SIP Quality Assessment (QA) Tool

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organizational Development
What is quality SIP?

1. Complete
2. Clear and Concis
e
3. Consistent
4. Evidence-based
5. Relevant
What is SIP Quality Assessment (QA) Tool?

It is a tool that will be used by the Schools Division

Offices (SDOs) to assess the quality of the School
Improvement Plan (SIP).

The rubrics will guide the assessor/appraiser to

determine whether the SIP meets quality standards.

It does not intend to compare achievement of schools, but

the degree of meeting the criteria of a good SIP; and it
creates a common framework for assessing SIPs.

The remarks column, specify actions that the school head

and the SPT must take to improve the SIP, if any; and
words of appreciation if they did a good job.
 The SIP QA Tool Classification

BELOW MEETS EXCEEDS

EXPECTATION: EXPECTATION: EXPECTATION:
Revise the Proficient but Influence other
whole chapter/ must continue to schools
section strive for
excellence
 Chapter 1: DepEd VMV
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 1: The chapter The chapter clearly The chapter clearly
"simply" states articulates the SPT’s stipulates the SPT's
Clarity and the DepEd VMV. understanding of the understanding of the VMV
completeness of VMV and their and their aspirations for the
discussion on aspirations for the school and learners; and
DepEd VMV school and learners; commits to perform their
and states their roles roles and responsibilities
and responsibilities that for the attainment of the
will contribute to the school goals where all
attainment of the school members collaborate.
goals where all
members collaborate.
 Chapter 1: DepEd VMV

Content Check:
Content Check:
Documentation of
•• Documentation of the
the Vision
Vision Sharing
Sharing activity,
activity, their
their aspirations
aspirations for
for
the school
the school and
and learners
learners and
and their
their insights
insights onon DepEd
DepEd VMVVMV and
and
Core Values
Core Values
List of
•• List of roles
roles and
and responsibilities
responsibilities of
of all
all SPT
SPT members
members
SPT Timetable
•• SPT Timetable

Notes:
Notes:
Suggested number
•• Suggested number of
of pages:
pages: 11 to
to 22
Additional references:
•• Additional references: ESIP
ESIP Guidebook
Guidebook (pages
(pages 4-10)
4-10) and
and
SIP Instructional
SIP Instructional Video
Video 11 (Preparatory
(Preparatory Phase)
Phase)
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter The chapter presents
presents accurate presents accurate accurate and updated
Clarity and and updated school and updated school school and community
completeness of and community and community data data with clear discussion
discussion on data but the with clear discussion on its connection to the
School’s discussion on its on its connection to school’s current situation,
connection to the the school’s current highlighting alarming data
CURRENT school's current situation. that need to be prioritized
SITUATION situation is not for improvement.
clear.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents PIAs
Alignment and presents PIAs PIAs that are aligned to that are aligned to IOs
Relevance of based on the IOs based on based on situational
situational situational analysis; analysis; and uses the
PRIORITY analysis, but are and uses the prescribed rubric; with
IMPROVEMENT not aligned to prescribed rubric. concise discussion on why
AREAS (PIAs) to IOs. such PIAs were selected.
Intermediate
Outcomes (IOs)
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents
presents “SMART” objectives “SMART” objectives that
Responsiveness objectives that are that are responsive to are responsive to PIAs;
of the GENERAL not responsive to PIAs. and those applicable are
OBJECTIVES to PIAs. aligned with the Division
PIAs targets.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents
presents general general objectives that general objectives that are
Feasibility of the objectives but are broken down into broken down into realistic
TARGETS does not have annual targets and annual targets and aligned
annual targets. aligned with the with the proposed
proposed solutions. solutions.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents the
presents the root the root causes with root causes with evidence
Utilization of causes but there is evidence of the RCA of the RCA process, which
ROOT CAUSE no evidence of the process. were thoroughly
ANALYSIS RCA process. deliberated by the SPT;
(RCA) and with concise
discussion on why such
root causes were
identified.
 Chapter 2: ASSESS
Content Check:

• School’s Current Situation (brief discussion) with Initial List of

Improvement Areas (PIAs)
• List of PIAs (Annex 4)
• Annex 5 or Planning Worksheet - completely filled out with the
following information: priority improvement areas, general
objectives, targets, and root causes.

Notes:

• Suggested number of pages: 3-5

• Additional references: ESIP Guidebook (pages 11-21) and
SIP Instructional Video 2 (Assess Phase)
 Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3: The chapter The chapter presents The chapter presents
presents the major activities for each major activities for each
Appropriateness major activities project that address the project that address
of the major for each project root cause/s; which are several root causes; which
activities in the but do not within the school's are within the school's
identified address the root control, economical, control, economical,
cause/s. sustainable, and with sustainable, and with
SOLUTION(s) support and support and commitment
commitment from the from the process owners.
process owners.
 Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3: The AIP has The AIP has The AIP has complete
Comprehensiveness incomplete data complete data and data and information with
of the ANNUAL and information. information with activities supporting the
activities supporting attainment of the school
IMPLEMENTATION the attainment of the objectives and is aligned
PLAN (AIP) school objectives. with the OPCRF.
 Chapter 3: PLAN

Content Check:

• List of Solutions
• Project Work Plan and Budget Matrix (Annex)
• Annual Implementation Plan Year 1 (Annex)

Note:

Additional references: ESIP Guidebook (pages 22-

26) and SIP Instructional Video 3 (Plan Phase)
 Chapter 4: ACT
CHARACTERISTI BELOW MEETS EXCEEDS
C EXPECTATION EXPECTATION EXPECTATION
Chapter 4: The chapter The chapters presents The chapters presents a
presents a monitoring plan using monitoring plan using the
Completeness incomplete the Project Monitoring PMRF with the following
of the monitoring plan. Report Form (PMRF) information; project name,
MONITORING with the following objectives and targets, and
PLAN information: project schedule of monitoring for
name, objectives and the year of implementation,
targets, and schedule of with reporting and feedback
monitoring for the year mechanism to stakeholders.
of implementation.
 Chapter 4: ACT

Content Check:

Project Monitoring Report Forms

Note:

Additional references: ESIP Guidebook (pages 27-

30) and SIP Instructional Video 4 (Act Phase)
 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
 END OF ASSESSMENT

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organizational Development
SIP Appraisal Process
 SIP Appraisal
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.)

This shall check the accuracy of data, consistency of the

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

This shall also 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 the
f) Division SBM Coordinator
committee?
g) M&E Focal Person/Planning Officer
 Appraisal Committee

The composition of the

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

How many
members should
the committee
have?
Appraisal Process