10/07/2026
๐ ๐ฎ๐ฑ๐น๐ฎ๐ป๐ฑ๐๐ป๐ด๐ฎ๐ป ๐๐น๐ฒ๐บ๐ฒ๐ป๐๐ฎ๐ฟ๐ ๐ฆ๐ฐ๐ต๐ผ๐ผ๐น ๐๐ผ๐ป๐ฑ๐๐ฐ๐๐ ๐ฆ๐๐๐ ๐ฆ๐ฒ๐๐๐ถ๐ผ๐ป 1 ๐ผ๐ป ๐๐ต๐ฒ ๐๐ฐ๐๐ถ๐ผ๐ป ๐ฃ๐น๐ฎ๐ป ๐ณ๐ผ๐ฟ ๐ฃ๐ฟ๐ผ๐ท๐ฒ๐ฐ๐ ๐ฅ๐ข๐ฆ๐ ๐ฎ๐ป๐ฑ ๐๐ต๐ฒ ๐๐ฅ๐๐ ๐ฅ๐ฒ๐ฎ๐ฑ๐ถ๐ป๐ด ๐ฃ๐ฟ๐ผ๐ด๐ฟ๐ฎ๐บ
๐ฆ๐จ๐๐ฌ๐๐ฃ๐๐ก | In line with the Department of Education's commitment to the continuous professional development of teachers through collaborative learning, Madlandungan Elementary School successfully conducted its School Learning Action Cell (SLAC) Session 1 for School Year 2026โ2027 entitled "Discussion of the Action Plan for Project ROSE (Read One Story Everyday) and the ARAL Reading Program."
The activity was conducted pursuant to DepEd Order No. 35, s. 2016, The Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning, which institutionalizes Learning Action Cells as school-based professional learning communities where teachers collaboratively enhance instructional practices and improve learner outcomes. The policy, issued in line with Republic Act No. 10533, otherwise known as the Enhanced Basic Education Act of 2013, highlights the Department's commitment to continuous teacher professional development as a means of improving teaching quality and learner achievement.
As the first School Learning Action Cell session for School Year 2026โ2027, the activity aimed to strengthen teachers' readiness in implementing the school's reading intervention programs by discussing the action plan for Project ROSE (Read One Story Everyday) and the ARAL Reading Program, sharing effective instructional strategies, analyzing reading assessment results, and formulating concrete interventions to improve learners' reading comprehension.
The session was led by Mrs. Clara Mae M. Rocero, School Principal I, who served as the LAC Leader. In her opening message, she emphasized the importance of collaborative learning among teachers and encouraged everyone to actively share their experiences and best practices in teaching reading. She underscored that while many learners can already decode words accurately, helping them develop deeper reading comprehension requires consistent collaboration, appropriate interventions, and evidence-based instructional practices.
To foster collaboration and active participation, teachers engaged in an interactive discussion by sharing their classroom experiences and effective reading strategies that have helped improve learners' comprehension. Participants exchanged practical techniques such as guided reading, repeated reading, shared reading, vocabulary enrichment, questioning strategies, and story retelling to strengthen learners' understanding of texts. The discussion provided an opportunity for teachers to learn from one another and identify strategies that can be effectively implemented across different grade levels.
Another significant part of the session focused on the conduct of reading assessments. Teachers shared their practices in administering the Comprehensive Reading and Literacy Assessment (CRLA) and the Philippine Informal Reading Inventory (Phil-IRI), emphasizing the importance of conducting one-on-one oral reading assessments, recording learners' reading accuracy, fluency, and comprehension, and using assessment results to identify learners' reading levels. Participants also discussed the proper interpretation of assessment data and the importance of ensuring that reading interventions are responsive to the individual needs of every learner.
A major highlight of the session was the presentation and analysis of the pre-test results. Teachers identified learners classified as Low and High Emerging based on the Comprehensive Reading and Literacy Assessment (CRLA) and those under the Frustration Level based on the Philippine Informal Reading Inventory (Phil-IRI). These assessment results will serve as the basis for identifying learners who will receive appropriate interventions through Project ROSE and the ARAL Reading Program throughout the school year.
The discussion was facilitated by Mrs. Jennyline C. Florido, Master Teacher II, School English and Phil-IRI Coordinator, and Mrs. Monina L. Anca, Teacher III, School Filipino and CRLA Coordinator. They presented the objectives, implementation strategies, intervention procedures, assessment guidelines, and monitoring mechanisms to ensure the effective implementation of both reading programs in support of improved learner literacy.
The session concluded with a renewed commitment among teachers to work collaboratively in implementing evidence-based reading interventions that will strengthen learners' literacy and reading comprehension. Participants reaffirmed that every assessment result represents a learner with unique needs and potential and that, through teamwork, dedication, and continuous professional learning, every child can be given the opportunity to become a proficient and independent reader.
The successful conduct of School Learning Action Cell (SLAC) Session 1 for School Year 2026โ2027 reflects Madlandungan Elementary School's unwavering commitment to fostering a collaborative learning culture among teachers and ensuring the effective implementation of reading intervention programs that support the academic success of every learner.
