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1BoSY CRLA Grades 2-3 MTF Administration Guide
1BoSY CRLA Grades 2-3 MTF Administration Guide
● Set a meeting with your home learning partners individually or as a group prior to conduct of
BoSY CRLA.
● Explain to them the importance of the activity and how they can help make it a success in the
language they understand best. Refer to the sample script below for guidance. Write
down/type in the translations in the second column.
English HLPs’ Language: _______________
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 1
ABC+: Advancing Basic Education in the Philippines
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 2
ABC+: Advancing Basic Education in the Philippines
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 3
ABC+: Advancing Basic Education in the Philippines
NOT graded.
● Note well:
- Send them the following reminders before the assessment:
a. Day and time of assessment
b. Tips on how to prepare their child emotionally and physically
c. Tips on how to prepare their child’s environment for the assessment
- DO NOT show them or give them a copy of the BoSY CRLA tool.
- DO NOT describe the tasks to them.
- The BoSY CRLA was 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.
Practice:
● Study the administration procedure using the Administration Video Explainer here
https://bit.ly/abcplus_RLAadminguideMTF and this Administration Guide as reference.
● Simulate the administration procedure with colleagues several times for mastery. Mastery of
the administration procedure will give you confidence in administering the assessment and
ensure its smooth flow.
Print the following documents and bring them to the assessment with you:
● Grades 2-3 Mother Tongue and Filipino Administration Guide
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 4
ABC+: Advancing Basic Education in the Philippines
For FACE-TO-FACE administration, it is best to laminate the Learner Sheet so it can be easily
disinfected after every use.
For ONLINE administration, prepare the Learner Sheet in PowerPoint Presentation.
● Grade 2 or 3 Mother Tongue and Filipino Scoresheets
Make sure you also have the following with you during the assessment:
● Pencil and eraser
● Drinking water
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 5
ABC+: Advancing Basic Education in the Philippines
● Make sure the child is in a quiet and well-lit space. If possible, ask the home learning partners
to stay in another room.
● Establish rapport with the child by talking to them in the language they understand best. Refer
to the sample script below for guidance. Write down/type in the translations in the second
column.
English Child’s Language: _______________
● Motivate the child in the language they understand best. Refer to the sample script below for
guidance. Write down/type in the translations in the second column.
English Child’s Language: _______________
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 6
ABC+: Advancing Basic Education in the Philippines
make mistakes.
● Administer Task 1.
English Child’s Language: _______________
Great! Next.
● Note well:
- If the child makes a mistake but immediately self-corrects, they still get a point.
- If the child reads slowly or by syllable but reads correctly, they still get a point.
- If child makes a mistake, DO NOT correct them or tell them they are wrong. Simply ask them
to move on to the next word.
● Score Task 1.
- Count and write down the total score for Task 1 to determine the child’s Task 2.
- If the child scores within seven (7) to 10, proceed to SENTENCES (Task 2). If the child
scores within zero (0) to six (6), proceed to WORDS (Task 2).
● Administer SENTENCES (Task 2) ONLY IF Task 1 score is within seven (7) to 10.
- Follow the same administration and scoring procedure as Task 1.
- FACE-TO-FACE: Direct the child to the Grade 2/3 Mother Tongue/Filipino Learner Sheet
SENTENCES (Task 2).
- ONLINE: Flash the Grade 2/3 Mother Tongue/Filipino Learner Sheet SENTENCES (Task 2) on
the screen.
- DO NOT administer WORDS (Task 2).
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 8
ABC+: Advancing Basic Education in the Philippines
● Administer WORDS (Task 2) ONLY IF Task 1 score is within zero (0) to six (6).
- DO NOT administer SENTENCES (Task 2).
● Note well:
- If the child makes a mistake but immediately self-corrects, they still get a point.
- If the child reads slowly or by syllable but reads correctly, they still get a point.
- If child makes a mistake, DO NOT correct them or tell them they are wrong. Simply ask them
to move on to the next word.
● Close the activity. Refer to the sample script below for guidance. Write down/type in the
translations in the second column.
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 9
ABC+: Advancing Basic Education in the Philippines
- If you administered WORDS (Task 2), add Task 1 and WORDS (Task 2) scores.
- Based on the sum, determine the child’s reading profile below:
● Important reminders:
- If you notice the child feeling anxious, remind them one or more of the following:
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 10
ABC+: Advancing Basic Education in the Philippines
● Save the file using your name and your school’s name:
For example: G2/G3 BoSY CRLA Scoresheet_v3_Janice_VAES
● Enter the following information in Sheet 1 - G2/G3 MT (Sheets 2 and 3 will automatically be
filled):
- School ID
- School
- Language
- Teacher
- Class Enrollment
- Grade
- Section
- Child’s Student Number
- Child’s Name
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 11
ABC+: Advancing Basic Education in the Philippines
- Child’s Sex
● Encode your BoSY results for Sheet 1 – G2/G3 MT, Sheet 2 – FIL, and Sheet 3 (ENG) separately:
- Date of Assessment
- Modality of Assessment
- Task 1 Score
- Task 2 (WORDS or SENTENCES) Score
● Note well:
- The Total Score and Reading Profile are automated.
- Errors in encoding will disable some cells. Please review your entries and edit as necessary.
- Add important details in the Remarks column of Sheet 1 – G2/G3 MT, Sheet 2 – FIL, and
Sheet 3 (ENG) separately.
For example:
▪ Child’s state during the assessment (in distress, assessment discontinued)
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 12
ABC+: Advancing Basic Education in the Philippines
This material is made possible by the generous support of the American people through the U.S. Agency for International
Development (USAID) and developed under the ABC+: Advancing Basic Education in the Philippines project,
a partnership of USAID and the Department of Education (DepEd). 13