ACTIVITY COMPLETION

REPORT
OF PROJECT RESCUE
in DAMASO BRIONES
ELEMENTARY SCHOOL
for the SY 2022-2023

CAROL C. SANTOS TESSIE D. BATALLONES PhD

English Leader/ Reading Chairperson School Head

_JULY 20, 2023

Date of Submission
TABLE OF CONTENTS
Title Page
Table of Contents
Rationale/Objectives
Approved Reports
Project Proposal
Action Plan
Others
List of Non-Decoders
Grade 1-5 ( Pre-Test, Midyear and Post)
List of Non-Comprehenders
Grade 1-6
Activities Done for the Non-Decoders and non-Comprehenders
Pre-Implementation
Implementation Proper
Post Implementation
Administration of Literacy Profiling in English
Pretest
Midyear
Post Test
Utilization of the Reading Materials
Non-Decoders
Non-Comprehenders
Analysis and Interpretation of Assessment Results
Pretest
Midyear
Post Test
Comparative Results among the three
Reading Progress Reports
Individual Reading Progress Reports
Summary Reading Progress Reports
Monitoring ang Evaluation Plan
Sustainability Plan/Ways Forward
References
Documentation
Activity Completion Report of Project RESCUE
 I. Introduction/Rationale

The Department of Education has also delivered and implemented

various programs, projects to eradicate the learning poverty. The Division
has come up with its innovative intervention to address the learning losses
in literacy which is the Project RESCUE (Recovery and Engagement of
struggling readers through Curriculum Updates and Explicit instruction).

These guidelines aim to set clarification and specification on the

utilization of reading materials for non-decoders and non-comprehenders
across key stages which primarily target to address the learning gaps on
literacy and create a culture of reading in every school.

These will help the teachers on how to utilize and gives emphasis on
explicit instruction in teaching reading particularly for non-decoders and
non-comprehenders using the develop reading materials and assessment
tools to address the learning gaps on literacy.

The Department of Education has enhanced the implementation of the

DM No. 173,s. 2019: Hamon: Bawat Bata Bumabasa program in alignment
with the K to 12 Basic Education Program. This initiative aims to cultivate.
literacy skills in Filipino children, fostering lifelong learning. The 3Bs
initiative
is grounded on the needs of the learners and will develop succeeding
interventions for them to acquire reading and comprehension skills. The
initiative also recommends six elements of reading (oral language,
phonological awareness, phonics, vocabulary, fluency, and
comprehension)
that learners must understand and be able to use in combination to learn
how to read. Its primary objective is to equip elementary learners with
strategic reading and writing skills, empowering them to become
independent readers and writers. Moreover, the program includes a year-
long training for teachers, enabling them to develop multiple literacies and
independent problem-solving abilities.

Division Memorandum No. 187. s. 2022, this Office hereby

issues the Utilization Guidelines of the Reading Materials for Non-
Decoders and Non-Comprehenders is the answer to the learning
poverty bought to us by COVID-19. The Division has come up with its
innovative intervention to address the learning losses in literacy which
is the Project RESCUE (Recovery and Engagement of Struggling
readers through Curriculum Updates and Explicit instruction) The
project is a remediation-oriented intervention program, it’s a learners-
specific, school-classroom based intervention program, promotes
learning and development of school heads and teachers and involves
diagnostic and periodic assessment of learners’ performance.
 Based on the data gathered in PHIL IRI pre-test last September
30, 2022, out of 107 learners from Grades 4-6, who underwent the
PHIL IRI assessment in English, 9 are still non-decoders, are labeled
under the 47 frustration level, 29 are under instructional, and 22 are
already independent readers while the data gathered in EGRA-English,
out of 96 learners from Grades 1-3, who underwent the EGRA
assessment, only 77 of the 96 assessed learners can identify the
correct way of reading (Component 1- Orientation to Print), 81 can
name letters (Component 2-Letter Name Knowledge), 56 can identify
letter sounds (Component 3a- Letter Sounds Knowledge), and 61 can
identify the beginning letter sounds (Component 3b-Beginning Letter
Sound). Furthermore, 24 of learners were able to read familiar words
(Component 4-Familiar Word Reading), 28 were able to decode
invented words (Component 5- Invented Word Decoding), 22 were able
to read a short passage (Component 6a-Oral Passage Reading), 24
were able to answer reading comprehension questions (Component
6b-Comprehension), 18 were able to answer listening comprehension
and 14 were able to write the given letters (Component 8 – Dictation
and Writing).
The data above are the result of PHIL IRI and EGRA pre-test result of
Damaso Briones Elementary School.

II. Approved Reports

III. List of Non-Decoders
IV. List of Non-Comprehenders
V. Activities Done for the Non-Decoders and Non-Comprehenders
A. Pre-Implementation
B. Implementation Proper
C. Post Implementation

(attach here the activities you conducted from the planning phase, to
implementation phase, till the post implementation phase. If you include
photos, write simple captions)

VI. Administration of Literacy Profiling in English

A. Pre test
B. Midyear
C. Post Test

(attach here the processes/mechanisms you did during the literacy

profiling. If you include photos, write simple captions)

VII. Utilization of the Reading Materials

A. Non-Decoders
B. Non-Comprehenders

(attach here the processes/mechanisms relevant to the utilization of the

reading materials. If you include photos, write simple captions)
VIII. Analysis and Interpretation of the Assessment Results
A. Pretest Results
B. Midyear Results
C. Post Test Results
D. Comparative Results among the three

(Present the data in Bar/line/pie graph. Then properly analyze and

interpret the data. For your guidance, refer to the following:)

(remove these slide decks in your final report)

 IX. Reading Progress Reports
A. Individual Reading Progress Reports
B. Summary Reading Progress Reports

(attach here the signed/checked individual reading progress reports and summary
reports)

X. Monitoring and Evaluation Plan

(attach here your accomplished monitoring and evaluation plans)

XI. Sustainability Plans/Ways Forward

(write here your school’s plans for your non-decoders and non-comprehenders.
Are they going to be part this National learning Camp? How about next school
year? What are your plans/ways forward?)

XII. References

(if any, especially the sources you included in the introduction/rationale part)

Prepared by:

CAROL C. SANTOS
English Leader/Reading Chairperson

Checked by:

TESSIE . BATALLONES PhD

School Head

Date of Submission:

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