Continuous Improvement Script (Presentation Proper)

Introduction (Arne)

Educational transformation is a change that basically develops and achieves the mission and vision of an
institution. Moreover, this change is definitely a process that systematically solves the long-time educational
predicament. When there is continuous improvement there is change.

Change is coming. Change is here.

Honored Guests, Ladies and gentlemen!

This is the Continuous Improvement Team of Clarin National High School

(Team Name)

We are…

Committed Leaders And Responsible Innovators for Change

C.L.A.R.In for Change!

(Team Members)

Together with our school Principal IV, Mrs. Margarita L. Ruben I would like to introduce to you our team
members starting with our Team leader, Mr. Angelito F. Canonigo, our assistant team leader, Mr. Gregorio F. Carillo Jr.,
Yours truly is the documenter of the group and Ms. Stephanie Mae R. Lanzaderas, our Record Keeper and Mrs. Florence
B. Dantes is out IT Specialist.

(Project Name)

Our project name is Project I-SCOPE Improving Student’s Comprehension Skills on Predicting

(Where were we before?)

The school encounters a number of pedagogical challenges such as Cutting Classes of students’ during
TLE Classes, Garbage Disposal, Teacher-Subject Mismatch, Students’ Lack of Basic skills of operation with signed
numbers etc.

(School Problem)

Amongst the problems mentioned one academic struggle that motivates us, the C.I Team, to carefully find the
solution is the students’ attitude towards reading; student’s reading comprehension which has the greatest number of
percentage from the data gathered.

(Reading Results)

We conducted Reading Test on July __to all CNHS Students and based from the Test results, there were 266 out
of 612 grade 7 students whodwere identifies frustration level readers.

(Result of Students’ Reading Comprehension Skills)

 We certainly scrutinize things and we ask the students to take test to find out what specific component of
reading comprehension they failed to perform. This data shows that among the reading comprehension components,
students performed least in Predicting-Outcome Skill.

(The Voice of the Costumer)

For us to be guided, we conducted series of observations and interviews from our customers and processed
owners. We actually aligned the costumer’s needs and wants and figured out the process that our teachers used in
delivering lessons that focuses on reading comprehension.

(Problem Statement)

Because of this, we come up with our problem statement; only 51.83% of predicting outcome questions iare
answered correctly by the grade 7 students.

(Objectives)

Because of that, the team aims to improve the comprehension skills on predicting outcomes of Grade 7 students
from 51.83% to 100%

It is also our purpose to identify the lowest component in the comprehension skills test results of Grade 7
students and be able to formulate possible solutions to address the identified problem in reading comprehension of
Grade 7 students and finally it is our goal to implement the identified solutions to improve the comprehension skills of
Grade 7 students.

(Background and Rationale)

Reading is not a peculiar issue on educational or academic endeavors. A lot of reading proponents emphasized
on the significance of reading on students’ development. One of them said, in the person of Victor Hugo “To learn to
read is to light a fire, every syllable that is spelled out is a spark”. Since Reading Comprehension is one of the pillars of
reading activity, the Department of Education envisions alleviate this problem.

Today the ability to read is highly valued and very important for social and economic development. As DepEd
Order No. 40 s. 2013 “Every child should be a reader”, the Department of Education exerts its full effort in implementing
various programs which, in one way or another, enable students to acquire reading with comprehension skills to
become independent readers. To strengthen this, the PHIL-IRI was launched as mandated to DepEd Memo 345 series
2010 and that is to support the DepEd’s vision to improve the reading skills of the students. Summer Reading Camp
Program as stipulated in Division Memo No. 74 s. 2014 of Department of Education iss institutionalized and religiously
implemented by Clarin NHS to fulfill DepEd’s desire to promote love for reading and to develop self-directed reader. This
principle is much prioritized from the Dep.Ed’s endeavor in enhancing student’s skills stipulated in letter G of K-12
revised Republic act 10533 that says “The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level.”

(Where are we now?)

(Key Result Pilot)

As we conducted our Pilot process we found out that from 51.83% it turned positively into 76.97%. Apparently
there is 25.14% of average increase of Student’s Predicting-Outcome Skills.

(Key Result (Roll Out)

 This data was more justified when we had our Roll-Out Process. The data shows that from 51.83%, the
predicting outcome skill of the Grade 7 students is now 82% so there is an average increase of 30.17%.

(How we did it?)

If Predicting outcome is the least component of reading comprehension that our students failed to perform,
what interventions should we use in order to uplift and increase students’ performance towards reading
comprehension? Are the strategies used fit in to students’ needs? These queries become our ultimate motivation to
continue looking for answer in order to improve students’ performances which we assured will arm to our vision and
mission.

The teacher used a teaching strategy that featured all components of reading comprehension. This teaching
strategy covers the preparing activities, unlocking of difficult words, identifying the author’s background, group reading,
modeling, processing and evaluating. Wherefore, the process steps followed didn’t specify a certain component of
reading comprehension.

This conventional teaching technique of delivering the lesson on reading comprehension specifically the
Predicting Outcome skills of the students was not perfectly achieved. To justify such, we found out a lot of problems in
the process which leads us to find a better or if not the best way or process to carefully attain the skills that the teacher
wants to emphasize on her/his lesson.

What are our bases? How did we come up with our solution?

(Why-why Diagram))

The very best thing we did to unravel the said problem is to carefully scrutinize the process that the teacher
followed in delivering the lesson. This diagram simply shows, what hinders the student’s acquisition in learning the
predicting outcome skill, to mention few of some hurdles identified in the process are the teacher’s intervention that
apparently deviated from the lesson objectives, the evaluation made were not aligned and planned properly, the
presentation of the lesson didn’t ignite student’s interests and objectives were not introduced properly to the students.
Eventually, all these resulted to one particular matter, INAPPROPRIATE STRATEGY WAS USED.

(Adopted Flowchart)

Consequently, the team dredges to various techniques that would definitely iron out the existing condition. One
strategy that the team thinks will perfectly guide and design for the said skill is the “THINK ALOUD Strategy” by Snow
(1998).

(Improved Flow Chart) (Jun)

The “Think Aloud Strategy” that develops the Predicting outcome skill of the students motivated us to design
our own strategy which we robustly believe will expound and help in increasing the comprehension skills of our learners
specially their predicting outcome skill. Conforming the technique that inhibits comprehension skills of the learners, we
adopted the said strategy from our conventional way of delivering the lesson. This becomes our ultimate move or
solution to attain our main objective and answer our problem story.

We are proud to bring you our adopted “Predicting Outcome” Teaching Strategy in helping learners to develop
and increase their comprehension skills.

The strategy basically starts with the Teacher’s preparatory activities. This is basically followed by the
“Hook/Engagement” that serves us the motivation of the students. Teacher begins to solicit various predictions from the
students regarding the words that will come up from the story or lesson. At this time, objectives to be presented are
clearer and specific.

The “focused instruction” is the flesh of the strategy, where students develop their predicting skills. What comes
after is the “Guided Practice” which helps the students to critically analyze their way of predicting and followed by the
“Individual practice” that shows their abilities to predict the title or end part of the story. Students must be able to
“generalize” the lesson that they tackle and be able to answer the “evaluation” given by the teachers.

We strongly believe that this designed “Predicting-Outcome” strategy is the perfect answer for this longtime
dilemma of reading comprehension’s component.

(Other innovations)

Honestly, the roll out stage wasn’t a smooth sailing process, the team together with the processed owners and
costumers experienced some topsy-turvy matters such as re-teaching, re-planning and reviewing of the lessons plans. In
order to strengthen the teaching strategy on predicting outcome, the team creatively made some modules to be utilized
by the costumers, our learners.

(Lesson Plan)

There were unified and centralized lesson plans made and distributed to the process owners to carefully check
and evaluate the improved flowchart.

(Predicting Outcome Sheet)

To boost up students’ maximum participation, the team modifies a Predicting outcome sheet which will be given
to students during and after the discussion.

(Where do we go from here?)

We always believe in the principle of C.I for that we will continue improving the process to reach the 100%
target.

The application of this strategy in teaching the other components of reading comprehension must be realized.

We will be very glad to recommend the application of the strategy in teaching of reading comprehension in
Filipino.

Finally turn over this teaching strategy to the process owners.

We will embark on the new project that would continue to solve the educational endeavors and that is

PORJECT:

INTRA – INtervening Techniques in Renouncing students’

Absenteeism