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📥 DOWNLOAD: Guidelines on the Grant of Medical Allowance to DepEd Personnel (DepEd Order No. 16, s. 2025) + FREE PowerPoint

In its commitment to uphold the health and welfare of education frontliners, the Department of Education (DepEd) has officially issued DepEd Order No. 16, s. 2025, titled “Guidelines on the Grant of Medical Allowance to DepEd Personnel.” This order reaffirms the Department’s responsibility to support the well-being of its workforce by systematizing the availment of medical assistance, whether through group HMO coverage or individual cash grants.

📌 According to the official Field Orientation on this policy, this directive strengthens administrative procedures, clarifies personnel eligibility, and ensures equitable distribution of funds. You can now download the PowerPoint guide for official orientation use here:
👉 [Insert your download link here]

👨‍🏫📋 Who’s Eligible for the Medical Allowance under DepEd Order No. 16, s. 2025?

The updated eligibility guidelines include a broad range of personnel who meet at least six (6) months of aggregated service within the fiscal year, including periods under alternative work arrangements and leaves with pay.

✅ Eligible personnel include:

  • Regular DepEd employees (teaching and non-teaching) with 6 months of service

  • New hires upon reaching 6 months of service within the year

  • Personnel who transferred from another agency but were not previously granted medical allowance

  • Detailed personnel (allowance granted by the mother agency)

  • Seconded personnel (allowance granted by recipient agency)

  • Compulsory retirees with extended services

  • Personnel charged with administrative/criminal cases but not yet convicted

  • Personnel found guilty with a penalty of reprimand only

  • Those on study leave with pay, with at least 6 months of service (before or after leave)

🚫📑 Ineligible Personnel Under the New Guidelines

Not all DepEd-affiliated personnel qualify. According to the Field Orientation on DepEd Order No. 16, s. 2025, the following are not qualified:

  • Consultants, experts, CoS, JOs, apprentices, and student laborers

  • Personnel already granted a similar benefit by their previous agency

  • Personnel funded by LGUs but assigned to DepEd

  • Employees on study leave the entire year

  • Those receiving HMO-based healthcare under special laws

  • Personnel found guilty of administrative/criminal cases with penalties higher than a reprimand

💼📊 Where Funds Come From: PS Allotments & MPBF

The funding source for this program is primarily the Personnel Services (PS) allotment of the schools or offices. In cases of shortfall, the Miscellaneous Personnel Benefits Fund (MPBF) may be tapped—ensuring that no qualified personnel is left behind due to budget constraints.

💳🏥 How to Avail: Group vs. Individual Options

✅ Group Availment via HMO Procurement

The Administrative Division, acting as End-User (EU), consolidates all Annex A registration forms, prepares procurement documents, and ensures HMO delivery of services. HMO packages must include:

  • In-patient benefit

  • Out-patient consultations and diagnostics

  • Emergency care

  • Annual Physical Exams (APE)

  • Dental services

📝 New hires will only get their HMO card after completing 6 months of service.

🧾 Individual Availment: Two Options

Option 1: For Own HMO Enrollment

  • Payroll-based release upon validated Annex A form

  • Proof of HMO enrollment, official receipt, or valid ID must be submitted

  • Family plan dependents can avail upon submission of proof

  • No refund required if the amount is less than the ₱7,000 allowance

Option 2: For Medical Expense Reimbursement

Granted only to personnel who are:

  • Assigned/residing in GIDA areas

  • In communities without an HMO branch

  • Have been denied HMO enrollment

📌 Submit Annex B with proof of location, denial letter, and medical expense receipts.

⚠️ Failure to comply with documentation will result in disqualification for the next year’s grant.

📊📋 HMO Plans Reviewed in the Orientation

Based on the industry study presented during the field orientation:

  • HMO A – ₱160,000/year, best for comprehensive inpatient/outpatient and dental services

  • HMO B – ₱75,000/illness, covers preexisting conditions

  • HMO C – ₱50,000/year, focused on preventive and outpatient care

Schools and offices must choose plans wisely, aligned with both staff needs and geographic access.

🛠️📃 Streamlined Procedures for Availment

Step 1: Admin-Personnel generates a memo listing eligible personnel
Step 2: Eligible staff submit completed Annex A forms
Step 3: The Admin Division processes the grant, either through group HMO or payroll disbursement

📥📊 Ready to Review the Official Visual Guide?

For schools conducting orientations or HR personnel who need an easy reference, we've prepared the official downloadable PowerPoint presentation based on DepEd Order No. 16, s. 2025.

🎯 Click here to download the FREE PowerPoint now!

Upload Here 📤 | The Centralized Portal for Literacy and Numeracy Assessments (CRLA, RMA, and Phil-IRI)

In today's data-driven educational landscape, the Department of Education (DepEd) has made a significant leap toward systematizing assessment submissions through a digital interface. The Numeracy and Literacy Assessments Submission Portal is now the official hub where teachers across the Philippines can upload results from the Comprehensive Rapid Literacy Assessment (CRLA), the Rapid Math Assessment (RMA), and the Philippine Informal Reading Inventory (Phil-IRI).

📚 LITERACY CORNER: CRLA and Phil-IRI Get a Digital Upgrade

The left side of the portal provides a streamlined path for educators handling literacy assessments. According to DepEd’s Bureau of Learning Delivery, early identification of reading difficulties is a critical step toward improving learner outcomes. The following tools are integrated in the platform:

  • The Comprehensive Rapid Literacy Assessment (CRLA) is designed for learners in Grades 1 to 3. It targets foundational reading skills such as phonemic awareness, word recognition, and reading fluency.

  • The Philippine Informal Reading Inventory (Phil-IRI), aligned with DepEd Order No. 14, s. 2018, caters to learners from Grades 4 to 6 and Grades 7 to 10. This national screening tool evaluates oral reading, silent reading, and comprehension levels to help educators plan remedial instruction based on individual needs.

This portion of the portal ensures that results can be submitted by clicking the dedicated blue buttons assigned per grade cluster. Each upload goes directly to the centralized database—ensuring faster analytics, school-based interventions, and region-wide monitoring.

➕ NUMERACY SPOTLIGHT: RMA for Key Stages 1 to 3

On the right section of the interface lies the entry point for the Rapid Math Assessment (RMA), a much-needed initiative according to the National Educators Academy of the Philippines (NEAP) to address declining math performance among Filipino learners.

This diagnostic tool is organized into Key Stages:

  • Key Stage 1 (Grades 1 to 3)

  • Key Stage 2 (Grades 4 to 6)

  • Key Stage 3 (Grades 7 to 10)

Each category allows for a quick upload of learners' performance in essential numeracy competencies, such as basic operations, problem-solving, and math reasoning. Unlike generic spreadsheets, the RMA results feed into a DepEd-monitored system that enables better intervention tracking, trend analysis, and policymaking.

🖱️ User Experience: Why Uploading Here Matters

Instead of juggling various email submissions, USB copies, or localized forms, this digital portal consolidates everything into one secure, responsive system. Whether you're uploading results from a Grade 2 CRLA or a Grade 9 RMA, your data reaches the appropriate DepEd units with timestamped accuracy.

As noted in a recent circular by the Bureau of Curriculum Development, this move toward digitization is aligned with the MATATAG Agenda's goals to create more resilient and data-informed schools. The upload buttons are clearly labeled, segmented by grade groupings, and intuitively placed for ease of navigation.

To ensure accuracy, the portal also includes links to the latest scoresheet templates. Teachers are encouraged to use the June 26, 2025 version, which has minor revisions in scoring categories and reading level qualifiers.

CLICK HERE TO PROCEED TO NLA PORTAL

🧠 Beyond Compliance: A Step Toward Learning Equity

Uploading your data here isn’t just about compliance—it’s a step toward educational equity. By participating in this system, you’re contributing to a nationwide learner profile that can shape classroom instruction, school improvement plans, and even national policy. According to insights from the Philippine Business for Education (PBEd), real-time educational data empowers decision-makers to tailor interventions for underserved schools and at-risk learners.

This portal is more than just a tool. It’s a call to action for every educator: that literacy and numeracy matter—and we must track them wisely.

📘 HOW to Determine the Starting Point in Phil-IRI: Step 1 That Builds Accurate Reading Assessment

When it comes to administering the Philippine Informal Reading Inventory (Phil-IRI) in Junior High School, one essential step often gets overlooked: Step 1 – Determine the Starting Point. Many educators might jump straight to oral reading assessments, but without this foundation, the reliability of the results can be compromised.

Understanding how to determine the starting point is not just a procedure—it’s a diagnostic move that ensures learners are being assessed at the right reading level. As emphasized in the 2024 Phil-IRI Manual for Junior High School, this step uses the learner’s raw score from the Graded Screening Test (GST) to decide which passage level is most appropriate to begin with.

🔍 Why the Starting Point Matters in Phil-IRI

In reading diagnostics, accuracy is everything. This is especially true for the Phil-IRI, the country’s official tool for assessing reading performance among learners. According to DepEd, identifying the correct starting passage allows for an authentic measure of a student’s oral reading fluency and comprehension.

If a learner starts at a level that's too difficult, frustration can quickly follow, leading to inaccurate reading results. On the other hand, if the text is too easy, the assessment may underestimate the learner’s actual reading potential. That’s why Step 1 isn’t optional—it’s essential.

📊 Understanding the Formula: GST Score and Passage Level

The learner’s raw score in the GST directly informs which passage they should read first:

  • A score of 0–15 means the learner should begin 3 grade levels below their current grade.

  • A score of 16–27 means they should begin 2 grade levels below their current grade.

This ensures the learner reads a passage within their zone of proximal development, a concept backed by educational theorists like Vygotsky and affirmed in DepEd’s reading framework.

📚 Phil-IRI Step 1 Table: GST Score and Reading Passage Level

Learner’s Grade LevelGST Raw Score RangeStarting Passage Grade LevelGrade Level Difference
Grade 70–15Grade 43 levels below
Grade 716–27Grade 52 levels below
Grade 80–15Grade 53 levels below
Grade 816–27Grade 62 levels below
Grade 90–15Grade 63 levels below
Grade 916–27Grade 72 levels below
Grade 100–15Grade 73 levels below
Grade 1016–27Grade 82 levels below

✅ This table is based on the official instructions from the DepEd Phil-IRI Manual 2024, which all schools are encouraged to follow for consistent assessment procedures.

👦 Sample Scenario: Sandro's Starting Point

Let’s apply the formula:
If Sandro, a Grade 7 student, receives a GST raw score of 14, the test administrator must begin with a Grade 4 passage. That’s three levels below his current grade. This selection is strategic—it’s where he is most likely to demonstrate his current reading ability without being overwhelmed or discouraged.

Once Sandro completes this passage, the teacher can observe his fluency and comprehension to determine if he should move up, stay at that level, or even move further down. That diagnostic judgment is then used in Step 2: Oral Reading, which involves scoring the learner’s miscues and comprehension responses.

🧠 Teacher’s Insight: Trust the Data, But Know the Learner

It’s important to remember that raw scores are not everything. While they guide the starting point, teachers should remain attentive to each learner’s confidence, anxiety levels, and background. Some students might underperform on the GST due to test anxiety, not necessarily low reading ability.

As emphasized in formative assessment research (Black & Wiliam, 1998), data must be interpreted with context. The Phil-IRI process, while standardized, still requires the teacher’s discernment and professional judgment to make meaningful conclusions about a learner’s reading development.

🚀 What Happens After Step 1?

Once the correct starting point is determined, the administrator proceeds to Step 2: Conduct the Oral Reading Assessment using the selected passage. This is where miscue analysis and comprehension checking happen. But remember: without a solid Step 1, Step 2 may produce flawed data.

By ensuring the learner begins at an appropriate difficulty level, teachers set the stage for more accurate results, and ultimately, more targeted reading interventions.

📘 Download the 2024 Phil-IRI Junior High School Manual with Reading Materials 📥

The Philippine Informal Reading Inventory (Phil-IRI) continues to evolve as a powerful tool for literacy assessment across public schools. The 2024 Phil-IRI Manual for Junior High School offers not just a refined set of procedures, but also includes updated reading materials tailored to meet the diverse levels of learners. Whether you are an English teacher, school head, or education researcher, this year’s edition provides a comprehensive framework that aligns with the Department of Education’s (DepEd) thrust for quality, evidence-based instruction.

📚 What is the Phil-IRI? — Bridging Reading Gaps with Purpose 🔍

The Phil-IRI is an informal reading inventory designed to measure the reading proficiency of Filipino learners. According to the Department of Education (DepEd), this tool aids teachers in diagnosing reading levels and tailoring interventions based on actual student needs. It is not just an assessment—it’s a gateway to unlocking learners’ potential by determining their independent, instructional, and frustration reading levels.

While previous manuals focused heavily on elementary education, the 2024 Junior High School Phil-IRI extends the reach, addressing the often-overlooked reading struggles of Grades 7 to 10 students. This is a significant shift as adolescent learners require more context-rich materials and adaptive strategies for comprehension.

🧠 What’s New in the 2024 Phil-IRI Manual? 🔄

The latest version of the Phil-IRI for Junior High School comes with enhanced features that reflect DepEd’s recalibrated MATATAG curriculum. According to the Bureau of Learning Delivery (BLD), this edition includes:

  • Updated Oral and Silent Reading Passages: Carefully curated to represent Grade 7 to 10 texts, these materials go beyond simple stories and introduce authentic, age-appropriate selections across fiction and nonfiction genres.

  • Comprehensive Teacher's Guide: This includes step-by-step instructions, sample questions, scoring rubrics, and suggested remediation strategies based on students' performance.

  • Diagnostic to Post-Test Flow: The manual helps schools implement reading assessments throughout the school year—from preliminary baseline testing to end-of-year evaluations.

Unlike past iterations, the 2024 Manual encourages literacy profiling, enabling educators to track reading development over time. It’s not just about labeling students as “frustrated readers,” but helping them cross over into comprehension mastery with proper support.

📖 The Power of the Reading Materials—Authentic and Engaging 🔤

The reading selections included in this manual are not mere fillers; they are essential tools for promoting higher-order thinking. Stories range from traditional Philippine folktales to informational texts involving local history, science, and social issues. These texts are purposefully selected to reflect the language level of Filipino teenagers while respecting their interests and cognitive maturity.

Passages are categorized per grade level, and each comes with a structured comprehension check—questions that test literal, inferential, and critical thinking. There is also a section for vocabulary development, promoting contextual understanding and word analysis. These features make the manual a literacy powerhouse, ideal for the holistic development of reading competence.

📝 How Teachers Can Maximize the Manual in 2024 🎯

One of the biggest strengths of this year's Phil-IRI Manual is its user-friendliness. Teachers don’t need advanced training to implement it. With an emphasis on formative assessment, the process encourages reflective teaching.

Educators are advised to:

  • Conduct reading inventories early in the school year using the provided texts.

  • Use the results to guide differentiated instruction in reading classes.

  • Repeat the assessment quarterly to measure progress.

According to DepEd Order No. 14, s. 2018, using tools like Phil-IRI supports the broader goal of enhancing learning outcomes. This makes the manual not just a classroom requirement but a strategic instructional resource.

CLICK HERE TO DOWNLOAD 2024 Phil-IRI Junior High School Manual 

🧩 Phil-IRI and the Bigger Picture of Nation Building 🇵🇭

Why does this matter? Because reading is foundational to every academic subject and real-world task. Improving reading levels in Junior High School means preparing learners for more than just exams—it means enabling them to analyze, interpret, and make decisions based on what they read.

As the Department of Education pushes for a stronger learning recovery program, the Phil-IRI Manual serves as a vital instrument in identifying and addressing learning gaps born from years of educational disruptions. It is timely, research-aligned, and grounded in the local educational context.

📥 Download Phil-IRI Form 1B STCRR: Unlocking the Power of Reading Data in Your Classroom 📚

Reading is more than decoding words—it's the gateway to lifelong learning. For teachers in the Philippines, the Phil-IRI Form 1B Screening Test Class Reading Record (STCRR) is more than a tool for evaluation; it's a classroom compass that directs instruction, identifies student needs, and supports strategic planning. In this blog, we explore how teachers can use the STCRR not just as a form, but as a transformative tool for shaping stronger reading programs.

📄 What is the Phil-IRI Form 1B STCRR? A Teacher’s Ally in Literacy Monitoring 🧠

The Phil-IRI Form 1B is part of the Philippine Informal Reading Inventory (Phil-IRI) developed by the Department of Education (DepEd). This particular form—the Screening Test Class Reading Record (STCRR)—functions as a class-level summary of student reading comprehension.

It records individual scores in literal, inferential, and critical comprehension, while also identifying those who need further testing. According to the DepEd's Phil-IRI Manual of Administration, students who score 14 or higher out of 20 in the screening test are considered proficient enough not to require additional reading diagnosis.

The STCRR is not just a compliance document—it’s an essential element in building effective, data-informed teaching in the classroom.

🧑‍🏫 Why Teachers Should Care: The STCRR as a Game-Changer in Reading Instruction 🎯

Many teachers focus heavily on lesson delivery but often lack real-time, evidence-based insights about their students' reading comprehension. Here's where the STCRR comes in:

🔍 Early Detection of At-Risk Readers

The STCRR immediately flags learners scoring below 14, allowing teachers to act before comprehension gaps widen. This proactive step can prevent long-term academic setbacks.

🤝 Improving Group-Level Interventions

With a full view of the class’s strengths and weaknesses, teachers can plan more targeted group reading lessons. For instance, if most students struggle with inferential thinking, the teacher can focus the next reading module on that specific skill.

⏳ Streamlined Instructional Planning

Since students who meet the benchmark don’t proceed to the full PHIL-IRI, educators save valuable time. This efficient system allows more energy to be directed toward students who genuinely need intervention.

CLICK HERE to download Phil-IRI Group Screening Test Form

📈 Making the Most of STCRR Data: What Teachers Should Do Next 📝

Once teachers complete the STCRR, the real work begins: analyzing the data and acting on it. Instead of moving forward with a one-size-fits-all approach, educators should:

  • Adjust their reading lessons based on comprehension types where students scored low.

  • Form flexible reading groups to allow peer learning and focused instruction.

  • Use the data in quarterly reviews to monitor progress and adjust teaching goals.

As emphasized by DepEd’s Bureau of Learning Delivery, using Phil-IRI data should be a continuous process, not a one-time event. This mindset turns assessment into action.

🏫 Field Insight: Empowering Literacy Through STCRR

Mrs. Ramos, a Grade 7 teacher in Nueva Ecija, shares that after her students took the Phil-IRI screening, she used the STCRR to isolate which skills needed reinforcement. She discovered that while her class excelled in literal recall, inferential thinking was weak across the board. With that, she shifted her strategy: integrating more “why” and “how” questions into class discussions.

Her class’s reading comprehension scores improved by the next quarter—not just on paper, but in how students engaged with texts. This is the difference the STCRR can make when used intentionally.

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