Republic of the Philippines

Department of Education
Region VIII
Division of Eastern Samar
Llorente District
BAROBO ELEMENTARY SCHOOL
Llorente

Part I Enrolment Male – 17 Female – 7 Total – 24

Drop Out Male – 0 Female – 0 Total – 0

Part II 1. Name of School: BAROBO ELEMENTARY SCHOOL

2. Project READ
3. Risk Factor Addressed: COVID – 19 Pandemic
4. Grade Level: GRADE ONE
5. Other Activities Conducted / Implemented to address the issue:
Who thinks that education will shut down because of a pandemic, thus, the
school find alternative solution to this rear catastrophic event that shock the whole world?
PABASA lunch in response to the modular approach that school is implemented, PABASA coined
with the Christian culture PABASA during Lenten Season.
This PABASA have 3 objectives:
1. To enable the pupils to recognize sounds of the letters and produce sound letters, syllables,
words, phrases, and sentences / count numbers.
2. Introduce multiple approaches to ensure pupils full ability to read /count.
3. To trend little teacher to serve as KTK in adherence to the Division Based initiated PIKTAW
ESTE.

The teacher focuses with the KTK Training to function their duty a little teacher. After 3
weeks of training, the teacher set a classroom geographically to identify 6 class homes to
compose the 24 pupils of Grade I. Each class home has 1 (KTK) who serves as their teacher, the
one divided into 3 class homes in the morning and 3 class homes in the afternoon. The teacher
and the SH are monitoring during the conduct of the KTK to ensure the safety protocol is
observed. Lesson Guide are provided by the teacher to the little teacher.
Parents are observing their pupils’ activity and the 24 pupils of Grade I can read – only 1
was considered slow learning.
6. Strengths
The positive attitude of Grade One learners
Supportive school personnel, parents, and stakeholders
Dedicated school personnel
School MOOE fund is used and other benevolent stakeholders.

7. Weakness
Children are left alone in their house because parents are working in the farm.
Sustainability of little teachers
Lack of reading materials
Lack of PPEs

8. Opportunities
Supportive Stakeholders
Identify more class homes nearer to the pupils.
Presence of vacant houses in the community for class home use
Stakeholders` donations (financial and school/office supplies)
 9. Threats
Pupils are at risk of COVID exposure.

10. Proposed Solutions to sustain Strengths

Regular monitoring of Learner’s attendance.
Sustain the harmonious relationship among school personnel.
On-time submission of liquidation for on-time release of MOOE.

11. Proposed Solution to Address Weaknesses

Train more little teachers in higher grades
Proper scheduling / Time management
Print instructional learning materials
Schools procure PPEs for Teachers and learners to use
Encourage parents to assist three children

12. Proposed Strategies for Accessing Opportunities

Strengthen networking and social mobilization to gains full support from school
benefactor’s support

13. Mitigation Measures to address Threats

Encourage parents and pupils to COVID-19 vaccination
Always observe Health Protocol

14. Learners Situation and Challenges

Active participation of learners’ despite of Pandemic
Some pupils cannot report to their class home to distance from their homes.

Prepared by:

RHODORA C. BADURIA
PABASA Implementer

DANILO C. BOCO
School Head

Noted :

MERILYN S. CAMPANERO

Principal In- charge

PROJECT IMPLEMENTATION
PROJECT PABASA