The K to 12 English Language Learners UST May2013 Revised 5.14.132

8/9/2019 The K to 12 English Language Learners UST May2013 Revised 5.14.132

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The K to 12The K to 12EnglishEnglish

LanguageLanguageLearnersLearners

Dr. Nelia V. Benito

Director III

DepED-National Education Testing and Research Center



2

Outline

A. What K to 12 Learners Ought to be

B. Profile of English Language Learners

C. Challenges of English LanguageLearners for the K to 12 Basic Education

Program

D. What eeds to be Done

E. De!ED "nitiati#es



3

A. What K to 12 Learners Ought to beA. What K to 12 Learners Ought to be

• Graduates will possess competencies and

skills relevant to the job market.

• They will attain Certificate of Proficiency

Certificate of Competency or !ationalCertification in their areas of speciali"ation.

• Graduates will be better prepared forhi#her education.



$

• The potential annual earnin#s of a % to &2

#raduate will be hi#her compared to theearnin#s of a &'(year hi#h school#raduate.

• Graduates will now be reco#ni"ed abroad.



)

• *enior hi#h school will be in ali#nment

with the 2&st century skills and colle#ereadiness standards of C+,-.

• Graduates will be accredited in their areasof speciali"ations which include

cademics Technical(/ocational *portsand rts.



0

$olisticall% De#elo!ed Learners1

• earners who possess a healthy mind and body

• +ave solid moral and spiritual #roundin#

• +ave essential knowled#e and skills for lifelon# learnin#and self(actuali"ation

• ,n#a#e in critical thinkin# and creative problem solvin#

• Contribute to the development of a pro#ressive just and

humane society

• ppreciate the beauty around them and care for theenvironment for a sustainable future



B. Profile of English Language Learners based onB. Profile of English Language Learners based on

ational &est 'esultsational &est 'esults

&he Performance Profile of (rade &hree Pu!ils

in the ational Achie#ement &est )A&*



4



5

&he Performance Profile of (rade +i, Pu!ils




&'



&&

&he Performance Profile of -ourth ear $igh +chool +tudents




&2



&3

C. Challenges of English Language Learners of the K to 12C. Challenges of English Language Learners of the K to 12

&. earnin# ,nvironment of *tudents

2. Teachers6 ,n#lish Proficiency



&$

-actors Associated /ith the 2012 A& ( Performance

Area ariableCategor% /ith Best

Performance3P+

Learning

En#ironment

&.*chool ocation

2.*cience aboratory

3.Computer aboratory

$.,lectricity *upply

).7nternet ccess8Connection

0.,-9 :3 ; <eadin# materials8aids

=utside the town proper

>ith *cience aboratory

>ithout Computer ab.

>ith ,lectricity

>ithout 7nternet ccess

Te?tbooks

0&.$3

0&.2$

0'.)4

0'.0&

0'.03

)5.3&



&)

-actors Associated /ith the 2012 A& (4 Performance

Area VariableCategory with Best

Perforance!P"

LearningEnvironment

#$ "chool %ocation

&$ "cience %aboratory

'$ Coputer %aboratory

($ )nternet Access*Connection

+$ Electricity "upply

,utside the town proper

ithout "cience %aboratory

ithout Coputer %ab$

ithout )nternet Access

ith Electricity "upply

./$.0

01$0/

./$.#

.2$&2

01$/.



&0

&eachers5 English Proficienc%&eachers5 English Proficienc%

• 7n 2'&2 the pre(test of the Teachers6,n#lish Proficiency Test @T,PTA was

administered to the &st Cohort

• 1st Cohort1 Grades & and 2 public school

teachers with permanent positions

@nationally fundedA in all re#ions

• &otal umber of &est &a6ers1 &&24



&

The Criteria for the Proficiency Level

Percentage Descri!ti#e E7ui#alent

0B ( &''B +i#h

)&B ( )B oderate

20B ( )'B ow' ( 2)B /ery ow

Standard Setting



&4

Teachers’ Mean Performance in the TEPT

(Scope: Total Country)

English Proficienc% 3P+ Descri!ti#eE7ui#alent

&. *tructure $2.42 ow

2. >ritten ,?pression 3.&3 ow

3. <eadin#Comprehension

)5.)) oderate

&O&AL &E+& 80.8 Lo/

&5



&5

Level ofPerformance

MPS TEPT

No. ofExaminees

Percentage

High 76-1002,449 2.08

Moderate 51-75

55,590 47.22Low 26-50

58,617 49.79

Very Low 0-251,072 0.91

TOTAL 117,728 100.00

Percentage Distribution of Teachers by e!el ofPerformance in the "#$" TEPT

&est Performance of English &eachers in the Elementar% Le#el

Difty percent of the Grades & and 2 teachers obtained

low performance in the test.

2'



2'

Le#el ofPerfor9mance

Descri!ti#eE7ui#alent

3ean Percentage +core )3P+*

*tructure>ritten

,?pression

<eadin#Compre(hension

TotalTest

0(&'' +i#h 2$$5 $.5 3.') :8.0; 4'.'0

)&() oderate )))5' $5.53 $3.& 4;.;0 )5.&)

'()' ow8/ery ow )5045 3).&' 3'.3' <;.01 $&.$5

=verall &&24 $2.42 3.&3 )5.)) )'.)3

Percentage Distribution of Teachers by Subtest ande!el of Performance in the "#$" TEPT

2&



2&

Percentage Distribution of Teachers by Subtestand e!el of Performance in the "#$" TEPT



23



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0. ,?pose students to authentic learnin# activities usin#

constructivist approach @learnin# by doin#A.

. *chool(based assessment for learnin# @formative

assessmentA should utili"e varied forms of assessment.

4. Conduct Parent(Teacher(Child Conferencin# on the

child6s pro#ress in school.

5. a?imi"e the utili"ation of !T results for interventionand remedial instruction.

D. What eeds to be DoneD. What eeds to be Done

2$



2$

Di#ision Le#el

&. *upport sustainable implementation of pro#rams

#eared towards raisin# learnin# outcomes

*chool commitment

<.=. C.=. support

2. *tren#then educational supervision at the schoollevel.

3. *ubject area specialists be made available to

schools without specialists @twinnin# systemA.

$. Provide supplementary materials @modular formA to

enhance the competencies of those in schools with

more than one shift as an enablin# mechanism to

e?tend time on task.

2)



2)

Ca!abilit% Building for &eachers

&. ake developin# #enuine love for readin# amon#children a part of the in(service trainin# for teachers.

2. Provide trainin# for teachers on developin# children6s

strate#ies in readin#.

3. Provide formative assessment8evaluation trainin#.

Central Office

&. <einforce the stipulations of the -,C* =rder

!o. 3$ s. 2''& reEuirin# all students to read twobooks a year and must show evidence of havin# at

least read one book in the vernacular and one book in

,n#lish per year before bein# promoted to the ne?t

#rade or year level.

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-or the De!artment of Education

1. English Proficienc%. There is a need to hone further the ,n#lish

Proficiency of teachers in the different componentsF specifically in

*tructure >ritten ,?pression and <eadin# Comprehension.

2. &raining eeds. Provide teacher trainin#s on the followin# topics1&. Preparin# instructional aids

2. 7mprovin# their speakin# and writin# abilities in ,n#lish

3. ana#in# the classroom effectively

$. 7nte#ratin# values in the basic subjects

). >ritin# tests8test items

0. -ia#nosin#8identifyin# pupils6 difficulties

. Pro#ide instructional materials and digital learning

resources to increase teachin# effectiveness.

Polic% "m!lications based on the &EP& 'esults

2



2

-or &eacher Education "nstitutions @T,7sA

&. <aise the standards of admission into the teacher education

pro#rammes.

2. Trainin# on on(the(job action research aside from subject matter

knowled#e and peda#o#y. T,7s6 competency levels should have astron# focus on scientific methods8skills.

3. Conduct research on matchin# teachin# styles and learnin#

styles.

$. Dormulate a Career -evelopment Plan for teachers from entry to

in(service and future options.

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1. Learning En#ironment

,n#a#in# broad stakeholders support throu#h

a. Public(Private Partnership Pro#rams

Philippines *chool 7nfrastructure Project @P*7PA

b. ocal communities throu#h Brigada Eskwela

c. Partnership with ocal Government nits @GsA ; *pecial ,ducation Dund

tili"ation

d. H*P throu#h Tulong Barya and other pro#rams

e. -T7 throu#h Personal Computers for Public *chools

f. -H computer donations

#. -,!< T,*- and PGC=< throu#h school seats

h. 7nternational or#ani"ations and 7- a#encies throu#h various projects

i. ,stablishment of ibrary +ubs in partnership with Gs

j. e#islative support throu#h bud#et education(related le#islation and other

initiatives

E. De!ED "nitiati#esE. De!ED "nitiati#es

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2. &eachers5 Proficienc%

a.Partnership with ssessment Curriculum

Technolo#y <esearch Centre @CT<CA of the

niversity of the Philippines @PA and <esearch

Center for Teacher 9uality @<CT9A of the

Philippine !ormal niversity @P!A for teachers6

trainin# and research

b.*chool(level trainin# based on assessment

results

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Documents

The K to 12 English Language Learners UST May2013 Revised 5.14.132