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,
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 profiling of 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. 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 Met hodology
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).
3.
Teacher training.
The twenty-five teachers who will be involved in this program will be be trained. trained. The training 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 experiences/acti vities more enjoyable and effective.
4. Providing RR Materials
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 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
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/Para Teachers * Trainers/facilitator/resourc • Share knowledge and e person expertise * Pupils • Attend RR classes regularly * Accounting/
Continuation ....... Persons/groups Responsible
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 •
4.
LGU
6.
Parents
8.
NGO
10.
a. Teacher/Para-teachers
13.
Pupils
VI. WORK PLAN Quarter s
1
Strategies/Major Activities
Profiling, Stakeholder Advocacy, Tea. Training, Monitoring, Implementation, Pretest (English), Provision of RR
2
Implementation, Monitoring, Mid year Assessment (IRI)
3
Implementation, Monitoring, Post Test (IRI), Post Test (English) Evaluation
4
VII. BUDGET PROPOSAL Quarter s
Strategies/Major Activities
Profiling, Advocacy, Training, Monitoring, Implementation, Implementation,Pre-Test Pre-Test Provision of RR materials, Breakfast Feeding Implementation, Monitoring, Mid Year IRI, Breakfast Feeding
1
2
3
Implementation, Monitoring, Post Test
IRI, Post Test (English), Breakfast Feeding, Evaluation
Requested Amount from SIIF
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.
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
1. 2. 3.
Mid Year
Post
continuation...... Form 2
Name of RR Teacher _________________ ________________________ _______ School _________________ ____________________ ___ Grade Level ________________ _______________________________ _______________ District ______________ ____________________ ______ Division ___________________ No. of Pupils M ________ F _______ Total _________
Name of Pupils
Scores in English Test
P re- T e s t
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 I N ENGLI LIS SH
Low Readi Reading ng Lev Level els s of of 277 Gr Grade IV – VI pupil upils s of Pav Pavia ia Pi Pillot Elem Elem.. Sc Scho hoo ol
Prob.
Prob.
Prob.
Prob.
No. 1
No. 2
No. 3
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 th e Art Art of Questi Q uestio oni ning ng
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
Inadequat Inadeq uate e S IMS
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 Fundi 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
I mpr o ve ved d acade cadem mi c Pe P er f o r mance o f 277 Gr ade 4-6 Pu Pupi pill s i n Engl i sh by 2%
Raised Reading Levels of 277 Grade 4 – 6 Pupil Pupils s to to thei heirr st stan andar dard d lev evel el
Solution
Solution
Solution
Solution
No. 1
No. 2
No. 3
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
Funding given a priority
LEARNING from LEARNING training applied as reflec reflected ted in less on pl p lan
Consistent supervision provided
Parent-Teacher Relation Strengthened
2. EFF EFFEC ECTI TIV VE TEAC TEACHING HING STR STRATEG ATEGIES IES USED Teach che ers pr prop ope erly mot otiivated Mass training conducted (Sch. Based)
Other forms of incentives provided
Funds made available
Ade Ad equate SI SIMs pr prepa parred Skills in SIM preparation acquired
Enough time to prepare SIMs provided Selective participation to DEPEd programs
Consistent supervision provided
3. IM IMPR PRO OVED ATTEND ATTENDANC ANCE E 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 PR PRO OGRAM IM IMPLEM PLEMENTED ENTED RR Classes organized Specific schedule for RR provided
Effective RR Pro Pr ogra gram m Enhanced 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 & Anal A nalyzed yzed
