Catch Them Early final for every friday.pptx

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

70.19
16
9.29
4.52
69.65
18.35
7.83
4.18
68.34
15.11
11.74
4.81
0
1
0
2
0
6
0
5
0
4
0
3
0
7
0
8
0
Full Refresher Moderate Refresher Light Refresher Grade Ready
Grade 1 Grade 2 Grade
3
Numeracy Assessment Results in Key Stage 1
based on 8-Week LRC as
of August 2022

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 2: PROFESSIONAL DEVELOPMENT FOR KEY
PERSONNEL (TEACHERS & SCHOOL HEADS)

Training-workshops and Capacity Building were conducted
to school heads, teachers and parents suchas:
Focus Area 2: PROFESSIONAL DEVELOPMENT FOR KEY
PERSONNEL (TEACHERS & SCHOOL HEADS)

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

CRLA BoSY 2022-2023
Average Overall Percentage by Reading Profiles (G1-G3)
as of January 26, 2023
Full Refresher Grade Ready
48,329
10,376
20,599
37,801
41.27% or
8.86% or
17.59% or
32.28% or
Moderate Refresher Light Refresher
Total Number of Learners Assessed: 117,105

CRLA BoSY 2022-2023
Grade 1 Learners by Reading Profiles Mother Tongue
as of January26, 2023
16,859
3,008
7,787
11,772

CRLA BoSY 2022-2023
16,848
3,785
5,969
12,160

CRLA BoSY 2022-2023
13,773
2,530
6,795
15,640

CRLA BoSY 2022-2023
Grade 2 Learners by Reading Profiles Filipino
16,529
3,792
6,222
12,390

CRLA BoSY 2022-2023
Grade 3 Learners by Reading Profiles Filipino
asof January 26, 2023
13,180
2,511
7,217
15,834

CRLA BoSY 2022-2023
Grade 3 Learners by Reading Profiles English
9,341
11,518
7,454
10,429

CRLA BoSY 2022-2023 & CRLA EoSY 2021-2022
Comparative Results of the Average Overall Percentage by Reading Profiles (G1-G3)
41.27% or
48,329
10,376
20,599
37,801
8.86% or
17.59% or
32.28% or
CRLA BoSY 2022-2023 (Learners Assessed 117,105)
Full Refresher Moderate Light Refresher Grade Ready Full Refresher Moderate Light Refresher Grade Ready
Refresher Refresher
24,618
43,850
32,512
14,597
CRLA EoSY 2021-2022 (Learners Assessed: 115,577)
21.30% or
37.94% or
28.13% or
12.63% or

Comparative Results of Grade 1 Learners by Reading Profiles
Mother Tongue
12,488
15,320
7,255
3,140
Full Refresher Moderate
Refresher
Light Refresher Grade Ready
16,859
3,008
7,787
11,772
CRLA BoSY 2022-2023 (Learners Assessed 39,426) CRLA EoSY 2021-2022 (Learners Assessed: 38,203)

16,848
3,785
5,969
12,160
Tongue
Comparative Results of Grade 2 Learners by Reading ProfilesMother
Full RefresherModerate RefresherLight Refresher Grade Ready
8,220
15,555
9,298
4,876
Full RefresherModerate RefresherLight Refresher Grade Ready

Full Refresher Moderate RefresherLightRefresher Grade Ready
13,773
2,530
6,795
15,640
Comparative Results of Grade 3 Learners by Reading ProfilesMother
Tongue
Full Refresher Moderate RefresherLightRefresher Grade Ready
3,821
11,130
16,444
8,030

Refresher
16,529
3,792
6,222
12,390
Comparative Results of Grade 2 Learners by Reading ProfilesFilipino
Refresher
Full Refresher Moderate Light Refresher Grade Ready
8,246
15,400
9,855
4,448

Refresher
13,180
2,511
7,217
15,834
Comparative Results of Grade 3 Learners by Reading ProfilesFilipino
Refresher
Full Refresher Moderate Light Refresher Grade Ready
3,988
10,786
17,634
7,017

Refresher
Light
Refresher
Grade Ready
9,199
11,385
7,337
10,311
Comparative Results of Grade 3 Learners by Reading ProfilesEnglish
asof January 9, 2023
Full Refresher Moderate Light Grade Ready
6,048
11,299
16,424
5,654
Refresher Refresher
CRLA EoSY 2021-2022 (Learners Assessed: 39,425)

CRLA EoSY 2021-2022
Listening Comprehension Profiles
12.66% or
47,755
10,230
20,088
37,341
31.2% or
34.71% or
28.00% or
Grade 1 Filipino (Learners Assessed: 38,203)
Full Refresher Moderate Light Refresher Grade Ready Full Refresher Moderate Light Refresher Grade Ready
Refresher Refresher
24,618
43,850
32,512
14,597
Grade 2 English (Learners Assessed: 37,949)
35.90% or
32.88% or
14.26% or
16.96% or

CRLA BoSY 2022-2023
Tagalog Rinconada Central Bikol Buhi-non
37.75%
41.94% 42.73%
6.41% 8.84% 7.39%
8.64%
20.17% 20.35% 19.57%
35.67%
28.87% 30.32%
22.47%
18.65%
Grade 1 Learners by Reading Profiles (Mother Tongue)
Comparative Results as of January 26,2023
50.23%

CRLA BoSY 2022-2023
Tagalog Rinconada Central Bikol Buhi-non
31.77%
44.04% 43.96%
49.74%
8.62%
12.05%
9.05%
14.97%
15.92% 15.16% 14.88%17.47%
44.65%
27.98%
31.83%
18.65%
Comparative Results as of January 9, 2023

Comparative Results as of January9, 2023
CRLA BoSY 2022-2023
Tagalog Buhi-non
24.74%
38.45%
34.81%
51.38%
4.01% 4.92%
6.85%
9.46%
21.20%
21.83%
16.50%
50.05%
34.80%
41.84%
18.15% 17.91%
Rinconada Central Bikol

60
50
40
30
20
10
0
Districts with Highest Percentage of Full Refreshers (Grades 1-3)

526
413
360 356 342
291 286 271 258 247 246 244 243 239 231 231 228 222 219 219
20 Schools with the Most Number of Learners Needing Full Refresher
(Grades 1-3)

School Name
Mother
Tongue
Total
Enrolme
nt/
Assesse
d
Total Full
Ref
Full Refreshers
Grade 1 Grade 2 Grade 3
MT MT Fil MT Fil Eng
1.Patag-Guijalo ES
(112561)
Central Bikol 114 97.37% 100% 100% 100% 92.11% 92.11% 97.37%
2. San Andres ES
(173555)
Central Bikol 30 9 0 % 77.78% 100% 100% 90.91% 90.91% 90.91%
3. Buhi SPED Center
(173523)
Buhi-non 36 88.89% 6 0 % 83.33% 83.33% 100% 100% 100%
4. Maguiron ES
(112352)
Rinconada 25 8 8 % 85.71% 100% 77.78% 77.78% 77.78% 77.78%
5. Odiongan ES
(112986)
Central Bikol 98 86.73% 80.56% 91.67% 88.89% 88.46% 88.46% 84.62%
Top 20 Schools with Highest Percentage of Full Refresher
As of January 26, 2022

School Name
Mother
Tongue
Total
Enrolme
nt/
Assesse
d
Total Full
Ref
Full Refreshers
6. Sumaoy IS
(500917)
Central Bikol
179 84.92% 100% 93.65% 71.43% 48.89% 35.56% 0 %
7. Borongborongan
ES (112773)
Central Bikol 85 83.53% 92.59% 77.42% 70.97% 81.48% 81.48% 3.7%
8.Penitan ES
(113043)
Central Bikol
97 82.47% 66.67% 96.67% 73.33% 89.29% 7 5 % 21.43%
9.Camangahan ES
(112347)
Central Bikol
41 80.49% 76.19% 8 0 % 8 0 % 9 0 % 9 0 % 9 0 %
10.Guinahoan ES
112541)
Central Bikol
83 79.52% 80.65% 8 8 % 8 8 % 70.37% 70.37% 25.93%

School Name
Mother
Tongue
Total
Enrolment
/Assessed
Total Full
Ref
Full Refreshers
11.Daldagon ES
(113038)
Central Bikol 65 78.46% 9 5 % 9 0 % 9 0 % 5 6 % 4 8 % 16%
12.Ibayugan ES
(112398)
Buhi-non 134 78.36% 77.5% 84.78% 82.61% 72.92% 68.75% 77.08%
13. Lanipga ES
(112435)
Rinconada 73 76.71% 8 0 % 8 0 % 8 5 % 72.73% 66.67% 69.7%
14 Balatasan ES
(112464)
Central Bikol 51 76.47% 53.33% 91.3% 91.3% 76.92% 76.92% 76.92%

School Name
Mother
Tongue
Total
Enrolment
/ Assessed
Total Full
Ref
Full Refreshers
15. Cawayan ES (Lib.
South) (112708)
Central
Bikol 57 75.44% 81.82% 7 5 % 7 5 % 66.67% 66.67% 73.33%
16. Monte Calvario
ES (112407)
Buhi-non 187 74.73% 76.36% 64.71% 70.59% 84.13% 80.95% 77.78%
17. Nacacale ES
(112354)
Rinconada 43 74.42% 7 5 % 64.71% 64.71% 85.71% 57.14% 42.86%
18. Binobong ES
(112922)
Central
Bikol
168 73.81% 7 5 % 64.71% 64.71% 85.71% 57.14% 42.86%

School Name
Mother
Tongue
Total
Enrolment
/ Assessed
Total Full
Ref
Full Refreshers
19. Antolon ES
(112525)
Central
Bikol
52 73.08% 96.23% 77.05% 73.77% 48.15% 48.15% 5 0 %
20. Minalaba ES
(112555)
Central
Bikol 48 72.92% 68.42% 6 0 % 6 0 % 82.61% 82.61% 86.96%

Schools with Error Submission

Schools without Submission

Top 30 Schools with Highest Percentage of Grade Ready
School ID School Name
Mother
Tongue
Total
Assessed (G1-
G3)
Grade Ready
(G1-G3)
G1 Grade
Ready
G2 MT
Grade Ready
G2 FilGrade
Ready
G3 MT
Grade Ready
G3 FilGrade
Ready
G3 Eng
Grade Ready
112938
School of
the
Future
Central
Bikol
202 90.10% 82.54% 94.12% 92.65% 92.96% 92.9... 87.32%
112576
Cabasag
ES
Tagalog 38 81.58% 92.86% 66.67% 66.67% 83.33% 83.3... 83.33%
113085 Lipilip PS
Central
Bikol
44 79.55% 92.31% 66.67% 66.67% 77.27% 77.2... 36.36%
112949 Baya ES
Central
Bikol
149 75.84% 70.18% 74.07% 75.93% 86.84% 84.2... 60.53%
112997 Bocal ES
Central
Bikol
36 72.22% 90.91% 64.29% 5 0 % 63.64% 63.6... 36.36%

Top 30 Schools with Highest Perecentage of Grade Ready
Mother
Tongue
Total
Assessed (G1-
G3)
Grade Ready
(G1-G3)
G1 Grade
Ready
G2 MT
Grade Ready
G2 FilGrade
Ready
G3 MT
Grade Ready
G3 FilGrade
Ready
G3 Eng
Grade Ready
113068
Soledad R.
Villafuerte
ES
Central
Bikol
164 70.12% 75.38% 59.18% 57.14% 7 4 % 6 8 % 5 0 %
113062
Sagrada ES
(Sip.
North)
Centra
l
Bikol
43 69.77% 100% 69.57% 56.52% 53.85% 61.5... 23.08%
112730
Bagong
Sikat ES
Central
Bikol
33 69.70% 71.43% 81.82% 90.91% 5 0 % 5 0 % 5 0 %
112642
Lagonoy
North CS
Central
Bikol
124 69.35% 48.84% 73.81% 83.33% 87.18% 76.9... 56.41%
501020 Palo IS
Central
Bikol
34 67.65% 90.91% 53.85% 53.85% 6 0 % 6 0 % 6 0 %

Mother
Tongue
Total
Assesse
d (G1-
G3)
Grade
Ready (G1-
G3)
G1 Grade
Ready
G2 MT
Grade
Ready
G2 Fil
Grade
Ready
G3 MT
Grade
Ready
G3 Fil
Grade
Ready
G3 Eng
Grade
Ready
112727 Badas ES
Centra
l
Bikol
91 65.93% 5 0 % 62.50% 59.38% 78.38% 78.3% 56.76%
112340
Sta. Isabel ES
(Baao)
Rinconada 31 64.52% 7 0 % 41.67% 41.67% 88.89% 88.8% 33.33%
112757
Barobaybay
ES
Central
Bikol
31 64.52% 57.14% 58.33% 58.33% 7 5 % 58.3% 58.33%
173556
Panagan ES
(Tigaon)
Central
Bikol
89 64.04% 78.26% 64.52% 64.52% 54.29% 57.14%5 6 0 %
112466 Balongay ES
Central
Bikol
82 63.41% 65.52% 57.14% 42.86% 6 8 % 6 8 % 4 4 %

Mother
Tongue
Total
Assesse
d (G1-
G3)
Grade
Ready (G1-
G3)
G1 Grade
Ready
G2 MT
Grade
Ready
G2 Fil
Grade
Ready
G3 MT
Grade
Ready
G3 Fil
Grade
Ready
G3 Eng
Grade
Ready
112737
Bulawan Sr.
ES
Centra
l
Bikol
98 62.24% 52.94% 62.07% 58.62% 71.43% 68.5% 42.86%
112577
Del Gallego
CS Tagalog 569 62.21% 62.24% 60.11% 60.11% 64.32% 64.3% 44.32%
112689 Padlos ES
Centra
l
Bikol
78 60.26% 53.85% 62.50% 58.33% 64.29% 64.2% 39.29%
112971 Samay ES Tagalog 56 58.93% 5 5 % 43.48% 43.48% 92.31% 92.3% 61.54%
113000
Daculang
Tubig ES
Central
Bikol 51 58.82% 53.33% 47.37% 47.37% 76.47% 76.4% 64.71%

112660
Lagonoy
South CS
Centra
l
Bikol
665 58.80% 58.69% 51.35% 48.65% 66.09% 64.3... 46.52%
112514 Poro ES
Centra
l
Bikol
87 58.62% 47.83% 52.94% 41.18% 73.33% 73.3... 56.67%
112753
Sooc ES
(Lupi)
Centra
l
Bikol
163 58.28% 49.15% 6 0 % 6 5 % 68.18% 63.6... 43.18%
173537
Bliss ES
(CS)
Centra
l
Bikol
91 58.24% 57.58% 38.71% 38.71% 81.48% 74.0.„ 51.85%
112680 Labao ES
Centra
l
Bikol
131 58.02% 44.44% 83.72% 86.05% 47.06% 52.9... 26.47%

112661 Loho ES
Central
Bikol
218 56.88% 51.19% 49.30% 42.25% 73.02% 68.2... 50.79%
112732
Barrera
ES
Central
Bikol
37 56.76% 33.33% 54.55% 54.55% 78.57% 78.5... 35.71%
112584
San Juan
ES (Del
Gallego)
Tagalog 105 56.19% 38.10% 5 0 % 5 0 % 92.59% 92.5... 29.63%
112743
Haluban
ES
Central
Bikol
73 56.16% 42.86% 4 4 % 4 4 % 77.78% 70.3... 29.63%
112754
Tanawan
ES
Central
Bikol
25 5 6 % 4 0 % 7 0 % 7 0 % 6 0 % 6 0 % 6 0 %

46,521
25,695
21,337
14,720
10,00
0
5,000
0
15,00
0
20,00
0
25,00
0
30,00
0
45,00
0
40,00
0
35,00
0
50,00
0
Numeracy Assessment Results in Key Stage 1
based on 8-Week LRC with
108,273Grades 1-3Takers

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 (Listeningto 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 1teachers 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 D M 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 competenciesin
the MELCsand 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 cuts 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
Competencies
Pre-Reading Activities
During Reading Activities (if time allows)
Language Comprehension: Oral
Language Vocabulary & Fluency
Tuesday MELCs
Competencies
During Reading Activities
Post Reading Activities
Language Comprehension: Oral
Language Vocabulary, Fluency,
Composing
Wednesday MELCs
Competencies
Skill Development Grammar and Oral Language
Development,
Thursday Skills in the 8-
Week LRP
Curriculum
Learners are taught in reading by
ability group (DAP-Differentiated
Instruction)
Phonological Awareness
Phonics and Word Recognition
Reading Comprehension
Friday

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:
Core T
eam
Curriculum Implementation Division:
a.Create Division Literacy & Numeracy
(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 Supervisors
a.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;

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;

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 T
eachers, Retired T
eachers, 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
learners in
a.Capacitate parents/LSAs on how to guide
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
the in these
i. Use strategies/techniques prescribed in
guidelines;
j. The report on giving technical assistance
Curriculum Implementation Division Chief,
by the
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 andachievement.

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

Region’s Option 1
Pull-out Session but
with some
Modification (CTE
Scheme 1)
TARGET:
20 Schools with Greatest
Number of FULL
REFRESHERS
MODERATE REFRESHERS
LIGHT REFRESHER
GRADE READY

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
GO AL:

What To Do?
Who are the Key
Players?
When to Do It?
What is the MOV?

1. Create School LN Core Team.
2. DiscussTORs
February 1, 2023
PSDS, School Head, Teachers
MOV: List of School LN CoreTeam
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 onthe 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 T
estResult,
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-basedtasks/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)
MOVs: Classroom Observation (Provision of Timely
Feedback)
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’sPackets

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 (Listento 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/videorecorder

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 nextweek
*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

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