The dedicated 𝗔𝗥𝗔𝗟 𝗠𝗮𝘁𝗵 𝗧𝘂𝘁𝗼𝗿𝘀 of 𝗚𝗼𝘃𝗲𝗿𝗻𝗼𝗿 𝗙𝗲𝗿𝗿𝗲𝗿 𝗠𝗲𝗺𝗼𝗿𝗶𝗮𝗹 𝗜𝗻𝘁𝗲𝗴𝗿𝗮𝘁𝗲𝗱 𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗛𝗶𝗴𝗵 𝗦𝗰𝗵𝗼𝗼𝗹, composed of educators from the Mathematics Department as well as selected teachers from the Science, Technology and Livelihood Education (TLE), and MAPEH Departments, successfully participated in the “Equal Counts, Equal Progress: Term 2 Implementation Review of the Gender-Inclusive ARAL-Math Numeracy Intervention Program” held on October 23-24, 2026, at Hotel Dominique, Tagaytay City.
The two-day training commenced with the inspiring welcome remarks of 𝗗𝗿. 𝗠𝗮𝗿𝗸 𝗔𝗶𝗿𝗼𝗻 𝗣. 𝗖𝗿𝗲𝘂𝘀, 𝗣𝗿𝗶𝗻𝗰𝗶𝗽𝗮𝗹 𝗜𝗩, who emphasized the vital role of ARAL tutors in advancing learning recovery and improving Mathematics achievement among learners. This was followed by the Statement of Purpose delivered by 𝗠𝘀. 𝗞𝗮𝘁𝗵𝗲𝗿𝗶𝗻𝗲 𝗗. 𝗥𝗲𝘇𝗮𝗿𝗲, 𝗛𝗲𝗮𝗱 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗩𝗜 – 𝗠𝗮𝘁𝗵𝗲𝗺𝗮𝘁𝗶𝗰𝘀, highlighting the significance of strengthening gender-inclusive and learner-centered interventions under the ARAL Program.
Participants engaged in enriching learning sessions facilitated by esteemed educators and instructional leaders. 𝗠𝘀. 𝗠𝗲𝗿𝗰𝘆 𝗜. 𝗕𝗶𝘀𝗮𝘆𝗮𝘀, 𝗠𝗮𝘀𝘁𝗲𝗿 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗜, discussed Differentiated Instruction and Remedial Strategies in ARAL Math, equipping tutors with effective approaches to address diverse learner needs. 𝗠𝗿. 𝗥𝘂𝘀𝘀𝗲𝗹 𝗠. 𝗕𝗿𝗼𝗮𝘀, 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗩, shared valuable insights on the Utilization of Virtual Manipulatives in ARAL Math, showcasing innovative tools that enhance learners’ mathematical understanding and engagement.
The participants also benefited from the session “Tutor Practices: What Worked and What Needs Improvement?” facilitated by 𝗠𝘀. 𝗚𝗹𝗮𝗱𝘆𝘀 𝗢. 𝗙𝗮𝗹𝗹𝗼𝗿𝗲, 𝗠𝗮𝘀𝘁𝗲𝗿 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗜, where tutors reflected on implementation experiences, celebrated best practices, and identified areas for growth. In addition, 𝗠𝘀. 𝗟𝘆𝗻𝗲𝘁𝘁𝗲 𝗣. 𝗥𝘂𝗲, 𝗘𝗣𝗦 𝗶𝗻 𝗠𝗮𝘁𝗵𝗲𝗺𝗮𝘁𝗶𝗰𝘀, provided technical assistance on the Use and Refinement of the Evaluation Worksheet, Performance-Level Descriptors, and Monitoring Tool, ensuring the effective monitoring and continuous improvement of ARAL Mathematics interventions.
Beyond reviewing the implementation of the ARAL-Mathematics Program, the activity served as a venue for capacity-building, collaboration, and innovation. Participants actively engaged in workshops and output presentations that led to the enhancement and refinement of assessment and monitoring tools, while also exchanging effective tutoring practices and intervention strategies. These experiences further equipped ARAL tutors with the skills, knowledge, and resources necessary to deliver meaningful, data-driven, and learner-responsive support to struggling learners.
Through collaborative workshops, professional dialogue, and the presentation of outputs, participants strengthened their competencies in delivering responsive, equitable, and learner-centered academic support. The activity likewise reinforced the collective commitment of the Mathematics Department and partner educators from the Science, TLE, and MAPEH Departments to bridge learning gaps, promote inclusive practices, and ensure quality education for all learners. This interdisciplinary collaboration reflects the school’s unified effort in advancing learning recovery and numeracy development among students.
ARAL Math Tutors from the Mathematics, Science, TLE, and MAPEH Departments united by one mission: closing learning gaps, fostering inclusion, and creating meaningful mathematical success for every learner. Because when every learner counts, every learner progresses.
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