The document provides an overview of the Comprehensive Rapid Literacy Assessment (CRLA) administered by the ABC+ project in the Philippines. The CRLA is used to classify learners' reading levels and identify those needing additional support. It involves rapid, standardized assessments of learners in grades 1-3 to evaluate their skills in their mother tongue, Filipino, and English. The CRLA was developed through a rigorous process with DepEd and provides tools for administration, scoring, profiling learners, and using the data to support literacy development.

1. Comprehensive
Rapid Literacy
Assessment
Division Orientation on Administration,
Scoring, and Recording and Submission
of Results
June 26, 2022

2. ▪ What is CRLA?
▪ Overview of Different CRLA Tools
▪ Tools and Resources
▪ Administration Preparations
▪ Administration Procedures
▪ Manual Scoring procedures

3. ABC+ is a project of the Department of Education (DepEd)
in partnership with the U.S. Agency for International
Development (USAID) and implemented by RTI
International, together with The Asia Foundation, SIL LEAD
and Florida State University.
It also works in partnership with the Ministry of Basic, Higher
and Technical Education (MBHTE) in Maguindanao, and the
and UP NISMED for numeracy.
ABC+ project aims to benefit up to two million students in
its target implementing areas.
• Region V (Bicol)
• Region VI (Western
Visayas)
• Maguindanao, Cotabato
City
Target Area
Timeline
July 2019 – June 2024
4 school years
SY 2020-2021 to SY 2023-
2024

4. INSTRUCTIONAL
DELIVERY
Improve children’s literacy in their
mother tongue and the transition
of their reading ability to Filipino
and English, as well as
strengthening their foundational
concepts and skills in math.
MATERIALS
DEVELOPMENT
Improve instructional processes
that foster children’s cognitive,
social, and emotional
development
SDO
Cotabato
logo
EDUCATION SYSTEMS
STRENGTHENING
Build and strengthen system
capacity and the Department of
Education (DepEd) to support,
sustain and replicate improved
early grade learning in all schools in
the target regions.
What we do

5. #WECULTURE
ABC+ only exists WITH and FOR DepEd. We are partners in
helping children read better in their foundational years.
#ROOTEDINCONTEXT
The goal of ABC+ is to identify and fill in gaps, as we
complement what is already being done at DepEd Central,
Regional, and Division levels.
#INVESTINGEARLY
ABC+ believes that early grade literacy, numeracy, and socio-
emotional learning skills are crucial to the holistic development
and grade-readiness of learners.
#COLLABORATION
ABC+ believes that education is a shared responsibility
and supports collaboration among schools, homes, and
communities.
#VALUEOFMOTHERTONGUE
ABC+ recognizes that children learn better through the
language they speak at home and advocates for MTB-
MLE..
Core Principles
Strengthening of
systems and
institutional capacity
to sustain efforts/gains
Access to and
Development of
Quality, Relevant,
Contextualized and
Developmentally
Appropriate Materials
Capacity Building
of key actors in Early
Literacy Instruction
DepEd
(OSDS, CID,
SGOD, Schools)
Learners

6. What do teaching and learning
how to read entail?

7. Five Ts of Reading Instruction
T _ _ _
T _ _ _ _ _ _ _
T _ _ _

8. Five Ts of Reading Instruction
T _ _ _
T _ _ _ _ _

9. Five Ts of Reading Instruction
T i m e
T e a c h i n g
T e x t

10. Five Ts of Reading Instruction
T e s t
T o n g u e

11. Five Ts of Reading Instruction

12. Five Ts of Reading Instruction

13. What is the first step
to teaching reading?

14. Test

15. National BoSY CRLA Rollout Google Drive
https://bit.ly/NationalBoSYCRLARollout

16. SDO
Cotabato
logo
Comprehensive Rapid Literacy Assessment
What Why How

17. Comprehensive Rapid Literacy
Assessment (CRLA)
Classify learners according to reading
profiles and identify those who need
additional support
TARGETED SUPPORT FOR
LEARNERS ON LITERACY
DEVELOPMENT
• Rapid (5 to 8 minutes)
• Low-tech, multi-modal administration
• Teacher-led, teacher-scored
• Standardized, benchmarked
• Valid, reliable
• Replicable, scalable, sustainable

18. CRLA Package

19. CRLA Reading
Competencies
Beginning of School Year (BoSY)
5 minutes per language
• Phonological Awareness
• Alphabet Knowledge
• Decoding
Middle of School Year (MoSY)
8 minutes per language
• Fluency
• Comprehension
End of School Year (EoSY)
8 minutes per language
• Fluency
• Comprehension
• Grade 1 – Mother Tongue
• Grade 2 – Mother Tongue and Filipino
• Grade 3 – Mother Tongue, Filipino, and
English

20. CRLA Process
with DepEd teachers
and supervisors
Consultative Design
and Item Development
Workshops
Quality Assurance Field and Pilot
Testings

21. CRLA Languages
• Akeanon
• Central Bikol
• Chavacano
• Hiligaynon
• Inabaknon
• Kinaray-a
• Magindanawn
• Minasbate
• Rinconada
• Sinugbuanong Binisaya
• Tagalog
• Waray
• Pangasinan
• Ilokano
• Ivatan
• Kapampangan
• Sambal
• Filipino as L2
• English as L3

22. CRLA Process
Item Development and
Quality Assurance

23. CRLA Package
Pre-administration
• Orientation-workshops
• Written and video administration guides

24. CRLA Package
Pre-administration
• Simulation videos

25. CRLA Package
Post-administration
• Automated scoresheets and school records
• Data portal

26. CRLA Package
Post-administration
• Reading profiles video explainers
• Early grade reading materials
• Home partner engagement

27. CRLA Training
Orientation-Workshop
Participation Requirements:
∙ Laptop (at least one per grade level)
∙ Stable internet connection
∙ Scrap paper and pen
∙ Downloaded set of materials from ABC+ Google Drive
Suggested Participants:
∙ Reading Coordinators
∙ MTB-MLE Coordinators
∙ K-3 Reading Teachers

28. CRLA Training
Orientation-Workshop

29. CRLA Training
Orientation-Workshop

30. The BoSY CRLA was developed using a meticulous process to
ensure a standardized, accurate, and authentic measure of
children’s reading levels. To maintain the integrity of BoSY
CRLA, we are requesting you NOT to share the BoSY CRLA
Package and Administration Video Explainer to your home
learning partners.
Please retrieve the learner sheets right after administration.
IMPORTANT

31. The items in this presentation are dummy items.
For the correct items, please download your language from
01 Final Tools:
DISCLAIMER

32. CRLA Testimonial The CRLA made me look at assessment
differently. Since it is not graded, my
focus was on identifying the gaps in my
students’ learning so I can help them. It
is not about my performance as a
teacher. It is not about how intelligent
my students are. It is about what and
how else can they learn. There is less
pressure on my students and their
parents. I use the data for our remedial
program.
– Teacher Mila (translated from
Hiligaynon)

33. Home Learning Partner
Orientation
Administration,
Scoring and Profiling
SDO
Cotabato
logo
Recording and
Submission of Results
BoSY CRLA Practice

34. BoSY CRLA Reading Profiles
Reading profiles tell who is on track and who needs
to review concepts from the previous grade
• Full Refresher – Needs direction instruction of
previous grade level concepts and skills
• Moderate Refresher – Does not have a firm
grasp of previous grade level concepts and skills
yet; needs a lot of assistance and practice
• Light Refresher – Has a firm grasp of previous
grade level concepts and skills; needs practice to
improve accuracy
• Grade Ready – Has mastery of previous grade
level concepts and skills; ready to learn new
concepts and skills

35. BoSY CRLA
Competencies
Based on previous grade level content
Grade 1
• Alphabet Knowledge
• Phonological Awareness
Letter sounds
Rhyming words
Grades 2
• Decoding Sentence reading
Word recognition
Primer-based words (most familiar and useful
words, words with simple syllable patterns)
G1 sight words
Grade 3
• Decoding Sentence reading
Word recognition
Words with specific phonics patterns
G1 + G2 sight words

36. BoSY CRLA
Remediation
Grade One
• Alphabet Knowledge
• Phonological Awareness
Grades 2 and 3
• Decoding
Light Refresher
* May have difficulty with a few specific phonics patterns
* Focus on accuracy
Moderate Refresher
* May be at Grade 1 level
* Focus on alphabet knowledge
Full Refresher
* May be at Grade 1 level
* Focus on phonological awareness

37. Grade 1 - Mother
Tongue

38. # Name Date of
Assessment
Task
1
(10)
Rhymes
(10)
Letters
(10)
Total
Score
Reading Profile Remarks
SCORING
Task 1 – Write the number of letters sounded out correctly.
If Task 1 score is 0 to 6, go to Rhymes (Task 2) and score.
If Task 1 score is 7 to 10, go to Letters (Task 2) and score.
Total Score = Task 1 Score + Task 2 Score
RHYME SCORE and
READING PROFILES
0 to 14 – Full Refresher
15 to 20 – Moderate
Refresher
LETTER SCORE and
READING PROFILES
7 to 16 – Light Refresher
17 to 20 – Grade Ready

39. Grade 2 and Grade 3 -
Mother Tongue and Filipino

40. # Name Date of
Assessment
Task
1
(10)
Words
(20)
Senten-
ces
(10)
Total
Score
Reading Profile Remarks
SCORING
Task 1 – Write the number of letters sounded out correctly.
If Task 1 score is 0 to 6, go to Words (Task 2) and score.
If Task 1 score is 7 to 10, go to Sentences (Task 2) and score.
Total Score = Task 1 Score + Task 2 Score
WORD SCORE and
READING PROFILES
0 to 14 – Full Refresher
15 to 20 – Moderate
Refresher
SENTENCE SCORE and
READING PROFILES
7 to 16 – Light Refresher
17 to 20 – Grade Ready

41. Grade 3 - English

42. # Name Date of
Assessment
Task 1
(10)
Words
(10)
Total
Score
Reading Profile Remarks
SCORING
Task 1 – Write the number of words read correctly.
If Task 1 score is 0, end assessment.
If Task 1 score is 1 to 10, go to Words (Task 2) and score.
Total Score = Task 1 Score + Task 2 Score
TASK 1 and
READING PROFILE
0 – Full Refresher
WORD SCORE and
READING PROFILES
1 to 10 – Moderate Refresher
11 to 16 – Light Refresher
17 to 20 – Grade Ready

43. ABC+:Advancing Basic Education in
the Philippines
Thank you!