Republic of the Philippines

Department of Education
Division of Capiz
Pontevedra National High School

Project MiRa (Mini Reading Area inside the classroom

A. objectives
1. To provide students with access to reading materials and promote a
love for reading.
2. To improve students' literacy skills, which will positively impact their
overall academic performance.
3. To create a reading culture in the school, which will contribute to the
intellectual development of student

B. Project MiRA Implementing Guidelines

I. Pre-Implementation:
1. Conduct a needs assessment: Conduct a needs assessment
and identify key stakeholders such as school
administrators, teachers, parents, and students who will
play a role in the success of the project.
2. Establish partnerships: Establish partnerships with key
stakeholders such as school administrators, teachers,
parents, and students to build support and gather input.
Collaborate with community organizations, libraries, and
other stakeholders to provide support and resources for the
project.
3. Develop a project plan: Develop a project plan that outlines
the goals, objectives, timeline, budget, and resources
needed for the implementation of Project MiRA.
4. Identify a space for the mini reading area: Identify a space
inside each advisory class that can be used as a mini
reading area.
5. Determine reading materials: Determine the reading
materials that will be available to students. Consider
organizing the books into genres and creating reading
challenges and activities to motivate students to read more.
6. Develop a monitoring and evaluation plan: Develop a
monitoring and evaluation plan that will measure the
success of the project based on the number of books read
by each student, reading hours logged by each student,
quality of book reports and summaries written by students,
overall improvement in students' literacy skills, and
participation and engagement of students in the project.

II. During Implementation:

1. Install mini reading area: Install the mini reading area in
each advisory class, ensuring that it is accessible and
inviting to students.
 Republic of the Philippines
Department of Education
Division of Capiz
Pontevedra National High School

2. Provide reading materials: Provide students with reading

materials based on the established plan, ensuring that they
are age-appropriate and reflect students' interests.
3. Establish reading challenges and activities: Establish
reading challenges and activities that motivate students to
read more and help them develop their reading skills.
4. Dedicate 3-5 minutes of the remaining time before starting
new lessons in Filipino, English or in any subject for 1-2
students to benefit from the program each day.
5. Homeroom Guidance can be utilized for at least 5-10
minutes or more if no activities or outputs are scheduled.
III. Post-Implementation:
1. Evaluate project success: Evaluate the success of the
project based on the established plan, taking into account
the number of books read by each student, reading hours
logged by each student, quality of book reports and
summaries written by students, overall improvement in
students' literacy skills, and participation and engagement
of students in the project.
2. Share project results: Share the results of the project with
key stakeholders, including school administrators,
teachers, parents, and students. Share the results with the
broader education community through presentations,
publications, and social media.
3. Sustain project success: Sustain the success of the project
by continuing to monitor and evaluate progress, making
adjustments as needed, and providing ongoing support and
resources to the mini reading areas.

C. MONITORING AND EVALUATION PLAN OF PROJECT MIRA

Indicators: Identify indicators that will be used to track progress towards

achieving the project objectives. The indicators can include:
1. Number of books read by each student
2. Reading hours logged by each student
3. Quality of book reports and summaries written by students
4. Overall improvement in students' literacy skills
5. Participation and engagement of students in the project
Baseline data: Gather baseline data for each of the indicators before the project
begins. This will provide a point of comparison to assess the project's impact.
For instance, the baseline data could include:
1. Number of books read by each student before the project
2. Reading hours logged by each student before the project
 Republic of the Philippines
Department of Education
Division of Capiz
Pontevedra National High School

3. Quality of book reports and summaries written by students before the

project
4. Overall literacy skills of students before the project
5. Participation and engagement of students in reading before the project
Monitoring: Set up a system for monitoring progress towards achieving the
objectives. This could include:
1. Regular tracking of the number of books read by each student
2. Record keeping of reading hours logged by each student
3. Reviewing the quality of book reports and summaries written by students
4. Assessing the overall improvement in students' literacy skills
5. Observing participation and engagement of students in the project
Evaluation: Conduct an evaluation of the project at the end of the project
period. This could include:
1. Reviewing the data collected on the indicators
2. Analyzing the impact of the project on students' reading habits and
literacy skills
3. Assessing the project's effectiveness in engaging students in reading
4. Identifying areas for improvement and recommendations for future
projects.
5. Reporting: Compile and report on the findings of the evaluation. This
could include:
6. Presenting the data collected on the indicators
7. Summarizing the impact of the project on students' reading habits and
literacy skills
8. Discussing the project's effectiveness in engaging students in reading
9. Providing recommendations for future projects based on the evaluation
findings.

D. Rubric for Project MiRA Evaluation:

Criteria 1: Number of Books Read (15 points)

 5 points: Students who read 5 or more books

 10 points: Students who read 10 or more books
 15 points: Students who read 15 or more books

Criteria 2: Reading Hours Logged (10 points) staggered hours

 5 points: Students who logged 10 or more hours of reading time

 10 points: Students who logged 20 or more hours of reading time

Criteria 3: Quality of Book Reports and Summaries Written by Students (10

points)
 Republic of the Philippines
Department of Education
Division of Capiz
Pontevedra National High School

 1 points: Reports and summaries that demonstrate basic understanding of the

book
 4 points: Reports and summaries that demonstrate clear and detailed
understanding of the book
 7 points: Reports and summaries that demonstrate critical analysis and
interpretation of the book
 10 points: Reports and summaries that demonstrate advanced critical analysis,
interpretation, and application of the book's themes and ideas

Criteria 4: Overall Improvement in Students' Literacy Skills (20 points)

 10 points: Students who showed some improvement in literacy skills

 15 points: Students who showed significant improvement in literacy skills
 20 points: Students who showed exceptional improvement in literacy skills

Criteria 5: Participation and Engagement of Students in the Project (10 points)

 2 points: Students who showed minimal participation and engagement

 4 points: Students who showed adequate participation and engagement
 6 points: Students who showed good participation and engagement
 8 points: Students who showed very good participation and engagement
 10 points: Students who showed exceptional participation and engagement

Criteria 6: Design and Structure (35 points)

 10 points: Efficient and effective project implementation and management

 15points: Creative and engaging project activities and materials
 10 points: Well-organized and structured project documentation and reporting

Total Points: 100

Prepared by:

EDWIN G. DUMOPOY

NIEL JOSEPH B. BULACLAC

AHLS Focal persons/Project

Approved

MYRTHYL L. COCHING
Principal III