PROGRAM EVALUATION

Prepared by:

VIMA CHARIZ F. ALEJO

PAULINE MARIE F. MUNOZ
MAED STUDENT
 I. Introduction

In line with the thrust of the Department of Education of

enabling elementary grades pupils to communicate and access a
variety of information in written and oral forms through effective reading
programs, PROJECT RAISE (Reading Activities to Improve Scholastic
Execution of pupils) for kinder – Grade 3 pupils was institutionalized for the
School Year 2019 – 2020.

The objective of this program is as follows;

 To lessen/eliminate readers-at-risk in the school

 To enhance skills of teachers in Grade One to Grade Three in
teaching beginning reading
 To help teachers prepare reading plan/intervention plan
 To train teachers in the preparation of IMs for reading literacy
 To reproduce / download learning materials
 To encourage parents’ support to the school specifically the reading
program of the school
 To conduct activities to promote love for reading

WORK PLAN
Project RAISE (Reading Activities to Improve Scholastic Execution of pupils): A Reading
Program
SY 2019 – 2020

PERSO RESOURCES SOUR

SCHEDU N/S FINANC MATERI CE OF
OBJECTIVE ACTIVITIES MOV
LE INVOL IAL AL FUND
VED
To analyze Administra July All 2,000.0 Copies MOOE Assessmen
baseline tion and 2019 Teach 0 of Phil IRI t /
data Analysis of ers Assessm Reading
Phil IRI School ent Tools /
Pretest Heads Tools / Forms
and MRA Forms Result of
Pretest
To Designatio July to Master NONE Supplies School School
designate n of August Teach Fund Memo on
Reading Reading 2019 ers, Designatio
teacher Teachers Grade n of
and create and Leader Reading
reading creation of s Teachers
team reading School and
team Head Reading
Team
To plan for Focus August All NONE NONE N/A List of
the Group 2019 Teach activities
implement Discussion er
ation of Planning School Project
Project of Head Plan of
RAISE activities Teachers
to be
undertake
n in the
project
To put up Meeting of August All 10,000. Readin Donati Reading
reading teachers 2019 Teach 00 g on Corner /
nook / with ers Material Nook in
corner in parents Parents s every
classrooms Putting up classroom
of
Reading Reading
Nook / Materials
Corner in
classrooms
PERSO RESOURCES SOUR
SCHEDU N/S FINANC MATERI CE OF
OBJECTIVE ACTIVITIES MOV
LE INVOL IAL AL FUND
VED
To prepare Preparatio August All 1,000.0 Supplies MOOE Monthly
reading n of 2019 Teach 0 reading
plans Reading ers plan of
Plans of Readin teacher
teachers g
Teach
ers /
Readin
g Team
To Conduct August All 10,000. Multi MOOE Reading
download of LAC to Teach 00 copy School Materials (
reading Session on Septem ers paper, Fund Big Book,
materials in the ber School Laminat SLK, IMs)
the LR developm 2019 Head ing film
Portal and ent of
other reading
sources materials
To Conduct Septem Resour 3,000.0 Proposa School ACR
enhance of LAC ber to ce 0 ls Fund
teaching Session Decem Persons LAC
reading Demonstr ber All Plan
and ation 2019 Teach Lesson
diagnosis of Lessons ers Snack
reading School
needs skills Head
of teachers
To Conduct Meeting August All NONE NONE N/A Invitation
meeting with 2019 Teach Minutes of
with parents ers Meeting
stakeholder and HRPTA Attendan
s and stakehold School ce
parents ers for Head Pictures
 Reading
Program
To Conduct Novem All 1,000.0 Readin School ACR
Celebrate of various ber Teach 0 g Fund
Reading activities 2019 ers Material
Month for RM Pupils s
e.g. PTA Exhibit
Reading School
Materials Head
Exhibit,
Reading
Olympics
etc.
PERSO RESOURCES SOUR
SCHEDU N/S FINANC MATERI CE OF
OBJECTIVE ACTIVITIES MOV
LE INVOL IAL AL FUND
VED
To Administra Decem Grade NONE Phil IRI N/A Result of
administer tion of ber One Readin Oral Phil IRI
Phil IRI to ORAL Phil 2019 Teach g Tools Test
Grade One IRI to ers ACR
pupils Grade
One pupils
To conduct To tap Decem Sponso 1,000.0 Readin School Letter
outreach / stakehold ber r 0 g Fund Request /
giving to ers to 2019 All Material Proposal
pupils share Teach s ACR
reading ers
materials School
to pupils Head
To Conduct Administra Februar All 5,000.0 Phil IRI MOOE ACR
Phil IRI Post tion of Phil y to Teach 0 Post Test School Result of
Test IRI post March ers Material Fund Phil IRI Post
Test and 2020 School s Test
MRA Heads
To conduct Search for March All 1,000.0 Certific School ACR
Search for Beast 2020 Teach 0 ates for Fund School
Best Reading er Teacher Memoran
Reading Class and School s dum
Class and Reading Head
Reading Corner
Corner

II. Define the Purpose and Scope of the Evaluation

The purpose of this program evaluation is to systematically

collect information about PROJECT RAISE activities and objectives,
monitor progress, and to report and communicate results to students,
teachers, school administration, parents and other stakeholders of Hanjin
Integrated School.
 This program evaluation was conducted to determine the
effectivity of Project RAISE in decreasing the numbers of learners-at-risk
(non-readers) in Filipino from Kinder to Grade 3 for the School Year 2019
– 2020.

Results from this evaluation will help the teachers in Hanjin

Integrated School to determine if there is a change in the scholastic
execution of the pupils. From the recommendations, they will be able to
know how effective the project is and other things that they can do to
improve the school program.

III. Evaluation Questions

This program evaluation aims to answer the following questions:

1. How many learners – at – risk was being catered by the project?

2. What strategies and activities were implemented in the reading
program?
3. How many learners – at – risk was able to read at the end of the
implementation phase?
4. Is there a significant change in the scholastic execution of the
learners-at-risk?
5. Were the objectives of the program met?

IV. Evaluation Design

To determine the effectivity of the reading program, Status

Design was used. This type of evaluation design helps determine what is
happening in the here and now. This simply requires an observation at
the current time. An observation can be a survey, an examination of
records, a formal assessment, or an interview.

PERSO RESOU SUCCES

PHASE OF THE GOAL / TIME
ACTIVITIES / NS RCES S
INSTITUTIONAL OBJECTIV FRAM
STRATEGIES INVOL NEEDE INDICA
IZATION ES E
VED D TOR
PRE-IMPLEMENTATION PHASE
Identification To Identification of Princi Phil-IRI Augu Result
conduct students who will pal, passag st of Phil
PHIL- IRI undergo intense Teach es, 2019 IRI
 compreh reading er, Short Pretest
ension remediation readin Stories / MRA
test that using GST Phil-IRIg List of
includes and MRA. Teach Learner
oral and er, s
silent stude
reading nts
and
paren
ts
Orientation To orient Information Teach Letter 3rd ACR
parents dissemination er to Wee Minutes
and and orientation Paren parent k of of
learners of parents and ts s Augu Meetin
on the learners through Pupils Directo st g
nature, letters and ry of Attend
scope personal Parent ance
and conversation / s
rationale meeting
of the
remedial
reading Assessment of
program students reading
level.
for
familiarity
and love
for
reading
To assess
the
reading
level of
the
learner

IMPLEMENTATION PROPER
Conduct -To -Remedial Teach Supplie Last Compil
prepare Reading to er s Wee ation of
schedule pupils based on k of reading
of prepared Paren Basic Augu materia
remedial schedule that ts Sight st to ls
reading may last for 20- Learn Words Janu
for 25 minutes per ers Readin ary Monthl
learners session/group Schoo g 2020 y
-To -Attendance to l Head Materi monitor
prepare a School LAC als ing
collection session on the report
of preparation/rep reading
reading roduction progres
materials /downloading Passag s
and printing of es
-To materials
increase -Adoption of
the reading
reading intervention
proficien  Word Wall
cy of  A page a
pupils by day
engaging  Big Sister /
activities Big Brother
To  Words of
encourag the week
e a sense  Oral
reading of
of
story
responsibi  Answering
lity for of
one’s  compreh
own ension
progress questions
 Basic sight
words
 Marungko
Approach
 Claveria
Approach
 Peer
Reading
 Basic Sight
Words
 CVC
words
using flash
cards
 POST IMPLEMENTATION
Final To Evaluation of Teach Readin Febru Readin
Evaluation evaluate student’s er g ary to g Post
the reading level Paren Materi Marc Test
Post Phil-IRI
improve ts als h Result
reading
ment of Comprehension Learn Post 2020 Reports
the Test/ POST ers Test: on Post
students Municipal Oral Phil- IRI
reading Reading and
proficien Assessment Silent
cy. readin
g Phil-
IRI
result

A pre – reading assessment was done in order to identify the

learners – at risk. These learners undergo the reading program which was
divided into 3 Phase namely the Pre – Implementation Phase,
Implementation phase and Post – Implementation phase. After the post
– implementation phase, the teachers will now conduct the Post –
reading Assessment to determine if there is a change in the number of
learners-at-risk in reading. The program evaluation will use the
comparison the pre and post reading assessment in determining the
effectivity of the reading program.

V. Data Collection

To determine the effectiveness of the Project RAISE reading

program, the following data collection method was used:

Collection Method Definition

Pre – Reading Assessment
Activity Logs and Document
Review
and
Examples
A pre – reading assessment was
conducted to identify and determine
the learners – at – risk from Kinde to
Grade 3 pupils of Hanjin Integrated
School
Attendance records; reading log
records with signature of teacher and
parents as proof that the particular text
was read by the student and narrative
 and accomplishment reports made by
the advisers

Interviews (one-on-one Interview the parents of the learners-at-

conversation) risk and ask the progress of their child
undergoing the reading program. Let
them cite the changes they have
observed in the reading skills of their
child.

Observations (systematic Observations and documentation of the

watching of what people do) actual remedial reading schedule of the
teachers.

Post – Reading Assessment A post – reading assessment was

conducted to identify and determine
the learners – at – risk from Kinde to
Grade 3 pupils of Hanjin Integrated
School

VI. Data Analysis and Interpretation

In this section, the data collected will be analyzed and

interpreted. There were measurable and unmeasurable data collected.
The unmeasurable data were gathered from the interviews and
observations conducted by the evaluators. Presented in the table below
were the summary and finding from the 2 data gathering method.

Summary Findings based from Interview and Observation

 The pupils are able to identify the sound of the letters of the alphabet.
 Having a reading log helps in monitoring the reading progress of the
pupil. It is effective because the parent should sign below each story
to prove that her child was able to read the story or words without
difficulty. The teacher will then let the pupil read the same selection
to check if he was really able to read it.
 Reading log fosters teacher – parent tandem in terms of monitoring
the students’ progress.
 Constant remedial reading really helps the learners – at – risk in
reading.
 Claveria Approach is a good strategy to use to the non - readers
because it is easy to understand and recall and will boost the
students’ confidence and belief in their selves that they will learn how
to read.
 Constant absenteeism of the identified learner – at – risk will affect
their learning and lessen their time in remedial reading sessions.
  It was observed that the teachers were able to print more reading
materials and were able to create their reading corners in their
classrooms.
 Follow – up at home is important in monitoring the progress of the
learner.

Presented in the table below are the result of the Pre – reading
Assessment conducted last June and the result of the reading Assessment
conducted during the Implementation Phase to show the progress of the
pupils and to show if there is a change in the number of students-at-risk.

Table 1. Pre – Reading Assessment Result

Grade Level Section Enrolment Can Read Orally Can’t Read Orally With
Disability
130 56 74 0
Britannic I 33 9 24 0
Kindergarten Britannic II 32 15 17 0
Britannic III 33 7 26 0
Britannic IV 32 25 7 0
137 85 52 1
Amethyst 33 18 15 0
Grade I Titanic 35 23 12 0
Elizabeth 34 19 13 1
Emerald 35 23 12 0
138 91 47 0
Michigan 37 22 15 0
Grade II Carribean 34 22 12 0
Hunley 35 25 10 0
Beagle 32 22 10 0
95 75 20 0
Lusitania 32 26 6 0
Grade III
Logos Hope 32 27 5 0
Maine 31 22 9 0
Total 500 307 193 1

It can be glimpsed from the table presented that from a total of

130 Kinder students, only 56 were identified as readers and the remaining
74 were identified as learners – at – risk. There were 110 readers and 26
learners – at – risk in Grade One. 91 were the readers in Grade Two while 47
were identified as learners – at – risk. In Grade 3, 75 were readers while 20
were learners – at – risk., 38.6% of the total 500 learners from Kinder to Grade
3 learners of Hanjin Integrated School were identified as learners – at – risk
while the remaining 61.4% were identified as readers. These 38.6% or the 193
learners were catered by Project RAISE.

Table 2. Post – Reading Assessment Result

Grade Level Section Enrolment Can Read Orally Can’t Read Orally With
Disability
130 110 20 0
Britannic I 33 27 6 0
Kindergarten Britannic II 32 25 6 0
Britannic III 33 29 3 0
Britannic IV 32 27 5 0
137 123 14 1
Amethyst 33 30 3 0
Grade I Titanic 35 31 4 0
Elizabeth 34 29 5 1
Emerald 35 33 2 0
138 134 4 0
Michigan 37 35 2 0
Grade II Carribean 34 33 1 0
Hunley 35 35 0 0
Beagle 32 31 1 0
95 93 2 0
Lusitania 32 31 1 0
Grade III
Logos Hope 32 32 0 0
Maine 31 30 1 0
Total 500 460 40 1

After the Implementation Phase, we can see in the table above

that from a total of 130 Kinder students, 110 were now identified as readers
and the remaining 20 learners were identified as learners – at – risk. There
were 123 readers and 14 learners – at – risk in Grade One. 134 learners were
identified readers in Grade Two while 4 were left as learners – at – risk. In
Grade 3, there were only 2 learners – at – risk and the remaining 93 were
readers. 92% percent of Kinder to Grade 3 learners are now readers and 8%
are the learners – at – risk.
Table 3. Comparison of the Number of Learners – at – Risk (Can’t Read
Orally) from the Pre and Post Reading Assessment

Learners - at - Risk (Can't Read Orally)

80
70
60
50
40
30
20
10
0
Kinder Grade One Grade Two Grade Three
Pre 74 52 47 20
Post 20 14 4 2

Pre Post

It can be seen from the table presented above that there is

significant decrease in the number of learners – at – risk in Kinder to Grade
3. From the previous 74 at – risk learners, only 20 learners remained as non –
readers. In Grade One a total of 14 learners were left from the original
number of 52. Grade Two has 4 learners – at – compared to their previous
score which was 47. In Grade Three, from the previous 20 learners it became
2 learners. During the Pre – Reading Assessment, there were 193 learners –
at – risk, after the Implementation there were only 40 learners left as learners
– at – risk. The number of at – risk learners was significantly decreased.

Table 4. Comparison of the Number of Learners that Can Read Orally) the
Pre and Post Reading Assessment

Learners that Can Read Orally

140
120
100
80
60
40
20
0
Kinder Grade One Grade Two Grade Three
Pre 56 85 91 75
Post 110 123 134 93

Pre Post
 It can be seen from the table presented above that there is
significant increase in the number of learners that can read orally in Kinder
to Grade 3. From the previous 56 learners who can read orally it became
110 after the implementation. In Grade One a total of 123 learners are now
considered as readers compared to their original number of 85. Grade Two
has 134 readers from their original score of 91. In Grade Three, they now
have 93 readers. During the Pre – Reading Assessment, there were 307
learners that can read orally, after the Implementation there are now a
total of 460 readers. The number learners that can read orally significantly
increased.

VII. Conclusion and Recommendation

Based from the interview, observations and the data gathered

from the result of the Pre and Post reading Assessment, the following
conclusions were made:

 There is a significant change in the number of students-at-risk and learners

that can read orally after Project RAISE was implemented.

 During the Pre – Reading Assessment, there were 193 learners – at – risk,
after the Implementation there were only 40 learners left as learners – at –
risk. There was a significant decrease in the numbers of learners – at – risk.

 There was a significant increase in the numbers of learners that can read
orally after the Implementation. A total of 460 learners can now read
compared to the previous number which is 307.

 There observable positive changes in the students’ behavior and attitudes

towards reading were seen as stated from the results of the interview and
observation.

 Teacher – parent tandem was strengthened in the implementation of

Project RAISE.

 The use of Reading Log, Claveria Approach, Parent – Teacher Tandem and
Marungko Approach are effective ways in developing the reading skills of
students and will help in reducing the numbers of students – at – risk in the
school.

 Constant absenteeism of the identified learner – at – risk will affect their

learning and lessen their time in remedial reading sessions.

 Follow – up at home is important in monitoring the progress of the learner.