Proctor Orientation:

Administration of
the Rapid Literacy
and Numeracy
Assessment and
SEL-S
Prayer
Lupang Hinirang
Introduction of
participants
D R . R O D O L F O F. D E J E S U S , E P S F I L I P I N O
Welcome
Remarks
M R . N O E L B A G A N O, A S D S / C I D
Inspirational
Message
D R . J E N I LY N R O S E B . C O R P U Z , C E S O V

SCHOOLS DIVISION SUPERINTENDENT

Statement of
Purpose
D R . H E I D E E F. F E R R E R , C H I E F E D U C AT I O N S U P E RV I S O R , C I D
Orientation on
Rapid Assessment
Administration
D R . C A R LO M A G N O - C O N S U LTA N T,

S U P P O R T E D U C AT I O N R E S O U R C E I N I T I AT I V E ( S E R I I N C . )
Objectives
Determine the literacy, numeracy and SEL levels of the k to 3 pupils for further
intervention
Use the data for the learning recovery plan of the region and division
Administer the Rapid literacy and numeracy assessment and SEL-S to K to 3
students
Tools
RLA-E – Rapid Literacy Assessment - English
RLA-F – Rapid Literacy Assessment - Filipino
RNA – English and Filipino (Rapid Numeracy Assessment)
SEL-S – Social and Emotional Learning Scale
Targets
Target examinees: 147,240 K to 3 pupils

Target schools with K to 3: 95 schools

Date of administration:

Sept 21 – prepare and make announcements

Sept 22-29 - administration

Sept 30 – all responses should have been encoded

Administration
• One-on-one, face-to-face
• Each learner spends 20 minutes to go through 4 proctors
◦ Literacy (English)
◦ Literacy (Filipino)
◦ Numeracy (English and Filipino versions are available)
◦ SEL-S

• The learner works out on literacy and numeracy tasks with the
proctor (interview format)
•Situations are provided to the learner on the SEL and they respond to it
Contents
Literacy (English)
◦ Alphabet knowledge
◦ Phonological awareness
◦ Blending vowels and consonants
◦ Word recognition
◦ Fluency
◦ Reading Comprehension
◦ Writing
Literacy (Filipino)
Kaalaman sa alpabeto
Tunog ng titik (ponema)
Pagsasama ng tunog (blending)
Pagbasa ang salita
Pagbasa ng pangungusap
Pagunawa sa binasa
Pagsulat
Contents
Numeracy
Counting
Place value
Addition and subtraction
Multiplication and divisions
Statistics and probability
Measurement and Geometry
SEL-S
Emotional regulation
Cognitive regulation
Social skills
Identity and agency
Public spirit
To learn more about the contents
of the SEL:
https://cladasia2015.wixsite.com/cl
adasia/sel
 Numeracy (Grade 2)
1.1 Counting on from a given four-digit number
1.2 Counting on through thousands
Counting

1.3 Naming numbers before and after a thousands

Task 1

number
1.4 Step counting in a simple pattern (Patterns and
Algebra)
2.1 Using thousands as a counting unit
2.2 Identifying four digit numerals
2.3 Identifying the smallest (or largest) of 4-digit
Place Value

numerals
Task 2

2.4 Identifying the largest (or smallest) of three

  amounts of money
 
 Numeracy (Grade 2)
3.1 Demonstrating addition of two 4-digit numbers using
counters
3.2 Adding a 3-digit and 2-digit number without using
Addition & Subtraction

counters.
3.3 Calculating the difference between a 4-digit and a 3-digit
number
Task 3

4.1 Applying multiplication facts to contextual word problem

4.2 Using number sense to calculate a product

Multiplication & Division

4.3 Using knowledge of multiplication tables to divides a 2-

3.4 Applying
digit number
subtraction
by a 1-digit
of two
number
4-digit numbers to a word
4.4 problem
Applying multiplication tables knowledge to a word
 

problem involving sharing.

Task 4
 Numeracy (Grade 2)
5.1 Identifying the categories represented in a pictograph
5.2 Calculating the frequency for one category in a pictograph
5.3 Calculating the difference in frequencies for two categories
Statistics & Probability

in a pictograph
5.4 Identifying the most likely outcome for drawing a single
object.
Task 5

6.1 Selecting a shape from a set of six shapes

6.2 Identifying the number of sides (or corners) of the shape
6.3 Folding a paper of a shape to demonstrate an alternative
Measurement
Geometry &

line of symmetry
6.4 Calculating the perimeter of a square (or rectangle) for a
Task 6

word problem and diagram, with correct units.

Proficiency levels
Numeracy (per area) Literacy
◦ Beginners ◦ Beginning readers – Can
◦ Basic accomplish alphabet knowledge
and phonological awareness
◦ Competent
◦ Emerging readers – Can accomplish
blending, word recognition, and
◦ SEL fluency
Range of Level ◦ Full readers – Comprehend the text
Standard Score read
+3.01 and High
above
+1.51 to +3.00 Above Average
-0.25 to +1.5 Average
-1.50 to -0.26 Below Average
-1.51 and Low
below
Materials needed
https://cladasia2015.wixsite.com/cladasia/sdo-qc
RLA-English Script
Visual prompt
Record sheet
RNA Script
Visual prompt
Record sheet
SEL Script
Visual prompt
Record sheet
 Simulation
8:00-9:00 (3 students per proctor) – 12 students (4 proctors x 3 )
9:00-10:00 – (3 students per proctor) – 12 students (4 proctors x 3)
10:00-11:00 – (3 students per proctor) – 12 students (4 proctors x 3)
11:00-12:00 – (3 students per proctor) – 12 students (4 proctors x 3)
1:00-2:00 – (3 students per proctor) – 12 students (4 proctors x 3)
2:00-3:00 – (3 students per proctor) – 12 students (4 proctors x 3)
3:00-4:00– (3 students per proctor) – 12 students (4 proctors x 3)
4:00-5:00 – encoding of responses in the website
Estimate in a day = 84 students in one school
Estimate in 2 days = 168 students in one school
Administration mechanics
1. Students will be requested to come to school by batch and will only stay for
an hour or the students are excused from their class by cath.
2. Teachers in other key stages will be assigned to administer
3. Each student goes through two proctors
4. Sequence: (1) RLA-E, (2) RLA-F (3) RNA, (4) SEL
5. Seat on a comfortable chair with a desk in front of you. The pupil is seated in
front of you facing the desk.
6. Put the visual prompt (counters and shape) in front of the desk to be seen by
the learner.
7. Show only the Visual prompt of the RLA-E/RLA-F. Only show one item at a
time for the RNA Visual prompt. Only show the visual prompt of the SEL for the
grades 2 and 3.
Administration mechanics
Administration mechanics
8. Ask the preliminary information and write the answers on the record sheet.
9. For the RLA-E/RLA-F, once the student could not perform the task, let them try
one more time. If they really can do the task, they stop and proceed to the RNA.
10. For the RNA, they complete all items. They proceed to the next rapid
assessment (SEL).
11. RNA – cover the rest of the items when presenting the visual prompt to the
learner
- Prepare the pieces of paper to serve as counters
- There are geometric shapes that needs to be cut
◦ Grade 1: triangle (item 6.3)
◦ Grade 2: Square (item 6.3)
◦ Grade 3: Rectangle (item 6.3)
Administration mechanics
12. SEL for kinder and grade 1 (read the items to the learner)
- Show the illustration in some items
13. SEL for grade 2 and 3 (read the items to the learner)
- show the same visual prompt for all items
Administration mechanics
14. Record the answer of the learner in the record sheet.
15. Debrief the student.
◦ You have taken the rapid literacy assessment which will help your teachers
know what literacy skills he/she needs to strengthen. Your grades will not be
affected by this assessment. The results will help the division develop
programs to address literacy. We assure you that your results will be
confidential.
 Sequence
1. Teacher prepares the materials (Literacy, Numeracy, SEL)

2. Student 1 comes in and sits in front of the teacher’s desk

3. Teacher asks preliminary questions

4. Ask questions for the literacy-English (stop when error is made)

5. Ask questions for the literacy-Filipino

6. Ask questions for the numeracy

7. Teacher asks questions about the SEL

8. Next student is called

9. Back to step 2
Materials to be used
Materials to be used:

1. Script

2. Visual prompts

3. Recording sheet

4. Website to enter the responses

https://cladasia2015.wixsite.com/cladasia/sdo-qc
Submitting the responses
Record the completed answers
of the learners in the website
within the same day.
Record during your free time or
in the afternoon
Deadline of the recording is 5:00
pm on Sept 30
Demonstration
Kinder RLA-E
Numeracy – Grade 1
SEL – grade 3
Cases
•When learner burst into tantrums, do not force the learner. Try to
schedule another learner for a replacement.
•Make sure to end the literacy assessment once the learner makes a
mistake or could not answer the question.
•For the SEL-S grade 2 and 3, if the child is not familiar with the situation,
mark “hindi ko pa nagagawa”
•For the SEL-S kinder and grade 1, if the child could not think of the
answer, reread the item.
Queries can be sent to:
cladasia2015@gmail.com
nfg.cladasia@gmail.com
Open Forum –
Question and Answer
D R . J O E L F. F E L I C I A N O, E P S , M AT H
Closing remarks
M RS . M A . N I M FA R . G A B E R TA N , E P S , E N G L I S H