Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF PALAWAN
QUEZON NORTH DISTRICT
PINAGLABANAN NATIONAL HIGH SCHOOL

I. Rationale

As the global community experienced the impact of the pandemic, especially in the learning of students, Pinaglabanan National
High School is decisive and committed in its efforts to not only ensure the continuity of their education but to providing them with the best
possible learning opportunities despite all the odds and challenges brought about by the pandemic and the changing world.
The COVID-19 pandemic has brought a lot of challenges to the education sector not only in ensuring education continuity but
also in ensuring quality education delivery. As it has adversely affected the quality of learning, on the one hand, it has also taught us a lot of
lessons to learn how we can further improve education delivery and quality on the other hand. With all these lessons and learnings considered
in the crafting of the Pinaglabanan National High School Learning Recovery Plan and is confident that it can successfully bounce back, recover
and achieve its targets of improving the learning outcomes for every Pinaglabanan National High School learner.
The Pinaglabanan National High School Learning Recovery Plan is forward-thinking and focuses on each student, the quality of
their learning, and their outcome. This means not slowing down or looking back on lost ‘seat time’ stolen by a global pandemic but rather
stepping on the gas and removing barriers so each student can achieve their full potential which focuses on the four pillars of concern:
Quality, Learning Remediation and Intervention, measurement of learning the basis for learning remediation; Resiliency and Well-Being, Well-
Being and Protection; Access; and Governance, Professional Learning Development Program for teachers. These Pillars embody the concrete
plan of action of the Schools Division Office that will take to address the learning gaps and respond to the challenge of raising the quality of
education.

II. Situationer

Pinaglabanan National High School has started to initiate and implement efforts to address the learning gaps encountered by
learners during the closing of schools and remote learning due to the pandemic over the last two years. Learning gaps and loss occurred due
to the low access of some learners in low-middle-income to resources needed to pursue distance education. This includes low access to
technology (i. e. devices, applications, and internet connection) and learning resources (printed modules) and it was reported that even before
the pandemic, there are learners left behind in the classes who are unable or struggled to read and this gap becomes exponential if learners
will not continue with effective instruction.

Before the pandemic, Barangay Pinaglabanan recorded a high percentage of out-of-school youth and many were unable to read
with proficiency. In addition, there are children who were at risk of dropping out of school, due to poverty, social marginalization,
 displacement, and disruption caused by conflict. In 2020, on top of the pre-pandemic, there were children at risk of dropping out of school due
to the COVID-19 crisis, noting that they were unlikely to return to their educational institutions and because of the pandemic also,
Pinaglabanan has recorded the highest percentage of early teen age pregnancy in the municipality and even in the province.

Pinaglabanan National High School seeks to recover any learning loss and issues or challenges that some students experience as
a result of the school’s closure due to the COVID – 19 pandemic. This plan seeks to bridge the school’s mission of developing student literacy
with the plan to close achievement gaps students may have suffered over the past year. The ultimate purpose of this plan is to identify learning
pathways that adequately prepare students to be well-rounded and career ready while taking into consideration social-emotional and academic
losses students may have suffered.

III. Goal
1. Increased individual mastery of competencies
2. improved performance of the learners

IV. Outcome
1. Assessment tasks produce reliable data to identify learning gaps
2. Teachers develop appropriate assessment
3. Learning gaps are used in program and project design
4. Evidence-based strategies to address the academic needs of learners
5. Learners attend Face-to-Face classes

V. Strategic Plan of Action

Pillar: Quality
Issues
MATATAG Strategies Other Expected
& Activities Key Players Timeline Budget
AGENDA Resources Outcome
Challenges
MAke the Learning Ensure the reliability 1. Conduct Home School Head MOOE Ensured the
curriculum Remediation and of learners' profile visits initiated by Class Advisers reliability of
relevant to Intervention every adviser to Stakeholders learners' profile
produce - Percentage of provide activities and
competent, Learners with low intervention to
job-ready, proficiency in learners with low
active, and reading. proficiency in reading
responsible and numeracy and
citizens. non-readers.
2. Provide an updated
learner’s profile using
assessment data
gather from home
 visitation.
3. Update the
Learners Directory
and make
recommendations
about what is needed
to support the
learning of Learners
with low proficiency in
reading and numeracy
and non-readers.
Improve the capacity 1. Conduct SLAC: School Head, MOOE Improved the
of teachers in Invite a speaker or Teachers capacity of
preparing resource person to teachers to
Appropriate discuss preparing provide
interventions appropriate appropriate
according to interventions intervention.
learners’ difficulties. according to the Conduct of
learner’s difficulty. intervention
2. Conduct Focus
Group Discussions
among teachers on
how to prepare
appropriate
interventions
according to learners’
difficulties.
3. Implement
activities for learners
who have difficulties
in learning per subject
area.
Ensure learning 1. Conduct Monitoring School Head, Monitored
continuity in the and Assessment of Teachers, and learner's
implementation of Reading intervention. Parents progress
crafted reading 2. Capacitate teachers
intervention with the on teaching strategies
appropriate IMs. and in the preparation
of reading materials.
 Ensure effective 1. Conduct regular School Head and Increased
implementation of monitoring through Teachers learner's
school in monitoring HPTA progress
learners' progress. conferences/meetings.
2. Computing MPS
Quarterly and
Recording
Assessments.
3. Administer home
visitation for
academically
challenged learners by
concerned subject
teachers and class
advisers.

Strengthen the 1. Structuring Language Teacher Monitored

School Reading Reading Corners in and Learners'
Program by every classroom. Class Advisers Reading
establishing a pool of 2. Prepare school- Performance
Teachers that will initiated reading
focus on the non- materials by language
readers and teachers and class
struggling learners advisers for non-
readers and struggling
learners.
3. Impose a 1 o'clock
Reading habit.
4. Designation of a
School Reading
Program and
Monitoring Team to
monitor the
improvement of non-
readers and struggling
learners.

Learning
Remediation and
Intervention
 - Percentage of
Learners with low
proficiency in
numeracy.
Pillar: Resiliency and Well-Being
Issues
MATATAG Strategies Other Expected
& Activities Key Players Timeline Budget
AGENDA Resources Outcome
Challenges
TAke good A. Health 1. Intensify Feeding 1. Conduct School School Personnel 90%- 100% of
care of Program through feeding program SW, W, and
learners by High number of partnership entitled “Malnuris na Stakeholders stunted and
promoting learners with SW, 2. Strengthen bata, Masustansyang severely wasted
learner well- W, stunted and awareness and pagkain ang Barangay Council learners would
being, severely stunted implementation of ihahanda.” Through become normal
inclusive nutritional status Gulayan sa Tahanan the help of BLGU, PTA Students in their
education, / Paaralan Program fund and other nutritional
and a 3. Promote stakeholders. Parents status.
positive partnership with the 2. Conduct Nutritional
learning Barangay LGU on health orientation by RHU
environment child mapping and the designated school
Barangay-initiated nurse to learners. Nutritionist
feeding program 3. Monitor
4. Strengthen the learners/parents in
partnership with the planting fruits and
local LGU and other vegetables in school
stakeholders and at home.
4. Giving vitamins
and selected students
based on their
nutritional status
from LGU/Barangay
Health Unit.
B. Psycho- 1. Strengthen the 1. Invite speakers School Personnel The school had
social psychosocial from DSWD personnel full support for
recovery program for to provide teachers Stakeholders learners and
Low psychosocial learners, parents, and students with school
support to and teaching and psychosocial Barangay Council personnel for
learners, parents non-teaching orientation. their
and teaching & personnel. 2. Integrate Students Psychosocial
non-teaching- psychosocial health in health.
personnel lessons from the
 2. Improved different subject
psychosocial in- areas. Parents
person capability 3. Conduct counseling
building on psychosocial to the RHU
3. Provide mental needy learners.
health-related
symposiums and
activities and
guidance counseling
services
4. Ensure that all
school personnel
have
attended/capacitated
on mental health
activities
5. Intensify the
Guidance Program
6. Provide
exploration towards
learning; buddy pair
learning,
collaborative
teaching learning
and inquiry-based
approach to teacher.
7. Strengthen five
days in person
learning activity
C. Disaster 1. Promote capacity 1. Hiring of watchman School Personnel 100% of
Risk capacity-building or security personnel learners and
Reduction program for school (night shift) Stakeholders school
DRRM coordinators 2. Coordinate with the personnel were
Management and school heads. Barangay Council for Barangay Council safe in
Safety of learners, 2. Strengthen Barangay Tanods to transitioning
teaching and non- capability building be assigned at school Students from MDL to
teaching program for the during class hours face-to-face
personnel school DRRM and school activities. Parents classes.
coordinators 3. Posting of
3. Strengthen the Emergency Hotlines in DRRM
consultation in the every classroom, Coordinator
 increase of allocation gates, sitios, and
for the DRRM Community Learning
program. center.
4. Integrate the 4. Attend/ participate
DRRM program into in different DRRM
school activities seminars and training
5. Provide an for Junior Rescuers
inclusive and and personnel are
effective strategized given priority to
schedule. increasing awareness
6. Promote and preparedness
partnership with the during the time of
stakeholders in every disaster.
activities of the 5. Seek assistance
school. from BLGU/LGU and
other stakeholders for
the funds to be
allocated to purchase
the necessary DRRM
kit and types of
equipment.
Students 1. Promote 1. Coordinate with the School Personnel Decreased the
Behavior & partnership and Barangay Council and number of
Attitude coordination with 4P's staff to help the Stakeholders learners
barangay school encourage out- indulging in
Increased number government unit of-school youth/ Barangay Council vices, cliques,
of learners with ordinances, adolescents to enroll. or sub-sets
indulging in vices, counseling of 2. Conduct school Students resulting in the
cliques or sub- parents and sportsfest. low scholastic
sets resulting to learners, increase Implement year-round Parents performance of
low scholastic participation in counseling for both the learner’s
performance BGU/ MSWD parents and students LGU Officials tendencies of
sessions to raise to raise issues and teenage
issues and concerns, concerns about low 4P’s Personnel pregnancies
and conduct family academic and Increase
community mapping performance. the number of
to identify the root 3. Invite a resource enrollees.
cause of low speaker from
academic 4P’s/DSWD to
performance. conduct a campaign/
2. Provide sports and symposium about the
 other activities to importance of
divert their attention education to parents
and interests and learners and
3. Strengthen the encourage the parents
information and to develop their child’s
education campaign confidence and
on the importance of capabilities.
education, motivate
and encourage the
parents in the
community to
develop learners’
confidence and
capabilities.
Students 1. Establish MOA 1. Conduct School Personnel The learners
Behavior & between the parents orientation on the would become
Attitude and school on the proper and Stakeholders responsible for
use and regulation of responsible use of using gadgets
Learner's misuse gadgets and social gadgets. Barangay Council and lessen
of gadgets and media of learners 2. Secure MOA/MOU their addiction
addiction to online 2. intensify with the students, Students to online games
games and other educational and parents as well as and other
social media campaign on the with the Barangay Parents social media
platforms positive use of council on the platforms.
technology that regulation of gadgets
supports and in the school to the
enhance academic learners.
learning 3. Conduct home
3. Provide effective visitation regularly to
regulatory measures monitor the learner’s
on the use of social misuse of gadgets and
media and gadgets addiction to online
4. Strengthen home games and other
visitation, social media
monitoring, and platforms.
feedback-giving
5. Intensify
Information
Education Campaign
on the disadvantages
and advantages of
 using gadgets
6. Strengthen the
orientation to
parents and learners
on the proper use of
gadgets
Pillar: Access
Issues
MATATAG Strategies Other Expected
& Activities Key Players Timeline Budget
AGENDA Resources Outcome
Challenges
TAke good Completion Rate 1. Strengthen the 1. Conduct Home School heads, Decreased the
care of implementation of visitation to minimize Teachers, parents, percentage of
learners by High percentage of FLO (ALS and ADM) the number of students, and dropouts
promoting learners drop out 2. Improve teachers' learners who opt to stakeholders,
learner well- holding power drop out of school. BLGU
being, 3. Improve the 2. Ensure a healthy
inclusive implementation of and conducive
education, Career Guidance and learning environment
and a Homeroom Guidance by proper
positive Program implementation of
learning 4. Establish stable school by-laws and
environment linkages with regulations to
barangay, municipal establish a Teacher-
links, community friend child-friendly
organization, parent school system.
leaders to easily 3. Conduct child
conduct tracing and mapping to trace
finding learners who learners who stop
stop studying. studying with the help
5. Ensure learning of the Barangay,
continuity through Municipal Links,
undertaking different Parent Leaders, and
flexible learning another volunteer.
options as means of 4. Put up Community
intervention and Learning centers in
preventive measures every sitios to ensure
to lessen high learning continuity
dropout rate or and to lessen the high
attain zero drop out. dropout rate or
attains zero dropouts.
5. Request to
 concerned agencies
(Division Office) the
implementation of the
Open High School
Program to minimize
the number of
learners who opt to
drop out of classes.
Participation
Rate

Lack of parent
collaboration and
involvement to the
education of their
children

Participation Improve networking 1. Proper Teachers, School MOOE and Stakeholders

Rate and linkages dissemination of Head, and PTA are actively
capabilities of school information Stakeholders participating in
Lack of support schools and programs through the school's
from stakeholders invitation activities and
letters/calls/text programs.
messages/chats or
other means of
communication.
2. Acknowledge
parents’ participation
through school radio
broadcasting/social
media like Facebook
and by giving awards
and recognition
Pillar: Equity
Issues
MATATAG Strategies Other Expected
& Activities Key Players Timeline Budget
AGENDA Resources Outcome
Challenges
TAke good Inclusive 1. 1.
care of Education
learners by
promoting High percentage of
learner well- learners with
being, special needs
inclusive
education,
and a
positive
learning
environment
Pillar: Governance
Issues
MATATAG Strategies Other Expected
& Activities Key Players Timeline Budget
AGENDA Resources Outcome
Challenges
TAke steps Critical
to accelerate Resources
the delivery
of basic Damaged /
education Inadequate
facilities and classrooms and
services buildings.

Critical
Resources

Insufficient
facilities of the
school (Comfort
Rooms,
Community
Learning Centers
Libraries,
Computer Rooms,
Workshop
Buildings,
Laboratories,
Faculty Rooms,
and among others)
Critical
Resources

Insufficient
 handwashing
facilities in
schools

School Facilities

No potable water
supply

Give support Professional Enhancing content- Motivate teachers to

to teachers Development and knowledge, skills take a masters degree
to teach Teachers’ and pedagogies of and encourage
better. Competence non-major and 0-5 teacher to attend
year teachers in seminar and
High percentage of service. workshop to develop
learners were their teaching skills.
affected by the
teaching strategies
employed by
teachers

Professional
Development and
Teachers’
Competence

Incapacitated
teachers in the
implementation of
MATATAG
Curriculum

Research Strengthen the 1. Conduct School Head, MOOE and The Teachers
conduct of action training/workshops in Teachers, and LGU have gained
Lack of research- and basic crafting research. Stakeholders knowledge in
based decision- researchers to 2. Hold LAC Sessions crafting
making address learning in crafting, research to
gaps in teaching and monitoring, and address
learning. evaluating learning gaps
action/basic research. in teaching and
 3. Collaborate with learning.
LGU/BLGU for the
additional research
fund.
TAke steps School Based Strengthen SBM
to accelerate Management Orientation and
the delivery bencmarking
of basic High percentage of activities
education schools with SBM participated by
facilities and level 1 of practice school heads,
services. teachers, selected
parents, learners
and other
stakeholders and
improve
documentation and
benchmarking from
schools with higher
SBM level of
practice.

VI.Monitoring and Evaluation

To monitor the implementation of the Activities, a monitoring committee was organized and a monitoring tool was developed to
be used in order to come up with the correct data so that proper intervention and catch-up plans will be implemented. The
following evaluation tool shall be used to monitor the implementation of specific activities cited in the School Learning Recovery
Plan.
Status of Implementation
ISSUES/
KEY Activities Imple Ongoin Not
CHALLENGES MOVs Challenges Intervention
STRATEGIES mente g Implem
d ented
 Prepared by:
SLRP TEAM

JOEL O. ARTILLAGA ELJOHN C. TIMBANGAN ARNOLD B. NALICA ARIEL G. MARANAN WENCESLAO H. CORDERO
Chairman Co-Chairman/LRP Coordinator PTA President/Member SSG President/Member TEC President/Member

Noted by:
FEDERICO N. GACASA JR.
PSDS

Reviewed by: Recommending Approval:

CLEMENCIA G. PADUGA ARNALDO G. VENTURA, Ph.D.

EPS–In- Charge OIC - ASDS

Approved by:
ELSIE T. BARIOS, Ph.D.
Schools Division Superintendent