Republic of the Philippines

Department of Education
Region V

EVALUATION OF THE IMPLEMENTATION OF THE 8-WEEK LEARNING RECOVERY CURRICULUM IN REGION V

Division: CAMARINES SUR___________________________________________________________
Name of the CID Chief: MARIBEN D. BERJA______________________________________________
Names of the learning Area Supervisors/Coordinators: Mother Tongue: SONNY A. TAUGAN__________________
English: PRECIOSA D. DELA VEGA_____________________________
Filipino: SONNY A. TAUGAN_________________________________
Mathematics: SARAH CHRISTINE P. GODOY____________________

Instructions: This monitoring tool is designed for use by the Division Literacy and Numeracy Team composed of the CID Chief and
the division learning area supervisors in Mother Tongue, English, Filipino, and Mathematics in Region V, the accomplishment of
which should be made after the completion of the implementation of the 8-Week Learning Recovery Curriculum to the Grades 1-3
learners.

It is expected that the consolidated information contained in this Tool is generated from the extensive monitoring conducted by the
CID Chief, PSDSs, learning area supervisors and other division monitors during the program implementation and reflexive of the
feedback coming from school heads, teachers, parents and education stakeholders during school visits, casual observations, informal
and formal meetings, and focus group discussions. These division monitors should sit together and decide the consolidated inputs
that should be included in this Tool.

Date Privacy Statement: All the data to be generated will be treated with utmost confidentiality and shall be governed by Republic
Act 10173, otherwise known as the Data Privacy Act of 2012

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 Republic of the Philippines
Department of Education
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 and Delivery. For each
item, write the consolidated data issue/gaps/concerns that the teachers encountered in the 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 Suggestions for Best Practices

Encountered Implemented Improvement In the Division
I. On training and
Orientation

1.Training and orientation Training conducted The grades 1-3 teachers Conduct training ahead Orientation and Training
prior the attended the training and for the implementation so Conducted.
were conducted to division
implementation. Orientation with regards that we can prepare the
supervisors, school heads,
of the 8-Week Learning needed materials.
Grades 1-3 teachers and Recovery Curriculum
parents prior to the
implementation of the 8-
Week Learning Recovery
Curriculum in the Division.
II. On the Utilization
of the CRLA and
ALNAT Pre-Test in week 1 were Utilized the pre-test for Give more time to assess The materials were
utilized to determine the each pupil in Grades 1-3 learners to determine their provided by the Division.
2. Results of the ability groupings learners. ability grouping.
Comprehensive Rapid

Literacy Assessment
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 Republic of the Philippines
Department of Education
Region V

(CRLA) and Albay

Numeracy Assessment
Test (ALNAT) were utilized
to determine groupings of
learners.

3. Learners in Grades 1-3 Classes were organized Learners were group

were appropriately homogenously according to their ability Need ample time to The materials were
grouped in section/classes according to CRLA level. conduct the sectioning of provided in determining
according to their literacy Reading and Numeracy the pupils according to the level of the ability.
and numeracy abilities. level. their Literacy and
numeracy level.
III. On Assessment

4. LRC pre-assessment in The time constrains in The pupils were divided in Need more time in giving The assessment tools were
Mother Tongue, Filipino, giving assessment to each day to assess their assessment for each provided by the Division.
and English were each learner were not ability level in literacy and learner.
administered to Grades 1- enough due to the numeracy.
number of pupils in each
3 learners to determine
section.
specific difficulties in Additional Remedial 1-2 whole day remedial
literacy. Plenty of pupils fall on hours. classes per week for slow
the Alphabet knowledge learners.
In numeracy, LRC pre- ability.
assessment was
administered to Grade 1
learners, while Grades 2
and 3, the EOSY- ALNAT
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results were used to
 Republic of the Philippines
Department of Education
Region V

determine specific
difficulties in numeracy.
5. LRC pre-assessment (in
literacy) and ALNAT (in The lessons should vary The lessons were The assessment tools must The assessment tools were
numeracy) results served according to the level of appropriate to the level of suit to the level of grades provided by the Division.
as basis of specific lessons/ the learners. the learners. 1-3.
interventions to Grades 1-
3 learners

6. Formative assessments
and performance task The time constrains in The teachers equally Need more time in giving Provided by the teachers
were administered by the giving formative divided the time to assessment for each the Formative assessments
teachers within the assessment within the conduct the Formative learner. and Performance Task.
implementation of the 8- implementation of the 8- assessment and
Week Learning Recovery Weel Learning recovery performance task.
Curriculum
Curriculum

7. In week 10, CRLA was

administered in Mother The assessment tool was The teachers adjusted the The assessment tools The assessment tools were
Tongue, Filipino and late given to the school. time just to administer the should be given on time. provided by the Division.
English to determine grade But it was administered. assessment.
readiness of Grades 1-3
learners in literacy

While for numeracy, LRC

post-assessment was
administered to Grades 1- Page 4 of 10
3 learners.
 Republic of the Philippines
Department of Education
Region V

8. Plans for adjustments

and further intervention Other learners were not Give more printed Conduct remedial session The teachers collected and
for struggling learners yet recognized the assessment for those for those learners who printed the assessment
have been made by the alphabet level, phrases struggling learners. were struggling. tools.
teachers after the and sentences.
completion of the 8-Week
Learning Recovery
Curriculum.

9. LRC post-assessment Lock of assessment tool The teachers created and Give more assessment The teachers ccreated and
and ALNAT were in each literacy and printed assessment tools tools to the learners in printed the assessment
administered to Grades 1- numeracy level for the to administer to the each level for the literacy tools.
3 in Mother Tongue, learners. learners. and numeracy.
Filipino, English and
Mathematics in the
succeeding weeks after the
completion of the 8-Week
LRC implementation

(Note: Respond to this item only if post-

assessment have already been administered

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by the schools.)

IV. On Curriculum
 Republic of the Philippines
Department of Education
Region V

Implementation
and Delivery
The teachers equally Give more time in The teachers made class
10. Five days a week face- Lock of time in giving divided the time for each Reading and Numeracy. schedule.
the implementation of subject to implement the
to-face modality was
the 8-week learning 8-Week Learning
adopted for Grades 1-3
Recovery Curriculum in Recovery Curriculum.
classes in the each subject.
implementation of the 8-
Week Learning Recovery
Curriculum.

11. Lesson maps

appropriately guided the Damaged printers and Repair the damaged Instead of sending soft the soft copy assessment
early grade teachers in laptops. printers and laptops. copy assessment, give us was provided by the
finding the strategies and hard copy so we can division.
materials that were administer the assessment
appropriate for each ability on time,
group.
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12. The Learning centers No issue, the learning The learning center are
were systematically center were managed by properly arranged by the The numbers of materials Some materials are
managed by the teachers the teachers teachers. should be enough for each provided by the teachers.
by making available appropriately. learning center.
appropriate manipulative
materials.
13. Skills development in Present of structured Provided plenty of Give plenty of activities Teachers made some
literacy and numeracy and unstructured activities. for each learner. innovations.
were maximized by early activities.
grade learners through the
 Republic of the Philippines
Department of Education
Region V

utilization of learning
centers.
14. Aside from the Locking of printed Needed more printed Utilized and adopted. Provided by the Division
worksheets contained in materials, such as worksheets. Office.
the 8-Week LRC package, pictures, worksheets and
additional worksheets other manipulative
were developed by the materials.
teachers to suit the
context of their grade
learners.
15. early grade teachers Give only enough task Teachers must Focus only
supported one another in The teachers were No extra assigned task such as giving extra paper teaching the learners.
the development of loaded in terms of paper given to the teachers. works so the teachers can
supplemental materials works. only focus on the learner’s
and additional worksheets. activity.

Prepared By: TERESITA SALOME C. NUESTRO

Agay-ayan Elementary School
Tinamabac North District
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