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Policy Guidelines - 8week LRC - Marisons.pptx
- 1. PHOTO: HARRY JAMES CREO FOR USAID BASA PILIPINAS ABC+: Advancing BasicEducation in the Philippines
- 2. Policy Guidelines on theImplementation of the 8-week Learning Recovery Curriculum FELMA A. BONITO, PhD PSDS/Division Mathematics Coordinator DepEd Schools Division Office of Albay
- 3. Baseline Data ofDepEd Region V Comprehensive Rapid Literacy Assessment (CRLA) • Beginning of School Year 2021-2022 • out of 405,161 total learners assessed in Mother Tongue, English and Filipino, 65.5% of Grade 1 learners in Mother Tongue, 52.12% of Grade 2 learners in Filipino, and 18.95% of Grade 3 learners in English are in the Full Refresher group. • End-of-the-Year Assessment • a decline in the number of learners needing Full Intervention in Grades 1-3, on average, only 12% of Grade 1 learners met the expectation on reading comprehension in Mother Tongue. For Grade 2, only 16% of learners are able to understand what they are reading in Filipino and English; while for Grade 3, only 23% and 20% of learners met expectations in Mother Tongue, Filipino, and English, respectively.
- 4. Baseline Data ofSchools Division Office Comprehensive Rapid Literacy Assessment (CRLA)
- 5. Baseline Data ofSchools Division Office Comprehensive Rapid Literacy Assessment (CRLA)
- 6. Baseline Data ofSchools Division Office Comprehensive Rapid Literacy Assessment (CRLA)
- 7. Baseline Data ofDepEd Region V Albay Numeracy Assessment Tools (ALNAT) • Out of 394, 741 Grades 1 to 3 learners assessed: • 313, 216 or 79.35 percent fall under Needs Major Support • 18, 646 learners or 4.72 percent under the Transforming level.
- 8. Baseline Data ofSchools Division Office Albay Numeracy Assessment Tools (ALNAT)
- 9. Baseline Data ofSchools Division Office Albay Numeracy Assessment Tools (ALNAT)
- 10. Baseline Data ofSchools Division Office Albay Numeracy Assessment Tools (ALNAT)
- 11.
- 12. 8-Week Learning Recovery Curriculum A learning remediationand intervention that centers on teaching literacy and numeracy to Grades 1, 2 and 3 learners who are identified to have acquired learning loss because of the implementation of distance learning these past two school years
- 13. FEATURES of the 8-Week Learning Recovery Curriculum lessonsbased on assessment lesson map of the 8-week Curriculum balance between structured and unstructured activities ability groups with differentiated learning activities, and pre-test and post-test
- 14. Objectives of the8-week LRC provide access to a comprehensive educational program for all learners in Grades 1-3 who experience learning loss because of COVID- 19 pandemic; provide foundational skills to learners in literacy and numeracy in order for them to catch up and be grade-level ready, and ensure the holistic development of early grade learners by providing them with opportunities that will enable them to acquire foundational and readiness skills in school.
- 15. Policy Statement “…intends toaggressively address the current learning crisis among the Bicolano learners with emphatic recognition of the need for academic success in school starting this school year, through a positive climate and environment where learners recover from learning loss and continue acquiring quality learning freely and naturally.”
- 16. POLICY GUIDELINES 1. onTraining and Orientation 2. on the Utilization of CRLA and ALNAT 3. on Class Organization 4. on Assessment
- 17. ON TRAINING ANDORIENTATION • training of teachers in the early grades (including supervisors and school heads) shall be conducted by the division at least two weeks before the start of classes, and teachers shall be granted vacation service credits according to the provisions in DepEd Order No. 53, s. 2003. • Elementary school heads should orient the parents of Grades 1-3 learners about the implementation of the 8-Week Learning Recovery Curriculum at least a week before the start of classes • rationale/purpose of the 8-week Learning Recovery Curriculum; duration of the program; class groupings/sectioning; rating of learner's performance
- 18. ON THE UTILIZATIONOF CRLA AND ALNAT 1. The results of the EOSY Comprehensive Rapid Literacy Assessment (CRLA) and EOSY Albay Numeracy Assessment Tool (ALNAT) shall be used to determine groupings/sectioning of Grades 2 and 3 pupils and multigrade classes. 2. Incoming Grades 2 and 3 learners who are transferring to any school in Region V should be given assessments in CRLA and ALNAT to determine their ability group before their admission to any class or section. 3. Prior to the administration of the pre-test, the actual Mother Tongue of Grade 1 learners should be determined first. For this purpose, the result of language mapping or the Bikol Language Identification Tool (BLIT) should be used.
- 19. ON THE UTILIZATIONOF CRLA AND ALNAT 4. For incoming Grade 1 pupils, the results of the pre-test on Week 1 for Mother Tongue and Mathematics shall be the bases for these groupings: Grouping/ Sectioning Pre-test in Tongue 1 Pre-test in Mathematics 1 A Full Intervention Needs Major Support B Moderate Intervention Anchoring C Light Intervention Emerging D Grade Ready Developing/ Transforming
- 20. ON CLASS ORGANIZATION •Schools are encouraged to organize classes in Grades 1-3 homogeneously according to the CRLA Reading Level and its ALNAT Numeracy Level equivalent by grade level: Grouping / Sectioning CRLA Reading Level ALNAT Numeracy Level A Full Intervention Needs Major Support B Moderate Intervention Anchoring C Light Intervention Emerging D Grade Ready Developing/ Transforming
- 21. ON CLASS ORGANIZATION •In case a learner's assessment result does not fall in the same reading and numeracy level, the CRLA result shall be considered in the grouping of learners. • Ideally, one class shall have a minimum of 30 and a maximum of 35 learners to be handled by one teacher, except when it is not possible due to the unique situation in the school such as a limited number of teachers or classrooms. • Learners who belong to a class of an ability group at the start of the school year shall remain in the same class until the end of the school year. • Homogeneous grouping by ability is highly encouraged and more effective in medium and big schools. However, for small schools where this type of grouping is not possible, one class with all four ability groups handled by one teacher may be adopted.
- 22. ON ASSESSMENT (Pre-Test andPost-Test, Assessment of Learning Outcomes) • Assessment shall be administered by teachers to all Grade 1-3 learners into two phases: • The learners shall be assessed by subject areas with corresponding assessment tools: PRE-TEST IMPLEMENTATION OF THE 8- WEEK LRC POST-TEST Week 1 Weeks 2-9 Week 10 GRADE LEVEL SUBJECT AREAS ASSESSMENT TOOLS 1 Mother Tongue Mathematics LRP Assessment Tool ALNAT 2 Mother Tongue Tool Mathematics Filipino English LRP Assessment Tool ALNAT LRP Assessment Tool LRP Assessment 3 Mother Tongue Mathematics Filipino English LRP Assessment Tool ALNAT LRP Assessment Tool LRP Assessment Tool
- 23. ON ASSESSMENT (Pre-Test andPost-Test, Assessment of Learning Outcomes) • The assessment tools shall cover domains in reading and numeracy, as follows: Grade Levels Subject Areas Domains 1 Mother Tongue Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound); Listening Comprehension Mathematics Counting forward and backward Reading and Writing Numerals Matching numerals and sets Ordering numerals (0-9) Addition and Subtraction 2 Mother Tongue Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound); Listening Comprehension, Word Reading (word families, high-frequency sight words; & non-words); Sentence Reading & Comprehension English Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound) Listening Comprehension
- 24. ON ASSESSMENT (Pre-Test andPost-Test, Assessment of Learning Outcomes) Grade Levels Subject Areas Domains 2 (cont…) Filipino Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound); Listening Comprehension, Word Reading (word families, high- frequency sight words; & non-words) Mathematics NUMBER SENSE (ALNAT) Understanding numbers: representing numbers Understanding numbers: ordering numbers Addition Subtraction Multiplication Division 3 Mother Tongue Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound); Listening Comprehension, Word Reading (word families, high- frequency sight English Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound), Listening Comprehension, Word Reading (word families, high-frequency sight words; & non-words)
- 25. ON ASSESSMENT (Pre-Test andPost-Test, Assessment of Learning Outcomes) Grade Levels Subject Areas Domains 3 (cont…) Filipino Alphabet Knowledge; Phonological Awareness (syllable analysis, phoneme analysis, first sound, last sound); Listening Comprehension, Word Reading (word families, high-frequency sight words; & non-words); Sentence Reading & Comprehension Mathematics NUMBER SENSE (ALNAT) Understanding numbers: representing numbers Understanding numbers: ordering numbers Addition Subtraction Multiplication Division
- 26. ON ASSESSMENT (Pre-Test andPost-Test, Assessment of Learning Outcomes) Before the assessment, the teacher should… • Use the appropriate LRC assessment tools in English, Filipino, Mother Tongue and Mathematics. • Evaluate the procedure in conducting the test using the prescribed SelfAssessment Tool rubric for each subject area after completing the administration of the test • The result of the pre-test in every subject area shall be the basis of the specific lessons/ interventions to be given to each ability group while post-test data shall be used for evaluating, adjustment and target setting Mother Tongue, Filipino and English Mathematics 1. Printed learner's sheets/ stimuli 1. Assessment Record Sheet 2. Printed teacher's record forms 2. Number, cards, dot cards, counters 3. Pencil 3. Numeral card 4. Blank piece of papers 5. pencil • Prepare the assessment schedule and the necessary materials, which include the following:
- 27. ON ASSESSMENT (Pre-Test andPost-Test, Assessment of Learning Outcomes) • Data from the assessment will also reveal the performance track or percentage of knowledge gained after completing the 8-Week Learning Recovery Curriculum as recorded in the Individual Profile of Learners. • Aside from these two assessments, teachers shall also intensify the conduct of formative assessments along with performance tasks in every Learning Center per subject area. • On Week 10, the post-test shall be administered following the guidelines set for each subject area, ability groups and grade level. • During the implementation of the 8-Week Learning Recovery Curriculum (Weeks 1- 10), no grade shall be given to the Grades 1-3 learners. Rating for adjusted Quarter 1 shall commence on Week 11 onwards, and will be based on the provisions in DepEd Order No. 8, s. 2015.
- 28. PROGRAM IMPLEMENTATION 1. onTeaching Load 2. on Team Teaching 3. on Curriculum Delivery Mode 4. on Time Allotment and Class Schedule 5. on the Utilization of Learning Resources 6. on Monitoring of Pupil Development
- 29. PROGRAM IMPLEMENTATION • 8-WeekLearning Recovery Curriculum in literacy and numeracy provides appropriate activities relevant to the skills that need to be developed in Grades 1, 2 and 3. • It shall be implemented for ten weeks. First Quarter shall commence on the 11th week of the School Calendar Year Week 1 Pre-Test Week 2-9 Learning Recovery Plan Week 10 Post-Test Week 11 Start of 1st Quarter Program Implementation of the 8-week Learning Recovery Curriculum In Literacy And Numeracy
- 30. TIMETABLE OF THE8-WEEK LRC Week Activities Expected Output/s 1 • Administer Pre-Test to Grade I learners to determine grouping/ sectioning • Administer Pre-Test to Grades 2 and 3 learners to determine specific difficulties • Gather data, interpret and analyze needs from the results • Profile the learners based on the pre-test results • Results of Pre-test • Individual Profile of Learners on Literacy and Numeracy
- 31. TIMETABLE OF THE8-WEEK LRC Week Activities Expected Output/s 2 to 9 • Implement the literacy and numeracy lessons intended for 8 weeks • Conduct formative assessments and performance tasks • Conduct intensive monitoring and evaluation of learners' progress • Learners’ Tracking Notebook/ E-Tracking Tool • Portfolio/ Assessment Result • Monitoring and Evaluation Report and Adjustment
- 32. TIMETABLE OF THE8-WEEK LRC Week Activities Expected Output/s 10 • Administer Post-Test to Grades 1, 2 and 3 learners • Gather data and analyze the results • Interpret the results • Profile the learners to determine their grade level readiness • Prepare an accomplishment report • Results of Post-Test • Profile of the learners • Accomplishment Report
- 33. Program Implementation Key Stage1 teachers shall attend either focus group discussions or small Learning Action Cell session to process the daily sessions and to discuss teaching and learning experiences with other teachers and the school head, for adjustment and continuous improvement of the Program.
- 34. TIMETABLE OF ACTIVITIESFOR THE SCHOOL HEAD Week Activities Expected Output/s 1 • Monitor the conduct of the pre-test for Grades 1, 2 and 3 • Results of Pre-Test • Individual Profile of Learners on Literacy and Numeracy
- 35. TIMETABLE OF ACTIVITIESFOR THE SCHOOL HEAD Week Activities Expected Output/s 2 - 9 • Supervise the implementation of the 8- Week Learning Recovery Curriculum • Monitor the progress of the early grade learners • Initiate the regular conduct of FGD and small LAC sessions once a month • Monitoring and Supervision Tool
- 36. TIMETABLE OF ACTIVITIESFOR THE SCHOOL HEAD Week Activities Expected Output/s 10 • Monitor the conduct of the post-test • Lead in the interpretation of post- test results • School Consolidated Report
- 37. ON TEACHING LOAD •The teaching load and time allotment per subject area are anchored on DepEd Memorandum No. 291 s. 2008 and DepEd Order No. 31 s, 2012. Teachers are expected to observe the prescribed eight-hour workday provided for in R.A. No. 1880 through actual classroom teaching and engagement in appropriate teaching-related activities and duties which are very critical in the implementation of the 8- Week Learning Recovery Curriculum.
- 38. ON TEACHING LOAD(ALLOTTED MINUTES) Grade Level Areas Number of Minutes Grade 1 • Mother Tongue • Mathematics 240 minutes Grade 2 • Mother Tongue • Filipino • Mathematics 320 minutes Grade 3 • Mother Tongue • Filipino • English • Mathematics 360 minutes • For the multi-grade/ combination class, the number of hours is similar to the load of the teacher handling the monograde class. • Under no circumstance should they be given extra assignments or tasks, or made to take part in activities such as trainings, workshops, conferences, competitions or orientations that will take them away from the classroom, at least until the completion of the 8-Week Learning Recovery Curriculum.
- 39. ON TEAM TEACHING •If feasible, team teaching is encouraged by tapping the expertise of teachers in the learning areas covered in the contextualized curriculum. • In the implementation of the 8-Week Learning Recovery Curriculum, a team of teachers in big schools may work together, using the following models: Class Groupings Assigned Teachers Full Intervention Teacher A Moderate Intervention Teacher B Light Intervention Teacher C Grade Ready Teacher D Model 1 (with 4 teachers in a class)
- 40. ON TEAM TEACHING LearningArea Assigned Teachers Mother Tongue Teacher A Filipino Teacher B English Teacher C Mathematics Teacher D Model 4 (with 4 teachers in Grade II) Model 5 (with 4 teachers in Grade III) Learning Area Assigned Teachers Mother Tongue Teacher A Filipino Teacher B English Teacher C Mathematics Teacher D
- 41. ON TEAM TEACHING ClassGroupings Assigned Teachers Full Intervention Moderate Intervention Teacher A Light Intervention Grade Ready Teacher B Model 2 (with 2 teachers in a class) Learning Area Assigned Teachers Mother Tongue Teacher A Mathematics Teacher B Model 3 (with 2 teachers in Grade I)
- 42. ON TEAM TEACHING •A teacher and a learning support aide may work together during the implementation of the 8-Week Learning Recovery Curriculum. • The SDO / school can hire Learning Support Aides (LSAs), the payment and remuneration of whom are authorized as stated in DepEd Order No. 012, s. 2022 (under General Guidelines, #e), and as stipulated in DO No. 32, s. 2020 and DO No. 028, s. 2021.
- 43. ON CURRICULUM DELIVERYMODE • The implementation of the 8-Week Learning Recovery Curriculum shall be done via face-to-face modality. • Data culled from the assessment tool will serve as a basis for the specific lessons to target deficient skills along • Literacy - Full Intervention, Moderate Intervention, Light Intervention and Meets Expectations and/or Grade Ready • Numeracy - Needs Major Support, Anchoring, Emerging, and Developing/ Transforming • Recognizing the COVID-19 pandemic vis-a-vis the need to resume to five days in-person classes, it is reiterated that schools continue to strictly observe essential health and safety protocols as stipulated in DepEd Order No. 34, s. 2022.
- 44. ON TIME ALLOTMENTAND CLASS SCHEDULES • Class programs following the time allotment per grade level as stated in DepEd Order No. 21, s. 2019 • 240 minutes/4 hours for Grade 1 • 310 minutes/ 5.17 hours for Grade 2 • 360 minutes/ 6 hours for Grade 3 GRADE LEVEL LEARNING AREA 1 Mother Tongue and Mathematics 2 Mother Tongue, Filipino, English and Mathematics 3 Mother Tongue, Filipino, English and Mathematics Learning Area Focus Per Grade Level
- 45. ON TIME ALLOTMENTAND CLASS SCHEDULES Suggested Class Schedule for Grade 1 (Mother Tongue and Mathematics) TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7:30-9:30 Math Math Math Math Math Snack Break (15 min) 9:45- 11:45 MTB MTB MTB MTB MTB Total time per day: 240 minutes Time per Subject: 120 minutes
- 46. ON TIME ALLOTMENTAND CLASS SCHEDULES Suggested Class Schedule for Grade 2 (MTB, Filipino, English and Mathematics) TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7:30-8:50 Math Math Math Math Math 8:50-10:10 MTB MTB MTB MTB MTB Snack Break (10 min) 10:20-11:40 Filipino Filipino Filipino Filipino Filipino Lunch Break 1:00-2:20 English English English English English Total time per day: 320 minutes Time per Subject: 80 minutes
- 47. ON TIME ALLOTMENTAND CLASS SCHEDULES Suggested Class Schedule for Grade 3 (MTB, Filipino, English and Mathematics) TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7:30-9:00 Math Math Math Math Math 9:00-10:30 MTB MTB MTB MTB MTB Snack Break (10 min) 10:40-12:10 Filipino Filipino Filipino Filipino Filipino Lunch Break 1:00-2:30 English English English English English Total time per day: 360 minutes Time per Subject: 90 minutes
- 48. ON TIME ALLOTMENTAND CLASS SCHEDULES • Program Routine and Components with suggested time allotment for Mother Tongue, English and Filipino
- 49. ON TIME ALLOTMENTAND CLASS SCHEDULES • Program Routine and Components with suggested time allotment for Mathematics
- 50. ON TIME ALLOTMENTAND CLASS SCHEDULES • Learning Centers to address the development of literacy and numeracy skills shall be strategically placed in the classroom. • For literacy, the centers are focused on the 4 macro skills, which are listening, speaking, reading and writing. • For numeracy, learners can work on Math manipulatives, number charts, number cards, math games and unfinished worksheets
- 51. ON TIME ALLOTMENTAND CLASS SCHEDULES Classroom Setup
- 52.
- 53. Classroom Setup Classroom Setup:Structured Activities
- 54. ON THE UTILIZATIONOF LEARNING RESOURCES • DepEd ROV, in partnership with ABC+: Advancing Basic Education in the Philippines Project, has developed learning resources to support teachers and learners in ensuring the proper implementation of the 8-week Learning Recovery Curriculum • Lesson Maps for Mother Tongue, Filipino, English and Mathematics have been crafted.
- 55. ON THE UTILIZATIONOF LEARNING RESOURCES In using the Lesson Map, the teacher should: • Find the areas where intervention is needed. The result of the assessment will give information on where the teacher should start. • Look for the lowest level (baseline) where intervention is needed in each domain based on the result of the assessment. • Match the skills with the strategies that they may use when they teach, the activities for the learning centers, and the worksheets to develop the target skills.
- 56. ON THE UTILIZATIONOF LEARNING RESOURCES • Identify all the skills that need intervention and identify their matching strategies, learning center activities, and worksheets to be given to the learners. • Determine the skills that the learners in the group already know but would need review and more practice.
- 57. ON THE UTILIZATIONOF LEARNING RESOURCES Curriculum (From K- 12/MELCs) Skill s Strategies Learning Center Activities and Materials Worksheet Code Competency 1 Skill 1 Strategy 1 Activity 1 Worksheet 1 Competency 2 Skill 2 Strategy 2 Activity 2 Worksheet 2 Competency 3 Skill 3 Strategy 3 Activity 3 Worksheet 3 Lesson Map • The worksheets are coded based on competency and/or focused domain. These have been crafted to develop the target skills. • The teacher may customize the available worksheets and may develop more to suit the context of the learners.
- 58. ON THE UTILIZATIONOF LEARNING RESOURCES • Conditions for the utilization of 8-Week Learning Recovery Curriculum learning resources: • The intended users of the 8-Week LRC teaching and learning resources are public school teachers and Grade 1- 3 learners of Region V (Bicol). • In no way the learning resources shall be printed or electronically reproduced for commercial purposes.
- 59. ON THE UTILIZATIONOF LEARNING RESOURCES • Conditions for the utilization of 8-Week Learning Recovery Curriculum learning resources: • No part of these learning resources shall be shared on any social media platform. • Any DepEd personnel who will be directly and indirectly involved in the unauthorized distribution or sharing of these learning resources shall be dealt with administratively. • Should there be any error or inconsistency in the learning resources, teachers are encouraged to make necessary adjustments.
- 60. Month Activity August 22-26,2022Pre-Test August 30- October 21, 2022 Implementation of the 8-Week LRC October 24-28, 2022 Post-Test October 31-December 16, 2022 Quarter 1 December 19-Januarv 3, 2023 Christmas Break January 5-6, 2023 Quarter 1 Examination January 9-March 10, 2023 February 6-10, 2023 March 9-10, 2023 Quarter 2 Mid-Year Break Quarter 2 Examination March 13- May 5, 2023 Quarter 3 May 8-9, 2023 Quarter 3 Examination May 10- June 30, 2023 Quarter 4 July 3-4, 2023 Quarter 4 Examination July 7, 2023 End of Quarter 4 July 10-14, 2023 End of School Year Rites Adjustments in the School Calendar for Grade 1 to Grade 3 Learners These schedules may vary in the succeeding school years.
- 61. ON MONITORING OFPUPIL DEVELOPMENT • The progress of the learner shall be closely monitored by the teacher during the implementation • The teacher shall develop a customized learner's progress tracking record that would indicate the learning progress of the learner • Materials for the adjustments may be sourced from available worksheets or may be developed by the teacher. • Results of the post-test shall serve as the basis for the succeeding remediation activities, if still needed.
- 62. ON MONITORING OFPUPIL DEVELOPMENT • It is expected that elementary schools shall proceed with the usual teaching and learning continuum following the prescribed grade level curriculum upon completion of the 8-Week LRC • The schools shall also administer the Beginning-of-School-Year (BOSY) Assessment for CRLA and ALNAT for Grades 1 to 3 for the school year within the adjusted First Quarter period. Results of the assessment shall serve as the bases for comparison for the EOSY assessment results for these grade levels.
- 63. Roles and Responsibilities 1.Regional Office 2. Schools Division Office 3. Schools
- 64. REGIONAL OFFICE • Providetechnical assistance to schools divisions to ensure the appropriate delivery of the 8-Week Learning Recovery Curriculum; • Monitor and supervise the implementation of the 8-week learning recovery curriculum in the entire Region, and • Initiate adjustments and refinements in the implementation of the Program, if needed.
- 65. SCHOOLS DIVISION OFFICE •Ensure strict compliance of public elementary schools in the implementation of the 8-Week Learning Recovery Curriculum through the conduct of training-workshops and orientation; • Provide technical assistance and other forms of support to schools for effective program delivery; • Closely monitor and evaluate the Program implementation; • Analyze and interpret pre-test and post-test results to determine learners' progress; • Develop targeted plans along learning recovery or accelerated learning based on assessment results, and • Submit recommendations/insights to the Regional Office for possible policy enhancement/ amendment.
- 66. SCHOOLS • Orient earlygrade teachers and parents about the 8-Week Learning Recovery Curriculum prior to its implementation; • Implement the 8-week learning recovery curriculum following the policy/ implementation guidelines; • Administer pre and post-tests and formative assessments to determine progress of the early grade learners; • Analyze and interpret assessment results to determine the impact of the Program implementation; • Coordinate with the SDO for support and technical assistance, if needed; • Provide the needed support and protection for the early grade learners under the 8-Week Learning Recovery Curriculum, and • Submit recommendations/insights to the Division Office for possible policy enhancement/ amendment.
- 67.
- 68. MONITORING AND EVALUATION •conduct close monitoring as well as provide technical assistance, gather issues, and best practices along the implementation of the 8- Week Learning Recovery Curriculum; • gather feedback as basis for planning, adjustment, and improvement in the Program implementation, and policy formulation, and • submit progress and terminal reports, as required. Queries on this guidelines shall be addressed to the Office of the Regional Director via [email protected]
- 69. References • DepEd OrderNo. 034, s. 2022, School Calendar and Activities for the School Year 2022-2022 • DepEd Order No. 012, s. 2022, Policy Guidelines for the Provision of Learning Resources and Needed Devices and Equipment and Funding Relevant Activities for the Implementation of Basic Education-Learning Continuity Plan • DepEd Order No. 028, s. 2021, Amendment to DepEd Order No. 032, s. 2020 • DepEd Order No. 32, s. 2020, Guidelines on the Engagement of Services of Learning Support Aides to Reinforce the Implementation of the Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic • DepEd Order No.31, s.2020, Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan • DepEd Order No. 21, s. 2019, Policy Guidelines on the K to 12 Basic Education Program • DepEd Order No 55, s. 2016, Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program • DepEd Order No.8, s.2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program • DepEd Order No. 31, s. 2012, Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum Effective School Year 2012-2013 • DepEd Memorandum No. 291, s. 2008, Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for Public School Teachers • DepEd Order No. 71, s. 2009, Guidelines for the Effective Implementation of the Elementary Curriculum • United Nations Children Education Fund (UNICEF), 2019 Southeast Asia Primary Learning Metrics Report
Editor's Notes
- #11 Thus, recognizing the massive learning loss that these early grade learners currently experience because of distance learning implemented in the last two school years, and pursuant to the call for regional initiatives to recover learning loss and at the same time provide continuity in learning, DepEd Region V aims for the elementary schools in the 13 schools divisions to put in place a directed, focused and needs-based 8-Week Learning Recovery Curriculum to all Grades 1, 2 and 3 learners in literacy and numeracy based on assessment results.
- #12 This is a more detailed version of the K-12 Basic Education Curriculum targeting specific domains in Mother Tongue, Filipino, English, and Math. For the languages, these are alphabet knowledge/ phonological awareness, word recognition and phonics, reading comprehension and fluency, listening comprehension, and vocabulary. For Math, these are Number Sense, Addition, Subtraction, Multiplication, and Division. These domains are the focus of the 8-Week Learning Recovery Curriculum.
- #15 With the mantra, DepEd Cares, Shares and Serves with a SMILE and the institutionalization of the implementation of the RS Learning Recovery Plan, DepEd Region V intends to aggressively address the current learning crisis among the Bicolano learners with emphatic recognition of the need for academic success in school starting this school year, through a positive climate and environment where learners recover from learning loss and continue acquiring quality learning freely and naturally. Thus, it is a matter of policy that this 8-Week Learning Recovery Curriculum, with its implementing guidelines, shall be religiously implemented with adherence to the principles of rights-based education, early childhood education, childfriendly school system, and the holistic development of learners.
- #17 The training of teachers in the early grades shall be conducted by the division at least two weeks before the start of classes, and teachers shall be granted vacation service credits according to the provisions in DepEd Order No. 53, s. 2003. The division must include the supervisors and school heads in the training of teachers or conduct a separate orientation relative to the implementation of the program. The travel and training expenses shall be taken from the HRTD funds, local and/ or other available funds subject to existing accounting and auditing rules and regulations. Elementary school heads should orient the parents of Grades 1-3 learners about the implementation of the 8-Week Leaming Recovery Curriculum at least a week before the start of classes and shall discuss with them the following: a. rationale/purpose of the 8-week Learning Recovery Curriculum b. duration of the program c. class groupings/sectioning d. rating of learner's performanc
- #18 School heads should determine the number of groupings according to ability and according to classes, whether homogenous or heterogenous, before the start of the learning recovery classes.
- #21 2 - In meritorious cases, school heads and teachers shall decide on the most feasible grouping/ sectioning that will serve the best interests of the learners. 3 - This will provide familiarity and continuity in the teaching and learning process and will facilitate efficient and effective monitoring of learner’s progress even after the implementation of the 8-week LRC.
- #22 Assessment plays a crucial role in the implementation of the 8-Week Learning Recovery Curriculum as it reveals the learners' strengths and weaknesses in literacy and numeracy and serves as a guide for the teachers in the use of Lesson Maps. It will also keep track of learners' progress in relation to learning standards.
- #26 Item 2 - Guidelines in marking errors should be strictly followed Teacher shall use the script found in each tool when administering the test In Mathematics, Mother Tongue or the language preferred by the pupils shall be considered by translating the items, if needed.
- #29 8-Week Learning Recovery Curriculum in literacy and numeracy provides appropriate activities relevant to the skills that need to be developed in Grades 1, 2 and 3. It shall be implemented for ten weeks, which include the pre-test to be administered on the first week and the post-test that will be given on the 10th week. First Quarter shall commence on the 11th week of the School Calendar Year.
- #36 The school head should provide timely feedback and technical assistance to teachers as a result of the regular monitoring and evaluation for relevant and appropriate adjustments. The Education Program Supervisors and Public Schools District Supervisors shall also ensure that their supervisory schedules and technical assistance are focused on the implementation of this curriculum.
- #38 The school head should provide timely feedback and technical assistance to teachers as a result of the regular monitoring and evaluation for relevant and appropriate adjustments. The Education Program Supervisors and Public Schools District Supervisors shall also ensure that their supervisory schedules and technical assistance are focused on the implementation of this curriculum.
- #42 These LSAs shall assist teachers to create inclusive environments for pupils with special learning needs and provide learning opportunities that promote achievement and progression of learners.
- #43 The implementation of the 8-Week Learning Recovery Curriculum shall be done via face-to-face modality where there shall be a dynamic interaction and meaningful engagement between the learners and the teacher in the classroom.
- #44 The implementation of the 8-Week Learning Recovery Curriculum shall be done via face-to-face modality where there shall be a dynamic interaction and meaningful engagement between the learners and the teacher in the classroom.
- #50 Learning Centers to address the development of literacy and numeracy skills shall be strategically placed in the classroom. For literacy, the centers are focused on the 4 macro skills, which are listening, speaking, reading and writing. The centers contain activities that maybe done by learners guided by the teacher, independently or collaboratively as there may be book corners, videos for read-aloud and phonics lessons, writing practice, role-playing using puppets and unfinished worksheets. On the other hand, learners can work on Math manipulatives, number charts, number cards, math games and unfinished worksheets in the learning centers for numeracy. These are intended to prepare the learners for the target skill focus/ lesson.
- #54 DepEd ROV, in partnership with ABC+: Advancing Basic Education in the Philippines Project, has developed learning resources to support teachers and learners in ensuring the proper implementation of the 8-week Learning Recovery Curriculum vis-a-vis ensuring that learning gaps are closed and losses are regained. The lesson map is a guide for teachers, setting directions and proper perspective on how to find the strategies and materials (learning center activities and worksheets) to be utilized for each ability group.
- #55 The result of the assessment will give information on where the teacher should start. The teacher should find the areas where intervention is needed (see "Where to Start" in the Assessment Guidelines). The skills in the Lesson Map are placed under the literacy domains/ numeracy domains. Based on the result of the assessment, the teacher should look for the lowest level (baseline) where intervention is needed in each domain. Once the baseline is found, the teacher should match the skills with the strategies that they may use when they teach, the activities for the learning centers, and the worksheets to develop the target skills. The area where the groups is weak will be the focus of the directed instruction by the teacher and the utilization of worksheets.
- #56 The teacher should identify all the skills that need intervention and identify their matching strategies, learning center activities, and worksheets to be given to the learners. This will be part of the intervention plan. The teacher should also determine the skills that the learners in the group already know but would need review and more practice. These skills should be matched with the activities in the learning centers. The activities in the learning centers are meant to be accomplished at the independent level, in collaboration with other learners, and with guidance from the teacher.
- #57 The worksheets are coded based on competency and/or focused domain. These have been crafted to develop the target skills. The area where the groups is weak will be the focus of the directed instruction by the teacher and utilization of worksheets. The teacher may customize the available worksheets and may develop more to suit the context of the learners.
- #59 Should there be any error or inconsistency in the learning resources, teachers are encouraged to make necessary adjustments. Otherwise, these should be channeled to the proper forum i.e. learning area supervisors or the Division Learning Resource Management Section (LRMS).
- #60 The Most Essential Learning Competencies (MELCs) per quarter shall be condensed by the respective classroom teacher/ subject teacher depending on the difficult lessons/ critical contents. Relevant to this, a Budget of Work covering all the competencies for Quarters I to IV should be prepared by the teacher after considering the adjusted school calendar. Teachers are also encouraged to implement integrative learning to maximize the learning experiences among learners. Mid-year assessment, year-end assessment and culminating activity shall be considered as part of the curricular activity to ensure the impact of curricular instructions and interventions.
- #61 The progress of the learner shall be closely monitored by the teacher during the implementation of the 8 - Week Learning Recovery Curriculum. The teacher shall develop a customized learner's progress tracking record that would indicate the learning progress of the learner, which will be the basis for the development of additional learning materials, as well as lesson adjustments to cater to learners who excel or continue to lag. Materials for the adjustments may be sourced from available worksheets or may be developed by the teacher
- #63 To ensure the efficient implementation of the 8-Week Learning Recovery Curriculum, the following roles and responsibilities should be enforced across the following governance levels:
- #66 Schools are encouraged to link with stakeholders for the provision of support in the implementation of the 8-Week Learning Recovery Curriculum.