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MOSY Assessments for ARAL Program 2025: Complete Guide and Important Links

The Academic Recovery and Accessible Learning (ARAL) Program continues to support literacy and foundational learning as schools work to close gaps and help students progress more confidently. One of the key tools used in this effort is the Middle-of-the-School-Year (MOSY) assessment, a nationwide progress monitoring measure that tracks reading development from Grades 1 to 10.

This guide explains the purpose of MOSY, who should take it, how it supports academic recovery, and all the important links schools need for School Year 2025–2026.

"Teachers administering MOSY literacy assessments to students under the ARAL Program for School Year 2025–2026."

What Are MOSY Assessments?

The Middle-of-the-School-Year (MOSY) assessments measure how much progress learners have made since the beginning of the school year. As part of the ARAL Program’s monitoring system, these assessments help determine whether learners are meeting expected literacy milestones and whether instructional adjustments are necessary.

They support national learning recovery efforts and follow key policies such as:

  • Republic Act No. 12028 – National Learning Recovery Program

  • DepEd Order No. 18, s. 2023 – ARAL Program Guidelines

  • DepEd Memorandum No. 64, s. 2023 – ARAL Program Implementation

MOSY is not merely a test—it is a tool that guides educators toward smarter, data-driven interventions.

Why MOSY Matters in Learning Recovery

Through MOSY, teachers can:

  • Identify learners needing more intensive literacy help

  • Track improvements since the beginning of the school year

  • Adjust ARAL sessions to match current skill levels

  • Ensure better targeting of reading strategies and materials

These assessments allow schools nationwide to maintain consistent monitoring and equitable support.

Who Takes the MOSY Assessments?

All schools implementing ARAL must administer MOSY, regardless of the program’s start date.

Grade 1

  • Test-takers: All Grade 1 learners

  • Testing Window: October 20 – November 17, 2025

  • Assessment Tool: CRLA (Comprehensive Rapid Literacy Assessment)

  • Purpose: Determine eligibility for ARAL participation

  • Important Link: https://bit.ly/CRLA_AdministrationMaterials

Grades 2–3

  • Test-takers: All ARAL learners

  • Testing Window: November 17 – December 15, 2025

  • Assessment Tool: MOSY assessments validated at the beginning of the school year

  • Important Link: CLICK TO ACCESS

Grades 4–10

  • Test-takers: All ARAL learners

  • Testing Window: November 17 – December 15, 2025

  • Assessment Tools:

    • Phil-IRI pre-test materials

    • CRLA (optional for reading level checks)

  • Important Link: https://tinyurl.com/PhilIRIToolsG4to10

Additional Notes for Schools

  • CRLA MOSY results for Grade 1 determine ARAL participation.

  • For Grades 2 to 10, results guide instructional adjustments.

  • Schools must follow the official testing window for consistency.

  • A separate memorandum for MOSY will no longer be issued.

Submission of MOSY Results

All schools must submit MOSY results no later than December 16, 2025.

The timely submission of results ensures that the national learning recovery team can analyze data and adjust interventions where needed.

How MOSY Helps Teachers and Tutors

Teachers gain clearer insights into:

  • Learners’ reading levels

  • Growth from BOSY to MOSY

  • Skill gaps needing targeted intervention

  • Appropriate groupings for ARAL sessions

With reliable data, educators can fine-tune their strategies and improve learning outcomes midyear.

What Parents and Families Should Know

Families benefit from understanding the value of MOSY. Through these assessments, they can:

  • Track their child’s literacy growth

  • Receive clear updates from teachers

  • Support learning at home in the right areas

MOSY fosters stronger collaboration between school and home.

A Look Ahead

As learners continue through the 2025–2026 school year, MOSY assessments remain a vital part of the ARAL Program’s nationwide learning recovery efforts. With accurate data and updated tools, educators are better equipped to help learners strengthen foundational reading skills.

The assessments, together with the provided important links, ensure that schools can carry out MOSY smoothly and effectively.

Here Are More Links for ARAL Reading Topics

The Philippines has long faced a significant challenge in its education system: many students struggle to reach grade-level reading proficiency. To address this, the Department of Education (DepEd) launched the ARAL Reading Program, a nationwide initiative aimed at helping learners strengthen their reading skills in both English and Filipino. This guide provides a comprehensive overview of how the program works, its purpose, structure, and impact.

Filipino students in a classroom reading decodable books with a teacher guiding an ARAL reading session

What Is the ARAL Reading Program?

The ARAL Reading Program, officially called the Academic Recovery and Accessible Learning program, targets students from Grades 1 to 10 who are struggling with foundational reading skills. Its mission is to ensure that learners achieve the expected level of reading proficiency for their grade.

The program specifically focuses on students who:

  • Read below the minimum standard for their grade level.

  • Are identified by teachers as struggling readers.

  • Read two or more grade levels below where they should be.

By concentrating resources on these learners, ARAL aims to provide targeted support to help students catch up academically and build confidence in reading.

How ARAL Works: Two Key Pathways

ARAL is designed as a differentiated program with two main tracks: ARAL Reading Basic and ARAL Reading Plus, depending on each learner’s needs.

ARAL Reading Basic

This pathway is for students with significant gaps in foundational skills, such as phonics, decoding, and basic fluency. Instruction is structured, explicit, and multisensory, helping students internalize the basics of reading. It focuses on hands-on learning, repetitive practice, and individual support to ensure students grasp core concepts.

ARAL Reading Plus

This pathway targets students who can decode text but struggle with fluency, comprehension, and vocabulary. It involves more complex texts, interactive reading sessions, and scaffolded exercises designed to build higher-level reading skills. Students in this track focus on understanding and analyzing text, expanding vocabulary, and improving reading speed.

Why ARAL Matters: The Stakes Are High

The importance of ARAL cannot be overstated. Many Filipino students can recognize words but struggle to comprehend meaning, a problem often referred to as “functional illiteracy.” This affects academic performance, long-term learning, and future opportunities.

The program aligns with the K–12 curriculum’s essential learning competencies, emphasizing reading as a foundational skill. It also includes continuous assessment, starting with screening tests and progressing to individualized reading assessments to monitor student progress and adjust instruction.

CLICK HERE TO ACCESS ARAL READING TOPICS

Implementing ARAL: From Policy to Practice

The success of ARAL depends on careful implementation:

  • Teacher Training: Educators receive specialized training to deliver ARAL sessions effectively, equipping them with strategies to support both Basic and Plus learners.

  • Learning Materials: Teachers use decodable texts, worksheets, and guided reading activities designed to match students’ reading levels.

  • Community Engagement: Parents, tutors, and local communities are encouraged to participate in reinforcing literacy at home and in informal learning spaces.

  • Monitoring & Evaluation: Student progress is tracked regularly to ensure that interventions are effective and to identify learners who need additional support.

Challenges & Criticisms

While ARAL is a promising initiative, it faces some challenges:

  • Teachers report increased workload and the difficulty of managing both Basic and Plus groups.

  • Some schools lack sufficient materials, such as decodable books and guided reading resources.

  • Ongoing training and support are needed to maintain program quality and ensure consistency across regions.

Despite these hurdles, ARAL continues to make a positive difference for struggling readers.

Success Stories & Early Impact

Although ARAL is still expanding, early results are encouraging:

  • Students in ARAL Reading Plus are gaining confidence and improving comprehension.

  • Learners in ARAL Reading Basic are showing growth in phonics, decoding, and fluency.

  • Teachers report increased student engagement and enthusiasm for reading.

These successes demonstrate the potential of ARAL to significantly improve literacy outcomes for Filipino students.

What’s Next for ARAL?

The program’s long-term success depends on:

  1. Sustained Funding: Continued government and community support to maintain resources and staffing.

  2. Teacher Capacity: Ongoing professional development to help teachers manage both tracks effectively.

  3. Robust Assessment: Monitoring student progress and adjusting instruction to meet individual needs.

  4. Scalable Materials: Providing high-quality decodable texts, comprehension exercises, and digital learning tools.

  5. Community Integration: Ensuring parents and communities actively support reading development outside the classroom.

The ARAL Reading Program is a structured intervention addressing the literacy gap in the Philippines. By combining assessment-driven placement, tailored instruction, and continuous monitoring, ARAL is helping struggling readers achieve their academic potential.

It offers valuable insights into effective reading interventions, differentiated instruction, and data-driven teaching methods, demonstrating that literacy is the foundation of lifelong learning and success.

2025 National Celebration of Tech-Voc: Empowering Skills, Building Better Future Careers

Technical and vocational education has grown into one of the most important drivers of economic development worldwide. As industries rapidly evolve, countries increasingly depend on a workforce equipped not only with theoretical knowledge but also with practical, job-ready skills. This global trend is especially evident in the Philippines—home to millions of skilled professionals who contribute both locally and internationally.

To highlight this vital sector, the Department of Education (DepEd) will once again lead the 2025 National Celebration of Tech-Voc on November 25, 2025, anchored on the theme “Empowering Skills, Building Better Future Careers.” Mandated by Republic Act No. 10970, the celebration reinforces the value of Technical-Vocational (Tech-Voc) education in shaping a capable workforce prepared for the demands of the future.

“Students and educators collaborating in a modern technical-vocational training facility showcasing robotics, automotive, culinary, and technology skills.”

For US-based readers, especially those with Filipino heritage, ties to the education sector, or interest in global workforce development, this celebration offers an inspiring look into how the Philippines invests in long-term career readiness through industry-aligned programs.

Why Tech-Voc Matters in Today’s Global Economy

Across the United States and other countries, vocational and technical education plays a crucial role in solving workforce gaps. Industries such as manufacturing, automotive technology, healthcare support, culinary arts, information technology, and construction rely heavily on skilled professionals. The Philippines mirrors this trend through its nationwide Tech-Voc programs designed to prepare Senior High School learners for successful careers immediately after graduation.

DepEd’s Tech-Voc tracks provide training that is competency-based, industry-standard, and aligned with global workforce expectations—especially valuable in an era where hands-on skills can accelerate employability. For many Filipino families, Tech-Voc serves as a gateway to stable jobs, entrepreneurial opportunities, or even careers abroad.

The 2025 National Celebration: A Commitment to Skills and Opportunity

DepEd Region IV-A (CALABARZON) will host this year’s culminating event. While the official venue is yet to be announced, the celebration on November 25, 2025 promises a collaborative gathering of:

  • Government agencies

  • Private partners

  • Industry-based organizations

  • School leaders, teachers, and learners

The goal: to showcase how collaboration between schools and industries strengthens Technical-Vocational Education for future generations.

Key Objectives of the Celebration

The 2025 National Tech-Voc event aims to:

  1. Present initiatives from DepEd and partner agencies that strengthen Tech-Voc programs nationwide.

  2. Highlight successful partnerships that exemplify effective industry-academic collaboration—an essential component for real-world training and employment readiness.

These objectives reflect the Philippine government’s continuing commitment to upskilling the youth, especially as global industries pivot toward technology-driven and specialized occupations.

Who Will Participate? Representation from All Regions

To ensure wide participation, DepEd has requested each Philippine region to send four official representatives, including:

  • One Regional Director or Schools Division Superintendent

  • One TLE Regional Supervisor

  • One TLE Division Supervisor

  • One School Head

Additionally, Regions III, IV-A, and the National Capital Region (NCR) will send 50 more participants each—composed of field officials, teachers, and learners—to maximize representation.

This expanded participation highlights the event’s significance, demonstrating DepEd’s push to involve all stakeholders in shaping the country’s skills-oriented future.

Support for Delegates and Event Logistics

To make participation accessible, DepEd has already downloaded transportation funds to regional offices as early as August 2025. Most participants (except those from Regions III, IV-A, and NCR) will be provided one night of accommodation on November 24, 2025, ensuring they can fully participate in the event.

All attendees will also receive meals throughout the celebration.

This level of support underscores DepEd’s commitment to ensuring equitable participation—especially crucial for public school officials who may face logistical limitations.

Ensuring No Disruption to Classes

In line with DepEd’s standing policies—particularly Order No. 9, s. 2005, Order No. 012, s. 2025, and Memorandum No. 2022-058—regular classes shall not be disrupted because of the event. Participation hours must come from time allocated for specialized subjects such as:

  • EPP

  • TLE

  • SPTVE

  • TVL

This ensures a balance between hands-on experience (through the event) and uninterrupted academic instruction.

Strengthening Tech-Voc for a Better Tomorrow

For Filipinos in the United States—many of whom work in skilled professions—the Philippine Tech-Voc system continues to serve as the backbone of a globally competitive workforce. The 2025 National Celebration of Tech-Voc is more than a one-day event; it is a testament to the Philippines’ dedication to nurturing practical skills, expanding career opportunities, and building a stronger foundation for economic progress.

By fostering stronger school-industry partnerships and empowering learners through real-world training, the country ensures that its workforce remains adaptable and future-ready.

Submitting Regional Participants

All regions are required to submit their participant lists to the following DepEd email addresses no later than November 14, 2025:

For questions or clarifications, stakeholders may contact Ms. Maria Cecilia Nayve, Program Focal.

Celebrating Skills, Seizing Opportunities

As the world continues to evolve, technical and vocational skills remain essential drivers of productivity and innovation. The 2025 National Celebration of Tech-Voc serves as a meaningful reminder that education is not limited to classrooms—it thrives in workshops, laboratories, kitchens, studios, and real-world environments where learners discover what they can contribute to society.

With its theme “Empowering Skills, Building Better Future Careers,” this year’s celebration invites everyone—educators, policymakers, learners, industry partners, and international stakeholders—to support the growth of Tech-Voc education and the bright futures it creates.

Nationwide Survey for the Development of the DepEd Employee Mental Health Policy (DEMHP)

The Department of Education (DepEd) has long recognized that its greatest asset is its people—teachers, school leaders, and non-teaching personnel who tirelessly work to deliver quality basic education across the Philippines. As global conversations around mental health continue to grow—including among Filipino communities in the United States—DepEd is taking bold steps to ensure its workforce is supported, valued, and mentally healthy.

In line with the observance of World Mental Health Day last October 9, DepEd introduced a major initiative: the development of the DepEd Employee Mental Health Policy (DEMHP). This landmark policy will guide the implementation of mental health support systems for all teaching and non-teaching personnel nationwide.

“Filipino teachers completing an online mental health survey for the DepEd Employee Mental Health Policy in a supportive school environment.”

To make this policy evidence-based and responsive to real needs, DepEd is launching a nationwide Mental Health Survey—and every DepEd employee is strongly encouraged to participate.

Why Your Participation Matters

Across the Philippines—and even among Filipinos abroad—the challenges of the education sector are well-known. Heavy workloads, classroom challenges, administrative tasks, and community expectations often take a toll on the mental well-being of educators and staff.

This survey is not just a formality. It is a crucial foundation for creating lasting mental health programs that benefit thousands of DepEd workers. Your responses will:

  • Help DepEd understand the real mental health concerns of employees

  • Provide insights that shape support mechanisms and wellness programs

  • Ensure that interventions are inclusive, equitable, and culturally appropriate

  • Serve as basis for more employee-centered policy reforms

When educators and personnel are well-supported, students benefit too.

How to Join the Nationwide Mental Health Survey

DepEd encourages all personnel across all regions to take part in the survey. Participation is easy, convenient, and completely online.

Survey Access:

🔗 Link: https://bit.ly/DEMHP MHSurvey
📌 QR Code: (Insert QR code image in the blogpost)

Whether you're a teacher in a remote barangay school, a staff member in a Schools Division Office, or a Filipino educator living in the U.S. while temporarily assigned or connected with the Philippine educational system, your voice matters.

Confidentiality and Data Privacy: Your Information Is Protected

DepEd assures all participants that data privacy is a top priority. All personal and sensitive information collected through the survey will be handled strictly according to:

Republic Act No. 10173 — Data Privacy Act of 2012

This means:

  • Your identity will not be disclosed without your consent

  • Responses will be used solely for crafting the DEMHP

  • Analysis and validation will be performed ethically

  • Aggregated data—not individual answers—will shape policy discussions

You can participate confidently knowing that your honesty is protected by law.

What Happens After the Survey?

The work does not end with data collection. DepEd has laid out a clear and practical process to ensure that every response leads to meaningful action.

1. Data Analysis & Validation

Survey responses will undergo careful review to identify patterns, gaps, and urgent concerns.

2. Focus Group Discussions (FGDs)

In November 2025, the BHROD – Employee Welfare Division (EWD) will hold FGDs with selected participants from:

  • Public schools

  • Schools Division Offices

  • Regional Offices

These FGDs guarantee that policy recommendations truly reflect the real-life experiences of DepEd employees across diverse environments—from urban centers to far-flung localities.

3. Drafting the DEMHP

With validated survey insights and FGD narratives, DepEd will draft a robust, evidence-based, and inclusive mental health policy.

4. Implementation Across DepEd

Once finalized, the DEMHP will guide programs such as:

  • Accessible mental health services

  • Stress-management and wellness initiatives

  • Crisis response and psychological first aid

  • Support systems for high-stress roles

  • Training for leaders in mental health awareness

This is a long-term investment in the wellbeing of our national education workforce.

A Call to Action: Your Honest Participation Creates Change

DepEd emphasizes that a meaningful and sustainable mental health policy can only be created with the cooperation of all employees. Every response—whether expressing stress, satisfaction, concerns, or hope—will help shape a healthier future for the education sector.

**Your voice matters.

Your experience matters.
Your mental well-being matters.**

If you have questions or concerns regarding the survey, you may contact:

📧 bhrod.ewd@deped.gov.ph
☎️ 8633-7229

Building a Healthier, Happier DepEd Family

The development of the DEMHP is a historic step—one that puts the mental well-being of employees at the center of education reform. For Filipino teachers and staff both in the Philippines and abroad, this is a chance to contribute to positive, long-term change.

By participating in the nationwide survey, you help pave the way for a more compassionate, empathetic, and supportive DepEd community.

Together, we build a brighter, healthier future for those who shape the minds of the next generation.

2025 Drug Abuse Prevention and Control Week: Why Global Cooperation Matters More Than Ever

The fight against illegal drugs has long been a national priority in the Philippines. Each year, the government leads nationwide efforts to educate families, empower communities, and strengthen rehabilitation programs for individuals affected by drug abuse. With the recent directive ordering all government agencies to support the 2025 Drug Abuse Prevention and Control (DAPC) Week, the country reinforces its dedication to building a safer, healthier, and more resilient society.

Although this campaign is national, its impact reaches every Filipino—students, parents, teachers, barangays, workplaces, and local leaders. This article explains what the new directive means, why DAPC Week matters, and how Filipinos can participate meaningfully in this advocacy.

“Filipino students, parents, and barangay leaders attending a community drug prevention event.”

What is Drug Abuse Prevention and Control (DAPC) Week?

DAPC Week is observed every third week of November in the Philippines. It was established under Proclamation No. 124 (s. 2001) to raise awareness of the dangers of drug abuse, promote preventive education, and encourage community involvement.

The observance highlights key goals:

  • Educating the public about the health and social impact of drug abuse

  • Promoting proactive involvement of families, LGUs, schools, and youth groups

  • Strengthening rehabilitation and reintegration programs

  • Encouraging government and the private sector to work together

Over the years, DAPC Week has evolved from simple information drives into a wide-scale, nationwide movement—featuring seminars, wellness activities, training for teachers and barangay officials, youth events, and community outreach.

What the New Directive for the 2025 DAPC Week Says

The newly released government circular reinforces support for the 2025 celebration. The directive mandates:

1. All government agencies must participate.

National agencies, GOCCs, state colleges and universities, and instrumentalities must take part in activities and programs supporting DAPC Week.

2. LGUs, NGOs, and private groups are encouraged to join.

Local governments and civil society groups play a powerful role in mobilizing communities and extending services.

3. Funding will come from existing budgets.

Agencies may use available appropriations, subject to budgeting and auditing guidelines.

4. Implementation is immediate.

This ensures early preparation and coordinated efforts for the 2025 observance.

This directive strengthens the national strategy outlined in RA 9165 (Comprehensive Dangerous Drugs Act of 2002), which highlights education, prevention, treatment, and community participation as pillars of drug control.

Why the 2025 DAPC Week Matters for Filipinos

DAPC Week isn’t just another government program—it reflects the shared responsibility of every Filipino. Here’s why it matters:

1. Protecting Filipino Youth

Young people are among the most vulnerable. With challenges like peer pressure, mental health struggles, and online exposure, prevention efforts are more important than ever.

Schools, parents, and community leaders play a major role in shaping a drug-free environment. The directive reinforces the idea that prevention starts at home and is strengthened by school and community support.

2. Supporting Rehabilitation and Second Chances

Modern drug policy in the Philippines increasingly recognizes the importance of treatment and rehabilitation. Community-based rehabilitation programs (CBRPs) have become essential, especially for mild cases.

DAPC Week supports:

  • Counseling

  • Aftercare programs

  • Mental health services

  • Local rehabilitation programs

This approach promotes compassion, healing, and reintegration—values deeply rooted in Filipino culture.

3. Encouraging Community Unity

In Filipino culture, bayanihan is a powerful force. Drug prevention is not just the PNP’s or the DDB’s responsibility—it is the duty of parents, teachers, barangay officials, church groups, youth leaders, health workers, and local businesses.

By working together, communities become stronger, safer, and more proactive.

4. Raising Awareness at a National Scale

A coordinated, nationwide observance helps normalize open conversations about:

  • Drug prevention

  • Mental health

  • Youth protection

  • Rehabilitation pathways

This contributes to a more informed society, reducing stigma and improving community support.

How Filipinos Can Participate in the 2025 DAPC Week

For Schools

  • Conduct classroom discussions

  • Organize poster-making or slogan competitions

  • Hold anti-drug seminars for students and teachers

  • Promote positive youth activities such as sports and arts

For Barangays and LGUs

  • Launch community assemblies or information drives

  • Provide free counseling and assessment services

  • Organize youth sports events and wellness activities

  • Partner with local churches and organizations

For Government Agencies

  • Create internal awareness campaigns

  • Hold employee training on drug prevention

  • Support local rehabilitation programs

  • Disseminate educational materials

For NGOs and the Private Sector

  • Sponsor community outreach events

  • Support rehabilitation programs

  • Provide resources and volunteers

  • Run social media campaigns to spread awareness

DAPC Week is a national effort—but its success lies in local engagement. Every Filipino has a role to play.

A Vision for a Safer and Healthier Philippines

The essence of DAPC Week is long-term cultural change. It aims to build communities that:

  • Prevent substance abuse early

  • Support individuals seeking help

  • Empower families with knowledge

  • Promote healthy coping mechanisms

  • Strengthen youth leadership

The directive for the 2025 observance is a reminder that safeguarding the nation is not a one-week task. It is a continuous journey shaped by collective action, shared responsibility, and national unity.

The 2025 Drug Abuse Prevention and Control Week highlights the Philippine government’s commitment to protecting the public, especially the youth, from the harms of illegal drugs. By mobilizing agencies, schools, barangays, and communities, the directive ensures a united and proactive approach.

For Filipinos, DAPC Week is more than just an observance—it is a call to action. Through education, compassion, and community involvement, we can build a Philippines that is resilient, informed, and drug-free.

DepEd Issues 2025 Check-In Assessment Tools for ARAL Program: Complete Guide

Around the world, education systems continue to rebuild learners’ foundational skills after significant academic disruptions. The Philippines is one of the countries implementing robust, nationwide learning recovery initiatives—most notably through the Academic Recovery and Accessible Learning (ARAL) Program. On November 17, 2025, the Department of Education (DepEd) officially released Memorandum DM-OUIS-2025-166, outlining clear guidelines for administering Check-In Assessments across Grades 1 to 10.

For U.S. educators, literacy specialists, and education policy researchers, this memo provides an excellent case study of large-scale progress monitoring within a national intervention program. Below is an in-depth, EEAT-based, SEO-friendly breakdown of what the memo includes—and why it matters.

“Teachers administering ARAL reading check-in assessments to students using official DepEd tools.”

What is the ARAL Program?

The Academic Recovery and Accessible Learning (ARAL) Program is the Philippines’ nationwide intervention effort designed to rebuild students’ literacy and numeracy skills. Similar to U.S. models like:

  • Multi-Tiered Systems of Support (MTSS)

  • Tier 2 and Tier 3 literacy interventions

  • Reading Recovery

  • Accelerated learning labs

ARAL provides targeted sessions for struggling learners, using structured lessons and regular progress monitoring.

The newly issued memorandum emphasizes the crucial role of Check-In Assessments in tracking how well learners respond to interventions.

Who Is the Memo For?

DepEd directs the memo to:

  • Regional Directors

  • Schools Division Superintendents

  • Regional and Division ARAL Focal Persons

This shows the memo’s national scale—similar to state-level mandates distributed to district superintendents in the United States.

How Often Check-In Assessments Must Be Conducted

DepEd divides the required assessment frequency by Key Stage, similar to “grade bands” in U.S. school systems.

Key Stage 1 (Grades 1–3)

Frequency: After every 8 ARAL sessions
Tools:

  • KS1 Teacher’s Guide Annexes

    • Filipino (pp. 37–49)

    • English (pp. 46–54)

These are aligned with early literacy development—echoing U.S. universal screeners like DIBELS or Acadience Reading.

Key Stages 2–3 (Grades 4–10)

Frequency: After every 16 sessions
Assessment Tools:
DepEd provides two sets of Check-In assessments:

1. ARAL-Reading Basic Check-In Assessments

📌 Link: https://tinyurl.com/ARAL-KS2-3Check-ins

2. ARAL-Reading Plus Check-In Assessments

📌 Link: https://tinyurl.com/ARAL-KS2-3Check-ins

Both tools come from the same official resource link shared by the DepEd Central Office.

These assessments measure reading comprehension, vocabulary, and fluency—skills that saw worldwide declines across middle-grade learners during the pandemic years.

Standardized Tools With Local Flexibility

DepEd requires all schools to use the Central Office-prescribed tools to ensure uniform monitoring.
However, schools may use:

  • Regionally developed tools

  • Division-created tools

  • School-designed assessment tools

…as long as they are aligned with the content and standards of the official DepEd tools.

This balance of national standardization and local autonomy mirrors U.S. education structures, where states define required assessments but districts may supplement them with their own diagnostics.

The Role of the IRIP (Individualized Reading Intervention Plan)

One of the most important elements in the memo is the mandate to use the Individualized Reading Intervention Plan (IRIP) to respond to assessment findings. IRIPs are created based on Check-In Assessment results and help teachers tailor reading interventions for struggling learners.

The memo provides official access to both:

  • ARAL-Reading Basic IRIP templates

  • ARAL-Reading Plus IRIP templates

📌 IRIP Templates & ARAL Reading Resources:
https://tinyurl.com/ARAL-ReadingResources
 (See the “Supplementary Materials” folder.)

This structured approach is similar to:

  • Personalized Learning Plans (PLPs)

  • IEP-aligned reading goals

  • Tiered intervention plans

…commonly used in U.S. public schools.

Why the Memo Matters — Nationally and Internationally

The 2025 guidelines stand out for several reasons:

1. Focused on Foundational Reading

Globally, literacy loss has been the most persistent academic challenge. DepEd’s emphasis on reading mirrors U.S. and international priorities.

2. Systematic Monitoring

Regular Check-In Assessments ensure that student progress is not assumed—it is measured.

3. Accessible Tools

Providing everything through shortened links demonstrates DepEd’s push to ensure digital accessibility in all regions.

4. IRIP Integration

Assessment results are not just collected—they directly inform intervention plans.

5. Whole-Nation Alignment

With Regional Directors, Division Superintendents, and ARAL focal persons included, the memo ensures systemwide compliance and coordinated recovery efforts.

Contact Information

Schools with questions are directed to reach out through DepEd’s official ARAL Program Secretariat:

📧 aralprogram@deped.gov.ph

This centralized support system helps maintain consistent implementation nationwide—similar to state-led support networks for U.S. academic recovery programs.

DepEd’s Memorandum DM-OUIS-2025-166 provides a strong framework for literacy recovery through structured, recurring assessments. By defining clear schedules, supplying official tools, and integrating IRIPs, the Philippines sets an example of a national education system proactively addressing learning gaps through targeted monitoring.

For U.S.-based educators examining global approaches to closing learning gaps, the ARAL Program’s Check-In Assessment system offers a compelling model—combining standardization, teacher guidance, accessible tools, and individualized planning. 

“DPRP Funds for Disaster Response in Schools” – How DepEd Ensures Education Continues Amid Emergencies

Natural disasters can disrupt education, damage school infrastructure, and impact learners, teachers, and staff. Recognizing this, the Department of Education (DepEd), through the Disaster Risk Reduction and Management Service (DRRMS), has issued a memorandum on the strategic utilization of Disaster Preparedness and Response Program (DPRP) funds. This initiative ensures timely interventions for schools affected by calamities, safeguarding learning continuity across the country.

“DPRP Funds for Disaster Response in Schools” – How DepEd Ensures Education Continues Amid Emergencies

What is the DPRP Fund?
The DPRP Fund is designed to support both preparedness and response initiatives in schools during disasters and emergencies. It covers projects, programs, and activities (PPAs) that protect learners, personnel, and education infrastructure, ensuring education services continue even during crises.

Key Points from the DepEd Memorandum:

  1. Prioritize Remaining DPRP Funds
    Regional and division offices are instructed to use their remaining FY 2024 and FY 2025 DPRP funds to respond to schools impacted by disasters.

  2. Utilize Unused Funds Effectively
    Any excess or unutilized DPRP funds may be redirected to other DPRP-related activities, following standard budgeting, accounting, auditing, and procurement rules.

  3. Focus on Timely Response Interventions
    The directive emphasizes realigning planned programs to prioritize response activities for disaster-affected schools. This ensures learners and staff can resume education safely and efficiently.

  4. Deadline for FY 2024 Funds
    All remaining FY 2024 DPRP Continuing Funds must be used by December 31, 2025, to ensure optimal utilization and avoid lapsing.

Disasters can strike at any time. By strategically managing DPRP funds, DepEd ensures that schools recover faster, educational disruptions are minimized, and students continue learning safely. Efficient fund management demonstrates transparency, accountability, and a strong commitment to education even under emergency conditions.

DepEd’s directive highlights the importance of preparedness, quick response, and responsible fund management in times of disaster. Through DPRP, schools nationwide receive the support they need, ensuring that education remains uninterrupted, resilient, and inclusive for all learners.

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