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Gacub Elementary School Project Initiative Profile
For Individual Submission Region: Division: Surigao del Sur
Name: Cherrel A. Tagyam Position: Teacher III Training Group: For Group Submission Focal Person: Members: Anne Lou C. Tejol Reading Coordinator Jeaime P. Merza Grade 1 Lawaan Adviser Grade 1 Lapnisan Adviser Marilyn C. Talisic
Project Initiative Title: GEST- CARE: a 30-minute daily development activity
□ Literacy Leadership □ Contextualized Literacy Approaches Selected Strand for Project Initiative: □ Home Partners Literacy Programs (check the theme that applies) □ School Climate, GESI and SEL □ Literacy Instructional Materials Development □ Literacy Professional Development □ Capacity Building □ Reading Intervention Program Implementation Modality: (check the □ Materials Contextualization/Enhancement/Development modality that applies) □ Creation or Strengthening of Existing Programs/Systems □ Support to Parents/Home Learning Partners PROJECT INITIATIVE PLAN I. Project Initiative Brief
Program Proponent Cherrel A. Tagyam
Program Owner/s Gacub Elementary School
Target Learners 13 grade 1 learners (8 boys and 5 girls)
Number of Batches and Proposed Implementation September to November 2024 Date
Proposed Venue Gacub Elementary School
Total Proposed Budget MOOE Allocation for Office and Other Materials Expenses - Php 20,000.00
Proposed Continuing N/A
Professional Development credit units (if any) II.Project Initiative Background and Rationale School Shared Vision:
Gacub Elementary School is an IPED implementing school envisioned to cater the needs of the indigenous learners. An institution who cares and encourage the growth of the learners to produce proficient readers, who are capable to explore the 21st century skills.
The institution firmly believes, that teaching literacy is relevant in developing reading, writing, speaking and listening skills of the learners that will equip them to achieve their career life interests.
The continuous support and collaboration between the teachers through Project GEST-Care, internal and external stakeholders will play a vital role in the success of the institutions goal to develop a ready and
SMART Goal: (State your School Shared Vision in the text box provided below. Please take note you can further improve your SMART Goal based on the developments of your Project Initiative Plan) During the 1st and 2nd quarter of school year 2024-2025 it is expected that;
All teachers are trained with the teaching strategies and approaches in teaching literacy associated with SEL and GESI through Learning Action Cell.
Capacitated grade 1 parents with the reading techniques specifically phonics awareness who will help facilitate their children.
Engaged BLGU officials, PTA Officials, Alumni Group to support the institutions’ goal to donate materials (printers, ink and bond paper) and allocate additional budget from other sources.
At the end of Second Quarter, 13 or 100% of the 37 grade 1 learners can recognized alphabets names and letter sounds. III.Project Initiative Description
One of the most significant educational outcomes of primary education is the ability to read. Children's learning, including the development of broader literacy abilities, and their future successful involvement in community, including the workforce, depend heavily on their ability to read.
Recently, Gacub Elementary School facing learners’ difficulties in reading. The result of the BOSY Comprehensive Rapid Literacy Assessment, shows that 13 of the 37 grade 1 pupils struggles in recognizing alphabets name and letter sounds. To address the gap in reading a daily 30 minute developmental activity is initiated that will solely focus in developing the literacy skill of the 13 grade 1 pupils composed of 8 males and 5 females in this school year 2024-2025. To ensure that all grade 1 learners are grade ready at the end of the school year, a daily 30-minute development activities will be conducted in the afternoon every after-class hour. Varied activities will be applied during the implementation such as; phonemics, rhyming games, flashcards, sing-along, and more games that would help the learners acquired knowledge on phonics awareness.
Re-orientation of teachers in the literacy approaches will be conducted to prepared teachers in the implementation of the PIP, anchored on SEL and GESI. The teacher will also prepare reading materials suited to the learners need aligned with MARUNGKO approach and FULLER method which is the most common approaches used in developing literacy of the learners associated with LEA that would motivate pupils’ interest in reading and develop their well-being in the span of eight weeks.
This initiative is connected with the existing school GEST-CARE program which is included in the School Improvement Plan and Annual Implementation Plan for a proper implementation and allocation of budget. IV.Target Stakeholders’ Description
● Teachers - administered reading to the learners responsible in the preparation and utilization of worksheets and other reading materials, ● Parents - support teachers to encourage learners to actively participate in reading intervention and help facilitate learnings in school and home. ● Community - may contribute resources (volunteer teachers, printers, bond papers, inks) to help implement the project. ● Learners - 13 grade 1 learners identified as full refresher.
Target Beneficiary Description
The grade 1 learners composed of 17 males and 20 females are the core of this project, based on the result school based initiated BOSY result using the CRLA tool, it was found out that there are 13 grade 1 learners belong to full refresher level on their reading skills.
From the revealed data this should be given immediate action as soon as possible in order to gradually eliminate reading frustration level of k stage 1 learners.
V. Workplace Application (WAPP) Project or Job-Embedded Learning
The School Head will;
Provide technical assistance to teachers enhancing literacy instructions. Set schedule in meeting with the parents. Link external stakeholders for donation of materials for the reproduction of reading resources. Assist teachers in preparing reading materials and in applying literacy approaches that promote the well-being of learners.
Teachers ● apply differentiated instructional strategies to meet pupils at their respective skill level ● incorporate repeated reading strategies to improve pupils reading fluency. ● conduct small-group or one-on-one instruction, to focus on learner’s who need extra support in a more personalized setting. ● use explicit instruction methods VI.Design Session Objectives Day/ At the end of the Outputs Topic/Content Methodology Nominated Resources Time session, Highlights Project participants Team will be able Members to: Pre-Implementation Activities
July, Finalize shared Shared Vision School Planning Team Focus Group SH, School Material, 2024 vision, SMART with SMART goals meeting, finalization of Discussion, Reading Financial goals and project M & E Shared Vision, SMART sharing of ideas Coordinator Resources and project M & E tools goals and project M & E tools Tools
Attendance Sheet, Orient and disseminate
Orient and Documentation, information to the Sharing of ideas SH, School Material, Financial disseminate Signed Parents’ parents for the conduct Reading Resources information to Consent of reading initiative coordinator, parents with the proposed initiative project
Re-orient Cluster-Based LAC Lecture, Group SH, LAC Material,
teachers on Localized reading session/Training Activity, team, teachers Financial Marungko & materials on Utilization of Demonstration and parents and Resources Fuller Approach, contextualized/ Teaching other LEA, digitized Marungko & stakeholders Learners’ Well- Fuller Modules, LEA, being Learners’ Well-Being
August Conduct CRLA, CRLA Class Assess learners reading Face to Face SH, Reading CRLA Materials 2024 RMA, Phil-IRI Summary level One on one Coordinator, RMA Materials BOSY PHIL-IRI Class Teachers Phil-IRI Result RMA Class Summary
During the Implementation Activities
Septemb To improve Daily outputs or Implementation of 30- LEA, SH, Reading Materials, er to reading skills portfolio of minute development Sing Along, Teachers, Financial Prepared by:
CHERREL A. TAGYAM
Proponent
Recommending
Approval:
SOL U. BUNIEL, P-3
District Supervisor
LAILA F. DANAQUE, EdD CESO VI
Assistant Schools Division Superintendent
Approved:
LORENZO O. MACASOCOL, PhD CESO V
Schools Division Superintendent Checklist of the Components of the Project Initiative Plan (I-IV) CHECKLIST OF THE COMPONENTS OF THE PROJECT FOR FACILITATOR INITIATIVE PLAN (I – IV) ONLY (As a participant, you can refer to this list as a guide in developing your YES NO Project Initiative Plan) 1. The program proponents are indicated. 2. The target learners and stakeholders are specified with descriptions. 3. The specific duration and schedule of implementation are specified. 4. The areas/locality covered by the project is specified. 5. The proposed budget is consistent with the MOOE. 6. The School Shared Vision was improved from the first draft 7. The SMART Goals were improved from the first draft. 8. The kind of intervention used was described and explained. 9. Other related literacy programs were connected to the description of the Project Initiative. 10. The interventions used the concepts and models taught in the ISPD Program. 11. The selection of stakeholders was explained. 12. The relevant demographics of the stakeholders were described. 0 Output Result: Choose an item. Output Result Guide: If score is more than 8, “Satisfied”; If below 7, “Not Satisfied”
(Ebook) Connecting Leadership and Learning: Principles for Practice by John MacBeath, Neil Dempster ISBN 9780415452953, 9780203894644, 9780415452922, 0415452953, 0203894642, 0415452929 2024 scribd download
(Ebook) Connecting Leadership and Learning: Principles for Practice by John MacBeath, Neil Dempster ISBN 9780415452953, 9780203894644, 9780415452922, 0415452953, 0203894642, 0415452929 2024 scribd download
