team race (read and comprehea

Read and

Comprehend

Effectively

Republic of the PhilippinesDepartment of Education

Division of RizalDistrict of Taytay II

SAN FRANCISCO ELEMENTARY SCHOOL

STAGE 1Get

Organized

TEAM Race

Elisa V. Magsino Leah DL. Javier Facilitator

EMELITA DJ. SAULOPrincipal

Dinalyn Z. De Vera Ma. Jesusa V. PaclebScribe

Carmencita T. Magriña Ma.Lourdes P. CatorceCommunication

Benjie U. Flores Chiqui C. VillagraciaDocumentation

Lolita A. DizonProcess Observer

Carmela V. Dela CruzTeam Leader

FUTURE STATE

BACKGROUNDBased on the Pre-Test result of the PHIL-IRI

for the S.Y 2014-2015, 170 out of 447 or 38.03% of grade three pupils belong to frustration level. The pupil scores 89% and below in word recognition or 58% and below in comprehension.

The result is alarming that immediate action is needed. In view of this, the school conducted the Read and Comprehend Effectively (RaCE) program.

CURRENT STATE

PROBLEM ANALYSIS

IMPLEMENTATION PLAN

LESSONS LEARNEDCI Program is a challenge for all of us . We should

standardize the implementation of intervention programs of all learning areas in a CI way. Become more creative in progressive learning.

TEST RESULTS

PROJECT TITLE

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ECI Project Template

project raceRead and Comprehend Effectively

BACKGROUNDA learning disability in reading comprehension affects the learner's

ability to understand the meaning of words and passages. Students with learning disability in reading comprehension may also struggle with basic reading skills such as decoding words, but comprehension is the greater weakness. Some students with a learning disability in reading comprehension can read aloud with little or no difficulty pronouncing words, but they do not understand or remember what they've read.

Based on the Pre-Test result of the PHIL-IRI for the S.Y 2014-2015, 170 out of 447 or 38.03% of grade three pupils belong to frustration level. The pupil scores 89% and below in word recognition or 58% and below in comprehension.

The result is alarming that immediate action is needed. In view of this, the school conducted the Read and Comprehend Effectively (RaCE) program.

BACKGROUNDHistory

San Francisco Elementary School started on March 10, 1989 as the former Muzon Elementary School Annex. The school is situated at the highland of San Francisco Village, one of the Subdivisions in Barangay Muzon, Taytay, Rizal. The site was donated by the homeowners to cater the need for accessibility in education. The six-room single-story building MES Annex was used to house two classes for Grade I-III with six teachers. On June 6, 1989, the said MES Annex was renamed San Francisco Elementary School (SFES) under the supervision of the late Mrs. Anicia L. Leoncio. By that time, there were eight teachers handling eight classes (2 sections per grade I-IV) and a pre-school. Before the year ends, an additional building with three classrooms and “2-seater” toilet was constructed.

SFES has improved a lot and is popularly known as the school within a Garden, picturesquely carved from the hill flowing the contour of the land.

Outstanding achievements are now on the way due to the continuous progression of the school. The school head as well as the teaching force of San Francisco Elementary School is trying their very best to maintain the school in its highest pedestal. Due recognition must give to the school administrators.

Mrs. Emelita DJ. Saulo, our new principal, designated last October 2013, creating new rules and regulations as well as enhancing different strategies in teaching learning in order to develop pupils as well as teachers competitive globally. Furthermore, learning environment organized successfully.

RationaleEducation aims to make every child a reader. Certain problems and difficulties we encounter in reading really need an intervention program wherein we can produce school children who are life-long learners and readers through devoting time, commitment and expertise.There is only one way to control history and rein in the forces of immoral and illiterate leadership and to mold the world into something we can live in and that is to read books. If we relied on our contemporary wisdom, we will find precious little time to see us through our national and international crisis.In short, we must read books, because reading a lot is one of the powerful methods in increasing fluency, building vocabulary and improving comprehension. In addition to, this project utilizes strategies is a coordinated, unified and holistic perspective using a comprehensive approach to produce quality, proficient and independent reader. We can also implement the different strategies that will provide opportunities for children to develop the key life skill.

Talk with the Customers

Step 2

Voice of the Customer

Created and validated questionnaires

Conducted survey thru questionnaires

Gathered and tabulated the data

Analyzed the gathered data

Sample VOC Questionnaire

Questionnaire-Checklist

Part I. Respondents Personal Data Name: __________________________________ Gr/Section: _________

Directions: Please supply the needed information by placing a check ( / ) mark on the appropriate box.

Sex Female Male

Part II. Work Attitudes Directions: Answer the following questions about your reading habits. Please answer all questions truthfully. There are no rights or wrong answers. Answering truthfully will help your teachers to help your teachers to become a better reader. Please put a check ( / ) mark under the column heading which best describes your feeling in every item following the given scale. Please do not leave any item unanswered. 5 Always 4 Usually 3 Sometimes 2 Seldom 1 Never Reading Habits 5 4 3 2 1 1. I give up when I find a story or written information difficult to understand.

2. I use strategies to help me understand stories or written information which I find difficult to understand.

3. I use dictionary when I can’t understand words. 4. I guess what will happen in the story before I read it. 5. I guess what will happen next to each event throughout the story when I read.

6. I ask myself questions before I read the story. 7. I ask myself questions during onset reading of the story. 8. I ask myself questions after I read the story. 9. I relate the story to my own life when I read. 10. I can relate the story to something else e.g. TV programs, movies watched when I read.

11. My parents often read books, newspapers or any reading materials.

12. I consider myself a slow reader. 13. I spent a lot of time reading 14. I give up on reading assignments because they take too long, 15. I have trouble staying focused while I read. 16. I find myself thinking of other things as I read. 17. I am easily distracted with noise when I read at home or school. 18. I listen to music or watch TV when I am studying or reading. 19. I visualize or see pictures on my head while I am reading. 20. I express my difficulty in reading by saying “I hate reading”.

Consolidated VOC Result

- 38.03% or 170 out of 447 Grade Three pupils are belong to frustration level.- 105 male of the 170 grade three pupils; and 65 of them are female.

CRITERIA Wx Rank

1. I use dictionary when I can’t understand words 1.79 12. I consider myself a slow reader. 2.25 2

3. I am easily understand distracted with noise when I read at home or school. 2.7 3

4. I give up when I find a story written information difficult to understand. 3.1 4

WALK THE PROCESS

Step 3

Current State

SUPPLIER

INPUT PROCESS

OUTPUT CUSTOMER

Principal

Phil- IRI Materials

Conduct Reading

InterventionPhil- IRI

Results

Grade Three Pupils

CI TeamSan Francisco Elementary School

Grade 3 Teacher

SIPOC

Current State

Diagnosing pupils reading

level

Interpretation of

Results

Implement RaCE

Interventions

Identify strategies

and techniques for RaCE

intervention

Post Test Evaluati

on

IMs prepared

by Grade 3 Teachers

Use of varied Activities for

Improvement Paired

ReadingFollow-up at home

PROCESS STEP

No dictionary at home

Insufficient time for reading

Need more exciting activities

Educational attainment of Parents

STEP 4Identify Priority

Improvement Areas

Problems’ Definition

170 or 38.03% out of 447 Grade Three pupils are analyzed as children at risk in reading with comprehension during the Pre-test administration of the Phil IRI for SY 2014-2015.

Frustration Instructional Independent Non Reader0

5

10

15

20

25

30

35

40

45

50

43.18

34.68

26.85

0.45

Phil Iri Pre TestGrade 3

13.67

35.76

50.57

Graphical Representation of Grade three pupils in Frustration

level

Frustration

Instructional

Independent

Non Reader

Lack of dictionary

skills

170 out of 447 Grade Three pupils are reading without comprehension

Materials written in

small letters

Considers self as slow

reader

Written text are difficult

to understand

Easily distracted

when reading

Less exposure to unfamiliar

words

NoiseLack of

confidence

No dictionary at

home

No focus

Boredom


Materials do not have

pictures or illustration

Boring Materials

Lack of practice at

home


ROOT CAUSE ANALYSISWhy- Why

Diagram

STEP 5

Root Cause ValidationProbable Cause Validation Controllability Conclusion

Method Result


VOC, interview, sampling

1.79

Controllable Needs immediate action



2.25




2.7


Boring materials VOC, interview, sampling

3.1


Step 6

ObjectiveTo minimize the number of identified Grade Three pupils without comprehension by 75% or 128 out of 170 pupils by the end of February 2015.

Priority Root Cause

Solution Recommended Improvement


Unlocking words in every lessons

Provide dictionary in every reading corner.


Remedial in reading Make a schedule for reading session


More new hands on activities

Search and create activities suited to the lesson.

Boring Materials IMs with colorful pictures and written in big letters

Prepare and reproduce big books and colorful reading materials.

Recommended Improvements

Future StateSIPOC

25

Process Steps

SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS

CI Team WORD RECOGNITION,

VOCABULARY and COMPREHENSION

DRILLS

RACE INTERVENTION

75% OF GRADE

THREE PUPILS CAN READ WITH

COMPREHENSION BY FEBRUARY 2015

GRADE THREE PUPILS

Grade 3 Teachers

Prepare focus skill and mood setting activities

Reading and Comprehension materials and instructions

Progress Check Take Home Task Session Recap

Step 7

Finalize Implementation Plan

STEP 8

Pilot SolutionImplementation Highlights

Series of meetings with the CI team

Implementation

Highlights

Gathering Data

IMs used by teachers

Reading Intervention Process

Monitoring and

Evaluation

Attendance are strictly monitored

Pilot LearningCI (Continuous Improvement) is essentially a small step-by-step incremental improvement strategy. It is based upon a belief that continual improvement can be brought about by a never-ending series of small changes. Even in the face of enormous innovative improvement strategies, there will always be the need and opportunity to supplement such strategies and initiatives with continual small step changes.

1. Every teacher must motivate their pupils to develop reading habit and love for reading.

2. Every pupil must be identified on their reading level.3. A yearly school based training of teachers in reading.4. To talk with parents to minimize absences in the class.5. To award the reading teacher with exemplary performance.

Step 9

Frustration Target End of February

Actual0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

100%

75%

65%

Process Performance

110 out of 170 grade three pupils have raised their reading level to instructional level.

Progress Report

Dissemination of

Information Training Standardization

1.Planning 2. Preparation3. Presentation of Results

1. Circulation of School memo2. Teachers' for the training

1. Training Design

2. Training proper3. Evaluation

1. Finalizing and Printing of Manual Operation

Process Details

Sustainability Plan

STEP 10

1. Lessen the number of pupils who belong to frustration level.2. Improve reading instructional materials and strategies.3. Time management