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 following.
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.

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 2015 2016 and S.Y 2016 2017
has significantly increased over the last two years. For the school year 2015
2016, the average drop out rate was ________%. In the next school year, it
bloated to _____ % a huge difference of ___ % increase in drop out rate spells
out a wide difference 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.

Process Map

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 are needed to
gather the data;

Root Cause Analysis

Validation of Causes
Prioritization of Valid Causes

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 statistical technique labeled factor
analysiswhich 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.

Value Analysis
There is no one magical, quick fix solution to the dropout problem. 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, multiservice approaches and multi-component programs.

Improved Process Diagram