The BE-LCRP of Roma Elementary School aims to address learning loss from the pandemic through remediation programs and ensure students' well-being. It will assess students to identify learning gaps, provide targeted instruction, and train teachers. The plan operationalizes a 3-phase approach from July 2022-2023 focusing on professional development, health/safety, and learning support. It outlines strategies for intervention, stakeholder engagement, and monitoring/evaluation to help students catch up academically while supporting their mental health.

1. ROMA
ELEMENTARY
SCHOOL

2. ROMA ELEMENTARY SCHOOL
BASIC EDUCATION – LEARNING
CONTINUITY RECOVERY PLAN
(BE-LCRP)
School Year 2022-2023

3. Introduction

4. 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.

5. 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.

6. GAINS OF
THE BE-
LCP+ 2021-
2022

7. Accomplishments

8. 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

9. Best/Effective
Practices

10. Best/Effective Practices
Area Effective Practices
Learning Resources
- 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
- Provided Spencer Cards for identified slow learners in Mathematics to be used at home
for practice daily
Learning Outcomes
- 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
intervention
Teaching and Learning Strategies
- Conducted home monitoring especially to struggling learners and provided varied
instructional materials
- Teachers attended webinars, virtual insets on curriculum and pedagogy

11. INSIGHTS
GAINED ON
EFFECTIVE
PRACTICES

12. 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.

13. ISSUES AND
NEEDS FOR
RECOVERY
INITIATIVES

14. ISSUES AND NEEDS FOR
RECOVERY INITIATIVES
Issues and Needs Recovery Initiatives
Learning Loss and Gaps
Conducted LAC Sessions to teachers in order to
refresh on curriculum delivery, innovative
pedagogical methods and assessment
Instructional Rooms and Other Facilities
Restructured child-friendly classrooms and
followed/observed IATF protocols
Health and Safety
Construction of health facilities such as
Handwashing facilities, Screening Area, Isolation
Area, Waiting Area and observe proper waste
management with the help of parents and LGU

15. OPERATIONALIZATION
OF THE BE-LRCP for
SY 2022 – 2023

16. Data Analytics

17. PROJECTED ENROLMENT DATA SY 2022 - 2023
KEY STAGE GRADE LEVEL ENROLMENT NO OF TEACHERS
Key Stage 1
Kinder 19 1
Grade 1 13 1
Grade 2 22 1
Grade 3 19 1
TOTAL 73 4
Key Stage 2
Grade 4 22 1
Grade 5 27 1
Grade 6 22 1
TOTAL 71 3
GRAND TOTAL 144 7

18. PROJECTED ENROLMENT DATA SY 2022 - 2023
KEY STAGE GRADE LEVEL ENROLMENT NO OF TEACHERS
Key Stage 1
Kinder 19 1
Grade 1 13 1
Grade 2 22 1
Grade 3 19 1
TOTAL 73 4
Key Stage 2
Grade 4 22 1
Grade 5 27 1
Grade 6 22 1
TOTAL 71 3
GRAND TOTAL 144 7

19. SCHOOL-BASED NON-TEACHING PERSONNEL
Position Number of Incumbent
Head Teacher I 1

20. SCHOOL &
INSTRUCTIONAL
FACILITIES

21. Facilities Number
Instructional
Classrooms
5
Makeshift Classrooms 2
Home Economics
Building
1

22. LEARNING
RESOURCE
S

23. 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.

24. 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.

25. ASSESSMENT
OF LEARNING
OUTCOMES
STRATEGIES

26. 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.

27. Focus of the
LRCP and
Framework

28. 1. Learning Remediation and
Intervention
2. Social Emotional Functioning,
Mental Health and Well-Being
3. Professional Development of
Teachers

29. PHASE 1 PHASE 2 PHASE 3
Professional
Development
Health, Safety, and
Wellness
Learning Remediation and
Intervention
Academic
Success
Stakeholder Support &
Partnership
M&E Mechanism

30. Action
Steps

31. 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

32. Action
Steps

33. 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

34. Action
Steps

35. Learning Remediation and
Intervention
Health, Safety and Wellness
• Reviving Home Gardening Program
• Intensifying Gulayan sa Paaralan Program
• Perpetuating SBM WinS
• Reactivating Child Protection team
• Conducting Regular Mental Health and
Psychosocial Support Activities
• Orienting parents of proper child
nurturing

36. Action
Steps

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

38. Action
Steps

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

40. Action
Steps

41. 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

42. Action
Steps

43. 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

44. LEARNING LOSS

45. Key Stage Intervention
Focus
Frequency Time Frame
Stage 1: K to
G3
3 Rs (Writing,
Reading and
Arithmetic)
2-3 times per
week
Q1 to Q2
Q3 to Q4
Stage 2: G4-
G6
3 Rs (Writing,
Reading and
Arithmetic)
2-3 times per
week Q1 to Q2

46. COMMUNICATION
PLAN

47. Objectives Stakeholder/s Group Delivery methods Timetable Message Content
To be updated of the information
concerning the implementation of
limited face-to-face classes.
Teachers, School Head
Communication through messenger group
chat, chats, face-to-face orientation,
August 2022 -
Presesnt
Advisories
DepEd Order
DepEd Memo
IATF Guidelines
LGU Concerns
To disseminate urgent announcements
within the community
Barangay Officials
Parents
Public announcement system using walkie
talkie radio handset, communication letter
and messenger
As need arises
Important and urgent concers involving
the implementation of the conduct of
limited face-to-face classes
To educate the learners as well as the
parents on the hygiene practices and
minimum health protocols
Learners
Parents
Posting of signages, related graphic posters
about health protocol written in local dialect
at common areas, classroom and public
places
Before the
implementation of
f2f classes
During the
implementation of
classes
Awareness on minimum health
protocols and hygiene practices and
respirator etiquette and cough
etiquette
To communicate with
parents/guardians in distant places of
the barangay
Parents
Barangay Officials
Use of walkie talkie radio handset As need arises
Concerns about school as well as
condition of learners in school
To inform parents in case the child
shows flu like symptoms in school
premises
Parents
Teachers
Class Advisers
Address of every parent should be ready all
the time and parent leader of each barangay
must be alert to respond with the walkie
talkie radio hand se t to inform the concern
parent
As need arises
Health condition of child in school
premises
To seek commitment for vaccination
campaign
PTA Officials
Brgy. Officials of Barangay Roma, San
Joaquin, Iloilo and other feeder barangay
(Nadsadan, Igbinangon and Bonga)
Face-to-Face
January 2022
Present
Mass vaccination of barangay folks
To develop awareness and gain support
Heads of Offices/Inter-agency in the LGU
San Joaquin
Emergency hotlines
F2F Convergence of inter-agency leaders
January 2022
Updates on pilot face-to-face classes
operational framework
To develop awareness and gain support
School Heads of the Schools District of
San Joaquin North
Virtual Conference December 2021
SSAT Result Operational Framework
District Technical Assistance Team

48. ENABLING MECHANISMS:
Readiness of Schools

49. Learners Vaccinated
Key Stage 1
K 8 67%
G1 19 79%
G2 15 71%
G3 20 90%
Key Stage 2
G4 26 96%
G5 19 86%
G6 21 100%

50. 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

51. Ways Forward on Booster
Vaccination Program

52. Activity Objective Responsible
Personnel
Direct and
school-based
Advocacy
Campaign on
Booster
Vaccination
Program
To sustain our gains
on booster
vaccination program
through proper
information
dissemination,
advocacy campaign,
and close
coordination with the
LGU.
LGU Medical Team,
School Head,
School Safety and
Health In-Charge.

53. Contingency Plan

54. 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.

55. ENABLING
MECHANISMS:
Learning
Facilitators

56. Teachers’ Training
Activity Participants Date
Teachers’ Induction Program (TIP)
Newly-hired Teachers hired from
2016-2021.
April 22, 2022
RPMS Re-Orientation
Teachers and School Head August 2022
LAC Re-Orientation All Teachers and School Head Mid-Year INSET
Thriving Amidst the Pandemic
(Reopening of Schools)
Teachers and School Head First INSET
Evaluating School Progress in the
Implementation of Educational
Programs, Projects and Activities,
Reviewing Performance of
Teachers
All Teachers and School Head Mid-Year INSET

57. Wellness Program
 Stress Reduction Program
 Deep Breathing Exercise
 Progressive Relaxation
 Simple Meditation
 Visual Imagery
 Peer sharing
 Animal Charades
 Silent Ball
 Movement to Music Freeze Dance
 Exercise Programs and Activities
 Aerobic – walking, dancing, swimming, water aerobics, jogging, running and gardening activities
 Nutrition Education – schools play an important role in helping pupils establish healthy eating
behaviors, by providing nutritious and appealing foods and beverages, consistent and accurate
messages about good nutrition and ways to learn about and practice healthy eating.
 Nutrition Education is a viral part of a comprehensive health education program and empowers
children with knowledge and skills to make healthy food and beverage choices.

58. ENABLING
MECHANISMS
:
Partnerships

59. Activity Objective Responsible
Personnel
Responsible
Parenthood Training
in the New Normal
To orient parents on
their responsibilities
as educational
partners and be
familiar with the
updated trends in the
new normal
School Head
Teachers
Capability Building Program for Parents
and Guardians

60. Partnership (List of Partners/Stakeholders)
 LGU Municipality of San Joaquin
 Iloilo Provincial Government (Support for construction of concrete fence
thru Hon.Marcelo Valentine Serag)
 Joy Sandoy
 Rona Sernicula
 Evelyn Noquera
 Dr. Geoffrey Sevilleno
 Carlos Sevilleno
 Julieta Ygonia
 Ma. Flor Claro
 Ma. Nilda Petero
 Dr. Antonette Miranda
 LGU Brgy. Roma
 Lourdes Naciongayo

61. ENABLING
MECHANISMS:
Utilization of
Funds

62. 1. Procurement of group handsfree handwashing facility
2. Roofing of handsfree handwashing facility
3. Repair of Ramp, furniture's, fence, gate and other structures
4. Repair of water supply
5. Procurement of printers for the reproduction of learning resources that will
address the problem on learning loss
6. Procurement of health and medical supplies and equipment to ensure the
safety of learners, teachers and parents
7. Training registration on capability-building programs for teachers and school
head on learning interventions to address the learning loss
8. Repair of foot walk and covered court
9. Purchase of office supplies for printing of modules
10. Purchase materials for painting of buildings and other structures
Utilization of Fund (Priority Areas)

63. Pool of Support
(Support to be
provided)
Provincial Local Government Unit –
additional 2 classrooms for Kindergarten
and Grade 5, vaccination of learners and
personnel
Municipal Local Government Units –
vaccination of learners and personnel
Higher Education Institutes (HEIs) –
service providers for reskilling and
upskilling of teachers

64. ENABLING
MECHANISMS:
META

65. MONITORING,
EVALUATION AND
TECHNICAL ASSISTANCE

66. Personnel Roles and Functions
School Head Initiates in the operationalization of the BE-LCRP at the school level;
Leads and supervises in monitoring and evaluating learners’ performance and outputs.
Present the BE-LCRP to potential partners for resource mobilization;
Modify, the BE-LCRP if necessary, according to the needs of the school;
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; and
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; and
Ensures learners’ learning.