ABC+: Advancing Basic Education in the Philippines

Project Initiative Profile

ZAMBOANGA DEL
For Individual Submission Region: IX Division:
NORTE

For Group Submission

Focal Person: JESTONI L. PASTIAS ESHT-I

Member: JINKY L. BAYLON MT-I/ Grade I & II Teacher

Project Initiative Title: PROJECT FIRST

□ Literacy Leadership

□ Contextualized Literacy Approaches

Selected Strand for Project Initiative: □ Home Partners Literacy Programs

(check the theme that applies)
□ School Climate, GESI and SEL

□ Literacy Instructional Materials Development

□ Literacy Professional Development

□ Capacity Building

□ Reading Intervention Program

Implementation Modality:
□ Materials Contextualization/Enhancement/Development
(check the modality that applies)
□ Creation or Strengthening of Existing Programs/Systems

□ Support to Parents/Home Learning Partners

Please refer to the last page for the rubric and rating guide
 ABC+: Advancing Basic Education in the Philippines

PROJECT INITIATIVE PLAN

I. Project Initiative Brief
Program Proponents JESTONI L. PASTIAS and JINKY L. BAYLON

Program Owner/s TAGUE ELEMENTARY SCHOOL – SIAYAN DISTRICT

Grade 1 to 3 Full Refresher Learners and

Target Learners
Light Refresher Learners SY 2024-2025

Number of Batches and 1 BATCH

Proposed
Implementation Date
School Year 2024-2025

TAGUE ELEMENTARY SCHOOL

Proposed Venue
Tague, Datagan, Siayan, Zamboanga del Norte

Total Proposed Budget Php 15,000.00

II. Project Initiative Background and Rationale

School Shared Vision: (State your School Shared Vision in the text box provided below)

By 2027, Tague Elementary School, as a learning organization,

envisions producing all quality learners who are holistically developed
and equipped with 21st literacy skills required to reach their full
potential.

Early Literacy is seen by Tague ES as keystone of education,

nourishing a child’s love of reading is seen as the backstairs to that
Childs’s future success. In this regard, the institutionalized reading
intervention at the school is enhanced and passionately applied to
improve the students’ fundamental literacy skills (i.e., reading,
writing, speaking, listening, and viewing).
 ABC+: Advancing Basic Education in the Philippines

Teaching staff undergo professional development programs that

embody the latest approaches and strategies that are GESI responsive
to make literacy instruction meaningful to all learners.

Strong collaboration and partnership among teachers, parents,

and other stakeholders will be sustained to ensure a safe, motivating,
inclusive and supportive learning environment.

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 the academic year 2024-2025 (Year 1

Implementation)
 For this school year, all teachers will be capacitated on Program FIRST.
 Ensure 100% used of GESI-responsive learning materials in the implementation of
Program FIRST throughout the school year.
 Sustain 100% participation of all stakeholders of Moliton ES in generation of
resources that support Program FIRST throughout the school year.

III. Project Initiative Description

Literacy is an important skill and relates to the ability to listen, speak, write,
and count (2024 Firdaushi,et.al). In the research of Studies Literacy Reading
Autistic Children by SriWuryanti and Malika Fawwaz Aliti Yasmin (2023) that the
literacy movement is not only the responsibility of the government, but the
responsibility of all stakeholders such as the business world, universities, social
organizations, literacy activists, parents, and the community. Additionally, every
student needs to have learning and innovation skills, media, information, and
technology literacy, as well as life skills so they can work and survive in the 21st
century (Anngit Grahito Wicaksono and Ifa Hanifa Rahman, 2023.
Philippines, while having a lower average score in reading in 2022 (347)
compared to 2018 (353), ranked higher, moving up four spots, at 75th, as it was
able to score a 6.9 percentage point hike in reading. The country was previously
ranked the second lowest during the 2018 edition of PISA. (https://www.seameo-
innotech.org/innotech-progress-pisa-2022/)
This school year 2023-2024, the school on the CRLA pre-assessment
recorded a significant number of full refresher and light refresher readers, 25% or
 ABC+: Advancing Basic Education in the Philippines
7 out of 28 learners belong to Full refresher and 29% or 8 out of 28 learners in light
refresher in Grade 1. In Grade II, 18% or 5 out of 14 in Full refresher and 18% or 5
in light refresher learners. Lastly, in Grade 3, O% in full refresher and 10% or 2 out
of 18 in light refresher. As such, Moliton ES, as a learning institution conceptualized
a project initiative plan anchored by Program FIRST (Four Intensified Reading
Strategies and Techniques), a school reading intervention that is an umbrella to
the various division programs. This program FIRST aims to eliminate the number of
full refreshers and light refreshers in Moliton Elementary school.

IV. Workplace Application (WAPP) Project

or Job-Embedded Learning

The following are the steps that the school will undergo to implement the project .

1. Conduct pre-reading assessment using CRLA to Grades 1 to 3 learners

2. Categorizing learners based on their level of difficulty.
3. Craft Project Initiative Plan.
4. Conduct orientation to teachers, parents, volunteers and other stakeholders on the goals,
objectives, and implementation methods of the project.
5. Train teachers and volunteers on the various literacy strategies focusing on Program FIRST
through LAC session.
6. Implement the literacy intervention.
7. Make instructional materials that can be used in each literacy domain in every group.
8. Track and monitor the learners’ performance and project implementation procedures.
9. Conduct a post-reading assessment.
10. Evaluate the project initiative reports and the relevant attachments.
11. Awards and recognition.

V. Design
Day/ Session Objectives Outputs Topic/Content Methodology Nominated Resources
Time At the end of the Highlights Project Team
session, participants Members
will be able to:
Pre-Implementation
 ABC+: Advancing Basic Education in the Philippines
*To determine List of CRLA pre- One on one Grade I-III Reading
2nd
the reading pupils assessment Administration Teachers & Testing
week
under full results Reading materials
to 3rd profile of Grade
week refresher Teachers
of 1-3 learners CRLA Pre-
August
2024
using the CRLA Result

List of
Categorizing List of Categorizati Teacher Full
categorize on of Adviser Refreshe
learners full learners r
according to refresher according to Learners
their needs. learners. the level of
reading
difficulty
List of Advocacy
To recruit volunteer through flyers
volunteers who Tutors with Partnership and Reading Invitation
will serve as MOA/MOU with the conference teachers and letters
Tutor from the stakeholders school Head and
community printing
materials
To orient Oriented Orientation on Orientation Reading teachers , Program
teachers, parents teachers’ PIP Meeting school heads and
and volunteers on volunteers, implementation invitation
the PIP & Project parents and
FIRST other
implementation. stakeholders
3rd to
4th
week
To make and Reading Making of Write shop/ Reading Office
of reproduce materials reading workshop on coordinator supplies
August (printed and materials construction of teachers school materials,
2024
different reading
materials suited digital) (printed and instructional and head laptop,
to the reading digital) reading resources tablets
ability of learners

Implementation Stage
To identify and All learners Alphabet Program FIRST Reading Teachers Various
produce letter identify , Reading
names and produce and materials
sounds write letters in
the alphabet

To write upper
case and lower
1st to case of the
2nd letter
week
of
Septem
ber
To recognize All learners alphabet Program FIRST Reading Teachers Various
and produce can recognize Volunteers reading
letter sounds, and read materials /
letters equipment
 ABC+: Advancing Basic Education in the Philippines
To recognize All learners Recognizing Program FIRST Reading Teachers Various
and read can read syllables Volunteers reading
syllables syllables SH material/
equipment
Read words according All learners Word Reading Program FIRST Grades 1-3 Various
4th
to their grade level can read learners, reading
Week competencies reading material/
of teachers and equipment
Septem volunteers
ber
To
Last
week
of
Decem
ber
2024

1st Conduct Midyear Midyear Midyear One on One School CRLA

week Reading Assessment Reading Reading Administration Reading Midyear
of Assessment Assessment Teachers Reading
Januar Result Result Assessmen
y 2025 t materials
Midyear Reading List of least Least improved SLAC on the School Reading
2nd
Assessment Result improved learners solution driven on Reading Portfolio of
week Analysis learners poor reading Teachers, Reading
of analysis Principal Teachers
Januar Conduct of intensified 100% learners List of Readers Intensified close School Various
y 2025 close reading can read Grade 1-3 monitoring and Reading reading
To interventions and according to reading Teachers, materials /
April monitoring their grade remediation Volunteers equipment
2025 level Principal
competency
1st CRLA Post 100% learners List of Readers One on one CRLA School Various
week Assessment can read Grade 1-3 post Assessment Reading reading
of according to Teachers, materials /
May their grade Volunteers equipment
2025 level Principal and CRLA
competency. tool
Post Implementation Stage
2nd Recognition of List of Recognition of Recognition Day School Certificat
week learners, teachers, performing Pupils Reading es &
of volunteers and other learners, Achievements Teachers printing
Sept. stakeholders teachers, Principal materials
2024 volunteers
and other
stakeholders
To get input on the Refined/ Needs to Feedbacking School Reflectio
projects restructured improve in Reading ns
implementation from Reading project Teachers Feedbac
stakeholders involve Intervention implementation Principal k
and other interested Program mechani
parties sm

Prepared by:

JOSE EDWIN G. ANGUIT JR EMMA B. REALIZA

School Principal I T-III/ Grade I Teacher
 ABC+: Advancing Basic Education in the Philippines

AUDREY NIÑA G. JUAREZ ROSA G. GEGROMOSA

T-III/ Grade II Teacher T-III/ Grade III Teacher

Noted: Reviewed by:

BENEDICTO S. TOMALES EdD FE G. JEBONE

PSDS EPS English

Recommending Approval:

ZYHRINE P. MAYORMITA EdD

Chief ES, CID

Approved:

ROY C. TUBALLA EMD, JD, CESO V

Schools Division Superintendent

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

CHECKLIST OF THE COMPONENTS OF THE PROJECT FOR
INITIATIVE PLAN (I – IV) FACILITATOR
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 is described and explained.

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

Project Initiative.

10. The interventions use the concepts and models taught in the ISPD Program.
 ABC+: Advancing Basic Education in the Philippines
11. The selection of stakeholders is explained.

12. The relevant demographics of the stakeholders are described.

Output Result:
Choose an
item.

Output Result Guide:

If score is more than 8, “Satisfied”;
If below 7, “Not Satisfied”

Name of Facilitator