Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
ANGONO ELEMENTARY SCHOOL
_________________________________________________________________________
.
REACT (Refining and Enhancing reading through Active Coaching and Tutorial)

Project B2B (Back-to-Basic Reading Intervention Program)

ACCOMPLISHMENT REPORT
School Year 2020-2021

I. Brief Description

Project REACT (Refining and Enhancing reading through Active Coaching and
Tutorial) for primary grade level and Project B2B for intermediate grade level, a
reading intervention programs of Joaquin Guido Elementary School, designed to
supplement remedial instruction for learners struggling to read and understand text
and who are at-risk to dropping out bridges the gap between to children who are
progressing and lagging behind in reading. In this school year 2020-2021 the
reading intervention introduced by the DepEd Rizal, the project BRB4 joined forces
on the implemented reading program of the school.

II. Executive Summary

Through the standardized test, Phil-IRI pre-test, the pupils performance in oral reading,
silent reading and listening comprehension is determined. While grade 1 pupils uses teaching
made reading materials which were validated by three Master Teachers and Principal were
used. These types of assessments aim to find the student’s independent, instructional and
frustration levels. The data served as one of the bases in planning, designing the reading
intervention program in the school which aims to improve the overall school reading
performance of grades 1 to 3 pupils.

III. Summary of its effectiveness

Project React and Project B2B with the intensified collaboration of Project BRB4 has a high
impact in the development of the learners of Joaquin Guido Elementary School who has problem in
reading and comprehension. At the end of the implementation of project REACT the following table
represents the effectiveness of the project.
 BEFORE PROJECT IMPLEMENTATION (non-reader, comprehension problem)

GRADE 1 GRADE GRADE 3 GRADE 4 GRADE 5 GRADE 6 TOTAL

2
ENGLISH 407 493 504 53 178 196 1831
/FILIPINO
Cannot Identify 60 260 45 16 19 18
Letter
Poor 347 233 250
Comprehension

AFTER PROJECT IMPLEMENTATION (non-reader, comprehension problem)

ENGLISH/ GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 TOTAL

FILIPINO
Cannot 30 53 22 0 0 0 105
identify
letter
Poor 218 207 277 182 159 178 1221
comprehen
sion
Accomplis 159 147 230 176 229 252
hment

The above data shows the effectiveness of the three intervention projects. Sustainability, close
monitoring and evaluation are highly encouraged.
MAKING OF WORKSHEETS AND OTHER READING MATERIALS

IV. Highlights of Accomplishments

Based from the Post-test conducted last February 2020, it was revealed that 227 or 32% of
the clients shows a positive result and increases their scores.

It shows the effectiveness of the intervention conducted by the teachers, peers of students
and other stake holders like the URS-COED students during the remediation time with the
clients.

Below show the target versus accomplishment analysis of the project.

Project Area Target Accomplishments Gaps Plan

REACT 427 or 60% of 227 or 32% The school had Intensive
(Refining and became reader or a gap of 200 monitoring of
 Enhancing 712 non- were identified pupils who were the projects.
reading readers by the independent by considered Observing the
through Active their teachers. frustrated during remedial
Coaching and end of school the post Phil-IRI sessions,
Tutorial for the year 2019- administration reading
grade 1 to 3 2020. sessions and
pupils home activities.
Concentrate
and give more
focus to pupils
who were non-
readers.
Thorough follow
up on how the
student respond
during their
reading session
with the
volunteers.

V. Recommendations/Suggestions

a. Teacher quality
Teachers should always follow up the performance of the pupils/students

b. Reading Materials
Reading materials must be supplied to students/ clients specially to this kind of situation.
This should be ready and available and should really be read and studied by the pupils.

c. The school should tap the local government and other stake holders and strengthen the
relationship with them because they are our partners in delivering the education particularly
during this pandemic. They can help us provide places and other materials specially for
struggling students.
d. Parent Involvement must also be strengthened.

e. Improvement of Learning/Reading areas to develop interest in reading through individual

and cooperative learning

f. Action Researches on Reading Enhancement

 g. Provide financial and moral support to encourage teachers in conducting relevant action
researches

Prepared and submitted by:

SHALEE C. FRANCISCO

Noted by:

DIONICIA C. FIGURA
Principal II