The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.

1. PHASE 1: EOSY CLASS OF S.Y. 2021-2022- IMMEDIATE INTERVENTION/CATCH-UP PLAN
ACTIVITY TARGET CLIENT LEARNING
MODALITY
RESOURCES TIMELINE PERSONS
INVOLVED
EXPECTED
OUTCOME
Reading Recovery
Program
School and
remediation plan
 Individualized
grade level
reading
intervention
 Buddy
system
 Home-based
reading
 Learners who
have poor
reading skills
(fluency,
vocabulary,
phonemic,
awareness,
comprehension)
 Limited face-
to-face
 Distance
reading
 Reading at
the target
client’s
home
 Reading
Materials
 Phil-IRI
 ELLN
 EGRA
 Digital
Resources
July 11-
August 19,
2022
 School Head
 Teachers
 Parents
 Stakeholders
 Reading
Coordinators
 Improved
reading skills
of BIS Learners
 Accomplished
monitoring
Sheet per
Grade/Year
Level

2. Phase 2: BRIDGE LEARNING GAPS (SY 2022-2023) – Implementation Phase
ACTIVITY TARGET CLIENT LEARNING
MODALITY
RESOURCES TIMELINE PERSONS
INVOLVED
EXPECTED OUTCOME
Identify learners that
need remediation
Learners that did not
achieve most of the
required essential
learning
competencies
Face-to-face  Teacher’s
checked answer
sheets
 Grading sheet
June 20-July 1,
2022
 School Head
 Teachers
List of learners who have
learning gaps or did not
achieve the required
learning competencies
Start of enrichment
classes
Learners included in
the list who did not
achieve most of the
essential
competencies
 Self-Learning
Modules
 Textbooks
 Video Lessons
 LRMDS
July 11- August
5, 2022
 School Head
(Monitoring)
 Teachers
 Learners
Learners answered
activities and completed
tasks
Assessment of
Learners
 Formative and
Summative
Tests
August 8-12,
2022
 School Head
(Monitoring)
 Teachers
 Learners
Analyzed assessment
result
Interpretation of
Assessment results
 Assessment
Result
 School Head
(Monitoring)
 Teachers
Narrative Report
ACTIVITY TARGET CLIENT LEARNING
MODALITY
RESOURCES TIMELINE PERSONS
INVOLVED
EXPECTED
OUTCOME
Project CNR
Learners with
literacy
difficulties/in
conditional pass/
/poor in ENSCIMA
Face-to-Face
(Pull-out System)
 Post-Assessment Results
during the class break
 Digital Resources
 PRIMALS
 PHIL-IRI for Grade 7

First Semester
 School Head
 Assigned
Reading
Teachers
 School Reading
Coordinator
Parents
 School
Head
 Teachers
 Reading
Coordinator
RO/SDO
Monitoring
Team
Road to Recovery:
Learning Resilience
Pull-out Scheme
Description: The class
program indicates that
the classes everyday
ends at 3:00 pm for
Elementary pupils and
4:30 for students in
Grade7-10. One hour is
allotted for remedial
classes in elementary
and 30 minutes for
junior high school
learners.
Learners who are
under the frustration
level during the
conduct of Phil-IRI
pretest
Learners with literacy
difficulties/in
conditional pass/
/poor in ENSCIMA
 Sample schedule on
the shortening of
classes, and learning
remediation plan
 Utilize the Rx ADOBE
Assessment Result
in identifying the
least learned
competency
Review/Remediation
materials
First Semester
 School Head
 Assigned
Reading
Teachers
 School Reading
Coordinator
Parents
 School
Head
 Teachers
 Reading
Coordinator
RO/SDO
Monitoring
Team
Basic Components of
Reading
a. Phonemic
Awareness
b. Phonic
c. Word Decoding
d. Fluency
e. Vocabulary
f. Comprehension
 printed phrases and
sentences with pictures,
compilation of different
genres, books, Big Books,
video clips
August 2022-
June 2023
 School Head
 Assigned
Reading
Teachers
 School Reading
Coordinator
 Parents
An improved
learner’s
performance is
achieved.

3. Phase 3: SUSTAINABLE LEARNING RECOVERY PLAN (Post-Implementation Phase)
 Develop research-based instruction
and high-quality remedial tutoring
Learners
with
learning
difficulty
All types
of learners
Face-to-
face
Distance
Learning
Delivery
Mode
Remote and Technology-
based Learning
Resources
Summer
of SY
2022-2023
 School Head
 Teachers
 Reading
Coordinator
 RO/SDO
Monitoring
Team
 Artists
A re-calibrated learning plan,
instructional materials, and
assessment
Continue creation of reading
materials for everyday drills and
exercises
 Establish Learning Clinic that
provide reading and other skills or
talent
 FINAL EVALUATION
Teachers
Students
School
Face-to-
Face
Monitoring and
Evaluation Tool
End of SY
2022-2023
 School Head
 Teachers
 Reading
Coordinator
 RO/SDO
Monitoring
Team
Generated assessment
results to plan for immediate
action and adjustment for the
next school year
Prepared by: Reviewed by:
DONNA R. SABUGA-A GENER A. DAHILAN MARIFE D. BALABA, PhD
School Reading Coordinator School Principal Public Schools District In-Charge
Noted by:
GLADYS S. BANAC CYDEL P. VALMORES, Ph.D.
Education Program Supervisor OIC – Curriculum Implementation Division Chief
Recommending Approval:
ERLINDA G. DAEL, Ph.D., CESE
OIC – Assistant Schools Division Superintendent
APPROVED:
JONATHAN S. DELA PEÑA, Ph.D., CESO V
Schools Division Superintendent