School Improvement Plan

2022 - 2028
CECILIA S. CUSTODIO, PhD.
Chief EPS, SGOD
 Objective

This educational planning for SIP preparation

aims to ensure all educational development
plans that will be produced for a term as
applicable per governance level – the Basic
Education D evelopment Plan (B E D P) 2030,
Re gi o n a l Edu c a t i o n Development Plan(REDP),
Division Education Development Plan (DEDP),
and the School Improvement Plan (SIP) – are
harmonized, relevant, systemic, and
systematic.
 Formulation of Strategic Plans

Education development plans of the regions, school

division offices and schools including its operating
units shall be aligned with the overall results framework
of BEDP 2030. The four Pillars:

Pillar 1 – ACC E SS
Pillar 2 – EQUITY
Pillar 3 – QUALITY
Pillar 4 – RESILIENCY and WELL-BEING
Enabling Mechanism – GOV E RNANC E
Realigning the Pillars with the Intermediate Outcomes

Pillar 1: ACCESS

Pillar 2: EQUITY

Pillar 3: QUALITY

Pillar 4:RESILIENCY and

WELL-BEING

GOVERNANCE
(Enabling Mechanism)
 Instructions

• Provide latest data sets (whenever possible, last 4

school years)
• Express data in raw and percentage values
• Present data as infographic (minimize use of tables)
• Provide data interpretation, analysis and significant
findings
• Data analysis must be supported and validated by
research results and findings
 School Improvement Plan (SIP)

A school development plan

that defines strategies and
interventions that a school,
with the help of community
and other stakeholders,
undertakes within a period
of six (6) consecutive
years. It aims to improve
the key result areas in
basic education: access,
equity, quality, resiliency
and well-being including
governance.
 Parts
Title Page
About the Title Page
Table of Contents
Chapter 1: DepEd Vision, Mission, and Core Values
Chapter 2: School’s Current Situation
Chapter 3: School Improvement Plan
Chapter 4: Financial Plan
Chapter 5: School Monitoring and Evaluation and Adjustments (SMEA)
Chapter 6: Risk Management Plan
Chapter 7: Communication Plan
School Planning Team
Annexes
Appraisal Tool
Certificate of Acceptance
 Chapter 1: DepEd VMV

CHARACTERISTIC EXPECTATION
Chapter 1: Clarity and The chapter clearly stipulates the SPT's
completeness of understanding of the VMV and their aspirations
discussion on DepEd for the school and learners; and commits to
VMV perform their roles and responsibilities for the
attainment of the school goals where all
members collaborate.
(formulation of school’s flagship program)
 Flagship Program
B - ringing all Bulakenyo/ school-aged children to quality learning
environment
U - niting internal and external stakeholders towards inclusive education
for all (EFA)
L-everaging lifelong learning opportunities and equitable distribution of
services and resources  
A-ddressing resource gaps for learning environment improvement
K - indling the core values of DepEd - Maka-Diyos, Makatao, Makabansa
at Maka kalikasan
E - nhancing instructions through digital technology thus introducing
Education 4.0
N - urturing the learners with 21st century skills to become productive,
and globally competitive Filipino citizens
Y - ielding to achieve, strengthen and value in sustaining quality
education through relevant programs, projects and activities 
O - vercoming challenges through unity and collaborative teamwork for
quality education
 Chapter 2: School’s Current Situation

CHARACTERISTIC EXPECTATION
Chapter 2: Clarity and The chapter presents accurate and
completeness of discussion updated school and community data
on School’s CURRENT with clear discussion on its
SITUATION connection to the school’s current
situation, highlighting alarming data
that need to be prioritized for
improvement.

RE
HU
OC
BR

t er
Pos
LE
OK
BO
T
 Chapter 2: School’s Current Situation

CHARACTERISTIC EXPECTATION
Chapter 2: Clarity and The chapter presents accurate and
completeness of discussion updated school and community data
on School’s performance on with clear discussion on its
Access, Quality, Equity, connection to the school’s
Resiliency and Well-being, performance on Access, Quality,
and governance. Equity, Resiliency and Well-being,
and governance highlighting alarming
data that need to be prioritized for
improvement.

RE
HU
OC
BR

ter
Pos LE
OK
BO
T
 Chapter 3: School Improvement Plan

CHARACTERISTIC EXPECTATION
Chapter 3: Appropriateness The chapter presents major
of the major activities as strategies and interventions for each
expressed in targets, targets that address several root
strategies, and key causes; which are within the school's
interventions control, economical, sustainable, and
with support and commitment from
the stakeholders.
 Chapter 4: Financial Plan

CHARACTERISTIC EXPECTATION
Chapter 4: The AIP has complete data and information with
Comprehensivenes activities supporting the attainment of the school
s of the ANNUAL objectives and is aligned with the OPCRF.
IMPLEMENTATION School Improvement/Project Title are presented
PLAN (AIP) according to category (considering the 4 Pillars)
and these projects are results/based of the
school’s current situation/school’s performance (4
pillars)
Chapter 5: School Monitoring and Evaluation
and Adjustments (SMEA)

CHARACTERISTIC EXPECTATION
Chapter 5: The chapters presents a monitoring plan using a
Completeness of tool with the following information; project name,
the MONITORING objectives and targets, and schedule of
PLAN monitoring for the year of implementation, with
reporting and feedback mechanism to
stakeholders.
 Chapter 6: Risk Management Plan

CHARACTERISTIC
Chapter 6: Completeness of
the identified risks, its
description and the strategic
solutions
EXPECTATION
The chapters presents a registry of
identified Risks, its description and
the strategic solutions to mitigate the
impact of each identified risk.
 Chapter 7: Communication Plan

CHARACTERISTIC EXPECTATION
Chapter 7: Completeness The chapters presents a plan on
of plan on communicating how to properly communicate the
the School Improvement school’s desired outcomes,
Plan to stakeholders, its strategic priorities, and proposed
description and the strategies to all employees and
strategies. stakeholders for awareness and
transparency.
 Recommended School Planning Committee

Chair: School Head

Members: Student representative, teacher representative, parent representative, Barangay/LGU
representative, member of BDRRMC, member of School Child Protection Committee,
Representative from the School Governance Council (SGC) and other relevant stakeholders
Optional Members: Non-Government Organization (NGO) representative, Alim/Ulama
representative, IP representatives, Arabic Language and Islamic Values Education (ALIVE)
teachers, and school alumni Technical Secretariat

Lead: Designated Planning Coordinator for the formulation of SIP

and AIP

Members: Designated finance officer, Designated Planning Officer, BEIS Coordinator. For
implementing units (IUs), disbursing officer and senior bookkeeper shall participate as members of
the technical secretariat

Note: In multi-cultural settings, IP and Muslim representation should be considered. In this regard,
any of the abovementioned members (e.g. a parent who is an IP or Muslim) may also serve as
the IP or Muslim representative
SIP Appraisal Process
 SIP Appraisal
This is a major activity that shall be done by a committee who
will look into the contents of the SIP to make sure that quality
standards are met.

Focus is to look on the important parts rather than the

technical aspects (e.g. grammar, coherence, etc.)

Check the accuracy of data, consistency of the activities to the

objectives of the plan, and how the school will implement the
plan.

Take note of the technical assistance that will be provided to

help the schools improve their SIPs.
 Appraisal Committee
Who will
Who composes
appraise the
the committee?
SIP?

How many
members should
the committee
Where will be have?
the members
come from?
 Appraisal Committee

A committee at the Division This shall be called Division

level shall appraise the SIP. Appraisal Committee (DAC)

Who will
appraise
the SIP?
 Appraisal Committee

Members of DAC shall come If none, members can be from

from DFTAT. the existing group that reviews
the SIPs.

Where will be
the members
come from?
 Appraisal Committee
Suggested composition of DAC:

a) Assistant Schools Division

Superintendent
b) School Governance and Operations
Division – Chief
c) Curriculum and Instruction Division –
Chief
d) Public Schools Division Supervisor
e) Representative from Finance Division
Who
composes
f) Division SBM Coordinator
the g) M&E Focal Person/Planning Officer
committee?
 Appraisal Committee

The composition of the Other members may be

committee shall be added as deemed
composed of seven (7) necessary.
members.

How many
members should
the committee
have?
Appraisal Process
 Certificate of Acceptance

Republic of the Philippines

Department of Education
Region ______
DIVISION ____________________
awards this

Certificate of Acceptance to

(NAME OF SCHOOL)
for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order 44, s. 2015.

SCHOOL EFFECTIVENESS DIVISION

Given on the ______ day of __________________ 20____.
Bureau of Human Resource and Organizational Development
Schools Division Superintendent
 WAYS F O R W A R D

• October 21 – 25, 2022 – planning

period
• October 26 - 28, 2022 – Conduct
district discussion on SIP preparation
• November 2 - 19, 2022 – P r e p a r a t i o n
of schools for the SIP
• November 21 - 25, 2022 – Appraisal of
the SIP by the DAC
• November 29, 2022 – Submission of soft
and hardcopy of S I P 2022-2028 in Book
Form
CECILIA S. CUSTODIO, PhD.
Chief EPS, SGOD