MENONG ESLT - SAN MIGUEL 2- PIP

Republic of the Philippines Department of Education Caraga Region SCHOOLS DIVISION OF SURIGAO DEL SUR SAN MIGUEL II DISTRICT MENONG ELEMENTARY SCHOOL OF LIVING TRADITION _________________________________________________________________________________________________ Menong, Bitaugan, San Miguel, Surigao del Sur, 8301 0967134387 214532@deped.gov.ph Project Initiative Profile PIP PROJECT INITIATIVE PLAN I. Project Initiative Brief Program Proponent JOSEPH S. TERSE , MAEd Program Owner/s MENONG ELEMENTARY SCHOOL OF LIVING TRADITION , SAN MIGUEL 2 District Target Beneficiaries Key Stage I Teachers Incoming K-3 learners Full refresher Proposed Implementation Date Second Quarter – October 2024 Proposed Venue Tubakon Elementary School of Living Tradition Total Proposed Budget P 15, 000.00/ MOOE For Individual Submission Region: XIII Division: SURIGAO DEL SUR Name: JOSEPH S. TERSE, MAEd Position: TECAHER 1 Training Group: CLASS 1 For Group Submission Focal Person: JOSEPH S. TERSE, MAEd School Head Members: Gracie Lorente Flora Mae Cantiga Zyrelle Jane Becamon Shiela G. Tampos Teacher 1 Project Initiative Title: PROJECT BRANDS (Balanced Reading Activity in Nurturing Diverse Students) Selected Strand for Project Initiative: ❑ Literacy Leadership ❑ Contextualized Literacy Approaches ❑ Socio-Emotional Learning ❑ Literacy Professional Development Implementation Modality: Capacity Building Reading Intervention Program.

[Audio] We aim to promote balanced reading activities for K-3 learners through a capacity building reading intervention program. Our goal is to foster functional literacy among our students and equip them with essential 21st-century skills. We believe that enhancing our teachers' skills in implementing the Marungo approach, 4M's, and Language Experiential Approach to literacy instruction, can effectively support students in developing strong literacy skills. We invite you to join us in our mission to shape the next generation of proficient readers. Together, we can make a difference in the lives of our K-3 learners and provide them with the tools they need to succeed..

[Audio] We present a project aimed at promoting balanced reading activities for K-3 learners through a capacity building reading intervention program. Our goal is to ensure that every learner can read at their grade level. We will prioritize teacher capacity building through interactive professional development sessions such as the Learning Action Cell (L-A-C--) and the Collaborative Expertise program. Four out of four teachers in Key stage 1&2 will attend these programs, which will improve their teaching strategies in reading using the Marungko technique, 4M’s, and L-E-A--. Additionally, we will make available a variety of reading materials with integration of S-E-L and G-E-S-I to guide questions to the 7 Grade I-3 learners, which will develop literacy skills across all learning areas for reading appreciation. These materials will be available at least once per week. We understand the importance of reading in a child's learning and development and the future success of every learner. We will foster strong partnerships with parents and stakeholders, who will collaborate and actively participate in the implementation of the reading program. These parents will be home reading partners, using the given reading materials as their involvement and support will further contribute to the holistic growth and success of every learner. We believe that every child has the potential to learn and grow, and this project will provide them with the necessary tools and strategies to become independent young readers..

[Audio] We are here today to discuss a project that aims to promote balanced reading activities for K-3 learners through a capacity building reading intervention program. Our proposed implementation date is October 2024 and our total proposed budget is P 15000 per month..

[Audio] We are excited to present Lesson 4, which is designed to teach children the sound and form of the letter I to perfection. The lesson begins with a question and the child is shown the letter on the board and asked to sound it. The letter is then written on the board with the child's fingers, on their desk, and on paper. We define mastery of the letter as knowing the sound and form of the letter and being able to give the sound and write the symbol. Once the first three sounds have been mastered, these letters can be combined to form words. Each new sound is introduced with sounds already learned in various combinations into words. By the end of Lesson 4, children will have mastered the sound and form of the letter I and will be able to use it to read words. If you have any questions, please feel free to ask..

[Audio] We are thrilled to welcome everyone to our presentation on the reading intervention program for K-3 learners. Our project is aimed at promoting balanced reading activities through a capacity building program. We will be implementing this program at Tubakon Elementary School of Living Tradition, with a total proposed budget of P 15000 per month. To teach using the Marungko Approach/Fuller Method, the teacher will utilize the Division developed and quality assured Marungko modules installed in Android TV of teachers to be used by identified learners. The module has teachers' guide wherein the teachers are provided with instructions on how to do every activity in the module and a learner's material wherein pupils can read and answer exercises independently and in groups promoting social emotional competence, capacity to care and Gender Equity and Social Inclusion. Each pupil under the program had a portfolio of all the activities conducted. To ensure the validity and reliability of the assessment result, a monitoring and evaluation tool will be accomplished by the reading teacher and school head every quarter, and attendance of pupils will also be strictly checked and monitored. Functional Literacy Assessment Tool (F-L-A-T-) will be conducted before and after the implementation of the project and C-R-L-A during the Post Evaluation. The target beneficiaries for the program were chosen based on the results of the Comprehensive Rapid Literacy Assessment (C-R-L-A-) pre-test, with 70% exhibiting characteristics of being full refresher learners. The primary reason identified for their challenges in reading proficiency was the lack of parental involvement due to work commitments, compounded by their belonging to marginalized communities with limited access to good and nutritious food. Furthermore, the lack of reliable internet and signal in their area further exacerbates the educational challenges faced by these learners. As part of the Workplace Application (W-A-P-P-) Project, the school head will conduct advocacy of the reading program to stakeholders and monitor and provide technical assistance to teachers on pedagogy, content, assessment, and development of materials related to reading through L-A-C sessions. Thank you for your attention..

[Audio] Today, we will discuss the implementation of a capacity building reading intervention program at Tubakon Elementary School of Living Tradition. The program is designed to promote balanced reading activities for K-3 learners. It will be implemented through a series of pre-and post-reading assessments, collaborative expertise sessions for reading teachers, development of supplementary reading materials, and support for stakeholders and home reading partners..

[Audio] We believe that our reading intervention program, Project BRANDS, will have a significant impact on the reading abilities of K-3 learners at Menong Elementary School of Living Tradition. Our program will be implemented with a total budget of P 15000 per month. We have developed this program to improve the reading proficiency of identified readers using the Marungko Approach. Our approach will include reorienting and orienting reading teachers on the 14 domains of literacy, six big boxes, four Ms Approach, Marungko Approach, LEA & G-E-S-I Integration, developing print Marungko modules, embedding Marungko modules/lessons in P-H-A-S-E 2-DURING IMPLEMENTATION PHASE, and implementing a learning experiential approach, explicit teaching, group activity, hands-on learning, and home exercises. We are committed to providing the necessary financial resources to make this program a success. If you have any questions or would like to learn more about Project BRANDS, please do not hesitate to contact us. Thank you for your support..

[Audio] During the post-implementation phase, we will discuss the materials and financial resources that will be used to monitor the learners' improvement and progress in reading proficiency, as well as the preliteracy assessment and focus group discussion. We will also discuss the awarding of the best key stage 1 reading implementer and the most improved learners, as well as the conduct of the project implementation review. Joseph S Terser, MAEd, will prepare us, and we will recommend approval by Lily-Ann R Mendero, EdD., and Laila F Danaque, EdD., CESO VI, Schools District Supervisor..

[Audio] We will be discussing a checklist of components that will guide us in developing our project plan. We need to identify the program proponents and their motivations and goals. Next, we must specify the target learners, stakeholders, duration, and schedule of implementation. We must consider the areas/locality covered by the project and its unique characteristics. The proposed budget must be consistent with the mooe, financially feasible, and not exceed the budget allocated by the Department of Education. We need to improve the School Shared Vision and the S-M-A-R-T Goals from the first draft. The kind of intervention used in the project will be described and explained, including specific strategies and techniques for promoting balanced reading activities for K-3 learners. We will connect other related literacy programs to the project description. Lastly, we need to ensure that the interventions used align with the concepts and models taught in the I-S-P-D Program..