Beruflich Dokumente
Kultur Dokumente
IMPROVEMENT
PROGRAM
PROJECT
Read to
Achieve,
Comprehend to
Excel
CIP TEAM
Marites M. Precilla
C.I Team Leader
16
16.78
14
12
10 11 10.68
8 Series1
0
2013-2014 2014-2015 2015-2016
Grade 10 students who are in the frustration level in comprehension has reduced from
16.78% in 2013-2014 to 11.00% in 2014-2015 to 10.68 in 2015-2016.
PHILIRI RESULTS
Frustration Level Results
18
16
16.78
14
12
10 11 10.68
8 Series1
0
2013-2014 2014-2015 2015-2016
Grade 10 students who are in the frustration level in comprehension has reduced from
16.78% in 2013-2014 to 11.00% in 2014-2015 to 10.68 in 2015-2016.
BROAD PROBLEM STATEMENT
The results of PHILIRI for three consecutive school years
show that the number or percentage of Grade 10 students who are
in the frustration level in comprehension has reduced from 16.78%
in 2013-2014 to 11.00% in 2014-2015 to 10.68% in 2015-2016. The
RACE program aims to achieve 0% frustration level of Junior High
School completers because it is expected that all of them should
surpass the frustration level which is of utmost importance for the
development of comprehension skills. Likewise, this program aims
to improve the result of National Achievement Test which has
decreased from 45.20% in 2013-2014 to 40.36 % in 2014-2015.
STEP 2
TALK WITH YOUR
CUSTOMERS
Who are your customers?
Junior High School completers are
expected to have developed comprehension
skills before they enter Senior High School
which is higher level of learning in
preparation for tertiary education.
Therefore, grade 10 students will be
the customers for the RACE project of the
Continuous Improvement Program.
Number Category Freq.
16.0
50.0
Cumulative Percentage
14.0
12.0 40.0
Percentage
10.0
30.0
8.0
6.0 20.0
4.0
10.0
2.0
0.0 0.0
2.1 3.1 3.3 1.1 1.2 1.3 2.2 2.3 3.2 3.4 1.4
Category
The chart above shows the result of the survey made to selected Grade 10 students of Lecheria NHS. It
illustrates that a comfortable room and a nice and knowledgeable teacher are the two highest needs of the
Grade 10 respondents.
Categor Cumulative
Number y Freq. Percent. Percent.
Question 1 : 1. How would you
want the school to help you
improve in teaching?
Provide training or seminar relative to reading strategies 1.1 2 33.3 33.3
Allot a specific schedule intended only for reading. 1.2 0 0.0 33.3
Provide innovative reading materials. 1.3 0 0.0 33.3
Address teachers’ needs for reading intervention. 1.4 1 16.7 50.0
Question 2: 2. In terms of
A comfortable room or space where reading intervention will
equipment, facilities etc. what
would be your request?
be done.
2.1 2 33.3 83.3
A library wherein books are available. 2.2 0 0.0 83.3
Materials that are modern such as e-book, laptop etc. 2.3 1 16.7 100.0
Innovative instructional materials like LCD Projector or TV. 2.3 0 0.0 100.0
0.0
Sum 6 100.0
PARETO CHART (TEACHERS)
35.0 120.0
30.0
100.0
Cumulative Percentage
25.0
80.0
Percentage
20.0
60.0
15.0
40.0
10.0
20.0
5.0
0.0 0.0
1.1 1.2 1.3 1.4 2.1 2.2 2.3
Category
The chart above shows the result of the survey made to Grade 10 English teachers of Lecheria NHS. It
Illustrates that training/seminar relative to reading strategies and a comfortable space or room are
their highest need.
SUPPLIER INPUT PROCESS OUTPUT CUSTOMER
English Teachers Reading Materials Reading Intervention Independent Readers Grade10 Learners
School English Teacher English Teachers
PHILIIRI RESULT
Conduct of Pre- Identification of Conduct of reading Assessment on Final reading Conduct of Post
Reading Inventory readers under intervention sessions challenges of readers intervention session on Reading Inventory
Frustration Level in any available in achieving reading
reading corner Independent Level
Reading Intervention
1. Hold meeting for 2. Is the
the conduct of Pre- schedul
Reading Inventory
3. Make
e set? necessary
No
arrangements
Yes
4. Conduct Pre-Reading
Inventory
5. Are there
students No
under
Frustration 6. Provide
Level? enrichment
17. Post Reading
Inventory exercises
Yes
7. Look for available space
and conduct reading
intervention sessions
Yes
11. Are
12. Revise identified 10. Formulate solutions 9. Assess and
solutions and
No problems
Yes 8. Do teachers No
and apply them in the formulate
conduct final solved? identify the
final reading solutions
problems?
intervention intervention
DEPLOYMENT FLOW CHART (Conduct of Pre-Reading Inventory)
School English Learning English
Coordinator
Resource
Teachers
Customers Time
Head Coordinator
Permanent
place for
3. Releases reading
1. Forwards PHILIRI inventory
school materials for
memorandum 5. Attend the
on the conduct
the conduct
of Pre-Reading
2. Hold
of Pre- Pre-Reading
Inventory
14
Inventory Reading
meeting with
English
Inventory Days
4. Conduct
teachers and
sets schedules Pre-Reading
for the Inventory
conduct of
Pre-Reading
Inventory
DEPLOYMENT FLOW CHART (Identification of readers under Frustration Level)
2. Administer
Assessment on
Reading
1. Follows up the 4. Answer
conduct of Pre- Comprehension
assessment
Reading Inventory
1 Day
3. Analyze and
interpret Pre-
Reading Inventory
results to identify
readers under
Frustration Level
DEPLOYMENT FLOW CHART
(Conduct of reading intervention sessions in any available reading corner)
Poor
attendance of
3. Conduct reading readers
Schedule of
teachers intervention
sessions using
available materials
DEPLOYMENT FLOW CHART
(Assessment on challenges of readers in achieving Independent Level)
2. Observe
1. Spearheads challenges of
4. Share difficulties
conferences on the readers in
observed challenges developing on the
of readers to surpass comprehension development of
Frustration Level and skills comprehension 5
achieve Independent skills
Level Days
3. Formulate
solution to address
the observed
challenges
DEPLOYMENT FLOW CHART (Final reading intervention session on reading)
Permanent
place for
reading
2. Conduct final intervention
1. Evaluates solutions sessions
reading
to be implemented in
addressing observed
intervention
sessions
challenges of readers
under Frustration 30
Level
4. Attend final Days
reading
intervention
session
3. Execute solutions
to address existing Poor
difficulties attendance of
readers
DEPLOYMENT FLOW CHART (Conduct of Post Reading Inventory)
Construction of Conduct of SLAC Conduct of reading Assessment of Final reading Final assessment
reading center for session on Reading intervention sessions comprehension skills intervention session on through post reading
reading intervention Instruction and with the use of through pilot testing reading inventory
sessions Strategic Intervention Strategic with the use of
Materials with the Intervention PHILIRI materials
invited resource Materials (SIMs)
speaker
Utilization of Reading Center for Reading Intervention
1. Submit 2.Is it
proposal approv 3. Wait.
ed? Yes
No
17. Post Reading
Inventory 4. Purchase materials
2. Checks 4.
1. Receives availability Purchases
and of budget necessary
approves materials
6. Supplies
proposal for the needed 7.
the materials for Constructs 20
construction construction the Reading
of the Center DAYS
reading 3.
center Disburses
budget for 5. Looks for
the available
procureme laborers
nt of
materials
DEPLOYMENT FLOW CHART (SubProcess 2)
School Resource English Process
Communication Time
Head Speaker Teachers Owners
1. Receives
and 2.
Disseminates 3. Facilitates 4. Attends 5. Conducts
approves
information SLAC session demonstrati
proposal for
as to the on reading
the SLAC
Session on teaching 5
the conduct
of SLAC conduct instruction with the use
of SIMs
days
session SLAC session
DEPLOYMENT FLOW CHART
(SubProcess 3)
Process
CIP Team Scribe Communication
Owners
Customers Time
1. Orients 3. Informs
the process 2. Submits customers 4. Conducts
owners as to schedule of of the reading 5. Attends the
the conduct the reading schedule intervention reading 10
or reading intervention and the flow sessions intervention
intervention sessions of the sessions days
sessions program
DEPLOYMENT FLOW CHART
(SubProcess 4)
CIP Team Process Owners Customers Time
1. Submits
schedule for the
3. Conducts reading
conduct of
comprehension 5. Utilizes materials and
reading
assessment answers the provided
intervention
assessment questions with
comprehension 3
days
3. Conducts the
1. Sets a final reading
schedule for a session addressing
meeting with the the identified 4. Attends the final
process owners problems and reading
utilizing the intervention
formulated session
5
solution days
2. Discusses their
observations on
existing factors
hampering the
development of
reading
comprehension
skills
DEPLOYMENT FLOW CHART
(SubProcess 6)
CIP Team Process Owners Customers Process Owners
2. Conduct Post
Reading
Inventory
1. Sets a
schedule for a 5
meeting with the 3. Attend the Post
process owners Reading Inventory.
days
and schedule for
Post Reading
Inventory 3. Analyze and
interpret results f
the Post reading
Inventory.
MATRIX PRIORITIZATION CHECKLIST
STRATIFIED Impact on Impact on Controllability TOTAL RANK
PROBLEMS Members Cost
Pending budget 8 10 1 19 1
request
Delayed 5 7 2 14 2
procurement of
materials
Late 4 1 8 13 3
construction of
the reading
center
FOCUSED PROBLEM STATEMENT
Based on the PHILIRI results for the
School Year 2016-2017, 14 out of 277 or
5.05% of Grade 10 students of Lecheria
National High School fall under
Frustration level.
READING CENTER
Name of 10
Pilot Testing Score
Students 10
9 Almazan
Almazan 6
Anthony 8 9 Anthony
8 8 8
De Chavez 6 De Chavez
8
Golosino 8 7 7 7 Golosino
Luna 7 7
Luna
Madarang 10 6 6 6
Morales 7 6 Madarang
Oriza 5 5 5 5 Morales
Oruga 8 5
Oriza
Pateno 6
4 Oruga
Quitoriano 5
Sta. Barbara 7 Pateno
3
Urcia 5 Quitoriano
Viray 9 2 Sta. Barbara
Sosa Dropped
1 Urcia
Viray
0
Pilot Testing Score
Based on the graph presented above, among the 15 students under Frustration level, 12 or 80% of them
showed improvement on reading comprehension, thus, surpassing the said level. However, 3 or 20% of
them still remained under Frustration level.
Why-Why Analysis Inadequate School’s
High enrolment
instructional accessibility to
classrooms rate
nearby
Absence of
permanent
reading center Uncontrolled noises
Inconvenient learning
caused by vehicles
environment
and passersby
1. There is no permanent Reading 1. Construct a Conducive Reading 1. The school must provide a
Center. Center. conducive space for the reading
center.
2. Students exemplify poor study 2. Conduct a symposium on 2. The school must hold a
habit. responsible parenthood focusing conference or symposium on
on parental support and guidance. responsible parenthood that will
guide parents in supporting their
child’s education.
3. Teachers are not well-equipped 3. Conduct SLAC Session that will 3. Process owners must let
with effective reading strategies. focus on Reading Instructions. themselves be aware of the
current trends on reading
instructions and practice them.
43
Step 7
Solution Implementation Plan (Gannt Chart)
Program Time Frame Budget
Submit a proposal for the Copy of the proposal CIP Team December 15, 2016 Action:
construction of the Reading
Measure:
center.
Construct the Reading center. Reading center CIP Team January 08 – 09, 2017 20,000.00 Action:
Measure:
Utilize the Reading center for Documentation CIP Team February 06, 2017 Action:
the conduct of reading Report English Teachers 1,500.00
Measure:
intervention sessions.
Submit a proposal for Copy of the proposal CIP Team December 15, 2016
the construction of the
Accomplished
Reading center.
Construct the Reading Reading center CIP Team January 08 – 09, 2017
center. Accomplished
Utilize the Reading Documentation Report CIP Team February 06, 2017
center for the conduct English Teachers On-going
of reading intervention
sessions.