Angelo A.

Unay

EDLM 1

JEL Output

PROGRAM EVALUATION OF PROJECT EZRA (ESTABLISHING ZEALOUS READERS

ADVOCACY) AT CARSADANG BAGO ELEMENTARY SCHOOL

INTRODUCTION

Reading programs play a significant role in promoting literacy skills and academic success among
students. It is essential to implement and evaluate these programs to identify effective strategies and
interventions that can help students develop strong reading abilities. Based on the study conducted by
Borman and D'Agostino (2016) school reform programs demonstrates a positive impact on students’
outcomes, specifically in improving reading proficiency. This suggests that adopting a comprehensive
approach to school reform, which includes a focus on reading instruction, can contribute to enhancing
students' reading abilities. Fletcher and Vaughn (2009) stressed the significance of early identification and
targeted interventions that cater to the individual needs of students. By incorporating a Response to
Intervention framework into a reading program, educators can promptly and personally address students'
specific reading challenges.

The National Reading Panel (2000) conducted an evidence-based assessment of the scientific research
literature on reading instruction. They identified key elements of effective reading instruction, including
phonemic awareness, phonics, fluency, vocabulary, and comprehension. These findings serve as a
foundation for designing and implementing a comprehensive reading program that incorporates these
essential components. In a similar study, Torgesen et al. (2007) provided a guidance document focused on
evidence-based practices for academic literacy instruction among adolescents. Their recommendations
emphasized strategies for improving reading comprehension, vocabulary knowledge, and content-area
reading skills. Integrating these evidence-based practices into a reading program for middle and high
school students can help enhance their reading abilities across various subjects.

Weber and Weber (2005) explored the involvement of parents in their children's reading development and
found a positive association between parental engagement and improved reading skills. Involving parents
as partners in a reading program can further support students' reading development, as parents play a
critical role in creating a literacy-rich environment at home and reinforcing reading skills and practices.
This is supported by Wilkinson and Houston (2019), who emphasized the significance of evidence-based
approaches, collaboration among stakeholders, and ongoing assessment to inform instructional decisions.
By implementing these practices within a reading program, educators can ensure that instructional
strategies are grounded in research and that all stakeholders work together to support students' reading
progress. Moreover, Setiawan, A., Suryadi, D., & Indriayu, M. (2019) suggest the implementation of
literacy culture management. They found that these kind of implementation in elementary schools can
optimize the quality of education and improve students' achievement, through optimal planning,
organization, management, and control of literacy culture.

The findings highlight effective instructional strategies, interventions, and preventive measures that can
enhance reading proficiency among students of different ages and abilities. By implementing evidence-
based practices, involving key stakeholders, and tailoring interventions to individual needs, educators can
create a comprehensive reading program that fosters students' love for reading and supports their
academic achievement.

SUMMARY

Project EZRA was implemented at Carsdang Bago Elementary School which aims to address the poor
reading proficiency in English and Filipino among students. The program recognized the learning gaps
caused by the pandemic and the urgent need to improve reading abilities. To assess the students' reading
levels, the Philippine Informal Reading Inventory (Phil-IRI) pre-test was administered, revealing a
significant number of non-readers and students at the frustration level. These results underscored the
importance of implementing interventions promptly.

To promote independent reading and monitor progress, Project EZRA employed various strategies.
Learning Action Cell (LAC) sessions were conducted to teach reading strategies, and parents were
actively engaged in the program. Reading interventions were implemented to support struggling readers,
and appropriate reading materials were curated for each grade level. Regular assessment ensured ongoing
evaluation and tracking of students' progress.

The implementation of Project EZRA witnessed the active participation of all teachers. They willingly
conducted reading interventions after regular class hours, demonstrating their dedication and commitment
to their students' reading development. Each teacher personalized their teaching approach and developed
reading materials tailored to their students' specific needs. These efforts showcased the proactive
involvement of teachers, consistent interventions, and the students' high performance and comprehension
levels in the post-assessments.

While the program exhibited strengths, it also faced challenges that required attention to optimize its
effectiveness. One such challenge was the absence of standardized reading materials, which hindered the
overall quality and impact of the program. The limited availability of classrooms for intervention sessions
posed another constraint, potentially affecting the number of students who could participate and the
quality of the sessions. Irregular student attendance was identified as an issue that needed to be addressed,
as consistent participation is crucial for maximizing the impact of interventions and providing necessary
support. Furthermore, the need for further teacher capacity building was recognized to ensure the success
of the program.

On the other hand, Project EZRA benefited from various opportunities that could enhance its outcomes.
Supportive parents who were willing to contribute were identified, presenting an opportunity for
increased parental involvement. This involvement could be leveraged to create a supportive learning
environment that extends beyond the classroom. Cooperative learning efforts and external support for
teacher professional development were also seen as valuable opportunities to further enhance the
program's impact.

IMPLEMENTATION DETAILS

Project EZRA, which stands for Establishing Zealous Readers Advocacy, is the banner reading program
being implemented by Carsdang Bago Elementary School. Its primary goal is to address the school's main
priority improvement area for the years 2022-2025. The program was developed in response to the poor
reading proficiency in English and Filipino among our students, which was aggravated by the learning
gaps caused by the pandemic. To assess the current reading levels of students from grades 2 to 6 in the
school year 2022-2023, the Philippine Informal Reading Inventory (Phil-IRI) pre-test was administered.
The results revealed that 168 students were non-readers in English, and an additional 295 students were
categorized as being at the frustration level. Among the non-readers, 50.6% belonged to grade 2. In
Filipino, 233 students were unable to read, while 417 students were classified as being at the frustration
level.
In addition to this, to better understand the pupils involved, and also our parents and teachers, surveys and
interviews were conducted by the program owner and her committee. These are some of the questions in
the questionnaire:
The primary purpose of Project EZRA is to enhance students' reading abilities and increase the number of
students performing at the instructional level to at least 80% within the next three years. Furthermore, the
program seeks to reduce the percentage of non-readers to 4.9% in English and 5.6% in Filipino across all
grade levels every year to reach the zero non-readers after three years. To achieve these objectives, the
program monitors and evaluates the reading performance of students in grades 1 to 6. Several crucial
steps must be taken to promote independent reading in English, including: 1) Profiling students based on
their reading levels in English and Filipino, 2) Conducting Learning Action Cell (LAC) sessions to teach
reading strategies, 3) Engaging parents and stakeholders in the intervention, 4) Establishing reading
interventions for struggling readers, 5) Curating appropriate reading materials for each grade level, and 6)
Regularly assessing and evaluating the progress of readers.

The table below shows the specific assigned person/s in the implementation of the activities involved in
this program during the first year. It shows that all the teachers are involved in the implementation.
Moreover, the school also allocated fund to support and sustain the implementation, monitoring, and
evaluation of Project EZRA.
This illustration shows the process flow on how the teachers implement the program in their grade level.
They started with the administration of assessment to target the pupils who needed to undergo the
interventions. The school also conducted parents’ orientation to give them the idea about the program and
to get their support, so that the approach of the implementation is consistent with what is happening in the
school and their respective homes. Each adviser, who is also a reading teacher adapted reading materials
to suit to the specific needs of their pupils.
RESULTS AND DISCUSSION

The evaluation tool for the implementation and evaluation of Project EZRA focuses five key areas which
are Proficiency Level of Pupils, Strategies and Interventions conducted, Parental Involvement in the
activities, Standardized Reading Materials, Attendance and Engagement of the pupils, and Professional
Development of teachers who are involved in the program. The following discussions highlight the
strengths and weaknesses of the reading program using this evaluation tool.

Based on the results of the post test of the Philippine Informal Reading Inventory in English and Filipino,
the pupils demonstrate exceptional reading skills and comprehension. In Filipino, 88% of the pupils are
performing within the level of instructional to independent readers, while only 11% are in the frustration
level. Moreover, in English, 89.8% of the pupils are already performing in the instructional and
independent levels, while only 10% are in the frustration level. It is also significant to highlight that there
is only 1 non-reader recorded in both Filipino and English.
Project EZRA exhibits several strengths that contribute to its effectiveness in improving reading skills
among students. Firstly, the teachers demonstrate a proactive approach by voluntarily conducting reading
interventions after regular class hours, ensuring that these sessions are held consistently. This dedication
and initiative showcase the teachers' commitment to supporting their students' reading development.
Additionally, each grade level has developed its own unique strategies for teaching reading, accompanied
by teacher-made reading materials. This tailored approach allows for a more personalized and effective
learning experience for the students.

Once instance that the teachers showed initiative to conduct reading intervention was during the one-
week transportation strike for the week March 6-10, 2023. With the support of the parents of struggling
readers, they took their children to school so that the teachers could do conduct reading intervention. The
pictures below demonstrate the one-on-one approach in teaching provided by the teachers to help their
pupils.

However, the project also faces several weaknesses that require attention. One significant weakness is the
absence of standardized reading materials for teachers to use during the intervention sessions. This lack of
consistent resources may impede the overall quality and effectiveness of the reading program. The picture
below shows the repository of reading materials that all the teachers can access. They also have materials
that the parents can use to follow up the reading activities at home.
Furthermore, the limited availability of classrooms poses a challenge, as the reading intervention sessions
need to be accommodated within the regular class schedule. This constraint may limit the number of
students who can participate and may lead to overcrowded classrooms, potentially affecting the quality of
the sessions. Moreover, the irregular attendance of pupils in the reading activities is another weakness that
needs to be addressed. Consistent participation is essential for maximizing the impact of the intervention
and ensuring that students receive the necessary support.

Despite these weaknesses, Project EZRA also benefits from various opportunities that can further enhance
its outcomes. The project has identified supportive parents who are willing to contribute to the program.
This presents an opportunity for increased parental involvement, as they can actively participate in and
support their children's reading practice at home. Additionally, the willingness of parents to learn how to
teach reading to their children opens possibilities for family engagement and cooperative learning efforts.
Furthermore, the project can leverage the presence of other stakeholders who can provide professional
development training to teachers at no cost. This external support can enhance the teachers' skills and
instructional techniques, ultimately benefiting the reading program. However, there are potential threats
that the implementers should be mindful of. One significant threat is the possibility that parents may not
follow up on reading activities at home. Without consistent reinforcement of reading skills outside the
classroom, the progress made during the intervention sessions may not be fully realized. Additionally,
some pupils may have other extracurricular activities that compete with the reading activities, which
could impact their attendance and engagement in the program. Addressing these threats requires effective
strategies to motivate and engage parents, as well as finding ways to accommodate pupils' various
commitments.
And finally, in terms of the capacity building of teachers in handling reading activities, the master
teachers together with the school head provide coaching and mentoring to enhance their expertise in
providing specific reading activities to pupils during intervention. Furthermore, the school also empower
its learning action cell (LAC) to be an avenue in sharing best practices on how to handle and develop
struggling readers. Once in a while, the school also invites Supervisors from the Division Office to give
technical assistance to teachers.

CONCLUSION

As reading program managers, our journey with the implementation and evaluation of Project EZRA has
been filled with significant learning milestones that have enhanced our knowledge and skill set. One key
milestone was recognizing the importance of understanding the needs of our students through
comprehensive assessments. This process allowed us to identify their reading proficiency levels and
pinpoint specific areas of improvement. By tailoring our strategies and materials to address these needs,
we were able to create personalized learning experiences that fostered engagement and improved student
performance. Another crucial milestone was the active involvement of teachers, parents, and stakeholders
in the program. Collaborating with our teachers and providing them with professional development
opportunities empowered them to deliver effective reading interventions. Engaging parents as partners in
their children's reading practice at home further reinforced the skills learned in school. Additionally,
leveraging external support from stakeholders contributed to the program's success and enriched our
knowledge base.

Monitoring and evaluation were essential aspects of our journey. Regularly tracking progress and
assessing the program's outcomes allowed us to identify strengths and weaknesses. This data-driven
approach guided our decision-making process and enabled us to make necessary adjustments to
continuously improve the program. Throughout the implementation, we encountered various challenges.
Limited resources, classroom availability, and irregular student attendance presented obstacles. However,
we approached these challenges with resilience and creativity. Establishing resource repositories and
exploring alternative scheduling options demonstrated our adaptability and problem-solving skills.

Finally, we maximized opportunities presented to us. We recognized the value of increased parental
involvement, cooperative learning efforts, and external support. These opportunities not only enhanced
the program's impact but also provided avenues for our own growth and professional development as
reading program managers. In conclusion, our experience with Project EZRA has provided us with
invaluable learning milestones. Understanding student needs, tailoring strategies, engaging stakeholders,
monitoring progress, overcoming challenges, and maximizing opportunities have all contributed to our
development as knowledgeable and skilled reading program managers. We are now better equipped to
design and implement effective reading programs that promote student literacy and academic success.

RECOMMENDATIONS

To enhance the effectiveness of the reading program at Carsadang Bago Elementary School, there are
several key areas that require improvement based on the implementation details of Project EZRA. Firstly,
it is crucial to address the absence of standardized reading materials for intervention sessions. Developing
consistent resources that align with the curriculum and cater to the diverse needs of students will enhance
the program's quality and effectiveness. Creating a repository of reading materials accessible to teachers
and ensuring materials are available for parents to support reading activities at home will contribute to a
comprehensive approach.

Secondly, the limited availability of classrooms presents a challenge in scheduling intervention sessions
and accommodating all students. Finding innovative solutions, such as optimizing classroom utilization or
utilizing alternative spaces, can address this constraint. It is essential to conduct intervention sessions in
conducive environments to promote student engagement and maximize the program's impact.
Additionally, addressing the issue of irregular attendance in reading activities is crucial. Implementing
strategies to encourage consistent participation, such as emphasizing the value of reading interventions to
students and parents, fostering supportive classroom and home environments, and addressing potential
barriers to attendance, will ensure students receive the necessary support and achieve optimal progress.
Furthermore, although Project EZRA identified supportive parents, addressing the potential threat of
inconsistent follow-up on reading activities at home is necessary. Strengthening parental involvement
through effective communication, providing resources and guidance for parents to support reading
practice, and fostering partnerships between parents and teachers will create a cohesive and supportive
learning environment that extends beyond the classroom.

Finally, enhancing the capacity of teachers to handle reading activities is vital for the program's success.
Providing ongoing professional development opportunities, such as coaching, mentoring, sharing best
practices through learning action cells, and inviting external experts, will empower teachers with the
necessary knowledge and skills to effectively implement evidence-based reading strategies. By addressing
these areas of improvement, the reading program at Carsadang Bago Elementary School can adopt a more
comprehensive and effective approach to enhance students' reading abilities. Continuous evaluation,
gathering feedback from stakeholders, and making necessary adjustments are essential to ensure the
program's continuous growth and success in promoting literacy skills and academic achievement among
students.

In summary, Project EZRA is a commendable reading program implemented by Carsadang Bago

Elementary School to address the pressing issue of poor reading proficiency among students in English
and Filipino. The program aims to enhance students' reading abilities, increase the number of students
performing at the instructional level, and reduce the percentage of non-readers across grade levels. The
project exhibits strengths such as teachers' proactive approach and commitment to conducting regular
reading interventions, as well as the development of unique teaching strategies and materials for each
grade level. However, weaknesses such as the absence of standardized reading materials, limited
classroom availability, and irregular attendance of students need to be addressed. The program also
presents opportunities for increased parental involvement and collaboration with stakeholders who can
provide professional development to teachers. Potential threats include parents' inconsistent follow-up at
home and students' conflicting extracurricular activities. To improve the program's implementation and
monitoring, it is recommended to establish standardized reading materials, address classroom constraints,
track and encourage regular student attendance, and implement continuous monitoring and evaluation
beyond quarterly assessments. By implementing these recommendations, Project EZRA can maximize its
effectiveness and achieve its goals of improving students' reading abilities in the long run.

REFERENCES

Borman, G. D., & D'Agostino, J. V. (2016). Comprehensive school reform and achievement: A meta-
analysis. Review of Educational Research, 86(2), 431-471.

Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic
difficulties. Child Development Perspectives, 3(1), 30-37.

Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies
to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-
320.

National Institute of Child Health and Human Development. (2000). Report of the National Reading
Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on
reading and its implications for reading instruction (NIH Publication No. 00-4769). U.S. Government
Printing Office.
Vaughn, S., & Denton, C. A. (2008). How and why do students with LD struggle with reading? In P. G.
Aaron, & R. Malatesha Joshi (Eds.), Handbook of reading disability research (pp. 375-392). Routledge.

Weber, C. M., & Weber, C. C. (2005). The effect of parent involvement on reading achievement: A meta-
analysis. The Journal of Educational Research, 99(6), 370-378.

Wilkinson, I. A. G., & Houston, J. P. (2019). Effective teaching and learning: Perspectives on
intervention. Springer.
APPENDIX 1: Listening to the Voice of Learners and Other Stakeholders

SURVEY QUESTIONNAIRES OF LEARNERS,PARENTS AND TEACHERS

LEARNERS

1. How interested are you in reading?

Gaano ka kainteresado sa pagbasa?
2. Reasons for losing interest for reading
Dahilan ng kawalan ng interest sa pagbasa
3. What is your reading level?
Ano ang lebel ng iyong kakayahan sa pagbasa?
4. What are the reasons for not reading ?
Ano ang dahilan kung bakit hindi ka nakakabasa?
5. What do you think is the assistance you are needing in order for you read?
Ano sa tingin mong tulong na kailangan mo upang matuto sa pagbasa?

PARENTS

6. How many children are sent to school?

Ilan ang mga anak na nag-aaral?
7. How many children are struggling in reading?
Ilan ang anak na nahihirapan sa pagbasa?
8. Did you guide your children in reading?
Natuturuan ba ang mga anak sa pagbasa?
9. What are the reading materials available at home?
Anong mga babasahin ang makikita sa bahay?
10. In your opinion, what assistance would be best to provide for your child reading development?
Sa tingin ninyo, ano ang maaring gawin o tulong ang inyong kinakailangan upang makabasa ang
inyong anak?

TEACHERS

11. What are the problems you encountered in the learners reading ability ?
Ano -ano ang mga suliranin na nararanasan mo sa mga mag-aaral sa kanilang pagbabasa?
12. What is your point of view about the readers struggle in reading?
Sa inyong palagay, bakit mahina ang mga mag-aaral sa pagbasa?
13. What action should the teacher and the school institution must do regarding the reading problem?
Ano-ano ang maaring gawin ng mga guro at ng paaralan para sa problemang ito?

CONSOLIDATED ANSWERS OF THE LEARNERS ,PARENTS AND TEACHERS

ANSWERS OF THE LEARNERS

1. How interested are you in reading?

Most of the respondents manifested that they have greater interest in reading.
2. Reasons for losing interest for reading?
Based from the study, lack of parents support had been identified as key factor for losing the
readers reading interest.
3. What is your reading level?
Most of the respondents considered themselves as struggling reader.
4. What are the reasons for not reading ?
Based from the findings, it was shown that lack of parents support and assistance to reading.
5. What do you think is the assistance you are needing in order for you read?
Most of the students were asking for the teacher and the parents guidance to read.

ANSWERS OF THE PARENTS

6. How many children are sent to school?

According to the study, there were maximum of two students are sent to school.

7. How many children are struggling in reading?

Most of the respondents showed that 1 out of 2 children of the respondents is considered as struggling
reader.

8. Did you guide your children in reading?

Majority of the respondents said that they are having difficulty attending their children and
teaching reading because the parents are prioritizing their work.

9. What are the reading materials available at home?

Majority of the respondents have book as the primary reading resource at home.

10. In your opinion, what assistance would be best to provide for your child reading development?
Base from the study the result shows that teachers and parents assistant, school reading program
implementation and availability of reading materials are factors to consider in helping struggling
readers to develop reading literacy.

ANSWERS OF THE TEACHERS

11. What are the problems you encountered in the learners reading ability ?
Most of the correspondents revealed that struggling readers must be introduce phonological
awareness, phonemic awareness syllabication ,lack of reading interest and must address the readers
reading interest

12. What is your point of view about the readers struggle in reading?

Survey said that parents Lack of support and attention to their child reading needs were the main
factor on the children failure to read.

13. What action should the teacher and the school institution must do regarding the reading problem?
It was suggested that a structured school reading program should be implemented
 APPENDIX 2: Project Workplan and Budget Matrix

Problem Statement: Many pupils are under the level of non-reader

Project Objective Statement: To decrease the percentage of non-readers to at least 4.9% and 5.6% in
English and Filipino every year.

Root Cause: Guardians/Parents have no time to teach their kids at home

Children are addicted to gadgets
Effect of pandemic

Project Work Plan and Budget Matrix

Date of Person
Activity Output Implement Responsibl Budget Budget Source
ation e
Indicator Target

Profiling and Identified Number of 85% of the

English and
identified identified
Assessment learners learners learners September
Filipino
of Non- Teachers 1000 MOOE
Reader from under non- are 2022
and Class
readers.
Grade 1-6 reader. Advisers

Attendance Number of 100%

attendees attendance
of teachers of teachers Reading
Reading involved in involved Coordinato
September rs
Coordinators the project 2022
N/A N/A
Conduct FGD Class
Minutes of Advisers

the meeting

Number of At least 5 Reading

Established approved approved Coordinato
Crafting of reading project programs September rs N/A N/A
intervention intervention reading 2022
program proposal Class
Advisers

Attendance Number of 100%

attendees attendance English and
of teachers of teachers Filipino
Parent and parents. and October Teachers
and Class N/A N/A
Orientation parents 2022
involved Advisers
Minutes of
the meeting. Principal

Signing of Agreement Filled up 100% October English and 1000 MOOE

waver/agree agreement signed the 2022 Filipino
ment Form signed form agreement Teachers
by the form and Class
 parents Advisers

Implementati Number of 85% of non October

Reduction of All
on of project profiled reader able 2022-May 5,000 MOOE
non readers Teachers
EZRA learners to read 2023
can read

Teachers 100% English and

Monitoring of
Accomplishme attendance October Filipino
the Attendance
nt reports, of pupils 2022-May teachers 2000 MOOE
implementati sheet
Documentatio 2023 and Class
on
ns Advisers