SCRIPT B2B

STEP 1
MAM TAYAMORA PART
The current situation in the educational system brought by the existence of the pandemic, CoViD-19 that affects the
Philippines and all other countries in the world, the process of teaching-learning delivery is one of the major issues that
need to be addressed. This is also the concern of the Department of Education on the Basic Education Learning Continuity
Plan (BELCP) which provide alternatives or options in the medium of instruction.
San Roque National High School repetition rate has been the top priority improvement area (PIA) even before the crafting
of Enhanced School Improvement Plan. This PIA was given emphasis through various programs and projects to alleviate
this predicament. Interventions implemented help to mitigate the increase of number of failed students every year as
revealed in the data for three consecutive years from School year 2018-2019, 2019-2020 and 2020-2021 repetition rate
were 8.06, 6.08 and 2.66 respectively. Though it was obviously decreasing, the risk and chance of increase again in the
said area per se cannot be ignore especially in this time of uncertainty in which Educational System abruptly change.
For the second year implementing the new educational system, we cannot still invalidate the facts that the students were
still having difficulties to adjust and to adapt with it. Gathering the number of students failed to comply in submitting their
outputs and passing the prescribed competencies are significantly evident.
As show on the table on the next slide, after the first quarter, there were 691 under MDL identified as SAROF or Student
at risk of failing in Mathematics. These are students who failed to submit outputs and did not pass the prescribed
competencies in Mathematics for this grading period.
The table above shows the number of at risk from grade 7 to 10 in the first quarter period. It also revealed that
grade 9 level has the highest number of students who get 74% and below grade in mathematics

With the current situation and facts revealed by the data, the Mathematics department of San Roque National High School
decided to implement Continuous Improvement Project to give remedy to this alleviating problem.
STEP 1
SIR ERIC G. GADON
Indeed, San Roque National High School has it long overdue battle that needed to be taken care of based on the discussion
of the current condition of the institution.
BROAD PROBLEM STATEMENT
The repetition rate of Mathematics in San Roque National High School for the past 3 years (SY: 2018-2019, 2019-2020-
2021), were 8.06, 6.08, and 2.66 respectively. This was against the Division Educational Development Plan standard 2%
in Repetition Rate.
STEP2
MAM HAZELL M. RUBEN
From the voice of our customer we found out the following reasons why they struggle in mathematics as shown in the
Affinity Diagram
AFFINITY DIAGRAM

Kaagapay sa Pagkatuto Kakayanan Nilalaman ng Modyul Kagamitan

Busy sa trabaho ang Hindi ko po maintindihan ang Kakaunti ang example sa module Wala akong cellphone kaya wala akong mapag
magulang ko – 112 lesson dahil walang nagtuturo- hindi ko pa maintindihan - 112 searchan - 78
98
 Hindi po ako matulungan ng Mahirap talaga ang math -5 Hindi ko naintindihan yung lesson Wala akong cellphone para magsagot ng module -
nanay/tatay ko dahil di nya at explanation -97 72
rin alam - 86

Ayaw po akong tulungan ng Ayoko ko po ng math -1 Wala kameng internet para makapag search ng
ate ko/nakakatatandang example sa youtube- 56
kapatid dahil nag momodyul
din sila - 56

Free data lang po ang gamit kaya di ko makita

picture ng module para makapagsagot ako - 34

Top 3 reasons were

First Kakaunti ang example sa module hindi ko pa maintindihan, second Hindi ko po maintindihan ang lesson
dahil walang nagtuturo lastly, Hindi ko naintindihan yung lesson at explanation.
STEP 3
CURRENT SIPOC – VOICE OVER LANG TAPOS FLASH LANG UNG SLIDE NG CURRENT
SIPOC
MAM LANI SOKOKEN
STEP 4 – BANGITIN SI WORD NA STEP 4 TAPOS YUNG NASA BABA
FOCUSED PROBLEM STATEMENT
Out of 1040 grade 9 students there were 208 or 20.00% under Modular Modality were identified at risk of
failing or with the grade 74% and below in Mathematics during the first quarter period for school year 2021-
2022.
OBJECTIVE
To reduce number of students at risk of failing in mathematics in grade 9 level from 208 to 104 or at least 50%
by the end of school year 2021-2022
STEP 5 – SIR NOEL MELARPES
After scrutinizing the teaching – learning process under modular learning modality here is the result of the
Why-Why Diagram
FLASH LANG UNG SLIDE NG WHY -WHY THEN HIGHLIGHTS YUNG MGA PRIORITY ROOT
CAUSES
BANGITIN YUNG MGA ROOT CAUSES
 Parents are working no one available to get module
 Congested Competencies
 Insufficient examples for each competency
 Did not follow up students daily
 No one is available submit their output

STEP 6 – MAM KIM

In order to give aid to the identified root causes and priority improvement are here is the consensus
Recommended Improvement Area
RECOMMENDED IMPROVEMENT AREA – VOICE OVER LANG TAPOS FLASH LANG UNG
SLIDE NG RECOMMENDED IMPROVEMENT AREA THEN HIGHLIGHTS YUNG MGA
SOLUTIONS
Babanggitin habang nag pa flash
 Strengthen Follow up- Mechanism
 Rigid Monitoring of Distribution and Retrieval of Outputs
  Utilization of Guided Practice Learning Activity Sheets
Mam Hazell
THE FUTURE SIPOC – VOICE OVER LANG TAPOS FLASH LANG UNG SLIDE NG FUTURE
SIPOC HIGHLIGHT YUNG MGA NAKARED NA SA SLIDE.
Babanggitin habang nag pa flash
Innovated strategies incorporated in Teaching-Learning Deliver Process
• Create record or checklist of students who received LMS.
• Send hard copies of GPLAS through H2H or PADAGOS for the learners who was not able to get LMs
• Call parent’s attention through remote ways or via sitio chairmen
• Provide copies of GPLAS with 3 examples in the Scaffold form.
• Follow up student’s status in answering the learning task through remote ways. (during the scheduled
time of asynchronous class of the subject)
• Conduct home visitation/H2H to selected students who did not submit output

STEP7 - Sir Erwin Joel

IMPLEMENTATION PLAN – VOICE OVER LANG TAPOS FLASH LANG UNG SLIDE NG
HIGHLIGHT LANG YUNG IMPORTANT ACTIVITIES
Ito yung I ha highlight
 Send hard copies of GPLAS through H2H or PADAGOS for the learners who was not able to get LMs
 Follow up student’s status in answering the learning task through remote ways. (during the scheduled
time of asynchronous class of the subject)
 Conduct home visitation/H2H to selected students who did not submit output.
STEP 8 PILOT TESTING – Sir Limuel
Flash yung mga pictures with captions
Then skit
In the implementation of the Piloting of Solution 105 students undergone the process. As the result of their
summative test, 5 students fall under low proficient and 11 students fall nearly proficient or a total of 16
students who did not passed the summative test after the given intervention. However, a total of 89 student at
risk of failing (SAROF) who undergone the piloting of the project fall under proficient and highly proficient in
which it indicates that the innovated strategies and materials helped the student to gained skills and
competencies need to passed the assessment.
STEP 9 – MAM - JAI
ROLL OUT SOLUTIONS – VOICE OVER LANG TAPOS FLASH LANG UNG SLIDE NG
HIGHLIGHT LANG YUNG IMPORTANT ACTIVITIES.
The skit habang na kaflash yung slide ng summary of grades
After the implementation of the CI Project B2B V.3 as revealed on the table that out of 208 identified Student-
At-Risk of Failing in Mathematics only 2 students did not pass the required competencies. 104 SAROF grade
fall under the range of 75-79, 65 in 80-84 and 37 to 85-89. With these results it can be gleaned that most of the
SAROF passed the subject.

Step 10 Check the Progress – SIR BRYAN MENDIOLA

Flash muna yung VOC/ comparison ng pre and post ci grades
skit
In the implementation of CI project B2B v. 3 our objective is to reduce number of students at risk of failing in
mathematics in grade 9 level from 208 to 104 or at least 50% by the end of school year 2021-2022. Despite and in spite
the challenges of brought by the advent of Pandemic fire and the drive to reach out these struggling students was never
perished. Instead this become a springboard to create and innovate strategies and methodologies to aid these hopes of the
future. With the hard work of the whole department, the cooperation of parents and the resiliency of students we were able
to reduce the number of students at risk of failing in mathematics in grade 9 level from 208 to 2 or decreased by 99.03 %
at the end of school year 2021-2022.
This significant result makes us realized that by understanding the needs of our student, by giving them the empathy and
creating solution based on their needs we can truly help them to bridge the gaps and see them performing beyond
expectation.
Generally, from the beginning and up to end of the implementation of this continuous improvement we had a lot of
learning yet the most noteworthy was realizing that it is true that a disease can never be cured by giving them the wrong
prescription, thus for us an educator it is very important to listen and heard the voice of our learners to give them the
quality education that they deserve.

In general, we learned a lot during the implementation of this continuous improvement, but the most important
lesson was realizing that it is true that a disease cannot be cured by giving someone the wrong prescription. As
educators, it is crucial to listen to the voices of our students in order to provide them with the high-quality
education they deserve.