Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
STA. RITA ELEMENTARY SCHOOL

SRES PROJECT TULAY

(Tulong Upang Lalong Yumabong ang karunungan)

Name of Proponent: NYMFREDA P. LEQUIP

Project Title: SRES PROJECT TULAY

Learners who are lagging and at-risk of failing have a plethora of issues that need to be
addressed and learning in challenging situation is only one of them. By working with these learners, an
effective early intervention strategy for studying and learning is possible to guide them on the right
educational track.

Project Time-frame : School Year 2021 – 2022 in the time of Covid 19 Pandemic

I. PROJECT CONTACTS: LILIA A. ROBUCA

ESP – I/SRES

II. PROJECT SUMMARY

SRES Project TULAY is intended to recommend early intervention strategies which can be used
to maximize engagement and supports for at-risk learners during COVID-19 challenge. Descriptive
Method, formative assessment which is the actual grades of the pupils, and informal interviews among
teachers were utilized in the project. The Learning Outcome Assessment (LOA) results revealed that 27
out of 138 or of pupils in SRES are had grade ranges from 75 – 79. These pupils were identified as the
subject of the program. This concluded that there is a need for early intervention of the learners to study,
boost their academic performance, and uplift the quality of education even amidst of the pandemic.

III. BACKGROUND
Table 1: School Profile
ENROLMENT STATUS
As of September 2021
GRADE LEVEL ENROLMENT
MALE FEMALE TOTAL
Kindergarten 11 10 21
Grade 1 11 10 21
Grade 2 8 13 21
Grade 3 8 11 19
Grade 4 11 5 16
Grade 5 11 10 21
Grade 6 11 8 19
TOTAL 71 67 138

NUMBER OF LEARNERS IN FAIRLY SATISFACTORILY PER GRADE LEVEL

As of September 2021

Sta. Rita, Sta. Juana, Tagbina, Surigao del Sur, 8308

09306357249 /091169632
132923@[Link]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
STA. RITA ELEMENTARY SCHOOL

GRADE LEVEL ENROLMENT

MALE FEMALE TOTAL
Kindergarten 0 0 0
Grade 1 3 1 4
Grade 2 3 0 3
Grade 3 1 2 3
Grade 4 4 5 9
Grade 5 5 3 8
Grade 6 3 3 6
TOTAL 19 14 33

Learners on the path towards lagging, failing and dropping out of often exhibits signals that they
are at risk of dropping out or failing from their certain grade level. Due to pandemic learners distracted
from structured routines and educational supports, the number of disengaged pupils may continue to
grow. Teachers should be aware of and look for signs of disengagement and act to maximize engagement
and supports for at-risk learners during COVID-19 challenge.

While all these are especially challenging to teachers working remotely, preventing lagging, drop-
outs and failed. The data obtained from LOA provides recommendations for SRES teachers that the
school must adapt for the circumstances of the COVID crisis.

Lagging, failing and dropping out of school is a cummulative process that begins in the primary
grades. When learners enter school, they begin to establish academic and behavioral performance
patterns and form ideas about themselves in relation to school. Research has shown that it is beneficial to
identify lagging children at risk of dropout early in their educational careers. Prospects for reengagement
later are not for children that experience feelings of self-doubt or alienation regarding their academics,
exceed the average age of children in their classroom, receive remedial course placement, tend towards
problem behaviors, receive the label of learner-at-risk or exhibits skills far below the standards for their
curriculum level. Early intervention can curb lagging and dropouts by fostering positive academic and
personal development before learners settle into negative academic routines.

Mentioned below are several common trends amongst lagging and drop-out learners:
 Low Academic Performance
 Emotional/Behavioral Disorders
 Student Mobility
 Parenting & Family
 High-Risk Behaviors
 Fear of COVID-19 outbreaks

IV. PROJECT OBJECTIVES

The objectives of the study are:

To identify students who were lagging and at-risk of dropping out before the pandemic and
deliver personalized supports

Sta. Rita, Sta. Juana, Tagbina, Surigao del Sur, 8308

09306357249 /091169632
132923@[Link]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
STA. RITA ELEMENTARY SCHOOL

To help students overcome their current challenges

To recommend intervention strategies to improve the learners’ performance of SRES

V. PROJECT METHODOLOGY

The project utilized descriptive method by identifying the characteristics of the learners of SRES.
Learners’ grade for each learning area as shown in the LOA were utilized to determine the status of the
learners and identify which of the learning areas do the learners have difficulties.

In developing lagging and drop-out prevention plan. First, school need to identify potential drop-
outs at the earliest possible time. The school need to develop intervention and prevention strategies.
Kennelly L. Monrad (2007) argue that school systems should develop an early earning system of data
collection on which to base the development of intervention. Schools can discern lagging and drop-out
patterns from collecting data on individual learners throughout their educational careers, so “that
prevention programs can be developed to target identified learners and issues.

The following ideas, based on examples from the drop-out prevention literature, can help
educators connect with reengage learners.

A. Work Breakdown and Task Time Estimates

The quality of input influences the quality of output

STRATEGIES PERSON INVOLVED TIME FRAME SUCCESS INDICATOR

Monitor the progress of all School Head Several common trends
students, and proactively intervene Master Teachers Whole year-round amongst lagging and drop-
when learners show early signs of Teachers out learners were identified
attendance, behavior, or academic Parents, Volunteer
problems Learners
Provide Intensive individualized School Head Weekly kumustahan
support through “weekly Master Teachers Whole year-round accomplishment report
kumustahan” to students who Teachers
have fallen off track and face Parents, Volunteer
significant challenges to success Learners
Engage students by offering School Head Intervention program
programs that connect academic Master Teachers Whole year-round accomplishment report
success and that improve learners’ Teachers
capacity to manage challenges in Parents, Volunteer
and out of school Learners
For grade levels with many lagging School Head Grade Level Intervention
and at- risk learners, create small Master Teachers Whole year-round Program and
personalized communities to Teachers Accomplishment Report
facilitate monitoring and support

B. Project Deliverables

1. Let Learners know they matter; they are missed and support is available

Sta. Rita, Sta. Juana, Tagbina, Surigao del Sur, 8308

09306357249 /091169632
132923@[Link]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
STA. RITA ELEMENTARY SCHOOL

 Send a personalized text or make a personal call – reach out to let learners know that the school
is concerned about their well-being. Consider using leading questions to assess their situation,
such as:
 How are you feeling
 How is your family adjusting?
 Are there home responsibilities that are interfering with your learner ( for example, caring
for siblings or other family members, working a job, etc.)?
 Do you need anything?
 What can I do to help you?
 Use creative, informal modes of outreach – learners who struggle in school may have difficulty
dealing with traditional models of schooling. Consider nonthreatening strategies to engage with
learners, such as:
 Dropping off a personal note with an invitation to connect.
 Using social media to communicate with learners in a venue in which they are
comfortable. (Group chat/phone text call)
 Setting up regular check-in calls with learners and families (Weekly kumustahan/home
visitation)

2. Address potential barriers to pupil engagement

 Consider learners’ home situation – layoffs and social distancing may introduce economic and
personal stressors that manifest poor school engagement. Where possible, offer information to
help pupils and their families cope with challenges introduced by COVID-19, for example:
 Provide information on Modules/SLM’s distribution points (SLM’s & Modules pick-up
center)
 Connect families to community groups that provide services. (Community volunteers and
riders)

 Assess pupils’ home learning environment – determine the root cause of learner disengagement.
Poor attendance, behavior or low grades due to external factors. Ask about learners’:
 Access to wi-fi and gadgets
 Ability to access hardcopy packets
 Configuration of their home learning space (example, do they have a quite place to
study?)

 Provide personalized instructional supports – learners may struggle to engage in online instruction
or be afraid to engage in a public discussion. Take steps to customize instruction to individual
learner needs, for example:
 Offering one-on-one tutoring
 Structuring learning activities to address known learning challenges (Localization and
Contextualization of LMs and LAS)
 Identifying learners dealing with similar challenges and, if appropriate, engage them in a
supportive group chat so they feel less alone

3. Engage Learners in their Learning community

Sta. Rita, Sta. Juana, Tagbina, Surigao del Sur, 8308

09306357249 /091169632
132923@[Link]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
STA. RITA ELEMENTARY SCHOOL

 Create Innovative approaches to motivate learner’s participation. Find ways to excite pupils to
participate. Potential strategies could include:
 Using OER (Online Educational Resources)
 Have students write and share pandemic experiences in a poem or paragraph
 Allow learners to watch DepEd TV programs
 Use rewards/recognition for participation and improve learning levels

C. Project Risk Management

All projects are exposed to risk. Risk are unpredictable events that might or might not happen.
Challenges may endanger achievement of the project objectives. Therefore risk should be foreseen and
develop a plan to avoid the risk.

Milestone Likely Risk Impact on Project Specific Action to If Risk Happens,

if risk happen prevent risk Specific Action to
address the risk
Lack of -Overlapping of Target results will Signed Call the attention
cooperation on schedule and not meet Memorandum of of the School
learners and assignment of Agreement Head/Class
parents teachers between parents Adviser/Subject
- and teachers Teachers
Miscommunication

VI. IMPACT
With the collaborative efforts of SRE Teachers headed by the Master Teacher, early intervention
strategies can be used to maximize engagement and supports for at-risk learners during COVID-19. With
early intervention strategies implemented, the school had maintained zero drop-out, and zero learners
with an average grade below 75%.

Project Leader:

NYMFREDA P. LEQUIP
Master Teacher – I

Project Members:

JOCELYN L. DULAY MARY JINDY B. LESOY MARILOU E. MOZO

Kinder - Adviser Grade – I Adviser Grade 2 - Adviser

Sta. Rita, Sta. Juana, Tagbina, Surigao del Sur, 8308

09306357249 /091169632
132923@[Link]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
STA. RITA ELEMENTARY SCHOOL

LUINA ROSE B. YPARRAGUIRRE MARY LYDIA P. PERNITES

Grade 3 – Adviser Grade 4 - Adviser

ALMA S. AGOYLO
Grade 5 – Adviser

Noted:

LILIA A. ROBUCA
Principal - I

Sta. Rita, Sta. Juana, Tagbina, Surigao del Sur, 8308

09306357249 /091169632
132923@[Link]