Follow-up Session on the Formulation

Of School Improvement Plan (SIP)

January 11, 2023 | Division Office Multipurpose Hall
PROPOSED OUTLINE
SCHOOL IMPROVEMEN PLAN
STRUCTURE DESCRIPTION
DepEd’s Vision, Mission, and Articulation of DepEd vision, mission, and core values on how these will
I
Core Values influence the school ways of doing things.
II School’s Current Situation Basic Education Situational Analysis
Description of the school which may include but not limited to school
a. Introducing the School
physical environment, immediate community, and linkages.
b. School Performance on May include analysis of enrollment, Intake rate, completion, retention,
Access transition, dropout
May include performance in national achievement test, regional and
c. School Performance on
division tests (if available), awards and recognition, performance in ILSAs
Quality (International Large-Scale Assessments) (if the school has participated)
d. School concerns on Equity
Analysis of issues on inclusion programs or initiatives
and Inclusion
Analysis of nutritional status of learners, incidence of bullying, school
e. School concerns on
hazards, mental and psychosocial condition including security and peace
Resilience and Well-being and order situation
May include school resources analysis on human resources, school
f. School concerns on
resources, and development prospects. Basic ratios may be presented
governance and teacher performance, SBM practice, and partnerships, among others
It may include very unique issues that are not captured in the 4 pillars
3 or
g. Other Unique concerns
 STRUCTURE DESCRIPTION
III Improvement Plan School Strategic Plan
a. Key Performance Indicators 3-year realistic targets on access, equity, quality, resilience,
(targets) well-being, and governance
b. Priority Improvement Areas
Priorities that the schools must focus to address challenges
(PIA) – strategies/ school
and harnessing opportunities
strategic directions
These may be in a form of nationally driven programs and
projects, locally initiated interventions to address unique
c. Key Interventions
conditions, and specific activities designed to address short-
term issues.
School Strategic Plan which outlines school priorities in 3-year
d. Three-Year Indicative Plan
cycle. Should include goals, outcomes, strategies, and outputs
e. Year 1 Work and Financial
Plan execution document using the standard template for
Plan (Annual Improvement
Work and Financial Plan
4
Plan)
 STRUCTURE DESCRIPTION
A systematic process for collection, collation, and analysis of key
education data and information that will allow the SGC to
School Monitoring and
determine the progress of SIP implementation based on targets.
IV Evaluation and Adjustments
The main objective of the SMEA is to facilitate decision-making
(SMEA)
for a more relevant and responsive delivery of basic education
services at the school level.
a. M&E (monitoring & May include tools, info systems and templates identified in DO
29, s. 2022 (BEMEF Policy) and other new templates may be
evaluation) Strategies useful.
May include SMEA culmination, regular Program
b. M&E Activities Implementation Review (PIR). Could be monthly, quarterly, semi-
annual, and annual.
These must include the registry of identified Risks, its description
V Risk Management Plan and the strategic solutions to mitigate the impact of each
identified risk.

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Understanding the Vision, Mission, Mandate, Core Values,
Strategic Directions, and Situationer
“Being on the same page”
It is crucial that the Planning Team understands the “ideal state” that the Department aims
for.

The Chair, including the Technical Secretariat, shall orient the team on the following:
• DepEd Vision and Mission
• Mandate
• Core Values
• Strategic Directions
• Completed Staff Work (historical data on KPIs, performance and milestones, projections,
etc.)

Expected output at the end of the process: Planning Team oriented on the Department
Vision, Mission, Mandate, Core Values, Strategic Directions, Situationaire, and the ensuing
Strategic Planning Process
Conducting In-Depth Situational Analysis
• The Planning Team may opt to conduct field validation and workshops. This will allow them to
perform a more phenomenological and qualitative assessment of the client’s practices, capabilities,
and capacity to efficiently manage the curriculum support system which include:
o Teachers
o Learning environment
o Assessment
o Leadership
o Instructional supervision
o Technical assistance
o School-based management
o Managing stakeholders and partners

• This activity shall allow all Planning Teams to determine the current and emerging needs for basic
education services, opportunities, and frame conditions that shall be considered in the planning
process.
• After a thorough situation analysis, the Planning Teams shall conduct an internal and external
assessment of their unit.

 Expected output at the end of the process: Basic Education Situation Analysis.
III. Improvement Plan

a. Key Performance Indicators

a.1 Access to Quality Basic Education for All

Table x. Access Targets 2023-2028

Physical Target
Key Performance Indicator Baseline
(SY 2021-2022)
2023 2024 2025 2026 2027 2028
a.2 Equity for Children, Youths, and Adults in Situation of Disadvantage

Table x. Equity Targets 2023-2028

Physical Target
Key Performance Indicator Baseline
(SY 2021-2022)
2023 2024 2025 2026 2027 2028
a.3 Quality of Basic Education Provision and Learning Outcomes

Table x. Quality Targets 2023-2028

Physical Target
Key Performance Indicator Baseline
(SY 2021-2022)
2023 2024 2025 2026 2027 2028
a.4 Learners’ Well-being and Resilience

Table x. Well-being and Resilience Targets 2023-2028

Physical Target
Key Performance Indicator Baseline
(SY 2021-2022)
2023 2024 2025 2026 2027 2028
a.4 Enabling Mechanisms – Governance

Table x. Well-being and Resilience Targets 2023-2028

Physical Target
Key Performance Indicator Baseline
(SY 2021-2022)
2023 2024 2025 2026 2027 2028
Pillars/Level Central Office Regional Office School Division School KPIs
KPIs KPIs Office KPIs
Net Enrollment Rate Net Enrollment Rate Net Enrollment Rate
(NER) (NER) (NER) - Community Mapped Intake
Supporting: Supporting: Supporting: Rate (kinder – ages 2,3,4)
Access -Net Intake Rate -Net Intake Rate -Net Intake Rate - Transition Rate (K-1, 3-4, 6 to
-Transition Rate -Transition Rate -Transition Rate 7, 10 to 11)
-School Leaver Rate -Dropout Rate -Dropout Rate - Simple Dropout Rate
-Retention Rate -Retention Rate -Retention Rate
-Completion rate -Completion rate -Completion rate -Percentage of learners
-graduation rate -graduation rate -graduation rate achieved at least minimum
-Percentage of -Percentage of -Percentage of proficiency in reading,
ALS A&E Passers ALS A&E Passers ALS A&E Passers mathematics
Elementary:
- percentage of learners at
-Percentage of G3 -Percentage of G3 -Percentage of G3 independent reading level
learners attaining at learners attaining at learners attaining at - percentage of learners are
Quality least the minimum least the minimum least the minimum numerates
level of proficiency level of proficiency level of proficiency -Percentage of learners
(nearly proficient – (nearly proficient – (nearly proficient – achieving at least the minimum
50% up) in Reading 50% up) in Reading 50% up) in Reading level of proficiency in
and Listening and Listening and Listening -English
comprehension comprehension comprehension -Filipino
increased increased increased -Mother Tongue (except
Tagalog)
-Numeracy
Pillars/Level Central Office Regional Office School Division School KPIs
KPIs KPIs Office KPIs
-Percentage of G6 -Percentage of G6 -Percentage of G6 JHS:
learners achieving learners achieving learners achieving -Percentage of G10 learners
at least the at least the at least the attaining at least the
minimum level of minimum level of minimum level of minimum level of proficiency
proficiency in proficiency in proficiency in in Stage 3 literacy and
-English -English -English numeracy standards
-Filipino -Filipino -Filipino
-Mother Tongue -Mother Tongue -Mother Tongue SHS:
(except Tagalog) (except Tagalog) (except Tagalog) -Percentage of Grade 12
-Numeracy -Numeracy -Numeracy learners attaining at least the
Quality
minimum level of proficiency
in Stage 4 SHS core areas
-Percentage of -Percentage of -Percentage of - Percentage of SHS
learners attaining at learners attaining at learners attaining at Graduates who are in
least the minimum least the minimum least the minimum college, at work, in
level of proficiency level of proficiency level of proficiency entrepreneurship and with
in Stage 2 literacy in Stage 2 literacy in Stage 2 literacy middle-level skills
and numeracy and numeracy and numeracy - National Certification for
standards standards standards SHS
Pillars/Level Central Office KPIs Regional Office KPIs School Division Office
KPIs
-Percentage of G10
-Percentage of G10 -Percentage of G10
learners attaining at
learners attaining at learners attaining at
least the minimum level
least the minimum level least the minimum level
of proficiency in Stage 3
of proficiency in Stage 3 of proficiency in Stage 3
literacy and numeracy
literacy and numeracy literacy and numeracy
standards
standards standards
 
Quality
-Percentage of Grade -Percentage of Grade -Percentage of Grade
12 learners attaining at 12 learners attaining at 12 learners attaining at
least the minimum level least the minimum level least the minimum level
of proficiency in Stage 4 of proficiency in Stage 4 of proficiency in Stage 4
SHS core areas SHS core areas SHS core areas
- National Certification - National Certification - National Certification
for SHS for SHS for SHS
 Pillars/Level Central Office Regional Office School Division School KPIs
KPIs KPIs Office KPIs
- Percentage of - Percentage of - Percentage of - Percentage of learners
learners learners learners affected/displaced by natural
affected/displaced by affected/displaced by affected/displaced by and man-made hazards/
natural and man- natural and man- natural and man- disasters are retained
made hazards/ made hazards/ made hazards/  
disasters are retained disasters are retained disasters are retained
     
-Percentage of -Percentage of -Percentage of -Percentage of learners who
learners who reported learners who reported learners who reported reported violence committed
Resiliency and violence committed violence committed violence committed against them by other learners
Well Being against them by other against them by other against them by other (bullying) or adults (child abuse)
learners (bullying) or learners (bullying) or learners (bullying) or based on intake sheets of
adults (child abuse) adults (child abuse) adults (child abuse) schools
based on intake based on intake based on intake
sheets of schools sheets of schools sheets of schools
     
-Percentage of -Percentage of -Percentage of -Percentage of students
students students students with improved health
with improved health with improved health with improved health Statistics (elementary)
statistics statistics statistics
 Pillars/Level Central Office Regional Office School Division School KPIs
KPIs KPIs Office KPIs

-Proportion of schools -Proportion of schools -Proportion of schools - achieving the ideal SBM level
achieving the ideal achieving the ideal achieving the ideal of practice 
SBM level of practice SBM level of practice SBM level of practice Tier 2

-Proportion of schools -Proportion of schools

-Proportion of schools
and community and community
and community
learning centers learning centers
learning centers - achieving ideal ratio on:
(CLCs) achieving (CLCs) achieving
(CLCs) achieving -Classroom
ideal ratio on: ideal ratio on:
Governance -Classroom
ideal ratio on:
-Classroom
-Teachers
-Classroom -Learning resources and
-Teachers -Teachers
-Teachers learning materials (LRs and
-Learning resources -Learning resources
-Learning resources LMs)
and learning and learning
and learning materials -Seats
materials (LRs and materials (LRs and
(LRs and LMs) -Science and Math
LMs) LMs)
-Seats equipment
-Seats -Seats
-Science and Math -Multimedia packages
-Science and Math -Science and Math
equipment
equipment equipment
-Multimedia packages
-Multimedia packages -Multimedia packages
 Pillars/Level Central Office Regional Office School Division School KPIs
KPIs KPIs Office KPIs
-Proportion of -Proportion of -Proportion of
schools with: schools with: schools with:
-Connection to -Connection to -Connection to
-Connection to electricity
electricity electricity electricity
-Connection to internet
-Connection to -Connection to -Connection to
-Water and Sanitation
internet internet internet
(WatSan) facility
-Water and -Water and -Water and
- Water source
Sanitation Sanitation Sanitation
Governance
(WatSan) facility (WatSan) facility (WatSan) facility
- Water source - Water source - Water source
-Proportion of
-Proportion of
SDOs achieving
SDOs achieving
ideal interquartile
ideal interquartile
ratio (IQR) *on
ratio (IQR) *on
teacher
teacher deployment
deployment
 Formulating Strategies and Outputs
Strategy – a method of defining specific actions to achieve desired
results

Situational Analysis Strategy

STRENGTHS Proposed measures to sustain strengths
WEAKNESSES Proposed solutions for addressing weaknesses
OPPORTUNITIES Possible strategies for accessing opportunities
THREATS Proposed Mitigating Measures

Output – refers to the deliverable/s to be produced (from a strategy)

Context: Decrease of enrolment
PROPOSED MEASURES TO
STRENGTHS
SUSTAIN STRENGTHS
Intensification of school mapping Develop strategies to intensify school mapping
The massive and strong support
mechanism of the school to conduct School
Mapping of all ages in accordance of the
Basic Education in the respective school
Zin the District
Strong parental involvement/ support Strengthen the GPTA / HRPTA involvement in school
Participation of parents to the different planning 
academic activities of the learners to the
school
III. Improvement Plan

b. Priority Improvement Areas

b.1 Strategies and Outputs on Access

Strategy 1. Improve the capacity of Master Teachers…

Output 1. Trained Master Teachers on effective teaching strategies…

Output 2. Oriented Master teachers on the RPMS-PPST…

Strategy 2. Provide appropriate technical assistance to the Master Teachers…

Output 1. Improved performance of the Master teachers…

Output 2. Increased number of classroom observations…
b.2 Strategies and Outputs on Equity

Strategy 1. Reskilling and upskilling of ALS teachers….

Output 1. Trained ALS Teachers on various strategies and approaches…

Output 2. Increased number of ALS completers and passers…

Strategy 2. Establish data gathering and M&E system for ALS Program…

Output 1. Database of ALS learners…

Output 2. Monitoring Tool for ALS classes…
b.3 Strategies and Outputs on Quality

Strategy 1. Upskilling and reskilling of teachers in the implementation of the K to 12 Enhanced Basic
Education Curriculum….

Output 1. Trained teachers on classroom management and teaching strategies…

Output 2. Monitored teachers on effective classroom instruction …

Strategy 2. Implement enrichment and intervention mechanisms to support optimum learning and
address gaps…

Output 1. Identified and documented best practices in the conduct of learning enrichment and
mediation…
Output 2. Monitored the conduct of learning enrichment and remediations…
b.4 Strategies and Outputs on Well-being and resilience

Strategy 1. Intensify implementation of Child Protection Policy….

Output 1. Reports on Child Protection…

Strategy 2. Provide structured/institutionalized Physical and Wellness Program…

Output 1. Assessment and Profiling of the physical and health status of learners…
Output 2. Created and implemented Physical and Emotional Fortitude Program for the
learners…
Output 3. Improved physical and health status of learners…
b.5 Strategies and Outputs on Governance

Strategy 1. Xxx

Output 1. Xxx…

Strategy 2. Xxx…

Output 1. Xxx…
Output 2. Xxx…
Output 3. Xxx…
III. Improvement Plan

c. Key Interventions

Strategies and Outputs Programs, Projects and Activities (PPAs) Performance Indicator
Number of trainings, seminars
Pillar 1. Access Learning and Development Program
and workshops conducted

Strategy 1. Xxx Upskilling and Reskilling of ALS Teachers ALS teachers trained

Number of training modules and

Output 1. Xxx Provision of training modules and teachers guide
teachers guide distributed

Output 2. Xxx Trained ALS teachers Number of ALS teachers trained

Strategy 2. Xxx

Output 1. Xxx

Output 2. Xxx

Pillar 2. Equity

Strategy 1. Xxx

Output 1. Xxx
III. Improvement Plan

d. Six-Year Indicative Plan

Strategies and Outputs Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Pillar 1. Access

Strategy 1. Xxx

Output 1. Xxx x x x x x x

Output 2. Xxx x x X

Strategy 2. Xxx

Output 1. Xxx x x x

Output 2. Xxx x x x

Pillar 2. Equity

Strategy 1. Xxx

Output 1. Xxx x x x

Output 2. Xxx x x x x x
III. Improvement Plan

e. Year 1 Work and Financial Plan (Annual Improvement Plan)

Upskilling on the Formulation of
School Improvement Plan (SIP)
December 23, 2022 | Division Office Multipurpose Hall
School Planning Team

Chair: School Head

Members: Student representative, teacher representative, parent representative, Barangay/LGU

representative, member of BDRRMC, member of School Child Protection Committee

Optional Members: Non-Government Organization (NGO) representative, Alim/Ulama representative,

IP representatives, Arabic Language and Islamic Values Education (ALIVE) teachers, and school
alumni
 
Schools Technical Secretariat
Lead: Designated Planning Coordinator for the formulation of SIP and AIP
Members: Designated finance officer, Designated Planning Officer, BEIS Coordinator
 
Note: For implementing units (IUs), disbursing officer and senior bookkeeper shall participate as
members of the technical secretariat

Note: In multi-cultural settings, IP and Muslim representation should be considered. In this regard, any
of the abovementioned members (e.g. a parent who is an IP or Muslim) may also serve as the IP or
Muslim representative
Upskilling on the Formulation of
School Improvement Plan (SIP)
December 23, 2022 | Division Office Multipurpose Hall
 Analyzing and Managing Risks
• Risk Analysis is a process that helps the organization identify and manage potential problems
that could undermine key initiatives or programs. It requires careful thinking and
brainstorming by planning teams to identify the possible threats that the organization may
face, and then estimate the likelihood that these threats will materialize, as well as its impact
to the implementation of the program.

• The planning teams may utilize available and popular tools in conducting risk analysis to aid
in identifying all possible failures that may affect the program, project or activity
implementation which intends to produce product or service Thus, Risk Management tools
will help the Planning team make informed decisions in the context of the different futures
that may come to pass.

• Expected output at the end of the process: Risk Management Plan

• Estimated time of completion: Three (3) days

37
 Risk Management Plan
• The planning teams of each governance level shall ensure that the risks are accurately
identified, analyzed, and managed throughout the duration of the strategic plan to determine
appropriate mitigation measures in minimizing the impact. Using the matrix below, planning
teams shall conduct an analysis of the probability and impact of each identified risk:

38
Sample Risk Management Plan
Severity
Identified Risk Probability Impact Overall Mitigation Strategies
High/Medium/Low High/Medium/Low Rate
Institutional Risks – potential risks that may affect the organization in achieving its objectives
- Limited coordination between DepEd and other
Activate existing joint committees and memoranda of
agencies for interventions related to equity, Medium Medium 3
agreement, and create more as needed
empowerment, and resilience
-        
Operational Risks – potential risks caused by flawed or failed processes, policies, systems, or events that disrupt the organization’s operations
- Teachers and support staff who are already coping
Enhance provision of nondigital modes for areas and schools
with new initiatives have low morale and confidence Medium High 4
without sufficient connectivity
to implement BEDP 2030 priorities
-        
Financial Risks – risks connected to failures in meeting the financial requirements for the organizations’ programs and projects, as well as risks in under-utilized education
investments
Work towards issuing an updated joint circular from DepEd,
DILG, and DBM (and others as needed) to define education
- Local governments have competing priorities in priorities
Medium High 4
spending the Special Education Fund and eligible expenses based on BEDP 2030 Institute
mechanisms for greater equity so that schools in poorer
LGUs get more funding
-        
Capacity Risks – risks that may hinder the capacity of the organization’s units and personnel to perform duties in achieving shared goals
Increase capabilities of financial managers per office and
- Procurement performance continues to languish Medium High 4 advance procurement timelines and release of program
guidelines
-        
39
Environmental Risks – risks posed by environmental hazards, either natural or man-made