OFFICIAL BELRCP SY 2022-2023jvkuukcgchgchgc.pptx

belcp

1. B asic E ducation L earning R ecovery C ontinuity P lan S.Y. 2022-2023 NANSIAKAN NATIONAL HIGH SCHOOL B E L R C P

2. A. SCHOOL INFORAMATION NANSIAKAN NATIONAL HIGH SCHOOL KAYAPA EAST DISTRICT 300639 VIRGINIA R. TABERNA, HT-III/School Head 09676840332

3. Introduction In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race. To ensure access to quality basic education for all, the Department of Education commits to integrate gender equality, gender equity, gender sensitivity, non-discrimination and human rights in the provision and governance of basic education. With the shift to new normal education brought about by the Covid19 Pandemic, teachers and the schools’ stakeholders have faced new roles and routines different from the common classroom and community setup. Since there is no more face-to-face classroom talk, educators and administrators needed to be creative with new normal scenarios to ensure that their students understand or learn something from their lessons.

4. Introduction The blended learning modality adopted by the Nansiakan National High School required teachers to change their learning deliveries, methods and assessment, and at the same time challenging their capacities to perform their roles in the teaching-learning process to the need for professional upgrading when it comes to the use of technologies. Blended learning is described as the use of a variety of instructional methods to achieve substantial results. It is the operation of a teaching model and a learning style. In general, it's a combination of online delivery including best classroom practices and individualized approaches to cater to a variety of student groups. Blended learning provides various advantages in the teaching-learning process from students to teachers. However, this learning modality implemented in the school must be carefully studied by the Local Government Units through the community officials and curriculum makers of the Department of Education. The school have considered how “quality” learning takes place for the learners. Moreover, it takes into account the learner's learning status, such as how independent learners are, how dependent learners are, and how learners with special educational needs adjust to learning tasks.

5. Introduction To address these problems, teachers created various communication channels to engage with learners and parents such as Facebook, messenger and other communication forms. Through constant communication with these key stakeholders, delivery of instruction was facilitated and students were better guided apart from the parents and guardians being informed about the progress of their children or wards. As part of their Instructional Support, the school have reckoned on the schools’ recovery plan among learners to response on their curriculum needs including the schools’ physical facilities to be ready. The school through the teachers prepared learning activity sheets to ensure that all learning competencies especially the least mastered competencies for each quarter will be tackled and delivered to the students. In addition, teachers resorted to various platforms to deliver their instruction as well as to conduct assessment of learning outcomes.

6. Introduction The school have tried-and-true to take multiple pathways of learning outcomes possible in an emergency learning continuity program. Given the reality of the school, in terms of digital divide, the school have provided bridges to education continuity. Taking into consideration the context of every student, teacher, and family, those pathways need to address their teaching and learning needs. Aside from the learning -teaching strategies, there are learning packets and practices used by the school, which is reminiscent of the correspondence mode of distance education like the use of Broadcast Media stations in regions or localities used to air radio or TV programs on lessons being learned in class and the use of library resources used by teachers. With these varying approaches to delivering learning, educators and school leaders have opened to re-thinking the purpose of assessments and grades through taking into account the recovery plan in the BE LCP.

7. Introduction In order to teach a student to be an effective distance learner, the school together with the BLGU and DOH laid appropriate skills and techniques make the school a safe place of learning. The learning to learn strategy involves the ability to set goals, plan their achievement, find the necessary resources, communicate effectively, choose learning strategies, reflect on progress, develop creative skills and evaluate learning outcomes. Thus, the school have reflected the necessary predicaments, projects and wellness programs in the eSIP in delivering students with the structure, learning resources and motivation they need to learn. Despite the fact that distance learning implies a great responsibility of the school, students can become independent learners only when there is school support in finding sources of knowledge, using the appropriate online and offline networks, developing communication and teamwork skills, flexibility and creativity in new situations.

8. Introduction As a society in the new normal, Nansiakan National High School ensures that the basic physical, social-emotional, and psychological needs of students are meant before they can even start learning. Society should demand for a new normal that puts the teacher in a more valued and prominent position, in words, actions, and policies. The schools’ progress depends on the quality of education; hence, a group of well-trained, valued, and dedicated teachers and non-teaching staff can help develop a generation of better and responsible citizens, who can greatly contribute to the development of a healthy society and humanity. So as institutions and organizations that cater to the development of children and young people, the school have braced various flagships of the Department of Education and its environment where learners can learn freely and safely with respect with one another. After all, success is not just about one’s social status in society.

9. LEARNING MODALITY: BLENDED AUGUST – SEPTEMBER 2022 3 DAYS IN-PERSON-2 DAYS MODULAR OCTOBER 2022 4 DAYS IN-PERSON 1 DAY MODULAR NOVEMEMBER ONWARDS 5 DAYS IN-PERSON

10. B. ENROLMENT DATA S.Y. 2022-2023 GRADE LEVEL MALE FEMALE TOTAL GRADE 7 31 26 57 GRADE 8 26 35 61 GRADE 9 28 28 56 GRADE 10 11 24 35 GRADE 11 13 26 39 GRADE 12 9 13 22 TOTAL 118 152 270

11. B. ENROLMENT DATA REASONS FOR DECREASE Opening of Luclucos Integrated School Change of Residence Transfer to other school Limited Senior High School Offering

12. C. ENROLMENT PER LEARNING MODALITY LEARNING MODALITY MALE FEMALE TOTAL 5 DAYS IN-PERSON BLENDED MODALITY 118 152 270 FULL DISTANCE LEARNING

13. D. CLASS SHIFTS CLASS SHIFTS GRADE LEVEL GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12 SINGLE SHIFT 57 61 56 35 39 22 DOUBLE SHIFT TRIPLE SHIFT COMBINATION OF 2 OR MORE SHIFT

14. E. DATA ON SCHOOL PERSONNEL POSITION/ DESIGNATION NUMBER-JHS TEACHER I 5 TEACHER II TEACHER III 6 MASTER TEACHER 1 TOTAL 1 3 NUMBER-SHS 1 5 1 7

15. E. DATA ON SCHOOL PERSONNEL POSITION/DESIGNATION NUMBER NON-TEACHING STAFF 1 School Head ( Head Teacher) 1 School Nurse 1 Guidance Counselor III 1 Accountant I 1 School Librarian 1 ADAS II 1 Administrative Officer I 2 Administrative III 1 Administrative Aide I 1 Security Guard 2 Total 12

16. F. VACCINATION STATUS PERSONNEL NUMBER OF PERSONNEL NUMBER OF PERSONNEL VACCINATED % VACCINATED 1 ST DDOSE BOOSTER 2 ND DOSE BOOSTER TEACHING 20 20 100% NON-TEACHING 12 10 83% TOTAL 32 30 92%

17. F. VACCINATION STATUS: LEARNERS GRADE LEVEL ENROLMENT NUMBER OF STUDENT VACCINATED PERCENTAGE VACCINATED 1 ST DOSE 2 ND DOSE GRADE 7 57 4 7% 2 2 GRADE 8 61 15 24% 15 GRADE 9 56 5 9% 5 GRADE 10 35 6 17% 2 4 GRADE 11 39 16 41% 16 GRADE 12 22 2 9% 2 TOTAL 270 48 18% 4 44 S.Y. 2022-2023

18. G. SCHOOL IMPLEMENTATION PLAN JUNIOR HIGH SCHOOL CLASS PROGRAM

19. G. SCHOOL IMPLEMENTATION PLAN SENIOR HIGH SCHOOL CLASS PROGRAM

20. G.SCHOOL IMPLEMENTATION PLAN LEARNING MODALITY MONTH MODALITY TO BE IMPLEMENTED AUGUST-SEPTEMBER 2022 BLENDED- 3 DAYS IN-PERSON, 2 DAYS MODULAR OCTOBER 2022 BLENDED- 4 DAYS IN-PERSON, 1 DAY MODULAR NOVEMBER 2022 5 DAYS IN-PERSON

21. G. SCHOOL IMPLEMENTATION PLAN STRATEGIC ACTIONS AREAS OF CONCERN ACTIONS TO BE TAKEN LEARNING REMEDIATION Sustain Project HALINO ( Honing, Academically –challenged Learners Involving Netizens to Overcome failure rate. Sustain Project Gatas (Giving Assistance To Academically-challenged students in Science and Mathematics in the New Normal)

22. G. SCHOOL IMPLEMENTATION PLAN STRATEGIC ACTIONS AREAS OF CONCERN ACTIONS TO BE TAKEN LEARNING REMEDIATION Conduct Home Visitation Sustain Project LR (Love for Reading)/ Brigada Pagbasa Conduct Career Guidance Advocacy Program

23. G. SCHOOL IMPLEMENTATION PLAN STRATEGIC ACTIONS AREAS OF CONCERN ACTIONS TO BE TAKEN HEALTH AND WELL -BEING Strengthen the implementation of Health Protocols Coordination with MHO, BHW, BHERT Conduct advocacy on the good effects of Covid 19 vaccination Conduct Medical and Dental Conduct of semi-annual deworming

24. G. SCHOOL IMPLEMENTATION PLAN STRATEGIC ACTIONS AREAS OF CONCERN ACTIONS TO BE TAKEN HEALTH AND WELL -BEING IEC on Oral Hygiene and tooth brushing activities Weekly monitoring of employees blood pressure Glucose testing annually among employees Conduct Zumba activities every Thursday among employees Deworming semi-annually Immunization on Measle Rublella -Tetanus Dipteria among Grade 7 learners

25. G. SCHOOL IMPLEMENTATION PLAN STRATEGIC ACTIONS AREAS OF CONCERN ACTIONS TO BE TAKEN PROFESSIONAL DEVELOPMENT OF TEACHERS Conduct LAC Sessions Adoption of Project MERIT ( M eri t E mployees wh o R ender I nspiring and T ransformational accomplishments ) Conduct INSET, Capability Building Encourage teachers to enroll in masters degree Mentoring and Coaching Attend seminars, workshops/webinars

26. H. SUPERVISION/ SUPERVISORY PLAN DEPARTMENT NUMBER OF TEACHERS TO BE SUPERVISED JUNIOR HIGH SCHOOL 13 SENIOR HIGH SCHOOL 7

27. I. CURRICULUM AND INSTRUCTION Strategies /Activities Specific Tasks Resources Timeline L earning Time Expansion Administer School-Based-Pre-Test in all learning areas Develop a contextualized class program Test Questions M ELC Contextualized Class Program Financial September 2022  

28. I. CURRICULUM AND INSTRUCTION Strategies /Activities Specific Tasks Resources Timeline R emediation and Intervention Activities Identify the least Mastered MELCs per learning area across grade levels per quarter Develop contextualized learning resources addressing the LMELCs Develop appropriate assessment tools Establish school-based mechanisms in conducting remedial classes Conduct Phil- Iri both in Filipino and English Least Mastered MELCs Contextualized LRs School-based Interventions CID Supervisors School Heads Teachers Financial Year Round  

29. I. CURRICULUM AND INSTRUCTION Strategies /Activities Specific Tasks Resources Timeline E stablishment of Learning Support Centers/ Community-based Learning Spaces Establish literacy activities at home and in the community. Establish BRIGADA Pagbasa Facility in the classrooms Maximize the use of reading centers in the community learning centers. Reading materials Learning Resources School head D epartment Head Teachers Financial August-September , 2022  

30. I. CURRICULUM AND INSTRUCTION Strategies /Activities Specific Tasks Resources Timeline R egular Home Visits and Follow Ups Track and report learners performance to both learners and parents/guardians. Capacitate parents/guardians and knowledge bearers/volunteers as learning assistors. Establish school-based mechanisms on the conduct of home visitations. School-based interventions Parents capability building activities Parents CID Supervisors School Heads Teachers Financial Year round

31. J. LEARNING MATERIALS GRADE 7 AVAILABALE SLMs LASs TEXTBOOKS BIG BOOK DIGITTIZED MATERIALS RADIO-BASED LMs FILIPINO 7 Please see attached sheet 2 ENGLISH 7 45 MATH 7 SCIENCE 7 104 AP 7 30 ESP 7 TLE 7 Music and Arts 91 PE & Health 87

32. J. LEARNING MATERIALS GRADE 8 AVAILABALE SLMs LASs TEXTBOOKS BIG BOOK DIGITTIZED MATERIALS RADIO-BASED LMs FILIPINO 8 Please see attached sheet 149 ENGLISH 8 60 MATH 8 144 SCIENCE 8 AP 8 109 ESP 8 159 TLE 8 Music & Arts 94 PE & Health 94

33. J. LEARNING MATERIALS GRADE 9 AVAILABALE SLMs LASs TEXTBOOKS BIG BOOK DIGITTIZED MATERIALS RADIO-BASED LMs FILIPINO 9 Pease see attached sheet 49 ENGLISH 9 38 MATH 9 77 SCIENCE 9 50 AP 9 109 ESP 9 99 TLE 9 Music & Arts 8 87 PE & Health 8 86

34. J. LEARNING MATERIALS GRADE 10 AVAILABALE SLMs LASs TEXTBOOKS BIG BOOK DIGITTIZED MATERIALS RADIO-BASED LMs FILIPINO 10 Please see attached sheet 62 ENGLISH 10 47 MATH 10 58 SCIENCE 10 77 AP 10 47 ESP 10 45 TLE 10 Music & Arts 58 PE & Health 94

35. J. LEARNING MATERIALS GRADE 11 AVAILABALE SLMs LASs TEXTBOOKS BIG BOOK DIGITTIZED MATERIALS RADIO-BASED LMs FILIPINO 11 Please see attached sheet 3 219 ENGLISH 11 217 MATH 11 220 SCIENCE 11 3 2 20 AP 11 217 ESP 11 2 82 TLE 11

36. J. LEARNING MATERIALS GRADE 12 AVAILABALE SLMs LASs TEXTBOOKS BIG BOOK DIGITTIZED MATERIALS RADIO-BASED LMs FILIPINO 12 Please see attached sheet 17 ENGLISH 12 2 MATH 12 SCIENCE 12 4 AP 12 3 ESP 12 TLE 12 40

37. K. SPECIAL INTEREST AND INCLUSION PROGRAMS AND SUPPORT ACTIVITIES IMPLEMENTATION PLAN PLANS DESCRIPTION Implementation of Project Nansiakan National High School: Cultivating Advocacy Programs, Researches and Educational Resources and Support Mechanism (NNHS: CARES) This project aims to institutionalize culture of developing research, TDLR and development programs that will enhance teaching and learning outcomes and contribute to the personal and professional development of all teaching and non-teaching personnel. Activation of Project SHAPE v.4.0 ( Shaping Healthy Adolescents' Personality Experiences through the school-based breaking the barrier session. This aims to eradicate and teen age pregnancy and to bridge communication gap between parents with their children and mental health of the learners. Sustainability of Project BLESS( Believe in the Least,Lost , Last Enthusiast: Share Something) This aims to save learners from dropping out. - sponsor the learner and the sponsors will serve as their counselors too

38. K. SPECIAL INTEREST AND INCLUSION PROGRAMS AND SUPPORT ACTIVITIES IMPLEMENTATION PLAN PLANS DESCRIPTION Project on SBD on HELP( School-Barangay and Department of Education Health Education for Learners and Parents) This is in partnership with the BLGU and the Health workers and with our school nurse. This pertains to advocate vaccination and health education Project Rise (Reaching Out to Increase Enrolment)- This project aims to increase participation rate. One of the activity is the mobile enrolment and home visitation.

39. L. PARTNERSHIP LIST OF PARTNERS Local Government Unit P NP D OH/MHO BLGU NGOs NGAs Alumni Parents Private individuals NEA Other stakeholders

40. L. PARTNERSHIP PARTNERSHIP ACTIVITIES RESOURCES GENERATED Donations from the different stakeholders C ash, Services & In-kind) P 139, 890. 00

41. M. BEST PRACTICES EFFECTIVE PRACTICES On Learning Resources Modification of learning activity sheet Preparation of teacher made learning activity sheet Preparation of contextualized LAS

42. M. BEST PRACTICES EFFECTIVE PRACTICES On Learning Outcomes Conduct Instructional Supervision C onduct LAC Sessions Mentoring and Coaching Implementation/ Sustainability of Project A KIT to LOVE Implementation/Sustainability of Project HALINO Conduct Tutok to ALS students to improve their performance

43. M. BEST PRACTICES EFFECTIVE PRACTICES In-person/ Face to Face Implementation Ask Assistance from BHW in the triage area Provision of school supplies to learners Conduct medical forum and gift giving Conduct home visitation and instructional support Conduct orientation to stakeholders, parents and learners Conduct remedials/interventions

44. M. BEST PRACTICES INSIGHTS GAINED FROM BEST PRACTICES Increased achievement rate Increased performance of learners Decreased drop out rate I ncreased Promotion rate

45. N. ISSUSES, CONCERNS, GAPS, PROBLEMS MANAGING SCHOOL OPERATIONS CIGPS PROPOSED RESOLUTIONS Limited financial resources Solicit from stakeholders Late submission of reports due to poor internet access Installation of internet/signal boosters Limited school resources to sustain the required health protocols for the Face to Face classes . Source out fund Use MOOE Dormitories for Boys and Girls Rehabilitate dormitories for boys and girls learners Lack of water supply Connect available source of water in the community No available potable water in the school area Contact refilling water station for the supply of mineralized water

46. N. ISSUSES, CONCERNS, GAPS, PROBLEMS TEACHING AND LEARNING CIGPS PROPOSED RESOLUTIONS Low percentage on vaccination status of learners Conduct IEC /advocacy programs Individual activities limit the sharing of ideas of learners during the teaching-learning process. Teachers to see to it that there is always sharing of ideas during the teaching-learning process. Absentism Conduct home visitation Low comprehension on reading and numeracy skills due to distance learning Spend some time to teach the basics first before attacking the lesson proper

47. N. ISSUSES, CONCERNS, GAPS, PROBLEMS CONCERNS, ISSUES, GAPS PROPOSED SOLUTIONS Some classrooms are not of standard size, limited space for physical distancing Create another section Use open hall as classroom Limited space in the classroom Discipline of learners Provision of spaces for eating   Monitoring of teachers during lunch break Unvaccinated employees due to religious/cultural beliefs Intensify vaccination campaign by the school health personnel in coordination with the Provincial Health Office and MHO Unvaccinated learners and parents due to religious/cultural beliefs Intensify vaccination campaign by the division school health personnel in coordination with the Provincial Health Office and MHO Distance of learners residence from school Rehabilitate Boys and Girls Dormitory inside school premises Most learner’s do not have their own baon Constant reminder to students to bring their own baon

48. FIRST DAY OF FACE TO FACE CLASSES AUGUST 22, 2022 Conduct of Flag Ceremony

49. FIRST DAY OF FACE TO FACE CLASSES AUGUST 22, 2022 Barangay Police who assist in the entrance of learners. Introduction of Faculty and Personnel to the learners.

50. FIRST DAY OF FACE TO FACE CLASSES AUGUST 22, 2022 Actual conduct of classes .

51. JUNIOR HIGH SCHOOL CLASS PROGRAM

52. SENIOR HIGH SCHOOL CLASS PROGRAM