Republic of the Philippines

Department of Education
Region VIII
SCHOOLS DIVISION OF TACLOBAN CITY
Tacloban City
MONITORING TOOL FOR READING INTERVENTIONS
(STRAND 1.2 Curriculum Innovation, STRAND 1. 6 Learning Outcomes & STRAND 4. 1 Learning & Development)
SCHOOL: __________________________________ DISTRICT: ___________
SCHOOL HEAD: _____________________________ DATE: ___________

Mark
check
Indicators Means of Verification if yes; Remarks / Issues
x if
no
There is a document of the School Reading Intervention Plan
Results of Pre-Assessment such as EGRA, CRLA and Phil-IRI were
used as the baseline in which the intervention plan has been
crafted.
The Plan is anchored to SDO’s Project PROWESS and RO’s Project
BULIG as stated in the School Reading Intervention Plan
1. The school has a Learners in every grade level and class are profiled according to
Reading their reading level or category as the following:
Intervention Plan  Emergent/Non-Readers
 Transitional/Instructional
 Proficient/ Independent
Clear learning intervention schemes for every reading category of
the learners is indicated in the School Reading Plan to carry out the
reading intervention activities.
Signed and approved by the proponent, school head, PSDS (CID
Chief-optional)
2. The school is Reading instruction for Grade 1 learners strictly follow the
following/ has intervention scheme for Emergent Readers
patterned the The school head keeps track of the timeline of the Reading
intervention Intervention Scheme for Emergent Readers, especially in Grade 1.
Schools Division of Tacloban City, Real Street, Tacloban City

Project PROWESS (Progressing over Reading Obstacles through Workable, Efficient and Systematic Schemes)
For queries, please contact 09171080521 or gretel.cadiong@deped.gov.ph
 scheme in Project Emergent or Non-readers identified from other grade levels also
PROWESS for make use of the intervention scheme but is adjusted in terms of
Emergent Readers timeline.
The learning resources prescribed for every lesson and were
provided to the teachers are evidently used in the classroom.
( Examples: Big Books for every lesson, Primer Lesson, E-Book for
Teaching Beginning Reading, Video Lessons on Bridging Primer 2)
The bridging approach (from Mother Tongue to Filipino) is used as
intervention measure to reinforce literacy development among
3. The school has learners identified to be Transitional Readers.
adopted the The teachers use the Video Lesson on Bridging Primer 2 in
intervention reinforcing the literacy of Transitional Readers.
schemes for
Transitional & The Fuller Approach as suggested in the Project PROWESS is used to
Proficient Readers reinforce literacy in English among Proficient Readers.
in Project The Intervention Scheme for Proficient Readers is used as
PROWESS intervention measure to non-readers of higher grades
The school has other means or schemes in reinforcing Transitional
and Proficient Readers
4. The school has The school crafted an intervention plan for literacy / numeracy .
other literacy specific for higher grade levels.
intervention not The intervention scheme or mechanism is clear and organized
patterned in
Project PROWESS
The intervention scheme is followed by the teachers in carrying out
especially for
their intervention activities.
higher grade levels
The teachers have quarterly assessments of the learners’ progress
4. The school has a using teacher-made tools.
system/process to The teachers have monthly assessment of the learners’ progress
assess the progress of using EGRA, CRLA and/or PHIL-IRI
the learners The school head conducts random reading assessment every
month.
5. The school has on- The school has proposed plans for INSETs/ SLACs
going capability

Schools Division of Tacloban City, Real Street, Tacloban City

Project PROWESS (Progressing over Reading Obstacles through Workable, Efficient and Systematic Schemes)
For queries, please contact 09171080521 or gretel.cadiong@deped.gov.ph
 building for teachers on
literacy instruction
DATA of LEARNERS
ASSESSED
The training proposals have been approved by proper authorities
ACR and Attendance of Trainings conducted to support literacy and
numeracy instruction.
No. of Learners Randomly Assessed: ____________

Technical Assistance:

Agreement:

Policy
Recommendation:
(If there are issues/
concerns that
necessitates for policy
formulation)

Monitored by: Conferred with:

_________________________ ________________________________
Monitoring Official School Head

Schools Division of Tacloban City, Real Street, Tacloban City

Project PROWESS (Progressing over Reading Obstacles through Workable, Efficient and Systematic Schemes)
For queries, please contact 09171080521 or gretel.cadiong@deped.gov.ph