Final-Present-Project_BULIG.pptx

14 October 2022 Department of Education Region VIII 1
Project R8 BULIG
Building and Upgrading Learning Interventions and Gains

Objectives:
 Orient the participants on the components of the project;
 Gain inputs on the need to come up with literacy and
numeracy interventions;
 Craft action plan to establish an active collaboration between
and among stakeholders making sure that interventions bring
about significant gains; and
 Express appreciation and commitment for the project
implementation.

Project Rationale

Project Rationale
The Department of Education has stepped up its efforts to
ensure that every learner becomes an effective reader.
This effort strives to improve every learner's reading ability
and foster a reading culture, which is a required skill in all
curriculum areas.
Hamon: 3 Bs (Bawat Bata Bumabasa)
Source: DepEd Order No. 173, s. 2019

Project Rationale
It aims to help Filipino children develop literacy and numeracy abilities and
attitudes that will help them succeed in life. Its specific goals are to improve the
reading and numeracy skills of Kinder to Grade 3 students.
Early Language Literacy and Numeracy Program (ELLNP)
Source: DepEd Order No. 12 s. 2015
Pedagogical Retooling in Mathematics, Languages, and Sciences (PRIMALS)
for Grades 4-6 and Junior High School and PRIMALS Plus for Senior High
School

Project Rationale
For numeracy as clearly laid down in the
mathematics framework for Philippine Basic Education, its
curricula empower students across grade levels to “learn
to learn” and cause them to better understand and use
mathematics in everyday life.
Basic Education Mathematics Framework
Source: K to 12 Curriculum Guide, Department of Education

Project Rationale
4.1.1 underscores that proportion of children and young people:
 (a) in grades 2/3;
 (b) at the end of primary ;
 (c) at the end lower secondary …
achieving at least a minimum proficiency level in (i) reading
and (ii) mathematics
The 2030 Agenda for Sustainable Development
Source: https://data.unicef.org/sdgs/goal-4-quality-education/

Project Rationale
It is undeniably noteworthy that
comprehension in both literacy and numeracy
activities is critical to achieving positive learning
results. Therefore, teaching, learning, and
PISA-like assessment in Project R8 BULIG
must be grounded on the Bloom's Taxonomy's
multiple levels of thinking.
BLOOM’S TAXONOMY
Source: https://www.bloomstaxonomy.net/

Project Rationale
Project Guide for Instructions Yielding Archetype
(GIYA) Teachers is aligned with the Key Reform Area
on teachers’ upskilling and reskilling, especially
focused on instruction or teaching-learning delivery.
This is done by having class visitations and
conversation (Kumustahan) with the teachers to
celebrate their successes and to provide technical
assistance.
Project GIYA or Guides for Instructions Yielding Archetype Teachers

KITE
K to 12 Curriculum review and update;
Improvement of learning environment;
Teachers’ upskilling and reskilling; and
Engagement of stakeholders for support and
collaboration.
Sulong Edukalidad Four Key Reform Areas

Regional Literacy Status in Kindergarten in terms of
Language, Literacy and Communication
Source: Source: PROMEDS Q1 of 2022 (First Quarter)
Beginning % Developing % Consistent %
21617 23.19 47102 50.53 24489 26.27

Regional Literacy Status in Grade 1 Mother Tongue
Source: Comprehensive Rapid Literacy Assessment (CRLA) Dashboard as of May 9, 2022)

Regional Literacy Status
in Grade 2 Mother Tongue and Filipino

Regional Literacy Status in Grade 3 Mother Tongue, Filipino, and
English

Grade 1 Literacy Status in Mother Tongue
As of July 25, 2022
Source: https://bit.ly/R8_CRLADashboard

Grade 2 Literacy Status in Mother Tongue and Filipino
As of July 25, 2022

Grade 3 Literacy Status in Mother Tongue, Filipino and English
As of July 25, 2022

Regional Literacy Status in Filipino (Grades 3-6)
Source: Phil-IRI Data _PROMEDS Q3 of 2021 (Fourth Quarter)
Filipino Phil-IRI
Grade
Level
Enrolm
ent
Indepe
ndent %
Instruct
ional %
Frustrat
ion %
Grade 3 47879 29770 62.18 31095 64.94 10180 21.26
Grade 4 56600 26918 47.56 24741 43.71 7709 13.62
Grade 5 62242 30287 48.66 27048 43.46 7888 12.67
Grade 6 62264 30967 49.73 27145 43.60 7704 12.37
Total 228985 117942 51.51 110029 48.05 33481 14.62

Regional Literacy Status in English (Grades 4-6)
Source: PROMEDS Q3 of 2021 (Fourth Quarter)
English Phil-IRI
Grade Level Enrolment Independent % Instructional % Frustration %
Grade 4 58947 22487 38.15 27024 45.84 10200 17.30
Grade 5 62723 25303 40.34 30160 48.08 10336 16.48
Grade 6 62919 26213 41.66 29681 47.17 9966 15.84
Total 184589 74003 40.09 86865 47.06 30502 16.52

Regional Literacy Status in English (Grades 7-12)
No available data for Junior and Senior High School; the
region is yet to craft a reading assessment tool for these
grade levels.

Regional Numeracy Status
Source: ProMEDs Quarter 1 of 2022
This is based on the Regional Unified
Numeracy Test given to Grades 1 to 10.

Source: KITE Journal, K to 12 Issues and Trends Explored, Research Journal Volume 1, Quarter 4, No. 4, 2021.
Recommendation from the study on the K to 3 Teachers’
Competencies on Literacy and Numeracy conducted by the
Human Resource Development Division (HRDD)
… learners having difficulty in reading be
enrolled in a special reading program

Number of Learners within Grade Range ‘Not Meeting
Expectation’ and ‘At Risk of Failing’
Source: ProMEDs Q1 of 2022
0 20 40 60 80 100 120 140 160
Grade 1
Grade 2
Grade 3
Grade 1 Grade 2 Grade 3
At Risk of Failing in the Next
Quarter
29 28 25
Did Not Meet Expectation
(Below 75)
136 125 120
Mother Tongue
0 50 100 150 200 250
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
At Risk of Failing in the Next
Quarter
54 19 30 28 42
Did Not Meet Expectation (Below
75)
216 178 141 127 164
English

Number of Learners within Grade Range ‘Not Meeting
Expectation’ and ‘At Risk of Failing’
Source: ProMEDs Q1 of 2022
0 50 100 150 200
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
At Risk of Failing in the
Next Quarter
29 27 28 27 27 39
Did Not Meet
Expectation (Below 75)
162 184 101 87 99 120
Filipino
0 50 100 150 200 250
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
At Risk of Failing in
the Next Quarter
31 24 30 29 27 40
Did Not Meet
Expectation (Below
75)
220 158 129 114 100 150
Mathematics
2831
613
0
5000
Did Not Meet Expectation (Below 75)
At Risk of Failing in the Next Quarter
TOTAL NUMBER OF LEARNERS NOT
MEETING EXPECTATION AND AT RISK OF
FAILING

14 October 2022 27
Project R8 BULIG, or Building and Upgrading Learning Interventions and Gains upholds a renewed
commitment to education among instructional leaders, school and community stakeholders to recover
learning losses and manage the impacts of Covid-19 and other emergencies in education.
It has a multi-faceted literacy and numeracy intervention program designed to help struggling learners
in the two areas to master the competencies expected at their grade levels or allow them to improve
their current reading/literacy or numeracy level.
This project embraces all types of learners including Inclusive Education such as Alternative Learning
System (ALS), Madrasah Education Program (MEP), Indigenous Peoples’ Education (IPEd), and Special
Education (SPEd).

General Objective
The Project R8 BULIG aims to contribute to DepEd’s goal of developing
holistic learners equipped with 21st Century Skills by improving the literacy and
numeracy abilities of struggling learners across grade levels and learners in the
Special Education (SPEd), Indigenous Peoples’ Education (IPEd), Madrasah
Education Program (MEP), and Alternative Learning System (ALS).

Specific Objectives
a. showcase notable literacy and numeracy interventions implemented by the
region, divisions, and schools;
b. establish an active collaboration between and among stakeholders in
deciding learning interventions that bring about significant gains;
c. provide teachers with necessary help on approaches, materials, and
assessment mechanisms; and
d. help struggling learners achieve the expected skills in
reading and computational operations at their grade levels.

Enabling Objectives
a. Strengthen the implementation of literacy and numeracy intervention
programs of SDOs through stakeholders’ awareness, support, and
collaboration concretized through Memorandum of Agreement (MOA);
b. Assess and bridge the gap in reading/numeracy proficiency of learners;
c. Equip teachers across grade levels, LSAs, and volunteers with pedagogies/
strategies in teaching literacy and numeracy concepts;

Enabling Objectives
d. Enrich teaching and learning with appropriate reading materials
and engaging activities;
e. Monitor and evaluate the project implementation as basis for necessary
technical assistance and redirection; and
f. Recognize SDOs, schools, and teachers with efficient reading
intervention program implementation.

14 October 2022 32
Components:
1. Learners
2. Assessment
3. Capacity Building
4. Curriculum and Delivery
5. Learning Resources
6. Advocacy
7. Partnership
8. Monitoring and Evaluation
9. Awards and Recognition
Project Framework

Project Component
Learners
The beneficiaries of Project BULIG are the following:
• Kindergarten learners under “Beginning” Level;
• Grades 1 to 3 learners whose reading profile fall under “Full Refresher”
per CRLA results;
• Grades 3 to 10 learners whose reading profile is considered as
“Frustration” based on the Phil-IRI data;
• Grades 1 to 10 non-numerate learners; and
• Grades 1-12 Learners who may not have mastered the
expected competencies.
• Learners under the Inclusive Education ALS, MEP, IPEd, and SPEd who
manifest difficulty in literacy and numeracy

Project Component
Early Grade Reading Assessment (EGRA)
Comprehensive Rapid Literacy Assessment (CRLA)
Philippine Informal Reading Inventory (Phil-IRI)
Regional Unified Numeracy Test (RUNT)
Multifactored Assessment Test (MFAT)
Functional Literacy Test (FLT)
Assessment for Basic Literacy (ABL)
Teacher-made Formative Test
Assessment

Project Component
• Re-orientation on the selected topics from ELLN-DAP training
Two-track Method in Explicit Teaching
Cloze Reading
Critical Literacy
Numeracy Strategies and Activities
Art of Questioning (BLOOMS Taxonomy and HOTS)
Capability Building

Project Component
• Inventory of least learned literacy and numeracy competencies
• Designing appropriate activities and materials as interventions to
correct learning gaps and enrichment/enhancement to improve skills
 Consider struggling readers and non-numerates as the primary targets
 Provide enhancement/enrichment to other learners performing at their
expected grade levels and those showing in advance levels
Note: A toolkit shall be provided with the suggested approaches and
activities in literacy (reading and writing) and numeracy.
Curriculum and Delivery

Project Component
Learning Resources
Contextualized literacy and numeracy materials and manipulative toys
Primer Lessons (Hard Copy and *Electronic Version)
KAALAM Apps
KAARAM Apps
KATAO Apps
MGLR Apps
PHET Interactive Simulations
Parent’s Teaching Guide
Contextualized Lesson Plans
Note: The teacher may use other age-appropriate and relevant materials.
Thus, the SDOs are encouraged to do the following:
• Conduct inventory of available learning resources and gap analysis;
• Prepare learning resources plan, needs-based and contextualized LRs;
and
• Share best learning resources among schools divisions.

Project Component
1. Activities
• Learning Summit or Learning Congress
• Posting on DepEd R8 Facebook Page
• Live Streaming in DepEd Sumat Ha Otso
• Announcement among Circles of Information Officers
• Broadcast in Local TV and Radio Stations
• Release of Memorandum
• Bandillo/Public Address System
• ALS Roadshow
2. Materials
• Flyers
• Fans
• Mugs
• Tarpaulins
Advocacy

Project Component
Partnerships
1. Local Government Units (LGUs)
2. National Government Agencies (NGAs)
3. HEIs (SUCs/LUCs)
College Students’ Civic Welfare Training Service (CWTS); Adopt-
A-Child
4. Local/international Non-Government Organizations
5. Learning Support Aides (parents, teacher-retirees, alumni, SK officials
who possess literacy and numeracy expertise)
6. External Donors (community – alumni, private entity, etc.) for the Book
Donation and School/District Book Exchange (big and small books)
7. Medical Team for LWDs medical assessment

Project Component
Monitoring and Evaluation
To ensure effectiveness on the implementation of the project, the
Regional and Schools Division offices are expected to:
•Conduct weekly/monthly/quarterly “Kumustahan” and close
monitoring as well as provide technical assistance to ascertain
significant learning gains among the identified struggling learners;
•Gather feedbacks from the implementers as basis for improvement
and adjustment; and
•Submit the required consolidated reports to
deped.clmd@deped.gov.ph.

Project Component
Awards and Recognition
DepEd Regional Office shall recognize the Division Offices, schools,
teachers, LSAs, and community stakeholders with effective reading
instruction and project implementation during the Reading Summit in
November, 2022. Criteria for the recognition shall be aligned with DepEd
Memorandum No. 173, s. 2019, Hamon: Bawat Bata Bumabasa.

Process Flow
SUPPLIER INPUT PROCESS OUTPUT CUSTOMER
S
Schools Division
Office
School
Administrators and
Teachers (where
struggling learners
are found)
*LSAs, Volunteers,
LGUs, and other
community
stakeholders
Advocacy
Partnership (LGUs, LSAs and Volunteers, and
Book Donors)
Assessment (Organized Classes with struggling
learners per EGRA, CRLA, PHIL-IRI, and
Regional Numeracy Test Results)
Capability Building to Teachers , LSAs,
Volunteers
Curriculum and Delivery (Reading
Intervention/ Remediation Plan Matrix and
Reading/Numeracy Interventions/ Toolkits
Learning Resources (Reading/Numeracy
Materials
Monitoring and Evaluation (Periodic
Literacy/Numeracy
Project R8 BULIG
Process
Teachers , LSAs,
Volunteers provided with
additional KSAs on
literacy and numeracy
Learners achieving
literacy and numeracy
skills at their grade levels
Accomplished
Monitoring Tool
Division, School, Teacher,
LSA, Volunteer awarded
and recognized
Learners

14 October 2022 Department of Education Region VIII
Process Implementation
Consultation,
TWG
Formation,
and
Launching of
Project BULIG
Training of
Literacy/
Numeracy
Mentors
(Teachers/LS
As/Parents/V
olunteers),
Organization
of Classes,
Selection of
Appropriate
Intervention
Implementa
tion of the
Project
(RO/SDO
Intervention
s, Activities,
and
Materials)
Periodical
Assessment/
Monitoring
and Analysis
of Results
Communicati
on of
Findings and
Recommend
ations
Awards and
Recognition
and
Phase 3 : Implementation
Phase 2 : Preliminary
Phase 1 : Planning Phase 4 : M&E Phase 5 : Celebrating Gains
May-June 2022
October-March 2022
July - September2022 August - May 2022 June 2022

Implementation Guide
Activities Actions/Strategies
1. Conduct of Consultative Meeting with
Field Experts
• Gather inputs from the invited literacy and
numeracy experts for the enhancement of the
project concept and coverage
2. Launching of Project BULIG • Launch Project R8 BULIG
• Orientation on the project

3. Re-orientation of Literacy /
Numeracy Mentors (Teachers /
LSAs / Parents / Volunteers)
• Ask SDOs to submit lists of schools with organized classes
of identified struggling learners in literacy and numeracy
• Re-orient the mentors on the RO Interventions
• Conduct capability building activities
4. Implementation of the
Project (RO/SDO
Interventions, Activities, and
Materials)
• Synergize all efforts and activities under each of the project
components to make sure all offices and units are in sync
with all other implementers
• Design (SDO) literacy/numeracy interventions/Adopt RO
suggested interventions
• Employ the suggested activities and use the materials

5. Periodical Assessment / Monitoring
and Analysis of Results Communication of
Findings and Recommendations
• Conduct periodic assessment and monitoring
(KUMUSTAHAN) of the project implementation
• Analyze results to determine the effectiveness
of the interventions and extent of significant
gains
• Present the results and findings of the learner’s
assessment and monitoring activities to the
literacy and numeracy mentors.
• Discuss areas for improvement, possible
interventions and recommendations.
• Share to the field the results and
recommendations to education leaders and
other stakeholders.

5. Celebrate Gains • Conduct of Reading Summit Cum Regional
Awarding Ceremony to celebrate gains of the
project/reading interventions

Implementation Mechanics/Arrangement
Functional Division Roles and Responsibilities
Curriculum and Learning
Management Division
(CLMD)
• Leads in the overall implementation of the project
and shall coordinate with RO Functional Divisions
and SDO key personnel for the smooth and
effective implementation of the project.

Education and Support
Services Division
• Takes charge in seeking out and forming
partnerships through forging Memorandum of
Agreement (MOA) with local government units,
National Government Agencies such as
Commission on Higher Education (CHED), HEIs
(SUCs and LUCs), DSWD, other non-government
organizations (local and international), as well as
public and private persons.

Administrative Division • Assists in the selection of LSAs with expertise in
literacy and numeracy who can make significant
contributions to the recovery of learning losses.
• Releases contextualized policy on LSAs/volunteer’s
services to be considered/credited as points for
teacher’s ranking when applying for teaching position
• Collaborates with the CLMD in the giving of
Certificates of Recognition to LSAs

Finance Division • Facilitates/allows the release of funds necessary for
the seamless and successful implementation of the
project.
Human Resource
Development Division
• Facilitates the conduct of the capability building
activities that shall equip the teachers, LSAs, ALS
Mobile Teachers, and college student-volunteers
with the needed knowledge, skills, and attitudes for
the smooth and successful operation of the project

Quality Assurance Division • Leads in the development of monitoring tools
in the implementation of the reading
programs/interventions and the entire project.

Field Technical
Assistance Division as
Regional M&E Team
*RFTACT/composite team
with members from the
different functional
divisions)
• Works closely with the CLMD and other FDs to
validate the SDO submitted reports to further
monitor and evaluate the implementation of
project; and
• Provides technical assistance to the SDOs,
schools, and teachers in the project
implementation through the Project
HARAMPANG TA.

Policy Planning
and Research
Division
• Leads in the management and advocacy in conducting
action and basic researches on literacy and
numeracy and in showcasing results during research
conferences
• Make inventory of conducted researches on literacy and
numeracy and allow for reporting of the finding application
• Provide support and TA in the conduct of research
Note:
 Include JHS and SHS students in as
participants/respondents/subjects
 Explore other studies for the improvement of the project
and for DepEd policy review and recommendation related
to literacy and numeracy

Function
al
Division
Roles and Responsibilities
Schools
Division
Offices
(SDOs)
• Assign Focal Person/s for Project R8 BULIG preferably the
Division Reading and Numeracy Coordinators
• Validate reading and numeracy data.
• Design/Upgrade reading intervention programs based on the
assessment results
• Implement the project and related interventions
• Monitor and evaluate the implementation
• Provide technical assistance to schools and teachers in the project
implementation.
• Submit consolidated reports from schools to the Regional Office

Functional
Division
Roles and Responsibilities
Schools • Assign Focal Person/s for Project R8 BULIG preferably the
School Reading Coordinators who should be Master Teachers;
• Assess reading and numeracy abilities of learners using the
existing tools;
• Design/Upgrade reading intervention programs based on the
assessment results;
• Implement the project and related interventions
• Monitor and evaluate the implementation
• Provide technical assistance to schools and teachers in the
project implementation.
• Submit reports from schools to the divisions and to the Regional
Office.

Quality Assurance Process
Every venture's success is dependent on positive learning outcomes,
as evidenced by the achievement of goals.
intervention
processes are
followed
developmental
activities are
carried out
appropriate
resources are
used

Effectiveness Evaluation
Setting benchmarks with an initial
evaluation is critical for constantly
monitoring the effectiveness of a
program or project.
Project Review and
Adjustment
Periodic Informal
Assessment
Project
implementati
on
monitoring

Successful
Practices
Issues and Gaps
Model to be
followed
Used to
redirect/modify
project
strategies
Periodic
monitoring/Assess
ment/Review and
Adjustment
Effectiveness Evaluation

1 Corinthians 10:31
So, whether you eat or drink, or whatever
you do, do all to the glory of God.

Project R8 BULIG
Building and Upgrading Learning Interventions and Gains

Final-Present-Project_BULIG.pptx

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