MEMORANDUM No. _paq_s. 2019 TO FROM Republic of the Philippines Department of Education National Capital Region ‘SCHOOLS DIVISION OFFICE OF NAVOTAS Bagumbayan Elementary School Compound 'M. Naval St., Sipac-Almacen, Navotas City Email add. navotas.cty@deped.cov ph Tel. No. 351-57-07, 332-77-64 OIC- Assistant Schools Division Superintenden| Chief Education Supervisors Education Program Supervisors Public Schools District Supervisors Public Elementary and Secondary School Pring Assistant’ Schools Divisign Superintendent OIC- Office of Schools/ivision Superintendent SUBJECT : IMPLEMENTATION GUIDELINES ON SCHOOL-BASED READING PROGRAM IN FILIPINO & ENGLISH FOR ELEMENTARY AND SECONDARY LEVELS (S.Y. 2019-2020) 1 Pursuant to DepEd Order 47 s. 2017, or Every Child A Reader Program and in connection to our Division Education Development Target No. 4 (Improve literacy levels of all learners in the Division), this office announces the implementation of the School-based Reading Program in 0 and English for Elementary and Secondary Levels S.Y. 2019-2020. The program aims to: a. Attain zero non-reader in all public elementary and secondary schools within the division; b. Reduce number of frustration readers through systematic and targeted competency-based and whole-school literacy interventions; c. Provide meaningful literacy enhancement and interventions that both cater to struggling and independent readers. The program is guided by the SDO-Navotas School-based Reading Program Framework (see enclosure 1). Further, to ensure unified implementation of this year-round program, a Reading Program Delivery Framework is ¥\ Form Ni ONE DepEd, ONE Navotas eae Optimize. Nurture. Excel 9001:2015 Jo. CID-006-0developed together with the Timeline of Activities that highlight the important dates and activities to be carried out (see enclosure 2). 4, For SY 2019-2020, the Navotaas Unified Education Awards now include Achievement Award on School-based Reading Program. The following are the indicators for this category. ‘a. Zero non-reader in Filipino for Grade One and in both Filipino (L1) and English (L2) across other grade levels (Grades 2-12). b. 80% reduction of frustrated readers at the post-assessment in Filipino for Grade One and in both Filipino (L1) and English (L2) across other grade levels (Grades 2-12). ©. 70% increment of independent readers at the post-assessment in Filipino for Grade One and in both Filipino (L1) and English (L2) across other grade levels (Grades 2-12) 5. Schools are enjoined to create contextualized program of activities depending on the needs of the learners and the school. Please see enclosure 3 for best practices in school-based reading programs in SDO Navotas that can be adopted to further enhance the program's effectiveness to learners’ reading achievement levels. 6. For the elementary level, PHIL-IRI assessment material will be used from the Group Screening Test, Pre-Test up to the Post-test for L1 and L2. On the other hand, assessment materials in high school are division developed. The Education Program Supervisors in English and Filipino will provide these tools for the schools. 7. The Phil-IRI assessment process will be used for the elementary level. Please follow the guidelines indicated in the Philippine Informal Reading Inventory 2018 Manual 8. For the secondary, the following process should be done: a. Implement reading pre-assessment using the division developed reading pretest. b. Analyze the pre-test result to identify the learners who will participate in the intervention program to wit: «Ifthe learner achieves 90% comprehension of the pretest passages (obtained a score of 14-15), he/she will be classified as independent reader and therefore shall be referred to any literacy enhancement program of the school (journalism, leadership etc.) * Ifthe learner achieves 75% comprehension (score of 9-13), he/she will be classified at the instructional level. «Ifthe learner's comprehension level falls below 50% (obtained a score lower than 8), the student will be classified as reading at the frustration level. ET ONE DepEd, ONE Navotas ae : Optimize. Nurture. Excel. 9001:2015 Form No. C1D-006-0* Those learners who will obtain instructional and frustration reading levels shall be subjected to school-based reading intervention program. 9. Schools should focus on tracking each learners achievement in the program through continuous assessment. All are enjoined to craft Learner Reading Profiles and Reading Tracking Tools (see sample on enclosure 4) which will be needed in the validation and evaluation of reading programs. 10.All expenses relative to this program shall be charged to MOOE or local fund subject to usual accounting and auditing rules and regulations. 11.Immediate and wide dissemination of this memorandum is desired. RSS ONE DepEd, ONE Navotas 180 Certified: Optimize. Nurture. Excel. 9001:2015 Form No. CID-006-0Enclosure 1: SDO-Navotas School-based Reading Program Framework “de | resting | Wont | Monitoring eso Technical (tiger nec ‘Assistance and 1 Evaluation anee Support ‘The school-based reading program is anchored on various national and local policies and programs pertaining to literacy development of learners including the Every Child A Reader Program, ‘SDO Navotas Division Education Development Plan Target #f 4, DO 14's, 2018, DO 12s. 2015 and DO Bs. 2015. At the heart of the program is its beneficiaries, the learners, who are imbued with ‘comprehension skills (identifying, predicting, visualizing, questioning, connecting and evaluating) and ‘who are equipped with the competencies on learning to read and reading to learn. ‘The development of these literacy skills should be a whole-school responsibility. Effective instructional leadership engage not only the reading teachers but all subject teachers. This also requires the involvement of the entire school community and other stakeholders like parents, LGUs, NGOs and private groups so that everyone has stake in the literacy achievement of learners. To operationalize this goal, four methodologies will be employed. First, active learning strategies should be used by teachers to promote student-centered and constructivist learning processes. Active learning refers to instructional techniques that allow learners to participate in learning and teaching activities, to take the responsibility for their own leaming, and to establish connections between ideas by analyzing, synthesizing, and evaluating. Second, literacy instruction, or the use of strategies before, during and after reading a text to maximize students’ comprehension should be applied. Literacy instruction encompasses strategies for aclive engagement of learners in the development of their comprehension skills. Third, continuous assessment refers to an assessment process that is undertaken over time which will help teachers in providing necessary support for students as they undergo diagnostic, formative and summative assessment of their reading skills. Lastly, the use of high-interest reading materials refers to the utilization of reading texts that has comprehensible input for learners. To ensure success of the program provision for technical support and assistance shall be provided by the assigned Education Program Supervisors, while monitoring and evaluation will be ‘conducted by the Public Schools District Supervisors. ai ONE DepEd, ONE Navotas ay Optimize. Nurture. Excel. 900%:2018 Form No. CID-006-0livery Framework & Timeline of Activities Enclosure 2: Reading Program D Sern Coen naer cu seen (neecoieks ieueauea) 1, Administration of reading 1. Implementation of school. 1. Administrotion of post-test pretest based reading program. (last week of Nov) + K 102 (school + Intervention for 2. Preparation of reading developed) those srugating rogram docaments first two + Grades 3-6 (Phi) reeders. weeks of December) + Grades 7-10 (division + Eshancement for 3. Evahition and validation developed) independent Ithird week of December, + Grades 11-12 [division readers 2019 ~ 2nd week of Jonvcry, developed) 2. Division monitoring and 2020) 2. Analysis of results for review (EPS ond PSDS) 4. Dissemination of resuls(2"4 profiling of students week of Jonvory) 26 week of June through 2° 2© week of July through third Last week of November, 2019 week of July, 2019 week of November, 2019 through 3"! week of January, 2020, Activity Pa 1. Division and school planning and June 10-14, 2019 meetings 2. Administration of GST and Pretest (Phi-IRI) for elementary and Division June 17-28, 2019 Developed Pretest (for secondary) 3,_Evaluation and analysis of pre-test June 01-05, 2019 4, Submission of pretest result and reading program matrix of activities ulystO. 2012 5, Conduct of school-based reading ‘Second week of July programs. to 1% week of December ‘Schedule of Monitoring, Evaluation and 2 week of August Technical Assistance 2" week of Sept 2° week of Oct 2° week of November 7. Administration of post-test + week of December 8._ Validation of Results 2 to 3 week of January Leone ee ee ae OME DepEd, ONE Navotas eae Optimize. Nurture. Excel. 9001:2015 Form No. CID-006-0Enclosure 3: Best Practices in School-Based Reading Program 1. Peer reading programs - independent readers tutor instructional level readers in a systematic and programmatic way. 2, Reading Corners - provision of print rich reading environment that foster love and motivation for reading 3. Contextualized Reading Materials - teacher developed reading resources that feature localized and relatable situations which further boost motivation to reading 4. Parents as Reading Assistants - PTA members or any interested parents are trained to provide literacy instruction to selected students. 5. Home-school connections - Provision of intervention activity worksheets where parents are obliged to provide focused reading activities with their children 6. Action Research on Reading - Teachers use the action research process to document specific cyclical literacy interventions to identified specific group of learners. 7. Progress Monitoring Records/ Tracking Forms - Teachers devise progress monitoring charts on reading that can be displayed in the classroom or appended on students reading portfolios. 8. Strong external stakeholders support in literacy/reading projects - Schools develop partnerships and linkages that enrich resources for reading interventions and enhancements. 9, Reading program well embedded in the SIP - Principals ensure that programs, projects and activities pertaining to literacy are well articulated in the School Improvement Plan to ensure funding and reduce out-of-pocket spending of teachers. 10.Well-structured remedial reading program - Reading program is competency-based and well-targeted anchored on the literacy needs of the learners. There is continuous assessment (diagnostic, formative and summative) and provision for consistent follow-up and support. 11. Harmonized Reading and Feeding Program - Learners are given food ‘support for afterschool reading programs to keep them nourished and energized. nt ONE DepEd, ONE Navotas ar i Optimize. Nurture. Excel 9001:2018 Form No. CID-006-0Enclosure 4: Sample Learner Reading Profile and Reading Tracking Tools (These tools are non-prescriptive. Schools may develop their own tracking and profiling tools based on the context of their school-based reading programs) LEARNER READING PROFILE Grade and Section: Name of Learner Pretest Reading Level Reading Needs 7. Asuncion, Jay Frustration Slow reader; sentence level comprehension problems. 2. Avila, Vincent Instructional Making inference, Drawing conclusion 3. 4. LEARNER READING TRACKING TOOL Grade and Section: Week 1: Main Idea NAMES. fl 2 3 4 OME DepEd, ONE Navotas ie ; Optimize. Nurture. Excel. 9001:2015 Form No. CID-006-0