IMPLEMENTING
ALA
GUIDELINES
PROGRAM
Math
ACCESSIBLE
LEARNING AND
ACHIEVEMENT IN
MATHEMATICS
VILMA A. BROWN,
Education Program Supervisor
KS1 LEVELLING
OF LEARNERS 40.00%
35.00%
30.00%
25.00%
31.05%
34.90%
25.11%
20.00%
15.00%
Percentage
10.00% 5.55%
5.00% 3.39%
0.00%
RATIONALE
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A
Levels
ORIENTATION OF ALAMath
Accessible Learning and Achievement
KS2 LEVELLING
OF LEARNERS 45.00%
40.00%
35.00%
30.00%
42.04%
38.35%
25.00%
20.00% 15.78%
15.00%
Percentage
10.00%
5.00% 3.35%
0.48%
0.00%
RATIONALE
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A
Levels
ORIENTATION OF ALAMath
Accessible Learning and Achievement
KS3 LEVELLING
OF LEARNERS 100.00%
80.00%
91.67%
60.00%
40.00%
Percentage
20.00%
7.52%
RATIONALE
0.74% 0.07% 0.00%
0.00% t) t) t) t) t)
i en i en i en i en i en
ic ic ic ic ic
rof rof rof rof rof
P P P (P P
ot ow ly g ly
(N (L ear nin i gh
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rgi gin g si el
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p r Le
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de
De ra
G
At
Levels
ORIENTATION OF ALAMath
Accessible Learning and Achievement
G1-10
LEVELLING OF
120.00%
99.93%
LEARNERS
100.00% 96.17%
91.05%
80.00%
Percentage
60.00%
RATIONALE 40.00%
20.00%
8.95%
3.83%
0.07%
0.00% KS1 KS2 KS3
Levels
Proficient Level Below Proficient Level
ORIENTATION OF ALAMath
Accessible Learning and Achievement
Root Cause of
Declining
Weak foundational numeracy
instruction in the early grades
Performance
Limited access to remediation
and enrichment opportunities
Insufficient teacher training in differentiated
and learner-centered strategies
RATIONALE Lack of innovative and engaging
approaches to mathematics teaching
ORIENTATION OF ALAMath
Accessible Learning and Achievement
From a SWOT
perspective, the
system’s strength
lies in its wide
coverage of
assessments
However, that
identify
weaknesses learner
RATIONALE
gaps early.
Persistent Underperformance
include
Low progression toward
proficiency
ORIENTATION OF ALAMath
Accessible Learning and Achievement
Threats posed by
identified
weaknesses
Higher dropout risks
Poor performance in national
assessments
Limited preparedness for STEM-
RATIONALE related fields
ORIENTATION OF ALAMath
Accessible Learning and Achievement
ALAMa
th
Accessible
Learning and
Achievement in
Mathematics
ALAMath is a
division-wide
RATIONALE program
designed to
provide
structured,
research-based,
ORIENTATION OF ALAMath
Accessible Learning and Achievement
LEGAL
FRAMEWORKS
Enhanced Basic Education Act
of 2013 (Republic Act 10533)
Philippine Professional
Standards for Teachers (DepEd
Order No. 42, s. 2017)
RATIONALE
Research
• Bautista and Tan (2018)
• Bernardo (2020)
ORIENTATION OF ALAMath
Accessible Learning and Achievement
ALIGNMENT
WITH DEPED
LONG-TERM
School Improvement Plan (SIP)
PLANS
Basic Education Development
Plan (BEDP) 2030
RATIONALE Regional Education
Development Plan (REDP)
Division Education Development
Plan (DEDP)
ORIENTATION OF ALAMath
Accessible Learning and Achievement
SIGNIFICANCE
OF ALAMath
For learners, ALAMath provides
structured interventions that build
confidence, strengthen foundational
math skills, and improve proficiency
across grade levels.
For teachers, it offers professional
growth opportunities through training
RATIONALE in innovative and effective
instructional practices.
For parents and communities, it
ensures that learners are better
prepared for future academic success
and career opportunities.
ORIENTATION OF ALAMath
Accessible Learning and Achievement
The ALAMath
Program is a
localized
intervention
program designed
to address learning
PROGRAM gaps, promote
academic recovery,
The ALAMath
DESCRIPTI ensure accessible
Program
learning
is also the
ON umbrellafor all
of all
Mathlearners and
Intervention
achieve better
Programs in the
ORIENTATION OF ALAMath results
school to in
help
Accessible Learning and Achievement mathematics.
PROGRAM
DESCRIPTION
INPUT PROCESS OUTPUT
RMA Results Improved
KS1 Numeracy Skills
ALAMath and
KS2
Reduced
KS3 Learning Gaps
ORIENTATION OF ALAMath
Accessible Learning and Achievement
1. Support learners in
recovering missed or
underdeveloped
mathematics skills and
2. Enhance
concepts learners’
through
mastery
targeted andof structured
essential
numeracy skills in line
interventions.
with the Revised K-12
[Link].
Develop learners’
OBJECTIVE critical thinking and
problem-solving
abilities through
S engaging, hands-on,
4.
and Equip teachers
context-based
with effective
mathematics
strategies and
activities.
ORIENTATION OF ALAMath resources to
Accessible Learning and Achievement
IDENTIFY LEARNERS
PLAN THE PROGRAM
IMPLEMENTATIO
N DELIVER THE SESSIONS
PROCESS
CHECK PROGRESS
ORIENTATION OF ALAMath
Accessible Learning and Achievement
The primary
learning
resource for
ALAMath is
LEARNING the
RESOURCEInstructional
Learning
Plan (ILP) for
Grades 1–10,
ORIENTATION OF ALAMath
Accessible Learning and Achievement
The Rapid Mathematics
Assessment (RMA) Tool,
administered at the
Beginning of School Year
(BoSY), will be utilized to
establish
The Divisionbaseline data
Numeracyof
for the implementation
Assessment Tool (D’
the program.
NumAT)
ASSESSM will be used for midline
assessment to determine
ENT AND The Rapid
whether
Assessment
Mathematics
learners
(RMA)will exit
Tool,
MONITO or remain in the program.
administered at the End
RING of School Year (EoSY), will
serve as an indicator of
TOOLS the
Progressprogram’s
ALAMath
effectiveness
tracking and
tools
ORIENTATION OF ALAMath efficiency.
Accessible Learning and Achievement
IMPLEMENTING
ALA
GUIDELINES
PROGRAM
Math
ACCESSIBLE
LEARNING AND
ACHIEVEMENT IN
MATHEMATICS
VILMA A. BROWN,
Education Program Supervisor