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PHASE I: ASSESS

DEPARTMENT OF EDUCATION 1
Phase 1: Assess Objectives

1.To identify and analyze 4. To analyze school


the PIAs processes
2. To set general 5. To determine the root
objectives cause/s of the PIAs
3. To listen to the voice of
the learners and other
stakeholders

DEPARTMENT OF EDUCATION 2
STEP 2. Identify/Review
Priority Improvement Areas

Present and discuss the


information gathered
2.1
during the preparatory
activities

2.2 Identify/Review PIAs

DEPARTMENT OF EDUCATION 3
Activity 2.1: Present and discuss the information
gathered during the preparatory activities

KEY SIP needs to be


Idea evidence-based

Maximize your SRC


Initiate the discussion on
the status of the school by
presenting the SRC or a
summary of the SCDT.

Look into gaps with Division targets


(use Gap Analysis Template)
DEPARTMENT OF EDUCATION 4
SIPs are meant to
bridge the gap between the
current state of the school
and the
desired state as per DEDP

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

1. School dropout High dropout rates due


Overall dropout rates in
rates over the to the following:
Dropout Rate: school over the last three Disadvantage
previous three years No - financial matters
0.1% years have not been lower d students
2. Reasons for - health problems
than 4%.
dropping out - disasters

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

ASK YOUR SPT:


1. What surfaced as the most pressing
need/problem?
2. What trends surfaced from your data?
3. Did your school improve? Stagnate? Worsen?
4. What did you find alarming from the data?
5. What needs the most improvement?

DEPARTMENT OF EDUCATION 10
Activity 2.1: Present and discuss the information
gathered during the preparatory activities

1. Write down results of the


discussion to come up
with an initial list of
improvement areas.
Use metacards so
2. Group related or similar it’s easy to group
problems. the problems
together.

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

1. You may use the Gap Analysis Template (Annex 3) and


the guide questions again.
2. Review the list of improvement areas in the SIP.

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

Present and discuss the


information gathered
2.1
during the preparatory
activities

2.2 Identify/Review PIAs

DEPARTMENT OF EDUCATION 17
Activity 2.2: Identify/Review the Priority
Improvement Areas

 There is no limit to the number of


PIAs.
 It is important that the SPT makes
“PIAs are the most
pressing needs or
a priority list of PIAs.
problems within  PIAs have varying difficulties.
and outside of the
school that
surfaced from your
school and
learners’ data.”

18
DEPARTMENT OF EDUCATION 18
Prioritization Rubric
CRITERIA DESCRIPTION SCALE

Strategic The number of other improvement


areas that will benefit when the
Importance improvement area is addressed.

The urgency or need to improve 5 – Very high


Urgency the area as soon as possible. 4 – High
3 – Moderate
The number of learners that will 2 – Low
Magnitude benefit when the improvement
area is addressed. 1 – Very low

The degree to which the


Feasibility improvement area is within the
school’s mandate and control.

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

Low English Very High


3 5 5 5 4.5
literacy Priority

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

• Strategic importance –can benefit promotion rates


• Urgency – dropout considerably affects learners; and, over three School
Years, dropout rates have not improved (Annex 1A – 4.2)
• Magnitude – affects around 4.25% of all learners (Annex 1A – 4.2)
• Feasibility – there are factors that can be controlled (e.g., monitoring
attendance, home visits), but there are also factors outside of the school’s
control (e.g., learners’ financial situation)
DEPARTMENT OF EDUCATION
Low Promotion
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

Low
High
promotion 1 5 5 4 3.75
Priority
rate

• Strategic importance – no benefit to other identified priority improvement


areas
• Urgency – not being promoted considerably affects learners; and, over three
School Years, promotion rates have barely improved (Annex 1A – 5.2)
• Magnitude – affects 18.67% of all learners (Annex 1A – 5.2)
• Feasibility – there are factors that can be controlled (e.g., formative
assessment), but there are also factors outside of the school’s control (e.g.,
conditions at home)
DEPARTMENT OF EDUCATION
Low Literacy
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

Low English Very High


3 5 5 5 4.5
literacy Priority

• Strategic importance – can benefit dropout rates and promotion rates


• Urgency – learners are struggling even with the most basic concepts: a lot
of learners are still at frustration levels (see Annex 1A – 7.1)
• Magnitude – only a few learners are at independent levels (see Annex 1A –
7.1) and NAT MPS for English is low (see Annex 1A – 6.1)
• Feasibility – school has several means to improve literacy (e.g., improving
the learning experience in the classroom, tutoring, remedial)
DEPARTMENT OF EDUCATION
Flooding
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

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

In cases where the PIA has


already been addressed,
Review the PIAs listed in the
choose another PIA to take on
Planning Worksheet
from the ones you have
identified.

You may use again the PIA


template to check these PIAs

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

3.2 Organize the project teams


Listen to the voice of the
3.3 learners and other
stakeholders
3.4 Analyze the school process

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.

 Formulate For Year 1: Math scores of Grade 3 students


improved by 10%
measurable
objectives for a For Year 2: Math scores of Grade 3 students
improved by 15% from year 1 scores
three year plan
For Year 3: Math scores of Grade 3 students
 Set incremental improved by 20% from year 1 scores
*Note: to be able to reach this, interventions
targets for PIAs should also be done in Grades 1 and 2
that extend more
than a year
DEPARTMENT OF EDUCATION 29
Developing Objectives Statements
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?
Our school’s We want our
dropout rate school’s
is significantly dropout rate
To reduce In 3 years
Dropou higher at 4% to reduce The dropout
To reduce the dropout 4% 1% or by
t versus our from 4% to rate
rate 2019
Division’s our Division’s
standard level standard level
of 1% of 1%

Low
English
literacy

DEPARTMENT OF EDUCATION
Set3.1:
Activity General Objectives
Set General Objectives

State clearly and concisely


what you want to achieve.

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:

 Accomplished Second Column of the Planning


Worksheet (Annex 5)

DEPARTMENT OF EDUCATION 37
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives

3.2 Organize the project teams


Listen to the voice of the
3.3 learners and other
stakeholders
3.4 Analyze the school process

DEPARTMENT OF EDUCATION 38
Activity 3.2: Organize Project Team
Project Member Roles Responsibilities

 The members of the Project Team may be drawn from the


community, teachers, and learners with at least one member
coming from the SPT.
 For PIAs related to the teaching-learning process, organize the
Project Team from members of the LACs.

DEPARTMENT OF EDUCATION 39
Organize
Activity ProjectProject
3.2: Organize TeamTeam

Schools may use the IPCRF to determine project team members


and to encourage teachers to join project teams.

Project Team discusses PIA and the possible factors


affecting the PIAs.

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:

 Project team member list with roles and responsibilities


or Team Charter
 List of possible factors affecting your assigned PIA

DEPARTMENT OF EDUCATION 42
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives

3.2 Organize the project teams


Listen to the voice of the
3.3 learners and other
stakeholders
3.4 Analyze the school process

DEPARTMENT OF EDUCATION 43
STEP 3. Analyze the
Priority Improvement Areas
3.1 Set general objectives

3.2 Organize the project teams


Listen to the voice of the
3.3 learners and other
stakeholders
3.4 Analyze the school process

DEPARTMENT OF EDUCATION 44
Activity 3.4:
Analyze Analyze
Priority school Areas
Improvement process

1. A process is a set of activities that


are arranged together in order to
deliver a product or a service.
2. A process must also be simple
enough to be repeatable and
replicable.
3. The Project Team should map out the
processes involved in the assigned
PIA through the use of a flowchart of
what is currently happening in
This step is to each step of the process and NOT
understand why and what the process should be.
where the needs and
problems exist.
DEPARTMENT OF EDUCATION 45
Conventions in Process Mapping
 Process PROCESS
◦ Represents action or set of actions
 Control Flow
◦ Shows sequence of execution
 Start START
◦ The beginning of a set of actions
 End END
◦ Stops all flows in an activity
 Decision Node

 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

MATH PERIODICAL TEST PROCESS


DEPARTMENT OF EDUCATION 47
Activity 3.4:
Analyze Analyze
Priority school Areas
Improvement process

 DO DIRECT OBSERVATIONS.
When you do direct observations,
you will notice problems arising in
specific activities in the current
process - ‘storm clouds’

 Storm clouds help you locate


where the issues reside and are
specific, measurable, and
observable.

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

10/30 students’ Only 2/30 students


papers had items that correctly answered
were erroneously the difficult items
checked
DEPARTMENT OF EDUCATION 49
ACTIVITY:

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

Review the school processes you have improved


and analyze school processes of new PIAs

DEPARTMENT OF EDUCATION 55
Analyze Priority Improvement Areas
Activity 3.4: Analyze school process

OUTPUT CHECK:

 Flowchart of the school processes relevant to each PIA


 Documentation of interviews or observations

DEPARTMENT OF EDUCATION 56
STEP 3. Analyze the
Priority Improvement Areas

3.5 Select area of focus

3.6 Do root cause analysis

Present the root cause to


3.7
the SPT

DEPARTMENT OF EDUCATION 57
Activity 3.5: Select Area of Focus

Focusing on a problem allows


you to deal with fewer issues
which you can deeply analyze.
Analyze your school
context and see Improvements in your area of
which area to focus may contribute in
prioritize. addressing the bigger issues in
school

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

Having identified your area


of focus from the storm
clouds, formulate it into a
problem statement.

• What is the magnitude of


the problem?
• How often is it
happening?
• Where is it happening?
• When does it happen?
54 out of 68 Grade 3 students incorrectly
answered during recitation.
DEPARTMENT OF EDUCATION 61
For Year 2 and Year 3

Identify also the storm clouds of the processes mapped out.

DEPARTMENT OF EDUCATION 62
Activity 3.5: Select Area of Focus

OUTPUT CHECK:

 Problem statement based on your area of focus

DEPARTMENT OF EDUCATION 63
STEP 3. Analyze the
Priority Improvement Areas

3.5 Select area of focus

3.6 Do root cause analysis

Present the root cause to


3.7
the SPT

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

Root Cause Analysis is a structured


and thorough review of the problem
designed to identify and verify what is
causing the problem.

Performing Root Cause Analysis


requires transparency and no
predetermined assumptions.

The root cause needs to be validated


by data from observations and
interviews.

DEPARTMENT OF EDUCATION 67
Tips in identifying the root cause

Temporal precedence: The root cause


always happens before the effect.

Association and correlation:


Everytime the root cause happens the
effect follows.
Necessity: The effect or related effects
would not happen if not for the root
cause.

Relevance of other causes: Other


explanatory causes are not plausible.

DEPARTMENT OF EDUCATION 68
Activity 3.6: Do Root Cause Analysis

Approach 2: Why-Why Diagram

DEPARTMENT OF EDUCATION 69
For Year 2 and Year 3

The PT undertakes a root cause analysis for the problems


identified 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

79% of grade 3 students (54 out of 68) answered


incorrectly during recitation in their English classes

DEPARTMENT OF EDUCATION
Root Cause

DEPARTMENT OF EDUCATION
Activity 3.6: Do Root Cause Analysis

OUTPUT CHECK:

 Diagrams showing the root cause

DEPARTMENT OF EDUCATION 75
STEP 3. Analyze the
Priority Improvement Areas

3.5 Select area of focus

3.6 Do root cause analysis

Present the root cause to


3.7
the SPT

DEPARTMENT OF EDUCATION 76
Activity 3.7 Present the root cause to
the SPT

The Project Team will present the


following to the SPT:

• Results of your FGDs, interviews with the


learners, and stakeholders

• School Process Flowchart with storm clouds

• Area of focus (focused problem statement)

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

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