GUINOMAN NHS

I-READ ACTION PLAN SY 2020-2021

I. PRE-IMPLEMENTATION
Activity Objective Resources Time Mode of Expected
(Persons, Frame Implementat Outcome/Out
Materials, ion put
Technology)
1. ADVOCACY
1.1 Conduct Advocacy of Advocate School Head, August-S Synchronous/ Minutes of the
I-READ at the school level I-READ parents/stakeholder eptember Blended meeting/
during PTA meeting program with s, Reading agreement
the parents and teachers, Teachers between
other parents and
stakeholders teachers on the
and solicit their strict
counterpart on Implementation
the realization of I-READ
of I-READ

1.2 Attend Local School Tap community Local school Board, Septemb Synchronous Request letter,
board/barangay assembly as partner in School head, er BLGU’s support
meeting to advocate the Reading and assistance
I-READ implementation Coordinator
1.3 Participate in the Engage the Facebook Septemb Online Brigada
launching of Brigada students, community, Parents er Pagbasa
Pagbasa parents and the and Teacher and Community
community to other support group awareness
be a reader
advocate
1.4 Tap community Find volunteers Alumni, Education Septemb Online/ Community
volunteers in the as partners Graduates, er Asynchronous Volunteers
realization of I-READ Nitezens
2. Identifying Reading Committee Teachers

2.1 Create a committee to Identify School Head and Septemb Through School’s
select school's Reading teachers as Reading er Google Meet Reading
Teacher/s based on the primary Coordinator Committee
criteria set by the school implementers
of I-READ
2.2 Call the Reading Accept School head Septemb h Google Meet Committed
Teacher to explain of her functions and Reading teachers, er Reading
functions and benefits responsibilities volunteers Teachers
2.3 Issue a school memo Designate a School head Septemb Synchronous School memo
on the designation as school reading er on the
Reading Teacher teacher designation
3. Reading Preparation
3.1 Lobby BLGU and Tap BLGU and School head, BLGU October Blended , Strong
NGOs for the NGO’s as personnel, and synchronous community
improvement of Reading partner in the other outside partnership
Café stakeholders
 implemaentatio
n of I-READ
3.2 Gather reading Prepare School head, October Blended Instructional
materials to the Reading different Language teachers materials,
Café reading and Reading Individualized
materials for teachers reading
learners, materials
prepare
individualized
reading
materials for
identified
clientelle
3.3 Prepare a functional prepare School head, October Synchronous Recognize
school reading cafe enhancement Language teachers school reading
activities and Reading cafe
-employ ICT teachers
based and MIT
based
instruction
II-DURING IMPLEMENTATION
1. Administration of Reading Assessment
1.1 Conduct Phil-IRI Identify reading Reading Teachers, October Asynchronous Pre- assessment
(grade 2-7) and localized difficulties/level Parents and and Phil-IRI Result
reading test for of the learners Volunteers synchronous
grade8-10)
1.2 Analyze the results Determine Reading Teachers, Novemb Asynchronous School Reading
(school Level) interventions Parents, Volunteers er and Profile
suited to synchronous
learners
1.3 Submit results to the Revisit Language Teachers Novemb Blended LAC
district strategies and er Documentation
1.4 Review ELLN and methodologies
PRIMALS inputs through in teaching
LAC sessions literacy
1.5 Conduct mid reading Evaluate status School head, Decembe Blended Documentation
assessment to every or progress of Reading teachers, r
clientele and parents I-READ volunteers and
parents
1.6 Monitor and evaluate Assess the School head, January Blended I-READ in school
its implementation effectiveness of Reading teachers, level is
I-READ Division Reading monitored
Team
III- POST IMPLEMENTATION
1. POST READING ASSESSMENT
1.1 Conduct post reading Assess students Reading Teachers February Blended Reading post-
assessment reading Committee assessment
progress result
1.2 Consolidate and Submit the Language teachers March Blended Post-
analyze the results result of assessment
monitoring result
1.3 Award an improved Encourage Language Teachers, April Blended Promoted
learners learners by Volunteers Students
award system
1.4 Recognize committed Identify School head, BLGU, April Blended School level
volunteers and teachers committed Community awarding
volunteers and Partners and
parents
 reading
teachers
1.5 Prepare and submit Submit School head, May Blended Accomplishmen
accomplishment report accomplishmen Reading t report
t reports on the Coordinator
implementatio
n of I-READ

Prepared by:

JENEFER S. EDIANG
School Reading Coordinator

Approved by :
ROLAND D. AGRAVIADOR
School Head

Noted by:
RODOLF JOHN T. RODRIGUEZ
Division Reading Coordinator