MARIS

 MARIS

Jacinto S. Bose

Aligned with the Department of Education's Inclusive Education program, focusing on providing diverse opportunities to nurture learners' skills and talents beyond academics. Introduced at La Paz Integrated School in 2017 under the name SIRIB (Sustained Inclusive Education to Raise Performance and Increase Accomplishment of Learners), it commenced with the RONDALLA strand, specifically targeting learners interested in string instruments.

The project gained enthusiastic participation, offering separate classes within the MAPEH subjects to enhance instrumental skills. As it progressed, objectives were gradually achieved, with enrollees advancing in their respective abilities. The project's success extended to the Division Office of Abra, becoming an integral part of division programs and attracting support from prominent leaders. 

Buoyed by this success, the project expanded to include two additional branches: SPA Dance and SPA Vocals. However, just as these new strands gained momentum, the pandemic struck. Despite the challenges posed to the Philippines' educational system, Project SIRIB adapted, employing various learning modalities to mitigate the impact on skills-based education. While facing the difficulties of pandemic-era education, Project SIRIB, now renamed Project MARIS, maintained its commitment to enhancing school participation rates, reducing dropouts, and fostering skills development. 

Aligned with DepEd Order No. 72 s.2009 on Inclusive Education, the project not only focuses on academic achievements but also aims to involve internal and external stakeholders for effective implementation. Originally launched at La Paz Integrated School, it evolved into MYBBMNHS with additional strands, including music and dance using brass instruments. 

Project MARIS, a training ground for music and dance enthusiasts, contributed significantly to the school's cultural identity and global competitiveness. The project's objectives, as outlined during its launch, emphasized improving participation and promotion rates, enhancing academic performance, fostering creativity, sustaining inclusive education, and strengthening parent-teacher relationships.

To realize these objectives, a systematic strategy was implemented. Learners dedicated time to mastering musical notes and instrument skills, accompanied by dance training for aesthetic performances. Teachers and trainers consistently supported students, enabling them to showcase their progress during school events. Recognizing students' efforts, certificates and prizes were awarded, fostering a sense of achievement.

The collaboration among the proponent, teachers, students, parents, and the local government facilitated the project's expansion. This involved incorporating more instruments and providing additional platforms for learners to showcase their talents, further enriching the school's cultural and artistic landscape.

PaTANOR LPIS

 PaTANOR LPIS

Production Towards Achieving a Nurtured Oyster Mushroom for a Resilient 

La Paz Integrated School

Alfredo T. Tolentino

Project Production Towards Achieving a Nurtured Oyster Mushroom for a Resilient La Paz Integrated School was a year-round project of the students who are enrolled in TVL-AFA. This is properly coordinated with the school principal and other concerned personnel and properly disseminated to the parents of the students. The project PaTANOR is a unique product of the LPIZ that aimed to alleviate hunger and boost the economic empowerment of the students.

This project addressed issues on the financial aspects of the students in buying their school supplies their snacks for break time and an established classroom pantry for the students who don’t have enough money to buy their snacks. The activity echoes as income generating project of the grade 12 TVL-AFA students, they look also in the overall implementation of the project with the supervision of their adviser.

The students are highly encouraged to participate in this project because they will immerse their full potential for this agri-venture activity. This is a livelihood program for the students to sustain their financial needs in the school and enhance their skills as well. The support and contribution of the parents in the said project are remain constant from the beginning and it was closely monitored by the school principal, adviser, and the district supervisor.

The result of the project has a 100% impact in the lives of the learners and therefore need to be enhanced a sustained which lies in the hand of the enrolled students to have more income which will be a great help to continue for its continuation because they have the starting capital to put-up this project. A constant supervision is needed from their adviser to sustain this project and the presence of sustainability plan.

eGammeng

 e-GAMENG

Enhanced- Gearing for Action to Make Education Nurturing and Guiding

Jeselle T. Balandin

e-Gameng is an Ilokano word that means object or a material used for a certain purpose. e-GAMENG also pertains to the instructional materials developed for teaching and learning.  True to its term, Education is like a GAMENG, a very useful and prevailing tool that needs to be developed and enhanced. e-GAMENG aims to improve the Literacy Skill and Reading Habits of the learners, capacitate teachers to become developers of Quality Assured Learning Resources (SLM, LAS, TVI, RBI), record locally developed learning materials for harvesting and utilization in the District, Division and Regional Level and motivate learners with the use of supplementary materials

Project e-GAMENG insinuated the need to act and conduct sustainable activities to promote awareness in the utilization of the SLRC and use it as a venue to improve the literacy skill and reading habits of the learners. Aside from the development of different print and non-print learning resource materials used for remediation and learning activities, this innovation also includes the following activities: Oplan MARE (Manabo LGU Assistance on Reading Enhancement). This is a school reading remediation program with three (3) LGU-paid teachers who will focus on conducting after-class reading enhancement for slow learners in the different grade levels. And, Ok sa KSA (Klase sa Silid Aklatan), a program wherein teachers take turns in bringing their pupils in the school resource center to conduct story readings and story-telling.

The concerted effort of this innovation reflected the following impacts; provided a wide range of learning resources used in the teaching-learning process, increased performance of the pupils as shown in the school’s MPS for every quarter for the SY 2020-2021 from 78.18 in the First Quarter, 80.88 in the Second Quarter, 82.68 in the Third Quarter and 84.78 in the Fourth Quarter. Finally, produced certified teacher-developers (SLM) with 11 developed SLM’s, 15 LAS, 7 TVI’s and 1 RBI.

e-GAMENG is set to evolve and adapt to the changing needs of the learners. To ensure the sustainability of this innovation, the following actions were considered: maintain the functionality of the SLRC, refurbish the contents of the SLRC with new and updated learning materials, provide constant technical assistance to teachers through SLACs and INSET, continuous implementation of Oplan MARE and OK sa KSA and Craft other strategies to improve learning.

Kaagapay sa Pag - aaral

Kaagapay sa Pag - aaral
ESPERANZA T. REYES

    This innovative project is intended to raise funds for the school supplies of indigent families whose child/children is an incoming Grade 7 student of the school. This innovative project aims to decrease the number of Students-At-Risk of Dropping-Out (SARDO). One of the primary reasons of having SARDO of the school is financial constraint. Indigent families does not have enough financial stability to be able to support the needs of their children in school.  With this project, the school can help augment the burden of the parents in buying school supplies for their children and to encourage the students to perform well in their academic performance. The school will look for a donor for the beneficiaries and will enter into a Memorandum of Agreement that they will sponsor the school supplies of the selected beneficiaries until they reached Grade 10. This project aims to cater 20 Grade 7 students and 20 Grade 10 students.
    To ensure the delivery of basic, quality, accessible, liberating and gender-sensitive education to the learners, this innovative project aims the following:
a.    To decrease the number of Students-at-risk of Dropping-out;
b.   To improve the academic performance of learners
c.    To strengthen and sustain partnership between the school and its internal and external stakeholders
     The beneficiaries were given school supplies such as, one (1)  bag pack, ten (10) 100 leaves notebooks, three (3) ballpen (red, blue, and black), one (1) ruler, one (1) scissors, one (1) pencil and two (2) 1 whole pad of paper.
    The sponsors of the said project signed a Memorandum of Agreement wherein they will continue supporting the beneficiaries of the program until they reach Grade 10. On the other hand, the beneficiaries entered into a Memorandum of Understanding wherein, in return with the good deeds of the benefactors, they will have to maintain a good academic performance. They must not have a grade lower than 75 in all subjects across each grading period and they must not incur more than 10 absences in a school year. If they fail to do so, they will be terminated as a beneficiary of the said program.
    To monitor the success of the project, the academic performance of the beneficiaries will be evaluated as to their MPS and their attendance.
    With the implementation of the innovation, the academic performance of beneficiaries improved and increased. It has been found out that the learners/beneficiaries have eagerness in coming to school and attending their classes. They do not have absences and have completed a perfect attendance for the school year. Thus, the objectives of the said innovation were able to achieved.

    The innovation is recommended to be continued and sustained. For the School Year 2022-2023, it is the year 4 for Batch 1 and Batch 2 -  year 1 will also be implemented for Grade 7.