PROGRAM IMPLEMENTATION ACCOMPLISHMENT REPORT TEMPLATE

PROGRAM TITLE: TARA NA, TAOY’Y MAGBASA______________________________ IMPLEMENTATION PERIOD: JULY-MARCH

PROGRAM HOLDER: Kathleen Kay D. Subaldo______________________________

OBJECTIVE TARGET ACCOMPLISHMENT REMARKS

- To reduce the number of non-readers.
- The 49 identified non-readers during the
conduct of pre-reading assessment (PHIL-
IRI Pre-test) will undergo the intensive
reading intervention.
- For the month of October during the first
monitoring of achievement and gaps 18
(37%) of the identified non-readers
became decoder while 31 (63%) of them
are the gaps who will undergo the
intensive reading intervention through
pull-out system classes.
-Out of 49 identified non-readers 40
(82%) of them have shown development
in their reading skills. While 9 (18%) of
them are the remaining gaps to be catered
during summer reading camp.

-For the second phase of monitoring

conducted on the month of January 18
(37%) decoders show development in
their word recognition skills, while 22
(45%) of them are gaps for the month of
October, who are now decoders and the 9
(18%) of identified non-readers does not
show big improvements in their reading
skills.

PROGRAM IMPLEMENTATION MONITORING TEMPLATE

PROGRAM TITLE: TARA NA, TAOY’Y MAGBASA______________________________ IMPLEMENTATION PERIOD: JULY-MARCH

 PROGRAM HOLDER: Kathleen Kay D. Subaldo______________________________

INDICATORS
GOAL OBJECTIVES
PROCESS
- To reduce the - To increase the -Conduct of pull-
number of non- reading skills (at least out classes for 40-
readers. decoding skill) of the 50 minutes during
identified non- vacant time of the
readers. identified reading
teachers using Tara
Na, Tayo’y
Magbasa materials.
FINDINGS
AGREEMENT
ACHIEVEMENT (%) GAP (%)
REMARKS (Action taken to
OUTPUT ______37%_____ ______63%_____
address Gap/s)
As of October 2019 As of October 2019
-18 (37%) of -There were 18 -There are 31 -Out of 49 identified -Continue the conduct
identified non- (37%) of the (63%) of the non-readers from the of reading pull-out
readers becomes identified non- identified non- month of July are now classes using Tara Na,
decoder. readers became readers who are reduced to 31 (63%) and Tayo’y Magbasa and
decoders. still in the process they are the gaps that other materials that
-31 (63%) of of achieving at needs to have an can help struggling
identified non- least the decoding intensive conduct of readers to become
readers are still in skills in reading. reading intervention to readers.
the process of become decoders.
achieving at least -Through the conduct of
the decoding skills. pull-out system class 18
(37%) of them are now
decoders.

PROGRAM IMPLEMENTATION RESULT ANALYSIS TEMPLATE

PROGRAM TITLE: TARA NA, TAOY’Y MAGBASA______________________________ IMPLEMENTATION PERIOD: JULY-MARCH

PROGRAM HOLDER: Kathleen Kay D. Subaldo______________________________

DATA SOURCE FINDINGS CONCLUSION

-During the conduct of pre-reading
assessment (PHIL-IRI Pre-test) there are
49 identified non-readers who are subject
for the intensive reading intervention
through pull-out system.
- Result of pre-reading assessment (Phil-
Iri Pre-test).
- Through the conduct of intensive
reading intervention and pull-out system,
out of 49 identified non-readers from the
month of July, 40 (82%) of them have
shown development in their reading skills
during the first and second phase of
monitoring conducted from the month of
October and January. While the 9 (18%)
of them are the remaining gaps who will
be catered during summer reading camp.
-The conduct of intensive reading
intervention through pull-out system
really shows a big impact in decreasing
the number of non-readers. As the data
shows, 40 (82%) of the identified non-
readers showed development and
improvement in their reading skills.

PROGRAM IMPLEMENTATION ACCOMPLISHMENT REPORT TEMPLATE

PROGRAM TITLE: PROJECT C-RIGHT________________________________________ IMPLEMENTATION PERIOD: JULY-MARCH

PROGRAM HOLDER: Kathleen Kay D. Subaldo______________________________

OBJECTIVE TARGET ACCOMPLISHMENT REMARKS

 - To increase the number of instructional
readers.
- The 497 identified non-readers during
the conduct of pre-reading assessment
(PHIL-IRI Pre-test) are subject for 1 hour
reading class every day which can help
them develop their reading level.
- For the month of October during the first
monitoring of achievement and gaps, 168
(34%) of the identified frustration readers
become instructional readers while 329
(66%) of them are the gaps who will
undergo the intensive conduct of 1 hour
reading intervention and help develop
their reading level.
-Out of 497 identified frustration readers
325 (65%) of them show development in
their reading level. While the 172 (35%)
of them are the remaining gaps who will
continue the 1 hour intensive reading
intervention until the month of March.

-For the second phase of monitoring

conducted on the month of January the
168 (34%) instructional readers shows
improvement in becoming independent
readers, while 157 (31%) of them who are
gaps for the month of October are now
instructional readers and the remaining
172 (35%) of identified frustration readers
does not show big improvements in their
reading levels.

PROGRAM IMPLEMENTATION MONITORING TEMPLATE

PROGRAM TITLE: PROJECT C-RIGHT________________________________________ IMPLEMENTATION PERIOD: JULY-MARCH

PROGRAM HOLDER: Kathleen Kay D. Subaldo______________________________

INDICATORS FINDINGS
ACHIEVEMENT (%) GAP (%) AGREEMENT
GOAL OBJECTIVES ______65%______ ______35%______ REMARKS (Action taken to
PROCESS OUTPUT
As of January 2020 As of January 2020 address Gap/s)
- To make the - To increase the number -Conduct of 1 -168 (34%) of -The 168 (34%) of -The 172 (35%) of -Out of 497 identified -Continue the conduct
identified frustration of instructional readers. hour reading identified the identified identified frustration frustration readers from of 1 hour reading class
readers becomes class as frustration instructional readers readers are still in the month of July are using the Project C-
instructional readers. stipulated in the readers who as of October are process of achieving now reduced to 172 Right materials and
class program become now showing the instructional (35%) and they are the other materials that
using the Project instructional improvements in reading level. gaps that still need to can help develop their
C-Right readers are now becoming develop their reading reading level from
material. showing independent readers. level. frustration to
improvements in -Through the conduct of instructional.
becoming -The 157 (31%) of 1 hour reading class
independent identified frustration every day, 157 (31%) of - Enrol the selected
readers. readers are now them develop their identified frustration
-157 (31%) of instructional readers. reading level from readers who did not
identified frustration to show any
frustration instructional. While the improvements in their
readers are now 168 (34%) instructional reading level until the
instructional readers as of October end of school year.
readers. show improvements in
-172 (35%) of their reading skills in
identified becoming independent
frustration readers.
readers are still
in process of
achieving the
instructional
reading level.

PROGRAM IMPLEMENTATION RESULT ANALYSIS TEMPLATE

PROGRAM TITLE: PROJECT C-RIGHT________________________________________ IMPLEMENTATION PERIOD: JULY-MARCH

PROGRAM HOLDER: Kathleen Kay D. Subaldo______________________________

DATA SOURCE FINDINGS CONCLUSION

-During the conduct of pre-reading - Result of pre-reading assessment (Phil- - Through the conduct of 1 hour intensive
assessment (PHIL-IRI Pre-test) there are Iri Pre-test). reading intervention, out of 497 identified
497 identified frustration readers who will frustration readers from the month of
undergo the 1 hour intensive reading July, 325 (82%) of them show
intervention to develop their reading development in their reading skills during
level. the first and second phase of monitoring
conducted from the months of October
and January. While the 172 (35%) of
them are the remaining gaps who will
continue the 1 hour intensive reading
intervention until March.
-The conduct of 1 hour intensive reading
intervention shows a big impact in the
decreasing number of frustration readers.
As the data show, 325 (65%) of the
identified frustration readers have shown
development and improvement in their
reading level.