ANNEX 7 Walk the Process Guidelines

Villadima ES 2016-2019
Walk the Process Guidelines
How to Create Flowcharts?

A flowchart shows the relationship between inputs, activities, and outputs that
constitute a process. When creating a flowchart, people who are involved in the process
can work as a group to have multiple viewpoints. For example, if you want to look into
the parent-teacher dialogue process, walk the process with Grade 6 parents and
teachers. Let them create the process flowchart with you because they are the ones
who are involved in the process (see flowchart at the next page). The following
guidelines should help you in walking the process with them:

1. Brainstorm
- Initially, it is more beneficial to brainstorm or think of the inputs, activities,
and outputs that constitute a process rather than to conduct interviews or
more hands-on approaches to identify process elements. This will provide you
with the big picture of the process and this can also serve as your reference
when validating the process map through interviews and, ultimately, direct
observations.

- For brainstorming, it is better to use flipchart and self-stick notes. You can
easily write down ideas on stick notes as soon as it is said and post it on the
flipchart. The group can then give immediate feedback. If there will be
corrections, you can easily move the stick notes and proceed with the
discussion.

- Walk the process from the very start. Then, think of each activity that
happens as you move along the process. In your flowchart, arrange these
activities in sequence using appropriate flowchart symbols. Be consistent in

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

the direction flow: time should always flow from top to bottom, or from left to
right.

- The flowchart/s should map what is really happening in the process.

However, process maps can also be used/viewed in different perspectives:

o What you think the process is the teams perspective of what is

happening in the process
o What the process really is what is actually happening in the process,
validated through interviews and direct observations
o What the process should be the actual future state of the process
based on learners or stakeholders requirements

But remember to do these separately from each other. Do not combine

elements of what you think a process is and what the process should be.
Each one should have a different process map. For now, you will only have a
map of the first one (what you think the process is).

- If the team is having difficulties in mapping their process, it could mean that
the sequence of their process is unclear or is undefined. An unclear or
undefined process usually results in inconsistent performance (e.g. some
teachers in the grade level have very good documentation of parent and
teacher dialogues while others do not this inconsistency affects the
performance of the whole grade level).

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

2. Conduct interviews

- Interviews can be conducted 1) to identify missing elements of the process

(including decision points) and 2) to validate the elements conceived during
brainstorming.

- You should interview the people that are involved in the process as
necessary, especially if there are unclear or undefined elements in the
process. For example, in the Mathematical Periodical Test process, checking
and recording the test scores are activities that the teacher may perform at
home. Instead of directly observing the teacher, you can verify these
elements by asking the teachers if they do these at home, for how long,
producing what output, what problems they encounter, what other related
activities they do, etc.

3. Directly observe the process

- Direct observations allow you to determine what the process really is from
what you think the process is. This allows you to check for missing elements
and, more importantly, to validate the elements identified during
brainstorming and interviews.

- This step is especially important when you identify storm clouds, or problems
arising in specific activities in the process. Storm clouds have to be
observable, measurable, and specific.

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

Answer correctly
Determine what Identify un-
the test given
method to be use mastered skills
question

Conduct Pre test Identify un-mastered

Analyse the result
skills

Improving LAPG/NAT
result

Conduct Post test Use LAPG/NAT Provide review

remedial Instruction materials

Make easier way Guide learners

Assessment of for
to understand the
result improvement
lesson
purpose

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

Improving
LAPG/NAT
result

Materials

Time

Review

Persons involved

Equipment

Procedure of review

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

Use reading
Identify the Determine what
activities suited
reading level reading activities
to the level.

Conduct Phil-IRI pre Provide Reading

test Analyse the result
Activities
Decreased from 42 to
0 number of pupils
who are non/slow
reader.
Report to the next
level teacher of the Conduct Phil-IRI Post Use other intervention
pupils test to improve reading

To direct teacher To improve

To check the
about the reading reading level
improvement
level of pupils

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

SAMPLE FLOWCHART

A. Parent-teacher Dialogue Flowchart

Start

Adviser Check Attendance:

Prepares Forms 1 and 2 Form 1

Inform Parents
Identify SARDO
(Verbal)

PTD during Card

Parents
YES Giving
Arrive?

NO

End

Drop
Or
Home Visit

End

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education
 ANNEX 7 Walk the Process Guidelines
Villadima ES 2016-2019

Focus Group Discussions Flowchart

Start

Conduct of Board Meetings and Inform Parents/

Brainstorming for the Agenda to be Stakeholders
discussed (School Head & (Verbal & Written)
Teachers)

Teachers prepare
Check the venue &
Attendance attendance sheet

Parents/ Call their

Focus
Stakeholdes NO attention
Group YES
Arrive? or Home
Discussion
Visit

Preside and Present

the Agenda for FGD
End

Learners & Stakeholders Prioritized the most

identifies their needs for the significant need to
School Improvement be address. (GPP)
Attained 75% MPS in NAT
result.
Zero Non-Reader
School-Building or
Physical Facilities
Improvement Conceptualize a
Gulayan sa Paaralan Priority End
Program (GPP) Improvement Plan

ONE Vision and Mission

ONE Camarines Sur Division
ONE Goal: Quality Education