Intervetntions-based assessment - supevisors - private schools.pptx

Use the specific learning competencies to determine the areas that learners need further help.
Organize results of literacy and numeracy assessment based on competencies to inform instruction.

1. Interventions-Based Assessment: Ensuring every learner a reader Carlo Magno [email protected] @carlo2020feb Center for Learning and Assessment Development Asia USAID – Technical Adviser

2. Objectives Use the specific learning competencies to determine the areas that learners need further help. Organize results of literacy and numeracy assessment based on competencies to inform instruction.

3. DepEd Order DepEd order 34 s. 2022

4. Status of learners The UNESCO, World Bank, and MICS Foundation even reported that larger losses are also observed among socioeconomically disadvantaged students. The Philippines, classified under lower to middle income country, was reported that about 0 to 15% of 10 years old children could not read a simple text. The UNESCO Global Monitoring closure has shown that about 26,950,258 Filipino learners were affected due to school closure.

5. Status of learners Grade 10 Random Effects (parameter estimates) School=5.06 Location=.26 Random Effects (parameter estimates) School=2.42 Location=.13

6. Status of learners Grade 1 Random Effects (parameter estimates) School=3.39 Location=.15 Random Effects (parameter estimates) School=9.71 Location=.11

7. Status of learners In Region 5, the grade 1 to grade 3 learners were assessed using the Comprehensive Rapid Literacy Assessment provided by the ABC+ and USAID. The assessment results showed that about 65.5% of the grade 1 learners are in the full refresher level (able to identify letters only) 52% of the grade 2 and 18%-28%% of the grade 1 learners are still in the full refresher level

8. Grade 1 literacy results

9. Grade 2 literacy results

10. Grade 3 literacy results

11. The UNESCO has developed the Global Proficiency Framework for Reading (by age of 7) A. Comprehension of Spoken Language: Comprehend spoken and signed language at the word or phrase level Recognize the meaning of common grade-level words in a short, grade-level continuous text read to or signed for the learner Retrieve explicit information in a short grade-level continuous text read to or signed for the learner B. Decoding Identify symbol-sound/fingerspelling and/or symbol-morpheme correspondences Decode isolated words C. Reading Comprehension Recognize the meaning of common grade-level words

12. Grade 1 Reading and Literacy C. Comprehending and Analyzing Text Read sentences with appropriate speed, accuracy, and expression (Q3-Q4) Note important details in stories (character, setting, and events). (Q2-Q4) Sequence events in stories. (Q2-Q4) Infer the character's feelings and traits. (Q2-Q4) Predict possible ending. (Q2-Q4) Relate story events to one’s experience. Identify cause and effect of events.(Q3-Q4) Identify problem and solution in stories. (Q3-Q4)

13. Percent of Grade 2 Learners for Each Proficiency Level in Literacy in English Cannot identify alphabet Can identify letters and sounds Can blend letters and recognize words Can read with comprehension

14. Percent of Grade 2 Learners for Each Proficiency Level in Literacy in Filipino Cannot identify alphabet Can identify letters and sounds Can blend letters and recognize words Can read with comprehension

15. Percent of Grade 2 Learners for Each Proficiency Level in Numeracy

16. RNA Proficiency Level Proficiency Level Skill Involved Stage 0: Emergent The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-to-one correspondence. Stage 1: One-to-one counting The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets. Stage 2: Counting from one on materials The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. Stage 3: Counting from one by imaging The student is able to isualize sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. Stage 4: Advanced counting The student uses counting on or counting back to solve simple addition or subtraction tasks.

17. RNA Proficiency Level Stage 5: Early additive part-whole The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts, (e. g. doubles, fives, making tens). Stage 6: Advanced additive/early multiplicative part-whole The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (eg. Place value positioning, rounding and compensating or reversibility). The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems, (eg. Doubling, rounding or reversibility). Stage 7: Advanced multiplicative part-whole The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors, (eg. Place value partitioning, rounding and compensating, reversibility). Stage 8: Advanced proportional part-whole The student can estimate answers and solve problems involving the multiplication and division of fractions and decimals using mental strategies. These strategies involve recognizing the effect of number size on the answer and converting decimals to fractions where appropriate.  These students have strongly developed number sense and algebraic thinking.

18. Learning Recovery Plan NIET (2021) Academic Innovation and Performance New Classrooms Innovation Partners for Learning (2021) UNICEF, UNESCO, and the World Bank (April, 2022) Landscape analysis Strategies will best support learning recovery and accelerate learning Identify key personnel and build buy-in Create a budget Skill map Diagnostic tools Prioritization on a strategic mix of skills Regular assessments Meaningful parent engagement Incorporating key program design (1) Reach every child and retain them in school (2) Assess current learning levels (3) Prioritize fundamentals (4) Increase catch-up learning (5) Develop psychosocial health and wellbeing

19. Region 5 Area 1 Improving the delivery of curriculum, assessment, and instruction A regionwide assessment of literacy and numeracy for grades 1 to 3 determined the learning gaps that will be addressed. Area 2 Developing the capacity of teachers Learning and development of teachers in the conduct of blended learning, individualized instruction and integrating literacy and numeracy skills in other subject areas. Area 3 Academic support for the learning at home and in the community Support for the teachers’ instruction from other stakeholders are established such as home based learning programs, orientation for parents, home visitations, capacitating volunteers to teach learners in the community, and monitoring learners performance with the help of other community volunteers. Area 4 Allocation of budget for the learning recovery A budget is allocated to the schools’ divisions to support the implementation of the learning recovery plans and programs.

20. NCR Effective delivery of instruction and learners performance Learning and development Budget for instructional acceleration *Student Performance (Literacy, Numeracy, LAMP) *Number of MELCs implemented against the intended curriculum Budget of Work compliance Number of modules distributed Quality delivery of learning modalities Quality of Literacy and Numeracy programs implemented Faculty Outcomes (COT Performance) L & D Ratings (Reactions, Behavior & Learning Phase) Number of teachers trained Number of L & D attended Budget for the Upskilling and Reskilling of Teachers Budget for the Instructional Materials Allocation for allowable expenditures for Learning Recovery Programs

21. Interventions with impact Learning Recovery Intervention Result Extended school year 0.1 sd improvement on reading and math and 0.15 on writing Extended school period and days Double instruction time increased 25% in algebra performance Looping Parents and school heads interviewed gave the advantages of looping Tutoring 20 times more effective in math, 15 times more effective in reading Individualized learning plans Several factors achieved on students’ academic performance and social and emotional competencies after one school year. After school programs High score of students who participated than the district average Acceleration academies Significant improvement in math and reading Summer learning programs 90 mins of math and 120 mins of English daily for 5 weeks increased students’ performance

22. Recommendations Proficiency Level Strategies Non-reader Marungko/DSTAR Home learning support: Use flashcards showing letters and CV/VC blends Beginning Readers Left to right decoding Phonics pattern (Fuller model) Stretch the word (additional blends) Successive blending Illustrating/check for meaning Emerging Reader Guided reading Language experience approach Pre-reading tasks (brainstorming, topic discussion) During reading tasks (think alouds) Post-reading tasks (summarizing, illustrating, mapping) Full Reader Metacognitive comprehension strategies Introduce informative text for reading Writing generated ideas

23. Later on: Match the learning resource with the student literacy profile 2 nd edition With exercises

24. The Expanded Reader: An Instructional Resource for Reading Remediation After the Full Reader Level

25. Recommendations Numeracy Stages Strategies Stage 0: Emergent Start with rote counting Practice counting objects Stage 1: One-to-one counting Illustrate variety of ways for adding Use counters to show quantities Stage 2: Counting from one on materials Illustrate how subtraction is done Show strategies to solve subtraction Stage 3: Counting from one by imaging Show that multiple addition is equal to multiplication Use counters to multiply Stage 4: Advanced counting Stage 5: Early additive part-whole Show division of exact quantities is reversible with multiplication Use counters to divide Teacher trial and error in grouping counters Stage 6: Advanced additive/early multiplicative part-whole Stage 7: Advanced multiplicative part-whole Practice sets of operations to enhance mental computation Illustrate problems for comprehension Stage 8: Advanced proportional part-whole Use objects to illustrate factions of objects with operations

26. Assessment for learning How do we use assessment results to help students learn better? Assessment is used to determine: What students can do and cannot do What students know and do not know Misconceptions of students Confusion Provide teachers information on what to do next to bring students forward in their learning

27. Assessment-based intervention The results need to show the specific competency not being met by the learner/s All the competencies covered in the assessment should be the major category when presenting the results rather than proficiency levels Proficiency levels needs to have specific descriptors what learners can do and cannot do

28. Not useful for intervention POST TEST Skill Level Number of Learners Needs Major Support 1911 or 36.58% Anchoring 500 or 9.57% Developing 1220 or 23.35% Emerging 565 or 10.82% Transforming 1028 or 19.68% TOTAL 5224 Examinees RATING OF NUMERACY SKILL Numeracy Skill POST TEST Rating Skill Level Knowing and Understanding 78.05 A Computing and Solving 92.14 T Estimating 68.57 NMS Visualizing and Modeling 55.16 NMS Representing and Communicating 79.64 A Conjecturing and Reasoning 69.36 NMS Proving and Decision Making 63.48 NMS Applying and Connecting 87.33 D Overall 72.25 Needs Major Support

29. Not useful for intervention GRADE 10 Highly Proficient Proficient Nearly Proficient Low Proficient Not Proficient Total No. of Learners No. of Learners % of Learners No. of Learners % of Learners No. of Learners % of Learners No. of Learners % of Learners No. of Learners % of Learners AP 29 12.18% 79 33.19% 108 45.38% 14 5.88% 8 3.36% 238 English 115 48.32% 117 49.16% 6 2.52% 238 ESP 161 67.65% 69 28.99% 8 3.36% 238 Filipino 37 15.55% 110 46.22% 59 24.79% 26 10.92% 6 2.52% 238 Math 4 1.68% 52 21.85% 88 36.97% 73 30.67 21 8.82% 238 Science 36 15.13% 114 47.90% 77 32.35% 11 4.62% 238 Ave. 4.90% 19.40% 45.17% 26.33% 4.20% 238

30. STUDENT PERFORMANCE REPORT Learning Competencies of Grade 3 in English Individual Score Percent correct for the class level 1. Note details regarding character, setting and plot 1 70.97 2. Note details regarding character, setting and plot 22.58 3. Sequence 3 events 6.45 4. Distinguish fact from opinion 16.13 9. Identify cause and effect 25.81 10. Distinguish sentences from non-sentences 35.48 11. Distinguish declarative from an interrogative sentence 32.26 13. Use proper punctuation for declarative and interrogative sentences 1 29.03 14. Use proper punctuation for declarative and interrogative sentences 1 41.94 15. Identify an exclamatory sentence 25.81 16. Identify an imperative sentence 22.58 17. Use nouns (e.g. people, animals, places,, things events) in simple sentences 45.16 18. Use common and proper nouns 1 58.06 Source: Center for Learning and Assessment Development-Asia

31. Organizing assessment results (Interpreting) Prioritizing: Arrange the results per competency of each class/student Example: Add similar fractions 30% Solve problems involving similar and dissimilar fractions 30% Add dissimilar fractions 32% Differentiate similar and dissimilar fractions 90% Which competency do students need more learning? How did I teach this competency? Did I cover this competency in my class? Which competency are the students good at?

32. Rapid Assessment Identify the fundamental skills needed to be assessed Use a framework to identify these fundamental skills Match these skills in the national curriculum Convert the fundamental skills into an assessment task

33. Administration mechanics

34. Online Administration

35. Literacy Fundamental skills 1. Alphabet knowledge – recognize alphabets with capital and small letters. 2. Phonological Awareness: Phonological awareness refers to the ability or skill to hear, identify and manipulate sounds of speech. 3. Phonics: Sometimes called the alphabetic principle, phonics involves the relationship between letters of written language and the sounds of spoken language. 4. Blending vowels and consonants 5. Word recognition – Can read words with appropriate blending of sounds 5. Fluency: Fluency is the ability to read quickly and correctly with accurate phrasing, expression, and comprehension. 6. Reading Comprehension: Reading comprehension is the ability to understand and interpret what has been read. Proficient readers understand the purpose of their reading- they monitor their understanding and use strategies such as predicting and inferring to make sense of what was read.

36. Reading and Literacy

37. Rapid Literacy Assessment

38. Rapid Literacy Assessment

39. Rapid Literacy Assessment

40. Percent of Grade 2 Learners for Each Proficiency Level in Literacy in English (NCR) Cannot identify alphabet Can identify letters and sounds Can blend letters and recognize words Can read with comprehension

41. Skill Detection

42. Understand the underlying skills before intervention

43. Match the proficiency levels with the interventions Proficiency Level Strategies Non-reader Marungko /DSTAR Home learning support: Use flashcards showing letters and CV/VC blends Beginning Readers Left to right decoding Phonics pattern (Fuller model) Stretch the word (additional blends) Successive blending Illustrating/check for meaning Emerging Reader Guided reading Language experience approach Pre-reading tasks (brainstorming, topic discussion) During reading tasks (think alouds) Post-reading tasks (summarizing, illustrating, mapping) Full Reader Metacognitive comprehension strategies Introduce informative text for reading Writing generated ideas Cannot identify alphabet Can identify letters and sounds Can blend letters and recognize words Can read with comprehension

44. https://drive.google.com/file/d/13EjQJrgJxgcNf1IN0g8npgZ344AqJZ37/view?usp=sharing

45. Numeracy Fundamental Skills Construct Item Competency Task 1 Counting 1.1 K-G1: Counting on from a given one-digit number G2-G3: Counting on from a given four-digit number 1.2 K-G1: Counting on through ten and hundreds G2-G3: Counting on through thousands 1.3 K-G12: Naming numbers before and after ones to hundreds place value G2-G3: Naming numbers before and after thousands place value 1.4 K-G3: Step counting in a simple pattern

46. Numeracy Fundamental Skills Task 2 Place Value 2.1 K-2: Uses five as a counting unit G1-G3: Uses ten as a counting unit 2.2 K-G1: Identifies one to three-digit numerals G1-G3: Identifies four-digit numerals 2.3 K-G1: Identifies the smallest (or largest) of four 1 to 3-digit numerals G1-G3: Identifies the smallest (or largest) of four 4-digit numerals 2.4     K-G1: Identifies the largest (or smallest) of one to two digit amounts of money G1-G3: Identifies the largest (or smallest) of four digit amounts of money

47. Numeracy Fundamental Skills Addition & Subtraction 3.1 G1: Demonstrates addition of 2-digit numbers using counters G2: Demonstrates addition of 3-digit numbers using counters G3: Demonstrates addition of 4-digit numbers using counters 3.2 G1: Adds a 2-digit number without using counters. G2: Adds a 3-digit number without using counters. G3: Adds a 4-digit number without using counters. 3.3 G1: Calculates the difference between a 4-digit and a 2-digit number G2: Calculates the difference between a 4-digit and a 3-digit number G3: Calculates the difference between a 4-digit and a 4-digit number   3.4 G1: Applies subtraction of two 2-digit numbers to a word problem G2: Applies subtraction of two 3-digit numbers to a word problem G3: Applies subtraction of two 4-digit numbers to a word problem

48. Numeracy Fundamental Skills Task 4 Multiplication & Division 4.1 G2-G3: Applies multiplication facts to contextual word problem 4.2 G2-G3: Uses number sense to calculate a product 4.3 G2-G3: Uses knowledge of multiplication tables to divides a 2-digit number by a 1-digit number 4.4 G2-G3: Applies multiplication tables knowledge to a word problem involving sharing.

49. Numeracy Fundamental Skills Task 5 Statistics & Probability 5.1 G1-G3: Identifies the categories represented in a pictograph 5.2 G1-G3: Calculates the frequency for one category in a pictograph 5.3 G1-G3: Calculates the difference in frequencies for two categories in a pictograph 5.4 G1-G3:Identifies the most likely outcome for tossing objects.

50. Numeracy Fundamental Skills Task 6 Geometry & Measurement 6.1 G1-G3: Selects a shape from a picture of other shapes 6.2 G1-G3: Identifies the number of sides (or corners) of the shape 6.3 G1-G3: Folds a paper to demonstrate an alternative line of symmetry 6.4 G1-G3: Calculates the perimeter of a square (or rectangle) for a word problem and diagram, with correct units.

51. Match the proficiency levels with the interventions Numeracy Stages Strategies Stage 0: Emergent Start with rote counting Practice counting objects Stage 1: One-to-one counting Illustrate variety of ways for adding Use counters to show quantities Stage 2: Counting from one on materials Illustrate how subtraction is done Show strategies to solve subtraction Stage 3: Counting from one by imaging Show that multiple addition is equal to multiplication Use counters to multiply Stage 4: Advanced counting Stage 5: Early additive part-whole Show division of exact quantities is reversible with multiplication Use counters to divide Teacher trial and error in grouping counters Stage 6: Advanced additive/early multiplicative part-whole Stage 7: Advanced multiplicative part-whole Practice sets of operations to enhance mental computation Illustrate problems for comprehension Stage 8: Advanced proportional part-whole Use objects to illustrate factions of objects with operations

52. Details of the rapid assessment https://cladasia2015.wixsite.com/cladasia/rapid

53. DepEd Order DepEd order 34 s. 2022

54. Instragram @carlo2020feb

55. Task Select the grade level that you have an assessment data Disaggregate the contents of the assessment by identifying the learning competency of each item. Count the number of learners in the entire grade level who are able to answer correctly and incorrectly. Select priority competencies that you will have to reteach. Indicate how you will do the TA and monitoring – Indicate the strategy.

56. Workshop task Grade level: 1 Subject: Math List of competencies Learning Competencies How many got correct (percent) How many got incorrect (percent) illustrates that addition and subtraction are inverse operations. 35% 75% Subtracts one-digit numbers with minuends through 18 (basic facts) 85% 15% Subtracts one- to two-digit numbers with minuends up to 99 without regrouping 80% 20% Subtracts one- to two-digit numbers with minuends up to 99 with regrouping 80% 20% Subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools. 20% 80%

57. Technical Assistance Plan Priority competencies illustrates that addition and subtraction are inverse operations. Subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools. Plan for the TA and monitoring: Summer remediation numeracy from July to August How to do the TA: Illustrates inverse operation: Use counters to illustrate inverse operations PS: Conversing about the problem before answering Drawing the problem How to monitor: Use checklist in using illustrators, Brainstor,ming on problem solving strategies

58. Copy of the slides can be request thru instagram @carlo2020feb Email [email protected]

59. pemea.org