Professional Documents
Culture Documents
SIP 2023-2028 TEMPLATE
SIP 2023-2028 TEMPLATE
SIP 2023-2028 TEMPLATE
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2022-2028
https://documents-downloader.pages.dev/document 1/39
6/21/24, 2:08 PM Documents Downloader
MESSAGE (OPTIONAL)
We take pride in upholding the mission of the Department “To protect and
promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education.”
The teaching and non-teaching staff of STCS are always motivated to keep
open channels of communication with the stakeholders we serve.
Thank you.
ii
https://documents-downloader.pages.dev/document 2/39
6/21/24, 2:08 PM Documents Downloader
TABLE OF CONTENTS
iii
https://documents-downloader.pages.dev/document 3/39
6/21/24, 2:08 PM Documents Downloader
Appendices Page x
iv
https://documents-downloader.pages.dev/document 4/39
6/21/24, 2:08 PM Documents Downloader
LIST OF ACRONYMS
https://documents-downloader.pages.dev/document 5/39
6/21/24, 2:08 PM Documents Downloader
Table 1. x x x x x x x x x Page x
Table 2. x x x x x x x x x Page x
Table 3. x x x x x x x x x Page x
Table 4. x x x x x x x x x Page x
Illustration 1. x x x x x x x x x Page x
Illustration 2. x x x x x x x x x Page x
Illustration 3. x x x x x x x x x Page x
Illustration 4. x x x x x x x x x Page x
vi
https://documents-downloader.pages.dev/document 6/39
6/21/24, 2:08 PM Documents Downloader
CHAPTER 1
Department of Education Mission, Vision, and Core Values C
Statement H
A
Santo Tomas Central School is a learner-centered and child-friendly
government institution aligned to the Department of Education’s Mission P
and Vision. The vision sharing helped the SPT internalized the VMGO. In the
next six years, we aspire to provide a haven for holistic development to the
T
learners by providing them caring and nurturing environment that will E
enable them, empower the and encourage them to achieve their highest
potential. The school’s knowledge integrated with good values in different
R
academic subjects and skills in the performance task in technology, music,
and sports. The school administration aims to provide the best support it
can give to propel a 21 st century teaching and learning outcome.
1
The Department of Education’s vision, mission and core values has been the
backbone of Santo Tomas Central School to define its overall direction, focus
and purpose to attain the same goal in mind- that is to produce learners
who are skilled with right values and competencies ready to face the day-to-
day ups and downs of life.
. The school believe that to clearly see the meaning of the VMGOthis should
not be a one-man show. Instead it should be collaboratively shared and
internalized by the school community members have an opportunity to
define the school's overall direction.
If the vision is shared, it ensures that all school community members have
an opportunity to define the school's overall direction.
https://documents-downloader.pages.dev/document 7/39
6/21/24, 2:08 PM Documents Downloader
Activities can engage your SPT more and can help foster camaraderie. We
encourage you to think of activities for this step aside from what is listed in
this guidebook. We are sure that the SPT will appreciate that you have
planned for activities rather than just having a discussion with them. Feel
free to include some teambuilding activities on top of vision sharing
activities if that will help strengthen your working relationship with your
SPT. Orientation
1. SPT members should be informed about the following:
● Mandate of DepEd on the SIP
● SIP key features and principles
● SIP development and implementation cycle and phases
With these, discuss why the SIP and AIP are important for the school and
the learners.
2. Discuss and agree on the roles and responsibilities of the SPT chair and
members
● During this part of the orientation, ask a member of the SPT to
facilitate the brainstorming of roles and responsibilities of each member.
● Give everyone a chance to share their ideas.
● Have the facilitator synthesize the ideas and let the SPT comment on or
approve what has been discussed.
Vision sharing Help the SPT internalize the DepEd Vision-Mission and Core
Values. They should also be informed of the Division goals and, if available,
the school’s strategic goals. You can turn this into a reflective activity for
your SPT if it will help you draw out their insights more.
● Lift the first paragraph of the DepEd Vision and ask, “What does this
mean for us? What are our own dreams for the children of our school?
How do our dreams relate to DepEd’s Vision?”
We dream to have learners who are holistically developed and ready for
life.
● Read the second paragraph of the DepEd Vision and ask, “What does
being ‘learner-centered’ and ‘continuously improving’ mean for us?”
● Do the same for the DepEd Mission. At the end of the discussion ask,
“How can we contribute to this? What is the role of each one?”
https://documents-downloader.pages.dev/document 8/39
6/21/24, 2:08 PM Documents Downloader
● For the DepEd Core Values ask, “What values do we possess that
support the core values? How should we be (what should our thoughts
and actions be) so we can demonstrate these core values? How will these
values help us fulfill the vision and mission?”
https://documents-downloader.pages.dev/document 9/39
6/21/24, 2:08 PM Documents Downloader
Preparatory Activities
PHASE I: ASSESS
PHASE 2: PLAN
https://documents-downloader.pages.dev/document 10/39
6/21/24, 2:08 PM Documents Downloader
PHASE 3: ACT
https://documents-downloader.pages.dev/document 11/39
6/21/24, 2:08 PM Documents Downloader
CHAPTER 2
School’s Current Situation C
H
This chapter presents a brief discussion on the school and community data
that were gathered, organized, and assessed using the templates provided in A
the ESIP Guidebook. The school must ensure that these data are accurate P
and updated to be able to capture the school’s current needs. In the
discussion, emphasize the connection of these data with the school’s current T
situation. E
R
A. Introducing the School
(Narrative) Description of the school which may include but not limited to
i. size of the school 2
ii. Curriculum offerings
iii. Location and catchment areas
iv. Environment and socio economic condition
v. physical environment
vi. Immediate community
vii. Linkages.
The school is more than eight-decade old institution now. It has been
delivering quality education since 1935. There have been a number of
professional in different fields.
The school community if known for being hospitable. Their warm greetings
are always manifested with a genuine smile and a cup of coffee served to
visitors. Most importantly, the parents, other stakeholders, barangay
officials led by the Local Government unit have been very supportive in all
the programs and activities initiated by the school.
https://documents-downloader.pages.dev/document 12/39
6/21/24, 2:08 PM Documents Downloader
580
560
540
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2
The data shows that enrolment of Santo Tomas Central School for the past
six (6) six is in down trend. This trend is attributed from the creation of
complete elementary schools from nearby barangays namely: San Roque,
San Rafael Abajo and San Rafael Alto.
ii. Historical thread of the following KPIs (you may use table or
graphs/pictographs with description) (starting with 2016-2017
to SY 2021-2022)
a. Community intake rate (5 year old children located in the
catchment areas for elementary)
https://documents-downloader.pages.dev/document 13/39
6/21/24, 2:08 PM Documents Downloader
Drop-Out
1
0.9 0.86
0.8
0.7
0.58
0.6
0.5
0.4 0.33
0.3
0.2
0.1 0 0 0
0
It can be gleaned in the chart that the simple drop out rate has trend
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2
downward, despite the slight increase last 2021-2022 school year. One
reason seen on this slight increase is the COVID-19 pandemic.
School Leaver
10
8.78
9
8
7
6
5
4
3.17
3
2 0.85 0.72
1 0.48
1.36
0
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2
d. Transition rates
8
https://documents-downloader.pages.dev/document 14/39
6/21/24, 2:08 PM Documents Downloader
Transion Rate
102 100 100
99.67
100 98.28 98.45
98
96
94
92
90
88 88.74
86
84
82
2 0 1 6 -2 0 1 7 2 0 1 7 -2 0 1 8 2 0 1 8 -2 0 1 9 2 0 1 9 -2 0 2 0 2 0 2 0 -2 0 2 1 2 0 2 1 -2 0 2 2
As shown in the
https://documents-downloader.pages.dev/document 15/39
6/21/24, 2:08 PM Documents Downloader
School may also discuss the performance regional and division test (if
available, awards and recognitions, performance in ILSA’s
(international large scale assessments) (if the school has participated).
In this Section, present the List of Key and Immediate Challenges (KICs)
as a result of the 5-point scale ranking provided in the ESIP Guidebook
(page 13).
In the Planning Worksheet, align the PIAs in column 3with the appropriate
learning stages and intermediate outcomes in column 2, e.g. KIC is “low
English literacy” (column 3) must be aligned with IO5 “learners attain
learning standards” (column 2).
10
https://documents-downloader.pages.dev/document 16/39
6/21/24, 2:08 PM Documents Downloader
Challen
ges
(below
NCE
are
samples
ONLY)
High
Drop-out
Rate
Low MPS
in NAT
Low
Literacy
Rate
Low
Stakehold
ers
Parcipa
on
Provision
of
School’s
ID System
Provision
and
Maintena
nce of
Electrical,
Water &
Washing
Facilies
and
Drainage
System
Provision
and
Maintena
nce of
school
buildings
and other
learning
facilies
&
equipmen
t
Provisions
of
Equipmen
11
https://documents-downloader.pages.dev/document 17/39
6/21/24, 2:08 PM Documents Downloader
t and
facilies
for C
disaster
risk H
reducon
s
A
Pung-
P
up T
addional
structures E
R
General Objectives 2
In the Planning Worksheet, write the corresponding General Objectives in
column 4 for the identified PIAs. Ensure that these objectives are SMART
and responsive to the PIAs.
There are processes involved prior to the conduct of the actual Root Cause
Analysis (RCA), like the conduct of FGDs and interviews with learners and
other stakeholders, and analysis of specific school process involved in the
assigned PIA to identify storm clouds and area of focus. These are not
required to be included in this Section, but shall be part of the Annexes of
the SIP.
12
https://documents-downloader.pages.dev/document 18/39
6/21/24, 2:08 PM Documents Downloader
IO3.1 - Learners
attained Stage 1
learning standards of
fundamental reading
and numeracy skills
IO3.2 - Learners
attain Stage 2
(Grade 6) learning
standards of literacy
& numeracy skills
and apply 21st
century skills to
various situations
IO3.3 -Learners
attain Stage 3
(Grades 7-10)
learning standards of
literacy & numeracy
skills and apply 21st
century skills to
various situations
IO3.4 - Learners
attain Stage 4
(Grades 11-12)
learning standards
equipped with
knowledge and 21st
century
competencies
developed in their
chosen core, applied
and specialized SHS
tracks
13
https://documents-downloader.pages.dev/document 19/39
6/21/24, 2:08 PM Documents Downloader
IO 3.5 - Learners in
the Alternative
Learning System
attain certification as
Elementary or Junior
High School
completers
Enabling Mechanism
#1. Education
leaders and
managers practice
participative and
inclusive
management
processes
Enabling Mechanism
#2. Strategic human
resource
management
enhanced for
continuing
professional
14
https://documents-downloader.pages.dev/document 20/39
6/21/24, 2:08 PM Documents Downloader
development and
opportunities
Enabling Mechanism
#3. Investments in
basic education
provide learners with
the ideal learning
environment
Enabling Mechanism
#4. Improve and
modernize internal
systems and
processes for a
responsive and
efficient financial
resource
management
Enabling Mechanism
#5. Key stakeholders
actively collaborate
to serve learners
better
Enabling Mechanism
#6. Public and
private education
operate under a
dynamic and
responsive
complementarity
framework
15
https://documents-downloader.pages.dev/document 21/39
6/21/24, 2:08 PM Documents Downloader
Planning Worksheet
To enlighten the readers who were not involved in the SIP preparation, write
three to four sentences describing the contents of the fully accomplished
Planning Worksheet.
PLANNING WORKSHEET
Key and TIME FRAME
Intermedi
Immedi SY SY
ate GENERAL SY SY SY SY
ate Strategy Root Cause 26 27
Outcomes OBJECTIVES 22-23-24- 25-
Challen - -
alignment 23 24 25 26
ges 27 28
High All Improve To reduce Financial crisis, / / / / / /
Drop- school- capacity drop-out transfer of
out age to retain rate from 5% residence,
rate children, learners to 0% by distance, health,
youth in schools 2028 poverty & child
and labor
adults
accessed
relevant
basic
learning
opportun
ies (P1-
IO1-S3)
16
https://documents-downloader.pages.dev/document 22/39
6/21/24, 2:08 PM Documents Downloader
CHAPTER 3
Improvement Plan C
H
A. Key performance indicators
A
6-year realistic targets on access, equity, quality, resilience, well-being, and government P
T
PERFORMANCE TARGETS E
R
Pillar 1: Access
Physical Target
3
Means of
Results Statement / Baseline (SY
Y1 Y2 Y3 Y4 Y5 Y6 Verification Responsible Body
Key Performance Indicator 2019- 2020)
(2023) (2024) (2025) (2026) (2027) (2028) Frequency of Data
Intermediate Outcome (IO) #1: All school-age children, out-of-school youth, and adults accessed relevant
basic learning opportunities
Planning and
Net Enrollment Rate (NET) 95.13 97.57% 100% Research
Section
(School) 94% 97 100 School-based
2. Incidence of OOSC & OSY
Planning and
ELEMENTARY Out-of-school rate 2% Research
Section
Planning and
JUNIOR HIGH SCHOOL Out-of-
4% Research
school rate
Section
SENIOR HIGH SCHOOL Out-of- 6% Planning and
17
Research
school rate
Section
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following school year- Retention Rate
Planning and
Retention Rate
98.99 98% Research
(Aggregate data- if applicable)
Section
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate (DR)
NOTE: Aggregate data if applicable
Planning and
ELEMENTARY - Dropout Rate 1.47 0% Research
Section
Planning and
JUNIOR HIGH SCHOOL -Dropout
0.69 0.63% Research
Rate
Section
Planning and
SENIOR HIGH SCHOOL Dropout
0% Research
Rate Section
IO1.3 - All learners transition to the next key stage
Planning and
KINDERGARTEN - Transition Rate
99.05% 99% Research
(K to Grade1) Section
Planning and
ELEMENTARY - Transition Rate
98.35% 98% Research
(Grade 3 to Grade 4 Section
ELEMENTARY - Transition Rate 98.53% 97% Planning and
18
https://documents-downloader.pages.dev/document 23/39
6/21/24, 2:08 PM Documents Downloader
Research
(Grade 6 to Grade 7)
Section
JUNIOR HIGH SCHOOL - Planning and
Transition Rate (Grade 10 to Grade 96.60% 98% Research
11) Section
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal basic education learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Parti cipation Rate of OSC and OSY
Planning and
OUT-OF-SCHOOL CHILDREN -
Research
Participation Rate Section
Planning and
OUT-OF-SCHOOL
Research
YOUTHParticipation Rate Section
8. Percentage of completers in ALS- c ompleted session -ALS
OUT-OF-SCHOOL CHILDREN -
CID-ALS
Completed Sessions - ALS
OUT-OF-SCHOOL YOUTH - CID-ALS
Completed Sessions - ALS
OUT-OF-SCHOOL CHILDREN - CID-ALS
Completed Sessions - ALS
Pillar 2 – Equity
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity initiatives
19
https://documents-downloader.pages.dev/document 24/39
6/21/24, 2:08 PM Documents Downloader
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skil ls and
attributes to pursue their chosen paths
1. Percentage of learners pursued their chosen paths (SHS Implementing Schools)
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skil ls
3. Percentage of learners attaining nearly proficient level or better in Reading and Listening Comprehension increased (Per Key Stage)
Percentage of learners achieving
nearly proficient or better in 59.35 61.74 64.13 66.52 68.91% 71.3 73.69 76.08 CID
English
Percentage of learners achieving CID
nearly proficient or better in Mother
50%
Tongue (excluding Tagalog
speakers)
21
22
https://documents-downloader.pages.dev/document 25/39
6/21/24, 2:08 PM Documents Downloader
23
IO4.1 Learners are served by a Department that adheres to a rights-based education framework at all levels
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes
24
https://documents-downloader.pages.dev/document 26/39
6/21/24, 2:08 PM Documents Downloader
Pr
Division
13.37% 16.66% 33.32% 49.98% 66.64% 83.3% 100% certificate of
Secondary (25/187) (27/162) (54/162) (81/162) (108162) (135/162) (162/162) SGOD
SBM Level of
Pr
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional development and opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office Performance Commitment and Review Form
(OPCRF)
100%
Elementary (693/693)
100% 100% 100% 100% 100% 100% 100% OSDS
100% OSDS
Secondary (187/187)
100% 100% 100% 100% 100% 100% 100%
100% OSDS
Schools Division Office (3/3)
100% 100% 100% 100% 100% 100% 100%
Enabling Mechanism #3. Investments in basic education provide learners with the ideal learning environment
Physical Facilities
Seats
Section
CID/Asset
Science and Math Equipment
Management Unit
25
Physical Facilities
Connection to electricity
Section
Connection to internet functional
CID LRMS
library
5. Proportion of secondary schools with:
Physical Facilities
Connection to electricity
Section
Connection to internet functional
CID LRMS
library
6. Proportion of schools achieving ideal interquartile ratio (IQR) *on teacher deployment
% SDOs achieving ideal Planning and
interquartile ratio (IQR) Research Section
Enabling Mechanism #4. Improve and modernize internal systems and processes for a responsive and efficient financial resource management
7. Client satisfactory rating of DepEd offices’ respective stakeholders (internal & external)
Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better
8. Percentage of financial contribution of international and local grant development partners vis-a-vis national education budget (including adopt a school,
brigada eskwela)
Local - % contribution SMAN
26
https://documents-downloader.pages.dev/document 27/39
6/21/24, 2:08 PM Documents Downloader
Elementary SGOD
Secondary SGOD
Enabling Mechanism #6. Public and private education operate under a dynamic and responsive complementarity framework
10. Proportion of private schools SGOD
receiving government assistance (SMME/PRS)
11. Proportion of teachers in
SGOD
private schools receiving teacher
(SMME/PRS)
subsidy
27
Priorities that the schools must focus to address challenges and harnessing opportunities
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.
In this Section, present the List of Solutions for the identified root causes. Present a matrix containing root causes and
corresponding solution.
Attached copies of the Project Work Plan and Budget Matrix prepared for the identified solutions. One project work plan per
solution, which contains the following information: problem statement, project objective statement, activities, and output.
PILAR: QUALITY
INTERMEDIATE OUTCOME (from BEDP): Learners complete K to 12 basic education, having successfully attained all learning
standards that equip them with the necessary skills and attributes to pursue their chosen paths.
Sub Intermediate outcome:
1. Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading & numeracy skills
2. Learners attain Stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills and
apply 21st century skills to various real-life situations
3. Learners attain Stage 3 (Grades 7-10) learning standards of literacy numeracy skills and apply 21 st century
skills to various real-life situations
4. Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21 st century skills
developed in chosen core, applied and specialized SHS tracks
P.3.1.Align 1.Schools Project ROAR 1. Identify clientele 2023-2028 Subject Printed 4000 4000 4000 300 3000 3000
curriculum implemented reading ( Reach Out And 2. Organize the Teachers Materials 0
and remediation and Read) ROAR Club and
instruction enhancement Advisers Meals and
28
https://documents-downloader.pages.dev/document 28/39
6/21/24, 2:08 PM Documents Downloader
29
P.3.1.Ali 1.School Project Re- Curriculum 2023 and CID Chief, MELCs, 1000 - - 150, - -
gn s READS Review 2026 EPSs, SMEA/ PIR 00 000
curricul impleme (Reading a.Beginning PSDSs result,
um and nted Remediation Reading Division
instructi reading and b.Reading in Reading
on remediat Enhancemen the Content Profile
methods ion and t through Areas or
in all enhance Appropriate Content Area
subjects ment and Literacy (CAL)
program Development c.Vertical and
2.Learni al Strategies horizontal
ng integration of
approach the reading
es, curriculum
methods, across learning
and areas
strategie
s like Reorientation CID Chief, Learning 150, 170, 190,0 210, 240, 260,0
inquiry of Schools/ 2023-2028 EPSs, resource 000 000 00 000 000 00
and District PSDSs packages
problem- Reading ELLN
based Coordinators Trainers
across and School
all stages Heads on
in a.reading
various instruction
learning b.remediation
delivery c.reading
modalitie enhancement
s are d.evidence-
30
https://documents-downloader.pages.dev/document 29/39
6/21/24, 2:08 PM Documents Downloader
based
instructional
approaches
-
31
b.Identification
of least learned
literacy
domains.
c.Organization
of Division
Pool Writers
for the
contextualized
reading
curriculum
Monitoring and 2023-2028 CID Chief, M&E Tools 100, 120, 140,0 160, 180, 200,0
evaluation of EPSs, 000 000 00 000 000 00
the PSDSs
management
and
implementatio
n of reading
instruction,
remediation,
and
intervention
Program 2023-2028 CID Chief, PIR Tool, 120 140, 160,0 180, 200, 220,0
Implementatio EPSs, Supplies and 000 00 000 000 00
n Review (PIR) PSDSs, Materials
District
Reading
32
https://documents-downloader.pages.dev/document 30/39
6/21/24, 2:08 PM Documents Downloader
Coordinat
ors
Coaching/ 2023-2028 CID Chief, PPST 50,0 60,0 70,00 80,0 90,0 100,0
Mentoring of EPSs, Modules, 00 00 0 00 00 00
teachers, PSDSs PPSH, PPSS
school heads Mentoring/Co
33
Progress 2023-2028 CID Chief, M&E Tool 50,0 70,0 90,00 110, 120, 140,0
monitoring, EPSs, 00 00 0 000 000 00
evaluation, PSDSs
and
adjustment
(MEA)
3. Analytica Reading Reorientation 2023-2028 CID Chief, Supplies and 150, 170, 190,0 210, 240, 260,0
Assess l reports Assessment of EPSs, materials, 000 000 00 000 000 00
learning on the school/district PSDSs Reorientation
outcome results of reading package
34
https://documents-downloader.pages.dev/document 31/39
6/21/24, 2:08 PM Documents Downloader
Administratio 2023-2028 EPSs, Phil-IRI 50,0 60,0 70,00 80,0 90,0 100,0
n of reading PSDSs, Package, Phil- 00 00 0 00 00 00
assessments: School IRI e-
35
Validation of 2023-2028 EPSs, Validation 50,0 60,0 70,00 80,0 90,0 100,0
reading PSDSs, tools 00 00 0 00 00 00
assessment School
results Heads,
District/S
chool
Reading
Committe
e
Provision of TA 2023-2028 CID Chief, TA Tool, TA 50,0 50,0 50,00 50,0 50,0 50,00
on the EPSs, Consolidator 00 00 0 00 00 0
utilization of PSDSs
assessment
results for
intervention
36
https://documents-downloader.pages.dev/document 32/39
6/21/24, 2:08 PM Documents Downloader
Monitoring and 2023-2028 CID Chief, M&E Tool, 50,0 60,0 80,00 90,0 100, 110,0
Evaluation EPSs, M&E Analyzer 00 00 0 00 000 00
PSDSs
Search for Best 2023-2028 CID Chief, Trophies, 2023 230, 250,0 270, 290, 310,0
Implementing EPSs, Plaques, - 000 00 000 000 00
Schools of PSDSs, Supplies & 2028
Reading DTWG Materials
Initiatives
4. Align Reading Learning LR Needs 2023 and LRMS LR Tools, 5,00 5,00 5,000 5,00 5,00 5,000
resource and Resource Assessment 2026 0 0 0 0
provisio numerac Management
n with y and Development 2023 to CID Chief, LR 350, 390,0 410, 450,0
key resource Development of learning 2028 EPSs, Development 000 370, 00 000 430, 00
stage materials resources in PSDSs Tool Kit and 000 000
learning for reading both in Writers Primer,
standard foundati print and non- supplies and
s onal print across materials
develop grade levels
ment of
all Stage
1
learners
are Validation and 2023 and LRMS and Validation 350, 390,0 410, 450,0
develope finalization of 2026 Writers Tools 000 370, 00 000 430, 00
d and LRs 000 000
dissemin
ated
37
Library
containing
learning
resources for:
a. Develop
mental
reading
b. Content
Area
Literacy
(CAL)
c. Recreat
ional
Readin
g
38
https://documents-downloader.pages.dev/document 33/39
6/21/24, 2:08 PM Documents Downloader
CHAPTER 4
Financial Plan C
H
A. Six Year Indicative Financial Plan
A
STRATEGIES AND INTERVENTION TARGET IMPLEMENTATION/MILESTONE OF P
ACTIVITIES (amount in thousand pesos)
T
Pillar 1 – ACCESS
E
Intermediate Outcome (IO) – All School age children…. R
Strategy –1. Improve access to universal kindergarten education
4
OUTPUTS Intervention Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Project/Program
Project/Program
39
Note: Ang mga OUTPUTS ay galling sa outputs na naka align sa BEDP outputs. This is the Summary of the PROJECT WORK
PLAN AND BUDGET MATRIX
40
https://documents-downloader.pages.dev/document 34/39
6/21/24, 2:08 PM Documents Downloader
Another important document that will be attached is the Annual Implementation Plan (Annex 10) for Year 1, the SIP’s
operational plan. It contains specific projects that will be undertaken by the school in a particular year, which include the
following: outputs, activities, schedule, required resources, source of fund, and the individuals accountable for the conduct of
these projects. It also includes operational cost such as but not limited to utilities, supplies and materials, etc. that are
considered eligible expenditures in the existing M OOE guidelines.
41
CHAPTER 5
Monitoring and Evaluation C
H
A. Monitoring and Evaluation Strategies and Activities
A
A systematic process for collection, collaboration, and analysis of key education data and information that will allow the School P
Governing Council to determine the progress of SIP implementation based on targets. The main Objective of the SMEA is to
facilitate decision-making for amore relevant and responsive delivery of basic education services at the school level. T
The SPT will monitor progress in the middle and end of project implementation period depending on the timelines set by the
E
Project Teams. In longer projects, the SPT will have to monitor more than twice. R
Schedules of monitoring must be indicated in the suggested Project Monitoring Report Form . To help inform the SPT of the
status of their projects, the Project Teams will submit their respective progress reports using this template. 5
Project Monitoring Report Form( FOR EACH OF THE PROJECT WORKPLAN AND BUDGET MATRIX)
42
https://documents-downloader.pages.dev/document 35/39
6/21/24, 2:08 PM Documents Downloader
43
olders
to
ensure
shared
unders
tandin
g and
alignm
ent of
school
s
policy,
progra
ms,
project
s and
acvi
es
1.2 1.2.3 *AIP To Up Nu Upd 10 50 50% 5 2,0 1,000.0 50% 5 50% Upd Sec
School Engage Projec Impr dat mb ate 0 0 00. 0 0 Aai an ond
Planni the t Title ove ed er d % 00 % ned g Mo
n and school - liter Rea of Lea due Lear nth
Imple comm Projec acy din Up rne to ner of
menta unity t and g dat rs' COVI s' the
on in the BOOK dista Pro ed pro D 19 pro S.Y.
develo WOR nce le Lea le restr le 202
pment M- lear of rne ico via 1-
and Boos ning Lea rs ns hyb 202
imple ng capa rne Por rid 2
metna and bilit rs le app
on of Opm y of roa
school izing lear ch
44
https://documents-downloader.pages.dev/document 36/39
6/21/24, 2:08 PM Documents Downloader
45
46
https://documents-downloader.pages.dev/document 37/39
6/21/24, 2:08 PM Documents Downloader
CHAPTER 6
Risk Management Plan C
H
Risk Management Plan
A
These must include the registry of identified risks, its description and the strategic solutions to mitigate the impact of each P
identified risk.
T
Severity
Identified Risk Probability Impact Over-all Mitigation Strategies E
(High/Medium/Low) (High/Medium/Low) Rate R
A. INSTITUTIONAL RISKS
6
B. OPERATIONAL RISKS
C. FINANCIAL RISKS
D. CAPACITY RISKS
E. ENVIRONMENTAL RISKS
47
CHAPTER 7
Communication Plan C
H
STRATEGY ACTIVITY PERSON TIMELINE DESIRED OUTCOME A
INVOLVED
Information dissemination during School Head, School November 2022 Disseminated the SIP P
Communicate SIP to
Meeting Planning Team T
Learners, Teachers,
Stakeholders E
Mainstream Information Information dissemination from Information Officers , November 2022 Initiated the campaign on R
Officers to realize their media (print media, broadcast, Media REDP through IOs
important role in flyers, social media campaigns Produced IEC materials on
informing the public on
7
Produce IEC materials (AVPs, REDP
SIP Campaign slogans on REDP)
Communicate SIP to Forum/Conferences LGU-LCEs November 2022 * Included SIP discussions in
Local Government various LGU planning and
Unit’s Local Chief activities
Executives
Communicate and Forum/Conferences NGOs, NGAs November 2022 *Presented SIP to partner
highlight the significant agencies
role of government
agencies in the
attainment of the SIP
Information Include the SIP in the trainings of Teachers/Educators November 2022 *Conducted symposia/for a
dissemination to the teachers (including K-12 to all teachers
teachers/educators of the teachers)
SIP
ANEXES
https://documents-downloader.pages.dev/document 38/39
6/21/24, 2:08 PM Documents Downloader
B. Minutes of Meetings
D. others
49
https://documents-downloader.pages.dev/document 39/39