MONITORING AND EVALUATION TOOL FOR YEAR 2 IMPLEMENTATION OF

THE 8-WEEK LEARNING RECOVERY CURRICULUM IN REGION V

School Year 2023-2024

School: _____________________________________________________________

School Head: ________________________________________________________

District: _____________________________________________________________

Division: ____________________________________________________________

Instructions: This monitoring tool is designed for use by DepEd Regional Office V
and SDO personnel to monitor elementary schools as they implement the 8-Week
Learning Recovery Curriculum to all Grade 1 learners and selected Grades 2 and
3 who need full and moderate interventions. Check ( ) the column that is
appropriate to the practice. Items under Remarks should also be filled in when
needed.

Responses shall be generally gathered from the School Head during the actual
school visit and interview but should be further validated through conversations with
Grades 1 to 3 teachers, whenever possible. If some data in the indicators with
asterisk (*) are not yet be available during the monitoring, write Not Applicable.

Data 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.

Responses
INDICATORS Remarks
Yes No
I. Program Planning
A. On Training and Orientation
If the answer is YES:

1. The school head was fully oriented in the division or Date/s of Orientation:
district level about the Year 2 implementation of the
8-Week Learning Recovery Curriculum prior to the
school opening.
Modality (Online or
Face-to-Face):

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 Responses
INDICATORS Remarks
Yes No

If the answer is YES:

Date/s of Orientation:

2. Early grade teachers were oriented on the Year 2

implementation of the 8-Week Learning Recovery
Total Number of
Curriculum prior to the school opening.
Teachers Trained:

Grade 1: ________

Grade 2: ________

Grade 3: ________

Modality (Online or
Face-to-Face):

Level of Orientation:

____ Division

____ District

____ School

If NO:

Number of teachers
that were not oriented:

________ Grade 1

________ Grade 2

________ Grade 3

Reason/s why NOT all

teachers were
oriented:

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 Responses
INDICATORS Remarks
Yes No

If the answer is YES:

Date/s of Orientation
to Parents:

Grade 1: _________
3. Parents of Grades 1 to 3 who would undergo the
Year 2 8-Week Learning Recovery Curriculum were Grade 2: _________
oriented prior to the opening of classes.
Grade 3: _________

If NO, reason/s why

the orientation was not
conducted:

B. On the Utilization of CRLA and ALNAT

4.The results of the End-of-the-School-Year Number of sections in:
Comprehensive Rapid Literacy Assessment (CRLA)
and End-of-the-School-Year Albay Numeracy Grade 2:
Assessment Tool (ALNAT) have been used to Group A: ________
determine groupings/sectioning in Grades 2 and 3.
Group B: ________

Grade 3:
*Group A- will undergo 8-Week LRC Group A: ________
*Group B- will proceed with regular lessons in 8 subjects
Group B: ________

If the answer is NO,

5. Classes are organized homogeneously in Grades 2 state reason/s why
to 3 according to the CRLA Reading Level and classes were not
ALNAT Numeracy Level. organized
homogeneously:

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 Responses
INDICATORS Remarks
Yes No

C. On Assessment
6. For Grade 1 pupils, the results of the pre-test in Number of sections in
Week 1 for Mother Tongue and Mathematics have Grade 1:
been utilized to determine groupings/sectioning prior
to the Year 2 implementation of the 8-Week Learning __________
Recovery Curriculum in Grade 1 classes.
Specific dates when
pre-test was
administered:
7.Pre-test has been administered to the Grades 2-3
learners under Group A (Full Intervention and Grade 1:_________
Moderate Intervention) in Week 1 to determine
specific difficulties in literacy and numeracy and used Grade 2: ________
by teachers as basis where to start instruction. (Group A)

Grade 3: ________
(Group A)

8. All Grade 1 learners and Grades 2 and 3 learners under Group A have been assessed by
subject area with the corresponding assessment tools:
Grade 1: Mother Tongue- LRC Pre-Test
Mathematics- LRC Pre-Test
Grade 2 (Group A): Mother Tongue- LRC Pre-Test
Mathematics- LRC Pre-Test
Filipino- LRC Pre-Test
English- LRC Pre-Test
Grade 3 (Group A): Mother Tongue- LRC Pre-Test
Mathematics- LRC Pre-Test
Filipino- LRC Pre-Test
English- LRC Pre-Test
9.Teachers have evaluated their procedure in
conducting the pre-test using the prescribed Self-
Assessment Tool rubric for each subject area.
10. Pre-test assessment results have served as basis
of specific lessons/interventions to all Grades 1
learners and Grades 2 and 3 learners under Group A
using the Lesson Maps.
11. Teachers administer formative assessments and
performance tasks within the Year 2 implementation
of the 8-Week Learning Recovery Curriculum.
12.* Post-test has been administered to all Grade 1
learners and Grades 2 and 3 learners under Group A
in Week 10.
13.* Analysis and interpretation of results have been
made by the teachers after the conduct of the post-
test to determine grade level readiness of all Grade 1
learners and Grades 2 and 3 learners under Group

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 Responses
INDICATORS Remarks
Yes No
A.
14.* Profile of the learners have been determined and
recorded in the prescribed template (Individual
Profile of Learners on Literacy and Numeracy) by the
teachers in Week 1 and completed in Week 10 upon
culmination of the 8-Week Learning Recovery
Curriculum (Year 2).
15.* Plans for adjustment and further intervention for
struggling learners have been determined by the
teachers after the completion of the 8-Week Learning
Recovery Curriculum (Year 2).
16. The school head has closely supervised and
monitored the conduct of the pre- and post- tests.
II. Program Implementation
A. On Curriculum Delivery
17. A team of early grade teachers work together in a
particular class (team teaching, where two or more
teachers are assigned in a particular grade level).
18. Learning support aides (LSAs) have been hired to
assist the early grade teachers in the Year 2
implementation of the 8-Week Learning Recovery
Curriculum.
IF the answer is NO,
19. Face-to-face modality is adopted for Grades 1-3
write the type of
classes in the Year 2 implementation of the 8-Week modality implemented:
Learning Recovery Curriculum.
20. Time allotment per grade level as stated in DepEd If the answer is NO,
Order No. 21, s. 2019 (Grade 1: 240 mins, Grade 2: write the modifications
310 mins., Grade 3: 360 mins) have been strictly made:
observed in designing the Class Program in Grades
1 to 3 classes that implement the 8-Week Learning
Recovery Curriculum (Year 2).
B. On Learning Centers
21. At least two Learning Centers to address the
development of literacy and numeracy skills of the
early grade learners are strategically placed in the
classrooms.
22. The literacy center has book corners, videos,
phonics lessons, puppets, worksheets and other
manipulative materials.

23. The numeracy center has math manipulatives,

number charts, number cards, math games and
worksheets, among others.
24. The classroom set-up allows early grade learners to
be engaged in structured and unstructured
activities.

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 Responses
INDICATORS Remarks
Yes No
25. The classroom is spacious, well-ventilated and
clean.

C. On Learning Resources
26. Lesson Maps in Mother Tongue, Filipino, English
and Mathematics have been printed and are
available in the classrooms of Grades 1-3 teachers.
27. Lesson Maps are fully utilized by the early grade
teachers as guide in finding the strategies and
materials that are appropriate for each ability group.
28. Coded worksheets have been printed and are
available in the classrooms.
29. Aside from the worksheets contained in the 8-
Week LRC package, additional worksheets are also
developed by the teachers to suit the context of their
early grade learners.
III. On Provision of Support to the Implementation of 8-Week Learning Recovery
Curriculum
30. Teachers are fully supported by the school head by
not giving them extra assignments or tasks so that
they can focus on their regular function as classroom
teachers.
31.Teachers are not made to take part in activities
such as trainings, workshops, conferences,
competitions or orientations at least until the
completion of the Year 2 implementation of the 8-
Week Learning Recovery Curriculum.

32. Teachers who implement the 8-Week Learning

Recovery Curriculum (Year 2) are not required to
write lesson plans. They utilize the lesson map as
guide in the conduct of daily lessons.

33. Early grade teachers’ teaching assignment is

retained in the primary grades; they are not moved in
the intermediate grade levels for the entire duration
of the R5 Learning Recovery Plan implementation.

34. Focus group discussions or small Learning Action

Cell sessions to process daily sessions and to
discuss teaching and learning experiences with other
teachers are organized by the school head for
adjustments and continuous improvement of the
contextualized curriculum.

35.The school head provides timely feedback and

technical assistance to teachers as a result of the

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 Responses
INDICATORS Remarks
Yes No
regular monitoring and evaluation of early grade
teachers.

IV. Support Given to other Early Grade Learners (Grades 2-3, Group B)
36. Grades 2 and 3 learners who are classified under If the answer is NO,
Group B (Light Intervention and Grade Ready) are state reason/s why the
grouped together in a section. learners in Group B
are not grouped
homogenously:

37. Pre-test has also been administered to the Grades

2-3 learners under Group B (Light Intervention and
Grade Ready) in Week 1 to determine specific
difficulties of learners, if any.
38. Remedial instruction is given to Grades 2-3
learners under Group B who need additional practice
and enhancement activities during remedial
sessions.
39. Additional learning resource materials are made
available and easily accessible to Grades 2-3
learners under Group B to enhance their learning.
40. Formative assessments are regularly administered
to learners in Grades 2-3 who are undergoing
remedial instruction to check their progress.
V. Issues/Challenges Encountered and Solutions Implemented in the
Implementation of the 8-Week Learning Recovery Program
Issues/Challenges Solutions

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 Responses
INDICATORS Remarks
Yes No

VI. School’s Best Practices in the Implementation of the 8-Week Learning

Recovery Program

VII. Recommendations to Further Improve the Implementation of the 8-Week

Learning Recovery Curriculum

________________________________
Signature Over Printed Name of Monitor

_______________________________
Position/Designation of Monitor

Date of Monitoring: _________________

Conforme:

_______________________________________
Signature Over Printed Name of the School Head

Clmd/jllagata

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2023 Revision
08.30.2023

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