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CONTINUOUS

IMPROVEMENT
PROGRAM
PROJECT

Read to
Achieve,
Comprehend to
Excel
CIP TEAM

Marites M. Precilla
C.I Team Leader

Aira Marie Jonathan S. Aira Marie


Ladylyn S. Prila
O.Tamayo Villanueva O.Tamayo
Scribe
Communication Documentation Process Observer
Project Background
Reading comprehension is a skill that is critical in the
educational success of all individuals. Without adequate reading
comprehension skills, students can struggle in many subject areas.
Reading Comprehension is an important skill needed for all areas of
school. Subjects, other than reading or literature, where
comprehension skills are significantly important, include science,
social studies and math (Best et.al., 2005).
Professional teachers need to guide students to become
independent and effective in our fast-paced, fast-growing society. To
do this, we need to start with the basic that is used throughout life;
and that is reading comprehension.
Project Background
Lecheria National High School has been doing the PHILIRI to uphold the
goal of the Department of Education. Teachers have been utilizing teaching
strategies to improve reading comprehension skills and the results of National
Achievement Test in general. This reading program under comprehension level
has three areas such as frustration, instructional, and independent. Among the
three areas, it has been shown that frustration level is the one that needs much
improvement.
In connection to this, based on the results of PHILIRI for three
consecutive school years, 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 junior high school completers should surpass the frustration level
which is of utmost importance for the development of comprehension skills.
NAT RESULTS
46.00% 45.20%
45.00%
44.00%
43.00%
42.00%
41.00% 40.36%
40.00%
39.00%
38.00%
37.00%
2013 - 2014 2014 - 2015
The result of National Achievement Test has decreased from 45.20% in
2013-2014 to 40.36 % in 2014-2015.
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.
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.

Provide reading experience of exceptional quality. 1.1 9


Question 1 : 1. How would you want
Give the students a schedule allotted only for reading. 1.2 8
the school to help you improve your
reading comprehension skills?
Provide innovative reading materials. 1.3 7

Address students’ needs for reading intervention. 1.4 0


A comfortable room or space where reading intervention will be
Question 2: 2. In terms of equipment,
done. 2.1 12
facilities etc. what would be your A library wherein books are available.
request? 2.2 7
Materials that are modern such as e-book, laptop etc.
2.3 5

Teachers must be nice and knowledgeable. 3.1 11


Question 3: 3. In terms of teacher and
New strategies must be used. 3.2 5
teaching strategies, what can you
suggest?
Teachers must be approachable and willing to help anytime. 3.3 11

Innovative materials in teaching must be utilized. 3.4 2


AFFINITY
Teacher
DIAGRAM
Learning Learning
Materials Time
Environment Experiences
• Supportive • Magkaroon ng • Mas gusto • More books • Yung oras
Teachers library kasi ng mga for reference dapat hindi
• Para ganahan • Mahalaga bata ngayon minamadali
ang yung space yung nakikita
estudyante talaga in terms of
dapat may especially dito visual aids
estratehiya sa school gaya ng
ang guro sa hehe powerpoint.
pagtuturo. • Magkaroon ng
• Gusto ko yung isang reading
energetic na center para
teacher. hindi palipat-
• Maging lipat ang
mabait, wag venue para sa
masungit ang reading
teacher sessions.
Number Category Freq. Percent. Cumulative Percent.

Provide reading experience of exceptional quality. 1.1 9 11.7 11.7


Question 1 : 1. How would you
want the school to help you Give the students a schedule allotted only for reading. 1.2 8 10.4 22.1
improve your reading
comprehension skills? Provide innovative reading materials. 1.3 7 9.1 31.2

Address students’ needs for reading intervention. 1.4 0 0.0 31.2


A comfortable room or space where reading intervention will be
done. 2.1 12 15.6 46.8
Question 2: 2. In terms of
equipment, facilities etc. what A library wherein books are available.
would be your request? 2.2 7 9.1 55.8
Materials that are modern such as e-book, laptop etc.
2.3 5 6.5 62.3

Teachers must be nice and knowledgeable. 3.1 11 14.3 76.6

Question 3: 3. In terms of teacher


New strategies must be used. 3.2 5 6.5 83.1
and teaching strategies, what can
you suggest?
Teachers must be approachable and willing to help anytime. 3.3 11 14.3 97.4

Innovative materials in teaching must be utilized. 3.4 2 2.6 100.0


PARETO CHART (STUDENTS)
18.0 60.0

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

Percent. Cumulative Percent.

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

Percent. Cumulative Percent.

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)

English Coordinator English Teachers Customers Time

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)

English Coordinator English Teachers Customers Time


Permanent
place for
reading
intervention
2. Look for available
space for the
1. Holds meeting for
conduct of reading 4. Attend reading
the arrangement of
schedules for the intervention intervention
conduct of reading sessions sessions 30
intervention sessions
Days

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)

English Coordinator English Teachers Customers Time

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)

English Coordinator English Teachers Customers Time

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)

English Learning Resource English


Coordinator Coordinator Teachers
Customers Time

1. Coordinates 3. Look for an


with the English available space
teachers for the for the conduct
conduct of Post-
of Post-Reading
Reading Inventory
Inventory 1 Day
2. Releases
PHILIRI
materials for 4. Attend the
the conduct of Post-Reading
Post-Reading Inventory
Inventory
SUPPLIER INPUT PROCESS OUTPUT CUSTOMER
 NGO’S and LGU’s  Reading Center  Utilization of  Independent Readers  Grade10 Learners
 Disbursing Officer  Reading Materials Reading Center for  English Teachers
 Construction Worker  Resource Speaker Reading Intervention
 English Teachers  English Teacher
 School
 PHILIIRI RESULT

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

16. Conduct pilot testing of assessment


5. Are the No
Yes workers 6. Look for other
available? workers.
15. Identify 14. Are
challenges, No students
formulate
ready for Yes
assessment
solutions and
conduct final 7. Start the construction
interventions 13. Conduct intervention
sessions
Yes
No Yes 8. Is the No
11. Are
12. Arrange teachers 10. Conduct of construction 9. Extend working
schedules ready for the SLAC Session successfully days
intervention done?
DEPLOYMENT FLOW CHART (SubProcess 1)
School Bookkeeper/
Construction
Disbursing CIP Team Supplier Workers Time
Head Officer

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

2. Prepares 4. Analyzes and


reading center interprets results of the
and PHILIRI assessment
materials
DEPLOYMENT FLOW CHART
(SubProcess 5)
CIP Team Process Owners Customers Process Owners

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

Based on the Susceptibility to


PHILIRI results for
Computer trending apps, games, Technology
and social networking Generation
the School Year addiction sites
2016-2017, 14 out
Over exposure to
of 277 or 5.05% of Students’ poor study Less interest social media rather
Grade 10 students habit in reading than printed materials
of Lecheria National
High School fall Poor parental Absence of
Overtime devoted
under Frustration support and stable job due to
guidance for working
lack of education
level.

Insufficient Strategic Limited budget


Intervention Materials for SIMs

Teachers’ limited Exposure to


knowledge on effective overlapping Teachers’ poor time
reading strategies programs and management
projects
Limited capacity
Equal priority on all
building on reading
learning areas
instruction
STEP 6 RECOMMENDED IMPROVEMENTS
Priority Root Cause Solution Recommended Improvements

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

Project November December January February SEF MOOE Total

Submit a proposal for the construction of


the Reading center.

Construct the Reading center. 20,000.00 20,000.00

Utilize the Reading center for the conduct 1,500.00 1,500.00


of reading intervention sessions.

Conduct a symposium on responsible 1,000.00 1,000.00


parenthood focusing on parental support
and guidance.

Conduct SLAC Session that will focus on 5,500.00 5,500.00


Reading Instructions.
44

FUTURE STATE IMPLEMENTATION PLAN


Step 7
Activity Output Responsibility Due Date Resource /
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.

Conduct a symposium on Documentation CIP Team February 15, 2017 Action:


responsible parenthood Report Parents
1,050.00 Measure:
focusing on parental support
and guidance.
Conduct SLAC Session that SLAC Training February 08, 2017 Action:
will focus on Reading Package Proposal/ CIP Team 5,500.00
Documentation Resource Speaker Measure:
Instructions. Report Faculty
Step 7

Future State Potential Problem Analysis


Potential Probable Likelihood Impact Risk Factor Preventive
Problems Causes 1-5 1-5 L x I Action
1.100% of the There may be 6 Action:
attendance of external factors Advisers must
student such as family 3 2 ( High Risk constantly remind the
respondents may problem, lack of Category) student respondents.
In case of absence,
not be achieved. interest, tardiness,
conduct home
etc.
visitation.

2. Intervention There may be 2 Action:


session may reports that must Prioritize intervention
coincide with other be urgently 2 1 (Moderate Risk sessions and practice
unexpected reports submitted. Category) good time
management.
or activities

3. 100% attendance Process owners may 3 Action:


of process owners be absent due to The School Head must
may not be external factors (Moderate Risk require process
ensured. such as sickness, 1 3 Category) owners to complete
intervention sessions.

L – Likelihood I – Impact RF – Risk Factor 45


Preventive action required for RF >10
46

Step 7 PILOT IMPLEMENTATION STATUS


Activity Output Responsibility Actual Date Remarks

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.

Conduct a symposium Documentation Report CIP Team February 15, 2017


on responsible Parents
parenthood focusing on
parental support and
guidance.
Conduct SLAC Session SLAC Training Package February 08, 2017
that will focus on Proposal/ Documentation CIP Team Accomplished
Report Resource Speaker
Reading Instructions. Faculty

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