About Project Dale

1. InnoWVations:
Championing innovations in
the Schools Division of Capiz

3. Legal Basis
Regional innoWVations

4. Legal Basis
Regional innoWVations

5. Objectives
Regional innoWVations
1.Provide avenues for sharing of innovative
ideas, projects and initiatives in Curriculum
Implementation and Learning Delivery
2.Foster the culture of innovativeness in DepEd
Region VI.
3.Enhance the innovations initiated by SDOs and
schools.

6. Categories
Regional innoWVations
Literacy Innovations
Numeracy Innovations
Learning Delivery
Assessment
Learning Resource Innovations
Monitoring and Evaluation
Other innovations

7. Regional Banner InnoWVations
Regional innoWVations
LEARNING AREA/CATEGORIES TITLE
English Literacy LIBRO (Literacy Initiatives Bridging Reading Opportunities)
Filipino Literacy Kalendaryo ng Pagbasa and SURILITA
Mathematical Literacy
Scientific Literacy SP@W ( Science Process at Work)
Araling Panlipunan TIGADLUM ( Tangible and Intangible Generated Artifacts-Design of a
of Its Upkeep and Management)
MAPEH MAPEHERTS (Music, Arts, Physical Education and Health Enhancement and
Reskilling of Teaching Strategies)
TLE
SPED/Kindergarten COACH (Creating Opportunities to Activate Child’s Hidden potentials)
CIPAT ( Curriculum Implementation and Performance Assessment Tool)
EsP/ IPeD
ALS ALS Skills Package
Learning Resources LR SPRING
Assessment ARM
Monitoring and Evaluation TAMEAL

8. Regional Banner Innovations
Regional innoWVations
Literacy Innovation

9. Capiz Division Banner Innovation
Project: DALE
Developing Acumen of Learners in English

10. After a detailed analysis of Phil-IRI Test Results, Division Reading Assessment, the constant decline
of the performance in the National Achievement Test (NAT), the increasing number of frustration level
learners and the alarming result of PISA (Program for International Student Assessment), it was
determined that there is a need to redesign and enhance the reading program of the Division of Capiz.
The 3 major areas of concentration identified that needs to be addressed are (1) Reading Skills, (2)
Writing Skills and (3) Comprehension.
Premised on these findings, Project: DALE (Developing Acumen of Learners in English) is introduced.
Anchored on Dep Ed’s Every Child a Reader Program (ECARP), it’s primary goal is to address problem on
low literacy through Reading, Writing and Comprehension and provide a framework on how every
reading program be holistically undertaken. It is composed of four major components, namely:
Remedial Reading Program, Developmental Reading Program, Functional Reading Program
and Recreational Reading Program which will be developed and implemented to bridge all reading
opportunities across curriculum and all subject areas. In like manner, it is a way to provide technical
assistance to classroom teachers, to provide instructions to teachers and school heads so that they can
better teach learners identified as Non-Readers.
Project: DALE will also focus in the enhancement and developing of existing programs, innovations
and schemes adopted by every schools, making sure that these plans and ideas are correctly adhered.
I. Rationale

11. It will also familiarize teachers with facts about the learners identified as Non-
Readers and should eliminate sentiments brought about by fear of not knowing
appropriate methods of instructions.
Project: DALE proposes as well to provide extensive, vitally needed In-Service trainings
and technical assistance to teachers, both in the elementary and secondary, school
heads and department heads tagged as English Coordinators.
In conclusion, Project DALE believes that Reading, Writing and Comprehension play
a major role in literacy development. It is the foundation of all learning areas: Math,
Filipino, Science, TLE, MAPEH, AP and EsP. As Capiz Division’s literacy initiative, Project:
DALE recognizes effective reading as a vital preconditioning skill in the development of
learners in all learning areas.
In the light of the above quoted statements, commitment, keenness and depth
perception of teachers, learners and school heads toward the programs instituted by
DedEd such as Project: DALE will redound to better education, management and
understanding, generating a culture of literacy in the Division of Capiz where every
learner is a Champion Reader.

12. Project DALE aims to:
General:
1. Implement the DepEd’s Every Child a Reader Program (ECARP) in the
Division 0f Capiz.
2. Equip learners with reading skills through reading opportunities in the 4
components: remedial, developmental, functional, and recreational
reading.
3. Heighten teachers’ professional progression.
II. Objectives

13. III. THEORETICAL AND CONCEPTUAL FRAMEWORK

14. 1. Remedial Reading aims to improve decoding skills of learners through beginning reading
strategies with focus on phonological awareness, phonics, and vocabulary development and
comprehension.
2. Developmental Reading is a branch of reading instruction that is designed to support
literacy in a variety of contexts to improve comprehension and decoding skills. This
instructional approach helps bridge gaps in reading skills so that students are better equipped
to engage with more advanced content. It aims to enhance the literacy skills such as noting
details, getting the main idea, distinguishing facts from opinions, making inferences, drawing
conclusions, making inferences, inferring the mood and the tone of the selection and
sequencing events. This program targets the reading comprehension of learners in different
contexts. These literacy skills shall be enhanced by strengthening literacy instruction in all
English subjects or mainstreaming teaching of reading skills in the classroom.

15. 3. Functional Reading specifically intends to improve the competence of students in historical
and social sciences perspective, scientific and mathematics literacy and research competence.
It also aims to provide students with the necessary reading activities, materials and the skills in
different contents. Through these content area subjects, students will become more engaged in
reading and learning because all activities are anchored on a particular discipline.
4. Recreational and Enhancement Reading is designed to promote reading awareness and
genuine love for/of reading to further reach their full potential as readers and language users.
This area also caters to those who would like to read for pleasure especially during their free
time. This includes monthly celebration of reading initiatives through contests, reading expo,
shared reading, home-school reading, monthly thematic reading etc. where readers will be
provided with a variety of reading materials and activities, if available, that capitalize on their
interests to further their reading ability.

16. The following four enabling mechanisms shall serve as the means in order to effectively
implement and sustain the reading program: Teacher Professional Development, Instructional and
Developmentally-appropriate Reading Materials and Assessment Tools and Developmentally-
appropriate Reading Materials and Assessment Tools, School Leadership and Systemic Support and
Parent/Family Involvement and Stakeholders’ Support.
1. Teachers Professional Progression – Effective reading program takes into account the need
for ongoing professional development of teachers in order to create and sustain a culture of
continuous learning and continuous improvement. It can occur in traditional workshop settings
and seminars, at school during collegial meetings, and within the classroom. LAC sessions shall
also be intensified for teachers to share insights and best practices. The professional
development shall employ INSPIRE features: Impactful, Needs-based, Sustained, Peer
Collaborative, In Practice, Reflective, Evaluated (Maggiolli, 2018).

17. 2. Pilot Project-Suitable Reading Materials and Assessment Tools.
Teachers should be armed with the appropriate instructional and reading materials and
assessment tools that they will be using in the diagnosis of the reading level of the learners to
cater effective crafting of remediation activities and the determination of levelized reading
materials. To further enhance the holistic reading program, teachers need instructional
materials that will make reading instruction and reading activities engaging and motivating to
the learners. Specific trainings on the development and choice of the reading materials and
the effective use of the assessment tools have to be given importance as part of the systemic
support of the school leaders and supervisors, and stakeholders.

18. 3. School Leadership and Systemic Support - At the heart of any successful
implementation is leadership. The school leaders and supervisors need to be hands on
starting with the conceptualization of the literacy program, planning, implementation,
and post implementation. The program must be nurtured through frequent review,
regular meetings for collective discussion and troubleshooting, ongoing professional
development, implementation monitoring systems, and coaching-mentoring and
technical assistance support for continuous improvement. Assessment systems, planned
restructuring of classroom organization, and instructional time and grouping for
differentiated instruction are also part of the crucial support package that school
leaders and supervisors have to keep track on. Most notably, rewards and recognition
system must be put in place by the school/district leaders

19. 4. Involvement and Support of Stakeholder’s – School- Home-Community
partnership and collaboration are foundations for effective implementation of literacy and
reading initiatives in the school, district and division levels. Shared accountability on the
literacy development is best realized when these three main components work together
in the school system. The culture of literacy must be the key direction of the schools, the
homes and of the community. They must give premium to literacy because it will shed
light to improving the learning outcomes.

20. Teachers Professional Progression Pilot Project-Suitable Reading
Materials and Assessment Tools School Leadership and Systemic
Support
Involvement and Support
Stakeholders’
Training on Effective Diagnosis of
Reading Problems
Research-based Strategies to
Remedial/
Developmental Reading
Training on Beginning Reading
Strategies
Training on Developing
Intervention Materials in Reading
Literacy Instruction
Training on Research-based
Strategies in Teaching Reading
Content Area Reading Strategies
Developing Intervention Program
for Literacy
LAC Sessions on Enhancing the
Culture of Literacy in Schools
Utilization of contextualized LRs in
the LR Portal
Coordination and Tie Up with the
Library Hub
Teacher-developed Reading Books
and Intervention Materials
Sharing of Learning Resources in
Teaching Reading
Full involvement and accountability of
the PSDSs and the School Heads in
establishing, leading, promoting,
supporting and assessing the reading
program in the district and in the
schools
School leaders’ innovations and
initiatives in reading and literacy
Strong Emphasis on Literacy/Reading to
SIP
Literacy Advocacy Drives Initiated by
the School
Promotion the Culture of
Literacy/Reading in Schools
Intensifying Literacy Instruction in the
Classroom
Reward and Recognition of the
schools/teachers for effective
implementation of literacy/reading
program/initiatives/
innovations
Sharing of Best Practices in
reading/literacy program
Home reading activities
Parent Assisted Reading
Enhancement at Home
Follow activities at Home
Partnership and Linkages for
literacy program
Utilization of SEF for
literacy/reading program

21. IV. Other Key Features
1. Holistic (All the 4 Areas have programs and activities to cater to all learner across grade levels)
2. Strong Community Involvement
3. Continuous Assessment
4. Progressive
5. Structured
6. The use of levelized instructional materials
7. Institutionalized profiling of learners
8. Rigid follow up
9. Training and Development for Effective Reading strategies
10.Structured monitoring and Technical assistance
11.Comprehensive Plan
12.Documented Practices
13.Interactive, Innovative and Research-based Strategies

22. V. Expected Outputs
1. Training Design
2. Action Plan
3. Documentation of the Monthly Thematic reading activity
4. Levelized Reading Materials
5. Individualized Progress Monitoring of Learners
6. M and E and TA Accomplishment
7. Partnership and Linkages MOA/MOU
8. Culminating Activity
9. Video and Documents of Best Practices

23. VI. Terms of Reference
Schools Division Office
1. Take the major responsibility in the delivery and accomplishment of the identified activities.
a. Schedule activities and trainings
b. Develop activity design/program
c. Issue Division Memo
d. Conduct Orientation
e. Coordinate with resource persons
f. Consolidate implementation plan of schools (workshop output)
g. Plan and schedule monitoring and TA activities/visits
h. Monitoring and provide TA to implementing schools
i. Consolidate school reports
2. Conduct launching program and advocacy activities in promoting the division banner literacy
program.
3. Provide technical assistance on the effective implementation of the holistic reading program.

24. 4. Conduct regular monitoring and evaluation of the implementation of the programs and
activities.
5. Form literacy team which will serve as TWG of the implementation of the Division banner
program.
The members of the literacy team will do the following:
a. Coordinate with District Offices key personnel in doing other tasks.
b. Facilitate the conduct of the various activities (program, ICT, invitation letters to RPs,
attendance, certificates).
c. Make sure that all outputs will be submitted on time.
d. Keep all documentations (attendance, memo, completion report, etc).
e. Assist the EPS in the execution of her roles and responsibilities.

25. District/School
a. Conduct orientation of the teachers, parents and other stakeholders (LGU) and NGOs
involved in the literacy program
b. Campaign for support among stakeholders
c. Monitor the appropriate implementation of the program
d. Coordinate with the SDO literacy team and focal person regarding the updates on the
implementation of the program
e. Ensure that documentation and expected outputs are submitted on time.

26. VII. Monitoring, Evaluation and Sustainability
The regional monthly coordination conference shall serve as venue for monitoring the development
and implementation of the division literacy/reading program. Provision for TA assistance shall be
accorded to Division EPSs on how to effectively implement the program.
The Division Education Program Supervisor in English as focal person, the Literacy Team as TWG
and the District Supervisors shall conduct regular monitoring and Technical Assistance on the specific
concerns and program implementation to ensure smooth flow of activities and developed confidence
among school implementers. The PSDSs and Principals are encouraged to coordinate with the Literacy
Team regarding program implementation with regular monitoring and supervision, hands-on leadership,
support and guidance.
Monthly coordination meeting on literacy updates shall be conducted in the region, division, district
and the school levels.

27. VIII. Targets and Timelines
TARGETS TIMELINE
1. Launch the literacy banner program/project
Conduct Literacy advocacy drives
Conduct Reading awareness program
Year 1
2. Conduct orientation with parents and stakeholders
3. Conduct Orientation on Literacy Initiatives:
Leading the Literacy Team: PSDS and School Heads with the
Members of the Literacy Team.
4. Conduct Training on Beginning Reading
5. Conduct Training on Diagnosis of Reading Problems
6. Conduct Training on Approaches and Strategies in Remedial Reading
7. Training on Research-based Strategies in Teaching Reading
8. Training on Literacy Instruction
9. Intensify LAC sessions on Literacy
10. Conduct Monthly Thematic Reading Activities involving parents, school
leaders and stakeholders

28. Literacy is a bridge
from misery to hope.
Kofi Annan
Former Secretary-General of United Nations