P ro p o se d S c h o o l

Im p ro ve m e n t S tru c tu re

M AUREEN D.M ACAALAY

E d u c a tio n P ro g ra m S p e c ia lis t II
S c h o o l M a n a g e m e n t M o n ito rin g & E v a lu a tio n
SESSION OBJECTIVES:
A lig n th e sc h ool im p rove m e n t p la n to
th e ove ra ll re su lts fra m e w ork of B E D P
20 30 a n d th e fou r p illa rs of a g g re ssive
q u a lity re form s

B rie f re vie w of S IP D e ve lop m e n t a n d

Im p le m e n ta tion P roc e ss p e r D O 4 4 , s. 20 15
O ve rvie w of th e p rop ose d sc h ool
im p rove m e n t stru c tu re for 20 22-20 28

Tra n sition to th e n e w stra teg ic p la n n in g

p roc e ss
 R E P U B L IC A C T (R A ) 9 155
Th e G overn an c e of B asic E d u c ation A c t of 20 0 1
L E GA L B A S E S
R E P U B L IC A C T 10 533
Th e E n h a n c e d B a s ic E d u c a tion A c t of 20 13
TH E F O U R P IL L A R S O F A G G R E S S IV E
R E F O R M S F O R Q U A L ITY
BEDP 2030
FRAMEW ORK
TH E F O U R P IL L A R S O F A G G R E S S I V E R E F O R M S F O R
Q U A L ITY A N D THE B E D P 20 30 F R A M E W O R K : REALIGNED

INTERMEDIATE OUTCOMES (IO)

Pillar 1. ACCESS

Pillar 2. EQUITY

Pillar 3. QUALITY

Pillar 4. RESILIENCY &

WELL-BEING

ENABLING MECHANISMS (EM)

GOVERNANCE
 • A roadmap that lays down specific in terven tion s
th at a sc h ool, w ith th e h elp of th e
c om m u n ity an d oth er stak eh old ers,
u n d ertak es w ith in a p eriod of three (3)
consecutive years;
• It aims to improve the key result areas in basic education:
access, equity, quality, resiliency and well-being, and
governance;
• It is evidence-based, results-based, and child or learner-
centered;
• It is central in School-Based Management (SBM) and is
prepared by the School-Community Planning Team
(SPT);
• It is the basis for the school’s Annual Implementation
Plan
D E P E D O R D E R 4 4 , S . 20 15
THE SIP CYCLE
S IP D E V E L O P ME N T & IMP L E ME N T A T IO N
P R O C E S S P E R D O 4 4 , S . 20 15
THE SIP STRUCTURE
 S IP D E V E L O P ME N T & IMP L E ME N T A T IO N
P R O C E S S P E R D O 4 4 , S . 20 15
The SIP STRUCTURE Planning Worksheet for ACCESS & QUALITY
S IP D E V E L O P ME N T & IMP L E ME N T A T IO N
P R O C E S S P E R D O 4 4 , S . 20 15
Planning Worksheet for ACCESS & QUALITY
S IP D E V E L O P ME N T & IMP L E ME N T A T IO N
P R O C E S S P E R D O 4 4 , S . 20 15
Planning Worksheet for GOVERNANCE
PROPOSED
SCHOOL
IMP R O V E ME N T
S TR UC TUR E
A b etter u n d erstan d in g of th e
strateg ic p lan n in g p roc ess
Id en tify th e strateg ic d irec tion s
D evelop a h arm on ized , relevan t,
system ic , an d system atic
ed u c ation al d evelop m en t p lan
• The basic education key result
areas
• The strategic planning cyclic
process
• School Improvement plan
structure
BASIC EDUCATION KEY RESULT AREAS
(Performance Indicators)

Intermediate
Outcomes

Enabling
Mechanism
 STRATEGIC PLANNING CYCLIC PROCESS
(Harmonized, Relevant, Systemic, Systematic)

APA CYCLE
(Assess, Plan, Act)

DAC CYCLE
( D e ve l o p, A p p ra i s e , C o m m u ni c a t e )
PROPOSED SCHOOL IMPROVEMENT
STRUCTURE
 PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 1. DEVELOPMENT
I. DepEd’s Vision, Mission, and Core Values
II. School’s Current Situation
a. Introducing the School
b. School Performance on Access
Articulation of DepEd vision, mission, and core values on how these will influence
the school’s ways of doing things.
Description of the school which may include but is not limited to:
i. size of the school,
ii. curriculum offering
iii. Location and catchment areas,
iv. environment and socio-economic condition,
v. physical environment,
vi. immediate community, and
vii. linkages.
Shows the following:
i. Enrolment trends (minimum of 4 years of historical data) including its analysis;
ii. Historical data on:
a. Community intake rate (5-year-old children located in the catchment areas) for
elementary level
b. Simple drop-out rate
c. School leaver rate
d. Transition rates
iii. Good performing and problematic KPIs (identified per grade or key stage) and
corresponding causes (best practices and bottlenecks-internal or external factors);
iv. Analysis of strengths or weaknesses of past interventions or programs/projects/activities
in relation to access; and
v. Foreseeable problems if problematic KPIs are not acted upon
 PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 1. DEVELOPMENT
II. School’s Current Situation
c. School Performance on QUALITY
i. Reading Proficiencies/Competencies:
a. present and describe the level of reading competencies of all learners,
b. shows the group of high and low performers,
c. provides an explanation of causes (internal or external factors),
d. explains the strength or Weaknesses of past interventions or
Programs/projects/activities in relation to reading,
e. Discuss potential problems if performance issues are not addressed (if
necessary).
ii. Learning Standards/Performance:
a. present and Describe the latest performance in the National Achievement
Test by Subject by group/grade,
b. Show the group/grade level in high and low Performance,
c. provides an explanation of causes (internal or external factors),
d. Explain the strength Or weaknesses of past interventions or
Programs/projects/activities or practices in relation to reading
e. Discuss potential problems if Performance issues are not addressed (if
necessary).
The school may also discuss the performance of regional and division tests (if
available), awards and recognition, performance in ILSAs (International Large-
Scale Assessments) (if the school has participated)
 PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 1. DEVELOPMENT
II. School’s Current Situation
d. School Performance on EQUITY and
INCLUSION
e. School concerns on RESILIENCE and WELL-
BEING
f. School concerns on GOVERNANCE
Analysis of issues on inclusion programs or initiatives. Specifically, this section will
cover learners in disadvantaged sectors like learners with disabilities, working
children and youth, street children, children in conflict, indigenous people, etc.
This section will:
i. identify and describe these learners in the disadvantaged sector.
ii. describe the challenges they face in accessing basic education
iii. explain the strength or weaknesses of past interventions or
programs/projects/activities or practices in relation to reading
iv. discuss potential problems if performance issues are not addressed (if
necessary).
Analysis of nutritional status of learners, incidence of bullying, school hazards,
mental and psychosocial condition including security and peace and order
situation
May include school resources analysis on human resources, school resources, and
development prospects. Basic ratios may be presented and teacher performance,
SBM practice, and partnerships, among others. Discuss in this section the
governance issues encountered by the school for the last 3 years.
 PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 1. DEVELOPMENT
II. School’s Current Situation
g. Other Unique concerns
III. School Improvement Plan
a. Key Performance Indicators (targets)
b. Strategies/school strategic directions
c. Key Interventions
It may include very unique issues that are not captured
in the 4 pillars.
School Strategic Plan
6-year realistic targets on access, equity, quality, resilience, well-being, and
governance per item ____.
Priorities that the schools must focus to address key and immediate
challenges and harnessing opportunities in the next six years.
These are specific actions that the school will undertake to accomplish
identified strategies. These may be in a form of nationally driven programs and
projects, locally initiated interventions to address unique conditions, and
specific activities designed to address short-term issues. This shall be
converted into an output statement.
 PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 1. DEVELOPMENT
IV. Financial Plan The financial plan provides resources to the key interventions.
a. Six Year Indicative Financial Plan School Strategic Plan which outlines school financial priorities in a 6-year
cycle. Should include goals, outcomes, strategies, and outputs for the next 6
years.
b. Year 1 Annual Improvement Plan Plan execution document using the standard template for Work and Financial
Plan. This outline the one (1) year plan of the school from January to
December.

V. School Monitoring Evaluation & A systematic process for collection, collation, and analysis of key education
Adjustments data and information that will allow the SGC to determine the progress of SIP
(SMEA) implementation based on targets. The main objective of the SMEA is to
facilitate decision-making for a more relevant and responsive delivery of basic
education services at the school level.
a. M&E (monitoring & evaluation) May include tools, info systems and templates identified in DO 44 and other
Strategies new templates may be useful. The main reference will be the School Report
Card (SRC)
b. M&E Activities May include SMEA culmination, and regular Program Implementation
Review (PIR). Could be monthly, quarterly, semi-annual, or annual.
 PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 1. DEVELOPMENT
VI. Risk Management Plan
❖ Risk Analysis (SWOT)
VII. Communication Plan
These must include the registry of identified Risks, its description and
the strategic solutions to mitigate the impact of each identified risk.
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 program.
A plan on how to properly communicate the school’s
desired outcomes, strategic priorities, and proposed
strategies to all employees and stakeholders for
awareness and transparency.
PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 2. APPRAISAL
PLAN APPRAISAL Quality Assurance of the strategic plan
A. Leadership and • Leadership and ownership
Participation • Participatory process
• Capacity Development
B. Soundness and Relevance • Evidence-based sector analysis
• Relevance of Policies and Programs
• Soundness of the Financial Framework
• Soundness of the Action Plan
C. Equity, Efficiency and • Robustness and relevance of the strategies
Learning • Transformational Strategies
in Basic Education • M and E Frameworks
D. Coherence • Coherence among the strategies, programs, and
• activities
• Comprehensive costing aligned with the budget
• Coherence of M and E Indicators
E. Feasibility, • Financial Feasibility
Implementability, • System Capacity Development
Monitorability • Governance and Accountability
• Risks to implementation and the mitigation of risks
• Robustness of the M and E Framework
PROPOSED SCHOOL IMPROVEMENT STRUCTURE
PHASE 3. COMMUNICATE

COMMUNICATING THE PLAN Mobilization for implementation

• After approval and acceptance of the strategic plans, each
governance level shall properly communicate the education
plans including desired outcomes, strategic priorities, and
proposed strategies to all employees and stakeholders for
awareness and transparency.
• This activity aims to ensure that all DepEd implementers and
partners are well apprised of the objectives and targets,
strategic directions, strategies, and organization
arrangements.
MINIMUM KEY
PERFORMANCE
INDICATORS
(KPIs) PER
BEDP PILLAR
Chair: School Head
Members: Student representative, teacher representative, parent representative, Barangay/LGU representative, member
of BDRRMC, member of School Child Protection Committee, Representative from the School Governance Council (SGC),
and other relevant stakeholders

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

Arabic Language and Islamic Values Education (ALIVE) teachers,
and school alumni Technical Secretariat

Lead: Designated Planning Coordinator for the formulation of SIP

and AIP
Members: Designated finance officer, Designated Planning Officer, BEIS Coordinator. 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
Thank You!!!