NAME OF SCHOOL

School ID
School Address

ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2023-2025

School Improvement Plan

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SCHOOL HEADS MESSAGE

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
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 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.

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TABLE OF CONTENTS

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

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page x

CHAPTER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

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LIST OF ACRONYMS

DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan

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LIST OF TABLES AND ILLUSTRATIONS

Table 1. x x x x x x x x x Page x

Table 2. x x x x x x x x x Page x

Table 3. x x x x x x x x x Page x

Table 4. x x x x x x x x x Page x

Illustration 1. x x x x x x x x x Page x

Illustration 2. x x x x x x x x x Page x

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

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

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CHAPTER 1
Department of Education’s Thrusts C
H
This chapter presents the documentation of matters that transpired during
the Vision Sharing1 activity. These include the list of the School Planning A
Team’s (SPT’s) aspirations for the school and learners, their P
understanding of DepEd VMV and Core Values as well as their
commitments based on these understanding. T
E
Another important document that must be included here is the list of roles
and responsibilities of all SPT members, as discussed and agreed upon R
during the brainstorming session.

Lastly, the SPT timetable in the preparation, implementation, and 12

monitoring of the SIP and AIP must be presented in this chapter to serve as
guide to all 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
 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
Instructional Video 1 (Preparatory Phase)

CHAPTER 2
1
The 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.

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Assess

This chapter presents a brief discussion on the school and community data
that were gathered, organized, and assessed using the templates provided in
the ESIP Guidebook. The school must ensure that these data are accurate
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
situation.

It has five (5) sections, namely: school external context, school’s current
situation, priority improvement areas, general objectives, targets, and root
causes.

A. School External Context

This is to describe the school external factors such as physical, socio-

economic, political (local), and other factors that will assess and understand
the challenges with significant influence or effect to the delivery of basic
education services in the locality.

B. School’s Current Situation

This covers the internal factors covering the four pillars and enabling
mechanisms. The qualitative/narrative discussions (based on SWOT) shall
consider the indicated data and the school initiatives in addressing identified
challenges on KPIs. Tables and graphs may be part of the annexes.

A. Four Pillars

1. ACCESS
All school-age children, out of school youth, and adults accessed
relevant basic learning opportunities
1. All five-year old children attend school
 Net Enrolment Rate
 Gross Enrolment Rate
2. All learners stay in school and finish key stages
3. All out-of-school children and youth participate and
complete formal or non-formal basic education learning
opportunities
 Transition Rate
 Retention Rate
 School Leaver Rate
 Cohort Survival Rate
 ALS Completion Rate

2. EQUITY
Disadvantaged school-age children and youth, and adults
benefited from appropriate equity initiatives

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 a. All school-age children and youth, and adults in situations
of disadvantage are participating in inclusive basic learning
opportunities and receiving appropriate quality education
 Inclusive education Enrolment
 Retention Rate of learners in situation of
disadvantage

3. QUALITY
Learners complete K to 12 basic education, having successfully
attained all learning standards that equip them with the necessary
skills and attributes to pursue their chosen paths
1. Learners attain Stage 1 (K to 3) learning standards of
fundamental reading and numeracy skills
 % of learners attaining at least the minimum level of
proficiency (nearly proficient – 50%) in Reading and
Listening comprehension increased
 % of learners achieving at least the minimum level of
proficiency in:
- English
- Filipino
- Mother Tongue (except Tagalog)
- Numeracy
2. Learners attain Stage 2 (Grades 4 to 6) learning standards
in required literacy and numeracy skills and apply 21st
century skills to various real-life situations
 % of learners attaining at least the minimum level of
proficiency in Stage 2 literacy and numeracy
standards
3. Learners attain Stage 3 (Grades 7 to 10) learning standards
in required literacy and numeracy skills and apply 21st
century skills to various real-life situations
 % of G10 learners attaining at least the minimum
level of proficiency in Stage 3 literacy and numeracy
standards
4. Learners attain Stage 4 (Grades 11 to 12) learning with
knowledge and 21st century skills developed in chosen core,
applied and specialized SHS tracks
 % of G12 learners attaining at least the minimum
level of proficiency in Stage 4 SHS core areas
5. Learners in the ALS attain certification as Elementary or
JHS completers
 Completion Rate
 Graduation Rate (G6 completers/G6 enrolment)
 % of ALS A&E Passers

4. RESILIENCY AND WELL-BEING

Learners are resilient, know their rights, and have the life skills to
protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners well-being,
while being aware of their responsibilities as individuals and as
members of society

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 1. Learners are served by a department that adheres to a
right-based education framework at all levels
 % of learners who reported violence committed
against them by other learners (bullying) or adults
(child abuse) based on intake sheets of schools
2. Learners are safe and protected and can protect themselves,
from risks and impacts from natural and human-induced
hazards
 % of learners affected/displaced by natural and man-
made hazards/disasters are retained
3. Learners have the basic physical, mental, and emotional
fortitude to cope with various challenges in life and to
manage risks
 % of learners with improved health statistics

B. Enabling Mechanism

1. Modern, efficient, and resilient governance and management

processes.
a. Education leaders and managers practice participative, ethical,
and inclusive management processes
 Proportion of schools achieving ideal SBM level of
practice
b. Ensure human resources in all governance levels are sufficient,
resilient, competent, and continuously improving
 Proportion of SDOs achieving interquartile ratio (IQR) on
teacher deployment
 Proportion of offices across governance levels with at
least satisfactory in the OPCRF
c. Ensure ideal learning environment and adequate learning
resources for learners
 Proportion of schools and CLCs achieving ideal ratio on:
o Classroom
o Teachers
o LRs and LMs
o Seats
o Science and Math Equipment
o Multimedia package
 Proportion of schools with:
o Connection to electricity
o Connection to internet (for areas with internet signal)
o Water and sanitation (WatSan) facility
o Water source

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

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

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 The school may also highlight their achievements in areas where they excel
or perform highly, whether at the district, division, region, or national level.
This should not exceed one (1) page.

Priority Improvement Areas

In this Section, present the List of Priority Improvement Areas (PIAs) as a

result of the 5-point scale ranking provided in the ESIP Guidebook (page 13).
A sample listing will suffice. Use Annex 4 or Identifying Priority Improvement
Areas matrix in presenting the list of PIAs.

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

In the Planning Worksheet, write the corresponding General Objectives in

column 4 for the identified PIAs. Ensure that these objectives are SMART
and responsive to the PIAs.

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
other stakeholders, and analysis of specific school process involved in the
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
the SIP.

A focused problem/area can have several root causes, write in this Section
the results of the Prioritization of Root Causes using the checklist
provided in Annex 8 (ESIP Guidebook, page 98). Write in column 5 of the
Planning Worksheet the identified root causes for the PIAs.

In the Planning Worksheet, write the target(s) for each objective 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.

Planning Worksheet

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

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Content Check:
 School’s Current Situation (brief discussion) with Initial List of Improvement
Areas (PIAs)
 List of PIAs (Annex 4)
 Annex 5 or Planning Worksheet - completely filled out with the following
information: priority improvement areas, general objectives, targets, and
root causes.

Notes:
 Suggested number of pages: 3-5
 Additional references: ESIP Guidebook (pages 11-21) and SIP
Instructional Video 2 (Assess Phase)


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CHAPTER 3 C
Plan H
A
A. Project Work Plan & Budget Matrix P
This section presents the project plan on the identified priority KPIs. T
Each root cause should be given a proposed solution by formulating
appropriate, aggressive, innovative and new strategy. Output indicator is a
E
means of verification on the successful deployment of strategy thru the R
implementation of specific PPAs indicated in the school Annual
Implementation Plan (AIP). Reflections and learnings from the previous SIP
cycle accomplishment should be considered in the development of new 3
strategies to address the challenges or performance gaps in the delivery of
basic education services.
Each RCA should have corresponding proposed solutions. There
should be more than one (1) output for every strategy to be achieved for the
next three (3) School Years.
Template:
Root Indicative Year
Cause/s Proposed of
Baseline
(RCA)/ Solutions Implementation
Data
Dimension PIA Internal on (Pls. Check)
(2019-
&
2020)
External Strategy Output Y1 Y2 Y3
Factors
Access
Equity
Quality
Resiliency
& Well-
being
Enabling
Mechanism

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

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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
contains specific projects that will be undertaken by the school in a
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 materials, 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

Quarter 1 of the following year to ensure that all activities from January to
March will be planned, which is based on the amount of monthly MOOE.

Content Check:
 List of Solutions
 Project Work Plan and Budget Matrix (Annex)
 Annual Implementation Plan Year 1 (Annex)
Note:
 Additional references: ESIP Guidebook (pages 22-26) and SIP
Instructional Video 3 (Plan Phase)

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CHAPTER 4
Monitoring and Evaluation C
H
The SPT will monitor progress in the middle and end of project
implementation period depending on the timelines set by the Project Teams.
A
In longer projects, the SPT will have to monitor more than twice. P
Schedules of monitoring must be indicated in the suggested Project T
Monitoring Report Form (ESIP Guidebook, page 29). To help inform the E
SPT of the status of their projects, the Project Teams will submit their
respective progress reports using this template.
R
Attach the Project Monitoring Report Forms of all projects for Year 1 AIP,
which contains the following information: names of project, project 4
objectives and targets, and the proposed dates of monitoring.

Write 2-4 sentences describing the Project Monitoring Report Form to

enlighten the readers who were not involved in the preparation of SIP.

Template:

Key Data
Purpose of Timeline (Year
M&E and Person/s
M&E and
Initiatives Information Involved
Initiatives Quarter/Month)
Needed
1. Baselining
and Data
Collection
2. Assessment
& Provision
of TA to
teaching
and non-
teaching
personnel
and
learner’s
performance
3. Evaluation
of PPAs cum
Plan
Adjustments
(please add
rows if
necessary)

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 Content Check:
 Project Monitoring Report Forms

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

ANNEXES:

A. Baseline and Targets

 The baseline data to be used are the pre-pandemic data school
year (2019-2020)
 Basis for projection is the data/performance for the last three
(3) SYs 2017-2018, 2018-2019, 2019-2020
 Performance targets cover the SYs 2022-2023, 2023-2024, and
2024-2025

1. Access
2. Equity
3. Quality
4. Resiliency & Well-being
5. Enabling Mechanisms

Template:

KPIs
Physical Target
(Historical Data)
2017- 2018- 2019- 2022- 2023- 2024-
2018 2019 2020 2023 2024 2025
(Baseline)

B. Implementation Plan
1. Implementation Milestones
Phase 1. Formation of the Plan
Phase 2. Plan Execution
 Curriculum Implementation
 School Operations and Management
Phase 3. Revisit, Review and Refine
Phase 4. Sustaining Performance
2. Communication Plan
This ComPlan outlines communication activities, engagement
tools, and strategies in details to assist the School Planning Team
to effectively communicate and disseminate the PPA’s report,
deliverables, technical assessments, and key messages derived
from the ongoing and future activities.

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 Specifically, this aims to:
1. Build public awareness of the SIP and support for the
attainment of the goals and objectives of the SDO aligned
with the Regional and National strategic directions;
2. Share ownership of SIP among stakeholders;
3. Promote collective actions among stakeholders; and
4. Communicate the gains and accomplishments of the SIP

Template:

Communication
Key Player/
Objectives Activity Strategy/ Timetable
Stakeholder
Platform

3. Risk Management
This section identifies and manage the pre-identified risks for the
whole phases of program planning and implementation.

A risk management plan outline the potential threats to an

organization as well as the precautions that its personnel should
take to keep such threats at a manageable level. To address
various risks, an organization will have a variety of risk
management plans in place.

Template:

Risk Causes Risk Treatment

Risk
and Action Person
Description Timeline
Consequences Response Responsible

Submitted by:

_________________________
School Head

NOTED:

_________________________ _________________________
PSDS Parent Supervisor

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 Recommending Approval:

RODEL S. MAGNAYE, CESE

OIC-Assistant Schools Division Superintendent

Approved:

LYNN G. MENDOZA, EdD

OIC-Schools Division Superintendent

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