INTERVENTION PROGRAM FOR STUDENTS WITH DIFFICULTIES

RATIONALE
Because every learner matters, this intervention program is purposely created so that
students will be able to get all the possible help they need to learn and acquire the skills and
competencies they need to master on a specific quarter. This program aims to diagnose students
who are struggling and prescribe the most appropriate intervention activity they need and at the
same time develop their study habits and sense of accountability to work on their grades. This
program is more preemptive than reactionary, as teachers are motivated to be sensitive and to
closely monitor each student, this program is divided into 3 levels, Reteaching, Tutorial and
Remediation. This ensures that all possible avenues are address and given assistance before
any student could get a failing mark on their report cards. This program acknowledges that not all
students are the same and they learn in different styles and paces. This program is also in
partnership with the Guidance Office and the Office of the Prefect of Discipline as proper referral
is done if the concern is beyond academic.
Objectives:
1. To identify students with learning difficulties and those struggling with submissions.
2. To identify the appropriate intervention (Reteaching, Tutorial or Remediation) activity to
student identified as struggling.
3. To develop a good study habit and a sense of their learning responsibility by letting
them sign a contract.
4. To refer students to the Guidance Office and to the Prefect of Discipline if identified
issue is beyond Academic (Mental, Psychological, Behavior or Discipline)
5. To exhaust all efforts within control of the school before recommending a child to retake
a subject or for retention.
Program Implementers:
- Advisers
- Subject Teachers
- Academic Head
- Guidance Advocate
- Prefect of Discipline
Targeted Students:
1. Students identified as struggling or having learning difficulty as assessed by subject
teachers, advisers and Academic Head based on exams and quizzes. These are students
who show low performance in classes.
2. Students who have chronic absenteeism resulting to low grades
 3. Students with issues with submission and performing tasks.
4. Students with diagnosed special needs
5. Students who are identified as critical for dropping out.
Intervention Process
STEP 1

ASSESSMENT AND IDENTIFICATION OF TARGET STUDENTS

ACADEMIC HEAD -
Communicates with
Student, Parents and
Academic of students who
continues to have missing
submissions and failing
marks. Identifies if the issue
is Academic,
ADVISER - Communicates Mental/Psychlogical,OR
with Student, Parents and Behaviour. Prescribes
Academic of students who necessary intervention
SUBJECT TEACHERS - continues to have missing which could be a
Communicates to students, submissions and failing combination but not limited
Parents and Adviser for marks. to (RTR (Reteaching,
Immediate Intervention for Tutorial, Remediation)
any missed Submission or Counselling and/or Home
Failed Quiz Results, PT Visit, Prefect of Discipline
scores or Performance Tasks Intervention

STEP 2

INTERVENTION STRATEGIES (Academic Intervention)

RETEACHING TUTORIAL REMEDIATION

•Teachers goes through •Teachers schedule a one •Teachers identifies

the lesson again and on one or group session learning gaps and student
reinforces learning by to students who are needs and exhaust all
providing more struggling and identifies possible efforts to ensure
explanation to correct the area/s that needs learning and mastery of
misconceptions, enrichment skills.
examples and drills. •Teachers provide more •Have students retake
Teachers may also use materials and apply Major Exams and Tasks
different methods like diffrent strategies in and check if the learning
groupd tasks, sharing and teaching to aid students. gaps have been filled
a variety of other •Students can openly ask
assessment formats to questions and are given
check progress from more time to process
previous results. ideas.
 STEP 2

INTERVENTION STRATEGIES (Guidance and Counselling)

PARENT CONFERENCE/ HOME

COUNSELING SESSIONS
VISITATION
• The Guidance Advocate discusses • The Guidance Advocate and the
the Academic Probationary Spiritual Adviser upon approval
contract to the student and and consent of parents/guardian,
parent/guardian. (see conducts home visitation and
attachment). The Guidance assesses the living condition of
Advocate schedules regular the student to check on possible
sessions to reffered students to reasons of poor performance and
address any emotional or mental prescribes possible interventions
issues that affects students' to help the student to the
academic performance. Learning Academic Head and
Responsibility and Accountability Parent/Guardians.
is also developed in these
encounters.

STEP 2

INTERVENTION STRATEGIES (Prefect of Discipline)

BEHAVIOR INTERVENTION
• Students who are manifesting behaviour that
interferes with academic performance are reffered to
the Prefect of Discipline. The Prefect of Discipline
conducts a series of interviews and assessments and
accomplishes an anecdotal record as basis for
recommendations. Specifically, it contains the details
about the student, preceding or antecedent conduct,
observable behavior, outcome, and consequences
intervention, desired behavior, and precise goals.
 INTERVENTION PROGRAM FORM

SUBJECT NUMBER INTERVENTION CONSULTATION TEACHER PROBLEMS ACTIONS

OF NEEDED SCHEDULE ENCOUNTERED TAKEN
STUDENTS
WHO
FAILED IN
THE FIRST
QUARTER

Accomplished by:

_______________________________
TEACHER
NOTED BY:
_____________________________
ACADEMIC HEAD
 INTERVENTION PROGRAM RECOMMENDATION FORM

NAME OF STUDENT SUBJECT TARGETS REMARKS

Accomplished by:

_______________________________
TEACHER
NOTED BY:
_____________________________
ACADEMIC HEAD
 INTERVENTION FEEDBACK FORM

NAME OF STUDENT:
GRADE LEVEL AND SECTION:
REFERRED BY:
DATE OF REFERRAL:
TYPE OF REFERRAL:

INTERVENTIONS DONE DATE OF SESSIONS/CONSULTATION

REMARKS:

RECOMMENDATION:

PREPARED BY:
NAME AND DESIGNATION: SIGNATURE:
DATE:

NOTED BY:
NAME AND DESIGNATION: SIGNATURE:
DATE: