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REPUBLIKANG PILIPINASREPUBLIC OF THE PHILIPPINES

KAGAWARAN NG EDUKASYONDEPARTMENT OF EDUCATION

REHIYON VII, GITNANG VISAYASREGION VII, CENTRAL VISAYAS

Sudlon, Lahug, Cebu City

DrtEDDEPARTMENT I OF EDUCATION

REGIONAL MEMORANDUMNo. 0 5 4 f s. 2015

JAN 3 I 2015

Regional School Readiness Year-end Assessment (SReYA) Results for School Year 2013-2014

To: Schools Division/City SuperintendentsOfficers-in-Charge of Regular and Interim Divisions

1. This Office is releasing the Regional School Readiness Year-end Assessment (SReYA) Resultsfor School Year 2013-2014. Please see Enclosure.

2. The Schools Divisions are advised to consider the findings and proposed recommendations ofthe SReYA results in planning interventions to improve Kindergarten instruction and in designingtraining programs for Grades 1, 2, and 3 teachers to address the deficiencies of pupils.

3. The Division Supervisor In-Charge of Kindergarten Program is hereby reminded to submit tothe Region through Quality Assurance Division the Division SReYA Results for School Year 2014-2015not later than April 30, 2015.

4. The Division SReYA Results for School Year 2014-2015 may be sent to this email address:[email protected].

5. The Region, through Quality Assurance Division, hereby informs that aside from SReYA, theresults of the Philippine Informal Reading Inventory (Phil-IRI) for every grade will also be analyzed totrack the status and results of the reading programs and interventions implemented in schools toensure continuously improving reading performances of learners in the Region. Hence, the SchoolsDivisions are reminded to submit the following results on the specified dates:

Division Phil-IRI Results (Pretest)Division Phil-IRI Results (Posttest)

August 17, 2015

April 15, 2015

6. Immediate and wide dissemination of this Memorandum is directed.

DR. Jl&IET A. JERlQfficer-in-Charge

Regional Director's Office: Tel. nos, (032) 231-1433- 231-1309- T .^^ °* Reg'°nal Dlr &OrJAJ/MPD/QAAD/5%e»^^«E!«&rtiVp_-..cri- • • ',n,-v . , . ' „ , , , ' ' -7325; Asst. Regional Director's Office Telefax- (I

QualityAssuranceandA™b?S^^^ 'Training and lop^oS^SlS ta^TS M°bl"ZDati°n and SP£cial P™Z™™ ™* Projects Division: (032) 254-7062-

Administrative Division: (032)414-7326-'255-1313-4l4 7^4 J r' "111"8/0116 11656 11 D'V'sion: (032) 233-9030; 414-7065;«*>, ^55 1313 414-7366 414-4367; Budget and Finance Division: (032) 256-2375; 253-8061-414-7321

website: http:-H-wwv.depedro7.com.ph

" LSG. 2015: Sfouipatan ng. £afat, ffananagutan ng. £afiat"

Regional SReYA Results in School Year 2013-2014:

Basis for Providing Appropriate Interventions

I. Introduction

The Department of Education (DepEd) has issued the guidelines in assessing the year-endschool readiness of kindergarten to check on their pre-schooling progress with the end-view ofproviding them with specific learning intervention.

In its press release on February 18,2013, DepEd stresses that Kindergarten education hasbeen made mandatory in public schools in 2011 by virtue of Republic Act 10157 so that a SchoolReadiness Year-end Assessment (SReYA) was devised to assess the performance level of all kinderpupils across the different developmental domains that include physical health and well-being,motor development, mathematics, language and literacy, sensory perceptual, physical and socialenvironment, character and values development and socio-emotional development.

Because Kindergarten education and SReYA are vital for the holistic development of aFilipino child, SReYA results will be a critical input for the Grade 1 teachers on the children'sreadiness profile, which is crucial in designing interventions to address specific learning needs ofpupils.

SReYA is not an achievement test or a final exam and it is not an entrance exam for thenext grade level, thus, no child shall be refused entry to Grade 1 based on the result of theassessment.

Likewise, SReYA as a tool is not intended to assess teacher's performance but as basis forproviding appropriate instruction, assistance, and interventions to Grade I Entrants. Hence,teachers are advised not to coach the children during the conduct of SReYA.

II. Methodology

SReYA is a 30-item assessment with the first ten items tested for groups of kinder pupilsand the last 20 items administered individually. Items in both the group and individual tests havedifferent levels—knowledge, application and analysis.

With the main objective of assessing the readiness of kindergarten pupils who will beincoming Grade I in school year 2014-2015, SReYA for School Year 2013-2014 was administeredto Kindergarten children in the last week of March 2014 by following the SReYA Testing andReporting Flowchart stipulated in DepEd Order No.5, series of 2013 using the mother tongue.

The Public Schools District Supervisors, as chief examiners, consolidated the results oftheir respective districts based on the submitted results of the Room Supervisors that are schoolheads. The district consolidation was reported to the Schools Division Office. The Schools

Page 1 of 8

Division Offices consolidated the district SReYA results and submitted the division SReYA resultsto Dr. Teresita L Ga, Education Program Supervisor in-charge of Kindergarten Program of theCurriculum Learning Management Division (CLMD) of DepED Region VII. CLMD forwarded thedivision results to Quality Assurance Division (QAD) for analysis.

III. Findings

Regional Findings

When a Grade I entrant gets at least 11 correct answers out of 30 SReYA questions, he or

she is considered to have passed the assessment. Table 1 shows the percentage of non-passers

and passers of each schools division. A little more than 95% of the takers in the Region passed

SReYA. Only a little less than 5% of the takers were not successful, which happens to be a total

of 6,607 Grade I entrants.

Table 1: Percent of SReYA Takers, Non-Passers and Passers

SCHOOLS DIVISIONS

123

4

5

6

7

8

9

10

11

12

1314

15

1617

18

19

Bais CityBayawan CityBogo City

Bohol

Carcar City

Cebu City

Cebu Province

Danao City

Dumaguete City

Guihulngan City

Lapu-Lapu City

Mandaue City

Naga City

Negros Oriental

Siquijor

Tagbilaran City

Talisay City

Tanjay City

Toledo City

REGION

NO. OFTAKERS

151014081773

24006

2892

10696

44663

2799

1698

2362

7857

5609

2084

16700

1514

1422

3788

1756

3846

138,383

Non-Passers of theReadiness Test

Scored 1-10out of 30

5715623818

1144

371

1851

46

13

153

46

80

123994

67

0

27

36

188

6,607

%

37.813.981.30

3.41

39.56

3.47

4.14

1.64

0.77

6.48

0.59

1.43

5.90

5.95

4.43

0.00

0.71

2.05

4.89

4.77

Passers of theReadiness Test

Scored 11 -30 outof 3D93913521750

23188

1748

10325

42812

2753

1685

2209

7811

5529

1961

15706

1447

1422

3761

1720

3658

131776

%

62.1996.0298.70

96.59

60.44

96.53

95.86

98.36

99.23

93.52

99.41

98.57

94.10

94.05

95.57

100.00

99.29

97.95

95.11

95.23

Page 2 of 8

Most-Learned SReYA Items

Upon consolidation of the SReYA Reports submitted to the Regional Office by all the 19 Schools

Divisions, it is found out that the SReYA items considered as among the five most-learned by the

kindergarten pupils of each school division are items number 1, 2, 3,4, 5, 6, 7, 8,9,10,12,13,14,15,17,

18,19, 21, 24, 26, 27, 29, and 30.

Table 2 shows the frequency of times the above-mentioned most-learned items are ranked as

most learned (ML). The items ranked most frequently as most-learned are items number 1, 30, 5, 4,17,

26, 2, 29, 12, and 27. Each of items number 7, 9, 14, and 24 are ranked first as most-learned by fourdivisions but the frequency of times they are ranked are only once except item number 7, which is ranked

twice.

Table 2: Most-Learned SReYA Items

ITEMNUMBER

1

30

5

4

17

26

2

29

12

27

7

3

18

19

21

24

14

9

15

13

10

8

6

FREQUENCY OF TIMES ITEM IS RANKED AS1st ML

7

03

2

0

0

3

0

0

0

1

0

0

0

0

1

1

1

0

0

0

0

0

2nd ML1

2

3

2

1

1

3

0

0

1

1

1

0

0

1

0

0

0

1

1

0

0

0

3rd ML

2

2

2

2

3

2

0

0

1

1

0

1

0

1

0

0

0

0

0

0

11

0

4th ML2

0

0

2

2

3

0

4

1

0

0

0

2

1

0

0

0

0

0

0

0

0

1

5th ML1

8

1

1

3

2

1

0

1

1

0

0

0

0

0

0

0

0

0

0

0

0

0

TOTALFREQUENCY

13

12

9

9

9

8

7

4

3

3

2

2

2

2

2

1

1

1

1

1

1

1

1

Page 3 of 8

The domain, classification, and learning competencies tested of the ten most frequently ranked

as most-learned SREYA items by the Kindergarten pupils in DepED Region VII are shown in Table 3.

Table 3: Domain, Classification, Category, and Learning

Competencies of the Most-Learned SReYA Items

ITEMNUMBER

1

30

5

4

17

26

2

29

12

27

DOMAIN

Physical Health, Weil-Being & MotorDevelopment(Fine Motor)

Cognitive IntellectualDevelopment (Sensory

Perceptual)Cognitive Intellectual

Development (Sensory

Perceptual)

Cognitive Intellectual

Development (Sensory

Perceptual)

Physical Health, Weil-Being & MotorDevelopment(Gross Motor)


Development (Social

Environment)

Socio-emotionalDevelopment


Development (SensoryPerceptual)

Cognitive IntellectualDevelopment(Numeracy-

Mathematics)

Cognitive IntellectualDevelopment (Social

Environment)

CLASSIFICATION

Analysis

Knowledge

Application

Knowledge

Analysis

Knowledge

Analysis

Analysis

Analysis

Knowledge

CATEGORY

Group

Individual

Group

Group

Individual

Individual

Group

Individual

Individual

Individual

LEARNING COMPETENCIES

Paggupit/pagdikit ng iba't-ibang hugis

Tell which pictures/objects aredifferent and explain why

Trace/copy/draw geometricalfigures

Tell which pictures/objects are

the same and explain why

Naipapalita ang panimbang sapagsasagawa ng iba't-ibangkilos ng katawan (pagtulaynang hindi natutumba sa tuwidna guhitName places in the community

where families can get some oftheir needs.

Naipapahayag ang iba-ibangdamdamin sa angkop nasitwasyon at paraan(katuwaan, tumatawa,lumulundag, humahalakhak,humahagikhik, pumapalakpak)

Identify missing part in thepicture

Arrange objects into two or

more groups according tofunction

Identify basic needs of a family

Page 4 of 8

Least-Learned SReYA Items

The SReYA items considered as among the five least-learned by the kindergarten pupils of each

school division are items number 1, 5, 6, 7, 8, 9,10,11,12,13,14,16,17,18,19, 20, 22, 23, 24, 25, and

28.

Table 4 shows the frequency of times the above-mentioned least-learned items are ranked as

least learned (LL). The items ranked most frequently as least learned are items number 24,10,16, 23, 9,

25, 8,11,14, and 19. Each of items number 1 and 17 ranks first as least-learned by two divisions but the

frequency of times each is ranked is only once.

Table 4: Least-Learned SReYA Items

ITEMNUMBER

24

10

16

23

9

25

8

11

14

19

5

6

12

13

1

17

7

18

20

22

28

FREQUENCY OF TIMES ITEM IS RANKED AS1st LL

2

11

0

0

3

01

0

0

0

0

0

0

0

1

1

0

0

0

0

0

2nd LL7

3

2

0

1

01

1

2

0

1

0

0

0

0

0

0

0

0

1

0

3rd LL0

1

5

7

1

1

0

0

1

0

0

12

0

0

0

0

0

1

0

0

4th LL

4

2

4

2

1

1

0

1

0

0

0

1

0

1

0

0

1

0

0

0

0

5th LL5

0

0

1

0

3

2

1

0

3

1

0

0

1

0

0

0

1

00

1

TOTALFREQUENCY

18

17

11

10

6

5

4

3

3

3

2

2

2

2

1

1

1

1

1

1

1

The domain, classification, and learning competencies tested of the ten most frequently ranked

as least-learned SReYA items by the Kindergarten pupils in DepED Region VII are shown in Table 5.

Page 5 of 8

Table 5: Domain, Classification, Category, and Learning

Competencies of the Least-Learned SReYA Items

ITEM

NUMBER

24

10

16

23

9

25

8

11

14

19

DOMAIN

Language Development



Development (Numeracy-

Mathematics)






Development (Numeracy-Mathematics)


Development (Numeracy-

Mathematics)


CLASSIFICATION

Knowledge

Knowledge

Analysis

Analysis

Knowledge

Knowledge

Knowledge

Analysis

Application

Knowledge

CATEGORY

Individual

Group

Individual

Individual

Group

Group

Group

Individual

Individual

Group

LEARNING COMPETENCIES

Identify words thatrhyme/sound alike

Sequencing events

Conserve number and the

equivalence of a number

Know that print is read

from left to right

Read 2-3 word syllables

Say a sound that a letterrepresents


Arrange objects one after

another in a seriesaccording to length

Solve number stories

involving addition up toquantities of 10

Identifies upper and lowercase letters

Out of the ten least-learned items, seven are under language development. Indeed, these

seven items under language development, together with three numeracy items, are the most

difficult items for the Grade I entrants considering that no such items appeared in the list of the

Region's most-learned items. Our Grade I entrants have difficulty in (1) identifying words that

rhyme/sound alike; (2) sequencing events; (3) knowing that print is read from left to right; (4)

reading 2-3 word syllables; (5) producing the sound represented by a letter; and (6) identifyingupper and lower case letters.

Of the seven competencies under language development, it is only the competency on

copying letter or word that is not among the least-learned competencies in the Region. However,

this same competency is not also among the most-learned. Competencies under language

development are crucial in the Grade I entrants reading success in the succeeding grades. The

result shows that the kindergarten training of the Region's Grade I entrants in the School Year2014-2015 on language development needs improvement.

Page 6 of8

V. Proposed Recommendations

1. Train kindergarten teachers on the strategies on how to successfully teach the least-

learned competencies under language development and numeracy.

2. Consider the promising practices of the Kindergarten teachers of other divisions whose

performances in specific least-learned skills are extraordinary.

ITEM

NO.

24

10

23

9

14

19

RANK

1st

2nd

4th

5th

gth

10th

REGION'S LEAST-LEARNED

COMPETENCIES

LanguageDevelopment

LanguageDevelopment

LanguageDevelopment

LanguageDevelopment

CognitiveIntellectual

Development(Numeracy-

Mathematics)

LanguageDevelopment

Identify words thatrhyme/ sound alike

Sequencing events

Know that print is readfrom left to right

Read 2-3 wordsyllables

Solve number storiesinvolving addition up to

quantities of 10

Identifies upper andlower case letters

REMARKS

1st Most-Learned of Bais CityDivision

3rd Most-Learned of Lapu-Lapu City Division

1st Most-Learned of ToledoCity Division

4ih Most-Learned of TalisayCity Division

1st Most-Learned of Cebu CityDivision

1si Most-Learned of the City ofNaga Division

3rd Most-Learned of theDivisions of Bais City and

Lapu-Lapu City

3. Provide Grade I teachers with the readiness profile of every Grade I entrant to help

them provide appropriate interventions to specific learning needs of specific pupils.

4. Train Grade I teachers on how to address the skill gaps of Grade One Entrants on

language development and numeracy.

5. Let the Grades I, II, and III teachers track the performances of the pupils, especially in

language development and numeracy.

6. Conduct a local study of the effectiveness of kindergarten instruction.

7. Reward Kindergarten teachers whose classes have very satisfactory readiness profiles.

Page 7 of 8

VI. Consolidators

ConsolidatorsEstela B. Susvilla

Rosa CabotajeEduardo Bacaltos

Joy Kenneth BiasongAllan Villacampa

Merden BryantMarilyn Miranda

Schools DivisionsBayawan City, Dumaguete City, Siquijor, Negros Oriental

Bohol, Tagbilaran CityBogo City, Cebu Province, Danao City

Cebu City, Lapu-Lapu City, Mandaue CityBais City, Tanjay City

Carcar City, Naga City, Talisay City, Toledo City

Chairperson of Consolidation:

Consultants:

1ERDEW L BRYANT*

EPS-Designate, QAD

MAR0AL P. DEGAMO, Ph.D.

Chief, QAD

FLORDE/JZA C. SAMBRANO

Cfcfief, FTAD

Page 8 of 8

Appendices

Table 1. SY 2013-2014 Most Learned SReYA Competencies by Schools Division

SDO

£*oE

1CO

GQ

SDO

£>o

3o>ca

O

SDO

i.20

1

Rank

1

2

34

5

Rank

1

2

34

5

Rank

1

2

3

4

5

ItemS

2

4

526

30

ItemS

2

4

526

30

Item*

5

3

4

1

17

Domain


Sensory Perceptual

Sensory PerceptualSocial Environment

Sensory Perceptual

Domain••"of-


Sensory Perceptual

Sensory PerceptualSocial Environment

Sensory Perceptual

Domain

Sensory Perceptual

LanguageDevelopmentSensory Perceptual

Fine MotorDevelopmentGross MotorDevelopment

Most Learned Competencies

Naipapahayag ang iba-ibangdamdamin sa angkop na sitwasyonat paraan katuwaan, tumatawa,lumundag, humahalaklak,humahagikhik, pumpalakpakTell which picture/objects are sameand explain whyTrace/copy draw geometrical figuresName places in the communitywhere families can get some of theirneedsTell which picture/objects aredifferent and explain why


Naipapahayag ang iba-ibangdamdamin sa angkop na sitwasyonat paraan katuwaan, tumatawa,lumundag, humahalaklak,humahagikhik, pumpalakpakTell which picture/objects are sameand explain whyTrace/copy draw geometrical figuresName places in the communitywhere families can get some of theirneedsTell which picture/objects aredifferent and explain why


Trace/copy draw geometrical figures

Copy letter and word

Tell which picture/objects are sameand explain whyPaggupit/pagdikit ng iba't-ibanghugisNaipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan pagtulay nang di natutumba sa tuwid na guhit

ItemClassificationKnowledge

Knowledge

ApplicationKnowledge

Knowledge


Knowledge


Knowledge

ItemClassificationApplication

Knowledge

Knowledge

Analysis

Analysis

Category

Group

Group

GroupIndividual

Individual

Category

Group

Group

GroupIndividual

Individual

Category

Group

Group

Group

Group

Individual

Page 9 of 21

SDO

"o0

CO

SDO

•2,"5cr55

SDO

Tagbilaran CityRank

1

23

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

ltem#

1

54

6

7

ItemS

4

2

6

7

30

ltem#

1

2

3

4

5

Domain

Gross Motor

Sensory PerceptualSensory Perceptual

Numeracy

Numeracy

Domain

Sensory Perceptual

Socio Emotional Dev.

Numeracy

Numeracy

Sensory Perceptual

Domain

Gross Motor

Socio Emotional Dev.


Sensory Perceptual


Paggupit/pagdikit ng iba't-ibanghugisTrace/copy/draw geometrical figuresTell which pictures /objects aresame and explain whyName places in the communitywhere families can get some of theirneedskilos ng katawan * pagtulaynang di na tutumba sa tuwid naguhitNaipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan * pagtulay nang di natutumba sa tuwid na guhit


Tell which pictures/ objects aresame and explain whyPaggupit/pagdikit ng iba't-ibanghugisName places in the communitywhere families can get some of theirneedskilos ng katawan * pagtulaynang di na tutumba sa tuwid naguhitNaipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan * pagtulay nang di natutumba sa tuwid na guhitTell which pictures/ objects aresame and explain why


Naipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan * pagtulay nang di natutumba sa tuwid na guhitNaipapahayag ang iba-ibangdamdamin sa angkop na sitwasyon atparaan * katuwaan, tumawa,lumunlundag, humaalakhak,humahagikhik.pumapalakpakCopy letter and word

Tell which pictures/ objects aresame and explain whyTrace/copy/draw geometrical figures



Analysis

Application


Analysis

Analysis

Application

Knowledge


Analysis

Knowledge

Knowledge

Application

Category

Group

GroupGroup

Group

Group

Category

Broup

Broup

Broup

Sroup

ndividual

Category

Broup

Broup

Broup

Broup

3roup

Page 10 of 21

SDO

£>b<n"toCD

SDO

Guihulngan City

SDO

Tanjay CityRank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

ItemS

24

21

19

18

12

ItemS

1

5

30

12

26

ltem#

1

2

Domain

LanguageDevelopmentCharacter and valuesDevelopment

LanguageDevelopmentCognitive/ IntellectualDevelopment* PhysicalEnvironmentCognitive/ IntellectualDevelopment* Numeracy(Mathematics)

Domain

Physical Health, Well-Being and MotorDevelopment FineMotorCognitive/ IntellectualDevelopmentSensory PerceptualCognitive/IntellectualDevelopmentSensory PerceptualCognitive/IntellectualDevelopmentNumeracy

(Mathematics)Cognitive/IntellectualDevelopmentSocial Development

Domain

Physical Health, Well-Being and MotorDevelopment FineMotorSocio-emotionalDevelopment


Identifies words andrhyme/sound alikeNaipapakita angpaggalang sa kapwa*paghihintay ng kanyangpagkakataonIdentifies upper andlower case lettersNapapangkat ang mgahayop ayonsa katangian

Arrange objects into 2 ormore groups accordingto color and shape


Paggupit/pagdikit ngiba't-ibang hugis

Trace/Copy/DrawGeometrical Figures

Tell which pictures/objects are differentand explain whyArrange objects into 2 or moregroups according to color and shape

Name places in the communitywherefamilies can get some of their needs


Paggupit/pagdikit ng iba't-ibanghugis

Naipapahayag ang iba-ibangdamdamin sa angkop na sitwasyonat paraan .katuwaan, tumatawa,lumulundag, humahalakhak,humahagikhik pumapalakpak


Application

Analysis

Analysis

Analysis

itemClassificationAnalysis

Application

Knowledge

Analysis

Knowledge

ItemClassificationAnalysis

Analysis

Category

ndividual

ndividual

ndividual

ndividual

ndividual

Category

ndividual

ndividual

ndividual

ndividual

ndividual

Category

Broup

Sroup

Page 11 of 21

SDO

-C?o<5OtaO

SDO

£>otaO)CO

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

17

29

30

ltem#

4

7

17

18

30

ltem#

14

30

27

29

Physical Health, Weil-Being and MotorDevelopmentGross Motor

Cognitive/IntellectualDevelopmentSensory PerceptualCognitive/IntellectualDevelopmentSensory Perceptual

Domain

Sensory Perceptual

Cognitive/IntellectualDevelopment(Numeracy)Physical Health, Well-Being and MotorDevelopment (FineMotor and GrossMotor)Cognitive/IntellectualDevelopment (PhysicalEnvironment)Cognitive/IntellectualDevelopment(SensoryPerceptual)

Domain

Cognitive/IntellectualDevelopment(Numeracy)

Cognitive/IntellectualDevelopment(SensoryPerceptual)

Cognitive/IntellectualDevelopment(SocialEnvironment)

Cognitive/IntellectualDevelopment(SensoryPerceptual)

Naipakikita ang panimbangsa pagsasagawa ng iba't-ibang kilosng katawan pagtulay nang di natutumbasa tuwid na guhitIdentify missing part in the picture

Tell which pictures/objects are differentand explain why


Tell which pictures/ objects are thesame and explain whyExtend Patterns

Naipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan (pagtulay nang dinatutumba sa tuwid na guhit)

Napapangkat ang hayop ayon sakatangian

Tell which pictures/ objects aredifferent and explain why


Solve number stories involvingaddition up to quantities of 10


Identify basic needs of a family

Identify missing part in the picture

Analysis

Application

Knowledge


Analysis

Application

Analysis

Analysis


Analysis

Knowledge

Analysis

ndividual

ndividual

ndividual

Category

;roup

ndividual

ndividual

ndividual

ndividual

Category

ndividual

ndividual

jroup

ndividual

Page 12 of 21

SDO Talisay City

SDO

£>0oT3<DO

SDO

.-§-o

1u

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

ItemS

2

13

30

1

26

ltem#

1

17

26

29

30

ItemS

8 to 9

15

7

6

27

Domain

Socio-EmotionalDevelopment

Cognitive/IntellectualDevelopment(Numeracy)Cognitive/IntellectualDevelopment(SensoryPerceptual)LanguageDevelopmentCognitive/IntellectualDevelopment(SocialEnvironment)

Domain

LanguageDevelopmentPhysical Health, Well-Being and MotorDevelopment (FineMotor and GrossMotor)Cognitive/IntellectualDevelopment(SocialEnvironment)Cognitive/IntellectualDevelopment(SensoryPerceptual)Cognitive/IntellectualDevelopment(SensoryPerceptual)

Domain

LanguageDevelopment

Numeracy(Mathematics)

Numeracy(Mathematics)Numeracy(Mathematics)

Social Environment


Naipapahayag ang iba-ibangdamdamin sa angkop na sitwasyonat paraan (katuwaan, tumatawa,lumulundag, humahalakhak,humahagikhik, pumapalakpak)Sort and group objects into 2 ormore groups according to function


Know that print is read from left torightName places in the communitywhere families can get some of theirneeds


Know that print is read from left toright

Naipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan (pagtulay nang dinatutumba sa tuwid na guhit)

Name places in the communitywhere families can get some of theirneeds

Identify missing part in the picture




Solve number stories involvingsubtraction up to quantities of 10

Extend patterns

Write numerals (0-10)

Identify basic needs of the family


Analysis

Knowledge

Analysis

Knowledge

ItemClassification

Analysis

Analysis

Knowledge

Application

Knowledge


Analysis

Analysis

Application

Knowledge

Category

jroup

ndividual

ndividual

ndividual

ndividual

Category

Individual

Individual

Individual

Group

Individual

Category

Broup

ndividual

Broup

Sroup

ndividual

Page 13 of 21

SDO

£>o£2.JB•

Q.

3

SDO

0ateaTJ

IS

SDO

&o0o>0

CO

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

ItemS

1

2

10

19

4

ltem#

7

26

1

2

17

ltem#

5

27

17

4

1

Domain

Physical Health, Well-Being and MotorDevelopmentSocio-emotionalDevelopment

LanguageDevelopmentLanguageDevelopmentSensory Perceptual

Domain

Numeracy(Mathematics)Social Environment

Physical Health, Well-Being and MotorDevelopmentSocio-emotionalDevelopment

Physical Health, Well-Being and MotorDevelopment

Domain

Sensory Perceptual

Social EnvironmentGross Motor

Sensory Perceptual

Fine Motor


Paggupit/pagdikit ng iba't-banghugis

Naipapahayag anf iba-bangdamdamin sa angkop sa sitwasyonat paraan * katuwaan,tumatawa,lumulundag, humahalakhak,humahagikhik, pumapalakpakSequencing events

Identifies upper and lowe caselettersTell which pictures/objects are sameand explain why


Extend patterns

Name places in the communitywhere families can get some of theirneedsPaggupit/pagdikit ng iba't-banghugis

Naipapahayag ang iba-bangdamdamin sa angkop sa sitwasyonat paraan * katuwaan.tumatawa,lumulundag, humahalakhak,humahagikhik, pumapalakpakNaipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan * pagtulay nang di natutumba sa tuwid na guhit


Trace/Copy/Draw geometricalfiguresIdentify basic needs of the family

Naipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan pagtulay ng di natutumbasa tuwid na guhitTell which pictures/objects are sameand explain whyPaggupit/pagdikit ng iba't-ibanghugis


Application

Knowledge

Application

Knowledge


Knowledge

Application

Application

Application


Knowledge

Analysis

Knowledge

Analysis

Category

Broup

Broup

Broup

ndividual

Broup

Category

Broup

ndividual

Broup

Broup

ndividual

Category

Broup

ndividual

ndividual

Sroup

Sroup

Page 14 of 21

SDO Cebu Province

SDO

.£?o0egereQ

Rank

1

2

3

4

5

Rank

1

2

3

45

ItemS

5

30

1

17

4

ltem#

1

5

12

2930

Domain

Sensory Perceptual

Sensory Perceptual

Fine Motor

Gross Motor

Sensory Perceptual

Domain

Fine Motor

Sensory Perceptual

Cognitive/IntellectualDevelopmentSensory PerceptualSensory Perceptual


Trace/Copy/Draw geometricalfiguresTell which pictures/objects are sameand explain whyPaggupit/pagdikit ng iba't-ibanghugisNaipakikita ang panimbang sapagsasagawa ng iba't-ibang kilos ngkatawan pagtulay ng di natutumbasa tuwid na guhitTell which pictures/objects are sameand explain why


Paggupit/pagdikit ng iba't-ibanghugisTrace/Copy/Draw geometricalfiguresArrange objects into 2 or moregroups according to color and shapeIdentify missing part in the pictureTell which pictures/objects are sameand explain why


Knowledge

Analysis

Analysis

Knowledge


Application

Analysis


Category

Broup

ndividual

Broup

ndividual

Sroup

Category

Sroup

3roup

ndividual

ndividualndividual

Page 15 of 21

Table 2. SY 2013-2014 Least-Learned SReYA Competencies by Schools Division

SDOBayawan City

SDO

Dumaguete City

SDO

jj|03

O

iroa>

SDO

"oo

CO

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

ItemS

9

10

12

16

24

ltem#

10

16

23

24

25

ltem#

10

8

9

24

19

ItemS

10

24

16

13

Domain

LanguageDevelopmentLanguageDevelopmentCognitive IntellectualDevelopment

Numeracy(Mathematics)LanguageDevelopment

Domain

LanguageDevelopmentNumeracy(Mathematics)LanguageDevelopmentLanguageDevelopmentLanguageDevelopment

Domain

LanguageDevelopmentLanguageDevelopmentLanguageDevelopmentLanguageDevelopmentLanguageDevelopment

Domain

LanguageDevelopmentLanguageDevelopmentNumeracy

Numeracy

Least LearnedCompetencies


Sequencing Events

Arrange objects one afteranother in a series accordingto lengthConverse number and theequivalence of numberIdentifies words thatrhyme/sound alike


Sequencing Events

Converse number and theequivalence of numberKnow that print is read fromleft to rightIdentifies words thatrhyme/sound alikeSay the sound that a letterrepresents


Sequencing Events



Identifies words thatrhyme/sound alikeIdentifies upper and lowercase letters


Sequencing event

Identifies words thatrhyme/sound alikeConserve number and theequivalence of numberSort and group objects into 2or more groups according tofunction

ItemClassification

Knowledge

Knowledge

Analysis

Analysis

Knowledge

ItemClassification

Knowledge

Analysis

Analysis

Knowledge

Application

ItemClassification

Knowledge

Knowledge

Knowledge

Knowledge

Analysis

ItemClassification

Knowledge

Knowledge

Analysis

Analysis

Category

Group

Group

Individual

Individual

Individual

Category

Group

Individual

Individual

Individual

Individual

Category

Group

Group

Group

Individual

Individual

Category

Group

Individual

Individual

Individual

Page 16 of 21

SDO

0

3cr

55

SDO

Tagbilaran City

SDO

&ow

I

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

8

ltem#

24

14

16

10

5

ltem#

9

10

20

23

24

ltem#

1

5

6

7

24

LanguageDevelopment

Domain

LanguageDevelopmentNumeracy

Numeracy


Domain

LanguageDevelopmentLanguageDevelopmentCharacter andValues Dev't

LanguageDevelopmentLanguageDevelopment

Domain

Physical Health,Weil-Being andMotor DevelopmentFine MotorCognitive/IntellectualDevelopmentSensory PerceptualLanguageDevelopmentCognitive/IntellectualDevelopmentNumeracy

(Mathematics)LanguageDevelopment



Identifies words thatrhyme/sound alikeSolve number storiesinvolving addition up toquantities of 10Conserve number and theequivalence of numberSequencing events

Trace/copy/draw geometricalfigures



Sequencing events

Nakasusunod sa mgautos/Gawain nang maayosat maluwag sa kaloobab samga tuntuning pantahanan,pampaaralan atpampamayanan *pagliligpitng mga gamit sa tamanglalagyan pagkatapos gamitinKnow that print is read fromleft to rightIdentifies words thatrhyme/sound alike


Paggupit/pagdikit ngiba't-ibang hugis

Trace/Copy/DrawGeometrical Figures

Write numerals (0-10)

Extend patterns

Identifies words andrhyme/sound alike

Knowledge

ItemClassification

Knowledge

Application

Analysis

Knowledge

Application

ItemClassification

Knowledge

Knowledge

Analysis

Analysis

Knowledge


Application

Analysis

Application

Knowledge

Group

Category

Individual

Individual

Individual

Group

Group

Category

Group

Group

Individual

Individual

Individual

Category

Group

Individual

Group

Group

Individual

Page 17 of 21

SDO Guihulngan City

SDO

Tanjay City

SDO

Carcar CityRank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

ltem#

10

24

23

15

18

ltem#

10

14

23

24

28

ltem#

10

16

23

24

25

Domain

LanguageDevelopmentLanguageDevelopmentLanguageDevelopmentCognitive/IntellectualDevelopmentNumeracy(Mathematics)Cognitive/IntellectualDevelopment* PhysicalEnvironment

Domain

LanguageDevelopmentCognitive/IntellectualDevelopmentNumeracy(Mathematics)LanguageDevelopmentLanguageDevelopmentCognitive/IntellectualDevelopmentPhysicalEnvironment

Domain

LanguageDevelopment

Cognitive/IntellectualDevelopment(Numeracy)

LanguageDevelopment

LanguageDevelopment

LanguageDevelopment


Sequencing events

Identifies words andrhyme/sound alikeKnow that print is readfrom left to right

Solve number storiesinvolving subtractionup to quantities of 10

Napapangkat ang mgahayop ayon sa katangian


Sequencing of events

Solve number storiesinvolving additionup to quantities of 10

Know that print is readfrom left to rightIdentifies words andrhyme/sound alike

Nasasabi ang mga paraanng pangangalaga sakapaligiran


Sequencing events

Conserve number and theequivalence of number

Know that print is read fromleft to right

Identifies words thatrhyme/sound alike

Says the sound that a letterrepresents

ItemClassification

Knowledge

Analysis

Analysis

Knowledge

Knowledge

ItemClassification

Knowledge

Analysis

Analysis

Knowledge

Knowledge

ItemClassification

Analysis

Analysis

Analysis

Knowledge

Application

Category

Group

Group

Group

Group

Group

Category

Group

Individual

Individual

Individual

Individual

Category

Individual

Individual

Individual

Individual

Individual

Page 18 of 21

SDO

&0(8<3>to

SDO

Talisay City

SDO

o0T3O>O

SDO

£&<3G

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

ltem#

17

22

16

10

24

ltem#

24

10

25

9

23

ItemS

8

9

10

16

19

ltem#

10

24

Domain

Physical Health,Weil-Being andMotor Development(Fine Motor andGross Motor)

Socio-EmotionalDevelopment

Cognitive/IntellectualDevelopment(Numeracy)LanguageDevelopmentLanguageDevelopment

Domain

LanguageDevelopmentLanguageDevelopmentLanguageDevelopmentLanguageDevelopmentLanguageDevelopment

Domain

LanguageDevelopmentLanguageDevelopmentLanguageDevelopmentCognitive/IntellectualDevelopment(Numeracy)LanguageDevelopment

Domain

LanguageDevelopmentLanguageDevelopment


Naipakikita ang panimbangsa pagsasagawa ng iba't-ibang kilos ng katawan(pagtulay nang di natutumbasa tuwid na guhit)Naipapakita ang kakayahanna pigilan ang kanyang galito pagkadismaya kapagnaipaliwanag ang dahilan


Sequencing events




Sequencing events

Says the sound that a letterrepresents




Read 2-3 syllables

Read 2-3 syllables

Sequencing events


Identifies upper and lowercase letters


Sequencing Events


ItemClassification

Analysis

Analysis

Analysis

Analysis

Knowledge

ItemClassification

Knowledge

Analysis

Application

Knowledge

Analysis

ItemClassification

Knowledge

Knowledge

Analysis

Analysis

Analysis


Knowledge

Category

Individual

Individual

Individual

Individual

Individual

Category

Individual

Individual

Individual

Group

Individual

Category

Group

Group

Individual

Individual

Individual

Category

Group

Individual

Page 19 of 21

SDO

£•03a.ra•Q.CO

SDO

Mandaue City

SDO

&ooCDO

CO

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

Rank

1

2

3

4

5

23

25

11

ltem#

8to9

11

12

16

24

ItemS

10

24

16

6

18

ltem#

10

24

23

16

13

LanguageDevelopmentLanguageDevelopmentNumeracy(Mathematics)

Domain

LanguageDevelopmentNumeracy(Mathematics)


Numeracy(Mathematics)LanguageDevelopment

Domain

LanguageDevelopment

LanguageDevelopment

Numeracy(Mathematics)Numeracy(Mathematics)PhysicalEnvironment

Domain

LanguageDevelopment

LanguageDevelopment

LanguageDevelopment



Know that print is read fromleft to rightSays the sound that a letterrepresentsArrange objects one afteranother in a series accordingto length


Reads 2-3 word syllables

Arrange objects one afteranother in a series accordingto lengthArrange objects into 2 ormore groups according tocolor and shapeConverse number and theequivalence of numberIdentifies words that rhyme/sound alike


Sequencing events


Converse number and theequivalence of numberWrite numerals (0-10)

Napapangkat ang mgahayop ayon sa katangian


Sequencing Events



Converse number and theequivalence of number

Sort and group object into 2or more groups according tofunction

Application

Analysis

Application


Application

Application

Application

Knowledge


Knowledge

Application

Application

Analysis


Knowledge

Analysis

Analysis

Analysis

Individual

Individual

Individual

Category

Group

Individual

Individual

Individual

Individual

Category

Group

Individual

Individual

Group

Individual

Category

Group

Individual

Individual

Individual

Individual

Page 20 of 21

SDO Cebu Province

SDO

.£ooto

£

Rank

1

2

3

4

5

Rank

1

2

3

4

5

ltem#

10

24

23

11

25

ltem#

10

24

16

23

8

Domain

LanguageDevelopmentLanguageDevelopmentLanguageDevelopmentCognitive/IntellectualDevelopment

LanguageDevelopment

Domain

LanguageDevelopmentLanguageDevelopmentNumeracy(Mathematics)LanguageDevelopmentLanguageDevelopment


Sequencing Events

Identifies words thatrhyme/sound alikeKnow that print is red fromleft to rightArrange object one afteranother in a series accordingto lengthSays the sound that a letterrepresent


Sequencing Events

Identifies words thatrhyme/sound alikeConverse number and theequivalence of numberKnow that print is read fromleft to rightRead 2-3 word syllables


Knowledge

Analysis

Analysis

Application


Knowledge

Analysis

Analysis

Knowledge

Category

Group

Individual

Individual

Individual

Individual

Category

Group

Individual

Individual

Individual

Group

Page 21 of 21

republikang pilipinas kagawaran ng … vii/regional-memo/2016...division phil-iri results (posttest)...

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