\_7 Republika ng pilipinas \,

'
(Republic of the Philippines)
KAGAWARAN NG EDUKASY
(DEPARTMENT OF EDUCATI, Departrnent of Education
PAMBANSANG PUNOF{G REH YON' i
(NATIONAL CAPITAL RE
Daang Misamis, Bago Bantay, Lungsod
(Misamis St., Bago Bantay, Quezon tv) EI-EASED
By:- k 2
zoie
J onuory 9, 2019

Regionol Memorondum
No. \7 t s. 2019

To: Regionol Funclionol Divisions (eAD, FTAD, ppRD)

Schools Dlvision Superinlendenls

SCHOOT IAAPROVEMENT PI.AN (SIP) INSTRUCTIONAT VIDEOS, STYTEGUIDE, APPRAISAT

pRocEss, AND QUAUTY ASSESSMENT (OA) TOOI

Pleose find the obove titled document issued by the office of Atty. Revsee A.
Escobedo, Assistont Secretory for Project Monogemenl, BHRoD ond Field operotions
through unnumbered Memorondum doted Novemb er 27 , 2OlB.

The soid ottochmenis con olso be downlooded ihrough bit,ly leATootondStyleguide.

Moreover, SIP's lnstructionol Videos is olso provided which con be occessed vio
bil.ly/SiPVideos.

For inforrholion ond oppropriote oction

*,,r*r}"$J BRAt
Officer-in-C horge
Office of the Regionol Direclor

fs/aAD

Wor{towarf e4cettence. . . ptq to win!

 Saublit dtbe ?Uilimtux
of @luutio il
Dt0ortotent

Officeof the As#nf

Sect€tarY

MEMORANDIIII{

TO:

ffiffil"ffiffi*:*"'*'
mnf'Sm'cERr'IED

ATTY.
FRO}I: Pmicct fi|r,flngr,,tcttt,
Assista,rt
BHROD,od
StYlegliide,
lastrrtctia,iral Yiibos'
SUBIECT:
'ffi#w#Tsil' k*ssrl.l,an(QN'too

27 Noverrber ZI18
DATE
. styregqiale a simple and skaighdorward temPlate &at will guide schools in writing arc
slp as a result of tte planning process provided in Do 44 s. 2015, which was conducbd
by Sre School{ommunity Plaruring Team (SfI)'

. Appraisal Process: the Focess &at will guide *re sDos and sctlools
in Be apprai=l of
Sil. It contains steps, which tlrc SDOs may customize to suit tlreir specific needs'
o that will be used by the Schools Division
Quality Assessnrent Tool: a standardized tool
Offices to assess tlre quality of tlre School ImProvemelrt Plan
(SIP)' This tool does not
of meeting the
intend to comparc achievement of schols, but determines the degree
crieria of a good SIP-

The Styleguide. Appraisal Process, and Quality Assessment

Tool can be downloaded from
tris Iink bitly/QAToolandStyleguide'

with BHROIISED at
Ior mol€ information ard inquiries, aII concemed may commu-licate
bhrod.sed@deped.gov.ph or call 63&5397'

For approPriate actiorL

 Appraisa! of the School Improvement Plan (SIP)

After finalizing the SIP, the school shall now prepare for the submission of their SIP to the Division
Appraisal Committee, which in turn will endorse to the Schools Division Superintendent for approval.

1. SIP Appraisal

The SIP appraisal is one major activity that shall be done by a committee who will look into the
contents of the SIP to make sure that quality standards are met. While this committee is tasked to
ensure the quality of the SIP, its major consideration is to look on the important parts rather than
focus on the technical aspects, e.g. grammar, coherence, etc.

The Committee shall check on the accuracy of the data, consistency of the activities to the objectives
of the plan, and how the school will implement the plan. It shall also take note of the technical
assistance that would be provided to help the schools improve their SIPS.

2. Appraisal Committee

The committee who will appraise the SIP at the division level shall be called Division Appraisal
Committee (DAC). The members of the DAC shall come from the Division Field Technical Assistance
Team (DFTAT); if none, the members can be taken from the existing group that checks and reviews
the SIPS of the schools.

For big divisions, the committee may contextualize the appraisal process to fit in their respective
unique situations. Below is a suggested composition of the Commiftee:

a. Assistant Schools Division Sup€rintendent

b. School Governance and Operations Division - Chief
c. cuniculum and Instruction Division - chief
d, Public Schools Division Supervisor
e. Representative from Finance Division
f. Division SBM Coordinator
g. M&E Focal Person/Planning Offlcer
Note: The composition of the team shall comprise of at least seven (7) members. It has the option to
add more members as deemed necessary. If more members are added, make sure that the total
number is still an odd number to prevent voting deadlocks.

3. Appraisal Process

The slP appraisal shalt be done using the sIP Quality Assessment (QA) Tool. This tool shall
be used
quality The DAC shall provide some points for
Oy OIC til'cfrecf if the SIP5 meetihe standard.
- which may be a section, chapter, or total revision Specmc
improvements to further improve the SIP
guide the school. heads on.the
reJisions must be cited in the "remarks" column of the QA Tool to
irrpior"r""G that must be done in their respective slps. If none, words of appreciation, must be
job in crafting their
*r'itt"n ur well in the remarks column to infoim the schools that they did a good
SIPs.

4. Approval of the SIP

If the DAC approves the SIP, it shall submit the SIP to the SDS for approval and issuance of
certificate of acceptance/ approval to the schools'

112
SIP Appraisal Process / BHROD-SED / November 2018
 SIP Appraisal Process Flow

START

School submits SIP to

Division Appraisal Committee
(DAC)

Division Appraisal Committee

School incorporates (DAC) appraises the SIP
suggestions of DAC
using ste SIP QA Tool

NO
DAC provides technical Meets
expectations?
assistance to school

YES

DAC recommends SIP for

approval

Legend
SDS approves the SIP and
issues Certificate of
School Level Acceptance

Division Level
END

/ November 2018 212

SIP Appraisal Process / BHROD-SED
D

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 NAME OF SCHOOL
School ID
School Address

ENHANCED
SCHOOL
IMPROVEMENT
PIAN
School Year 20xx'20n<

School lmprovement Plan

MESSAGE (OPTTONAL)

The quick brown fox jumps over t}re lazy dog. The quick brown fox
jumps over tl:e lazy dog. The quick brown fox jumps over the lazy dog. The
quick broum fox jumps over the lazy dog. The quick brown fox jumps over
the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown
fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over tlre lazy dog. The quick brown fox jumps
over the lazy dog. The quick brown fox jumps over t}:e lazy dog. The quick
brounr fox jumps over t}:.e la.zy dog. The quick brown fox jumps over the lazy
dog. The quick brown fox jumps over the lazy dog.

School lmprovement Plan

TABLE OF CONTENTS

CHAPTER 1. Department of Education's Vision, Page x

Mission, and Core Values Statement

CHAP'IER 2. School's Current Situation Page x

CHAP|ER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

School lmprovement Plan

LIST OF ACRONYMS

DepEd - Department of Education

SIP - School Improvement Program -
AIP - Annual Implementation Plan

School lmprovement Plan

E
 -

LIST OF TABLES AND ILLUSTRATIONS

Table I. xxxxxxxxx Page x

Table 2. xxxxxxxxx Page x
Table 3. xxxxxxxxx Page x

Table 4. xxxxxxxxx Page x

Illustration 1. xx xxx xx xx Page x

Illustration 2. xxx xxxxxx Page x

Illustration 3. x x x x x x x x x Page x

Illustration 4. x x xx x x x x x Page x

School lmprovement Plan

CHAPTER 1
Depaftment of Education Mission, Vision, and Core Values c
Statement H
A
This chapter presents the documentation of matters that transpired during
the Vision Sharingr activity. These include the list of the School Pianning P
Team's (SPf's) aspirations for the school and learners, their T
understanding of DepEd VMV and Core Values as well as their
commitments based on these understandiag. E

R
Another important document that must be included here is the llst of roles
and respoasibilities of all SPT members, as discussed and agreed upon
during the brainstorming session. 1
Lastly, the SPT tlmetable in the preparation, implementation, and
monitoring of the SIP and AIP must be presented in this chapter to serve as
guide to a-11 SPT members and the school-community at large.

Content Check:
. Documentation of the Vision Sharing activity, their aspirations for the
school and learners and their insights on DepEd VMV and Core Values
o List of roles and responsibilities of all SPT members
. SPT Timetable

Notes:
. Suggested number of pages: 1 to 2
. Additional references: ESIP Guidebook (pages 4-10) and
SIP lnstructional Video 1 (Preparatory Phase)

lThe Vision Sharing is a reflective activity where the SPT internalizes the DepEd VMV and Core Values.
The School Head or other sPT member facilitates the activity to draw out the aspirations of all
members that will contribute to the attainment of school goals and objectives.

school lmpaovement Plan

CHAPTER 2
Assess c
H
This chapter presents a brief discussion on the school ald community data
that were gathered, organized,, and assessed using the templates provided in A
the ESIP Guidebook. The school must ensure that these data are accurate P
and updated to be able to capture the school's current needs. In the
discussion, emphasize the connection of these data with the school's current T
situation. E

It has five (5) sections, namely: school's current situation, priority R

improvement areas, general objectives, targets, and root causes.

School's Current Situation 2

Building on the results of data assessment, seamlessly connect the lnltlal

llst of improvement areas to create a picture of the school's current
situation. Use the following references in writing this Section:

School-Communitg Data Templates (Annexes 1A to 2C): present the

alarming data that need to be prioritized for improvement, which
alfect the performance of school and learners.
Gap Analysis Templote (Annex 3):identify the gaps that need to be
prioritized for improvement arrd how these affect the attainment of the
Division targets.

The school may also highlight their achievements in a:eas where they excel
or perform highly, whether at the disttict, division, region, or national level.
This should not sxceed ore (1) paEe.

Hortty Improvement Areas

In this Section, present the Llst of Priority ImProvGment Areas (PIAs) as a

result of the S-point scale ranking provided in the ESIP Guidebook (page 13)
A sample listing witl suffice. Use Annex 4 or ldentifging Prioitg Improuement
Areas rl:attix in presenting the list of PIAs.

In the Planning Worksheet (Annex 5), align the PIAs in column 3with the
appropriate learning stages and intermediate outcomes in column 2,
e.g. PIA is "low English literacy" (column 3) must be aligned with IO5
"learners attain learning standards" (column 2).
General ObJectlves

ln tlne Planning Worksheet, write the corresponding General ObJectlves in

column 4 for the identifred PIAs. Ensure tlat these objectives are SMART
and responsive to the PIAs.

School lmprovement Plan

E
 c
There are processes involved prior to the conduct of the actual Root Cause
Analysis (RCA), like the conduct of FGDs and interviews with learners and H
other stakeholders, and analysis of specific school process involved in the A
assigned PIA to identify storm clouds and area of focus. These are not
required to be included in this Section, but shall be part of the Annexes of P
the SIP. T
A focused problem/area can have several root causes, write in this Section E
the results of the Horltizatlotl of Root Causes using the checklist R
provided in Annex S (ESIP Guidebook, page 98). Write in column 5 of the
Planning Worksheet the identified root causes for the PIAs.
2
ln the Planning Worksheet, write the target(s) for each obieclive statement,
and identify if this will happen in Year 1, Year 2, or Year 3 of the SIP cycle
(columns 6th to 8th).

The targets must be written in quantitative form.

Plar rlng Ulorksbeet

To enlighten the readers who were not involved in the SIP preparation, write
three t-o four sentences describing the contents of the fully accomplished
Planning Worksheet.

Content Check:
. school's current situation (brief discussion) with lnitial List of lmprovement
Areas (PlAs)
o List of PlAs (Annex 4)
.Annex5orPlanningWorksheet-completelyfilledoutwiththefollowing
-improvement
information: priority areas, general objectives' targets' and
root causes.

Notes:
Suggested number of Pages: 3-5
ROditionat references: ESIP Guidebook (pages 11-21) and
SIP lnstructional Video 2 (Assess Phase)

3
School lmprovement Plan
CHAPTER 3
Plan c
H
A. Project Work Plan & Budget Matrix A
In this Section, present the List of Solutions for the identifred root causes' P
These identified solutions are those that have satisfied the criteria provided
in Step 5 of the ESIP Guidebook (page 23). Present a matrix containing root T
causes ald corresponding solution. E

Attached copies of the ProJect Work Plan and Budget Matrix (Annex9) R
prepared for the identified solutions. One project work plan per solution,
which contains the following information: problem statement, project
objective statement, activities, and output.
3

The duration of projects vary depending on the timelines set for the
identitied PlAs. lt is important to make these projects manageable to
provide the team with immediate results that the school can Gelebrate (if
these are successful) or improve (if these do not meet the target). Thus, in
cases where there are maior projects that would need a long time to
implement, the Project Team should subdivide this into smaller, more
manageable projects.

B. Annual Implementation Plan (AIP)

Another important document that will be attached is the Annual

Implementation Plan (Annex 10) for Year 1, the SIP's operational plan' It
specific projects that wili be undertaken by the school in a
"orrt"i.r*
particular year, which include the following: outputs, activities, schedule,
required resources, source of fund, and the individuals accountable for the
conduct of these projects. It also includes operational cost such as but not
limited to utilities, supplies and materia]s, etc. that are considered eligible
expenditures in the existing MOOE guidelines.

The preparation of AIP is by Fiscal Year (Quarters 1 to 4) plus additional

Quarler { of the following year to ensure that all activities from January to
March wil! be planned, which is based on the amount of monthly MOOE'

4
5chool lmprovement Plan
Content Check:
. List of Solutions
. Project Work Plan and Budget Matrix (Annex)
. Annual lmplementation Plan Year 1 (Annex)
Note:
. Additional references: ESIP Guidebook (pages 22-26) and
SIP lnstructional Video 3 (Plan Phase)

5
School lmprovement Plan
CHAPTER 4 c
Monitoring and Evaluation H
A
The SPT will monitor progress in tJle middle and end of project
implementation period depending on the timelines set by the Project Teams. P
In longer projects, the SPT will have to monitor more than twice. r
Schedules of monitoring must be indicated in the suggested Project E
Monltorlng Report Form (ESIP Guidebook, page 291. To help inform the R
SPT of the status of their projects, the Project Teams will submit their
respective progress reports using this template.
Attach the Project Monitoring Report Forms of all projects for Year I AIP, 4
which contains the following information: nalnes of project, project
objectives and targets, and the proposed dates of monitoring.

Write 24 sentences describing the Project Monitoring Report Form lo

enlighten the readers who weJe no: involved in the preparation of SlP.

Content Check:
o Project Monitoring Report Forms

Note:
. Additional references: ESIP Guidebook (pages 27-30) and
SIP lnstructional Video 4 (Act Phase)

6
School lmprovement Plan
-

Sample Certlllcate of Acceptance

, \--
I{epuLIir af tlro tlt,ilippincd

itr: Department of @trutatton

DIVISION
Region _

awards this

@",qrrn4,%qur,rr*
to

(NAME 0F SCH00L)

for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order'14, s. 2015'

Given on the day of 201-.

-
I
Schools Division Superintendent

N *^

7
School lmprovement Plan