2nd Coordinative

Meeting on the Basic

and Functional
Literacy Rate of
Cotabato Province
●
Date: July 7, ●
Venue: Capitol Rooftop, Amas,
2025
Kidapawan City
●
9:00 am
Address: Capitol Compound, Amas, Kidapawan City
Website: depedcotabato.org
Email: [email protected]
●
Doc. Ref. ●
Rev ●
001
Code .
Mobile: 09271917810 (Globe)
ARAL PROGRAM

Address: Capitol Compound, Amas, Kidapawan City

Website: depedcotabato.org
Email: [email protected]
●
Doc. Ref. ●
Rev ●
001
Code .
Mobile: 09271917810 (Globe)
RATIONALE

established a free and

effective national learning
Republic Act No. intervention program to
(RA) 12028, or the ensure that all learners who
“Academic are struggling in their
Recovery and lessons, especially in
reading, mathematics, and
Accessible
science, will be able to attain
Learning (ARAL) the competencies set by
Program Act of the Department of Education
2024” (DepEd) in their respective
levels.”
RATIONALE

Ø in line with the Eight- Ø Results of national and

Point Socioeconomic international large-
Agenda of President scale assessments
Ferdinand R. Marcos reveal low
Jr. as articulated in the proficiency levels
in reading and
Philippine Development
mathematics
Plan (PDP) 2023-2028
among Filipino
and the 5 Point learners (DepEd,
Reform Agenda of 2019, 2023; UNICEF
DepEd & SEAMEO, 2019)
RATIONALE

3.3. accessible delivery

Grounded on the modes;
following 3.4. careful determination
premises, as and assessment of learners;
stipulated in 3.5. well-chosen and trained
tutors and learning
Section 4 of the
facilitators; and
Act: 3.6. alignment with existing
DepEd policies and
ensurance of the holistic
well-being of learners
PROGRAM OBJECTIVES
✅ Improve outcomes in
literacy, numeracy, and
science for Kindergarten to
Grade 10 learners
PROGRAM
✅ Implement in phases starting
OBJECTIVES SY 2025-2026

✅ Grounded in school-level
diagnostics and national
tools
RATIONALE

ARAL – Reading

ARAL - Mathematics

The ARAL
Program shall be ARAL – Science
the umbrella
program of DepEd
for learning ARAL - Summer
recovery.
 ARAL PROGRAM FRAMEWORK

arner Identification & Assessment Classification:

Category Description
• Entry profiling
• Tools (CRLA, RMA, Phil-IRI, classroom
assessments)
Group A Proficient / No ARAL Needed
• Citeria: learners performing below grade level Group B Developing / Needs Regular
based on diagnostic tests ARAL Support
Group C Struggling / Needs Intensive
Intervention

ARAL Summer – additional sessions

during school breaks for learners still Intervention delivery – Tailored tutorials
below level (ARAL-Reading, Math-Science throughout
the school year)

Post-assessment & Exit or Continuation

– end-of-school year evaluations; learners Progress Monitoring – Ongoing formative
below grade level continue in ARAL-Summer and midline assessments inform learner
Programs improvement
ARAL PROGRAM

ARAL LEARNERS
Failing in
Below the classroom
Have returned
minimum assessments
and are returning
proficiency levels (formative and
to school after a
based on BoSY summative) or
furlough or Balik
CRLA, Phil-IRI other
Aral
and RMA results assessment
policies assessed
by teachers
K to10, CLCs, Qualified Private Schools
ARAL LEARNERS
Pull-out system, tutorial
sessions (1:5) Max – 1:15 (if
needed)
Max of 1 hour per subject on
weekdays; 2 hours on
weekends
ARAL
Trained tutors
LEARNERS

Learner-appropriate learning
resources

Targeted interventions based

on learners’ needs
ARAL LEARNERS

Learner-appropriate learning resources

Books from Other relevant

Pagbasa- Project RISE learning resources
Pagbasa tutorial videos in schools (quality
Program of the and books assured by MTs,
Province subject experts)
ARAL LEARNERS

Delivery mode of Tutorial Sessions

Face-to-
face
tutorials
ARAL TEACHERS

Underload teachers, RQA, pre-

service teaches

Remuneration, service credits

ARAL
TEACHERS Capacity building on learner-
appropriate teaching
pedagogies

SLAC sessions
ARAL TEACHERS

PREPARATION AND SUPPORT TO TUTORS

Tutors will receive Partnerships with

training on LGUs, Curriculum
content, learner- BLGUs,SK,PTA, Implementation
centered ALUMNI, Division (CID) will
approaches, and Association of lead
inclusive Retired Teachers
professional
education. will support
training and parent development
engagement
 PARTNERSHIPS AND STAKEHOLDER
ENGAGEMENT
DepEd and LGU Collaboration
✅ Ensure safe environments for face-to-face tutorials.
✅ Support activities like vision and health screenings.
✅ Promote ARAL to potential tutors in higher education
institutions.
✅ Identify and refer qualified tutors.
✅ Encourage parental involvement in enrolling children in
ARAL
LGU Performance Recognition
✅ LGU initiatives in learning recovery may be considered
under the Seal of Good Local Governance (RA 11292)
 SUGGESTED TARGETED INTERVENTIONS OR
TEACHING PEDAGOGIES for NON-READERS

Phonemic Activitie
Awareness s:
✅ Rhyming Games
Instruction ✅ Sound Isolation (e.g. What is the
(Tutorial first
Approach sound in “cat”?)
on ✅ Blending sounds (e.g. /c//a//t/ =
Beginning cat
Reading ) ✅ Segmenting sounds in words
 SUGGESTED TARGETED INTERVENTIONS OR
TEACHING PEDAGOGIES FOR NON-READERS

Phonics Instructio
n:
Instructi ✅ Explicit teaching of letter-sound
on for correspondences
✅ Practice with blending sounds to
Non- form words
Readers ✅ decodable texts aligned with
(Tutorial phonics
Approach patterns
 SUGGESTED TARGETED INTERVENTIONS OR
TEACHING PEDAGOGIES FOR SLOW READERS

Strategie
Fluency s:
✅ Repeated reading of familiar
Practice texts
✅ Echo reading (teacher reads,
student
(Tutorial echoes)
Approac ✅ choral reading (reading together)
✅ listening to fluent reading
h) models
 SUGGESTED TARGETED INTERVENTIONS OR TEACHING
PEDAGOGIES FOR LEARNERS WITH LOW LEVEL
COMPREHENSION
Methods:

Fluency ✅ Teaching Tier 1 (basic) and Tier 2

(high-frequency academic) words
Practice ✅ Using pictures, realia, and
context to explain meaning
✅ daily oral language activities
(Tutorial
Approac
Teaching learners to effectively answer WH, WHO, and WHY
h)
questions is a key part of improving their reading
comprehension and critical thinking skills.
 CATEGORIZATION OF LEARNERS IN NUMERACY

NON-NUMERATES / AT RISK
Learners Learners have significant difficulties with number concepts
and math operations.
categorized Struggles with basic math like identifying numbers,
as: understanding place value, or telling time.

NUMERACY COMPETENCIES MEASURED IN

FLEMS
1. Basic Arithmetic Operations
Proposed • Performing addition, subtraction, multiplication, and
Intervention division
• Interpreting and solving number problems based on short
s word problems

Example: “If a kilogram of rice costs P45, how much would

3 kilograms cost?”
 CATEGORIZATION OF LEARNERS IN NUMERACY

NON-NUMERATES / AT RISK
Learners Learners have significant difficulties with number
categorized concepts and math operations.
as: Struggles with basic math like identifying
numbers, understanding place value, or telling
time.
Instructional strategies used:
• Concrete-Pictorial-Abstract (CPA) method for
Proposed concept building
Intervention • Use of manipulatives and visual aids
s • Math games and digital tools (when available)
• Real-life problem scenarios to build relevance
 CATEGORIZATION OF LEARNERS IN NUMERACY
NEARLY-NUMERATES / DEVELOPING
Learners show partial understanding of numeracy concepts but have
inconsistencies in solving problems.
Learners Can perform basic operations but may struggle with word problems,
categorized logic, or abstract reasoning.
Errors may stem from misunderstanding problem contexts or
as: procedural mistakes.
Numeracy Competencies measured in
FLEMMS:
2. Understanding and Using Numbers in Context
• Applying number knowledge to real-life contexts, such as shopping,
budgeting, and time.
Proposed • Reading prices, weights, and quantities on packages or signs.
Example: Determining the best value between two offers or calculating
Intervention change from a purchase.

s 3. Measurement and Estimation

• Understanding and applying units of measure (length, weight, time,
temperature)
• Estimating distances, durations, or quantities
Example: Estimating how many minutes it takes to cook rice or how much
 CATEGORIZATION OF LEARNERS IN NUMERACY

NUMERATES / PROFICIENT
Learners can accurately perform computations and apply
Learners numeracy skills to solve real-world problems.
categorized Able to interpret graphs, estimate quantities, calculate time,
and manage money.
as: Demonstrate flexibility and reasoning in using different
strategies.

Numeracy Competencies
Proposed measured in FLEMMS:
Example skills:
Intervention • Solves multi-step problems
s • Compares unit prices
• Interprets bar graphs and tables
 TIMELINE TO ARAL PROGRAM

●
ACTIVITIE ●
June ●
July ●
Aug ●
Sept ●
Oct ●
Nov
S
●
PRE-IMPLEMENTATION
●
Track the
Administr
ation of ●
June 16-July 16,
BOSY 2025
Assessme
nts
●
Conduct
orientatio
n of
internal ●
July 8,
stakehold 2025
 TIMELINE TO ARAL PROGRAM

●
ACTIVITIE ●
June ●
July ●
Aug ●
Sept ●
Oct ●
Nov
S
Identificatio
July 19-
n and Hiring 20, 2025
of tutors
●
Conduct of ●
July 20-
Training of 31,
Teachers 2025
●
Conduct of
parent and
July 20-
communit 31, 2025
y
orientation
Validation
 TIMELINE TO ARAL PROGRAM

●
ACTIVITIE ●
June ●
July ●
Aug ●
Sept ●
Oct ●
Nov
S
Supervising
of the
conduct of
the Schools'
ARAL
Readiness July 1-31,
*inventory 2025
of LRs,
classrooms,
list of ARAL
learners, list
of tutors
 TIMELINE TO ARAL PROGRAM

●
ACTIVITI ●
June ●
July ●
Aug ●
Sept ●
Oct ●
Nov
ES
●
DURING
Observing of the
Implementation of ●
August 2025- January, 2026
ARAL Program
●
Checking of
the
administration
August 2025- January, 2026
of periodic ●
formative and
summative
assessments
●
Midline ●
November
program 2025
implementatio
n review
 TIMELINE TO ARAL PROGRAM

●
ACTIVITI ●
Sept ●
Oct ●
Nov ●
Dec ●
Jan ●
Feb
ES
●
DURING
●
Administerin
g the ●
Every ●
Every ●
Every ●
Every
Conduct of second second
second second
Monthly LAC week of week of
week of week of
sessions and the the
the month the month
coaching month month
sessions
 TIMELINE TO ARAL PROGRAM

●
ACTIVITI
Nov ●
Dec ●
Jan ●
Feb ●
Mar ●
Apr
ES ●

●
POST-IMPLEMENTATION
●
Conduct of ●
January,
Impact 2026
Evaluation
●
Submission of ●
January,
consolidated
accomplishme
2026
nt reports
●
Consolidation January,
of shared best 2026
practices and ●
success
stories
 TIMELINE TO ARAL PROGRAM

●
ACTIVITI
Nov ●
Dec ●
Jan ●
Feb ●
Mar ●
Apr
ES ●

●
POST-IMPLEMENTATION
●
Recognition ●
January,
and Incentive
Giving
2026
●
Planning for ●
January,
Sustainability
2026
●
Administration ●
Feb 18-March 18,
of EoSY CRLA,
Phil-IRI, RMA 2026
PARTNERSHIPS AND STAKEHOLDER
ENGAGEMENT
Salam
at!
Address: Capitol Compound, Amas, Kidapawan City
Website: depedcotabato.org
Email: [email protected]
Mobile: 09271917810 (Globe)
●
Doc. Ref.
Code
●
Rev
.
●
001