School Improvement Plan

Guides and Notes in Crafting the SIP

2
3
School Improvement Plan (SIP)

● SIP provides the roadmap that lays down specific

intervention that a school, with the help of
community and other stakeholders, will undertake
within the period of six consecutive years.
School Improvement Plan (SIP)

● The SIPs must be able to articulate the school’s

strategies on making the teaching and learning
process more effective and inclusive and
strengthening the learning environment to uphold
the rights of children and learners.
Identifying the
Anchor of SIP
DepEd Order No. 24, s. 2022
 BEDP
Results Framework
All Filipinos are able to realize their full potential and contribute
GOAL meaningfully in building a cohesive nation

SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and
OUTCOME moral preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
INTERMEDIATE
OUTCOMES

1. 3. 4. RESILIENCY &
ACCESS 2. EQUITY
QUALITY WELL-BEING
All school-age children, Disadvantaged school-age Learners complete K-12 basic Learners are resilient and know their rights
out-of-school youth, and children and youth, and education having attained all learning and have the life skills to protect themselves
adults accessed relevant adults benefited from standards that equip them with the and claim their education-related rights from
basic learning appropriate equity initiatives necessary skills and attributes to DepEd and other duty-bearers to promote
opportunities pursue their chosen paths learners’ well-being.

ENABLING MECHANISMS -
GOVERNANCE
Efficient, agile and resilient governance and management processes
 BEDP Results
1. ACCESS Framework

All school-age children, out-of-school youth, and adults accessed

relevant basic learning opportunities

• Strategy #1: Improve access to universal kindergarten education

• Strategy #2: Improve learners’ access to quality and learner friendly
environment
• Strategy #3: Improve capacity to retain learners in schools
• Strategy #4: Improve strategies to ensure learners’ continuity to
next stage
• Strategy #5: Strengthen mechanisms for providing access to
relevant basic opportunities for OSC, OSY and OS
 BEDP Results
2. EQUITY Framework

Disadvantaged school-age children and youth, and adults benefited from

appropriate equity initiatives

• Strategy #1 : Improve program management and service delivery

• Strategy #2 : Provide an inclusive, effective, culturally responsive, gender-
sensitive, and safe learning environment to respond to the situations of
disadvantage
• Strategy #3 : Improve gender-sensitive contextualized curriculum and
learning delivery
• Strategy #4 : Enhance DepEd platforms for learning resources
• Strategy #5 :Promote partnerships to benefit education for learners in
situations of disadvantage
 BEDP Results
3. QUALITY Framework

Learners complete K-12 basic ed having attained all learning standards

that equip them with the necessary skills and attributes to pursue their
chosen paths

Strategy #1 :Align curriculum and instruction methods in all subjects

Strategy #2: Strengthen competence of teachers and instructional leaders on
curriculum, instruction, and assessment
Strategy #3: Assess learning outcomes at each key stage transition and for
learners in situation of disadvantage
Strategy #4: Align resource provision with key stage learning standards
Strategy #5: Strengthen consultations on curriculum, instruction, and
assessment
 BEDP Results
4. RESILIENCY Framework

Learners are resilient and know their rights, and have the life skills
to protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being.
• Strategy #1: Integrate children’s and learners’ rights in the design of all DepEd policies,
plans, programs, projects, processes and systems
• Strategy #2: Ensure that learners know their rights and have the life skills to claim their
education-related rights from DepEd and other duty-bearers to promote learners’ well-being,
while also being aware of their responsibilities as individuals and as members of society
• Strategy #3: Protect learners and personnel from death, injury, and harm brought by natural
and human-induced hazards
• Strategy #4: Ensure learning continuity in the aftermath of a disaster or emergency
• Strategy #5: Protect education investments from the impacts of natural and human-induced
hazards
• Strategy #6: Provide learners with basic health and nutrition services
• Strategy #7: Nurture and protect learners' mental and psychosocial health
• Strategy #8: Promote learners' physical and socio-emotional skills development
 BEDP Results
5. GOVERNANCE Framework

Efficient, nimble and resilient governance and management

processes

• Strategy #1: 1. Ensure all education leaders and managers practice

participative, ethical, and inclusive management processes
• Strategy #2: All personnel are resilient, competent, and continuously
improving
• Strategy #3: Ideal learning environment and adequate learning resources for
learners ensured
• Strategy #4: Improve and modernize internal systems and processes for a
responsive and efficient financial resource management
• Strategy #5: Strengthen active collaboration with key stakeholders
• Strategy #6: Strengthen the public-private complementarity
Implementation Arrangements
 Mainstreaming BEDP Strategies: Plan alignment

International Aims to “ensure inclusive and equitable quality education and promote
Global Education
Agenda SDG 4 lifelong learning opportunities for all.”

2030

National Long-term plan aligned with the SDG 2030, designed to address the immediate
Overall Directions,
impacts of COVID-19, address the remaining access gaps, confront issues on
National Strategies & BEDP 2030 quality and anticipate what futures might bring. BEDP will synchronize plans at all
Standards 2022-2030 governance levels
Development
Region Six-year education development plan developed at the Regional level which contains
strategies on how priority directions, policies, programs, quality assurance measures
Execution of
standards, policies REDP and equity-driven systems will be implemented in their respective regions, considering
2022-2028 the unique learning situation of learners
and Systems

Execution of Programs, Division Six-year plan developed at the Division level which contains strategies on how
assistance to schools and learning centers will be implemented. As an example, one of
Activities and Projects
and demand driven TA DEDP the crucial mandates of the SDOs is to manage effective and efficient use of all
resources, including human resources
to schools and CLCs 2022-2028

Curriculum School/CLC Provides 3-year roadmap that lays down specific interventions that a school, with the
help of community and other stakeholders, which the school will undertake within the
Implementation;
Teaching and SIP period of three (3) consecutive years. At the school level, the SIPs must be able to
articulate the school’s strategies on making the teaching and learning process more
2022-2025
learning 2025-2028 effective and inclusive
Alignment of Roles and Responsibilities of Governance levels

Shall primarily focus on formulation and enforcement of national policies, plans, education
standards, assessment of learning outcomes, conducting studies and research, program
CENTR development, human resource management, Monitoring and Evaluation; alignment and
synchronicity of policy, programs, standards, and partnership building.
AL
Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies
and research, human resource management, development of education projects that will
REGION resolve unique education issues in the region, quality assurance, ensure synchronicity of
programs, projects, and activity implementation and building partnership.

Shall focus on efficient policy and plan implementation, equitable and efficient deployment
SCHOOL and utilization of resources, human resource management, progress monitoring, providing
DIVISION targeted technical support to schools and learning centers, ensure synchronicity of activities
and building partnership.

DISTRICT Shall focus on Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers and curriculum and instructional supervision.

SCHOOL/ Shall focus on school plan and curriculum implementation, creation of ideal learning
CLCS environment, resource management, teacher professional development, improvement of
instruction, classroom assessment and building local partnership.
Phases of Implementation
PHASE 1 Response to the immediate impacts of the pandemic on learning and
2022-2025 participation and address issues on quality of basic education

Post COVID-19 Recovery and Transition – Accelerate the co-creation of an integrated

Addressing and mitigating the impacts of sudden concept of learning spaces for the future;
shift in delivery modalities, bridging the learning
gaps and introduce innovations.

Focus on Quality: Formulation of enabling policies, standards,

1) Strengthen programs on reading, numeracy, socio-
emotional learning, and 21st century skills,
2) Sharpen skillsets of teachers in contextualization
to address the concerns of diverse learners and
3) Strengthen instructional leadership and
supervision to improve teaching quality;
processes and systems;
Capacity development on policy development and
implementation, strategic planning, education
futures, M&E research and technical assistance;

Strengthen DepEd’s capability on assessment Partnership Building with community-based

with focus on classroom level assessment; partners, the private sector and cross sector
government services for children;
Improve Access for groups in situations of Mid-term review and analysis of phase 1 results
disadvantage; to inform refinements in BEDP strategies.
Operationalizing the BEDP: SCHOOLS AND
CLCs
● School Planning Team shall use BEDP and Division priorities
as the anchor in developing their respective School
Improvement Plan which shall focus on curriculum delivery.
● School Plan shall focus on improving learning outcomes,
addressing classroom and school level issues and
promoting safe school.
Operationalizing the BEDP: SCHOOLS AND
CLCs
● School outputs shall be mainly implementation of
curriculum, and activities in improving learner’s academic
performance and resilience.
● Producing the outputs may be funded using program funds
under school MOOE and other sources from development
partners, LGUs and other education stakeholders.
Preparing for 2023
Division Workshop
on School
Improvement
Planning
 SIP Workshop

• The key school heads/members of the District SIP Core

Team will attend the workshop on October 24, 2023
where they will finalize their SIP and AIP for FY 2023-
4th Quarter.
• The orientation on SIP finalization to be facilitated by
the PSDSs and members of the District SIP Core Team
shall be conducted prior to the Division SIP Workshop
scheduled on the 2nd week of November.
 SIP Workshop
● Each district will have two days to finalize the SIP and 2023 AIP –
fourth quarter within November 6-10, 2023 to be facilitated by
the Division SIP facilitators and District SIP Core Team.
● On Day 1, the Division SIP facilitators will manage the workshop
to be conducted per cluster. On the 2nd day the District SIP Core
team will facilitate the activity which is to be conducted per
district.
● The submission of the Finalized SIP will be on December 1,
2023 through the District SIP Core Team in coordination with
the assigned Division SIP TWG member to the district.
 School Improvement Plan Outline

1_Writing the School Improvement Plan.pdf

School Improvement Plan Outline
School Improvement Plan Outline
 DepEd VMV Chapter I
This chapter presents the documentation of matters that
transpired during the Vision Sharing activity. These
include the School Planning Team’s (SPT’s) aspirations
for the school and learners, their understanding of
DepEd VMV and Core Values as well as their
commitments based on these understanding.

It articulates DepEd Vision, mission, and core values on

how these will influence the school ways of doing things.
 Workshop 1 (School’s Context)

Self-assess your SIP whether it is context specific by answering the following

questions with Yes, No, or Needs Improvement:
• Does the SIP describe the Basic Education Situational Analysis?
• Does the SIP describe the school’s physical environment, immediate
community, and linkages as well as the environment and sector
surrounding the school?
• Does the SIP describe the LGUs’ vision and development goals and future
plans in the locality that may influence or affect the school’s provision of
basic education services?
• Does the SIP describe the industries in the locality that may influence or
affect the school’s provision of basic education services?
• Does the SIP describe the threat to learners, DepEd personnel, and school
properties?
• Does the SIP describe the efforts of other public agencies and major
stakeholders on basic education?
Tool to Use: SIP Appraisal Tool
 Workshop 2 (School Performance)

Self-assess your SIP whether it is evidence based by answering the

following questions with Yes, No, or Needs Improvement:
• Does the SIP identify the main underlying causes for its key challenges and issues in
ACCESS?
• Does the SIP identify the main underlying causes for its key challenges and issues in
EQUITY?
• Does the SIP identify the main underlying causes for its key challenges and issues in
READING?
• Does the SIP identify the main underlying causes for its key challenges and issues in
LEARNING?
• Does the SIP identify the main underlying causes for its key challenges and issues in
DISASTER RISK REDUCTION AND MANAGEMENT?
• Does the SIP identify the main underlying causes for its key challenges and issues in
LEARNERS’ WELL-BEING?
• Does the SIP identify the main underlying causes for its key challenges and issues in
GOVERNANCE?
Tool to Use: SIP Appraisal Tool
 Key Issues and Challenges Chapter II

Summary of identified gaps, issues, and challenges (based on

the situational and SWOT analysis) on:
a. Access
b. Quality
c. Equity and Inclusion
d. Resiliency and Well-being
e. Governance
 Workshop 3 (Key Issues and Challenges)

Enumerate the key issues and challenges per pillar you have identified
through the situational analysis.
Access:
• Presence of school leavers at 3.20%
• Key Issue N
Equity and Inclusion:
• Key Issue 1
• Key Issue N
Quality:
• Key Issue 1
• Key Issue N
Resiliency and Well-being:
• Key Issue 1
• Key Issue N
Governance:
• Key Issue 1
• Key Issue N
Key Performance Indicators Chapter III
 Workshop 4 (Key Performance Indicators)

Accomplish the table on the Key Performance Indicators.

• The identified KPIs are minimum target indicators.
• The data on and the discussion of these KPIs shall be
found in the situational analysis.
• Baseline data are those during the SY 2022-2023. Pretest
for SY 2023-2024 RLAs can be used for the baseline data
for Grades 4-12 literacy levels.
• Targets are incremental – 75.42%; 79.50%; 82.23%.
• Those rows not applicable to specific education level shall
be deleted.
 Workshop 5 (SIP being Demand Driven)
Self-assess your SIP whether it is evidence based by answering the
following questions with Yes, No, or Needs Improvement:
• Are the underlying causes of the challenges and issues on ACCESS (described in
the situation analysis) addressed in the SIP?
• Are the underlying causes of the challenges and issues on EQUITY (described in
the situation analysis) addressed in the SIP?
• Are the underlying causes of the challenges and issues on READING (described in
the situation analysis) addressed in the SIP?
• Are the underlying causes of the challenges and issues on LEARNING (described
in the situation analysis) addressed in the SIP?
• Are the underlying causes of the challenges and issues on DISASTER RISK
REDUCTION AND MANAGEMENT (described in the situation analysis) addressed
in the SIP?
• Are the underlying causes of the challenges and issues on GOVERNANCE
(described in the situation analysis) addressed in the SIP?

Tool to Use: SIP Appraisal Tool

 Priority Improvement Areas
and Key Interventions Chapter III

• PIA - Priorities that the schools must focus on to address challenges and harness
opportunities. PIAs shall be per key stage, Grades 1-3; Grades 4-6, esp. along
pillar Quality.
• PIAs should be quantified. E.g. ONLY 35% of how many Grades 1 to 3 learners
are grade level ready.
• Root Cause
• Agreement: The root cause should be measurable (avoid using lack of, absence
of, insufficient, no, etc.), based on actual data
Example: Only 3 out of 27 learners were given follow-up activities at home
 Priority Improvement Areas
and Key Interventions Chapter III

• PIA - Priorities that the schools must focus on to address challenges and harness
opportunities. PIAs shall be per key stage, Grades 1-3; Grades 4-6, esp. along
pillar Quality.
• PIAs should be quantified. E.g. ONLY 35% of how many Grades 1 to 3 learners
are grade level ready.
• Root Cause
• Agreement: The root cause should be measurable (avoid using lack of, absence
of, insufficient, no, etc.), based on actual data
Example: Only 3 out of 27 learners were given follow-up activities at home
 Priority Improvement Areas
and Key Interventions Chapter III

Key Interventions - These may be in the form of nationally

driven programs and projects, locally initiated interventions
to address unique conditions and specific activities designed
to address short-term issues.
• The title of the project and a short description shall be
be included.
 Workshop 6 (Priority Improvement Areas
and Key Interventions)

Accomplish the table on the Key Interventions

 Six-year Indicative Plan Chapter III
School’s strategic directions may be included here.
Sample Strategic Direction – SDO Masbate’s Strategic Direction
Six-year Indicative Plan Chapter III
 Six-year Indicative Plan Chapter III
School Strategic Plan outlines school priorities per pillar. It
should include goals, outcomes, strategies, and output.
 Six-year Indicative Plan Chapter III
Objectives
• Targets in the objectives shall be expressed in percentage
except for those that are not applicable.
• The targets shall be incremental.
• The general objectives shall impact learning.
• Parallelism of the general objectives shall be observed.
• All objectives must be stated properly.
e.g.
• Increased the percentage of Grades 1 to 3 Grade-level
ready learners from 23% to 100% at the end of SY
2027-2028. (shall be based on the PIA)
 Six-year Indicative Plan Chapter III
Expected End Outputs
• The end output for the next five years

Performance Indicator
• A tool that provides the status or condition of something
in particular; Must be quantifiable and appropriate to
track progress of the activity / output; In order to track
progress, qualifiers (adjectives) are being added as a
semantic to describe the output’s status or condition.
• number of trained teachers
• number of capacitated implementers
• percentage of grade-ready learners
 Six-year Indicative Plan Chapter III
School Strategic Plan outlines school priorities per pillar. It
should include goals, outcomes, strategies, and output.
 Six-year Indicative Plan Chapter III
Baseline - Refers to the level of performance based on
previous year data (2022).

Programmed (Current) Refers to the programmed targets

for implementation in the current year

Financial Targets - Refers to the financial requirements

needed to achieve the physical targets
 Workshop 7 (Six-year Indicative Plan)

Accomplish the Six-year Indicative Plan.

 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

• Project Objective – This objective is lifted from the objective in the six-year
indicative plan, changing the target and the timeline.
• Objective in the 6-year indicative plan:
• Increased the percentage of Grades 1 to 3 Grade-level ready learners from
23% to 100% at the end of SY 2027-2028

• Objective in the Annual Implementation Plan:

• Increased the percentage of Grades 1 to 3 Grade-level ready learners from
23% to 50% at the end of SY 2023-2024.
(The target is based on the Year 1 target in the 6-year indicative plan.)
 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

Output for the Year - An output is an object produced as a result of

activities completed. It must be quantifiable, tangible, and a product of
conducted activities.
• learners provided with literacy intervention
• compendium developed
• teachers capacitated School outputs shall be mainly implementation
of curriculum, and activities in improving
learner’s academic performance and resilience.
 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

Activity: A task or set of tasks executed to produce a deliverable,

given the needed inputs
• vocabulary drills
• consultation meeting
• validation workshop
 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

Performance Indicator
• A tool that provides the status or condition of something in particular;
Must be quantifiable and appropriate to track progress of the
activity / output; In order to track progress, qualifiers (adjectives) are
being added as a semantic to describe the output’s status or condition.

• number of conducted vocabulary drills

• number of procured Smart TV sets
• number of printed picture words
Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III
Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III
 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III
General Reminders:
• Every program/project must have a relevant output/s
defined.
• Every output has a corresponding output indicator that is
quantifiable and appropriate to track progress in achieving
expected outputs of the program/project.
• Every output should have activity/ies that are relevant,
necessary, and complete to facilitate the achievement of
expected output.
• Every activity has a corresponding activity indicator. This
must be quantifiable and appropriate to track progress in
accomplishing activities of the program/project.
Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

2023 Accomplishment – Fill up, if there are corresponding

accomplishment from January to September based on the
indicator

2023 Target – Physical targets from October to December based

on the indicator
• number of conducted vocabulary drills - 10
 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

• Persons Responsible – Those who are in charge of implementing the project

• Schedule – specific months to implement
• Budget Source – could be MOOE, SEF, Donation. If there are different
budget sources, add a corresponding row/s.
• Target - The Physical target (activities) to be conducted for a specific month.
It shall be equivalent to the set targets for the year.
• Amount – Budget allotted to the activities for a specific month.
• e.g. 4 activities with P500 budget per activity = P2000.00
 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III

Administrative Support – Intended for expected/regular expenses.

 Annual Implementation Plan
(FY 2023- Fourth Quarter) Chapter III
• First three years - literacy and numeracy among the main
priorities
• There will be a separate AIP for Elem, JHS, and SHS.
• The total budget per project shall be included.
Workshop 8 (FY 2023 - Annual Implementation Plan - Fourth
Quarter)

Accomplish the Annual Implementation Plan.

Note: The implementation plan and M&E per project plan shall
be accomplished.
Note on Monitoring and Evaluation Chapter IV

Does the SIP describe the implementation

and control mechanism for managing
results?
School Program Implementation Review and
Performance Assessment (SPIRPA) Chapter IV
A systematic process for collection, collation, and analysis of
key education data and information that will allow the SGC
to determine the progress of SIP implementation based on
targets. The main objective of the SPIRPA is to facilitate
decision-making for a more relevant and responsive delivery
of basic education services at the school level.
• Monitoring and Evaluation Strategies
• Monitoring and Evaluation Activities
School Program Implementation Review and
Performance Assessment (SPIRPA) Chapter IV
Monitoring and Evaluation Strategies

• KPI – Lifted from the Six-year Indicative Plan

• Baseline - Lifted from the Six-year Indicative Plan
• Phase 1 Target – The target for the next three years
• Phase 2 Target – The target for 2026-2028
• MOV – tool or any document which can measure the KPI
• Frequency of Data Collection – can be quarterly, semestral, annually, etc.
• Responsible Body - the one responsible to collect data
School Program Implementation Review and
Performance Assessment (SPIRPA) Chapter IV
Monitoring and Evaluation Strategies

M&E Strategies from BEDP

• Annual Implementation Review (AIR)
• Mid-Term Review (MTR)
• Outcome Evaluation (OE
• Quarterly Program Implementation Review (QPR)
School Program Implementation Review and
Performance Assessment (SPIRPA) Chapter IV
Monitoring and Evaluation Activities

Monitoring and Evaluation Strategies. These may include SPIRPA

culmination, regular Program Implementation Review (PIR). It may be
conducted monthly, quarterly, semi-annual, and annual. These are stated in
the last column of the previous table.
Scope. The coverage of the strategy as well as the different monitoring and
evaluation activities.
Workshop 9 - School Program Implementation Review and
Performance Assessment (SPIRPA)

Accomplish the M&E Plan.

Note on Risk Management
Chapter V

Does the SIP include how the school will

manage and mitigate the implementation
risks?
 Risk Management Chapter V
These must include the registry of identified Risks, its
description and the strategic solutions to mitigate the
impact of each identified risk.
Risk Management Chapter V
Risk Management Chapter V
 Risk Management
Chapter V
Types of Risks
• Institutional Risks – potential risks that may affect the organization in
achieving its objectives.
• Operational Risks – potential risks caused by flawed or failed
processes, policies, systems, or events that disrupt the organization’s
operations.
• Financial Risks – risks connected to failures in meeting the financial
requirements for the organization’s programs and projects, as well as
risks in under-utilized education investments.
• Capacity Risks – risks that may hinder the capacity of the
organization’s units and personnel to perform duties in achieving shared
goals.
• Environmental risks – risks posed by environmental hazards, either
natural or man-made.
Risk Management
Chapter V
Risk Management
Chapter V
 Workshop 10 - (Risk Management)

Accomplish the Risk Management Plan.

Let us all SAIL together for Masbatenyo learners!

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