Memo-SIP-New

Republic of the Philippines
Department of Education REGION VIII

SCHOOLS DIVISION OF LEYTE
October 7, 2022
DIVISION MEMORANDUM
No. , s. 2022
DEVELOPMENT OF SCHOOL IMPROVEMENT PLAN FOR CYs 2023-2025
To: Public Schools District Supervisors/PICs/ DICs

School Heads
All Others Concerned
1. This office through the Planning and Research Section reminds the field to start the conduct of t heir respective writeshops for the
development of School Improvement Plan 2023-2025, per DepEd Order 44 s 2015. SIPs should be ready for approval on or before November 14,
2022 which shall serve as basis in the crafting of school’s Annual Implementation Plan for CY 2023.
2. The School Planning Teams are expected to utilize the tools to generate salient data, as guided by the DepED SIP Manual. Herewith are the
Gap Analysis and Planning Templates containing the latest DepEd Intermediate Outcomes based on Basic Education Development Plan (BEDP
2030) and the latest SDO Targets.
3. Districts are to collect the School Report Card (SRC) Summary of Information Accomplished Templates (Annex 11) with attached SRCs for
Calendar Years 2019, 2020 and 2021 as part of the main MOVs of the planning process.
4. Public Schools District Supervisors/ PICs/ DICs are requested to provide technical assistance to school planning teams. Districts may
convene to work together provided that preliminary works prior to actual write shop are complied. Requests for technical assistance from the
Planning and Research office should be coursed through the Office of the Schools Division Superintendent for approval.
5. Immediate and wide dissemination of this memorandum is desired.
MANUEL P. ALBAÑO PhD, CESO V

Schools Division Superintendent
Enclosures: (4)
Reference: DO 44 s 2015
To be indicated in the P erpetual Index under the following subjects:
SIP SRC WRITE SHOP
leyte.ro8@deped.gov.ph
Government Center, Candahug, Palo, Leyte Page 1 of 28

(053) 888-3527
Lead to Go, Love to Grow, Live to Glow . . .
Department of Education, Schools Division of Leyte
Enclosure 1 – Gap Analysis Template
SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE
REGION:
DIVISION:
DISTRICT:
BARANGAY:
SCHOOL:
Instruction: Use thematrix on the next page as a guide in assessing the gap between your Division Targets(A) and school performance (B). In particular,you can fill out the matrix by
answering the following questions for each Division Target:
B1.Data needed –What data dowe need to assess ourschool performance againstthis Division Target?
B2.Currently contributing – Is our currentschool performance contributing to the attainment ofthisDivision Target?Howisit contributing or notcontributing? Explain.
B3. Inhibiting Factors – If contributing,what are the factorsthat prevent usfromcontributing furtherto this Division Target? If not contributing, what are thefactorsthat prevent us from
contributing to this Division Target? Include the most pressing needs or problems from available data.
B4. Projectsimplemented – Whatschool projects being implemented are geared towardsthe attainment ofthisDivision Target? If no such projects are beingimplemented, leave it blank.
B5.Groupsthatrequire attention – Are there groupsin ourschoolthatrequire specific attention concerning the attainment ofthisDivisionTarget? (e.g.,considering gender, socio-economic
status, ethnicity).
(053) 888-3527 | leyte.ro8@deped.gov.ph Page 2 of 28
ANALYSIS TEMPLATE
Enclosure 1 – Gap Analysis Template
Department of Education, Schools Division of Leyte GAP
1. SCHOOL PERFORMANCE in ACCESS
A. DIVISION TARGETS B.1 NEEDED DATA B.2 CURRENTLY CONTRIBUTING B.3 B.4 Projects B.5 GROUPS THAT
Inhibiting Implemented REQUIRE
Yes/No Explanation Factors ATTENTION
1. Increased Net Enrolment Comparative Enrolment
Rate Elementary from 93.80% Data for school-aged
to children enrolled in
95.53% school.
Junior High School from
84.77% to 93.94%
Senior High School from
51.26% to 69.07%
2. Decreased number of out Data from Child Mapping

of school children/youth.
3. Increased Net enrolment • Comparative
for Kindergarten from 78.87% Enrolment Data for
to 85.91% (for Elem. Only) school-aged
kindergarten children
enrolled in school.
• Community Mapped
Intake Rate (kinder –
ages 1,2,3,4)
4. Decrease School Leaver Rate School Leaver Rate

Elementary from 0.25% to
0.21% Junior High School
from 2.65% to 2.23%
5.54% to 4.81%
5. Decreased Drop- out Simple Drop-Out Rate

Rate for: Elementary from
0.28% to 0.17%
Junior High School
from 1.34% to 1.13%
Senior High School TBD
6. Improved Retention Rate Retention Rate

Elementary from 99.15% to
99.29%
96.95% to 97.43%

Senior HS TBD
7. Increased Transition Rate Transition Rate

Kinder (K-Grade1) from • Kinder to Grade 1
98.15% to 98.29% • Grade 3 to Grade 4
Grade 3 to Grade 4 from • Grade 6 to Grade 7
99.62% to 99.68% • Grade 10 to Grade 11
Grade 6 to Grade 7 from
93.16% to 93.45%
Grade 10 t0 11 from 92.24%
to 92.67%
8. Increased Participation Rate Data from Child
of Out of School Children Mapping Participation
Out of School youth Rate
9. Increased percentage of Percentage of ALS

ALS completers completers (OSC-OSY
completing
sessions)
*TBD – To be determined

2. SCHOOL PERFORMANCE in EQUITY
A. DIVISION TARGETS B.1 NEEDED DATA B.2 CURRENTLY B.3 B.4 Projects B.5 GROUPS THAT
CONTRIBUTING Inhibiting Implemented REQUIRE ATTENTION
Factors
YES/NO EXPLANATION
Increase proportion of ELEMENTARY
learners in situation of % Disparity in transition rate
disadvantage transition to SECONDARY
next key stage % Disparity in transition rate
JHS
SHS
Improved performance ELEMENTARY Gender Parity

on gender parity index Index Completion
completion SECONDARY
Gender Parity Index
Completion JHS
SHS
Increased retention rate ELEMENTARY

for learners in situation of Retention Rate
disadvantage continue to SECONDARY
participate in basic Retention Rate
education JHS
SHS
Increase percentage of Functional Literacy

learners in situations of % of learners at with at least
disadvantage proficient level or better
(disaggregated by group) Numeracy
achieving at least proficient % of learners at with at least
level or better in terms of proficient level or better
A. Functional literacy 21st century skills
% of learners with at least
proficient level or better
B. Numeracy
C. 21st Century Skills

3. SCHOOL PERFORMANCE in QUALITY
Factors
YES/NO EXPLANATION
Increased number of • Percentage of learners who

learners who pursued proceeded to college
their chosen paths (for • Percentage of learners who
SHS) proceeded to
employment
• Percentage of learners who
proceeded to entrepreneurship •
Percentage of learners who
proceeded to middle-level skills
training
• Percentage of learners with
National Certificate (for SHS)
Improved Completion • Percentage of learners who

Rate completed Elementary
• Percentage of learners who
completed Secondary (JHS
and SHS)
Increased Cohort • Cohort Survival Rate (per key

Survival Rate for stage Grade 6, Grade 10
Grade 6 from and
99.08% to 99.22% Grade 12)
Grade 10 from 92.63% to
93.32%
Grade 12 from 83.74% to
85.83%
Improved number of Percentage of learners attaining

learners attaining nearly at least minimum level of
proficient level or better proficiency or better in
in Reading and
Listening
(Stage 1 – Kinder to G3)
Comprehension
• English
• Mother Tongue
• Numeracy
• Filipino
(Stage 2 – G4 to G6)
• English
• Numeracy
• Filipino
(Stage 3 – G7 to G10)
• English
• Filipino
Improved number of Percentage of learners at

learners attaining independent reading level.
proficient level or • Grade 4
better in Stage 2 literacy • Grade 5
standards • Grade 6
Improved number of Percentage of learners are

learners attaining numerates.
proficient level or • Grade 4
better in Stage 2 • Grade 5
numeracy standards • Grade 6

learners attaining nearly at least the minimum level of
proficient level or better proficiency or better in Stage 3
in Stage 3 literacy
literacy
• Grade 7
• Grade 8
• Grade 9
• Grade 10

learners attaining nearly at least the minimum level of
in Stage 3 numeracy
numeracy
standards
• Grade 7
• Grade 8
• Grade 9
• Grade 10

Grade 12 learners at least the minimum level of
attaining nearly

in Stage 4 core SHS core SHS areas
areas
Improved number of ALS Percentage of Alternative

learners passing the A&E Learning System (ALS) learners
test pass the A&E test
• Elementary
• Secondary
• SHS
Increased percentage Percentage of proficiency level

of proficiency level of of assessment in elementary
assessment in and
elementary and
secondary
secondary
• Elementary
• Secondary
• SHS
Improved Completion Completion Rate

Rate for Elementary from
98.54% to 98.88%
92.06% to 92.21%
81.32% to 82.22%
Improved Graduation Rate Graduation Rate

4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING
Factors
YES/NO EXPLANATION
Increased percentage of Percentage of learners
learners that are resilient affected/displaced by natural and
and know their rights and man-made hazard / disasters
have the life skills to protect retained in schools
themselves.
Percentage of learners who
reported violence committed
against them by other learners
(bullying) or adults (child abuse)
based on intake sheets of schools
Percentage of learners who are

happy and satisfied with their basic
education experience in relation to
the enjoyment of their specific rights
in school and learning centers
Percentage of learners who know

their rights TO and IN education,
and how to claim them positively
Percentage of schools and

learning centers significantly
manifesting indicators of RBE in
the learning environment
Learners Satisfaction Rating on

Rights based Education
Increased number of Percentage of schools

learners provided with significantly manifesting
rights-based education indicators of RBE
framework at all levels.
Percentage of DepEd personnel
in schools/learning centers who
know the rights of children and
learners in

relation to RBE, and are able to
infuse them in their respective
jobs/duties
Increased percentage of Percentage of learners equipped

learners protected from with capacities on what to do
natural and human-induced before, during, and after a
hazards. disaster/emergency
Percentage of learners in safe schools
Increased number of Percentage of students with

learners to have the basic improved health statistics
physical, mental, and
emotional Percentage of learners with
fortitude to cope with improved physical fitness level
various challenges in life.

5. SCHOOL PERFORMANCE in GOVERNANCE
A. DIVISION TARGETS B1. DATA NEEDED B2. CURRENTLY B3. B4. GROUPS THAT
CONTRIBUTING INHIBITING PROJECTS REQUIRE ATTENTION
FACTORS IMPLEMENT
YES/NO EXPLANATION ED
Increased proportion of SBM level of practice of the school
schools achieving higher
levels of SBM practice
(Elementary and
Secondary school
Increased proportion of OPCR rating for SY:
offices across • 2019
governance levels with • 2020
very satisfactory and • 2021
higher ratings in the
Office Performance
Commitment and Review
Increased proportion of • Learner to classroom ratio

schools achieving the • Learner to teacher ratio
• No. of available textbook per
ideal ratio on the
subject area
• classroom • Learner to chair ratio
• teachers • No. of science and math
• textbooks equipment received
• seats • No. of ICT packages / E
classroom available
• Science and Math
equipment
• ICT Package /E
classroom

Increase the proportion • No. of functional libraries

of elementary schools • Connection to electricity of the
school
with
• Internet connection available in
• functional libraries the functional library
• connection to electricity • Water and Sanitation (WatSan)
• connection to internet Facility
functional library • Water Source
• Water and Sanitation
(WatSan) Facility
• Water Source
Increased proportion of • No. of functional libraries
secondary schools with • Connection to electricity of the
school
• functional libraries
• Internet connection available in
• connection to electricity the functional library
• connection to internet • Water and Sanitation (WatSan)
functional library Facility
• Water and Sanitation • Water Source
(WatSan) Facility
• Water Source
Increase the client Data on client satisfaction rating

satisfaction rating of DepEd for school transactions
offices’
respective stakeholders
(internal & external)

Increased percentage of • Financial contributions of

the financial contribution stakeholders (3 years)
of • SEF allocation for the past 3 years
international and local
grant development
partners vis-à vis the
national education
budget (including
adopting a school,
Brigada Eskwela)
• Local
• International
• Special Education Fund
Utilization Rate
Increase the proportion No. of functional SGC in school

of schools with
functional SGC
(053) 888-3527 | leyte.ro8@deped.gov.ph Page 13 of

28
PLANNING WORKSHEET
Enclosure 2 - Planning Worksheet


Instruction: Align your input into the appropriate intermediate outcomes.
PLANNING WORKSHEET FOR ACCESS
DEPED INTERMEDIATE OUTCOMES PRIORITY GENERAL ROOT CAUSE/S TIME FRAME

IMPROVEMENT OBJECTIVE/S
SY SY SY
AREA
IO#1- All IO#1.1- All five-year-old

school-age children in school □ □ □
children, out
of-school
IO#1.2- All learners stay
youth, and
in school and □ □ □
adults have
finish key
access to
stages
relevant
basic IO#1.3- All learners
learning transition to the next key □ □ □
opportunities stage
IO#1.4- All out-of-school

children & youth □ □ □
participate in formal or
non-formal basic
education learning
opportunities

PLANNING WORKSHEET
Instruction: Align your input into the appropriate intermediate outcome.
PLANNING WORKSHEET for EQUITY
DEPED INTERMEDIATE OUTCOME PRIORITY GENERAL ROOT CAUSES TIME FRAME

IMPROVEMENT AREA OBJECTIVE/S
SY SY SY
IO#2- SIO#2.1- School-age children

Disadvanta and youth, and adults in □ □ □
ge d situation of disadvantage
school-age benefited
children
and youth,
from appropriate
equity initiatives □ □ □
and
adults
benefited
from
appropria
te equity
□ □ □
initiatives


PLANNING WORKSHEET
Instruction: Align your input into the appropriate learning stage and intermediate outcomes.
PLANNING WORKSHEET
for QUALITY
LEARNI DEPED INTERMEDIATE OUTCOMES PRIORITY GENERAL ROOT TIME FRAME
NG IMPROVEME OBJECTIVE/S CAUSE/S
STAGE NT AREA SY SY SY
K to Grade IO#3- Learners IO#3.1-Learners attain Stage 1

3 complete K (K Grade 3) learning □ □ □
to standards of fundamental
12 basic reading &
education, numeracy skills
having
Grades 4 IO#3.2- Learners attain Stage 2
to 6
successfully
attained all (Grades 4-6) learning standards in □ □ □
learning required literacy & numeracy skills
standards that apply 21st century skills to various
equip them real-life situations
with the
Grades 7 necessary IO#3.3- Learners attain Stage
to 10 skills and 3 (Grades 7-10) learning □ □ □
attributes to
standards of literacy,
pursue their
numeracy skills and apply
chosen paths.
21st century
skills to various real-life
situations
Grades 11 IO#3.4- Learners attain Stage

to 12 4 (Grades 11-12) learning □ □ □
standards equipped with
knowledge and 21st century
skills developed in chosen
core, applied and specialized
SHS
tracks
ALS IO#3.5- Learners in the

Alternative Learning System □ □ □
attain
certification as Elementary
or Junior High School
completers

PLANNING WORKSHEET
Instruction: Align your input into the appropriate intermediate outcomes.
PLANNING WORKSHEET
for RESILIENCY AND
WELL-BEING
DEPED INTERMEDIATE OUTCOMES PRIORITY GENERAL ROOT TIME FRAME
IMPROVEME OBJECTIVE/S CAUSE/S
NT AREA SY SY SY
IO#4- Learners are IO#4.1 Learners are served by a

resilient, know their department that adheres to a rights □ □ □
rights, and have based education framework at all
the life skills to levels.
protect themselves
and claim their
IO#4.2 Learners are safe and protected
education-related
rights from DepEd and can protect themselves from □ □ □
and other duty risks and impacts from natural and
bearers to human induced hazards.
promote
learners’
IO#4.3- Learners have the basic
wellbeing, while
being aware physical, mental, and emotional □ □ □
of their fortitude to cope with various
responsibilities as challenges in life and to manage
individuals and as risks.
members of
society.


PLANNING WORKSHEET
Instruction: Align your input into the appropriate enabling mechanisms.
PLANNING WORKSHEET for GOVERNANCE
DEPED ENABLING MECHANISMS PRIORITY GENERAL ROOT TIME FRAME
IMPROVEME OBJECTIVE/S CAUSE/S
NT AREA SY SY SY
EM#1- Modern, EM#1.1: All Education leaders and

efficient, and resilient managers practice □ □ □
governance and participative,
management ethical, and inclusive
processes. management processes. □ □ □
□ □ □
□ □ □
EM#1.2: All personnel are
resilient, competent, and □ □ □
continuously
improving.
□ □ □
□ □ □
□ □ □
EM#1.3: Ideal learning environment
and adequate learning resources for □ □ □
learners ensured.
□ □ □
□ □ □
□ □ □

EM#1.4: Improve and modernize

internal systems and processes for a □ □ □
responsive and efficient financial
resource management
□ □ □
□ □ □
□ □ □
EM#1.5: Strengthen active
collaboration with key □ □ □
stakeholders
□ □ □
□ □ □
□ □ □

(Annex 11 of DepEd SIP Manual DO no 44 s
2015)
Enclosure 3 – SRC Summary of Information Department of Education, Schools Division of Leyte
Period of
Reporting
1. Enrolment ● Total number of ● Optional: Mid-year Stacked bar graph by SF-1: School
learners enrolled If the school has (BoSY gender per year Register; EBEIS
o By gender special programs, data) For types of learners, a
o Last 3 years they can also Year-end pie graph can be used
present in a (EoSY data)
separate graph the Year-End data can be a
enrolment number comparison with the
of the different Mid-Year data (line on bar
types of learners by graph)
program (e.g.
SPED, ADM, ALS,
IPEd, ALIVE) of the
current year –
schools can show
the total for each
type of learner
2. Health and • Number of learners ● No. of severely Mid-year Stacked bar graph by Nutritional Status Report
nutritional status who are severely wasted or wasted Year-end gender per key stage
wasted/wasted
• By gender
• For every key stage
• (K-3, 4-6, JHS, SHS)
• Current year
3. Learners ● The count of Year-end Table per grade level that SF-3: Books Issued
materials* shortages/excess shows the number of and Returned;
learners materials per shortage/excess learners Physical Count of
grade level based on materials (by subject) Inventories
what the
students are using
during the School Year
● Only subjects
which have
shortage/excess
learners materials will
be listed per grade
level
● Current year

4. Teachers’ ● Number of Mid-year Bar graph by kind/type of Accomplishment report
professional teachers who Year-end professional development
development* attended
training/further
studies ● By
kind/type of
professional
development (e.g. ICT,
Further studies, INSET,
LAC, etc)
● Current year
5. Funding sources* ● Funding amount Mid-year Pie graph by funding source Financial reports;
and sources (MOOE, Year-end Monthly liquidation
LGU, reports
canteen, donors,
etc.) ● Current
year
6. School awards ● Top 3 awards/ Mid-year Table Accomplishment report

and recognitions* recognition from Year-end
award giving bodies
duly
recognized by DepEd
● Listing by title, award
giving body, level
(school, division,
regional,
national,
international) ●
Categorized into
student, teacher,
school head, and
school awards ●
Current year
*Data not found in the EBEIS

Performance Period of
Indicators Reporting
ACCESS
7. Number and ● Count and percentage of learners Year-end Stacked bar graph SF-4: Monthly
rate of dropouts who do not finish a particular grade by cause per year; Learner’s
by cause level. (It does not capture learners percentage can Movement and
who finish a grade level but do not be shown through Attendance; SF-2:
enrol in the next grade level the a line graph over Daily Attendance
following school year) ● Look at the the bar graph Report of Learners;
five (5) major causes of dropout in EBEIS
the school
● Last 3 years
QUALITY
8. Percentage ● Percentage of learners who Year-end Bar graph EBEIS: Enrolment

of learners completed the school year data; SF-6:
who ● Number of promoted learners Summarized Report
completed the over number of total learners x on Promotion and
School Year 100 Level of Proficiency
(Promotion Rate) ● Per grade level
● Current year
9. National ● MPS per subject ● In the absence of Year-end Bar graph by MPS Report from NETRC
Achievement ● Grade 6/10 results for NAT scores, school of each subject
Test (NAT) – complete schools can use the School
by Mean ● Grade 3/8 results for Readiness Year-End
Percentage incomplete schools Assessment (SReYA)
Score (MPS) ● Current year in Elementary OR
the
general average of
pupils in the highest
grade level offering
10. Literacy level ● Total number of learners who are ● In the absence of Mid-year Bar graphs Philippine Informal
in the frustration, instructional, and a tool to measure Year-end showing oral and Reading Inventory
independent levels for English and literacy, schools can silent (PHIL-IRI); McCall
Filipino (oral and silent reading) use PHIL-IRI results reading results Crab Reading
● Should show pre and post test or any existing tool (one for English Comprehension
results ● If PHIL-IRI is used, will to and Examination or its
cover grades 2-6 only measure literacy Filipino) equivalent
● Current year

GOVERNANCE
11. ● School level based on SBM ● Use SBM Assessment Year-end SBM Level and its SBM Assessment
School-Based Assessment corresponding
Management qualitative
Assessment interpretation
Level
12. ● Survey to be accomplished by ● Use Child-Friendly Year-end Points and status Child-Friendly
Child-Friendly the School Planning Team School School
School Survey ● Based on CFSS point system: Self-Assessment Self-Assessment
result* o 25-29 points: Child-Friendly Guide
School o 30-34 points:
Outstanding Child Friendly School
o 35 and above points: Very
Outstanding Child-Friendly
School ● Current year
13. There will be two (2) data sets: Mid-year For percentage: Attendance sheets;
Stakeholders’ 1. Percentage (number of Year-end stacked bar graph DepEd order 18:
participation* attendees over those invited) of by activity (co School Calendar
parents/guardians and other curricular, extra
stakeholders who attend during: curricular,
o Co-curricular activities meetings/
(Science month, Reading assemblies) per
month, contests, etc.) stakeholder
o Extra-curricular
activities (Boy Scouts, For total
Brigada contribution:
Eskwela, sports fests, etc.) stacked bar graph
o Meetings and Assemblies by type of
(SIP, CI, General PTA, etc.) contribution per
• Current year reporting period,
2. Total contribution (in kind, with total
man hours, etc.) of stakeholders
which are accounted
• Current year
• By reporting period (Mid
year and Year-end)

14. Learner ● Comparison of the actual ratio of Year-end Ratio per grade SF-7: School
Teacher ratio learners to teachers against the level shown as Personnel
standard: o Kinder (25:1) bar graph; Assignment List and
o Grades 1 & 2 (40:1) Standard can be Basic Profile; SF-1:
o Grades 3 to 10 (45:1) shown as line School Register; EBEIS
o SHS (40:1) graph over the
● Per grade level bar graph
● Current year
15. Learner ● Comparison of the actual ratio Year-end Ratio per grade EBEIS: Facilities
Classroom ratio of learners to classrooms against level shown as and Structures
the standard: bar graph;
o Kinder (25:1)
o Grades 1 & 2 (40:1) Standard can be
o Grades 3 to 10 (45:1) shown as line
o SHS (40:1) graph over the
● Per grade level bar graph
● Current year
16. Learner • Comparison of the actual ratio of Year-end Line graph EBEIS: Facilities
Toilet ratio learners to functional toilets and Structures
against standards (50:1)
• Total number
• By gender
• Current year
17. ● Comparison of the actual ratio of Year-end Line graph Consolidated Report
Learner-Seat learners to seats against the on Desk/Armchairs
ratio standard (1:1) for ES and SS;
● Total number EBEIS
● Current year
Note: CFS – Child-Friendly School (The Child-Friendly School Assessment was made by UNICEF. The concept for establishing a Child-Friendly School System (CFSS) in thePhilippines was introduced in 1999
and is currently being reviewed so it can be utilized/integrated in school planning, monitoring and evaluation).
SF – School Forms

Status of School Period of

Projects Reporting
18. Status of ● The progress of CI projects ● The school will Mid-year Graphs may differ
Annual ● Data sets may differ depending decide which major Year-end
Implementation on what the school wants to projects to put in the
Plan present ● Current year SRC but our
(AIP)/Continuous recommendation is
to report the top 3
Improvement (CI)
priority projects
Projects*
● Include the report
on baseline, and also
the endline when
applicable
19. Other ● Reports done by other ● The school may Mid-year Graphs may differ
stakeholders’ stakeholders on their choose the top 3 Year-end
accomplishments* initiatives/activities stakeholder
independent from the PIA/CI accomplishments/initi
projects (e.g. activities of the ati ves/activities
SGC, SPG/SSG, etc.)
● Data sets may differ
depending on the
initiatives/activities of the
stakeholders
● Current year
Annex 1 SIP Recommended Structure

SIP Recommended Structure

STRUCTURE Minimum Elements (Content)
I DepEd’s Vision, Articulation of DepEd vision, mission, and core
Mission, andCore Values valueson how these will influence the school ways of
doing
things.
II School’s Current
Situation
a. Introducingthe School Description of the school which may include but not
limited to i. size of school, ii. curriculum offering iii.
location and catchment areas, iv. environment and
socio-economic condition, v. physical environment,
vi. immediate community, and vii. linkages.
b. School Shows the following:

Performanceon Access i. enrolment trends (minimum of 4 years
historical data) including its analysis,
ii. historical data on: a) community intake rate (5
year old children located in the catchment areas) for
the elementary level, b) simple drop-out rate, c)
school leaver rate, and d. transition rates,
iii. good performing and problematic KPIs (identified

per grade or key stage) and corresponding causes
(best practices and bottlenecks -internal or external
factors),
iv. analysis of the strengths or weaknesses of past
interventions or programs/projects/activities in
relation to access and
v. Foreseeable problems if problematic KPIs are not
acted upon
c. School Performance i. Reading Proficiencies/Competencies – a) present and
on Quality describe the level of reading competencies of all
learners, b) show the group of high and low
performers, c) provide explanation of causes (internal
or external factors), iv. explain the strength or
weaknesses of past interventions or
programs/projects/activities in relation to reading v.
discuss potential problems if performance issues are
not addressed (if necessary).
ii. Learning Standards/Performance – a) present and

describe latest performance in the National
Achievement Test by Subject by group/grade, b) show
the group/grade level in high and low performance, c)
provide explanation of causes (internal or external
factors), iv. explain the strength or weaknesses of
past interventions or programs/projects/activities or
practice in relation to reading v. discuss potential
problems if performance issues are not addressed (if
necessary).
The school may also discuss the performance regional

and division tests (if available), awards and
recognition, performance in ILSAs (International
Large-Scale Assessments) (if the school has
participated)

d. School concerns on Analysis of issues on inclusion programs or

Equity and Inclusion initiatives. Specifically, this section will cover
learners in disadvantaged sectors like learners with
disabilities, working children and youth, street
children, children in conflict, indigenous people’s etc.
This section will:
i. identify and describe these learners in
disadvantaged sector.
ii. describe the challenges they are face in accessing
basic education
iii. explain the strength or weaknesses of past
interventions or programs/projects/activities or
practice in relation to reading
iv. discuss potential problems if performance issues
are not addressed (if necessary).
e. School concerns on Analysis of nutritional status of learners, incidence of

Resilience and Well-being bullying, school hazards, mental and psychosocial
condition including security and peace and order
situation
f. School concerns on May include school resources analysis on human

governance resources, school resources, and development
prospects. Basic ratios may be presented and
teacher performance, SBM practice, and
partnerships, among others. Discuss in this section
the governance issues encountered by the school for
the last 3 years.
g. Other Unique It may include very unique issues that are not
concerns captured
in the 4 pillars.
III Improvement Plan School Strategic Plan
a. Key 6-year realistic targets on access, equity, quality,

Performance Indicators resilience, well-being, and governance per item .
(targets)
b. strategies/ school Priorities that the schools must focus to address key
strategic and immediate challenges and harnessing
directions opportunities in the next six years.
c. Key These are specific actions that school will undertake

Interventions to accomplish identified strategies. These may be in a
form of nationally driven programs and projects,
locally initiated interventions to address unique
conditions,
and specific activities designed to address short
term issues. This shall be converted into output
statement.
IV Financial Plan The financial plan provides resources to the key

interventions.
a. Six Year Indicative School Strategic Plan which outlines school priorities
Financial Plan in 6-year cycle. Should include goals, outcomes,
strategies, and outputs for the next 6 years. Please
refer
to Annex for the suggested format.
b. Year 1 Annual Plan execution document using the standard template

Improvement Plan for Work and Financial Plan. This outline the one (1)
year plan of the school from January to December.
Please refer to Annex for the suggested format.
V School Monitoring and A systematic process for collection, collation, and

Evaluation and analysis of key education data and information that
Adjustments (SMEA) will allow the SGC to determine the progress of SIP
implementation based on targets. The main objective
of the SMEA is to facilitate decision making for a
more
relevant and responsive delivery of basic education
services at the school level.
a. M&E May include tools, info systems and templates
(monitoring & identified in DO 44 and other new templates may
evaluation) Strategies be
useful. The main reference will be the School Report
Card (SRC)
b. M&E Activities May include SMEA culmination, regular Program

Implementation Review (PIR). Could be monthly,
quarterly, semi-annual, and annual.
VI Risk These must include the registry of identified Risks,

Management Plan its
description and the strategic solutions to mitigate
the impact of each identified risk.

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Republic of the Philippines

Department of Education REGION VIII

DEVELOPMENT OF SCHOOL IMPROVEMENT PLAN FOR CYs 2023-2025

To: Public Schools District Supervisors/PICs/ DICs

5. Immediate and wide dissemination of this memorandum is desired.

MANUEL P. ALBAÑO PhD, CESO V

Government Center, Candahug, Palo, Leyte Page 1 of 28

Enclosure 1 – Gap Analysis Template

SCHOOL IMPROVEMENT PLANNING

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 2 of 28

Department of Education, Schools Division of Leyte GAP

1. SCHOOL PERFORMANCE in ACCESS

2. Decreased number of out Data from Child Mapping

4. Decrease School Leaver Rate School Leaver Rate

5. Decreased Drop- out Simple Drop-Out Rate

6. Improved Retention Rate Retention Rate

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 3 of 28

7. Increased Transition Rate Transition Rate

9. Increased percentage of Percentage of ALS

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 4 of 28

2. SCHOOL PERFORMANCE in EQUITY

Improved performance ELEMENTARY Gender Parity

Increased retention rate ELEMENTARY

Increase percentage of Functional Literacy

C. 21st Century Skills

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 5 of 28

3. SCHOOL PERFORMANCE in QUALITY

Increased number of • Percentage of learners who

Improved Completion • Percentage of learners who

Increased Cohort • Cohort Survival Rate (per key

Improved number of Percentage of learners attaining

Improved number of Percentage of learners at

Improved number of Percentage of learners are

Improved number of Percentage of learners attaining

Improved number of Percentage of learners attaining

Improved number of Percentage of learners attaining

proficient level or better proficiency or better in Stage 4

Improved number of ALS Percentage of Alternative

Increased percentage Percentage of proficiency level

Improved Completion Completion Rate

Improved Graduation Rate Graduation Rate

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 8 of 28

4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING

Percentage of learners who are

Percentage of learners who know

Percentage of schools and

Learners Satisfaction Rating on

Increased number of Percentage of schools

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 9 of 28

Increased percentage of Percentage of learners equipped

Percentage of learners in safe schools

Increased number of Percentage of students with

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 10 of 28

5. SCHOOL PERFORMANCE in GOVERNANCE

Increased proportion of • Learner to classroom ratio

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 11 of 28

Increase the proportion • No. of functional libraries

Increase the client Data on client satisfaction rating

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 12 of 28

Increased percentage of • Financial contributions of

Increase the proportion No. of functional SGC in school

(053) 888-3527 | leyte.ro8@deped.gov.ph Page 13 of