SDO SORSOGON PROVINCE
Implementing Guidelines for
the Academic Recovery and
Accessible Learning (ARAL)
Program
2
ARAL Program Rationale
• Republic Act No. (RA) 12028, or the “Academic
Recovery and Accessible Learning (ARAL) Program Act
of 2024” established a free and effective national
learning intervention program to ensure that all
learners who are struggling in their lessons, especially in
reading, mathematics, and science, will be able to
attain the competencies set by the Department of
Education (DepEd) in their respective levels.”
ARAL Program Rationale
• DepEd Order No. 18, s. 2025, or the Implementing
Guidelines of the Academic Recovery and
Accessible Learning (ARAL)
What happens to all existing orders and memoranda relative
to learning recovery and learning losses?
ARAL Program Rationale and Program Goals
What happens to all existing orders and memoranda relative
to learning recovery and learning losses?
Order/Memorandum Title Status
Reading Literacy Program in the
DO 45, s. 2002 Elementary Schools
Adoption of the National Learning Repealed
Recovery Program in the Department
of Education
DO 13, s. 2023
Implementation of Catch-
DM 001, s. 2024 up Fridays
ARAL Program Rationale
▪ In line with the Eight-Point Socioeconomic Agenda of
President Ferdinand R. Marcos Jr. as articulated in the
Philippine Development Plan (PDP) 2023-2028 and the
5-Point Reform Agenda of DepEd
▪ Results of national and international large-scale
assessments reveal low proficiency levels in reading
and mathematics among Filipino learners (DepEd,
2019, 2023; UNICEF & SEAMEO, 2019).
ARAL Program Rationale
▪ Grounded on the following premises, as stipulated in
▪ Section 4 of the Act:
• 3.3. accessible delivery modes;
▪ 3.4. careful determination and assessment of
learners;
▪ 3.5. well-chosen and trained tutors and
learning facilitators; and
ARAL Program Rationale
Grounded on the following premises, as stipulated in
Section 4 of the Act:
3.6. alignment with existing DepEd policies and
insurance of the holistic well-being of learners
ARAL-Reading
ARAL-Mathematics
“The A RA LProgra m shall ARAL-Science
b e the umbrella
program of DepEd for
learningrecovery.” ARAL-Summer
Policy Mandate
Section 2, RA 12028
A free and effective national learning
intervention program to ensure that all learners
struggling in Reading, Math, and Science
attain grade-level competencies set by DepEd.
Scope and Coverage
▪ Applies to all public elementary and secondary
schools (K to 10), CLCs, and qualified private
institutions.
▪ Target Learners:
➢ Returning from furlough
➢ Below minimum proficiency in Reading, Math, or
Science
➢ Failing assessments as determined by teachers
▪ Private school learners under ESC are included if
slots allow
Scope and Coverage
Subject Coverage and Grade Levels
▪ Grades 1–10: Reading and Math
▪ Grades 3–10: Science
▪ Kindergarten: Focus on foundational skills
integrated in developmental domains
▪ Summer Programs: For supplemental interventions
Scope and Coverage
ARAL Program Objectives
▪ Improve outcomes in literacy, numeracy, and
science for Kindergarten to Grade 10
learners
▪ Implement in phases starting SY 2025–2026
▪ Grounded in school-level diagnostics and
national tools
Policy Statement
▪ ARAL is a strategic and data-driven national learning
recovery program.
▪ Grounded in:
o CRLA (Comprehensive Rapid Literacy Assessment)
o RMA (Rapid Mathematics Assessment)
o Phil-IRI (Philippine Informal Reading Inventory)
▪ Provides targeted support for learners performing below
grade level.
▪ Aligns with RA 12028 to ensure timely, equitable academic
support for all learners.
Program Goals
The goal of the ARAL Program is to ensure that
Kindergarten to Grade 10 learners have developed
the foundational skills necessary for them to
attain competencies appropriate to their grade
level, specifically in reading, mathematics, and
science.
Program Goals
It is envisioned that learners assessed with
competencies below their current grade level will
reach the grade-level competencies after
undergoing tutorials under the ARAL Program.
Program Goals
The ARAL Program complements,
rather than replaces, daily
teaching-learning processes.
Program Goals
▪ NOT all who struggle become ARAL learners
immediately.
▪ They should first undergo DLL and DLP-based
interventions.
▪ Learners who continue to fall behind after Q2
and fail formative/ midline assessments may be
referred to ARAL
Determination and Assessment of
Learners
The ARAL Program shall begin by identifying learners who will be
part of the program through the following:
results of classroom-based assessments
administered by the teachers to determine
learners who are failing in examinations and
tests.
Determination and Assessment of Learners
The possible pathways in the ARAL Program
are as follows:
❑ Learners who have reached grade-level proficiency: These
learners shall exit the ARAL Program.
❑ Learners who show improvement but remain below grade
level: These learners require continued participation in the
ARAL Program.
❑ Learners who do not show improvement and continue to
struggle significantly: These learners need extended
intervention or specialized support. Teachers shall submit the
names to their school heads.
Learners' Journey in ARAL
THE
JOURNEY OF
OUR ARAL
LEARNERS
Grade 1Learner’s ARAL Journey (Reading)
Begins during Q3
BOSY
Q1(8 weeks) Q2 (8 weeks) Q3 (8 weeks) Q4 (8 weeks) EOSY BREAK
Assessment
MOSY EOSY
(2 weeks before the Q2 exam)
CRLA
Classroom Classroom IF Classroom Classroom
Remediation Remediation Remediation Remediation
(with formative (with formative (with formative (with formative
LE assessments) HE assessments) DEV assessments) TRN assessments) RGL
Proficiency Levels
START OF
LE- Low Emerging D/T/R D/T/R
THE ARAL
HE - High Emerging
PROGRAM
DEV - Developing
TRN - Transitioning
RGL - Reading at IF DEV IF DEV
Grade Level
IF
ARAL ARAL
ARAL
MFAT Interventions Interventions
(with formative (with formative SUMMER
HE
IF IF PROGRAMS
assessments) HE assessments) HE
Referral to SH
Grade 2-3 Learner’s ARAL Journey (Reading)
Begins as early as Q1
BOSY
Q1(8 weeks) Q2 (8 weeks) Q3 (8 weeks) Q4 (8 weeks) EOSYBREAK
Assessment
CRLA MOSY EOSY
(2 weeks before the Q2 exam)
Classroom Classroom IF Classroom Classroom
Remediation Remediation Remediation Remediation
(with formative (with formative (with formative (with formative
assessments) assessments) DEV assessments) assessments)
LE HE TRN RGL
Proficiency Levels START OF
LE- Low Emerging Entry to the ARAL THEARAL D/T/R D/T/R
HE - High Emerging Program may start PROGRAM
DEV - Developing immediately after
TRN - Transitioning the BOSY for
RGL - Reading at learners with IF DEV IF DEV
Grade Level severe needs
IF
ARAL ARAL
Interventions Interventions
(with formative (with formative
assessments) IF assessments) IF
HE HE HE
Referral to SH
Grade 4-10 Learner’s ARAL Journey (Reading)
Begins in Q2
BOSY
Q1(8 weeks) Q2 (8 weeks) Q3 (8 weeks) Q4 (8 weeks) EOSY BREAK
Assessment
Phil-IRI MOSY EOSY
No
Remediation
IND needed
Classroom Classroom IF Classroom Classroom
Remediation Remediation Remediation Remediation
(with formative (with formative (with formative (with formative
FRU assessments) FRU assessments) INS assessments) INS assessments) IND
Proficiency Levels
START OF
FRU- Frustration IND IND
THE ARAL
INS - Instructional
PROGRAM
IND - Independent
IF INS IF INS
IF
ARAL ARAL ARAL
Interventions Interventions SUMMER
(with formative (with formative PROGRAMS
FRU
IF FRU IF
assessments) assessments) FRU
CURRICULUM
What are the components of the ARAL-Reading
Program?
KS1 ARAL-Reading for Key Stage 1
ARAL-Reading Basic
ARAL-
Reading KS2 ARAL-Reading for Key Stage 2
ARAL-Reading Plus
ARAL-Reading Basic
KS3 ARAL-Reading for Key Stage 3
ARAL-Reading Plus
ARAL-Reading Program Components
ARAL-Reading Basic
supports learners in Grades 4 to 10 who
demonstrate significant gaps in foundational
literacy skills, such as phonological awareness,
alphabet knowledge, decoding, and basic fluency–
ARAL-Reading in skills typically acquired during Key Stage 1(Grades 1
Key Stages 2-3 to 3).
ARAL-Reading Plus
designed for learners in Grades 4 to 10 who are able
to decode text but continue to struggle with
fluency, vocabulary, and comprehension.
LEARNING
RESOURCES
Development Updates
What materials will be provided for ARAL-Reading?
Materials for Key Stage 1 Materials for Key Stages 2-3
Learners ● Learner’s Workbook ● Activity Sheets/Workbook
● Letter tiles
● Alphabet cards
● Pencils and crayons
Tutors ● Alphabet cards ● Teacher’s Guide
● Word - picture cards
● Teacher’s Guide
1:1is the ratio for Teacher’s Guide and Learner’s Workbook
What materials will be provided for ARAL-Reading?
ARAL-Reading Resources are now available through:
https://tinyurl.com/ARAL-ReadingResources
ROLE OF SCHOOL
HEADS
What is the role of school heads in the ARAL-Reading Program?
School heads are responsible for managing the program at the school level.
They shall ensure:
● Effective delivery and implementation of the program
● Administration of assessments and use of results to improve teaching
and learning
● Submission of pre- and post-assessment data to the Schools Division
Office (SDO)
● Participation of teachers and tutors in learning and development
activities (e.g., collaborative expertise sessions, benchmarking, etc.)
● Submission of relevant reports to the SDO, including learners’ progress,
challenges encountered, and actions taken
SDO SORSOGON ARAL PROGRAM TWG
Chair: Jose L. Doncillo, CESO V
Schools Division Superintendent
Vice Chair: Cheryll V. Bermudo, CESE
Assistant Schools Division Superintendent
Co. Vice Chair: Gina Q. Tarog,Phd
CID Chief
John Rey J. Perez
SGOD Chief
Division Aral Focal: Annie Baylon
Public Schools District Supervisor
SDO SORSOGON ARAL PROGRAM TWG
Members:
Libertine Joy Baldillo
Public Schools District Supervisor
Aireene Mae V. Elli
Filipino (Elementary) Division Coordinator
Joffre Mirandilla
Math(Elementary) Division Coordinator
Maricel Dineros
EPS English
Jerry Firmanes
EPS Math
Sharon Vito
EPS Filipino
The District ARAL Focal Persons will be
selected by the PSDS based on the following
considerations:
• Strong instructional leadership
background, particularly in their respective
key stages.
• Demonstrated capacity in program
implementation and coaching.
• Willingness and commitment to serve as
the point person for ARAL in the district.
• Preferably a Master Teacher or Learning
Area Coordinator, though exceptional
classroom teachers may also be considered.
Key Roles and Responsibilities of District
ARAL Coordinators
• Coordinate and monitor ARAL Program implementation
within their key stage across the district with consultation
with the PSDS.
• Serve as a bridge between the district office and schools,
ensuring the smooth flow of information, resources, and
feedback.
• Lead the organization of learning recovery sessions,
including scheduling, progress tracking, and mentoring
teachers involved.
• Assist in the collection and analysis of learner data,
focusing on identifying learning gaps and measuring
progress.
• Ensure compliance with program guidelines and report
updates to the PSDS and division office.
Why is there a need to identify the teacher
in charge for Key Stages (KS1, 2 & 3 )
• Helps identify specific needs within each stage, allowing
for targeted materials and support staff
• Ensures that the curriculum builds logically from one
stage to the next, avoiding repetition or gaps in learning
• Helps create smooth transitions for learners moving
between key stages
• Tracks student performance data within their key stage
to identify trends, strengths, and areas needing
intervention
• Coordinates with District ARAL Coordinator (Reports,
updates, and other instructions from SDO)
Sept. 2-3, 2025
ARAL Program General
Orientation for Supervisors,
selected School Heads, and
Key Teachers
Sept. 8-9, 2025
SDO SORSOGON
Orientation for Key
ARAL Program Timeline Stages Coordinators
Sept. 10-12, 2025
District Level Orientation,
school planning and
preparation (groupings,
schedules, resources etc.)
Sept. 15, 2025
SDO SORSOGON Official kickoff day of the
ARAL Program
ARAL Program Timeline (Prepare a simple program
and documentation)
Maraming salamat po!
ARAL
PROGRAM
