v2 SDO ISABELA LEARNING RECOVERY PLAN

PROTOTYPE LRCP OF SDO ISABELA FOR SY 2022-2023
SDO-ISABELA LEARNING RECOVERY AND

CONTINUITY PLAN
FOR THE IMPLEMENTATION OF IN-PERSON
CLASSES
FOR SCHOOL YEAR 2022-2023
Focus Areas Response Measures/ Target Materials Persons Budget Time Frame
Strategies/Activities Output Needed Responsible
Learning and A.1. During transition period Improved Reading CID Chief, 20,000 August-Oct.
Remediation (August 22-Oct. 31) learners’ materials for EPS, Reading 31, 2022
Interventions literacy and reading Coordinators
a. Profiling of learners numeracy intervention
b. Conduct Off-class remediation skills of and
and intervention classes for non- learners remediation
readers and struggling readers
c. Progress tracking of learners’
proficiency levels
d. Home visitation
A.2. During full blast 5-day in-

person classes (Nov. 2 onwards) Increased Contextualize November 2,
a. Conduct of 10-day remediation the literacy d Reading 2022 to July
classes among struggling learners and Resources 2023
b. Monitoring of learners’ progress numeracy
c. Tracking of learners’ progress levels of Progress
d. Preparation of learning resources learners Tracking Tool
based on learners’ needs.
e. Provision of customized and
individualized instruction for
learners with special education
needs.
For the crafting of the School Learning Recovery and Continuity Plans (School LRCP), the school planning team may contextualize
and localize the Response Measures, Strategies and Activities (Column 2) based on existing school situation, immediate and
anticipated challenges and needs for SY 2022-2023.
Teaching and 1. Conducted consultative conference (Learning Primer, CID Chief, - August to
Learning with school heads and district Delivery Learning EPS, Reading October 2022
Delivery supervisors on their preferred learning modalities Resource Coordinators
modalities during the transition period, adaptive to Development
in consideration of their available
1. Learning the context Guides
physical, financial, and human
Modalities and
resources.
(Refer to the suggested
2. Capacitated teachers and school available
options in DO 34, s. resources of
2022) heads on the use of Hybrid Learning
and the different pedagogical schools
approaches for the HyFlex Classroom.
3. Provided schools menu of learning Addressed
delivery options learning
gaps and
Blended Learning Delivery learning
Modality difficulties
1. The blended learning
modality to be adopted by
schools should be based on
the availability and
sufficiency of classrooms,
teachers, classroom size,
chairs/desks
2. Schools with sufficient
resources can start
implementing the 5 days of
in-person classes or the 4-1
model starting Sept. 5,

2022
3. Schools with shortage of
resources shall adopt the 3-
2-2-3 Model until
September 30, 2022.
In-person classes shall be spent
on the following:
1. Explicit Teaching
2. Remediation and
Intervention
3. Formative/ Summative
Assessment
4. Administration of :
a. Early Grades Reading
Assessment
b. Science and Literacy
Assessment
c. Phil-IRI Assessment
d. MFAT CID Chief
e. ECCD LR Supervisor August 2022-
5. Performance Tasks School Heads July 2023
Teachers
Secure sufficient supply of
2. Learning learning resources needed for the Addressed
Resources face-to-face classes learning
Provision a. Availability of Self- resource
Learning Modules needs

b. Availability of Textbooks
and Learning Resources
(print and non-print)
c. Availability of Weekly
Learning Plan/ Weekly
Lesson Log / lesson
exemplar
d. Availability of Teacher’s
Guide/ Teacher’s Manual
on specific grade levels and
learning areas
e. Development/ Utilization of
activity-based materials for
mastery of learning
-
On Class Organization
1.Class size is dependent on
classroom size
(Schools must ensure the
observation of minimum
public health and safety
protocols such as but not
limited to the stipulated
provision of DO 34,s. 2022
under Item VI nos. 48 to 56)
2.When organizing classes, the

CID Chief August 12-17,

School Head 2022
school head, regardless of the

option taken, must always
take in context the existing
number of teachers, teaching
load, available learning
resource, other crucial
resources such as seats, ICT
and other lab equipment and
availability of classrooms.
On Class Programming
For scheduling/clustering of
learning areas for class Organized
3. On Class program, the following options Classes
Organization may be considered
1. For Kinder – Grade 3:

Time allotment per Learning
Area must be properly
distributed within the day
following the required No. of
Minutes against MELC. It can
also be used on a weekly basis.
Office
K- (3 hours time allotment)
Supplies
G1 - 1st Sem - 4 Hrs
2nd Sem - 4.5 hrs
G2 - 5.17 hrs
G3 - 6 hrs
Refer to DO 21, s. 2019
2. For Grades 4 – 12.

Clustering/grouping of subjects
to be taught in a week is
allowed with the following
conditions:
2.1. Prerequisite Contents
2.2. Spiraling progression
2.3. Integrative approach
2.4. Availability of Learning
Resources
G4-G6 - 6 hrs time allotment
G7 - 12 refer to the time
allotment per learning area in
DO 21, S2019 (See Annex 1 of
the LRCP)
3. One-hour remediation and

intervention activities shall
be conducted per day during
the in-person classes to
address the needs of struggling
learners.
School/ a. Preparation of classrooms Ensured Brigada Division August to
Classroom compliant to health and Safety compliance Eskwela Brigada October 2022
Physical Set-Up protocols (Refer to DepEd Memo to safe Monitoring Monitoring
62 s. 2022 - 2022 Brigada school Tool Team
OBE Task
Force
Eskwela Implementing Guidelines) physical

set-up
b. Intensity partnership activities in
acquiring needed health supplies
and materials for learners
c. Adoption of contingency
measures/alternatives to maximize
the available physical resources
e.g. classrooms, learning facilities
to accommodate the present
enrollment.
Health and 1. Intensify grassroot Increased M&E Tool on HNS July to
Safety campaign/advocacy on vaccination vaccination Vaccination Personnel December
Practices and through social media, fora, and rates of 2022
Protocols conventions teaching,
non-teaching
personnel
2. Regular monitoring of and learners
vaccinated and unvaccinated
teaching and non-teaching Coordinated
personnel and learners disease
prevention
3. Proper coordination with the and
Provincial/Municipal Health management
Officer on the identification,
detection, management, referral, Communicat
isolation and reporting of ed issuances
on health and
communicable diseases.
4. Disseminate immediately to safety

schools, and stakeholders on new
developments, health guidelines
and other current issuances on
Health and Safety practices and
protocols including vaccination.
Socio-emotional 1. Monitor the implementation Improved M&E Tool HNS July-December
functioning, of the provision of mental Psychosocial Personnel 2022
mental health psychosocial support to health and Support Guide Guidance
and well-being teaching, non-teaching well-being Counselors
personnel and learners. of learners
and
2. Intensify implementation of teaching
Project HelpLINE to ensure and non-
timely and responsive teaching
provision of psychosocial personnel
first aid to learners and
teaching and non-teaching
personnel.
3. Continuous monitoring of
teaching, non-teaching
personnel who are in need
of psychosocial support and
first aid
Professional Conduct learning and development Improved L&D HRD July-October
Development of activities for: instructional Proposals EPSs 2022
SMME
Teachers competence
1. Teachers of teachers
a. Bridging Learning
b. Explicit Teaching
c. Reading Remediation and
Intervention
d. Integrative Performance
task
e. Pedagogical approaches for
blended and in-person
teaching and learning
modality
2. Non-Teaching Personnel
a. Capacity building on
administrative and financial
matters
Prepared by
RODRIGO V PASCUA, EdD JESUS D ANTONIO, PhD SUSAN MARIE P. BARTOLOME, PhD
CID Chief SGOD Chief Administrative Officer V
Reviewed by
EDNA P ABUAN, PhD DANTE J

MARCELO, PhD, CESO VI
Assistant Schools Division Superintendent Assistant Schools
Division Superintendent
Approved:
MADELYN L. MACALLING, PhD, CESO VI

Schools Division Superintendent
ANNEX 1: TIME ALLOTMENT PER KEY STAGE BASED ON DEPED ORDER 21, S. 2019
KINDER
GRADE 1- 3
GRADE 4 - 6
JUNIOR HIGH SCHOOL
SENIOR HIGH SCHOOL

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PROTOTYPE LRCP OF SDO ISABELA FOR SY 2022-2023

SDO-ISABELA LEARNING RECOVERY AND

A.2. During full blast 5-day in-

model starting Sept. 5,

Learning Modules needs

2.When organizing classes, the

CID Chief August 12-17,

school head, regardless of the

1. For Kinder – Grade 3:

Refer to DO 21, s. 2019

2. For Grades 4 – 12.

3. One-hour remediation and

Eskwela Implementing Guidelines) physical

4. Disseminate immediately to safety

EDNA P ABUAN, PhD DANTE J

MADELYN L. MACALLING, PhD, CESO VI

JUNIOR HIGH SCHOOL

SENIOR HIGH SCHOOL

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