continuous improvement project of the School for school year 2022- 23

1. CONTINUOUS
IMPROVEMENT
PROGRAM
GIGO
(GARBAGE IN, GARBAGE OUT)
MANAGEMENT PROGRAM
BATUAN NATIONAL HIGH SCHOOL
BATUAN DISTRICT

2. BEAM Team
Step 1
BEATRIZ T. TECSON
Team Leader
RACHEL S. BRIONES
School Head/Consultant
DAISY A. BIGCAL
Process Owner
CATALINA G. MERCADO
Process Observer
KAREN D. ENOC
Documenter
PIO JASON B. ARBOLERAS
Communication
MARILES L. MALUBAY
Scribe

3. SCHOOL PROFILE
Name : Batuan National High School
Address : Pob. Vieja, Batuan, Bohol
CD : 3
School ID : 302815
Area : 10,000 sq. m shared by
Lungsod-Daan Elem. School – 7000 sq. m
Established : 1993
Enrolment : 1,236
No. of Teachers : 47
Type of School : Secondary

5. Project Background
The school generated an average of 90 kilos
weekly of unsegregated solid wastes. The situation
is already alarming that signaled the CI Team to
focus on Solid Waste Management which
addresses on improve system on waste
management. The improved system on Waste
Management will promote healthy environment
conducive to positive learning outcomes, which
will redound to the achievement and prestige of
the school
5

6. School Performance Background
Batuan Central Elementary School Pob. Sur, Batuan, Bohol
6
Number of Non-Readers Based on EGRA
Pre-Test Results for Grades I, II, III
22
14
22
0
5
10
15
20
25
GRADE 1 GRADE 2 GRADE 3

7. School Performance Background
Batuan Central Elementary School Pob. Sur, Batuan, Bohol
7
Number of Non-Readers Based on EGRA
Mid Test Results for Grades I, II, III
7
8
7
6.4
6.6
6.8
7
7.2
7.4
7.6
7.8
8
8.2
GRADE 1 GRADE 2 GRADE 3

8. NO. OF READERS AND NON-READERS
BASED ON EGRA RESULTS IN FILIPINO 2
Batuan Central Elementary School Pob. Sur, Batuan, Bohol 8
17
8
0
2
4
6
8
10
12
14
16
18
READERS NON-READERS

9. Voice of the Learner
Step 2
Ngano maglisod man ka og basa
sa Filipino?
 Mohilak ko og pabasahon
 Makalimot ko sa uban nga sounds
 Dali makalimot
 Usahay magduwa
 Panagsa ra ko tudloan ni ate
 Motan-aw ko ug tv usahay
 Ganahan lang ko og sayon nga basahon
 Maglibog ko sa sound sa Bb, Dd, Pp ug Qq
 Dili ko tun-an ni mama kay matog ra diritso
 Maglibog ko ug daghan nga basahon kanang
magtapad o magtapo ang words
 Maglisod ko og nay tumoy o walay pares

10. Voice of the Parents Ngano maglisod man og basa ang
imong anak sa Filipino?
 Murag i-rhyme niya inig basa
 Uwahi ang lesson didto tungod sa
pandemic.
 Nubo ra ang iyang oras sa
pagbasa
 Panagsa ra ang drill sa basa
 No home visit sa dili pa kabasa
 A ba ka da ang first nga gi
introduce sa unang gi-
eskwelahan sa bata
 Magduwa og una kon pabasahon
 Naay mga word nga dili mabasa
 Kinahanglan pa ko magpauyon
usa pa mobasa
 Hinay og tingog kon pabasahon
 Makalimot sa mga tingog
 Dili magtuon, magduwa
 Walay panahon mopabasa
10

11. Voice of the Teacher
 Makalimot sa sounds o sa letter names
 Maglibog sa da ug ba
 Maglisod og basa sa mga bungkig nga
word/klaster
 Ug mag choral reading, murag nakabasa
pero ug i- one on one lugos kabasa
 Dili makaapas sa oras, makabasa pero hinay
 Makabasa sa words nga pares-pares pero
dili kaila sa sounds.
 Kadugayang pabasa, dili motingog unya
mohilak na.
 Magjama-jama og basa
Ngano maglisod man og
basa ang imong mga
sakop sa Filipino?

12. AFFINITY DIAGRAM
Step 2
LIMITED TIME VOCABULARY MOTIVATION
MASTERY OF
LETTER
SOUNDS
• Nubo ra ang iyang oras
sa pagbasa
• Panagsa ra ang drill sa
bata
• Panagsa ra ko tudloan
ni Ate
• Dili magtuon, mag sige
ra og duwa
• Walay oras sa
pagpabasa kay busy
sa trabaho
• Magtaka-taka og basa
• Gamay ra akong
mabasahan
• Naay mga word nga dili
Mabasa
• Dili makaapas sa oras,
makabasa pero hinay
• Ug mag choral reading,
murag nakabasa pero ug
i-one on one lugos
kabasa
• Motam-aw ko og TV
• Kadugayang pabasa, dili
motingog unya mohilak na
• No home visit sa mga dili
pa kabasa
• Kinahanglan pa ko
magpauyon usa pa
mobasa
• Magduwa og una kon
pabasahon
• Usahay dili gyud mobasa
kay masuko.
• A ba ka da ang first
giintroduce sa unang gi-
eskwelahan sa bata
• Diritso ra og pabasa, dili
na mag sound.
• .Makalimot sa sounds o
sa letter names
• Hinay og tingog kon
pabasahon
• Mura og i-rhyme niya
inig basa
• Lisod ang basahon,
ganahan lang ko og
sayon nga basahon
• Maglibog og daghan
nga basahon kanang
magtapad o magtapo
ang words
• Maglisod ko og nay
tumoy o walay pares.
Ngano maglisod man ka og basa sa
Filipino?

13. Current State SIPOC
Step 3
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Teacher
Alphabet Cards
Alphabet song
Syllable flashcards
Video on syllables
Remedial Reading in
Filipino 2
8 out of 8 learners failed
to produce the correct
sound of the alphabet
within 60 seconds.
8 Grade II pupils
Teacher
Parents
Preparing Remediating
REMEDIAL READING PROCESS IN FILIPINO II
Giving of Assignment
Preparing alphabet cards
Singing an alphabet
song
Asking the letters of the
alphabet
8 out of 8
learners failed
to tell all the
letters in the
alphabet within
60 seconds.
Showing different syllables
using flashcards
Drill the letters of the
alphabet using flashcard
Asking te pupils to produce
the correct sound of the
alphabet
Game Activity
7 learners
are talking,
playing.
Takes 10
minutes to 1
learner.
Loud noise from
other learners not
included in the
remediation
interrupt the
remedial group
Combining the different
syllables to make it a word
Showing different syllables
using video like ma
Unlocking the vocabulary
pairing/peer teaching
Asking the pupils to read the different
words shown by the teacher
8 out of 8
failed to read
the familiar
words within
60 seconds
Giving reading materials to the
8 pupils
Giving a short story with
questions

14. Current State
Process Performance
8 8
0
1
2
3
4
5
6
7
8
9
NO. OF PUPILS REMEDIATED NO. OF PUPILS FAILED TO
PRODUCE THE CORRECT SOUND
Step 3
15

15. Objective Statement
• There are 8 out of 8 Grade 2 pupils failed to produce
the correct sound of the alphabet within 60 seconds.
Step 4
16
Focused Problem Statement
• 0 out of 8 (100%) Grade 2 pupils failed to
produce the correct sound of the alphabet within
60 seconds

16. Root Cause Analysis
Why-Why Diagram
8 out of 8
learners
failed to
produce
the correct
sound of
the
alphabet
within 60
seconds.
Low interest of
pupils
Aim to focus
more on
remedial proper
Dugay maka
sounds,
maapsan sa
oras
Only few motivation
is being employed
Only 3-minute time can be spent to
each learner
Assumption on the pupils
that already mastered the
letters and the sounds
30-minute remedial
time is not enough
The teacher gets
focused to 1 learner
Step 5
Some of the
learners were
playing, doing
other things
during
remediation
The learner has the most difficulty in
producing sounds
17
Remediation
starts at high
level competency
Directly introducing
the syllables and
words
Only 30 min
during noontime

17. Root Cause Validation
Name of CI Team: Date Revision No.
Problem Statement: There are 8 out of 8 lGrade II pupils failed to produce the correct sound of the alphabet within 60
seconds.
Probable Causes Validation Controllability of the School Conclusion Valid or Not)
Class Description of Cause True Not True Within Control Beyond Control
Only 3-minute time can be
spent to each learner
√ √ VALID
Limited time during noon
time
√ √ VALID
The learner has the most
difficulty in producing
sounds
√ √ VALID
Assumption on the pupils
that already mastered the
letter and the sounds
√ √ VALID
Step 5

18. Priority Valid Causes
1. Only 3-minute time can be spent to each learner.
2. Limited time during noon time.
3. Assumption that the pupils have already mastered all the letter names
and sounds.
4. The learner has the most difficulty in producing sounds.
Step 5
19

19. Recommended Improvements
Step 6
Validated Root Cause Recommended Improvements
Only 30% of the Waste
Disposal Management Process
was implemented/applied
Finalization of Waste Management Process/Policy
1. Analyze the skills covered in the EGRA Tool.
2. Prepare materials based on orthography of alphabet (Letter sequence,
flashcards, charts / projector, stopwatch, games) and rewards
3. Conduct the remediation following the steps:
a. Teacher leads singing the alphabet song.
b. Teacher let the learners listen to a short story.
c. Teacher highlights words containing the target letters for the session
d. Teacher presents the letter/s and give the sound.
e. Let all the pupils imitate the sound.
f. Present a 50-letter chart. Let the pupils give the sound individually in
a quick manner.
g. Use a stopwatch. Conduct various game activities by letting pupils give
the sound of letter within 60 seconds.
4. Assess individual pupils through the Alphabet Knowledge Assessment Tool
5. Give reward to pupils who correctly sound 50 letters within 60 seconds
Project SPEAR - Hagbuaya ES, Catigbian, Bohol

20. Current State SIPOC
Step 3
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Teacher
Students
Plastic Bottles
Cellophanes
Tin Cans
Styro Foams
Plastic/Styro Cups
Waste Disposal
Management 90% of garbage
remained after applying
Waste Disposal
Management Process
Teachers
Students
Utility
COLLECTION DISPOSAL
WASTE DISPOSAL MANAGEMENT PROCESS
Gisulod sa sako ug gitagoan
taman sa mapuno
Garbage Collection
Gipabulsa ang basura
Removal of Trashcan
Burning
Can cause
health
problems
Bottle Bricks Recycling
Mabaho
ang basura
Kay wala may trashbin
sa room, ang basura
gipang sok2x nalang.

21. Future State SIPOC
Step 6
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Waste Management Team
School Principal
Waste Management Policies
AR/SIP/Experiments on
Waste Disposal
Enhanced Waste
Disposal Management
Process
0% of garbage after the
implementation of
enhanced waste disposal
management process.
Teachers
Students
Utility
ORGANIZATION IMPLEMENTATION
ENHANCED WASTE DISPOSAL MANAGEMENT PROCESS
EVALUATION
Creation of Waste
Management Team
Implementation of Policy
O single use plastic policy
Record Keeping
Consignment/Selling of Local
Food/Snack
Values Integration
Regular Monitoring of the
Implementation (Daily)
Finalization of Waste
Management Process
Assessment
Improved Step

22. Future State
Improvement Highlights
Step 6
Illustration or picture
Of Class Program Before
Adjustment
23
Illustration or picture
Of Enhanced Class
Program
Picture of Class Program
Before
Adjustment
Picture of Enhanced
Class Program
Remedial Time (Before): 3:50-4:20 PM Remedial Time: 1:00-1:30 PM, 3:50-4:20 PM

23. Future State
Improvement Highlights
Class Program Before
and After adjustment
Step 6
24
CI members
conducted
meetings.

24. Future State
Improvement Highlights
Class Program Before
and After adjustment
Step 6
25
Preparation
of Materials
Letter cards
and charts
following the
orthography

25. Future State
Potential Problem Analysis
Recommended Solutions
Potential
Problem
Probable
Cause
L
(1-5)
I
(1-5)
RF
(L x I)
Preventive
Action
1. Adjust remediation time in the
class program
If process owner
skip schedule
Materials to use
first not yet
available
1 2 2
2. Analyze competencies covered
in EGRA Tool
Different
interpretation of
the skills
EGRA Tool is
not presented
1 5 5
3. Prepare materials based on orthography
of alphabet (Letter sequence, flashcards,
charts / projector, stopwatch, games) and
rewards
Time for the
preparation of
materials
Other CI
members also
conduct classes
2 3 6
4. Conduct the remediation
following the enhanced steps
Process owner
do not follow the
agreed steps
Not fully
understood the
process
2 5 10 Observe
initial
conduct
5. Assess individual pupils through the
Alphabet Knowledge Assessment Tool
Attendance of all
pupils
Health reasons 1 1 1
6. Give reward to pupils who correctly
sound 50 letters within 60 seconds
Cannot give
material rewards
everyday
Minimal budget
for daily
rewards
1 4 4
Step 7
26

26. Future State
Implementation Plan
Activity Output Responsible
Person
Due
Date
Resources
/ Budget
1. Adjust remediation time in
the class program
Class program
adjusted
Daisy A. Bigcal /
Process Owner
March 17,
2023
2. Analyze competencies
covered in EGRA Tool
Competencies
listed
Mariles L.
Malubay
March 17,
2023
3. Prepare materials based on
orthography of alphabet (Letter
sequence, flashcards, charts /
projector, stopwatch, games) and
rewards
Charts,
flashcards,
stopwatch,
games prepared
CI Team
Members
March 18-
24 2023
School MOOE
4. Conduct the remediation
following the enhanced steps
Remediation in
Filipino 2
conducted
Daisy A. Bigcal March 20-
April 20,
2023
5. Assess individual pupils through the
Alphabet Knowledge Assessment Tool
8 pupils
individually
assessed
Daisy A. Bigcal April 20-
28, 2023
6. Give reward to pupils who correctly
sound 50 letters within 60 seconds
Pupils who met
the time limit
received reward
Daisy A. Bigcal April 28,
2023
Step 7
27

27. GANTT CHART
28
Activity March April
Wk 3 Wk4 Wk 5 Wk 1 Wk 2 Wk 3 Wk 4
1. Adjust remediation time in the class
program
2. Analyze competencies covered in EGRA
Tool
3. Prepare materials based on orthography of alphabet
(Letter sequence, flashcards, charts / projector,
stopwatch, games) and rewards
4. Conduct the remediation following the
enhanced steps
5. Assess individual pupils through the Alphabet
Knowledge Assessment Tool
6. Give reward to pupils who correctly sound 50 letters
within 60 seconds

28. Pilot
Implementation Status
Activity Output Responsible
Person
Actual
Date
Remarks
1. Adjust remediation time in
the class program
Class program
adjusted
Daisy A. Bigcal /
Process Owner
March 17,
2023
2. Analyze competencies
covered in EGRA Tool
Competencies
listed
Mariles L.
Malubay
March 17,
2023
3. Prepare materials based on
orthography of alphabet (Letter
sequence, flashcards, charts /
projector, stopwatch, games) and
rewards
Charts,
flashcards,
stopwatch,
games prepared
CI Team
Members
March 18-
24, 2023
4. Conduct the remediation
following the enhanced steps
Remediation in
Filipino 2
conducted
Daisy A. Bigcal Start
March 22,
2023
5. Assess individual pupils through the
Alphabet Knowledge Assessment Tool
8 pupils
individually
assessed
Daisy A. Bigcal (DATE)
6. Give reward to pupils who correctly
sound 50 letters within 60 seconds
Pupils who met
the time limit
received reward
Daisy A. Bigcal (DATE)
Step 8
29

29. Pilot
Implementation Highlights
Step 8
30
Actual Reading Remediation following the
Enhanced Process and Materials and Equipment

30. Pilot
Implementation Highlights
• (description of event)
Step 8
Illustration or picture
Sample form or report
New IM
31

31. Pilot
Implementation Highlights
• (description of event)
Step 8
Illustration or picture
Sample form or report
New IM
32

32. Pilot
Process Performance
Step 8
33
Results by Learner who correctly produced the sounds of the
alphabet within 60 seconds
43.4
31.2
20
20
40
17
35
90
0 10 20 30 40 50 60 70 80 90 100
LEARNER A
LEARNER B
LEARNER C
LEARNER D
LEARNER E
LEARNER F
LEARNER G
LEARNER H
NO. OF SECONDS

33. Pilot
Process Performance
BEFORE AFTER
34
Comparative Results by Learner who failed to produce
the sounds of the alphabet within 60 seconds Before
and After Remediation

34. Pilot
Learnings
Step 8
• “More heads is better than one”
• Happy to achieve the results with the help of the team.
• It is easy and good to follow a well designed process suggested
by the team
• ADD MORE INSIGHTS ABOUT THE TEAM DOING THE CI
PROJECT
35

35. Rollout
Strategy and Scope
• Roll out will be done to Grade III with second most number
non-readers
• Follow the same remedial process
• Enhance the made of materials but use the same content
• Apply the process to all grade levels with non-readers
regardless of the bases of assessment
Step 9
36

36. Rollout
Stakeholder Analysis
Step 9
Enthusiastic support
Will work hard to make it happen
Help it work
Will lend appropriate support
Hesitant
Holds some reservations; won’t
volunteer
Indifferent
Won’t help; won’t hurt
Uncooperative
Will have to be prodded
Opposed
Will openly act on and state
opposition
Hostile
Will block at all costs
People or Groups
Teachers Students. PTA.
Level of Commitment
37

37. Rollout
Process Performance
Step 9
38
Results of performance in
Grade III

38. Comparison of Process Performance
Step 9
39
PILOT ROLL OUT
BEFORE BEFORE
AFTER AFTER
Comparative Results by Learner who failed to produce
the sounds of the alphabet within 60 seconds Before
and After Remediation

39. Rollout
Implementation Highlights
• (description of event)
Step 9
Illustration or picture
Grade III Remediation
40

40. Rollout
Implementation Highlights
• (description of event)
Step 9
Illustration or picture
Sample form or report
New IM
41

41. Rollout
Implementation Highlights
• (description of event)
Step 9
Illustration or picture
Sample form or report
New IM
42

42. Rollout
Learnings
Step 9
• (List key insights from rollout experience, including any
adjustments to the recommended improvements)
• Mam Catalina Mercado’s Experience in remediation using the
steps and the materials
• Other teachers experience using the same process
43

43. Update the A3 Based on our project, cut and paste the
different parts
Step 10
Sample:
1. This project will be rolled out to all the grades in the school.
2. Conduct another project relating to reading in early grades
and mathematics.
3. We will also into the utilization of the computer
44

44. FUTURE STATE
BACKGROUND
CURRENT STATE
PROBLEM ANALYSIS
IMPLEMENTATION PLAN
LESSONS LEARNED
TEST RESULTS
PROJECT TITLE
Improvement on Examination Results Feedback Time
Team Members: DBH, EAF, BOG, VPR, RVP, DBS
The time between examination of students and the
return of examination results has an average of 7 days
with a max of 14 days. Students rely on the results of
the examination to know their academic performance
and to review for succeeding lessons.
Teacher
Student Submit
Exam
Collect
Exams
Group
exams
per grade
level
Check
Exams
Return to
Students
Receive
Examinatio
n Results
5 mins.
per exam
1 to 5
days
30 secs. 30 secs.
Teacher
Student Submit
Exam
Collect
Exams
Check
Exams
Return to
Students
Receive
Examinatio
n Results
5 mins.
per exam
30 secs. 30 secs.
Recommendation:
1. Eliminate grouping of exam papers for each grade level.
2. Have a different set of exam for students who missed the exam.
Week
1
Week
2
Wee
k 3
Wee
k 4
Week
5 Who
%
Completion
Process Design Team 100%
Dissemination of New
Design DBH, RVP, BOG 100%
Simulation EAF, VPR, DBS 100%
Gathering of Feedback
from Teachers EAF, VPR, DBS 80%
Refinement of Process
Design Team 80%
Improve on Information Dissemination
Teachers should be trained to the new process to be followed on
providing feedback to students.
0
5
10
15
1 5 9 13 17 21 25 29
Feedback
Time
Step 10
STAGE
1:
ASSESS
STAGE
2:
ANALYZE
STAGE
2:
ANALYZE
STAGE
3:
ACT

45. Project Closure
Next Steps
• (action on next-level priority causes)
• (action on next-phase improvements)
• (links with other school processes or programs)
• TO BE DISCUSSED BY THE TEAM YET
Step 10
46

46. Continuous Improvement 47

47. Continuous Improvement 48