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BoSY CRLA - Administration and Scoring.pptx
- 1. Comprehensive Rapid Literacy Assessment Orientation onAdministration, Scoring, and Recording and Submission of Results June 22-23, 2022
- 2. ABC+ is aproject 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
- 3. INSTRUCTIONAL DELIVERY Improve children’s literacyin 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
- 4. #WECULTURE ABC+ only existsWITH 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
- 5. What do teachingand learning how to read entail?
- 6. Five Ts ofReading Instruction T _ _ _ T _ _ _ _ _ _ _ T _ _ _
- 7. Five Ts ofReading Instruction T _ _ _ T _ _ _ _ _
- 8. Five Ts ofReading Instruction T i m e T e a c h i n g T e x t
- 9. Five Ts ofReading Instruction T e s t T o n g u e
- 10. Five Ts ofReading Instruction
- 11. What is thefirst step to teaching reading?
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- 13. National BoSY CRLARollout Google Drive https://bit.ly/NationalBoSYCRLARollout
- 14. SDO Cotabato logo Comprehensive Rapid LiteracyAssessment What Why How
- 15. 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
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- 17. CRLA Reading Competencies Beginning ofSchool 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
- 18. CRLA Process with DepEdteachers and supervisors Consultative Design and Item Development Workshops Quality Assurance Field and Pilot Testings
- 19. CRLA Process Item Developmentand Quality Assurance
- 20. CRLA Languages • Akeanon •Central Bikol • Chavacano • Hiligaynon • Inabaknon • Kinaray-a • Magindanawn • Minasbate • Rinconada • Sinugbuanong Binisaya • Tagalog • Waray • Filipino as L2 • English as L3
- 21. CRLA Package Pre-administration • Orientation-workshops •Written and video administration guides
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- 23. CRLA Package Post-administration • Automatedscoresheets and school records • Data portal
- 24. CRLA Package Post-administration • Readingprofiles video explainers • Early grade reading materials • Home partner engagement
- 25. 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
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- 28. The BoSY CRLAwas 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
- 29. The items inthis presentation are dummy items. For the correct items, please download your language from 01 Final Tools: DISCLAIMER
- 30. CRLA Testimonial TheCRLA 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)
- 31. Home Learning Partner Orientation Administration, Scoringand Profiling SDO Cotabato logo Recording and Submission of Results BoSY CRLA Practice
- 32. BoSY CRLA ReadingProfiles 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
- 33. BoSY CRLA Competencies Based onprevious 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
- 34. 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
- 35. Grade 1 -Mother Tongue
- 36. # Name Dateof 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
- 37. Grade 2 andGrade 3 - Mother Tongue and Filipino
- 38. # Name Dateof 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
- 39. Grade 3 -English
- 40. # Name Dateof 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
- 41. ABC+:Advancing Basic Educationin the Philippines Thank you!