ABC+: Advancing Basic Education in the Philippines

Project Initiative Profile

Region: V Division: CAMARINES SUR

Name: JEROME A. CAO
Training
Position: TEACHER-IN-CHARGE
Group:
For Group Submission
Focal Person:
Members: (3 members including Focal Person) Position of Members:

Project Initiative
FAMILY: Fostering Active, Meaningful Integration of Learning with ICT
Title:
 Literacy Leadership
 Contextualized Literacy Approaches
Selected Strand for Project
 Home Partners Literacy Programs
Initiative: (check the theme that
 School Climate, GESI and SEL
applies)
 Literacy Instructional Materials Development
 Literacy Professional Development
 Capacity Building
Implementation  Reading Intervention Program
Modality: (check the  Materials Contextualization/Enhancement/Development
modality that applies)  Creation or Strengthening of Existing Programs/Systems
 Support to Parents/Home Learning Partners
 ABC+: Advancing Basic Education in the Philippines

PROJECT INITIATIVE PLAN

I. Project Initiative Brief
Program Proponent JEROME A. CAO

Program Owner/s DANLOG ELEMENTARY SCHOOL

6 TEACHERS, 2 VOLUNTEER TEACHER 18 INSTRUCTIONAL READER AND FRUSTRATION

Target Learners
READERS

K-1 TEACHERS, V.TEACHERS AND KEY LEARNERS- SEPT.2024-MARCH 2025 (INSET)

Number of Batches and
Proposed Implementation
Date K-2 TEACHERS AND V.TEACHERS - SEPT.2024-MARCH 2025

Proposed Venue DANLOG ELEMENTARY SCHOOL

Total Proposed Budget 12,000.00

Proposed Continuing
Professional Development
credit units (if any)
 ABC+: Advancing Basic Education in the Philippines

II. Project Initiative Background and Rationale

School Shared Vision:
At DANLOG Elementary School, we are committed to cultivating a dynamic learning environment where literacy and technology serve as the foundation for student
success and personal development. By 2027, we aim for every student to become proficient in reading, writing, speaking, and listening, while also developing essential
digital literacy skills to excel in an ever-changing world.

We understand that strong literacy and ICT skills are crucial for students to think critically, embrace lifelong learning, and contribute meaningfully to society. Our
instructional approach integrates evidence-based strategies with cutting-edge technology, tailored to meet individual learning needs and designed to inspire a love of
reading, discovery, and digital exploration. Our passionate educators will continuously enhance their teaching abilities, leveraging technology to enrich the learning
experience and ensure top-quality literacy education.

We are dedicated to supporting students through innovative teaching methods, effective integration of ICT tools, collaboration with families and the community, and a
shared commitment to excellence. By blending traditional literacy skills with modern digital competencies, we prepare our students to thrive in a technology-driven
world.

SMART Goal: (State your School Shared Vision in the text box provided below. Please take note you can further improve your SMART Goal based
on the developments of your Project Initiative Plan)

Here are the revised SMART goals incorporating ICT integration for each strategy:
1. Phonemic Awareness: By the conclusion of the 2024-2025 school year, introduce a focused phonemic awareness program for Key Stage
1 (KS1) students, incorporating digital tools such as phonics apps and interactive software. The goal is to boost the proportion of learners
achieving proficiency in phonemic awareness by 20%. This will be achieved through daily digital activities and games that improve
students' ability to recognize and manipulate sounds, with progress monitored through assessments conducted before and after the
program.
2. Interactive Reading Sessions: Over the 2024-2025 academic year, conduct weekly read-aloud and shared reading sessions with KS1
 ABC+: Advancing Basic Education in the Philippines

students, incorporating digital reading platforms and e-books to increase engagement and comprehension scores by 15%. Success will be
measured through student feedback, comprehension assessments, and the use of digital tools to foster a love for reading and improve
understanding of the material.
3. Phonics Instruction: Throughout the 2024-2025 school year, implement weekly phonics instruction using digital resources such as
phonics games and interactive whiteboard activities. The aim is to boost engagement and improve comprehension scores by 15%.
Progress will be tracked through student feedback and assessments, with the goal of nurturing a passion for reading and enhancing
students' understanding of texts.
4. Vocabulary Development: By the close of the 2024-2025 academic year, establish a digital word wall and implement vocabulary-building
apps and activities to increase Key Stage 1 (KS1) students' average vocabulary knowledge by 20%. Progress will be assessed through
vocabulary quizzes and classroom observations, with the goal of enhancing students' language skills and improving their reading
comprehension through digital tools.
5. Writing Skills Development: During the 2024-2025 academic year, integrate digital writing tools and interactive drawing-and-labeling
apps into the KS1 curriculum. The aim is to enhance early writing skills, including coherence and legibility, with a target of increasing the
percentage of students demonstrating these abilities by 15%. Progress will be evaluated through digital writing samples and assessments.
6. Family and Community Engagement: During the 2024-2025 academic year, organize four family literacy workshops and two community
reading events, incorporating digital platforms for virtual participation and interactive resources. The goal is to increase participation by
30%. Success will be tracked through attendance records, feedback surveys, and engagement with digital literacy tools, focusing on
strengthening literacy support both at home and within the community.
7. Teacher Professional Development: Throughout the 2024-2025 academic year, offer 20 hours of professional development on literacy
strategies, including the effective use of digital tools and resources. The objective is for 100% of teachers to complete the training and
successfully implement the new strategies and ICT tools in their classrooms. Effectiveness will be evaluated through observations and
assessments of implementation in teaching practices.
8. Assessment and Monitoring: By the end of the 2024-2025 academic year, establish a new digital system for tracking and monitoring
 ABC+: Advancing Basic Education in the Philippines

literacy progress, including monthly online assessments for Key Stage 1 (KS1) students. The goal is to enhance the accuracy of progress
tracking by 20%, as measured by assessment data and reports. This will enable timely interventions and provide tailored support using
digital platforms to better meet students' needs.
 ABC+: Advancing Basic Education in the Philippines
III. Project Initiative Description
 ABC+: Advancing Basic Education in the Philippines
The project initiative at DANLOG Elementary School is dedicated to advancing literacy and numeracy among Key Stage 1 (KS1) learners through a comprehensive improvement program. This initiative
involves a range of targeted interventions, including specialized classroom training, phonics instruction, interactive reading sessions, vocabulary-building activities, and early writing skill development,
all enhanced by the integration of ICT tools.

Program Implementation: The program will be executed through structured classroom training and small group instruction, complemented by ongoing professional development for teachers and
tailored support for students. ICT tools, such as digital reading platforms, interactive whiteboards, and educational apps, will be incorporated to enrich learning experiences and improve both literacy
and numeracy skills. Additionally, the initiative will actively engage families and the community, utilizing digital platforms for virtual workshops and interactive resources to support literacy and
numeracy development.

Building on Previous Efforts: Building on previous and ongoing literacy and numeracy efforts, this initiative incorporates best practices and recent research into the existing framework. It addresses
identified gaps in phonemic awareness, phonics, early writing skills, and numeracy, and aligns with future goals by setting clear, measurable targets and employing innovative teaching methods,
including ICT integration. Key prerequisites include conducting baseline assessments of current literacy and numeracy levels and developing a structured professional development plan for educators
that includes training on digital tools.

Major Content Areas and Methodologies:

1. Phonemic Awareness: Implement daily activities and games designed to improve sound recognition and manipulation through interactive digital tools and apps. Use multimedia resources to
engage students in phonemic activities that enhance their ability to recognize and manipulate sounds.
2. Phonics Instruction: Apply a systematic phonics program with daily lessons supported by phonics-based digital games and interactive whiteboard activities. Utilize educational apps to reinforce
letter-sound correspondence and decoding skills in an engaging manner.
3. Interactive Reading: Conduct weekly read-aloud and shared reading sessions, incorporating digital reading platforms and e-books to boost student engagement and comprehension. Utilize
interactive features of digital texts to enhance understanding and foster a love for reading.
4. Vocabulary Development: Use digital word walls and vocabulary-building apps to expand students' language knowledge and usage. Incorporate interactive vocabulary exercises and online
quizzes to reinforce new words and their meanings.
5. Writing Skills: Integrate digital writing tools and interactive drawing-and-labeling apps into the curriculum to develop early writing skills and coherence. Use online platforms for students to
create and share their writing, receive feedback, and track their progress.

Integration with School Improvement Strategies: This initiative is a vital element of the broader literacy and numeracy enhancement program aimed at fostering a culture of continuous improvement
in reading, writing, speaking, listening, and numerical skills. It integrates with the school's overall improvement strategies by focusing on foundational literacy and numeracy skills and aligning with
broader educational goals. By incorporating ICT tools and setting specific, measurable targets, the initiative supports the school’s mission to create a vibrant learning environment with a strong
emphasis on literacy and numeracy.

By integrating ICT, this initiative enhances student outcomes, refines teaching practices, and increases family and community involvement, aligning with the school’s improvement plan and addressing
key areas for development.
 ABC+: Advancing Basic Education in the Philippines

IV. Target Stakeholders’ Description

The selection process for stakeholders in the literacy improvement initiative at DANLOG Elementary School was carefully designed to include those
directly involved in or impacting the literacy development of Key Stage 1 (KS1) learners. Key stakeholders identified include:

 Teachers: KS1 educators who will be responsible for delivering literacy instruction and benefiting from targeted professional development.
 Students: KS1 learners who will be the primary recipients of the literacy interventions.
 Parents and Families: Guardians and caregivers who play a crucial role in supporting literacy development at home.
 School Administrators: Leaders who will oversee the implementation of the program and manage resource allocation.
 Community Members: Local partners and organizations involved in literacy-related activities that support the program.

Inclusiveness and Equity:

 Relevance: Stakeholders were selected based on their direct influence on and benefit from literacy initiatives, ensuring that those most affected
by and involved in literacy instruction are engaged in the process.
 Diverse Representation: Efforts were made to include a diverse group of stakeholders, representing different roles and backgrounds. This
ensures that a variety of perspectives and needs are considered, promoting inclusiveness.
 Equitable Access: The selection process considered the need to address diverse learning needs and backgrounds, including teachers with varying
levels of experience and families from different socio-economic backgrounds to support equity.

Relevant Demographics:

 Gender: The stakeholder group includes balanced gender representation among teachers and administrators, with a focus on ensuring literacy
resources and interventions are accessible to all students regardless of gender.
 Age: The stakeholders encompass various age groups, from young KS1 learners to teachers, parents, school administrators, and community
members.
 Geographical Assignments: Stakeholders are primarily from the local community, including families within the school’s catchment area and local
organizations, ensuring the program is tailored to the specific needs and context of the community served by DANLOG Elementary School.

By focusing on these criteria, the initiative ensures a comprehensive and equitable approach to improving literacy outcomes, making the program
 ABC+: Advancing Basic Education in the Philippines

effective, relevant, and supportive for all participants involved.

V. Workplace Application (WAPP) Project or Job-Embedded Learning

The selection process for stakeholders in the literacy improvement initiative at DANLOG Elementary School was carefully designed to include those
directly involved in or impacting the literacy and numeracy development of Key Stage 1 (KS1) learners. Key stakeholders identified include:

 Teachers: KS1 educators who will be responsible for delivering literacy and numeracy instruction and benefiting from targeted professional
development, including training on effective use of ICT tools and resources in the classroom.
 Students: KS1 learners who will be the primary recipients of the literacy and numeracy interventions, including digital literacy tools and
interactive learning platforms to support their development.
 Parents and Families: Guardians and caregivers who play a crucial role in supporting literacy and numeracy development at home. The initiative
will provide access to digital resources and platforms for home-based learning and engagement.
 School Administrators: Leaders who will oversee the implementation of the program and manage resource allocation, including the integration
of ICT tools and ensuring equitable access to technology for all students.
 Community Members: Local partners and organizations involved in literacy and numeracy-related activities that support the program, including
digital literacy initiatives and community-based educational resources.

Inclusiveness and Equity:

 Relevance: Stakeholders were selected based on their direct influence on and benefit from literacy and numeracy initiatives, ensuring that those
most affected by and involved in literacy instruction and ICT integration are engaged in the process.
 Diverse Representation: Efforts were made to include a diverse group of stakeholders, representing different roles and backgrounds, ensuring
that a variety of perspectives and needs are considered. This includes providing access to and training on ICT resources that cater to diverse learning styles and needs.
 Equitable Access: The selection process considered the need to address diverse learning needs and backgrounds, including teachers with varying
levels of experience and families from different socio-economic backgrounds. This includes ensuring that all stakeholders have equitable access to ICT resources and
digital literacy tools.
 ABC+: Advancing Basic Education in the Philippines

Relevant Demographics:

 Gender: The stakeholder group includes balanced gender representation among teachers and administrators, with a focus on ensuring literacy
and numeracy resources and interventions are accessible to all students regardless of gender.
 Age: The stakeholders encompass various age groups, from young KS1 learners to teachers, parents, school administrators, and community
members, ensuring that digital tools and resources are appropriate and effective for each age group.
 Geographical Assignments: Stakeholders are primarily from the local community, including families within the school’s catchment area and local
organizations. This ensures the program is tailored to the specific needs and context of the community served by DANLOG Elementary School, with ICT integration
addressing local needs and resources.

By focusing on these criteria, the initiative ensures a comprehensive and equitable approach to improving literacy and numeracy outcomes,
incorporating ICT to make the program effective, relevant, and supportive for all participants involved.

VI. Design
VII. Day/Time Session Objectives Outputs Topic/Content Highlights Methodology Nominated Project Team Members Resources

Day 1: At the end of the session, - Phonemic - Introduction to - Interactive - Literacy - Phonemic
Monday, 9 participants will be able to: 1. Awareness Activity Phonemic Awareness - Lecture - Group Coach - Awareness Materials
AM - 12 Understand the importance of Plans - Assessment Effective Phonemic Discussions - KS1 Lead - Sample Assessment
PM phonemic awareness in early Tools for Phonemic Awareness Activities - Hands-on Activity Teacher Tools - Digital
literacy. 2. Implement effective Awareness Integrating Digital Creation Phonics Apps
phonemic awareness activities in Phonics Apps
the classroom.
Day 2: At the end of the session, - Phonics - Overview of Systematic - Workshop - - Literacy - Phonics
Wednesday, 9 participants will be able to: 1. Lesson Plans - Phonics Instruction - Lesson Plan Specialist - Instruction Guides -
AM - 12 PM Apply systematic phonics Phonics Creating Effective Phonics Development - Reading Phonics Games and
instruction techniques in their Activity Lessons and Activities - Peer Review Specialist Materials - Phonics
 ABC+: Advancing Basic Education in the Philippines
teaching. 2. Design engaging Samples Utilizing Phonics Software Software
phonics-based learning activities.
Day 3: At the end of the session, - Read-Aloud and - Strategies for - Demonstration - - Literacy - Selection of Read-
Friday, 9 participants will be able to: 1. Shared Reading Effective Read-Aloud - Role-Playing - Coach - Aloud Books -
AM - 12 Conduct engaging read-aloud and Session Plans - Interactive Questioning Group Feedback Experienced Questioning
PM shared reading sessions. 2. Utilize Interactive Techniques - Using E- Read-Aloud Techniques Resources
interactive questioning techniques Questioning books and Interactive Facilitator - E-books and
to enhance comprehension. Techniques Handout Digital Texts Interactive Digital
Texts
Day 4: At the end of the session, participants - Vocabulary- - Techniques for - Interactive - Literacy - Vocabulary
Monday, 1 will be able to: 1. Implement Building Activity Vocabulary Expansion - Workshop - Coach - Resources - Word
PM - 4 PM vocabulary-building activities in the Plans - Classroom Creating and Using a Activity Vocabulary Wall Supplies -
classroom. 2. Create a classroom Word Wall Word Wall - Integrating Creation - Peer Specialist Vocabulary Apps
word wall to support vocabulary Examples Vocabulary Apps Sharing
development.
Day 5: At the end of the session, - Early Writing - Effective Early Writing - Workshop - - Writing - Writing Activity
Wednesday, 1 participants will be able to: 1. Activity Plans - Strategies - Assessing and Activity Specialist - Materials -
PM - 4 PM Design and implement early Writing Supporting Writing Development - KS1 Lead Assessment Tools -
writing activities. 2. Assess and Assessment Tools Skills - Using Digital Assessment Review Teacher Digital Writing
support students' early writing Writing Tools Tools
skills.
Day 6: At the end of the session, - Family Literacy - Involving Families in - Planning - Family Liaison - Workshop
Friday, 1 participants will be able to: 1. Workshop Plans - Literacy - Planning Session - Group Officer - Materials -
PM - 3 Engage families in supporting Community Effective Literacy Discussions - Community Community
PM literacy development. 2. Plan Engagement Workshops - Using Online Workshop Engagement Resources - Online
and execute family literacy Strategies Platforms for Family Design Specialist Engagement
workshops. Engagement Platforms
Day 7: At the end of each month, - Monthly Reflection - Reviewing Progress - Reflection - Literacy - Assessment Data -
Ongoing - participants will be able to: 1. Reports - Updated and Feedback - Sessions - Data Coach - Reflection
Monthly Reflect on and assess the Implementation Adjusting Strategies Analysis - Assessment Templates - ICT
Check-Ins effectiveness of implemented Plans and Plans - Utilizing Strategy Coordinator Tools for Data
 ABC+: Advancing Basic Education in the Philippines
strategies. 2. Adjust plans based on ICT Tools for Data Adjustment Analysis
feedback and assessment data. Analysis
Prepared by:

JEROME A. CAO
Proponent

Recommending Approval:

LIZA S. FROA
Public Schools District Supervisor

ARVIN R. SESE, CESO VI

Assistant Schools Division Superintendent

Approved:

NORMA B. SAMANTELA,CESO V
Schools Division Superintendent
 ABC+: Advancing Basic Education in the Philippines
Checklist of the Components of the Project Initiative Plan (I-IV)
CHECKLIST OF THE COMPONENTS OF THE PROJECT INITIATIVE PLAN (I – FOR FACILITATOR ONLY
IV)
(As a participant, you can refer to this list as a guide in developing your Project YES NO
Initiative Plan)
1. The program proponents are indicated.

2. The target learners and stakeholders are specified with descriptions.

3. The specific duration and schedule of implementation are specified.

4. The areas/locality covered by the project is specified.

5. The proposed budget is consistent with the MOOE.

6. The School Shared Vision was improved from the first draft

7. The SMART Goals were improved from the first draft.

8. The kind of intervention used was described and explained.

9. Other related literacy programs were connected to the description of the Project Initiative.

10. The interventions used the concepts and models taught in the ISPD Program.

11. The selection of stakeholders was explained.

12. The relevant demographics of the stakeholders were described.

0
Output Result: Choose an
item.
Output Result Guide: If score is more than 8, “Satisfied”;
If below 7, “Not Satisfied”

Name of Facilitator
ABC+: Advancing Basic Education in the Philippines