Learning Recovery and Continuity Plan (LRCP) JULY -DECEMBER 2022

Time Frame Target Resources

AREA Objectives Strategies/Activities Target Actual Venue beneficiaries Human
J F M A M Jun Jul A S O N D Materials Fund
A. Learning Remediation
and Intervention
a. Literacy Improve the reading level of the 57 > Reviewing assessment 57 Maharlika Kinder - 8 Teachers Assessment
struggling learners at least one results/ Identifying struggling Grade 1- 6 results Report
reading level above every 2 months readers based on results (Final Kinder - 8 Grade 2 -13 Cards, Philiri)
Rating per learning Area and Grade 1- 6 Grade 3- 6
Post Reading Assessments Grade 2 -13 Grade 3- 6 Grade 4- 12
Grade 4- 12 Grade 5 -- 20 Grade 5 - 20

50% or 28 out of 57 struggling

learners to improve reading
level

a. Phonemic
Assessment/Regular drilling on
Phonics/basic sight words SEE ATTACHMENT
(hybrid) FOR THE LIST OF
NAMES

b. Classhome
a.1 previous record SY >labelling/posting
Conduct summer metacards
2021-22 class/reading
with basic sight activities
words (L1such
toas:
L2
a.2 record for SY 2022-23 to L3)
c. Pull-out strategy
d. explicit instruction
e. Differentiated Instruction
g. Reading aloud to children/
f.
EchoTutorial
reading/repeated reading
with
h. comprehension
Expanding vocabularycheck up
i. Creating story prompts
through reading
through pictures or different
words
k. Listening and following
j.along
Spelling activities
audio recordings for
reading lessons
l.Conduct reading activities
with focus on comprehension
> Capacitating parents by
sharing links
> Coordinating with brgy
>officials
Home for
visitations
the reading hub
utilization
Conduct progress monitoring every Weekly monitoring and
week evaluating learner's reading
progress using reading
Monitoring checklist

celebrate individual success of give accolade of success to Maharlika List of Certificate of None
learners in the program learners awardees Recognition

b. Numeracy
b.1 previous record SY to enhance and develop learners
2021-22 numeracy, concept and skills in *visual representation of Kinder - 8
mathematical language functions and relationships, Grade 1- 6
such as manipulatives , Grade 2 -13
pictures and graphs. Maharlika ES Grade 3- 6
*peer assisted learning Grade 4- 12
activities Grade 5 - 20
 areas

To
provide varied activities that will
enhance
to enhancelearners competency
and develop learnersin
b.2 record for SY 2022- different
numeracy, learning
concept areas
andofskills in *visual representation of ListKinder
of - 8
to determine the level numeracy functions and relationships, Grade 1- 6
23 mathematical
attained by thelanguage
learners in the learners who
such as manipulatives , Grade 2 -13
knowledge and skills pictures and graphs. Maharlika ES did not attain
Grade
75% of 3- 6
c. Least mastered To track student's progress in *peer assisted learning Grade 4- 12
learning Summative Test
competencies different learning areas. activities Maharlika Grade 5 - 20 teacher
competency. result
Identifies
solves andand creates
routine andpatterns
non - to
c.2 Math compose and decompose using
routine problems using data
GRADE I addtion.
presented in pictograph without 1. Reviewing assessment result 57
solves routine and non- routine 2.
GRADE II solves
and routine
with
problems scales and
involving non
areas- routine
of squares Identifying least learned
solves
problems routine anf non
involving - routine
volume of a Kinder - 8
GRADE III and rectangles.
problems involving a simple
cube and rectangular prism in real - competency. Grade 1- 6
GRADE IV experimen.
life situations using 3. Conducting intervention Grade 2 -13 Grade 3- 6 List of
finds the surface areappropriate
of cubes, activities such as Grade 4- 12 Grade 5 -- 20 learners who
GRADE V strategies
prisms, and tools
pyramids, cylinders, cones *visual representation of
Describe changes in materials 1. Reviewing assessment Maharlika did not teacher Summative Test
GRADE VI and spheres. attained 75% result
based on the effect of temperature: functions result. and relationships, 2. 50% or 28 out of 57 struggling
c.3 Science Solid to liquid, liquid to solid, liquid such as manipulatives , learners to improve reading of learning
Describethe
Discuss theinteractions
effects of interactions
among Identifying least learned
GRADE III to gas and
among solid toin
organisms gas
their pictures and graphs.
competencies. 3. 57
level competency.
living
Discuss things and non
the interactions living things
among in *peer assisted learning
GRADE IV environemnt
estuaries and S$LT-II-i-j-18
inter tidal zone S5LT- Conducting intervention
living things and non- living things activities Kinder - 8
GRADE V in tropical rainforests, coral reefs activities such as
IIh-8 Grade 1- 6
GRADE VI ang mangrove swamps S6MT-IIi-j -5 *hands on activities such as
experimentation , games Grade 2 -13 Grade 3- 6
d. 75-79 final grades * Grade 4- 12 Grade 5 -- 20
B. Socio-emotional Identify/support marginalized peer to peer
Profiling teaching
of learners No. of learners
functioning, mental learners and school personnel with Orienting parents/guardians 50% or 28 out of 57 struggling
health, and well-being social- emotional, mental health, about children's mental health learners to improve reading
and well-being level
and psychosocial support
(MHPSS)
no.of school personnel Maharlika ES 57 parents
Conducting home visitations
Attending face to face
/modular
Guidance classes
and counseling
Conducting LAC sessions on
mental health awareness for
school personnel and learners
Participating in Cachet
activities (virtual)
Forming Cachet Club

C. Professional Identify the priority needs of the Reviewing the previous E-SAT
development of teachers teachers result SY 2021-22
as to: top 3 indicators
Accomplishing E-SAT for SY no of teachers
Proficient (Teacher I-III) 202-23
1.1 Applied knowledge of content
within and across curriculum
teaching areas. (PPST Indicator
1.2 Used research-based
1.1.2)
knowledge and principles of
teaching and learning to enhance Profiling of teachers based on
professional practice. (PPST the result of the E-SAT and IDP 12 teachers
Indicator 1.2.2) 18 teachers
3.1 Designed, adapted and 19 teachers
implemented
1.2 Promoted
Highly teaching
effective
Proficient strategies
strategies in
(MT I-II)
that are responsive
the positive to learners
use of ICT with
to facilitate
disabilities, giftedness and talents. 2 teachers
the teaching and learning process.
3.3.2)
(PPST Indicator 1.3.3)
 Persons Involved Gaps/ Remarks

PSDS
School Head
Teachers
Learners
Home
Facilitator/Parents

Learners, Parents,
Teachers, School head
PSDS
School Head
Teachers
Learners
Home
Facilitator/Parents
PSDS
School Head
Teachers
Learners
Home
Facilitator/Parents