Project Initiative Plan

1. ABC+: Advancing Basic Education in the Philippines
Clifford G. Estrellado
Principal I
Project Initiative Profile
Please refer to the last page for the rubric and rating guide.
For Individual Submission Region: 4A Division: San Pablo City
Name:
Position: Training Group:
For Group Submission
Focal Person:
Members: (3 members including Focal Person)
Group member 1 Position
Group member 2 Position
Project Initiative Title:
Producing Good Readers through Project SMMES-GPP and Structured
Literacy Instructions
Selected Strand for Project Initiative: Contextualized Literacy Approaches
Implementation Modality: Reading Intervention Programs

2. ABC+: Advancing Basic Education in the Philippines
PROJECT INITIATIVE PLAN
I. Project Initiative Brief
Program Proponent Clifford G. Estrellado
Program Owner/s Sta. Maria Magdalena Elementary School (SMMES)
Target Learners Grade 1 to Grade 3 (total of 28 learners)
Number of Batches and
Proposed Implementation Date
August 2024 to April 2025
Proposed Venue SMMES (Grade 1 to Grade 3 classrooms and Gulayan)
Total Proposed Budget Php 5,000.00
Proposed Continuing Professional
Development credit units (if any)
II. Project Initiative Background and Rationale
School Shared Vision: (State your School Shared Vision in the text box provided below)
By the end of SY 2024-2025, the Sta. Maria Magdalena Elementary School envisions itself growing in a new normal as
a learner-centered public institution that produces
S-trong physically

3. ABC+: Advancing Basic Education in the Philippines
M-entally developed
M-orally and spiritually guided
E-motionally strengthened and
S-ocial responsible learners
through the help of transformative administrators, highly competent teachers, committed stakeholders, and cooperative
community members.
SMMES believes that holistic development of learners can only be achieved if they will become instructional and
independent readers. Thus, the school is committed to make every Batang Magdalena a good reader by employing a
structured literacy instruction which prepares learners to decode words in an explicit and systematic manner and through
Project SMMES-GPP (Sama-samang Magbasa at MATHuto, Edukasyon ay SCIgurado sa Gulayan sa Paaralan na
maganda at Produktibo).
SMARRT Goal:
By the end of SY 2024-2025, (28 out of 28) or 100% of the frustration and non-reader levels from Grade 1 to Grade 3
learners at Sta. Maria Magdalena Elementary School are good readers (instructional and independent readers) through
Project SMMES-GPP and structured literacy instructions employed in classes by their English and Filipino teachers.

4. ABC+: Advancing Basic Education in the Philippines
III. Project Initiative Description
Discussion Points:
In connection with the DepEd Order 12, s. 2020, Adoption of Basic Learning Continuity Plan in light of the COVID 19,
Public Health Emergency, the school will continue to reach its goal of providing quality education for every learner and
implement the school projects through bringing together education partners and experts to help all learners read and
count and become functionally literate and numerate. Project SMMES (Sama-samang Magbasa at Mathuto, Edukasyon
ay Sigurado) is a project under the BE-LCP and SIP of the school, and it will serve as a platform to synergize efforts and
resources to address education related challenges especially on literacy, numeracy and Science. It will also create
opportunities for all stakeholders to contribute possible solutions to the current gaps in the country’s education system,
especially in equipping the learners with 21st century skills.
In connection with this, Sta. Maria Magdalena Elementary School is continuously conducting this project which aim to
strengthen the reading, numeracy, and Science proficiency of every learner and help nurture the culture of reading,
counting, and discovering. The project also aims to minimize or totally eradicate the learning losses and gaps brought by
pandemic among our learners.
The College of Teacher Education at Laguna State Polytechnic University – San Pablo City Campus (LSPU-SPCC) is
one of our primary partners who will take part of this school’s project to uplift the performance of every learner by providing
tutorial sessions and activities in Reading, Mathematics, and Science. The Project SMMES-GPP (Sama-samang
Magbasa at MATHuto, Edukasyon ay SCIgurado, sa Gulayan sa Paaralan na maganda at Produktibo) will be used in
this Project Initiative Plan. Also, the English and Filipino teachers from Grade 1 to Grade 3 will employ structured literacy
instruction in their classes.
Based on the SY 2023-2024-Mid-Year Contextualized Assessment Data for Reading, intensive reading interventions
must be employed in the KS1 learners because:
• only 28.05% (23 out of 82) are instructional readers and 37.80% (31 out of 82) are independent readers in Literacy
(English);
• there are 34.15% (28 out of 82) who are still non-readers and frustration readers in literacy (English);

5. ABC+: Advancing Basic Education in the Philippines
IV. Target Stakeholders’ Description
Discussion Points:
Participants to this PIP are the following:
School Head as the program proponent and coach/mentor, technical assistance provider, and monitoring official
PSDS as technical assistance provider
1 Master Teacher as the coach, mentor, technical assistance provider
3 grade 1-3 teachers as literacy teachers/implementers
LSPU-SPCC College of Teacher Education faculty members and students as partners in tutorial sessions
Parents and Guardians to provide resources and support for extending learning at home
V. Workplace Application (WAPP) Project or Job-Embedded Learning
Discussion Points:
The literacy leader/principal will orient KS1 teachers on the structured literacy instruction. The KS1 teachers will conduct
initial assessments to identify the learners’ strengths and weaknesses in literacy skills. They will use diagnostic
assessments to determine the specific areas of need, such as phonological awareness, decoding, fluency, vocabulary,
and comprehension.
• 35.37% (29 out of 82) are instructional readers and 50.00% (41 out of 82) are independent readers in Literacy
(Filipino) and
• there are 14.63% (12 out of 82) who are still non-readers and frustration readers in literacy (Filipino).

6. ABC+: Advancing Basic Education in the Philippines
The literacy leader/principal and the master teacher will conduct regular classroom observations and coaching and
mentoring sessions to the KS1 teachers on different strategies for phonological awareness, phonics, decoding, fluency,
vocabulary, and comprehension.
The KS1 teacher will provide opportunities for learners to apply and integrate literacy skills across different texts and
contexts. They will offer plenty of guided and independent practice to reinforce learning and build automaticity. Also,
GESI, LEA and SEL are to be applied not only in the crafting and selection of materials and providing activities but also
in managing their learners. They will continuously assess learners’ progress using formative assessments to adjust
instruction accordingly. They will monitor growth in literacy skills over time to ensure effective intervention. They will tailor
instruction to meet the individual needs of each learner, providing additional support or challenge as necessary. They will
modify instruction based on ongoing assessment data and observations of learners’ progress. Informal regular oral
reading assessment will be done to check the reading progress of the 28 learners as the beneficiaries of this project.
While standardized reading assessment will also be given on a quarterly basis to determine the reading level.
The literacy leader/principal will encourage parents and guardians to be involved in the instructional process by providing
resources and support for extending learning at home. He will also collaborate with the faculty members and students of
the College of Teacher Education at LSPU-SPCC to share insights, strategies, and resources for supporting learners'
literacy development. He will stay informed about current research and best practices in structured literacy instruction and
share these with the teachers. He will also encourage teachers to participate in professional development opportunities
to enhance instructional effectiveness and stay abreast of emerging trends and developments in the field.

7. ABC+: Advancing Basic Education in the Philippines
VI. Design
Day/
Time
Session Objectives
At the end of the
session, participants
will be able to:
Outputs Topic/Content
Highlights
Methodology Nominated Project
Team Members
Resources
May 2024
May 2024
(last
week)
be familiar with the
structured literacy
instruction; GESI, LEA,
and SEL
Reading
Intervention Plan
applying the
structured
literacy
instruction,
GESI, LEA, and
SEL
Orient teachers on
the steps or
procedures in the
structured literacy
instruction and
about GESI, LEA,
and SEL
Focus Group
Discussion
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
July 2024
July 29,
2024
use the data to date as
baseline
List of learners
in grades 1-3
who belong to
frustration and
non reader
levels based on
Phil -IRI pre-test
Discussion of status
of every learner
using the pre-test
data
Focus Group
Discussion
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE

8. ABC+: Advancing Basic Education in the Philippines
July 30-
31, 2024
identify the learners’
strengths and
weaknesses in literacy
skills
List of specific
areas of need,
such as
phonological
awareness,
decoding,
fluency,
vocabulary, and
comprehension
Discussion of needs
of every learner
using the
diagnostic
assessments
Focus Group
Discussion
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
August 2024
August
2024 (1st
week)
Involve
parents/guardians in
the instructional
process by providing
resources and support
for extending learning
at home; and
collaborate with LSPU-
SPCC faculty members
and students to share
insights, strategies,
and resources for
supporting learners'
literacy development
MOA/MOU with
LSPU-SPCC and
Parents’ Pledge
of Commitment
Orient parents, and
LSPU-SPCC faculty
members and
students about the
PIP
General Assembly SH, Grade 1 to 3 parents
and guardians
LSPU-SPCC faculty
members and students
Human and
material resources
funded by the
school MOOE

9. ABC+: Advancing Basic Education in the Philippines
August
2024
(1st
week
to 4th
week)
design activities in
developing
phonological
awareness, including
rhyming, syllable
segmentation,
blending, and
segmenting sounds
within words
List of activities
in developing
phonological
awareness,
including
rhyming, syllable
segmentation,
blending, and
segmenting
sounds within
words
Discussion of
activities and
strategies in
developing
phonological
awareness,
including rhyming,
syllable
segmentation,
blending, and
segmenting sounds
within words
Coaching and
Mentoring Session
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
September 2024
Septemb
er 2024
(1st
week
to 4th
week)
teach the relationship
between letters
(graphemes) and their
corresponding sounds
(phonemes)
systematically; and
use multisensory
techniques such as
using manipulatives,
tapping out sounds,
and visual aids to
reinforce learning.
List of wide
range of
activities for
phonics that fell
like a game
Discussion of wide
range of activities
for phonics that fell
like a game
Coaching and
Mentoring Session
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE

10. ABC+: Advancing Basic Education in the Philippines
October 2024
October
2024
(1st
week
to 4th
week)
provide explicit
instruction in decoding
skills, including
sounding out words
and applying phonics
rules to read
unfamiliar words; and
teach strategies for
recognizing common
sight words and
irregularly spelled
words.
List of strategies
for recognizing
common sight
words and
irregularly
spelled words.
Discussion of
strategies for
recognizing
common sight
words and
irregularly spelled
words.
Coaching and
Mentoring Session
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
November 2024
Novembe
r 2024
(1st
week
to 4th
week)
develop fluency
through repeated
reading of connected
text; and
use modeling, guided
practice, and feedback
to help learners
improve their reading
rate, accuracy, and
expression.
Feedback form Discussion of
feedback to help
learners improve
their reading rate,
accuracy, and
expression.
Coaching and
Mentoring Session
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
December 2024

11. ABC+: Advancing Basic Education in the Philippines
Decembe
r 2024
(1st
week
to 2nd
week)
teach vocabulary
explicitly, including
word meanings, word
relationships
(synonyms,
antonyms), and
context clues; and
use strategies such as
word maps, semantic
webs, and word
associations to deepen
understanding.
List of strategies
in teaching
vocabulary
explicitly
Discussion of
strategies in
teaching
vocabulary
explicitly
Coaching and
Mentoring Session
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
January 2025
January
2025
(1st
week
to 4th
week)
teach comprehension
strategies such as
predicting,
summarizing,
questioning,
visualizing, and
making connections;
and
scaffold instruction by
gradually increasing
the complexity of texts
and supporting
learners as they apply
comprehension
strategies
independently.
List of
comprehension
strategies
Discussion of
comprehension
strategies
Coaching and
Mentoring Session
SH, Grade 1 to 3
teachers
Human and
material resources
funded by the
school MOOE
August 2024 to April 2025

12. ABC+: Advancing Basic Education in the Philippines
August
2024-
April
2025
provide reading
interventions to KS1
learners through
structured literacy
instructions and
Project SMMES-GPP
all KS1 learners
are instructional
and independent
readers
structured literacy
instructions and
Project SMMES-
GPP
Tutorial sessions and
employing structured
literacy instructions in
English and Filipino
classes
Grade 1 to 3 teachers
College of Teacher
Education students
from LSPU-SPCC
Material resource
August
2024-
April
2025
Determine the reading
progress and level of
the grades 1 to 3
learners in the list of
non-readers and
frustration after the
teachers had applied
structured instruction
literacy
Regular oral
reading
assessment
result /report
Quarterly test
result of Phil IRI
Reading
assessment
schedules
Post test to be given
to the learners at the
list
Master teacher Material resource
Prepared and Submitted by:
Clifford G. Estrellado
Principal I

13. ABC+: Advancing Basic Education in the Philippines
Checklist of the Components of the Project Initiative Plan (I-IV)
CHECKLIST OF THE COMPONENTS OF THE PROJECT INITIATIVE
PLAN (I – IV)
(As a participant, you can refer to this list as a guide in developing your Project
Initiative Plan)
FOR FACILITATOR
ONLY
YES NO
1. The program proponents are indicated.
2. The target learners and stakeholders are specified with descriptions.
3. The specific duration and schedule of implementation are specified.
4. The areas/locality covered by the project is specified.
5. The proposed budget is consistent with the MOOE.
6. The School Shared Vision was improved from the first draft
7. The SMART Goals were improved from the first draft.
8. The kind of intervention used was described and explained.
9. Other related literacy programs were connected to the description of the
Project Initiative.
10. The interventions used the concepts and models taught in the ISPD
Program.
11. The selection of stakeholders was explained.
12. The relevant demographics of the stakeholders were described.
Output Result:
0
Choose an item.
Output Result Guide: If score is more than 8, “Satisfied”;
If below 7, “Not Satisfied”
Click or tap here to enter text.
Name of Facilitator