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Unnumbered August 24, 2023 Guidelines in The Year2 Implementation of The 8-Week Learning Recovery Cu

Guidelines

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Ennah-Hannie Lucero
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49 views8 pages

Unnumbered August 24, 2023 Guidelines in The Year2 Implementation of The 8-Week Learning Recovery Cu

Guidelines

Uploaded by

Ennah-Hannie Lucero
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Republic of the Dhilivpines Department of Education REGION V- BICOL Office of the Regional Director __— ASION OF CAT a. % STP-LD OW sDS OFFICE REGIONAL MEMORANDUM- pate : No..37% _s. 2023 one 16 August 2023 GUIDELINES IN THE YEAR 2 IMPLEMENTATION OF THE 8-WEEK LEARNING RECOVERY CURRICULUM IN DEPED REGION V (BICOL) Jo: Schools Division Superintendents 1. In support of the MATATAG agenda of making the curriculum relevant for learners, and as a continuing initiative within RAISE-DepEd Region V’s Learning Recovery Plan, Year 2 of the 8Week Learning Recovery Curriculum shall be implemented in all elementary schools of DepEd Region V to address remaining gaps in learning, especially foundational skills in literacy and numeracy among Grade 1-3 learners. 2. Adjustments from Year 1 implementation are set in the specific guidelines to ensure the efficient and organized implementation of Year 2 of the 8-Week Learning Recovery Curriculum and related interventions. 3. All applicable provisions in Regional Memorandum 104 s. 2022 (Policy Guidetines on the implementation of the 8-Week Learning Recovery Curriculum) are still in effect. 4, For immediate dissemination. Republi ng Biipinas | Kagawaran ng Edukasyon— REHIYON V. TANGGAPAN NG SANGAY NG MGA PAARALAN NG LUNGSOD NAGA August 23, 2023 Assistant Schools Division Superintendent Chief Education Supervisors CID and SGOD Personnel Public Elementary School Heads All Others Concerned For information, and guidance. SUSAN S. COLLANO CESO V ‘Schools Division Superintendent mall Address: aga-cty@deped gov.ph ‘Website: waw. depednaga.ph ‘a Ra a WY STE “eephone o.s05¢ 971345 ¢ e AGA) (Enclosure to Regional Memorandum 248. s. 2023) A. Purpose Year 2 implementation of the 8-Week Learning Recovery Curriculum aims to provide a continuum of intervention for learners in different ability groups to ensure learners’ readiness for learning in their grade level by equipping them with foundational skills in literacy and numeracy. B. General Guidelines . Assessment 1.1 The following assessments shall be used in the Year 2 implementation of the Jearning recovery curriculum: © EoSY Comprehensive Literacy Assessment (SY 2022-2023). The results shall serve as the basis for grouping learners in Grade 2 and Grade 3. © EoS¥ ALNAT (SY 2022-2023). The results shall be used as the basis for grouping learners in Grade 2 and Grade 3. « LRC Pre-Test in Literacy and Numeracy (Mother Tongue, Filipino, English, and Mathematics). This shall be administered to incoming Grade 1 to determine their ability and to specifically identify skill gaps for intervention. For Grades 2- 3, the pre-test shall determine the skills where intervention will start. The pre-test shall be conducted in Week 1 of the School Year 2023-2024. + LRC Post-test in Literacy and Numeracy (Mother Tongue, Filipino, English, and Mathematics) shall be administered at Week 10 of the intervention. These assessments intend to measure learners’ progress after the intervention. + BoSY Comprehensive Rapid Literacy Assessment (SY 2023- 2024). This shall be administered after the 8-Week Intervention to Grades 1-3 learners. The result of the BoSY CRLA will serve as baseline data on literacy, * BoSY ALNAT. This shall be administered after the 8-Week Intervention to Grades 1-3 learners. The BoSY ALNAT will serve as baseline data on numeracy. 2. Class Organization and Grouping of Learners 2.1. Grade 1 learners will be grouped based on the LRC Pre-Test and ALNAT Pre- Test results, as shown in the table below. In instances where a learner's ability in literacy and numeracy differs, the ability classification for literacy shall prevail. For example, if a child is classified as Grade Ready in Literacy, but Anchoring in Numeracy, he/she will be in Group D. Group Pre-Test in Mother Tongue 1 Pre-test in Mathematics 1 A |Full Intervention \Needs Major Support B joderate Intervention Anchoring iS [Light Intervention Emerging D (Grade Ready Developing/ Transforming gO Ws 4.8) 2 4 AUG 2023 2.2. Grade 2- 3 learners will be grouped according to the EoSY CRLA and ALNAT results as shown in the table below. In instances where a learner's ability in literacy and numeracy differs, the ability classification for literacy shall prevail. For example, if a child is classified as Meets Expectation in Literacy, but Anchoring in Numeracy, he/she will be in Group B oup IRLA Reading Level NAT Numeracy Level ry iFull Intervention jeeds Major Support joderate Intervention [Anchoring B ILight Intervention [Emerging ‘Meets Expectation [Developing/ Transforming 2.3 Grade 1 classes may be organized based on presented models in Regional Memorandum 124 s. 2022. 2.4 Schools shall organize classes in Grades 2-3 based on the ability groups. They may follow the suggested models, as applicable to their contexts. However, if the presented models are not feasible, school heads may adopt other ways of organizing the classes as long as every ability group is given attention and appropriate intervention /instruction. In relation to this, it is highly suggested that one (1) teacher handle one (1) ability group. Model 1. Schools with two or more sections per grade level. Grade 2 (Group A ‘Teacher A Group B Teacher B Grade S Group A Teacher C | Group B Teacher D Model 2. Schools with one section per grade level Grade 2 Group A Teacher A Group B Grade 3 GroupA Teacher B Group B Model 3. Schools with one section per grade level Grade 2 & 3 Group A Teacher A* Grade 2 Group B ‘Teacher B Grade 3 Group B Teacher C “fa teacher is available, he/she may be assigned as a remedial teacher to attend to Group A leamers only. Model 4. Schools with 1-2 grade levels in a class. Grade 1/2/38 Group A. ‘Teacher A [Group 8 2.5 To ably manage the classes of different ability groups, team teaching among the Grade 1-3 teachers is highly encouraged. If feasible, the school can seek the assistance of teacher volunteers or Learning Support Aides (LSAs). Remuneration for LSAs may be sourced from local government units or stakeholders. 3. Class Program and Schedule 3. 1. The school shall design class programs following the time allotment per grade level as stated in DepEd Order No. 21, s. 2019. 3.2 The focus of instruction/ intervention for Grade1 and Group A & B of Grades 2- 3 are as follows: [ GRADE LEVEL LEARNING AREA | T Mother Tongue and 1 Mathematics 2 (Group A) ‘Mother Tongue, Filipino, English and Mathematics 3 (Group A) Mother Tongue, Filipino, English and Mathematics 2 (Group B) All learning areas 3 (Group B) ‘All learning areas 3.3 The suggested class schedule for Grades 1-3 is as follows: Grade 1 TIME MONDAY‘ ‘TUESDAY, WEDNESDAY, THURSDA‘ FRIDAY 7:30-9:30 Math Math Math Math Math ‘Snack Break (15 min) 9:45- ‘Mother Mother Mother | Mother ‘Mother 11:45 Tongue Tongue Tongue Tongue Tongue! Total time per day: 240 minutes ‘Time per Subject: 120 minutes Grade 2 (Grow pA) TIME | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY 7:30-6:50 | Math | Math Math Math Math $:50-10:10 | MT MT MT Mr | OMT { ‘Snack Break _| 2307134 2 4 AUG aan 10:20- 11:40, Filipino | Filipino Filipino Filipino Filipino Lunch Break 1:00-2:20 | English | English English English English Total time per day: 320 minutes Time per Subject: 80 minutes A) MONDAY | TUESDAY [WEDNESDAY] THURSDAY] FRIDAY | Math Math Math Math Math '9:00-10:30 | MTB MTB MTB MTB MTB ‘Snack break [T0:40- 12:10] Filipino | Filipino |~ Filipino |~ Filipino Filipino Lunch break| } 1:00-2:30 | English | English | English English English Total time per day: 360 minutes ‘Time per Subject-90 mins 3.4 The Grade 2-3 Group B classes shall follow a usual class program with all learning areas included. 4. Instructional Delivery 4.1 Grade 1 learners will undergo the 8-Week LRC applying the guidelines set in RM 104 s. 2022 4.2 Grade 2-3 learners classified under Group A shall be placed in a remedial

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