SCHOOL INNOVATION PROJECTMAKE INDIVIDUAL LEARNER A READER MILAR

INNOVATION

1. Project milar ( Make individual learner a reader )

2. RATIONALE Instilling a love of reading early, gives a child a head start on expanding their vocabulary and building independence and self -confidence .Project MILAR (Make Individual Learner A Reader), which is anchored to San Carlos City Division’s Project E- ReNE or the Enhancement in Reading and Numeracy Towards Excellence and in achieving the goal that “Every Child a Reader Program” (ECARP). This program will help the learners aware the importance of reading.

3. Project MILAR is a answer to the existing gaps in the schools’ frustration level readers, Full Refreshers, Moderate Refreshers, Light Refreshers .Learners belonging to these reading categories are actually are at risk of being left behind as they are exposed to more complex components of curriculum. As a result, they may have the tendency to drop out from school as they will be encountering difficulties in their studies daily. Hence, this reading program shall help to address the challenges of the leaners in terms of reading that can affect their overall academic performance in school. This will be monitored by the division office through the Curriculum Implementation Division.

4.     PROGRAM DESCRIPTION   MILAR is an innovative program designed to facilitate simplified reading for school children.With a primary focus on enhancing literacy skills. Project MILAR ,aims to provide learners with an accessible and engaging platform.By employing interactive methods and carefully chosen content, this program empower young readers by breaking down complex concepts into easily, understandable language.It is dedicated to fostering a love and enjoy a wide range of educational materials ultimately promoting their overall academic growth and development

5.     PROGRAM DESCRIPTION   Materials are designed to aid in the development of word recognition and reading comprehension skills of readers. It is fit to help meet the requirements and competencies in reading under the K-12 Basic Education Curriculum for Literacy and Numeracy. These are the available materials to be used during the delivery of the interventions: 1. Picture Cards (from READ Kit) 2. Posters (Phonetic Alphabet, Phonetic Vocabulary) (from Read Kit) 3. CVC Word Formation Cards, Word Cards, Word Chart (with vowels) 4. Dolch Sight Word Flash Chart, Word Chart, Phrase Cards 5. Fuller Sight Words, Marungko Reading Materials 6. Reading Books from the LGU and private intitution(SACASUN POWER

6.     PROGRAM DESCRIPTION 7. Contextualized and Localized Storybooks from Learning Resources in the LR Portal 8. Literacy Stations 9. Contextualized Lesson Exemplars 10. Phil IRI Passages (Pre-Post) 11. CRLA (Pre-Post) 12. Word Translation (Bisaya, Tagalog, English) 13. Read and play

7.     PROGRAM DESCRIPTION Project MILAR is for all struggling readers pupils as identified based on the results of the CRLA (I-III), PHIL-IRI (IV-VI) pretests. The pupils will then be grouped by reading categories to be handled by the teachers who are skilled in teaching beginning/developmental/remedial reading. These pupils will be pulled out from their regular classes and be made to report to the special remedial reading session during their English period .

8.     PROGRAM DESCRIPTION To help accomplish this project, reading volunteers were also determined to bridge between school and the school children. Parents /other siblings in the family who have the passion to teach , will gather those children in one station so that it’s easier for them to help delivering the interventions. This will ensure the effectiveness of the program for they feel comfortable with assistance given by the parents /neighbors or even older sibling in the family.

9.     . PROGRAM GOALS AND OBJECTIVES: To promote and enhance literacy skills, fostering a lifelong love for reading and a strong foundation for academic success. Project MILAR aims to: 1. make the pupils in Grade 1-3 grade ready 2. reduce the number of frustration level readers (IV-VI) 3. give struggling readers opportunity to be functionally literate 4. develop in every child the love for reading and make reading as their habit.    

10.     TABLE A COMPREHENSIVE RAPID LEARNING ASSESSMENT.(CRLA) BEGINNING OF THE SCHOOL YEAR (BOSY)

11.     MID OF THE SCHOOL YEAR Reading Literacy Assessment Result SCHOOL ID : 117795 SCHOOL NAME: MAG-AMIHAN ELEMENTARY SCHOOL Grade Language Number of Learners Enrolled Number of Learners Assessed Reading Proficiency Levels Full Refresher Moderate Refresher Light Refresher Grade Ready Grade 1 CEBUANO 25 25 15 10 Grade 2 CEBUANO 22 22 13 9 Grade 2 Filipino 22 22 13 9 Grade 3 CEBUANO 26 26 5 12 9 Grade 3 Filipino 26 26 7 10 9 Grade 3 English 26 26 9 8 9 Dashboard     Percent (%) of Learners at each proficiency level Total Grade Language Percent of Learners assessed Full Refresher Moderate Refresher Light Refresher Grade Ready Grade 1 CEBUANO 100% 0% 0% 60% 40% 100% Grade 2 CEBUANO 100% 0% 0% 59% 41% 100% Grade 2 Filipino 100% 0% 0% 59% 41% 100% Grade 3 CEBUANO 100% 0% 19% 46% 35% 100% Grade 3 Filipino 100% 0% 27% 38% 35% 100% Grade 3 English 100% 0% 35% 31% 35% 100%

12.     END OF SCHOOL YEAR (EOSY) Reading Literacy Assessment Result SCHOOL ID : 117795 SCHOOL NAME: MAG-AMIHAN ELEMENTARY SCHOOL Grade Language Number of Learners Enrolled Number of Learners Assessed Reading Proficiency Levels Full Refresher Moderate Refresher Light Refresher Grade Ready Grade 1 CEBUANO 25 25 9 16 Grade 2 CEBUANO 22 22 10 12 Grade 2 Filipino 22 22 10 12 Grade 3 CEBUANO 26 26 2 10 14 Grade 3 Filipino 26 26 2 13 11 Grade 3 English 26 26 6 9 11 Dashboard     Percent (%) of Learners at each proficiency level Total Grade Language Percent of Learners assessed Full Refresher Moderate Refresher Light Refresher Grade Ready Grade 1 CEBUANO 100% 0% 0% 36% 64% 100% Grade 2 CEBUANO 100% 0% 0% 45% 55% 100% Grade 2 Filipino 100% 0% 0% 45% 55% 100% Grade 3 CEBUANO 100% 0% 8% 38% 54% 100% Grade 3 Filipino 100% 0% 8% 50% 42% 100% Grade 3 English 100% 0% 23% 35% 42% 100% Analysis : The three occurrence of exposing the child to read a different languages shows a gradual increased of the four stages in reading.

13.     TABLE B. PRE AND POST TEST RESULT OF THE PHIL-IRI ( GRADE 4-6 LEARNERS( 2022-23) PRE-TEST RESULT Gra de Level No. of Takers Frustration Instructional Independen t   M F T M % F % T % M % F % T % M % F % T % IV 17 8 25 16 94 7 88 23 92 1 .06 1 13 2 .08 V 10 10 20 9 90 8 80 17 .85 1 10 2 20 3 15 VI 11 9 20 10 91 8 89 18 90 1 9 1 11 2 10 Total 38 27 65 35 92 23 85 58 89 3 .08 4 .15 7 11 Analysis: The Table shows that many pupils belong to the frustration level. The need of intervention is a must to fill the gap so that no one will left behind.

14.     TABLE B. PRE AND POST TEST RESULT OF THE PHIL-IRI ( GRADE 4-6 LEARNERS POST TEST RESULT Analysis: The Table shows the decreased of frustration level and the increased of instructional and independent level . Grade Level No. of Takers Frustration Instructiona l Independent   +- F T M % F % T % M % F % T % M % F % T % IV 17 8 25 9 53 2 .25 11 .44 7 .41 5 63 12 .48 1 .06 1 13 2 .08 V 10 10 20 5 50 4 40 9 45 4 40 4 40 8 40 1 10 2 20 3 15 VI 11 9 20 5 45 3 33 8 40 5 45 5 56 10 50 1 9 1 11 2 10 Total 38 27 65 19 50 9 33 28 43 16 42 14 52 30 46 3 .09 4 15 7 11

15.     PROCESS FLOW/FRAMEWORK   Project MILAR (Make Individual Learner A Reader Teaching and Learning Via the suggested intervention English ( Developmental,Functional , Remedial,enrichment ) Monitoring and Evaluation Through CID Personnel,PSDS,School Head,District Sch. Coordinator. Improvement of learners academic performance in English and all other Sustainability Measures Rewards and recognition system to active teachers,Reading Buddies,parents or even to the pupils who make significant progress in their reading ability.

16.     PROGRAM MANAGEMENT   This project applies the holistic approach in the use of the strategies and suggested interventions. It maximizes the full utilization of available reading and other supplementary materials as mentioned in the program description. This program is formulated by the School English Coordinator who conceptualized the project with the supervision of the school head. It is anchored to Program e- ReNE by the DEPS in English and will likewise monitor the conduct and progress of this program. To manage resources for Reading, Literacy and Numeracy, the 3 (three) existing FB pages are used; the SDO San Carlos City-Program e- ReNE , SCC Beginning Reading Advocates and Bulahan Mag- amihan FB Page.

17.     VI- RESOURCE UTILIZATION The expenses to be used for the preparation of materials in this program will be charged to school MOOE funds subject to the usual auditing and accounting procedures for proper liquidation. School MOOE funds subject to the usual auditing and accounting procedure as it is integrated in . SIP, APP-PPMP. Other funds may come from private sector like SACASUN POWER INC,from international donors (Rodah Donkeh, Arlene Verallo and Janalyn Notcamp).They supported the program since it was conceptualized.

18.     VI- RESOURCE UTILIZATION Quantity Item Amount Total Source of Fund 10 Reams Quantity Item Amount Total Source of Fund 10 Reams Bond paer 300.00 3,000.00 20 bottles Printer ink(CMYK) 350.00 7,000.00 MOOE 1bundle & 1 box, 3 boxes Folder Fastener Staple wire 500.00 200.00 150.00 500.00 200.00 150.00 SACASUN POWER INC. 2 rolls Laminating film 700.00 1,400.00 5 boxes 5 boxes Ballpen pencils 100.00 100.00 500.00 500.00 INTERNATIONAL DONORS 50 pads Intermediate 40.00 2,000.00 Total 15,250.00

19.     VI11-ASSESSMENT Monitoring and Evaluation will be done whole year round for better quality assurance and the program will be regularly evaluated as soon as the program will be implemented. Through monitoring of all CID Personnel as Instructional Managers (DEPS, PSDS, School Heads, School Coordinators) the impact of the program will be felt and the benefits will be translated to positive learning outcomes not only in English but to other learning areas as well in their academic performance. M & E shall be done on a regular basis using the CID’s Reading M & E Tool (see attached sheet). The following shall be observed by reading teachers:  

20.     VI11-ASSESSMENT :  1. Individual and class exercises will be conducted on a daily basis to monitor individual and class progress. 2. On a weekly basis, students will be asked to accomplish activities to determine pupil’s understanding and comprehension of the lesson. The results will be evaluated to determine whether the pacing of the lesson and its presentation needs to be adjusted and what succeeding activities need to be applied.   3. After a lesson has been completed, oral and written evaluation will be done. This will monitor the progress of individual pupils and the class; serve as the basis of whether or not a teacher can move on to the next phase of the learning curriculum; and whether or not additional strategies and/or remediation are needed. 4. At the end of each quarter, oral and written examinations to monitor and evaluate reading skills and comprehension of individual pupils and the class will be employed. This is to be carried out to monitor the quarterly progress of individual pupils and the class and serve as the basis of additional strategies and/or remediation as needed. 5. Conduct of “On the Spot Reading Sessions” (April-June )  

21.     IX-PROFESSIONAL DEVELOPMENT   Teachers should keep learning for them to be updated with the new trends of teaching. To equip teachers in teaching reading specially beginning reading , they are encouraged to attend varied webinars/ seminars in teaching strategies of these skills, conduct/ participate in LAC sessions wherein sharing of ideas and coaching with co-teachers will take place. Through this, the professional development of the teachers will continue for them to be capable of facing the battle for literacy of each pupil and aid those who are weak so that no one will be left behind.  

22.     X- SUSTAINABILITY   The result of the program will be communicated and documented through school publication wherein all their efforts will be recognized and published.The school conduct LAC for teachers regarding the improvement of the program, strengthen partnership with other stakeholders,linkage with the Barangay to compensate the effort of the volunteers and institutionalize the program in school. To encourage them more, there will be a semestral giving of awards and recognition to the oustanding and active donors, reading volunteers, Reading Buddies, parents or even to the pupils who made a significant progress in their reading ability. Through these, they will feel honored because the help extended to the school was not in vain and learners will be motivated to study and strive hard for the better.