Republika ng Pilipinas
Kagawaran ng Edukasyon
TANGGAPAN NG MGA PAARALANG PANSANGAY NG CAMARINES SUR
Purok ng Hilagang Caramoan
Mababang Paaralan ng Poloan
EVALUATION OF THE IMPLEMENTATION OF THE 8-WEEK LEARNING RECOVERY CURRICULUM
REGION V
PART I. Directions: Study carefully the given significant components of the 8-Week Learning Recovery Curriculum which include Training and Orientation,
Utilization of CRLA and ALNAT, Assessment, and Curriculum Implementation of the contextualized curriculum in Mother Tongue, English, Filipino and
Mathematics; specific solutions that they implemented as a result of technical assistance or discussions; suggestions that can be given to further
improve such component, and best practices that have been implemented, if any.
INDICATORS ISSUES /GAPS/ CONCERNS SOLUTIONS IMPLEMENTED SUGGESTIONS FOR BEST PRACTICES
ENCOUNTERED IMPROVEMENT
I. On Training and Orientation The supervisor, school heads and
1. Regional, Division and District Grades 1-3 teachers oriented the 8
training and orientation were week Learning Recovery
conducted to division supervisors, Curriculum. During training and
school heads, Grades 1-3 Key Grades 1 and 3 teachers obliged to Availability of manipulative Grades 1 to 3 teachers developed
orientation, some manipulative
teachers and parents prior to the bring that manipulative materials in materials resourcefulness and creativeness in
materials were not available.
implementation of the 8-Week the venue and possible made that making manipulative materials for
Learning Recovery Curriculum in materials. the suggested subjects.
the division.
II. On the Utilization of CRLA The Comprehensive Rapid Literacy Used previous results of the Communication of Grades 1-3 Followed the results of previous
Assessment (CRLA) and Albay Comprehensive Rapid Literacy teachers results of the Comprehensive Rapid
and ALNAT
Numeracy Assessment Test Assessment (CRLA) and Albay Literacy Assessment (CRLA) and
(ALNAT) were distributed to Numeracy Assessment Test Albay Numeracy Assessment Test
learners were difficult to find (ALNAT) in determining ability (ALNAT) for ability groupings in
2. Results of the Comprehensive
Rapid Literacy Assessment (CRLA) groupings. groupings to easily distribution of giving present Comprehensive Rapid
and Albay Numeracy Assessment the present Comprehensive Rapid Literacy Assessment (CRLA) Grades
Test (ALNAT) were utilized to Literacy Assessment (CRLA) and Albay Numeracy Assessment
determine groupings of learners. Test (ALNAT).
3. Learners of Grades 1 to 3 were It was required to use differentiated For the refreshment and Collaboration of teachers in
appropriately in learners’ ability One teaching method in one setting instruction and used lesson maps to improvement, Grades 1 to 3 implementation of the 8 week
grouped / classes according to their was not covered the four different implement well the 8 week Learning teachers may ask other classroom Learning Recovery Curriculum
literacy and numeracy abilities. learning abilities ( full intervention, Recovery Curriculum. teacher expertise in using that
moderate, light intervention and teaching method, and can attain
Grade Ready) training or workshop about
differentiated instruction.
III. On Assessment LRC pre-assessment in Mother Teachers required enough time for Extended time must be allowed for Facilitating struggled learners in
Tongue, Filipino and English were them on the assessment and let them. changing questions into simplest
difficult for struggling learners. skipped difficult words. form to alleviate difficult items
4. LRC pre-assessment in Mother
Tongue, Filipino and English were
administered to Grades 1-3 learners
to determine concrete difficulties in
literacy.
In numeracy, LRC pre-assessment
was administered to Grade 1
learners; while for Grades 2 and 3, LRC pre-assessment in Mathematics
They were facilitated by teacher in Enough time to be given for Grade 1
the EOSY –ALNAT results were was difficult for Grade 1 struggling
used to determine specific learners.
simplifying difficult questions. struggling learners for simplifying
competencies unmastered. questions
5. LRC pre-assessment (in literacy) Lessons from Grade ready learners Grades 1 to 3 teachers used ability Continuous development of Teachers enhanced time
and ALNAT (in numeracy) results were difficult for struggling groupings, lesson maps and creating additional worksheets to management and developed
served as basis of specific lessons / learners. differentiated instruction, and achieve specific needs of each effective teaching materials.
interventions to Grades 1-3 created additional worksheets to ability groups.
learners. meet the needs of each ability
groups.
6. Formative assessments and The allotted time for formative and The learners belonged to full and Involve parents in assisting the said The said ability groupings were
performance tasks were creatively performance tasks was not enough moderate intervention were assisted ability groupings to have enough alleviate himself in doing task by
administered by the teachers within for learners belonged to full and to finish the task. time to finish the task at home. teacher’s assistance.
the implementation of the 8-Week moderate intervention.
Learning Recovery Curriculum.
7. In Week 10, CRLA was Weather condition and other Extended time for the Flextime should allow because of Completed post-assessment.
administered in Mother Tongue, interruption affected the time postponement unexpected interruption.
Filipino and English to determine allotted for CRLA.
of scheduled CRLA
grade readiness of Grades 1-3
learners in literacy. Weather condition and other Extended time for the Flextime should allow because of Completed post-assessment.
interruption affected the time postponement unexpected interruption.
allotted for CRLA.
of scheduled CRLA
While for numeracy, LRC post-
assessment was administered to
Grades 1-3 learners.
8. Plans for adjustment and further The remained struggling learners Extended time from the given Teachers will need actual Developed teaching materials for
intervention for struggling learners needed continued intervention. scheduled of the 8-Week Learning assistance on developing new struggling learners.
have been made by the teachers intervention by trainings and
Recovery Curriculum for those
after the completion of the 8-Week workshops as new learning.
remained struggling learners.
Learning Recovery Curriculum.
9. LRC post-assessments and The submission of post-assessment Extended time due to unexpected Flextime should allow because of Completed post-assessment.
ALNAT were administered to Grade results were not on time. interruption gave to teachers for unexpected interruption.
1-3 in Mother Tongue, Filipino, consideration.
English and Mathematics in the
succeeding weeks after the
completion of the 8Week LRC
implementation.
(Note: Respond to this item only
if post-assessments have already
by schools.)
IV. On Curriculum In doing activities/tasks, struggling By ability groupings, the Extended time and additional Identified the needs of each ability
learners were slow compared to activities/tasks were organized in a worksheets must be continued. groupings and implemented the
Implementation and Delivery
learners who are Grade ready and diverse learning ability. intervention.
Light intervention.
10. Five days a week face-to-face
modality was adopted for Grades
13 classes in the implementation of
the 8-Week Learning Recovery
Curriculum.
11. Lesson maps appropriately Some teaching materials or any Grades 1 to 3 browsed in the Availability of all required Enhanced creativity and
guided the early grade teachers in other manipulative materials from internet to generate some teaching/manipulative materials. resourcefulness.
finding the strategies and materials lesson maps were not available in unavailable teaching/manipulative
that were appropriate for each school. materials.
group.
12. The learning centers were Lack of resources in keeping Grades 1 to 3 called the attention of Availability of resources for learning Collaboration of teachers and
systematically managed by the teaching/manipulative materials parents to make tables for keeping centers parents developed in the
teachers by making available teaching/manipulative materials. implementation of the 8-Week
appropriate manipulative materials. Learning Recovery Curriculum.
13. Skills development in literacy Unfamiliarity of manipulative Teachers were assisted learners Regular monitoring to learners in Teachers introduced the function of
and numeracy were maximized by materials of learners while playing manipulative materials engaging manipulative materials in each learning centers with its
early grade learners through the in each learning areas. each learning areas manipulative materials.
utilization of learning centers.
14. Aside from the worksheets Additional worksheets were not Teachers worked together to make Should ask technical assistance Collaboration of teachers in the
contained in the 8-Week LRC easy to develop for struggling new work sheets for struggling from expert teacher. implementation of the 8-Week
package, additional worksheets learners. learners. Learning Recovery Curriculum.
were developed by the teachers to
suit the context of their early grade
learners.
15. Early grade teachers supported Different strategies of making Each teacher shared Should ask technical assistance Each teachers respected the shared
one another in the development of questions for additional work sheets learnings/knowledge about making from expert teacher. learnings/knowledge in making
supplemental materials and suit additional work sheets for additional worksheets.
additional worksheets. learners.
PART II. Directions: Answer the following questions as comprehensively as possible.
1. What is the general impression of the elementary school heads about the 8- Week Learning Recovery Curriculum?
Generally, elementary school heads are positive about the 8-Week Learning Recovery Curriculum. They feel that it provides a structured approach to helping students recover lost instructional
time and learning gaps due to the pandemic. They also appreciate being able to access resources and training to support their schools’ implementation.
2. What is the general impression of the early grade teachers about the 8-Week Learning Recovery Curriculum?
Early grade teachers are also very positive about the 8-Week Learning Recovery Curriculum. They feel that it helps to facilitate a smoother transition back to school and gives them the flexibility
to offer engaging and creative learning activities to their students. They also appreciate the resources and training that is available to support their implementation.
3. What specific components of the 8-Week Learning Recovery Curriculum are appreciated by early grade teachers? Why are these components appreciated?
Recovery Curriculum is widely appreciated by early grade teachers for its holistic approach. It encompasses a variety of elements such as: engagement with parents; educational technology;
personalized instruction and supports; strengthening foundational skills; and building social emotional competencies. It’s valued because it takes into account the unique needs of each student,
and most importantly, offers teachers a comprehensive plan for helping their students transition back to school.
4. What specific components of the 8-Week Learning Recovery Curriculum are challenging to the early grade teachers? Why are these components challenging to them?
The most challenging component of the 8-Week Learning Recovery Curriculum to early grade teachers is likely the complexity of the content and its implementation. This curriculum is designed
to help students catch up on skills they may have missed due to learning disruptions. As a result, the content presented is often more complex and requires a greater level of teaching and
instructional skill to effectively present the material. Additionally, since this curriculum is often presented in a short period of time, early grade teachers may face challenges with pacing and
sequencing the material. This can be especially difficult for teachers who are used to teaching more traditional, linear curriculums. Furthermore, the 8-Week Learning Recovery Curriculum also
requires teachers to be flexible and adaptable to different student needs, which can be challenging for teachers who are used to teaching a more structured curriculum.
5. In the implementation of the 8-Week Learning Recovery Curriculum, did the early grade teachers make adjustments to suit the contest of their learners? Discuss
briefly the adjustment/s made by the teachers.
Yes, the early grade teachers did make adjustments to the 8-Week Learning Recovery Curriculum to better suit the needs of their learners. For example, some teachers provided additional
hands-on activities to help students learn key concepts. Additionally, teachers also provided more visuals, such as diagrams and pictures, to help students better understand the material. Other
adjustments included breaking down complex concepts into smaller, more manageable chunks and providing more opportunities for student interaction and discussion. Finally, teachers also
provided more scaffolding and support for students who needed additional help to understand the material.
6. In your assessment as Division Literacy and Numeracy Team, were the objectives of the 8-Week Learning Recovery Curriculum ( a. provide access to a comprehensive
educational program for all learners in Grades 1-3 who experience learning loss because of COVID-19 pandemic; b. provide foundational skills to learners in literacy and
numeracy in order for them to catch up and be grade-level ready, and c. ensure the holistic development of early grade learners by providing them with opportunities
that will enable them to acquire foundational and readiness skills)met, or no met? Why or why not?
Based on our assessment, we believe that the objectives of the 8-Week Learning Recovery Curriculum were met. The curriculum provided access to a comprehensive educational program for
all learners in Grades 1-3 who experienced learning loss due to the COVID-19 pandemic. It also provided foundational skills in literacy and numeracy, allowing learners to catch up and be
grade-level ready. Finally, the curriculum also provided opportunities for holistic development, enabling learners to acquire foundational and readiness skills. The adjustments made by the early
grade teachers were also instrumental in helping students reach these objectives.
7. Based on the monitoring that you have conducted, what enabling factors contributed to the success of the 8-Week Learning Recovery Curriculum in your division?
The enabling factors that contributed to the success of the 8-Week Learning Recovery Curriculum in our division include the following: -Strong teacher engagement and commitment. The
teachers in our division were very engaged in the curriculum and committed to helping their students succeed. -Flexible and adaptive teaching strategies. The teachers in our division were able
to adjust their teaching strategies to better meet the needs of their students. -Effective use of technology. The teachers in our division were able to leverage technology to facilitate learning and
provide additional support where needed. -Strong collaboration between teachers. The teachers in our division were highly collaborative, working together to ensure that all students had access
to the same quality of education. -Timely and effective feedback. The teachers in our division provided timely and effective feedback to their students to support their learning.
8. On the other hand, what were the hindering factors that affected the implementation of the 8-Week Learning Recovery Curriculum in your division?
The hindering factors that affected the implementation of the 8-Week Learning Recovery Curriculum in our division include the: - Limited time. The 8-Week Learning Recovery Curriculum was
designed to be completed within a short period of time, which was a challenge for teachers who had to cover multiple learning objectives within a short time frame.
9. As a team, what recommendations can you give to further enhance the implementation of the 8-Week Learning Recovery Curriculum?
Our team recommends the following to further enhance the implementation of the 8-Week Learning Recovery Curriculum: - Provide additional support and resources for teachers. This could
include additional instructional materials, teacher training, and access to technology. - Increase the amount of time dedicated to the curriculum. This could be done by providing additional
instructional time and/or extending the duration of the curriculum.
10. Would you recommend for the 8-Week Learning Recovery Curriculum for Grades 1 to 3 learners to still be implemented, at least in the next two school
years? Why or why not?
Yes, we would recommend that the 8-Week Learning Recovery Curriculum for Grades 1 to 3 learners still be implemented, at least in the next two school years. The curriculum
has proven to be an effective way for students to catch up on skills that may have been lost due to learning disruptions. By continuing to implement the curriculum, students will
be able to continue to make progress and gain the foundation skills they need to succeed in future grades. Additionally, by continuing to implement the curriculum, teachers will
be able to gain more experience with the content, allowing them to further refine their instructional strategies and provide better support for their students.
Prepared by:
MYRNA E. SENTELICES EMELYN B. VELASVO RAMEL I. VALENCIA
Grades II - III Adviser Grade I Adviser School Head
