Reminders:

Please make sure that your

microphone is on mute.

Make sure you have white paper and

marker for this session.

ABC+: Advancing Basic Education in the Philippines MODULE 6 5/2/2021 | p 2

Instructional
Supervisors’
Professional
Development
Program

ABC+: Advancing Basic Education in the Philippines MODULE 6 5/2/2021 | p 3

Reminders:
Turn on your video. Observe punctuality.
Listen attentively to the presentation.

Respect all opinion. Unlearn, learn, and

relearn.

Participate in the activities and discussion.

Share your insights and questions (chatbox,
raise your hand.)

ABC+: Advancing Basic Education in the Philippines MODULE 6 5/2/2021 | p 4

SAFE PLACE

REMEMBER….
• Respect each others talk time
• Ask and you shall receive
• Everybody has something valuable to
say
• Express your thoughts and feelings
• Open discussion
ABC+: Advancing Basic Education in the Philippines MODULE 6 5/2/2021 | p 5
5
TRAINING
FOR ISPD
Module 4:
Supporting and
Monitoring Teachers
and School Heads for
Early Literacy
DA
Y
5 MODULE 4
Session 4.1:
Project Initiative

Session 4.2:
Supporting Professional Growth
Through Monitoring

Session 4.3:
Supporting Professional Growth
Through Technical assistance
ABC+: Advancing Basic Education in the Philippines MODULE 4 7
 PROJECT
INITIATIVE
1.Use the shared vision and SMART
goals to propose a project initiative
implementing the important
concepts learned in the previous
modules.
2.Plan the project initiative by
providing the description, rationale,
objectives, strategies and the results
that will be gathered, and schedule
of implementation.

ABC+: Advancing Basic Education in the Philippines MODULE 4 8

Commitment
How did this program change your
perspective on literacy leadership and
your role in building the school and
district as a learning organization?

ABC+: Advancing Basic Education in the Philippines MODULE 4 9

Reminders on the Project Initiative:
Criteria for the Project Initiative
▪Reflects the objectives of modules 1 to 6.
▪ Shows competencies as an instructional leader
▪ Supports the literacy instruction of teachers
▪ Approach selected builds social and emotional learning
▪ The activities promote well-being of teachers and
students
▪ The plan is clear and is well organized
Reminders on the Project Initiative:
Criteria for the Project Initiative
▪The basis of the plan is grounded from good source of
information
▪ The implementation is grounded on a sound framework
▪ The school as a learning organization is involved in the
implementation
▪ The effects of the project initiative is determined
▪ Schedule a presentation for their project initiative
 Format

NAME

POSITION

REGION

DIVISION

CONTACT
DETAILS

ABC+: Advancing Basic Education in the Philippines MODULE 4 12

 Format

SHARED
VISION

SMART GOAL

ABC+: Advancing Basic Education in the Philippines MODULE 4 13

 Format
ACTIVITIES TARGET DATE PERSON IN CHARGE RESOURCES NEEDED OUTPUT

ABC+: Advancing Basic Education in the Philippines MODULE 4 14

 Example
Program Proponent School Head Aida and PSDS Nefertiri
Program Owner District XX
Target Learners 50 Kinder learners that are non readers

Number of Batches and One batch

Proposed Implementation Date Month of June

Proposed Venue Home-based in the district of XX

Total Proposed Budget Php 2,500 x 50 learners

Proposed Continuing
Professional Development credit 10 credit units
units (if any)
 Example
Shared Vision: module 1.2
Influence Parents that are active and cooperative in building the beginning literacy skills of learners.
(captured portion from the shared vision)
SMART GOAL: module 2.2
All Kindergarten students will be able to:
▪ Identify the letters of the alphabet
▪ Give the sound of letters
At the end of 1 month
Discussion Points:
• Explain the need to design and implement this particular initiative? The kindergarten students based on the
diagnostics assessment could
not identify letters and sound of letters.
• Provide a brief description of the situation. Include any priority activities that are aligned with your
initiative based on the needs assessment:
These skills are important to be built during the first month of the school year so that the kinder pupils
would become readers and move to
the next reading skills such as CV and VC blends and word identification.
• Describe priority competency gaps in literacy that were uncovered because of this initiative: The
competency gaps that needs to be addressed are the alphabet knowledge and phonemic awareness.
 Example
Discussion Points:
What is the project initiative all about? Describe the type of intervention
(e.g., classroom training, benchmarking, coaching, etc.).
❑ Parents will be provided with resources such as flash cards so that they can
practice recognition of alphabet and corresponding sounds.
❑ Parents will implement and use the flashcards for certain letters assigned for
each day
●Explain link to other past, ongoing, or future literacy programs,
(e.g., Continuing Improvement Program), as well as pre-requisites, if any.
❑ This initiative supports the goal in the SIP to improve the reading skills of K
to 3 with 90% readers.
 Example

Discussion Points:
●Briefly describe major content areas or modules and methodologies.
❑ Parents will be provided with a reading kit that contain the flash cards
❑ Parents will be provided with a manual containing the schedule of letters for
each day, procedure how to practice the alphabets and sounds
❑ Assessment tasks to be implemented by parents and send to teachers
●If the project initiative is a component of a bigger program, explain how the
differences are linked.
❑ This initiative is linked with the reading program of the district for K to 3.
●Mention which part of the school improvement plan or annual plan the
project initiative is aligned.
❑ This initiative supports the goal in the SIP to improve the reading skills of K
to 3 with 90% readers.
 Example
Discussion Points:
●How were stakeholders selected? What is their profile? (project recipients,
participants etc.)
❑ The 50 incoming kinder pupils were selected based on their scores in the
diagnostic assessment on alphabet knowledge and phonemic awareness.
●Discuss criteria for selecting stakeholders and how these promote inclusiveness
and equity.
❑ 0-4 out of 5 vowels were not identified with their sound
❑ 0-9 out of 10 consonants were not identified with their sound
●Present relevant demographics (e.g., gender, age, geographical assignments, etc.).
❑ 60% of the mothers stay at home as a housewife.
❑ 80% have older brothers and sisters that are independent readers
❑ 100% have no internet connection at home
❑ 90% of the parents has a mobile device (cell phone)
 Example

• How will learners apply their newly acquired competencies back on the
job?

❑The school head and PSDS will create the guidelines of communicating with
the parents
❑The school head will allot funds in the MOOE to procure the materials
❑The teachers will make the flashcards and manual to be used by the parents
❑The teachers will gather the parents for the orientation and distribute the
materials
❑The SH/PSDS will monitor the orientation and distribution of the materials
❑The teachers will gather the assessment results for each batch of alphabet
❑The SH/PSDS will monitor and follow-up on the results from the teachers
 DAY 1-AM LAC Session in making the materials and manual
Topic/Content Nominated Project
Date/Time Session/Objectives Outputs Methodology Resources
Highlights Team Members

9:00 to ⮚Present ⮚Shared ⮚Sharing of shared ⮚SH Tools to

12:00 shared vision vision assess
⮚Teachers in
vision to ⮚Revision to alphabet
stakeholders Kinder
stakeholders ⮚SMART knowledge
goals
⮚Formulate ⮚Revision of shared
smart goals vision
⮚Alphabet
knowledge
⮚Crafting of smart
and goals
phonemic
awareness ⮚Needs assessment:
 DAY 2-AM LAC Session in making the materials and manual
Topic/Content Nominated Project
Date/Time Session/Objectives Outputs Methodology Resources
Highlights Team Members

9:00 to ⮚Recommend ⮚Alphabet ⮚ SH shows the results ⮚SH ⮚Gugaring

of the diagnostic
12:00 strategies to knowledge de on
assessment ⮚Teachers in
support ⮚ PSDS presents the Kinder phonics
reading in a ⮚Phonemic reading project of the instruction
home-based awareness district
⮚ Teachers present a
learning list of ⮚DSTAR
environement recommendations to
address the results
⮚Draw ⮚ SH and PSDS ask
questions to detail the
interventiosn recommendations to
based on the implement reading in
diagnostic a home based setting.
assessment
DAY 3
Topic/Content Nominated Project
Date 3 Session/Objectives Outputs Methodology Resources
Highlights Team Members

8:00 ⮚Identify the Flashcard ⮚Alphabet ⮚ Select alphabet to SH and Cartolina,

to set of letters s knowledge be taught each day Kinder markers,
based on the
4:00 to be taught Manual DSTAR teachers computer,
each day for ⮚Phonemic printer,
parents awareness ⮚ List the details of lamination
⮚Plan the what the parents machines,
activities to will do plastic, carton
teach alphabet packages
⮚ Prepare the flash
knowledge cards
and phonemic
awareness in ⮚ Prepare the manual
the manual for parents
1. Is the shared vision and SMART goals aligned with the description, WAPP and design?

2. How did the SH/PSDS used data to inform the concept of the project initiative?

3. Is the school community involved in the intervention used? If none, what aspect needs
reflective thinking?

4. Did the members of the team engaged in a reflective thinking to arrive at the activities?

5. How was coaching done by the school head and PSDS? If none, which aspect needs
coaching?

6. Are there procedure that allowed the proponents of the project collect evidence of
effective implementation? If none, what can be done?

• Use the rubric in the succeeding slide and provide your initial assessment on this plan
based on the Report, Plan, Evidence of Implementation, and Results
Reminders on the Project Initiative:
1.Complete the template that shows your plan for the project initiative. This will be
shown to your facilitator and PSDS before you implement.

2.Find time to meet with your facilitators to present and receive feedback regarding your
plan for the project initiative.

3.The detailed guidelines in making the project initiative is found in another section of
the materials that will be provided to you.

4.Your implementation process for the project initiative will be monitored by the PSDS.
The monitoring tool is found in the detailed guidelines about the project initiative.

5.The output for the project initiative will be assessed using the following rubric:
Criteria for the project initiative output

Report
The report specified all parts and details as indicated in the guidelines.

Plan
The actual implementation matches the plan indicated.

Evidence of Implementation
There are evidences provided for each phase of the implementation done.

Results
Results as reflected in the performance indicators for the objectives of
the program are provided.
Phase 1: Needs Assessment
Criteria Met requirements
(4 points)
Valid data with adequate tools
are used showing the needed
Use of Data competencies and problems
that needs to be addressed by
the project.
The data is recent (at the
beginning of the school year
Quality of for personnel and previous
data used quarter for learners) and
gathered from the target
recipients.
Partially met majority Partially met few Did not meet
of requirements requirements requirements
(3 points) (2 points) (1 point)
Data is collected to
Data is collected to No data is collected to
show the needs but
show the needs but the show the needs of the
some parts (25%) of the
data are not relevant to stakeholders in the
data are not relevant to
the project. project.
the project.
The data is not so
The data is not so recent (since previous The data is not recent
recent (since previous school year for (since the last two
school year for personnel and at the school years for
personnel and at the beginning of the school personnel and at the
beginning of the school year for learners) and last school year for
year for learners) and sample is a mix of learners) and sample
gathered from the target recipients and non are not the recipients of
recipients. recipients of the the project.
project.
 Phase 2: Planning
SIP (School Improvement Plan), AIP (Annual Improvement Plan), DIP (Division
Improvement Plan)
Partially met
Partially met few Did not met
Met requirements majority of
Criteria requirements requirements
(4 points) requirements
(2 points) (1 point)
(3 points)
The objectives are Some objectives Majority of the
All the objectives
directly addressing (25%) do not objectives (50%)
Relevance of the do not identify the
the needs identified address the do not address the
objectives needs of the
from the identified needs of identified needs of
stakeholders.
stakeholders the stakeholders the stakeholders
The five At least 3-4 None of the
1-2 components of
components of SEL components of SEL components of the
SEL are part of the
are part of the are part of the SEL are covered in
Use of SEL competencies
competencies competencies the competencies
developed in the
developed in the developed in the developed in the
project.
project. project. project
 Phase 2: Planning
SIP (School Improvement Plan), AIP (Annual Improvement Plan), DIP (Division
Improvement Plan)
Partially met majority Partially met few Did not met
Met requirements
Criteria of requirements requirements requirements
(4 points)
(3 points) (2 points) (1 point)
The project The project The project The project
implementation implementation implementation implementation
facilitates an facilitates an facilitates an facilitates an
online/offline online/offline online/offline online/offline
environment that environment that environment that environment that
Promotion of considers all factors considers three of the considers one to two does not consider
well-being on health status, factors including health of the factors any of the factors
happiness, personal status, happiness, including health including health
security, and social personal security, and status, happiness, status, happiness,
connectedness of the social connectedness of personal security, personal security,
participants. the participants. and social and social
connectedness of the connectedness of the
participants. participants.
 Phase 2: Planning
SIP (School Improvement Plan), AIP (Annual Improvement Plan), DIP (Division
Improvement Plan)
Partially met majority Partially met few Did not met
Met requirements
Criteria of requirements requirements requirements
(4 points)
(3 points) (2 points) (1 point)
The sequence of the plan The sequence of the plan The sequence of the plan is The sequence of the plan
is easy to follow with is easy to follow with one easy to follow with 2 to 3 is difficult to follow and
Order of the complete parts in place missing or unclear part missing or unclear parts all parts are unclear
plan (needs assessment, (needs assessment, (needs assessment, (needs assessment,
planning, implementing, planning, implementing, planning, implementing, planning, implementing,
and evaluation). and evaluation). and evaluation). and evaluation).

The plan is based on a Minor parts of the plan Half of the plan (50%) Major parts of the plan
DepEd directive and other (25%) does not support does not support the (75% or more) does not
Basis of the
plans (SIP, AIP, DIP). the DepEd directive and DepEd directive and other support the DepEd
plan other plans (SIP, AIP, plans (SIP, AIP, DIP). directive and other plans
DIP). (SIP, AIP, DIP).

More than 7 activities are

1-2 activities are indicated 3-4 activities are indicated 5-6 activities are indicated
Feasibility indicated to be
to be implemented in one to be implemented in one to be implemented in one
implemented in one
month. month. month.
month.
Phase 3: Implementing
Partially met
Partially met few Did not met
Met requirements majority of
Criteria requirements requirements
(4 points) requirements
(2 points) (1 point)
(3 points)
The materials needed The materials needed
All the materials The materials needed
are made available to are made available to
Availability of needed are made majority (75%) of
are made available to
few (25% or less) of
resources available to all half (50%) of the
the stakeholders the stakeholders
stakeholders during stakeholders during
during the during the
the implementation. the implementation.
implementation. implementation.
The implementation The implementation Half of the Majority of the
is 100% consistent is 75% consistent implementation (50%) implementation (75%
Consistency with the plan. with the plan. is consistent with the or more) is not
of the plan Adjustments made are Adjustments made plan. Adjustments consistent with the
improvements to the due to some made due to some plan. Adjustments
plan. setbacks. setbacks. made due to setbacks.
Phase 3: Implementing
Partially met
Partially met few Did not met
Criteria Met requirements majority of
requirements requirements
(4 points) requirements
(2 points) (1 point)
(3 points)
All the members of All the members of the Not all the members of Majority of the members of
the implementing implementing team are the implementing team the implementing team are
team are well well informed of their are well informed of not well-informed of their
Learning informed about their tasks but did not attain their tasks (25%-50%) tasks (75% or more) and
tasks. They executed some deliverables (25%- and did not attain some did not attain majority of
Organization
their task and attained 50%) during the deliverables (25%-50%) their deliverables (50% and
their deliverables implementation. during the more) during the
during the implementation. implementation.
implementation.

The activities of the There was a delay (one There was a long delay There was a very long
project were week) in the (2-3 weeks) in the delay (one month or more)
Time Frame implemented implementation of implementation of in the implementation of
according to schedule. activities in the project activities in the project activities in the project due
due to unforeseen due to unforeseen to unforeseen setbacks.
setbacks. setbacks.
Phase 4: Evaluating
Partially met
Partially met few Did not met
Met requirements majority of
Criteria requirements requirements
(4 points) requirements
(2 points) (1 point)
(3 points)
The data collected and Some data collected Majority of the data The data collected
observed are used to and observed are not collected and observed are and observed are
Use of
feedback on the used (25%) to not used (75 or more%) to not used to feedback
Feedback implementation. feedback on the feedback on the on the
implementation. implementation. implementation.
All the outcomes of Some the outcomes Several of the outcomes The outcomes of the
the project indicate (25%) of the project (50%-75%) of the project project do not
improvement of indicate improvement indicate improvement of indicate
competencies of of competencies of competencies of improvement of
Outcome of
stakeholders and stakeholders and stakeholders and competencies of
the project processes in the processes in the processes in the school stakeholders and
school and/or district school and/or district and/or district level. processes in the
level. level. school and/or
district level.
Phase 4: Evaluating
Partially met majority of Partially met few Did not met
Met requirements
Criteria requirements requirements requirements
(4 points)
(3 points) (2 points) (1 point)
The outcomes of the The outcomes of the
The outcomes of the The outcomes of the project
project are reported but project are not clearly
Evidence of project are clearly are reported but some
several (50%-75%) are not reported and inferred
outcomes reported and inferred (25%) are not inferred from
inferred from the collected from the collected
from the collected data. the collected data.
data. data.
Several evidences on No evidences on
Evidences on project Some evidences on project
project performance project performance
performance indicators performance indicators
indicators (50%-75%) indicators were
Use of tools were collected using (25%) were not collected
were not collected using collected using valid
valid tools and methods using valid tools and
valid tools and methods to tools and methods to
to collect. methods to collect.
collect. collect.
The results of the The results of the
Reporting There are some results of There are several results
initiative are completely initiative are not
the initiative are not of the initiative are not
and presented and
presented (25%) and presented (50%-75%) and
presented and
summary summarized in the summarized in the
summarized in the report. summarized in the report.
report. report.
CREDIT: https://giphy.com/gifs/weareeverise-relax-wellness-take-a-break-qESFbPpn6qPNo5yCQs
SALAMAT!