Documente Academic
Documente Profesional
Documente Cultură
DEPARTMENT OF EDUCATION 1
Phase 1: Assess Objectives
DEPARTMENT OF EDUCATION 2
STEP 2. Identify/Review
Priority Improvement Areas
DEPARTMENT OF EDUCATION 3
Activity 2.1: Present and discuss the information
gathered during the preparatory activities
DEPARTMENT OF EDUCATION 5
Annex 3: Gap Analysis Template
DEPARTMENT OF EDUCATION 6
Annex 3: Gap Analysis Template
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING
B5. GROUPS
A. DIVISION
B3. INHIBITING B4. PROJECTS THAT
TARGETS B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE
NO
ATTENTION
DEPARTMENT OF EDUCATION
Division Targets
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING
B5. GROUPS
A. DIVISION
B3. INHIBITING B4. PROJECTS THAT
TARGETS B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE
NO
ATTENTION
Dropout Rate:
0.1%
Promotion
Rate: 91%
National
Achievement
Test (NAT)
Mean
Percentage
Score (MPS):
65
DEPARTMENT OF EDUCATION
Gap Analysis
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING
B5. GROUPS
A. DIVISION
B3. INHIBITING B4. PROJECTS THAT
TARGETS B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE
NO
ATTENTION
Younger
Overall promotion rates
School promotion Inhibiting factors still learners,
Promotion over the last three years
rates over the No undetermined from particularly
Rate: 91% have been around 10%
previous three years available data. those from
less than the target.
Grade 1.
National
MPS for Filipino, Math,
Achievement 1. MPS for English Younger
Science, and Hekasi are
Test (NAT) 2. MPS for Filipino MPS for English ranges learners,
greater than 65 for
Mean 3. MPS for Math Yes from 49.88 to 53.96 for particularly
Grades 3, 6, 8, and 10.
Percentage 4. MPS for Science grades 3, 6, 8, and 10. those from
Overall MPS is at least
Score (MPS): 5. MPS for HEKASI Grade 3.
65.5 for each grade level.
65
DEPARTMENT OF EDUCATION
Step 2.1: Present and discuss the information
gathered during the preparatory activities
DEPARTMENT OF EDUCATION 10
Activity 2.1: Present and discuss the information
gathered during the preparatory activities
DEPARTMENT OF EDUCATION 11
For Year 2 and Year 3
BEGIN WITH
THIS STEP.
Present the data collected
from monitoring the
progress of prior AIP
(SRC/Monitoring forms)
to the SPT
DEPARTMENT OF EDUCATION 12
ACTIVITY:
CHECKING
SAMPLE DATA
DEPARTMENT OF EDUCATION 13
Instructions
1. Compare the sample data in Annex 1A to
the sample Division targets. (10 minutes)
2. After comparing your data to the Division
targets, list down improvement areas. (5
minutes)
DEPARTMENT OF EDUCATION 14
Remember
Don’t miss a step.
The output of a step is your input to the
next step.
DEPARTMENT OF EDUCATION 15
Activity 2.1: Present and discuss the information
gathered during the preparatory activities
OUTPUT CHECK:
Documentation of the discussion
Initial list of improvement areas
Gap Analysis Template (Annex 3)
DEPARTMENT OF EDUCATION 16
STEP 2. Identify/Review
Priority Improvement Areas
DEPARTMENT OF EDUCATION 17
Activity 2.2: Identify/Review the Priority
Improvement Areas
18
DEPARTMENT OF EDUCATION 18
Prioritization Rubric
CRITERIA DESCRIPTION SCALE
DEPARTMENT OF EDUCATION 19
Sample Rubrics
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance
High
Moderate
dropout 2 5 3 3 3.25
Priority
rate
Low
High
promotion 1 5 5 4 3.75
Priority
rate
High
Flooding 4 5 3 2 3.5
Priority
DEPARTMENT OF EDUCATION
High Dropout
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance
High
Moderate
dropout 2 5 3 3 3.25
Priority
rate
Low
High
promotion 1 5 5 4 3.75
Priority
rate
High
Flooding 4 5 3 2 3.5
Priority
• Strategic importance – can benefit dropout rates, promotion rates, and low
literacy
• Urgency – needs to be addressed immediately before rainy season starts
• Magnitude – affects learners who have to pass through flood-prone roads
just outside the school
• Feasibility – school can only mitigate flooding, and only within its immediate
vicinity
DEPARTMENT OF EDUCATION
Annex 5: Planning Worksheet
DEPARTMENT OF EDUCATION 25
For Year 2 and Year 3
DEPARTMENT OF EDUCATION 26
Activity 2.2: Identify/Review PIAs
OUTPUT CHECK:
PIA Template (Annex 4)
First column of the Planning Worksheet (Annex 5)
DEPARTMENT OF EDUCATION 27
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives
DEPARTMENT OF EDUCATION 28
Activity 3.1: Set General Objectives
Example:
To improve Math scores of Grade 3 students
by 20% at the end of 3 years.
Low
English
literacy
DEPARTMENT OF EDUCATION
Set3.1:
Activity General Objectives
Set General Objectives
DEPARTMENT OF EDUCATION 31
S M A R T
SPECIFIC MEASURABLE ATTAINABLE REALISTIC TIME-BOUND
What do you How will you Is it in your Can you When exactly
want to do know when power to realistically do you want to
specifically? you’ve accomplish it? achieve it? accomplish it?
reached it?
AVOID
G L O B E
GENERAL LOOSE OBSOLETE BIG WORDS ELASTIC
DEPARTMENT OF EDUCATION 32
ACTIVITY:
SETTING
OBJECTIVES
DEPARTMENT OF EDUCATION 33
Instructions
1. Using low English literacy as the PIA, set
your objectives by filling out the template.
(10 minutes)
What is it
“To do” on
about the What do
What what? Time
PIA PIA that you want to Objective BL T
“to do”? (a.k.a. Period
made it an happen?
Indicator)
IA?
Low
English
literacy
DEPARTMENT OF EDUCATION 34
GENERAL OBJECTIVE
Verb Indicator
To increase the MPS in English from a
range of 49.88 to 53.96 to 75 in 3 years
Baseline Target Time Period
DEPARTMENT OF EDUCATION
Instructions
1. Transfer your objective statement to the
2nd column of the Planning Worksheet.
(3 minutes)
DEPARTMENT OF EDUCATION 36
Activity 3.1 Set General Objectives
OUTPUT CHECK:
DEPARTMENT OF EDUCATION 37
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives
DEPARTMENT OF EDUCATION 38
Activity 3.2: Organize Project Team
Project Member Roles Responsibilities
DEPARTMENT OF EDUCATION 39
Organize
Activity ProjectProject
3.2: Organize TeamTeam
DEPARTMENT OF EDUCATION 40
For Year 2 and Year 3
1. For PIAs that last more than a year, utilize the same
Project Team.
2. Check the performance of the Project Team.
3. Change membership if necessary.
DEPARTMENT OF EDUCATION 41
Activity 3.2 Organize the project teams
OUTPUT CHECK:
DEPARTMENT OF EDUCATION 42
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives
DEPARTMENT OF EDUCATION 43
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives
DEPARTMENT OF EDUCATION 44
Activity 3.4:
Analyze Analyze
Priority school Areas
Improvement process
Waiting
DEPARTMENT OF EDUCATION 46
Sample Process Map
Answering the
Preparing the Distributing the
START test test papers
test (test
proper)
Analyzing END
Checking the Recording the
test papers test scores performance
on items
DO DIRECT OBSERVATIONS.
When you do direct observations,
you will notice problems arising in
specific activities in the current
process - ‘storm clouds’
DEPARTMENT OF EDUCATION 48
Sample Process Map w/ Storm Clouds
(Math Periodical Test Process)
Two answer Eight students
sheets were were talking to
missing their seatmates
Answering the
Preparing the Distributing the
test papers
START test test papers
(test proper)
Analyzing
Checking the Recording the END
performance
test papers test scores
on items
ANALYZE THE
SCHOOL PROCESS
DEPARTMENT OF EDUCATION 50
Instructions
1. Using the sample transcript, determine if
the PIA is valid.
2. Identify relevant school processes that
have to be improved. (10 minutes)
DEPARTMENT OF EDUCATION 51
INTERVIEW WITH LEARNER
Project team (PT): Kamusta Learner (L): Maayos naman po.
ang grades mo sa school?
PT: Ah, mabuti ‘yan! Hindi ka L: Nahihirapan din po.
nahihirapan sa lessons mo?
PT: Sa anong subject ka L: Sa English po.
nahirapan.
PT: Saan ka nahihirapan sa L: Hindi ko po naiintindihan ang
English? lesson.
PT: Anong lesson ka L: Marami po. Marami kasi
nahihirapan? pinapa-memorize si teacher.
PT: Nagagawa mo naman i- L: ‘Yung iba po. Nakakapagod po
memorize? kasi magbasa.
PT: Tinutulungan ka ni teacher L: Sinasabi lang po niya na
kapag hindi mo na magawa? basahin ko pa.
DEPARTMENT OF EDUCATION
Instructions
3. Based on the sample observation report,
map out the teaching-learning process.
(10 minutes) Remember to follow the
conventions of process mapping.
4. Identify storm clouds in the process.
(5 minutes)
5. A process map with storm clouds in the
next slide will be used as input to our
succeeding activities.
DEPARTMENT OF EDUCATION 53
Teaching-Learning
DEPARTMENT OF EDUCATION
For Year 2 and Year 3
DEPARTMENT OF EDUCATION 55
Analyze Priority Improvement Areas
Activity 3.4: Analyze school process
OUTPUT CHECK:
DEPARTMENT OF EDUCATION 56
STEP 3. Analyze the
Priority Improvement Areas
DEPARTMENT OF EDUCATION 57
Activity 3.5: Select Area of Focus
DEPARTMENT OF EDUCATION 58
Activity 3.5: Select Area of Focus
In choosing an area
of focus, consider the
most strategic storm
cloud that will affect
your PIA.
Focus on a storm
cloud where most of
the other storm clouds
are linked.
DEPARTMENT OF EDUCATION 59
Teaching-Learning
DEPARTMENT OF EDUCATION
Analyze
ActivityPriority
3.5: Select
Improvement
Area of Focus
Areas
DEPARTMENT OF EDUCATION 62
Activity 3.5: Select Area of Focus
OUTPUT CHECK:
DEPARTMENT OF EDUCATION 63
STEP 3. Analyze the
Priority Improvement Areas
DEPARTMENT OF EDUCATION 64
Activity 3.6: Do Root Cause Analysis
“The weed”
• Symptoms of
the problem.
• Above the
surface
The root cause is (obvious)
the deepest
underlying cause “The root”
of the problems • Underlying
within any causes.
• Below the
process
surface (not
obvious)
DEPARTMENT OF EDUCATION 65
Root
Activity 3.6: Cause
Do RootAnalysis
Cause Analysis
Root cause is
not the
solution.
Finding the root
cause is
necessary in
identifying the
key strategic “For every effect, there is a root
solution. cause. Find and address the root
cause rather than try to fix the effect,
as there is no end to the latter.”
DEPARTMENT OF EDUCATION 66
Activity 3.6 Do root cause analysis
DEPARTMENT OF EDUCATION 67
Tips in identifying the root cause
DEPARTMENT OF EDUCATION 68
Activity 3.6: Do Root Cause Analysis
DEPARTMENT OF EDUCATION 69
For Year 2 and Year 3
DEPARTMENT OF EDUCATION 70
ACTIVITY:
FINDING THE
ROOT CAUSE
DEPARTMENT OF EDUCATION 71
Instructions
1. From our common process map, focus on
this storm cloud: “79% of students (54 out
of 68) answer incorrectly during recitation
per day.”
2. Review the problem statement.
3. Find the root cause of the stated problem.
(15 minutes)
4. You may use any of the tools described
earlier: Fishbone approach, Why-why
Diagram, Problem Tree.
DEPARTMENT OF EDUCATION 72
Review of Problem Statement
DEPARTMENT OF EDUCATION
Root Cause
DEPARTMENT OF EDUCATION
Activity 3.6: Do Root Cause Analysis
OUTPUT CHECK:
DEPARTMENT OF EDUCATION 75
STEP 3. Analyze the
Priority Improvement Areas
DEPARTMENT OF EDUCATION 76
Activity 3.7 Present the root cause to
the SPT
DEPARTMENT OF EDUCATION 77
Activity 3.3: Present the root cause
to the SPT
OUTPUT CHECK:
Presentation (in powerpoint or hard copy) of the root
cause, with the supporting data, process flowchart, and
area of focus
DEPARTMENT OF EDUCATION 78