Workshop on the Validation of

SIP Quality Assessment Tool &

SIP Styleguide

School Effectiveness Division

BUREAU OF HUMAN RESOURCE & ORGANIZATIONAL DEVELOPMENT
 Program Flow

•• Presentation
Presentation of
of Presentation and
•• Presentation and Post-simulation of
•• Post-simulation of
Statement
Statement of
of processing of
processing of the SIP
the SIP QA
QA Tool
Tool
Purpose
Purpose outputs on
outputs on SIP
SIP QA
QA and Style
and Style Guide
Guide
Tool
Tool
•• Discussion
Discussion onon the
the Next Steps
•• Next Steps
Recap on
•• Recap on SIP
SIP Style
Style
overview
overview of
of what
what isis Guide
Guide
SIP
SIP QA
QA Tool
Tool and
and
SIP
SIP Style
Style Guide
Guide Validation of
•• Validation of the
the
SIP Style
SIP Style Guide
Guide
•• Pre-simulation
Pre-simulation ofof
the
the SIP
SIP QAQA Tool
Tool Presentation and
•• Presentation and
using
using the
the sample
sample processing of
processing of
outputs on
outputs on SIP
SIP
SIPs
SIPs of
of the
the Style Guide
Guide
Style
participants
participants
•• Validation
Validation of
of the
the
SIP
SIP QA
QA Tool
Tool
SIP Quality Assessment Tool
 What is SIP QA Tool?

A standardized tool that will be used to by the

Schools Division Offices in assessing the quality
of the School Improvement Plan (SIP).

It is not intended to be used to compare

achievement of schools, but rather the degree the
SIP meets the criteria of a quality SIP.
The SIP QA Tool Criteria

EXCELLENT: Influence other schools

MEETS EXPECTATION: Sustain but strive

for excellence

BELOW EXPECTATION: Revise the whole

chapter/section
 Chapter 1: Preparatory Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION

Chapter 1: The chapter states The chapter clearly The chapter clearly
the DepEd VMV articulates the articulates the
Clarity and but does not SPT's SPT's
completeness present SPT's understanding of understanding of
understanding of the VMV as well as the VMV and their
of the VMV the VMV. their aspirations for aspirations for the
the school and school and
learners. learners; and
presents their roles
and responsibilities
that will contribute
to the attainment of
the school goals.
 Chapter 2: Assess Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter shows The chapter shows
presents school the school's current the school's current
Clarity and and community status and trends status and trends
completeness data but no including the including the
of discussion discussion on its improvements and improvements and
connection to the needs of the needs of the
on school's school's current school. school, articulating
current situation. its clear connection
situation to the appropriate
data.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
presents PIAs presents the presents the
and completeness that are not identified PIAs prioritization matrix
of the process on aligned to that are aligned of the identified
the selection of intermediate to appropriate PIAs using the
outcomes (IO). intermediate prescribed rubric.
PRIORITIZATION outcomes.
IMPROVEMENT
AREAS (PIAs)
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents presents objectives presents "SMART"
of the GENERAL objectives that are that are "SMART" objectives that are
OBJECTIVES not responsive to and responsive to aligned to the PIAs
PIAs. PIAs. and Division
targets.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents root presents root presents the root
of the process on causes but there causes and the causes and the
the conduct of is no evidence of evidence of the process of root
root cause process of root cause analysis
ROOT CAUSE analysis process. cause analysis. including evidence
ANALYSIS of presentation to
the SPT.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents the presents activities presents activities
of the activities in activities for each for each project for each project
the identified project that do not that are addressing that address the
address the root the root cause/s. root cause and are
SOLUTION(s) cause/s. sustainable, within
the school's
control,
economical, and
with the support of
process owners.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents general presents general presents general
of the TIMELINES objectives but do objectives that are objectives that
AND TARGETS not have annual broken down into have realistic
targets. annual targets. timelines and
targets that are
aligned with the
proposed solutions.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The AIP has The AIP has The AIP is
and completeness complete data and complete data and translated into
of the ANNUAL information but the information and the school OPCRF
IMPLEMENTATION activities do not activities support (please attach
PLAN clearly support the the attainment of OPCRF).
attainment of the the school
school objectives. objectives.
 Chapter 4: Act Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 4: Clarity The chapter does The chapter presents The chapter
and completeness not present a a monitoring plan articulates the roles
of the PROJECT monitoring plan. using the project and responsibilities
MONITORING monitoring report form of the SPT
PLAN and contains the concerning
following information: monitoring.
name of project,
project objectives and
targets and schedule
of monitoring for the
first year of
implementation.
 SIP Writing Style

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 4: Clarity The chapter does The SIP adheres to The SIP adheres to
and completeness not present a SIP style guide. the SIP style guide
of the PROJECT monitoring plan. and uses politically
MONITORING sensitive terms,
PLAN minimizes use of
technical words, and
with moderate use of
graphics
SIP Styleguide
 What is SIP Styleguide?

A simple and straightforward template that will

guide public schools in writing the SIP.

A very useful tool for the Schools Division Offices

in appraising the SIP.
 TABLE OF CONTENTS
Number of
Section Pages
Cover
Title Page Ten pages
Message Optional maximum /
List of Tables/Illustrations one page is
Chapter 1 2 about 500
words using
Vision Mission Core Values
11-12 pt. font.
Chapter 2 2
Current Situation
Maximum
Maximum
number of
number of
Chapter 3
words:
words:
Planning Worksheet 4
4,000. Leave
4,000. Leave
Chapter 4 space for
for the
the
space
Monitoring and Evaluation 2 table.
table.
Total number of pages (Chapters 1-4) 10
 Chapter 1
Department of Education Vision, Mission, and Core Values
Statement

The Department of Education is a learner-centered institution

developing globally competitive and morally upright Filipinos who
passionately love their country and contribute meaningfully to
building a nation.

State how the SPT understands the VMV of DepEd (How members
of SPT understand the VMV?) Note: Use own language of SPT if
necessary.

State applicable intermediate outcomes

 Chapter 2

School’s Current Situation

Baselines (Where are we now?)

Priority Improvement Areas (What are the urgent

needs?)
Note: Schools may organize the PIAs using Access,
Quality, & Governance classifications

Root Causes (What caused the urgent needs?)

 Chapter 3
Planning Worksheet
Targets
(Where do we want to be?)
Objectives
(What will we do?)
Resources
(How much/many do we need?)
Stakeholders (Who are the actors?)
Timeline (How long will it take?)
 Chapter 3
Project Designs (1-2 pages)

Targets
Where do we want to be after first year of SIP implementation?
Discuss the targets for each performance indicator of the PIAs identified

PAPs
What are the solutions/projects that we need to do for the first year of SIP
implementation to attain the targets?
How will we do it?
Discuss how these PAPs are aligned with Priority Improvement Areas and
Intermediate Outcomes

Resources
(How much/many do we need for the first year of implementation?)
Stakeholders (Who are the actors?)
 Chapter 3
Work and Financial Plan or Annual
Implementation Plan
 It is not necessary to write a paragraph describing the contents of
the WFP or AIP

 It is sufficient that the school accomplish the WFP for the first year.

 WFP format follows Fiscal Year Calendar (plus 1st quarter of the
succeeding FY) but schools may adopt the WFP format that they
are most familiar with.

 AIP/WFP is the basis for Monthly Disbursement Program and

Annual Procurement Plan
Annual Implementation Plan

Q1 + Q2
 Annual Implementation Plan
Q3 + Q4 +
Q1
 Chapter 4
Monitoring and Evaluation

This section contains the plan on how the SPT will

monitor the different Programs, Activities, Projects, &
Activities (PAPs) or different areas (themes) of school
operations.

The School Monitoring activities should be oriented

towards formative purpose.

The summative evaluation of the SIP at the end of 3rd

year shall be done by the SGOD.
 Proofreading Checklist
Content
 Are the elements complete?
 Is there consistency in voice, diction, tense?
 Does the spelling follow American style?
 Are your sentences parallel?
 Is the language simple and easy to understand?
 Are your punctuations correct?

Format
 Is the font for subheads/heads Tahoma?
 Is the font for the body Bookman Oldstyle 11 pt?
 Are the margins correct?
 Are the tables correct?