School Improvement Plan

A. What is School Improvement
Planning?

School improvement Planning is a process
by which members of the school –
community conducts a thorough
evaluation of their school’s educational
programming in the previous school years
and the development of a written school
plan that:
• establishes the starting point for ongoing
evaluation of efforts and

• unifies independently organized school improvement
efforts from various areas of the total school program into a
single, focused process.

B. What is a School Improvement Plan?

A School Improvement Plan (SIP) is:

• a road map that establishes the changes that the school needs
to improve student achievement and shows how and when
these changes will be made.

• a three-year education development plan that embodies the
vision and mission of the school. It contains the profile of the
school and the community, problems and needs, goals,
objectives, standards and targets, implementation plan,
monitoring and evaluation plan, communication and
advocacy plan, documentation and reporting to
stakeholders and signatories. It is translated into an Annual
Implementation Plan. These SIPs serve as the major bases of the
Division Education Development Plan (DEDP).

• a comprehensive overview of major priorities to which the
school will commit its resources including activities which are
supportive of the national program of the Department and
best/effective practices to be sustained.

• a document which embodies what a school wants to achieve
and the manner with which to achieve it ensuring that the school
maintains its prevent strengths towards an enhanced learning
environment for students.

• an instrument by which the community can hold a certain
school accountable for student performance.

B. Who are involved in School Improvement Planning?
Below are the proposed members of the SPT and their roles and
responsibilities, which may be expanded as the school/school
council sees it fit:

Stakeholder Planning Responsibilities
School Governing • Actively participates in the development of
Council (SGC) the SIP by establishing priorities and setting
representative goals and strategies for school improvement
• Initiates the formation of the School Planning
Team
• Convenes the School Planning Team
School Head • Provides leadership and guidance in the
development of the plan, clearly explain the SIP
planning process to the planning team and helps
them understand their role in the process
• Facilities actual planning workshop


• Provide needed information relative to
teaching and learning process
Teachers • Actively participate during the development
of the SIP establishing priorities, setting goals
and formulating implementation strategies for
the plan.

• Share insights about what their children need
to learn and the difficulties they face in school,
Parents their aspirations for the school and their
children, present other areas of concerns; and
participate in setting goals, strategies, and
priorities of the school
• Commit available resource in the
implementation of the plan

Table 6. Actual Accomplishments Versus Targets

• Share insights about their difficulties in the
school and participate in setting goals,
Students
strategies and priorities of the school.

• Share valuable information on the interest of
the community in school improvement and
Barangay and LGU
participate in setting goals, strategies and
Representative
priorities of the school

• Commit available resources in the
implementation of the plan.

A. How do we prepare the SIP

SIP Preparatory Purpose Time Persons
Activities Frame Involved
I. Calling for a To present the school profile to the March or School Head
general community April (SGC)
assembly School
• Forming a To draw insights/inputs from the
community for the development of Community
School
the SIP
Planning
Team
To inform the community about
the development of the SIP

To distribute
parent/student/teacher survey
questionnaire to the community to
determine the satisfaction level of
the respondent on the way the
school is being managed

1. Organizing To orient the SPT members April School Head
about the tasks at hand re:roles
and (SGC)
and responsibilities
preparing SPT
the SPT To determine what resources
(budget, supplies, and
equipment venue, etc.) are
needed in the preparation of the
SIP

To determine what technical
assistance is needed (from the
Division , Region and Central
Office) in the preparation of the
SIP
1. Collecting, To gather data from the school April-May- SPT
organizing management information system June
and (SMIS)
analyzing
school To gather survey results (parent/
data student/teacher survey, CFSS
Self-Assessment Guide and
APPES and Sterling Silver
“School Self Survey Tool)

To fill-out school report card

1. Identifying core To identify core values and June SPT
values and formulate vision and mission
(SGC)
formulating
vision and
mission
1. Determining To determine school goals June SPT
school goals and and objectives
objectives

1. Formulating To formulate Work and June-July SPT
Work and Financial Plan and Annual
Financial Plan Implementation Plan
and Annual
Implementation
Plan
1. Developing the To develop the School’s August SPT
School Monitoring and Evaluation
Monitoring and Plan and Structure
Evaluation Plan
and Structure

1. Organizing for To prepare the school for SIP September School Head
implementation implementation (SGC)
School
Community

9. Writing the SIP To finally organize the October SPT
contents of the plan with (SGC)
November
reference to items 3 to 8 of
this table December Division

10. Presenting the SIP To submit the SIP to the December SPT
to the School School Council for approval (SGC)
Council for and Division for acceptance
School
approval and Community
Division for
Acceptance
11. Preparing To determine strategies to January SPT
advocacy plan effectively advocate for (SGC)
for the SIP support of the plan from
various stakeholders School
Community
12. Communicating To present the plan to the February SPT
the Plan stakeholders (SGC)
Onwards
School
Community

1. Orientation To conduct workshop on February School
on implementation start up; clarify
School
Implement roles of those involved and
determined activities on the Community
ation Start implementation of the SIP
Up

Communicating the Plan STEP 1:
Implementation Start Up
Collecting, Organizing,
& Analyzing School Data
STEP 2:
STEP 7: Identifying Core
Values &
Writing the
Formulating the
School
Vision & Mission
Improvement
Plan SIP Statements

STEP 3:
STEP 6: Planning Determining
School Goals &
Cycle
Organizing for
implementation Objectives

STEP 5: STEP 4:
Developing the Formulating the
School’s Work & Financial
Monitoring & Plan and Annual
Evaluation Plan Implementation
and Structure Plan
Figure 1: Steps in the Formulating of the School Improvement
Plan.

STEP 1: Collecting, Organizing and
Analyzing School Data

Input Process Tool Output SIP Outline

Accomplished School Profile
School
School Report
Card Initial Data Situation
Data
(SRC) Inferences Analysis

Figure 2: Graphical Illustration of Step 1

A. Data Gathering and Organization
To organize school data the use of the SRC Format is suggested.
Advantages of the SRC: 1) It allows the SPT to review substantial school data in one glance 2) It
provides the opportunity for the school to conduct trend analysis allowing initial inferences to be made
from their data
Planning Indicators Description and Collecting of Data
Enrolment • Collect 5-year enrolment data. (to forecast enrolment

• Only the August enrolment is to be indicated in the SRC

• Use the Form 3 or the Government School Profile as the
basis for this planning indicator

• To be filled up only if the school is managing an ALS
ALS Enrolment program. Otherwise, place N/A or not applicable

Personnel • Count only the plantilla-items including the vacant
position/s.
• TICs are not to be counted under the Principal item but
rather under the Teacher item. Put remarks on the last
column (What are these data telling us? Of the SRC that a
teacher is designated as TIC.
• In accounting for teacher items, exclude locally paid and
volunteer teachers
• In accounting for non-teaching /support personnel,
exclude teachers who are designated to perform
administrative responsibilities in the school.

Physical Facilities • Count only physical facilities based on “intent” and not
on “utility”. Meaning, the laboratory which was converted
as a classroom is counted under laboratory and not under
classroom.
• Exclude demolished facilities in the count

Classroom • Refers to the desks, armchairs, set of table and chairs,
blackboard, laboratory tables & chairs, cabinets, teacher’s
Furniture tables & chairs and others
• Do not count furniture that are not serviceable or
condemnable or those personally owned by the
pupil/student & teacher.
• Count as 1 of 1 set of Table and 2 chairs (new model)
Office Equipment • Refers to computer solely used in the office, typewriter,
photocopier, mimeographing machine, fax machine, sound
system and others

ALS Community • Refers to the ALS Learning Center offering different
kinds of community-based training programs
Learning Center

Site Ownership • Refers to the status of the school site acquisition

Learning Facilities • Please refer to the DECS Service Manual 2000
& Equipment • Prepare a separate list of all required equipment.
Attach the document to the SRC
• Place a checkmark if all listed equipment are present in
the school and come up with a total to be reflected in the
SRC per learning facilities.
• Multimedia refer to computers for instruction, TV set,
video or DVD or cassette player & others

Textbooks • Only BEC-based textbooks (SEMP) are to be included in
the SRC. Exclude in the computation any other textbooks
which are not SEMP
• For the ALS, indicate the materials per learning strand.

Medical/Dental * Refers to the kind of services the school children availed
such as dental check-up/tooth extraction, physical check-
Services up, deworming, and others.

Learner
Performance
> NAT Result • Refers to the MPS per subject area

 Reading • Refers to the PHIL-IRI result or other reading
assessment tool utilized by the school.
Comprehension

Teacher-Pupil Ratio • Refers to the total number of enrolment against total
number of nationally paid teachers. Exclude volunteer or
locally paid teachers in the computation

Textbook-Pupil • Refers to the number of textbooks (SEMP) against total
number of enrolment.
Ratio
• For the ALS, refer to the number of learning strands
available against total number of enrollees

Nutritional Status • Indicates the number of pupils/students who, after
being examined, are classified as Normal, Above Normal,
or Below Normal status of nutrition

• Secure information from your school MIS or the School
Nurse assigned

Class Size • Refers to the pupil/student requirement at 45 per class

Instructional • Refers to the frequency of supervision and the number
of teachers supervised per month.
Supervision
Parents’ Rate of • Attendance to the Home Room or General PTCA
Participation Assembly will be used as bases for computing this
indicator.
• Reflect the average number of attendees over the total
number of parents in the school.

Public Expenditures • Refers to the financial allocation / support given by LGU
to the school

School • Refers to the recorded incidence in the school such as:
theft, conflicts and others.
Environment
Performance • Secure all indicators listed below from your school MIS
or Division Planning Office for the past three (3) years.
Indicators
• Indicator percentage should be up to 2 decimal places

• Graduation Rate is translated to: Number of Graduates
Graduation Rate (March) over number of enrolment (March) x 100.

Promotion Rate • Promotion Rate assesses the extent of pupils/students
who are promoted to the next grade/year level.
• Formula: Number of Promotees (March) over Number of
Enrolment (March)

Simple Dropout • The Simple Dropout Rate calculates the percentage of
pupils/students who do not finish a particular grade/level.
Rate
• Formula: Number of Dropouts over Enrolment (August)
x 100.

Failure Rate • This indicator evaluates the extent of pupils/students
who failed a given grade/year level.
• Formula: Number of Failures over Number of
Enrolment x 100

Repetition Rate • This indicator determines the number of pupils/students
who repeat a grade/year level.
• Formula: Number of Repeaters current SY over Number
of Enrolment Aug. previous SY x 100.

Retention Rate • The Retention Rate determines the degree of
pupils/students in a particular school year who continue to
be in school in the succeeding year.

Completion Rate • This is the percentage of first year entrants in a level of
education who complete/finish the level in accordance with
the number of years of study.

Step 2: IDENTIFYING THE CORE VALUES AND
FORMULATING THE VISION AND MISSION
A. Step in Determining School Core Values
A.1 Review the Values Clarification Checklist
Values Checklist
People Processes Performance
Equality/Equal Close Relationship Ecological Awareness
Opportunities

Respect Fairness Open and Honest People
Fairness Helping other people Honesty
Justice Influencing others Fast paced work
Excitement Order (stable, conform) Helping other people
Honesty Systematic Influencing others
Flexibility Creativity Life long learning
Professionalism Flexibility Order (stable and conform)
Loyalty Effectiveness Ranking against others

Step A.2: Identify top 10 school values

Step A.3: Out of the 10, identify your 5 most
values.

Step A. 4: From the 5, come up with only
three values

Step A. 5: Ask participants to agree on 3
topmost school values

Step A.6: Describe the values

Formulation of Vision, Mission Statements

Vision is the “WHAT” It is an expression of a destination towards
which the school should aim.
A vision should be:
- clear
- memorable
- linked with client need and
- involving
The vision will help our school develop systems and rules that
would guide us in the pursuit of our school mission.

WHAT IS A MISSION STATEMENT?

A mission statement is something that describes the path the
school chooses to take to become what it wants to be as
expressed in its vision statement.
A mission statement:
-- provides the focus, the map;
--- tells the reasons for making the trip or the journey;
--- specifies what is valid, what we as an organization pledge
to do;
--- tells who we are and what we do; and
--- addresses the needs of clients and stakeholders

SHARED VISION

WHERE DO WE WANT TO GO

MISSION

HOW DO WE GET

SITUATIONAL ANALYSIS
Where are we now

Below is a sample of how mission pillars will look like at the end
of the workshop.

QUALITY
SCHOOL
GRADUATE MANAGEMENT
FACILITIES
Produce high School run by SCHOOL
quality of Have enough a very COMPLETE
INFRASTRUC
students books effective PERSONNEL ANCILLARY
TURE
Principal SERVICES
Attain Have a Hire computer
globally Acquire To have good teachers Establish
functional
competitive vehicle for instructional functional
teachers office
students the school leader Have an school
To have Acquire English major canteen
Produce To have good
stable functional teacher
computer working laboratory Have a
electricity Add teachers
literate relations with functional
students Acquire stakeholders Build more guidance
classrooms To have a
sports services
Graduate school
equipment Have
skillful medical Have a school
comfortable
students Implement services clinic
learning center
To have God school Request for
fearing electrification clerk
To have To a science
students Have a
complete laboratory rm.
security guard
laboratory Have
Produce functional
teaching guidance office
learning aids

Vision Mission
•Draws on the values and beliefs and •Draws on the beliefs and values of the
environment of the organization organization
•Describes what you want to see in the •Is future-oriented and portray the
future organization as it will be, as if it already
•Specific to a certain organization exits
•Positive and inspiring •Is specific to the organization, not
generic
•Does not assume that the system will
have the same framework as it is today •Is a short statement, not more than one
or two sentences
•Open to significant modification to
current organizations, methodology,
teaching techniques, facilities, etc.

Step 3: Determining the School’s Goals and
Objectives

Determining the Goals of the School
Having determined the priority concerns of the school, the SPT is now
ready to establish (or revise) improvement goals that address the
priority needs of the school. The goals needs to be substantive and
attainable, so the fewer the goals, the better. All goals should be
anchored on the Education for All (EFA) Goals, but should be crafted
based on the results of the data analysis.

Developing the School’s Objectives
Develop objectives that would measure the progress in accomplishing
the goals. Objectives should contain the following elements:
Specific, Measurable, Attainable; Realistic and Time bound

STEP 4: Formulating the Work and
Financial Plan and Annual Implementation
Plan (AIP)


WFP
School
goals & Planning
objectives matrices Programs and
School Hierarchy Actions for
Report approach Three years
Card AIP

Figure 4. Graphical Illustration in Formulating the
WFP and AIP

To complete the information required in the three year WFP, the
following are identified:

* Priority Improvement Areas – such a school leadership,
internal programs, external programs and special projects.

* Objectives of each improvement area
* The programs, projects or activities to be undertaken to
carry out the objectives
* Resource Requirement

* Time Line
* Sources of Funds required

Table 1. Three-Year Work and Financial Plan Matrix
Template

Programs,
PRIORITY Projects, Resource
TIME LINE
IMPROVE Requirem AMOUNT & TARGET SOURCES
OBJECTIVE
MENT Activities ent OF FUNDS
YR. YR. YR.
AREAS 1 2 3 MOOE PTCA LGU Others

TOTAL
SUB-TOTALS
TOTAL

Table 2. Example of an Accomplishment Work & Financial
Plan Matrix Template

PRIORITY OBJECTIVES PROGRAMS,PROJECT, RESOURCE TIME LINE AMOUNT & TARGET SOURCES
OF FUND
IMPROVEMENT ACTIVITIES REQUIRE-
AREAS MENT MOOE PTCA LGU Others
YR. YR. YR.
1 2 3
- to strengthen areas * Regular instruction consultation P 1,000.00
B. School of * Regular classroom visits 2,000.00
Leadership supervision * Regular faculty meeting 10,000.00
& internal * Regular mentoring/coaching 2,000.00
management P 15,000.00
- to increase the * Implementation of Red-A- 100,000.00
B. Internal academic Thon, PHIL IRI, etc, 50,000.00
Improvement performance * Continuous implementation of
Objectives of the pupils Opan AURA 350,000.00
* Enhancement of pupils through P 500,000.00
fun and away games
- to increase * Improve physical environment 500,000.00
B. External participation for learning 750,000.00
Improvement rate from * Construction of school fence 52,000.00
Objectives 86% to 95% * Construction of pathways 150,000.00
* Implementation of EPP to 90,000.00
address malnutrition P 2,500,000.00
* Improve the availability of
classroom furnitures &
IM’s
TOTAL P3,000,015.00
SUB-TOTAL

TOTAL P 3,000,015.00

Table 3. Annual Implementation Plan Matrix Template
Year _________

A B C D E F
PRIORITY OBJEC PROGR RESOURCE TIME FRAME SOURCES & AMOUNT OF FUNDS
IMPROVE TIVES AMS REQUIREMENT
MENT PROJE Q1 Q2 Q3 Q4
AREAS CTS Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU PTCA Others
ACTIVI
TIES

SUB-TOTALS SUB-TOTALS

TOTALS
TOTALS
TOTAL

STEP 5. Developing the Monitoring and
Evaluation Plan and Structure
The objective of this step is to enable the school to track its progress and
make timely adjustment on the School Improvement Plan:


School goals and
objectives
M&E
Annual
Implementation Matrix M&E Organizing for
Plan School goals plan Implementa-
and objectives
Table 4 tion
Annual
Implementation
Plan
Report Card

Figure 5. Graphical Illustration on Monitoring and
Evaluation Plan

The school goals and objectives and the suggested planning
matrices for the three-year WFP and AIP are required inputs to
this activity

Monitoring is the purposive gathering
of pertinent information relative to
how well targets are achieved and the
manner with which these targets are
achieved.

Evaluation is the analysis of
information gathered during the
monitoring phase with which one can
make judgment on the effectiveness
of the school.

STEP 6. Organizing for Implementation
An SIP Implementation Team should be organized in the school
by the school head to:

1. manage SIP implementation;
2. organize priority improvement area team approved by the
school head which will manage different programs and
activities in the AIP and the 3-Year Work and Financial Plan;
3. make regular reports (e.g. monthly) to the school head as
regards status of SIP implementation;
4. make recommendations to the priority improvement area
team regarding interventions that are considered necessary
in successful plan implementation;
5. assist the SPT in enhancing the SIP every year during SIP
revisit;
6. convene regularly (e.g. monthly, quarterly) to discuss
implementation issues.

Sample composition of an SIP Implementation Team (specific
membership will depend on the program of work in the SIP)

1. One Head Teacher or Master Teacher - Chairman
2. One Science Teacher
3. One Mathematics Teacher
4. One English Teacher
5. One TLE/EPP Teacher preferably Shop or Industrial Arts
Teacher

6. Two student/pupils representatives

7. One Parent or LGU

Composition of SIP M & E Team:

1. One Department Head Teacher or Master Teacher
2. Two teachers who have the capacity to conduct SIP M & E
as determined by the school head
3. One parent representative for every grade level
4. One LGU representative

5. One School Council Representative

----------------------
DIVISION DISTRICT
OFFICE OFFICE
SCHOOL’S
SPT
STAKEHOLDERS

SIP SIP
IMPLEMENTATION M&E
TEAM Team

School Internal External Special
Leadership Improvement Improvement Projects
Program Area Program Area Program Program
Team Team Team Team

Fig. 6. Suggested Organizational Structure for SIP
Implementation

The SIP IMPLEMENTATION TEAM undertakes the following
functions:
1. Organize program teams approved by the School Head
which will manage different programs and activities as
reflected in the 3-year WFP and the AIP;
2. Make regular reports (monthly, quarterly, semi-annual or
annual) to the School Head as regards the status of SIP
implementation;

3. Make recommendations to the program teams regarding
actions that are considered necessary in successful plan
implementation;
4. Assist School Planning Team in enhancing the SIP every
year during the SIP revisit; and

5. Convene regularly to discuss implementation issues
together with School Heads and M & E Team

The SIP MONITORING AND EVALUATION TEAM that monitors
and evaluates the plan implementation.
Specifically, it shall:

1. Conduct monitoring during plan implementation like
gathering, recording, organizing, storing data and ensuring
that school records are complete and up to date;
2. Evaluate results of SIP implementation which will be made
as basis for decision making by the SH for interventions;
3. Make regular reports and submit to SH;
4. Update M & E plan during SIP revisit;
5. Design monitoring and feedback system (e.g. flow of
reports and feedback, reporting schedules, monitoring and
feedback forms);
6. Analyze and interpret data and provide copy to the School
Head and program teams;
7. Convene regularly to discuss M & E concerns together with
implementation team and SH;
8. Monitor school and learner performance and recommend to
the SH, actions to improve learner achievement.

Suggested composition of the teams.

SIP Implementation Team SIP M & E
-One HT or MT – chairman -One HT or MT
-One Science Teacher -Two Teachers
-One Mathematics Teacher -One parent representative
-One English Teacher -One LGU representative
-Two pupil representatives -One School Council
-One parent or LGU Representative

Head of School

School M & E
Team

Implementation
Team

Physical Student/
School Curriculum Staff
Facilities and Pupils
& Instructional
Instructional Finance Programs
Co-curricular Development Others
Team Activities Team
Materials & Team
Team
Equipment
Team

Fig. 7. School Improvement Plan Implementation Structure
(Suggested Format for Small Schools)

Suggested Roles/Functions of Program Teams

1. Physical Facilities & Instructional Materials & Equipment
Team
a. Prepares master plan on physical facilities and instructional
materials and equipment
b. Make annual inventory of facilities, materials and equipment
c. Identifies physical, materials and equipment needs
d. Assists the preparation of project proposal to source out funds
for physical facilities, materials and equipment projects
e. Takes the lead role in implementation of physical facilities
project
f. Takes charge of procurement of materials and equipment
g. Conducts regular inspection of physical facilities informs the
school head on the status and make recommendation
h. Prepares list of measures on the care and use of physical
facilities, materials and equipment

Head of School

M & E Team

Physical Curriculum Student/
School & Instructional Pupils Staff
Facilities and Others
Instructional Finance Team Co-curricular Development
Composed of Activities Team programs
Materials & Team
5 DH Team
Equipment
Team
Science program team

Mathematics program team

English program team

Pilipino program team

Makabayan program team

Fig. 8. School Improvement Plan Implementation Structure
(Suggested format for Big schools w/ Dept. Heads)

2. Curriculum and Instructional Programs Team

a. Organizes program teams per subject area

b. Lists roles and functions of each subject area
program team
c. Convenes regularly with SH, Implementation team
and M & E team
d. Records best practices, facilitating and hindering
factors in relation to the implementation of subject
area program

3. Student/Pupil Co-Curricular Activities Team

a. Prepares plan for student/pupil co-curricular
activities

b. Supervises co-curricular activities like sports,
cultural shows, talent shows, student/pupil
government activities, etc.
c. Mobilizes stakeholders to support student/pupil
activities

d. Convenes regularly with implementation team, SH
and M & E Team to discuss issues about the
program

4. Staff Development Team

a. Conducts TSNA to determine strengths and training
needs of teachers and non-teaching personnel

b. Prepares an INSET Plan and submits to SH for
comments and approval

c. Conducts resource mobilization activities in order
to get funds to support plan

d. Manages INSET program to improve professional
competence of teachers in order to improve the
delivery of instruction
e. Organizes pool trainers in the school who can be
tapped as speakers during INSET
f. Evaluates and makes Training Completion Report
after the completion of every training
g. Convenes regularly with the School Head,
Implementation Team and M & E team and
discusses implementation issues

5. School Finance Team

a. Makes recommendations to SH as regards School
Financial Plan in relation to the budget
requirements of the SIP/AIP
b. Prepares resource generation plan which will
involve the stakeholders
c. Manages allocation of resources for operational
and developmental activities which are reflected in
the SIP
d. Prepares annual procurement plan approved by
the school head
e. Prepares financial reports
f. Tracks the utilization of funds and reports to SH

6. Advocacy / Communication Tea,

a. Prepares communication/advocacy plan to
disseminate information regarding the SIP

b. Links with the media (print / TV / radio /
Internet) to raise consciousness of stakeholders
about the SIP and entice them to support SIP
c. Writes press releases on the progress of the SIP
implementation

Three-year School Sets the direction
School Level
Strategic Plan Planning

Annual
Implementation Operationalizes the
Plan strategic plan

School Detailed
Policies programs/project
plans
----------------------------------------------------- Individual
Planning
Teacher
Principal Individual
Individual Professional
Professional Development
Development Plan
Plan
-----------------------------------------------------

Stakeholders
Stakeholders’ Plans/Programs/Projects Planning

Fig. 8. The Relationship of Stakeholders’ Plan to the SIP

Roles of Organizations

1. District Office

a. Provides technical support to the SPT during plan
preparation and plan revisit
b. Conducts M & E
c. Provides guidance and technical input during plan
implementation
d. Receives reports and give feedback
e. Assists school in its advocacy efforts of the SIP

2. Division Office

a. Includes programs and projects of the SIP in the
Master Plan of the DEDP
b. Monitors SIP implementation
c. Facilitates SIP formulation and revisit of the plan

d. Designs the SIP Reporting and Feedback System
e. Provides / facilitates technical and financial
support to school in SIP implementation, and
formulation
f. Conducts SIP appraisal, annual review and
evaluation
g. Assists school in its advocacy efforts of the SIP

3. Stakeholders (School Council, PTCA, LGU, etc.)

a. Design plan in support of the SIP

b. Provides technical and financial support towards
SIP imp
c. Assists in the implementation of the plan,
monitoring and evaluation of the plan
implementation

d. Participates in the preparation of the School
Improvement Plan

e. Assists the school in its advocacy effort of the SIP

Writing the SIP


SIP
Outputs School Communicating
Templates Improvement with
of each
Step Plan Stakeholders

Figure 10. Framework on Writing the SIP

SIP Outline

PART TOOL OUTPUT REMARKS
Endorsement None Endorsement Contains signatories
of the School
Planning Team (See
sample
endorsement on
page 91)
Introduction None Introduction Write 2 to 3
paragraphs
indicating who
made it , why you
did it (rationale),
how the plan was
developed, how you
intend to use the
plan

Profile
A. School
- Name and BEIS, School School -Write a paragraphs or two
History Records, Profile describing the current
Plantilla, school profile per sub area
- Type of school (e.g. Elem/ Organizational
Secondary, Monograde/ Chart
Multi-Complete/ Incomplete Suggestions:
, Central/Non-central 1. A tabular or graphical
- Curriculum (Organization of presentation of data may be
curriculum such as BEC, presented with a short
Special Programs, SPED, narrative discussion to
Tech-Voc, etc. support the presentation.
- Personnel (School Head,
Teachers, Non-teaching 2. Use simple and clear
Personnel and other support words or statements to
staff) organize ideas in a
- Physical facilities (Classroom, paragraph form
furniture, comfort rooms,
canteen, library, playground 3. For special features of
apparatus, etc.) the school include
- Others (e.g special achievements,
features accomplishments, potentials
and other unique qualities.
Refer to sample SIP

A. Community

- Socio-cultural (tradition, Barangay / Community Write a paragraph or
beliefs, practices of the Municipal Profile two describing the
people Records current community
profile per sub area
- Political (governing body/
political structure)

- Geographical location
(boundaries)

- Demography (population)

- Economy (income,
livelihood and economic
status)
Situational Analysis The writing of the
Situational Analysis
shall start with the
accurate
accomplishment of
the School Report
Card.

Situational Analysis Then inferences shall be
made and a deeper
analysis of the school
situation shall be conducted
looking at problems and
potential programs and
projects worth sustaining.

Here are some suggestions
in the writing the situation
analysis: 1. Write in
narrative/paragraph form
following this presentation
a. Present the data
b. Present the gap (this
refers to the
difference between
the actual data and
standard)
c. Present the reason/s
for the gap (taken
from the identified
problem

Situational Analysis 2. The narrative shall be
supported by tabular or
graphical data

3. Use any of the tools
used in problem
identification to come up
with accurate analysis

A. Collecting , organizing and
analyzing data on the
following:
10. School Performance -SRC
- Student Achievement -Data Inference
- Performance
Indicators (Drop outs, Template
Repetition, Retention ,
Completion, etc.)
2. Instructional Materials
(Textbooks, references,
school equipment,
teaching aids)
3. Personnel (School Head,
Teaching and Non-
Teaching)

1. Physical Facilities
(building, classrooms,
toilets, library, clinic
laboratories, guidance
center, canteen, school
furniture, etc.)
2. School management
- leadership
(administrative,
instructional and
linkages)
- planning and
development
- organizational
structure and staffing
- systems and
procedures (EMIS, M &
E Budget Rewards,
Communication)
B. Problem Identification - SRC List of
-Streams Problems
Analysis Chart
-Problem Tree
Chart
-SWOT

- Survey
Questionnaire
- Force Field
- ASSA
- CFSS
Assessment
Guide
(Tracking
System)
Guiding Principles

A. Core Values -Values Core Write a brief
Checklist Values description of core
representing people,
processes and
performance and how
stakeholders will
behave in carrying out
its vision and mission
A. Vision Vision Contains simple or
Statement complex statements.
(NOTE: Style
committee shall be
invited to craft the
vision statement)
Refer to samples on
pp. 44-46

A. Mission Contains one or more
statements
- Format could be in
paragraph or bullet
form (see sample on p.
45)
D. Goals and Objectives -- Objective Goals and Contains
Template Objectives programs/projects/
-- Goals and Chart interventions to:
Objectives -Address identified
Template problems
-Sustain promising
SBM practices that will
enable schools reach
the mature level
-Promote continuous
school and community
improvements (e.g.
Brigada Eskwela,
ECARP, DORP, Sports
etc.)
3. Year Work and Financial -3 year 3 Year Contains objectives
Plan Template WFP programs/projects/
interventions to be
attained within 3 years
using the 3-year WF
template

Annual AIP Template AIP Contains major
Implementation activities of
Plan (AIP) programs/projects/
interventions to be
attained within one
(1) year using the
AIP Template
Monitoring and -M & E template M & E Plan and Write a brief
Evaluation Plan and -M & E Chart Structure description on the
Structure organization of the
M & E structure and
the corresponding
roles and
responsibilities.
(Refer to page 65)
Implementation -SIP SIP Implementation Write a brief
Plan and Structure implementation Plan and Structure description on the
chart organization of the
SIP Implementation
Structure and the
corresponding roles
and responsibilities.

PROCESS FLOW
Awardin
Recommended
for Acceptance of g of
the SDS Cert. of
If yes Acceptan
ce by
Preparation Submitted Rapid the SDS
of the SIP by to SGC for Appraisal
the SPT by DSRT/DsSRT
Approval

Sent back to the SPT SIP to undergo
for refinement and A process of
If no inclusion of the
“minimums”
review/refine-
ment

Figure 11. Process Flow of SIP Review and
Acceptance

PROCESS AFTER REFINEMENT

Rapid Recommended Awarding of
Enhanced/ Cert. of
Appraisal by for Acceptance
Refined SIP of the SDS Acceptance
DSRT/DsSRT
by the SDS

Figure 12. Process after Refinement of SIP

Republic of the Philippines
Region _______
Department of Education
DIVISION OF _____________
_________City / Province

Awards this

CERTIFICATES OF
ACCEPTANCE of the

to
_______________________________________
( NAME OF SCHOOL )
For having successfully complied or met (with) the requirements and
standards of the Department of Education as mandated by RA 9155.
This certificate is given this ____ day of ______, 200____
at ____________________
_________________________
Schools Division Superintendent

Figure 13. SIP School Year Life Cycle

Annual
SIP Start-Up Annual Review SIP
Appraisal Review Review And Evaluation
Evaluation

SIP Start-Up
SIP SIP Yr. 1 SIP Yr. 2 SIP Yr. 3
Implementation
Preparation Implementation Implementation Implementation

Table 4. SIP Implementation Progress Report Matrix
Template

Priority Improvement Area:_______________________
Program Team Leader :_______________________

PLANNED ACCOMPLISH- PROBLEMS/ ASSISTANCE POSSIBLE ACTIONS TO DATE OF
ACTIVITIES MENT OF CONCERNS NEEDED SOLUTIONS BE TAKEN COMPLETION
PLANNTED ENCOUNTERED
ACTIVITIES

Table 5. SIP Monitoring and Evaluation Matrix Template-
Stakeholders’ Perceptions on School Program and Project
Implementation
Parent’s Opinion Summary of Findings Recommendation
Dimensions
Quality of teaching

Learning Outcomes

Student Reporting

General Environment

Customer Responsive

Teacher’s Opinion Summary of Findings Recommendation
Dimensions
Clear Goals

Decision Making

Professional Development

Discipline

Feedback / Recognition

Leadership

Morale

Openness/Sharing

Professional Support

School Improvement Plan: A Manual for Schools
Department of Education, Philippines
School Climate Summary of Findings Recommendation
Dimensions
Attitude towards school

Social Acceptance

Student Incentive

Curriculum Usefulness

High Expectations

Difficulty of Work

Teachers and Teaching Summary of Findings Recommendation
Dimensions
Empathy

Teacher Energy/Enthusiasm

Fairness/Firmness

Helpful/Responsive

High Expectations

Quality Instruction

Feedback/Recognition

Difficulty of Work
Time Allocation

Table 6. Actual Accomplishments Versus Targets

TARGET ACTUAL
ACCOMPLISHMENT

Sample Endoresement Letter
Date:______________

___________________________
School Division Superintendent
Division of _______________________
Sir/Madam:
Greetings,
We are happy to inform you that (Name of School) has completed its School Improvement Plan
which we are hereby endorsing for your review and acceptance.
We wish to inform your office that this SIP is a product of the collaborative effort of parents,
community leaders, teachers, alumni, pupils under the leadership of (Name of School Head).
We look forward to a favorable response. Thank you and regards.
Sincerely yours,

_________________ ___________________ ___________________
________________
School Head SGC Chairman Head School Planning Team Barangay

* If the school has a School Governing Council, endorse the SIP to the SGC.

School Improvement Plan

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