1. Project RIPPLE is a reading intervention program proposed by Rodriguez National High School in Camarines Sur, Philippines to improve literacy and reduce struggling readers. 2. The program will provide intensive individual reading lessons weekly from September 2017 to February 2018 for identified low-achieving students. 3. Activities include diagnostic assessments, independent and cooperative reading lessons employing various strategies, formative assessments, and rewarding students to stimulate interest and help them gain confidence in reading.

1. Republic of the Philippines
Department of Education
Region V
DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
PROJECT PROPOSAL
1. Name of the Project:
Project RIPPLE
Reading Intervention for Proficient Performance
and Learning Enhancement
2. Type:
_____ Regular
_____ Special
3. 3. Duration
4.
September 2017-
February 2018
4. Goal/Objective/Purpose:
1. to accelerate literacy learning and reduce the
number of students struggling in reading
2. to provide an intensive, individually designed series
of reading lessons every week
3. to improve the proficiency level of students in all
the subjects
4. to maximize involvement of the stakeholders for
effective implementation of this program
5. Lead Implementing Unit/Office:
Rodriguez National High School
English Department
6. Target Recipients:
Identified students/sections
7. Partner Organization/Agencies/Persons:
Alumni and other stakeholders
8. Description/Components/Activities:
1. Pre-implementation
The Project RIPPLE is a Reading Intervention Program that supports these lowest achieving students experiencing
difficulty learning to read and comprehend. Identification of students is based on prior reading achievement,
diagnostic assessment and teacher recommendations. The Observation Survey is a standard set of individually
administered assessment tasks which include letter identification, concepts about print, word recognition, writing
vocabulary, text reading, and reading comprehension. Thus, Reading Inventory by grade level is submitted by the
designated English Teacher.
2. During Implementation
Reading Intervention teachers determine when students have successfully completed a series of lessons and can
independently employ strategies to resolve challenges encountered in their reading. As a supplementary to the
ongoing literacy activities in the classroom, teachers employ reading strategies that will make their students enjoy
the process. Here, the Independent Cooperative Learning (ICL) Classes are intended for the Remediation and
Intervention in reading disabilities to achieve the learning objectives and cope up with the learning difficulties.
Teachers devise different reading activities with the same teaching objective to develop students' varied abilities
and skills. Evidences of the reading sessions are shown in the compilation of attendance sheets, formative and
assessment outputs.
3. Post Implementation
English Teachers design interesting activities coupled with reward scheme to stimulate students' interest. It is most
important to help students overcome their learning difficulties so that they may gain a sense of achievement and
recover their confidence and interest in reading and learning. Hence, in this stage, teachers assess the progress of
students regularly and systemically. A comprehensive record provides information on the learning progress of
students and serves as a reference. With reference to the progress of teaching, teachers may decide regarding the
varied strategies to be employed. Reading Evaluation is submitted quarterly.
9. Budget:
P 1, 000.00 – materials for Reading activity sheets
10. Source of Fund:
English Department’s Instructional Materials
Prepared by:
CRISANTA A. ABAD
Proponent
Recommending Approval:
LOURDES R. NOPRE, PhD.
Secondary School Principal II
SUSAN S. COLLANO
Assistant Schools Division Superintendent
Approved by:
ARNULFO M. BALANE, CESO V
Assistant Schools Division Superintendent
ONEVision and Mission
ONECamarines Sur Division
ONEGoal: Quality Education