ABC+: Advancing Basic Education in the Philippines

PROJECT INITIATIVE PLAN

I. Project Initiative Brief

School Head: CELSA C. DE LA CRUZ and CORAZON D. FRANCISCO

Program Proponent
PSDS: Myline A. Cornel, PhD

Negros Occidental, F. BARANDIARAN ELEM. SCHOOL, and BALASYANG ELEM. SCHOOL

Program Owner/s
District II of Murcia

40 Home learning partners and 40 learners from Grade 1-3 of F. Barandiaran ES and
Target Participants & Learners
84 Home learning partners and 84 learners from Grade 1-3 of Balasyang ES

Number of Batches and

Proposed Implementation Date September 2021

Proposed Venue F. BARANDIARAN ELEM SCHOOL and BALASYANG ELEM. SCHOOL

Php.50,000.00 for F. BARANDIARAN ELEM SCHOOL and Php. 50,000.00 for BALASYANG
Total Proposed Budget
ELEM. SCHOOL

Proposed Continuing Professional

Development credit units (if any)

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II. Project Initiative Background and Rationale

Comprehension is an integral part of learning. It is essential to ensure pupils literacy in many subject areas. It is imperative that if the pupils
understand, he will also retain the information he/she is reading. But when pupils’ struggles and without comprehension is very frustrating on their part
and often lost their desire to continue to read, thus they will be at severe disadvantage. It is also a sheer waste of effort on the part of the teacher to discuss
to the learners who do not understand what the teacher is discussing.
The year-end consolidated result of Reading Comprehension Assessments is quite alarming. The grade I-III teachers of Barandiaran Elementary
School and Balasyang Elem. School, analyzed through SMEA/DMEA in order to find out current status and the factor of the problem of our Gr. 1-3 learners.
The analysis of the teachers showed that pupils from our school had limited literacy skills, specifically in reading comprehension which were also reflected
in the ABC+ research. This project initiative is a response to the training produced by ABC+ to improve literacy instruction from K-3. Below is our shared
vision and SMART goal to improve literacy instruction.

Shared Vision:
In the next 5 years 2021-2026, F. Barandiaran Elementary School and Balasyang Elem. School envisions a future where all children have
the reading skills necessary to reach their full potential. The school strongly believes that literacy skills especially the reading comprehension
is most essential for a strong learning foundation. Also, the school envisions a positive school climate wherein SEL, GESI, capacity to care,
sense of belongingness, growth mind set and collaborative problem solving are valued for a more learner centered environment.
To support this vision, F. Barandiaran Elementary School and Balasyang Elem. School will provide responsive technical assistance using
evidence-based literacy approaches and strategies to -our teachers and other stakeholders to improved literacy instruction in K-3.

SMART GOAL:
By the end of September 2021, F. Barandiaran Elementary School and Balasyang Elem. School as part of Project PERAH will produce 124
Supplementary materials and short stories with comprehensions questions integrated with SEL and GESI.
For this ABC+ Project initiative, we will be implementing first phase of Project PERAH to be completed by the end of August, 2021.

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III. Project Initiative Description

The Project PERAH (Parents Empowering Reading At Home) is intended for identified poor comprehension readers from Grades I-III who were given
reading assessment at the end of the school year 2020-2021. It is a reading initiative to improve the reading ability of our learners in collaboration with the
school heads, teachers and the community.

The Project PERAH aims to help home partners assist their children on reading through the use of printed reading materials for every grade level
wherein SEL and GESI principles are incorporated. The school fundamentally believe that the learners education become more meaningful and engaging
with the support of parents and home learning partners.

Project PERAH has five Phases:

a. Need Assessment and Planning

This phase will determine the literacy needs of the children from various sources (ABC+ research, SMEA and DMEA) as basis for identifying
programs and interventions to improve the literacy skills of the learners. Also, the school heads and teachers will discuss the identified literacy
needs and recommend interventions to address the literacy gaps of the children. In this phase, the said participants will be capacitated on literacy
leadership to develop responsive literacy programs.

b. Designing
This phase will map out the elements of reading program to address the literacy gaps of the children. The design will serve as the guide in
developing different reading materials to ensure learning application.

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c. Production
This phase will entail the production of all reading materials that will be used by the home learning partners in teaching reading at home.

d. Implementation
This phase will entail the delivery of the intervention to the target learners.

e. Monitoring and evaluation

This phase will ensure the compliance of all stakeholders to ensure the proper and effective delivery of the program. Also, this phase will assess
the results of the said project.

The project is linked to the BRIDGE (Blended Reading Intervention Design, Guides, and Enhancement for Students) a program of the Division of Negros
Occidental. DepEd’s recent mandate for Reading embodied in DepEd Memorandum No. 173, 2019 or Hamon: Bawat Bata Bumabasa (3Bs Initiative)
reiterated the need to strengthen the reading proficiency of every learner, equip them with reading skills to make them proficient and independent
readers in their grade level. Project PERAH is part of the district improvement plan particularly in the reading program.

IV. Target Stakeholders’ Description

The target home learning partners who will be teaching the slow readers from Grades I-III are the home learning partners of 40 participants where
16 or 20% are boys and 14 or 12% are girls are selected using the second quarter SMEA. The data in the table below shows that 40% of the identified very
slow readers had parents who were both working and parents who are staying in the household are independent readers. 45.67% have internet
connectivity and 98% have mobile devices (cellphone, laptop, tablets, smart tv).

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Table 1. F. Barandiaran Elementary School

No. of Home Learning Partners No. of Household No. of Household
Grade Enrolment Number of Non-Readers % of Non-Reader No. of Parents Working
who are independent readers that are
with Internet Connectivity with Mobile Devices
staying home

Femal Femal Femal Femal Femal

Male Total Male Total Male Female Total Male Total % Male Total % Male Female Total % Male Total %
e e e e e

I 57 32 89 11 6 17 20% 18% 19% 57 32 89 100% 57 32 89 100% 25 18 43 48% 57 32 89 100%

II 44 47 91 8 4 12 18% 8% 13% 44 47 91 100 44 47 91 1005 21 22 43 47% 44 47 91 1005

III 32 32 64 7 4 11 21% 12% 16% 32 32 64 100% 32 32 64 100% 14 13 27 42% 29 31 60 93%

45.67
Total 133 111 244 26 14 40 20% 12% 16% 133 111 244 100% 133 111 244 100% 60 53 113
%
130 110 240 98%

Table 2. Balasyang Elementary School

NO. OF HOME LEARNING NO. OF HOUSEHOLD NO. OF HOSEHOLD

GRADE ENROLMENT NO. OF SLOW % OF SLOW READER NO. OF PARENTS PARTNERS WITH INTERNET WITH MOBILE
READER/S WORKING (INDEPENDENT CONNECTIVITY DEVICES
READERS)

M F T M F T M F T M F T M F T/% M F T/% M F T/%

46/ 16/ 25/ 39/

1 29 27 56 20 17 27 69% 63% 48% 25 21 9 7 15 10 20 19
82% 29% 45% 70%

42/ 20/ 24/ 34/

2 29 24 53 21 15 36 73% 63% 68% 23 19 9 11 13 11 18 16
79% 38% 45% 64%

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28/ 14/ 13/ 24/

3 22 15 37 13 8 21 59% 53% 57% 17 11 8 6 8 5 15 9
76% 38% 35% 65%

116/ 50/ 62/ 97/

TOTAL 80 66 146 54 40 84 68% 61% 58% 65 51 26 24 36 26 53 44
79% 34% 43% 66%

V. Workplace Application (WAPP) Project or Job-Embedded Learning

The school heads as the instructional leader is being accounted for the teaching & learning outcomes. Thus, the school head is expected to
implement the reading program as planned by ensuring that Project PERAH materials are provided through MOOE funds and other sources, communicate
with the parents on how the program is to be conducted, ensure proper monitoring and evaluation of the program.

The teachers and reading coordinators will prepare contextualized reading materials to be used for the training of the home learning partners. The
teachers in close coordination with the school head will conduct regular monitoring and following up to the on-going project initiative and provide TA to
ensure the proper implementation, and check the effectiveness of the project initiative. Lastly, the school will also assess the results of the program.

VI. Design
IN THE INTEREST OF TIME, PHASE 1 OF THE PROJECT PERAH WILL BE IMPLEMENTED. THE DESIGN FOR PHASE 1 IS SEEN BELOW:

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Day/ Time Session Objectives Outputs Methodology Persons Resources

At the end of the Involved
session, participants
will be able to:
Day 1, August 3, 2021
8:00-11:00 To orient teachers about Reflection on the results Lecture 2 School Head and 27 Attendance sheet
the program of the ABC+ research for Group Discussion teachers Bond paper
K-3 Group Sharing
Minutes of the meeting

1:00-5:00 To discuss the reading Results of the ABC+ Lecture 2 School Head and 27 Mobile devices
results of the ABC+ Research for K-3 Group Discussion teachers Laptop
Research for K-3 Group Sharing Internet connection
August 4, 2021 Inform the parents of the Minutes of the meeting Group Discussion 2 School Head and 27 Mobile devices
target learners and Pictures Group Sharing teachers, 124parents Laptop
stakeholders about the Parent’s attendance and stakeholders Internet connection
project through Virtual
Meetings
August 5-6, Make a plan of the project Approved Plan Group Discussion 2 School Head and 27 Bond paper
2021 initiative for the target Group Sharing teachers, 124parents Approved Plan
learners and stakeholders
August 9, 2020 Organize Committee of the List of committee Group Discussion 2 School Head and 27 Bond paper
project teachers, 124parents Printer
and stakeholders Ink

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August 10-11, Make Matrix of the project Matrix Group Discussion 2 School Head and 27 Bond paper
2020 teachers Printer
Ink

August 12, Evaluate the Project matrix Approve matrix of the Group Discussion 2 School Head and 27 Bond paper
2020 project teachers Printer
Ink

Prepared and submitted by: Reviewed by: Noted: Approved by:

CELSA C. DE LA CRUZ CORAZON D. FRANCISCO GLORIA B. MIJARES MYLINE A. CORNEL, PhD ZALDY H. RELIQUIAS, PhD
Head Teacher III Teacher In-Charge Principal II PSDS CID Chief
FBES BES MES Murcia II

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