R epublic of the P hilippines

D epartment of E ducation
National Capital Region
Schools Division Office - Quezon City

JUDGE JUAN LUNA HIGH SCHOOL

“EVERY JUAN READS PROJECT”

Accomplishment Report

INTRODUCTION/ RATIONALE:
Reading is a fundamental skill that is crucial for success in school and in life. It is a complex process that involves the integration of various cognitive and linguistic processes, such as
decoding, fluency, vocabulary, and comprehension. Unfortunately, not all students develop strong reading skills naturally. Some students may struggle with reading due to various factors,
such as learning disabilities, lack of exposure to reading materials, and insufficient instruction.
In the Philippines, the latest data from the PHIL-IRI assessment shows that a significant number of Grade 7 students are struggling readers. This is a cause for concern, as reading is an
essential skill that is required in almost all subject areas. If students are unable to read effectively, they will face challenges in understanding concepts, engaging in critical thinking, and
communicating their ideas. This can have a negative impact on their academic performance and overall development.
To address this issue, there is a need for targeted interventions that address the specific needs of struggling readers in Grade 7. By providing support and resources that are tailored to
their unique learning needs, we can help these students to develop the skills and strategies they need to become proficient readers. This will not only benefit their academic performance
but also their personal growth and development.
Furthermore, improving the reading skills of Grade 7 students has broader implications for society. Students who can read effectively are better equipped to participate in civic life, make
informed decisions, and pursue their aspirations. They are also more likely to succeed in higher education and in the workforce, which can contribute to the overall economic and social
development of the country.
Therefore, this project proposal aims to address the pressing issue of struggling readers in Grade 7 by implementing a comprehensive intervention program that targets their specific
needs. By doing so, we hope to empower students to become confident and proficient readers who are equipped to succeed in their academic and personal pursuits and contribute to the
overall development of the country.
CONCLUSIONS:
Your project proposal addresses a significant and critical issue in the education system of the Philippines. The insights and impressions I can gather from your description are as follows:
1. **Relevance of the Issue**: The fact that a substantial proportion of Grade 7 students are struggling readers highlights a concerning gap in the education system. Reading is a
fundamental skill that forms the basis for learning across all subjects, making this issue highly relevant.
2. **Importance of Early Intervention**: The data underscores the importance of identifying and addressing reading difficulties at an early stage. Without proper intervention, struggling
readers may fall further behind, which can have long-lasting negative effects on their educational journey and overall development.
3. **Holistic Impact**: The challenges faced by struggling readers extend beyond academic performance. Their self-esteem, motivation, and ability to engage with information critically are
all at risk. By targeting these issues, your project proposal recognizes the holistic impact that reading difficulties can have on students' lives.
4. **21st Century Skills**: The project acknowledges that strong reading skills are not only crucial for academic success but also for fostering essential 21st-century skills like critical
thinking, problem-solving, and effective communication. These skills are vital for preparing students to thrive in the modern world.
5. **Empowerment through Intervention**: The proposed intervention program shows a proactive approach to empowering struggling readers. By tailoring the program to address their
specific needs, you aim to build their confidence and proficiency, helping them bridge the gap and catch up with their peers.
6. **Long-Term Goals**: The project is aligned with the long-term goal of equipping students with the necessary skills to succeed beyond the classroom. This emphasis on lifelong
learning and personal development highlights the project's vision for students' growth.
7. **Collaboration with Education System**: Collaborating with the Department of Education is crucial for the success of the project. Their support and involvement can facilitate the
implementation, monitoring, and sustainability of the intervention program.
8. **Measuring Impact**: It would be important to include a section in your proposal about how you intend to measure the effectiveness of the intervention program. Clear metrics and
evaluation methods will help assess the success of the project and guide potential improvements.
9. **Resource Allocation**: The proposal could also outline the resources required for the implementation of the program, including personnel, materials, and training. Demonstrating the
feasibility and scalability of the project is key to securing support.
10. **Community Involvement**: Involving parents, teachers, and the community in the project can amplify its impact. Engaging stakeholders and raising awareness about the importance
of reading skills could garner wider support.
Overall, your project proposal tackles a pressing issue in education and proposes a proactive solution that can potentially have far-reaching positive impacts on students' lives. It aligns
with the goal of nurturing well-rounded individuals equipped for success in both their academic and personal pursuits.
Implementing an intervention program to address the reading difficulties of struggling Grade 7 students can be a complex endeavor, and you might encounter various challenges along
the way. Here are some potential challenges and strategies to deal with them:
CHALLENGES ENCOUNTERED AND HOW TO DEAL WITH THIS CHALLENGES
1. **Identifying Struggling Readers**:
**Challenge**: Identifying struggling readers accurately can be challenging due to various factors that might contribute to reading difficulties.
**Strategy**: Collaborate closely with teachers and educational experts to develop clear criteria for identifying struggling readers. Regular assessments and progress monitoring can
help track students' improvement.
2. **Resource Allocation**:
**Challenge**: Allocating resources such as funding, materials, and trained personnel can be limited and competitive in an education system.
 **Strategy**: Advocate for the importance of the intervention program and its potential positive impact. Seek partnerships with local organizations, NGOs, or government agencies to
secure additional resources.
3. **Teacher Training and Support**:
**Challenge**: Teachers might need training to effectively implement the intervention program and provide differentiated instruction.
**Strategy**: Provide comprehensive training for teachers on effective reading instruction strategies and methods to address diverse learning needs. Offer ongoing professional
development and support to ensure teachers are equipped to manage the program.
4. **Parent and Community Involvement**:
**Challenge**: Gaining the support and involvement of parents and the community can be difficult, especially if there's limited awareness about the importance of addressing reading
difficulties.
**Strategy**: Organize workshops, seminars, and awareness campaigns for parents and the community. Explain the benefits of the intervention program and how they can contribute to
students' success.
5. **Individualized Instruction**:
**Challenge**: Struggling readers might have varied learning styles and needs, making it challenging to provide effective individualized instruction.
**Strategy**: Develop a flexible curriculum that allows for differentiation. Use assessments to tailor instruction to each student's strengths and weaknesses. Consider small group
instruction and peer tutoring to facilitate personalized learning.
6. **Sustainability**:
**Challenge**: Ensuring the longevity of the program beyond its initial implementation phase can be difficult.
**Strategy**: Build sustainability into the program's design from the start. Collaborate with educational institutions, local authorities, and stakeholders to establish a clear plan for
program continuation. Show the program's positive impact through data and testimonials.
7. **Cultural and Language Diversity**:
**Challenge**: The Philippines is culturally and linguistically diverse, and this can impact reading instruction and comprehension strategies.
**Strategy**: Adapt reading materials to reflect the students' cultural context and language backgrounds. Offer bilingual support and ensure materials are inclusive and representative.
8. **Assessment and Evaluation**:
**Challenge**: Measuring the success of the intervention program and determining its impact on student reading skills can be complex.
**Strategy**: Establish clear assessment criteria and benchmarks. Use a mix of quantitative (test scores) and qualitative (teacher observations, student feedback) measures. Regularly
analyze data to track progress and adjust the program as needed.
9. **Motivation and Engagement**:
**Challenge**: Keeping struggling readers motivated and engaged in the program can be a challenge, especially if they've experienced frustration with reading.
**Strategy**: Incorporate interactive and engaging activities into the program. Choose reading materials that are interesting and relevant to students' lives. Provide positive
reinforcement and celebrate their achievements.
10. **Resistance to Change**:
**Challenge**: There might be resistance from teachers, administrators, or students themselves to adopt a new intervention program.
**Strategy**: Clearly communicate the benefits of the program and its alignment with educational goals. Involve teachers and students in the program's development and decision-
making to create a sense of ownership.
Overall, addressing these challenges requires a combination of careful planning, effective communication, collaboration, and adaptability. By being proactive and flexible in your
approach, you can increase the likelihood of successfully overcoming these obstacles and achieving the goals of your intervention program.
I. BACKGROUND OF THE PROJECT PROPOSAL:
In the Philippines, the PHIL-IRI (Philippine Informal Reading Inventory) is a widely used assessment tool that measures the reading skills of students in different grade
levels. Based on the latest data from the Department of Education (DepEd), the results of the 2019 PHIL-IRI revealed that a significant number of Grade 7 students are
struggling readers.
According to the report, around 40% of Grade 7 students scored below the instructional level in terms of their reading ability. This means that they have difficulty
comprehending texts, decoding words, and applying reading strategies. This poses a challenge not only to their academic performance but also to their overall
development as lifelong learners.
The implications of this issue are far-reaching. Struggling readers are at risk of falling behind their peers, missing out on important learning opportunities, and
experiencing low self-esteem and motivation. Moreover, they may struggle to access information and engage in critical thinking, which are essential skills for success
in the 21st century.
Therefore, it is imperative to address the needs of struggling readers in Grade 7 and provide them with effective support to improve their reading skills. This project
proposal aims to do just that by implementing a comprehensive intervention program that targets the specific needs of struggling readers. Through this program, we
hope to empower Grade 7 students to become confident and proficient readers who are equipped to succeed in their academic and personal pursuits.
II. RATIONALE:
Reading is a fundamental skill that is crucial for success in school and in life. It is a complex process that involves the integration of various cognitive and linguistic
processes, such as decoding, fluency, vocabulary, and comprehension. Unfortunately, not all students develop strong reading skills naturally. Some students may
struggle with reading due to various factors, such as learning disabilities, lack of exposure to reading materials, and insufficient instruction.
In the Philippines, the latest data from the PHIL-IRI assessment shows that a significant number of Grade 7 students are struggling readers. This is a cause for
concern, as reading is an essential skill that is required in almost all subject areas. If students are unable to read effectively, they will face challenges in understanding
concepts, engaging in critical thinking, and communicating their ideas. This can have a negative impact on their academic performance and overall development.
To address this issue, there is a need for targeted interventions that address the specific needs of struggling readers in Grade 7. By providing support and resources
that are tailored to their unique learning needs, we can help these students to develop the skills and strategies they need to become proficient readers. This will not
only benefit their academic performance but also their personal growth and development.
 Furthermore, improving the reading skills of Grade 7 students has broader implications for society. Students who can read effectively are better equipped to participate
in civic life, make informed decisions, and pursue their aspirations. They are also more likely to succeed in higher education and in the workforce, which can contribute
to the overall economic and social development of the country.
Therefore, this project proposal aims to address the pressing issue of struggling readers in Grade 7 by implementing a comprehensive intervention program that
targets their specific needs. By doing so, we hope to empower students to become confident and proficient readers who are equipped to succeed in their academic
and personal pursuits and contribute to the overall development of the country.
I.PROGRAM OBJECTIVES:

 By the end of the third quarter, the selected students identified through PHIL-IRI as struggling readers from Grade 7 in Judge Juan Luna High School will improve their

reading comprehension skills as measured by the Philippine Informal Reading Inventory (PHIL-IRI) test.

 By the end of the third quarter, the selected students identified through PHIL-IRI as struggling readers from Grade 7 in Judge Juan Luna High School will demonstrate an

improvement in their vocabulary knowledge as measured by a pre- and post-test on targeted vocabulary words.

 By the end of the third quarter, the selected students identified through PHIL-IRI as struggling readers from Grade 7 in Judge Juan Luna High School will report an increase

in their motivation to read and a positive attitude towards reading as measured by a survey.

 By the end of the third quarter, the selected students identified through PHIL-IRI as struggling readers from Grade 7 in Judge Juan Luna High School will have improved their

reading proficiency level from below instructional to at or above instructional level as measured by the PHIL-IRI test.
II.MECHANICS:
A.
Declaration of “Every Juan Reads” Project

 It is hereby declared the action project of the Grade 7 teachers to adopt a systematic approach for struggling readers which shall:

o Utilize reading materials;

o Improve vocabulary
B.
Definition of Terms

C.
Institutional Framework

The school must create a Every Juan Reads Task Force comprised of members/representatives to implement the projects herein stated for struggling learners.

The Focal Person may coordinate with the members of the project as it may deem necessary. The School Head may approve the policies and activities to be conducted institution-wide.

The members of the Task Force on the other hand shall formulate action plans for their respective offices to complement Every Juan Reads Project of the school.