Angeles Luistro ISHS LRCP

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
ANGELES LUISTRO INTEGRATED SENIOR HIGH SCHOOL
BULSA, SAN JUAN, BATANGAS
SCHOOL LEARNING RECOVERY CONTINUITY PLAN

SY 2022-2023
Project BRIDGEs
Bringing Remediation & Intervention through
Diversity Gaps and Evidences
I. INTRODUCTION
The coronavirus disease (COVID-19) pandemic has caused an
unexpected crisis in all areas. In the field of education, this emergency has
led to the massive closure of face-to-face activities of educational institutions
in more than 190 countries in order to prevent the spread of the virus and
mitigate its impact.
In the field of education, many of the measures that our Department
have adopted in response to the crisis are related to the suspension of face-
to-face classes at all levels, which has given rise to three main areas of action:
the deployment of distance learning modalities through a variety of formats
and platforms (with or without the use of technology); the support and
mobilization of education personnel and communities; and concern for the
health and overall well-being of students.
With the reintroduction of the in-person classes, the Department of
Education has released the DepEd Order No. 034 s. 222, Guidelines on the
School Calendar and Activities for School Year 2022-2023. As the various
efforts are being done to solve the crisis, issues, and questions pertinent to
school recovery and readiness of operation for the whole school year, the
Learning Recovery Continuity Plan (LRCP) as stated on the DO No. 034 s.
2022, will be one of the guidelines of the school to effectively deliver the K to
12 Basic Education Program despite the uncertainties brought by the Covid
19 Pandemic
Angeles Luistro Integrated Senior High School’s teaching and non-
teaching personnel supports the goal of our Department in bridging the gaps
and improving the learning of our students despite the disruptions brought
by the Covid-19 Pandemic. Our school plans to intensify our reading
intervention to develop the literacy skills of our students, establish literacy at
Address: Bulsa, San Juan, Batangas
Cellphone No: 09752951483
Email Address: angelesluistro@gmail.com
Soaring on the highest, aiming for the best . . .
home and in the community, conduct regular home visits and follow-ups,
encourage participation from our parent or guardian and other stakeholders,
professional development, health, safety and wellness as the focus of our
LRCP.
With the shift back to face-to-face classes, this can once more affect
students’ abilities to optimally learn, particularly for those experiencing
learning gaps. We have seen how the pandemic has significantly impacted our
learners. But as teachers, we take the responsibility over our students. To
make face-to-face classes work, there is a need to extensively prepare
students so that they can cope with the pacing for their new lessons in their
respective grade levels. Our learning recovery continuity plan will bridge the
inconsistencies between what a student knows and what he or she should
have known by a specific point in his or her education.
Given the fact that Learning Recovery and Continuity Plan (LRCP) is
outlined to ensure that every school would be providing its learners the best
learning experience and will help them stay on pace amidst the COVID 19
pandemic, there are still challenges in the opening of classes. Though the
usual opening is scheduled every June, delaying it for three months and
moving it to August to prepare the schools for the opening of classes does not
guarantee the fact that these problems have been resolved.
For this school year, the school’s biggest challenge is the lack of classroom
and chairs. Most of our chairs are rusty while those that are made from
woods, if not damage, is for disposal. For the classrooms, general cleaning is
necessary. Another challenge for this school year is the learning gaps of our
students. The past two years of our education has led to so many gaps
specially when it comes to learning. Thus, reading and numeracy skills of our
students needs to be developed and enhance.
The implementation of our LRCP for the school year 2022-2023 is the guide
of Angeles Luistro Integrated Senior High School to ensure that our learners
continuously obtain the quality education they deserved.

II. DATA ANALYTICS

With the re-introduction of the face-to-face classes, the concern over
basic education lies in progressively recovering learning losses and attaining
learnings in numeracy and literacy, and being able to meet the national and
learning standards.
Below are the data collected that shows the current status of our
students when it comes to their numeracy and literacy skills. This served as
our basis for our remediation and intervention projects and activities.
Mathematics MPS 2020-2022

80
70
60
50
40
30
20
10
0
Grade 7 Grade 8 Grade 9 Grade 10
2020 2021 2022
Grade Level No. of Learners Assessed MPS
2020 2021 2022 2020 2021 2022
Grade 7 39 45 34 65.7 56.8 43.6
Grade 8 36 39 44 72.2 59.2 41.8
Grade 9 36 34 41 57.5 55.4 44.8
Grade 10 23 35 35 69.4 49.8 48.8

Looking at the numeracy Assessment Report as shown in Table, it

shows that in 2020, the MPS for Grade 7 is 65.7; Grade 8 is 72.2; Grade 9 is
57.5; and Grade 10 is 69.4. In 2021, the MPS for Grade 7 is 56.8; Grade 8 is
59.2; Grade 9 is 55.4; and Grade 10 is 44.8. In 2022, the MPS for Grade 7 is
43.6; Grade 8 is 41.8; Grade 9 is 44.8; and Grade 10 is 48.8. Base on the
data, it gives us an impression that in every school year the students
proficiency decreases.
With all the data presented, there is a great indication that indeed there
are gaps and losses in learning due to modular distance learning connected
to pandemic. The concept of learning recovery is necessary to recover the
learning losses of the students. With these we math teachers came up with
the Project Re-BEAM to recover these losses and gaps.

The table shows that at the end of the school year 2021-2022,
independent learners reached 11% (10 students) for Grade 7, 27% (25 students)
for Grade 8, 29% (27 students) for Grade 9 and 33% (30 students) for Grade 10.
Instructional learners reached 37% (21 students) for Grade 7, 30% (17 students)
for Grade 8, 24% (14 students) for Grade 9 and 9% (5 students) for Grade 10.
Capacity learners reached 60% (3 students) for Grade 7 and 40% (2 students) for
Grade 8. No students are from Grade 9 and 10. At the end of the school year 2021-
2022, no student falls under Frustration.
With all of these data presented, the English teacher come up with a
program entitled Project I CARE (Integrating Comprehension Activity for Reading
Enhancement). With the help of this project, it will surely enhance the reading
capability more and will lead the students to improve their literacy.

III. SCHOOL LRCP FRAMEWORK
Angeles Luistro Integrated Senior High School is committed in bridging

the gaps brought by the Covid 19 Pandemic. To support the school in
addressing the learning gaps and minimize disruption on students learning,
our school innovates ideas in bridging these gaps by implementing remediation
and intervention through the Learning Recovery and Continuity Plan (LRCP).
The school LRCP Framework focuses on the following key areas,

namely; Learning Remediation and Intervention that concentrates on Literacy
and Numeracy Skills of our students, Health, Safety and Wellness of our
teachers and students and Professional Development.
Prioritizing students
needs through
intervention and
remediation
programs, projects
Conduct
and activities
innovations in Develop
the practices and
implementation activities which
of the ensure the well-
remediation and being of the
intervention
programs to
School schools
stakeholders
sustain Learning
effectiveness
Recovery
and
Yield for
continous growth
Continuity
and development Plan
through regular Closed
conduct of SLAC monitoring of
session and health status of
regular faculty learners and
meeting for Improved one's school
important issues teaching style or
and concerns
personnel
techniques by
attending webinars
and trainings.
Immediate coaching
Address: Bulsa, San Juan, Batangas and feedbacking
IV. IMPLEMENTATION PLAN
Area of Objectives KPI Strategies PPAs Expected

Recovery Outputs
1.Learning • Enhance the • Continuous • Enhanced
Remediation reading ability PPA students’
and of the implementation reading and
Intervention students;
in reading comprehension
(Reading
Numeracy through Project rate a decrease
• Develop among
*Learners’ students the ICARE in the total
Academic importance of number of
Performance reading and its • Carrying out struggling
benefits; varied readers and an
intervention increase in the
• Increase activities and total number
students’
reading of independent
participation
in different remediation or proficient
learning areas such as readers.
conduct of pre • Improved
• Increase at and post-tests academic
least 5% in reading, performances
comprehension PHIL IRI and an
level among
administration increase of at
student;
and the least 10% in
• Ease of lesson Monthly Speed the
delivery among and achievement
subject Comprehension rate.
teachers, Test (DIRICT)
• Increase • Profiling of
student’s
readers and
performance in
all subjects. giving them
schedule or in
person and
home-based
reading
sessions with
the help of
reading
volunteers in
the community,
parents and the
LGU.
• One on one
session with
the language
teachers and
advisers during
free time
trough
integrating
different
activities that
will help the
students to
improve
literacy.
• Establishment
of a reading
hub and
provision and
engagement of
learners in
different
activities that
may develop
their reading
and
comprehension
skills.

• Close
supervision of
all the advisers
and subject
teachers
relevant to the
performances
of learners,
particularly of
slow readers
and learners.
• Coordination
with parents
and guardians
about the
progress and
performances
of the students
• Provision of
varied
intervention
and
remediation in
the respective
learning areas.
• Giving rewards
and incentives
for outstanding
learners for
their exemplary
performances.

• Use of different
monitoring
tools in the
respective
learning areas
to
continuously
monitor
learners’
2. Project General Objectives: Pre and Post progress and
Re-BEAM This project aims to Assessments
help the students fill
development. • Enhanced
up the decline of students’
learner’s knowledge • Pre- numerical
in mathematics assessment knowledge, a
which was affected by activities to decrease in the
the COVID-19 classify total number
pandemic. To student’s of struggling
improve the abilities
current students in
of a learner in
constructing a strong knowledge and Mathematics
foundation in all understanding and an
aspects especially in in Mathematics increase in the
mathematics. This total number
aims that 100% of • Establishment of outstanding
the students have 2-hour mathematical
progress after the
sessions students.
program.
during
Specific Objectives Thursdays as
1. Promote students recovery
from non-numerates • Improved
program of the
to numerates. academic
students to
2. Remediate/ performances
lessen the gaps
Decline the and an
in
difficulties of the increase of at
students in all aspect mathematical
least 10% in
of Four Fundamental learnings.
the
Operations through
intervention material. • Establishment achievement
3. Arise the interest of post- rate.
and intrinsic assessments to
motivation of the
assess whether
students in learning the students

Mathematics through need to get to
intervention program. another level of
learnings.
2. Health, Provide learners, • Information • Well monitored
Safety and parents and school drive and school safety
Wellness staff with a safe, advocacy and
conducive and well campaign on orderliness,
protected learning WASH school free from
environment programs, hazard and
projects and danger.
activities thru
orientation to • Safe and well
both the school protected
and the learners both
community in school and
stakeholders. at home.
• Continuous • Well informed

reminders learners,
about strict parents and
compliance the community
towards health who knows
protocols how to combat
issued by IATF the battle
against COVID
• Strong 19.
motivation and
encouragement
among learners
and parents to
be vaccinated
• Daily
monitoring of
the overall
cleanliness of
the school
campus,
classrooms
and offices by
means of
designating the
committee.
• Purchase
survival kit
intended for
both learners
and teachers.
• Improvement
of the school
clinic and
provision of all
the necessary
materials and
equipment.
• Regular
coordination
with parents
and guardians
about the
condition of
their children
in school and
urgent
communication
with them in
case of
sickness,
COVID
symptoms and
emergencies.
3. To create professional LAC Session • Assign LAC Better enhanced
Professional learning communities Evaluation facilitator or and well improved
Development that will help leader and the teachers and
teachers to have a LAC school staff, ready
wider scope of documenter for to face the
teaching content and every session. teaching –
methodologies • Preparation of learning process
materials and and context in
other resources time of its
needed for the recovery period
LAC/INSET. and beyond.
• Conduct the
monthly
schedule of
LAC sessions
following the
matrix of
“Mentoring
Schedule per
Topic”.
• Full
implementation
of the proposed
LAC/INSET
strategy per
session.
• Monitor the
weekly LAC
sessions-its
schedule,
attendance,
process and
outputs.
• Assess the LAC
strategies,
inputs and
outputs.

V. ENABLING MECHANISM
1. Readiness of School
Learners, Parents, Teaching and Non-Teaching Personnel’s Vaccination

Status
In terms of readiness, it is conceptualized as the school’s capacity in

the current school year to effectively respond to new challenges and concerns
emerging from the current pandemic health crisis.
The school will educate parents and students and will conduct an
information drive and campaign about the importance of full vaccines,
including boosters. This information will be shared at school orientation and
general assemblies for the health and safety of each clientele for the opening
of face-to-face this school year.
2. Learning Facilitators
Teacher Training and Professional Development Plan through SLAC
Angeles Luistro Integrated Senior High School will continue to use

school funds such as MOOE to provide teachers with all the training they
require for professional development, which is also important because they
transfer and share knowledge and skills with our clientele.
Regular SLAC sessions will be held, with relevant topics for discussion
focusing on the integration of numeracy and literacy skills on our students.
Faculty meetings and assemblies will also be held to discuss updates, issues,
and concerns. The school will also develop potential speakers and trainers
from the group of teachers who will share their expertise not only in our school
but also in other schools. They also aim for promotion and additional items
for teachers to cater to the school's ongoing population growth.

3. Partnership/ Stakeholders’ Engagement
The school will strengthen links and rapport through proper

coordination with all the external stakeholders – LGUs, barangay officials,
NGOs, private groups and organizations, alumni, parents, generous
individuals, and the whole community. They will be given invitations during
school meetings and general assemblies and informed about the school
programs and projects along with school accomplishments. Their voices and
suggestions will be heard and considered for the development and
improvement of school programs and projects.
There will be transparency about the school’s financial status and
accomplishments during SOSA (State of the School Address) and the
committee will be involved in the SIP planning and making as well as in its
assessment and evaluation. A MOA and MOU will be prepared for important
transactions and proof of written formal understanding between the two
parties.
The same thing, awards, and recognition among outstanding
stakeholders will also be given at the end of the school year. Thus, these
strategies will pave the way toward better school-community partnerships.
4. School Facilities
Angeles Luistro Integrated Senior High School aims to acquire new

chairs and tables to cater to the population of the students. By improving the
school facilities, the school will provide the quality of education and learning
they can provide for the students.
With the help of our stakeholders, we aim to repair our wooden chairs
and paint this with varnish.
5. Financial Management
In managing the financial aspect, the school head, the assigned

property custodian, the PTA Faculty treasurers, and finance officers will lead
the whole school towards good and transparent financial management.
The procedures in the allotment of MOOE will be strictly followed.

Voluntary Cash or in-kind donations from different groups or individuals and
school partners will also be accepted as other resources and will be monitored
by our Partnership Coordinator.
6. Technical Assistance
During this recovery period, the school is one the key contributor to the
continuous improvement of the teaching-learning process. Technical
assistance will be provided by the school head through formal or informal
observations. Uplifting the teachers’ knowledge and skills may also be
enhanced through post-conference after each observation. In assessing the
teachers’ performances and progress, monitoring tools will also be used.
Positive and constructive feedback and suggestions from focal group
discussion will be given and teachers will be guided with an assurance that
better learning outcomes will be achieved.

VI. COMMUNICATION PLAN

Angeles Luistro Integrated Senior High School provides communication
plan to be the guide in managing and coordinating the wide variety of
information and communication that will take place during the preparation
and implementation of our projects, programs and activities. It covers the
persons involved, objectives, delivery methods and timeline.
Communicati Stakeholder/ Objectives Message Delivery By When

on Stakeholder (Action Content Methods/ (Frequency)
Group Desired) Venue
Kick-off Teachers and • To apprise Implementation Face-to-face Once a year
Meeting School Staff and of Learning meeting (August)
distribute Recovery
information Continuity Plan.
about the
Learning
Recovery
Continuity
Plan.
Orientation Teachers, • To • Opening of Face-to-face Once a year
School Staff familiarize classes, meeting (August)
Parents, the school school
Learners, policy, policies,
Barangay programs, health
Officials and projects, protocols,
Barangay and issues and
Health activities. concerns.
Workers
• To answer
inquiries of
parents and
learners
regarding
the opening
of classes.
• To reiterate
the
observance
of schools’
health
protocols.
School • Teachers, • To give • Status of the • State of the Once a year
Programs, School update on school School (SOSA)
Projects, and Staff, the existing programs, Address
Activities Parents, school PPAs projects, and (SOSA), Quarterly
Learners, to revitalize activities. School (SMEPA)
Barangay its Monitoring
Officials purposes. and
and Evaluation
Barangay and Plan
Health Adjustment
Workers (SMEPA)
School • Teachers, • To track • Status of the • School Quarterly
Updates School progress of school Monitoring
Staff, different programs, and
Parents, PPAs for the projects, and Evaluation
Learners, enhanceme activities. and Plan
Barangay nt of the Adjustment
Officials Learning (SMEPA)
and Recovery and Parent-
Barangay Continuity Teacher
Health Plan. Association
Workers (PTA)
Meeting
Prepared by:
LENI MAY N. LUISTRO

Continuous Improvement Coordinator
Noted:
ANTONINO S. PALAGANAS
Head Teacher I


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Republic of the Philippines

SCHOOL LEARNING RECOVERY CONTINUITY PLAN

Address: Bulsa, San Juan, Batangas

II. DATA ANALYTICS

Mathematics MPS 2020-2022

2020 2021 2022

Grade Level No. of Learners Assessed MPS

2020 2021 2022 2020 2021 2022

Grade 7 39 45 34 65.7 56.8 43.6

Grade 8 36 39 44 72.2 59.2 41.8

Grade 9 36 34 41 57.5 55.4 44.8

Grade 10 23 35 35 69.4 49.8 48.8

Address: Bulsa, San Juan, Batangas

Looking at the numeracy Assessment Report as shown in Table, it

Address: Bulsa, San Juan, Batangas

Address: Bulsa, San Juan, Batangas

III. SCHOOL LRCP FRAMEWORK

Angeles Luistro Integrated Senior High School is committed in bridging

The school LRCP Framework focuses on the following key areas,

IV. IMPLEMENTATION PLAN

Area of Objectives KPI Strategies PPAs Expected

Address: Bulsa, San Juan, Batangas

Address: Bulsa, San Juan, Batangas

students in learning the students

• Continuous • Well informed

Address: Bulsa, San Juan, Batangas

Learners, Parents, Teaching and Non-Teaching Personnel’s Vaccination

In terms of readiness, it is conceptualized as the school’s capacity in

Teacher Training and Professional Development Plan through SLAC

Angeles Luistro Integrated Senior High School will continue to use

Address: Bulsa, San Juan, Batangas

3. Partnership/ Stakeholders’ Engagement

The school will strengthen links and rapport through proper

Angeles Luistro Integrated Senior High School aims to acquire new

In managing the financial aspect, the school head, the assigned

The procedures in the allotment of MOOE will be strictly followed.

Address: Bulsa, San Juan, Batangas

VI. COMMUNICATION PLAN

Communicati Stakeholder/ Objectives Message Delivery By When

LENI MAY N. LUISTRO

Address: Bulsa, San Juan, Batangas

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