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SESSION GUIDE: POLICY ON THE IMPLEMENTATION OF MULTI-FACTORED ASSESSMENT TOOL (MFAT)
Session Title
Multi - Factored Assessment Tool (MFAT) Administration Handbook
Duration of the Session 4 hours
Introductory Statement Good day everyone, I am _____________________________. I will be facilitating the session on
Multi - Factored Assessment Tool (MFAT) Administration Handbook.
Learning Objectives At end of the session, the participants should be able to:
1. Discuss basic information on Multi-Factored Assessment Tool:
2. Explain how to use the Multi-Factored Assessment Tool;
3. Demonstrate how to implement the different activities of the tool;
4. simulate the conduct of the MFAT-Activities; and
5. appreciate the use of MFAT.
Key Understanding/s  The Multi-factored Assessment Tool (MFAT) is a screening tool intended to gather information on
learner’s strengths, needs, learning styles, and other educational. concerns.
 This is a classroom activity-based assessment covering the five domains of learning: (a) Cognitive,
(Communication), (c) Socio- Emotional, (d) Psycho-Motor, and (e) Daily Living Skills.
 The (MFAT) aims to identify the strengths and weaknesses of learners in Grade 1 which would
require appropriate intervention/s and proper placement.
 The main goal of (MFAT) is to identify Learners with Special Educational Needs (LSENs) who would
need education services and/or educational/medical/allied services.
References DO 25, s. 2007 - School Readiness Assessment for All Grade One Entrants School Year 2007-2008
DO 57, s. 2015 - Utilization of the Early Grade Reading Assessment (EGRA) and Early Grade Math
Assessment (EGMA) Tools for System Assessment
Kindergarten and Grade I Curriculum
ECD Checklist
STAGE/METHODOLOGY KEY POINTS Training Slide Time Allotment
Aids/Tools Number
Introduction: Rationale:
Opening Statement The Department of Education (DepEd) through the Bureau of 5 mins
Learning Delivery - Student Inclusion Division ((BLD-SID)
envisions an inclusive school where everyone in the classroom
is valued, respected and cared for and actively engages in the
teaching-learning process. Learners with special educational
needs (LSENs) are safe and healthy, have a sense of belonging,
and a full range of opportunities to participate meaningfully in
the community and reach their full potential.

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The assessment tool is intended for use of trained Grade 1
teacher in identifying learners with special educational needs.
The multi-factored assessment Tool (MFAT) was developed to
assist teachers for instructional planning and educational
placement of learners. Ppt 2 5 mins
Goals and Objectives
• The MFAT aims to identify the strengths and weaknesses
Show the topic title, objectives
of learners in Grade 1 which would require appropriate
intervention/s and proper placement.
and the outline of the • The main goal of MFAT is to identify Learners with Special
presentation Educational Needs (LSENs) who would need education services
and/or educational/medical/allied services.
Outline of the Presentation
Ppt 3 5 mins
Rationale
Definition of Terms
Policy Statement
Policy Development Procedures
Role and Responsibilities of the people involved
Table of Specification
MFAT Materials
Assessment Procedure
Activity For our first activity, may I invite you to group you according Ppt 4 15 mins
Give the participants time to to your region. In one phrase with emoticon show your
brainstorm presented and emotion/reaction about the MFAT.
share their thoughts/feelings.
Analysis Let’s answer the following questions.
Let the group leader explain 1. What do you know about the MFAT? What are your Ppt 15 mins
their answer on the questions thoughts about this?
posted/flashed on the screen. 2. Do you think if you use this tool this will help the learner
Publish their answers on the as well as the teachers?
board. 3. What do you think are the problem that may occur during
the implementation?
4. What will be the implications of MFAT in the learner?

3.
Abstraction 1
Discussion
Say: The problem has spawned-over the years brought by the
non-existence of standard tool for determining the difficulties of
learners in coping with lessons or engagement with activities.
Some teachers are used in exercising referral approach, which
entails referral of learners to professionals in the medical or
allied discipline when these teachers themselves can be
capable of determining the difficulty of learners and in
providing educational intervention, provided that they are
trained on how to administer classroom-based assessment tool
that is expected to yield favorable results.
Ask:
 What is MFAT?
Say: The Multi-Factored Assessment Tool (MFAT) is a screening
tool intended to gather information on learner’s strengths, needs,
learning styles, and other educational concerns.
Ask:
 What are the Goals and Objectives MFAT?
Say: The MFAT aims to identify the strengths and weaknesses
of learners in Grade 1 which would require appropriate
intervention/s and proper placement.
The main goal of MFAT is to identify Learners with Special
Educational Needs (LSENs) who would need education services
and/or educational/medical/allied services.
Ask: How it will address the identified problem?
Say: The Multi-Factored Assessment Tool (MFAT) will assist
teachers for instructional planning and educational placement of
learners. This is a one-time assessment administered to Grade I
learners enrolled in the regular schools who may exhibit
developmental advancement or delays or with manifestations of
learning disability. The data gathered from the result of MFAT
provides immediate and appropriate intervention program.
Ask: How to use the tool?
Say: The MFAT is an activity-based assessment tool covering the
five domains (cognitive, communication, socio-emotional, motor
Ppt 5
6
7
8
30mins

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and daily living skills) of learning will be given at the start of
the school year. Upon recognizing the difficulties of the
learners, the teachers are expected to provide interventions. If
the learners did not progress on the kind of interventions given,
referral to allied medical/education specialist for further
assessment shall be done. It’s important that we have to follow
the specifications of the materials to be used.
Ask: Who are involved and their responsibilities in the
implementation?
Say:
Regional Focal Supervisor
1. Provide technical assistance to the divisions to
ensure full implementation of MFAT.
2. Makes sure that all divisions have the complete set
of materials.
3. Monitors the implementation to gather information and
support the divisions’ need in the conduct of MFAT.
Schools Division Supervisor and Public Schools District
Supervisor:
1. Assist the School Heads in orienting teachers on the
administration of the screening tool.
2. Provide technical assistance to school heads and
teachers during the enhancement and intervention
process.
3. Monitor the implementation of MFAT to ensure the
smooth delivery of enhancement and intervention
programs.
Principal:
1. Provides area/room for the conduct of the MFAT
assessment.
2. Provides budget allocation for MFAT administration and
other intervention, enhancement activities needed.
3. Monitors the smooth delivery of enhancement and
intervention programs.
Teacher-Adviser:
1. Identifies the learners enrolled in his/her class who may
exhibit developmental advancement or delays or with
9-10

5.
manifestations of learning disability a month after the
beginning of each school year;
2. Administers MFAT to identified learner and provide the
immediate and appropriate intervention program;
3. Validates the responses of the learner through the
observation checklist, interview with the parents,
classmates, and caregivers;
4. Ensures that materials per activity are complete,
properly labelled and arranged; and
5. Organizes the room or space where the assessment
activity will take place.
6. Summarizes the result for intervention or
recommendation.
7. Packs properly the materials used and keep in the
designated place.
Ask: How many items and what are the areas to be assessed
of this MFAT?
Say: There are five (5) areas of development such as Cognitive,
Communication, Daily Living, Skills Motor Skill (Fine/Gross),
and Socio-Emotional Behavior. Each domain has twenty-five
items in the different indicators with a total of one hundred
twenty-five items (125).
Ask: How about the MFAT Materials? Who will provide?
Where can we get the funds for the preparation of materials:
Say:
To ensure that the teachers have the complete set of materials
at the school level during the implementation, the schools are
advised to use the MOOE funds for the reproduction of
materials. List of materials are found in the D.O. 29, s.2018.
11-13
14-36

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Abstraction 2 Say: After knowing the basic information about the MFAT, let’s Video Segment
Before Viewing: proceed to the Demonstration of the MFAT Assessment. As you
Present the guide question as watch the video, please be guided with the questions.
they watch the video. Ask: Ppt 37-38 15 mins
Further discussion will be  What will you do if the child is no longer attentive or had
done in case there are still tantrums?
questions after viewing.  What are the best practices that the assessor should
possess?
Say: In the event that the learner is no longer attentive, you
should stop the assessment and continue when the learner is
ready in the same manner if the learner had a tantrum.
Assessor should be child-friendly, sensitive to the needs of the
learner and familiar with the tool.
Viewing Say: In order the understand the MFAT administration Please
Viewing of MFAT observe carefully, use the tool to mark/check the responses of
administration the learner. Then take note of the area/s which is/are not clear 39 60 mims
to you.
Abstraction 3 Ask: How are you going to identify the learners to be assess? Video
Demonstration of the MFAT What should be done prior to the conduct of the assessment?
Before the Demo:
Present the guide question as Say: To identify learners with difficulty observed your class a Ppt 40-174 60 mins
they watch the demo. month after the beginning of each school year (June). If you
Discussion will be done in noticed of the learner with red flag. Administer the MFAT. If
case there are still questions necessary, notify the parent/s.
after viewing.
Application Say: After discussing all about MFAT Handbook of Ppt 25 mins
The same regional groupings Administration, let us see your level of appreciation through Group
write your reflection within 2 this last activity. activity
minutes, then assign
representative to report the 175
summarized the reflections.
Post output (reflection)Beside
the emoticon in the Activity 1. Ppt

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Closure Say: Knowing all about multi-factored assessment tool with all Video Segment 8 mins
the basic information's, we should always keep in mind the
important things to do, is to use and implement this tool. The Ppt 68-69
requirements are: the heart & time, familiarize the tool, have the
complete the materials, and provide the appropriate intervention
and refer to the allied medical services if needed.
Finally, Our ultimate goal is to identify them early and provide
intervention to prevent further disability.
“If learning is a treasure, patience is the key”
Prepared by:
SALVACION C. OLINARES
Supervising Education Program Specialist
SID-BLD, DepEd Central Office