Policy Guidelines on the
Implementation of the 8-Week
Learning Recovery Curriculum
in Region V
Regional Memorandum No. 104, s. 2022
2
Contents:
DEFINITION OF
TERMS
RATIONALE
1
GENERAL
GUIDELINES
3
5
2
4
SCOPE
POLICY
STATEMENT
3
Contents:
REPEALING
CLAUSE
M&E
8
6
7
EFFECTIVITY
9
REFERENCES
4
I. RATIONALE
5
What’s Behind
The number of Grade 5 children struggling to learn
foundational skills ranges from 10 percent in some
countries to 80percent in others which is largely attributed
to the poor learning outcomes in the early grades specially
in reading.
- 2019 Southeast Asia Primary Learning Metrics published by UNICEF
6
❑ tailored
pre-primary
school readiness
❑ catch-up programs that
target specific skill gaps.
❑ strategic and systematic
monitoring of learning
outcomes
❑ evaluation better quality
assessment systems.
❑ teacher preparations
Positive impact on
learning outcomes
as
support
to
learners
in
acquiring
foundational
reading
skills,
socioemotional
skills.
7
8
Numeracy Results
9
Program Description
Program Description
RAISE R5
LEARNING RECOVERY
CURRICULUM
a learning remediation and intervention
that centers on teaching literacy and
numeracy to Grades 1-3 learners
identified to have acquired learning loss
11
12
Objectives
Objectives
The 8-Week Learning Recovery Curriculum for early grade learners
aim to:
1. Provide access to a comprehensive educational program to all
leaners in Grades 1-3 who experience learning loss because of
COVID-19 pandemic
2. Provide foundational skills to learners in literacy and numeracy in
order for them to catch up and be grade-level ready, and
3. 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.
14
II. SCOPE
15
Scope
● This
policy
shall
provide
guidelines for the implementation
of the 8-Week Learning Recovery
Curriculum in public schools in
Region V and shall cover all
learners in Grades 1 to 3. Private
schools may also adopt this
program upon submission of
written request to and approval
of the Regional Director.
• In divisions implementing
special curriculum where
standard assessment tools
are used to quality learners
such as Special Science in
Elementary Schools (SSES),
the division may include early
grade
learners
in
the
implementation of the 8Week Learning Recovery
Program if they also need
remediation based on the
learners’ CLRA and ALNAT
results.
16
III. DEFINITION OF TERMS
DEFINITION OF TERMS (A-P)
17
Definition of Terms
● 8-Week Learning Recovery Curriculum
● Adjusted School Calendar
● ALNAT or Albay Numeracy Assessment
Tools
● Assessment
● Bikol Language Identification Tool (BLIT)
● Classroom Assessment
● Comprehensive
Rapid
Literacy
Assessment (CRLA)
●
●
●
●
●
●
●
●
●
Differentiated Instruction
Differentiated Learning Activities
Learning Centers
Lesson Map
Learning Support Aide (LSA)
Manipulative Materials
Numeracy Skills
Structured Activities
Unstructured Activities
18
IV. POLICY STATEMENT
19
ith the mantra, DepEd Cares, Shares and Serves with a
SMILE and the institutionalization of the implementation of the R5
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 the
school starting in 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 the rights-based education,
early childhood education, child-friendly school system, and the
holistic development of learners.
20
V. GENERAL GUIDELINES
A. Program Planning
21
On Training and Orientation
• 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 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 subjects to existing accounting
and auditing rules and regulations.
On Training and Orientation
• Elementary school heads should orient the parents of Grades
1-3 learners about the implementation pf the 8-Week Learning
Recovery Curriculum at least a week before the start of
classes and shall discuss with 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 performance
On the Utilization of CRLA and ALNAT
• The results of the EOSY Comprehensive Rapid Literacy
Assessment (CLRA) and EOSY Albay Numeracy Assessment
Tool
(ALNAT)
shall
be
used
to
determine
groupings/sectioning of Grades 2 and 3 pupils and multigrade
classes. Hence, 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.
On the Utilization of CRLA and ALNAT
•
•
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.
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:
On the Utilization of CRLA and ALNAT
Grouping/
Sectioning
Pre-Test in Mother Tongue Pre-test in
1
Mathematics 1
A
Full Intervention
Needs Major Support
B
Moderate Intervention
Anchoring
C
Light Intervention
Emerging
D
Grade Ready
Developing/Transforming
26
On Class Organization
•
•
•
Schools are encouraged to organize classes homogeneously according to
CRLA Reading Level and the ALNAT Numeracy Level equivalent by grade.
In case of a learner’s assessment result does not fall in the same reading
and numeracy level, the CRLA result shall be considered in the groupings 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. In meritorious cases, school heads and teachers shall decide
on the most feasible grouping/sectioning that will serve the best interest of
the learners.
On Class Organization
•
•
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. This will provide familiarity and the 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.
Homogenous 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.
On Assessment (Pre-Test and Post-Test, Assessment of
Learning Outcomes)
•
Assessment plays a crucial role in the implementation of the 8Week 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.
On Assessment (Pre-Test and Post-Test, Assessment of
Learning Outcomes)
On Assessment (Pre-Test and Post-Test, Assessment of
Learning Outcomes)
Assessment shall be administered by teachers to all Grade 13 learners into two phases
Pre-test
Implementation
the
8-Week LRC
Week 1
Weeks 2-9
of
Post Test
Week 10
31
32
33
34
On Assessment (Pre-Test and Post-Test, Assessment of
Learning Outcomes)
The learners shall be
assessed by subject
areas with
corresponding
assessment tools
Grade Level
Subject Areas
Assessment Tools
1
Mother Tongue
Mathematics
LRP Assessment Tool
ALNAT
2
Mother Tongue
Mathematics
Filipino
English
Mother Tongue
Mathematics
Filipino
English
LRP Assessment Tool
ALNAT
LRP Assessment Tool
LRP Assessment Tool
LRP Assessment Tool
ALNAT
LRP Assessment Tool
LRP Assessment Tool
3
35
On Assessment (Pre-Test and Post-Test, Assessment of
Learning Outcomes)
•
•
•
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 posttest data shall be used for evaluating, adjustment and target setting.
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 Assessment (Pre-Test and Post-Test, Assessment of
Learning Outcomes)
•
•
On Week 10, the post-test shall be administered following the guidelines
set for each subject area, ability groups and grade level. Results of the
assessment shall be used for appropriate adjustments or further
interventions.
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.
V. GENERAL GUIDELINES
B. Program Implementation
38
Program Implementation
Week
The table below
shows the timetable of
activities
1
Activities
•
•
•
•
Expected Output/s
Administer Pre-Test to Grade • Results of Pre1 learners to determine
Test
grouping/sectioning
• Individual Profile
Administer Pre-Test to Grade
of Learners on
2 and Grade 3 learners to
Literacy
and
determine specific difficulties
Numeracy
Gather data, interpret and
analyze needs from the
results
Profile the learners based on
the pre-test results
39
Program Implementation
Week
The table below shows
the timetable of
activities
2
Activities
•
3
4
•
5
6
7
8
9
•
•
•
Implement the literacy
and numeracy
lessons intended for 8
weeks
Conduct formative
assessments and
performative tasks
Conduct intensive
monitoring and
evaluation of learners’
progress
Expected Output/s
•
•
•
•
Learners’
Tracking
Notebook/ ETracking Tool
Portfolio/Assess
ment Result
M and E report
and adjustments
40
Program Implementation
Week
The table below shows
the timetable of
activities
10
Activities
•
•
•
•
•
Expected Output/s
Administer
Post-Test
to • Results of PostGrades 1, 2 and 3 learners
Test
Gather data and analyze the • Profile
of
the
results
learners
Interpret the results
• Accomplishment
Profile
the
learners
to
Report
determine their grade level
readiness
Prepare an accomplishment
report
41
Program Implementation
•
•
Key Stage 1 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.
The following timetable of activities for school heads is also
recommended.
Program Implementation
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
2
3
4
5
6
7
•
Supervise the implementation of the 8Week 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
Monitor the conduct of the post test
Lead in the interpretation of post-test
results
•
School Consolidated
Report
•
•
8
9
10
•
•
43
On Teaching Load
In the implementation of the 8-Week Learning Recovery Curriculum. Below is the
table that shows the allotted minutes
Grade Levels
Areas
No. of Minutes
Grade I
Mother Tongue
Mathematics
Mother Tongue
Filipino
English
Mathematics
Mother Tongue
Filipino
English
Mathematics
240
Garde II
Grade III
320
360
44
On Teaching Load
•
•
For the multi-grade/combination class, the number of hours is
similar to the load of the teacher handling the monograde class.
Considering the voluminous task of teachers in the
implementation of the 8-Week Learning Recovery Curriculum, they
should be given full support by the school to focus on their regular
function as classroom teachers. 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.
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 the
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. 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.
On Curriculum Delivery Mode
•
•
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. Data culled from the assessment tool will serve as a basis for the
specific lessons to target deficient skills along literacy for each of the four ability
groups namely: Full Intervention, Moderate Intervention, Light Intervention and
Meets Expectations and/or Grade Ready.
•
This is similar to Numeracy except that the learners will be classified as Needs
Major Support, Anchoring, Emerging, and Developing/ Transforming as gleaned
from the assessment result.
•
Recognizing the COVID-19 pandemic vis-a-vis the need to resume to five days inperson classes, it is reiterated that schools continue to strictly observe essential
health and safety protocols as stipulated in DepEd Order No. 34, s. 2022.
On Time Allotment and Class Schedules
•
•
The school shall design class programs following the time allotment per grade
level as stated in DepEd Order No. 21, s. 2019; i.e, 240 minutes/4 hours for Grade 1;
310 minutes/5.17 hours for Grade 2; and, 360 minutes/6 hours for Grade 3.
The learning area focus for the grade level will be:
GRADE LEVEL
LEARNING AREA
1
Mother Tongue and Mathematics
2
Mother Tongue, Filipino, English
and Mathematics
3
Mother Tongue, Filipino, English
and Mathematics
On Time Allotment and Class Schedules
•
This is the suggested
Class Schedule for
Grade
1
(Mother
Tongue
and
Mathematics)
•
Here is the suggested
Class Schedule for
Grade 2 (MTB, Filipino,
English
and
Mathematics)
On Time Allotment and Class Schedules
•
This is the suggested
Class Schedule for
Grade 3 (MTB, Filipino,
English
and
Mathematics)
On Time Allotment and Class Schedules
•
The
Program
routine and
component
s
with
suggested
time
allotment
for Mother
Tongue,
English,
and Filipino
are broken
down into:
On Time Allotment and Class Schedules
•
The
Program
routine and
component
s
with
suggested
time
allotment
for Mother
Tongue,
English,
and Filipino
are broken
down into:
On Time Allotment and Class Schedules
•
For Mathematics, the
following are the program
routine and components
with
suggested
time
allotment
On Time Allotment and Class Schedules
•
The Classroom set up
may be illustrated as
follows:
On Time Allotment and Class Schedules
•
Unstructured Activities
On Time Allotment and Class Schedules
•
Structured Activities
On the Utilization of Learning Resources
●
Lesson Maps
●
Coded Worksheets
●
Activity Sheets
57
On the Utilization of Learning Resources
•
The teacher may customize the available worksheets and may develop
more to suit the context of the learners.
•
The following are the conditions for the utilization of 8-Week Learning
Recovery Curriculum learning resources:
a. The intended users of the 8-Week Learning Recovery Curriculum teaching and
learning resources are public school teachers and Grade 1-3 learners of Region V
(Bicol).
b. In no way the learning resources shall be printed or electronically reproduced
for commercial purposes.
c. No part of these learning resources shall be shared on any social media
platform.
Adjustments in the School Calendar for Grade 1 to Grade 3
Learners
•
In
view
of
the
implementation of the
8-Week
Learning
Recovery Curriculum,
the
following
adjustments to the
School Calendar for
School Year 2022-2023
will be adopted.
Adjustments in the School Calendar for Grade 1 to Grade 3
Learners
•
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.
•
These schedules may vary in the succeeding school years.
On Monitoring of Pupil Development
•
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.
•
On the 10th week, a post-test shall be administered to assess the learning
recovery of the learners. Results of the post-test shall serve as the basis
for the succeeding remediation activities, if still needed.
On Monitoring of Pupil 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 Learning
Recovery Curriculum.
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.
V. GENERAL GUIDELINES
C. Roles and Responsibilities
63
Roles and Responsibilities
64
Roles and Responsibilities
65
Roles and Responsibilities
66
Roles and Responsibilities
67
Monitoring and Evaluation
Effectivity
References
68
69