This dissertation evaluated the learning recovery and acceleration interventions of the International Philippine School in Al Khobar (IPSA) in response to the COVID-19 disruptions. Using the World Bank’s RAPID framework, the study examined five dimensions: reaching every child, assessing learning levels, prioritizing fundamentals, improving instructional efficiency, and supporting psychosocial wellbeing. A qualitative case study gathered perspectives from administrators, faculty, students, and parents to assess alignment with global best practices. Findings highlighted strengths in instructional efficiency and student support, alongside areas for improvement in assessment and curriculum prioritization. Based on these results, an educational transformation plan is proposed to foster holistic, resilient student development, offering insights applicable to Philippine Schools Overseas and similar institutions.

Keywords: academic interventions, acceleration interventions, Educational Transformation Plan, learning recovery, RAPID Framework, learning gaps