2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE* Acquisition

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other indicators given for the
rubric of this plan.

SUBJECT : GRADE : QUARTER :

TOPIC : TEACHER(S) :
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Intervention Plan For Timeline
Expectations Expectations or Curricular for
Standard Standard Curricular Alone or Focus
Materials Teaching
and LCs and LCs Materials Layered & Skill & Skill Remediation
In Breakdown Breakdown Strategies
*Standards/ *Standards/ and Action
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)
What previous What is the How is the missed Will the missed or What is the What is the What rubric What intervention How will existing What month,
standard and LCs standard and standard or partially covered mastery mastery indicators closely or remediation curricular materials unit/module,
were missed or learning partially covered standard and LCs expectation? Skills expectation? Skills align? strategies, action, be transferred, and/or lessons will
partially covered? competencies at standard and LCs stand alone in required to master required to master What will be the resources and updated, or added the missing or
the current grade addressed in teaching, or can it the missed or the missed or focus indicators tools will be used to accomplish the partially covered
level that build on existing curricular be layered in with partially covered partially covered during to achieve mastery intervention or standard and LCs
the missed materials? current grade level standard and LCs standard and LCs assessment? and the rubric remediation action be covered? What
standard and LCs? standard and LCs? that will be taught merged with the indicators? (e.g. and integrate the is the time period
If merged, state separately. current grade level mini lesson, missed or partially for doing
the merged LC. standard and interventions, RTI, covered standard the actions and
State LCs? core, flex-day, and LCs? checking on
corresponding after school) What results of
learning targets. State are the explicit and What resources assessment?
corresponding systematic are needed to
learning targets. procedures and check on students’
how is scaffolding progress to
and differentiation mastery? How can
done? technology be
used to
follow-up on or
enhance student

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 mastery?

*adapted from National Institute for Excellence in Teaching (NIET)

RUBRIC FOR SCORING CRITERIA:

1 2 3 4
Performance Indicators
Emerging Developing Proficient Distinguished

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:
Write systematic and explicit intervention procedures showing the following:
a. learning targets
b. type and form of scaffolding
c. use of Acquisition strategies
d. use of differentiation

(Below are sample procedures)

MEETING 1
ACTIVITY 1: (LC1 ________________________)

MODELING
1. Tell the students that they will learn to … (define a term or know details/procedures)
2. Identify the relevant Acquisition technique for the learning target. (e.g., vocabulary map, Frayer model, mnemonic, graphic organizer, collaborative learning)
3. Distribute a copy of template of technique …
4. SAY: Let me demonstrate the first step/part in using the template …”
5. In the next part of the template, I will as my next step…
6. In the last part of the template, I will as my final step...
7. By the end when I accomplish the template, I can say that with the help of the technique, I was able to achieve the…..
8. In summary, I did the following steps:
9. Are you ready to try to do what I demonstrated? Don’t worry I will be guiding you and you will be working in groups.
10. Now, let us try these steps again with another topic.

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

ACTIVITY 2: (LC1: ___________________)
GUIDED PRACTICE
TYPES OF SCAFFOLDING: (Please indicate that types of scaffolding to be used like Chunking Complexity, Multiple Representation,
Model Completion, Error Analysis and Correction or Progressive Performance)

Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and Environment)

1. Review with the students the technique done in Modeling and explain how it helps achieve…
2. Divide the class into eight groups, making sure that each group has enough students to work together effectively.
3. Assign students in pairs to use the template and technique for the new topic…
4. Guide each group to accomplish the template and achieve the competency.
5. Provide support and feedback to …… questions, and providing clarification as needed.
6. After the completion of technique, have students share their work and …

ACTIVITY 3: (LC1 ….)

INDEPENDENT PRACTICE Work – Least Scaffolded
Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and Environment)

1. Provide another topic and have students use the technique on their own.

2. Give several choices for the topic and have students select which interests them.

3. Encourage them to answer the question or the topic with the technique they practiced in Guided Practice.

4. When students are done, have students share their work and explain how they used the template.

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition