ese f nce Ng oop Eu Sc Republic of the hitippines Department of Education bu. REGION V- BICOL y Office of the Regional Director August 30, 2023 REGIONAL MEMORANDUM No. 208 8, 2023 UTILIZATION OF A UNIFIED MONITORING AND EVALUATION TOOL DURING ‘THE MONITORING OF THE YEAR 2 IMPLEMENTATION OF THE 8-WEEK LEARNING RECOVERY CURRICULUM IN REGION V To : Schools Division Superintendents 1. This Office, through the Curriculum and Learning Management Division, has developed the Monitoring and Evaluation Tool on the Year 2 implementation of the 8-Week Learning Recovery Curriculum in Region V to ensure the holistic and efficient monitoring of the elementary schools’ application of the contextualized curriculum for Grades 1, 2 and 3 learners this School Year 2023-2024. 2, Said M and E tool, which comprehensively captures the essential elements of the contextualized curriculum, is divided into seven major parts: a, Program Planning b. Program Implementation ¢. Provision of Support to the Implementation of the 8-Week LRC d. Support Given to other Early Grade Learners (Group B) e, Issues/Challenges Encountered and Solutions Implemented School's Best Practices in the Implementation of the 8-Week LRC g. Recommendations 3. Relevant to this, all DepEd Regional Office V personnel and SDO personnel assigned to monitor elementary schools as they implement the 8-Weck Learning Recovery Curriculum in Grades 1 to 3 are enjoined to use the attached M and E Tool. 4. For strict compliance. GILBERT T. SaDsaD Regional Director cup jtt, 08/30/2028 Regional Center Site, Rawis, Legazpl City 4500 © 0969 516 9555 © regions@deped.gov.phRepublic of the Philippines Department of Education REGION V- BICOL MONITORING AND EVALUATION TOOL FOR YEAR 2 IMPLEMENTATION OF THE 8-WEEK LEARNING RECOVERY CURRICULUM IN REGION V ‘School Year 2023-2024 School: School Head: District: Division: Instructions: This monitoring tool is designed for use by DepEd Regional Office V and SDO personnel to monitor elementary schools as they implement the 8-Week Learning Recovery Curriculum to all Grade 1 leamers and selected Grades 2 and 3 who need full and moderate interventions. Check (¥J the column that is appropriate to the practice. Items under Remarks should also be filled in when needed. Responses shall be generally gathered from the School Head during the actual schoo! visit and interview but should be further validated through conversations with Grades 1 to 3 teachers, whenever possible. If some data in the indicators with asterisk (*) are not yet be available during the monitoring, write Not Applicable Data Privacy Statement: All the data to be generated will be treated with utmost confidentiality and shall be governed by Republic Act 10173, otherwise known as the Data Privacy Act of 2012. Responses INDICATORS Yeo | No Remarks L._Program Planning ‘A. On Training and Orientation Ifthe answer is YES: 1. The school head were fully oriented in the division or etal of Ofentatot district level about the Year 2 implementation of the &-Week Learning Recovery Curriculum prior to the | school opening. Modality (Online or Face-to-Face): Page 1 of 8Trihe answer is VES: Date/s of Orientation: Total Number of Teachers Trained: Grade 1: Grade 2: 2. Early grade teachers were oriented on the Year 2 Grade 3: implementation of the 8-Week Leaming Recovery Curriculum prior to the school opening, ete Level of Orientation: Division _—— District __ Schoo! INO: Number of teachers that were not oriented: Grade 1 Grade 2 Grade 3 Reason/s why NOT all teachers were oriented: Page 2 of 83. Parents of Grades 1 to 3 who would undergo the Year 2 8-Week Learning Recovery Curriculum were oriented prior to the opening of classes. the answer is VES: Date/s of Orientation to Parents: Grade 1 Grade 2: Grade 3: If NO, reason/s why the orientation was not ‘conducted: B._On the Utilization of CRLA and ALNAT. 4The results of the _ End-of-the-School-Year Comprehensive Rapid Literacy Assessment (CRLA) and End-of-the-School-Year Albay Numeracy Assessment Tool (ALNAT) have been used to determine groupings/sectioning in Grades 2 and 3. *Group A- will undergo 8-Week LRC “Group B- will proceed with regular lessons in 8 subjects, ‘Number of sections in Grade 2: Group A: Group B: Grade 3: Group A: Group B: 5, Classes are organized homogeneously in Grades 2 to 3 according to the CRLA Reading Level and ALNAT Numeracy Level. TF the answer is NO, | state reason/s why classes were not organized homogeneously: Page 3 of 8C. On Assessment 6. For Grade 1 pupils, the results of the pre-test in Week ‘Number of sections in 4 for Mother Tongue and Mathematics have been Grade 1 ized to determine groupings/sectioning prior to the Year 2 implementation of the 8-Week Learning Recovery Curriculum in Grade 1 classes. Specific dates when pre-test was 7.Preest has been administered to the Grades 2-3, ee leamers under Group A (Full Intervention and eae Moderate Intervention) in Week 1 to determine specific difficulties in literacy and numeracy and used Grade 2: by teachers as basis where to start instruction. (Group ay Grades; (Group A) 8. All Grade 1 learners and Grades 2 and 3 leamers under Group A have been assessed by | subject area with the corresponding assessment tools: Grade 1: Mother Tongue- LRC Pre-Test Mathematics- LRC Pre-Test Grade 2 (Group A): Mother Tongue- LRC Pre-Test I Mathematics- LRC Pre-Test Filipino- LRC Pre-Test English- LRC Pre-Test Grade 3 (Group A): Mother Tongue- LRG Pre-Test Mathematics- LRC Pre-Test Filipino- LRG Pre-Test English- LRC Pre-Test Q:Teachers have evaluated their procedure in conducting the pre-test using the prescribed Self- Assessment Tool rubric for each subject area. 70. Pre-test assessment results have served as basis of specific lessons/interventions to all Grades 1 learners and Grades 2 and 3 learners under Group A using the Lesson Maps. 71. Teachers administer formative assessments and performance tasks within the Year 2 implementation, of the 8-Week Learning Recovery Curriculum. | 12." Post-test has been administered to all Grade 1 | leamers and Grades 2 and 3 leamers under Group A in Week 10. 13." Analysis and interpretation of results have been made by the teachers after the conduct of the post- test to determine grade level readiness of all Grade 1 learners and Grades 2 and 3 learners under Group A. 74." Profile of the learners have been determined and recorded in the prescribed template (Individual Profile of Learners on Literacy and Numeracy) by the teachers in Week 1 and completed in Week 10 upon culmination of the &-Week Leaming Recovery Curriculum (Year 2). 75." Plans for adjustment and further intervention for struggling learners have been determined by the Page 4 of 8teachers after the completion of the &-Week Learning Recovery Cutriculum (Year 2). 16. The school head has closely supervised and monitored the conduct of the pre- and post- tests. Il, Program Implementation ‘A._On Curriculum Delivery 7. A team of early grade teachers work together in a particular class (team teaching, where two or more teachers are assigned in a particular grade level). '78. Learning support aides (LSAs) have been hired to assist the early grade teachers in the Year 2 implementation of the 8-Week Learning Recovery Curriculum. IF the answer is NO, 19, Face-to-face modality is adopted for Grades 1-3 write the type of classes in the Year 2 implementation of the &-Week ‘modalty implemented: Learning Recovery Curriculum. T the answer is NO, wnte the modifications 20. Time allotment per grade level as stated in DepEd made: Order No. 21, s. 2019 (Grade 1: 240 mins, Grade 2: 310 mins., Grade 3: 360 mins) have been strictly ‘observed in designing the Cass Program in Grades 1 to 3 classes that implement the 8-Week Learning Recovery Curriculum (Year 2). B.On Learning Centers 21. At least two Leaming Centers to address the development of literacy and numeracy skills of the early grade leamers are strategically placed in the classrooms. 22. The literacy center has book comers, videos, phonics lessons, puppets, worksheets and other manipulative materials. 23. The numeracy center has math manipulatives, number charts, number cards, math games and worksheets, among others. 24, The classroom set-up allows early grade leamers to be engaged in structured and unstructured activities. 25. The classroom is spacious, well-ventilated and clean. C. On Leaming Resources 26. Lesson Maps in Mother Tongue, Filipino, English ‘and Mathematics have been printed and are available in the classrooms of Grades 1-3 teachers. 27. Lesson Maps are fully utilized by the early grade teachers as guide in finding the strategies and materials that are appropriate for each ability group. Page 5 of 828. Coded worksheets have been printed and are available in the classrooms. 28. Aside from the worksheets contained in the 6- Week LRC package, additional worksheets are also developed by the teachers to suit the context of their early grade learners. Il On Provision of Support to the Implementation of 8-Week Learning Recovery Curriculum. 30. Teachers are fully supported by the school head by not giving them extra assignments or tasks so that they can focus on their regular function as classroom teachers. 31. Teachers are not made to take part in activities such as trainings, workshops, conferences, competitions or orientations at least until the completion of the Year 2 implementation of the 8-Week Learning Recovery Curriculum: 32. Teachers who implement the 6-Week Leaming Recovery Curriculum (Year 2) are not required to write lesson plans. They utilize the lesson map as guide in the conduct of daily lessons. 33. Early grade teachers’ teaching assignment is retained in the primary grades; they are not moved in the intermediate grade levels for the entire duration of the RS Learning Recovery Plan implementation. 34. Focus group discussions or small Learning Action Cell sessions to process daily sessions and to discuss teaching and learning experiences with other teachers are organized by the schoo! head for adjustments and continuous improvement of the contextualized curriculum, 35.The school head provides timely feedback and technical assistance to teachers as a result of the regular monitoring and evaluation of early grade teachers. IV. Support Given to other Early Grade Learners (Grades 2-3, Group B) ‘36. Grades 2 and 3 leamers who are classified under Group B (Light Intervention and Grade Ready) are grouped together in a section if the answer is NO, state reason/s why the | leamers in Group B are not grouped homogenous\y: 37. Pre-test has also been administered to the Grades 2.3 learners under Group B (Light Intervention and Grade Ready) in Week 1 to determine specific difficulties of leamers, if any. 38. Remedial instruction is given to Grades 2-3 learners under Group B who need additional practice and ‘enhancement activities during remedial sessions. 39. Additional learning resource materials are made available and easily accessible to Grades 2-3 learners under Group B to enhance their learning. Page 6 of 840. Formative assessments are regularly administered to leamers in Grades 2-3 who are undergoing remedial instruction to check their progress. V. Issues/Challenges Encountered and Solutions Implemented in the Implementation of the 8-Week Learning Recovery Program Issues/Challenges Solutions Vi. School's Best Practices in the implementation of the Week Learning Recovery Program Page 7 of 8Vil. Recommendations to Further Improve the Implementation of the 8-Week Learning Recovery Curriculum Signature Over Printed Name of Monitor Position/Designation of Monitor Date of Monitoring: Conforme: ‘Signature Over Printed Name of the School Head Cimdfilagata 2023 Revision 08,30,2023 Page 8 of 8