Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Tanjay City
Pamplona Cluster I
PAMPLONA NATIONAL HIGH SCHOOL
Cambalud, Pamplona, Negros Oriental

PROJECT / ACTIVITY DESIGN

Title / Activity: Project ARRIBA (Assisting Readers, Raising Interest, and Boosting Abilities)
Type: School-Led
Name of
Sheradee P. Salma & Girly S. Villarosa
Proponent
Date/Venue: Time Frame / Date: November 2023 – April 2024

Persons Involved: Mrs. Mary Gwen S. Sido, School Head

Sheradee P. Salma, English School Reading Coordinator
Girly S. Villarosa, Filipino School Reading Coordinator
SRRP Team Members
Susana V. Aguilar
Archimedes B. Saycon Krystle Ann L. Gornez
Josephine L. Rodriguez
Florida P. Nemaria

Venue: Classroom

Time / Schedule:

Day Time Person(s)-in-Charge

Monday-Friday 7:50 – 8:50 a.m. Florida P. Nemaria
Monday-Friday 8:45-9:45 a.m. Florida P. Nemaria
Monday-Friday 10:00-11:00 a.m. Florida P. Nemaria
Monday-Friday 12:00-1:00 p.m. Josephine L. Rodriguez
Monday-Friday 1:00-2:00 p.m. Krystle Ann L. Gornez
Monday-Friday 3:00-4:00 p.m. Archimedes B. Saycon
Monday-Friday 4:00-5:00 p.m. Susana V. Aguilar
Project In our nation, the issue of students struggling with reading is not a recent
Description concern but has become increasingly severe and alarming over the years,
exacerbated by the ongoing COVID-19 pandemic. According to a 2022 online
article from the Philippine News Agency titled "Pandemic, school disruption stunt
learners’ reading skills," even before the pandemic, international assessments
revealed that students were already grappling to attain the minimum required
proficiency in reading, as stated by Senator Sherwin Gatchalian, chair of the
Committee on Basic Education.

The 2018 Programme for International Student Assessment (PISA) ranked

the Philippines lowest in Reading among 79 countries. PISA also indicated that
only one in five Filipino learners aged 15 met the minimum proficiency level in
Overall Reading Literacy. Additionally, the 2019 Southeast Asia Primary Learning
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School Reading Remediation Program
 Metrics reported that only 10 percent of the country's Grade 5 learners achieved the
minimum proficiency at the conclusion of primary education. The World Bank
estimated that as of June, learning poverty in the Philippines stands at a staggering
90.9 percent, defined as the percentage of 10-year-old children unable to read or
comprehend a simple story.

While reading has historically played a vital role in a nation's development,

the impact on individuals cannot be ignored. It is imperative that schools,
particularly in our country, focus on enhancing learners' reading skills. The
implementation of programs and interventions is crucial to support and guide
students. This effort instills hope among teachers that learners will eventually
recover from the learning loss in reading comprehension. The promotion of
activities building on the learners' foundational skills aims to produce competent
individuals capable of reading, analyzing, and comprehending, contributing to a
future filled with critical and intelligent citizens.

The issue of reading difficulties is no longer confined to elementary years; it

has become prevalent among high school students. This poses a significant threat to
students' educational advancement, as reading instruction is no longer a component
of secondary competencies. Students lacking reading skills may struggle to keep
up, leading to frustration and, ultimately, a higher risk of dropping out.

To address this pressing problem and align with the Basic Education –
Learning Continuity Plan (BE-LCP) and the Department of Education's initiative
Every Child A Reader (ECARP), Pamplona National High School will enhance the
implementation of its School Reading Remediation Program titled Project
ARRIBA (Assisting Readers, Raising Interest, and Boosting Abilities) for
identified learners from November 2022 to April 2023.

Readability
Name of Learner Grade Level
Level
1 Arabis, Raymart 7 Nonreader
Project
2 Rodriguez, Dino 7 Nonreader
Beneficiaries
3 Jorolan, Daisy Mae 9 Nonreader
4 Lado, Mae Ann 10 Nonreader
5 Torres, Jomar 10 Nonreader
6 Baldado, Jaylo 10 Nonreader
Objectives In essence, the primary objectives of this Anticipated Outputs/Results
School Reading Remediation Program
(SRRP) are: 1. 1. Achieve a 100% improvement rate,
with all six learners progressing from
1. 1. Enhance the execution of School frustration to instructional levels.
Reading Remediation (SRR) initiatives. 2. 2. Enhanced effectiveness of the School
2. 2. Elevate learners' reading proficiency Reading Remediation Program (SRRP).
from frustration to instructional and from
3. 3. Evident cultivation of a collaborative
instructional to independent levels. spirit among faculty, staff, and various
3. 3. Target and rectify reading deficits internal and external stakeholders,
among learners. demonstrated through the program's
4. 4. Cultivate a collaborative atmosphere success.
among faculty, staff, and various internal
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School Reading Remediation Program
 and external stakeholders.

1. Develop and submit the Program/Activity Design for approval from the Cluster
Head.
1. 2. Convene a meeting with the School Head and members of the SRRP team to
Strategies discuss and clarify roles and responsibilities.
2. 3. Provide a copy of the approved SRRP to the division reading coordinator.
3. 4. Notify selected learners about their participation in the program and conduct an
orientation to outline expectations and objectives.
4. 5. Obtain parental support and consent for the learners involved.
1. 1. Execute the School Reading Remediation Program (SRRP).
2. 2. Compile an accomplishment report.
Activities 3. 3. Deliver the accomplishment report for review or submission.

1. 1. Convene various committees to discuss and assign roles for safety precautionary
measures.
2. 2. Organize the required equipment, manpower, and materials essential for
conducting the activity.
3. 3. Adhere to health protocols established by the Inter-Agency Task Force (IATF),
including but not limited to:
Safety
4. A. Practice social distancing.
Measures
5. B. Wear face masks and/or face shields at all times.
6. C. Utilize alcohol for hand disinfection.
7. D. Observe proper etiquette when sneezing, talking, and engaging in face-to-
face conversations.

Source of SCHOOL MOOE and/or PTA FUNDS

Fund:
Amount: ₱ 13,000 (₱10,000.00 SCHOOL MOOE and/or 3,000.00 PTA)
Budgetary Requirements
A. Supplies and Materials:
Description Unit Quantity Est. Unit Price Total
Computer Ink bottle 8 300.00 2,400.00
Long Bondpaper Ream 10 220.00 2,200.00
Short Bondpaper Ream 10 185.00 1,850.00
Manila Paper Piece 50 6.00 300.00
Pentel Pen Box 2 456 912.00
Pencils Piece 4 35.00 140.00
Ballpens Piece 30 10.00 300.00
Crayons Box 5 80.00 400.00
Elmer’s Glue Bottle 10 45.00 450.00
Pentel Pen Ink Piece 5 90.00 450.00
Construction Paper Ream 10 290.00 2,900.00
Masking Tape Piece 10 55.00 550.00
Total (B) 12,852.00

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School Reading Remediation Program
 School Position No.

A. SRRP Management Team /

Program Implementers

1. Mrs. Mary Gwen S. Sido School Head 1

2. Mrs. Sheradee P. Salma English School Reading 1
Coordinator 1
Persons
3. Mrs. Girly S. Villarosa Filipino School Reading 1
Involved
Coordinator 1
4. Mrs. Susana V. Aguilar SRRP Member 1
5. Mr. Archimedes B. Saycon SRRP Member 1
6. Krystle Ann L. Gornez SRRP Member 1
7. Mrs. Josephine L. Rodriguez SRRP Member 1
8. Florida P. Nemaria SRRP Member 1
1
Total 11

Both the PMT and every member of the SRRP committee bear responsibility
and accountability for the safety and results of the program.
Accountability
The results and achievements of this activity aim to improve learners'
reading levels and overall school performance, aligning with the directives outlined
in DepEd policies, orders, circulars, as well as regional and divisional memoranda.
The post-activity care committee, led by the program proponent and
After Care consisting of SRRP team members, is responsible for ensuring the safekeeping of all
documents, MOVs, and equipment before and after the program is conducted.
Success The program has been executed and implemented, and it includes the MOVs
Indicator and outputs contributed by the individuals’ involved and identified learners.
The Monitoring and Evaluation (M&E) Committee will oversee the
advancement and relevance of the program.

Sustainability Providing feedback and conducting Focus Group Discussions (FGD) will be integral
components of the program to maintain its effectiveness. This ensures that its impact
contributes to achieving reading goals and objectives, ultimately leading to the
improvement of the program and the enhanced delivery of services.

Roles and Responsibilities of

SRRP Committee Members
SRRP Team Members
 Lead in the SRRP
Attendance Susana V. Aguilar implementation
 Conduct remedial reading classes
Printing of
Archimedes B. Saycon  Print Phil-IRI materials
materials
 Consolidate Phil-IRI results
Consolidation and Sheradee P. Salma & Girly S.
 Document SRRP implementation
submission of Villarosa
reports  Prepare progress monitoring

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School Reading Remediation Program
 Partnership report
Krystle Ann L. Gornez
(ASP) / Invite  Share best practices during
Documentation Josephine L. Rodriguez School Monitoring and
Minutes of meeting Florida P. Nemaria Evaluation (SMEA)

Prepared by:

SHERADEE P. SALMA Date: November 17, 2023

English Reading Coordinator

GIRLY S. VILLAROSA
Filipino Reading Coordinator

Certifying Availability and allotment of Funds:

MA. MARDI G. SONUGAN

School Treasurer

Reviewed by:
DINDO T. RAMIREZ
School L & D Coordinator

Recommending Approval:

MARY GWEN S. SIDO

School Head

Approved:

RANDY V. RUIZ, Ed. D.

Cluster Head

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School Reading Remediation Program