Department of Education

BUREAU OF SECONDARY EDUCATION

July 2008
 ACKNOWLEDGEMENT

This handbook on School Initiated Intervention (SII) was conceptualized by

the Bureau of Secondary Education (BSE) to address drop out rate problems of all
secondary schools in the country. The reasons and recommendations of doing so
are based from the experiences of the fifteen (15) divisions from the SRA Provinces.

The BSE would like to thank education experts who contributed much in one
way or the other in developing this handbook in its initial stage: Crucita ZM Taal,
Schools Division Superintendent (SDS), Agusan del Sur; Dr. Rosie Ostan, Secondary
Schooling Alternatives (SSA) Coordinator, Antique; the Division Management Advisres
(DMAs): Ruben Puguon, Ifugao; James Paul Lagria, Benguet; Gemma Rose
Pedrigosa, Guimaras; Aurelio Carpio, Agusan del Sur; and Santiago Enginco, Surigao
del Sur; the Division Implementation Advisers (DIAs): Neil Christian Villagonzalo,
Romblon; Fernando Balmaceda, Masbate; Martin Ignacius Bernardo, Biliran; Mary
Aquino, Leyte; Federico Ordinario, Jr., North Cotabato; Ernesto Rivero, Jr., Carlone
Dawang, Zamboanga Sibugay; Julieta Tabacug, Zamboanga del Sir; Hospicio Natural,
Jr.,Ernesto Villegas, Jr., Southern Leyte; and Jose Alfonso Bernad, Negros Oriental.

The completion of this handbook was made possible through the expertise of
Dr. Francisco Trespeces, Dr. Mary Aquino, and Engineer Federico Ordinario.

Special thanks to management and staff of the organization, BSE and SEDIP-
NPMO who shared expertise in coming up with this handbook: Prudencia Martinez-
Sanoy, Education Program Specialist II and DORP Team Leader; Maria Dorotea G.
Pasadilla, PDO-II, and Ma. Leonora Teresa G. Jardeleza, PDO-II; and Maria Rosa V.
Antinor, support staff.

Most importantly, we wish to thank Dr. Lolita M. Andrada, Director IV, BSE
and Project Manager of SEDIP, and Ms. Shirley C. Ison, Chief, SEDIP Programs
Division who supported the making of this Handbook.
 TABLE OF CONTENTS

FOREWORD

ACKNOWLEDGEMENT

Section One: What is School-Initiated Intervention (SII)? 3

What are its goal and objectives?

What are the guiding principles of SIIs? 4
What are the characteristics of SII?
How are SIIs developed?
Based on the causal factors, what type of interventions my be developed? 5
What are the elements of the SII?
What steps are undertaken to implement SIIs? 6

Section Two: The Management of the SII 8

The School Head 9

The DORP Council
SII Coordinator
Guidance Counselor
Class Adviser/Teacher Implementer
Parent/Guardian
Student

Section Three: Evaluating the SII 11

Why evaluate?
Who are to be evaluated?
What should be evaluated? 12
Concluding Statement

Appendix A: Sample Form of the Student-Learning Plan 13

ATTACHMENTS: SAMPLE SIIs

A. “Free Ride” by Mrs. Roquesa F. Daep, Aroroy NHS, Masbate

B. “LAstik-Aral” by Arturo L. Antiquinia, Jr., Simata NHS, Zamboanga del Sur
C. “Retention Endeavor Through Interactive Computer Approach (RETICA)
BY Angelito C. Morales, Aleosan High School, Aleosan, Cotabato
D. “Dalaw Pagmamahal” by Lilibeth V. Tumanda, Lapauyan NHS,
Zamboanga del Sur
E. “Counseling’ by Ma. Teresa S. Tunguia, Antique NHS, Antique
F. “Am I In or Out” by School SSA Team, Dauin NHS, Negros Oriental
 2

FOREWORD

Philippine Education For All (EFA) 2015 envisions that all Filipinos are functionally literate by
2015. A high dropout rate and poor academic performance threaten the achievement of this
vision.

To reduce the threat, the Drop Out Reduction Program (DORP) was developed by the Bureau of
Secondary Education with funding support from Secondary Education Development and
Improvement Project (SEDIP).

DORP has four strategic components: Effective Alternative Secondary Education (EASE), Open
High School Program (OHSP), School-Initiated Interventions (SII) and Other Interventions (OI).

This Handbook explains what SII is about and how to use it to develop interventions to address
the dropout problem. It also includes several school- initiated interventions developed in
different SEDIP schools divisions. Indeed these interventions enriched the content and
procedures in the Handbook.

DR. LOLITA M. ANDRADA

Director IV
Bureau of Secondary Education
Department of Education
 3

Section One: What is SII

This section presents what SII is all about. It explains its goal and objectives, guiding principles,
principal features and development process.

What is SII?

It is one of the strategic components of the Drop Out Reduction Program (DORP). It is an
intervention developed by the school itself to address specific dropout problems.

What are its goal and objectives?

SII aims to contribute to the DORP goal which is to facilitate access to quality basic education.
Its specific objectives are:

1. improve the holding power of the school;

2. strengthen school and family partnership in order to reduce student drop out rate;
3. improve achievement of the basic learning competencies
4. increase students’ capabilities for independent self-managed learning.
 4

What are the guiding principles of SIIs?

1. The intervention should be designed and developed collaboratively by the school

head, teachers, students, the family and other stakeholders concerned.

2. The intervention should benefit from existing approaches, materials, and experiences
of literacy researches, teachers, managers, and parents.

3. The intervention should embrace the essential values of self-determination, self-

respect and human rights.

4. The intervention should observe the basic principles of learning and human
development.

What are the characteristics of SII?

1. Innovative – better than existing practices

2. Affordable – in terms of time, material, technical and manpower resources

3. Acceptable – in terms of processes, materials, and management requirements

4. Transferable – intervention can be benchmarked; materials are portable and

easy to reproduce

5. Student profile-based or information-based

6. Validated by the practitioners themselves.

How are SIIs developed?

The development of SIIs is based on an insightful analysis of the problems identified in the SIP
and the school DORP plan relative to high incidence of drop outs and low retention rate in the
catchment area of a school. The School DORP Team council looks into the causes of both
problems. The following maybe the causal factors:

1. Student

• poor academic performance;

• lack of interest; poor health;
 5

• use of prohibited drugs and indulgence in alcohol;

• lack of self confidence; poor social skills;
• early marriage; etc.

2. Family

• low income;
• lack of parental interest in education;
• lack of parental guidance;
• domestic problems .

3. Community

• presence of unwholesome recreational facilities;

• drug addiction and excessive alcohol drinking;
• peace and order problem;
• lack of libraries/reading centers, and sports facilities; and
• absence of or inadequate transportation facilities.

4. School

• inadequate implementation of promotional policies;

• administrative and teaching practices that are not student-friendly;
• teaching methods and approaches that do not meet students’ expectations;
• inadequate school facilities , materials and equipment .

In designing the intervention, the spiral DORP processes in the DORP Handbook (pages16-17)
maybe used.

Based on the causal factors, what type of interventions may be developed?

On the basis of the above causal factors, the school may develop four (4) types of
interventions: family, individual, community and school-related. For specific please see attached
copies of interventions developed by selected schools.

What are the elements of the SII?

1. Situationer. It describes briefly the problems and their causes that the particular SII
addresses. It specifies a general situation discussed in the DORP plan situationer.
 6

2. Objectives. These are statements of what the SII intends to achieve in a given period.

3. Implementation Plan. It specifies the approaches, activities, time frame, materials,

and the persons responsible in implementing the SII.

4. Management Structure. Identifies the positions and their relationships and the
personnel involved in the implementation of the SII with their corresponding roles and
responsibilities.

5. Monitoring and Evaluation Plan. It presents how the SII shall be assessed to
determine whether it is achieving or has achieved its objectives.

What steps are undertaken to implement SIIs?

1. Conduct a meeting with the key stakeholders, namely, the SARDO, teacher-
implementors, parents of the SARDO, and other concerned stakeholders to clarify roles,
discuss issues and probable problems, and agree on tracking and evaluating schemes.

2. Prepare all the materials and the facilities needed.

3. Implement the intervention in collaboration with the key stakeholders.

4. Track the progress of the implementation and the SARDO.

5. Make adjustments when necessary.

6. Evaluate the performance of the SARDO and the overall implementation of the
intervention.

7. Utilize evaluation results to improve the intervention.

It should be noted that SII is not venue-specific. It can operate in the school, home and
community.

The implementation may be done in the home of the SARDO during non-school days where the
involvement of the family is necessary. For example, if the problem is on student’s poor attitude
towards his studies as manifested by his absences, cutting of classes, and non-conformity to
school requirements, the family and school need to work out solutions that will help the SARDO.
In this case, the home is the most appropriate venue; hence the conduct of home visits and
conferences.

The interventions may be conducted in the school when school facilities are needed. Such
interventions include remediation classes, peer tutoring, nutrition supplementation, school -
based income generating projects, and the like.
 7

There may be instances where a combination of two or more SIIs is needed. For example, there
may be students who need remediation classes in reading and at the same time need to be
included in the feeding intervention.

Other cases may also require the combination of an SII with EASE or OHSP. For example there
are those who are enrolled in the EASE or OHSP who need financial assistance, hence they are
also beneficiaries of an income-generating intervention.
 8

Section Two: The Management of the SII

This section presents the management structure of the DORP since the SII is one of the
strategic components of the DORP.

Within the suggested DORP organizational management structure shown in Figure 1 is an SII
Coordinator who oversees all the activities pertinent to the intervention. Each stakeholder in the
chart shall perform the functions as defined in the Handbook on DORP (pages 21-24).

SCHOOL
HEAD

S-DORP
S-DORP
COORDINA-
TOR COUNCIL

CLASS
ADVISERS

GUIDANCE SUBJECT
COUNSELOR
STUDENTS TEACHERS

PARENTS

Figure_ School Drop Out Reduction Program

(S-DORP) Organizational Structure
 9

The School Head

• Presents to external stakeholders through meetings and forums the SII program to
generate financial and logistical support, e.g. Sangguniang Bayan sessions, PTCA
meetings, etc.

• Designates from among the trained DORP implementers, an SII Coordinator;

• Oversees the implementation of policies formulated by the DORP Council relative to

SII;

• Assesses the performance of SII implementors;

The DORP Council

• Formulates policies to facilitate the successful implementation of the SIIs;

• Resolves problems and issues regarding SII implementation;

• Recommends innovations to improve SII implementation; and

• Provides oversight information on SII to decisionmakers in the school.

SII Coordinator

• Initiates the designing of SIIs;

• Gathers feedback on implementation and uses the information to improve program;

• Provides technical assistance to the teacher implementors;

• Acts as liaison between the DORP council and the teacher implementors;

• Keeps the school head and the S-DORP council properly informed on the progress of
the SIIs.

Guidance Counselor

• Leads in implementing SIIs that require his/her expertise;

• Assists class advisers/teachers in planning, implementing, monitoring and evaluating

SIIs; and

• Helps students who need assistance in the implementation of their self-directed

learning plans.
 10

Class Adviser/Teacher Implementer

• Contributes in the designing and development of SIIs;

• Leads in the implementation, monitoring and evaluation of the SIIs;

• Tracks the progress of the students-at-risk;

• Keeps records like students’ profile and performance, SII documents, reports; and

• Submits reports to the SII Coordinator

Parent/Guardian

• Assists students in managing their learning plans;

• Provides for the school needs of the students; and

• Tracks the progress of the student.

Student

• Plans self-directed learning through his Student Learning Plan (SLP-Appendix A);

• Seeks guidance from teachers, peers, parents, and capable persons when necessary;

• Tracks and assesses his own performance through his SLP;

• Provides feedback to class adviser/teacher implementer on needed improvements in

the implementation of the SII.
 11

Section Three: EVALUATING THE SII

Sections One and Two explain what SII is all about and how it is managed. This section
describes how SII shall be evaluated.

Why evaluate?

As mentioned in Section One, a school-initiated intervention is one that is developed by the

school itself to address dropout problems. There is a need to evaluate whether the SII is
achieving or has achieved its objectives. How effective is it in decreasing the dropout rate? How
many at-risk students were saved? Of those saved, how many were retained in the same year
level? How many were promoted? How can the intervention be improved? Evaluation of the SII
is necessary to answer the questions.

Who are to be evaluated?

1. At-risk students
2. Teacher-implementors
3. School Head
4. SII Coordinator
5. Parents of at-risk students
6. DORP Council
 12

The students-at risk are the primary concern of the evaluation. The other stakeholders
who are involved in the implementation shall also be evaluated in terms of the
performance of their roles and responsibilities.

What should be evaluated?

1. The extent to which the SII objectives have been achieved such as number of
students-at risk saved and promoted, and improved achievement;

2. The quantity and quality of the outputs such as number of feeding sessions and
improved nutritional status;

3. The effectiveness and efficiency of the processes as indicated by optimum

participation of students and their parents, and utilization of locally available
resources;

4. The adequacy and timely delivery of the inputs; and

5. Completion of activities as scheduled.

Note that the evaluation should be a collective effort and should utilize both quantitative
and qualitative data.

For other and more information on evaluation such as who should be responsible, when it
should be done, and what the suggested steps are, please refer to the DORP Handbook, pages
25-26.

CONCLUDING STATEMENT

The School-Initiated Intervention as a component of the DORP is not only for reducing school
dropout but also for the empowerment of the school community: it actualizes creative potentials
of stakeholders, mobilizes them for collective action, hones their problem-solving skills, and
makes everyone responsible for making the school kind and friendly to the learners particularly
those who are in disadvantaged situations.
 13

Appendix A

Sample Form of the Student-Learning Plan

List of Indicators of
Unmastered Mastery of
Knowledge and Learning Learning UMKs Time
Skills Strategies Materials
Frame
Title : Counseling

Developer : Ma. Teresa S. Tunguia

School Head : Rodolfo J. Caberoy

School : Antique National High School

Division : Antique

I. Situationer

Antique National High School is the biggest secondary school in the division of
Antique in terms of student population with more or less 4,800 student population in SY
2005-2006. Most of the students in the lower sections belong to poor families whose
parents are always out making a living. They hardly have time to talk to their children
regarding the academic and non-academic problems the latter encounter in school. More
often than not, by the time their parents are notified, the students with problems have
already dropped out of school. The drop-out rate of the school was 10.02%. Problems
like truancy, poor study habits, irregular attendance and lost of interest in studies could
have been addressed if only something was done or if somebody was there to assist the
students

II. Strategies

It is in this context that the school has applied the time-tested and proven to be
very effective practice of counseling. The school’s drop-out rate of 10.02% cannot be
ignored since it translates to a very high number of students quitting school.

III. Description and Strategies

This intervention serves as a means of helping students to solve their own

problems by assisting them in reorganizing their attitudes, feelings and emotions so that
they can make optimum use of their abilities and physical endowments.

This implies planned intervention for serving the unique needs of students
through person-to-person relationship of counselor and counselee.

Counseling service involves guidance counselors who perform their duties in an

effective fashion as a result of training and personal qualification.

Certain forms need to be prepared first and these will be used by the counselor as
tools, the results of which will serve as inputs prior to counseling proper.

1. The following: Individual Inventory Form (IIF) and

2. The guidance counselor to undertake the following steps:
Pre-counseling:

The Guidance Counselor (GC) coordinators with the section adviser utilizing the
SARDO Watchlist.

GC sends letter to parents inviting them for interview.

GC interviews parent and student.

A conference with the parent, section adviser and the student follows.

The parent together with the student, meet the student’s subject teacher for
assessment/evaluation of the student’s class standing.

GC schedules the student for counseling session/s.

Actual Counseling

The Guidance Counselor conducts the actual counseling following the stages
below:

Relationship building – this is the part where the Guidance Counselor tries to
establish rapport with the student. It is more important that the student feels at
ease with the counselor so s/he would be able to open up easily.

Assessment and diagnosis – this is the part where the GC gives lead questions.
The GC also tries to determine in this level whether the things that the student
says are true or not. This done by giving the student questions and rephrasing
them later to see if the student would give consistent replies.

Formulating counseling goals – this is the part where the GC tries to determine
the type of counseling the students needs. The two types are directive and
indirective. In directive counseling, the GC explicitly states the direction where
the students should go and what s/he should do. In indirective counseling, the GC
presents various choices to the students that would serve as a guide as the student
makes decisions.
- Intervention and problem solving – As the GC determines the type of
counseling that is suited to tie student. s/he begins her/his counseling
- Termination and follow-up- This is where the GC asks the student how s/he
feels about the activity and if the student would want another counseling
session in the future.

Post Counseling

GC schedules follow up counseling or makes referrals. There are students who

may need special care and attention that the counselor would not be able to provide, like
if the child is suffering from a health-related problems. The counselor would recommend
to the student to seek for medical help. There will be cases where the counselor would
have to ask the student if it would be alright if the former make an arrangement for the
student, the counselor and the student’s parents for a conference. The counselor should
never make referrals without the consent of the student.
 The counselor need to monitor the attendance of the student in his/her classes.
This is done through a tracking system. Each class has a monitor who checks the
student’s daily attendance in al the subjects. This is signed by the class adviser and is
reported to the Guidance Office every Friday. Through this, the counselor keeps track of
the student’s attendance.

IV. Results

This intervention corrects the problem of absenteeism that could have been
caused by several factors like family problems, the student him/herself, the community or
the school. The student is given assistance before the problem gets worse. This also
allows the students to develop their capability to solve their own problems, thereby
allowing them to realize that they are the ones designing their future. It is crucial for the
student to know that they are not alone during this complex stage of growing up.

This also gives them a chance to be promoted to the next higher level. This
intervention contributed to decreasing the school’s number of drop-outs. The number of
identified SARDOs was 457 and the number of students saved was 288.

V. Sustainability

This intervention is easy to replicate since it only involves the school’s guidance
counselor and the student. It does not involve a big budget because the only material
needed is the SARDO wathclist.

VI. Confirmation of Practice

Individual Inventory Form

SARDO watchlist

Fn/counseling
 Title : FREE RIDE
Owner/Developer : ROQUESA F. DAEP
School : Aroroy National High school
School Head : ROQUESA F. DAEP
Start of Implementation : SY 2006 – 2007
End of implementation : SY 2009 – 2010

I. Situationer

Aroroy National High School (ANHS) is a Mother School with six (6)
cluster schools. Although it is located in one of the urban barangays,
Ambolong, many of its feeders are in far-flung barangays which could be
traveled either by land or sea. In land travel, multicabs and jeepneys are
servicing our students. Motorcycles are also available but relatively
expensive since the charge is from fifteen pesos (P15.00) to thirty-five pesos
(P35.00) depending on the distance.

Based on records of students, 17 percent of 1812 total student

population or 308 are commuters. One Hundred (100) of these students
come from families who could hardly provide fare allowance for their children.
This situation leads to irregular attendance in school.

In SY 2004 – 2005, drop out at ANHS reached a peak of 15.21

percent. It was reduced to 7.5 percent in SY 2005 – 2006, then 2.5 percent in
SY 2006 – 2007, indicating a decreasing trend. Notably, School initiated
interventions (SIIs) have been comprehensively planned via the
implementation of Drop Out Reduction Plan (DORP), a milestone of SEDIP.
On the other hand, prior to SEDIP – initiated DORP, the Drop Out and
absenteeism phenomena were very critical problems of the school.

When factors affecting dropping out were analyzed, one of the critical
causes was the family’s economic situation. Students who were always
absent and eventually dropped out were those financially hard-up and cannot
afford to pay their fare from home to school and back. This surfaced when
the SSA Team conducted home visits and interviews with both parents and
identified students.

These findings prompted the school to formulate a comprehensive plan

to address the economic/family – related variable affecting the learning
performance of students.
II. OBJECTIVE

At the end of SY 2006-2007, 10 SARDO are saved thru Free Ride

intervention.

III. DESCRIPTION

Free Ride is a School Initiated Intervention (SII) for commuter-students

who are identified as Students at Risk of dropping Out (SARDOs). Their
being irregular in attendance was due ton financial problem that even paying
for transportation fare was very hard for them.

This intervention is covered by a Memorandum of Agreement entered

to by the Aroroy National High School and the Transport Group, Aroroy
Motorcycles Organization & Drivers Association (AMODA). The MOA bind
the latter to the responsibilities and accountabilities of taking care of the
identified SARDOs as regular passengers. This provides Free Ride to not
more than twenty student-partners.

Strategies

• The school SSA Team Coordinated with the Transport group of

Aroroy, the Aroroy Motorcycle Organization and Drivers Association
(AMODA), to seek assistance to save these students.
• The Team conducted an advocacy thru a meeting with the officers
and members of the association appealing for the cause of the
students. The transport Group willingly committed to be of service,
hence the implementation of “Free Ride”.
• The SSA Team assessed the identified SARDOs through home
visits and interviews to both parents and students. They were
made to fill-up privilege forms and parents signed to signify their
consent. Free Ride IDs were given to the students presented to
drivers everytime they take the ride.

IV. Results

Free Ride as school initiative Intervention brought about a significant

decrease in the number of student absentees as well as the school’s simple
drop out.

On the Thirty Two (32) identified SARDOs, ten (10), (7 males & 3
females) benefited from Free Ride. All these ten (10) were promoted and one
girl was able to make it to top seven (7) of her class.

They were interviewed again by the SSA Team as to their improved

attendance and performance. According to them, they were no longer
bothered by transportation problems/fare, motivating them further to go to
school. They have a more focused attention to their lessons and other school
- related activities. Lastly, they initiated to their teacher that their intention to
drop out was put off.
V. Sustainability

The school realized the positive impact of Free Ride intervention in the
decrease of simple drop out in the school. This was proven by the promotion
of all the ten (10) student-beneficiaries, 7 males and 3 females, to the
next year level. There is a need to sustain this so that more student-
beneficiaries could benefit from it and the zero-drop out target will be attained.

The following strategies are being implemented by the ANHS to sustain

the Free Ride intervention to wit:

1. ORGANIZATION

▪ A school committee for Free Ride for the following purposes:

● Coordinating with the Transport Group for renewal of MOA

● Assessment of applicants (identified SARDOs)
● Conduct of interviews to parents and students
● Preparation of privilege Form
● Preparation and distribution of Free Ride IDs
● Monitoring of attendance and progress of student
beneficiaries.
● Preparing and submitting of reports on the status of Free
Ride.

2. LINkAGES

▪ DORP Team conducts advocacy to motorboat operations to

support the Free Ride intervention.
▪ Coordinates with barangay officials for support especially in
monitoring student-beneficiaries in their area of responsibility.
▪ Monthly contact/meeting with parents and student-beneficiaries
▪ Twice a month coordination with Partner Group
▪ Advocacy of the practice to cluster – school member
▪ LAC session

3. INCENTIVES AND AWARDS

▪ Recognition of individual/group for the support extended to the

school and student-partners.

● Awarding of Certificate of Recognition

● Involving stakeholders in school activities
● Advertising thru posters in strategic places the support and
supporters of Aroroy National High School.
VI. Confirmation of the Practice

The following documents are the Means of Verification (MOVs) that this
Free Ride as SII was implemented:

▪ Memorandum of Agreement (MOA) entered to by ANHS and

AMODA (Transport Group)
▪ Faculty Resolution requesting the Sangguniang Bayan to allow
Multicabs to operate from Aroroy to Barangays
▪ Minutes of Meetings with Transport Group
▪ Privilege Form with Parental Consent
▪ List of student-beneficiaires
▪ Free Ride IDFs
▪ Form 2 & 3
▪ Form 18-A
▪ Form 137-A
▪ Pictures
Title : Am I In or Out
Integration of DORP Implementation in all SEDIP
Components

Developer : School SSA Team

School Head : Carmelita Alcala, Officer-In-Charge

Division : Negros Oriental

I. Situationer

Dauin National High School is the mother high school in the municipality of
Dauin Negros Oriental. It has three (3) annex high schools. It is headed by an Officer-In-
Charge with a staff of 44 teachers. The student population was 1363 in SY 2005-2006,
1361 in SY 2006-2007 and 1366 in SY 2007-2008. Because of its big population, it can
not be denied that drop-out rate is high.

In school year 2004-2005, the drop-out rate was 5.32%. Some of the causes for
high drop-out rate were: poverty, sickness poor comprehension skills, presence of
billiard halls and computer games in the community and family related problems. Per
conference with the SARDOS, there were some who said they dropped because they
cannot understand the teachers, and they were ashamed once their name(s) were called
because they cannot answer the questions. The information we got from the parents and
the SARDOS served as the basis in determining the specific interventions we need to
apply to the students with the problem.

II. Objectives:

One unique feature of Dauin’s SSA intervention is its being holistic. The different
components of SEDIP were applicable to SARDO’s unique situation. As such, the
following objectives are internalized by the SSA team:

1. To address the individual learning needs of the SARDOs

2. To establish strong networking with civic-minded citizens local and foreign
citizen
III. Description and Strategies

The following are some of the causes of high drop-out and interventions applied:

A. Poor comprehension Skills

Students who have poor comprehension skills or poor readers are

most likely to drop. To avoid them from dropping out, at the beginning of
the school year, the following steps were undertaken:

All incoming first year students underwent oral reading using an

Informal Reading Inventory to determine the reading level of the
students.

The first fifty (50) students whose reading is in grade three or
below were placed in one section and were given remediation.

They were the beneficiaries of remedial instruction from 7:20-9:20
every Friday by identified English teachers.

Peer tutors of big brothers/sisters also attended to them every
12:30-1:00 in the afternoon.

They are recommended by their advisers and subject teachers on
the basis of good attitudes and of course very good grades.

The beneficiaries, parent is the SARDOs and the SSA team was
conducted.

Those who were not able to attend the meeting for some reasons
were also given another meeting. The same students are the
beneficiaries of the High School Innovative Fund (HSIF) Project

All teachers who took charge of the Informal Reading Inventory underwent
INSET (In-Service Training) on the use of Reading Inventory tool.

Students who have not mastered the specific skills were also given
remedial instruction with the use of Strategic Intervention
Materials (SIM).

B. Poverty

SARDOs with financial problem were adopted as working students

by some teachers.

The School Head also looked for possible donors/sponsors on the
”Adopt-a-Student Program.”

Seven SARDOs received and initial donation of Ph1,000 and was
equally shared by the seven of them.

On the month of February, the donor came back and gave
additional donations of US $300 for the seven identified
beneficiaries; another US $350 for the deserving students,
Valedictorian, Salutaturian and First Honorable mention.

The donors to continue helping school.

C. Sickness/Accident

SARDOs who were absent for several days or weeks and whose reasons
were accepted by the SSA team are enrolled in Project EASE. The EASE
beneficiaries were provided with the following:

Xeroxed copies of the lessons and/or SIMs.

The required modules.

The required projects.

Quizzes/unit test/summative test (whichever is applicable).

Parent/guardian at the SARDOs were advised to request classmate
(neighbor), older brother or sister to tutor the difficult lessons
especially in Math.

SARDOs who met an accident were also enrolled in Project EASE
and received insurance because PTCA decided to ensure them
together with the other students in group insurance.

The School Head was successful in finding a donor for a risograph
machine through the Rotary Club of Colorado, USA. Reproduction
instructional materials was made easy.

D. Presence of Billiard Halls and Video/Computer Games

The school organized student activities aside from existing school

organizations to encourage the SARDOs and other students to come to school
regularly, like”

Volleyball-financed by the PTCA, SGO, LGU (Meals, snacks,

ball, uniform)

Rondalla-instruments acquired through a shared effort of LGU and
PTCA, (Organized: August, 2006)

School Band-instruments acquired through a joint effort of PTCA,
Alumni and Community (Organized: February, 2003)

Science and Math-had acquired and “LCD Projector last October
2006 through a joint project of PTCS and Community

Basketball-financed by the Community (meals, snacks, uniform,
ball ) – (organized September, 2006)

Chess Clubs-equipment purchased by school
 D. The SARDOs were told that they can be a member of any organization
provided they get better grades or pass all subjects ad maintain these grades.
Students who cut classes just to play computer games were accommodated in
computer classes

IV. Results

Instances of Application

Instances When Results Obtained

1st year of implementation January – March 2006 14 SARDOs saved
2nd year of implementation June to March 2007 109 SARDOs saved

During the first year of implementation of SSA in Dauin National High

School (though we started in the month of January 2006), the school was able to
save 9 out of 14 SARDOs. Of the saved 8 SARDOs, 4 were Project EASE
Beneficiaries who graduated high school.

In school year 2006-2007, 109 out of 157 SARDOs were saved. Drop-out
rate decreased from 6.12 in SY 2005-2006 to 3.52 in SY 2006-2007.

The target to decrease 2% drop-out rate from5.32 in SY 2004-2005 was

not achieved because there were lot of students who dropped prior to the
implementation of the project. But the project was still a success because the
school was able to save 9 SARDOs who could have dropped.

By SY 2005-2006 to SY 2006-2007, drop-out rate decreased from 6.12%

to 3.52%.

The school solved the high Drop-out by integrating the different SEDIP
Components to SSA.

V. Sustainability

To help motivate the SARDOS to come to school, classrooms must be conducive

to learning with child-friendly environment. Specific interventions to the identified
problems of the SARDOs were provided with responsible solutions, Thus, the school
head informed the Municipal Mayor, PTCA, and other stakeholders of the School
Improvement Plan (SIP) for possible equity of a school building. The LGU put up equity
to a 2 storey (2 CL & 1 Science lab) and is now standing proud at Dauin National High
School.
Financial

Aside from the school’s MOOE, recognized Donors like the Rotary Club of
Colorado, USA, gave assurance to the School Head to extend their assistance to Dauin
National High School every year. Last March 2007, the school again received school
supplies like calculators, dictionaries, film camera, ballpens and pencils for the students
from the Rotary.

Other donors like Dr. Samuel and Dra. Dulary started their Mr. and Mrs. Felix
Vicuna Award. This award gives incentives to Valedictorian, Salutaturian, and First
Honorable Mention every year in the amount of US $100 and $50 consecutively.

The parents, LGU, NGOs, Alumni and other stakeholders are continuously
supporting the school as practiced during the past year.

Technical

The saved SARDOs were monitored, visited in their homes and interviewed about
their plans for the future.

This SY 2007-2008, the school SSA Team plans to conduct Home Visits to the
saved SARDOs who did not return to school.

Resources

For the reproduction of SSA Forms and Modules, the school has the donated
risograph machine. Dr. Stanley Ladd of the same Rotary Club provided the sup0ply of
ink and master rolls.

Organization

The SSA Team documented the best practices to serve as an inspiration guide for
the succeeding years. They also shared the technologies to the other teachers in school
and to the Annex High Schools.

VI. Confirmation of the Practice

Supporting Evidences

DORP

Minutes and Attendance of the PTCA meeting

Summary of Individual Reading Inventory

Checklist of Risk Factors

Survey Questionnaires

Students Attendance, Form 138

Communications

Minutes of the meeting and attendance of the following:

- SSA Team
- Monthly meeting of the SARDOs by the Guidance Coordinator
- Meeting with the parents of the first year students whose reading
comprehension level was below first year.

Monthly Progress Report of Students

Monthly Progress Report of SSA Team

Home Visitation Plan

List of Students of the Different Students Activities

Adopt-A-School Program

Adopt –A-Child Program

Photograph

Testimonies of the Saved and Unsaved SARDOs and parents

SSA Orientation to Annex High School

Year-end report

Fn/am i in or out
Title : “Dalaw Pagmamahal”

Developer : Lilibeth V. Tumanda

Principal : Ophelia Madrigal

School : Lapuyan National High School

Division : Zamboanga del Sur

I. Situationer

The school caters to the educational needs of the students in the locality and
nearby barangays, 83% of whom belong to the Subanen, and indigenous tribe. Although
the school provided all the opportunities for them to grow as productive individuals,
hindering factors were still identified, thus they were classified as SARDOs.

The school drop-out rate for the last three years could be gleaned below:

SY 2004-2005 - 14.05%
SY 2005-2006 - 10.37%
SY 2006-2007 - 6.59%

The identified risk factors of our students were as follows: absenteeism,

tardiness, poor study habits, low performance, low self-esteem, cuts classes, excessive
family responsibilities, and misbehavior.

An alarming situation on the big percentage of the school leavers has beset the
school. With this form of problem, the school employed and implemented “Dalaw
Pagmamahal” as an intervention to address drop out problem.

II. Objective

To save 30 SARDOs through “Dalaw Pagmamahal”

II. Specific Objectives:

a. Present to the parents the academic status of their children;

b. Confer with parent what should be done to address the problem on
absenteeism and tardiness;
c. Interview neighbors and friends of SARDOs;
d. See the actual community setting; and
e. Reach an agreement with the parent and SARDO.
III. Description

“Dalaw Pagmamahal,” a home visit intervention, is a way of gathering related

information regarding their family and the community where they live. Data gathered
from this intervention served as an instrument in assessing the reason behind the non-
performance of these students in school. Having met the parents, teachers are able to
discuss ideas with parents and come up with an effective solution to their child’s
problem. This intervention, “Dalaw Pagmamahal” is focused on students who incurred
five (5) consecutive absences in a month; frequent tardiness in their classes; displayed
negative behavior towards their lessons and other school activities; low self-esteem; and
decreased academic performance or better called as Student at Risk of Dropping Out
(SARDO).

Through the periodic reports of class advisers and other subject teachers
concerned, a close monitoring of students’ activities in school and at home was
established and a comprehensive reporting and recording system is undertaken by both
teachers and parents.

IV. Strategies

A. Procedure/How the Practice Was Done

1. Class advisers keep records of attendance and behavior of their students.

1. Year level coordinators met with the class advisers to get data on
attendance and behavior of students for the month.
2. SSA team met at the end of every month to identify students who need to
be visited. A home visitation plan was formulated.
3. Letters were sent to the parents informing them of the scheduled visit.
Reply slips served as confirmation of the visit.

B. Actual Visit

1. Attendance and anecdotal records are brought along with the visit.
2. Dialogue with parents proved useful when activities of the child in the
school accomplishments are presented first before negative attitude was
tackled.
3. Interview with neighbors and friends are noted too, as well as the physical
assessment of the community where he lives.
4. Both teachers and parents come up with a compromise on how they can
help and assist the child who is at risk of dropping out.
5. Parents sign the home visitation report.
 C. Post Visitation

1. Assess the recent visit by the team.

2. Closely monitor the progress of the student both in behavior and academic
records.
3. Parents are invited for a quarterly conference in school. This is the
parent’s version of “Dalaw Pagmamahal” where report cards of their
children were presented to them.
4. Parents establish an open line communication with the teachers through
school visits and sending of communication.

IV. Findings/Results

“Dalaw Pagmamahal” earned a positive response from the parents. They felt
important because of the visit and what’s striking is the support that they extended to the
teachers in monitoring activities and progress of their children especially that after home
visits, the parents in turn visited the school to confer with the teachers. Teachers, on the
other hand, were not left on their own nurturing these students and above all, the students
themselves did better in school because the sense of being a precious individual was
instilled in their minds. Moreover, they were aware that their families, teachers and
community expected so much from them.

“Dalaw Pagmamahal” was considered best practice out to the 25 identified

beneficiaries for the last quarter of 2005-2006, 22 were saved in SY 2006-2007, forty two
(42) saved out of forty-five (45) SARDOs. Drop out rate also went down to 6.59%
compared to last year which was 10.39%.

School Year Number of SARDOs Saved SARDO

2005-2006 25 22
2006-2007 45 42

V. Institutionalization and Sustainability

Every home visit is a visit of love and concern for our students. Psychological
motivation of our SARDOs is still the very basic aspect of their growing up. It is not
enough that we confine ourselves in the four concerns of our classroom and facilitate
teaching-learning process but going out and knowing them better as family member and
as a community inhabitant will develop their confidence and be more responsible
individuals.
 “Dalaw pagmamahal” will help us understand the individualities of our students
and what made them be at risk of dropping out. A touch of love begets love from them,
and when they are loved and made responsible, we reduce the number of students who
are school leavers.

The intervention can fit in any situation with minimal cost. We experience self-
fulfillment when we are able to keep our students in school and make them learned
individuals. What is important is the commitment of teachers to conduct home visitations,
good working relationship with our officials and school counterpart in the documentation
process to sustain this practice.

“Dalaw Pagmamahal” can be made part of the school’s program where class
advisers are required to conduct monthly home visitation. This was integrated as part of
values formation discussions in Values Education subject where the role of the family is
emphasized.

This practice is replicated in school, in other private institutions and may be

modified to enhance the strategies to further strengthen it.

V. Confirmation of Practice

“TAMBY” Form

Written expressions of students (what problems they have)

Home Visitation Plan

Letters to Parents to be visited

Interview Forms

Home Visitation Report

Certificates of Appearance signed by the Barangay Official

Letters of Invitation to parents ( quarter meeting)

Report Cards of SARDOs

Minutes of Meetings

Letter of Gratitude from parents

Resolution for Assistance

Photographs

Recorded Interview

Video Clip of home visit

Fn/dalaw pagmamahal
Title : Retention Endeavor Through Interactive Computer
Approach (RETICA)

School Head : Angelito C. Morales

School : Aleosan High School, Aleosan, Cotabato

Division : Cotabato City

I. Situationer

Adolescence is a period growth among students that is characterized by

adjustments, active and restless activities to gain the much desired development and
maturity. In this particular stage, high school students will start to explore their varied
interest in life and this demand will not be properly addressed and if not prevented will
lead them to truancy. It is the fact that classroom managers have great problems on
absenteeism, irregular attendance and poor academic performance of some of the
students.

Other escape classes add lured into staying out off-campus in some various
recreation centers and amusements stations such as billiard halls, video and computer
games. These stations are usually then favorite places of the students who have less
interest in classroom activities. There are also illegal gambling activities such as last too
digits tong-its, and other card games in the community. These activities captivate students
to leave classes that resulted to lack of interest in academic activities and poor study
habits resulting to poor academic performance. These situations eventually make
SARDOs dropped-out because of their failures.

Records shows in the past three years before the Secondary Schooling
Alternatives (SSA), the simple drop-out rate of the school is pegged at 13.74% in SY
2002-2003 and reached an all time high of 16.74% in SY 2004-2005. See table 1 below:

Table 1. Simple drop-out rate before the implementation of Secondary Schooling

Alternatives (SSA)

School Year Male Female Simple Drop-out Rate

2002-2003 33 25 13.84%
2003-2004 42 28 13.74%
2004-2005 50 23 16.74%

The above data also shown on the average that there are more males than females
who dropped out from school compared to the female because in most cases, males are
seen loitering outside the school campus than female do.
 Table 2. Simple drop-out rate after two year implementation of Secondary
Schooling Alternatives (SSA)

School Year Male Female Simple Drop-out Rate

2004-2005 50 23 16.74%
2003-2004 21 26 13.39%
2004-2005 33 6 10.83%

After two years Secondary Schooling Alternatives (SSA) implementation in

Bulakanon High School, there was a significant decrease in simple drop-out rate from the
baseline of 16.74% in SY 2004-2005 to 13.39%. It declines further to 10.83% in SY
2006-2007 when Project RETICA was implemented.

II. Objectives

At the end of the school year (2006-2007)

40.90% of SARDOs (9 out of 22) under the intervention Project RETICA are
expected to be saved from dropping out;

Enhance their thinking and manipulative skills and improve academic
performance; and

Develop interest and love for learning through specialized computer instructions.

The Project RETICA aims to divert the student’s interest in computer literacy
rather than wasting their time in amusement centers. It helps develop their skills in
manipulating computer, surfing internet and playing educational computer games.

It is also expected that students who are taking specialized computer instruction
will enhance their thinking and manipulative skills and develop in them the interest and
love for learning. It is also envisioned that project RETICA will widen the students
communication skills and will deepen their perspective through the use of modern
technology.

III. Description

Under this intervention, identified student-at-risk of dropping out (SARDO) will

be given specialized computer instruction at least two (2) hours per week for hand
computer training. They are to spend quality time for educational games such as
Bookwork, Minesweeper, textwist, and some computer skills development like typing,
basic Microsoft Office application and internet browsing.

Incentives, like cash prizes will be awarded for those who excelled on playing
educational games, typing and the like just top five them the will and determination to
advance their computer skills and religiously follow their respective schedule. The
schedule is set after the last period in the afternoon.
 The school’s computer laboratory in-charge will have to manage the intervention
with the supervision of the school head, and the members of the SSA Team.

Will the identified SARDOs and the strategy to become more fun and exciting?
Can media assisted teaching improve students’ performance in school and their attitude
towards learning? Does school drop-out and absenteeism be less in classrooms where
technology and media become a regular part of the school?

It is expected that students who are taking specialized computer instruction will
enhance their thinking and manipulative skills and develop in them the interest and love
communication skills and will deepen their perspective through the use of modernm
technology.

Strategies

The Project RETICA uses the following materials:

School Supplies

Computer
- hardware
- software

Application Software (Microsoft Office, Excel, Word, Power Point)

Bookworm

Minesweeper

Microsoft Encarta

Textwist

Internet Explorer

Typing tutorial

Yahoo Messenger

Mechanics/Procedure

The students were given an orientation about the Project RETICA. They were
divided into two groups (Group A & B). All of them were given special class
schedule. The first group will undergo the topic on Bookworm De Luxe; an
educational computer game that develop the skills on word formations and the 2nd
group is Minesweeper; a game that develop a logical skills of the SARDOs. The first
three who got the higher score will receive a cash inventive, Every two weks
thereafter until the end of the school year (SY 2006-2007). A new computer program
will be introduced to them as stipulated in the planned procedure.
 Method and Evaluation

Students’ skills will be rated using a rubric scale categorized as Superior, Very
Good, Good, Fair or Poor. A daily attendance sheets signed by the SARDOs every
session will be the basis for monitoring and intervention. The attendance sheet will
tell whether the SARDOs are interested in the project or not. Students with irregular
attendance will be called for guidance and counseling by the school SSA Team.

During the project, each of them will have to enter their names as user/player of
the program every time they have the intervention. To determine who got the highest
score, the computer laboratory in-charge will have to check and go over the list of
players, in this case, the SARDOs that have registered in some other applications,
their level of skills will be based on their output they have presented.

IV. Results

AT the end of the School Year 2006-2007, 50% if SARDOs (11 out of 22) under
Project RETICA were saved. This makes 32.35% (11 out of 34%) of the total
identified saved SARDOs.

Report of Saved SARDOs

Year Identified SARDOs for Saved SARDOs for Intervention Applied

Level SY 2006-2007 2006-2007
Male Female Total Male Female Total SII Project Support
RETICA Attitude
Fourth 1 1 2 1 1 2 2 0 0
Year
Third 10 2 12 5 2 7 2 9 1
Year
Second 16 9 25 5 7 12 15 10 0
Year
First 29 6 35 10 3 13 30 3 2
Year
Total 56 18 74 21 13 34 49 22 3

During the initial implementation, it was found out that the SARDOs were very
excited and happy to have been included in the project. They have been motivated
considering that they not only enjoy manipulating the computers but prizes wait for those
who have excelled the program. They have gained interest in coming to the school and
attended the school regularly.
 Multi-media assisted teaching can assist learning of students in ways that are fun,
exciting, familiar and effective. Numerous studies have shown that this strategy has
improved student’s performance in school and their attitude towards learning. Students
exposed to multi-media technologies see learning as fun and exciting. School drop-out
and absenteeism were found out to be lessened in classrooms where technology and
media are being used in teaching-learning.

Since the positive effect on the academic side of the students, it is highly
recommended that the project RETICA will be sustained.

V. Sustainability

Technology is now in every life. Project RETICA captivates the academic interest
of the students not only to the SARDOs but also to the regular students. It can there be
any way an opportunity for schools to acquire multi-media equipment, it is hereby
suggested that the use of these equipment be given priority. Teachers should be trained
on the use of these technology so as “not to be left behind,” as what they say.

In line with this, the school has sustained the project by adopting and maintaining
the following measures:

A. Organization

Bulakanon High School SSA Team should continue the project by enhancing its
organization in terms of giving emphasis and actively performing their duties and
functions under SSA rules and regulations.

The School SSA Team must continue working with partnership with PTCA, LGU
and other stakeholders; maintain linkages by tapping their resources to draw up
support for the continual implementation of the project.

B. Resources

Human

Encourage and convince PTCA to support in the payment of volunteer teacher in

the maintenance of computers both hardware and software components until such
time the teachers can handle in the operation and usage of computer programs

Maintenance of School SSA Team, its personnel and their duties and ٛ unctions

Financial

Establish and maintain an Internet Café for the improvement and maintenance of
computers (software and hardware components), incentives and awards aside
from the regular annual computer fund.

Establish linkages to barangay LGU and other government units for the possible
expansion of the project even to the out-of-school youth an for adult education.
Technical

Maintenance of CDs and software relative to the implementation of Project

RETICA and continuance of Internet connection for accessing ICT to enhance
learning

Utilization of EASE Modules as tools in learning in regular classroom instruction
aside from SARDOs.

Fn/RETICA