WELCOME Batch 15

School Improvement Plan

(SIP) 2016-2019 and
Monitoring & Evaluation
(M&E) Tool
Formulation Seminar Workshop
Why craft the School
Improvement Plan?
It is required by LAW.
It is envisioned to create an
environment of collaboration.
 Legal Basis
 Republic Act 9155 – Governance of
Basic Education Act of 2001 (Section
6.2.4)
 The School Head shall have authority,
accountability and responsibility in
“Developing the School Education Program
and School Improvement Plan”
 Legal Basis
 Republic Act 9184 – Procurement
Law (Article II Section 7)

“… No government procurement shall be

undertaken unless it is in accordance with
the approved Annual Procurement Plan of
the Procuring Entity..”
 Legal Basis
 DO No. 44 s. 2015 – School
Improvement Planning Guidebook
School Improvement Plan

A 3-year roadmap of
interventions for the school
To be undertaken with the help
of the community and
stakeholders.
 School Improvement Plan
It is formulated based on
evidences, results and intended
for the learners.
A requirement of the School
Based Management (SBM).
Prepared by the School-
Community Planning Team (SPT).
School Improvement Plan

A basis for the Annual

Implementation Plan (AIP).

A basis for the Annual Procurement

Plan (APP).
 Plan
STEP 1:
Implementation
Collecting, Organizing, &
Analyzing School Data
STEP 7:
Communicati STEP 2:
ng the SIP Identifying Core
Values, Crafting
SIP the School’s
STEP 6: Planning Vision, Mission
Writing the STEP 3:
SIP
Cycle Determining
School Goals
STEP 5: & Objectives
STEP 4:
Formulating Monitoring Formulating the 3-year and
& Evaluation Plan Annual Implementation Plans
SIP Cycle
 SIP Content (Previous Version)

1. ACCESS
2. QUALITY AND RELEVANCE
3. MANAGEMENT OF EDUCATIONAL
SERVICES
4. PERFORMANCE INDICATORS
 SIP Content (New Version)

1. ACCESS
2. QUALITY
3. GOVERNANCE
 ACCESS –Every Filipino has access to
complete basic education

 Are the school-age children of

the community in school?
 If not, what are the issues,

problems, or challenges in
school?
 ACCESS –Every Filipino has access to
complete basic education

 What are the causes of the

children dropping out? Is there
anything that the school can do
about it?
 Transition

 Grade 6 to Grade 7
 Grade 10 to Grade 11 (SHS)
QUALITY – Every graduate is prepared
for further education and the world of work

 Quality vs Number of Graduates

 NAT Mean Percentage Scores

 Reading Proficiency of Students

 Numeracy Levels of Students

 Instructional Supervision
 QUALITY - Every graduate is prepared
for further education and the world of work

 How do learners learn? (NAT Results)

 How do teachers teach? (RPMS
Indicators)
 How do school head manages and
supervises the school? (RPMS
Indicators)
 GOVERNANCE – Effective, transparent,
and collaborative governance of basic
education
 School Based Management
 Child Friendly School System
 Stakeholders’ Participation in School PPAs
 Learner-Teacher Ratio
 Learner-Classroom Ratio
 Learner-Toilet Ratio
 Learner-Seat Ratio
 Preparatory Activities
1. Gather and Organize Necessary Data
 DM 223 s 2015 Requirements from Participants
2. Form the School Planning Team
 DRRMC and Child Protection Committee
3. Convene the School Planning Team
for Orientation, Vision Sharing and
Scheduling
 SPT Preparatory Activity

1. Run through of School Data

Gathering Forms
2. Identify the improvement areas of
the school
(PAST) Unsolved problems of the school
(PRESENT) New problems of the school

3. Vision sharing of the SPT

4. SPT Schedule/Timeline
BACK
Expected Outputs:
 Available Data and Its Source(s)

 Vision Sharing of Planning Team

 Planning Team Schedule

 Workshop 1 – Activity 1a
Run through of School Data Gathering Forms

Sources of Data
School-Community Data (Annex 1A) 45/17

Child Mapping (Annex 1B) 63

Child Friendly School Survey (Annex 2A) 65

Child Protection Policy Implementation Checklist (Annex 2B) 77

School Hazard Mapping (Annex 2C) 79

SRC Summary (Annex 11)

BACK
 What is the use of these data
collected?
 Evidence for improvement
 Areas that do not meet standards
 Lacking requirements of the school

 Gaps may be the aim for

improvements or innovations
 Workshop
Vision Sharing of Planning Team
Planning Team’s UNDERSTANDING of DepED’s
 Vision
 Mission
 Core Values

NEXT ACTIVITY
 DepED’s Vision How should the students
be trained if we envision
We dream of Filipinos who them to have these
passionately love their country and virtues?

whose values and competencies 1. Passionately love the

enable them to realize their full country,
2. Realized their full
potential and contribute potential,
meaningfully to building the nation. 3. Contributing
meaningfully to
building the nation

As a learner-centered public
institution, the Department of How can our school
continuously improve?
Education continuously improves
itself to better serve its
stakeholders. BACK
 DepED’s Mission
To protect and promote the right of every How can the school
Filipino to quality, equitable, culture-based, facilitate for the
realization of this
and complete basic education where: mission?
• Students learn in a child-friendly, gender-
sensitive, safe and motivating environment; How can our school
personnel realize
• Teachers facilitate learning and constantly this mission?
nurture every learner;
• Administrators and staff, as stewards of the How can the
institution, ensure an enabling and supportive community be
actively involved
environment for effective learning to happen; for the realization
of this mission?
• Family, community, and other stakeholders
are actively engaged and share responsibility
for developing life-long learners. BACK
 DepED’s Core Values
What can you
Maka-Diyos, contribute to make this
core values become the
Makatao virtue of our students?

Makakalikasan What values should the

school personnel and
Makabansa stakeholders possess?

BACK
 SPT Output 2
Planning Team’s Timeline
Activities Date Remarks

Preparatory Activity
Gathering and Organization of Data Jan 12

Organize the School Planning Team Jan 12

(SPT)
SPT Orientation and Vision Sharing Jan 28-30

PHASE 1 – ASSESS Feb to March

PHASE 2 – PLAN April

PHASE 3 - ACT Depend on the projects

for implementation
As soon as the School Planning
Team got the needed data, it is
now time to for the first step of the
SIP Planning Cycle.

ASSESS
 Phase 1: ASSESS
 Identify/Review Improvement Areas
 Use the results of the Preparatory
Activity
 Check school’s current SIP for IA’s

 What are the IA’s in the current SIP?

 List down some Improvement Areas
 Activity 3.
List down three Improvement Areas under
each category.

ACCESS QUALITY GOVERNANCE

ACCESS
GOVERNANCE
QUALITY -– Every–Filipino
Effective,
hastransparent,
access to
Every graduate is prepared for
complete basic education
and collaborative
further educationgovernance of basic
and the world education
of work
 Phase 1: ASSESS
(Analysis of Previous & Current IAs)
 Analyze the Improvement Areas
 What IAs in the previous SIP were
successfully implemented? Not successfully
implemented? Why?

 Use the GAP ANALYSIS TEMPLATE in

Annex 3
 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION B2. Currently B3. B5. Groups
TARGETS B1. Data B4. Projects

!
Contributing Inhibiting that Require
Needed Implemented
Yes/No Explanation Factors Attention

Example: 1. Dropout Dropout Dropout rates1. New

NO
Rate for last 3 rate in the due to: strategy in Dis-
Zero School Years last 3 years attendance advantaged
-Financial
Dropout has been monitoring students
2. Reason for matters
greater
Dropping out -Health 2. Teacher
than 2%

!
problems counseling
WHERE IS THE GAP? students
-Child labor
Reading 1. Phil-IRI NO Average 1. Enhanced Non-
-Reading
Compre- Results for non-readers School Reading Readers
practice
hension the last 3 SY of the school Program
-Supple-
Develop- has been
mental 2. SBTP on
ment greater than
2. Analysis of reading developing
10%
Phil-IRI Results materials Reading
(IR, InR, Comprehension
NonReader) ANY GAP? of students
 The GAP is a prospect for
improvement

 The GAP could be a school process

or a part of a school process.
 Phase 1: ASSESS
(Analysis-School Processes)

 Analyze the School Processes

 How do the teachers teach?
 How are the students assessed?
 How are the assessment utilized?
 How do the principal observe classes?
 How do the students learn?
 Prioritize the Improvement Areas
 Use Annex 4: Identifying Priority
Improvement areas
 Phase 1: ASSESS
Identifying Priority Improvement Areas
(Annex 4)

Improvement Strategic
Urgency Magnitude Feasibility Ave Interpretation
Area Importance
 Rubric in Identifying Priority Improvement Areas
Criteria Description Scale

The number of other areas that will

Strategic
benefit when the improvement
Importance
area is addressed

The urgency or need to improve 5 – Very High

Urgency
the area as soon as possible 4 – High
3 – Moderate
The number of learners that will
2 – Low
Magnitude benefit when the improvement
area is addressed 1 – Very Low
The degree to which the
Feasibility improvement area is within the
school’s mandate and control
 Phase 1: ASSESS
Prioritization of Improvement Areas (Annex 4)
Strategic
Improvement Area Urgency Magnitude Feasibility Average Interpretation
Importance

Reading
5 5 3 5 4.5 Very High
1
comprehension
Lack of
2 3 3 5 3.25 Moderate 4
professional Priority
development
High 2 5 4 4 3.75 High 2
dropout Priority

Low intake of 5
3 3 4 4 3.5 High 3
year old children Priority
in kindergarten
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
General Root
Priority Improvement Areas SY SY SY
Objectives Cause/s
2016- 2017- 2018-
17 18 19

1. Reading Comprehension ? ?

2. High dropout ? ?
3. Low intake of 5 year old
children in kindergarten
? ?

4. Lack of professional ? ?
development
 Walking School Processes
 Example: Developing Reading Proficiency

EVALUATE THE LESSON

PLAN EXECUTION

DIAGNOSE PUPILS’ EXECUTE THE

APPROPRIATE
READING SKILL LESSON PLAN
STRATEGY
LEVELS

PLAN THE LESSON

Trace the Problem Cause

EVALUATE THE 1. Is the evaluation

appropriate for the
LESSON PLAN lesson taught?
EXECUTION 2. How is the result
analyzed?
DIAGNOSE 3. How is the analysis
utilized?
PUPILS’ READING
SKILL LEVELS APPROPRIATE EXECUTE THE
1. What is the result? STRATEGY LESSON PLAN
2. How was the 1. Is the teacher adept 1. Is the execution
diagnosis conducted? with such strategy? appropriate?
3. What strategy was 2. Are the materials used
used? appropriate and
4. Is it appropriate? adequate?
PLAN THE LESSON 3. Did the execution
follow the plan?
1. Is the plan
appropriate? NEXT
2. Is the plan complete?
3. Is the plan adequate?
4. Is it SMART?
 Phase 1: ASSESS
(Analysis-Focus Selection)

 Select Area of Focus

 Diagnosis of Pupils Reading Skill
Levels
 Lesson Planning

 Lesson Plan Execution or Instruction

 Lesson Taught Evaluation

 Strategy Selection and Adoption

BACK NEXT
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)

Time Frame
Priority Root
General Objectives SY SY
Improvement Areas Cause/s SY
2016- 2017-
2018-19
17 18

Reading To improve the

?
Comprehension selection of teaching
strategies in reading
Phase 1: ASSESS
(Analysis – Finding the Causes)

 Do Root Cause Analysis

 Fish Bone Diagram
 Why-Why Diagram

 Problem Tree Approach

 Streams Analysis

NEXT
 Fish Bone Diagram

People Lack of Training Procedures Regular Schedule

Monitoring
Teachers Reading Schedule
School Head Practice Regular Schedule
Awareness
Reading Assessment
Pupils Remedial
Parents Reading Poor Reading
Inadequate
Comprehension
Incomplete or Lacking of Pupils
Reading Materials
Reading Assessment
Audio-visual Non-existent
Material
Inappropriate
Reading Laboratory Inadequate or Non-existent

Supplementary Reading Materials

Equipments
Materials

Which is the most direct cause?

NEXT
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
Priority
General
Improvement Root Cause/s
Objectives SY SY SY
Areas 2016-17 2017-18 2018-19

Reading To improve Lack of teachers’

Compre- the selection training in teaching
hension of teaching reading.
strategies in No regular reading
reading practice in school
Monitoring of
school heads in
teaching reading
Inadequate
reading
materials.
 NEXT WORKSHEET
Why-Why Diagram Because of limited
class interaction?
Why do pupils Why there is
have no time limited class
to practice? interaction?
Because pupils
Because pupils Because of class
lack practice
have no time? disruptions.
Why do pupils
cannot perform Why do Why do
satisfactorily the pupils lack pupils lack
four fundamental practice? interest?
operations?
Because pupils
Because pupils cannot lack interest? Because teachers
conceptualize the operations lack training?
Why pupils Why
Why instruction
cannot teachers
don’t provide for
conceptualize lack
conceptualization?
an operations? training?
Because instruction don’t Because the SBTP don’t
provide for conceptualization provide such training.
Focus?
 Pupils’ lack of practice
 Pupils conceptualization of the four
fundamental operations
 Pupils’ lack of time for practice
 Pupils’ lack of interest in practicing
 Instruction that provides for
conceptualization of the basic
operations
Which is the most direct cause?
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
Priority
General
Improvement Root Cause/s
Objectives SY 2016- SY 2017- SY 2018-
Areas
17 18 19

Proficiency of To improve Instruction don’t

Grade III instruction in the provide for
pupils in the conceptualization conceptualization
four of the four
fundamental fundamental
Teachers don’t
operations in operations
have training in
Math among pupils
conceptualization

DIAGRAM
 Problem Tree
Which is the
Root English NAT MPS is 54%
Problem? for SY 2014-2015

Reading Teaching Strategies

Lack of
Comprehension of employed by teachers
appropriate
Pupils is very poor don’t facilitate reading
reading materials
comprehension
development

Teacher-Pupil Teachers lack No appropriate

Pupils don’t
contact time training in reading reading materials
practice reading.
is very limited comprehension issued to the school
development from IMDC.
strategies
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
Priority
General
Improvement Root Cause/s
Objectives SY SY SY
Areas
2016-17 2017-18 2018-19

English NAT To increase the Reading

MPS is 54% English NAT comprehension of the
for SY 2014- MPS from 54% pupils is very poor
2015 to 75%
Teaching strategies
utilized by teachers
don’t facilitate reading
comprehension
development
DIAGRAM
 Streams Analysis
Which is the Root Which is the
Problem? Core Problem?

QUALITY GOVERNANCE
School Head observes
78% Promotion Rate
3 0 one teacher a week
Poor Reading
22
4
Comprehension of Pupils
1 Instructional
supervision is limited
to lesson plan
3
Teachers use chalk-talk 1 checking. 15
teaching activity
School Head utilizes 2-
Teachers don’t use 3 2 3 days in
appropriate teaching administrative
strategies functions. 06
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
Priority
Improvement General Objectives Root Cause/s
SY SY
Areas SY 2018-19
2016-17 2017-18

School head To improve the Teachers

utilizes 2-3 instructional don’t use
days in supervision of appropriate
administrative the school instructional
functions head. materials
Teachers
use chalk-
talk teaching
activities
DIAGRAM
 What’s next?
 The Focus may be used as the
GENERAL OBJECTIVE for the
Improvement Area.
 The Root Cause(s) can be the
reference for the course of action.

PREVIOUS NEXT
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
Priority Improvement SY SY
General Objectives Root Cause/s SY
Areas 2016- 2017-
2018-19
17 18

Reading To improve Lack of teachers’

Comprehension the selection training in
of teaching teaching reading.
strategies in No regular
reading reading practice
in school
Monitoring of
school heads in
teaching reading
Inadequate
reading materials.
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Time Frame
Priority Improvement
General Objectives Root Cause/s SY SY
Areas SY
2016- 2017-
2018-19
17 18

Proficiency of To improve Instruction don’t

Grade III instruction in the provide for
pupils in the conceptualization conceptualization
four of the four
Teachers don’t have
fundamental fundamental
training in
operations in operations
conceptualization of
Math among pupils
the basic operations

English NAT To increase the Reading

MPS is 54% English NAT MPS comprehension
for SY 2014- from 54% to of the pupils is
2015 75% very poor
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)

Time Frame
Priority
General Objectives Root Cause/s
Improvement Areas SY SY
SY
2016- 2017-
2018-19
17 18

Teaching strategies
utilized by teachers
don’t facilitate reading
comprehension
development
School head To improve the Teachers don’t use
utilizes 2-3 instructional appropriate
days in supervision of the instructional materials
adminis- school head.
trative School Head
functions observes 1 teacher a
week.
Phase 1: ASSESS
(Analysis of PIA)

 What about the GAPS of the

implemented projects in the past?

 What can we do with those GAPS?

 Gap Analysis Template
May serve as objectives.
B. SCHOOL PERFORMANCE
A.
DIVISION B2. Currently Contributing B5. Groups
B1. Data B3. Inhibiting B4. Projects
TARGETS that Require
Needed Yes/No Explanation Factors Implemented
Attention

Example: 1. Dropout Dropout Dropout rates 1. New

Rate for last 3 due to: strategy in Disadvantaged
rate in attendance
Zero
School Years the last 3 -Financial students
NO monitoring
Dropout years has matters
2. Reason been 2. Teacher
-Health
for Dropping greater problems counseling
out than 2%
students
-Child labor

Reading 1. Phil-IRI Average Non-Readers 1. Enhanced Non-

Compre- Results for non-readers due to: School Reading Readers
hension the last 3 SY NO Program
of the
Develop- -Poor practice
ment
2. Analysis school has 2. SBTP on
of Phil-IRI been -No supp developing
Results (IR, greater than reading Reading
InR, 10% Comprehension
materials
of students
NonReader)
 School Improvement Planning
PLANNING WORKSHEET (Annex 5)

Time Frame
Priority Improvement
General Objectives Root Cause/s
Areas SY SY
SY
2016- 2017-
2018-19
17 18

Reading To improve the Pupils have irregular

Comprehension school reading reading practice
Development program

No supplementary
reading materials
 Phase 1: ASSESS
(Analysis of PIA)
 Listen to the Voice of the learners
and other stakeholders. Consider the
following:
 Non-Planners’ Perspective (Observers)
 Clients (Experience)

 Teachers (Implementers)
 Phase 1: ASSESS

 Organize the Project Teams

 Team Leader
 Assistant Team Leader

 Secretary

 Members

 Project Teams shall Take Charge of the

Project Design, Implementation and
Monitoring and Evaluation
 SPT Output 3
 Identify Improvement Areas
 Prioritize Improvement Areas (Annex 4)
 Fill-up the Planning Worksheet (Annex 5)
 Walking the Process (Annex 7)
 Trace the Root Cause(s) (Annex 8)
 SY 2010-2015 SY 2016-2019

Project Project
Team Design

Annex 5
Goals and
Root Causes

Causes of Identification
Gap
Analysis GAPS of Root and Annex 8
Core
Annex 4 Prioritization Problems

New
GAPS? Improvement Processes?
Areas

SIP 2010- Current

2015 School IAs
 SY 2010-2015 SY 2016-2019

Project Project
Team Designs

Annex 5
Goals and
Root Causes

Causes of Identification
Gap
Analysis GAPS of Root and Annex 8
Core
Annex 4 Prioritization Problems

New
GAPS? Improvement Processes?
Areas

SIP 2010- Current

2015 School IAs
Phase 2: PLAN
 Formulate Programs, Projects or
Activities (PPAs) for each
improvement areas under:
 ACCESS
 QUALITY
 GOVERNANCE
 These PPAs are CONTRIBUTORS to
the solution of these IAs
 PPA Design
The Project Team
 Objectives, Problem Statement & Root
Cause
 Budgetary Requirements (Payables,
Purchases)
 Sources of Funds
 Person(s) Responsible
 Schedule of Implementation
After PPA Designing
The Planning Team
 Writing of
 School Operating Budget, (SOB)
 School Improvement Plan (SIP)
 Annual Implementation Plan (AIP)
 Annual Procurement Plan (APP)
 Crafting of the Logframe (M&E Tool)
 Phase 2: PLANNING
 Program/Project/Activity Design (Annex 9)
 Assign Programs/Projects/Activities to Project Team
 Determine the Fund Sources (School Operating Budget)
 Write the School Improvement Plan
 Prepare the Annual Implementation Plan (Annex 10)
 Prepare the Annual Procurement Plan
 Prepare the Monitoring and Evaluation Plan
 Phase 2: PLANNING
 Develop Project Designs Crucial
Elements/Principles
 Objectives of the Project
 Deliverables

 Success Indicators

 Assumptions are alibis for failures

 Person(s) Responsible

 Monitoring and Evaluation Component

 Project Workplan and Budget Matrix (Annex 9)
Project Title: IMPROVING READING SKILLS OF GRADE 2 PUPILS
Problem Statement: Pupils have no regular schedule of reading practice in school and at home.
Project Objective Statement: To increase the Independent Readers to 25% and Instructional Readers
by 45%.
Root Cause: Independent Readers and Instructional Readers are at 5%.
Date of
Budget
Activity Output Implemen- Person Responsible Budget
Source
tation

Seminar Workshop Primary teachers trained May School Principal P6,000.00 MOOE
in Explicit Teaching in explicit teaching 2015
Strategy in strategy in developing
Developing Reading reading skill
Phil-IRI Pretest Classification of the June Grade II Advisers P100.00 MOOE
reading skills of 2016
students.
Reproduction of Supplementary reading June Grade II Advisers P5,000.00 SEF
supplementary materials for Grade II 2016
reading materials non-readers
Developing Reading Progress Chart of June to Grade II Advisers P3,700.00 MOOE
Instruction individual pupils in October & Pupils
reading
Midyear Reading Individual pupils reading October Grade II Advisers P150.00 MOOE
Assessment assessment record & Pupils

TOTAL P14,950.00
 Project Title: IMPROVING ENGLISH NAT MPS
Problem Statement: Current NAT MPS is at 54% for SY 2014-2015
Project Objective Statement: To increase the English NAT MPS from 54% to 75% for SY 2015-2016
Root Cause: Poor reading comprehension of pupils and Teaching strategies utilized by
teachers don’t facilitate reading comprehension development

Date of
Person Budget
Activity Output Implemen- Budget
Responsible Source
tation

Seminar-workshop of teachers Teachers trained in developing reading May 2016 School P6,000.00 MOOE
in developing reading comprehension skills of pupils Principal
comprehension skills of the
pupils
Phil-IRI Pre-Test Classification of the reading proficiency of June 2016 Grade 3 & 6 P500.00 MOOE
the pupils Advisers
Formulation of the Class/Grade Class/Grade Level Reading Program June 2016 Grade 3 & 6 P1,500.00 MOOE
Level Reading Program Advisers
Reproduction of reading 100 Supplementary reading materials June to Grade 3 & 6 P7,500.00 MOOE
materials for the Grade 3 and October Advisers
6 pupils
Implementation of the Progress Chart and Status Report of June to Grade 3 & 6 P150.00 MOOE
Class/Grade Level Reading Reading Program Implementation October Advisers and
Program Pupils

Monitoring and Supervision of Observation/Individual Teacher Teaching June to School P500.00 MOOE
the Grade 3 and 6 Class/Grade Report October Principal
Level Reading Program
Phil-IRI Post-Test Reading Progress and Classification of the October Grade 3 & 6 P500.00 MOOE
Reading Proficiency of Pupils after the Advisers and
Class/Grade Level Reading program Pupils
TOTAL P16,650.00
 Project Workplan and Budget Matrix (Annex 9)
Project Title: IMPROVING THE INSTRUCTIONAL SUPERVISION OF SCHOOL HEAD
Problem Statement: School head utilizes 2-3 days a week for administrative functions.
Project Objective Statement: School head shall utilize at 3 days a week for instructional supervision
Root Cause: Teachers use chalk-talk teaching activities

Date of
Person Budget
Activity Output Implemen Budget
Responsible Source
-tation

Formulate the Instructional Supervisory May School P100.00 MOOE

Instructional Plan 2016 Principal
Supervisory Plan for the
school
Observe classes of Individual Teacher’s June- School P150.00 MOOE
three (3) teachers each Teaching Record Oct Principal
week Observation Log/Checklist 2016 and
Teachers
Analyze observation Analysis of Individual June- School P1,750.00 MOOE
results of teachers’ Teacher’s Teaching Record Oct Principal
classes 2016
Conference with Minutes of teacher- June- School P1,750.00 MOOE
identified teachers in principal conference and Oct Principal
terms of their teaching agreements 2016 and
record Teachers
TOTAL P3,965.00
 School Operating Budget
Source of Funds
Program/ Projects/ Activities Remarks
MOOE SEF IGP PTA DONATIONS

ACCESS

QUALITY

GOVERNANCE

BACK NEXT
Phase 2: PLAN
Writing the School Operating Budget
Source of Funds
Program/ Projects/ Activities Remarks
MOOE SEF IGP PTA DONATIONS
ACCESS

Pre-Enrolment Campaign
Child Mapping Survey
School Repainting
QUALITY

Teaching-Learning Process
Improved Instructional Supervision P3,965.00

Pupils/Student Outcomes
Improving the English NAT MPS P16,650.00

Improving Reading Skills of Grade II P9,620.00 P5,000.00

Pupils
GOVERNANCE

School Operations (power, water,

watchman, office supplies)
Community Involvement
TOTAL P30,235.00 P5,000.00
Writing the School Improvement Plan
SCHOOL IMPROVEMENT PLAN
Name of School
SY 2016-2019
I. DepED Vision, Mission and Core Values
(a narrative of the PT’s shared vision of the school’s stakeholders)
II. School’s Current Situation
(a narrative based on the SCDT and SRC)
III. Planning Worksheet
IV. Monitoring and Evaluation
(include a brief description of the Monitoring and Evaluation arrangements in
the implementation of the SIP. Refer to the Check Progress part of the
Guide)

BACK
Writing the Annual Implementation Plan
ANNUAL IMPLEMENTATION PLAN
Refer to Annex 10
 SI Project Title (Project/Program Design)
 Project Objective (General Objective(s))
 Output for the Year (Deliverables)
 Activities (Specific activities in the
Design)
 Person(s) Responsible (Project Team)
 Budget per Activity (refer to Design)
 Budget Source (MOOE, IGP, PTA,
Donations)
BACK
 Annual Implementation Plan AIP
School Budget
Project Output for Person(s) Schedule Budget
Improvement Activities per
Objective the Year Responsible / Venue Source
Project Title activity
Improving To increase the 25% Seminar Workshop in School May 2016 P3,000.00 MOOE
Reading Independent Independent Explicit Teaching Strategy Principal
Skills of Readers to 25% Readers in Developing Reading
Grade 2 and Skills
Pupils Instructional 45% Phil-IRI Pretest Grade II June P750.00 MOOE
Readers by Instructional Advisers 2016
45%. Readers
Reproduction of Grade II June P5,000.00 MOOE
supplementary reading Advisers 2016
materials
Developing Reading Grade II June to P4,000.00 MOOE
Instruction Advisers and October
Pupils
Midyear Reading Grade II October P1,250.00 MOOE
Assessment Advisers and
Pupils
Improving School head School head Formulate the Instructional School May 2016 P100.00 MOOE
the shall utilize at utilized three Supervisory Plan for the Principal
Instructional least three days days a week school
Supervision a week for for
of the School instructional instructional Observe classes of three Principal and June-Oct P150.00 MOOE
Head supervision supervision (3) teachers each week Teachers 2016
Analyze observation results School June-Oct P250.00 MOOE
of teachers’ classes Principal 2016
Conference with identified School June-Oct P250.00 MOOE
teachers in terms of their Principal and 2016
 Annual Implementation Plan AIP
School Budget
Output for the Person(s) Schedule Budget
Improvement Project Objective Activities per
Year Responsible / Venue Source
Project Title activity
IMPROVING To increase the English NAT Seminar-workshop of School May 2016 P6,000.00 MOOE
ENGLISH English NAT MPS MPS at 75% teachers in developing Principal
NAT MPS from 54% to for SY 2015- reading comprehension
75% for SY 2016 skills of the pupils
2015-2016
Phil-IRI Pre-Test Grade 3 & 6 June P500.00 MOOE
Advisers 2016

Formulation of the Grade 3 & 6 June P1,500.00 MOOE

Class/Grade Level Advisers 2016
Reading Program
Reproduction of reading Grade 3 & 6 June to P7,500.00 MOOE
materials for the Grade 3 Advisers October
and 6 pupils
Implementation of the Grade 3 & 6 June to P150.00 MOOE
Class/Grade Level Advisers and October
Reading Program Pupils

Monitoring and School June to P500.00 MOOE

Supervision of the Grade Principal October
3 and 6 Class/Grade
Level Reading Program
Phil-IRI Post-Test Grade 3 & 6 October P500.00 MOOE
Advisers and
Pupils
 Annual Procurement Plan
Month (Jan to Dec)
Unit Total Source of
Description Quantity Unit Total Quantity Total
Cost Cost Funds
Cost

Twelve split columns for the months.

Final column of the APP

 SPT Outputs
 Identify Improvement Areas
 Prioritize Improvement Areas (Annex 4)
 Fill-up the Planning Worksheet (Annex 5)
 Walking the Process (Annex 7)
 Trace the Root Cause(s) (Annex 8)
 Prepare a Program/Project/Activity Workplan
and Budget Matrix (Annex 9)
 Prepare the School Operating Budget
 Write the School Improvement Plan Write
the Annual Implementation Plan (Annex 10)
 Prepare the Annual Procurement Plan
Phase 3: ACT
 Consideration before
implementation
 Documentation (pictures, results,
minutes, resolutions, etc)
 Organize Documentation
Committee
 Phase 3: ACT
 Before we ACT,
 Look back on your shared vision of the
students, the school and your
contributions to the vision.
 Will your program designs contribute to
the realization of that vision?
Phase 3: Before ACTing
 Test the Solutions
 Check and analyze testing results to avoid
risks of failures
 Revise if needed.
 Roll Out the Solutions
 Sample of Testing a Mechanism

 Explicit Teaching Reading Strategy

 Group of 10 Grade 1 Pupils with the Third
Grading Period
 Section 1 out of 3 sections in the Third
Grading Period
 Sample of Testing a
Mechanism
 Counseling of SARDO’s in Grade 1
 Observation of Teachers by SH/MT

 Teaching Strategy/Technique

AFTER TESTING
Project Team should discuss with the
School Planning Team the results/findings
during testing.
 When ACTing immediately
ASSESS the implementation
 Check the Progress of the AIP
 MONITORING AND EVALUATION
PLAN
 Project Monitoring Report Form
Scheduled Dates of Monitoring
Mid-Year: _______________________ Year-End: _______________________

Signature of
Project Issues/ Recommenda
Name of Date of Accomplishment SPT and
Objectives and Problems/ tions/ Action
Project Monitoring s/Status to Date Project Team
Targets Challenges Points
Leader

________ To be Filled Up by the Project Team _________ To be

discussed
by SPT and
Project
Team
Everybody, Somebody,
Anybody and Nobody
This is a little story about four people
named Everybody, Somebody, Anybody
and Nobody.
There was an important job to be done
and Everybody was sure that Somebody
would do it.
Anybody could have done it, but
Nobody did it.
Somebody got angry about that
because it was Everybody’s job.
Everybody thought that Anybody could
do it, but Nobody realized that
Everybody wouldn’t do it.
In ended up that Everybody blamed
Somebody when Nobody did what
Anybody could have done.
 Importance of School M&E
Activities
 This will provide valuable information to
SDOs, ROs and CO units on the
applicability of the curriculum, learning
materials, and equipments.
Misconceptions about M&E
 M&E is about forms and reports
 Meet the information requirements of
stakeholders
 M&E is EN-M-E (enemy)
 M&E activities are to be undertaken
only by the M&E Unit
Misconceptions about M&E
 M&E is a year round activity
 Gather as much data as we can
 We are already delayed. No more time
for M&E activities
 Everything is going fine
 M&E as an after thought
 School Monitoring and Evaluation
Mechanisms

 Monitor – check, watch, observe,

scrutinize, examine
 Evaluation – assessment, appraisal,
valuation
 M&E Defined
Monitoring and Evaluation is the systematic
process of gathering, processing,
analyzing, interpreting, and storing of data
and information about the performance,
setting into motion a series of managerial
actions, for the purpose of ascertaining the
realization of set objectives.
 M&E Tool in DepED the Basic Education
Sector Transformation Perspective
LOGFRAME (Logical Framework Matrix)
It is a participatory Planning, Monitoring & Evaluation
tool

Its power depends the full range of views of intended

beneficiaries and others who have a stake in the
programme design.

It is a tool for summarizing the key features of a

programme and is best used to help programme
designers and stakeholders
 Monitoring and Evaluation Tool
LOGFRAME Basic Education Sector Transformation (BEST)

Objectively Verifiable
Narrative Summary Indicators
Means of Verification Important Assumptions

Goal
Higher level objective Measure of achieving Authoritative Source Risks! Stated in
to which your project the goal statement of the Goal Indicator positive form
contributes
Purpose
End of project Which information
Measures of Authoritative Source Risks! Stated in
objective stated as a achieving the purpose of the Purpose positive form
benefit to the target will be checked
statement. These are Indicators
group
when monitoring?
the success
indicators.
Output
Deliverable (product, Measure of achieving Authoritative Source Risks! Stated in
service, etc.) of the the output. These are of the Output positive form
project implementer the targets Indicator
Input
Resources required Measure of required Authoritative Source Risks! Stated in
by the project resources of the of the Input Indicator positive form
implementer project
 Monitoring and Evaluation Tool
LOGFRAME Basic Education Sector Transformation (BEST)
Objectively Verifiable Important
Narrative Summary Indicators
Means of Verification
Assumptions
Goal

Reduction of Non- Reduction of Grade 2 Phil-IRI Post Test

Readers in Grade 2 Non-Readers from 95 Results
to 0
Purpose

Grade 2 are independent 95 Grade 2 pupils either Phil-IRI Post Test

or instructional readers independent or Results
instructional readers
Output

Training of Teachers 25 Independent Readers Summary of Phil-

Developing Reading Program 70 Instructional Readers IRI Post Test
Input

-Training Handouts in -1 set Training Handouts for -Published Training

Explicit Reading Instruction each teacher Handouts
-Supplementary Reading -95 set of supplementary -Delivery
reading materials
materials reproduced Receipt/ARE
-95 set of Phil-IRI materials
-Phil-IRI materials -Budget
P3,500.00 training funds
-Training Funds Documents
 Monitoring and Evaluation Tool
LOGFRAME Basic Education Sector Transformation (BEST)

Means of Important
Narrative Summary Objectively Verifiable Indicators
Verification Assumptions

Goal
Improving English NAT MPS NAT 2016 English MPS NAT 2016

Purpose
To increase the English NAT NAT MPS of 75% NETRC NAT
MPS from 54% to 75% for SY 2016
2015-2016

Outputs
Seminar-workshop of teachers
in developing reading
comprehension skills of the
pupils
Phil-IRI Pre-Test Conducted
Teachers trained in developing Attendance List
reading comprehension skills of
pupils
Classification of the reading Phil-IRI Test
proficiency of the pupils
Results
 Basic Education Sector Transformation (BEST)

Important
Narrative Summary Objectively Verifiable Indicators Means of Verification
Assumptions

Outputs
Formulation of the Class/Grade Level Reading Copies of Class/Grade
Class/Grade Level Program Level Reading Program
Reading Program
Reproduction of reading 100 Supplementary Utilization of the
materials for the Grade 3 reading materials Supplementary
and 6 pupils Reading Materials
Implementation of the Progress Chart and Status Positive
Class/Grade Level Report of Reading increment/increase of
Reading Program Program Implementation reading results of the
Grade 3 and Grade 6
pupils
Monitoring and Observation/Individual Record of manifested
Supervision of the Grade Teacher Teaching Report developing reading
3 and 6 Class/Grade comprehension
Level Reading Program strategies by teachers

Phil-IRI Post-Test Reading Progress and Progress Chart of

Classification of the Reading Proficiency of
Reading Proficiency of Grade 3 & 6 pupils
 Basic Education Sector Transformation (BEST)

Important
Narrative Summary Objectively Verifiable Indicators Means of Verification
Assumptions

Inputs

1. Training -1 set Training Handouts -Published Training

Handouts in for each teacher Handouts
Developing -100 set of supplementary -Delivery
Reading reading materials Receipt/ARE
Strategy -100 set of Phil-IRI -Budget Documents
2. materials
Supplementary P6,000.00 training funds
Reading
materials
reproduced
3. Phil-IRI
materials
4. Training
Funds
 Monitoring and Evaluation Tool
LOGFRAME Basic Education Sector Transformation (BEST)

Objectively Verifiable Important

Narrative Summary Indicators
Means of Verification
Assumptions

Goal
Improving the Instructional ISP
Instructional Supervision Supervisory Plan ITTPR
of the School Head Crafted and Minutes of Teacher-
Implemented School Head
Conference
Purpose
School head to utilize 2- ISP ISP Observation/
3 days a week for Implementation Checklist
Instructional Supervision Record ITTPR

Output
Formulate the Instructional Approved ISP of the
Instructional Supervisory Supervisory Plan School
Plan for the school
 Basic Education Sector Transformation (BEST)

Objectively Verifiable Important

Narrative Summary Indicators
Means of Verification
Assumptions

Output

Observe classes of three Individual Teacher’s Observation

(3) teachers each week Teaching Record Records
Observation ITTPR
Log/Checklist
Analyze observation Analysis of 1. Minutes of
results of teachers’ Individual Teacher’s conference with
classes Teaching Record observed teachers
2. Record of
Technical
Assistance given to
observed teachers
Conference with Minutes of teacher- Minutes of
identified teachers in principal conference conference with
terms of their teaching and agreements observed teachers
record
SPT Outcome 4
 Prepare a LogFrame for your
Program/Project/Activity designed
Reminders for SPT – If you have
some queries, read DO 44 s. 2015
or text 0927-717-6016
 To be submitted to SDO
 SIP 2016-2019
Attachments:
 School Community Data (Annex 1A)
 School Report Card (Annex 12A or Annex 12B)
 Categorized Prioritized Improvement Areas (Annex 4)
 Planning Worksheet (Annex 5)
 Project Workplan and Budget Matrix (Annex 9)
 School Operating Budget
 LogFrame
 Annual Implementation Plan (AIP 2016-2017)
 Annual Procurement Plan (CY 2016)

 Submission Period – February 15-19, 2016

For more information, read DO 44 S. 2015 or
text/call at 0927-717-6016
Submission Week
February 15-19, 2016
 Thank You!
May God bless you on your way home.

SGOD Training Team