launched

Continuous Improvement (CI)

Programme

• AusAID – funded project

• Aims to enhance the skills of school officials in

managing school processes

• Turns schools into learner-centered institutions

that continually improve and build on its best

practices

• Supports 34 model schools from Regions 3, 4-A,

7, 10, and NCR, who will then cascade the

training to the rest of the school system.

Continuous Improvement (CI)

Programme

3

GINA I. CAGANG

School Head

MERLIN I. GOMEZ

Facilitator

GEMMA LYN M. DE

ASIS

Facilitator

LUZVINA A. BAGAYNA

CI Team Communication

JENNIFER O. ONGPOY

CI Team Documentation

MICHELLE G. BABANTO

Process Observer DENIA M. ABAO

CI Team Scribe

JADE J. VALENTE

Team leader

CI TEAM

I. BALIWAGAN CENTRAL SCHOOL

The Implementing Schools of CIP

5

MARILYN A. ABAN Principal II

RAUL M. SALVANE CI Facilitator

KAREN O. GALIMBA

CI Facilitator

LORENA B. JAMIAS CI Team Leader

MARIETTA M. SABANDAL

CI Scribe LECENIO T. ELICAN, JR.

CI Communications

CRISTY JANE U. PASAYON

CI Documentations MA. ELENA G. PADEROG

CI Process Observer

II. BALIWAGAN NATIONAL HIGH SCHOOL

6

III. LAGUINDINGAN CENTRAL SCHOOL

MARIA LEALOU C. FABRIA

School Head

RESLIE J. UCAB

CI Facilitator JUDITH D. BREVIESCAS

CI Facilitator

TOMASITA P. CATIIL

CI Team Leader

MARILOU C. FABRIA

Team Communication

KATHLEEN A. PAIRAT

Team Process Observer

GLYN P. DADANG

Team Documentation

MERCY E. HUGO

Team Scribe

ADEFER B. CAÑO

School Head

REBECCA G. BONGCAWIL

CI Facilitator

MARIA JASMIN D. LABIS

CI Facilitator

NANETTE M. TEDLOS

CI Team Leader

BERNARDO P. CAJARTE

Team Member

LORNA G.

JARAMILLO

Team Member

MARIBETH B. MABALO

Team Member

LEILA P. BAHIAN

Team Member

III. LAGUINDINGAN NATIONAL HIGH SCHOOL

8

The Coaches of the

Implementing Schools of CIP

DR. ERLINDA G. DAEL Division Coach

MR ALLAN L. MANZALADES Region Coach

CIP Teams

MR. NICK BAGUIO PAHRODF Coach

The Objectives of CIP

Strengthen stakeholder partnership in pursuing

continuous improvement of school processes and

systems that directly impact learning outcomes.

Contribute to improve school governance and

management processes, teaching competencies,

engagement of communities, performance

indicators, and school resource sharing.

Contribute to the DepEd vision of a child and

community-centered education system (ACCESs)

9

10

The Purpose of CIP

SBM

- Provides quality and continuous

improvement competencies and

processes to initiate, enhance, and

sustain good SBM practices. This will

help implement SBM goals and

objectives and eventually contribute to

accreditation.

LEARNERS - Focuses on achieving learner

excellence in delivering the K to 12

Basic Education Program.

11

STAKEHOLDERS

- Better provide learner-centered services to internal (students and parents) and external (local community) stakeholders.

CENTRAL,

REGIONAL

and

DIVISION

OFFICES

- Assist these offices to provide consistent, efficient, and effective support policies and systems to schools in implementing the continuous improvement initiatives .

GAD & PWD

- the Gender and PWD awareness and sensibilities will be incorporated in the participants’ learning approaches, language and tools as well as in project documentation and M & E system.

12

The Expected Outputs of CIP

Human Development

Access to Education

Quality Education

Total Quality Management

CIP’s Allegiance

Commitment Wall

Recognition

Reward

Trainings

Workshops

Sustainability

HRODF Overall Strategy

for DepEd Partnership Support strategic organization development

programs that directly impact on ACCESs and the Enhanced Basic Education Program.

Ensure that all assistance are tightly integrated with each other to create synergy and immediate wins.

Close partnership with DepEd leaders at all levels: central, regional, division, and schools.

Contribute in developing, empowering and sustaining the leadership teams who will model and champion reforms effectively.

13

15

The Operational Process of CIP

1. Identify

priority

improvement

project

2. Form

project team

3.Apply the

CI

Methodology

4. Monitor and

evaluate

program

status

16

A methodology to continually assess,

analyze, and act on the performance

improvement of the Key Processes

focusing on both customer needs and

the desired performance.

“ See the unseen, do the undone…”

The Methodology of CIP

The Role of CIP

17

CIP Methodology

Analyze Act

Step 1: Get

Organized

Step 2: Talk With

Customers

Step 3: Walk the

Process

Step 4: Focused

Problem

Statement

Step 5: Do Root-

Cause Analysis

Step 6: Develop

Solutions

Step 7: Finalize

Improvement Plan

Step 8:

Pilot Solution

Step 9:

Roll-out Solution

Step 10:

Check Progress

Assess

MARILYN A. ABAN Principal II

RAUL M. SALVANE CI Facilitator

KAREN O. GALIMBA CI Facilitator

LORENA B. JAMIAS CI Team Leader

LECENIO T. ELICAN JR.

CI Communications

MARIETTA M. SABANDAL CI Scribe

CRISTY JANE U. PASAYON

CI Documentations MA. ELENA G. PADEROG

CI Process Observer

CI Organizational Structure

Step 1: Get Organized

19

Key Responsibilities

School

Head/SBM

Team

School CI

Team

• Plan the CI Programme

• Form the CI Teams and Provide the needed

direction

• Ensure that the CI Programme has the

needed resources and support

• Monitor and review the status of CI

Programme

• Undertake improvement projects

• Report on Project status, outputs and

outcomes

• Prepare and maintain project documentation

and records

20

Key Responsibilities

School CI

Team Leader

School CI

Facilitator

• Plan and manage improvement projects

• Ensure the quality of project outputs

• Review project status, outputs and

outcomes; adjust plan as needed

• Act as CI Resource Person at the school

level

• Perform monitoring and evaluation

• Communicate and market CIP to the entire

school and external stakeholders

• Serve as process observer and analyst

27

Criteria for Project Selection

• Consistent and align with

SBM/SIP

• Short-term

• Can be supported by existing

school’s resources

• Within control of the CIP Team

22

Who Are Your Stakeholders? School

Head

CI

Facilitator

CI Team

Other Stakeholders:

Process Owner

Students

Parents

Community

etc

- Teachers CI Facilitators

CI Team

Students Parents

LGU

Community

Private Individuals

PTA

Alumni

Principal

Baliwagan NHS STAKEHOLDERS

24

FUTURE STATE

BACKGROUND

CURRENT STATE

PROBLEM ANALYSIS

IMPLEMENTATION PLAN

LESSONS LEARNED

TEST RESULTS

PROJECT TITLE

STA

GE

1:

AS

SE

SS

STA

GE

2:

AN

ALY

ZE

S

TA

GE

3:

AC

T

STA

GE

2:

AN

ALY

ZE

CI Project Template

Name of the Project

Team Members

VOC + Project Scoping (SIPOC)

Process Map + Data Gathering and

Presentation

Problem Definition

Root Cause Analysis

Validation of Causes

Solution Generation

Value Analysis

Improved Process Diagram

Tasks and Timeline

Budget and Resource

Stakeholder Analysis

Evaluation of Implementation

Risks

Before and After

Piloting

Cost Benefit Analysis

Project Closure

Project Sharing

Step 2: Talk With

Customers

25

26

What is Voice of the Customers (VOC)?

• A qualitative statement or phrase in

the Customer’s language of their needs

and wants.

27

Who are your customers?

• Individuals or groups who receive the

concept or service

28

Two Types of VOC

• Qualitative:

The collection of data or information (by verbal, visual,

tactile, olfactory, and gustatory means) that provide a detailed

description of a situation, community or problem as the basis

for developing an analysis.

• Quantitative:

Translation of individual experiences predefined by

researchers. The collection of data or information (by means

of questionnaires, structured interview or counting) that

provides an account of the size of the situation or problem,

based on numbers or statistics.

How to conduct VOC?

29

Focus Group Discussion

Interview

Survey Questionnaires

Dialogue

Dyads

Triads

30 Results of VOC

Step 2

Step 2

31

What do Customers need?

METHODOLOGY

STRATEGY (Teacher)

“Learning by doing” Approach

Discovery Approach

TIME (Students)

More time on ACTIVITY/INTERACTIO

N in order to finish all activities inline with the

lesson

77

78

79

80

81

82

83

Fil Eng Math Sci AP TLE MAPEH EP

School Average Grade by subject area

%

%

%

32

The graph shows the average grade per subject area of the four year levels. Mathematics has the lowest average which is 79.22 %.

%

%

%

%

33

The graph shows the average grade of four year levels in all subject areas. Among the year levels, Grade 8 has the lowest grade which is 77%.

Grade/Year Level Average Grade

74 75 76 77 78 79 80 81 82

Grade 7

Grade 8

Third Year

Fourth Year

Math

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

Gratitude Simplicity Patriotism Prudence Nobility Loyalty Sincerity Generosity

1.26

1.04

0.8

0.32

1.09

0.94

1.12

1.46

Average Score of the three Pre-test in Grade 8 -Mathematics

The graph shows the average score of the three Assessment in Grade 8 Mathematics in eight sections. Among the sections, Prudence got the lowest average score which is 0.32

35

Step 3: Walk the Process

Walk the process is the key in

identifying where the issue is

located in the process.

Walk the process helps identify

what data to collect to further

understand the issue.

36

Process Definition A set of interrelated or interacting

activities which transforms inputs into

outputs. This set of activities is definable,

repeatable, measurable and predictable in

a closed loop system.

“You cannot improve a process that you do not understand.”

INPUT

PROCESS OUTPUT

37

SIPOC: A Review

– A high-level view of a process helps to:

define project boundaries (starting and ending points);

describe where to collect data.

S U P P L I E R S

C U S T O M E R S

Outputs Inputs Process

38 38

SIPOC (CURRENT STATE)

SUPPLIERS INPUT PROCESS OUTPUTS CUSTOMERS DepEd

Principal

IM’s, Textbooks

Strategies in teaching

Weekly Instructional

Plan, Form 18, NAT

Result

Mathematics

Learning Process

Performed activity

Collected Pre & Post

assessment

Recorded Test Result

40 Students of

Grade-8

Prudence

Process

Steps

PREPARATION IMPLEMENTATION

EVALUATION AGREEMENT

39

PROCESS FLOWCHART IN TEACHING

MATHEMATICS in GRADE 8 – PRUDENCE

TEACHER PROCESS STEPS

(Mathematics

Learning Process)

Daily Routine

Review

Motivation

Presentation

3 mins

5 mins

5 mins

10 mins

Greets her students and made some follow-up Greet the teacher

Ask the students regarding previous

lesson

5 students answered the teacher

Ask the students to pick an object from

the table

More than 3 students picked and identified

the object

The teacher ask

more than three

students to do

one task

8 mins

Discuss the lesson The students listen to the teacher

The teacher

discussed three

sub-topics

30 mins

5 mins

3 mins

The teacher used

the discussion

method

STUDENTS

40

Step 4: Focused Problem Statement

The Focused Problem makes

it easier to identify causes

and take corrective action by

identifying the critical storm

clouds.

43

Data Analysis

Introduction to Excel

- Functions, Formulas and Formatting

Graphical Data Display and Analysis

- Stratification

- Line Chart

- Histogram

- Histogram Bins

- Pareto Chart

- Scatter Plot

44

Based on the four-week observation of classes in Mathematics Grade 8-Prudence, among the process steps, the Lesson Proper has an excess of 10-20 minutes. However, has an undertime of 10 minutes in Activity/Interaction from the allotted time based from the Teacher’s Weekly Instructional Plan.

46

What is a Root Cause? It is the deepest

underlying cause, or

causes, of problematic

symptoms within any

process.

If dissolved, would result in

elimination, or substantial

reduction, of the symptom.

Step 5: Do Root-Cause Analysis

47

Classifications of Potential Causes

Direct Cause: cause that directly resulted in the

occurrence

Example: Absenteeism Low Grade

Contributing Cause: a cause that indirectly resulted to

the occurrence, but by itself would not have caused the

occurrence

Example: Body Mass Index (BMI) Student Grades

Root Cause: cause that, if corrected, would prevent

recurrence of this and similar occurrences

Example: Use of unfamiliar words in Math problems

(e.g. combine) Student Test Score

48

Cause and Effect Diagram

Fishbone Diagram or the

Ishikawa Diagram

A tool for organizing and

establishing the relationship of the

causes of a problem.

49

Cause and Effect Diagram

Visual display of the list of possible causes

Classify causes into categories and themes

Examples: 4Ms & E - Materials, Machines,

Methods, Man, and Environment;

PRIME U – Persons, Raw materials and

supplies, Information, Method,

Equipment, and Utilities

Reveals gaps in existing knowledge

Helps team reach common understanding of

why problem exists

50

Steps in constructing the C & E Diagram

1. State the problem (at the right end of the

backbone)

2. Identify major categories

3. Brainstorm sub-causes per category

4. Check for completeness of sub-causes

5. Pinpoint all the root causes (encircle

endpoints)

6. Verify all root-causes

7. Identify true and real root causes of the

problem

51

52

54

Mathematics subject has only four

meetings in a week and the teacher has to divide eight (8)

sub-topics and eleven (11) activities in four meetings only

The teacher runs out

of the time

The 10 minutes allotted time for

activity was consumed in Lesson Proper

The teacher uses the discussion method in delivering her lesson

The teacher discussed more than

3 sub-topics

Among the process steps in teaching Mathematics class in Grade 8-Prudence, the Lesson Proper has an excess of 10-20 mins. from the allotted time based from their Weekly Instructional Plan.

Among the process steps in teaching Mathematics class in Grade 8-Prudence, Activity/Interaction has an undertime of 10 mins. from the allotted time based from their Weekly Instructional Plan.

The teacher discussed more

than 3 sub-topics

The teacher has to proceed to

PRESENTATION to meet the objective of

the day

The teacher discussed each sub-topic in order to finish

her objective of the day

Step 5

Probable Causes Validation Controllability Conclusion

Class Description Method Result

Man The teacher discussed each sub-topics using the discussion method

Observation Confirmed Within Control

VALID

The teacher has to discuss 3 sub-topics

Observation Confirmed Within Control

VALID

Machine

Method Mathematics has only four (4) meetings in a week. The teacher has to divide eight sub-topics and eleven activities in four meetings only

Observation Confirmed Within Control

VALID

Materials

Environment i55

VALIDATION TABLE

56

Things to consider in developing solutions:

I. Cost-Benefit Analysis

II. Process/Work Simplification

III. Four(4) W’s and one(1) H Question

IV. Do a Potential Problem Analysis

Step 6: Develop Solutions

Aaaa

C.

A. B.

Cost Benefit Cost Benefit

Cost Benefit

I. COST – BENEFIT ANALYSIS

58

II. PROCESS/WORK SIMPLIFICATION

breaking down the process into smaller tasks classify each task whether it is necessary, redundant or wasteful eliminate wasteful or non-value adding actions reduce cycle time increase employee involvement

59

III. 4W’s and 1H Question 1. What is the solution? 2. Why did you select this solution? 3. When is the solution to be implemented? 4. Who is responsible? 5. How to implement the solution?

60

IV. Do a Potential Problem Analysis

Potential Problem

Most Likely

Cause

Preventive

Action

Target Date/

In-charge

Grades are

distributed to the

pupils/ students

beyond the 7-day

policy

Teachers are not

concerned on the

timely distribution

of grades

There must be

clearly stated

penalty for late

submission of

grades

Before 7 days roll

after the periodic

examination/

Subject Teacher

Concerned

61 61

ROOT CAUSE SOLUTION

POTENTIAL SOLUTIONS

Consider utilizing the Cooperative Learning (CL) time as Math-Tulong to

equally divide the sub-topics and perform all the designed activities suggested in the Learning Modules into five meetings instead of four

Maximize time in student activity utilizing 1 period of

Cooperative Learning (CL)

Let the students experience the Discovery Approach and Learning

by Doing Method

Mathematics subject has only four meetings in a week and

the teacher has to divide eight (8) sub-topics and

eleven (11) activities in four meetings only

Instead of giving activities to the students, the teacher discussed each sub-topic

using the discussion method

The teacher has to finish all the sub-topics intended for

that day

STEP 7:

Key Points to Consider

Brainstorm for doable activities that are the translation of identified solutions in Step 6.

Set target outputs

Set timelines per activity

Identify persons responsible per activity

identify resources needed

64

65

Activity Target Output

Timeline

Starting Date

Completion Date

Persons Responsible

Resources Needed

Implementation Plan

Act. 1:

Get

Organized

Team Structure

May 27,

2014

May 27,

2014 Principal

CIP Team Paper, Pen

(Sch.

MOOE)

66

Gantt Chart

is a tool that illustrates a schedule

indicates the start and finish dates of the

implementation of a solution

summarizes the key elements or

activities

67

Gantt Chart

ACTIVITIES WEEK

1 2 3 4 5 6 7 8 9 10 11 12

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

ACTIVITY 8

ACTIVITY 9

ACTIVITY 10

68

Activities Week 1

Sept 16-20

Week 2

Sept 23-

27

Week 3

Sept. 30-Oct

4

Week 4

Oct 7-11

Week 5

Oct 14-

18

Week 6

Oct 21-

25

1. Data Gathering/Formulating

Questions for Assessment

2. Conducting Test to all students

(all grade/year levels); interpreting

test results

3. Doing/Brainstorming Root

Cause Analysis and Developing

Schematic Diagram

4. Let the students answer the MI

Test; Conduct Students’ Profiling,

and Dialogue among Teacher-

Student-Parent

5. Implement behavioral

interventions on Mathematics

instruction

6. Conduct Teacher’s Evaluation

(by the students); and strengthen

the process of peer tutorial

session and the conduct of

remedial class as well

GANTT CHART

69

Activities Week 7

Nov 4-8

Week 8

Nov 11-15

Week 9

Nov 18-22

Week 10

Nov 25-29

Week 11

Dec 2-6

Week 12

Dec 9-13

7. Carry-out Home

Visitation; and HPTA

Meeting/Parenting

(Symposium)

8. Deliver/present

“hands and minds-on”

activities/lessons

employing any but

appropriate Math

applications (software)

9. Conduct Post-Test

and compare result over

Pre-Test

10. Plan

revision/behaviour

modification whenever

necessary

11. Complete the

process concerning CIP

milestone

70

Activities Week 10

Nov 25-29

Week 11

Dec 2-6

Week 12

Dec 9-13

Week 13

Dec. 16-20

Week 14

Dec 23-

27

Week 15

Jan 6-10

12. Prepare to roll out

tested solutions throughout

the whole year level

*Orientation

*Training

*Re-echoing tested

solutions

13. Implement solution

throughout the whole year

level

*Pre-testing

*The conduct

71

Activities Week 16

Jan 13-17

Week 17

Jan 20-24

Week 18

Jan 27-31

14. Check Progress

*Post Testing

*Compare results from Pre-test

15. Plans revision if necessary

* Modifying necessary revision

16. Submission of all approved project

* Completing needed documents/ Reports

73

STEP 8:

Why test solutions?

Improve our solution

Understand risks

Validate expected results

Smooth implementation

Facilitate buy-in

Identify previously unknown

performance problems

74

Some Critical Issues in Planning a Test of

Solution

• Where to test? What school area or grade

level?

• How do we ensure that the full range of

process conditions is tested?

• What needs to be measured? When? Where?

• How to minimize disruptive impacts on the

school schedule or student learnings while

ensuring the validity of the testing?

• How to evaluate the results of the test?

Evaluate Test Results

• Compare the results: Future and Current State

• Recalculate histogram, Pareto, line chart

• Analyze causal relationships and process conditions.

75

76

Before

After

0%

5%

10%

15%

20%

25%

30%

CURRENT

TARGET

Significant increase from the Current State and

the Target increase in the Future State

The graph shows the 15% significant increase of score

in Mathematics in the Current State and the target increase of 25% in the Future State

Review: The People-Side Planning

Three elements of people-side

planning:

Communication

Participation

Education

78

STEP 9:

79

Benefits of People-Side Planning

Increased understanding decreased confusion Increased commitment decreased resistance Increased capability decreased fear of failure

81

Step 9

i81

STAKEHOLDER ANALYSIS (Pilot)

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

Teachers Students PTA Level of Commitment

People or Groups

What you need to check?

• Results

-Gather data on the same measure identified

in the assess stage

-Use the same data collection procedure

• Methods

-Document what steps are actually followed

during implementation

82

STEP 10:

Remember: Prepare detailed plans

Tasks, timelines

Budgets, resources

Stakeholder involvement

Plans for checking

Failure prevention

Implement on small scale first, then

move to full scale

83

84

What to Evaluate?

Results

• How much was the gap between desired and actual reduced?

• Were the plans effective in addressing the causes you targeted?

• What do customers tell you now that the changes are in place?

• Has enough progress been made or do you need to go back and try other solutions?

• Were there unintended benefits or negative side effects?

Methods

• Did you follow your plan?

• Did you need to modify the plan/solution during implementation?

• What would you do differently next time around?

85

Final Note on

Project Closure

• Improvement must be continuous, but individual initiatives and project teams come to an end.

• Learn when it’s time to say goodbye.

• Develop managerial systems to capture learning and enable the organization to address system issues.

• Documentation and recognition are two critical aspects of project team closure.

86

FUTURE STATE

BACKGROUND

CURRENT STATE

PROBLEM ANALYSIS

IMPLEMENTATION PLAN

LESSONS LEARNED

TEST RESULTS

PROJECT TITLE

ST

AG

E 1

: AS

SE

SS

ST

AG

E 2

: AN

ALY

ZE

S

TA

GE

3: A

CT

ST

AG

E 2

: AN

ALY

ZE

Math-Tulong Program

CI Project Template

“Working as a team divides

the effort, yet multiplies the

effect.”

Mr. Lecenio T. Elican, Jr.

Baliwagan NHS CIP Team Member

87