INTERVENTION PROPOSAL

by MAED-SPED

Riza Joy C. Gregorio

Mary Joy D. Diala
Bryan Karlo M. Morillo
Presse A. Pascual
Cynthia C. De Vera
Joan Amaro
Xyrene Bendejo
Hanna Katrina R. Polo
Jenny E. Peridas
 INTERVENTION DESCRIPTION

The proposed intervention is a comprehensive support program designed to assist K-6

elementary school students facing challenges in emotional management, behavioral
management, academic learning, and family-related issues. It aims to provide targeted
interventions and support to help these students improve their social and emotional skills,
behavioral skills, and learning skills, ultimately enhancing their overall well-being and
academic performance.
 ISSUE/GAP TO BE ADDRESSED

Many K-6 elementary school (name of school) students face difficulties in managing their
emotions, behaviors, and academic challenges, which can negatively impact their
learning and overall well-being. There is a need for a structured intervention program to
address these issues and provide students with the necessary support and skills to
succeed in school and beyond.

● Social and emotional skills

○ Identifying emotions
○ Low self-esteem
○ Lack of empathy
○ Fear, stress, and anxiety
● Behavioral skills
○ Attention-seeking
○ Bullying
○ Hyperactivity
○ Violence
○ Tantrums
○ Sensory Overload
● Learning skills
○ Math difficulties
○ Reading Difficulties
○ Writing Difficulties
○ Processing and understanding concepts
● Family Dysfunction and Financial Strain
○ Financial problem
○ mental illness
○ disability
○ Violence and abuse
○ separation
● Learning space
○ Physical space limitation
○ Instructional challenges
 GOALS/OBJECTIVES OF THE INTERVENTION

Overall Goal:

To enhance the holistic development of K-6 elementary school students by improving

their social and emotional skills, behavioral skills, learning skills, and addressing family-
related challenges and learning environment issues. This will ultimately lead to improved
academic performance, emotional well-being, and interpersonal relationships among
students.

Social and emotional skills

Goal:
● To enhance students' social and emotional skills, leading to improved emotional
regulation and interpersonal relationships.
Objectives:
● Identify emotions and express them appropriately.
● Develop self-esteem and empathy towards others.
● Manage fear and anxiety effectively.

Behavioral skills

Goal:
● To improve students' behavioral skills, reducing disruptive behaviors and
promoting positive social interactions.
Objectives:
● Reduce attention-seeking behaviors.
● Address bullying behaviors through education and support.
● Manage hyperactivity and impulsivity.
● Decrease incidents of violence and aggression.
● Minimize tantrums through effective coping strategies.
● Reduce the number of trigger or stimulating activities.

Learning skills

Goal:
● To support students in overcoming academic challenges, leading to improved
academic performance and confidence.
Objectives:
● Address math difficulties through tailored interventions and support.
● Improve reading comprehension and fluency.
● Enhance writing skills through targeted instruction.
● Improve the ability to process and understand academic concepts.

Family Dysfunction

Goal:
● To provide support to students facing family-related challenges, reducing the
impact of these issues on their academic and emotional well-being.
●
Objectives:
● Address financial problems through resources and assistance.
● Provide support for mental health issues within the family.
● Address any disabilities within the family and provide necessary support.
● Address any instances of abuse or violence within the family.
● Provide support for students experiencing separation in the family.

Learning space
Goal:
● To create an optimal learning environment for students, addressing physical and
instructional challenges that may hinder learning.
Objectives:
● Address physical space limitations through creative solutions.
● Overcome instructional challenges through targeted professional development
and support for teachers.
 TARGET GROUP/END-USERS OF THE INTERVENTION

The program aims to support K-6 elementary school students struggling with the
following:
● Emotional management
● Behavioral management
● Academic learning
● Family problems
● Ability to learn and adapt to the learning environment
 CORE COMPONENTS AND ELEMENTS OF THE INTERVENTION

Social and emotional skills

In enhancing social and emotional skills it is important to consider the evidence-

based approach that promotes positive relationships, emotional understanding, and self-
regulation. By integrating this inside the classroom, we can create a safe and welcoming
environment that supports students' emotional growth and well-being.

Here are some effective interventions:

● Self-Talk Superhero- this approach encourages students to develop positive self-

talk. Teach them to recognize and challenge negative thoughts by imagining
themselves as self-talk superheroes who can overcome challenges with resilience.
● Feelings Journal - this activity tends to maintain a feeling journal. Here they can
express their emotions, identify triggers and explore coping strategies. Having to
check their emotions regularly helps them have self-awareness and understand
their emotions.
● Good news- this activity will help students share their positive experiences or good
news. Having this will help them celebrate their achievements and moments of joy
and that will foster a positive classroom climate and strengthen social bonds
among other students.
● Positive and Constructive Feedback- this approach will teach students to provide
specific kind, and helpful feedback to peers. This activity will promote empathy
communication and relationship skill

Behavioral Skills

Behavioral skills are very crucial inside the classroom. Having identified the issues
related to this matter, it is very important in planning an intervention to address the gap
to consider what causes and triggers the behavior. The following are some of the
components and elements that we can use in the intervention to address the challenging
behaviors and promote positive outcomes.

● Target Behaviors, as we delve into the behavioral issue it is important that we

clearly identify the specific behavior that needs intervention. These behaviors
should be observable and measurable and relevant to the student's needs.
● Specific goals, we need to set clear and measurable goals related to the target
behavior. The goals should be attainable and aligned with the student's individual
needs.
 ● Intervention Description. Describing how the intervention to be implemented. In
this element, we can illustrate here the specific strategies, techniques, and
activities that will address the target behavior.
● Start Date and Frequency - This component will determine when the intervention
will begin and how often it will be implemented. Remember that consistency is
essential for effectiveness.
● Method of Evaluation- this component will set the criteria for evaluating the
success of the intervention. We can also define here how the progress can be
measured and monitored.
● Responsibilities- in this component, it is essential that we assign roles and
responsibilities involved in the intervention. This includes the teacher, support staff,
parents, and paraprofessionals.

Learning Skills

In conducting an intervention plan targeting the issue of learning skills, the

following components play an essential role.

● Universal Screening- identifying those students who may be at risk for poor
learning outcomes. Using assessment tools as an instrument to screen students
across various grade levels. It includes phonological awareness, fluency, and
literacy skills.
● Continuing Progress Monitoring- monitoring students' progress consistently is very
essential to track their growth and will help us identify the areas that need to be
improved.( We can adjust the plan based on ongoing data.
● Multi-Level Prevention System- in this component educators can implement a
tiered approach to intervention. First is the Core instruction, in this part, we will give
high-quality instruction based on the standard of the school. Second is targeted
intervention, we give additional support for students not meeting the benchmark.
Lastly is the Intensive Intervention, wherein we give individualized support for
students with significant learning challenges.
● Data-Based Decision Making- depending on the result using the assessment tool
we make informed decisions about students' progress and the effectiveness of the
intervention
● Effective Lesson- this component is very important as well that we align our
instruction with grade-level standards, we also include differentiation and address
the diverse learning styles of the students.
Family Dysfunction and Financial Strain

In this issue, it is very important that we tailor an intervention plan according to the
specific needs of the family and the developmental stage of the child. Collaboration
among those involved in the issue is very essential in the intervention. The following are
some of the core components that we consider in the intervention plan.

Family Dysfunction:

● Assessment and Diagnosis; it is very important that we assess the impact of family
dysfunction on children’s well-being.
● Psychoeducation/ Parent Training - educating parents and caregivers about
healthy family functioning. Provide effective communication, conflict resolution,
and coping strategies. Teach parenting skills, including positive discipline,
emotional regulation, and nurturing behaviors. Addressing the specific challenges
related to family dysfunction. Examples, substance abuse, domestic violence)
● Family Therapy- explore underlying issues, improve communication, and promote
cohesion.
● Individual Counseling for Children- in this component, we help children express
their feelings and cope with family stress.

Financial Strain:

● Family Literacy Education; teach children, and parents about budgeting, saving,
and responsible financial habits.
● Resource Navigation- Provide families with information on available financial
support.
● Stress Management and Coping Skills: Help parents and children manage stress
related to financial strain.
● Teach coping strategies to reduce anxiety and promote well-being
● School-Based Support: offer targeted interventions (ex. School supplies, meal
programs) to alleviate immediate needs.
● Raise awareness about financial strain‘s impact on children’s development.

Learning Space

In identifying this as an issue of the child’s development, it is essential that we

identify some components that will solve the issue.
● Physical Environment: in this component, we will look into the design of the
classroom. How do we arrange all the areas inside the classroom? This includes
the learning area, furniture equipment, and materials.
● ü Social-Emotional Environment: considering this as part of the learning
environment is very important because this will help students have interactions and
relationships with children, teachers, and family members.
● Temporal environment: it tackles the flow of time, including the timing, sequence,
and length of routines and activities throughout the day.
 FACTORS TO CONSIDER

Social and emotional skills

The development of social and emotional skills that are critical to mental health
occurs during adolescence. These include learning to control emotions, establishing
healthy sleep habits, getting regular exercise, and improving coping, problem-solving, and
interpersonal skills. Families, schools, and the larger society all need to provide safe and
encouraging settings for its members. Mental health is influenced by several variables.
Teenagers' mental health may be impacted significantly by the number of risk factors they
are exposed to. Adolescents may experience stress due to a variety of factors, such as
peer pressure, identity exploration, and exposure to hardship. A teen's perceptions or
goals for the future may differ from their lived reality, and this discrepancy may be made
worse by gender norms and media impact.

A student needs a caring and affirming way of smiling, making eye contact, and
providing positive touch in order to support their mental health. A hug or a firm handshake
are two instances of pleasant contact.

In the last several years, there has been a greater public awareness of mental
health. The public is increasingly more aware of mental health issues and frequently
participates in initiatives centered on them. Though children's mental health frequently
affects their early existence, mental health is typically assumed to be something that
primarily affects adults.

Behavioral Skills

Peers, the school, the community at large, and family all have an effect on how
students behave as well as how well they learn and feel. Personal traits including age,
sex, temperament, personality, and physical and mental health can have an impact on
our behavior.

Learning Skills

One of the most crucial aspects of learning is attitude because, although

information and abilities are helpful, attitude is what motivates you to continue. Your
degree of enthusiasm, which is another essential component in maintaining your
motivation to increase your knowledge, attitude, abilities, and habits, can also be
determined by your attitude.
Family Dysfunction and Financial Strain

It is crucial to understand the specific needs of each family, which may include the
provision of financial support, counseling services, or access to community resources.
Additionally, recognizing and respecting cultural differences is important, as these factors
can significantly influence family dynamics and coping mechanisms. Collaborating closely
with families to establish a supportive partnership is also essential, fostering open
communication and mutual respect.

Learning Space

It is important to design environments that cater to the diverse needs of students.

This includes considering factors such as sensory sensitivities, mobility limitations, and
individual learning styles. Effective utilization of available resources, such as adaptive
furniture, sensory tools, or technology, can greatly enhance the learning environment.
Developing a budget plan that prioritizes essential elements for an inclusive learning
space is crucial, ensuring that cost-effective solutions are implemented without
compromising quality.
 MEASURES OF SUCCESS

Social and emotional skills

● Pre and Post Intervention Assessment: Measure improvements in emotional

regulation, empathy, and self-esteem through pre and post-intervention
assessments.
● Student Engagement and Participation: Observe increased participation in social-
emotional learning activities and interactions with peers.
● Feedback: Gather feedback from students, teachers, and parents on perceived
changes in emotional management and social skills.

Behavioral Skills

● Pre and Post Intervention Assessment: Assess changes in behavior through pre
and post-intervention behavioral assessments.
● Reduction in Target Behaviors: Observe a decrease in attention-seeking, bullying,
hyperactivity, violence, and tantrums.
● Improved Social Interactions: Note improvements in positive social interactions
and decreased incidents of disruptive behavior.

Learning Skills

● Pre and Post Intervention Assessment: Measure improvements in academic skills

through pre and post-intervention academic assessments.
● Increased Academic Performance: Observe improved performance in math,
reading, and writing based on classroom performance and evaluations.
● Enhanced Engagement: Note increased participation and engagement in learning
activities and assignments.

Family Dysfunction and Financial Strain

● Family Satisfaction Survey: Conduct surveys to assess families' satisfaction with

the support provided and improvements in family functioning.
 ● Community Impact: Measure the program's impact on the community through
feedback and observations from community members and stakeholders.
● Reduced Financial Strain: Evaluate the effectiveness of financial support programs
by tracking families' financial stability and access to resources.

Learning Space

● Improved Learning Environment: Assess changes in the physical and instructional

environment through observations and feedback from teachers and students.
● Enhanced Student Experience: Measure students' satisfaction with the learning
space and its impact on their learning and well-being.
● Utilization of Resources: Evaluate the effective use of resources and technology
in creating a conducive learning environment.
 BEST PRACTICES

Social and emotional skills

Children are sociable creatures. To mature and thrive, they must engage, bond,
and socialize with children of the same age as well as with members of their immediate
family. It is the means by which people develop their sense of independence, emotional
control, self-worth, and even empathy for others. Children can express their feelings,
discover more about themselves, and develop their confidence via art. Allow the
youngster to use their work as a vehicle for self-expression. Consider holding a little show-
and-tell at the conclusion of the craft session. Their peers will see a greater openness in
them when they talk about their initiatives and can better express their feelings and ideas.

Behavioral Skills

Children are more likely to collaborate when given the freedom to undertake tasks
that they need or desire to complete. Additionally, they are less prone to become irate
and act out in inappropriate ways. Accordingly, assisting kids in picking up new abilities
can play a significant role in behavior management. Children gain independence,
confidence, and self-worth when they pick up new abilities. Therefore, encouraging
children to pick up new talents can also be crucial to their general growth.

Learning Skills

There are three main strategies you can use to assist kids in learning anything
from more complex social skills to basic self-care:

1. Modelling. The most effective method for teaching kids a new skill is modelling.
Social skills can benefit from modelling. Modelling can be used to teach your
child nonverbal communication skills and behaviours like tone of voice and body
language.
2. Instruction. By showing your child what to do or how to do it, you can aid in their
learning.

Appropriate ways to give instructions:

● Speak intelligibly and calmly.

● Talk to the child in terms they can comprehend. Don't be too fancy; just be brief.
● Only give directions to the child when they are paying attention to you.
 3. Step-by-step. One by one, the goal is to assist kids in learning the individual
components of a skill or task.

How to provide detailed instruction:

● If you can, start with the simplest step.

● After teaching the child the step, let them attempt it.
● Continue to assist with the remaining tasks, or finish them yourself.
● Teach your child the next step, and so on, after they can complete the previous
one consistently and without your assistance.
● Continue until the child is able to complete the task or skill on their own.

Family Dysfunction and Financial Strain

● Encourage open and honest communication within the family. Create a safe space
where family members feel comfortable discussing their feelings, concerns, and
needs.
● Provide education and resources on financial management and budgeting. Help
family members understand the importance of financial planning and saving.
● Connect families with support systems such as counseling services, community
programs, and financial assistance programs to help them cope with stress and
improve family dynamics.
● Recognize and reinforce positive behaviors and efforts made by family members
to improve their situation. Celebrate small victories and progress towards financial
stability.
● Teach and model effective conflict resolution skills within the family. Encourage
compromise, active listening, and understanding of differing perspectives.

Learning Space

● Ensure that the learning space is comfortable, well-lit, and free from distractions.
Provide comfortable seating and adequate workspace for students.
● Keep the learning space organized and functional, with easy access to materials
and resources. Create designated areas for different activities, such as reading,
writing, and group work.
● Provide a variety of engaging materials and resources that cater to different
learning styles and interests. Include books, educational games, art supplies, and
technology tools.
● Be flexible and adaptable in how the learning space is used. Allow for different
configurations and setups based on the needs of the students and the activities
being conducted.
● Ensure that the learning space is safe and secure, with appropriate measures in
place to prevent accidents and injuries. Consider factors such as lighting, furniture
arrangement, and access control.
● Create an inclusive environment that respects and celebrates diversity. Ensure
that all students feel welcome and valued in the learning space.
ACTION PLAN
SOCIAL AND EMOTIONAL SKILLS

IDENTIFICATION

Conduct surveys, interviews, and focus groups with students, teachers, and
school staff to identify the social-emotional problems faced by the students.

Collect and analyze school data to identify students who are more likely to
experience social-emotional difficulties.

PLANNING AND EVALUATION

Goal:
● To enhance students' social and emotional skills, leading to improved emotional
regulation and interpersonal relationships.
Objectives:
● Identify emotions and express them appropriately.
● Develop self-esteem and empathy towards others.
● Manage fear and anxiety effectively.
Evaluation Tools:
● Existing records
● Pre-test and post-test intervention assessment
● Quantitative Surveys
● Qualitative Interviews
● Observation
● Focus Group

COLLABORATION AND MEETING

Conduct meetings to discuss student performance.

IMPLEMENTATION

Discuss the intervention plan with students, families, and school staff.

MONITORING AND ASSESSMENT

Gather data using the evaluation tools. Conduct a thorough analysis of the data
in order to evaluate the effectiveness of the program. Collect feedback from the
students, families, and teachers.

MODIFICATION/ADJUSTMENT

Make adjustments using the analyzed data and feedback.

BEHAVIORAL SKILLS

IDENTIFICATION

Conduct surveys, interviews, and focus groups with students, teachers, and
school staff to identify the behavioral problems shown by students.

Collect and analyze school data to identify students who have behavioral
problems that need to be addressed.

PLANNING AND EVALUATION

Goal:
● To improve students' behavioral skills, reducing disruptive behaviors and
promoting positive social interactions.
Objectives:
● Reduce attention-seeking behaviors.
● Address bullying behaviors through education and support.
● Manage hyperactivity and impulsivity.
● Decrease incidents of violence and aggression.
● Minimize tantrums through effective coping strategies.
● Reduce the number of triggers or stimulating activities.
Evaluation Tools:
● Existing records
● Pre-test and post-test intervention assessment
● Quantitative Surveys
● Qualitative Interviews
● Observation
● Focus Group

COLLABORATION AND MEETING

Conduct meetings with families and teachers to discuss student behavior.

IMPLEMENTATION

Discuss the intervention plan with students, families, and school staff.

MONITORING AND ASSESSMENT

Gather data using the evaluation tools. Conduct a thorough analysis of the data
in order to evaluate the effectiveness of the program. Collect feedback from the
students, families, and teachers.
Ask for behavior incident reports in order to evaluate the effectiveness of the program
for students who struggle most with managing behavioral problems.

MODIFICATION/ADJUSTMENT

Make adjustments using the analyzed data and feedback.

LEARNING SKILLS

IDENTIFICATION

Conduct surveys, interviews, and focus groups with students, guardians,

teachers, and school staff to identify the learning difficulties faced by students.

Collect and analyze school data to identify students with low performance in
reading, writing, basic concepts and arithmetic.

PLANNING AND EVALUATION

Goal:
● To support students in overcoming academic challenges, leading to improved
academic performance and confidence.
Objectives:
● Address math difficulties through tailored interventions and support.
● Improve reading comprehension and fluency.
● Enhance writing skills through targeted instruction.
● Improve the ability to process and understand academic concepts.
Evaluation Tools:
● Existing records
● Pre-test and post-test intervention assessment
● Quantitative Surveys
● Qualitative Interviews
● Performance
● Observation

COLLABORATION AND MEETING

Set up meetings with families and teachers to discuss student performance and
share practices to help address their needs.

Ask for progress reports that track the child’s academic performance.

IMPLEMENTATION

Discuss the intervention plan with students, families, and school staff.

MONITORING AND ASSESSMENT

 Gather data using the evaluation tools. Conduct a thorough analysis of the data
in order to evaluate the effectiveness of the program. Collect feedback from the
students, families, and teachers.

MODIFICATION/ADJUSTMENT

Make adjustments using the analyzed data and feedback.

FAMILY DYSFUNCTION

IDENTIFICATION

Conduct surveys, interviews, and focus groups with students, guardians,

teachers, and school staff to identify the issues faced by students within their families.

PLANNING AND EVALUATION

Goal:
● To provide support to students facing family-related challenges, reducing the
impact of these issues on their academic and emotional well-being.
●
Objectives:
● Address financial problems through resources and assistance.
● Provide support for mental health issues within the family.
● Address any disabilities within the family and provide necessary support.
● Address any instances of abuse or violence within the family.
● Provide support for students experiencing separation in the family.
Evaluation Tool:
● Existing records
● Quantitative Surveys
● Qualitative Interviews
● Focus Group

COLLABORATION AND MEETING

Meet with families and teachers to discuss the issues that need to be addressed.

Cooperate with the local government, the community, and other professionals,
such as psychologists and therapists, to discuss programs and strategies that will help
to address verbal, financial, psychological, and physical conflicts within the family.

Cooperate with social workers through the Department of Social Welfare and
Development (DSWD) to address issues, especially students who were victims of
circumstances such as emotional and physical abuse within the community and the
family.

IMPLEMENTATION

Discuss the intervention plan with students, families, and school staff.

MONITORING AND ASSESSMENT

 Gather data using the evaluation tools. Conduct a thorough analysis of the data
in order to evaluate the effectiveness of the program. Collect feedback from the
students, families, and teachers.

MODIFICATION/ADJUSTMENT

Make adjustments using the analyzed data and feedback.

LEARNING SPACE

IDENTIFICATION

Conduct surveys, interviews, and focus groups with students, guardians,

teachers, and school staff to identify the problems encountered within the learning
environment.

PLANNING AND EVALUATION

Goal:

● To create an optimal learning environment for students, address physical and

instructional challenges that may hinder learning.

Objectives:
● Address physical space limitations through creative solutions.
● Overcome instructional challenges through targeted professional development
and support for teachers.

Evaluation Tools:
● Quantitative Surveys
● Qualitative Interviews
● Pre-post comparison

COLLABORATION AND MEETING

Conduct meetings with teachers to discuss plans to make a well-designed

learning space.

Collaborate with the community and the local government and Non-
Governmental organization(NGO) for available resources and funding.

IMPLEMENTATION

Discuss the intervention plan with students, families, school staff, and the
community.

MONITORING AND ASSESSMENT

Gather data using the evaluation tools. Conduct a thorough analysis of the data
in order to evaluate the effectiveness of the program. Collect feedback from the
students, families, and teachers.
MODIFICATION/ADJUSTMENT

Make adjustments using the analyzed data and feedback.

PILOT TEST PLAN
SOCIAL-EMOTIONAL SKILLS

Target group

Elementary students who are experiencing social-emotional challenges.

Program Description
The intervention focuses on developing social and emotional skills, including identifying
emotions, improving self-esteem, fostering empathy, and managing fear, stress, and
anxiety.

The core components and elements of this intervention are the following:

● Emotional identification activities

● Self-esteem building exercises
● Empathy development strategies
● Fear management techniques

Pilot test goals

● Evaluate the effectiveness of the intervention in improving social and emotional

skills.
● Identify challenges in implementing the program.

Pilot selection

Criteria and Sample size

● Elementary students with social-emotional challenges.

● 10 students for each issue.

Factors to consider

● Student’s needs
● Grade level

Pilot test duration

Each social-emotional challenge lasts for a length of 3 months, with the first
month, focused on identification and planning.

Collection and data analysis

● Pre-test and post-test assessments

 ● Behavioral observations
● Student self-assessments
● Teacher feedback

Reporting

Regular progress reports to stakeholders; a final report with findings and

recommendations.

Timeline

○ Identifying emotions (8 weeks)

■ Week 1: Teach the neuroscience of emotion
■ Week 2: Identify emotions through pictures and videos
■ Week 3-6:
● Feelings Journal. Students will write about their experiences or
situations they have seen in school, at home, and within the
community.
● Create a peace corner in the classroom for students to use.
● Guide and monitor students during and after class.
■ Week 7: Reviewing the program’s progress.
■ Week 8: Evaluating the program’s effectiveness.

○ Low self-esteem (8 weeks)

■ Week 1: Teach students about self-esteem
■ Week 2:
● Students will list and share things they like about themselves with
the group.
● Conduct the activity “Make a Manifesto for YOU”
■ Week 3-7:
● Use of strategy instruction and small group instruction for students’
academic achievement
● Address emotional and psychological aspects of self-esteem
through counseling.
● Guide and monitor students during and after class.
● Build a safe and inclusive environment for them through
encouragement and positive reinforcement.
■ Week 7: Reviewing the program’s progress.
■ Week 8: Evaluating the program’s effectiveness.
○ Lack of empathy (8 weeks)
■ Week 1:

Discussion. Discuss what is empathy to students.

Experience sharing within the circle.

■ Week 2:

Introduce the empathy busters (Solving the problem, unsolicited advice,

dismissing feelings, and sarcasm)

■ Week 3-4: Perspective-taking activity. Provide activities where they can

put themselves in another’s shoes and show how empathy can help
support other people
■ Week 5-7:

Design a Kindness Wall. Students can share the good deeds that they did
throughout the week or have seen from others.

Reflection through making a kindness jar. Provide students with an empty

jar that they can decorate. On a cut-out paper, the students can write
about the good deeds they did throughout the day. They will fold it and put
it in the jar.

■ Week 7: Review the program’s progress.

■ Week 8: Evaluate the program’s effectiveness.

○ Fear, Stress, and Anxiety (8 weeks)

■ Week 1-2:

Discuss the definitions and causes of fear, worry, stress, and anxiety.

Experience sharing within the circle

■ Week 1-7: Coordinate with child therapists and mental health

professionals for consultations.
■ Week 3: Teach learners exercises that will help reduce fear and stress,
such as breathing exercises
■ Week 4
 Teach skills that they can develop to overcome fear and worry.

Discuss with parents ways to provide consistent support at home.

■ Week 4-7:

Design a calming corner that will be a safe space for them when they feel
fear, stress, and anxiety.

Form a peer support group for learners with similar experiences.

■ Week 7: Review the program’s progress.

■ Week 8: Evaluate the program’s effectiveness.
Behavioral Skills

Target group

Elementary students who show behavioral problems.

Program Description

This intervention targets elementary school students with behavioral problems, offering a
structured approach to address and modify their behavior. It includes behavior
modification techniques, conflict resolution skills, and sensory integration activities. These
components aim to help students develop coping mechanisms, improve social
interactions, and manage their emotions more effectively.

The core components and elements of this intervention are the following:

● Behavior modification techniques

● Conflict resolution skills
● Sensory integration activities

Pilot test goals

● Evaluate the effectiveness of the intervention in reducing behavioral issues.

● Determine the feasibility of implementing the program in a school setting.

Pilot selection

Criteria and Sample size

● Elementary students with behavioral problems.

● 5-7 students for each problem.

Factors to consider

● Student’s needs
● Disability
● Age

Pilot test duration

Each behavioral problem lasts for 3 months, with the first month focused on
identification and planning.

Collection and data analysis

 ● Behavior tracking records
● Incident reports
● Progress Reports
● Teacher and student feedback
● Pre-test and post-test assessments

Reporting
Regular progress updates to stakeholders; Final report with findings and
recommendations.

Timeline

○ Attention-seeking (8 weeks)
■ Week 1

Define the attention-seeking behavior that intends to address. Identify the

attention-seeking problem behaviors.

■ Week 2

Collect data to find out when the problem behavior occurs most often and
how many times the problem behavior occurs. It helps to discover patterns
that might help to create an intervention plan.

a. Per minute
b. Per day
c. Per week
■ Week 3-6

Provide strategies and programs.

a.
Provide attention on a time-based schedule.
b.
Set clear expectations for all students about attention-seeking.
c.Practice and reward how to appropriately ask for attention.
d.
Teach and reward appropriate waiting.
e.
Teach the student how to initiate to a friend without disruption.
Use behavioral contracts or “If… then…” statements to indicate
f.
when it’s okay to gain attention
g. Use visual schedules to indicate when attention can be delivered.
■ Week 7
 Reviewing the program’s progress.

■ Week 8

Evaluating the program’s effectiveness.

○ Bullying (8 weeks)
■ Week 1
a. Conduct a review and alignment of current policies and prevention
programs.
b. Collect, organize and interpret bullying behavior data or incident
reports.
■ Week 2
a. Determine school needs and goals related to a safe and secure
learning environment.
b. Identify effective programs or strategies to develop prosocial
behaviors and address bullying behaviors.
■ Week 3-6

Implementation of identified programs and strategies.

May include:

a. Setting of expected behaviors.

b. Teaching social skills such as friendship, empathy, and anger
management in on-on-one or group settings.
c. Invite professionals such as ABA therapists or psychologists to
conduct counseling.
■ Week 7
■ Week 8
■ Week 9

○ Hyperactivity (8 weeks)
■ Week 1
■ Week 2
■ Week 3-4
■ Week 5-6
■ Week 7
■ Week 8
○ Violence (8 weeks)
■ Week 1
■ Week 2
■ Week 3-4
■ Week 5-6
■ Week 7
■ Week 8

○ Tantrums (8 weeks)
■ Week 1
■ Week 2
■ Week 3-4
■ Week 5-6
■ Week 7
■ Week 8

○ Sensory Overload (8 weeks)

■ Week 1-2:Identify the triggers of sensory overload through direct
observation.
■ Week 3: Talk to students about the calming tools that they find effective.
■ Week 3-7:

Reduce triggering stimuli by modifying the learning environment and using

sensory tools.

Design a calming corner that will be a safe space for them to calm down
and relax.

■ Week 4-7: Provide various tools for students to choose from to find what
works best for them.
■ Week 8: Evaluate program’s effectiveness.
Learning Skills

Target group

Elementary students who are experiencing learning difficulties.

Program Description

This program focuses on providing targeted interventions to enhance academic

skills in areas such as math, reading, writing, and understanding concepts. It utilizes
various instructional approaches, including differentiated instruction, multisensory
techniques, and assistive tools, tailored to meet individual student needs and promote
learning success.

Pilot test goals

This aims to assess the effectiveness of the learning skills program in improving
academic performance and addressing specific learning difficulties. It also seeks to
evaluate the feasibility of implementing the program in a classroom setting and determine
its impact on student engagement and motivation.

Pilot selection

Criteria and Sample size

● Elementary students with learning difficulties.

● 5 students for each problem.

Factors to consider

● Students math, reading, and writing skills

● Students' level of understanding
● Disability

Pilot test duration

Each learning difficulty lasts for a length of 3 months, with the first month,
focused on identification and planning.

Collection and data analysis

This will include pre-test and post-test assessments to measure academic

progress, behavioral observations to track student engagement, feedback from teachers
and students, and any additional data relevant to the learning difficulties being addressed.
Data analysis will involve comparing pre-test and post-test scores, analyzing
observational data for trends, and synthesizing feedback to refine the program for future
implementation.

Reporting

Regular progress updates to stakeholders. Final report with findings and

recommendations.

Timeline

○ Math difficulties (8 weeks)

■ Week 1: Pre Teach Vocabulary:

Introduce key math terms before the lesson.

Use mnemonic techniques or keyword approaches to enhance vocabulary
comprehension.

■ Week 2: Visualize Math Problems:

Encourage students to draw visual representations of math problems.

Provide real-life scenarios to make math problems functional and
applicable to everyday life

■ Week 3-4: Use Manipulatives:

Manipulatives (such as counters, blocks, or geometric shapes) help

students understand abstract concepts.
Visual aids, like personal anchor charts or step-by-step directions, can
also enhance learning.

■ Week 5-6: Reduce Processing Demands:

Break down complex algorithms and strategies into component skills.

Graph paper can help students keep numbers aligned during calculations.

■ Week 7: Peer-Mediated Interventions:

Peer support can be effective for improving math performance.

Consider pairing students with and without disabilities to work together on
math tasks

■ Week 8: Evaluate program's effectiveness.

○ Reading difficulties (8 weeks)
■ Week 1-2: Distinguishing letters and letter sounds. Use of multisensory
instruction to teach letters and letter sounds. This includes pictures,
videos, realia, and other manipulative tools.
■ Week 3-5: Letter blending and sight words. Apply explicit teaching
together with the use of multisensory tools to teach letter blending and
sight words
■ Week 6-7: Reading words, phrases, and sentences. Provide a set of
words and gradually add phrases and sentences.
■ Week 6-7: Guided reading and peer reading. Guide students with words
that they struggle to read, as well as remind them of the punctuation in the
written text. Assign students a peer who will help them in their reading
journey.
■ Week 8: Evaluate program's effectiveness.

○ Writing difficulties (8 weeks)

■ Week 1: Fine motor skill activities. Introduce various games and activities
that can help students strengthen their muscles and coordination.
■ Week 2-3: Teach letter formation using assistive tools and multisensory
techniques.
■ Week 3-4: Practice copying texts for a short time and increase the time as
fluency increases.
■ Week 5-6: Practice writing simple words and gradually move to phrases
and sentences.
■ Week 7: Practice writing stories about their life, family, and community.
■ Week 8: Evaluate program's effectiveness.

○ Processing and understanding concepts (8 weeks)

■ Week 1-7:

Use classroom accommodations to cater to students’ learning needs.

Provide assistive tools such as text-to-speech software or graphic

organizers for additional support.

Teach students mnemonics so they can remember concepts longer.

 Use a systematic approach to instruction and give students enough time
to grasp the concepts.

Provide real-life examples and conduct simple experiments to

demonstrate concepts.

Provide one-on-one instruction during and after class.

■ Week 2-7: Provide small group instruction or peer tutoring to foster

collaboration and skill development.
■ Week 8: Evaluate program's effectiveness.
Family Dysfunction

Target group

Elementary students who are experiencing family dysfunction.

Program Description

This intervention program aims to provide comprehensive support to elementary

students experiencing challenges within their families. It includes family counseling
sessions to address underlying issues, support groups for both students and their families
to foster a sense of community and understanding, referral services to connect families
with mental health and social services, and crisis intervention to address urgent situations
and provide immediate support.

Pilot test goals

To evaluate the effectiveness of the family dysfunction intervention program in

improving family dynamics, supporting student well-being, and enhancing communication
within the family unit. It also aims to assess the feasibility of implementing the program in
a school setting and determine its impact on student academic and social outcomes.

Pilot selection

Criteria and Sample size

● Elementary students with problems within the family.

● 1-3 families

Factors to consider

● family's source of income

● total number of family members

Pilot test duration

Each problem related to family dysfunction lasts for a length of 3 months, with the
first month, focused on identification and planning.

Collection and data analysis

 This will include pre-test and post-test assessments of family dynamics and
student well-being, feedback from participants in counseling sessions and support
groups, and any relevant data on changes in behavior or academic performance. Data
analysis will involve comparing pre-test and post-test results, identifying trends in
feedback, and assessing the overall impact of the program on participating families.

Reporting

Regular progress updates to stakeholders. Final report with findings and

recommendations.

Timeline

○ Financial problem (8 weeks)

■ Week 1-2: Sharing of experience and counseling
■ Week 3-4:

Conducting a financial literacy workshop covering topics about money

management, risk management, planning and saving, and
entrepreneurship.

Introduce families to government benefit programs that can also help them
find job opportunities and other local resources.

■ Week 3-7:

Provide available resources at the school, such as free meals and

transportation assistance.

Provide educational support, such as mentorship for academic and

emotional support, and a personalized learning plan if they struggle to
cope with lessons due to absences.

Connect students to available resources in the community.

■ Week 7: Review program’s progress.

■ Week 8: Evaluate program’s success.

○ Mental Health Concerns

■ Week 1-2: Sharing of Experiences
■ Week 3-4: Conduct a mental health program aiming to promote wellness,
enhance mental health, reduce stigma, and provide prevention practices.
 ■ Week 5-6: Invite mental health professionals to conduct mental health
training. The participants in the training include teachers, students, and
the community.
■ Week 6-7: Counseling and collaborating with community resources to
provide support.
■ Week 8: Evaluation and feedback

○ Disability (8 weeks)
■ Week 1-2: Collaborate with medical professionals, therapists, and local
support groups to conduct a workshop on understanding the disability of a
family member.
■ Week 3-4: Together with mental health professionals, social workers, and
local support groups, conduct a workshop that focuses on coping
mechanisms and managing stress.
■ Week 5-6: With the school counselor, therapist, and support groups,
conduct a workshop to address the challenges faced by the siblings of
children with disabilities, providing a safe space to share their
experiences.
■ Week 7: Disability awareness activity. The family will have a scavenger
hunt that highlights different disabilities and the importance of
accessibility.
■ Week 8: Evaluate program's effectiveness.

○ Violence and Abuse (8 weeks)

■ Week 1: Individual sharing
■ Week 2-7: Art and group therapy
■ Week 4: Parent training program and psychoeducation focusing on
trauma.
■ Week 5: Teaching students relaxation techniques and how to manage
their emotional responses.
■ Week 6: Child-parent session. The students together with their parents will
have talk where the students will share their feelings and experience.
■ Week 1-7: Community collaboration. Invite and coordinate with other
professionals and the Department of Social Welfare and Development to
address sensitive issues.
■ Week 8: Evaluate program's effectiveness.
○ Separation (8 weeks)
■ Week 1-2: Experience sharing and therapy with the student.
■ Week 3: Experience sharing with the parent.
■ Week 4-6: Parenting Workshop. Invite mental health professionals such
as family therapists and child psychologists, together with representatives
from local support groups, to conduct a parenting workshop.
■ Week 7: Bucket List. Work with students to list down activities that they
want to do independently and with their parents during and after the
school year.
■ Week 7: Individual consultation. Continue supporting parents by providing
individual consultations related to the situation, as well as other resources
the school can provide.
■ Week 8: Evaluate program's effectiveness.
Learning Space

Target group

Elementary students who are experiencing problems within the learning space.

Program Description

This aims to improve the learning environment for elementary students

experiencing difficulties within their current classroom settings. This includes
redesigning classrooms to optimize learning, such as organizing desks and materials for
better flow and accessibility. Additionally, flexible seating options will be introduced to
cater to different learning styles and needs, allowing students to choose seating that
enhances their focus and engagement.

Pilot test goals

To evaluate the effectiveness of the Learning Space intervention in enhancing

student learning experiences and academic performance. It also aims to assess the
feasibility and practicality of implementing classroom redesign and flexible seating
options in a school setting. The pilot will identify any challenges or barriers to
implementation and explore ways to address them.

Pilot selection

Criteria and Sample

● Elementary students who have problems dealing with the learning environment.
● 1 grade level

Factors to consider

● Accessibility and availability of resources

Pilot test duration

Each problem related to learning space lasts for a length of 3 months, with the
first month, focused on identification and planning.

Collection and data analysis

 This will include observations of student engagement and behavior in the
redesigned classrooms, feedback from teachers and students on the impact of the
changes, and academic performance data. Data analysis will involve comparing pre-
intervention and post-intervention data to measure improvements in student outcomes
and identifying areas for further improvement in the learning environment.

Reporting

Regular progress updates to stakeholders. Final report with findings and

recommendations.

Timeline

○ Physical environment (8 weeks)

■ Week 1: Brainstorming. Together with the students, brainstorm
ideas to improve their physical learning environment.
■ Week 2-3: Deliver the concerns of students about their learning
environment to their parents and collaborate with them to look for
funding opportunities and sponsorships.
■ Week 4-7: Students, parents, teachers, and the community will take
part in carrying out the initiatives to improve the physical learning
environment according to the discussed actions.
■ Week 8: Showcase the improvements by conducting a general
assembly.
○ Instructional challenges (8 weeks)
■ Week 1: Identify learners' learning styles by administering a
standardized test.
■ Week 1: Talk to students about how they feel during lesson
delivery, what strategies work for them, and what instructional tools
they want to use during classroom learning.
■ Week 2: Meet with parents and the community to discuss the
resources needed for instruction and explain its impact and how
learners will benefit from it. Work with them to reach out to the
community, looking for grant opportunities and donations for
resources unavailable at the school.
■ Week 3-7:

Utilize available resources for instruction suggested by the

students.
 Provide a rating scale board where learners can rate how satisfied
they are with the lesson delivery for the day.

■ Week 8: Evaluate the program's effectiveness.