THE FIVE (5)

FOLDERS OF
INITIATIVES

ALCADESMA NATIONAL HIGH

SCHOOL

INSET
June 8-10, 2016

PRESIDENTIAL DECREE No. 603

THE CHILD AND YOUTH

WELFARE CODE

Article 59. /Crimes./ Criminal liability shall attach

to any parent who:

1. Conceals or abandons the child

with intent to make such child
lose his civil status.

2. Abandons the child under

such circumstances as to deprive
him of the love, care and
protection he needs.

3. Sells or abandons the child to another

person for valuable consideration.

4. Neglects the child by not giving him the

education which the family's station in life and
financial conditions permit.

5. Fails or refuses, without justifiable

grounds, to enroll the child as required by
Article 72.

What is truancy?

You werent hired to maintain

the status quo.
You were hired to make a
difference and make an
impact.

Don't ever forget this

Causes, abates, or permits the truancy of the child

from the school where he is enrolled. "Truancy" as
here used means absence without cause for more
than twenty schooldays, not necessarily
consecutive.

10

7. It shall be the duty of the teacher in

charge to report to the parents the
absences of the child the moment these
exceed five schooldays.

8. Improperly exploits the child by

using him, directly or indirectly, such as
for purposes of begging and other acts
which are inimical to his interest and
welfare.

11

9. Inflicts cruel and unusual punishment upon the

child or deliberately subjects him to indignation
and other excessive chastisement that embarrass
or humiliate him.

10. Causes or encourages the child to lead an

immoral or dissolute life.

11. Permits the child to possess, handle or carry a

deadly weapon,regardless of its ownership.

12

12. Allows or requires the child to drive without a

license or with a license which the parent knows to
have been illegally procured. If the motor vehicle
driven by the child belongs to the parent, it shall be
presumed that he permitted or ordered the child to
drive.

13

*Article 60.* /Penalty./ - The act mentioned in the

preceding

article shall be punishable with imprisonment from

two or six months or a fine not exceeding five
hundred pesos, or both, at the discretion of the
Court, unless a higher penalty is provided for in the
Revised Penal Code or special laws, without
prejudice to actions for the involuntary commitment
of the child under Title VIII of this Code.

14

FIVE (5) FOLDERS OF

INITIATIVES FOR IMPROVED
ACADEMIC PERFORMANCE

Folder 1: INVESTIGATION
Folder 2: IMMEDIATE ACTION
Folder 3: INTERVENTIONS
Folder 4: INNOVATIONS
Folder 5: IMPACT

15

Folder 1

INVESTIGATI
ON

16

Whats inside Folder 1?

Tabular, graphical and

textual presentation of
data on test
results/student
performance
Internal and external
analysis

17

ASSESSMENT OUTPUT:
DATA

DATA
numerical information
records of observations

all these provide information from

which inferences maybe drawn via
analysis
a fact or information
raw material which statistician
works

ASSESSMENT OUTPUT: DATA

18

Qualitative data attributes or

characteristics of the learners
(sex, color, religion)
Quantitative data numerical
information gathered about the
learners (test results)

19

Types of Data

1.

Nominal data categories that have

no numerical properties. (Categorical
Variables)
Example: ethnicity, gender, political
affiliation, religion
2. Ordinal data categories form a
rank order along a continuum (ranked
data)
Example: Class rank, ranking of

20

Types of Data

3. Interval data data in which the

units of measurement (intervals)
between the numbers on the scale are
all equal in size.
Example: temperature, psychological
tests
4. Ratio data data which has
identity, magnitude, equal unit size and
absolute zero.

21

Organizing Data

After processing the data, the

results are presented by using
three methods namely
(1) tabular
(2) graphical
(3) textual

22

TABULAR
PRESENTATION OF
DATA
the statistical table
is
systematically
arranged in rows and
columns.

Example 1:

23

Table 1.1. Scores on language tests for Section 1 and

2
Score
Frequencies
Section 1

Section 2

10

11

12

13

14

15

16

17

18

19

Example 2

24

Table 1.2: First Periodic Test in Filipino-Kindergarten, Carriedo ES

Item No.

No. of Correct
Responses
(30 items)

Mastery Level

Interpretation

29

0.96

Mastered

25

0.83

Mastered

19

0.63

Nearing Mastery

26

0.86

Mastered

10

0.33

Not Mastered

30

1.00

Mastered

28

0.93

Mastered

24

0.8

Mastered

22

0.73

Nearing Mastery

10

21

0.70

Nearing Mastery

11

28

0.93

Mastered

12

28

0.93

Mastered

13

29

0.96

Mastered

14

30

1.00

Mastered

15

29

0.96

Mastered

Parts of the Table:

25

Table Caption
Box Heads

Stub

Table 1.1. Scores on language tests for Groups A and

B
Score
Frequencies

Section 1

Section 2

10

11

12

13

14

15

16

17

18

19

Body

26

Frequency
Distribution

Frequency Distribution
a table in which all of the
scores are listed along
with the frequency with
which each occurs.
Relative frequency the
proportion of the total
distribution included in
each score.

Table 1.2. Frequency and relative frequency distribution of

examination data

Score
45
47
54
56
59
60
63
65
69
70
74
75
76
77
78
80
82
85
86
87
90
92
93
94
95

f (Frequency)
1
1
1
1
1
2
1
1
1
1
3
1
1
1
2
1
2
1
1
1
1
1
1
1
1

rf (Relative
Frequency)
0.033
0.033
0.033
0.033
0.033
0.067
0.033
0.033
0.033
0.033
0.100
0.033
0.033
0.033
0.067
0.033
0.067
0.033
0.033
0.033
0.033
0.033
0.033
0.033
0.033

N= 30

1.000

27

Class Interval Frequency

Distribution
scores are grouped into intervals and listed
along with the frequency of scores in each
interval.

calculating width of interval:

Highest Score Lowest Score
Interval
Example:
95-45= 50/10 = 5
10

28
Example 1

Class Interval Frequency

Distribution
Table 1.3. Class interval distribution of
examination data

Score

rf

45-49
50-54
55-59
60-64
65-69
70-74
75-79
80-84

2
1
2
3
2
4
5
3

0.067
0.033
0.067
0.100
0.067
0.133
0.167
0.100

85-89
90-94
95-99

3
4
1

0.100
0.133
0.033

30

1.000

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GRAPHICAL
PRESENTATION OF DATA
A graph - a geometrical image or a
mathematical picture of a set of data.
The type of graph to be used depends on
the type of data collected and what the
researcher hopes to emphasize or
illustrate.

Bar Graph
30

a pictorial graph with bars

representing the frequency of occurrence of items for
qualitative variables. Used with nominal data.

Caption

Figure 2.1. Political affiliation for a distribution of 30 individuals

14
12

Frequency

Y-axis
(reasonable
proportion of
data)

10
8

Body

6
4
2
0

x-axis
(stub)

Republican

Democratic
Political affiliations

Authocratic

Communism

31

Figure 1.2 First Periodic Test in Filipino - Kindergarten, Carriedo ES

1.2
1
0.8
0.6
Mastery Level
0.4
0.2
0

Item Number

Histogram
32

Frequency Polygon
33

34

TEXTUAL
PRESENTATION OF DATA

Example:
The results showed that there is one individual who
obtained an IQ score of 83, one 86 and one 89. Two
individuals obtained 92, three 98, four 101, five 107, three
110, two 113, three 116, two 119, one 125, one 131 and
one 134.

35

DATA ANALYSIS:
DESCRIPTIVE STATISTICS

Descriptive Statistics
describe a distribution by providing
information on the central tendency of
the distribution, the width of the
distribution and the distributions shape.

Measures of Central
Tendency

36

A measure of central tendency is a

representative number that characterizes
the middleness of an entire set of data.
Three measures of central tendency:

MEAN

MEDIAN
MODE

37

MEAN

The arithmetic
average of a
group of score.
add all the
scores
together and
divide the sum
by the total
number of
scores.

x (Score) f (Frequency)
fx
45
1
45
47
1
47
54
1
54
56
1
56
59
1
59
60
2
120
63
1
63
65
1
65
69
1
69
70
1
70
74
3
222
75
1
75
76
1
76
77
1
77
78
2
156
80
1
80
82
2
164
85
1
85
86
1
86
87
1
87
90
1
90
92
1
92
93
1
93
94
1
94
95
1
95

N= 30
X = 2220

Mean
74

Mean = X /N
=
2220/30
= 74

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The Median
the value which separates the largest
50% of data values from the lowest
50%. It may or may not stand for a
score.
If n is odd, the middle value is the
median. If n is even, the mean of the
two middle values is the median.

Median
39
Scores
79
78
77
77
75
74
70
65
63
61
58
57
55
55
52

Median

7
6

Scores
91
88
85
80
80
77
75
73
72
70
65
60

40

Mode
The mode is a value in a set of scores that occurs
most frequently or scores with highest frequency.

Scores: 97, 96, 95, 93, 91, 90, 89, 87, 87,
87, 85, 84, 83, 83, 81, 80, 79, 79

Mode: 87

41

Measures of Variation
Measure of Variation indicates the degree to which
scores are either clustered or spread out in a
distribution.
Variation in a data set is the amount of difference
between data values.
Common measures of variation:
Range
Average Deviation
Variance and Standard Deviation

42

Range
Simplest indicator of variability
The difference between the
highest and lowest values

43

Average (Mean) Deviation

Average deviation of the values from the mean.

subtract the mean from each

observation, then divide by the number
of observations.

44

Variance and Standard

Deviation
Standard deviation - a measure of
the average distance of a data
value from the mean for the data
set.
Variance - the square of the
standard deviation

45

Example:

46

Example:

Example 3
47
SY 2015-2016
FIRST PERIODIC TEST RESULTS
KINDERGARTEN A
CARRIEDO ELEMENTARY SCHOOL
Subjects

No. of
Cases

No. of
Items

Highest Lowest
Score
Score

Mean

PL
(%)

Com. Skills
Filipino

30

15

30

10

12.6

84.00

Com. Skills
English

30

15

30

21

12.63

84.20

Numeracy
Skills

30

15

30

21

13.16

87.77

Sensory
Perceptual
Skills

30

15

30

10.5

70.00

48

Recommendation

49

SITUATIONAL ANALYSIS

External Assessment (EA)

- Identifying trends and patterns,
opportunities and threats in the external
environment
Internal Assessment (IA)
- Organizational diagnosis of strengths and
weaknesses.

50

WORKSHOP 1:
Individual Workshop:
Present the data/result of the First and Second
Quarter Examinations.
1. tabular
2. graphical
3. textual
Group workshop (by schools)
Complete Checklist 1 (Internal Assessment) and
Checklist 2 (External Assessment)
SWOT GUIDE QUESTIONS.docx

51

WHAT data
So, WHAT analysis of data
Then, WHAT what to do

Generic Foresight Process

52
DATA

SWO
T

VMO

ACTION

53

Folder 2

IMMEDIATE
ACTION

54

Whats Inside Folder 2?

What are the activities or action
steps urgently/to be urgently
implemented?
Teaching Learning Process
Strategies
Instructional Materials

Improving Student Outcomes

55

WORKSHOP 2
Individual Workshop:
Complete Checklist 3: Assessment
of Teaching Learning Process and
Assessment
CHECKLIST 3_Assessment of Teaching L
earning Process and Assessment.docx

56

ACTIONS TAKEN/ACTIONS TO BE
UNDERTAKEN TO IMPROVE ACADEMIC
OUTCOMES

Key Result
Area

Teaching
Learning
Process
Student
Outcomes

WHAT
Expected
Outputs

HOW
Strategies/
Action Steps

WHEN

WHO

Time
Frame

Persons
involved

Remarks

57

Folder 3

INTERVENTIONS

58

INTERVENTIONS

Existing programs/projects undertaken to

improve academic performance.
May be an instructional material or teaching
strategy/process.
What are the interventions you do
to improve academic performance?

59

INTERVENTIONS

There should be different instructional

materials for diverse learners

At Risk/Slow Learners
(Remediation)
Advance (Enrichment)
Average (Enhancement)

60

Examples of Intervention
Worksheets
Activity Sheets
Activity Cards
Projects
Strategic Intervention Materials
(SIM)

61

The Strategic Intervention

Material (SIM)
Instructional material meant to reteach the concept(s) or skill(s).
Materials given to learners to help
them master a competency-based skill
which they were not able to develop in
the regular classroom teaching.
Entails minimum guide of a teacher

62

The Strategic Intervention

Material (SIM)

is a teaching aid
introduced into the
teaching methods to
stimulate the activity of
the students and to
increase their level of
understanding.

SIM VS. MODULE

63

SIM

MODULE

Focuses on the skills

not mastered by the
students during the
regular class

May contain different

topics included in a
chapter

Intended for remedial

class

Intended for regular

classroom teaching

No pre test and post

test

With pre test and post

test

Includes fun activities

Includes fun activities

64

65

66

Activity Card
Defines the task(s) that the learner should
undertake in order to develop a skill
The task is competency-oriented and may
be an individual or group work
The purpose of the task is to provide
enough practice for the learner so that he
can perform the skill automatically.

67

68

Enrichment Card
Extends learning by providing
additional exercises for
further application of
knowledge or skill
It may also contain additional
information to extend
knowledge

69

70

Sample SIM for Science

71

What other
intervention materials
and strategies do you
know?

72

Folder 4

INNOVATIONS

73

Whats Inside Folder 4?

Write-up of the innovations done
supported by photos (if done
already)
Concept paper of the innovation
to be undertaken/done

74

INNOVATIONS

new ways, methodologies,

approaches and unique
strategies to be implemented
to improve academic
performance

75

Innovation
An innovation may be:
Instructional material (model,
worksheets, module etc)
Instructional processes teaching
strategies
Innovations should be tested for internal
validity.

76

Innovation
Answers the question what
is really to be changed? vs.
best practices
Entails re calibration of
existing strategies, processes
and practices

77

Folder 5

IMPACT

78

Whats Inside Folder 5?

Feedback sheet (For modules,
worksheets, SIM)
Impact Evaluation Study

IMPACT
79

Results of implementation
of every immediate
action/intervention
Entails constant
monitoring and evaluation

80

At the end of every intervention or innovation,

ask your self:
DID IT IMPROVE THE ACADEMIC
PERFORMANCE OF MY STUDENTS?
- support your claims with real MOVs
- always check its alignment with the
competencies

81

Impact Evaluation
Impact Evaluation studies whether
the changes in well-being are indeed
due to the program intervention and
not to other factors.
determine the effectiveness of the
program with far-reaching goals such
as lowering drop-out and increasing
employment.

82

Reflect on all of the data collected and

assess overall performance
Keep Quality Assurance in mind!
TOGETHER: Identify strengths and
growth area
Trust/Relationship Continues
Cycle continues following year with
NAT Results

83

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