ABC+: Advancing Basic Education in the Philippines

PROJECT INITIATIVE PROFILE

Name: Region: X Division

RUTCHILL R. BALADAD MISAMIS ORIENTAL

Position: Training Group:

TEACHER - i

Project CHILL (Creating Hope and Improving Literacy Levels): A Targeted Literacy
Project Initiative Development Program for Grade 3 Learners
Title:

□
Selected Strand for Project □
Initiative: (check the theme
that applies) □ Literacy Instructional Materials Development

□
□
Implementation Modality:
(check the modality that □
applies)
□ Reading Intervention Program
□
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PROJECT INITIATIVE PLAN

I. Project Initiative Brief

RUTCHILL R. BALADAD, TEACHER - I
Program Proponent

Program Owner/s RUTCHILL R. BALADAD, TEACHER - I

Six Grade 3 pupils identified as struggling (frustration level) readers at

Target Learners Dahilig Elementary School

Number of Batches and 1 Batch (6 pupils), January to May 2025

Proposed Implementation Date

Proposed Venue Dahilig Elementary School, Grade 3 classroom

Total Proposed Budget Php 5,000 SEF funds

Proposed Continuing
Professional Development
credit units (if any)
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II. Project Initiative Background and Rationale

"A book is a dream you hold in your hands." – Neil Gaiman

Reading is a fundamental skill that serves as a gateway to learning and personal growth. At Dahilig Elementary School, six Grade 3
pupils have been identified as struggling readers. These learners face challenges in decoding, fluency, and comprehension, which
result in a lack of confidence and disengagement from academic tasks. Reading frustration not only hinders academic performance
but also affects students’ overall self-esteem and future learning potential.

The Department of Education (DepEd) supports various literacy programs such as the Every Child a Reader Program (ECARP)
and Bawat Bata Bumabasa (3Bs), which emphasize that every child should read at their grade level. In line with these initiatives,
Project CHILL aims to enhance literacy skills through a structured intervention program that focuses on reducing reading frustration
and fostering a love for reading.

Additionally, the program aligns with DepEd Order No. 13, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12
Basic Education Program), which underscores the need for formative assessments to address individual learning needs. The Child
and Youth Welfare Code (Presidential Decree No. 603) further supports the right of every child to education, which includes
effective strategies to address barriers to learning like reading difficulties.

By employing a combination of school-based and home-based interventions, Project CHILL strives to create an engaging and
supportive reading environment. Contextualized and localized materials will be used to promote cultural relevance and improve
comprehension, ensuring that learners not only enhance their skills but also develop a deeper appreciation for their heritage.
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School Shared Vision: (State your School Shared Vision in the text box provided below)

In response to the challenges of literacy development among Grade 3 learners, Dahilig Elementary School envisions producing
functionally literate and holistically developed individuals by 2025. These individuals will be equipped with 21st-century skills,
values, and attitudes necessary for lifelong learning, anchored on resilience, well-being, and inclusivity to become productive
members of society.

The faculty and staff will continuously engage in reskilling and upskilling activities, utilizing innovative teaching methods such as the
Developmental Reading Approach (DRA), Explicit Teaching, and Contextualized Learning Materials. These approaches aim to
make literacy instruction meaningful, functional, and rewarding for learners while embedding moral values and fostering well-being.

The school emphasizes strong partnerships with internal and external stakeholders, including parents, local government units, and
civic organizations, to ensure the success of literacy programs and projects. Monitoring and evaluation will be rigorously
implemented to assess progress and determine evidence-based interventions that address learners’ needs. These research-based
initiatives will support a diversified integration of approaches in education, ensuring that no child is left behind in achieving literacy
competence.
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SMART Goal: (State your School Shared Vision in the text box provided below. Please take note you can further improve your
SMART Goal based on the developments of your Project Initiative Plan)

By the end of SY 2024-2025, 85% of the seven (7) Grade 3 pupils of Dahilig Elementary School, identified under the Frustration
Reading Level, will progress to the Instructional or Independent Reading Level through targeted literacy interventions.

 Where Grade 3 teacher will undergo training on the proper implementation of Developmental Reading Activities (DRA),
Explicit Teaching, and the use of localized and contextualized learning resources that cater to the learners’ specific needs.
 Where the Grade 3 learners will participate in guided hands-on activities using DRA, Explicit Teaching, and Contextualized
Materials during school-based sessions, and continue skill reinforcement at home through parent-supported reading tasks.
 Where teachers and learners will be monitored regularly to ensure continuous improvement in reading skills while promoting
well-being, social-emotional learning (SEL), gender equity, and social inclusion (GESI).
 Where the Local Government Unit (LGU), Barangay Officials, SPTA Officers, and other stakeholders will actively support the
program by providing reading materials and serving as storytellers or "Para Teachers."
 Where localized and contextualized reading materials featuring cultural and historical elements from the community will be
used as tools to enhance reading comprehension, foster a sense of belongingness, and promote inclusivity and appreciation
of local heritage.
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III. Project Initiative Description

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Discussion Points:

The literacy challenges faced by Grade 3 learners at Dahilig Elementary School have been identified through comprehensive
assessments, which reveal significant struggles with reading fluency, comprehension, and word recognition. Many of the students
are classified as Full Refresher readers, indicating that they are not yet able to meet grade-level expectations for reading. Factors
contributing to these challenges include limited exposure to reading materials at home, inconsistent early literacy instruction, and a
lack of tailored interventions to address individual learning gaps. Without appropriate support, these learners are at risk of falling
further behind academically, which can also negatively impact their confidence and engagement with school.

Project CHILL (Creating Hope and Improving Literacy Levels) aims to address these literacy gaps by offering targeted
interventions designed to strengthen the learners’ reading skills and build their confidence in their abilities. The project utilizes two
distinct strategies: structured reading sessions during school hours and reinforced reading activities to be completed at home
over the weekend.

The structured reading sessions will take place daily from 4:00 PM to 4:30 PM in small, focused groups. These sessions will
center on developing core reading skills such as phonemic awareness, decoding, and reading comprehension. The learners will
engage with short stories from a set of graded reading booklets that range from Level 1 to Level 10. These booklets feature short
stories with strong moral lessons, designed to appeal to students’ interests and encourage positive values. The stories will be easy
to understand, and the content will support both language development and character building, providing an engaging reading
experience.

In addition to the daily in-class sessions, students will also participate in reinforced reading activities to be completed on
weekends. Each student will read one of the stories from their reading booklet and prepare to share their understanding of the
story with the class every Monday. This regular weekend reading activity not only reinforces the reading skills practiced in class
 ABC+: Advancing Basic Education in the Philippines

but also promotes important social skills such as speaking and listening, as students share their reflections and discuss the moral
lessons from the stories with their peers.

To ensure the success of the project, parents will be actively involved in supporting their child’s reading activities. Parents will be
asked to sign a commitment form to confirm their participation in the project. This partnership will be key in motivating the learners
and providing the necessary reinforcement at home. The attendance and progress of both students and parents will be tracked
through a unique attendance record, inspired by a vaccination card system, where both the student and the parent sign to confirm
their participation in the weekly activities. Completion of ten sessions will serve as evidence of their involvement and the
achievement of milestones in the reading program.

IV. Target Stakeholders’ Description

Discussion Points:
The primary beneficiaries of Project CHILL are the six Grade 3 learners at Dahilig Elementary School, identified through the CRLA
 ABC+: Advancing Basic Education in the Philippines
as Full Refresher readers. These learners require significant intervention to develop their reading skills and close the gap in their
literacy levels. Without such intervention, they risk continued frustration with reading, which can affect both their academic
performance and self-esteem.

Secondary stakeholders include the teachers, parents, and guardians of these learners. Teachers will facilitate the structured
reading sessions and will be responsible for monitoring students’ progress, providing individualized support, and adjusting teaching
strategies to meet each learner’s needs. Parents will play a crucial role in the success of the project, as they will be responsible for
supporting their child’s weekend reading activities, ensuring they complete assignments, and helping them discuss the stories at
home. Parents will also be asked to sign the commitment form to confirm their engagement in the process.

Additional stakeholders include the School Parent-Teacher Association (SPTA), local government units (LGUs), and various
community organizations that may offer resources such as additional reading materials, volunteer support, or financial assistance
for the program. Their support ensures that the project is well-resourced and has a broader impact within the school community.

V. Workplace Application (WAPP) Project or Job-Embedded Learning

Discussion Points:

Project CHILL provides an opportunity for teachers to engage in job-embedded learning by directly applying new
teaching strategies and techniques to address the specific literacy needs of struggling readers. Through the use of
 ABC+: Advancing Basic Education in the Philippines

graded reading booklets with short stories, teachers will learn to differentiate instruction and tailor lessons to suit the
reading levels of each learner. This hands-on experience will improve teachers' abilities to identify gaps in students'
learning and implement effective strategies to address them.

Teachers will also collaborate with each other, meeting regularly to share feedback on student progress, discuss
challenges, and refine their teaching methods. This collaborative approach fosters continuous professional
development, ensuring that teachers are well-equipped to address the needs of diverse learners.

Moreover, Project CHILL integrates key principles of social-emotional learning (SEL), such as building self-esteem,
promoting empathy, and fostering a sense of community among learners. The use of stories with moral lessons helps to
guide students in developing positive values, reinforcing the importance of character education alongside academic
progress. As students engage with the stories, they will also enhance their understanding of themselves and their peers,
strengthening their emotional and social skills.

In addition to the immediate benefits for teachers and students, the skills developed through Project CHILL will extend
beyond the current cohort of learners. Teachers will gain practical experience in implementing differentiated literacy
interventions, which they can use in future classes to support other struggling readers. The project will also provide
insights into how to integrate social-emotional learning into literacy instruction, creating a more holistic and inclusive
learning environment for all students.

VI. Design

Day/ Time Session Objectives Outputs Topic/ Methodology Nominated Resources

At the end of the Content Project Team
session, participants Highlights Members
will be able to:
 ABC+: Advancing Basic Education in the Philippines

PRE-IMPLEMENTATION STAGE
DAY 0

Orient parents and Signed Overview of Orientation School Head Presentation

teachers about the commitment Project CHILL, Meeting, Q&A and Grade 3 slides,
DAY 0 (Jan 2, project and secure their forms from roles of Teacher attendance
2025) commitment to parents and stakeholders, sheets
participate. teachers. and project
goals.
Conduct CRLA Initial reading Introduction to Diagnostic Grade 3 CRLA tools,
(Comprehensive Rapid proficiency CRLA and Reading Test Teacher pens,
DAY 1 (Jan 3, Literacy Assessment) levels of reading assessment
2025) for baseline data. target assessment forms
learners. practices.

Prepare and distribute Graded Introduction to Material Grade 3 Graded reading

DAY 2-4 (Jan graded reading booklets short stories Distribution, Teacher booklets, story
4–6, 2025) booklets (Level 1–10). distributed to with moral Orientation samples
students. lessons, using
booklets.

IMPLEMENTATION STAGE

Daily reinforcement Improved Graded Guided Reading, Teacher Graded

Jan 8–May 31, sessions (4:00–4:30 fluency and reading Peer Sharing booklets,
2025 PM) to improve reading comprehensi exercises, progress
skills. on skills. moral lessons tracking sheets
in stories.
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Students read assigned Enhanced Moral lessons Independent Students, Graded
Every short stories at home, comprehensi from short Reading Parents booklets, log
Weekend preparing to share them on. stories. sheets
on Monday.

Mondays Students share their Improved oral Story sharing, Interactive Teacher, Booklets,
weekend stories and skills. peer Discussions Students discussion
reflections. discussions. guides

ASSESSMENT / EVALUATION STAGE

Conduct post-reading Final readingAnalysis of Post-assessment Grade 3 CRLA tools,

assessment using proficiency learners’ tests Teacher student records
May 27, 2025 Comprehensive Rapid data. progress
Literacy Assessment based on pre-
(CRLA) tools. and post-tests.
Share outcomes and Stakeholder Presentation Stakeholder Teacher, Presentation
feedback with insights and of project Meeting Parents, LGU slides,
May 28, 2025 stakeholders, including recommendat outcomes and Representative attendance
parents and local ions. learner s sheets
community. achievements.
Share outcomes and Stakeholder Presentation Stakeholder Teacher, Presentation
feedback with insights and of project Meeting Parents, LGU slides,
May 29, 2025 stakeholders, including recommendat outcomes and Representative attendance
parents and local ions. learner s sheets
community. achievements

PROJECT ADJUSTMENT
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June 3–5, 202 Revise the project Adjusted Refining Collaborative Teacher, Feedback
based on feedback and literacy materials, Planning School Head, forms, revised
outcomes, and develop interventionschedule, and Parents booklets
a plan for its plan. strategies
sustainability and based on
scalability. evaluation
results.
June 6, 2025 Submit Actionable Best practices Workshop and Teacher, Final report,
recommendations for recommendat and key Documentation School Head recommendatio
integrating successful ions. takeaways for ns
components of Project scaling the
CHILL into school-wide project.
literacy programs.

Prepared by: Attested by:

CLARK CLYDE M. QUEREQUERE, MAEDA

RUTCHILL R. BALADAD, MAEDA SCHOOL HEAD
TEACHER - I
 ABC+: Advancing Basic Education in the Philippines

Previewed by:

HAZEL P. LITUAṄAS, PhD - CAR ANGIE C. ORDINAN, PhD

DISTRICT PIP PANELIST DISTRICT PIP PANELIST

Noted by: Verified by:

GRETHEL R. LUBI, PhD IRISH KARYLLE D. MONTE, PhD

PUBLIC SCHOOLS DISTRICT IN-CHARGE EPS-HRD
 ABC+: Advancing Basic Education in the Philippines

Checklist of the Components of the Project Initiative Plan (I-IV)

CHECKLIST OF THE COMPONENTS OF THE PROJECT FOR FACILITATOR
INITIATIVE PLAN (I – IV) ONLY
(As a participant, you can refer to this list as a guide in developing
your Project Initiative Plan) YES NO
1. The program proponents are indicated.

2. The target learners and stakeholders are specified with descriptions.

3. The specific duration and schedule of implementation are specified.

4. The areas/locality covered by the project is specified.

5. The proposed budget is consistent with the MOOE.

6. The School Shared Vision was improved from the first draft

7. The SMART Goals were improved from the first draft.

8. The kind of intervention used was described and explained.

9. Other related literacy programs were connected to the description of the

Project Initiative.

10. The interventions used the concepts and models taught in the ISPD
Program.

11. The selection of stakeholders was explained.

12. The relevant demographics of the stakeholders were described.

0
Output Result:
Choose an item.
Output Result Guide: If score is more than 8, “Satisfied”; If below 7, “Not Satisfied”

MARY ANN M. ALLERA

ASDS/ OIC-CID Chief