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 ReadingTarget Beneficiaries: Two hundred seventy-seven (277) grades IV – VI pupils of Pavia Pilot Elementary School, Division of IloiloDuration of the Project: One School Year

Proponent and Contact Information: Paciencia J. Jovero, Principal II,

Pavia Pilot Elementary SchoolAmount 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 benevolent stakeholders and other planned strategies leading towards the smooth and effective institutionalization of the project.

II. BACKGROUND/RATIONALE

 

Pavia Pilot Elementary School is particularly interested in raising the academic performance of the 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 pupils and ultimately improve the academic performance of the pupils not only in English but also in other learning areas.

III. TARGET BENEFICIARIESThe 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.

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 school-community relationship in as much as the parents, LGU’s and other community workers are involved in the program. 

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Approach and Methodology

In order to attain the objectives, various strategies will be adopted. Before the implementation of the program, the following components will be considered.  1.  Profiling of the target beneficiaries will be done. This will include identification of their reading levels through IRI (Individual Reading Inventory).  2.   Stakeholders advocacy An orientation conference will be conducted to mobilize all possible stakeholders for awareness of the program and to strengthen their advocacy in terms of logistical support. 

IV. PROJECT OBJECTIVES AND OUTCOMES/BENEFITS

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 used in the RR class will be procured. Support instructional materials will also be provided. 

  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 (5) members (2 ASDS, 3 ES – I) will monitor the implementation of the program once a month. To determine the increase of the reading levels of the target clienteles, pre, mid, and post assessment will be conducted using IRI. The increase in academic performance in English will be measured by comparing the MPS of the pre and post achievement tests in English for each grade level. 

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Implementing Structure 

PERSONS/GROUP PERSONS/GROUP RESPONSIBLERESPONSIBLE

1.1. SIIFSIIF

2.2. Dep Ed PersonnelDep Ed Personnel

a. SDS/ASDSa. SDS/ASDS

b. Educ. Supervisorb. Educ. Supervisor

c. District Supervisorc. District Supervisor

d. Principald. Principal

* Teacher/Para-* Teacher/Para-TeachersTeachers

* * Trainers/facilitator/resourcTrainers/facilitator/resource persone person

* Pupils* Pupils

* Accounting/ * Accounting/ Disbursing/Supply Officer Disbursing/Supply Officer & Auditor& Auditor

ResponsibilitiesResponsibilities

•Provide fundsProvide funds

•Support the program in terms Support the program in terms of logistics and expertiseof logistics and expertise• Take part in the training of Take part in the training of RR Teachers; monitor and RR Teachers; monitor and supervisesupervise• Guides the principal in the Guides the principal in the implementation of the implementation of the programprogram• Implementor of the programImplementor of the program

• Share knowledge and Share knowledge and expertiseexpertise• Attend RR classes regularlyAttend RR classes regularly• Disburse and distribute Disburse and distribute funds & materials to proper funds & materials to proper channelschannels

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Persons/groups Persons/groups ResponsibleResponsible

3.3. LGULGU

4.4. ParentsParents

5.5. NGONGO

6.6. a. Teacher/Para-teachersa. Teacher/Para-teachers

7.7. PupilsPupils

ResponsibilitiesResponsibilities

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

VI. WORK PLAN

Quarters

Strategies/Major Activities

1

         Profiling, Stakeholder Advocacy, Tea. Training, Monitoring, Implementation, Pre-test (English), Provision of RR

2         Implementation, Monitoring, Mid year Assessment (IRI)

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

4         Evaluation

VII. BUDGET PROPOSAL

Quarters

Strategies/Major Activities 

Requested Amount

from SIIF

1         Profiling, Advocacy, Training, Monitoring, Implementation,Pre-Test Provision of RR materials, Breakfast Feeding

 

P 79,060.33 

2         Implementation, Monitoring, Mid-Year IRI, Breakfast Feeding

 

P 67,183.33

3         Implementation, Monitoring, Post Test IRI, Post Test (English), Breakfast Feeding, Evaluation

 

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

implemented3.      ES1 (English)4.      ES 15.      ES 1 who were involved in the preparation of the

proposalThe 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 Reading Level

  Pre Mid Year Post

1.2.3. 

     

Form 2 Name of RR Teacher ________________________ School ____________________Grade Level _______________________________ District ____________________ Division ___________________ No. of Pupils M ________ F _______ Total _________ 

Name of Pupils Scores in English Test

  Pre- Test Post - Test

      

 

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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. 5.      Empower the principal through capability building and managerial competence training for the efficient and effective management of the Remedial Reading Program. 6.      Make the Remedial Reading Program as a continuing program or part of the school system, ensuring its sustainability. 7.      Expansion of the Remedial Reading program to Grades II & III classes.

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

Non-Mastery of Basic Reading

Skills

More time Spent on TVs + Computers

Not a priority as to Finding

Lack of training on the Art of Questioning

Lack of InterestFind Difficulty in Reading English Materials

Lack of Vocabulary

Less exposure to HOTs questions

Quality Supp. Reading materials

Inadequate

Non-Mastery of Basic

Reading Skills

Teachers Seldom ask higher level question

Less Parental

Guidance

Strong Influence of Mass Media

2. Ineffective Teaching Strategies

Teachers are not Properly Motivated Inadequate S I M S

Trainings done on Selective

basics

Incentives in other forms (grants, monetary

are not given)

Unskillful in SIM

Construction

Lack of Time

Limited Training on

SIM Construction

Too Many concern

(DepEd Prog.)

Insufficient Funding

Limited Training on

SIM Construction

3. Absenteeism

Low Nutritional Status Do Home Chores

Unbalanced Diet

More attention to family needs

Working Parents

Insufficient family income

Low educational attainment of

parents

Big family Size

4. Ineffective Remedial Program

Remedial Reading Built into Regular Class Schedule

Lack of Trained Reading Teachers

Insufficient Reading Materials (Gr. III –VI)

Lack of Time

Lack of Teachers

Not a Priority as to Funding

Lack of Training on

RR

Impr oved academic Per f or mance of 277Gr 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

Scheduled time for TV viewing and use of

computers

Quality and adequate

supp. reading materials provided

Sufficient Vocabulary Acquired

Host frequently used/asked by

teachers

Parental Guidance

Parent-Teacher Relation

StrengthenedFunding given a priority

LEARNING from training applied as reflected in less on plan

Consistent supervision provided

2. EFFECTIVE TEACHING STRATEGIES USED

Teachers properly motivated Adequate SIMs prepared

Mass training conducted

(Sch. Based)

Other forms of incentives

provided

Skills in SIM preparation acquired

Enough time to prepare SIMs

provided

Funds made available

Selective participation to

DEPEd programs

Consistent supervision provided

3. IMPROVED ATTENDANCE

National Status Raised Home Chores Lessened

Balance diet provided

Quality time for the family provided

Balanced time for family and work

Family income raised

NFE / IEC provided

IEC on Family Planning provided

4. RR PROGRAM IMPLEMENTED

RR Classes organized Effective RR Program Enhanced

Sufficient RR materials procured prepared

Specific schedule for RR provided

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