matatag curriculum

1. CONTINUOUS IMPROVEMENT
PROGRAM
READ, EXECUTE, AND DELIVER
(RED)
CONG. PABLO MALASARTE
NATIONAL HIGH SCHOOL
(Balilihan)

2. SCHOOL PROFILE
• (school profile: number of students, number of teachers,
location, community and other relevant highlights)
Name of School : Cong. Pablo Malasarte National
High School
Location : Cabad, Balilihan, Bohol
2.6 km from the Poblacion
Enrolment (JHS) : M - 190 F – 188 T – 378
(SHS) : M - 97 F - 128 T - 225
No. of Teachers : M - 5 F - 33 T - 38
Principal – 1 Non – Teaching - 4
Year Established : 1994
School ID : 302838
2

3. PANORAMIC VIEW OF THE SCHOOL
4

4. 4
PROJECT BACKGROUND
Reading is essential for a child’s success. It is a means of language
acquisition, communication and of sharing information and ideas. Likewise, it
requires one to identify and understand strings of words in a fluid manner.
Reading then is a complex “cognitive process” of decoding symbols in
order to construct or derive meaning. This process involves multifaceted
approaches involving word recognition, comprehension, fluency and
motivation – coordinate identifying words and making meaning so that
reading is automatic and accurate – an achievement called fluency.
Basing from the ORVT Levels of Reading of Students, this project
solely and only focus on the lowest level criterion which is the Frustration
Level. One of the school’s concerns is the ability of the students to read
fluently.
As of October 16, 2023 ORVT result, there were 10 out of 28 Grade 8
– Jade students who belong to frustration readers. Thus, this project targets
the said learners, and would initially concern on their reading fluency
progress.
4 5

5. WHERE WERE WE BEFORE?
6

6. School Performance Background
Result of ORAL READING VERIFICATION TEST conducted last
October 16, 2023 to all Grade 8 students showed that among
the three sections of Grade 8, Grade 8 Jade has the most
numbered of Frustration / slow readers. Out of 28 students,
3 belongs to Independent Level, 15 for Instructional Level, 10
students that belong to frustration level.
Thus, the CI Team of Cong. Pablo Malasarte National High
School decided to focus their project to improve the
academic performance of the students.
7

7. 0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
115
120
125
130
135
140
Gr. 7 Gr. 8 Gr. 9 Gr. 10
No. of Enrollees
Slow Reader
The graph shows
that among all
grade levels, grade
8 has the most
number of Slow
Readers.
ORAL READING VERIFICATION TEST
RESULT IN ENGLISH 1st QUARTER OF SY: 2023-2024
No.
of
Students
82
92
12
24
19
110
94
10
No. of learners by Grade level who belong to frustration
level/slow readers 8

8. 0
5
10
15
20
25
30
35
40
Jade Sapphire Topaz
Grade 8
No. of Students in
a Class
Grade 8 - Slow
Reader
No.
of
Students
who
can’t
read
fluently
The graph shows that out of the 3 sections of Grade
8, Jade has the most number of slow readers.
28
10
32
32
6
8
9
ORAL READING VERIFICATION TEST
RESULT IN ENGLISH 8 1st QUARTER OF SY: 2023-2024

9. The graph shows that out of the 3 sections of Grade
8, Jade has the most number of slow readers.
10
28
0 10 15 3
32
0 7 20 5
32
0 3 9 20
0
5
10
15
20
25
30
35
Enrolment Non-Reader Frustration Instructional Independent
Grade 8 ORVT Pre Test Result
Grade 8 Jade Grade 8 - Sapphire Grade 8 - Topaz

10. Step II
11
School Performance Background
The table shows that the result in Oral Reading Verification
Test reading profile of Grade 8 Jade, as being categorized
according to word reading. Based on the criteria in word
reading, out of 28 enrolees, 3 belongs to Independent Level,
15 to Instructional Level, and 10 to Frustration Level.

11. HOW DID WE DO IT?
11

12. Step II
Voice of the Students
Responses with frequency:
• Dili ko ganahan mubasa kay dili
ko kasabot sa basahun. (13)
• Kapoyan ko mobasa. (10)
• Dili ko ganahan mobasa ug taas
nga basahun. (20)
• Sige ug laag. (10)
• Masuko ang amo ug magtuon
kay daghan buhaton. (3)
• Walay time ibasa, daghan gam-
unon. (12)
• Sige laag motan-aw TV sa
silingan. (7)
• Kulbaan. (13)
13
NGANONG MAGLISOD MAN KA UG BASA?

13. Voice of the Teacher
Responses with frequency:
• Wa maanad ug basa ug
reading materials.(1)
• Kuwang ang reading
materials.(1)
• Not enough time para ma
focus ang tagsa2x ka
learner.(1)
• Absent pud usahay.(1)
• Dili maminaw while ga
discuss.(1)
14
NGANONG MAGLISOD UG BASA ANG IMONG
MGA ESTUDYANTE?

14. Voice of the Parents
Responses with frequency:
• Walay basahun sa balay.
(2)
• Busy sa trabaho walay
time e follow up. (2)
• Wala sa balay inig pauli
gikan trabaho. (2)
• Ga working ang anak, dili
ma follow up. (1)
• Kuwang ang panahon sa
pakig estorya. (3)
• Dili maminaw ug
estoryahan. (3)
15
NGANONG MAGLISOD MAN UG BASA ANG IMONG
ANAK?

15. Voice of the Customers
AFFINITY DIAGRAM
INSTRUCTIONAL
MATERIALS
TIME ATTENDANCE ATTITUDE ENVIRONMENT
Voice of
the
Learners
-“Di ko ganahan
mubasa kay diko
kasabot sa basahun”
-di ko ganahan
mubasa ug taas ang
basahunon”
-”walay time
ibasa, daghan
gam.unon”
-masuko ang amo
ug magtuon kay
daghang buhaton”
-”Way ika pleti
usahay”
-”absent kay
kapuyan
magsuwat”
-”Gikapoy, daghan gi
hunahuna”
-”Kulbaan ug
pabasahun”
-Kapoyan ko mubasa
-”mulaag, mutan-aw ug
TV sa silingan”
-”sige ug laag”
Voice of
the
Teacher
-”wa maanad ug
basa ug reading
materials”
-”Kuwang ang
reading materials”
-”not enough time
para ma focus ang
tagsa tagsa ka
learner”
-”Absent pud
usahay ang
bata”
-”Dili maminaw”
Voice of
the
Parents
-”walay basahun sa
balay”
-”busy sa trabaho
walay time e
follow up”
-”ga working ang
anak dili ma
follow up”
-”dili maminaw ang
anak estoryahan”
-”wala sa balay pag-
abot sa inahan kay
galaag”
-”kuwang sa panahon
ang ginikanan sa pakig
istorya sa anak”
16

16. PROBLEM ANALYSIS
17
10 out of the 28 Grade 8 Jade students did not meet
the target of 0% on frustration / slow reader level.
Thus, there is a need for them to be piloted using
the Remedial Reading process within the second
quarter of the school year 2023 - 2024

17. Step III
Current State
SIPOC
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Teacher
-Reading
materials
-REMEDIAL
Reading Process
10 out of 28
learners belong to
slow readers
• 10 out of 28
Grade 8 –
Jade learners
• Teacher
Principal
-Books
(Instructional
materials)
• Principal
Process Steps
Silent
Reading Oral Reading
Guided
Practice
Evaluation
18

18. Step III
Current State
Process Details
Silent
Reading
Oral
Reading
Evaluation
Guided
Practice
• Distribution
of Reading
Materials.
• Allowing the
learners to
read silently.
• Learners
stand one
by one to
read the
text
• Reading
• A teacher
records the
miscues
words on
the board
• Learners
are going to
copy once
being said
by the
teacher
• Individual
reading
activity
• Teacher gives
a selection
• Teacher calls
the student
one by one to
read orally..
5 out of 10
learners were
absent
3 Learners
were not able
to write the
words
correctly
3 Learners
were not able
to read aloud
the words
3
Learners
were not
able to
read
fluently.
3 Learners
got a hard
time
recognizing
words
5 Learners
were not
able to read
the words
correctly & in
proper
phrasing
8 Kulbaan
pabasahon
4 Di
ganahan
mobasa
3 Learners
were not
able to read
correctly
10
Learners
are slow
readers
19

19. Current State
Process Performance
1
2
3
4
5
6
7
8
9
10
Step 3
Number
of
Learners
Number of Grade 8 – Jade students who are frustration / slow readers
20

20. OBJECTIVESTATEMENT
• Based on the ORVT result, 10 out of 28 learners in
Grade 8 – Jade belong to frustration level given last
October 16, 2023.
Step 4
FOCUSED PROBLEM STATEMENT
• To hit the zero (0) target of frustration / slow readers
in Grade 8 – Jade by the end of February, 2024.
21

21. Root Cause Analysis
Step 5
Why-Why Diagram
22
Based on the Oral
Reading Verification
Test conducted last
October 16, 2023,
result showed that
10 out of 28 learners
in Grade 8 – Jade
belong to frustration
level / slow readers.
.
Time
Management
Lack of time to
read
Seldom read at
home
Not following the
allotted time for
remedial reading
Instructional
Materials
Not interesting
reading materials
No pictures in
the reading
selection
No reading
materials at
home
No dictionary at
for unlocking of
difficult words
Attendance
Walk out from
classes when ask
to read
Words used in
the selection
are difficult
Cannot clearly
read the text
Absenteeism
during remedial
reading classes
Attitude
Prefer to watch
TV/play than to
read
Lack of reading
habit
Not fond of
reading
Environment
Prefer to be with
barkadas than in
reading.
Feel bored in
reading
Anxious and
ashamed when
reading.
Unfamiliar
words in the
selection
Inadequate
reading materials
Insufficient Time
Allotment
Negative
attitudes
towards reading

22. Root Cause Validation
Name of CI Team: R.E.D Date Revision No.
Problem Statement:
Based on the Oral Reading Verification Test conducted last October 16, 2023,
result showed that 10 out of 28 learners in Grade 8 – Jade belong to frustration
level / slow readers.
.
Probable Causes Validation
Controllability of the
School
Conclusion
(Valid or Not)
Class Description of
Cause
True Not
True
Within
Control
Beyond
Control
Material -Inadequate
reading
materials
√ √ Valid
Duration
-Insufficient
Time Allotment
√ √
Valid
Man -Negative
Attitude toward
reading
√ √ Valid
23

23. PRIORITY VALID CAUSES
•Students’ High Frequency of Errors in Literal Reading Comprehension on Noting
• Lack of vocabulary
• Insufficient reading materials
• Negative attitudes towards reading
Step 5
24
HIGH PERCENTAGE OF FRUSTRATION
LEVEL / SLOW READERS
• Inadequate Learning Materials
• Insufficient Time Allotment
• Negative Attitude Towards Reading

24. Recommended Improvements
Priority Root Cause Recommended Improvement
• Poor attitude of students
towards reading
• Give additional points
• Give rewards
• Engage students to read through the use
of technology like smart phone, tablet,
laptop
• Inadequate reading
materials
• Provide adequate reading materials
• Download reading materials from reliable
website.
• Make use of SIM
• Utilize Starbooks as reading materials
• Insufficient Time Allotment • Have a regular remedial reading time and
day to be reflected in class program.
• Provide teacher support to help English
teachers during remedial reading
sessions.
Step 6
25

25. Future State SIPOC
Step 6
Preparation Presentation
Guided
Practice
Application Evaluation
Process Steps
Improved Step
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Teacher -Varied
instructional
materials
-Reading
materials ENHANCED
REMEDIAL
READING
10 out of 10
learners are
instructional
readers
10 Grade 8 – Jade
learners
Principal -MOOE utilization
for Instructional
Materials
10 Grade 8 – Jade
learners
Parents -Support
-Follow up
10 Grade 8 – Jade
learners
26

26. FutureState
Process Details
Step 6
Preparation Presentation
Guided
Practice
Application Evaluation
(Enhanced Remedial Reading Process)
Checking of
Attendance
• Giving of
rewards
to the learners
present.
Syllable Reading
• Learners read
syllables aloud.
Giving of Activity
Listen Me Activity
• Teacher uses the
laptop for the
learners to listen
to the correct
pronunciation of
the words.
Oral Reading
• Learners stand
one by one to
read the words
given with
proper stress
and intonation.
Reading and
Constructing
Sentences
• The teacher
presents the
miscues words
in a sentence.
• Allow the
learners to read
the miscues
words used in a
sentence.
Execute and Deliver
• Read the whole
text with proper
stress and
intonation.
27

27. FutureState
Improvement Highlights
LISTEN TO ME ACTIVITY
The learners will listen to
the correct pronunciation
of the words.
Step 6
28

28. FutureState
Improvement Highlights
SYLLABLE READING
These are the IMs used
with syllable reading
wherein the learners will
read the words or pick
the words being said by
the teacher.
Step 6
Illustration or picture
Sample form or report
New IM
29

29. FutureState
Improvement Highlights
ORAL READING
These IMs are being used
in individual oral reading.
Step 6
Illustration or picture
Sample form or report
New IM
30

30. FutureState
Potential Problem Analysis
Potential
Problem
Probable Cause L
(1-5)
I
(1-5)
RF
(L x I)
Preventive Action
1. Download IMs Slow Internet Connection 3 2 6 Proceed to the place with
a High Internet
connection
2. Use of
Multimedia in
Reading
Brownout 2 4 8 Proceed with non-
electronic materials
3. Bringing Home
of Reading
Materials
Not read by the learners 2 3 6 Proceed with monitoring
with parents
4. Home Visitation Parents’ are not around 2 3 6
Proceed with the
provision of letter for the
awareness of the parents
of the home visitation
5. Limited Colorful
IMs
Limited funds 2 4 8 Ask from the principal a
higher budget in MOOE
Step 7
L – Likelihood I – Impact RF – Risk Factor
Preventive action required for RF >10
31

31. FutureState
Implementation Plan
Activity Output Responsibility Due
Date
Resources/
Budget
1. Orientation Well oriented
parents
CI team October
18, 2023
MOOE
2. Reproduction of
Reading
Materials
Reading Materials CI team October
23-27,
2023
MOOE
3. Enhanced
Remedial
Reading
0% Slow reader Grade 8 teacher November
8-January
29, 2024
MOOE
4. Gathering of
feedback from
teacher
Feedback CI team January,
2024
MOOE
5. Refinement Refined process CI team February,
2024
MOOE
Step 7
32

32. FutureState
Implementation Status
Activity Output Responsibility Due
Date
Resources/
Budget
1. Orientation Well oriented
parents
CI team October
18, 2023
Implemented
2. Reproduction of
Reading
Materials
Reading Materials CI team October
23-27,
2023
Implemented
3. Enhanced
Remedial
Reading
0% Slow reader Grade 8 teacher November
8-January
29, 2024
Implemented
4. Gathering of
feedback from
teacher
Feedback CI team January,
2024
Implemented
5. Refinement Refined process CI team February,
2024
Implemented
Step 7
33

33. Pilot
Implementation Highlights
Parents of the concerned
learners were called in a
meeting or orientation so
as for them to be
informed of the said
project.
Step 8
Illustration or picture
Sample form or report
New IM
34

34. Pilot
Implementation Highlights
REPRODUCTION OF
READING MATERIALS
• Teachers are active in
making the instructional
materials
Step 8
Illustration or picture
Sample form or report
New IM
35

35. Pilot
Implementation Highlights
ENHANCED REMEDIAL
READING
IMPLEMENTATION
• Learners were having
fun while doing the
activity.
Step 8
Illustration or picture
Sample form or report
New IM
36

36. Pilot
Implementation Highlights
Gathering of feedback
from teacher
-The subject teacher of
the learners was
interviewed about the
impact of the program.
Step 8
Illustration or picture
Sample form or report
New IM
37

37. Pilot
Process Performance
BEFORE AFTER
0
2
4
6
8
10
12
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
10
38
No.
of
learners
No.
of
learners
No. of Frustration Readers in
Grade 8 - Jade
0
No. of Frustration Readers in
Grade 8 - Jade

38. Pilot
Learning
Step 8
The program was successful. It is proven that reading
will be improved if the learners are given varied
strategies as well as varied instructional materials. The
same program will be rolled out to another section of
the same grade level.
39

39. Rollout
Strategy and Scope
This program will be rolled out from February to March,
2024 to the Grade 8 - Sapphire with 7 Frustration
readers out of 32. So they will be prepared for the next
year level. Based on the ORVT results, there are still
learners who belong to frustration/slow-readers. The
parents of the concerned learners will be informed of
the said program.
Step 9
40

40. Step 9
41

41. Rollout
Implementation Plan
Activity Output Responsibility Due
Date
Resources/
Budget
1. Orientation Well oriented
parents
CI team January
31, 2024
MOOE
2. Enhanced
Remedial
Reading
Implementation
0% Slow reader CI team February –
March,
2024
MOOE
3. Gathering of
feedback from
teacher
Feedback CI team March,
2024
MOOE
4. Refinement of
Process Design
Refined process CI team April,2024 MOOE
Step 9
42

42. Rollout
Implementation Status
Activity Output Responsibility Actual
Date
Remarks
1. Orientation Well oriented
parents
CI team January
31, 2024
Implemented
2. Enhanced
Remedial
Reading
Implementation
0% slow-reader CI team February –
March,
2024
Implemented
3. Gathering of
feedback from
teacher
Feedback CI team March,
2024
implemented
4. Refinement of
Process Design
Refined process CI team April,2024 implemented
Step 9
43

43. Comparison of
Process Performance
PILOT ROLLOUT
0
2
4
6
8
10
12
0
1
2
3
4
5
6
7
8
10
0 0
7
44
No. of Frustration Readers
Grade
8
-
Jade
Grade
8
-
Sapphire
No. of Frustration Readers

44. Rollout
Implementation Highlights
• Orientation of Parents
-Parents of the concerned
learners were called to a
meeting for them to be
informed of the said project.
Step 9
Illustration or picture
Sample form or report
New IM
45

45. Rollout
Implementation Highlights
• Implementation
-The learners were serious in
reading.
Step 9
Illustration or picture
Sample form or report
New IM
46

46. Rollout
Implementation Highlights
• Gathering of feedback
-The adviser of the learners
was interviewed about the
impact of the program.
Step 9
Illustration or picture
Sample form or report
New IM
47

47. Rollout
Learning
Step 9
• Learners were more interested to participate to the activities because of varied
instructional materials used.
• Since there were many activities, the time isn’t sufficient. Teachers, therefore,
should sort out best activities to be utilized.
• If everyone should participate starting from the parents of the learners , co-
teachers, and to the learners concerned, every objective is achievable.
• Provision of varied and colorful materials in class should be considered and made.
• Teach the way the learners learn by applying the strategies in this Continuous
Improvement Project.
48

48. Step 10
STAGE
1:
ASSESS
STAGE
2:
ANALYZE
STAGE
2:
ANALYZE
STAGE
3:
ACT
PROJECT TITLE:READ, EXECUTE, AND DELIVER
PROJECT BACKGROUND:
Result of ORAL READING VERIFICATION TEST conducted last October 16, 2023 to all Grade 8
students showed that among the three sections of Grade 8, Grade 8 Jade has the most
numbered of Frustration / slow readers. Out of 28 students, 3 belongs to Independent
Level, 15 for Instructional Level, 10 students that belong to frustration level.
Thus, the CI Team of Cong. Pablo Malasarte National High School decided to focus their
project to improve the academic performance of the students.
FUTURE STATE
FUTURE STATE: IMPLEMENTATION PLAN
49
Current State SIPOC
Learners stand
one by one to
read the text
Individual Reading
Activity
Teacher
records the
miscues words
on the board
Problem Analysis: 10 out of the 28 Grade 8 Jade students did not meet the
target of 0% on frustration / slow reader level.
Thus, there is a need for them to be piloted using the Remedial Reading
process within the second quarter of the school year 2023 - 2024
Comparison of Process Performance
LESSONS LEARNED

49. Project Closure
Next Steps
Step 10
We were able to hit the 0% target of
frustration / slow readers , thus there is a need
for us to do the Rollout 2 Implementation of
remaining 7 frustration readers from Grade 8
Sapphire and 3 learners from Grade 8 Topaz with
the positive thought that we will hit the 0 target
within the First Quarter of the next school year
2024 - 2025.
50