I- PROJECT TITLE:

Project TEAM UP (To Enhance Academic performance through Mutual effort

and Unity of teachers & Parents)

II- INTRODUCTION

Research shows that strong and positive bonds between school and home
play a vital role in the development and education of children. (Edward &
Alldred, 2000: Henderson & Berla, 1994: Richardson, 2009). Parental
involvement provides an important opportunity for schools to enrich current
school programs by bringing parents into the educational process. Increased
parental involvement has been shown to result in increased student success,
enhanced parent and teacher satisfaction, and improved school climate.
Because of this, SDO- LAS PINAS planned the Project: GUIDE (Goal to Unite
Involvement to a Desired Enhancement) for Parents as one of the measures
needed by our learners to enhance their performance, as suggested by the
core group of the project. The group wants to help learners and parents
welcome change in terms of the different learning modalities, feel the quality
education is still here, and find ways to uplift the performance of our learners.
Since education must not stop amid the COVID- 19 pandemic, otherwise, we
will lose human capital, one of the best ways to address the challenges in the
new normal of education is to improve the study habits of learners through
parental involvement.

Hence, Pulanlupa Elementary School, under the project GUIDE of DepEd

Las Pinas came up with Project TEAM UP to partner with dedicated parent-
volunteers in achieving better academic performance of our pupils. As former
education secretary Sec. Leonor M. Briones (2020) said that parents should
get involved in children’s education as to conform to their duties and
responsibilities to be able to maintain and sustain the children’s education.
This project aims to train parents be significant partners of the school in
addressing learning gaps.

III- BACKGROUND

Parents often struggle with understanding the role they should play in their
children's learning (Boulton, 2018; Murphy & Rodriguez-Manzanares, 2019).
At Pulanlupa Elementary School Division of Las Pinas City, parental
involvement and the problems in their children’s learning experience focus
mainly on the traditional school site-based setting. In addition, schools and

(02) 8-478-8275
pulanlupa_elemschool@yahoo.com
www.deped.pulanlupaes.gov.ph
teachers simply do not have enough guidance to improve parental engagement
experience especially with the effective use of learning strategies. The feelings
of parents towards their children’s learning are mixed. Some parents feel more
connected to their child’s schoolwork while others see this as an additional
burden (Selwyn et al., 2021). Sorensen’s (2018) study revealed the most
challenging and favorable aspects for parents is keeping their children on
schedule while completing their schoolwork and interactions with the child's
teachers.

In this case, there is a need to better understand parent’s struggles and

needs so that learning problems among their children may be prevented
(Goodall, 2016). Thus, from research done on virtual school learning
environments, pre-pandemic, educators learned that parents become a
learning coach for students who spend a significant amount of their day in a
distance learning setting (Hasler Waters & Leong, 2016). When surveyed,
teachers have identified the following parental scaffolds as helpful to the
virtual learner: organizing and managing students' schedules, (b) nurturing
relationships and interactions, (c) monitoring and motivating student
engagement, and (d) instructing students as necessary (Borup, 2021).

For this reason, the members of the core group are compelled to develop a
strategy, entitled, “Project: TEAM UP (To Enhance Academic performance
through Mutual effort and Unity of teachers & Parents) to ascertain the goals
and objectives of the said locale. This project is one of the measures needed by
the learners to enhance their performance. It will help learners and parents
welcome change in terms of the different learning modalities. As former
education secretary Sec. Leonor M. Briones (2020) said that parents should
get involved in children’s education to conform to their duties and
responsibilities to be able to maintain and sustain the children’s education.
Thus, this project aims to train parents to be significant partners of the school
in addressing their children's learning gaps.

The main concept of the project is to give a solution to the learning

problems of pupils. Learning materials will be designed to specifically target
the needs of struggling pupils and will be handed out and used at home with
the help of their parents. Project Guide will act as parental scaffolds in
organizing and managing their children's schedules; nurturing relationships
and interactions; monitoring and motivating their children’s engagement; and,
instructing their students as necessary.

IV- RATIONALE

The teachers as well as the school head, has witnessed problems at

Pulanlupa Elementary School wherein many students are in a constant
struggle to learn, which is worsened by the ongoing COVID-19 pandemic that
not all students have access to the same learning opportunities. According to
Schmitt and Gregory (2018), it is extremely important to teachers, parents,
and policymakers that students acquire proper guidance with their education.
They also stated that it is difficult for children who are behind to catch up to
their peers without intervention.
 Project TEAM-UP will help the school to partner with dedicated parent-
volunteers towards achieving better academic performance of our pupils. This
project will act as an intervention program to reduce the number of struggling
pupils by providing them with varied and individualized learning materials
that can help alleviate their challenges. It is important for the home and
school to work together for the good of the child. Efforts need to be made with
parents to ensure home experiences increase opportunities for learning
growth. Children will then benefit when teachers and parents reinforce the
same concepts and ideas (Darling, 2018). For this to happen, parents
must have some knowledge of what happens in the classroom and teachers
need to know what happens at home in supporting learning acquisition
(Hindin & Paratore, 2019). Thus, parents will be receiving
training/workshops about pedagogical strategies.

The importance of this project is to help learners and parents of the

different learning modalities, achieve quality education, and find ways to uplift
the performance of our learners and one of the best ways to address the
challenges in the new normal of education is to improve the study habits of
learners through parental involvement.

V- OBJECTIVES

Project TEAM-UP aims to:

 Help parents and teachers become full partners in education.

 Enhance the academic success of learners; offer exciting programs for
parents.
 Develop parental strategy for the child's progress and development in
school.
 Equip the parents to the role of parenting for proper education of their
child.

VI- PROJECT COMPONENT

The implementation of this project will begin on October 9, 2023. It will

consist of 8 sessions including the orientation, workshop/training of parents,
distribution of learning materials, intervention, conduct of pre- and post-
tests, treatment of data, and documentation. Each student will be given copies
of home learning materials. Actual monitoring will be likewise conducted by
the team to examine the learning process of the students. During the
workshop/training, scientific ways of teaching will be included.

At the end of the implementation, the same procedure as the pre-test will
be done for the post-test. The performance of the students in both tests will be
individually scored, totaled, and compared to see if the strategy/intervention
implemented in Project TEAM-UP has positive impact on the participants’
performance. The data gathering will follow the implementation.
 A. PRE-IMPLEMENTATION
Date Activity Venue
October 9-21, 2023 Planning of Project LRC
TEAM-UP
B. IMPLEMENTATION
November 7, 2023 Meeting with the PES Covered Court
Parents of Participants
November 14, 2023 Launching PES Covered Court

November 15,2023 to Implementation LRC , Hallway and PES

May 22, 2024 Covered Court
C. POST IMPLEMENTATION
May 2024 Post Evaluation of the LRC
Program

VII- TARGET BENEFICIARIES

The project will benefit the SDO Las Pinas with its aim to provide parents
with guidance to supplement their child’s learning at home through parent
education classes. Parents will likewise benefit from this project by becoming
full partners in their child’s education.

PARTICIPANTS NUMBER
School Head 1
Parents 16
Teachers 9
Pupils 87
TOTAL 113

VIII- PROJECT OUTPUT

The project will provide educational excellence for all children by informing
parents about the importance of their roles, uniting families, and schools, and
giving parents a fuller sense of their rights, responsibilities, and the
educational opportunities available.

A. PRE-IMPLEMENTATION
Date Activity Venue OUTPUT
October 9-21 Planning of LRC Workplan
2023 Project TEAM-UP Reading Assessment
Result
List of Participants
B. IMPLEMENTATION
November 7, Meeting with the PES Covered Attendance/Registration
2023 Parents of Court of Parents
Participants Parent Consent Form
 November Launching PES Covered Narrative Report
14, 2023 Court
November Implementation PES Covered Monitoring and
15,2023 to Court Evaluation Tool
May 22,
2024
C. POST IMPLEMENTATION
May 23-24, Post Evaluation of Reading Result of students Post
2024 the Program Assessment Reading Assessment

IX- PROJECT OUTCOMES

The people involved hope for better outcomes once the research has been
ongoing for a year. Additionally, they aim to see gains in the kids' reading
comprehension and their capacity to evaluate and comprehend the texts they
are reading. They hope that these kids won't lose track of their study habits
while working on the project and will continue to work on themselves.

X- PROJECT DESIGN

Upon approval, the proponent will proceed with the project by orienting the
learners together with their parents and guardian. The said orientation will
last for about 30 minutes or so depending on the questions and clarifications
that will be raised during the meeting.

After which, the pre-test will be conducted among the participants. Overall,
it will take one hour for all the participants to finish answering the pre-test.
For the part of the parents, they will undergo training to help participate in
the teaching-learning process. Workshop/training will be done every Monday
and Wednesday at 10:00 a.m. till 11:30 a.m. and will last for four weeks.
During the workshop/training, scientific ways of teaching will be included.

The project will begin on October 9, 2023. It will consist of 8 sessions

including the orientation, workshop/training of parents, distribution of
learning materials, intervention, conduct of pre- and post- tests, treatment of
data, and documentation. Each participant will be given copies of home
learning materials. Actual monitoring through Google Meet App of learning will
likewise be conducted by the researchers to examine the learning process of
the participants.

At the end of the intervention, same procedure as the pre-test will be done
for the post-test. The performance of the pupil-participants in both tests will
be individually scored, totaled, and compared to see if the
strategy/intervention implemented in Project TEAM-UP will have positive
impact on the participants’ performance.

DATE TIME ACTIVITY Persons Involved

November 8:00- 9:00 am Meeting School Head
 7, 2023 with the Teachers
Parents Parents
Learners
November 8:00- 9:00 am Lunching School Head
14, 2023 Teachers
Parents
Learners
MARUNGKO BOOKLET 1
November Reading Supervising
15- for Teacher
December AM Parent-Volunteers
15 , 2023 Session

Grade 1 1. Analyn Sarino

2. Cherry An
Montero Maria Nadin P.
10:45 – 11:45 3. Rachel Barrera Ofanda
4. Jenilyn Santos

Grade 3 5. Erma S. Delos Jovie R. Penes

Santos
6. Maricel Mylene Y.
Bustamante Bagalacsa
7. Jonalyn L.
Bernat

Reading
Supervising
for
Parent-Volunteers Teacher
PM
Session
Grade 2 1. Mariafe Ilao Maricel Tenerife
2. Wella May
Anareta
3. Nasella Grace
San Miguel
4:45- 5:45 4. Marivic Sunca
5. Cherry Agustin
6. Shulanita Buban

Grade 4 7. Camillie B. Aly Pamela Cerio

8. Aira L. Piodos Bethanie Joyce
9. Doris A. Nuñala
Madriaga

MARUNGKO BOOKLET 2
January 9 10:45 – 11:45 Analyn Sarino
– February am Cherry An Montero
Maria Nadin P.
9, 2024 Grade 1 Rachel
Ofanda
BarreraJenilyn
Santos
Grade 3 Erma S. Delos Jovie R. Penes
 Santos
Maricel Bustamante Mylene Y.
Jonalyn L. Bernat Bagalacsa
Mariafe Ilao
Wella May Anareta
Nasella Grace San
Grade 2
Miguel Maricel Tenerife
Marivic Sunca
Cherry Agustin
4:45- 5:45 pm
Shulanita Buban
Camillie B. Aly Pamela Cerio
Aira L. Piodos
Grade 4 Doris A. Madriaga Bethanie Joyce
Nuñala

MARUNGKO BOOKLET 3
Analyn Sarino
Cherry An Montero Maria Nadin P.
Grade 1
Rachel Barrera Ofanda
10:45 – 11:45 Jenilyn Santos
am Erma S. Delos Jovie R. Penes
Santos
Grade 3
Maricel Bustamante Mylene Y.
Jonalyn L. Bernat Bagalacsa
Mariafe Ilao
February
Wella May Anareta
12- March
Nasella Grace San
12, 2024 Grade 2
Miguel Marivic Maricel Tenerife
Sunca
Cherry Agustin
4:45- 5:45 pm
Shulanita Buban
Camillie B. Aly Pamela Cerio
Aira L. Piodos
Grade 4 Doris A. Madriaga Bethanie Joyce
Nuñala

MARUNGKO BOOKLET 4
March 18- Analyn Sarino
April 18, Cherry An Montero
Maria Nadin P.
2024 Grade 1 Rachel
Ofanda
BarreraJenilyn
10:45 – 11:45
Santos
am
Erma S. Delos Jovie R. Penes
Santos
Grade 3
Maricel Bustamante Mylene Y.
Jonalyn L. Bernat Bagalacsa
4:45- 5:45 pm Grade 2 Mariafe Ilao Maricel Tenerife
Wella May Anareta
Nasella Grace San
Miguel
Marivic Sunca
Cherry Agustin
 Shulanita Buban
Camillie B. Aly Pamela Cerio
Aira L. Piodos
Grade 4 Doris A. Madriaga Bethanie Joyce
Nuñala

MARUNGKO BOOKLET 5
Analyn Sarino
Cherry An Montero
Maria Nadin P.
Grade 1 Rachel
Ofanda
BarreraJenilyn
10:45 –11:45
Santos
am
Erma S. Delos Jovie R. Penes
Santos
Grade 3
Maricel Bustamante Mylene Y.
Jonalyn L. Bernat Bagalacsa
Mariafe Ilao
April 22 -
Wella May Anareta
May 22
Nasella Grace San
Grade 2
Miguel Maricel Tenerife
Marivic Sunca
Cherry Agustin
4:45- 5:45 pm
Shulanita Buban
Camillie B. Aly Pamela Cerio
Aira L. Piodos
Grade 4 Doris A. Madriaga Bethanie Joyce
Nuñala

May 23-24,
POST READING ASSESSMENT
2024
May 31,
CLOSING PROGRAM / AWARDING OF CERTIFICATES
2024

XI- FUNDING SOURCE AND REQUIREMENTS

There was a list of the project's overall costs. For this project, just 3 main
materials were used. To begin with, 110 sheets of certificate paper costing a
total of 500 pesos were made for the pupils. For the project, 10 reams of long
bond paper were also purchased. It costs 200.00 pesos for each ream, for a
total of 600.00 pesos. After adding up all these expenses, the total came to
3,100,000 pesos.

EXPENDITUREs COST
PARTICULARS QUANTITY AMOUNT TOTAL
Certificate Paper 110 sheets 500.00 500.00
10 reams of long 10 reams 10 x 200 2 000.00
bond paper
Ink 600.00 600.00
TOTAL 3 100.00

XII- REFERENCES

Briones, L. (2020). ‘Education must continue’. MANILABULLETIN_ADMIN

Borup, W. (2021). School and family partnerships. In M. Alkin (Ed.),
Encyclopedia of educational research. Vol. 4 (6th ed., pp. 1139-1151).
New York: Macmillan

Boulton, C. (2018). An evaluation of familial involvements’ influence on

student achievement in K-12 virtual schooling [Unpublished doctoral
dissertation]. University of Florida.
Darling, N. (2018). Support from the home team: Family and school handbook.
Harrisburg, PA: Commonwealth of Pennsylvania Department of
Education.
Edward, R. & Alldred, P. (2000). A Typology of Parental Involvement in
Education Centring on Children and Young People: Negotiating
familialisation, institutionalisation and individualisation. British Journal
of Sociology of Education 21(3):435-455
Goodall, J. (2016). Parents are a school's best friend. Educational Leadership,
55(8), 12-15
Hasler W. & Leong, F. (2016). The best practice project: Building parent
partnerships in Chicago. Educational Leadership, 53(1), 38-43.
Henderson, A. & Berla, N. (1994). A New Generation of Evidence: The Family is
Critical to Student Achievement. National Committee for Citizens in
Education, Washington, DC.
Hindin, R. & Paratore, S. (2019). Making parental involvement meaningful.
ASCD Update, 1.6,7
Murphy, T. & Rodriguez-Manzanares, G. (2019). Connecting schools,
community, and family with ICT: Four-year trends related to school level
and SES of public schools in Florida. Computers & Education, 55, 391–
405.
Richardson, S. A. (2009). Principal’s perceptions of parental involvement in
urban districts of Ohio. Research in the Schools, 16(1), 1-12.
Selwyn, B. (2021). Parents’ perspectives on technology and children’s learning
in the home: Social class and the role of the habitus. Journal of
Computer Assisted Learning, 27, 347–360.
Sorensen, R. (2018). Parental involvement: A call for prudence. Educational
Research, 25(8), 30-32, 46.
Schmitt, L. & Gregory, H. (2018). School/family/community partnerships:
Caring for the children we share. Phi Delta Kappan, 76(9), 70

Prepared by:
 RACHEL L. CORPIN Ph. D
Principal

Checked by:

NARZIELLA M. MIRANDA, Ed.D

Public Schools District Supervisor

Reviewed by:

RAQUEL M. AUSTERO, Ph.D

Chief Education Supervisor
Curriculum Implementation Division

Recommending Approval:

JUAN C. OBIERNA
Assistant Schools Division Superintendent

Approved:

LORETA B. TORRECAMPO, CESO V

Schools Division Superintendent