Republic of the Philippines

Department of Education
Region X – Northern Mindanao
SCHOOLS DIVISION OF BUKIDNON
___________________________________________________________________

READ, EXPLORE, ACHIEVE, AND DISCOVER (READ) PROGRAM

Name of Proponents: MELISA R. SUMBILON

SHS Teacher-III

Lead Implementer: HELEN N. YBAÑEZ

School Principal II

Project Title: The Read, Explore, Achieve, and

discover (READ) Program is an
innovative initiative designed to address
the challenges of literacy development
among students. By promoting a
structured reading environment that
emphasizes exploration, achievement,
and discovery, this program aims to
cultivate a lifelong love for reading while
enhancing students' comprehension and
fluency skills.

Project Time Frame: August 2023 - May 2024

I. Project Contacts
PERSONS INVOLVED DESIGNATION CONTACT
NUMBER
Helen N. Ybañez School Principal
Amor B. Malayang Master Teacher II (SHS)
Maricel M. Apatt School Reading
Coordinator
Lidelyn-Jane C. Bagamano G11-Literacy Committee 09526190087
Chairperson
Eilane G. Jagunal Grade 11 Curriculum 09606279800
Head
Melisa R. Sumbilon Project Proponent 09659755512
 II. Project Summary

In Kiburiao National High School, the reading abilities of students in the

Grade 11 section Canapé were assessed, revealing significant challenges.
The pre-test results in reading indicated that there were 12 students at the
frustration level, 14 at the instructional level, and none who were independent
readers. Recognizing the urgent need to address these literacy gaps, the
READ, Explore, Achieve, and Discover (READ) Program was initiated to
enhance reading skills and foster a love for reading among students.
The READ Program is designed as an innovative approach to literacy
development, aiming to transform frustrated and instructional-level readers
into confident, independent readers. By implementing structured reading
activities, guided discussions, and collaborative learning opportunities, the
program seeks to engage students actively in their reading journey.
Through the READ Program, teachers will implement daily reading
sessions, interactive workshops, and peer reflection activities tailored to the
specific needs of the students in the Canape section. The program's goal is to
improve reading fluency and comprehension while cultivating critical thinking
skills.
The READ Program represents a proactive response to the identified
literacy challenges within the classroom, providing targeted support and
resources to help students achieve their reading goals. By focusing on
exploration and achievement, the program aims to empower students to
discover the joy of reading and develop the skills necessary for academic
success.

III. Project Background

Literacy is a fundamental skill that underpins students' academic

success and lifelong learning. At Kiburiao National High School, a recent
assessment of the Grade 11 section Canapé revealed significant reading
challenges, with 12 students performing at the frustration level and 14 at the
instructional level, while none were identified as independent readers. In
response to these findings, the READ, Explore, Achieve, and Discover
(READ) Program was developed to enhance literacy skills and create a culture
of reading within the classroom.
Recognizing the need for a dynamic and engaging approach to literacy,
the READ Program integrates the National Learning Recovery Program
(NLRP) subprogram, National Reading Program (NRP), as mandated by
DepEd Order No. 013, s. 2023. This initiative aims to revitalize reading
programs across the country by providing structured support and resources to
improve students' reading abilities.
The READ Program incorporates several innovative strategies
designed to actively involve students in their reading journey. Each class
begins with 10-minute reading warm-ups featuring diverse texts, allowing
students to engage with the material right from the start. These warm-ups are
followed by weekly reading and writing workshops that foster comprehension
and encourage creative responses to texts, promoting critical thinking and
deeper engagement.
To further enrich the reading experience, the program integrates
interactive literacy activities such as think-pair-share discussions and reading
stations, where students can summarize, analyze, and visualize content
collaboratively. Digital literacy tools, including e-books and online reading
platforms like Google Books, are incorporated to expand access to diverse
reading materials while encouraging students to annotate and highlight
important information digitally.
The program also balances the use of digital and traditional texts,
allowing students to navigate both formats and adapt their comprehension
strategies accordingly. To make reading more engaging, gamified elements
such as reading challenges and quizzes are introduced using platforms like
Kahoot! and Quizizz, which motivate students through friendly competition and
recognition.
Incorporating peer reading sessions encourages collaboration and
mentorship among students, fostering a supportive learning environment.
Additionally, the flipped classroom model assigns digital reading materials for
homework, freeing class time for discussions and activities that deepen
understanding and promote independent reading habits.
 The sustainability of the READ Program is ensured through its cost-
effective approach, utilizing e-books and local library resources to minimize
material costs while maximizing access to reading materials. By providing
year-round access to digital platforms and fostering partnerships, students can
continue to benefit from literacy resources outside of school hours. Continuous
improvement is prioritized through ongoing teacher training and mentorship,
allowing new literacy strategies to be introduced and refined in response to
evolving student needs.
The READ Program aims to transform the literacy landscape at
Kiburiao National High School, empowering students to explore, achieve, and
discover the joys of reading while developing the essential skills for academic
and personal success. Through the alignment with the National Reading
Program, the READ Program reinforces the commitment to enhancing reading
proficiency and supports the broader goals of educational recovery and
improvement in the Philippine educational system.

IV. Project Objectives

The Read, Explore, Achieve, and Discover (READ) Program is an
innovative initiative aimed at overcoming literacy challenges among students,
specifically it aims to:
a. Improve students' reading comprehension and fluency by implementing
structured reading activities that address the specific needs of
frustration and instructional level readers.
b. Cultivate a positive reading culture within the classroom by encouraging
exploration of diverse genres and formats, promoting lifelong reading
habits among students.
c. Promote data-driven decision-making in teaching and learning
processes.

V. Project Methodology

The READ Program is designed to support learners in overcoming

literacy challenges identified through pre-assessment results. Students in the
 Grade 11 section Canapé who are struggling with reading will be selected to
participate in the program.

Work Breakdown and Task Time Estimates

OBJECTIVES Ways and Date Budget Person Success
Means Involved Indicator
1. Enhance - Conduct August Teachers, Identification
Reading pre- 2023 Reading of students in
Proficiency assessment Specialists need of
tests to support
determine
reading
levels.
- Identify
students at
frustration
and
instructional
levels.
2. Foster a Love for - Implement All Literacy Increased
Reading 10-minute throughout teachers participation
daily reading the school and
warm-ups year engagement in
using reading tasks
excerpts from
various texts.

- Organize
themed
reading
workshops
(e.g., poetry,
fiction).

3. Develop Critical - Organize All Literacy Improvement

Thinking Skills weekly throughout teachers in student
discussions the school responses and
on assigned year critical
readings. thinking
- Facilitate
creative
response
activities
(e.g., art
projects,
written
reflections).
- Conduct
 think-pair-
share
activities for
selected
texts.
4. Integrate Digital - Train First IT Support Successful use
Literacy Tools students to Quarter Staff, of digital tools
use e-books Teachers in reading
and online activities
platforms
- Introduce
annotating
tools for
digital texts.
- Organize a
digital
literacy day
to explore
various
resources.
5. Promote - Facilitate All All teachers Increased
Collaborative peer reading throughout collaboration
Learning sessions in the school and peer
small groups. year mentorship
among
- Organize students
group
discussions
to share
insights from
readings.
- Create a
buddy
reading
program
pairing
advanced
readers with
struggling
ones.
6. Continuous - Conduct Each Teachers, Documented
Assessment weekly Quarter Reading progress and
formative (Ongoing) Specialists adjustments in
assessments instruction
(quizzes,
reflections).
- Provide
ongoing
feedback on
reading
 progress.

7. Evaluation and - Perform End of Teachers, Improved

Reflection post- Each Reading reading levels
assessments Quarter Specialists and
to measure satisfaction
reading surveys from
progress. students
- Gather
feedback
through
student
surveys on
the program's
effectiveness.

- Reflect on
the outcomes
and identify
areas for
improvement
.

VI. Data Analysis

Reading level of Canapé students, S.Y. 2023-2024

Reading Pre-
First Quarter Second Quarter Third Quarter EOSY
Level Assessment

Frustration 12 6 3 2 0
Instructional 14 8 9 9 4
Independen
0 12 14 15 22
t
 Canape Students Reading Level
25

20

15

10

0
Pre-Assessment First Quarter Second Quarter Third Quarter EOSY

Frustration Instructional Independent

The analysis of the reading levels of Grade 11 Canapé students reveals

significant improvements throughout the academic year, as illustrated by the
data collected during the Pre-Assessment and subsequent quarterly
evaluations. Initially, during the Pre-Assessment, a notable 12 students were
classified at the frustration level, indicating a substantial number of learners
struggling with their reading skills. In contrast, no students were found to be at
the independent reading level at that time, highlighting a critical gap in literacy
proficiency among the students. However, by the End of School Year (EOSY)
assessment, the data showed a remarkable transformation: the frustration
level dropped to zero, indicating that all students who previously struggled had
successfully transitioned to higher reading levels.
Throughout the school year 2023-2024, the instructional level of
students fluctuated slightly, starting with 14 students classified at this level
during the Pre-Assessment. This number peaked at 9 during the second and
third quarters before declining to 4 by EOSY. While this decrease may initially
appear concerning, it suggests that many students have moved from the
instructional level to the independent level, reflecting their enhanced reading
capabilities. This is further supported by the dramatic rise in the independent
reading level, which increased from 0 in the Pre-Assessment to an impressive
22 students by EOSY. Such a substantial increase in independent readers not
only underscores the effectiveness of the READ Program but also signifies a
growing confidence among students in their reading abilities.
 The results indicate that the strategies employed in the READ Program
have successfully addressed the literacy challenges faced by Canape
students. The complete elimination of the frustration level demonstrates that
targeted interventions and structured reading activities have significantly
impacted student learning outcomes. Additionally, the rise in independent
readers illustrates the program's success in fostering a love for reading and
developing essential skills that allow students to engage with texts
autonomously.
The results of the reading level assessments highlight the positive
outcomes of the READ Program in enhancing literacy among Canape
students. The shift from frustration to independence in reading abilities is a
testament to the program's effectiveness and the dedication of the educators
involved. Moving forward, it is crucial to maintain support for these newly
independent readers, ensuring that they continue to grow and thrive in their
literacy journey while cultivating a lasting passion for reading.

VII. Monitoring and Evaluation

The monitoring and evaluation of the Read, Explore, Achieve, and

Discover (READ) Program is essential to assess its effectiveness and ensure
continuous improvement in student literacy outcomes. This process begins
with the systematic collection of data at multiple points throughout the
academic year, including pre-assessments, quarterly evaluations, and the End
of School Year (EOSY) assessments. By analyzing student progress across
various reading levels—frustration, instructional, and independent—educators
can identify trends, strengths, and areas for improvement. Regular feedback
sessions with teachers and students facilitate open discussions about the
challenges faced and successes achieved, fostering a collaborative
environment for enhancement.
In addition to quantitative assessments, qualitative measures such as
student reflections, parental feedback, and teacher observations provide a
holistic view of the program's impact on students' reading engagement and
motivation. Surveys and focus group discussions can be employed to gather
insights into students’ attitudes toward reading and their experiences within
 the program. This comprehensive evaluation framework not only tracks the
progress of individual students but also informs instructional strategies and
resource allocation, ensuring that the program remains responsive to the
needs of all learners.
Moreover, the evaluation results will serve as a basis for professional
development for educators involved in the READ Program. By identifying
effective teaching practices and areas where additional training may be
needed, ongoing support can be tailored to enhance instructional quality and
student outcomes. The findings will also be shared with stakeholders,
including school administrators and the wider educational community, to
demonstrate the program's impact and secure continued support and
resources. Ultimately, the systematic monitoring and evaluation of the READ
Program will ensure its sustainability and effectiveness, driving ongoing
improvements in literacy achievement for Canape students.

VIII. Dissemination and Utilization

The results of the Read, Explore, Achieve, and Discover (READ)

Program were disseminated through Learning Action Cell (LAC) sessions
within the curriculum framework. During these sessions, educators gathered to
collaboratively review and analyze the program's outcomes, discussing the
significant improvements in student reading levels and sharing insights gained
from the monitoring and evaluation process. By fostering a collaborative
environment, teachers were able to engage in meaningful dialogue about
effective strategies and best practices that emerged from the program,
facilitating the exchange of ideas and experiences among colleagues.
In addition to LAC sessions, the findings were presented during faculty
meetings and professional development workshops, allowing a broader
audience of educators to understand the impact of the READ Program on
student literacy. This approach ensured that all teachers within the school
were informed of the progress made, the challenges encountered, and the
innovative practices that proved successful. Such widespread dissemination
fosters a culture of continuous improvement and encourages all educators to
adopt similar strategies in their classrooms.
 The utilization of these results extends beyond just sharing findings; it
directly influences instructional practices and decision-making processes
within the school. Based on the data collected, educators can identify areas
requiring further support, adapt teaching methods to meet the diverse needs
of students, and tailor interventions for those who may still struggle with
reading. Furthermore, the positive outcomes highlighted in the findings serve
to reinforce the value of the READ Program, garnering support from school
administrators and stakeholders for sustained investment in literacy initiatives.
The effective dissemination and utilization of results ensure that the insights
gained from the READ Program are not only shared but actively inform
ongoing efforts to enhance literacy development within the school community.

IX. Project Cost

Item Unit Quantity Description Unit Cost Total
Supplies and Materials
Rea
5 A4 size bond paper 200 1,000
m
Bottl
1 Epson Ink (black) 380 380
e
Bottl
1 Epson Ink (red) 380 380
e
Bottl
1 Epson Ink (blue) 380 380
e
Bottl
1 Epson Ink (yellow) 380 380
e
Pcs 30 A4 size report folder 25 750
Box 1 Paper fastener 70 70
Box 1 Staple wire (standard size) 160 160
Roll 3 Duct tape 100 300
Total 3,800

X. Appendices – Project Proposal

Prepared by: MELISA R. SUMBILON

Program Proponent

Recommending Approval: HELEN N. YBAÑEZ

School Principal II
 FHEBREZ IDO B. YLAGAN JR.
Public Schools District Supervisor

Approved:

VICTORIA V. GAZO, PhD

Schools Division Superintendent

Department of Education
Region X
Division of Bukidnon
District of Quezon III
KIBURIAO NATIONAL HIGH SCHOOL
Kiburiao, Quezon, Bukidnon

READ, EXPLORE, ACHIEVE, AND DISCOVER (READ) PROGRAM PROPOSAL

SCHOOL YEAR: 2023-2024

TITLE: Read, Explore, Achieve, and Discover (READ)

Program

PROJECT CATEGORY: Teaching-Learning and Curriculum Delivery

PROGRAM PROPONENT: Melisa R. Sumbilon

Grade 11 Canapé Adviser

SCHOOL: Kiburiao National High School

Kiburiao, Quezon, Bukidnon

DATE OF IMPLEMENTATION: School Year 2023-2024

I. RATIONALE

The Read, Explore, Achieve, and Discover (READ) Program is grounded

in the urgent need to address the persistent literacy challenges faced by
students, particularly in the context of the evolving educational landscape. As
educational systems worldwide continue to adapt to changes brought about
by various socio-economic factors, including the COVID-19 pandemic, it has
become increasingly clear that fostering strong reading skills is crucial for
students’ overall academic success and lifelong learning.
Research indicates that proficient reading skills are foundational for
effective communication, critical thinking, and information comprehension
across all subjects. In the case of Canape students, preliminary assessments
revealed a significant number of learners operating at the frustration and
instructional levels, with a concerning lack of independent readers. Such
disparities in reading proficiency not only hinder academic achievement but
also impact students’ confidence and motivation to engage with learning
materials. Thus, implementing the READ Program addresses the immediate
need for a structured and supportive reading intervention designed to elevate
literacy levels among students.
The program’s framework emphasizes exploration, achievement, and
discovery, which are essential components in cultivating a love for reading. By
incorporating a variety of instructional strategies—such as reading workshops,
digital literacy tools, and interactive activities—the READ Program provides
diverse opportunities for students to engage with texts meaningfully. This
multifaceted approach not only enhances reading comprehension and fluency
but also encourages critical thinking and creativity.
Furthermore, the READ Program aligns with national educational
priorities, including the National Learning Recovery Program (NLRP) and the
National Reading Program (NRP), as outlined in DepEd Order No. 013, s.
2023. By revitalizing reading initiatives and promoting literacy development,
the READ Program supports broader goals aimed at improving educational
outcomes and ensuring that every student has the opportunity to succeed.
 The rationale for the READ Program is rooted in addressing literacy
challenges, enhancing student engagement, and aligning with national
educational standards. Through a comprehensive and innovative approach,
the program aims to transform the reading abilities of Canape students,
empowering them to become confident, independent readers who are
equipped for success in their academic journey and beyond.

II. SCOPE

The implementation of the project shall be carried out in the Kiburiao

National High School campus this school year 2023-2024. Various activities
will be conducted in strengthening this program.

III. OBJECTIVES

The Read, Explore, Achieve, and Discover (READ) Program is an

innovative initiative aimed at overcoming literacy challenges among students,
specifically it aims to:
1. Improve students' reading comprehension and fluency by implementing
structured reading activities that address the specific needs of
frustration and instructional level readers.
2. Cultivate a positive reading culture within the classroom by
encouraging exploration of diverse genres and formats, promoting
lifelong reading habits among students.
3. Promote data-driven decision-making in teaching and learning
processes.

IV. ROLES AND RESPONSIBILITIES

In the implementation of this project at Kiburiao National High School

for the school year 2023-2024, various roles and responsibilities will be
distributed among key stakeholders to ensure its success. Here's an outline of
some of the primary roles and responsibilities:
 School Principal: The principal provides leadership and support for the
Read, Explore, Achieve, and Discover (READ) Program, aligning it with the
school's educational goals. Responsibilities include allocating resources,
overseeing implementation, monitoring effectiveness through assessments,
and facilitating communication with parents and the community to gain
support for the program.
School Reading Coordinator: This coordinator manages the
implementation of the READ Program across all grade levels, ensuring
effective execution of reading initiatives. Responsibilities include training
teachers in reading instruction and digital literacy, collecting and analyzing
student reading data, and fostering a reading culture within the school.
Grade 11 Curriculum Committee Chairperson: The chairperson leads
the development of the Grade 11 curriculum, ensuring it incorporates
appropriate reading materials aligned with the READ Program. This role
involves coordinating with teachers and stakeholders, establishing feedback
mechanisms, and reporting on the curriculum's effectiveness in enhancing
reading proficiency.
Grade 11 Curriculum Head: The curriculum head oversees the
implementation of the Grade 11 curriculum, ensuring alignment with READ
Program objectives and national standards. Responsibilities include
supporting teachers in integrating reading strategies, monitoring student
progress, and identifying training needs in collaboration with the reading
coordinator.
Literacy Facilitator: As the research proponent, the literacy facilitator
designs and implements research to evaluate the READ Program's
effectiveness. This role involves analyzing data, preparing reports on findings,
and using insights to inform program adjustments, ensuring it meets student
needs and adheres to best practices in literacy education.

Prepared by: MELISA R. SUMBILON

Program Proponent
Recommending Approval: HELEN N. YBAÑEZ
School Principal II

FHEBREZ IDO B. YLAGAN JR.

Public Schools District Supervisor

Approved:

VICTORIA V. GAZO, PhD

Schools Division Superintendent
 Department of Education
Region X
Division of Bukidnon
District of Quezon III
KIBURIAO NATIONAL HIGH SCHOOL
Kiburiao, Quezon, Bukidnon

SCHOOL-BASED ACTION RESEARCH ACTION PLAN

SCHOOL YEAR: 2023-2024

Financial Material & Other

Area in Focus Activities or Projects Date and Human Resources
Resources Resources Indicators of Success
& Objectives Duration Needed
Needed Needed

Revitalizing reading Activities or Projects: Principal/ MOOE Learning/ Improvement in learners’

programs by implementing School Head Instructional reading fluency;
the National Learning  Brigada August External Materials such as
Recovery Program Eskwela: 2023 Master Teacher/s Grants but not limited to enhanced reading level;
(NLRP) subprogram PAGBASA (ref. the following:
National Reading Program DepEd Order Reading Program External - DLP developed reading
(NRP) as per DepEd No. 021, s. Coordinator Partners/ - television power;
Order No. 013, s. 2023 2023) September Stakeholders - laptop
2023-June Teachers (Public and - wifi improved reading rate,
 Adoption of the 2024 Private connection speed, and
National Community Sectors) - sound comprehension
Reading Learning Facilitators system
Program (NRP) - bond
by implementing papers
Project BRAINS - notebooks
through Project and pen
TORCS (ref. - foods and
Division drinks
 Memorandums November - lesson
No. 322 and 2023 exemplars
393, s. 2023) - activity
sheets
 National - pre-
Reading Month assessment
in consonance , formative,
with Republic and
Act No. 10556 summative
(ref. DepEd and assessment
Division tools
Memorandums - across
No. curriculum

181, s. 2017 reading

and 381, s. materials
2022)
Evidenced by:
Objective/s:
To address the learning  Log/Anecdotal
loss heightened by Record/Progress
school closures and Chart
disruption.
 Monitoring and
Specifically: Tracking
Activities
 To strengthen
the learning  List of Learners
recovery and (Non-Readers,
continuity Frustration
program Readers,
 Instructional
 improve literacy; Readers,
Independent
 accelerate the Readers)
achievement of
the education  Class/School/
targets; and District Progress
Report
 assist K to 12
learners in
attaining
learning
standards  Class/School/
Post Assessment
Report

 EGRA/CRLA/
Entryway/
Phil-IRI

 Documentation
and Narrative
Reports

Prepared by: Recommending Approval: Approved by:

MELISA R. SUMBILON HELEN N. YBAÑEZ FHEBREZ IDO YLAGAN JR. VICTORIA V. GAZO
Program Proponent School Principal II Public School District Supervisor Schools Division Superintendent
 Department of Education
Region X
Division of Bukidnon
District of Quezon III
KIBURIAO NATIONAL HIGH SCHOOL
Kiburiao, Quezon, Bukidnon

READ, EXPLORE, ACHIEVE, AND DISCOVER (READ) PROGRAM

ACCOMPLISHMENT REPORT
S.Y. 2023-2024

Throughout the school year 2023-2024, the Read, Explore, Achieve, and
Discover (READ) Program at Kiburiao National High School effectively addressed
literacy challenges in the Grade 11 Canapé section, demonstrating remarkable
growth in students' reading levels from the pre-assessment phase to the End-of-
School-Year (EOSY) assessment. Initial assessments revealed that 12 students
were reading at a frustration level, 14 at an instructional level, and none at an
independent level, underscoring the pressing need for targeted interventions. To
address these challenges, the program implemented a series of structured activities
designed to cultivate a positive reading environment. Daily 10-minute reading warm-
ups engaged students with various texts, fostering familiarity and interest in reading.
Weekly reading and writing workshops further enhanced comprehension and
creativity, allowing students to articulate their thoughts through summaries and
analyses. Interactive literacy activities, such as think-pair-share exercises and
reading stations, encouraged collaboration and peer discussion, significantly
boosting students’ confidence and critical thinking skills. The integration of digital
literacy tools, including e-books and annotation tools, expanded access to reading
materials, allowing students to navigate texts more effectively and engage with the
content on a deeper level. Additionally, gamified reading challenges using platforms
like Kahoot! and Quizizz incentivized participation and motivated students to actively
engage in reading tasks, leading to increased enthusiasm throughout the year.
Regular peer reading sessions fostered mentorship and camaraderie, further
enriching the reading experience. As a result of these comprehensive strategies,
quarterly assessments showed consistent improvement in reading levels, with
frustration-level readers decreasing significantly over the year. By the EOSY
assessment, there were no frustration-level readers, only four at the instructional
level, and an impressive 22 students classified as independent readers. This
remarkable transformation reflects the READ Program's success in not only
improving literacy skills but also instilling a genuine love for reading among students,
laying a solid foundation for their future academic endeavors.

Prepared by: MELISA R. SUMBILON

Program Proponent

Recommending Approval: HELEN N. YBAÑEZ

School Principal II

FHEBREZ IDO B. YLAGAN JR.

Public Schools District Supervisor

Approved:

VICTORIA V. GAZO, PhD

Schools Division Superintendent