ARAL-Orientation_Morning-Session_Day-11.pdf
- 2. Orientation on the Implementing Guidelines for the Academic Recovery and Accessible Learning (ARAL) Program Baguio Teacher’s Camp June 17-20, 2025 Luzon Cluster
- 3. ARAL National Technical Working Group
- 4. ARAL National Technical Working Group
- 5. Orientation on the Implementing Guidelines for the Academic Recovery and Accessible Learning (ARAL) Program Jerome Hilario Giovanni C. Duran Luzon Cluster Mary Stephanie Yaw Ma. Trixia Camille Jayme
- 6. • Republic Act No. (RA) 12028, or the “Academic Recovery and Accessible Learning (ARAL) Program Act of 2024” established a free and effective national learning intervention program to ensure that all learners who are struggling in their lessons, especially in reading, mathematics, and science, will be able to attain the competencies set by the Department of Education (DepEd) in their respective levels.” ARAL Program Rationale
- 7. • DepEd Order No. 18, s. 2025, or the Implementing Guidelines of the Academic Recovery and Accessible Learning (ARAL) ARAL Program Rationale What happens to all existing orders and memoranda relative to learning recovery and learning losses?
- 8. ARAL Program Rationale and Program Goals What happens to all existing orders and memoranda relative to learning recovery and learning losses? Order/Memorandum Title Status DO 45, s. 2002 Reading Literacy Program in the Elementary Schools Repealed DO 13, s. 2023 Adoption of the National Learning Recovery Program in the Department of Education DM 001, s. 2024 Implementation of Catch-up Fridays
- 9. • in line with the Eight-Point Socioeconomic Agenda of President Ferdinand R. Marcos Jr. as articulated in the Philippine Development Plan (PDP) 2023-2028 and the 5- Point Reform Agenda of DepEd • Results of national and international large-scale assessments reveal low proficiency levels in reading and mathematics among Filipino learners (DepEd, 2019, 2023; UNICEF & SEAMEO, 2019). ARAL Program Rationale
- 10. Grounded on the following premises, as stipulated in Section 4 of the Act: • 3.1. well-systematized tutorial sessions; • 3.2. learner-centered approach, supportive and empathetic of the learner's needs, motivation, and behavior ARAL Program Rationale
- 11. Grounded on the following premises, as stipulated in Section 4 of the Act: • 3.3. accessible delivery modes; • 3.4. careful determination and assessment of learners; • 3.5. well-chosen and trained tutors and learning facilitators; and ARAL Program Rationale
- 12. Grounded on the following premises, as stipulated in Section 4 of the Act: • 3.6. alignment with existing DepEd policies and ensurance of the holistic well-being of learners ARAL Program Rationale
- 13. “The ARAL Program shall be the umbrella program of DepEd for learning recovery.” ARAL-Science ARAL-Summer ARAL-Mathematics ARAL-Reading
- 15. Section 2, RA 12028 A free and effective national learning intervention program to ensure that all learners struggling in Reading, Math, and Science attain grade-level competencies set by DepEd. Policy Mandate
- 16. • Applies to all public elementary and secondary schools (K to 10), CLCs, and qualified private institutions. • Target Learners: ⚬ Returning from furlough ⚬ Below minimum proficiency in Reading, Math, or Science ⚬ Failing assessments as determined by teachers • Private school learners under ESC included if slots allow Scope and Coverage
- 17. Subject Coverage and Grade Levels • Grades 1–10: Reading and Math • Grades 3–10: Science • Kindergarten: Focus on foundational skills integrated in developmental domains • Summer Programs: For supplemental interventions Scope and Coverage
- 18. ARAL Program Objectives • Improve outcomes in literacy, numeracy, and science for Kindergarted to Grade 10 learners • Implemented in phases starting SY 2025–2026 • Grounded in school-level diagnostics and national tools Scope and Coverage
- 19. Key Definitions for Understanding ARAL Implementation • Assessments: Classroom-based or national assessments to identify what learners know and can do. • Blocks of Time: Strategy for scheduling every part of a lesson or tutorial session. • Daily Lesson Log (DLL): DepEd log template for daily or weekly lessons (DO 42, s. 2016). • Daily Lesson Plan (DLP): Detailed roadmap of teaching steps used by the teacher (DO 42, s. 2016). • Data Plan: Internet access plan used by tutors or learners via mobile networks. Definition of Terms
- 20. Key Program Elements • ESC (Educational Service Contracting): Public-private partnership program with subsidies for excess slots in private JHSs (DO 020, s. 2017). • Essential Learning Competencies: Indispensable knowledge and skills for future learning. • Foundational Skills: Literacy and numeracy skills that support higher academic development. • Free Access: Use of DepEd LMS apps without data charges. • Functional Literacy: Ability to read, write, compute, comprehend, and integrate information (PSA, 2024) Definition of Terms
- 21. Supporting Diverse Learners • Furlough: Voluntary/involuntary learner absence due to personal or family reasons. • Grade-Level Competencies: Specific learning targets per grade level in the K to 12 program. • ILRC: Inclusive center providing services and tools for learners with disabilities (RA 11650). • Learning Loss: Reduction of knowledge due to education disruptions (Harvard CEPR, 2023). • Learner Information System (LIS): Online registry for enrollment and academic records (DO 32, s. 2018). Definition of Terms
- 22. Support Systems and Roles • LMS Apps: Platforms used to deliver, track, and assess learning content. • Minimum Proficiency Level: Benchmark level expected at each grade. • Para-teachers: Licensure exam takers with special permits due to teacher shortage. • Pre-service Teachers: Learners enrolled in teacher education institutions (RA 11713). • Remediation/Intervention: Targeted support (tutorials, coaching) for learners behind grade level. • Tutors: Individuals working with 1–15 learners to address learning gaps. • Tutorial Sessions: Personalized, small-group learning for practice and application (Bates, 2015). Definition of Terms
- 23. • ARAL is a strategic and data-driven national learning recovery program. • Informed by: ⚬ CRLA (Comprehensive Rapid Literacy Assessment) ⚬ RMA (Rapid Mathematics Assessment) ⚬ Phil-IRI (Philippine Informal Reading Inventory) • Provides targeted support for learners performing below grade level. • Aligns with RA 12028 to ensure timely, equitable academic support for all learners. Policy Statement
- 24. The goal of the ARAL Program is to ensure that Kindergarten to Grade 10 learners have developed the foundational skills necessary for them to attain competencies appropriate to their grade level, specifically in reading, mathematics, and science. It is envisioned that learners assessed with competencies below their current grade level will reach the grade-level competencies after undergoing tutorials under the ARAL Program. Program Goals
- 25. It is envisioned that learners assessed with competencies below their current grade level will reach the grade-level competencies after undergoing tutorials under the ARAL Program. Program Goals
- 26. Program Goals
- 27. Program Goals
- 28. Program Goals
- 35. The ARAL Program complements, rather than replaces, daily teaching-learning processes. Program Goals
- 36. ● NOT all who struggle become ARAL learners immediately. ●They should first undergo DLL- and DLP-based interventions. ●Learners who continue to fall behind after Q2 and fail formative/midline assessments may be referred to ARAL. Program Goals
- 44. Determination and Assessment of Learners • All learners who have not yet achieved foundational skills per grade level shall be prioritized in the ARAL Program. What are FOUNDATIONAL SKILLS? ?
- 45. Determination and Assessment of Learners Foundational skills of learners refer to the necessary skills and competencies for higher learning that learners need to develop, including basic literacy and numeracy skills. What are FOUNDATIONAL SKILLS?
- 46. Determination and Assessment of Learners The ARAL Program shall begin by identifying learners who will be part of the program through the following: use the Learner Information System (LIS) to tag learners who have returned or are returning from a furlough
- 47. Determination and Assessment of Learners The ARAL Program shall begin by identifying learners who will be part of the program through the following: various assessment tools, such as CRA/Phil-IRI for Reading, RMA for Mathematics, and/or other assessment tools to be developed by the DepEd at the start of the school year to determine the minimum proficiency level of learners
- 48. Determination and Assessment of Learners The ARAL Program shall begin by identifying learners who will be part of the program through the following: results of classroom-based assessments administered by the teachers to determine learners who are failing in examinations and tests.
- 49. Assessment Tools ARAL Component Assessment Grade Level Duration of Administration When to Administer Pre- Assessment (BOSY) Midline Assessment Pos- Assessment (EOSY) ARAL- Reading Comprehensive Rapid Literacy Assessment (CRLA) 1 to 3 8 to 15 minutes Two weeks up to one month at the beginning of the SY Immediately after the second quarter examination One month before the fourth academic quarter examination Philippine Informal Reading Inventory (Phil-IRI) 4 to 10 10 to 15 minutes ARAL- Mathematics Rapid Mathematics (RMA) 1 to 3 10 to 15 minutes 4 to 10 30 to 60 minutes
- 50. Assessment Tools Comprehensive Rapid Literacy Assessment (CRLA) Philippine Informal Reading Inventory (Phil-IRI) Rapid Mathematics Assessment (RMA) refers to a diagnostic tool administered when a learner struggles to read and understand texts that are significantly below their expected grade level. The CRLA assesses foundational reading skills aligned with the Big 6 of Reading. It helps determine specific areas where learners need targeted support to build essential literacy competencies. refers to the standardized tool administered in English and Filipino to assess the reading proficiency of learners from Grades 4 to 10. It includes the Group Screening Test (GST) and the Individualized Reading Assessment (IRA) to determine a learner’s reading level and specific areas of difficulty in reading. is a set of diagnostic tools designed to measure, evaluate, and assess the mathematical skills of learners in Grades 1 to 10 against their grade level competencies. RMA identifies each learner’s proficiency level and pinpoints the specific skills that need to be developed or strengthened. While called “rapid” the assessment is not about speed; rather, it is designed to quickly identify learners’ strengths and needs using only a few targeted questions.
- 51. Assessment Tools Comprehensive Rapid Literacy Assessment (CRLA) Philippine Informal Reading Inventory (Phil-IRI) Rapid Mathematics Assessment (RMA) refers to a diagnostic tool administered when a learner struggles to read and understand texts that are significantly below their expected grade level. The CRLA assesses foundational reading skills aligned with the Big 6 of Reading. It helps determine specific areas where learners need targeted support to build essential literacy competencies. refers to the standardized tool administered in English and Filipino to assess the reading proficiency of learners from Grades 4 to 10. It includes the Group Screening Test (GST) and the Individualized Reading Assessment (IRA) to determine a learner’s reading level and specific areas of difficulty in reading. is a set of diagnostic tools designed to measure, evaluate, and assess the mathematical skills of learners in Grades 1 to 10 against their grade level competencies. RMA identifies each learner’s proficiency level and pinpoints the specific skills that need to be developed or strengthened. While called “rapid” the assessment is not about speed; rather, it is designed to quickly identify learners’ strengths and needs using only a few targeted questions.
- 52. Assessment Tools Comprehensive Rapid Literacy Assessment (CRLA) Philippine Informal Reading Inventory (Phil-IRI) Rapid Mathematics Assessment (RMA) refers to a diagnostic tool administered when a learner struggles to read and understand texts that are significantly below their expected grade level. The CRLA assesses foundational reading skills aligned with the Big 6 of Reading. It helps determine specific areas where learners need targeted support to build essential literacy competencies. refers to the standardized tool administered in English and Filipino to assess the reading proficiency of learners from Grades 4 to 10. It includes the Group Screening Test (GST) and the Individualized Reading Assessment (IRA) to determine a learner’s reading level and specific areas of difficulty in reading. is a set of diagnostic tools designed to measure, evaluate, and assess the mathematical skills of learners in Grades 1 to 10 against their grade level competencies. RMA identifies each learner’s proficiency level and pinpoints the specific skills that need to be developed or strengthened. While called “rapid” the assessment is not about speed; rather, it is designed to quickly identify learners’ strengths and needs using only a few targeted questions.
- 53. Determination and Assessment of Learners
- 57. Proficiency Levels Learners who perform below the minimum proficiency level shall be identified for intervention in the ARAL Program. Specifically: ● In reading, learners classified as “Emerging,” “Developing,” and “Transitioning” (Key Stage 1) and “Frustration” and “Instructional” (Key Stages 2-3); ● In mathematics, learners are classified as “Not Proficient,” “Low Proficient,” and “Nearly Proficient.”
- 58. Reading Assessment Mathematics Assessment Grades 1 to 3 Grades 4 to 10 Grades 1 to 10 CRLA Phil-IRI RMA Emerging Frustration Not Proficient Developing Low Proficient Transitioning Instructional Nearly Proficient Reading at Grade Level Independent Proficient Highly Proficient Alignment of Reading and Mathematics Profiles
- 59. Determination and Assessment of Learners The possible pathways in the ARAL Program are as follows: ● Learners who have reached grade-level proficiency: These learners shall exit the ARAL Program. ● Learners who show improvement but remain below grade level: These learners require continued participation in the ARAL Program. ● Learners who do not show improvement and continue to struggle significantly: These learners need extended intervention or specialized support. Teachers shall submit the names to their school heads.
- 60. Learner’s Journey in ARAL
- 64. Reading Profiles Phil-IRI Profile Description Frustration Level Low fluency and comprehension; struggles with grade- level texts Instructional Level Slightly below grade level; requires guided support Independent Level Adequate fluency and comprehension
- 65. Reading Profiles CRLA Profile Learner Abilities Sample Instructional Focus Emergent Low Limited print awareness, phonological awareness, decoding Letter-sound correspondence, rhyming, phoneme blending Emergent High Beginning to decode, limited fluency Phonics patterns, decoding simple words, sight word development Developing Reader Reads with emerging fluency; limited comprehension Fluency drills, vocabulary enrichment, literal and inferential comprehension Transitioning Reader Approaching grade level; some comprehension strategies Advanced comprehension, textual response, vocabulary in context At Grade Level Benchmarks in fluency and comprehension May exit ARAL or transition to enrichment
- 66. RMA Profiles CRLA Profile Key Stage 1 Key Stage 2 Key Stage 3 Non Proficient Reading and interpreting pictographs is difficult; learners often cannot answer simple questions about data. Rarely attempt problem-solving tasks, show limited reasoning skill, and often lack the confidence to explain their thought using math language. Learners do not grasp the basics of probability or data interpretation. Low Proficient Learners can read pictographs without a scale and answer basic comparison questions with support Problem-solving is approached through familiar methods but often rely on support and use a limited range of math vocabulary to explain their thinking. Understand basic probability in straightforward contexts and identify measures of central tendency. Nearly Proficient Learners can read and interpret scaled pictographs, organize simple data, and identify likely outcomes in everyday contexts. Learners uses correct math vocabulary, justifies their thinking, and effectively uses digital tools to support their learning. Understand theoretical and experimental probability and interpret measures of variability such as range and quartiles. Proficient The learner can read and interpret information from tables and bar graphs, make reasonable predictions, and draw conclusions from data. Learners explain strategies clearly, justifies decisions with logical reasoning, and use tools and technology confidently to deepen understanding and draw connections between math concepts. Understand dependent an independent events and apply probability rules including union, intersection, complement, and Fundamental Counting Principles. Highly Proficient Learners can create, analyze, and use data to support real-life decisions. The learners takes lead in inquiry- based math tasks, uses digital tools creatively, integrates learning across subjects, and defends their reasoning with clarity, flexibility, and confidence Learners model and solve complex probability problems involving multiple events, making connections to real-life scenarios.
- 67. MY ARAL REFLECTIONS • Write THREE things that you learned from today’s sessions. • Write at least ONE thing that is not clear to you. • Write THREE things you wish to learn more in the next day’s sessions.
- 68. Questions?