CINENSE IS ELEM READING MONITORING TOOL 2024.docx
- 1. Republic of the Philippines Department of Education REGION III – CENTRAL LUZON SCHOOLS DIVISION OFFICE OF NUEVA ECIJA CID-RMT K1 READING MONITORING TOOL District:TALUGTUG School: CINENSE INTEGRATED SCHOOL School Head/OIC-School Head:DENNIS P. ROMANO Contact No. 09054506592 School Reading Coordinator:AISIELYN S. GARCES Contact No.09074447748 I. READING PROFILE OF LEARNERS A.1. Beginning Reading Assessment For Key Stage 1 Number of Learners Who Cannot Perform: BoSY Modified CRLA Conducted during enrolment up to 2nd week of August 2024 (Number of learners) Remediation/Intervention Results after Q1 / Q2 Q3 Q4 (Number of learners) Male Female Total Male Female Total 1. Letter Name Knowledge 20 19 39 20 19 39 2. Letter Sound Knowledge 20 19 39 20 19 39 3. First Letter Sound 20 19 39 20 19 39 4. Last Letter Sounds 20 19 39 20 19 39 5. Syllable decoding 20 19 39 20 19 39 6. Sight Word Decoding 13 15 28 13 15 28 7. Familiar Word Decoding 8 7 15 8 7 15 Note: To quantify the learner who cannot perform, apply the 50% passing score. Example: For Letter name knowledge, for 10 questions/letters, if a learner got 5/10, he could perform. A.2. Profile of Key Stage 1 Learners Based on BoSY Modified CRLA Grade Level No. of Enrollment No. of Learners Assessed BoSY Modified CRLA as of August 2024 (Number of learners) M F Total M F Total Emerging High Emerging Low Developing Transitioning Reading at GL M F Total M F Total M F Total M F Total M F Total K 4 5 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 G1 7 4 11 7 4 11 4 2 6 3 2 5 0 0 0 0 0 0 0 0 0 G2 5 8 13 5 8 13 0 3 3 0 0 0 0 0 0 4 1 5 1 4 5 G3 8 7 15 8 7 15 2 2 4 3 1 4 0 2 2 1 1 2 2 1 3 Total 24 24 48 20 19 39 6 7 13 6 3 9 0 2 2 5 2 7 3 5 8 Legend: M – Male F – Female RGL – Reading at Grade Level Grade Level No. of Enrollment No. of Learners Assessed Intervention/Enhancement Results after Q1 / Q2 Q3 Q4 (Number of learners) M F Total M F Total Emerging High Emerging Low Developing Transitioning Reading at GL M F Total M F Total M F Total M F Total M F Total K 4 5 9 4 5 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 G1 7 4 11 7 4 11 4 2 6 3 2 5 0 0 0 0 0 0 0 0 0 G2 5 8 13 5 8 13 0 3 3 0 0 0 0 0 0 4 1 5 1 4 5 G3 8 7 15 8 7 15 2 2 4 3 1 4 0 2 2 1 1 2 2 1 3 Total 24 24 48 24 24 48 6 7 13 6 3 9 0 2 2 5 2 7 3 5 8 III. FOR READING TEACHER-COORDINATORS:
- 2. A. Reading Interventions Applied for Emerging High Reader, Emerging Low Reader, Developing Reader, Transitioning Reader and Enhancement for Reading at Grade Level. EHR Advanced Vocabulary Development: Introduce high- level vocabulary through read- alouds and independent reading of more complex texts. Use word maps and context clues to strengthen understanding. ELR Phonemic Awareness Activities: Use games like rhyming, segmenting sounds, and blending sounds to develop their phonemic awareness. DR Fluency Building Activities: Use repeated reading, paired reading, and reader’s theater to build fluency and expression. Word Study: Engage students in word sorts, chunking of words, and exploring prefixes, suffixes, and root words to build word recognition and spelling skills. TR Comprehension Deepening: Focus on critical thinking and comprehension strategies like making inferences, analyzing cause and effect, identifying themes, and understanding figurative language. Silent Sustained Reading (SSR): Incorporate daily independent reading time with a variety of texts. Encourage self- monitoring for understanding and the use of context clues when encountering difficult words. RGL Literature Circles: Organize peer-led literature circles where students choose books and lead discussions about themes, conflicts, and characters. Higher-Order Thinking Questions: Challenge students with open-ended, thought- provoking questions that require analysis, synthesis, and evaluation of texts. B. Issues and Concerns Encountered in the Application of Interventions/Enhancement. 1. Differentiation and Individualization Challenge: Meeting the diverse needs of all students can be difficult, especially when interventions are needed for various reading levels in the same classroom. Concern: Teachers may struggle to provide the right balance of challenge and support for each student, particularly in large classes. Solution: Utilize small group instruction, personalized learning plans, and technology-based interventions that allow for individualized pacing and content. 2. Time Constraints Challenge: Limited instructional time makes it hard to fit in interventions without taking away from other essential subjects. Concern: Interventions often require additional time for planning, implementing, and monitoring, which can be overwhelming for teachers already stretched thin. Solution: Embed interventions within regular classroom activities or reading time and seek support from teaching assistants or volunteers to provide extra help. 3. Resource Availability Challenge: Schools may lack access to high-quality intervention resources, such as leveled readers, digital tools, or structured programs. Concern: Inadequate resources can lead to inconsistent implementation of interventions, reducing their effectiveness. Solution: Advocate for funding, grants, or partnerships with educational organizations that can provide materials. Alternatively, teachers can curate free online resources or collaborate with colleagues to share materials.
- 3. 4. Student Engagement and Motivation Challenge: Some students, particularly struggling readers, may lack motivation or confidence, making it difficult to engage them in reading interventions. Concern: Disengagement can limit the effectiveness of interventions, as students may become resistant or avoid participation. Solution: Incorporate student interests into the reading material, offer choice in reading selections, and use games or interactive activities to make learning more enjoyable. Celebrate small successes to build confidence. 5. Progress Monitoring Challenge: Regularly tracking student progress is essential but can be time-consuming and difficult to manage. Concern: Without effective monitoring, teachers may not identify whether interventions are working, and struggling students may fall further behind. Solution: Use simple, manageable progress-monitoring tools, such as running records, checklists, or digital platforms that provide real-time data on student performance. 6. Parental Involvement Challenge: Some parents may not be actively involved in their child’s reading development, limiting support outside of school. Concern: Lack of reinforcement at home can hinder a student’s progress, particularly when home practice is essential for developing skills. Solution: Communicate regularly with parents about their child’s progress and provide simple activities or reading strategies they can use at home. Encourage family reading time and offer parent workshops on supporting literacy. 7. Behavioral and Emotional Barriers Challenge: Students with behavioral or emotional difficulties may struggle to participate in interventions, particularly if they feel frustrated by their reading challenges. Concern: Anxiety, frustration, or a negative attitude toward reading can create additional barriers to success. Solution: Use positive reinforcement, praise, and a growth mindset approach to encourage persistence. Pair interventions with social-emotional support to address the underlying emotional concerns related to reading. 8. Lack of Professional Development Challenge: Teachers may not have sufficient training in implementing effective reading interventions or may feel unsure about using new strategies. Concern: A lack of professional development can lead to inconsistent or ineffective application of interventions. Solution: Schools should provide ongoing professional development in literacy instruction and intervention strategies. Teachers can also seek peer collaboration or mentorship opportunities for additional support. C. Ways Forward 1. Differentiation and Individualization Solution: Utilize small group instruction, personalized learning plans, and technology-based interventions that allow for individualized pacing and content. 2. Time Constraints Solution: Embed interventions within regular classroom activities or reading time and seek support from teaching assistants or volunteers to provide extra help. 3. Resource Availability Solution: Advocate for funding, grants, or partnerships with educational organizations that can provide materials. Alternatively, teachers can curate free online resources or collaborate with colleagues to share materials. 4. Student Engagement and Motivation Solution: Incorporate student interests into the reading material, offer choice in reading selections, and use games or interactive activities to make learning more enjoyable. Celebrate small successes to build confidence. 5. Progress Monitoring Solution: Use simple, manageable progress-monitoring tools, such as running records, checklists, or digital platforms that provide real-time data on student performance. 6. Parental Involvement Solution: Communicate regularly with parents about their child’s progress and provide simple activities or
- 4. reading strategies they can use at home. Encourage family reading time and offer parent workshops on supporting literacy. 7. Behavioral and Emotional Barriers Solution: Use positive reinforcement, praise, and a growth mindset approach to encourage persistence. Pair interventions with social-emotional support to address the underlying emotional concerns related to reading. 8. Lack of Professional Development Solution: Schools should provide ongoing professional development in literacy instruction and intervention strategies. Teachers can also seek peer collaboration or mentorship opportunities for additional support. IV. FOR SCHOOL HEAD: A. School Implementation Issues & Concerns (Top 3 issues encountered in the implementation of Reading Remediation) 1. Differentiation and Individualization 2. Student Engagement and Motivation 3. Behavioral and Emotional Barriers B. Technical Assistance Given to Reading Teachers . Differentiation and Individualization T.A: Professional Development: Offer workshops or training on effective differentiation strategies in reading. This can include tiered instruction, scaffolding, and using formative assessments to tailor lessons to individual student needs. Resource Allocation: Provide access to a variety of instructional materials, including leveled texts, audiobooks, and adaptive learning software, to help reading teachers address diverse student abilities. Data Analysis: Assist teachers in analyzing student reading data (e.g., through assessments like DIBELS or running records) to identify student needs and group them accordingly. Coaching: Offer coaching or mentoring sessions to model individualized reading intervention strategies, such as targeted mini-lessons or personalized reading goals. 2. Student Engagement and Motivation T.A: Incorporating Interests: Encourage reading teachers to use student interests to select reading materials and design activities that spark curiosity and investment in reading. The head teacher can support by sourcing diverse texts that appeal to different interests and reading levels. Interactive Learning Tools: Provide access to interactive reading tools, gamified apps, or online platforms that make reading more engaging. Help teachers integrate these into their lessons to maintain student interest. Incentive Programs: Assist in setting up reading incentive programs, like reading challenges or a reward system, that motivate students to reach goals. The head teacher can collaborate with teachers on setting realistic yet challenging goals. Modeling Engagement Techniques: Offer demonstrations of teaching strategies that promote student engagement, such as reader's theater, collaborative reading projects, or the use of discussion protocols that invite deeper student participation. 3. Behavioral and Emotional Barriers
- 5. T.A: Behavioral Intervention Training: Organize workshops on effective behavior management techniques tailored to the reading classroom. This might include strategies for managing off-task behavior, dealing with frustration, and building self-regulation skills in students. Supportive Environment: Help set up a conducive reading space that reduces stress and anxiety, using strategies like flexible seating, quiet corners, or mindfulness activities before reading sessions. Parental Involvement: Assist teachers in building stronger connections with families to address emotional or behavioral concerns. Engaging parents in the intervention process through regular communication can help reinforce positive behavior and attitudes toward reading. Access to Counselors: Work with school counselors or psychologists to develop intervention plans for students struggling with behavioral or emotional barriers that affect their reading progress. C. Lesson Learned/Insight In sum, I emerge from this process with a deeper understanding of both the instructional and systemic factors that influence reading success, as well as a clearer roadmap for sustaining and enhancing reading interventions. Prepared by: AISIELYN S. GARCES DENNIS P. ROMANO School Reading Coordinator School Head Noted: ________________________________ ___________________________________ Monitoring PSDS Monitoring EPS
- 6. Republic of the Philippines Department of Education REGION III – CENTRAL LUZON SCHOOLS DIVISION OFFICE OF NUEVA ECIJA CID-RMT K2 READING MONITORING TOOL District:TALUGTUG School: CINENSE INTEGRATED SCHOOL School Head/OIC-School Head:DENNIS P. ROMANO Contact No. 09054506592 School Reading Coordinator:AISIELYN S. GARCES Contact No.09074447748 I. READING PROFILE OF LEARNERS A.1. Beginning Reading Assessment For Key Stage 2 (If any) Number of Learners Who Cannot Perform: BoSY Modified CRLA Conducted during enrolment up to 2nd week of August 2024 (Number of learners) Remediation/Intervention Results after Q1 Q2 Q3 Q4 (Number of learners) Male Female Total Male Female Total 1. Letter Name Knowledge 2. Letter Sound Knowledge 3. First Letter Sound 4. Last Letter Sounds 5. Syllable decoding 6. Sight Word Decoding 7. Familiar Word Decoding Note: To quantify the learner who cannot perform, apply the 50% passing score. Example: For Letter name knowledge, for 10 questions/letters, if a learner got 5/10, he could perform. A.2. Reading Profile of Key Stage 2 Learners Based on Philippine Informal Reading Inventory (Phil-IRI) Pre-Test Grade Level No. of Enrollment No. of Learners Assessed Philippine Informal Reading Inventory (Phil-IRI) Pre-Test (Number of learners) M F Total M F Total Non-Decoder Frustration Instructional Independent M F Total M F Total M F Total M F Total G4 6 9 15 6 9 15 0 0 0 2 3 5 3 4 7 1 2 3 G5 8 6 14 8 6 14 0 0 0 2 3 5 0 1 1 6 2 8 G6 7 5 12 7 5 12 0 0 0 1 0 1 3 3 6 3 2 5 Total 21 20 41 21 20 41 0 0 0 5 6 11 6 8 14 10 6 16 Legend: M – Male F – Female Grade Level No. of Enrollment No. of Learners Assessed Intervention/Enhancement Results after Q1 / Q2 Q3 Q4 (Number of learners) M F Total M F Total Non-Decoder Frustration Instructional Independent M F Total M F Total M F Total M F Total G4 6 9 15 6 9 15 0 0 0 2 3 5 3 4 7 1 2 3 G5 8 6 14 8 6 14 0 0 0 2 3 5 0 1 1 6 2 8 G6 7 5 12 7 5 12 0 0 0 1 0 1 3 3 6 3 2 5 Total 21 20 41 21 20 41 0 0 0 5 6 11 6 8 14 10 6 16 III. FOR READING TEACHER-COORDINATORS: A. Reading Interventions Applied for Non-Decoder, Frustration, Instructional, and Enhancement for Independent Reader.
- 7. FI (Non-Decoder) Phonics Instruction: Focus on phonemic awareness and phonics. Use activities like sound matching, blending, and segmenting words. Multi-Sensory Learning: Incorporate visual aids (flashcards), auditory cues (songs), and tactile activities (tracing letters in sand) to engage multiple senses. FI (Frustration) Guided Reading: Offer texts that are slightly above the student's independent reading level and provide support, scaffolding, and prompts during reading. Echo Reading: Read a sentence or passage aloud, and then have the student read it back to help build fluency and reduce frustration. LI (Instructional) Interactive Read- Alouds: Engage students in active discussion about the text to enhance comprehension. Ask open-ended questions and encourage predictions and inferences. Vocabulary Development: Introduce new words before reading to build background knowledge. Use graphic organizers, like word maps, to help students connect new words to their meaning. E (Independent) Literature Circles: Allow students to engage in small-group discussions where they take on roles (e.g., summarizer, questioner, predictor) to dive deeper into the text. Reading Response Journals: Encourage independent readers to reflect on their reading in writing, discussing themes, character development, or connections to their own experiences. Legend: FI – Full Intervention MI – Moderate Intervention LI- Light Intervention E- Enhancement B. Issues and Concerns Encountered in the Application of Interventions/ Enhancement. 1. Varied Reading Levels Issue: Students in Key Stage 2 may exhibit a wide range of reading abilities, from below grade level to advanced. A one-size-fits-all intervention may not meet the diverse needs of students. Concern: Some students may feel bored with materials that are too easy, while others might feel overwhelmed if they are expected to read at a level that is too challenging. 2. Limited Time for Individualized Instruction Issue: Teachers often have a large number of students, making it difficult to provide consistent, individualized attention to each student's reading needs. Concern: Without personalized support, some students may struggle to keep up, while others may not be sufficiently challenged. 3. Lack of Motivation or Engagement Issue: Older elementary students may show signs of disengagement or lack of motivation, especially if they have struggled with reading in the past. Concern: These students may be reluctant to participate in interventions or enhancement activities, fearing they will fail or look less capable in front of peers. 4. Overemphasis on Phonics for Advanced Students Issue: For students who are already decoding well, interventions focused on phonics may not be appropriate and could hinder their progress in comprehension, critical thinking, or reading enjoyment. Concern: Advanced students might become frustrated if the intervention doesn’t challenge them intellectually. 5. Social-Emotional Concerns
- 8. Issue: Some students may feel embarrassed about receiving extra reading support, particularly if they are aware that their peers do not require similar help. Concern: This can lead to feelings of inferiority, frustration, or anxiety, making students even more resistant to interventions. 6. Cognitive Load and Comprehension Struggles Issue: As students progress to more complex texts, they may struggle with comprehension, even if they can decode well. The cognitive demands of interpreting new information, handling unfamiliar vocabulary, and making inferences can overwhelm students. Concern: Students may become frustrated and disengage if they do not understand what they are reading, despite decoding accurately. 7. Teacher Preparedness and Resource Availability Issue: Teachers may not have sufficient training or resources to implement effective reading interventions for diverse learners. Concern: Without the proper training, teachers may struggle to identify which intervention strategies work best for individual students, leading to ineffective instruction. 8. Parental Involvement and Home Support Issue: Inconsistent parental involvement or lack of support at home can hinder the effectiveness of reading interventions. Concern: Students may not practice reading skills outside of school, especially if their parents are unable to assist with reading activities or do not prioritize them. 9. Behavioral Issues Issue: Some students may exhibit behavioral problems, such as distraction or defiance, which can interfere with reading instruction or intervention. Concern: These behaviors may be a result of frustration with reading tasks or attention difficulties, making it harder for the teacher to manage the classroom and provide targeted interventions. 10. Assessment and Monitoring Issue: It can be difficult to consistently and accurately assess students’ reading progress and adjust interventions accordingly. Concern: Without ongoing monitoring, interventions may not be as effective, and students may not be placed in the right instructional groups. 11. Overreliance on Technology Issue: While technology can be a powerful tool for reading intervention, overreliance on it may lead to a lack of human interaction and the absence of personalized feedback. Concern: Students may not receive the necessary hands-on guidance and discussion to truly understand and engage with texts. C. Ways Forward 1. Varied Reading Levels
- 9. Solution: Differentiated instruction and flexible grouping based on students’ reading levels can help address this. 2. Limited Time for Individualized Instruction Solution: Incorporating technology or peer-assisted reading programs could help maximize limited time for personalized interventions. 3. Lack of Motivation or Engagement Solution: Integrating student interests, using engaging texts, and offering choices can help boost motivation. Additionally, setting achievable goals and providing positive reinforcement can build confidence. 4. Overemphasis on Phonics for Advanced Students Solution: For these students, more emphasis should be placed on comprehension strategies, critical analysis of texts, and higher-order thinking skills. 5. Social-Emotional Concerns Solution: Interventions should be framed positively and implemented in a way that normalizes the support (e.g., small groups, peer learning). Emphasizing that every student has different strengths and areas of growth can also help. 6. Cognitive Load and Comprehension Struggles Solution: Explicit teaching of comprehension strategies, such as summarizing, questioning, and predicting, can help. Visual aids like graphic organizers or mind maps can also support understanding. 7. Teacher Preparedness and Resource Availability Solution: Ongoing professional development and access to a variety of resources, including digital tools and support from reading specialists, can help teachers feel better equipped. 8. Parental Involvement and Home Support Solution: Schools can involve parents by offering workshops, providing take-home materials, or encouraging family reading time. Communication with parents about their child's progress is also key. 9. Behavioral Issues Solution: Implementing behavior management strategies, creating a supportive learning environment, and using positive reinforcement can mitigate this issue. 10. Assessment and Monitoring Solution: Frequent formative assessments (e.g., reading fluency checks, comprehension quizzes) can help teachers monitor progress and adapt instruction as needed. 11. Overreliance on Technology Solution: Use technology as a supplementary tool, balancing it with teacher-led interventions and peer interactions for comprehensive reading support. IV. FOR SCHOOL HEAD:
- 10. A. School Implementation Issues & Concerns (Top 3 issues encountered in the implementation of Reading Remediation/Intervention). 1. Varied Reading Levels 2. Limited Time for Individualized Instruction 3. Cognitive Load and Comprehension Struggles B. Technical Assistance Given to Reading Teachers 1. Varied Reading Levels TA: Leveled Resources: Provide access to a variety of leveled reading materials, such as books, articles, or digital texts, that cater to students with different reading abilities. Offering tools like Lexile measures or Fountas & Pinnell leveling systems can help teachers select appropriate texts. Small Group Instruction: Encourage teachers to group students by reading level for targeted small-group instruction. The head teacher can model how to effectively run reading groups with tiered content or activities that allow for differentiation. Collaborative Planning: Facilitate collaborative planning sessions where teachers can share strategies and resources for managing different reading levels in their classrooms. This may include sharing lesson plans, differentiated activities, or flexible assessment tools. Progress Monitoring: Help teachers implement ongoing progress monitoring techniques, such as running records or informal assessments, to regularly adjust instruction based on student growth. 2. Limited Time for Individualized Instruction TA: Time Management Techniques: Offer professional development on time-saving instructional strategies, such as using stations or centers for reading, where students can rotate through activities independently while the teacher works with a small group. Blended Learning Solutions: Provide access to adaptive learning platforms or reading apps that allow students to practice individualized reading tasks independently. This can help free up the teacher’s time to focus on students needing more direct instruction. Co-Teaching Models: Introduce co-teaching or team-teaching approaches where support staff or instructional aides can assist with smaller groups or individualized instruction. This creates more opportunities for one-on-one or small group reading support. Streamlined Intervention Plans: Work with teachers to create streamlined, focused intervention plans that target the most critical skills for each student, maximizing instructional time by concentrating on the highest- leverage strategies. 3. Cognitive Load and Comprehension Struggles TA: Scaffolded Instruction: Offer training on scaffolding techniques that break down complex reading tasks into manageable steps. This may involve pre-teaching vocabulary, using graphic organizers, or chunking texts into smaller, more digestible sections. Cognitive Strategy Instruction: Provide resources or training on teaching metacognitive strategies that help students monitor their own comprehension. This could include techniques like “think alouds,” summarizing, questioning, and visualizing as they read. Multisensory Learning Approaches: Support teachers in implementing multisensory approaches to reading that engage visual, auditory, and kinesthetic modalities. This might include tools like audiobooks, manipulatives, or interactive digital content to reduce cognitive overload.
- 11. Comprehension Skill Development: Facilitate workshops or provide materials that focus on building core comprehension skills, such as inferencing, making connections, and summarizing. The head teacher can demonstrate how to integrate comprehension strategy instruction into everyday reading activities. Additional Support Across Issues: Data-Driven Instruction: Assist teachers in using assessment data to identify specific student needs and to tailor interventions based on performance trends. This can be done through formative assessments, reading inventories, or diagnostic tools. Peer Observations and Coaching: Offer opportunities for peer observation, where teachers can observe successful strategies for managing varied reading levels, time constraints, and comprehension challenges in other classrooms. The head teacher can also provide personalized coaching or feedback. Resource Curation: Curate a library of instructional resources, including intervention programs, lesson plans, and comprehension tools that teachers can access to meet the needs of their diverse learners. C. Lesson Learned/Insight After determining the issues and concerns in reading intervention and providing technical assistance to the reading teachers, I can gain several important insights: 1. Deeper Understanding of Student Needs o I develop a clearer understanding of the specific reading challenges faced by students, such as difficulties with decoding, fluency, or comprehension, and how these issues vary across different reading levels. 2. Effectiveness of Differentiation Strategies o I can observe whether the differentiation techniques suggested are effective in addressing the diverse needs of students. This insight allows me to see if students are progressing at their individual pace and if reading teachers are successfully implementing individualized instruction. 3. Impact on Time Management o By observing how teachers are using the strategies provided to manage limited instructional time, I gain insight into whether these approaches are helping them maximize their time for individualized attention. I can determine whether blended learning, small group instruction, or other time-saving techniques are improving efficiency. 4. Improvement in Student Engagement and Comprehension o I gain a sense of how well the interventions are helping students overcome cognitive load and comprehension struggles. I can see whether students are more engaged and able to comprehend texts at a deeper level, and if the scaffolding and comprehension strategies are making a positive impact. 5. Teacher Confidence and Capacity o I can gauge whether the reading teachers feel more confident in their ability to address reading difficulties after receiving support. This insight helps me assess whether the technical assistance has improved their instructional practices and whether additional training or resources are still needed. 6. Effectiveness of Resources and Tools o I gain insights into the usefulness of the resources, tools, and platforms provided for differentiation, independent practice, and comprehension. This includes assessing whether adaptive reading programs or leveled texts are effectively supporting student progress. 7. Areas for Further Development o I can identify areas where additional support may be necessary, whether in terms of further professional development, resource allocation, or ongoing coaching. This insight helps me plan future interventions and support systems to ensure sustained improvement. 8. Collaborative Practice and School Culture o I observe whether there is increased collaboration among reading teachers, and whether they are sharing strategies and supporting each other in addressing common challenges. This insight helps me foster a stronger collaborative culture focused on continuous improvement in reading instruction. 9. Student Growth and Outcomes
- 12. o By reviewing assessment data and progress reports, I can gain insights into whether students are making measurable gains in their reading skills. This helps me evaluate the overall success of the interventions and make adjustments as necessary. 10. Sustainability of Interventions I learn whether the strategies and interventions provided are sustainable over time, allowing teachers to independently continue implementing them without needing constant oversight. This insight helps me assess the long-term viability of the support systems in place. These insights guide me in making informed decisions about ongoing support, future interventions, and how to create a more effective reading program within the school. Prepared by: AISIELYN S. GARCES DENNIS P. ROMANO School Reading Coordinator School Head Noted: ________________________________ ___________________________________ Monitoring PSDS Monitoring EPS