proj. proposal- iloilo
TRANSCRIPT
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