1

Introductio
n BRIEF HISTORY

The Learning Recovery and Continuity Plan of Biga Elementary School is an

embodiment of important issues and concerns, which have direct bearing to the holistic

development of pupils embracing intellectual physical, spiritual, and social dimensions

after the pandemic. It was stressed that after careful study of such issues and concerns,

these things are structured and translated into goals and objectives by means of the

collaborative efforts of its stakeholders. It is empowered by intrinsic and extrinsic

motivation, so that its institution of learning will be stimulated to try its best to reach the

learning gaps that arouse after the pandemic.

Biga Elementary School had set goals for improvement, training, nurturing and

make decisions on how and when these target goals will be achieved. The ultimate

objective of the plan is to improve and enhance pupil’s achievement levels and learning

gaps by enhancing the way curriculum is delivered, by creating a positive environment for

learning, and by increasing the degree to which stakeholders are involved in their

children’s learning at school and in the home.

We encourage everyone’s participation in implementing and monitoring the plan.

And we urge every person to join with us in making a commitment to the goals we have

set for ourselves. We need more than cooperation—we need passion and strength. In

working together, we can build a school and a community that puts our pupils first.

2
P

1
H
A
S
E
3
 Phil-IRI
Results

The table shows the result of Phil-IRI Pretest in English and Filipino. It is done by the
respective class advisers and it greatly shows the concerns that need to be interpreted and
straighten out. The LCRP of Biga Elementary school will be used to close this learning gap and
provide ample solutions to the learners In times of pandemic.
4
 Analy
EGRA

sis
The Department of Education (DepEd) supports Every Child a Reader Program,

which aims to make every Filipino child a reader and a writer at his/her grade level. Thus,

the DepEd through the Bureau of Learning Delivery-Teaching and Learning Division (BLD-

TLD) continue to administer the Revised Philippine Informal Reading Inventory (Phil-IRI)

assessment to learners in public elementary schools nationwide.

One of it’s objective it to use the Phil-IRI data to serve as one of the bases in

planning, designing/redesigning the reading instruction of the teachers and the school’s

reading programs or activities to improve the overall school’s reading performance.

Biga Elementary School upholds the objectives of BLD-TLD in order to attain the

objectives of country's Education For All. Based on the reading passages and findings of

the Phil-IRI which was conducted in August 2022 to all Grade 3-Grade 6, it showed that

some of the students had poor comprehension skills in reading and there are those

reading levels were frustration.

By conducting remedial instructions, reading innovations, reading programs,

reading marathon and distributing reading materials every grading period to those

identified poor in comprehension and skills, the students gradually increased their

reading levels from frustration to instructional and independent levels.

5
 Objec
tives
Biga Elementary School’s learning recovery plan is forward-thinking and focuses

on each student, the quality of their learning, and their outcomes. This means not

slowing down or looking back at lost ‘seat time’ stolen by a global pandemic but rather

stepping on the gas and removing barriers so each student can achieve their full

potential.

The goal is to not only to bring learners back to school but to organize effective

remedial learning, support their well-being and train teachers, as classes for the school

year 2022-2023 begin on August 22.

The plan will give more attention to the literacy and numeracy skills of the

learners who were affected by lockdowns and self-learning approach during the

pandemic. Its primary objectives are the following:

• Increase the reading levels of Kinder to Grade 6 pupils from frustration to

independent level.

• Develop a habit of reading among parents and students at home.

6
P

2
H
A
S
E
7
8
 LAC
Sessio
n
9
 Student Well-being Student well-being is an overarching term to describe both
social-emotional learning (SEL) and mental health needs. Learning cannot take place unless
we attend to students’ overall well-being. Learning is social, emotional, and academic and
is enhanced by relationships, social interaction, rich learning environments, and access to
rigorous learning opportunities. Students actively construct knowledge by connecting what
they know to what they are learning within their cultural contexts and their perceptions of
their own ability to influence learning.
Social-emotional learning are the competencies students need to be constructive
participants in their communities. These competencies help students manage difficulties
and maintain their mental health. Competencies, including self-understanding and self-
regulation, are skills that allow students to be able to learn and access academic content.
Mental health refers broadly to the psychological symptoms students carry to
school with them that can interfere with their ability to learn and succeed. These include
the effects of trauma, including symptoms of anxiety and depression.

10
PHASE II

11
A. READING AND NUMERACY INTERVENTION

12