La Salle Green Hills

GUIDANCE AND EDUCATION INTERVENTION SERVICES

GRADE THREE END OF THE YEAR EVALUATION REPORT

School Year 2020-2021

INTRODUCTION

Guidance services promote and enhance student learning through 3 broad but
interrelated areas of development, namely, social, academic and emotional. Each of
these areas encompasses a variety of desired student learning competencies
comprised of specific attitudes, knowledge and skills that will assist the pupils to make
satisfactory adjustments to school and to life. As such, this report aims to annually
assess the various services provided by the Guidance and Counseling Services for
school year 2020-2021. With the purpose of examining the status and effectiveness of
the said program, it provides data in determining if it is congruent with that of the
requisites of a guidance curriculum, developmental in nature, preventive in design and
comprehensive in scope. It also seeks to find out how its’ utilization of various
strategies, activities, delivery methods and resources enhance the academics,
encourage self-awareness, further interpersonal communication skills and impart life
success skills for all students. Moreover, it ascertains if the services were efficiently
rendered to its target clientele and analyze the effectiveness of such diverse range of
services in line with the thrust of the SDP. With these, assessments were made and
recommendations considered in ensuring more challenging student-centered exercises
that will further academic and personal growth/maturity. It is expected that the data
presented will provide a precise representation of how the services have been carried
out to benefit the grade 3 boys. The following results delineate the thoughts and
impressions of the grade 3 students with regard to how the guidance services were
effectively implemented.

GRADE THREE EVALUATION OF CLASS GUIDANCE SESSIONS

School Year 2020-2021

INTRODUCTION

For school year 2020-2021, the grade 3 guidance counselor prepared and implemented
organized group activities to assist the grade 3 students in attaining needed
experiences for their personal growth and well-being. These exercises empowered the
students with self-knowledge, coping strategies and life skills to help them become
problem-solvers, collaborative workers and responsible citizens. It also imparted the
necessary intrinsic motivation for them to think critically and creatively on any given task
be it academic or socio-emotional. The sessions of class guidance activities focused on
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the areas of orientation and academic, personal and social development. It dealt
primarily with many important skills needed for lifelong learning and cooperative
relationships such as study skills and habits, strengths and healthy interpersonal
relationships. Through the various information and learning/insights gained from the
activities, thinking and behavioral skills and processes involved in decision-making and
ingenious resolutions to queries, will hopefully be completed, transmitted and
reinforced. As such, it would like to effect a significant growth in the students’ maturity
and social living skills with the conviction that the celebration and dissemination of good
practices encourages their use.

METHODOLOGY

The monthly class guidance sessions employed the discussion technique of

presentation. Students synthesized knowledge, experiences and ideas related to
developing, managing and implementing their personal, academic, and social formation
and well-being.
Synthesis and processing immediately followed with all the students’ spontaneous
answers and expression of their opinions. They also got to discover values based on
their own experiences and thinking.
The Google Form was utilized to encourage the students to express their ideas and
feelings on a certain topic by clicking on the face of their choice that correspond to the
verbal descriptions of Strongly Agree, Disagree, and Strongly Disagree. The instrument
inquired in finding out if…
1. The objective/s of the session on Orientation of Guidance Services/ Study
Skills and Habits/ Strength/Friendship) was/were achieved.
2. The topic/s presented is/are important.
3. The students gained meaningful information from the session.
4. The learnings I gained are applicable.
5. The guidance counselor/ associate was efficient in conducting and managing
the session.
6. The guidance counselor/guidance associate was lively in delivering the
session.
The activities were supplemented with situational games, videos and a PowerPoint
presentation depicting the lesson/topic discussed.

PRESENTATION OF RESULTS

Grade 3 Students per item rating of Class Guidance Nos. 1-4

N = 71 respondents (values in %)
Class Guidance 1 (Orientation of Guidance Services) Class Guidance 2 (Academic Development)
Item Strongly Agree Disagree Strongly Item Strongly Agree Disagree Strongly
Number

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 Agree Disagree Number Agree Disagree
1 67.6 32.4 1 53.5 45.1

2 69 31 2 66.2 33.8

3 69 31 1.4 3 63.4 35.2

4 60.6 38 4 66.2 33.8

5 67.6 32.4 5 63.4 35.2 1.4

6 70.4 29.6 6 70.4 29.6

Class Guidance 3 (Personal & Social Development) Class Guidance 4 (Gender Transition)
Item Strongly Agree Disagree Strongly Item Strongly Agree Disagree Strongly
Number Agree Disagree Number Agree Disagree
1 53.5 46.5 1 56.3 43.7

2 60.6 39.4 2 62 38

3 59.2 40.8 3 59.2 40.8

4 69 31 4 60.6 39.4

5 71.8 28.2 5 63.4 36.6

6 76.1 22.5 1.4 6 66.2 33.8

The responses below are the open-ended statements aimed at drawing out the pupils’
comments and suggestions regarding the activity:
 Longer or more frequent sessions to get to know more our classmates
 Miss Shari is the best! We hope to see her next year! :)
 I had a great time
 Thanks for teaching us thank you from Neo
 Thanks for the lessons Ms. Shari see you in August!
 Hi Teacher! Thank you and may God bless you more.
 Thank you for sharing helpful information in the orientation.
 I don't remember some of them. It was too long ago.
 I enjoy it.
 Keep it up
 I wish we can see each other soon!
 more fun topics please
 My Comment is she is good

DISCUSSION OF RESULTS

The activity had a successful run in that the participants were very enthusiastic, focused
and participated in the various tasks (informative discourses and skill-building

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exercises/activities) spearheaded by the able guidance of its counselor. As such, it
created an atmosphere that empowered them to take an active role in their learning so
that they can develop the skills necessary to perform those said tasks. The boys were
able to gain a deeper understanding of concepts, skills and know-how’s that will provide
them with the groundwork when it comes to performing school-related work. The
expectations articulated by the students for the sessions were promptly attended to and
taken note of as they have found the sessions appropriate to the performance of their
duties and responsibilities. The activities have been judiciously chosen as a way of
processing the pupils’ cognitive skills to circumspect, to be listened to, and fully express
issues concerning classroom conduct and performance. They were also pleased with
the fact that setting realistic goals have helped them discover their strengths and
abilities. The boys cited that the topics presented and the activities accompanying it,
were relevant because the counselor was able to draw out, reinforce and facilitate in an
exciting and creative manner, the skills that can be applied to everyday life. They were
found to pay attention and respond appropriately to the discourses given (expressed
their thoughts and insights), group work and games. To encourage livelier group
participation, rewards through the form of treats were handed out and encouraging
comments were given.
The sessions were well appreciated by the students in that it brought about positive
mindsets, practical knowledge and personal enrichment in being attuned to the
principles of a Lasallian gentleman. With this, it will hopefully lead to the identification
and furtherance of the most promising initiatives that the students might want to
espouse at home, in school or in their community.

CONCLUSION AND RECOMMENDATION

Based on the data, the students gave notable ratings to all aspects of the conduct of
class guidance sessions. They were found to be enthusiastic in sharing what they saw
and felt, experienced and learned during the activities. They appreciated the preparation
put forth in conceptualizing the activities, the lively demeanor of the counselor and the
learning acquired in order to discover, reflect and gain confidence to accomplish the
tasks expected of them in Grade 3. The sessions provided them with practical resource
to assist them in making intelligent and informed decisions and develop their skills and
potentials. The lessons were well conveyed and the counselor was effective in making
the boys perceive, adapt, demonstrate competency and form meaningful relations in the
course of appreciating who they are and the people around them. This shows that the
exercise conducted was a success and had created an impact on their discovery,
understanding and self-esteem.
It is recommended that:
1. More creative, stimulating (incorporate more movement) and fun-filled activities so
as to offset boredom.

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 2. Aside from the use of visual aids, provide a variety of props. Offer items that
represent the students’ daily experiences.
3. Reinforce the reward system as this helps a lot in maintaining classroom
discipline and encourage livelier class participation.

GRADE THREE EVALUATION OF COUNSELING SERVICES

School Year 2020-2021

INTRODUCTION

Through the conduct of counseling sessions, the students were provided with
knowledge and skills to ensure that they will be able to achieve school success.
Moreover, intervention and referral services were extended to students experiencing
academic, socio-emotional or behavioral difficulties that hampered their personal well-
being and development. The boys were allowed to share their thoughts, experiences
and feelings to facilitate decision-making, skills building and mental health support.
Ultimately, the goal of such efforts will help them develop effective problem solving
competencies in order to make wiser choices and contribute to sustained joy and
contentment.

COUNSELING SERVICE

The counseling service features intake interview, regular counseling, special case
counseling and follow-up sessions with students. For interviews to be conducted, the
Guidance Counselor sent an invitation via the student’s RANGER360 account days
before the actual meeting. Considerable time was allotted for the supervision of the
interview, at times, extended, if necessary. For each session, a counseling evaluation
“via Google” form was utilized for purposes of assessing its achievements and improve
upon its effectiveness. 

METHODOLOGY

The student was instructed to accomplish a six-item evaluation questionnaire by clicking

the smiley face of his choice corresponding on a continuum from agree, disagree, not
sure and did not talk about it (for presenting problems) and likewise, the particular
area(s) discussed during the session. The corresponding percentage then was obtained
for each item.
The following shows the evaluative content of the form:
1. The objective/s of the session on "Session with the Grade 3 Student Leaders"
was/were achieved.
2. The topic/s presented is/are important.

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 3. The students gained meaningful information from the session.
4. The learnings I gained are applicable.
5. The guidance counselor/ associate was efficient in conducting and managing the
session.
6. The guidance counselor/guidance associate was lively in delivering the session.

PRESENTATION OF DATA/RESULTS

Grade 3 Students’ Rating of the Counseling Service

N = 142 respondents (values in % s)
Item Number Agree Disagree Not Sure Did Not Talk About It
1 97.9 2.1
2 93.4 6.6

4 82.6 10.2 7.2

5 92.4 6.3 1.3

Item Number 3
Component (values in %)

Myself 78.6

School 79.5

Behavior 70.3

Career 57.9

Friends 57.2

Others
Hobbies, Talents, Fears, Pandemic, Sports, 3.2
Superpower, Chores, Interests, Computer
Games, etc.

Intake Interview, Regular and Special Case Counseling

For both intake interview and regular counseling, basic and pertinent information with
regard to their relationship with his family, friends and significant others, personal
circumstance/disposition and school life were gathered. The prime areas considered for
assessment were pertinent information on home and family life, feelings and attitudes
toward school, issues or conflicts with family, friends and significant others, etc. This
also serves as a follow-up of their previous interviews for purposes of updating their
individual files.

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Special cases were attributed to various presenting behavioral and academic concerns.
These cases, ranging from academic difficulties in school, interpersonal relations
(teasing, bullying and misunderstanding), familial matters, misbehavior, inattention,
display of inappropriate acts or gestures, psychological concerns (ADHD, ADD, etc.)
and adjustment problems in school, would pertain to those referred by the Homeroom
Adviser, Prefect of Pupils and LC Coordinator or instances that require the Counselor’s
attention. As such, prompt and appropriate measures were undertaken so as to
expedite matters accordingly (academic and/or behavioral interventions and
corresponding follow-up sessions). Likewise, group/class counseling sessions were also
conducted on the basis of a pressing concern or interest.

DISCUSSION OF RESULTS

Based on the results obtained in the evaluation questionnaire, the students

acknowledged and appraised this particular guidance service as significantly
substantial. This implies that the counseling program has been an integral part of the
grade 3 students’ educational environment and has produced positive changes in their
behavior and learning. The sessions provided a systematic and planned approach for
assisting the boys to acquire and apply the basic skills and information by way of the
optimal use of the unique, specialized knowledge of the counselor. Further, she kept
track of what was happening in series and made her remarks a guide to the client in
going to the next stage. It was evident that there was an attitudinal display of friendly
acceptance as well as being skillful in helping the student discover and accept the
various issues of his presenting concerns. The favorable results show the respondent’s
satisfaction with the counselor’s manner of showing respect and striving to understand
them, factors which are influencing his present circumstances and maintain optimism
about his future. It can be said that the grade 3 students are talking about and resolving
this openly with the counselor, rather than just giving basic information as it has been
done in the previous years. Hence, the positive responses of the boys indicate that
there was ease in the facilitation of their effort to freely talk, confide and tell about their
interests and feelings. As such, it helped create a school environment that supported all
the students’ stay in school, access school based resources and achieve at their
highest level. With this, the overall conduct of the individual counseling sessions was
carried out effectively and competently.
Further, the counselor was able to provide intervention and referred services to students
who were experiencing difficulties in their lives and consequently, interfered with
academic achievement. The sessions facilitated the student’s ability to solve problems
by helping him develop personal responsibility for conflict resolution. It emphasized
preventive and proactive counseling in order to provide the client with the basic life skills
needed to deal with problems before they occur and to enhance their personal, social
and academic growth. There was a provision for a safe, nurturing and inviting
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environment and an establishment of a trusting, confidential working relationship so that
the client can share his feelings and develop positive resolutions to personal issues.
Moreover, being nice, kind, warm and patient were the favorable traits that endeared
this counselor to her students. The end result was that it helped him perform better
academically, manage his emotions and be more effective in his relationship with others
so that it may be a step to resolve current and past hurts/issues. An affirmative rating
was also apparent because of the provision of informational materials essential to
augment the other interventions employed in special case counseling. In effect, this
helped supplement strategies to bring about the most appropriate, productive and
effective means to improve the client’s emotional disposition. As such, this will pave the
way to help the pupil do what he ought to do and develop a sense of satisfaction in
making the right decisions in the future.

CONCLUSION AND RECOMMENDATION

With regard to the aspect of counseling, individual and group interactions were
circumscribed to the conduct of the intake interview, regular counseling and special
cases counseling and follow-up sessions. The favorable results show the respondent’s
satisfaction with the counselor’s manner of showing respect and striving to understand
them, factors which are influencing his present circumstances and maintain optimism
about his future. It also explains that they have found the counseling service in form
and manner, useful and accessible to them. The difficulties are resolved, alternative
behaviors are learned and the person develops new social techniques or a way of
relating to people. As such, they are able to make informed decisions and live
successful and fulfilling lives. Likewise, the positive ratings obtained can also allude to
the manner to which the counselor effectively managed special cases counseling and
intervention. She emphasized practical and preventive counseling to provide the
students with the life skills needed to deal with problems before they occur and enhance
their personal, social and academic growth. Hence, the students who will be helped is
able to perform better academically to manage his emotions and be more effective in
his relationship with others to resolve past hurts. In conclusion, the services rendered
by the counselor were successfully carried out.
It is recommended that:
1. A need to intensify the counseling program for the Grade 3 students so as to
maintain, support and strengthen the academics, social and personal abilities.
2. Improve on case management/intervention plans and techniques for various
presenting problems in special cases counseling.
3. Pursue on enhancing the personal qualities (active listener, friendly, warm,
trustworthy, kind and patient) expected of a counselor.
4. More focused efforts on implementing regular and special follow-up counseling
sessions.
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GRADE THREE EVALUATION OF THE LEADERSHIP TRAINING SEMINAR FOR
CLASS OFFICERS
School Year 2020-2021

INTRODUCTION

The practice of training and nurturing the abilities of class officers to effectively lead has
long been a tradition of the working partnership of the Grade School Guidance and
Counseling Services Department, Student Council and the Office of the Student
Activities Coordinator. Its main goal has been to equip these select pupils with the
proper skills and attitude when it comes to classroom governance and at the onset, put
these into practice. Moreover, the session is designed to focus on the gathering of all
the Grade 3 elected class officers to discover and share leadership ideas, theories and
experiences concerning the vocation that they were entrusted to take. It identifies them
as a special group who has a remarkable task or responsibility to master their
leadership interests and potentials in the service of others. Hopefully, the session will
be able to realize its’ objective to have dynamic and responsive leaders who are
capable of upholding their classmates’ rights, responsibilities and welfare.
In pursuit of this undertaking, the Leadership Training Seminar’s objective include the
following:
Terminal: At the end of the Leadership Training Seminar, the class officers will learn
and enhance their knowledge and skills in leadership, and be able to apply
such in working with fellow pupils
Enabling: Through the activities, the class officers will be able to:
1. To possess a clear understanding of the concept of leadership and the
roles, functions and responsibilities attached to such.
2. To lead to an improved understanding of the kind of service and
commitment a class officer must pursue so as to be more responsive and
responsible toward his classmates’ well-being.

METHODOLOGY

The Leadership Training Seminar will be conducted will be conducted on two separate
sessions with sections A, C, E and G on September 23 and sections B, D, F and H on
September 24 respectively. The sessions will be held from 1:00 - 2:30 p.m. using
Zoom video conferencing.
The Counselor, serving as resource facilitator will share practical information or facilitate
an activity that can enhance the know-how and commitment of the class officers.
Synthesis and Processing of the activity will then follow to give way to the students’
sharing of ideas and views.

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The class officers were instructed to accomplish a six-item evaluation questionnaire by
clicking the smiley face of his choice corresponding on a continuum from agree,
disagree, not sure and did not talk about it (for presenting problems) and likewise, the
particular area(s) discussed during the session. The corresponding percentage then
was obtained for each item.
1. The objectives of the Leadership Training were achieved.
2. The topics are timely and interesting.
3. The learnings I gained are useful and applicable.
4. The counselor was efficient in conducting/managing the activities.
5. The pupils participated in the activities.
6. The Leadership Training was successful.
The second part presented the class officers with 3 open-ended sentences of which
they were asked to complete. These items were:
7. The learnings I gained from this leadership training are…
8. The activity I find most helpful is…because…
9. My comments and suggestions are…

PRESENTATION AND DISCUSSION OF RESULTS

Grade 3 Class Officers Rating of the Leadership Training Seminar

N = 22 respondents (values in %)
Item Number Strongly Agree Agree Disagree Strongly Disagree
1 61.5 38.5

2 60 40

3 56.9 43.1

4 60 40

5 70.8 29.2

6 72.3 27.7

The responses below are the open-ended statements aimed at drawing out the pupils’
comments and suggestions regarding the activity:
 It was an informative and a good learning experience for us class officers.
 I hope to have more sessions like 2 to 3 sessions in a year.
 I like the school it makes me learn new and good stuff and the teachers are really
kind thank you goodbye!
 May be good to have an online teambuilding every 4 months for class officers.
 Miss Shari is great! Would love to have her as our guidance next year :) :)

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  Since the Grade 3 batch of this school year didn’t have their First Communion, is
it going to be re-schedule next school year when they are in Grade 4?
 I've learned that I should be meticulously attentive when it comes to guiding my
son in online education so that he could be a responsible and virtuous learner.
 Thank you for the learning session on the leadership training.
 I learned a lot during the training.
 Thank you.
 It was a good session.
 Thank you Ms. Shari for a wonderful online schoolyear. I hope to see you in
Grade 4.
 Keep it up
 Ms. Shari is the best and kindest teacher.
 more fun and exciting topics please

This part of the evaluation gave the participants the opportunity to express creatively
what they think and feel about the training. It can be said that the lively and insightful
activities helped in providing the intrinsic motivation necessary for the class officers to
learn basic leadership concepts and skills. The training has somehow been a
contributor of practical resource to assist pupils in making intelligent, informed decisions
by enhancing their learning. Most of the class officers’ suggestions and comments
proved that the training achieved its goals and objectives.
The Leadership Training Seminar experienced a successful run in that its participants
were very enthusiastic and participative in the various tasks and discussions
spearheaded by the counselor. In addition, lecturettes and learning activities were
conceptualized in a manner befitting the students’ new role as class officers. As such, it
affirmed their willingness and dedication to serve others and at the same time, master
their leadership interests and potentials.
Moreover, the topics presented and the skill-building exercises employed were apt for
the seminar. It was heartening to know that the class officers recognized that the
objectives of the training were met. The class officers were able to acquire ideas of
leadership concepts, tasks, skills and techniques that will prove beneficial in the manner
to which they will manage their class. The expectations articulated by the pupils for the
seminar were promptly attended to and taken note of.
The pupils found the sessions relevant to the performance of their duties and
responsibilities. The exercises have been selected in a way that will process the
students’ cognitive skills to question, to be listened to, to connect with and to talk about
issues concerning classroom governance. As such, the ideas and know-how’s acquired
were very much feasible to the actual work set-up. It could also be gleaned from the
data, that the class officers recognized the counselor’s efficiency in the conduct of the
Leadership Training. It considered how the counselor contrived interesting, informative
and enlightening learning activities that were selected for the training. They were also
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content with the fact that setting realistic goals have helped these officers discover their
strengths and abilities as leaders. The officers valued the topics because the speakers
were efficient and ingenious in presenting them.
The students’ participation in the training implies how much they appreciated all the
exercises. They were found to be attentive and enthusiastically involved in discussions
(expressed their thoughts and observations), group work and games. To encourage
livelier group participation, encouraging comments were given. It could also be said
that the officers considered the entire training successful. They loved every exciting
minute as the LTS was conceptualized with their interest in mind and incorporate
activities that address the call for vibrant leadership, encourage teamwork and teach
them to work toward a goal. With this, it has opened a wonderful opportunity to learn
and grow as a true Lasallian leader.

CONCLUSION AND RECOMMENDATION

The Grade 3 Leadership Training Seminar was a success in terms of the learnings
gained from the array of activities that was prepared for them. It can be said that the
lively and insightful activities and the counselor who imparted vital knowledge have
helped in providing the intrinsic motivation necessary for the class officers to learn basic
leadership ideals. The training has somehow been providing practical resource to
assist the pupils in making intelligent, informed decisions by enhancing that learning. It
could also be said that they found the sessions fun and exciting. Having listened
attentively to the points articulated during the session allowed the students to discern an
assortment of ideas and experiences. As such, it equipped them to gain the confidence
and skills to be able to deal with the stipulated leadership tasks. Majority of the officers’
suggestions and comments affirm the fact that the session achieved its’ purpose
It is recommended that:
1. Prepare more creative, stimulating (incorporate movement) and fun-filled
activities so as to offset boredom.
2. Reinforce the reward system as this helps a lot in maintaining discipline and
encourage livelier class participation.
3. The class officers have articulated positive feedback about the lessons imparted
by the counselor. As such, continue inviting persons who can share practical
information that can enhance their commitment and know-how as leaders.
4. Hold individual sessions/consultation with class officers who may be having
difficulties with regard to the performance of their duties.
5. Involve more topics on the smooth operation of classroom government and/or
discipline so as to make the officers more effective and responsive in their
implementation of such.
DISCUSSION OF RESULTS

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The report gives a general picture of the grade three students’ rating of the different
guidance services namely, Counseling, Leadership Training Seminar for the Class
Officers, and Class Guidance Sessions, for the present school year. As can be seen
from the data, the respondents rated such s significantly substantial.
In the aspect of counseling, the overall conduct of the counseling sessions was carried
out competently and effectively based on the favorable response from the students. For
the intake, regular and special case sessions, the assessment yielded a very positive
picture of the counselor of being able to provide an adequate and effective counseling
scheme in all areas of concern. Furthermore, she helped the pupils understand, deal
with their problems and eased the expression of their ideas and feelings on a wide
variety of issues. Moreover, the counselor’s amiable demeanor, the genuine feelings of
care and concern were notable traits that endeared her to the boys. A positive rating
was also apparent because of the provision for informational materials to augment the
other interventions employed in special case counseling.
Class Guidance Activities aim to provide organized group services to help the acquire
needed experiences for their personal growth and well-being. The counselor
conceptualized and implemented exercises/activities (storytelling, discussion, games
and power point presentation) that focused on the functional and interpersonal
competence. The five sessions’ activities aim to make the students be aware, develop
and inculcate an understanding and appreciation of the basic study skills, habits and
attitudes so as to utilize their study time more productively, realize their academic
potential and encourage them to set the direction for their own learning along with
identifying and appreciating their own personal traits so as to gain a better
understanding of themselves and at the same time, foster acceptance and respect for
individual differences. Based on the data analysis, both sessions gained a highly
favorable assessment and were very much appreciated by the pupils. They were very
enthusiastic with what they saw, experienced and felt during the activities and got to
learn a broad range of abilities and skills and discover values based on their own
experiences and thinking. The lessons were well conveyed and the counselor was
effective in making the boys perceive, adapt and demonstrate competency in terms of
academic learning and form meaningful relations in varied social and personal
situations. It could also account for the fact that the instructions were somewhat clear
and simple and that most of the boys had comprehended the situations posed and as
such, facilitated their understanding of what was supposed to be done.
The Grade 3 Leadership Training Seminar offered a series of participatory and
experiential activities and supplemented by theoretical inputs related to the aspect of
leadership. As such, it was expected that the class officers imbibe a deeper
understanding and commitment of serving as good role models and responsive
members of the school. Based on the data analysis of the Leadership Training Seminar,
the activity experienced a successful run in that its participants were very enthusiastic
and participative in the various tasks and discussions spearheaded by the counselor. In
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addition, lecturettes and learning activities were conceptualized in a manner befitting the
students’ new role as class officers. As such, it reaffirmed their willingness and
dedication to serve others and at the same time, master their leadership interests and
potentials. The class officers were able to acquire ideas of leadership tasks, concepts,
skills and techniques that will prove beneficial in the manner they will manage their
class.
In the month of April, the APSA/SBA Test was administered to the eight (8) sections of
Grade 3. This test was utilized to specifically provide for quality and appropriate
assessment that will identify what pupils should know or what pupils should be able to
do at a certain grade level in various subject areas. Moreover, this test had a bearing on
decisions with regard to the appropriate placement or grouping of pupils for school
learning functions in the said grade level. A follow-up session was also conducted on
the same month to accommodate pupils who failed to take the exam during the first run.

CONCLUSION AND RECOMMENDATION

Based from the data presented, the guidance services were well-rated and managed to
obtain a favorable response from the students. The results imply that the scope these
services were offered was extensive and have somehow provided awareness, skills
development and application, needed for everyday life. It can also be said that the
learnings gained were enlightening, matter-of-fact and useful to them. In view of these,
the students were satisfied with the counselor’s ability to meet and discuss with them
their presenting concerns be it intake, regular or special case. Moreover, the
presentation of class guidance lessons and learning activities were able to present
basic but substantial academic, personal and social insights and know-how to produce
positive changes in the students’ behavior and perception. The sessions conducted
were designed to be preventive in nature in that it involved self-management and self-
monitoring skills of attitudes and beliefs which could either alter or add meaning to his
learning experiences. Further, the enriching activities brought about personal
enhancement and leadership responsibility. Hence, the leadership training series
assisted the students to cope with emotional and social pressures, set realistic goals
and become responsible young leaders. With this, the guidance curriculum in grade 3
was able to provide structured developmental lessons and activities designed to assist
the students to achieve the desired competencies and equip them with the knowledge
and skills appropriate for their developmental level. It accorded them the opportunity to
profit, plan, and grow as life and learning progress. In conclusion, the services rendered
by the counselor were successfully carried out.
It is recommended that:
1. A need to intensify and implement a comprehensive school guidance program for
the Grade 3 students that promote and enhance their academic achievement

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 through a carefully crafted guidance curriculum, individual planning strategies,
responsive services and counseling scheme advocacy.
2. Prepare more creative, stimulating and fun-filled activities so as to effect a livelier
presentation during each session.
3. Utilize a variety of strategies, activities and resources to encourage the students
to participate more effectively and actively in their own learning.
4. Improve on case management/intervention plans and techniques for various
presenting problems in special cases counseling.
5. Amplify the need for parent and teacher consultations with regard to resolving
concerns and soliciting and giving feedback with the student’s interest in mind.

Prepared by:

Miss Shari Mae B. Arbues, RGC

Grade 3 Guidance Counselor

Noted by:

(SGD) Mrs. Ma. Carmela A. Alcantara, RGC

Head, Guidance and Education Intervention Services

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