Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VIII
DIVISION OF SOUTHERN LEYTE
District I of Sogod
SGOD NATIONAL HIGH SCHOOL

PROJECT SMS
(Systematic Monitoring for SARDO)

A CONTINUOUS IMPROVEMENT PROJECT

Prepared by:
SOGOD NATIONAL HIGH SCHOOL CI TEAM
 The Composite TEAM

Team Leader: Enrico S. Paler

Process Observer: Zesa S. Mino

Documentation In charge: Lomelon S. Latoreno

Communication In charge: Jesspress E. Cola

Scribe: Helen Fronteras

School Head: Indalecia A. Sumulat

School Profile

Sogod National High School, formerly an annex school of Consolacion

National High School, is one of the three public secondary schools of Sogod,

Southern Leyte, strategically located at the heart of the town.

It started its operation in 1993 when Southern Leyte School of Arts and

Trade (SLSAT) was converted into a chartered State University were the

secondary department has to be gradually phased out. Classes were organized

as requested by Mrs. Lolita Felicilda, SLSAT High School Department Head, with

strong support and prior attention given by Mayor Gonzalo D Yong Jr., Governor

Oscar Tan and Mr. Petronio Vargas of the Division of Southern Leyte. It was

started with only three teachers manned by Mrs. Cavita A. Destriza as the

Teacher In Charge utilizing the vacant classrooms of the college. It was then

the school was made as an annex school.

On April 8, 2001 the school was officially established as Sogod National

High School and was given its own budget under RA 9097.

Through the assistance of Mrs. Rosario J. Paloma, the District Supervisor

and Ms. Salvacion Dublado, the Sogod Central School Principal, SNHS occupied

its legally owned site with a land area of 10,338 sq. meters by virtue of a Deed of

Donation from the Municipality of Sogod, Southern Leyte represented by the late

Mayor, Dr. Gonzalo D. Yong, Jr. The school got its way out for improvement and
development through the different school heads assigned by the Schools

Division Superintendent.

Many students from the barangays and neighboring towns of Sogod Bay

area came to enroll in SNHS. Over the years, its populace has grown so much.

At present, the school is the biggest secondary school in the Division of Southern

Leyte with the total population of 3,181 for the school year 2016 2017. The

continuous development of the municipality with its booming economy is a great

factor to consider in the increasing student populace of Sogod National High

School. Moreover, the schools implementation of the early registration program

makes also possible for the added growing student populace. Lastly, the different

programs and projects that the school is implementing also play an important

factor in the annual increase of the schools enrolment. Because of this identified

continuous popping up of enrollees, it cannot be denied the number of students

who are at risk of dropping out also increases. It is in this rationale that this

Project-SMS comes up upon learning also that the identified problem may have

been caused by some other factors.

Voice of the Costumers (VOC)

The quoted statements are the voice of customers during the random interview.

GOOT KAAYO AMONG ROOM SIR

IGANG MAN AMO CLASSROOM UNJA DI NA ME MAGDONGOG

KAY DAGHAN MI KAAJO SA OSA KA SECTION

LAJO AMONG BAY SA ESKOYLAHAN OG WA MI KWARTA

IPAMASAHE KADA ADLAW

KUWANGAN OG LINGKORANAN AMONG ROOM, MAG-ILOGAY

MAN MI ARONG MAKAPAHILONA.

KUWANG AMONG LIBRO OG LEARNING MODULE,, GIGRUPO

GRUPO MAN ME SA AMO MGA TEACHERS, DI KO KAHIMO AKO MGA
ASSIGNMENTS KAY LAGJO ANG AKO MGA KAGRUPO.

DILI KO GANAHAN MU SUD SA KLASE MAAM KAY ARANG KA

DAGHAN RA MI SA USA KA ROOM.
Project Scoping (SIPOC)

As there are always students dropping out in every school season at

Sogod NHS certain measures are often undertaken by the school administration

and its faculty through: regular conduct of homeroom PTA meetings; quarterly

general PTA meetings; home visitations by class advisers and subject teachers;

regular call ups of parents to the guidance counsellors office; coordination with

Sogod NHS Open High School Program and ADM teachers; and coordination

with the Sogod District I ALS teachers. Failure rates are relative issues which are

often attributed to irregular attendance/absenteeism or cutting of classes among

students who may have personal issues with their fellow students, families or the

problem is caused by the over bloated class size in one classroom and are,

therefore prone to dropping out. Sogod National High Schools percentage of

drop out students for the school years, S.Y 2014 2015 and S.Y 2015 2016

has significantly increased over the last two years. For the school year 2014

2015, the average dropout rate was 0.33%. In the next school year, it decreases

to 0.18 % yet the dropout rate spells out a continuous perennial problem from

two previous years. With the adverse effects of the problem, the continuous

improvement team of Sogod National High School aims to putting an end to this

unfavorable problem, or at least mitigating failure rate.

The supplier in the project are the subject teacher and the class advisers,

inputting the STS form, and instructional materials. The process starts with
tracking of SARDO using the interventions and innovative teaching to the

students. The output will be the consolidated STS form as well as the

modification of the STS forms, creation of strategic interventions and approaches

to teaching for the customers who are the students.

 Process Map of Current State

Class Adviser visits the Class advisers

Class Adviser informs the
identifies the SARDO and conducts
intervention Registrar about
SARDO the state of
SARDOS
Data Gathering & Presentation of Problem Statement

Sogod National High School has always been one of the schools in

Southern Leyte that experiences one of the perennial problem, an increase of

number of students dropping out. The problem shows us the reality of the

importance of systematic monitoring of teachers to the students to ensure a zero

drop out rate of the school. The data also made the CI Team to reflect and

evaluate the effectiveness of the existing monitoring scheme of the class adviser

to the students at risk of drooping out of school. Thus, the school decided to

launch Project SMS (Systematic Monitoring of SARDO). For the realization of

the project, the following procedures presented in the process map will be used

to gather the data.

Validation of Analysis

The root causes presented in the why why diagram is validated through

the interview during the VOC process and other SARDO interventions done by

the class advisers and subject teachers. The results gathered were then

consolidated by the CI team to identify the root cause of the problem.

Objective Statement

Throughout the implementation of the continuous improvement project,

the CI Team aims to;

1. Identify, target, and monitor potential dropouts early in their high school

careers;

2. Continue monitoring their progress as they move through high school;

3. Implement a program of personal attention and extra instructional

support to the targeted students;

4. Establish high basic competency expectations for targeted potential

dropouts;

5. Provide helpful and strategic interventions to teachers and class

advisers to enhance the monitoring of SARDO; and

6. Decrease or zero out the drop out rate of the whole student population.
Solution Generation

Taking into account, this perspective and considering the instrument's

limitations, in order to obtain a measure of the most important factors associated

with the SARDO history, we used a analysis technique labeled factor analysis

which enables reducing the number of variables used in the analysis. Factor

analysis identifies common factors in different questions summarizing the

information of an entire set of statements/questions through a few measures or

even a single one. The solution will be generated from the results of the of the

STS form gathered by the teachers during the actual monitoring. After the actual

monitoring, the CI Team together with the teachers will gather information about

the interventions teachers have implemented during the conduct of monitoring of

SARDO. The CI Team will then make strategic interventions and approaches to

monitor the SARDO for the improvement of the monitoring as well as the form

used in the CI Project.

Value Analysis

There is no one magical, quick fix solution to the dropout problem. The CI

Team realizes that the problem is complex and requires a complex array of

solutions. Dropouts have dissimilar characteristics and therefore need different

kinds of programs which respond to their individual circumstances and needs.

Programs, to be effective, need to provide one-on-one intensive attention to at-

risk students, who often must be convinced that they are competent and can be

successful in school.

The curriculum should include basic educational skills, social skills, and

experiential education. In addition, the interrelated causes and multiple problems

associated with dropping out call for comprehensive communitywide, multi-

service approaches and multi-component programs.

 Improved Process Map

Meeting with CI meeting with COP Meeting of CI Team

the Registrar Chairmen with with Advisers&
together with Department Heads & Subject Teachers for
the CI Team Designates & verification of the
Advisers SARDO list.

Improvisation of the
STS from/ strategic CI Team making the
planning for final list of SARDO
SARDO
interventions by CI
Team

CI Team distributes
the STS Form to the
Feedbacking Actual Monitoring COP Chairmen to the
& Post of STS & subject teachers and
Conferencing interventions & advisers
innovative
teaching
Stakeholders Analysis

The involvement

Evaluation of implementation risk