Evaluation of the School Reading Program Identification of its Opportunities and Treats

Opportunities Threats (Challenges)

1. Active and supportive Teaching Staff that could help find volunteers 1. Managing parent expectations
to support reading at school and home

2. The school continues to provide professional development around 2. Lack of books in student homes
Reading Program implementation

3. A partnership can find community volunteers to support reading 3. The need for more funding from the district to purchase books
during and after school day.

4. Mobile Library visits 4. Families of generational poverty

5. Enrichment opportunities before and after school exist and could 5. Transient population
expand to include reading support

6. Donors Choose grants for reading materials (donors choose.org) 6. Parents who are not literate in English language

7. Language Facilitators to communicate with parents about the 7. Health issues of a teacher and learners involved at risk.
importance of reading at home
8. Attainable of DepEd program, Every Child a Reader 8. Lack of parents’ commitment to helping his/her child to read.
9. All non-readers will be equipped with adequate skills in reading and
be able to use them in everyday life. 9. The learners tend to memorize the syllables not the actual sound of a
10. Promotes bonding and helps to build relationships between parents letter.
and child.
11. Facilitates communication between parent and teacher

Prepared by:
RHODALYN D. DOCTOLERO
EDNA P. NAVARRO
 Evaluation of the School Reading Program Identification of its Strengths and Weaknesses

Strengths Weaknesses

Leveled Literacy Intervention (LLI) system in use for small groups; in • Not enough staff to cover the number of LLI groups needed based
addition to classroom instruction on student performance

• Data Committee that reviews school and standardized test results • Length of school day does not allow for students to receive
classroom instruction and additional small group instruction for more
than one subject

• Grade levels chose specific Common Core indicators to focus unit • Class size is large, making it challenging to meet each reading
around with pre and post assessments group every day

• Grade level developed continuum based on Common Core • Lack of leveled, common core aligned, multiple copy books in
indicators, shared with students for self-monitoring of progress various genres

• Standardized test released items used for practice • Mental Models of teachers about why students struggle with reading
progress

• Summer reading program, school library open • Mental Models of parents, students, and teachers about the
definition of reading comprehension and how to achieve it

• Summer school for students achieving below a certain level • Teachers still familiarizing themselves with Common Core

-The teacher utilized a variety of reading approaches, like the use of the -The teacher lacks the willingness to perform his/her duty.
Marungko and Fuller Approach, Claveria Approach, video clips, slides,
powerpoint presentations, and digitized instructional materials

-One-on-one assistance from teachers -Level of parents’ education and time management of working parents.

-Non-readers are able to decode letters and recognize simple words. -Lack of gadgets and poor internet connection.

-Parent-Teacher Partnerships -Financial Problem.

Leveled Literacy Intervention (LLI) system in use for small groups; in • Not enough staff to cover the number of LLI groups needed based
addition to classroom instruction on student performance

• Data Committee that reviews school and standardized test results • Length of school day does not allow for students to receive
classroom instruction and additional small group instruction for more
than one subject

• Grade levels chose specific Common Core indicators to focus unit • Class size is large, making it challenging to meet each reading
around with pre and post assessments group every day

• Grade level developed continuum based on Common Core • Lack of leveled, common core aligned, multiple copy books in
indicators, shared with students for self-monitoring of progress various genres

• Standardized test released items used for practice • Mental Models of teachers about why students struggle with reading
progress

• Summer reading program, school library open • Mental Models of parents, students, and teachers about the
definition of reading comprehension and how to achieve it

-Low student retention

-Mentoring Gap (Elementary Teacher vs. High School Teacher

-Read at a moderate rate

Prepared by:
ANA LIZA A. BANGCONG
JACQUELINE V. TUMPALAN