Republic of the Philippines

Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY

Introduction
In response to and in line
with the school’s PROJECT LIFE
(Learning Is For Everyone), Rajah
Muda Elementary School -
BEAM LIFE launched PROJECT
BOOKSWAGON: Gulong ng
Dunong - Hatid ay Pag-asa sa
Gitna ng Pandemya, a library on
wheels, in partnership with the
Local Government Unit of Barangay Rajah Muda. Through this project, learning
and reading gaps are addressed despite the COVID-19 crisis. It is reiterated that
No RMES-BEAM LIFE learner shall be left behind by addressing
learning/reading literacy skills’ development among the learners. This initiative
is of great help in delivering quality basic education amidst the pandemic for
welfare and benefit of the
school children.

School Background

Rajah Muda ES –
BEAM-LIFE, which was built
in 2008 as an Annex of
RMES– Main, is located at
Purok 8, Brgy. Rajah Muda,
Tacurong City. It is one of the
farthest schools from
Tacurong City Division and from the Tacurong City proper, having
approximately 17 kms. and 16.5 kms. respectively. People must ride on a
tricycle and motorcycle passing Barangay Baras and Upper Katungal.
The school has a total land area of 2,500sq.m which caters children
residing at Purok 8, Brgy. Rajah Muda and from the nearby Brgy. Sampao,
Isulan. The terrain of the school is plain and alongside of the river which makes
the school subject to recurring floods. The school has no potable water source.
Each classroom has its own water dispenser supplied with purified water. The
school is nonsectarian. It campaigns enrolment to all school-aged children in
the community regardless of socio-economic status, gender, ethnicity, religion,
and physical condition.

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY

School Context and Situation

A. Poverty
Most of the residents of
Barangay Rajah Muda that
comprises the parents of the school
children are laborers and farmers.
Some are farming their own land and
majority are laborers. They perform
routine tasks that involve crop
cultivation, plowing, fertilizing,
harvesting of crops and among
others and just given percentage
from the total harvested crop.

Figure 1. Labor Force and Main Source of Living, 2015

9% 12% 8%
Work for private household
14%
Work for private establishment
3%
Work for Gov't/Gov't
corporation

2% Self-Employed without any

employee
Employer in own family-
operated farm or business
Work with pay on own family-
operated farm or business
52%
Work without pay on own
family-operated farm or
business

Figure 1 illustrates the labor force and main source of living of the
parents of the school children in the community. As seen in Figure 1, more than
a half or 52% of the total population is self-employed.
It is perceived that with the percentage distribution of parents having
such source of living, they are within below poverty line.
This result is apparent in children’s educational experiences and their
academic achievement as observed by the teachers in school. Prior research has
found that children living in poverty are associated with poor educational
outcomes- including receiving low achievement scores, having to repeat a grade,
non-readership and dropping out of school.

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY
B. Learning Space
Majority of the people in the community live in the temporary type of
houses that is made of light materials. Some have semi-concrete, and few have
concrete houses. Most of these houses has no conducive learning spaces for
schoolchildren. Interdisciplinary research links the physical condition of
learning spaces such as good
ventilation and air quality; green
outdoor recreational space;
comfortable temperature;
pleasant lighting; and an
environment with limited
ambient noise, to improved
student physical health and
academic performance.
Also, pupils at home have
no access to reading and learning
materials such as big books,
small books, story books, charts,
flash cards and among others.
These are the reasons why
reading gap among school
children is evident.

C. Educational Attainment of Parents/Guardians

Table 4 exhibits the educational attainment of the parents/guardians of
the school children. As displayed in the table, of the 88 parents/guardians of
the school there are 41 parents/guardians who are high school level, 34 are
elementary level, 10 are college level and there are 3 who had not gone to formal
schooling.
This result shows
that there is a wide dilemma
50 41
between the parents’
40 32 educational attainment to
pupils’ learning. Our country
30
presents many dynamics of
20 10 family development that
10 3 take place based on
background, environment,
0 and ethnicity, income, and
No Formal Elementary High School College Level
Schoo... L... L... parents’ educational

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY
As the school temporarily shut its doors due to COVID-19 pandemic, the
school faces many unique challenges as it commits to providing equal chances
to all pupils. Factors such as parents’ educational background impacts a pupil’s
educational opportunities. If one pays close attention to the demographics of
families across the community, it is apparent that pupils in lower socioeconomic
backgrounds and parents’ education are more at risk in experiencing problems
while attending school such as requiring special education services.
It is crucial to understand several components of the family structure
when determining the likelihood of academic success of pupils. Social factors
that include parental education is significant when it comes to educational
opportunity and access to it. These data highlight the problem on reading and
challenges on quality as well.

Data on Literacy Before the Reading Initiative

a. Table 1. Enrollment by Grade Level and Report on Non and Slow Readers
Grade
Enrolment Non-Readers Slow Readers
Level
Mal Femal Total Mal Female Total Mal Female Total
e e e e
Kinder 10 6 16
I 13 8 21 9 1 10 5 3 8
II 10 7 17 3 2 5 4 1 5
III 7 10 17 1 0 1 2 2 4
IV 5 1 6 3 0 3 1 0 1
V 7 9 16 0 0 0 1 2 3
VI 10 4 14 0 0 0 3 0 3
Total 61 45 107 16 3 19 16 8 24
Table 1 reflects the enrolment of the school per grade level. As seen on
Table 1, RMES BEAM-LIFE has a population of 61 boys and 45 girls with a total
of 107 enrolment.
Table 1 also illustrates the report of non and slow readers per grade
level. As shown in the table, out of 107 total school population it depicted 19
non-readers and 24 slow readers. 10 or 52% non-readers and 8 or 33.33% of
slow readers came from Grade 1 class. It should be observed that the Grade has
a class of 21. Meaning almost a half or 47.62% of the class are non-readers. If
this has to be added with the 8 slow readers, the data will tell us that there are
only 3 fast readers in the class of 21.
Further, 5 or 26.32% non-readers came from Grade 2 class which has a
total enrolment of 17. It is seen that 29.41% of its population are also non-
readers. The table also posted 5 slow readers in the class. This means that only
7 or 41.17% of the total population are fast readers.

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY
In addition, Table 1 also demonstrates that 1 or 5.26% of non-readers
came from Grade 3 class with 4 or 16.67% slow readers. More so, 3 or 15.79%
of non-readers and 1 slow reader came from Grade 4 class. It should also be
noticed that the Grade 4 class has only 6 enrolment. 3 or 50% of which are non-
readers and there is still 1 slow reader. This number shows that only 2 of the
class are fast readers.
On the other hand, it is good to note that the Grade 5 and Grade 6
classes has posted no non-readers. However, they both posted 3 or 12.5% slow
readers. The data proves that there is indeed a problem and challenge as
regards to the readership of the pupils in the school.

Details on the Implementation of the Reading Initiative

Rationale of the Reading Initiative

Despite COVID-19 pandemic, SDO-Tacurong City continuously sustains
and develops initiatives in realizing its mandate, especially in addressing the
problem on reading literacy among the learners in the city. Consequently, the
Adoption of the Basic Education Learning Continuity Plan for SY 2020-2021 in
light of the COVID-19 Public Health Emergency as stipulated in DepEd Order
No. 12, s. 2020 ensures that school children’s learning should continue even
amidst this crisis.
As the schools temporarily shut doors for learners, CSDT ESKWELA:
Learning on Wheels Project is launched as part of the CSDT’s EnRep (Enhanced
Reading Program) anchored to the DepEd’s Every Child A Reader Program
(ECARP) under the Framework of Sulong Edukalidad. This project focuses on
reading/learning-based scheme to address gaps in reading/learning skills
development and reinforces new structure to combat reading challenges in the
field faced by the learners in this time of pandemic. This initiative is focused on
different activities that provide learning opportunities for learners and bring
reading/learning in their doorsteps, specifically in community centers or in any
identified area in the community being arranged and structured.

Objectives of the Reading Initiative

1) To launch community-based project in partnership with BLGU;
2) To provide learning opportunity to the doorsteps of learners amidst
the present crisis, especially on reading literacy; and
3) To support the CSDT’s initiative on reading and in the continuity of
education despite the pandemic.

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY

Design/Implementation of the Reading Initiative

Budgetary Requirements:
A. Source of Fund: Solicitation/Donation
ITEMS/DESCRIPTION AMOUNT
1 Food and Snacks (Launching) 3, 000.00
2 Additional Learning Resources 3, 000.00
3 Tarpaulins 1, 500.00

Total 7, 500.00
B. Working Committees:
COMMITTEE PERSON INVOLVED
1. Management and Supervision Ronald A. Pelitro
Christian Jun C. Gonzaga
2. Project Lead/Co-Lead
Donna Mae A. Costales
3. Finance/Marketing Jean G. Barroquillo
4. Resource/Mobilization Christian Jun C. Gonzaga
5. Communication/Documentation Ezer Care D. Peralta
Lucy F. Padillo
6. Monitoring & Evaluation
Ronald A. Pelitro
Ronald A. Pelitro
7. Program and Invitation
Meriam P. Paladin
Lucy F. Padillo
8. Hall Preparation (Launching) Teachers
PTA Officers and Members
C. Matrix of Activities
DATE ACTIVITY PERSONS INVOLVED
March 24, Planning and presentation of the Project Director, School
2021 Project BOOKSWAGON Head, Teachers, BLGU, PTA
March 26, Preparation of Proposal and Project Director, School
2021 related documents of the Project Head, Teachers
Information dissemination to the
April 5-6, Project Director, School
persons responsible for the Project
2021 Head, Teachers, BLGU, PTA
Distribution of Program/Invitation
April 8, Project Director, School
Launching of the Project
2021 Head, Teachers, BLGU, PTA
April 12, Project Director, School
2021 Project implementation Head, Teachers, BLGU
onwards PTA, Learners

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY
Strategies:
1) Limited number of learners shall be catered daily on the BOOKSWAGON;
2) The BOOKSWAGON shall be present in the community;
3) Teachers shall provide a schedule to avoid influx of learners;
4) EOs and other issuances from the authorities shall always be followed;
5) Close coordination with the BLGU shall be carried out; and
6) Monitoring and evaluation shall be done to identify its impact to the
learners.

Collaboration and Partnership

To ensure the sustainability and

effectivity of the project, the school has
collaborated and partnered with the
Barangay Local Government Unit
(BLGU) of Rajah Muda. Attached are the
Barangay Resolution and Certificate of
Support. BLGU has also donated one (1)
unit tricycle for the said project.

In addition, SDO of Tacurong has provided the school with big books,
small books, and other reading/learning materials in support of the project.
The school has also received donations of cash, reading materials, books,
and other learning devices from non-government organizations and private
individuals.

Milestones and Most Significant Change Stories

The following narration is excerpt from an interview on parents and

pupils as regards to the impact of the project to them.

Address: Alunan Highway, Poblacion, Tacurong City 9800

Contact Numbers: (064)-200-6316; 0919-065-6425
Email Address: tacurong.city@deped.gov.ph
 Republic of the Philippines
Department of Education
Region XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF TACURONG CITY

Si nanay ko wala panahon sa

pagtudlo sa akon sa pagbasa kay pirmi
sila ni tatay nagalakat sa. Nakatuon
lang ako basa sang nagalakat ang
Bookswagon sa amon balay upod si
Ma’am para tudluan ako. Nalipay gid
ko nga makabasa na ako subong.
Ako si Yvonne, sang una
indi ako makabalo magbasa
pero sang sige kadto ang
Bookswagon sa balay namon
nakatuon gid ako sa pagbasa
sa bulig sang akon mga
maestra.

Ako si Mae Palomillo, nagaistar diri sa Prk. 8, Brgy. Rajah Muda.

Sato nabudlayan gid ako magtudlo sang akon bata kay waay
nagapati. Sa pamaagi sang BOOKSWAGON, nagalibot sila pirmi
kag magtudlo sa mga bata. May reward sila nga gina dala. Kung
makabalo ang bata magbasa, ginahatagan nila sang tinapay kag
juice. Nagapasalamat gid ako kay ang akon bata nakabasa bisan
indi lang gid dasig gid kayo.

Impact and Effectiveness

of the Reading Initiative

Bookswagon: Gulong ng Dunong Reading Initiative found significant pre

to posttest gains from 19 non-readers it goes down to only 6 non-readers. Data
shows that 13 or 68.42% of the non-readers turned into readers and from 24
slow readers it goes down to 18. It means that 6 or 25% of the slow readers
showed improvement in their reading pace.

Future Direction

1) Encourage more teacher-enablers and volunteer

tutors to serve as reading teachers;
2) Link with other agencies, NGOs, private groups and
individuals, and other stakeholders for financial
support for snacks, purchase of additional learning
materials, transportation allowance and among
others;
Address: Alunan Highway, Poblacion, Tacurong City 9800
3) Contact
ProvideNumbers:
rewards and incentives
(064)-200-6316; to teachers,
0919-065-6425
volunteers, and
Email Address: learners; and
tacurong.city@deped.gov.ph
4) Establish other initiatives to strengthen and sustain
BOOKSWAGON.