BoSY CRLA Simulation Guidelines for teachers in CRLA Administration.pptx

This document is a simulation guidelines for teachers in CRLA Administration. The CRLA was initially conceived as a 5-minute start-up reading assessment designed to help teachers quickly determine the reading profiles of their G1-G3 learners, and develop appropriate reading instructional strategies. The main goal is to identify children who need additional support in reading. The CRLA was developed in response to the extended break that learners experienced over the summer of 2020 due to the pandemic.

1. BoSY CRLA Simulation Guidelines

2. SDO Cotabato logo HLPO Procedure Home Learning Partner Orientation Assign roles – Teacher and HLP Assign scenarios Prepare Simulate (5 minutes per scenario) Feedback (3 minutes per scenario)

3. SDO Cotabato logo HLPO Criteria for Feedback Home Learning Partner Orientation Conducted in the HLP’s language Objectives made clear Administration procedure made clear Integrity of CRLA maintained

4. SDO Cotabato logo HLPO Scenarios Teacher HLP Scenario 1 HLP insists they should be present during the assessment HLP is worried their child will be graded 2 HLP asks only one or two questions HLP understands the need for non-interference 3 HLP asks a lot of questions about the tasks HLP asks for a list of words to review

5. SDO Cotabato logo A & S Procedure Administration and Scoring Assign roles – Teacher and Student Assign scenarios Prepare Simulate (5-7 minutes per scenario) Feedback (3 minutes per scenario)

6. SDO Cotabato logo A & S Criteria for Feedback Administration Rapport with child established Child motivated well Instructions given clearly Child affirmed for efforts Scoring Scores recorded timely Scores recorded accurately

7. SDO Cotabato logo A & S Grade 1 Filipino Scenarios Teacher Child Scenario 1 Task 1– 6 correct items Needs prompting after every item 2 Task 1 – 3 correct items Excited and confident Proceeds without waiting for Teacher’s instructions Goes about the task incorrectly 3 Task 1– 8 correct items Chatty! Happy and excited to relate every item to their experience (e.g., D – Teacher, my Tatay’s name start with D – Danny!) 4 Task 1 – 7 correct items Asks teacher if they are correct after every item 5 Task 1 – 5 correct items Self-corrects frequently

8. SDO Cotabato logo A & S Grades 2-3 Filipino Scenarios Teacher Child Scenario 1 Task 1– 3 correct items Asks teacher if her/his answers are correct Needs a lot of prompting 2 Task 1 – 10 correct items Happy and confident Does not need prompting 3 Task 1– 0 correct items Hesitates to even try Just looks at Teacher 4 Task 1 – 5 correct items Goes too fast – eager to finish in a short amount of time 5 Task 1 + 6 correct items Asks Teacher a lot of unrelated questions in between items

9. SDO Cotabato logo A & S Grade 3 English Scenarios Teacher Child Scenario 1 Task 1– 0 correct items On the brink of crying 2 Task 1 – 1 correct item Looks away most of the time 3 Task 1– 3 correct items Distracted by surroundings 4 Task 1 – 6 correct items Excited and confident Proceeds without waiting for Teacher’s instructions 5 Task 1 – 9 correct items Self-corrects frequently