Department of Education: Republic of The Philippines
Department of Education: Republic of The Philippines
Department of Education: Republic of The Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PATNANUNGAN NATIONAL HIGH SCHOOL
I. INTRODUCTION
Around the world, the COVID-19 epidemic has brought about sudden and
significant changes. With the longest school closures in two years and an
impending recession, this is the greatest disruption to education institutions in
decades.
Many students faced significant learning obstacles, per study and anecdotal
evidence. Studies give insight on how distant learning affects different types of
learners. Remote learning has caused damage to numerous families and their
children. Even students whose parents could visit them at home struggled with the
responsibilities and demands of distance learning. Additionally, schools indicated
that families have seen an increase in tantrums, stress, and a poor ability to
control emotions during remote learning, especially among elementary-aged
children (Anderson, 2022).
As the school deals with the changes and challenges related to the transition,
the Department of Education (DepEd) is creating a framework for a learning
recovery plan to direct schools in overcoming learning gaps caused by disruptions
related to the pandemic after the gradual expansion of face-to-face sessions. This
Learning Recovery Plan will act as its methodological guide. This also covers the
discussion of problems and difficulties as well as the chances to deal with them.
Additionally, this describes in depth the various learning crises and the school's
development of its initiatives, programs, and extracurricular activities as a
response to those challenges. The policy's cornerstones include learning
remediation and intervention, professional development, health, safety, and
wellness. The emphasis on fundamental skills (literacy, numeracy, and socio-
emotional skills) helps to support and reduce learning losses, especially for
disadvantaged learners, and enhance learning by making schools more resilient
and equitable through educational practices and assessment. This ensures that
learning continues once schools reopen.
The institution shares the view of UNESCO that, in times of crisis, educational
quality, access, and system strengthening cannot be compromised and that, on the
contrary, doing so will harm human capital (UNESCO, 2017). As a result, the
Safe Operations:
Focus on Learning:
• One of the main challenges of the school is the low numeracy and literacy rate
even before the pandemic. In school year 2021-2022, the non-numerates in JHS is
5% or 35 learners while in the pretest of school year 2022-2023 the non-numerates
increases to 40% or 270 learners. In terms of reading posttest of school year 2022-
2023, 43.63% percent JHS learners fall under the frustration level in English, while
in Filipino 22.48% or fall under kabiguan. The number of frustration level increases
this school year to 68.42% in English and 37.13% in Filipino.
• Lack of parental supervision is also an issue that affects the learning behavior of
the learners. Some learners are staying in boarding house since they are residing
from the barangay and they do not have parents to guide them every day. Some
parents of learners also lack formal education and admit that they are not capable
to provide learning assistance to their children. Bad influence of friends and peer
pressure also affects the learning behavior of the learners.
In all these issues and challenges, the school come up with different active and
nurturing programs and projects to address and cater the needs of the learners.
• The school also implements “Friday is a Reading Day” which allows all the
teachers to integrate reading activities in all their handled subjects.
• The school also have different Youth Formation Organization like SSG, BKD, YES-
O, and Gulayan sa Paaralan that allows the learners to join in different child-
friendly projects and activities that help develop their talent and skills and improve
their social skills.
III. OBJECTIVES
School Learning Recovery Plan (SLRP) aims to:
1. Intensify Reading interventions to ensure every learners could be a
reader and they will accelerate to the next grade level.
2. Conduct remediation in Mathematics to increase numeracy rate.
3. Develop appropriate assessment tool.
4. Provide/implement activities to address socio-emotional and
behavioral recovery of learners, school personnel and
stakeholders.
(QUALITY) Language
Literacy teachers
and (ENG. ,Fil.)
Numeracy
(EQUITY)
Pre- SPED &
ALS *School
Assessm Designated PPAs Face to
ent face
(RESILIENC Coordinator *Teacher’s classes
Y& WELL instructional
BENG) practices
YFC & OK
sa DepEd
program
Literacy
PPAs Strategies Resourc Personnel Time Expected
es involved frame output
Needed
Program in PHASE I
Reading Pre-
through implementati
Organized on
and
Understand MOOE CIP Team August Number of
able Meeting with 2022 meetings
Delivery of the CIP Team Previous accomplished
reading action Grade 7-10 August
tracks for PHL-IRI Pre- plan Language –
READERS test Teachers and Septem Number of
(PROUD Pre-test CIP-Team ber identified
Readers) in oral Grade 7-10 2022 respondent/lear
Selection and respondents ners for the
of the silent Parents/Guar October reading
respondents reading dian 3, 2022 program.
for the Reading Community
Program Action volunteers
Plan October Number of
Orientation and CIP G7-10 7, 2022 parents/guardia
and Reading language ns and learners
Introduction of Program teachers oriented.
the Reading
Program.
CIP Team
Grade 7-10
Parents/Guar
dian of the
respondents
School and
Community
volunteers
PHASE II
IMPLEMENTA
TON PROPER
Kumustahan Third
Portion (with Reading CIP Team Friday
parent/guardia passage Grade 7-10 of the
n) s Parents/Guar month
dian of the
respondents
School and Fourth
Community Friday
volunteers of the
month
Quarterl
y
PHASE III
POST
EVALUATION
Numeracy
Grade 7 –
11 Students
Mathematics Registration/ Other Mathematic October Improved
Club membership of students Sources s Teachers 2022 students’
capabilities in
Election of Math Club Math Club academic and
Officer Adviser social
performance.
Developed
team work,
camaraderie
and unity,
skills and
attitudes
towards
work.
Psychosocial Support
*Produced
instructions
materials which
is not gender
biased
* Made a school
polices address
gender bases
Organization-
focused
Prepared by: