Supporting Learning Recovery through P3 - Leila P. Areola.pptx

Supporting Learning Recovery through P3 - Leila P. Areola.pptx

1. Leila P. Areola Director IV Bureau of Learning Delivery Supporting Learning Recovery through P3: An Overview June 10, 2024 Tanza Oasis Hotel and Resort, Tanza , Cavite 1

2. What makes an effective teacher? What role do teachers play in the lives of their learners, especially those who are struggling academically? How can a teacher's creativity and enthusiasm impact learners' engagement and motivation to learn? PRELIMINARY QUESTIONS 2

3. Answer the following guide questions as you watch the video: What struggle did the child experience in the school? How did Mr. Edwin Wan, the primary school teacher, address it? What do you think are the qualities that make Mr. Wan an effective teacher? What do you think the "magic tricks" mentioned in the video symbolize in terms of teaching and learning? LET’S DO VIDEO ANALYSIS! 3

4. LET’S WATCH! LINK: https:// www.youtube.com / watch?v =NIsvLAhYco4 4

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6. Share your answers to the following guide questions: What struggle did the child experience in the school? How did Mr. Edwin Wan, the primary school teacher, address it? What do you think are the qualities that make Mr. Wan an effective teacher? What do you think the "magic tricks" mentioned in the video symbolize in terms of teaching and learning? LET’S DISCUSS! 6

7. What crucial role do dedicated and creative teachers like Mr. Wan play in promoting DepEd’s National Learning Recovery Program (NLRP)? As education leaders, how can we better support teachers to teach better and our learners learn better? What policy guidelines do you think should be in place to operationalize DepEd’s learning recovery efforts nationwide? LET’S REFLECT! 7

8. In line with the Department of Education's (DepEd) MATATAG Agenda, which aims to make the curriculum relevant to produce competent, job-ready, active, and responsible citizens, the Policy Guidelines for the National Reading and Mathematics Program titled Pagbasa at Pagkuwenta : Pagasa (P3) shall be issued. P3, as part of the National Learning Recovery Program, seeks to create a sustainable approach to enhancing learners’ knowledge, skills, and attitudes in reading and mathematics . It shall reinforce the efforts of Catch-up Fridays as a learning mechanism intended to actualize the intent of the basic education curriculum. SUPPORTING LEARNING RECOVERY THROUGH P3 8

9. P3 shall be implemented from Kindergarten to Grade 12 beginning School Year (SY) 2024-2025 . Before its implementation, an orientation shall be conducted to field implementers, which shall include the administration and utilization of results of the: Comprehensive Rapid Literacy Assessment (CRLA) and Philippine Informal Reading Inventory (Phil-IRI) for the National Reading Program; and Rapid Mathematics Assessment (RMA) for the National Mathematics Program. WHEN WILL P3 BE IMPLEMENTED? 9

10. P3 shall be launched to address learning losses in reading and mathematics, in particular, and to improve the academic performance of basic education learners, in general. With P3, DepEd strengthens and reiterates its commitment to addressing the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Proficiency in reading and mathematics is foundational to achieving Sustainable Development Goal (SDG) 4: Quality Education. Improving the reading and mathematical literacies of learners is crucial in their holistic growth and societal engagement. RATIONALE OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 10

11. The learning recovery initiatives of the Department of Education are interconnected to create a robust framework that enhances literacy and numeracy, and addresses learning losses across multiple dimensions. The National Reading Program (NRP) and the National Mathematics Program (NMP) serve as the core initiative focusing on the delivery of language and Mathematics curricula and the add-on reading and mathematics programs, which includes both intervention for readers not meeting expectations and enrichment activities for grade level ready learners, ensuring a comprehensive approach to literacy and numeracy. RATIONALE OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 11

12. Catch-Up Fridays (CUF) supplements the NRP by providing weekly sessions where learners can consolidate their learning from the week. It specifically targets intervention and reinforcement, making it crucial for sustaining the gains made in the NRP. The National Learning Camp (NLC), which operates during school breaks, offers intensive learning experiences by strengthening the foundation laid by the NRP and NMP and maintained by Catch-Up Fridays, focusing on intensive intervention and enrichment to address any remaining learning gaps . RATIONALE OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 12

13. To realize the goal of making every learner proficient in reading and mathematics, the effective implementation of P3 involves the following key elements: KEY ELEMENTS OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 13

14. CONCEPTUAL FRAMEWORK OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 14

15. Pagbasa at Pagkuwenta : Pag- asa (P3) consists of the National Reading Program (NRP) and the National Mathematics Program (NMP), which are key subprograms of the National Learning Recovery Program (NLRP). They are designed to enhance learners’ reading and mathematics proficiency and accelerate the achievement of educational targets. Starting SY 2024-2025 , P3 shall be implemented from Kindergarten to Grade 12. Grades 1 to 3 for NRP and Grades 1 to 10 for NMP are given 30 minutes time allotment from Monday to Thursday . GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 15

16. Time Allotment for P3 in Grades 2-3 and Kindergarten For Grades 2-3: Derived from Mother Tongue subject and other learning areas Transition until the MATATAG Curriculum is fully implemented. For Kindergarten: The NRP and NMP shall be integrated into developmental domains following the blocks of time. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 16

17. NRP in Catch Up Fridays NRP shall be implemented during Catch-up Fridays with the integration of the development of reading skills in learning areas scheduled during the first half of the class day’s schedule . To provide support to learners not meeting expectation in reading, intervention activities shall also be conducted for Grades 4 to 12 learners at least twice a week . GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 17

18. The NRP for Grades 4 to 12 and NMP in Grades 11 to 12 shall be rendered through intervention activities for learners not meeting expectation in Reading and Mathematics at least twice a week. Schools may decide on the schedule of intervention activities for Grades 4 to 12 learners in reading and other learning areas and Grades 11 and 12 for Mathematics. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 18

19. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Table 1 shows the time allotment for learning areas and P3 for Grades 1 to 3 in the MATATAG Curriculum. 19

20. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Table 2 shows the recalibrated time allotment of the 2016 BEC for Grades 2 and 3 following the MATATAG Curriculum. 20

21. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Table 3 shows the time allotment for learning areas and P3 for Grades 4 to 10 in the MATATAG Curriculum. 21

22. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Table 4 shows the recalibrated time allotment of the 2016 BEC for Grades 5, 6, 8, 9, 10 following the MATATAG Curriculum. 22

23. The NRP shall be integrated into "Catch-up Fridays," a learning mechanism aimed at strengthening foundational, social, and other relevant skills crucial in realizing the objectives of the basic education curriculum. All Fridays throughout the school year shall be designated as Catch-Up Fridays . first half of the day’s schedule: NRP second half of the day’s schedule: fostering Values, Health, and Peace Education (Source: DM 01, s. 2024) GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 23

24. In Grade levels where NRP and NMP are not given time allotment, schools shall continue to provide intervention activities to learners needing support in Reading and Mathematics and other learning areas, as necessary. Schools and CLCs must ensure that engaging, grade-level appropriate, and contextualized reading and mathematics materials are accessible in languages that learners understand. Collaboration with education partners and stakeholders within the learning community is encouraged to ensure the access and availability of materials for P3. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 24

25. Alternative Learning System (ALS) ALS teachers shall provide at least 30 minutes of reinforcement activities during learning interventions to support learners. The Reading Program shall be integrated into Learning Strand 1, focusing on Communication Skills in both English and Filipino. The Mathematics Program shall be incorporated into Learning Strand 3, which emphasizes Mathematical and Problem-Solving Skills. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 25

26. Pretest Administration for NMP and NRP Targeted Support: The NMP and NRP, as part of the NLRP, shall provide focused assistance to all learners in reading and mathematics. Pretest Administration: To gauge learners' proficiency levels, pretests shall be conducted. For Comprehensive Reading and Literacy Assessment (CRLA) and Philippine Informal Reading Inventory (Phil IRI), Grades 1 to 3 shall be assessed, while Grades 4 to 6 shall undergo the same for reading. Additionally, Rapid Mathematics Assessment (RMA) shall be administered to Grades 1 to 6 learners for mathematics. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 26

27. Purpose and Utilization of Pre- and Post-Test Purpose of Pre-Test: Pretest results shall guide the placement of learners into appropriate support programs within the NRP and NMP. Purpose of Post-Test: Post-test shall assess learners' competency mastery and progress. Assessment Utilization: Results from these assessments shall inform intervention and enrichment activities for NRP and NMP and Catch-up Fridays throughout the school year. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 27

28. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. The diagram shows the different assessments in the National Learning Recovery Program, which includes the P3 (National Reading Program, with Catch-up Fridays, and National Mathematics Program), and National Learning Camp. 28

29. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. This diagram shows the administration of the pretest, posttest and check in assessment during the school year. It also informs how the post test results shall be utilized. 29

30. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. NRP and NMP classes shall be organized according to the learners reading and numeracy profiles based on the results of the BOSY CRLA and RMA. The following models for organizing classes shall be implemented. Model 1 - Schools with Single Organized Class per Grade Level 30

31. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. NRP and NMP classes shall be organized according to the learners reading and numeracy profiles based on the results of the BOSY CRLA and RMA. The following models for organizing classes shall be implemented. Model 2 - Schools with Two Organized Classes per Grade Level 31

32. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. NRP and NMP classes shall be organized according to the learners reading and numeracy profiles based on the results of the BOSY CRLA and RMA. The following models for organizing classes shall be implemented. Model 3 - Schools with Three or More Classes per Grade Level 32

33. The administration of formative assessments shall be purposive . Teachers shall ensure that they provide opportunities for learners to practice skills, apply knowledge, and assess learners' improvement in their reading and mathematics proficiency. Teachers shall provide general feedback/comments to record learners' strengths and areas for improvement. This feedback/comment shall inform learners, parents, and teachers about the need for additional support and assistance. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 33

34. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Aim The NRP, a component of P3, shall aim to enhance the reading proficiency of learners from Kindergarten to Grade 12 while fostering a culture of love for reading. Grouping of Learners Learners shall be grouped based on their reading needs, which shall be addressed simultaneously for intervention and enhancement. Specialized Teachers Schools and CLCs shall assign teachers specializing in language and reading to handle NRP classes, ensuring focused instruction tailored to learners' needs. Technical Assistance For NRP sessions during Catch-up Fridays, non-language and reading subject teachers shall receive technical assistance to effectively integrate reading skills development into other learning areas during the half of the class day through collaborative expertise sessions. NATIONAL READING PROGRAM (NRP) 34

35. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Learning Resources Both print and non-print learning resources, including lesson scripts for teachers and activity sheets for learners, shall be provided during NRP intervention sessions. These materials shall align with the program's goals and be developmentally appropriate for learners. Enhancement Sessions During enhancement sessions, teachers shall encourage learners to choose and bring developmentally appropriate and relevant reading materials of their interest, such as books, magazines, newspapers, and novels. LRs in other learning areas may also be included in the selection of reading materials for learners. Role of Teachers All teachers shall serve as facilitators during the NRP. Reading teachers/specialists shall provide them with technical assistance (TA) during collaborative expertise sessions through LAC sessions to build competence in facilitating reading classes. NATIONAL READING PROGRAM (NRP) Note: The specific guidelines for the conduct of activities relative to the NRP are provided in Enclosure No. 2 of this Policy. 35

36. strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. Aim The NMP, an integral component of the P3 initiative, advocates for the enhancement of mathematics education and achievement across all grade levels. Primary Goals Its primary goals involve literacy in mathematics and proficiency in its practical applications, strengthening the overall capacity of schools to implement evidence-based practices for developing learners’ mathematical skills. It strives to cultivate a dynamic and efficient mathematics learning environment that empowers learners with essential skills for success in the contemporary world. Complementary Nature The NMP shall complement the regular mathematics curriculum and offer both intervention support and opportunities for enhancement as required. NATIONAL MATHEMATICS PROGRAM (NMP) Note: The specific guidelines for the conduct of activities relative to the NMP are provided in Enclosure No. 3 of this Policy. 36

37. End-of-the-School-Year (EOSY) NRP and NMP The NRP and NMP shall also form part of the National Learning Camp (NLC) activities conducted during the EOSY break in accordance with DO 014, s. 2023, “Policy Guidelines on the Implementation of the National Learning Camp.” GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 37

38. Partnerships and Stakeholders Engagement DepEd shall actively engage its internal and external stakeholders in ensuring the effective implementation of the policy, including parents, learning partners and the community. Engaging these stakeholders in the ongoing work for learning recovery and continuity can enhance the effectiveness, efficiency and sustainability of efforts to address the diverse needs of learners and their learning communities. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 38

39. Roles and Responsibilities P3 shall be under the supervision of the Curriculum and Teaching (CT) Strand through the Bureau of Curriculum Development (BCD) and the Bureau of Learning Delivery (BLD). The Regional Offices (ROs) shall ensure its implementation through the Curriculum and Learning Management Division (CLMD), while the Schools Division Offices (SDOs) through the Curriculum Implementation Division (CID) shall ensure its implementation at the division level. The school heads shall manage the program at the school level. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 39

40. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 40

41. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 41

42. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 42

43. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 43

44. Monitoring and Evaluation The Department, through the CT Strand, in coordination with the different offices across governance levels, shall continually gather feedback on the implementation of this DepEd Order. Further, monitoring of ongoing implementation is critical to identify the gaps and opportunities across key governance levels to ensure continuous improvement of the P3 program in every step of the process. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. The existing guidelines based on the monitoring and evaluation (M&E) framework shall be observed as stipulated in DO 029, s. 2022. Likewise, the performance indicators and results matrix in DO 029, s. 2022, together with the enrollment and completion rates, and proficiency results in reading and mathematics shall serve as metrics in the evaluation of this DepEd Order. 44

45. Effectivity Provisions   T his DepEd Order shall take effect upon its approval. Certified true copies of this D.O. shall be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines (UP) Law Center, UP Diliman, Quezon City. All existing DepEd Orders and other related issuances, rules, and regulations or provisions thereof inconsistent with these guidelines are repealed or rescinded. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 45

46. Transitory Provisions   The implementation of Pagbasa at Pagkuwenta : Pag- asa (P3) (National Reading and Mathematics Programs) shall commence in SY 2024-2025. This policy shall be cognizant of the phased implementation of the MATATAG Curriculum stipulated in DepEd Order 013, s. 2023. GENERAL GUIDELINES OF P3 strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 46

47. The Need for Lesson Scripts   Lesson scripts are teaching resources that provide a clear and structured guide for delivering instruction and managing teacher-learner interactions, ensuring that target learning competencies are communicated effectively and consistently. They typically articulate direct speeches containing every word the teacher will say as prompts to guide the delivery of the lesson. Supporting Teachers to Teach Better strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. 47

48. The Need for Lesson Scripts   In view of DepEd’s MATATAG Agenda, particularly to give support to teachers to teach better , the Office of the Undersecretary for Curriculum and Teaching (OUCT), through the Bureau of Learning Delivery (BLD), spearheads the development of lesson scripts. To ensure that quality lesson scripts are readily available for teachers’ use in the forthcoming school year 2024-2025, the Regional Offices (ROs) shall be requested to facilitate the continuing development and quality assurance of these teaching resources. Supporting Teachers to Teach Better strengthens and reiterates its commitment to address the low performance of learners as evidenced by results in national and international large-scale assessments, with the view of ensuring quality basic education. AND THIS IS WHY WE ARE ALL HERE. 48

49. 49 LET ME WIND DOWN THE SESSION.

50. 50 We must produce more teachers like Mr. Edwin Wan.

51. THANK YOU! You’ve been a wonderful audience. MAY THE P3 FORCE BE WITH US! 51

52. ANY QUESTIONS? 52