PROJECT SIRUMA strengthening initiating reading .pptx

strengthening initiating reading

1. Strong commitment, dedication and leadership of the PSDS enabled to create a unique, output-driven, and viable learning recovery plan to continuously address the learning loss and help learners catch up and accelerate their learning after the two years of challenges due to pandemic. INTRODUCTION

2. CRLA ( BoSY ) 2022-2023 Average Overall Percentage by Reading Profiles (MTB- GRADE 1 TO 3) TOTAL NUMBER OF LEARNERS ASSESSED: 1,576

3. MTB (GRADE 1 TO 3)   No. of learners enrolled No. of learners assessed Reading proficiency levels   Full Refresher % Moderate Refresher % Light Refresher % Grade Ready % GRADE 1 513 512 294 57 60 12 75 15 83 16 GRADE2 522 522 283 54 51 10 77 15 111 21 GRADE 3 542 542 251 46 18 3 110 20 163 30 TOTAL 1577 1576 828 53 129 8 262 17 357 23

4. CRLA BoSY 2022-2023 Grade 1 Learners by Reading Profiles MTB TOTAL NUMBER OF LEARNERS ASSESSED: 512

5. CRLA BoSY 2022-2023 Grade 2 Learners by Reading Profiles MTB TOTAL NUMBER OF LEARNERS ASSESSED: 522

6. CRLA BoSY 2022-2023 Grade 3 Learners by Reading Profiles MTB TOTAL NUMBER OF LEARNERS ASSESSED: 542

7. FILIPINO (GRADE 2 &3)   No. of learners enrolled No. of learners assessed Reading proficiency levels   Full Refresher % Moderate Refresher % Light Refresher % Grade Ready % GRADE2 522 522 269 52 60 11 85 16 107 20 GRADE 3 542 542 206 38 53 10 111 20 172 32 TOTAL 1064 1064 475 45 113 11 196 18 279 26

8. CRLA BoSY 2022-2023 Grade 2 Learners by Reading Profiles FILIPINO TOTAL NUMBER OF LEARNERS ASSESSED: 522

9. CRLA BoSY 2022-2023 Grade 3 Learners by Reading Profiles FILIPINO TOTAL NUMBER OF LEARNERS ASSESSED: 542

10. ENGLISH GRADE 3 (BOSY)   No. of learners enrolled No. of learners assessed Reading proficiency levels   Full Refresher % Moderate Refresher % Light Refresher % Grade Ready % GRADE 3 542 542 197 36 149 27 99 18 97 18

11. CRLA ( BoSY ) 2022-2023 GRADE 3 Learners by Reading Profiles ENGLISH TOTAL NUMBER OF LEARNERS ASSESSED: 542

12. CRLA ( BoSY ) 2022-2023 Average Overall Percentage by Reading Profiles MTB (GRADE 1 TO 3), FILIPINO (GRADE 2 TO 3) ENGLISH (GRADE 3)

13. Focus Area 1: CURRICULUM, ASSESSMENT & INSTRUCTIONS

14. Focus Area 1: CURRICULUM , ASSESSMENT & INSTRUCTIONS

15. Focus Area 2: PROFESSIONAL DEVELOPMENT FOR KEY PERSONNEL (TEACHERS & SCHOOL HEADS)

16. Focus Area 2: PROFESSIONAL DEVELOPMENT FOR KEY PERSONNEL (TEACHERS & SCHOOL HEADS)

17. Focus Area 2: PROFESSIONAL DEVELOPMENT FOR KEY PERSONNEL (TEACHERS & SCHOOL HEADS) District Roll-out on the Instructional supervision Framework Learning And Development Program Implementation Review and Assessment

18. Focus Area 3: ACADEMIC SUPPORT

19. Focus Area 3: ACADEMIC SUPPORT

20. Sustain ILRP implementation through MOOE/SEF and other funds Project SIP : Inclusion of the ILRP in the SIP/AIP, M and E of AIP Focus Area 4: BUDGET

21. SIRUMA DISTRICT COMPREHENSIVE READING LITERACY ASSESSMENT (CRLA) RESULT POST TEST

22. CRLA (POST TEST RESULT) 2022-2023 (MTB- GRADE 1 TO 3) TOTAL NUMBER OF LEARNERS ASSESSED: 978

23. CRLA (POST TEST RESULT) 2022-2023 (FILIPINO- GRADE 2 & 3) TOTAL NUMBER OF LEARNERS ASSESSED: 1025

24. CRLA (POST TEST RESULT) 2022-2023 (ENGLISH- GRADE 3) TOTAL NUMBER OF LEARNERS ASSESSED: 500

25. Comparative Results MTB GRADE 1-3 PRE TEST POST TEST

26. Comparative Results FILIPINO GRADE 2 PRE TEST POST TEST

27. Comparative Results FILIPINO GRADE 3 PRE TEST POST TEST

28. Comparative Results ENGLISH GRADE 3 PRE TEST POST TEST

29. Schools with the Most Number of Learners Needing Full Refresher in MTB

30. Schools with the Most Number of Learners Needing Full Refresher in FILIPINO 2

31. Schools with the Most Number of Learners Needing Full Refresher in FILIPINO 3

32. Schools with the Most Number of Learners Needing Full Refresher in ENGLISH 3

33. Schools with Highest Percentage of Grade Ready MTB

34. Schools with Highest Percentage of Grade Ready FILIPINO 2

35. Schools with Highest Percentage of Grade Ready FILIPINO 3

36. Schools with Highest Percentage of Grade Ready ENGLISH 3

37. Catch Them Early Program an adjustment of the RAISE:CAMSUR LN is a responsive and sustainable program which includes different projects and activities to improve the literacy and numeracy levels of each learner.

38. The Office of the Public Schools District Supervisor directs all the 18 Schools in Siruma District to implement this Catch Them Early Program and provide mechanism needed for the smooth transition to the new normal starting 2022 and thereafter. The Schools Division of Camarines Sur directs all the 45 districts to implement this Catch Them Early Program

39. It is a learning remediation and intervention that centers on the continuous teaching of literacy and numeracy incorporating the Most Essential Learning Competencies (MELCs) for Grades 1, 2 and 3 learners who are identified to have learning gaps despite the implementation of the 8-Week Learning Recovery Curriculum.

40. Features of the Catch Them Early Program lessons are based on assessment results; curriculum map based on the MELCs and unmastered skills in the 8-week LRC; balance between language comprehension and decoding;

41. Features of the Catch Them Early Program lessons and learning resources employ the principles of Social and Emotional Learning (SEL) and Gender Equity and Social Inclusion (GESI); ability groups with differentiated learning activities; pre-test and post-test.

42. Objectives of the Catch Them Early Program provide access to comprehensive educational program for all Grades 1, 2 and 3 learners; enhance skills of learners who were identified as Grade Ready after the 8-Week LRP;

43. Objectives of the Catch Them Early Program equip learners with basic skills in literacy and numeracy in order for them to cope up and be grade – level ready; and ensure holistic development of early grade learners through SEL and GESI-based lessons.

44. Catch Them Early Program: Planning Conduct surveys on the status of learners, best practices and challenges Create school/district/division Literacy & Numeracy Core Team

45. Catch Them Early Program: Planning The District and Division Literacy and Numeracy Core Team shall consolidate the data gathered from the survey. The Division LN Core Team shall revisit the K to 12 Curriculum on Languages specifically on the bridging of languages.

46. 5. Prepare a curriculum map based on the MELCs and the unmastered skills in the 8-week LRC that cut across learning areas with focus on the 4- Pronged Approach with Differentiated Instruction and Explicit Teaching.

47. Catch Them Early Program: Capacity Building 1. Enhance teachers and school heads’ attitudes, skills and knowledge on teaching beginning reading through Professional Development of Teachers and School Heads on Reading, Assessment & Monitoring and Evaluation

48. Catch Them Early Program: Capacity Building 2. Forge partnerships among community stakeholders such as Pre-service Teachers, Retired Teachers, Alumni and other professionals to serve as Learning Support Aides.

49. Catch Them Early Program: Capacity Building Capacitate the Learning Support Aides (LSAs), if available, in the conduct of the Catch Them Early Program along: Content Mastery - preparation of IMs Pedagogy Assessment

50. Catch Them Early Program: Capacity Building 4. LSAs need to understand their main duties in collaboration with the other teachers guide learners and households in the home-based learning tasks; render assistance to the teachers in the lesson preparation, delivery and assessment for progress monitoring;

51. Catch Them Early Program: Capacity Building 4. LSAs need to understand their main duties in collaboration with the other teachers c. conduct a one-on-one tutorial or pull-out session to those learners who are needing full intervention both in literacy and numeracy; and d. monitor and track learner’s progress and achievement.

52. Catch Them Early Program: Capacity Building District/Division LN Core Team shall provide technical assistance to schools in the implementation of the Catch Them Early Program whenever necessary. Capacitate parents on how to guide their children in performing home-based tasks.

53. Catch Them Early Program: Learning Resources & Assessment Tools Provide quality – assured learning resources and assessment tools on beginning reading. Harvest high-quality literature, developmentally appropriate, multiple texts that link and expand concepts

54. Catch Them Early Program: Assessment of Learning Outcomes 1. The results of the BoSY CRLA/8-Week LRC Assessment shall be the basis of the specific lessons/interventions to be given to each ability group while post test results shall be used for evaluating, adjustment and target setting for the next program implementation.

55. Catch Them Early Program: Assessment of Learning Outcomes 2. Teachers ought to intensify the conduct of formative and summative assessment specifically on literacy & numeracy and record the progress of the learners in the Learner’s Tracking Record.

56. Catch Them Early Program Implementation 1. The Catch Them Early Program in literacy and numeracy provides appropriate activities relevant to the skills that need to be developed among Grades 1, 2 and 3 learners based on the MELCs and the list of unmastered skills in the 8-Week LRC.

57. Catch Them Early Program Implementation 2. It shall be implemented from third to fourth quarter of SY 2022-2023 and thereafter, which include the summative assessment (written work component, performance task component and the quarterly assessment) based on MELCs and the list of unmastered skills in literacy and numeracy.

58. Catch Them Early Program Implementation 3. The Catch Them Early Program in literacy and numeracy encourages the schools to organize committee in-charge of the program. The chairman of the group is expected to submit action plan and project proposal using the template stated in Division Memorandum No. 166, s. 2020.

59. Catch Them Early Program Implementation 4. The schools are encouraged to designate a room to be used as School Literacy/Numeracy Clinic for the intervention program where Learner Support Aides can do their task to help the learners in coping with their literacy and numeracy needs.

60. Catch Them Early Program Implementation School Heads must conduct Focus Group Discussion (FGD) with teachers and LSAs to report the remediation/intervention which includes: Impact to the learners of the current competency Last week’s progress To Do Next Week Issues/Challenges/Solution (Previous Week) Issues/Challenges/Solution (Current Week)

61. Due to the big number of learners who did not meet the expectation after the 8-Week Curriculum, schools may opt to adapt either of the following schemes: Catch Them Early Program Implementation Scheme 1 Group learners who are needing full interventions and assign a teacher to handle them. The lessons shall only focus on reading, math, writing and values. Scheme 2 Class shall have a long session in the morning to tackle competencies in the MELCs and afternoon session shall focus on literacy and numeracy but differentiated instruction shall be employed by the teacher. Scheme 3 Classes shall have long sessions in the morning to tackle competencies in the MELCs and afternoon session shall focus on literacy and numeracy. Learners shall be grouped regardless of the Grade Level but by ability group. Each ability group (full, moderate, light and grade ready) shall be handled by a teacher.

62. Catch Them Early Program Implementation Conduct Program Implementation Review to: identify gains and/or gaps; share best practices and challenges; and cite mechanism to sustain the program.

63. Catch Them Early Program Implementation In Numeracy, teachers are encouraged to conduct remediation during Independent Cooperative Learning Period (ICL) or any available schedule outside the regular class schedule. the focus in remediation is on the immediate pre-requisite skill.

64. Catch Them Early Program Implementation In Numeracy, c. discussion of pre-requisite skill during the remediation period shall be done a week before the teaching of learning competency.

65. Catch Them Early Program Implementation In Numeracy, d. conduct of lesson study in the preparation of Instructional Materials e. use joyful strategies in remediation classes (e.g. games, puzzles, songs, trivia, short stories, Concrete- Pictorial-Abstract (CPA) Approach, etc.)

66. Catch Them Early Program Implementation In Numeracy, f. schools shall take charge of the assignment of remediation teachers. g. a template found in Enclosure No. 6 of Division Memorandum No. 3, s. 2023 shall be used for the learning recovery plan in numeracy.

67. Catch Them Early Program Implementation In Literacy, teachers are required to use the following teaching strategies/techniques: 4-Pronged Approach Developmentally Appropriate Practices where Differentiated Instruction shall be highlighted Explicit Teaching

68. Catch Them Early Program Implementation In Literacy Teachers are engaged to use the curriculum map that cut s across other learning areas to help learners be immersed in a holistic approach in the teaching – learning process.

69. Catch Them Early Program Implementation In Literacy A 4-Pronged Approach is an approach that illustrates optimum balance between reading and writing development using both whole language and explicit teaching with emphasis on scaffolding. It is based on the following philosophical foundations: literature-based, holistic, and places emphasis on the process of transfer.

70. Catch Them Early Program Implementation In Literacy In the implementation of the 4-Pronged Approach which includes differentiated instruction and explicit teaching in the classroom, teachers are encouraged to follow the timeline below: DAY CONTENT ACTIVITIES DOMAINS DEVELOPED Monday MELCs Competencies Pre-Reading Activities During Reading Activities (if time allows) Language Comprehension: Oral Language Vocabulary & Fluency Tuesday MELCs Competencies During Reading Activities Post Reading Activities Language Comprehension: Oral Language Vocabulary, Fluency, Composing Wednesday MELCs Competencies Skill Development Grammar and Oral Language Development, Thursday Skills in the 8- Week LRP Curriculum Learners are taught in reading by ability group (DAP-Differentiated Instruction) Phonological Awareness Phonics and Word Recognition Reading Comprehension Friday

71. Catch Them Early Program Implementation In Literacy The curriculum map shall be used by the teachers in the design of their week’s lesson.

72. Catch Them Early Program Implementation In Literacy The week’s lessons and learning resources should employ the principles of Social and Emotional Learning (SEL) and Gender Equity and Social Inclusion (GESI). Lessons integrating SEL and GESI-based shall take care of the overall well-being of learners. Specifically, learners lagging behind will find enjoyment in the lessons of the integrated curriculum.

73. Catch Them Early Program: Roles and Responsibilities To ensure the efficient implementation of the Catch Them Early Program, the following roles and responsibilities should be enforced: Core T e am Curriculum Implementation Division: a . Cr e at e D i v i s i o n L i ter a c y & N u m e r a c y (DivLN Core Team);

74. Catch Them Early Program: Roles and Responsibilities Curriculum Implementation Division: b. Ensure strict compliance of public elementary schools in the implementation of the Catch Them Early Program through the conduct of training- workshops and orientation;

75. Catch Them Early Program: Roles and Responsibilities Curriculum Implementation Division: The CID Chief shall make sure that the Education Program Supervisors’ and Public Schools District Supervisors’ supervisory schedules and technical assistance are focused on the implementation of this program; Provide technical assistance and other forms of support to schools for effective program delivery;

76. Catch Them Early Program: Roles and Responsibilities Curriculum Implementation Division: Enhance teachers, school heads and supervisors’ attitudes, skills and knowledge on teaching beginning reading through Professional Development of Teachers, School Heads and Supervisors on Reading, Assessment and Monitoring and Evaluation; Close monitor and evaluate the Program Implementation;

77. Catch Them Early Program: Roles and Responsibilities Curriculum Implementation Division: Gather, analyze and interpret district’s pre-test and post-test results to determine learner’s progress; The chief and the education program supervisors on Languages and Mathematics shall be working with the DivLN Core Team to develop plans based on the result of the assessment;

78. Catch Them Early Program: Roles and Responsibilities Curriculum Implementation Division: i. Conduct Program Implementation Review; and j. Initiate adjustment and refinements in the implementation of the Program, if needed.

79. Catch Them Early Program: Roles and Responsibilities School Governance Operations Division: Ensure that the Grades 1, 2, and 3 teachers shall help to focus on their regular function as classroom teachers in the implementation of the Catch Them Early Program and under no circumstances shall they be involved in the extra-curricular activities that will take them away from the classroom.

80. Catch Them Early Program: Roles and Responsibilities Public Schools District Supervisors Create a District Literacy & Numeracy Core Team (DisLN Core Team); Ensure that supervisory schedules and technical assistance are focused on the implementation of the program; Provide technical assistance and other forms of support to school head, teachers, and LSAs for effective program implementation;

81. Catch Them Early Program: Roles and Responsibilities Public Schools District Supervisors d. Cl o s e ly monitor an d e v a lu a t e the Program i m pl e m e n t at i o n b y ac c ompl i s h i n g th e P r ov i s i o n of Technical Assistance on the Catch Them Early Program; e. Conducts Program Implementation Review in the District;

82. Catch Them Early Program: Roles and Responsibilities Public Schools District Supervisors f . Gath e r , ana l y z e a n d i n t e rp r e t sch o o l s ’ pr e - tes t and post-test to determine learners’ progress; and g . S ubmit r e c om m e n d at ions /i ns i ghts t o t h e D i v L N Core Team for possible guidelines enhancement/amendment.

83. Catch Them Early Program: Roles and Responsibilities School Principals/School Heads Orient Grades 1, 2 and 3 teachers and parents about the Catch Them Early Program prior to its implementation; Create School Literacy & Numeracy Core Team; Designate a room to be used as School Literacy/Numeracy Clinic, if possible

84. Catch Them Early Program: Roles and Responsibilities School Principals/School Heads Implement the Catch Them Early Program following the implementation guidelines; Provide timely feedback and technical assistance to teachers and LSAs in the Program implementation; Monitor the conduct of the pre-test, post-test and formative assessments to determine progress of the Grades 1, 2 and 3 learners;

85. Catch Them Early Program: Roles and Responsibilities School Principals/School Heads Conduct FGDs/SLACs with teachers once or twice a month that focuses on the result of the regular monitoring of the Program implementation; Gather, analyze and interpret assessment results to determine the impact of the Program implementation; Coordinate with the PSDS/EPS In-charge for support and technical assistance, if needed;

86. Catch Them Early Program: Roles and Responsibilities School Principals/School Heads j. Accomplish the Provision of Technical Assistance on the Catch Them Early Program in monitoring the program implementation. The report on giving technical assistance by the Curriculum Implementation Division Chief, Education Program Supervisors and Public Schools District Supervisors should not be filled out for them by the school head just to show that they have visited the schools and have conducted such task;

87. Catch Them Early Program: Roles and Responsibilities School Principals/School Heads j. Forge partnership among community stakeholders such as Pre- S e r v i ce T e ac h e r s , R e ti r e d T e ac h e r s, Alumni an d ot h e r professionals to serve as LSAs; Provide needed support and protection for the Grades 1, 2 and 3 learners under the Catch Them Early Program; and S ubm i t r e co m me n dat i ons /i ns i ghts t o th e PS D S f o r p o s s i b l e guidelines enhancement/amendment.

88. Catch Them Early Program: Roles and Responsibilities School/District/Division Literacy & Numeracy Core Team Conduct surveys on the status of learners, best practices and challenges on literacy and numeracy; Consolidate the data gathered from the survey; Revisit K to 12 Curriculum on Languages specifically on the bridging of languages

89. Catch Them Early Program: Roles and Responsibilities School/District/Division Literacy & Numeracy Core Team d. Chairmen of the Literacy and Numeracy Core Team shall submit an action plan and project proposal using the template stated in Division Memorandum No. 166, s. 2020; e. Prepare a curriculum map based on the MELCs and the unmastered skills in the 8-week LRC that cut across learning areas with focus on 4-Pronged Approach with Differentiated Instruction and Explicit Teaching;

90. Catch Them Early Program: Roles and Responsibilities School/District/Division Literacy & Numeracy Core Team Conduct “Kumusta na?” session regularly; Gather, analyze and interpret the result of the pre-test and post-test to determine the impact of the program implementation; and Submit recommendations/insights to the Chief and Education Program Supervisors for the adjustments and refinements based on the assessment results of the Program implementation.

91. Catch Them Early Program: Roles and Responsibilities T e a c h e rs l e a r ne r s in Capacitat e par e n t s /L S As o n h o w t o guide performing home-based tasks; Intensify the conduct of formative and summative assessment specifically on literacy and numeracy;

92. Catch Them Early Program: Roles and Responsibilities T e a c h e rs c. Record the progress of the learners in Learner’s Tracking Record; d. Integrate ABC+ Project’s Early Grade Reading Materials (EGRMs) and Division Quality-Assured Leveled and Decodable Texts;

93. Catch Them Early Program: Roles and Responsibilities T e a c h e rs Conduct FGDs with parents and learners; Attend FGDs and SLACs; Provide parents/LSAs with teacher-made materials with appropriate instructions Harvest ABC+ Projects’ Home Learning Parents’ Guides

94. Catch Them Early Program: Roles and Responsibilities Teachers th e in th e se i . Use str a teg i e s / techn i qu e s pr e scr i b e d in guidelines; j. T h e r e po r t o n gi v i ng tec h n i cal a s s i stance Curriculum Implementation Division Chief, by the Edu c at i on Program Supervisors, Public Schools District Supervisors and school heads should not be filled out for them by the teachers just to show that they have visited the teachers and have conducted such task;

95. Catch Them Early Program: Roles and Responsibilities Teachers k. Conduct “Kumusta na?” with parents and learners regularly; and l. Provide lessons and learning resources employing SEL and GESI.

96. Catch Them Early Program: Roles and Responsibilities Parents/Guardians Monitor and track children’s progress and achievement in school and in home-based tasks; Coordinate with teachers in the implementation of the Program;

97. Catch Them Early Program: Roles and Responsibilities Parents/Guardians Use Home Learning Parents’ Guides efficiently; Attend FGD and “Kumusta na?” regularly; and Give timely feedback to teachers of children’s performance.

98. Catch Them Early Program: Roles and Responsibilities LSAs Guide learners and households in the home-based learning tasks; Render assistance to the teachers in the lesson preparation and delivery;

99. Catch Them Early Program: Roles and Responsibilities L S As c. Conduct a one-on-one tutorial or pull-out session to those learners who are needing full intervention both in literacy and numeracy; and d. Monitor and track learner’s progress and achievement.

100. Catch Them Early Program: Monitoring and Evaluation To ensure effectiveness in the implementation of the Catch Them Early Program, the Schools Division Office through the Curriculum Implementation Division is expected to: a. conduct close monitoring as well as provide technical assistance, gather issues, and best practices along the implementation of the Program;

101. Catch Them Early Program: Monitoring and Evaluation gather feedback as basis for planning, adjustment, and improvement in the Program implementation, and policy formulation; and submit progress and terminal reports, as required.

102. What To Do? Who are the Key Players? When to Do It? What is the MOV?

103. 1. Create School LN Core Team. 2. Discuss TORs February 1, 2023 PSDS, School Head, Teachers MOV: List of School LN Core Team Reference: Division Memorandum No. 3, s. 2023

104. Enhance attitudes, skills and knowledge on teaching beginning reading and math through Professional Development of Teachers, School Heads and Supervisors on Reading, Assessment, Monitoring & Evaluation. February 13-17, 2023 ASDS, CID Chief, All EPS, PSDS, School Head, Teachers Mov: M&E Tool on the Conduct of Training

105. Re-assign teachers to handle each ability group. February 21, 2023 School Head, Teachers MOV: School Deployment Plan

106. Forge partnerships among community stakeholders such as Pre-service Teachers, Retired Teachers, Alumni and other professionals to serve as Learning Support Aides and donors of funds & learning resources. February – July 2023 PSDS, School Head, Teachers MOV: Received Letter of Invitation, Signed MOU/MOA and Deed of Donation

107. Capacitate the Learning Support Aides (LSAs) in the conduct of the Catch Them Early Program along content, pedagogy, and utilization of Instructional Materials. February 23-24, 2023 PSDS, School Head, Trained ELLN Master Teachers MOV: M&E Tool on the Conduct of Training

108. Orient parents on the mechanics of the Catch Them Early Program February 25, 2023 Teacher-advisers, School Heads, PSDSs MOVs: Attendance Sheet Signed Parent Consent

109. Harvest available high-quality literature, developmentally appropriate and multiple texts that can link and expand concepts February - June, 2023 Teacher-advisers, School Heads, PSDSs & Other Stakeholders MOV: List of available materials Source: Open Education Source, LRMS, ABC+ Learning Resource Package

110. Regroup learners by ability group based on the current data March 1-3, 2023 Teacher-advisers, School Heads, PSDSs MOV: On-site Monitoring Source: BoSY CRLA, 8-week LRC Post Test Result, Pupils’ Tracking Record

111. Capacitate parents on how to guide their children in performing home-based tasks/reading sessions March 11, 2023 and as the need arises within the program implementation Teacher-advisers MOV: On-site Monitoring Source: ABC+ Video Tutorial PPT on How to Conduct Home-based tasks/Reading Sessions

112. Provide accessibility of quality-assured learning resources and assessment tools on beginning reading March –June 2023 Division LN Core Team MOV: Checklist of Received Materials Source: Quality –assured Beginning Reading Materials

113. Implement intervention program based on approved schedule per class March –June 2023 FULL REFRESHER Reading Lessons (50 minutes per language per day) – PA, PWR, F & RC Math Lessons (50 minutes per day) MOVs: Classroom Observation (Provision of Timely Feedback) FGD Documentation Learner’s Tracking Record

114. Implement intervention program based on approved schedule per class March –June 2023 MODERATE REFRESHER Reading Lessons (50 minutes per language per day) – PWR, F & RC Math Lessons (50 minutes per day) MOVs: Classroom Observation (Provision of Timely Feedback) FGD Documentation Learner’s Tracking Record

115. Implement intervention program based on approved schedule per class March –June 2023 LIGHT REFRESHER Reading Lessons (50 minutes per language per day) – F & RC Math Lessons (50 minutes per day) MOVs: Classroom Observation (Provision of Timely Feedback) FGD Documentation Learner’s Tracking Record

116. Implement intervention program based on approved schedule per class March –June 2023 GRADE READY Reading Lessons (50 minutes per language per day) – RC (Independency) Math Lessons (50 minutes per day) MOVs: Classroom Observation (Provision of Timely Feedback) FGD Documentation Learner’s Tracking Record

117. Provide home-based tasks for reading and numeracy with instructions to the parents/home learning partners March –June 2023 Home-based tasks (30 minutes) Parents/Home Learning Partners MOVs: Home-based Learner’s Packets

118. Track learner’s performance through formative, performance task and periodic summative tests March –June 2023 Teacher-advisers, learners MOVs: Accomplished Learner’s Tracking Record Accomplished assessment tools

119. Conduct “Kumusta Na?” with learners and parents (Listen to the Voice of the Learners) that focuses on the result of the following: *conduct of self-assessment of learners *conduct of peer assessment (learners with co-learners) March –June 2023 Teacher-advisers, LSAs, learners MOVs: Documentation through camera/video recorder

120. Perform weekly FGD with teachers and LSAs regarding the conduct of the remediation/intervention which includes: *impact to the learners of the current competencies *issues/challenges/solution (previous week) *to do next week *issues/challenges/solution (current week) March –June 2023 School Head, Teacher-advisers, LSAs MOVs: Documentation through camera/video recorder. Logbook Reference: Record of Learner’s Performance

121. Engage in LAC Sessions March –June 2023 (once month) School Head, Teacher-advisers, LSAs MOVs: Accomplished LAC Session Report Accomplished LAC Engagement Report

122. Conduct post assessment to learners using EoSY CRLA, Phil-IRI and numeracy assessment tools July 3 – 4, 2023 School Heads, Teacher-advisers, learners MOVs: On-site Monitoring Results of the assessment

123. Analysis of the results of the assessment July 5 - 7, 2023 School Heads, Teacher-advisers, School LN Core Team MOVs: On-site Monitoring Analysis Report Docu m e n t at i on

124. Conduct Program Implementation Review – presentation of best practices, issues, challenges and recommendations for the refinement of the program July 10, 2023 School LN Core Team, School Heads, PSDSs, All EPS, CID Chief, ASDS In-charge of CID, SDS MOVs: Documentation