TECHNICAL
ASSISTANCE PLAN
SA PROGRAMA SA
PAGBASA
A. Technical Assistance Plan sa Programa
sa Pagbasa
1. Pagpupulong:
Filipino/School Reading Coordinator
Punongguro
PSDSs
B. Planning Stage
Pagbibigay prayoridad sa mga naibigay
na pangangailangan ng bawat paaralan
Paghahanda ng TA Plan ng bawat
paaralan
Pagkakaroon ng kasunduan sa
performance targets
C. Implementation Stage
1. Execute the TA
Plan/Intervention
Interventions:
Sisimulang ituro ang Filipino/Pagbasa sa unang
markahan (Unang Baitang)
Magkakaroon ng ORV sa Baitang 1 hanggang 10
Magkakaroon ng ORV isang linggo matapos ang
PT
First exposure- adviser
Second exposure: mga guro sa gr. 2 ang
magpapabasa ng mga mag-aaral sa gr. 1
Grade 1….grade 2
Grade 3…..grade 4
Grade 4…..grade 3
Grade 5……grade 6
Grade 6…….grade 5
Grade 7…..grade 8
Grade 8……grade 7
Grade 9….grade 10
Grade 10….grade9
Third exposure ….Master Teachers ang
magpapabasa
Fourth exposure…..punongguro ang
magpapabasa (ND-SD, SD-ND
Validation….(end of 1st sem and end of 2nd
sem) mga PSDSs sa North Districts ang
magpapabasa sa South District Schools
South District PSDSs ang magpapabasa
sa North District Schools
* Re-Implementation of LITNUM (Literacy and
Numeracy) Program
8 Week Program for Grade 1 ( Add on)
Reproduction of LITNUM materials shall be
charged to School MOOE vis-à-vis the WFP
* Modification of Guidelines for Special
Program in Sports
- SPS shall start in Grade 2
- Learners in this program must be a
reader and must have an average
Junior High School
Individual Reading Assessment
• pagtuonang-pansin ang kakayahan ng mga
mag-aaral na masuri at magamit nang
maingat ang mga estratehiyang
makapagpapaunlad ng pag-unawa
• Tinitiyak rito ang pagsagot sa mga tanong
na nakalaan sa bawat babasahin upang
matiyak kung may pang-unawa na naiwan
sa isip ng mga mag-aaral
Pagkakaroon ng modelo sa pagbasa
* Sa paraang ito, guro ang siyang magiging
modelo (sa pagbasa) at pipili kalaunan ng mga
mag-aaral na siya namang magiging modelo sa
harapan sa maayos, malinaw at mahusay na
pagbabasa – at ito ang siyang magiging batayan
ng lahat ng mga mag-aaral sa klase.
* Sa pamamagitan ng ganitong pamamaraan,
naipapakilala sa kanila ang wastong pagbasa at
kalaunan ay nahihikayat silang magbasa gamit
ang sariling pamamaraan sa pagbasa sa isa
namang masining na proseso.
Applicable for both elementary and JHS (Key stage 2 and 3)
Sabayang Pagbigkas
Peer Tutoring
Drop Everything and Read
Little Teacher
“Book A Book” Program
2. Pagkakaroon ng Progress Monitoring
3. Pag-aanalisa: Pagtatalakay sa pangkat
(CID Chief at PSDSs hinggil sa
kinalabasan ng monitoring at
pagkakaroon ng plano/graph ng resulta
para sa gagawing pidbak sa
tagapamanihala
D. Feedback
Tatalakayin sa pangkat ang naging
resulta sa bawat markahan
Pag-aadjust sa performance target
E. Adjustment of Quarter Plan/Targets
Pagtalakay sa naging resulta sa “stage
D” sa DMEA/MANCOM
Adjust TA Plan
F. Evaluation of TA Stage
Pagtatalakay sa mga sumusunod:
Accomplishment
Performance Targets
Kabuuang Resulta
* Paghahanda para sa gagawing
Taunang Ulat
G. Progress/Annual Report to be
submitted to the superintendent
Consolidation of progress/summative
results
Analysis of TA Results
Preparation of Quarter/Annual Report
MARAMING
SALAMAT PO!
* Re-Implementation of LITNUM (Literacy and
Numeracy) Program
8 Week Program for Grade 1 ( Add on)
Reproduction of LITNUM materials shall be
charged to School MOOE vis-à-vis the WFP
* Modification of Guidelines for Special
Program in Sports
- SPS shall start in Grade 2
- Learners in this program must be a
reader and must have an average
4. School Heads do not strictly require the
conduct of Phil-IRI and ORV and the
submission of reports for analysis.
5. New teachers are not skillful in developing
the Reading skills of the learners.
6. Many teachers do not religiously conduct
classes
III. Innovations/Interventions to Turn-
Around Low Performance in Reading
1. Start the teaching of English & Filipino in
Grade 1 at the first grading period instead
of 2nd and 3rd GP respectively.
2. Division and schools shall intensify the
periodic conduct of Phil-IRI and ORV,
gather and analyze data and report results.
PHIL-IRI- Pre & Post
ORV – Quarterly
Using different passages every quarter &
Unified tool for ORV & PHIL-IRI
3. Re-Implementation of LITNUM (Literacy and
Numeracy) Program
8 Week Program for Grade 1 ( Add on)
Reproduction of LITNUM materials shall be
charged to School MOOE vis-à-vis the WFP
4. Modification of Guidelines for Special
Program in Sports
- SPS shall start in Grade 2
- Learners in this program must be a
reader and must have an average
5. Division ORV Random Administration for
SY 2020-2021 shall be conducted twice,
every end of the first and second semester
6. Implementation of Developmental Reading
Program using Scientific Reading
Approach (SRA) in Pilot Schools
7. Intense M&E on the Implementation of
Reading Programs in schools
8. “Book a Book” Program
IV Other Matters on ORV Validation
Absenteeism and tardiness among
teachers & learners due to early start of
classes in the Elementary and Junior High
School levels and the implementation of the
modified schedule of the Night High School.
(C/o Mr. Misa)
Strengthening the implementation of the
Systematic Quarterly Tests in Schools
(Meeting with Test Coordinators with CID
V. SHS Reports
NO OF JHS & SHS TEACHERS
NO OF 2016- 2017- 2018- 2019-
TEACHER
S 2017 2018 2019 2020
JUNIOR 77 100 50 25
SENIOR 156 233 333 383
SCHOOLS OFFERING ACADEMIC STRAND
NO OF GAS STEM HUMSS ABM TOTAL
SCHOOLS ACAD
DAY HS 20 11 8 8 33
NIGHT HS 17 0 0 1 5
TOTAL 37 11 8 9 38
Vicente Cosido offering STEM only
City Central with ABM only
Pit-os, Agsungot and Opra with
HUMSS only
SCHOOLS OFFERING TVL STRAND
NO OF HE IA ICT AGRI-
SCHOOLS FISHERY
DAY HS 14 3 13 5
NIGHT 13 5 7 0
HS
27 8 20 5
Division Senior High School Program
Increase the number of enrollees on the
second semester for Senior High School
Division Senior High School Program
Increase the number and variety of SHS strand/
course offerings among schools.
e.g. Disperse GAS to STEM, Industrial Arts (IA),
Agri-Fishery (AF), Home Economics (HE), Arts &
Design, among others.
Vicente Cosido offering STEM only
City Central with ABM only
Pit-os, Agsungot and Opra with HUMSS only
Division Senior High School Program
Engagement of the private sector to provide
support in the following areas:
o Curriculum review and enhancement;
o infrastructure and equipment
requirements;
Division Senior High School Program
o Conduct of Capacity building and
enhancement programs for:
Teachers
Skills/Competency Training (TVL)
Strategic learning pedagogies (adult
learning)
Content development (deepening of
content)
Institutionalization of research
DRR considering it’s a subject
Division Senior High School Program
Learning Resource Materials Content
Development:
◦
Lacking textbooks/references
At least one industry-academe
collaborated module for every course in
each strand;
Division Senior High School Program
Teachers’ burden in Lesson Plan Preparation
> One (1) or More Preparations
> Teaching Assignment at Mountain
Schools
VI. More Updates from EPSs
Kindergarten
Validation of the ECD Division
Profile
*Mistake in the conduct of ECD
assessment in few schools.
LAC Session is needed to ensure all Kinder
Teachers have the needed skills in the
assessment process.
Kindergarten
Kindergarten Critical Content in Reading
> Identifies sounds of letters (using
the alphabet of the
Mother Tongue)
> Names uppercase and lowercase
letters (using the alphabet of the
Mother Tongue)
Kindergarten
Kindergarten Critical Content in
Writing
Writes one’s given name
Writes lower case and upper case
letters
Expresses simple ideas through
symbols (e.g. drawings, invented
spelling)
Kindergarten
Kindergarten Critical Content in
Mathematics
Rote counts up
to 20 Group sets of concrete
Counts objects
objects of equal
upnumerals
ites to 10 up to quantities
10 up to 10
Solves simple (i.e., beginning
addition multiplication)
problems Separates sets of
Solves simple concrete objects of
Thank You
