must be seen on their accomplished portfolio.

Even after the implementation of bridging activities, teachers were

required to sustain 3Rs intervention until learners can fully catch

up.

Learners’ learning status gave birth to Project SHARE (Stakeholders

Harnessing Awareness and Responsive Engagement) which aims to

foster partnership with stakeholders. Parents were encouraged to

work hand in hand with teachers in monitoring the progress of their

learner as well. Parents were asked to spend time with their

learners during their reading sessions at home. This project allows

active participation of parents in learning development process of

our dear learners.

Further, the school strengthen the implementation of school

reading program. Various reading activities were implemented such

 as the national reading programs Phil-IRI and… Also, the school

made an initiative to require learners to spend an hour in reading.

Lastly, data gathered after the implementation of various reading

programs and activities were used as basis as to what level of

difficulty of reading materials should be given to them. In other

words, reading materials given to learners under Frustration Level

were simplified and carefully chosen to reinforce learning among

learners. These reading materials were tools in their home

reinforcement activity.

D. Implementation Mechanism and Strategies

Key Dimension 1:

 Conduct Teachers Conference addressing learning gaps of

learners in all levels.

 Validate comprehension assessment.

 Organize team for Project Learn - #Comprehension Check that

aims to improve comprehension skills of learners under

Frustration Level.

 Organize team to implement Project SHARE (Stakeholders

Harnessing Awareness & Responsive Engagement) that aims to

 foster partnership with stakeholders for reading activities at

home.

 Strengthen reading and interventions and monitoring.

 Conduct GST from Grade Level 3 to 6

 Conduct two-week bridging activities.

Key Dimension 2:

 Implement PSS (Psychosocial Support Activities) to encourage

positive attitude of learners toward schooling.

 Organize team to implement Project SHARE (Stakeholders

Harnessing Awareness & Responsive Engagement) that aims to

foster partnership with stakeholders to acquaint them with the

new modality including mechanisms of in-person classes.

Bridging plan will be presented as well.

 Launching of school wellness program, the Project SWEAT

(School Wellness to Empower Adroit Teachers) that promote

teachers’ well-being.

 Organize team for Project Peda-Peda to encourage parents

sustain home vegetable garden to promote healthy lifestyle.

Key Dimension 3:
  Organize team for Project CRAFT (Continuous & Responsive

Advocacy for Teachers) that aims to foster activities for

teachers’ professional development.

 Participate in all capability building workshops, webinars,

seminars, and conferences that are aligned to NEAP

competencies.

II. Monitoring and Evaluation Mechanisms

Project ACCESS

Activity Output Date of Implementation Person Responsible

Organize Project Team to craft a Intervention January 2022 Enrollment
plan Plan Focal person
Conduct child mapping Validated child mapping February,2022 Project Team
validation results Local Health
Unit -BHW
Coordinate Established action steps with February,2022 Project Team
with LGU for solutions LGU
Conduct early enrollment per Sitio Accomplished early March to June 2022 Project Team
enrollment forms
Monitoring & Evaluation Monitoring forms Feb-August,2022 Project Team
Project milestone review & Accomplished September, 2022 Project Team
adjustment SMEA form

Project LEARN #ComprehensionCheck

Activity Output Date of Person Responsible
Implementation
Organized school project team Intervention plan January 2022 Sch. Reading coordinator
Validate comprehension Validated assessment Jan. 2022 Project Team
assessment results
Strengthened reading Adopt varied effective Feb. to June 2022 Project team reading teachers
interventions and monitoring strategies to diverse group Parents
of learners Feb. to June 2022 Partner LGU
Strengthened
implementation of project Sept. to Dec. 2022
shape
foster functional
community learning
centers
Project milestone review and Conduct SMEA July, 2022 Project team
adjustment Dec. 2022
 Project SHARE (Stakeholders Harnessing Awareness and Responsive
Engagement)
Activity Output Date of Person Responsible
Implementation
Organize Team Project team January 2022 School Partnership Coor.
Organize partnership programs Planning conference for Jan. 2022 BE Coor
throughout the year BE implementation
Every 2 weeks after Advisers
Conduct parent’s the end of each Project Team
convergence once a quarter
quarter

Involvement in barangay Jan. to Dec. 2022 Project Team

activities

Conduct skills training for

Sept. 2022 Project Team
parents
Regular fiscal update to promote Updated transparency Jan. to Dec. 2022 Project Team
school’s transparency dashboard
Conduct stakeholder’s forum Stronger Sept. 2022 Project team
Stakeholders Engagement
Establish permanent sitio-based Information dissemination Jan.2,2022 Project Team
billboard through various platforms

Submit/report SRC twice a year to July 2022 Sch. Planning/Guidance

stakeholders Dec. 2022
Project milestone review and Conduct SMEA July 2022 Project Team
adjustment Dec 2022

Project CRAFT (Continuous & Responsive Advocacy for

Teachers)

Activity Output Date of Person Responsible

Implementation
Organize Team Adopted project plan January 2022 Supply officer
Institutionalize School Learning SLAC Matrix Jan. to Dec. 2022 Project Team
Action Cell
Send teachers to trainings, Certificates Jan. to Dec. 2022 Project Team
seminars, and workshops
Encourage teachers to pursue Improved teachers’ Jan. to Dec. 2022 Project Team
graduate studies and be promoted performance
Organize Team Building activities Well-rounded teachers Jan. to Dec. 2022 Project Team
to promote health & wellness
Project milestone review & Conduct SMEA July and Dec. 2022 Project Team
adjustment
 REFERENCES

Gomes, Paul et. al (2015). The relationship between student health and academic
performance: Implications for school psychologists. Retrieved December 15, 2022
from Sage
journals.https://journals.sagepub.com/doi/abs/10.1177/0143034314565425

Washington, B. (2019), The Importance of Professional Development in the 21st

Century. Graduate Programs for Educators. Retrieved December 15, 2022 from
https://www.graduateprogram.org/2019/09/the-importance-of-professional-
development-in-the-21st century/#:~:text=For%20teachers%2C%20PD%20allows
%20for,department%20and%20grade%2Dlevel%20teams.