1 - Catch Them Early Final

RAISE:
CAM SUR LN
Catch Them Early Program
(Post 8-Week Curriculum Implementation)
Introduction
Strong commitment, dedication and
leadership of the SDO top management
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.
This shows the results of the BoSY CRLA as
to the Reading Profiles of the Learners as of
October 2021
Numeracy Assessment Results in Key Stage 1 based on 8-Week
LRC as of August 2022
Grade 1 Grade 2 Grade 3
80
70.19 69.65 68.34
70
60
50
40
30
20 16 18.35
15.11
11.74
9.29 7.83
10
4.52 4.18 4.81
0
Full Refresher Moderate Refresher Light Refresher Grade Ready
RAISE CAMSUR LN Recovering
for Academic Achievement by
Improving Instruction thru
Sustainable Evidence – Based
Learning Program Convergence of
Accountable Mentors for
Sustained Unprecented Results in
Literacy and Numeracy
Focus Area 1: CURRICULUM, ASSESSMENT &
INSTRUCTIONS
Focus Area 1: CURRICULUM, ASSESSMENT &
INSTRUCTIONS
Focus Area 2: PROFESSIONAL DEVELOPMENT FOR
KEY PERSONNEL (TEACHERS & SCHOOL HEADS)
Training-workshops and Capacity Building were conducted to
school heads, teachers and parents such as:

Focus Area 3: ACADEMIC SUPPORT
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

As of January 26, 2023
CRLA BoSY 2022-2023
Average Overall Percentage by Reading Profiles (G1-G3)
as of January 26, 2023
42.52% or
1,609 31.04% or
1,175
19.21% or
727
7.23% or
274
Total Number of Learners Assessed: 3,785

CRLA BoSY 2022-2023
Grade 1 Learners by Reading Profiles Mother Tongue
557
405
316
84
Total Number of Learners Assessed: 1.362

CRLA BoSY 2022-2023
551
360
220
72

CRLA BoSY 2022-2023
529
390
207
94

CRLA BoSY 2022-2023
Grade 2 Learners by Reading Profiles Filipino
519
387
213
84

CRLA BoSY 2022-2023
Grade 3 Learners by Reading Profiles Filipino
521
389
240
70

CRLA BoSY 2022-2023
Grade 3 Learners by Reading Profiles English
424
327
247
222

CRLA BoSY 2022-2023 & CRLA EoSY 2021-2022
Comparative Results of the Average Overall Percentage by Reading Profiles (G1-G3)
42.52% or
3.61% or
1,609 31.05% or 1,245

31.04% or 25.82% or
1,071
19.21% or
1,175 890
727
7.23% or
7.02% or
274 242
Full Refresher Moderate Refresher Light Refresher Grade Ready Full Refresher Moderate Refresher Light Refresher Grade Ready
CRLA BoSY 2022-2023 (Learners Assessed 3,785) CRLA EoSY 2021-2022 (Learners Assessed: 3,448)
Schools Status on Percentage of Full Refreshers (Grades 1-3)
70
60
50
40
30
20
10
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(Grades 1-3)
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Schools Status on the Number of Grade Ready Learners
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403 as of January 26, 2023
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90 82
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Numeracy Assessment Results in Key Stage 1 based on 8-Week LRC with
3,875 Grades 1-3 Takers
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.
The Schools Division of Camarines Sur
directs all the 45 districts to implement
this Catch Them Early Program and
provide mechanism needed for the
smooth transition to the new normal
starting 2022 and thereafter.

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.
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;

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.

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;
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.
CATCH THEM EARLY PROGRAM FRAMEWORK
Catch Them Early Program: Planning
1. Conduct surveys on the status of learners, best practices

and challenges on January 9, 2023.
2. Create school/district/division Literacy &

Numeracy Core Team
Catch Them Early Program: Planning
3. The District and Division Literacy and Numeracy

Core Team shall consolidate the data gathered from
the survey.
4. The Division LN Core Team shall revisit the K to 12

Curriculum on Languages specifically on the bridging
of languages.
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.
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
2. Forge partnerships among community

stakeholders such as Pre-service Teachers,
Retired Teachers, Alumni and other professionals
to serve as Learning Support Aides.
3. Capacitate the Learning Support Aides

(LSAs), if available, in the conduct of the
Catch Them Early Program along:
o Content Mastery
- preparation of IMs
o Pedagogy
o Assessment
4. LSAs need to understand their main duties in
collaboration with the other teachers
a. guide learners and households in the home-based

learning tasks;
b. render assistance to the teachers in the lesson

preparation, delivery and assessment for progress
monitoring;

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.

5. District/Division LN Core Team shall provide
technical assistance to schools in the
implementation of the Catch Them Early
Program whenever necessary.
6. Capacitate parents on how to guide their children in

performing home-based tasks.
Catch Them Early Program: Learning Resources &
Assessment Tools
1. Provide quality – assured learning resources and
assessment tools on beginning reading.
2. Harvest high-quality literature, developmentally

appropriate, multiple texts that link and expand
concepts
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.
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.
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.

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.
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.
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.
5. School Heads must conduct Focus Group Discussion
(FGD) with teachers and LSAs to report the
remediation/intervention which includes:
a. Impact to the learners of the current competency

b. Last week’s progress
c. To Do Next Week
d. Issues/Challenges/Solution (Previous Week)
e. Issues/Challenges/Solution (Current Week)
7. Teachers and LSAs shall conduct a weekly

FGD with the learners (Listening to the Voice of
the Learners) that focuses on result of the
following:
a. conduct of self-assessment of learners
b.peer-assessment (learners with co-learners)
8. Key Stage 1 teachers shall attend either focus group discussions
or small Learning Action Cell meetings pursuant to DepEd
Order No. 35, s. 2016 Re: The Learning Action Cell as a K to
12 Basic Education Program School-based Continuing
Professional Development Strategy for the Improvement of
Teaching and Learning to process the daily sessions and to
discuss teaching and learning experiences with other teachers
and the school head, for adjustment and continuous
improvement of the Program.
The School Literacy and Numeracy Core Team

shall use the templates found in Enclosure Nos.
2 and 3 of Division Memorandum No. 3, s,
2023.
9. The school head shall provide timely feedback and
technical assistance to teachers as a result of the
regular monitoring and evaluation for relevant and
appropriate adjustments reflected in the monthly
technical assistance report found as Enclosure No.
4 of Division Memorandum No. 3, s, 2023.
10.Provide parents with teacher-made materials

with instructions to guide them on how to
assist their children in doing home-based tasks.
Teacher may harvest from the Home Learning
Partner Guide of the ABC+ Project on
Literacy. (ABC+ Learning Connects on FB)
11.Conduct “Kumusta na?’ sessions with

parents regarding learners’ progress at least
every after two weeks with
issues/recommendations/suggestions.
12.The Chief, Education Program Supervisors

and Public Schools District Supervisors shall
also ensure that their supervisory schedules
and technical assistance are focused on the
implementation of this program.
13. The Chief, Education Program Supervisors and Public

Schools District Supervisors shall look into the
implementation of the program and are required to
accomplish the monitoring tool found as Enclosure No. 5 of
DM No, 3, s. 2023.
School heads and teachers are not allowed to accomplish those

tools and be submitted to the concerned officials just to show that
they came and have looked into the program.
14.Teachers should be given full support by the school to

focus on their regular function as classroom teachers in
the implementation of the Catch Them Early Program.
Under no circumstance should they be given extra
assignments or tasks, or made to take part in extra-
curricular activities that will take them away from the
classroom.
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:
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.
Conduct Program Implementation Review to:

a. identify gains and/or gaps;
b. share best practices and challenges; and
c. cite mechanism to sustain the program.
In Numeracy,
a. teachers are encouraged to conduct remediation
during Independent Cooperative Learning Period
(ICL) or any available schedule outside the regular
class schedule.
b. the focus in remediation is on the immediate

pre-requisite skill.
In Numeracy,
c. discussion of pre-requisite skill during the

remediation period shall be done a
week before the teaching of learning
competency.
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.)
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.
In Literacy, teachers are required to use the

following teaching strategies/techniques:
a. 4-Pronged Approach
b. Developmentally Appropriate Practices where
Differentiated Instruction shall be highlighted
c. Explicit Teaching
In Literacy
Teachers are engaged to use the curriculum

map that cut across other learning areas to help
learners be immersed in a holistic approach in
the teaching – learning process.
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.
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 Pre-Reading Activities Language Comprehension: Oral
Competencies During Reading Activities (if time allows) Language Vocabulary & Fluency
Tuesday MELCs During Reading Activities Language Comprehension: Oral
Competencies Post Reading Activities Language Vocabulary, Fluency,
Composing
Wednesday MELCs Skill Development Grammar and Oral Language
Competencies Development,
Thursday Skills in the 8- Learners are taught in reading by ability Phonological Awareness
Week LRP group (DAP-Differentiated Instruction) Phonics and Word Recognition
Friday
Curriculum Reading Comprehension
In Literacy
The curriculum map shall be used by the

teachers in the design of their week’s
lesson.
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.
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:
Curriculum Implementation Division:

a. Create Division Literacy & Numeracy Core Team (DivLN
Core Team);

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;

c. 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;
d. Provide technical assistance and other forms of support to schools

for effective program delivery;

e. 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;
f. Close monitor and evaluate the Program Implementation;

g. Gather, analyze and interpret district’s pre-test and post-test results

to determine learner’s progress;
h. 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;
i. Conduct Program Implementation Review; and
j. Initiate adjustment and refinements in the implementation of the

Program, if needed.
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.
Public Schools District
a.Supervisors
Create a District Literacy & Numeracy Core Team (DisLN
Core Team);
b. Ensure that supervisory schedules and technical assistance are
focused on the implementation of the program;
c. Provide technical assistance and other forms of support to
school head, teachers, and LSAs for effective program
implementation;

Supervisors
d. Closely monitor and evaluate the Program implementation by
accomplishing the Provision of Technical Assistance on the
Catch Them Early Program;
e. Conducts Program Implementation Review in the District;


Supervisors
f. Gather, analyze and interpret schools’ pre-test and post-test
to determine learners’ progress; and
g. Submit recommendations/insights to the DivLN Core Team

for possible guidelines enhancement/amendment.
School Principals/School Heads

a. Orient Grades 1, 2 and 3 teachers and parents about the Catch
Them Early Program prior to its implementation;
b. Create School Literacy & Numeracy Core Team;
c. Designate a room to be used as School Literacy/Numeracy

Clinic, if possible
d. Implement the Catch Them Early Program following the
implementation guidelines;
e. Provide timely feedback and technical assistance to teachers

and LSAs in the Program implementation;
f. Monitor the conduct of the pre-test, post-test and formative

assessments to determine progress of the Grades 1, 2 and 3
learners;

g. Conduct FGDs/SLACs with teachers once or twice a month that
focuses on the result of the regular monitoring of the Program
implementation;
h. Gather, analyze and interpret assessment results to determine the

impact of the Program implementation;
i. Coordinate with the PSDS/EPS In-charge for support and

technical assistance, if needed;
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;
j. Forge partnership among community stakeholders such as Pre-

Service Teachers, Retired Teachers, Alumni and other professionals
to serve as LSAs;
k. Provide needed support and protection for the Grades 1, 2 and 3
learners under the Catch Them Early Program; and
l. Submit recommendations/insights to the PSDS for possible
guidelines enhancement/amendment.
School/District/Division Literacy & Numeracy Core Team

a. Conduct surveys on the status of learners, best practices and
challenges on literacy and numeracy;
b. Consolidate the data gathered from the survey;
c. Revisit K to 12 Curriculum on Languages specifically on the

bridging of languages

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;
f. Conduct “Kumusta na?” session regularly;
g. Gather, analyze and interpret the result of the pre-test and post-
test to determine the impact of the program implementation; and
h. Submit recommendations/insights to the Chief and Education

Program Supervisors for the adjustments and refinements based
on the assessment results of the Program implementation.
Teachers
a. Capacitate parents/LSAs on how to guide learners in performing

home-based tasks;
b. Intensify the conduct of formative and summative assessment

specifically on literacy and numeracy;
Teachers
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;
Teachers
e. Conduct FGDs with parents and learners;
f. Attend FGDs and SLACs;
g. Provide parents/LSAs with teacher-made materials with

appropriate instructions
h. Harvest ABC+ Projects’ Home Learning Parents’ Guides

Teachers
i. Use strategies/techniques prescribed in the in these guidelines;
j. The report on giving technical assistance by the Curriculum
Implementation Division Chief, Education 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;
Teachers
k. Conduct “Kumusta na?” with parents and learners

regularly; and
l. Provide lessons and learning resources employing SEL

and GESI.
Parents/Guardians
a. Monitor and track children’s progress and achievement in school

and in home-based tasks;
b. Coordinate with teachers in the implementation of the Program;

Parents/Guardians
c. Use Home Learning Parents’ Guides efficiently;
d. Attend FGD and “Kumusta na?” regularly; and
e. Give timely feedback to teachers of children’s performance.

LSAs
a. Guide learners and households in the home-based learning

tasks;
b. Render assistance to the teachers in the lesson preparation

and delivery;
LSAs
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.

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;
Catch Them Early Program: Monitoring and Evaluation
b. gather feedback as basis for planning, adjustment, and

improvement in the Program implementation, and policy
formulation; and
c. submit progress and terminal reports, as required.

Pilot
Implementation
SY 2022-2023
TARGET:
20 Schools with Greatest Region’s Option 1

Number of FULL Pull-out Session but
REFRESHERS with some
Modification (CTE
MODERATE REFRESHERS Scheme 1)
LIGHT REFRESHER
GRADE READY
GOAL:
1. Achieve 100% Grade Ready Learners in literacy and
numeracy;
2. Improve curriculum implementation through
collaborative undertakings of instructional leaders
and teachers; and
3. Forge partnership among internal and external
stakeholders
What To Do?
Who are the Key Players?
When to Do It?
What is the MOV?
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

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

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

MOV:
Received Letter of Invitation, Signed MOU/MOA and Deed of
Donation
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

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
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
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
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
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

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
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

FGD Documentation
March –June 2023
LIGHT REFRESHER
Reading Lessons (50 minutes per language per day) – F & RC

FGD Documentation
March –June 2023
GRADE READY
Reading Lessons (50 minutes per language per day) – RC
(Independency)

FGD Documentation
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

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
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

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

Engage in LAC Sessions
March –June 2023 (once month)

School Head, Teacher-advisers, LSAs
MOVs: Accomplished LAC Session Report

Accomplished LAC Engagement Report
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
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
Documentation
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

1 - Catch Them Early Final

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RAISE:

Focus Area 2: PROFESSIONAL DEVELOPMENT FOR

Project SIP: Inclusion of the ILRP in

Focus Area 4: BUDGET

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 3,785

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 1.362

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 1,203

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 1,220

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 1,203

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 1,220

Full Refresher Moderate Refresher Light Refresher Grade Ready

Total Number of Learners Assessed: 1,220

1,609 31.05% or 1,245

Total Number of Learners Assessed: 3,875

• an adjustment of the RAISE:CAMSUR

• lessons are based on assessment results;

• curriculum map based on the MELCs and unmastered

• balance between language comprehension and decoding;

• lessons and learning resources employ the principles of

• ability groups with differentiated learning activities;

• pre-test and post-test.

• enhance skills of learners who were identified as

• equip learners with basic skills in literacy and

• ensure holistic development of early grade learners

1. Conduct surveys on the status of learners, best practices

2. Create school/district/division Literacy &

3. The District and Division Literacy and Numeracy

4. The Division LN Core Team shall revisit the K to 12

1. Enhance teachers and school heads’ attitudes,

2. Forge partnerships among community

3. Capacitate the Learning Support Aides

a. guide learners and households in the home-based

b. render assistance to the teachers in the lesson

d. monitor and track learner’s progress and achievement.

6. Capacitate parents on how to guide their children in

2. Harvest high-quality literature, developmentally

1. The Catch Them Early Program in literacy and numeracy

2. It shall be implemented from third to fourth quarter

3. The Catch Them Early Program in literacy and

4. The schools are encouraged to designate a room to

a. Impact to the learners of the current competency

7. Teachers and LSAs shall conduct a weekly

The School Literacy and Numeracy Core Team

10.Provide parents with teacher-made materials

11.Conduct “Kumusta na?’ sessions with

12.The Chief, Education Program Supervisors

13. The Chief, Education Program Supervisors and Public

School heads and teachers are not allowed to accomplish those

14.Teachers should be given full support by the school to

Conduct Program Implementation Review to:

b. the focus in remediation is on the immediate

c. discussion of pre-requisite skill during the

d. conduct of lesson study in the preparation

e. use joyful strategies in remediation classes (e.g.

g. a template found in Enclosure No. 6 of Division

In Literacy, teachers are required to use the

Teachers are engaged to use the curriculum

The curriculum map shall be used by the