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Sip 2022-2023

This document outlines a school improvement plan for a school. It begins with articulating the vision, mission, and core values of DepEd and how they will influence the school. It then describes the school's current situation, operational frameworks to guide the plan, and data on the school's current state related to access, equity, quality, resiliency, governance and other factors. It identifies challenges, sets performance targets, and outlines strategies and interventions to achieve goals related to quality, access, equity, resiliency, and governance. It includes financial plans, an implementation plan, monitoring and evaluation plans, risk management, and timelines. Appendices are also referenced.

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Janine Bacani
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
959 views

Sip 2022-2023

This document outlines a school improvement plan for a school. It begins with articulating the vision, mission, and core values of DepEd and how they will influence the school. It then describes the school's current situation, operational frameworks to guide the plan, and data on the school's current state related to access, equity, quality, resiliency, governance and other factors. It identifies challenges, sets performance targets, and outlines strategies and interventions to achieve goals related to quality, access, equity, resiliency, and governance. It includes financial plans, an implementation plan, monitoring and evaluation plans, risk management, and timelines. Appendices are also referenced.

Uploaded by

Janine Bacani
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COVER

- Title: School Improvement Plan


- Name of School
- If possible, harmonize the theme with the
Schools ’s priority/ies
Mission, and Core Values

I.DEPED’s VISION, MISSION, AND


CORE VALUES

Articulation of DepEd vision, mission, and core


values on how these will influence the school’s
ways of doing things.
Articulation of DepEd vision,
mission, and core values on how
these will influence the school’s
ways of doing things.
SCHOOL’S CURRENT SITUATION

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.
- Covid-19 Situationer (international, national, regional,
provincial, division levels whichever are available)
- Effects of the pandemic on education (e.g. on school
closure, on achievement rate of learners)
- Issues affecting Access, Equity, Quality, Resiliency and
Well-Being and Governance
- Activities carried out and plan of action of SDO to address
related concerns
- International and national trends/innovations in
education planned for adaption
OPERATIONAL
FRAMEWORKS
Education 4.0 Framework
BEDP Results Framework
The Filipino Learner Framework
KITE Framework
The RAPID Learning Recovery Framework
DepEd-DOH Shared Responsibility Framework
National Learning Recovery Framework
BEDP 2030 Framework
Region III REDP Framework
DEDP FRAMEWORK
SIP FRAMEWORK
OUR CURRENT STATE
PILLAR 1:
ACCESS
Access (Data Required)
Data must be at least 4 years

Enrollment by Key Stage, Special Programs, Inclusive Education


NER/GER/Retention Rate/Repetition Rate/School Leaver Rate/Transition
Rate/Cohort Survival Rate
Participation Rate of OSC and OSY
ALS Completion Rate
PILLAR 2:
EQUITY
Equity (Data Required)
Data must be at least 4 years

Proportion of learners (OSC and OSY) in the situation of disadvantage


4Ps Recipients
Children with Disabilities
Any data that will describe the situation of disadvantage/vulnerable learners
PILLAR 3:
QUALITY OF BASIC
EDUCATION
Quality of Basic Education (Data Required)
Data must be at least 4 years

- Completion Rate
- International Assessment - PISA/SEA-PLM/TIMMS
- EGRA
- NAT
- Regional Diagnostic Assessment Test 2022 (K-12)
- SHS Graduates/SHS Exits
- Any data to describe quality may be included
PILLAR 4:
RESILIENCY AND
WELL-BEING
Quality of Basic Education (Data Required)
Data must be at least 4 years

Completion Rate
International Assessment - PISA/SEA-PLM/TIMMS
EGRA
NAT
Regional Diagnostic Assessment Test 2022 (K-12)
SHS Graduates/SHS Exits
Any data to describe quality may be included
PILLAR 4:
RESILIENCY AND
WELL-BEING
Resiliency and Well-Being (Data Required)
Data must be at least 4 years

Child Protection Program


DRRM
Mental Health Support
Vaccination
GOVERNANCE
Governance

EM1
- SBM
EM 2
- OPCRF Ratings of Division and Schools
- Professional Developments
- Career Stages of Teachers TEPT and PST
- Competency of MTs
EM 3
- Textbook/Classroom/Teacher/School Heads/Personnel
Inventory/Needs
- Crucial Resources Ratio
- Filled and Unfilled Positions

EM3
- Learning Resources (Modules,DCP, SME, TVL)
- Learning Modalities
- WinS (WatSan)
- No of Functional Libraries/Teachers Faculty
- Room/Laboratory/Workshop
- Proportion of Schools with Internet Connectivity,
- Electrical /Water Supply
EM4
- Customer Feedback/Client Satisfaction
- Financial Accomplishments
- Research
- Implementation Guidelines
- Systems Inventory
- PIR/ISO/QMS
EM5
Partnerships and Linkages
- Physical and Percentage increase of the financial
contribution of partners
- Proportion of schools with functional Schools
Governing Council
EM6
- Proportion of eligible private schools receiving
government assistance (ESC, TSS, SHS VP,
Inservice Trainings)
- Proportion of private school teachers and learners
receiving government assistance
- Percentage of private schools with recognition
and permit
SWOT Analysis
SWOT ANALYSIS:
GOVERNANCE
STRENGTHS
SWOT ANALYSIS:
GOVERNANCE
WEEKNESSES
KEY CHALLENGES
Key Challenges: Pillar 1 Access
Key Challenges: Pillar 2 Equity
Key Challenges: Pillar 3 Quality
Key Challenges:Pillar 4 Resiliency
and Well-Being
Key Challenges: Governance
PERFORMANCE
TARGETS
FY 2022-2028
PERFORMANCE TARGETS: PILLAR 1 & 2

Access and Equity

6-year realistic targets on access, equity,


quality, resilience, well-being, and
governance per item
2022-2028
Targets: Quality
Targets: Resiliency and Well-being
PERFORMANCE TARGETS: GOVERNANCE
Our Strategic Directions
DIVISION DEDP
FRAMEWORK
SIP Framework
Flagship Programs
STRATEGIES, INTERVENTIONS AND MAJOR OUTPUT

Note: Order of strategies will be based on


immediate challenges identified and priorities
Quality
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Access
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Equity
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Resiliency and Well-being


Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Governance
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

FINANCIAL PLAN,
IMPLEMENTATION
ARRANGEMENTS AND
ORGANIZATIONAL
CAPACITY

These shall include current material, financial, and human resources,


and organizational capacity. It will also outline how the units will
execute its strategies. This answers the question “Who will do what?

Include cost per pupil

Projected Enrollment
Projected Classroom Needs

Include classroom cost


Projected Seat Needs

Include seat cost


Projected Teacher Needs
Include cost of Teacher needs
Implementation Plan
Interfacing of Functional Divisions
AIP
MONITORING AND
EVALUATION and
ADJUSTMENTS
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 SMEA is to facilitate decision-making for a more
relevant and responsive delivery of basic education services at the school
level.
Monitoring and Evaluation Plan

PILLAR INTERMEDIATE INDICATORS ACCOUNTABLE


OUTCOMES OFFICE

QUALITY
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE INDICATORS ACCOUNTABLE
OUTCOMES OFFICE

ACCESS
Monitoring and Evaluation Plan

PILLAR INTERMEDIATE INDICATORS ACCOUNTABLE


OUTCOMES OFFICE

EQUITY
Monitoring and Evaluation Plan
Monitoring and Evaluation Plan
ANALYSIS AND
MANAGEMENT
OF RISK
INDICATIVE
TIMELINES
These shall show the strategies in order of priority over the next six
years. This need not be detailed but shall show an indicative
sequencing and prioritization.
Indicative Timelines
Communication Plan

Communicatio Target Messages Activity Time Budget Persons


ns Objective Audience Channel Frame Responsible

DEDP SDS, ASDS, Data Face to August   SDS, ASDS,


Development SDO Chiefs, Sourcing Face 12-17, SDO
Planning & and 2022 Chiefs,
Research Harmoniza Planning &
SEPS, Unit tion of Research
Heads, Data SEPS, Unit
EPSvrs, Inputs, Heads,
PSDSs Processes EPSvrs,
and PSDSs
Outputs

DEDP SDS, ASDS, Polishing Face to August   SDS, ASDS,


Critiquing SDO Chiefs, of the Face 17- 31, SDO
and Planning & areas for 2022 Chiefs,
Finalization Research revision Planning &
SEPS, Unit and Research
Heads, improvem SEPS, Unit
EPSvrs, ent Heads,
PSDSs EPSvrs,
PSDSs
OPERATIONAL FRAMEWORK
List of Policies and Researches
Research Support
Planning Committee
CHAIR: ENGR. EDGARD C. DOMINGO
PhD, CESO V
CO-CHAIRS: SHIRLEY B. ZIPAGAN PhD, CESE
MELISSA S. SANCHEZ PhD,
CESO VI
MEMBERS: ARCELI S. LOPEZ PhD
CELIA R. LACANLALE PhD
ALL EPSpvrs and PSDSs
HEADS OF ALL UNITS
DIVISION COORDINATORS
SCHOOL HEADS
TECHNICAL SECRETARIAT LEAD: SGOD PLANNING UNIT
MEMBERS: OSDS FINANCE UNIT AND CID

Technical Planning Committee


APPENDICES

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