Project Initiative Profile

For Individual Submission Region: XI Division: Davao del Norte

Name: JUDITH G. GALANO
Position: PRINCIPAL II Training Group:
For Group Submission
Focal Person: EMY M. PADUA Reading Coordinator
Members: CRISSY L. AMBROCE Position of Members: Phil – IRI Coordinator
Project Initiative Title: Project CFRES CARES
Literacy Leadership
Contextualized Literacy Approaches
Selected Strand for Project Initiative: (check Home Partners Literacy Programs
the theme that applies) School Climate, GESI and SEL
Literacy Instructional Materials Development
Literacy Professional Development
□ Capacity Building
□ Reading Intervention Program
Implementation Modality: (check
□ Materials Contextualization/Enhancement/Development
the modality that applies)
□ Creation or Strengthening of Existing Programs/Systems
□ Support to Parents/Home Learning Partners
 PROJECT INITIATIVE PLAN
I. Project Initiative Brief

Program Proponent JUDITH G. GALANO

Program Owner/s JUDITH G. GALANO/ EMY M. PADUA

Target Learners 168 Grades 1 - 3 learners (Grade 1 –51, Grade 2 - 24, Grade 3 – 22)

Number of Batches and 1 batch (September 2023 – July 2024)

Proposed Implementation Date

Proposed Venue CLEMENTARY F. ROYOELEMENTARY SCHOOL

Total Proposed Budget ₱ 10,000.00 Local Fund

Proposed Continuing Professional

Development credit units (if any)
 II. Project Initiative Background and Rationale

School Shared Vision:

In next five years (2023-2028), Clementa F. Royo Elementary School aspires to be known as a vibrant, gender-sensitive, interdependent
(stakeholders engaged), and literacy-oriented learning school that is flexible and aware of the requirements of students in the 21st century. For
the upcoming five years (2023-2028), this school envisions a supportive, welcoming, and inclusive learning environment with equal opportunities
that will enable students to develop into compassionate, inquisitive, and lifelong learners who are equipped to succeed in a diverse and rapidly
changing global environment. The goal of the school is to establish itself as a center of learning known for its effective, scientific, and research-
based ways to teaching literacy, which are backed up by teachers who are devoted and professionally qualified.

This school visualize a nurturing and inclusive learning environment with equal opportunities for the next five years (2023-2028) that empowers
learners to become curious, compassionate, and lifelong learners, prepared to excel in a diverse and rapidly changing world through the support
of stakeholders.

SMART Goal:

By the end of School Year 2023-2024, at least 80%, or 258 out of 97 non-readers and learners at full refresher, moderate refresher, and
light refresher, of CLEMENTA F. ROYO ELEMNTARY SCHOOL, will be able to improve their reading proficiency to grade-ready levels
with the aid of Social Emotional Learning (SEL), Gender Equity and Social Inclusion (GESI), and Connect, Succeed, and Thrive (CST).

This school establishes a PIP known as CFRES CARES, "Develop, Readers to Encourage and Achieve Mastery", to concretize the shared
vision and wise goal for the literacy development of the students in the setting of the school.
 III. Project Initiative Description

Reading is very much important t. It is the process of taking in the sense of meaning of letters, symbols, etc. especially sight or
touch. Even kindergarten pupils benefit from independent reading because they can read picture books and think about what
they are reading. Independent reading helps even the youngest readers develop reading skills and importantly given them a
sense of agency over their own learning. CFRES CARES, "Develop, Readers to Encourage and Achieve Mastery" is one great
opportunity to improve the reading ability and comprehension level of our pupils most especially the struggling readers and
beginning readers.

CFRES CARES, "Develop, Readers to Encourage and Achieve Mastery", as a form of School Reading Program initiative, seeks
to enhance the reading abilities and comprehension skills of learners especially Kindergarten to Grade 3 pupils. It is an offshoot to,
CFRES CARES, "Develop, Readers to Encourage and Achieve Mastery" which primarily aims to prepare our school for the opening
of classes through the help and assistance of various stakeholders.

Given that CFRES CARES, "Develop, Readers to Encourage and Achieve Mastery" is part of Reading Program implementation,
volunteer tutors shall facilitate the teaching and learning process focusing on beginning reading.

The project is a response to Advancing Basic Education in the Philippines (ABC+) in the Philippines project works with
government and private sector partners to improve learning outcomes for children in the early grades.

ABC+ provides a comprehensive professional development program for in-service teachers that includes two training events in
the school year, as well as ongoing support during the school year through teacher communities of practice, teacher Facebook
groups, and instructional supervision from school heads. Teacher training introduces concrete and applicable instructional
strategies for bridging from mother tongue to Filipino and English across language and literacy skills, and effectively using
supplemental reading materials in the classroom.

CFRES CARES is a school program in accordance to DepEd’s mission of fostering love for reading among pupils. Every school are
expected to adhere to recommended activities and encouraged to add more if they see fit.

This reading program is in line with CFRES CARES aim to:

a. Focus the essential needs of non - readers pupils thru effective reading program.

b. Impart students’ new approaches and strategies in reading.

c. Produces globally competitive students.

It is designed to equip elementary pupils with strategic reading and writing skills to make them independent young readers
and writers. It also provides a year-long training for teachers to make them multi-literate and independent problem solvers.

This program is expected to inspire pupils to commemorate the importance of reading in their journey for knowledge. They
will be able to showcase their talents and interest in myriads of activities. Furthermore, the reading program will feature different
skills that could be enhanced by reading and demonstrate it.

Methodology:

CFRES CARES, "Develop, Readers to Encourage and Achieve Mastery", which will run for between 30 and 45 minutes during first
hour, or "fresh hour," is an addition to the early childhood education curriculum and courses now offered. The Eight Week
Curriculum, reading curricula for learners at the full refresher, moderate refresher, and light refresher levels, and the ART Tool must
all be put into effect by the teachers. They'll be responsible for informing the parents and collaborating with them to give
instructions for the project. The project places a strong emphasis on parent involvement; they are responsible for helping instructors
and the school as a whole achieve the program's goals and mission. a.) They must consent to the program's orientation. b. They
must submit themselves to studying the eight-week curricula provided by the project in order to effectively enable the follow-ups,
activities, or remediations with their children; c. They must submit themselves to reporting the reading progress of their children and
signing the kids' activity sheets and assignments with their signatures. The School Heads are responsible for the logistics, material
preparation, and ensuring that the program is gradually enabled. The Public Schools Supervisors are in charge of overseeing,
monitoring, and carrying out the educational activities.

The program might also get assistance from outside sources like Local Government Units (LGUs) and Non-Governmental
Organizations (NGOs), which could involve creating incentive programs for the top parents or reading instructors at MES as well as
students who finished the modules. Additionally, they can contribute to ensuring that the environment in which children learn is
safe, healthy physically, emotionally, and cognitively.

This program we will be using Machine Learning Using Coding Education – such as “Scratch” and Media Education in Class to
ignite the minds of this kids to read and learn every day.
 IV. Target Stakeholders’ Description

All of the Grades I and II class advisers are chosen as internal stakeholders, with consideration given to the fact that they are K
to III reading teachers. The head of the school also plays a crucial role in ensuring that the project moves forward. The parents of
the assessed non-readers and frustration learners (struggling readers) in Grades I through III are considered external stakeholders.
In addition, there are LGUs, NGOs, Parent Teachers Associations (PTA), and other external stakeholders. The selection criteria for
students, concerned parents, and class advisers must adhere to the guidelines in DepEd Memorandum 173, Section. 2019 will
have a clear gender, age, and geographic demographic profile.

V. Workplace Application (WAPP) Project or Job-Embedded Learning

Proverbs 22:6 Teach children the way he should go and when they grow old, they will never depart from it., serves as the
foundation for Project CFRES CARES. As medium sized rural school, Clementa F. Royo Elementary School promotes as Project
Initiative Plan (PIP) where all internal and external stakeholder are encouraged to implement and work towards the “Project
CFRES CARES” to stimulate reading culture, which must originate in every family in the surrounding community. The goal of
increasing literacy will be attained when parents and teachers work together and are dedicated in making every kid a reader.
 VI. Design

Session Objectives
At the end of the
Day/ Topic/Content Nominated Project
session, Outputs Methodology Resources
Time Highlights Team Members
participants will
be able to:
Pre-implementation
(September, Week 1)
DAY 1 -2
Conduct focus group Commitment Shared Vision / Forum School PIP members Local Funds
discussion of Project Pledge for PIP SMART Goals /
Initiative Plan (PIP) PIP

-Discussion of
Teaching Strategies -Teaching -Developing Forum
in literacy Strategy apply Literacy
Instruction. through ABC+ Leadership
Intergrating GESI, -Strengthening
SEL, LEA, Capacity Literacy
to care, Growth Instruction
Mindset and -LEA
Collaborative
Problem Solving

DAY 3 - 5
Conduct Fund Reading Month Inclusion of PIP Conference of School PIP Team Local Funds
Raising – Fund Raising Planning Team

During Implementation
(September, Week 2 to April, Week 4)
DAY 1 -
Conduct 2-day Parents’ Pledge Concepts on Face to face School Reading Local Funds
orientation on of Commitment SARA Orientation Coordinators
CFRES CARES,
"Develop, Readers to Methodologies of Lecture Reading teachers
Encourage and 8-week reading
Achieve Mastery" curriculum for
non-readers and
frustration
readers

DAY 2 -
Discuss CRLA Commitment Reading Profile of Discussion Grade 1 -3 teachers Local Funds
Assessment Results Pledge of Grade Grade 1 – 3
1 - 3 advisers HRPTA
and
HRPTA/Parent PIP members
DAY 2 -
42
Implement the 8- Learners 8-week reading Conduct reading Grade 1 -3 teachers Local Funds
week reading Portfolio curriculum classes
curriculum with
lesson exemplars Lesson
week 1-40 with exemplars
integration of SEL,
GESI, Capacity to
Care, Growth
Mindset, and
Collaborative
Problem-Solving. (1st
Phase)
Submit/check Weekly 8-week reading Monitoring and Parents and class Other local funds
weekly outputs of accomplishment curriculum evaluation advisers
the learners signed activity sheets
by parents.
 Monitoring and Quarterly Monitoring and Coaching and Teachers, School Local Funds
Evaluation by the Monitoring Evaluation of Monitoring Form Heads, and PIP team
School Heads and Accomplishment Project CFRES
PIP Team Report CARES
DAY 43 -
Conduct 2nd quarter 2nd quarter 10 domains Oral Reading Grade 1 -3 teachers Local Funds
CRLA to Grades 1 – CRLA Assessment
3. Assessment
Results
DAY 44 –
84 Implementation of 8- Activity sheets 8-week reading Conduct reading Grade 1 – 3 teachers Local Funds
week reading and curriculum for classes
curriculum for accomplishment frustration
frustration readers. s reports readers
(2nd phase)
Submit/check Weekly 8-week reading Monitoring and Parents and class Local Funds
weekly outputs of accomplishment curriculum evaluation advisers
the learners signed activity sheets
by parents.
Monitoring and Quarterly Monitoring and Coaching and Teachers, School Local Funds
Evaluation by the Monitoring Evaluation of Monitoring Form Heads, and PIP team
School Heads and Accomplishment Project CFRES
PIP Team Report CARES
DAY 85 –
90
Conduct 3rd Reading profile 10 domains Oral Reading Grades 1 – 3 teachers Local Funds
quarterly CRLA for Assessment
Grades 1 -2 learners Phil-IRI (Filipino)
and PHIL-IRI for
Grade 3 learners

DAY 91 -
131
 Implementation of 8- Activity sheets 8-week reading Conduct reading Grades 1 – 3 teachers Other local funds
week reading for learners curriculum for classes
curriculum for under frustration
frustration readers. frustration level. readers
(3rd phase)
Implement DM. 173, Activity Sheets Big Six Principles Pull Out / DEAR Reading teachers Other local funds
s. 2019 (Big 6 1. Oral Language
Principles) to 2. Phonological
Instructional and Awareness
Independent 3. Phonics
Readers 4. Vocabulary
5. Fluency
6.
Comprehension
Submit/check Weekly 8-week reading Monitoring and Parents and class Other local funds
weekly outputs of accomplishment curriculum evaluation advisers
the learners signed activity sheets
by parents.

Monitoring and Quarterly Monitoring and Coaching and Teachers, School Other Local
Evaluation by the Monitoring Evaluation of Monitoring Form Heads, and PIP team Funds
School Heads and Accomplishment Project CFRES
PIP Team Report CARES
Post Implementation
(May, Week 1 to July, Week 4)
DAY 132 -
222
Conduct posttest in Reading profile Assessment Oral reading Grade 1 – 3 teachers Other local funds
CRLA for Grades 1 result assessment
and 2 and Phil-IRI
for Grade 3.
 Conduct school Results of Class School Monitoring and School reading
reading evaluation Best Reading Evaluation (DM Evaluation coordinators
by class. Implementers 173, s. 2019)
School heads

Grade level heads

Allocate funds for Donations (in DM 173, s. 2019 Community Linkage School PIP Team Other local funds
the Recognition Day kind/cash
of Best Reading incentives) School Head
Teachers
Certificate of SPTA/HRPTA
Recognition
School Reading
Coordinator
Conduct awards of List of Awardees DM 173, s. 2019 Awarding Ceremony School PIP team Local Funds
Outstanding
Reading Teachers by School Planning Team
grade level (Grades
1-3)
Conduct Recommendatio DM 173, s. 2019 Forum School PIP team Local Funds
Stakeholders Forum ns for School Planning Team
for the reporting and sustainability Other Internal and
the summary of the and External Stakeholders
Project SARA modification
and ways
forward
Prepared by:

JUDITH G. GALANO
Proponent

EMY M. PADUA
Member
Noted:

ANA NATIVIDAD REDANIEL

District Supervisor

DR. ALLEN T. GUILARAN

Education Program Supervisor

DR. EXELSIS DEO A. DELOY

Education Program Supervisor

Recommending Approval:

REBECCA C. SAGOT, CESO

Assistant Schools Division Superintendent

Approved:

REYNALDO B. MELLORIDA, CESO V

Schools Division Superintendent