Learning Recovery Plan.pptx

Learning recovery plan

1. COVER LEARNING RECOVERY PLAN school

2. 2 Background and Context

3. Background and Context The challenge of pandemic in education is entirely unescapable. The United Nations in coordination with UNICEF and WHO, disclosed the amount of disruption it caused in schools worldwide - in the elementary, secondary and even in higher education. The education department of the country have done all its means to capture issues that need to cover and learning losses that have immensely affected the teachers, the pedagogy, the household, the parents, the community and most of the all, the learners. As face-to-face classes resume, it gives us a bigger portrait of the learning losses which need to focus on as academic performance of learners especially in literacy and numeracy at home does not reflect on their classroom performance; those learners with desirable grades in English and Mathematics perform least from what is expected to them. Although the Division of Tarlac City seem to approach it so well since the launching of “Academic Profiling”, the grey areas still remain whether this transcend to learners given the little amount allotted for the settling of learning momentum as the school year 2021-2022 is about to end. Samberga Elementary School understands this situation, its teaching personnel and school administration purportedly crafting interventions to address learning losses and at the same time, works with community people to carry out activities involved into a reality. Hence, all these measures are backed up by the following data transcribed in this three-year School Learning Recovery Plan.

4. 4 Operational Frameworks of the Learning Recovery Plan (LRP)

5. The RAPID Learning Recovery Framework Source: UNICEF, UNESCO, The World Bank 2022

6. KITE Framework 6

7. Operational Framework 7

8. Accelerating Learning Remediation and Intervention Prioritizing Professional Development of Teachers and School Heads Strengthening Support on Learners and Personnel’ Health, Safety, and Wellness National Learning Recovery Framework 8

9. 9 Dashboard

10. 10 Pillar 1: K to 12 Curriculum Quality of Learning Outcomes and Learning Delivery Modalities Pre-Pandemic and During Pandemic

11. Data on Literacy (English)

12. 12 Dashboard: Pillar 1 Philippine Informal Reading Inventory (Phil-IRI) in English 2019-2020

13. 13 Dashboard: Pillar 1 Philippine Informal Reading Inventory (Phil-IRI) in English 2020-2021

14. 14 Dashboard: Pillar 1 Philippine Informal Reading Inventory (Phil-IRI) in English 2021-2022

15. 15 Dashboard: Pillar 1 Comparative Data on Philippine Informal Reading Inventory (Phil-IRI) in English

16. Data on Literacy (Filipino)

17. 17 Dashboard: Pillar 1 Philippine Informal Reading Inventory (Phil-IRI) in Filipino 2019-2020

18. 18 Dashboard: Pillar 1 Philippine Informal Reading Inventory (Phil-IRI) in Filipino 2020-2021

19. 19 Dashboard: Pillar 1 Philippine Informal Reading Inventory (Phil-IRI) in Filipino 2021-2022

20. 20 Dashboard: Pillar 1 Comparative Data on Philippine Informal Reading Inventory (Phil-IRI) in Filipino

21. Data on Literacy through EGRA

22. 22 Dashboard: Pillar 1 Early Grade Reading Assessment (EGRA) in English Grades 1 to 3

23. 23 Dashboard: Pillar 1 Early Grade Reading Assessment (EGRA) in Filipino Grades 1 to 3

24. 24 Dashboard: Pillar 1 Early Grade Reading Assessment (EGRA) in English and Filipino Grades 1 to 3 FILIPINO NON-DECODER (Cannot read letter and sound) NON-DECODER (Cannot read words) M F T M F T 4 2 6 5 2 7 1 1 2 1 3 2 2 4 3 3 6 7 4 11 10 6 16 ENGLISH NON-DECODER (Cannot read letter and sound) NON-DECODER (Cannot read words) M F T M F T 5 2 7 1 1 4 1 5 2 3 1 1 3 3 10 3 13

25. Data on Numeracy (Mathematics)

26. 26 Dashboard: Pillar 1 Project All Numerates (AN) for the Last Three (3) Years

27. 27 Dashboard: Pillar 1 Academic Profiling for F2F Learners in Mathematics (Numeracy)

28. 28 Dashboard: Pillar 1 Academic Profiling for F2F Learners in Mathematics (Numeracy)

29. Data on Process Skills in Science

30. 30 Dashboard: Pillar 1 Unmastered Learning Competencies in Science 3 (Key Stage 1) Observing Classifying Comparing and Contrasting SCIENCE PROCESS SKILLS INVOLVED

31. 31 Dashboard: Pillar 1 Unmastered Learning Competencies in Science 4 to 6 (Key Stage) Grade 4 Observing Classifying Comparing and Contrasting Inferring Communicating Grade 5 Classifying Comparing and Contrasting Inferring Predicting Communicating Grade 6 Comparing and Contrasting Inferring Predicting Communicating Making Models SCIENCE PROCESS SKILLS INVOLVED

32. School Achievement Rate in Two (2) Years

33. 33 Dashboard: Pillar 1 School Achievement Rate 83.46 (2019-2020) TOTAL AVERAGE 84.87 (2020-2021) 1%

34. School Existing Learning Modalities

35. 35 Dashboard: Pillar 1 Learning Modalities Implemented 22% (Modular) TOTAL AVERAGE 78% (Distance)

36. Data on the Teachers’ IPCRF

37. 37 Dashboard: Pillar 1 Results of Teachers’ IPCRF per Indicator Objective 1 Applied knowledge of content within and across curriculum teaching areas Objective 2 Ensured the positive use of ICT to facilitate the teaching and learning process STRUGGLING INDICATORS

38. 38 Dashboard: Pillar 1 Results of Teachers’ IPCRF

39. 39 Pillar 2: Support to the Learning Environment Access, Equity and Inclusion in Education Pre-Pandemic and During Pandemic

40. Data on Learners’ Enrolment

41. 41 Dashboard: Pillar 2 Comparative Data on Enrolment

42. 42 Dashboard: Pillar 2 Comparative Data on Enrolment: Key Stage 1 and 2 14% 2021-2022 ENROLMENT INCREASE 12% 2020-2021

43. 43 Dashboard: Pillar 2 Comparative Data on Transferred Learners from Private Schools Cost-effective Laid off parents School proximity SCIENCE PROCESS SKILLS INVOLVED

44. Data on School Personnel

45. 45 Dashboard: Pillar 2 Inventory of School Personnel

46. 46 Dashboard: Pillar 2 Inventory on Level of Computer-related Skills Computer-Related Activities Level of Skill Poor % Beg. % Inter. % Adv. % Word 1 12.5 2 25 5 62.5 Excel 6 75 1 12.5 1 12.5 PowerPoint 1 12.5 1 12.5 6 75 Email 1 12.5 1 12.5 6 75 Search Engines 1 12.5 1 12.5 6 75 Databases 1 12.5 7 87.5 Multimedia Authoring 1 12.5 7 87.5 Graphic Editing 1 12.5 7 87.5 Digital Audio 1 12.5 7 87.5 Video Editing 1 12.5 7 87.5 Web Page Design 8 100 Learning Management System 1 12.5 6 75 1 12.5 Web 2.0 Tools (wikis, blogs, networking and sharing tools) 1 12.5 8 100 Total 25 12.5 55 75 25

47. Data on School Physical Facilities and Resources

48. 48 Dashboard: Pillar 2 Inventory of Classrooms, Seats and, Textbooks and, Learning Resources YEAR TEACHERS CLASS ROOMS SEATS BOOKS 2019-2020 8 8 226 1750 2020-2021 8 8 254 1790 2021-2022 8 8 280 1852 1:1 RATIO 1:1 1:1 1:1

49. 49 Dashboard: Pillar 2 Data on LAS/SLMs Distributed/Retrieved from Quarter 1 to 3 for SY 2021-2022 Grade Level No. of Learners Quarter 1 Quarter 2 Quarter 3 Distributed Retrieved % Distributed Retrieved % Distributed Retrieved % Grade 1 36 1,512 1,512 100.00% 1764 1764 100.00% 1764 1764 100.00% Grade 2 41 2,009 2,009 100.00% 2,009 2,009 100.00% 2,009 2,009 100.00% Grade 3 42 2,352 2,352 100.00% 2,352 2,352 100.00% 2,352 2,352 100.00% Grade 4 39 2,184 2,184 100.00% 2,184 2184 100.00% 2,184 2184 100.00% Grade 5 36 2,304 2,304 100.00% 2,304 2,304 100.00% 2016 2016 100.00% Grade 6 21 1,120 1,120 100.00% 1,176 1,176 100.00% 1365 1365 100.00% Grade 6 20 1,120 1,120 100.00% 1,120 1,120 100.00% 1309 1309 100.00% 100% Distributed and Retrieved in All Learning Areas STATUS

50. 50 Dashboard: Pillar 2 Identified Needs Based on Inventory There is a 1:1 ratio in textbooks but most of the books in Grades 2 and 3 are already worn out. NEEDS LCD Projectors and desktop computers are already unserviceable; among 6 (six) computers only three (3) are working but call for a system repair/maintenance. There is huge amount of supply of textbooks in Grade 3 that may be subject for barter in other schools. Major repair in select classrooms plus some donated chairs from private entities are infested: it calls for a new supply of chairs before these infested chairs become unserviceable.

51. Data on School Based Feeding Program

52. 52 Dashboard: Pillar 2 Updates on School-Based Feeding Program (SBFP) and Milk Feeding

53. 53 Dashboard: Pillar 2 Updates on School-Based Feeding Program and Milk Feeding

54. Data on School-Based Management

55. 55 Dashboard: Pillar 2 Updates on School-Based Management 2.38 MATURING 2019-2021 LEVEL II 2019-2021 LEVEL II 2019-2021 LEVEL II 2.44 MATURING 2.46 MATURING

56. Data on F2F Class and Vaccination

57. 57 Dashboard: Pillar 2 Participating Learners in Limited Face to Face Classes 78% For Limited F2F TOTAL 22% Under Modular

58. 58 Dashboard: Pillar 2 Vaccination Status of Learners and School Personnel 100% Teaching Personnel SCHOOL PERSONNEL 100% Non-Teaching Grade Level No. of Enrollees No. of Vaccinated % of Vaccinated % of Boosted Kindergarten 44 7 51.22% Grade 1 36 6 16.67% Grade 2 41 11 26.83% Grade 3 42 12 28.57% Grade 4 39 14 35.90% Grade 5 36 24 66.67% Grade 6 41 21 51.22%

59. Data on Funding Requirement through the Years

60. 60 Dashboard: Pillar 2 Funding Requirement 2021 Regular = 279,000 Continuing= 3,862.75 Additional = 50,000 INCREASE OF FUNDS 2022 Regular = 307,000 Continuing = 8,000

61. 61 Pillar 3: Upskilling and Reskilling of Personnel Quality of Teachers, School Heads and Supervisors Pre-Pandemic and During Pandemic

62. 62 Dashboard: Pillar 3 Profiling of Teachers Content Knowledge and Pedagogy TRAININGS ATTENDED AND CAPACITY BUILDING CONDUCTED Educational Technology (Positive utilization of ICT) Learning Assessment Teaching Strategies and Approaches (including MHPSS)

63. 63 Dashboard: Pillar 3 Profiling of Teachers

64. 64 Pillar 4: Engagement of Stakeholders for Support and Collaboration Responsive Engagement for Education Pandemic

65. 65 Dashboard: Pillar 4 Stakeholders’ Participation

66. Weaknesses Opportunities Threats SWOT Analysis Strengths Engagement of internal and external stakeholders Willingness to prepare functional and applicable instructional materials Good at working alone but better when worked collaboratively with colleagues Pursue graduate studies for professional growth C onduct of SLAC and other various related activities Level of participation of internal and external stakeholders Self-motivation in the application of knowledge acquired Half-hearted in attending series of seminars and trainings Regular conduct of SLAC and other related activities P artnerships and linkages with parents and other external stakeholders Upgrading of skills and proficiencies with regards to instruction Availability of free trainings on ICT application Possible trainings to be attended Internal and external stakeholders approval to a particular proposed program/project Distractions in the teaching and learning process both online and modular learning Negative reaction and compliance to any assigned tasks Uncertainties brought about by unexpected situations in the implementation of the curriculum

67. 67 Key Challenges and Strategic Directions

68. 68 All learners access and receive tailored services needed in basic education. All learners participate equitably and meaningfully in basic education, regardless of status, ethnicity, sex, disability, age, and other social characteristics. Learners develop the standard literacy,numeracy and science skills. Learners develop positive mindset and can adapt to change. ACCESS EQUITY QUALITY RESILIENCY AND WELL-BEING ENABLING MECHANISMS-GOVERNANCE INTERMEDIATE OUTCOMES GOAL By 2024, learners across the region are able to develop and improve their foundational skills for lifelong learning and full participation in society SECTOR OUTCOME Basic education learners acquired literacy, numeracy and science skills required to succeed in higher education and employment. Resilient, Responsive and Efficient Governance, Management and Systems REGIONAL LRP FRAMEWORK

69. 69

70. 70 Key Challenges: Pillar 1 K to 12 Curriculum KEY CHALLENGES Discrepancy between pre-test and F2F Academic Profiling on literacy and numeracy High number of frustrated readers moving up to Intermediate level Low performance on numeracy key components such as Reading and Writing in Key Stages 1 and 2 Unmastered competencies in Science specifically the Process Skills for Key Stages 1 and 2 KEY STAGES 1 & 2 (Grades 1 to 6)

71. 71 Key Challenges: Pillar 2 Improving Learning Environment KEY CHALLENGES Lack of motivation to pursue postgraduate studies to advance in career progression (lack of Master Teacher that can provide additional instructional support) Repair of school physical facilities and other learning resources Difficulty to upgrade from Level II to Level III at SBM Low p atronage on vaccination at 100% among learners towards increase in F2F attendees Low level of skills in computer-related activities among teachers

72. 72 Key Challenges: Pillar 3 Teachers’ Upskilling and Reskilling o data on the Impact of Trainings Conducted for Teachers and School Heads KEY CHALLENGES Low motivation of teachers to attend on seminars and trainings Lack of highly proficient teacher to support instructional supervision

73. 73 Key Challenges: Pillar 4 Engagement of Stakeholders for Support & Collaboration KEY CHALLENGES Little support of stakeholders on salient needs of school such as in, but not limited to, health and wellness, volunteerism, furniture, infrastructure and advocacy support (i.e., School PPAs) Poor support from Civic Organizations for special school PPAs (such DA on Gulayan sa Paaralan, Rise & Rebuild, Fraternities/Sororities, etc.)

74. 74 Strategic Directions K to 12 Curriculum PILLAR 1 Goal: STRATEGIES INTERVENTIONS MAJOR OUTPUTS

75. 75 Strategic Directions PILLAR 2 Goal: STRATEGIES INTERVENTIONS MAJOR OUTPUTS Improving Learning Environment

76. 76 Strategic Directions PILLAR 3 Goal: STRATEGIES INTERVENTIONS MAJOR OUTPUTS Teachers’ Upskilling and Reskilling

77. 77 Strategic Directions PILLAR 4 Goal: STRATEGIES INTERVENTIONS MAJOR OUTPUTS Engagement of Stakeholders for Support & Collaboration

78. 78

79. 79 Implementation Plan PILLAR 1 Goal: Strategies Interventions Functional Division-in-Charge Critical Action (Activities) Responsible / Accountable Unit Timeframe Estimated Budget Budget Source

80. 80 Implementation Plan PILLAR 1 Goal: Strategies Interventions Functional Division-in-Charge Critical Action (Activities) Responsible / Accountable Unit Timeframe Estimated Budget Budget Source

81. 81 Implementation Plan PILLAR 3 Goal: Strategies Interventions Functional Division-in-Charge Critical Action (Activities) Responsible / Accountable Unit Timeframe Estimated Budget Budget Source

82. 82 Implementation Plan PILLAR 4 Goal: Strategies Interventions Functional Division-in-Charge Critical Action (Activities) Responsible / Accountable Unit Timeframe Estimated Budget Budget Source

83. 83 Analysis and Management of Risk Identified Risk Severity Institutional Risk Risk Categories Probability High/Medium/Low Impact High/Medium/Low Overall Rate Mitigation Strategies Change of education priorities by the new administration in 2022 Strategic Medium (3) High(5) 4 Realign plans with the priorities of the new administration Lack of capacity for making the curricula responsive to learners and market requirements Operational Medium(3) High (5) 4 Provide trainings to teachers, school heads and supervisors Inequitable allocation of funds and resources Financial Low (2) Medium(2) 2 Determine actual needs of SDOs and schools Absence of policies/issuances to support practices, operations and needs of RO, SDOs, schools Legislative/Legal Medium(4) High(4) 4 Formulate guidelines to address the issue Provide policy recommendations to CO Failure of schools to sustain safe operations Reputational Low (3) Medium (3) 3 Continuously monitor the safe operations of schools in all sectors

84. 84 Indicative Timelines

85. 85 Monitoring and Evaluation Plan PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE OFFICE

86. 86 Communication Plan Activity Audience Goals Schedule Format Responsible Person Development of Learning Recovery Plan (LRP) Teaching and non-teaching personnel, parents, learners, community-members Get feedback from school personnel of the strategic directions per Pillar; check alignment of SWOT to target goals May 18-24, 2022 FGD, Collab meetings, Individualized sessions with targets groups School Planning Team (SPT) Finalization of the LRP Division LRP Team Craft LRP according to Division and School contexts; set school’s LRP Framework based on context May 25-27, 2022 Collaborative workshop per group; defense panel School Head Orientation of the LRP Teaching and non-teaching personnel, parents, learners, community-members Communicate with LGU and other stakeholders the School LRP; inform concerned stakeholders of the school targets May 31, 2022 Orientation program, Forum SPT Quarterly Review of School LRP Teaching and non-teaching personnel, parents, learners, community-members Check strategies per Pillar as to feasibility and practicability SY 2022-2023 Focus Group Discussion SPT, PSDS Monitoring and Evaluation School Planning Team Determine the quality, efficiency and timeliness of strategies to address target goals SY 2020-2023 Feedback mechanism PSDS, SMME Unit

87. 87 Research Support Angrist, Noam, Peter Bergman, and Moitshepi Matsheng , “School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic,” 2020. NBER Working Paper 28205. Bernard, Robert M., Philip C. Abrami , Yiping Lou, Evgueni Borokhovski , Anne Wade, Lori Wozney , Peter Andrew Wallet, Manon Fiset , and Binru Huang, “How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature,” Review of Educational Research, 2004, 74 (3), 379–439 Escueta , Maya, Andre Joshua Nickow , Philip Oreopoulos , and Vincent Quan, “Upgrading education with technology: Insights from experimental research,” Journal of Economic Literature, 2020, 58 (4), 897–996. Hamilton, L., & Gross, B. (2021). How has the pandemic affected students' social-emotional well-being?: A Review of the evidence to date. Center on Reinventing Public Education. West, M. R., & Lake, R. (2021). How much have students missed academically because of the pandemic? A review of the evidence to date. Center on Reinventing Public Education.

88. 88 BACK COVER