ANNEX 4 Identifying Priority Improvement Areas

Instruction: Using the matrix on the next page, please rate each improvement area on
five criteria using a 5-point scale as described below.

Criteria Description Scale

Strategic Importance The number of other areas that
will benefit when the
improvement area is addressed
5 – Very High
Urgency The urgency or need to improve
4 – High
the area as soon as possible
3 – Moderate
Magnitude The number of learners that will
2 – Low
benefit when the improvement
1 – Very Low
area is addressed
Feasibility The degree to which the
improvement area is within the
school’s mandate and control
Afterwards, compute the average rating of each improvement area and interpret the results as follows:

Average Rating Interpretation

4.5 – 5.0 Very High Priority(VHP)
3.5 – 4.49 High Priority(HP)
2.5 – 3.49 Moderate Priority(MP)
1.5 – 2.49 Low Priority(LP)
1.0 – 1.49 Very Low Priority(VLP)

Improvement Areas Strategic Urgency Magnitude Feasibility AVE. Interpr

Importance RATING etation
ACCESS
Dropout Rate 5 2 5 3 3.75 HP
Enrolment Rate 5 4 5 3 4.25 HP
QUALITY
Promotion Rate 5 3 4 4 4 HP
Learners’ Health & Nutrition 4 3 3 2 3 MP
Learner’s National Competency II 5 5 5 4 4.75 VHP
(NC II)
National Achievement Test Result 5 4 5 3 4.25 HP
GOVERNANCE
Monitoring of Learners’ 5 5 5 4 4.75 VHP
Attendance
Parents’ Involvement in School 5 3 5 3 4 HP
Programs
School Disaster Risk Reduction 5 4 4 4 4.25 HP
Management System (SDRRM)
ANNEX 5 Planning Worksheet

Instruction: Align your input into the appropriate learning stage and intermediate outcomes.

PLANNING WORKSHEET for ACCESS and QUALITY

LEARN- DEPED PRIORITY TIME FRAME

GENERAL
ING INTERMEDIATE IMPROVEMENT ROOT CAUSE/S
STAGE OUTCOMES AREA
OBJECTIVE/S 2019 2020 2021
2020 2021 2022
11 -12 IO1: Learners are Promotion maintain  Lack of 100
%
100
%
100
%
in school and Rate 100 % Interest in
learning centers promotion Studies
rate  Family
Related
Problems
 At risk of
failing
IO2: Learners
access programs  Lack of
responsive to financial
Dropout support
their needs and
Rate; maintain  Poor Academic
consistent with
zero Performance
their interests and 0% 0% 0%
dropout  At risk of failing
aptitudes
rate  Absenteeism
IO3: Learners
 Family related
enjoy learner-
problems
friendly
Lack of interest
environment
IO4: Learners Learners’ To minimize  Unconscious 80 90 100
actively Health & wasted BMI and unaware of % % %
participate in their Nutrition among the health
learning learners. status
environment  Financial status
of family
 Food insecurity
IO5: Learners Learner’s To increase  Low 80 90 100
attain learning National the competencies % % %
standards Competency performanc of learners
II e of based on
NC II learners in curriculum
NAT.
IO6: Learners are Enrolment Rate To increase  Opening of 3% 8% 13
well-rounded, enrolment private schools %
happy and smart rate by 3%  Lack of
annually. schooling
interest
 Employed
PLANNING WORKSHEET for GOVERNANCE

DEPED PRIORITY TIME FRAME

GENERAL
INTERMEDIATE IMPROVEMENT ROOT CAUSE/S
OUTCOMES AREA
OBJECTIVE/S 2019- 2020- 2021-
2020 2021 2022
IO1: Learners are Monitoring of To provide  No centralized 60% 70% 80%
in school and Learners’ effective monitoring of
learning centers Attendance attendance learner’s
monitoring attendance
system (daily)
IO2: Internal Parents’ To increase  Working 80% 90% 100%
systems and Involvement parents’ parents
processes needed in School participation  Unresponsive
for continuous Programs rate by 5% parents to
improvement in annually school
place meetings and
activities
IO3: Growing School To provide  Decentralized 70% 80% 90%
number of Disaster Risk effective and disaster
stakeholders Reduction efficient information
actively Management disaster and response
participate and System management
collaborate in (SDRRM) system
convergence
mechanisms at all
levels
ANNEX 3 Gap Analysis Template

SCHOOL IMPROVEMENT PLANNING GAP ANALYSIS TEMPLATE REGION: ______________________

DIVISION: __________________________________

DISTRICT: __________________________________

BARANGAY: ________________________________

SCHOOL: ___________________________________

Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division
Targets (A) and school performance (B). In particular, you can fill out the matrix by answering the
following questions for each Division Target: B1. Data needed – What data do we need to assess our
school performance against this Division Target? B2. Currently contributing – Is our current school
performance contributing to the attainment of this Division Target? How is it contributing or not
contributing? Explain. B3. Inhibiting Factors – If contributing, what are the factors that prevent us from
contributing further to this Division Target? If not contributing, what are the factors that prevent us
from contributing to this Division Target? Include the most pressing needs or problems from available
data. B4. Projects implemented – What school projects being implemented are geared towards the
attainment of this Division Target? If no such projects are being implemented, leave it blank. B5. Groups
that require attention – Are there groups in our school that require specific attention concerning the
attainment of this Division Target? (e.g., considering gender, socio-economic status, ethnicity).

DATE ACCOMPLISHED

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85School Improvement Plan Guidebook

3 Gap Analysis Template

Annexes

A. DIVISION TARGETS

B. SCHOOL PERFORMANCE

B1. DATA NEEDED

B2. CURRENTLY CONTRIBUTING

B3. INHIBITING FACTORSB4. PROJECTS IMPLEMENTED

B5. GROUPS THAT REQUIRE ATTENTION YES/NO EXPLANATION

Example 1. Zero Dropout

1. Dropout rates over the previous three years 2. Reasons for dropping out

No

Dropout rates over the last three years have been greater than 2%.

High dropout rates due to the following: - financial matters - health problems - child labor

1. New strategy on attendance monitoring 2. Teacher counseling of students

Disadvantaged students

Example 2. Attain basic literacy by Grade 3

Basic literacy rates by grade level over the past three years

Yes

All students over the past three years have attained basic literacy by Grade 3.

Basic literacy can be attained earlier (e.g., by Grade 1): - focusing on the male students in Grades 1 and 2
that fall behind - determining the reasons why male students in Grades 1 and 2 fall behind

Oplan Tutok BasaMale students

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Annexes

Annex