The document discusses the Philippine Informal Reading Inventory (Phil-IRI), an assessment tool used to determine students' reading levels. It outlines adjustments made to the 2018 version, including updated readability levels and schedules for pre-testing and post-testing. The document provides guidance on administering the Phil-IRI group screening test and individual assessments, analyzing results, providing reading interventions, and interpreting assessment data to inform instruction.
This document summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
Strategic Intervention Plan in CATCH UP FRIDAY READING.docxFredjalynPasol
This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.
The document outlines the action plan for a catch-up Friday program at Villa Rosas Elementary School. It details the phases of implementation including pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will take pre-tests in various subjects and be categorized based on results. The implementation phase involves catch-up sessions in identified learning areas every Friday. Post-implementation includes administering post-tests, program reviews, and submitting accomplishment reports. Teacher class programs are also included, allocating time for subjects like reading, math, science, and values education during catch-up Fridays.
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
5 classroom program (sfes) grade v sy 2013 2014Migz Fajardo
This document contains class schedules and teacher assignments for the 5th grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes the class schedules for the Earth, Venus, Mercury, Mars, Saturn and Neptune sections, which divide their time between various subjects like English, Math, Science, etc. It also includes the individual teacher assignments and schedules.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
This document summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
Strategic Intervention Plan in CATCH UP FRIDAY READING.docxFredjalynPasol
This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.
The document outlines the action plan for a catch-up Friday program at Villa Rosas Elementary School. It details the phases of implementation including pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will take pre-tests in various subjects and be categorized based on results. The implementation phase involves catch-up sessions in identified learning areas every Friday. Post-implementation includes administering post-tests, program reviews, and submitting accomplishment reports. Teacher class programs are also included, allocating time for subjects like reading, math, science, and values education during catch-up Fridays.
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
5 classroom program (sfes) grade v sy 2013 2014Migz Fajardo
This document contains class schedules and teacher assignments for the 5th grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes the class schedules for the Earth, Venus, Mercury, Mars, Saturn and Neptune sections, which divide their time between various subjects like English, Math, Science, etc. It also includes the individual teacher assignments and schedules.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
This document provides guidelines for preparing and checking school forms according to Department of Education Orders. It outlines the process for identifying learners, encoding data in the Learner Information System, preparing forms like the SF1, SF4, SF5, and SF10. It describes validating enrollment counts and grades against LIS data. It also discusses sampling classes for checking, preparing checking reports, and summarizing the goals of DO 11, 2018 which aims to ensure accurate data in LIS is the single source of truth.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
Accomplishment Report on Reading-1.docxJennySularte1
The document summarizes a retooling activity for mathematics and science teachers on integrating reading comprehension activities into learning resources. Over three days, 53 teachers from two batches crafted a total of 53 worksheets for struggling readers in mathematics (27 sheets) and science (26 sheets). Assessment tools were used throughout, and participants evaluated the activity as outstanding overall. The aim was to help address declining literacy rates among students in mathematics and science.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
This mid-year review form evaluates an employee's performance over the rating period. It includes the employee's name, position, and department. It lists the key result areas, objectives, timeline and weight for each objective. It provides space to note the mid-year review results, rating given by the rater (supervisor), remarks from both rater and ratee, and signatures from rater, ratee and approving authority.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The Philippine Informal Reading Inventory (PHIL-IRI) is a classroom assessment tool used to evaluate students' reading ability levels. It involves individually administering reading passages of increasing difficulty followed by comprehension questions. The PHIL-IRI helps teachers determine a student's functional reading level, reading strategies, comprehension skills, and word identification abilities. Teachers use the results to identify students' reading levels as frustration, instructional, or independent. This informs individualized instruction to meet all students' needs.
This document contains a rating sheet for evaluating teachers in the Philippines. It was developed by the Philippine National Research Center for Teacher Quality with support from the Australian government. The rating sheet contains 9 indicators for classroom observation and evaluation of teachers. Observers use a scale of 3 to 7 to rate teachers on each indicator, with 3 being the default if an indicator was not observed. The rating sheet is signed by both the observer and the teacher being observed.
This document outlines the career progression, duties, and requirements for promotion to Master Teacher I and Master Teacher II positions in the Philippines. It details the salary grades and differences, duties and responsibilities which include instructional leadership, training programs, mentoring teachers, and more. The criteria and requirements for promotion to each level are also specified, such as education level, experience, performance ratings, and merit points earned through leadership roles, research, community projects, and other achievements.
This document outlines policy guidelines for awards and recognition programs for students in the K-12 Basic Education Program. It discusses the rationale for having such programs, which is to create a positive learning environment, improve student morale, and motivate high performance. It then describes the different types of classroom and grade-level awards that should be given, such as performance awards, conduct awards, academic excellence awards, and leadership awards. It also provides details on how awardees are determined by an Awards Committee and how protests should be handled. The overall purpose is to acknowledge and promote student excellence in various areas of achievement.
The document summarizes a continuous improvement project called Project READ that aims to improve the reading skills of 61 grade 7 students at Malauli High School. It outlines the current problems of low reading abilities, test scores and high dropout rates. It then details the 10 step CI process used to assess the problem, analyze root causes through student interviews, develop and implement remedial reading solutions including securing materials and revising class schedules. Initial implementation shows high student attendance of remedial classes and secured materials. The goal is for all students to advance as readers and improve test scores.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
The Maruhat National High School Accomplishment Report summarizes the school's achievements in the first semester of the 2018-2019 school year. Key accomplishments include:
1. Upgrading student development through organized clubs and activities focused on health, academics, and citizenship.
2. Improving school facilities and establishing new programs to enhance student performance.
3. Providing professional development and training opportunities for teachers to strengthen the curriculum and classroom instruction.
The report outlines goals met across multiple categories including student performance, curriculum development, teacher growth, and community involvement. Areas for future improvement were also identified.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document provides instructions for administering reading assessments for grades 1 through 3. It outlines which subtests to administer based on the number of letters, words or sentences read correctly. Notes indicate that total scores and reading profiles are automated, to review for errors, and to add details about the child's state or reading behaviors in the remarks column.
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI) which is an assessment tool used by teachers to measure students' reading performance. It discusses that the Phil-IRI was created by DepEd to help determine students' reading levels and abilities. The document outlines what the Phil-IRI can tell teachers about students' reading skills, such as whether they are reading at, above, or below grade level. It also describes how teachers can use the Phil-IRI flexibly to assess whole class or individual student reading levels and monitor reading growth over the school year.
1. The teacher records all miscues made by the student during oral reading on the rating sheet.
2. The oral reading score is computed by subtracting the number of miscues from the total number of words in the passage.
3. The student's reading speed in words per minute is recorded to determine their reading rate.
4. The comprehension score is based on the student's answers to questions about the passage.
5. The oral reading score, comprehension score, and reading rate are analyzed to determine the student's reading level.
This document provides guidelines for preparing and checking school forms according to Department of Education Orders. It outlines the process for identifying learners, encoding data in the Learner Information System, preparing forms like the SF1, SF4, SF5, and SF10. It describes validating enrollment counts and grades against LIS data. It also discusses sampling classes for checking, preparing checking reports, and summarizing the goals of DO 11, 2018 which aims to ensure accurate data in LIS is the single source of truth.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
Accomplishment Report on Reading-1.docxJennySularte1
The document summarizes a retooling activity for mathematics and science teachers on integrating reading comprehension activities into learning resources. Over three days, 53 teachers from two batches crafted a total of 53 worksheets for struggling readers in mathematics (27 sheets) and science (26 sheets). Assessment tools were used throughout, and participants evaluated the activity as outstanding overall. The aim was to help address declining literacy rates among students in mathematics and science.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
This mid-year review form evaluates an employee's performance over the rating period. It includes the employee's name, position, and department. It lists the key result areas, objectives, timeline and weight for each objective. It provides space to note the mid-year review results, rating given by the rater (supervisor), remarks from both rater and ratee, and signatures from rater, ratee and approving authority.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The Philippine Informal Reading Inventory (PHIL-IRI) is a classroom assessment tool used to evaluate students' reading ability levels. It involves individually administering reading passages of increasing difficulty followed by comprehension questions. The PHIL-IRI helps teachers determine a student's functional reading level, reading strategies, comprehension skills, and word identification abilities. Teachers use the results to identify students' reading levels as frustration, instructional, or independent. This informs individualized instruction to meet all students' needs.
This document contains a rating sheet for evaluating teachers in the Philippines. It was developed by the Philippine National Research Center for Teacher Quality with support from the Australian government. The rating sheet contains 9 indicators for classroom observation and evaluation of teachers. Observers use a scale of 3 to 7 to rate teachers on each indicator, with 3 being the default if an indicator was not observed. The rating sheet is signed by both the observer and the teacher being observed.
This document outlines the career progression, duties, and requirements for promotion to Master Teacher I and Master Teacher II positions in the Philippines. It details the salary grades and differences, duties and responsibilities which include instructional leadership, training programs, mentoring teachers, and more. The criteria and requirements for promotion to each level are also specified, such as education level, experience, performance ratings, and merit points earned through leadership roles, research, community projects, and other achievements.
This document outlines policy guidelines for awards and recognition programs for students in the K-12 Basic Education Program. It discusses the rationale for having such programs, which is to create a positive learning environment, improve student morale, and motivate high performance. It then describes the different types of classroom and grade-level awards that should be given, such as performance awards, conduct awards, academic excellence awards, and leadership awards. It also provides details on how awardees are determined by an Awards Committee and how protests should be handled. The overall purpose is to acknowledge and promote student excellence in various areas of achievement.
The document summarizes a continuous improvement project called Project READ that aims to improve the reading skills of 61 grade 7 students at Malauli High School. It outlines the current problems of low reading abilities, test scores and high dropout rates. It then details the 10 step CI process used to assess the problem, analyze root causes through student interviews, develop and implement remedial reading solutions including securing materials and revising class schedules. Initial implementation shows high student attendance of remedial classes and secured materials. The goal is for all students to advance as readers and improve test scores.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
The Maruhat National High School Accomplishment Report summarizes the school's achievements in the first semester of the 2018-2019 school year. Key accomplishments include:
1. Upgrading student development through organized clubs and activities focused on health, academics, and citizenship.
2. Improving school facilities and establishing new programs to enhance student performance.
3. Providing professional development and training opportunities for teachers to strengthen the curriculum and classroom instruction.
The report outlines goals met across multiple categories including student performance, curriculum development, teacher growth, and community involvement. Areas for future improvement were also identified.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document provides instructions for administering reading assessments for grades 1 through 3. It outlines which subtests to administer based on the number of letters, words or sentences read correctly. Notes indicate that total scores and reading profiles are automated, to review for errors, and to add details about the child's state or reading behaviors in the remarks column.
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI) which is an assessment tool used by teachers to measure students' reading performance. It discusses that the Phil-IRI was created by DepEd to help determine students' reading levels and abilities. The document outlines what the Phil-IRI can tell teachers about students' reading skills, such as whether they are reading at, above, or below grade level. It also describes how teachers can use the Phil-IRI flexibly to assess whole class or individual student reading levels and monitor reading growth over the school year.
1. The teacher records all miscues made by the student during oral reading on the rating sheet.
2. The oral reading score is computed by subtracting the number of miscues from the total number of words in the passage.
3. The student's reading speed in words per minute is recorded to determine their reading rate.
4. The comprehension score is based on the student's answers to questions about the passage.
5. The oral reading score, comprehension score, and reading rate are analyzed to determine the student's reading level.
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI), including its purpose, development, adjustments made, administration procedures, forms used, and how it can help teachers assess students' reading performance and growth. It describes the different components of the Phil-IRI including the group screening test, graded passages, and forms for recording results. It also outlines the four stages of administration and responsibilities for making the materials available.
The document provides guidance for administering a Group Screening Test (GST) to students in grades 7-10 to determine their reading level. It explains that students will be placed into one of three categories - frustration, instructional, or independent level - based on the GST results. Various reading interventions are then outlined for each level, including Intense Monitored Reading for frustration level students. Teachers must submit GST results, reading assessments, and monitoring forms. Grade-level coordinators will consolidate the pre-test and post-test results. The purpose of the GST is to determine if a student has improved in reading ability.
The document discusses the Philippine Informal Reading Inventory (Phil-IRI), an assessment tool used to measure reading performance. It was created to help teachers determine students' reading levels. The Phil-IRI includes group and individual assessments to screen students and identify those reading below grade level. It measures oral reading, silent reading comprehension, and listening comprehension. Teachers can use Phil-IRI results to monitor reading growth, evaluate instruction, and describe students' reading behaviors. All students in grades 7-12 take the group screening test in Filipino and English, with individual testing for those below standards.
Assessment types and tasks 1 updated unit 22.pptxWai Mar Phyo
The document discusses different types of assessment including informal observation and formal tests or exams. It describes various assessment tasks that can be used for formal assessment including objective tasks like multiple choice questions and subjective tasks like role plays and interviews. The purpose of assessment is also covered, including assessing learner progress and using the results to inform teaching.
The document provides guidance on conducting the Philippine Informal Reading Inventory (Phil-IRI). It describes the various forms needed to conduct the Phil-IRI group screening test and individual assessments. These include forms to record class reading performance, summarize group screening results, and report individual student reading levels and behaviors. The document also outlines the step-by-step process for administering the group screening test and individual assessments, analyzing quantitative and qualitative results to determine a student's reading level, and selecting appropriate reading materials.
The Phil-IRI is a classroom-based reading assessment used in the Philippines to assess students' reading performance and difficulties. It informs teachers about students' reading strengths and weaknesses. The Phil-IRI consists of group screening tests and individually administered graded passages to evaluate skills like phonics, fluency, and comprehension. It helps teachers identify students performing below grade level and design appropriate instruction. The materials are available online for teachers to administer the assessments.
The document summarizes research on the impacts of North Carolina's Read to Achieve program. Key findings include:
1) The program has not shown noticeable gains in student performance one or two years later, whether looking at initially impacted students or just those retained.
2) Summer reading camp attendance did not affect student outcomes the following year.
3) In practice, the program has operated more like 115 separate pilots rather than a unified initiative, contributing to inconsistent impacts.
4) Moving forward, the state aims to collect better implementation data, focus on fidelity, identify and expand on local successes, and strengthen early literacy development.
This document discusses reading assessment in the new normal. It explains that reading assessment is important as it informs educators of a learner's current reading ability, helps determine proper interventions, and identifies if a learner is progressing adequately. There are different types of reading assessments: screening to identify at-risk students, diagnostic to plan instruction, progress monitoring to track student growth, and outcome to evaluate program effectiveness. It also discusses the Philippine Informal Reading Inventory (Phil-IRI) which measures reading performance through graded passages. The document outlines who should take the Phil-IRI, when it should be administered, how to record miscues, and includes sample forms.
This document provides information about administering an Informal Reading Inventory (IRI) to students in grades K-2. An IRI is used to assess a student's functional reading level, reading strategies, comprehension, and word identification. It involves having students do oral reading, silent reading, and listening comprehension activities across various grade-level texts to identify their independent, instructional, and frustration reading levels. The document outlines the procedures for administering the different IRI components and how to record and use the results to inform reading instruction.
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2. WHAT IS PHIL-IRI?
• It is an assessment tool
composed of graded
passages designed to
determine a student’s
reading level.
• It is one of the initiatives
put in place in support of
the Every Child A Reader
Program (ECARP).
2
3. ADJUSTMENTS MADE IN THE 2018 PHIL-IRI
• Adjusted readability levels of selections /
passages (vs 2010 Phil-IRI)
• English Phil-IRI for Grades 4-6
• Filipino Phil-IRI for Grades 3-6
• Conduct of Group Screening Test to identify
students who need further testing
• Conduct individualized assessment in order to
further describe the child’s reading level:
► Independent Level
► Instructional Level
► Frustration Level 3
4. TABLE 1: SCHEDULE OF PHIL-IRI ADMINISTRATION
Type of Test
FILIPINO
(For Grade 3-Grade 6 learners
English
(For Grade 4 to Grade 10
Pretest Posttest Pretest Posttest
Phil-IRI Group
Screening Test
(GST)
First month of the
SY
(September) May 2024-June
2024
First month of the
SY
(September)
May 2023-June
2023
Individualized Phil-
IRI Assessment
(only for learners
who did not pass
the GST)
A month after the
GST is
administered
A month after the
GST is
administered
10. WHO CAN ADMINISTER THE PHIL-IRI?
► Filipino Subject Teachers
► English Subject Teachers
► ELLN – trained Teachers
11. WHAT’S
INSIDE
THE PHIL-IRI
MANUAL?
Manual of Administration
Group Screening Test for English &
Filipino and Keys to Correction
Phil-IRI Graded Passages
Reading Remediation Materials
Forms for recording purposes
12. TABLE 2: FONT SIZE USED FOR THE PASSAGES
FOR EACH GRADE LEVEL
Grade / Reading Level Recommended Font and
Size
Kindergarten to 1st Grade Comic Sans, Font Size 18
2nd Grade Comic Sans, Font Size 16
3rd Grade Comic Sans, font Size 14
4th Grade to 10th Grade Comic Sans, Font Size 12
13. 13
4 STAGES OF PHIL-IRI
Phil-IRI Group Screening Test
Administration of the Phil-IRI Graded
Passages (Individual)
Provision of Reading
Intervention
Administration of the Phil-IRI Posttest
14. STAGES IN THE ADMINISTRATION OF PHIL-IRI
Discontinue
Reading
Assessment
15. GATHERING INFORMATION USING THE
GROUP SCREENING TEST OF THE PHIL-IRI
The Phil-IRI Group Screening Test (GST) can tell teachers
whether students are reading at, or below, their grade placement.
The GST has the following features:
• There is a screening test for each grade level.
• Each test includes 3-4 selections.
• There is a Filipino and an English version.
• Each selection has multiple-choice items.
• The total number of test items is worth 20 points.
• The cut-off point for referral is a raw score of 14. Those who
score 13 points and below are referred for further testing.
16. STAGE 1
INITIAL (PHIL-IRI GROUP SCREENING TEST)
■ All Students from Grade 3-6
(Filipino) and Grades 4-6
(English) shall undergo a 20-item
multiple-choice GST to be
accomplished within 30 minutes
per area during class time.
■ English 7-10 GST is 25 items
■ Students must have completed
2 tests, Filipino and English
RESULT OF GST
■ If Raw Score is less
than 14, the student
undergoes further
testing
■ If Raw Score is equal
or greater than 14:
● Student continues
receiving classroom
instruction
● No need to undergo
further testing
● No need for reading
remediation
7/1/20XX Pitch deck title 16
17. ANALYSIS OF RESULTS OF THE GROUP
SCREENING TESTS
The Group Screening Test (GST) in
Filipino was administered to a second grade
class of 41 students in an average-performing
public school in Quezon City. After an hour of
test-taking the session yielded the following
results:
19. Based on the results of the GST, 26 students
passed the test and no longer need further testing,
However, 15 students scored below the cut-off score
which comprises 37% of the whole class. The conduct
of the Phil-IRI individualized assessment need only be
given to 15 students instead of the entire class. This
also shows that 15 students will be needing
specialized reading instruction.
INTERPRETATION
22. STAGE 2 : ADMINISTRATION OF THE PHIL-IRI GRADED PASSAGES
(FILIPINO / ENGLISH)
Determine the Starting Point
of Graded Passages
23. Table 3: Starting Point for the Graded
Passage
If the Raw Score
in the GST is
Start with a Graded
Passage that is
Example
0-7 points
Three (3) Grade Levels
lower than current Grade
Level
GST: Grade 6
Graded Passage: Grade 3
8-13 points
Two (2) Grade Levels
lower than current Grade
Level
GST: Grade 4
Graded Passage: Grade 2
14 points and
above
Discontinue Testing
24. STAGE 2 : ADMINISTRATION OF THE PHIL-IRI GRADED PASSAGES
(FILIPINO / ENGLISH)
■The Phil-IRI Graded Passages Pre-Tests have a total of four parallel
sets (SETS A to D) that the test-administrator can choose from.
■ Administer Graded Passages to learners with a raw score below 14
that may be conducted after class hours
■ The administration of Phil-IRI should begin with ORAL READING
TEST where a learner reads a selection aloud in order to assess word
recognition, reading fluency, and reading comprehension level
25. THE PHIL-IRI GRADED PASSAGES
(SETS A, B, C & D)
The Phil-IRI Graded Passages is an
informal individualized assessment tool used to
record the student’s performance in oral
reading, silent reading and/or listening
comprehension.
26. THE PHIL-IRI GRADED PASSAGES
(SETS A, B, C & D)
The Phil-IRI Oral Reading Test is administered in order
to:
• identify the student’s miscues in oral reading and each
word read incorrectly is noted and marked using the
Reading Miscue Inventory (Phil-IRI Form 3A and 3B:
Grade Level Passage Rating Sheet);
27. THE PHIL-IRI GRADED PASSAGES
(SETS A, B, C & D)
• record the number of words that a student reads
per minute (speed); and
• find out how well a student understands the
passage read by having the child answer five to
eight questions of varying difficulty based on the
graded passage after it has been read
(comprehension).
28. ■ SILENT READING COMPREHENSION may be used to
describe reading speed and comprehension.
■ The student’s reading speed is measured by
recording the time it takes the child to read each
passage completely.
■ Silent reading comprehension is measured by
asking the student to answer five to eight questions
of varying difficulty after a passage has been read.
29. ■ LISTENING COMPREHENSION (optional) may be
used by having the student listen to the passages as they
are read by the test administrator and answer five to
eight questions of varying difficulty about each passage.
■ For all three types of individual assessments (oral
reading comprehension, listening comprehension and
silent reading comprehension), the aim is to find the
learner’s independent, instructional and frustration levels
42. COMPUTING READING PROFILE
When analyzing the result of Word Reading and Reading
Comprehension together, always pick-out / choose the lowest
level as the Reading Profile per passage. Remember the highest
level is INDEPENDENT, followed by INSTRUCTIONAL and the
lowest is FRUSTRATION.
For example:
1. Word Reading is Independent and Reading Comprehension is
Frustration then the Profile is Frustration.
2. Word Reading is Independent and Reading Comprehension is
Instructional then the Profile is Instructional.
45. THE LISTENING COMPREHENSION
AND SILENT READING TEST
After the administration of the
Phil-IRI Oral Reading Test, the teacher
may opt to administer a Listening
Comprehension for the nonreaders
and a Silent Reading Test to further
assess the student’s reading speed and
comprehension. These are, however,
optional activities.
46. CONDUCTING THE READING INTERVENTION
•Based on the reading difficulty of the student, a reading
intervention program is designed for him/her.
•Appendix H contains the Handbook on Reading
Intervention. It discusses some cases of different
problems in reading of some pupils and the
recommended intervention. It likewise looks into the
behavior of some readers, as recorded in Table 9
(word-by-word reading, reading on a monotonous tone,
disregards punctuation . . .) and tries to correct these
during the reading intervention.
47. STAGE 3
PROVISION OF READING INTERVENTION
7/1/20XX Pitch deck title 47
■ Student is given individualized /
small group instruction
48. STAGE 4
ADMINISTRATION OF PHIL-IRI POSTTEST
■ After the reading remediation,
posttest shall be conducted
49. GUIDELINES ON CONDUCTING
ASSESSMENT
1.Recognize your role as an assessor. The purpose of assessment
is to gather information about the learner and describe his/her
performance and not to instruct.
2.Develop rapport. Be in a pleasant disposition when conducting
the assessments. Create an atmosphere that is conducive to
learners that will encourage them to perform at their best. Clarify
that this will not compromise their performance in class.
50. GUIDELINES ON CONDUCTING
ASSESSMENT
3. Clarify your purpose. Explain to the learners how the results will
be used. The primary reason for conducting these assessments
is to gather information so that the teacher may design/adjust
instruction.
4.Recognize diversity. Understand that cultural differences do not
imply cultural deficits.
5.Regard the learners with respect. The conduct of the
assessments must be in a non-threatening environment that
treats learners in a friendly, amicable manner.
51. GUIDELINES ON INTERPRETING
ASSESSMENT RESULTS
1.Assessment information describes performance.
Assessments are isolated events and may not be able to
describe the learner’s behavior in less-threatening
environments. Consider the results with other contextual
factors in mind.
2.Assessment information provides an estimate. The data
gathered must not be used to sum up the learner’s
performance but must provide useful information regarding
where to begin instruction.
52. GUIDELINES ON INTERPRETING
ASSESSMENT RESULTS
3. Refrain from stereotyping. Be cautious about drawing
conclusions based on the assessment tool. Know that the
results of this informal reading inventory must not be used in
isolation but rather in combination with other assessment
measures.
4.Assessment should inform instruction. The results of this
assessment must not be used as a means for making
decisions regarding promotion nor retention. The data
gathered must be used for designing instruction/intervention.
53. ETHICAL ISSUES AND
RESPONSIBILITIES
The tests have been reviewed and written with the Filipino child in
mind. The themes and selections were drawn from an understanding of
the nature of the developing child in the Philippines. It embraces
learners’ diversity such that dialectal variations are not considered as
errors. The tests have been written so that terms and examples are not
offensive to students of different gender, race, religion, culture or
nationality.
54. ETHICAL ISSUES AND
RESPONSIBILITIES
The child must be treated with respect at all times. It must take
place in a non-threatening environment with adequate conditions that
will encourage optimal learner performance. The administration of this
test must adhere to the DepEd Child Protection Policy4 (specifically
Section 3. L.3 that states the need to protect children from
psychological harm).
55. TEMPLATES / HANDBOOK / ETC
■ 663-661 Templates
■ 657 - Handbook on Reading Intervention
(there is a table of Contents etc.)
62. Table 3: Starting Point for the Graded
Passage
If the Raw Score
in the GST is
Start with a Graded
Passage that is
Example
0-7 points
Three (3) Grade Levels
lower than current Grade
Level
GST: Grade 6
Graded Passage: Grade 3
8-13 points
Two (2) Grade Levels
lower than current Grade
Level
GST: Grade 3
Graded Passage: Grade 1
14 points and
above
Discontinue Testing
63. READING COMPREHENSION
■ Grade 3 – 6 questions
■ Grade 4 – 6 questions
■ Grade 5 - 7 questions
■ Grade 6 – 8 questions
■ Grade 7 – 8 questions ■ Grade 8 – 9 questions
■ Grade 9 – 9 questions
■ Grade 10 –9 questions
For Grade 7-10, teachers can make use of textbooks and
other references for checking reading comprehension.
64. GROUP SCREENING TEST
Teacher should print
1 copy per learner to
be distributed
during the conduct
of GST for Grade 4-
10 learners
74. 7/1/20XX Pitch deck title 74
PANIMULANG PAGTATASA SA FILIPINO
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
PRETEST.
Pages 77 to 222 of the
Phil-IRI Manual
78. 7/1/20XX Pitch deck title 78
PANAPOS NA PAGTATASA SA FILIPINO
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
POSTTEST.
Pages 223-369 of the
Phil-IRI Manual
82. 7/1/20XX Pitch deck title 82
PRETEST IN ENGLISH SETS A-D
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
PRETEST.
Pages 370-419 / 420-
500 (learner and teacher’s
copy)) of the Phil-IRI
Manual
91. POSTTEST IN ENGLISH SETS A-D
7/1/20XX Pitch deck title 91
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
POSTTEST.
Pages 501-563 of the
Phil-IRI Manual
106. Table 7: Phil-IRI Oral Reading Profile
Oral Reading Level Oral / Word Reading Score
(in %)
Comprehension Score
(in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% & below
Oral Reading Score: number of words – number of miscues x 100
number of words
Comprehension: No. of correct answers
No. of questions x 100= % of comprehension
115. REERENCES
• Abadzi, H. (2014). Hidden insights from cognitive neuroscience. Retrieved from
https://www.academia.edu/6429908/Mysteries_and_Myths_of_Reading_Hidden_insights_from_cognitive_neur
oscience
• Airasian, P. W. (2001). Classroom Assessment Concepts & Applications (Fourth ed., p. 4, 420). New York, NY:
McGraw-Hill.
• Bryant, B. R., & Wiederholt, J. (1991). Gray Oral Reading Tests, Diagnostic. Austin, TX: Pro-ed.
• Burkins, J.M, Croft, M. M. (2010), Preventing misguided reading: New strategies for guided reading teachers.
Retrieved from
http://books.google.com.ph/books?id=VeurAAAAQBAJ&pg=PA102&lpg=PA102&dq=basal+and+ceiling+in+IRIs
&source=bl&ots=-3twcp_pLN&sig=KIrKCw3p-GIOP38ho2ql1dMH1e4&hl=en&sa=X&ei=8WiVU-
m4F9Hs8AWDrIKQCA&ved=0CCAQ6AEwAA#v=onepage&q=basal%20and%20ceiling%20in%20IRIs&f=false
• Cobb , C. (2004). Turning on a dime: Making change in literacy classrooms. The Reading Teacher, 58, 104-106
• Department Order No. 40, Series 2012. DepEd Child Protection Policy
• Department Order No. 7, Series 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program
• Department of Education. Every Child A Reader Program (ECARP) Bureau of Elementary Education Flagship
Program
• Flippo, R. (2014). Assessing readers qualitative diagnosis and instruction. 2nd Edition. Chapter 2 Retrieved
from http://www.reading.org/Libraries/books/assessing-readers--second-ed--chapter3.pdf Copublished with
Routledge/Taylor & Francis
116. REERENCES
• Gunning, T. G. (2002). Assessing and Correcting Reading and Writing Difficulties (Second ed., p. 104). Boston,
MA: Allyn & Bacon.
• Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary
Journal, 2, 127-160.
• Johnson, M.J. , Kress, R.A., & Pikulski, P. L. (1987). INFORMAL READING INVENTORIES (2ND ed.). Newark,
DE: International Reading Association.
• Leslie, L., & Caldwell, J. (2006). Qualitative Reading Inventory-4. Boston, MA: Pearson Education, Inc.
• Mariotti, A., & Homan, S. P. (2005). Linking Reading Assessment to Instruction (Fourth ed.). Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.28
• Ocampo, D. S. (1997). EDR 210 Module: Trends in Reading Instruction, U.P. Open University, Diliman Q. C.
• Philippine Informal Reading Inventory. (2008-2009). N.p.: Department of Education.
• R.A. 10533, The Enhanced Basic Education Act of 2013
• Rutledge, S. (1998). Informal Reading Inventory. Retrieved from http://lrs.ed.uiuc.edu/students/srutledg/iri.html
• Vacca, J. L., Vacca, R. T., & Gove, M. K. (1991). Reading and Learning to Read (Second ed.). New York, NY:
Harper Collins Publishers.
• Walker, B. (2004). Diagnostic teaching of reading (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• Weaver, B. (2014). Formal vs Informal Assessments. Retrieved from
http://lrs.ed.uiuc.edu/students/srutledg/iri.html