PROJECT SALPOK: Strengthening Parents and Community Involvement And Leveling-up Reading Performance Of K to 3 Learners

Abstract

This study examines the implementation and impact of Project SALPOK (Strengthening Parents and Community Involvement and Leveling-Up Reading Performance of K to 3 Learners), an initiative designed to enhance early literacy development through parental and community engagement. Rooted in the principles of the Department of Education’s Every Child a Reader Program (ECARP) and the 3Bs Initiative (Hamon: Bawat Bata Bumabasa), this project aims to address literacy gaps in Kindergarten to Grade 3 learners by fostering a collaborative learning environment involving teachers, parents, and the community. Project SALPOK was conceptualized in response to challenges observed during the modular distance learning period of SY 2020-2021 and SY 2021-2022, where parents reported difficulties in assisting their children with reading. Since the return of face-to-face classes in SY 2022-2023, the project has been sustained and strengthened to mitigate learning losses and improve reading proficiency, as measured through the Comprehensive Rapid Literacy Assessment (CRLA). Findings indicate a significant reduction in the number of learners classified under the Full Refresher Level and a corresponding increase in Grade-Ready Readers, affirming the effectiveness of the intervention strategies. Key innovations of Project SALPOK include Virtual Family Reading Circles, Community Literacy Pods, Community Reading Challenges, Multilingual Literacy Resources, Sensory Learning Kits, Community Learning Hubs, and Parent-Teacher Literacy Dialogues. These strategies have fostered an inclusive and supportive learning environment that promotes reading proficiency, enhances parental involvement, and strengthens the school-community partnership in literacy development. As Project SALPOK enters its fourth year, the program aims to further reduce Full Refresher Level readers, increase the Mean Percentage Score (MPS) by 2% across all subject areas, and sustain the collaboration between schools, families, and local stakeholders. The study underscores the critical role of community-driven interventions in enhancing reading performance and highlights the importance of continuous innovation and stakeholder engagement in early literacy education.