Republic of the Philippines

Department of Education
Region XI
Schools Division of Digos City
Digos Occidental District
Ranao Elementary School
Sitio Ranao, Goma, Digos City
School I.D. 129758

CATCH-UP PLAN
I. RATIONALE

The COVID pandemic continues to challenge us all in many ways. Last year’s distance learning was an
incredible feat by our educators and parents. However, one of the many lingering effects of the last 18
months is that some students still have “unfinished learning” compared to the learning they would have
completed in a typical year. 

With the reintroduction of in-person classes, the concern over basic education lies in progressively
recovering learning losses and attaining gains in literacy and numeracy, and being able to meet the
national and learning standards.

Reading. Data in school shows children can read. However, diagnostic tests conducted after the opening
of the current school year shows significant learning losses/gaps especially in identifying letter sounds
and spelling. We are made aware that we cannot move any further without these children recovered
significant skills in the science of reading, thus, we resort to re-teaching of the skills taught in beginning
reading.

Literacy. When children first arrive at school, the focus is on teaching them the “how” of reading and
writing. Students in the foundation year of school need to learn how to understand and recognize the
sounds of words, as well as the connections between spoken and written words. Unfortunately, these
connections were not evident by most of these children.

Numeracy. Children’s skills in Mathematics parallels to the grade levels below them. Diagnostic tests
conducted show that pre-requisite skills taught for Grade 4 have been completely forgotten. Affecting
factors identified were lack of homestead support in constant practice especially in multiplication and
division.

II. OBJECTIVES

Reading

 Monitor the implementation of the systematic approach in teaching the science of reading.
 Evaluate reading materials provided for the learners.

Literacy

 Monitor and examine students' reading progress and teachers' instructional strategies in order to
improve students' reading and writing achievement.

Numeracy

 Monitor and evaluate how teachers observe the following factors that affect numeracy learning:
  Normal vision acuity. Does the student's posture during class suggest they find text difficult to
keep in focus? Does the student try to move forward or leave their chair to read what is written
on the board?
 Adequate oral language and communication strategies. Does the student struggle to recall
mathematical terms or have a limited vocabulary? Is the student able to wait their turn to speak?
Do they raise their hand? Do they interrupt others regularly?
 Typical cognitive ability. Can the student recall information and retain ideas in their short-term
memory during classroom activities? Can they make predictions, recognize cause and effect,
reason by analogy and form abstract concepts?
 Organizational strategies. Can the student plan for how they will complete a task? Can they
maintain focus and attention and ignore distractions?
 Attention. Is the student able to maintain focus during the class or small group instruction? Are
they displaying disruptive behavior or lack of engagement (such as zoning out)?
 Positive attitudes toward math, and about themselves as users of numeracy.
 Learning difficulties in other areas, such as literacy or social-emotional difficulties.

III. IMPLEMENTATION PLAN

TARG
SPECIFIC ACTIVITI STRATE PERSONS SUCCESS
AREA ET
PROBLEMS ES GY INVOLVED INDICATOR
DATE
Reading

Literacy

Numeracy