Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Bayugan City
STO. NIÑO NATIONAL HIGH SCHOOL
Sto. Niño, Bayugan City

Project REAP (Reading Enhancement Activity Program)

I. IDENTIFYING INFORMATION

a. Title of the Project: Project REAP (Reading Enhancement Activity Program)

b. Target Beneficiaries: Seventy-seven (77) Grade VII to Grade IX students of Sto. Niño
National High School, Bayugan City Division
c. Duration of the Project: One school year
d. Proponent and Contact Information:
Roxanne Cabilin, Reading Coordinator/SST-I
Roland P. Barrio, School Head/SST-III
e. Sources of Funding: School MOOE

II. EXECUTIVE SUMMARY

Project REAP will be majorly undertaken to address the reading needs of the 77 Grades VII –
IX poor readers of Sto. Niño National High School, and minorly to address the pronunciation
difficulties of the students. The major activities include profiling of base line data, Phil-Iri Pretest
result, stakeholders’ advocacy, orientation of reading teachers/advisers, providing reading materials,
individual, pair and group silent and oral reading activities, implementation and monitoring and
evaluation.
All teachers/advisers who will be involve in the program will be oriented and trained by the
reading coordinator who undergone seminars and workshops on Reading Enhancement. This
orientation and training will include effective strategies in reading and teaching reading and the
preparation of support instructional materials. This activity will equip RE teachers with expertise in
handling RE activities.
With these activities, it is hoped that REAP would increase the reading levels of 77 students
of Sto. Niño National High School and ultimately improve their pronunciation and academic
performance not only in English but also in other disciplines.
The project will be a continuous program of the school thereby ensuring its sustainability.
This can be done by utilizing the existing and up-to-date data of Project KAAMU of Sto. Niño
Elementary School and other planned strategies leading towards the smooth and effective
institutionalization of the project.
Sto. Niño National High School and this Project REAP is particularly interested in increasing
the reading level of the students and improve their pronunciation as a byproduct of this project and
eventually increase their academic performance, especially in English.
When the Sto. Niño National High School advisers conducted a reading activity in their
respective classrooms, there were similar findings that most of the students have difficulty in
pronouncing words in English due to their too much exposure on their mother-tongue, and out of 77
students, only 23 students are fast reader based on the Results of the Oral Reading Status
Assessment Per School (PABASA). These situations could be very alarming considering that reading is
a major tool in all learning areas. This could certainly affect the speaking skill and academic
performance of the students, if left unattended. The school initially helped these children through
remedial oral reading 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. Out of 77 high school students, only 23 are fast readers, and as decided, this project
will cater all the 77 students since the percentage of the fast readers is very low.
It is hoped that the proposal to organize and implement REAP would increase the reading
levels and ultimately improve the pronunciation of the students and eventually the academic
performance of the students not only in English but also in other learning areas.

III. TARGET BENEFICIARIES

The target beneficiaries are the 77 grades VII–IX students of Sto. Niño National High School whose
reading levels and pronunciations are low. Most of these children are often absent, need assistance,
lack interest in their studies, not fond of reading and are low performers as shown by their ratings in
Form – 138.

IV. PROJECT OBJECTIVES AND OUTCOMES/BENEFITS

a. Project Objectives

General Objective: Increase reading level in English of 77 grades VII-IX students of Sto. Niño
National High School by 20%

Specific Objectives: At the end of the project, the reading level of 77 grades VII-IX students
will increase; the pronunciation difficulties of 77 grades VII-IX students will decrease; and
students’ academic performance in English will improve.

b. Project Outcome

It is expected that at the end of the project, the academic performance and
pronunciation skills of the students 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-parent relationship in as much as the parents,
are involved in the program.

c. 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.

3. Teacher training
The four teachers who will be involve in this program shall be trained. The training will
include effective strategies in the reading and teaching reading of reading and preparation
of support instructional materials. This activity will equip RE teachers with expertise in
handling RE sessions. They will be provided with skills in the preparation of reading materials
 and instructional materials in order to make RE teaching-learning experiences/activities
more enjoyable and effective.

4. Providing Reading Enhancement (RE) Materials

The reading materials (books, workbooks) to be used in the RE activity will be procured.
Support instructional materials will also be provided.

5. Implementation
The RE teachers will be called for an orientation–conference to clarify their duties and
responsibilities. The procured needed materials will be distributed to the RE teachers. The
program will be implemented following the suggested schedule:
1. Twice a month during ICL, 1 hour
2. Everyday during English classes through integrating RE activities in the lesson

As An incentive and to help boost the self-esteem of the students, a reward will be
given to the clienteles after every job well done. This will also improve holding power of
teachers.

6. Monitoring and Evaluation

The members of the monitoring team composed of 3 which are the Division Supervisor
(???), Reading Coordinator and School head who will monitor the implementation of the
program once every quarter.
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.

V. IMPLEMENTING STRUCTURE

PERSONS/GROUP RESPONSIBLE Responsibilities

1. SIIF • Provide funds
2. Dep Ed Personnel

a. SDS/ASDS • Support the program in terms of

b. Educ. Supervisor logistics and expertise
c. District Supervisor • Take part in the training of RE
d. Principal Teachers; monitor and supervise
* Teacher/Para-Teachers • Guides the principal in the
* Trainers/Facilitator/Resource person implementation of the program
* Pupils • Implementor of the program
* Accounting/ Disbursing/Supply Officer & Auditor • Share knowledge and expertise
• Attend RE classes regularly
• Disburse and distribute funds &
materials to proper channels
 Persons/groups Responsible Responsibilities
3. LGU • Provide financial assistance as
4. Parents counterpart to the SIIF
5. NGO • Provide assistance and follow-
6. Teacher/Para-teachers up of their children
7. Pupils • Give assistance in the form of
books, reading materials, and
needed equipment
• Assist RE teachers in the
preparation of SIMs & other
needed materials
• Attend RE classes regularly

VI. WORKPLAN

QUARTERS Strategies/Major Activities

1 Profiling, Stakeholder Advocacy, Teachers Training, Monitoring, Implementation,
Pre-test (English), Provision of RE
2 Implementation, Monitoring, Mid-year Assessment (IRI)
3 Implementation, Monitoring, Post Test (IRI), Post Test (English)
4 Evaluation

VII. BUDGET PROPOSAL

VIII. MONITORING AND EVALUATION

The monitoring Team will be composed of 3 members, namely:

1. ASDS who approved the project proposal
2. Division Supervisor (???) who assessed the proposal
3. School head who closely monitors the project
4. Reading coordinator who proposes the project

The members of the Monitoring team will compose the Evaluation Team.

The base line data, which will show the reading level of the students, will be generated through the
use of IRI. A pretest in English will be given to determine academic performance in English.
a. The RE teachers will fill up Form 1 and 2.
b. 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 ____________________