ROMA

ELEMENTARY
SCHOOL
 ROMA ELEMENTARY SCHOOL
BASIC EDUCATION – LEARNING
CONTINUITY RECOVERY PLAN
(BE-LCRP)
School Year 2022-2023
Introduction
 Rationale
The adoption of Basic Education-Learning Continuity Recovery Plan (BE-LCRP)
of Roma Elementary School, District of San Joaquin North, Division of Iloilo
was conceptualized and framed in response to DepEd Order No. 012 s. 2020.
 
It was crafted with whole-hearted intention to integrate the use of 5 days in-
person classes and modular learning delivery modality as a transition from
purely modular learning modality, where there are learning loss and gaps to be
addressed in this plan but still following the existing health protocols to counter
the effect of the CoVid-19 pandemic.
 
The adoption of RES BE-LCRP will eventually lead to the realization of its
objectives.
Objectives

 To address learning loss and gaps posed by the pandemic by implementing Urgent Action Assessment of
Numeracy and Literacy Efficiency project (U-Act As NLitE) as learning remediation and intervention to
struggling area
 To ensure that learners’ mental, emotional, social, and physical welfare be fostered in a secure, loving,
supportive, and focused setting.
 To capacitate teachers on the use of learning resources on curriculum delivery and require them to
attend seminars/trainings related to field of specialization and continue enrolling in post graduate
studies.
 To ensure that all learners are given equal opportunity to continue to learn even in the midst of
educational
 To create rapport to stakeholders, encourage them to donate in any means for the improvement of
teaching-learning process and for the realization of the Department of Education goals and objectives.
GAINS OF
THE BE-
LCP+ 2021-
2022
Accomplishments
 ENROLMENT DATA

ENROLMENT DATA SY 2021 - 2022

Grade Level Male Female Total
Kindergarten 5 7 12
Grade I 14 10 24
Grade II 13 8 21
Grade III 11 11 22
Grade IV 18 9 27
Grade V 11 11 22
Grade VI 11 13 24
Total 83 69 152
Best/Effective
Practices
 
 Best/Effective Practices

Area Effective Practices

- Teachers prepared a teacher-made test suited to the learners level of learning
- Provided learners with laminated reading materials in English, Mthematics and Filipino
subjects
Learning Resources
- Provided Spencer Cards for identified slow learners in Mathematics to be used at
home for practice daily

- Conducted the Urgent Action Assessment of Numeracy and Literacy Efficiency (U-Act
As NLitE) to all grade levels as baseline data for intervention on learning gaps
- Catered learners needs and ensured that all learning gaps were given appropriate
Learning Outcomes
intervention

- Conducted home monitoring especially to struggling learners and provided varied

Teaching and Learning Strategies instructional materials
- Teachers attended webinars, virtual insets on curriculum and pedagogy
INSIGHTS GAINED
ON EFFECTIVE
PRACTICES

 
 INSIGHTS GAINED ON
EFFECTIVE PRACTICES

 
Thorough planning and effective problem solving have
had a greater impact on learners’ performance as well as
in the teaching-learning process coupled with
perseverance, dedication, hardwork of all personnel,
collaboration of stakeholders in all school programs and
projects. The flexible strategy that mentors employed,
the learning programs which based on learners needs
and capacity, rendered a huge contribution to the
learners learning and the ability of the mentors to
adjust in a situation where there is flexibility and
resiliency especially in this time of pandemic.
 ISSUES AND
NEEDS FOR
RECOVERY
INITIATIVES
 
   ISSUES AND NEEDS FOR RECOVERY
INITIATIVES
Issues and Needs Recovery Initiatives
Conducted LAC Sessions to teachers in order to
Learning Loss and Gaps refresh on curriculum delivery, innovative
pedagogical methods and assessment
Restructured child-friendly classrooms and
Instructional Rooms and Other Facilities
followed/observed IATF protocols

Construction of health facilities such as

Handwashing facilities, Screening Area, Isolation
Health and Safety
Area, Waiting Area and observe proper waste
management with the help of parents and LGU
OPERATIONALIZATION
OF THE BE-LRCP for
SY 2022 – 2023
Data Analytics
 PROJECTED ENROLMENT DATA SY 2022 - 2023
KEY STAGE GRADE LEVEL ENROLMENT NO OF TEACHERS
  Kinder 19 1
  Grade 1 13 1
Key Stage 1
Grade 2 22 1
Grade 3 19 1
TOTAL 73 4
  Grade 4 22 1
Key Stage 2 Grade 5 27 1
Grade 6 22 1
TOTAL 71 3
GRAND TOTAL 144 7
 PROJECTED ENROLMENT DATA SY 2022 - 2023
KEY STAGE GRADE LEVEL ENROLMENT NO OF TEACHERS
  Kinder 19 1
  Grade 1 13 1
Key Stage 1
Grade 2 22 1
Grade 3 19 1
TOTAL 73 4
  Grade 4 22 1
Key Stage 2 Grade 5 27 1
Grade 6 22 1
TOTAL 71 3
GRAND TOTAL 144 7
SCHOOL-BASED NON-TEACHING PERSONNEL

Position Number of Incumbent

Head Teacher I 1
SCHOOL &
INSTRUCTIONAL
FACILITIES
 
 Facilities Number
Instructional
5
Classrooms

Makeshift Classrooms 2

Home Economics
1
Building
 LEARNING
RESOURCES
There is 1:1 ratio of SLMs to learners based on
SSAT validation.

Bondpapers and inks were purchased from

School MOOE for the printing of modules.
There is 1:1 ratio of SLMs to learners based on
SSAT validation.

Bondpapers and inks were purchased from

School MOOE for the printing of modules.
ASSESSMENT
OF LEARNING
OUTCOMES
STRATEGIES
Conducted the Urgent Action Assessment of Numeracy and
Literacy Efficiency (U-Act As NLitE) to all grade levels as
baseline data for intervention on learning gaps.

Catered learners needs and ensured that all learning gaps

were given appropriate interventions.
Focus of the
LRCP and
Framework
 
 
1. Learning Remediation and
Intervention

2. Social Emotional Functioning,

Mental Health and Well-Being

3. Professional Development of
Teachers
 
 
 Learning Remediation and
Intervention

Academic
Success

  Professional Health, Safety, and

Development Wellness

PHASE 1 PHASE 2 PHASE 3

Stakeholder Support &

Partnership

M&E Mechanism
Action
Steps
Learning Remediation and Intervention

Academic Success
• Assess learners to identify learning gaps (U-Act
As NLitE)
• Profiling and Clustering Learners based on
academic needs
• Parents orientation of the identified learners in
every grade level
• Identify the program suited to learners’ needs
per grade level
• Preparation of remedial reading/numeracy
materials
• Implementation of the program
• Monitoring and Evaluation
Action
Steps
Learning Remediation and
Intervention

Academic Success
• Extending time in the afternoon for
tutoring
• Conducting regular home visitation
• Adopting “nanay ko maestra ko” project
while at home
• Maximizing instructional time daily
• Developing appropriate learning
assessment
Action
Steps
Learning Remediation and
Intervention

Health, Safety and Wellness

1.Reviving Home Gardening Program

2.Intensifying Gulayan sa Paaralan Program
3.Perpetuating SBM WinS
4.Reactivating Child Protection team
5.Conducting Regular Mental Health and
Psychosocial Support Activities
6.Orienting parents of proper child
nurturing
Action
Steps
Learning Remediation and
Intervention

Professional Development of
Teachers
1.Attending District Teacher Induction
Program
2.Participating in District Teachers
Convergence
3.Conducting School In-Service Training
4.Conducting Innovations and researches
5.Maximizing the conduct of LAC session
6.Conduct training on assessment (U-Act As
NLitE)
Action
Steps
Learning Remediation
and Intervention

Stakeholders Support and

Partnership
1.Conducting Stakeholders
Convergence
2. Signing MOA with LGU, Service
Providers
3. Reactivating School PTA, SGC
Alumni And Community
Action
Steps
Learning Remediation and Intervention

Phases of Implementation
• Phase 1. Immediate and short-term strategies/interventions
from July to August 2022
• Phase 2. Build on learning; plan longer-term improvements
beginning SY 2022-2023
• Phase 3. Accelerate and innovate for long-term sustainable
improvement beginning SY 2023-2024 and beyond
Action
Steps
Learning Remediation and Intervention

Monitoring and Evaluation (M&E) Mechanisms

• Provide instructional supervision to every grade level teacher
 Provide technical assistance on curriculum implementation
 Evaluate learners progress and achievement of desired learning
competencies and potentials of learners to meet the requirements
of the next learning level
 Status and effectiveness of curriculum implementation, school
programs and projects and overall progress of SIP/AIP
implementation
LEARNING LOSS
 Key Stage Intervention Frequency Time Frame
Focus
Stage 1: K to 3 Rs (Writing, 2-3 times per Q1 to Q2
G3 Reading and week  
Arithmetic) Q3 to Q4

Stage 2: G4- 3 Rs (Writing, 2-3 times per  

G6 Reading and week Q1 to Q2
Arithmetic)  
 
ENABLING MECHANISMS:
Readiness of Schools
 
 Learners Vaccinated
  K 8 67%
Key Stage 1 G1 19 79%
G2 15 71%
G3 20 90%

  G4 26 96%
Key Stage 2 G5 19 86%
G6 21 100%
Teaching and Non-Teaching Personnel
Vaccinated
Teaching Vaccinated 7 100%
Non Vaccinated 0  
Non-Teaching Vaccinated 1 100%
Non Vaccinated 0  
TOTAL Vaccinated 8 100%
Non Vaccinated 0  
Ways Forward on Booster Vaccination Program

 
 Activity Objective Responsible
Personnel
Direct and To sustain our gains LGU Medical Team,
school-based on booster School Head,
Advocacy vaccination program School Safety and
Campaign on through proper Health In-Charge.
Booster information
Vaccination dissemination,
Program advocacy campaign,
and close
coordination with the
LGU.
Contingency Plan
Infection Control Strategies
• Daily school disinfection schedule after class on frequently touched
areas.
• Weekly general disinfection care of barangay health officer.
• Installation of handwashing facilities on entrance and exit points.
• Provision of alcohol on entrance, classroom and restrooms.
• Installation of thermal scanners on entrance point and classrooms.
• Availability of surgical facemask on entrance and classrooms.
• Designation of isolation and holding areas.
• Well ventilated classrooms with functional electric fans.
• Proper waste disposal.
• Traffic control management.
• Signages and IECs regarding health and safety protocols.
• Preparation of contingency plan once there is a confirmed positive case.
ENABLING
MECHANISMS:
Learning
Facilitators

 
 Teachers’ Training
Activity Participants Date
Teachers’ Induction Program (TIP) Newly-hired Teachers hired from April 22, 2022
2016-2021.
  Teachers and School Head  
RPMS Re-Orientation August 2022
 

LAC Re-Orientation All Teachers and School Head Mid-Year INSET

Thriving Amidst the Pandemic Teachers and School Head First INSET
(Reopening of Schools)

Evaluating School Progress in the All Teachers and School Head Mid-Year INSET
Implementation of Educational
Programs, Projects and Activities,
Reviewing Performance of
Teachers
Wellness Program
PROGRAM
OFFERINGS
 Analysis (gaps, crucial resources, etc.)
I. Analysis
1. Modules were distributed to learners through their
parents starting on the first Friday of October 2021
and were retrieved by the teachers on the second
Friday of the month and thereby following the regular
schedule for distribution and retrieval of modules for
the whole year.
BASIC 2. Two additional printers were purchased for
ELEMENTARY continuous printing of modules taken from MOOE
fund.
EDUCATION 3. The school utilized MOOE fund and solicited
donations from parents for provision of printing
materials like bond papers and ink for modules.
4. Our promotion rate is 100% this year for 162 learners.
5. SBM WinS facilities is improved with an additional of
1 group of 5 handsfree handwashing facility and 2
individual handsfree handwashing facilities with
alcohol dispensers and footbaths in every classroom
and in the entrance of the gate.
 BASIC II. Gaps
1. Two classrooms are still makeshift.
ELEMENTARY 2. Grade 2 classroom needs to be rennovated.
3. Need one group of five handsfree handwashing facility.
EDUCATION 4. School perimeter is not concreted.
 III. Interventions
1. The project asked by the school head from the
provincial government (Construction of two-single
detached buildings for Kindergarten and Grade 5
learners and construction of perimeter fence), the
construction of buildings which was submitted for
almost five years has been granted with the amount of
BASIC 2.9 million pesos and 50 thousand pesos respectively

ELEMENTARY is now ready for implementation.

2. Utilize school MOOE for the procurement of additional
EDUCATION group handsfree handwashing facility.
3. Coordinate with the provincial government again for
acquisition of an additional amount for the
completion of school fencing.
4. Pass a resolution to the provincial government for the
renovation of grade 2 classroom and make regular
follow-ups.
Learning Delivery Modalities,
Platforms, and Strategies
 Modalities Platforms Strategies
Text messaging, FB
Distance Learning Modular 1. Enroll learners online using data gathered in Learners Enrollment Survey
Messenger, Group Chat
(Print) Form, and early enrolment data.
 

2. Inspect modules used last year and utilize unmarked modules, if possible print
again the newly downloaded modules for this year.
3. Print lacking modules.
4. Download SLM’s from LRMDS portal if there’s an additional and reproduce.

5. Conduct an orientation to parents and volunteer facilitators Face to Face by

strictly observing proper health and safety protocol about the schedule for
distribution and retrieval of modules and the use of best practices to learners.

6. Assign parents to act as school coordinator/facilitator per barangay.

 
7. Distribute modules thru teacher adviser.
8. Monitor learners through text, messenger or Facebook.

9. Conduct LAC session to solve problems of teachers about the learners and other
concerns.
10. Monitor the implementation of the Learning Delivery Modalities regularly.
11. Give feedback right away to teachers regarding the implementation of the
modalities.
12. Let teachers prepare folders for LDM2 implementation.
13. School head must have a separate folder for LDM1 implementation. 
Readiness of the School in case
of implementation of limited
Face-to-face Classes
 Class Programming
 
Blended Class Program (Modular & Face-to-Face) 2 Batches ( 1 and 2)

Grade Level Enrolment Modality Session Mon Tue Wed Thurs Fri

Face to A.M. 1 1 1

Face P.M. 2 2 2
    Disinfecting Disinfecting

6 24 A.M. 1 classrooms 1 classrooms 1

Modular
P.M. 2 2 2
 Class Programming
 
Blended Class Program (Modular & Face-to-Face) 2 Batches ( 1 and 2)

Classroom Set-up
 
1.Arrange chairs around the 2 tables with the distance
of 1.5 meter.
2.Allocate a space for a teacher with a distance of 2
meters.
3.Utilize 2 tables for Batch 1 and Batch 2.
4.At the entrance have a ready footbath, disinfectant
and thermal scanner.
 Classroom-Student Ratio
Grade Room Furnitures Projected No of Learners per
Level Dimension Enrolment Set
   
Set A Set B
Kinder 6x7m Desk & Chairs 12 6 6
1 7x9m Desk & Chairs 24 12 12
2 7x9m Desk & Chairs 21 11 10
3 7x9m Desk & Chairs 22 11 11
4 7x9m Tables & 27 14 13
Chairs
5 7x9m Armchairs 22 11 11
6 7x9m Tables & 24 12 12
Chairs
 Provision of Food Through Home Gardening
 
1.Encourage parents to have a backyard gardening to
sustain learners’ need daily and ask them to plant
more fruits and vegetables in their farm.
2.Revive Gulayan sa Paaralan program.
3.Ask assistance of parents to bring fruits and
vegetables taken from their farm.
4.Oblige parents to plant more legumes, root crops, a
variety of vegetables, bananas, and fruit trees in the
hilly portion of the school campus.
 School Management Policy
 
1. Close the gate for vehicles and open only a small gate
for people to enter in the school campus.
2. Wear face mask always.
3. Upon entering, step on footbath, then write name on
the logbook for probable contact tracing.
4. Queue in observing two-meter physical distancing to have a
handwashing, then use alcohol dispenser for hands disinfection
and get the body temperature using the thermal scanner.
5. The guard house is reserved as the holding area for those with
high temperature.
6. Proceed to classrooms following the markings always and follow
other safety health protocols.
 Pre-Enrolment Procedure
 
 
 Prepare a tarpaulin announcing the opening of classes and enrolment period

 Coordinate with the barangay coordinator of 4 feeder barangays through text messaging.

 Advise them to collaborate with the teacher adviser of the probable enrollees in their barangay.

 The teacher list all probable enrollees and give them an enrolment form.

 The barangay coordinators gather all the filled out enrolment form and submit to the respective class
adviser.

 Then the adviser collects and records the data to be ready for LIS encoding.

 The adviser also will give the data gathered to the school planning coordinator.

 Then the school planning coordinator will give the overall data to the school head .
 SBM-WinS Implementation
(Include list of WinS Facilities and
Minimum Public Health Standards)
1. One individual handsfree hand washing facility was installed at the entrance of the gate
and one individual handsfree at the exit.
2. Presence of 1group of 5 hands free handwashing facility near the classrooms.
3. There is a 24-hour availability of water supply for handwashing.
4. Availability of liquid soap in every handwashing facility.
5. Foot bath, thermal scanner with alcohol dispenser were installed at the school’s entrance
and in every classroom.
6. Source of safe drinking water.
7. Two segregated functional toilets available, one is for PWD.
8. Availability of learner’s personal hygiene kits.
9..Availability of extra face masks at the school’s entrance.
10.There are two-group handwashing facility for Elementary level and Primary level.
TEACHING
No. of Vaccinated
Personnel
No. of
No. of

AND NON-
Total No. of Personnel
Personnel Personnel
Unvaccinated
Enlisted for
Personnel
Vaccination
1st Fully
TEACHING Dose Vaccinated

PERSONNEL
VACCINATION School Head 1 1 1

Teachers 7 6 1 6

  8 7 1 8
Next Steps for Vaccination

1. Encourage school personnel to be vaccinated.

2. Enlisting school personnel for vaccination.
3. Coordinate with the Barangay Health Worker/RHU for
the schedule.
4. Monitor the vaccination implementation.
5. Encourage personnel who were not vaccinated to be
vaccinated for self-protection.
 Stakeholders Donations Estimated Cost
Need Ink Sales and
Services thru RMN Iloilo Pantum Printer Php 20,000
Mr. Ernie Alenciaga
Miguel Sernicula Bond paper and ink Php 5,000
Parents, Pres. of Roma Cement for the flooring of
Php 6,800
Alumni Association covered gym
Parents Bond papers Php 3,000
Alpha Phi Omega
Thermal scanner and ink Php 5,000
Brotherhood
External Stakeholders Face shield & Face masks Php 7,250
Alcohol and Thermal
Internal Stakeholders Php 1,500
scanner
PARTNERSHIPS
 Engaging in a good partnership with the community sector requires skills in
leadership, communication and teamwork. Thus, having school and community work
together to support learning, everyone benefits. Nevertheless, possessing positive
relationship with parents or community can foster high quality, engaging and challenging
activities supported by the principles of openness, trust, honesty and regular
communication between partners which are consistent and apparent. With school
partnership, support that the school need in planning, fundraising to improve learners
performance and achievement would be possible. This is because school partnership are
collaborative relationship and all activities involving school staff, parent and other family
members of learners at school are successfully done by the group. With this, we humbly
say that this is what we did in our school. Every year we have donations received and we
have collected many things from them of which we consider as our debt of gratitude.
MONITORING AND
EVALUATION
(Focus on effectiveness of strategies implemented to make necessary plan
adjustments) 

There is a need to monitor and evaluate the effectiveness of the implementation

of the Basic Education- Learning Continuity Plan for school year 2021-2022. In
monitoring, we will be able to know learners’ accomplishments, issues, problems
and challenges in order that can we make recommendations or actions to
undertake for the success of the implementation and evaluate the result of their
performance whether to proceed or make necessary plan of adjustments or adopt
different strategies.
Personnel Roles and Functions
School Head  Initiates in the implementation of BE-LCP
 Leads and supervises in monitoring and evaluating learners’ performance and outputs.
 Ensures for the continuous production of modules.
 Monitors the printing of modules.
 Procure materials for the production of modules using school MOOE fund.

 Sends communication letter to all stakeholders.

 Coordinates with the stakeholders regarding school projects, activities and plans.
 Serves as the glue that holds everyone together.
 Manages school resources with flexibility.
 Looks after teachers and learners well-being.

Teachers  Key implementers of BE-LCP.

 Guides and monitors learners in doing their performance tasks.
 Provides prompt and accurate feedback to learners to facilitate learning.
 Designer and facilitator of learning.
 Mentor and Guidance Counselor.
 Assess learners’ output.
 Ensures learners’ learning.
 Acts as innovator of change.
 Plays as a team player.
 Cultivates learner’s motivation.