Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF NEGROS ORIENTAL
Dumaguete City
2nd Cycle School Improvement
Planning
Ayungon District
April 24, 2014
1
To improve is to change.
To be perfect is
to change often.
o Winston Churchill
Rational Objectives:
• Enhance knowledge on the
content and process of SIP
• Make a clear understanding of SIP
implementation
3
Experiential Objectives:
• Realize the value of cooperation
for greater success of SIP
preparation.
• Be anticipative about immediate
actions to be done.
4
Activity
1. What are the parts of the SIP?
(outline only)
2. What are the processes in the
development of the SIP?
3. Why do schools prepare SIPs?
R.A. No. 9155 – Chapter 1, Section 7
Consistent with the national education
policies, plans and standards, the school
heads shall have authority, accountability
and responsibility for the following:
1.Setting the mission, vision, goals and
objectives of the school
4. Developing the school education program
and school improvement plan
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Quality Management System
Some Core Principles in School
Improvement:
• It is based on standards. Standards
must be set to create high expectations for
the school.
• It is learner-centered. All improvements
are for the holistic development of
learners. School planning, fund sourcing,
physical improvement, and policy
formulation are done with the learners’
welfare foremost in the mind of
stakeholders.
• It is participatory. To develop a sense of
ownership, it is important that stakeholders
are part of the school improvement
process from the planning, implementing
up to the monitoring , evaluation and
reporting .
• It is based on hard data. Effective
schools make decisions based on
accurate, reliable and analyzed data.
• It is systematic. Schools make use of
short-term strategies as part of a larger
long-term effort and lasting systemic
change that is why schools have an AIP
based on their SIP. They prioritize school
improvement that is likely to have the
greatest impact on learners’ learning and
development.
• It is systemic. The improvement process
is not only on one part of the school
system. Rather it includes the entire
school system (leadership, curriculum and
instruction, learning environment, schoolcommunity relations, resources, etc.) to
institute a change of school culture.
• It is continuous. There is no end to
school improvement for there will always
be a room for improvement. A key reform
thrust in the DepED is to get all schools
continuously improve.
• It is logical and iterative. School
improvement gives the school community
an opportunity to reflect on their school in
the past school year/s, assess results,
plan and project a future characterized by
improved performance.
• It is inclusive and integrative. It includes
the regular programs of the school and
integrates national policies
(DepED/DBM/COA/CSC, etc.).
Guiding Principles:
1. The SIP shall be anchored on the
DepEd Vision, Mission and Core
Values;
2. The SIP shall be results-based,
child and learner-centered
3. The planning process shall be
participatory, engaging various
stakeholders in the processes of
dialogues and consensus-building
OUTLINE:
I. Vision, Mission and Core Values
II. Objectives and Targets
III. Situational Analysis
a. Situation of Children/Learners
b. Environmental Scan
I. External Analysis
II. Internal Analysis
IV.Strategies
V. Action Plan
VI.Monitoring & Evaluation Arrangements
 Major focal areas where
decisions need to be made:
1. Delivery of Services for Basic
Education
2. Organizational Health/Performance.
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Curricular Programs &
Projects
Education Resources
Delivery of
Services for
Basic Educatio
EduEducation
School
Teacher Performance
Learner Performance
M&E Content
Areas
School Management
Organizational
Health &
Performance
Productivity
Community Partnership
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A. Delivery of Services for Basic
Education
A.1. Curricular Programs and Projects concerned with obtaining information on the
efficiency and effectiveness of the
implementation of curriculum programs and
projects which is the core business of schools.
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DepED programs:
•
•
•
•
•
Brigada Eskwela
Every Child A Reader Program (ECARP)
Child -Friendly School System (CFSS)
Early Childhood Care Development,
National Elementary/Secondary Press
Conferences,
DepED programs:
•
•
•
•
Dropout Reduction Program (DORP)
School Feeding Program
Oplan Balik-Eswela
Mother Tongue-Based Multilingual
Education
• Use of Alternative Delivery Modes of
Education
DepEd Programs:
• Culture-responsive Curriculum for
Indigenous Peoples
• Gender and Development
• Disaster and Risk Reduction Program
• National Greening Program
A.2. Education Resources - concerned with
accessibility, adequacy, equitable distribution, and
maintenance of resources required to efficiently
deliver basic education.
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SCHOOL RESOURCES would include ascertaining
the optimal application/utilization of the following
(but not limited to):
 Funding Requirements for School Operations
(MOOE, SEF, PTA and other sources)
 Number of Teachers
 Learning and Instructional Materials/Resources
(textbooks, manuals, learning equipment, etc.)
 Physical and Ancillary Facilities
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A.3. Teacher Performance – concerned with
monitoring and evaluating teaching-learning
practices of teachers, particularly on the
following:
 Instructional Delivery
 Utilization of Instructional Materials
 Classroom and Record Management
 Involvement in School-Community
Activities
 Personal growth and professional
development
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A.4. Learner Performance – concerned
with getting information on the learners:
 school attendance,
 academic achievement
 participation in co-curricular
activities
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B. Organizational Health and
Performance
B.1. School Management – focused on
monitoring and evaluating the efficiency and
effectiveness of the implementation of plans for
school improvement. Specifically, it is
concerned with the following:
 SIP Implementation
 Instructional Supervision
 Staff Development
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B.2. Productivity – concerned with the
work outputs of the individuals based on
their specific job descriptions, i.e., support
staff, utility. This may also be concerned
with team or committee outputs based on
their terms and reference, i.e., SGC, PTA,
SQMT, SIPIT, SPT, Special Program
Committees, PGO/SSG, etc.
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B.3. Community Partnership - focused
on how school stakeholders are engaged
in school activities including its level and
quality of participation, e.g. parents, LGU,
NGOs, alumni, etc. It is also concerned
with the level of school’s participation in
community-initiated activities.
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School Improvement Planning
is a process where teachers, parents,
students and community leaders come
together to analyze the status of their
school, set their directions and define
school improvement and monitoring plans
which are focused on improving
educational outcomes.
These educational outcomes include the
performance indicators and the holistic
development and well-being of all
learners.
The result of School Improvement
Planning is a School Improvement
Plan (SIP)
SIP is a road map that establishes the
changes that the school needs in order to
improve student achievement and that
shows how and when these changes will
be made.
SIP is a three-year education development
plan that embodies the vision and mission
of Department that the school must
embrace.
SIP 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.
• a comprehensive overview of major priorities
to which the school will commit its resources
including activities which are supportive of the
• The ultimate objective of the school
improvement process is to achieve the desired
learning outcomes by enhancing the way
curriculum is delivered by competent,
committed and caring teachers by creating a
safe and a nurturing environment for
learning, and by increasing the stakeholders’
participation in the entire school
improvement process.
• It also aims to help school heads, teachers,
parents and other stakeholders in the school
community participate in a continuous
improvement process by identifying potential
barriers to improvement and by finding ways
to move the school from where it is now to a
condition in which students can achieve their
highest potential.
• The process primarily requires constant
analysis of school needs, planning and
implementing appropriate actions and
monitoring and evaluating results and
outcomes.
• It also involves comparing existing school
practices with those of others and obtaining
information about best practices in order to
raise standards and ultimately improve school
performance.
Timeline & Activities:
The Planning Process
1. Preparatory phase
involves convening of the School-Community
Planning Team and data gathering, including
the conduct of focused group discussions with
parents and other stakeholders as necessary
2. Conduct of the SIP planning workshop
this is done within a duration of three (3)
days and consists of the following sessions:
 Opening and orientation on the DepEd vision,




mission and core values
Establishing the situation of children/learners
and setting the objectives and targets
Formulating strategies
Preparing the Action Plan
Closing session
3. Post-workshop activitiesthe finalization of the SIP
 Be guided by the Division Memorandum issued
March 26, 2014 and April 4, 2014
Title: 2nd Cycle School Improvement Plan Launching in
Schools of the Division of Negros Oriental and Its
Minimum Requirements
Title: Organization of Division/District/School SIP Review
Team
Step 1:Collecting, Organizing, and Analyzing
School Data
a) Data-gathering and organization
b) data analyses and interpretation
c) identification/verification of problems and
their causes
d) prioritization of problems
e) selection of solution and strategies
Step 2: Understanding the National Vision,
Mission and Core Values
Consider the 3Ps
1. Determining the School Goals & Objectives
3. Determining the School Goals and
Objectives
• The goal can target a content area:
Example: All students in VSP School will show
improvement in mathematics through
increases in achievement in the school,
division, region and national assessments.
4. Formulating the Work and Financial Plan and
Annual Implementation Plan
5. Developing the School’s Monitoring &
Evaluation Plan and Structure
6. Organizing for Implementation
Ultimate objective of SIP
To achieve the desired educational outcomes
through the enhancement of curriculum delivery
>by competent, committed and caring teachers
>by creating a safe and nurturing environment
for learning; and
>by increasing the stakeholders’ participation
in the entire school improvement process
Convening the School-Community Planning
Team
(SPT) Composition:
1 school head
1 parent representative
1 student representative
1 teacher representative
1 community member
1 barangay official/LGU
1 member of the Disaster Risk Reduction
Management Committee (DRRMC)
Application (Working paper to help you in your
planning):
• Using the School Calendar SY 2014-2015,
prepare the activities for the months.
• In thee columns of the bond paper write the
successful activities done in SY 2013-2014,
activities you want to continue and activities
you failed to accomplish which you need to
do.
We cannot hold a torch to
light another’s path
without brightening our
own.
o Ben Sweetland