White Purple Simple Library Project Presentation

[Audio] "Good morning, everyone. On behalf of Amulung East District, I'm honored to present our Year 1 (SY 2024-2025) PIR for Learning Resources Management and Development System (LRMDS) - a journey that began with a question: How do we reach every learner, especially those left behind? What you'll see today is not just a set of projects - it's a shared commitment. From the launch of Project NARIMAT during typhoon-induced suspensions, to the creation of BOOK-LATAN hubs and the LGU-funded SALUMINA PABASA ON-WHEEL, every initiative was built from the ground up - anchored in actual school realities, verified data, and community support. This presentation will walk you through our innovations, our challenges, our results, and most importantly - our vision. Because in Amulung East, literacy recovery through Learning Resource Management Development System is not just a program. It's a promise. Together, we are building an ARAL Learning NEST – isang pugad ng pagkatuto - where every child is given the chance to read, grow, and succeed.".

[Audio] Last school year, Amulung East District conducted a full LR inventory across all 18 elementary schools. The results were sobering/alarming: No school achieved a 1:1 textbook-to-learner ratio. Most lacked proper LR centers or libraries. Reading corners existed but were understocked. There was a clear shortage of textbooks, reference materials, and printed modules. CRLA and PHIL-IRI results confirmed what teachers already knew - many Key Stage 1 learners were still emerging readers and needed regular, guided support. While LR funds were available, they were limited to identified schools ONLY. LGU support was present but understandably focused on their own priorities. Most school efforts were isolated, with no shared system or coordinated delivery. This was our starting point. These gaps didn't just highlight a lack of materials - they revealed the need for a unified, district-wide response. And that's where our LR journey began..

[Audio] The ARAL Learning NEST is not a borrowed framework - it is an original concept developed by Gabut Integrated School and Amulung East District. It was born out of our experience last school year, when we implemented Project NARIMAT to support ADM during class suspensions. As we responded to fragmented LR delivery and low reading proficiency, we saw the need for a unified, nurturing system. This year, we formalized that vision: Amulung East as a nurturing hub for literacy recovery. The ARAL Learning NEST stands for Nurturing Education Support for Tomorrow. It reflects our commitment to build inclusive, learner-centered systems that respond to real school conditions. It is now the guiding framework for our LR coordination, ADM support, and stakeholder engagement. This vision was woven from our own field experience - not from external mandates - and it continues to grow through our district-wide efforts..

[Audio] "These objectives guided every phase of our LR practice and were shaped directly by what we saw on the ground last school year. They reflect the real gaps we faced and the direction we committed to as a district. We organized our goals under the acronym NEST - Nurturing Education Support for Tomorrow - which became the backbone of our LR journey: Navigate the current realities We assessed the actual LR status across all schools through a district-wide inventory. We confirmed textbook shortages, understocked reading corners, and limited learner-to-material ratios. These findings were supported by CRLA and PHIL-IRI results, which showed many Key Stage 1 learners were still emerging readers. Establish data-informed planning and connections Using the inventory and assessment results, we began organizing plans for Project NARIMAT (ARAL Learning NEST IN-HOME) and that of SALUMINA PABASA ON-WHEEL including BOOK-LATAN (Establishment of ARAL Learning NEST in all elementary school) . These initiatives were designed to improve access, support ADM during class supensions and create inclusive LR spaces within schools and homes. Share progress and gaps We documented our innovations and challenges, highlighted stakeholder involvement, and used feedback from teachers and parents to guide adjustments. Trigger support and collaboration We engaged LGU and community partners, raised awareness on LR issues, and promoted inter-school coordination to sustain and scale our efforts. These objectives didn't just guide our actions - they helped us build a shared identity as a district committed to literacy recovery and inclusive learning..

[Audio] "The next two slides describe the entire LR practice of Amulung East - from its foundational activities to the defining features that make it replicable and resilient." "Before launching our flagship initiatives, we began with groundwork activities that addressed readiness, equity, and coordination. We conducted a full inventory and hauling of LR materials to assess gaps and redistribute resources. CRLA and PHIL-IRI results helped us identify specific learner needs, especially among emerging readers. To respond, we mobilized book donations from the LGU, private donors, and partners. Our SPTA launched Project PISO (Parents Initiatives for School Operations) - a grassroots fundraising effort that empowered parents to support LR improvement. In-school organizations like the English and Filipino Clubs also contributed, organizing materials and raising funds for reading corners. These efforts laid the foundation for our three flagship initiatives: Project NARIMAT for ADM support, BOOK-LATAN for localized reading hubs, and SALUMINA PABASA ON-WHEEL for mobile literacy access. This phase reflects our belief that literacy recovery begins with community, data, and shared responsibility.".

[Audio] "From these foundational efforts, the practice evolved into a resilient system with defining features…" "Building on our foundation, Amulung East's LR practice evolved into a system with four defining features. First, it is grounded in contextual innovation - every initiative reflects actual school realities, learner profiles, and geographic challenges. Second, we ensured multi-level stakeholder mobilization. From LGU convergence to club-led fundraising, every sector had a role. Third, we practiced data-driven planning and verified documentation. CRLA and PHIL-IRI results guided our interventions, and all fund use was tracked and liquidated. Lastly, we embedded sustainability into our SIPs, DRRM plans, and LGU budgeting. This ensures that our efforts are not just projects—but systems that endure. Together, these features form a replicable, resilient model - a true pugad ng pagkatuto for every learner in Amulung East.".

[Audio] Our LR journey was never a solo effort. From the start, we built it on collaboration - with LGUs, alumni, private donors, and our own school communities. AT THE INSTITUTIONAL LEVEL: The LGU and alumni endorsed and approved a ₱38,088,276 budget for SALUMINA PABASA ON-WHEEL, formalized during the Local Development Plan for Children convergence. This alignment with LGU priorities for early-grade literacy gave our mobile LR system both legitimacy and long-term support. PRIVATE DONORS AND INSTITUTIONS ALSO STEPPED IN: SIERRA Falcons, PMFC/SJ Falcons Inc., and University of St. Louis Tuguegarao provided book donations and logistical support. Family Life Foundation, DOST Starbooks, and the Provincial Government of Cagayan contributed materials and digital access tools. AT THE SCHOOL LEVEL: The Filipino- English Club raised ₱15,000 to build open-walled bookshelves under Project BOOK-LATAN. The PTA launched Project PISO, mobilizing funds for LR materials to support the ARAL Program. These efforts were not just financial - they involved documentation, fund collection, coordination, and the actual handling and delivery of SLMs, LAS, and donated books. Every stakeholder became part of the LR movement, helping us build a resilient, inclusive system from the ground up..

[Audio] Gabut Integrated School didn't just participate - it led. As the pilot site for Project NARIMAT, Gabut anchored ADM-based LR support during class suspensions, providing printed LAS and localized materials to learners at home. This experience laid the groundwork for district-wide replication. But what made it truly powerful was the community behind it. Parents and community members helped prepare materials, fundraise, and support learners during home-based learning. Their involvement strengthened local ownership and responsibility for literacy recovery. This wasn't just implementation - it was transformation. Together, we moved Amulung East toward becoming a pugad ng pagkututo: a nest of learning built on inclusivity, equity, and shared commitment. The collective impact of these efforts shows that when schools and communities work together, LR systems don't just improve - they become sustainable, learner-centered, and deeply rooted in local values. "This convergence ensured shared ownership and sustainability".

[Audio] Our LR journey began with identifying gaps - but this slide shows how far we've come. Full Utilization of LR Funds All identified schools successfully liquidated their downloaded LR funds, with distribution aligned to DepEd guidelines. This marks a significant improvement from previous cycles and reflects stronger coordination and accountability. District-Wide Distribution of LR Materials We organized the handling and delivery of SLMs, LAS, and donated books across key drop-off points - Alacala Central School, Baybayog ES, Solana North CS, and the Division Office. School LR focal persons ensured proper documentation and inventory at every site Verified Inventory and Gap Identification No school was left out. We tracked learner-to-material ratios with accuracy and consistency, avoiding format issues and ensuring that data could guide planning for BOOK-LATAN and SALUMINA PABASA ON WHEEL. LGU-Endorsed Budget for SALUMINA Our proposal was formally endorsed during LGU convergence, securing a ₱38,068,276 budget over three years. This funding ensures that mobile literacy support for Key Stage 1 learners will be sustained and scaled. These results prove that our LR journey is not just aspirational - it's operational. We've built systems that are transparent, inclusive, and ready to evolve. And most importantly, we've shown that when schools, communities, and institutions work together, real change happens..

[Audio] The success of our LR journey isn't just seen in budgets and systems - it's felt in classrooms, homes, and communities. At Gabut Integrated School, we launched Project NARIMAT during class suspensions caused by heavy rains and typhoons. Learners received printed LRs and localized ADM materials. This pilot experience laid the groundwork for district-wide implementation, proving that even in disruption, learning can continue. OUR COMMUNITY STEPPED UP IN POWERFUL WAYS: The Filipino Club raised ₱150,000 to build open-walled LR shelves under Project BOOK-LATAN. Localized print LRs were produced, and donations from SIERRA FALCONES,, and USLT helped stock initial LR spaces. WE ALSO STRENGTHENED COORDINATION AND DOCUMENTATION: School LR focal persons joined technical assistance sessions, improving harmonized reporting across schools. This ensured that every effort was tracked, verified, and ready to scale. The overall impact? Amulung East made meaningful progress toward building a more inclusive, responsive, and resilient LR system. We've laid the foundation for the full rollout of the ARAL Learning NEST this school year - bringing our vision of nurturing education support for tomorrow even closer to reality. "These results were documented and validated through school reports and monitoring".

[Audio] As we close Year 1 of our LR journey, we carry with us not just results - but lessons. These insights came from the field, from the classroom, and from the community. They will shape how we lead, plan, and sustain our work moving forward. Data must lead the way Our inventory, CRLA, and PHIL-IRI results weren't just numbers - they were our compass. Verified data gave us accountability and helped us target interventions effectively. Coordination is as important as delivery Hauling and distribution required more than trucks - it needed clear communication. School and LGU focal persons ensured timely, organized delivery across all sites. Community support is powerful - but must be nurtured Our partnerships with barangays and stakeholders expanded our reach. But we learned that support grows when results are visible and information is transparent. Innovation must be grounded in context NARIMAT, SALUMINA and BOOK-LATAN succeeded because they were built from local realities - not copied from national templates. Effective programs must reflect the community they serve. Not all plans can be completed in one cycle - and that's okay Projects like NARIMAT, SALUNINA and BOOK-LATAN are still being scaled. LR is a continuing journey, and we've embraced the value of piloting, adjusting, and growing over time. Leadership is about building systems - not just running programs The real impact comes from habits, structures, and embedded practices. LR work must live in daily school and community life - not just in reports or presentations. These lessons remind us that our LR journey is not just about materials - it's about mindset, systems, and shared responsibility. And as we move into Year 2, we carry these insights forward - with humility, clarity, and renewed commitment. "These lessons now inform our technical assistance to other schools".

[Audio] Our LR journey has reached a turning point: from pilot practices to district-wide models. Replicability is already underway. We are preparing to expand the rollout of Project NARIMAT, building on its success at Gabut IS. Its ADM-based LR support - using printed LAS and localized materials - has proven effective during emergencies and is now ready for wider implementation. We are also converging soon for Project ABOOK-LATAN, which will establish a Learning NEST in every school. These multi-zone LR hubs will be tailored to learner profiles, subject areas, and instructional needs - anchored in the BOOK-LATAN model and strengthened by community support. And by this school year, we anticipate the first-year implementation of SALUMINA PABASA ON-WHEEL. This LGU-funded mobile literacy system is designed for remote and far-flung areas, adaptable to local geography and learner needs. It reflects our commitment to inclusive access and disaster-resilient education. WHAT MAKES THESE PRACTICES TRANSFERABLE? They are practical and low-cost, built from actual school experiences. They thrive on community involvement, not just top-down mandates. They are backed by clear documentation, verified data, and alignment to real learner needs. These shows that Amulung East isn't just innovating - it's modeling a replicable, scalable LR system that other schools can learn from. "This ensures that our LR practice is not just a project - but a system that endures".

[Audio] Sustaining our LR journey means embedding it into the very fabric of our schools, communities, and governance systems. We've begun doing this through five key strategies: Integration into SIP and DRRM Plans Our LR initiatives are now embedded in School Improvement Plans and emergency frameworks. LR zoning, ADM-based delivery, and multi-grade budgeting are guided by CRLA and PHIL-IRI data. This ensures that LR work is not seasonal - it's structural. LGU Commitment and Multi-Year Budget The ₱3M budget for SALUMINA PABASA ON-WHEEL reflects shared ownership and long-term planning. SALUMINA PABASA On-WHEEL ensures sustained mobile library delivery, especially for Key Stage 1 learners. This commitment is anchored in verified data and LGU priorities. Strengthened Documentation and Monitoring LR focal persons are now equipped with tools to track usage, reach, and delivery. This supports transparency, accountability, and future adjustments. It also builds a culture of evidence-based decision-making. Community Involvement and Ownership Sustainability thrives when the community is involved. Clubs and PTAs continue to fundraise. Private donations and regular showcases keep interest alive and support flowing. Capacity-Building and Technical Assistance We've developed area-specific training modules and support systems. CRLA now includes program training for tutors and para-teachers through video modules. This ensures that our human resources grow alongside our material resources. Together, these strategies show that sustainability isn't just about keeping projects alive—it's about building habits, structures, and systems that make LR work part of everyday school life..

[Audio] As we conclude Year 1 of our LR journey, we recognize that success is not just measured by what we've done - but by what we're ready to sustain. We recommend full integration into SIP and DRRM Plans, ensuring that LR zoning, ADM-based delivery, and peer-coaching are embedded in school systems. CRLA and PHIL-IRI will continue guiding our planning and budgeting. The LGU's multi-year commitment - including the ₱3M budget for SALUMINA PABASA - must be matched with strong monitoring and evaluation. This ensures that mobile literacy delivery remains responsive and resilient. We must continue strengthening documentation and monitoring, using tools that track learner reading levels, teacher implementation, and program outputs. These systems will help us adjust, improve, and scale with confidence. Community involvement and ownership must remain central. Fundraising, donations, and regular showcases will keep stakeholders engaged and invested. Finally, we must invest in capacity-building and technical assistance. Ongoing training for tutors and para-teachers under the ARAL Program will ensure quality delivery and long-term impact. This is our vision: a resilient, inclusive, and community-rooted LR system that lives beyond projects and presentations. One that becomes part of how Amulung East teaches, learns, and grows - every day. "We invite others to build their own nests of learning—rooted in context, community, and care.".

[Audio] "This final slide is not just a conclusion - it's a declaration of who we are and what we stand for. Amulung East District has taken its first unified steps toward becoming an ARAL Learning NEST - a nurturing hub for literacy recovery. The journey is ongoing, but the foundation is strong. Every initiative we've shared today was grounded in actual school realities, supported by our communities, and guided by verified data. From NARIMAT to BOOK-LATAN to SALUMINA, each reflects our belief that literacy recovery is not just a program - it's a commitment to every learner, especially those most at risk. We've built not just projects, but habits, structures, and shared responsibility. And as we move forward, we carry this vision together—with collaboration, transparency, and care. Together, we are building a pugad ng pagkatuto - a nest of learning where every child is given the chance to read, grow, and succeed. This is Amulung East. This is our promise.".

[Audio] "As we conclude this presentation, allow me to bring together the heart of our journey - what Amulung East has achieved, and what we are committed to sustaining." Amulung East District has taken its first unified steps toward becoming a resilient, inclusive, and learner-centered ARAL Learning NEST. Anchored in verified data, actual school realities, and deep community involvement, our Learning Resource (LR) journey reflects a shared commitment to every child's right to read, grow, and succeed. Key initiatives such as Project NARIMAT, BOOK-LATAN, and SALUMINA PABASA ON-WHEEL were conceptualized and piloted to address access gaps, support ADM learners, and mobilize literacy resources across remote and underserved areas. These projects were backed by LGU-endorsed budgets, school-based fundraising, and private donations - showing strong multi-level stakeholder engagement. System-level results include full liquidation of LR funds, verified inventory tracking, and district-wide distribution of materials. School and community impact was evident in localized resource generation, strengthened documentation, and the groundwork for ARAL Learning NEST rollout in every school. Lessons from Year 1 emphasized the importance of data-driven planning, contextual innovation, and building systems - not just programs. Sustainability is now being ensured through SIP and DRRM integration, multi-year LGU budgeting, and ongoing capacity-building. "This is our shared commitment. This is Amulung East. Together, we are building a pugad ng pagkatuto - a nest of learning where every child is given the chance to thrive.".