Republic of the Philippines

Department of Education
REGION VIII
SCHOOLS DIVISION OF NORTHERN SAMAR

School Improvement Appraisal Tool

Name of School: ____________________________________ District: __________________

BELOW MEETS EXCEEDS REMARKS

STRUCTURE CHARACTERISTICS EXPECTATION EXPECTATION EXPECTATION
CHAPTER 1. Department of Presents the Following:
Education’s vision, mission, i. This articulates the DepEd vision,
and Core Values Statement mission, and core values on how
these will influence the school’s
ways of doing things
CHAPTER 2. School’s Current
Situation
A. Introducing the Describes the school in prose form which may
School include but not limited to:
i. School Size
ii. Curriculum Offering
iii. Location and Catchment Areas
iv. Environment and socio-economic
condition
v. Physical environment
vi. Immediate community
vii. Linkage
B. School Performance Shows and discusses the following:
on Access i. Historical actual enrolment trends
(starting with 2017-2018 to SY
2021-2022)
ii. Historical thread of the following

Page 1 of 5
 Department of Education, Schools Division of Northern Samar

KPIs (starting with 2017-2018 to SY

2021-2022)
a. Simple drop-out rate
b. School leaver rate
c. Transition rates
iii. a. Good performing and
Problematic KPIs (best Practices &
bottlenecks)) (Identified per grade
level or key stage and
corresponding causes (internal &
external factors) based on SWOT
analysis
iv. analysis of strength and
weaknesses of past intervention or
programs/projects/activities in
relation to access
v. foreseeable problems if
problematic KPI’s are not
addressed
C. School Performing Shows and discusses the following:
on Quality i. Reading proficiencies/competences
ii. The level of reading competences of all
learners
iii. Group of high and low performance
iv. Explanation of causes (internal and
external factors- SWOT analysis)
v. Strength and weaknesses of past
intervention or
programs/project/activities in relation
to their performance in NAT/MPS
vi. Potential problems if performance
issues are not addressed (if necessary)
D. School Concerns on Analysis of issues and inclusion programs or

Page 2 of 5
 Department of Education, Schools Division of Northern Samar

Equality and initiative

Inclusion
E. School Concerns on Analysis of nutritional status of learners,
resilience and well- incident of bullying, school hazards, mental and
being psychosocial condition including security and
order situation.
F. School concerns on Analysis on school resources: human resources,
governments school resources, and development prospect.
Basic ration are presented and teacher
performance, SBM practice, and partnership
among others.
G. Other Unique Presents other unique concerns or unique
concerns issues that are not captured in the four pillars
CHAPTER 3. Improvement
Plan
A. Key performance Realistic and attainable within the time frame
indicators/performa (vis-à-vis the SIP Template in the annexes if
nce target available)
B. Strategies/school Presents the following:
strategic i. Priorities that the school must focus to
direction/key address challenges and harnessing
interventions opportunities
ii. Nationally driven programs and project,
locally initiated intervention to address
unique conditions, and specific activities
designed to address short-term issue.
iii. List of solution for the identified root
causes. Presents a matrix containing root
causes and corresponding solution.
iv. Project work plan and budget matrix
prepared for the identified solutions. One
project work plan per solution.
CHAPTER 4. Financial Plans

Page 3 of 5
 Department of Education, Schools Division of Northern Samar

A. Six-year indicative Present a 6-year realistic targets on access,

financial plan equity, quality, resilience, well-being, and
governance
B. Year 1 annual Contains specific projects that will be
implementation undertaken by the school in the particular year,
which include the following: outputs, activities,
schedule, required resources, source of fund,
and the individuals accountable for the conduct
of these project. It also includes operational
cost such as but not limited to utilities, supplies
and materials, et. that are considered eligible
expenditures in the existing MOOE/NON-MODE
guidelines.
i. An object produced as a result of activities
ii. Must be quantifiable, tangible, and a
product of conducted activities
iii. A task or set of tasks executed to produce
deliverable, given the needed inputs
iv. Financial requirement of an activity
v. Expression both in terms of obligations and
disbursements
vi. Duration and frequency of an activity are
attainable and doable
CHAPTER 5. School Contains a systematic process for collection,
monitoring and evaluation collaboration, and analysis of key education
and adjustments (SMEA) data and information that will allow the school
A. Monitoring and governing council to determine the progress of
evaluation strategies SIP implementation based on targets.
and activities
Includes schedules of monitoring by the SPT in
the suggested project monitoring report form.
CHAPTER 6. Risk Includes the registry of identified risks, its
management plan description and the strategic solution to

Page 4 of 5
 Department of Education, Schools Division of Northern Samar

mitigate the impact of each identities risk.

i. Identities the major risk in achieving the
outcomes proposed in the results
framework
ii. Classifies identified risks
iii. Rates the risk as to its impact the probability
iv. Identifies mitigation strategies for the
identified risks
CHAPTER 7. Communication The communication plan present the strategies,
plan activities, persons involves, timeline and desire
outputs which are attainable and measurable.

Validated by

_________________________ ___________________________ _______________________

Member Member Member

___________________________
PIC/PSDS/Chair

Page 5 of 5