Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF AGUSAN DEL SUR
Trento-District
CEBOLIN NATIONAL HIGH SCHOOL
Cebolin, Trento, Agusan del Sur
School ID 317448
S.Y. 2023 – 2024

CATCH-UP FRIDAYS ACTION PLAN

1. General Objectives:
- Ensure the implementation of all reading - related policies and DepEd learning packages

I.1. Specific Objectives

At the end of School Year: 2023-2024, Cebolin National High School aims to realize the following:
1. promote a friendly class home reading environment in schools, offices, community centers, and in stakeholders’ residents;

2. produce independent and functional readers by cultivating the habit and love for reading among the learners, teachers, employees, and stakeholders;

3. sustain the habitual use of Filipino and English in schools and at homes;

4. promote a culture of reading among the employees, personnel and learners in Cebolin;

5. produce globally competitive and locally grounded learners;

6. sustain support from stakeholders;

7. ensure the implementation of Whole School Approach (WSA) where reading is integrated in all learning areas, special programs, projects and activities;

8. strengthen monitoring, evaluation and adjustment mechanism;

9. promote the culture of reading researches and innovations ;

 10. be mindful of the crucial role of parents and family members as first reading teachers ;and

11. recognize partners and key players.

II. Situation Analysis

Project STAR(Share the Art of Reading) is the official Catch- up Fridays program of Cebolin National High School. The primary goal of this
endeavour is to eradicate non-readers among the Grades 7 to 12 learners and to reduce the frustration level of readers. Project STAR highlighted the importance
of reading as a basic tool to eliminate language conflict among the students with diverse cultural backgrounds. Also, Project STAR initiative is grounded on the
needs of the learners and shall subsequent interventions for the learners. This project includes review, remediation, reinforcement, and enhancement activities to
bridge the critical contents and competencies of the present curriculum.
To ensure the tracking of the learners’ reading development, it has own distinct set of activities within the grasps of the learners according to age and
individual pacing and development.
Anchored on DepED Memorandum 001 s. 2024, Project STAR will be tailored fit by designing activities and supplementary materials to dedicate half
of every Friday to reading and the other half to values, peace and health education.
With the earnest desire to give learners opportunities for reading intervention and reading enhancement, the school organized a team to focus on crafting
a Catch- up Fridays program that focused on strategies for immediate intervention. .
Henceforth, by implementing this project, Cebolin National High School is foreseeing independent readers and competent graduates as a catalyst of
change. This broad vision can help learners not only to improve their reading skills but also understand and appreciate their local context while aiming for
global competitiveness.

III. Actions in Support of Catch-Up Fridays

Pre Implementation Implementation Post Implementation Assessment Evaluation

A. Convergence of Key A. Conduct of Assessment *Submission of Report *Standardized tools • Monitor and supervise the
Players Assessment shall be done before *Dissemination of shall be utilized implementatio
• Conduct meeting of the end of school year. School Memorandum on the during assessment n of the
will conduct assessment to all progress of the Catch-Up
core team members for
learners from Grade 7 to 12 Fridays .
the implementation of the
implementation of the using the appropriate program
• Establish a feedback
Catch- up Friday assessment tool per key stage. * Conduct reading mechanism for
Activities. • Submission of Post-test / assessment students,
Consolidated Catch- up using the assessment teachers, and parents to share
• Support with Memo,
Friday Report • Reading tools (Phil-IRI) their insights on the
attendance, and for Grade 7 to Grade 10
Enhancement effectiveness of Catch-Up
minutes and FLAT for Grade
Activities Fridays.
• Documentation of the 11to 12. • Use feedback to make
meeting • Reading Intervention realtime adjustments and
*Accomplishment
Activities Reports on Catch- up improvements
• Sustaining Project Friday conducted. during the program
B. Assess the needs DEAR in the school *Submission of Report
• Incorporate • Review postimplementation
• What are to be done? *Dissemination of
differentiated and data to assess
• Identify the most Memorandum on the
practical solution. personalized progress of the
instruction/approac h to implementation of the
• Crafting of the Action
meet various learning program
Plans by school
needs of
• Define the mission.
• Set goals and
objective.
C. Create program Intervention Stage the impact of
partnership • Conduct of Catch-Up
• List down key players and Fridays on overall
Remediation and
literacy levels.
their terms of reference Intervention
• Identify stakeholders. Activities Identify trends, success
• List down program • Conduct of Reading factors, and areas for
partners Activities as further improvement.
suggested by the
D. Design the Program Division Office
• Preparation of • Submission of
Assessment Tools Consolidated Catch- up
• Preparation of the Reading Friday Report • Reading
materials Enhancement
• Philippine Informal Activities
Reading Inventory • Reading Intervention
(Phil-IRI) Manual Activities
B. Monitoring and
Evaluation
• Listing down of
observations,
practices, and strategies for
possible inclusion in the
policy
formulation

C. Recording of the assessment

result by the
Catch- up Friday Team
 E. Creating Program D.. Reporting of the result
to ofthe  Dissemination of
Partnership the assessment Memorandum
stakeholders of the conduct of
* Listing down of key players Division
and their terms of reference * Monitoring
Identifying stakeholders *
Listing down of program partners Giving of
 Technical
Assistance


Assign teachers
will go to their
assignment to
conduct
monitoring


Listing down of
observations,
practices, and
strategies for
possible inclusion
in the policy
formulation
F. Designing the Program D. Crafting of the
* Preparation of Assessment Memorandum for the
Tools dissemination of the result
* Preparation of Reading E. Intervention
Materials ( Each subject will have * Avail of online reading
intervention materials for reading activities
intervention resource packages
IV. WORKPLAN OF ACTIVITIES
Subject Area Area of Concern Strategies/ Objectives Time Frame Persons Involved Expected Output
Activities

Recreatory 1.Book Selection

Reading( for and Reading
* Allow students
Independent Time: to choose a book of Reading • Improvement of
Learners) their choice from a Coordinator, reading
school library. Class Advisers, comprehension
* Provide a skills
variety of age- Reading
appropriate books, Assistants, • Oral
including picture books, School head, interpretation of
early readers, and
Subject stories read
simple chapter books. • Compilation of
Teachers, English
summarized stories.
Coordinator,
*Pair students with Filipino
reading buddies, where
Coordinator,
they take turns reading
aloud to each other January- May, 2024 Students,
2.Reading during DEAR time. Parents
English Buddies: *Choose books suitable
for shared reading,
Filipino ensuring they match the
Levels reading levels of both
students.

*Ask students to keep a

simple reading journal
where they can draw or
write about their
favorite part of
Reading
Journals:

and
in all
 the story. They will also
write down vocabulary,
new words they
discovered and insights
of the day. Teachers
will also provide
animated stories from
you tube for them to
comprehend.

Corrective/ catch Peer- Mentoring *Provide reading Class Advisers,  Improvement of

Up materials that align with individual
Reading
their needs.
( Frustrated and Assistants, reading ability
Non- readers) *Reading and rereading School head,
of familiar texts. January- May, 2024 Subject
*Peer mentoring.
Teachers, English
Struggling readers will Coordinator,
be partner to the Filipino
selected proficient Coordinator,
reader. In this way, they
will be motivated to Students,
learn to read. Parents

Class Advisers,
Reading
Assistants,
Frustrated and Intensive Oral Provision of School head,
Independent Reading Session localized reading January- May, 2024 Subject  Active
Learners in the class materials to all Teachers, English participation of all
learners Coordinator, learners
Filipino
Coordinator,
Students,
Parents
 Class Advisers,
Reading
DEAR ( Drop Provide learners Assistants,
Everything and with an January- May, 2024 School head,
Read) Time opportunity to read Subject
a book of their Teachers, English
choice. This should Coordinator,
be done Filipino
independently and
Coordinator,
silently for a
Students,
relatively short
period. Parents

Learners will be
Book Talk given opportunities
to share,
recommend, or
discuss books that
they have read with
teachers and
classmates.

Values Gallery To engage students  Students more

Walk in exploring and actively
understanding School head, engage with
different values ESP Teachers, different values,
Values Independent through gallery- ESP Coordinator, explore their
Education Learners and style activity. Students, meanings, and
Struggling Parents reflects on their
Learners personal connection
to these
values
 To help students  To produce
understand the students who
Values in Action important of values are expressive
and see how they with their
can applied in real- thoughts and
life situations. opinions.

January- May, 2024

To engage students
Values Auction in a fun and
 Students will
interactive activity
actively
that promotes
understanding participate,
and prioritization of make choices, and
different values. reflect on their
personal values.

Healthy Habits To engage students  To allows students

Experiment in a hand- on to
experiment that actively participate
explores the impact School head, in
of healthy habits on Science experiment,
Health Independent the human Teachers, make
body, observations,
Education Learners and Science
integrating collect data, and
Struggling January- May, 2024 Coordinator,
Health and draw
Learners Students,
Science concepts. conclusions.
Parents
 Healthy Plate
Design To engage students 
in a creative activity
that promotes
understanding and Students will be
planning of a more engage of a
balanced and healthy eating
nutritious meal. habits.

Peace Independent Digital Peace Students are

Education Learners and Campaign To allow learners to  actively
Struggling explore how January- May, 2024 School head, TLE engage in
Learners technology can be Coordinator, TLE research, content
used for teachers, Science creation, graphic
conflict Teachers, design, and
resolution, Science digital
communication, and Coordinator, presentation
community building. Students, skills while
Parents promoting peace
education.

To engage students
Peaceful in a hands- on
activity that
Problem Solving
promotes peaceful
conflict
resolution and
 empathy- building
skills.

Peaceful To engage students in

Dialogue Circle a
structured
dialogue activity that
promotes
understanding,
empathy, and
peaceful
communication.

Prepared by:

JANETH S. ALAS English Reading

Coordinator

Checked and Reviewed:

HAIDE G. MAGALONA
Asst. Principal II