SIP Training - Day 1

School Improvement Plan
Orientation – Day 1
OPENING CEREMONY
DEPARTMENT OF EDUCATION 2
National Anthem
Opening Prayer
INTRODUCTION OF
PARTICIPANTS
WELCOME REMARKS
Picture Taking
EXPECTATION
SETTING
Instructions
1. On the metacards provided, as a

group, write your expectations on
the following areas:
• Content
• Schedule
• Facilitators
• Co-participants
• Self
Instructions
2. Post your metacard on the wall in
the appropriate area, as shown:
Summary of Expectations
CONTENT SCHEDULE FACILITATORS
• Input summary of • Input summary of • Input summary of
expectations expectations expectations
• Time on task
• Punctuality
• On time
• Participant friendly
• Flexible
CO- SELF
PARTICIPANTS • Input summary of
expectations
• Input summary of
expectations
Training Objectives
At the end of this Training of Trainers,

participants will be able to:
1. Train regional facilitators/school on the

enhanced SIP process using the
principles of adult learning
2. Explain the enhanced SIP and SRC
Training Objectives
At the end of this training, participants will

be able to:
1. Facilitate the development of school

plans using the enhanced SIP process
2. Explain the enhanced SIP and SRC
Schedule Flow
Day DAY 3: Plan and
AM/PM DAY 1: Preparatory DAY 2: Assess
Slices Act
1.1
1.1 2.1
2.1 3.1
3.1
AM1 Propose Solutions

Expectation Setting Identify PIAs and Projects
AM Break
Why the
1.2 2.2
2.2 3.2
1.2
Enhancements? 3.2
AM2
What were Set Objectives and Draft the SIP and
Enhanced? Form the Project Team AIP
Lunch
PM1 1.3
1.3 Analyze the School Implement
2.3
2.3 3.3
3.3 Proposed
Organize SPT Processes Solutions
PM Break
PM 2 Convene and Orient Find the Root Causes Communicate

1.4
1.4
SPT 2.4
2.4
of Problems
3.4
3.4
Progress
Day 1, AM1
Opening Activities
Expectation Setting
DEPARTMENT OF EDUCATION
Day 1, AM 2
SBM and SIP
Connection
Why the Change?
What were
Enhanced?
Day 1, PM1
Day 1, PM2
Day 2, AM1
Day 2, AM2
Day 2, PM1
Day 2, PM2
Day 3, AM1
Day 3, AM2
Day 3, PM1
Day 3, PM2
Oral Exams
1. On the 4th day, you will be randomly assigned a timeslot
and venue for the oral exam. The assignment will be
shown on the next slide.
2. Go to your assigned venue and schedule.
3. The resource person will ask you to draw a session that
you need discuss. You have 15 minutes to discuss.
4. Afterwards, the resource person will ask you to draw
three (3) frequently-asked questions (FAQs) which you
should be able to answer.
5. You will be evaluated on two things: 1) delivery and 2)
content.
Criteria for Delivery
• Appearance: The facilitator smiles and appear
approachable.
• Posture: The facilitator looks and sounds confident.
• Gesture: The facilitator makes gestures that to grab
attention.
• Eye Contact: The facilitator looks at the eyes of the
the audience members.
• Voice: The facilitators voice is loud and the tone
conveys the appropriate emotions.
• Language/ Humor: The facilitator delivers
appropriate jokes to keep the participants interested.
Criteria for Content
• Organization: Facilitator delivered the content
in a logical manner.
• Familiarity: Facilitator was familiar with the
content.
• Contextualization: Facilitator gave helpful
examples that reinforced the content.
• Key Message: Facilitator was able to bring out
the key messsages.
• Synthesis: Facilitator was able to summarize
the content.
Enrichment Sessions
1. To prepare for the oral exams on Thursday,
we organized enrichment sessions everyday.
These sessions will cover the topics
discussed for day.
2. During dinner, you may sign up for a session
which you want to understand better or want
to share ideas about. Since sessions will be
concurrent, it is ideal that you choose one
enrichment session per day.
3. Enrichment sessions will start by 8PM.
Workshop Agreements
Everyone All are Keep an open
Everyone is must be ON mind and
expected to
responsible TIME listen
Keep phones participate in
for the throughout the constructively.
and other & attend all
success of workshop.
devices on sessions. We
this workshop.
SILENT hope nobody
Be fully
MODE during goes home
present.
sessions. early.
Everyone’s Respect the
input and person Discussions,
questions talking; don’t questions,
should be take part in and critiques Encourage
equally side will focus on others,
valued. conversations. ideas and respect
Listen & ask issues, not on differences,
meaningful people. and work
questions. together.
Break
ACTIVITY:
THE
PERFECT SCHOOL
Instructions
1. Think of your learners.
Recall the situation
wherein they were very
happy and were able to
absorb everything that
you were teaching.
Observe what you see in
your mind. (3 mins)
2. List down what makes a
happy environment that’s
conducive to learning for
your learners- the
perfect school. As a
group, come up with a
consolidated list. (5 mins)
Image source: http://mahdischool.mihanblog.com
3. As a group, sketch the
perfect school based on
your list. (12 mins)
Instructions
4. Each group will be assigned a focus area
that you will use to evaluate the other groups’
sketches.
GROUP 1: GROUP 2:
Safety & Security: Region I Safety & Security: Region IV-B
Health & Cleanliness: Region II Health & Cleanliness: Region V
Learning Spaces: Region III Learning Spaces: Region VI
Recreation: Region IV-A Recreation: Region VII
GROUP 3: GROUP 4:
Safety & Security: Region VIII Safety & Security: Region XII
Health & Cleanliness: Region IX Health & Cleanliness: NCR
Learning Spaces: Region X Learning Spaces: CAR
Recreation: Region XI Recreation: CARAGA
Instructions
5. Exchange sketches
with the group next
Safety and Health and to you, as shown.
Security Cleanliness
Group Group 6. Add features to the
other group’s sketch
with your assignment
in mind by drawing
Recreation
Learning on their sketch. For
Spaces
Group
Group example, group 1 will
draw on group 4’s
sketch. (3 mins)
Instructions
7. Pass the sketch

Safety and
Security
Health and
Cleanliness
to the next group.
Group Group 8. Once your own
group’s sketch
reaches your
Learning group, post your
Recreation
Group
Spaces sketch on the
Group
output wall.
SIP Mindset
Evidence-based Innovative
To always consider data Thinking
when making decisions To be creative in looking
and implementing solutions at and addressing
problems in school
Systems
Thinking
Continuous
To think about how Improvement
each part interrelates
with other parts and
Learner-centered To think in a way that
To always remember
with the larger will bring about
the why in everything
system school improvements
that we are doing
SIP Mindset
To always consider data Thinking
when making decisions To be creative in looking
and implementing solutions at and addressing
problems in school
Systems
Thinking
Continuous
Improvement
To always remember
will bring about
Ex: Enrolment system school improvements
that we are doing
SIP Mindset
Thinking
To be creative in looking
at and addressing
Ex: Listening to the problems in school
voice of the learners
Systems
Thinking
Continuous
Improvement
To always remember
will bring about
that we are doing
SIP Mindset
Thinking
Ex: Listening to the Ex: Different solutions

voice of the learners for different contexts
Systems
Thinking
Continuous
Improvement
To always remember
will bring about
that we are doing
SIP Mindset
Thinking

Systems
Thinking
Continuous
Improvement
Learner-centered
To always remember
the why in everything Ex: Habit of looking for
Ex: Enrolment system
that we are doing ways to make things better
SIP Mindset
Thinking

Systems
Thinking
Continuous
Improvement
Learner-centered
Ex: Always go back
to what’s best for the Ex: Habit of looking for
Ex: Enrolment system
learners ways to make things better
Recap of Day 1, AM1
Opening Activities
Expectation Setting
Day 1, AM 2
SBM and SIP
Connection
Why the Change?
What were
Enhanced?
RATIONALE & OVERVIEW
SBM and SIP
The SIP is an important element of SBM
Further devolves
Empowers school
governance of
teams and personnel
education to schools
Makes delivery of
Expands community
education services
participation and
more responsive,
involvement
efficient, and effective
Why the Changes?
• It has been 6 years
since the SIP was
reviewed
• To address the
challenges
experienced from the
past SIP
• There is a need to
realign with DepEd’s
Official SIP Policy and Handbook
current thrusts
(DepEd Memo 386, s. 2009)
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
principles are comprehensive
more defined templates
SIP Cycle
emphasizes More effective
continuous tools
improvement
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
Harmonized Processes
Seamless integration of SIP,
SRC and other related
policies
Integrated Continuous
Improvement Principles and
Methodology
More
More learner-
evidence-
centered and
based
participatory
approach
2009 SIP Enhanced SIP Process
A. Preparatory Work A. Preparatory Activities
• General Assembly • Gather and organize necessary data
• Forming the SPT • Form the SPT
B. SPT Orientation and • Convene the SPT for orientation, vision
sharing and scheduling
Preparation for SIP
B. Assess
C. SIP Planning • Identify/Review PIAs
• Step 1. Collecting, organizing,
• Analyze PIAs
& analyzing school data
• Present the root cause to the SPT
• Step 2. Identifying Core Values &
formulating Vision & Mission C. Plan
• Step 3. Determining school • Review general objectives & targets
goals & objectives • Formulate solutions
• Step 4. Formulating WFP & AIP • Develop Project Designs
• Step 5. Develop school’s M&E • Write the SIP and prepare the AIP
plan & structure D. Act
• Step 6. Organizing for implementation • Test the solution/s
• Step 7. Writing the SIP • Roll out the solution/s
• Step 8. Communicating the plan • Check progress of AIP
• Step 9. Implementing the plan
DEPARTMENT
52 OF EDUCATION
Enhanced SIP Process Integrated Policies
A. Preparatory Activities
Child Protection Policy
• Gather and organize necessary data
D.O. No. 40 s. 2012
• Form the SPT
• Convene the SPT for orientation, vision Early Registration
sharing and scheduling D.O. No. 1 s. 2015
B. Assess Student-Led School
• Identify/Review PIAs
• Analyze PIAs Watching and Hazard
• Listen to the voice of the learners Mapping
• Analyze school proceses D.O. No. 23 s. 2015
• Select Area of Focus
Result-Based
• Do root cause analysis
Performance Management
System
C. Plan D.O. No. 2 s. 2015
• Review general objectives & targets
• Formulate solutions
• Develop Project Designs
• Write the SIP and prepare the AIP
D. Act
• Test and roll out the solution/s SBM Assessment
• Communicating with stakeholders D.O. No. 83 s. 2012
• Check progress of AIP DEPARTMENT OF EDUCATION 53
Enhanced SIP Process
A. Preparatory Activities
• Gather and organize necessary data
• Form the SPT
• Convene the SPT for orientation, vision
sharing and scheduling • Listen to the voice of the learners
B. Assess • Analyze school proceses
• Identify/Review PIAs • Select Area of Focus
• Analyze PIAs • Do root cause analysis
C. Plan CI Tools
• Review general objectives & targets
• Formulate solutions
• Develop Project Designs
• Write the SIP and prepare the AIP
D. Act
• Test the solution/s
• Roll out the solution/s
• Check progress of AIP
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
More Defined Guiding Principles
2009 SIP Enhanced SIP
• Anchored on the DepEd vision,
• It is based on standards. mission, core values, strategies, and
• It is learner-centered. on Regional, Division, and school
• It is based on hard data. goals.
• Evidence- and results-based, child-
• It is continuous. and learner-centered.
• It is logical and iterative. • Requires systems thinking and a
• It is inclusive and mindset of continuous improvement
integrative. • Involves the active participation of all
• It is participatory. education stakeholders in the school
and community such as the school
• It is systematic. heads, teachers, parents,
• It is systemic. community leaders, and the learners
themselves, among others.
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
Continuous Improvement in
SIP Cycle
Three-year period that

follows the Assess, Plan,
and Act Phases
Emphasizes process of
learning and continuous
improvement
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
More Responsive PIA Rubric
2009 SIP Process Enhanced SIP Process
• Relevance --- How relevant is • Strategic Importance – the

the problem to school number of other areas that will
academic improvement? benefit when the improvement
• Urgency --- If the problem is area is addressed
not addressed immediately, • Urgency – the urgency or need
will it become worse? to improve the area as soon as
• Growth potential --- If the possible
problem is not solved, will it • Magnitude – the number of
become worse? learners that will benefit when
• Cost --- If we do not solve the the improvement area is
problem now, will it cost more addressed
to solve later? • Feasibility – the degree to which
the improvement area is within
the school’s mandate and control
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
More Comprehensive Templates
2009 SIP Process: Enhanced SIP Process: School-
SIS Form Community Data Template
• Part I: School Profile I. School Profile Data

– Name of school II. Situation of Children/
– School ID Learners: Access – In and
– Municipality/City Out of School
– Congressional District
III. Situation of Children/
– Type of School
Learners: Access –
Attendance and Retention
• Part II: Performance IV. Situation of Children/
Indicators and other Relevant Learners: Quality – In and
Information Out of School
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
More Effective Tools
Analyze PIAs
• Listen to the voice of
the learners
• Analyze school
proceses
• Select Area of Focus
• Do root cause analysis
What were Enhanced?
Processes More
were responsive PIA
harmonized Rubric
Guiding More
SIP Cycle
continuous tools
improvement
The Enhanced SIP
Same but tools for More responsive to

Easier to develop
planning are the most urgent
and implement
enhanced needs of the school
“The former SIP is

Raises the
like your old
awareness and
cellphone. It is still
involvement of the
working but you want
different
a superior product” –
stakeholders
Usec. Rivera, 2015
“Perfection is not the target.
The target is CONTINUOUS
IMPROVEMENT.”
– Usec Rivera, 2015
Recap of Day 1, AM 2
SBM and SIP
Connection
Why the Change?
What were
Enhanced?
Breakout Groups
Group 2
Regions Room Assignment
IV-B
Group 1 V
Regions Room Assignment VI
NCR VII
CAR VIII
I
II Group 3
Regions Room Assignment
III
IX
IV-A
X
XI
XII
CARAGA
Lunch
ENERGIZER:
Test Your
Observation
Skills
Watch the video.
Observe carefully.
Day 1, PM1
PREPARATORY ACTIVITIES
Preparatory Activities Objectives
1.To gather information

on the situation of 2. To begin the SIP
children and learners process by mobilizing
in terms of their access the School-
to quality basic Community Planning
education and the Team (SPT)
situation of the school
in terms of governance
STEP 1. Prepare for SIP
Development
Gather and organize
1.1
necessary data
1.2 Form the SPT
Convene the SPT for

1.3 orientation, vision
sharing, & scheduling
Tips on Data Gathering
GROUP THE DATA ORIENT YOUR TEAM MAXIMIZE MEETINGS
Orient your team on what Maximize

Group the data should be gathered school &
data that will community-
come from CHECK WHAT’S based meetings to get
similar sources and AVAILABLE PRIMARY* and
assign team for each SECONDARY**
data source Check EBEIS, other
data
forms, and documents
ENGAGE EXPERTS ENSURE ACCURACY DEVISE A SYSTEM
Gather specific data that Important to have Consolidate & organize

can come only from
them evidence-based solutions into the SCDT (Annex 1)
*Primary data – data you gather on your own;

**Secondary data – data you get from somewhere else (existing data)
80
Activity 1.1 Gather and Organize
Necessary Data
Note:
Annex 1A is to help the School Head
and Team to organize data. It is a
container for all your existing data.
ANNEX 1A However, schools can gather and
organize data in their own way.
I. SCHOOL PROFILE DATA
II. ACCESS – IN AND OUT OF SCHOOL
III. ACCESS – ATTENDANCE & RETENTION
IV. QUALITY
Necessary Data
ANNEX 1A
I. SCHOOL PROFILE DATA GOVERNANCE
II. ACCESS – IN AND OUT OF SCHOOL
ACCESS
III. ACCESS – ATTENDANCE & RETENTION
IV. QUALITY
QUALITY
years
y3
Min
ev er
ANNEX 1B
CHILD MAPPING TOOL*

Annex 1B
Name of Baranggay:
TOOL FOR MAPPING OF 0-17 YRS. OLD CHILDREN
NAME If YES, indicate If 3-4 Years Old…. IF YES…

Is residence If with Highest Is currently
Relationship to the Date of With Birth If NO, state reason for not
permanent? Number of Age Ethnicity Religion disability, Educational Level studying?
Household Head Birth Certificate? (Y/N) Provided with If YES, specify If thru ADM, specify studying
LAST FIRST MIDDLE GENDER (Y/N) Home Address years in said Specify type 1/ Completed 2/ (Y/N) What Level Name of School
address
ECCD Services ECCD facility
Ethno- type of ADM
linguistic
Does not
identity (ex:
plan to move
Ilokano,
anytime soon
Annex 1B
Chavacano,
Name of Baranggay:
TOOL FOR MAPPING OF 0-17 YRS. OLD CHILDREN
etc.)
NAME If YES, indicate If 3-4 Years Old…. IF YES…
Is residence If with Highest Is currently
Relationship to the Date of With Birth If NO, state reason for not
permanent? Number of Age Ethnicity Religion disability, Educational Level studying?
Household Head Birth Certificate? (Y/N) Provided with If YES, specify If thru ADM, specify studying
LAST FIRST MIDDLE GENDER (Y/N) Home Address years in said Specify type 1/ Completed 2/ (Y/N) What Level Name of School
ECCD Services ECCD facility type of ADM
address
Note: Do this together with your early registration

activities DEPARTMENT OF EDUCATION 83
years
y3
Min
ev er
ANNEX 1B
CHILD MAPPING TOOL

WORK TOGETHER.
If you are planning to do child mapping
during early registration and there are other
schools in your barangay, work with them.
• You can cover more ground
• Easier to consolidate
• Easier to share information between
schools and communities
Other reference: DO No. 1 s. 2015
Necessary Data
ANNEX 2A
CHILD-FRIENDLY
SCHOOL
SURVEY
Necessary Data
ANNEX 2B
CHILD
PROTECTION
POLICY
IMPLEMENTATION
CHECKLIST
Necessary Data
ANNEX 2C
STUDENT-LED SCHOOL WATCHING
AND HAZARD MAPPING
PROCEDURE
A. Organizing and preparing school watching
team
B. School watching and hazard mapping
Necessary Data
OUTPUT CHECK:
 School Community Data Template (Annex 1A)
 Child Mapping Tool (Annex 1B)
 School Report Card (SRC)
 Child-Friendly School Survey (Annex 2A)
 Child Protection Policy Implementation Checklist
(Annex 2B)
 School Watching Checklist and Hazard Map (Annex 2C)
Development
Gather and organize
1.1
necessary data
1.2 Form the SPT
Convene the SPT for

Activity 1.2 Form the SPT
SCHOOL HEAD AS TEAM LEADER
Student Representative Teacher Representative
Parent Representative Barangay LGU Representative

Member of School Child
Member of BDRRMC Protection Committee
* Please note that at least one of your members should

be a member of the School Governing Council (SGC).
90
The school head may add more
members to its SPT.
• Non-Government Organization (NGO)
representatives
• Alim/Ulama
• Indigenous People (IP) representatives
• Arabic Language and Islamic Values

Education (ALIVE) teacher
• School alumni
• Representatives from communities adjacent

to the one where your school is located
 Gender balance should be considered in organizing the
SPT.
 IP and Muslim representation should be considered.
 An attendance of 50% plus 1 of the members is needed
for the SPT to reach quorum and conduct official
business
 When a member needs to be absent from a meeting, s/he
may send a substitute who can speak for him/her (as
long as they have the same representation).
Note:
In cases where the teacher representative is also the School Head (such
as in small schools), additional seat may be given to parent
representatives
OUTPUT CHECK:
 List of members for the SPT with their representations
Recap of Day 1, PM1
Break
ENERGIZER:
The Boat is
Sinking
Instructions
1. Assign a specific occupation/ job for

each member of your team (1 minute).
Teacher Doctor Carpenter Fisherman
Housewife Actor Make-up Nurse

Artist
Instructions
1. For each group,
assign a team
leader.
2. Imagine that you are
on a boat. The boat
can only
accommodate 4
people. Otherwise,
the boat will
capsize.
Instructions
3. The role of the team
leader is to
determine who can
stay on the boat.
4. The team leader,
with inputs from the
members, will
choose the 5
members who will
survive. (4 minutes)
Day 1, PM2
Development
Gather and organize
1.1
necessary data
1.2 Form the SPT
Convene the SPT for


Activity 1.3 Convene the SPT for orientation,
vision sharing, and scheduling
AGENDA: Before the meeting, you

should have:
1. Orientation - SIP process
 A copy of the DepEd Vision-
Mission, Core Values
2. Vision Sharing
 Division goals/ targets
 School’s strategic goals (if
3. Scheduling available)
BE CREATIVE. Think of reflective

activities that will engage your SPT.
Tips in Facilitating Meetings
1. Make sure there is a clearly
stated objective or purpose
in the meeting and an
expectation of what the
outcomes and aligned
deliverables will be.
2. Ask someone to document
the meeting.
3. Recap the discussion and
restate any decisions.
4. Guide the group to discuss
what the next steps are.

1. Orientation of the SIP Process
Mandate of SIP key

DepEd on features and
SIP principles
SIP development
& implementation
cycle & phases
Discuss why the SIP & AIP are important for the
school and the learners
2. Roles and Responsibilities

• Discussion and agree on
the roles & responsibilities
of the SPT chair and
members
1. Ask a member to facilitate

2. Give everyone a chance to share their ideas
3. Facilitator will synthesize and let the SPT
comment/approve what has been discussed

ACTIVITY:
VISION SHARING
Note:
• There is only one vision, mission, and core values
• It is important to internalize this one VMV

Instructions
1. Calm yourself, close your eyes, take 3 breaths. (1
min)
2. Let go of everything else. Take 3 more breaths. (1
min)
3. On the next slide, you will see the DepEd vision.
Read it carefully and savour the words. (3
minutes)
4. Discuss in your group your answer to the
questions that will follow. (15 minutes)
5. Have someone from your group write the
keywords on strips of paper.

DEPED VISION
We dream of Filipinos  What does this
who passionately love mean for us?
 What are our own
their country and whose dreams for the
values and competencies children of our
enable them to realize school?
 How do our dreams
their full potential and relate to DepEd’s
contribute meaningfully Vision?
to building the nation.

DEPED VISION
As a learner-centered  How do we
public institution, the understand
‘learner-centered’?
Department of Education  What does it mean
continuously improves for us?
itself to better serve its  What does
‘continuously
stakeholders. improving’ mean for
us?

Instructions
5. On the next slide, you will see the DepEd
mission. Read it carefully and savour the
words. (3 minutes)

DEPED MISSION
To protect and promote the right of every
Filipino to quality, equitable, culture-based,
and complete basic education where:  What do these
• Students learn in a child-friendly, gender- words mean for
sensitive, safe, and motivating us?
environment  How can we
• Teachers facilitate learning and constantly
nurture every learner contribute to this?
• Administrators and staff, as stewards of  What is the role of
the institution, ensure an enabling and each one?
supportive environment for effective
learning to happen
• Family, community, and other
stakeholders are actively engaged and
share responsibility for developing life-long
learners
Instructions
5. On the next slide, you will see the DepEd
core values. Read it carefully and savour
the words. (1 min)
8. Post all strips of paper around your
perfect school.

DEPED CORE VALUES
 How do we understand these
core values?
Maka-Diyos  What values do we possess that
Maka-tao support the core values?
Makakalikasan  How should we be (thoughts and
actions) so we can demonstrate
Makabansa these core values?
 How will these values help us
fulfill the vision and mission?

1.3 Convene the SPT for orientation,
Scheduling
ACTIVITIES SCHEDULE
Suggested time frame for this phase is 1 month. Pls.
PREPARATORY ACTIVITIES specify the dates.
Examples:
Securing the CBMS from the LGU January 12

Organizing data using the School-Community Data January 28-30
Template
Suggested time frame for this phase is 2 months. Pls.
PHASE 1: ASSESS specify the dates.
Examples:
Conduct Dyad, Triad, FGD or survey. February 9

March 11-13
PHASE 2: PLAN Suggested time frame for this phase is 1 month.
Examples:
Write the SIP April 4-8

Brainstorm for solutions May 4
Time frame for this phase will depend on the projects
PHASE 3: ACT to be implemented and is spread out within the SY
Examples:
Start of pilot test on Grade 6 SARDOs in Section X June-August (1st quarter)

Discuss preparations for roll out September 3

1.3 Convene the SPT for orientation,
OUTPUT CHECK:
 Documentation of vision sharing
 List of SPT Roles and Responsibilities
 SPT Timetable

Q&A

Recap of Day 1, PM2
Schedule Flow
Day DAY 3: Plan and
AM/PM DAY 1: Preparatory DAY 2: Assess
Slices Act
1.1
1.1 2.1
2.1 3.1
3.1
AM1 Propose Solutions

Expectation Setting Identify PIAs and Projects
AM Break
Why the
1.2 2.2
2.2 3.2
1.2
Enhancements? 3.2
AM2
What were Set Objectives and Draft the SIP and
Enhanced? Form the Project Team AIP
Lunch
PM1 1.3
1.3 Analyze the School Implement
2.3
2.3 3.3
3.3 Proposed
Organize SPT Processes Solutions
PM Break
PM 2 Convene and Orient Find the Root Causes Communicate

1.4
1.4
SPT 2.4
2.4
of Problems
3.4
3.4
Progress

SIP Training - Day 1

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SIP Training - Day 1

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School Improvement Plan

1. On the metacards provided, as a

At the end of this Training of Trainers,

1. Train regional facilitators/school on the

2. Explain the enhanced SIP and SRC

At the end of this training, participants will

1. Facilitate the development of school

2. Explain the enhanced SIP and SRC

AM1 Propose Solutions

PM 2 Convene and Orient Find the Root Causes Communicate

Why the Change?

7. Pass the sketch

Ex: Listening to the Ex: Different solutions

Ex: Listening to the Ex: Different solutions

Ex: Listening to the Ex: Different solutions

Why the Change?

Three-year period that

• Relevance --- How relevant is • Strategic Importance – the

• Part I: School Profile I. School Profile Data

Same but tools for More responsive to

“The former SIP is

Why the Change?

1.To gather information

1.2 Form the SPT

Convene the SPT for

Orient your team on what Maximize

ENGAGE EXPERTS ENSURE ACCURACY DEVISE A SYSTEM

Gather specific data that Important to have Consolidate & organize

*Primary data – data you gather on your own;

I. SCHOOL PROFILE DATA

II. ACCESS – IN AND OUT OF SCHOOL

III. ACCESS – ATTENDANCE & RETENTION

CHILD MAPPING TOOL*

NAME If YES, indicate If 3-4 Years Old…. IF YES…

Note: Do this together with your early registration

CHILD MAPPING TOOL

1.2 Form the SPT

Convene the SPT for

SCHOOL HEAD AS TEAM LEADER

Student Representative Teacher Representative

Parent Representative Barangay LGU Representative

* Please note that at least one of your members should

• Arabic Language and Islamic Values

• Representatives from communities adjacent

1. Assign a specific occupation/ job for

Teacher Doctor Carpenter Fisherman

Housewife Actor Make-up Nurse

1.2 Form the SPT

Convene the SPT for

DEPARTMENT OF EDUCATION 101

AGENDA: Before the meeting, you

BE CREATIVE. Think of reflective

DEPARTMENT OF EDUCATION 103

Mandate of SIP key

2. Roles and Responsibilities

1. Ask a member to facilitate

DEPARTMENT OF EDUCATION 105

DEPARTMENT OF EDUCATION 106

DEPARTMENT OF EDUCATION 107