Republic of the Philippines

Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS DEVELOPMENT PROGRAM FOUNDATION COURSE

SCHOOL HEADS APPLICATION PROJECT

IMPLEMENTATION PAPER

A. PROJECT CONTEXT

NEAP PROGRAM School Heads Development Program-Foundation Course

Name of School VIRGINIA C. ANDAL
Head
Region, Division, IV-A CALABARZON, QUEZON, 4th
District
Name of SchoolHONDAGUA NATIONAL HIGH SCHOOL
Key changes as a The school would be able to find a solution for the 126 students
result of this project
from Grades 7-10 identified in the Reading Program entitled LITS READ
Program: Literacy Training Services Reading Advocacy Program.
The stakeholders such as the parents, community and other
educational institutions would extend support to students in their
intention to improve their reading skills.
The teachers would use a variety of interventions for the school-
based reading program. Education students would be the external
support of the school in implementing the reading program.
The school would be an avenue of authentic reading
accomplishments that would raise interest and performance of students
in the frustration level of reading.
Target Competency School Leadership and Management Skills to be able to consistently
Improvement lead the key players in the program and accomplish the implementation
of the project.
Social Skills to be able to impart to the school stakeholders the impact
and importance of the implementation of the project.
Communication Skills to be able to express the importance of the
 project to the students, teachers and other stakeholders.
Descriptive Current According to the data gathered from the Phil IRI teacher report,
Situation in school there are a total of 126 students who fall to the frustration category of
that you need to the reading comprehension test. Respectively they are: Grade 7 65
address through your students, Grade 8 29 students, Grade 9 29 students and Grade 10
project 14 students.
The school offered strategic ways to alleviate the reading
deficiency of the students mentioned through the implementation of the
CIP (Improvement of Student Reading Skills through Peer-Teacher
Reading Assistance program), varied teaching interventions and
cooperation of the external stakeholders.
Title of Application LITS READ PROGRAM: LIteracy Training Services REading
Project Advocacy Program
Project Objective/s - To reduce within three months the number of the 126 students
under the frustration level in the Phil-IRI result specifically:
Grade 7 from 65 to 30, Grade 8 from 29 to 0, Grade 9 from 29 to
0, and Grade 10 from 7 to 0 through the use of different reading
interventions

- To allow outside stakeholders to participate in the student

academic skills improvement.

- To encourage students of the benefits of reading

- To provide and develop accurate school-based reading

interventions intended for readers under the frustration level.
Start Date January 2017
Length of Project Within 3 months
Expected Outputs 1. Reduced number of students under frustration level in reading
through various reading interventions.
2. Increased participation of outside stakeholders in student
improvement throughout the program
3. Encouraged students in their own reading skills enhancement.
4. Developed adequate and accurate school-based reading
interventions.
 5. Encouraged parents to help their children in reading at home.
Beneficiary/ies 126 students, 33 teaching personnel, the guardians/parents of the
students and the community will be the beneficiaries of this project.
Identified Success At least 96 out of 126 frustration level reader students will
Indicators or Measure become instructional or independent reader within three (3)
of Success months
Community and other educational institution will participate in the
reading project
Students will be more encourage to enhance their reading skills
Reading interventions developed by school will be used in the
program
B. ACTION STEPS

Target Milestone Actions Responsible Support Target Date

Person Needed from:
Milestone 1: Action Step 1: School head, -school head December 1,
Planning and Meeting with teachers, -school 2016
Preparation teachers, parents, students and planning team
Well defined project, students and other other -parents
Action/Work plan, well- stakeholders to stakeholders -community
equipped duties and organize the school of the school. stakeholders
responsibilities of the reading project.
person involved in the
project
Action Step 2: Teachers, school December 8,
Drafting of action students and project 2016
plan of project other /planning
stakeholders team
of the school. adviser
teachers
Action Step 3: Teachers, school December 15,
Finalizing of action students and project 2016
plan of project in other /planning
congruence with the stakeholders team
SIP of the school. adviser
teachers
Milestone 2 Action Step 1 January 10,
Information School head, Teacher 2017
dissemination Orientation of teachers, education
teacher-education students students
Well-prepared school students as partner in adviser
head, teachers and implementing the teachers
stakeholders for the reading project to
project students.
Clarification on the
interventions to be
used in teaching
reading.
January 12,
Action Step 2 teachers, teachers, 2017
Instructional and student- student-
reading materials teachers, teachers,
distribution to students students
teachers, student-
teachers and
students.

Milestone 3
Implementation of the Action Step 1 Teachers, School head, February
Project Student- teachers, 2017
Allocate time for the teachers, and other
Weekly school-based students to perform students stakeholders
reading intervention to the reading
the 126 students intervention during
identified as readers in their vacant periods,
the frustration level ICL time, and English
using Education reading time to
students as reading ensure that regular
peer-teachers. classes will not be
disrupted during the
 implementation of the
program.

Action Step 2
School head, February
Monitor weekly the School head, Reading 2017
process of the Reading Intervention
reading intervention Intervention Project Team
project to the 126 Project Team
students from the
different grade levels.
Conduct home
visitations to reach
out in helping the
child-reading.
Action Step 3
School head, School head, March 23,
Checking of success Reading Reading 2017
indicators, Data Intervention Intervention
gathering and Project Team Project Team
validating results of
the project
implemented

C. REQUIRED RESOURCES

Milestone Resources Budget Approvals

Needed Needed
Planning and -Action/work plan 300 School head
Preparation -Printed materials
for the Guidelines
in the
implementation of
 the school-based
reading
intervention

Information Reading materials 100 School head

Dissemination for intervention
Implementation of the Phil IRI results, 100 School head
Project reading index,
advisers feedback
to the 126 students
classroom
performance

D. RISK MANAGEMENT PLAN

Milestone Likely Risk Impact on Specific Actions If Risk Happens,

Project if Risk to Prevent Risk Specific Action to
Happens Soften Impact of
Risk
Planning and Unwillingness of Failure of the Motivation to both Reminders of the
Preparation the students to full blast students and goals of the
participate in the implementation teachers on the project. Motivation
project and of the project positive effect of and positive
reluctance of the project in reinforcement to
teachers to terms of their all the people
accept additional performances and involved.
task to their school
existing teaching achievement in
load general.
Information Conflict of Missing to Adjusting Reminders to
Dissemination available time of implement/finish interaction within persons involved
the persons the project on the time bound. on the importance
involved target schedule Using technology/ of flexibility in
internet as action.
information Activating social
 platform to media connections
persons involved for information
in the project. dissemination.
Implementation Uninteresting Loss of student Ensure the use of Remind the
of the Project reading interest to interesting persons involved
materials continue in the reading materials of the importance
or peer-teacher reading for the project; of meaningful
intervention discuss to peer- learning in the
Availability of teacher some intervention.
persons involved ways/techniques
of raising the
interest young
readers

E. APPROAVALS:

Printed Name Signature Date

Prepared by VIRGINIA C. ANDAL
Approved by