The COVID-19 pandemic has created the largest disruption of education systems in history. It is a quintessential adaptive and transformative challenge, one for which there is no pre-configured playbook that can guide appropriate leanings to the student. Education swiftly designs innovation for learning – and with specific contexts in mind – as the pandemic runs its course. This continuous improvement project talks about series of comparative analysis of emerging educational needs and responses as the pandemic unfolds in the four corners of Mabolo National High School. The overall goal of this continuous improvement project is to create an intervention program and implementation of adaptive needs of the emerging education challenges and to protect young people’s educational opportunities during and after the pandemic.

Through school from home, students need positive reinforcement both from parents and teachers to improve or trigger their positive behavior. This continuous improvement project aims to identify the intensity needs of the students including their family and to give suitable reinforcement given by the school to students during school from home.

Teachers have faced lots of hindrances in the meaningful educational process to students during the global coronavirus pandemic. Initially, these were practical, including providing students with blended education to cater to their needs. As the pandemic continues and the need for continual education, many teachers also encounter the challenge of keeping students actively engaged, despite students’ option to turn off their devices and disconnect.

Overextended teachers faced the daunting task of making blended education more enjoyable for students, without the natural positive reinforcement, such as socializing with friends, that in-person schooling provides. However, most teachers have many ways to engage learners in the classroom that can be adapted to engage in learning while at home. One such tool is the use of frequent, specific, suitable positive reinforcement for learners during this pandemic to increase promotion rate, and cohort survival and lessen dropouts.

Senior High School is a bridge to a college curriculum or a future career. It is where the learner will choose a track that will determine the college course or career life. Thus, subjects of the senior high student are prerequisite to the college curriculum, or a worker, or an entrepreneur. The school has mandated by DepED to have a 100% percent passing grade to proceed to the next semester as required to the DepED Senior High curriculum. Failure to pass the minimum required cannot proceed to the next level and would affect the learner one’s life and career. Therefore, the CI team reviewed and studied comprehensively the result of the SMEA in the first quarter s.y. 2020-2021. The team found out that there 9 learners out of 26 who have no grade in DISS. This is the level that needs immediate intervention because this is the level where learners are expected to be prepared for the curriculum exist.

The CI team prepared a project proposal entitled #NobodyLeftBehind: 1*4*3 Pan-Tree A School Rolling pantry to prepare the learners for curriculum exit. The recipient of this project is the 9 learners of grade 11 Marx GAS Strand classified as the Printed modality which has no grades or INC in the subject DISS.

As a result, the CI team of Mabolo National High School conducted the CI project to provide more acceptable alternatives solutions and interventions to better serve the community.

Therefore, #NobodyLeftBehind Program: 1*4*3 Pan-Tree; The School Rolling Pantry is a school INTERVENTION tool as a positive reinforcement to cater to the needs of the students and their families in the academic, psychosocial, and socioeconomic challenges.

Results! Our Sweet and Joyful Results!

Result of the Program