SO FAR 3Rs

Republic of the Philippines
Department of Education
REGION VII - CENTRAL VISAYAS
Schools Division of Cebu City
LAHUG NATIONAL (NIGHT) HIGH SCHOOL @ SCHOOL ID: 303139
1. General Information
PROJECT TITLE S.O. F.A.R. 3Rs
OFFICE/SCHOOL Lahug National High School (Night)
LEAD PROPONENT JUAN DAMASCENO D. VILLAVER
Contact Number: 09399100218
E-Mail Address: juan.villaver@deped.gov.ph
MEMBER JASON R. BUGTONG
E-Mail Address:
jason.bugtong@deped.gov.ph
MEMBER FRANCISCO V. CATALBAS JR.
E-Mail Address:
francisco.catalbas@deped.gov.ph
TOTAL PROJECT COST &SOURCES P5, 760.00 from Personal Fund
PROJECT DURATION Start Date: August 5, 2024
Completion Date: March 31, 2025
2. Summary:
This project is driven by a profound recognition of the formidable obstacles encountered
by academically challenged learners in attaining proficiency in core numeracy and literacy skills,
which are unequivocally fundamental to their overall educational success. With a steadfast
commitment to addressing these challenges, our innovative program, "S.O. F.A.R. 3Rs"
(Strategic and Organized Focused Academic Remediation for Reading, Writing, and
Arithmetic), endeavors to offer tailored solutions through a multifaceted approach. By
meticulously integrating personalized instruction, evidence-based strategies, and rigorous data-
driven assessments, our intervention aspires to empower students to surmount these hurdles
effectively. This initiative will be meticulously executed within the educational milieu, utilizing
designated spaces such as classrooms or specialized remediation venues, wherein learners
necessitating additional support will be targeted. Recognizing the diverse needs of our student
populace, the duration of the program will be flexibly structured, spanning from August 2024 to
March 2025, ensuring ample time for comprehensive skill development. While adhering to a
principled approach, we also acknowledge the significance of prudent resource allocation.
Hence, a meticulously crafted budget will be devised to deftly manage expenses pertinent to
Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

Tel. No. (032) 328-9264 Lahug Night High School
materials and program evaluation. Above all, this endeavor epitomizes our unwavering
commitment to fostering inclusivity and equity within educational paradigms, catalyzing
transformative change by affording academically challenged learners the tools and opportunities
requisite for realizing their academic aspirations and making meaningful contributions to
society.
1. Background/Rationale
A. Summary
In contemporary educational discourse, there exists a compelling imperative to address
the academic challenges encountered by students, particularly those hailing from
underprivileged backgrounds, whose scholastic achievements are often hindered by deficiencies
in foundational skills such as reading, writing, and mathematics (Wexler, 2018). Our initiative,
named "S.O. F.A.R. 3Rs," is meticulously crafted to redress these disparities, drawing upon
collaborative efforts with educators, subject matter experts, and community stakeholders to
devise a tailored intervention catered to students necessitating additional academic support
(Brown & Green, 2022). This endeavor is not only aligned with the School Improvement Plan's
strategic objective to augment literacy, numeracy, and 21st-century competencies among
learners but also adheres diligently to the specified directives within Domain 4: Curriculum and
Planning, emphasizing the design of inclusive lesson plans and differentiated instructional
strategies (Smith & Johnson, 2023). Employing a multifaceted pedagogical approach
encompassing personalized one-on-one sessions and enriched learning activities, our program is
poised to ameliorate students' proficiency in targeted subject areas, with regular assessments
informing adaptive instructional modifications as warranted (Jones et al., 2019). Beyond the area
of academic endeavors, our initiative aspires to cultivate a nurturing and inclusive scholastic
environment, fostering familial and community partnerships to engender a sense of belonging
and support among all stakeholders (García et al., 2020). Embracing an spirit of equity and
excellence, we are animated by the conviction that every student, irrespective of socio-economic
background, deserves equitable access to quality education and the opportunity to realize their

full academic potential (Bishop & Forgasz, 2024). Through collaborative synergy and
unwavering dedication, we endeavor to engender transformative change, forging a more
equitable educational landscape wherein all students are empowered to thrive and flourish.
B. Issue/s being addressed

The project targets the pressing issue of students struggling with literacy and numeracy
skills, as evidenced by the outcomes of the School Monitoring, Evaluation, and Adjustments
(SMEA). Particularly alarming is the consistently high failure rate in Mathematics observed over
the past three consecutive school years at Lahug National High School (Night). Addressing this
issue is paramount for enhancing the overall academic performance of the school. When students
encounter difficulties in these foundational subjects, it adversely affects their overall scholastic
achievements. Thus, it is imperative to cultivate a supportive educational environment wherein
students feel empowered and equipped for success in their academic pursuits and future
endeavors.
Within the Philippines' Department of Education, similar concerns persist, with
numerous students facing challenges in reading and math proficiency. Socio-economic
disparities exacerbate these issues, with some students experiencing academic setbacks due to
limited financial resources within their families. Additionally, dropout rates are influenced by
the perceived difficulty of academic subjects, further underscoring the importance of
intervention.
By implementing targeted measures to enhance literacy and numeracy skills and
providing additional support to struggling students, the project endeavors to not only improve
individual academic outcomes but also uplift the overall educational landscape. By equipping
students with the necessary foundational skills, the project aims to expand their opportunities for
future success. This holistic approach to academic improvement not only benefits individual
students but also contributes to the collective advancement of the school community.

2. Objectives and Outputs

A. General Objectives
This project will significantly contribute to achieving the institution's higher aims by
aligning with its overarching goals of academic excellence, equity, and community
empowerment. Specifically, by addressing the prevalent challenges in literacy and numeracy
skills, the project directly supports the institution's mission to enhance student learning outcomes
and promote academic achievement at both the division and school levels.
At the division level, the project aligns with broader educational objectives set forth by
educational authorities, such as the Department of Education. By improving students'
foundational skills in reading, writing, and mathematics, the project contributes to the division's
efforts to raise academic standards and reduce achievement gaps among students from diverse
backgrounds.
Within the school setting, the project supports the institution's commitment to providing
quality education and fostering a supportive learning environment. By implementing targeted
interventions to address the identified challenges in literacy and numeracy, the project enhances
student engagement, academic performance, and overall well-being. Additionally, by promoting
inclusive practices and providing additional support to struggling students, the project advances
the school's goal of ensuring equitable access to education for all learners.
Furthermore, the project extends its impact beyond the school gates to benefit the wider
community, including Community Learning Centers (CLCs) and other stakeholders. By
equipping students with essential literacy and numeracy skills, the project enhances their
capacity to actively participate in community activities, pursue further education or vocational
training, and contribute positively to society. Furthermore, the project fosters partnerships and
collaboration between the school and the community, promoting a shared commitment to
educational advancement and community development.

B. General Objectives
The main goal of the innovation "S.O. F.A.R. 3Rs” is to empower academically
challenged learners with the foundational skills necessary for academic success in reading,
writing, and arithmetic. By providing targeted remediation and support, the project aims to
bridge educational disparities, promote equity, and foster a positive learning environment where
all students can thrive.
Specifically it:
1) Provides focused instruction and practice activities to enhance students' understanding and
proficiency in fundamental mathematical concepts;
2) Strengthens students' ability to apply numeracy skills in real-world contexts and problem-
solving situations;
3) Utilizes differentiated learning experiences tailored to individual learning styles and needs to
support numeracy skill development;
4) Implements evidence-based strategies to improve students' reading comprehension,
vocabulary acquisition, and fluency;
5) Fosters a love for reading through engaging literacy activities and exposure to diverse genres
and texts.
6) Scaffolds students' writing skills by teaching effective writing strategies, grammar, and
organization techniques; and
7) Fosters Academic Confidence and Self-Efficacy.
C. Outputs
The project outputs encompass a range of specific and tangible products derived from
inputs and activities focused on enhancing literacy and numeracy skills among students. These
outputs include the development of tailored learning materials designed to address identified
areas of need in reading, writing, and mathematics, along with comprehensive lesson plans
detailing instructional strategies and activities aimed at bolstering student proficiency in these
targeted skill areas. Additionally, documented approaches and strategies for differentiated

instruction, accompanied by progress reports and assessments, serve to track student growth and
achievement in literacy and numeracy. Resources for one-on-one tutoring, as well as technology-
enhanced learning tools, are provided to support personalized intervention and enhance student
engagement. Professional development materials and training modules for teachers are also
developed to enhance their instructional practices in literacy and numeracy instruction.
Collaborative partnerships with parents, guardians, and community stakeholders are documented
to strengthen support networks and facilitate student success. Evaluation reports and data
analysis inform future programmatic decisions, while documented approaches to fostering a
positive and inclusive learning environment aim to cultivate student confidence, motivation, and
academic engagement.
3. Methodology
A. Project Description
The proposed project aims to address the pressing issue of academic challenges faced by
students, particularly in the areas of literacy and numeracy. Recognizing the fundamental
importance of these foundational skills for overall academic success, the project seeks to
implement targeted interventions and strategies to improve student proficiency in reading,
writing, and mathematics. Through a comprehensive approach that includes the development of
customized learning materials, the implementation of differentiated instructional strategies, and
the provision of additional support through one-on-one tutoring and technology-enhanced
learning tools, the project aims to meet the diverse learning needs of students and foster a positive
and inclusive learning environment. Collaborative partnerships with parents, guardians, and
community stakeholders will be established to strengthen support networks and enhance student
engagement in academic activities. Furthermore, ongoing monitoring and evaluation will ensure
the effectiveness of intervention strategies and inform continuous improvement efforts. Overall,
the project is dedicated to empowering students with the necessary skills and resources to
succeed academically and realize their full potential.

B. Beneficiary Description
The project aims to directly benefit the Senior High School students of Lahug National
High School (Night), particularly those enrolled in the Alternative Learning System (ALS)
program, who are struggling with literacy and numeracy skills. Through targeted interventions,
these students will experience improvements in academic performance, heightened confidence,
and enhanced prospects for future success. Once proven successful, the project will be expanded
to junior high school students, with senior high school learners serving as pioneers in its
implementation. Central to this initiative is the provision of professional development
opportunities for teachers to refine their instructional methods, alongside equipping parents with
resources and strategies to support their children's learning outside the classroom. The broader
community stands to benefit from heightened educational achievement among students,
contributing to economic growth and community development. By empowering students and
fostering stronger school-community partnerships, the project seeks to drive collective
advancement across all stakeholder groups.
C. Project Breakdown and Task Time

I. Pre-implementation Stage
Activity Time Frame In-Charge Deliverables
Strategic Planning Proponents/ Plan strategically on
of the Innovation’s May 2024 (1st Week) Innovators the necessary resources
Input, Process, and and the processes on
Output Mechanism achieving the desired
goals of the proposed
innovation.
Making of Proponents/ Make assessment tools
nd th
assessment tools May 2024 (2 to 4 Innovators;
Week)
Validation of the Instrumentation Validate the

made assessment Experts/ assessment tools
tools Validators

II. Implementation Stage

Giving of Pre- August 2024 (1st Week) Proponents/ Administer the Pre-
assment/diagnostic Innovators; assment/diagnostic test
test to all Senior Advisers to all SHS students to
High School (SHS) determine the
students on numeracy and literacy
numeracy and skills as basis for
literacy skills profiling and
determining the
academically
challenged learners in
both numeracy and
literacy skills.
Developing August 2024 (whole Proponents/ Develop learning
Learning month) Innovators; resources needed for
Resources the innovation
implementation
Validate and quality

Validation and Learning assess the developed
quality assurance of Resources learning resources
the developed Validators
learning resources
Implementation of September 2024 (1st Proponents/ Provide Focused
the S.O. F.A.R. 3Rs Week to December Innovators Academic remediation
innovation concepts 2024 (2nd Week) on Reading, Writing,
and process and Arithmetic to the
identified
academically
challenged learners on
both numeracy and
literacy skills.
MidYear December 2024 (3rd Proponents/ Conduct Mid-year
Assessment & Week) Innovators; Assessment through
Adjustment Focus-Group
Discussion to the
selected
participants/subjects of
the innovation to

determine the
concerns, issues, gaps,
and problems
encountered during
theimplementation as
basis for the
adjustment or ways
forward.
Continuation on the January 2025 (1st Week Proponents/ Provide Focused
Implementation of to April 2025 (4th Week) Innovators Academic remediation
the S.O. F.A.R. 3Rs on Reading, Writing,
innovation concepts and Arithmetic to the
and process identified
academically
challenged learners on
both numeracy and
literacy skills.
Giving of Post- May 2025 (1st Week) Proponents/ Administer the Post-
assment/evaluation Innovators; assesment/evaluation
to the participants Advisers to the
/subjects of the participants/subjects of
innovation on the study to determine
numeracy and the efficacy of the
literacy skills innovation.
Submittion of May 2025 (2nd to 4th Proponents/ Submit narrative data
Accomplishment Week) Innovators; driven
Reports Advisers accomplishment
reports of the
innovation
III. Post-Implementation Stage

Giving of Post- January 2025 (1st Week Proponents/ Provide Focused
assment/evaluation to April 2025 (4th Week) Innovators Academic remediation
to the participants on Reading, Writing,
/subjects of the and Arithmetic to the
innovation on identified
numeracy and academically
literacy skills challenged learners on
both numeracy and
literacy skills.

Submittion of May 2025 (1st Week) Proponents/ Administer the Post-

Accomplishment Innovators; assesment/evaluation
Reports Advisers to the
participants/subjects of
the study to determine
the efficacy of the
innovation.
May 2025 (2nd to 4th Proponents/ Submit narrative data
Week) Innovators; driven
Advisers accomplishment
reports of the
innovation
D. Risk Management
Possible Risks Mitigating Measures

Unforeseeable complications arising during Thoroughly inform participants about the
the implementation of the innovation. nature and purpose of the innovation to
minimize misunderstandings.
Potential resistance or pushback from Provide clear channels for communication
stakeholders or participants. and support for participants to address any
issues or concerns that arise.
Misinterpretation or misunderstanding of the Continuously monitor the implementation
nature or purpose of the innovation. process and promptly address any
complications or challenges.
Technical difficulties or challenges in the Ensure participants have the opportunity to
implementation process. withdraw from participation if they feel
uncomfortable or encounter unforeseen
difficulties.
Unintended consequences or side effects of the Provide ongoing training and support to
innovation. participants to enhance their understanding

and capacity to engage with the innovation

effectively.
VI. Cost
A. Cost
ITEM Quantity Unit Price Cost
A4 Size Bondpaper 10 rims P 250.00 P 2,500.00
Continuous Ink for Printer 5 sets P 600 P 3, 000.00
Assorted Cartolina 20 pices P 8.00 P 160.00
Staple Wires 2 boxes P 50.00 P 100.00
TOTAL P5, 760.00
B. Fund Source:
The source of the fund for this project is from the proponents’ personal money.
Prepared by:
JUAN DAMASCENO D. VILLAVER

School Principal
JASON R. BUGTONG
Master Teacher I
FRANCISCO V. CATALBAS JR.

Teacher II
NOTED:
MARICON M. GUMBA Dev.Ed.D.

PSDS-ND3


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Republic of the Philippines

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

B. Issue/s being addressed

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

2. Objectives and Outputs

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

C. Project Breakdown and Task Time

Validation of the Instrumentation Validate the

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

II. Implementation Stage

Validate and quality

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

III. Post-Implementation Stage

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

Submittion of May 2025 (1st Week) Proponents/ Administer the Post-

Possible Risks Mitigating Measures

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

and capacity to engage with the innovation

Staple Wires 2 boxes P 50.00 P 100.00

TOTAL P5, 760.00

JUAN DAMASCENO D. VILLAVER

FRANCISCO V. CATALBAS JR.

MARICON M. GUMBA Dev.Ed.D.

Gorordo Avenue, Lahug, Cebu City lahugnight.cebucity@deped.gov.ph

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