Republic of the Philippines

Department of Education
Caraga Administrative Region XIII
Division of Butuan City
Northwest Butuan District
DOONGAN INTEGRATED SCHOOL
P-9 Upper Doongan, Butuan City

DIVISION SEARCH FOR

OUTSTANDING READING
PROGRAM IMPLEMENTER
(SECONDARY CATEGORY)
S.Y. 2019-2022

Prepared by:
Neca Vanessa O. Olid – Filipino Reading Coordinator
Ivy Mae B. Torreon – English Reading Coordinator
A. Effectiveness
of the Reading
Program
A. Effectiveness of the Reading Program

1. Addresses child’s reading strengths and weaknesses

ASSESSING READING CAPACITY OF LEARNERS IN

IDENTIFYING STRENGTHS AND WEAKNESSES

Concern Issues, Gaps and Problem Recommendations/Solutions

 1. Create a list of spelling/vocabulary

 1. Issues with decoding word.
 2. Teach learner to be active
participant
 2. Poor comprehension when reading.
3. Difficulty in identifying single word  3. Provide books at the right level.
 4. Provide interesting reading
 4. Poor interest in reading materials at the right level.
 5. Absenteeism of struggling/non-
readers  5. Home visitation
A. Effectiveness of the Reading Program
1. Addresses child’s reading strengths and weaknesses
IN IDENTIFYING AND ASSESING LEARNER’S STRENGTH AND
WEAKNESSES, WORK/INTERVENTION PLAN AND ACTION
PLAN WERE MADE TO MAP THE READING CAPACITY OF THE
LEARNERS

Action Plan
A. Effectiveness of the Reading Program

1. Addresses child’s reading strengths and weaknesses

Stakeholders in Action on Bayanihan sa Pagpabasa
sa Kabataan Hong Doongan
A. Effectiveness of the Reading Program

2. Provide multiple reading opportunities, appropriate instructional

strategies

Bringing the gap of reading to the students despite

pandemic, Doongan Integrated School creates multiple
opportunities for struggling readers. Teachers, together with
different stakeholders: BJMP, RCSU, SK Council, BHW, and
Teacher Aides conducted reading activity through virtual
platform, reading through Learning On Air, house to house
Pabasa observing proper health protocol.
A. Effectiveness of the Reading Program

2. Provide multiple reading opportunities, appropriate instructional

strategies
A. Effectiveness of the Reading Program

3. Has mechanism to implement face to face and virtual instruction

and activities to ensure reading continuity considering limited
internet connectivity, availability of gadgets, reading materials
and mentors.
PABASA CONDUCTED BY DIS THROUGH FACE-TO-FACE MODE
OBSERVING PROPER HEALTH PROTOCOL

S.Y. 2021-2022

Face-to-Face Pretest Reading Assessment by

Junior High School Teachers
A. Effectiveness of the Reading Program

3. Has mechanism to implement face to face and virtual instruction

and activities to ensure reading continuity considering limited
internet connectivity, availability of gadgets, reading materials
and mentors.
PABASA CONDUCTED BY DIS TEACHERS THROUGH VIRTUAL
PLATFORM

S.Y. 2021-2022

Virtual Pretest Reading Assessment

(Messenger)

Virtual Pretest Reading Assessment

(Messenger)
A. Effectiveness of the Reading Program

3. Has mechanism to implement face to face and virtual instruction

and activities to ensure reading continuity considering limited
internet connectivity, availability of gadgets, reading materials
and mentors.
PABASA CONDUCTED BY STAKEHOLDERS THROUGH FACE-TO-FACE
MODE OBSERVING PROPER HEALTH PROTOCOL

S.Y. 2021-2022

Pabasa Conducted by Teacher Aides in Brgy.

Doongan, Butuan City

Pabasa Conducted by BJMP Caraga in Brgy.

Doongan, Butuan City
A. Effectiveness of the Reading Program

4. Report on availability of aligned Reading Materials, Intervention

Plan and Intervention Process, Remedial Session Guide, Quality
Assured Teacher made Worksheets.
A. Effectiveness of the Reading Program

4. Report on availability of aligned Reading Materials, Intervention

Plan and Intervention Process, Remedial Session Guide, Quality
Assured Teacher made Worksheets.

Action Plan
A. Effectiveness of the Reading Program

5. Employ a variety of reading assessment

(Some) of the Reading Materials Used in Reading Assessment in English

and Filipino (Phil-IRI)
A. Effectiveness of the Reading Program
5. Employ a variety of reading assessment

OPLAN PABASA CONDUCTED BY DIS TEACHERS AND

STAKEHOLDERS THROUGH VIRTUAL PLATFORM AND HOME
READING VISITATION OBSERVING PROPER HEALTH PROTOCOL

S.Y. 2021-2022
 
A. Effectiveness of the Reading Program

5. Employ a variety of reading assessment

Orientation of Parents in Using Marungko Approach through

Learning on Air Program in line with the Project “Brigada
Pabasa sa Kahanginan”

S.Y. 2020-2021
A. Effectiveness of the Reading Program

5. Employ a variety of reading assessment

Learning on Air Program in line with the Project “Brigada

Pabasa sa Kahanginan” MOVs

(Airtime Contract & Proposal)

S.Y. 2020-2021
B. Complete
Records of
Assessment
 B. Complete Records of Assessment
1. Reading Assessment Test Results since the school year
when the pandemic started.

 PHIL-IRI PRE-TEST  RESULT IN ENGLISH S.Y. 2019-2020

Independent Instructional Frustration

Grade
Level Male Female Total Male Female Total Male Female Total

Grade 7 34 35 69 27 33 60 9 3 12

Total 34 35 69 27 33 60 9 3 12

 PHIL-IRI POST-TEST  RESULT IN ENGLISH S.Y. 2019-2020

Independent Instructional Frustration

Grade
Level Male Female Total Male Female Total Male Female Total

Grade 7 39 35 69 27 33 60 5 3 8

Total 34 35 69 27 33 60 5 3 8
B. Complete Records of Assessment
1. Reading Assessment Test Results since the school year
when the pandemic started.

PHIL-IRI PRE-TEST  RESULT IN FILIPINO S.Y. 2019-2020

Independent Instructional Frustration

Grade
Level Male Female Total Male Female Total Male Female Total

Grade 7 5 0 5 34 37 71 22 33 55

Total 5 0 5 34 37 71 22 33 55

PHIL-IRI POST-TEST  RESULT IN FILIPINO S.Y. 2019-2020

Independent Instructional Frustration

Grade
Level Male Female Total Male Female Total Male Female Total

Grade 7 25 0 25 25 26 51 22 33 55

Total 25 0 25 25 26 51 22 33 55
B. Complete Records of Assessment
1. Reading Assessment Test Results since the school year
when the pandemic started.

READING ASSESSMENT IN ENGLISH

USING PHIL-IRI

Pre-test Posttest
B. Complete Records of Assessment
2. Report on the decrease number of reported non- readers as well
as the report on specified strategies and activities to decrease
struggling readers

READING ASSESSMENT IN FILIPINO

USING PHIL-IRI

Pre-test Posttest
 READING ASSESSMENT IN FILIPINO
USING PHIL-IRI

Pre-test Posttest
 School Reading Profile

PHIL-IRI POSTTEST RESULT IN ENGLISH S.Y. 2021-2022

GRADE NON-READER STRUGGLING

LEVEL
M F T M F T

G7 7 1 8 6 8 14

G8 2 3 5 7 4 11

G9 5 1 6 1 0 1

TOTAL 12 5 19 14 12 26

PHIL-IRI POSTTEST RESULT IN FILIPINO S.Y. 2021-2022

GRADE NON-READER STRUGGLING

LEVEL
M F T M F T

G7 0 0 0 6 4 10

G8 0 0 0 4 4 8

G9 0 0 0 5 3 8

TOTAL 0 0 0 15 11 26
C. Monitoring,
Evaluation, and
Technical
Assistance
C. Monitoring, Evaluation,and Technical Assistance
1. Accomplishment Report on the Monitoring and Evaluation of the
reading assessment and SLAC in reading
ACTION PLAN
ACCOMPLISHMENT REPORT
ACTION PLAN
ACCOMPLISHMENT REPORT
CERTIFICATES
TEACHER ENGAGEMENT REPORT
C. Monitoring, Evaluation,and Technical Assistance
2. Progress reports on the provision of technical assistance and
affectivity of the conductive interventions

ENGLISH SCHOOL READING PROFILE S.Y. 2021-2022

Non-Reader Struggling Reader

Grade
Level Male Female Total Male Female Total

Grade 7 9 3 12 10 12 32

Grade 8 5 6 11 10 9 19

Grade 9 9 3 12 1 1 2

Total 14 9 35 21 22 53

FILIPINO SCHOOL READING PROFILE S.Y. 2021-2022

Non-Reader Struggling Reader

Grade
Level Male Female Total Male Female Total

Grade 7 2 0 2 11 7 18
Grade 8 0 1 1 10 8 18
Grade 9 0 0 0 11 8 19
Total 2 1 3 32 23 55
 PHIL-IRI POSTTEST RESULT IN ENGLISH S.Y. 2021-2022

GRADE NON-READER STRUGGLING

LEVEL
M F T M F T

G7 7 1 8 6 8 14

G8 2 3 5 7 4 11

G9 5 1 6 1 0 1

TOTAL 12 5 19 14 12 26

PHIL-IRI POSTTEST RESULT IN FILIPINO S.Y. 2021-2022

GRADE NON-READER STRUGGLING

LEVEL
M F T M F T

G7 0 0 0 6 4 10

G8 0 0 0 4 4 8

G9 0 0 0 5 3 8

TOTAL 0 0 0 15 11 26
D. Partnership &
Collaboration
D. Partnership & Collaboration
1. Report on the existing partnership among stakeholders
( Involvement of Parents, Subject Teacher and other Stakeholders)
and information drive conducted.
SIGNING OF MEMORANDUM OF UNDESRTANDING (MOU) BETWEEN DOONGAN
INTEGRATED SCHOOL AND STAKEHOLDERS/PARTNERS ON “BAYANIHAN SA
PAGPABASA SA KABATAAN HONG DOONGAN” PROJECT
D. Partnership & Collaboration
1. Report on the existing partnership among stakeholders
( Involvement of Parents, Subject Teacher and other Stakeholders)
and information drive conducted.
MEMORANDUM OF UNDESRTANDING (MOU) BETWEEN DOONGAN INTEGRATED
SCHOOL AND STAKEHOLDERS/PARTNERS ON “BAYANIHAN SA PAGPABASA SA
KABATAAN HONG DOONGAN” PROJECT
D. Partnership & Collaboration
1. Report on the existing partnership among stakeholders
( Involvement of Parents, Subject Teacher and other Stakeholders)
and information drive conducted.
MEMORANDUM OF UNDESRTANDING (MOU) BETWEEN DOONGAN INTEGRATED
SCHOOL AND STAKEHOLDERS/PARTNERS ON “BAYANIHAN SA PAGPABASA SA
KABATAAN HONG DOONGAN” PROJECT
D. Partnership & Collaboration
1. Report on the existing partnership among stakeholders
( Involvement of Parents, Subject Teacher and other Stakeholders)
and information drive conducted.
MEMORANDUM OF UNDESRTANDING (MOU) BETWEEN DOONGAN INTEGRATED
SCHOOL AND STAKEHOLDERS/PARTNERS ON “BAYANIHAN SA PAGPABASA SA
KABATAAN HONG DOONGAN” PROJECT
D. Partnership & Collaboration
1. Report on the existing partnership among stakeholders
(Involvement of Parents, Subject Teacher and other Stakeholders)
and information drive conducted.
D. Partnership & Collaboration
2. Report on the funds generated/donated and services rendered
by the stakeholders in conducting reading to struggling readers.
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.
The Stakeholders/Partners during the 2 Day
Training Workshop on Marungko Approach for the
Project “Bayanihan sa Pagpabasa sa Kabataan
Hong Doongan”

S.Y. 2021-2022
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.
The Stakeholders/Partners during the 2 Day Training
Workshop on Marungko Approach for the Project
“Bayanihan sa Pagpabasa sa Kabataan Hong Doongan”

S.Y. 2021-2022
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.
The Stakeholders/Partners during the 2 Day
Training Workshop on Marungko Approach for the
Project “Bayanihan sa Pagpabasa sa Kabataan
Hong Doongan”
S.Y. 2021-2022
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.

Orientation of Parents in Using Marungko Approach through

Learning on Air Program in line with the Project “Brigada
Pabasa sa Kahanginan”

S.Y. 2020-2021
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.

Orientation of Parents in Using Marungko Approach through

Learning on Air Program in line with the Project “Brigada
Pabasa sa Kahanginan”

S.Y. 2020-2021
D. Partnership & Collaboration
3. Innovations implemented by the schools to encourage
participation and sustainability of the reading program.
E. Impact of the
Intervention
Implemented
E. Impact of the Intervention Implemented
1. Record of the learners reading improvement.

PHIL-IRI POSTTEST RESULT IN ENGLISH S.Y. 2021-2022

GRADE NON-READER STRUGGLING

LEVEL
M F T M F T

G7 7 1 8 6 8 14

G8 2 3 5 7 4 11

G9 5 1 6 1 0 1

TOTAL 12 5 19 14 12 26

PHIL-IRI POSTTEST RESULT IN FILIPINO S.Y. 2021-2022

GRADE NON-READER STRUGGLING

LEVEL
M F T M F T

G7 0 0 0 6 4 10

G8 0 0 0 4 4 8

G9 0 0 0 5 3 8

TOTAL 0 0 0 15 11 26
 ENGLISH SCHOOL READING PROFILE S.Y. 2020-2021

Non-Reader Struggling Reader

Grade
Level Male Female Total Male Female Total

Grade 7 9 3 12 10 12 32

Grade 8 5 6 11 10 9 19

Total 14 9 23 21 21 51

FILIPINO SCHOOL READING PROFILE S.Y. 2020-2021

Non-Reader Struggling Reader

Grade
Level
Male  Female Total Male Female Total

Grade 7 13 10 23 21 24 45

Grade 8 2 4 6 13 15 28

Total 15 14 29 34 39 73
 PHIL-IRI POSTTEST RESULT S.Y. 2019-2020

 PHIL-IRI POSTTEST  RESULT IN ENGLISH S.Y. 2019-2020

Independent Instructional Frustration

Grade
Level Male Female Total Male Female Total Male Female Total

Grade 7 39 35 69 27 33 60 5 3 8

Total 34 35 69 27 33 60 5 3 8

PHIL-IRI POSTTEST  RESULT IN FILIPINO S.Y. 2019-2020

Independent Instructional Frustration

Grade
Level Male Female Total Male Female Total Male Female Total

Grade 7 25 0 25 25 26 51 22 33 55

Total 25 0 25 25 26 51 22 33 55
E. Impact of the Intervention Implemented
3. Report on the effectiveness of the Intervention with MOVs.
Other MOVs