ABC+: Advancing Basic Education in the Philippines

VFG
INSTRUCTIONAL LEADERSHIP TRAINING
Output 3: Developing PIP

*For Individual Submission

Name: WHILMA G. ORBETA Region: Division: Position:
School: Training group no.:

*For Group Submission

Focal Person: WHILMA G. ORBETA Region: VIII Division:
SAMAR
Position: Principal IV Date: November 9, 2022
Training group no: B
List of Group Members: Maximum of 3 members (including focal person)

Module output: Shared vision

1. Formulate a proposed shared vision for your school. Remember that your vision
statement is an interim that will be discussed and validated with your school’s
teachers and staff.
2. Write your shared vision on the space provided.

I – Project Initiative Brief

Program Proponent WHILMA G. ORBETA
Program Owner/s GANDARA II CENTRAL ELEMENTARY SCHOOL
Target Learners 25 GRADE 3 LEARNERS
Number of Batches 1 BATCH
and Proposed
Implementation Date
Proposed Venue GANDARA CES/ GANDARA, SAMAR
Propose Budget PhP 1500 (30X 1500)
Proposed Continuing *Related PD programs will be applied for NEAP
Professional Recognition and CPD Accreditation
Development Credit
Units (if any)

II – Project Initiative Background and Rationale

 ABC+: Advancing Basic Education in the Philippines
Shared Vision Statement:

Gandara II Central Elementary School in the next (5) years 2024-2028 envision that
our school as a learning organization will provide a learning environment that will
enhance the teaching-learning process that will focus on literacy which will enhance the
learning ability of our Grade 3 pupils on reading through differentiated instruction. It will
produce student who are literate are become productive citizens who can be of
competitive in the global scenario and can contribute to the country’s development.
We believe that literate people are empowered to face global crisis and achieved
their personal and professional goals. For this purpose, we endeavor to provide quality
assured instruction in all content areas where students involved in different reading
activities that will enhance their full potentials as literate and good citizenry.
School stakeholders (teachers, parents, school head and communities) will
undertake professional development training or symposia that will equip them with the
latest trends of approaches and strategies that will cater to the needs of our grade 3
pupils. For our pupils, inculcate them the love of Reading which will sharpen their minds
and creativity to the world literacy.

SMART Goal: Formulate your SMART Goal in the space provided below.

By the end of the SY 2023-2024, Gandara II Central Elementary School will initiate in the
conduct of literacy/reading assessment (EGRA/CRLA) for Grade 3 learners on the
effectiveness of reading instruction through differentiated instruction that will cater the
reading ability of the pupils with comprehension.

III – Project Initiative Description

I LOVE BOOK Project (Love in Reading) is program anchored to the existing
program of Department of Education the ECARP (Every Child A Reader) to equip
elementary pupils with strategic reading and writing skills to make them independent
young readers and writers. ECARP is a national program that addresses the thrust of
DepEd to make every Filipino child a reader at his/her level. Instilling a love of reading
early gives a child heads start on expandingtheir vocabulary and building independence
and self-confidence. It helps children learn to make sense not only for the world around
them but also people building social-emotional skills and of course imagination. It
 ABC+: Advancing Basic Education in the Philippines
includes the three types of reading academic texts: skimming, scanning and in-depth
reading. This project was aligned under quality in the school improvement plan.

Based on the result of the literacy assessment conducted by Gandara II

Central Elementary School, out of 56 pupils in Grade three 31 pupils met the standards
for literacy level. Our School was able to analyze and come up with the idea to conduct
proficiency level performance.
The school applied mentoring and peer coaching for the 25 pupils in Grade
three to be able to cope up with the literacy enhancement program. Teachers are
encouraged to attend session on literacy to be able to equip them with the technical
know-how on how to help these pupils become readers.

III – Target Stakeholders’ Description

The school target stakeholders were being selected based on the result
conducted for literacy assessment. They are the parents of these pupils who did not
achieve the proficiency level of literacy. Parents of these 25 learners in Grade three were
being concerned if they can be sent training or look for volunteer teachers who can be of
help with our pupils.
Volunteer teachers are enjoined to participate and encourage to go beyond
their reach to help our 25 grade three pupils to improved their literacy level of
performance. They can use play, game, etc. to boast the interest of the pupils and make
literacy class enjoyable and memorable.

V – Workplace Application Project (WAP) or Job – Embedded

Learning (JEL)

The following are the steps that the school will undergo to implement the project.

1. Conduct reading assessment and assessment of learning conditions for 25 Grade

t,hree learners.
2. Construct and reproduce instructional materials to be used in each literacy
domain.
3. Conduct LAC sessions to orient teachers, parents, volunteers, and other
stakeholders on the goals and objectives of the project.
4. Train teachers and volunteers on the various literacy strategies focusing on the
Two-Track Method (meaning and accuracy) in Explicit Teaching.
5. Implement the innovation.
 ABC+: Advancing Basic Education in the Philippines
6. Monitor the project.
7. Conduct a post-reading assessment.
8. Evaluate the project.
9. Gather the project initiative reports and the corresponding attachments.

VI- Design

Day / Objectives
Outputs Topic/ Methodology Nominated Resource
Time Content Project s
Highlight Team
s Members
Pre – Implementation Stage
Week To determine Result of Interpretati Conduct CRLA Reading Reading/
1 the literacy CRLA on CRLA To Grades III Coordinator Testing
level of Grades Result as pupils Grades III materials
1-3 pupils List of basis for adviser
reading
through CRLA pupils
intervention
under full
refresher
Implementation Stage
Create Project Proposal
Week To Prepare and Copy of Reading Submission of Reading Printing
2 submit the Project Intervention Project Coordinator materials
Project I LOVE Proposal s Proposal Brigada
BOOK proposal Pagbasa
Coordinator
to the Office of
School Head
the SDS Teachers
Conduct of various literacy intervention to improve the reading performance of
pupils
Week To orient Support Series of Orientation Reading Program
4 Parents and from Planned Meeting Coordinator and
Teachers on parents Activities Brigada Invitation
the Project and on Reading Eskwela
ECARP teachers Interventio Coordinator
implementation ns School Head
Teachers
Parents

Week To Meet with Partners Mobilization Orientation Reading Program

5 the hip with of Meeting Coordinator and
stakeholders, school stakeholder Brigada Invitation
 ABC+: Advancing Basic Education in the Philippines
for possible and s Eskwela
partnership. external Coordinator
stakehol School Head
ders Stakeholders

Week To Recruit List of Duties and Invitation Reading Invitation

6 Volunteers who Voluntee responsibilti Meeting Coordinator letters and
will serve as rs/ Tutors es of Distribution of Brigada Printing
TUTOR from the tutors/volun flyers Eskwela materials
teers
community, Coordinator
Brgy. Council, School Head
SPTA Officers Stakeholders
and other Parents
private
institutions
Year- To Construct Reading Reading Write shop / Reading Reading
round and Reproduce Instructio Exercises Workshop on Coordinator Instruction
of different nal printed Construction Brigada al
Reading Materials from of Eskwela materials
reading
Materials suited e.g. Big Instructional Coordinator
materials
to the reading Books Materials and Teachers
ability of and Reading School Head
learners small Resources
books
Year- To conduct Decrease Remedial Utilization of Reading Reading
round Remedial d Reading the Two-Track Coordinator Materials
Reading Number Strategies Method Brigada Snacks for
Sessions with of Full to be (meaning and Eskwela Tutees and
conducted
Full Refreshers Refreshe accuracy) in Coordinator Tutors
from Grades III. rs Explicit School Head
Teaching. Pupils
Volunteers
Tutors
Parents
Year Conduct the All 15 Reading GESI was Grade III Bigbooks
Round Catch-Up pupils Comprehen applied And Adviser and other
Fridays were sion was LEA in reading
already applied teaching materials
reader literacy


Conduct of Post Reading Assessment

End of To conduct Post Reading Post-Test EPS, PSDS, Division-
School Reading Reading Assesment Reading School Heads, Made
Year Assessment Assessm Assessment Master Reading
 ABC+: Advancing Basic Education in the Philippines
ent Teachers Assessment
result Pupils Tools
End of Recognition of Recogniz Recognition Pupils Awarded
School Full Refresher ed Grade Day Reading Pupils
Year pupils who Ready Coordinator
became Grade Pupils Brigada
Ready Pupils Eskwela
Coordinator
School Head
Volunteers
Tutors
Parents
End of To hear Refined/ Needs to Feedbacking Reading Suggestion
School Feedbacks from Restruct improves Coordinator Box
Year teachers, ured in project Brigada
parents, Reading implement Eskwela
volunteers, Intervent ation Coordinator
tutors and ion School Head
stakeholders Program Volunteers
about the Tutors
implementation
of the project.