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
 

II.
Pavia Pilot Elementary School is particularly
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 school-
community 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 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 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
 
PERSONS/GROUP Responsibilities
RESPONSIBLE
2. SIIF •Provide funds
3. Dep Ed Personnel
a. SDS/ASDS •Support the program in terms
of logistics and expertise
b. Educ. Supervisor • Take part in the training of
RR Teachers; monitor and
supervise
c. District Supervisor
• Guides the principal in the
implementation of the
d. Principal program
* Teacher/Para- • Implementor of the program
Teachers
*
Trainers/facilitator/resourc
e person • Share knowledge and

* Pupils expertise
• Attend RR classes regularly
* Accounting/
Continuation .......

Persons/groups Responsibilities
Responsible
•Provide financial assistance
4. LGU as counterpart to the SIIF
• Provide assistance and
6. Parents follow-up of their children
•Give assistance in the form

8. NGO of books, reading materials,

and needed equipment
• Assist RR teachers in the
10. a. Teacher/Para-teachers
preparation of SIMs & other
needed materials
• Attend RR classes regularly
13. Pupils
VI. WORK PLAN

Quarter Strategies/Major Activities

s

  Profiling, Stakeholder Advocacy, Tea.

        

Training, Monitoring, Implementation, Pre-

1 test (English), Provision of RR

Implementation, Monitoring, Mid year

        
2 Assessment (IRI)

Implementation, Monitoring, Post Test (IRI),

          
3 Post Test (English)

         Evaluation
4
VII. BUDGET
PROPOSAL

Quarter Strategies/Major Activities Requested

s   Amount
from SIIF

 Profiling, Advocacy, Training,  

1 Monitoring, Implementation,Pre-Test P 79,060.33

 
Provision of RR materials, Breakfast
Feeding
 Implementation, Monitoring, Mid-  

2 Year IRI, Breakfast Feeding P 67,183.33

 Implementation, Monitoring, Post Test  

3 IRI, P 67,183.33
Post Test (English), Breakfast Feeding,  
Evaluation
 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
Form I DATA
 
 
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.
 
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

  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.  Prob.  Prob.  Prob. 

No. 1 No. 2 No. 3 No. 4
 1. Poor Reading Habits

Find Difficulty in Reading English Lack of Interest

Materials

Non-Mastery of Lack of Less exposure More time Spent on

Basic Reading Vocabulary to HOTs TVs + Computers
Skills questions

Quality Supp. Non-Mastery Teachers Strong Less

Reading materials of Basic Seldom ask Influen Parental
Inadequate Reading Skills higher level ce of Guidance
question Mass
Media
Not a priority as to Lack of training on
Finding the Art of Questioning
 2. Ineffective Teaching Strategies

Teachers are not Properly Motivated Inadequate S I M S

Trainings done Incentives in other Unskillful in Lack of

on Selective forms (grants, monetary SIM Time
basics are not given) Construction

Limited Too Many

Limited
Training on concern
Training on
SIM (DepEd Prog.)
SIM
Construction Construction

Insufficient Funding
 3. Absenteeism

Low Nutritional Status Do Home Chores

Unbalanced More attention Working

Diet to family needs Parents

Insufficient
family income

Low educational Big family

attainment of Size
parents
 4. Ineffective Remedial Program

Remedial Reading Built into Lack of Trained Insufficient Reading

Regular Class Schedule Reading Teachers Materials (Gr. III –VI)

Lack of Lack of Lack of Not a Priority as

Time Teachers Training on to Funding
RR
 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  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 Basic Reading More Exposure to Scheduled time for

Vocabulary Skills Mastered HOST question TV viewing and use of
Acquired provided computers

Quality and Sufficient Host frequently Parental

adequate Vocabulary used/asked by Guidance
supp. reading
materials
Acquired teachers
provided Parent-Teacher
Relation
Funding given a LEARNING from Consistent Strengthened
priority training applied supervision
as reflected in provided
less on plan
 2. EFFECTIVE TEACHING STRATEGIES USED

Teachers properly motivated Adequate SIMs prepared

Mass training Other forms Skills in SIM Enough time to

conducted of incentives preparation prepare SIMs
(Sch. Based) provided acquired provided

Funds made Selective

available participation to
DEPEd programs

Consistent
supervision
provided
 3. IMPROVED ATTENDANCE

National Status Raised Home Chores Lessened

Balance diet Quality time for the Balanced time for

provided family provided family and work

Family income
raised

NFE / IEC IEC on Family

provided Planning
provided
 4. RR PROGRAM IMPLEMENTED

RR Classes organized Effective RR Sufficient RR materials

Program Enhanced procured prepared

Specific schedule for Competent RR Adequate Funds

RR provided Teacher Provided Provided

RR Training for Gr. IV –

VI teachers provide

Funds Provided Logistics Training

Requirements Program
Secured Designed

Training Needs
Identified & Analyzed