Development of an ALS-SHS Screening, Admission, and Learner Profiling Form to Support Learner Placement

Abstract

This study aimed to develop an ALS-SHS Screening, Admission and Learner Profiling Form to support learner placement at San Pedro Relocation Center National High School. Using Richey and Klein’s design and development framework, the study purposively selected five practitioners directly involved in ALS-SHS screening, admission, and learner placement: two advisers, one guidance counselor, and tow chief advisers. Data were collected through semi-structured interview using an interview questionnaire with an S-CVI/Ave of 1.00 for relevance, clarity, and usefulness. Interview data were analyzed thematically, while three ALS experts qualitatively evaluated the developed form in terms of content relevance, clarity, completeness, organization, policy alignment, and appropriateness for its intended purpose. Five themes emerged: limited and non-standardized of screening and admission practices; insufficient learner information for informed placement decision; learner circumstances and institutional constraints; challenges in determining learner readiness and appropriate placement; and the need for a structured and learner-centered tool. These findings, existing ALS documentation and expert feedback informed the development and refinement of the ten-part form. The form captures educational background, prior learning, circumstances, readiness, access, goals, and support needs. Readiness indicators are intended to support individual learner profiling rather than diagnostic assessment or admission cut-off scoring. The findings support the rationale and feasibility of developing a structured school-level mechanism for organizing learner information and informing professional placement decisions. However, the form’s effectiveness remains unestablished and requires further implementation and evaluation. The developed form complements, rather than replaces, existing DepEd requirements and procedures.