Republic of the Philippines

Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM FOUNDATION COURSE

School Heads’ Application Project Implementation Paper

A.Project Context

NEAP PROGRAM: School Heads Development Program Foundation

Course
Name of School Head: Ryan A. Pelonia
Region, Division, District: VIII, Northern Samar,
Pambujan I
Name of School: San Ramon Elementary School

Key Changes

The realization of this project would result to the

improvement of pupils reading performance, specifically,

independent level will increased and decreased

frustration and instructional level.

Target Competency Improvement

The target competencies embodied in the different

domain that the school head will improve are the

following:

1. School Leadership

Developing & Communicating Vision, Mission, Goals,

and Objectives (VMGO) – it is the responsibility

 of the school head to set clear vision, mission,

goals and objectives of the school in order to

have a common direction to achieve high

performance of the learners and the school as a

whole.

2. Instructional Leadership

Address low performance of the pupils with

appropriate intervention – as a learner centered

institution, school head is accountable on the

performance of the pupil. Developing appropriate

intervention with proper implementation will yield

high performance both the pupils and the school.

3. School Management and Daily Operations

Ensure proper implementation and monitoring of the

project –school head is responsible and

accountable in the implementation of different

programs and projects of the school. It is

expected that regular monitoring and evaluation of

the project will be conducted to ensure its proper

implementation.

School Current Situation

 San Ramon Elementary School is situated along

mountainside, caters learners from Kinder to Grade 6 with

an enrolment of 145 pupils distributed among 6 teachers.

Like other school, San Ramon Elementary School is

facing different challenges and one of which is the poor

reading performance of the pupils. This problem is the

most common problem exist in every school and this leads

to the poor academic performance of the pupils across

different subject areas and based on my own observation

these problem resulted from poor reading attitude, lack

of motivation, support from the parents and even

strategies and techniques used by the teachers which are

not suited to the learners’ needs and learning styles.

The recent results of Phil-IRI pre-test in English

is quite alarming because there are only 10.89% or out of

101 pupils in grades 3 to 6, there are only 11 belong to

the independent level and 37 pupils or 36.63% belong to

the frustration level.

Project Title: Strategic Action to Enhance Pupils’

Reading

Performance and Improve Pupils’ Attitude

in

Reading
Project Objectives:

This project aims to enhance the reading performance

and improve the attitude in reading of grades 3 to 6

pupils in San Ramon Elementary School for School Year

2016 – 2017.

Specifically this project is directed on the

following targets:

1. Increased 2% independent level pupils by grade level

from grades 3 to 6 in English.

2. Decreased 2% of frustration level of grades 3 to 6

pupils by grade level in English.

Start Date: February 9, 2017

Length of Project: 3 Months

Expected Outputs

After the implementation of this project the

following output is expected:

1. Grades 3 to 6 pupils will enhanced their reading

abilities that they could read and share story

independently.

2. Grades 3 to 6 pupils will improved their attitudes

towards reading.

Beneficiaries
 This project is believed to be a great help to

attain the common gaol of the institution the quality of

education. Thus, this will be beneficial to the

following:

Parents. This project will give strong encouragement

to the parents that they give priority on the education

of their young’s and most importantly they will support

whatever projects the school have in order to uplift the

performance of their children in the school especially in

reading .

Pupils. Pupils from grades 3 to 6 will have passion

in reading and they will become more confident to read

and share story to their peers.

School. This project will help the school to meet

the standard set by the department on the different

performance indicators.

School Heads. As the responsible and accountable on

the accomplishment of the different programs and projects

implemented in the school, they will become motivated to

perform their task and enhanced their leadership styles

and techniques to guide the teachers in their daily

teaching-learning task so that pupils will become

productive and useful in the society.

 Teachers. This will guide and provide them idea on

how to deal problems in reading being the frontline of

the institution.

B. Action steps

Target Responsib Support Target

Actions
Milestone le Person Needed Date
from
Milestone 1 Conduct SH, PSDS,
orientation of the Reading PIC February
Increase project to the Coordinat Div/Dist 9, 2017
independent parents and pupils or, .
reading Teachers Reading
level of Coor./St
grades 3 to akeholde
6 pupils by rs
2% Implementation of
the project

Conduct
Synchronized
Reading Time
through
storytelling 5 to
10 mins.
Steps:
1. Select Class School 3rd week
randomly adviser/p Head/Rea of
story teller upils ding February
every day Coordina to 1st
among the tor week of
independent April,
and 2017,
instructiona daily
l level 1:00 –
 pupils by 1:30 PM
grade level
2. Story teller
will be
selected on
the spot
3. Conduct oral
and written
comprehensio
n check
every after
the story

Milestone 2 Conduct Buddy SH and 3rd week

Reading Reading of
Decreased • Read Aloud Assigned Coordina February
frustration • Echo Reading pupils/Cl tor to 1st
level • Choral ass week of
pupils in Reading Adviser April,
grades 3 to • Take Turns 2017,
6 by 2% Reading daily
Steps: 1:00 –
1. Independent 1:30 PM
level pupils
will
facilitate
reading to
those pupils
in the
frustration
level
2. Instructiona
l level
pupils will
select their
partner on
their same
reading
level and
will read
using the
techniques
mentioned
above
3. Conduct
daily
Monitoring
and
Evaluation
every after
 reading,
guided with
Buddy
Reading
Questions

Milestone 3 Conduct Home Class SH 3rd week

Improved Reading adviser Reading of
pupils Steps: Coordina February
attitudes 1. Pupils from tor to 1st
towards grades 3 to week of
reading 6 will be April,
given the 2017
opportunity
to choice
and read
story at
home
2. They will
submit Home
Reading
Report
everyday
Monitoring and SH and 3rd week
Evaluation Reading of
SH and Coordina February
Conduct daily Reading tor/pare to 1st
Monitoring and Coordinat nts week of
Evaluation on the or April,
Synchronized Class 2017
Reading Time Adviser/p (1:00-
arents 1:30 PM
Daily)

Celebration of PSDS,
Success SH and PIC 1st week
1. Awarding for Reading Div/Dist of
best reader, Coordinat . April,
story teller or Reading 2017
2. Awarding for Class Coor.
best teacher Adviser Stakehol
implementer ders

Sustainability SH and PSDS,

Reading PIC SY 2017
Coordinat Div/Dist - 2018
or .
Class Reading
Adviser Coor.
pupils Stakehol
ders
C. Required Resources

Milestone Resources Budget Approvals

Needed Needed
Milestone 1
Laptop
Increase independent Projector 2,000.00
reading level of Story books MOOE
grades 3 to 6 pupils Bond paper
by 2% Folder/envelop

Milestone 2
Reading charts
Decreased Reading 2,000.00
frustration level Materials MOOE
pupils in grades 3 Story Books
to 6 by 2% Bond paper
Folder/envelop

Milestone 3
Improved pupils
attitudes towards Home Reading 1,000.00
reading Report MOOE
Bond Paper
Folder/envelop

Monitoring and M&E Tools 500.00

Evaluation MOOE

Celebration of Ribbons
Success Medal 5,000.00
Plaque of Stakeholders
Appreciation
Certificates

Total 10,500.00

D. Risk Management Plan

If Risk
Happens,
Impact on Specific Specific
Milestone Likely Project if Action Action to
Risk Risk to Soften
Happens Prevent Impact of
Risk Risk
Milestone 1
In Delayed on Source Use
Increase availabil the out from available
independent ity of implementa the resources
reading level of Story tion internet
grades 3 to 6 Books
pupils by 2%

Milestone 2 In Projects Ask Use

availabil will not supports available
Decreased ity of be from resources
frustration Story implemente stakehol
level pupils in Books d as ders and
grades 3 to 6 by schedule other
2% agencies
Absenteei Poor Close Conduct home
sm of the reading monitori visit
pupils performanc ng and
e of the daily Ensure
pupils checking parents full
will not of support
be given pupils’
full Attendan
attention ce
Milestone 3

Improved pupils In Pupils’ Proper

attitudes availabil attitudes orientat
towards reading ity of towards ion to
reading reading the
materials will not parents
/lack of improve to
support provide
from the needed
parents material
s by
their
Monitoring and children
Evaluation at home

Celebratio Conduct fund

Celebration of n will not raising
Success In be
availabil successful
ity of
funds

Ask
supports
from
stakehol
ders and
other
agencies
 Prepared by:

RYAN A. PELONIA
School Head

Approved:

BERNARDO A. ADINA, CESO VI

Schools Division Superintendent

PRE TEST READING ASSESSMENT RESULT IN ENGLISH

S. Y. 2016 - 2017
17

14
13
11
10
9
8 8

4
3
2 2
GRADE 3 GRADE 4 GRADE 5 GRADE 6

FRUSTRATION INSTRUCTIONAL INDEPENDENT

 SUMMARY FROM GRADES 3 TO 6

64

37

11

GRADES 3 TO 6

FRUSTRATION INSTRUCTIONAL INDEPENDENT

POST TEST READING ASSESSMENT RESULT

IN ENGLISH S. Y. 2016 - 2017
17 17

13
12

8 8 8
6
5
4
3
0
GRADE 3 GRADE 4 GRADE 5 GRADE 6

FRUSTRATION INSTRUCTIONAL INDEPENDENT

 SUMMARY FROM GRADES 3 TO 6

55

34

12

GRADES 3 TO 6

FRUSTRATION INSTRUCTIONAL INDEPENDENT

SUMMARY

Based on the result on the implementation of the

project, the data shows that there is a big impact on

the reading performance of the pupils. As reflected on

the graph there is a decreased of number of pupils in

frustration level from 37 to 12 or 64.86%. In the

instructional level there is a decreased of 14.06% or

from 64 to 55. In the independent level there is a

47.83% or from 11 to 34 pupils increased, therefore, the

2% target on the reading performance level of the

pupils were achieved. This accomplishment is the result

of the intense implementation/administration and

monitoring of the different activities of the project

with proper orientation and coordination with the

teachers and parents on the importance of reading. Thus,

pupils reading performance was enhanced and their

attitudes towards reading was improved.

STORY TELLING
BUDDY READING
READING ASSESSMENT (GRADES 3 & 4)
READING ASSESSMENT (GRADES 5 & 6)