On October 6, 2026, the Project RISE team conducted a series of field visits to its partner schools, accompanied by esteemed Flemish partner Prof. Wim Van Petegem from KU Leuven. The primary objective of the visit was to observe Grade 1 and Grade 2 educators actively delivering lessons using the instructional materials (IMs) and structured lesson plans collaboratively developed by the Project RISE team and partner teachers. These classroom observations provided an invaluable opportunity to see how theoretical frameworks and co-designed learning tools perform in dynamic, real-world classroom environments. By witnessing the interaction between teachers, materials, and young learners, the team gained direct insights into instructional flow, student engagement levels, and the overall responsiveness of the curriculum.

The observation visits spanned three partner schools, highlighting the dedication and adaptability of early-grade educators who are actively integrating literature-based reading strategies into their daily teaching. The Project RISE team extends its gratitude to the following observed educators:

Luinab Elementary School

• Grade 1: Ms. Mery Joy R. Abang

• Grade 2: Ms. Allyza Kim B. Librado

Bagong Silang Elementary School

• Grade 1: Ms. Mary Ann R. Arsenal

Victor G. Guevarra Memorial School

• Grade 1: Ms. Maribel P. Cabalit

• Grade 2: Ms. Sheila Mae P. Magadan

Each teacher demonstrated remarkable skill in navigating their respective lesson plans, utilizing visual instructional media, and guiding early-grade learners through interactive reading routines.

During the visits, observers focused on how educators adapted the Project RISE lesson plans to meet the unique learning paces and needs of their students. The team noted high levels of student participation, particularly during read-aloud sessions and structured comprehension activities where learners demonstrated enthusiasm for story narratives and guided questioning. The school visits also offered a transparent platform for dialogue between teachers and project leaders. Educators shared real-time feedback on what worked effectively—such as structured routines and engaging visual supports—while identifying areas where materials and pacing could be further refined for optimal classroom delivery.

Beyond gathering observational data, the visits served as a meaningful moment of reflection and professional connection. Having international partners like Prof. Wim Van Petegem present reinforced the shared global-local commitment to elevating foundational literacy standards. Connecting curriculum development directly to actual classroom execution ensures that Project RISE remains grounded, responsive, and impactful. The insights gathered from these school visits will inform ongoing instructional adjustments, material design, and teacher support programs, ensuring that every young learner in partner schools receives the foundation needed for lifelong literacy.