Proj. Proposal- Iloilo

Project ACLAT – RR (A Closer Look at the Teaching of Remedial Reading)

Pavia Pilot Elementary School

I. IDENTFYING INFORMATION Title of Project: Project ACLAT – RR ( A closer Look at the Teaching of Remedial Reading Target Beneficiaries: Two hundred seventy-seven (277) grades IV – VI pupils of Pavia Pilot Elementary School, Division of Iloilo Duration of the Project: One School Year Proponent and Contact Information: Paciencia J. Jovero, Principal II, Pavia Pilot Elementary School Amount of Funding Requested: P 219, 627.00

EXECUTIVE SUMMARY.... Project ACLAT RR will be undertaken to address the reading needs of the 277 Grades IV – VI poor readers of Pavia Pilot Elementary School. The major activities include profiling of base line data, stakeholders advocacy, training of RR teachers, providing RR materials, implementation and monitoring and evaluation. The 25 teachers who will involved in the program will be trained. This training will include effective strategies in the teaching of remedial reading and preparation of support instructional materials. This activity will equip RR teachers with expertise in handling RR classes. With these activities, it is hoped that ACLAT RR would raise the reading levels of 277 pupils and ultimately improve the academic performance of the pupils not only in English but also in other learning areas. The project will become a continuing program of the school thereby ensuring its sustainability. This can be done by utilizing the Adopt-a-Project Scheme mobilizing more

 

Pavia Pilot Elementary School is particularly II. interested in raising the academic performance of the BACKGROUND/RATIONALE

pupils, especially in English. When IRI was conducted among our 650 grades IV – VI pupils, the results showed that 277 of them have reading levels below their standard level. This situation could be very alarming considering that reading is a major tool in all learning areas. This could certainly affect academic performance of the pupils, if left unattended. The school initially helped these children through remedial teaching done by their respective teacher-adviser after class hours. This strategy did not give significant effects since remedial teaching was not done regularly due to lack of time on the part of the teacher. It is hoped that the proposal to organize and implement ACLAT-RR would raise the reading levels of the 277

III. TARGET BENEFICIARIES The target beneficiaries are the 277 grades IV–VI pupils of Pavia Pilot Elementary School whose reading levels are below their standard levels. These children are often absent, need assistance, lack interest in their studies and are low performers as shown by their ratings in Form – 138.

IV. PROJECT OBJECTIVES AND OUTCOMES/BENEFITS Project Objectives   General Objective: Raise academic performance of 277 grades IV – VI pupils in English by 2%   Specific Objective: At the end of the project, the reading levels of the 277 grades IV – V I pupils would have been raised by one grade level from the baseline.

Continuation .....

Project Outcomes   It is expected that at the end of the project, the academic performance of the pupils would have improved not only in English but also in other learning areas using English as the medium of instruction. This will also redound to better schoolcommunity relationship in as much as the parents, LGU’s and other community workers are involved in the program.  

IV. PROJECT OBJECTIVES AND OUTCOMES/BENEFITS Approach and Methodology In order to strategies will implementation components will

attain the objectives, various be adopted. Before the of the program, the following be considered.

1. Profiling of the target beneficiaries will be done. This will include identification of their reading levels through IRI (Individual Reading Inventory).

3.

Teacher training.

The twenty-five teachers who will be involved in this program will be trained. The training will include effective strategies in the teaching of remedial reading and preparation of support instructional materials. This activity will equip RR teachers with expertise in handling RR classes. They will be provided with skills in the preparation of SIMs in order to make RR teaching-learning experiences/activities more enjoyable and effective.

4.   Providing RR Materials The reading materials (books, workbooks) to be

continuation ..... 5.  Implementation The RR teachers will be called for an orientation – conference to clarify their duties and responsibilities. The procured needed materials will be distributed to the RR teachers. The program will be implemented following the suggested schedule. 1.) 7:00 – 8:00MWF (3 hours a week) 2.) 8:00 – 11:00Every Saturday (3 hours a week) As An incentive and to help raise the nutritional status of the pupils, breakfast feeding will be served to the clienteles. This will also improve holding power of teachers. 6. Monitoring and Evaluation The members of the monitoring team composed of five

Implementing Structure  

2. 3.

PERSONS/GROUP RESPONSIBLE SIIF Dep Ed Personnel a. SDS/ASDS b. Educ. Supervisor c. District Supervisor

Responsibilities •Provide

funds

•Support

the program in terms of logistics and expertise • Take part in the training of RR Teachers; monitor and supervise • Guides the principal in the implementation of the program • Implementor of the program

d. Principal * Teacher/ParaTeachers * Trainers/facilitator/resourc • Share knowledge and e person expertise * Pupils • Attend RR classes regularly * Accounting/

Continuation ....... Persons/groups Responsible 4.

LGU

6.

Parents

8.

NGO

10.

a. Teacher/Para-teachers

13.

Pupils

Responsibilities •Provide

financial assistance as counterpart to the SIIF • Provide assistance and follow-up of their children •Give assistance in the form of books, reading materials, and needed equipment • Assist RR teachers in the preparation of SIMs & other needed materials • Attend RR classes regularly

VI. WORK PLAN Quarter s

Strategies/Major Activities

  Profiling, Stakeholder Advocacy, Tea. Training, Monitoring, Implementation, Pretest (English), Provision of RR         

1

2

Implementation, Monitoring, Mid year Assessment (IRI)         

Implementation, Monitoring, Post Test (IRI), Post Test (English)           

3

 

4

       Evaluation

VII. BUDGET PROPOSAL Quarter s

1

2 3

Requested Amount from SIIF

Strategies/Major Activities  

Profiling, Advocacy, Training, Monitoring, Implementation,Pre-Test Provision of RR materials, Breakfast Feeding  Implementation, Monitoring, MidYear IRI, Breakfast Feeding

 

Implementation, Monitoring, Post Test

 





IRI, Post Test (English), Breakfast Feeding, Evaluation

P 79,060.33  

 

P 67,183.33

P 67,183.33  

VIII. MONITORING AND EVALUATION The monitoring Team will be composed of 5 members, namely: 1. ASDS – Project Manager 2. ASDS in charge of the zone where the RR project is implemented 3. ES1 (English) 4. ES 1 5. ES 1 who were involved in the preparation of the proposal The members of the Monitoring team will compose the Evaluation Team The base line data, which will show the reading level of the pupils, will be generated through the use of IRI. A pretest in English will be given to determine academic performance in English. The RR teachers will fill up form 1 and 2. The monitoring team will accomplish monitoring the form.

MONITORING AND EVALUATION REPORT   BASELINE DATA Form I  

  Name of RR Teacher ______________________ School ____________________ Grade Level _____________________________ District ____________________ No. of Pupils M ______ F ______ Total _______ Division ____________________  

Name of Pupils

 

1. 2. 3.  

Reading Level

Pre

Mid Year

Post

 

 

 

continuation...... Form 2   Name of RR Teacher ________________________ School ____________________ Grade Level _______________________________ District ____________________ Division ___________________ No. of Pupils M ________ F _______ Total _________   Scores in English Test

Name of Pupils  

Pre- Test

Post - Test

 

       

 

IX. SUSTAINABLILITY Some strategies for the continuation of the project after its completion of the disbursement of SIIF funds. 1. Seek more involvement and support from other school stakeholders like PTA, NGOs and other civic organizations through Adopt – a- Project scheme, there by sustaining the existence of the RR program. 2. Make the Remedial Reading program more attractive to its stakeholders through improved performance of our pupils. 3. Strengthen School Advocacy program to inform parents and other stakeholders about what the school has accomplished for the welfare of its clientele, specially in the improvement of pupils’ reading levels and academic performance. 4.

More in-service trainings for remedial reading teachers to hone their

skills and competencies in the teaching of reading. Improved competency of RR teachers means improve performance of pupils, hence gaining more trust and support from the viewing public.

OUT PUT NO. 1

POOR ACADEMIC PERFORMANCE IN ENGLISH

Low Reading Levels of 277 Grade IV – VI pupils of Pavia Pilot Elem. School

Prob.  No. 1

Prob.  No. 2

Prob.  No. 3

Prob.  No. 4

1. Poor Reading Habits

Find Difficulty in Reading English Materials Non-Mastery of Basic Reading Skills Quality Supp. Reading materials Inadequate

Lack of Vocabulary

Less exposure to HOTs questions

Non-Mastery of Basic Reading Skills

Teachers Seldom ask higher level question

Not a priority as to Finding

Lack of training on the Art of Questioning

Lack of Interest

More time Spent on TVs + Computers

Strong Influen ce of Mass Media

Less Parental Guidance

2. Ineffective Teaching Strategies Teachers are not Properly Motivated

Inadequate S I M S

Trainings done on Selective basics

Unskillful in SIM Construction

Incentives in other forms (grants, monetary are not given)

Limited Training on SIM Construction

Limited Training on SIM Construction

Lack of Time

Too Many concern (DepEd Prog.)

Insufficient Funding

3. Absenteeism

Low Nutritional Status Unbalanced Diet

More attention to family needs

Insufficient family income

Low educational attainment of parents

Do Home Chores

Big family Size

Working Parents

4. Ineffective Remedial Program

Remedial Reading Built into Regular Class Schedule Lack of Time

Lack of Trained Reading Teachers Lack of Teachers

Lack of Training on RR

Insufficient Reading Materials (Gr. III –VI) Not a Priority as to Funding

Impr oved academic Per f or mance of 277 Gr ade 4-6 Pupil s in Engl ish by 2%

Raised Reading Levels of 277 Grade 4 – 6 Pupils to their standard level

Solution  No. 1

Solution  No. 2

Solution  No. 3

Solution  No. 4

1. IMPROVED READING HABITS Reading English Materials Made Easy

Improved Interest in Reading

Sufficient Vocabulary Acquired

Basic Reading Skills Mastered

More Exposure to HOST question provided

Quality and adequate supp. reading materials provided

Sufficient Vocabulary Acquired

Host frequently used/asked by teachers

Funding given a priority

LEARNING from training applied as reflected in less on plan

Consistent supervision provided

Scheduled time for TV viewing and use of computers Parental Guidance Parent-Teacher Relation Strengthened

2. EFFECTIVE TEACHING STRATEGIES USED Teachers properly motivated Mass training conducted (Sch. Based)

Other forms of incentives provided

Funds made available

Adequate SIMs prepared Skills in SIM preparation acquired

Enough time to prepare SIMs provided Selective participation to DEPEd programs

Consistent supervision provided

3. IMPROVED ATTENDANCE National Status Raised Balance diet provided

Family income raised

NFE / IEC provided

IEC on Family Planning provided

Home Chores Lessened Quality time for the family provided

Balanced time for family and work

4. RR PROGRAM IMPLEMENTED RR Classes organized Specific schedule for RR provided

Effective RR Program Enhanced

Sufficient RR materials procured prepared

Competent RR Teacher Provided

Adequate Funds Provided

RR Training for Gr. IV – VI teachers provide Funds Provided

Logistics Requirements Secured

Training Program Designed

Training Needs Identified & Analyzed